ØASØK4700 Labour Economics Course description

The course introduces students to basic economic theories of how labour market functions and the policy implications. It will also present empirical methods used in the current literature to analyse the roles of market institutions and policy interventions of various kinds. Topics include market equilibrium in competitive and non-competitive labour markets, human capital, unemployment, job search, migration, discrimination and collective bargaining.

All aids are permitted, as long as the rules for source referencing are complied with.

None.

After completing the course, students will acquired the learning outcomes defined in knowledge, skills and general competence:

Knowledge

The students

• have in-depth knowledge of the economic theories of labour market, including what factors determine the supply decisions of workers and the demand decisions of employers and how the labour market balances out the conflicting interests of the two parties
• have advanced knowledge of how various institutional features (labour market discrimination, labour union, incentive pay systems etc.) impact the labour market outcomes (distribution of earnings, employment opportunity etc.)
• have advanced knowledge of how investments in human capital determine the shape of the wage distribution
• have advanced knowledge of how unemployment exists and persists in labour markets and the challenges in policymaking addressing unemployment

Skills

The students

• can analyse theoretical models to investigate how labour markets function and interpret the model findings to address challenges in policymaking
• can analyse relevant data and design empirical models to investigate effects of economic and social policies (migration, discrimination, education etc.) on labour-market outcomes
• can analyse empirical evidence and relate critically to economic theories to enhance understanding of policy effects and to make policy recommendations
• can acquire skill to work independently to develop and study research questions using existing theories and research methods

Competence

The students

• can communicate with practitioners and policy makers to design and analyse labour-market;policies
• can engage in analytical discussions of economic reports and policy papers
• can disseminate knowledge through presentation and discussion to both specialists and to the general public
• can critically reflect on scope and limitations of economic policies to address the functioning of labour markets

Studenten skal etter å ha fullført emnet ha kunnskaper om en rekke sammenhenger mellom samlinger, medier og sjangere.

Kunnskaper

• innblikk i teorier og prinsipper for utvikling av fysiske og digitale samlinger i ulike typer bibliotek
• kjennskap til hovedtrekk ved den mediehistoriske utviklingen og hvordan nye teknologier påvirker samfunnet generelt og biblioteket spesielt
• oversikt over ulike sjangere i forskjellige medier

Ferdigheter

• ha en kritisk, vurderende innstilling til ulike samlingers funksjoner og mål i gitte kontekster, og kunne vurdere en samling ut fra kvalitet og relevans
• se et medium i historisk perspektiv, forklare hva som er viktige kjennetegn ved mediet, og drøfte hvordan mediet er gjort tilgjengelig i biblioteket
• presentere en selvstendig problemstilling innen emnet medier, sjangere og samlinger, forklare hvorfor problemstillingen er relevant og viktig, og skissere svar på problemstillingen
• presentere en sjanger og utfordringer ved sjangerinndelinger på en interessevekkende og kunnskapsrik måte

Generell kompetanse

• delta i faglige diskusjoner om og foreta selvstendige vurderinger knyttet til samlingsutvikling, medier og sjangere.

This joint course is developed for all the Bachelor programmes at the Faculty of Health Sciences which are part of RETHOS (National guidelines for the Health and Social Studies), and is considered as an introductory course, preferably taken during the first part of the study programme.

In this course, starting with relatable examples, students will learn about the rationale for evidence-based practice (EBP) and its Core Competencies: Ask, Acquire, Appraise and Interpret, Apply, and Evaluate. Areas of focus are critical thinking (e.g. asking critical questions about health claims and the sources of claims), and shared decision-making. The course provides a foundation for learning and applying more advanced and field-specific skills.

The student must have been admitted to the study programme.

On successful completion of the course, the student has acquired the following learning outcomes classified as knowledge, skills and competence:

Knowledge

The student

• can define what EBP is and recognizes the rationale for EBP and shared decision making
• knows the steps of EBP
• is familiar with the levels in the S-pyramid and acknowledges the difference between single studies and systematic reviews
• knows the characteristics of a scientific article, e.g. IMRAD
• can explain the purpose and characteristics of qualitative and quantitative studies and syntheses of studies, e.g. systematic reviews
• understands the principles for critical appraisal and knows how to use check lists for different study designs, clinical guidelines and professional procedures
• knows different types of categorical and continuous measures of association and effect, and key graphical presentations

Skills

The student

• can identify different types of professional/clinical questions, such as questions about treatment, diagnosis, prognosis, experiences and etiology
• can, for each type of clinical question, identify the preferred order of study designs
• can formulate searchable professional/clinical questions using e.g. PICO
• and variations of PICO
• can construct and carry out an appropriate and simple search strategy for professional/clinical questions from the top of the S-pyramid

General competencies

The student

• can critically assess health claims in the media

The teaching is mainly designed with "flipped classroom" and learning activities in class and smaller groups. Digital learning resources such as digital lectures, videos and films will be available to the students in advance. Students are recommended to use these resources and to be prepared before the lectures and the seminars.

The following must have been approved in order for the student to take the exam:

• participate in at least 2 of 4 seminars

The students are recommended to participate at the seminar where they present the exam group projects.

Det benyttes en intern og en ekstern sensor til sensurering av besvarelsene. Et uttrekk på minst 25 % av besvarelsene sensureres av to sensorer. Karakterene på de besvarelsene som er vurdert skal danne grunnlag for å fastsette nivå på resten av besvarelsene.