SIW4301 Philosophy of Social Science Course description

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The course provides in-depth knowledge of quantitative design and statistical analysis for use in the student's own master's thesis. The course focus on the possibilities and limitations of different quantitative designs, understanding various data sources, and quality requirements for studies based on statistical analysis within a social science research tradition.

The course includes in-depth knowledge of cross-sectional design, longitudinal design, experiment, and the survey method. Students will also gain in-depth knowledge of conditions that may affect the validity and reliability of a survey and skills in assessing such conditions. Furthermore, students will both learn and not least practice univariate, bivariate, and multivariate analyses.

There will be a particular focus on regression analysis. Through lectures, e-resources and seminars, students will gain in-depth knowledge and skills in the use of regression-based analysis. 

Language of instruction is English.

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After completing the course, the student should have the following overall learning outcomes defined in terms of knowledge, skills and general competence:  

Knowledge 

The student has 

• in-depth knowledge of key knowledge discourses in child welfare and other welfare fields and of different criteria for evidence-based practice 
• advanced knowledge of the child welfare service’s heterogeneous knowledge base, interdisciplinary and interprofessional collaboration, and an understanding of the relevance of theoretical perspectives to professional practice  
• in-depth knowledge of theoretical understandings of children and childhood, categorisation processes in the child welfare service’s everyday practices  
• advanced knowledge of children’s right to participation and protection and the importance of children as participants in everyday life and in the professional practices of the child welfare service  
• advanced knowledge of different perspectives on children’s development 
• specialised knowledge and insight into research on care assessments and the importance of a holistic understanding of children and parents  
• advanced knowledge of how neglect and abuse occur and are manifested in different ways in children, young people and families in vulnerable life situations  
• in-depth knowledge of different perspectives on family work and milieu therapy within and outside institutions  

Skills 

The student can 

• analyse and take a critical approach to the child welfare service’s implicit and explicit knowledge base to make decisions and implement measures in the child’s best interests  
• analyse professional issues related to risk assessments and different explanations of children and children’s problems  
• take a critical approach to different sources of knowledge and carry out comprehensive care assessments by analysing and assessing the child’s best interest in light of relevant theories and methods  
• cooperate with children and parents and other services when obtaining information and assessing measures  

General competence  

The student can 

• apply knowledge and skills about children, young people and families in vulnerable life situations in new areas in order to carry out advanced tasks and projects  
• communicate about professional issues, analyses and conclusions in child welfare work with children, young people and families, partners and the general public  
• take a critical and analytical approach to explicit and implicit theories, measures and methods in child welfare practice   

The course consists of lectures, exercises with statistical software, e-lectures and assignments that the students work with on their own and receive guidance via e-based resources.

Students will work with an analysis project consisting of univariate, bivariate, and multivariate analysis (regression analysis).

To be eligible to take the exam, the student must have submitted a project outline, which must be approved by the course supervisor. 

All required coursework must be completed and approved by the given deadline for the student to take the exam. If the coursework requirements have not been approved, the student will be given one opportunity to submit an improved version by a given deadline. 

The exam in the course consists of two parts: a multiple-choice exam, and a written course paper. 

A 2-hour multiple-choice school exam. Counts for 30 per cent of the final grade.  

Semester assignment with a maximum length of 10 pages (+/- 10 percent). Font and font-size: Calibri 12 pt. Line spacing: 1.5. Tables and figures are in addition. Counts for 70 per cent of the final grade.  

All parts of the exam must be passed in order to pass the course. If one of the exam components is evaluated as not passed, the failed component may be retaken.  

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

• Coursework 1: Participation in at least 80% of the seminars
• Coursework 2: An oral presentation, presented by the student project group, as well as peer feedback to another group's work. The presentation can be anything from a presentation of results from that group's work, to presenting the most interesting group discussion or reflection on course related topics.

Attendance during the group presentation is mandatory, and presentations and feedback must be approved by the course lecturer. Students who are not present or who have not provided input to the group or have not participated in providing feedback to a peer group, or have presentations that are not approved, will have to submit an alternative qualification to be able to sit for the examination.

Lack of an approved course work requirement will disqualify the student from taking part in the final examination.

The exam in the course is a semester course paper. The exam paper must have a scope of 10 pages (+/- 10 per cent). Font and font size: Calibri 12 points. Line spacing: 1.5.

The student will work with the course paper through work on and reflections about the practical exercises through the semester until delivery. The paper’s theme is defined or approved by the course leader.