PHUV9380 Kunstbaserte forskningsprosesser – en introduksjon Emneplan

Approved by the Doctoral Committee 28.03.2019. Minor changes approved 27.04.2020 and 27.01.2021.

This PhD-course is open for candidates at the PhD Programme in Educational Sciences for Teacher Education, PhD candidates from other relevant programmes, and academic employees.

Language: English (and Norwegian, dependent on the language of participants).

The course introduces arts-based research (ABR) and processes related to ABR that are relevant in traditional qualitative research as well. Accepting knowledge as also being tacit, and the arts as important fields of understanding, today’s educational research often include aesthetical and arts-based processes. ABR is an umbrella term covering different research methodologies that draw their inspiration, concepts, processes or representational forms from the arts. To satisfy the expected transparency in research,  processes involving arts-based media also need to be discussed and made explicit, whether one considers oneself to be an artist or not.

In this introductory course, methodologies such as aesthetically based research, a/r/tography, practice-led research and artistic research will be presented and discussed, as will onto-epistemological issues related to ABR in general and the different methodologies. Furthermore, the students will participate in workshops investigating core elements of ABR, such as embodiment, empathy and material, formal and relational sensitivity. There will also be workshops exploring writing processes in ABR, related to narrative, poetical, fictional and essayistic genres. Finally, seminars presenting and discussing the participants’ projects will amount to parts of the course.

On completion of the course, the candidate will have achieved the following learning outcomes:

Knowledge

The candidate:

• is in the forefront of knowledge concerning core elements of ABR and master the theory behind such elements in research
• has in-dept knowledge of ontological, epistemological and ethical issues related to ABR
• can evaluate the expediency and application of different methodological and analytical approaches within the umbrella term ABR
• has in-dept knowledge of different alternative writing genres, relevant in ABR and can contribute to the development of new forms of documentation in the field

Skills

The candidate:

• can handle complex ABR issues, challenge established ABR practices and critically analyse relationships between theories of knowledge and ABR
• can use relevant techniques to enhance and elicit  their own embodiment, empathy and material/formal/relational sensitivity in research and artistic development
• can formulate problems, plan, carry out and critically discuss relevant ABR processes in their own research
• can use writing processes of a high international standard as reflection tools throughout their research phases

General competence

The candidate:

• can identify and discuss relationships and conflicts between other scientific theories and theories in ABR, related to his/her field of research with scholarly integrity
• can give well-structured presentations and participate in debates in international forums assessing the need for practice innovation in ABR
• can communicate research and development work through recognized Norwegian and international channels, relevant for ABR
• can assess the need for, and manage, interdisciplinary assignments and project involving ABRs

Associate Professor Kyrre Begnum

Coursework requirement are:

1. 80 % attendance on the course. Absence beyond 20 % can be accepted in certain cases, after application and additional work.

2. Accepted oral presentation: During the seminar, the candidate prepares a 10-15 minutes’ oral presentation of their project/topic relevant to ABR. The presentation can be in Norwegian, Swedish, Danish or (preferable:) English. Following the presentation there will be a sequence in which the candidate responds to questions and receive comments from the course leader and others.

The candidate writes an individual essay or alternative text, 2000 - 4000 words plus reference list. Arts-based writing processes are encouraged. The essay/text must be written in Norwegian, Swedish, Danish or English and reveal significant knowledge and use of the course's content and reading list. 

In case of failed exam/legal absence, the candidate may have a new exam under the same conditions when a new/postponed exam is arranged. If the essay/text is graded with "fail", the candidate must submit a revised version within a given time limit.

Completion of at least one year of undergraduate studies in a relevant area.

Part 1 - The Scope of Global Public Health

Learning outcomes

On successful completion of this part, the student will achieve the following learning outcomes:

Knowledge

The student is able to

• describe the challenges in welfare systems, relevant national legislation, and international agreements
• describe the past, and present developments and achievements of public health and discuss possible future challenges within the field
• describe social inequalities in health and their consequences nationally and globally
• describe epidemiology and different cost analyses, and discuss inter-professional, evidence-based interventions with target groups
• discuss the principles of universal design from a human rights and democratic perspective

Skills

The student is able to

• address challenges in public health and demonstrate how to intervene professionally in collaboration with others
• search for relevant research, analyse these and apply to the findings in their assignment

General competences

The student is able to

• apply the tools of innovation and entrepreneurship in public health issues and communicate the results to an audience
• reflect upon ethical issues and discuss intercultural perspectives in public health

Part II - Environmental Conditions and Population Health

Learning outcomes

On successful completion of this part, the student will achieve the following learning outcomes:

Knowledge

The student is able to

• discuss the interactions between the environment and sustainable development, and their effect on health
• describe health care emergency interventions following different types of disasters, and discuss challenges encountered
• discuss interprofessional interventions focusing on communicable and non-communicable diseases, including mental conditions
• describe how interprofessional practice might contribute to improve and promote mental health
• describe the distribution of different types of injuries nationally and globally and how to prevent them
• discuss how to promote occupational health and to prevent occupational health hazards
• discuss theoretical models for behavioral change and their application

Skills

The student is able to

• reflect upon priorities in public health and the consequences for population health
• demonstrate communication skills to improve health literacy and social capital through social marketing and reflect on intervention strategies and their efficacy
• reflect upon a comprehensive view of humanity and human rights
• apply research methods in solving public health problems

General competences

The student is able to

• reflect upon diversity and how different ethnic, religious and cultural background may influence communication between people
• demonstrate how to disseminate public health knowledge collaboratively with target groups and stakeholders

Part III - Family Health

Learning outcomes

On successful completion of this part, the student will achieve the following learning outcomes:

Knowledge

The student is able to

• discuss theoretical models for behavioral change and their application
• reflect on the complexity of health determinants throughout the life cycle
• discuss the role of activities and social participation in health promotion
• describe national and global vaccination programs, and discuss their impact and challenges involved including ethical issues

Skills

The student is able to

• reflect upon communication and collaboration within an interprofessional team
• develop interactive and critical health education information to improve family health
• identify and describe different information channels to promote health education and knowledge sharing

General competences

The student is able to

• reflect upon ethical issues, conflicts in personal values, and interprofessional approaches in family health
• reflect upon the role of public-private partnership as an asset in public health
• describe social entrepreneurship and societal transformation as a tool for implementation of a public health activity

INTER1200 Communication with children, youth and their families

Applies for students of physiotherapy enrolled in the 1st launch only.

Learning outcomes

On successful completion of this part, the student will achieve the following learning outcomes:

Knowledge

The student has

• knowledge about the right of children and youth to participation and the professional necessity of cooperating with children, youth and their families
• knowledge about exploratory approaches to the cooperation with children, youth and their families
• knowledge about communication with children, youth and their families

Skills

The student is able to

• explore the everyday life of children, youth and their families and their method of meaning-making
• explore the needs of children, youth and/or their families for (inter)professional support in cooperation with those concerned

General competency

The student has

• an understanding of the importance of interprofessional cooperation with children, youth and their families