Governance of Care and Welfare


Course Objective

1. You know and are able to evaluate theories from sociology, social
gerontology, governance, health care management and organization science
on Governance of Care and Welfare. (KU1)
2. You are able to apply these theories and formulate research questions
and hypotheses that contribute to scientific thinking within this field.
3. You are able to explain the societal relevance of a research question
using empirical analysis of data. (AKU7)
4. You are able to reflect critically on research on Governance of Care
and Welfare and to think through strengths and weaknesses of both
quantitative and qualitative research methods. (KU4, AKU7)
5. You have the skills to conduct a literature search: to use feasible
and relevant search terms for the domain, evaluate the quality of
research questions and theories, and adhere to the guidelines of prop-er
referencing. (JF10, JF11)
6. You have attained the skills to describe research questions that are
embedded in and emanate from relevant theories on Governance of Care and
Welfare so that they are an appropriate starting point for a research
proposal. (AKU6)
7. You are able to value the different disciplinary and cultural input
of your group members in relation to the research questions and
underlying assumptions of these questions and to benefit from this to
en-rich the research questions or add original perspectives. (LS14,
In addition to these generic learning goals, this course adds
content-specific learning goals:
8. You are able to link societal developments, such as population aging
or technological innovations, to emerging problems concerning the
governance and organization of care and welfare to promote the wellbeing
of individuals and communities. (JF9)
9. You are able to describe developments in care arrangements from the
perspective of the care recipient (in the social network) and/or the
care professional (in the care organization). (C12)
10. You can distill the outcomes of care reforms and their consequences
for the wellbeing of individuals and communities; you will be able to
recognize factors that are vital to the resilience of governance
responses to current societal problems. (C12)

Course Content

The course identifies conditions that are crucial to resilient
governance in organizing care and welfare services to safeguard the
wellbeing of individuals and communities. The course synthesizes
different perspectives: sociology, governance and organization sciences
and links them with concepts from the other theme in Period 4 of the
program. It also reflects on the multi-level nature of the care
networks, in which changes at the system level (government policies,
reforms) define new types of governance and organizing arrangements
between publicly and privately provided care. We will compare countries
around the world, but the main focus is on European societies. The
course is designed to offer to the students the opportunity to apply
learning on methods from previous courses (Advanced Methods , Big Data,
Small Data) in the content of care and welfare and develop resilient
governance solutions.

The content of the course is broadly divided into three parts. Part I
(weeks 1-4) comprises brief lectures combined with interactive meetings
and a reflective round-table panel discussion. We start the course by
analyzing contemporary challenges that stem from macro-level social
changes such as aging, the re-trenching of welfare states, technological
transformation, changing long term care policies in western and
non-western societies. These challenges increasingly have the
characteristics of ‘wicked problems’, in so far as they are persistent,
interconnected, uncertain, ambiguous, and beyond the abilities of any
single organization or profession to tackle. We discuss new modes of
governance to promote innovation and service integration, and emerging
novel care networks, where public and private care meet. The course
continues with analysis of reforming care systems, the dynamics of
shifting institutional logics and changing organizational cultures, the
restructuring of roles and identities for care professionals, and the
em-bedding of innovations in healthcare. In the interactive meetings the
students explore and discuss the different topics and theories and are
expected to use examples from literature and news media sources, with
the aim to develop research questions. These interactive meetings are
prepared and mainly executed by the students, while the lecturers
provide an overview of topics and theories from the assigned readings.

In part II (weeks 5-6) the course takes the form of tutorials. We
synthesize the theories and disciplines under the theme Governance of
Care and Welfare and we explore how they link to the issue of Societal
Resilience. We further synthesize learning by linking with key concepts
from the other theme in Period 4 Diversity Inclusion and Dynamics of
Interconnectedness (DIDI), but this time we focus on resilient
responses. At this stage students will form inter-theme groups to
connect the solutions by drawing on various disciplinary perspectives.
Students will draw on various data sources (e.g. news media outlets,
Google Trends, Google Books) to conduct a text analysis and they will be
encouraged to use appropriate methods from Big Data, Small Data, and
Advanced (qualitative and quantitative) Methods. Knowledge on the core
of the theories will be examined half way the course (week 5) in a short
written assessment with open-ended questions.

In part III (weeks 7-8) the course continues in the form of ‘hands on’
tutorial workshops and ends with a feedback session on the students’
final research proposals. Students first review and critically reflect
on the research proposals of their peers. Then they review and appraise
research proposals developed by academics. During the last two weeks of
the course the students work on developing their own research proposals
and they receive tailored feedback in the concluding class. Throughout
the course, students develop a research log. In the research log the
students keep track of their learning process, reflect on what they
learned in class about theories and relate that to their research

Students need to study the required readings before coming to class and
look for relevant examples in media and literature that fit the theme of
Governance of Care and Welfare. During the course, the students develop
a research question that they answer in a short scoping review paper or
conference poster presentation, as a final mode of assessment submitted
in week 8.

Teaching Methods

In the course, we use different teaching formats: interactive meetings
based on a flipped classroom concept, including group presentations and
peer review; research log; and workgroups which vary in nature (e.g.
discussion meetings with students in the other course in P4).

During the first three weeks, two interactive meetings are held per
week, lasting approximately 1 hour and 45 minutes with a 15-minute
break. In the fourth week there will be one longer 3 hours interactive
meeting. In preparation of the meetings, you are expected to read the
mandatory readings. In addition, you will need to collect examples of
aging, contemporary issues in care and innovative technologies that
disrupt care arrangements from (social) media sources, empirical
literature, or own experiences and observations in your daily life.
During the meetings, we will dis-cuss selected theories from sociology,
governance, and organization sciences. We will apply these theories to
analyze contemporary challenges in care and welfare and identify
resilient responses linked to novel governance arrangements. We will
also discuss research questions and research methods of specific
empirical readings on the topics that students prepared. We use a
flipped classroom concept to reach our learning goals. You will read the
required readings before coming to class, prepare examples, discussion
points and possible research questions. Depending on the number of
students two or three groups will be formed as follows: Group 1. Present
the core arguments of the theories and develop research questions; Group
2. Provide discussion points and questions regarding the readings and
the group presentation; and (student numbers permitting) Group 3. Chair
the discussion session with the larger group. The lecturer will take the
last part of the meeting to sketch the overall outline of theories
discussed in relation to the concept of resilience (this is also exam
material assessed in the half way assessment).

Throughout the course, you keep track of your learning process in a
research log. In the reflection assignment, you describe your learning
trajectory: what you learned in relation to the theme, prevalent
research questions and new research questions and theories, the
group-work, and your individual role within the group and contribution
to the research process. This is an individual assignment graded by the
coordinator of the course.

During week 5 you will have one joint session with students from other
P4-courses, which are organized by the coordinator of the P4-courses.
The Jigsaw method (Appendix A) is used to facilitate interactive working
groups integration different theories and perspectives.

In week 6, you will link the theories of this course and the research
question that you have prepared, to empirical data-sets. You will get
these data-sets from the P1-P2-methods courses and have to discuss to
which theories the data speak, and conduct empirical analyses that fit
with the topic of your research paper or poster.

During weeks 7 and 8, you are back in your own theme-group and work
towards synthesis of theories and research questions. The interactive
meetings are devoted to recap of the theories and research questions,
and include peer review of research questions and draft versions of
research papers and poster presentations. The P4-courses allow you to
choose the format of your final assignment; either a poster presentation
or a short scoping literature review (max 5000 words). As you take two
P4-courses, you have to complete one poster presentation and one review
paper. Appendix B provides the rubric to assess this final assignment
used in all P4-courses.

Method of Assessment

The assessment of the ISR theme courses (P4) consists of three

1. Written examination (20%)
In week 5 there is a half way examination consisting of five open ended
questions that assess your under-standing of the prevalent theories on
the theme of Governance of Care and Welfare, your ability to com-pare
and evaluate theories from a given perspective and to discuss the
contribution of theories from different disciplines to societal
challenges, societal resilience or threats for societal resilience. This
written examination contributes to learning goals 1, 4, 7, 8, 9, 10, 11.

2. Final assignment (75%)
For the final assessment, you can choose between two different types of
assignments. If you choose option 1 for the one course, you should do
option 2 for the other course.

Both assignments aim to deepen your own understanding of societal issues
and societal resilience and to enable you to raise research questions on
these topics. Starting point is the ISR theme of the course: Care and
welfare. You formulate a research question which is embedded in a
theoretical framework in both assignments.

Option 1: Writing a theoretical paper
In this option, you write a theoretical paper which includes a
theoretical framework and a research question. It comprises information
about why this theme is important and socially and scientific relevant.
The theoretical paper is no longer than eight pages (4500 words). See
Appendix B for a description of the assignment and the rubric that will
be used to assess the paper.

Option 2: Designing a poster and an extended abstract
Option 2 incites to use your creativity in a poster. The poster informs
about the research question, its socially and scientific relevance and
which theoretical concepts are important. The poster is supported by an
extended abstract. The extended abstract contains references and
comparisons to related work and elaborates on the theoretical concepts
underlying the research question. The extended abstract is no longer
than four pages. See Appendix C for a description of the poster and the
accompanying rubric.

Note that the assignments are individual work. However, during the
course there is ample opportunity to get feedback on your work, to
consult experts to discuss over your research question and to work
together as you would do in a research group. Nevertheless, the final
product reflects your own work, and presents a unique topic and research

The grade for the theoretical paper or the poster and extended abstract
will consist of both a peer review grade (10%) and a teacher grade
(90%). The peer-review grade will be established by assigning two
students to review and grade your research proposal or the concept
poster and extended abstract – the average grade will represent the
peer-review grade. The course coordinator reviews the research proposal
or poster and may ask the student reviewers to clarify their assessment
if he or she doesn’t agree.
The groups upload their papers on Canvas two days before the last
working group.
The final assignment, theoretical paper and poster including an extended
abstract, contribute to the learning objectives 1 through 11.

3. Research log and reflection assignment (5%)
Throughout the course, you keep track of your learning process in a
research log. You describe your learning trajectory: what did you learn
in relation to the theme, what are prevalent research questions and new
research questions and theories, you reflect on the group-work, and your
own role within the group and you describe precisely the contribution to
the research process. This is an individual assignment. The assignment
contributes to learning objectives 1, 5, 6 and 8.

Note that the assignments you do as a preparation for the meetings are
not graded. However, you upload them on Canvas. They need to be done to
get the grade for the course.

The resit for each type of assessment is regulated as follows:
1. The resit for the half way assessment (five open end questions)
scheduled in the resit week in P5.
2. In case of a re-sit of the final assignment (research proposal or
poster and extended abstract), there will not be peer review, and only
the teacher will grade the report (100% of final grade). The resit is an
individual product. Generally it will be an improved version of the
first paper or poster unless the course coordinator decides that a
completely new paper is an appropriate way to help you to develop. You
have to hand in the improved paper or poster with the accompanying
extended abstract in the resit week in P5.
3. The resit for the reflection assignment is an improved version
on feedback of the course coordinator and should also be handed in the
resit week in P5.

Target Audience

First year students of the Research Master Societal Resilience, exchange
students, PhD students

General Information

Course Code S_GCW
Credits 6 EC
Period P4
Course Level 500
Language of Tuition English
Faculty Faculty of Social Sciences
Course Coordinator dr. I. Kyratsis
Examiner dr. I. Kyratsis
Teaching Staff dr. I. Kyratsis
prof. dr. M.I. Broese Van Groenou
dr. D.B.D. Bannink

Practical Information

You need to register for this course yourself

Teaching Methods Study-group, Reading