ECONOMICS | |||||
Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 |
Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
SOC4051 | Seminar I | Fall | 3 | 0 | 3 | 6 |
This catalog is for information purposes. Course status is determined by the relevant department at the beginning of semester. |
Language of instruction: | English |
Type of course: | Non-Departmental Elective |
Course Level: | Bachelor’s Degree (First Cycle) |
Mode of Delivery: | Face to face |
Course Coordinator : | |
Recommended Optional Program Components: | None |
Course Objectives: | This course is an advanced-level seminar in sociology. It is a multi-disciplinary course designed to integrate theory, research and practice. This semester the course focuses on conflict prevention and resolution. Firstly, it aims to review classical and contemporary theories of conflict resolution in sociology and related disciplines. Secondly, it examines conflict escalation and conflict prevention as it operates in the context of various societies and in network and surveillance societies. Thirdly, it investigates relations between conflict, crime and legal issues in various types of societies. Finally, it aims to explore the intersections between the class, gender, religion, ethnicity and nationality in the context of conflict resolution and conflict prevention. |
The students who have succeeded in this course; (1)Demonstrate the knowledge of various conceptual approaches to conflict and compare major theories related to conflict (2)Describe the major theories about various aspects of human behaviour and social systems as they relate to the origins of conflict, sources of conflict and the role of conflict in social change (3)Describe negotiation, mediation, and advocacy between groups (4) Demonstrate the ability of gaining conceptual and analytical thinking related to conflict, state and society (5) Employ theoretical ideas (related to conflict) to specific conflict situations (6) Establish micro and macro link in analyzing conflict by using several theories (7) Conduct literature review and make meta-analysis on a given topic (8) Design a research project proposal related to conflict and present it to audience (9) Write a project paper including detailed research methodology, theoretical framework and literature review. This is the first step to write full thesis in the second part of this course (seminar II) (10) Develop awareness of conflict issues at the local and global level (11) Perform oral presentation of research proposal |
The course focuses on the phenomenon of corruption and on anti-corruption policies in Europe. It analyses the worldwide corruption discourse of the early 1990s and reconstructs the since then successive establishment of a European and international anti-corruption regime. Sociological aspects of corruption in terms of perceptions of corruption across Europe represent, however, its core focus. “Why are perceptions of corruption important to anti-corruption policies?” is the core question to which the course tries to give a comprehensive answer. By doing so, it takes stock of knowledge of research carried out by the instructor in the frame of EU-funded projects. It especially concentrates on South East Europe and analyses perceptions of corruption and their relevance to combat the phenomenon in Bulgaria, Romania, Greece and Turkey. Furthermore, the seminar provides important insights on recent European as well as international anti-corruption developments relating to instruments enabling an active citizens’ engagement against corruption. It combines both sociological knowledge on corruption and policy oriented analysis. During the classes power point slides will be provided, thus, facilitating student’s understanding of course related subjects. Besides, course reading materials will be made available to all students via the internet seminar tool. |
Week | Subject | Related Preparation |
1) | Introduction | First week of classes, introduction to the course assignments and material. |
2) | The Phenomenon of Corruption: Introduction | |
3) | The Establishment of the Worldwide Corruption and Anti-corruption Discourse | Readings: Ivan Krastev: When “Should” Does Not Imply “Can”: The Making of the Washington Consensus on Corruption |
4) | European and International Anti-corruption Regimes-Part 1 | Texts and articles on European and international anti-corruption legislation included in the internet seminar tool (www.soziologie.uni-konstanz.de/sac/seminar-tool) |
5) | European and International Anti-corruption Regimes-Part 2 | Texts and articles on European and international anti-corruption legislation included in the internet seminar tool (www.soziologie.uni-konstanz.de/sac/seminar-tool) |
6) | The EU-Research Project “Crime and Culture”: the Sociological Understanding of Corruption | Readings: Giannakopoulos, A./Maras, K./Tänzler, D: Breaking New Ground in Corruption Research, Discussion Paper Series, Konstanz University, No 1, 2006 (accessible in the internet seminar tool) |
7) | The Research Design of the Project: Methodology, Methods and Foci | Readings: Angelos Giannakopoulos/Konstandinos Maras/Dirk Tänzler Breaking New Ground in Corruption Research, Research Project “Crime and Culture”, Discussion Paper Series, University of Konstanz, Discussion Paper No 1, 2007 (accessible in the internet seminar tool) |
8) | Project Results Analysis 1: Perceptions of Corruption in Bulgaria | Readings: Article on Crime and Culture Project Results in: Giannakopoulos, A./Maras, K./Tänzler, D.: Perceptions of Corruption and Their Relevance to Anti-corruption Measures: Research Findings of the EU-Project “Crime and Culture”, in: Stephanie Thiel/Thomas Kliche (eds.): Korruption – Forschungsstand, methodische Ansätze, Handlungsmöglichkeiten pp. 115-151 |
9) | Project Results Analysis 2: Perceptions of Corruption in Romania | Readings: Article on Crime and Culture Project Results in: Giannakopoulos, A./Maras, K./Tänzler, D.: Perceptions of Corruption and Their Relevance to Anti-corruption Measures: Research Findings of the EU-Project “Crime and Culture”, in: Stephanie Thiel/Thomas Kliche (eds.): Korruption – Forschungsstand, methodische Ansätze, Handlungsmöglichkeiten, pp. 115-151 |
10) | Project Results Analysis 3: Perceptions of Corruption in Greece | Readings: Article on Crime and Culture Project Results in: Giannakopoulos, A./Maras, K./Tänzler, D.: Perceptions of Corruption and Their Relevance to Anti-corruption Measures: Research Findings of the EU-Project “Crime and Culture”, in: Stephanie Thiel/Thomas Kliche (eds.): Korruption – Forschungsstand, methodische Ansätze, Handlungsmöglichkeiten, pp. 115-151 |
11) | Project Results Analysis 4: Perceptions of Corruption in Turkey | Readings: Article on Crime and Culture Project Results in: Giannakopoulos, A./Maras, K./Tänzler, D.: Perceptions of Corruption and Their Relevance to Anti-corruption Measures: Research Findings of the EU-Project “Crime and Culture”, in: Stephanie Thiel/Thomas Kliche (eds.): Korruption – Forschungsstand, methodische Ansätze, Handlungsmöglichkeiten, pp. 115-151 |
12) | Project Results Analysis 5: Perceptions of Corruption in Croatia | Readings: Article on Crime and Culture Project Results in: Giannakopoulos, A./Maras, K./Tänzler, D.: Perceptions of Corruption and Their Relevance to Anti-corruption Measures: Research Findings of the EU-Project “Crime and Culture”, in: Stephanie Thiel/Thomas Kliche (eds.): Korruption – Forschungsstand, methodische Ansätze, Handlungsmöglichkeiten, pp. 115-151 |
13) | New Anti-corruption Strategies: Engaging Citizens in the Fight against Corruption - EU and International Trends | Readings: Ben Elers/Angelos Giannakopoulos/Dirk Tänzler: Citizens’ Participation and Anti-corruption: The Advocacy and Legal Advice Centres of Transparency International and the EU-funded Project “ALACs”, EU-Project ALACs, Discussion Paper Series, University of Konstanz, Discussion Paper No 3, 2010 (accessible in the internet seminar tool) |
14) | Conclusions and Follow-up Information | |
15) | Final exam | |
16) | Final exam |
Course Notes / Textbooks: | Textbooks 1. The Social Construction of Corruption in Europe: An Introduction, in: D. Tänzler/K. Maras/A. Giannakopoulos (eds.): The Social Construction of Corruption in Europe, Surrey 2012: Ashgate Publishing Group, pp. 1-40 2. Ivan Krastev: When “Should” Does Not Imply “Can”: The Making of the Washington Consensus on Corruption 3. Jan Senior Corruption - The World's Big C. London 2006 4. J. Girling: Corruption, Capitalism, and Democracy. London/New York 1997 Web Sources 1. “Crime and Culture” EU-Project: www.uni-konstanz.de/crimeandculture 2. “ALACs” EU-Project: http://www.soziologie.uni-konstanz.de/alacs/ 3. Transparency International: www.transparency.org 4. United Nations Convention against Corruption: http://www.unodc.org/unodc/en/treaties/CAC/ 5. OECD Convention on Combating Bribery of Foreign Public Officials in International Business Transactions: http://www.oecd.org/daf/briberyininternationalbusiness/anti- briberyconvention/oecdconventiononcombatingbriberyofforeign publicofficialsininternational businesstransactions.htm 6. Council of Europe - Group of States against corruption (GRECO): http://www.coe.int/t/dghl/monitoring/greco/default_en.asp 7. European Commission – Home Affairs – Corruption: http://ec.europa.eu/dgs/home-affairs/what-we-do/policies/organized-crime-and-human-trafficking/corruption/index_en.htm |
References: | 1. Angelos Giannakopoulos/Konstandinos Maras/Dirk Tänzler: Perceptions of Corruption and Their Relevance to Anti-corruption Measures: Research Findings of the EU-Project “Crime and Culture”, in: Stephanie Thiel/Thomas Kliche (eds.): Korruption – Forschungsstand, methodische Ansätze, Handlungsmöglichkeiten, pp. 115-151 (co-authors Konstadinos Maras and Dirk Tänzler) 2. Angelos Giannakopoulos/Konstandinos Maras/Dirk Tänzler Breaking New Ground in Corruption Research, Research Project “Crime and Culture”, Discussion Paper Series, University of Konstanz, Discussion Paper No 1, 2007 3. Ben Elers/Angelos Giannakopoulos/Dirk Tänzler: Citizens’ Participation and Anti-corruption: The Advocacy and Legal Advice Centres of Transparency International and the EU-funded Project “ALACs”, EU-Project ALACs, Discussion Paper Series, University of Konstanz, Discussion Paper No 3, 2010 4. Eric M. Uslaner: Corruption, Inequality and the Rule of Law. Cambridge 2008 5. Martin J. Bull/James L. Newell (eds.): Corruption in Contemporary Politics. New York 2003 6. Arvind K. Jain (ed.): The Political Economy of Corruption. London/New York 2001 |
Semester Requirements | Number of Activities | Level of Contribution |
Attendance | 14 | % 10 |
Homework Assignments | 1 | % 30 |
Presentation | 1 | % 30 |
Final | 1 | % 30 |
Total | % 100 | |
PERCENTAGE OF SEMESTER WORK | % 70 | |
PERCENTAGE OF FINAL WORK | % 30 | |
Total | % 100 |
Activities | Number of Activities | Duration (Hours) | Workload |
Course Hours | 14 | 3 | 42 |
Study Hours Out of Class | 14 | 1 | 14 |
Presentations / Seminar | 1 | 24 | 24 |
Homework Assignments | 1 | 24 | 24 |
Final | 1 | 48 | 48 |
Total Workload | 152 |
No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
Program Outcomes | Level of Contribution | |
1) | As a world citizen, she is aware of global economic, political, social and ecological developments and trends. | 2 |
2) | He/she is equipped to closely follow the technological progress required by global and local dynamics and to continue learning. | 2 |
3) | Absorbs basic economic principles and analysis methods and uses them to evaluate daily events. | 2 |
4) | Uses quantitative and statistical tools to identify economic problems, analyze them, and share their findings with relevant stakeholders. | 2 |
5) | Understands the decision-making stages of economic units under existing constraints and incentives, examines the interactions and possible future effects of these decisions. | 1 |
6) | Comprehends new ways of doing business using digital technologies. and new market structures. | 2 |
7) | Takes critical approach to economic and social problems and develops analytical solutions. | 1 |
8) | Has the necessary mathematical equipment to produce analytical solutions and use quantitative research methods. | 2 |
9) | In the works he/she contributes, observes individual and social welfare together and with an ethical perspective. | 2 |
10) | Deals with economic problems with an interdisciplinary approach and seeks solutions by making use of different disciplines. | 1 |
11) | Generates original and innovative ideas in the works she/he contributes as part of a team. | 2 |