An introduction to the master's program in sociology, methodology and criminology; structure and work methods.

The primary objective of the seminar is to provide a general foundation for MA studies in sociology, methodology, and criminology. The department, its faculty, and the wider academic community will be introduced. Students will present their research interests and possible topics for their MA thesis. The assignments in the course will focus on the diversity and hierarchy of academic journals, effective uses of Web of Science and artificial, and critical engagement with research articles. The course will conclude with student submission and oral presentation of a written final assignment.

This course has three main objectives. i) that students gain a better understanding of the research process and common methods, ii) that students get training in reading and criticizing existing research, and iii) that students get training in developing research questions with respect to theoretical issues and existing research. Lectures: We discuss concepts and methodologies emphasizing i) the strengths and limitations of various methods, ii) the connections among methodologies, methods, and theoretical issues. Discussion sessions: Students read research articles and discuss research methods in relation to specific sociological topics.

This course covers a detailed overview of theories in criminology and sociology of deviance. Students will read empirical research testing these theories in Iceland and elsewhere.

Different types of crimes and topics will be discussed in criminological/sociological light, such as gender and crime, immigration and crime.

Emphasis is placed on linking theoretical discussion with empirical research.

Students choose a field in society addressing or including activities related to criminological subjects with instructor approval. Students get acquainted with the field by taking part in the activities for a minimum of 40 hours. Students write up a report about their experiences submitted to the instructor. The goal is to give students an access to practical fields dealing with criminology related subjects. Students gain practical exposure, insights, and knowledge of the field they choose.

Note that this course is taught in Icelandic and only available for Icelandic speaking students. 

Note that this course is taught in Icelandic and only available for Icelandic speaking students. 

This course constitutes the first of two modules in Applied Criminology. The course focuses on equipping students with core methods, theories, and professional practices in applied criminology through systematic engagement with data, research, and realistic cases drawn from the criminal justice system. Central emphasis is placed on evidence-based approaches (Evidence-Based Policing, EBP), key policing models, crime prevention strategies, and applied data analysis skills. Students receive training in working with public data, identifying and analysing crime patterns, applying geographic perspectives, and developing their own analytical outputs. The course serves as preparation for the second module, Applied Criminology II, in which students undertake supervised field placement. Accordingly, particular emphasis is also placed on professional communication skills, ethics, working with individuals in vulnerable situations, harm-reduction approaches, and trauma-informed practice. It is expected that students have completed the first semester of the programme prior to enrolling in this course. 

The Applied criminology course, previously offered as a 10‑credit course (AFB001F), has now been divided into two separate 5‑credit courses.

Over the past years, public discussion on how to address cases of sexual violence has been heated, particularly in the aftermath of the #MeToo Movement. Research shows that only a small percentage of such cases are reported to the police and only a small number of those cases lead to a conviction. This has been called a justice gap. Increasingly, we see victim-survivors of sexual violence tell their stories on social media, or in the media, and in some cases alleged offenders are named publicly which has evoked different responses amongst the public and had various consequences.

In this course, these societal developments will be explored from the perspective of sociology of law. Sociology of law uses theories and methods from the social sciences to examine the law, legal institutions, and legal behaviours, in the effort to analyse legal phenomena in their social, cultural, and historical contexts. To shed further light on the treatment of sexual violence cases, this course will also include readings from criminology, victimology, gender studies and the health sciences.

The course will seek answers to the following questions and more: Who commits sexual violence and why? How are men’s experiences of being subjected to sexual violence different from women’s experiences? Why is the legal status and rights of defendants different from that of victims? How is law in the books different from law in practice? How has the criminal justice system developed historically? What characterises legal education and the legal profession? What is the difference between legal consciousness and legal culture? How does legal justice differ from social justice? What are the advantages and disadvantages to non-traditional justice systems in comparison to traditional justice systems?

What is criminology? Criminological data and what criminologists do.

Crime definitions and how crime can be explained and understood. Examples of different theoretical perspectives will be covered in class: Classical Criminology and Social & Psychological Theories. What kind of criminological research and research questions are used with different theories? 

Using this theoretical background, a number of crime types and topics within Icelandic criminology will be presented and discussed in class, including the following: Physical and sexual violence, alcohol and drugs in society, crime and punishment, public attitudes to crime and punishment, and social crisis and crime. 

Students keep a journal about the lecture topics and the readings covered in class, evaluate the material, and draw their own conclusions. Final exam on-site.

This is a comprehensive course in multiple-regression analysis. The goal of the course is that students develop enough conceptual understanding and practical knowledge to use this method on their own. The lectures cover various regression analysis techniques commonly used in quantitative social research, including control variables, the use of nominal variables, linear and nonlinear models, techniques that test for mediation and statistical interaction effects, and so on. We discuss the assumptions of regression analysis and learn techniques to detect and deal with violations of assumptions. In addition, logistic regression will be introduced, which is a method for a dichotomous dependent variable. We also review many of the basic concepts involved in statistical inference and significance testing. Students get plenty of hands-on experience with data analysis. The instructor hands out survey data that students use to practice the techniques covered in class. The statistical package SPSS will be used.

This course is in direct continuation of Criminological Theory and covers a variety of issues related to crime and society. This involves, among other things, the nature of crime and criminal law, corrections and the role of police in society.

Students choose a field in society addressing or including activities related to criminological subjects with instructor approval. Students get acquainted with the field by taking part in the activities for a minimum of 40 hours. Students write up a report about their experiences submitted to the instructor. The goal is to give students an access to practical fields dealing with criminology related subjects. Students gain practical exposure, insights, and knowledge of the field they choose.

Note that this course is taught in Icelandic and only available for Icelandic speaking students. 

Note that this course is taught in Icelandic and only available for Icelandic speaking students. 

This course constitutes the second of two modules in Applied Criminology and builds on the knowledge and skills acquired in Applied Criminology I. The course emphasises supervised field placement, applied projects, professional communication, and reflective practice. Students participate in the work of partner organisations within or adjacent to the criminal justice system, working under the guidance of the course instructor and an on-site supervisor, and apply evidence-based approaches to the analysis and resolution of practical problems. In parallel, students receive training in working with individuals in vulnerable situations, professional communication, and ethical standards in field-based practice. Particular emphasis is placed on integrating field-based tasks, including data-related work, and on synthesising field experience with theoretical perspectives in a final project.

The Applied criminology course, previously offered as a 10‑credit course (AFB001F), has now been divided into two separate 5‑credit courses.

The course’s objective is to introduce students to the diverse, academic criteria of qualitative research in social sciences and secondly that student’s gain experience in using qualitative methods. Furthermore, the course is practical in nature where each student works on an independent research assignment, which consists of designing and preparing a research project, collecting and analyzing data, and writing the main findings with guidance from the teacher. Research preparation, the creation of a research plan, data collection and analysis along with academic writing will be extensively covered during the course.

MA Thesis 

More information on the schools website: https://ugla.hi.is/kerfi/view/page.php?sid=3458

Over the past years, public discussion on how to address cases of sexual violence has been heated, particularly in the aftermath of the #MeToo Movement. Research shows that only a small percentage of such cases are reported to the police and only a small number of those cases lead to a conviction. This has been called a justice gap. Increasingly, we see victim-survivors of sexual violence tell their stories on social media, or in the media, and in some cases alleged offenders are named publicly which has evoked different responses amongst the public and had various consequences.

In this course, these societal developments will be explored from the perspective of sociology of law. Sociology of law uses theories and methods from the social sciences to examine the law, legal institutions, and legal behaviours, in the effort to analyse legal phenomena in their social, cultural, and historical contexts. To shed further light on the treatment of sexual violence cases, this course will also include readings from criminology, victimology, gender studies and the health sciences.

The course will seek answers to the following questions and more: Who commits sexual violence and why? How are men’s experiences of being subjected to sexual violence different from women’s experiences? Why is the legal status and rights of defendants different from that of victims? How is law in the books different from law in practice? How has the criminal justice system developed historically? What characterises legal education and the legal profession? What is the difference between legal consciousness and legal culture? How does legal justice differ from social justice? What are the advantages and disadvantages to non-traditional justice systems in comparison to traditional justice systems?

What is criminology? Criminological data and what criminologists do.

Crime definitions and how crime can be explained and understood. Examples of different theoretical perspectives will be covered in class: Classical Criminology and Social & Psychological Theories. What kind of criminological research and research questions are used with different theories? 

Using this theoretical background, a number of crime types and topics within Icelandic criminology will be presented and discussed in class, including the following: Physical and sexual violence, alcohol and drugs in society, crime and punishment, public attitudes to crime and punishment, and social crisis and crime. 

Students keep a journal about the lecture topics and the readings covered in class, evaluate the material, and draw their own conclusions. Final exam on-site.

This is a comprehensive course in multiple-regression analysis. The goal of the course is that students develop enough conceptual understanding and practical knowledge to use this method on their own. The lectures cover various regression analysis techniques commonly used in quantitative social research, including control variables, the use of nominal variables, linear and nonlinear models, techniques that test for mediation and statistical interaction effects, and so on. We discuss the assumptions of regression analysis and learn techniques to detect and deal with violations of assumptions. In addition, logistic regression will be introduced, which is a method for a dichotomous dependent variable. We also review many of the basic concepts involved in statistical inference and significance testing. Students get plenty of hands-on experience with data analysis. The instructor hands out survey data that students use to practice the techniques covered in class. The statistical package SPSS will be used.

MA Thesis 

More information on the schools website: https://ugla.hi.is/kerfi/view/page.php?sid=3458

The primary objective of the seminar is to provide a dynamic, supportive space for MA students in sociology and criminology to deepen their engagement with their thesis research and encourage reciprocal support among students. Early in the semester, students participate in lightning-round introductions of their research, followed by more detailed presentations as their work progresses. Faculty members, PhD students and other scholars may also be invited to participate in the seminar. This seminar should encourage constructive feedback and collaborative discussions among students and faculty, refine students’ presentation skills, and enhance their professional development and scholarly identity.

The course is intended for students who have started working on their master's thesis. 

Presentation of final thesis in sociology, methodology and criminology. 

MA Thesis 

More information on the schools website: https://ugla.hi.is/kerfi/view/page.php?sid=3458

The course covers recent writings and currents of thought that mark, or are likely to mark, turning points in social and cultural theory. Particular care will be taken to situate theories in their historical and social contexts. Attendance to weekly 40 min. discussion classes throughout the course is compulsory. Distance learning students attend in person or via the Internet (with Zoom).

Our daily life may seem boringly traditional and predictable. Social psychology shows that it is an exciting and multifaceted phenomenon resting on a complicated interplay of individual factors and social structures. In this course we will use theories and findings by social psychologists to shed light on what is behind the glitter of the obvious. We will go from what is public to the aspects that we conceal and hide, study what advertisers, salespeople and influencers do to bend us and turn and look at the degree to which variables like gender, class and ethnicity influence and control what we see, how we see and how we respond to the stimulus of everyday life.

Students will work on diverse small assignments connected to the main thrust of the course, individually or in groups. Even though social psychology relies on both qualitative and quantitative methods the emphasis in the assignments will be on qualitative methods such as visual analysis, conversation analysis and participatory observations.

The apple does not fall far from the tree? This course explores how a person’s social background affect the social position they ultimately attain in life and how inequality is reproduced from one generation to the next. The course addresses how social mobility has changed over time and across countries and which role education plays for the process of social mobility. We will discuss the main theories used to explain inequality in education and social mobility and (potential) changes over time. The course will focus on individuals’ social background (social class of origin, parental education or parental socio-economic status) but gender and ethnic inequalities will also be considered in the last meetings. In the seminar, we will read a mix of classic readings and more recent literature. Furthermore, special emphasis will be paid on discussing readings and findings from other countries with respect to the Icelandic country case.

The course will cover cities, towns, villages and farming communities in a world of globalisation. It will emphasise the mobility of people, money, products and information which has transformed the logic, delimitation and relations between urban and rural communities in different countries. Major theories on the interplay between culture and structure will be covered as well as the societal and technological changes which have reconstructed urban-rural distinctions and interconnections. Special attention will be given to patterns of migration within and between countries and their effects on the development of different settlements.

The course is taught in collaboration with Statistics Iceland, Bifröst University and the University of Akureyri, with support from the Icelandic university cooperation fund.

The goal of this course is to enhance students' ability to understand and analyze domestic and international statistics. Students will gain knowledge about the purpose of statistics, their production, and the methodology behind their production. They will also receive training in analyzing published statistics, presenting, and interpreting them in a domestic and international context, depending on their subject matter.

Students will gain practical experience by working on realistic projects where statistics are used to analyze economic and social developments and to evaluate government actions based on statistics. Students will submit an analysis report aimed at providing information that can be used as a basis for government policy and evaluation of their actions in specific areas.

Teaching will take place from September 1 to October 17. Teaching will be online with meetings in real-time. First online-meeting is Tuesday September 2. Further information is available in the syllabus.  

New theories and studies on globalization and global processes are presented in the class. The course aims at giving a general overview of important themes related to globalization processes. Studies that shed light on the diverse economic, social and political aspects of global processes are furthermore examined. A critical examination of main concepts is an important aspect of the course but studies that show how people are agents/victims in globalized world are also presented.

The teaching consists of lecture and class discussions. 

 The course is taught in English.

The course provides an overview of the main determinants of health in a westernized society (such as Iceland) and preventive interventions at different levels of such societies. With main emphasis on planning, implementing and documentation of the effectiveness of interventions aiming at general health promotion and primary prevention, the course also covers examples of secondary and tertiary prevention. The students get training in planning their own preventive interventions.

The aim of this course is to show students the importance of critical thinking by introducing its main concepts and methods, as well as different understandings of the notion. Furthermore, the aim is to train students in critical thinking and argumentation, both in a philosophical and an everyday context. Special emphasis will be placed on analysing arguments and logical diagrams. Common fallacies and stratagems will be discussed, with the aim of learning how to detect and avoid them. The relationship between critical thinking and ethics will be thoroughly examined.

The teaching involves both lectures and discussion sessions. Assignments will primarily be aimed at practical tasks relevant to everyday experiences.

The focus of this course is the application of ethics to pressing problems and debates in contemporary society. Possible methods for solving ethical dilemmas, both on an individual and social basis, are discussed. The selection of topics may change from year to year, but possible topics include free speech, the status of refugees, animal rights, poverty and economic inequality, gender discrimination, racial discrimination, environmental issues, and various issues in health care. The relation between theoretical and applied ethics is discussed. While instruction includes lectures, student participation in discussion is greatly emphasized.

The course addresses the main issues in gender studies through the lens of diversity in modern societies. The gender perspective is applied to provide an overview of the status and condition of men and women. The origins and development of the fight for women’s rights and gender studies as an academic field. The main concepts of gender studies are introduced, including sex, gender, essentialism and constructivism. Finally, the course looks into how gender necessarily intersects with other social factors.

Teaching Arrangement: The course is based on flipped learning, which means that all lectures will be available on Canvas. On-campus and distance students attend weekly discussion sessions at the university or on Teams, and online students participate in weekly discussions on Canvas

Aim: The goal of the course is to provide students with a good understanding of diversity in society and school, and get a better understanding of individuals and groups that are marginalised in society. Students will also learn about various forms, origins, and consequences of exclusion and stigmatization.

Students will also be able to use ethical concepts in their fieldwork, and be able to relate concepts of professionalism and professions to ethical and historical contexts. Special emphasis is on the ability of students to reflect on their own attitudes and work in light of ethical concepts such as autonomy, respect, dignity, trust and care, social justice and social discrimination, social capital, and empowerment.

Subject matter: The main subject of the course is social diversity and the status of marginalised individuals and groups. The course is divided into three parts where the first two parts are based on theoretical discussion of history and ethics, while in the third part students are expected to use those theoretical foundations from the previous parts to reflect on the field and their own attitudes.

The aim of the course is to provide students with a deep understanding of the development of ideas and theories in disability studies, and to enable them to analyse their influence on policymaking, service provision, and the everyday lives of disabled people. The course is grounded in interdisciplinary and critical perspectives, linking theoretical discussion to activism and international human rights obligations, such as the United Nations Convention on the Rights of Persons with Disabilities (CRPD). The course covers social and cultural perspectives, key theoretical approaches, and recent research in disability studies. Emphasis is placed on active student participation in discussions and assignments that strengthen critical thinking and the ability to apply theory in research and professional practice.

Reading course in MA studies in sociology. The student contacts a full-time teacher in a sociology program and requests guidance in an independent reading course. The teacher and the student compile a reading list at the beginning of the second semester and the student, in consultation with the supervisor, regularly reports on progress. The subject must be sociological. The student does not register for the course until the teacher has approved in writing (e.g. by e-mail) his / her role as supervisor.

Einstaklingsnámskeið. Sjálfstæð vinna nemenda á sviði lokaritgerða í samráði við leiðbeinendur.

The purpose of this course is to provide students with understanding on how to plan and conduct survey research. The course will address most common sampling design and different type of survey research (phone, face-to-face, internet, mail etc.). The basic measurement theories will be used to explore fundamental concepts of survey research, such as validity, reliability, question wording and contextual effect. The use of factor analysis and item analysis will be used to evaluate the quality of measurement instruments.  The course emphasizes students’ active learning by planning survey research and analyzing survey data.

Social inequality impacts health. Those who are more vulnerable in society have, in general, worse health than those with more resources. In this course, we will focus on the relationship between social standing and health. Students will be introducted to the major theories within medical sociology, for example Link and Phelan´s theory of fundamental causes of disase and we will cover major empirical research in the field. One of the most important contribution of sociology is an understanding of how larger societal forces (for example, the health system and the welfare system) shape individual lives and therefore we will look at how the relationship between social standing and health is shaped by these forces. Since our health is a complex phenomenon, we will also look at it from an interdisciplinary perspective, by using insights from public health, health science, anthropology, and political science.

Human mobility and multicultural societies are often seen as the main characteristics of the contemporary world. In the course, we look at main theories approaching mobility and multicultural society, critically addressing them and analyzing their utility. The concept of multiculturalism and related concepts such as culture, assimilation and integration are critically evaluated, as well as mobility in the past and the relationship between mobility and multiculturalism. Different approaches in the social sciences are introduced and main research themes in anthropology in particular and social sciences in general will be examined.

The teaching methods are lectures and discussions.

The course focuses on young people’s risk behavior (e.g. drug use, deviance, inconsistent school attendance) and resilience related to various pedagogical, social, educational, and psychological factors. Subjects dealt with in the course will for example be young people’s social development, communication skills, mental disorders, sexual reproductive health, trauma and their view on different challenges in their life. Different preventive measures will be discussed and the role of homes, schools and recreations in different preventions. A special focus is on developmental research that explores the relationship between developmental growth and risk behavior. Projects are designed to seek understanding on how young people perceive risk factors in their lives.

The course is offered as a distant education course. Teaching lessons will be recorded and put on the CANVAS education management system but if there is real time teaching then it will be recorded and put on CANVAS. Discussion lessons are once a week (60 min.) were students can choose between being in-house or online. The same goes for essay presentations which are at the end of the semester.

Students will analyze and critique parent-child interaction theory and research, consider implications for parent-child relationships and parents’ and children’s development, and apply this course material to professional work with families.

Reading course in MA studies in sociology. The student contacts a full-time teacher in a sociology program and requests guidance in an independent reading course. The teacher and the student compile a reading list at the beginning of the second semester and the student, in consultation with the supervisor, regularly reports on progress. The subject must be sociological. The student does not register for the course until the teacher has approved in writing (e.g. by e-mail) his / her role as supervisor.

Einstaklingsnámskeið. Sjálfstæð vinna nemenda á sviði lokaritgerða í samráði við leiðbeinendur.

An introduction to the master's program in sociology, methodology and criminology; structure and work methods.

The primary objective of the seminar is to provide a general foundation for MA studies in sociology, methodology, and criminology. The department, its faculty, and the wider academic community will be introduced. Students will present their research interests and possible topics for their MA thesis. The assignments in the course will focus on the diversity and hierarchy of academic journals, effective uses of Web of Science and artificial, and critical engagement with research articles. The course will conclude with student submission and oral presentation of a written final assignment.

This course has three main objectives. i) that students gain a better understanding of the research process and common methods, ii) that students get training in reading and criticizing existing research, and iii) that students get training in developing research questions with respect to theoretical issues and existing research. Lectures: We discuss concepts and methodologies emphasizing i) the strengths and limitations of various methods, ii) the connections among methodologies, methods, and theoretical issues. Discussion sessions: Students read research articles and discuss research methods in relation to specific sociological topics.

This course covers a detailed overview of theories in criminology and sociology of deviance. Students will read empirical research testing these theories in Iceland and elsewhere.

Different types of crimes and topics will be discussed in criminological/sociological light, such as gender and crime, immigration and crime.

Emphasis is placed on linking theoretical discussion with empirical research.

Students choose a field in society addressing or including activities related to criminological subjects with instructor approval. Students get acquainted with the field by taking part in the activities for a minimum of 40 hours. Students write up a report about their experiences submitted to the instructor. The goal is to give students an access to practical fields dealing with criminology related subjects. Students gain practical exposure, insights, and knowledge of the field they choose.

Note that this course is taught in Icelandic and only available for Icelandic speaking students. 

Note that this course is taught in Icelandic and only available for Icelandic speaking students. 

This course constitutes the first of two modules in Applied Criminology. The course focuses on equipping students with core methods, theories, and professional practices in applied criminology through systematic engagement with data, research, and realistic cases drawn from the criminal justice system. Central emphasis is placed on evidence-based approaches (Evidence-Based Policing, EBP), key policing models, crime prevention strategies, and applied data analysis skills. Students receive training in working with public data, identifying and analysing crime patterns, applying geographic perspectives, and developing their own analytical outputs. The course serves as preparation for the second module, Applied Criminology II, in which students undertake supervised field placement. Accordingly, particular emphasis is also placed on professional communication skills, ethics, working with individuals in vulnerable situations, harm-reduction approaches, and trauma-informed practice. It is expected that students have completed the first semester of the programme prior to enrolling in this course. 

The Applied criminology course, previously offered as a 10‑credit course (AFB001F), has now been divided into two separate 5‑credit courses.

Over the past years, public discussion on how to address cases of sexual violence has been heated, particularly in the aftermath of the #MeToo Movement. Research shows that only a small percentage of such cases are reported to the police and only a small number of those cases lead to a conviction. This has been called a justice gap. Increasingly, we see victim-survivors of sexual violence tell their stories on social media, or in the media, and in some cases alleged offenders are named publicly which has evoked different responses amongst the public and had various consequences.

In this course, these societal developments will be explored from the perspective of sociology of law. Sociology of law uses theories and methods from the social sciences to examine the law, legal institutions, and legal behaviours, in the effort to analyse legal phenomena in their social, cultural, and historical contexts. To shed further light on the treatment of sexual violence cases, this course will also include readings from criminology, victimology, gender studies and the health sciences.

The course will seek answers to the following questions and more: Who commits sexual violence and why? How are men’s experiences of being subjected to sexual violence different from women’s experiences? Why is the legal status and rights of defendants different from that of victims? How is law in the books different from law in practice? How has the criminal justice system developed historically? What characterises legal education and the legal profession? What is the difference between legal consciousness and legal culture? How does legal justice differ from social justice? What are the advantages and disadvantages to non-traditional justice systems in comparison to traditional justice systems?

What is criminology? Criminological data and what criminologists do.

Crime definitions and how crime can be explained and understood. Examples of different theoretical perspectives will be covered in class: Classical Criminology and Social & Psychological Theories. What kind of criminological research and research questions are used with different theories? 

Using this theoretical background, a number of crime types and topics within Icelandic criminology will be presented and discussed in class, including the following: Physical and sexual violence, alcohol and drugs in society, crime and punishment, public attitudes to crime and punishment, and social crisis and crime. 

Students keep a journal about the lecture topics and the readings covered in class, evaluate the material, and draw their own conclusions. Final exam on-site.

This is a comprehensive course in multiple-regression analysis. The goal of the course is that students develop enough conceptual understanding and practical knowledge to use this method on their own. The lectures cover various regression analysis techniques commonly used in quantitative social research, including control variables, the use of nominal variables, linear and nonlinear models, techniques that test for mediation and statistical interaction effects, and so on. We discuss the assumptions of regression analysis and learn techniques to detect and deal with violations of assumptions. In addition, logistic regression will be introduced, which is a method for a dichotomous dependent variable. We also review many of the basic concepts involved in statistical inference and significance testing. Students get plenty of hands-on experience with data analysis. The instructor hands out survey data that students use to practice the techniques covered in class. The statistical package SPSS will be used.

This course is in direct continuation of Criminological Theory and covers a variety of issues related to crime and society. This involves, among other things, the nature of crime and criminal law, corrections and the role of police in society.

Students choose a field in society addressing or including activities related to criminological subjects with instructor approval. Students get acquainted with the field by taking part in the activities for a minimum of 40 hours. Students write up a report about their experiences submitted to the instructor. The goal is to give students an access to practical fields dealing with criminology related subjects. Students gain practical exposure, insights, and knowledge of the field they choose.

Note that this course is taught in Icelandic and only available for Icelandic speaking students. 

Note that this course is taught in Icelandic and only available for Icelandic speaking students. 

This course constitutes the second of two modules in Applied Criminology and builds on the knowledge and skills acquired in Applied Criminology I. The course emphasises supervised field placement, applied projects, professional communication, and reflective practice. Students participate in the work of partner organisations within or adjacent to the criminal justice system, working under the guidance of the course instructor and an on-site supervisor, and apply evidence-based approaches to the analysis and resolution of practical problems. In parallel, students receive training in working with individuals in vulnerable situations, professional communication, and ethical standards in field-based practice. Particular emphasis is placed on integrating field-based tasks, including data-related work, and on synthesising field experience with theoretical perspectives in a final project.

The Applied criminology course, previously offered as a 10‑credit course (AFB001F), has now been divided into two separate 5‑credit courses.

The course’s objective is to introduce students to the diverse, academic criteria of qualitative research in social sciences and secondly that student’s gain experience in using qualitative methods. Furthermore, the course is practical in nature where each student works on an independent research assignment, which consists of designing and preparing a research project, collecting and analyzing data, and writing the main findings with guidance from the teacher. Research preparation, the creation of a research plan, data collection and analysis along with academic writing will be extensively covered during the course.

MA Thesis 

More information on the schools website: https://ugla.hi.is/kerfi/view/page.php?sid=3458

Over the past years, public discussion on how to address cases of sexual violence has been heated, particularly in the aftermath of the #MeToo Movement. Research shows that only a small percentage of such cases are reported to the police and only a small number of those cases lead to a conviction. This has been called a justice gap. Increasingly, we see victim-survivors of sexual violence tell their stories on social media, or in the media, and in some cases alleged offenders are named publicly which has evoked different responses amongst the public and had various consequences.

In this course, these societal developments will be explored from the perspective of sociology of law. Sociology of law uses theories and methods from the social sciences to examine the law, legal institutions, and legal behaviours, in the effort to analyse legal phenomena in their social, cultural, and historical contexts. To shed further light on the treatment of sexual violence cases, this course will also include readings from criminology, victimology, gender studies and the health sciences.

The course will seek answers to the following questions and more: Who commits sexual violence and why? How are men’s experiences of being subjected to sexual violence different from women’s experiences? Why is the legal status and rights of defendants different from that of victims? How is law in the books different from law in practice? How has the criminal justice system developed historically? What characterises legal education and the legal profession? What is the difference between legal consciousness and legal culture? How does legal justice differ from social justice? What are the advantages and disadvantages to non-traditional justice systems in comparison to traditional justice systems?

What is criminology? Criminological data and what criminologists do.

Crime definitions and how crime can be explained and understood. Examples of different theoretical perspectives will be covered in class: Classical Criminology and Social & Psychological Theories. What kind of criminological research and research questions are used with different theories? 

Using this theoretical background, a number of crime types and topics within Icelandic criminology will be presented and discussed in class, including the following: Physical and sexual violence, alcohol and drugs in society, crime and punishment, public attitudes to crime and punishment, and social crisis and crime. 

Students keep a journal about the lecture topics and the readings covered in class, evaluate the material, and draw their own conclusions. Final exam on-site.

This is a comprehensive course in multiple-regression analysis. The goal of the course is that students develop enough conceptual understanding and practical knowledge to use this method on their own. The lectures cover various regression analysis techniques commonly used in quantitative social research, including control variables, the use of nominal variables, linear and nonlinear models, techniques that test for mediation and statistical interaction effects, and so on. We discuss the assumptions of regression analysis and learn techniques to detect and deal with violations of assumptions. In addition, logistic regression will be introduced, which is a method for a dichotomous dependent variable. We also review many of the basic concepts involved in statistical inference and significance testing. Students get plenty of hands-on experience with data analysis. The instructor hands out survey data that students use to practice the techniques covered in class. The statistical package SPSS will be used.

MA Thesis 

More information on the schools website: https://ugla.hi.is/kerfi/view/page.php?sid=3458

The primary objective of the seminar is to provide a dynamic, supportive space for MA students in sociology and criminology to deepen their engagement with their thesis research and encourage reciprocal support among students. Early in the semester, students participate in lightning-round introductions of their research, followed by more detailed presentations as their work progresses. Faculty members, PhD students and other scholars may also be invited to participate in the seminar. This seminar should encourage constructive feedback and collaborative discussions among students and faculty, refine students’ presentation skills, and enhance their professional development and scholarly identity.

The course is intended for students who have started working on their master's thesis. 

Presentation of final thesis in sociology, methodology and criminology. 

MA Thesis 

More information on the schools website: https://ugla.hi.is/kerfi/view/page.php?sid=3458

The course covers recent writings and currents of thought that mark, or are likely to mark, turning points in social and cultural theory. Particular care will be taken to situate theories in their historical and social contexts. Attendance to weekly 40 min. discussion classes throughout the course is compulsory. Distance learning students attend in person or via the Internet (with Zoom).

Our daily life may seem boringly traditional and predictable. Social psychology shows that it is an exciting and multifaceted phenomenon resting on a complicated interplay of individual factors and social structures. In this course we will use theories and findings by social psychologists to shed light on what is behind the glitter of the obvious. We will go from what is public to the aspects that we conceal and hide, study what advertisers, salespeople and influencers do to bend us and turn and look at the degree to which variables like gender, class and ethnicity influence and control what we see, how we see and how we respond to the stimulus of everyday life.

Students will work on diverse small assignments connected to the main thrust of the course, individually or in groups. Even though social psychology relies on both qualitative and quantitative methods the emphasis in the assignments will be on qualitative methods such as visual analysis, conversation analysis and participatory observations.

The apple does not fall far from the tree? This course explores how a person’s social background affect the social position they ultimately attain in life and how inequality is reproduced from one generation to the next. The course addresses how social mobility has changed over time and across countries and which role education plays for the process of social mobility. We will discuss the main theories used to explain inequality in education and social mobility and (potential) changes over time. The course will focus on individuals’ social background (social class of origin, parental education or parental socio-economic status) but gender and ethnic inequalities will also be considered in the last meetings. In the seminar, we will read a mix of classic readings and more recent literature. Furthermore, special emphasis will be paid on discussing readings and findings from other countries with respect to the Icelandic country case.

The course will cover cities, towns, villages and farming communities in a world of globalisation. It will emphasise the mobility of people, money, products and information which has transformed the logic, delimitation and relations between urban and rural communities in different countries. Major theories on the interplay between culture and structure will be covered as well as the societal and technological changes which have reconstructed urban-rural distinctions and interconnections. Special attention will be given to patterns of migration within and between countries and their effects on the development of different settlements.

The course is taught in collaboration with Statistics Iceland, Bifröst University and the University of Akureyri, with support from the Icelandic university cooperation fund.

The goal of this course is to enhance students' ability to understand and analyze domestic and international statistics. Students will gain knowledge about the purpose of statistics, their production, and the methodology behind their production. They will also receive training in analyzing published statistics, presenting, and interpreting them in a domestic and international context, depending on their subject matter.

Students will gain practical experience by working on realistic projects where statistics are used to analyze economic and social developments and to evaluate government actions based on statistics. Students will submit an analysis report aimed at providing information that can be used as a basis for government policy and evaluation of their actions in specific areas.

Teaching will take place from September 1 to October 17. Teaching will be online with meetings in real-time. First online-meeting is Tuesday September 2. Further information is available in the syllabus.  

New theories and studies on globalization and global processes are presented in the class. The course aims at giving a general overview of important themes related to globalization processes. Studies that shed light on the diverse economic, social and political aspects of global processes are furthermore examined. A critical examination of main concepts is an important aspect of the course but studies that show how people are agents/victims in globalized world are also presented.

The teaching consists of lecture and class discussions. 

 The course is taught in English.

The course provides an overview of the main determinants of health in a westernized society (such as Iceland) and preventive interventions at different levels of such societies. With main emphasis on planning, implementing and documentation of the effectiveness of interventions aiming at general health promotion and primary prevention, the course also covers examples of secondary and tertiary prevention. The students get training in planning their own preventive interventions.

The aim of this course is to show students the importance of critical thinking by introducing its main concepts and methods, as well as different understandings of the notion. Furthermore, the aim is to train students in critical thinking and argumentation, both in a philosophical and an everyday context. Special emphasis will be placed on analysing arguments and logical diagrams. Common fallacies and stratagems will be discussed, with the aim of learning how to detect and avoid them. The relationship between critical thinking and ethics will be thoroughly examined.

The teaching involves both lectures and discussion sessions. Assignments will primarily be aimed at practical tasks relevant to everyday experiences.

The focus of this course is the application of ethics to pressing problems and debates in contemporary society. Possible methods for solving ethical dilemmas, both on an individual and social basis, are discussed. The selection of topics may change from year to year, but possible topics include free speech, the status of refugees, animal rights, poverty and economic inequality, gender discrimination, racial discrimination, environmental issues, and various issues in health care. The relation between theoretical and applied ethics is discussed. While instruction includes lectures, student participation in discussion is greatly emphasized.

The course addresses the main issues in gender studies through the lens of diversity in modern societies. The gender perspective is applied to provide an overview of the status and condition of men and women. The origins and development of the fight for women’s rights and gender studies as an academic field. The main concepts of gender studies are introduced, including sex, gender, essentialism and constructivism. Finally, the course looks into how gender necessarily intersects with other social factors.

Teaching Arrangement: The course is based on flipped learning, which means that all lectures will be available on Canvas. On-campus and distance students attend weekly discussion sessions at the university or on Teams, and online students participate in weekly discussions on Canvas

Aim: The goal of the course is to provide students with a good understanding of diversity in society and school, and get a better understanding of individuals and groups that are marginalised in society. Students will also learn about various forms, origins, and consequences of exclusion and stigmatization.

Students will also be able to use ethical concepts in their fieldwork, and be able to relate concepts of professionalism and professions to ethical and historical contexts. Special emphasis is on the ability of students to reflect on their own attitudes and work in light of ethical concepts such as autonomy, respect, dignity, trust and care, social justice and social discrimination, social capital, and empowerment.

Subject matter: The main subject of the course is social diversity and the status of marginalised individuals and groups. The course is divided into three parts where the first two parts are based on theoretical discussion of history and ethics, while in the third part students are expected to use those theoretical foundations from the previous parts to reflect on the field and their own attitudes.

The aim of the course is to provide students with a deep understanding of the development of ideas and theories in disability studies, and to enable them to analyse their influence on policymaking, service provision, and the everyday lives of disabled people. The course is grounded in interdisciplinary and critical perspectives, linking theoretical discussion to activism and international human rights obligations, such as the United Nations Convention on the Rights of Persons with Disabilities (CRPD). The course covers social and cultural perspectives, key theoretical approaches, and recent research in disability studies. Emphasis is placed on active student participation in discussions and assignments that strengthen critical thinking and the ability to apply theory in research and professional practice.

Reading course in MA studies in sociology. The student contacts a full-time teacher in a sociology program and requests guidance in an independent reading course. The teacher and the student compile a reading list at the beginning of the second semester and the student, in consultation with the supervisor, regularly reports on progress. The subject must be sociological. The student does not register for the course until the teacher has approved in writing (e.g. by e-mail) his / her role as supervisor.

Einstaklingsnámskeið. Sjálfstæð vinna nemenda á sviði lokaritgerða í samráði við leiðbeinendur.

The purpose of this course is to provide students with understanding on how to plan and conduct survey research. The course will address most common sampling design and different type of survey research (phone, face-to-face, internet, mail etc.). The basic measurement theories will be used to explore fundamental concepts of survey research, such as validity, reliability, question wording and contextual effect. The use of factor analysis and item analysis will be used to evaluate the quality of measurement instruments.  The course emphasizes students’ active learning by planning survey research and analyzing survey data.

Social inequality impacts health. Those who are more vulnerable in society have, in general, worse health than those with more resources. In this course, we will focus on the relationship between social standing and health. Students will be introducted to the major theories within medical sociology, for example Link and Phelan´s theory of fundamental causes of disase and we will cover major empirical research in the field. One of the most important contribution of sociology is an understanding of how larger societal forces (for example, the health system and the welfare system) shape individual lives and therefore we will look at how the relationship between social standing and health is shaped by these forces. Since our health is a complex phenomenon, we will also look at it from an interdisciplinary perspective, by using insights from public health, health science, anthropology, and political science.

Human mobility and multicultural societies are often seen as the main characteristics of the contemporary world. In the course, we look at main theories approaching mobility and multicultural society, critically addressing them and analyzing their utility. The concept of multiculturalism and related concepts such as culture, assimilation and integration are critically evaluated, as well as mobility in the past and the relationship between mobility and multiculturalism. Different approaches in the social sciences are introduced and main research themes in anthropology in particular and social sciences in general will be examined.

The teaching methods are lectures and discussions.

The course focuses on young people’s risk behavior (e.g. drug use, deviance, inconsistent school attendance) and resilience related to various pedagogical, social, educational, and psychological factors. Subjects dealt with in the course will for example be young people’s social development, communication skills, mental disorders, sexual reproductive health, trauma and their view on different challenges in their life. Different preventive measures will be discussed and the role of homes, schools and recreations in different preventions. A special focus is on developmental research that explores the relationship between developmental growth and risk behavior. Projects are designed to seek understanding on how young people perceive risk factors in their lives.

The course is offered as a distant education course. Teaching lessons will be recorded and put on the CANVAS education management system but if there is real time teaching then it will be recorded and put on CANVAS. Discussion lessons are once a week (60 min.) were students can choose between being in-house or online. The same goes for essay presentations which are at the end of the semester.

Students will analyze and critique parent-child interaction theory and research, consider implications for parent-child relationships and parents’ and children’s development, and apply this course material to professional work with families.

Reading course in MA studies in sociology. The student contacts a full-time teacher in a sociology program and requests guidance in an independent reading course. The teacher and the student compile a reading list at the beginning of the second semester and the student, in consultation with the supervisor, regularly reports on progress. The subject must be sociological. The student does not register for the course until the teacher has approved in writing (e.g. by e-mail) his / her role as supervisor.

Einstaklingsnámskeið. Sjálfstæð vinna nemenda á sviði lokaritgerða í samráði við leiðbeinendur.

An introduction to the master's program in sociology, methodology and criminology; structure and work methods.

The primary objective of the seminar is to provide a general foundation for MA studies in sociology, methodology, and criminology. The department, its faculty, and the wider academic community will be introduced. Students will present their research interests and possible topics for their MA thesis. The assignments in the course will focus on the diversity and hierarchy of academic journals, effective uses of Web of Science and artificial, and critical engagement with research articles. The course will conclude with student submission and oral presentation of a written final assignment.

This course has three main objectives. i) that students gain a better understanding of the research process and common methods, ii) that students get training in reading and criticizing existing research, and iii) that students get training in developing research questions with respect to theoretical issues and existing research. Lectures: We discuss concepts and methodologies emphasizing i) the strengths and limitations of various methods, ii) the connections among methodologies, methods, and theoretical issues. Discussion sessions: Students read research articles and discuss research methods in relation to specific sociological topics.

This course covers a detailed overview of theories in criminology and sociology of deviance. Students will read empirical research testing these theories in Iceland and elsewhere.

Different types of crimes and topics will be discussed in criminological/sociological light, such as gender and crime, immigration and crime.

Emphasis is placed on linking theoretical discussion with empirical research.

Students choose a field in society addressing or including activities related to criminological subjects with instructor approval. Students get acquainted with the field by taking part in the activities for a minimum of 40 hours. Students write up a report about their experiences submitted to the instructor. The goal is to give students an access to practical fields dealing with criminology related subjects. Students gain practical exposure, insights, and knowledge of the field they choose.

Note that this course is taught in Icelandic and only available for Icelandic speaking students. 

Note that this course is taught in Icelandic and only available for Icelandic speaking students. 

This course constitutes the first of two modules in Applied Criminology. The course focuses on equipping students with core methods, theories, and professional practices in applied criminology through systematic engagement with data, research, and realistic cases drawn from the criminal justice system. Central emphasis is placed on evidence-based approaches (Evidence-Based Policing, EBP), key policing models, crime prevention strategies, and applied data analysis skills. Students receive training in working with public data, identifying and analysing crime patterns, applying geographic perspectives, and developing their own analytical outputs. The course serves as preparation for the second module, Applied Criminology II, in which students undertake supervised field placement. Accordingly, particular emphasis is also placed on professional communication skills, ethics, working with individuals in vulnerable situations, harm-reduction approaches, and trauma-informed practice. It is expected that students have completed the first semester of the programme prior to enrolling in this course. 

The Applied criminology course, previously offered as a 10‑credit course (AFB001F), has now been divided into two separate 5‑credit courses.

Over the past years, public discussion on how to address cases of sexual violence has been heated, particularly in the aftermath of the #MeToo Movement. Research shows that only a small percentage of such cases are reported to the police and only a small number of those cases lead to a conviction. This has been called a justice gap. Increasingly, we see victim-survivors of sexual violence tell their stories on social media, or in the media, and in some cases alleged offenders are named publicly which has evoked different responses amongst the public and had various consequences.

In this course, these societal developments will be explored from the perspective of sociology of law. Sociology of law uses theories and methods from the social sciences to examine the law, legal institutions, and legal behaviours, in the effort to analyse legal phenomena in their social, cultural, and historical contexts. To shed further light on the treatment of sexual violence cases, this course will also include readings from criminology, victimology, gender studies and the health sciences.

The course will seek answers to the following questions and more: Who commits sexual violence and why? How are men’s experiences of being subjected to sexual violence different from women’s experiences? Why is the legal status and rights of defendants different from that of victims? How is law in the books different from law in practice? How has the criminal justice system developed historically? What characterises legal education and the legal profession? What is the difference between legal consciousness and legal culture? How does legal justice differ from social justice? What are the advantages and disadvantages to non-traditional justice systems in comparison to traditional justice systems?

What is criminology? Criminological data and what criminologists do.

Crime definitions and how crime can be explained and understood. Examples of different theoretical perspectives will be covered in class: Classical Criminology and Social & Psychological Theories. What kind of criminological research and research questions are used with different theories? 

Using this theoretical background, a number of crime types and topics within Icelandic criminology will be presented and discussed in class, including the following: Physical and sexual violence, alcohol and drugs in society, crime and punishment, public attitudes to crime and punishment, and social crisis and crime. 

Students keep a journal about the lecture topics and the readings covered in class, evaluate the material, and draw their own conclusions. Final exam on-site.

This is a comprehensive course in multiple-regression analysis. The goal of the course is that students develop enough conceptual understanding and practical knowledge to use this method on their own. The lectures cover various regression analysis techniques commonly used in quantitative social research, including control variables, the use of nominal variables, linear and nonlinear models, techniques that test for mediation and statistical interaction effects, and so on. We discuss the assumptions of regression analysis and learn techniques to detect and deal with violations of assumptions. In addition, logistic regression will be introduced, which is a method for a dichotomous dependent variable. We also review many of the basic concepts involved in statistical inference and significance testing. Students get plenty of hands-on experience with data analysis. The instructor hands out survey data that students use to practice the techniques covered in class. The statistical package SPSS will be used.

This course is in direct continuation of Criminological Theory and covers a variety of issues related to crime and society. This involves, among other things, the nature of crime and criminal law, corrections and the role of police in society.

Students choose a field in society addressing or including activities related to criminological subjects with instructor approval. Students get acquainted with the field by taking part in the activities for a minimum of 40 hours. Students write up a report about their experiences submitted to the instructor. The goal is to give students an access to practical fields dealing with criminology related subjects. Students gain practical exposure, insights, and knowledge of the field they choose.

Note that this course is taught in Icelandic and only available for Icelandic speaking students. 

Note that this course is taught in Icelandic and only available for Icelandic speaking students. 

This course constitutes the second of two modules in Applied Criminology and builds on the knowledge and skills acquired in Applied Criminology I. The course emphasises supervised field placement, applied projects, professional communication, and reflective practice. Students participate in the work of partner organisations within or adjacent to the criminal justice system, working under the guidance of the course instructor and an on-site supervisor, and apply evidence-based approaches to the analysis and resolution of practical problems. In parallel, students receive training in working with individuals in vulnerable situations, professional communication, and ethical standards in field-based practice. Particular emphasis is placed on integrating field-based tasks, including data-related work, and on synthesising field experience with theoretical perspectives in a final project.

The Applied criminology course, previously offered as a 10‑credit course (AFB001F), has now been divided into two separate 5‑credit courses.

The course’s objective is to introduce students to the diverse, academic criteria of qualitative research in social sciences and secondly that student’s gain experience in using qualitative methods. Furthermore, the course is practical in nature where each student works on an independent research assignment, which consists of designing and preparing a research project, collecting and analyzing data, and writing the main findings with guidance from the teacher. Research preparation, the creation of a research plan, data collection and analysis along with academic writing will be extensively covered during the course.

MA Thesis 

More information on the schools website: https://ugla.hi.is/kerfi/view/page.php?sid=3458

Over the past years, public discussion on how to address cases of sexual violence has been heated, particularly in the aftermath of the #MeToo Movement. Research shows that only a small percentage of such cases are reported to the police and only a small number of those cases lead to a conviction. This has been called a justice gap. Increasingly, we see victim-survivors of sexual violence tell their stories on social media, or in the media, and in some cases alleged offenders are named publicly which has evoked different responses amongst the public and had various consequences.

In this course, these societal developments will be explored from the perspective of sociology of law. Sociology of law uses theories and methods from the social sciences to examine the law, legal institutions, and legal behaviours, in the effort to analyse legal phenomena in their social, cultural, and historical contexts. To shed further light on the treatment of sexual violence cases, this course will also include readings from criminology, victimology, gender studies and the health sciences.

The course will seek answers to the following questions and more: Who commits sexual violence and why? How are men’s experiences of being subjected to sexual violence different from women’s experiences? Why is the legal status and rights of defendants different from that of victims? How is law in the books different from law in practice? How has the criminal justice system developed historically? What characterises legal education and the legal profession? What is the difference between legal consciousness and legal culture? How does legal justice differ from social justice? What are the advantages and disadvantages to non-traditional justice systems in comparison to traditional justice systems?

What is criminology? Criminological data and what criminologists do.

Crime definitions and how crime can be explained and understood. Examples of different theoretical perspectives will be covered in class: Classical Criminology and Social & Psychological Theories. What kind of criminological research and research questions are used with different theories? 

Using this theoretical background, a number of crime types and topics within Icelandic criminology will be presented and discussed in class, including the following: Physical and sexual violence, alcohol and drugs in society, crime and punishment, public attitudes to crime and punishment, and social crisis and crime. 

Students keep a journal about the lecture topics and the readings covered in class, evaluate the material, and draw their own conclusions. Final exam on-site.

This is a comprehensive course in multiple-regression analysis. The goal of the course is that students develop enough conceptual understanding and practical knowledge to use this method on their own. The lectures cover various regression analysis techniques commonly used in quantitative social research, including control variables, the use of nominal variables, linear and nonlinear models, techniques that test for mediation and statistical interaction effects, and so on. We discuss the assumptions of regression analysis and learn techniques to detect and deal with violations of assumptions. In addition, logistic regression will be introduced, which is a method for a dichotomous dependent variable. We also review many of the basic concepts involved in statistical inference and significance testing. Students get plenty of hands-on experience with data analysis. The instructor hands out survey data that students use to practice the techniques covered in class. The statistical package SPSS will be used.

MA Thesis 

More information on the schools website: https://ugla.hi.is/kerfi/view/page.php?sid=3458

The primary objective of the seminar is to provide a dynamic, supportive space for MA students in sociology and criminology to deepen their engagement with their thesis research and encourage reciprocal support among students. Early in the semester, students participate in lightning-round introductions of their research, followed by more detailed presentations as their work progresses. Faculty members, PhD students and other scholars may also be invited to participate in the seminar. This seminar should encourage constructive feedback and collaborative discussions among students and faculty, refine students’ presentation skills, and enhance their professional development and scholarly identity.

The course is intended for students who have started working on their master's thesis. 

Presentation of final thesis in sociology, methodology and criminology. 

MA Thesis 

More information on the schools website: https://ugla.hi.is/kerfi/view/page.php?sid=3458

The course covers recent writings and currents of thought that mark, or are likely to mark, turning points in social and cultural theory. Particular care will be taken to situate theories in their historical and social contexts. Attendance to weekly 40 min. discussion classes throughout the course is compulsory. Distance learning students attend in person or via the Internet (with Zoom).

Our daily life may seem boringly traditional and predictable. Social psychology shows that it is an exciting and multifaceted phenomenon resting on a complicated interplay of individual factors and social structures. In this course we will use theories and findings by social psychologists to shed light on what is behind the glitter of the obvious. We will go from what is public to the aspects that we conceal and hide, study what advertisers, salespeople and influencers do to bend us and turn and look at the degree to which variables like gender, class and ethnicity influence and control what we see, how we see and how we respond to the stimulus of everyday life.

Students will work on diverse small assignments connected to the main thrust of the course, individually or in groups. Even though social psychology relies on both qualitative and quantitative methods the emphasis in the assignments will be on qualitative methods such as visual analysis, conversation analysis and participatory observations.

The apple does not fall far from the tree? This course explores how a person’s social background affect the social position they ultimately attain in life and how inequality is reproduced from one generation to the next. The course addresses how social mobility has changed over time and across countries and which role education plays for the process of social mobility. We will discuss the main theories used to explain inequality in education and social mobility and (potential) changes over time. The course will focus on individuals’ social background (social class of origin, parental education or parental socio-economic status) but gender and ethnic inequalities will also be considered in the last meetings. In the seminar, we will read a mix of classic readings and more recent literature. Furthermore, special emphasis will be paid on discussing readings and findings from other countries with respect to the Icelandic country case.

The course will cover cities, towns, villages and farming communities in a world of globalisation. It will emphasise the mobility of people, money, products and information which has transformed the logic, delimitation and relations between urban and rural communities in different countries. Major theories on the interplay between culture and structure will be covered as well as the societal and technological changes which have reconstructed urban-rural distinctions and interconnections. Special attention will be given to patterns of migration within and between countries and their effects on the development of different settlements.

The course is taught in collaboration with Statistics Iceland, Bifröst University and the University of Akureyri, with support from the Icelandic university cooperation fund.

The goal of this course is to enhance students' ability to understand and analyze domestic and international statistics. Students will gain knowledge about the purpose of statistics, their production, and the methodology behind their production. They will also receive training in analyzing published statistics, presenting, and interpreting them in a domestic and international context, depending on their subject matter.

Students will gain practical experience by working on realistic projects where statistics are used to analyze economic and social developments and to evaluate government actions based on statistics. Students will submit an analysis report aimed at providing information that can be used as a basis for government policy and evaluation of their actions in specific areas.

Teaching will take place from September 1 to October 17. Teaching will be online with meetings in real-time. First online-meeting is Tuesday September 2. Further information is available in the syllabus.  

New theories and studies on globalization and global processes are presented in the class. The course aims at giving a general overview of important themes related to globalization processes. Studies that shed light on the diverse economic, social and political aspects of global processes are furthermore examined. A critical examination of main concepts is an important aspect of the course but studies that show how people are agents/victims in globalized world are also presented.

The teaching consists of lecture and class discussions. 

 The course is taught in English.

The course provides an overview of the main determinants of health in a westernized society (such as Iceland) and preventive interventions at different levels of such societies. With main emphasis on planning, implementing and documentation of the effectiveness of interventions aiming at general health promotion and primary prevention, the course also covers examples of secondary and tertiary prevention. The students get training in planning their own preventive interventions.

The aim of this course is to show students the importance of critical thinking by introducing its main concepts and methods, as well as different understandings of the notion. Furthermore, the aim is to train students in critical thinking and argumentation, both in a philosophical and an everyday context. Special emphasis will be placed on analysing arguments and logical diagrams. Common fallacies and stratagems will be discussed, with the aim of learning how to detect and avoid them. The relationship between critical thinking and ethics will be thoroughly examined.

The teaching involves both lectures and discussion sessions. Assignments will primarily be aimed at practical tasks relevant to everyday experiences.

The focus of this course is the application of ethics to pressing problems and debates in contemporary society. Possible methods for solving ethical dilemmas, both on an individual and social basis, are discussed. The selection of topics may change from year to year, but possible topics include free speech, the status of refugees, animal rights, poverty and economic inequality, gender discrimination, racial discrimination, environmental issues, and various issues in health care. The relation between theoretical and applied ethics is discussed. While instruction includes lectures, student participation in discussion is greatly emphasized.

The course addresses the main issues in gender studies through the lens of diversity in modern societies. The gender perspective is applied to provide an overview of the status and condition of men and women. The origins and development of the fight for women’s rights and gender studies as an academic field. The main concepts of gender studies are introduced, including sex, gender, essentialism and constructivism. Finally, the course looks into how gender necessarily intersects with other social factors.

Teaching Arrangement: The course is based on flipped learning, which means that all lectures will be available on Canvas. On-campus and distance students attend weekly discussion sessions at the university or on Teams, and online students participate in weekly discussions on Canvas

Aim: The goal of the course is to provide students with a good understanding of diversity in society and school, and get a better understanding of individuals and groups that are marginalised in society. Students will also learn about various forms, origins, and consequences of exclusion and stigmatization.

Students will also be able to use ethical concepts in their fieldwork, and be able to relate concepts of professionalism and professions to ethical and historical contexts. Special emphasis is on the ability of students to reflect on their own attitudes and work in light of ethical concepts such as autonomy, respect, dignity, trust and care, social justice and social discrimination, social capital, and empowerment.

Subject matter: The main subject of the course is social diversity and the status of marginalised individuals and groups. The course is divided into three parts where the first two parts are based on theoretical discussion of history and ethics, while in the third part students are expected to use those theoretical foundations from the previous parts to reflect on the field and their own attitudes.

The aim of the course is to provide students with a deep understanding of the development of ideas and theories in disability studies, and to enable them to analyse their influence on policymaking, service provision, and the everyday lives of disabled people. The course is grounded in interdisciplinary and critical perspectives, linking theoretical discussion to activism and international human rights obligations, such as the United Nations Convention on the Rights of Persons with Disabilities (CRPD). The course covers social and cultural perspectives, key theoretical approaches, and recent research in disability studies. Emphasis is placed on active student participation in discussions and assignments that strengthen critical thinking and the ability to apply theory in research and professional practice.

Reading course in MA studies in sociology. The student contacts a full-time teacher in a sociology program and requests guidance in an independent reading course. The teacher and the student compile a reading list at the beginning of the second semester and the student, in consultation with the supervisor, regularly reports on progress. The subject must be sociological. The student does not register for the course until the teacher has approved in writing (e.g. by e-mail) his / her role as supervisor.

Einstaklingsnámskeið. Sjálfstæð vinna nemenda á sviði lokaritgerða í samráði við leiðbeinendur.

The purpose of this course is to provide students with understanding on how to plan and conduct survey research. The course will address most common sampling design and different type of survey research (phone, face-to-face, internet, mail etc.). The basic measurement theories will be used to explore fundamental concepts of survey research, such as validity, reliability, question wording and contextual effect. The use of factor analysis and item analysis will be used to evaluate the quality of measurement instruments.  The course emphasizes students’ active learning by planning survey research and analyzing survey data.

Social inequality impacts health. Those who are more vulnerable in society have, in general, worse health than those with more resources. In this course, we will focus on the relationship between social standing and health. Students will be introducted to the major theories within medical sociology, for example Link and Phelan´s theory of fundamental causes of disase and we will cover major empirical research in the field. One of the most important contribution of sociology is an understanding of how larger societal forces (for example, the health system and the welfare system) shape individual lives and therefore we will look at how the relationship between social standing and health is shaped by these forces. Since our health is a complex phenomenon, we will also look at it from an interdisciplinary perspective, by using insights from public health, health science, anthropology, and political science.

Human mobility and multicultural societies are often seen as the main characteristics of the contemporary world. In the course, we look at main theories approaching mobility and multicultural society, critically addressing them and analyzing their utility. The concept of multiculturalism and related concepts such as culture, assimilation and integration are critically evaluated, as well as mobility in the past and the relationship between mobility and multiculturalism. Different approaches in the social sciences are introduced and main research themes in anthropology in particular and social sciences in general will be examined.

The teaching methods are lectures and discussions.

The course focuses on young people’s risk behavior (e.g. drug use, deviance, inconsistent school attendance) and resilience related to various pedagogical, social, educational, and psychological factors. Subjects dealt with in the course will for example be young people’s social development, communication skills, mental disorders, sexual reproductive health, trauma and their view on different challenges in their life. Different preventive measures will be discussed and the role of homes, schools and recreations in different preventions. A special focus is on developmental research that explores the relationship between developmental growth and risk behavior. Projects are designed to seek understanding on how young people perceive risk factors in their lives.

The course is offered as a distant education course. Teaching lessons will be recorded and put on the CANVAS education management system but if there is real time teaching then it will be recorded and put on CANVAS. Discussion lessons are once a week (60 min.) were students can choose between being in-house or online. The same goes for essay presentations which are at the end of the semester.

Students will analyze and critique parent-child interaction theory and research, consider implications for parent-child relationships and parents’ and children’s development, and apply this course material to professional work with families.

Reading course in MA studies in sociology. The student contacts a full-time teacher in a sociology program and requests guidance in an independent reading course. The teacher and the student compile a reading list at the beginning of the second semester and the student, in consultation with the supervisor, regularly reports on progress. The subject must be sociological. The student does not register for the course until the teacher has approved in writing (e.g. by e-mail) his / her role as supervisor.

Einstaklingsnámskeið. Sjálfstæð vinna nemenda á sviði lokaritgerða í samráði við leiðbeinendur.