The conditions and experiences of disabled people will be a central focus of this course with emphasis on the lifespan and main areas of everyday life such as family, education, employment and housing/homes. New Icelandic and international disability research will be explored as well as the forces which influence the identity formation of disabled children, youth and adults. Different theoretical approaches will be used to examine policy, law, services, the welfare system and disabled people's status and social situation in contemporary societies.

The aim of the course is to provide students with an understanding of the position and representation of disabled people in culture and the arts, and to enable them to analyse cultural expressions of disability in both historical and contemporary contexts. The course examines images and roles of disabled people in popular culture, the media, literature, the arts, and public discourse. Emphasis is placed on the (artistic) culture of disabled people and on how disability is positioned as part of societal diversity. The course also explores external and internal accessibility in relation to culture and the arts, and how accessibility shapes the participation of disabled people.

In this course, students work as mentors for participants at the upper‑secondary and university levels in the project Sprettur. Mentors play an essential role in supporting and encouraging other students in their studies and social life. Their role is to build constructive relationships with participants, act as positive role models, and take part in joint activities organised within Sprettur. Mentorship is based on relationship‑building and regular meetings and involves a commitment to the students the mentor supports. 

Sprettur is a support project for students with a foreign background who seek additional support to improve their academic performance and participation in the university community. Students in the course work as mentors and are paired with participants based on shared interests. Mentors also work together in groups and in consultation with teachers and project coordinators. 

Students may choose to enrol in the course in the autumn semester, spring semester, or distribute the workload across both semesters (the full academic year). The course structure accommodates this choice, but all academic requirements remain the same. Mentors plan regular meetings with Sprettur participants and typically spend three hours per month with participants, three hours per month in homework groups, and attend a total of five seminars. 

Students submit journal entries on Canvas and design and deliver a learning experience for the participants in Sprettur. Journal entries are based on readings and critical reflections on the mentorship role and on personal experience in the project. The course is taught in Icelandic and English. 

Upon completing the course and meeting all requirements, students receive 5 ECTS credits and an official certificate of participation and completion of the project. 

Students fill out an electronic application form, and the supervising teacher contacts applicants. 

More information about Sprettur can be found here: www.hi.is/sprettur 

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.

This introductory course in public administration provides students with a holistic overview over how public administration is organized and how it has developed over the last decades. The main characteristics of the public administration in Iceland is introduces, its foundations and main formative elements. The course covers the basic theories and concepts of the discipline of public administration and its scholarly endeavour. It introduces the main organizational theories, and the main theories on decentralization and delegation of power and decision-making. The focus is on the relationship between public administration and politics and how that relationship shapes organizational practices and public policy making. The emphasis is on analysing and understanding the differences between the private and the public sector.

Local authorities are one of two main branches of Icelandic government. The aim of the course is to give students insights into Icelandic local governments, administration and processes. In the course students will be introduced to Icelandic local governments, their legal and constitutional status in public administration, their tasks and responsibilities according to law. The main political theories on local governments will be introduced and discussed, with emphasis on the relationship between size, effectiveness and democracy. State and local government relations are briefly discussed, including the division of tasks and revenues.

Aims: The course aims to deepen and broaden students' knowledge base in qualitative research methodology. Main approaches to and characteristics of qualitative research are explored as well as various methods of data collection such as interviews and collection of pre-existing data both visual and textual. In the course students will be introduced to various approaches to data analysis such as thematic analysis, narrative analysis, semiotic analysis and discourse analysis. Students will also learn how to present their findings in an organised and responsible manner.

Teaching and learning methods: This course uses flipped learning methods. Videos with lectures for each week are discussed in weekly workshops. Students work together on assignments that are handed in weekly. They also have to work individually on assignments.

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.

Objective

Students should understand and be able to apply the most common statistical methods for data analysis and be capable of evaluating statistical results. The student should possess the skills and knowledge to analyze and communicate numerical information according to the APA-7 publication standard (e.g., in a scientific journal article or thesis) and be able to take initiative in statistical data processing. Additionally, students will be introduced to the main research designs in quantitative methodology.

Content and Topics

The course will cover quantitative research methods and various research designs. In the statistics portion, the main emphasis will be on the structure and interpretation of the general linear model, which encompasses a range of classical statistical methods such as correlation, regression analysis, and analysis of variance (ANOVA). Students will also learn to apply exploratory and confirmatory factor analysis methods. Finally, students will be introduced to single-case designs, the basic principles of Bayesian statistics, and total survey error assessment. Students will learn to perform analyses using statistical software. Strong emphasis will be placed on clear interpretation and communication of quantitative results according to the APA-7 publication standard.

Teaching Method

The course is taught weekly via online meetings, except for two in-person sessions (see weekly schedule), where students and instructors are expected to attend physically. Students may apply for an exemption from attending in person if they live very far away (e.g., residing abroad). Such students will participate in the in-person sessions via remote connection. Students must have the latest stable version of Jamovi (see jamovi.org) installed on their laptops, which they should bring to class.

This research seminar creates a space for MA students to discuss their research projects and receive support, encouragement and feedback in working on their MA research and writing their thesis. During the fall seminar students also learn about electronic databases, on line searches and use of references, as well as academic work practices. The seminar will be flexible to meet the needs of the group of students attending at each time and the teacher(s) will relate students' projects to relevant research and writing in disability studies. Students are encouraged to attend the seminar throughout their MA studies. Students are also strongly advised to start working on their MA research early in their studies and work on it alongside coursework.

In this course, the focus will be on the development of research and research methods within critical studies such as disability-, queer- and gender studies. Criticism of traditional research methods, which originates from critical feminist studies, will be emphasised. Recent approaches redefine power relations between researchers and participants and focus on collaboration and mutual respect between disabled people and scholars. The goal of such research is to facilitate cooperation and empowerment throughout all stages of the research. The characteristics, opportunities, and limitations of such research will be examined, including methods such as action research, participatory research, inclusive research, diaries, story completion methods, as well as universally designed questionaries. Ethical issues will be explored and new research and development projects in the field will be introduced and discussed.

This course places emphasis on developing understanding of subjects related to disability and disabled people‘s lives. The specific topic of the short course is subject to change. The objective of the course is to shed light on disabled people‘s position in society based on the current state in research and knowledge within the field of disability studies. The course builds on students‘ active participation and encourages them to relate the subject of the course to their own education. The course is relevant to those who wish to obtain insight into disabled people‘s experiences in certain domains of society and acquire both academic and practical knowledge to support their education and/or professional development. The course is taught by staff of the programme in disability studies as well as guest lecturers, for example academics, disabled people, and experts from the state, municipalities and disabled people‘s organisations.

Students in disability studies can apply for an independent study in relation with their program of study. In this reading-course the student explores a particular topic or a concept or makes a theoretical summary of interest in line with her or his educational emphases. The student sets out his / her own learning objectives in collaboration with the supervisor, searches for sources, analyzes them, criticizes, and applies the information to present knowledge in a new way.

This reading-course is primarily intended for the preparation of the student’s master's thesis.

Students can only take this course once in their curriculum. The student does not register for the course until the teacher has approved in writing (e.g. by e-mail) their role as supervisor.

The course reviews the literature on organizational theory and behavior with an emphasis on its application in the public sector. The course includes discussion on leadership, organizational culture, teamwork, organizational structure and change, decision making processes, strategic planning and performance management systems.

The aim of the course is to provide insight into public government and the methods government employs to reach its goals. The course covers the various tools of government, including direct government, contracting, financial incentives, economic and social regulation, insurance and grants, with emphasis on evaluating the appropriateness of each tool in achieving different objectives. The examination of each tool emphasizes equally theoretical aspects and its use within Icelandic government. While the course OSS101F Microeconomics, Market Failure and the Role of Government is not a prerequisite, it is a recommended precursor. 

The course deals with description of Icelandic authorities (the executive), the basic structure of the Icelandic administrative system, main tasks of public authorities, the scope, relevance and rules of the Administrative Act. no 37/1993 and the relevance and rules of the Information Act. no 140/2012. The main emphasis is on the Administrative Act. 

The course provides the student with an understanding of the scientific method and the basic skills of data analysis. Concepts such as causality, reliability, and validity will be covered. The course covers descriptive and inferential statistics, including topic such as variables, values, standard deviations, samples, significance, and hypothesis testing

This research seminar creates a space for MA students to discuss their research projects and receive support, encouragement and feedback in working on their MA research and writing their thesis. During the fall seminar students also receive training and practice in academic writing and oral presentation of their research. The seminar will be flexible to meet the needs of the group of students attending at each time and the teacher(s) will relate students' projects to relevant research and writing in disability studies. Students are encouraged to attend the seminar throughout their MA studies. Students are also strongly advised to start working on their MA research early in their studies and work on it alongside coursework.

This course places emphasis on developing understanding of subjects related to disability and disabled people‘s lives. The specific topic of the short course is subject to change. The objective of the course is to shed light on disabled people‘s position in society based on the current state in research and knowledge within the field of disability studies. The course builds on students‘ active participation and encourages them to relate the subject of the course to their own education. The course is relevant to those who wish to obtain insight into disabled people‘s experiences in certain domains of society and acquire both academic and practical knowledge to support their education and/or professional development. The course is taught by staff of the programme in disability studies as well as guest lecturers, for example academics, disabled people, and experts from the state, municipalities and disabled people‘s organisations.

Students in disability studies can apply for an independent study in relation with their program of study. In this reading-course the student explores a particular topic or a concept or makes a theoretical summary of interest in line with her or his educational emphases. The student sets out his / her own learning objectives in collaboration with the supervisor, searches for sources, analyzes them, criticizes, and applies the information to present knowledge in a new way.

This reading-course is primarily intended for the preparation of the student’s master's thesis.

Students can only take this course once in their curriculum. The student does not register for the course until the teacher has approved in writing (e.g. by e-mail) their role as supervisor.

The MA final project/thesis is an individual research project. Students work on the project independently under the guidance of a project supervisor/supervisors chosen from among the academic staff at the School of Education. Students should consult the chair of their department on the choice of a project supervisor.

The choice of topic is primarily the responsibility of the student in collaboration with his or her project supervisor. The topic of the project should fall within the student's area of study, i.e. course of study and chosen specialisation.

In most cases preparation for and work on the project takes at least two semesters. Students should follow the more detailed instructions and rules for the MA projects which are published on the UGLA intranet: Schools >> School of Education >> Master's Thesis.

The MA final project/thesis is an individual research project. Students work on the project independently under the guidance of a project supervisor/supervisors chosen from among the academic staff at the School of Education. Students should consult the chair of their department on the choice of a project supervisor.

The choice of topic is primarily the responsibility of the student in collaboration with his or her project supervisor. The topic of the project should fall within the student's area of study, i.e. course of study and chosen specialisation.

In most cases preparation for and work on the project takes at least two semesters. Students should follow the more detailed instructions and rules for the MA projects which are published on the UGLA intranet: Schools >> School of Education >> Master's Thesis.

The MA final project/thesis is an individual research project. Students work on the project independently under the guidance of a project supervisor/supervisors chosen from among the academic staff at the School of Education. Students should consult the chair of their department on the choice of a project supervisor.

The choice of topic is primarily the responsibility of the student in collaboration with his or her project supervisor. The topic of the project should fall within the student's area of study, i.e. course of study and chosen specialisation.

In most cases preparation for and work on the project takes at least two semesters. Students should follow the more detailed instructions and rules for the MA projects which are published on the UGLA intranet: Schools >> School of Education >> Master's Thesis.

The conditions and experiences of disabled people will be a central focus of this course with emphasis on the lifespan and main areas of everyday life such as family, education, employment and housing/homes. New Icelandic and international disability research will be explored as well as the forces which influence the identity formation of disabled children, youth and adults. Different theoretical approaches will be used to examine policy, law, services, the welfare system and disabled people's status and social situation in contemporary societies.

The aim of the course is to provide students with an understanding of the position and representation of disabled people in culture and the arts, and to enable them to analyse cultural expressions of disability in both historical and contemporary contexts. The course examines images and roles of disabled people in popular culture, the media, literature, the arts, and public discourse. Emphasis is placed on the (artistic) culture of disabled people and on how disability is positioned as part of societal diversity. The course also explores external and internal accessibility in relation to culture and the arts, and how accessibility shapes the participation of disabled people.

In this course, students work as mentors for participants at the upper‑secondary and university levels in the project Sprettur. Mentors play an essential role in supporting and encouraging other students in their studies and social life. Their role is to build constructive relationships with participants, act as positive role models, and take part in joint activities organised within Sprettur. Mentorship is based on relationship‑building and regular meetings and involves a commitment to the students the mentor supports. 

Sprettur is a support project for students with a foreign background who seek additional support to improve their academic performance and participation in the university community. Students in the course work as mentors and are paired with participants based on shared interests. Mentors also work together in groups and in consultation with teachers and project coordinators. 

Students may choose to enrol in the course in the autumn semester, spring semester, or distribute the workload across both semesters (the full academic year). The course structure accommodates this choice, but all academic requirements remain the same. Mentors plan regular meetings with Sprettur participants and typically spend three hours per month with participants, three hours per month in homework groups, and attend a total of five seminars. 

Students submit journal entries on Canvas and design and deliver a learning experience for the participants in Sprettur. Journal entries are based on readings and critical reflections on the mentorship role and on personal experience in the project. The course is taught in Icelandic and English. 

Upon completing the course and meeting all requirements, students receive 5 ECTS credits and an official certificate of participation and completion of the project. 

Students fill out an electronic application form, and the supervising teacher contacts applicants. 

More information about Sprettur can be found here: www.hi.is/sprettur 

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.

This introductory course in public administration provides students with a holistic overview over how public administration is organized and how it has developed over the last decades. The main characteristics of the public administration in Iceland is introduces, its foundations and main formative elements. The course covers the basic theories and concepts of the discipline of public administration and its scholarly endeavour. It introduces the main organizational theories, and the main theories on decentralization and delegation of power and decision-making. The focus is on the relationship between public administration and politics and how that relationship shapes organizational practices and public policy making. The emphasis is on analysing and understanding the differences between the private and the public sector.

Local authorities are one of two main branches of Icelandic government. The aim of the course is to give students insights into Icelandic local governments, administration and processes. In the course students will be introduced to Icelandic local governments, their legal and constitutional status in public administration, their tasks and responsibilities according to law. The main political theories on local governments will be introduced and discussed, with emphasis on the relationship between size, effectiveness and democracy. State and local government relations are briefly discussed, including the division of tasks and revenues.

Aims: The course aims to deepen and broaden students' knowledge base in qualitative research methodology. Main approaches to and characteristics of qualitative research are explored as well as various methods of data collection such as interviews and collection of pre-existing data both visual and textual. In the course students will be introduced to various approaches to data analysis such as thematic analysis, narrative analysis, semiotic analysis and discourse analysis. Students will also learn how to present their findings in an organised and responsible manner.

Teaching and learning methods: This course uses flipped learning methods. Videos with lectures for each week are discussed in weekly workshops. Students work together on assignments that are handed in weekly. They also have to work individually on assignments.

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.

Objective

Students should understand and be able to apply the most common statistical methods for data analysis and be capable of evaluating statistical results. The student should possess the skills and knowledge to analyze and communicate numerical information according to the APA-7 publication standard (e.g., in a scientific journal article or thesis) and be able to take initiative in statistical data processing. Additionally, students will be introduced to the main research designs in quantitative methodology.

Content and Topics

The course will cover quantitative research methods and various research designs. In the statistics portion, the main emphasis will be on the structure and interpretation of the general linear model, which encompasses a range of classical statistical methods such as correlation, regression analysis, and analysis of variance (ANOVA). Students will also learn to apply exploratory and confirmatory factor analysis methods. Finally, students will be introduced to single-case designs, the basic principles of Bayesian statistics, and total survey error assessment. Students will learn to perform analyses using statistical software. Strong emphasis will be placed on clear interpretation and communication of quantitative results according to the APA-7 publication standard.

Teaching Method

The course is taught weekly via online meetings, except for two in-person sessions (see weekly schedule), where students and instructors are expected to attend physically. Students may apply for an exemption from attending in person if they live very far away (e.g., residing abroad). Such students will participate in the in-person sessions via remote connection. Students must have the latest stable version of Jamovi (see jamovi.org) installed on their laptops, which they should bring to class.

This research seminar creates a space for MA students to discuss their research projects and receive support, encouragement and feedback in working on their MA research and writing their thesis. During the fall seminar students also learn about electronic databases, on line searches and use of references, as well as academic work practices. The seminar will be flexible to meet the needs of the group of students attending at each time and the teacher(s) will relate students' projects to relevant research and writing in disability studies. Students are encouraged to attend the seminar throughout their MA studies. Students are also strongly advised to start working on their MA research early in their studies and work on it alongside coursework.

In this course, the focus will be on the development of research and research methods within critical studies such as disability-, queer- and gender studies. Criticism of traditional research methods, which originates from critical feminist studies, will be emphasised. Recent approaches redefine power relations between researchers and participants and focus on collaboration and mutual respect between disabled people and scholars. The goal of such research is to facilitate cooperation and empowerment throughout all stages of the research. The characteristics, opportunities, and limitations of such research will be examined, including methods such as action research, participatory research, inclusive research, diaries, story completion methods, as well as universally designed questionaries. Ethical issues will be explored and new research and development projects in the field will be introduced and discussed.

This course places emphasis on developing understanding of subjects related to disability and disabled people‘s lives. The specific topic of the short course is subject to change. The objective of the course is to shed light on disabled people‘s position in society based on the current state in research and knowledge within the field of disability studies. The course builds on students‘ active participation and encourages them to relate the subject of the course to their own education. The course is relevant to those who wish to obtain insight into disabled people‘s experiences in certain domains of society and acquire both academic and practical knowledge to support their education and/or professional development. The course is taught by staff of the programme in disability studies as well as guest lecturers, for example academics, disabled people, and experts from the state, municipalities and disabled people‘s organisations.

Students in disability studies can apply for an independent study in relation with their program of study. In this reading-course the student explores a particular topic or a concept or makes a theoretical summary of interest in line with her or his educational emphases. The student sets out his / her own learning objectives in collaboration with the supervisor, searches for sources, analyzes them, criticizes, and applies the information to present knowledge in a new way.

This reading-course is primarily intended for the preparation of the student’s master's thesis.

Students can only take this course once in their curriculum. The student does not register for the course until the teacher has approved in writing (e.g. by e-mail) their role as supervisor.

The course reviews the literature on organizational theory and behavior with an emphasis on its application in the public sector. The course includes discussion on leadership, organizational culture, teamwork, organizational structure and change, decision making processes, strategic planning and performance management systems.

The aim of the course is to provide insight into public government and the methods government employs to reach its goals. The course covers the various tools of government, including direct government, contracting, financial incentives, economic and social regulation, insurance and grants, with emphasis on evaluating the appropriateness of each tool in achieving different objectives. The examination of each tool emphasizes equally theoretical aspects and its use within Icelandic government. While the course OSS101F Microeconomics, Market Failure and the Role of Government is not a prerequisite, it is a recommended precursor. 

The course deals with description of Icelandic authorities (the executive), the basic structure of the Icelandic administrative system, main tasks of public authorities, the scope, relevance and rules of the Administrative Act. no 37/1993 and the relevance and rules of the Information Act. no 140/2012. The main emphasis is on the Administrative Act. 

The course provides the student with an understanding of the scientific method and the basic skills of data analysis. Concepts such as causality, reliability, and validity will be covered. The course covers descriptive and inferential statistics, including topic such as variables, values, standard deviations, samples, significance, and hypothesis testing

This research seminar creates a space for MA students to discuss their research projects and receive support, encouragement and feedback in working on their MA research and writing their thesis. During the fall seminar students also receive training and practice in academic writing and oral presentation of their research. The seminar will be flexible to meet the needs of the group of students attending at each time and the teacher(s) will relate students' projects to relevant research and writing in disability studies. Students are encouraged to attend the seminar throughout their MA studies. Students are also strongly advised to start working on their MA research early in their studies and work on it alongside coursework.

This course places emphasis on developing understanding of subjects related to disability and disabled people‘s lives. The specific topic of the short course is subject to change. The objective of the course is to shed light on disabled people‘s position in society based on the current state in research and knowledge within the field of disability studies. The course builds on students‘ active participation and encourages them to relate the subject of the course to their own education. The course is relevant to those who wish to obtain insight into disabled people‘s experiences in certain domains of society and acquire both academic and practical knowledge to support their education and/or professional development. The course is taught by staff of the programme in disability studies as well as guest lecturers, for example academics, disabled people, and experts from the state, municipalities and disabled people‘s organisations.

Students in disability studies can apply for an independent study in relation with their program of study. In this reading-course the student explores a particular topic or a concept or makes a theoretical summary of interest in line with her or his educational emphases. The student sets out his / her own learning objectives in collaboration with the supervisor, searches for sources, analyzes them, criticizes, and applies the information to present knowledge in a new way.

This reading-course is primarily intended for the preparation of the student’s master's thesis.

Students can only take this course once in their curriculum. The student does not register for the course until the teacher has approved in writing (e.g. by e-mail) their role as supervisor.

The MA final project/thesis is an individual research project. Students work on the project independently under the guidance of a project supervisor/supervisors chosen from among the academic staff at the School of Education. Students should consult the chair of their department on the choice of a project supervisor.

The choice of topic is primarily the responsibility of the student in collaboration with his or her project supervisor. The topic of the project should fall within the student's area of study, i.e. course of study and chosen specialisation.

In most cases preparation for and work on the project takes at least two semesters. Students should follow the more detailed instructions and rules for the MA projects which are published on the UGLA intranet: Schools >> School of Education >> Master's Thesis.

The MA final project/thesis is an individual research project. Students work on the project independently under the guidance of a project supervisor/supervisors chosen from among the academic staff at the School of Education. Students should consult the chair of their department on the choice of a project supervisor.

The choice of topic is primarily the responsibility of the student in collaboration with his or her project supervisor. The topic of the project should fall within the student's area of study, i.e. course of study and chosen specialisation.

In most cases preparation for and work on the project takes at least two semesters. Students should follow the more detailed instructions and rules for the MA projects which are published on the UGLA intranet: Schools >> School of Education >> Master's Thesis.

The MA final project/thesis is an individual research project. Students work on the project independently under the guidance of a project supervisor/supervisors chosen from among the academic staff at the School of Education. Students should consult the chair of their department on the choice of a project supervisor.

The choice of topic is primarily the responsibility of the student in collaboration with his or her project supervisor. The topic of the project should fall within the student's area of study, i.e. course of study and chosen specialisation.

In most cases preparation for and work on the project takes at least two semesters. Students should follow the more detailed instructions and rules for the MA projects which are published on the UGLA intranet: Schools >> School of Education >> Master's Thesis.