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.

Innovation is increasingly defined as a driving force of business- and destination competitiveness within the fast developing tourism industry. This course, introduces the concept of competitiveness at a businesses, industry and country wide level. Important drivers of competence and competitiveness such as innovation and knowledge transfer are discussed. Tourism clusters, cluster initiatives and networks are introduced and their role in development of competitiveness and innovation is discussed.

The aim of the course is to provide an introduction to methodology, with a special focus on basic philosophical concepts. The first part of the course covers ontological issues and questions. The second part covers epistemological issues and questions. The course consists of a series of workshops in which each student's specific research project (for the MA thesis) is explored and monitored in terms of possible and relevant research methods that can be eleborated and applied.

The working languages in the course are Icelandic and English depending on participants background.

Major theories and policy regarding the development of localities and regions are reviewed, together with a consideration of Icelandic conditions in this regard. Population developments, industries and work opportunities, as well as non-economic factors which influence local development, are examined for different  types of localities in Iceland, with emphasis on the 21 century. Goals, methods and conflicting opinions on regional policy are also looked into. At the end of this course the student should be familiar with the specific conditions of the various regions and localities of Iceland, and able to understand their position in a wider context of global development.

The environmental and social impacts of tourism continue to increase worldwide as the number of tourists grows. It is therefore essential that students in the field of tourism and related disciplines are familiar with and understand these impacts and able to apply methods to counteract them. Students must also be able to understand the role of these impacts in a
wider context with future trends and global threats. This course aims to increase student’s knowledge and understanding of environmental and social responsibility and its importance in implementing sustainable tourism. The course focuses on identifying the environmental and social impacts of tourism and introduces the student to the theory and practice of environmental management and corporate social responsibility. Different approaches and various tools and methodologies used in the field of environmental management and corporate social responsibility will be explored.

The course is aimed at post graduate students, but students who have completed at least two years of their undergraduate study can also register to the course. The course is taught in English.

Internship for undergraduate students in within Icelandic firms/institutions. Available for students at their third year.

The thesis is submitted and defended in a public presentation where the student takes questions from the evaluation panel and the public. Instructional methods: Reading, writing, presenting

Internship for undergraduate students in within Icelandic firms/institutions. Available for students at their third year.

The thesis is submitted and defended in a public presentation where the student takes questions from the evaluation panel and the public. Instructional methods: Reading, writing, presenting

Internship for undergraduate students in within Icelandic firms/institutions. Available for students at their third year.

The thesis is submitted and defended in a public presentation where the student takes questions from the evaluation panel and the public. Instructional methods: Reading, writing, presenting.

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.

The main subject of the course is quantitative methods and statistics used in social sciences. The focus will be on research design, sample methods and designing questionnaires. The statistical part will cover descriptive and inferential statistics. Special emphasis will be on factorial ANOVA and multiple regression. Students will get practical training in data analysis using jamovi. Students can use their own data.

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.

Climate change is a global issue and one of the more challenging environmental problems of the present and near future. Since 1992, there have been many meetings and agreements under the auspices of the United Nations.

This course will cover the topic of climate change from several angles. Starting with the basic evidence and science behind climate change and modeling of future scenarios, then through impacts and vulnerability to efforts to mitigate and adapt to climate change. Issues such as climate refugees, gender aspects and negotiations are addressed.

Grading is based on writing assignments, short quizzes, course participation and presentations, in addition to group assignments where mitigation, future scenarios and basic processes are examined further. Students taking this course generally have very different backgrounds, and you will have a chance to learn about climate change from different viewpoints.

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.

This course examines the aims, interests, opportunities, and challenges of states, non-state actors, regional fora, and international organizations in a changing Arctic region. With a focus on policy, politics, and current issues, it analyses the contemporary dilemmas posed by Arctic governance, cooperation, and imaginaries of the region.

Building on the fundamentals taught in ‘Introduction to Arctic Studies’, this course investigates the Arctic policies of the ‘Arctic Eight’ states, as well as states located outside the region. Five of the ‘Arctic Eight’ are Nordic small states, and so this angle is also considered. The role and achievements of other relevant entities such as the Arctic Council, the Arctic Coast Guard Forum, NATO, the EU, and the UN is also analyzed. The course has an international focus and provides an in-depth examination of the major political contours in today’s Arctic

Conservation and sustainable use of the world oceans and marine resources is one of the biggest challenges of our time. The course offers a broad and comprehensive overview of the marine environment in a global perspective, in relation to the three pillars of sustainable development. The course will cover an overview of major oceanography features globally and locally. The course covers biological and fisheries science definitions that are important in marine resource management in relation to biological and ecological processes that may influence the resources such as stock size or distribution. The impact of climate change and large-scale changes in the marine environment will be covered and set in context with related variation in marine resources. The course covers multiple processes and environmental change impacting Oceans and their sustainability, such as pollution, ocean acidification, coral bleaching and trophic cascades. The role of different policies for the marine environment and its sustainable development will be explored with a focus on their multi-level nature and diverse ecosystem services, connecting global commitments to local realities. The role and implementation of Marine Protected Areas (MPA’s) will be discussed in international and local context. The course offers basic training in the theory of and practice of resources management of Ocean resources such as fisheries. Different management tools are explored, along with natural and institutional requirements. Appropriate management choices for different management problems are discussed. The student is provided with a solid understanding of the basic principles of sustainable marine resource policy and practical training in the design and implementation of such a policy.

Introduction to concepts and theoretical approaches in social science, emphasizing their use in contemporary Human Geography and Tourism Studies. The aim of the course is to make students familiar with concepts in scientific discourse and train them in using concepts in argumentation. Among concepts dealt with in the course are: place, space, global, local, globalisation, sustainable development, nature, landscape, culture, identity, image and society. Teaching is in the form of lectures and discussion in smaller groups about themes in student assignments. To qualify for the written exam students need to participate in discussion sessions and assignments. For a successful course outcome a minimum requirement is needed in both exam and assignments.

The increase in human numbers and the scale of economic activity has put humans in a position to greatly influence environmental and resource change. Explaining the extent and impact of this influence or selecting and designing appropriate management methods is well beyond the theory and analytical tools of individual disciplines, such as economics, ecology, social or physical sciences. Before introducing the perspective and tools of various disciplines students must have at a minimum a basic understanding of the driving forces behind in addition to the physical and ecological principles of environmental and resource change. The aim of this course is to provide such a background. Some of the topics covered are:the ecological footprint, population growth, economic growth, technology and the environment, natural capital and ecosystem services, diversity as a resource, soil degradation, Pollution and health, Air, water and soil pollution. Climate change and ozone depletion. Urban smog and pollution from heavy industry. Municipal and hazardous waste. Freshwater resources, Marine resources. Forests and wetlands. Energy resources and Energy and the environment.

The concept of sustainability has become important with regards to tourism development and policies. This course analyses the principles of sustainable tourism and outlines its development as a concept. We will discuss some specific understandings of sustainability issues such as resource, activity, and community-based traditions. The relationship between sustainable tourism and sustainable development will be critically examined. Case studies on responsible actions and practices in tourism will be discussed in the second half of the course. There is a total of six online seminars.

The course covers the various events and processes that can create natural hazards. The concept of natural hazard is defined and the history of this important field in the various natural sciences is examined. The physical causes and processes of various natural hazards are discussed. Ongoing climate change is discussed as a form of hazard, as well as the links between climate change and various weather- and climate-related events. The role of Icelandic Meteorological Office in research and monitoring of natural hazard is discussed.

One-day fieldtrip to the Southern part of Iceland will be done in beginning of September.

Students contribute to the cost of field trips in this elective course. 

Iceland’s reputation as an international frontrunner in gender equality and queer issues has been taking shape during the last decades following top ranking in gender equality indices and queer measurements. In addition, Iceland's environmental quality has been considered priceworthy according to environmental performance ranking. This course looks beneath the surface of this image through an interdisciplinary lens. It addresses the main topics of gender equality, queer issues, sustainability and environmentalism from a diversity and intersectional perspective taking into account power relations in terms gender, class, ethnicity and globalization. A special emphasis is on how equality and sustainability issues are related to Icelandic politics and society.

The aim of this course is to discuss municipal spatial planning from a broad perspective. Emphasis is on analysing the interaction between politics, public participation and stakeholders in the planning process. The institutional organization of planning is introduced in relation to the role and responsibilities of local councils. Key planning concepts and planning theories are introduced. An overview is given of the planning process as well as different planning instruments and how environmental impact assessment affects municipal spatial planning.

This course on public policy has three parts: First, the introduction which focuses on two main areas: (a) theoretical background of public policy and the main theoretical approaches to explanatory analysis applied in social sciences, (b) competing views and interests considered regarding efficiency, equity, individual freedom and social cohesion when defining public policy objectives. Second, students will learn about policy issues in four different policy domains, i.e. climate change, health care, education and taxation. Third, the policy-making process will be studied with a particular focus on agenda-setting theories, i.e. how an issue gets onto the government agenda and what explains that sometimes an issue becomes realised but sometimes not, - and how various incentives and the public policy context affect policy implementation and outcomes.

Ethnicity, nationality, multiculturalism, and migration are the main themes of this course. We examine how anthropologists have studied these issues in different ethnographic contexts and how they relate to many other aspects such as gender, class and culture. We raise questions such as under what circumstances nationality becomes important and examine how they appear in Iceland and in other parts of the world.

This course provides an introduction to ideas, concepts and approaches used within Arctic Studies for understanding the Arctic region. It opens with an overview of the basics of today’s Arctic, then turns to the contributions made by both the conventional and critical Arctic Studies literature. The key narratives of the Arctic are explored in depth, as are core ideas such as Arctic governance, security, sovereignty/sovereignties, and exceptionalism. The challenges and opportunities presented by these different approaches are also examined.  

The aim of the course is to provide students with a thorough grounding in the overall field of Arctic Studies, in order to deepen their knowledge and understanding of a rapidly changing region that remains a high priority for Iceland. The course is designed to complement the more policy/practice-focussed course ASK113F Arctic Politics in International Context. 

Various incentives, policies and management initiatives are used to influence human behavior, to limit the ecological footprint (EF), and to promote sustainable development. This course focuses on environmental and resource management and policy - in the context of sustainable development (SD). The course is broken to three sessions. In the first session we assess the concept SD from various perspectives - followed by an attempt to operationalize the concept. We compare the concepts growth and SD and ask if the two are compatible and discuss sustainability indicators. In the second session we critically examine various tools that are frequently used in environmental and resource decision-making, such as formal decision analysis, cost-benefit and cost-effectiveness analysis in addition to valuing ecosystem services. In the third session we examine the ideological foundations behind environmental and resource policy, and assess various policy and management initiatives for diverse situations in a comparative international context. Examples are much based on student interests but possible examples include bottle-deposit systems, ITQ's, voluntary approaches and multi-criteria management.

Effective sustainable agriculture, that is agriculture in harmony with the environment and society, is an important pillars of societal development around the world, not least in the context of food security and rural development. 

This course provides an overview over the various themes of sustainable agriculture and rural development and is divided into 5 interconnected sections: i) history of agriculture and fundamentals, incl. impact on communities and cultures, different types of agriculture and production methods, genetic resources and animal welfare;  ii) settlements and community incl. regional development and settlement patterns, planning and land use; iii) Environment and nature incl. the impact of agriculture on biodiversity, links to climate, circular economy, ecosystem services and resource use;  iv) policies and management systems incl. international agreements, EU policy, administration and institutions and strategic planning and, v) innovation, production and marketing issues including financing and framework for innovation in agriculture, marketing and grants, incentives and financing methods.

In this course students develop a deeper understanding of the relationship between environmental science and financial markets. Students learn current methods for structuring green and sustainable finance frameworks, issuance process, certification. This course covers main methods and concepts related to impact reports. Students learn how sustainable finance frameworks are used in practice after issuance within financial institutions. This course covers ESG risk assessments, main methods and practical use in the investment process and portfolio structuring. This course covers main indicators reported by financial institutions regarding their loan and investment portfolios, i.e., GAR (green asset ratio) and BTAR (book taxonomy aligned ratio). This course covers different types of climate risks as defined by the TCFD (Task force on climate related financial disclosures). Students learn about responsible and impact investment methodologies and the goals investors seek using such methodologies. This course covers the legal requirements regarding disclosures, in particular the EU Taxonomy and related regulations. Students learn about financed emissions using the PCAF methodology (Partnership for carbon accounting financials). This course will also cover the relationship between the insurance sector and sustainability.

In this course, we examine how places in cities, rural areas, and the wilderness acquire meaning for individuals and groups. We explore how both personal memories and cultural memory shape perceptions and understanding of the landscape. We consider how place names, stories, and legends—such as those about elf churches, cursed spots, and past events—influence the value and meaning of places, as well as how emplaced experiences and memories tend to stick to locations. Why do some places become sacred sites, while others remain merely spaces people pass through on their way elsewhere? Why do people feel at ease in some places but experience discomfort or fear in others? How do individuals form connections to places during short visits or longer stays? Does it matter whether one is a newcomer or a native? What does it mean to feel a sense of belonging or to consider a particular place home? How refugees and other immigrants form attachment to the places where they settle and how they maintain or sever ties with the places they leave behind. What does it mean for people to have been forced to leave their homes due to wars or natural disasters, facing uncertainty about whether they can return? Attention will be given to how discourse and social dynamics shape people-place relationships, as well as the role of experience, perception, memories, aesthetics, and diverse narratives in giving meaning to place, forming place attachment, and defining who can lay claim to a place—and how.

Wildlife tourism managers are tasked with the demands of developing tourism management plans that meet the needs of the local community and tourists, while also minimizing negative impacts on wildlife. The course will discuss theories that underpin wildlife tourism management and will evaluate case studies of management actions globally. The focus of the course is on Arctic settings because of the specific needs of this particular area and the amplified effects of global climate change. We will specifically discuss three key element to wildlife management such as, tourism effects on wildlife ecology, local community involvement in management actions, and tourists themselves.  This is an interdisciplinary course which discusses both social and natural science methodologies.

Regional development in Iceland is discussed in a broad context with emphasis on tourism. The socio-economic characteristics of rural Iceland are investigated, as well as education, employment and social structure. Regional development policy in Iceland and it´s infrastructure is discussed and put in context with international studies and research.

General introduction to environmental studies, such as: nature ethics, the principal concept of sustainable development, sustainable practice and certification.
The role of nature wardens will be discussed, as well as nature conservation, protecting areas, purpose of protected areas and national parks. The purpose and objectives of visitor centres, the official administration of environmental issues and Icelandic public policies in regard to environmental issues will be presented and discussed. Further issues for discussion will be the global state of the environment, the fundamentals of ecology, climate change and its impact on our environment. This course is one of several that are the foundation for getting the nature warden certificate, in cooperation with the Environmental Agency.

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.

Introduction to the discipline of spatial planning, key terms and issues.

The course's main focus is on the planning system and governance of spatial planning and on data and practical methods in spatial planning, especially in the context of plan-making for larger geographical areas, such as cities, municipalities or regions.

Students get to know and train in applying different methods used in spatial planning for the collection, analysis, and interpretation of information on the built environment, local community and nature, to assess conditions, challenges and opportunities in the planning area. Also, methods for developing and presenting planning policies and planning documents.

Lectures, seminars, and project work. Individual and group projects.

The course is taught in cooperation with the planning programme at the Agricultural University of Iceland.

The aim of the course is to introduce the students to the main topics in masculinity theory and research. Three main approaches in this century will be discussed, psychoanalysis, social psychology ("role" theory) and recent development centring on the masculinities will be discussed and how their creation and destruction is linked to other social structures. Specific attention will be paid to the participation of males in child care and domestic work and an Icelandic survey on males and family relations will be discussed.

In this introductory survey course, students are taken through the foundational concepts of administrative science, the principal theories of organizations, the distribution of authority, and decision-making, along with the development of public administration as an academic discipline. The course examines the main features of public administration in Iceland — its foundations and the factors that have shaped it — while also situating it in relation to other administrative traditions, particularly those of the Nordic countries. Particular attention is paid to the relationship between administration and politics and to the effects of that relationship on the structure, working practices, and policymaking of the public sector, as well as to New Public Management, the criticism it has met, and what has followed in its wake. The course analyses why public policy often turns out differently than intended — from agenda-setting through to decisions made on the front line of service delivery — and how democratic accountability is secured and where it breaks down. Emphasis is placed on what distinguishes the private sector from the public sector, and on enabling students to connect the theories of the course to their own work experience and to contemporary examples.

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.

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

The System Dynamics approach, rooted in Systems Thinking, is best suited for the deconstruction and analysis of complex socio-economic environments and political systems. There is a growing call among scientists and practitioners today on systemic approaches to tackle complex problems such as the climate and environmental crises. System dynamics is a multidisciplinary approach that uses both qualitative and quantitative methods. It has been successfully applied for other complex socioeconomic questions such as for national planning models, analysing climate change policies, food market transformation, and government health policies.

This course aims to introduce students to thinking in systems, understanding the dynamic nature of system behaviour and acquiring basic system dynamic modelling skills.

 The course begins January 15th with a 5-week online course on Canvas.  Intensive inclass session 19-26 february.  Final presentations 4-8 March. 

The objective of this course is to gain methodological knowledge, understanding and practical skills to analyze images and visual data (photographs, films, drawings, advertisements, online media, etc.). We will discuss various methods of analysis of the visual content, consider visual databases and how to work with them. Students receive practical training in visual methodological studies and how to evaluate them. The course is based on practical assignments, where students prepare and design research proposals, collect data and how to analyze. The course is interdisciplinary and is suitable for students of humanities and social sciences, and other related fields.

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.

In the course we examine the field methods and train students in their application. The focus is on ethical issues, research design, the fieldwork setting, participant observation, different kinds of interviews, use of visual material and the analysis of data and presentation of research results.

The course focuses on statistical analysis using the R environment. It is assumed that students have basic knowledge of statistics and the statistical software R. Students will learn to apply a broad range of statistical methods in R (such as classification methods, resampling methods, linear model selection and tree-based methods). The course on 12 weeks and will be on "flipped" form. This means that no lectures will be given but students will read some material and watch videos before attending classes. Students will then work on assignments during the classes.

Qualitative Methods is a graduate course that provides students with an introduction to some of the most commonly used qualitative methods and methodological tools in political science. The main focus in the course is on case studies (including process tracing) and various tools and techniques used within case studies, e.g., interviewing, focus groups, and qualitative content analysis. One part of the course is also dedicated to discourse analysis. The course begins with a very brief introduction to philosophy of science and outlines basic ontological, epistemological and methodological issues in the social sciences. Students will gain a deeper understanding of the philosophical underpinnings, assumptions and ambitions of the different methods, but they will also gain practical experience as to the design and execution of research within the different traditions.

The course design aims to stimulate active student participation. Students are expected to have done the mandatory reading for each day and to be ready to participate in group work and discussions in class. The course features two distinct types of classes, specifically lecture & discussion classes and workshops. Nine of the thirteen classes are in the form of lecture & discussion classes and will be divided into two parts: a lecture by the lecturer (2 x approx. 40 minutes) and a student-led discussion session, consisting of 20 minutes of group work and 20 minutes of general discussion. The remaining four sessions are taught in the form of workshops. For these, the class will be divided into two groups (A and B) at the beginning of the semester. The workshop for group A will take place from 10:00 to 11:00, the workshop for group B from 11:15 to 12:15 on the day in question. In these workshops, students will work on practical examples connected to the respective topics of the day.

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.

In some settings, humans interact with the environment and use natural resources sustainably, but not in others. What explains such differences arising from human-environment interactions is the role of governance. Environmental governance can in its most basic form be understood as a social function centered on efforts to steer or guide the action of humans – being an individual, a small local user groups or the international community – towards desired outcomes and away from outcomes regarded as undesirable (Young, 2013).

This course has a focus on the introduction and understanding of different dimensions of environmental and natural resources governance in the context of sustainability.

It is divided into four interconnected sections:

1. Environmental Governance: The basics. What is governance? The environment as an arena for coordination and conflict. How do we understand actors, their roles and decision making? Power and power relations. Institutions and institutional change. Social-ecological systems. Governance structures. Public goods.
2. International and Domestic Environmental Governance. International environmental governance and institutions, e.g. EU, UN, UN Environment, FAO, World Bank etc. North-South issues. Environmental regimes; ozone, climate change, desertification, etc. Synergies. Introduction to environmental governance in Iceland and how it relates to decision-making with regard to environment and resources. Governance structure, central, local decision-making. Relationship between various levels of governance, parliament, ministries, agencies.
3. Public Responsibility and the Environment. Public participation. How can the public affect decision-making? Domestic and international environmental Non-governmental organizations.
4. Corporate Governance in the sustainability context. This part of the course focuses on corporate governance, such as outlined in the Nasdaq Corporate Governance Guidelines in the context of corporate sustainability. Relevant to the discussion is fiduciary duty, the ESRS Governance Standards (ESRS 1 and 2; ESRS G1), the SDGs 8-10, 12, 13, 17, the UN Global Compact Principle number 10, GRI Universal Standards and 200 Series, the Economic layer canvas, and more.

In the course, the challenges that different societies face as a result of various natural hazards are discussed in detail. The contribution of geography and social sciences to knowledge about the natural hazard–society nexus is examined. Major scholarly concepts and theories about people‘s response and adaptation to hazards are reviewed. The concept of risk is examined in detail, and research into risk perception by individuals and groups is discussed. Also the objective assessment of risk is looked into, as well as how impacts of hazard events, both locally and over larger areas, can be minimized. The hazard management cycle is introduced and roles and responsibilities of different response actors are clarified. Examples from both wealthier and poorer parts of the world are discussed. Students look into some specific events in detail, obtain data about them, analyse those data and discuss responses and consequences. Natural hazard research in Iceland, by geographers and others, is introduced. Also students visit Icelandic agencies that work in the field of emergency management and response.

International organizations (IOs) are ubiqitous on the global stage and collectively engage with virtually every aspect of international relations. This course will provide an introduction to the empirical study of international organizations and the politics and processes that govern their operations.

Rather than organizing around specific organizational histories or issue areas, the course will focus on investigating the political structures that underpin the system and how they fit together. To what extent can we think of IOs as independent actors? Who are the actors that influence them and how do they do it? How are IOs financed and what implications does that have for their operations? Who are the staff that work in IOs and how do they matter? These are the types of questions that will guide our analysis over the course of the semester.

In answering these questions, students will be exposed to a range of approaches for the study of international organizations. Readings will comprise historical narratives, case studies, and both qualitative and quantitative journal articles and book chapters. However, we will pay particular attention to recent scholarship on IOs so that students get a sense of the current state of affairs in IO research. The goal of the course is thus twofold: first, to help students understand and analyze the political and administrative dynamics that guide the operations of IOs, and second, to enable students to engage with a variety of scholarly work on IOs in pursuit of their own research topics and ideas.

The course builds on major theories of international relations but no substantive expertise is expected on individual IOs beyond what an informed news consumer might have. Where appropriate, background reading will be provided for students who need a refresher on particular topics/IOs. Our organizational focus will largely be on global organizations, such as the United Nations agencies, the World Bank, and the International Monetary Fund, but we will also spend some time exploring regional organizations, such as the Council of Europe, international non-governmental organizations (INGOs), and private actors.

This course addresses the main topics of gender and diversity studies in the light of critical multiculturalism and the diversity of modern societies. It explores the way in which social variables such as gender, sexuality, ethnicity, religion, disability, age and class differently affects people’s conditions and opportunities. It presents the main ideas of gender and diversity studies, such as gender, essentialism and social constructivism, and explores how social variables are interwoven into people’s lives. The emphasis is on how issues such as gender, multiculturalism, and diversity are related to Icelandic politics and society.

Environmental issues are among the most urgent challenges of our time. The very concept ‘environment’ points to the entanglement of nature and society, which is a central topic for geographers. The integration of natural and social science is necessary for finding solutions for sustainability.

In this module, various geographical approaches to environmental dilemmas are outlined, and some globally important environmental issues are dissected. Students learn about their complex causes and consequences, and contemplate possible solutions. Population and food security receive special attention. What is the relation between population development, food production, increasing resource use and environmental stress? How do world regions differ in terms of their current state and prospects for the future? How can food security and sustainable food production be achieved during the next decades? The impact of changed land use and ever-increasing consumption on species and ecosystems will also be analysed. How does the Earth’s biosphere react to habitat change and pollution? What solutions are needed for achieving a more balanced resource use by society than now is the case, and for solving the problems that have emerged with the advent of mass consumption societies? Finally, the social aspects of climate change will be looked into. How does this drastic change of nature’s own basic systems manifest itself in various parts of the world, in different social groups?

The module focuses on global patterns and processes, but students are encouraged to make connections with their own lived reality. Short study trips together with assignments are part of the programme.

Students taking UMV401G as a mandatory course have priority for registration. 

Objectives: To enable students from broad backgrounds to apply geographical information systems for map development and geographic analysis in technical reports, project presentations, work, and research. To provide training and enhance student maturity to: 1) manage projects using geographical information, 2) evaluate and select the most appropriate geographic analysis and maps for diverse projects, 3) write text that interprets maps and describes a geographic analysis, and 4) write a professional report to describe a project applying geographic information systems, maps, and geographic analysis. 

Topics: Students get introduced to geographic information systems and geographic data. Learn the development of reference and thematic maps. Use vector and raster data. Learn selection by attributes and location, and creation of map layers from selections. Learn how to join tables and spatial join. Practice in various operations on map layers, e.g. clip, dissolve, transfer data between layers, drawing and developing new map layers. Link aerial photos to maps. Display GPS coordinate data on maps. Perform spatial analysis of data. Emphasis is on developing student ability to select map contents, operations and analysis tools, design maps and interpret maps in written text. 

Teaching: The course is taught in Icelandic. Students learn and receive practice in fundamental use of geographical information systems by completing hands-on projects in a computer lab, homework, and a final project, all based on real-world data. The projects are designed to develop student ability in selecting maps, map contents and analysis tools, along with interpreting maps.

The course is taught in a classroom with live streaming, the recordings are then made available a few days later. The course can be taken on-site, distance learning or mixed. The course is not designed to be taken without real-time participation during class.

This course aims to explore the municipality's role in service provision. The first half of the course looks into theory and ideology behind decentralization as well as exploring different approaches muncipalities use in the organization of their service provision. Emphasis is on exploring the pros and cons of different approaches e.g. if service is provided in-house, in cooperation or outsourced. Moreover, how different types of services may call for different types of approaches. In the latter half of the course, the focus is on the practical aspect of different tools to provide services. The aim is to look at traditional tools as well as more innovative approaches. The aim is to explore the most recent tools and approaches at every given time.

Tourism is one of the largest industries in the world and there is a lot of competition for the tourist. Emphasis on innovation and service development is therefore important for companies and areas in and related to tourism in order to create a unique position and deal with changes that are not subject to fierce competition. This course will cover the main trends and currents in the theoretical and practical context of innovation. Students receive training in innovation work, development and design of services and preparation of business plans.

This is an intensive course with the active participation of students. It is taught over 14 weeks. The course takes as its starting point the idea that although governments and nonprofits are crucial to modern society, businesses are largely responsible for creating the wealth upon which the well-being of society depends, while also being a part of the problems created. As they create that wealth, their actions affect society, which is composed of a wide variety of stakeholders, and the natural environment. In turn, society shapes the rules and expectations by which businesses must navigate their internal and external environments. These include the United Nations Sustainable Development Goals, i.e., Goals 1-5, 8, 9, 10, 11, 12, 13, and 16, the Paris Agreement, the UN Global Compact, the European Sustainability Reporting Standards (ESRS), the Global Reporting Initiative, and more. This interaction between corporations, society (in its broadest sense) and the natural environment is the concern of corporate social responsibility (CSR), but the issues need to be addressed from a strategic point of view. 

Regardless of one’s viewpoint about the interaction of business and society, the continued co-existence of for-profit organizations is essential. This course seeks to explore the dimensions of that interaction from a multi-stakeholder perspective. That exploration is intended to be interactive, with the journey of exploration involving an analysis of CSR-related issues, simulation, and case studies.

The course is organized into six broad sections. In the first section, we will explore what corporate social responsibility (CSR) means and the driving forces of CSR. The second section focuses on the stakeholder perspective, and in the third section, we study the legal perspective. In the fourth section, we will explore the behavioral perspective, in the fifth section the strategic perspective and in the sixth section the focus will be on the sustainable perspective and sustainable value creation.   

In this course students develop skills to estimate corporate greenhouse gas emissions. Students will understand main methods when estimating the emissions, how external data is obtained and used and which platforms are available for corporate disclosures such as the CDP, Nasdaq and GRI. Students will furthermore learn the implications of scopes, the use of life-cycle assessments, which indicators are material, how those indicators are selected and how carbon offset programs work in relation to corporate emissions. The Greenhouse Gas Protocol is a foundation in this course, as the guidance serves as a key tool for multiples disclosure platforms. Upon completion, students can independently estimate the greenhouse gas emission from corporations through the supply chain and present the information in a standard format, using a relevant disclosure platform. Students will furthermore understand current methodological developments in greenhouse gas emission accounting, particularly in relation to financial market participants. Students will furthermore understand how the information generated is used externally, for example by rating agencies conducting ESG risk assessments. 

The course focuses on the process of developing an idea into a business opportunity. The principal concepts and theories of innovation and entrepreneurship will be discussed.  The basic aspects  of product development and  brainstorming . Major steps in the development of products and concepts, including the importance of team work. Important factors in relation to the selection of ideas. Clusters and cooperation through clusters, with empahsis and innovation in tourism in Iceland.

The course examines the interplay of culture and tourism, internationally and in Iceland. Key topics are culture, supply and demand for culture, authenticity, experience and creative tourism, cultural institutions, globalization, dissemination and interpretation of culture, social- and cultural tolerance and the relationship between guests and hosts. Students analyze issues in cultural tourism in Iceland as well as dissemination and interpretation of culture in local situations.

The establishment and operation of small enterprises is covered. Different legal forms of business operations are presented. Plans and planning, such as operating plans, payment schedules and business plans are described. Time value of money and analyses of investment and business opportunities are described. Concepts related to cost and cost analysis. Business environments and their analysis.

 The concept of heritage, its origin and dissemination, particularly drawing on history, archealogy and ethology. Cultural landscapes and heritage sites are discussed and visited. Heritage attractions and issues in heritage tourism, conservation and use of heritage in tourism are considered. The legislative framework of domestic  institutions and international conventions in the field of cultural heritage is explained. Ways of disseminating cultural heritage to tourists are inttroduced.

The course should cover the great diversity of events, internationally as well as domestically.  Various types of events are introduced, e.g. to do with sports, music, national holiday feasts, personal celebrations, local communities, conferences and meetings.

Latest trends, strategies and theories in relation to modern event management, such as technical innovations, security matters, staging, communicating through media etc. The course is partly built on material supplied by guest lecturers.

Towards the end of the course, students are expected to set up a conference, with the focus on the current state of affairs, in regard to event management in Iceland.

Topics discussed include the social role and importance of events. Research on events. Emphasis on economic, social and environmental effects of events on indiviuals as well as the soiciety. Focus on events in the context of theories on tourism services and guest experience. Large international and well known domestic events, as well as smaller local ones are discussed, in view of their effect on society.

The subject of this course is rural tourism and methods of supporting its successful  development. Dominant themes are rural tourism in a globalising world, marketing of rural communities and the nature of rural attractions . An emphasis will be on rural destination development and ways to increase involvement by residents, supporting increased activity and  innovation in tourism.

The course Sustainable Tourism Development in Northern Environment is offered as an online course from University of OULU in Finland. This course is an offering from the Thematic Network on Northern Tourism.

Announcement about access to the course is sent out at the end of each year. Students need to apply for access and registration through SENS' student service, MS-SENS (mssesns@hi.is)

The number of students able to register is limited.

The course will address tourism in the circumpolar north from a societal perspective. It will present different views on the phenomenon and its dimensions, resources and implications for nature, places and cultures involved. The place of northern tourism in times of globalization and emergent global issues like climate changes will be explored, together with the relevant governance aspects.

The course deals with interconnections between political radicalism, culture, tradition and power. We will focus on contemporary representations of dissent in particular, look at the discourse of democracy and cultural difference, reactions to and criticism of protest in the Western political tradition and dissent in more repressive political systems. The role of intellectuals and writers will be explored as well as the function of artistic expression and design in transforming cultural and social environments. We will also discuss media and social media discourse in connection with an attempt to understand the various and sometimes contradictory objectives of public institutions. A few points of conflict will be discussed that to some extent expose fundamental conflicts in liberal democratic societies such as questions about the wisdom and ignorance of publics, reactions to climate change, inequality and extreme poverty. Finally corruption and power will be discussed as well as social and cultural expression, the possibilities and limitations of freedom of speech, the use and abuse of information, disinformation, secrecy, fake and “fake news”.

The environmental and social impacts of tourism continue to increase worldwide as the number of tourists grows. It is therefore essential that students in the field of tourism and related disciplines are familiar with and understand these impacts and able to apply methods to counteract them. Students must also be able to understand the role of these impacts in a
wider context with future trends and global threats. This course aims to increase student’s knowledge and understanding of environmental and social responsibility and its importance in implementing sustainable tourism. The course focuses on identifying the environmental and social impacts of tourism and introduces the student to the theory and practice of environmental management and corporate social responsibility. Different approaches and various tools and methodologies used in the field of environmental management and corporate social responsibility will be explored.

The course is aimed at post graduate students, but students who have completed at least two years of their undergraduate study can also register to the course. The course is taught in English.

Aim: To give an overview of the principles of Environmental Impact Assessment (EIA) of anthropogenic activities and to introduce the procedures and methods used in the environmental assessment process. At the end of the course, students should have gained an understanding of the main principles of EIA and the methods used for its application.  After having completed the course, students should be able to actively participate in the making of EIA. Subject: Environmental Impact Assessment of Projects is the main subject of the course.  EIA is a systematic process meant to streamline development projects by minimizing environmental effects. The first part of the course is an introduction to the global context and history of EIA, the subject of EIA, and an introduction to the EIA methodology.  The second part of the course focuses on processes. The aim, subject, and process of EIA will be explained, including a discussion on the various stages and aspects of the EIA procedure (such as screening, scoping, participants, stakeholders and consultation, impact prediction and assessment, reporting and monitoring).  Although the examples of processes, definitions and methods introduced in the course will be based on the Icelandic legislation, the learning outcome will be of practical use for all students, without regard to their nationality. Through individual assignments, each student will be able to explore the EIA process in context with an area of their choice.  

Young people’s lives are increasingly measured by the standards of a mobile living. This changed way of living arrived in the wake of populations growth, technological advancements, global information access, and precarious living conditions. While the length of the period of migration varies, this experience influences identities, social relations, and aspirational opportunities. Still, opportunities for mobile endeavors are affected by gender, class, education, sexuality, ethnicity, and citizenship status. Examples of such youth migration are found in Erasmus exchanges, au-pair, sports, volunteerism, love migration, health migration, forced migration, grassroot activism, criminalities, and nomadism.

Consequently, new knowledge on youth migration has been emerging within sociology. These studies generally refer to people in the age between 15-30. Collectively these works demonstrate what indicators influence the push and pull in migration patterns. Additionally, these studies illuminate what social networks, imaginaries, and temporal situations, such as local economic crisis or participation in activism, can be a push for young people to migrate or a pull to return. Thus, the recent works show what institutional, social, and economic obstacles, young people face, how such obstacles are situationally negotiated and finally acted on. Lastly, recent studies shed a light on what kind of effect the migration has on the migrants themselves, on their family members and the localities they inhabit. 

This course will highlight the main theories of youth migration and introduce recent works published in this field. The course is constructed as an introduction into the field of social and geographical mobilities in contemporary societies. The aim is to draw forth varied experiences of youth migration while deconstructing the intersectional positionality of persons within the specific youth group. Therefore, a critical light will be cast on intersectionality in relation to global events, media outlets and fragile citizenships status. Students will be encouraged to engage with the topic through the material provided, own experiences and future visions for the Icelandic society

The course objective is to provide theoretical foundation and practical training in strategic management. An emphasis is on its application in public organizations. Students are to develop a strategic plan for a state or local agency. The John M. Bryson's strategic planning model will be used for this purpose. Students will structure a mission statement, identify strategic issues, establish a performance management system and they will be introduced to tools for organizational change and reassessment.

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.

Innovation is increasingly defined as a driving force of business- and destination competitiveness within the fast developing tourism industry. This course, introduces the concept of competitiveness at a businesses, industry and country wide level. Important drivers of competence and competitiveness such as innovation and knowledge transfer are discussed. Tourism clusters, cluster initiatives and networks are introduced and their role in development of competitiveness and innovation is discussed.

The aim of the course is to provide an introduction to methodology, with a special focus on basic philosophical concepts. The first part of the course covers ontological issues and questions. The second part covers epistemological issues and questions. The course consists of a series of workshops in which each student's specific research project (for the MA thesis) is explored and monitored in terms of possible and relevant research methods that can be eleborated and applied.

The working languages in the course are Icelandic and English depending on participants background.

Major theories and policy regarding the development of localities and regions are reviewed, together with a consideration of Icelandic conditions in this regard. Population developments, industries and work opportunities, as well as non-economic factors which influence local development, are examined for different  types of localities in Iceland, with emphasis on the 21 century. Goals, methods and conflicting opinions on regional policy are also looked into. At the end of this course the student should be familiar with the specific conditions of the various regions and localities of Iceland, and able to understand their position in a wider context of global development.

The environmental and social impacts of tourism continue to increase worldwide as the number of tourists grows. It is therefore essential that students in the field of tourism and related disciplines are familiar with and understand these impacts and able to apply methods to counteract them. Students must also be able to understand the role of these impacts in a
wider context with future trends and global threats. This course aims to increase student’s knowledge and understanding of environmental and social responsibility and its importance in implementing sustainable tourism. The course focuses on identifying the environmental and social impacts of tourism and introduces the student to the theory and practice of environmental management and corporate social responsibility. Different approaches and various tools and methodologies used in the field of environmental management and corporate social responsibility will be explored.

The course is aimed at post graduate students, but students who have completed at least two years of their undergraduate study can also register to the course. The course is taught in English.

Internship for undergraduate students in within Icelandic firms/institutions. Available for students at their third year.

The thesis is submitted and defended in a public presentation where the student takes questions from the evaluation panel and the public. Instructional methods: Reading, writing, presenting

Internship for undergraduate students in within Icelandic firms/institutions. Available for students at their third year.

The thesis is submitted and defended in a public presentation where the student takes questions from the evaluation panel and the public. Instructional methods: Reading, writing, presenting

Internship for undergraduate students in within Icelandic firms/institutions. Available for students at their third year.

The thesis is submitted and defended in a public presentation where the student takes questions from the evaluation panel and the public. Instructional methods: Reading, writing, presenting.

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.

The main subject of the course is quantitative methods and statistics used in social sciences. The focus will be on research design, sample methods and designing questionnaires. The statistical part will cover descriptive and inferential statistics. Special emphasis will be on factorial ANOVA and multiple regression. Students will get practical training in data analysis using jamovi. Students can use their own data.

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.

Climate change is a global issue and one of the more challenging environmental problems of the present and near future. Since 1992, there have been many meetings and agreements under the auspices of the United Nations.

This course will cover the topic of climate change from several angles. Starting with the basic evidence and science behind climate change and modeling of future scenarios, then through impacts and vulnerability to efforts to mitigate and adapt to climate change. Issues such as climate refugees, gender aspects and negotiations are addressed.

Grading is based on writing assignments, short quizzes, course participation and presentations, in addition to group assignments where mitigation, future scenarios and basic processes are examined further. Students taking this course generally have very different backgrounds, and you will have a chance to learn about climate change from different viewpoints.

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.

This course examines the aims, interests, opportunities, and challenges of states, non-state actors, regional fora, and international organizations in a changing Arctic region. With a focus on policy, politics, and current issues, it analyses the contemporary dilemmas posed by Arctic governance, cooperation, and imaginaries of the region.

Building on the fundamentals taught in ‘Introduction to Arctic Studies’, this course investigates the Arctic policies of the ‘Arctic Eight’ states, as well as states located outside the region. Five of the ‘Arctic Eight’ are Nordic small states, and so this angle is also considered. The role and achievements of other relevant entities such as the Arctic Council, the Arctic Coast Guard Forum, NATO, the EU, and the UN is also analyzed. The course has an international focus and provides an in-depth examination of the major political contours in today’s Arctic

Conservation and sustainable use of the world oceans and marine resources is one of the biggest challenges of our time. The course offers a broad and comprehensive overview of the marine environment in a global perspective, in relation to the three pillars of sustainable development. The course will cover an overview of major oceanography features globally and locally. The course covers biological and fisheries science definitions that are important in marine resource management in relation to biological and ecological processes that may influence the resources such as stock size or distribution. The impact of climate change and large-scale changes in the marine environment will be covered and set in context with related variation in marine resources. The course covers multiple processes and environmental change impacting Oceans and their sustainability, such as pollution, ocean acidification, coral bleaching and trophic cascades. The role of different policies for the marine environment and its sustainable development will be explored with a focus on their multi-level nature and diverse ecosystem services, connecting global commitments to local realities. The role and implementation of Marine Protected Areas (MPA’s) will be discussed in international and local context. The course offers basic training in the theory of and practice of resources management of Ocean resources such as fisheries. Different management tools are explored, along with natural and institutional requirements. Appropriate management choices for different management problems are discussed. The student is provided with a solid understanding of the basic principles of sustainable marine resource policy and practical training in the design and implementation of such a policy.

Introduction to concepts and theoretical approaches in social science, emphasizing their use in contemporary Human Geography and Tourism Studies. The aim of the course is to make students familiar with concepts in scientific discourse and train them in using concepts in argumentation. Among concepts dealt with in the course are: place, space, global, local, globalisation, sustainable development, nature, landscape, culture, identity, image and society. Teaching is in the form of lectures and discussion in smaller groups about themes in student assignments. To qualify for the written exam students need to participate in discussion sessions and assignments. For a successful course outcome a minimum requirement is needed in both exam and assignments.

The increase in human numbers and the scale of economic activity has put humans in a position to greatly influence environmental and resource change. Explaining the extent and impact of this influence or selecting and designing appropriate management methods is well beyond the theory and analytical tools of individual disciplines, such as economics, ecology, social or physical sciences. Before introducing the perspective and tools of various disciplines students must have at a minimum a basic understanding of the driving forces behind in addition to the physical and ecological principles of environmental and resource change. The aim of this course is to provide such a background. Some of the topics covered are:the ecological footprint, population growth, economic growth, technology and the environment, natural capital and ecosystem services, diversity as a resource, soil degradation, Pollution and health, Air, water and soil pollution. Climate change and ozone depletion. Urban smog and pollution from heavy industry. Municipal and hazardous waste. Freshwater resources, Marine resources. Forests and wetlands. Energy resources and Energy and the environment.

The concept of sustainability has become important with regards to tourism development and policies. This course analyses the principles of sustainable tourism and outlines its development as a concept. We will discuss some specific understandings of sustainability issues such as resource, activity, and community-based traditions. The relationship between sustainable tourism and sustainable development will be critically examined. Case studies on responsible actions and practices in tourism will be discussed in the second half of the course. There is a total of six online seminars.

The course covers the various events and processes that can create natural hazards. The concept of natural hazard is defined and the history of this important field in the various natural sciences is examined. The physical causes and processes of various natural hazards are discussed. Ongoing climate change is discussed as a form of hazard, as well as the links between climate change and various weather- and climate-related events. The role of Icelandic Meteorological Office in research and monitoring of natural hazard is discussed.

One-day fieldtrip to the Southern part of Iceland will be done in beginning of September.

Students contribute to the cost of field trips in this elective course. 

Iceland’s reputation as an international frontrunner in gender equality and queer issues has been taking shape during the last decades following top ranking in gender equality indices and queer measurements. In addition, Iceland's environmental quality has been considered priceworthy according to environmental performance ranking. This course looks beneath the surface of this image through an interdisciplinary lens. It addresses the main topics of gender equality, queer issues, sustainability and environmentalism from a diversity and intersectional perspective taking into account power relations in terms gender, class, ethnicity and globalization. A special emphasis is on how equality and sustainability issues are related to Icelandic politics and society.

The aim of this course is to discuss municipal spatial planning from a broad perspective. Emphasis is on analysing the interaction between politics, public participation and stakeholders in the planning process. The institutional organization of planning is introduced in relation to the role and responsibilities of local councils. Key planning concepts and planning theories are introduced. An overview is given of the planning process as well as different planning instruments and how environmental impact assessment affects municipal spatial planning.

This course on public policy has three parts: First, the introduction which focuses on two main areas: (a) theoretical background of public policy and the main theoretical approaches to explanatory analysis applied in social sciences, (b) competing views and interests considered regarding efficiency, equity, individual freedom and social cohesion when defining public policy objectives. Second, students will learn about policy issues in four different policy domains, i.e. climate change, health care, education and taxation. Third, the policy-making process will be studied with a particular focus on agenda-setting theories, i.e. how an issue gets onto the government agenda and what explains that sometimes an issue becomes realised but sometimes not, - and how various incentives and the public policy context affect policy implementation and outcomes.

Ethnicity, nationality, multiculturalism, and migration are the main themes of this course. We examine how anthropologists have studied these issues in different ethnographic contexts and how they relate to many other aspects such as gender, class and culture. We raise questions such as under what circumstances nationality becomes important and examine how they appear in Iceland and in other parts of the world.

This course provides an introduction to ideas, concepts and approaches used within Arctic Studies for understanding the Arctic region. It opens with an overview of the basics of today’s Arctic, then turns to the contributions made by both the conventional and critical Arctic Studies literature. The key narratives of the Arctic are explored in depth, as are core ideas such as Arctic governance, security, sovereignty/sovereignties, and exceptionalism. The challenges and opportunities presented by these different approaches are also examined.  

The aim of the course is to provide students with a thorough grounding in the overall field of Arctic Studies, in order to deepen their knowledge and understanding of a rapidly changing region that remains a high priority for Iceland. The course is designed to complement the more policy/practice-focussed course ASK113F Arctic Politics in International Context. 

Various incentives, policies and management initiatives are used to influence human behavior, to limit the ecological footprint (EF), and to promote sustainable development. This course focuses on environmental and resource management and policy - in the context of sustainable development (SD). The course is broken to three sessions. In the first session we assess the concept SD from various perspectives - followed by an attempt to operationalize the concept. We compare the concepts growth and SD and ask if the two are compatible and discuss sustainability indicators. In the second session we critically examine various tools that are frequently used in environmental and resource decision-making, such as formal decision analysis, cost-benefit and cost-effectiveness analysis in addition to valuing ecosystem services. In the third session we examine the ideological foundations behind environmental and resource policy, and assess various policy and management initiatives for diverse situations in a comparative international context. Examples are much based on student interests but possible examples include bottle-deposit systems, ITQ's, voluntary approaches and multi-criteria management.

Effective sustainable agriculture, that is agriculture in harmony with the environment and society, is an important pillars of societal development around the world, not least in the context of food security and rural development. 

This course provides an overview over the various themes of sustainable agriculture and rural development and is divided into 5 interconnected sections: i) history of agriculture and fundamentals, incl. impact on communities and cultures, different types of agriculture and production methods, genetic resources and animal welfare;  ii) settlements and community incl. regional development and settlement patterns, planning and land use; iii) Environment and nature incl. the impact of agriculture on biodiversity, links to climate, circular economy, ecosystem services and resource use;  iv) policies and management systems incl. international agreements, EU policy, administration and institutions and strategic planning and, v) innovation, production and marketing issues including financing and framework for innovation in agriculture, marketing and grants, incentives and financing methods.

In this course students develop a deeper understanding of the relationship between environmental science and financial markets. Students learn current methods for structuring green and sustainable finance frameworks, issuance process, certification. This course covers main methods and concepts related to impact reports. Students learn how sustainable finance frameworks are used in practice after issuance within financial institutions. This course covers ESG risk assessments, main methods and practical use in the investment process and portfolio structuring. This course covers main indicators reported by financial institutions regarding their loan and investment portfolios, i.e., GAR (green asset ratio) and BTAR (book taxonomy aligned ratio). This course covers different types of climate risks as defined by the TCFD (Task force on climate related financial disclosures). Students learn about responsible and impact investment methodologies and the goals investors seek using such methodologies. This course covers the legal requirements regarding disclosures, in particular the EU Taxonomy and related regulations. Students learn about financed emissions using the PCAF methodology (Partnership for carbon accounting financials). This course will also cover the relationship between the insurance sector and sustainability.

In this course, we examine how places in cities, rural areas, and the wilderness acquire meaning for individuals and groups. We explore how both personal memories and cultural memory shape perceptions and understanding of the landscape. We consider how place names, stories, and legends—such as those about elf churches, cursed spots, and past events—influence the value and meaning of places, as well as how emplaced experiences and memories tend to stick to locations. Why do some places become sacred sites, while others remain merely spaces people pass through on their way elsewhere? Why do people feel at ease in some places but experience discomfort or fear in others? How do individuals form connections to places during short visits or longer stays? Does it matter whether one is a newcomer or a native? What does it mean to feel a sense of belonging or to consider a particular place home? How refugees and other immigrants form attachment to the places where they settle and how they maintain or sever ties with the places they leave behind. What does it mean for people to have been forced to leave their homes due to wars or natural disasters, facing uncertainty about whether they can return? Attention will be given to how discourse and social dynamics shape people-place relationships, as well as the role of experience, perception, memories, aesthetics, and diverse narratives in giving meaning to place, forming place attachment, and defining who can lay claim to a place—and how.

Wildlife tourism managers are tasked with the demands of developing tourism management plans that meet the needs of the local community and tourists, while also minimizing negative impacts on wildlife. The course will discuss theories that underpin wildlife tourism management and will evaluate case studies of management actions globally. The focus of the course is on Arctic settings because of the specific needs of this particular area and the amplified effects of global climate change. We will specifically discuss three key element to wildlife management such as, tourism effects on wildlife ecology, local community involvement in management actions, and tourists themselves.  This is an interdisciplinary course which discusses both social and natural science methodologies.

Regional development in Iceland is discussed in a broad context with emphasis on tourism. The socio-economic characteristics of rural Iceland are investigated, as well as education, employment and social structure. Regional development policy in Iceland and it´s infrastructure is discussed and put in context with international studies and research.

General introduction to environmental studies, such as: nature ethics, the principal concept of sustainable development, sustainable practice and certification.
The role of nature wardens will be discussed, as well as nature conservation, protecting areas, purpose of protected areas and national parks. The purpose and objectives of visitor centres, the official administration of environmental issues and Icelandic public policies in regard to environmental issues will be presented and discussed. Further issues for discussion will be the global state of the environment, the fundamentals of ecology, climate change and its impact on our environment. This course is one of several that are the foundation for getting the nature warden certificate, in cooperation with the Environmental Agency.

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.

Introduction to the discipline of spatial planning, key terms and issues.

The course's main focus is on the planning system and governance of spatial planning and on data and practical methods in spatial planning, especially in the context of plan-making for larger geographical areas, such as cities, municipalities or regions.

Students get to know and train in applying different methods used in spatial planning for the collection, analysis, and interpretation of information on the built environment, local community and nature, to assess conditions, challenges and opportunities in the planning area. Also, methods for developing and presenting planning policies and planning documents.

Lectures, seminars, and project work. Individual and group projects.

The course is taught in cooperation with the planning programme at the Agricultural University of Iceland.

The aim of the course is to introduce the students to the main topics in masculinity theory and research. Three main approaches in this century will be discussed, psychoanalysis, social psychology ("role" theory) and recent development centring on the masculinities will be discussed and how their creation and destruction is linked to other social structures. Specific attention will be paid to the participation of males in child care and domestic work and an Icelandic survey on males and family relations will be discussed.

In this introductory survey course, students are taken through the foundational concepts of administrative science, the principal theories of organizations, the distribution of authority, and decision-making, along with the development of public administration as an academic discipline. The course examines the main features of public administration in Iceland — its foundations and the factors that have shaped it — while also situating it in relation to other administrative traditions, particularly those of the Nordic countries. Particular attention is paid to the relationship between administration and politics and to the effects of that relationship on the structure, working practices, and policymaking of the public sector, as well as to New Public Management, the criticism it has met, and what has followed in its wake. The course analyses why public policy often turns out differently than intended — from agenda-setting through to decisions made on the front line of service delivery — and how democratic accountability is secured and where it breaks down. Emphasis is placed on what distinguishes the private sector from the public sector, and on enabling students to connect the theories of the course to their own work experience and to contemporary examples.

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.

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

The System Dynamics approach, rooted in Systems Thinking, is best suited for the deconstruction and analysis of complex socio-economic environments and political systems. There is a growing call among scientists and practitioners today on systemic approaches to tackle complex problems such as the climate and environmental crises. System dynamics is a multidisciplinary approach that uses both qualitative and quantitative methods. It has been successfully applied for other complex socioeconomic questions such as for national planning models, analysing climate change policies, food market transformation, and government health policies.

This course aims to introduce students to thinking in systems, understanding the dynamic nature of system behaviour and acquiring basic system dynamic modelling skills.

 The course begins January 15th with a 5-week online course on Canvas.  Intensive inclass session 19-26 february.  Final presentations 4-8 March. 

The objective of this course is to gain methodological knowledge, understanding and practical skills to analyze images and visual data (photographs, films, drawings, advertisements, online media, etc.). We will discuss various methods of analysis of the visual content, consider visual databases and how to work with them. Students receive practical training in visual methodological studies and how to evaluate them. The course is based on practical assignments, where students prepare and design research proposals, collect data and how to analyze. The course is interdisciplinary and is suitable for students of humanities and social sciences, and other related fields.

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.

In the course we examine the field methods and train students in their application. The focus is on ethical issues, research design, the fieldwork setting, participant observation, different kinds of interviews, use of visual material and the analysis of data and presentation of research results.

The course focuses on statistical analysis using the R environment. It is assumed that students have basic knowledge of statistics and the statistical software R. Students will learn to apply a broad range of statistical methods in R (such as classification methods, resampling methods, linear model selection and tree-based methods). The course on 12 weeks and will be on "flipped" form. This means that no lectures will be given but students will read some material and watch videos before attending classes. Students will then work on assignments during the classes.

Qualitative Methods is a graduate course that provides students with an introduction to some of the most commonly used qualitative methods and methodological tools in political science. The main focus in the course is on case studies (including process tracing) and various tools and techniques used within case studies, e.g., interviewing, focus groups, and qualitative content analysis. One part of the course is also dedicated to discourse analysis. The course begins with a very brief introduction to philosophy of science and outlines basic ontological, epistemological and methodological issues in the social sciences. Students will gain a deeper understanding of the philosophical underpinnings, assumptions and ambitions of the different methods, but they will also gain practical experience as to the design and execution of research within the different traditions.

The course design aims to stimulate active student participation. Students are expected to have done the mandatory reading for each day and to be ready to participate in group work and discussions in class. The course features two distinct types of classes, specifically lecture & discussion classes and workshops. Nine of the thirteen classes are in the form of lecture & discussion classes and will be divided into two parts: a lecture by the lecturer (2 x approx. 40 minutes) and a student-led discussion session, consisting of 20 minutes of group work and 20 minutes of general discussion. The remaining four sessions are taught in the form of workshops. For these, the class will be divided into two groups (A and B) at the beginning of the semester. The workshop for group A will take place from 10:00 to 11:00, the workshop for group B from 11:15 to 12:15 on the day in question. In these workshops, students will work on practical examples connected to the respective topics of the day.

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.

In some settings, humans interact with the environment and use natural resources sustainably, but not in others. What explains such differences arising from human-environment interactions is the role of governance. Environmental governance can in its most basic form be understood as a social function centered on efforts to steer or guide the action of humans – being an individual, a small local user groups or the international community – towards desired outcomes and away from outcomes regarded as undesirable (Young, 2013).

This course has a focus on the introduction and understanding of different dimensions of environmental and natural resources governance in the context of sustainability.

It is divided into four interconnected sections:

1. Environmental Governance: The basics. What is governance? The environment as an arena for coordination and conflict. How do we understand actors, their roles and decision making? Power and power relations. Institutions and institutional change. Social-ecological systems. Governance structures. Public goods.
2. International and Domestic Environmental Governance. International environmental governance and institutions, e.g. EU, UN, UN Environment, FAO, World Bank etc. North-South issues. Environmental regimes; ozone, climate change, desertification, etc. Synergies. Introduction to environmental governance in Iceland and how it relates to decision-making with regard to environment and resources. Governance structure, central, local decision-making. Relationship between various levels of governance, parliament, ministries, agencies.
3. Public Responsibility and the Environment. Public participation. How can the public affect decision-making? Domestic and international environmental Non-governmental organizations.
4. Corporate Governance in the sustainability context. This part of the course focuses on corporate governance, such as outlined in the Nasdaq Corporate Governance Guidelines in the context of corporate sustainability. Relevant to the discussion is fiduciary duty, the ESRS Governance Standards (ESRS 1 and 2; ESRS G1), the SDGs 8-10, 12, 13, 17, the UN Global Compact Principle number 10, GRI Universal Standards and 200 Series, the Economic layer canvas, and more.

In the course, the challenges that different societies face as a result of various natural hazards are discussed in detail. The contribution of geography and social sciences to knowledge about the natural hazard–society nexus is examined. Major scholarly concepts and theories about people‘s response and adaptation to hazards are reviewed. The concept of risk is examined in detail, and research into risk perception by individuals and groups is discussed. Also the objective assessment of risk is looked into, as well as how impacts of hazard events, both locally and over larger areas, can be minimized. The hazard management cycle is introduced and roles and responsibilities of different response actors are clarified. Examples from both wealthier and poorer parts of the world are discussed. Students look into some specific events in detail, obtain data about them, analyse those data and discuss responses and consequences. Natural hazard research in Iceland, by geographers and others, is introduced. Also students visit Icelandic agencies that work in the field of emergency management and response.

International organizations (IOs) are ubiqitous on the global stage and collectively engage with virtually every aspect of international relations. This course will provide an introduction to the empirical study of international organizations and the politics and processes that govern their operations.

Rather than organizing around specific organizational histories or issue areas, the course will focus on investigating the political structures that underpin the system and how they fit together. To what extent can we think of IOs as independent actors? Who are the actors that influence them and how do they do it? How are IOs financed and what implications does that have for their operations? Who are the staff that work in IOs and how do they matter? These are the types of questions that will guide our analysis over the course of the semester.

In answering these questions, students will be exposed to a range of approaches for the study of international organizations. Readings will comprise historical narratives, case studies, and both qualitative and quantitative journal articles and book chapters. However, we will pay particular attention to recent scholarship on IOs so that students get a sense of the current state of affairs in IO research. The goal of the course is thus twofold: first, to help students understand and analyze the political and administrative dynamics that guide the operations of IOs, and second, to enable students to engage with a variety of scholarly work on IOs in pursuit of their own research topics and ideas.

The course builds on major theories of international relations but no substantive expertise is expected on individual IOs beyond what an informed news consumer might have. Where appropriate, background reading will be provided for students who need a refresher on particular topics/IOs. Our organizational focus will largely be on global organizations, such as the United Nations agencies, the World Bank, and the International Monetary Fund, but we will also spend some time exploring regional organizations, such as the Council of Europe, international non-governmental organizations (INGOs), and private actors.

This course addresses the main topics of gender and diversity studies in the light of critical multiculturalism and the diversity of modern societies. It explores the way in which social variables such as gender, sexuality, ethnicity, religion, disability, age and class differently affects people’s conditions and opportunities. It presents the main ideas of gender and diversity studies, such as gender, essentialism and social constructivism, and explores how social variables are interwoven into people’s lives. The emphasis is on how issues such as gender, multiculturalism, and diversity are related to Icelandic politics and society.

Environmental issues are among the most urgent challenges of our time. The very concept ‘environment’ points to the entanglement of nature and society, which is a central topic for geographers. The integration of natural and social science is necessary for finding solutions for sustainability.

In this module, various geographical approaches to environmental dilemmas are outlined, and some globally important environmental issues are dissected. Students learn about their complex causes and consequences, and contemplate possible solutions. Population and food security receive special attention. What is the relation between population development, food production, increasing resource use and environmental stress? How do world regions differ in terms of their current state and prospects for the future? How can food security and sustainable food production be achieved during the next decades? The impact of changed land use and ever-increasing consumption on species and ecosystems will also be analysed. How does the Earth’s biosphere react to habitat change and pollution? What solutions are needed for achieving a more balanced resource use by society than now is the case, and for solving the problems that have emerged with the advent of mass consumption societies? Finally, the social aspects of climate change will be looked into. How does this drastic change of nature’s own basic systems manifest itself in various parts of the world, in different social groups?

The module focuses on global patterns and processes, but students are encouraged to make connections with their own lived reality. Short study trips together with assignments are part of the programme.

Students taking UMV401G as a mandatory course have priority for registration. 

Objectives: To enable students from broad backgrounds to apply geographical information systems for map development and geographic analysis in technical reports, project presentations, work, and research. To provide training and enhance student maturity to: 1) manage projects using geographical information, 2) evaluate and select the most appropriate geographic analysis and maps for diverse projects, 3) write text that interprets maps and describes a geographic analysis, and 4) write a professional report to describe a project applying geographic information systems, maps, and geographic analysis. 

Topics: Students get introduced to geographic information systems and geographic data. Learn the development of reference and thematic maps. Use vector and raster data. Learn selection by attributes and location, and creation of map layers from selections. Learn how to join tables and spatial join. Practice in various operations on map layers, e.g. clip, dissolve, transfer data between layers, drawing and developing new map layers. Link aerial photos to maps. Display GPS coordinate data on maps. Perform spatial analysis of data. Emphasis is on developing student ability to select map contents, operations and analysis tools, design maps and interpret maps in written text. 

Teaching: The course is taught in Icelandic. Students learn and receive practice in fundamental use of geographical information systems by completing hands-on projects in a computer lab, homework, and a final project, all based on real-world data. The projects are designed to develop student ability in selecting maps, map contents and analysis tools, along with interpreting maps.

The course is taught in a classroom with live streaming, the recordings are then made available a few days later. The course can be taken on-site, distance learning or mixed. The course is not designed to be taken without real-time participation during class.

This course aims to explore the municipality's role in service provision. The first half of the course looks into theory and ideology behind decentralization as well as exploring different approaches muncipalities use in the organization of their service provision. Emphasis is on exploring the pros and cons of different approaches e.g. if service is provided in-house, in cooperation or outsourced. Moreover, how different types of services may call for different types of approaches. In the latter half of the course, the focus is on the practical aspect of different tools to provide services. The aim is to look at traditional tools as well as more innovative approaches. The aim is to explore the most recent tools and approaches at every given time.

Tourism is one of the largest industries in the world and there is a lot of competition for the tourist. Emphasis on innovation and service development is therefore important for companies and areas in and related to tourism in order to create a unique position and deal with changes that are not subject to fierce competition. This course will cover the main trends and currents in the theoretical and practical context of innovation. Students receive training in innovation work, development and design of services and preparation of business plans.

This is an intensive course with the active participation of students. It is taught over 14 weeks. The course takes as its starting point the idea that although governments and nonprofits are crucial to modern society, businesses are largely responsible for creating the wealth upon which the well-being of society depends, while also being a part of the problems created. As they create that wealth, their actions affect society, which is composed of a wide variety of stakeholders, and the natural environment. In turn, society shapes the rules and expectations by which businesses must navigate their internal and external environments. These include the United Nations Sustainable Development Goals, i.e., Goals 1-5, 8, 9, 10, 11, 12, 13, and 16, the Paris Agreement, the UN Global Compact, the European Sustainability Reporting Standards (ESRS), the Global Reporting Initiative, and more. This interaction between corporations, society (in its broadest sense) and the natural environment is the concern of corporate social responsibility (CSR), but the issues need to be addressed from a strategic point of view. 

Regardless of one’s viewpoint about the interaction of business and society, the continued co-existence of for-profit organizations is essential. This course seeks to explore the dimensions of that interaction from a multi-stakeholder perspective. That exploration is intended to be interactive, with the journey of exploration involving an analysis of CSR-related issues, simulation, and case studies.

The course is organized into six broad sections. In the first section, we will explore what corporate social responsibility (CSR) means and the driving forces of CSR. The second section focuses on the stakeholder perspective, and in the third section, we study the legal perspective. In the fourth section, we will explore the behavioral perspective, in the fifth section the strategic perspective and in the sixth section the focus will be on the sustainable perspective and sustainable value creation.   

In this course students develop skills to estimate corporate greenhouse gas emissions. Students will understand main methods when estimating the emissions, how external data is obtained and used and which platforms are available for corporate disclosures such as the CDP, Nasdaq and GRI. Students will furthermore learn the implications of scopes, the use of life-cycle assessments, which indicators are material, how those indicators are selected and how carbon offset programs work in relation to corporate emissions. The Greenhouse Gas Protocol is a foundation in this course, as the guidance serves as a key tool for multiples disclosure platforms. Upon completion, students can independently estimate the greenhouse gas emission from corporations through the supply chain and present the information in a standard format, using a relevant disclosure platform. Students will furthermore understand current methodological developments in greenhouse gas emission accounting, particularly in relation to financial market participants. Students will furthermore understand how the information generated is used externally, for example by rating agencies conducting ESG risk assessments. 

The course focuses on the process of developing an idea into a business opportunity. The principal concepts and theories of innovation and entrepreneurship will be discussed.  The basic aspects  of product development and  brainstorming . Major steps in the development of products and concepts, including the importance of team work. Important factors in relation to the selection of ideas. Clusters and cooperation through clusters, with empahsis and innovation in tourism in Iceland.

The course examines the interplay of culture and tourism, internationally and in Iceland. Key topics are culture, supply and demand for culture, authenticity, experience and creative tourism, cultural institutions, globalization, dissemination and interpretation of culture, social- and cultural tolerance and the relationship between guests and hosts. Students analyze issues in cultural tourism in Iceland as well as dissemination and interpretation of culture in local situations.

The establishment and operation of small enterprises is covered. Different legal forms of business operations are presented. Plans and planning, such as operating plans, payment schedules and business plans are described. Time value of money and analyses of investment and business opportunities are described. Concepts related to cost and cost analysis. Business environments and their analysis.

 The concept of heritage, its origin and dissemination, particularly drawing on history, archealogy and ethology. Cultural landscapes and heritage sites are discussed and visited. Heritage attractions and issues in heritage tourism, conservation and use of heritage in tourism are considered. The legislative framework of domestic  institutions and international conventions in the field of cultural heritage is explained. Ways of disseminating cultural heritage to tourists are inttroduced.

The course should cover the great diversity of events, internationally as well as domestically.  Various types of events are introduced, e.g. to do with sports, music, national holiday feasts, personal celebrations, local communities, conferences and meetings.

Latest trends, strategies and theories in relation to modern event management, such as technical innovations, security matters, staging, communicating through media etc. The course is partly built on material supplied by guest lecturers.

Towards the end of the course, students are expected to set up a conference, with the focus on the current state of affairs, in regard to event management in Iceland.

Topics discussed include the social role and importance of events. Research on events. Emphasis on economic, social and environmental effects of events on indiviuals as well as the soiciety. Focus on events in the context of theories on tourism services and guest experience. Large international and well known domestic events, as well as smaller local ones are discussed, in view of their effect on society.

The subject of this course is rural tourism and methods of supporting its successful  development. Dominant themes are rural tourism in a globalising world, marketing of rural communities and the nature of rural attractions . An emphasis will be on rural destination development and ways to increase involvement by residents, supporting increased activity and  innovation in tourism.

The course Sustainable Tourism Development in Northern Environment is offered as an online course from University of OULU in Finland. This course is an offering from the Thematic Network on Northern Tourism.

Announcement about access to the course is sent out at the end of each year. Students need to apply for access and registration through SENS' student service, MS-SENS (mssesns@hi.is)

The number of students able to register is limited.

The course will address tourism in the circumpolar north from a societal perspective. It will present different views on the phenomenon and its dimensions, resources and implications for nature, places and cultures involved. The place of northern tourism in times of globalization and emergent global issues like climate changes will be explored, together with the relevant governance aspects.

The course deals with interconnections between political radicalism, culture, tradition and power. We will focus on contemporary representations of dissent in particular, look at the discourse of democracy and cultural difference, reactions to and criticism of protest in the Western political tradition and dissent in more repressive political systems. The role of intellectuals and writers will be explored as well as the function of artistic expression and design in transforming cultural and social environments. We will also discuss media and social media discourse in connection with an attempt to understand the various and sometimes contradictory objectives of public institutions. A few points of conflict will be discussed that to some extent expose fundamental conflicts in liberal democratic societies such as questions about the wisdom and ignorance of publics, reactions to climate change, inequality and extreme poverty. Finally corruption and power will be discussed as well as social and cultural expression, the possibilities and limitations of freedom of speech, the use and abuse of information, disinformation, secrecy, fake and “fake news”.

The environmental and social impacts of tourism continue to increase worldwide as the number of tourists grows. It is therefore essential that students in the field of tourism and related disciplines are familiar with and understand these impacts and able to apply methods to counteract them. Students must also be able to understand the role of these impacts in a
wider context with future trends and global threats. This course aims to increase student’s knowledge and understanding of environmental and social responsibility and its importance in implementing sustainable tourism. The course focuses on identifying the environmental and social impacts of tourism and introduces the student to the theory and practice of environmental management and corporate social responsibility. Different approaches and various tools and methodologies used in the field of environmental management and corporate social responsibility will be explored.

The course is aimed at post graduate students, but students who have completed at least two years of their undergraduate study can also register to the course. The course is taught in English.

Aim: To give an overview of the principles of Environmental Impact Assessment (EIA) of anthropogenic activities and to introduce the procedures and methods used in the environmental assessment process. At the end of the course, students should have gained an understanding of the main principles of EIA and the methods used for its application.  After having completed the course, students should be able to actively participate in the making of EIA. Subject: Environmental Impact Assessment of Projects is the main subject of the course.  EIA is a systematic process meant to streamline development projects by minimizing environmental effects. The first part of the course is an introduction to the global context and history of EIA, the subject of EIA, and an introduction to the EIA methodology.  The second part of the course focuses on processes. The aim, subject, and process of EIA will be explained, including a discussion on the various stages and aspects of the EIA procedure (such as screening, scoping, participants, stakeholders and consultation, impact prediction and assessment, reporting and monitoring).  Although the examples of processes, definitions and methods introduced in the course will be based on the Icelandic legislation, the learning outcome will be of practical use for all students, without regard to their nationality. Through individual assignments, each student will be able to explore the EIA process in context with an area of their choice.  

Young people’s lives are increasingly measured by the standards of a mobile living. This changed way of living arrived in the wake of populations growth, technological advancements, global information access, and precarious living conditions. While the length of the period of migration varies, this experience influences identities, social relations, and aspirational opportunities. Still, opportunities for mobile endeavors are affected by gender, class, education, sexuality, ethnicity, and citizenship status. Examples of such youth migration are found in Erasmus exchanges, au-pair, sports, volunteerism, love migration, health migration, forced migration, grassroot activism, criminalities, and nomadism.

Consequently, new knowledge on youth migration has been emerging within sociology. These studies generally refer to people in the age between 15-30. Collectively these works demonstrate what indicators influence the push and pull in migration patterns. Additionally, these studies illuminate what social networks, imaginaries, and temporal situations, such as local economic crisis or participation in activism, can be a push for young people to migrate or a pull to return. Thus, the recent works show what institutional, social, and economic obstacles, young people face, how such obstacles are situationally negotiated and finally acted on. Lastly, recent studies shed a light on what kind of effect the migration has on the migrants themselves, on their family members and the localities they inhabit. 

This course will highlight the main theories of youth migration and introduce recent works published in this field. The course is constructed as an introduction into the field of social and geographical mobilities in contemporary societies. The aim is to draw forth varied experiences of youth migration while deconstructing the intersectional positionality of persons within the specific youth group. Therefore, a critical light will be cast on intersectionality in relation to global events, media outlets and fragile citizenships status. Students will be encouraged to engage with the topic through the material provided, own experiences and future visions for the Icelandic society

The course objective is to provide theoretical foundation and practical training in strategic management. An emphasis is on its application in public organizations. Students are to develop a strategic plan for a state or local agency. The John M. Bryson's strategic planning model will be used for this purpose. Students will structure a mission statement, identify strategic issues, establish a performance management system and they will be introduced to tools for organizational change and reassessment.

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.

Innovation is increasingly defined as a driving force of business- and destination competitiveness within the fast developing tourism industry. This course, introduces the concept of competitiveness at a businesses, industry and country wide level. Important drivers of competence and competitiveness such as innovation and knowledge transfer are discussed. Tourism clusters, cluster initiatives and networks are introduced and their role in development of competitiveness and innovation is discussed.

The aim of the course is to provide an introduction to methodology, with a special focus on basic philosophical concepts. The first part of the course covers ontological issues and questions. The second part covers epistemological issues and questions. The course consists of a series of workshops in which each student's specific research project (for the MA thesis) is explored and monitored in terms of possible and relevant research methods that can be eleborated and applied.

The working languages in the course are Icelandic and English depending on participants background.

Major theories and policy regarding the development of localities and regions are reviewed, together with a consideration of Icelandic conditions in this regard. Population developments, industries and work opportunities, as well as non-economic factors which influence local development, are examined for different  types of localities in Iceland, with emphasis on the 21 century. Goals, methods and conflicting opinions on regional policy are also looked into. At the end of this course the student should be familiar with the specific conditions of the various regions and localities of Iceland, and able to understand their position in a wider context of global development.

The environmental and social impacts of tourism continue to increase worldwide as the number of tourists grows. It is therefore essential that students in the field of tourism and related disciplines are familiar with and understand these impacts and able to apply methods to counteract them. Students must also be able to understand the role of these impacts in a
wider context with future trends and global threats. This course aims to increase student’s knowledge and understanding of environmental and social responsibility and its importance in implementing sustainable tourism. The course focuses on identifying the environmental and social impacts of tourism and introduces the student to the theory and practice of environmental management and corporate social responsibility. Different approaches and various tools and methodologies used in the field of environmental management and corporate social responsibility will be explored.

The course is aimed at post graduate students, but students who have completed at least two years of their undergraduate study can also register to the course. The course is taught in English.

Internship for undergraduate students in within Icelandic firms/institutions. Available for students at their third year.

The thesis is submitted and defended in a public presentation where the student takes questions from the evaluation panel and the public. Instructional methods: Reading, writing, presenting

Internship for undergraduate students in within Icelandic firms/institutions. Available for students at their third year.

The thesis is submitted and defended in a public presentation where the student takes questions from the evaluation panel and the public. Instructional methods: Reading, writing, presenting

Internship for undergraduate students in within Icelandic firms/institutions. Available for students at their third year.

The thesis is submitted and defended in a public presentation where the student takes questions from the evaluation panel and the public. Instructional methods: Reading, writing, presenting.

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.

The main subject of the course is quantitative methods and statistics used in social sciences. The focus will be on research design, sample methods and designing questionnaires. The statistical part will cover descriptive and inferential statistics. Special emphasis will be on factorial ANOVA and multiple regression. Students will get practical training in data analysis using jamovi. Students can use their own data.

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.

Climate change is a global issue and one of the more challenging environmental problems of the present and near future. Since 1992, there have been many meetings and agreements under the auspices of the United Nations.

This course will cover the topic of climate change from several angles. Starting with the basic evidence and science behind climate change and modeling of future scenarios, then through impacts and vulnerability to efforts to mitigate and adapt to climate change. Issues such as climate refugees, gender aspects and negotiations are addressed.

Grading is based on writing assignments, short quizzes, course participation and presentations, in addition to group assignments where mitigation, future scenarios and basic processes are examined further. Students taking this course generally have very different backgrounds, and you will have a chance to learn about climate change from different viewpoints.

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.

This course examines the aims, interests, opportunities, and challenges of states, non-state actors, regional fora, and international organizations in a changing Arctic region. With a focus on policy, politics, and current issues, it analyses the contemporary dilemmas posed by Arctic governance, cooperation, and imaginaries of the region.

Building on the fundamentals taught in ‘Introduction to Arctic Studies’, this course investigates the Arctic policies of the ‘Arctic Eight’ states, as well as states located outside the region. Five of the ‘Arctic Eight’ are Nordic small states, and so this angle is also considered. The role and achievements of other relevant entities such as the Arctic Council, the Arctic Coast Guard Forum, NATO, the EU, and the UN is also analyzed. The course has an international focus and provides an in-depth examination of the major political contours in today’s Arctic

Conservation and sustainable use of the world oceans and marine resources is one of the biggest challenges of our time. The course offers a broad and comprehensive overview of the marine environment in a global perspective, in relation to the three pillars of sustainable development. The course will cover an overview of major oceanography features globally and locally. The course covers biological and fisheries science definitions that are important in marine resource management in relation to biological and ecological processes that may influence the resources such as stock size or distribution. The impact of climate change and large-scale changes in the marine environment will be covered and set in context with related variation in marine resources. The course covers multiple processes and environmental change impacting Oceans and their sustainability, such as pollution, ocean acidification, coral bleaching and trophic cascades. The role of different policies for the marine environment and its sustainable development will be explored with a focus on their multi-level nature and diverse ecosystem services, connecting global commitments to local realities. The role and implementation of Marine Protected Areas (MPA’s) will be discussed in international and local context. The course offers basic training in the theory of and practice of resources management of Ocean resources such as fisheries. Different management tools are explored, along with natural and institutional requirements. Appropriate management choices for different management problems are discussed. The student is provided with a solid understanding of the basic principles of sustainable marine resource policy and practical training in the design and implementation of such a policy.

Introduction to concepts and theoretical approaches in social science, emphasizing their use in contemporary Human Geography and Tourism Studies. The aim of the course is to make students familiar with concepts in scientific discourse and train them in using concepts in argumentation. Among concepts dealt with in the course are: place, space, global, local, globalisation, sustainable development, nature, landscape, culture, identity, image and society. Teaching is in the form of lectures and discussion in smaller groups about themes in student assignments. To qualify for the written exam students need to participate in discussion sessions and assignments. For a successful course outcome a minimum requirement is needed in both exam and assignments.

The increase in human numbers and the scale of economic activity has put humans in a position to greatly influence environmental and resource change. Explaining the extent and impact of this influence or selecting and designing appropriate management methods is well beyond the theory and analytical tools of individual disciplines, such as economics, ecology, social or physical sciences. Before introducing the perspective and tools of various disciplines students must have at a minimum a basic understanding of the driving forces behind in addition to the physical and ecological principles of environmental and resource change. The aim of this course is to provide such a background. Some of the topics covered are:the ecological footprint, population growth, economic growth, technology and the environment, natural capital and ecosystem services, diversity as a resource, soil degradation, Pollution and health, Air, water and soil pollution. Climate change and ozone depletion. Urban smog and pollution from heavy industry. Municipal and hazardous waste. Freshwater resources, Marine resources. Forests and wetlands. Energy resources and Energy and the environment.

The concept of sustainability has become important with regards to tourism development and policies. This course analyses the principles of sustainable tourism and outlines its development as a concept. We will discuss some specific understandings of sustainability issues such as resource, activity, and community-based traditions. The relationship between sustainable tourism and sustainable development will be critically examined. Case studies on responsible actions and practices in tourism will be discussed in the second half of the course. There is a total of six online seminars.

The course covers the various events and processes that can create natural hazards. The concept of natural hazard is defined and the history of this important field in the various natural sciences is examined. The physical causes and processes of various natural hazards are discussed. Ongoing climate change is discussed as a form of hazard, as well as the links between climate change and various weather- and climate-related events. The role of Icelandic Meteorological Office in research and monitoring of natural hazard is discussed.

One-day fieldtrip to the Southern part of Iceland will be done in beginning of September.

Students contribute to the cost of field trips in this elective course. 

Iceland’s reputation as an international frontrunner in gender equality and queer issues has been taking shape during the last decades following top ranking in gender equality indices and queer measurements. In addition, Iceland's environmental quality has been considered priceworthy according to environmental performance ranking. This course looks beneath the surface of this image through an interdisciplinary lens. It addresses the main topics of gender equality, queer issues, sustainability and environmentalism from a diversity and intersectional perspective taking into account power relations in terms gender, class, ethnicity and globalization. A special emphasis is on how equality and sustainability issues are related to Icelandic politics and society.

The aim of this course is to discuss municipal spatial planning from a broad perspective. Emphasis is on analysing the interaction between politics, public participation and stakeholders in the planning process. The institutional organization of planning is introduced in relation to the role and responsibilities of local councils. Key planning concepts and planning theories are introduced. An overview is given of the planning process as well as different planning instruments and how environmental impact assessment affects municipal spatial planning.

This course on public policy has three parts: First, the introduction which focuses on two main areas: (a) theoretical background of public policy and the main theoretical approaches to explanatory analysis applied in social sciences, (b) competing views and interests considered regarding efficiency, equity, individual freedom and social cohesion when defining public policy objectives. Second, students will learn about policy issues in four different policy domains, i.e. climate change, health care, education and taxation. Third, the policy-making process will be studied with a particular focus on agenda-setting theories, i.e. how an issue gets onto the government agenda and what explains that sometimes an issue becomes realised but sometimes not, - and how various incentives and the public policy context affect policy implementation and outcomes.

Ethnicity, nationality, multiculturalism, and migration are the main themes of this course. We examine how anthropologists have studied these issues in different ethnographic contexts and how they relate to many other aspects such as gender, class and culture. We raise questions such as under what circumstances nationality becomes important and examine how they appear in Iceland and in other parts of the world.

This course provides an introduction to ideas, concepts and approaches used within Arctic Studies for understanding the Arctic region. It opens with an overview of the basics of today’s Arctic, then turns to the contributions made by both the conventional and critical Arctic Studies literature. The key narratives of the Arctic are explored in depth, as are core ideas such as Arctic governance, security, sovereignty/sovereignties, and exceptionalism. The challenges and opportunities presented by these different approaches are also examined.  

The aim of the course is to provide students with a thorough grounding in the overall field of Arctic Studies, in order to deepen their knowledge and understanding of a rapidly changing region that remains a high priority for Iceland. The course is designed to complement the more policy/practice-focussed course ASK113F Arctic Politics in International Context. 

Various incentives, policies and management initiatives are used to influence human behavior, to limit the ecological footprint (EF), and to promote sustainable development. This course focuses on environmental and resource management and policy - in the context of sustainable development (SD). The course is broken to three sessions. In the first session we assess the concept SD from various perspectives - followed by an attempt to operationalize the concept. We compare the concepts growth and SD and ask if the two are compatible and discuss sustainability indicators. In the second session we critically examine various tools that are frequently used in environmental and resource decision-making, such as formal decision analysis, cost-benefit and cost-effectiveness analysis in addition to valuing ecosystem services. In the third session we examine the ideological foundations behind environmental and resource policy, and assess various policy and management initiatives for diverse situations in a comparative international context. Examples are much based on student interests but possible examples include bottle-deposit systems, ITQ's, voluntary approaches and multi-criteria management.

Effective sustainable agriculture, that is agriculture in harmony with the environment and society, is an important pillars of societal development around the world, not least in the context of food security and rural development. 

This course provides an overview over the various themes of sustainable agriculture and rural development and is divided into 5 interconnected sections: i) history of agriculture and fundamentals, incl. impact on communities and cultures, different types of agriculture and production methods, genetic resources and animal welfare;  ii) settlements and community incl. regional development and settlement patterns, planning and land use; iii) Environment and nature incl. the impact of agriculture on biodiversity, links to climate, circular economy, ecosystem services and resource use;  iv) policies and management systems incl. international agreements, EU policy, administration and institutions and strategic planning and, v) innovation, production and marketing issues including financing and framework for innovation in agriculture, marketing and grants, incentives and financing methods.

In this course students develop a deeper understanding of the relationship between environmental science and financial markets. Students learn current methods for structuring green and sustainable finance frameworks, issuance process, certification. This course covers main methods and concepts related to impact reports. Students learn how sustainable finance frameworks are used in practice after issuance within financial institutions. This course covers ESG risk assessments, main methods and practical use in the investment process and portfolio structuring. This course covers main indicators reported by financial institutions regarding their loan and investment portfolios, i.e., GAR (green asset ratio) and BTAR (book taxonomy aligned ratio). This course covers different types of climate risks as defined by the TCFD (Task force on climate related financial disclosures). Students learn about responsible and impact investment methodologies and the goals investors seek using such methodologies. This course covers the legal requirements regarding disclosures, in particular the EU Taxonomy and related regulations. Students learn about financed emissions using the PCAF methodology (Partnership for carbon accounting financials). This course will also cover the relationship between the insurance sector and sustainability.

In this course, we examine how places in cities, rural areas, and the wilderness acquire meaning for individuals and groups. We explore how both personal memories and cultural memory shape perceptions and understanding of the landscape. We consider how place names, stories, and legends—such as those about elf churches, cursed spots, and past events—influence the value and meaning of places, as well as how emplaced experiences and memories tend to stick to locations. Why do some places become sacred sites, while others remain merely spaces people pass through on their way elsewhere? Why do people feel at ease in some places but experience discomfort or fear in others? How do individuals form connections to places during short visits or longer stays? Does it matter whether one is a newcomer or a native? What does it mean to feel a sense of belonging or to consider a particular place home? How refugees and other immigrants form attachment to the places where they settle and how they maintain or sever ties with the places they leave behind. What does it mean for people to have been forced to leave their homes due to wars or natural disasters, facing uncertainty about whether they can return? Attention will be given to how discourse and social dynamics shape people-place relationships, as well as the role of experience, perception, memories, aesthetics, and diverse narratives in giving meaning to place, forming place attachment, and defining who can lay claim to a place—and how.

Wildlife tourism managers are tasked with the demands of developing tourism management plans that meet the needs of the local community and tourists, while also minimizing negative impacts on wildlife. The course will discuss theories that underpin wildlife tourism management and will evaluate case studies of management actions globally. The focus of the course is on Arctic settings because of the specific needs of this particular area and the amplified effects of global climate change. We will specifically discuss three key element to wildlife management such as, tourism effects on wildlife ecology, local community involvement in management actions, and tourists themselves.  This is an interdisciplinary course which discusses both social and natural science methodologies.

Regional development in Iceland is discussed in a broad context with emphasis on tourism. The socio-economic characteristics of rural Iceland are investigated, as well as education, employment and social structure. Regional development policy in Iceland and it´s infrastructure is discussed and put in context with international studies and research.

General introduction to environmental studies, such as: nature ethics, the principal concept of sustainable development, sustainable practice and certification.
The role of nature wardens will be discussed, as well as nature conservation, protecting areas, purpose of protected areas and national parks. The purpose and objectives of visitor centres, the official administration of environmental issues and Icelandic public policies in regard to environmental issues will be presented and discussed. Further issues for discussion will be the global state of the environment, the fundamentals of ecology, climate change and its impact on our environment. This course is one of several that are the foundation for getting the nature warden certificate, in cooperation with the Environmental Agency.

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.

Introduction to the discipline of spatial planning, key terms and issues.

The course's main focus is on the planning system and governance of spatial planning and on data and practical methods in spatial planning, especially in the context of plan-making for larger geographical areas, such as cities, municipalities or regions.

Students get to know and train in applying different methods used in spatial planning for the collection, analysis, and interpretation of information on the built environment, local community and nature, to assess conditions, challenges and opportunities in the planning area. Also, methods for developing and presenting planning policies and planning documents.

Lectures, seminars, and project work. Individual and group projects.

The course is taught in cooperation with the planning programme at the Agricultural University of Iceland.

The aim of the course is to introduce the students to the main topics in masculinity theory and research. Three main approaches in this century will be discussed, psychoanalysis, social psychology ("role" theory) and recent development centring on the masculinities will be discussed and how their creation and destruction is linked to other social structures. Specific attention will be paid to the participation of males in child care and domestic work and an Icelandic survey on males and family relations will be discussed.

In this introductory survey course, students are taken through the foundational concepts of administrative science, the principal theories of organizations, the distribution of authority, and decision-making, along with the development of public administration as an academic discipline. The course examines the main features of public administration in Iceland — its foundations and the factors that have shaped it — while also situating it in relation to other administrative traditions, particularly those of the Nordic countries. Particular attention is paid to the relationship between administration and politics and to the effects of that relationship on the structure, working practices, and policymaking of the public sector, as well as to New Public Management, the criticism it has met, and what has followed in its wake. The course analyses why public policy often turns out differently than intended — from agenda-setting through to decisions made on the front line of service delivery — and how democratic accountability is secured and where it breaks down. Emphasis is placed on what distinguishes the private sector from the public sector, and on enabling students to connect the theories of the course to their own work experience and to contemporary examples.

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.

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

The System Dynamics approach, rooted in Systems Thinking, is best suited for the deconstruction and analysis of complex socio-economic environments and political systems. There is a growing call among scientists and practitioners today on systemic approaches to tackle complex problems such as the climate and environmental crises. System dynamics is a multidisciplinary approach that uses both qualitative and quantitative methods. It has been successfully applied for other complex socioeconomic questions such as for national planning models, analysing climate change policies, food market transformation, and government health policies.

This course aims to introduce students to thinking in systems, understanding the dynamic nature of system behaviour and acquiring basic system dynamic modelling skills.

 The course begins January 15th with a 5-week online course on Canvas.  Intensive inclass session 19-26 february.  Final presentations 4-8 March. 

The objective of this course is to gain methodological knowledge, understanding and practical skills to analyze images and visual data (photographs, films, drawings, advertisements, online media, etc.). We will discuss various methods of analysis of the visual content, consider visual databases and how to work with them. Students receive practical training in visual methodological studies and how to evaluate them. The course is based on practical assignments, where students prepare and design research proposals, collect data and how to analyze. The course is interdisciplinary and is suitable for students of humanities and social sciences, and other related fields.

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.

In the course we examine the field methods and train students in their application. The focus is on ethical issues, research design, the fieldwork setting, participant observation, different kinds of interviews, use of visual material and the analysis of data and presentation of research results.

The course focuses on statistical analysis using the R environment. It is assumed that students have basic knowledge of statistics and the statistical software R. Students will learn to apply a broad range of statistical methods in R (such as classification methods, resampling methods, linear model selection and tree-based methods). The course on 12 weeks and will be on "flipped" form. This means that no lectures will be given but students will read some material and watch videos before attending classes. Students will then work on assignments during the classes.

Qualitative Methods is a graduate course that provides students with an introduction to some of the most commonly used qualitative methods and methodological tools in political science. The main focus in the course is on case studies (including process tracing) and various tools and techniques used within case studies, e.g., interviewing, focus groups, and qualitative content analysis. One part of the course is also dedicated to discourse analysis. The course begins with a very brief introduction to philosophy of science and outlines basic ontological, epistemological and methodological issues in the social sciences. Students will gain a deeper understanding of the philosophical underpinnings, assumptions and ambitions of the different methods, but they will also gain practical experience as to the design and execution of research within the different traditions.

The course design aims to stimulate active student participation. Students are expected to have done the mandatory reading for each day and to be ready to participate in group work and discussions in class. The course features two distinct types of classes, specifically lecture & discussion classes and workshops. Nine of the thirteen classes are in the form of lecture & discussion classes and will be divided into two parts: a lecture by the lecturer (2 x approx. 40 minutes) and a student-led discussion session, consisting of 20 minutes of group work and 20 minutes of general discussion. The remaining four sessions are taught in the form of workshops. For these, the class will be divided into two groups (A and B) at the beginning of the semester. The workshop for group A will take place from 10:00 to 11:00, the workshop for group B from 11:15 to 12:15 on the day in question. In these workshops, students will work on practical examples connected to the respective topics of the day.

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.

In some settings, humans interact with the environment and use natural resources sustainably, but not in others. What explains such differences arising from human-environment interactions is the role of governance. Environmental governance can in its most basic form be understood as a social function centered on efforts to steer or guide the action of humans – being an individual, a small local user groups or the international community – towards desired outcomes and away from outcomes regarded as undesirable (Young, 2013).

This course has a focus on the introduction and understanding of different dimensions of environmental and natural resources governance in the context of sustainability.

It is divided into four interconnected sections:

1. Environmental Governance: The basics. What is governance? The environment as an arena for coordination and conflict. How do we understand actors, their roles and decision making? Power and power relations. Institutions and institutional change. Social-ecological systems. Governance structures. Public goods.
2. International and Domestic Environmental Governance. International environmental governance and institutions, e.g. EU, UN, UN Environment, FAO, World Bank etc. North-South issues. Environmental regimes; ozone, climate change, desertification, etc. Synergies. Introduction to environmental governance in Iceland and how it relates to decision-making with regard to environment and resources. Governance structure, central, local decision-making. Relationship between various levels of governance, parliament, ministries, agencies.
3. Public Responsibility and the Environment. Public participation. How can the public affect decision-making? Domestic and international environmental Non-governmental organizations.
4. Corporate Governance in the sustainability context. This part of the course focuses on corporate governance, such as outlined in the Nasdaq Corporate Governance Guidelines in the context of corporate sustainability. Relevant to the discussion is fiduciary duty, the ESRS Governance Standards (ESRS 1 and 2; ESRS G1), the SDGs 8-10, 12, 13, 17, the UN Global Compact Principle number 10, GRI Universal Standards and 200 Series, the Economic layer canvas, and more.

In the course, the challenges that different societies face as a result of various natural hazards are discussed in detail. The contribution of geography and social sciences to knowledge about the natural hazard–society nexus is examined. Major scholarly concepts and theories about people‘s response and adaptation to hazards are reviewed. The concept of risk is examined in detail, and research into risk perception by individuals and groups is discussed. Also the objective assessment of risk is looked into, as well as how impacts of hazard events, both locally and over larger areas, can be minimized. The hazard management cycle is introduced and roles and responsibilities of different response actors are clarified. Examples from both wealthier and poorer parts of the world are discussed. Students look into some specific events in detail, obtain data about them, analyse those data and discuss responses and consequences. Natural hazard research in Iceland, by geographers and others, is introduced. Also students visit Icelandic agencies that work in the field of emergency management and response.

International organizations (IOs) are ubiqitous on the global stage and collectively engage with virtually every aspect of international relations. This course will provide an introduction to the empirical study of international organizations and the politics and processes that govern their operations.

Rather than organizing around specific organizational histories or issue areas, the course will focus on investigating the political structures that underpin the system and how they fit together. To what extent can we think of IOs as independent actors? Who are the actors that influence them and how do they do it? How are IOs financed and what implications does that have for their operations? Who are the staff that work in IOs and how do they matter? These are the types of questions that will guide our analysis over the course of the semester.

In answering these questions, students will be exposed to a range of approaches for the study of international organizations. Readings will comprise historical narratives, case studies, and both qualitative and quantitative journal articles and book chapters. However, we will pay particular attention to recent scholarship on IOs so that students get a sense of the current state of affairs in IO research. The goal of the course is thus twofold: first, to help students understand and analyze the political and administrative dynamics that guide the operations of IOs, and second, to enable students to engage with a variety of scholarly work on IOs in pursuit of their own research topics and ideas.

The course builds on major theories of international relations but no substantive expertise is expected on individual IOs beyond what an informed news consumer might have. Where appropriate, background reading will be provided for students who need a refresher on particular topics/IOs. Our organizational focus will largely be on global organizations, such as the United Nations agencies, the World Bank, and the International Monetary Fund, but we will also spend some time exploring regional organizations, such as the Council of Europe, international non-governmental organizations (INGOs), and private actors.

This course addresses the main topics of gender and diversity studies in the light of critical multiculturalism and the diversity of modern societies. It explores the way in which social variables such as gender, sexuality, ethnicity, religion, disability, age and class differently affects people’s conditions and opportunities. It presents the main ideas of gender and diversity studies, such as gender, essentialism and social constructivism, and explores how social variables are interwoven into people’s lives. The emphasis is on how issues such as gender, multiculturalism, and diversity are related to Icelandic politics and society.

Environmental issues are among the most urgent challenges of our time. The very concept ‘environment’ points to the entanglement of nature and society, which is a central topic for geographers. The integration of natural and social science is necessary for finding solutions for sustainability.

In this module, various geographical approaches to environmental dilemmas are outlined, and some globally important environmental issues are dissected. Students learn about their complex causes and consequences, and contemplate possible solutions. Population and food security receive special attention. What is the relation between population development, food production, increasing resource use and environmental stress? How do world regions differ in terms of their current state and prospects for the future? How can food security and sustainable food production be achieved during the next decades? The impact of changed land use and ever-increasing consumption on species and ecosystems will also be analysed. How does the Earth’s biosphere react to habitat change and pollution? What solutions are needed for achieving a more balanced resource use by society than now is the case, and for solving the problems that have emerged with the advent of mass consumption societies? Finally, the social aspects of climate change will be looked into. How does this drastic change of nature’s own basic systems manifest itself in various parts of the world, in different social groups?

The module focuses on global patterns and processes, but students are encouraged to make connections with their own lived reality. Short study trips together with assignments are part of the programme.

Students taking UMV401G as a mandatory course have priority for registration. 

Objectives: To enable students from broad backgrounds to apply geographical information systems for map development and geographic analysis in technical reports, project presentations, work, and research. To provide training and enhance student maturity to: 1) manage projects using geographical information, 2) evaluate and select the most appropriate geographic analysis and maps for diverse projects, 3) write text that interprets maps and describes a geographic analysis, and 4) write a professional report to describe a project applying geographic information systems, maps, and geographic analysis. 

Topics: Students get introduced to geographic information systems and geographic data. Learn the development of reference and thematic maps. Use vector and raster data. Learn selection by attributes and location, and creation of map layers from selections. Learn how to join tables and spatial join. Practice in various operations on map layers, e.g. clip, dissolve, transfer data between layers, drawing and developing new map layers. Link aerial photos to maps. Display GPS coordinate data on maps. Perform spatial analysis of data. Emphasis is on developing student ability to select map contents, operations and analysis tools, design maps and interpret maps in written text. 

Teaching: The course is taught in Icelandic. Students learn and receive practice in fundamental use of geographical information systems by completing hands-on projects in a computer lab, homework, and a final project, all based on real-world data. The projects are designed to develop student ability in selecting maps, map contents and analysis tools, along with interpreting maps.

The course is taught in a classroom with live streaming, the recordings are then made available a few days later. The course can be taken on-site, distance learning or mixed. The course is not designed to be taken without real-time participation during class.

This course aims to explore the municipality's role in service provision. The first half of the course looks into theory and ideology behind decentralization as well as exploring different approaches muncipalities use in the organization of their service provision. Emphasis is on exploring the pros and cons of different approaches e.g. if service is provided in-house, in cooperation or outsourced. Moreover, how different types of services may call for different types of approaches. In the latter half of the course, the focus is on the practical aspect of different tools to provide services. The aim is to look at traditional tools as well as more innovative approaches. The aim is to explore the most recent tools and approaches at every given time.

Tourism is one of the largest industries in the world and there is a lot of competition for the tourist. Emphasis on innovation and service development is therefore important for companies and areas in and related to tourism in order to create a unique position and deal with changes that are not subject to fierce competition. This course will cover the main trends and currents in the theoretical and practical context of innovation. Students receive training in innovation work, development and design of services and preparation of business plans.

This is an intensive course with the active participation of students. It is taught over 14 weeks. The course takes as its starting point the idea that although governments and nonprofits are crucial to modern society, businesses are largely responsible for creating the wealth upon which the well-being of society depends, while also being a part of the problems created. As they create that wealth, their actions affect society, which is composed of a wide variety of stakeholders, and the natural environment. In turn, society shapes the rules and expectations by which businesses must navigate their internal and external environments. These include the United Nations Sustainable Development Goals, i.e., Goals 1-5, 8, 9, 10, 11, 12, 13, and 16, the Paris Agreement, the UN Global Compact, the European Sustainability Reporting Standards (ESRS), the Global Reporting Initiative, and more. This interaction between corporations, society (in its broadest sense) and the natural environment is the concern of corporate social responsibility (CSR), but the issues need to be addressed from a strategic point of view. 

Regardless of one’s viewpoint about the interaction of business and society, the continued co-existence of for-profit organizations is essential. This course seeks to explore the dimensions of that interaction from a multi-stakeholder perspective. That exploration is intended to be interactive, with the journey of exploration involving an analysis of CSR-related issues, simulation, and case studies.

The course is organized into six broad sections. In the first section, we will explore what corporate social responsibility (CSR) means and the driving forces of CSR. The second section focuses on the stakeholder perspective, and in the third section, we study the legal perspective. In the fourth section, we will explore the behavioral perspective, in the fifth section the strategic perspective and in the sixth section the focus will be on the sustainable perspective and sustainable value creation.   

In this course students develop skills to estimate corporate greenhouse gas emissions. Students will understand main methods when estimating the emissions, how external data is obtained and used and which platforms are available for corporate disclosures such as the CDP, Nasdaq and GRI. Students will furthermore learn the implications of scopes, the use of life-cycle assessments, which indicators are material, how those indicators are selected and how carbon offset programs work in relation to corporate emissions. The Greenhouse Gas Protocol is a foundation in this course, as the guidance serves as a key tool for multiples disclosure platforms. Upon completion, students can independently estimate the greenhouse gas emission from corporations through the supply chain and present the information in a standard format, using a relevant disclosure platform. Students will furthermore understand current methodological developments in greenhouse gas emission accounting, particularly in relation to financial market participants. Students will furthermore understand how the information generated is used externally, for example by rating agencies conducting ESG risk assessments. 

The course focuses on the process of developing an idea into a business opportunity. The principal concepts and theories of innovation and entrepreneurship will be discussed.  The basic aspects  of product development and  brainstorming . Major steps in the development of products and concepts, including the importance of team work. Important factors in relation to the selection of ideas. Clusters and cooperation through clusters, with empahsis and innovation in tourism in Iceland.

The course examines the interplay of culture and tourism, internationally and in Iceland. Key topics are culture, supply and demand for culture, authenticity, experience and creative tourism, cultural institutions, globalization, dissemination and interpretation of culture, social- and cultural tolerance and the relationship between guests and hosts. Students analyze issues in cultural tourism in Iceland as well as dissemination and interpretation of culture in local situations.

The establishment and operation of small enterprises is covered. Different legal forms of business operations are presented. Plans and planning, such as operating plans, payment schedules and business plans are described. Time value of money and analyses of investment and business opportunities are described. Concepts related to cost and cost analysis. Business environments and their analysis.

 The concept of heritage, its origin and dissemination, particularly drawing on history, archealogy and ethology. Cultural landscapes and heritage sites are discussed and visited. Heritage attractions and issues in heritage tourism, conservation and use of heritage in tourism are considered. The legislative framework of domestic  institutions and international conventions in the field of cultural heritage is explained. Ways of disseminating cultural heritage to tourists are inttroduced.

The course should cover the great diversity of events, internationally as well as domestically.  Various types of events are introduced, e.g. to do with sports, music, national holiday feasts, personal celebrations, local communities, conferences and meetings.

Latest trends, strategies and theories in relation to modern event management, such as technical innovations, security matters, staging, communicating through media etc. The course is partly built on material supplied by guest lecturers.

Towards the end of the course, students are expected to set up a conference, with the focus on the current state of affairs, in regard to event management in Iceland.

Topics discussed include the social role and importance of events. Research on events. Emphasis on economic, social and environmental effects of events on indiviuals as well as the soiciety. Focus on events in the context of theories on tourism services and guest experience. Large international and well known domestic events, as well as smaller local ones are discussed, in view of their effect on society.

The subject of this course is rural tourism and methods of supporting its successful  development. Dominant themes are rural tourism in a globalising world, marketing of rural communities and the nature of rural attractions . An emphasis will be on rural destination development and ways to increase involvement by residents, supporting increased activity and  innovation in tourism.

The course Sustainable Tourism Development in Northern Environment is offered as an online course from University of OULU in Finland. This course is an offering from the Thematic Network on Northern Tourism.

Announcement about access to the course is sent out at the end of each year. Students need to apply for access and registration through SENS' student service, MS-SENS (mssesns@hi.is)

The number of students able to register is limited.

The course will address tourism in the circumpolar north from a societal perspective. It will present different views on the phenomenon and its dimensions, resources and implications for nature, places and cultures involved. The place of northern tourism in times of globalization and emergent global issues like climate changes will be explored, together with the relevant governance aspects.

The course deals with interconnections between political radicalism, culture, tradition and power. We will focus on contemporary representations of dissent in particular, look at the discourse of democracy and cultural difference, reactions to and criticism of protest in the Western political tradition and dissent in more repressive political systems. The role of intellectuals and writers will be explored as well as the function of artistic expression and design in transforming cultural and social environments. We will also discuss media and social media discourse in connection with an attempt to understand the various and sometimes contradictory objectives of public institutions. A few points of conflict will be discussed that to some extent expose fundamental conflicts in liberal democratic societies such as questions about the wisdom and ignorance of publics, reactions to climate change, inequality and extreme poverty. Finally corruption and power will be discussed as well as social and cultural expression, the possibilities and limitations of freedom of speech, the use and abuse of information, disinformation, secrecy, fake and “fake news”.

The environmental and social impacts of tourism continue to increase worldwide as the number of tourists grows. It is therefore essential that students in the field of tourism and related disciplines are familiar with and understand these impacts and able to apply methods to counteract them. Students must also be able to understand the role of these impacts in a
wider context with future trends and global threats. This course aims to increase student’s knowledge and understanding of environmental and social responsibility and its importance in implementing sustainable tourism. The course focuses on identifying the environmental and social impacts of tourism and introduces the student to the theory and practice of environmental management and corporate social responsibility. Different approaches and various tools and methodologies used in the field of environmental management and corporate social responsibility will be explored.

The course is aimed at post graduate students, but students who have completed at least two years of their undergraduate study can also register to the course. The course is taught in English.

Aim: To give an overview of the principles of Environmental Impact Assessment (EIA) of anthropogenic activities and to introduce the procedures and methods used in the environmental assessment process. At the end of the course, students should have gained an understanding of the main principles of EIA and the methods used for its application.  After having completed the course, students should be able to actively participate in the making of EIA. Subject: Environmental Impact Assessment of Projects is the main subject of the course.  EIA is a systematic process meant to streamline development projects by minimizing environmental effects. The first part of the course is an introduction to the global context and history of EIA, the subject of EIA, and an introduction to the EIA methodology.  The second part of the course focuses on processes. The aim, subject, and process of EIA will be explained, including a discussion on the various stages and aspects of the EIA procedure (such as screening, scoping, participants, stakeholders and consultation, impact prediction and assessment, reporting and monitoring).  Although the examples of processes, definitions and methods introduced in the course will be based on the Icelandic legislation, the learning outcome will be of practical use for all students, without regard to their nationality. Through individual assignments, each student will be able to explore the EIA process in context with an area of their choice.  

Young people’s lives are increasingly measured by the standards of a mobile living. This changed way of living arrived in the wake of populations growth, technological advancements, global information access, and precarious living conditions. While the length of the period of migration varies, this experience influences identities, social relations, and aspirational opportunities. Still, opportunities for mobile endeavors are affected by gender, class, education, sexuality, ethnicity, and citizenship status. Examples of such youth migration are found in Erasmus exchanges, au-pair, sports, volunteerism, love migration, health migration, forced migration, grassroot activism, criminalities, and nomadism.

Consequently, new knowledge on youth migration has been emerging within sociology. These studies generally refer to people in the age between 15-30. Collectively these works demonstrate what indicators influence the push and pull in migration patterns. Additionally, these studies illuminate what social networks, imaginaries, and temporal situations, such as local economic crisis or participation in activism, can be a push for young people to migrate or a pull to return. Thus, the recent works show what institutional, social, and economic obstacles, young people face, how such obstacles are situationally negotiated and finally acted on. Lastly, recent studies shed a light on what kind of effect the migration has on the migrants themselves, on their family members and the localities they inhabit. 

This course will highlight the main theories of youth migration and introduce recent works published in this field. The course is constructed as an introduction into the field of social and geographical mobilities in contemporary societies. The aim is to draw forth varied experiences of youth migration while deconstructing the intersectional positionality of persons within the specific youth group. Therefore, a critical light will be cast on intersectionality in relation to global events, media outlets and fragile citizenships status. Students will be encouraged to engage with the topic through the material provided, own experiences and future visions for the Icelandic society

The course objective is to provide theoretical foundation and practical training in strategic management. An emphasis is on its application in public organizations. Students are to develop a strategic plan for a state or local agency. The John M. Bryson's strategic planning model will be used for this purpose. Students will structure a mission statement, identify strategic issues, establish a performance management system and they will be introduced to tools for organizational change and reassessment.