PhD-courses offered by NORWEL

In the compulsory training part for your PhD you must take several courses, equivalent to 30 credits.

In NORWEL, we offer five PhD courses, each credited with five ECTS in your education part. All NORWEL-PhD courses are relevant for research in various fields of social work practice.

Here you will find the information on how to apply to PhD-courses:

UiT The Arctic University of Norway

Application deadline for PhD courses at UiT: December 1st for courses held in the spring semester. June 1st for courses held in the autumn semester.

If the application deadline have past, please contact the administrator kristine.s.lorentsen@uit.no

NTNU Norwegian University of Science and Technology

Application deadline for PhD courses at NTNU: February 1st for courses held in the spring semester. September 15th for courses held in the autumn semester.

If the application deadline have past, please contact ingvil.afarli@ntnu.no

Foto: mostphotos.com
  • Our courses require physical participation, but you may, upon application, also be able to participate digitally.
  • When you are admitted you sign up for NORWEL courses via StudentWeb.
  • You do not have to be a member of NORWEL to participate in our courses, but our students have priority.
  • Remember that PhD courses are usually announced six months before they start.

Travel costs for participation in courses and symposia for NORWEL-students are covered by NORWEL.

List of courses

Designing research with relevance for the practice field

A detailed course description will be published six months ahead of the course. This course is offered by UiT second quarter of 2023, and 2025, first quarter of 2027 and 2029.

Course description 2023

The course, spring 2023, is canceled due to too few enrolments

In 2023, we offer this course June 12 – 14 in Bodø, in conjunction with the FORSA/NAASW conference. We encourage participants of the PhD-course to also attend this conference.  

About the course:

Practice relevance, practice led research and innovation have increasingly become guiding principles for developing high-quality
research and for assessing research impact.

Students will be introduced to the main arguments for these principles, and to different approaches to design sound research projects in cooperation with frontline social services, service administrators, policy makers and service end-users. Challenges for developing practice relevant research will be discussed from the perspectives of both academics and practitioners.

Lectures will discuss how to identify gate keepers to the services, how to identify research topics with relevance to the practice field, and common challenges encountered when building a net of respondents. Students are encouraged to evaluate critically the contribution of their own research project  for the practice field.

Participation and social inclusion in social work and child welfare

A detailed course description will be published six months ahead of the course. This course is offered by NTNU third quarters 2023, 2025, 2027 and 2029.

Course date 2023: 4-6. September in Trondheim

About the course

Application deadline: 15. June 2023

Deadline for essay draft: 17.August 2023 – up to 1500 words.

The program and syllabus are ready approx. 1 of May 2023.

Deadline for essay: 20. October 2023.

Credits: 5 SP

Grade: Third degree level (PhD)

Language: English or a Scandinavian language depending on the participants language proficiency.

Year of study: Autumn 2023

Required previous knowledge

The course is part of the activities of the Norwegian Research School of Social Work and Child Welfare (NORWEL).  PhD-students who are enrolled in NORWEL have preference for this course, but PhD-students who are not in NORWEL can also apply. 

The course has 20 seats, with a minimum number of participants of 5.

Course content

Welfare services are challenged to improve services by making them more oriented towards participation, social inclusion and citizenship for people in marginalized positions. The complexity in individuals` situations and contexts affect welfare services. Political and scientific discussions emphasize participation and co-creation between actors such as individuals, civil society, NGOs, private and public sectors to make social just and sustainable services and welfare. The participation and co-creation take place  at   individual, service and system levels. Relationships between participative actors at all levels are decisive in the processes of co-creation of welfare.  Participation by different actors contribute to and support the knowledge axis that deals with changing marginalized positions. Participation may increase democratic processes in co-creation of welfare services and lead to social inclusion and empowerment.   The course will emphasize relevant theoretical perspectives on participation and social inclusion.  

Learning outcome

Knowledge – The PhD-candidate 

  • Has in-depth knowledge of different approaches of participation and social inclusion

Skills – The PhD-candidate

  • Can handle complex academic issues and challenge established knowledge of participation and social inclusion

Competences – The PhD-candidate

  • Can give well-structured presentations of basic qualities and knowledge related to participation and social inclusion for people in marginalized positions.

Learning methods and activities

Lectures, seminars, PhD-candidates` presentations of their papers and discussions in groups.

Compulsory assignment and participation

Participation is compulsory, and the candidates are expected to attend the whole course. A minor absence (20 %) can be accepted under certain circumstances.

Assignment:

A draft of the essay in advanced before the course, participating in group work and be an opponent of another candidate`s draft of essay. The deadline of the draft will be announced.

Assessment and exam

An essay written in one of the Scandinavian languages or English, of approximately 5000 words related to the main topic of the course and the PhD -project. The deadline for the essay will be announced.

The exam will be assessed on a Pass/Fail basis.

Syllabus

 About 700 pages.

Innovation in welfare services

A detailed course description will be published six months ahead of the course. This course is offered by UiT fourth quarter of 2023, 2025, 2027 and 2029.

The course, fall 2023, is canceled due to too few enrolments

Course date 2023: 1-3. November in Tromsø

About the course:

Credits: 5 SP

Grade: Third degree level (PhD)

Language: English or a Scandinavian language depending on the participants language proficiency.

Year of study: Autumn 2023

Course contents:

This course explores innovation in social work and child welfare at a PhD level. The course covers both classic and more recent theories on innovation processes at a service, organizational and societal level. An introduction is given to welfare technology in a broad context, including various methodological approaches. The students’ own professional competence and practice is emphasized as a key factor for innovative interdisciplinary collaboration, and as an important contribution to promoting research and innovation that can contribute to solving future social challenges (locally, regionally, nationally and globally).

Learning outcomes:

Knowledge

The PhD candidate has

  • knowledge on how to develop and make social work and the child welfare service´s innovation potential visible in the form of new concepts, theoretical perspectives and methodological approaches.
  • knowledge about theory and methods in the field related to innovation and welfare technology and can contribute to developing new work practices.

Skills

The PhD candidate is able to

  • formulate issues, plan and carry out research, and handle professional development work in the field at a high international level.
  • participate in professional discussions and provide constructive feedback in the field.

General competence

The PhD candidate may

  • assess and identify new research questions in the field.
  • manage complex interdisciplinary work tasks, practices and projects
  • take part in debates in national and international fora.
  • assess the need for, and initiate, innovation by contributing independently to complex and innovative projects

Teaching and working methods

The teaching is organised as a combination of lectures, group work and presentations of the ph.d-students’ own projects. Parts of the teaching can be organized digitally. Language of instruction is English or Scandinavian, depending on the participants language proficiency. The duration of the course is three days (22,5 hours).

Coursework

The following coursework requirements must be completed and approved in order to take the final exam: Participation is mandatory, and candidates are expected to attend all days of teaching. A minor absence (up to 20 %) can only be accepted under certain circumstances and upon application. In the event of absences that are not approved, candidates will lose their right to have their essays assessed.

Assessment and exam

The exam will consist of an essay, written in English, of 6000 words related to the main theme of the course. The essay shall take the candidates ph.d.-project as its point of departure. The essay must be handed in for assessment no later than four weeks after the end of the course. A passed essay is a precondition for being awarded the 5 ECTS. If the essay is awarded a fail grade, the candidate can submit a revised essay once, by a specified deadline. The essay will be graded by the course lecturers.

The exam will be assessed on a Pass/Fail basis.

Syllabus

 About 700 pages.

Introduction to scientific approaches and theoretical State of the Art to child welfare, social work
and social policy

A detailed course description will be published six months ahead of the course. This course is offered by UiT fourth quarter of 2022, third quarter of 2024, first quarter of 2026 and 2028 and second quarter of 2030.

The focus of the course is on institutions and practices designed to secure children’s welfare. Lectures given in the course investigate and discuss the preconditions for children’s young adults and families participation in the welfare societies of the Nordic states.

We look thoroughly on processes of inequality, multicultural environments, child services, minority perspectives, marginalization and parental abilities and conditions, and how these processes are structured by social services. A running theme is how their interrelations are shaped and influenced by national and international political institutions and practices.

The course will apply an interdisciplinary theoretical and scientific perspective and draw on disciplines and research fields like professional social work, social care, sociology, international and national law, political science, and comparative social policy.

During the course, examples from research about different institutions and practices designed to secure children’s, young adults and families welfare are presented and discussed. Research examples will discuss, among others the concepts of children’s, young adults and families welfare, participation, gender, ethnicity, inequality and diversity – all in particular dimensions related to the national and international trends and patterns that influence and challenge the Nordic welfare model.

In addition to the lectures, participants will have the opportunity and are expected to discuss their own projects in the context of the main focus of the course.

Familie, marked og stat i det nyliberale samfunn

A detailed course description will be published six months ahead of the course. This course is offered by NTNU fourth quarter of 2022, third quarter 2024, 2026 and 2028.

Kursbeskrivelse hos NTNU

I løpet av 1900-tallet ble kjernefamilien bestående av mor, far og barn den dominerende familieformen i de fleste samfunn.
Overgangen fra jordbruks- til industrisamfunn kan beskrives som en standardisering av rollene i familien. Samtidig ble oppfostringen av barn vitenskapeliggjort og familien ble målgruppe for et framvoksende veilednings- og hjelpeapparat for familien, spesielt for mødrene som hadde hovedansvar for hjem og barn.

Med velferdsstatens utbygging kom offentlige myndigheter stadig sterkere inn gjennom velferdsordninger som regulerte relasjonene mellom familiemedlemmene. Samtidig kom «standardmodellen» for familien under press fra et arbeidsmarked i endring og en overgang fra industrisamfunn til kunnskapssamfunn og fra en nyliberal deregulering av sentrale samfunnsinstitusjoner.

I dette komplekse samspillet mellom et stadig mer fleksibelt arbeidsliv og løsere familiestrukturer utfordres velferdspolitiske tiltak rettet mot familiene for å sikre velferd og motvirke ulikhet. Tendensene til en polarisering mellom familier økonomisk, sosialt og kulturelt, bidrar til ulikhet i livssjanser. Slike ulikheter vil også ha konsekvenser for utøvelse av foreldreskap og barns oppvekst.

Foreldreskap i det nyliberale kunnskapssamfunnet er krevende. Gjennom ulike former for regulering og påvirkning av relasjonene mellom foreldre og barn, og i relasjonene til institusjoner og tjenester som helsestasjon, barnehage, skole og barnevern utøves foreldreskapet både internt i familien og eksternt i relasjon til andre voksne og til sentrale institusjoner i barns liv. I disse relasjonene forhandler barn, foreldre, velferdsytere, stat og samfunn om normative størrelser som god barndom og godt nok foreldreskap.