The Faculty of Social Sciences of the University of Latvia

The University of Latvia Bachelor’s Degree Program in Sociology

(Program Code:44313 11) (8 semesters)

Rīga March 2001

The Faculty of Social Sciences of the University of Latvia Department of Sociology Lomonosova iela 1, Rīga LV-1019 Telephone: +371-708-9860 E-mail: [email protected] Department chair: Associate Professor Tālis Tisenkopfs, corresponding member of the Latvian Academy of Sciences Program director: Docent Aivita Putniņa CONTENT GENERAL DESCRIPTION...... 3 THE GOALS AND MISSIONS OF THE STUDY PROGRAM...... 3 THE STRUCTURE OF THE STUDY PROGRAM...... 3 DETAILS ABOUT THE BLOCS OF THE PROGRAM...... 4 SOCIAL THEORY...... 4 METHODS OF SOCIOLOGICAL RESEARCH...... 5 QUANTITATIVE METHODS...... 5 QUALITATIVE RESEARCH METHODS...... 5 DIRECTIONS OF SOCIAL RESEARCH...... 6 THE INDIVIDUAL AND SOCIETY...... 6 ANALYSIS OF CONTEMPORARY SOCIETY...... 6 PUBLIC POLICY...... 6 SOCIAL INSTITUTIONS...... 7 SOCIETY AND CULTURE...... 7 INDEPENDENT RESEARCH WORK...... 7 FOREIGN LANGUAGES...... 7 THE STUDY PROGRAM FROM THE PERSPECTIVE OF THE INTERESTS OF THE LATVIAN STATE...... 8 COMPARISON OF THE STUDY PROGRAM IN SOCIOLOGY WITH ANALOGOUS PROGRAMS OF STUDY ...... 8 SCIENTIFIC RESEARCH AND APPLIED RESEARCH...... 10 AREAS OF DEVELOPMENT IN THE STUDY PROGRAM IN SOCIOLOGY...... 11 MATRICULATION OF STUDENTS...... 12 THE BACHELOR’S DEGREE PROGRAM IN SOCIOLOGY...... 12 SECTION A COURSES...... 12 SECTION B COURSES...... 15 THE EVALUATION OF STUDIES AND THE PROCEDURE FOR EVALUATION...... 18 THE 10-POINT SCALE OF EVALUATION...... 19 THE RESOURCES WHICH ARE USED IN THE STUDY PROGRAM...... 20 THE MATERIALS AND EQUIPMENT OF THE STUDY PROGRAM...... 21 SELF-EVALUATION REPORT...... 21 INTRODUCTION...... 21 SIGNIFICANT CHANGES SINCE THE LAST SELF-EVALUATION AND ACCREDITATION...... 22 THE GOALS OF THE DEPARTMENT OF SOCIOLOGY AND ITS PROGRAMS...... 23 THE INSTITUTIONAL CONTEXT...... 23 A GENERAL DESCRIPTION OF THE STUDY PROGRAM IN SOCIOLOGY...... 24 AN EVALUATION OF THE STUDY PROGRAM FROM THE PERSPECTIVE OF LATVIA’S INTERESTS27 TEACHING METHODS AND STUDENT EVALUATION...... 27 COURSE EVALUATION FORM...... 29 STUDENTS...... 30 ACADEMIC PERSONNEL...... 31 THE MATERIAL AND TECHNICAL RESOURCES OF THE STUDY PROGRAM...... 32 INTERNATIONAL COOPERATION...... 32 SCIENTIFIC RESEARCH AND APPLIED RESEARCH...... 33 THE VIEWS OF STUDENTS ON THE QUALITY OF INSTRUCTION...... 34 MAJOR CONCLUSIONS WITH RESPECT TO FUTURE WORK...... 37 COURSES...... 38

2 ANNOTATION OF THE PROGRAM

The bachelor’s degree program in sociology contains a general statement of the goals and missions of the program, the conditions for matriculation, the content of the study program, the study plan, and a description of the resources that are used to implement the program.

GENERAL DESCRIPTION THE GOALS AND MISSIONS OF THE STUDY PROGRAM

The goal of the bachelor’s degree program is to allow students to obtain a first-level academic education in the area of sociology, thus earning an academic bachelor’s degree in sociology. The missions of the program are:  To train highly qualified specialists for the needs of Latvia’s social development;  To help students in developing a scientific and humane understanding of society and in developing skills which enable them to analyze social processes in a theoretical way;  To help students to develop the skills and knowledge that are needed to apply the social sciences in a practical way in identifying, analyzing and resolving social problems;  To develop the abilities of students to use modern information technologies.

THE STRUCTURE OF THE STUDY PROGRAM

The bachelor’s degree program in sociology provides students with an academic education, and completion of the program leads to a bachelor’s degree, with rights for the student to continue his or her studies at the master’s degree level. The program is based on the University of Latvia’s regulations concerning bachelor’s degree studies, as approved by the Senate of the University of Latvia on 29 June 1996, Decision No. 51. The studies involve eight semesters of full-time studies, with students accumulating 160 credit points. In order to receive the diploma of a higher education, a student must complete the entire program of study and satisfy all relevant requirements: 1) Earn 160 credit points; 2) Write and defend a bachelor’s thesis; 3) Pass the bachelor’s examinations. The study program consists of three sections:  Mandatory courses (Section A), with 84 credit points. This section is made up of the courses which all bachelor’s degree students in sociology must take – the basic courses in sociology (80 credit points) and term papers (4 credit points);  Mandatory electives (Section B), with 60 credit points. Students may choose courses from those that are listed under Section B. The total available number of credits from this section is 103. In order to ensure that students take courses from the various blocs of specialization, students must choose a mandatory minimum of courses in each bloc. Students can choose freely from among the courses within each bloc. Students must earn at least 53 credit points from the Section B courses in the various blocs, and they may freely choose from all of the courses in Section B beyond those 53 credit points. Students must learn at least 7 credit points from the elective part of Section B.  Full electives (Section C), with 16 credit points. Here students may choose from all of the courses which are offered at the University of Latvia.

3 The bachelor’s degree program in sociology at the University of Latvia consists of the following blocs: 1. Introduction to the social sciences 2. Social theory 3. Sociological research methods 3.1. Quantitative methods 3.2. Qualitative methods 4. Directions for social research 4.1. The individual and society 4.2. Analysis of contemporary society 4.3. Public policy 4.4. Social institutions 4.5. Society and culture 5. Independent research work (two term papers and a bachelor’s thesis) 6. Foreign languages

DETAILS ABOUT THE BLOCS OF THE PROGRAM

The bachelor’s degree program in sociology offers specialized courses which are marked in the program description with an asterisk (*). The specialized courses are taught by professors and docents who are recognized specialists in the relevant areas. The specialized courses are offered at as high a quality as is possible in Latvia’s sociological world. The specialized courses are offered at both the bachelor’s and master’s degree levels, with differentiated evaluation and independent work in writing term papers (see the more detailed schedule of the sociology study program). INTRODUCTION TO THE SOCIAL SCIENCES

Sec. Course Hours Credits Instructor A Introduction to the specialty and to Latvia’s 16 1 Tālis Tisenkopfs directions of sociology A Introduction to sociology (general sociological 32 2 Aija Zobena theory) A Introduction to anthropology 32 2 Klāvs Sedlenieks A Introduction to political science 32 2 Antra Mazūra A Introduction to communications studies 32 2 Inta Brikše A Introduction to social work 16 1 Signe Dobelniece B Introduction to philosophy 32 2 Juris Rozenvalds B The history of social ideas 32 2 Juris Rozenvalds B Introduction to psychology (general psychology) 32 2 Ingrīda Jansone B Computig 32 2 Andra Mite B Introduction to law 32 2 Ilmārs Punka B Political and History of Latvian 32 2 Daina Bāra

Section A = 10. Mandatory Section B = 4.

SOCIAL THEORY

Sec. Course Hours Credits Instructor *A Classic theories of sociology (Comte, Marx, Weber, 64 4 Anna Stepčenko, Durkheim, Simmel) Raitis Mezītis *A Seminar in classical theories of sociology 16 2 Anna Stepčenko, Raitis Mezītis, doctoral

4 students *A Macrosociological theory (Parsons, structural Aivars Tabūns, functionalism, conflict theory, Merton, structuralism, 64 4 Raitis Mezītis Saussure, Chomsky, Levi-Strauss, Giddens, Purdieu) *A Seminar in macrosociological theory 16 2 Aivars Tabūns, Raitis Mezītis *A Microsociological theory (Chicago School, symbolic interactionism, Mead, Goffman, ethnomethodology, 64 4 Tālis Tisenkopfs Garfinkel, phenomenology, Shutz, Berger, Luckman, communicative theory, Habermas, Touraine, modernity, Bauman) *A Seminar in microsociological theory 16 2 Tālis Tisenkopfs, doctoral students *A Post-modern social theory (Bourdieu, Foucault, 32 2 Aivita Putniņa Derrida, Lyotard, Baudrillard, Deleuze, the actor- network theory, Latour) *A Seminar in post-modern social theory 16 1 Aivita Putniņa, doctoral students *B The sociology of George Zimmel 16 1 Anna Stepčenko B The integral sociology of Pitirim Sorokin 16 1 Raitis Mezītis *B The social theories of Michael Foucault 16 1 Aivita Putniņa *B The sociology of Pierre Bourdieu 16 1 Aivita Putniņa *B The sociology of knowledge and science 16 1 Aivita Putniņa B The social philosophy of the Frankfurt School 16 1 Raitis Mezītis

METHODS OF SOCIOLOGICAL RESEARCH

Sec. Course Hours Credits Instructor A Introduction to sociological research methods and 32 2 Ilze Koroleva organization *A Practicum in sociological research 32 2 Tālis Tisenkopfs, doctoral students

QUANTITATIVE METHODS Sec. Course Hours Credits Instructor *A Quantitative methods of sociological research 32 2 Ilze Koroleva *A SPSS in the social sciences 32 2 Silva Seņkāne *A Modern information technologies in sociology 32 2 Aivars Tabūns B Mathematical methods in sociology 32 2 Silva Seņkāne B Social statistics 32 2 Zvidriņa *B Methods for researching public opinion 32 2 Brigita Zepa B The process of quantitative research 32 2 Raitis Mezītis

Section A = 8. Mandatory Section B = at least 4.

QUALITATIVE RESEARCH METHODS

Sec. Course Hours Credits Instructor A Qualitative methods of sociological research 32 2 Brigita Zepa B Small-group research 32 2 Raitis Mezītis *B Biographic methods in sociology 16 1 Tālis Tisenkopfs, Baiba Bela, Edmunds Šūpulis *B Methods of anthropological research 16 1 Agita Lūse

Section A = 3. Mandatory Section B = 2.

5 DIRECTIONS OF SOCIAL RESEARCH THE INDIVIDUAL AND SOCIETY

Sec. Course Hours Credits Instructor A Social psychology 32 2 Ingrīda Jansone B Demography 64 4 Pēteris Zvidriņš B Personality theories in psychology (theoretical 32 2 Ingrīda Jansone activities) B Seminar in personality theories in psychology 16 2 Ingrīda Jansone doctoral (practical activities) students B Contact psychology (practical activities in social 16 1 Ingrīda Jansone psychology) *B The sociology and anthropology of the body and 32 2 Aivita Putniņa medicine *B The sociology of violence 32 2 Anna Stepčenko B Theories of social behavior 32 2 Ingrīda Jansone B The sociology of social deviance 32 2 Andrejs Vilks B Social gerontology 16 1 Māris Brants B Demographics 64 4 Pēters Zvidriņš

ANALYSIS OF CONTEMPORARY SOCIETY

Sec. Course Hours Credits Instructor A Social stratification 64 4 Māris Brants *B Seminar: sociological research on contemporary 16 2 Tālis Tisenkopfs, Brigita society in Latvia Zepa, Aivars Tabuns, doktoranti *B Nationalism, identity and society 16 1 Dace Jansone *B Rural sociology 64 4 Aija Zobena *B Urban sociology 16 1 Edmunds Šūpulis *B Future studies and developmental sociology 16 1 Aivars Tabūns Section A=4, Mandatory section B = at least 5.

PUBLIC POLICY

Sec. Course Hours Credits Instructor A The sociology of politics 64 4 Brigita Zepa A The genesis and analysis of social problems 32 2 Signe Dobelniece *A Social policy 64 4 Linda Zīverte A Seminar: Social problems and social policy in Latvia 16 2 Linda Zīverte *B Introduction to public administration 64 4 Dace Jansone *B Emergence of the civic society in Latvia 32 2 Tālis Tisenkopfs, Brigita Zepa, Edmunds Šūpulis *B Introduction to policy analysis 32 2 Brigita Zepa *B Sociological analysis of poverty 32 2 Signe Dobelniece *B Social policies in a transitional society 32 2 Feliciāna Rajevska B The economy of social problems 32 2 Baiba Šavriņa Section A = 8. Mandatory Section B = at least 6

SOCIAL INSTITUTIONS

Sec. Course Hours Credits Instructor *A Introduction to social institutions 32 2 Aivars Tabūns *A The sociology of economics and business 32 2 Aija Zobena

6 A Seminar: Research on social institutions in Latvia 16 2 Tālis Tisenkopfs, Brigita Zepa, Aivars Tabūns, doctoral students B Fundamentals of economic theory 32 2 Daira Baranova *B Mass economic behavior 32 2 Brigita Zepa B The sociology of elitism (Pareto, Mihel, Moska, etc.) 16 1 Raitis Mezītis *B Theories of bureaucracy 32 2 Dace Jansone *B The sociology of the family 32 2 Raitis Mezītis, Linda Zīverte *B The sociology of religion 32 2 Agita Misāne *B The anthropology of religion 16 1 Agita Lūse *B The sociology of education 32 2 Sanita Vanaga *B The sociology of youth 16 1 Sanita Vanaga

SOCIETY AND CULTURE

Sec. Course Hours Credits Instructor A Introduction to social anthropology 32 2 Aivita Putniņa *B Feminism and gender research in Latvia 16 1 Aivita Putniņa B The history of culture 32 2 Andris Rubenis *B The sociology of art 32 2 Iveta Medvida *B The consumer culture 32 2 Dace Jansone *B The sociology and anthropology of music 32 2 Mārtiņš Boiko B The sociology of mass communications 32 2 Ilze Sulmane B The communications of organizations 32 2 Inta Brikse B Mass communications in contemporary society 32 2 Inta Brikse B Public relations and advertising as communication 32 2 Inta Brikse B Integrated communications 32 2 Inta Brikse

Section A = 2. Mandatory Section B = at least 8. INDEPENDENT RESEARCH WORK

Sec. Course Hours Credits Instructor A 1st term paper (2nd year, 3rd semester) 2 A 2nd term paper (3rd year, 5th semester) 2 A Bachelor’s thesis (4th year, 8th semester) 10

Section A = 14. FOREIGN LANGUAGES

At the beginning of their program of study, all students take a test in a foreign language and are registered for the relevant study group. In order to study the professional literature, students must pass at least one course in a foreign language (Section B). The student receives 4 credits for the successful completion of each level of language study. Students may take several foreign language courses in Section C (free electives).

Sec. Course Hours Credits Instructor B English I (for beginners) B English II (intermediate) B English III (advanced) B German I (for beginners) B German II (intermediate) B German III (advanced)

7 B Other language I (for beginners) B Other language II (intermediate) B Other language III (advanced)

Mandatory Section B = at least 4 (one successfully completed level of language studies).

Program total: Section A = 83. Mandatory section B = at least 54. Elective Section B = at least 7. Free elective Section C = at least 16. THE STUDY PROGRAM FROM THE PERSPECTIVE OF THE INTERESTS OF THE LATVIAN STATE

The development of the social sciences in Latvia is still incomplete, despite reforms in science and higher education. There is a shortage of qualified analysts of social processes, and qualified sociological experts are not being trained in sufficient numbers. The low number of people with a doctorate in sociology hinders the development of full sociology programs at Latvia’s universities. The result of this is that there is insufficient potential for sociological analysis and expertise in Latvia, and there is a shortage of qualified sociological experts who can analyze fundamental social, economic and humanities- related problems. This hinders the successful administration of Latvia’s society, the integration of society, cooperation with institutions of national governance, and integration with the European Union. In order to reverse this, there must be a seminal shift in the development of the social sciences. Larger numbers of qualified sociologists must be trained, and the training programs must receive adequate financing. There are many applicants for studies in the sociology program at the University of Latvia, which demonstrates that young people have a great deal of interest in the social sciences. This study program is aimed at ensuring high-quality studies in sociology. COMPARISON OF THE STUDY PROGRAM IN SOCIOLOGY WITH ANALOGOUS PROGRAMS OF STUDY

The structure of the study program is comparable to the structure of analogous study programs in the countries of the European Union and in the United States, but we have taken into account the specifics of Latvia, the specifics of sociology in Latvia, and the conditions which prevail during the period of transition in Latvia. The basic blocs in the program (introductory courses in the social sciences, social theory, sociological methods, the individual and society, social institutions, directions of sociology and the problems of contemporary society) provide students will wide-reaching knowledge about society, and they cover the main areas of sociology. Sociology programs at Western universities usually have an identical or similar structure, with additional courses in the areas of specialization of professors and docents. The most distinguished study programs in sociology feature traditional specialization in a specific area of sociology that is recognized by the global community of sociologists. Other universities offer more universal programs. The bachelor’s degree program in sociology at the University of Latvia is universal in nature, but particular attention has been devoted to three blocs – social theory, methods and analysis of contemporary society. The sociology programs in most American and many Western European universities are combined. The bachelor’s program is not separated out by itself. Rather, it is the first step in master’s degree studies. In such cases, a bachelor’s thesis is not written, or it is written only if the student decides to halt studies before the master’s degree level. The sociology program at the University of Latvia is compared to analogous programs, by bloc, in Table 1.

Table 1 COMPARISON WITH ANALOGOUS STUDY PROGRAMS

The bachelor’s degree program The sociology program at The sociology program at the in sociology at the University of Michigan State University, East University of Wisconsin, Madison Latvia Lansing The introduction to the social Fundamentals of sociology: Survey courses: Social sciences covers general sociology, Introductory courses in sociological organization, the sociology of

8 introduction to political science, theory and methods. economic change, social introduction to anthropology, psychology, a basic course in introduction to communications theory, a basic course in studies, introduction to social work, methodology, statistics. introduction to philosophy, Interdisciplinary courses: The introduction to the history of social sociology of law, gender studies, ideas and introduction to social gerontology, European psychology. studies, etc. Social theory is studied in four Theoretical courses: Several Theoretical courses cover all of the basic courses: Classical theories of courses in fundamental sociological main areas and historical phases of sociology, macrosociological theory and contemporary sociological theory. theory, microsociological theory theoretical sociology. and post-modern social theory. Each of the basic courses involves a seminar that must be passed. There are also several electives concerning concrete theories. Sociological research methods: Methodological courses: Survey Methods: A wide selection of This bloc of courses teaches methods, field research methods, courses in sociological research students the methodology and documental and historical analysis, methods, with particular emphasis organization of social research. demographics, experimental on the methods for processing Students take courses in methods, evaluation, statistical statistical data. quantitative methods and analysis of data, development of qualitative methods, as well as computer skills. several electives. Directions of social research: This The area of specialization: Major Specialization: Students may bloc of courses teaches students specialization is available in choose a universal program, or they about various sectors of sociology conflict and changes in society, can elect to specialize in one of the and about contemporary society. professions and organizations, areas of sociology that is offered. Students must pass mandatory demography and ecology, field and Many special courses are offered: courses, and they can take electives cohort research and social Collective behavior and mass in these areas: The individual and psychology. Minor specialization movements, cohort research, society, analysis of modern society, is available in the sociology of comparative sociology, social problems and social policy, medicine, urban sociology and criminology, demographics, social institutions and society and sociological theory. modernization and development, culture. the sociology of education, the history of social thinking, human ecology, industrial sociology, the law and society, marriage and family, the sociology of medicine, qualitative and quantitative methodological approaches, employment and professions, the sociology of politics, ethnic relations, religion, rural sociology, social changes, social control, social organization, social psychology, socialization, social gerontology, the sociology of science, the sociology of sexuality and gender, the sociology of labor, stratification, urban sociology, criminal law, the sociology of mental health, agricultural sociology, ethnomethodology. Independent research work: In the The program offers opportunities to Independent research skills are second and third year of studies practice in sociology by working at developed through term papers. students write term papers through various organizations. There are From the beginning students learn which they develop their seminars and colloquia at which about field research, and most independent research skills and students discuss their research students are involved in the projects

9 begin to select their area of work. which their instructors are specialization. In the fourth year of developing. Students are also study students write and defend a encouraged to do their own bachelor’s thesis. research. Foreign languages: The department particularly encourages students to learn several foreign languages.

SCIENTIFIC RESEARCH AND APPLIED RESEARCH

The associate professors and docents from the Department of Sociology engage in scientific and research work, they manage and participate in grants from the Latvian Science Council and in international research projects, and they carry out research that is commissioned by international organizations, the institutions of Latvia’s government and other major organizations. The most important research projects which have been managed by docents from the faculty in recent years include the following:  Talis Tisenkopfs (editor-in-chief) Latvia Human Development Report (UNDP, 1998, 1999 and 2000/2001);  Aivars Tabuns (ed) National, State and Regime Identity in Latvia. Riga: Baltic Studies Centre, 2001  Anna Stepčenko (ed) Money, Life-Style, Identity. Philosophy and Sociology of Georg Simmel. Riga: University of Latvia Press, 2000;  An evaluation of a preventive campaign in heart and circulatory disease (World Bank financing, 1999-2000);  The attitudes of residents toward reforms of the educational system (Ministry of Education, 1997-1999);  Research on the development of non-governmental organizations in Latvia (NGO Center, Soros Foundation Latvia, UNDP, 1997, 1998 and 1999);  Research on the prevalence of corruption Latvia (Soros Foundation Latvia and Delna, 2000);  The level of information among residents and the attitudes of residents toward integration with the European Union (European Commission delegation, 1998);  The level of information among residents and the attitudes of residents toward social insurance (National Social Insurance Agency, 1999);  Changing national, state and regime identities in Latvia (Central European University grant, 1998-1999);  The homeless in Latvia: Problems and solutions (Latvian Science Foundation grant, 1999);  Establishing sustainable agriculture: The role of farmer organizations (European Commission grant, 1997-2000);  How does the small businessman feel? Sociological research on small and medium companies (Latvian government, 1998);  On the Road to a Civic Society (Naturalization Board, 1998);  The electoral behavior of Latvia’s residents (1994-1996);  Public support for education (Ministry of Education and Science, 1996);  Participation as a condition for developing a civic society (NATO grant, 1996);  Value changes and shifts in political attitudes in Latvia (CEU grant, 1996);  Citizenship in Latvia from the perspective of the theory of active citizenship (Latvian Science Council grant, 1996-1999);

10  Society during the transition between a state economy and a market economy (University of Strachlide, 1993-1996);  Value shifts in a transitional society (1993-1996);  Balanced development policy: Experience and prospects in rural Latvia (Latvian Science Council grant, 1994-1998);  Stimuli and obstacles in the introduction of balanced agricultural methods in Estonia, Latvia and Lithuania (European Commission grant, 1994-1996);  The social aspects of structural changes in farms (Latvian Science Council grant, 1997).

AREAS OF DEVELOPMENT IN THE STUDY PROGRAM IN SOCIOLOGY

The bachelor’s degree program in sociology has been improved in accordance with accreditation conclusions that were drawn in 1998, as well as with recommendations from the accreditation commission (see appendix), with evaluations and recommendations from experts involved in the 1998 PHARE project “Quality assurance in higher education), with evaluation reports drawn up by the Department of Sociology in 1998 and 2001, and with the results of a student survey in 2000 and 2001 (see appendix). Further areas of development in the program have emanated from proposals which the Ministry of Education and Science made in 1996 with respect to the restructuring and modernization of the University of Latvia, from ideas about the reorganization of the faculties of the University of Latvia that were formulated by the government and discussed by the university in 1999, from a decision on the establishment of the Faculty of Social Sciences that was adopted by the Senate of the University of Latvia in January 2000, and from the institutional development of the Faculty of Social Sciences. The establishment of the Faculty of Social Sciences and its institutional strengthening have created favorable conditions for the implementation of the sociology program. In the next few years it will be important to implement the content of the program in a consistent way, ensuring the quality of instruction and developing interactive forms of education. There are several things which must be the subject of particular attention in this context:  The seminar courses, which help students to develop their scientific and analytical skills, as well as their presentation talents, must be taught effectively;  The methods of instruction must be more varied, making wider use of interactive forms such as seminars, discussions and group work – procedures which develop practical skills in research, analysis, study of the literature, argumentation and presentation;  The material and technical resources of the program must be improved, and there must be access to extensive study literature;  A form of control over the studies must be implemented which allows us to monitor, manage and control each student’s individual studies, ensuring that students earn all of the credits that are required in the program;  Further improvements in the program must be harmonized with changes in the labor market, taking into account national demand and regulating the distribution of students whose studies are being financed by the state among the various areas of study.

MATRICULATION OF STUDENTS

Studies in the bachelor’s degree program of the Department of Sociology of the University of Latvia’s Faculty of Social Sciences are open to persons who have completed a

11 general or specialized secondary education and who have passed entrance examinations in accordance with the university’s matriculation rules. Financing is available from the state on a competitive basis, and students who do not receive such financing must be able to obtain it from other sources. The bachelor’s degree programs involves the following entrance exams:  Latvian language (a test);  Basics of the social sciences (a test) – here we test the knowledge of applicants in the social sciences insofar as these are taught at the high school level. Matriculation is done on a competitive basis, taking into account the number of points which students receive on their entrance exams.

THE BACHELOR’S DEGREE PROGRAM IN SOCIOLOGY

SECTION A COURSES

1 st year, 1 st semester

COURSE Hours Credits Exam form Instructor

A Introduction to the specialty and to 16 1 Exam Tālis Tisenkopfs Latvia’s directions of sociology A Introduction to sociology (general 32 2 Exam Aija Zobena sociological theory) A Introduction to political science 32 2 Exam Antra Mazūra A Introduction to communications 32 2 Exam Inta Brikše studies A Introduction to social work 16 1 Exam Signe Dobelniece A= 8

1 st year, 2 nd semester A Introduction to sociological research 32 2 Exam Ilze Koroleva methods and organization A Introduction to anthropology 32 2 Exam Klāvs Sedlenieks A The genesis and analysis of social 32 2 Exam Signe Dobelniece problems A Social policy 64 4 Exam Linda Zīverte A Seminar: Social problems and social 16 2 Exam Linda Zīverte policy in Latvia A = 12

2 nd year, 3 rd semester A Classic theories of sociology 64 4 Exam Anna Stepčenko, Raitis Mezītis A Seminar in classical theories of 16 2 Exam Anna Stepčenko, Raitis Mezītis sociology and doctoral students A Quantitative methods of sociological 32 2 Exam Ilze Koroleva research A Qualitative methods of sociological 32 2 Exam Brigita Zepa research A Term paper 2 Exam A= 12

2 nd year, 4 th semester A Macrosociological theory 64 4 Exam Aivars Tabūns and Raitis Mezītis

12 A Seminar in macrosociological theory 16 2 Exam Aivars Tabūns, Raitis Mezītis and doctoral students A Microsociological theory 64 4 Exam Tālis Tisenkopfs

A Seminar in microsociological theory 16 2 Exam Tālis Tisenkopfs and doctoral students A= 12

3 rd year, 5 th semester A Introduction to social anthropology 32 2 Exam Aivita Putniņa A SPSS in the social sciences 32 2 Exam Silva Seņkāne A Practicum in sociological research 32 2 Exam Tālis Tisenkopfs and doctoral students A Social psychology 32 2 Exam Ingrīda Jansone A Term paper 2 Exam A= 11

3 rd year, 6 th semester A The sociology of politics 64 4 Exam Brigita Zepa A Social stratification 64 4 Exam Māris Brants A Modern information technologies in 32 2 Exam Aivars Tabūns sociology A= 10

4 th year, 7 th semester A Introduction to social institutions 32 2 Exam Aivars Tabūns A The sociology of economics and 32 2 Exam Tālis Tisenkopfs business A Seminar: Research on social 16 2 Exam Tālis Tisenkopfs, Brigita institutions in Latvia Zepa, Aivars Tabūns and doctoral students A Postmodern social theory 32 2 Exam Aivita Putniņa A Seminar on post-modern 8 1 Exam Aivita Putniņa and doctoral sociological theory students A= 8

4th year, 8th semester A Bachelor’s thesis 9 P/F A= 9

CREDITS FROM SECTION A

1. 2. 3. 4. 5. 6. 7. 8. Total A total 8 12 12 12 11 10 8 10 83

13 SECTION B COURSES

Designations: I – Fall semester 2000; II – Spring semester 2001; III – Fall semester 2001; VI – Spring semester 2002; V – Fall semester 2002; VI – Spring semester 2003; VII – Fall semester 2003; VIII – Spring semester 2004. X – The semester when students who began their studies in the fall semester of 2000 take the course. * - Other semesters when the course can be taken.

INTRODUCTION TO THE SOCIAL SCIENCES I II III IV V VI VII VIII Introduction to philosophy, x * * * 32 h. 2 credits, Juris Rozenvalds The history of social ideas, x * * * 32 h. 2 credits, Juris Rozenvalds Introduction to psychology, x * * * 32 h. 2 credits, Ingrīda Jansone Computing x * * * 32 h. 2 credits, Andra Mite Introduction to law, x * * 32 h. 2 credits, Ilmārs Punka Political and History and Latvian x * * 32 h. 2 credits, Daina Bāra B= 6

SOCIAL THEORY I II III IV V VI VII VIII The sociology of George Zimmel, x * 16 h. 1 credit, Anna Stepčenko The sociology of M. Foucault * x 16 h. 1 credit, Aivita Putniņa The sociology of P. Bourdieu * x 16 h. 1 credit, Aivita Putniņa Sorokin’s integral sociology, * x 16 h. 1 credit, Raitis Mezītis The sociology of the Frankfurt School, * x 16 h. 1 credit, Raitis Mezītis The sociology of knowledge and science, * x 16 h. 1 credit, Aivita Putniņa B= 3

SOCIOLOGICAL RESEARCH METHODS QUANTITATIVE METHODS I II III IV V VI VII VIII Mathematical methods in sociology, 32 h. 2 * x * * credits, Silva Seņkāne Social statistics, * x * * 32 h. 2 credits, I. Zvidriņa Public opinion research methods, * x * * 32 h. 2 credits, Brigita Zepa The process of quantitative research, * x * * 32 h. 2 credits, Raitis Mezītis

QUALITATIVE METHODS I II III IV V VI VII VIII Small group research, * x * * 32 h. 2 credits, Raitis Mezītis Biographic methods in sociology, 16 h. 1 * x * * credit, Tālis Tisenkopfs, Baiba Bela,

14 Edmunds Šūpulis Anthropological research methods, 16 h. 1 * * * x credit, Agita Lūse

DIRECTIONS OF SOCIAL RESEARCH

THE INDIVIDUAL AND SOCIETY I II III IV V VI VII VIII Demographics, x * 64 h. 4 credits, Pēteris Zvidriņš Personality theories in psychology * x (theoretical activities), 32 h. 2 credits, Ingrīda Jansone Seminar in personality theories in * x psychology (practical activities), 16 h. 2 credits, Ingrīda Jansone Contact psychology (practical activities in * x social psychology), 16 h. 1 credit, Ingrīda Jansone The sociology and anthropology of the * x body and medicine, 32 h. 2 credits, Aivita Putniņa The sociology of violence, * x 32 h. 2 credits, Anna Stepčenko Theories of social behavior, * x 32 h. 2 credits, Ingrīda Jansone The sociology of social deviation, * x 32 h. 2 credits, Andrejs Vilks Social gerontology, * x 16 h. 1 credit, Māris Brants B=9 ANALYSIS OF CONTEMPORARY SOCIETY

I II III IV V VI VII VIII Seminar: Social research on contemporary * x society in Latvia 16h., 2credits Tālis Tisenkopfs, Brigita Zepa, Aivars Tabūns and doctoral students Rural sociology, x * 64 h. 4 credits, Aija Zobena Urban sociology, x * 16 h. 1 credit, Edmunds Šūpulis Nationalism, identity and society, 16 h. 1 * x credit, Dace Jansone Future studies and developmental * x sociology, 16 h. 1 credit, Aivars Tabūns B=8 PUBLIC POLICY

I II III IV V VI VII VIII Introduction to policy analysis, * x * * 32 h. 2 credits, Brigita Zepa Introduction to public administration, * x * * 32 h. 2 credits, Dace Jansone Emergence of the civic society in Latvia, x * 32 h. 2 credits, Tālis Tisenkopfs

15 Sociological analysis of poverty, x * * * 32 h. 2 credits, Signe Dobelniece Social policy in a transitional society, x * * * 32 h. 2 credits, Feliciāna Rajevska The economy of social problems, x * 32 h. 2 credits, Baiba Šavriņa B=6

SOCIAL INSTITUTIONS I II III IV V VI VII VIII Fundamentals of economic theory, 32 h. 2 x * credits, Daina Baranova Mass economic behavior, x * 32 h. 2 credits, Brigita Zepa Theories of bureaucracy, x * 32 h. 2 credits, Dace Jansone The sociology of elitism, * x 16 h. 1 credit, Raitis Mezītis The sociology of the family, * x 32 h. 2 credits, Raitis Mezītis, Linda Zīverte The sociology of religion, x * 32 h. 2 credits, Agita Misāne The anthropology of religion, * x 16 h. 1 credit, Agita Lūse The sociology of education, * x 32 h. 2 credits, Sanita Vanaga The sociology of youth, * x 16 h. 1 credit, Sanita Vanaga B=8 SOCIETY AND CULTURE I II III IV V VI VII VIII The history of culture, x * * * 64 h. 4 credits, Andris Rubenis Feminism and gender research in Latvia, * x 16 h. 1 credit, Ilze Koroļeva Ritma Rungule The consumer culture, * x 32 h. 2 credits, Dace Jansone The sociology of mass communications, * * x * 32 h. 2 credits, Ilze Šulmane The communications of organizations, * x 32 h. 2 credits, Inta Brikše Public relations and advertising as * x communication 32 h. 2 credits, Inta Brikše Integrated communications, * x 32 h. 2 credits, Inta Brikše The sociology of art, * x 32 h. 2 credits, Iveta Medvida The sociology and anthropology of music, * x 32 h. 2 credits, Mārtiņš Boiko B=8 Foreign language, x x 64 h. 4. credits, Z.Mironova, I. Saburova

16 1. 2. 3. 4. 5. 6. 7. 8. Total Section B = 109 credits, 16 18 17 18 14 13 11 2 Minimum in mandatory Y Y Y Y Y Y Y Y electives from Section B = 54 credits, Minimum in free electives from Section B Y Y Y Y Y Y Y Y = 7 credits, Y – Students make their own choices, but they must take the minimum number of mandatory electives in each bloc of studies.

THE EVALUATION OF STUDIES AND THE PROCEDURE FOR EVALUATION

The main forms of evaluation are the following:  The bachelor’s exam and successful defense of the bachelor’s thesis at the conclusion of the program;  Term papers in the second year (third semester) and third year (fifth semester) of the study program;  Oral and written exams or pass/fail procedures at the conclusion of courses;  Seminars;  Essays. Courses are evaluated in accordance with the method and form that have been approved by the Department of Sociology (see table). All courses are concluded with an examination. During the first class meeting, the instructor announces the requirements which a student must fulfil in order to complete the course and pass the exam. The instructor also specifies the form of the examinations (oral, written, etc.) and the terms for passing examinations. The instructor also specifies the materials (the course program, dictionaries, reference materials) that can be used during examinations. The evaluation that is given to a student’s exam is written down on the examination sheet and in the student’s study book. A failed test may be repeated during the same semester if the specifics of the course and the study program so permit. The instructor who teaches the course can order students to take the course again, if necessary. These decisions must be affirmed by the council of the study program. If a student fails examinations repeatedly, they may be taken in the next semester with the permission of the program director. An examination is passed if the grade on a 10-point scale is not lower than 4. A student can obtain a diploma with the marking “with distinction” if no grade during the course of the study program is below 8, if no fewer than 75% of all grades are 9 or 10, and if the final grades, including the evaluation of the bachelor’s thesis, are not below 9.

17 THE 10-POINT SCALE OF EVALUATION

Equivalent The 10- on the 5- Rating Explanation point scale point scale The student’s knowledge exceeds the requirements of 10 5+ Outstanding the study program and indicates independent research and in-depth understanding of the issues at hand. The requirements of the study program have been met in 9 5 Excellent full, and the student has learned to use his or her knowledge independently. The requirements of the study program have been met in full, but in some cases the student lacks in-depth 8 4+ Very good understanding and abilities in using his or her knowledge independently in dealing with more complex issues. The requirements of the study program have been met, 7 4 Good but there are several shortcomings of lesser importance in the knowledge that has been obtained. The requirements of the study program have been met, 6 4- Nearly good but there are several major shortcomings in terms of insufficiently in-depth understanding. The requirements of the study program have generally 5 3+ Average been met, although there are several major problems in terms of insufficiently in-depth understanding. The requirements of the study program have generally been met, but there are several serious problems in terms 4 3 Nearly average of understanding, and the student has difficulties in the practical application of the knowledge which he or she has gained. The student has a surface knowledge of the most 3 3- Poor important issues in the subject, but the student cannot make practical application of that knowledge. General knowledge about some issues has been learned, 2 2+ Very poor but the student completely lacks orientation in other important issues. The student has no understanding of the issues that are 1 2 Unsatisfactory related to the subject.

18 THE RESOURCES WHICH ARE USED IN THE STUDY PROGRAM

FACULTY MEMBERS

The personnel of the Department of Sociology

Name Position Degree Specialization Tālis Tisenkopfs Department Dr.soc. Microsociological theory, human director, associate development, the sociology of professor economics, rural and regional development Brigita Zepa Associate Dr.soc. Qualitative methods, public opinion, professor communications Aivars Tabūns Associate Dr.soc. Macrosociological theory, data professor processing, social institutions Aija Zobena Associate Dr.soc. General sociology, rural sociology professor Anna Stepčenko Docent Dr.phil. Classical sociological theory, the sociology of violence Aivita Putniņa Docent Ph.D Anthropology, post-modern social theory, the sociology of knowledge and medicine Ingrīda Jansone Docent Dr.biol Social work, the sociology of labor Raitis Mezītis Lector Classical sociological theory, quantitative methods Signe Dobelniece Lector MScSW Social work, social problems, poverty Dace Jansone Lector Mag.Soc. Public administration, theories of bureaucracy Linda Zīverte Lector, doctoral Mag.Soc., Social policy, sociology of the family student doctoral student Ilze Koroleva Lector Organization of sociological research, quantitative methods Māris Brants Doctoral student Mag.Soc. Social stratification Baiba Bela Doctoral student Mag.Soc. Biographic methods Mārtiņš Boiko Lector Doctorate in art Sociology of music and art

Agita Lūse Lector MS in Anthropology anthropology Agita Misāne Lector MS in history Sociology of religion and sociology Klāvs Sedlenieks Assistant MS in social Anthropology anthropology Edmunds Šūpulis Doctoral student Mag.Soc., Urban sociology, civic society doctoral student Sanita Vanaga Doctoral student Mag.soc Sociology of education, sociology of youth

19 Instructors from other faculties and departments Name Position Degree Faculty, department J. Broks Docent Dr.phil LPA A.Vilks Lector Dr.iur Criminology Research Center I.Šulmane Docent Dr.sc Communications Studies J.Prikulis Lector Nordic Institute S.Seņkāne Associate Dr.soc LKA professor I.Brikše Associate Dr.sc Communications Studies professor P.Zvidriņš Professor Dr.hab.oec Statistics and Demographics I. Saburova Lector Foreign Languages B.Šavriņa Docent Dr.oec International Economic Relations F.Rajevska Associate Dr.sc.pol Political Science professor Z.Mironova Lector Mag.philol Foreign Languages D.Baranova Docent Dr.oec Economic Theory A.Rubenis Professor Dr.phil LMA I.Medvida Lector MA in art LMA M.Zvidriņa Docent Dr. oec Statistics and Demographics

THE MATERIALS AND EQUIPMENT OF THE STUDY PROGRAM The program is run by the Department of Sociology which, since September 2000, has been housed in nine rooms at the Faculty of Social Sciences with 180 square meters of space. The faculty has a library with more than 10 000 volumes of books and journals. There are three computer classes with 60 computers (with Internet connections). The students may use the computer classrooms of the Faculty, as well as seven computers with Internet connections in the library of the faculty. Two copy machines are at disposal of students, and there are a copier, two codoscopes, one screen and one fax at the Department. Faculty members share office rooms (two persons in one office room) which are renovated and equipped with computers and Internet connections. The Department of Sociology has been active in book acquisition for the faculty library. In the year 2000 with the support of the UNDP and the Transformation of Education Program of the Soros Foundation Latvia the library had acquired approximately 200 titles of new books. The faculty’s library contains books in political science, communication science and sociology and social work, therefore sociology students have access to books in other social science disciplines. In 2000 the faculty library received 1,000 books, 15 local and 18 foreign newspapers, and 15 journals. The library has 1,320 registered readers, it is visited by 100-170 people each day, and the average reader reads four titles during the average visit. Students also use the Academic Library of the University of Latvia and the Latvian National Library. The department regularly updates its methodological instructions for the writing of term papers and bachelor’s theses in sociology. In 2000-2001 faculty members published 4 books in social theory, social and policy analysis. Faculty members are presently involved in a project which will lead to the translation and publishing of 10 volumes of sociology textbooks.

SELF-EVALUATION REPORT INTRODUCTION

This self-evaluation report of the study program in sociology at the University of Latvia presents a report on an analysis and self-evaluation of the Department of Sociology and the bachelor’s degree program, and it provides an explanation of activities that are aimed at future improvements. The report was prepared and discussed by the Department of Sociology with the participation of instructors and students. The goals of the self-evaluation process are: 1) To evaluate the existing situation with the bachelor’s degree program in sociology;

20 2) To explain the further development of the Department of Sociology and its activities that are related to the implementation of the bachelor’s degree program; 3) To use the self-evaluation as an instrument to improve the quality of studies; 4) To ensure the accreditation of the sociology program by the University Study Program Accreditation Commission of the Ministry of Education and Science.

SIGNIFICANT CHANGES SINCE THE LAST SELF-EVALUATION AND ACCREDITATION

In 1998, the sociology program at the University of Latvia, as well as the sociology programs from four other national universities in Central and Eastern Europe, were included in the international PHARE project “Ensuring quality in higher education”. Under the auspices of this project, steps have been taken to improve the study program and the quality of instruction. Self-evaluation and external evaluation of the program are a part of this process. Under the auspices of the project, a self-evaluation of the program was prepared, an external commission of experts evaluated the sociology program, and the programs were submitted for accreditation to the Ministry of Education and Science. In the autumn of 1998, the bachelor’s degree program was accredited by the University Study Program Accreditation Commission of the Ministry of Education and Science for a two-year period. The shortcomings which were noted by the external commission of experts and by the accreditation commission focused mostly on the insufficient material and technical resources of the study program, as well as certain problems with the program itself. Since 1998, the Sociology Department has engaged in and promoted a series of activities that are aimed at improving the quality of the study program. The main activities and improvements have been the following:  A new master’s degree program has been prepared and has been approved by the Senate of the University of Latvia; it was introduced for the first time in the 1st semester of the 2000/2001 academic year;  The study program is balanced, including courses on theory, methodologies and directions of sociology; the program includes both introductory and specialization courses from the Department of Sociology which allow students to select from a wide variety of subject matter; the bachelor’s and master’s degree programs have been harmonized in terms of succession;  With the active participation of the Department of Sociology, the Faculty of Social Sciences was established by the University of Latvia in 2000;  Since September 2000, the Faculty of Social Sciences has been housed in a newly renovated building with much better material and technical resources for the study process – three computer classes, a large library and appropriate study facilities;  The academic personnel of the Department of Sociology have been upgraded through the election of three associate professors;  Academic cooperation has been established with Western universities through the SOCRATES program. Many necessary and complicated goals in the area of improving the study process were noted in the last self-evaluation report (to separate out the Department of Sociology of the University of Latvia, with separate program financing and a separate budget; to find money for the purchase of 15-20 computers and the installation of a computer classroom; to find more space for the Department of Sociology and to renovate the facilities; in the long- term future, to establish the Faculty of Sciences of the University of Latvia). All of this has been done now.

21 THE GOALS OF THE DEPARTMENT OF SOCIOLOGY AND ITS PROGRAMS

The mission of the Department of Sociology of the University of Latvia is:  To uphold and develop sociological knowledge by training academically educated and professionally qualified sociologists and social workers who can reach their professional and human potential and who can be competitive in the labor market;  To strengthen the Department of Sociology as the leading institution in preparing sociology specialists in Latvia;  To strengthen the areas of academic research which are traditional for the department, especially in terms of the microsociological perspective and social anthropology;  Faculty members have published in internationally recognized journals, and several publications have earned international awards. Strategic goals for the next three years:  To introduce and consistently to implement a balanced bachelor’s and master’s degree study program in sociology;  To ensure the quality of courses by preparing literature lists for each course, by discussing courses at department meetings, by implementing the unified student evaluation criteria that have been developed by the department, and by allowing students to evaluate each course;  To strengthen the academic personnel of the Department of Sociology, training and attracting young and talented instructors and scientists in a targeted way;  To develop new study programs in the social sciences at the bachelor’s and master’s degree level, including distance learning and part-time study opportunities;  To improve the material and technical resources of the programs, as well as the availability of study literature;  To integrate studies and research by involving students (especially those in the third and fourth year of bachelor’s studies and those in the master’s degree program) in sociological research and in academic projects;  To strengthen existing areas of traditional scientific research and schools of thought at the department and to develop new ones;  To expand institutional cooperation with sociology departments in other countries, involving students in this process, too.

THE INSTITUTIONAL CONTEXT

The Department of Sociology of the University of Latvia was established in 1977. A separate bachelor’s degree program in sociology was begun in the 1990/1991 academic year, and the master’s degree program was first offered in the 1994/1995 academic year. Prior to 2000, the Department of Sociology was part of the Faculty of History and Philosophy. In 1999 the present-day Department of Sociology was formed. Since January 2000, the Department of Sociology has joined with the Department of Communications Studies and the Department of Political Science to establish the Faculty of Social Sciences of the University of Latvia. Today the Department of Sociology has four study programs – three academic ones (the bachelor’s degree program, the master’s degree program and the doctoral program) and a professional study program in social work. Since 1998 the Department of Sociology has been chaired by Associate Professor Tālis Tisenkopfs, who is also the director of the master’s degree and doctoral programs in

22 sociology. In 2000 leadership of the bachelor’s degree program was taken over by Docent Aivita Putniņa. The director of the social work program is Signe Dobelniece. Important decisions are taken at department meetings which take place on a monthly basis. The work of the department is in compliance with the Constitution of the University of Latvia and is subordinated to the Council of the Faculty of Social Sciences and to its chancellery. The council has 18 members, of whom six represent the Department of Sociology (four instructors and two students). The structure of the Department of Sociology within the structure of the Faculty of Social Sciences is reflected in Table 1.

Table 1 The structure of the Faculty of Social Sciences, 1st semester, 2000

Students Students who Corresponde with Department pay their own nce course Staff government tuition students financing Communic ations 115 131 145 8 studies Political 201 171 35 9 science Sociology 163 126 0 12

The national context

The Department of Sociology of the University of Latvia is the most important institution to provide an academic education in sociology in Latvia. Professors and docents at the department are specialists who are recognized in Latvia and in the international scientific community. The prestige of the University of Latvia’s sociology programs is sufficiently high. In response to labor market demand for sociologists, sociological training has also been launched at other universities, but because there is a limited number of qualified sociology instructors and holders of a Ph.D. in sociology in Latvia, and because these people are largely concentrated at the University of Latvia, the Department of Sociology has certain advantages when it comes to strengthening its leadership positions in the area of sociological education.

A GENERAL DESCRIPTION OF THE STUDY PROGRAM IN SOCIOLOGY THE BACHELOR’S DEGREE PROGRAM IN SOCIOLOGY

The study program in sociology has been set up as an integrated process involving studies at the bachelor’s and master’s degree levels. In four years students can complete the bachelor’s degree program in sociology and earn a bachelor’s degree, and after that, in two more years, they can complete the master’s degree program and earn a master’s degree in sociology. Links and succession between the bachelor’s and master’s degree programs have been achieved. The bachelor’s degree program in sociology at the University of Latvia consists of the following blocs: 1. Introduction to the social sciences 2. Social theory

23 3. Sociological research methods 3.1. Quantitative methods 3.2. Qualitative methods 4. Directions for social research 4.1. The individual and society 4.2. Analysis of contemporary society 4.3. Public policy 4.4. Social institutions 4.5. Society and culture 5. Independent research work (two term papers and a bachelor’s thesis) 6. Foreign languages The bachelor’s degree program includes both introductory and specialized courses. The master’s degree program in sociology offers only specialized courses – mandatory courses (***), elective courses (**) and specialization courses (*). The specialized courses are taught by professors and docents from the Department of Sociology who are recognized specialists in the field and are presented at the best possible quality level The construction of the sociology programs is represented in the pyramid scheme below:

24 The pyramid (scheme) of the bachelor’s degree program in sociology

MA progra A*** m BA B** Specialized program courses A* B*

A B C Intro and other courses

Specialized courses in the MA program

Specialized courses in the BA program

A more detailed description of the study program and a list of courses are included in the attached program description.

Strengths

Among the strengths of the program are the balanced teaching of introductory courses in the social sciences, as well as the teaching of courses about social theory methods and directions of sociology. Another strength is the inclusion of independent research work in the study process. It is also true that students have a wide range of options when it comes to elective and specialization courses – this is in line with the practice of Western universities. In comparison to the previous program, a clear program concept has now been developed, and it is based on an “ideal model”. Proportions have been optimized among theoretical, methodological and direction-based courses, there is a much wider range of elective courses, and systematic introductory courses in the other social sciences have been introduced.

25 Further activities

Over the next year, the instructors of the program must be encouraged to prepare and teach new courses under the auspices of the program, and instructors must receive additional payment for this process. Packets of information must be developed for all courses, including detailed curricula, lists of literature, subjects for essays, and questions for tests and examinations. A summary of the program must be developed and made accessible to students on the homepage of the Faculty of Social Sciences. All of the courses must be described there, too.

AN EVALUATION OF THE STUDY PROGRAM FROM THE PERSPECTIVE OF LATVIA’S INTERESTS

The development of the social sciences in Latvia is still not moving forward at a sufficient pace, despite reforms in science and higher education. There is a shortage of qualified analysts of social processes, and qualified sociology experts are not being trained in sufficient numbers. The small number of people with doctorates in society makes it difficult to offer outstanding sociology programs at Latvia’s universities. The result of all of this is that there is an insufficient potential for sociological analysis and expertise in Latvia, and there are not enough qualified sociology experts who can analyze key social, economic and humanitarian problems. This hinders the successful management of Latvia’s society, integration of society, cooperation with government institutions, and integration into the European Union. If these problems are to be averted, there must be new movement in the development of the social sciences. Qualified sociologists and social process analysts must be trained in higher numbers, and there must be adequate financing for this. This idea is included in Latvia’s concept on development of higher education. Slots in the sociology program at the University of Latvia are assigned on a very competitive basis, and this indicates that young people are very interested in the social sciences. The programs in sociology are aimed at providing high-quality studies and at preparing highly qualified sociologists. The qualifications of faculty members at the Department of Sociology are a good prerequisite for ensuring that the University of Latvia will be the most important educational institution in Latvia in terms of training master’s degree recipients in sociology.

TEACHING METHODS AND STUDENT EVALUATION

Student surveys show that students think highly of those courses in which various forms of teaching and evaluation are merged – lectures, seminars, independent work, study of the literature, writing of essays, group work and discussions. There should be a combination of lectures and seminars. Students are not happy with courses in which an instructor simply reads a lecture and does not use sufficient interactive teaching methods. For this reason, the Department of Sociology has introduced a unified method for evaluating student knowledge, and it particularly focuses on independent and interactive forms of learning and testing – seminars, essays, group discussions, etc. (see evaluation table). The main forms of evaluation in the bachelor’s degree program are the following:  The bachelor’s exam and successful defense of the bachelor’s thesis at the conclusion of the program;  Term papers in the second year (third semester) and third year (fifth semester) of the study program;

26  Oral and written exams or pass/fail procedures at the conclusion of courses;  Seminars;  Essays. Courses are evaluated in accordance with the method and form that have been approved by the Department of Sociology. All courses are concluded with an examination. During the first class meeting, the instructor announces the requirements which a student must fulfil in order to complete the course and pass the exam. The instructor also specifies the form of the examinations (oral, written, etc.) and the terms for passing examinations. The instructor also specifies the materials (the course program, dictionaries, reference materials) that can be used during examinations. The evaluation that is given to a student’s exam is written down on the examination sheet and in the student’s study book. A failed test may be repeated during the same semester if the specifics of the course and the study program so permit. The instructor who teaches the course can order students to take the course again, if necessary. These decisions must be affirmed by the council of the study program. If a student fails examinations repeatedly, they may be taken in the next semester with the permission of the program director. An examination is passed if the grade on a 10-point scale is not lower than 4.

27 COURSE EVALUATION FORM

COURSE EVALUATION FORM*

50% of the final grade Seminars Group Essay Study of Independe Tests Practical and work or the nt work discussions present literature research ation work Attendance Date

Student Student Student Student Student

Explanation: 50% of the final grade comes from the final exam, while the other 50% comes from grades during the course of the semester (these are shaded). The quotas are specified by the instructor.

28 Further activities

The main duty for the upcoming period is to shift most students from reproductive learning to creative, active and independent studies. Seminar courses that are part of the program must be offered consistently. Seminars enable students to discuss, to express themselves before an audience, and to defend their views. In a survey, 38% of students said that seminars are the most effective way of testing knowledge, while only 20% of students thought that presentations are the best way to do this. Seminars promote the emergence of independent sociological thinking. The new program includes many more seminars, and this will promote the development of independent sociological thought. Academic literature must be provided, and students must be motivated to seek out and use literature and teaching materials which are increasingly available at libraries and on the Internet. Books must be purchased, and financing must be found to pay for literature and books. The Sociology Department has already purchased books through grants from the UNDP and the Soros Foundation Latvia. Group learning methods must be used more – group presentations, joint student research, group discussions, etc. In the survey it was found that 93% of students like group work, while only 7% do not. Three quarters of students feel that groups should be assembled on the basis of free choice by students.

STUDENTS

Young people became increasingly interested in studying sociology and social work throughout the 1990s. This is because of growing demand for qualified sociologists in various sectors of society, including government and the private sector. The number of students has changed in the last several years – 70 students were admitted to the bachelor’s degree program in 2000. More admissions are necessary from the perspective of the development of sociology in Latvia, but this is being hindered by inertia at the University of Latvia in reproducing the admissions structure. The current increase in students has occurred because more students who pay their own tuition have been admitted. Quite a few students drop out before completing their studies, and there may be several reasons for this. One is that some students who find work abandon their studies. Secondly, there is the issue of the material circumstances of students – small scholarships and the unavailability of student loans. Some students may drop out because of the quality of studies.

Table 3 The number of students at the department over the last several years

Academic year Program Bachelor’s Master’s 1996-1997 107 17 1997-1998 123 17 2000-2001 176 32

Matriculation and the related competition

Studies in the bachelor’s degree program of the Department of Sociology of the University of Latvia’s Faculty of Social Sciences are open to persons who have completed a general or specialized secondary education and who have passed entrance examinations in

29 accordance with the university’s matriculation rules. The bachelor’s degree programs involves the entrance examinations on the Latvian language (a test) and on the basics of sociology (a test). Matriculation is done on a competitive basis, taking into account the number of points which students receive on their entrance exams.

Student living conditions and organizations

Many students work in addition to studying. This causes problems with attendance and influences the motivation of students. For many students work is the most important thing, while studies are secondary. Self-governance of students at the department is weak, except for a few activists. This hinders cooperation with the department, the spread of information, and communications among groups of students.

Work after graduation

People who have earned a bachelor’s and master’s degree in sociology work in government institutions, ministries, local governments at various levels, schools, social assistance services, private companies such as banks, advertising, communications and public relations firms, sociological research companies (“Baltic Data House”, “Latvijas fakti”), etc. The wide range of jobs that are available to students suggests that the specialty is in demand, as well as that the program offers students qualifications that can be applied very widely.

Things that must be done

 It is necessary to increase the number of students who are admitted to the program so as to ensure the necessary number of specialists for the country, establishing an educational pyramid involving the BA, MA and Ph.D. degrees. There must be more sociologists among scientists (today there are only 14 people in Latvia with a doctorate in sociology, and there are only some 40 members of the Latvian Association of Sociologists);  The process of student self-governance must become more active; in each year of studies there must be a student initiative group which works with the chairman of the department, supports the department and disseminates information.

ACADEMIC PERSONNEL

In the 2000/20001 academic year, the academic staff of the Department of Sociology is made up of 11 individuals, while the administrative staff is made up of one person. The department employs associate professors Tālis Tisenkopfs, Brigita Zepa and Aivars Tabūns. Docent Aivita Putniņa in 1999 earned a doctorate in social anthropology from Cambridge University. Doctoral degrees are also held by docents Aija Zobena, Anna Stepčenko and Ingrīda Jansone. Lector Linda Zīverte in 2001 enrolled in the doctoral program in social policy and social work at the Rovaniemi University in Finland. The department has three associate professors, four docents and four lectors in all. Faculty members consistently seek to improve their qualifications by taking advantage of various opportunities to spend time at foreign universities. Thus, for example, Docent Stepčenko attended Bielefeld University in Germany in 1999 and 2001, Associate Professor Zepa in 2000 took a course in analysis of politics at the Central European University in Budapest, and Linda Zīverte will spend the 2001/2002 academic year as a doctoral student at the University of Lapland.

30 The academic personnel of the Department of Sociology seek to improve their work in ways which stimulate successful academic work, which support new specialists, and which help to attract sociologists who have been educated in Western universities to the department. The aim is to attract young and qualified instructors. The department supports the efforts of faculty members to improve their qualifications and to develop new courses while spending time at foreign universities.

THE MATERIAL AND TECHNICAL RESOURCES OF THE STUDY PROGRAM

The program is run by the Department of Sociology which, since September 2000, has been housed in nine rooms at the Faculty of Social Sciences with 180 square meters of space. The faculty has a library with more than 10 000 volumes of books and journals. There are three computer classes with 60 computers (with Internet connections). The students may use the computer classrooms of the Faculty, as well as seven computers with Internet connections in the library of the faculty. Two copy machines are at disposal of students, and there are a copier, two codoscopes, one screen and one fax at the Department. Faculty members share office rooms (two persons in one office room) which are renovated and equipped with computers and Internet connections. The Department of Sociology has been active in book acquisition for the faculty library. In the year 2000 with the support of the UNDP and the Transformation of Education Program of the Soros Foundation Latvia the library had acquired approximately 200 titles of new books. The faculty’s library contains books in political science, communication science and sociology and social work, therefore sociology students have access to books in other social science disciplines. In 2000 the faculty library received 1,000 books, 15 local and 18 foreign newspapers, and 15 journals. The library has 1,320 registered readers, it is visited by 100-170 people each day, and the average reader reads four titles during the average visit. Students also use the Academic Library of the University of Latvia and the Latvian National Library. The department regularly updates its methodological instructions for the writing of term papers and bachelor’s theses in sociology. In 2000-2001 faculty members published 4 books in social theory, social and policy analysis. Faculty members are presently involved in a project which will lead to the translation and publishing of 10 volumes of sociology textbooks.

INTERNATIONAL COOPERATION

The department has institutionalized international cooperation under the auspices of the SOCRATES program with the Jyvaskyla University in Finland and the Konstanz University in Germany. Students and instructors participate in exchange programs with these universities. There is also individual cooperation, with instructors establishing contacts with instructors and Western universities, as well as becoming involved in international projects. This cooperation leads to join projects, publications, exchange visits and guest lectures. This helps to raise the qualifications of the department’s instructors. In the case of guest lecturers, there are also benefits for students. International cooperation is often based on the initiative of instructors, and several instructors are seriously motivated to develop cooperation. With Soros Foundation financing, Lector Anna Stepčenko in May 1998 organized an international conference on the sociology of George Simmel. Several instructors are ready to use existing contacts and to establish new ones so as to develop regular cooperation and exchange programs and to involve students in

31 them. New strength has been brought to this process by the new instructors Aivita Putniņa (with Cambridge) and Linda Zīverte (with the University of Lapland). Department chair Tālis Tisenkopfs has been involved in several European Union research projects – “Making Agriculture Sustainable” and “Public Accountability Procedures in Different European Societies”. He will also lead the “Globalized Lives” section at the 5th conference of the European Association of Sociologists in Helsinki in August 2001. Tālis Tisenkopfs and Aivita Putniņa are developing cooperation with Nordic sociologists through the joint research network “Microsociological Perspectives on Post-Soviet Transformations”. The Department of Sociology is working with the Department for International Development of Great Britain on the project called “A Partnership Program for Rural Latgale”. This program will train rural development and policy specialists and serve as a knowledge center. The Department of Sociology has also worked actively with the Soros Foundation Latvia, and in 2001 it has provided an institutional “home” for two policy analysis scholarship recipients from the Soros Foundation. the department is active in establishing a new Public Policy Institute which will analyze policies, involve the public and provide education. Between 1998 and 2001, six instructors from the department participated in preparing the UNDP Report on Human Development for Latvia. The 1999 report received an award for outstanding analytical quality and for outstanding participation and policy influence at the UNDP global human development forum that took place in Rio de Janeiro in October 2000.

SCIENTIFIC RESEARCH AND APPLIED RESEARCH

The associate professors and docents from the Department of Sociology engage in scientific and research work, they manage and participate in grants from the Latvian Science Council and in international research projects, and they carry out research that is commissioned by international organizations, the institutions of Latvia’s government and other major organizations. The most important research projects which have been managed by docents from the faculty in recent years include the following:  Tālis Tisenkopfs (editor-in-chief) Latvia Human Development Report (UNDP, 1998, 1999 and 2000/2001);  Aivars Tabūns (ed) National, State and Regime Identity in Latvia. Riga: Baltic Studies Centre, 2001  Anna Stepčenko (ed) Money, Life-Style, Identity. Philosophy and Sociology of George Simmel. Riga: University of Latvia Press, 2000;  An evaluation of a preventive campaign in heart and circulatory disease (World Bank financing, 1999-2000);  The attitudes of residents toward reforms of the educational system (Ministry of Education, 1997-1999);  Research on the development of non-governmental organizations in Latvia (NGO Center, Soros Foundation Latvia, UNDP, 1997, 1998 and 1999);  Research on the prevalence of corruption Latvia (Soros Foundation Latvia and Delna, 2000);  The level of information among residents and the attitudes of residents toward integration with the European Union (European Commission delegation, 1998);  The level of information among residents and the attitudes of residents toward social insurance (National Social Insurance Agency, 1999);  Changing national, state and regime identities in Latvia (Central European University grant, 1998-1999);

32  The homeless in Latvia: Problems and solutions (Latvian Science Foundation grant, 1999);  Establishing sustainable agriculture: The role of farmer organizations (European Commission grant, 1997-2000);  How does the small businessman feel? Sociological research on small and medium companies (Latvian government, 1998);  On the Road to a Civic Society (Naturalization Board, 1998);  The electoral behavior of Latvia’s residents (1994-1996);  Public support for education (Ministry of Education and Science, 1996);  Participation as a condition for developing a civic society (NATO grant, 1996);  Value changes and shifts in political attitudes in Latvia (CEU grant, 1996);  Citizenship in Latvia from the perspective of the theory of active citizenship (Latvian Science Council grant, 1996-1999);  Society during the transition between a state economy and a market economy (University of Strachlide, 1993-1996);  Value shifts in a transitional society (1993-1996);  Balanced development policy: Experience and prospects in rural Latvia (Latvian Science Council grant, 1994-1998);  Stimuli and obstacles in the introduction of balanced agricultural methods in Estonia, Latvia and Lithuania (European Commission grant, 1994-1996);  The social aspects of structural changes in farms (Latvian Science Council grant, 1997).

THE VIEWS OF STUDENTS ON THE QUALITY OF INSTRUCTION

In 2000, two student surveys on the quality of teaching and on the content of the program were conducted at the Department of Sociology. The May 2000 survey was run by a group of students under the leadership of Velta Mazure. The survey was aimed at learning student views about the structure of the program and about the methodology of teaching. It should be added that the survey took place before the new master’s degree program was launched at the new Faculty of Social Sciences. This must be taken into account when the results are interpreted. The second survey was run in December 2000 under the leadership of Associate Professor Aivars Tabūns, and it dealt more with an evaluation of specific study courses. The main conclusions of both surveys are discussed below. Altogether, 54 students (15 from the first year, 20 from the second year and 19 from the third year) were surveyed through a questionnaire. Students provided several answers to some of the questions. The survey was aimed at learning the views of students about the bachelor’s degree program in sociology. It offers us a bit of information about the way in which students evaluate the program. Although the results are not too optimistic, it must be said that nearly all of the students who took part in the survey had specific views about the questions that were posed to them. Bachelor’s degree students answered questions in the following blocs:  Evaluating the work of instructors  Evaluating methods of learning  Evaluation of testing  Evaluation of the structure of lectures  Evaluation of learning materials and technical equipment  Motives for studying

33 Most students (80% in the first year, 95% in the second year and 90% in the third year) felt that the quality of the teaching process is most influenced by the competence of instructors. The second most important factor cited by students was the availability of materials (67% in the first year, 60% in the second year and 42% in the third year). Students said that materials are available only in part (53% in the first year, 70% in the second year and 100% in the third year). Asked about the competence of instructors, most students (60% in the first year, 70% in the second year and 68% in the third year) said that it is only partly sufficient. Most students also felt that the knowledge of instructors about the latest information in their area of specialization is very important, and the majority of students was either fully satisfied with the level of knowledge (26% in the first year, 30% in the second year and 5% in the third year), or partly satisfied with it (13%, 40% and 53%, respectively). The methods which an instructor uses to teach a course are, according to student responses, important in terms of determining the level of pedagogic professionalism, and students reported being partly satisfied with this (67% in the first year, 65% in the second year and 68% in the third year). Students said that the amount of independent work is sufficient (67% in the first year, 65% in the second year and 68% in the third year). Asked what should be the focus of greater attention – more lectures or more independent studies – the students split. Students in the first and third year wanted more lectures (80% in the first year and 32% in the third year), but students in the second year recommended that more attention be devoted to independent studies (35%). It should be noted that quite a few students had no specific opinion on this matter (7% in the first year, 55% in the second year and 53% in the third year). Students also had a variety of views about the possibility of changing the number of lectures. Most students felt that the overall number of lectures should not be changed (13% in the first year, 55% in the second and 47% in the third), but students also said that lectures should be distributed evenly among all years of study. Students preferred tests as a form of examinations (73% in the first year, 60% in the second year and 47% in the third year), as opposed to seminars (47%, 45% and 32% respectively). Presentations and pass/fail courses were less popular among students. Students were virtually unanimous in calling for internship opportunities during their studies (93% in the first year, 70% in the second year and 95% in the third year), because most felt that the study program does not involve sufficient lectures that are aimed at actually practicing skills (93% in the first year, 85% in the second year and 95% in the third year). The majority of students also said that four years is the right amount of time to earn a bachelor’s degree in sociology (60%, 80% and 68% respectively). As was noted before, students did not think that the number of lectures should be increased, but they did call for a more even distribution of lectures across all four years of studies. Confirmation of this was given when students were asked whether they were satisfied with their course list in the semester during which the survey was run – negative responses were given by 60% of first-year students, 45% of second-year students and 95% of third-year students. Students also were not particularly satisfied with the way in which the lectures are arranged. Asked why they decided to study at the University of Latvia, first-year students said that of equal importance to them is the ability to get a higher education diploma and the ability to expand their range of knowledge in developing a profession (60% in both instances). Second-year students said that the ability to earn a diploma was the most important reason (65%), followed by the ability to expand their range of knowledge (40%) and the ability to develop a profession (25%).

34 Third-year students also favored the ability to get a diploma (58%), but developing a profession was in second place – 42%. This means that most students felt that the main motivation for studying at the University of Latvia is the ability to gain a higher education diploma. Students also said, however, that their studies were expanding their range of view, and they also believed that the knowledge which is gained at the University of Latvia is universal and will be of use in future life. One student even said that bachelor’s degree studies at the University of Latvia are a first step for him in earning a scientific degree. Students generally reported being satisfied with their studies, and they hoped that after the establishment of the new Faculty of Social Sciences, their study life would improve. Student views and evaluations were related to the process of studies that was ongoing at that time, but changes were occurring in the department which took into account the attitudes and suggestions of students when it comes to the teaching process. A new study program was set up for this reason – one which seeks to avert the existing shortcomings in the teaching process. Now students say that changes have been felt. In another survey students were asked to evaluate the courses which they were taking in the fall semester of 2000 and the instructors who taught those courses. 124 evaluations were received. The answers were anonymous. One of the questions in the survey asked students to rate the quality of the work of instructors on a 10-point scale. This means that the students evaluated their instructors on the basis of the same principles which instructors use in evaluating them (see results in the table).

Table 4. Evaluation of instructors % of all Evaluation evaluations 1 0 2 0 3 1 4 2 5 5 6 12 7 26 8 30 9 20 10. 3

The results of the student survey were discussed at a meeting of the Department of Sociology. Instructors passed comment on the student evaluations and talked about ways in which shortcomings can be overcome. It was decided that the evaluation of instructors should be disclosed to students, too. The collection of student views allowed us to reach several conclusions:  Generally speaking, students are satisfied with the quality of their instructors and the courses that are taught;  The highest ratings were given to those courses in which instructors, according to the students, were well prepared for class, gave lots of independent work to students and encouraged students to discuss the issues;  Students think highly of the ability of an instructor to encourage independent thinking;  Students do not like classes in which there is little individual work;

35  The main criticisms related to the requirements which instructors make against students, to the extent to which instructors can be understood when they explain the subject matter, and to the extent to which instructors encourage students to participate in discussions;  There are differences in understanding between instructors and students when it comes to the issue of what a good class is. Instructors think more highly of activities which encourage students to think and less highly of those classes at which schematic knowledge is provided; students prefer the latter kind of classroom activity;  Instructors agree with the students that the amount of independent work must be increased;  Department meetings must be devoted to issues concerning the methodology of studies.

MAJOR CONCLUSIONS WITH RESPECT TO FUTURE WORK

These are the tasks for the Department of Sociology over the next three years:  To consistently implement the balanced bachelor’s and master’s degree programs in sociology;  To strengthen the qualifications of academic personnel, as well as to train and attract young and talented instructors and specialists in a targeted way;  To develop new study programs in the area of the social sciences, both at the bachelor’s and master’s degree level, including distance learning and part-time study opportunities;  To expand institutional cooperation with universities and research institutes in other countries, involving students in this process, too.

36 COURSES