Время в социальных науках: подходы и измерение

Магистратура 2021/2022

Статус: Курс по выбору (Сравнительные социальные исследования / Comparative Social Research)

Направление: 39.04.01. Социология

Кто читает: Кафедра демографии

Где читается: Факультет социальных наук

Когда читается: 1-й курс, 2, 3 модуль

Формат изучения: без онлайн-курса

Охват аудитории: для всех кампусов НИУ ВШЭ

Преподаватели: Митрофанова Екатерина Сергеевна

Прогр. обучения: Сравнительные социальные исследования

Язык: английский

Кредиты: 5

Контактные часы: 48

Full Syllabus Ask Question

Abstract

The course consists of two parts: theoretical (before the new year) and practical (after the new year). First, we will learn the main approaches of understanding time in the social sciences and then develop the skills of qualitative and quantitative analysis of biographies. The course will provide students experience in real academic research. The themes and tasks are structured in the same manner that scientists conduct research: studying theoretical concepts, creating one’s own ideas and hypotheses, choosing appropriate methods of analysis, running analyses, and making conclusions. Students may choose either a qualitative or a quantitative approach for their final projects, but the core of the tasks aims to develop skills in both types of analysis. The tasks not only have academic value but also develop the knowledge about students’ own family scenarios and let them learn what role life course change and generational shifts play in their own lives. After this course, the students will have a structured view of different concepts and aspects of time (APC-method, theory of generations, life-course approach and transition to adulthood). They will be able to work with biographical events in MS Excel and IBM SPSS, i.e., to analyse dates and ages of events, the intervals between them, the numbers of events, their order and their risk of occurrence.

Learning Objectives

To give the students the most important knowledge about time and methods for working with time in the social sciences
To enrich the scope of concepts and theories which students may use for their academic and practical needs
To provide students experience in real research work: to let them create research ideas and hypotheses, develop their own methodological approaches and achieve visible results
To master the qualitative and quantitative methods of analysis of biographical events and other processes developing in time

Expected Learning Outcomes

to be able to account for the basic types of data for a valid study of time
to be able to apply acquired knowledge about time to their own projects
to be able to apply the generational approach to their practical needs
to be able to calculate mean, median and modal ages; the cumulative shares of events by certain ages; the intervals between events; and the risks of events occurring, inter alia
to be able to choose and apply the most appropriate methods of biographical events analysis
to be able to correctly interpret the results of Sequence Analysis and Event History Analysis
to be able to critically discuss the limitations of the chosen methods of studying time processes
to be able to distinguish different approaches to the transition to adulthood and offer their own approaches
to be able to distinguish the effects of age, period and generation
to be able to use the core terms and methods of the life-course approach
to have the skill of analysing biographical events in MS Excel and IBM SPSS
to have the skill of conducting their own qualitative or quantitative research
to know the difference between natural and social time and between chronological and temporal time
to know the different approaches to the classification of life stages
to know the different concepts of the transition to adulthood and the approaches to extracting its markers
to know the life-course approach and its important multidisciplinary role
to know the scope of the methods of the analysis of biographies and distinguish the differences between qualitative and quantitative approaches
to know the theories of generations and their practical applications not only in scientific research but also in business and public administration
to know the three dimensions of time: age, period and cohort (and two more dimensions: stage of life and place) and master distinguishing them

Course Contents

Introduction. Approaches to Time in the Social Sciences
Dimensions of Time: APC-Analysis
Theories of Generations
Life Course Approach
Life Course Stages. Transition to Adulthood
Approaches to Measuring Time in the Social Sciences
Measures of Biographical Events Occurrence
Tempo: Event History Analysis
Structure, Quantum and Timing of Events Occurrence
Sequencing: Sequence Analysis. Conclusion of the Course

Assessment Elements

Quizzes
This element of control was conducted before covid-19 quarantine
Homework assignment 1: Transition to adulthood
Write a small essay (1-2 pages) about the life course composition and the transition to adulthood in your country. This element of control was conducted before covid-19 quarantine
Homework assignment 2: Collecting biographies
Collect biographical events of the members of a family of your choice and write a technical report. This element of control was conducted before covid-19 quarantine
Homework assignment 3: Lexis grid and other methods of analysis
Draw the events you collected on the Lexis grid and write a small essay where you compare the life courses of the members of the family you chose. Choose the approach for further analysis of the biographies you have. This element of control was conducted before covid-19 quarantine
Final project
For the final project, students will need to merge all three home tasks into one document, organise its structure according to the requirements, add the new information and write an introduction and conclusion. After covid-19 quarantine, this element of control was not changed: students sent their final projects to the teacher's e-mail as it was planned.
Debates
Students are being divided into two teams. Each team has its own position: for or against the suggested statement. Each team has 10 minutes to develop the arguments in support of their position. After 10 minutes, each member of each team, one by one, shares his/her argument and defend it in front of counter arguments of the opposite team.

Interim Assessment

2021/2022 3rd module
Quizzes – 25%. Debates – 5%. Home assignment 1 – 10%. Home assignment 2 – 10%. Home assignment 3 – 10%. Final project – 40%. No exam.

Bibliography

Recommended Core Bibliography

A training manual for event history analysis using longitudinal data. (2019). https://doi.org/10.1186/s13104-019-4544-1
Benson, J. E., & Elder, G. H. (2011). Young Adult Identities and Their Pathways: A Developmental and Life Course Model. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsbas&AN=edsbas.F5C66FBF
Billari, F. C. (2001). Sequence Analysis in Demographic Research. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsbas&AN=edsbas.66F333F7
Ciesielska, M., & Jemielniak, D. (2018). Qualitative Methodologies in Organization Studies : Volume I: Theories and New Approaches. Cham, Switzerland: Palgrave Macmillan. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsebk&AN=1642593
Ciesielska, M., & Jemielniak, D. (2018). Qualitative Methodologies in Organization Studies : Volume II: Methods and Possibilities. Cham, Switzerland: Palgrave Macmillan. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsebk&AN=1658712
Costa Ruibal, Ò. (2007). Biographical Research Methods. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsrac&AN=edsrac.191254
Dayal, V. (2015). An Introduction to R for Quantitative Economics : Graphing, Simulating and Computing. New Delhi: Springer. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsebk&AN=967484
Elder, G. H. (1998). The life course as developmental theory. Child Development, 69(1), 1. https://doi.org/10.2307/1132065
Families across the life course, White, J. M., 2013
Francesco C. Billari, Johannes Fürnkranz, & Alexia Prskawetz. (2000). Timing, Sequencing, and Quantum of Life Course Events: A Machine Learning Approach. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsbas&AN=edsbas.B096C278
Heidegger, M., & Farin, I. (2011). The Concept of Time : The First Draft of Being and Time. London: Continuum. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsebk&AN=1717351
Introduction to R. (2016). France, Europe: HAL CCSD. https://doi.org/10.1051/eas/1677002
Jakub Gałęziowski. (2019). Oral History and Biographical Method. Common Framework and Distinctions Resulting from Different Research Perspectives. Przeglad Socjologii Jakosciowej, (2), 76. https://doi.org/10.18778/1733-8069.15.2.05
Mills, M. (DE-588)143567098, (DE-576)27501360X. (2011). Introducing survival and event history analysis / Melinda Mills. Los Angeles [u.a.]: Sage. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edswao&AN=edswao.334939798
Morteza Aalabaf‐Sabaghi. (2019). A Practical Guide to Age–Period–Cohort Analysis: the Identification Problem and Beyond. Journal of the Royal Statistical Society Series A, (2), 715. https://doi.org/10.1111/rssa.12433
Norris, G., Cramer, D., Howitt, D., & Qureshi, F. (2013). Introduction to Statistics with SPSS for Social Science. Abingdon: Routledge. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsebk&AN=960264
Puur, A., Rahnu, L., Maslauskaite, A., Stankuniene, V., & Zakharov, S. (2012). Transformation of Partnership Formation in Eastern Europe: The Legacy of the Past Demographic Divide. Journal of Comparative Family Studies, 43(3), 389–417. https://doi.org/10.3138/jcfs.43.3.389
Ryder, N. B. (1965). The Cohort as a Concept in the Study of Social Change. American Sociological Review, 30(6), 843–861. https://doi.org/10.2307/2090964
The Social Stratification of Choice in the Transition to Adulthood. (2019). Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsbas&AN=edsbas.4796AAB6
The sociology of Karl Mannheim : with a bibliographical guide to the sociology of knowledge, ideological analysis, and social planning, Remmling, G. W., 2016
Van Deusen, N., & Koff, L. M. (2016). Time : Sense, Space, Structure. Leiden: Brill. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsebk&AN=1234517

Recommended Additional Bibliography

Age studies : a sociological examination of how we age and are aged through the life course, Pickard, S., 2016
Ages, generations and the social contract : the demographic challenges facing the welfare state, , 2007
Amelia, R., Dimitri, M., Leen, H., AMSIB (CEDIS), & Faculteit Business en Economie. (2018). Establishing Typologies for Diverging Career Paths through the Life Course: A Comparison of two Methods. The Electronic Journal of Business Research Methods, 16(3), 139–149. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edshbo&AN=edshbo.amsterdam.pure.oai.pure.hva.nl.publications.39749167.9818.4227.aef8.4119c51ffe50
Ann Berrington, Juliet Stone, & Éva Beaujouan. (2015). Educational differences in timing and quantum of childbearing in Britain. Demographic Research, (26), 733. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsrep&AN=edsrep.a.dem.demres.v33y2015i26
Ari Klængur Jónsson. (2017). Childbearing trends in Iceland, 1982-2013: Fertility timing, quantum, and gender preferences for children in a Nordic context. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsbas&AN=edsbas.72F43805
Back, K. W., & American Association for the Advancement of Science. (2018). Life Course : Integrative Theories And Exemplary Populations. New York, NY: Routledge. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsebk&AN=2204186
Becker, G. S., Murphy, K. M., Kominers, S. D., & Spenkuch, J. L. (2018). A Theory of Intergenerational Mobility. Journal of Political Economy, 126, S7–S25. https://doi.org/10.1086/698759
BELLEZZA, S., PAHARIA, N., & KEINAN, A. (2017). Conspicuous Consumption of Time: When Busyness and Lack of Leisure Time Become a Status Symbol. Journal of Consumer Research, 44(1), 118–138. https://doi.org/10.1093/jcr/ucw076
Causal Effects of the Timing of Life-course Events : Age at Retirement and Subsequent Health. (2017). Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsbas&AN=edsbas.B5D5BF0
Cohort profile:The DANish LIFE course (DANLIFE) cohort, a prospective register-based cohort of all children born in Denmark since 1980. (2019). Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsbas&AN=edsbas.B574F7B2
Ellegård, K. (2019). Thinking time geography : concepts, methods and applications. Sweden, Europe: Linköpings universitet, Tema teknik och social förändring. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsbas&AN=edsbas.C5068A5F
Feldman, L. P., & Hornik, J. (1981). The Use of Time: An Integrated Conceptual Model. Journal of Consumer Research, 7(4), 407–419. https://doi.org/10.1086/208831
Francesco C. Billari, & Chris Wilson. (2001). Cohort dynamics in the transition to adulthood in contemporary Western Europe. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsbas&AN=edsbas.BABA1EEA
Francesco C. Billari, & Chris Wilson. (2001). Convergence towards diversity? Cohort dynamics in the transition to adulthood in contemporary Western Europe. MPIDR Working Papers. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsrep&AN=edsrep.p.dem.wpaper.wp.2001.039
Francesco C. Billari, Johannes Fürnkranz, & Alexia Prskawetz. (2000). Timing, sequencing and quantum of life course events: a machine learning approach. MPIDR Working Papers. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsrep&AN=edsrep.p.dem.wpaper.wp.2000.010
Genders in the life course : demographic issues, , 2007
Influences of the family of origin on the timing and quantum of fertility in The Netherlands. (2009). Population Studies. A Journal of Demography, 63(1), 71–85. https://doi.org/10.1080/00324720802621575
Junyong In, & Dong Kyu Lee. (2019). Survival analysis: part II - applied clinical data analysis. Korean Journal of Anesthesiology, 72(5), 441–457. https://doi.org/10.4097/kja.19183
Kotlikoff, L. J. (1988). Intergenerational Transfers and Savings. Journal of Economic Perspectives, 2(2), 41–58. https://doi.org/10.1257/jep.2.2.41
Kunkel, S., Chahal, J., Whittington, F. J., & Brown, J. S. (2014). Global Aging : Comparative Perspectives on Aging and the Life Course. New York: Springer Publishing Company. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsebk&AN=692343
Lengen, C., Timm, C., & Kistemann, T. (2019). Place identity, autobiographical memory and life path trajectories: The development of a place-time-identity model. Social Science & Medicine, (C), 21. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsrep&AN=edsrep.a.eee.socmed.v227y2019icp21.37
Nicola Barban, & Francesco Billari. (2011). Classifying life course trajectories: A comparison of latent class and sequence analysis. Working Papers. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsrep&AN=edsrep.p.don.donwpa.041
Schullery, N. M. (2013). Workplace Engagement and Generational Differences in Values. Business Communication Quarterly, 76(2), 252–265. https://doi.org/10.1177/1080569913476543
Shorrocks, A. F. (1975). The Age-Wealth Relationship: A Cross-Section and Cohort Analysis. The Review of Economics and Statistics, (2), 155. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsrep&AN=edsrep.a.tpr.restat.v57y1975i2p155.63
Spielauer, M., & Städtner, K. (2018). The Influence of Education on quantum, timing and spacing of births in Austria. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsbas&AN=edsbas.A686741F
Tesárková, K. H., & Kurtinová, O. (2018). Lexis in Demography. Cham, Switzerland: Springer. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsebk&AN=1601775
Visualizing compositional data on the Lexis surface. (2017). Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsbas&AN=edsbas.75C95309
Vocational Education and Employment: Explaining Cohort Variations in Life Course Patterns. (2019). Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsbas&AN=edsbas.6C9C8492
W. Vaupel, J., Rau, R., M. Muszynska, M., & Bohk-Ewald, C. (2018). Visualizing Mortality Dynamics in the Lexis Diagram. Web server without geographic relation, Web server without geographic relation (org): Springer. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsbas&AN=edsbas.9988DFCB
Wheatley, D., & Buglass, S. L. (2019). Social network engagement and subjective well‐being: a life‐course perspective. British Journal of Sociology, 70(5), 1971–1995. https://doi.org/10.1111/1468-4446.12644

Presentation

Video presentation from the previous year

Authors

MITROFANOVA EKATERINA SERGEEVNA

Course Syllabus