Objective

This course provides students with a basic understanding of terms and concepts in Sociology to enable them to acquire a new vision of the social experience and the world around them.

Content

Students are introduced to the key concepts and terms, which form the basic tools of definition and analysis of society and culture from a sociological perspective. Concepts such as social order, social control, social institutions and social groups are discussed along with types and varieties of societies and their socio-economic characteristics. The concept of culture, its universality and variability are discussed.

Mode of Delivery

The course is delivered through lectures, individual and group presentations.

Reading Materials

Assimeng, M. (1999). The social structure of Ghana: A study of persistence and change.Tema: Ghana Publishing Corporation.
Giddens, A. (2006). Sociology. Cambridge: Polity Press
Gyekye, K. (2003). African cultural values: An introduction. Accra: Sankofa Publishing Corporation.
Kendall, D. (1999). Sociology in our times. Belmont: Wadsworth Publishing  Company. Page 11 of 79

Nukunya, G. K. (2003). Tradition and change: An introduction to sociology. Accra: Ghana Universities Press.

Scheafer, R. T. & Lam R. P. (1998). Sociology. New York: McGraw-Hill.

Objective

The course is designed to introduce students to key concepts and principles of social interactions and how they shape the behaviour of individuals in society.

Content

The course examines socio-cultural factors in the development and behaviour of the individual in society. Other issues covered include the normative patterns and value systems that guide interactions in social institutions.

Mode of Delivery

The course is delivered through lectures, individual and group presentations.

Reading Materials

Assimeng, M. (2006). Understanding society: An introduction to sociology for African students. Accra: Woeli Publishing Services.

Assimeng, M. (1999). The social structure of Ghana: A study of persistence and change. Tema: Ghana Publishing Corporation.

Giddens, A. (2006). Sociology. Cambridge: Polity Press.
Nukunya, G. K. (2003). Tradition and change: An introduction to sociology. Accra: Ghana Universities Press.
Scheafer, R. T. & Lam, R. P. (1998). Sociology. New York: McGraw-Hill.

Objective

This course introduces students to the founders of Sociology and their intellectual works and their impact on society.

Content

The course exposes students to the key ideas of the founders of Sociology. It also explores the origin and development of Sociology as a discipline. Social problems such as poverty, crime, conflict, and corruption are discussed.

Mode of Delivery

This course is delivered through lectures, presentations, and audio-visuals.

Reading Materials

Assimeng, M. (1999). The social structure of Ghana: A study of persistence and change.Tema: Ghana Publishing Corporation.

Dzorgbo, D. S. (2013). Sociological theory: Classical ideas and their application in the African context. Accra: Woeli Publishing Services.

Giddens, A. (2006). Sociology. Cambridge: Polity Press.

Mills, C. W. (2000). The sociological imagination. New York: Oxford University

Press. Ritzer, G. (2004). Classic sociological theory (3rd edition). New York: McGraw-Hill.

Nukunya, G. K. (2003). Tradition and change: An introduction to sociology. Accra: GhanaUniversities Press.

Objective

This course explains the concepts and nature of social psychology in relation to social interactions.

Content

This course examines the nature and methods of Social Psychology as a discipline. Specific topics discussed include the self and self-perception, attribution and social perception. In addition, the course covers topics such as attitudes, persuasion, social influence, aggression, pro-social behaviour, group behaviour and leadership.

Mode of Delivery

The content is delivered through lectures, individual and group presentations.

Reading Materials

Baron, A. R., Byrne, D. & Bransocombe, R. N. (2007). Mastering social psychology. Boston: Pearson Education.

Bernstein, D. A. (2010). Essentials of psychology (5th edition). Belmont, CA: Wadsworth Cengage Learning.

Myers, G. D., Abell, J., Kolstad, A., & Sani, F. (2010). Social psychology. New York: McGraw-Hill.

Myers, G. D. (2008). Social psychology. Boston: McGraw-Hill.

Smith, R. E. & Maskie, D. M. (1995). Social psychology. New York: Worth Publishers.

Objective

The course equips students to understand the social structures and institutional arrangements in Ghana.

Content

This course examines Ghana’s social structure within the context of globalization and modernization. It specifically analyses the nature, structure and functions of the various institutions which make up the social structure and the interconnectivity between them.

Mode of Delivery

The course is delivered through lectures, individual and group presentations.

Reading Materials

Ansah-Asamoah, K. (2001). On social change in sub-Saharan Africa; A guide to the study of social transformation. Accra: Woeli Publishing Services.

Kendal, D. (2007). Sociology in our times. Belmont: Thompson Learning Incorporated. Nukunya G. K. (2001). Tradition and change: An introduction to sociology. Accra. Ghana Universities Press.

Tonah, S. (2009). Contemporary social problems in Ghana. Accra: Yamens Press Limited.

Yankson, P. W. K. (2006). Urbanization, industrialization and national development: Challenges and prospects of economic reforms and globalization. Accra: Ghana Universities Press.

Objective

The course equips students with the analytical skills to make meanings of social and statistical data.

Content

The course covers topics such as statistical concepts, data tabulation, graphical presentation, measures of central tendency and dispersion. Students are also taught the normal curve, the null hypothesis, the correlation coefficient, regression analysis and chi-square statistic

Mode of Delivery

The course is delivered through lectures, tutorials, students’ presentations and audio-visuals.

Reading Materials

Andrew, G. & Nolan, D. (2017). Teaching statistics: A bag of trials. UK: Oxford University Press.

Clegg, F. (1990). Simple statistics: A coursebook for the social sciences. Cambridge: Cambridge University Press.

Douglas, A. W. & Grant, S. (2017). Intuitive introductory statistics. Cham Switzerland: Springer International Publishing.

Kwabia, K. (2001). Elements of social statistics. Accra: Quality Printing and Graphics. Reinhart, A. (2015). Statistics done wrong: The woefully complete guide. San Francisco: NoStarch Press Inc.

Triola, M. F. (1995). Elementary statistics (6th edition). New York: Addison -Wesley

Publishing Company.

Objective

This course equips students with an understanding of sociological theories and how they apply to the social world.

Content

The topics treated in this course include the nature and types of sociological theory, historical background of sociological theory, functionalism/ structural functionalism, conflict theory, world-systems theory, symbolic interactionism, exchange theory, ethnomethodology, phenomenology, modernity, and postmodernism.

Mode of Delivery

The course is delivered through lectures, tutorials, students’ presentations and audio-visuals

Reading Materials

Coser, L. A. (1971). Masters of sociological thought: Ideas in historical and social context. New York: Harcourt Brace Jovanovich.

Dzorgbo, D. S. (2013). Sociological theory: Classical ideas and their application in the African context. Accra: Woeli Publishing Services.

Giddens, A. (1993). Sociology. Cambridge: Polity Press.

Merton, R. K. (1968). Social theory and social structure. New York: Free Press.

Ritzer, G. (1996). Modern sociological theory. New York: McGraw-Hill.

Turner, H. J., Beeghley, L., & Powers, C. H. (1998). The emergence of sociological theory. Belmont: Wadsworth Publishing Company.

Objective

This course guides students to understand the various forms and types of ageing process as well as the relevance of ageing to human beings.

Content

The course focuses the social aspects of both individual ageing and an ageing society. Particular emphasis is placed on issues surrounding aging and society. The course explores the processes, benefits and problems of ageing. The course also examines ageing from the perspectives of sociology, psychology, and social demography and in particular, and ageing from a developmental or life course perspective.

Mode of Delivery

The course is delivered through lectures, presentations and field research.

Reading Materials

Atchley, R. C. (1989). A continuity theory of normal aging. The Gerontologist 29:183– 190.

Baltes, P. & Margret, B. (Eds.). (1990). Successful aging: Perspectives from the behavioural sciences. New York: Press Syndicate of the University of Cambridge.

Crosnoe, R. & Glen, H. (2002). Life-course transitions, the generational stake, and grandparent-grand-child relationships. Journal of Marriage and Family 64(4), 1089- 1096.

Moody, R. (2010). Aging concepts and controversies. (6th edition). Thousand Oaks, CA: Pine Forge.

Ram, D. (2001). Still here: Embracing aging, changing, and dying. New York: Riverhead Books.

Objective

This course enhances students’ understanding of the sociological dimensions of sport.

Content

This course adopts a sociological approach to sport by interrogating sport as both a form and practice of culture. Sport is examined as a social institution and how it is related the media, education, the family, and the economy. Emphasis is placed on the complex intersection of sport with power relations that influence the formation of our everyday understandings, experiences and identities related to gender, race and ethnicity.

Mode of Delivery

The course is delivered through lectures, individual and group presentations.

Reading Materials

Coakley, J. (2005). Sport in sociology: Issues and controversies. Boston: McGraw-Hill. Guillianotti, R. (2005). Sports: A critical sociology. Cambridge: Policy Press.

McPherson, B. D. & Loy, I. W. (2008). The social significance of sport: An introduction to the sociology of sport. Illinois: Human Kinetic Books.

Yinnakis, A. & Melnick, M. J. (2008). Contemporary issues in sociology of sport. Auckland: Human Kinetics Books.

Young, K. (2017). Sociology of sport: A global subdiscipline in review (1st edition). Published eBook: Emerald Publishing Limited.

Objective

The course equips students with the understanding and the ability to analyse family and kinship patterns in Africa.

Content

The focus of the course is on the African family and kinship systems from a cross-cultural perspective. It identifies the characteristics and differences between marriages, the family and kinship structures as well as the changing trend of the family in the African context. The course also provides a detailed examination of problems facing the African family and kinship as well as factors contributing to their changing patterns.

Mode of Delivery

The course is delivered through lectures, individual and group presentations.

Reading Materials

Addai-Sundiata, H. (1995). Family dynamics and residential arrangements in Ghana. Accra: Family and Development Programme.

Fincham, F. D. (2003). Marital conflict: Correlates, structure and context. Journal of Marriage and the Family, 62, 964-980.

Nukunya, G. K. (2003). Tradition and change: An introduction to sociology. Accra: Ghana Universities Press.

Oppong, C. (1992). Traditional family systems in rural settings in Africa. In E. Berquo & P. Xenos. (Eds.). Family systems and cultural change. Oxford: Clarendon Press.

Oslon, D. H. & Defrain, J. (2000). Marriage and the family diversity and strengths. London:

Mayfield Publishing Company.
Parkin, R. (1997). Kinship: An introduction to basic concepts. San Francisco: John Wiley and Sons Inc-Blackwell.

Objective

This course enhances students’ understanding of the historical background to race and ethnic compositions.

Content

This course exposes students to concepts such as race, tribe, ethnic group, and ethnicity. The course also discusses the ethnic compositions in African states from pre-independence to post-independence eras are discussed. Theories associated with prejudices and stereotypes emanating from ethnic and racial issues are also interrogated.

Mode of Delivery

The course is delivered through lectures, individual and group presentations.

Reading Materials

Esman, M. (1994). Ethnic politics. Cornell: Cornell University Press.
Rubin, B. R. (2002). Blood on the doorstep: The politics of preventive action. New York: The Century Foundation Press.

Nielsen, Z. & Chandra. L. S. (Eds.). (2004). Exploring sub-regional conflict: Opportunities for conflict prevention. Colorado: Lynne Rienner Publishers

Snyder, J. L. (2000). From voting to violence: Democratization and nationalist conflict. Baltimore: John Hopkins University Press.

Stedman, S. J., Rothschild, D., & Cousens, E. (Eds.). (2002). Ending civil wars: The implementation of the peace agreement. Colorado: Lynne Rienner Publishers.

Objective

The course enhances the capacity of students to understand the various theories of social change and their application to current social realities in Africa.

Content

The course focuses primarily on the socio-cultural transformations that Africa has experienced during the pre and post-independence eras. It also examines the theories, patterns and adaptations of social change in the African context. In addition, the course analyses the implications of social change for law and development policies.

Mode of Delivery

The course is delivered through lectures, individual and group presentations.

Suggested Reading List

Dzorgbo, D. S. & Tonah, S. (Eds.). (2014). Sociology and development issues in Ghana: A reader in sociology. Accra: Woeli Publishing Services.

MacLean, L. M. (Ed.). (2010). Informal institutions and citizenship in rural Africa: Risk and reciprocity in Ghana and Côte d'Ivoire. Cambridge: Cambridge University Press.

Lenski, G. (1966). Power and privilege: A theory of social stratification. New York:

McGraw-Hill.

Nukunya, G. K. (Ed.). (2003). Tradition and change in Ghana: An introduction to sociology. Accra: Ghana Universities Press.

Ogburn, W. F. (1966). Social change with respect to cultural and original nature. New York: Dell.

Objective

This course enhances students’ understanding of development and the context within which it occurs and how it impacts human lives in society.

Content

This course explores the development of societies as a theoretical construct and as part of human history. The evolution of society from pre-industrial states to the present is discussed in relation to evolutionary perspectives. Developing societies are analysed with imperialist, colonialist, and neo-colonialist lenses to provide key insights into present-day developmental issues.

Mode of Delivery

The course is delivered through lectures, individual and group presentations.

Reading Materials

Allen, T. & Thomas A. (2000). Poverty and development into the 21st century. Oxford: Oxford University Press.

Davidson, B. (2011). The black man’s burden: Africa and the curse of the nation-state. London: James Currey

Boafo-Arthur, K. (Ed.). (2007). Ghana: One decade of the liberal state. Dakar: CODESIRA. Chazan, N. (1982). Development, underdevelopment, and the state in Ghana. Boston: African Studies Center, Boston University.

Nkrumah, K. (1965). Neo-colonialism, the last stage of imperialism. London: Thomas Nelson and Sons Limited.

Peet, R. (1999). Theories of development. London: The Guildford Press.

Objective

The course enhances students’ understanding of the nature and working of complex bureaucratic organisations from a sociological perspective.

Content

This course covers a broad spectrum of theories, beginning with the classical approaches to the study of bureaucracy. In addition, students are taught to identify the nature and consequences of individual and group relationships within complex organizations, drawing on selected industrial, political and social service organizations in Ghana.

Mode of Delivery

The course is delivered through lectures, individual and group presentations.

Reading Materials

Blunt, P. (1983). Organisation theory and behaviour: An African perspective. New York: Longman.

Blau, P. M. (1963). The dynamics of bureaucracy. Chicago: University of Chicago Press. Daft, R. L. (2007). Understanding the theory and design of organisation. Mason: Thompson South-Western.

Durbrin, A. J. (2007). Fundamentals of organizational behaviour. Mason: Thompson South-Western.

Greenberg, J. & Baron, R. A. (2000). Behaviour in organizations: Understanding and managing the human side of work. New Jersey: Prentice-Hall.

Objective

The course enhances students’ understanding of how gender identities and relations are shaped by culture, context and various social institutions.

Content

The course introduces students to various conceptual, theoretical, analytical and practical issues relevant to the study of women, men and alternative genders in society. It examines the ways people develop gender roles and identities interspersed with issues of power and hierarchies.

Mode of Delivery

The course is delivered through lectures, individual and group presentations.

Reading Materials

Cornwall, A. (Ed.). (2005). Readings in gender in Africa. London: James Currey.

Jackson, S. & Scott, S. (Eds.). (2002). Gender: A sociological reader. New York: Routledge. Tamale, S. (Ed.). (2011). African sexualities: A reader. Cape Town: Pambazuka Press.

Tong, R. P. (1989). Feminist thought: A more comprehensive introduction (2nd edition). Colorado: Westview Press.

Tsikata, D. (2007). Women in Ghana at 50: Still struggling to achieve full citizenship? Ghana Studies, 10, 163 – 206.

Tsikata, D. & Acquaye-Baddoo, N. A. (2000). Gender training in Ghana. Accra: Woeli Publishers.

Objective

This course enhances students’ understanding of the nature and content of socialisation, and the differences in psychological and sociological approaches to socialisation.

Content

This course deals with socialisation, which is a core concept that links the biological entity usually called human nature with the social and cultural circumstance or situation that produces the socially acting personality. It highlights the theoretical perspectives of socialisation, types and stages of socialisation, various socialising agents such as the family, peer groups, the mass media, educational systems, religion and culture and social contexts that influence socialisation during the various phases of individuals’ lives.

Mode of Delivery

The course is delivered through lectures, tutorials, students’ presentations and audio-visuals

Reading Materials

Assimeng, M. (2000). Social structure of Ghana. Tema: Ghana Publishing Corporation.

Giddens, A. (2006). Sociology. Cambridge: Polity Press.

Goffman, E. (1969). The presentation of self in everyday life. London: Harmondsworth. Handel, G., Cahill, S. E., & Elkin, F. (2006). Children and society: The sociology of children and childhood socialization. New York: Oxford University Press.

McDaniel, S. A. & Tepperman, L. (2010). Close relations: An introduction to the sociology of families (3rd edition). Toronto: Pearson Education Canada Inc.

Objective

This course enhances students’ understanding of rural issues in Africa from a sociological perspective.

Content

The course covers various definitions of rurality and the characteristics of rural areas, particularly in developing countries. Indicators of rurality such as poverty and out-migration, as well as socio-economic realities in rural areas are discussed. Other topics including theoretical approaches to rural planning and development in Ghana and other African countries are examined.

Mode of delivery

The course is delivered through lectures, seminars and class presentations.

Reading Materials

Brown, C. K. (Ed.). (1986). Rural development in Ghana. Accra: Assemblies of God Press.

Cohen, J. (2001). Land tenure and rural development in Africa. In R. H. Bates & M. F. Lofchie (Eds.). Agricultural development in Africa: Issues of public policy. New York: Praeger. Community Development Journal, 25, 356-368.

Dixon, C. (1990). Rural development in the third world. London: Routledge.

Francis, E. (2000). Making a living: Changing livelihoods in rural Africa, London:

Routledge.

Obeng, A. & Wiafe, E. D. (2015). Rural poverty and degradation of natural resources in Ghana. New York: Nova publishers.

Objective

This course introduces students to the nature and theories of politics and how they relate to governance and development.

Content

The course discusses the concept of politics and analyzes the various modes of political organization and governance. It also examines political occurrences in Africa within the current geo-political, global and local contexts.

Mode of Delivery

The course is delivered through lectures, audiovisuals, individual and group presentations.

Reading Materials

Adetula, V. A. O. (2011). Measuring democracy and good governance in Africa: A
critique of assumptions and methods. In K. Kondlo & C. Ejiogu (Eds.). Africa in focus: Governance in the 21st century. Cape Town: HSRC Press.

Ansah, J. W. (2013). The political economy of the Chinese onslaught in Africa. Sociology Study, 3, I (9), 651-664.

Brook, W. (2011). Sub-Saharan Africa: Democracies in progress. Africa Geopolitics, 40 (3), 89-97.

Kondlo, K. & Ejiogu, C. (2011). Africa in focus: Governance in the 21st century. Cape Town: HSRC press.

Ninsin, K. A. (2007). Market and liberal democracy. In K. Boafo-Arthur (Ed.). Ghana: One decade of liberal state. Darkar: CODESRIA Books.

Spero, J. E. & Hart, J. R. (2010). Politics of international economic relations (7th edition). Boston: Cengage Learning.

Objective

This course enables students to understand the techniques of carrying out scientific social research.

Content

The course discusses relevant topics and areas of social research such as positivism and interpretivism, types of social research, steps in conducting social research, research design, research proposal, sampling techniques, ethical issues in research, data collection techniques, data management, report writing and presentation.

Mode of Delivery

The course is delivered through lectures, tutorials, students’ presentations, fieldwork and practicum.

Reading Materials

Babbie, E., & Benaquisto, L. (2010). The fundamentals of social research (2nd Edition). Nelson Education.

Berg, B. L. (2009). Qualitative research methods for the social sciences (7th edition). Boston: Pearson Education.

Blaikie, N. (2010). Designing social research. (2nd edition). Cambridge and Malden: Polity Press.

Bryman, A., Teevan, J., & Bell, E. (2009). Social research methods (2nd Edition). Oxford: Oxford University Press.

Kirby, S., Greaves, L., & Reid, C. (2006). Experience research social change: Methods beyond the mainstream (2nd edition). Peterborough, Canada: Broadview Press.

Walter, M. (2010). Social research methods (2nd edition). Oxford: Oxford University Press.

Objective 

The course equips students with an understanding of the various forms of deviant behaviour in society and offers sociological explanations to them.

Content

This course examines the various perspectives and arguments advanced by sociologists to explain the nature, the cause and the functions of social deviance and the solutions to it. The course also explores some of the perspectives and arguments put forward by other disciplines such as biology, psychology and physical anthropology in order to show similarities and differences between sociological and non-sociological interpretations of deviant behaviour.

Mode of Delivery

The course is delivered through lectures, audio-visuals, individual and group presentations.

Reading Materials

Alder, F., Mueller G. O., & Laufer, W. S. (2010). Criminology. New York: McGraw-Hill. Giddens, A. (2010). Sociology. Cambridge: Polity Press.

Ritzer, G. (1986). Social problems. New York: Random House.

Siegel, L. (2010). Criminology theories, typologies and patterns. Belmont: Wadsworth Publishing Company.

Thio, A. & Calhoun, T. (2001). Deviant behavior. Boston: Alan and Bacon Boston.

Objective

The course enhances students’ understanding of classical and contemporary explanations of stratification, class cleavages and their impact on conflict.

Content

Students are introduced to major concepts including stratification, inequality, social mobility, class, conflict, and the systems and principles of stratification. In addition, social stratification in Ghana and global inequalities are highlighted. How would inequalities and social class generate conflict? Are there inequalities and class systems in Ghana? These and many other relevant questions are explored.

Mode of Delivery

The content is delivered through lectures, individual and group presentations.

Reading Materials

Assimeng, M. (1981). Social structure of Ghana. Tema: Ghana Publishing Corporation.

Chambliss, W. J. & Eglitis, D. S. (2016). Discover sociology. New Delhi: Sage. Esping-Andersen,

G. & Myles, J. (2008). The welfare state and redistribution, Chapter 14 in The Oxford handbook of economic inequality. Oxford: Oxford University Press.

Evertsson, M. & Nermo, M. (2004). Dependence within families and the division of labour. Journal of Marriage and the Family, 66, 1272-1286.

Nukunya, G. K. (2000). Tradition and change in Ghana. An introduction to sociology. Accra: Ghana Universities Press.

Objective

This course equips students with an understanding of issues regarding social movements and revolution from sociological points of view.

Content

This course introduces students to the dynamics of social movements – large-scale, widespread and continuing elementary collective action in pursuit of an objective that affects and shapes the social order in some fundamental aspects. The course also interrogates the causes of revolutions (including military take-overs) in general, and those in the third world in particular.

Mode of Delivery

The course is delivered through lectures, individual and group presentations.

Reading Materials

Barbara, S. (2008). Revolution and revolutionaries: Four theories. New York: St. Elsevier.

Eaglewood, C. (1984). Theory and justice. New Jersey: Prentice-Hall.

Jonathan, R. A. (1986). Superpowers and revolutions. New York: Praeger.

Schutz, B. M. & Slater, R. O. (2004). Revolution and political change in the third world. Colorado: Lynne Reiner Publishers.

Skocpol, T. (1994). Social Revolutions in the Modern World. Cambridge: Cambridge University Press.

Objective

This course guides students to develop an understanding of how social forces affect medicine, health status and health-seeking behaviour of individuals, groups and societies.

Content

This course provides an in-depth examination of the field of medical sociology. It presents views from numerous perspectives in sociology with special emphasis on both social and psychological factors and their influence on medical and health care. Numerous contemporary issues are discussed in relation to social factors affecting medicine and health.

Mode of Delivery

The course is delivered through lectures, tutorials, students’ presentations and audio-visuals.

Reading Materials

Cockerham, W. C. (2004). Medical sociology. New Jersey: Prentice-Hall.
Cockerham, W. C. & Glasser, M. (2001). Readings in medical sociology. New Jersey: Prentice-Hall.

Harpham, T. & Tanner, M. (1995). Urban health in developing countries: Progress and prospects. London: Earthscan Publications.

Inhorn, M. C. & Brown, P. J. (1997). The anthropology of infectious disease: International health perspectives. London: Routledge.

Senah, K. A. (1997). Money be man: The popularity of medicines in a rural Ghanaian community. Amsterdam: Het Spinhuis Publishers.

Weiss, G. L. & Lynne, E. (2003). The sociology of health, healing and illness. New

Jersey: Prentice-Hall.

Objective

This course helps students to analyse the functions and meanings of work as well as the factors that influence workers’ behaviour.

Content

The course examines work as a central human activity and social phenomenon, its functions, and meanings, opportunities and problems. It also discusses relevant theories of work attitudes and motivation. The occupation-profession continuum as a conceptual model is studied alongside the occupational structure. Finally, the Ghanaian worker and her/his problems and opportunities are examined.

Mode of Delivery

The course is delivered through lectures, individual and group presentations.

Reading Materials

Ashcraft, K. L. (2007). Appreciating the “work” of discourse: Occupational identity and difference as organizing mechanisms in the case of commercial airline pilots. Discourse and Communication, 1(1), 9-36.

Guay, F., Chanal, J., Ratelle, C. F., Marsh, H. W., Larose, S., & Boivin, M. (2010). Intrinsic, identified, and controlled types of motivation for school subjects in young elementary school children. British Journal of Educational Psychology, 80(4), 711–735.

McShane, S. L. & Von Glinow, A. M. (2010). Organizational behaviour. Emerging knowledge and practice for the real world. (5th edition). New York: McGraw-Hill.

Rakshase, B. (2014). Occupational stress and coping in Maharashtra police personnel: A comparative study. Scholars World-IRMJCR, 2(1), 30-37.

Trebilcock, A. (2011). Labour relations and human resources management: An overview. Geneva: ILO available online at www. ilo. org/iloenc/part iii.

Volti, R. (2012). An introduction to sociology of work and occupations (2nd edition). California: Sage.

Objective

This course equips students with the understanding of formal demography as well as the ability to establish the relationships between demographic processes and demographic variables.

Content

Students are exposed to the techniques of calculating basic demographic rates and ratios, using that as the basis to demonstrate the relationship between demographic processes (fertility, mortality, migration) and demographic variables (size, composition, distribution). The course also examines the significance demographic processes to population policies.

Mode of Delivery

The course is delivered through lectures, audio-visuals and in-class group discussions.

Reading Materials

Ghana Statistical Service (GSS), Ghana Health Service (GHS), and ICF International. (2015). Ghana demographic and health survey 2014. Rockville, Maryland, USA: GSS, GHS, and ICF International.

Ghana Statistical Services (GSS). (2014). Ghana living standards survey, Round 6. Labour Force Report. Accra, Ghana.

Ghana Statistical Service (GSS). (2012). Ghana multiple indicator cluster survey with an enhanced malaria module and biomarker 2011. Final Report. Accra, Ghana.

Shryock, H. S. & Siegel, J. S. (1975). The methods and materials and demography. Washington: US Government Printing Office.

Weeks, J. R. (1999). Population: An introduction to concepts and issues. Belmont: Wadsworth Publishing Company.

Objective

The course equips students with an understanding of feminist theories in relation to Africa and the rationale and practice of feminist methodologies.

Content

This course covers a selection of the dominant feminist theories (Radical, Liberal, and Social) that have been devised by scholars interested in gender equity in an effort to understand and analyse the position of women through space and time. Also reviewed is the rationale and necessity for such theories and the need for a unique feminist methodology in order to avoid the pitfalls of the more traditional male and Euro-centred theories and methods.

Mode of Delivery

The course is delivered through lectures, individual and group presentations.

Reading Materials

Abbott, S. (1983). In the end you will carry me in your car: Sexual politics in the field. Women's Studies, 10, 161-178.

Acker, J. (1983). Objectivity and truth: Problems in doing feminist research. Women's Studies International Forum, 6, 423-435.

Ballif, M., Davis, D. & Mountford, R. (2008). Women's ways of making it in rhetoric and composition. New York: Routledge.

Blau, F. D. (1981). On the role of values in feminist scholarship. Sign, 6, 538-540.
Bowles, G., & Klein, R. D. (Eds.). (1983) Theories of women's studies. London: Routledge and Kegan.

Objective

The course enhances students’ analytical skills in theory building and formulation.

Content

This course examines the nature, procedure and problems associated with theory formulation in sociology. It starts by examining the nature and procedure of inquiry of the natural and the social sciences. The course further examines the components of scientific theories and how they are interrelated. This is applied to the construction of sociological theories. In addition, the application of sociological theories in understanding social problems is emphasized. Finally, some of the problems encountered in the construction of sociological theories are discussed.

Mode of Delivery

The course is delivered through lectures and in-class group discussions.

Reading Materials

Babbie, E. R. (2010). Survey research methods. Belmont: Wadsworth Publishing Company. Coser, L. A. (2007). Masters of sociological thought: Ideas in historical and social context. New York: Harcourt, Brace and Jovanovich.

Dzorgbo, D. S. (2013). Sociological theory: Classical ideas and their application in the African context. Accra: Woeli Publishing Services.

Gibbs, J. P. (1972). Sociological theory construction. Hinsdale: Dryden Press.

Ritzer, G. (1988). Frontiers of social theory. Columbia: Columbia University Press. Turner, J. A. (2007). The structure of the sociological theory. Belmont: Wadsworth Publishing Company.

Objective

The course enhances critical and analytical thinking regarding issues of gender and human sexuality from a multi-cultural perspective.

Content

This course examines the ways by which individuals become sexual and gendered beings and the relationship among gender, sexuality and cultural identity. The course also explores ways in which societies and cultures limit and exploit sexual expression with a specific focus on feminist theories and other relevant sociological perspectives.

Mode of Delivery

The course is delivered through lectures, audio-visuals and in-class presentations.

Reading Materials

Arnfred, S. (Ed.). (2004). Re-thinking sexualities in Africa. Uppsala: Nordiska Afrikainstitet.

Amoakohene, M. I. (2004). Violence against women in Ghana: A look at women’s perceptions and review of policy and social responses. Social Science and Medicine, 59, 2373-2385.

Dankwa, S. O. (2009). It’s a silent trade: Female same-sex intimacies in post-colonial Ghana. NORA 17(3), 192-205.

Nyeck, S. N. & Epprecht, M. (2013). Sexual diversity in Africa: Politics, theory and citizenship. Montreal: McGill Queens University Press.

Oduro, G. Y. (2012). Children of the street: Sexual citizenship and the unprotected lives of Ghanaian street youth. Comparative Education, 48(1), 41- 56.

Spronk, R. (2014). Ambiguous pleasures: Sexuality and middle-class self-perceptions in Nairobi. New York: Berghahn Books.

Objective

The course enables students to apply demographic knowledge to real life situations, stressing particularly the impact of social change on fertility, mortality and migration in Ghana.

Content

The course emphasises the relationship between population processes and events in human societies. It employs multidisciplinary approaches to facilitate the understanding of how social and demographic factors interact to impact social problems. Attention is paid to how these social problems can be addressed.

Mode of Delivery

The course is delivered through lectures and in-class group presentations and discussions. 

Reading Materials

Ghana Statistical Service (2013). 2010 population and housing census report. Insel,P.M.&Roth,W.T.(2000).Coreconceptsinhealth.California: Mayfield Publishing Company.

McDaniel, S. A. & Tepperman, L. (2010). Close relations: An introduction to the sociology of families (3rd edition). Toronto: Pearson Education Canada Inc.

Newell, J. J. (1997). The urban world. New York: McGraw-Hill.

Population Reference Bureau (2006). The world’s youth datasheet. Washington: PRB.

Weeks, J. R. (1989). Population: An introduction to concepts and issues. Belmont:

Wadsworth Publishing Company.

Objective

This course enhances students’ analytical skills on issues of urban sociology.

Content

This course broadly looks at the structure of urban societies with emphasis on human behaviour in urban settlements. It exposes students to the background of urban sociology, theoretical underpinnings of cities around the world, the characteristics of urban areas, among others. The course also helps students to critically analyse pertinent social problems that confront urban areas, particularly in developing countries like Ghana.

Mode of Delivery

The course is delivered through lectures, presentations and field research.

Reading Materials

Abotchie, C. (2008). Sociology of urban communities. Accra: Hans Publications.

Caldwell, J. C. (1969). African rural-urban migration: The movement to Ghana’s towns. New York: Columbia University Press.

Davis, K. (1967). The urbanization of the human population in cities: A scientific American book. London: Penguin Books.

Gans, Herbert J. (1982). Urban villagers: Group and class in the life of Italian-Americans. New York: The Free Press.

Palen, J. J. (2008). The urban world (8th edition). Oxford: Oxford University Press.

Wirth, L. (1938). Urbanism as a way of life in American Journal of Sociology (Reprinted). In P. K. Hatt & A. J. Reiss (Eds.). Cities and society. New York: Free Press.

Objective

This course exposes students to the concepts, methodologies and theoretical underpinnings of social planning.

Content

The course examines the meaning, history and role of social planning in national development. It covers the methods, critiques and modes of social planning in developing societies. Decentralization as a local level development strategy is also discussed. Selected case studies of social planning approaches to poverty reduction, health, medical care and education are analysed.

Mode of Delivery

This course is delivered through lectures and class presentations.

Reading Materials

Austin, M. J. & Jeffery, R. S. (2000). Managing in the planning process. In R. J. Patti (Ed.). The handbook of social welfare management. Thousand Oaks: Sage.

Government of Ghana (2015). Ghana poverty reduction strategy 2015-2017: An agenda for growth and prosperity. Accra: National Development Planning Commission.

Meenaghan, T. M., Keith M. K., & John, G. M. (2004). Social policy analysis and practice. Chicago: Lyceum.

Rothman, J. (1996). The interweaving of community intervention approaches. Journal of Community Practice, 3(3/4), 69–99.

Weil, M. (2005). Social planning with communities. In M. Weil, M. Reisch, D. Gamble, L. Gutierrez, E. Mulroy, & R. Canaan. (Eds.). The handbook of community practice. Thousand Oaks: Sage.

Objective

This course enhances students' understanding of the life-death continuum in society.

Content

This course covers concepts such as death, dying and bereavement. Other topics discussed include the terminally ill person, social transition, euthanasia, suicide, loss and the grieving process, memorials and the afterlife.

Mode of Delivery

This course is delivered through lectures, tutorials, students’ presentations and audio-visuals.

Reading Materials

Field, M. J., Cassel, C. K., (Eds.). (1997). Approaching death: Improving care at the end of life. Washington, DC: National Academy Press.

Gawande, A. (2014). Being mortal. New York: Metropolitan Books.

Hughes, T., Schumacher, M., & Jacobs-Lawson, J. M., Arnold S., (2008). Confronting death: Perceptions of a good death in adults with lung cancer. American Journal of Hospice and Palliative Medicine, 25, 39–44.

Leming, M. R. & George, E. D. (2006). Understanding dying, death, and bereavement. Belmont: Wadsworth Publishing Company.

Bryant, C. D., (Ed.). (2003). The handbook of death and dying. Thousand Oaks: Sage. Granda-Camerson, C., & Houldin, A. (2012) Concept analysis of good death in terminally ill patients. American Journal of Hospice and Palliative Care, 29, 632–639.

Objective

This course enhances students’ understanding of the intricate relationship between political and economic institutions and development.

Content

This course discusses issues of politics, economics, orthodox political economy and heterodox political economy. It also discusses the theories of liberalism, neo-liberalism, Marxism, dependency and their relevance to national and global development trajectories. This course further exposes students to emerging political economy issues such as state-market integration, the role of civil society, social innovation and social entrepreneurship in shaping development agenda. Finally, this course highlights how subjective framings may mould political and economic decisions within national and international contexts.

Mode of Delivery

The course is delivered through lectures, individual, audio-visuals and group presentations.

Reading Materials

Acemoglu, D. & Johnson, S. (2005). Unbundling institutions. Journal of Political Economy, 113(5), 949-995.

Bookstaber, R. (2017). The end of theory: Financial crises, the failure of economics and the sweep of human interactions. Princeton, Princeton University Press.

Gu, J., Zhang, C., Vaz, A., & Mukwereza, L. (2016). Chinese state capitalism? Rethinking the role of the state and business in Chinese development cooperation in Africa. World Development 81(1), 24–34.

Jessop, B. (2010). Cultural political economy and critical policy studies”. Critical Policy Studies, 3(3–4), 336–356.

Rodrik, D. (2007). One Economics, many recipes: Globalization, institutions and economic growth. Princeton: Princeton University Press.

Sum, N. L. & Jessop, B. (2013). Towards a cultural political economy: Putting culture in its place. Cheltenham: Edward Elgar Publishing.

Objective

The course enhances students’ understanding of the relationship between formal education and society.

Content

The specific topics treated in the course include the origins and perspectives of sociology of education and types of education. It also covers the relationship between education and other social variables such as economy, religion, social change, social mobility and politics. The school organism, the classroom as a social system as well as teaching as a profession in Ghana are also discussed.

Mode of Delivery

This course is delivered through lectures, tutorials, students’ presentations and audiovisuals.

Reading Materials

Agyeman, D. K. (1986). Sociology of education for African students. Accra: Black Mask. Gabbard, D. A. & Saltman, K. J. (Eds.). (2010). Education as enforcement: The militarization and corporatization of schools (2nd edition). New York: Routledge.

Grenfell, M. (Ed.). (2008). Pierre Bourdieu: Key concepts. London: Acumen Press.

Lampert, K. (2012). Meritocratic education and social worthlessness. New York: Palgrave- Macmillan.

Maton, K. (2014). Knowledge and knowers: Towards a realist sociology of education. London: Routledge.

Sever, M. (2012). A critical look at the theories of sociology of education. International Journal of Human Sciences, 9(1), 650-671.

Objective

This course enhances students’ understanding of the fundamentals of communication and the importance of the various forms of media.

Content

This course explains the role of communication in changing human behaviour and groups and the channels through which these forms of communication take place. It also discusses the concepts of communication and mass communication, types, functions and theories of Communication. In addition, it discusses the effects of the mass media on society.

Mode of Delivery

This course is delivered through lectures, tutorials, students’ presentations and audio-visuals.

Reading Materials

Baran, S. J. (2002). Introduction to mass communication. New York: McGraw-Hill.

Bitner, R. (1989). Mass communication: An introduction. New Jersey: Prentice-Hall. Defleur, M. L., & Dennis, E. (1994). Understanding Mass Communication. Boston: Houghton Mifflin.

Hybels, S. & Weaver, I. (2001). Communicating effectively. Boston: McGraw-Hill. Sambe, J. A. (2005). Introduction to mass communication practice in Nigeria. Ibadan: Spectrum Books.

Objective

This course enhances students’ understanding of criminology and the methodological approaches used to study crime.

Content

The course evaluates the definitions of crime and the processes of identifying criminals. It includes a sociological investigation of agencies of law enforcement, adjudication, corrections and prevention; patterns of criminal behaviour; explanations of variations in criminality with emphasis on biogenic, psychogenic and sociogenic theories. It also examines some typology of crime such as conventional crime, white-collar crime, governmental crime, victimless crimes and measures to control crime.

Mode of Delivery

The course is delivered through lectures, audio-visuals, students’ reports and presentations.

Reading Materials

Linden, R. (2016). Criminology: A Canadian perspective (8th edition). Toronto: Nelson.

Garland, D. (1990). Punishment and modern society: A study in social theory. Chicago: University of Chicago Press.

Barak, G. (2001). Crime and crime control in an age of globalization: A theoretical dissection. Critical Criminology, 10, 57-72.

Felson, D. & Kalaitzdis, A. (2005). A historical overview of transnational crime. In P. Reichel, (Ed.). Handbook of transnational crime and justice. Thousand Oaks: Sage. Siegel, L. (2010). Criminology: Theories, patterns and typologies. Belmont: West Publishing.

Objective

This course equips students with the skills to assess the social, political and economic impact of the World Wide Web and conduct basic social network analysis.

Content

This course involves the application of sociological knowledge and methods to the Internet as a source of information, research, discussion platform and communication. The course is concerned with the social implications of the Internet, new social networks, virtual communities and ways of interaction that have arisen, as well as issues related to cyber-crime. Areas the course covers include inequality (the “digital divide”), community and social capital, political participation, organisations and other economic interactions, cultural participation and cultural diversity, money laundering, and various online crimes.

Mode of Delivery

This course is delivered through lectures, audiovisuals, class presentations and field activities.

Reading Materials

Howard, P. N. & Steve, J. (Eds.). (2004). Society online: The Internet in context. Thousand Oaks: Sage.

Huang, G. C., Unger, J. B., Soto, D., Fujimoto, K., Pentz, M. A., Jordan-Marsh, M., & Valente, T. W. (2014). Peer influences: The impact of online and offline friendship networks on adolescent smoking and alcohol use. Journal of Adolescent Health, 54(5), 508-514.

Junco, R. (2015). Student class standing, Facebook use, and academic performance. Journal of Applied Developmental Psychology, 36, 18–29.

Steele, Heidi. (1996). How to use the Internet (3rd edition). Emeryville: Ziff-Davis Press.

Wyatt, S. (2008). Technological determinism is dead; long live technological determinism. In E. Hackett, O. Amsterdamska, M. Lynch, & J. Wajcman (3rd edition). (Eds.). The handbook of science and technology studies, pp. 165–180. Cambridge: MIT Press.

Objective

The course introduces students to the sociological underpinnings of development.

Content

The course introduces students to the conceptualisation of development and its evolution. It also discusses the main theories of development/underdevelopment such as modernization, dependency and world systems. Issues such as economic, infrastructure, education, cultural, gender, health, rural, urban and environmental issues are examined within the context of Sustainable Development Goals.

Mode of Delivery

This course is delivered through lectures and group presentations.

Reading Materials

Collier, P. (2007). The bottom billion: Why the poorest countries are failing and what can be done about it. New York: Oxford University Press.

Easterly, W. (2001). The elusive quest for growth: Economists’ adventures and misadventures. London: The MIT Press.

Jerven, M. (2013). Poor numbers: How we are misled by African development statistics and what to do about it. New York: Cornell University Press.

Massey, G. (2012). Ways of social change: Making sense of modern times. Los Angeles: Sage.

Sen, A. (1999). Development as freedom. New York: Anchor Books.

Woods, N. (2006). The globalizers: The IMF, the World Bank, and their borrowers. New York: Cornell University Press.

Objective

This course enhances students’ understanding of the inter-relationship among population, health and development.

Content

The course discusses the social factors influencing population and health changes. It also covers the relationship between population and health, and the combined impact of the relationship on development.

Mode of Delivery

The course is delivered through lectures, tutorials, students’ presentations and audio-visuals.

Reading Materials

Aide, M. & Grau, H. R. (2004). Globalisation, migration and Latin American ecosystems. Science, 305(5692), 1915-1916.

Cockerham, W. C. (2004). Medical sociology. Pearson: Prentice-Hall.

Fink, H. (1990). Religion, disease and healing in Ghana. A case study of traditional Dormaa medicine. Muenchen: Trickster Wissenschaft.

Helman, C. G. (1990). Culture, health and illness. London: Buttleworth and Co. Publishers Ltd.

Insel, P. M. & Roth, W. T. (2000). Core concepts in health. California: Mayfield Publishing Company.

Mba, C. J. & Kwakye, S. O. (Eds.). (2007). Population, health and development in Ghana. Accra: Sub-Saharan Publishers.

Objective

This course enhances students’ understanding of the behaviours of individuals and groups in organisations from a sociological perspective.

Content

The course concentrates on the analysis of individual and group behaviour in the organisation, and the structures that affect management policies and procedures. The analysis involves relevant concepts such as perception and learning, motivation, work-related attitudes, behaviours, socialisation, leadership, power and influence, decision making and communication in organisations.

Mode of Delivery

The course is delivered through lectures, individual and group presentations.

Reading Materials

Cerasoli, C. P., Nicklin, J. M., & Ford, M. T. (2014). Intrinsic motivation and extrinsic incentives jointly predict performance: A 40-year meta-analysis. Psychological Bulletin, 140(4), 980-1008.

Druskat, V. U., & Wheeler, J. V. (2004). How to lead a self-managing team. Sloan

Management Review, 45(4), 65-71.

Hampton, D. R. (1972). Behavioural concepts in management. Encino, California:

Dickenson Publication Company.

Robbins, S. P. & Judge, T. A. (2015). Essentials of organisational behaviour (13th global edition). Harlow, Essex: Pearson.

Sanchez-Runde, C. J., & Steers, R. M. (2003). Cultural influences on work motivation and performance. In L. W. Porter, G. A. Bigley, & R. M. Steers (Eds.). Motivation and work behaviour (7th edition). London: McGraw-Hill.

Objective

This course equips students with the skills to critically appraise major currents in the Women and Development discourse, and to understand gender issues in the development process.

Content

This course introduces students to the discourse on women in the development process. It traces the processes and theoretical perspectives that led to the concepts of Women in Development, Women and Development, Gender and Development, and discusses the various approaches to women in development that appear in the literature. The course also discusses the differential participation of women and men in development processes as well as their effects on them in an effort to unearth the gender blindness of development programmes. Finally, international and national efforts to promote gender sensitivity as well as some approaches to gender planning and analysis are discussed.

Mode of Delivery

The course is delivered through lectures, individual and group presentations.

Reading Materials

Coles, A., Gray, L. & Momsen, J. (Eds.). (2015). The Routledge handbook of gender and development. London: Routledge.

Elson, D. (1995). Male bias in the development process. Manchester: Manchester University Press.

March, C., Smyth, I., & Mukhopadhyay, M. (1999). A guide to gender analysis frameworks. London: Oxfam Publication.

Mensah, K. et.al. (2000). The national machinery for women in Ghana: An NGO evaluation. Accra: Third World Network-Africa.

Moghadam, V., Mohanty, C. T., White, S., Wolf, D. L., Shakaran, D., Beneria, L., & Herzfeld, B. (2011). The women, gender and development reader. London: Zed Books.

Objective

This course enhances students’ understanding of religion from a sociological perspective.

Content

The course examines the involvement of religion in the cultural, social, economic, and political development of people. It also interrogates issues of violence, politics, culture, and development.

Mode of Delivery

The course is delivered through lectures and class presentations.

Reading Materials

Assimeng, M. (1989). Religion and social change in West Africa. Accra: Ghana Universities Press.

Durkheim, E. (1912). The elementary forms of religious life. Oxford: Oxford University Press.

Giddens, A. (2006). Sociology. Cambridge: Polity Press.

Johnstone, R. L. (1997). Religion in society: A sociology of religion. New Jersey:

Prentice-Hall.

Nukunya, G. K. (2000). Tradition and change: An introduction to Sociology. Accra: Ghana Universities Press.

Wald, K. D. (2003). Religion and politics in the United States. New York: Rowman

and Littlefield Publishers Inc.

Objective

The course enhances students’ understanding of tourism and recreation from a sociological perspective.

Content

This course covers the concepts and theories of tourism and recreation. It also discusses touristic motivations, roles, relationships as well as hospitality institutions and their impact on tourists and the host societies.

Mode of Delivery

The course is delivered through lectures, field trips, individual and group presentations.

Reading Materials

Acher, B. H. (1978). Domestic tourism as a development factor. Annals of Tourism Research, 5, 126-1345.

Cohen, E. (2000). The sociology of tourism: Approaches, issues and findings. In Y. Apostoloulos, S. Leivadi, & A. Yiannakis. (Eds.). The sociology of tourism: Theoretical and empirical investigations. New York: Routledge.

Mattieson, A. & Wall, G. (1993). Tourism: Economic, physical and social impacts. London: Longman.

Page, S. J. & Connel, J. (2007). Tourism: A modern synthesis. London: Thomson Learning. Pearce, J. A. (2005). Host community acceptance of foreign tourists: Strategic considerations. Annals of Tourism Research 7(2) 224-337.

Pearce, J. A. (2008). Environmental shock: Tropical islands. Journal of Applied Social Psychology 3, 268-800.

Objective

This course enhances students’ understanding of the principles of political economy in order to identify and analyse the problems confronting African countries and their developmental programmes.

Content

This course is a sequel to Political Economy I. It situates most of Africa’s developmental concerns in political economy contexts. Practically, this course exposes students to the political and economic undertones to the developmental prospects and challenges of African countries. Using case studies, the course examines current issues, such as regional integration, housing, value chain analysis, trade and natural resource development.

Mode of Delivery

The course is delivered through lectures, audio-visuals individual and group presentations.

Reading Materials

Ansah, J. W. (2014). Accessing quality health among rural women in northern Ghana: A case study of the Wa District. In Asante, F.A., Owusu, A.Y., & Ahiadeke, C. (Eds.). Placing health at the centre of development, pp 51-75. Legon: Institute of Social, Statistical and Economic Research.

Ansah, J. W. (2015). An evaluation of Ghana’s housing laws in a changing urban context. Legon Journal of Sociology, 5(2), 6-32.

Ansah, J. W. (2013). The politics of regional integration in Africa: The subjective side. Global Advance Research Journal of Social Sciences, 2(9), 202-211.

Gyimah, C., Okrah, M., & Nelson, J. K. B. (2008) Enhancing decentralization through functional sub-district structures. Ghana Journal of Developmental Studies, 5(2), 56-70.

Joannidis, M. (2011). Africa: Land for sale or for lease. African Geopolitics, 40(3), 181-189.

Objective

The course enhances students’ understanding of the concept of law and the criminal justice system from a sociological perspective.

Content

The course examines the structures and processes of criminal justice systems, the legal and philosophical foundations of crime and justice. It introduces students to the definition and classification of crime, constitutional rights of individuals, and the various components of the criminal justice system in Ghana, including law enforcement, administration of justice, corrections and juvenile justice. In addition, the course discusses the macro and micro functions of law. Further, contemporary issues that challenge the functional efficiency and effectiveness of criminal justice are addressed. Students learn terminologies of the field while also evaluating attitudes and responses to crime.

Mode of Delivery

The course is delivered through lectures, individual and group presentations.

Reading Materials

Police Service of Ghana. (2003). Crime statistics. Statistics and Information Technology Unit. Accra: CID Headquarters.

Siegel, L .J. (2013). Criminology theories, patterns and typologies. Belmont: Thomson and

Wadsworth.
Traub, S. H. & Little, C. B. (1999). Theories of deviance. Illinois: F. E. Peacock Publishers Inc.

The Constitution of Republic of Ghana. (1992). Accra: Ghana Publishing

Corporation. Twumasi, R. K. (1982). The criminal code of Ghana. Accra: Ghana Publishing Corporation.

Objective

The course enables students to understand conflict and conflict resolution mechanisms.

Content

This course focuses on conflict and its management. Students are introduced to the concepts of conflict, theories of conflict, conflict analyses, peace and conflict resolution. Causes and effects of conflict in Africa, as well as methods such as African Traditional Dispute Resolution and Western Alternative Dispute Resolution are examined.

Mode of Delivery

The course is delivered through lectures, individual and group presentations.

Reading Materials

Amenumey, D. E. K. (2011). A concise history from pre-colonial times to the 20th century. Accra: Woeli Publishing.

Avruch, K. (2012). Context and pretext in conflict resolution culture, identity, power, and practice. Colorado: Paradigm Publishers.

Awedoba, A. K. (2009). An ethnographic study of northern Ghanaian conflicts: Towards sustainable peace. Accra: Sub-Saharan Publishers.

Coser, L. (1968). The functions of social conflict. London: Routledge and Paul Kegan.

Dana, D. (2016). Managing differences. Kansas: MTI Publications.

Hopeson, E. K. (2012). Understanding human behaviour in conflict resolution. Accra: Askia Publications.

Objective

The course enhances students’ theoretical and practical understanding of the interactions and interdependencies between human societies and ecosystems.

Content

The course focuses on current ecological crises and opportunities that have arisen from human activities. It also looks the human responses towards an existing ecosystem. It traces the historical, philosophical and social roots of the dominant scientific paradigms, and uses those ideas to analyse and discuss environmental problems locally and globally.

Mode of Delivery

The course is delivered through lectures, audio-visuals, students’ reports and presentations.

Reading Materials

Becker, H. & Vanclay, F. (2003). The international handbook of social impact assessment. Cheltenham: Edward Elgar Publishers.

Buttel, F. (2003). Environmental sociology and explanation of environmental reforms. Organisation and Environment, 16, 306-344.

Gould, K. A. & Lewis, T. L. (2009). Twenty lessons in environmental sociology: A new paradigm. New York. Oxford University Press.

Hannigan, J. A. (2006). Environmental sociology. London: Routledge.

Verheem, R. & Tonk, J. (2000). Strategic environmental assessment: One concept, multiple platforms. Impact Assessment and Project Appraisal, 8, 177-182.

Objective

The course acquaints students with current issues in sociology of migration.

Content

This course covers definitions and theories of migration. It also analyses the drivers and impacts of internal and international migrations with their attendant challenges such as refugeeism, integration and re-integration. Emphasis is also placed on the gender and developmental dynamics of migration.

Mode of Delivery

The course is delivered through lectures, seminars, class presentations and field trips.

Reading Materials

Adepoju, A. (2005). Patterns of migration in West Africa. In T. Manuh (Ed.). At home in the world? International migration and development in contemporary Ghana and West Africa. Accra: Sub-Saharan Publishers.

Amelina, A. & Horvath, K. (2017). Sociology of migration. In: K. O. Korgen, (Ed.). The Cambridge handbook of sociology: Core areas in sociology and the development of the discipline, 1, pp. 455-464. Cambridge: Cambridge University Press.

Anarfi, J., Kwankye, S., Ofosu-Mensa, A., & Tiemoko, A. (2003). Migration from and to Ghana: A background paper. Working Paper (C4) issued by the Development Research Centre on Migration, Globalisation and Poverty. Sussex: University of Sussex.

Castle, S. & Miller, M. J. (2003). The age of migration: International population movements in the modern world (3rd edition). London: Macmillan.

Twumasi-Ankrah, K. (1995). Rural-urban migration and socio-economic development in Ghana: Some discussion. Journal of Social Development in Africa, 10(2), 13-22.

The long essay is a research paper required of all students aspiring for a Bachelor of Arts (B. A.) in Social Sciences (Sociology). It consists of primary and secondary data collection, analysis of the data and conclusions drawn and organised into a paper not more than 50 pages. The paper is typewritten, following standard research paper style, including a full bibliography. Topics are chosen in consultation with the lecturers and reflect an in-depth exploration of an area covered in the B. A. programme.