Objective

The course enables students to gain an understanding of the core classical and contemporary sociological theories and use the theories in appropriate contexts to adequately explain social phenomena.

Content

This course navigates the plethora of both classical and contemporary sociological theories and emphasizes their role in the epistemology and ontology of social research. The course covers topics such as functionalism, structural functionalism, conflict theory, rational choice theory, symbolic interactionism, and postmodernism. This course engages students on nature, socio-historical and thematic contexts within which the core sociological theories were formulated.

Mode of Delivery

This course is interactive and involves lectures, tutorials, students’ presentations and audiovisuals.

Reading Materials

Appelrouth, S. & Edles, L. D. (2008). Classical and contemporary sociological theory: Text and readings. London: Pine Forge Press.

Coser, L. A. (2007). Masters of sociological thought: Ideas in historical and social context. New York: RAWAT Publications.

Giddens, A. (2009). Sociology. Cambridge: Polity Press.

Turner, J. A. (2007). The structure of sociological theory. Jaipur: RAWAT Publications. Turner, J. H. (2014). Theoretical sociology: A concise introduction to twelve sociological theories. Los Angelels, Sage.

Verma, R. K. (2012). Advanced sociological theory. New Delhi: Shivan Art Press.

Objectives

This course aims at enhancing the methodological skills in the utilization of data collection techniques, sampling procedures and data analysis strategies in examining social phenomena.

Content

Students are exposed to the language of social research; research design; techniques of data collection; methods of measurement, scaling and sampling, data analytical techniques, and the interpretation and presentation of research findings among other equally relevant research methodology topics.

Mode of Delivery

The course takes the form of lectures and group discussions.

Reading Material

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 skills in analysing contemporary development issues.

 Content

The course provides a critique of the main theories of development/underdevelopment such as modernization, dependency and world systems theories. Issues such as globalization, Sustainable Development Goals, poverty and inequalities, contemporary development perspectives, and aid are discussed. Emphasis is placed on an in-depth of analysis of selected post-independence socio-economic development strategies pursued by African countries.

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

The objective of the course is to deepen the understanding of students in regional integration in Africa.

Content

This course examines the patterns of economic integration in Africa at the regional and sub- regional levels highlighting the key prospects, opportunities and challenges. Issues on trade, single market formation, economic deregulation, democracy, good governance, civil society, energy supply and infrastructure development are the prime focus of the course. This course exposes students to relevant structural and micro-level sociological theories which underpin regional integration discourse primarily aimed at sharpening their analytical skills. It situates the discussions on the African regional process within the dynamics of international geo- politics from a historical perspective. It also assesses the role of both structurally created political institutions and subjective political conditions and how they enhance the prospects and/or worsen the challenges of the regional and sub-regional economic blocs in Africa.

Mode of Delivery

The course is delivered through lectures and seminars as well as class presentations.

Reading Materials

Ansah, J. W. (2013). The politics of regional integration in Africa: The subjective side.

Global Advanced Research Journal of Social Sciences, 2(9), 202-209.

Gerrit, O. (2010). Regional integration in Africa: A political perspective. Available at

http://www.garnet.sciencespobordeaux.fr

Hanson, E. O. (2006). Religion and politics in the international system today. Cambridge: Cambridge University Press.

Jarvis, D. S. L. (2000). International relations and the challenge of postmodernism. Columbia: University of South Carolina Press.

Mazrui, A. A. (1979). Africa’s international relations: The diplomacy of dependence and change. London: Routledge.

Objective

This course enhances students’ understanding of rural development issues in Africa.

Content

The course covers chieftaincy, ethnicity, social change, land tenure system, land degradation, rural-urban migration, high fertility rate, social structure, socio-economic and political relations in rural communities. The course also examines the approaches to rural planning, development and gender issues in rural communities.

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.

Ewusi, K. (1978). Planning for the neglected rural poor in Ghana: A report to the United

Nations Research Institute for Social Development (UNIRSD) in Geneva, Switzerland. Legon: University of Ghana.

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

Objective

This course seeks to build the capacity of students to engage with the various (geo) political, social, economic and environmental processes that shape the world in which we live.

Content

The course examines the inter-dependent relationship between society and environment. It also assesses the factors that have led to the emergence of environmental movements. Further, it interrogates how different philosophical and ideological approaches to environment-society relations influence policy formulation and implementation. Issues such as global warming, poverty, pollution, depletion of non-renewable resources, adaptability and population dynamics are examined.

Mode of Delivery

The course is delivered through lectures and seminars as well as class presentations.

Reading Materials

Hajer, M. A. (1995). The politics of environmental discourse: Ecological modernization and the policy process. Oxford: Oxford University Press.

Harper, C. (2004). Environment and society: Human perspectives and environmental issues. New Jersey: Pearson Education. Incorporated.

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

Mehta, M. & Ouellet, E. (1995). Environmental sociology: Theory and practice. Toronto: Captus Press.

Objective

The course enables students to understand the roles and status of African women with a special focus on their experiences and gender relations from the pre-colonial era through to the post-colonial period.

Content

The course examines the historic roles and status of women living in Africa. It looks at the social, political, economic, religious, and cultural experiences of these women from the pre-colonial through the colonial to the post-colonial eras. The course also interrogates the relationship among women, men and children.

Mode of Delivery

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

Reading Materials

Hay, M. J. (2014). "Queens, prostitutes and peasants: Historical perspectives on African women, 1971–1986. Canadian Journal of African Studies. 22(3), 431–447.
Mizrahi, S. (2015). Empowering African women: An agenda for action. Abidjan: African Development Bank.

Oyěwùmí, O. (1997). The invention of women: Making an African sense of western gender discourses. Minneapolis: University of Minnesota Press.

Oyewumi, O. (2002). Conceptualizing gender: The eurocentric foundations of feminist concepts and the challenge of African epistemologies. Journal of Culture and African Women Studies 2(1), 1-4.

Wallace, H., Haerpfer, C. & Abbott, P. (2014). Women in Rwandan politics and society. International Journal of Sociology, 38(4), 111–125.

Objective

The course equips students to understand contemporary issues in gender and development from the main theoretical perspectives and debates in gender and development.

Content

The course examines the implications of development processes on women, men and children. It discusses the positive and negative effects of developmental projects and policies on the lives of women. In addition, the course interrogates both the conceptual and theoretical issues as well as debates surrounding women, gender and development with a special focus on education, globalisation, masculinity, work and gender relations, agriculture, environment and gender, cultural practices and food. Further, using case studies, the course examines how social change has impacted the lives of women in various parts of the world.

Mode of Delivery

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

Reading Materials

Fraser, N. (2013). Fortunes of feminism: From state-managed capitalism to neo liberal crisis. London: Verso.

Goertz, G., & Mazur, A. (2008). Politics, gender, and concepts: Theory and methodology Cambridge: Cambridge University Press

Henderson, S. & Jeydel, A. (2014). Women and politics in a global world. New York: Oxford University Press.

Locke, F. (2013). “I want to tie my tubes but my doctor says I’m too young—And I have two kids” Mommyish http://www.mommyish.com/2013/07/23/i-want-to-tie-my-tubes-but- my-doctor-says-im-too-young/.

Prah, M. (1996). The development of women's studies in Ghana. Women's Studies Quarterly. 24(1&2), 412- 422.

Objective

This course equips students to gain an understanding of the intricate dynamics of internal workplace relationships and how these are affected by existing labor-related legal and policy frameworks at national and international levels.

Content

This course discusses issues pertaining to the employer-employee relationships and how they shape or are shaped by employee loyalty, employee empowerment, supervision quality, internal communication and employee job satisfaction and corporate social responsibility. The course also analyses the contents of national labour laws and the conventions of international labour organisations and how these guide and are guided by the process with which the afore-mentioned internal workplace relations are formed.

Mode of Delivery

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

Reading Materials

Begley, T., Lee, C., Fang, Y., & Li, J. (2002). Power distance as a moderator of the relationship between justice and employee outcomes in a sample of Chinese employees. Journal of Managerial Psychology, 17(8), 692-711.

International Labour Organization (2003). The International labour organization’s fundamental conventions. Geneva: Switzerland.

Kuvaas, B. (2008). An exploration of how the employee–organization relationship affects the linkage between the perception of developmental human resource practices and employee outcomes. Journal of Management Studies, 45(1), 1-25.

Mundlak, G. & Finkin, M. W. (2015). Introduction to comparative labour law handbook. Northampton: Edward Elgar Publishing.

Wilkinson, A., Redman, T., Snell, S., & Bacon, N. (Eds.). (2010). Handbook of human resource management. Thousand Oaks: Sage.

Objective

The course deepens the understanding of students in masculinity and gender relations in Africa.

Content

This course explores issues about maleness, manhood, and masculinity. Themes include sexuality, dominance, fatherhood, marriage, violence, embodiment, stereotype, homophobia, feminism, popular culture, initiation rituals, and the male body.

Mode of Delivery

Class format consists of lectures, discussions of readings, practical exercises, and presentations of group projects.

Reading Materials

Ampofo, A. A., Okyerefo, M. P., & Pervarah, M. (2009). Phallic competence: Fatherhood and the making of men in Ghana. Culture, Society and Masculinities, 1(1), 59-78.

Connell, R., & Messerschmidt, J. W. (2005). Hegemonic masculinity: Rethinking the concept. Gender and Society, 19(6), 829-859.

Fiaveh, D. Y., Izugbara, C. O., Okyerefo, M. P., Reysoo, F., & Fayorsey, C. K. (2015). Constructions of masculinity and femininity and sexual risk negotiation practices among women in urban Ghana. Culture, Health and Sexuality, 17(5), 650-662.

Kimmel, M. S., Hearn, J., & Connell, R. (Eds.). (2005). Handbook of studies on men and masculinities. Thousand Oaks, CA: Sage.

Miescher, S. F. (2007). Becoming an Ɔpanyin: Elders, gender, and masculinities in Ghana since the nineteenth century. In C. Cole, T. Manuh & S. F. Miescher (Eds.). Africa after gender? (pp. 253-269).

Ratele, K. (2008). Analysing males in Africa: Certain useful elements in considering ruling masculinities. African and Asian Studies, 7(4), 515-536.

Objective

The course enhances students’ understanding of the global dimensions of race and racial inequalities, focusing on the experiences of people of African descent globally.

Content

The course links together the experiences of people of African descent in Africa, the Americas and Western Europe. It explores the meanings of blackness and discusses issues of identity within specific geographies while highlighting variations on recurring themes and the points that connect people of African descent globally. In addition, the course interrogates questions about the nature of identity, home and belonging. It begins with a look at how scholars from various disciplinary perspectives have theorized race, blackness, diaspora and globalisation from a historical perspective. It then proceeds to explore these issues in contemporary societies, using a sociological lens.

Mode of Delivery

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

Reading Materials

Arthur, J. (2009). African immigrant women in the United States: Crossing transnational borders. Palgrave Macmillan

Keaton, T. (2006). Muslim girls and the other France: Race, identity politics and social exclusion. Indiana: Indiana University Press.

Koser, K. (2003). New African diasporas. New York: Routledge.

Obama, B. (2008). Dreams from my father: A story of race and inheritance. New York: Crown Publishers.

Onoso, I. (2017). Beyond expectations: Second-generation Nigerians in the United States and Britain.” Oakland, California: University of California Press.

Waters, M. (2001). Black identities: West Indian immigrant dreams and American realities. Boston: Harvard University Press.

Objective

This course builds the capacity of students in critical and emerging issues in reproductive health (RH) in a variety of settings and across cultures.

Content

The course critically assesses reproductive health issues and practices in Africa in terms of reproductive health indices. It identifies and discusses various philosophical, social, economic and cultural factors underlying reproductive behaviour in Africa. Attention is also given to reproductive health issues such as motherhood, adolescent reproductive health including STDs/HIV/AIDS, abortions, and public health policy.

Mode of Delivery

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

Reading Materials

Boateng, W. (2017). Socialization of women and its implication on their health status. UDS International Journal of Development, 4(2), 75 – 81.

Boateng, W. (2017). Family stress dynamics, domestic violence and their combined impact on the perceived health status of women in Ghana. Gender and Behaviour, 15(1), 8393-8405.

Darnovsky, M. (2001). The case against designer babies: The politics of genetic enhancement. In B. Tokar, (Ed.). Redesigning life? The worldwide challenge to genetic engineering. Pp. 133-149.

King, D. (2001). Eugenic tendencies in modern genetics. In B. Tokar, (Ed.). Redesigning life? The worldwide challenge to genetic engineering. Pp. 171-18.

Meleo-Erwin, Z. C. (2001). Reproductive technology: Welcome to the brave new world. In Sexton, S. (2001). If cloning is the answer, what was the question? Genetics and politics of human health. In B. Tokar, (Ed.). Redesigning life? The worldwide challenge to genetic engineering. Pp. 158-170.

Objective

The course helps students to understand analytical tools in social research and apply them to explain social phenomena.

Content

This course is developed to build the capacity of students on both quantitative and qualitative data analysis and the assumptions underlying them. The quantitative analysis covers areas such as measures of central tendency, dispersion and the normal curve, chi-square, correlation and regression analysis. In the qualitative analysis, emphasis is placed on areas such as thematic analysis, content analysis and photo-voice. Students are introduced to data analysis software such as Statistical Product for Service Solutions (SPSS), STATA, NVivo, Atlas.ti, N6 and Epi- Info.

Mode of Delivery

The course is interactive and involves lectures, tutorials, students’ presentations and audio- visuals.

Reading Materials

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

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

Freeman, D. & Roger, P. (2007). Statistics. New York USA: W. W. Norton and Company Inc. Reinhart, A. (2015). Statistics done wrong: The woefully complete guide. San Francisco: No Starch Press Inc.

Schwartz, B. M., Wilson J. H., & Goff, D. M. (2015). An easy guide to research design and SPSS. Los Angeles: Sage.

Objective

The course enhances students’ understanding of the scientific dynamics of the social sciences and the two-way relationship between social theories and social research.

Content

This course explores the role of theory building and methodology in the social sciences. The philosophy of social sciences and the sociology of knowledge and science is used to understand the dynamics entailed in the approach of social scientific studies. In the main, theory building or construction, methodology, and research designs are explored in the context of contemporary issues confronting social scientists. Theory building or construction in the social sciences is not devoid of challenges. These challenges are thoroughly discussed and feasible ways of dealing with them identified to assist students in utilizing appropriate theories and conceptual frameworks in informing their studies.

Mode of Delivery

The course takes the form of lectures and group discussions.

Reading Materials

Braaten, J. (1991). Habermas’s critical theory of society. Albany: State University of York Press.

Brym, R. J. (2008). Sociology as a life or death issue. Toronto, Canada: Pearson.
Coser, L. A. (2007). Masters of sociological thought: Ideas in a historical and social context. New Delhi: RAWAT Publications.

Rosenau, P. M. (1992). Post-modernism and the social sciences: Insights, inroads, and intrusions. Princeton, NJ: Princeton University Press.

Swedberg, R. (2016). Before theory comes theorizing or how to make social science more interesting. The British Journal of Sociology, 67(1), 5-19.

Objective

This course equips students with the socio-economic and political perspectives in social change in contemporary Africa.

Content

The course examines Africa in the pre-colonial, colonial and the post-colonial periods. It assesses the conditions that bring about social change - social, economic, political, cultural and technological factors. The course also covers the effects of social change in contemporary Africa.

Mode of delivery

The course is delivered through lectures and seminars as well as class presentations.

Reading Materials

Agyeman, D. K. (1996) Continuity and change in Africa – The paradox of development. Accra: Ghana Universities 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.

Nyanteng, V. K. (Ed.). (1997). Policies and options for Ghanaian economic development (2nd edition). Legon: ISSER.

Rostow, W. (1960). The stages of economic growth. A non-communist manifesto. Cambridge: Cambridge University Press.

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

Objective

The course enhances students’ understanding of conflicts and development issues in Africa.

Content

The causes, dimensions and effects of conflicts in Africa are discussed from social theoretical perspectives. Further, contemporary academic debates regarding the causes and strategies of preventing and managing conflicts, security and development nexus on the continent are examined.

Mode of Delivery

The course is delivered through lectures and seminars as well as class presentations.

Reading Materials

Amoo, S. G. (1992). The OAU and African conflicts: Past successes, present paralysis and future perspectives. Fairfax, Institute of Conflict Analysis and Resolution, George Mason University.

Malan, J. (1997). Conflict resolution wisdom from Africa. Durban: ACCORD.

Nhema, A. & Zeleza, P. T. (2008). The root of African conflicts. Ohio: Ohio

University Press. Uexkull, N., & Pettersson, T. (2018). Issues and actors in African non-state conflicts: A new data set. International Interactions, 44, 953-968.

Objective

This course equips students with skills in demographic measures and techniques of population analysis.

Content

It reviews modern sources of demographic data, periods and cohort measures of vital events such as fertility, morbidity, and mortality and explores the concept and application of the life– table. Students are also taught selected approaches to population projections and theories. Population census data of Ghana are used as the basis for most of the analyses in class.

Mode of Delivery

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

Reading Materials

Hinde, A. (1998). Demographic methods. London: Arnold Publishers.

Ghana Statistical Service (GSS)(2012). Ghana Population and Housing Census Report. Accra: GSS.

Preston, S. H., Heuveline, P., & Guillot, M. (2001). Demography: Measuring and modeling population processes. London: Blackwell Publishers.

Rowland, D. T. (2003). Demographic methods and concepts. Oxford: Oxford University Press.

Siegel, J. S. & Swanson, D. A. (2004). The methods and materials of demography. San Francisco: Elsevier/Academic Press.

Objective

This course enhances the understanding of students on the social forces that influence health and illness, health care practice and access, and the discussion of health policies.

Content

The course examines the interplay of health, illness and society. It explores new ideas and theories of health care organization and delivery, including traditional and modern health practices, quality of life, well-being and socially constructed definitions of health and illness. A highlight of the course is its emphasis on the social roots of health and disease and on the impact of social inequality on health disparities and the quality of health care.

Mode of Delivery

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

Reading Materials

Boateng, W. (2017). Socialization of women and its implication on their health status. UDS International Journal of Development, 4(2), 75 – 81.

Boateng, W. (2017). Family stress dynamics, domestic violence and their combined impact on the perceived health status of women in Ghana. Gender and Behaviour, 15(1), 8393 – 8405.

Boateng, W. (2016). Social determinants of self-care subsequent to major medical surgery at the Central Regional Teaching Hospital in Ghana. Ghana Journal of Development Studies,13(2), 140 - 153.

Herzlich, C. (1973). Health and illness. London: Academic Press.

Senah, K. A. (1997). Money be man: The popularity of medicines in rural Ghanaian community. Ph.D thesis, Faculty of Social and Behavioural Sciences (FMG), Amsterdam Institute for Social Science Research (AISSR).

Twumasi, P. A. (1975). Medical systems in Ghana. Tema: Ghana Publishing Corporation.

Objective

This course aims at deepening students’ understanding of urban society in order to help them to research contemporary urban problems in developing countries.

Content

The course examines the emergence and dynamics of pre and post-industrial urban communities in Africa from a sociological perspective. The theoretical underpinnings of urban communities are also treated. In addition, the course interrogates the socio-cultural aspects of commercial sex, substance abuse and misuse, crime, youth employment/unemployment and streetism.

Mode of delivery

The course is delivered through lectures and seminars as well as class presentations.

Reading Materials

Flanagan, W. G. (2002). Urban sociology: Images and structure. Boston: Allyn and Bacon.

Hiller, H. H. (2011). Urban Canada (2nd edition). Oxford: Oxford University Press. King, A. D. (1990). Urbanism, colonialism, and the world economy. New York: Routledge.

Thorns, D. C. (2002). The transformation of cities: Urban theory and urban life. Houndmills. UK: Palgrave Macmillan.

UN Habitat (2006). The state of world’s cities report 2006/2007; The Millennium Population

Fund Development Goals and Urban Sustainability: Thirty Years of Shaping the Habitat Agenda. Nairobi: United Nations Human Settlements Programme.

Objective

The course enhances students’ understanding of contemporary educational issues and how they impact the progress and development of society.

Content

This course focuses on the sociological study of education in Ghanaian society. The course examines the historical and contemporary development of education in Ghana and applies different empirical and theoretical perspectives on educational issues. In addition, policy changes, and inequality issues embedded in the Ghanaian educational system are discussed.

Mode of Delivery

The course is delivered through lectures and seminars as well as class presentations.

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

The course helps students to analyse contemporary national and global issues relating to gender organization and work

Content

The course draws on sociological theories and perspectives to interrogate 'work-life balance, diversity, occupational health and safety, feminization of work, 'gender pay gap' etc. as well as the historical, indigenous and contemporary contexts of work with emphasis on the changing roles of men and women in both formal and informal organizations. It explores changes relating to the economy, education, technology, consumerism, health, globalization, welfare and the changing patterns of family life in relation to work. The course examines stereotypical work differentials for men and women at the workplace and home within the context of job specifications and descriptions, work hours, training and education opportunities, rewards systems and recent developments in employment regarding increasing flexibility, privatization, contracting out and home work.

Mode of Delivery

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

Reading Materials

Acker, J. (2006). Inequality regimes: Gender, class, and race in organizations. Gender and Society 20(4), 441–464.

Anderson, C. (2006). Occupational analysis assignment. In P. Giuffre, & S. Bird. (Eds.). The sociology of gender and work: Syllabi and teaching materials (2nd edition). Washington DC: American Sociological Association.

Calás, M. B. & Smircich, L. (2006). From the ‘woman’s point of view’ ten years later: Towards a feminist organization studies. In S. R. Clegg, C. Hardy, & W. R. Nord (Eds.). The SAGE handbook of organization studies, pp. 284-346 (2nd edition). London: Sage.

Connell, R. (2006). The experience of gender change in public sector organizations. Gender, Work & Organization 13(5), 435–452.

Goodman, J. (Ed.). (2010). Global perspectives on gender and work: Readings and interpretations. Lanham, MD: Rowman & Littlefield.

Objective

The course seeks to promote a critical understanding of sexual behaviour as gendered and socially developed phenomenon from a global perspective

Content

This course draws on anthropological and sociological perspectives in examining sexual behaviour as a socio-cultural rather than a biological phenomenon. It examines the ways by which we become sexual and gendered beings and the relationship between gender, sexuality and cultural identities from a global perspective. It interrogates processes through which gender differentially structures the experiences of women and men in society. Drawing on relevant theoretical perspectives, particularly feminism, intersectionality, queer and critical theories, the course helps students to understand and explain gender and human sexuality. It examines how definitions of gender and sexuality are reproduced, negotiated and deployed in the context of globalization and transnational flows. Using case studies from different societies and cultures as well as key texts from feminist/global cultural and ethnographic studies, the course also explores global trends in gender and sexuality.

Mode of Delivery

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

Reading Materials

Diane, R. (2000). Constructing sexual citizenship, theorising sexual rights. Critical Social Policy 20(1), 105-135.

Jacqui, A. (2006). Gay tourism: Culture and context. Binghamton: Haworth Press.

Jasbir, P. (2007). Terrorist assemblages: Homonationalism in queer times. Durham: Duke University Press.

Kempadoo, K. (2004). Sexing the Caribbean: Gender, race and sexual labour. New York: Routledge.

Stryker, S. & Bettcher, T. M. (Eds.). (2016). Trans/Feminisms [Special Issue] Transgender Studies Quarterly 3(1-2).

Objective

The course equips students to understand the core concepts related to industrial sociology such as industry, rationalization and bureaucracy, and use them in their appropriate contexts. 

Content

Industrial sociology, which applies sociological knowledge and techniques to the study of industry, focuses on the workings and relations within the industrial environment. This course explores many related concepts including rationalization, bureaucracy, formal organizations and their relevance to understanding the industrial environment in general and the Ghanaian experience in particular. In addition, students are taken through hands-on activities in selected relevant industrial institutions.

Mode of delivery

The course is delivered through lectures, presentations, audiovisuals, seminar and lecturer-facilitated discussions as well as educational trips.

Reading Materials

Akpala, A. (1982). Industrial relations model for developing countries: The Nigerian system. Enugu: Fourth Dimension Publishers.

Girigiri, B. K. (1998). Industrial organization: A sociological perspective. Port Harcourt: SIJ Publishers.

Misra, R. (2013). Industrial sociology. New Delhi: University Science Press.

Ogunbameru, A. O. & Oribabor, E. P. (2008). (Eds.). Industrial sociology. Ibadan: Penthouse Publishing Company.

Okafor, E. E. (2014). Revisiting the utility of industrial sociology in national development: The case of Nigeria. International Multidisciplinary Journal 8(2), 175-198.

Stover, R. G. (2006). Industrial Sociology. South Dakota State University Journal of Management. 4(4), 43-50.

Objective

This course builds the capacity of students to understand relationships between bureaucracy and complex organizations.

Content

This course covers a broad spectrum of theories, beginning with the classical approach to the study of bureaucracy, through post-classical approaches to the present. It also helps students to identify the nature and consequences of the individual and group relationships within complex organizations, drawing on specifically selected industrial, political and social service organizations in Ghana.

Mode of Delivery

The course is delivered through lectures and seminars as well as class presentations.

Reading Materials

Blau P. M. (1994). On the nature and types of organizations. New York: John

Wiley & Sons. 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 organisational behaviour. Mason: Thompson South-Western.

Greenberg, J. & Baron, R. A. (2002). Behaviour in organizations: Understanding and managing the human side of work (8th edition). New York: Prentice-Hall.

Objective

The course facilitates students’ understanding of human resource development through a critical assessment of the field from a sociological perspective.

Content

This course explores Human Resource Development (HRD) from both strategic and practical contexts. Drawing on strategic HRD perspectives in organizations, the course exposes students to initiatives that develop the social/human capital resources of organizations as well as strategies for advancing the strategic positioning of organizations and their sustainability. In addition, the place of HRD in the changing world of work, emerging theories, practices and associated developmental needs of the workforce are examined both nationally and globally. Further, the socio-cultural and global contexts within which HRD practitioners operate is discussed. The course is also devoted to the theoretical and action inquiry perspectives that integrate developmental learning theory and a critical pragmatist stance. Finally, students are encouraged to critically reflect on the broader social implications of changes taking place in organizations and the field of HRD.

Mode of delivery

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

Reading Materials

Armstrong, M. (2018). Human resources management. London: Sage.

Bennett, E. E. (2014). Introducing new perspectives on virtual human resource development. Advances in Developing Human Resources 16(3): 263- 280.

Nakamura, Y. T. & Yorks, L. (2011). The role of reflective practices in building social capital in organizations from an HRD perspective. Human Resource Development Review 10: 222-245.

Yorks, L. (2005a). Strategic human resource development. Mason: South-Western.

Yorks, L. (2005b). Action learning as a vehicle for management development and organizational learning: Empirical patterns from practice and theoretical implications. In C. Wankel, & R. DeFillippi (Eds.). Educating managers through real-world projects, pp.183-211. Greenwich: Information Age Publishing.

Objective

This course equips students to understand the sociological undercurrent of public policy formulation, implementation and various contemporary policy issues.

Content

This course aims to give students thorough training in the systematic study of society and the social and economic policies utilized in different countries. Topics to be treated include the conceptual and historical issues in policy formulation, as well as a critical examination of family policy, welfare policy, employment policy, crime policy among others. In addition, the outcomes of policy implementation are discussed.

Mode of Delivery

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

Reading Materials

Dye, T. R. (2013). Understanding public policy. Boston: Mass Press.

Birkland, T. A. (2010). An introduction to the policy process: Theories, concepts, and models of public policy making (4th edition). Armonk: M. E. Sharpe Publications.

Objective

The course enhances students’ understanding of the gender experiences of global migration.

Content

The course begins with a discussion of theories of migration, and then factors relating to the global political economy, work, culture and identity. It deals with issues such as human trafficking, refugee movements and sex tourism. In addition, the course addresses questions that have been raised by scholars of migration, with a particular emphasis on gender as an analytical tool to understand the experiences of migrants. Further, the course interrogates the contemporary factors that allow for increased migration across borders, the role gender plays in the decision-making migration process, the gendered and racial composition of migration flows, how gender is reconstituted after migration, and the role the race, class and gender location of migrants play in their successful integration in host societies.

Mode of Delivery

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

Reading Materials

Ehrenreich, B. & Hochschild, A. (Eds.). (2004). Global woman: Nannies, maids & sex workers in the new economy. New York: Metropolitan Books/Henry Holt and Co.

Kempadoo, K. (Ed.). (1999). Sun, sex and gold: Sex tourism in the Caribbean. Oxford: Rowman and Littlefield Press.

Romero, M., Preston, V., & Giles, W. (Eds.). (2014). When care work goes global. Locating the social relations of domestic work Farnham, Surrey, England; Burlington, VT: Ashgate Publishers.

Sharpe, P. (Ed.). (2001). Women, gender and labour migration. London and New York: Routledge.

Tastsoglou, E & Dobrowolsky, A. (2006). (Eds.). Women, migration and citizenship: Making local, national and transnational connections. Hampshire, England and Burlington, VT: ASHGATE.