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Bachelor of Social Science (Honours) in Sociology

  • Outline
  • Admission Criteria
  • General Guideline
  • Course List

Faculty: Faculty of Arts & Social Sciences (FASS)

Department: Department of Sociology

Program: Bachelor of Social Science (Honours) in Sociology

Course Outline

1. Vision of the BSS Program: The vision is to develop skilled human resource with advanced and specialized knowledge in the field of sociology in national and global landscapes by accomplishing the idea of education 4.0 through stringent instruction in the Sociological perspectives, research methods, theories and different applied areas.

2. Mission of the BSS Program: The mission of the programme is to prepare students for the VUCA world by introducing them to applied and conceptual tools of Sociology that enhance critical understandings of the real life situation. It focuses on proper understanding of sociological theories and methodologies which integrate service-oriented and experience-based learning with other pedagogies. In addition, the programme also prepares students to build pragmatic careers in teaching, social work, and a variety of administrative and research occupations.

3. Program Educational Objectives: The main objective of this program is to offer outcome based education with up-to-date knowledge in Sociology. The specific objectives of the program are -

 To teach theoretically sound, methodologically rigorous and application oriented analyses of social phenomena at both local and global levels.

 To offer students direct opportunities to develop and apply those skills through research and experiential learning activities.

 To help the learners become socially aware and professionally competent to adapt with changing world; and

 To develop human resources with a broad view to serve the society in a meaningful and sustainable way.

 

4. Program Learning Outcomes: After completion of the BSS (Hons.) in Sociology students will be able to-

 comprehend substantial knowledge on the basics of Sociology;

 identify social problems and issues in regional and global contexts;

 analyze the concepts of population, education, health, gender, development, poverty, politics, crime, social structure and so on from sociological perspective;

 synthesize information from different sources by applying theoretical insights and methods of inquiry in logical and coherent manner of empirical research;

 demonstrate theoretical as well as empirical orientation to social world with enhanced compare and contrast capability;

 formulate sociological research by applying standard qualitative and quantitative methods;

 evaluate social policies and planning following methodological approaches of Sociology;

 participate in civic affairs as an active ambassador of progressive change; and

 develop leadership skills, team building capacity and professionalism.

General Info

Intake : Once in a Year
Application Duration : 10 November 2025 - 30 November 2025

Method of Application : Online through the "Admission Link" of www.bup.edu.bd 
Course Duration : Years: 04 Semester: 08

Total Fees: 68,850.00 (Additional Fees if applicable)
Total Credit Hours : 126

 

Eligibility for Admission

  1. A candidate must pass SSC/equivalent and HSC/equivalent examination from any discipline/group.
  2. Candidates from Science Group must obtain a total GPA of 8.00 in SSC/equivalent and HSC/equivalent examination.
  3. Candidates from Business Studies Group must obtain a total GPA of 8.00 in SSC/equivalent and HSC/equivalent examination.
  4. Candidates from Humanities Group must obtain a total GPA of 7.50 in SSC/equivalent and HSC/equivalent examination.
  5. Candidates from General Certificate of Education (GCE) O and A level background must pass in minimum 05 (five) and 02 (two) subjects respectively having minimum 26.5 points in total based on the following scale: 

A* - G Grading System (IGCSE)

9 – 1 G Grading System (GCSE)

Grade

Point

Grade

Point

A*/A

5.00

9/8

5.00

B

4.00

7

4.50

C

3.50

6

4.00

D

3.00

5

3.50
   

4

3.00

Note:   Gradings lower than ‘D’ or 4 (9-1 Grading System) will not be considered for point calculation.

  1. Candidates from International Baccalaureate (IB) must pass in minimum 06 (six) subjects having minimum 30 points based on the rating scale used in their curriculum (7, 6, 5, 4). Rating of 1, 2 and 3 will not be considered in point calculation.

 

Admission Test Syllabus

Candidates will have to sit for a written test (MCQ) of 100 marks. The marks distribution is as follows:

  1. English – 40
  2. General Knowledge - 40
  3. Bangla - 20

Weightage, 

  1. MCQ = 55%
  2. HSC/Equivalent Result=25%
  3. SSC/Equivalent Result=20%

Total=100%

Exam Type

The admission Test will be taken in MCQ System (100 Marks) and 0.50 marks will be deducted for each wrong answer.

Detailed Time Plan and Center for Admission Test

  1. Merit List of selected candidates will be published on 14 January 2026 at BUP Website www.bup.edu.bd.
  2. Admit Cards can be downloaded and printed by the individual applicants from admission.bup.edu.bd from 01 January 2026 onward. But to avoid technical complications, applicants are requested to download the admit card as soon as possible.
  3. Written Tests will be held as per the following schedule: 

Faculty

Date & Day of Written Test

Time of Written Test

Faculty of Arts and Social Sciences

10 January 2026 Saturday

03:30 PM-04:30 PM
  • Admission Test (Written) will be conducted in Dhaka city only.
  • Schedules of other events will be circulated later.

Short Description of the Program: This curriculum is applicable to the bachelor program (BSS Hons) in Sociology. In the preparation of this document, faculty members of this department rightly identified necessary courses for bachelor program. Universal standards in terms of the selection of core courses are taken care of. From this point of view, Introductory Sociology, Theories of classical, modern and contemporary sociologists received adequate attention apart from methodology. In the context of methodological approaches, both quantitative and qualitative approaches are given proper attention as required and efforts are made to incorporate the issues, which are emerging in the methodology. Area courses are a major part of this curriculum. In this regard, the department encourages keeping in pace with the current developments of Sociology discipline particularly in the sub field. In this way attention has also been paid to environment, disaster management, sustainable development, health, gender, crime, media, globalization and other aspects. It is intended that the graduates of this department should earn skill not only in the core courses but also in the emerging fields increasingly attended by the sociologists. To facilitate the analytical and cognitive skills of the graduates, special attention has been given to the allied fields. However, no less importance has been given to the local context and Bangladesh studies have been underlined exemplified in different courses. It is hoped that the present curriculum would facilitate the academic program of the department in an effective manner.

 

Overview of the Program: In order to obtain the degree of Bachelor of Social Science (BSS) in Sociology, students have to complete eight (8) semesters in four years and are required to satisfactory undertake of 126 credits. It will include course work, research monograph, written comprehensive examination and a viva-voce. In each semester, a minimum of 16 weeks is dedicated for classroom learning, while remaining weeks will be utilized for the final examination, other curricular and co- curricular activities. Usually, two classes of 90 minutes (1.5 hours for each class) in a week for each course are planned during the semester. Minimum contact hours for each course, in a semester, will be 48. Each taught course carries 03 credits, research (monograph) work carries 03 credits, a written comprehensive examination in the final semester carries 03 credits and viva-voce carries 03 credits.

1st Semester

Objectives

  • Students will gain an understanding of the past and its impact on their lives today. Through the process of reading, note taking and test taking students will improve their reasoning abilities and abilities to develop a logical argument. Therefore, the primary objectives of this course are to encourage the development of critical reasoning skills and to fulfill the university’s mission statement of “assist [ing] its students in developing the important qualities of independent thinking and respect for the ideas of others.”

Outcomes

  • Compare and contrast ancient civilizations. Interpret historical sources from different cultural backgrounds. Trace the development and dispersal of major religions. Trace the origins of intellectual ideas. Evaluate the impact of the environment on human history. Locate historical places on maps.

References

  • . J.E. Swain, A History of World Civilization
  • T. Waiter Wall Bank and A.M. Taylor, Civilization: Past and Present,
  • John B. Harrison, Richard E. Sullivan & Dennis Sherman, A Short History of Western Civilization,
  • Wallbank, Thomas W. and Alastair MacDonald Taylor. 1 992.Civilizations: Past and Present.
  • History - Western Civilization

Objectives

  • • The students are expected to learn the details subject-matter, applied anthropology and research methods of anthropology. • Emphasis will be given on the importance of early anthropological thought and main schools of anthropology. • Students will develop a fundamental grasp of the principles, methods and theories that define each of the four fields of anthropology as well as appreciation of how the discipline offers tools for a holistic study of the human condition. • By the end of this course students will have enriched their understanding of both the field of anthropology in general and the human condition in particular.

Outcomes

  • At the conclusion of the course, successful students will be able to: • Outline the major subfields of anthropology and the importance of social and cultural anthropology within the broader perspective on humanity offered by the discipline. • Define key terms and concepts in social and cultural anthropology and claim experience in applying them to discussions of historical and contemporary research in the discipline. • Discuss the core methods in social and cultural anthropology. • Identify and reflect upon the ethical obligations of pursuing research involving human subjects both living and deceased. • Appreciate cultural diversity and comprehend a wide variety of social problems around the world. • Use anthropological concepts and gain skills for critically reading and visually analyzing the world around us.

References

  • • Barnard, Alan (2004). History and Theory in Anthropology, Cambridge University Press. • Barnouw V. (1980) – An Introduction to Anthropology, The Dorsey Press. • Bernard, H. Russell (2006), Research Methods in Anthropology: Qualitative and Quantitative Approaches, AltaMira Press. • Ember, Carol R. and Ember Melvin R. (2014), Anthropology, 14th edition, Pearson. • Eriksen , Thomas Hylland and Nielsen, Finn Sivert (2001), A History of Anthropology, PLUTO Press. • Just, Peter (2000), Social and Cultural Anthropology: A Very Short Introduction, Oxford University Press. • Kottak, C. Phillip (2011), Cultural Anthropology: Appreciating Cultural Diversity, McGraw-Hill. • Kottak, C. Phillip (2011), Window on Humanity: A Concise Introduction to Anthropology, McGraw-Hill Humanities. • Nanda, Serena and Richard L. Warms. (2007). Cultural Anthropology, Ninth Edition, Thomson Wadswort. • Tylor, E B (2015). Anthropology: An Introduction to the Study of Man and Civilization (Classic Reprint), Forgotten Books.

Objectives

  • Functional English qualifies students in understanding the basics of English language. Students are introduced to the varied aspects of the course which concentrates on bettering their skills and proficiencies of the language.

Outcomes

  • Students will be able to produce functional English for everyday life. They will develop fluency in reading and writing to communicate massage with clarity.

References

  • Liz and John Soars.: New Headway Intermediate Level Students’ Book
  • L. Sue Baugh: How to write first class business correspondence.
  • Cambridge IELTS (book 4-6)

Objectives

  • Knowledge achievement : After the completion of the course, the students will - Know the basic and standard concepts of rhetoric - Be aware of the cross-cultural aspects involved in the art and science of public speaking - Learn different methods of presentations (such as panel, project, interactive, symposium, etc.). Skills and abilities : After completion of the course, the students will - Be able to provide an effective speech for different contexts - Improve posture, voice, diction and mechanics of speech - Develop speech presentation and persuasion techniques, audience awareness and self-awareness - Cultivate poise and confidence - Be adept in a variety of speeches (informative, persuasive, demonstrative, special occasion etc) - Produce and use virtual aids during presentations effectively

Outcomes

  • After completion of the course, the students will - Be able to provide an effective speech for different contexts - Improve posture, voice, diction and mechanics of speech - Develop speech presentation and persuasion techniques, audience awareness and self-awareness - Cultivate poise and confidence

References

  • Presentation Skill Handbook, Suzy Siddons
  • Talk Like Ted, Carmine Gallo
  • Business Communication, Lesikar, Pettit
  • Google Scholar
  • Oxford Academia
  • Youtube Channel
  • Toastmasters Int.
  • Blogs and Websites
  • Oxford Online English
  • Express to Impress, Darren Tay

Objectives

  • • Developing an understanding of major theoretical perspectives in Sociology, their applications in real life by discussing recent issues.
  • • Illustrating the process of personality development, self development and Socialization.
  • Making sense about the sociological theories that account for deviance, conformity and social control
  • • Giving them some professional session by taking several presentation, debate and assignments

Outcomes

  • • Students can distinguish between macro level and micro level sociological perspectives and can specify the theoretical components of each perspective
  • • Students can define the processes of social research, distinguish between the requirements and limitations of the various methodologies used in the social sciences, and identify various modes of design for data collection.
  • • Students can distinguish the basis of different types of societies, can order and sequence the socialization processes and cognitive developments over a life span.
  • • Students become familiar with multiple types of social institutions (family/marriage, education, religion, health, leisure, criminal justice and political systems, and economic systems) and their evolution over time.
  • Students can explain the sociological significance of social groups and the processes group creation; determine the historical and contemporary levels of social conflict and/or cooperation between various social identity groups.

References

  • 2. Anthony Giddens (2006) Sociology [5th Edition], Cambridge: Polity Press.
  • 3. Little,W & McGivern,R (2011) Introduction to Sociology [1st Canadian edition] Toronto :Open Stax College
  • 1. Martin Albrow (1999) Sociology: The Basics [1st Edition], Routledge.

2nd Semester

Objectives

  • Developing basic knowledge of the discipline of social statistics, its principle concepts (population vs. sample, sampling distribution) and applications in social science
  • Introducing some appropriate methods of both descriptive statistics and non-parametric statistical methods.
  • Summarizing numeric data by computing descriptive statistics (e.g., mean, variance) and by creating tables and graphs.
  • Computing various inferential statistics (e.g., t-score) using methods
  • Demonstrating the differences among various statistical techniques and identify an appropriate technique for a given set of variables and research questions.

Outcomes

  • After the successful completion of this course – Students will be able to develop basic knowledge of the discipline of social statistics, its principle concepts (population vs. sample, sampling distribution) and applications in social science
  • Students will be able to summarize numeric data by computing descriptive statistics (e.g., mean, variance) and by creating tables and graphs.
  • Students will be able to demonstrate the differences among various statistical techniques and identify an appropriate technique for a given set of variables and research questions.
  • Students will be able to excel how to deal with descriptive statistics and non- parametric methods.
  • Students will be able to compute various inferential statistics (e.g., t-score) using statistical methods.

References

  • Walsh, Anthony. 1990. Statistics for the Social Sciences with Computer Applications. New York: Harper and Row Publishers.
  • Hinton, Rerry R. 2004. Statistics Explained. New York: Routledge.
  • Kirk, Roger E. 1999. Statistics: An introduction. New York: Harcourt Brace College Publishers.
  • Gibbons, Jean D. 1993. Nonparametric Statistics: An Introduction. London: Sage.

Objectives

  • The goal of this course is to provide sociology students with a general introduction to social psychology and an opportunity to apply social psychological theories to the lifeworld.

Outcomes

  • First of all
  • Secondly
  • Thirdly
  • Finally

References

  • Sargent, Stansfeld. S. & Williamson, Robert C. Social Psychology, The Robert Press Company, New york
  • Franklin, Clyde W. 1982. Theoretical Perspective in Social Psychology. Boston: Little, Brown
  • Edwin, Hollander P. 1981. Principles and Methods of Social Psychology. Oxford: Oxford University Press.
  • Schultz, Duane P. and Sydney Ellen Schultz. 2012. Theories of Personality. Boston: Cengage Learning.
  • Johnson, Goodwin and David L. Watson. 1972. Social Psychology: Issues and Insights. Boston: Cengage Learning.

Objectives

  • The course is designed for the students of Sociology to provide the basic idea of different profiles of Bangladesh as well as problems and prospects of the country.

Outcomes

  • After the successful completion of the course, students will be able
  • to make themselves acquainted with the basic concepts of physiographic, demographic and economic, political, socio-cultural spheres; and
  • to get some idea with regard to the past and present challenges of Bangladesh and realize the potentials for future development

References

  • Sirajul Islam (ed.), Banglapedia, Vol.-all, Dhaka: Asiatic Society of Bangladesh, 2002
  • Akbar Ali Khan, Dynamics of Bangladesh Economics, The University Press Limited (2006)
  • Michael P. Todaro & Stephen C. Smith, Economic Development, (Eigth edition, 2003)
  • Khan, Shamsul Kabir & Khanam, Daulatun Nahar, Bangladesh Studies, Chaity Chayon Prokashani, Dhaka-1205, (1998).

Objectives

  • In spite of its historical roots as a branch of philosophy, ethics is gaining popularity among many academic disciplines. The goal of this course is to make the students morally sound by the lessons of ethics and morality– specifically the social context in which individuals confront moral choices.

Outcomes

  • Identify and employ common terminology for philosophical approaches to ethics
  • Explain and summarize arguments within philosophical texts
  • Apply important ethical concepts and theories to various hypothetical and real-world situations
  • Assess competing claims concerning the demands that morality places on your actions and decisions
  • Reflect on your own assumptions and form more considered judgments on moral issues

References

  • Ashby, Warren. A Comprehensive History of Western Ethics: What Do We Believe? New York: Prometheus Books, 1997
  • Benson, J., Environmental Ethics: An Introduction with References, London: Routledge, 2000.
  • Frankena, W.K., Ethics, New Delhi: Prentice-Hall, 1995.
  • Honer, S.M. et. al. (Eds.), Invitation to Philosophy, California: Wadsworth, 1982.
  • Jardins, J.R.D., Environmental Ethics: An Introduction to Environmental Philosophy, Belmont: Wadsworth, 2001.
  • Lillie, W., An Introduction to Ethics, London: Methuen, 1966.
  • Mabbott, J.D., An Introduction to Ethics, London: Hutchinson, 1966.
  • Mackenzie, J.S., A Manual of Ethics, London: University Tutorial Press, 1980.
  • Laird, J., Hume’s Philosophy of Human Nature, London: Oxford University Press, 1967.
  • Parkinson, G.H.R. (Ed.), Renaissance and Seventeenth-century Rationalism: Routledge History of Philosophy, (V. 4), London and New York, Routledge, 1993.
  • Prichard, H. A., Kant’s Theory of Knowledge, Oxford: Oxford University Press, 1909.
  • Russell, B., History of Western Philosophy, London: George Allen and Unwin, 1946.
  • Rutherford, Donald. (Ed.), The Cambridge Companion to Early Modern Philosophy, Cambridge: Cambridge University Press, 2006.
  • Smith, Norman Kemp, The Philosophy of David Hume, London: Macmillan, 1966.
  • Solomon, Robert C. and Kathleen M. Higgins. (Eds.), The Age of German Idealism: Routledge History of Philosophy, (V. 6), London and New York, Routledge, 1993.

Objectives

  • Develop an awareness of the association between individuals’ family lives and social structures.
  • Explore the key sociological concepts, theories, and empirical research within the sociological study of family.
  • Examine family issues in an individual’s life, the lives of others, and a society, and analyze how specific family experience is emerged, produced, and stabilized.
  • Discern broad social patterns, and understand how gender, class, sexuality, race and ethnicity function in all facets of family at the micro, meso, and macro levels.

Outcomes

  • Analyze an understanding of a variety of sociological theories of marriage and family and their application to current trends and events.
  • Identify research methods used by sociologists to study marriage and family.
  • Examine historical changes in the institutions of marriage and family.
  • Analyze the role of love and intimate relationships in society.
  • Analyze the impact of gender, race, ethnicity, class, and sexual orientation on family dynamics.
  • Examine child-rearing practices and parenting trends.
  • Examine the dynamics of power, violence, and abuse within intimate and family relationships.
  • Analyze the effect of social policies on marriage and family.
  • Develop interpersonal skills which strengthen marital and family relationships

References

  • Benokraitis Nijole V. (2015), Marriages and Families, 8th Edition, Pearson.
  • David H . Olson , John DeFrain, Linda Skogrand (2014), Marriages Families: Intimacy, Diversity, and Strengths, 8th edition, McGraw-Hill Companies, Inc.
  • Bryan Strong, Christine DeVault, and Theodore F. Cohen (2011), The Marriage and Family Experience: Intimate Relationships in a Changing Society, Eleventh Edition, Linda Schreiber-Ganster.
  • David Knox and Caroline Schacht (2010), Choices in Relationships: An Introduction to Marriage and the Family, Tenth Edition, Wadsworth, Cengage Learning.
  • Mary Ann Schwartz and BarBara Marliene Scott (2018), Marriages and Families: Diversity and Change, 8th Edition, Pearson Education, Inc.

3rd Semester

Objectives

  • Objectives of this course are to-  provide knowledge about the basic concepts of social research;  help develop insight in formulating research problem and design; and  acquaint with research methods and techniques.

Outcomes

  • After the end of the course, the students will be able to-   understand the meaning of science, knowledge, research, design, and so on;  formulate research problems and draw appropriate design; and  apply scientific method for social research

References

  • Required References: Creswell, John W. and J. David Creswell. 2018. Research Design: Qualitative, Quantitative, and Mixed Methods Approaches, SAGE Publications, Inc; 5th edition. Suggested References Neuman, William L. 2015. Social Research Methods: Qualitative and Quantitative Approaches. Boston: Allyn and Bacon. Bryman, Alan and Duncan Cramer. 1994. Quantitative Data Analysis for Social Sciences. Creswell, John W. 1994. Research Design: Qualitative and Quantitative Approaches. CA: Sage Publications. Crotty, Michale. 1998. The Foundations of Social Research: Meaning and Perspective in the Research Process. Australia: Allen and Unwin. Denzin, Norman K. and Yvonna S. Lincoln. (Eds.) 2000. Handbook of Qualitative Research.London: Sage. London: Rutledge. Punch, Keith F. 1998. Introduction to Social Research: quantitative and Qualitative Approaches: London: Sage Publications.

Objectives

  • The course has been designed basing on following objectives: a. To teach basic elements of Elementary French Language for writing and speaking correctly. b. To build the confidence of learners for doing communication in Elementary French speaking countries. c. To make them capable to do communication in different real life situations. d. Motivate students to learn Elementary French by showing its importance in various fields. e. To increase learner’s awareness and knowledge of the Elementary French community and culture all over the world.

Outcomes

  • By the end of the course, the participants are expected to: a) Maintain social contact in different social situations, greet people, b) using French expressions for day-to-day life c) Introduce themselves and others d) Ask information about a person. e.g. (name, age, nationality, profession, address, telephone number etc.) e) Speak about their likings and preferences f) Write letters to new Francophone friends with self and family description g) Describe, show and locate objects; describe bedrooms, apartment etc h) Describe a person (physique, clothes, colours etc.) i) Converse with seller, asking price, likings, size etc j) Describe house, rooms, apartment; locate places, rooms in a layout k) Listen to and understand French used in different social / daily situation l) Read and understand texts at a reasonably beginners level m) Write effectively ( email, descriptive letter, completing form etc) n) Speak with moderate pronunciation and accuracy respecting social language

References

  • Le nouveau Taxi, Niveau 1

Objectives

  • The course is designed for the students of BSS program in Sociology in order that they can understand how economy is embedded in society.

Outcomes

  • After completion of the course, the students will be able: 1. To understand the sociology of economic life; 2. To have basic understandings of sociological perspectives of economic life; 3. To explore the contributions of classical sociologists to the field of economic sociology; 4. To explore the contributions of contemporary sociologists to the field of economic sociology; 5. To have basic understandings of Economic Organization; 6. To explain the Economic and Sociological Approaches to Markets; 7. To understand the Sociology of Labor Markets and Trade Unions; 8. To have basic understandings of Sociology of Work and Occupations; 9. To explain the relationship between Politics and the Economy; 10. To explain the relationship between Law and the Economy; 11. To explain the relationship between Culture and the Economic Development; 12. To explain the relationship between Culture, Trust and Consumption; 13. To explain the relationship between Gender and the Economy; 14. To explain the relationship between Education and the Economic Development; and 15. To explain the relationship between Environment and Economy.

References

  • Richard Sweberg. Principles of Economic Sociology. 2007
  • Smelser, Neil J. and Richard Sweberg. The Handbook of Economic Sociology. 2005
  • Polanyi, Karl. 1957. The Great Transformation

Objectives

  • objectives; Course Objectives: The course specifically aims at introducing the students with the debates on topical interests. Specific topics are as follows: 1. Introducing briefly the historical development since the UNCED, 1992 a. UN Development Decades b. Debate on climate change c. Role of the most vulnerable country, like Bangladesh d. Emergence of MDGs and SDGs e. Achievements by Bangladesh concerning these goals 2. Orienting the students with a set of development issues and challenge them to ponder on them, specially related to “Development Projects”. How people and the society are adversely impacted by development projects would be touched upon with some case studies, as follows: a. Development-induced displacement b. Disaster and development c. Migration and development d. Development Disaster e. Ethnicity and Development

Outcomes

  • at the end of the class, the students of sociology would get to know issues like environment, climate change, global warming, biodiversity conservation etc

References

  • Recommended Readings: 1. Ensor, J., Berger, R., and Huq, S. (2014). Community-Based Adaptation to Climate Change, Emerging Lessons, Practical Action, Dhaka. 2. Gain, P. ed. (1998). Bangladesh, Environment Facing the 21st Century, Society for Environment and Human Development (SEHD), Dhaka. 3. Haque, M. (2013). Environmental Governance: Emerging Challenges for Bangladesh, AHDPH, Dhaka. 4. Mallick, B., Etzold, B. (2015). Environment, Migration and Adaptation, Evidence and Politics of Climate Change in Bangladesh. A.H. Development Publishing House, Dhaka. 5. Shaw, R., Mallick, F., Islam, A (2013). Climate Change Adaptation Actions in Bangladesh. Springer, Japan. 6. Course Materials (Photocopy of scholarly articles)

Objectives

  • • To gain in-depth knowledge and research experience in specific topic areas within the broader subject of sociology of education.
  • • To identify how are formal and informal relationships organized within schools, and what are the consequences for students’ learning and identities.
  • • To explain to what extent, and in what ways, do schools promote equal opportunity, and to what extent, and in what ways, do schools reproduce prevailing patterns of power, privilege, and hierarchy?
  • • To think critically about student’s own educational experiences and the ways in which your social context and personal biography have patterned your education.

Outcomes

  • • Interpret historical conditions that have led to the development of current education systems and institutions.
  • • Analyze the relationships between educational institutions and wider social structures.
  • • Compare and contrast different sociological and theoretical perspectives regarding the schooling experiences and outcomes of different social groups.
  • • Learn about the contemporary challenges facing education systems and policies.

References

  • Alex Moore (Eds.), 2006, Schooling, Society and Curriculum, Routledge.
  • H. Ballantine & F. M. Hammack (Eds.), The Sociology of Education: A Systematic Analysis (Sixth ed). Upper Saddle River, NJ: Pearson.
  • Michael W. Apple, Stephen J. Ball and Luis Armando Gandin (Eds.), 2010, The Routledge International Handbook of the Sociology of Education, Routledge.
  • Walter Feinberg, Jonas F. Soltis (2009), School and Society, Teachers College-Columbia University.
  • Anthony Giddens, 2009, Sociology, 6th edition, UK, Polity Press.

Objectives

  • The general aim of this course is to provide an introductory understanding on essential aspects of the discipline of Sociology of Religion.
  • This broader goal is to develop an understanding of major theoretical perspectives in Sociology of Religion, their applications in real life by discussing recent issues.

Outcomes

  • Students will be able to list key questions that are important to sociology of religion
  • Students will be able to describe core theoretical concepts
  • Students will be able to in the field provide an overview of current debates in the field
  • Students will be able to go for constructive debates through own research and teaching

References

  • Michele Dillon (2003) Handbook of the Sociology of Religion, Cambridge University Press.
  • R. Hinnells (2005) The Routledge Companion to the Study of Religion John, USA and Canada: Routledge
  • Emile Durkheim Translated by Karen (1995) Elementary Forms of Religious Life, The Free Press, New York
  • Ken Morrison (1995) Marx, Durkheim, Weber: Formations of Modern Social Thought, Sage Publications, London. Thousand Oaks. New Delhi
  • Malcom Hamilton (1995) The Sociology of Religion, 2nd edition
  • Inger Furseth, Pal Repstad (2006) An Introduction to the Sociology of Religion, Classical and Contemporary Perspectives

4th Semester

Objectives

  • The objective of this course is to draw a historical sketch of inequality for understanding the trend, pattern, and consequences of stratification in hunting and gathering societies to the ensuing ones. Finally, the course has been designed to measure the inequality in modern society by incorporation dominant measures associated with income inequality, gender inequality, education, health, poverty and exclusion.

Outcomes

  • After the successful completion of the course, students will be able:a) Describe social inequalities in Irish society and compare that with the situation in other advanced industrial societies;b) Critically discuss and evaluate the evidence for theories of causes of social inequality;

References

  • Bottero, Wendy. Stratification: Social division and inequality, Routledge is an imprint of the Taylor & Francis Group: Madison Ave, New York, NY 10016
  • Butler, Tim and Watt, Paul Understanding Social inequality (1st edition) SAGE PublicationsEngels,
  • Friedrich. 2012. The Condition of Working Class in England. New York: Create Space Independent Publishing Platform;

Objectives

  • There is a definite background for the emergence of sociology dealt with in this course. Then the contribution of its founding father introduced with a focus on changing course of society. It is followed by the elaboration of the contributions of three major classical sociologists, namely, Marx, Durkheim and Weber. Each has special significance for this discipline, captured here. Issues and aspects of society reflected by the above three classical sociologists then introduced. Different thematic points are addressed such as constitution of society, its historical course, dynamics of change, and methodological approaches. Orientation of this course will enable the student to acquaint with the subsequent development of sociological theories.

Outcomes

  • To understand the background of the emergence of sociological theories
  • To have basic understandings of sociological imagination (theoretical perspectives and paradigms)
  • To explain the social problems through conducting social research based on social theories/models.

References

  • George Ritzer and Jeffrey N. Stepnisky. 2021. Sociological Theory, SAGE Publications, Inc; 11th edition.
  • Adams Bert N. and R. A. Sydie. 2001. Sociological Theory. London: Sage Publications.
  • Collins, Randall. 1994. Four Sociological Traditions. Oxford: Oxford University Press.
  • Ritzer, George. 2008. Classical Sociological Theory. New York: McGraw-Hill.
  • Zeitlin, Irving M. 2001. Ideology and the Development of Sociological Theory. New Jersey: Prentice Hall.

Objectives

  • •Demonstrate understanding of social change stimulated by transforming work processes and “globalization,” •Articulate the challenges and oppressions of humanity through the lens of class, race, and gender both nationally and internationally, •Articulate the initial theoretical considerations of prominent thinkers of sociology of work, , •Pursue and personalize a greater understanding of particular occupations in-depth, •Understand and critique the current forms of work and managerial trends, •Apply sociological perspective to the understanding of everyday work in both service and professional occupations,

Outcomes

  • Students will be able to identify the structure and dynamics of organizations
  • Students will be able to develop an understanding of the major theoretical models of organizational analysis
  • Students will be able to enhance the understanding of the impact of complex organizations on modern society
  • Students will be able to develop an understanding of the impact of complex organization on our personal lives

References

  • Clegg, Stewart R. Cynthia Hardy and Walter R. Nord. 1996. Handbook of Organization Studies. London: Sage.
  • Handel, Michael J. 2002. The Sociology of Organizations: Classic, Contemporary, and Critical Readings (Theory, Culture & Society). London: Sage.

Objectives

  • In spite of its historical roots as a branch of philosophy, ethics is gaining popularity among many academic disciplines. The goal of this course is to make the students morally sound by the lessons of ethics and morality– specifically the social context in which individuals confront moral choices

Outcomes

  • After the completion of this course students will be able to think critically, logically, and ethically. They will also be able to make differences between the right and wrong, good and bad, morality and immorality. These ideas may help them to be a good citizen and moral person very consciously.

References

  • An Introduction to Ethics by William Lillie, 2. Ethics for Life by Judith A. Boss, 3. How are We to Live by Peter Singer

Objectives

  • To demonstrate the latest urbanization and the scenario of Bangladesh.
  • To clarify about the rural people and places along with both the advance and developing countries issues related with the rural factors.
  • To learn about the attempt of NGO for the development in Asia and Africa in concern of rural development.
  • To analyze the developing countries about their natural resources, income and the critical issues as economic growth, poverty alleviation and the good governance.

Outcomes

  • Students will be able to understand the nature of rural Society and its problems.
  • Students will be able to demonstrate the latest urbanization and the scenario of Bangladesh.
  • Students will be able to clarity about the rural people and places along with both the advance and developing countries issues related with the rural factors.
  • Students will be able to analyze the developing countries about their natural resources, income and the critical issues as economic growth, poverty alleviation and the good governance.
  • Students will be able to learn about the attempt of NGO for the development in Asia and Africa in concern of rural development.

References

  • Chitambar, J.B. (1993), Introductory Rural Society India. (9th addition); Wiley Eastern Ltd, New Delhi
  • Karim, Nazmul, Changing Society in India. Pakistan and Bangladesh
  • Karim. Nazmul; The Dynamic of Bangladesh Society Long
  • Norman (1982), An Introduction to Sociology of Rural Development. Tavistock Publication Ltd. 11 Fetter Lane, London U.K.

5th Semester

Objectives

  • The course is intended to orient the students with the terminology like ethnicity, ethnic groups, tribes, race and minority and how these groups are interacting with the mainstream society in Bangladesh. Challenges faced by these communities in getting involved in development of the country and the current debate on their integration would be discussed. Specific topics are as follows: 1. Introducing briefly the terminology a. Concept of Ethnicity b. Ethnicity: Various Approaches c. Ethnicity: South Asian Context d. Who are the indigenous peoples e. Concept of Race and Minority 2. Orienting the students with the selected indigenous communities in Bangladesh and South Asia a. Ethnic groups in the CHT b. Murong community in the CHT c. Plains land tribes of Bangladesh d. Andaman & Nicobar Island communities e. Various challenges faced by them f. Development-induced displacement g. Identity crisis 3. Understanding the intricate issues related to a. Isolation or assimilation b. Integration with the mainstream c. Crisis of identity d. Multiplicity of identity e. Plasticity of identity

Outcomes

  • At the end of the course, the students would come to know terminology like ethnicity, ethnic groups, indigenous groups of Bangladesh and India; various challenges they are facing; the question of assimilation or isolation etc.

References

  • Recommended Readings: 1. Adnan, S. (2004). Migration, Land Alienation and Ethnic Conflict, Causes of Poverty in the Chittagong Hill Tracts of Bangladesh. Research & Advisory Services, Dhaka. 2. Alam, S.M.N. (2002). Contemporary Anthropology: Theory and Practice. UPL, Dhaka. 3. Barakat, A., Hoque, M., Halim, S., Osman, A. (2009). Life and Lands of Adibashis, Land Dispossession and Alienation of Adivashis in the plain Districts of Bangladesh. HDRC & Pathak Shamabesh, Dhaka. 4. Bodley, J.H. (2008). Victims of Progress. Fifth Edition, Altamira Press, UK. 5. Haque, M. (1997). Ethnic Insurgency and National Integration: A Study of Selected Ethnic Problems in South Asia. Lancer, New Delhi. 6. Islam, Z, Shafie, H., Mahmood, R. (2017). Culture, Adaptation and Resilience: Essays on Climate Change Regime in South Asia, Bangladesh Climate Change Trust and Department of Anthropology, University of Dhaka. 7. Islam, Z. and Shafie, H. (2017). Anthropology of Climate Change, Culture and Adaptation in Bangladesh. Bangladesh Climate Change Trust and Department of Anthropology, University of Dhaka. 8. Schendel, W, Mey, W and Dewan, A.K. (2001). The Chittagong Hill Tracts, Living in a Borderland. The University Press Limited, Dhaka. 9. Sekhsaria, P and Pandya, V. (2010). The Jarawa Tribal Reserve Dossier, Cultural and Biological Diversities in The Andaman Islands, Kalpavriksh and UNESCO, Paris. 10. Course Materials (Photocopy of scholarly articles)

Objectives

  • To think critically about definitions of health and illness, and the way our healthcare system currently addresses illness.
  • Explore the structural relations of power that shape disease prevalence, and analyze how those structures reproduce power and inequality.
  • Develop a sociological understanding of our healthcare system. Who benefits from the current system? Who doesn’t? And why?
  • Develop a better understanding for how treatment practices become accepted as the norm.
  • Gain sensitivity about how patients experience illness
  • Deepen our appreciation for the value of sociology and sociological perspectives in examining health-related issues.

Outcomes

  • • Provide a broad overview of the field of medical sociology
  • • Understand the links between social factors and health
  • • Appreciate how age, sex, race/ethnicity, social class, and other sociodemographic characteristics shape health and illness over the life-course
  • • Explain major historical and current issues related to medical institutions, the medical professions, and health care in Bangladesh

References

  • • Barkan, Steven E., 2017, Health, Illness, and Society: An Introduction to Medical Sociology, Rowman & Littlefield.
  • • Bradby, Hannah. 2009, Medical Sociology: An Introduction, 1st Edition, SAGE Publications Ltd.
  • • Cockerham, William C., 2017, Medical sociology, 14th edition, New York, NY, Routledge.
  • • Germov, John, 2014, Second Opinion: An Introduction to Health Sociology, 5th edition, Oxford University Press.
  • • Maykovich, Minako K. 1980, Medical Sociology. California: Alfred Publishing.

Objectives

  • Learn how economic forces and social structures such as race, class and government policies influence how cities are socially and spatially organized, and how that has changed over time. 2. Learn about how urban living shapes social interaction, past and present. 3. Understand the ways in which the city is shaped by powerful interests and perpetuates inequalities, including gender, class, and race (this objective addresses the Ethical Reasoning objective). 4. Understand many of the environmental and health problems that threaten urban residents 5. Provide students with experience collecting and analyzing data through the urban ethnographic method (this objective addresses the Information Access and Reasoning outcome).6. Understand the Urban Poverty in Bangladesh 7. The primary goals of the course are intellectual ones; it is my hope that you will learn to read and think critically about social issues that are salient to your life as an urbanite. 8. This is a reading intensive course and you will need to keep up with the reading. But, I also hope that you will think carefully about the reading and continually question the role of powerful actors in shaping our modern cities. 9. Lastly, the course is designed to fine-tune skills which will enhance your attractiveness in the job market (a goal of any higher education), no matter your eventual major. Employers seek individuals who can 1) speak well, 2) write clearly and effectively, 3) apply logic and higher-level thinking skills to pressing problems. This course will aid your development in all three areas, while also helping you keep organized and gain self-awareness of your strengths and weaknesses.

Outcomes

  • BUP has identified six university-wide learning outcomes that it believes are critical for preparing graduates for workplace success and a life of continuous learning. These outcomes are: Thinking Skills; Communication; Information Access and Retrieval; Ethical Reasoning; Group Effectiveness and Computer Literacy. All courses offered at the university attempt to emphasize one or more of these university-wide outcomes.
  • Lastly, the course is designed to fine-tune skills which will enhance your attractiveness in the job market (a goal of any higher education), no matter your eventual major. Employers seek individuals who can 1) speak well, 2) write clearly and effectively, 3) apply logic and higher-level thinking skills to pressing problems. This course will aid your development in all three areas, while also helping you keep organized and gain self-awareness of your strengths and weaknesses.

References

  • Urban Sociology Images and Structure (Fifth Edition)
  • The New Urban Sociology
  • The Transformation of Cities: Urban Theory and Urban Life
  • Urban Sociology, Capitalism and Modernity
  • American Sociological Association

Objectives

  •  To view aging as a phase of growth and development.
  •  To understand and to value older people and to replace myths with facts and thus dispel stereotypes about aging.
  •  To understand biological aging as the process in which physical changes reduce the efficiency of organ systems.
  •  To understand psychological aging as the process of changes that occur in sensory and perceptual processes, mental functioning, adaptive capacity, personality, drives, and motives.
  •  To understand social aging which includes an individual’s changing roles and relationships in the social structure.
  •  To gain an understanding of the needs of the older person and how those needs can be met with a variety of services, supports, and programs.

Outcomes

  • • Identify the major issues shaping the study of aging
  • • Critically apply core theoretical frameworks/concepts to social aspects of aging.
  • • Relate core sociological concepts and research to real-life transitions in mid and later life.
  • • Describe what factors influence an individual as s/he ages over the life course
  • • Apply a multi-level perspective which relates the political and economic environment, structured social relations (e.g., age, gender, class), social institutions (e.g., work and family), interpersonal relationships (especially with family members) and individual experience to one another.
  • • Critically analyze major “problems” facing older adults and identify solutions
  • • Link personal experiences and knowledge about aging to course concepts, research, and theories

References

  • Hooyman, Nancy R. and Kiyak, H. Asuman, 2018, Social Gerontology: A Multidisciplinary Perspective, 10th Pearson Education, Inc.
  • Hooyman, Nancy R., 2015, Aging Matters: An Introduction to Social Gerontology, Pearson Education, Inc.
  • Quadagno, Jill S., 2018, Aging and the Life Course: An Introduction to Social Gerontology, 17th edition, McGraw-Hill Education,
  • Victor Christina R., 2005, The Social Context of Ageing, 1st edition, London and New York, Routledge.

Objectives

  • The course is designed for the students of Sociology to provide them an introductory idea of Research Methodology. In doing so, this course includes some specific objectives:
  • show knowledge and understanding of the theory of science and how this is related to the formulation of research problems within the social sciences;
  • show knowledge and understanding of social science methods and their role in the research process as a whole;
  • demonstrate basic proficiency in formulating a research problem within social studies and choosing relevant methods when designing a research project;
  • show knowledge and understanding of the advantages and shortcomings of different methods for data collection and analysis.

Outcomes

  • explain key research concepts and issues
  • Identify basic methodological approaches and describe the general role of methods in building sociological knowledge.
  • read, comprehend, and explain research articles in their academic discipline.
  • Demonstrate an understanding of the differences among the basic methodological approaches for gathering data.
  • Design a research study in an area of choice and explain why various decisions were made.
  • Students can demonstrate an understanding of data collection and analysis techniques that sociologists use to gather and evaluate empirical data. Students will develop the ability to critically evaluate sociological research.

References

  • ResearchGate
  • Basics of Social Research: Qualitative & Quantitative Approaches
  • Social Research Methods: Qualitative & Quantitative Approaches
  • Introduction to the Philosophy of Social Research

6th Semester

Objectives

  • The objective of the course is to focus on the relevant current concepts of development in sociological perspective.
  • To develop an understanding of development as phenomena that is socially constructed
  • Apply theoretical understandings of development and society to explain contemporary status of development/underdevelopment
  • To critically examine the role of state in development discourse and analyze existing policy and initiatives taken by government

Outcomes

  • To develop an understanding of development as phenomena that is socially constructed

References

  • Myrdal, G. What is Development? Journal of Economic Issues. Thilly, Frank 1931.
  • A History of Philosophy. New York: Henry Holt and Company. Brewer, A. 1990. Marxist Theories of Imperialism: A Critical Survey. London and New York: Routledge. Larrain, J. 1989.
  • Theories of Development: Capitalism, Colonialism and Dependency. Cambridge: Polity Press. Marx, K. 1959. Capital: A Critique of Political Economy. Volume III. Sawer, M. 1977. Marxism and the Question of the Asiatic Mode of Production. Roxborough, I. 1979.
  • Theories of Underdevelopment. New Jersey: Humanities Press. Chandra, R. 1992. Industrialization and Development in the Third World. London: Routledge.

Objectives

  • The purpose of this course is to provide the student with an in-depth introduction to the field of demography and population studies. Specifically, the course emphasizes the impact of population processes and events on human societies. Demography, along with other social science disciplines, will be employed to facilitate the understanding of how social and demographic factors interact to create societal problems throughout the world.

Outcomes

  • • Use key concepts related to population structures (including population age structure, sex composition, population size, population growth rates, etc.) to describe a population;
  • Understand how mortality and fertility have changed over the past two centuries and vary across countries;
  • demonstrate an understanding of theoretical differences among the most influential models that have been put forward in demographic research; and
  • Identify how demographic changes in Bangladesh and around the globe are relevant to contemporary public policy debates.

References

  • Weeks, John R (2007), Population: An Introduction to Concepts and Issues, 10th Edition, Wadsworth Publishing.
  • Jennifer Hickes Lundquist, Douglas L. Anderton, David Yaukey (2014), Demography: The Study of Human Population, 4th Edition, Waveland Press, Inc.
  • Dudley L. Poston, Jr., and Leon F. Bouvier (2010), Population and Society: An Introduction to Demography, Cambridge University Press.

Objectives

  • The objective of the course is to focus on the relevant current concepts of Deviance and Crime/ Criminology of modern era from sociological perspectives.

Outcomes

  • To identify and describe the basic concept relating to deviance and crime;
  • To explain theoretical perspectives on criminology especially crime and deviance behavior
  • To evaluate and understand the functioning of the Police in the Society.
  • To identify the different types of crimes committed in the society and the punishments awarded to such offenses.

References

  • Adler, Freda. William Laufer and Gerhard O. Mueller
  • Siegal, Larry J.
  • Schmalleger, Frank
  • Richard P. Seiter

Objectives

  • This course is designed to: • Make students familiar with the concepts of social capital and culture and their role for development • Give students the tools to analyze social capital and culture for different countries and regions • Give students understanding of factors of cultural persistence and change • Familiarize students with the existing theoretical literature and empirical research. • Trace the historical evolution of these concepts and examine their application in different cultural contexts. • Evaluate recent research on the effects that civil society and social capital have on a variety of political and economic outcomes. • Equip students with the background and tools to contribute original research on these issues.

Outcomes

  • • Appraise different types and dimensions of social capital • Prioritize social capital in terms of its impact on societal wellbeing and development • Deconstruct the benefits that accrue to an organisation as a result of inter-sector collaboration • Examine the complexities of social impact • Evaluate the tools and methodologies for measuring social impact • Formulate strategies for inter-sector collaboration • Analyse the societal implications of non-profit projects and services • Demonstrate appropriate use of tools and methodologies for measuring social impact

References

  • Robert D. Putnam, Bowling Alone: The Collapse and Revival of American Community (Simon and Schuster, 2000) 2. Robert D. Putnam, Democracies in Flux: The Evolution of Social Capital in Contemporary Society (Oxford University Press, 2002) 3. Robert D. Putnam and Lewis Feldstein, Better Together: Restoring the American Community (Simon & Schuster, September 2003). 4. David Halpern, Social Capital. Polity Press, U.K., 2004. 5. Ahn, T.K., Elinor Ostrom, eds. Foundations of Social Capital: A Reader. Cheltenham, U.K.: Edward Elgar Publishing Ltd. (2003) 6. Elinor Ostrom and James Walker (Editors). Trust and Reciprocity: Interdisciplinary Lessons for Experimental Research. 7. Field, John. Social Capital. (Routledge, 2004) 8. Briggs, Xavier de Souza. "Social Capital and the Cities: Advice to Change Agents." National Civic Review 86, No. 2 (Summer 1997): 111-118. 9. Gladwell, Malcolm. "Six Degrees of Lois Weisberg." January 11, 1999. New Yorker. http://www.gladwell.com/1999/1999_01_11_a_weisberg.htm 10. Patric Overton (Ed.), Rebuilding the Front Porch of America: Essays on the Art of Community Making (1997 11. Michael Barry Winer and Karen Louise Ray, Collaboration Handbook: Creating, Sustaining, an Enjoying the Journey (1994)

Objectives

  • The main objective of the course is to teach the students about how to analyze quantitative data.

Outcomes

  • The students will be able to analyze both descriptive and inferential statistical analysis;
  • The students will be familiar with Smart-PLS software to develop structural equation model;
  • The students will be able to measure the association between different variables;
  • The students will learn how to analyze quantitative data using SPSS software;
  • The students will be able to conduct different tests of hypothesis i.e., chi-square, t, z, F etc.;
  • The students will be able to develop regression model, path model & PLS structural equation model.

References

  • SOC3626

7th Semester

Objectives

  • To provide the critical explanations of the modern sociological theories;
  • To disseminate knowledge on the shifts of ideas in sociological theories;
  • To propagate a comparative outlook in theoretical issues of Sociology .

Outcomes

  • The students will be able to comprehend knowledge on modern sociological theories;
  • examine and evaluate the empirical relevance of modern sociological theories, and paradigmatic theoretical contexts; and
  • make a bridge between macro and micro levels of sociological theories.

References

  • Adams Bert N. and R. A. Sydie. 2001. Sociological Theory. London: Sage Publications.
  • Allan, Kenneth. D. 2012. Contemporary Social and Sociological Theory. London: Sage Publications.
  • Appelrouth, Scott A. &Laura D. Edles. 2010. Sociological Theory in the Contemporary Era.London: Sage Publications.
  • Layder, Derek. 2006. Understanding Social Theory. London: Sage Publications.
  • Ritzer, George. 2008. Contemporary Sociological Theory. New York: McGraw-Hill.
  • Scott, John. 2012. Sociological Theory Contemporary Debates. New York: Edward Elger.

Objectives

  • Familiarize students with a sociological approach to sexuality,
  • Expose students to recent scholarly literature covering a wide range of sexuality topics,
  • Provide students with the theoretical and substantive insights necessary to think systematically and raise compelling research questions related to a variety of sexuality issues.
  • Sensitize students to the sociopolitical context within which knowledge about sexuality is produced,
  • Introduce students to various perspectives on sexuality in socio-cultural context.

Outcomes

  • What have been the major findings in this field in the past decade?
  • What methodologies have been used to develop these findings?
  • Why is this topic of interest to sociologists of sexuality?
  • What other fields and disciplines have influenced sociological thinking about this topic?
  • What areas of disagreement exist among sociologists working on this topic?
  • What remains to be explored in relation to this topiC
  • What does this body of knowledge tell us about society and social systems more generally?

References

  • Handbook of the Sociology of Sexualities
  • Culture, Society and Sexuality: A Reader

Objectives

  • The course provides training in core methods expected to be required by students intending to undertake qualitative research, together with an understanding of broader qualitative approaches/methodologies within which they may be utilized. The course objectives can be summarized as:
  • 1. Introducing students to qualitative research methods and discussing the appropriateness of these methods for different areas of research and types of research questions.
  • 2. Exposing students to insights in the practice of qualitative research and encouraging them to experiment in the use of the fundamental methods for qualitative data collection and analysis.
  • 3. Sharing experience in collecting, analyzing, and reporting from qualitative research, and discussing the challenges and opportunities of publishing qualitative research.

Outcomes

  • Following the completion of this course, students will be familiar with:
  • Interviewing techniques
  • Ethnographic research
  • Participatory and non-participatory observation
  • Data collection, organization, and research design
  • Data analysis techniques
  • Validity, reliability, and ethical concerns in qualitative research
  • Writing qualitative research reports

References

  • 1. Creswell, John (2007) Qualitative Inquiry and Research Design (2nd edition). London: Sage Publication Ltd.
  • 2. Creswell, John (2009) Research design: qualitative, quantitative, and mixed methods approaches (3rd edition). London: Sage Publication Ltd.
  • 3. Marvasti, Amir B. (2004) Qualitative research in Sociology. London: Sage Publication Ltd.
  • 4. Mayan, Maria J.(2009) Essentials of Qualitative Inquiry. London: Routledge.
  • 5. Mack, Natasha et al (2005) Qualitative Research Methods: A Data Collector’s Field Guide. North Carolina: USAID
  • 6. Yin, Robert K. (2011) Qualitative Research from start to Finish. New York: The Guilford Press
  • 2. Charmaz, K. (2006) Constructing Grounded Theory: A practical Guide through Qualitative Analysis. London: Sage Publication Ltd.
  • 4. Flick, U. (2018) The Sage Handbook of Qualitative Data Collection. London: Sage Publication Ltd.
  • 5. Gobo, G. (2008) Doing Ethnography. London: Sage Publication Ltd.
  • 1. Bloor, M. et al (2002) Focus Groups in Social Research. London: Sage Publication Ltd.
  • 6. Have, P. (2007) Doing Conversation Analysis (2nd Edition). London: Sage Publication Ltd.
  • 7. Lepper, G. (2000) Categories in Text and Talk. London: Sage Publication Ltd.
  • 8. Prior, L. (2003) Using Documents in Social Research. London: Sage Publication Ltd.
  • 9. Richards, L. (1999) Using NVivo in Qualitative Research. London: Sage Publication Ltd.
  • 10. Saldana, J. (2009) The coding Manual for Qualitative Researchers. London: Sage Publication Ltd.
  • 11. Stake, E. (2010) Qualitative Research: Studying How Things Work. New York: The Guilford Press
  • 12. Travers, M. (2008) Qualitative Research through Case Studies. London: Sage Publication Ltd.
  • 13. Weiss, G & Wondak
  • 14. Wodak, R & Meyer, M. (2001) Methods of Critical Discourse Analysis. London: Sage Publication Ltd

Objectives

  • The broad objective of this course is to explain political phenomena along line with sociological imagination and discuss the political realms as embedded in social processes.

Outcomes

  • The students will learn the scientific study of politics as social construction;
  • The students will be familiar with the concepts of politics, socio-politics, government, power as well as socio-economy;
  • The students will understand different political institutions;
  • The students will be able to explain socio-political phenomena applying sociological theoretical perspectives;
  • The students will be able to link socio-political phenomena with social institutions;
  • The students will understand the relationship between politics and society;
  • The students will be familiar with power as the key concept to the political sociology;
  • The students will learn the interplay between socio-politics, culture, and social processes;
  • The students will learn the approaches to and forms of political participation;
  • The students will be familiar with the globalization discourse in the sociological eyes;
  • The students will understand the root causes of social movements;
  • The students will be familiar with the interplay between politics and economy;
  • To explain the relationship between Law and the politics;
  • To explain the relationship between Culture and politics;
  • To explain the relationship between everyday life and politics.

References

  • Dobratz et al. 2016, Power, Politics, and Society: An Introduction to Political Sociology
  • Janoski et al. (2005) The Handbook of Political Sociology
  • Nash & Scott (2004) The Blackwell Companion to Political Sociology
  • Anthony Giddens et al. 2014, Introduction to Sociology

Objectives

  • • Students will be able to conduct a multi-perspective analysis of local, global, international, and intercultural problems.

Outcomes

  • Global Learning Student Learning Outcome Addressed: • Students will be able to demonstrate knowledge of the interrelatedness of local, global, international, and intercultural issues, trends, and systems. Course Learning Outcome: • Students will be able to demonstrate knowledge of the interrelatedness of international media characteristics as they manifest in various globalized content and localized content.

References

  • REFERENCE BOOK: 1. 21st Century Multiculturalism in a Global Society : Peter Kivisto; by Blackwell Publishers Ltd, a Blackwell Publishing company, USA, 2006. 2. Global Civil Society and Its Limits : Gordon Laxer and Sandra Halperin; PALGRAVE MACMILLAN, USA, 2003. 3. Religions in Global Society : Peter Beyer ; Routledge, New York, 2006. 4. Power, Voice and the Public Good : Schooling and Education in Global Societies ; Rodney K. Hopson, Carol Camp Yeaky and Francis Musa Boakari ; Emerald Publishing, UK, 2008. 5. The New Global Society : Globalization , Language and Culture : Richard Lee; Chelsea House Publishers , New York, 2006.

8th Semester

Objectives

  • Recall of of the subjects of bss prog

Outcomes

  • Comprehensive Viva-voce of 100 (3 credit hours) marks will be conducted for each student at the end of 4th, 6th and 8th semester respectively. Viva-Voce of 30 marks for 4th semester, 30 marks for 6th semester and 40 marks for 8th semester will be allocated. So the marks obtained by the students in those semester will be calculated in the respective semesters. The Viva-Voce will be conducted by a Board (Minimum 3 × Faculties headed by respective Chairman).

References

  • All Subjects of 08 semester references book

Objectives

  • The main objective of this course is to discuss different theories of social change and movement in connection with premodernity, modernity and postmodernity. In addition, the purpose is to make the students oriented to the basic concepts of social change and movement.

Outcomes

  • After completion of the course, the students will be able: • To understand the major theoretical perspectives and key concepts in the study of social movements, • To interpret and evaluate sociological information in light of empirical evidence, • To apply theoretical and methodological tools of sociology to conceptualize and explain contemporary social movements, • To demonstrate improved analytic, writing, and discussion skills, • To understand how to gain access to additional scholarly work on this and other topics, • To have successfully researched the sociology literature on an organization in the sociology of social movements and effectively summarized and synthesized its findings, • To pose critical questions about social movements and social change, and • To have successfully researched, analyzed, and presented the interconnectivity of “human issue”, environmental, and “animal rights” social movements, with the opportunity to creatively document your findings.

References

  • Donatella Della Porta and Diani, Mario. 2006. Social Movement: An Introduction. Oxford: Blackwell. Goodwin, J. and Jasper James M. (Eds.). 2014. The Social Movements Reader: Cases and Concepts. New York: Wiley. Lyman, S. M. (Ed.). 1995. Social Movements: Critiques, Concepts, Case-studies. London: Palgrave Macmillan. Jamal Uddin, Abul Kashem Mohammad. 2017. Renaissance of a Nation for Democracy – Bangladesh Trajectory of Movement and Revolution. Dhaka: Intamin Prokashon. McAdam, D., S. Tarrow and C. Tilly. 2003. Dynamics of Contention. Cambridge: Cambridge University Press. Karl-Dieter, Opp. 2009. Theories of Political Protest and Social Movements: A Multidisciplinary Introduction, Critique, and Synthesis. Oxford: Routledge. Snow, David, A., Soule Sarah A, and Kriesi Hanspeter (Eds.). 2003. The Blackwell Companion to Social Movements. Oxford: Blackwell.

Objectives

  • This course is an attempt to highlight phases of globalization with increasing movements of people, goods, ideas and cultural practices. Mostly this course will introduce theories that have been trying to explore population, migration and diaspora issues.

Outcomes

  • At the end of the semester, students will be able to critically analyze and assess the impact of diasporic/migrant communities on the nation state and on the formation of ethnic, racial, gender and national identities. More learning outcome are given below: ◇ wish to know more of the transnational nature of the modern world; ◇ wish to engage with critical theories to understand the management of mobility and the impact of humanitarian relief; ◇ wish to understand the role of migration in the major political and cultural processes of the contemporary world; ◇ historical roots of the term diaspora and migration, the multiples meanings and models of diaspora and migration; ◇ the relation of migration and diaspora to conquest, colonialism, post colonialism, refugeeism, political exile, etc.; ◇ the heterogeneity of diasporic groups, especially by gender, class, sexuality, caste, religion (etc.); ◇ the problems and potentials of assimilation, acculturation, and transculturation; nativism and the hostility of host lands

References

  • Anderson, Benedict. 1991. Imagined Communities: Reflections on the Origin and Spread of Nationalism. London: Verso. Appadurai, AIjun. 1996. Modernity at Large: Cultural Dimensions of Globalization. Minnesota: University of Minnesota Press. Bhabha, Homi K. 2004. The Location of Culture. London: Routledge. Cohen, Robert. 2008. Global Diasporas: An Introduction. London: Routledge. Dufoix, Stephane. 2008. Diasporas. California: University of California Press. Koser, Khalid. 2007. International Migration: A Very Short Introduction. Oxford: Oxford University Press. Papastergiadis, Nikos. 2004. The Turbulence of Migration: Globalization, Deterritorialization, and Hybridity. Cambridge: Polity Press.

Objectives

  • In this course, the students will be-  Studying the ways in which social media shape and are shaped by social, economic, political, technological and cultural factors.  Developing reflective and critical insights into how social media are used in multiple contexts in society.  Gaining in-depth knowledge and understanding of the major debates about the social and cultural roles of social media.  Acquiring advanced knowledge and understanding of the key categories, theories, approaches, and models of social media’s roles in and impacts on society and human practices.  Obtaining advanced insights into practical activity and practice-based work that relate to how social media work and which implications they have for social and cultural practices.

Outcomes

  • After completing course, the students should have-  General knowledge of basic concepts, models, and sociological theories relevant to the scientific study of human communication and the mass media  An understanding of the role of communication and the media in the shaping and development of culture and society  An understanding of the role of the media in the lives of individuals  An awareness of the relationship between the media and various social problems and aspects of society  An ability to critically appreciate and discuss the cultural and social role of the media  The capacity to see and analyze media performance and content from a gender perspective  Recognize the cultural and moral responsibility of media  An understanding for the political/democratic potential of mass media

References

  • 1. Nick Stevenson, 2002, Understanding Media Cultures: Social Theory and Mass Communication, Second Edition, SAGE Publications. 2. Peyton Paxson, 2010, Mass Communications and Media Studies, Continuum International Publishing Group Inc. 3. Ralph E. Hanson, 2018, Mass Communication: Living in a Media World, Seventh Edition, SAGE Publications, Inc. 4. Richard Campbell, Christopher Martin, and Bettina Fabos, 2019, Media & Culture: An Introduction to Mass Communication, Twelfth Edition, Bedford/St. Martin's. 5. Stanley J. Baran and Dennis K. Davis, 2014, Mass Communication Theory: Foundations, Ferment, and Future, 7th Edition, Cengage Learning. Essential References 1. Boulianne, S. (2015). Social media use and participation: A meta-analysis of current research. Information, Communication & Society, 18, 524–538. doi:10.1080/1369118X.2015.1008542 2. Carey, J. (2009). Communication as culture. Rev. ed: Routledge. 3. Castells, M. (2005). The network society. Cheltenham: Edward Elgar. 4. IRB MEDIA. (2022). Summary of Edward W. Said's Culture and Imperialism. 5. Lemert, J. B. (1981). Does mass communication change public opinion after all? A new approach to effects analysis. Chicago, IL: Nelson-Hall. 6. Lesame, N., Mbatha, B., & Sindane, S. (2012). New media in the information society.

Objectives

  • No objective found!

Outcomes

  • No outcome found!

References

  • No reference found!

Objectives

  • 1. Paradigms, Theory, Research and method, Developing theoretical and conceptual framework. 2. Epistemologies associated with quantitative and qualitative research.

Outcomes

  • The purpose of the course is to teach students about writing a sociological research monograph. It aims to train students in planning, designing and conducting a sociological research and how to write research proposals and reports. The main objective is to provide students with the necessary skills for the main research methods used in Sociology. Throughout the course, basic philosophy of applying both quantitative and qualitative approaches along with pertinent issues of research methods and applicability of various instruments of data will be discussed. By the end of this course, students should be able to conceptualize a research problem, and will be able to design and conduct his or her own research project, with an advanced understanding of the methodological principles of research. Out of 100 marks, 80 marks are allotted to evaluate the written monograph and the rest 20 marks are kept for evaluating the Viva Voce of Research Monograph that will be conducted by a Board (Minimum 3 × Faculties headed by respective Chairman).

References

  • Neuman, William L. 2015. Social Research Methods: Qualitative and Quantitative Approaches. Boston: Allyn and Bacon. Bryman, Alan and Duncan Cramer. 1994. Quantitative Data Analysis for Social Sciences. Creswell, John W. 1994. Research Design: Qualitative and Quantitative Approaches. CA: Sage Publications. Crotty, Michale. 1998. The Foundations of Social Research: Meaning and Perspective in the Research Process. Australia: Allen and Unwin. Denzin, Norman K. and Yvonna S. Lincoln. (Eds.) 2000. Handbook of Qualitative Research.London: Sage. London: Rutledge. Punch, Keith F. 1998. Introduction to Social Research: quantitative and Qualitative Approaches: London: Sage Publications.

Objectives

  • Know about all of bss program,s subject

Outcomes

  • Comprehensive written examination of 100 marks (3 credit hours) will be based on all the courses taught in the 4 years integrated (Hons) program.

References

  • All of semester recommeded books