Students are familiar with the basics of the demographic discourse and have dealt with social science concepts of social change and society-related diagnoses of the present. They will be able to use different interdisciplinary perspectives to describe, explain and forecast demographic phenomena and will be able to critically assess the explanatory scope of demographic argumentation patterns in the context of social change. Using exemplary fields of action, they will have developed approaches for strategies to shape the "demographic challenge" and social development (modernization) in a socially acceptable and sustainable way.

Current empirical findings and in-depth theoretical perspectives on demographic and social change as well as age and ageing from an interdisciplinary perspective, in particular on the following aspects:

• Demography, life course and generation
• Old age
• Social change and societal transformations

Seminars
Lecture, discussion, group work, presentations, minutes,
Research, critical reflection, text work

Module examination:
Oral examination

Master's in Social Sustainability and Demographic Change

Amrhein, L., Heusinger, J., Ottovay, K., & Wolter, B. (2015). Die Hochaltrigen. Expertise zur Lebenslage von Menschen im Alter über 80 Jahren. Forschung und Praxis der Gesundheitsförderung. Band 47. Köln: Bundeszentrale für gesundheitliche Aufklärung.

Hradil, S. (Hrsg.) (2013). Deutsche Verhältnisse. Eine Sozialkunde. Frankfurt. New York: Campus.

Kruse, A., Rentsch, T. & Zimmermann, H.-P. (Hrsg.) (2012). Gutes Leben im hohen Alter. Das Altern in seinen Entwicklungsmöglichkeiten und Entwicklungsgrenzen verstehen. Heidelberg: AKA Akademische Verlagsgesellschaft.

Nachtwey, O. (2017). Die Abstiegsgesellschaft. Über das Aufbegehren in der regressiven Moderne. Berlin: Suhrkamp.

Niephaus, Y., Kreyenfeld, M. & Sackmann, R. (Hrsg.) (2016). Handbuch Bevölkerungssoziologie. Wiesbaden: Springer Fachmedien Wiesbaden.

Sackmann, R. (2013). Lebenslaufanalyse und Biografieforschung. 2. Aufl. Wiesbaden: Springer Fachmedien Wiesbaden.

Students are informed about various research and practical projects that are being carried out at Fachhochschule Dortmund and its surroundings. On this basis, they will be able to formulate their own research questions and project ideas with regard to demographic change in (urban) societies and social sustainability. You will be familiar with the essential contents of project management and will be able to develop a design for a theoretically sound and empirically oriented project and formulate it in writing.

Seminar
Lecture, discussion, text work, group work, presentations, protocols,
Research, critical reflection

Module examination:
ungraded report

MA Social Sustainability and Demographic Change

Heintel, P. & Krainz, E. (2015). Projektmanagement. Hierarchiekrise, Systemabwehr, Komplexitätsbewältigung. 6. Aufl. Wiesbaden: Gabler Springer.

Krause, M. (2017). Das gute Projekt. Humanitäre Hilfsorganisationen und die Fragmentierung der Vernunft. Hamburg: Hamburger Edition. HIS.

Neckel, S. (2018). Die Gesellschaft der Nachhaltigkeit. Soziologische Perspektiven. Umrisse eines Forschungsprogramms. Hamburger Institut für Sozialforschung. Hamburg: Soziopolis.

Students know and master the methods and procedures of qualitative and quantitative social research. They are able to receive, interpret and critically evaluate empirical work. In addition, they apply empirical methods and procedures independently and are able to develop their own studies and methodological concepts. Furthermore, they are able to critically analyze and evaluate the application of methods in their own and third-party research.

Application of quantitative and qualitative social research methods:
Survey and measurement methods such as standardized surveys, qualitative interviews, observations and experimental approaches; methods of data processing and evaluation, such as content analysis, descriptive statistics and inferential statistics, development of research designs and innovative methods for evaluating the effects of social interventions

Seminars
Lecture, group work, presentations, reports

Module examination:
Written exam

MA Social Sustainability and Demographic Change

Field, A. (2013). Discovering Statistics Using SPSS. 4th Ed. London: Sage Publications Ltd.

Flick, U. (2018). Qualitative Sozialforschung. Eine Einführung. 8. Aufl. Reinbek bei Hamburg: Rowohlt.

Mayring, P. (2016). Einführung in die qualitative Sozialforschung. Eine Anleitung zu qualitativem Denken. 6. Aufl. Weinheim: Beltz.

Schnell, R., Hill, P. B. & Esser, E. (2010). Methoden der empirischen Sozialforschung. 10. Aufl. München: Oldenbourg Verlag.

Students understand the susceptibility of the social order to crises, such as the crisis of the welfare state. They are able to adopt different interdisciplinary perspectives to diagnose social, group-related (milieus, organizations, social situations) and individual crisis processes and to derive political and social as well as personal needs for action and to develop possible interventions and solutions.

Relationship between population structure and social system; socio-political theories and approaches; political challenges and need for action; tension between economics and politics; alternatives beyond the growth society; ethical questions of sustainability; social responsibility; participation as a societal
Resource; development of democracy; psychological prerequisites for sustainable lifestyles, person- and situation-focused strategies to promote sustainable behavior

Seminars
Lecture, discussion, group work, presentations, research, critical reflection

Module examination:
Term paper

2 SL in two courses of the module

The type and scope of the ungraded coursework (SL) will be announced by the
respective lecturer in the course description.

MA Social Sustainability and Demographic Change

Gloy, K. (2008). Philosophiegeschichte der Zeit. Paderborn, München: Fink, Wilhelm.

Goppel, A., Mieth, C. & Neuhäuser, C. (Hrsg.) (2016). Handbuch Gerechtigkeit. Stuttgart: Metzler.

Hunecke, M. (2013). Psychologie der Nachhaltigkeit. Psychische Ressourcen für Postwachstumsgesellschaften. München: oekom.

Pufé, I. (2012). Nachhaltigkeit. Stuttgart: UTB.

Spangenberg, J. H. (2003). Soziale Nachhaltigkeit. Eine integrierte Perspektive für Deutschland. In: Utopie kreativ, Heft 153-154/2003, S. 649-661

Steg, L., Van den Berg, A.E., & De Groot, J.I.M. (Eds.) (2012). Environmental psychology: An introduction. Oxford, UK: John Wiley & Sons.

Students recognize that the process of ageing, the transition to retirement and life in old and old age are associated with a variety of challenges for an active, self-determined and independent lifestyle. On the basis of sociological and gerontological theories, students understand the diversity of lifestyles, ways of life and lifestyles in the second half of life and discuss the opportunities and risks for a
self-designed ageing. Against the background of theories of social inequality, they understand and critically reflect on the fact that the opportunities for participation and involvement in the fields of professional and post-professional work, civic engagement, formal and informal education, family and non-family intergenerational relationships and active leisure activities depend on social group affiliations and the
economic, social and cultural resources.

In the courses of the module, theoretical perspectives, empirical findings and social design options for the following aspects are discussed:

• Social inequality and diversity of lifestyles, ways of life and lifestyles in middle and old age
• Participation and involvement in various areas of society (work, family/social relationships, care, engagement, education, leisure) in middle, old and old age
• Discourses, models and theories of successful, active and productive ageing and their criticism from the perspective of critical gerontology

Seminars
Lecture, discussion, group work, presentations, protocols,
Research, critical reflection

Module examination:
Term paper

1 SL in one of the two courses of the module

The type and scope of the ungraded coursework (SL) will be announced by the
respective lecturer in the course description.

MA Social Sustainability and Demographic Change

van Dyk, S. (2015). Soziologie des Alters. Bielefeld: transcript Verlag.

Mahne, K., Wolff, J. K., Simonson, J. & Tesch-Römer, C. (Hrsg.). (2017). Altern im Wandel. Zwei Jahrzehnte Deutscher Alterssurvey (DEAS). Wiesbaden: Springer VS.

Schroeter, K., Vogel, C. & Künemund, H. (Hrsg.) (2017). Handbuch Soziologie des Alter(n)s. Wiesbaden: Springer.

Wahl, H.-W. & Kruse, A. (Hrsg.) (2014). Lebensläufe im Wandel. Entwicklung über die Lebensspanne aus Sicht verschiedener Disziplinen. Stuttgart: Kohlhammer.

Students understand the diverse connections between the innovation dynamics of modern societies, demographic change and the requirements for the management of complex decisions. They have in-depth knowledge of various innovation theories and are familiar with the connections between technological and social innovations. They are familiar with concepts of procedural social governance and models of participatory decision-making for the implementation of social sustainability. Students deal with central issues of impact management of complex systems and are able to relate these to current challenges in the social and health sector. They also acquire knowledge of intra- and inter-organizational transformations in the context of neoliberal Business Studies and social policy and are able to critically reflect on the consequences for sustainable
critically reflect on the consequences for sustainable interdependencies.

Innovation dynamics of modern societies, differentiated innovation theories and concepts of social innovation. Planning, intervention and decision theories. Specialized management concepts. Dealing with "relevant ignorance", the "logic of failure" and "the wisdom of crowds". Global and national transformation processes and their significance for current discourses of the impact debate(s) in social and health care as well as in the context of development cooperation.
Neoliberal policies and their consequences. Organizational sociological reference points on the "irrationality" of organizational behavior.

Seminars
Discussion, group work, presentations, protocols, research, critical
reflection

Module examination:
Oral examination

MA Social Sustainability and Demographic Change

Boecker, M. (2015). Erfolg in der Sozialen Arbeit. Im Spannungsfeld mikropolitischer Interessenkonflikte. Wiesbaden.

Doerner, D. (1993). Die Logik des Mißlingens. Strategisches Denken in komplexen Situationen. Reinbeck: Rowohlt Verlag.

Kieser, A. & Ebers, M. (2014). Organisationstheorien. 7. Auflage. Stuttgart.

Schaefer, J. (2014). Lob des Irrtums. Warum es ohne Fehler keinen Fortschritt gibt. München: Bertelsmann.

Spinkart, K. P. (Hrsg.) (2015). Nachhaltigkeit messbar machen. Integrierte Bilanzierung für Wirtschaft. Sozialwirtschaft und Verwaltung. Regensburg.

Weyer, J. & Schulz-Schaeffer, I. (Hrsg.) (2009). Management komplexer Systeme. Konzepte für die Bewältigung von Intransparenz. Unsicherheit und Chaos. München: Oldenbourg.

Students are familiar with different ways of generating knowledge in science. This enables them to understand the causes and challenges of interdisciplinarity in the scientific system. Building on this, they are able to recognize and evaluate the perspectivity of results from different scientific disciplines. The  students can practically apply methods and procedures that serve to bring together knowledge from different academic disciplines.

Methods of knowledge preparation and processing:
Scientific-theoretical approaches and concepts of inter- and transdisciplinarity, methods for acquiring expert knowledge, such as focus groups, Delphi method and constellation analysis

Interdisciplinary reflection:
Participation in courses outside the applied social sciences, such as architecture, computer science, design or economics.

Seminars, lectures, exercises
Lectures, group work, presentations, reports, case analyses

Module examination:
Oral examination

1 SL in a course from the teaching area "Interdisciplinary Reflection", which is made up of courses from other faculties

The type and scope of the ungraded coursework (SL) will be announced by the
lecturer at the beginning of the course.

MA Social Sustainability and Demographic Change

Häder, M. (2014). Delphi-Befragungen. Ein Arbeitsbuch. Wiesbaden: Springer VS.

Jungert, M., Romfeld, E., Sukopp, T. & Voigt, U. (Hrsg.) (2013). Interdisziplinarität. Theorie, Praxis, Probleme. Darmstadt: WBG.

Kühn, T. & Koschel, K. (2011). Gruppendiskussionen – Ein Praxishandbuch. Wiesbaden: Springer VS.

Schön, S., Kruse, S., Meister, B., Nölting, B. & Ohlhorst, D. (2007). Handbuch Konstellationsanalyse. München: oekom.

Students have in-depth knowledge of demographic developments and the ageing of (urban) society and are familiar with the effects on life courses, life phases and generations. They know the social and (socio-)political framework conditions and influencing factors and can classify and evaluate discourses on potentials and risks. They have dealt intensively with the possibilities of shaping demographic and life course-related processes in theory and practice, for example at the municipal level, in organizations, political fields of action or in central areas of life.

In the courses of the module, empirical findings and theoretical perspectives on the following aspects are discussed:

• Quality of life, life situation and social inequality in selected phases of life (e.g. poverty in old age, exclusion, chronic illness)
• Demographic, life course and generational policy in selected fields of action (e.g. family, work and education, care, health)
• Demographic change, urban space (re)production and social space orientation (e.g. good urban governance, municipal policy, urban society)

Seminars
Lecture, group work, presentations, protocols,
Research, critical reflection

Module examination:
Term paper

MA Social Sustainability and Demographic Change

Kessl, F., Reutlinger, C., Maurer, S. & Frey, O. (Hrsg.) (2005). Handbuch Sozialraum. Wiesbaden: VS-Verlag für Sozialwissenschaften.

Löw, M. (2001). Raumsoziologie. Frankfurt a.M.: Suhrkamp-Verlag.

Mayer, T. (Hrsg.) (2017). Die transformative Macht der Demografie. Wiesbaden: VS-Verlag für Sozialwissenschaften.

Naegele, G. (Hrsg.) (2010). Soziale Lebenslaufpolitik. Wiesbaden: VS Verlag für Sozialwissenschaften.

Students have the ability to theoretically examine in-depth aspects of the sustainability discourse and to criticize them. They can analyze social processes, undesirable economic developments and aspects of social justice in various social problem areas such as poverty, disintegration, threats to democracy, etc. with regard to the guiding principle of sustainability and justify the need for action.
When initiating social processes and innovations, students are able to apply sustainability-related criteria and indicator systems in different application contexts, such as social space-related
neighborhood management, community work or in the development of municipal and regional development concepts, and to name measures for their implementation.

The module offers the opportunity to deepen selected topics of the sustainability discourse. This specifically includes critical reflection on practical sustainability concepts and theoretical approaches. Topics such as power and domination, the development of autonomy and democracy are considered as well as critical diagnoses of society,
debates on the revolutionary subject or social movements. In-depth knowledge of important application contexts of social, economic, technological and ecological planning processes and the
coordination of actors at different levels of social systems (municipality, region, nation) required for this. Possibilities of generalization and transferability of empirical findings from case studies, which can also originate from our own empirical research, are worked out taking into account current theories and
empirical findings. The content conveyed in the courses should serve to identify topics for Master's theses, in which an application orientation is sought in the sense of transdisciplinary research where appropriate.

Seminars
Lecture, research, own case studies, presentations

Module examination:
Term paper

1 SL in one of the two courses of the module

The type and scope of the ungraded coursework (SL) will be announced by the
respective lecturer in the course description.

MA Social Sustainability and Demographic Change

Brand, U. & Wissen, M. (2017). Imperiale Lebensweise. Zur Ausbeutung von Mensch und Natur in Zeiten des globalen Kapitalismus. München: oekom.

Fischer, U. (2018). Sozialpolitische Dimensionen von sozialem Wandel und Kohäsion. In: C. Dannenbeck, B. Thiessen & M. Wolff (Hrsg.). Sozialer Wandel und Kohäsion. Ambivalente Veränderungsdynamiken, Reihe Sozialer Wandel und Kohäsionsforschung. Band 1. Wiesbaden: VS-Verlag. S. 61-77.

Hunecke, M. & Toprak, A. (Hrsg.) (2014). Empowerment von Migrant_innen zum Klimaschutz. Konzepte, empirische Befunde und Handlungsempfehlungen. München: oekom.

Opielka, M. (2017). Soziale Nachhaltigkeit - Auf dem Weg zur Internalisierungsgesellschaft. München oekom.

Students can work transdisciplinarily, i.e. they can relate knowledge from different academic disciplines using the methods already acquired in Module 07 and the new methods taught in this module and at the same time incorporate the empirical knowledge, goals and interests of different actors such as citizens, business representatives and municipal and other political decision-makers in the process of knowledge generation. They are able to explicate, systematize and integrate their different perspectives and concerns and thus make them useful and usable for all practical actors involved.

Methods for the foresight, evaluation and participation of knowledge of scientific and non-scientific actors:
Scientific-theoretical characteristics of transdisciplinary sustainability research, differentiation of different levels of knowledge integration, methods of knowledge integration, such as scenario techniques, value tree analyses and methods of stakeholder participation in processes of transdisciplinary knowledge production.

Interdisciplinary reflection:
Participation in courses outside the applied social sciences, such as architecture, computer science, design or economics.

Seminars, lectures, exercises
Lectures, group work, presentations, case analyses

Module examination:
Case exam

1 SL in a course from the teaching area "Interdisciplinary Reflection", which is made up of courses from other faculties.

The type and scope of the ungraded coursework (SL) will be announced by the respective
lecturer at the beginning of the course.

MA Social Sustainability and Demographic Change

Kosow H. & Gaßner R. (2008). Methoden der Zukunfts- und Szenarioanalyse - Überblick, Bewertung und Auswahlkriterien. Werkstattbericht Nr. 103. Berlin: Institut für Zukunftsstudien und Technologiebewertung.

Krohn, W., Grunwald, A. & Ukowitz, M. (2017). Transdisziplinäre Forschung revisited. Erkenntnisinteresse, Forschungsgegenstände, Wissensform und Methodologie. GAIA, 26,4, 341-347.

Niederberger, M. & Wassermann, S. (Hrsg.) (2015). Methoden der Experten- und Stakeholdereinbindung in der sozialwissenschaftlichen Forschung. Wiesbaden: Springer.