Management of Social Intervention Projects I
Code: 101124 ECTS Credits: 6| Degree | Type | Year |
|---|---|---|
| 2500262 Sociology | OB | 2 |
Contact
- Name:
- Jose Oscar Rebollo Izquierdo
- Email:
- oscar.rebollo@uab.cat
Teachers
- Jose Oscar Rebollo Izquierdo
- Daniel Tarrago Sanfeliu
Teaching groups languages
You can view this information at the end of this document.
Prerequisites
none
Objectives and Contextualisation
The subject Project Management I is being studied in the second semester of the second year in response to the need to introduce the professional dimension in the degree of Sociology. Together with Project Management II, it responds to the objective of offering the students the necessary knowledge and skills for the professional practice of sociology within the world of social intervention and the management of public policies. It is based on the fact that a large part of sociology students work or can work in various areas of public administration, designing, managing, implementing and evaluating social intervention projects. Through this verification the subject Project Management I responds to the objective of offering a comprehensive view of the context in which social intervention projects are developed. While the subject Project Management II has the objective of preparing students to be able to design, manage and develop a social intervention project.
Competences
- Analysing the problems arising from the implementation of public policies and conflict situations by recognising the complexity of the social phenomena and political decisions affecting democracy, human rights, social justice and sustainable development.
- Applying the concepts and approaches of the sociological theory, specially the explanations of social inequalities between classes, between genders and between ethnic groups, to the implementation of public policies and to the resolution of conflict situations.
- Developing critical thinking and reasoning and communicating them effectively both in your own and other languages.
- Generating innovative and competitive proposals in research and professional activity.
- Respecting the diversity and plurality of ideas, people and situations.
- Searching for documentary sources starting from concepts.
- Students must be capable of managing their own time, planning their own study, managing the relationship with their tutor or adviser, as well as setting and meeting deadlines for a work project.
Learning Outcomes
- Demonstrating to what extent their influence is important to the design or evaluation of a social intervention project.
- Developing critical thinking and reasoning and communicating them effectively both in your own and other languages.
- Differentiating the underlying inequalities of specific policies or conflicts.
- Generating innovative and competitive proposals in research and professional activity.
- Relating the concepts, methods and techniques used to analyse culture with general theoretical and methodological debates.
- Relating these concepts, methods and techniques with general theoretical and methodological debates.
- Respecting the diversity and plurality of ideas, people and situations.
- Searching for documentary sources starting from concepts.
- Students must be capable of managing their own time, planning their own study, managing the relationship with their tutor or adviser, as well as setting and meeting deadlines for a work project.
Content
Module 1. INSTITUTIONAL AND THEMATIC FRAMEWORK OF SOCIAL INTERVENTION: presentation of the institutional framework of social intervention, particularly the main actors involved, the different types of social projects they develop, and the themes they want to address.
1. Institutional, associative, and entrepreneurial actors that promote or intervene in the management of projects: Public administrations (especially at the local level); Third sector and associations; Companies and consulting firms
2. Current issues and social challenges that call for intervention and innovation: Housing; unwanted loneliness; urban regeneration and neighborhood policy; social inclusion - cohesion; others...
3. The projects and strategies that are being implemented to address them. Opportunities and limits of these strategies and projects. New perspectives of intervention: innovation, intersectionality, participation.
Module 2. CONCEPTUAL, STRATEGIC, AND ORGANIZATIONAL FRAMEWORKS OF SOCIAL INTERVENTION: presentation of the conceptual and strategic frameworks of social intervention and project management, of the organizational conditions necessary for their implementation, and of professional competencies.
1. Building our professional position: Coexistence and connivance between technique and politics. Ethics and ideology of social intervention. The political-methodological bases of a project.
2. What is a social or public problem and how is it defined?
3. What is a social intervention project and how it is constructed: Intentionality, conceptual frameworks, and theories of change.
4. The implementation of social projects. Organizational contexts and social determinants of intervention. Technocratic and relational paradigms of intervention.
5. Public problem-solving skills. Working in teams, working in organizations, working with organizations.
Activities and Methodology
| Title | Hours | ECTS | Learning Outcomes |
|---|---|---|---|
| Type: Directed | |||
| In-class exercices: Collective working spaces in-class to identify and apply all the the procedure leading to project and policy management | 15 | 0.6 | 8, 1, 2, 3, 4, 9, 5, 7 |
| Master classes: Expositive sessions of the subject content. They are developed with all the group promoting active participation of the students. | 38 | 1.52 | 1, 2, 3, 4, 5, 7 |
| Type: Supervised | |||
| Planned collective tutorials | 10 | 0.4 | 8, 1, 2, 3, 4, 9, 5, 7 |
| Type: Autonomous | |||
| Individual preparation of the written test: drafting of schemas, conceptual maps and resumes.Study of the knowledge generated by the subject | 9 | 0.36 | 1, 2, 3, 4, 9, 5, 7 |
| Lectures reading: comprehensive reading | 29 | 1.16 | 8, 9, 5 |
| Team work: information search and analysis, drafting of the activities to be delivered. Preparation of the oral presentation | 29 | 1.16 | 8, 1, 9, 6, 5 |
Given the practical nature of the course, the teaching-learning process we propose, the teaching methodology, and the formative activities of the course revolve around three types of strategies: (1) experimentation: cases and practices in the classroom, (2) conceptualization: presentations and discussions of theoretical content, and (3) autonomous work in groups and individually. Beyond the teaching dynamics, this proposal incorporates the following evaluable activities:
- Participation and individual work (25%)
- Module 1 partial test: 1 hour long, taken during class time (25%).
- Group work based on a case worked on in the classroom (35%).
- Partial exam Module 2: 1 hour during the class period (15%)
Annotation: Within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.
Assessment
Continous Assessment Activities
| Title | Weighting | Hours | ECTS | Learning Outcomes |
|---|---|---|---|---|
| Attendance at practices, individual deliveries and oral presentations | 35% | 2 | 0.08 | 8, 1, 2, 3, 4, 9, 6, 5, 7 |
| Collective deliveries related to each of the contentes of the program | 40% | 3 | 0.12 | 1, 2, 3, 4, 9, 5, 7 |
| Individual written test to evaluate the acquisition of concepts and basic instruments of the subject | 25% | 15 | 0.6 | 8, 1, 2, 3, 4, 9, 5, 7 |
Avaluable activities
- Participation and individual work (25%)
- Module 1 partial test: 1 hour long, taken during class time (25%).
- Group work based on a case worked on in the classroom (35%).
- Partial exam Module 2: 1 hour during the class period (15%)
Continuous evaluation
Following the criteria of the Faculty of CCPP and Sociology, in coherence with the teaching strategy, this subject does not contemplate a single evaluation system.
Conditions to pass the course:
- That at the end of the course, each of the evaluation activities exceeds the minimum grade of 5: the grade is obtained according to the scores obtained and the weighting criteria.
- That at the end of the course, even if one of the evaluation activities is lower than 5, if it is equal to or higher than 3, the final score obtained, after applying the weighting criteria, is a B+.
Recovery
The individual activities (work or partial tests) will be recoverable through similar activities. A final grade higher than a pass mark cannot be obtained through the recoveries.
Not presented
In the evaluation report, only those students who have not completed more evaluation activities than those corresponding to 50% of the total of the evaluable activities will have the grade of "not presented".
Plagiarism: If plagiarism is detected, the evaluation of the activity will be 0.
Bibliography
Agència catalana de joventut (2011) Guia breu de tècniques i eines d’anàlisi per a les polítiques de joventut. Barcelona
Aguilar Idánez, M.J.; Ander-Egg (1966). Cómo elaborar un proyecto. Buenos Aires: Ed. Lumen/Humanitas.
Aguilar Idánez, M.J.; Ander-Egg (1994). Evaluación de servicios y programas sociales. Buenos Aires: Ed. Lumen.
Batchelor, S, Fischer, C, Beynon, P (2013). Learning about Theories of Change and Embedding Reflection. IDS practice paper In Brief.
Botella, J. (1992). ; “La galaxia local en el sistema político español”. Revista de Estudios Políticos, 76:145-160.
Brugué, J.; Gomà, R. (1998); Gobiernos locales y políticas públicas: bienestar social, promoción económica y territorio. Barcelona: Ariel
Diputació de Barcelona (2012) Com comuniquem els plans de barris. Barcelona: Diputació de Barcelona
García Herrero, G-A.; Ramírez navarro, J.M. (1996). Diseño y evaluación de proyectos sociales. Zaragoza: Ed. Libros Certeza.
Hancock, A.-M. (2007). When Multiplication Doesn’t Equal Quick Addition: Examining Intersectionality as a Research Paradigm. Perspectives on Politics, 5(1), 63–79.
Martí, J. (2000). “La investigación acción participativa: estructura y fases. A: Villasante, T.R.; Montañes, M; Martí, J. La investigación social participativa. Construyendo ciudadanía. Vol I. Barcelona: El Viejo Topo.
Martí, J. (2004). “Els diagnòstics comunitaris: estratègies metodològiques”. A Quaderns d’Educació Contínua, 11: 18-47.
Meny, I & Thoening, J.C. (1992) Laspolíticas públicas. Barcelona: Ariel.
Mille Galán, J.M. (2004). Manual bàsic d’elaboració i avaluació de projectes. Barcelona: Participació ciutadana.
Mir, J. (2015) Ajuntament fácil. Barcelona: FMC https://www.fmc.cat/documents/20461/doc/AJUNTAMENT%20FACIL%202015.pdf
Nirenberg, O., Brawerman, J.; Ruiz, V. (2000).Evaluar para latransformación. Buenos Aires: Ed. Piados.
Palom Izquierdo, F.J.; Tort Raventós, Ll. (1991). Manegament en organitzacions al servei del progrés humà. Madrid: Ed. Espasa-Calpe.
Pérez Serrano, G. (1996). Elaboración de proyectos sociales. Madrid: Narcea S.A. de Ediciones.
Tayntor, C. (2010) Project Management Tools and Techniques for Success. Nova York: Taylor & Francis Group
Ubasart, G., Bonet, J. (2010) Guia de Govern Local. Barcelona: Icaria
Van Es, M, Guijt, I, Vogel, I (2015). Theory of Change. Thinking in practice. Hivos ToC Guidelines. The Hague:HIVOS.
Villafañe, J. (1999). La gestión profesional de la imagen corporativa. Madrid: Ed. Piràmide.
links:
Cercador d'Informació de Diaris Oficials: http://www.diba.cat/cido/NCIDO_2_3_1b.asp
Municat:http://www.gencat.cat/municat/
gestiodeprojectes.blogspot.com/
Software
None
Language list
| Name | Group | Language | Semester | Turn |
|---|---|---|---|---|
| (SEM) Seminars | 1 | Catalan | second semester | morning-mixed |
| (SEM) Seminars | 51 | Catalan | second semester | afternoon |
| (TE) Theory | 1 | Catalan | second semester | morning-mixed |
| (TE) Theory | 51 | Catalan | second semester | afternoon |