Syllabus for
MSW Human Resources Development and Management
Academic Year  (2024)

MSW- Human Resource Development and Management (MSW HRDM) is a programme offered by the Dept. of Social Work. It prepares the students to build careers in the HR departments of industries, hospitals, NGOs and other organizations. This two-year course blends the core areas of the field with the emerging trends in the Management of Human Resources. The curriculum carries some of the foundational and methods papers related to human behaviour, helping processes, development, health and human resource. Curriculum engages students on core areas of Human Resources Management related to acquisition, performance management, labour relations, compensation, management and development of human resources including areas such as employee empowerment and engagement, employee support and assistantship programmes, corporate social responsibility, work life balance and management, personal and laws related to family and children. An optimal mix of theory and practice orientation is provided in this course. The onus of the curriculum besides knowledge sharing and knowledge creation is on creativity, critical thinking and skill development. An equal weightage is given both to classroom work as well as field-based learning. Across the four semesters students will participate in skill development workshops. Apart from practice skills the students will become familiar with technical skills in areas such as Excel, SAP, SPSS as well as other analytical software.

Programme Outcome/Programme Learning Goals/Programme Learning Outcome:

PO2: Practice social work values and ethics in corporates and other organizations

PO3: Demonstrate the Integration of welfare, development and empowerment paradigms to uphold labour rights

PO4: Demonstrate proficiency in adhering to?legal compliances, ethical expectations, and socially relevant policies

 Total Marks: 50 

Total hrs: 2 

Question Pattern

Section A

Answer any SIX from seven questions (6/7).                                                                6*5=30

Section B                                                                                                         

Answer any TWO from three questions (2/3).                                                              2*10=20

Assessment of Electives.

Total Marks: 50

This paper has no end semester examination. Teacher in charge of the paper evaluates based on the components given below and produce internal marks.

CIA I- 10 marks (Assignment)

CIA II- 25 marks (Mid Sem Exam) 

CIA III- 10 marks (Assignment)

  Attendance: 5 marks (As per University norms)

Assessment of Social Work Research Methods III

Course Code: SWH353                                                                                          Total Marks: 50

This paper has no end semester examination. Teacher in charge of the paper evaluates the performance of the students based on the components given below and produce internal marks.

CIA I- 10 marks (Practical Exam1)

CIA II- 25 marks (Practical Exam II) 

CIA III- 10 marks (Practical Exam III)

Attendance: 5 marks (As per University norms)

Assessment of Skill Lab

Course Codes: SWH151P, SWH251P, SWH351P                                      Total Marks: 50

This paper has no end semester examination. The teacher in charge of this paper will assess the knowledge on various skills through written examination (short notes/multiple choices) designed by the teacher and approved by the staff committee. The demonstration of the skills will be assessed by minimum of two teachers from the department.

Knowledge Assessment - 22 Marks

 Skills Demonstration      - 23 Marks 

Attendance: 5 marks (As per University norms)

Assessment of Practice Seminar 

Course Code: SWH471                                                                                        

This paper has no end semester examination or marks. This paper has only grades based on the assessment made by minimum of two teachers.

Categories of grades are the following.

Assessment of Service Learning

Course Code: SWH152, SWH252, SWH352,          SWH452         

This paper has no end semester examination. Evaluation of the paper is distributed throughout the semester as the students plan their service learning in any locality. Students will have to work closely with their mentors. Every semester students will be evaluated and grade will be given based on their performance. 

Orientation about the project starts in the first semester. The student will submit a report in the fourth semester on a date informed by the department and present before a panel of examiners. The evaluation criteria will be developed by the department.

Categories of grades are the following.

Assessment of Internships / Rural Camp 

Course Codes: SWH181, SWH281, SWH381, SWH481                                   Total Marks: 600 

This paper has end semester viva voce examination in all semesters.

Students have to submit all the reports mentioned in the structure of internship manual on the specific time. Students will have a viva voce at the end of each semester. Internal examiners will do mid internship evaluations at the end of January month for internships II and Internship IV (Two Months).

 Assessment of Social Work Research Project I

Course Code: SWH282                                                                                   Total Marks: 50

This paper has only internal assessments. 

CIA I- Formulation of Research Problem (20%)

CIA II- Assessment of Literature review through a presentation (25%).

CIA III- Proposal submission and presentation (50%).

Attendance:  (05%)

Assessment of Social Work Research Project II

Course Code: SWH382                                                                                         Total Marks: 50 

Each student has to submit the bounded research project at the end of third semester on the date informed by the department. 

50% of marks is given for thesis writing and 50% is given for project defense which will be conducted at the end of third semester.

Assessment of Social Work Research Project III

Course Code: SWH482                                                                                         Total Credit: 2 

Students are encouraged to participate, present, and publish the research findings during the course time. Students will get 2 Credits for this course.  

Presentation – 1 Credit

Publication - 1 Credit

This is the foundational paper that introduces students to the profession of Social Work.  It includes the philosophical, ideological, and religious foundations of the profession. It highlights how social work has come to be called a profession. In this paper, all the fields in which social work can be practiced are introduced.

1.   To help students understand the history and evolution of the Social Work Profession.

2.   To understand the philosophy, goals, ideals, and ethics of professional social work.

3.   To develop insight into the ideologies which have shaped professional social work

4.   To understand the field of social work practice.

Evolution of Social work as a profession in west. Attributes and Professionalization of Social Work, organized and scientific charity. Nature, Scope, Objectives, Philosophy, Goals, and Values and Ethics of Social Work. Functions and Principles of Social Work, Methods of Social Work. Understanding Social Work in view of Social Service, reforms, welfare, Security, Justice, development, empowerment and Volunteerism.

Social Services traditions and religious roots of Charity and Philanthropic approach towards person in need. Gandhian Ideologies, Human rights, Neo-liberalism and globalization, privatization Postmodernism, Feminism, Resurgence  of  the  civil  society,  Multiculturalism,  Ideology  of sustainable  and  people-centered  development,  Ideology  of  action groups  and  social  movements,  Ideology of  voluntary action  non-government organizations.

Milestones of Indian social work practices, Social work education- scope, status and prospects and challenges to social work education and practice in India and special reference to Karnataka. Fields of Social work practice. Indigenous measures of Social Work Practice.   Professional Associations of Social work and Professionalization of social work  in India and Abroad

Compton, B. R. (1980). Introduction to social welfare and social work. Illinois: The Dorsey Press.

Gore, M.S. (1965). Social work education. New Delhi: Asia Publishing House.

Madan, G. (1967). Indian social problems: Social disorganization & reconstruction. Bombay: Allied Publishers.

Shaw, I., & Lishman,  J.  (1990). Evaluation and social work practice. London: Sage publishers.

Singh R.R. (1985).Fieldwork in social work education (ed). New Delhi: Concept Publishers.

Stroup, H.H. (1960). Social work education – An introduction to the field. New Delhi:      Eurasia Publishing.

Vedi, D. (1990-91). Social reforms movement in India: Historical perspective. India: Popular Prakashan.

Wadia, A. & Hormasji, N. (1968). History and philosophy of social work in India (2nd ed).          Bombay: Allied publishers.

Rao,  MSA (2018) Social Movements in India. Manohar, New Delhi

John Tomlinson (2018)  Globalization & Culture. Rawat Publication New Delhi

Batra, N. (2004). Dynamics of social work in India. New Delhi: Raj Publishing.

House, B. (2006). Values & ethics in social work: An introduction. London: Routledge publication.

Bhattacharya, S. (2004). Social work: An integrated approach. New Delhi: Deep &Deep Publications. 

Chris, L. C. (2000). Social work ethics: Politics, principles and practice. Exeter: Learning Matters.

Crawford, K. (2004). Social work and human development: Transforming social work practice.  Exeter: Learning Matters.

Desai, M. (2004). Methodology of progressive social work education. Jaipur: Rawat.

            Publication.

Desai, M. (2004). Ideologies and social work: Historical and contemporary analyses. Jaipur: Rawat. Publication.

Horner, N. (2006). What is social work? Context and perspectives. London: Routledge     publication.

National Association of Social Workers (2000). Policy statements 2000-2003, Social work           speaks. National Association of Social Workers Policy Statements 2000-    2003. New        York: Palgrave Macmillan.

Payne, M. (2007). What is professional social work? Jaipur:Rawat Publications.

381Pease, B. (1999).Transforming social work practice: Postmodern critical perspectives polity press. Jaipur: Rawat Publications.

Morales, A. (2004). Social work.  Boston: Pearson Education.

Timms, N. (1970).Social work. London: Routledge publishers.

World Bank (2005). Putting social development to work for the poor: An OED review of world bank activities. New York: World Bank.

End semester examination

Total Marks: 50 

Total hrs: 2 

Question Pattern

Section A

Answer any SIX from seven questions (6/7).                                    6*5=30

Section B

Answer any TWO from three questions (2/3).    2*10=20

Course Description: Social Casework is one of the three primary methods of social work. Practitioners commonly call this method as working with individuals (Casework). It is the basis for all the other methods. This paper gives a foundational aspect of this method that orients the students about the comprehensive nature and its effectiveness in practice.

Course Objectives

1. To understand casework as a method of social work.
2. To understand the scope of social casework practice.
3. To comprehend and apply the values and principles while working with individuals.

Emergence and development of social work as a method of working with individuals.  Philosophical   assumptions   and   values   of   social   casework. Principles and Components of social case work. Similarities and differences between Social case work, Counselling and Psychotherapy.

Working with individuals Process: psychosocial study, diagnosis, case formulation conceptualization, intervention, evaluation, termination and follow-up. Transference and countertransference. Sources of information: home visit and collateral contacts. Diagrammatic presentation: Genogram and Eco map.

Basic understanding of approaches commonly uses in social work.

Ventilation, Reassurance, Reflective thinking, Empathy, Motivation, Support, Interpretation, Negotiation, Education, Insight, Suggestion

Enhancing Social Support, Environmental Modification, Resource mobilization, Resource   Utilization, Advocacy, Reinforcement, Limit Setting, Confrontation, Renewing Family Relationships, Externalization, Universalisation, Spirituality Skills Training: Assertiveness Skills, Social Skills, Communication Skills, Interpersonal Relationship Skills, Coping with Emotions 

Dean,H.&Hepworth,R.H.(2010).Theoryandskillsinsocialwork.NewDelhi:CengageLearningIndiaPrivate limited.

Hepworth,D.,Ronald,H.,Rooney,G.&Gottfried,K.(2017).DirectSocialWorkPractice:Theoryand Skills. Boston, MA: CengageLearning.

Mathew,Grace.(1992). Anintroductiontosocialcasework.Mumbai: TISS

Perlman, H. (1957). Social Casework: A Problem-Solving Process. Chicago: University ofChicagoPress.

Upadhyay,RK.,(2003).Socialcasework:atherapeuticapproach.NewDelhi:RawatPublications.

Lindsay, T. (2013). Social Work Intervention. London: SAGE/Learning Matters.

Walsh,J.(2013).TheoriesforDirectSocial Work Practice.Belmont, Calif:Cengage

Total marks 50

Hours 2

Question paper pattern

Section A

Answer any SIX from seven questions                                                              6*5=30

Section B

Answer any TWO from three questions                                                              2*10=20

This course introduces social group work as amethod and practice related to the strengths, capacities and resources of individuals within groups. The course also attempts to develop skills for intervention in order to help to alleviate critical social problems and enhance group well-being.

 1.   To appraise the importance of groups in the life of an individual.

2.   To identify the specific characteristics of group work and its contributions as a method of social work intervention.

3.   To create an understanding about various concepts, group formation, dynamics, approaches and theories in relation to all types of groups.

Concept: Groups and Teams, Definition of Groups, Characteristics of Groups, Values in Groups, Principles of Group Work, Assumptions underlying Groups and philosophy of groups; Historical Developments of Working with Groups, Factors of group formation, Formulation of goals and identification of problems for work, stages of group development.

Pre-group and initial Phase, Formulation of objectives and programme planning, Implementation, Evaluation, Termination and follow up; Importance of group processes, Bond, Sub-groups, Role, Leadership, Isolation, Decision making, Contagion, Conflict, Communication; Skills and Techniques for effective work with group/problem solving; Use of programme media in group process, Group Games.

Dean H. Hepworth, R. H. (2010). Theory and skills in social   work.   New   Delhi: Cengage Learning India Private limited.

Garvin, C. D., Galinsky, M. J., & Gutierrrez, L. M. (2007). Handbook of social work with groups.  New Delhi: Rawat Publications.

Mishra, P., & Mishra, B. (2008). Social group work: Theory and practice. Lucknow: New Royal Book Company.

Siddiqui, H. (2008). Group work: Theories and practices. Jaipur: Rawat Publications.

Konopka, G. (1983 3rd Ed.), Social group work a helping process. New Jersey: Prentice Hall.

Lindsay, T., & Orton, S. (2008). Group work practice in social work. UK: Learning Matters Ltd.

Lupe, A.-C., & Randy, A. C. (2009). Group work: A practical guide to developing groups in agency settings. New Jercy: Wiley.

Mark, D. (2006). Using group work. New York: Routledge.

Rameshwari Devi and Ravi Prakash.( 2004). Social work methods, perspectives and practices. Jaipur: Mangal Deep Publications.

Rich, R., Bender, D., & Kimberly. (2009). An experiential approach to group work. Chicago: Lyceum Books.

Trecker, H. B. (1955). Group work foundations & frontiers. New York: Whiteside Inc & William Morrow & Co.

Trecker, H. B. (1970). Social group work: Principles & practice. New York: Association Press.

Zastrow, C. H. (2010). The practice of social work: A comprehensive work text. USA: Brooks/Cole.

Total hrs: 2

Question Pattern

Section A

Answer any SIX from seven questions (6/7)                                                                6*5=30

Section B

Answer any TWO from three questions (2/3)                                                             2*10=20

Course Description: This paper helps in understanding Community Organization and Social action as methods of social work. These methods are primarily seen as means to facilitate communities towards self- directed change. The practice of community organization and social action comprises of methodological process of providing, building, and enhancing opportunities for community development. This paper enables the student to organize the community to work towards problem solving. 

Course Objectives

1.   To impart knowledge and skills of Community Organization as a method in Social Work Practice.

2.   To learn the role of Social Worker in working with the community.

3.   To identify and apply the critical elements of community organization practice.

4.   To impart knowledge and skills in demonstrating Social Action

Communities: types of communities, characteristics, and nature. Community organization: Definition, Objectives, Principles, Skills. Approaches of CO: Community Based Approach, Social inclusion approach, Empowerment approach, Human development approach. Similarities & difference between Community organization and community development, Models of Community Organization; neighbourhood model, resource allocation model, conflict  resolution model and sustainable development model.

Community mobilization: concept, goals, community mobilization cycle.  Processes and strategies of community mobilization. Eight model- Framework of Community Practice   by Dorothy N Gamble  & Marie Weil.

Concept, goals, principles; process and skills. contributions of Saul Alinsky, Paulo Freire, Gandhi, Ambedkar; scope of social action in India; role of social worker in social action. case studies. 

Boraian, M. P. (2008). Community development: An outreach approach.  New Delhi: Anmol Publications.

Joseph, S. (2013). Community organisation in Social Work. New Delhi: Discovery Publishing House.

Ledwith, M. (2005). Community development a critical approach. New Delhi: Rawat Publications.

Pawar, M. (2014). Social and community development practice. SAGE Publications India.

Popple, Keith-Analysing community work_ theory and practice-McGraw-Hill,  Open University Press (2015)

Reisch, M. L. Ohmer (eds.)-The Handbook of Community Practice-SAGE Publications, Inc (2012)

Ross, M. G. (1967). Community organizations: theory, principles, and practice. New York: Harper and Row Publishers. 

Siddique, H. Y. (1984). Social work and social action. New Delhi: Harnam Publications.

William G Brueggemann-The Practice of Macro Social Work-Cengage Learning (2013)

Yadav C.P. (2007). Encyclopedia of social work and community organization. New Delhi: Anmol Publications Pvt.

Brager, George, Harry Specht, & James Torczyner (1987). Community organizing.  New York: Columbia University Press.

Clarke, Stephen J.G. (2000). Social work as community development: a management model for social change. England: Aldershot.

Dunham, Arthur, ( 1962). The new community organization. New York: Thomas Crowell Co.

Friedlander, Walter, A. (1976). Concepts and Methods of Social Work. New Jersey: Prentice-Hall.

Gangrade K. D.(1971). Community organization in India.  Bombay:  Popular Prakashan. 

Hardcastle, David A., Stanley Wenocur, & Patricia Powers (1996). Community practice: Theories and skills for social workers. New York: Oxford University Press.

Harper, E. P. and Dunham, A. (Ed.) (1959). Community Organization in Action. New York:  Basic literature and critical comments, Association Press.

Kuppuswamy, B. (2010). Social change in India. New Delhi: Vikas Publishing House (P) Ltd.

Ramachandran, P. (1996). Towards an understanding of people’s movements:   History from below.  Institute for Community Organization Research.

Rivera, Felix F. & John Erlich. (1995). Community organizing in a diverse society. (2^nd  ed.). Massachusetts:  Allyn and Bacon. 

Siddique, H. Y. (1997). Working with Communities - Introduction to community work. New Delhi: Hira Publications.

Section A

Answer any SIX from seven questions (6/7)              6*5=30

 Section B

Answer any TWO from three questions (2/3)     2*10=20

Social work research course covers the entire process of research, including research methods/ techniques, concepts, variables, hypotheses, and Report writing. The procedures used while drawing samples and the construction of research tools are also part of this paper.

1. To familiarize students with basic concept of social work research as a method of social work.
2. To formulate research questions for the dissertation
3. To formulate research proposals for dissertation

Social work Research: Definition, concepts (Theory -Inductive and Deductive, Data, variables), objectives, Types of research, Scope of social work Research, Social work research process, Research Design.

Population and Sampling: Concepts- Types of Sampling, Sampling Size, Errors in sampling.

Data Collection: Primary and Secondary data collection methods.

Questionnaire design: process of designing questionnaire. Secondary data collection: Scoping review and Review of Literature.

Measurement and Scaling Techniques: Basic measurement scales. Attitude measurement scale.

Problem Formulation in research. Hypothesis: Introduction, Type I Error, Type II Error, Basics of Analysis.

 Report writing: Importance of report writing, types of research report, report structure, guidelines for effective documentation. Referencing styles, Plagiarism, Citation and paraphrasing.  Writing Social work Research Article, Social Work Research Proposals and Reports

Burns, R.B (2002) Introduction to Research Methods. New Delhi: Sage Publications.

Babbie, E. R. (201s4). The basics of social research(6^th ed.). New Delhi: Cengage Learning.

Doane, D. P., & Seward, L. E. (2013). Applied statistics: In business and economics. New Delhi: McGraw-Hill Education.

Gravetter. F. (2013). Statistics for the behavioral science (9^th ed). Andover: Cengage learning.

Jefferies, J., & Diamonds, I. (2001).  Beginning statistics: An introduction for social scientists. London: Sage Publication.

Lal Das, D. K.  (2000). Practice of social research: Social work perspective. Jaipur: Rawat Publications.

Two patterns are designed for the exam. The final exam pattern will be decided based on the situation at that point of time.

Pattern for on Campus Exam

Total Marks: 50

Total hrs: 2

Question Pattern

Section A

Answer any SIX from seven questions (6/7).                                                                  6*5=30

Section B                                                                                                        

Answer any TWO from three questions (2/3).                                                               2*10=20

Or      

                                                        Pattern for Online Exam

Total Marks: 50

Total hrs: 1 Hour

Question Pattern

Section A

Multiple choice questions.                                                                                           30*1=30

Section B

Viva                                                                                                                             4*5=20

Media has become an indispensable tool for a social work practitioner in today ‘s scenario where collective representations are necessary to high light pressing social issues and mark contemplative positive reforms. From a larger perspective the student gets to know the role of the media in resisting or bringing forth a social change and to induce social action wherever and whenever applicable. This paper consists of practical, descriptive and conceptual knowledge to promote understanding and develop skills to align media with a social prism.

Course Objectives:

1. To understand the basics of media and its various forms
2. To give in-depth knowledge of the process of print media and documentary making.
3. To understand social changes through media.

Theories of Media, Media and Development, Media and Social Work; ICT & Social Work; Diverse media (Social Media, Visual, digital, theatre, television, radio, folk media, radio and newspaper). Ethics and Media 

Slogans, Caption, Prose   and   Poetry, Journalism, Style of reporting (5W‘s and 1H and Inverted Pyramid) on  social   issues;  Photojournalism and conceptual photography. Videography:Preproduction-concept and script-writing; Production-camera, Postproduction-rerecording, voice-over, editing.

Public Service Announcements (PSAs) and Behaviour Change Communication (BCC), Strategic Campaign Communications, Case studies of BCCs 

Melkote, S.R., &Steeves, H. L. (2001).Communication for development in the third world: theory and practice for empowerment (2nd ed.). New Delhi: Sage Publications.

Modi, B. (2007). Designing messages for development. New Delhi: Sage Publications.

Mollison, M. (1996). Producing videos: A complete guide. Australia: Allen and Unwin.

Raghavan, G. N. S. (2004).Development and communication in India: Elicit growth and mass deprivation. New Delhi: Gian Publishing House

Joseph, D. (1990). The dynamics of mass communication. London: McGraw-Hill.

Mcquail, D. (1994). Mass communication theory: An introduction (3^rd ed.). London: Sage Publication.

Yadav, J.  S., &Mohnot, A. (1983). Advertising and social responsibility (Vol. 1), Content analyses. New Delhi: Dept. of Communication Research.

Centers for Disease Control and Prevention (CDC). (2023, January 11). Formative evaluation. Centers for Disease Control and Prevention. https://www.cdc.gov/nccdphp/dch/programs/healthycommunitiesprogram/tools/pdf/eval_planning.pdf

Glanz, K., Rimer, B. K., & Viswanath, K. (2015). Health behavior change: Theory, research, and practice (5th ed.). Jossey-Bass.

Matheson, D., Godfrey, C. M., & Maddox, H. (2010). Evaluating behaviour change interventions: A systematic review of realist and meta-narrative approaches used within transport research. Environment and Planning A, 42(4), 880-898. https://akupanel-outlet.com/travel-behavior-modification-theories-methods-and-programs

UNICEF. (2021, June 24). Behavior change communication (BCC). UNICEF. https://www.unicef.org/social-and-behaviour-change

University of North Carolina at Chapel Hill. (2023, October 26). Process evaluation. The University of North Carolina at Chapel Hill. https://guides.lib.unc.edu/evaluating-info/research

World Health Organization. (2020, March 9). Public service announcements (PSAs). World Health Organization. https://www.who.int/news/item/17-12-2020-new-psa-campaign-from-who-and-youtube-is-a-playbook-for-a-safe-holiday-season

Yadav,  J.  S., &Mohnot, A. (1983). Advertising and social responsibility (Vol. 1), Content analyses. New Delhi: Dept. of Communication Research.

The course will critically examine how development processes affect women and men and gender relations. The course will provide theoretical and practical experience in gender and development.

1. To understand the concepts, approaches and strategies related to gender and development.

2. To familiarise the practices and issues related to gender and development.

3. To understand the linkages of Gender and Development from regional, national and international perspectives.

Concept, Approaches and Strategies. Gender Analysis. Gender-sensitive Planning and Policy Making. Gender appraisal of Development programmes. GID, GAD and WAD. LGBTQIA+: Concept, Policy and Issues.

Gender Audit and Gender Budgeting. Gender Mainstreaming.  Contemporary issues in Gender and Development. Approaches in Gender and Development.

Gender and Entrepreneurship Development. Political Participation and Governance, Gender Training and Empowerment. Gender and Financial Inclusion, Gender, Law and Human Rights.

Krishnaraj,       M.,   Abusaleh   S.,   &   Sudarshan,   M. R. (1998). Gender, population and development, Oxford: University Press.

Nalini, V., Duggan L., & Nisonoff, L., (1997). Women, gender & development. New Delhi: Reader.

Pandey, A K.( 2004). Gender equality development and women empowerment, New Delhi: Anmol Publications Pvt. Ltd.

Chant, S., & Sweetman, C. (2012). Fixing women or fixing the world? “Smart economics‟, efficiency approaches, and gender equality in development. Gender & Development20 (3): 517–529. November.

Guijt, I. S., &, Meera, K. (2006). Myth of Community: Gender Issues in Participatory Development, Rugby, UK: Intermediate Technology Publications.

Kapadia, K. (2002). The violence of development: The Politics of identity, gender & social inequities in India. New Delhi: Zubaan Publications.

Course Description: This course aims to provide the students a foundational grasp of the social sciences, essential for social work practice. It merges key concepts from sociology, economics, and psychology to provide a comprehensive view of human behaviour and societal patterns. The course attempts to explore society's structure, the economic roots of social issues, and psychological well-being, gaining a holistic understanding of how these elements are intertwined. The curriculum aims to develop critical thinking and analytical skills, preparing students to address social challenges and contribute to building inclusive and equitable communities.

Course Objectives

1. To develop basic knowledge of psychosocial concepts and theories, to understand the self and social world around them. 
2. To know the significance of social institutions in social life.   
3. To introduce economic theories, focusing on microeconomics and macroeconomics, and explore their role in addressing social issues such as poverty and inequality.
4. To delve into the psychological aspects of well-being, including the principles of positive psychology and its impact on human happiness and relationships.

Individual & society; Community, Sociological Imagination; Culture; Socialization; Social stratification; Social control; Social change; Social institutions: Family, Marriage, Education, Religion; Capability Approach by Amartya Sen.

Introduction to economic theories, principles of microeconomics and macroeconomics, economic determinants of social issues, poverty, inequality, impact of economic policies on society.

Positive psychology-goals and key concepts, understanding happiness-factors contribute happiness, positive emotions, mindfulness-techniques and positive relationships.

Haralambos, M., &Heald, R.M.  (2006). Sociology: Themes and perspective. London: Harper Collins.

Henslin, J. (2009). Sociology: A down to earth approach  (10^th ed.).USA: Pearson.

Horton, P. B., & Hunt. (1990). Sociology. Singapore: McGraw-Hill Book Company.

Jayaram, N. (1988). Introductory sociology. Madras: Macmillan.

MacIver, R.M., Page, C.H. (2000).Society an Introductory Analysis. New Delhi: Macmillan Publishers India. 

Becvar, D.S., & Becvar, R.J. (2006). Family therapy a systemic integration (6th ed). Boston: Pearson. 

Carter, B., & Mcgoldrick, M. (1989). The expanded family life cycle: individuals, family and social perspectives (3rd edition). London: Allyn And Bacon. 

Coleman, J.C. (1976). Abnormal psychology and modern life. London: Allyn & Bacon.

C.R. Snyder and Shane J. Lopez (2009) Positive Psychology: The Scientific and Practical Explorations of Human Strengths, Sage Publications.

Daniel Nettle(2005) :Happiness: The Science Behind Your Smile,Oxford University Press.

Morgan.  K., Weisz., & Schopler. (1993). Introduction to psychology. New York: Tata McGraw-Hill.

Wiebke Kuklys (2005). Amartya Sen’s Capability Approach. Berlin: Springer.

Mankiw, N. G. (2020). Principles of Economics (9th ed.). Cengage Learning.

Acemoglu, D., & Robinson, J. A. (2012). Why Nations Fail: The Origins of Power, Prosperity, and Poverty. Crown Publishers.

Piketty, T. (2014). Capital in the Twenty-First Century. Harvard University Press.

Sen, A. (1999). Development as Freedom. Oxford University Press.

Berger, P. (1966). An invitation to sociology: A humanist perspective. Harmondsworth: Penguin.

Deshpande, S. (2003). Contemporary India:  A sociological view. Viking Publishers: New Delhi.

Dhanagare, D. N. (1993). Themes and perspectives in Indian sociology; Jaipur: Rawat publications.

Francis Abraham (2006). Contemporary Sociology.  Oxfordshire: Oxford University Press.

Total hrs: 2

Total Marks: 50

Section A

Answer any SIX from seven questions (6/7)                               6*5=30

Section B

Answer any TWO from three questions (2/3)                            2*10=20

Course Description: Governments and international agencies are also increasingly recognizing that a multi-disciplinary approach at different levels is needed to respond to the situation, especially in Migration, Displacement, and Rehabilitation issues. Social workers play an important part in the whole process and they need to be aware of the various facets regarding the issues related to the Displacement, Rehabilitation and Migration. This course on Migration Displacement and Rehabilitation is a proactive initiative to equip social work trainees towards various emerging needs of people as a result of development paradigms. The course is aimed at building the skills of social workers to be development experts in issues of displacement in particular. The course oriented towards generating better knowledge of the development issues, theoretical perspectives, major displacement authors contributions, various policies, and acts that exist and the role of social workers.

Course Objectives:

1. To equip social work trainees towards various emerging needs of people as a result of development paradigms.
2. To become familiar about migration, displacement, resettlement issues and respond to such issues as and when required
3. To become familiar with the process of implementation and monitoring of migration, resettlement, and rehabilitation.

Introduction; Definition of Migration, Displacement and Resettlement; Types of Displacement: disasters: manmade and natural, calamities, conflict, development etc. Voluntary and Involuntary/Forced Displacement, Effects of Displacement: Economic, Social, Political and Psychological; Statistics of Displacement.

Development Caused Displacement: Dam, Infrastructure, Transport, Economic development and other related causes.

Voluntary Migration: Interstate, intrastate and international migration; Push and pull factors, causes, effects, Labour migration-interstate 

Scudder and Colson Model; IRR Model, 

Conceptual Understanding: Public Purpose, Eminent Domain, Ethics of Displacement.

Policies and Acts on Displacement, UN Guidelines on Displacement, National Policies on Resettlement and Rehabilitation 2007, Right to Fair Compensation and Transparency in Land Acquisition, Resettlement and Rehabilitation Act 2013, Social Impact Assessment, Resettlement Action Plan; Resettlement and Rehabilitation Policies of World Bank, OECD etc

Role of Social Workers and NGOs in Displacement, Resettlement and Migration issues.

Case Studies: Narmada Bechavo  Andholan, ICTTI, CIAL 

Cernea, M. & McDowell, M. (Eds). (2000b). Risk Reconstruction: Experiences of Resettlers and Refugees. Washington, DC: World Bank.

Cernea, M. M. (1990). From Unused Social Knowledge to Policy Creation: The Cost of Population Resettlement. Cambridge Institute for International Development, Harward University.

Cernea, M. M. (1996). Eight Main Risks: Impoverishment and Social Justice in Resettlement. Washington, D.C: Environment Department, The World Bank.

Cernea, M. M. (Ed.) (1991), Putting People First: Sociological Variables in Rural Development (2 ed.). Washington, DC: World Bank.

Chully, Arun. A. and K, Hemalatha (2017). Development-Induced Displacement: Population Displacement and Migration in Bagalkot District, Bengaluru, Christ University

Cohen, Robin 91994) Ed. Theories of Migration, Cheltenham: Edward Elgar

 Jain, S. &Bala M. (Eds.), (2006).  The Economics and Politics of Resettlement in India  Delhi: Dorling Kindersley India Pvt.

  Understanding Impoverishment: The Consequences of Development-Induced Displacement (pp. 34-48). Oxford: Brigham.

 Paul, Norvy (2013) Development, Displacement and Social Disarticulation: A Kerala Experience, Lambert Academic Publishing, Germany.

 Paul, Norvy (2016)."A Case Study of Airport and Climate Change in Kerala". In N. Paul, & P. Jones (Eds.), Social Work and Health: Inclusive Practice, Research, and Education (Cochin: DCRD Publications), pp.178-192.

 Paul, Norvy (Ed.) (2014). Development, Displacement and Marginalisation, (Cochin: VSS Publications), p 289

 Paul, Norvy (Ed.) (2016) Development, Displacement, and Capitals, Cochin: DCRD Publications

Cernea, M. M. & Guggenheim E. (Eds.) (1993a)., Anthropological Approaches to Involuntary Resettlement: Policy, Practices and Theory. Boulder, Colorado: Westview Press.

Cernea, M. M. (1994). Bridging the Divide: Studying the Refugees and Development Oustees. Washington, DC: World Bank.

Cernea, M. M. (1994). Urban Settlement and Forced Population Relocation. In H. Mathur (Ed.), Development, Displacement and Resettlement: Focus on Asian Experiences. Delhi: Vikas Publishing House.

Cernea, M. M. (2004). Displaced Population: A Typology. Encyclopedia of World History, Vol.2. Great Briton.

Cernea, M. M. (Ed.) (1999). The Economics of Involuntary Resettlement: Questions and Challenges. Washington, DC: World Bank.

Chatterjee, Ipsita (2014), Displacement, Revolution and New Urban Conditions: Theories and Case Studies, London, Sage Publications

Cohen, R., & F., D. (1998). The Forsaken People: Case Studies of the Internally Displaced. Washington, DC: World Bank.

Indra, D. (Ed.), (1999). Engendering Forced Migration: Theory and Practice. Oxford: Berghahn Publications.

Jayaram, N, (2004). Indian Diaspora: Dynamics of Migration. New Delhi, Sage Publications

Mathur, H. M. (Ed.) (1995)., Development, Displacement and Resettlement: Focus on Asian Experiences. Vikas Publishing House.

Parasuram, S. (1999). The Development Dilemma, London: Macmillian Press Ltd.

Course Description

This course consists of 25 days of concurrent fieldwork. This course provides an opportunity for students to integrate theories and practices.  Students will be able to demonstrate social work values, ethics, principles, positive attitude, knowledge, and competencies for the practice of social work through the internship agency/ Industry visits.

Fieldwork Description

Fieldwork (Social Work practice) is the most important aspect of professional social work training. The students develop various skills in working with clients and professionals. Students will be taken to various organizations of social relevance for exposure during the induction programme.  Students are allotted social welfare agencies for concurrent fieldwork for a period of 25 days in the first semester.

Concurrent fieldwork                                                                                        25x7=175 Hours

Students will be placed in different social work/ welfare organizations. They will be visiting the organization twice a week. The student will be working under an agency supervisor. They have to prepare the learning contract by consulting the faculty and the supervisor of the organization. They have to understand and study the organization, its activities, and its structure. Students are expected to do two casework and one group work  with 6 sessions.

Course objectives

1.     To get first-hand exposure to various social welfare/service organizations.

2.      To provide an opportunity for students to integrate theory and practice.

3.      To develop a positive attitude, knowledge, and competence for the practice of Social Work.

Fieldwork Description

Fieldwork (Social Work practice) is the most important aspect of professional social work training. The students develop various skills in working with clients and professionals. Students will be taken to various organizations of social relevance for exposure during the induction programme.  Students are allotted social welfare agencies for concurrent fieldwork for a period of 25 days in the first semester.

Concurrent fieldwork                                                                                        25x7=175 Hours

Students will be placed in different social work/ welfare organizations. They will be visiting the organization twice a week. The student will be working under an agency supervisor. They have to prepare the learning contract by consulting the faculty and the supervisor of the organization. They have to understand and study the organization, its activities, and its structure. Students are expected to do two casework and one group work  with 6 sessions.

 Internship Requirements

The student shall put in 25 days (Minimum of 7 hours per day) concurrent internship. The minimum hours required to complete this internship is 175 hours. Department will give detailed guidelines for the Internship. Learning requirements for the fulfilment of the Social Work practicum in the first semester are as follows:

Learning Contract

Students are expected to have discussions with the agency as well as the faculty supervisor to make the Learning Contract for the internship. The Learning Contract needs to be finalized within one week of posting in the agency. The learning contract needs to be uploaded in the reporting online system of the University and a signed hard copy to be retained with the student.  This document will be a guiding tool for goal-directed learning. The same document shall be presented during the end semester viva voce examination.

Internship Diary

The student needs to maintain the daily attendance and record of work undertaken in the prescribed format provided by the department.  This record should be validated by the agency supervisor on a day-to-day basis. 

Internship Record

Students have to maintain the record book and get the signature from their faculty and agency supervisors and submit reports of the internship every Saturday. The faculty supervisors will be evaluating the students learning from these reports. Upload documents such as a consolidated report, summary report, certificate copies, and evaluation documents in the Google classroom/Moodle.

Attendance

Students shall maintain 100 percent attendance. Compensatory days are allotted to the student for missing the internship due to unavoidable circumstances with the prior permission of the faculty supervisor and agency supervisor. However, compensation done during regular class hours shall not yield class attendance. The student who falls short of the total required number of days for fieldwork and other internship requirements shall not be recommended for the end semester viva voce examination. Failure in the viva voce examination or lack of fulfilment of requirements will yield repetition of internship practice.Students are advised to take one day weekly off. Students who are working in organizations which are not functioning on Saturdays should report to the respective mentors and  get assignments.

Assessment:  The internship is evaluated through presentations and conferences with the students, internal evaluation by faculty and agency supervisors, and end semester viva voce examination.

The assessment will be carried out for 100 marks. 

Marks will be awarded on the basis of 

• Weekly internship reports
• Learning from field orientation visits, casework, group work, and community mapping.
• Attendance, regularity, and punctuality
•  Integration of theory into practice.,
•  Participation during individual and group conferences
• Submission of internship reports, clarity and expression, and professional growth and commitment.
• 50% of the marks will be awarded internally based on the performance of the student in the internship.
• The remaining 50% of the marks will be awarded through the Viva-voce examination. The Viva Voce committee consists of internal examiners. 
• The student must secure 50% of marks to pass the internship examination. 
• The candidates who fail must redo the internship as per the University regulation.

 Documents to be carried for viva voce examination:

1. Certificate 
2. Validated Learning Contract.
3. Daily attendance sheets (Internship diary).
4. Assessment of the agency by the student. 
5. Student evaluation done by the agency supervisor
6. Consolidated report and Summary report  in the prescribed format
7. Hard copy of the Report.

Skills demonstrated at the end of the internship. ·

• Civic sense
• Communication skills: Oral and written, listening and verbal
• Creating a rapport and establishing a professional relationship
• Decision-Making skill
• Develop skills to write verbatim reports (simple forms)
• Differentiating empathy and sympathy
• Empathy
• Inclusiveness
• Initiative
• Interpersonal skills such as working in teams
• Leadership skills
• Presentation skill
• Record keeping skills
• Reflective and critical thinking
• Resource Mobilization
• Respecting diversity
• Skills in handling group processes
• Understand clients and their needs
• Understand organization structure

Bhanti, R. (1996). Field work in social work perspective. New Delhi: Himanshu Publishers

Subhedar I. S. (2003). Fieldwork training in social work. Jaipur: Rawat Publications.

Bhanti, R. (2001). Social Development: Analysis of some social work Fields. New Delhi: Himanshu Publishers.

Stroup, H. H. (1965). Social work: An introduction to the field. New Delhi: UPH.

The student shall put in 25 days (Minimum of 7 hours per day) concurrent internship. The minimum hours required to complete this internship is 175 hours. Department will give detailed guidelines for the Internship. Learning requirements for the fulfilment of the Social Work practicum in the first semester are as follows:

Learning Contract

Students are expected to have discussions with the agency as well as the faculty supervisor to make the Learning Contract for the internship. The Learning Contract needs to be finalized within one week of posting in the agency. The learning contract needs to be uploaded in the reporting online system of the University and a signed hard copy to be retained with the student.  This document will be a guiding tool for goal-directed learning. The same document shall be presented during the end semester viva voce examination.

Internship Diary

The student needs to maintain the daily attendance and record of work undertaken in the prescribed format provided by the department.  This record should be validated by the agency supervisor on a day-to-day basis. 

Internship Record

Students have to maintain the record book and get the signature from their faculty and agency supervisors and submit reports of the internship every Saturday. The faculty supervisors will be evaluating the students learning from these reports. Upload documents such as a consolidated report, summary report, certificate copies, and evaluation documents in the Google classroom/Moodle.

Attendance

Students shall maintain 100 percent attendance. Compensatory days are allotted to the student for missing the internship due to unavoidable circumstances with the prior permission of the faculty supervisor and agency supervisor. However, compensation done during regular class hours shall not yield class attendance. The student who falls short of the total required number of days for fieldwork and other internship requirements shall not be recommended for the end semester viva voce examination. Failure in the viva voce examination or lack of fulfilment of requirements will yield repetition of internship practice.Students are advised to take one day weekly off. Students who are working in organizations which are not functioning on Saturdays should report to the respective mentors and  get assignments.

Assessment:  The internship is evaluated through presentations and conferences with the students, internal evaluation by faculty and agency supervisors, and end semester viva voce examination.

The assessment will be carried out for 100 marks. 

Marks will be awarded on the basis of 

• Weekly internship reports
• Learning from field orientation visits, casework, group work, and community mapping.
• Attendance, regularity, and punctuality
•  Integration of theory into practice.,
•  Participation during individual and group conferences
• Submission of internship reports, clarity and expression, and professional growth and commitment.
• 50% of the marks will be awarded internally based on the performance of the student in the internship.
• The remaining 50% of the marks will be awarded through the Viva-voce examination. The Viva Voce committee consists of internal examiners. 
• The student must secure 50% of marks to pass the internship examination. 
• The candidates who fail must redo the internship as per the University regulation.

 Documents to be carried for viva voce examination:

1. Certificate 
2. Validated Learning Contract.
3. Daily attendance sheets (Internship diary).
4. Assessment of the agency by the student. 
5. Student evaluation done by the agency supervisor
6. Consolidated report and Summary report  in the prescribed format
7. Hard copy of the Report.

Skills demonstrated at the end of the internship. ·

• Civic sense
• Communication skills: Oral and written, listening and verbal
• Creating a rapport and establishing a professional relationship
• Decision-Making skill
• Develop skills to write verbatim reports (simple forms)
• Differentiating empathy and sympathy
• Empathy
• Inclusiveness
• Initiative
• Interpersonal skills such as working in teams
• Leadership skills
• Presentation skill
• Record keeping skills
• Reflective and critical thinking
• Resource Mobilization
• Respecting diversity
• Skills in handling group processes
• Understand clients and their needs
• Understand organization structure

This open elective course gives the students an understanding of the Criminal Justice System (CJS). Working with the CJS is a complex process that demands specific skills, techniques, and strategies of work with individuals, groups, and systems by social workers.  Most of the process in the CJS are guided by the laws, rules and regulations. Social Workers working in CJS should be innovative enough to deal with the issues and problems of children, women, youth, elderly, migrants, and minorities affected with the same system. 

The course on Social Work in Correctional Setting will enrich the students with the required knowledge and skills to work in criminal justice affected populations and vulnerable groups. The process of rehabilitation needs of the children and prisoners in the justice system and need for engagement with the clients, their families and other stakeholders will be understood better. This course will discuss the real-life challenges in rehabilitation of criminal justice affected populations. 

1.     To enable social work students, gain conceptual clarity in the working with the population involved in the criminal justice system. 

2.     To enable social work students to imbibe the knowledge and skills required in working with the incarcerated and other stakeholders of CJS. 

3.     To understand the theories and models of working with the stakeholders of CJS.

Definition, concepts, Introduction to Criminal Justice Systems (CJS) and around the world, Nature of crimes. Constitutional Framework, Judiciary, Police, Prisons, Juvenile Justice System; Processing of Minor offenders. 

Vulnerable Groups in CJS. Forms of Vulnerabilities, Issues and challenges faced by the vulnerable groups, Dealing with vulnerable population.  

Criminological theories for social workers, Overview of Theories – Pre-Classical Notion of crime, Classical Theories, Biological Theories, Psychological Theories, Sociological Theories, Chicago School  

Good Practice models in CJS. Approaches and Models of rehabilitation.

Working in criminal justice systems; Police, courts, prisons, institutions for women and institutions for children. Legal rights of persons processed by criminal justice system; victims, accused persons, children. Community based intervention

Working in custody and institutions towards rehabilitation. Livelihood development, Government schemes and programmes for the rehabilitation of the people affected with criminal justice system. 

Arlene Manoharan, S. R. (2013). The Juvenile Justice System in India and Children who commit serious offences –Reflections on the Way Forward. Bangalore: National Law School of India University.

Carolyn A.Smith, (2009). Family Violence and Delinquency. In M. K. (edt), Handbook on Crime and deviance (pp. 493-494). USA: Springer Science and Business Media.

CCJ and ICA (2018). Handbook on government schemes for prison officers: Towards integration and inclusive governance

Crime in India Reports. New Delhi: State Publications, India.

Cullen. (2009). Biosocial criminology: New directions in theory and research. New York: Rutledge

Cullen, F. T., & Agnew, R. (1999). Criminological Theory: Past to Present . California : Roxbury Publishing Company.

Cullen, F. T., & Ball, R. A. (2011). Criminological Theories: Context and Consequences. New Delhi : Sage Publications.

Bandyopadhyay, M (2010) Everyday Life in a Prison: Confinement, Surveillance, Resistance’, Orient Blackswan, New Delhi. 

Nair , R & Raghavan, V. (2017) Reviving criminal justice social work through probation in India: Historical solutions to contemporary problems. New Delhi: Sage Publications

Raghavan, V. (2020). Delays in the criminal justice process: Consequences for Undertrial Prisoners and their families, Justice Frustrated: The systemic impact of delays in Indian Courts (Eds.) New Delhi: Bloomsbury India 

CIA II- 50 marks

CIA III- 20 marks 

Attendance- 5 marks

The primary goal of Social Work Practice in School Setting is to understand the needs and issues experienced by the students and teachers and design and implement the evidence-based interventions related to the academics and psychosocial growth. This course also focuses on the roles of social workers in the schools including provision of direct service, consultation, advocacy, program development and evaluation as well as liaison functions with families and community systems. Course emphasizes both policy and direct practice knowledge and skills for school social work practice.

1 To understand the contexts that shape Social Work Practice in School Setting.

2. To understand various needs and issues of the students at the school environment. z

3. To equip the social work students with research-informed practice and practice-informed research related to school settings.

Introduction to school education in India, an overview of legislations, policies, and programs relevant to schools. Social Work and Schools, School Social Work in India and the West. Scope and Objectives of School Social Work in India.

Children with academic difficulties and difficulties in co-curricular activities, learning disabilities, intellectual disabilities, locomotor disabilities, conduct issues, bullying, violence at school and other safety-related issues, truancy, drug abuse, behavioral addiction, anxiety, depression, child abuse, student-teacher relationship issues, children with parental neglect, issues related to child rights. Children with parental loss or issues of children with single parents, trauma-related issues 

Practical: School visit to understand the school environment and issues of students

School-Based Mental Health Programs, Bullying Prevention Programs, Social-Emotional Learning (SEL) Programs, Trauma-Informed Practices, Academic Support Programs, Positive Behavioral Interventions and Supports (PBIS), Parental Involvement Programs

Openshaw L, (2007), Social Work in Schools: Principles and Practice (Clinical Practice with Children, Adolescents, and Families), Guilford Press; 1st edition.

Massat, C., et al. (2009). School social work. Chicago: Lyceum Press.

Kaur, P. U (2018) , Contemporary Areas of Social Work Practice in India, Bloomsbury Publishing

Constable, R., Kelly, M. S. (2021). School Social Work: Practice, Policy, and Research. United States: Oxford University Press.

Bhattacharya, S (2003), Social Work: An Integrated Approach, Deep, Deep Publications Pvt.ltd

Roy S, (2021), Social Work Education: Indigenous Perspectives SAGE Publications Pvt. Ltd, School Social Worker, National Learning Corporation Publication.

Nair, T K, (1981) , Social Work Education and Social Work Practice in India, Association of Schools of Social Work in India, University of Michigan 

Varianides, A. (2013). The School Social Work Toolkit: Hands-on Counseling Activities and Workshops. United States: NASW Press.

Olweus, D. (1993). Bullying at School: What We Know and What We Can Do. Blackwell.

Collaborative for Academic, Social, and Emotional Learning (CASEL). (2021). What is SEL? Retrieved from https://casel.org/what-is-sel/

Substance Abuse and Mental Health Services Administration (SAMHSA). (2014). SAMHSA's Concept of Trauma and Guidance for a Trauma-Informed Approach. Retrieved from https://store.samhsa.gov/product/SAMHSA-s-Concept-of-Trauma-and-Guidance-for-a-Trauma-Informed-Approach/SMA14-4884

National Center on Intensive Intervention. (n.d.). What is RTI? Retrieved from https://www.intensiveintervention.org/what-is-rti

Horner, R. H., Sugai, G., & Anderson, C. M. (2010). Examining the evidence base for school-wide positive behavior support. Focus on Exceptional Children, 42(8), 1-14.

Epstein, J. L., Sanders, M. G., Simon, B. S., Salinas, K. C., Jansorn, N. R., & Van Voorhis, F. L. (2002). School, family, and community partnerships: Your handbook for action (2nd ed.). Corwin Press

CIA II- 50 marks

CIA III- 20 marks 

Attendance- 5 marks

This course introduces entrepreneurship, social entrepreneurship and best practices of starting and growing successful mission-driven ventures. This field is rapidly garnering attention around the world from entrepreneurs, investors, philanthropists, foundations, and consulting firms. Social ventures aim to achieve a “double bottom line” with meaningful social returns, as well as sustainable or competitive financial returns --through their products, services and other business practices. Entrepreneurial solutions to education, healthcare, environment, workforce development, international development, and other large societal issues are being addressed through both for-profit and non-profit ventures. The course aims to give an awareness about starting a venture and its various processes.

1. To introduce the concept of entrepreneurship and social entrepreneurship.
2. To learn how to develop a business plan.
3. To learn various formalities of company registration.

Concept and Characteristics of Entrepreneurship, Social Entrepreneurship and Non-Government Organization, Understanding the difference between entrepreneurs and social entrepreneurs, Entrepreneurial Ecosystem. Socio-Economic Context of Social Entrepreneurship, Social Entrepreneurship-Need, Opportunities & Successful Models.  Triple bottom line approach, Social Innovation, UN Sustainable Development Goals Learning from Real-Life Experiences:  Case studies of Social Entrepreneurs and social enterprises. Stakeholder Management in Social Context, Global practices, social entrepreneurship framework, Designing a value proposition canvas. challenges, and issues facing social entrepreneurs

Market and industry analysis of Social Ventures, Defining and refining the Social Business Model: Lean start up, Design Thinking in a social context, Governance of Social Enterprises, Business Planning for Social Ventures. Funding the social venture and self-sustaining financing approach, Impact Investing and Social Venture Capital, Measuring the social Impact.

Registering and launching Social Ventures Strategic formulation for competitive advantage, scaling up of the social venture, Ethical practices, Exit strategies. 

Banks, K. (2016). Social entrepreneurship and innovation: International case studies and practice. London: Kogan Page.

Bornstein, D., & Davis, S. (2010). Social entrepreneurship: What everyone needs to know. Oxford University Press.

Ellis, T. (2010). The new pioneers: sustainable business success through social innovation and social entrepreneurship. New York: Wiley.

Kumar, S. (2013). Dynamics of social entrepreneurship. New Delhi: AK Publications.

Kuratko and T.V.Rao (2016), Entrepreneurship: A South Asian Perspective, Cengage Learning.

London, M., & Morfopoulos, R. G. (2010). Social entrepreneurship: how to start successful corporate social responsibility and community-based initiatives for advocacy and change. New York: Routledge.

Mair, J., Robinson, J., & Hockerts, K. (Eds.). (2006). Social entrepreneurship (p. 3). Basingstoke: Palgrave Macmillan.

Peters, M, P., Hisrich, R, D. & Shephed, A,D., Mathew J Manimala & (2012). Entrepreneurship. New Jersey, USA: McGraw Hill Education.

Praszkier, R., & Nowak, A. (2011). Social entrepreneurship: Theory and practice. Cambridge University Press.

Praszkier, R., & Nowak, A. (2012). Social Entrepreneurship: theory and practice. New York: Cambridge University Press.

The Triple Bottom Line: balancing profit, people, and the planet for sustainable success (green.earth)

Bornstein, David (2005), How to change the world: Social entrepreneurs and the power of new ideas. New York: Penguin Books.

Donald F Kuratko, Richard M Hodgetts, Entrepreneurship in the New Millennium, Cenage Learning

Gregory J Dees (2001). The meaning of social entrepreneurship. www.fuqua.duke.edu/centers/ case/ documents/dees_SE.pdf

Gunn, R., & Durkin, C. (2010). Social entrepreneurship: a skills approach. UK: Policy Press.

Roger, L. M., & Sally, O. (2007). Social Entrepreneurship: The Case for Definition, ‖ Stanford Social Innovation Review, Spring, www.skollfoundation.org/media/skoll_ docs/2007SP _feature _martinos berg.pdf

Stevenson, H., & Jarillo, J. (2007). Ribeiro, Domingo; Roig, Salvador, eds. A paradigm of entrepreneurship: entrepreneurial management, in entrepreneurship: concepts, theory and perspective, Springer Science Business Media. pp. 5–. ISBN 978-3-540-48543-8.

Welch, Wilford (2008). Tactics of hope: How social entrepreneurs are changing our world. San Rafael: Earth Aware.

CIA II- 50 marks

CIA III- 20 marks

Attendance- 5 marks

Addiction studies are designed to help students to develop an understanding of substance and technology (behavioral) addictions from bio-psycho-physio social perspective. This paper focuses on familiarizing the students about its various concepts, developmental process and effects. Students will examine both disorders pertaining to substance and technology (behavioral). There will also be a focus on vulnerable populations to problematic use of substance and technology. The consequences of addictions will be studied at the individual, academy, daily routine life, occupational, family, community and societal levels. This course will draw on current research in the field of addictions, and will emphasize critical thinking and analysis of the current controversies in the field. The students will have an overview of the theories/models/frameworks adopted in the area of substance and technology/Internet/ addiction. Students’ demonstration of various issues associated to abuse and addiction to substance and technology is essential using multimodalities for the prevention.

1. To understand briefly the concepts related to Use, Problematic use, Abuse, Dependence/Addiction to Technology/Internet/ Social networking sites/Mobile, other electronic gadgets, substance, and its prevalence.
2. To understand the overview of substance addiction and behavioral addiction.
3. To briefly understand the various factors, models/approaches/theories pertaining to substance and technology addiction/dependence
4. To understand briefly related to effects, psychosocial intervention and recovery process pertaining to substance and technology addiction/dependence.
5. To emphasize critical thinking and analysis of the current controversies in the field of substance addiction/technology/Internet Addiction.
6. To familiarise students briefly about the roles and responsibilities of social workers in addiction settings.
7. To encourage social work trainees to apply social work techniques and methods while dealing with individuals in addiction setting.

Concept, terminology (Use, Problematic use, Abuse, Dependence/Addiction to Technology/Internet/ Mobile, other electronic gadgets, and substances), historical development, growth, its prevalence, sub-types, signs and symptoms, and overview of behavioral addiction. Similarity and Differences between substance and technology addiction

Factors and Models/Approaches/Theories related to Substance and Technology Addiction: Protective and risk factors Etiological perspectives of substance and technology (behavioral) addiction. Introduction to the Bio-psychosocial model of substance and technology.

Effects of usage, abuse/addiction of substance and technology at different levels – personal, routine life, academic, family, social and occupation.

Diagnostic tools and other instruments to assess substance and Internet/Technology addiction. Psychosocial and pharmacological therapies pertaining to technology addiction. Recovery process and outcomes pertaining to technology addiction. Using multimodalities for prevention a of Substance abuse, Substance Addiction, Technology Abuse/Technology Addiction and Cyber Bullying. Social workers’ roles and responsibilities in addiction setting. Application of social work techniques and methods in addiction setting.

Ahuja, N. (2002). A short textbook of psychiatry. New Delhi: Jaypee Brothers Medical Publishers (P) Ltd. Kaplan, H.L., Freedman A.M. & Saddock

B.J. (1980). Comprehensive Textbook of Psychiatry. Baltimore/ London: Williams & Wilkins.

World Health Organization (1992). The ICD-10 classification of mental and behavioral disorders: Clinical description and diagnostic guidelines. Oxford University Press.

Young, K. S. (1997). Internet Addiction: Symptoms, evaluation, and treatment. Innovations in Clinical Practice, 17

Grant, J.E., Brewer, J.A., Potenza, M.N. (2006). The neurobiology of substance and behavioural addictions. CNS Spectr, 11(12):924-930.

Miller, W., Rollnick, S. (2002). Motivational interviewing. 2nd Edition. New York and London: Guilford Press.

Prochaska, J.A., DiClemente, C.C., & Norcross, J.C. (1992). In search of how people change. Applications to addictive behaviour. Am. Psych.47: 1102-1114.

CIA II- 50 marks

CIA III- 20 marks

Attendance- 5 marks

Service learning is one of the pedagogic initiatives for social work students to bridge the gap between theoretical understanding and real-life experiences.  It brings together theoretical knowledge, experience knowledge, and reflexivity along with critical thinking.  Students hone essential skills like communication, assessment, intervention, and cultural competence through service learning. Reflecting on service experiences helps students develop self-awareness and understand their strengths and weaknesses as social workers.

1.     Support students to research key theoretical concepts and develop critical insights around issues such as the SDGs.

2.     Analyze the connection between social issues, community needs, and social work interventions to achieve the SDGs

3.     Demonstrate critical thinking and reflective practice skill

Identify a specific SDG and develop a critical understanding of the same.  The group produces a conceptual note about the SDG and submits it to the mentor

Students identify an NGO/Civil society body that works for the achievement of the identified SDG.    The group develops a short activity to be delivered at a community or agency.

Students develop an essay about the impact of their activity on the achievement of the SDG. The students develop indicators, and evidence of achieving the indicators and document these in the reflexive essay.  This is presented in a student seminar organized with the support of the service learning coordinator.

              Stoecker, R., & Tryon, E. A. (2009). The Unheard Voices: Community Organizations and Service Learning. Philadelphia: Temple University Press.

• Submission of concept note on an identified SDG – 5 marks
• Activity in the community/agency -20 marks.
• Reflexive essays presented in the student seminar- 25 marks
  
  Total- 50 marks 

Tribal/Rural/Urban residential social work camps with duration of 7-10 days will be organized during the second semester of the course in or outside the state with collaboration of community and rural development organizations. Rural Camp provides opportunities to social work students to experience and explore tribal/ rural /urban life, make first hand observations about ground realities, analyse community dynamics, and observe the functions and functionaries of local self - government and voluntary organizations. It also gives the students prospects for engaging themselves in community engagement and rural reconstruction with systematic and scientific approach. Micro –Planning is expected from the social work students with local participation by using the Participatory Rural Appraisal (PRA) method.  Students are supposed to conduct baseline and need base surveys of camp sites and analyse the community issues by setting priorities with involvement of local stakeholders. This rural camp practice aids peer participation in need base planning for activities for one’s own group and those for local people. 

1) To enhance understanding of tribal/rural/urban realities and structure with reference to traditions, norms and culture of respective communities.

2) To understand group and community dynamics at the village level.

3) To understand functions and functionaries of local self-governance and People Governance (Gram Sabha) 

4) To develop a sense of belongingness by living together and sharing together with the local community and our student colleagues. 

5) To organize a programme for community and analyse the issues of community through a participatory approach.

Significance of Rural Camp in Social Work Education, Social Work Practice (Micro, Mezzo and Macro Level) with Rural Camp, Scope of Social Work Practice in Rural Camp, Sustainable Development Goals and Rural Camp, Programme and Activities with rural communities during the rural camp.

Pilot visit at selected site and meeting with local stakeholders, Need base observation and discussion with local people and panchayat, Presentation of findings of pilot visit in the class, Preparation of planning in consultation with faculty and students based on Pilot Visit, Formation of different committees for smooth functioning of camp, Preparation of survey tool for baseline survey of village/hamlet/slum (Quality of Life), Other preparation essential for camp, Training of PRA (Participatory Rural Appraisal)  

Entering the Camp site, Preparation of accommodation and other necessary things, Meeting with local panchayat members and Villagers for discussion of plans and programmes of camp, Inaugural Programme, Transact Walk with local people. Base Line survey on quality of life of villagers, Analysis of data and programme planning, Visiting local Govt institutes and community-based organizations. Organize awareness programmes through Street Theatres, Poster Exhibitions, Guest Sessions, Documentaries, Rallies, Painting, Songs, and Slogans. Organize specific or general Health Check-up Camps, Meetings and gatherings with key stakeholders, Welfare schemes and programmes campaign at village level.

Micro Planning: PRA (Social Mapping, Resource Mapping, Village Mapping, Trend Analysis, Situational Analysis, Timeline (Historical Mapping), Seasonal Calendar, Venn diagram, Wealth Ranking, Problem Tree, and Problem Prioritisation) 

Bhanti, R. (2001). Social Development: Analysis of some social work Fields. New Delhi: Himanshu Publishers.

Popli Ushvinder Kaur, (2018) , Contemporary Areas of Social Work Practice in India , Bloomsbury Publishing 

Robert Chambers, Institute of Development Studies, Brighton, The Origins and Practice of Participatory Rural Appraisal Pergamon, World Development

Stroup, H. H. (1965). Social work: An introduction to the field. New Delhi: UPH.

Subhedar I.  S. (2003).  Fieldwork training in social work. Jaipur: Rawat Publications

Sustainable Development Goals and Panchayat Raj,UN

Village Disaster Management Plan, National Institute of Disaster Management, New Delhi,GOI 

Final Report of Camp with all activities and Programmes, Class room seminar on learning and findings of camp. 

Total CIA- 25 marks

Course Description: This paper offers knowledge of the various theoretical models of practice.

These approaches support the students to practice management of people scientifically. Major theories are incorporated and their applications are discussed.

Course Objectives:

1. To understand the theories related to management

2. To understand the approaches that help students in working with individuals, and groups.

3. To understand the theoretical approaches to understand and apply the concept of leadership

Classical Theory of Management, Scientific Management Theory, Bureaucratic Theory, Administrative Management Theory of Henri

Fayol, Roles of Management –Mintzberg, Organizational Environment Theory

Introduction to Modern Management Theories, Systems theory, Behavioural Management Theory, Agile Management

Meaning of Motivation, Motivation-Traditional Theories of work Motivation; Maslow’s hierarchy of needs - Herzberg Two Factor theory, Aldermen’s ERG Theory, McClelland Achievement Motivation theory, McGregor ‘s Theory X-and Theory Y, Vroom ‘s Expectancy/Valence Theory The Porter and Lawler Model-Adam ‘s Equity Theory of work Motivation.

Definition and characteristics of leadership- Classification of leadership: positive and negative leaders, Qualities of a leader, Leadership styles, Theories of Leadership, Leaders and followers, attribution approach, leaders’ explanation to follower ‘s behaviour, Transactional and Transformational Leadership. Leadership Development.

Prasad, L.M., Principles and practices of management. New Delhi: Sultan Chand & Sons.     

Stoner, J.F., Freeman, E. R., & Gilbert, D.R. (2013). Management (6 th Edition). Pearson Publications.

Joseph L Massie, Essentials of Management. Prentice-Hall India, New York. 

Upadhyay R. K. (2003). Social Case Work. Jaipur: Rawat Publications. 

Daft, R. L. (2013). The new era of management (10 th Edition). Cengage Publications. 

Course Description: This course equips social work professionals with a foundational understanding of Human Resource (HR) practices within organizational settings. Through a social justice lens, students will explore key HR functions, performance management strategies, competency management frameworks, and the role of HR analytics in promoting effective and ethical work environments for employees serving diverse populations.

Course Objectives:

1. Analyse the core functions of HR management and evaluate the ethical consideration.
2. Apply performance management principles to supervise and support staff in achieving organizational goals.
3. Explain the purpose and application of competency models 
4. Utilize basic HR analytics tools to measure workforce effectiveness and HR decision-making.

Human Resource Management: Introduction, Major functions of HRM, Latest trends in HRM, Ethics in HRM.

Man power Planning: Process, Job design, Job Analysis, Job specification and Job description, Role analysis. Recruitment Process, Sources and Methods of Recruitment, Internal and External hiring, Selection Process, Reference Checking: Medical Examination Placement: Induction/Orientation, Internal Mobility, Transfer, Promotion, Demotion and Employee Separation,

Performance    Management Vs Performance Appraisal, Performance Appraisal Process, Methods of Performance Appraisal- Trait Appraisals, Behavioural Appraisals, Results/Outcomes Appraisals. Common performance appraisal challenges.

Competency management - Definition, Types of competencies, Importance and Scope, Iceberg model, competency mapping process, Tools and method of competency mapping.

Introduction to Analytics and HR analytics. Need for metrics and analytics, Workforce Planning, Measurement of employee readiness, Recruitment Analytics, Turnover analysis, Performance metrics, Talent engagement and retention metrics, Compensation and benefit analysis.

Rao,TV. (2015). Performance Management: Toward organizational excellence. Sage Publication.

Kandula, S. R. (2013). Competency-based human resource management. PHI Learning Pvt. Ltd..

DeCenzo, D. A., Robbins, S. P., & Verhulst, S. L. (2016). Fundamentals of human resource management. John Wiley & Sons.

Bratton, J., Gold, J., Bratton, A., & Steele, L. (2021). Human resource management. Bloomsbury Publishing

Diez, F., Bussin, M., & Lee, V. (2019). Fundamentals of HR analytics: A Manual on becoming HR analytical. Emerald Publishing Limited.

Edwards, M. R., & Edwards, K. (2019). Predictive HR analytics: Mastering the HR metric. Kogan Page Publishers.

Shermon, G. (2004). Competency based HRM: A strategic resource for competency mapping, assessment and development centres. Tata McGraw-Hill Education.

Dessler, G & Varkkey, B, (2020) Human Resource Management  (16e), Pearson Education

CIA I- 10 marks (Assignment)

CIA II- 25 marks (Mid Sem/Assignment) 

CIA III-10 marks (Assignment)

Attendance: 5 marks (As per University norms)

QUESTION PATTERN FOR END SEM EXAM

Total Marks: 50                                                                                                      Total hrs: 2

 Section A

Answer any SIX from seven questions (6/7)              6*5=30

 Section B

Answer any TWO from three questions (2/3)            2*10=20

Course Description: The students of social work will understand the concept of HRM and the various functions and their applications.  The concept of labour law is introduced and the references to labour in the constitution are introduced.   The organizations involved in the compliance of various provisions of the labour laws are also introduced.

Course Objectives:  

1. To introduce the functional areas of Human Resource Management. 
2. To introduce the labour legislation and the provisions in the constitution for labour
3. To introduce various labour law compliance organisations 

History, evolution, and purposes of labour laws in India; Constitution of India, Classification of labour laws; Labour Reforms: Second National Commission on Labour,2002 Recommendations. India’s initiative towards Labour Reforms Four Labour Codes brought into force for implementation. Intention and the Objectives.

Department of Labour-Central and State government. Structure and the functions of the department. Chief Labour Commissioners, Deputy, and Assistant Labour Commissioners’ roles and duties. Role of ESIC, Minimum wages board, registrar of trade unions, registrar of standing orders, employees’ provident fund organization.

Factories Act (1948), Shops &; Establishment Act, Contract Labour (Abolition &; Regulation) Act (1970). The Plantations Labour Act (1951), The Mines Act (1952). The Motor Transport Workers Act (1961). Contract Labour (Abolition &; Regulation) Act (1970). The Apprentices Act (1961).

The causes of work-related ill health. Concept of work hazards, The range of health and safety hazards. Steps in handling occupational health issues. Labour Welfare- Concept, philosophy, origin and growth of Labour Welfare in India- types of labour welfare- statutory and non-statutory programmes- Industrial health &; safety- workers’ education- Labour Welfare Officer- roles, duties and functions.

DeCenzo, D. A & Robbins, S. P. (2011). Fundamentals of human resource management (4^th Ed.). New York: McGraw-Hill Irwin.

Fisher, S. S. (2008). Human resource management. New Delhi: Biztantra print.

Schermerhorn, J. R. (2010). Introduction management. New Delhi: Wiley India.

Weihrich. (2010), Essentials of management, New Delhi:  McGraw-Hill.

David, Fred.R, David, Forest R, (2017). Strategic Management: A Competitive Advantage Approach, Concepts and Cases, (16th ed.). Pearson

Garg, K.C.; Sharma, Mukesh; Sareen, V.K. (2002). Commercial and labour laws. Ludhiana: Kalyani Publishers.

Kumar H.L. (2005), Practical guide to labour management. Universal Law Publishing. Bare Acts of the relevant Legislations  

Sreenivasan, M. R. (2006). Industrial relations and labour legislations. Chennai: Margham Publications.

Srivastava, S.C. (2003). Labour Law – I, Annual Survey of Indian Law XXXIX: 511.

https://labour.gov.in/whatsnew/occupational-safety-health-and-working-conditions-code-2020-no37-2020

Shyam Sundar, K.R.; (2018). Contemporary Reforms of Labour Market and Industrial Relations System in India. New Delhi: Academic Foundation. 

Roychowdhury, A., (2018). Labour Law Reforms in India: All in the Name of Jobs Critical political economy of South Asia. Routledge.

CIA I- 10 marks (Assignment)

CIA II- 25 marks (Mid Sem/Assignment) 

CIA III-10 marks (Assignment)

Attendance: 5 marks (As per University norms)

QUESTION PATTERN FOR END SEM EXAM

Total Marks: 50                                                                                                      Total hrs: 2

Section A

Answer any SIX from seven questions (6/7)          6*5=30

Section B

Answer any TWO from three questions (2/3)          2*10=20

Course Description: The students of social work will understand the concept of Management. In this course students learn different functions of management such as planning, organizing, coordinating, staffing, leading, controlling processes. This course familiarises students with the theories related to organizational behaviour. The course also helps students to understand individual behaviour and group behaviour of the organization. This paper gives them the necessary background about motivation, theories, and leadership

Course Objectives:

1. To understand the nature and functions of management.
2. To familiarise students with the genesis of OB.
3. To understand the concept of motivation as delineated in various theories.

Definition and scope-approaches to Organizational Behaviour- Elements of Organizational Behaviour- Hawthorne studies; Organizational Culture- Cultural dimensions [Mechanistic & organic, Authoritarian, participative, sub-culture, dominant culture, strong &; weak culture]- National Culture Vs Organizational Culture-Key cultures [Power culture, people/person

culture. Task culture, role culture]- How culture is created- How culture is sustained- steps of socialization; Organizational Climate- methods to study organizational climate.

Organizational change, forces of change; Resistance to change; Managing planned change, approaches to organizational change. Innovation- Managing the innovation process.

Definition- Scope of Organizational Development- Characteristics of OD- Diagnostic phase- techniques used in the diagnostic process- OD

interventions—Team Building- Survey feedback- Grid Training, Management By objectives (MBO)- T-Group Training- Structural techniques- Sensitivity Training- Effectiveness of Training.

Diversity and Inclusion, Organization ‘s responsibility in advancing the concept of social inclusion. Practices in organizations in promoting

diversity, managing diversity. Incorporation of training and Development activities- sensitivity training, empowerment training. Practices related to women. Disabled, sexual minorities and other vulnerable groups.

King, D., & Lawley, S. (2012). Organizational behaviour. Oxford: Oxford University Press. Luthans, F. (2011). Organizational behaviour (12^th ed.). New York: McGraw-Hill International. Robbins, Judge and Vohra (2012).  Organizational behaviour. New Delhi: Pearson.

Robbins, S. P., Judge, T.A. & Vohra, N. (2012). Organizational behaviour, Pearson.

Raisa Arvinen-Muondo. (2013). Organizational behaviour: People, process, work and human resource management. London: Kogan Page.

Schermerhorn, J. R & Osborn, R. N. (2012). Organizational behaviour (12^th ed.).New Delhi Wiley.

Seijts, Gerard H. (2006).Cases in Organizational behaviour. New Delhi: Sage.

Singh,Kavita.(2010). Organizational behaviour: Text and cases. New Delhi: Perason Publication.

Thomas Kalliath, Paula Brough, Michael O'Driscoll,   Manimala  &  Oi-Ling Siu (2011). Organizational behaviour: A psychological perspective. Australia: McGraw-Hill.

Weber, Emma, Phillips, Patricia Pulliam &; Phillips, Jack J. (2016). Making change work: How to create behavioural change in organizations to drive impact and ROI.  London:  Kogan Page. 

CIA I- 10 marks (Assignment)

CIA II- 25 marks (Mid Sem/Assignment) 

CIA III-10 marks (Assignment)

Attendance: 5 marks (As per University norms)

QUESTION PATTERN FOR END SEM EXAM

Total Marks: 50                                                                                                      Total hrs: 2

Section A

Answer any SIX from seven questions (6/7)          6*5=30

Section B

Answer any TWO from three questions (2/3)          2*10=20

Course Description

The main objective of this course is to acquaint students with basic concepts of qualitative and quantitative analysis for decision making and problem solving using scientific process.  The course is

designed to provide the necessary knowledge about qualitative research methodology, processes and techniques of qualitative research. The statistical applications help students to analyse, interpret and

present data in a scientific way,

Course Objectives

1. To understand the process of qualitative research.

2. To familiarize with the methods of qualitative research, Data Collection methods, Research Designs, Analysis and Reporting.

3. To familiarize statistics and its applications to social sciences.

4. To learn descriptive and inferential statistics.

Objectives of Qualitative Research: Explore and understand human experiences,

meanings, and social realities.

Theoretical Underpinnings: Ontology: Examines the nature of social reality (e.g., socially constructed). Epistemology: Explores how knowledge is created in qualitative research (e.g., through interaction with participants).

Paradigm Comparison: Qualitative vs. Quantitative Research (focus on understanding vs. measurement). Principles of Qualitative Research: Rigor, trustworthiness, reflexivity, and ethical considerations. Applications in Social Work: Understanding client experiences, program evaluation, and informing interventions. 

Types of Qualitative Research:  Ethnography, Phenomenology, Narrative, Case Study. Mixed Methods Research: Combining qualitative and quantitative approaches.

Data Collection Methods: Interviews: Structured, Semi-structured, and Unstructured; Participant Observation: Immersing yourself in a setting to collect data; Focused Group Discussion (FGD): Group discussions guided by a researcher; Review of Secondary Data: Analysing existing qualitative data sources.

Interviewing Skills for Qualitative Researchers: Active listening, open-ended questioning, and rapport building. Planning, conducting, and transcribing interviews.

Ethical Issues in Qualitative Research: Informed consent, confidentiality, and anonymity.

Qualitative Data Analysis:

● Steps: Data organisation, coding, and theme development.

● Approaches: Thematic Analysis, Content Analysis, and Grounded Theory.

● Challenges in data analysis.

● Transcription and Coding Techniques

Presenting and Reporting Qualitative Studies: Communicating findings in a clear

and compelling way.

● Introduction to Data Analysis Software: Tools like QDA Miner Lite or

Atlas.Ti for managing and analysing qualitative data

Statistics: Introduction. Importance, and Scope of Statistics in the field of social work, Diagrammatic and Graphical Presentations of data: Cross Tabulation, Histogram, Frequency Curve, Frequency Polygon, Ogive, Stem and Leaf Chart.

Pareto diagram, Check Sheet, Levels of Measurements. Measures of Central Tendency and Measures of Dispersion. 

Skewness and Kurtosis. Probability Distribution, Normal Distribution, Tests for Normality and Outliers: Shapiro-Wilk test, Histogram, Box Plot

Parametric and Non-parametric statistical tests, Assumptions and their uses.

Testing of Hypothesis: 

Parametric statistical tests: Independent t-test, Paired t-test, One-way ANOVA, Two-way ANOVA, Pearson correlation, Liner regression and Multiple regression and Logistic Regression

Non-Parametric statistical tests: Chi-square test for association, Mann-Whitney U test, Wilcoxon Signed rank test, Kruskal Wallis test, Spearman’s rank correlation.

Denzin, N. (2005). The SAGE handbook of qualitative research (3 rd ed.). Thousand Oaks: Sage Publications.

Hahn, C. (2008). Doing qualitative research using your computer: A practical guide. New Delhi: Sage Publications.

Jefferies, J., & Diamonds, I. (2001). Beginning statistics: An introduction for social scientists. London: Sage Publication.

Batchelor, A. (2019). Statistics in Social Work: An Introduction to Practical Applications: Columbia University Press.

Lawson, T., Faul, A., &Verbist, A.N. (2019). Research and Statistics for Social Workers: Taylor & Francis.

Hosker, I. (2010). Statistics for social sciences: How to handle and analyse data in social sciences. New Delhi: Viva Publications.

The students learn the primary skill of HR practice. The skills related to use of tests and measurement tools in HR practice are taught to them. The students learn the skills of HR practice which is required to make them competitive in their career path.

Course Objectives:

1.              To develop skills related to the acquisitions of human resources.

2.              To learn various psychological tests used in selection process.

3.              To learn career development skill

Job Description, Job Advertisement, Resume Writing, Cover letter writing, Basic skills in sending mails, Aptitude Test, Situational judgement test, Critical thinking test.

Big Five Personality Traits, Emotional Intelligence, FIRO B, interpersonal styles SPIRO, Interpersonal skill 

Interview skill, Leadership skill, Team building, Focus Group Discussions. Negotiation Skill

 Wilson, Graham. (2000). Problem Solving and Decision Making. New Delhi: Crest.

Cohen,Ronald Jay.(2005). Exercise in Psychological testing and assessment: An Introduction to tests and measurement. Boston. New York: McGraw-Hill.

Harvard business essentials: Manager's toolkit: the 13 skills managers need to succeed (2004).Boston, Mass: Harvard Business School Press.

Miller, Leslie A., McIntire, Sandra A., &; Lovler, Robert L. (2011). Foundations of psychological testing: A practical approach. Thousand Oaks, Calif.: SAGE Publications.

CIA- 20 marks

Final Practical Exam-20 Marks

Reports-5 marks

Attendance: 5 marks (As per University norms)

Course Description: Social work Research Project- I is a paper in which students prepare their research proposal that builds a strong basis for an empirical study. Research work will be spread over a period of one year, starting from the second semester (Research project I) and ending in the third semester (Research project II). Every student is required to complete the research project under the guidance and supervision of a faculty of the department, who will guide the student on topics related to HRM, HRD, CSR, employee relations and employee welfare

Course Objectives:

1.              To identify research problems and the process of problematisation.

2.              To develop skills in research project proposal writing.

3.              To learn to review research articles. 

Literature reviews, identifying   relevant   topics for   research, problematization, and understanding about needs, rationale and scope of the research project. Title of the study, Introduction, Literature review: A minimum of 10 relevant literatures for proposal submission, Rationale/scope for the study, Aim of the study, Objectives of the study, Operational definitions, Hypothesis,  Research  design,  Sampling  design: sampling  procedures  including,  universe  of  the  study,  study population,  sampling  size,  method  of  sampling,  inclusion  and exclusion  criteria,  and  Planning for the data collection: setting the time lines., Tools of data collection  structured or semi structured,  self-prepared or adopted. Identify the source and the psychometric properties, Statistical tools and procedures used should be stated with rationale and Ethical considerations

Sources of data, primary and secondary, methods and instruments of data collection, observation method – participant and non-participant observation, structured and unstructured questionnaire, interview: types; Construction of tools: pre-test and pilot study; Scales: need for Scales. Some prominent scaling procedures; Secondary data: types, uses of secondary data and disadvantages

Students and guides make a course work plan based on the topic under Research. Guide plays a major role to design individual syllabus for each student on the relevant areas under selected research topics.

D'Cruz, H., & Jones, M. (2006). Social work research: Ethical and political contexts. New Delhi: Sage Publications.

Lal Das, D. K.  (2000). Practice of social research: Social work perspective. Rawat Publications.

Roger G. (2008). Social research methodology; A critical introduction. New York: Palgrave Macmillan.

Babbie, E. R. (2014). The basics of social research (6^th ed.) New Delhi: Cengage Learning.

Smith, R. S. (Roger Shipley). (2013). Doing social work research. New Delhi: Rawat Publications. 

Alston, M., & Bowles, W. (2004). Research for social workers: An introduction to methods.