Social Work

The course begins by introducing students to the administrative and organizational processes of the degree program and raises awareness of responsibilities, opportunities for participation, and obligations to contribute to the course of study and its integration into the university. In terms of content, the major sections of the curriculum are summarized, and an overview of the professional fields of social work is provided.
The second part explores the significance of the social sciences and the emerging discipline of social work as an academic field. The focus is on research, reading, and writing in the study of social work—with a clear connection to professional fields and the institutional contexts of the discipline. 
Students learn to distinguish between different text formats and to assess their respective functions in the academic knowledge-building process, with a particular focus on academic journals in social work. Building on this, the course highlights key steps in social science research that serve as the foundation for writing their own seminar papers, such as identifying and refining a topic, formulating a research question, excerpting, and similar tasks. Another focus is on proper citation and academic integrity: Students practice identifying others’ ideas in accordance with established rules and distinguishing them from their own thoughts. Finally, the course addresses the reflective and transparent use of AI-supported tools in the writing and research process.

• Students can list specific career fields and have a basic understanding of the areas of practice and institutions in social work.

• Students can evaluate the significance of different text types in the learning process and their relevance to academic questions.

• Students can identify key steps in social science research that serve as the foundation for writing their own seminar paper.

• Students are able to cite theories, concepts, and ideas from other sources in accordance with established guidelines and, as a result, distinguish them from their own thoughts.

• Students can use AI-powered tools in the process of academic writing and research, as well as in their professional lives, in a reflective and responsible manner based on critical evaluation and in accordance with the principles of academic integrity—including transparency regarding the use of AI.

Lecture, discussion, small-group work, online assignments in Moodle, such as citation exercises and writing exercises.

Final exam

??Students gain insight into the fundamentals of the Austrian Constitution and learn about the influence of EU law on the development of the legal system. In addition to an overview of fundamental and human rights and the means of enforcing them, the course covers key concepts of public administration and the judiciary, as well as their organization.
Key topics of the course also include the specific features of general administrative proceedings / administrative criminal proceedings and civil proceedings / criminal court proceedings, particularly the legal options available to administrative authorities / courts, as well as the legal protection afforded to individuals affected by administrative / judicial actions.
In addition, students gain insight into key provisions of the legal areas of enforcement, wage garnishment, and personal bankruptcy. These areas of law are introduced and discussed in depth using case studies.

Students learn about the human rights, professional law, and professional ethics foundations of social work in Austria, as well as connections to international discourses. They gain an overview of the normative foundations of social work and insight into critical discourses regarding normative requirements for social work. Moral dilemmas are examined at various levels and analyzed in light of human rights and ethical requirements. 

• Students can describe basic knowledge of the Austrian Constitution and administrative system, including legal remedies and the catalog of fundamental rights, and apply this knowledge to specific cases.

• Students can identify the distinctive features of general administrative proceedings and administrative criminal proceedings, apply forms of legal assistance in case studies, and justify procedural steps.

• Students can explain the administrative and judicial avenues available and provide well-reasoned classifications of legal remedies in specific case scenarios.

• Students can analyze moral and human rights conflicts and dilemmas using example situations, identify the implications for human rights and professional ethics, and relate them to the mission of social work.

• Students will be able to evaluate moral dilemmas at various levels from an ethical perspective using methodological approaches to ethical judgment and to apply relevant documents appropriately to specific case scenarios in order to derive courses of action.

In-person course—presentation, group exercises, lecture using interactive methods

Final exam

Since the 1970s, methods and methodological practice in social work in Austria have been systematically developed, increasingly refined, and better understood. The traditional classification of methods—individual casework, group work, and community work—is increasingly being supplemented by new situational definitions of the contexts of interaction in social work. The goal of this course is to highlight the main features of the discourse on methodology in order to identify connections to experiential knowledge from practice as well as to institutional and organizational contexts. An introduction to and explanation of key concepts in methodological practice also brings the societal perspective into focus.

Social work, as a state practice or as a practical form of social policy, not only addresses individual crises but must also, in particular, reflect on the foundations and implications of its professional and methodological practice. Building on the concepts of social action and interaction, basic concepts such as relationships,

casuistry, and case work are outlined from the perspective of action theory, and the typical characteristics and requirements of a critical science of action are presented. In addition, the concepts of “occupation” and “profession” are compared, and professional action concepts —action guidelines, action methods, and action steps—are presented systematically to establish a foundation of understanding for the subsequent methodological courses on individual social case work, social group work, and community work, as well as, for example, counseling, conflict resolution, and crisis intervention.

Particular emphasis is placed on teaching how to clarify the mandate in the context of professional practice, and models for understanding and handling cases are presented. The relational factor is also identified as a central starting point for professional practice, and techniques for actively shaping relationships are taught. In order to apply key aspects of communication theories to methodological practice, the fundamentals of human communication are also explored through examples.

• Students understand the difference between a trade and a profession and can independently define the characteristics of a triple mandate.

• Students are able to clarify a client's needs and are familiar with the resources and limitations of the professional field.

• Students are familiar with models for understanding cases and can identify the stages of a circular case management process.

• Students understand the importance of relationships as the starting point for professional work and are familiar with techniques for actively building relationships.

• Students can explain key aspects of communication theories as they relate to methodological practice in social work.

Lecture, discussion, exercises, working with texts and case studies

Final exam

Professional conversation skills are a central form of interaction in social work and are fundamental to communicative action. Through conversation management, situations become amenable to analysis, and courses of action for addressing various contexts are identified. This takes place within defined operational frameworks and organizational contexts and serves to clarify, address, and resolve issues, concerns, or problems. Conversational guidance is thus a specific form of professional practice in social work and is grounded in various related academic disciplines within a specific professional theoretical framework. Students are introduced to traditional approaches such as client-centered, systemic-solution-oriented, and motivational counseling, among others; they gain knowledge about various forms, advantages, and disadvantages of counseling settings; and they learn to consider aspects of building professional relationships. Phase models in counseling are explained, and specific elements such as active listening, questioning techniques, dealing with silence and resistance, as well as the particular challenges of difficult counseling situations are highlighted.

• Students can apply reflective, circular, resource- and solution-oriented conversation and questioning techniques.

• Students are familiar with helpful conversational strategies and apply them.

• Students can use silence and the flow of speech in conversations and analyze them from a theoretical perspective.

• Students can build rapport in conversations and listen actively.

• Through their interactions with clients in social work, students learn and apply conversation techniques appropriate to the situation.

Role-playing, group work, working with videos, discussion, analysis of counseling sessions

Continuous assessment

Students are introduced to fundamental social science insights and findings derived from the analysis of life-stage- and life-course-specific transitions, as well as the associated challenges and tasks of coping with them. In doing so, age-, class-, social-class-, milieu-, gender-, and ethnicity-specific aspects and contextual conditions are taken into account and addressed with a focus on social work.

The focus is on transitions, life phases or stages, and critical life events in adulthood and in the third and fourth stages of life, along with their respective individual, institutional, and societal challenges, opportunities, and issues. From the perspective of social work, the focus is on both professional support for coping and the utilization of resources and the unlocking of emancipatory potential within the framework of biographically oriented social work.

• Students can analyze concepts related to life transitions and coping at different stages of life and explain their relevance.

• In general, students can identify and analyze current social developments in intersectional contexts from a social science perspective.

• Students can systematically organize and rationally classify the methods and areas of application of biography- and coping-oriented social work.

• Students can identify biographical challenges and transitions in adulthood and in the third and fourth stages of life, and assign appropriate methodological approaches to them in a well-reasoned manner.

Lecture featuring a variety of input and examples, as well as discussions and periodic reflections

Module exam

Students explore learning and educational challenges associated with life transitions and crises in adulthood and learn methodological approaches to biography-oriented social work. They practice and test methods of biographical work in various settings (individual, group, and couple) and reflect on them in relation to their own life stories and potential applications in social work practice. They become familiar with the principles of a narrative-oriented approach and narrative conversation and interview techniques, and apply them in exemplary ways. As part of the seminar, students use various media (methodological literature, scholarly texts, videos, interview transcripts, oral history) to explore the connections between theories of coping and specific transitions in life stories.

• Students apply selected methods of biography-oriented social work in individual and group settings and reflect on their impact on biographical (self-)reflection and resource development.

• Students can apply the principles of narrative conversation and interviewing.

• Using methods of biographical work, students can identify the resources and needs of their target audience and justify these from the perspective of educational and learning processes.

• Students can apply methods of biographical work to guide and support biographical transitions and crises in adulthood and in the third and fourth stages of life.

Input on methods of biographical work and their application in social work with different target groups and in various settings. Testing of biographical methods and reflection on them. Guidance and practice in conducting narrative conversations and interviews.

Module exam

This course provides a systematic introduction to the topics of statehood, the welfare state, and social work, linking theoretical foundations to the Austrian context. It examines the functions of the welfare state as well as various models and logics of welfare regimes. Building on this foundation, the relationship between the state, the welfare state, and social work is defined, and the resulting functions and contradictions are discussed.
The historical development and structures of the Austrian welfare state, social partnership, corporatist arrangements, and the role of the federal levels are fundamental to understanding the constitution of social policy fields (e.g., work/unemployment, health/care, old-age security, family, gender equality and anti-discrimination) and their institutional architecture, as well as to contextualize the service structures of social work. Topics such as social inequality, wealth distribution, and the national budget are central to analyzing government revenue and expenditure, as well as funding and governance mechanisms, from the perspective of social policy needs and distributive justice, and to understanding them in relation to social work.
Definitions of poverty and situations of poverty in Austria are outlined in terms of their intersectional interconnections, and dynamics of social exclusion are discussed in order to assess the consequences of poverty-reduction measures. The relevance of discourses on poverty to the design and financing of social policies is discussed using examples of media portrayals. Workfare, activation-oriented and investment-based social policies, current reform debates, and the development of “economies of compassion” are critically examined against the backdrop of neoliberal transformations. At the same time, the course addresses sustainable paths toward a socio-ecological, inclusive welfare state, as well as the role of social work in shaping it.

• Students can explain theories and models of the welfare state and apply them to the Austrian welfare state.

• Students can explain social work in terms of its functions within the welfare state and its social policy structures.

• Students will be able to analyze situations of social inequality, income and wealth distribution, and government funding and regulatory approaches from the perspectives of social policy needs and distributive justice.

• Students can analyze the societal consequences of developments in Austrian social policy and determine their impact on social work

• Students can explain the consequences of poverty, the dynamics of social exclusion, and the tools used to combat poverty.

Lectures, presentations, discussions, and reading of specialized literature

Module exam

In this lecture series, organizations in the field of social work are examined as a link between the micro level (individuals/actions) and the macro level (society as a whole/structures). The course begins with definitions of the terms “institution,” “organization,” and “social institutions,” as well as classifications of various organizational forms in the social sector. Building on this foundation, the course examines the functional and programmatic changes in organizations within selected professional fields of social work. Students are introduced to the processes of commissioning, negotiation, and financing of social organizations and their services, and areas of tension between political-administrative and organization-related strategies and mandates are explored and discussed. The course also addresses public relations efforts by social organizations, as well as their mission statements and professional concepts.
Concepts of structural and operational organization are introduced to enable students to distinguish between hierarchies and functional differentiations within social institutions, sponsoring organizations, and administrative departments of social work, and to assess internal processes. Relevant frameworks and models—such as leadership and management, formal and informal organization, internal communication, and organizational culture—are examined and discussed with regard to field-specific structures as well as perspectives of staff and service recipients. With regard to the various professional groups and their qualifications, the aim is to outline the areas of tension in multiprofessional collaboration. Pathways and obstacles to professional development—including in terms of the professionalization and de-professionalization of social work—are addressed at the level of the respective organization. Issues of resources and working conditions, as central framework conditions for professional social work, are examined in terms of their implications and subjected to a professionally critical analysis against the backdrop of economization and New Public Management.

• Students can describe functional, programmatic, and professional changes in social work organizations in selected professional fields.

• Students can explain the various ways in which social organizations and their services are commissioned.

• Students can apply models of structural and procedural organization to different forms of social work organizations and identify areas of professional tension.

• Students can explain models and tools for financing and managing social organizations in the field of social work and assess their implications.

• Students can distinguish between the perspectives of staff and recipients and provide examples of forms of multiprofessional collaboration in organizations across various professional fields.

Lecture series, presentations, thought-provoking discussions, and reading of specialized literature

Module exam

Counseling serves a clarifying function by providing information about rights and obligations and, in social work, is generally intended to help clients navigate the diversity and complexity of government regulations in ways tailored to their specific life situations. To this end, various counseling approaches and contexts—along with their specific challenges—are presented and practiced through role-playing. 
Individual assistance is presented and critically examined as a method of social work, drawing on its historical development, theoretical foundations, and ethical implications. It is tailored to the individual and their needs and problems. Individual assistance aims to encourage appropriate behavioral change and to strengthen self-competence and the ability to take action. By establishing a professional, trusting working relationship, the goal is to enhance individual well-being and influence environmental conditions in order to enable the individual’s necessary adaptation to societal conditions in a critically grounded manner, without individualizing socially produced problems. Another key focus here is to examine the professional broadening of perspectives within the context of interaction. Students explore various methods, tools, and concepts of individual assistance and learn to contextualize questions related to life-world and resource orientation, as well as various models of anamnesis, social diagnostics, and assistance planning. They also gain practical experience with specific procedures, such as home visits and case management, and apply these to concrete cases. Particular emphasis is placed on reflecting on one’s actions, ethical issues, and personal values and attitudes, and these are discussed in relation to the various approaches to individual case assistance.

• In counseling situations, students can provide appropriate justification for the use of the models they have learned.

• Students can theoretically contextualize the methods, tools, and concepts of individualized support and establish a connection between theory and practice.

• Students are familiar with tools for identifying the resources of the target audience and harnessing them for participatory problem-solving.

• Students can apply the tools they have learned to specific problems and situations in social work.

• Students are able to critically reflect on their actions, ethical issues, and their own values in the context of counseling and individual assistance.

Group work, role-playing, video analysis, discussion, subject-matter input

Continuous assessment

Students deepen their understanding of the organizational forms and structures of social work, the historical development of the profession, and its core values and mission. Conflicts and dynamics surrounding the establishment of a mandate and the professional clarification of that mandate are addressed and integrated into professional standards of conduct and attitude. Structural elements of social work are identified, and core personal, social, and professional competencies are derived from them. Self-reflective models and group reflection models are discussed to convey an understanding of the conditions and objectives of reflection and tolerance. With a particular focus on teamwork, students practice self-perception and the perception of others, as well as the constructive articulation of feedback, and analyze team and cooperation skills. The significance of biographical events involving assistance or a lack thereof is systematically examined in relation to students’ motivations for choosing their field of study and is reflected upon in light of insights from the “Biographical Work” seminar regarding prior experiential knowledge.

• Students can identify professional practices and relevant stakeholders in social work.

• Students are familiar with the societal contexts underlying the value-centered mandate of social work and can identify the sources of conflict for professionals and service recipients.

• Students are familiar with models of reflection in the professional context of the social sciences and can identify and name evaluation criteria and conditions for reflection that are either supportive or hindering.

• Students analyze models of professional collaboration in social work and with key stakeholders within the context of the support system, identify patterns of collaboration derived from their personal experiences, and pinpoint any potential conflicts of interest.

• Students reflect on their own life experiences and identify how these relate to their choice of major and career.

Role-playing exercises and activities on patterns of reflection, evaluation criteria, and conditions; exploration and analysis of professional fields; field trips

Continuous assessment

This course covers the history of social work in Austria from around 1900 to the 1970s—that is, from charity and welfare to modern and critical social work. 

?With reference to the different developmental paths of social work and social pedagogy in terms of their disciplinary positioning and education-related paths to professionalization, this course focuses on the history of social work in Austria. It introduces various key historical institutions and organizations, as well as professional fields within social work, and traces the history of education in the field—from the first schools established around World War I to the social work academies of 1963, which introduced standardized curricula for the first time. Selected terms, discourses, and concepts of the profession are traced back to their historical precursors and contexts of origin.

?The course content emphasizes various movements and fundamental concepts in social work, as well as the pioneers of the profession in Austria. Ilse Arlt is presented as the founder of social welfare science; furthermore, the article covers settlements as a social movement and precursor to community work (Else Federn), psychoanalysis (Anna Freud, August Aichhorn), individual psychology (Alfred Adler), and the background and fundamental principles of denominational charity—using Catholic and Jewish examples. Connections are drawn to international precursors, such as Alice Salomon in Germany (training, transnational knowledge transfer, exile), and in the U.S., Jane Addams (Hull House settlement) and Mary Richmond (social diagnosis, individual case work), as well as other early international networks, such as those formed through social movements. 

?A shift in discourse occurred as early as the Austrofascist era and, to a much greater extent, under National Socialism. Continuities and breaks within the profession can also be identified in the postwar period up to the establishment of social work in the 1970s. Influences from the British-American context and the establishment of case work, social group work, and community work in German-speaking countries were significant—particularly for the development of modern social work.

• Students can outline the key stages in the origins and development of the modern profession of social work, from 19th-century poor relief to the emergence of modern approaches to social work in the 1970s.

• Students can describe the development of this field in Austria as an emerging discipline—specifically, the history of its education from 1912 to current curricular developments—and identify connections between historical discourses and the current challenges of its recent academic institutionalization.

• Students can place key pioneers of social work—particularly in Austria, Germany, the United States, and beyond—in their historical context and identify their contributions to the professionalization, disciplinary development, and international networking of the field.

• Students can describe the transformation of social welfare into “public welfare” under National Socialism, as well as the continuities and breaks from the postwar period through the 1970s, and reflect on how this shapes their professional self-image.

• Students are able to relate historical developments and discourses in social work to current professional and societal challenges, and to recognize and demonstrate the relevance of historical knowledge to professional practice.

??Presentations, lectures using interactive methods, discussions, text readings and discussions, distance learning assignments?

Module exam

This course provides an introduction to various theoretical frameworks in social work. It examines and discusses specific theoretical developments and concepts in social work through case studies, while also exploring theoretical and disciplinary connections. The focus is on so-called “grand theories” of social work—that is, theories that aim to examine social work as a “whole,” encompassing its scope, social function, methodological practice, and normative justifications. This claim is also critically examined within the framework of the course. Due to the breadth and diversity of theories in social work, the course focuses on a few selected major trends and developments in theoretical thought within the field. In addition, the course will focus on certain overarching, subject-related theoretical topics (e.g., the question of normativity, the function of social work, etc.) as well as core themes such as questions of everyday life and the lifeworld, power and domination, needs and capabilities, or normalization versus autonomy.  
These approaches are taught through an examination of the theories themselves and, by way of example, their originators and proponents. This is accompanied by a historical contextualization of the social and disciplinary context in which these theories were developed.

• Students can recognize and explain the relevance of theories and concepts to social work as a social science discipline and professional practice, and reflect on the relationship between theory and practice as a reciprocal and complex one.

• Students can explain the core assumptions underlying selected theoretical approaches to social work in German-speaking countries (including human rights-based social work, systems theory, critical psychology, the capability approach, anti-oppressive radical social work, and critical social work).

• Students can critically analyze the relevant theoretical concepts in relation to their understanding of power relations, social justice, and professional practice in social work.

• Students are able to comprehend academic texts in the field of social work and, as part of a seminar paper, independently discuss them in relation to a current social work topic.

• Students can apply a selected theoretical approach to a specific social issue and present their findings in a seminar paper written according to academic standards.

???Lectures, group work, discussions, assignments with feedback, group exercises, peer feedback??; 1st written seminar paper

Module exam

In this course, students explore the fields of social work that address poverty and the risk of poverty. They gain an overview of the roles of institutions involved in Vienna’s minimum income guarantee (social assistance), as well as social counseling centers, homeless services, and debt counseling. They examine the living situations of people affected by poverty and analyze the causes and effects of poverty and social exclusion.
Students gain insight into the various institutional and material support services, into the living conditions of people at risk of poverty and those living in poverty, and become familiar with tools for securing basic livelihoods as well as resources for individual assistance within the framework of material security. 
As part of the module, students learn to apply case analysis tools using real-world case studies from the field. The fundamentals of general subsidies and exemptions are taught through asynchronous distance learning and applied in the seminar as part of the case studies.

• Students can identify and analyze key social security resources and tools available nationwide and/or in the federal state of Vienna.

• Students can analyze social work tasks in the areas of social assistance, social counseling centers, assistance for the homeless, and debt counseling.

• Students can apply their knowledge of grants, subsidies, and support services through specific case studies.

Lecture, Discussion, Distance Learning

Module exam

This course builds on knowledge gained in the first-semester law lecture (Law, Human Rights, and Ethics in the SOA)—specifically, the means of enforcing the law in key areas of public administration and the judiciary, as well as their organization. Key topics include general administrative procedure, administrative criminal procedure, and civil procedure, as well as the legal options available to authorities and courts and the legal protection afforded to individuals affected by administrative or judicial actions.
In addition, students gain insight into the fundamentals of maintenance law, child care allowance, needs-based minimum income support (social assistance), unemployment insurance law, tenancy and consumer protection law, as well as the legal areas of enforcement, wage garnishment, and personal bankruptcy.
These areas of law are introduced and discussed in depth using case studies.
In team-teaching sessions, cases developed by the instructors are presented and analyzed by students. This is followed by reflections from a multiprofessional perspective.

• Students can apply their basic knowledge of the Austrian Constitution and administration, including legal protections, to specific cases.

• Students can identify the distinctive features of general administrative proceedings and administrative criminal proceedings; they are familiar with forms of assistance and can apply them in case studies.

• Students can explain the legal options available to authorities and courts, as well as the legal remedies available to the individuals concerned.

• Students can apply legal forms of support in the area of material security to case vignettes.

• Students can integrate social work focused on ensuring basic livelihoods with legal aspects in specific case scenarios and analyze cases.

Lecture, discussion, group work, student videos, distance learning, student presentations (TT)

Module exam

This lecture series introduces concepts and methods of community work, explains the key concept of participation, and covers frameworks for political action in social work. Through the diverse perspectives of the lecturers, a multifaceted picture of social work in the political arena and in the public sphere is presented.
Historical traditions, theories, and concepts of community work are presented, and connections to social space orientation, community development, and neighborhood management—among other topics—are outlined. Areas of practice and professional standards are covered as approaches to social work within networks and larger reference systems. Specific aspects of methodologically integrative and political work in the neighborhood, approaches to the self-empowerment of politically marginalized or underrepresented groups, the promotion of self-organization, and the organization of participatory processes highlight the complexity of political action in community work.
Based on socially critical theories of democracy and power, concepts of political and participatory action are introduced, and areas of tension within the political mandate of social work are discussed. Classifications of arenas, actors, and governance structures, as well as methodological concepts from the fields of advocacy, lobbying, campaigning, and coalition building, provide students with the necessary knowledge to distinguish and analyze political processes and the role of social work at various levels. Using case studies and the perspectives of the lecturers, concrete strategies for action are presented that enable social work to intervene in public discourse and influence political, administrative, and organizational decisions. For example, the course addresses participatory action in professional relationships, micropolitical action within organizations, and strategic action in professional associations, academic societies, or political networks. Using case studies, the course explores, among other things, power asymmetries and representation deficits, tensions between self-representation and external representation, and the relationship between social movements and social work, thereby fostering a critical and reflective understanding of politics.

• Students are able to distinguish between historical traditions, theories, and concepts in community work.

• Students can explain the areas of practice, professional standards, and areas of tension in community work.

• Students can apply the key concept of participation to various contexts of social work practice and identify professional challenges.

• Students can describe the frameworks, concepts, and methods of political action and apply them to case studies in social work.

• Students can explain the challenges and contradictions of social work from the perspective of a political actor.

Lectures, discussions, scholarly reading, literary criticism

Module exam

This course provides an overview of conflict management. It addresses the causes of conflict, the phases of conflict, and the stages of escalation. Students reflect on their own conflict style. Students will work on the structure and process of a constructive conflict discussion using conflict analysis tools and conflict resolution strategies, as well as appropriate intervention methods (such as conflict facilitation). Students will learn the goals, areas of application, phases, and principles of mediation, as well as fundamental attitudes in mediation; mediation techniques, along with their possibilities and limitations in the context of social work, will be presented and tested through role-playing. Approaches to mediating conflicts will be developed. The course provides insight into the preparation and conduct of negotiations in both personal and professional contexts—for example, as a resource for establishing support systems within the field of social work, but also for negotiating in coercive situations. Helpful communication models for de-escalation and other communication and negotiation techniques are applied.

• Students can identify and distinguish between possible causes of conflicts and their dynamics.

• Students are familiar with mediation-based conflict resolution strategies and methods for resolving conflicts between parties.

• Students are familiar with methods for resolving conflicts in large groups and conflicts in coercive contexts.

• Students can pay attention to the different interests of the parties involved during negotiations.

• The students reflect on their own conflict resolution styles and have gained experience in negotiation discussions.

theoretical input, opportunities for discussion, role-playing, individual work, small-group work

Module exam

Students receive an introduction to theories and concepts of social inequality relevant to social work. They learn definitions of the individual and society at the micro, meso, and macro levels of analysis, using various social constellations and lines of conflict as examples. Central topics include types of capital and P. Bourdieu’s concept of habitus, as well as an examination of habitus-milieu reflexivity. They learn about the dynamics of social construction and the meaning of normality and norms, and are introduced to the analysis of power relations and their effects on the scope of action available to service recipients and social work professionals. You will also learn the fundamentals of processes of inclusion and exclusion in social work, as well as practices of othering and social exclusion. Through theories of and approaches to so-called deviant behavior, types and functions of social control are explained to help you understand the multiple mandates in social work between the individual and society.

• Students can analyze theories, models, and concepts of social inequality and deduce their significance for social work.

• Students can explain how service recipients and social work professionals are embedded in social contexts, and can deduce and assess how these contexts influence their scope for action.

• Students can identify processes of othering and social exclusion, as well as the role social work plays in these dynamics.

• Students can explain the construction of normality and deviance and evaluate the significance of social control using real-world examples.

• Students can classify social work practices at the micro, meso, and macro levels and explain areas of tension regarding mandates and professional practices.

Input, discussion, and distance learning (text and video editing) are used as core teaching and learning methods.

Module exam

Intersectionality is presented in terms of its origins and subsequent developments as an analytical concept in inequality research and is described in terms of its axes, categories, multidimensional interconnections/interdependencies, and multifaceted effects. Using gender relations as a selected example of conditions of social inequality, categories of social difference are interwoven, and their significance for processes of social inclusion and exclusion, as well as for the living conditions of those affected and lines of social conflict, is discussed.

Through an examination of various (queer)feminist movements and the associated development and evolution of content and theories in gender studies, students gain an overview of concepts related to gender relations, gender attributions, and gender identities. Building on this, the course introduces influences on analytical and practical approaches in social work, as well as gender- and diversity-sensitive methods, and discusses these in relation to current issues, debates, and challenges regarding gender.

• Students can analyze gender relations and their intersections with other categories of inequality from an intersectional perspective and apply this analysis to issues in social work.

• Students can critically evaluate the historical connection between feminist movements and their significance for the profession and discipline of social work.

• Students can analyze processes of exclusion from a gender perspective and develop criteria for gender- and discrimination-sensitive practices.

• Students can critically reflect on their own perspectives on gender and inequality and discuss their significance for professional practice.

Input, theory-based discussions, text analyses, exercises, and the development and discussion of social work practices.

Module exam

During this practical learning phase, students gain insight into social service organizations and activities and become familiar with target groups. They become familiar with settings and concepts for professional support, counseling, and care in practice and, as part of their role as interns, design services, support programs, and conversations with clients of social work. The work takes place in an institutional context and is based on a concept of professional counseling, support, or care for target groups in social work. In addition, students become familiar with various professional groups within the context of social work. They experience social work as a team effort and take on tasks under supervision. As part of their practical training phase, students participate in team meetings, case discussions, and supervision sessions, and are supported in their professional development by field instructors through reflective discussions.

• Students gain experience interacting with clients in social work by building relationships, conducting conversations, and, on a case-by-case basis, providing support or completing other assignments under supervision.

• Students observe, describe, and document situations involving professional practice in the field.

• Students identify professional responsibilities in social work and distinguish between areas of responsibility based on professional roles in social work.

• Students become familiar with the institutional context and opportunities for reflection (team meetings/supervision) in social service agencies.

Practical training phase; reflective discussions with on-the-job instructors

Continuous assessment

During the practical training phase in social pedagogy, practical learning takes place in social pedagogical institutions: Social pedagogical practice involves specific interactions and social processes that are directly rooted in everyday demands, yet at the same time exhibit a particular diversity, complexity, and contradictory nature due to the specific institutional contexts in which they occur. Students experience and observe social pedagogy settings in practice, which are characterized by intensive relational interactions in the form of care, guidance, and support in residential and day-care facilities. They plan their own initial social pedagogical programs and interventions within the framework of their role and the respective institutional context, and compare and reflect on differences in the perceptions of the involved actors by analyzing social pedagogical support processes and engaging with various forms of documentation in practice. Reflection and the integration of theory and practice take place by “connecting” the methods and theories experienced in practice with content from the academic program. You will be guided by your field instructors in your professional development through reflective discussions.

• Students can assume a social pedagogical role in their interactions with clients of social pedagogy through conversations and, in some cases, guided support.

• Students can establish professional relationships in social education settings and reflect on them in terms of closeness and distance.

• Students can plan, lead, and implement social education programs and interventions in accordance with their roles.

• Students can apply social pedagogy theories and methods in practice and reflect on ethical issues related to social pedagogy assignments.

Practical training phase; reflective discussions with practical instruction

Continuous assessment

In preparation for the practicum phase, students explore expectations for the practicum and expectations regarding their role during the practicum. They examine their own goals and areas for personal learning in relation to the practicum. Through practical supervision, students are guided to reflect on their practical experiences and, drawing on the content of the first two semesters of their program, to establish theoretical, methodological, and institutional connections to the situations and settings they have encountered.

To this end, they conduct specific competency analyses to further develop their personal learning progress and to reflectively interpret feedback from their practicum supervisors.

Students are guided to explore their experiences with clients and the resulting relational dynamics from both personal and professional perspectives.

By relating observed situations to didactically developed case perspectives, these experiences are linked to methods and theories of social work, and ethical issues are discussed.

Students also form peer groups as a shared support network to carry out assignments together and reflect on real-world situations. They analyze course content in relation to practical experiences in group settings and peer groups by aligning the settings and situations they have encountered with professional, legal, and institutional requirements.

• Students can develop competency analyses, describe areas of learning, and—with guidance—further develop their personal learning steps, as well as evaluate their learning progress based on feedback from their clinical instructors.

• Students can analyze their practical experiences by reflecting on their relationships with their audience in terms of proximity and distance.

• Students can relate observed situations to methods and theories in social pedagogy and social work and situate them within an institutional context by analyzing cases and deriving courses of action from them.

• Students are able to apply social pedagogy and social work theories and methods in practice and reflect on ethical issues.

• Students can form peer groups and, within those groups, support one another, work together on assignments, and reflect on and analyze real-world situations.

Supervision in a group setting, peer group
Online and distance learning: through practice coordination, information sharing, assistance with finding a practicum placement, and preparation and follow-up

Continuous assessment

This course provides an overview of the child and youth welfare system and key institutions in the context of children’s rights, child protection, and youth welfare. Students will become familiar with child and youth welfare within an interprofessional and interdisciplinary work context and will examine the mandates of social work in this field.
The mandates of child and youth welfare are defined with a view to enabling good living and developmental conditions for children and adolescents, taking into account their developmental needs.
Social problems faced by children, adolescents, and families are situated within their societal context (for example, in relation to material deprivation and prejudice/discrimination), and potential courses of action for child and youth welfare services are identified. 
In examining normative requirements, a critical analysis of definitions of risks to children’s well-being within the framework of societal and political demands takes place. In this context, the mandates for social work with children and adolescents are examined, particularly with regard to aspects of coercion. 
Examining the role of child and youth welfare services fosters a deeper understanding of the mandates and responsibilities of social work toward families, children, and youth with regard to transparency and participation. In the discussion of methodological implementation, the fundamentals of participatory child and youth welfare are developed, and current professional and societal requirements and discourses are incorporated.

• Students can familiarize themselves with the child and youth welfare system in order to identify and plan support tailored to individual needs.

• Students can match support services and institutions to relevant issues in the context of child protection and youth welfare, taking into account interdisciplinary connections.

• Students can analyze social problems faced by families in the context of societal conditions, such as child poverty.

• Students can analyze normative expectations placed on families in the context of the tension between societal and professional demands, as well as the rights, interests, and motivations of children and adolescents facing social challenges.

• Students can distinguish between the specific challenges and developmental tasks faced by children and adolescents, for example, with regard to characteristics of developmental psychology.

Lecture, discussion, group exercises

Module exam

This seminar provides an in-depth analysis of ways to support families, children, and adolescents in the context of child protection and youth welfare; in particular, it examines and provides hands-on practice with procedures and methods used in official risk assessments and assistance planning, as well as expert assessment activities in custody proceedings. The course focuses on the fundamentals of social diagnostics, child protection, working with family courts, and aspects of reunification in cases of full custody.
Students explore family work, family systems, structures, functions, and roles. Children, with their rights and needs, are at the center of professional analysis and assistance planning (e.g., support for the family system, referral to services for children and adolescents within the framework of full custody). Furthermore, the course provides an introduction to specific problem areas such as domestic violence, psychological distress, and custody and visitation arrangements in cases of separation or divorce.
Using concrete examples, students analyze the living conditions of service recipients and explore professional courses of action and mandates.
Possible courses of action in child protection are discussed using case studies, with a focus on children’s rights, the child’s will, and the child’s best interests as central reference points. In doing so, the perspectives of official social work with families are compared with those of families, children, and adolescents, and methods for conducting participatory discussions and developing support plans are practiced. 
With regard to child endangerment, students learn its conceptual definition, the steps in the intervention process, and the range of professional intervention strategies, taking into account social contexts and societal conditions.

• Students can distinguish between situations in various fields of practice with regard to possible grounds for assessing whether a child’s welfare is at risk and reporting requirements.

• Students are able to design appropriate counseling approaches and settings in child and youth welfare services using participatory, solution-focused methods.

• Students can develop professional assessments of risks to child welfare by identifying protective and risk factors in the context of child welfare based on case vignettes.

• Students can provide professionally grounded assessments of a child’s best interests in situations involving child endangerment as well as custody matters, with regard to collaboration with the family and the family court.

• Students can identify methods for planning assistance as well as appropriate support services for children, adolescents, and families.

Input, exercises, small-group work

Module exam

The key aspects of labor law are discussed. These include, for example, the fundamental contractual relationships under labor law, the rights and obligations of employees and employers, the options for terminating an employment relationship, and employee protection. To round out the course, the formal aspects—namely, proceedings before the Labor and Social Court (ASG)—are also covered, and the fundamentals of collective labor law are reviewed.
Students are introduced to the basic legal concepts of social security law. Students gain an overview of social security benefits in the event of social risks, such as illness, accident, old age, and death—including financial support for long-term care when needed—as well as special legal provisions regarding mental illness or a comparable impairment.
The fundamentals of the law governing the legal representation of adults are taught. Students are introduced to the basic legal concepts of the Residential Care Act and the law governing involuntary commitment. Specific legal provisions regarding mental illness or a comparable disability (involuntary commitment, patient rights, and adult protection) are addressed.

• Students will be able to identify and apply the areas of labor and social security law relevant to professional practice in specific case scenarios.

• Students will gain an understanding of the legal framework, forms of support, opportunities, and limitations related to fundamental issues in labor law, including in an international context.

• Students can apply the procedural aspects of labor and social security law to specific case studies and support individuals affected by administrative or judicial actions by explaining their options for legal protection.

• Students can explain the legal framework governing adult guardianship, UBG, and residential care, and classify forms of support, opportunities, and limitations on a case-by-case basis.

• Students combine procedural law with case management, recognize formal administrative actions, and apply appropriate legal remedies in a well-reasoned manner.

Lecture, discussion, group work, distance learning

Module exam

Using illustrative examples, students gain insight into the fundamentals of child custody, family, marriage, and divorce law relevant to social work—including marriages with international elements—along with their specific procedural aspects. They learn the fundamentals of criminal law and the law on protection against violence and examine the specific features of juvenile criminal law as well as legal aspects in the context of (domestic) violence. Another key focus is an overview of criminal law and criminal procedure regulations—with an emphasis on diversion, coercive contexts, and addiction-related issues—as well as an understanding of the differences and specific features of criminal law as it applies to juveniles and adults.

• Students can contextualize key aspects of the law pertaining to children, adolescents, families, marriage, and divorce, and apply them even in cases involving international elements.

• Students apply relevant legal provisions in child protection and domestic violence cases; they are familiar with the key provisions of noncontentious proceedings and the EO, and can justify their choice of proceedings.

• Students can explain the legal framework governing (juvenile) criminal proceedings and classify the various forms of support available in such cases.

• Students combine procedural law in civil and criminal courts with case management and apply legal remedies in a well-reasoned manner.

Lectures, discussions, group work, student videos (criminal law, family law), distance learning

Module exam

This course explores the importance of social group work as a goal-oriented method of social interaction. Key topics include: group and feedback rules, elements and phases of group dynamics, different role models within groups, and examples of approaches to group-forming processes. 
Students will experience and learn how to facilitate social learning processes through their own group experiences. Students learn the prerequisites for acquiring competencies as participants (contributing their own perspective, giving and receiving feedback) and as facilitators (facilitating while taking group dynamics and diversity into account) of groups and teams. 
The diverse nature of working with and within groups in social work—as a means of accessing social contexts and milieus (e.g., in youth work), as (social pedagogical) support services (e.g., organized self-help groups), or for establishing and supporting interest groups (e.g., in community work), as well as the role of professionals in groups, are addressed. Through the discussion of group case studies, students develop a nuanced understanding of the preparation, planning, and implementation of the social group work method. The students’ own experiences as participants and facilitators of group activities enable a reflective examination of theoretical concepts, such as role, thematic focus, and group rules.

• Students can analyze phases, roles, and dynamics within groups and draw conclusions regarding leadership.

• Students apply methods and interventions appropriate to the target audience and the assignment in a group setting.

• Students can facilitate and guide group discussions and decision-making processes, document the results, and do so in a manner that is sensitive to diversity.

Lectures, discussions, exercises, role-playing, concept development and implementation

Continuous assessment

In this course, students acquire a basic understanding of the characteristics of psychosocial crises. Using the BELLA framework, they practice effective crisis intervention and discuss the necessary procedures in cases of acute suicidal ideation. 
The course also covers the importance of interdisciplinary collaboration, as well as knowledge of the responsibilities of different professions and the institutional landscape in the context of psychosocial crises.  
Students explore the role of social work in various practice settings during crises and reflect on crisis situations they have previously experienced in both professional and personal contexts as a foundation for developing experiential knowledge. 
As part of the course, students also acquire basic knowledge about trauma as well as trauma-sensitive and trauma-informed social work. Furthermore, they acquire crisis-specific practical knowledge, particularly conversation techniques and approaches for supporting individuals during psychosocial crises (crisis intervention), as well as methods for initial stabilization and support during traumatic crises. Methods and techniques for self-care are integrated into the course.

• Students can identify the characteristics of psychosocial crises and classify them.

• Students can identify different forms, courses, and approaches to supporting individuals during psychosocial crises.

• Students can recognize suicidal tendencies during psychosocial crises and apply the BELLA model using a case vignette.

• Students can identify different forms of trauma and trauma-related disorders and explain key aspects of trauma-informed social work.

• Students can identify both individual and societal factors contributing to and resulting from crises and trauma, as well as their connections to social inequality.

Lectures, discussions, exercises, role-playing, case studies

Continuous assessment

This course covers the development of social pedagogy in German-speaking countries since the early 20th century, both in university and non-university settings, with a special focus on aspects specific to Austria.

Theories of social pedagogy describe the pedagogical and educational aspects of social work. These theories were developed through the analysis and interpretation of society and the role of upbringing and education.

Both historically and in the present day, this involves engaging with a wide range of historically evolved and contemporary theoretical frameworks—and the practices derived from them—in order to understand how the fundamental questions of upbringing and education, as well as the pedagogical-normative approaches derived from them, are conceptualized. (Social) pedagogy generally aims, based on the concept of development, at something that it does not currently find as is, but rather seeks to create or support within a defined timeframe—or, from an educational perspective, to stimulate. To this end, the course provides insight into theoretical approaches from the contexts of psychoanalytically informed social pedagogy, critical social pedagogy, lifeworld orientation and life management, as well as systemic approaches to social pedagogy. These approaches are historically contextualized within their systematic frameworks and critically discussed. Building on this, the respective theory-practice understandings, their methodological implications, and the normative aspects of social pedagogical theories are examined in detail. In addition to the history of theory, it is essential here to also consider the development of the respective social pedagogical institutions—from institutionalization, reform movements, and deinstitutionalization to current trends toward secure residential care. Likewise, the associated undesirable developments and various experiences of abuse and violence faced by those served must be considered. This repeatedly highlights unresolved issues in addressing challenging social problems and the lack of effective strategies for tackling unresolved challenges—not only those related to childhood and adolescence. Although the focus, in keeping with tradition, is strongly on children and adolescents, the course will also address socio-pedagogical aspects of adulthood and damaged subjectivity (Michael Winkler).

• Students can analyze the historical development and traditions of social pedagogy in German-speaking countries, including its problematic or violent aspects.

• Students can analyze and evaluate different theoretical approaches in social pedagogy with regard to practical and methodological aspects.

• Students are able to analyze historical developments and theoretical concepts in social pedagogy in terms of their relevance to the present day.

• Students can identify cross-cutting core themes in social pedagogy (e.g., closeness versus distance, normality versus deviance, maturity and autonomy, etc.) and analyze them using examples.

Lecture, interim reflections with students, discussion, in-person sessions, and breakout sessions

Module exam

Social pedagogy has traditionally supported people in various situations and stages of life to help them achieve stability and autonomy. Professional social pedagogical practice addresses these diverse needs and operates preventively, providing counseling, guidance, and pedagogical-social therapy—often over an extended period and through more intensive contact—up to the point of jointly organizing daily routines and living arrangements, with the goal of supporting people in the processes of coping with life and personal development. The basic forms of this practice include, among others, tapping into resources, providing counseling—including from an educational perspective—shaping educational processes, offering guidance throughout, promoting personal, social, and cognitive development, facilitating specific networking, managing and organizing daily life, and in doing so, enabling inclusion and independence while fostering individuality.

The course on social-pedagogical interventions therefore includes both an examination of one’s own upbringing, education, and learning processes as well as a concrete examination of social-pedagogical case work.

This may relate to various settings (individual, family, group), different target groups (children, adolescents, adults, families), and diverse service delivery contexts (social-pedagogical residential communities, educational counseling, family support measures, etc.). In this process, hermeneutic, reconstructive, psychoanalytic, and systems-oriented methodological approaches to case analysis and case management are applied.

• Students can analyze and evaluate different methodological approaches to social-pedagogical case history taking and case management.

• Students can apply methodological approaches to social pedagogical case analysis and case management in relation to different target groups, topics, and situations.

• Students can apply social pedagogical approaches in various settings (individuals, families, and groups).

Subject-specific input, work with case studies, group discussions, reflection on one’s own experiences with parenting, education, and learning, expert input, field trips

Module exam

Health and illness develop over the course of a person’s entire life and are shaped by the interplay of biological, psychological, and social factors, as well as by societal conditions. For social work, a life-course perspective is essential for understanding health risks, resources, and support needs in different life stages and for contextualizing the health consequences of social inequalities.

Building on this, the course covers the theoretical foundations of health and illness and introduces the biopsychosocial model, relevant health determinants, and concepts of prevention and health promotion.

Another focus is on health across the life course. Health opportunities, stressors, and resources are not understood exclusively as age-related phenomena, but are considered in terms of their development and potential accumulation over the lifespan. The course analyzes health trajectories, risks, resources, and life transitions in childhood, adolescence, adulthood, old age, and very old age, as well as their connections to social circumstances and societal conditions.

The connections between social inequality and health are explored in depth. Social inequalities and their intersectional interrelationships are examined in terms of their effects on health opportunities, health burdens, and access to support and care. Particular attention is given to poverty, education, gender, migration-related life circumstances, and social participation. Health-related issues are contextualized within various fields of social work practice, and typical challenges and support needs across different life stages are analyzed.

Prevention and health promotion constitute another key focus. Fundamental approaches are discussed in terms of their significance and effectiveness in the context of social work. Using case studies, theoretical concepts are applied to practical questions, and possibilities for social work support and intervention are derived from them.

• Students can explain and contextualize key concepts related to health and illness across the life span.

• Students can analyze health risks and resources at different stages of life.

• Students can identify and evaluate the connections between social inequality and health.

• Students can analyze health-related issues from a social work perspective and reflect on their significance for their professional approach.

• Students can analyze basic approaches to prevention and health promotion, evaluate them in terms of their effectiveness, and apply health-related concepts to simple case studies.

A lecture that presents key content in a structured manner, supplemented by case-based examples, engaging short activities (e.g., Think-Pair-Share), plenary discussions, and digital tools to ensure understanding. Accompanying self-study helps students deepen their understanding and apply the material.

Module exam

This course provides a foundation in psychiatry and explains its significance for professional social work practice, based on a biopsychosocial understanding of health and illness.
The fundamentals of psychiatry are first introduced through an overview of key clinical conditions (e.g., depression, anxiety disorders, psychoses, substance use disorders, dementia) as well as their symptoms, course, and treatment options. Biopsychosocial interrelationships between health and illness are highlighted by explaining the interactions between biological, psychological, and social factors and their influence on the onset, course, and management of illnesses.
Social inequality, intersectionality, and health are addressed through an analysis of structural factors (e.g., poverty, education, gender, migration) affecting mental and physical health, as well as their significance for access to care and support.
Subsequently, intervention and support approaches are presented as the foundations of psychiatric, therapeutic, and social work interventions, along with their possibilities and limitations. The topic of stigmatization and social discourses involves a reflection on societal attributions, stigmatization processes, and their effects on those affected.
The discussion of case-based application takes place through the analysis of practical case examples, incorporating psychiatric and social work perspectives, as well as through the presentation of well-founded courses of action and methodological approaches. In addition, interdisciplinary collaboration is explored by outlining the roles, responsibilities, and forms of cooperation between social work and psychiatry (e.g., in the context of counseling, case management, and primary care centers).

• Students can explain and classify the most important psychiatric disorders throughout the life span, as well as their biopsychosocial contexts.

• Students are able to analyze psychiatric and health-related problems while taking into account social, structural, and everyday life factors.

• Students can critically evaluate psychiatric and social work intervention approaches (e.g., therapy, counseling, prevention) and assess their limitations.

• Students can describe the role of social work in an interprofessional psychiatric context and analyze opportunities for collaboration.

• Students can analyze psychiatric and health-related case studies and use them to identify possible social work support strategies and interventions.

• Students can reflect on professionalism in social work within a psychiatric context and organize interprofessional collaboration while taking ethical and structural frameworks into account.

A lecture that presents key concepts in a structured manner, supplemented by case-based examples, interactive short activities (e.g., Think-Pair-Share, whisper pairs), plenary discussions, and digital tools to ensure understanding. Accompanying self-study helps students deepen their understanding and apply the material.

Module exam

This course covers key theoretical foundations and concepts for a discrimination-critical approach to social work. The focus is on analyzing different forms of discrimination and their intersections (such as racism, anti-Semitism, classism, sexism, LGBTIQ+phobia, ageism, ableism/saneism, and others).   
These are both contextualized historically and examined in terms of their current intersectional impact. Contemporary social discourses are examined, and their significance for social work is reflected upon. Power and dominance structures, as well as their effects on the clients of social work, are also examined. The course provides knowledge on Critical Race Theory, Critical Whiteness Studies, anti-Semitism research, decolonial perspectives, and critiques of representation. In addition, key discourses on othering, stereotyping, and stigmatization are presented and discussed.

• Students can identify different forms of discrimination and analyze them in terms of their intersectionality.

• Students can identify theoretical connections to discrimination and stereotyping and apply them to social work.

• Students can describe the historical context of various forms of discrimination.

• Students can analyze the impact of discrimination on the living conditions of the recipients of social work and reflect on the significance of their own stance.

• Students can formulate guidelines for practices that address discrimination.

Lecture, Discussion, and Text Analysis

Final exam

In this seminar, the theories covered in the lecture are adapted to and applied to the practice of social work. In addition, there is an in-depth theoretical examination of various forms of racism (including anti-Muslim, anti-Black, Gadje, anti-Asian, and anti-Slavic racism) and anti-Semitism. The course combines a theoretical foundation with practice-oriented reflection. In doing so, it analyzes mechanisms of structural, institutional, and everyday exclusion. The focus is on the practical level—on self-reflection regarding professional practice, as well as a critical and responsible examination of one’s own roles within social work organizations and settings. The seminar examines approaches from critical whiteness studies and reflects on their significance for professional practice in social work. Students develop approaches for anti-racist practice and discuss preventive and intervention strategies. Concepts related to participation and empowerment are taught. In doing so, perspectives critical of representation are discussed using practical examples, and their relevance to anti-racist professionalism is explored.

• Students can explain key theories on racism, antisemitism, and critical whiteness studies, and distinguish between them.

• Students can identify various forms of racism (including anti-Muslim racism, anti-Black racism, and Gadje racism) and antisemitism, as well as their intersectional interconnections.

• Students can develop strategies that address discrimination—both for working with clients and for processes at the team and organizational levels—and apply them in a practical manner.

• Students can explain perspectives that challenge representations in the context of anti-racist professionalism in social work.

Input sessions, guided reflection exercises, text analysis, and work on practical examples

Continuous assessment

This lecture series covers key social science principles underlying social work research. Following an introduction to the subjects of social research and social work research, the differences between commissioned research, grant-funded research, basic research, and applied research are explained. The fundamentals of qualitative social research and qualitative research approaches are discussed, and qualitative data collection methods are explained and taught using examples from studies and research papers. Students are introduced to the fundamentals of quantitative social research, and the collection, analysis, and presentation of data are outlined and discussed using examples from studies. Research approaches, designs, and processes, as well as triangulation methods, are covered. With a focus on the distinctive features of qualitative social research, various concepts of evaluation, participatory research, and action research are addressed. Students are introduced to the guidelines and principles of social science research ethics, and the importance of data protection and data management is explained with regard to transparency, traceability, vulnerability, and quality assurance. Finally, strategies and methods for disseminating research findings are presented and discussed in terms of their political and academic significance.

• Students can explain the fundamentals of social research relevant to social work, taking into account research ethics standards, and identify possible formats for disseminating research findings.

• You can explain social research processes—including grant applications, funding criteria, and dissemination—and apply them to relevant topics in social work.

• Students can describe relevant research approaches and methods in qualitative and quantitative social research, as well as research designs, and analyze them using case studies and examples from social work.

Lecture series, keynote presentations, guided discussions, preparatory reading of academic texts, the flipped classroom model, and self-directed learning phases.
The integration of the module’s two courses serves to impart knowledge and promote inquiry-based learning. Key content from the lecture is applied during the “Research Methodology Project Week” course and evaluated through project-based group work. In this process, students implement a research idea and practice applying research methods.

Module exam

During the research methodology project week, the individual seminar groups work on various research topics and questions under the umbrella of a common focus area. Cross-seminar group input and discussions tie together the exemplary and exploratory case studies throughout the week. The project week is based on inquiry-based learning and project-based group work within the individual seminar groups. In the respective seminars, instructors apply and practice specific, predefined research questions and research methods. Alternating with plenary sessions that span all seminars, the one-week, exemplary research process is guided and reflected upon.

Introductions to research topics, research questions, and data collection methods are followed, over the course of the week, by steps involving data collection, data preparation and analysis, and the formulation and presentation of results. Instructors guide students in their small-group work within the seminar groups. Interwoven with large-group sessions in the plenary setting, knowledge is imparted, research processes are reflected upon, and results are presented and discussed.

• Students can apply specified data collection and analysis methods as part of a research project on a given research topic and document the process in a manner that ensures quality.

• Students can collect and analyze data based on a given research question and draw key conclusions while taking limitations into account.

• Students can present their research findings and discuss their implications for practice or research.

• Students can reflect on the selection and application of the research methods used in light of the research question, data, and quality criteria.

• Students can reflect on the research process from the perspectives of research ethics and diversity sensitivity.

Students work on a specified research topic under guidance, applying prescribed research questions and methods. This is supported by guided methodological exercises, supervised work phases, and peer feedback. Reflective elements encourage students to engage with their own research process.

Module exam

In this course, students explore the structure, fundamentals, and functions of documentation in social work and learn to distinguish between perceived and relevant aspects and to document them in writing. They also learn to view documentation as public records that outlast their own professional careers and to consider issues of data protection as well as aspects related to personal rights.
Students examine linguistic attributions, classifications, and evaluations, as well as their effects, and are able to critically reflect on the role of social work in knowledge production. They can identify hierarchical and power-related aspects in documentation and documentation processes.
Students are familiar with the organizational framework and responsibilities related to documentation. Students examine the influence of software and standardized documentation systems on professional practice and critically analyze the possibilities and limitations of applying artificial intelligence in documentation.

• Students can distinguish between key forms and functions of documentation in social work and provide professional justification for their use in various settings.

• Students write short descriptive texts and analyze the content of texts in terms of relevance and significance.

• Students can critically reflect on the power dynamics of language and make decisions in the documentation process that comply with data protection regulations and are responsible.

• Students can analyze and evaluate documentary texts that are discriminatory and detrimental to their intended audience.

Interactive lecture with subject-matter input and short analysis and practice sessions
Synchronous online sessions with exercises in breakout groups (analysis of documentation, short writing exercises, drafting your own documentation with guided peer feedback)
Moodle self-study module: Text examples with assignments, in-depth coverage of specific course topics, a forum for discussion and questions, and practice exercises in exam format

Final exam

Both nationally and internationally, there are numerous legal regulations and instruments in place to combat violence against women, domestic violence, violence in close-knit social circles, and stalking. Building on an introduction to the fundamentals of protection against violence in Austria and the support systems available, the theoretical framework of gender-based violence is analyzed from an intersectional perspective and critically examined. In addition, connections to the “Law and Social Work” module are established by discussing criminal law measures and the opportunities and risks presented by family law in relation to violence against women. Methods already covered in other courses (primarily counseling) are applied to cases involving protection against violence and practiced. Countermeasures are thus taught at the legal, psychosocial, socio-critical, and theoretical levels. Relevant topics: Forms of gender-based violence (in the context of intimate relationships), effects on those affected, dynamics, moments of risk, (co-)affected individuals, social work intervention options, the mandate and limitations of various fields of social work and other institutions in the support system (police, judiciary, etc.), theories explaining these dynamics (such as processes of exclusion targeting transgender, intersex, and non-binary individuals, and forms of discrimination analyzed through an intersectional lens), and methods for addressing gender-based violence in intimate relationships.

Students are introduced to key concepts regarding gender-based violence in intimate relationships (e.g., prevalence, forms, impacts, perpetrator strategies), which are reflected upon and discussed from a theoretical perspective during seminar sessions. In addition to imparting knowledge, key documents and instruments (such as risk assessment tools) are tested and evaluated. Furthermore, students are guided through exercises in counseling women affected by violence across various fields of social work practice. As part of the distance learning component, students read and analyze/discuss texts and complete assignments based on case vignettes.

• Students can identify, describe, and analyze the dynamics, forms, and impacts of gender-based violence in the context of domestic violence from an intersectional perspective.

• Students can critically analyze the basic principles of victim- and perpetrator-oriented violence prevention in terms of their objectives or approaches (e.g., risk assessment) and discuss them independently of legal measures.

• Students can explain social work (prevention) measures against gender-based violence in intimate relationships and relate them to the legal framework (e.g., family law, criminal law, the Protection Against Violence Act).

• Students can apply (queer) feminist theories to the dynamics of gender-based violence.

• Students can apply social work methods (e.g., counseling, crisis intervention, GWA) to the field of violence prevention and use them in a context-specific manner.

Reading, exercises, reflection, discussion

Final exam

Thematic focus in this course is placed in particular on asylum, immigration, and the termination of residence.? The course provides an overview of asylum and immigration law and helps students navigate these regulations, including through the analysis of case studies:

Regulations under European law within the framework of the Common European Asylum System (CEAS) have entered into force, establishing binding rules for all member states regarding when individuals are to be recognized as refugees, what rights they have, and how asylum procedures are to be conducted. Family reunification for individuals who have been granted protection is being restructured. Based on theoretical input, these provisions of international asylum law as well as Austria’s national asylum law will be explained, and exemplary cases will be used to demonstrate how this knowledge can be applied in practice.  

“For the purposes of this federal law, a ‘foreigner’ is: anyone who does not possess Austrian citizenship.” This definition appears in nearly all legal texts on immigration law and specifies who is subject to immigration law: individuals without Austrian citizenship. For a variety of reasons, more than one million people currently live in Austria who do not hold (Austrian) citizenship—whether they are students, workers, family members, refugees, or private residents, etc. They are all subject to immigration law, which governs matters such as residency, access to the labor market, entitlement to social benefits, and rights in everyday life.

Since the lack of Austrian citizenship is the only characteristic that defines this group, it is heterogeneous in every other respect—such as age, social status, education, and income. Due to the heterogeneity of this group, people affected by immigration law can be found in all areas of social work—ranging from work with children and youth, assistance for the homeless, and material support, to the fields of refugee and migration services, and even elder care. A basic understanding of immigration law is essential for social workers in their practice, and this course is designed to provide that knowledge. The course outlines the structure of immigration law and explains the key aspects of this legal field to serve as a guide within the immigration legal system.

Immigration law is frequently amended, modified, and restructured. Added to this are Europe-wide regulations and minimum standards—such as a planned reform of the Return Directive with provisions on the termination of residence—which are reflected in domestic law. The multitude of amendments to immigration law leads to a lively discourse, including in academic circles. Political and media interest in the topic is examined within the legal framework, and certain connections attributed by the media are legally clarified.

• Students are able to apply the fundamental legal frameworks of asylum and immigration law (national, European, and international) in a systematic manner.

• Students can describe the basic principles of asylum and immigration law.

• Students can apply legal principles to case studies.

??Online Lecture?

Module exam

This seminar covers the theoretical, societal, and practical foundations of social work in the context of migration and post-migration, and systematically links these to the legal framework. Students learn about the various causes and dynamics of (global) migration, as well as its effects on countries of origin and destination, and examine refugee migration as a specific form of migration. They gain an overview of how the legal framework affects the lives of migrants and refugees. They examine the living environments and conditions of migrants and their descendants.

The focus is on key concepts in migration and post-migration research in order to understand social discourses and power relations and to analyze narratives surrounding migration and participation, as well as their implications for professional practice. The structural conditions of social work and its legal frameworks (asylum and immigration law) are analyzed from a professional perspective. This includes, for example, the requirements for obtaining Austrian citizenship. The institutional structures and organizations relevant to the professional field are introduced, and students learn about transcultural practices within organizations.

Knowledge on the topics of discrimination, exclusion, and inequality is specifically addressed through the analysis of structural barriers, mechanisms of exclusion, and risks of discrimination in the context of migration.

Professional action plans and current practices in social work interventions are examined with consideration of diversity, human rights, and professional ethical principles; their case-specific application is demonstrated through
analyses of practical case studies, contextualizing legal, theoretical, and societal perspectives. A systematic integration of social science theories with legal frameworks is intended to contribute to the development of well-founded approaches to action.

Migration is addressed in terms of its significant influence on the fabric of society as a whole, and awareness is raised that, in social work as well, this means more than simply working with migrants or with those perceived as migrants. The aim is to provide appropriate frameworks for understanding differences and to develop professional practices that expand upon or transcend current intercultural understandings, thereby addressing dynamic contemporary issues through research-based teaching.

• Students can provide a nuanced analysis of the tasks and challenges of social work in a (post-)migration society.

• Students can critically analyze social discourses on migration, belonging, and participation in terms of their normative assumptions and power dynamics.

• Students can describe and critically reflect on specific social work services and intervention strategies in the context of (post-)migration societal conditions.

• Students can analyze real-world case studies from the field of social work in the context of asylum and migration and develop possible courses of action.

• Students are able to articulate and advocate a well-reasoned professional stance on the complex interplay between migration, law, and social participation.

• Students can link social science theories on issues of plurality, belonging, and identity in (post)migrant society to legal frameworks and assess their significance for social work practice.

??Lectures, discussions, group work, distance learning?

Module exam

During this practical learning phase, students gain insights into social service organizations and activities and become familiar with the target groups. They become familiar with settings and concepts for professional support, counseling, and care in a practical setting and, as part of their role as interns, design services, support programs, and conversations with clients in social work. The work takes place in an institutional context and is based on a concept of professional counseling, support, or care for target groups in social work. In addition, students become familiar with various professional groups within the context of social work. They experience social work as a team effort and take on tasks under supervision. As part of their practical training phase, students participate in team meetings, case discussions, and supervision sessions, and are supported in their professional development by field instructors through reflective discussions.

• Students gain experience interacting with clients in social work by building relationships, conducting conversations, and, on a case-by-case basis, providing support or completing other work assignments under supervision.

• Students observe, describe, and document situations involving professional practice in the field.

• Students identify professional responsibilities in social work and distinguish between areas of responsibility based on professional roles in social work.

• Students become familiar with the institutional context and opportunities for reflection (team meetings/supervision sessions) in social service agencies.

Practical training phase; reflective discussions with practical instructors.

Continuous assessment

During the practical training phase in social work, practical learning takes place in institutions that have a documented social work program and intentionally employ individuals from the social work profession (pursuant to § 1 SozBezG 2024). Students experience and observe social work settings in practice and plan their first social work services and interventions within the framework of their role and the institutional setting or mandate. Reflection and the integration of theory and practice take place by “connecting” the methods and theories experienced in practice with content from the academic program. Students are supported in their professional development by field instructors through reflective discussions.

• Students can distinguish between different types of social work assignments and, in accordance with their role and organizational conditions, provide social work services such as counseling and support.

• Students can document situations in accordance with professional standards and prepare them for case discussions and supervision sessions.

• By participating in team meetings, case-specific treatment planning sessions, supervision sessions, and networking meetings, students can observe, document, and practice interdisciplinary case discussions.

• Students can apply social work methods and interventions in specific practical contexts.

• Students can incorporate interdisciplinary perspectives into the case discussions.

Practical training phase, reflective discussions with practical instructors

Continuous assessment

In preparation for the practical training phase, students explore expectations for the internship and expectations regarding their role during the internship. They examine their own goals and areas for personal learning in relation to the internship. Through practical supervision, students are guided to reflect on their practical experiences and, drawing on the content they have previously developed and learned during their studies, to establish connections between theories, methods, and institutional contexts and the situations and settings they have encountered.

To this end, they conduct specific competency analyses to further develop their personal learning progress and to reflectively interpret feedback from their field supervisors. 

Students are guided to personally and professionally interpret their experiences with clients and the resulting relationship dynamics.

By relating observed situations to didactically developed case perspectives, these experiences are connected to methods and theories of social work, and ethical issues are discussed.

Students also form peer groups as a shared support network to collaborate on assignments and reflect on real-world situations. They analyze course content in relation to practical experiences in group settings and peer groups by aligning the settings and situations they have encountered with professional, legal, and institutional requirements.

• Students can develop competency analyses, describe areas of learning, and—with guidance—further develop their personal learning steps, as well as evaluate their learning progress based on feedback from their clinical instructors.

• Students can analyze their practical experiences by reflecting on their relationships with their audiences in terms of proximity and distance.

• Students can relate observed situations to methods and theories in social pedagogy and social work and situate them within an institutional context by analyzing cases and deriving courses of action from them.

• Students are able to apply social pedagogy and social work theories and methods in practice and reflect on ethical issues.

• Students can form peer groups and, within those groups, support one another, work together on assignments, and reflect on and analyze real-world situations.

Supervision in a group setting, peer group
Online and distance learning: through clinical coordination, information sharing, assistance with finding clinical placements, and preparation and follow-up

Continuous assessment

Building on the Social Research module, students in the “BA Thesis Project 1” seminar further develop their research-oriented mindset—understood as a reflective, inquisitive, and methodologically sound examination of phenomena in practice—as well as their academic competencies in the field of social work. Depending on their chosen area of focus, students begin their BA Thesis Project as an individual empirical study within a seminar group. The seminar group consists of students who are conducting research on a common area of focus or a narrowly defined research topic and who share a specific data collection and analysis method as a mandatory framework. On the one hand, this framework enables the seminar group to collectively engage with a relevant topic area in social work. On the other hand, it provides individual students with sufficient leeway to develop their own content-specific focus and to independently carry out their individual research project. 
Based on this research framework, students develop their specific research question in the field of social work. As part of the course, the seminar-specific research approach is introduced and situated within the traditions of social research. The specified empirical social science methodology is taught, and research questions and field approaches are discussed and explained. In addition, the research phases and steps involved in carrying out the individual research project are discussed. The form, functions, and criteria of a scholarly research proposal are taught to help students concretize their research idea and systematic approach in terms of both methodology and content. Students specify and elaborate on research questions. As part of their literature review, they engage with relevant research on their chosen topic. Based on this, they develop their empirical research question and draft a research proposal for their individual research project.

• Students can explain the seminar's main topic, research subject, and methodological approach.

• Students can describe the phases of a research project as well as the purpose and criteria of a research proposal and relate them to their own research idea.

• Students can put their research idea into writing and support it with arguments in accordance with the criteria for a research proposal.

Insights and discussions; exercises, literary analysis, and reading assignments; feedback

Final exam

This course examines real-world cases: The methodological reconstruction of case work and analysis—based on social research—serves to deepen understanding of the processes of comprehension in social work. In doing so, the course highlights normative and ethical aspects of case understanding and case management—particularly with regard to the reproduction of normativity and difference—and deepens a critical examination of social work within organizations and institutions. The goal is to examine one’s own processes of understanding and their impact on options for action and the realities of those served by social work.

• Students can reconstruct their own case studies and use them as the basis for a research-oriented analysis of professional practice.

• Students can develop their ability to understand case studies as a research process using methods from social research.

• Students can identify ethical and normative requirements when analyzing case studies and analyze and reflect on them as specific aspects of human action.

• Students can apply ethical and professional theories to real-world situations in order to arrive at ethical and professional judgments.

Case reflections and analyses, discussions, group work

Continuous assessment

This course introduces key approaches in social work that view space as relational and socially constituted. It explores theoretical connections to public and institutional spaces as well as to low-threshold social work. The interactions between different roles, settings, and relational constellations in facility-based and outreach social work are discussed.
Concepts of social inequality in the city are introduced to convey the structural frameworks of social work across different spatial scales. Dynamics between the center and the periphery, models of gentrification and segregation, and current urban concepts such as the growing and shrinking city, Diverse City, and Just City are presented. Students are introduced to fundamental frameworks regarding housing and homelessness, and the associated structural causes and dynamics of social exclusion are discussed. Students learn to assess the consequences of urban developments with regard to the housing market, public and social infrastructure, and opportunities for participation among those affected.
Socio-political transformations under neoliberalism are presented in terms of their security policy dimensions and discussed in relation to theoretical concepts such as the punitive state, a new culture of control, and punitive authoritarianism. A critical analysis of security and public order policies, “fear of crime policies,” and crime prevention strategies is conducted through the lens of legislative processes as well as political and media discourses. The resulting challenges for outreach-based, low-threshold, and neighborhood-oriented social work are discussed in light of professional principles.

• Students can explain spatial-relational and low-threshold theories and approaches in social work.

• Students can systematically explain urban forms of social inequality and derive professional positions in social work.

• Students can apply spatial-relational perspectives to various settings in public spaces and in low-threshold social work facilities.

• Students can explain the social contexts, political rationales, and consequences of security and public order policies in public spaces.

Lectures, Presentations, Specialized Literature & Reading Assignments

Module exam

In the course “BA Thesis Project 2,” students present their written proposals and discuss the current status of their projects. Guided group discussions and feedback on problem statements, the state of the research, research questions and objectives, theoretical frameworks, and timelines support the further development of each student’s project. Instructors support students’ various academic processes as part of their role as mentors and guides in the seminar. The functions and methodology of a research journal are introduced, in part to support the structuring, organization, and traceability of the research process. Until the submission of their BA thesis, students maintain an individual research journal in which they document and reflect in detail on their thoughts, activities, and decisions.
In the seminar, aspects and procedures of research methodology are explored in depth, and ethical dilemmas and requirements in research are introduced and discussed. The application of the data collection method to the student’s own research topic is specified in the seminar, and methods for data preparation are taught. Standard procedures for organizing fieldwork are presented and discussed. Students are supported in further developing their research design and planning their fieldwork in accordance with the respective data collection steps. Students then implement this independently. During the data collection phase, any challenges that arise and ethical dilemmas in research are discussed and reflected upon in the seminar. Depending on the individual progress of each project, students receive guidance on data preparation and analysis.

• Students can justify the relevance of their chosen research topic to theory-driven and scientifically sound, topic- or practice-oriented analysis.

• Students can identify challenges related to field access as well as key research ethics issues in the context of applied social work research involving vulnerable participants and apply them to their own research projects.

• Based on their planned research design, students can carry out the methodological implementation.

• Students can apply a selected data collection method, gather relevant source material or data, and systematically organize it.

• Students can document their research process in a structured manner in a research journal and reflect on their thoughts, decisions, and activities in a way that is easy to follow.

Presentations, discussions, group work, reading assignments, documentation, and feedback

Final exam

A selection of individualized courses for in-depth study of specific topics and methods—students make their selection based on the content to be specified in each case.

• Students engage in in-depth reflection on topics and methods.

• Students can apply the knowledge gained from the advanced courses to the demands of their future professional practice.

seminar-like

Continuous assessment

Students explore how to meet academic and labor market integration requirements, as well as challenges related to social participation. They gain an overview of the fundamental requirements of human development and cultural socialization and reflect on the implications of different conceptions of human nature as they relate to prevention, intervention, and inclusion strategies in social work. In doing so, they learn to interpret the structural requirements and consequences of socialization processes and to understand their significance for social work.
The basic forms of pedagogical practice are discussed, and the central approaches to upbringing, learning, education, and inclusion are explored theoretically. Specifically, students are introduced to education and training-related programs such as school, apprenticeships, AMS courses, lifelong learning opportunities, and adult education, and the operational models of educational institutions are critically examined. The prerequisites for comprehensive social participation are identified; deviations from these are attributed to sociopolitical frameworks; and implications for the mandate of social work are elaborated.

• Students distinguish between theories and models of school education, continuing education, and vocational training from the perspectives of prevention and inclusion.

• Students distinguish between different pathways to education and educational opportunities and identify them in light of varying conceptions of human nature and people’s opportunities for social participation.

• Students analyze government measures, private initiatives, and key players in the field of education and labor market integration, and draw connections to the changing roles and participatory forms of intervention in social work.

• Students analyze the use of inclusive methodologies and language and reflect on their impact on social participation.

• Students identify the role of social work within the services offered in the field of education and labor market integration based on defined criteria and explain their reasoning.

Lecture series and group work, primarily online.

Module exam

The course “BA Thesis Project 3” focuses on the detailed analysis and interpretation of empirical data, as well as the writing of the bachelor’s thesis. Students maintain an individual research journal in which they document and reflect on their activities in detail.
They prepare the results of their analysis and present them in the seminar. With guidance from the instructor and through group discussion and feedback in the seminar, they refine their analyses and interpret and organize their results, taking relevant academic literature into account. The requirements for an academic and empirically oriented thesis, including formal guidelines, are taught and applied to students’ own drafts. In addition, relevant text formats, options for structuring and presenting content, and forms of argumentation for putting academic findings into writing are discussed. Students write texts, develop chapters of their bachelor’s thesis, and reflect on their drafts in guided writing workshops as part of the seminar. Skills in precise, rigorous, and coherent written argumentation are fostered, thereby expanding the professional writing repertoire of researchers and future professionals.

• Students can systematically evaluate and analyze the data they have collected.

• Students can explain the structure, organization, and presentation of their BA thesis.

• Students can present rigorous and coherent written arguments in the academic sections of their bachelor's thesis.

• Students can document their research process in a structured manner in a research journal and reflect on their thoughts, decisions, and activities in a way that is easy to follow.

Presentations, discussions, documentation, reading assignments, writing workshops, and feedback on written work

Module exam

This course analyzes and critically examines the creation and enforcement of social norms in coercive contexts, as well as normative structures in institutional settings of social work. Building on this, key theories of social control and deviant behavior are discussed and applied to various fields of practice.

In addition, students gain insight into the fundamentals of criminology. Historical developments, alternative models, and current trends in societal and institutional approaches to criminality, mental illness, and addiction are examined in a national and international comparison. Particular attention is paid to the processes of power and normalization associated with these approaches. Forms of structural violence as well as organizational, institutional, and societal conditions are considered, as are intersectional perspectives on power, inequality, and discrimination.

Against this backdrop, coercion is examined in a nuanced manner as a central category of analysis in social work within institutional contexts. Following Lindenberg and Lutz, a narrow and a broad concept of coercion, as well as moments and elements of coercion, are distinguished. Direct and immediate, indirect, and structural forms of coercion are analyzed in terms of their origins and effects in interactions as well as under institutional, organizational, and societal conditions.

Subsequently, interaction processes as well as forms of adaptation, resistance, and defense on the part of service recipients are analyzed from a theoretical perspective and related to professional practice. The focus is on the tension between assistance and control, voluntariness and coercion, and professional mandate and self-determination.

The course thus provides a common theoretical and analytical foundation for the advanced elective seminars in psychiatry, criminal justice, and addiction services. The examination of standardization and social control, as well as the differentiation between various forms and levels of coercion, enables a comparative analysis of coercive relationships across the three professional fields. This framework is explored in greater depth in the elective seminars with regard to the specific institutional conditions, target groups, and professional requirements of each field, and is applied to concrete case scenarios.

• Students can distinguish between institutional offerings and mandates in the context of social change.

• Students can distinguish between theories and models of social norming and social control.

• Students can analyze assessment, interaction, and adaptive and deviant behavior in the institutional context.

• Students can identify the professional role within an interdisciplinary context.

• Students are able to critically reflect on structural violence and power dynamics in contexts of coercion.

Lecture

Module exam

The course “BA Thesis Project 4” focuses on finalizing the bachelor’s thesis and preparing for the bachelor’s exam.
Students write and finalize their empirically based bachelor’s thesis. The seminar continues to support students’ writing process even during this final phase. Taking into account individual approaches—which vary in process, pace, and work style—students can draw on coaching from instructors as well as group discussions and feedback within the seminar group as needed. By completing and submitting their Bachelor’s thesis, students demonstrate the academic competencies they have developed and acquired during their studies.
The course of the seminar and the research process are retrospectively reflected upon as a group. To this end, students use their entries in the research journal and prepare discussion points. With regard to the overarching focus topic, key findings from the various bachelor’s theses are synthesized, and challenges as well as perspectives for social work at various levels are discussed. In preparation for the upcoming bachelor’s examination, the seminar explores options for structuring and presenting research findings, as well as strategies for disseminating them. 
In the bachelor’s exam, students are required, among other things, to describe, justify, and reflect on the research process; to present key findings and insights; and to establish and discuss connections to academic discourses in social work. In addition, they are able to demonstrate the relevance of their own research to the field of practice, the profession, and the academic discipline of social work. Students organize themselves into peer groups to exchange ideas on these or similar questions in relation to their individual bachelor’s thesis projects. In addition, they prepare for their own bachelor’s examination.

• Students are able to present the results of their empirical analysis in writing, ground them in theory, and synthesize them interpretively with reference to relevant scholarly literature.

• Students may write an empirically based bachelor's thesis that meets the general, academic, and discipline-specific requirements of social work.

• In the BA Thesis Project module, students can reflect on their own research process from the perspectives of methodology and research ethics and present their learning experiences in a nuanced manner.

• Building on the results of their BA thesis project, students can explore more advanced issues and research questions relevant to the practice and profession of social work.

Presentations, discussions, peer work, and feedback

Final exam

Bachelor's Thesis: Submission

• Students complete an empirically based bachelor's thesis that meets the general, academic, and discipline-specific requirements of social work, on time and in a consistent manner.

• Students incorporate feedback into their bachelor's thesis independently and systematically.

• Students review the formal elements of the bachelor's thesis, taking into account the citation and formatting guidelines, and make any necessary adjustments.

Bachelor's Thesis: Submission

Final exam: Bachelor's Thesis: Submission

This course examines theories of human rights, justice, recognition, responsibility, and care ethics in relation to professional practice. Taking into account critical perspectives—particularly decolonial ones—the course explores international and national standards of ethical conduct. Ethical conduct is examined at various levels: not only case-specific requirements but also socio-spatial, organizational, and sociopolitical demands on professional practice are derived from ethical theories and illustrated with examples. 
Current professional policy and legal conditions set the framework for professional practice. In preparation for their upcoming entry into the profession, students will discuss questions of ethical, moral, and political conduct in practice during a session with professionals involved in professional policy. Students actively prepare for this session and contribute their existing experiences and knowledge.

• Students can identify human rights, care ethics, and ethics of justice and recognition as requirements for social work and relate them to the various levels of professional practice.

• Students develop critical perspectives on ethical discourses and formulate a professional stance regarding decolonial perspectives on the ethical foundations of social work.

• Students can identify the current ethical and professional policy frameworks and apply them using a current topic as an example.

• Students have knowledge of developments in professional policy and the legal framework governing the profession.

• Students can analyze professional practices and arguments based on ethical theories and professional ethical requirements.

Lecture, discussion, group work, distance learning

Final exam

The seminar will discuss ethical standards for professional practice within given organizational frameworks. These include ethical issues in the practice of social work, as well as the examination and justification of legal frameworks and standards (e.g., the promotion of human rights and social justice, the focus on helping people shape a more fulfilling life, and the implementation of emancipatory goals). 
The seminar also focuses on questions of professional identity and ethics. Participants will explore ways to cope with moral stress as well as aspects of ethical practice at higher levels—that is, the socio-spatial and sociopolitical demands placed on the profession that extend beyond individual cases. With regard to entering the profession, topics such as self-care, stress, and working conditions are reflected upon and addressed; in addition, dialogue with individuals involved in professional policy and advocacy is intended to prepare students for their entry into the profession.

• Students develop concrete plans, both on a personal and academic level, for entering the workforce or pursuing advanced training.

• Students can formulate a personal and professional statement on current professional policy and on professional advocacy groups and committees.

• Students are familiar with the core normative objectives of social work and take a clear stance on the principles of social justice, participatory engagement, and the implementation of children’s rights and human rights.

• Students are familiar with self-care techniques and models and apply them in the context of their practice.

• Students can identify their subject-specific knowledge and skills and articulate them in a cover letter.

Discussions, group work, guest lectures

Continuous assessment

Each course is offered based on students' choices and the program's availability. 

The topic is explored in the form of a seminar, optionally through participation in a conference, an open course, or a national or international activity, or through involvement in a professional event. 

Students combine knowledge and skills acquired thus far in their studies with current topics from disciplinary, professional-theoretical, and career-related perspectives by attending a seminar within the degree program that expands upon, deepens, or supplements previous topics covered in their education. Also essential here are the opportunities for “internationalization at home” through formats in which international guests provide professional insights and opportunities for discussion. Theme- or region-specific study trips provide unique experiences that stimulate international academic discourse and strengthen participants’ intercultural competence, particularly in a professional context. 

Alternatively, students have the opportunity to expand their knowledge of the various dimensions of social work and current professional challenges through active participation in professional events or continuing education programs, or to enhance their analytical skills and ability to conduct academic work through intensive engagement in the form of project planning and implementation, the preparation of scholarly articles as academic publications, or the development of subject-specific contributions to social work—for example, within the framework of the ogsa, the Poverty Conference, conferences of the OBDS or CIF, or events organized by Campus Wien University.

• Students integrate the knowledge and skills they have acquired throughout their studies to date with current topics from the perspectives of disciplinary theory, professional theory, and the professional field.

• Students define the scope of social work in the context of current professional challenges.

• Students deepen their analytical skills through literature-based analysis and academic discussion.

seminar-like

Continuous assessment

The focus is initially on the presentation of the bachelor’s thesis, which takes the form of a presentation of the findings from the BA thesis project. The findings of the BA thesis are presented to a committee in a public examination, and questions regarding the content of the thesis are addressed during a technical discussion. 

In conjunction with the academic discussion on the findings of the research thesis, connections are established to the program’s qualification objectives and general learning objectives. This means that students actively establish connections to academic discourses in social work, thereby demonstrating the relevance of their research to the three dimensions of social work: practice, the profession, and academia. Upon request, they also explain how the results of their BA thesis project relate to broader issues and research questions for the practice and profession of social work.

• In the bachelor's examination, students explain and present the key findings of their bachelor's thesis project.

• Students actively draw connections to academic discourses in social work and justify the relevance of their research to practice, the profession, and academia.

• Upon request, students can use the findings of their BA thesis project to develop further problems and research questions relevant to the practice and profession of social work.

Commission-Led Technical Discussion

Final exam: Commission-Led Technical Discussion