The Bamberg Graduate School of Social Sciences provides an excellent environment for doctoral research on some of the most crucial social, economic and policy challenges facing open, knowledge-based economies and societies in a globalizing world.
- individual, socio-structural and institutional conditions for life-long learning;
- the societal, economic and institutional sources of variability (and inequality) in cognitive development and educational attainment;
- the ability, opportunity and incentives to constantly update knowledge and skills in an increasingly uncertain economic environment and labour market;
- the design of suitable social and political institutions promoting the development of key production factors such as human capital in a globalising economy; and
- democratic political institutions promoting the effective production of collective goods and democratic accountability in complex multi-level systems.
Problems of this nature cross the traditional boundaries of academic disciplines. The Graduate School therefore brings together sociologists, psychologists, educational scientists, political scientists, economists, demographers and statisticians from across two faculties of the University of Bamberg (Social Sciences, Economics and Business Administration and Human Sciences and Education).
The School is organized around four Pillars:
___ PILLAR 1:
Education, Personal Development and Learning from Early Childhood to Adulthood
___ PILLAR 2:
Educational and Social Inequality Across the Entire Life Course
___ PILLAR 3:
Changes in Human Capital, Labour Markets and Demographic Structures and their Impact on Social Structures in Modern Societies
___ PILLAR 4:
Governance, Institutional Change and Political Behaviour
While each of these Pillars has its own substantive focus, they are also interdisciplinary and linked:
- substantively, by an interest in the challenges facing open knowledge-based societies;
- theoretically, by approaches focusing on the interaction of structures and human agency, with an emphasis on institutions;
- methodologically, by a shared commitment to theory-driven and empirically rigorous approaches;
- educationally, by a shared experience of the benefits of a structured yet flexible programme.