Kompleks Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi. Gedung D Lantai 18, Jalan Jenderal Sudirman, Pintu Satu, Senayan, Jakarta, Indonesia 10270
University of Groningen
The University of Groningen is an internationally oriented university with a rich academic tradition. Since its establishment in 1614, the university has brought forward striving academics, like the first female student, the first Dutch astronaut, and various Nobel prize winners.
Geographically, the University is rooted in the Northern part of the Netherlands, a region very close to its heart. We connect education and research with sustainable and economic processes within society. This comes together in our three spearheads: Energy, Healthy Ageing, and Sustainable Society.
Internationalization is one of the main focus points on the strategic policy agenda of the University of Groningen, and an important instrument in the improvement of quality, innovation and diversity. More than 120 nationalities currently study or work at the University. Indonesian students (current enrolment: 222 in undergraduate and master’s programs, and more studying for the PhD) are a significant group in our student community.
The University has a strong international reputation and high positions in the international ranking lists (ARWU 69, THE 80, QS 128). Our internationalization strategy is implemented through International Education (English-taught programs in an International Classroom), innovative research with global impact, strategic partnerships with world-class institutions, and institutional policies that enhance internationalization.
Currently, 35 undergraduate programs at the University of Groningen (out of a total of 45) are taught in English. Additionally, we offer 120 Master’s programs, and all PhD programs, in English.
Out of the University of Groningen’s current population of 36000 students, 8500 are international, coming from 120 different countries. In terms of Dutch universities, this puts us at around double the average for the Netherlands. From our staff of around 6100 people, more than 2000 are international. In the city of Groningen, the vast majority of people speak English well, including at supermarkets, municipality offices, and most certainly at the university.
The city of Groningen has the largest population of enrolled Indonesian students in the Netherlands (est. 300+, including our local neighbor Hanze University of Applied Sciences), and the Indonesian student association PPI-Groningen is one of the largest in Europe.
After completing this course, students have obtained the following qualifications:
Knowledge of the most important concepts from criminology;
Knowledge of the main criminological theories;
Knowledge of policy implications of criminological research;
Understanding of the surplus value of criminology compared to a mono-disciplinary legal approach.
This course offers a first acquaintance with criminology, criminological concepts and the main criminological theories. After participating in the course, the student is familiar with crime as a criminological phenomenon; the criminalogical theories; the way criminologists do research; aware of the nature and size of crime and how this is measured; victimology and the role of the media.
able to name and describe the following fields and subjects within criminology, also on the basis of current developments in the field of crime and crime-control into account:
Students will gain insight in various types of crime and the academic discourses on the causes thereof and thus will develop a general understanding of both crime and criminology and the current problems relating to crime and crime control.
This module provides an introduction to the European Union as a political system that exists alongside and together with the national systems of the member states. Students will get acquainted with the history of and explanations for the European integration process, the institutional structure of the EU, the European integration theories in political science, the decision-making procedures and a selection of policy fields.
By examining its development, institutional structure and policy-making processes, the module aims to contribute to an understanding of the nature and functioning of this rather unique European political system and its impact on European societies. Attention will be paid to the history of the EU, its institutions, the theory of European integration, the role of interest groups and problems of implementation. Analysis of political decision-making in several policy fields (e.g. common foreign and security policy; enlargement; agriculture; regional policy) is used to demonstrate the functioning of the EU in practice.
The module consists of lectures (2 hours) and workgroups (1 hour). During the lectures, the key themes will be introduced and explained. In the workgroups, issues related to some of the main topics dealt with in the lectures will be discussed in student presentations.
Students will be able to explain and identify different theoretical approaches to the study of ritual. They will learn how to apply some aspects of the theoretical frameworks with reference to a case study they select. In writing a report on their investigations the students will learn to systematically describe and structure their findings and also will gain first experience in analyzing the data using some of the theories discussed before.
The first part of the course will focus on different theoretical approaches to the study of ritual. Students will intensively engage with some of the main theoretical perspectives they present and discuss in class.
The second part will consist in the preparation and execution of a small case study. With regard to a particular case the students select (based on an empirical inquiry, media or literature research), they will be asked to develop research questions they will investigate then with reference to their chosen case.
The third part will deal with the results of and reflection on this case study. The students are asked to write and present a short report in which they are asked to describe their research in a structured way, reflect on the process as well as on the findings and shall attempt a preliminary analysis by referring to some of the theories discussed earlier.
Upon successful completion of the course, you will be able to explain the religious, cultural and secular deinitions and functions of a sacred space according to modern theoretical approaches (the “spatial turn”), demonstrate the ability to apply theoretical concepts of space and place to a specific case study, demonstrate an understanding of space and as a methodological category, be able to apply spatial theory to research on religion (in past and present), demonstrate competence in engaging in debates concerning the interaction of secular and sacred in the public sphere, understand and competently analyse and critique contemporary scholarly approaches to spatial in religions across cultures and time periods.
This course addresses the spatial dimensions of religions and the religious aspect of places. A series of lectures explore the role of space and place in religious traditions and communities, analyse religious activity (especially rituals) in spatial contexts.
Sacred sites will be analysed with reference to case studies from the past and the present across religions. Each week will focus one or more these types of sacred space, and also introduce privotal theorists in the development of the “spatial turn” in the humanities.
After completion of the course the student can:
a.articulate what is at stake in the visual representation of the divine in different religious traditions.
b.demonstrate knowledge of major steps in the use of visual arts in early and medieval Christianity and in Judaism
c. describe various functions and uses of art in religion
d.applying theoretical approaches particularly with regarding to visualization of the divine and the function and uses of religious art to specific cases.
e.locate and employ targeted scientific literature in the field of religion and art, and refer to it according to the formal rules of citation;
f.collaborate with a research group of peers
g.clearly and acurately present findings in oral, written, and digital format.
What makes a work of art “religious”? How does religious art “work”?
This module introduces students to the study of visual art in religious history and practice through the lens of iconography, function, and use. Students will learn to identify and analyze both the religious subjects of images, and the differing and at times competing intended functions of a wide range of religious visual art across religions and time periods. Examples are primarily drawn from Judaism and Christianity, but specialist lectures will be offered in aspects of Buddhist and Islamic visual art.
After an introduction to theoretical and methodological issues at stake in the analysis of the subject matter, the module is organized around the themes of: the possibility of visualizing the divine, aniconism and iconoclasm; cultic use of images in different cultural contexts; devotional use of images; images and the interpretation of sacred scriptures; religious images and political power; and musealization of sacred art.
While not intended to provide a comprehensive history of religious art, nor to introduce all contemporary approaches to religion and art, these units enable the student to identify shared and contrasting religious uses of visual art in a transdisciplinary manner, and to apply these approaches specific works.
Excursions will enable us both examine important works, and to explore the importance of spatial context(s) for the interpretation of the meaning and functions of individual works.
Participants of this course will acquire an understanding of the specific geographical, environmental and settlement issues of the Netherlands, and the ways in which Dutch (spatial planning) policies have dealt with these issues, as well as the challenges that these policies face given the expected impact of changing circumstances in the near future.
N.B. this course is a selection of the 10 ECTS course “Spatial Problems and Spatial Policies: The Dutch Experience. The longer course is also open to IISMA grantees, but requires a background in Planning.
You will be able to contextualize (global) migration against current socio-economic and political developments.
Migration is a powerful mechanism in the social and economic dynamics both of migrants themselves and of the places that are involved in migration. At the regional level, for example, we observe that human capital is an increasingly important determinant of economic development. At the individual level, migration may be a means to improve your socio-economic position, for example when searching for a new job, or perhaps when running from harsh political circumstances. Migration thus plays a key role in the lives of people as well as for the regions people live and work. Understanding the process of migration is therefore key in understanding the socio-economic development of people and places.
This course is dedicated to the mutual relationship between migration and the economic and social development of people and places. It offers theories to understand why people migrate and the outcomes of migration. At the same time, theories that highlight the role of human capital and migration in regional development are explored. In addition, the course aims at providing the latest research and trends about migration flows within and between countries as well as the changing economic and social framework in which migration takes place.
In this course, students will be introduced to important concepts in the field of cultural geography and related fields such as sociology, anthropology, cultural studies, and human geography more broadly. The relationship between people, places and cultures will be discussed extensively.
Literature and lectures will be centered around the following themes:
1. The interaction between the global and the local – glocalization;
2. Community (development) in a globalizing world;
3. Everyday geographies and exclusion;
4. Applying concepts in geographical research.
Lectures, guest lectures and independent study of literature are applied to introduce various concepts related to the themes.
Throughout the course, students will work on a group assignment. In this assignment, they will conduct research on a concrete geographical issue in the Northern Netherlands. Within a wider theme group, students will select a contested case and do justice to the multiplicity of views on the issue. They will present their findings in an autonomous presentation (max. 6 minutes), i.e. running independently without a presenter.
Assessment consists of the following products/activities: the intermediate digital short essay exam (50%) and the assignment (50%) specifically the autonomous presentation and the justification report.
This course introduces you to the historical and political development of the international system of development cooperation as it evolved from 1945 onwards, taking Dutch policy development and execution and Dutch perspectives as a starting point. We will discuss the aid or trade dilemma that was (and to a point still is) central to Dutch development policy and how this translates into international relations and policies. We will also discuss how the epistemology of the concepts of development and international development relations changed over time and what this means for our current understanding. Special attention will be given to debates on the post-colony, the continent of Africa, and the role of international organizations.
This course deals with the history of the Netherlands from the end of the middle ages to the second half of the twentieth century from an international and national perspective. Developments in social structure, economics and economic and social policy will be emphasized. In the lectures focus will be put on typical elements of the Dutch society in this period, such as: the Golden Age, international trade, late industrialization, the strong position of agro-industry and colonial industry, pillarization and rural developments. Furthermore, attention will be paid to the Dutch colonial empire in the Caribbean and Asia.
The course on Planetary Health builds on knowledge from all three majors, and will focus on the reciprocal interaction of the health of humans and the planet. Students from all tracks are invited to attend, they will be asked to engage in an interdisciplinary peer-to-peer learning & teaching process.
The Course on Planetary Health is focused on the reciprocal interaction between the planet health and human health touching upon how the planet health is threatened by human activity (i.e. pollution) and how planet’s reaction is threatening human health (i.e. climate change), without overlooking the unequal distribution of both effects. The course is intended to be focused on this interconnectedness, and how this generates intricate systems to be analysed in all their complexity.
The course is structured around six main abstract concepts (equilibrium, scarcity, common good, tipping point, belonging and risk) which will serve as starting point for a student-led interdisciplinary reflection on planetary health. Additionally, some technical skills for the handling of complex systems and modeling reciprocal interactions between planetary and human health are part of the programme. Specifically, a software to graphically explore the interconnectedness of complex systems (https://ncase.me/loopy/), and another to calculate human activity footprint (http://tool.globalcalculator.org).
The course will be a semester-long practical course, meeting 2 hours a week. The course will be delivered live, using an intensive, experiential, interactive didactic. There will be no credits associated with it, and no formal assessment. This will allow the students to direct their academic focus on the credit-bearing courses they follow, and to engage in this course purely for their personal development. The students will be given the opportunity to take one or two field trips to deepen their experience of the Dutch culture with concrete participant observation.
The course will be divided into three parts.
The first part of the programme will focus on using the students’ experience in the Netherlands to explore their experience with cultural differences. This will focus on both developing cultural self-awareness as well as cultural other-awareness, exploring culture-specific concepts that are prevalent when experiencing the differences between Indonesia and the Netherlands.
The second part of the programme will focus on a higher level of abstraction, focussing on more culture-general concepts that will enable these students to take their learnings of cultural differences
into the broader world, beyond just the Netherlands and Indonesia, but apply this to cultures not yet experienced. This will cover a little bit less than the second half of the course.
And finally, the third part of the programme will prepare them to go back home, taking their learnings and their broadened behavioural repertoires with them, aware of the reverse process that they will encounter as they re-enter their home culture.
The course will be delivered by the head of the Intercultural Competence section at the University of Groningen, who has 7 years of experience living in Indonesia (and still able to speak a little bit of Bahasa).
Half-day workshop by the University of Groningen Southeast Asia ASEAN Centre/SEA ASEAN
Interactive workshop by the Scientific Director and PhD Team of SEA ASEAN. The IISMA grantees will be introduced to research approaches, methodologies, and contexts that will help prepare them for future research assignments in undergraduate thesis projects, master’s theses, or PhD dissertation research.
The PhD candidates in the SEA ASEAN PhD Team are from Indonesia, Thailand, Vietnam, and the Netherlands, and the focus of their research is always on contemporary societal issues in Southeast Asia. This context will be prominent in the workshop as well, giving the IISMA grantees an opportunity to experience the factors that determine the effectiveness of research approaches in a subject context that is familiar to them and relevant for Indonesia.
One-day event by the Faculty of Spatial Sciences, consisting of a lecture and an excursion. Also included in our courses “Spatial Problems and Spatial Policies” (see overview)
1. Workshop (3 hours), presenting and discussing the historic development of Dutch water management, today’s performance (safety) of water management works, as well as the challenges imposed by the effects of climate change for the future.
2. Bus excursion (11 hours): Groningen-Friesland-Volendam-Lelystad-Groningen, with many stops and on-site reflections. The historic development and present day performance of water management works will be visited, explained and discussed in terms of the protective value in light of the future effects of climate change.
The bus excursion will be on the 5th or 6th Saturday of Semester II. The introductory workshop will take place in the preceding week.