Comparative Welfare States
A.Y. 2019/2020
Learning objectives
The course aims at providing the fundamental analytical tools for the comparative study of social protection systems by adopting a political science perspective, which then looks at social policy development mainly as result of political dynamics.
It analyses welfare state development, since the origins in the XIX century until the recent phase of crisis and reform, by focusing on its exogenous and endogenous determinants.
Particular attention is paid to how the interaction between institutional arrangements ("structures") with political and social actors ("agency") contributes to shape social policies in multilevel - European, national, sub-national - and multi-stakeholder arenas.
The course includes 3 units:
Unit 1 provides: a) some fundamental analytical tools for the study of social protection systems in a comparative perspective and, b) an analysis of developmental factors and dynamics; c) a discussion of the "crisis" of the welfare state, paying special attention to its endogenous and exogenous determinants.
Unit 2 concentrates on the recent process of change and re-adaptation, by analysing how the different welfare regimes have responded to the crisis.
Unit 3 adopts a comparative perspective to provide an in-depth analysis of policy developments and political dynamics in a key social protection sector: pensions. The focus will be kept on the modes of institutional change, the politics of pension reforms, as well as the emergence of new flexicurity arrangements in a life-course perspective.
It analyses welfare state development, since the origins in the XIX century until the recent phase of crisis and reform, by focusing on its exogenous and endogenous determinants.
Particular attention is paid to how the interaction between institutional arrangements ("structures") with political and social actors ("agency") contributes to shape social policies in multilevel - European, national, sub-national - and multi-stakeholder arenas.
The course includes 3 units:
Unit 1 provides: a) some fundamental analytical tools for the study of social protection systems in a comparative perspective and, b) an analysis of developmental factors and dynamics; c) a discussion of the "crisis" of the welfare state, paying special attention to its endogenous and exogenous determinants.
Unit 2 concentrates on the recent process of change and re-adaptation, by analysing how the different welfare regimes have responded to the crisis.
Unit 3 adopts a comparative perspective to provide an in-depth analysis of policy developments and political dynamics in a key social protection sector: pensions. The focus will be kept on the modes of institutional change, the politics of pension reforms, as well as the emergence of new flexicurity arrangements in a life-course perspective.
Expected learning outcomes
Knowledge and understanding: At the end of the course students are expected to know the main differences across welfare states in different world areas; also they must be able to understand cross-country variation across the various social policy sectors (pensions, social assistance, health care, labour policy, etc.).
Applying knowledge and understanding: Through interaction in the class, students are stimulated to apply the aquired analytical tools to the study of comparative welfare state development. Also, students are ecnouraged to write a short essay instead of taking the final sit-down exam. At the end of the course, students are expected to fully understand the content of academic contributions in the comparative welfare state literature, as well as the content of official documents, grey literature, etc.
Making judgements: Students are expected to be able to apply the fundamental analytical tools in order to fully understand both the functioning of social protection systems and the main drivers of institutional change in the field. They will also learn how to assess the varying effectiveness of different welfare institutional arrangements by relying on empirical evidence - i.e. using both qualitative information and quantitative data.
Communication skills: The lectures are mostly conducted in a very interctive way in oder to strenghten students' oral communication skills. The sit down written exams always include broad open questions to allow students to elaborate extensively on pre-defined topics.
Learning skills: At the end of the course, students should be autonomous in both analyzing welfare state development and link observed empirical phenomena with more abstract theoretical arguments.
Applying knowledge and understanding: Through interaction in the class, students are stimulated to apply the aquired analytical tools to the study of comparative welfare state development. Also, students are ecnouraged to write a short essay instead of taking the final sit-down exam. At the end of the course, students are expected to fully understand the content of academic contributions in the comparative welfare state literature, as well as the content of official documents, grey literature, etc.
Making judgements: Students are expected to be able to apply the fundamental analytical tools in order to fully understand both the functioning of social protection systems and the main drivers of institutional change in the field. They will also learn how to assess the varying effectiveness of different welfare institutional arrangements by relying on empirical evidence - i.e. using both qualitative information and quantitative data.
Communication skills: The lectures are mostly conducted in a very interctive way in oder to strenghten students' oral communication skills. The sit down written exams always include broad open questions to allow students to elaborate extensively on pre-defined topics.
Learning skills: At the end of the course, students should be autonomous in both analyzing welfare state development and link observed empirical phenomena with more abstract theoretical arguments.
Lesson period: Second trimester
Assessment methods: Esame
Assessment result: voto verbalizzato in trentesimi
Single course
This course cannot be attended as a single course. Please check our list of single courses to find the ones available for enrolment.
Course syllabus and organization
Single session
Responsible
Lesson period
Second trimester
Course syllabus
The course focuses on welfare state development and its main determinants since origins in the XIX century until the recent phase of crisis and reform. Th course is articulated on 3 units.
Unit 1 provides: a) the fundamental analytical tools for the study of social protection systems in a comparative perspective; b) an analysis of developmental factors and dynamics;
c) a presentation of the different welfare/welfare state models and regimes; d) a discussion of the "crisis" of the welfare state, paying special attention to its endogenous and exogenous determinants.
Unit 2 first applies the analytical concepts and framework presented in Unit 1 to provide an in depth analysis of two different sectors in the field of social assistance policies:
a) Anti-poverty policies and minimum income schemes
b) Childcare policies and the social investment paradigm
Further, it enlarges the territorial coverage of the course by approaching welfare development in Latin America, Eastern European countries and East Asia, with
particular attention to the relations between democracy, development and the
welfare state
Unit 3 aims at providing an in-depth study of a single welfare sector: pension policy.
A comparative perspective will be adopted in order to analyze:
a) the expansion of old age protection programs in the 20th century
b) pension reforms in 1985-2015, with particular attention to
- the dynamics and the modes of institutional change
- the politics of pension reform and theoretical implications
c) pension reforms in the Great Recession phase, 2009-15
d) The interplay between pension and labor market reforms
Unit 1 provides: a) the fundamental analytical tools for the study of social protection systems in a comparative perspective; b) an analysis of developmental factors and dynamics;
c) a presentation of the different welfare/welfare state models and regimes; d) a discussion of the "crisis" of the welfare state, paying special attention to its endogenous and exogenous determinants.
Unit 2 first applies the analytical concepts and framework presented in Unit 1 to provide an in depth analysis of two different sectors in the field of social assistance policies:
a) Anti-poverty policies and minimum income schemes
b) Childcare policies and the social investment paradigm
Further, it enlarges the territorial coverage of the course by approaching welfare development in Latin America, Eastern European countries and East Asia, with
particular attention to the relations between democracy, development and the
welfare state
Unit 3 aims at providing an in-depth study of a single welfare sector: pension policy.
A comparative perspective will be adopted in order to analyze:
a) the expansion of old age protection programs in the 20th century
b) pension reforms in 1985-2015, with particular attention to
- the dynamics and the modes of institutional change
- the politics of pension reform and theoretical implications
c) pension reforms in the Great Recession phase, 2009-15
d) The interplay between pension and labor market reforms
Prerequisites for admission
No preliminary knowledge is required to attend the course/take the exam.
Teaching methods
The course is based on 30 lecture-based sessions.
These lectures are conducted in a very interctive way in oder to strenghten students' oral communication skills.
These lectures are conducted in a very interctive way in oder to strenghten students' oral communication skills.
Teaching Resources
Readings for attending students.
Unit 1
· Greve, B. (2014), Welfare and the welfare state, London, Routlegde
chapters 1, 2, 3, 4, 5, 7
· Esping-Andersen, G. (1990), The three worlds of welfare capitalism, New York, Polity.
chapter 1
· Ferrera, M (1996), The 'Southern Model' of Welfare in Social Europe, in Journal of
European Social Policy, 6.
· Ferrera, M. (2008), The European Welfare State: From Golden Achievements to Silver
Prospects, in "West European Politics", 31:1-2, pp. 81-106 .
· Myles, J. and J. Quadagno (2002), Political Theories of the Welfare State, in Social Service
Review March 2002.
· Bonoli, G. (2005), 'The Politics of the New Social Policies: providing coverage against new
social risks in mature welfare state' Policy & Politics, vol. 33 (3), pp. 431-49.
Unit 2
Social assistance and minimum income
· Natili, M. (2018) Words of last-resort safety nets? A typology proposal of minimum income schemes in Europe, in Journal of International and Comparative Social Policy.
· Natili, M. (2019) 'The politics of minimum income.' Basingstoke: Palgrave Macmillan Chapters 2 & 6
Social investment and childcare
· Morgan, K., (2011), Promoting social investment through work-family policies: which nations do it and why?. In, Morel, N., Palier, B., & Joakim, P. Towards a Social Investment Welfare State? Bristol: Bristol University Press.
· Lewis, J., (2009), Work-Life Balance Policies: Comparisons and Issues, in Work-Family Balance, Gender and Policy, in (eds. by) Lewis, J., Edward Elgar Cheltenham, UK, Northampton, MA, USA, Chapter 3.
Latin America, Eastern Europe and East Asia
· Haggard, S, and R. Kaufmann (2008), Development, democracy and welfare states, Princeton, Princeton University Press, Introduction: toward a political economy of social policy.
· Garay, C. (2016), Social Policy expansion in Latin America, New York, Cambridge University Press, chapter 1.
Unit 3
The World Bank (2014), The Inverting Pyramid, pp. 5-53 (no box 2.1)
· Barr, N. (2002), Reforming Pensions: Myths, Truths, and Policy Choices, in International Social Security Review, Vol. 55, pp. 3-36, 2002.
· Myles, J. and P. Pierson (2001), The comparative political economy of pension reform, in P. Pierson (eds), The new politics of the welfare state, Oxford, Oxford University Press, pp. 305-333.
· Bonoli, G. and B. Palier (2007), When past reforms open new opportunities: comparing old-age insurance reforms in bismarckian welfare systems, in "Social Policy and Administration", 41, 6, pp. 555-573.
· European Commission (2018), The 2018 Pension Adequacy Report, Volume 1,
pp. 15-40; 47-60; 68-84; 99-121; 126-135.
· Hinrichs M. and M. Jessoula (eds) (2012), Labour market flexibility and pension reforms,
Basingstoke, Palgrave Mc Millan, chapter 1, chapter 9
Readings for non attending students.
Unit 1
Greve, B. (2014), Welfare and the Welfare State. Present and Future, London, Routledge.
Unit 2
Hemerijck, A. (2013) Changing Welfare States, Oxford: Oxford University Press.
Unit 3
Hinrichs, K. and M. Jessoula (eds) (2012), Labour market flexibility and pension reform, Basingstoke, Palgrave McMillan.
Unit 1
· Greve, B. (2014), Welfare and the welfare state, London, Routlegde
chapters 1, 2, 3, 4, 5, 7
· Esping-Andersen, G. (1990), The three worlds of welfare capitalism, New York, Polity.
chapter 1
· Ferrera, M (1996), The 'Southern Model' of Welfare in Social Europe, in Journal of
European Social Policy, 6.
· Ferrera, M. (2008), The European Welfare State: From Golden Achievements to Silver
Prospects, in "West European Politics", 31:1-2, pp. 81-106 .
· Myles, J. and J. Quadagno (2002), Political Theories of the Welfare State, in Social Service
Review March 2002.
· Bonoli, G. (2005), 'The Politics of the New Social Policies: providing coverage against new
social risks in mature welfare state' Policy & Politics, vol. 33 (3), pp. 431-49.
Unit 2
Social assistance and minimum income
· Natili, M. (2018) Words of last-resort safety nets? A typology proposal of minimum income schemes in Europe, in Journal of International and Comparative Social Policy.
· Natili, M. (2019) 'The politics of minimum income.' Basingstoke: Palgrave Macmillan Chapters 2 & 6
Social investment and childcare
· Morgan, K., (2011), Promoting social investment through work-family policies: which nations do it and why?. In, Morel, N., Palier, B., & Joakim, P. Towards a Social Investment Welfare State? Bristol: Bristol University Press.
· Lewis, J., (2009), Work-Life Balance Policies: Comparisons and Issues, in Work-Family Balance, Gender and Policy, in (eds. by) Lewis, J., Edward Elgar Cheltenham, UK, Northampton, MA, USA, Chapter 3.
Latin America, Eastern Europe and East Asia
· Haggard, S, and R. Kaufmann (2008), Development, democracy and welfare states, Princeton, Princeton University Press, Introduction: toward a political economy of social policy.
· Garay, C. (2016), Social Policy expansion in Latin America, New York, Cambridge University Press, chapter 1.
Unit 3
The World Bank (2014), The Inverting Pyramid, pp. 5-53 (no box 2.1)
· Barr, N. (2002), Reforming Pensions: Myths, Truths, and Policy Choices, in International Social Security Review, Vol. 55, pp. 3-36, 2002.
· Myles, J. and P. Pierson (2001), The comparative political economy of pension reform, in P. Pierson (eds), The new politics of the welfare state, Oxford, Oxford University Press, pp. 305-333.
· Bonoli, G. and B. Palier (2007), When past reforms open new opportunities: comparing old-age insurance reforms in bismarckian welfare systems, in "Social Policy and Administration", 41, 6, pp. 555-573.
· European Commission (2018), The 2018 Pension Adequacy Report, Volume 1,
pp. 15-40; 47-60; 68-84; 99-121; 126-135.
· Hinrichs M. and M. Jessoula (eds) (2012), Labour market flexibility and pension reforms,
Basingstoke, Palgrave Mc Millan, chapter 1, chapter 9
Readings for non attending students.
Unit 1
Greve, B. (2014), Welfare and the Welfare State. Present and Future, London, Routledge.
Unit 2
Hemerijck, A. (2013) Changing Welfare States, Oxford: Oxford University Press.
Unit 3
Hinrichs, K. and M. Jessoula (eds) (2012), Labour market flexibility and pension reform, Basingstoke, Palgrave McMillan.
Assessment methods and Criteria
Attending students.
Students may choose between the options A) and B) below:
Option A)
Students take
* an Intermediate sit-down exam on the content of Units 1 & 2
* a Final sit-down exam on the content of Unit 3
Both the Intermediate and the Final exams include a selection of multiple choice questions and 1-2 open questions.
The criteria for assessing responses to open questions are: clarity of expression, logical structure, analytical precision, comprehensiveness of information.
Option B)
Students take
* an Intermediate sit-down exam on the content of Units 1 & 2
* a "pass or fail" TEST on the content of Unit 3. This includes multiple choice questions only and gives no marks.
* a paper (around 5000 words) to be delivered by June 30, 2020
The written exam will include both multiple choice, true/false and 1-2 open question(s),
the latter requiring an articulated response.
The criteria for assessing responses to open questions are: clarity of expression, logical structure, analytical precision, comprehensiveness of information.
The criteria for assessing responses the paper are: clarity of expression, logical structure, analytical precision, comprehensiveness of information, originality.
Non attending students.
Students have to pass a sit-down written exam comprising 3 broad open questions: 1 per volume. The criteria for assessing responses to open questions are: clarity of expression, logical structure, analytical precision, comprehensiveness of information.
Students may choose between the options A) and B) below:
Option A)
Students take
* an Intermediate sit-down exam on the content of Units 1 & 2
* a Final sit-down exam on the content of Unit 3
Both the Intermediate and the Final exams include a selection of multiple choice questions and 1-2 open questions.
The criteria for assessing responses to open questions are: clarity of expression, logical structure, analytical precision, comprehensiveness of information.
Option B)
Students take
* an Intermediate sit-down exam on the content of Units 1 & 2
* a "pass or fail" TEST on the content of Unit 3. This includes multiple choice questions only and gives no marks.
* a paper (around 5000 words) to be delivered by June 30, 2020
The written exam will include both multiple choice, true/false and 1-2 open question(s),
the latter requiring an articulated response.
The criteria for assessing responses to open questions are: clarity of expression, logical structure, analytical precision, comprehensiveness of information.
The criteria for assessing responses the paper are: clarity of expression, logical structure, analytical precision, comprehensiveness of information, originality.
Non attending students.
Students have to pass a sit-down written exam comprising 3 broad open questions: 1 per volume. The criteria for assessing responses to open questions are: clarity of expression, logical structure, analytical precision, comprehensiveness of information.
SECS-P/03 - PUBLIC ECONOMICS - University credits: 9
Lessons: 60 hours
Professor:
Jessoula Matteo Roberto Carlo
Shifts:
-
Professor:
Jessoula Matteo Roberto CarloProfessor(s)
Reception:
Office Hours: see the Italian page
Room 203, 2nd Floor (entrance Via Passione 13)