Course syllabus


Well-being always comes first

We all go through tough times during the semester, or see our friends struggling. There is lots of help out there - for more information, look at this Canvas page, which has links to various support services in the University and the wider community.



1.  The OLE evaluation you will have been sent a link to by the university AND

2. My evaluation on my teaching ans specific assignments - CLICK here





Kia ora koutou!  Welcome to SOCIOL 317.

This course examines the differing origins and possible futures of welfare states. Using a range of theoretical viewpoints, the course considers the historical shift from a Keynesian welfare state to a neoliberal state and questions whether recent "Third Way" policies provide a solution to future welfare needs. The course is comparative but includes a significant focus on Aotearoa New Zealand.

If you want all the revised course information found below in one document, please click here 317 course outline 2020 covid-19.pdf

Course teacher: Associate Professor Louise Humpage


Room: HSB 915

Office hours: 1-2pm Thursday or email to arrange a time


At the end of the course you should have gained knowledge and understanding about:

  • Where the New Zealand welfare state is situated in comparison with other countries;
  • The historical development of the welfare state in New Zealand and internationally;
  • Ways differences in the values driving welfare states:
    • maintain or challenge gendered and racialised assumptions;
    • impact upon citizens and citizenship;
    • reflect different political perspectives and institutional histories.

In addition to standard writing and literacy skills, you will develop specific research skills appropriate to a policy-related course.  These include:

  • Reflecting on and synthesising concepts and ideas from a wide range of academic and other relevant sources;
  • Constructing and presenting appropriate arguments about policy issues as the basis for assessment tasks.
  • Developing comparative policy analysis skills across different policy areas and across different countries.

LECTURES - including recordings

If you want to see an overview of lectures and readings, as well as when assessments are due and assignment workshops will be held, click here LECTURE OVERVIEW 2020 revised 27 March.docx

Below you will find:

- individual lecture notes (posted on Tuesday each week - click on first heading that says Lecture 1, 2 etc)

- recording links (which include the transcript and audio file options but will self-delete 60 days after the lecture was recorded) and

- recording mpf files (which will remain for the rest of semester).


Lecture 1: Introductions 


Lecture 2: Theorising social policy change         


Lecture 3: Theorising why welfare states develop differently


Lecture 4: Challenges to welfare states


From social protection to social investment

Lecture 5: Elder poverty

Recording SOCIOL 317 Lecture 5 Elder poverty.mp4

Lecture 6:  Child poverty


Lecture 7:  Child protection

Recording a

Recording b

Recording c

Lecture 8:  NEETs

Recording SOCIOL 317 Lecture 8 NEETS .mp4

Lecture 9: Policy briefing workshop

Recording link

Recording file SOCIOL 317 Lecture 9 Policy briefing workshop.mp4

From collectivism to individualism (and back again?)

Lecture 10: Wage earners' welfare state

Recording link

Recording file SOCIOL 317 Lecture 10 Work and wages.mp4

Lecture 11: Precarious work in a globalised world

Recording link

Recording file SOCIOL 317 Lecture 11 Precarious work.mp4

Lecture 12: Closing the Gaps 2020.ppt

Recording link

Recording file SOCIOL 317 Lecture 12 Closing the Gaps-1.mp4

Lecture 13: Whanau Ora

Recording link

Recording file SOCIOL 317 Lecture 13 Whanau Ora.mp4

From well-fare to workfare

Lecture 14: Redefining the 'unemployed'

Recording link

SOCIOL 317 Lecture 14 Redefining the 'unemployed'.mp4

Lecture 15: Sole parents as (paid) workers

Recording link

Recording file SOCIOL 317 Lecture 15 Sole parents as (paid) workers.mp4

Lecture 16: 'Managing' young benefit recipients

Recording link 

Recording file SOCIOL 317 Lecture 16 'Managing' young benefit recipients.mp4

Lecture 17: Supported Living Payment vs ACC for sick and disabled people

Recording link

Recording file SOCIOL 317 Lecture 17 Supported Living Payment vs ACC.mp4

Live chat periods for last minute questions about policy briefing

From public to private? 

Lecture 18: Commissioning agencies - Whanau Ora 

Recording link

Recording file SOCIOL 317 Lecture 18 Commissioning Agencies - Whanau Ora.mp4

Lecture 19a: Who should pay for healthcare? PLUS short workshop on personal learning reflections

Recording link

Recording file SOCIOL 317 Lecture 19a Who should fund healthcare.mp4

Lecture 19b: Workshop on summarising course learning

Recording link

Recording file SOCIOL 317 Lecture 19b Workshop on summarising course learning.mp4

Lecture 20: Social impact bonds

Recording link

Recording file SOCIOL 317 Lecture 20 Social impact bonds-1.mp4

Lecture 21:  Charter schools

Recording link

Recording file SOCIOL 317 Lecture 21 Charter schools.mp4

Wrapping up

Lecture 22: Looking forward, looking back

Recording link

Recording file SOCIOL 317 Lecture 22 Looking back looking forward.mp4

Lecture 23: Workshop on final assignment 

Recording link

Recording file SOCIOL 317 Lecture 23 Final assignment workshop.mp4

Live chat periods on 10 June 12pm for last minute questions about final assignment


Required readings are contained in the course reader, which can be accessed through Canvas (under ‘reading lists’).

Each week’s readings complement the material presented in lectures, usually for the week preceding the tutorial hour. It is essential that all students are familiar with these readings, as they provide background to lectures, will be the focus for tutorial discussions and may be drawn upon in the final exam.  As indicated under ‘assessment’, you will submit 6 worksheets on readings between Weeks 2-13 but are required to read all readings, not just those you are being graded on.

Click here for the template you must use when submitting reading responses.

Click here for examples of good reading responses from past years.


You are required to submit 6 x reading responses across weeks 2-13, then two reading response collations for grade . In addition, there is a policy briefing plus a final assignment.  For detailed information about individual assignments please click on 'assignments' in Canvas or click here ASSESSMENT revised 27 March.docx

Policy briefing

A policy briefing workshop will be held on 7 April which will be uploaded to the list of lectures found above - you can also find a reading list of useful sources for this assignment here.   

You can also find the APA 6 guide here or check the library's referencing info found here

Final assignment 

Instead of an exam, everyone will submit a final assignment between 1pm 18 June and 1pm 19 June.  For full instructions, please watch the SOCIOL 317 Lecture 23 Final assignment workshop.mp4 and read the final assignment info sheet.  Please also attend the final assignment live chat on 10 June - an invite link will be send two days before hand to remind you!


ALL assignments must be submitted to electronically in Canvas by 5pm NZT on the due date (except weekly reading responses which are due by 11.59pm Tuesdays NZT). You do NOT need to submit a hardcopy.

Please try your hardest to meet coursework deadlines. However, given the extremely unusual context in which we find ourselves, please contact Louise if you need an extension for ANY reason via email ( 

Ideally extensions should be requested before the due date. However, please contact me if extenuating circumstances mean you could not apply before the assignment was due. I will treat these on a case-to-case basis.

Late submission of coursework is possible without an extension, so long as you are ready to accept a penalty by losing marks. Late penalties help ensure fairness, otherwise some students would have more time to complete work than others.

The penalties for submitting work late when you do not have an extension are 2% per day (including weekends, given electronic submission is available), with no coursework being accepted if more than seven days late.

Everyone confronts difficulties at some point. So please talk to or email me if you are experiencing troubles finishing or submitting coursework. I will work with you wherever possible and, of course, it is better to get an assignment in than not at all (even if it is incomplete).


We all face challenges as we juggle different aspects of our lives - especially now we are in lockdown!  If you need any kind of help, click here WHERE TO GO FOR HELP revised 27 March.docx

COURSE KAUPAPA (guiding principles)

Whanaungatanga - Whakapapa is a conceptual orientation whereby we acknowledge the intergenerational interconnectedness of all things. Flowing from our understanding of whakapapa we acknowledge the importance of building and maintaining relationships, care for each other, and working collectively. 

Mana - The combination of our power and ability to act as well as a measure of our social standing. Our actions should acknowledge and enhance the mana of ourselves and others. There are consequences for actions that fail to do so. 

Rangatiratanga - In full acknowledgement of our interconnectedness we also maintain our independence as learners and our responsibility to act as rangatira (leaders) of our learning process. Good leadership also takes account of the needs, abilities, and mana of the group.


It is the duty of everybody in the classroom to uphold the individual and collective mana of the group. Our actions, including speech, should acknowledge and enhance the mana of ourselves and others. There are consequences for actions that fail to do so. Actions that diminish the mana of others include any practice which aims at bullying, excluding, marginalizing, harassing, discriminating against, rendering insecure, exploiting, criminalizing, terrorizing, or harbouring exterminatory fantasies against an identity group of people imagined as sharing a common determining feature. Speech or actions that are, for example, knowingly racist, sexist, ableist, ageist, homophobic or transphobic are completely unacceptable in the classroom.     

While free speech is a fundamental right in a democracy and we encourage respectful debate and discussion of diverse ideas, an abstract idea of free speech in general cannot and must not be used as a cover for specific instances of hateful speech or discrimination. Students in the course are expected to respect all other students and staff. If you witness hate speech or discrimination you are encouraged to raise this with the lecturer, your tutor or the University Proctor.



Course summary:

Date Details Due