Comparative Welfare States
A.Y. 2024/2025
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 can be attended as a single course.
Course syllabus and organization
Single session
Responsible
Lesson period
Second trimester
Course syllabus
In contemporary advanced economies we live in "welfare states" and our lives are significantly shaped by welfare arrangements, "from cradle to grave". Still,
· What is the welfare state and what are its main components?
· When, where and why did the welfare state emerge and, later, expanded?
· What are the differences in welfare state arrangement across European countries? For instance, why do Nordic-Socialdemocratic welfare systems promote individual emancipation, whereas Southern European welfare states hinder both young and women autonomy?
· What are the big spenders in the field of social protection and why some countries (e.g. Switzerland, France, Sweden) spend more than others (e.g. US, UK, Ireland)?
· How did welfare systems develop beyond European borders and in low-to-middle income, industrializing countries?
· What are the policies employed to fight poverty worldwide?
· What characterizes the political dimension (conflict, coalitional dynamics) of anti-poverty policies?
· Why big spenders in pensions such as Italy, Germany or Greece protect less poor elderly than countries with lower pension expenditure such as the Netherlands or Denmark?
· What solutions to the pension challenge can be envisaged for the 21st century?
· What is the relative role of structural factors - economic growth, economic crises, modes of production, demographic trends - and political factors in shaping welfare reforms?
· In particular, do political regimes - e.g. democracy versus authoritarianism -count? Do government colors (Left vs Right) matter?
· Do populist radical right parties compete on welfare issues?
These are some of the questions the course addresses with a threefold aim.
First, to analyze when, how and why the welfare state emerged, consolidated, expanded and then retrenched by taking a long-term comparative perspective.
Second, to show how political variables play a major role in explaining cross-country differences in welfare state arrangements: in other words, government choices in the field of social protection cannot be understood as mere responses to changing economic conditions and structural transformations.
Accordingly, third, it shows how political science is key in both understanding the logics of past reforms and assessing the viability and sustainability of alternative reforms plans.
The course pursues these three goals by focusing on welfare state development and its main determinants since the origins, in the 19th century, until the current phase of crisis and reforms. It is articulated on 3 units.
Unit 1 includes a) the fundamental analytical tools for the study of social protection systems in 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" (or crises) of the welfare state, paying special attention to endogenous and exogenous challenges. e) theory sessions aimed at outlining factors (economic, demographic, social, political) underpinning and shaping welfare reforms.
Unit 2 applies the analytical concepts and frameworks presented in Unit 1 to both provide an in depth analysis of a key welfare sector aimed to protect against poverty and expand the territorial scope of the analysis by focusing on welfare developments in Latin America, Central-Eastern European countries and Asia. In doing this, it outlines the relationships between democracy, economic development and the welfare state
Finally, Unit 3 provides a detailed study of the most relevant - in terms of expenditure and political salience - single welfare sector: pension policy. A comparative perspective will be adopted to analyze: a) the expansion of old age protection programs in the 20th century b) pension reforms in 1985-2007, 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, 2009-13 d) Recent developments in pensions d) The interplay between pension and labor market reforms.
· What is the welfare state and what are its main components?
· When, where and why did the welfare state emerge and, later, expanded?
· What are the differences in welfare state arrangement across European countries? For instance, why do Nordic-Socialdemocratic welfare systems promote individual emancipation, whereas Southern European welfare states hinder both young and women autonomy?
· What are the big spenders in the field of social protection and why some countries (e.g. Switzerland, France, Sweden) spend more than others (e.g. US, UK, Ireland)?
· How did welfare systems develop beyond European borders and in low-to-middle income, industrializing countries?
· What are the policies employed to fight poverty worldwide?
· What characterizes the political dimension (conflict, coalitional dynamics) of anti-poverty policies?
· Why big spenders in pensions such as Italy, Germany or Greece protect less poor elderly than countries with lower pension expenditure such as the Netherlands or Denmark?
· What solutions to the pension challenge can be envisaged for the 21st century?
· What is the relative role of structural factors - economic growth, economic crises, modes of production, demographic trends - and political factors in shaping welfare reforms?
· In particular, do political regimes - e.g. democracy versus authoritarianism -count? Do government colors (Left vs Right) matter?
· Do populist radical right parties compete on welfare issues?
These are some of the questions the course addresses with a threefold aim.
First, to analyze when, how and why the welfare state emerged, consolidated, expanded and then retrenched by taking a long-term comparative perspective.
Second, to show how political variables play a major role in explaining cross-country differences in welfare state arrangements: in other words, government choices in the field of social protection cannot be understood as mere responses to changing economic conditions and structural transformations.
Accordingly, third, it shows how political science is key in both understanding the logics of past reforms and assessing the viability and sustainability of alternative reforms plans.
The course pursues these three goals by focusing on welfare state development and its main determinants since the origins, in the 19th century, until the current phase of crisis and reforms. It is articulated on 3 units.
Unit 1 includes a) the fundamental analytical tools for the study of social protection systems in 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" (or crises) of the welfare state, paying special attention to endogenous and exogenous challenges. e) theory sessions aimed at outlining factors (economic, demographic, social, political) underpinning and shaping welfare reforms.
Unit 2 applies the analytical concepts and frameworks presented in Unit 1 to both provide an in depth analysis of a key welfare sector aimed to protect against poverty and expand the territorial scope of the analysis by focusing on welfare developments in Latin America, Central-Eastern European countries and Asia. In doing this, it outlines the relationships between democracy, economic development and the welfare state
Finally, Unit 3 provides a detailed study of the most relevant - in terms of expenditure and political salience - single welfare sector: pension policy. A comparative perspective will be adopted to analyze: a) the expansion of old age protection programs in the 20th century b) pension reforms in 1985-2007, 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, 2009-13 d) Recent developments in pensions d) The interplay between pension and labor market reforms.
Teaching methods
The course is structured on 30 frontal lectures.
Participation and discussion in the class is welcome and actively stimulated.
Participation and discussion in the class is welcome and actively stimulated.
Teaching Resources
- Attending students:
the full list of readings (articles and papers) will be distributed before the start of the course. The list will be published on the course webpage (Ariel platform).
The course program includes both the readings & the slides which will be uploaded on Ariel after each session
- Non attending students:
Unit 1
Greve, B. (2019), Welfare and the Welfare State, Central Issues Now and in the Future, London, Routledge,
Unit 2
Hemerijck, A. and Matsaganis, M. (2024) Who's Afraid of the Welfare State Now?, Oxford: Oxford University Press.
Unit 3
Hinrichs, K. and M. Jessoula (eds) (2012), Labour market flexibility and pension reform, Basingstoke, Palgrave McMillan.
the full list of readings (articles and papers) will be distributed before the start of the course. The list will be published on the course webpage (Ariel platform).
The course program includes both the readings & the slides which will be uploaded on Ariel after each session
- Non attending students:
Unit 1
Greve, B. (2019), Welfare and the Welfare State, Central Issues Now and in the Future, London, Routledge,
Unit 2
Hemerijck, A. and Matsaganis, M. (2024) Who's Afraid of the Welfare State Now?, 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:
*are encouraged to do the required readings in advance in order to stimulate active participation and debate.
*Exam rules:
Attending students may choose between two different exam modes (A) and (B)
Mode A) Full sit-down written exam on Units 1-2-3
Mode B) Sit-down written exam on Units 1-2
+ Unit 3: a paper (around 5000 words). The paper may cover the topics of Unit 3 or other topics at students' choice. Individual meetings to select the topic of the paper will be arranged at the end of the course.
The final mark is the weighted average between Units 1+2 (66%) and Unit 3 (33%)
The sit-down written exam includes both multiple choice questions (total: 20-22 points) and a broad open question (11-13 points).
Students are allowed not to accept the final mark. In this case they have to retake the exam on UNITS 1-2-3 (mode A) or UNITS 1-2 (mode B) altogether
The status of "attending student" is lost by December 2025
- Non attending students
*Exam rules: Full sit-down written exam on Units 1-2-3. Students have to answer 3 broad open questions: i.e. 1 for each volume in the syllabus.
*are encouraged to do the required readings in advance in order to stimulate active participation and debate.
*Exam rules:
Attending students may choose between two different exam modes (A) and (B)
Mode A) Full sit-down written exam on Units 1-2-3
Mode B) Sit-down written exam on Units 1-2
+ Unit 3: a paper (around 5000 words). The paper may cover the topics of Unit 3 or other topics at students' choice. Individual meetings to select the topic of the paper will be arranged at the end of the course.
The final mark is the weighted average between Units 1+2 (66%) and Unit 3 (33%)
The sit-down written exam includes both multiple choice questions (total: 20-22 points) and a broad open question (11-13 points).
Students are allowed not to accept the final mark. In this case they have to retake the exam on UNITS 1-2-3 (mode A) or UNITS 1-2 (mode B) altogether
The status of "attending student" is lost by December 2025
- Non attending students
*Exam rules: Full sit-down written exam on Units 1-2-3. Students have to answer 3 broad open questions: i.e. 1 for each volume in the syllabus.
SECS-P/03 - PUBLIC ECONOMICS - University credits: 9
Lessons: 60 hours
Professor:
Jessoula Matteo Roberto Carlo
Professor(s)
Reception:
Office Hours: see the Italian page
Room 203, 2nd Floor (entrance Via Passione 13)