PhD School: Consumer Culture Theorizing
A collaboration between University of Southern Denmark, Odense, Bilkent University, Ankara, Turkey, Université Lille Nord de France-SKEMA Business School & Royal Holloway, University of London, UK
For a decade, the universities in Odense and Bilkent have organized annual doctoral seminars in consumer culture theory in collaboration with each other. A large number of doctoral students from all parts of the world have participated in these seminars, most of them with significant scholarly benefits and immense pleasure (if we are able to interpret the feedback correctly).
It is therefore with great pleasure, that we announce the opening of a “doctoral school” in consumer culture theorizing. This school is based on a formal collaboration between University of Southern Denmark, Odense, Bilkent University, Université Lille Nord de France-SKEMA Business School & Royal Holloway, University of London. The idea is to provide students interested in consumer research from a socio-cultural perspective with a thorough education spanning from the classic readings from social theory that has inspired and keeps inspiring consumer researchers in their analyses, over the major contributions from the ranks of leading scholars in consumer research and related fields to methodological considerations in culturally and contextually informed research projects. These doctoral seminars, constituting 24 ECTS credits in total, are run in cycle of two years, so that a doctoral student can include them all within the frame of a normal period of doctoral studies.
The Doctoral School is thus constituted by the following seminars:
- Consumption Theory: A canon of classics (run in Odense, Denmark) even years.
- Consumption Theory: Contemporary issues (run by Bilkent University, Turkey) odd years.
- Consumer Culture Theory Workshop on Methodology (run at Université Lille Nord de France-SKEMA Business School) odd years.
- Politics of Consumption (run in London, by Royal Holloway) even years
The seminars are organized in such a way that they complement each other, but can of course be taken individually. They feature a high degree of faculty-student interaction, and focus both on the general doctoral educational processes (creation of a body of knowledge) as well as integration of the students’ individual projects in the learning experience (application to a particular project)