DEVT 1001 - Introduction to International Development
North Terrace Campus - Semester 1 - 2020
General Course Information
Course Code DEVT 1001 Course Introduction to International Development Coordinating Unit Anthropology and Development Studies Term Semester 1 Level Undergraduate Location/s North Terrace Campus Units 3 Contact Up to 3 hours per week Available for Study Abroad and Exchange Y Course Description This course provides an in-depth introduction to the multi-disciplinary field of development studies. It introduces students to key debates in development theory, to the history of development policy and practice, and to the range of multilateral, bilateral and NGO organizations that are currently engaged in the development enterprise. Through a series of empirically-rich case-studies, drawn from across the developing and newly-industrialized worlds, the course also looks at the main sectors in which development organizations engage, including: governance and security, health, education, environmental and natural resource management, and legal reform. Throughout, particular attention is paid to the effects of development policy and practice upon the lives of ordinary people, and especially upon the lives of the more than 1 billion people who currently live `below the poverty line. In all of these ways, the course encourages students to think critically about what development is, about how it is carried out and, most importantly of all, about what it can achieve.
Course Coordinator: Dr Thomas Wanner
The full timetable of all activities for this course can be accessed from Course Planner.
Course Learning OutcomesAt the successful completion of this course, students will be able to:
1 Develop knowledge of, and developed insights into, key issues and concerns of development policy, practice and theory 2 Demonstrate ability to understand the history and application of key theoretical approaches to international development 3 Demonstrate ability to critically evaluate central themes, propositions and concepts in development studies 4 Develop the skills to work collaboratively in teams as well as individually in a learning and research environment 5 Demonstrate an interest in and commitment to continuous learning and social scientific research
University Graduate Attributes
This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:
University Graduate Attribute Course Learning Outcome(s) Deep discipline knowledge
- informed and infused by cutting edge research, scaffolded throughout their program of studies
- acquired from personal interaction with research active educators, from year 1
- accredited or validated against national or international standards (for relevant programs)
1, 2 Critical thinking and problem solving
- steeped in research methods and rigor
- based on empirical evidence and the scientific approach to knowledge development
- demonstrated through appropriate and relevant assessment
3 Teamwork and communication skills
- developed from, with, and via the SGDE
- honed through assessment and practice throughout the program of studies
- encouraged and valued in all aspects of learning
4 Career and leadership readiness
- technology savvy
- professional and, where relevant, fully accredited
- forward thinking and well informed
- tested and validated by work based experiences
5 Intercultural and ethical competency
- adept at operating in other cultures
- comfortable with different nationalities and social contexts
- Able to determine and contribute to desirable social outcomes
- demonstrated by study abroad or with an understanding of indigenous knowledges
1, 3 Self-awareness and emotional intelligence
- a capacity for self-reflection and a willingness to engage in self-appraisal
- open to objective and constructive feedback from supervisors and peers
- able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate
Required ResourcesReadings and resources necessary for the course will be available on MyUni and/or in a book of readings available from the Image and Copy Centre
Recommended ResourcesAllen, T. and Thomas, A. (eds.) (2000). Poverty and Development into the 21st Century. Oxford: Oxford University Press.
Brohman, J. (1996). Popular development: Rethinking the theory and practice of development. Oxford: Blackwell.
Chari, S. and S. Corbridge (eds.) (2008). The Development Reader. London: Routledge.
Clark, D. (ed.) (2006). The Elgar Companion to Development Studies. Northampton, Mass.: Edward Elgar.
Currie-Alder, B., Kanbur, R., Malone, D.M., and Medhora, R. (eds.) (2014). International Development: Ideas, Experience, and Prospects. Oxford: Oxford University Press. Online book in library
Desai, V. and Potter, R. B. (eds.) (2014). The Companion to Development Studies. Third edition. Abingdon, Oxon: Routledge.
Forsyth, T.J. (ed.) (2005). Encyclopedia of International Development. London: Routledge.
Grugel, J, and Hammett, D. (eds.) (2016). The Palgrave Handbook of International Development. London: Palgrave Macmillan UK. Online book in the library
Haslam, P.A., Schafer, J. and Beaudet, P. (eds.) (2012). Introduction to International Development: Approaches, Actors and Issues. Oxford: Oxford University Press.
Kothari, U. and Minogue, M. (eds.) (2002). Development theory and practice: critical perspectives. London: Palgrave.
Rahnema, M., and Bawtree), V. (eds.) (1997). The post-development reader. London: Zed Books.
Rist, G. (2008). The history of development: from Western origins to global faith. London: Zed Books.
Sachs, W. (ed.) (2010). The Development Dictionary: A guide to knowledge as power. 2nd edition. London: Zed Books. Available at file:///C:/Users/a1003549/Downloads/development-dictionary-n-a-guide-to-knowledge-as-power-2nd-ed-2010-1.pdf
Sen, A.K. (1999). Development as Freedom. Oxford: Oxford University Press.
Online LearningMaterials and resources for the course will be available on MyUni, including lecture recordings
Learning & Teaching Activities
Learning & Teaching ModesLectures supported by problem-solving tutorials which develop the material covered in lectures.
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
2 x 1-hour lectures (or equivalent) per week 24 hours per semester 1 x 1-hour tutorial (or equivalent) per week 12 hours per semester 6 hours reading per week 72 hours per semester 2 hours research per week 24 hours per semester 2 hours assignment preparation per week 24 hours per semester TOTAL WORKLOAD 156 hours per semester
Learning Activities Summary
Schedule Week 1 Introduction: What is development? What is poverty? Week 2 Colonialism, Post-colonialism and Development Week 3 Development theories Week 4 Globalisation and Development Week 5 Agents of Development I: State & Governance Week 6 Agents of Development II: Market & Civil Society Week 7 Participation and NGOs Week 8 Rural Development: The Problem of Land Week 9 Security, Conflict and Development Week 10 Gender and Development Week 11 Environment and Development: SDGs Week 12 The future of development
Specific Course Requirements
Students need to attend at least 90% of all tutorials to be able to pass the course.
The University's policy on Assessment for Coursework Programs is based on the following four principles:
- Assessment must encourage and reinforce learning.
- Assessment must enable robust and fair judgements about student performance.
- Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
- Assessment must maintain academic standards.
Assessment Task Task Type Weighting Learning Outcome Tutorial Participation Formative, Summative 10% 5, 6 Tutorial Group Presentation Summative 30% 1-4, 5, 7 Quizzes Summative 20% 1-3 Research essay Formative, Summative 40% 1-5, 7
Due to the current COVID-19 situation modified arrangements have been made to assessments to facilitate remote learning and teaching. Assessment details provided here reflect recent updates.
1. Instead of tutorial participation (10%) there will be Discussion Board participation (1,500 words; 20%). Discussion boards will commence in week 5.
2. There is no more group work component. Instead of group work and Individual Report, each student writes a Research Essay (1,500 words; 30%). The essay is due Friday 1 March, 23.59pm.
3. The Reflective Quiz (10%) in week 6 remains.
4. Each student completes a Take Home Exam (1,500 words; 40%, due: 5 June). Students have four days to complete the take home exam; it will cover only the lecture material and required readings for the course.
Assessment Related RequirementsAttendance at and participation in tutorials on a weekly basis is a primary requirement of this course. Each student is required to attend a minimum number of 6 tutorials to pass the course.
Students need to submit all four assignment pieces for assessment. The final mark for the course is based on the four assignments.
Assessment Detail1. Tutorial Participation 10%
Tutorials are an essential part of the learning process as they provide the students with the opportunity to follow up on questions from lectures and the readings and to discuss ideas and course content in more depth. Tutorial attendance is a compulsory component of the course, and is monitored during the course. Students are expected to
i) attend all tutorials; and come punctually for the start of the tutorial;
ii) be prepared for the tutorials (have done the readings and any tasks); and
iii) participate actively in the learning activities and discussions.
2. Tutorial Group Presentation & Individual report 30%
All students will be required to participate in one tutorial group presentation during the semester. This exercise is designed to give students a chance to work co-operatively in groups of approximately 3-5 to critically analyse an issue in international development and lead a discussion with the rest of the tutorial group. Presentations should strictly last no longer than 15 minutes and be followed by 20-30 minutes of student-led discussion. Each group member has to submit the Group’s PowerPoint presentation and a 500 words individual report of how the group worked together, including a peer assessment of each group member’s active involvement with this assignment.
3. Quizzes 20%
There will be two reflective quizzes to test your knowledge of the course content - one at the middle and one at the end of the course. Students can access and complete the quizzes through MyUni.
4. Research Essay 1,500 words 40%
The research essay provides students the opportunity to show their research skills and own critical thinking and analysis about one of the international development issues we cover in the course.
SubmissionAll assignments must be submitted electronically via MyUni.
The Faculty policies about late assignments and extensions for assignments will apply.
Grades for your performance in this course will be awarded in accordance with the following scheme:
M10 (Coursework Mark Scheme) Grade Mark Description FNS Fail No Submission F 1-49 Fail P 50-64 Pass C 65-74 Credit D 75-84 Distinction HD 85-100 High Distinction CN Continuing NFE No Formal Examination RP Result Pending
Further details of the grades/results can be obtained from Examinations.
Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.
Final results for this course will be made available through Access Adelaide.
The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.
SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.
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