DEVT 1001 - Introduction to International Development

North Terrace Campus - Semester 1 - 2020

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.

  • General Course Information
    Course Details
    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
    Assessment Research essay 50%, Short essay 35%, Tutorial participation 15%
    Course Staff

    Course Coordinator: Dr Thomas Wanner

    Course Timetable

    The full timetable of all activities for this course can be accessed from Course Planner.

  • Learning Outcomes
    Course Learning Outcomes
    At 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
    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
    Career and leadership readiness
    • technology savvy
    • professional and, where relevant, fully accredited
    • forward thinking and well informed
    • tested and validated by work based experiences
    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
  • Learning Resources
    Required Resources
    Readings 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 Resources
    Allen, 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 Learning
    Materials and resources for the course will be available on MyUni, including lecture recordings
  • Learning & Teaching Activities
    Learning & Teaching Modes
    Lectures 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
    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.
  • Assessment

    The University's policy on Assessment for Coursework Programs is based on the following four principles:

    1. Assessment must encourage and reinforce learning.
    2. Assessment must enable robust and fair judgements about student performance.
    3. Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
    4. Assessment must maintain academic standards.

    Assessment Summary
    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
    NOTE: There is no exam at the end of the course.

    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 Requirements
    Attendance 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 Detail
    1. 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.  
    All assignments must be submitted electronically via MyUni.
    The Faculty policies about late assignments and extensions for assignments will apply.
    Course Grading

    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.

  • Student Feedback

    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 ( 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.

  • Student Support
  • Policies & Guidelines
  • Fraud Awareness

    Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student’s disciplinary procedures.

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