DEVT 4001 - Hons International Development: Contested Concepts

North Terrace Campus - Semester 1 - 2019

This course examines debates surrounding some of the key concepts and buzzwords that are used in contemporary development policy and practice. While the need for things such as 'poverty reduction', 'empowerment', 'participation', 'state-building', and 'social capital' may seem straightforward on the surface, the way in which these concepts are used in development policy and practice reflects particular political and social interests and values as well as particular understandings of what development, itself a contested concept, is and how it occurs. The purpose of this seminar component will be to explore the interests, values and understandings that underpin concepts such as these and assess their implications for development policy and practice.

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Course Details

Course Code	DEVT 4001
Course	Hons International Development: Contested Concepts
Coordinating Unit	Anthropology and Development Studies
Term	Semester 1
Level	Undergraduate
Location/s	North Terrace Campus
Units	6
Contact	2 hours per week
Available for Study Abroad and Exchange	N
Prerequisites	Bachelor of Development Studies or completed degree (72 units) with a 24 unit major in Development Studies
Restrictions	Available only to students admitted to relevant Honours program
Assessment	6000 word essay (100%)

Course Staff

Course Coordinator: Dr Thomas Wanner

Course Timetable

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

Course Learning Outcomes

1. Secure and accurate understanding of the concepts explored in this course

2. In-depth knowledge of the ways in which these concepts play a role in the discipline and practice of international development

3. Knowledge of and insight into key issues and concerns raised by these concepts in international development.

4. Ability to explain the values, interests, and understandings of development inherent in these concepts.

5. Present a critique of these concepts, specifically how they are employed by donor and other development organisations.

6. Communicate and work effectively with other students in seminars.

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)	1-5
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	1-5
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; 6
Career and leadership readiness technology savvy professional and, where relevant, fully accredited forward thinking and well informed tested and validated by work based experiences	1-6
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	1-6
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	6

Learning Resources

Required Resources

There are no required resources. Resources will be made available on MyUni or in seminars.

Recommended Resources

Required learning material (eg. readings, websties) will be provided to the students via MyUni or email.

Online Learning

The course has no online learning component as it is based on seminars in which the content of the course is discussed.
Learning & Teaching Activities

Learning & Teaching Modes

The teaching in this course is based on student-centred learning principles and strategies. Students are seen as partners in the learning journey. A range of teaching methods are employed to involve and integrate the students in the learning process, and provide them with the necessary skills and knowledge of the topic. The teaching and learning in this course is about active, collaborative and peer-assisted learning where students actively participate and work together in seminars.

Workload

The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

WORKLOAD – Structured Learning           TOTAL HOURS

2 hours seminar per week                       24 hours per semester

WORKLOAD – Self-directed Learning

6 hours preparation for seminars               72 hours per semester

6 hours assignment preparation per week   72 hours per semester

12 hours research                                    144 hours per semester

TOTAL = 312 hours per semester

Learning Activities Summary

Week One - Poverty
Week Two - Fragile States, Failed States and Collapsed States
Week Three - Gender and Empowerment
Week Four - Social Capital
Week Five - Community Participation
Week Six - Corporate Social Responsibility

Small Group Discovery Experience

Students are expected to participate in seminar discussions each week. To do this, you will need to (i) attend the seminars and do the required readings for each week and (iii) contribute to classroom discussions. There are six weeks in the course consisting of two-hour seminars per week. Each student is required to attend these seminars, as they are the primary teaching and learning mode of 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 Summary

There is one piece of assessment for this course: an essay of 6000 words. This essay is worth 100% of the assessment value in this course, and 25% of the overall grade for the Honours in International Development.

Assessment Detail

No information currently available.

Submission

No information currently available.

Course Grading

Grades for your performance in this course will be awarded in accordance with the following scheme:

M11 (Honours Mark Scheme)
Grade	Grade reflects following criteria for allocation of grade	Reported on Official Transcript
Fail	A mark between 1-49	F
Third Class	A mark between 50-59	3
Second Class Div B	A mark between 60-69	2B
Second Class Div A	A mark between 70-79	2A
First Class	A mark between 80-100	1
Result Pending	An interim result	RP
Continuing	Continuing	CN

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 (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.
Student Support
Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
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.

The University of Adelaide is committed to regular reviews of the courses and programs it offers to students. The University of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.

Authorised by:	Deputy Vice-Chancellor and Vice-President (Academic)
Maintained by:	Course Outlines Administrator