DEVT 3004 - Vietnam Study Tour

North Terrace Campus - Winter - 2017

This course offers students an opportunity to develop methodological and practical skills in the context of a three week study tour to Vietnam ? one of the most interesting case study countries for scholars of international development in Southeast Asia. During the course, students will gain an enhanced understanding of Vietnam?s aid architecture and the specific contextual challenges of development there. The study tour is built around a series of case studies, in which students meet development professionals from a range of government and non-government organisations, and visit organisations managing real development projects. Students will apply their theoretical knowledge to evaluate these case study projects with relation to core development priorities and best practice methods.

  • General Course Information
    Course Details
    Course Code DEVT 3004
    Course Vietnam Study Tour
    Coordinating Unit Anthropology and Development Studies
    Term Winter
    Level Undergraduate
    Location/s North Terrace Campus
    Units 3
    Contact 4 hours pre-departure, intensive delivery during 3 week study tour, 2 hours on return
    Available for Study Abroad and Exchange N
    Prerequisites At least 6 units of undergraduate study
    Course Description This course offers students an opportunity to develop methodological and practical skills in the context of a three week study tour to Vietnam ? one of the most interesting case study countries for scholars of international development in Southeast Asia. During the course, students will gain an enhanced understanding of Vietnam?s aid architecture and the specific contextual challenges of development there. The study tour is built around a series of case studies, in which students meet development professionals from a range of government and non-government organisations, and visit organisations managing real development projects. Students will apply their theoretical knowledge to evaluate these case study projects with relation to core development priorities and best practice methods.
    Course Staff

    Course Coordinator: Professor Andrew Skuse

    Course Timetable

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

  • Learning Outcomes
    Course Learning Outcomes

    On successful completion of this course students will be able to:

    Demonstrate developed knowledge of the aid architecture in Vietnam

    Demonstrate an understanding of the impact of social, cultural and historical factors on development praxis and outcomes.

    Ability to apply theoretical knowledge to critically evaluate real world development projects

    Ability to objectively analyse information within a contextual framework and identify opportunities for improvement

    Demonstrate confidence in a foreign environment and a well-developed sense of social responsibility through engagement with local communities.

    Demonstrate high level written and oral communication skills.

    Demonstrate skills and competencies in intercultural awareness.

    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)
    1-3
    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
    2-4
    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
    5-7
    Career and leadership readiness
    • technology savvy
    • professional and, where relevant, fully accredited
    • forward thinking and well informed
    • tested and validated by work based experiences
    2-7
    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
    1-7
    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
    5-7
  • Learning & Teaching Activities
    Learning & Teaching Modes
    Students undertaking this course will be required to complete some pre-departure preparatory work on campus. This will take the form of two seminars – one introducing the development context of Vietnam and explaining the structure of the course, the other briefing students on culturally appropriate behaviour, risk management and code of conduct. Students are expected to complete the majority of the preparatory reading (relatively limited as most content is based on case studies and observational/action research) prior to departure. While away, the structure of learning is as follows: A one hour seminar discussion introduces the site visit/case study along with the related key themes and topics for the module. Seminars will also involve discussion and guidance on what kind of questions students should be asking their hosts on site visits. Seminar discussions are followed up by visits to the case study sites, which allow students to develop a first-hand understanding and real world application of the theoretical concepts of international development. The site visit is followed up with a second hour-long seminar in which students work in small discovery groups to share their observations and discuss implications for their analytical report – all students will give a formal oral presentation of work in progress during the latter sessions. Students are expected to attend all sessions and site visits. Any students who miss sessions due to illness will be supported to catch up by teaching staff and their discovery small group. Pastoral support will be provided by teaching staff and tour hosts to ensure students are well equipped to manage any challenges associated with travelling to a new country (culture shock, homesickness etc). Language support will be provided by local host.
    Workload

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

    WORKLOAD TOTAL HOURS
    3 x 2 hour seminars (2 pre-departure and 1 post tour) 6 hours per semester
    9 x 2 hour seminars (held during the three week study tour) 18 hours per semester
    9 x 5 hour (approx.) site visits (during three week study tour) 45 hours per semester
    Reading and seminar preparation 40 hours per semester A
    ssignment preparation 47 hours per semester
    TOTAL = 156 hours per semester
    Learning Activities Summary
    WEEK LECTURE TOPIC Pre-departure Introduction Briefing on cultural norms, code of conduct and risk management During Study tour Historical and cultural context for Vietnamese Development Professional perspectives on Development Practice (guest speakers from DFAT, Vietnamese Government and NGOs)

    Case study 1: Urban poverty and youth unemployment in Vietnam (Proposed site visit: Know One Teach One)

    Case Study 2: Urbanisation (Proposed site visit: Asia Injury Prevention Foundation)

    Case Study 3: Ethnic minorities/indigenous people (proposed site visit: Mai Chau community led development project in conjunction with COHED) Impact of tourism on development in Vietnam (site visit: Halong Bay communities) Impact of conflict on development in Vietnam (site visit: Vinh Moc tunnels and war remnants museum)

    Case Study 4: Gender, sexuality and rights in Vietnam (proposed site visit: ICS Vietnam) Case Study 5: Population and Family Planning (proposed site visit: Marie Stopes International) After Return Debrief and reflection
  • 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 COURSE LEARNING OUTCOME(S)

    Attendance at pre-departure seminar Formative and Summative 10% 1, 2, 5
    Reflective Journal Summative 25% 1-7
    Analytical Report Summative 50% 1-4, 6,7
    Contribution to group discussions and engagement with site visits Formative and Summative 15% 1-4, 6,7
    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:

    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.

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    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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