DEVT 2200 - How to Change the World

North Terrace Campus - Semester 2 - 2024

This interdisciplinary skills-oriented course examines how projects are put together (designed) in order to bring about meaningful and positive change. It does this by investigating the project design process, as well as how projects are managed and evaluated. Students pursue an individual project design as their main assessed output. This design is self-selected and can address any issue of importance to students' own disciplines, such as how to reduce crime, how to increase access to disability services or how to promote disaster recovery (to name but a few potential projects). Using material derived from International Development sector organisations such as DFAT and UKAID students explore key project design elements, including: (i) undertaking formative social, political and economic analysis; (ii) setting objectives; (iii) defining, monitoring activities; (iv) considering gender; (v) thinking about sustainability and the environment; (vi) how to capture the impacts associated with development programs. The course is heavily geared towards small group discovery, with small groups undertaking practical exercises that build real-world skills relevant to multiple disciplines.

  • General Course Information
    Course Details
    Course Code DEVT 2200
    Course How to Change the World
    Coordinating Unit Anthropology and Development Studies
    Term Semester 2
    Level Undergraduate
    Location/s North Terrace Campus
    Units 3
    Contact Up to 3 hours per week
    Available for Study Abroad and Exchange Y
    Prerequisites At least 12 units of Level I undergraduate study
    Assumed Knowledge Level I knowledge of International Development
    Assessment Small Group Work, Essay, Project Design
    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
    1. To build an in-depth knowledge of international development practice;
    2. To build practical experience of applying core development tools and methods to real-world problems;
    3. To develop knowledge of project cycle management processes;
    4. To develop and apply critical thinking skills to development problems;
    5. To develop skills in communication, collaborative enquiry and problem solving;
    6. To foster an awareness of ethical, social, and cultural issues within a global context and their importance in the exercise of professional skills and responsibilities.
    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)

    Attribute 1: Deep discipline knowledge and intellectual breadth

    Graduates have comprehensive knowledge and understanding of their subject area, the ability to engage with different traditions of thought, and the ability to apply their knowledge in practice including in multi-disciplinary or multi-professional contexts.

    1, 2, 3

    Attribute 2: Creative and critical thinking, and problem solving

    Graduates are effective problems-solvers, able to apply critical, creative and evidence-based thinking to conceive innovative responses to future challenges.

    1, 4

    Attribute 3: Teamwork and communication skills

    Graduates convey ideas and information effectively to a range of audiences for a variety of purposes and contribute in a positive and collaborative manner to achieving common goals.

    5, 6

    Attribute 4: Professionalism and leadership readiness

    Graduates engage in professional behaviour and have the potential to be entrepreneurial and take leadership roles in their chosen occupations or careers and communities.

    3, 4, 5, 6

    Attribute 5: Intercultural and ethical competency

    Graduates are responsible and effective global citizens whose personal values and practices are consistent with their roles as responsible members of society.

    5, 6

    Attribute 6: Australian Aboriginal and Torres Strait Islander cultural competency

    Graduates have an understanding of, and respect for, Australian Aboriginal and Torres Strait Islander values, culture and knowledge.

    5, 6

    Attribute 7: Digital capabilities

    Graduates are well prepared for living, learning and working in a digital society.

    1, 2, 3, 4, 5, 6

    Attribute 8: Self-awareness and emotional intelligence

    Graduates are self-aware and reflective; they are flexible and resilient and have the capacity to accept and give constructive feedback; they act with integrity and take responsibility for their actions.

    5, 6
  • Learning & Teaching Activities
    Learning & Teaching Modes
    Learning is supported by seminars, presentations and group work. 

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

    The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
    The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
    1 x 3-hour workshop (or equivalent) per week 36 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 to IDP II Aid Effectiveness and the Project Cycle
    Week 2: Project Cycle Management - Planning for Change
    Week 3: Developing Concepts Country Strategies, Business Cases & Terms of Reference
    Week 4: Finding out Fast - Participatory Tools for Formative Research
    Week 5: Monitoring and evaluation - the essentials
    Week 6: The Logical Framework
    Week 7: The Logical Framework
    Week 8: The Theory of Change Copy
    Week 9: Research/Reading Activity
    Week 10: Cross-cutting Issues - gender, sustainability and risk
    Week 11: Careers in International Development
    Week 12: Research/Reading Activity
  • 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
    Group Work - 20% of Final Mark

    Essay 1 - 35% of final mark

    Program Design Exercise - 45% of final mark

    Assessment Detail
    Group Work - 20% of Final Mark
    Groups will be formed at the start of the semester and you will stay in groups for the duration of the semester. A series of short group exercises will require completion during the course of the semester that students are required to complete and hand in. Work can be undertaken both in class and out of class. These may include: (i) the development of a short terms of reference (5%); (ii) a simple logframe or theory of change (5%), (iii) list of M&E indicators (5%); and (iv) completed participatory techniques (5%). These group work exercises may be subject to change.

    Essay 1 - 35% of final mark
    All students will submit an essay that addresses the initial weeks of the course and answers one of the following questions:

    1. Do participatory appraisal/research techniques help to enhance the effectiveness and local ownership of development programs?
    2. Examine key steps in the project cycle and discuss how they contribute to effective development programs.
    3. The logical framework is a powerful and adaptive development planning tool. Discuss.
    4. Examine the application of the DFID 'Business Case' approach to development project/programs. How, as development professionals, can we help to ensure value for money?
    5. The AusAID Aid Effectiveness Review makes the case for stronger project cycle management. Examine and discuss its key recommendations in this area.
    Word Length: 1,500

    Program Design Exercise - 45% of final mark
    All students will submit a development project design document utilising a template and instructions that will be posted to MyUni at an appropriate time. Word Length: 2,000
    All assignments must be submitted electronically via MyUni, unless otherwise instructed.
    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
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