DEVT 2200 - How to Change the World
North Terrace Campus - Semester 2 - 2024
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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.
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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.
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Learning & Teaching Activities
Learning & Teaching Modes
Learning is supported by seminars, presentations and group work.Workload
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 semesterLearning 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:
- 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
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: 2,000Submission
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.
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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.
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Student Support
- Academic Integrity for Students
- Academic Support with Maths
- Academic Support with writing and study skills
- Careers Services
- International Student Support
- Library Services for Students
- LinkedIn Learning
- Student Life Counselling Support - Personal counselling for issues affecting study
- Students with a Disability - Alternative academic arrangements
- YouX Student Care - Advocacy, confidential counselling, welfare support and advice
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Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
- Academic Credit Arrangements Policy
- Academic Integrity Policy
- Academic Progress by Coursework Students Policy
- Assessment for Coursework Programs Policy
- Copyright Compliance Policy
- Coursework Academic Programs Policy
- Elder Conservatorium of Music Noise Management Plan
- Intellectual Property Policy
- IT Acceptable Use and Security Policy
- Modified Arrangements for Coursework Assessment Policy
- Reasonable Adjustments to Learning, Teaching & Assessment for Students with a Disability Policy
- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
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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.
