| Unit name | Theories of Development |
|---|---|
| Unit code | POLIM3018 |
| Credit points | 20 |
| Level of study | M/7 |
| Teaching block(s) |
Teaching Block 1 (weeks 1 - 12) |
| Unit director | Dr. Rob Yates |
| Open unit status | Not open |
| Units you must take before you take this one (pre-requisite units) |
None |
| Units you must take alongside this one (co-requisite units) |
None |
| Units you may not take alongside this one |
None |
| School/department | School of Sociology, Politics and International Studies |
| Faculty | Faculty of Social Sciences and Law |
Why is this unit important?
This unit provides an overview of major debates in development theory; locates theory within time and space in order to understand the historical, geographical, political, economic and cultural factors that gave rise to theory; and equips students with the necessary conceptual tools to apply theory to contemporary development problems and possibilities.
How does this unit fit into your programme of study?
This is a core unit for the MSc International Development and provides essential foundational knowledge and skills for successful completion of the programme.
An overview of content
This unit explores a range of theories and approaches that have sought to explain the process of development (or lack of it), and locate those theories historically, politically and geographically. The unit begins by discussing the historical origins of global capitalism and the emergence of the idea of development, assessing its links to colonialism and racism. It then discusses modernisation theories and dependency theory during the era of decolonisation and the Cold War, before looking at the different manifestations of neoliberalism which emerged after the 1980s debt crisis and into the post-Cold War era. It explores notions of human development and the role of NGOs and social movements in development politics. The unit also engages with post-development and decolonial critiques of development which question whether development is so attached to the project of European imperialism that it should be rejected in favour of alternatives to development. It explores some alternatives which draw on indigenous thinking and links this to the politics of the environment.
How will students, personally, be different as a result of the unit
Students will gain a critical perspective on development, testing commonly held assumptions, especially in the West, about what development is and how it can be pursued. They will also gain practical knowledge and develop skills for applying that knowledge to the political, social and environmental challenges that are faced particularly acutely across the Global South.
Learning outcomes
On successful completion of this unit students will be able to:
The unit is taught through a mixture of online lectures, structured learning activities, in-person seminars and optional extension activities. Together, the learning activities help you prepare effectively for seminar discussions, develop and consolidate your learning each week, and develop the research and analytical skills that are required to complete the formative and summative assessments for the unit.
Tasks which help you learn and prepare you for summative tasks (formative):
Students will engage in a formative critical reading exercise which helps to build core knowledge and competencies necessary for the summative assessment. Each student will be assigned to a week’s topic and will engage critically with one of the essential readings producing a short informal presentation for class and a 500-word written reflection. Students are provided with advice on critical reading and analysis at the start of the unit, given oral feedback during class and written feedback based on their written reflection. This assessment also supports peer learning in seminars through the stimulating class discussion.
Tasks which count towards your unit mark (summative):
3000-word essay (100%) [ILOs 1-4].
When assessment does not go to plan
You will normally complete the reassessment in the same format as outlined above. Students will be able expected to select a different essay question from the original list.
If this unit has a Resource List, you will normally find a link to it in the Blackboard area for the unit. Sometimes there will be a separate link for each weekly topic.
If you are unable to access a list through Blackboard, you can also find it via the Resource Lists homepage. Search for the list by the unit name or code (e.g. POLIM3018).
How much time the unit requires
Each credit equates to 10 hours of total student input. For example a 20 credit unit will take you 200 hours
of study to complete. Your total learning time is made up of contact time, directed learning tasks,
independent learning and assessment activity.
See the University Workload statement relating to this unit for more information.
Assessment
The assessment methods listed in this unit specification are designed to enable students to demonstrate the named learning outcomes (LOs). Where a disability prevents a student from undertaking a specific method of assessment, schools will make reasonable adjustments to support a student to demonstrate the LO by an alternative method or with additional resources.
The Board of Examiners will consider all cases where students have failed or not completed the assessments required for credit.
The Board considers each student's outcomes across all the units which contribute to each year's programme of study. For appropriate assessments, if you have self-certificated your absence, you will normally be required to complete it the next time it runs (for assessments at the end of TB1 and TB2 this is usually in the next re-assessment period).
The Board of Examiners will take into account any exceptional circumstances and operates
within the Regulations and Code of Practice for Taught Programmes.
