Syllabus for Development Studies A

Utvecklingsstudier A

A revised version of the syllabus is available.

Syllabus

  • 30 credits
  • Course code: 2SK021
  • Education cycle: First cycle
  • Main field(s) of study and in-depth level: Development Studies G1N

    Explanation of codes

    The code indicates the education cycle and in-depth level of the course in relation to other courses within the same main field of study according to the requirements for general degrees:

    First cycle

    • G1N: has only upper-secondary level entry requirements
    • G1F: has less than 60 credits in first-cycle course/s as entry requirements
    • G1E: contains specially designed degree project for Higher Education Diploma
    • G2F: has at least 60 credits in first-cycle course/s as entry requirements
    • G2E: has at least 60 credits in first-cycle course/s as entry requirements, contains degree project for Bachelor of Arts/Bachelor of Science
    • GXX: in-depth level of the course cannot be classified

    Second cycle

    • A1N: has only first-cycle course/s as entry requirements
    • A1F: has second-cycle course/s as entry requirements
    • A1E: contains degree project for Master of Arts/Master of Science (60 credits)
    • A2E: contains degree project for Master of Arts/Master of Science (120 credits)
    • AXX: in-depth level of the course cannot be classified

  • Grading system: Fail (U), Pass (G), Pass with distinction (VG)
  • Established: 2007-01-24
  • Established by: The Faculty Board of Social Sciences
  • Revised: 2009-05-07
  • Revised by: The Board of the Department of Government
  • Applies from: Autumn 2009
  • Entry requirements: General entry requirements
  • Responsible department: Department of Government

Learning outcomes

After completion of Development Studies A the students are expected to:


  • be able to describe the most central global development problems

  • independently formulate and discuss problems within the area

  • have some knowledge of basic theories and concepts, especially regarding:

  • development, democracy, and the state

  • the impact of colonialism on development theories and developing countries

  • development economics

  • anthropological perspectives on globalisation and the Third World

  • be acquainted with some current research and research discussions

  • independently and critically analyse and discuss central problems in development

  • connect the theoretical studies to a practical reality and a possible future job market

Content

1. Development, Democracy and the State 7.5 credits 0.0 hp

Aims (expected study results) The aim of this course is to introduce the students to basic concepts, facts, arguments, and causal theories about development. The purpose is also to study and discuss the role of aid, globally and in Sweden. A part of the course focuses on and departs from recent research on development, democracy, and social capital. Content of the course The course has three themes: Introduction to the development discourse, aid and conditionality, and social capital. The well known book "Development as Freedom" by Amartya Sen and two chapters in the UNDPreport will introduce you to some of the most important problems and discussions about development. The role of aid in the development process will be analysed in connection with William Easterly's book "the White Mans's Burden", a number of articles, the Paris Declaration from 2005 and some "external" lectures. Within the general theme of development aid, the course also includes some articles about democracy promotion and democratic conditionality. The latter is frequently used as an instrument by donor states in order to put pressure on recipient states to initiate democratic reforms. Possibilities and problems with pressures for democratisation by external actors is one of the topics which will be discussed under the theme of development aid. Teaching The teaching consists of lectures, seminars, and video film. The course is taught in English. Examination Students are examined through a written exam. Active participation in seminars, which include written assignments, gives credit when doing the written exam. Grades awarded Fail (U) - Pass (G) - Pass with Distinction (VG). Deepening related to the requirements of degree The course aims to give students knowledge and understanding about the field and a practice in independent evaluation, critical treatment and discussions of this knowledge.

2. Development theory and colonial legacies 7.5 credits 0.0 hp

Objectives After the course, the students are expected to be able to - account for main trends in how perceptions of development have changed over time in colonial and post-colonial Africa, Latin America and South Asia since 1800 - account for examples of how colonial policies in Africa, Latin America and South Asia been formed in relation to perceived insufficiencies obstructing development - analyse how perceptions of similarity and difference between groups of people influence development policies - account for examples of how perceptions of nationality, ethnicity, race and gender been integrated parts of development perceptions - account for how development and underdevelopment theories been worked out in relation to colonial and post-colonial experiences in Africa, Latin America, South Asia and Europe. Content of the course The course contains an analysis of perceptions and theories of "development" and "progress" and how these perceptions have influenced the political, economic and social practices in South Asia, Africa and Latin America since c. 1800. The course deals with changes in the perceptions of development caused by colonial and post-colonial experiences. Further, the course deals with perceptions of race and ethnicity, of sex/gender and of how social power was organised politically as integrated parts of perceptions of development. The course is given by teachers from different disciplines to illustrate different perspectives on issues of development in history. Teaching The instructions consist of lectures and seminars. Examination Examination is given through a written exam. One part of the exam might be examined by written assignments and active participation in seminars. In order to pass the course the students need to pass the written exam. Grades are awarded according the scale "failed", "pass" or "pass with distinction". Specialisation in relation to examination requirements The course provides the students with the opportunity to practice independent evaluation and critical treatment of development theories by relating these theories both to their epistemological context and to the historical contexts within which they were worked out. Further instructions A prerequisite for successful studies are active participation in seminars and lectures and the continuous reading of the course literature.

3. Development Economics 7.5 credits 0.0 hp

Aim of the course (Intended Learning Outcomes) Analysing major economic questions relevant to less developed economies this course aims to use economic analysis to further the understanding of the obstacles to development and discusses appropriate policies that can be adopted. Issues related to development, growth, inequality, poverty, human capital, rural stagnation, trade, foreign finance and investment, foreign aid, sustainable development and environment are discussed using examples from Asia, Africa and Latin America. Content of course The course begins by exploring the prospects for economic growth and development in poor nations as indicated by economic analyses and historical growth experience. It further explores the classical theories of economic development. While discussing important issues like inequality, growth and poverty we also try to investigate: Why inequality is bad? Does economic growth lead to inequality? Are economic growth and poverty removal conflicting goals? And which policies can lead to a reduction of inequality and poverty. We further discuss the Human Capital Theory and the role of education and health in development, while focusing not just on the quantity but also the quality of service provision and the impact of AIDS on the developing economies. Agricultural institutions and stagnation, sustainable development and environment degradation are explored along with policies that can be followed by developed and developing countries to solve these problems. The course further takes a detailed look at the role that international trade, foreign investment and foreign aid plays in development. Examples from Asia, Africa and Latin America are used to illustrate different problems and solutions of development. Teaching The course includes a series of lectures, supplemented by guest lectures from experts dealing with development issues. In addition, seminars are conducted with students in smaller groups to encourage further discussions around topics related to the lectures and recommended literature. Examination A written examination will be conducted at the end of the course. To pass, the students need to score at least a G grade (50 percent points). Grades awarded Fail (U) - Pass (G) - Pass with Distinction (VG).

4. Development and Armed Conflict 7.5 credits 0.0 hp

Aims (expected study results) The aim of this course is to introduce the students to basic concepts, facts, arguments, and causal theories about the relationship between development and armed conflict. The purpose is also to study and discuss the role of aid, globally and in Sweden, with regard to armed conflict. Content of the course The course has four themes: (1) introduction; (2) resource scarcity and the so-called resource curse; (3) good governance and democracy; and (4) the role of development cooperation in the context of armed conflict. The Miniatlas of Human Security gives a survey of political violence in the world, and of the relationship between armed conflict, poverty and different types of political institutions. Paul Collier's widely cited book The Bottom Billion provides an overview of findings on how poverty breeds armed conflict, and how armed conflict in turn causes poverty, so that poor countries may end up being caught in a conflict trap. The link between armed conflict and scarce natural resources (e.g., conflict between herders and farmers over dwindling water resources), and between armed conflict and a relative abundance of certain types of resources (e.g., oil, diamonds) is dealt with in several recent articles from academic journals. Also The Bottom Billion has a lot to say on this issue. The theme "good governance and democracy" deals with the relationship between on the one hand corruption, and on the other hand attempts to capture the state through coups or guerrilla warfare. Another central issue in this context is how elections can provoke violent conflict when held in a non-democratic context. Paul Collier's latest book Wars, Guns, and Votes is the main source when discussing these relationships. The role of gender equality for development and violent conflict is another important issue within this theme. We will discuss the gender aspect on the basis of recent research articles and the 2001 World Bank Policy Research Report Engendering Development. Development aid in the context of armed conflict is the theme of Mary B. Anderson's classic Do No Harm. Teaching The teaching consists of lecture and seminars. This course is taught in English. Examination Grades will be based on three short multiple-choice tests, active participation in the seminars, short written assignments in connection with the seminars, and a written take-home exam. Grades are awarded according to the scale "failed", "pass" or "pass with distinction". Deepening related to the requirements of degree The course aims to give students knowledge and understanding about the field and a practice in independent evaluation, critical treatment and discussions of this knowledge.

Instruction

The teaching consists of lectures, seminars, video films, and study visits.

Assessment

The various parts of the course are examined by means of written tests. An opportunity for a re-test is given ca 3-4 weeks after the first exam. The time and place for the written tests is announced in the schedule on the net. Each of the four courses also has seminars. In course 4 the seminar participation is a course requirement; in course 1 and 2 the seminar is not required but gives credit in the written exam. Grades awarded Fail (U) - Pass (G) - Pass with Distinction (VG). To get the grade "pass with distinction" for the whole A course that grade is needed for at least 15 points of the totally 30 points.

Course level in relation to degree requirements

The course aims to give students some knowledge and understanding about development studies and a practice in independent evaluation, critical treatment and discussions of this knowledge.

Other directives

No prior formal qualification is required except general entrance requirements. To be able to pursue this course in a satisfactory way good knowledge from the courses in social science and history from high school is probably needed. Since most of the course literature is in English a good command of English is required. Note that some of lectures, and the whole course in Development Economics, is taught in English. If you would like to have further information about suitable prior knowledge or experience, please contact the department's reception.

Reading list

Reading list

Applies from: Autumn 2009

Some titles may be available electronically through the University library.

  • Articles

    Find in the library

  • Bigsten, Arne Utvecklingens ekonomi och politik.

    Lund: Studentlitteratur, 2003 (Lund, tur)

    Find in the library

  • Easterly, William Russell The white man's burden : why the west's efforts to aid the rest have done so much ill and so little good

    Oxford: Oxford University Press, 2006

    Find in the library

  • United Nations Development Programme, Human development report 2002, deepening democracy in a fragmented world.

    New York, N. Y.: Oxford University Press for the United Nations Development Programme (UNDP), 2002

    Find in the library

  • Krishna, Anirudh Active social capital : tracing the roots of development and democracy

    New York: Columbia University Press, 2002

    Find in the library

  • Sen, Amartya Development as freedom.

    Oxford: Oxford University Press, 2001

    Find in the library

  • The Paris Declaration on Aid Effectiveness,

    Find in the library

  • Artiklar

    Find in the library

  • Cooper, Frederick Africa since 1940 : the past of the present.

    Cambridge: Cambridge University Press, 2002

    Find in the library

  • Larson, Brooke. Trials of nation making : liberalism, race, and ethnicity in the Andes, 1810-1910.

    New York: Cambridge University Press, 2004

    Find in the library

  • Magnusson, Lars Teorier om imperialism och globalisering

    [3., rev. uppl.]: Stockholm: Prisma, 2002

    Find in the library

  • Johnson, Gordon; Metcalf, Thomas R. The new Cambridge history of India. : 3 [The Indian empire and the beginnings of modern society], 4 Ideologies of the Raj

    Cambridge: Cambridge University Press, 1996

    Find in the library

  • Panayiotopoulos, Prodromos Ioannou; Capps, Gavin World development : an introduction

    London: Pluto, 2001

    Find in the library

  • Articles

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  • World development report. : 2000/2001 Attacking poverty

    New York: Oxford Univ. Press, 2000

    Find in the library

  • Todaro, Michael P.; Smith, Stephen C. Economic development

    10. ed.: Harlow: Addison-Wesley, 2009

    Find in the library

  • World development report. : 2004 Making services work for poor people

    Washington, D.C.: World Bank, 2003

    Find in the library

  • World development report. : 2008 Agriculture for development

    Washington, D.C.: World Bank, cop. 2007

    Find in the library

  • World development report : 2003 Sustainable development in a dynamic world : transforming institutions, growth, and quality of life

    Washington, DC: World Bank and Oxford University Press, cop. 2003 [2002]

    Find in the library

  • Anderson, Mary B. Do No Harm: Supporting Local Capacities for Peace through Aid

    Cambridge: Local Capacities for Peace Project, Collaborative Development Action.: 1996

    Find in the library

  • Articles

    Find in the library

  • Collier, Paul. Wars, guns, and votes : democracy in dangerous places

    1. ed.: New York: Harper, 2009

    Find in the library

  • Collier, Paul The bottom billion : why the poorest countries are failing and what can be done about it

    New York: Oxford University Press, cop. 2007

    Find in the library

  • Engendering development : through gender equality in rights, resources, and voice

    Washington, D.C.: World Bank, 2001

    Find in the library

  • Jarstad, Anna; Sisk, Timothy D. From war to democracy : dilemmas of peacebuilding

    Cambridge: Cambridge University Press, 2008

    Find in the library

  • Duyvesteyn, Isabelle; Ångström, Jan Rethinking the nature of war

    1. ed.: London ;a New York: Frank Cass, 2005

    Find in the library

  • World Bank & Human Security Centre, eds., Miniatlas of Human Security

    World Bank Publications, 2008

    Find in the library