Entry requirements

Development Studies A or the equivalent

Learning outcomes

On completion of the course the student is expected to

• with some degree of competence discuss and work with development research problems
• have formed a considered judgement of his own in both theoretical and empirical questions concerning the democratic rule and, in this respect, be able to analyse and discuss ideas and empirical research findings about democracy at a fairly advanced level
• discuss the choice of method and design (case studies, comparative method, idea analysis) in a problem perspective
• actively participate in seminar discussions and make presentations of articles and of his own work.

Content

The course is divided into three parts.

The first sub-course deals with the problems of democracy. Normative questions concerning the concept of democracy, arguments for and against democracy, the relationship between democracy, constitutionalism and efficiency, and the relationship between democracy and feminism, are brought up here. In the second part mainly empirical questions about the prerequisites for democracy as well as its spread, causes and effects are treated.

The second sub-course is called Development Policy in Practice. It focuses on different development goals and seeks to trace their theoretical starting-points as well as their implementation at the national and local level. The course deals with policy formulation and project phases, focusing on different policy areas such as democracy support, humanitarian aid after disasters, and the agenda for women, peace and security. Practitioners working with these issues will participate in the course. The course language is English.

The third sub-part offers basic knowledge in scientific method. The students get a first introduction to empirical research and to the way in which different choices of method affect the realisation and results of a research project. The focus of the course is on basic methodological concepts and qualitative methods.

1. Problems of Democracy 7.5 credits

Goal

The course presents modern political science and development-related discussions of basic democratic problems. The aim is for students to form their own opinion on both theoretical and empirical issues concerning democratic governance. The course intends to provide an in-depth study of themes that have been dealt with in previous courses in political science and development studies, such as the concept of democracy and democratization theories. With this course, we want to educate students who are trained to analyze and discuss ideas and empirical research results on democracy at a relatively advanced level.

With the help of the elements described above, the overall purpose of the course is to enable students to take the step from loose thinking about core issues of democracy to a position where they can take a stand on and argue for (or against) ideas and theses in a systematically and well substantiated way. More precisely, the idea is that students after completing the course should:

• be able to discuss and compare different views of democracy.
• be able to describe and evaluate the historically most influential arguments for and against democracy.
• know, and be able to apply and critically examine some of the most common explanations for democratization.
• know and be able to compare different types of regimes.
• know how democracy in general and, its constitutional form in particular, affects different types of political and economic outcomes.
• in speech and writing be able to argue for or against ideas and theses in a systematic and well-substantiated way.

The course contains three parts:

The first political-philosophical part addresses normative theories of democracy. This section deals with conceptual questions about the meaning of democracy, and normative questions about different ways of justifying democracy and issues and proposals within different democratic theoretical traditions. Examples of issues that are discussed are: How is democracy defined? What is good about democracy? What criticism is usually directed at democracy? What significance does it have that different interests and groups are represented in our political assemblies? Should the ideals of democracy be reformulated in the light of growing globalization and migration?

The second part of the course mainly deals with empirical questions about the causes and consequences of democracy: What can explain that some countries are democratized while others not? What are the characteristics of different types of authoritarian regimes? Does democracy play a role in welfare and equality in society?

The third part of the course combines the normative and empirical approach of the course by discussing the constitutional design of democracy. What does constitutional democracy mean, and what political and economic outcomes follow from different principles? Is it possible to unite popular sovereignty and liberal constitutionalism? How should a democracy defend itself against groups or individuals who make use of democratic procedures and freedoms to undermine it? We also focus on the constitutional design of democracy, and the building of a democratic system of government.

Examination of the course takes place through oral participation and the writing of course assignments for the three seminars, and through a final exam.

2. Development Policy in Practice 7.5 credits

Learning Outcomes

The course should improve the students' knowledge about practical development cooperation by mapping actors, policy processes and project phases as well as by shedding light on different policy areas and their content. The overarching aim with the course is to make students capable of critically examining practical development cooperation from a theoretical basis and with knowledge of relevant tools. More precisely, at the end of the course the students should:

Knowledge and understanding

• account for the most important actors in international development cooperation and how they relate to each other
• be able to describe and identify the distinguishing phases of a development project

Skills and Abilities

• be able to present central development goals and identify challenges with reaching them, orally as well as in writing
• be able to discuss development cooperation from a practical as well as theoretical perspective, as well as compare the two perspectives

Judgement and approach

• be able to apply relevant research and theories in a critical and independent examination and analysis of development policy and projects
• be able to formulate constructive feedback on other's critical examination of development policy and projects

Content

The course takes its starting point in different development goals and policy formulations in the global arena. These development goals are analyzed from two perspectives: their theoretical relevance and background are illustrated with relevant research in the field, and their practical implications are exemplified with the help of analyses of practical development projects. The course begins with an introduction to the development policy process and the different phases of a development project. A gender mainstreaming perspective is applied throughout the course. We also endeavor to include practitioners' perspectives throughout the course as a contrast to the theoretical approaches.

The first development goal that is analyzed is democracy support and the part of the development project that is discussed in relation to this is project planning. Examples of questions that are treated include how democratic processes can be supported by actions like election observation or technical assistance in connection with elections. Gender aspects of electoral violence are given particular attention.

The second development goal is disaster relief, with a particular focus on climate change and humanitarian aid. The part of the development project that is discussed here is implementation. The implementation of humanitarian relief after disasters in development contexts is examined, but there is also a focus on the relationship between urgent humanitarian aid and achieving more long-term societal resilience.

The third development goal is peacebuilding in post-conflict societies. The part of the development project that is discussed here is monitoring and evaluation. Questions that are discussed deal with "DDR" - disarmament, demobilization and reintegration of ex-combatants in post-conflict societies as well as the UN Security Council's Resolution 1325 about women, peace, and security.

In the concluding part of the course, the students independently carry out an analysis of a development project.

Instruction

The student's own reading is supported by lectures and compulsory seminars, and there are also examples of other types of teaching methods (e.g. guest lectures, documentary films, exhibitions, study tours etc. - that will vary between semesters).

The lectures bring up the central themes of the course and relate them to the literature. They introduce theories in the field and give practical examples of development projects.

The seminars aim to be platforms for practicing oral presentation of prepared tasks. They should also develop the analytical skills of the students by offering opportunities for discussion in smaller groups.

Assessment

Examination is based on active participation in seminars, an oral presentation and supporting written documentation, as well as a concluding home exam where students are to independently analyse a development project. For the seminars, the following grades will be applied: Passed (G) and Failed (U). For the home exam, the following grades will be applied: Passed with distinction (VG), Passed (G) and Failed (U).

In order to pass the course, the following is required:

• that the student has reached the learning outcomes
• that the student has prepared for and participated in the compulsory seminars that the student has carried out an oral presentation and turned in supporting written documentation and that these tasks are approved
• that the home exam is turned in before the deadline and given at least the grade Pass (G)

3. Methods 15.0 credits

Methods B: Research in politics and development

Aim

The purpose of the course is to give the students a theoretical understanding of the basic concepts in social science research and methodological choices, and be able to apply this. The focus of the course is on qualitative methods as they are used in Political science and Development Studies. After completion of the course, students are expected to have acquired the following abilities:

• To formulate a research question relevant for political science or development studies
• To connect a research question to relevant previous research
• To understand the need to define concepts and the difficulties of making the concepts useful in empirical studies
• To have a basic knowledge of methods in the analysis of ideas, normative analysis, and process tracing
• To have a basic knowledge about data collection
• To have a basic understanding of how to design a study in political science or development studies

Course content

The course is on methods in social science, with a focus on qualitative methods. Its core idea is that scientific method is best understood when applied. Therefore, the students will apply each part in the course in exercises. The knowledge and understanding gained this way will also facilitate the students' critical review of previous research.

The course emphasizes the pivotal role for research and investigations of a clear and well-formulated question. The question should steer the study and the methodological choices made by the author. The course will focus on several qualitative methods: analysis of ideas, normative critique and argumentation, and process tracing. The students will also acquaint themselves with different kinds of data material - from texts and interviews. In the last part and exercise in the course, the student shall make an appropriate design of a study based on her/his own research question. The aim in the last part is thus also to tie the different parts of the course together. By training the students systematically in the different core components of scientific inquery the course's aim is also to prepare the students well for their BA thesis, and other types of scientific studies.

The training of these skills will be continuously examined during the course. The idea is to give the students opportunities to exercise in a rather concrete way the different components in social science research, and in this way to make it possible to deepen their understanding. Active participation, critical discussions, and feedback from the teacher in the seminars will enhance learning.

Teaching

The course will be introduced by lectures on the research process. Then each part of the course consists of lectures and a seminar when the students' papers will be discussed.

The language of teaching is Swedish

Examination

The course is examined by means of a written exam in the beginning of the course plus the seminar papers. Grades are awarded according to the scale "failed", "pass" or "pass with distinction". Examination is based on the written seminar assignment as well as on active participation in the seminars. For the grade "pass" it is required that the student will have handed in all assignments, acquired the grade "pass" and actively participated in all the seminars, and acquired "pass" in the written exam..

If there are special reasons for doing so, an examiner may make an exception from the method of assessment indicated and allow a student to be assessed by another method. An example of special reasons might be a certificate regarding special pedagogical support from the University´s disability coordinator.

Instruction

The instruction is done in the form of lectures and seminars of varying content and disposition.

Additional information regarding instruction and examination will be handed out before each sub-course.

Assessment

The course is examined by means of course papers, exams, assignments, and active participation in the seminars. Grades are awarded according the scale "failed", "pass" or "pass with distinction". If there are special reasons for doing so, an examiner may make an exception from the method of assessment indicated and allow a student to be assessed by another method. An example of special reasons might be a certificate regarding special pedagogical support from the University's disability coordinator.