UTVB3002 Introduction to the Development Enterprise
The course description was approved 11.05.17 by the Academic Affairs Committee, Faculty of Education and International Studies. Valid from autumn semester 2017.
The Faculty of Education and International Studies at Oslo and Akershus University College of Applied Sciences (HiOA) offers interdisciplinary courses leading to a Bacherlor’s degree of 180 ECTS credits in Development Studies. This course on is at the intermediate level and represents a 10 ECTS credits module in the 5th semester of the Bachelor programme.
The course will be taught in Norwegian (or in English, depending on needs according to the participants’ language abilities). Exam papers can be written in English, Norwegian, Swedish or Danish.
The course is open to third-year Bachelor students in Development Studies at HiOA, and exchange students. Exchange students must have completed at least a one-year introductory course in Development Studies.
At the end of the course the student has obtained the following learning outcome in terms of knowledge, skills and general competence:
- has knowledge of key types of development intervention - including development aid, policy coherence for development; advocacy and transnational activism; and corporate social responsibility
- has knowledge of how the development enterprise, as a field of practice, may be systematically and critically studied
- has the ability to critically discuss various types of development interventions
- understands the ethical challenges in the field of practice and in the study of this field
- can identify and make use of relevant literature in discussion of topics in the Field
- can give both written and oral presentations of a topic in the field, based on sound social sciences method
- Main features of the global aid industry : Actors and channels of finance; geographic and thematic destinations of aid; shifting aid paradigms; and critiques of aid
- Norwegian aid in perspective : Features of public development policy from the 1980s and up to the present, in comparative perspective; the approach and work of select non-governmental organisations
- New actors, interventions and partnerships : Policy coherence; advocacy and transnational acitivism; and corporate social responsibility
- Representation and self-presentation : The ways in which main actors in the development enterprise present development challenges; their own work and contributions; and the debates this gives rise to
Learning and Teaching Forms
- Lectures on the curriculum. If exchange students attend, lectures will be held in English.
- Seminars, supervised by the responsible teacher, where students gives plenary presentations and discuss issues raised by lectures and curriculum, based on previously submitted individual seminar assignments. If exchange students attend the course, seminars will be held in English.
- The course is taught intensively during three weeks (from mid-August), with three lectures and three seminars each week. Students are expected to commit themselves to full-time studies.
Course Work Requirements
Students may only sit exam if the following requirements are met:
- Individual seminar assignment (1500 words paper), on a title given by the teacher
- A plenary presentation (appr. 10 mins) of the above
- A peer review (assessing the essay of another student)
The purpose of the above is to ensure that students engage properly with the currciculum during the course, and share insights and reflections with each other.
- attending at least 70 % of lectures and seminars
The attendance requirement reflects that self-study cannot substitute for the imparting of knowledge and learning promoted by class-room activity. Students who fail the attendance requirement may request an additional work requirement (a paper of 3000 words, on a title given by the teacher). Students attending less than 50 % of lectures/seminars automatically forfeit the right to sit exam.
Individual seminar papers and peer reviews must be handed in by deadline, and the student must be present in the seminar in which the topic of his/her paper is discussed. Documented legitimate grounds for absence does not exempt the student from having to fullfill the work requirement. However, in such cases, the student may request an extended deadline.
Assignments are graded ‘accepted’ or ‘not accepted’. Students who do submit their assignments in time, but do not pass, may - once - request an new assignment (a 3000 words essay, on another title, given by the teacher, to be submitted within 48 hours of issue).
48-hours’ take-home exam. The exam is assessed by one internal and one external examiner.
A graded scale from A to E for passed and F for not passed will be used.
In case of failed exam or legal absence, the student can apply for a new or postponed exam. New/postponed exam is offered within a reasonable time span following the regular exam. The student is responsible for applying for a new/postponed exam within the time limits set by HiOA. Regulations for new/postponed examinations are available in Regulations relating to studies and examinations at Oslo and Akershus University College of Applied Sciences. Information about registration and time for new/postponed examinations is available at www.hioa.no.
Total pages: 690
Biccum, A. (2007). Marketing development: Live 8 and the production of the global citizen. Development and Change , 38 (6), 1111-1126. (15 s.)
Brautigam, D. (2009). The Dragon's Gift. The Real Story of China in Africa . OUP Oxford ␣ pp 273-306 (34 s.)
Brown, S. (2016): ‘Undermining foreign aid: The extractive sector and the recommercialization of Canadian development assistance’, i S. Brown, M. den Heyer, D. Black (eds.): Rethinking Canadian Aid, second edition, Ottawa: University of Ottawa Press; s. 273-293 (20 s.)
Chouliaraki, Lilie (2010) ‘ Global representations of distant suffering’ i Coupland, Nikolas, (ed.) The Handbook of Language and Globalization . Blackwell handbooks in linguistics. Wiley-Blackwell, Malden, s. 608-625. (17 s.)
De Haan, A. (2009). How the Aid Industry Works: An Introduction to International Development . Kumarian Press, Boulder, CO (utvalgte deler, 109 s.)
*Departementet for utviklingshjelp (1985): St. melding 36 (1984-85). Om enkelte hovedspørsmål i norsk utviklingshjelp . Norad Oslo. s 7-33, (26 s.)
*Eide, E., and Simonsen, A. H. (2009). Dekke verden. Lærebok i utenriksjournalistikk , (utvalgte partier, 30 s.)
Eggen, Ø. and Roland, K. (2013). Western Aid at a Crossroads: The End of Paternalism . Palgrave Macmillan, 69-113 (45 s.)
H&M (2017): 2016 Sustainability Report . H&M, Stockholm (utvalgte partier, 25 s.)
*Norges Offentlige Utredninger (2008) NOU 2008:14 Samstemt for utvikling? Om hvordan en helhetlig norsk politikk kan bidra til utvikling i fattige land. Regjeringen, Oslo s. 9-75, 127-146 (85 s.)
Pahle, S. (2008) Pedagogy of the Powerful: Engaging critically with the new transnational development advocacy. Norgaric Working Papers 45/2008. Noragric/NMBU, Ås. (40 s.)
Statoil (2017): 2016 Sustainability Report. Statoil, Stavanger (utvalgte partier, 25 s.)
Tarrow, S. (2005) The New Transnational Activism . Cambridge University Press, Cambridge s. 15-33 (18 s.)
*Tvedt, T. (2006): Utviklingshjelp, utenrikspolitikk og den norske modellen, Historisk Tidsskrift, 85 (1) s. 59-85 (26 s.)
*Tønnessen, A (2007) Kirkens Nødhjelp: Bistand, tro og politikk . Gyldendal, Oslo; s. 194- 237 (43 s.)
*Utenriksdepartementet, Det Kongelige (1996): St. melding 19 (1995-96). En verden i endring. Hovedtrekk i norsk politikk overfor utviklingsland . Utenriksdepartmentet, Oslo (webmateriale, 14 s.)
*Utenriksdepartmentet, Det Kongelige (2004): St. melding 35 (2003-2004). Felles kamp mot fattigdom. En helhetlig utviklingspolitikk. Utenriksdepartmentet, Oslo s. 5-18 (13 s.)
*Utenriksdepartmentet, Det Kongelige (2013): St. melding 25 (2012-13). Dele for å skape.
Demokrati, rettferdighet og fordeling i utviklingspolitikken. Utenriksdepartmentet, Oslo s. 5-18; 40-52 (25 s.)
*Utenriksdepartmentet, Det Kongelige (2017): St. melding 24 (2016-17): Felles ansvar for felles fremtid - bærekraftsmålene og norsk utviklingspolitikk. Utenriksdepartementet, Oslo s. 5-85 (80 s.)
*= Non-Norwegian speakers attending the course will be requested to identify and replace these titles with suitable English readings - subject to the teacher’s review and acceptance
(Pensumliste ajour: 19 June 2017)