This course deals with the practicalities of working in development.

It will critically examine the key institutional actors that implement development projects: NGOs, bilateral, and multilateral donors.

Within this broader institutional environment the course will critically examine the institutional processes and priorities, the role of advocacy, the ethics of development practice, how development workers operate in the field, and how development projects are conceived and managed.

Learning Outcomes

Upon successful completion, students will have the knowledge and skills to:

1. understand the range of organisations involved in development work and the issues they face in delivering strong development outcomes;
2. critically appraise such organisations in terms of their effectiveness and identify which development institution is most relevant in a particular context; and
3. appraise a development project or policy in terms of the likely political and institutional constraints.

Research-Led Teaching

Salmah’s PhD is in gender and cultural studies with a focus on decolonial theories and Salmah’s research and scholarship continue at the nexus of gender, intersectionality, development and decolonisation. Salmah also has three Masters’ degrees two of which are in International Development and in International Relations. Salmah has worked in the development sector for over 20 years and Salmah’s principal role is currently CEO of the International Women’s Development Agency where Salmah also lead the work on decolonising development practice. 

Recommended Resources

Whether you are on campus or studying online, there are a variety of online platforms you will use to participate in your study program. These could include videos for lectures and other instruction, two-way video conferencing for interactive learning, email and other messaging tools for communication, interactive web apps for formative and collaborative activities, print and/or photo/scan for handwritten work and drawings, and home-based assessment.

ANU outlines recommended student system requirements to ensure you are able to participate fully in your learning. Other information is also available about the various Learning Platforms you may use.

Staff Feedback

Students will be given feedback in the following forms in this course:

• written comments
• verbal comments
• feedback to whole class, groups, individuals, focus group etc

Student Feedback

ANU is committed to the demonstration of educational excellence and regularly seeks feedback from students. Students are encouraged to offer feedback directly to their Course Convener or through their College and Course representatives (if applicable). Feedback can also be provided to Course Conveners and teachers via the Student Experience of Learning & Teaching (SELT) feedback program. SELT surveys are confidential and also provide the Colleges and ANU Executive with opportunities to recognise excellent teaching, and opportunities for improvement.

Class Schedule

Week/Session	Summary of Activities	Assessment
1	Introduction - historical and contemporary issues in development
2	Development architecture - the SDGs
3	Development architecture - Multilateral and bilateral institutions (including south-south cooperation)	Forum 1
4	Development architecture - INGOs and Managing Contractors	Forum 1
5	Development architecture - Philanthropic Foundations
6	Development architecture - National and subnational structures	Critical Review
7	Decolonisation - What does decolonisation in development mean?
8	Decolonisation - White Saviourism and white benevolence	Forum 2
9	Decolonisation - the Pacific region OR Climate change	Forum 2
10	Gender, intersectionality, development, and decolonisation
11	Ethics and Development
12	The future of development	Project Critique

Tutorial Registration

ANU utilises MyTimetable to enable students to view the timetable for their enrolled courses, browse, then self-allocate to small teaching activities / tutorials so they can better plan their time. Find out more on the Timetable webpage. There are no tutorials for this course – weekly seminar attendance (2hr) combines lecture and discussion.

Assessment Summary

Assessment task	Value	Learning Outcomes
Seminar participation	10 %	1,2,3
Online Forum 1	10 %	3
Online Forum 2	10 %	1,2
Critical Review	25 %	1,2
Project Critique	45 %	3

* If the Due Date and Return of Assessment date are blank, see the Assessment Tab for specific Assessment Task details

Policies

ANU has educational policies, procedures and guidelines , which are designed to ensure that staff and students are aware of the University’s academic standards, and implement them. Students are expected to have read the Academic Integrity Rule before the commencement of their course. Other key policies and guidelines include:

• Academic Integrity Policy and Procedure
• Student Assessment (Coursework) Policy and Procedure
• Extenuating Circumstances Application
• Student Surveys and Evaluations
• Deferred Examinations
• Student Complaint Resolution Policy and Procedure
• Code of practice for teaching and learning

Assessment Requirements

The ANU is using Turnitin to enhance student citation and referencing techniques, and to assess assignment submissions as a component of the University's approach to managing Academic Integrity. For additional information regarding Turnitin please visit the Academic Skills website. In rare cases where online submission using Turnitin software is not technically possible; or where not using Turnitin software has been justified by the Course Convener and approved by the Associate Dean (Education) on the basis of the teaching model being employed; students shall submit assessment online via ‘Wattle’ outside of Turnitin, or failing that in hard copy, or through a combination of submission methods as approved by the Associate Dean (Education). The submission method is detailed below.

Moderation of Assessment

Marks that are allocated during Semester are to be considered provisional until formalised by the College examiners meeting at the end of each Semester. If appropriate, some moderation of marks might be applied prior to final results being released.

Assessment Task 1

Seminar participation

Participation in seminars (10%) is expected and they will be scheduled on campus as set out in the timetable. You will be expected to the discussion in a tutorial and also make a three minute presentation on your major assignment in the last tutorial.

Assessment Task 2

Online Forum 1

Online Forum 1

Purpose of assignment: To demonstrate the student’s ongoing critical engagement with the key issues discussed in the course.

Forum Dates: Weeks 3 & 4,

Word limit: Postings should be about 150-200 words.

Instructions: You will be allocated to a small groups for this exercise. You and the other students in your group will interact with one another through two online workshops hosted on the WATTLE site each over two weeks. You will be expected to respond and contribute to the discussion. The Course Convenor will start the process off. You will be asked to respond to a discussion starter (150-200 words), and identify some key issues and pose two or three key questions for the rest of your group to consider. You will subsequently respond to, and making connections between, the discussion starter and the contributions of other members of the group. There will be a follow up question mid-way through the forum. 

Protocol for contributing to the online discussion & Language: Always use appropriate online etiquette (polite and correct language and spelling etc.) The posting should be about 150-200 words. Being concise, even when you have much to say is an important skill, so longer postings will be penalised.

Content: Responses should be well-considered and supported with ideas from the lectures, readings, other courses, your own experiences or prior knowledge. Always show how your response relates back to the previous discussion.

N.B. Keep to the point of the original discussion and the posed questions as much as possible (don't let the discussion stray). If you want to follow-up on a tangential idea or point please use the general class discussion area where you can ask question and make general observations.

Academic honesty: If you are paraphrasing or quoting from readings/articles/reports in your postings, please include an adequate acknowledgement (does not need to be a full citation).

Marking criteria: When contributing to your group’s online discussion, you will be assessed on the basis of the number of responses you make (i.e. at least two, but preferably more, significant responses to each discussion, and the follow-up questions by the convenor) and the quality of those responses, that is your understanding of the topic and your ability to engage with the discussion questions and other responses.

Assessment Task 3

Online Forum 2

Online Forum 2

Purpose of assignment: To demonstrate the student’s ongoing critical engagement with the key issues discussed in the course.

Forum Dates: Weeks 8 & 9,

Word limit: Postings should be about 150-200 words.

Instructions: You will be allocated to a small groups for this exercise. You and the other students in your group will interact with one another through two online workshops hosted on the WATTLE site each over two weeks. You will be expected to respond and contribute to the discussion. The Course Convenor will start the process off. You will be asked to respond to a discussion starter (150-200 words), and identify some key issues and pose two or three key questions for the rest of your group to consider. You will subsequently respond to, and making connections between, the discussion starter and the contributions of other members of the group. There will be a follow up question mid-way through the forum. 

Protocol for contributing to the online discussion & Language: Always use appropriate online etiquette (polite and correct language and spelling etc.) The posting should be about 150-200 words. Being concise, even when you have much to say is an important skill, so longer postings will be penalised.

Content: Responses should be well-considered and supported with ideas from the lectures, readings, other courses, your own experiences or prior knowledge. Always show how your response relates back to the previous discussion.

N.B. Keep to the point of the original discussion and the posed questions as much as possible (don't let the discussion stray). If you want to follow-up on a tangential idea or point please use the general class discussion area where you can ask question and make general observations.

Academic honesty: If you are paraphrasing or quoting from readings/articles/reports in your postings, please include an adequate acknowledgement (does not need to be a full citation).

Marking criteria: When contributing to your group’s online discussion, you will be assessed on the basis of the number of responses you make (i.e. at least two, but preferably more, significant responses to each discussion, and the follow-up questions by the convenor) and the quality of those responses, that is your understanding of the topic and your ability to engage with the discussion questions and other responses.

Assessment Task 4

Critical Review

Critical Review

Purpose of assignment: To demonstrate the student’s capacity to engage with the literature of development practice and relevant institutions in terms of comprehension, analysis, engagement with authors’ arguments and critical assessment, and to communicate clearly in writing in an academic format.

Word limit: 2,000 words

At least one reading should be taken from the required readings for the relevant week, and up to two readings taken from the supplementary readings. 

A suggested approach to the essay might be:

• Introduce essay, the three papers and identify 3-4 common issues they are addressing;
• Briefly summarise the three papers particularly with respect to the 3-4 common issues identified
• Note the common and different points of view on these issues
• Analyse the papers’ arguments on these issues in terms of the strengths and weaknesses of the arguments.
• From your own point of view make an assessment of how convincing the arguments from the papers are, in how well they address the identified issues

Marking criteria: You will be assessed on the basis of your demonstrated understanding of the content, the quality of your critical analysis of the readings, your ability to structure your review and communicate in a formal academic writing style, and your ability to refer to academic and other sources appropriately and using an appropriate referencing style. You should follow standard guidelines for academic writing and in text referencing. 

Assessment Task 5

Project Critique

Project Critique

Purpose of assignment: To facilitate the student’s understanding of both the importance of ‘development project’ documentation in development practice and its limitations in articulating the range of institutional and political issues faced by development practitioners. 

Word limit: 3,000 words

Instructions: write a critical response to the existing development Project Designs provided with respect to the institutional and political issues likely to emerge for both donor and recipient in its implementation.

Marking criteria: You will be assessed on the basis of your demonstrated understanding of the content, the quality of your critical analysis of the readings, your ability to structure your review and communicate in a formal academic writing style, and your ability to refer to academic and other sources appropriately and using an appropriate referencing style. You should follow standard guidelines for academic writing and in text referencing. 

Academic Integrity

Academic integrity is a core part of the ANU culture as a community of scholars. The University’s students are an integral part of that community. The academic integrity principle commits all students to engage in academic work in ways that are consistent with, and actively support, academic integrity, and to uphold this commitment by behaving honestly, responsibly and ethically, and with respect and fairness, in scholarly practice.

The University expects all staff and students to be familiar with the academic integrity principle, the Academic Integrity Rule 2021, the Policy: Student Academic Integrity and Procedure: Student Academic Integrity, and to uphold high standards of academic integrity to ensure the quality and value of our qualifications.

The Academic Integrity Rule 2021 is a legal document that the University uses to promote academic integrity, and manage breaches of the academic integrity principle. The Policy and Procedure support the Rule by outlining overarching principles, responsibilities and processes. The Academic Integrity Rule 2021 commences on 1 December 2021 and applies to courses commencing on or after that date, as well as to research conduct occurring on or after that date. Prior to this, the Academic Misconduct Rule 2015 applies.

 

The University commits to assisting all students to understand how to engage in academic work in ways that are consistent with, and actively support academic integrity. All coursework students must complete the online Academic Integrity Module (Epigeum), and Higher Degree Research (HDR) students are required to complete research integrity training. The Academic Integrity website provides information about services available to assist students with their assignments, examinations and other learning activities, as well as understanding and upholding academic integrity.

Online Submission

You will be required to electronically sign a declaration as part of the submission of your assignment. Please keep a copy of the assignment for your records. Unless an exemption has been approved by the Associate Dean (Education) submission must be through Turnitin.

Hardcopy Submission

For some forms of assessment (hand written assignments, art works, laboratory notes, etc.) hard copy submission is appropriate when approved by the Associate Dean (Education). Hard copy submissions must utilise the Assignment Cover Sheet. Please keep a copy of tasks completed for your records.

Late Submission

Individual assessment tasks may or may not allow for late submission. Policy regarding late submission is detailed below:

• Late submission not permitted. If submission of assessment tasks without an extension after the due date is not permitted, a mark of 0 will be awarded.
• Late submission permitted. Late submission of assessment tasks without an extension are penalised at the rate of 5% of the possible marks available per working day or part thereof. Late submission of assessment tasks is not accepted after 10 working days after the due date, or on or after the date specified in the course outline for the return of the assessment item. Late submission is not accepted for take-home examinations.

Referencing Requirements

The Academic Skills website has information to assist you with your writing and assessments. The website includes information about Academic Integrity including referencing requirements for different disciplines. There is also information on Plagiarism and different ways to use source material.

Extensions and Penalties

Extensions and late submission of assessment pieces are covered by the Student Assessment (Coursework) Policy and Procedure. Extensions may be granted for assessment pieces that are not examinations or take-home examinations. If you need an extension, you must request an extension in writing on or before the due date. If you have documented and appropriate medical evidence that demonstrates you were not able to request an extension on or before the due date, you may be able to request it after the due date.

Privacy Notice

The ANU has made a number of third party, online, databases available for students to use. Use of each online database is conditional on student end users first agreeing to the database licensor’s terms of service and/or privacy policy. Students should read these carefully. In some cases student end users will be required to register an account with the database licensor and submit personal information, including their: first name; last name; ANU email address; and other information.
In cases where student end users are asked to submit ‘content’ to a database, such as an assignment or short answers, the database licensor may only use the student’s ‘content’ in accordance with the terms of service – including any (copyright) licence the student grants to the database licensor. Any personal information or content a student submits may be stored by the licensor, potentially offshore, and will be used to process the database service in accordance with the licensors terms of service and/or privacy policy.
If any student chooses not to agree to the database licensor’s terms of service or privacy policy, the student will not be able to access and use the database. In these circumstances students should contact their lecturer to enquire about alternative arrangements that are available.

Distribution of grades policy

Academic Quality Assurance Committee monitors the performance of students, including attrition, further study and employment rates and grade distribution, and College reports on quality assurance processes for assessment activities, including alignment with national and international disciplinary and interdisciplinary standards, as well as qualification type learning outcomes.

Since first semester 1994, ANU uses a grading scale for all courses. This grading scale is used by all academic areas of the University.

Support for students

The University offers students support through several different services. You may contact the services listed below directly or seek advice from your Course Convener, Student Administrators, or your College and Course representatives (if applicable).

• ANU Health, safety & wellbeing for medical services, counselling, mental health and spiritual support
• ANU Access and inclusion for students with a disability or ongoing or chronic illness
• ANU Dean of Students for confidential, impartial advice and help to resolve problems between students and the academic or administrative areas of the University
• ANU Academic Skills and Learning Centre supports you make your own decisions about how you learn and manage your workload.
• ANU Counselling Centre promotes, supports and enhances mental health and wellbeing within the University student community.
• ANUSA supports and represents all ANU students