Master of Development Studies

Outcomes

• At the end of this course, students are expected to be able to: • Identify and understand the most important problems and debates in the field of public administration and their relevance with development. • Understand and evaluate the shifting nature of the role of the state in development. • Critically analyze the current prominent mainstream paradigms and theories related to public administration. • Gain an understanding of the politics and policies that impact public personnel systems. • Examine the intersection of politics and public administration and understand the relationship between politics and administration. • Gain an understanding of organization theory, employee needs and motivations, ethics, decision making, and the political context of public bureaucracies. • Learn leadership theories and practices as well as ethics and values in the public sector. • Forecast the future of public administration through the lens of the history of public administration and through the lens of economic, political, social, and global perspectives. • Develop their analytical and critical skills, through the ideas discussed in the lectures, term papers, group works, case studies and exams. • Enhance their communication and critical thinking skills through debate and discussion in the class and through presentation. • It is aimed both at those interested in research careers, government employees and at those aspiring to work in the applied side of administrative works.

References

• Behn, Robert D. 1995. “The Big Questions of Public Management." Public Administration Review 55(4): 313-324. Wilson, Woodrow. 1887. “The Study of Administration" in Classics of Public Administration (#1). Goodnow, Frank J. 1900. “Politics and Administration" in Classics of Public Administration (#2). Frederickson, H. George and Kevin B. Smith. 2003. The Public Administration Theory Primer. Boulder, CO: Westview Press. Chapter 3

Outcomes

•  To develop a multidimensional and holistic understanding of the concept of development.  To show the socio-cultural embeddedness of development and rectify biased models.  To make sense of the social world in such a way as students can have a clear-cut idea about the contested nature of development discourses.  To develop a critical understanding of the development geography as students become interested in finding alternatives.

References

• Craig Johnson (2009), Arresting Development, Routledge (London and New York).
• Frans J Schuurman (1996) edited Beyond the Impasse, New Directions in Development Theory, ZED Books (London and New Jersey).
• George Stathakis and Gianni Vaggi (2006) edited Economic Development and Social Change, Historical Roots and Modern Perspectives, Routledge (London and New York).
• John Scott (2006), Social Theory, Central Issues in Sociology, SAGE Publications.
• Katie Willis (2005), Theories and Practices of development, Routledge (London and New York).

Outcomes

• • The students will learn about different political theories in relation to the realities of developing countries
• • The students will be able to look at the development thoughts and practices of developing countries, particularly Bangladesh, using the political lens

References

• Holland, A C. (2017). Forbearance as Redistribution: The Politics of Informal Welfare in Latin America. Cambridge Studies in Comparative Politics. Cambridge University Press. Mahoney, J. (2010) Colonialism and Postcolonial Development: Spanish America in Comparative Perspective Pribble, P. J. (2013). Welfare and Party Politics in Latin America. Cambridge; New York: Cambridge University Press.

Outcomes

• Understand research terminology
• Be aware of the ethical principles of research, ethical challenges and approval processes
• Describe quantitative, qualitative and mixed methods approaches to research
• Identify the components of a literature review process
• Critically analyze published research

References

• Booth, D. (Ed.) (1994) Rethinking Social Development: Theory, Research and Practice, Longman, London. Bulmer, M. and Warwick, D. P. (Eds) (1994) Social research in developing countries: Surveys and censuses in the Third World, UCL Press, London. Creswell, Jhon W. (2008) Research Design: Qualitative, Quantitative, and Mixed Methods Approaches, United States: SAGE Publications

Outcomes

• • The students will be able to appreciate the real-life development practices
• • The students will be able to apply the tools they have learned and publish a report based on the experience.

References

• No reference found!

Outcomes

• • The students will have learned about the theoretical discourses of different schools of thoughts of Economics
• • The students will be able to recognize the use of different theoretical concepts to explain the reality of developing countries

References

• Rakshit, Mihir (Ed.), 1989, Studies in Macroeconomics of Developing Countries, Oxford University Press, Delhi. Desai, M., Rudolph, S. H., & Rudra, A. 1984, Agrarian Power and Productivity in South Asia, Oxford University Press, Delhi. Basu, Kaushik, 1998, Analytical Development Economics, Oxford University Press, Delhi. Bardhan, Pranab. &Udry, Christopher, 1999, Development Microeconomics, Oxford University Press, Delhi. Jagannathan, Vijay, N., 1987, Informal Markets in Developing Countries, Oxford University Press, New York. Patnaik, Prabhat, 2008, The Value of Money, Tulika Books, Delhi.

Outcomes

• • The students will be exposed to the organizational practices
• • The students will be able to learn basic skills and establish networks within the development sector

References

• No reference found!

Outcomes

• • The students will have revisited the knowledge earned thus far
• • The students will make attempts to apply their knowledge to explain the contemporary development issues

References

• Betts, Alexander (2012) (ed), Global Migration Governance. Oxford University Press. ISBN 978-0-19-965380-5. 368 pages, Selected Chapters
• Brettel, Caroline B. and Hollifeld, James F. (2007). Migration Theory: Talking Across Disciplines, Routledge, Second Edition. ISBN-13: 978-0415954273. 304 pages

Outcomes

• The students will learn about the practicing development organizations and their different aspects
• The students will be able to apply different tools required for administering development organizations and their interventions

References

• Bangladesh - Rural Development Project

Outcomes

• • The students will be able to analyze the evolving challenges in the humanitarian field
• • The students will be equipped with the knowledge of ethical and professional principles needed for humanitarian responses in crises.

References

• Damon P. Coppola. (2015). Introduction to International Disaster Management. ELSEVIER.
• Dorothea Hilhorst. (Edited, 2013). Disaster, Conflict and Society in Crises. Everyday Politics of Crisis Response. Routledge.
• Julie Lafrenière, Caroline Sweetman and Theresia Thylin. (2019). Introduction: Gender, Humanitarian Action and Crisis Response. Gender & Development, Vol. 27, No. 2, 187–201. Routledge.
• Kelman, I. (2015). Climate change and the Sendai framework for disaster risk reduction. International Journal of Disaster Risk Science, 6/2, 117-127. Springer.
• Ronald W. Perry and E. L. Quarantelli. (Edited, 2005). What is a Disaster? New Answers to Old Questions. International Research Committee on Disasters.
• Thomas, D. et al. (Edited, 2013), Social Vulnerability to Disasters. Boca Raton: CRC Press.

Outcomes

• • The students will be able to analyze development from the lens of conservation.
• • The students will be equipped with the tools to formulate development strategies under different climate change scenarios.
• • The students will be equipped with the tools to formulate development strategies under different climate change scenarios.
• • Develop their analytical and critical skills, through the ideas discussed in the lectures, term papers, group works, case studies and exams
• • Enhance their communication and critical thinking skills through debate and discussion in the class and through presentation.
• • It is aimed both at those interested in research careers, government employees, NGO sector workers and renowned international developmental organizations like UN, World Bank etc.

References

• Elliott J.A. An Introduction to Sustainable Development, Routledge, London and New York, 1994.
• Booth W., Ebrahim R. and Morin R. 1998. Participatory Monitoring, Evaluation and Reporting, Pact, South Africa.
• Casley D.J. and Lury D.A. 1982. Monitoring and Evaluation of Agriculture and Rural Development Projects, The Johns Hopkins University Press for the World Bank, Baltimore and London.
• Choudhury S. 1993. Project Management, Tata McGraw Hill Publishing Co., New Delhi.

Outcomes

• The students will have acquired the knowledge regarding the different theoretical traditions regarding Environment, Disaster and Sustainability.
• The students will be able to use the theoretical tools to appreciate contemporary cases regarding Environment, Disaster and Sustainability.

References

• Hardy J. T. (2003), Climate Change, Causes, Effects and Solution, WILEY
• Hasan, G.M. J Chowdhury, M, A, I, (2005). Municipal Waste Management and Environmental Hazzards in Bangladesh. PJBS, 8(6): 921-928.
• IGBP (2006) Science Plan and Implementation Strategy International Geosphere Biosphere Program. IGBP Report no 55. IGBP Secretariat, Stockholm
• Islam, M. A. (1995). Environment Land Use and Natural Hazards in Bangladesh. Dhaka: University of Dhaka.
• Jahan, R., Salahuddin, K., Islam, M., Banu, N., and Islam, M. (eds.). (1995). Environment and Development: Gender Perspective. Dhaka: Women for Women.
• Kaushik A. And Kaushik C.P. (2010), Climate Change, Basic Environment and Ecology, New age international publishers.

Outcomes

• • The students will learn about different aspects of international migration.
• • The students will learn about approaches to address the contemporary human crisis related issues.

References

• No reference found!

Outcomes

• • The students will be aware of different kinds of marginalization in the society.
• • The students will learn about the different discourses related to social inclusion.

References

• Fraser, N., &Honneth, A. (2003). Redistribution or recognition? a political-philosophical exchange. London Verso.
• Levitas, R. (1996), ‘The concept of social exclusion and the new Durkheimian hegemony’, Critical Social Policy No. 46, pp. 5-20.
• Littlewood, P., Herkommer, S. and Koch, M. (2007), ‘Social Exclusion, the Underclass and Welfare’ in Harrysson, L. and O’Brien, Michael, Social Welfare, Social Exclusion. A life Course Frame, pp. 7-33.

Outcomes

• • The students will be acquainted with policymaking process in Bangladesh.
• • The students will learn the different aspects of Bangladeshi economy, society and politics that contribute to the nature of public policy in Bangladesh.

References

• Atkinson, R.L., Atkinson, R.C., Smith, E.E., Bem, D.J., & Hillgard, E.R. Introduction to psychology. New York: Harcourt, Brace, Jovanovich, (1993).
• Crider, A., Goethals, G., Kavanaugh, R., and Solomon, P. Psychology. Scott, Foresman and Company: USA, (1983).
• Morgan, C., and King, R. Introduction to psychology. New York: McGraw-Hill, (1975).

Outcomes

• No outcome found!

References

• Aminuzzaman, S.M. 2010. "Environment Policy of Bangladesh: A Case Study of an Ambitious Policy with Implementation Snag" Paper presented to South Asia Climate Change Forum, organized by Monash Sustainability Institute, Monash University, Australia, 5 - 9 July, 2010.
• Aminuzzaman, Salahuddin (2002). Public Policy Making in Bangladesh: An Overview, Public Money and Management, Vol.2, June 2002
• Islam, KaziMaruful. 2010. “Patriarchy and Public Policy: An Analysis of the National Population Policy of Bangladesh”. Dhaka University Journal of Development Studies. Vol 1, No. 1. Dhaka: University of Dhaka:
• The Government of Bangladesh. 2006. Constitution of the Peoples Republic of Bangladesh.

Outcomes

• • The students will know about impact assessment studies.
• • The students will learn the uses of tools to conduct programme evaluation.

References

• Fischer F (1995) Evaluation Public Policy, Nelson Hall Publishers, Chicago.
• Gary Brewer ab Peter Deleon (1983), The Foundation of Policy Analysis, Dorsey Press, Homewoo, III.
• Hajer M A &Wageraar H (2003), Deliberative Policy Analysis. Cambrige University Press, Cambrige, UK.
• J. Boulmetis, & P. Dutwin , (2005), The ABCs of Evaluation, San Francisco: Jossey-Bass.

Outcomes

• • The students will learn about the institutional frameworks for appreciating politics and policy.
• • The students will be able to use comparative perspectives for reviewing political institutions across countries and different levels of governance.

References

• Mainwaring, S. and T. R. Scully (1995). Building Democratic Institutions: Party Systems in Latin America. Stanford, Stanford University Press.
• March, J. and J. Olsen (1984) "The New Institutionalism: Organizational Factors in Political Life", American Political Science Review 78: 734-749.
• Martin, L. W. and R. T. Stevenson (2001). "Government Formation in Parliamentary Democracies." American Journal of Political Science 45(1): 33-50.
• Schofield, N. (1993). "Political Competition and Multiparty Coalition Governments." European Journal of Political Research 23(1): 1-33.
• Skocpol, T. (1995). "Why I am an Historical Institutionalist." Polity 28(1): 103-106.

Outcomes

• 1. To learn about how institutions enable economic growth 2. Different types of institutions present in the developing world context.

References

• Khan, Mushtaq and Angell, Blake and Islam, Mir Raihanul and Mandeville, Kate and Naher, Nahitun and Hutchinson, Eleanor and McKee, Martin and Ahmed, Syed Masud and Balabanova, Dina (2021) 'Incentivising doctor attendance in rural Bangladesh: a latent class analysis of a discrete choice experiment'. BMJ Global Health, (6) 7, pp 6001.

Outcomes

• On completion of this course, the student will be able to understand the key economic issues in the analysis of controlling environmental degradation and externalities, including theoretical models and empirical evidence, along with associated mathematical and statistical techniques. Students will be able to analyze and assess the implications of using various environmental policy instruments and assess the costs and benefits of undertaking pollution control projects, a skill that is applicable to other social projects.

References

• Harris, J. M. and Roach, B. (2018). Environmental and Natural Resource Economics: A Contemporary Approach 4th Ed. New York, USA: Routledge.
• Tietenberg, T. and Lewis, L. (2018). Environmental and Natural Resource Economics 11th Ed. New York, USA: Routledge.

Outcomes

• When successfully completing this course, students should be able to do the following: • Apply basic concepts of international trade to daily life as well as specific situations. • Identify basic trade concepts used in daily newspapers, magazines, radio and TV broadcasts. • Explain basic events and phenomena related international trade that take place daily. • Locate, organize, and analyze trade data to get insightful conclusions. Such data include exports and imports either in aggregate terms or for specific goods and services for individual countries, trade patterns, trade deficits, and tariff rates of selected countries including Bangladesh. • Critically evaluate the claims of politicians and other policymakers regarding the welfare effects of their proposals of international trade.

References

• Robert C. Feenstra and Alan M. Taylor, (2017). International Trade, 4th Edition, Worth Publishers Macmillan Learning.
• Manfred Steger, (2020). Globalization: A Very Short Introduction, 5th Edition, Oxford University Press.