PROGRAMME SPECIFICATION FOR OXFORD COURSES

1. Awarding institution/body 2. Teaching institution 3. Programme accredited by 4. Final award 5. Programme 6. UCAS code 7. Relevant subject benchmark statement 8. Date of programme specification

University of Oxford University of Oxford n/a M Phil M Phil in Development Studies (2 years) n/a n/a March 2013

9. Educational aims of the programme To encourage innovative, original and critical approaches to development studies, always maintaining rigorous standards To expose students to development studies as both an inter-disciplinary and a multi-disciplinary subject To familiarise students with the intellectual history of development, and the paradigmatic shifts and internal conflicts within the discipline To develop students understanding of the contemporary relevance of the field to public policy, politics and academic research. To make students aware of the problems of development of one or more regions of the developing world To provide students with a basic knowledge of social science research methodologies

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10. Programme outcomes A. Students will develop a knowledge and understanding of: key social science disciplines (Economics, History, Politics and Anthropology) that bear on development studies as a multi- and inter-disciplinary subject social and development theory that underpins development discourse and policy intervention, both historically and in the contemporary world development as a highly contested field of academic study and of public policy and social activity debates around the notion of well-being and the human condition past and present social, political and economic conditions of developing countries, their relation to developed countries, and the international dimensions of development qualitative and quantitative research methodologies in the social sciences, and ethical, legal and political issues in research The ultimate outcome of the course is a graduate endowed with a critical appreciation of development studies and equipped for work in governmental, non-governmental and multilateral agencies dealing with aid and development policy issues in different parts of the world; and prepared for doctoral studies and possible careers in academia, government bureaucracies, the media and the global economy. Related teaching/learning methods and strategies The programme is wide in scope, while its duration for two years also allows in-depth enquiry, critical appreciation and innovative analysis in students chosen areas of specialisation. Students develop the needed competence in foundation disciplines bearing on development studies in the first year, along with intensive research methods training. The second year is devoted to area or thematic specialisation, and the writing of a substantial research-based dissertation. The study of key disciplines, research training, IT practical sessions, summer-long fieldwork, thesis preparation, and the strong area and international studies dimension in optional courses, combine to give students the requisite broad-based pre-doctoral training or employmentrelated skills. To achieve the set outcomes, there is some flexibility in the design and teaching of the course. Individual needs and interests of students are taken into account, especially in the choice of Core Essay topics and the subject of the dissertation. The design enables students to explore different area and policy dimensions of development, as well as to undertake comparative study of developing countries. Access to the larger academic body in Oxford makes it possible to provide specialized supervision in various subjects and on different regional areas. All students also have the opportunity to make class presentations on various topics and to present seminar papers based on their dissertation, thus allowing the development of their presentation, synthetic and critical skills.

-3Assessment The course has a combination of summative and formative assessments. For the Core Course in Development Studies, that runs over two years (in four of the six terms of the degree), students submit three extended essays (5,000 words), two in term 2 and one in term 4, for continuous assessment. The marks for these count towards their final result. Students receive feedback on these essays from their essay supervisors, which gives them a clear idea of their standard of achievement on an on-going basis and provides them the opportunity to improve their performance. The Foundation and Research Methods Courses are examined at the end of the first year, while the two second year Optional Papers and the Thesis are examined at the end of the second year. The examination of the Research Methods course comprises a second component, a Research Design Essay submitted during the third term. This essay is written preparation for the second-year thesis. In addition, students make seminar presentations based on their dissertation research, participate in class discussions and group projects, and write several tutorial essays for all their papers, for all of which they receive detailed and regular feedback throughout the course.

B. Skills and other attributes Students will have the opportunity to develop the following skills during the course: I. Intellectual skills Ability to construct and express coherent arguments, substantiated by appropriate evidence, both orally and in writing Capacity for critical, rigorous and in-depth analysis Ability to produce an intellectual synthesis from a wide range of reading Ability to write long and short scholarly and analytical pieces Ability to appraise critically primary and secondary sources, data, and literature Ability to evaluate critically existing research output Capacity to conduct qualitative research and to reflect on the methods and applicability of quantitative research methods Ability to undertake basic statistical analysis, data-set management, and general computing.

-4Teaching/learning methods and strategies The flexible teaching and learning methods of the course are described under 10A above. In addition, the course puts an emphasis on interactive teaching, with a high level of personal attention through tutorials and close supervision. Students are taught through a combination of lectures, seminars, classes and tutorials, with constant dialogue between teachers and students, and among students themselves. Students write tutorial essays and have the opportunity to make class presentations for which they receive feedback. The interactive nature of the course encourages students to develop critical, synthetic and presentation skills. A comprehensive Research Methods Course is compulsory for all students. It covers qualitative and quantitative research methods, and basic statistics. The Research Design Essay, written before undertaking the field- or library-based research, gives students the opportunity to develop a rigorous plan for interdisciplinary research and for thesis writing. All students have the opportunity to make seminar presentations on the analytical framework and research methodologies deployed in their dissertation. Assessment: See 10A above. In addition, students submit written assignments for the Research Methods course, for which they receive feedback, and they undertake statistical exercises. The course is examined through the Research Methods examination and the Research Design Essay, which specifies a set of research questions or a statement of problems to be analysed, and discusses relevant existing work, and through a written test at the end of the first year.

II. Practical skills Ability to present seminar papers and information using appropriate tools (data projectors, OHPs, etc) Ability to design, conduct and present in writing a full, original research project, using both qualitative and quantitative techniques Ability to undertake original field-work, including in countries, cultures and contexts not previously familiar to them Teaching/learning methods and strategies See 10A and B above. In addition, most students undertake field research for their dissertation in a range of developing countries, for which they receive help and advice from academic staff. Assessment See 10A and B above. In addition, students critically reflect on their field-work experience in their seminar presentations and in their theses.

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III. Transferable skills Ability to work interactively and cooperatively in teams Capacity for self-driven and independent work requiring own initiative Word-processing and computing skills Ability to search and use library and electronic research and academic resources, including databases where appropriate Teaching/learning methods and strategies Students are encouraged to exercise their own initiative and independent effort in selecting the topics of their Core Essays and dissertations, and in executing their research projects. The interactive and flexible nature of the course described under 10A above helps to develop both individual initiative and cooperative work. Assessment: Class discussions, seminars, assessed essays and group work, particularly in Research Methods, enable evaluation of students capacity for both independe nt and cooperative work, and their oral and written presentation skills. Continuous assessment essays and the thesis enable evaluation of students skills in constructing bibliographies using library and electronic resources, and in their use of data bases.

11. Programme Structures and Features The overall design of the course is built around 5 components, delivered in six terms. (a) In the interdisciplinary Core course, around which the programme is structured, students have the opportunity to examine critically social and development theories; to look at the international and institutional contexts in which development takes place; to examine narratives of development that focus on such issues as gender, the environment, poverty and conflict; and to analyse various aspects of development policy. The Core Course has three elements, and students are required to write an essay on each one of these: 1. Social and development theory (this essay takes the form of a book review); 2. Major inter-disciplinary themes; 3. International dimensions of development. The core course is taught through a two-hour weekly lecture/seminar followed by a one-hour class in the first three terms of the degree (but the final core essay is due in term four); the second year is devoted to the specialised optional papers and thesis writing. A wide range of academics from different disciplines contribute to the Core Course. The teaching takes an interactive form, combining formal lectures with extensive discussions and small group work in classes. Methods of instruction vary in order to allow comprehensive exploration of the diversity and complexity of the issues covered and to elicit student involvement. (b) The Foundation courses in Economics, History & Politics, and Anthropology, are taken in the First Year. Each student must take two of these three discipline-based Foundation courses, Economics being mandatory for those with no prior background in the subject. These courses introduce the disciplinary fields in the context of development and help to develop, or enhance,

-6students competence. Each course is taught by means of lectures and classes, usually for two to four hours per week, over Terms One and Two. Classes are devoted to discussions around set readings and student presentations. Students also write tutorial essays or written assignments over two terms for each foundation course. (c) The Research Methods course has five parts: qualitative methods, quantitative methods, software and database class-work, and thesis workshops I, II and III. The qualitative and quantitative components are taught through two to three-hour lectures and classes per week during Terms One and Two. The lectures introduce the students to the broad issues, while the class discussions serve to relate the general principles of social science research to the specific context of development and area studies. Both the qualitative and quantitative methods courses organise group projects that involve the application of different methods to practical exercises and the production of a group report, which is presented in the final class. Students also submit two written assignments for which they receive feedback in preparation for their written examination. Software and database class-work takes place through hands-on exercises at the University Computing Centre in Terms One, Two and Three. Students are encouraged to use existing data sets, or generate some of their own. They learn to explore the use of the Internet for research purposes in a question-and-answer session, preceded by a short lecture and a practical demonstration. During Term Three, students receive additional information on library resources, and attend three revision sessions on qualitative and quantitative methods. Thesis Workshop I, held in Term Two, helps students formulate their research topic. The workshop deals with the selection of topic, research design, hypotheses formulation and choice of methodology. Students, who are grouped according to research interests, produce and present a two-page research design, which is then discussed by their peers and a panel of lecturers and teachers. Students start writing the Research Design Essay after having presented their work at Thesis Workshop I, and submit it in Week 5 of Term Three, as described in section (e) below. Three workshops, held in Term Three, cover fieldwork safety, ethical matters, including the filling of CUREC forms, and other practical fieldwork matters. Second Year students are invited to talk about their own field experience. Thesis Workshop III is held in Term Four, after the completion of fieldwork over the summer. It is intended to provide students with the opportunity to present their preliminary findings, to outline their arguments and theoretical or analytical framework, and to develop further presentation skills. Students receive feedback from staff and peers. (d) The Options taken in Terms Four, Five and Six offer area specializations (e.g., Africa; South Asia; China; Eastern Europe; and Latin America) and subject specializations (e.g., Forced Migration; International Relations; Economics of Rural Resources and Environment; Rural Sociology; Gender Studies; Historical Memories of Conflict; Technology and Industrialisation; and Development Economics). The requirement to take two options makes it possible to mix and match area and subject specializations. Optional papers may also be chosen from other cognate MPhil courses within the University, if they are relevant to Development Studies and germane to a students thesis topic (e.g., papers on international business, education policy, medical anthropology, aspects of international law, or the history of science and medicine). The options are taught in a variety of ways - lectures, seminars, classes, and tutorials depending on the number of students taking each option. Most options involve a combination of at least two methods of teaching. (e) A 30,000-word thesis, designed, researched, and written by the student under supervision, is the last component of the programme. Work for the thesis usually starts in Term Two and is consolidated in Term Three, when students prepare their Research Design Essays under special supervision. The Research Design Essay consists of a plan for research and for writing the thesis, including (a) the specification of a set of research questions or a statement of problems to be analysed; (b) a discussion of relevant existing scholarship and theoretical approaches within an interdisciplinary framework; (c) an outline of the initial argument or hypothesis; (d) a

-7discussion of case selection and empirical sources and analysis; (e) an account of how the analysis will bear on or address the research questions posed. Work for the thesis usually involves field research in regions of the world where important development issues have arisen. The thesis is submitted in Term Six.

Learning Year 1 Subjects Core Course in Development Studies Foundation Courses: Two of the following: Economics, Anthropology, and History and Politics Research Methods Course Assessment Core Course: 3 assessed essays (5,000 words each), submitted in Terms Two and Four. The marks count towards the final degree. Students are required to write their essays on the following three elements of the course: 1. Social and development theory; 2. Major inter-disciplinary themes; 3. International dimensions of development. The first Core Essay, submitted at the start of Term Two, approaches a particular aspect of theory (component 1) through a major book or author essay review. The second Core Essay, submitted at the end of Term Two, is usually written on component 2. Students are required to pass these two first year essays to be allowed to continue to Year II of the Course. The third Core Essay, submitted in Term Four, is generally written on component 3. Foundation Courses: (i) 3 tutorial essays for formative assessment for each of the Foundation Courses, submitted in Terms One and Two. Marks do not count towards Year I Qualifying Test or Final Examination; (ii) A three-hour written examination for each Foundation Course, taken at the beginning of Term Three. Students are required to pass this test to be allowed to continue to Year II of the Course. Research Methods: (i) 2 tutorial essays or written assignments for formative assessment, submitted in Terms One and Two. Marks do not count towards Year I Qualifying Test or Final Examination; (ii) A three-hour written examination at the end of Year I during Term Three. Students are required to pass this test to be allowed to continue to Year II of the Course. The mark for this examination constitutes 50% of the final mark for Research Methods. (iii) The other 50% comes from the Research Design Essay, which is submitted in Week 5 of Term Three. Like all other formally assessed and examined piece of work, the Research Design Essay can only be resubmitted once.

-8Year 2 Subjects

Core course in Development Studies Thesis

Optional papers Two of the following list (note not all options are offered in all years): 1. Children, Youth & Development 2. Economic Development: Theories, Evidence and Policies 3. Gender & Development 4. The History and Politics of South Asia 5. The History and Politics of West Africa 6. The Indian State: From Developmentalism to Liberalisation 7. Poverty and Human Development 8. The Political Economy of the Middle East and North Africa 9. Power and Punishment: Creating Social Order in Africa 10. Rural Societies and Politics 11. State, Governance and Natural Resources in Latin America 12. Technology and Industrialization in Developing Countries 13. Transition Economies of the former Soviet Union, Eastern Europe, and China 14. Economic Theory (from the M.Sc. in Economics for Development. Limited access: requires previous training in
economics)

15. Development Economics (from the M.Sc. in Economics for Development. Limited access: requires previous
training in economics)

16. Forced Migration: International legal and normative framework (from the M.Sc. in Forced Migration) 17. Forced Migration: Causes and consequences of Forced Migration (from the M.Sc. in Forced
Migration)

18. Migration and Displacement in Africa (from the M.Sc. in Migration Studies) 19. Peacebuilding and Statebuilding (from the M.Sc. in Global Governance and Diplomacy) 20. Security in Fragile States (from the M.Sc. in Global Governance and Diplomacy) 21. International Relations in the Developing World (from the M.Sc. in Global Governance and Diplomacy) 22. Health and Development (from the M.Sc. in Global Health Science) 23. Health, Environment and Development (shared with the M.Sc. in Global Health Science and the M.Sc. in
Geography)

24. Introduction to Latin American Economies (from the M.Sc. in Latin American Studies. Prior knowledge of
economics is required; candidates with limited reading knowledge of Spanish should consult the course director of the M.Phil. in Latin American Studies before applying to take this option.)

25. The Politics of Democracy in Latin America (from the M.Sc. in Latin American Studies. Candidates should
consult the course director of the M.Phil. in Latin American Studies before applying to take this option.)

26. The Sociology of Latin America (from the M.Sc. in Latin American Studies. Candidates should consult the
course director of the M.Phil. in Latin American Studies before applying to take this option.)

27. The Sociology of China (from the M.Phil. in Chinese Studies) 28. The Politics of a Modern State: The Peoples Republic of China (from the M.Phil. in Politics) 29. Understanding Contemporary South Africa: Post-Apartheid Politics and Society (from the M.Sc. in
African Studies)

30. Post-Conflict State Building (from the M.Phil. in International Relations)

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Assessment Core Course: 1 assessed essay (5,000 words), submitted in Term Four. The mark counts towards the final degree. Students are required to write this essay on one of the following three elements of the course (they must select the element that was not covered in the first two core essays in Year I): 1. Social and development theory; 2. Major inter-disciplinary themes; 3. International dimensions of development. Optional Papers: A three-hour written examination at the end of Year II for each Option. Students also write up to 6 tutorial essays and receive feedback in preparation for the final examination. Thesis of 30,000 words, submitted in Term Six and marked as part of the final examination.

- 10 Structure of the M.Phil Course

YEAR ONE YEAR TWO Term 1 Core Course Term 2 Core Course Term 3 Core Course Long Vacation Term 1 Core Course Term 2 Term 3

Research Methods

Research Methods

Research Methods

Research fieldwork Thesis

or for

Thesis

Foundation One

Foundation One

Option One

Option One

Option One

Foundation Two

Foundation Two

Option Two

Option Two

Option Two

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12. Support for Students and their learning 1. The Course booklet Notes of Guidance for Students provides exhaustive information on all aspects of the course. Course material, including some reading lists and the termly lecture list are posted on the departmental website. 2. The main Development Studies collection is housed in the Social Sciences Library. Other library resources include the Rhodes House Library and archival collections on Africa, the Oriental Institute Library, the Social Anthropology Library, the Modern History Library, the Latin American Centres library, as well as the comprehensive collection of the Bodleian, the main University library. 3. Students have access to shared computing and printing facilities, as well as the use of OHPs, data projectors, video equipment, and photocopiers within the Department, backed by a ICT and technical support officer. All students have access to the facilities of the Oxford University Computing Services, which also provides e-mail facilities and internet access. Students also have access to College computing facilities, and have Ethernet connection in their rooms in some colleges. 4. For social interaction, Masters and doctoral students from different programmes in QEH use the Departmental caf and the main Common Room for both staff and students. Free fruit is provided during the week in the Common Room. 5. Language training, if required for thesis field work and requested by a student, is available at the University Language Centre for a range of European and non-European languages. The Oriental Institute also provides training in Asian languages. Language learning is not a compulsory requirement of the course and it is entirely a matter of choice for students to receive language lessons if they feel the need to learn or brush up on a language to facilitate their field research. 6. The Department offers some scholarships to students, usually towards University and College fees. These normally include two ESRC 2+2 scholarships and the departmental bursary for existing year one students moving on to their second year of MPhil study. There are also other scholarships which vary from year to year, depending on the availability of funding. These scholarships are advertised on the Departmental website. 7. For their thesis field work, students are offered health and safety training and advice in the Research Methods course and via experienced supervisors and support staff within the Department, free travel immunisation at the Universitys Occupational Health Service, and they are cover ed by the Universitys insurance scheme. The Department offers limited funding towards field work when funds are available. Prior to field work, students are briefed by their supervisors not only on the intellectual aspects of their research but also on the practical and logistical aspects of their task. During their field work, students stay in regular contact with their thesis supervisors and receive advice as necessary. 8. The MPhil programme is located within a wider set of academic and policy networks within the Department of International Development (Queen Elizabeth House) and Oxford University. QEH has specialised units researching into Refugee Studies, Migration Studies, Ethnic Conflict, Poverty and Inequality, Technology and Industrialisation, and Development Economics. There are also research groups and networks, and active seminars on South Asia, Africa, Gender, Poverty, Forced Migration. Teaching and research staff are actively engaged in original research in their own fields, and students are able to draw upon their expertise and support. Many staff members also act in advisory capacity to governments, non-governmental organisations and national and multi-lateral donor and development organisations. In the wider context of Oxford, the programme draws upon expertise from other Departments (Politics, Economics, History, Social Anthropology, Law, Education, Geography, the Sad Business School) and from specialist units such as the Wellcome Unit for the History of Medicine, Oxford Institute for Energy Studies, Oxford University Centre for the Environment, Latin American Centre, Middle East Centre, African Studies Centre, and the China Centre. It is precisely because of these invaluable resources that the programme can be flexible in meeting students needs, and at the same time achieve high and demanding standards. 9. Students have the opportunity to publish research papers from their thesis in the Departments internet based Working Papers series and in the departmental journal, Oxford Development Studies.

- 12 10. The Department is home to many overseas visitors from developing countries, both academics and professionals (the latter includes visitors on the Foreign Service Programme for overseas diplomats), with whom students have the opportunity to interact. 11. Students are provided with various types of supervision within the Department: (a) Course Supervisor: On arrival at the beginning of Term One each student is allocated a general supervisor, who is expected to be in regular contact with the student and to guide and advise him or her throughout the course of study. The Supervisor writes termly reports on the students progress, using the online GSS system. Any problems noted in the Supervisors report are investigated and discussed with the student by the Director of Graduate Studies, the Course Director and the Students College Advisor. (b) Thesis supervisor, usually appointed at the end of Term Two, oversees the students field research and dissertation work. The Course Supervisor may act as the Thesis Supervisor if he or she has the required expertise. (c) Core Essay Supervisor, with special knowledge of a given field of study or topic can sometimes be appointed on a one off basis to supervise any of the three core essays. 12. The Course Director (CD) stays in regular contact with students and keeps weekly open office hours for students to meet and discuss academic issues and all aspects of the course. The CD provides information and advice on future career and scholarships within the University, and along with the students Course and Thesis Supervisors provide academic references in support of students applications for employment or further higher education. Each student also has an Advisor at his/her College, who is responsible for pastoral care and for dealing with issues of financial hardship. The Senior Tutor or Tutor for Graduates at the students College provides further support, and colleges sometimes offer scholarships and travel bursaries for field work. Colleges usually provide social facilities and accommodation, as well as access to computers, printers, photocopiers, fax machines. Each College also has its own library.

13. Criteria for Admission Eligibility: Normally a first class degree in social science from a British University (or its equivalent abroad) is required. However, as one of the purposes of the course is to provide a basic education in development studies, students who have not specialised in a social science may be admitted to read for the M Phil in Development Studies. Applicants with no social science background who have a first class degree are normally offered admission if they have a proven interest or work experience in the field of development. In assessing the suitability of applicants, their academic track record, referees r eports, samples of written work, and statement of purpose are taken into account. In their statement of purpose, applicants must state in what way they believe the MPhil might contribute to their career development plans and how development studies relates to their general and academic interests. They must also indicate an awareness of the structure of the degree, by stating the Foundation courses that they might take in the first year, and the Options that might be of interest in the second year. Applicants should also indicate the broad area in which they expect to write their thesis. Applicants who are not native English speakers must meet a high level of English language competence before a place is offered. The following are required: IELTS: 7.5 overall with 7.0 minimum per component; TOEFL: 630 overall with minimum of 5 on written English test; TOEFL- internet based: 109 with minimum of 21 in the listening component, 22 in reading, 23 in speaking and 21 in writing; Cambridge Certificate: B. Procedure for assessing candidates: All applications are assessed by the Admissions Committee for the MPhil, which is composed of the Admissions Tutor (Chair) and four other members of the Departments

- 13 academic staff, appointed by the Head of the Department and the Nominating Committee of the Department. As a large number of applicants are from overseas, it is not common practice to interview applicants, except in rare cases when the Admissions Committee feels it would help to take a decision on a marginal case, and provided the applicant is able to attend an interview. The Admissions Tutor often corresponds with applicants by email if any clarification or further information is required on any aspect of an application during the process of evaluating it. All applications are read and commented on by members of the Admissions Committee, and then they are discussed at meetings of the Committee (held once a term) to arrive at a final decision.

14. Methods for evaluating and improving the quality and standards of learning Anonymous feedback forms for each course component are distributed in hard copy to all students. The Course Director and the lecturers concerned scrutinise these forms and the latter make changes to the methods of course delivery as necessary. Lecturers and/or the Course Director may consult students about concerns raised in feedback forms to find the most satisfactory solution. The Course Director has regular office hours each week when students have the opportunity to discuss individual or collective concerns about the course. Where appropriate, these issues are then discussed in the MPhil Teaching Committee so as to take necessary action. Each MPhil Class (Years I and II) elects two Class Representatives who attend the unreserved part of the MPhil Teaching Committee meetings, as well as termly meetings with the Head of Department. The representatives contribute on issues regarding the teaching of courses and other matters, in particular library matters. Class Representatives attend the Committee for Library Provision for the Department and have the opportunity to discuss the provision of library material for students. The Course Director holds termly meetings with all students in a year group if such a meeting is requested by students or deemed necessary by the Course Director to discuss any aspect of the course. Criteria of minimum supervision standard have been introduced to enhance the quality and equality in essay and thesis supervision. At the end of the first year of the course, students are asked to fill in a form on all aspects of the course so far and then invited to a meeting with the Course Director to discuss any issues. The Course Director scrutinises these forms to identify areas needing improvement or modification, and these are then discussed in Teaching Committee for action. At the end of the second year of the course and after their final examinations, students are asked to fill in a form on all aspects of the course, and then invited to a debriefing meeting attended by the Course Director, Director of Graduate Studies and key members of the Departments teaching staff. Issues emerging from this process of consultation are then discussed in Teaching Committee and any necessary action is taken. Examiners Reports on the First Year Qualifying Test and the Final Examination are submitted to the Social Sciences Divisional Board, the Graduate Studies Committee of the Department (ODID) and the Educational Committee (EC). Reports of internal and external examiners are fully discussed in the Graduate Studies Committee and the Teaching Committee, and their recommendations are acted upon. The Department is required to report steps taken in response to Examiners recommendations to the Social Sciences Divisional Board. The degree and departmental provisions are periodically reviewed by the Social Sciences Divisional Board and the EC. Any changes to the course need to be approved by the ODID Graduate Studies Committee and the Social Sciences Board. Annual staff appraisal includes assessment of teaching. The Institute for Advancement of University Learning (IAUL) offers staff development and training courses for improvement of teaching.

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15. Regulation of assessment Final Examination The proper conduct of all examinations in the University comes under the jurisdiction of the Proctors. The Junior Proctor normally handles matters relating to graduate students and it is to the Proctors that all applications for dispensation, complaints and appeals must be made, with the advice and support of the students college. There are four Examiners for the M. Phil in Development Studies - three internal to the University and one external. One of the three internal examiners acts as the Chair of the Board of Examiners. The three internal examiners are appointed by the Graduate Studies Committee of ODID on the recommendation of the departmental Nominations Committee. They are normally appointed for a term of 3 years. Each examiner covers a different discipline. In addition they are assisted by a number of Assessors (markers) appointed by the Chair of Examiners so as to ensure full competence in the assessments of all disciplines and geographical regions included in the degree. In the case of certain second year Option courses, when MPhil Students may join another degree course, it is the examiners and/or assessors for that degree who act as assessors. In such cases the Examiners pay close attention to the calibration of marking conventions. Those used in the MPhil are presented below. The external examiner is also nominated by the Nominations Committee, having considered evidence of competence and absence of conflict of interest. She or he is invited by the Vice Chancellor and normally serves a term of three years. In any one year, the MPhil Examiners are responsible for both the First Year Qualifying Test and the Final examination at the end of the Second Year, as well as for the examinations for Probationary Research Students. Each first year Foundation Course, each second year Option Course and the course in Research Methods is examined by means of 3-hour papers. In addition, in the First Year students are required to write a Research Design Essay, whose mark is averaged with the mark obtained in the Research Methods examination to form their final Research Methods grade, and in their Second Year students are required to write a dissertation not exceeding 30,000 words to be assessed in the final examination. They are also required to write three essays not exceeding 5,000 words to deadlines at predetermined periodic intervals throughout the two years on aspects of the rubric covering the Core Course. All written papers, essays and dissertations are subject to blind double marking. Examiners and assessors return their marks independently with comments. In cases where the marks differ by more than 6 marks, or one mark is less and one more than 49, or one mark is less and one more than 69, the examiners/assessors are asked to consult with each other and come to an agreement. The agreed marks and explanatory comments are then submitted. If differences remain, the Chair of Examiners will refer this either to a third examiner or to the external examiner. Where core essay marks show significant variations or if an essay mark is not consistent with a students performance elsewhere on the course, the essay or essays in question is/are referred to the external examiner, and in the light of student s overall result, the marks are moderated in the final examiners meeting. If the mark in any one component of the final examina tion is not consistent with marks in the other components, the mark is moderated at the final examiners meeting, in view of the overall performance of the student. The final mark for the degree is made up of five marks, weighted as follows: the mean for the core course essays (20%); the dissertation (30%); the final mark for Research Methods, which is the mean of the mark for the Research Design Essay and that for the examined paper on Research Methods (15%); the marks for each of the two second-year Optional papers (17.5% for each option).

- 15 The examiners may award a distinction for excellence in the final examination. The criteria are a) a total of 70 or above as calculated in the previous paragraph on the five components of the final examination and b) a mark of 70 or above on the dissertation. The internal and external examiners are required to produce reports after the examinations for consideration by the Graduate Studies Committee of Queen Elizabeth House, the Academic Committee of the Social Studies Board and the EC. The External Examiner In addition to the responsibilities outlined above, the external examiner acts as an impartial external arbiter of academic standards. The external examiner monitors the standard of the course, the standard of the achievement of students, the procedures for assessment and for the fair conduct of examinations and assessment according to the regulations and conventions described above. The external examiner is provided with full information on the aims and objectives of the degree, its practical organisation, the syllabus, the course handbook (Guidance Notes for students) and the marking conventions. S/he is consulted on all draft examination papers (on which s/he is expected to comment), including re-sits, and agrees the principles according to which the external examiner will see scripts and other assessed material (over and above those mentioned earlier). S/he is invited to attend all examiners meetings, is consulted about their dates, must attend the final meeting and must sign the results summary sheet. As mentioned above, the external examiner is expected to report to the Vice-Chancellor at the end of the examinations in each year in which they act. The deadline for this report is generally the end of week 0 of Michaelmas term following the examinations. His/her report is expected to cover the following aspects of the examinations: i) the standards demonstrated by the students, ii) the extent to which the standards are appropriate for the award; iii) the quality of teaching and learning which may be indicated by student performance; iv) the design, structure and marking of assessments; v) the procedures for assessment; vi) the adequacy of their access to material necessary to make the required judgements and their power to call upon such material; vii) students performance in relation to their peers in comparable courses and the rationale for such comparisons; and viii) the coherence of policies and procedures relating to their own duties. Course and examination requirements Over the two year period, every candidate will follow two foundation courses, the course in research methods, the core course and two option courses. Every candidate will be required to satisfy the examiners in the following: i) As part of the Year I Qualifying Test, students have to pass three-hour written examinations in the two foundation and research methods courses. A pass mark of 50% must be achieved in each element of the first year qualifying test. Only students achieving a pass mark in the qualifying test, including the first two core essays (see point (ii) below) may proceed to the second year of the course. A candidate who fails one or more of the foundation courses and/or the paper in research methods may be permitted to retake them in late September of the first year. If a student fails the test examination on a second attempt, s/he is not permitted to continue to the second year. In Terms 2 and 4 of the two year degree, students must submit essays on topics related to each of the 3 components of the Core Course as set out above. Each essay is marked by two assessors. An essay failing to reach the 50 per cent pass mark is referred to the Examiners. Students are permitted to resubmit their essays once only if they do not achieve pass marks in the first instance. Failure on re-submission will lead to a failure in the entire degree and students will be required to leave the course. The date for resubmission is set by the Chair of Examiners in each case, but it is usually in the term after which the essay is first submitted. The

ii)

- 16 mark awarded for each essay by the assessors remains provisional until the final meeting of the Examiners (at the end of the final examinations) and the completion of the process of moderation. Each core essay for final submission must be: (a) accompanied by a standard cover sheet, obtainable from the course secretary; (b) 4000 - 5000 words in length (excluding the list of references but including footnotes and appendices), strictly observed; (c) accompanied by a word count; (d) accompanied by the submission of an identical electronic copy; (f) accompanied by a declaration of authorship and (e) accompanied by a report from Turnitin. The electronic copy must be submitted at the same time and date as the hard copy, but will not be accepted as a substitute for the hard copy. Exceeding the word limit will result in the imposition of penalties. iii) In Term 3, students must submit their Research Design Essays. The Research Design Essay consists of a plan for research and for writing the thesis, including (a) the specification of a set of research questions or a statement of problems to be analysed; (b) a discussion of relevant existing scholarship and theoretical approaches within an interdisciplinary framework; (c) an outline of the initial argument or hypothesis; (d) a discussion of case selection and empirical sources and analysis; (e) an account of how the analysis will bear on or address the research questions posed. The Research Design Essay must not exceed 5000 words in length, excluding the bibliography. The details of submission of the Research Design Essay are the same as for the Core Essays above. As part of the final examination, students must take a three-hour written examination for each of the two Options at the end of Year II. As part of the final examination, students must submit a thesis of not more than 30,000 words (excluding bibliography but including footnotes and appendices) on a topic approved by the Graduate Studies Committee or by a person or persons to whom the Committee may delegate this function, usually the Course Director. The thesis must be on a topic in the general field of development studies. Three copies of the thesis must be submitted to the Course Secretary by 12.00 hours on Friday Week 1 of Trinity Term, Year 2. The thesis must be accompanied by (a) a declaration of authorship and (b) a report from Turnitin. Failure in one (or more) component(s) of the final examination (Thesis, Options, overall Research Methods) requires a reexamination in the failed element(s). Options papers are retaken in the Trinity Term of the following academic year and thesis resubmission likewise. If a candidate in Year 1 fails the Research Design Essay, it is resubmitted in late September of Year 1, and if a candidate fails the Research Methods examination, it is retaken in September of Year 1. Only one re-sit or resubmission is allowed.

iv) v)

vi)

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Marking Scale The marking scale uses a pass mark of 50 and a distinction threshold of 70. Distinction level 80-100 75-79 70-74 Superb work showing nuanced command of intellectual debates and making a creative contribution to them Excellent work, intellectually stimulating and original argument Fine work showing powerful analysis and critical engagement with the secondary literature

Pass level 65-69 55-64 50-54 Strong pass: strong and well-developed analysis with some indication of distinction potential; no significant errors of fact or interpretation Good pass: competent analytical standard with most points developed rather than stated Pass: basic analytical skills apparent from identification of intellectual problems and some structured discussion of them

Fail 45-49 0-44 Marginal fail: inadequate development of points made Outright fail: inadequate coverage and inadequate analysis