PA 5319 (502) Spring 2010 (3 hrs) Professor Simon Fass

R: 7:00-9:45 p.m. WSTC: 1.302 Office: WSTC 1.220

Office hours: MR: 5:30-6:45; W: 5:30-6:30; and by appointment tel: 972 883 2938
e-mail: course-related communication by e-learning,
or fass@utdallas.edu when e-learning is not available

Management and Practice of International Development

This course focuses on four different elements of the development process:
context and practice of development, and various conceptualizations of poverty;
actors in and structures of development, specifically “management” of development processes;
institutions of development, focusing on inter-organizational relations and negotiation among
actors; and
engagement in difficult environments, focusing on development interventions, such as peace
building, in settings of violent conflict.
A. Learning Outcomes: Students should gain understanding of
contradictory interpretations of “development” and conceptions of poverty;
contexts within which development action occurs – local to global;
the public action approach to development practice;
the nature of development management;
approaches to investigation, understanding and planning of development action;
advocacy;
roles of institutions and of inter-organizational relationships;
the function of negotiation;
the political nature of institutional development;
strategies to reconcile interests and perspectives of different actors; and
the challenge of development during war, and of peace-building.
B. Prerequisites: None
C. Required Texts
Managing Development: Understanding Inter-Organizational Relationships, Dorcas Robinson,
Tom Hewitt, John Harriss, 2000 Sage [RH]

Poverty and Development into the 21st Century, (eds) Tim Allen, Alan Thomas. 2000. Oxford
University Press [AT]

Readings for the course are available through the UTD library e-reserve site, at:
http://utdallas.docutek.com/eres/coursepage.aspx?cid=770

D. Grades: The grade structure is:

A (4.0) A- (3.67) B+ (3.33) B (3.00) B- (2.67) C+ (2.33) C (2.00) F (0.00)
Grading is based on performance on three short class assignments, a major research paper, a
class presentation of research findings, and a final examination, weighted as follows:
class assignments (3 assignments at 10% each): 30 %
major research paper: 25 %
class presentation: 15 %
final examination: 30 %
total: 100 %

1
 For clarity, note that class assignments and the research paper are: submitted by e-learning, use
a word processing program that MS Word or WordPerfect can access directly, and consistent
with the instructor‟s formatting guidelines. The assignments and research paper are judged on
quality of substance and of writing. Good submissions are well organized and well researched.
They are clearly documented and, as appropriate, end noted. They are natural (i.e., as one
normally talks), concise and easy to read. They are correctly spelled, properly punctuated and
grammatically correct. They are neat and responsive to intent of the assignment.

E. Course Schedule:
I. International Development
1. January 14: Introduction to the course - overview of contexts, concepts and actors

2. January 21: Challenges, institutional rules and relationships, and peace building
[RH] Brett, T. 2000. Understanding organizations and institutions pp. 17-48

Thomas, A. 1996. What is development management?‟ Journal of International Development,

vol. 8, no. 1, pp. 95–110.

World Vision International, website at www.worldvision.org.uk

II. Development Practice
3. January 29: Poverty, inequality and globalization
[AT] Thomas, A. 2000. Poverty and the end of development (pp. 3-22)

[AT] Thomas, A. 2000. Meanings and Views of Development (pp. 23-48)

[AT] McGrew, A. 2000. Sustainable globalisation? The global politics of development and
exclusion in the new world order (pp. 345–364)
4. February 4: Practice, public action and development policy
[AT] Harriss, J. 2000. The second „great transformation‟? (pp. 325–344)

[AT] Thomas, A. and Allen, T. 2000. Agencies of development (pp. 189–218)

Dinham, B. and Hines, C. 1983. Agribusiness in Africa, Earth Resources Research

Publications, London.
Chapter 4: Kenya (pp. 91-104)

Swainson, N. (1980) Development of Corporate Capitalism in Kenya, Heinemann Educational

Books Ltd, London.
Chapter 6: Case Studies of Three Multinational Firms (pp. 212-264)

Nyangito, H. and Kimura, J. 1999. Liberalization of the Smallholder Tea Sub-sector: progress,
Impacts and Recommendations for Further Development‟ in Institute of Policy Analysis and
Research (IPAR) Policy Brief, no. 1 (pp. 1–5)
http://www.unilever-esa.com/ourcompany/aboutunilever/introducingunilever/unileverkenya.asp
http://www.unilever-esa.com/ourcompany/aboutunilever/introducingunilever/teaeastafrica.asp
http://www.unilever.com/sustainability/casestudies/agriculture/cultivating-fuel-wood-on-tea-estates.aspx
World Bank. 2003. World Development Report 2003, Sustainable Development in a Dynamic
World, Washington D.C., World Bank
Chapter 7: Strengthening National Coordination (pp. 133-156)

2
5. February 11: Public action to enable and contest development
[AT] Thomas, A. 2000. Poverty and the end of development (pp. 3–22)

Spoor, M. 1998. The Aral Sea Basin Crisis: Transition and Environment in Former Soviet
Central Asia, Development and Change, vol. 29, no. 3, (pp. 409–435)

[AT] Woodhouse, P. 2000. Environmental degradation and sustainability (pp. 141–162)

Yanacopulos, H. 2002. Think Local, Act Global: Trans-national Networks and Development, in
J. Robinson, Displacement and Development, Oxford: Oxford University Press.
Chapter 5: Think local, Act global (pp. 205-244)
III. Managing Development
6. February 18: Managing development
Thomas, A. 1996. What is development management? Journal of International Development,
vol. 8, no. 1, pp. 95–110

Mackintosh, M. 1992a. Introduction, in Wuyts, M., Mackintosh, M. and Hewitt, T. (eds.)

Development Policy and Public Action, Oxford, Oxford University Press (pp. 1-9)

le Mare, A. 2006. Belfast travelers: a case study of the provision of housing and services for
the travelling community in Belfast - Case study
7. February 25: Methods - investigating, understanding, integrating
Hanlon, J. 2007. Grabbing attention, in Thomas, A. and Mohan, G. (eds.), Research Skills for
Policy and Development, London, SAGE Publications (pp. 72–92)

Cornwall, A. 2002. Making spaces, changing places: Situating participation in development,

IDS Working Paper 170, Brighton, IDS, October, (pages 1–6, 10–17, and 26–29)

Chambers, R. 1983. Rural Development: Putting the Last First, Harlow, Longman.
Chapter 1: Rural poverty unperceived (pp. 1-27)
Chapter 4: Whose knowledge? (pp. 75-102)

Chambers, R. 1997. Whose Reality Counts? Putting the First Last, London, Intermediate
Technology Publication
Chapter 3: Professional Realities (pp. 33-50)
Chapter 5: All Power Deceives (pp. 76-101);

8. March 4: Advocating for, and advocating against

Coates, B. and David, R. 2002. Learning for change: the art of assessing the impact of
advocacy work, Development in Practice, vol. 12, no. 3 and 4, (pp. 530–41)

Tearfund. 2002. Advocacy Toolkit: Understanding Advocacy

http://tilz.tearfund.org/webdocs/Tilz/Roots/English/Advocacy%20toolkit/Advocacy%20toolkit_E_FULL%20DOC_Parts%20A%2BB.pdf

World Vision International, website online at www.worldvision.org.uk

Chapman, J. 2002. Monitoring and evaluating advocacy, PLA Notes (International Institute for
Environment and Development, Vol. 43, (pp. 48–52)

Mayer, S. 2007. Using evidence in advocacy, in Thomas, A. and Mohan, G. (eds.), Research
Skills for Policy and Development, London, Sage Publications, (pp. 254–74)

3
 Ayele, S. 2006. IRMA: A case study of a science and technology-based intervention to reduce
hunger - Case study

Thomas, A. 1996. What is development management? Journal of International Development,

vol. 8, no. 1, pp. 95–110
IV. Development Institutions
9. March 11: Institutional development
[RH] Brett, T. 2000. Understanding organizations and institutions (pp. 17-48)

Uphoff, N. 1986 Local Institutional Development: an Analytical Sourcebook, West Hartford,

Connecticut, Kumarian Press.
Chapter 1: Analyzing Options for Local Development (pp. 1-19)

Knight, J. 1992. Institutions and Social Conflict, Cambridge, Cambridge University Press
Chapter 1: Introduction (pp. 1-20)

[RH] Hanlon, J. 2000. Two decades of competition of health in Mozambique (pp. 115-135)

North, D. 1990. Institutions, Institutional Change and Economic Performance, Cambridge,

Cambridge University Press
Chapter 1: An Introduction to Institutions and Institutional Change (pp. 3-10)

[RH] Robinson, D., Hewitt, T. and Harriss, J. 2000. Why inter-organisational relationships
matter (pp.1-16)

[RH] Hewitt, T. 2000. A hybrid or third way? (pp.49-66)

10. March 25: State, market and civil society

[RH] Robinson, D. 2000. Reforming the state? (pp. 167-192)

Doriye, J. 1992. Public office and private gain: an interpretation of the Tanzanian experience,
in Wuyts, M., Mackintosh, M. and Hewitt, T. (eds.) Development Policy and Public Action,
Oxford, Oxford University Press. (pp. 91-113)

Mackintosh, M. 1992b Questioning the state, in Wuyts, M., Mackintosh, M. and Hewitt, T.
(eds.) Development Policy and Public Action, Oxford, Oxford University Press (pp. 61-90)

Crewe, E. and Harrison, E. 1998. Whose Development? An Ethnography of Aid, London, Zed
Chapter 1: Development Aid: Successes and Failures (pp. 1-24)

World Bank. 1997. World Development Report 1997: The State in a Changing World, New
York, Oxford University Press and the World Bank. Overview (pp. 1-15)

Bebbington, A. and Riddell, R. 1997. Heavy hands, hidden hands, holding hands? Donors,
intermediary NGOs and civil society organizations, in Hulme, D. and Edwards, M. (eds.)
NGOs, States and Donors; Too Close for Comfort?, London, Macmillan. (pp. 107 -127)

Barakat, S. and M. Chard. 2002. Theories, rhetoric and practice: recovering the capacities of
war-torn societies, Third World Quarterly, vol. 23, no. 5 (pp. 817–835)

4
 Howell, J. and Pearce, J. 2001. Civil Society and Development, London, Lynne Rienner
Chapter 1: Introduction (pp. 1-12)
Chapter 2 Civil Society and Development (pp. 13-38)

World Bank. 2001. World Development Report 2002: Building Institutions for Markets,
Washington D.C., World Bank.
Chapter 1: Building Institutions: Complement, Innovate, Connect, Compete (pp. 3-17)

11. April 1: Power in institutional development

Fisher, R. and Urry, W. 1996. Getting to YES, London, London Business Books Ltd.
Part 2: The Method (pp. 15-94)

Long, N. 2001. Development Sociology: Actor Perspectives, London, Routledge

Chapter 3: Building a Conceptual and Interpretative Framework (pp. 49-73)

Morgan, G. 1993. Appendix A: The theory behind the practice, in Imaginization: The Art of
Creative Management, London, Sage, (pp. 271–294)

Cleaver, F. 2001. Institutions, Agency and the Limitations of Participatory Approaches to

Development, in Cooke, B. and Kothari, U. (eds.) Participation: the New Tyranny? London,
Zed Press. (pp. 36-55)

Rahnema, M. 1992. Participation‟ in Sachs, W. (ed.) The Development Dictionary. A Guide to

Knowledge and Power, London and New Jersey, Zed Books Ltd., (pp. 116–131)

Freire, P. 2006. Pedagogy of the Oppressed, New York, Continuum Int‟l Publishing Group,
Chapter 4 (pp. 125–175)

V: Tough Development
12. April 8: Perceptions
[AT] Allen, T. 2000. A world at war (pp. 163–188)

DfID - UK Department for International Development. 2002. Conducting conflict assessments:

guidance notes.
Chapter 1: Conflict Analysis (pp. 10-17)
http://www.dfid.gov.uk/Documents/publications/conflictassessmentguidance.pdf

de Bono, E. 1992. Lateral thinking for management, Middlesex, Penguin.

Chapter 1: Lateral and Vertical Thinking (pp. 3-13)

Dewar, M. 1985. The British army in Northern Ireland, London, Arms and Armour Press.
Chapter 3: Communal Violence (pp. 32-48)

Ministry of Defence -MoD. 2004. The military contribution to peace support operations, Joint
Warfare Publication 3–50, 2nd edition, Shrivenham (UK), The Joint Doctrine and Concepts
Centre, Ministry of Defence.
Chapter 4: Peace Support (pp. 4.1 - 4.27)
Chapter 5: Tasks and Techniques (pp. 5.1 - 5.31)

de Bono, E. 1996. Textbook of Wisdom, London, Viking, Penguin Group. (pp. 30-36)

Morgan, G. 1986. Images of organization, Beverly Hills, London, Sage.

Chapter 7: Exploring Plato‟s Cave (pp. 207-240)

5
 McMillan, E. 2004. Complexity, organizations and change, London, Routledge.
Chapter 1: Introduction (pp. 1 - 12)

Rose, S. 1998. Lifelines, London, Penguin books.

Chapter 1: Biology, freedom, Determination (pp. 1-20)

13. April 15: Choices, principles and sanctions

Kuhn, R.L. and Kuhn, L. 1991. Decision making and deal making: how creativity helps, in J.
Henry (ed.), Creative Management, London, Sage (pp. 72-80)

Adair, J. (2007) Decision making and problem solving, London, Institute of Personnel and
Development.
Chapter 2: The Art of Effective Decision Making (pp. 23-41)

Ministry of Defence -MoD. 2002. British army field manual, Part 8, Com. 2, Staff procedures
Chapter 5 Decision making, issue 1.4 as amended December 2002.

Cramer, C. and Goodhand, J. 2002. Try again, fail again, fail better? War, the state, the “post-
conflict” challenge in Afghanistan, Development and Change, 33(5), (pp. 885–909)

14. April 22: Negotiation

Whetten, D.A. and Cameron, K.S. 1993. Developing management skills: managing conflict,
New York, Harper Collins “Skill Learning” (pp. 24-58)

Northcraft, G. and Neale, M. 1990. Organization behavior, Chicago, Dryden Press.

Chapter 6: Conflict in Organizations (pp. 218-273)

Senge, P. 1992. The Fifth Discipline, London, Century Business.

Chapter 4: The Laws of the Fifth Discipline (pp. 57 - 67)

Sontag, D. 2004. Early Tests for U.S. in Its Global Fight on AIDS, New York Times, 14 July .

Frank, L. 1986. The Development Game, Granta, 20, Winter (pp. 229 -243)

15. April 29: Student presentations

16. May 6: Final exam

F. Format: There are specific preferences for all assignments to which you must adhere:
margins: 1-inch on all sides
paper: white standard, 8½ inches by 11 inches
orientation: portrait
font: times new roman, regular, 12 points (no HTML formatting)
alignment: left (no justification)
page numbering: on all pages, centered at the bottom
line spacing: single-space within paragraphs, double-space between paragraphs
indentation: none
paper title: at top of first page on one line (i.e. no cover sheet)
student name: next line after the title
citations in text: in any standard format (e.g., Smith, 2004)
bibliography: in standard format (e.g., as you see them at the end of published articles)
spelling: no errors (i.e., use spelling checker, and also review manually for wrong words)
grammar: do not be horrible (i.e., use grammar checker set to strictest/most formal level)
endnotes: place after bibliography (no footnotes)
tables or graphics: include only if essential, place at very end.

6
G. Submissions:
All submissions must be electronic, sent via e-learning (or CD if e-learning is a problem), saved in any
format that MS Word or WordPerfect can read directly.
File names must be your name (last first), followed by assignment number, e.g., Smith Bob A1

H. Syllabus Addendum (adapted from the Office of Judicial Affairs)

Each student in this course should exercise independent thought, expression and aptitude. This addendum to the
course syllabus is to assist you in maintaining academic integrity while seeking scholastic success.

General Comments:
All assignments, the class paper, presentation and examination, require individual, independent work. The
instructor will clearly identify any exception(s).
Be sure your name is on all your work.
Complete and turn in assignments on time and in the required format.
Retain all research notes and drafts until the assignment has been graded.
Obtain written authorization from the instructor prior to submitting a portion of academic work previously
submitted for any academic exercise. (This includes an individual or group project submitted for another
course or at another school.)

Assignments, class papers and examination:

Be prepared:
to present periodic drafts of work in process
to correctly and completely reference all sources of information using the citation format prescribed
to submit your completed work in a timely and in the prescribed manner.
All episodes of suspected scholastic dishonesty will be reported according to University policy. Students who
violate University rules on scholastic dishonesty are subject to disciplinary penalties, including the possibility of
failure in the course and/or dismissal from the University. Since such dishonesty harms the individual, all
students and the University, policies on scholastic dishonesty will be strictly enforced.

I. Additional Course Policies:

Class Decorum no cell phones on or text messaging; no notebook computers on

Make-up Exams none
Extra Credit none
Late Work 10% of assignment value is lost for each day overdue
Class Attendance not obligatory
Classroom Citizenship civility and politeness are appreciated

Student Conduct and Discipline : The University of Texas System and The University of Texas at Dallas have rules and
regulations for the orderly and efficient conduct of their business. It is the responsibility of each student and each student
organization to be knowledgeable about the rules and regulations which govern student conduct and activities. General
information on student conduct and discipline is contained in the UTD publication, A to Z Guide, which is provided to all
registered students each academic year.
The University of Texas at Dallas administers student discipline within the procedures of recognized and
established due process. Procedures are defined and described in the Rules and Regulations, Board of Regents, The
University of Texas System, Part 1, Chapter VI, Section 3, and in Title V, Rules on Student Services and Activities of the
university‟s Handbook of Operating Procedures. Copies of these rules and regulations are available to students in the
Office of the Dean of Students, where staff members are available to assist students in interpreting the rules and regulations
(SU 1.602, 972/883-6391).
A student at the university neither loses the rights nor escapes the responsibilities of citizenship. He or she is
expected to obey federal, state, and local laws as well as the Regents‟ Rules, university regulations, and administrative
rules. Students are subject to discipline for violating the standards of conduct whether such conduct takes place on or off
campus, or whether civil or criminal penalties are also imposed for such conduct.

7
Academic Integrity: The faculty expects from its students a high level of responsibility and academic honesty. Because
the value of an academic degree depends upon the absolute integrity of the work done by the student for that degree, it is
imperative that a student demonstrate a high standard of individual honor in his or her scholastic work.
Scholastic dishonesty includes, but is not limited to, statements, acts or omissions related to applications for
enrollment or the award of a degree, and/or the submission as one‟s own work or material that is not one‟s own. As a
general rule, scholastic dishonesty involves one of the following acts: cheating, plagiarism, collusion and/or falsifying
academic records. Students suspected of academic dishonesty are subject to disciplinary proceedings.
Plagiarism, especially from the web, from portions of papers for other classes, and from any other source is
unacceptable and will be dealt with under the university‟s policy on plagiarism (see general catalog for details). This
course will use the resources of turnitin.com, which searches the web for possible plagiarism and is over 90% effective.

E-mail Use: The University of Texas at Dallas recognizes the value and efficiency of communication between faculty/staff
and students through electronic mail. At the same time, email raises some issues concerning security and the identity of
each individual in an email exchange. The university encourages all official student email correspondence be sent only to a
student‟s U.T. Dallas email address and that faculty and staff consider email from students official only if it originates from
a UTD student account. This allows the university to maintain a high degree of confidence in the identity of all individual
corresponding and the security of the transmitted information. UTD furnishes each student with a free email account that is
to be used in all communication with university personnel. The Department of Information Resources at U.T. Dallas
provides a method for students to have their U.T. Dallas mail forwarded to other accounts.

Withdrawal from Class: The administration of this institution has set deadlines for withdrawal of any college-level
courses. These dates and times are published in that semester's course catalog. Administration procedures must be followed.
It is the student's responsibility to handle withdrawal requirements from any class. In other words, I cannot drop or
withdraw any student. You must do the proper paperwork to ensure that you will not receive a final grade of "F" in a course
if you choose not to attend the class once you are enrolled.

Student Grievance Procedures : Procedures for student grievances are found in Title V, Rules on Student Services and
Activities, of the university‟s Handbook of Operating Procedures. In attempting to resolve any student grievance regarding
grades, evaluations, or other fulfillments of academic responsibility, it is the obligation of the student first to make a serious
effort to resolve the matter with the instructor, supervisor, administrator, or committee with whom the grievance originates
(hereafter called “the respondent”). Individual faculty members retain primary responsibility for assigning grades and
evaluations. If the matter cannot be resolved at that level, the grievance must be submitted in writing to the respondent
with a copy of the respondent‟s School Dean. If the matter is not resolved by the written response provided by the
respondent, the student may submit a written appeal to the School Dean. If the grievance is not resolved by the School
Dean‟s decision, the student may make a written appeal to the Dean of Graduate or Undergraduate Education, and the deal
will appoint and convene an Academic Appeals Panel. The decision of the Academic Appeals Panel is final. The results of
the academic appeals process will be distributed to all involved parties.
Copies of these rules and regulations are available to students in the Office of the Dean of Students, where staff
members are available to assist students in interpreting the rules and regulations.

Incomplete Grades: As per university policy, incomplete grades will be granted only for work unavoidably missed at the
semester‟s end and only if 70% of the course work has been completed. An incomplete grade must be resolved within eight
(8) weeks from the first day of the subsequent long semester. If the required work to complete the course and to remove the
incomplete grade is not submitted by the specified deadline, the incomplete grade is changed automatically to a grade of F.
Disability Services: The goal of Disability Services is to provide students with disabilities educational opportunities equal
to those of their non-disabled peers. Disability Services is located in room 1.610 in the Student Union. Office hours are
Monday and Thursday, 8:30 a.m. to 6:30 p.m.; Tuesday and Wednesday, 8:30 a.m. to 7:30 p.m.; and Friday, 8:30 a.m. to
5:30 p.m. The contact information for the Office of Disability Services is: The University of Texas at Dallas, SU 22, PO
Box 830688, Richardson, Texas 75083-0688, (972) 883-2098 (voice or TTY)
Essentially, the law requires that colleges and universities make those reasonable adjustments necessary to
eliminate discrimination on the basis of disability. For example, it may be necessary to remove classroom prohibitions
against tape recorders or animals (in the case of dog guides) for students who are blind. Occasionally an assignment
requirement may be substituted (for example, a research paper versus an oral presentation for a student who is hearing
impaired). Classes enrolled students with mobility impairments may have to be rescheduled in accessible facilities. The
college or university may need to provide special services such as registration, note-taking, or mobility assistance.
It is the student‟s responsibility to notify his or her professors of the need for such an accommodation. Disability
Services provides students with letters to present to faculty members to verify that the student has a disability and needs
accommodations. Individuals requiring special accommodation should contact the professor after class or during office
hours.

8
Religious Holy Days : The University of Texas at Dallas will excuse a student from class or other required activities for
the travel to and observance of a religious holy day for a religion whose places of worship are exempt from property tax
under Section 11.20, Tax Code, Texas Code Annotated.
The student is encouraged to notify the instructor or activity sponsor as soon as possible regarding the absence,
preferably in advance of the assignment. The student, so excused, will be allowed to take the exam or complete the
assignment within a reasonable time after the absence: a period equal to the length of the absence, up to a maximum of one
week. A student who notifies the instructor and completes any missed exam or assignment may not be penalized for the
absence. A student who fails to complete the exam or assignment within the prescribed period may receive a failing grade
for that exam or assignment.
If a student or an instructor disagrees about the nature of the absence [i.e., for the purpose of observing a religious
holy day] or if there is similar disagreement about whether the student has been given a reasonable time to complete any
missed assignments or examinations, either the student or the instructor may request a ruling from the chief executive
officer of the institution, or his or her designee. The chief executive officer or designee must take into account the
legislative intent of TEC 51.911(b), and the student and instructor will abide by the decision of the chief executive officer
or designee.

Off-Campus Instruction and Course Activities

Off-campus, out-of-state, and foreign instruction and activities are subject to state law and University policies and
procedures regarding travel and risk-related activities. Information regarding these rules and regulations may be found at:
http://www.utdallas.edu/BusinessAffairs/Travel_Risk_Activities.htm

Additional information is available from the office of the school dean.

The descriptions and timelines above are subject to change at the discretion of the Professor.