Master of Arts in Development studies

Purpose

The qualification offered by coursework and treatise, aims to develop intellectually independent development specialists with the ability to engage in sustainable socio-economic development practice and research activities, while maintaining ethical standards. Graduates will have acquired in-depth theoretical knowledge and insights to approach development issues from a variety of perspectives, demonstrating critical competencies and lifelong learning leading to successful careers as development practitioners in the public sector, on-governmental organizations (NGOs), multi and bilateral agencies, embassies, as members of international trade missions and as consultants in educational and cultural exchanges, among others. Furthermore, graduates will be able to engage with and critique current theory and policy, and advance scholarship by conducting research in socio-economic reconstruction and development, disseminating findings and conclusions, thus making a significant contribution to the development of knowledge and professional practice in this field at an advanced level.

Rationale

The recurriculated qualification by coursework and treatise, further speaks to the mission of Nelson Mandela University in its endeavour to offer a diverse range of quality educational opportunities, thus making a critical and constructive contribution to regional, national and global sustainability.

Reflecting on the challenges humanity faces it is clear that the very social fabric of humanity is fighting for survival globally. There are major global challenges posing a threat to our habitat, including a population explosion, gender inequalities, poverty, conflict and poor governance, fuelled by corruption. These are just some of the drivers of the challenges. Development Studies as a discipline provides a platform for approaching these challenges by means of multidisciplinary interrogation of past and current development practices, pulling developing countries away from aid dependency to empowered communities. Key to developing future leaders, community practitioners and academics is education and training in development studies and the qualification truly reflects this by providing graduates with the knowledge and competence tolled humanity out of these crises.

Recognition of Prior Learning (RPL)

The NMU (Nelson Mandela University) RPL (Recognition of Prior Learning) Policy will apply.

Entry Requirements

• A Relevant Honours Degree or equivalent.

This qualification comprises of compulsory and elective module at Level 9 totalling 120 Credits.

Compulsory Modules, Level 8, 120 Credits

• Development Studies Treatise, 80 Credits.
• Advanced Development Theory, 20 Credits.
• Advanced Development Policy, 20 Credits.

Elective Modules

• Political Geography: Space, State and Nations, 20 Credits.
• Applied Research Skills, 20 Credits.
• Development Economics, 20 Credits.
• International Finance, 20 Credits.
• Democratic Transitions and Economic Reconstruction, 20 Credits.
• Social Movements, Social Change and Development, 20 Credits.
• Monitoring and Evaluation for Development Practitioners, 20 Credits.
• Political Economy of Development, 20 Credits.

1. Demonstrate specialist knowledge of development theory and practice with an ability to conceptualise new approaches and so contribute to knowledge development.
2. Review and critique the application of development resources and the implementation of development plans with a view to more accountable, sensitive and ethical programme planning and delivery.
3. Participate in and contribute to the development, implementation and review of development policy and legislation.
4. Analyse and evaluate existing socio-economic development programmes and projects and propose strategies for improvements towards improved sustainability and efficacy.
5. Access, process and manage information demonstrating an ability to design, conduct and report research grounded in development theory.
6. Integrate development theory, concepts and techniques and extend and apply them to any three of the specialised, elective fields as indicated.

Associated Assessment Criteria for Exit Level Outcome 1

• Present substantive overview of contemporary theories of development and the theories are critically reviewed and reflected on.
• Differentiate and compare conventional and alternative development theories are.
• Conceptualise and critique existing alternative models of development.
• Appraise socio-economic, cultural, environmental and political tensions against a background of contemporary development theory.
• Research and describe the impact of globalisation on the cultural practices and traditions of selected developing countries.

Associated Assessment Criteria for Exit Level Outcome 2

• Apply new methods, processes, systems and technologies in innovative ways to review and critique contemporary development plans, practices and resource application, demonstrating cultural awareness and sensitivity for the rights of minority and other groupings.
• Make a contribution critical to the development of ethical standards and applied as ethical criteria to specific socio-economic and political developmental contexts, demonstrating autonomous ethical decision making.
• Analyse Complex socio-economic and political developmental challenges and novel interventions recommended, at an appropriate level and within a defined system.
• Promote community acceptance of qualification planning and development processes through the application of a range of advanced communication skills and development-appropriate discourses to a range of audiences with different levels of knowledge or expertise.

Associated Assessment Criteria for Exit Level Outcome 3

• Analyse and evaluate cases of past and present local, national and international socioeconomic and political development policy and implementation.
• Select development policy perspectives are critically engaged with and the impact of these perspectives on changes in natural resource allocation evaluated.
• Expose and report Diversity challenges in a rapidly globalizing world for the benefit of local managers and socio-political leaders.
• Evaluate the role of civil society in the success or failure of development policy and implementation at both meso and micro levels against a background of the following variables:

> Culture, gender and human rights.

> Community needs and aspirations.

> Local pressure groupings and power structures.

> Political, legal, social and financial realities.

Associated Assessment Criteria for Exit Level Outcome 4

• Select socio-economic development programmes and/or projects are analysed and evaluated for efficacy and sustainability by means of a case study approach.
• Specific challenges in the way these programmes and/or projects have been devised and/or are being implemented are identified, analysed and interventions or alternatives based on sound developmental principles and practices sensitively proposed.

Associated Assessment Criteria for Exit Level Outcome 5

• Concise, well-structured research report of approximately 30 000 words (100 pages) is delivered adequately demonstrating:

> Demonstrate an appropriate research approach and operationalization.

> Demonstrate an appropriate research design (quantitative, qualitative, mixed method).

> Demonstrate appropriate data collection, processing and analysis.

> Demonstrate an ability to draw appropriate conclusions.

> Research report writing skills.

Associated Assessment Criteria for Exit Level Outcome 6

• Development theory, policy, principles and associated practices inherent to the broader field of socio-economic development are integrated and applied to three of the following fields:

> Development Economics.

> International Finance.

> Democratic Transitions and Economic Reconstruction.

> Political Geography.

> Monitoring and Evaluation for Development Practitioners.

> Political Economy of Development.

> Social Movements, Social Change and Development.

Integrated Assessment

The treatise; in it design, preparation and presentation draws from all knowledge areas covered and therefore is used for integrated Assessment. Also used are the case studies.