Eno-Akpa Rene Nkongho
The programme content greatly reflects the learning outcomes of the Bachelor of Development Studies programme. The content of each course unit is arranged in such a way that it spirals into the preceding one; and forms the basis for the successive content. For the practical subjects the corresponding content is aligned with the relevant practical activities.
This course is intended to teach and impart on students the skills of thinking critically. It will assist students to explore different sources and kinds of knowledge, distinguishing between statements or assertions of perception opinion, fact and value judgements. The course thereafter, lead students into the thinking process, distinguishing between inductive and deductive reasoning to aid students grasp the validity and invalidity of both the formal and material content of argumentation. In this course, students will be aided to effectively engage in generating accurate or informed conclusions using different levels of academic competence including factual recall, analysis, interpretation, evaluation and applications relating to the phenomena they experience in a bid to prepare them for their university studies.
All around us, we are jammed with moral norms that tend to influence practically every aspect of our lives. Societies today face so many moral challenges. Most people have lost a sense of moral responsibility and this has led to moral degradation in society. We do often condemn certain acts as unethical/immoral and praise others as ethically commendable. Nonetheless, we are in most cases not conscious of such moral norms and we tend to take them for granted, yet they continue to exist. These norms are mostly unwritten, and they usually lack an enforcer. Wherever we go, we cannot run away from these norms. It is then expected that being so much around us as they are, these norms should be known to everyone, but this is not the case. It is therefore upon this background that this course tries to assess the human moral development and moral reasoning within the social environment as it introduces students to Ethics, its foundations, the theories that inform ethics, and finally on how human acts can be judged.
The course unit aims at introducing students to the concept of development and the different perspectives in which it can be approached. Students are helped to develop a critical outlook on happenings, experiences and events in order to identify those which deserve to be called genuine development and those that are cosmetic or even anti-developmental. It introduces the student to the nature, indicators and significance of Human development and the reality of poverty.
Fundamental Accounting introduces the students to the basics and foundation of Accounting. It explores the structure of the accounting system: the methods and approaches in use. The course concentrates on the way accounting information is processed, the principles that underline preparation of financial records and how to record business transactions with focus on financial accounting system. It brings to light the information needs of users, the quality required of accounting information/reports and statements necessary for stakeholders to make informed decisions.
Research in general terms, is the search for knowledge. This search for knowledge involves collecting and analysing data in order to get pertinent information to answer specific questions or to solve particular problems. In this sense, we can say that we are always doing research, although many times we do not realise this and we never write it up. However, at University, research is an academic activity that involves a scientific and systematic process aimed at providing dependable solutions to problems or answers to questions. Research is not only important in generating new knowledge but also in improving practice and informing policy. Therefore it is important that University students, who often have to provide answers to questions or solutions to problems as they pursue their studies, and later in work life, be equipped with the necessary knowledge and skills that will enable them to conduct good research. This course is a general introduction to social research. It will give the students an opportunity to understand basic research concepts and the process of social research. It is meant to provide the foundation for the next course unit in Research Methodology which will be taught next semester.
This Course provides a fundamental understanding of computer hardware and software. The course will be in line with UMU policy of using free and open source software. Students will be covering the basic concepts in Computer Hardware, Software, Operating Systems, Telecommunications, Databases, as well as the usage of the Internet and conversion of open document file format into various other file formats (Adobe PDF) and Microsoft compatibility. Students should be able to appreciate that there is a computer world outside the popular Microsoft computer products.
Given the importance of English as the language of communication in Uganda and as the medium of instruction in all institutions, this course is designed to awaken the English Language Grammar that will equip the students with the language competence that is imperative to university students in order to compete favourably in all university academic pursuits. More so, this course unit tackles various study methods in which grammar has to be applied by a well grounded learner.
This course presents an overview of the study of the major aspects of the African society. It seeks to explore some aspects of culture, society and the African religions. The course will draw lessons from a wide range of scholarly responses to the questions of culture and the African society in general. It should be noted that understanding the components and regional variations of cultural patterns and processes is critical to human geography.
The course shall examine the meaning of culture and society; and endeavour to show how we can apply this knowledge to our own African background. Africa is caught up in a changing world situation; it must find ways of how to meaningfully adjust itself. Africa has been forced to abandon its ways, and to take on what is “new”. It is therefore, important that Africans learn about their culture, values and history, so as to be aware of what can be preserved as the heritage of Africa.
The course on Indigenous Knowledge (IK) is a back-and-forth movement in methodology seeking to discover and clarify in order to appreciate and utilize the great resources embedded in the people’s local understanding and usage of the world around them. It revisits the past in order to study the core values, beliefs and practices associated with the people’s worldviews that can be adapted as a guide to today’s generations. The lessons from such studies can benefit everyone, as we look for a more rational and sustainable way to live on this planet in harmony with other fellow beings. Furthermore, in developing countries, where formal education continues to be culturally undemocratic and does not recognize the way the majority of learners communicate, think and learn, IK comes in to reduce on this unfair situation and to advocate for the de-colonization of the school curriculum and pedagogy, through more critical reflection of what schools are actually offering students.
In this course unit, it becomes clear that for indigenous peoples themselves, their systems of knowledge creation and transmission are worthy of study in their own right, and must be part of what is worthwhile to learn in schools. This must be so because this is knowledge based on the social, physical and spiritual understandings which have informed and still informing the people’s survival and contributed to their sense of being in the world. It is important for the conservation of cultural diversity.
Building on Research Methodology I, this course is essential for students od development studies to practical understanding of the intricacies of a representative rage of research techniques. This course sets to help students to pr0blematise the practices of academic research and the mechanics that constitute a rigorous research agenda.
The course will provide our students with adequate research and analytic skills and knowledge that will enable candidates to carry out original and independent research in Social Sciences in general and development studies in particular. The students will be equipped with the tools required for managing social sciences research. The will learned to formulate research problems, prepare Research Designs that are appropriate to their area of study, data collection techniques, data processing techniques, data analysis, presentation and dissemination techniques.
Development Economics is a branch of economics which deals with economic aspects on development process in low-income countries. Its focus is not only on methods of promoting economic growth and structural change but also on improving the potential for the mass of population, for example, through health and education and workplace conditions. Development Economics is the study of how economies are transformed from stagnation to growth and from low-income to high-income status.
The module starts by defining health and the determinants of health. The difference between the holistic approach of Primary Health Care and the reductive one of mere “medical care” is illustrated. The Uganda National Health Policy and the management tools available in the national context (Health Sector Strategic Plan, Health Sector Performance Reports, policy statements and policy papers, Health Management Information System, district work-plans, Demographic and Health Surveys, Multi-indicator Cluster Surveys etc.) are analysed in detail. The current state of international health policy is also discussed. Health managers, from the Ministry of Health, national and international organisations, districts and health sub-districts, are invited to discuss the theory and practice of health policy, planning and management in Uganda. The purpose of this course is to familiarise potential development agents without a medical background, with the principles and policies of health care.
This course is designed to offer students an in-depth understanding of the inherent nature of, characteristics of, livelihoods in, life and behaviour of people living in, rural settings. In depth understanding of rural settings and the behaviour of the inhabitants therein is very crucial to development studies since the majority of people, and indeed the majority of the poor, live in rural areas and thus any attempt to meaningful development must consider the rural people and their rural settings.
Students will be made to understand the inherent characteristics of rural areas vis-à-vis life in urban settings. They will then be introduced to the three main sociological theories that can enable us (sociologically) interpret reality. Then a deeper analysis of the rural people, their livelihoods, challenges, social relationship/behaviour in rural environment will be made. Finally the course will also look at the possible dynamics of a social change process (of a rural setting).
This course is a study of the principles of composition with emphasis on reading analysis, the mechanics of writing, documentation and research. The course is designed to help students develop the skills in reading, writing and spoken English that they will need to succeed in their academic and professional life. This course employs literary texts to provide examples for students to refine writing, reading and analysis skills, grammar and common punctuation as well as students’ ability to relate literature written text to the real world. Modern and contemporary readings: plays, pomes, short stories, and personal essays will be critically reviewed and analysed.
The last five decades witnessed an improved and fast communication networks and channels that impact on the development process. This realisation accords development practitioners, an important ingredient for fostering quick mobilisation and easier means of participating or partaking in community development activities and projects.
In the past, commonly used means of communication were roads, footpaths, word of mouth and symbols. Nowadays, the combination of cell phones, internet, television and fast moving airplanes has made the continents one global village, easing the benefits of interdependence. Knowledge and information are essential for people to successfully respond to the opportunities and challenges of social, economic and technological changes. But to be useful, knowledge and information must be effectively communicated. This course aims at exposing students to the crescendo of communication in fostering holistic development in society.
The course seeks to underscore the contribution and global application of the social teaching of the Catholic Church in confronting the fundamental economic, social, political, cultural, juridical and anthropogical problems of today’s society. Basing on the Church’s millennial experience and interdisciplinary approach, it proposes an integral and solidary humanism which can help in the organization of social life in a humane and relational manner, based on freedom, justice and love.
Project planning and management course is meant to prepare students to confront the challenges of organization’s project’s success. More often than not, most projects are started but never live to their expectations. This is the very reason why most developing world countries are poor, because they have inadequate knowledge, skills and capacity to organize their activities and resources into meaningful ventures. When they do organize their resources they always fail to manage them, the result is waste of resources and frustrations of implementers.
Therefore, the course will expose students to dynamics of planning and management skills that will foster student’s abilities to think through ideas, which they will later translate into managing development ventures. It is hoped that all students of project planning and management will by the end of the course plan and write an implementable project. The course will take the following into consideration: the emerging challenges that many planners and project managers’ experience, why most project fail, discuss the project development cycle and examine the dynamics of project management and lastly expose students to project write ups and budgeting.
The course seeks to underline the connection between ethics and development in the African context. Whereas the tendency has been to consider only the economic, political and social issues, it argues that there are very important ethical issues underlying African development. On the one hand, the course presupposes that there is such a thing as ethical foundations for African development without considering outside influence. On the other hand, it shows the impact of the contact with the Arabs and the West to African development. Thus, some values in the African and religious heritage, which are to serve as the basis for authentic human development, will be examined. Some of these values include a holistic approach towards life, the importance attached to promoting and defending life in its personal and communitarian dimension, and the “relationship imperative” which goes hand in hand with removing all that hurts relationships and life. The course will also explain how the African ethical system promotes the use of resources to satisfy human needs, by making sure that wealth and possessions are shared. It will put emphasis on the fact that Africa is endowed with a lot of material and human riches which have often been mismanaged by Africans themselves and outsiders. The course will also demonstrate that Africa can extricate itself from all kinds of poverty only if it works to be self reliant, accepting assistance on its own terms.
This course aims at helping students to understand the relationship between politics and economics on the one hand; and between society, economy and political power on the other. It focuses on the phenomena of development, underdevelopment and poverty, with emphasis on Africa. It will introduce students to the political economy analysis of development problems, with the view of enabling them to find solutions, where possible.
The course will help students to understand the different concepts as well as examine different ways in which internal and external factors influence development and/or underdevelopment. The various schools of thought that have attempted to explain the linkages between social development, economy, and power relations will be examined.
Communication is an indispensable skill which everybody, professional and otherwise should obtain. Many students and professionals in different fields have faced challenges in academics, places of work and relationships because they failed to communicate. Equipping the students with oral communication skills focuses on the global need to communicate effectively through speaking and listening.
The world has for many years been caught up in a conceptual trap where issues of justice, fairness, human rights, and gender have not come to the fore as human concerns in society and societal relations. Today, gender and gender relations are concepts that have take centre stage in different fora and in the academia. We cannot discuss development today without looking at issues concerning the relations of the male and female gender and how each of these groups are situated in the discussion on national and international development.
Gender equality is a core development issue-a development objective in its own rights. A number of other gender concerns and realities form part of gender studies and gender interventions. Gender and development as a course seeks to pick all the issues that have a bearing on how men and women should stand, on how and to what extend should they take part in the development discourse and benefits to both the male and female gender, are thus calibrated to be in development planning and realization in order to bridge the gender gap in all areas of human life.
One of the world’s concerns is the rate of unemployment among the graduates especially the school dropouts and leaves. As such various governments including Uganda are recognizing entrepreneurship as a possible solution to unemployment. Every effort therefore, should be made to equip students with skills to counteract its possible undesirable effects to society. Also, there is global competition, which must be effectively handled through entrepreneurial activities. Furthermore, entrepreneurial efforts are likely to provide viable alternatives for solving numerous economic problems and challenges.
Global trends indicate that disasters especially in Africa are on the increase and their effects can erode years of development gains at different levels. Disasters have led to serious human, economic and environmental losses and if not adequately addressed they can render organizations, communities and families dysfunctional. These disasters are naturally triggered while others are induced by human action. Examples of these disasters commonly experienced in Uganda and most of the African countries are earthquakes, landslides, floods, construction accidents, fires, wars, drought and pests.
This course is focused on the providing and equipping necessary and useful fundamental knowledge and skills in disaster risk management to community development workers and other stakeholders at different levels of community development management.
Students who take this course unit will have spent a whole year looking at development from different perspectives but generally using a purely theoretical approach. For long we have talked about development as a people centered concept. The positive change that is supposed to take place, starting with the people, unfortunately is repeated so often by development students making it sound like it is concerned with other people. Development during this period is going to be referred to an “I” centered concept. Here development refers to your development. This calls, among others, to know yourself and the world around you in order to make the best out of them. “Learning to use what we are and already have is the most helpful learning for life. It gives us a chance to show what is in us.” Hence the course unit is going to hang on and keep swinging between two pillars: the I and what I can do with the available resources to bring about a positive change in my life and eventually in that of others. We shall therefore devote some time on the importance of, self-discovery, self-knowledge, self-affirmation and maximizing our potential and practical utilization of resources.
Conflicts are a fact of daily living but its deterioration to large-scale violence and systematized social injustices undermine human wellbeing and social development. Peace and Conflict Management introduces students to the concepts, methods, frameworks and findings, which peace scholars, policy makers and activists use to produce conflict data and to address the causes of armed violence. The course unit creates a supportive environment where course participants reflect deeply on ideas and programmes at local level, state level and global level, which are deployed to create or sustain harmonious coexistence at interpersonal, societal and state level.
Furthermore, the course unit introduces students to potential links between factors of trans-border significance (environment, religion, media and linguistic intractability) and the incitement or sustenance of armed violence that undermines development. As such, this course unit is essentially, a cross disciplinary examination of and reflection on ideas and programmes aimed at mapping violent conflicts, preventing violent conflict, resolving violent conflicts and reconstructing societies emerging from war with peace dividends (development outcomes) that function as incentives to prevent a relapse into violence.
This course provides an over view of the subject matter, major concepts, and philosophical, theoretical and methodological approaches of the field of International Relations. The course aims to give students analytical skills to write and speak critically about international issues and their impact on development. The course aims to help students connect the practical reality with the academic study of international relations, makes that connection by focusing on the core historical subject-matter of IR, modern sovereign states and the international relations of the state system.
This course introduces the modern administrative and regulatory state. You will come to understand both the tremendous power exercised by administrative agencies and the significant constraints (legal and political) under which they operate. You will learn to identify the design features that might make an agency constitutionally problematic, the factors that make one type of decision more appropriate than another, the prerogatives and limits of agencies in interpreting the statutes as they are charged with the administering, and agencies’ prerogatives and limits in adducting facts and exercising policymaking discretion. You will also learn to identify the factors that affect the availability and timing of judicial review agency.
Original and Critical Language Skills is a course intended to provide the students with an opportunity to explore and exercise their cognitive ability. In the process, the students will be exposed to a variety of writings which they – the students will have to academically appreciate through critiquing and tabling their criticisms through an academic style of writing.
This course unit further enables students to the major theories and concepts of entrepreneurship. The course aims to acquaint the students with challenges of starting new business. It enables them to investigate and understand the process of setting up a business. This course integrates knowledge and skills ranging from economics, finance, marketing, and human resource management.
This course will review the foundations for African world view on the African societies and social life. Its main interest will be in a delineation of social, cultural and psychological challenges confronting Africans and how those experiencing these challenges have responded to them in the past in the African cultural setting. African thought will be presented as the way Africans conceptualize their world, including relationships with people, nature and the “spiritual world”. This way you will appreciate that “thought” is not restricted to mental operations but also includes feelings, emotions and perceptions. African thought also finds its expression in symbols, dances, language, art. It is affected by what Africans think about themselves and what others think about them and take them to be.
Different systems of African social organizations will be examined to include but not limited to leadership and political systems, cultural values, music, dance, art and religion. The course will raise fundamental questions about the African experiences. This course is expected to illustrate that the African continent and a people with such incredible potential can rise to meet any challenge, provided that their worldview and/or thought must become truly their own, separated from the enslaving thoughts of those who have sought racial domination.
In the world today, success in business is determined by how effectively people communicate to or with one another. This course therefore aims at enabling students acquire the acumen of Business Communication in order to cope professionally in the work place. This course is designed to help students build upon their fundamental English language communication skills by using professional and formal business tool such as letters, reports, and oral presentations in structured business environments.
The field of social development studies incorporates vast theories and arguments with regard to development. All these are informed and directed towards various ends through the use of the means deemed fit by these theories and approaches to development. In the midst of all these development theorizations and execution, this course unit comes in to highlight the place that ethics occupies in development. It attempts to comprehensively demonstrate the centrality of ethics in development theory and practice if development is to have meaning. Broadly put, it seeks to provide a synoptic overview of the contemporary moral challenge of sustainable development and the similarities and differences in its interpretation by ethicists throughout the world.
The course unit therefore poses questions like: What should we call development? What should be the right goal of development? What means are acceptable and unacceptable for development? Who is morally responsible for beneficial change/development? What are the obligations of rich societies to poor ones and poor ones to themselves? How should the burdens and benefits of development be distributed? In answering all these questions in this course, we shall analytically employ ethical principles, theories, and argumentation.
The course introduces students to the concepts of human rights and development, as well as key issues, debates and controversies surrounding their realization. The course presents the historical context within which human rights have evolved; and also introduces to students the major instruments, international, regional and domestic, designed to protect and promote human rights. The course further presents the understanding of human rights from an African perspective, and also examines the political, legal and institutional framework necessary to make human rights effective in practice. It then examines the political, social and economic constraints that stand in the way to the full realisation of human rights at the global, regional, continental and national levels. Finally, the course presents a strong case for the need of human rights in the development processes.
Fifty years ago, after the demise of colonialism, there was much hope that Africa would have faster growth. However instead of economic growth and increasing wealth across the continent, much of Sub-Saharan Africa has suffered from relative economic stagnation, extensive civil strife, and generally poor development indicators. It is apparent that contemporary Africa is facing many challenges including conflicts, HIV and AIDS; health and sanitation; migration; lack of good governance, peace and security; unemployment, sluggish trade; food insecurity; adverse impact of climate change; high maternal and infant mortality rates: gender inequality and other related issues.
Partly this phenomenon has been explained by the fact that the kind of development pursued /promoted in Africa in the past decades is not necessarily the kind of development we need. Therefore in view of this, Africa has to play a proactive role to deal with its multiple problems and address challenges. It is against this background that this course aims at helping students understand the current African development issues and Challenges. It focuses on and presents the contemporary African development issues, challenges and problems that range from social, economic, political and cultural issues.
The decade of the 1990s saw the burgeoning of local government democracy in many parts of the world, particularly Eastern Europe, Latin America and Sub-Sahara Africa. In Africa, the failure of the centralized state to provide services to the local people has been considered to be the major reason for increased demand for local government and governance.
Since early 1990’s, the government of Uganda has implemented the local government decentralisation programme, which was launched by the President Yoweri Kaguta Museveni on 2nd October 1992. This was based on the convictions that decentralisation comprehensively facilitates the realisation of development and political objectives for Uganda through democratization, equitable distribution of resources among and within districts, and improvements in the public sector performance. Decentralisation in Uganda is built on the philosophy that, democratic participation will advocate for popular participation, empowerment of local residents, and regular local elections.
This course is aimed at providing training and discussion in an interdisciplinary fashion of the major issues in the theory and practice of rural development with special emphasis on agriculture. While the thinking about the role of agriculture in development has changed over time, the dominant paradigm since the 1970s has often understood agriculture as an “engine of growth” in the early stages of development because of its high share of economic activity and its strong growth linkages with the rest of the economy, including the rural non-farm economy.
The course therefore underscores the importance of agriculture in rural development. It provides knowledge and analysis on how agricultural transformation can contribute to poverty reduction and consequently lead to rural development in developing countries. The focus will be on processes of agricultural and rural development within the context of developing countries, while emphasising their implications for development strategies and policies at local, national and international levels. Key issues to be addressed include the level and nature of inter-relationships between agriculture and rural development, processes of agricultural transformation in developing countries, and the role of institutions and policies in processes of agricultural and rural development.
The concept of management is as old as the human race itself. The concept of family itself required that life be organised and resources of food be apportioned in a manner so as to maximise their usefulness. It would be natural to assume that all functions of modern management, i.e., planning, organising, directing, staffing, and controlling etc., has always played a role in managing progressive change.
All development organizations both private and public need proper management for effective service delivery. Learning from history and from new trends that emerge out of contemporary management experiences, development managers need to identify and combine several methods and skills in order to achieve organizational goals and to bring about remarkable change in societies. This will be our interest as we consider development practice in our world today. The overall aim of this course is to expose students to management thought and practice especially in development organisations. It is hoped that this exposure will enable students not only to understand concepts of management but also apply them in real life situations,
The increased interest in knowledge of earth’s linked physical and biological systems (atmosphere, oceans, soils, minerals, fresh water, and living organisms) has created more awareness of environmental problems such as microbial threats, air pollution, toxic waste, climate change, population growth and overconsumption, shortage of natural resources, deforestation, alteration of the genes of species, and extinction of species. The advent of industrial revolution, the development of the chemical industry, and the introduction of nuclear technology had already markedly changed the relationship between human beings and environment. But, recent advancement in molecular biology, recombination technologies, genetics and biotechnology could have adverse effects on the environment if there is no vigilance in ethical oversight. The acknowledgement that these environmental issues directly impact human being necessitates ethical reflection and policy oversight.
This course is designed to introduce students to the different ways of moral thinking about the importance and interdependent of all forms of earth’s biological and physical systems; and to provide guidance towards critical engagement with new trends in bio-environmental ethical concerns for purposes of sustainable development.
The course intends to bring the learner to a deeper understanding of public policy, and the entire public making process; right from the time an issue is conceived as a public problem, to the time when a public policy to solve the problem is implemented and evaluated. The course also looks at the role of public administration as well as the public budget in policy implementation.
The course seeks to highlight the link between religion and development, particularly in the African context. Religion has always been at the core of development since time immemorial. Religion renders human beings frameworks that determine how they understand the world, and thus religion plays a vital role in creating the basic guidelines and values, that in the end structure the discourses on development and its practice. In many developing countries religion is an important shaper of the political space and decisions. In the different societies, religion plays a big part in forming identity and values that influence human beings in many significant ways in their quest for development. In many respects, religion may be perceived as a positive facilitator of development and in other areas it has been, on the contrary, perceived as an unnecessary deterrent to social change and to development. This important realization will be a point of reflection and discussion in the course. In this course, particular attention will also be paid to the impact of non-African religions on the continent’s development.
The course is meant to introduce to student the importance of law and also to appreciate the need to have law and justice in society for the co- existence. The course is also meant to equip students with the skill and knowledge so that they can be in position to solve our day to day legal dilemmas. It is designed to look at a number of conventions and agreements, some of which are international in nature and others municipal. The course is also designed to look at Ugandan laws especially the constitution of Uganda so that students can appreciate the need to have laws and justice and how the laws come about and how they ought to be implemented.
This multi-disciplinary course offers an introduction to the concept of Sustainable development and its relevance to the modern world. The concept of sustainable development seeks to create a balance between economic prosperity, environmental and social equity. Therefore the course requires students to think about issues at a level where they must integrate scientific knowledge, economic and political realities, historical experiences, and moral, philosophical, and aesthetic values.
The course will involve some lecturing, significant small group and class discussions, team projects, and point/ counter point debates. Students will be asked to give an oral presentation, to participate in class discussions and write assignments and take one essay exam at the end of the semester. The class will depend so much on interactive dialogue and therefore class attendance and participation are critically important. Attendance of all lectures/classes is mandatory for all students. If a student is to miss, he/she should inform the course facilitator(s) in advance. Time management for classes and other activities is very paramount.
Wherever we are, we find ourselves with people and we deal with people. For anyone looking ahead to undertake any responsibility in organisations, communities, and in other groupings, the importance of people and how they relate and interact, and how they perceive and respond to certain situations in a working and organisation environment, will always be important.
In all our responsibilities as leaders and members in organisations and communities we find ourselves working with people and through other people to achieve desired goals. The effective management of people is recognised as challenging and crucial to the success of all organisations. It becomes imperative then, that time and academic space be given to the very important people factor in our day to day living and processes. This course is designed to help students to prepare and to make their contribution to the discourse and practice pertaining to this person-centred management undertaking.
A dissertation or final year project, as a form of assessment differs from other module assessments. The expectation is that the student assembles his or her academic skills gained from the entire programme into an area of development or Ethics of his or her interest. As such the student is assigned a mentor or supervisor but takes responsibility for his or her own learning in a process of supervision and produces a literature review, a method for undertaking field study, writing up his or her findings, discussing the outcomes and giving development related policy recommendations. Ultimately, the student will be drawing together issues of theory, method and methodology and bringing them to bear on the dissertation report.
Those BA dissertations that can best accomplish this integration or even synthesis are often the most conceptually and methodologically accomplished pieces of work which are undertaken with regard to UMU’s guidelines on plagiarism, the ethics of research and supervisory regulations (which are all provided in the student academic handbook). Each Year, the IEDS faculty chooses thematic areas on which they are pursuing research and students are encouraged to choose topics and situate other problems around that thematic area to enable them receive maximum and more beneficial guidance in the research and writing process.