Students
GEOP330 – Asia-Pacific Development
2016 – S2 External
General Information
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| Unit convenor and teaching staff |
Unit convenor and teaching staff
Unit Convenor and Tutor
Dr Fiona Miller
Contact via email
W3A 426
By appointment only
Lecturer
Dr Jessica McLean
W3A 416
By Appointment only
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| Credit points |
Credit points
3
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| Prerequisites |
Prerequisites
39cp or admission to GDipArts
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| Corequisites |
Corequisites
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| Co-badged status |
Co-badged status
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| Unit description |
Unit description
The Asia–Pacific is a highly differentiated and dynamic region undergoing rapid social, spatial and political transformation. Communities and governments within the Asia–Pacific region are continually dealing with dilemmas associated with development, economic, political and environmental change and contestation by various stakeholders over resources at various scales (international, national and local level). Aid organisations, national bodies and foreign affairs departments in the Asia–Pacific region require graduates with the appropriate knowledge and skills to work in these areas. This unit explores the processes and consequences of development in the Asia–Pacific region and aims to give students a perspective on working professionally within an international context by gaining communication, research, critical thinking, negotiation and decision-making skills, and an appreciation of cultural differences and approaches.
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Important Academic Dates
Information about important academic dates including deadlines for withdrawing from units are available at https://www.mq.edu.au/study/calendar-of-dates
Learning Outcomes
On successful completion of this unit, you will be able to:
- An advanced understanding of development theory, context, practice and methods;
- An ability to critically reflect upon and relate development theory to empirical examples from the Asia Pacific region;
- A demonstrated understanding of contemporary development issues and development practice in the Asia Pacific region;
- An ability to research development issues and identify, assess, and synthesise complex information;
- An ability to communicate clearly about development issues in both oral and written formats.
General Assessment Information
Assignment submission
To successfully complete ENVG330 students must complete all assessment tasks. Failure to complete any single assessment task may result in failure of the unit. The final grade is based on the total mark accumulated from all four assessment tasks.
All students must keep a clean electronic copy of all assignments (preferably as a PDF) submitted for assessment.
For both internal and external students all assignments in ENVG330 must be submitted via Turnitin by 5pm on the due date as part of the submission process, and the Turnitin receipt number recorded on the coversheet of each assignment. You will be able to access the result of the Turnitin scan and be able to review your assignments in light of this result. Not everything that Turnitin picks up as comparable to other work is plagiarised. Use this process constructively to ensure you are referencing correctly and effectively. Instructions for submitting assignment to Turnitin can be found at: http://mq.edu.au/iLearn/student_info/assignments.htm
Your assignment must be submitted with a cover sheet. Please use the barcoded coversheets which can be downloaded from the web at: http://www.arts.mq.edu.au/current_students/undergraduate/coversheet
Students must complete all the details on the cover sheet and sign the declaration regarding academic honesty that is part of the cover sheet. You must attach a copy of the email approval or medical certificates to justify any late submission.
Turnitin
Both internal and external students must submit a copy of their assignments via Turnitin – accessed via the iLearn site. Macquarie University promotes student awareness of information management and information ethics. As well as training and the provision of general information, the University tackles the issue of academic honesty through use of an online text matching tool - Turnitin. This software is used in conjunction with a set of procedures to ensure its use is equitable. Your assessment task will automatically be compared to work of your classmates, previous students from Macquarie and other universities, with material available on the Internet, both freely available and subscription-based electronic journals. The results will be sent only to your lecturer, who will analyse these in reference to the University's standard Policy on Academic Honesty: http://www.mq.edu.au/policy/docs/academic_honesty/policy.html.
Extensions and penalties
Extensions will be granted only in unforeseen or exceptional circumstances and only by the unit convenor. Written evidence of illness or misadventure will normally be the only grounds on which extensions will be given. Essays submitted after the due date and without extension will be penalised 10% per day or part thereof. This penalty will be applied unless you are granted an extension by the unit convenor and provide appropriate supporting documentation. Please talk to (or email) the convenor about any circumstances that affect your assignments before the due date. Late essays will not be accepted once marked essays have been returned.
Returning Assessment Tasks
Marked assignments will be returned within approximately 3 weeks of submission through Grademark in Turnitin. Feedback will include a grade range (no numerical mark), extensive in-text comments, overall comments and a detailed rubric.
Assessment Tasks
| Name | Weighting | Due |
|---|---|---|
| Critical Reflection Paper | 25% | 26/08/2016 (midnight) |
| Issues Brief | 25% | 21/10/2016 (midnight) |
| Class participation | 10% | Weeks 2-13 |
| Exam | 40% | TBA |
Critical Reflection Paper
Due: 26/08/2016 (midnight)
Weighting: 25%
Assessment task: The aim of this 1500 word paper is to critically engage with and reflect upon the position of major aid actors in development by linking theory to development practice. This assessment requires you to undertake research about ONE donor development agency. The paper should critically reflect upon the development ethos of the organisation and its programs, and include a specific case study example of the organisation's activities in the Asia Pacific region to illustrate your argument.
Detailed Explanation: Weeks 2 - 3 of GEOP330 will provide an overview of various theoretical frameworks that have influenced development theory and practice over time. This assignment provides an opportunity to apply this theory to the analysis of the development ethos of ONE donor development agency (see examples below). You are encouraged to include in your paper a specific case study example (e.g., project, program) from the organisation to illustrate your argument, and draw upon examples from the Asia-Pacific region.
In order to complete the assignment you should first select from the list of possible agencies given below, then research the organisation as deeply as possible, drawing on information available publicly through the organisation’s web site, as well as scholarly articles, media coverage etc. The critical reflection paper should:
- Analyse and explain the organisation’s approach to development through discussion of particular theories of development referred to in the unit.
- Consider how the organisation’s public profile reflects their approach to development.
- Discuss how the organisation’s programs reflect their particular development approach (such as the kinds of programs they fund, the way the funding is distributed, the requirements they place on partner agencies, etc.).
- Discuss how the organisation’s development ethos shapes the ways in which they represent and portray the people and regions that they work with.
Some examples of donor agencies to choose from:
- Australian Department of Foreign Affairs and Trade - Australian Aid (formerly AusAID)
- Japan International Cooperation Agency (JICA)
- Oxfam Australia
- ActionAid Australia
- World Vision
- International Women’s Development Agency (IWDA)
- Asian Development Bank (ADB)
- Government of China
- Fairtrade Australia New Zealand
On successful completion you will be able to:
- An advanced understanding of development theory, context, practice and methods;
- An ability to critically reflect upon and relate development theory to empirical examples from the Asia Pacific region;
- A demonstrated understanding of contemporary development issues and development practice in the Asia Pacific region;
- An ability to research development issues and identify, assess, and synthesise complex information;
- An ability to communicate clearly about development issues in both oral and written formats.
Issues Brief
Due: 21/10/2016 (midnight)
Weighting: 25%
Assessment task: The aim of this 1500 word paper is to research a particular development challenge (and opportunity) in the context of one country in the Asia Pacific. The issues brief should be based on a review of literature covered in the unit plus independent research on the development challenge in the context of ONE country in the Asia Pacific region (excluding Australia). The issues brief should clearly identify, assess and synthesise information about the development challenge.
Detailed Explanation: The aim of this assessment is to allow you to investigate a particular development challenge and opportunity confronting the Asia Pacific region in more depth in the context of ONE country and to explore the uneven nature of development. The task requires you to communicate complex issues in a critical, analytical and succinct manner.
The issues brief should address the questions: What are the emerging challenges and opportunities associated with the issue in the context of your chosen country? How is the uneven nature of development reflected in the ways different social groups and/or parts of the country are affected by this issue?
The audience of the paper are development actors (such as NGOs, aid agencies, government departments, development banks, community groups or activist networks) concerned with the chosen development challenge in a particular country. Your paper should thus identify what are the key issues of concern as well as opportunities, discuss the uneven impacts associated with the issue, and draw connections with the theory and practice of development.
Such a paper could serve the purpose of briefing a program director or team leader on the issue as part of program planning, development of an advocacy program, as part of preparation for an upcoming country visit or meeting. The paper should not focus on a case study covered in detail in the lectures.
On successful completion you will be able to:
- An advanced understanding of development theory, context, practice and methods;
- An ability to critically reflect upon and relate development theory to empirical examples from the Asia Pacific region;
- A demonstrated understanding of contemporary development issues and development practice in the Asia Pacific region;
- An ability to research development issues and identify, assess, and synthesise complex information;
- An ability to communicate clearly about development issues in both oral and written formats.
Class participation
Due: Weeks 2-13
Weighting: 10%
Assessment task: Internal students: Attend all tutorials plus contribute to tutorial discussion (all tutorials). Give at least two 5 minute talks and lead class discussion. External students: Contribute substantive comments online in response to tutorial discussion questions at least 3 times as well as regularly respond to online discussion.
Detailed explanation: For internally enrolled students, tutorial attendance is compulsory. Minimum attendance is 90% (i.e., you can not miss more than one tutorial). If you do not meet minimum attendance requirements, you will receive a zero grade. Your tutor will call for 2-3 volunteer presenters each week to contribute to the tutorial with a 5 minute talk on one of the essential readings and thereafter the presenters will be expected to lead class discussion and debate. Students must come to class prepared every week ready to discuss the essential readings, as you may be called upon to present any one of them to the class in any given week. Numbers permitting, each student will give a 5 minute talk at least twice over the semester.
Presenters will be expected to jointly lead class discussion on the tutorial topic, based on the issues and questions that have been raised across each of the student 5 min talks. The 5 minute talk by internal students or online posting by external students should:
- identify the main point(s) of the reading
- critically reflect upon issues/debates raised in the reading and relate to wider development issues
- pose at least one question to prompt further discussion and debate.
For external students, it is expected that they will make at least three brief postings (150-300 words) on the unit’s iLearn website in response to the questions posted by the tutor and based on the readings, as well as respond to others’ comments each week.
On successful completion you will be able to:
- An advanced understanding of development theory, context, practice and methods;
- An ability to critically reflect upon and relate development theory to empirical examples from the Asia Pacific region;
- A demonstrated understanding of contemporary development issues and development practice in the Asia Pacific region;
- An ability to communicate clearly about development issues in both oral and written formats.
Exam
Due: TBA
Weighting: 40%
Two hour exam (plus ten minutes reading time)
You are expected to present yourself for examination at the time and place designated in the University Examination Timetable. The timetable will be available in Draft form approximately eight weeks before the commencement of the examinations and in Final form approximately four weeks before the commencement of the examinations. http://students.mq.edu.au/student_admin/exams/
On successful completion you will be able to:
- An advanced understanding of development theory, context, practice and methods;
- An ability to critically reflect upon and relate development theory to empirical examples from the Asia Pacific region;
- A demonstrated understanding of contemporary development issues and development practice in the Asia Pacific region;
- An ability to communicate clearly about development issues in both oral and written formats.
Delivery and Resources
Lectures:
Internal Students: There will be one two-hour lecture session every week on Fridays from 12.00pm–2.00pm in W5A 103.
External Students: Lectures will be recorded using Echo-360 and can be accessed through iLearn.
Tutorials:
Internal students: One-hour long tutorials will be held every week on Fridays at 2:00-3:00pm (W5C 234) and 3:00-4:00pm (W5C 234). Internal students are required to register for one of these two timeslots by the beginning of semester.
iLearn:
It is very important that all students are familiar with the iLearn site for GEOP330 and check it on a regular basis. Please see the unit convenor immediately if you can foresee any problems.
Required and recommended resources:
There is no required text for GEOP330; however, the required weekly tutorial readings are available through multi-search via the Library's homepage (http://www.mq.edu.au/on_campus/library/) or via the link off the unit’s iLearn site. There are several books that will be useful as general reference and background reading. The list below provides recommended general resources for the course:
- Adams, William M. Green Development: environment and sustainability in the Third World. Routledge, 2003.
- Connell, John and Waddell, Eric (Eds.) (2007) Environment, development and change in rural Asia-Pacific: between local and global, Routledge, London.
- Connors, Michael K., Davison, Remy and Dosch, Jorn. (2004) The new global politics of the Asia-Pacific, Routledge, New York and London
- Crump, Thomas. (2007) Asia-Pacific, Hambledon Continuum, London and New York
- McGregor, Andrew. (2008). Southeast Asian Development, London: Routledge.
- Rahnema, M. and Bawtree, V. (2003) The post-development reader, Zed books, London.
- Sachs, W (1992) The development dictionary London & New Jersey; Zed Books Ltd
- Simon, D (2006) Fifty key thinkers on development London & New York: Routledge
- Willis, K. (2011) Theories and Practices of Development, London & New York, Routledge.
Unit Schedule
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Wk |
Date |
Lectures |
Lecturer |
Tutorials |
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Module I – Introduction |
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1 |
5/8 |
Introduction: Development issues in the Asia-Pacific |
FM |
No tutorial - Reading time and online introduction |
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Module II - Development Theory |
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2 |
12/8 |
Framing the development paradigm: Part 1: ‘Classic’ development Part 2: Alternative development |
FM |
Framing the Development Paradigm: Economic growth, modernisation and alternatives |
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3 |
19/8 |
New directions in development theory: Part 3 Postdevelopment Part 4: Political ecology |
FM |
New directions in development theory: Post-structuralism and power |
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Module III - Case Studies of Theory and Practice in Context |
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4 |
26/8 |
Towards food security *Assessment 1 – Critical Reflection Paper Due |
FM |
Towards food security |
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5 |
2/9 |
Vulnerability, Resilience and Disasters |
FM |
Vulnerability, resilience and disasters |
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6 |
9/9 |
Climate Change Adaptation and Development |
FM |
Climate change adaptation |
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7 |
16/9 |
Migration and the Changing Nature of Cities |
FM |
Migration and the Changing Nature of Cities |
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Break (12 Sept – 27 Sept) |
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8 |
7/10 |
Doing Development (Panel of development professionals for open discussion and Q&A) |
FM |
Power, participation and research
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9 |
14/10 |
Water privatisation |
JM |
Water privatisation |
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10 |
21/10 |
Land politics and resource management *Assessment 2 –Issues Brief Due |
JM |
Land politics and resource management
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11 |
28/10 |
Understanding livelihood trajectories |
JM |
Understanding livelihood trajectories |
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12 |
4/11 |
Governing water and negotiating gender relations |
JM |
Governing water and negotiating gender relations |
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Module IV - Overview and Revision |
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13 |
11/11 |
Unit Overview and Revision |
FM |
Hopeful geographies of development and unit overview |
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Learning and Teaching Activities
Lectures
Tutorials
Online discussion
Assessment tasks
Policies and Procedures
Macquarie University policies and procedures are accessible from Policy Central. Students should be aware of the following policies in particular with regard to Learning and Teaching:
Academic Honesty Policy http://mq.edu.au/policy/docs/academic_honesty/policy.html
New Assessment Policy in effect from Session 2 2016 http://mq.edu.au/policy/docs/assessment/policy_2016.html. For more information visit http://students.mq.edu.au/events/2016/07/19/new_assessment_policy_in_place_from_session_2/
Assessment Policy prior to Session 2 2016 http://mq.edu.au/policy/docs/assessment/policy.html
Grading Policy prior to Session 2 2016 http://mq.edu.au/policy/docs/grading/policy.html
Grade Appeal Policy http://mq.edu.au/policy/docs/gradeappeal/policy.html
Complaint Management Procedure for Students and Members of the Public http://www.mq.edu.au/policy/docs/complaint_management/procedure.html
Disruption to Studies Policy http://www.mq.edu.au/policy/docs/disruption_studies/policy.html The Disruption to Studies Policy is effective from March 3 2014 and replaces the Special Consideration Policy.
In addition, a number of other policies can be found in the Learning and Teaching Category of Policy Central.
Student Code of Conduct
Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/support/student_conduct/
Results
Results shown in iLearn, or released directly by your Unit Convenor, are not confirmed as they are subject to final approval by the University. Once approved, final results will be sent to your student email address and will be made available in eStudent. For more information visit ask.mq.edu.au.
Student Support
Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/
Learning Skills
Learning Skills (mq.edu.au/learningskills) provides academic writing resources and study strategies to improve your marks and take control of your study.
Student Services and Support
Students with a disability are encouraged to contact the Disability Service who can provide appropriate help with any issues that arise during their studies.
Student Enquiries
For all student enquiries, visit Student Connect at ask.mq.edu.au
IT Help
For help with University computer systems and technology, visit http://www.mq.edu.au/about_us/offices_and_units/information_technology/help/.
When using the University's IT, you must adhere to the Acceptable Use of IT Resources Policy. The policy applies to all who connect to the MQ network including students.
Graduate Capabilities
Creative and Innovative
Our graduates will also be capable of creative thinking and of creating knowledge. They will be imaginative and open to experience and capable of innovation at work and in the community. We want them to be engaged in applying their critical, creative thinking.
This graduate capability is supported by:
Learning outcomes
- A demonstrated understanding of contemporary development issues and development practice in the Asia Pacific region;
- An ability to research development issues and identify, assess, and synthesise complex information;
- An ability to communicate clearly about development issues in both oral and written formats.
Assessment tasks
- Critical Reflection Paper
- Issues Brief
- Class participation
Capable of Professional and Personal Judgement and Initiative
We want our graduates to have emotional intelligence and sound interpersonal skills and to demonstrate discernment and common sense in their professional and personal judgement. They will exercise initiative as needed. They will be capable of risk assessment, and be able to handle ambiguity and complexity, enabling them to be adaptable in diverse and changing environments.
This graduate capability is supported by:
Learning outcomes
- A demonstrated understanding of contemporary development issues and development practice in the Asia Pacific region;
- An ability to research development issues and identify, assess, and synthesise complex information;
Assessment tasks
- Class participation
- Exam
Commitment to Continuous Learning
Our graduates will have enquiring minds and a literate curiosity which will lead them to pursue knowledge for its own sake. They will continue to pursue learning in their careers and as they participate in the world. They will be capable of reflecting on their experiences and relationships with others and the environment, learning from them, and growing - personally, professionally and socially.
This graduate capability is supported by:
Learning outcomes
- A demonstrated understanding of contemporary development issues and development practice in the Asia Pacific region;
- An ability to research development issues and identify, assess, and synthesise complex information;
Assessment tasks
- Issues Brief
- Class participation
Discipline Specific Knowledge and Skills
Our graduates will take with them the intellectual development, depth and breadth of knowledge, scholarly understanding, and specific subject content in their chosen fields to make them competent and confident in their subject or profession. They will be able to demonstrate, where relevant, professional technical competence and meet professional standards. They will be able to articulate the structure of knowledge of their discipline, be able to adapt discipline-specific knowledge to novel situations, and be able to contribute from their discipline to inter-disciplinary solutions to problems.
This graduate capability is supported by:
Learning outcomes
- An advanced understanding of development theory, context, practice and methods;
- An ability to critically reflect upon and relate development theory to empirical examples from the Asia Pacific region;
- A demonstrated understanding of contemporary development issues and development practice in the Asia Pacific region;
- An ability to research development issues and identify, assess, and synthesise complex information;
- An ability to communicate clearly about development issues in both oral and written formats.
Assessment tasks
- Critical Reflection Paper
- Issues Brief
- Class participation
- Exam
Critical, Analytical and Integrative Thinking
We want our graduates to be capable of reasoning, questioning and analysing, and to integrate and synthesise learning and knowledge from a range of sources and environments; to be able to critique constraints, assumptions and limitations; to be able to think independently and systemically in relation to scholarly activity, in the workplace, and in the world. We want them to have a level of scientific and information technology literacy.
This graduate capability is supported by:
Learning outcomes
- An advanced understanding of development theory, context, practice and methods;
- An ability to critically reflect upon and relate development theory to empirical examples from the Asia Pacific region;
- A demonstrated understanding of contemporary development issues and development practice in the Asia Pacific region;
- An ability to research development issues and identify, assess, and synthesise complex information;
- An ability to communicate clearly about development issues in both oral and written formats.
Assessment tasks
- Critical Reflection Paper
- Issues Brief
- Class participation
- Exam
Problem Solving and Research Capability
Our graduates should be capable of researching; of analysing, and interpreting and assessing data and information in various forms; of drawing connections across fields of knowledge; and they should be able to relate their knowledge to complex situations at work or in the world, in order to diagnose and solve problems. We want them to have the confidence to take the initiative in doing so, within an awareness of their own limitations.
This graduate capability is supported by:
Learning outcomes
- A demonstrated understanding of contemporary development issues and development practice in the Asia Pacific region;
- An ability to research development issues and identify, assess, and synthesise complex information;
Assessment tasks
- Critical Reflection Paper
- Issues Brief
- Class participation
- Exam
Effective Communication
We want to develop in our students the ability to communicate and convey their views in forms effective with different audiences. We want our graduates to take with them the capability to read, listen, question, gather and evaluate information resources in a variety of formats, assess, write clearly, speak effectively, and to use visual communication and communication technologies as appropriate.
This graduate capability is supported by:
Learning outcomes
- A demonstrated understanding of contemporary development issues and development practice in the Asia Pacific region;
- An ability to research development issues and identify, assess, and synthesise complex information;
- An ability to communicate clearly about development issues in both oral and written formats.
Assessment tasks
- Critical Reflection Paper
- Issues Brief
- Class participation
- Exam
Engaged and Ethical Local and Global citizens
As local citizens our graduates will be aware of indigenous perspectives and of the nation's historical context. They will be engaged with the challenges of contemporary society and with knowledge and ideas. We want our graduates to have respect for diversity, to be open-minded, sensitive to others and inclusive, and to be open to other cultures and perspectives: they should have a level of cultural literacy. Our graduates should be aware of disadvantage and social justice, and be willing to participate to help create a wiser and better society.
This graduate capability is supported by:
Learning outcomes
- An advanced understanding of development theory, context, practice and methods;
- An ability to critically reflect upon and relate development theory to empirical examples from the Asia Pacific region;
- A demonstrated understanding of contemporary development issues and development practice in the Asia Pacific region;
- An ability to communicate clearly about development issues in both oral and written formats.
Assessment tasks
- Critical Reflection Paper
- Issues Brief
- Class participation
Socially and Environmentally Active and Responsible
We want our graduates to be aware of and have respect for self and others; to be able to work with others as a leader and a team player; to have a sense of connectedness with others and country; and to have a sense of mutual obligation. Our graduates should be informed and active participants in moving society towards sustainability.
This graduate capability is supported by:
Learning outcomes
- An advanced understanding of development theory, context, practice and methods;
- An ability to critically reflect upon and relate development theory to empirical examples from the Asia Pacific region;
- A demonstrated understanding of contemporary development issues and development practice in the Asia Pacific region;
Assessment tasks
- Issues Brief
- Class participation
Changes from Previous Offering
As a result of a detailed review of the unit a number of changes were made to the unit in 2014. A number of new readings have been added as well as some new lecture topics. The first and second assessment task were modified to give more emphasis to research skills. The second assessment task was also modified to allow students to select a topic of their choice. The tutorial program will include a number of updated interactive and practice-oriented learning activities.