BSS (Hons) in Development Studies

Outcomes

• A broad understanding of the key concepts, theories and debates in the field of development studies

References

• Theories and Practices of Development

Outcomes

• Use economic models to analyze a situation in terms of economics
• Interpret charts, graphs, and tables and use the information to make informed judgments
• Work and learn independently and with others
• Communicate their knowledge and understanding of economic issues using written, verbal and visual expression

References

• 1. Mankiw, N. G. (2017). Principles of Microeconomics 8th Ed. Boston, USA: Cengage Learning.
• 2. Samuelson, P. A. and Nordhaus, W. D. (2010). Economics 19th Ed. New York: McGraw-Hill.

Outcomes

• 1. The role of ethnography in anthropology, such that the student will be able to: 2. Identify what constitutes ethnographic data and how it is generated and collected. 3. Apply different theoretical concepts to current social phenomena; 4. Understand the social, political, and ethical implications of anthropological research. 5. The role of theory in sociology, such that the student will be able to: 6. Define theory and describe its role in building sociological knowledge; 7. Compare and contrast basic theoretical orientations; 8. Show how theories reflect the historical context of the times and cultures in which they were developed; 9. Show how different theoretical approaches would explain current social phenomena. 10. The role of research methods in sociology, such that the student will be able to: 11. Know basic methodological approaches and describe the general role of methods in building sociological knowledge; 12. Compare and contrast the basic methodological approaches for gathering data, identifying the virtues and limitations of each method;

References

• 1. Giddens, Anthony (2002), Introduction to Sociology. 4th ed. N. Y.: Norton.
• 2. Escober, Arturo. (1991), ‘Anthropology and the Development Encounter: The Making and Marketing of Development Anthropology’. American Ethnological Society.

Outcomes

• Students will be able to produce functional English for everyday life. They will develop fluency in reading and writing to communicate massage with clarity.

References

• Liz and John Soars.: New Headway Intermediate Level Students’ Book L. Sue Baugh: How to write first class business correspondence. Cambridge IELTS (book 4-6)

Outcomes

• Students will be able to plan, structure and deliver effective presentations

References

• The Complete Presentation Skills Handbook

Outcomes

• The role of ethnography in anthropology
• Identify what constitutes ethnographic data and how it is generated and collected
• Apply different theoretical concepts to current social phenomena
• Understand the social, political, and ethical implications of anthropological research.
• The role of theory in sociology
• Define theory and describe its role in building sociological knowledge
• Compare and contrast basic theoretical orientations
• Show how theories reflect the historical context of the times and cultures in which they were developed
• Show how different theoretical approaches would explain current social phenomena
• The role of research methods in sociology
• Know basic methodological approaches and describe the general role of methods in building sociological knowledge
• Compare and contrast the basic methodological approaches for gathering data, identifying the virtues and limitations of each method

References

• Bates, D.G. (1996), Cultural Anthropology. Boston: Allyn and Bacon.
• Bodley, H.J. (1999), Victims of Progress. London: Mayfield Publishing Company

Outcomes

• Computer training also prepares participants to use different types of technology in everyday settings. This may include installing software, managing updates and performing backups on desktop computers, laptops or tablets. Training can prepare you to use a computer both on the job and in your personal life.

References

• Introduction to Computer
• Computer and Information Processing

Outcomes

• To increase understanding of basic facts and concepts about the American political system, including its history, philosophical, constitutional and legal foundations, leading political values and ideas, governing institutions, and policymaking processes.

References

• Ishiyama, J. T., & Breuning, M. (Eds.). (2010). 21st century political science: a reference handbook. SAGE Publications.
• Khan, M. M. and Husain, S. A. (1996), “Process of Democratization in Bangladesh”, Contemporary South Asia, 5(3): 319-334.

Outcomes

• Able to understand the meaning of unemployment and inflation data and how that data is collected and computed
• Understanding the meaning and components of the National Income Accounts, especially GDP
• Understanding the meaning of the business cycle and its phases
• And to manipulate the basic Aggregate Supply, Aggregate Demand model of the macro economy
• How fiscal policy operates, its tools, and its advantages and drawbacks
• How a fractional reserve banking system works
• How monetary policy operates, its tools, and its advantages and drawbacks

References

• Macroeconomics (13th Edition)
• Principles of Macroeconomics (9th Edition)

Outcomes

• Knowledge of main international development concepts and paradigms.
• Knowledge and analysis of main international development actors and their policies
• Knowledge of economic development and globalization, their impact on human development and its measurement.
• Analysis of financing for development models and knowledge of development cooperation policies.

References

• Arturo Escobar, Encountering Development: The Making and Unmaking of the Third World
• Theories and Practices of Development (Routledge Perspectives on Development). Katie Willis.

Outcomes

• At the end of this course, students are expected to be able to: • Have an overall idea about the history, culture, economy of Bangladesh. • Know about the true history and Bangladesh and grow enthusiasm to know more about the history of Bangladesh. • Learn about the geographical, topographical and demographical features of Bangladesh. • Gain an understanding on the major international issues (both of past and present times) • Identify the major national and international challenges to ensure a better future for all. • Link the development issues of Bangladesh to the International context. • Think about the economic and developmental features of Bangladesh from a critical point of view. • Try to find out the probable solutions of the agricultural, industrial, service, education and health sectors of Bangladesh in the face of development. • Learn about major environmental challenges of Bangladesh as well as of the globe. • Contribute to the sustainable development of the country. • Develop their analytical and critical skills, through the ideas discussed in the lectures, term papers, group works, case studies and exams. • Enhance their communication and critical thinking skills through debate and discussion in the class and through presentation. • Learn to assess the development process of a particular economy or country bases upon different case studies.

References

• [1]. Heitzman, J., & Worden, R. L. (1989). Bangladesh: A Country Study. 2d ed. Washington, DC: Federal Research Division. In Library of Congress. [2]. Van Schendel, W. (2009). A history of Bangladesh. Cambridge University Press. [3]. Stewart, C. (2013). The History of Bengal, Cambridge University Press, ISBN: 9781139506649. [4]. Ahmed, K. (1975). A Socio-Political History of Bengal, Inside Library: Dhaka. [5]. Ahmed, M. (2000). Bangladesh in the new Millennium, Community Development Library: Dhaka. [6]. Chandra, R. A. (1968). History of Bengal: (Mughal Period 1526-1765), Nababharat Publishers: Calcutta. [7]. Khan,S. K. and D. Khanam. (2011). Bangladesh Studies, Chaity Chayon Prokashoni, Dhaka, ISBN-978-989-33-2192-3 [8]. Monahan, F.J. (1925). The early history of Bengal, Oxford University Press: England. [9]. Sultana, M.N. and Islam, T., 2016, A Comprehensive study on Bangladesh, Pronence Publications, Dhaka.

Outcomes

• When successfully completing this course, students should be able to do the following: • Demonstrate understanding of the development of economic thought in the context of the evolving global economy.
• • Be able to identify the development of economic thought from a historical perspective and how the economic thought of one historical period has contributed to the development of economic thought in a subsequent period.
• • Locate, organize, and analyze key texts and evidence on the patterns of economic thought and competing economic theories to get insightful conclusions.
• • Critically evaluate the claims and standpoints of academicians and policymakers regarding the outcomes of their economic thinking and policy exercises.

References

• 1. Sandelin, B., Trautwein, H. M., and Wundrak, R. (2014). A Short History of Economic Thought, 3rd ed. Routledge. 2. Heilbroner, R. L. (1999). The Worldly Philosophers: The Lives, Times and Ideas of the Great Economic Thinkers, 7th Revised Edition. Simon and Schuster. 3. Roncaglia, A. (2017). A Brief History of Economic Thought, Cambridge University Press. 4. Harreld, D. J. (2016). An Economic History of the World since 1400, Course Guidebook, The Great Courses. 5. Chang, Ha-joon (2014). Economics: The User’s Guide, Bloomsbury Press.

Outcomes

• At the end of this course, students are expected to be able to: • Identify and understand the most important problems and debates in the field of public administration and their relevance with development. • Understand and evaluate the shifting nature of the role of the state in development. • Critically analyze the current prominent mainstream paradigms and theories related to public administration. • Gain an understanding of the politics and policies that impact public personnel systems. • Examine the intersection of politics and public administration and understand the relationship between politics and administration. • Gain an understanding of organization theory, employee needs and motivations, ethics, decision making, and the political context of public bureaucracies. • Learn leadership theories and practices as well as ethics and values in the public sector. • Forecast the future of public administration through the lens of the history of public administration and through the lens of economic, political, social, and global perspectives. • Develop their analytical and critical skills, through the ideas discussed in the lectures, term papers, group works, case studies and exams. • Enhance their communication and critical thinking skills through debate and discussion in the class and through presentation. • It is aimed both at those interested in research careers, government employees and at those aspiring to work in the applied side of administrative works.

References

• • Nigro, F. A. & Nigro, L. G. (1984). Modern Public Administration, New York: Harper & Row Publishers
• • Henry, N. (2007). Public Administration and Public Affairs, New Jersey,USA:Prentice-Hall, Inc.
• Nagendra Kr. Singh (2003). Public Administration In Bangladesh

Outcomes

• When successfully completing this course, students should be able to do the following: 1. Students should know various industrial-organizational psychological concepts that are relevant to development 3. Students should be able to apply various industrial-organizational psychological concepts for their own career planning and self-development.

References

• Robbins, S. P., & Judge, T. A. (2010-11). Organizational Behavior. New Jersey: Pearson. [Updated or Latest Edition will also do]

Outcomes

• Be able to apply problem solving and logical skills
• Have a deeper understanding of mathematical theory
• Have a solid knowledge of elementary mathematics

References

• Mathematics for Economics and Business
• A Mathematics Course for Political and Social Research

Outcomes

• The objective of this course is to provide an understanding for the graduate business student on statistical concepts to include measurements of location and dispersion, probability, probability distributions, sampling estimation, hypothesis testing, regression, and correlation analysis, multiple regression and business/economic forecasting
• to calculate and apply measures of location and measures of dispersion -- grouped and ungrouped data cases
• apply discrete and continuous probability distributions to various business problems
• Perform Test of Hypothesis as well as calculate confidence interval for a population parameter for single sample and two sample cases. Understand the concept of p-values.
• Learn non-parametric test such as the Chi-Square test for Independence as well as Goodness of Fit.
• 5. Compute and interpret the results of Bivariate and Multivariate Regression and Correlation Analysis, for forecasting and also perform ANOVA and F-test. Further, understand both the meaning and applicability of a dummy variable and the assumptions which underline a regression model. Be able to perform a multiple regression using computer software.

References

• Hamburg, Morris (1979), Statistical Analysis for Decision Making, Second edition. New York: Harcourt Brace Jovanovich, Inc.
• Moroney, M.J. (1990), Facts from Figures. London: Penguin Books.
• Mills, Richard L. Statistics for Applied Economics and Business. New Delhi: McGraw- Hill Book Company.

Outcomes

• 1. Demonstrate advanced proficiency in spoken and written French.
• 2. Demonstrate the ability to read critically, interpret analytically, speak persuasively, and write coherently about visual and literary texts produced in the French-speaking world.
• 3. Demonstrate familiarity with methodological approaches in the study of literary and cultural texts, such as close reading, socio-historical contextualization, and literary and cultural theory.
• 4. Demonstrate knowledge of literary and cultural traditions, such as major movements, writers, and works of the French-speaking world, focusing on at least one and ideally multiple traditions: European, African, Caribbean, Asian, North American, and other Francophone cultures
• 5. Demonstrate the skills necessary for scholarly research and writing in the Humanities.

References

• 1. Le Nouveau Taxi-1 méthode de français by Guy Capelle & Robert
• 2. Moi, je parle francais.
• 1. French Dictionary
• 2. Cahier d‟exercices of Taxi- 1

Outcomes

• • Describe and compare the theories and concepts covered in the course and relevant to the analysis of societal governance and development in the Global South.
• • Use the theories and concepts to analyse the topical issues and empirical examples, patterns and trends covered in the course.
• • Discuss and critically reflect on the strengths and limitations of relevant theories and concepts with a view to explaining characteristics and challenges of societal governance and development in the Global South.
• • Assess the foundation of knowledge about societal governance and development, including relevant research philosophies and methodological tools covered in the course
• • Demonstrate appropriate academic writing skills, including correct referencing, clear argumentation and correct usage and definition of key concepts.

References

• 1. Capano, G., Howlett, M. & Ramesh, M. (2015). Varieties of Governance: Dynamics, Strategies, Capacities. New York: Palgrave MacMillan.
• 2. Chhotray, V. & Stoket, G. (2009). Governance: Theory and Practice. New York: Palgrave MacMillan.
• 1. Grindle, M. S. (2004). Good Enough Governance: Poverty Reduction and Reform in Developing Coutnries. Governance, 17(4), 525-548.
• 3. March, J. G., & Olsen, J. P. (1995). Democratic governance. Free Press. 4. Rhodes, R. A. W. (1996). The new governance: governing without government. Political studies, 44(4), 652-667.

Outcomes

• • familiarity with key analytic debates in the field of gender and development • an ability to relate these debates to development theory, policy and practice • an ability to comprehend and manipulate complex analytical arguments • an ability to evaluate the impact of development interventions (policies, projects and institutional reform) on issues of gender equity and empowerment.

References

• 1. Chant, S. & M.C. Gutmann. 2004. ‘Men-streaming gender? Questions for Gender and Development Policy in the Twenty First Century, in M. Edelman & A. Haugerud. 2004. The Anthropology of Development and Globalisation. Blackwell Publishing. Chapter 17. 2. Cornwall, A. Harrison, E. & A. Whitehead. 2007. Gender Myths and Feminist Fables: The struggle for interpretive power in gender and development. Development and Change 38(1): 1-20. 3. Frankenberg, Ruth. 1993. White Women, Race Matters. Minneapolis: University of Minnesota Press, pp. 1-22. 4. Kabeer, N. 2001. Conflicts over credit: Re-evaluating the empowerment potential of loans to women in rural Bangladesh. World Development 29(1):63-84. 5. Mohanty, Chandra Talpade 1988. ‘Under Western eyes: Feminist scholarship and colonial discourse’ Feminist Review 30, pp. 61-88. 6. Mohanty, Chandra Talpade 2004. Feminism without borders: Decolonizing theory, practising solidarity. Durham, Duke University Press pp. 231-251. 7. O’Laughlin, B. 2007. A bigger piece of the very small pie: Intrahousehold resource allocation and poverty reduction in Africa. Development and Change 38(1): 21-44. 8. Pearson, R. 2007. Reassessing paid work and women’s empowerment: lessons from the global economy, in Cornwall, A, E. Harrison & A.Whitehead (eds) Feminisms in Development: Contradictions, Contestations and Challenges: Zed Books, London and New York. 9. Yuval-Davis, Nira 1997. Gender and Nation. London: Sage, pp. 21-25.

Outcomes

• • to introduce students to the public sector reform agenda with a focus on public finance issues;
• • to demonstrate administrative, political, and economic constraints to public finance reforms;
• • to develop analytical skills of the students in three major areas of public finance reforms (performance-based budgeting, mid-term financial planning, budget decentralization);
• • to train students how to develop budgeting and performance evaluation systems for public sector institutions;

References

• 1. Principles of Economics (Mankiw, 7th Edition)
• 2. Jonathan Gruber, Public Finance and Public Policy (3rd Edition, 2011)

Outcomes

• Students will learn about practical, micro-level issues of development related to gender

References

• Gender Planning and Development: Theory, Practice, and Training

Outcomes

• Understand the process of migration and the key trends of migration flows
• Explain human migrations and their consequences for communities and societies
• Think critically about the reasons of internal and international migration, geography of migration flows, and relationship between migration and development of the places of origin.
• Formulate well-informed arguments
• Extend deep listening and oral communication skills
• Improve careful reading and writing skills

References

• Castles, S. and Miller, M. J. (2003). The Age of Migration: International Population Movements in the Modern World (3rd edition). New York: Palgrave Macmillan
• De Haas, H. (2010). Migration and development: A theoretical perspective. International Migration Review, 44(1), 227-264.
• Appadurai, Arjun. 1990. Disjuncture and Difference in the Global Culture Economy. In Global Culture. Nationalism, Globalization and Modernity. A Theory, Culture & Society Special Issue, edited by Mike Featherstone. London. New Delhi: Sage Publications.

Outcomes

• To familiarize students with cutting edge research topics in the field.
• To provide a critical reading of the current literature on the empirical microeconomics of development.
• To provide conceptual tools to improve student’s analytical ability and their access to publishing on academic journals.

References

• Todaro, M. P. & Smith, S. C. (2014). Economic Development 12th Ed. New York: Pearson Pub.
• Allen, R. C. (2011). Global Economic History: A very short introduction. New York: Oxford University Press Inc.

Outcomes

• The course aims at exploring the role of the Non-Governmental Organizations (NGOs) and Civil Society (CS) in the process of development. Accordingly, the course will have particular focus on two broader contexts: (i) NGOs and Development and (ii) Civil Society and Development. However, the course also examines the role of NGOs as part of the Civil Society Organizations (CSOs).

References

• Haque, M. Shamsul. 2002. The Changing Balance of Power between the Government and NGOs in Bangladesh. International Political Science Review 23 (4): 411–435.
• Devine, Joe. 2003. The Paradox of Sustainability: Reflections on NGOs in Bangladesh. Annals of the American Academy of Political and Social Science 590: 227–242.

Outcomes

• An important objective of the course is to introduce regression analysis to students so that they are able to understand its applications in different fields in economics. Specifically, by the end of the course, students will be able to specify assumptions, formulate and estimate appropriate models, interpret the results and test their statistical significance. Students are required to conduct research in teams where they apply the techniques learnt during the course and present their results. Students will be trained to write a good quality undergraduate research paper in economics using the econometric methods taught in this class.

References

• Cameron, C.A. and Trivedi, P.K(2005), Microeconometrics: methods and applications. Cambridge: Cambridge University Press.
• Greene, W.H.(2008), Econometric Analysis. 6th Ed. Prentice-Hall.
• Gujarati, D. N., (2003), Basic Econometrics. New York: McGraw Hill.

Outcomes

• When successfully completing this course, students should be able to do the following: • Demonstrate understanding of the research process and the scientific method along with the philosophical foundations of social science research. • Write research questions and hypotheses that relate to a given research problem. • Conducting a systematic review of the research literature on a given topic. • Identifying and assessing the significance of alternative methods of social research. • Describe, compare, and justify the use of appropriate sampling procedures. • Demonstrate familiarity with the available sources of data, where they can be located and how to organize and analyze data to answer research questions. • Critically evaluate the claims of academicians and other policymakers regarding the outcomes of their research.

References

• 1. Research Methods: The Essential Knowledge Base (2nd Ed.) by William M. Trochim, James P. Donnelly and Kanika Arora (2016), published by Cengage Learning. 2. Social Research Methods: Qualitative and Quantitative Approaches (7th Ed.) by W. Lawrence Neuman (2014), published by Pearson Education. 3. International Development Studies: Theories and Methods in Research and Practice by Andy Sumner and Michael Tribe (2008), published by Sage Publications.

Outcomes

• To enable students get an appreciation of the role of information, communication and the media in development
• To facilitate students’ appreciation of the dimensions of development and introduce them to the development policy frameworks
• To give students an understanding of key issues in sustainable development as a basis for engaging in effective development communication

References

• The Handbook of Development Communication and Social Change

Outcomes

• • An understanding of the factors that influence the direction of government action.
• An understanding of the “tools” available to address policy problems.
• An understanding of the effects of government action. • An understanding of the various constituencies that influence how policy is made, and the theoretical underpinnings of real life policy choices.

References

• Handbook of public policy analysis: theory, politics, and methods; Edited by Frank Fischer, Gerald J. Miller, and Mara S. Sidney.
• Theories of the Policy Process; Edited by Paul A. Sabatier
• Committee System of Bangladesh Parliament
• Four Systems of Policy, Politics, and Choice; by Theodore J. Lowi
• Four Pathways of Power: The Dynamics of Contemporary US Federal Policy Making; by Timothy J. Conlan, David R. Beam, Paul L. Posner
• Social Construction of Target Populations: Implications for Politics and Policy; by Anne Schneider and Helen Ingram

Outcomes

• Will be able to understand the complex transformation of agriculture and rural parts of Bangladesh
• Will be able to analyze the food security issues of Bangladesh
• Will be able to design research in this field

References

• Ellis, F. (1993). Peasant Economics: Farm Households and Agrarian Development 2nd Ed. Cambridge, UK: Cambridge University Press.
• Colman, D. and Young, T. (1989). Principles of Agricultural Economics: Markets and Prices in Less Developed Countries 1st Ed. Cambridge, UK: Cambridge University Press.
• Small, L.E. and Carruthers, I. (1991). Farmer-financed Irrigation: The Economics of Reform 1st Ed. Cambridge, UK: Cambridge University Press.

Outcomes

• Differentiate development from a liner viewpoint of economic growth.
• Identify and understand the most important concepts and ideas relevant to human development paradigm.
• Critically analyze the idea of development from an alternative perspective based upon human well-being.
• Comprehend policy relevant issues of Human Development.
• Develop their analytical and critical skills through lectures, term papers, case studies and exams.

References

• Oxford Handbook of Human Development: Concepts, Measures, and Policies
• Development as Freedom

Outcomes

• • Analyse key aspects of the historical, political and ethical context of sustainable development, as well as Indigenous perspectives about the environment.
• • Identify the environmental, social and economic dimensions of sustainability.
• • Demonstrate understanding of sustainable processes, relating especially to biodiversity and water.
• • Employ the basic principles of sustainable design in a small project, including the selection of a plant palette.
• • Apply independent research skills to analyse and evaluate the relationship between climates, environments, and design.
• • Write clear and concise analytical texts which structure evidence for and against (a point of view) relating specifically to sustainable design.

References

• 1. Elliott J.A. (1994), An Introduction to Sustainable Development. London and New York: Routledge.
• 2. Rahman A. (ed.) (1994), Environment and Development in Bangladesh. Dhaka:University Press Limited, Dhaka.

Outcomes

• • Demonstrate an understanding of the processes of global integration and fragmentation in international politics and economics
• • Show what the sources are of continuity and change in international political economy
• • Demonstrate an appreciation of the history of thought in international political economy
• • Distinguish between, and critically evaluate, different theoretical approaches to international political economy
• • Explain the different roles of states, international organisations and non-state actors in the politics of international economic relations
• • Show an understanding of the economic challenges facing states in their foreign policy.

References

• 1. Bardhan, Pranab (1984), The Political Economy of Development in India. Oxford: BasilBlackwell.
• 2. Chowdhury, Anis and Islam, Iynaatul (1993), The Newly Industrializing Economies of East Asia. London: Routledge.

Outcomes

• • Demonstrate a rigorous and critical understanding of key concepts used in international poverty debates. This includes practical issues of measurement as well as definition
• • Analyse both the proximate and deeper factors that trap people in poverty or assist them to escape poverty
• • Critically assess the impact of international interventions and initiatives, such as international development assistance and the SDGs, on efforts to eradicate poverty

References

• 1. Asselin, L. and Dauphin, A. (2001) Poverty Measurement: A Conceptual Framework. Canada: IDRC.
• 1. Ahmed, F. (2004) Practices of Poverty Measurement and Poverty Profile of Bangladesh. ERD Working Paper Series No. 54. Manila: Asian Development Bank.

Outcomes

• • The students will be exposed to the uniqueness of the development sector’s projects.
• • The students will learn to run a project in development sector.

References

• 1. Heagney, J. (2012). Fundamentals of Project Management, Fourth Edition. American Management Association.
• 2. Belli P., Anderson J.R., Barnum H.N., Dixon J.A., and Tan J. (2001), Economic Analysis of Investment Operations, Washington: The World Bank.

Outcomes

• • Articulate the key features and benefits of qualitative research and when and how it can be utilized.
• • Assess the applicability of a range of core qualitative approaches to their own research topics and understand how these approaches can be applied to conduct effective research.
• • Implement a range of qualitative data collection techniques including interviews, observations, and documents.
• • Effectively analyse and write up qualitative data in order to answer your research questions and disseminate your findings.
• • Making judgments on the appropriate approaches to qualitative inquiry.
• • Conducting qualitative research, effectively address issues relating to validity, reliability and ethics.
• • Will be able to effectively present the findings from a qualitative study.

References

• 1. Berg, Bruce L. (2001), Qualitative Research Methods for the Social Sciences. Allyn and Bacon: Boston.
• 2. Bernard, H. Russell. (2002), Research Methods in Anthropology, 3rd Edition. Alta Mira Press.

Outcomes

• • Can demonstrate knowledge and understanding of past and contemporary issues pertaining to urban and rural development and livelihoods, including different definitions of urbanity and rurality, and theories and frameworks for understanding urban and rural development and the interaction between the two in developing countries;
• • Apply knowledge and understanding, and problem solving abilities, to independently identify urban and rural development issues from an interdisciplinary perspective
• • Demonstrate the ability to critically and systematically integrate knowledge and to analyse and assess complex phenomena and issues in the fields of urban rural development and urban and rural livelihoods
• • Critically analyse the empirical and theoretical connections between rural and urban development, at the micro and meso levels
• • Identify and analyse specific urban and rural development needs
• • Demonstrate the ability to clearly present and discuss conclusions, and the knowledge and arguments behind them, orally and in writing
• • Demonstrate an ability to critically, independently and creatively carry out advanced tasks within specified time limits.

References

• 1. Singh, K. (2009), Rural Development: Principles, Policies, and Management, SAGE: India
• 2. Spence, M., Annez, P. C. and Buckley, R. M. (2009). Urbanization and Growth. Washington, DC: IRBD, The World Bank

Outcomes

• • Understanding foundations of hazards, disasters and associated natural/social phenomena
• • Familiarity with disaster management theory (cycle, phases)
• • Knowledge about existing global frameworks
• • Methods of community involvement as an essential part of successful DRR
• • Humanitarian Assistance before and after disaster
• • Technological innovations in Disaster Risk Reduction: Advantages and problems
• • Experience on conducting independent DM study including data search, analysis and presentation of disaster case study

References

• 1. Global Implications of Development, Disasters and Climate Change. Susanna Price and Jane Singer
• 2. Disaster and Development. Andrew E. Collins

Outcomes

• • Can trace the development phases of Bangladesh
• • Can do comparative analyses of the economic development of Bangladesh in respect to different economies across the world

References

• Islam, N. (n.d.). Making of A Nation Bangladesh: An Economist's Tale.
• Acemoglu, D., & Robinson, J. A. Why Nations Fail.

Outcomes

• • A complete and comprehensive thesis paper is expected

References

• No reference found!

Outcomes

• • Students will get the opportunity to revitalize their knowledge in the field of development
• • Students will be able to develop a comprehensive or intensive understanding about the whole issues of their particular discipline
• • Students will be able to easily find their interested area of further study/research/career in the aftermath of the completion of their graduate level of education.

References

• No reference found!

Outcomes

• • Demonstrate that the thesis is their own work
• • Confirm that they understand what they have written and can defend it verbally
• • Investigate their awareness of where their original work sits in relation to the wider research field
• • Establish whether the thesis is of sufficiently high standard to merit the award of the degree for which it is submitted
• • Allow students to clarify and develop the written thesis in response to the examiners' questions

References

• No reference found!