The course attracts participants from a wide variety of disciplines including sociology, anthropology, international studies, history, communication studies, geography and psychology. The course first ran in 1999 and applications have come from a total of 29 countries. Graduates of the course are now working in a number of professional capacities some of which include: programme officer for an international NGO (Dhaka); NGO officers (Indonesia, UK); advisor/ trainer for a women's human rights group (Croatia); consultants working in both British and overseas companies and government institutions and UK local government officers.

The course seeks to equip participants to work as social development practitioners. It is intended to develop participants’ critical, analytical and practical skills that will be of use in their future careers whether as academics, social development practitioners or advocates for the need to place the 'social' at the centre of development. Accordingly it provides participants with the opportunity to critically examine relevant bodies of knowledge, current debates and experience from the field and invites them to consider how social development concerns can be effectively addressed in the processes of development policy, planning and practice. It focuses on international contexts of development in order to better illustrate the complexities underlying social development planning and the potential pitfalls when attempting to effect social change initiatives.

Introduction

Course structure

The course consists of the three core modules that are compulsory for all SDP students. These core modules comprise 75% of the taught components of the course (90 credits). An optional module chosen from those listed below comprises a further 25% of the taught components. The core course modules provide the theoretical and methodological components of the course while the optional module allows students to examine different approaches and problems in accordance with their own particular interests.

The course consists of lectures, seminars, workshops, case study analysis, and field work within the UK and abroad. Students are expected to take an active part in their own learning through reading, essay writing and individual and group project work. Student performance is assessed through course work, examinations, and a dissertation report.

The dissertation report

In addition to the taught and practice components, students will complete a Dissertation Report (60 credits) on a topic selected by themselves but which is related to the courses studied and approved by their supervisor. Examples of SDP Dissertation Reports are

• Maximising the Benefits of Emigration for Development: A Case Study of Ecuadorians in Spain
• Participation, Reality or Rhetoric? The Relevance of the Participatory Development: A Case Study of the World Bank
• The Waste Movement in Egypt: A Call for Social Reform and Change
• A Critical Ethical Approach to Development Aid: An Exploration
• Does child participation improve poverty reduction strategies and programmes?
• Apartheid in Transition: Dependence and Opportunities for a Neo-Liberal South Africa

Core Modules

BENVSD01 and BENVSD02 run over two terms and BENVSD03 runs over three terms.

BENVSD01 SOCIALLY SENSITIVE DEVELOPMENT IN PRACTICE

The module blends theory with practice. It introduces social development and the social agenda with specific emphasis on understanding and planning for socially sensitive development through an examination of diversity, including gender; social inclusion; socially sensitive policy formulation, design of indicators and social impact assessment. The concept of participation as a way of ensuring socially sensitive development is critiqued and a number of participatory methodologies and tools, used at different stages of development interventions, are examined and practiced. Students undertake two practical assignments in London Boroughs; one as part of the ‘Tools in Action’ component and the other a more substantial piece of work undertaking a social impact assessment.

On completion students will have:

• an in-depth knowledge of key concepts, past social agendas for development and current debates in social development practice
• a sound understanding of the nature and forms of social development interventions
• the ability to critically evaluate and appropriately use a number of participatory social development tools
• acquired the basic knowledge and skills required of a social development professional

This module critiques key development paradigms; liberalism/neo-liberalism; Marxism; reformism and theories of underdevelopment. It specifically addresses the role that the various paradigms have assigned to government (state), market and civil society and how the key societal concerns of social justice, efficiency in the allocation of scarce resources, freedom and security are met (or not met). The theme of poverty, as a manifestation of inequalities at both the national and international levels, is developed. Causes of poverty, poverty assessment and governmental and donor anti-poverty policies are discussed, as well as the roles of civil society and the market.
On completion students will have:

• developed the ability to critically evaluate the theoretical underpinnings, ideological stances and programmatic implications of social policies, particularly poverty policies
• understood the interrelationships between government, markets and civil society in the pursuit of the social development goal of social justice for all
• been introduced to quantitative and qualitative tools used in poverty assessment and their strengths and weaknesses
• an in-depth knowledge of the nature of poverty and how changes in this knowledge have influenced anti-poverty approaches and policies over time

BENVSD03 SOCIAL DEVELOPMENT PRACTICE

This module helps the participants to develop their analytical and evaluative capacity, strengthen their professional skills and learn to work as a member of a professional multi-cultural team. It also provides an opportunity for students to experience what it is like to work as a social development professional in the field by responding to a time-bound assignment which requires the active use of a range of abilities, skills and coping strategies.

This module is run over three terms. It consists of four major components as follows:

• a series of themed workshops to introduce key issues of development and governance that underpin the wider operational context of social development
• a short off-campus immersion programme based around a problem solving exercise intended to develop analytical, presentation, argumentation and negotiation skills and the ability to work in a team
• a series of practical social development skills workshops intended to lay the foundation for, and enhance professional practice including the formulation of a code of ethics
• a series of preparatory field work session that address team building, the action research process, desk-top research on the specific research context culminating in a 2 week overseas fieldwork assignment

On completion students will have:

• acquired a number of practical and professional skills to enhance good practice in future work in social development
• an in-depth knowledge of the process required to undertake field research intended to inform the policy process
• gained first-hand experience of operationalising this process in the field
• learned, through the presentation of their preliminary results and recommendations to a range of primary and secondary stakeholders, the complexities of addressing social development problems
• learned how to produce an acceptable report
  

Optional Modules

DEVELOPMENT ADMINISTRATION AND PLANNING
Three of the DAP modules currently on offer may be chosen as options. The first option (BENVAP01) introduces basic notions of development management and administration, state, market and bureaucracy and the role of NGOs in the development process. It places national development in the context of the international division of labour and examines alternatives to hegemonic development practices. It critically reviews the recent history of international aid, particularly its implications for poverty reduction, growth and equity. The national dimensions of development are also critically explored, particularly in terms of a range of development trends and interventions such as national and regional development planning and key aspects of local, metropolitan and regional development.

In the second option (BENVAP02) the first part reviews the historical evolution of development theories and examines the relationship between theory and development policy in practice. The second part addresses the issues of rural social relations, food security, rural, urban and peri-urban land, agricultural production & distribution, and rural resource management that underlie any successful development strategy.

In the third option (BENVAP03) the first part reviews the historical evolution of development theories and examines the relationship between theory and development policy in practice. The second part provides a systematic analysis of the notions of industrialisation and infrastructure building as key elements in initiating and sustaining national, regional and local development.

ENVIRONMENT AND SUSTAINABLE DEVELOPMENT
Two ESD modules can be chosen as options. The first option (BENVES01) offers a comprehensive review of the contemporary debate on development and environmental sustainability. It further provides participants with a critical understanding of environmental conflicts, and of various approaches to environmental governance, the policy process, the mechanisms and the key agents involved. Within the second option (BENVES02) participants learn to identify environmental problems in urban areas and their underlying causes and how to go about applying environmental planning and management to solve these problems to move towards sustainable development.

URBAN DEVELOPMENT PLANNING
Three of the UDP modules currently on offer can be chosen as options. The first option (BENVUP01) explores the economic, social and physical transformation and restructuring of cities in the wider context of development and globalisation. In assessing the challenges this poses for urban development planning, the roles and relations of actors in civil society, the public and private sectors are examined in theory and practice. The institutional and organisation frameworks in which they operate are reviewed, while investigating access to and control over financial, human and physical resources in the context of contemporary urban development planning practice.

The second option (BENVUP02) explores strategic action in urban development policy, planning and management which recognizes social justice in cities. In this light, it reviews the evolution of urban development interventions and define the theoretical and methodological challenges which face contemporary urban development in different parts of the world. To this end, it also assesses a range of cases of urban development practice, drawing out their contribution to the current debates on strategic action towards social justice in urban development policy, planning and management. Finally, it explores the implications of these debates for problem diagnosis, participation, organizational development and ‘public learning’ in strategic urban action.

A third option (BENVUP04) examines gender relations in the socio-economic, political and environmental processes in the development of human settlements. In doing so, it highlights the intersection of gender with other social relations, examining diversity and difference in human settlements. In assessing the challenge this poses for urban development planning, the institutionalisation of gender equality in policy, planning and management of human settlements are explored. Gender relations in a range of development sectors are assessed and the conditions for gender mainstreaming in these sectors discussed.

COSMOPOLITAN DEVELOPMENT
There is currently one module on offer under this option. The module blends theory with practice. It introduces the concepts and principles of cosmopolitan development in the contexts of collective cultural identities and intercultural relations of conflict and co-existence, globalisation and civilisational responses in different world regions. It presents the principles of cosmopolitan development as a basis for planning in both multicultural and culturally divided cities and, with the aid of a planning manual and mini-research projects, traces through the methodology of reconnaissance, analysis and diagnostics leading to policy, programme and project formulation to promote cultural co-existence and conflict management in urban settings.

Learning Outcomes

The SDP Course provides participants with the following:

Knowledge and Understanding of:

• the contemporary debate on key social development concepts and issues of current international concern;
• the difference between theory and ideology; the major theories of development, their explanatory strengths and weaknesses and their social development policy implications;
• the complexity of effecting equitable and sustainable social change and the potential role(s) of the state, the market and civil society in this process;
• the problems and constraints of socially sensitive development planning in developing country contexts;
• acknowledged academic authorities and texts of direct relevance to social development;
• the types and appropriateness of a variety of participatory action research and social assessment tools used for policy and programme planning, implementation, monitoring and evaluation
• the problems and constraints of working as a social development professional in the field both nationally and internationally
  

Intellectual Skills:

The programme aims to help students to:

• develop analytical and critical skills in order to challenge and question current concepts and methodologies;
• develop their independent opinions and support them in an academically acceptable manner;
• reflect on the relationship between theory and practice;
• analyse and interpret qualitative and quantitative data in order to develop strategic recommendations and proposals for socially sensitive interventions;
• formulate a conceptual framework and use a range of information sources in research;
• learn by doing.

Practical Skills:

The programme helps students to:

• develop and implement a practical research task in the field;
• prepare well-supported and critical (written and oral) analyses of theory and empirical evidence;
• formulate proposals aimed at dealing with the complexity of a range of development situations;
• work in a multi-disciplinary and multi-cultural team;
• elaborate and communicate proposals, evaluations and strategies;
• operate professionally and sensitively in different environments.

Transferable Skills:

The programme encourages students to:

• write well-argued essays and reports;
• use computer resources and information technology;
• listen and contribute to group discussions;
• challenge conventional wisdom;
• reflect on their own ideas by becoming more acquainted with unfamiliar initiatives and arguments;
• live and work in a multi-disciplinary, multi-cultural environment;
• critically assess evidence for themselves through independent judgement;
• develop negotiation skills;
• Improve time management and develop self-discipline;
• become a valued member of a professional team.

The variety of teaching/learning methods and strategies through which the skills will be achieved, and how the different elements of the course are assessed, is explained below.

Teaching/Learning Methods And Strategies:

• Seminars, lectures, group and team work;
• Interactive use of WebCT;
• Individual reading and research;
• Integrative 2-3 day workshops;
• Role plays, simulations and practical field exercises (both inside and outside the classroom);
• Subject-specific academic skills sessions;
• Overseas fieldtrip to a developing country and subsequent presentation and report;
• Tutorials.

Assessment:

Students are assessed through a variety of methods: unseen examinations, course work assignments (individual essays and/or team and individual reports typically between 2,000 to 3,000 words in length), oral interviews, peer assessment and a 10,000 word dissertation report.

• English

• residential

• Anthropology/Sociology
• Civil Society/NGO Management
• Development Administration
• Development Studies
• Environmental Issues
• Education
• Gender Issues
• Globalisation
• Governance
• Health/Public Health
• Participatory Approaches
• Poverty Analysis
• Social Policy and Development
• Urban Studies and Planning
• :Other:

• United Kingdom