A networked computer capable of accessing the internet and running applications such as Blackboard and Adobe Acrobat.

A Word Processor compatible with Microsoft Word.

Beausang, F. (2012) Globalization and the BRICs. Palgrave Macmillan ebook
de Rivero, O. (2010) The Myth of Development. Zed ebook.
Desai, V. and Butler, R. (2014) The Companion to Development. Taylor and Francis.
Hettne, B. (2009) Thinking About Development. Zed ebook
Nederveen Pieterse, J. (2009) Development Theory. Sage ebook
Preston, P. (2010) Theories of Development. Routledge ebook
Sumner, A. and Tribe, M. (2008) International Development Studies. Sage ebook
Visvanathan, N. et al. (2011) The Women, Gender and Development Reader. Zed ebook.

1. Written essay assignment selected from a set of pre-given questions [3500 words] (45%).
The essay assignment will assess, in particular: (i) your knowledge and understanding of the subject area in some depth [LOs 1 and 4] (ii) your ability to research a particular subject in detail and present the results in a critically informed and scholarly manner [LOs 5 and 6] (iii) your ability to carry out
comparative analysis in relation to specific examples and case studies [LOs 1 and 2] (iv) your ability to communicate in a systematic and structured manner the results of your research in a range of academic formats [LO 6]

2. Problem based task [maximum of 3500 words] (45%): The problem-based task will assess, in particular your: (i) application of knowledge and understanding to specific development problems [LOs 6 and 7] (ii) ability to critically evaluate and compare different approaches and perspectives [LO 1 and 3] (iii) ability to apply an in-depth and critical knowledge of conceptual issues in development to specific case studies and examples (LOs 3, 4 and 7) (iv) ability to demonstrate in a concise and structured way a systematic understanding of the subject matter of the module as a whole [LO 6]

3. PARTICIPATION in module discussions and online tasks (10%) The evaluation of module discussions and online tasks will assess, in particular your: (i) knowledge and understanding of the subject area in some depth [LOs 1 and 4] (ii) your ability to carry out comparative analysis and apply your knowledge to specific sectors and examples [LO 3 + 4] and (iii) ability to communicate the results of your research and understanding coherently and systematically [LO 6]

This module provides a global and comparative overview of the issue of `development' in developing countries. It will critically analyse the concept of development and the various theories that have been used to analyse the dynamics of development in the light of logical argument and empirical evidence.

It will also focus on some of the key processes and structural characteristics of development in developing countries such as agrarian change, industrialisation, the relationship between state and society, and the impact of the global division of labour and power. It will highlight in particular global and national patterns of inequality, the comparative advantages of different types of developing society (e.g. NICs, BRICs), and the social, economic, political and environmental costs of `development'.

This will involve the concrete analysis of specific societies, case studies and sectoral examples which will be used to investigate the unevenness and socially and politically contested nature of development as well as the important links between theorisation and the interpretation of empirical evidence.

This module will be based on flexible learning materials delivered using the Blackboard virtual learning environment and selected readings provided in (a) a limited number of course texts (b) reading packs of selected articles and book chapters and (c) e-books, e-journal articles and online news coverage.

The Blackboard environment will provide a context for:

- Tutors to provide an overview of the core subject material for the module and to highlight key issues, problems and debates for discussion.
- Learners to undertake a range of structured activities which will involve, for example, problem solving, literature searching, engagement with group discussions, and scenarios.
- Learners to engage in online discussions on topics and issues related to the module.
- Tutors to seed discussions and provide one to one guidance and advice.
- Learners to access guidance on online resources available via the web and the university's e-resources pages.

The readings will provide:
- An essential knowledge base for the module which will be available to all learners.
- A resource for coursework and all assessed assignments.
- A point of reference for the topic overviews provided by tutors (see above).
- A point of departure for the structured activities set for learners.

Learners will be expected to engage fully and critically with the resources and activities that are provided and to engage in detailed discussion with tutors and other learners. Tutors will give online academic support and guidance to learners throughout the lifetime of the module and will respond on a
timely basis.