Humanitarian Practice Summer School

HCRI70050 Humanitarian Practice Summer School 15 Full year Postgraduate Taught Level 7 Humanitarian Conflict Response Institute 1 FHEQ level (Framework for Higher Education Qualifications) ' Masters/Integrated Masters P4 ' European Credit Transfer & Accumulation System Rating : 7.5 <div> The Summer School is framed around a week-long conference that will focus on a different theme in humanitarianism each year. The first three days will consist predominantly of academic presentations (with a variety of guest speakers), interactive lectures, workshops and posters.Throughout the week, students will be participating in group work. This will consist of peer discussion, sharing and reflection around the key topics presented and how they relate to their academic and professional interests. Students will engage in organised debates, and also present a group presentation (formatively assessed) that details their reflection on the Summer School and what they have learnt.Students will each be assigned a personal tutor who will meet and guide students to specific reading that will inform their own reflective assessment.This module critically appraises key theoretical perspectives in relation to the management of change, partnership working, leadership, communication, teamwork, advocacy and networking in the context of humanitarian practice.Following the presentations at the summer school, students will continue to work with an individual supervisor over the next four weeks to develop their own individual assessment. Students will work individually to explore the underpinning theory and evidence for practice and consider how it could apply to their own practice. If any student is no longer working in humanitarian practice, they will use a recent relevant work situation.  </div>  <div> The Summer School is framed around a week-long conference that will focus on a different theme in humanitarianism each year. The first three days will consist predominantly of academic presentations (with a variety of guest speakers), interactive lectures, workshops and posters.Throughout the week, students will be participating in group work. This will consist of peer discussion, sharing and reflection around the key topics presented and how they relate to their academic and professional interests. Students will engage in organised debates, and also present a group presentation (formatively assessed) that details their reflection on the Summer School and what they have learnt.Students will each be assigned a personal tutor who will meet and guide students to specific reading that will inform their own reflective assessment.This module critically appraises key theoretical perspectives in relation to the management of change, partnership working, leadership, communication, teamwork, advocacy and networking in the context of humanitarian practice.Following the presentations at the summer school, students will continue to work with an individual supervisor over the next four weeks to develop their own individual assessment. Students will work individually to explore the underpinning theory and evidence for practice and consider how it could apply to their own practice. If any student is no longer working in humanitarian practice, they will use a recent relevant work situation.  </div>  <div> The unit aims to:Provide students with the opportunity to reflect and debate on content from conference presentations, and consider how learning from this can be applied to solving problems in humanitarian practice. It also aims to apply key academic principles which underpin humanitarian discourses to everyday working practice. </div>  Demonstrate critical knowledge and understanding of a key element of humanitarian practice.  This will vary according to the theme of the Summer School. Critically reflect on ones’ own humanitarian practice, using both academic and personal insights.Apply theory to practice and reflect on ones’ own actions Engage with academic debates on a variety of key topics covered in the Summer School.Work successfully with peers to present their reflections to a panel of academic affiliates and senior humanitarian staff.Apply knowledge of complex and specialised humanitarian practices to their own work-based situation.Solve real humanitarian organisational or management problems. Further develop leadership, partnership, communication and team working skills. <div> The Liverpool School of Tropical Medicine and the Humanitarian and Conflict Response Institute (HCRI) of the University of Manchester will co-host the MSc in Humanitarian Practice Summer School. The Summer School will be held at the University of Manchester in the first year. Each year the Summer School will be created around a broad theme.Indicative examples of Summer School themes are listed below (these are subject to change). Each year the themes will be set by the curriculum steering group in conjunction with MSF.Year One:Being critical about doing goodThe theme of the Summer School will be to explore the role of critique in humanitarian action. The humanitarian sector has a strong tradition of self-criticism, but is often accused of failing to learn from its mistakes. It will consider the function of critique and debate, alongside the obstacles and systemic issues which limit some approaches and favour others.How do organisations use critique internally? What are the main difficulties facing those who lead internal critique?How important is transparency in the humanitarian sector?Year Two:Contextualising humanitarian activitiesThe theme of the Summer School will be to explore the cultural, historical, and anthropological context in which humanitarian activities operate. And to investigate interpretative research methods which may be appropriate to complex humanitarian situations and shaped according to the needs of crisis-affected populations. The Summer School consists of:A pre-residential stage which begins with enrolment onto Blackboard and the receipt of the reading packs in April. In the pre-residential students will be asked to take short online quizzes (which are non-assessed) to assist in preparing for the Summer School, and to prepare a presentation or poster to share at the Summer School.A residential stage which lasts for one week, during this time students will be taught by a combination of lectures, seminars, and workshops. There will be opportunities for peer discussion, sharing and reflections around the professional interests, knowledge, academic enquiry and experiences of the Summer School participants. The Chatham House Rules will apply to the Summer School which reads as follows:‘When a meeting, or part thereof, is held under the Chatham House Rule, participants are free to use the information received, but neither the identity nor the affiliation of the speaker(s), nor that of any other participant, may be revealed’.After the residential stage students will be given another four weeks to complete the reflective and reflexive essay.</div>  3 Report 100% Banatvala, N., & Zwi, A. B. (2000). Public health and humanitarian interventions: developing the evidence base. BMJ¿: British Medical Journal, 321(7253), 101–105.Egeland, J., Harmer, A., & Stoddard, A. (2011). To stay and deliver: Good practice for humanitarians in complex security environments. Policy Development and Studies Branch (PDSB), UN Office for the Coordination of Humanitarian Affairs (OCHA).Gruskin, S., Mills, E. J., & Tarantola, D. (2007). History, principles, and practice of health and human rights. The Lancet, 370(9585), 449-455.Smillie, I. (Ed.). (2001). Patronage or partnership: Local capacity building in humanitarian crises. IDRC.Bennett, J. (2014). Meeting needs: NGO coordination in practice. Routledge.Norander, S., & Harter, L. M. (2012). Reflexivity in practice: Challenges and potentials of transnational organizing. Management Communication Quarterly, 26(1), 74-105. 0 0 150