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<CourseUnit xmlns="http://www.manchester.ac.uk/CUICourseUnitDetails" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance" xsi:schemaLocation="http://www.manchester.ac.uk/CUICourseUnitDetails.xsd">
  <UnitCode Applicant="Y" Label="Unit code" Student="Y">
    <Code>MGDI60391</Code>
  </UnitCode>
  <UnitTitle Applicant="Y" Label="Unit title" Student="Y">
    <Title>The Politics and Governance of Development</Title>
  </UnitTitle>
  <MaxUnits Applicant="Y" Label="Credit rating" Student="Y">
    <Units>15</Units>
  </MaxUnits>
  <TeachingPeriods Applicant="Y" Label="Teaching period(s)" Student="Y">
    <Period>Semester 1</Period>
  </TeachingPeriods>
  <AcademicCareer Applicant="Y" Label="Academic career" Student="Y">
    <Value>Postgraduate Taught</Value>
  </AcademicCareer>
  <UnitLevel Applicant="Y" Label="Unit level" Student="Y">
    <Level>Level 6</Level>
  </UnitLevel>
  <StaffList Applicant="Y" Label="Teaching staff" RoleLabel="Course Unit Role" Student="Y">
    <StaffMember>
      <Name>Thomas Lavers</Name>
      <Role>Unit coordinator</Role>
    </StaffMember>
  </StaffList>
  <OfferedBy Applicant="Y" Label="Offered by" Student="Y">
    <OrganisationList>
      <Organisation>
        <OrgName></OrgName>
      </Organisation>
    </OrganisationList>
    <GroupList>
      <Group>
        <GroupName></GroupName>
      </Group>
    </GroupList>
    <FheqLevels>
      <FheqLevel>
        <LevelNumber>1</LevelNumber>
        <LevelName>FHEQ level (Framework for Higher Education Qualifications) ' Masters/Integrated Masters P4 ' </LevelName>
      </FheqLevel>
    </FheqLevels>
    <Ects>
      <MaxUnits>European Credit Transfer &amp; Accumulation System Rating :   7.5</MaxUnits>
    </Ects>
  </OfferedBy>
  <MarketingOverview Applicant="Y" Label="Marketing Course unit overview" Student="">
    <Content>&lt;p&gt;This course unit examines the ways in which politics and governance shapes development outcomes, including variation in patterns of accumulation, inequality and poverty, within the constraints of a changing global economy and increasingly transnationalised policy processes. Students will interrogate the main theories of the politics of development, including those concerning states, classes, institutions and ethnic groups. These competing theories will be used to examine different thematic issues in country case studies from across the global south. Students will be introduced to the main theoretical developments and critical issues in the field, and encouraged to explore these in interactive teaching and learning workshops. Case-study evidence will be used to both elaborate and test theory, and to illustrate the links between politics, governance and development in practice.&lt;/p&gt;</Content>
  </MarketingOverview>
  <UnitOverview Applicant="" Label="Course unit overview" Student="Y">
    <Content>&lt;p&gt;This course unit examines the ways in which politics and governance shapes development outcomes, including variation in patterns of accumulation, inequality and poverty, within the constraints of a changing global economy and increasingly transnationalised policy processes. Students will interrogate the main theories of the politics of development, including those concerning states, classes, institutions and ethnic groups. These competing theories will be used to examine different thematic issues in country case studies from across the global south. Students will be introduced to the main theoretical developments and critical issues in the field, and encouraged to explore these in interactive teaching and learning workshops. Case-study evidence will be used to both elaborate and test theory, and to illustrate the links between politics, governance and development in practice.&lt;/p&gt;</Content>
  </UnitOverview>
  <Aims Applicant="Y" Label="Aims" Student="Y">
    <Content>&lt;p&gt;The unit aims to provide:&lt;/p&gt;&lt;p&gt;&amp;bull; A critical overview of the major theoretical approaches to understanding the links between politics, governance and development&lt;/p&gt;&lt;p&gt;&amp;bull; Insights into how politics, governance and development interact in the global South&lt;/p&gt;&lt;p&gt;&amp;bull; A critical overview of existing research regarding the ways politics shapes patterns of accumulation, distribution and recognition; and&lt;/p&gt;&lt;p&gt;&amp;bull; An opportunity for students to develop their range of competencies in transferable areas, including research, analysis, team-work and both written and verbal forms of communication&lt;/p&gt;</Content>
  </Aims>
  <LearningOutcomes Applicant="Y" Label="Learning outcomes" Student="Y">
    <Content>&lt;P&gt;The aim is to provide a module that interrogates the key political discourses about and within development policy and practice for the benefit of practitioners, policy-makers, and future negotiators in the state and global governance terrain. The political theory provided aims to equip students with an essential toolbox of concepts in political analysis. Alongside this, the module aims to illustrate the spontaneity of politics in reality, and its resistance to management and intervention&lt;/P&gt;</Content>
  </LearningOutcomes>
  <Knowledge Applicant="Y" Label="Knowledge and understanding" Student="Y">
    <Content>&lt;p&gt;Develop a thorough knowledge and critical understanding of different theoretical approaches to investigating the politics and governance of development;&lt;/p&gt;&lt;p&gt;Define, explain and use key concepts and identify illustrative real world examples of these concepts;&lt;/p&gt;</Content>
  </Knowledge>
  <IntellectualSkills Applicant="Y" Label="Intellectual skills" Student="Y">
    <Content>&lt;p&gt;Apply key concepts to select empirical cases and use this analysis to formulate a coherent argument regarding how politics shapes development outcomes;&lt;/p&gt;&lt;p&gt;Critically evaluate the relative explanatory power of different theoretical approaches;&lt;/p&gt;</Content>
  </IntellectualSkills>
  <PracticalSkills Applicant="Y" Label="Practical skills" Student="Y">
    <Content></Content>
  </PracticalSkills>
  <TransferableSkills Applicant="Y" Label="Transferable skills and personal qualities" Student="Y">
    <Content>&lt;p&gt;Demonstrate competence in transferable areas, including: developing reasoned arguments; gathering, organising and using evidence and information from a wide variety of sources; working to deadlines; and written forms of communication.&lt;/p&gt;</Content>
  </TransferableSkills>
  <EmployabilitySkillsList Applicant="Y" Label="Employability skills" Student="Y">
    <Skill>
      <SkillId></SkillId>
      <SkillDescription></SkillDescription>
    </Skill>
  </EmployabilitySkillsList>
  <Syllabus Applicant="Y" Label="Syllabus" Student="Y">
    <Content></Content>
  </Syllabus>
  <TeachingMethods Applicant="Y" Label="Teaching and learning methods" Student="Y">
    <Content></Content>
  </TeachingMethods>
  <AssessmentMethods Applicant="Y" Label="Assessment methods" Student="Y">
    <IntroText> </IntroText>
    <Method>
      <MethodId>1</MethodId>
      <MethodName>Written exam</MethodName>
      <MethodWeight>20%</MethodWeight>
    </Method>
    <Method>
      <MethodId>2</MethodId>
      <MethodName>Written assignment (inc essay)</MethodName>
      <MethodWeight>80%</MethodWeight>
    </Method>
    <OtherDescription>&lt;ul&gt;&lt;li&gt;Take home exam (600 words)&lt;/li&gt;&lt;li&gt;Written assignment (2,400 words)&lt;/li&gt;&lt;/ul&gt;</OtherDescription>
  </AssessmentMethods>
  <FeedbackMethods Applicant="Y" Label="Feedback methods" Student="Y">
    <Content>&lt;p&gt;Written feedback on assignments, comments on brief essay plans and availability during weekly office hours.&lt;/p&gt;</Content>
  </FeedbackMethods>
  <RequirementsList Applicant="Y" Label="Pre/co-requisites" Student="Y">
    <Requirement>
      <UnitCode></UnitCode>
      <UnitTitle></UnitTitle>
      <RequirementType></RequirementType>
      <Description></Description>
    </Requirement>
    <AdditionalRequirement></AdditionalRequirement>
  </RequirementsList>
  <AcademicPrograms Applicant="Y" Label="Academic programmes" Student="Y">
    <AcademicProgram>
      <Program></Program>
      <Plan></Plan>
      <Level></Level>
      <Requirement></Requirement>
    </AcademicProgram>
  </AcademicPrograms>
  <FreeChoice Applicant="Y" Label="Available as a free choice unit?" Student="Y">
    <Content>Y</Content>
  </FreeChoice>
  <Accreditation Applicant="Y" Label="Accreditation" Student="Y">
    <Content></Content>
  </Accreditation>
  <RecommendedReading Applicant="Y" Label="Recommended reading" Student="Y">
    <Content>&lt;p&gt;Recommended reading&lt;/p&gt;&lt;p&gt;Albertus, M., 2015. Autocracy and Redistribution. Cambridge University Press.&lt;/p&gt;&lt;p&gt;Amsden, A.H., 1992. Asia&amp;rsquo;s Next Giant: South Korea and Late Industrialization. Oxford: Oxford University Press.&lt;/p&gt;&lt;p&gt;Boone, C., 2007. Property and constitutional order: Land tenure reform and the future of the African state. African Affairs, 106 (425), 557&amp;ndash;586.&lt;/p&gt;&lt;p&gt;Doner, R.F., 2009. The Politics of Uneven Development: Thailand&amp;rsquo;s Economic Growth in Comparative Perspective. Cambridge University Press.&lt;/p&gt;&lt;p&gt;Doner, R.F., Ritchie, B.K., and Slater, D., 2005. Systemic Vulnerability and the Origins of Developmental States: Northeast and Southeast Asia in Comparative Perspective. International Organization, 59 (2), 327&amp;ndash;361.&lt;/p&gt;&lt;p&gt;Garay, C., 2016. Social Policy Expansion in Latin America. Cambridge: Cambridge University Press.&lt;/p&gt;&lt;p&gt;Kohli, A., 2004. State-Directed Development: Political Power and Industrialization in the Global Periphery. Cambridge: Cambridge University Press.&lt;/p&gt;&lt;p&gt;Leftwich, A. (2005). &amp;lsquo;Politics in Command: Development Studies and the Rediscovery of Social Science&amp;rsquo;.&amp;nbsp;New Political Economy&amp;nbsp;10, 573-607.&lt;/p&gt;&lt;p&gt;Migdal, Joel S. 1988.&amp;nbsp;Strong Societies and Weak States: State-Society Relations and State Capabilities in the Third World. Princeton, NJ: Princeton University Press.&lt;/p&gt;&lt;p&gt;Mkandawire, T., 2001. Thinking about developmental states in Africa. Cambridge Journal of Economics, 25 (3), 289&amp;ndash;314.&lt;/p&gt;&lt;p&gt;North, D.C., Wallis, J.J., and Weingast, B.R., 2009. Violence and Social Orders: A Conceptual Framework for Interpreting Recorded Human History. Cambridge: Cambridge University Press.&lt;/p&gt;&lt;p&gt;Parsons, Craig. 2007.&amp;nbsp;How to Map Arguments in Political Science. Oxford: Oxford University Press.&lt;/p&gt;&lt;p&gt;Singh, P., 2015. How Solidarity Works for Welfare: Subnationalism and Social Development in India. Cambridge University Press.&lt;/p&gt;&lt;p&gt;Soifer, H., 2015. State Building in Latin America. Cambridge University Press.&lt;/p&gt;&lt;p&gt;Vu, T., 2010. Paths to Development in Asia: South Korea, Vietnam, China, and Indonesia. Cambridge University Press.&lt;/p&gt;&lt;p&gt;Whitfield, L., Therkildsen, O., Buur, L., and Kj&amp;aelig;r, A.M., 2015. The Politics of African Industrial Policy: A Comparative Perspective. Cambridge: Cambridge University Press.&lt;/p&gt;&lt;p&gt;Wimmer, A., 2018. Nation Building: Why Some Countries Come Together While Others Fall Apart. Princeton University Press.&lt;/p&gt;&lt;p&gt;Woo, J., 1991. Race to the swift: state and finance in Korean industrialization. New York: Columbia University Press.&lt;/p&gt;</Content>
  </RecommendedReading>
  <StudyHours Applicant="Y" Label="Study hours" Student="Y">
    <IntroText> </IntroText>
    <ScheduledHours Applicant="Y" Label="Scheduled activity hours" Student="Y">
      <ActivityHours>
        <ActivityType>Lectures</ActivityType>
        <Hours>30</Hours>
      </ActivityHours>
    </ScheduledHours>
    <PlacementHours Applicant="Y" Label="Placement hours" Student="Y">
      <ActivityHours>
        <ActivityType></ActivityType>
        <Hours>0</Hours>
      </ActivityHours>
    </PlacementHours>
    <TotalHours Applicant="Y" Label="Independent study hours" Student="Y">
      <Hours>120</Hours>
    </TotalHours>
  </StudyHours>
  <Notes Applicant="Y" Label="Additional notes" Student="Y">
    <Content></Content>
  </Notes>
</CourseUnit>
