90616 - Project Analysis in International Development Cooperation

Learning outcomes

The laboratorio provides students with knowledge and skills to analyse model international cooperation projects based on different perspectives: economic, human development, decentralized cooperation, by considering the following elements, among others: reasons for choosing one particular methodology and relative evaluation challenges; analysis of best international practices; definition of evaluation and project impact measurement models.

Course contents

The lab aims to analyse projects and programmes in international cooperation through a predominantly applied and seminar-based approach. The lab is connected to the course Actors and Strategies of International Cooperation, whose focus on actors, mandates, strategies, partnership architectures, calls for proposals, country strategies and programming frameworks is developed here in operational terms.

After an introductory part devoted to project analysis tools, students will work in groups on concrete cases, project documents, evaluation reports, country strategies, calls for proposals and methodological materials.

The central part of the lab will be organised around group activities and meetings with experts in international cooperation, focusing on specific types of actors, approaches or operational fields. The meetings may address, among others: bilateral cooperation; the United Nations system; international financial institutions; NGOs and civil society; territorial and decentralised cooperation; foundations, the private sector and public-private partnerships; evaluation, development research and impact measurement.

Each group will be assigned a dossier consisting of one or more project or programme documents, methodological materials and additional resources. The group work will analyse the assigned case by considering: the profile of the actors involved; the mandate and strategy of the organisation; the intervention context; objectives and theory of change; partnership and governance architecture; funding and implementation arrangements; monitoring and evaluation tools; expected results, risks, critical issues and sustainability.

The final part of the lab will be devoted to the presentation and comparative discussion of group work, with particular attention to the connection between project analysis, actors’ strategies and operational practices in international cooperation.

Readings/Bibliography

de Haan, A. (2009), How the aid industry works: an introduction to international development. Sterling, VA: Kumarian Press.

Laws, S. (2013), Research for development: A practical guide. London: SAGE.

Damoah, C.M., K. Asamoah (2020), ‘Public–private partnerships for improved service delivery: the case of Intercity STC Coaches in Ghana’, Development in Practice.

Fejerskov, A.M. (2015), ‘From Unconventional to Ordinary? The Bill and Melinda Gates Foundation and the Homogenizing Effects of International Development Cooperation’, Journal of International Development 27(7): 1098-1112.

Gore, C. (2013), ‘Introduction. The New Development Cooperation Landscape: Actors, Approaches, Architecture’, Journal of International Development 25: 769-786.

Kloster, M.O. (2020), ‘From complexity to simplicity–how chasing success stories affects gendered NGO practices’, Development in Practice 30(4): 437-447.

Lewis, D. (2019), “Individuals, organizations and public action: trajectories of the ‘non-governmental’ in development studies”, in U. Kothari (ed.) A Radical History of Development Studies. London: Zed Books, pp. 200-221.

Mikkelsen, B. (2005) (ed.), Methods for development work and research: a new guide for practitioners. New Delhi: Thousand Oaks; London: Sage.

Scott-Smith, T. (2014), ‘How projects rise and fall: the lifecycle of a dietary modernisation scheme’, Development in Practice, 24(7): 785-796.

Uvin, P. (2007), ‘From the right to development to the rights-based approach: how “human rights” entered development’, Development in Practice 17(4-5): 597-606.

Zimmermann, F., K. Smith (2011), ‘More Actors, More Money, More Ideas for International Development Co-operation’, Journal of International Development 23(5): 722-738.

Additional readings, project documents, calls for proposals, country strategies, evaluation reports and methodological materials will be uploaded on Virtuale.

Teaching methods

The lab combines short introductory lectures, group work, guided document analysis, seminar discussion and meetings with experts in international cooperation.

Teaching is organised mainly in laboratory format: students will be expected to prepare materials before class, formulate questions for experts, discuss concrete cases and produce a final group paper.

Meetings with experts will constitute a central part of the lab and will aim to connect the analytical tools discussed in class with professional practices, operational experiences and concrete issues in project design, implementation, monitoring and evaluation.

The lab develops, in applied form, some of the themes addressed in the course Actors and Strategies of International Cooperation, with particular attention to the transition from the analysis of actors and strategies to the critical reading of projects, programmes and operational tools in international cooperation.

Assessment methods

Assessment is based on active participation in the lab, preparation and discussion of assigned materials, a group paper and a final oral examination.

The group paper will analyse an international cooperation project or programme on the basis of the assigned dossier and must include: profile of the actors involved; summary of the intervention; analysis of the project logic; governance and partnership; monitoring, evaluation and impact measurement tools; critical discussion of results, risks, limitations and sustainability.

The final oral examination will focus on the group paper, the cases discussed during the lab and the student’s ability to connect project analysis with the main actors, strategies and tools of international cooperation.

Attendance is mandatory. The attendance requirement is considered fulfilled by attending at least 80% of classes.

GRADING SCALE FOR THE FINAL MARK:

Ability to analyse only with the support of the lecturer, and use of generally correct language → 18-19;

Ability to analyse independently, and use of correct language → 20-24;

Ability to conduct critical analysis, and mastery of specific terminology → 25-29;

Ability to conduct critical and interconnected analysis, full mastery of specific terminology, and ability to argue and self-reflect → 30-30 with honours.

STUDENTS WITH SPECIFIC LEARNING DISORDERS OR TEMPORARY OR PERMANENT DISABILITIES:

Students are advised to contact the relevant University office in good time (https://site.unibo.it/studenti-con-disabilita-e-dsa/en ): the office will propose any necessary adjustments. These adjustments must in any case be submitted to the lecturer for approval at least 15 days in advance. The lecturer will assess their appropriateness also in relation to the learning objectives of the course.

GUIDELINES ON THE USE OF GENERATIVE ARTIFICIAL INTELLIGENCE (AI):

AI can be a useful tool to support individual study through further exploration, summaries and self-assessment activities. With regard to assessment, the use of AI is prohibited for assessment activities carried out outside the classroom. These activities will be validated after analysis of the work materials produced and mandatorily submitted, including through the final oral examination.

Teaching tools

Lecture slides, academic readings, project documents, calls for proposals, country strategies, evaluation reports, methodological materials, institutional websites and materials provided by experts.

Office hours

See the website of Davide Chinigò