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DEV20010

Academic Year 2026/2027

Topics in Intl Development (DEV20010)

Subject:
Development Studies
College:
Social Sciences & Law
School:
Politics & Int Relations
Level:
2 (Intermediate)
Credits:
5
Module Coordinator:
Assoc Professor Krishna Chaitanya Vadlamannati
Trimester:
Autumn
Mode of Delivery:
On Campus
Internship Module:
No
How will I be graded?
Letter grades

Curricular information is subject to change.

This module is designed to introduce students to key themes and debates in the field of international development. It provides both a historical foundation and a contemporary perspective on major issues shaping development outcomes across the world. The course begins with an exploration of the historical origins of development and underdevelopment tracing how colonial legacies and global inequalities have shaped divergent development paths. Building on this foundation, students will be introduced to the concept of the “Middle-Income Trap”—what it is, why some countries remain stuck in this trap, the socio-economic consequences of stagnation, and the policy strategies through which countries may attempt to escape it. We then turn to contemporary challenges and debates in development. Key themes include the impact of globalization, particularly international trade and foreign direct investment, on economic growth and social outcomes. The course also introduces the role of institutions in development. We ask What are institutions? Why are they important? Students will examine how institutional quality influences growth, investment, and prosperity, with special attention to the colonial origins of comparative development. Another major theme explored is corruption and crony capitalism. The module investigates why corruption persists, contrasting the “Grease the Wheels” versus “Sand the Wheels” perspectives, and assessing the developmental consequences of corruption. We also discuss strategies for combating corruption, drawing on both conventional approaches and innovative, out-of-the-box solutions. The course concludes by examining development aid and finance. Students will engage with fundamental questions like What is aid? Who gives aid, to whom, and why? What are the political motivations and consequences of aid flows? Alongside bilateral and multilateral aid, attention will be given to development finance through international financial institutions such as the World Bank and the International Monetary Fund (IMF), evaluating their role in shaping economic policies and development trajectories.

By the end of this module, students will have gained a broad yet critical understanding of the historical, political, and economic dimensions of development, while engaging with some of the most pressing debates in the field today.

About this Module

Learning Outcomes:

1. To provide students with a foundational understanding of key themes in international development studies that shape the economic development process across different regions of the world.

2. To equip students with essential conceptual tools and analytical frameworks for examining issues related to economic development.

3. To enable students, by the end of the module, to critically engage with debates on global affairs and assess their implications for the development—or underdevelopment—of various parts of the world.

Indicative Module Content:

The key topics that will be addressed in this module include: Middle Income Trap, Globalization (Foreign Direct Investments, International Trade), Development Aid, Institutions, Corruption and Cronyism, Natural Resources, International Financial Institutions like the World Bank and IMF.

UNESCO highlights a set of key competencies that support individuals in their development and support society in achieving the UN Sustainable Development Goals (SDGs). UCD has adapted these competencies and is combining them with others to form a general framework of learning competencies. This module will help you develop the competencies below to the levels specified. 
Learning Competency Additional Information Level

Critical Thinking

 The ability to question norms, practices and opinions; to reflect on one’s own values, perceptions and actions. Competent

Integrated Problem Solving

 The overarching ability to apply different problem-solving frameworks to complex sustainability problems and develop viable, inclusive and equitable solution options that promote sustainable development, integrating the competencies in this list. Competent

Self-awareness

 The ability to reflect on one’s own role in the local community and (global) society; to continually evaluate and further motivate one’s actions; and to deal with one’s feelings and desires. Competent

Anticipatory

 The ability to understand and evaluate multiple scenarios for the future – possible, probable and desirable; to create one’s own visions for the future; to apply the precautionary principle; to assess the consequences of actions; and to deal with risks and changes. Competent

Digital Literacy and Judgement

 The ability to access, evaluate, create and communicate information in digital environments; to engage critically, ethically and responsibly with digital technologies and digital information; to understand their opportunities, limitations, risks and impact on individual’s digital identities; and to exercise informed judgement in digital participation and decision-making. Competent

Wellbeing

 Wellbeing is having the resources and skills to meet life's challenges, including attributes such as personal development skills, resilience, stress management, strengths, lifestyle skills, nutrition, physical activity, sleep, alcohol/substance use, academic skills, time management, goal setting, interpersonal skills, group work, communication. Competent

Student Effort Hours:
Student Effort Type Hours
Autonomous Student Learning

103
Lectures

22
Total

125

Approaches to Teaching and Learning:
The teaching and learning approaches used in this module will be as follows:

1. Lectures
2. Intensive class discussions.
3. Critique of published research papers.
4. Problem-based learning.
5. Case study-based learning.
6. In-class assessments/tasks.

Requirements, Exclusions and Recommendations

Not applicable to this module.


Module Requisites and Incompatibles
Not applicable to this module.
 

Assessment Strategy
Description Timing Component Scale Must Pass Component % of Final Grade In Module Component Repeat Offered
Quizzes/Short Exercises: In-class exercise covering short answer questions, fill up the blanks, matching correct answers, MCQs. Week 7 Graded No
50
 No
Quizzes/Short Exercises: In-class exercise covering short answer questions, fill up the blanks, matching correct answers, MCQs. Week 12 Graded No
50
 No

As part of UCD's student support, under the Additional Consideration policy, extensions may be available for the following assessments in the module: Assignment (including essay/poster), Portfolio, Reflective Assignment, Report(s), and Individual Project.


Carry forward of passed components
No
 

Resit In Terminal Exam
Spring No
Please see Student Jargon Buster for more information about remediation types and timing. 

Feedback Strategy/Strategies

• Feedback individually to students, post-assessment

How will my Feedback be Delivered?

Written feedback is provided to each student on their in-class exam following the assessment and prior to the end of the term (by week 15).

Timetabling information is displayed only for guidance purposes, relates to the current Academic Year only and is subject to change.
Autumn Lecture Offering 1 Week(s) - 1, 2, 3, 4, 5, 6, 7, 9, 10, 11, 12 Thurs 13:00 - 13:50
Autumn Lecture Offering 1 Week(s) - 1, 2, 3, 4, 5, 6, 7, 9, 10, 11, 12 Tues 13:00 - 13:50
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