This minor is for people that dare to ‘walk in someone else's shoes. To look at different perspectives, and by doing so find creative ways towards shared ambitions for the future. When we share a vision, it is easy to find common ways.  

In this minor the focus is on regional development and multi-stakeholder processes. Rural and regional development aims at making sustainable changes in people’s lives. As there are many stakeholders around, with different interests, it is often quite challenging to work on a shared vision. Let alone influence the complex development process like climate change, a shrinking rural population, environmental degradation and sustainable agriculture. These issues ask for combined paths to walk on by government, companies and inhabitants.

You will be commissioned by an organization to undertake a real life project, that involves a multitude of stakeholders. The aim is to improve the livability of a rural area, or come to a shared vision. In this project you will describe and analyse the political, social and economic environment, learn to identify opportunities and guide  participatory processes with local citizens that contribute to sustainable livelihoods. You will experience and learn about social exclusion, power relations and different communication strategies for different stakeholder groups.

Mapping opportunities and problems by using Geographical Information Systems is another method that can contribute to sustainable rural development. It helps to identify possibilities and constraints concerning the development of rural areas.

Part of the minor is writing a project proposal, using the principles of Theory of Change. In this proposal, after research, you will do suggestions to improve the livelihood of certain groups. Planning development for rural areas requires inter-disciplinary teams and, for instance, linking village issues to a landscape approach or translating climate change scenarios to local actions.

In all modules addressing the complexity of working towards change is key.

Added value:
Students learn how to communicate in an international setting, with students from various countries in and outside the EU and meeting and learning from various stakeholders. They will learn how to organize interactive meetings, with all kind of facilitation tools, that are meant to induce participants to share experiences, needs and ideas, in order to learn from each other and to think about possibilities and solutions. The minor develops different skills like process management and how to address the requirements of (international) organizations (both government as non-government) and citizens.
 

After the minor the student is able:

• To facilitate a multi-stakeholder participatory process focusing on bottom up changes and action in a changing world.
• To identify relevant stakeholders with their different needs, interests and influences
• To facilitate decision making among these stakeholders to address a practical problem.
• To write a project proposal using the Theory of Change approach for  improving livelihoods of marginalized people in society.
• To use the landscape approach and Geographical Information Systems (GIS) for mapping opportunities and problems related to current complex issues impacting development. Issues can be as privatization of land rights, land grabbing, rural shrinkage and environmental degradation with the purpose to develop scenarios for sustainable rural development.

None.

Brouwer, H, and J. Woodhill, 2015. The MSP Guide; How to design and facilitate multi-stakeholder partnerships. Centre for Development Innovation, Wageningen.
Also available on: http://www.mspguide.org/sites/default/files/case/msp_guide-digital-pages_brouwer.pdf
 
European Commission (2004). Aid Delivery Methods; Volume 1: Project Cycle Management Guidelines. Brussels, EuropeAid Cooperation Office.
 
Schulpen, L. (2016). The NGO funding game; The case of the Netherlands. Nijmegen, CIDIN, Radboud University.
 
Babette Wehrman et al, 2009, Geographical Information Systems ( GIS), The spatial Dimension to Development Cooperation GTZ October 2009, Free publication. Copy provided.
 
Leroy Quentin, Robert Oger, 2009, Working list of sustainable development indicators applicable to GFT case studies, Internal Paper of GFT project, file: list_of_indicator_v3 nov 2009[1].doc
 
Other literature will be made available through Moodle Rooms

Approximate student workload hours in total = 840
Indicative student workload hours per type of activity:
180 hours - attending lectures including workshops
310 hours – team work
80 hours - coaching
270 hours - studying literature; preparation of lectures and for exam

Combination of written exams, portfolio and oral exams as mentioned for the five (5) concerned study units in the Education and Examination Regulation (EER) 2019-20, study programme International Development Management

Rating scale
Mark 1-10 – 0,1 interval – 5,5 pass