Sub-course of DV410 dissertation. Students must pass the assessed element of this sub-course before writing their dissertation.

    Teacher: Picture of Duncan GreenPicture of Benjamin LauderdalePicture of Kate MeagherPicture of Eleanor PowerPicture of Simon Watts

This is an optional, self-paced online statistics/econometrics skills module to support DV410

    Teacher: Picture of Tim Allen

Half Unit - Lent Term

Dr. Laura Mann 

Lecture: Tuesdays 12:30-14:00 pm (NAB.LG.01)

Seminars: Wednesdays 15:00-16:30 (OLD.3.24), 16.00-17.30 (TW2.3.01) and 16:30-18:00 (OLD.3.24),  Thursdays 09:00-10:30 (OLD.3.24) and 10:30- 12:00 (OLD.3.24).

Assessed Essay due on first day of Summer Term

    Teacher: Picture of Jon LunnPicture of Laura MannPicture of Kate MeagherPicture of Thandika Mkandawire

The course looks at social, economic, psychological and political processes accompanying humanitarian disasters, at the effects of interventions, and at the prospects for peace.


The course examines the consequences and causes of humanitarian disasters, and the effects of various interventions. It looks at the changing nature of civil conflicts, at the famine process, and at the benefits that may arise for some groups from war and famine. It examines some of the sociological and psychological roots of violence, as well as the information systems that surround and help to shape disasters. The principal focus is on Africa but other areas are also considered.

    Teacher: Picture of David KeenPicture of Jon LunnPicture of Henry Radice

This course provides students with an evidence-based and up-to-date understanding of key emerging challenges to human health in low and middle income countries. We look critically at both the epidemiological and socio-structural factors that contribute to disease emergence and examine interventions and policies to address their spread.

    Teacher: Picture of Tim AllenPicture of Rochelle BurgessPicture of Naila KabeerPicture of Philipa MladovskyPicture of Georgina Pearson

The course looks at international, national and local responses to humanitarian disasters and civil wars, with a specific focus on efforts to ameliorate social, economic and political processes.

    Teacher: Picture of Tim AllenPicture of Rochelle BurgessPicture of Claire GordonPicture of Stuart GordonPicture of Dorothea HilhorstPicture of Naila KabeerPicture of Anna MacdonaldPicture of ALESSANDRA RADICATIPicture of Henry Radice

This course looks at China from a developmental perspective, locating the discussion of China within the interdisciplinary field of development studies. It begins by looking at the Maoist decades and goes on to focus on the reform period from 1978 onwards. It looks at the politics of the reform process, the key elements of reform and its broader social consequences. It covers themes such as the agrarian question, authoritarianism, developmental states, social welfare, poverty reduction, civil society, labour issues, inequality, aid and `the Chinese model’. It examines China's growing role in the global political economy and in particular China as a model of poverty reduction, as a voice for developing country concerns and as an important aid donor. In analysing China’s development, the course introduces students to a range of theoretical frameworks and concepts. The course will enable students to obtain an understanding of China from a development studies perspective, develop tools of analysis for framing their understanding, and situate the analysis of China within broader debates and theories in development studies.

    Teacher: Picture of Jude HowellPicture of Lucy Pickles

Contrary to standard development theory, the informal economy has been expanding in the face of liberalization and globalization, and now accounts for between one-half and three quarters of non-agricultural livelihoods in developing regions. The sheer size of the informal economy, and its impact on poverty, social exclusion, governance and entrepreneurial development have brought economic informality back onto the agenda of the international development community. This course will explore the impact of economic informalisation on governance and economic development in the global south. It will take a comparative institutional approach to the study of informal economies in a range of regional contexts, including Africa, South and East Asia, and Latin America, highlighting variations in activities, relations with the state, global integration and development outcomes. After an introductory overview of theoretical approaches to informality in the context of liberalizing and globalizing economies, the course will focus on the institutional dynamics and development impact of contemporary informality in a range of empirical contexts. Key issues to be covered in the course include the impact of the informal economy on economic restructuring, gender and economic empowerment, informality and political voice, informal financial networks, global commodity chains and informal labour, informality and social policy, informal governance processes and the state, and the informalization of service provision. Theoretical perspectives will be combined with empirical evidence and case studies from a range of regional and national contexts.

    Teacher: Picture of Kate Meagher

This inter-disciplinary course will introduce students to the concept of human security. Human security refers to the security of individuals and communities as opposed to the security of the state. It combines physical security and material security; freedom from fear and freedom from want. The course will introduce students to the debates about the concept and its relevance in the contemporary era. It will combine political, military, legal and economic approaches to human security implementation.

The course will cover topics including: intellectual foundations and debates over the concept of human security; new and old wars; persistent conflict; just war thinking and whether it can be applied to human security; international humanitarian law and human rights law; humanitarian intervention and the Responsibility to Protect; international capabilities for human security; counterinsurgency, stabilisation, and statebuilding; transitional justice.

    Teacher: Picture of Mary KaldorPicture of Iavor RangelovPicture of Florian Weigand