- Class Number 4346
- Term Code 3130
- Class Info
- Unit Value 6 units
- Topic Online
- Mode of Delivery Online
- Dr Sarah Milne
- Dr Sarah Milne
- Class Dates
- Class Start Date 22/02/2021
- Class End Date 28/05/2021
- Census Date 31/03/2021
- Last Date to Enrol 01/03/2021
This course explores contemporary global governance in practice, using case studies about the work of Multilateral Development Banks, like the World Bank and other regional development banks. Organisations like the World Bank have the potential to set the agenda for international development assistance, and traditionally have done so. However, geo-political changes at the start of the “Asian Century” are now leading to new and competing sources of development knowledge and finance. In this context, we explore the ideas, tools and policies that are typically used by Multilateral Development Banks to guide their operations and exert influence, including: the Sustainable Development Goals; loans for infrastructure; country-level reform packages; mechanisms for securing global public goods like biodiversity; rising private sector engagements; safeguards and grievance mechanisms; and indicators. We explore the power, efficacy and limitations of these global governance practices, revealing: (i) the social construction and political nature of global expertise; and (ii) how institutions like the World Bank are not monolithic, but are often subject to internal contestation and practical limitations, as they confront a wide variety of complex, real-world problems.
This course material has proven to be appropriate for EMD and MAAPD Masters students, as well as others in POGO, International Relations and Anthropology.
Upon successful completion, students will have the knowledge and skills to:
- Demonstrate and explain the role and significance of Multilateral Development Banks as global development institutions.
- Examine and critically analyse, in a practical and ethnographic way, Multilateral Development Banks and their influence in developing country contexts.
- Contribute to public debate about the potential future role of Multilateral Development Banks for human development and sustainability this century.
Readings will be available in Wattle.
Staff FeedbackStudents will be given feedback in the following forms in this course:
- Written comments
- Verbal comments
- Feedback to the whole class, to groups, to individuals, focus groups
Student FeedbackANU is committed to the demonstration of educational excellence and regularly seeks feedback from students. Students are encouraged to offer feedback directly to their Course Convener or through their College and Course representatives (if applicable). The feedback given in these surveys is anonymous and provides the Colleges, University Education Committee and Academic Board with opportunities to recognise excellent teaching, and opportunities for improvement. The Surveys and Evaluation website provides more information on student surveys at ANU and reports on the feedback provided on ANU courses.
|Week/Session||Summary of Activities||Assessment|
|1||Studying Multilateral Development Banks (MDBs): Explains the significance of the World Bank and other MDBs for global governance and development, and how we might study this.|
|2||Knowledge and Discourse in MDBs: Examines the World Bank as a "knowledge bank", and explores the role and sources of "buzz words" in global development practice.|
|3||MDBs as Development Think-Tanks: Examines the World Bank's "World Development Reports" and their significance for global development practice (with Guest lecturer Colin Filer)|
|4||MDBs and Country Partnerships: This lecture explores how country-level engagements with global governance institutions work, using ethnographic insights from World Bank and Asian Development Bank projects.|
|5||Poverty Alleviation and its discontents: Explores how the World Bank approaches its core mission of poverty alleviation, and how this can have unexpected side-effects. Guest Lecturer John McCarthy provides an Indonesian case study.|
|6||Contemporary development finance, and the role of China: Discussion about development finance and its modalities, with a focus on Chinese sources (with Guest lecturer Denghua Zhang)|
|7||Infrastructure and MDBs: Examines recent World Bank experiences with dam construction, alongside new trends with Chinese-backed developments through the Belt and Road Initiative (BRI)|
|8||Safeguard policies: Examines the vital role of social and environmental safeguards in development practice, and current changes that are underway, especially within the World Bank|
|9||Justice accorded? Grievance Mechanisms and MDBs: Focuses upon the unique mechanisms available to project stakeholders to complain about Bank projects that they deem to be unsatisfactory. A case study of complaints over palm oil investments is provided (Guest Lecturer Lesley Potter)|
|10||Indicators and the Bank's embrace of quantitative data: A critical examination of knowledge production at the Bank, with a focus upon the role of indicators, especially in the context of the Sustainable Development Goals (SDGs).|
|11||A new mandate? Financing global public goods: Considers the role and influence of the Bank this century, as global-scale problems like climate change and biodiversity loss need to be addressed (with inputs from a biodiversity practitioner in the World Bank.)|
|12||The future of development finance and MDBs: A Q&A will be held with a senior practitioner in the aid industry. Students will prepare questions beforehand, in keeping with course themes.|
|Assessment task||Value||Due Date||Return of assessment||Learning Outcomes|
|First Essay||25 %||31/03/2021||05/04/2021||1|
|Reading Reflection Forum||5 %||06/03/2021||08/04/2021||1, 2|
|Group Statement||20 %||17/04/2021||24/04/2021||3|
|Second Essay||40 %||05/06/2021||02/07/2021||2|
|Short presentation||10 %||29/04/2021||02/07/2021||1, 2, 3|
* If the Due Date and Return of Assessment date are blank, see the Assessment Tab for specific Assessment Task details
PoliciesANU has educational policies, procedures and guidelines, which are designed to ensure that staff and students are aware of the University’s academic standards, and implement them. Students are expected to have read the Academic Misconduct Rule before the commencement of their course. Other key policies and guidelines include:
- Student Assessment (Coursework) Policy and Procedure
- Special Assessment Consideration Policy and General Information
- Student Surveys and Evaluations
- Deferred Examinations
- Student Complaint Resolution Policy and Procedure
Assessment RequirementsThe ANU is using Turnitin to enhance student citation and referencing techniques, and to assess assignment submissions as a component of the University's approach to managing Academic Integrity. For additional information regarding Turnitin please visit the ANU Online website Students may choose not to submit assessment items through Turnitin. In this instance you will be required to submit, alongside the assessment item itself, hard copies of all references included in the assessment item.
Moderation of AssessmentMarks that are allocated during Semester are to be considered provisional until formalised by the College examiners meeting at the end of each Semester. If appropriate, some moderation of marks might be applied prior to final results being released.
Assessment Task 1
Learning Outcomes: 1
Weeks 2-7. This short essay explains and critiques a World Bank or other MDB "buzzword" of your choice. Assignment instructions and assessment criteria available in Wattle.
Assessment Task 2
Learning Outcomes: 1, 2
Reading Reflection Forum
Weeks 2-6. A short summary and discussion about one class reading. Occurs weekly - students must choose which week they will participate. Assignment instructions and assessment criteria will be available in Wattle.
Assessment Task 3
Learning Outcomes: 3
Weeks 2-6. Group analysis of one World Development Report (or other report from ADB), along with a "personal reflection statement" about the assignment. Assignment instructions and assessment criteria will be available in Wattle.
Assessment Task 4
Learning Outcomes: 2
Weeks 7-12. Case study of the World Bank or other MDB in a country of your choice. Assignment instructions and assessment criteria available in Wattle.
Assessment Task 5
Learning Outcomes: 1, 2, 3
Weeks 8-12. A short presentation or podcast about your country case study (see Second Essay). These presentations/podcasts will run weekly from week 8. Students choose which week they will present. Assignment instructions and assessment criteria available in Wattle.
Academic IntegrityAcademic integrity is a core part of our culture as a community of scholars. At its heart, academic integrity is about behaving ethically. This means that all members of the community commit to honest and responsible scholarly practice and to upholding these values with respect and fairness. The Australian National University commits to embedding the values of academic integrity in our teaching and learning. We ensure that all members of our community understand how to engage in academic work in ways that are consistent with, and actively support academic integrity. The ANU expects staff and students to uphold high standards of academic integrity and act ethically and honestly, to ensure the quality and value of the qualification that you will graduate with. The University has policies and procedures in place to promote academic integrity and manage academic misconduct. Visit the following Academic honesty & plagiarism website for more information about academic integrity and what the ANU considers academic misconduct. The ANU offers a number of services to assist students with their assignments, examinations, and other learning activities. The Academic Skills and Learning Centre offers a number of workshops and seminars that you may find useful for your studies.
Online SubmissionThe ANU uses Turnitin to enhance student citation and referencing techniques, and to assess assignment submissions as a component of the University's approach to managing Academic Integrity. While the use of Turnitin is not mandatory, the ANU highly recommends Turnitin is used by both teaching staff and students. For additional information regarding Turnitin please visit the ANU Online website.
Hardcopy SubmissionFor some forms of assessment (hand written assignments, art works, laboratory notes, etc.) hard copy submission is appropriate when approved by the Associate Dean (Education). Hard copy submissions must utilise the Assignment Cover Sheet. Please keep a copy of tasks completed for your records.
Late submission of assessment tasks without an extension are penalised at the rate of 5% of the possible marks available per working day or part thereof. Late submission of assessment tasks is not accepted after 10 working days after the due date, or on or after the date specified in the course outline for the return of the assessment item. Late submission is not accepted for take-home examinations.
Referencing RequirementsAccepted academic practice for referencing sources that you use in presentations can be found via the links on the Wattle site, under the file named “ANU and College Policies, Program Information, Student Support Services and Assessment”. Alternatively, you can seek help through the Students Learning Development website.
Extensions and PenaltiesExtensions and late submission of assessment pieces are covered by the Student Assessment (Coursework) Policy and Procedure The Course Convener may grant extensions for assessment pieces that are not examinations or take-home examinations. If you need an extension, you must request an extension in writing on or before the due date. If you have documented and appropriate medical evidence that demonstrates you were not able to request an extension on or before the due date, you may be able to request it after the due date.
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- ANU Health, safety & wellbeing for medical services, counselling, mental health and spiritual support
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- ANU Counselling Centre promotes, supports and enhances mental health and wellbeing within the University student community.
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anthropology of development; environment and development; political ecology; institutional ethnography
Dr Sarah Milne
Dr Sarah Milne