On completion of the course, the student should be able to:

- display knowledge of project management and project planning, primarily in relation to development work
- display knowledge of team work, group processes and leadership styles
- describe the international and national policy framework, and its implications for project planning within development organizations and institutions
- display knowledge of prerequisites for sustainable project management

- use tools and models for planning, monitoring and evaluation of projects
- formulate project applications

- problematise the strengths and weaknesses of project-based work in international contexts
- discuss the complexity of working with projects in an international context and in an international environment

• Tools for project management and project planning
• The international and national policy framework in relation to development work
• Leadership, team work and group processes
• Construction of project applications

The teaching consists of lectures, seminars and exercises performed individually or in groups.
A digital learning platform is used.

Students who have been admitted to and registered on a course have the right to receive instruction/supervision for the duration of the time period specified for the particular course to which they were accepted. After that, the right to receive instruction/supervision expires.

The teaching is conducted in English.

General entry requirements and English B (or the equivalent). Exemption is granted from the requirement in Swedish.

The course is graded A, B, C, D, E, FX or F.

The grades A, B, C, D and E are all passing grades. For courses with more than one examination, students are given a final grade based on an overall assessment of all examinations included in the course. The final grade of the course is issued only when all course units have been passed.

The examination is based on instruction and course literature. The exercise assignments (3,5hp) examines learning outcomes under 'skills and abilities' and a selection of goals under 'knowledge and understanding'. The individual assignments (4hp) examine learning outcomes under 'knowedlege and understanding' and 'judgement and approach'.

The examination must allow for students to be assessed on an individual basis. Students may not make a second attempt at any examination (or element of examination) already passed in order to receive a higher grade. Further information concerning assessment and grading criteria is provided in a study guide distributed at the beginning of the course.

Students are guaranteed a minimum of three examination occasions, including the regular occasion. If a student has failed the same examination three times, the student is entitled to request that the next examination is assessed and graded by a new examiner if possible. The decision to accept or reject such a request is made by the vice dean of education. In case the course is terminated or significantly altered, examination according to the present course syllabus shall be offered on at least two occasions in the course of one year after the termination/alteration.

Name of the Test	Value	Grading
Exercise assignment and seminars1	3.5 credits	U/G
Written Individual Assignments and Seminars2	4 credits	A/B/C/D/E/FX/F

¹ The examination is graded Pass (G) or Fail (U)
² Determines the final grade of the course, which is issued only when all course units have been passed.

At the end of the course, a course evaluation is performed and commented on by the course coordinator and, if possible, a student/students (course developer/s). The course evaluation, which is published on the relevant learning platform and submitted to the study administration, is to function as a basis for future improvements to the course.

The course is part of the program on Global studies and focuses on questions related to development aid and national and international agreements and policies on global development. The work with projects is studied from a theoretical as well as practical point of view.

Bakewell, Oliver & Garbutt, Anne (2005) The use and abuse of the logical framework approach. International NGO Training and Research Centre, Oxford. 34 p.

Collins, Jim (2005) Good to Great and the social sectors. Why business thinking is not the answer. Elements Design Group, San Fransisco, USA. 35 p.

Government of Sweden (2016) Policy framework for Swedish development
cooperation and humanitarian assistance. Government Communication. 2016/17:60, Stockholm. 65 p.

NORAD (1999) The logical framework approach (LFA). Handbook for objectives-oriented
Planning. Fourth edition, NORAD, Oslo. 111 p.

Odén, Bertil & Wohlgemuth, Lennart (2013) Swedish Development Cooperation and Policy
in an International Perspective, no 24 University of Gothenburg, Göteborg. 65 p.

Shutt, Cathy (2016) Towards and alternative development management paradigm?
Expertgruppen för biståndsanalys. Rapport 2016:07, Expertgruppen för biståndsanalys, Stockholm. 83 p.

Vähämäki, Janet., Schmidt, Martin & Molander, Joakim (2011) Review: Resultbased management in development cooperation. Riksbankens jubileumsfond, Stockholm. 53 p.

Wheelan, Susan A (2015). Creating Effective Teams; a guide for members and leaders. Sage
publications Inc, London. 168 p.

Additional articles and text, approximately 400 pages.

Reference literature:

Citing Sources – How to Create Literature References. http:ju.se/library/search--write/citing-sources---how-to-create-literature-references.html

Information Material about Anti-Plagiarism at Universities. The Interactive Anti-Plagiarism Guide – Jönköping University. http:pingpong.ju.se/public/courseId/10565/publicPage.do