MSc Human Resource Management (International Development) / Course details
Year of entry: 2020
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Course unit details:
Gender & Development
|Unit level||FHEQ level 7 – master's degree or fourth year of an integrated master's degree|
|Teaching period(s)||Semester 2|
|Offered by||Global Development Institute|
|Available as a free choice unit?||Yes|
- Analyzing Gender and Inequality in Organizations/Societies-
- Organization and Institutional Development -WID/GID/GAD
- Women’s leadership in Politics-Comparative perspectives
- Gender National Action Plans, HRD, Gender Mainstreaming and Public Policy Management:
- Globalization and inequalities- the Role of International Organizations, MDG Gender Analysis and Progress and New Sustainable Development Pyramid
- Women’s Organizations and Role in Education and Human Development
- Empowering Women and Developing Human Capabilities
- Gender, Organizations and ICT’s Role in Skills Development
- Feminisation of Poverty Thesis / Poverty Reduction Strategies and Public Policy
- Contemporary gender issues including inter alia Public Policies, Gender and Education, Gender, Human Rights and Social Justice
- Gender and Diversity Public Policy and HRD Planning: - Role of Masculinities and Femininities in Development
The aim of this module is to encourage critical examinations of the theoretical underpinnings of the gender and development subject domain, including its historical development, as well as practical policy management solutions/strategies at the organization, state and international levels. The relevance and significance of gender as a category of social and organizational analysis has been reaffirmed by The World Bank Report 2012 which focused on gender and specifically acknowledged that eradicating gender inequalities is a global concern for state governments, MNCs and organizations, in order to improve human wellbeing, good governance, economic growth and organization competiveness. The World Bank report also illustrated that ‘mainstreaming’ gender in development policy and management policy has not been realized in many countries.
Teaching and learning methods
Delivered via series of lectures and tutorials, using a mix of case studies, discussion groups and other classroom based activities. Blackboard will be used for the distribution of teaching and learning materials. It will also be used as an interactive mechanism between students and tutors, for example, to direct students to particular readings or to provide news about the module or the module content.
Knowledge and understanding
The course unit should:
Provide students with a critical and foundational understanding of the theoretical perspectives and concepts that have underpinned the field of gender and public policy development, including WID, WAD, GAD approaches and critical men’s studies, masculinities and organizations.
Enable students to understand the link between gender and key debates within development and HRD policy and practice such as: managing inequalities in organizations/societies, National Action Plans (NAP) and public management; managing ICTs, poverty, power, empowerment and social change, and the role of masculinities/femininities in gender, organizations and development.
Enable students to develop analytical and evaluation skills in relation to gender planning and HRD policy at the organizational and national levels so as to enhance women’s/men’s knowledge, skills and capabilities in the global economy.
The course unit shoudl provide familiarity with key analytical debates in the field of gender and development.
Students should be able to appreciate the intellectual origins of gender analysis and to explore contemporary debates in development theory, ICTS, social justice and rights, public management policy and practice
Students should be able to have a critical appreciation of gender, HRD, politics, governance and state institutions.
Transferable skills and personal qualities
Students should be able to gain a critical appreciation of a range of approaches to managing gender policy in societies and organizations, including training and development, empowerment as well as the gendered nature of policy processes, and masculinities and femininities in development.
How and when feedback is provided
Weighting within unit (if relevant)
Written feedback will be provided to help improve students future work
0% formative assessment
3500-word assignment submitted via Turnitin®UK GradeMark.
Written feedback will be provided to students in-line with the University’s guidelines via Turnitin®UK GradeMark.
Written feedback will be provided for both the 500 word formative assignment and the 3500 word essay.
Ashfar, H. and Barrientos S. eds. 1999 Women, Globalization and Fragmentation in the Developing World, Macmillan, Basingstoke .
Cornwall, A Harrison, Whitehead, A. 2007 Feminisms in Development: Contradictions, Contestations and Challenges, London, New York, Zed Press
Dunne, M. 2008, (ed) Gender, Sexuality and Development: Education and Society in Sub-Saharan Africa , Rotterdam, Sense Publishers.
Hooks. Bell. From Margin to Centre, 2000, Cambridge MA, South End Press.
Jackson, C. and R. Pearson (eds) 1998 Feminist Visions of Development: Gender Analysis and Policy, London: Routledge.
Kabeer, N. 1994 Reversed Realities: Gender Hierarchies in Development Thought, London,Verso.
Malhotra, Schuler and Boender 2002 Measuring Women’s Empowerment as a Variable in International Development , Background Paper Prepared for the World Bank Workshop on Poverty and Gender: New Perspectives .
Marchand, M and J Parpart (eds) 1995 Feminism, Postmodernism, Development, London, Routledge.
Metcalfe, B.D. 2008a. A feminist postructuralist analysis of HRD: Why bodies, power and reflexivity matter. Human Resource Development International, 11(5), pp. 447–463.
Metcalfe, B.D. 2008b. ‘Women, management and globalization in the Middle East’. Journal of Business Ethics, 83, pp. 85-100.
Metcalfe, B.D. 2011. Women, empowerment and development in Arab Gulf States: A critical appraisal of governance, culture and national human resource development (HRD) frameworks. Human Resource Development International, 21(2), pp. 131–148.
Metcalfe, B.D. Woodhams, C. 2012 ‘New Directions in gender, diversity and organization theorizing: Re-imagining Feminist Post-colonialism, transnationalism and geographies of power.’. International Journal of Management Reviews Volume 14 2 June 1-22 .
Mohanty, C.T. 2003. ‘Under Western eyes revisited: Feminist solidarity through anti-capitalist struggles’. Signs, 28(2), pp. 499-455.
Moser, Caroline 1993 Gender Planning and Development: Theory, Practice and Training, London, Routledge
Naples, N.A Desai, M. 2002 Women’s Activism and Globalization, London, Routledge.
Rai., M.S. 2002 Gender and the Political Economy of Development: From Nationalism to Globalization. Cambridge, Polity Press,
Rai, M. 2008 The Gender Politics of Development Zed Books/Zuban Publishers.
Reilly, N. 2010 Women’s Human Rights, Cambridge, Polity.
Utting, P. 2006 Reclaiming Development Agendas, Basingstoke, Palgrave Macmillan.
Yuval-Davis N (2011) The Politics of Belonging: Intersectional Contestations, London, Sage.
Walby, S. (2009) Globalization and Inequalities, London, Sage
World Bank 2012 World Bank Gender Report (BB) on WB website (2014) report will be out semester 1, time TBC).
World Economic Forum 2014 Annual Global Gender Gap (2015 report w
|Scheduled activity hours|
|Independent study hours|
|Rory Stanton||Unit coordinator|
Available on: DS, HRD, PPM, HRM, SPSD, DM, PG, ICT4D, Pol Econ of Dev (Econ), OCD, HRM, MIDP, GD, MA Educ Leadership, MA Education (International) plus anyone interested in subject in agreement with convenor