MSc Global Development (Development Management)

Fees for entry in 2027 have not yet been set. For reference, the fees for the academic year beginning September 2026 were as follows:

• MSc (full-time)
  UK students (per annum): £14,700
  International, including EU, students (per annum): £30,500

The fees quoted above are fully inclusive of tuition, administration and computational costs.

Fees for entry are subject to yearly review. The University reserves the right to increase your tuition fee by up to 7% each year for courses lasting more than one year, including to reflect rising costs associated with delivering our educational and wider student experience. Postgraduate fees information .

Always contact the admissions team if you are unsure which fee applies to your qualification award and method of attendance.

International student CAS deposit

Self-funded international applicants are required to pay a deposit of £2500 towards their tuition fees before a confirmation of acceptance for studies (CAS) is issued. Some applicants will be required to pay a higher deposit. More information on tuition fee deposits .

All students should normally be able to complete their programme of study without incurring additional study costs over and above the tuition fee for that programme. Any unavoidable additional compulsory costs totalling more than 1% of the annual home undergraduate fee per annum, regardless of whether the programme in question is undergraduate or postgraduate taught, will be made clear to you at the point of application. Further information can be found in the University's Policy on additional costs incurred by students on undergraduate and postgraduate taught programmes (PDF document, 91KB).

We know that student finance can be complicated. The links below provide further information to help guide you.

• Learn more about - student finance options for UK students .
• Learn more about - fees and finance for international students .
• Graduates of The University of Manchester and Manchester Metropolitan University can receive a 10% discount on their master's degree tuition fees as part of our Manchester Alumni Loyalty Discount scheme.

This Semester 2 unit is primarily delivered as a 3-day Masterclass workshop, which is held on-campus, usually at the beginning of Semester 2. The unit’s core themes are relevant for HR professionals / project leaders / organisational change agents / development practitioners across various sectors. The unit is designed for postgraduates experienced in international practice and also for those about to start their career

The unit aims to broaden perspectives of postgraduates so they can optimise their influence and effectiveness in professional settings. Self-awareness and self-confidence are targeted as key areas of development opportunity in the unit. A wide range of interventions and skills are explored in order to develop and strengthen students’ professional practice.
 

The course unit is intended to maximise learner initiative and student engagement with the support of the conveners. Teaching provision offers special attention to learner involvement and student participation. Diagnostic and application exercises also help structure student motivation and engagement.
A variety of learning activities is offered. These activities include: pre-reading before the workshop, self-report diagnostic questionnaires, case study work in small groups, large group discussions, presentations by students, reviews of practitioner behaviour underpinned by theory, film clips for identifying characteristics and skills relevant to the workplace, lecturer inputs, and handouts. Formative feedback is regularly provided to students during the workshop activities. Constructive summative feedback on the written assessment is provided to students on an individual basis.

Learning hours:

Pre-workshop guided reading, seminar and activity 20 hours 
Workshop incorporating lectures, discussions, and scenario-based case studies 18 hours 
Post-workshop review seminar 2 hours 
Directed reading 50 hours
Private study, including reading and assignment  60 hours 
Total hours 150 hours

Show awareness of common features of contexts of international development

Explain conceptualisations of effective reflective practice

Demonstrate knowledge of personality variables and their relevance to understanding workplace behaviour in international development contexts

Discuss the origins and development of personal values

Demonstrate critical understanding of the dimensions and challenges associated with ethical workplace behaviour especially in international contexts

Explain the design and application of competency frameworks in workplace environments

Summarise approaches to understanding and assessing behaviour in work contexts

Demonstrate an appreciation of practical competence from theoretical and personal perspectives

Show appreciation of the importance of whole-person learning as the underpinning of continuous professional growth

Locate and analyse literature relating to the formation and expression of professional characteristics and skills and from a personal perspective

Select and design valid behavioural interventions, fit for purpose, from both authoritative and facilitative perspectives

Manage personal goals and opinions when they differ from someone else’s

Strive to achieve the greater good through the ethical use of wise political actions

Discipline: to reflect systematically on one’s own and others’ progress through everyday challenges

Confidence: to anticipate and navigate institutional change, both planned and unexpected

3000 word written (open book) individual assessment

Feedback is fundamental within adult learning and for performance improvement. In this unit, both students and convener provide feedback to each other continuously. In Week 1, for instance, the contracting of expectations between learners and unit convener is a real feedback-process in initiating the unit of study as well as an early topic on the syllabus for study (the practitioner-client role-relationship). The implementation of this learning contract is reviewed regularly through feedback during the semester.

Brière, S., Proulx, D., Flores, O. N., & Laporte, M. (2015). Competencies of project managers in international NGOs: Perceptions of practitioners. International Journal of Project Management, 33(1), 116-125.

Eden, S. (2014). Out of the comfort zone: enhancing work-based learning about employability through student reflection on work placements. Journal of Geography in Higher Education, 38(2), 266-276.

Ingham-Broomfield, B. (2021). A nurses' guide to using models of reflection. The Australian Journal of Advanced Nursing, 38(4), 62-67.

Jones, H., Jones, N., Shaxson, L., & Walker, D. (2022). Knowledge, policy and power in international development: A practical framework for improving policy. ODI.

Leslie, H. M., Banks, G., Prinsen, G., Scheyvens, R., & Stewart & Withers, R. (2018). Complexities of development management in the 2020s: Aligning values, skills and competencies in development studies. Asia Pacific Viewpoint, 59(2), 235-245.

Slabbert, B., & Hoole, C. (2021). A competency framework for coaches working in coaching development centres. SA Journal of Industrial Psychology, 47(1), 1-10.

Zaidi, I., & Bellak, B. (2019). Leadership development for international crises management: the whole person approach. Journal of Peacebuilding & Development, 14(3), 256-271.

Zárate-Torres, R., & Correa, J. C. (2023). How good is the Myers-Briggs Type Indicator for predicting leadership-related behaviors?. Frontiers in Psychology, 14, 940961.