University of Utah
Political Science 337
"Politics of Development Administration in the Third and Fourth Worlds" Dr. James B. Mayfield
Taught each Spring

I . Cognitive Focus - A recent United Nation report announced a startling conclusion: "Two-thirds of the worlds population today go to bed each night hungry, over half the people of this planet have come disease, three-fourths of the adults are functionally illiterate, and ninety percent would be considered living below what the U.S. government has called the poverty level" One of the great challenges of the developed countries of the world (the upper one-third) is how best to help the underdeveloped countries (the lower two-thirds).

The ultimate objective of development in all societies. it is generally agreed, must be sustained improvement in the well-being and quality of life of the individual Yet poverty, ignorance, sickness, and apathy characterize much of the urban and rural areas of Africa, Asia and Latin America. This course will present an introduction to the problems facing the Third and Fourth Worlds through a series of lectures and readings found in the required textbooks. The course has been structured for each of the three following kinds of students: (1) Students who want an introduction to the politics of the Third and Fourth Worlds; (2) Students who wish to specialize in Third World Development, with the hope of perhaps going into the Peace Corps or to work with some Private Voluntary Organization (PVOs) overseas; and (3) Students wishing to work toward a Masters of Public Administration (MPA) with an emphasis in Development Administration.

II. Experiental Focus - This course will provide a series of training experiences designed to help each individual to increase his/her ability to work effectively with others in a variety of group situations. The experiential dimension of this course tries to create a climate encouraging learnings, understandings, insights, and skills at the levels of self, group, and organization.

  1. At the level of self the following areas are covered:
  2. Greater awareness of one's own feelings and motiviations.
  3. Correctly perceiving effects of one's own behavior on others.
  4. Correctly understanding effects of others' behavior on self.
  5. Hearing others and accepting helpful criticism.
  6. Developing more effective interpersonal skills
  7. Group Level:
  8. Understanding the dynamic complexities in group behavior.
  9. Finding a satisfying place in a group.
  10. Developing diagnostic skills to understand group problems and processes. 4 Acquiring skills in solving group task and mantenance problems.

C Organizational Level:

  1. Understanding organizational complexities related to Third and Fourth World development processes.
  2. Develping and utilizing new patterns and procedures for decision making, conflict-resolution, and implecmenting chance strategies.

Required Textbooks

         Monte Palmer,  _ Dilemmas of Political Development_
         James B. Mayfield. _Go to the People._

Class Responsibilities and Evaluation

Exams will include two mid-terms ( Feb 9) 20% of grade and (Mar 4) 30% of your grade.

Annotated Bibliography. Each student will develop a brief annotated bibliography ( one book and one journal article) covering one sub-category in each of the four areas listed below. Graduate students must develop their annotated bibliography in two sub-categories in each of the four areas.

(Due Feb 16) (15% of your grade).

  1. International Level
  2. International Trade (Import/Export Development)
  3. North/South Debate
  4. Multi-National Corporations
  5. International Aid Strategies (Government and non-Government)
  6. United Nations Programs (WHO, UNICEF, ILO, UNDP)
  7. Famine/Refugee Relief Programs
  8. National/Regional Level
  9. History of Colonialism
  10. Public Administration: Systems (Civil Service) in the 3rd/4th World
  11. Management Development and Training in the 3rd/4th World
  12. Centralization vs.Decentralization of Development Policy
  13. Regionalism and Growth Center approaches in development
  14. National Political Systems - the impact of politics, the bureaucracy, the military, and entrepreneurship on development policy. Local (Rural) Level
  15. Integrated Rural Development and basic needs programs
  16. Applied anthropology in rural development projects
  17. Extension/Commiinity Development strategies
  18. Local Organization/Institution Building among peasant/farmer
  19. Private-Voluntary Organizations: Their role in rural development
  20. Small Business/Rural Industries through local entrepreneurship
  21. Special Sector Emphasis
  22. Agriculture Sector Development extension systems, irrigation systems, cooperatives, small farmer development and land reform.
  23. Education Sector Development Public Education Policy and its impact on development, non-formal education strategies and vocational training.
  24. Health Sector Development - Public Health Strategies in the Third World, malnutrition and famine, family planning, paraprofessionals in rural health systems.
  25. Public-Private Sector Collaboration - Infrastructure prerequisites for rural development, role of entrepreneurship in rural development, small business-non-agriculture industries, marketing and credit systems at the local level.
  26. Rural Development and Basic Needs Strategies with an emphasis on village level Institution Building that fosters self-sustainability in several areas of concern (health, education, agriculture, small industries, etc.)
  27. Local Resource Mobilization Design, implementation and evaluation of local tax systems, public/private resource mobilization for development programs, and planning, budgeting and finance strategies in Third World countries

Group Research Project (25% of your grade - each member of the project group will receive the same grade).

  1. This is to be a group project -- everyone is to participate in its format and design, content and purpose.
  2. This research project will be evaluated as follows:
  3. completeness - content (30%)
  4. creativeness - purpose (30%)
  5. evidence that all members of the group participated (20%)
  6. format and appearance (20%)

****Graduate Students are expected to complete a 10 page research paper which will seek to compare two development projects - explaining why they were successful or unsuccessful. This research paper is due Mar 3.

Group Project Outline

  1. Each group must consider itself a separate research organization.
  2. Each group must come up with a unique and creative name for their research organiztion
  3. Each research organization (group) will have the responsibility of producing a book of readings--including a title, a table of contents, an introduction, a preface, explanatory commentary for each section of the book, a carefully selected and edited list of readings for each section of the book, a conclusion, a bibliography and an index. Topics for this book of readings should be selected from the six subcategories found in Section D (Special Sector Emphasis)

    listed above. This book of readings should focus on success stories in Third World development, especially journal articles that explain why and how a particular project or program was successful. Your group should search for journal articles and chapters of books that describe a success story in one of the sub-categories in Section D (Special Sector Emphasis).

For examples of the kind of material you might want to use, see: Samuel Paul, Managing Development Programs: Lessons of Succcess.; (1982) and the bibliography found in the book by Milton Esman and Norman Uphoff, Local Organizaitons (1984) and in the David Korten article: "Community Organization and Rural Development A Learning Process Approach" all on reserve Also on reserve in the Mayfield file will be a series of case studies on successful projects found throughout the Third World that might be helpful.

D. The following is a suggested timetable

Phase I - Look at several other books of readings - their format, topics covered, sequence of topics, appropriate and logical cohesiveness of topics. You might read through a few book reviews to determine strengths and weaknesses of these books. Perhaps each member of the group could review one or two books and report their findings to the group,

Phase 2 - Prepare a tentative table of contents and divide the work among the Members of the group or additional research. Turn in tentative table of contents by Jan 26.

Phase 3 - Develop a comprehensive bibliography for each topic to be covered and begin a tentative evaluation of each book and article to determine what materials might be included in your book of readings. (A tentative bibliography should be developed by (Feb 11).

Phase 4 - Final selection and editing of the material to be used in each topic - it is recommended that you xerox your material rather than type it. (Due Feb 23).

Phase 5 - Delegate to each member of your group the responsibilities for the introduction, commentary for each section, a conclusion and the index. (Due March 2).

Phase 6 - Determine title for Your book of readings and put the book of readings into final form. (Due March 11).

Group Process Evaluation - At the end of the quarter each student will write a brief assessment of their group, using the basic criteria of a process consultant. One of the key skills which the course is structured to develop is the ability to analyze group dynamics and to be able to assess problems and to implement strategies to deal with these problems. Your report which will be described later will be worth ten percent of your final grade.

                                        Date: Thu, 28 Dec 1995 10:40:41 MST
                                        From: Renee Buchanan [RBUCHAN@ssb1.saff.utah.edu]