Keio University Shonan Fujisawa Campus
Course Summary (Syllabus)
POLICY MANAGEMENT (HUMAN SECURITY AND INTERNATIONAL DEVELOPMENT)﹛﹋Michio Umegaki,Wanglin YAN﹌
1. Objectives/Teaching method
The purpose of this course is to offer you a basic foundation on which you can build a sustainable research projects﹛in the intersecting policy issue areas of economic development, environment, public health and others. We consider these issues to be critical in promoting human security, or reducing human insecurity.
There are several points that we expect you to keep in mind. When presenting and submitting the final requirements at the end of the semester, you do need to take these points into account.
1) an immensely rich body of literature preceding your own research
2) value of the ﹍onsite﹎ observations – i.e., fieldwork
3) variety of actors, and the diversity of the levels of their participation, in formulating, implementing and evaluating ﹍policies.﹎
The three instructors of this course may differ from each other in the methods, academic backgrounds, or in the major policy concerns. However, we do share the understanding that any innovative ﹍policy management﹎ would have to be based on what we call ﹍practical knowledge.﹎
2. Materials/Reading List
There are many essays and books that need to be covered. Among them are, UN Comission on Human Security, "Human Security Now" (PDF), Amartya Sen, Development as Freedom, Harry Ekstein, "Case Study and Theory in Political Science." There are more of course, but we suggest further readings at the orientation meeting (the first week of the semester.)
Umegaki briefly introduces the current as well as past research projects, and basic policy interest of the three instructors of the course. The introduction will be followed by a brief outline of what this course is meant, supplemented by a simple account of what ﹍policy management﹎ (sougouseisakugaku) is about. We will also give the ﹍must﹎ readings for you to consider throughout the semester.
#2 A Conceptual Framework – 1: Umegaki
a) Human Security: Discussion of the beginnings and changing conception of human security. This will be followed by the elaboration on what the key conceptual as well as policy issues involved in the ﹍human security﹎ research.
b) Umegaki will survey some of the preceding research on ﹍human security.﹎
#3 A Conceptual Framework – 2: Umegaki
a) Development: An examination of the contextual background of ﹍human security﹎ issue. Though historical in nature, the examination should turn up some concepts for both heuristic and analytical purposes.
b) Policy Research and Management: We will discuss how a ﹍research﹎ requires a certain degree of neutrality – commitment to context-free explanation – and equally acute sense of its consequences of (or responsibility for) what it produces in the actual context of life.
#4 Development and United Nations – 1: Kaji
The class will discuss the development cooperation to developing countries under the UN Development Decade and recent new framework of the development cooperation decade of United Nations.
a) UN Development Decade: The first UN Development Decade was launched by the General Assembly in December 1961. The UNDD had been revised every 10 years and continued until the year 2000 (UNDD-飛).
b) Recent UN Decade: Replacing the earlier UNDD, UN resolved new framework of the decade in 1999, called as the first United Nations Decade for the Eradication of Poverty (which technically began in 1997 and extended through 2006), and related to it, the period from 2005 to 2015 was designated as the UN Decade of Education for Sustainable Development (UN-DESD) by the General Assembly in 2002.
#5 International Cooperation for Development – 2: Kaji
a) Through the comparison of ODA between DAC member countries, the class will try to bring the characteristics of Japanese international cooperation policy in sharp relief.
b) Highlighting the multilateral cooperation, the class will try to point out problems of Japanese Government on lack of human resources and strategic project choice, institutional barrier, and so on.
#6 Cases of Development Cooperation – 3: Kaji
a) As one of the case studies, the class will take the international cooperation process on reconstruction for the Bangladesh flood disaster in 1989, in which the lecturer was also directly involved. But not only that, this case definitely represented the most typical conflict and coordination process among international societies.
b) Based on the case study, the class will then discuss about the relationship between development and vulnerability to disasters, and conclude the need for integration of disaster management with development.
#7 GIS as a method for identifying policy issues1:Yan
As one of the pioneering methods to approach the ﹍field﹎ of policy issues, we examine what is generally known as GIS. Highly techonolgy-oriented, still GIS respects the onsite observations of ﹍life as lived﹎ in a given and changing environment. What are the merits of GIS?
#8 Cases: How GIS works■2:Yan
Two weeks will be used to examine how GIS works, during which some of the ongoing research in China under Yan﹊s direction will offer the concrete contexts of GIS performance. I encourage the students to contrast GIS with other, perhaps a little more familiar, methods of approaching the ﹍field,﹎ identifying the issues, and evaluating the outcome of the past policy performance.
#9 Cases: How GIS works■3:Yan
#10 Critical Evaluations■Umegaki
Using two cases of policy issues, we critically test some of the orthodox approaches which have occupied the prominent positions within the development studies. Two cases are drawn from Umegaki﹊s recent research in Vietnam.
#11 Presentations by the Students -1
Using this and the following weeks, students present ﹍research proposals.﹎
By this week, all students are required to make their presentation material available on the net.
#12 Presentations by the Students -2
#13 Policy Management: Intersections of Policies, Ideas and Practices--Umegaki
We examine the contending claims of different ﹍policy studies﹎ within Social Sciences for their past achievements in ﹍solving problems.﹎ The key points of examinations and comparisons include: 1) levels of observations; 2) methodological innovations; 3) normative stances; 4) the feedback ﹍paths﹎ for observations, analyses and evaluations.
4. Assignments/Examination/Grad Eval.
1) A 15 minutes presentation of a ﹍research proposal﹎. Prior to the presentation, you need to upload the basic data and the bibliographical data related to your presentation. Power Point should not exceed 10 slides.
2) An 8~10 page paper, textual presentation of the proposal.
*Note: The ﹍proposal﹎ must project a clear sense of what ﹍puzzle﹎ is that would be answered by the research, present a defense of the ﹍puzzle﹎ on the basis of preceding research or writings on a similar topic, and outline succinctly the preliminary data you have gathered for the research.
5. Special Note
This course is offered in English, however anyone willing to venture into this innovative field of study IS urged to take this REGARDLESS of English ability. There are always ways of overcoming the language barrier....
6. Prerequisit / Related courses
7. Conditions to take this course
8. Relation with past courses
9. Course URL