Professional Documents
Culture Documents
PROGRAMMES
2010-2011
GLOBALISATION AND
DEVELOPMENT
8 THE PROGRAMMES
26 MANAGEMENT
26 ACADEMIC STAFF
28 PRACTICAL INFORMATION
This brochure reflects the views of the Institute at the time of publication.
The Institute reserves the right to make changes as deemed necessary.
I
OB is a multidisciplinary academic institution where They are strongly motivated to contribute, at their home
people of different opinions, religions and nationalities institutions, to the identification, implementation, monitoring
feel at home. It has several decades of experience in and evaluation of development policies and programmes.
organising international training programmes in the field The target group in the North consists of individuals who are
of development policy and management. IOB is part of the already pursuing or wishing to pursue a career in development,
University of Antwerp and is located on the University’s City and who already have some field experience.
Campus.
IOB offers three master’s programmes, with a high degree
Every year, the Institute is home to some 100 students of of specialisation and a distinct focus: Master of Globalisation
approximately thirty different nationalities and from diverse and Development, Governance and Development, and
academic and professional backgrounds. This provides for Development Evaluation and Management. The three
an extraordinary multicultural and multidisciplinary learning Master’s programmes are offered concurrently and take 12
environment. Our master’s programmes and internationial months to complete, starting and ending mid-September.
training courses are organised in English, but special facilities In a first three-month module, students are updated on
are offered to students from other linguistic backgrounds. development-related theories and research methods. The
core of the programme runs from January to May, when
It is IOB’s aim to offer a policy-oriented training that students pursue individual tracks through two research-
incorporates the latest social scientific insights with relevance based modules, and on the basis of which they subsequently
to the development challenge. Students are expected to learn write a policy research report (from June to September).
from each other’s experiences and from their exposure to
living and working in a developed country. The focus lies on The Institute also organises stand-alone short training
student-centred learning and the approach applied involves courses. One such course deals with the New Aid Approach,
a mix of teaching methods (ex-cathedra lectures, individual another examines the Political Economy of the Great Lakes
and group assignments, discussions, student presentations, Region. Further information about these International Training
literature-based independent study, seminars, guest lectures, Programmes can be obtained from the IOB Admission’s
analysis of case studies, simulations, individual tutoring). Office. Part of our educational programme can be taken as
PhD courses.
Our ideal classroom is composed of a mix of students from
the South and the North. The target group consists mainly IOB staff constitute the backbone of all training programmes,
of mid-career development professionals from low-income though experts from NGOs, government agencies, and outside
and lower middle-income countries whose previous academic research institutes are also called upon.
backgrounds and career records suggest that they will
significantly profit from an advanced international training.
“I was attracted by the multicultural and multidisciplinary
studying environment in IOB. We all come from different
countries with different backgrounds and each one of us
is like a book of knowledge and culture. Through group-
work or seminars we are encouraged to share experiences
and ideas about development issues, and we also learn
from each other’s way of thinking and working.”
e world
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ary, conne
In the libr
Research at IOB, both theoretical or policy-oriented, is IOB also participates in various inter-university partnerships
organised in four thematic groups: Aid Policy (AP), Political with institutes in developing countries, such as the Universidad
Economy of the Great Lakes Region of Central Africa (PEGL), Centro-Americana (Managua, Nicaragua), the Université
Poverty and Well-Being as a Local Institutional Process (PIP) Catholique de Kinshasa (DR Congo), the Universities of
and Impact of Globalisation (IG). In addition to serving as an Bukavu (DR Congo) and Ngozi (Burundi), and the University of
organisational basis for research activities at the Institute, Western Cape (South Africa).
the thematic groups (TGs) also ensure that a link is retained
between research and teaching. The Institute is located on the University of Antwerp’s City
Campus, close to the central railway station, and is easily
We endeavour to make our teaching programmes relevant for accessible by public transport. The campus offers a broad
development practitioners, and indeed regard this as one of range of facilities, including a student restaurant serving
the programmes’ distinguishing features. In order to achieve hot meals for approximately 3 Euros, a sports centre and
this aim, our staff, in addition to performing their academic computer rooms with Internet access. The library, which
and research duties, frequently engage in policy advisory houses approximately 20,000 volumes covering all aspects
work. In the past, research has been carried out for, among of economic and political development, is also located on the
others, the Belgian Directorate General for Development Co- City Campus. The library provides access to numerous
operation (DGDC), Belgian Technical Co-operation (BTC), databases and library networks.
the European Commission, the World Bank, the United
Nations Development Fund for Women (UNIFEM), the Food
and Agriculture Organisation of the United Nations (FAO),
as well as countless non-governmental organisations. The
insights that such staff exposure provides is a major source of
inspiration for the teaching programmes.
SOME IMPRESSIONS...
“Remember when you aim
high and you miss the sky, at
“The programme itself least you will catch the clouds.
is the most intense I have learnt that even the
academic programme best development theories will
that I have undertaken. “... what I learned did not necessarily offer practical
“My studies at IOB It is highly motivating and open my eyes and narrowed solutions to societal problems.
have greatly enhanced involves a lot of group work. the intellectual and You must figure out how things
my credibility and have Interacting with colleagues emotional gap between interact and connect.”
helped me to gain from varying backgrounds, Latin America and Africa.”
greater access to people countries and perspectives
with responsibilities.” is very challenging.”
“Trying to find solutions
for major governance and
“In a developing country “The degree development problems in the
such as mine, where the has expanded Third World with colleagues
problem of governance is my social network from various cultural and
crucial to development, abroad.” academic backgrounds has
I highly recommend sometimes made me feel
as if I was at the UN.”
the IOB programmes
to my friends.”
... BY
STUDENTS “When I was working for the
& ALUMNI Benin Ministry of Health and
later on for the Ministry of
Development, I gradually had
to face analytical problems.
For example, how to plan
the PRSP aims for the next
25 years? Every sector has
“I am very happy to be at its own specific strategy that
IOB. Sharing experiences has to fit into the national
“Through my work I was “The exchange of ideas among with people from different orientation. For me it seemed
encouraged to study for a students is very enriching. I backgrounds is so enriching. like a game, and since I do
Master’s degree in Governance deliberately chose to work with Our cultural and educational not consider development to
and Development. Since I my African fellow students differences are regarded as be a game, I decided to apply
always wanted to return during group assignments assets here. We are given the for this master’s programme
to Belgium, it was a great in order to learn from them. space to combine who we in Development Evaluation
opportunity for me to be able We share the same problems are and where we come from and Management. It is eye-
to come to IOB. Although of corruption, collusion and with our long-term goals of opening to be in contact
the Master’s programme is nepotism and we face the same furthering the development of with people from diverse
compact and thus stressful, it globalisation challenges. We our respective countries. The backgrounds and experiences.
is very enriching and inspiring. discuss these issues in class but most popular way to start a I am learning a lot from
For me, this is the first time also when preparing our meals sentence here is: ‘For example, participating in discussions
that I have met non-African
students and by sharing
at home. None of us are master
cooks but our discussions really
in my country …’. We all have
the tendency to compare what
and I am very happy with the
interdisciplinary approach
experiences, exchanging spice our dishes. However, we know from back home of IOB. All I am doing now is
insights and participating personally I am reluctant to with the new knowledge we to absorb new information
in conversations we learn participate in these exchanges acquire here. IOB challenges and only the future will show
a lot from each other. The at the top of my voice. I us to think in different ways whether I will be able to apply
interaction during the courses admire the way in which and at the same time to share it. I want to continue working
has caused me to change many many Africans are capable of our experience. I really like in the field of development
of my previously held views. expressing their views but I this approach of combining co-operation. Our countries
... This Master’s programme am too shy to do so. I prefer experience with knowledge. do need aid, but in order to
really helps me to understand to answer clear questions, That way we travel all around use it efficiently, we also need
better what tools are used rather than hypothesise.” the world during our courses.” good analytical tools.”
to measure development.
Inggrid, Indonesia, Cristina Rotaru, Moldova, Euloge Adekambi, Benin,
Many indicators are taken Globalisation and Development, Globalization and Development, Development Evaluation and
into account, not just a 2007-2008. 2008-2009 Management, 2005-2006
The three Master’s programmes have a similar structure, each Module Description Period Weeks ECTS
consisting of four modules. credits
General courses:
The first introduces theories of development and familiarises - Theories of Development 9
I Oct-Jan 12
the students with research methods and techniques, both - Research methods I (compulsory) 3
- Research methods II (options) 6
general and programme-specific.
II Research-driven education provided Feb-Mar 9 12
In modules II and III, research-driven interactive training III by Thematic Groups Apr-May 9 12
packages are offered. These modules are organised by the IV Dissertation Jun-Sep 15 18
staff of a specific IOB thematic group. Overview of programme content
In module IV, students undertake a personal development
research project under the supervision of a promoter. The
topics covered relate to the thematic focus of modules II and
III. A limited number of students will be provided with an IOB
travel grant to conduct fieldwork for their research project.
The dissertation is the subject of a public presentation and
defence.
TRACK 1
TRACK 1
TRACK 2 TRACK 2
Module IV Dissertation
IO B s t u d e n t s o n a t r i p t o Pa r i s
The following candidates are eligible to apply for the Master’s • TOEFL (Test of English as a Foreign Language): minimum
programmes: score of 550 for paper-based test or 79 for Internet-based test.
Applicants from the South must hold a university degree Information about this test is available at
(Bachelor or Master) of at least four years of study in Social www.toefl.org.
Sciences (Economics, Political Science, Sociology, • IELTS (International English Language Testing System):
International Relations, or related disciplines). Applicants minimum score of 6.0. Information about this test is available
from the South who hold a Bachelor’s degree of only three at www.ielts.org.
years of study must demonstrate very strong and relevant Special facilities are offered for students from other
professional experience and/or have successfully completed language backgrounds (in particular for French speaking
additional training. Applicants from the North must hold a students). Students with paper-based TOEFL scores between
Master’s degree in Social Sciences. Only applicants with 500 and 550 (or Internet-based TOEFL score between 61 and
excellent academic records will be accepted. 79) or IELTS scores between 5.0 and 6.0 may thus be admitted
Our ideal participant has at least two years of professional provided they successfully complete a two-month intensive
experience in a sector relevant to the programme. Applicants language course organised by the University of Antwerp
from the North should have relevant field experience in the before the start of the Master’s programme. For students
South. selected for a VLIR-UOS scholarship, the cost of this language
Applicants must be proficient in English. Those who have course is borne by the Institute (see below for details).
received a university education in English must provide an
official certificate confirming this. Other applicants must
submit one of the following test results:
10
MASTER OF
GLOBALISATION AND
DEVELOPMENT
Programme Content
The Master’s in Globalisation and Development (GD) how globalisation impacts on local development and poverty
approaches the phenomenon of globalisation from an eclectic alleviation in low and middle-income countries, taking due
perspective, considering both the opportunities it creates and account of the complexity of local-global interactions in the
threats it poses to development and poverty alleviation in multifaceted arenas of globalisation. Successful students
low and middle-income countries, both at the national and shall be able to recognise the opportunities presented by
the local level. globalisation, and to assess and remedy the risks and threats
entailed. Moreover, they shall be able to identify and evaluate
Most of our students are engaged (or aspire to becoming policy and programme interventions to exploit opportunities
engaged) in development policy work, professionally and/or as for more effective local and national development in the
researchers. The objective of the Master’s is to provide them evolving global context, as well as identify and evaluate
with a solid understanding of the globalisation phenomenon development interventions aimed at remedying the adverse
in its multiple dimensions (worldwide markets for goods
and services, capital and labour/migration, the planetary
effects of globalisation on development in general and on the
poorer and weaker groups in society in particular, thereby
11
challenge of the environment and sustainable development). strengthening the agency of the latter.
It also offers them insights and tools to analyse and affect
The Master’s programme focuses on the analysis of the The programme is intended for participants with work
interaction between external and local actors, at the interface experience in local, regional and/or national government
of global and local development processes, in order to identi- institutions, at research institutes or universities, or with
fy the changing opportunities for and constraints to beneficial local NGOs, advocacy or entrepreneurial associations, and in
institutional change for inclusive, sustainable development international organisations (e.g. with international NGOs,
and poverty reduction. It conceptualises political and eco- bilateral and multilateral institutions). The candidates are
nomic development as the outcome of interactions between a involved with and have an interest in development or poverty-
conditioning institutional environment and the agency of reduction initiatives, in micro or meso-level projects and
TRACK 1
TRACK 1
TRACK 2 TRACK 2
Module IV Dissertation
“Linking globalisation and poverty is quite interesting, as it enables
you also to look at the social aspects of globalisation, rather than
just at the macro-economic effects. It is very enriching to study
the opportunities and challenges presented by globalisation in
terms of poverty and inequality at the micro level and to look at
its impact on different communities and different cultures.”
Courses*
Programme Content
The future of sustainable development is critically related capacity to analyse governance challenges at different levels
to the promotion of better governance at the local, national, and how they relate to processes of violent conflict and
regional and international level. At once a cause and a development. Graduates will understand and be able to
consequence of governance failures, violent conflict is analyse, from the local to the global level, the governance
incompatible with sustainable development. Central in this problems confronting developing countries today. Theoretical
nexus between development, governance and conflict are insights, policy strategies and best practices as well as failures
processes of state formation, state failure and state re- are explored in order that graduates could apply this knowledge
construction. The study programme analyses governance
problems and possible responses with due account of specific
in their future professional environments.
15
historical pathways of countries and the interaction between The Master’s programme in Governance and Development
the national state level, local society level dynamics and the offers two tracks with specific objectives, courses and tar-
impact of global developments. get audiences. The first track explores governance and
development issues against the background of violent con-
Most of our students are engaged in development, profes- flict and the challenge of post-conflict state reconstruction.
sionally and/or as researchers. The objective of the Master’s The second track addresses governance and development
programme is to provide them with multidisciplinary theo- challenges from the particular perspective of local institutions
retical insights and practical tools that will improve their and poverty reduction.
The Governance and Conflict track focuses on the actors and This study track is intended for participants with a variety of
factors involved in the governance dimensions of development disciplinary backgrounds who are professionally active in
in the particular contexts of conflict-prone environments and conflict-prone environments or post-conflict situations or
of states that face a multitude of reconstruction challenges who are interested in policy-oriented research on these topics.
after violent conflict. A theoretical but at the same time Participants should have work experience in the public action
contextualised insight is offered in the political economy of domain, either within government institutions (including
governance and development, with a focus on the state as a public research institutions), donor agencies (including inter-
central actor in a nation’s development process. The track national non-governmental organisations, bilateral and multi-
TRACK 1
TRACK 1
TRACK 2 TRACK 2
Module IV Dissertation
“Studying at IOB first of all gives students the impetus to accept
each other despite their cultural diversity. We came as individuals,
but we are leaving as a global family. The ‘Political Economy of the
Great Lakes Region’ track provides students with the theories and
tools to conceptualise, articulate and think independently. I believe
the programme has made me and my colleagues more confident and
proactive in approaching critical development challenges. It has opened
up our minds on worldviews and how we can relate such views and their
ultimate consequences at grassroots level, as a mechanism of addressing
the pertinent concerns of local people in the Great Lakes Region.”
Courses*
The ‘Local Governance and Poverty Reduction’ track focuses The track is intended for participants who are professionally
on the interaction between (trans)national and local actors active or interested in research on the interface between
in governance processes. Decentralisation has become an the (trans)national and the local level and/or between
important part of the agenda for governance reform and state and non-state development actors. Students should
democratisation in many countries. Likewise, public service have work experience in the public action domain, either
provision and property rights issues can hardly be discussed within government institutions (including public research
without taking due account of local-level institutions and institutions), donor agencies (including international NGOs,
TRACK 1
TRACK 1
TRACK 2 TRACK 2
Module IV Dissertation
“The module ‘From Conflict to Inclusive Development’ offered me
insight into the weaknesses of the state in sub-Saharan Africa and how
this tends to contribute to conflicts. I gained knowledge about how to
analyse conflicts and what policies to adopt for the reconstruction and
development after periods of violent conflict. The subsequent module,
‘Local Institutions and Poverty Reduction’, helped me shake off issues
which I previously took for granted. The module’s central theme is
that people are prime movers of development and thus need to be
involved in decision-making on issues that affect their well-being.”
Courses*
The Master’s in Development Evaluation and Management Most of our students are engaged in development,
focuses on the efforts made by a wide range of public and professionally and/or as researchers. The Master’s will improve
private actors to promote development in low-income their capacity to assess the strengths and weaknesses of the
countries. It provides a solid understanding of past and prevailing aid paradigms and the changing approaches to aid.
present aid policies of multilateral and bilateral donors, and Students will learn to appreciate the importance of different
of the major aid modalities and instruments deployed. The institutional arenas, and how they work and interact. They
institutional characteristics of the actors involved – be they are familiarised with multidisciplinary analytical tools that
governments, community-based organisations, international will improve their capacity to analyse the interactions and
NGOs, bilateral or multilateral donors – are analysed so as to
attain a better understanding of processes and outcomes. The
contribute to an enhanced conceptualisation, implementation,
monitoring and evaluation of development policies and
21
theoretical perspective is that development can be understood programmes.
as a set of interlocking collective action problems, on both the
recipient and the donor side. The Master’s programme offers The Master’s programme offers two tracks with specific
methodological and practical insights into development objectives and course packages that are intended for different
evaluation, its relevance and challenges. audiences. The first track is primarily macro focused, while
the second focuses mainly on the micro level.
Track 1: The macro dimensions of aid
The ‘managing aid’ track focuses on the analysis of the This track is intended for participants who have work
interaction between external actors, local politics and experience in government institutions (including public re-
institutions, at the macro level. The basic question addressed search institutions), donor agencies (including international
is why the aid strategies of the donor community are NGOs, bilateral and multilateral donors), civil society (in-
sometimes successful but more often fail. This leads to further, cluding research institutes, universities). Candidates work in
more operational, questions. What lessons have been learned the field of development intervention or poverty reduction
from the study of past failures and successes, and how initiatives, and be macro-level policy oriented. Professionally,
convincing are present policy prescriptions and paradigms, as they belong to middle management with policy responsibili-
TRACK 1
TRACK 1
TRACK 2 TRACK 2
Module IV Dissertation
“The ‘Evaluating Development Effectiveness’ track combines theories
of development and research methods in general and evaluation
techniques in particular. It offers insights into the role of evaluation
in development programmes and its application to developing
countries. The multidisciplinary, practical and interactive features of
the programme make it appropriate for young professionals operating
in the field of development, be it in the private or the public sector”
Courses*
This track conceptualises socio-political and economic This track is intended for participants with work experience in
development as the outcome of interactions between a civil society in the South (e.g. at research institutes or uni-
conditioning institutional environment and the agency of versities, or with local NGOs or entrepreneurial associations),
local, national and international actors, including multi- and donor agencies (including international NGOs, bilateral and
bilateral, governmental and non-governmental aid actors. multilateral donors) and government institutions. The can-
Special attention is paid to the importance of micro-level didate should be involved in development interventions or
institutions and processes, and how these condition the ef- poverty-reduction initiatives in micro or meso-level projects
fectiveness of development efforts in improving livelihoods and programmes. Professionally, the candidates hold middle-
TRACK 1
TRACK 1
TRACK 2 TRACK 2
Module IV Dissertation
Courses*
Students with insufficient knowledge of English The Flemish Interuniversity Council (VLIR-UOS)
are required to successfully complete an offers 10 scholarships per Master’s programme
intensive language course. In addition to (see the application procedure outlined above).
bringing the student’s English competency up to In addition, BTC (Belgian Technical Co-
the required level, this course, which runs from operation) manages scholarships awarded by
mid-August to the end of September, also offers the Belgian Directorate General for
an introduction to international development Development Cooperation (DGDC) (website:
literature and practice. While this course is www.btcctb.org). Further information can be
offered free of charge by the Institute, students
should note that only VLIR-UOS scholars will
receive a scholarship during this period.
T
he Kingdom of Belgium is bordered by The Netherlands, Belgium is one of the world’s ten largest trading nations, with
France, Germany and Luxembourg, and it has a short an economy based mainly on services and heavy industry. It
coastline on the North Sea. Belgium is a small country ranks 17th out of 179 countries on the Human Development
(30,528 square kilometres) with a population of around 10.5 Index.
million, yet, being both multicultural and multilingual, it is
often referred to as the Essence of Europe. Founded in 1830, Belgium’s main tourist attractions include the romantic
the country has a complex governmental structure and three medieval town of Bruges, the castles in the region around
official languages – Dutch, French and German – and many Namur, the festival of Binche, Art Nouveau architecture
30 Belgians speak English as well. Belgium, together with the in Brussels, and the lively cities of Ghent and Antwerp.
other Benelux countries, was one of the founding members of The country is also a paradise for culinary connoisseurs: it
the European Union and today hosts its headquarters, as well produces some of the best chocolate in the world and boasts
as those of NATO, major international NGOs and international over 500 varieties of beer. Belgium has a dense rail network,
trade and finance companies. allowing you to travel from one end of the country to the other
in less than 3 hours.
A
ntwerp is a pleasant city, full of Old World charm Like many other large European cities, however, Antwerp has
and modern convenience. It boasts several excellent its fair share of social problems. Although the cultural and
museums and historical monuments, as well as a social diversity of its population adds to the city’s richness of
fast-paced nightlife, fine shopping districts, and a booming life, it can also be a source of tension.
commercial centre. Antwerp is the home of outstanding art
museums offering a comprehensive range of masterpieces, Students will appreciate the city’s central location in Europe.
from the Old Flemish Masters to the contemporary avant- Brussels, the capital of Belgium and of Europe, is only a fourty-
garde. In addition to these indoor galleries, Antwerp itself minute train journey away. From Antwerp, one can quickly
could be said to be a museum of sculpture and architecture. and easily reach Amsterdam, Luxembourg, Paris or London 31
The city was the 1993 Cultural Capital of Europe and in recent by train or plane.
years has developed into an international fashion centre.
VLIR: www.vliruos.be