EFB341 Development Economics: An Immersive Experience
To view more information for this unit, select Unit Outline from the list below. Please note the teaching period for which the Unit Outline is relevant.
| Unit code: | EFB341 |
|---|---|
| Other requisite(s): | Subject to Unit Coordinator Approval. Students are required to complete a minimum of 48 credit points of study. |
| Credit points: | 12 |
| Timetable | Details in HiQ, if available |
| Availabilities |
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Unit Outline: Summer 2026, Gardens Point, Internal
| Unit code: | EFB341 |
|---|---|
| Credit points: | 12 |
| Other Requisite: | Subject to Unit Coordinator Approval. Students are required to complete a minimum of 48 credit points of study. |
| Assumed Knowledge: | Foundational economics (EFB231 or EFB228 and EFB222) is useful in order to undertake this unit. |
| Coordinator: | Radhika Lahiri | r.lahiri@qut.edu.au |
Overview
This unit introduces you to the economic problems and challenges that fall under the purview of Development Economics. It includes coursework as well as an immersive international field project, allowing you to develop your understanding through real-world application of your skills on a project with a placement organization.The field project may take place in a different international location each year and is facilitated by the unit coordinator in collaboration with Beyond Borders Learning Programs, the key third-party organization at these locations. Previous locations have included Mumbai, India (2018, 2019, 2023, 2024) and Kathmandu, Nepal (2020). The aim of this unit is to provide you with a foundational grounding in development economics, and an understanding of the key analytical and empirical approaches used to evaluate development initiatives designed to address poverty and underdevelopment, including through applied, field-based projects.
Learning Outcomes
On successful completion of this unit you will be able to:
- Apply knowledge of economic principles and methods to economic development problems, focusing on challenges arising in the implementation of developmental initiatives.
- Apply knowledge and critical thinking skills to analyse and develop solutions for real world problems in diverse contexts.
- Use effective teamwork practices and processes to research economic problems with peers.Relates to: UG Business Capabilities: TS (4.2)
- Apply knowledge of socially responsible behaviour in analysing development economics issues in international settings.
- Communicate economic ideas and solutions clearly and professionally in written and oral forms.
Content
This unit addresses the challenges of world poverty and development, focusing on how development policies and initiatives approach issues that impact on the health, education and welfare of the poor. It also addresses the risks faced by the poor and how a lack of access to finance exacerbates these problems. It considers the impact of microfinance institutions in alleviating these risks, particularly in the context small and medium enterprises (SME), child welfare and schooling, women’s empowerment, health and urban development.Through coursework, students are introduced to key concepts, models, and analytical approaches used in development economics to study poverty, underdevelopment, and development interventions. The coursework is followed by a two and a half to four week study program in the host location that entails visits to various microfinance institutions, non-governmental organizations (NGOs) and field trips to SMEs and local communities with a view towards developing an understanding of development economics at the grassroots level. The field trip will entail an intensive program designed to provide students with:
- experience in the applications of development economics models and concepts to a real world setting
- exposure to the challenges in policy making in the context of micro-finance in the sectors of health, women's empowerment and SMEs in the host location
- an intensive, short-term practicum through problem solving on a project in collaboration with industry professionals in the host location
- cross-cultural engagement and networking with local entrepreneurs, social workers and policy analysts in the host location
- talks delivered by experts in the area of development policy
QUT Business Capabilities (Undergraduate)
The content and assessment in this unit are aligned to a selection of the following set of QUT Business Capabilities, also known as Assurance of Learning Goals (AoLs). Developing these capabilities will assist you to meet the desired graduate outcomes set at QUT and equip you with the knowledge and skills to succeed in your chosen career.
Knowledge and Technological Skills (KS)
1.1 Demonstrate and apply integrated discipline (including technical) knowledge across the broad field of business with depth in one or more core business disciplines.
1.2 Apply technical and technological skills appropriate and effective for real world business purposes and contexts.
Higher Order Thinking (HO)
2.1 Investigate real world business issues and situations through the effective analysis, evaluation and synthesis of theory and practice.
2.2 Exercise independent judgement and initiative in adapting and applying knowledge and skills for effective planning, problem solving and decision making in diverse contexts.
Professional Communication (PC)
3.1 Use information literacy skills, and communicate effectively and professionally in written forms and using media appropriate for diverse purposes and contexts.
3.2 Use information literacy skills, and communicate effectively and professionally in oral forms, appropriate for diverse purposes and contexts.
Teamwork and Self (TS)
4.1 Exercise self-reflection, responsibility and accountability in relation to own learning and professional practice.
4.2 Apply teamwork knowledge and skills for effective collaboration across diverse purposes and contexts.
Social, Ethical and Global Understanding (SE)
5.1 Demonstrate and apply knowledge of ethical and legal principles and practices in analysing and responding to business issues.
5.2 Demonstrate and apply knowledge of socially responsible behaviour in analysing and addressing business issues in national and international business contexts.
Learning Approaches
The coursework prior to the field trip will take place in six sessions. These sessions will be delivered in an intensive mode, spread over three weeks (weeks 1, 2 and 3) during the summer semester. They will involve lecture, discussion and guided activities with a partially-flipped-classroom approach. There will be some preliminary assessment to prepare students for the field trip to follow. The field trip will span approximately weeks 8-11 of the summer semester. Following the field trip, students will undertake a final group-based presentation and oral discussion, scheduled flexibly during the examination period.This component will allow students to reflect on and analyse a selected issue in development economics, integrating theoretical concepts with insights gained through their field-based experiential learning.
Feedback on Learning and Assessment
Students will receive feedback in various forms throughout the semester which may include:
- Informal: verbal feedback in class, personal consultation
- Formal: in writing, such as checklists (e.g. criteria sheets), written commentary
- Direct: to individual students, either in written form or in consultation
- Indirect: to the whole class
Assessment
Overview
The assessment in this unit aims to support your achievement of the unit learning outcomes and course assurance of learning goals. The assessment has been designed in order to allow you to:
- receive feedback on your learning as you progress toward the development of knowledge, understanding, skills and attitudes (formative assessment);
- demonstrate your learning in order to achieve a final grade (summative assessment).
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Exploratory Project Proposal and Analysis
A structured report and project proposal based on preliminary, research-based impressions of an issue(s) to be explored later in the context of the field trip in the host location and with reference to the types of organisations visited during that trip. The report will identify a focal issue or research question, outline an appropriate analytical or empirical approach to studying it, and demonstrate the application of this approach using example or “mock” data. Project topics and scope may be refined in consultation with placement organisations and, where relevant, may be guided by the thematic focus or practical constraints of the field program. This assessment is designed to familiarise students with the concepts and techniques they may later apply during the field trip, and to prepare them to engage effectively with field-based projects undertaken during the placement.
The ethical and responsible use of generative artificial intelligence (GenAI) tools is authorised in this assessment. See the relevant assessment details in Canvas for specific guidelines.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Formative or Summative: Formative and Summative.
Assessment: Engagement
You are expected to demonstrate active and constructive engagement throughout the unit, including participation in teaching and learning activities during the coursework phase, as well as during the international field program. Engagement may also include appropriate contributions to curriculum-related discussions facilitated through online platforms or communication channels used as part of the unit.
During the field program, you are expected to engage respectfully and professionally in discussions with peers, instructors, and relevant stakeholders associated with local organisations.
Assessment of engagement will be determined primarily by the teaching team, and will take into account peer feedback from students.
The ethical and responsible use of generative artificial intelligence (GenAI) tools is authorised in this assessment. See the relevant assessment details in Canvas for specific guidelines.
Formative or Summative: Formative and Summative
Assessment: Project Presentation and Reflection
This will involve a group presentation (which could include illustrative video/audio components), and a written reflection (individual) about the project undertaken in the host location. The presentation will be followed by an open Q&A session with audience (including students) asking questions of the group. The written component will include a reflective summary of your teamwork experience. To facilitate assessment the session will be recorded and students will submit their presentation and written reflections to the unit coordinator. A dossier of your research including surveys, data collected and its analysis needs to be submitted for ethics clearance purposes. Assessment will be based on inputs from the unit coordinator, teaching assistant and any faculty members in the audience. The purpose of the presentation is not only for evaluating your presentation skills; it will also be used to assess the quality of your project work in the sense of a viva voce exam.
The use of generative artificial intelligence (GenAI) tools is prohibited during this assessment.
Formative or Summative: Formative and Summative
Academic Integrity
Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.
The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.
Resources
Resource materials include both printed and electronic resources of all types.
Resource Materials
Other
No prescribed text; see Canvas site for curated resources.
Risk Assessment Statement
Relevant risk assessments are completed by QUT staff as part of the planning for this unit. Students must follow instructions and guidance from QUT staff, including the unit coordinator, to effectively manage risk. All travel has inherent associated risks such as health, security, civil unrest, natural disasters, major evets etc. These factors should be considered when enrolling in this unit. Prior to travel, students will be required to complete the QUT travel declaration along with the required registration with World Travel Protection and the Australian Government Smartraveller.
Standards/Competencies
This unit is designed to support your development of the following standards\competencies.
QUT Business Capabilities (Undergraduate)
HO (2.1): Critical Analysis
Relates to: ULO1, ULO2, ULO4, Exploratory Project Proposal and Analysis, Engagement, Project Presentation and Reflection
HO (2.2): Independent Judgement and Decision-Making
Relates to: ULO1, ULO2, Exploratory Project Proposal and Analysis, Engagement, Project Presentation and Reflection
KS (1.1): Discipline Knowledge
Relates to: ULO1, ULO2, Exploratory Project Proposal and Analysis, Engagement, Project Presentation and Reflection
PC (3.1): Professional Communication (Written)
Relates to: ULO5, Exploratory Project Proposal and Analysis, Engagement
PC (3.2): Professional Communication (Oral)
Relates to: ULO5, Project Presentation and Reflection
SE (5.2): Global Social Responsibility
Relates to: ULO4, Exploratory Project Proposal and Analysis
TS (4.2): Teamwork Knowledge and Skills
Relates to: ULO3, Project Presentation and Reflection
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.BS05 Bachelor of Business
- Demonstrate and apply integrated discipline (including technical) knowledge across the broad field of business with depth in one or more core business disciplines.
Relates to: ULO1, ULO2, Engagement, Project Presentation and Reflection - Demonstrate and apply knowledge of socially responsible behaviour in analysing and addressing business issues in national and international business contexts.
Relates to: ULO4 - Apply technical and technological skills appropriate and effective for real world business purposes and contexts.
Relates to: ULO1, ULO2, Engagement, Project Presentation and Reflection - Investigate real world business issues and situations through the effective analysis, evaluation and synthesis of theory and practice.
Relates to: ULO1, ULO2, ULO4, Engagement, Project Presentation and Reflection - Use information literacy skills, and communicate effectively and professionally in written forms and using media appropriate for diverse purposes and contexts.
Relates to: ULO5, Engagement - Use information literacy skills, and communicate effectively and professionally in oral forms, appropriate for diverse purposes and contexts.
Relates to: ULO5, Project Presentation and Reflection - Apply teamwork knowledge and skills for effective collaboration across diverse purposes and contexts.
Relates to: ULO3, Project Presentation and Reflection