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Development Cooperation and Globallisation (15EC)

The aim of the minor is to provide students with an introduction to general globalisation aspects as well as to developing nations and development cooperation.

The world can be seen nowadays as a global village. Globalisation is an irreversible process. Globalisation comprises many processes that simultaneously affect different areas: economy, media, politics and identities, migration and the environment. Globalisation is a complex process that is not yet complete; it continuously evolves at a fast pace.  

It remains difficult to fully grasp what globalisation entails; especially to predict worldwide developments based on all-embracing theories and analyses of globalisation. Everything is still open and far from determined: an unexpected event in one location can produce changes overnight throughout the globe.  

However, there are clear patterns and developments that deserve attention. Yet, in order to analyse and understand why a certain issue has specific characteristics it is necessary to bring in a multi-disciplinary perspective. Today’s professionals possess knowledge from several disciplines, but it is her/his consciousness as world-citizens that allow her/him to look into a certain issue from different sides, perspectives and disciplines.  

In this minor, the following themes are dealt with:  

  • What is globalisation? Historical contextualization: what are the core characteristics of the current stage of globalisation? Can current-day globalisation processes be equated to a second modernization wave? Is the world converging towards a western-centred capitalist model? Or is this the beginning of the end of the power of Western countries, as alternative economic models and political systems spring up in other regions of the World, like South, East and Southeast Asia?  
  • World Population and food security. There are about 6 billion people in the world and the predictions point to 9 or 10 billion in 30/50 years from now. Access to water and food is not the same everywhere and population growth threatens to widen the gap even more between those who have plenty and those who have none. Are we heading towards an catastrophic situation or are there sustainable alternatives?  
  • Climate change, ecology and the environment. Current challenges and possible scenarios.  
  • ICTs as agents of globalisation processes. The characteristics of knowledge economies and their output. Network societies and globalisation.  
  • Global capitalist economy. Relations of production, distribution and consumption in the E-Economy. Cycles of economic growth and crisis.  
  • Globalisation and labour. World division of labour, migration and the re-location of industries and labour markets across the globe.  
  • Globalisation and poverty. The rise of the “fourth world” or the world’s poorest nations. The gap between rich and poor is widening in every nation, as well as between rich and poor nations.  
  • Global Cities. More than half of the world population lives now in cities or major urban areas. What is the impact of urban growth and development on rural areas, migration and the environment?  
  • World Governance . Is international cooperation among states being replaced by cooperation networks located below the state-level and cutting across national boundaries? Is globalisation bringing an end to the nation-state? What is its role in a context of more economic and financial interdependence among states?  
  • Human Rights and global justice. Protection of Human Rights, the cause for war. The majority of armed conflicts in the world today are internal or civil conflicts. The role of international organizations such as the UN is re-evaluated in the current globalisation era.   
  • Globalisation and Identities. Identities evolve and are contested in 4 major areas: religion (and the sharpening of fundamentalist doctrines); nationality (sharpening of nationalism and extremism), culture (migration and the multicultural society) and gender.  
  • Globalisation and the role of education, sports and music  
  • Globalisation and Post-Modernity. Can we draw a parallel between the foundations of industrial modernization period with the current process of globalisation? Are there any moral limits to processes of rationalization, and technological evolution?  
  • When looking at Development Cooperation we see that two thirds of the world’s nation states belong to the group of so called ‘developing nations’. Their position is increasingly pivotal in today’s globalising world. Especially the Sub-Sahara region of the African continent continues to draw attention since its development seems to stagnate and it continues facing severe problems such as extreme poverty, environmental degradation, mass migration/urbanization and corruption. The awareness that ‘something has to be done’ and that this situation is unsustainable has never been more significant. At the same time a fundamental debate on the effectiveness of development cooperation has arisen in recent years in many ‘Western’ countries.  

Against the background of these discussions the minor offers students the opportunity to shape their ideas and to experience several aspects of Globalisation and of Development Cooperation.  


Competency levels correspond to the Dublin descriptors for the so called ‘First Cycle’ in the areas of  (1) Knowledge and understanding, (2) Applying knowledge and understanding, (3) Making judgements, (4) Communication and (5)Learning skills. More specifically:  

Students will obtain basic knowledge on Globalisation and develop their 

  • Ability to analyse and distinguish issues regarding globalisation.   
  • Ability to use the differences between the students while working together.   
  • Ability to formulate a substantiated opinion on issues regarding globalisation 

Students will obtain basic knowledge on developing countries: 

  • What is development? 
  • What are indicators for development? 
  • How does globalisation affect developing nations? 

Students will increase their knowledge and understanding and will be able to reflect critically on aspects that influence the socio-economic development of countries. 

  • Economic aspects (domestic, international) 
  • The Washington Consensus. 
  • Socio-Cultural aspects (e.g. ethnicity) 
  • Influence of Institutions and Good Governance (corruption, weak states, civil society). 

Students will be aware of the positions taken in the debate on effectiveness of development cooperation and will be able to position themselves in this debate 

  • How can effectiveness of aid be measured? 
  • Who are the key stakeholders in the field? 
  • Which forms of cooperation exist? 
  • Which future scenarios for development cooperation are feasible? 

Finally the following objectives are expected to be achieved by the students: 

  • Ability to operate from an international and multicultural perspective. 

Ability to cross over disciplinary and professional boundaries, languages and cultural backgrounds and the ability to bring people together. 


  • Sufficient (B2) level of English in speaking and writing. 
  • Basic knowledge of international relations. 
  • Preferably having acquired the professional skills, attitude and behavior related to studying and/or working within an international context. Presumable these items are achieved by students that successfully finished the first two years of study (four year programmes) or the first year of study (three year programmes).
  • Sufficient (B2) level of English in speaking and writing.  

Target group

Students interested in the minor, preferably 3rd or 4th year University (of Applied Sciences) students following a 4 year bachelor programme. Students following a 3 year bachelor programme should preferably have finished their first year. 


  1. Handelman, H., 2011. – The Challenge of Third World Development, sixth edition. Longman/Pearson. I-xviii, 1-334 
  2. Riddell, R., 2007. - Does foreign aid really work? Oxford, Oxford University Press. i-xxvi, 1-505. 
  3. Reader
  4. Steger, M., 2003. -  A very short introduction to globalization, Oxford, Oxford University Press.  
  5. Nunez, C., Nunez Mahdi, R., Popma, L., 2017. - Intercultural sensitivity, Assen, Royal Van Gorcum B.V. 
  6. Additional literature provided via Blackboard or during lectures/seminars. 


You will get information about the schedule no later than a week before the start of the minor program. Please send an email to if you haven't heard anything by then.



If you want to know more about other minors at The Hague University of Applied Sciences, view our Minorbrochure.


Exam will be assessed by means of an exam on the theory. 

Assignment will be assessed by means of the final assignment report and consequent presentations and discussions. 

The components are concluded sufficiently if:  

  • The minimum grade is 5.5 (on a 1 to 10 scale).  


Exam = 67% 

Assignment = 33 % 

Aanvullende informatie


The 30 EC minor program

You could also obtain 30 ECTS (TIS-HMVT22-DCG30), by choosing either the Development Cooperation focus or the Many Faces of Globalisation focus after the introductory first part.