This course introduces students to concepts and practices in international development. It will examine major players, approaches, and criteria for assessing development efforts. Students are expected to actively participate in class discussions and complete assignments involving readings, research, presentations, and a final paper. Assignments include reading commentaries, supplementary research, facilitating a class discussion, and contributing to a final group presentation and paper on development in a particular region and country. The course aims to stimulate engagement with course materials and sharing of information among students.

1. UNIVERSITY OF SOUTHERN CALIFORNIA
SOL PRICE SCHOOL OF PUBLIC POLICY
PPD 382 – International Development
Spring, 2013
Tuesday and Thursday, 10:00-11:50 AM
Peter J. Robertson, Ph.D. Office: RGL 222
Phone: (213) 740-0353 Office Hours:
E-mail: robertso@usc.edu T/Th 1-3 PM
Course Overview
The overall objective of this course is to introduce students to important concepts and practices
relevant to the field of international development. International development refers in general to
the efforts made by the global community to help low-income countries achieve a better quality
of life for their people. Over the last few decades, the world has been going through rapid
changes in the wake of globalization, reflecting growing realization of and impacts from
increased interdependence and integration in many aspects of human lives. These trends yield
vast opportunities but also pose significant challenges for human communities around the world.
People in low-income countries with weak institutional capacities are especially vulnerable to
these challenges, such that new approaches to public policy, administration, planning, and
development are needed to address them effectively.
With the process of globalization as context, we will consider the major players that have been
active in the international development arena and examine various approaches they have used to
stimulate development in target countries and regions. We will then evaluate different criteria
for assessing the success of development efforts, followed by an analysis of some of the major
problems and issues still confronting the majority of the poor people in the world. After a more
explicit critique of the international development system, we will turn our attention to some of
the new ideas, perspectives, and applications that are likely to shape the nature of development
processes in the future. The course concludes with a focus on the development strategies used in
particular countries and regions around the world, including students’ recommendations
regarding how further development of these countries should proceed.
Required Reading
The required readings for the course are in the form of individual articles and book chapters,
copies of which are posted on Blackboard (https://blackboard.usc.edu) in the Content folder.
These readings are identified in the syllabus with an asterisk (*), and it is expected that you will
read them prior to the beginning of the relevant class session. In addition to the required
readings, additional reading material pertinent to the topics being covered is included on the
syllabus, copies of which will be available on Blackboard as well.

2. Assignments and Grading
Students enrolled in this course are expected to be proactive participants in the learning process,
such that the assignments for the class, on which the course grades are based, are designed to
stimulate your engagement with course material and your involvement in the process of
acquiring relevant information and sharing it with your fellow students. Moreover, the
assignments are intended to provide input regarding the quality of various facets of your
performance in the course, including presence and participation in class discussions, ability to
provide clear and concise written observations about the assigned readings, efforts to acquire
additional information regarding topics covered in the course, ability to facilitate others’ learning
through effective oral presentations, and willingness to work effectively as part of a group. In
particular, your final grade for the course is based on the points you receive for each of the
following seven types of assignments.
Attendance. Each of the 28 class sessions (not including the two introductory sessions on Jan. 15
and 17) is worth one-half attendance point, up to a total of twelve points. In other words, you
can miss up to four class sessions during the semester without any penalty, but more frequent
absences than that will take a toll on your grade. (Note one exception to this rule: absence at a
class session in which a student group is presenting will “count double,” i.e., as two absences
instead of one.) Attendance points will be given to those who are present from the beginning to
the end of the class session. If you come late or leave early, you may receive only partial credit
for that class session.
Participation. You are expected to be an active participant in class discussions, for example, by
offering your thoughts on the topics being addressed, raising questions or contributing ideas
generated by the assigned readings, bringing in additional information pertinent to the issues
being covered, etc. At the end of the semester, the overall quantity and quality of your
participation will be evaluated on a five-point scale. (Your participation score may incorporate
peer evaluation information as well.)
Reading commentaries. Ten topics are covered in the course (as identified below in Topics and
Readings Assignments), and a set of readings is assigned for nine of these topics. You are
required to turn in a written commentary (1200-1500 words) on the readings assigned for at least
six of these nine topics. In lieu of exams, these commentaries are the primary mechanism
through which I can assess your intellectual engagement with the material covered in these
readings. Thus, your objective in these papers is not simply to demonstrate that you have indeed
read the assignments, but to provide thoughtful comments on the key themes and/or main points
covered in the readings. In essence, these papers give you an opportunity to indicate how you
are interpreting, analyzing, and evaluating the ideas presented in the readings, and papers
demonstrating greater quality, complexity, and/or creativity of thought in this analysis will
receive higher scores.
The commentaries will be graded on a 5-point scale, with only the best few receiving all five
points and the rest scored accordingly. Each paper is due by the beginning of the last class
session in which that topic is being covered. The intent here is to motivate you to do the

3. readings on a timely basis, i.e., at the time they are assigned for in-class discussion. Thus,
commentaries will not be accepted beyond their due date. I will also count the six highest scores
on the commentaries you turn in, so you have the option of submitting more than six in an effort
to improve on the score(s) received on any of your first six.
“Digging deeper” assignments. Throughout the semester, ideally at least once per week, I will
give out assignments that require you to do some extra reading, find relevant information about a
particular person or subject, or complete some other activity intended to help you learn more
about the topics being covered in class. You are required to complete at least four of these
assignments, which will entail doing the required reading or information search, providing a
brief summary of your conclusions, and being prepared to comment on your findings in class
(i.e., they need to be completed prior to the relevant class session). Each of these assignments is
worth two points, although assignments done inadequately or without much effort may receive
lower scores.
Leading a class session. Five class sessions (Feb. 14-28) are devoted to discussions of five
significant sets of problems and challenges confronting global society. Each of these sessions
will be led by a group of students whose goal is to facilitate an interesting and informative
discussion of the nature and scope of the challenges associated with that problem and the
approaches that have been used historically to try to address them. Groups should plan to use
about 90 minutes of class time to address the following questions:
1) What is the status of these problems around the world?
2) Who are the key players involved in addressing these problems?
3) What approaches have been used to try to address these problems?
4) How effective have these approaches been in terms of addressing the problems?
Peer evaluations will be used to assess, on a five-point scale, the extent to which the other
members of the class think the session leaders effectively accomplished the objective of
providing a useful learning experience. Peer evaluations will also be used to assess, on a five-
point scale, your contributions to the group’s preparation for and facilitation of the assigned class
session. Your score on this assignment is the total of these two evaluations.
Region/country presentation. The last three weeks of the semester (Apr. 16-30) are devoted to
final group presentations regarding international development in particular regions and countries
around the world. Teams will be formed to focus on a particular region, and the individual
members of a team will each focus on a particular country in that region. The presentations will
provide information regarding the region as a whole as well as the individual countries studied
by team members. The purpose of these presentations is to provide a thorough and engaging
analysis of the history and potential future of development efforts in that part of the world.
These presentations are worth up to 25 points, and the total assigned to each member of a team
will be a composite of a) the team’s score on the presentation regarding the region as a whole, b)
the individual’s score on the presentation regarding his/her particular country, and c) a peer
evaluation score assessing the quality of each member’s contributions to the preparation of the
presentation.

4. Final reflection paper. The last assignment, to be completed and turned in by the beginning of
the final examination period for this course (11 AM on Tues. May 14), is a reflection paper in
which you explain what you think are the most interesting, important, and/or useful things you
learned in the course. This paper (1500-1800 words) gives you an opportunity to clarify the
main insights you have gained from the course, and thus to demonstrate the depth and/or breadth
of your thinking regarding the issues, ideas, and information covered during the semester. This
paper will be graded on a ten-point scale, and again, only the top few papers demonstrating the
most thoughtful reflections on their learning will receive all ten points, with other papers then
graded accordingly. The final exam period will then be used to share and discuss the lessons you
write about in your papers. Attendance at this session is mandatory, such that an absence will
result in a score of 0 on your paper.
Grading for the course is essentially on a curve, and will be based on the above seven factors as
follows:
Attendance 12
Participation 5
Reading commentaries 30
“Digging deeper” assignments 8
Leading a class session 10
Region/country presentation 25
Final reflection paper 10
Total 100

5. Topics and Reading Assignments
Introduction
a. Introduction to the course (Jan. 15)
b. Introduction to the field (Jan. 17)
Readings:
* Chapter 15 – The Two Faces of Development, by S. Kukreja, from D. N. Balaam and M.
Veseth, eds. (2008), Introduction to International Political Economy.
Chapter 3 – Post-1945 Capitalism and Development, from R. Kiely (2007), The New
Political Economy of Development: Globalization, Imperialism, Hegemony.
Chapter 6 – The Framework of Early 21st-Century Development, from A. Greig, D. Hulme,
and M. Turner (2007), Challenging Global Inequality: Development Theory and Practice
in the 21st Century.
Topic 1. Globalization as Context
a. The process of globalization (Jan. 22)
Readings:
* Chapter 8 – Globalization and Inequality, from A. Greig, D. Hulme, and M. Turner (2007),
Challenging Global Inequality: Development Theory and Practice in the 21st Century.
Chapter 3 – Long-Term Trends in Global Governance: From “Westphalia” to “Seattle,” by
K. Valaskakis, from Organisation for Economic Co-operation and Development (2001),
Governance in the 21st Century.
b. The effects of globalization (Jan. 24)
Readings:
Chapter 1 – Introduction, from R. Kiely (2007), The New Political Economy of
Development: Globalization, Imperialism, Hegemony.
* Preface and Chapter 1 – Another World is Possible, from J. E. Stiglitz (2006), Making
Globalization Work.
* 2001 Introduction – Terrorism’s Challenge to Democracy, from B. R. Barber (2001), Jihad
vs. McWorld: Terrorism’s Challenge to Democracy.

6. Topic 2. Development Institutions
a. Key actors (Jan. 29)
Readings:
* Chapter 2 – Organisations in Development, from R. Dale (2000), Organisations and
Development: Strategies, Structures and Processes.
Chapter 6 – Cosmopolitanism, Globalization, and Global Governance, from R. Kiely
(2007), The New Political Economy of Development: Globalization, Imperialism,
Hegemony.
b. Markets and economic growth (Jan. 31)
Readings:
* Chapter 6 – Strategies of Economic Development, from D. Stoesz, C. Guzzetta, and M.
Lusk (1999), International Development.
* Chapter 4 – Clinical Economics, from J. D. Sachs (2005), The End of Poverty: Economic
Possibilities for Our Time.
Chapter 3 – Making Trade Fair, from J. E. Stiglitz (2006), Making Globalization Work.
c. States and good governance (Feb. 5)
Readings:
* The state and international development management: Shifting tides, changing boundaries,
and future directions, by D. W. Brinkerhoff (2008), Public Administration Review.
Administration in Developing Countries and the Democratic Challenge, by A. I. Baaklini,
from J. E. Jreisat, ed. (2002), Governance and Developing Countries.
Chapter 2 – Innovations for Grass-Roots-Level Development: The Case for a Global
Compact of Effective Partnerships among Government, Civil Society, and Private Sector
Businesses, by J.-M. Kauzya, from United Nations (2004), Searching for Innovations in
Governance and Public Administration for Poverty Reduction: Concepts, Experiences and
Lessons for the Future.
Chapter 1 – Innovations in Governance and Public Administration for Poverty Reduction:
Overview of Concepts, Issues and Practical Implications, by A. Mohiddin, from UN
(2004), Searching for Innovations in Governance and Public Administration for Poverty
Reduction: Concepts, Experiences and Lessons for the Future.

7. Topic 3. Assessing Success
a. Objectives (Feb. 7)
Readings:
Chapter 2 – The Promise of Development, from J. E. Stiglitz (2006), Making Globalization
Work.
* Chapter 7 – The Millennium Development Challenge, from A. Greig, D. Hulme, and M.
Turner (2007), Challenging Global Inequality: Development Theory and Practice in the
21st Century.
Chapter 3 – The Implications and Value Added of a Human Rights-Based Approach, by J.
K. Boesen and H.-O. Sano, from B. A. Andreassen and S. P. Marks, eds. (2010),
Development as a Human Right: Legal, Political and Economic Dimensions.
* Development as freedom: An approach, by A. Sen (2001).
* Amartya Sen’s Development as Freedom: Ten years later, by D. O’Hearn (2009), Policy &
Practice: A Development Education Review.
b. Indicators (Feb. 12)
Readings:
Chapter 17 – The Need for New Measurements of Progress, by T. Halstead and C. Cobb,
from J. Mander and E. Goldsmith (1996), The Case Against the Global Economy and for a
Turn toward the Local.
* Chapter 3 – Measuring Development, from A. Greig, D. Hulme, and M. Turner (2007),
Challenging Global Inequality: Development Theory and Practice in the 21st Century.
Chapter 10 – Towards Implementing the Right to Development: A Framework for
Indicators and Monitoring Methods, by R. Malhotra, from B. A. Andreassen and S. P.
Marks, eds. (2010), Development as a Human Right: Legal, Political and Economic
Dimensions.
* Three decades of rural development projects in Asia, Latin America, and Africa: Learning
from successes and failures, by A. Zoomers (2005), International Development Planning
Review.

8. Topic 4. Problems and Challenges
a. Population growth, migration, and urbanization (Feb. 14)
b. Economic growth, trade, and environmental deterioration (Feb. 19)
c. Poverty, inequality, and debt (Feb. 21)
d. War, security, and human rights (Feb. 26)
e. Health, education, and gender issues (Feb. 28)
Readings:
* Chapter 1 – Global Challenges at the Beginning of the Twenty-First Century, by P.
Kennedy, from P. Kennedy, D. Messner, and F. Nuscheler, eds. (2002), Global Trends &
Global Governance.
Chapter 2 – Sustainable Labor Migration Policies in a Globalizing World, by P. Martin,
from A. C. Sobel, ed. (2009), Challenges of Globalization: Immigration, Social Welfare,
Global Governance.
Chapter 3 – Why Some Countries Fail to Thrive, and Chapter 12 – On-the-Ground
Solutions for Ending Poverty, from J. D. Sachs (2005), The End of Poverty: Economic
Possibilities for Our Time.
* Chapter 5 – Lifting the Resource Curse, and Chapter 8 – The Burden of Debt, from J. E.
Stiglitz (2006), Making Globalization Work.
Chapter 11 – Human Development Advocacy for Debt Relief, Aid, and Governance, by H.
Northover, from B. Herman, J. A. Ocampo, and S. Spiegel, eds. (2010), Overcoming
Developing Country Debt Crises.
* Chapter 6 – Global Governance, Development, and Peace, by F. Nuscheler, from P.
Kennedy, D. Messner, and F. Nuscheler, eds. (2002), Global Trends & Global Governance.
Chapter 7 – Development and the Human Rights Responsibilities of Non-State Actors, by
B. Andreassen, from B. A. Andreassen and S. P. Marks, eds. (2010), Development as a
Human Right: Legal, Political and Economic Dimensions.
* Chapter 9 – Modernity, Development and Their Discontents, from A. Greig, D. Hulme, and
M. Turner (2007), Challenging Global Inequality: Development Theory and Practice in the
21st Century.

9. Topic 5. Systemic Flaws
a. The growth imperative (Mar. 5)
Readings:
Chapter 5 – The Durable Future, from B. McKibben (2007), Deep Economy: The Wealth
of Communities and the Durable Future.
* Chapter 3 – The Growth Illusion, from D. C. Korten (2001), When Corporations Rule the
World (2nd edition).
* Authors’ Preface, from D. Meadows, J. Randers, and D. Meadows (2004), Limits to
Growth: The 30-Year Update.
Sustainability as a social vision, by R. L. Olson (1995), Journal of Social Issues.
Chapter 16 – Sustainable Growth? No Thank You, by H. E. Daly, from J. Mander and E.
Goldsmith, eds. (1996), The Case Against the Global Economy and for a Turn toward the
Local.
b. The global casino (Mar. 7)
Chapter 7 – The Barbaric Metal, Chapter 8 – Fool’s Gold, Chapter 9 – The Secret Science,
and Chapter 10 – The Mandrake Mechanism, from G. E. Griffin (2002), The Creature from
Jekyll Island: A Second Look at the Federal Reserve (4th edition).
* Chapter 4 – Central Banking and the Rise of the Money Power, Chapter 6 – Usury and the
Engine of Destruction, and Chapter 9 – The Evolution of Money—From Commodity
Money to Credit Money, from T. H. Greco, Jr. (2009), The End of Money and the Future
of Civilization.
* Chapter 31 – Electronic Money and the Casino Economy, by R. Barnet and J. Cavanaugh,
from J. Mander and E. Goldsmith, eds. (1996), The Case Against the Global Economy and
For a Turn to the Local.
Chapter 13 – The Money Game, and Chapter 14 – Predatory Finance, from D. C. Korten
(2001), When Corporations Rule the World (2nd edition).
Chapter 11 – The Alchemists, from W. Greider (1997), One World, Ready or Not: The
Manic Logic of Global Capitalism.

10. Topic 6. Hidden Agenda
a. Corporate dominance (Mar. 12)
* Chapter 1 – How Did Corporations Get So Much Power?, Chapter 14 – Judicial Yoga, and
Chapter 16 – Global Rule, from T. Nace (2003), Gangs of America: The Rise of Corporate
Power and the Disabling of Democracy.
Chapter 4 – Rise of Corporate Power in America, from D. C. Korten (2001), When
Corporations Rule the World (2nd edition).
Chapter 26 – Mechanisms of Corporate Rule, by T. Clarke, from J. Mander and E.
Goldsmith, eds. (1996), The Case Against the Global Economy and For a Turn to the
Local.
Preface to the Sixth Edition, from B. H. Bagdikian (2000), The Media Monopoly.
* The new oil: Should private companies control our most precious natural resource?, by J.
Interlandi. Accessed on February 10, 2012 at: www.thedailybeast.com/newsweek/
2010/10/08/the-race-to-buy-up-the-world-s-water.print.html.
b. Predatory capitalism (Mar. 14)
* The great American bubble machine, by M. Taibbi (2009), Rolling Stone.
* Chapter 14 – Shock Therapy in the U.S.A.: The Homeland Security Bubble, and Chapter
15 – A Corporatist State: Removing the Revolving Door, Putting in an Archway, from N.
Klein (2007), The Shock Doctrine: The Rise of Disaster Capitalism.
Chapter 2 – The Global Arms Trade, and Chapter 6 – The Business of Death, from N.
Gilby (2009), The No-Nonsense Guide to the Arms Trade.
Chapter 9 – Is Complicity by US Officials the Best Explanation for 9/11?, from D. R.
Griffin (2004), The New Pearl Harbor: Disturbing Questions about the Bush
Administration and 9/11.
Chapter 18 – The Illicit Economy, by B. Dillman, from D. N. Ballam and M. Veseth
(2008), Introduction to International Political Economy (4th edition).
* The economics of incarceration, by N. Bowie. Accessed on February 9, 2012 at:
www.nilebowie.blogspot.com/2012/02/economics-of-incarceration.html.
* Will the young rise up and fight their indentured servitude to the student loan industry?, by
B. E. Levine. Accessed on January 26, 2012 at: www.alternet.org/story/153879/will_the_
young_rise_up_and_fight_their_indentured_servitude_to_the_student_loan_industry.
Spring Break (Mar. 18-22)

11. Topic 7. New Focus
a. Sustainable development (Mar. 26)
* Chapter 1 – The Choice, and Chapter 2 – The Possibility, from D. C. Korten (2006), The
Great Turning: From Empire to Earth Community.
Chapter 8 – Sustainable Development, from D. Stoesz, C. Guzzetta, and M. Lusk (1999),
International Development.
* Chapter 8 – Tools for the Transition to Sustainability, from D. Meadows, J. Randers, and
D. Meadows (2004), Limits to Growth: The 30-Year Update.
Chapter 10 – Determining Policy Objectives, from M. Common and S. Stagl (2005),
Ecological Economics: An Introduction.
Proposal of indicators to assess urban sustainability in Brazil, by M. Fehr, K. A. Sousa, A.
F. N. Pereira, and L. C. Pelizer (2004), Environment, Development and Sustainability.
The reality of environmental sustainability in China, by D. Lam (2006), Policy Matters.
Reprinted as Chapter 44 in S. M. Wheeler and T. Beatley, eds. (2009), The Sustainable
Development Urban Reader (2nd edition).
b. Ecological institutions (Mar. 28)
Chapter 1 – Deep Ecology: A New Paradigm, and Epilogue: Ecological Literacy, from F.
Capra (1996), The Web of Life: A New Scientific Understanding of Living Systems.
A road map for natural capitalism, by A. B. Lovins, H. Lovins, and P. Hawken (1999),
Harvard Business Review.
Ecological governance: Organizing principles for an emerging era, by P. J. Robertson and
T. Choi (2010), Public Administration Review.
* Chapter 7 – Changing the Game, from F. Capra (2002), The Hidden Connections:
Integrating the Biological, Cognitive, and Social Dimensions of Life into a Science of
Sustainability.
* Chapter 21 – Liberating Creative Potential, from D. C. Korten (2006), The Great Turning:
From Empire to Earth Community.

12. Topic 8. Emerging Trends
a. Governance (Apr. 2)
* BRICS: assorted news items on the BRICS, the Shanghai Cooperation Organization, and
China. Accessed on March 9, 2012 from various websites.
Venezuela’s Bolivarian movement: Its promise and perils; and, Bolivarianism triumphs in
referendum vote, by S. Lendman. Accessed on March 12, 2012 at:
venezuelanalysis.com/analysis/1556 and venezuelanalysis.com/analysis/4218.
* Chapter 1 – The Beginning, from P. Hawken (2007), Blessed Unrest: How the Largest
Movement in the World Came into Being and Why No One Saw It Coming.
Youth resistance in the age of predatory capitalism and crumbling authoritarianism, by H.
A. Giroux. Accessed on March 12, 2012 at: unileaks.org/node/Articles/giroux/giroux.htm.
The new regionalism: Key characteristics of an emerging movement, by S. M. Wheeler
(2002), Journal of the American Planning Association.
* Public-private partnerships: Perspectives on purposes, publicness, and good governance,
by D. W. Brinkerhoff and J. M. Brinkerhoff (2011), Public Administration and
Development.
b. Resources (Apr. 4)
Chapter 8 – The Community Solution, from G. Pahl (2007), The Citizen-Powered Energy
Handbook: Community Solutions to a Global Crisis.
* Strengthening local economies, by M. Roseland with L. Soots (2007), from State of the
World 2007: Our Urban Future. Reprinted as Chapter 31 in S. M. Wheeler and T. Beatley,
eds. (2009), The Sustainable Development Urban Reader (2nd edition).
Chapter 8 – The Even Greener Revolution, by R. Frenay (2006), Pulse: The Coming Age
of Machines Inspired by Living Things.
* Chapter 1 – Charting a New Path to Eliminating Hunger, by B. Halweil and D. Nierenberg,
from The Worldwatch Institute (2011), State of the World 2011: Innovations that Nourish
the Planet.
Sustainable tourism and the touristic ecological footprint, by C. Hunter (2002),
Environment, Development and Sustainability.

13. Topic 9. Innovations
a. Technological (Apr. 9)
* Top 5 free energy technologies unfolding now, by H. Mills (2012). Accessed on March 25,
2012 at: pesn.com/2012/01/21/9602018_Top_5_Free_Energy_Technologies_Unfolding_
Now.
* Open ICT ecosystems transforming the developing world, by M. Smith and L. Elder
(2010), Information Technologies and International Development.
* The desktop manufacturing revolution, by J. Cascio (2009), Fast Company. Accessed on
March 25, 2012 at: www.fastcompany.com/blog/jamais-cascio/open-future/material-issue.
* The accelerating techno-human future, by B. R. Allenby and D. Sarewitz (2011), The
Futurist; and Framing the future of emerging technologies, by E. S. Michelson (2012),
Public Administration Review.
b. Social (Apr. 11)
* Chapter 10 – Feeding the Cities, by N. Karanja and M. Njenga, from The Worldwatch
Institute (2011), State of the World 2011: Innovations that Nourish the Planet.
* Local money: An American tradition is reborn as economy weakens, by M. Luna.
Accessed on March 27, 2012 at: www.huffingtonpost.com/mira-luna/local-money-creates-
wealt_b_1071976.html.
* Participatory budgeting, by UN-HABITAT (2004). Accessed on March 27, 2012 at:
http://ww2.unhabitat.org/cdrom/TRANSPARENCY/html/2d_7.html.
* Macrowikinomics: The choice between atrophy or renaissance, and The hearbeat of
Bogota: Engaging the population of a city to reinvent it, by D. Tapscott (2012). Accessed
on March 25, 2012 at: www.huffingtonpost.com/don-tapscott/macrowikinomics-
rebooting_b_741466.html, and www.huffingtonpost.com/don-tapscott/the-heartbeat-of-
bogota-e_b_1222247.html.
* The caring economy, by R. Eisler (2009), World Pulse Magazine. Accessed on March 25,
2012 at: http://www.partnershipway.org/learn-more/articles-by-riane-eisler/economics-
business-organizational-development/The_New_Economic_Visionaries.pdf/view.

14. Topic 10. Country/Region Presentations
a. Region 1 (Apr. 16)
b. Region 2 (Apr. 18)
c. Region 3 (Apr. 23)
d. Region 4 (Apr. 25)
e. Region 5 (Apr. 30)
Conclusion
a. Wrap-up (May 2)
Final Exam
May 14, 11:00 AM – 1:00 PM

15. 1 ACADEMIC RESPONSIBILITY
"Students, faculty, and administrative officials at the University of Southern
California, as members of the academic community fulfill a purpose and a
responsibility.
The University must, therefore, provide an optimal learning environment, and all
members of the University community have a responsibility to provide and maintain an
atmosphere of free inquiry and expression. The relationship of the individual to this
community involves these principles: Each member has an obligation
to respect:
1. THE FUNDAMENTAL HUMAN RIGHTS OF OTHERS
2. THE RIGHTS OF OTHERS BASED UPON THE NATURE OF THE EDUCATIONAL PROCESS
3. THE RIGHTS OF THE INSTITUTION
ACADEMIC DISHONESTY
The following statements and examples explain specific acts of academic dishonesty.
1. Examination Behavior: Any use of external assistance during an exam is
considered academically dishonest unless expressly permitted.
a. Communicating in any way with another student during the examination.
b. Copying material from another student's exam.
c. Using unauthorized notes, calculators or other devices.
2. Fabrication: Any intentional falsification or invention of data or citation
in an academic exercise will be considered a violation of academic integrity.
a. Inventing of altering data for a laboratory experiment or field project.
b. Resubmitting returned and corrected academic work under the pretense
of grader evaluation error, when, in fact, the work has been altered
from its original state.
3. Plagiarism: Plagiarism is the theft and subsequent passing off of another's
ideas or words as one's own. If the words or ideas of another are used,
acknowledgement of the original source must be made through recognized
referencing practice.
a. Direct Quotation: Any use of a direct quotation should be acknowledged by
footnote citation and by either quotation marks or appropriate indentation
and spacing.
b. Paraphrase: If another's ideas are borrowed in whole or in part and are
merely recast in the student's own words, proper acknowledgement must,
nonetheless, be made. A footnote or proper internal citation must follow
the paraphrase material.
4. Other Types of Academic Dishonesty:
a. Submitting a paper written by another;
b. Using a paper or essay in more than one class without the instructor's
express permission;
c. Obtaining an advance exam copy without the knowledge or consent of the
instructor;
d. Changing academic records outside of normal procedures;
d. Using another person to complete homework assignment or take-home exam
without the knowledge and consent of the instructor.
The above information is taken directly from the SCampus and the Academic Affairs

16. Unit of the Student Senate in conjunction with the Academic Standards Committee.

17. APPENDIX A: ACADEMIC DISHONESTY
SANCTION GUIDELINES
VIOLATION RECOMMENDED SANCTION
(assuming first offense)
Copying answers from other students on exam. F for course.
One person allowing another to cheat from his/her F for course for both persons.
exam or assignment.
Possessing or using extra material during exam F for course.
(crib sheets, notes, books, etc.)
Continuing to write after exam has ended. F or zero on exam.
Taking exam from room and later claiming that the F for course and recommendation for
instructor lost it. further disciplinary action (possible
suspension).
Changing answers after exam has been returned. F for course and recommendation for
disciplinary action (possible
suspension).
Fraudulent possession of exam prior administration. F for course and recommendation for
suspension.
Obtaining a copy of an exam or answer key prior to Suspension or expulsion from the
administration. University; F for course.
Having someone else take an exam for oneself. Suspension or expulsion from the
University for both students;
F for course.
Plagiarism. F for the course.
Submission of purchased term papers or papers F for the course and recommendation
done by others. for further disciplinary action.
(possible suspension)
Submission of the same term papers to more than F for both course.
one instructor where no previous approval has been given.
Unauthorized collaboration on an assignment. F for the course for both students.
Falsification of information in admission application Revocation of university admission
(including supporting documentation). without opportunity to apply.
Documentary falsification (e.g., petitions and Suspension or expulsion from the
supporting materials medical documentation). university; F for course when related
to a specific course.
Plagiarism in a graduate thesis or dissertation. Expulsion from the university when
discovered prior to graduation;
revocation of degree when discovered
subsequent to graduation.
Please refer to Trojan Integrity: A Faculty Desk Reference, for more information on assessing
sanctions. You may also consult with members of the Office of Student Judicial Affairs and
Community Standards at any point in the process, (213) 740-6666
Note: The Student Conduct Code provides that graduate students who are found responsible for
academic integrity violations may be sanctioned more severely than Appendix A suggests.