| Degree | Academic Programme | Plan | Class | Length of Programme |
|---|---|---|---|---|
| M.A. | International Development | 1.2 | Mon-Fri | 2 Years |
The curriculum philosophy is to produce graduates who become change makers for sustainable development with a perspective to analyze problems and develop societies without focusing only on the state as the center but rather putting the people or human beings as the center of cooperation with the government and other sectors of societies at various levels for the development within the country, in the Mekong sub-region, and Southeast Asia. The change makers can review and change unsustainable developments in coping with complex changes in economic, social, political, and environmental aspects that lead to instability in human beings at the community, society, country, region, and world levels by applying the knowledge gained from the curriculum to design social innovations to construct human security and partnerships for international development (Social Re-constructivism: Human Security and Partnership for International Development)
The curriculum has established a teaching and learning approach to both construct knowledge and wisdom by the learners (Constructivism) through related theories, and learning through networking (Connectivism), which is learning through the process of connecting from a variety of sources through learning activities, using problems as a base (Problem-Based Learning), project preparation (Project-Based Learning), and assignments that develop learners using the area as a set (Area-Based) so that learners can integrate knowledge to analyze and synthesize. This will be the basis for constructing new knowledge through the research process (Research-Based Learning).
1. To produce change makers who have knowledge of human security and partnerships for international development.
2. To produce graduates who are capable of analyzing problems related to human insecurity that affect development in various fields within the country, in the Mekong Sub-region, in Southeast Asia, and in the Asian region.
3. To produce graduates who are capable of proposing development guidelines to deal with, manage, and solve human insecurity by using the concepts of partnership for international development, concepts of Sustainable Development Goals of the United Nations, and concepts of sustainable development of various other agencies within the country, in the Mekong sub-region, Southeast Asia, and the Asian region
The Master of Arts program in International Development aims to produce "change-makers" by fostering a change through a paradigm shift in perspectives on development processes. After World War II until today, prevailing development ideologies in economics, society, politics, and the environment have predominantly given importance to the state. The state is the center, which has the characteristics of keeping power in the state and managing the bureaucratic system with a top-down approach, and often proves inadequate in addressing and resolving the arising issues. Therefore, there is a need to transition from this viewpoint to one that emphasizes collaboration between the state and civil society through partnership and networking. To analyze problems and to present problem-solving by using the concept of human security as a guideline for analyzing problems and then using the concept of partnership for international development. This perspective, unique to the program, as no other curriculum globally incorporates it in tandem for analyzing human issues using the concept of human security, while simultaneously proposing coping strategies.
Significant importance is placed on building partnerships for international development at various levels, from communities and societies to nations, regions, and internationally. This aligns with the sustainable development goals (SDGs) of the United Nations and other organizations, focusing on presenting solutions to various problems that lead to human insecurity. While other institutions may choose to adopt a single perspective in developing a curriculum, which may not be comprehensive enough. This is because some curricula may focus solely on SDGs, addressing both problem analysis and problem-solving. In reality, SDGs are merely "goals with indicators" and do not specifically point out the methods to analyze the root causes of problems arising from unsustainable development that fails to prioritize humans at its core. This has led to the instability that humanity is currently facing.
1) Lecturers, academics, or researchers in the field of social sciences, international development, sustainable development in higher education institutions, research institutes, or other related agencies
2) Domestic and international government organizations (Governmental Agencies) such as civil servants, government employees, officers, state enterprise employees, local government organizations, etc.
3) Domestic and international Non-Profit Organizations (International non-governmental organizations: INGOs) and (Non-governmental organizations: NGOs) such as coordinators, officers, and organizational employees, etc.
4) Domestic and international business sector organizations that give importance to sustainable development (Private Sectors) such as Corporate Social Responsibility (CSR), Social Enterprises (SE), etc.
5) Social entrepreneurs, such as social enterprises, private businesses, or other businesses related to international agencies, etc.
1) PLO1 To synthesize principles, concepts, and theories on human security and partnerships for international development. (Apply Stage- Knowledge) + (Cognitive Domain/Evaluating)
(1) Sub-PLO1.1: To Analyze and compare principles, concepts, and theories in human security and partnerships for international development.
(2) Sub-PLO1.2: To synthesize and compare principles, concepts, and theories in human security and partnerships for international development.
2) PLO2 To design research that creates new academic recommendations in the dimension of human security and partnerships for international development.
3) PLO3 To demonstrate self-learning skills and adaptability to work in a multicultural society.
4) PLO4 To demonstrate responsibility in the field of human security and partnerships for international development as a changemaker.
5) PLO5 To demonstrate as a changemaker for human security and partnerships for international development through the research process.
*** (Changemakers are to design/propose a model/process/management and to develop and recommend a model/policy to solve problems at different levels of society through research that is relevant to the community, province, country, and regions in Southeast Asia in the field of human security and partnership for international development (Competency - knowledge, skills, and attitudes)
Plan 1.1
Total credits : 36 credits (2-year Master’s Degree)
1. Major Required Courses 0 credits
2. Thesis 36 credits
Plan 1.2
Total credits : 36 credits (2-year Master’s Degree)
1. Major Required Courses 15 credits
2. Major Elective Courses 9 credits
3. Thesis 12 credits
(Refer to Master of Arts Program in International Development Year 2023)