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Training for the Industry: Examining the Use of Real-life Consultancy Projects in Development Studies Programmes

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  • Moritz Schmoll

Abstract

Development degrees have begun experimenting with real-life consultancy projects carried out by students for external clients in the development sector. Students, concerned about their ‘employability’, flock to these programmes due to their promises of hands-on, professionalizing experience. Surprisingly, these developments have not yet triggered a major reflection on what this teaching device means for the way our students are educated. I address this gap by critically examining their functioning, the different actors and their motivations and incentives. I argue that the introduction of development organizations into the teaching relationship challenges three core academic principles: scientificity, fairness and ethics. Drawing on my experience of managing a consultancy project module, I discuss the extent to which departments can address them.

Suggested Citation

  • Moritz Schmoll, 2022. "Training for the Industry: Examining the Use of Real-life Consultancy Projects in Development Studies Programmes," Progress in Development Studies, , vol. 22(3), pages 272-287, July.
    • Handle: RePEc:sae:prodev:v:22:y:2022:i:3:p:272-287
    DOI: 10.1177/14649934221075176
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    References listed on IDEAS

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    1. Aidan R. Vining & David L. Weimer, 2002. "Introducing policy analysis craft: The sheltered workshop," Journal of Policy Analysis and Management, John Wiley & Sons, Ltd., vol. 21(4), pages 697-707.
    2. Philip Camill & Kathleen Phillips, 2011. "Capstones and practica in environmental studies and sciences programs: rationale and lessons learned," Journal of Environmental Studies and Sciences, Springer;Association of Environmental Studies and Sciences, vol. 1(3), pages 181-188, September.
    3. Büthe, Tim & Major, Solomon & Souza, André de Mello e, 2012. "The Politics of Private Foreign Aid: Humanitarian Principles, Economic Development Objectives, and Organizational Interests in NGO Private Aid Allocation," International Organization, Cambridge University Press, vol. 66(4), pages 571-607, October.
    4. Scott W. Allard & Jeffrey D. Straussman, 2003. "Managing intensive student consulting capstone projects: The Maxwell school experience," Journal of Policy Analysis and Management, John Wiley & Sons, Ltd., vol. 22(4), pages 689-701.
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    Cited by:

    1. Soyeun Kim & Muyun Wang & Jin Sato, 2023. "Development Knowledge in the Making: The Case of Japan, South Korea and China," Progress in Development Studies, , vol. 23(3), pages 275-293, July.

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