Course syllabus · Winter 2026

International Development Projects: Advanced Topics

DVM 4160 · School of International Development and Global Studies, Faculty of Social Sciences, University of Ottawa

← All courses

Instructor

I have spent most of my life working for non-profits in economic development and the environment. I worked overseas for the first 15 years of my career, supporting initiatives that engaged communities, businesses, and other stakeholders to collaborate for positive social change. I currently work for World University Service of Canada (WUSC) as Director of Technical Services, where I support organizations and individuals to learn from practice and to plan for and evaluate organizational and individual goals. I’ve also recently taken on a new role here at uOttawa as the founding Executive Director of the new Global Development Policy and Practice Hub. I’m passionate about experiential learning and am looking forward to supporting students in this class to develop your own skills to learn through experience and to create a plan that will carry you through your time at the University of Ottawa and beyond.

Questions sent by email should receive a response within two business days, or during the following class if it takes place within 48 hours of the email.

Before emailing a question, please fully read this syllabus and explore the associated resources. The answers to many questions can be found here, and students may be referred back to the syllabus if the answer is already available. Please allow at least two business days for a response before pursuing another route of communication.

Back to top

Course Description

Official description

Advanced topics in the study of international development projects. Traditional vs. current approaches to the project cycle. Costing and budgeting. Human resources management and risk management in the context of international development projects. Various methods of project evaluation. Alternatives to results-based management (adaptive administration, participatory planning, outcome mapping, complexity).

Additional description

The most popular (and most criticized) mode of intervention in international development and humanitarian aid programs is the international development project. Basic project management skills are a foundation for development professionals and organizations alike. At the same time, many of the assumptions that underpin typical project management cycles — including that outcomes are easily measured, risks understandable and controllable, and relationships between cause and effect linear and knowable — are questionable at best.

This class will introduce students to key concepts of systems thinking and complexity in the context of adaptive project management. Students should, by the end of the course, have a solid understanding of key models of systems thinking and systems change, and an understanding of how to apply these to key project management processes and decisions. The major focus of the class will be on using systems thinking tools to diagnose key development problems and identify potential solutions. We will also explore the use of systems theory informed processes for monitoring, evaluation, and learning. Because of time constraints, we will not be able to dive into full project cycle management techniques, but will take time to discuss how systems thinking habits and tools can support adaptive project management through scenarios, games and experiential learning techniques.

Throughout the course we will refer to more traditional forms of project management to elucidate some of the differences between a complex adaptive systems approach to management. We will try, as much as possible, not to set these up as ‘straw men.’ Instead, we will examine the strengths of these approaches to explore how alternative approaches to management can build on them.

I hope that some of the ideas and tools that we discuss in this class will be useful for you in your future careers and in your personal lives.

Back to top

Learning Outcomes

General

  • Understand some of the key principles of systems thinking and complexity
  • Learn some of the key habits and tools of systems thinking
  • Develop capacity to apply these tools to development project management
  • Practice using systems thinking tools to map a key development problem
  • Practice using systems thinking tools to understand and critique a specific development intervention

Specific

  • Develop a better understanding of your own approach to decision making
  • Produce reflective assessments through a learning journal throughout the course
  • Engage in a systems thinking and design exercise in collaboration with other students and external stakeholders
  • Learn to develop and manage a systems-informed and complexity-aware theory of change

Back to top

Teaching Methods

Classes will be structured around lectures and in-class activities, including small group discussions, role playing scenarios, and written reflection exercises. In general, each class will be structured around a short lecture and an activity, scenario or guest lecture. Students are expected to complete the assigned readings before class. They will be encouraged to reflect on their learning each week by keeping a journal.

Back to top

Reflection

Personal and team reflection is a crucial component of adaptive management, systems thinking, experiential learning, and of this course. In reflective activities, students express how they are processing an experience and what learning they are drawing from that experience. Students are prompted through written or oral activities to analyze and think critically about their experience. Reflection helps students connect their past and present experiences and understand their own motivations. They often develop their own narratives about their learning processes, both within the course and beyond. It is this intentional process of reflection that generates the learning from experience and leads to the achievement of particular learning objectives.

Reflective writing should answer questions such as:

  • What happened?
  • What knowledge did you take from the course and use in your individual and group projects?
  • What was different than you expected, or is different from your prior knowledge?
  • What might this mean or tell you? Is there anything you need to learn more about?
  • How will this impact you personally? How have your views or understanding changed?
  • What will you do differently as a result of this learning or experience?
  • What might this mean for the field, work, or subject area?
  • How did I influence what happened?
  • Why did I behave in that way?
  • Why might I have felt the way I did during the situation, and now, when reflecting on it?
  • How has who I am affected my view of what happened, my values, opportunities, life choices, and subsequently my reflections?
  • What beliefs or ways of challenging my assumptions will allow me to look at this from others’ perspectives?

The course will make use of a learning journal to support reflection, and the questions above can serve as prompts. This syllabus includes a number of reflective questions that can be used to structure your thoughts in your learning journal. As a course that draws upon experiential learning, we have included questions that focus both on your personal life experiences and on your emerging understanding of development management. You should feel free to draw upon either set of questions, or make up your own as you go.

Back to top

Course Calendar

Module 1 — Welcome & Course Introduction

January 15

Learn

  • Course objectives and evaluation methods
  • Setting the stage: the many, many reasons that development projects fail
  • Recap of traditional development project management cycles

Reflect

  • Why did I enroll in this course?
  • What are my expectations about this course?
  • What are your main objectives for this course?

Act

  • In class: discussion exercise on expectations and objectives for the course, to be submitted to the instructor
  • In class: group exercise on systems thinking

Read

Module 2 — Introduction: Thinking in Systems

January 22

Learn

  • Review of traditional approaches to development project planning — logic models and PMFs
  • Understanding complexity and why projects fail

Reflect

  • Think back to what you have learned about project management in previous courses, internships, private reading, and so on. What are the key benefits of logic models and traditional project management tools?
  • Where do you see connections between traditional project management tools and personal planning? Think about S.M.A.R.T. goals as popularized at uOttawa (and everywhere else).

Act

  • Build a logic model
  • Critique a logic model
  • Weep softly, then move on with your life

Read

  • Snowden, David J., and Mary E. Boone. “A Leader’s Framework for Decision Making.” Harvard Business Review, November 2007.
  • Stroh, David Peter. 2015. Systems Thinking for Social Change. White River Junction, VT: Chelsea Green Publishing. Ch. 1–3.

Also

Module 3 — Finding the Right Problem

January 29

Learn

  • Identifying a problem using systems tools
  • Describing ‘an event’
  • How to tell a systems story
  • How to explore ‘gaps’ between problems and existing solutions

Reflect

  • How has your education to date equipped you to diagnose and understand development problems?
  • How did using the Impact Gaps Canvas change your initial ideas about “the right solution” to this problem?
  • Which part of the canvas did you find most difficult to complete, and what does that tell you about where you need more research or collaboration?
  • In what ways did the canvas help you slow down “solutioneering” and focus more on understanding the system around the problem?

Act

  • In class: practice the use of the Impact Gaps Canvas
  • In class: guest lecture

Read

Module 4 — Events, Patterns, Structures and Mental Models: The Iceberg

February 5

Learn

  • Explain the Systems Iceberg model and its four levels (events, patterns, structures, mental models)
  • Compare the Iceberg model with the Water of Systems Change model
  • Apply systems thinking to analyze complex international development challenges

Reflect

  • Think of a recurring source of stress in your semester (pulling an all-nighter, a conflict with a roommate). When this happens, does “fixing it” feel like a victory? Why is it satisfying to put out a fire even if you know it will ignite again next week?
  • Looking at the iceberg model, why do you think development projects expend so much time and resources trying to ‘fix’ the events level?
  • Most project logframes are designed to measure events (outputs). How would you design an indicator to measure a shift in a mental model?
  • How does seeing the ‘bottom of the iceberg’ change how you would write the risk register for a project?
  • Think about the relationship between the “Global North” (donors) and the “Global South” (recipients). What is the underlying mental model that justifies why one group designs the solutions for the other?

Act

  • In-class exercise to practice the iceberg model

Read

Module 5 — Feedback and Causal Loops

February 12

Learn

  • Understand the concept of feedback in systems thinking
  • Learn about the use of causal loop diagrams in systems thinking
  • Explore tools such as Kumu to draw and develop causal loops

Reflect

  • Think about a “bad habit” loop in your life (stress → procrastination → more stress), or a “good habit” loop (exercise → energy → more exercise). What was the kick-starter event that set this loop in motion? Is it harder to stop a vicious cycle once it’s moving, or to prevent it from starting? Why?
  • In development we often see “poverty traps” (low income → poor nutrition → poor health → low productivity → low income). Most projects try to intervene at one point. If the loop is strong, why does a single intervention often fail to stop the momentum? Conversely, how can we design a project to create a “virtuous cycle” of local ownership that continues to grow after the NGO or development project leaves?

Act

  • Practice developing causal loops with Kumu
  • In class: guest lecture

Read

February 19 — Reading week. No class.

Module 6 — Feedback and Communication

February 26

Learn

  • Understand the importance of communication and listening in adaptive management and systems thinking
  • Understand how ‘listening’ to a system moves beyond pre-defined indicators
  • Practice methods to adapt theories of change or processes as new information is received
  • Understand how coaching and non-directional management practices can support adaptive management

Reflect

  • How do I feel when I am really listened to? How do I feel when I am not being listened to?
  • What physical signs tell me that I am fully engaged as a listener?
  • What assumptions or biases may affect my ability to listen to my peers?
  • What does it mean for a project manager or project team to listen?
  • What do you think are the structural barriers that keep project managers from listening to and engaging beneficiaries? Are there any feedback loops at play?
  • How would project management tools look different if we seriously considered project ‘beneficiaries’ as partners?

Act

  • Continue using Kumu (debrief)
  • Listening exercise (see Levels of Listening)
  • Guest lecture

Read

Additional (if you have the interest and energy)

  • Brooks, David. 2023. How to Know a Person: The Art of Seeing Others Deeply and Being Deeply Seen. Random House. Ch. 1–2.

Module 7 — Theories of Change

March 5

Learn

  • Learn how to develop theories of change that draw upon systems thinking and complexity concepts
  • Understand the key differences and similarities between theories of change and logic models
  • Practice developing a theory of change that incorporates elements of feedback and different levels of change

Reflect

  • How comfortable are you with using text versus drawings in visualizing change? Why do you think systems thinkers often rely on drawings?
  • How would you clarify assumptions within a theory of change?

Act

  • In class: guest lecture

Read

  • Valters, Craig. 2015. Theories of Change: Time for a Radical Approach to Learning in Development. London: Overseas Development Institute and the Asia Foundation.
  • Theory of Systems Change
  • Two Loop Model

Module 8 — Evaluation and Learning, Part I

March 12

Learn

  • Understand how systems thinking and complexity can influence monitoring and evaluation in development projects
  • Learn how to use the Most Significant Change approach to monitoring development projects

Reflect

  • What stories do you tell about your own life? How does narrative play a role?
  • How can you use narrative to better understand the world around you and the systems that impact you?
  • How do you think stories can play a role in understanding change in development projects?

Act

  • Most Significant Change exercise / simulation
  • Guest lecture

Read

Go deeper

  • Chambers, Robert. 2014. Into the Unknown. Practical Action Publishing. Ch. 4, 5, 6.

Module 9 — Evaluation and Learning, Part II

March 19

Learn

  • Understand how systems thinking and complexity can influence monitoring and evaluation in development projects
  • Learn how to develop broader narratives of systems change from Most Significant Change stories

Reflect

  • How do you connect individual observations of change with change in the broader system?
  • How can you try to step back and see the big picture?

Act

  • Presentation from outside resource person

Read

  • Stroh, David Peter. 2015. Systems Thinking for Social Change. Ch. 8–9.

Module 10 — Adaptation and Learning

March 26

Learn

  • Distinguish between single-loop learning (correcting errors within existing rules) and double-loop learning (questioning the underlying rules and assumptions) using the Systems Iceberg
  • Formulate adaptive management strategies by interpreting feedback loops and “weak signals” from project stakeholders

Reflect

  • Think of a time a plan — personal or professional — failed. Did you try to fix it by doing more of the same thing (working harder), or did you change your underlying strategy? Why is it so hard for large organizations to change strategy mid-stream?
  • In the Iceberg model, ‘events’ are what we see. In a development project, what is the difference between monitoring an event (“attendance dropped”) and monitoring a mental model (“trust in the institution dropped”)?

Act

  • Design a “pause and reflect” mechanism for a development project that allows for structural iteration rather than just activity correction

Read

Module 11 — Communicating Systems Change Processes

April 2

Learn

  • Learn methods for communicating and presenting complex ideas
  • Practice communicating change plans orally and through the use of visuals

Reflect

  • How can you choose specific parts of a systems story to communicate what you are trying to get across? How do you unbundle the various strings of spaghetti?
  • Are you more comfortable with oral, written or visual communication?
  • When you are presenting, how do you address the mental models of those you are communicating with? Do you try to ‘force’ complex stories into simple narratives to meet the needs of key stakeholders?

Act

  • TBD

Module 12 — Course Wrap-Up

April 9

Learn

  • Identify and reflect on core lessons from the class
  • Plan for future engagements in professional and personal life

Reflect

  • Questions TBD

Act

  • In-class feedback exercise

Back to top

Assessment

Policies and expectations

Attendance

Attendance in class is necessary to succeed in this course, as several activities will take place in person. The commitment of the learners, being at the core of any experiential learning process, requires significant investment both in and outside of class. Much of class time will be spent working on group projects and in collaboration with your peers. Missing class time means that you are not there to support your team. That said, life happens! Each student will be offered two free missed classes without reason. After this, each missed class will result in a deduction of 3 points on the year. Please communicate with the instructor regarding any absence.

Late assignments

All assignments are to be submitted by their due date and time. All late submissions without a prior extension will be immediately docked 5%, with an additional 5% for each subsequent day late, to a maximum of 5 days. After 5 days, all outstanding assignments will be given a grade of zero.

Use of artificial intelligence tools

Generative AI is increasingly used at all stages of a research project and when producing academic work. In the context of this class, most of your submitted work will reflect on experiences that you have had individually or in groups, and the products of your research will consist of visuals (such as causal loop diagrams) that result from your group discussion and analysis. AI should not be used to describe discussions or experiences that you did not have. You can, however, use generative AI tools to proofread your work or to assist in crafting work. Students who use generative AI should ensure they cite any external references appropriately, and should follow the guidelines available on the University of Ottawa Library AI guide.

Components of the final mark

EvaluationWeightDate
Weekly learning journals (1 page, typed or handwritten) 20% Submitted weekly on Tuesdays. 10 journal entries required, 2% each.
Take-home exam 20% April 24
Team project
  • Group contract (0%)
  • Impact Gaps Canvas (10%)
  • Iceberg model (10%)
  • Causal loop diagram (10%)
  • Final presentation (theory of change) and paper (20%)
 50%
  • Contract — Feb 13
  • Impact Gaps Canvas — Feb 20
  • Iceberg — Feb 27
  • Causal loop diagram — Mar 13
  • Final presentation and paper — Apr 2
Feedback assignments 5% March 13, in class
Participation 5% Based on discussion with the course instructor

Back to top

Required Materials

We will use most of the following book. The rest of the course materials are available on Brightspace.

  • Stroh, David Peter. 2015. Systems Thinking for Social Change: A Practical Guide to Solving Complex Problems, Avoiding Unintended Consequences, and Achieving Lasting Results. White River Junction, VT: Chelsea Green Publishing.

Back to top

Bibliography

  • Abercrombie, Rob, Katie Boswell, and Rosanna Thomasoo. 2018. Thinking Big: How to Use Theory of Change for Systems Change. NPC.
  • Capra, Fritjof. 2014. The Systems View of Life. Cambridge: Cambridge University Press.
  • Chambers, Robert. 1993. Challenging the Professions: Frontiers for Rural Development. Rugby: Intermediate Technology Publications.
  • Chambers, Robert. 2014. Into the Unknown. Practical Action Publishing. doi:10.3362/9781780448220.
  • “Dr. Peter Senge’s Take on Metamorphosis 2023: Urgency, Innovation, and Transformation.” 2023. Video.
  • Farley, Sara, Amanda L. Rose, and Christian Seelos. 2021. “The ‘Thou Shalt Nots’ of Systems Change.” doi:10.48558/0BXX-MP20.
  • Faul, Moira V., and Laura Savage. 2023. “Introduction to Systems Thinking in International Education and Development.” In Systems Thinking in International Education and Development, 1–25. Edward Elgar Publishing.
  • Hanger-Kopp, Susanne, Leonard Kwhang-Gil Lemke, and Julia Beier. 2024. “What Qualitative Systems Mapping Is and What It Could Be: Integrating and Visualizing Diverse Knowledge of Complex Problems.” Sustainability Science 19(3): 1065–78. doi:10.1007/s11625-024-01497-3.
  • Kushner, Jennifer, Laura Lazaro Cabrera, and Derek Cabrera. 2023. “Systems Evaluation (SysEval): Applying Systems Thinking to Evaluation.” Journal of Systems Thinking 3: 1–17. doi:10.54120/jost.0000038.
  • Lawrence, Michael. n.d. “Causal Loop Diagrams: A Short Handbook.” Victoria: Cascade Institute.
  • Meadows, Donella. 2011. Thinking in Systems. White River Junction, VT: Chelsea Green Publishing.
  • Ramalingam, Ben. 2015. Aid on the Edge of Chaos: Rethinking International Cooperation in a Complex World. Oxford University Press.
  • Snowden, David J., and Mary E. Boone. 2007. “A Leader’s Framework for Decision Making.” Harvard Business Review.
  • von Billerbeck, Sarah, Katharina P. Coleman, Steffen Eckhard, and Benjamin Zyla. 2024. “Local Knowledges in International Peacebuilding: Acquisition, Filtering, and Systematic Bias.” International Studies Review 26(4): viae047. doi:10.1093/isr/viae047.

Back to top

Indigenous Affirmation

Ni manàdjiyànànig Màmìwininì Anishinàbeg, ogog kà nàgadawàbandadjig iyo akì eko weshkad. Ako nongom ega wìkàd kì mìgiwewàdj.
Ni manàdjiyànànig kakina Anishinàbeg ondaje kaye ogog kakina eniyagizidjig enigokamigàg Kanadàng eji ondàpinangig endàwàdjin Odàwàng.
Ninisidawinawànànig kenawendamòdjig kije kikenindamàwin; weshkinìgidjig kaye kejeyàdizidjig.
Nigijeweninmànànig ogog kà nìgànì sòngideyedjig; weshkad, nongom; kaye àyànikàdj.

We pay respect to the Algonquin people, who are the traditional guardians of this land. We acknowledge their longstanding relationship with this territory, which remains unceded.
We pay respect to all Indigenous people in this region, from all nations across Canada, who call Ottawa home.
We acknowledge the traditional knowledge keepers, both young and old.
And we honour their courageous leaders: past, present, and future.

Back to top

Additional Information

This information is also available on the Faculty of Social Sciences website, on the Student Hub page under « Resources, administrative policies and academic regulations ».

  • Intellectual property rights of course content. The professor retains copyright to all material created as part of their course, including online courses, unless they have entered into another copyright agreement.
  • Artificial intelligence and academic integrity. Consult your professor to obtain the parameters for using AI to complete assignments in their course, to avoid any fraud allegations.
  • Health and wellness. There are many resources available to help you.
  • Academic integrity and academic misconduct. For clarification, consult Academic Regulation A-4 or your professor.
  • Bilingualism at the University of Ottawa. Per Academic Regulation A-1: « Except in programs and courses for which language is a requirement, all students have the right to produce their written work and to answer examination questions in the official language of their choice, regardless of the course’s language of instruction. »
  • Deferred mid-term or final exam. Per Academic Regulation A-8.6, students must submit the online Declaration of Absence from an exam form within five working days following the exam in order to defer a mid-term or final exam. An administrative fee of $60 will be charged to the student’s account for each submission.

Back to top