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2.0  Introduction

As an area of study, Development Studies is considered of relatively recent origin, evolving mostly during the post World War II period. However, considerable changes have occurred in the areas of its two basic foci: the development of countries of the South in the first instance, and relations between the North and South in the second. Because the evolution of Development Studies is as much a function of the complexities and the dynamics of development in the world affecting countries in both the North and the South, it becomes imperative to continuously reassess the field, as a field of study, in light of changes. Changes in the international environment, including changes in the status of developing countries (some of whose economies are growing faster than those in the industrialized North), the fall of East and Central Europe, the increasing trend toward open economies, and the rapid growth of communication and information technologies have all made the need for a reassessment important.

Development Studies programs in Canada are in varying stages of growth and development. As a result of these major changes in the international environment, the Development Studies program at the University of Calgary decided in the summer of 1993 that it was time to do an internal examination, and to conduct such an examination in the context of understanding the status of similar programs in Canada. In partnership with IDRC, this became a broader study of undergraduate Development Studies programs across Canada.

The present research project is a result of a positive collaboration between undergraduate Development Studies programs in Canada and IDRC in examining the state of undergraduate Development Studies education. The goal is to strengthen these programs' efforts to prepare students for a new and challenging international environment.

Objectives
The following were the objectives of this research project:

• To describe Development Studies programs in Canada in terms of their curricula, resources, administrative structure and student populations.
• To assess perceptions of coordinators, instructors and students of the quality and directions of these programs.
• To develop a directory of resources/ institutions/individuals.
• To identify future directions for further collaboration among programs.

Research Questions
The following research questions flow directly from the objectives:

• What is the nature of undergraduate Development Studies programs in Canada in the areas of curricula and administration?
• What are the resources associated with these undergraduate Development Studies programs?
• What are the challenges facing undergraduate Development Studies programs?
• What are the challenges and barriers for instructors teaching Development Studies courses?
• What are the aspirations and desires of the students regarding course content and job prospects?
• What should be the future direction of Development Studies programs?

Methods
This study was conducted in three phases. The first phase involved a review of the literature on Development Studies. The second phase included a survey of coordinators, instructors, and a sample of students. A survey of program content was also conducted. The third phase involved meetings with the coordinators to further elaborate on the study's findings and to discuss recommendations on future program directions.

Data Collection
In the summer of 1993, a survey of department heads was conducted to identify programs, coordinators and course instructors. Eleven undergraduate Development Studies programs were identified through this first step and all eleven participated in this study. A list of 450 instructors teaching Development Studies courses was prepared from 44 universities across Canada. A list of 25 students each from Development Studies programs at Dalhousie and Guelph was provided by the respective program coordinators for the student survey. A third pool of 32 students (the entire population of majors) at Calgary completed the student sample. The following steps were taken for data collection on programs:

• survey of deans/department chairs/coordinators
• survey of Development Studies coordinators
• survey of Development Studies instructors
• survey of Development Studies students in three universities (Calgary, Dalhousie and Guelph)
• analysis of program content and requirements

Instrument
Questionnaires were designed separately for coordinators, instructors, and students by the researchers. The questionnaires had both closed and open ended questions. All three questionnaires consisted of three sections - program/course content, program structure and resources, program perceptions and demographic information (see Appendices A, B and C).

The survey instrument was sent to all participants by mail in the Fall of 1993. Data analysis was done in early 1994.

Post-survey elaboration
The preliminary results of the findings were sent to program instructors, a group of instructors and students who were to meet at the Banff Centre in May, 1994. This workshop provided an opportunity to reflect and elaborate on the study findings and to arrive at an action plan for future collaborative activities.