Approaching Master programs on development from a human development perspective: exploring and comparing three experiences

Autores UPV
Año
CONGRESO Approaching Master programs on development from a human development perspective: exploring and comparing three experiences

Abstract

The quality assessment of academic programs is typically based on objective, quantitatively measurable criteria on the basis of the argument that education is essentially an investment in human capital, coherently with a largely market-centered conception of education and society. In this paper, we argue that core values of Human Development, such as wellbeing, participation and empowerment, equity and diversity, and sustainability, are equally relevant both personally and professionally and should be considered for assessing the quality of higher education, particularly in case of MA programs in development. Two are the research questions we want to address: first, how and to what extent these MA programs are effective in transmitting core values - such as participation, empowerment, equity, diversity and sustainability; second, if and to what extent these values are considered by the students relevant for their personal and professional life. Overall, the aim is to assess whether the Human Development paradigm can provide a new lens for a better understanding of what characterizes a high-quality training program.