Écoles, masters et doctorats / Schools, Masters and Doctorates / Enseignements / Teachings
ments cartographiques, d'apprécier les effets des diverses politiques publiques dans leurs inscriptions spatiales et de comprendre comment des mutations territoriales se mettent en place ainsi que les enjeux qu'elles soulèvent. Lectures principales demandées : REGHEZZAZITT, Magali, La France dans ses territoires, Sedes, Paris, 2016.
There will be no written ﬁnal exam, as grades will be awarded principally on the basis of a student's progress during the course of the seminar, taking into account that student's written submissions each week, her or his participation in mock negotiations, and most of all, her or his active participation in all class discussions. Workload : Various articles, excerpts from contract materials, and examples of project documents will be uploaded at the end of each class during the ﬁrst four weeks ; as noted above, each student is expect to familiarize himself or herself with these readings prior to the next class, when they will be discussed. These written materials are intended merely as background information to stimulate questions and comments in class. Submission of short written papers each week is designed to give each student the opportunity to apply the lessons learned and to demonstrate good analytical skills in as few words as possible. One would hope that a student would learn to instinctively react to technical, ﬁnancial, and operational issues as they are discussed and to apply that learning in their written work, in mock negotiations, and in further class discussions. Mastering some of these concepts and “tools” so as to instinctively react -- positively or negatively -- in a negotiation is an essential part of the negotiation process. Pedagogical Method : The ﬁrst three weeks of the seminar, and the ﬁrst week after the Spring break, will focus on building up a student's skills in considering the technical, ﬁnancial, social and legal aspects of an African development project. Students will be asked to express their opinions in class, to suggest alternatives, and to challenge the positions of other students -- and the professor. As stated above, active class participation is essential. We will examine key issues, negotiating strategies, and excerpts from various project agreements and discuss how the rights and obligations of the parties in those agreements might have been modiﬁed in favor of one party or another -- looking at each issue from the vantage point of each party to the negotiation. By preparing a draft term sheet and ﬁnancial projections and by participating in mock negotiations, students should gain sufﬁcient familiarity with various operational and ﬁnancial tools necessary for success in their future work, whether in the context of international development projects or otherwise. 1767
STRUCTURING AND NEGOTIATING INTERNATIONAL DEVELOPMENT PROJECTS : PRACTICAL SEMINAR FOCUSED ON AFRICA
Semester : Spring Number of hours : 24 Language of tuition : English
Teachers : Brian David FIX (Teacher). Prerequisite : As project development necessarily requires sustainability, an analysis of projected cash ﬂows and potential project ﬁnancing, a student should have some familiarity with basic accounting and ﬁnancial terms. Pedagogical Format : Seminar Course validation : As this is an inter-active seminar, by far, the most critical element of the grading and assessment process will be the extent to which each student participates actively in class discussions by offering comments during each lecture, asking discerning questions, and demonstrating both intellectual curiosity and a command of the material being discussed. The goal is to encourage each student to hone his or her analytical and negotiating skills so that by the end of the seminar, each feels comfortable arguing for a particular position and convincing others of the merits of that position. Students will be evaluated principally on their ability to understand the various technical