Tuition fee EU nationals (2025/2026)
Tuition fee non-EU nationals (2025/2026)
The programme, conducted in English, offers opportunities to learn relevant languages for humanitarian response. Staff mobility enables and enhances curriculum internationalization and strengthens the consortium’s global South-North humanitarian action network.
Structure
Semester 1, in Iscte (Portugal), provides a global approach to humanitarian action.
In Semester 2, hosted at NTNU (Norway), students delve into a specialisation in global health, innovation and entrepreneurship, humanitarian design and advanced research methodology.
Summer Schools are held between the semester 2 and 3. This two-week ECTS-bearing module provides students with contact with institutions (APs) that implement life-saving interventions in countries affected by humanitarian crises, namely Cape Verde (intake 1 – June 2026), Greece (intake 2 – June 2027), Uganda (intake 3 – June 2028) and Mozambique (intake 4 – June 2029).
Semester 3, at Makerere (Uganda) has an internship on social support for HA to apply knowledge, along with development studies and tools to deal with high volatile contexts due to war-induced conflicts or climate disasters.
In Semester 4, the student intake is split into universities and APs from five continents: Europe, Asia, Africa, the Middle East and South America to develop the research and finish the dissertation.
Over the two years, students are given the opportunity to learn a language in different semesters: Portuguese in the 1st semester, Kiswahili in the 3rd semester and Spanish or Arabic in the 4th semester.
Programme Structure for 2025/2026
| Curricular Courses | Credits | |
|---|---|---|
| 1st Year | ||
|
Management in Humanitarian Action
6.0 ECTS
|
Scholar Group > Mandatory Courses | 6.0 |
|
Concepts, Fundaments and Challenges in Humanitarian Action
6.0 ECTS
|
Scholar Group > Mandatory Courses | 6.0 |
|
Innovation in Global Health
7.0 ECTS
|
Scholar Group > Mandatory Courses | 7.0 |
|
Public Health in Humanitarian Action
6.0 ECTS
|
Scholar Group > Mandatory Courses | 6.0 |
|
Humanitarian Design and Technology
7.0 ECTS
|
Scholar Group > Mandatory Courses | 7.0 |
|
Research Design
6.0 ECTS
|
Scholar Group > Mandatory Courses | 6.0 |
|
Advancing Perspectives in Public Health
7.0 ECTS
|
Scholar Group > Mandatory Courses | 7.0 |
|
Environmental Risk and Societal Resilience
6.0 ECTS
|
Scholar Group > Optional Courses > Optional Courses - Iscte | 6.0 |
|
Participatory Evaluation in Humanitarian Action
6.0 ECTS
|
Scholar Group > Optional Courses > Optional Courses - Iscte | 6.0 |
|
Project Management in Humanitarian Action
6.0 ECTS
|
Scholar Group > Optional Courses > Optional Courses - Iscte | 6.0 |
|
Statistical and Epidemiological Methods
7.0 ECTS
|
Scholar Group > Optional Courses > Optional Courses - NTNU | 7.0 |
|
Qualitative Research Methods
7.0 ECTS
|
Scholar Group > Optional Courses > Optional Courses - NTNU | 7.0 |
| 2nd Year | ||
|
Environment, Climate Change and Natural Resources
6.0 ECTS
|
Scholar Group > Mandatory Courses | 6.0 |
|
Conflict, Security and Development
6.0 ECTS
|
Scholar Group > Mandatory Courses | 6.0 |
|
Summer School: Humanitarian Response Intervention and Methodology
6.0 ECTS
|
Scholar Group > Mandatory Courses | 6.0 |
|
Fieldwork/Internship
6.0 ECTS
|
Scholar Group > Mandatory Courses | 6.0 |
|
Advanced Counselling in Social Work
6.0 ECTS
|
Scholar Group > Mandatory Courses | 6.0 |
|
Dissertation in Coordinated Humanitarian Response
30.0 ECTS
|
Final Work | 30.0 |
Management in Humanitarian Action
Students who complete the course should be able to:
LG1: Identify and be able to apply the main management paradigms in the context of humanitarian action.
LG2: Define the best solution to manage processes and relations between organizations in the context of humanitarian action.
LG3: Identify the main management challenges in the context of humanitarian action.
S1. Managing networks in humanitarian action
S2. Introduction to management in differentiated contexts
S3. Strategic management in humanitarian action
S4. Introduction to human resources management in humanitarian context
S5. Budgeting in humanitarian action
OPTION 1: Assessment throughout the semester
50% final group work
50% written test
Passing the course in the periodic assessment mode requires a minimum mark of 8 (out of 20) in each of the assessment components.
To remain in assessment throughout the semester, students must attend at least 80% of classes.
OPTION 2: Exam
100% final written test
- Villa, S., Urrea, G., Castañeda, J.A. & Larsen, E.R. (2019). Decision?making in Humanitarian Operations: Strategy, Behavior and Dynamics. Palgrave-Macmillan
- Heintz, H-J, Thielberger, P. (2018). International Humanitarian Action. Springer
- Vojvodic, K., Dujak, D. & Plazibat, I. (2015). Humanitarian Supply Chain Management: a theoretical review. International OFEL Conference on Governance, Management and Entrepreneurship, Zagreb, 740-753.
- Kovacs, G. & Spens, K. (2007). Humanitarian logistics in disaster relief operations. International Journal of Physical Distribution and Logistics Management, Vol 37, N. 2,pp. 99-114.
- Ramalingam, B., Mitchell, J., Borton, J. & Smart, K. (2009). Counting what counts: performance and effectiveness in the humanitarian sector. ALNAP Review of Humanitarian Action.
- OECD (2009). Better Aid Managing Aid Practices of DAC Member Countries: practices of DAC Member Countries, OECD Publishing
- MacGinty, R. & Peterson, J. H. (2015). The Routledge companion to humanitarian action. Routledge.
- James, E. (2008). Managing humanitarian relief: an operational guide for NGO?s. Intermediate Technology Publications Ltd.
- Humanitarian Action Partnershing (2010). HAP Standard in Accountability and Quality Management
- Clarke, P. (2013). Who is in Charge here? A literature review on approaches in humanitarian organizations. ALNAP/ODI.
- Abu-Sada, C. (2012). Dilemas, Challenges, and Ethics of Humanitarian Action. McGill Queen?s Press
- OCHA (ND). OCHA on message: humanitarian principles. OCHA.
Concepts, Fundaments and Challenges in Humanitarian Action
By the end of this course students should be able to:
Knowledge:
LO1 Describe the key concepts and principles of humanitarian action (HA).
LO2 Analyse the historical evolution, institutional and political framework, key actors, policies and strategies in HA.
LO3 Distinguish different types of humanitarian situation and main forms of humanitarian response, as well as the challenges and implications implicit in different options.
Attitudes:
LO4 Critically assess the state of the art in humanitarian action and other related areas of international response, such as development aid and peacebuilding.
Competencies:
LO5 Identify and substantiate the key arguments contained in humanitarian action debates.
LO6 Apply theoretical knowledge in practice, namely through case studies.
CP1 Introduction to the key concepts of Humanitarian Action: definitions, principles, norms and ethical dilemmas
CP2 History of Humanitarian Assistance
CP3 Evolution of Humanitarian Intervention
CP4 Double and Triple Nexus: the relations between AH, Peacebuilding and Development
CP5 Future of Humanitarian Action
OPTION 1: Assessment throughout the semester
20% Group exercises presented in class (preparation and presentation of case studies); attendance at 2/3 of classes, oral interventions in class and demonstrated commitment to learning;
20% Mid-term written test on concepts of HA;
60% Individual final essay.
OPTION 2: Exam season
Individual final essay (100%).
Allen, T., MacDonald, A., & Radice, H. (Eds.). (2018). Humanitarianism: A dictionary of concepts. Routledge.
Barnett, M. N. (2021). The Humanitarian Club. In Global Governance in a World of Change, 155, Cambridge UP. https://www.cambridge.org/core/books/global-governance-in-a-world-of-change/C0DC56A9BFB9580143D001A373113501
De Haas, H. (2024). Como funciona realmente a migração: Um guia factual sobre a questão que mais divide a política. Lisboa: Temas e Debates.
Hanatani, A., Gómez, O. A., & Kawaguchi, C. (Eds.). (2018). Crisis Management Beyond the Humanitarian-Development Nexus. Routledge.
Heintze, H. J., & Thielbörger, P. (2018). International Humanitarian Action. NOHA Textbook: Springer International Publishing.
Mac Ginty, R., & Peterson, J. H. (2015). The Routledge companion to humanitarian action. Routledge.
Maxwell, D., & Gelsdorf, K. H. (2019). Understanding the humanitarian world. Routledge.
Barnett, M. (2011). Empire of Humanity: A History of Humanitarianism. Ithaca, NY: Cornell University Press.
Broussard, G., Rubenstein, L. S., Robinson, C., Maziak, W., Gilbert, S. Z., & DeCamp, M. (2019). Challenges to ethical obligations and humanitarian principles in conflict settings: a systematic review. Journal of International Humanitarian Action, 4(1), 15. available at https://link.springer.com/article/10.1186/s41018-019-0063-x
Chimni, B. S. (2018). Global compact on refugees: one step forward, two steps back. International Journal of Refugee Law, 30(4), 630-634.
Crisp, J. (2021). The Syrian Emergency: A Catalyst for Change in the International Refugee Regime, Journal of Refugee Studies, 34 (2):1441–1453, https://doi.org/10.1093/jrs/feab009
Crossley, N. (2020). Consistency, Protection, Responsibility: revisiting the debate on selective humanitarianism. Global Governance: A Review of Multilateralism and International Organizations, 26(3), 473-499.
Gordon, S., & Donini, A. (2015). Romancing principles and human rights: are humanitarian principles salvageable. Int'l Rev. Red Cross, 97, 77. available at http://eprints.lse.ac.uk/65505/1/Gordon_Romancing%20principles_2016.pdf
Khan, T.; Dickson, K., Sondarjee, M. (eds) (2023). White Saviourism in International Development. Theories, Practices and Lives Experiences. Daraja Press.
Lie, J.H.S. (2020). The humanitarian-development nexus: humanitarian principles, practice, and pragmatics. Int J Humanitarian Action 5, 18 https://doi.org/10.1186/s41018-020-00086-0
Quinton-Brown P. (2020). The South, the West, and the meanings of humanitarian intervention in history. Review of International Studies, 46(4):514-533. doi:10.1017/S0260210520000236
Weiss, T. G. (2014). A Cultura Humanitária Contestada em Zonas de Guerra. Contexto Internacional, 36, 305-348. https://www.scielo.br/j/cint/a/pPR4fZCmtLxtxHkMX7xvT3M/?lang=pt&format=html&stop=previous
Khan, T.; Dickson, K., Sondarjee, M. (eds) (2023). White Saviourism in International Development. Theories, Practices and Lives Experiences. Daraja Press.
Lie, J.H.S. (2020). The humanitarian-development nexus: humanitarian principles, practice, and pragmatics. Int J Humanitarian Action 5, 18 https://doi.org/10.1186/s41018-020-00086-0
Quinton-Brown P. (2020). The South, the West, and the meanings of humanitarian intervention in history. Review of International Studies, 46(4):514-533. doi:10.1017/S0260210520000236
Weiss, T. G. (2014). A Cultura Humanitária Contestada em Zonas de Guerra. Contexto Internacional, 36, 305-348. https://www.scielo.br/j/cint/a/pPR4fZCmtLxtxHkMX7xvT3M/?lang=pt&format=html&stop=previous.
Innovation in Global Health
Public Health in Humanitarian Action
At the end of this CU, students should be able to:
LO 1: Discuss the history, underlying principles, and key areas of practice in public health and apply this knowledge to contemporary health issues and contexts of action in Humanitarian Emergencies
LO 2: Apply multidisciplinary perspectives such as social structures, epidemiology, clinical practice, community development, governance, and health policies, to explore public health issues and practices.
LO 3: Demonstrate mastery in the selection, analysis, evaluation, and use of information relevant to public health issues and actions with a contextual understanding of specific research methods.
LO 4: To know the main needs and care inherent to Medical-Humanitarian Emergencies, showing their specificities and the dynamics that cross them.
LO 5: Plan, develop and propose effective responses to public health issues, which demonstrate mastery of the underlying principles of public health and its main fields of practice.
PC 1: Humanitarian Emergencies and Public Health
1. The Role of Public Health in Emergencies: History, Determinants and Priorities
2. Medical-Humanitarian Emergencies: co-ordination and actors
PC 2: Public Health Information in Humanitarian Emergencies:
1. Epidemiology, surveillance and public health indicators
2. Evaluation in Emergencies: Designing a Health Programme
PC 3: Health Care in Humanitarian Emergencies
1. Child and Neonatal Health
2. Mental Health, Psychosocial Support and Protection
3. Maternal, Sexual and Reproductive Health
PC 4: Health and Complex Humanitarian Emergencies - Needs of Affected Populations
1. Natural Disasters, Conflicts and Malnutrition and Food Security
2. Migrant and Refugee Health
3. Epidemics in humanitarian contexts
4. Water, Sanitation, Hygiene and Health Promotion
PC 5: Risks, Challenges and Opportunities for Future Humanitarian Emergencies
1. Innovation in Health and the Humanitarian-Development-Peace Nexus
2. Climate Change
Students can choose one of the two assessment methods provided for in the course: 1) assessment throughout the semester; 2) assessment by exam.
- Assessment throughout the semester has two components: 1) Individual component - completion of a written test; 2) Group component - preparation of a group assignment, for presentation in class (with delivery of the corresponding presentation support), corresponding to a research project with the design of a health programme adapted to a specific context. The final grade is the result of a weighted average of the two assessment moments: group project (60%); individual written test (40%), provided it is equal to or higher than 7 marks. Students who do not obtain a minimum mark of 7 in the test will fail the course and will be admitted to assessment by exam. Assessment throughout the semester requires students to attend at least 50% of classes. Participation in class and via the Moodle platform is valued.
- Assessment by examination takes place exclusively during the assessment period and covers all the material taught in the course. It consists of an individual written test. Students who have opted for this form of assessment and students who have not passed the assessment form during the semester are admitted to this form of assessment.
• Save the KidsUK. Toolkits: A practical guide to planning, monitoring, evaluation and impact assessment. Downloadable at: http://www.savethechildren.org.uk/resources/online-library/toolkits-practical-guideplanning-monitoring-evaluation-and-impact
• Teller, Siri and Roche, Niall (eds). Public Health in Humanitarian Action. University of Copenhagen, Copenhagen, 2016. – downloadable at http://globalhealth.ku.dk/phha/
• The Sphere Project. Humanitarian Charter and Minimum Standards in Humanitarian Response. Available online: http://www.spherehandbook.org/en/the-humanitariancharter/ ; https://spherestandards.org/handbook/editions/
• FAO (2020) Impacts of COVID-19 on food security and nutrition: developing effective policy responses to address the hunger and malnutrition pandemic. http://www.fao.org/3/cb1000en/cb1000en.pdf
• Integrated Food Security Classification. Technical Manual Version 3.0 (2019): http://www.ipcinfo.org/fileadmin/user_upload/ipcinfo/manual/IPC_Technical_Manual_3_Final.pdf
• International Federation of Red Cross and Red Crescent Societies, Geneva (2019). The cost of doing nothing. https://media.ifrc.org/ifrc/wp-content/uploads/sites/5/2019/09/2019-IFRC-CODN-EN.pdf
• MSF (2012). Assessment toolkit: practical steps for the assessment of health and humanitarian crises: https://evaluation.msf.org/sites/evaluation/files/assessment_toolkit.pdf
• MSF (1997) Refugee Health. http://refbooks.msf.org/msf_docs/en/refugee_health/rh.pdf
• MSF (2006) Rapid Health Assessment of refugee or displaced populations: http://refbooks.msf.org/msf_docs/en/rapid_health/rapid_health_en.pdf
• MSF (2013) Management of a measles epidemic: https://medicalguidelines.msf.org/viewport/mme/english/management-of-a-measles-epidemic-30542833.html
• MSF (2011) The Priorities. https://evaluation.msf.org/sites/evaluation/files/the_priorities_uk_2011.pdf
• MSF (2018) Management of a cholera epidemic: https://medicalguidelines.msf.org/viewport/CHOL/english/management-of-a-cholera-epidemic-23444438.html
• WHO Prevention and control of cholera outbreaks: WHO policy and recommendations: https://www.who.int/cholera/technical/prevention/control/en/
Humanitarian Design and Technology
Research Design
At the end of the CU students should be able to:
1) recognize and use different types of methodological strategies, mastering its theoretical, methodological and technical requirements, in order to make adequate choices;
2) identify central problems in research design, from problem definition to conceptualisation, operationalization, observation and proposal writing;;
3) write a research and/or intervention project proposal.
1. Research as a producer of knowledge to know and/or to intervene.
1.1. Empirical research as theoretically oriented.
1.2. Research as problem solving: diagnosis, evaluation, intervention.
1.3. Ethics in different types of research.
2. How to design a research project and/or intervention.
2.1. Formulation of the problem and definition of objectives.
2.2. Conceptualization.
2.3. Operationalization and observation.
2.4. Project's design.
3. Methodological strategies.
3.1. Adequacy of the methodological strategies to the objectives of tthe research.
3.2. Extensive research: large surveys, statistical databases, etc..
3.3. Intensive research: case studies, field research, participant observation, ethnographic approach, etc.
3.4. Action research and social intervention.
3.5. Comparative research: objectives and problems of comparison.
3.6. Mixed methods.
The learning process proceeds trough theoretical-practical classes, seminar presentations and debate (which are given prevalence), tutorials and students' autonomous work.
|
Evaluation along the semester, comprising the following components:
(a) Class participation and presentation of the research and/or intervention project (35%)
b) Final written work: research project and/or intervention (65%).
OR
Final assessment, consisting of a final written work: research project and/or intervention, complemented with an oral discussion, if the teacher considers necessary (100%).
The evaluation of this course does not include a final exam.
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Roberts, B. 2007 Getting the Most Out of the Research Experience. London: Sage.
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European Institute of Public Administration (2004) Improving an organization through self-assessment? common assessment framework. Maastricht: European Institute of Public Administration.
Dogan, M & Pelassy, D (1990, 1984) How to Compare Nations. Strategies in Comparative Politics. New Jersey: Chatham House Publishers.
Carvalho, H (2004) Análise Multivariada de Dados Qualitativos. Lisboa: Sílabo.
Calley, N. (2011). Program development in the 21st Century: an evidence-based approach to design, implementation and evaluation. Thousand Oaks: Sage.
Brannen, J (2005) Mixed methods research: a discussion paper, Economic & Social Research Council, National Centre for Research Methods. URL: http://eprints.ncrm.ac.uk/89/1/MethodsReviewPaperNCRM-005.pdf
Brady, H E & Collier, D (2004) Rethinking Social Inquiry: Diverse Tools Shared Standards. Lanham: Rowman & Littlefield Publishers.
Booth, W C, Colomb, G G e Williams, J M (2003) The Craft of Research. Chicago: The University of Chicago Press.
Bertaux, D. (2020) As narrativas de vida. Lisboa: Mundos Sociais.
Beckett, C (2010) Assessment and intervention in social work. Sage Publications: London.
Na medida em que o desenho de pesquisa pode ter algumas especificidades em função da área científica de pesquisa, listam-se abaixo algumas sugestões de suporte bibliográfico.
Becker, Howard S. (2017) Evidence, Chicago, The University of Chicago Press.
Mestrado em Sociologia
Shaw, I, Briar-Lawson, K, Orme, J & Ruckdeschel, R 2010 The Sage Handbook of Social Work Research. Londres: Sage.
Hardwick, L et al (eds) 2017 Innovations in Social Work Research. London: Jessica Kingsley Publishers.
Bell, L 2017 Research methods for Social Workers. Londres: Palgrave.
Mestrado em Serviço Social
Toshkov, D 2016 Research Design in Political Science. London: Palgrave.
Howard, C 2017 Thinking Like a Political Scientist: A Practical Guide to Research Methods. Chicago: University of Chicago Press.
Filho, Dalson Britto Figueiredo; Paranhos, Ranulfo; Rocha, Enivaldo Carvalho da; Silva Junior, José Alexandre da; Santos, Manoel Leonardo Wanderley Duarte 2012 Levando Gary King a Sério: Desenhos de Pesquisa em Ciência Política. In Revista Eletrônica de Ciência Política 3 (1-2), pp. 86-117.
Capucha, L. e Caramelo, S. (2024). Ciências Sociais Aplicadas - Planeamento e Avaliação de Políticas Públicas. Coimbra: Almedina.
Bukve, O 2019 Designing Social Science Research. Cham: Palgrave.
Mestrado em Políticas Públicas
Treadwell, D, & Davis, A 2016 Introducing communication research: Paths of inquiry. Thousand Oaks: SAGE Publications, 3ª ed.
Silverman, D. (2017) Doing Qualitative Research. Londres: Sage. https://us.sagepub.com/en-us/nam/doing-qualitative-research/book251108
Quan-Haase, A., & Sloan, L. (eds.). 2022 The SAGE handbook of social media research methods. Sage.
Kubitschko, S., & Kaun, A. (eds). 2016 Innovative methods in media and communication research. Cham: Palgrave Macmillan.
Hine, C. (2017). Digital Ethnography. In The Wiley-Blackwell Encyclopedia of Social Theory, B.S. Turner (Ed.).
Berger, A. A. 2018 Media and communication research methods: An introduction to qualitative and quantitative approaches. Thousand Oaks: SAGE Publications.
Mestrado em Gestão dos Novos Media
Klotz, A & Prakash, D (eds) 2008 Qualitative methods in International Relations: A pluralist guide. New York: Palgrave (v. plataforma moodle).
Sprinz, D F & Wolinsky, Y (eds.) 2004 Cases, numbers and models: International Relations research methods. Ann Arbor: Michigan University Press. (Em linha: https://pdfs.semanticscholar.org/89c3/34b5c514acb817b8862dcdf675bd7d4863de.pdf
https://uk.sagepub.com/sites/default/files/upm-binaries/71316_Lamont_Research_Methods_in_International_Relations_Chapter_1.pdf).
Lamont, C 2015 Research methods in International Relations. Thousand Oaks: Sage Publications (capitulo 1 on-line em:
Mestrado em Estudos Internacionais
Stein, T. S., Bathurst, J. R., & Lasher, R. 2022 Performing arts management: A handbook of professional practices. Simon and Schuster.
Quan-Haase, A., & Sloan, L. (Eds.). 2022 The SAGE handbook of social media research methods. Sage.
Osterwalder, A., & Pigneur, Y. 2010 Business model generation: a handbook for visionaries, game changers, and challengers (Vol. 1). John Wiley & Sons.
Mestrado em Estudos e Gestão da Cultura
Zeleza, T (ed) 2007 The study of Africa. The global and transnational engagements (Vol II). Dakar: CODESRIA.
Zeleza, T (ed) 2006 The Study of Africa. Disciplinary and interdisciplinary encounters (Vol I). Dakar: CODESRIA.
Ouédraogo, J-B & Cardoso, C (ed) 2011 Readings in methodology: African Perspectives. Dakar: CODESRIA. Em linha: https://www.codesria.org/spip.php?article1502&lang=en
Mestrado em Estudos Africanos
Amado, J. (Org.). (2013). Manual de investigação qualitativa em educação. Coimbra: Imprensa da UC.
Bogdan, R & Biklen, S 1994 Investigação qualitativa em educação: uma introdução à teoria e aos métodos. Porto: Porto Editora.Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education (6th Ed.). London: Routledge.
Dal-Farra, R. A. & Lopes P. T. C. (2013). Métodos mistos de pesquisa em educação: pressupostos teóricos, Nuances: estudos sobre Educação, 24(3), 67-80.
Gay, L., Mills, G., & Airasian, P. (2012). Educational research. Competencies for analysis and applications. Columbus, OH: Pearson.
Tuckman, B. (2005). Manual de investigação em Educação. Lisboa: F.C.G.
Mestrado em Educação e Sociedade
Treadwell, D, & Davis, A 2016 Introducing communication research: Paths of inquiry. Thousand Oaks: SAGE Publications, 3ª ed.
Quan-Haase, A., & Sloan, L. (eds.). 2022 The SAGE handbook of social media research methods. Sage.
Kubitschko, S., & Kaun, A. (eds). 2016 Innovative methods in media and communication research. Cham: Palgrave Macmillan.
Berger, A. A. 2018 Media and communication research methods: An introduction to qualitative and quantitative approaches. Thousand Oaks: SAGE Publications.
Mestrado em Comunicação, Cultura e Tecnologias da Informação
Se necessário, solicitar referências adicionais ao/à(s) docente(s).
Mestrado em Ciências do Trabalho e Relações Laborais
Pollock III, Philip H.& Edwards, B C 2019 The Essentials of political analysis. 6ªed., Washington D.C.: CQ Press.
Silverman, D (2018) Doing qualitative research. Los Angeles: Sage.
Johnson, J B & Reynolds, H T 2020 Political Science research methods, 9ª ed. Los Angeles: Sage.
Mestrado em Ciência Política
Se necessário, solicitar referências adicionais ao/à(s) docente(s).
Mestrado em Administração Escolar
Se necessário, solicitar referências adicionais ao/à(s) docente(s).
Mestrado em Ação Humanitária
Advancing Perspectives in Public Health
Environmental Risk and Societal Resilience
By the end of the course, each student should: LO1 Demonstrate an in-depht understanding of key sociological approaches to technology, risk, and environment and apply relevant concepts to the analysis of cases
LO2 Critically assess policies and practices, as well as institutional and governance frameworks, addressing environmental risks and resilience
LO3 Conduct analyses of real-world cases of environmental risk management and resilience building, based on established guidelines and best practices
LO4 Demonstrate skills in communicating environmental risks and resilience strategies to diverse audiences (policymakers, public, and vulnerable populations)
LO5 Recognize the complexities involved in assessing, managing, and mitigating environmental risks in diverse contexts, distinguishing forecasting and backcasting approaches
LO6 Identify the political and ethical tensions between global-local and near-far in risk governance, with attention to social, economic, and environmental contexts
S1) Central concepts in human-environment relations: nature, technology, and risk
S2) The Anthropocene: calculability and predictability of risks in an unsettled world
S3) Environmental discourses: sustainable development, futurity, adaptation
S4) Science, policy, practice: climate change, extreme events, liabilities
S5) Sustainable communities: participation, deliberation, transition
S6) Disaster risk mitigation and governance
S7) Government to Citizen (G2C) communication and public practices in pre- and post-disaster contexts
S8) Case studies from global North and South
In the assessment throughout the semester, the students will be assessed according to the following components:
1) Group presentation of case study - term project (40%). Groups will be composed of 3 to 4 students. Each group member will be expected to focus on a particular aspect of the case (e.g. risk mitigation, risk communication, post-disaster recovery, resilience backcasting);
2) Individual written report based on the case study exercise developed throughout the semester (60%). Maximum 3000 words.
Assessment throughout the semester presupposes attendance at 2/3 of the classes.
In the assessment by exam, students will be evaluated by an individual written report based on a case study (100%). Maximum 5000 words.
"Balducci, A., Chiffi, D., & Curci, F. (2020). Risk and Resilience: Socio-Spatial and Environmental Challenges. Springer. Beck, U. (2008). World at risk: the new task of critical theory. Development and society, 37(1), 1-21. Eslamian, S., Eslamian, F. (eds.) (2021). Handbook of Disaster Risk Reduction for Resilience. New Frameworks for Building Resilience to Disasters. Springer Fakhruddin, B., Clark, H., Robinson, L., & Hieber-Girardet, L. (2020). Should I stay or should I go now? Why risk communication is the critical component in disaster risk reduction. Progress in Dist. Sci., 8, 100139. The UN (2015). Sendai Framework for Disaster Risk Reduction. https://www.undrr.org/implementing-sendai-framework/what-sendai-framework Sovacool, B.K., Tan-Mullins, M., & Abrahamse, W. (2018). Bloated bodies and broken bricks: Power, ecology, and inequality in the political economy of natural disaster recovery. World Dev., 110, 243-255.
"Agrawal, A. (2011). A positive side of disaster. Nature, 473, 291-292. https://doi.org/10.1038/473291a Agyepong, L.A., & Liang, X. (2023). Mapping the knowledge frontiers of public risk communication in disaster risk management. J. of Risk Res., 26, 302-323. Burgess, A., Wardman, J. & Mythen, G. (2018). Considering risk: placing the work of Ulrich Beck in context, Journal of Risk Research, 21(1), 1-5. https://doi.org/10.1080/13669877.2017.1383075 Castree, N. et al. (2014). Changing the intellectual climate. Nature Climate Change, 4(9), 763-768. https://doi.org/10.1038/nclimate2339 Contreras, S. & Niles, S. (2022). Building resilience through informal networks and community knowledge sharing: post-disaster health service delivery after Hurricane Maria, Environmental Hazards, 21(5), 433-452, https://doi.org/10.1080/17477891.2022.2049191 DeLeo, R. A., Taylor, K., Crow, D. A., & Birkland, T. A. (2021). During disaster: Refining the concept of focusing events to better explain long-duration crises. International Review of Public Policy, 3(1) 5-28. https://doi.org/10.4000/irpp.1868 Elie, M. (2024). Toward a complex socio‐environmental understanding of drought: The contribution of the social sciences and humanities. Wiley Interdisciplinary Reviews: Climate Change, e907. Frew, S. L. (2019). Harnessing the power of social media for disaster risk reduction and the mitigation planning process. In Risk Communication and Community Resilience (pp. 104-122). Routledge. Gill, A. M. (2005). Landscape fires as social disasters: An overview of ‘the bushfire problem’, Global Environmental Change Part B: Environmental Hazards, 6(2), 65-80, https://doi.org/10.1016/j.hazards.2005.10.005 Howes, M., Wortley, L., Potts, R., Dedekorkut-Howes, A., Serrao-Neumann, S., Davidson, J., et al. (2017). Environmental sustainability: A case of policy implementation failure? Sustainability, 9(2), 165. Islam S., Chu, C., Smart, J. C. R. & Liew, L. (2020). Integrating disaster risk reduction and climate change adaptation: a systematic literature review, Climate and Development, 12:3, 255-267. https://doi.org/10.1080/17565529.2019.1613217 Lahsen, M., & Ribot, J. (2022). Politics of attributing extreme events and disasters to climate change. Wiley Interdisciplinary Reviews: Climate Change, 13(1), e750. Liu, Y., Zhu, J., Shao, X., Adusumilli, N.C., & Wang, F. (2021). Diffusion patterns in disaster-induced internet public opinion: based on a Sina Weibo online discussion about the ‘Liangshan fire’ in China, Environmental Hazards, 20, 163-187. DOI: 10.1080/17477891.2020.1758608 Mawa, C., Tumusiime, D.M., Babweteera, F., Okwir, E., & Tabuti, J.R.S. (2023). Community-based forest management promotes survival-led livelihood diversification among forest-fringe communities in Uganda. Frontiers in For. Glob. Change (6) 1125247. https://doi.org/10.3389/ffgc.2023.1125247 Molloy, M. & Joslin, A. (2023). Applying a framework of environmental and climate change adaptation to evaluate government intervention in coastal Louisiana, Environmental Hazards, 22:5, 421-436. https://doi.org/10.1080/17477891.2023.2183811 Ribot, J. (2014). Cause and response: vulnerability and climate in the Anthropocene, Journal of Peasant Studies, 41, 667-705. http://dx.doi.org/10.1080/03066150.2014.894911 Sakurai, M., & Shaw, R. (Eds.). (2021). Emerging Technologies for Disaster Resilience: Practical Cases and Theories. Berlin/Heidelberg, Germany: Springer. Schipper, E. L. F., Thomalla, F., Vulturius, G., Davis, M., & Johnson, K. (2016). Linking disaster risk reduction, climate change and development. International Journal of Disaster Resilience in the Built Environment, 7(2), 216-228. Segovia, A. C. R. (2021). Climate Fiction and its Narratives:(Non) Secularists imaginaries for the environmental collapse. Exchanges: The Interdisciplinary Research Journal, 8(2), 47-68. Shimizu, M., & Clark, A. L. (2019). Nexus of resilience and public policy in a modern risk society. Springer Singapore. Sun, L. & Liu, X. (2024). Identifying different frames of resilience– vulnerability nexus in disaster study, Environmental Hazards, 23:2, 113-129, https://doi.org/10.1080/17477891.2023.2220948 UNDRR. (2015). The state of DRR at the local level: A 2015 report on the patterns of disaster risk reduction at local level. https://www.undrr.org/media/14914/download UNDRR (2005). Hyogo framework for action 2005–2015: Building the resilience of nations and communities to disasters. https://digitallibrary.un.org/record/574876/files/A_CONF-206_6-EN.pdf Üzelgün, M. A. (2022). Portrayals of climate change and drought in the politically oriented Turkish press: Socialist, Islamist, and Nationalist accounts of extreme weather in 2007 and 2014. In W. F. Leal & E. Manolas (Eds.) Climate Change in the Mediterranean and Middle Eastern Region. Springer. https://doi.org/10.1007/978-3-030-78566-6_8 Whittle, R., Walker, M., Medd, W., & Mort, M. (2012). Flood of emotions: Emotional work and long-term disaster recovery. Emotion, Space and Society, 5(1), 60-69."
Participatory Evaluation in Humanitarian Action
LO 1 - Distinguish different types of humanitarian situation and main forms of humanitarian response, together with the challenges and implications inherent to the different options.
LO 2 - Understand the principles of evaluation processes
LO 3 - Be able to identify when to use participatory evaluation and the type of evaluation that should be used for different objectives
LO 4 - Design a participatory evaluation process applied to humanitarian action
LO 5 - Use the appropriate participatory evaluation techniques
LO 6 - Participate in evaluation processes in intercultural settings
LO 7 - Be familiar with gender mainstreaming and superdiversity
LO 8 - Increase the sensivity and knowledge of ethical issues in participatory evaluation
1. Fundamentals in humanitarian action
1.1 Fundamental Values
1.2 Metamorphosis of humanitarian crises: human mobility
1.3 Context and Limitations
1.4 Challenges in humanitarian action
2. Evaluation: social research applied
2.1 Theory-based evaluation and method-oriented evaluation
2.2 Evaluation and project cycle
2.3 The uses of evaluation
2.4 Evaluation ethics
2.5 Experiences of evaluation ? case examples
3. Perspectives in participatory evaluation
3.1 Practical participatory evaluation and transformative participatory evaluation
3.2 Participatory evaluation as a tool
3.3 Participatory evaluation as a perspective in implementation
3.4. Case examples
4. Methods and toolkits
4.1 Methodologies of participatory evaluation
4.2 Methods and tools of participatory evaluation
4.3. Case examples
5. Co-design of participatory evaluation processes
5.1. Basic notions of co-design.
5.2. Co-design methodology.
5.3. Practical co-design strategies for participatory evaluation.
Option 1: Periodic assessment
50% Groupwork practical case
50% Individual essay
Option 2: Exam
Individual essay (100%)
Rossi, P.; Lipsey, M.; Henry, G. 2019. Evaluation. A Systematic Approach. Thousand Oaks. Sage. 8th Ed.
Mac Ginty, R., & Peterson, J. H. (2015). The Routledge companion to humanitarian action. Routledge.
Heintze, Hans-Joachim, Thielbörger, Pierre (2018), International Humanitarian Action - NOHA Textbook, Cham, Springer
Cousins, J. B., & Whitmore, E. (1998). Framing participatory evaluation. New directions for evaluation, 1998(80), 5-23.
Cosgrave J., Buchanan-Smith M. and Warner, A. (2016) Evaluation of Humanitarian Action Guide, London, ALNAP (French and Spanish versions available)
Weiss, C. 1998. Evaluation. New Jersey. Prentice-Hall.
Simms, B. & Trim, D (2010) Towards a History of Humanitarian Interventions, edited by Brendan Simms and David Trim, Cambridge, Cambridge University Press.
Scriven, M. (1991). Evaluation thesaurus. Newbury Park. Sage.
Ridde, V., Goossens, S., & Shakir, S. (2012). Short-term consultancy and collaborative evaluation in a post-conflict and humanitarian setting: Lessons from Afghanistan. Evaluation and Program Planning, 35(1), 180-188.
Reus_Smit, C. (2013). The concept of intervention. Review of International Studies, 39(05), 1057?1076. Retrieved from href="http://dx.doi.org/10.1017/S0260210513000296
Patton, M. Q. .2008. Utilization-focused evaluation. Thousand Oaks. Sage.
OECD, 2016. Evaluation Systems in Development Co-operation 2016 Review. Paris.OECD
Markiewicz, A. 2005. ?A balancing act?: Resolving multiple stakeholder interests in program evaluation. Evaluation Journal of Australasia, 4(1-2), 13-21.
Krueger, S., & Sagmeister, E. (2014). Real-?Time Evaluation of Humanitarian Assistance Revisited: Lessons Learned and the Way Forward. Journal of MultiDisciplinary Evaluation, 10(23), 59-72.
Dale, R. (Ed.). 2004. Evaluating Development Programmes and Projects. New Delhi. Sage.
Cousins, J. B., & Earl, L. M. (1992). The case for participatory evaluation. Educational evaluation and policy analysis, 14(4), 397-418.
Christoplos, I., Knox-Clarke, P., Cosgrave, J., Bonino F., Alexander, J. (2017) Strengthening the quality of evidence in humanitarian evaluations, London, ALNAP
Castillo de Mesa, J., López Peláez, A. 2019. Redes sociales online y emergencias sociales. Pp. 187-206. In: Pastor Seller, E., Cano Soriano, L. (eds.), Respuestas del Trabajo Social ante emergencias sociales y problemáticas sociales complejas de México y España. Madrid: Dykinson
Betts, A., Loescher, G., & Milner, J. (2013). The United Nations High Commissioner for Refugees (UNHCR): The Politics and Practice of Refugee Protection (Vol. 62). Routledge.
Betts, A. (2009). Forced migration and global politics. Blackwell Publishing.
Betts, A. (2006). What Does ?Efficiency? Mean in the Context of the Global Refugee Regime? The British Journal of Politics & International Relations, 8(2), 148?173.
American Evaluation Association. 2018. Evaluators? Ethical Guiding Principles. Acessível em https://www.eval.org/p/cm/ld/fid=51
Project Management in Humanitarian Action
Students who complete the course should be able to:
LG1: Assess the organizational environment identifying situations where Project Management is the right approach.
LG2: Initiate and plan a project aiming to fulfill defined specifications.
LG3: Control a project effectively.
LG4. Conduct negotiations effectively.
S1. The relevance of Project Management.
S2. Field dilemmas and possible answers
S3. Project Initiation.
- Goals of the project
- The Project Charter
- Stakeholder Identification and Management
S4. Project Planning
S5. Project Monitoring & Evaluation
S6. Contingency plans
S7. Security Management
S8. Negotiations
OPTION 1: Assessment throughout the semester
50% Group work
50% Final, individual, written test
To pass this option, students must obtain at least 8 marks in each of the components of the periodic assessment.
Passing the course implies a final average of at least 10 marks.
OPTION 2: Exam
100% final written test
Pass with 10 marks or more
- Barakat S, M. S. (2020). Localisation Across the Humanitarian-Development-Peace Nexus. Journal of Peacebuilding & Development. 2020;15(2):147-163. doi:10.1177/1542316620922805- Barnett, Michael.2011. Empire of Humanity ? a History of Humanitarism. Cornell University Press.
- Barnett,Michael. and Weiss, G.T.2008. Humanitarianism in Question: Politics, Power, Ethics. Cornell University Press.
- Kerzner, Harold. (2013). Project Management, A Systems Approach to Planning, Scheduling, and Control, 11th edition, John Wiley & Sons, Inc., N.Y?
- Meredith, Jack R.; Mantel, Samuel J., (2012), Project Management: A Managerial Approach, 8th. ed., John Wiley & Sons, Inc., N.Y.
- Centre of Competence on Humanitarian Negotiation (CCHN). Field Manual on Frontline
Humanitarian Negotiation. Genebra: dezembro de 2018.
- DeMarcs.E. W. & Dijkzeul.D. (2015). NGOing. In: Global Institutions. The NGO challenge
for international relations theory. Ed. By De Mars.E. William e Dijkzeul. D. Routledge.
London and New York.
- Gen, Sheldon, Wright, Amy Conley. (2020) Nonprofits in Policy Advocacy: Their Strategies and
Stories. Palgrave Macmillan.
- Hilhorst.D.(2018) Classical humanitarianism and resilience humanitarianism: making
sense of two brands of humanitarian action. In International Journal of Humanitarian
action,3,15. https://doi.org/10.1186/s41018-0043-6
- IASC, Multi- sector initial rapid Assessment, guidance. 2015.
https://www.humanitarianresponse.info/sites/www.humanitarianresponse.info/files/documents/files/mira_revised_2015_en_1.pdf
- Médicos Sem Fronteiras. Humanitarian Negotiations Revealed: The MSF Experience in
2012. Disponível em https://www.msf-crash.org/en/publications/humanitariannegotiations-revealed-msf-experience
- Morten.S. A. (2015). How to study NGO´s in practice. In: Global Institutions. The NGO
challenge for international relations theory. Ed. By De Mars.E. William e Dijkzeul.
Routledge. London and New York
- Slim, H. (2015) Doing the right thing: the moral Dilemmas and Moral Responsibility in
Political Emergencies and War. Centre for Development and Emergency Practice
(CENDEP) Oxford Brookes University
- United Nations Office for the Coordination of Humanitarian Affairs (OCHA). Humanitarian
negotiation with armed groups. New York, 2006 Disponível em
https://www.unocha.org/sites/unocha/files/dms/Documents/HumanitarianNegotiation
swArmedGroupsManual.pdf