University of Ghana
Institute of Statistical, Social and Economic Research (ISSER)
New Structure of the PhD in Development Studies
Overview
The Doctor of Philosophy (PhD) in Development Studies seeks to provide highest level
scholarship to individuals involved in different aspects of activities that promote the
advancement/betterment of society (in Ghana and elsewhere) towards the greater fulfilment of
the wellbeing of individuals, groups and societies at large. Teachers/lecturers, researchers,
development workers, NGO leaders, health and political leaders are some of the persons this
course seeks to target.
Admission Requirements
Admission into the PhD in Development Studies is extended to students with a Master’s degree
(MPhil or equivalent) in the social sciences.
Duration of the program
The duration for completion of the Doctor of Philosophy degree shall normally be four years for
full-time students and six years for part-time students. Full-time students shall be entitled to two
years of extension, while part time students shall have one year of extension.
Graduation Requirements
These are:
• Coursework: 18-24 credits
• Seminars (3): 9 credits
• Thesis: 48 credits
Total: 75-81 credits.
Program Structure
Semester 1
Course code
Course title
Core
FSSP 701
Philosophy of Social Science
ISDS 703
Advanced Quantitative Research Methods and
Analysis
ISDS 705
Interdisciplinary Perspectives on Development
Electives (select 1)
ISDS 707
Political Economy and Development
ISDS 709
Population, Environment and Health
Semester 2
Course code
Core
ISDS 702
Course title
Credits
3
3
3
3
3
Credits
Advanced Qualitative Research Methods and 3
Analysis
ISDS 704
ISDS 706
Project Planning, Implementation, Monitoring 3
and Evaluation
Theories of Social Change
3
Electives (select 1)
ISDS 708
Poverty Analysis
ISDS 712
Advanced Gender Studies
3
3
Seminars and Thesis
Course code
Course title
ISDS 710
Seminar 1: Thesis proposal
ISDS 720
Seminar 2: Thesis Update
ISDS 730
Seminar 3: Thesis Update
ISDS 700
Thesis
Credits
3
3
3
48
Course Descriptions
FSSP 701: Philosophy of Social Science
This course aims at exposing doctoral students to the epistemological underpinnings of social
science research. The course focuses on the differences and similarities between the social and
natural sciences. Causal relationship, social laws, and the ontological significance of structure
and agency are discussed. It also attempts to elucidate the nature of scientific enquiry such as
observational procedures, patterns of argument, metaphysical pre-suppositions, and evaluate the
grounds of their validity. Students will also be exposed to contemporary social science
explanatory frameworks such as realism, post-modernism, and post-structuralism. The course
would enable students to design and undertake independent projects with a critical focus on the
epistemological assumptions underlying their research with a consideration of contemporary
evolving methodology.
Reading List:
Baert, Patrick. 2005. Philosophy of the Social Sciences: Towards Pragmatism. Polity Press.
Fay, Brian. 1998. Contemporary Philosophy of Social Science; A multicultural Approach.
Oxford.
Potter, Garry. 1999. The Philosophy of Social Sciences. Longman
Potter, Garry. 2000. The Philosophy of Social Science: New Perspectives. Harlow; New York,
N.Y: Longman
ISDS 702: Advanced Qualitative Research Methods and Analysis
The course builds upon knowledge and skills acquired in research methods course at the
Master’s level. The course will enable students to plan and design qualitative studies, to conduct
and analyze qualitative interviews in practice and publish results. Content of the course includes:
intensive study of qualitative research principles and methodologies relevant to social analysis
(methods such as participatory rapid appraisal [PRA] and other ethnographic methods will be
2
discussed); theoretical basis for qualitative research, sampling; interviewing techniques;
qualitative analysis of data and interpretation of results; relevant softwares for qualitative
analysis; nature of qualitative enquiry/description; triangulation of qualitative methods and data,
and contribution of qualitative research to theory development in the social sciences. Ethical
basis for research and publication, as applicable to qualitative research will also be covered.
Reading List:
Amit, V. (ed.). 2000. Constructing the field: Ethnographic fieldwork in the contemporary
world. London: Routledge.
Corbin, Juliet M. and Anselm L. Strauss. 2008. Basics of Qualitative Research: Techniques and
Procedures for Developing Grounded Theory. Los Angeles. United States
Crabtree, Benjamin F. and William Lloyd Miller. 1999. Doing Qualitative Research. Thousand
Oaks, Calif. United Kingdom.
Glaser, Barney G. and Aselm L. Strauss. 1967. The discovery of grounded theory: Strategies for
Qualitative Research. Chicago, Aldine Pub. Co.
Lesson, M., and K . Solberg. 2000. Reflexive methodology: New vistas for qualitative research.
Thousand Oaks, CA: Sage.
Silverman, David. 2009. Doing Qualitative Research. Sage Publications. United States.
ISDS 703: Advanced Quantitative Research Methods and Analysis
The course builds upon knowledge and skills in quantitative research methodologies acquired at
the Master’s level. It present students with more specialized knowledge and skills for designing
quantitative research at the doctoral level, including understanding multivariate data analysis and
applying more statistical concepts scientifically. Course content includes quantitative research,
hypothesis testing, designs and common statistical tests; quality assurance in research, ethics of
social research, statistical analysis from problem-solving perspective with emphasis on selecting
appropriate statistical tests for research design; implications of statistical techniques for
questionnaire development; use of quantitative software for data analysis and interpreting
quantitative data; importance of triangulation of quantitative methods, and research proposal and
report writing.
Reading List:
Bernard, H. Russel. 2011. Research Methods in Anthropology: Qualitative and Quantitative
Approaches. AltaMira Press.
Glider, Jeffrey A. and George A. Morgan. 2000. Research Methods in Applied Settings: An
Integrated Approach to Design and Analysis. Mahwah, NJ: Oxford University Press.
Grinnell Jr., Richard M. and Yvonne A. Unary (editors). 2005. Social Work Research and
Evaluation: Quantitative and Qualitative Approaches. New York: Oxford University Press.
Lancaster, Tony. 1992. The Econometric Analysis of Transition Data. Cambridge University
Press. United States of America.
Peck, Roxy, Chris Olsen and Jay L. Devore. 2004. Introduction to Statistics and Data Analysis.
Duxbury Press, United States.
Punch, Keith F. 2005. Introduction to Social Research: Quantitative and Qualitative Approaches:
Sage Publication Ltd.
3
ISDS 704: Project Planning, Implementation, Monitoring and Evaluation
The course offers students the chance to critically study the different processes that project
planning, implementation, monitoring and evaluation goes through. Students are equipped to
view projects as developmental programs which sometimes help to resolve some inequities
amongst populations, but require intense resources. The course also helps students to appreciate
the need for data collection, monitoring and evaluation, project proposal writing and
implementation, and sustainability as important facets of development. The course provides
students with information on stages of project planning and implementation, and proposal
writing, tools for problem solving (e.g., SWOT analysis), project monitoring and evaluation,
quantitative and qualitative data collection methods applied to project implementation,
monitoring and evaluation, and other development related programs, including community
involvement and community ownership of programs. Different approaches to managing
developmental projects (top-down, bottom-up, etc.) are evaluated.
Reading List:
Angus, Robert B., Norman A. Gundersen, et al. 1999. Planning, Performing, and Controlling
Projects: Principles and Applications (2nd) edition. Allyn & Bacon.
Dale, Reidar. 2004. Development Planning: Concepts and Tools for Planners, Managers and
Facilitators. Zed Books, London. United Kingdom
Dale, Reidar. 2004. Evaluating Development Programmes and Projects. Thousand Oaks, Calif,
United Kingdom
Forester, John. 1993. Critical Theory, Public Policy, and Planning Practice: Toward a Critical
Pragmatism. SUNY Press
Kerzner, Harold. Project Management: a System Approach to Planning, Scheduling and
Controlling. Wiley.
Mbeche, Isaac (ed.). 2000. Project Planning, Implementation and Evaluation: A Training
Manual, UNCRD Textbook Series, No. 8. Nairobi, Kenya: United Nations Centre for Regional
Development Africa Office.
ISDS 705: Interdisciplinary Perspectives on Development
The course takes a critical look at the concept of ‘development’ with a view of it as an analytical
tool for the improvement of society. It takes a critical look at the history of civilization, and the
process of development in the developed/Western economies, recently developed economies
(e.g. Singapore), and the third world economies. It uses both micro and macro economic theories
to study the process of development of international economies, including discussing critical
theorists such a Wallerstein, Weber, Marx, Sen, etc. The course content will include: micro and
macro economic theories, analysis of population trends for different economies, world trade,
international trade regulations and regulating bodies, etc.
Reading List:
Adam, Christopher and David Bevan. 1998. Cost and Benefit of Incorporating Asset Market
into CGE Models--Evidence and Design Issues. Working Paper No 202. Institute of Economics
and Statistics, University of Oxford.
4
Ghatak, Subrata. 1986. An Introduction to Development Economics. Boston: Allen & Unwin,
London, United Kingdom.
Kothari, Uma and Martin Minogue. 2002. Development Theory and Practice: Critical
Perspective. Hounmills, Basingstoke, Hampshire; New York.
Perkins, Dwight H., Steven Redelet and David L. Lindauer, 2006. Development Economics
W.W Norton & Company. United Kingdom
Sadoulet, Elisabeth and Alain de Janvry. 1994. Quantitative Development Policy Analysis. The
John Hopkins University Press.
Sen, Armatya. 1999. Development as Freedom. Oxford University Press. United Kingdom
ISDS 706: Theories of Social Change
The course provides the needed basis for critical advanced analysis of social phenomena and
social change. Critical social and developmental theories, including classical, modern and postmodern theories and theorists will be discussed. The process of development of social theories
will also be handled. The course will also emphasize the importance of social theorizing as a
critical approach to development of knowledge and other social development. The course content
includes: classical theories and theorists, modern theorists and theories, postmodern theories and
theorists, health, social, development, community development and micro-and micro-economic
theories; theory development, critique of social theory; development of conceptual and
theoretical approaches to shape social research, and application of social theory to development
programs in Ghana and Africa.
Reading List:
Hall, Anthony, L. and Midgley, James. 2004. Social Policy for Development. Sage
Hanneman, Robert. 1988. Computer-Assisted Theory Building: Modeling Dynamic Social
Systems. Sage Publications.
Jaccard, James. 2009. Theory Construction and Model-Building Skills: A Practical Guide for
Social Scientists (Methodology in the Social Sciences). The Guilford Press.
McMichael, Phillip. 2004. Development and Social Change: A Global perspective. Sage
Publications.
Noble, Trevor. 2000. Social Theory and Social Change. Palgrave, NY: NY.
Shoemaker, Pamela J., James W. Tankard and Dominic L. Lasorsa. 2004. How to Build Social
Science Theories. California/ London: Thousand Oaks.
ISDS 707: Political Economy and Development
The course provides students with critical linkages between development and political/leadership
related factors such as democracy, democratic institutions, role of Non Governmental
Organizations, Civil Society Organizations, the media, and international institutions and partners
in the developmental processes in Ghana and other African countries. The course provides a
critical analysis of multinationals in Africa/Ghana’s key sectors such as oil and mining. The
course teaches the role of institutions such as political parties, banks and other financial
institutions, etc. in development. It reviews critically Ghana’s democratic process, as well as that
of other (Sub-Saharan) African nations and the role social upheavals play in halting
development. Case studies are used. Major political and leadership theories are reviewed.
5
Reading List:
Barma, Naazneen H.. 2011. Rents to Riches? The Political Economy of Natural Resource-Led
Development. World Bank.
Barma, Naazneen H. 2012. The Political Economy of Extracting Resource Wealth: Natural
Resource Sector Organization and Ownership. Public Sector Group, Poverty Reduction and
Economic Management Network. World Bank.
Berberoghu, Berch. 1992. The Political Economy of Development. Boston: Porter Sargent
Publishers.
Keil, Roger et al. (Eds.). 1998. Political Ecology: Global and Local. Routledge.
Profeta, Paola and Simona Scabrosetti. 2010. The Political Economy of Taxation: Lessons from
Developing Countries. Carleton University, Canada.
Seddon, David with Seddon-Daines, Daniel. 2005. A Political and Economic Dictionary of
Africa: an Essential Guide to the Politics and Economics of Africa. Routledge.
ISDS 708: Poverty Analysis
The course will help students to appreciate the concept of poverty as a multi-dimensional and
multinational issue that has an important link to development. Definitions and measurements of
inequality and poverty are discussed. Several UN indicators for measurement of inequalities such
as gini-coefficient are highlighted. Related concepts such as social exclusion and inclusion are
covered. Critical review of poverty trends in Ghana and Sub-Sahara Africa is made. Poverty
alleviation methods in third world countries are reviewed, with a focus on Ghana. Available data
such as the Ghana Living Standard Surveys are also reviewed. Theories and theorists of
inequality such as Karl Marx and Sen are studied. The course content includes the gender
analysis of poverty.
Reading List:
Bidani, B. and M. Ravallion. 1994. How Robust is a Poverty Profile? World Bank Economic
Review 8, pp. 75-102.
Christiansen, L. and Boisvert, R. N. 2000. On Measuring Household Food Vulnerability: Case
Evidence from Northern Mali. Ithaca, New York: Department of Agricultural, Resource, and
Managerial Economics, Cornell University.
Coudouel, Aline, Jesko Hentschel and Quentin Wodon 2002. Poverty Measurement and analysis,
in the PRSP Sourcebook, World Bank, Washington D.C.
Dorothee, B. and Samuel T. Kabore. 2005. Economic and Quantitative Poverty Analysis. Dakar:
Panos Institute.
Litchfield, J. 1999. Inequality Methods and Tools, STICERD, London School of Economics.
Pradhan, M. and M. Ravallion. 1998. Measuring Poverty Using: Qualitative Perceptions of
Welfare. World Bank Policy Research Working Paper 2011, Washington, DC.
ISDS 709: Population, Environment and Health
The course provides critical perspectives on health related theories, including the
epidemiological transition, and other theories that can be used for health related social analysis.
It includes an analysis of the major health programs in Ghana, incidence and prevalence rates of
main diseases in Ghana, behavioural aspects of the main diseases and infections in Ghana,
including water, sanitation, and the environment. It also treats major actors in providing health
6
care, water, sanitation and environmental control and management in Ghana. The course links
development in Ghana to the health related issues, including the opportunity costs of major
diseases such as malaria, HIV and AIDS, and maternal mortality, among others. The course
contents include: behavioural health theories, actors in community health improvements in
Ghana, the link between water, sanitation, the environment, and health; the costs of poor health
amongst Ghanaian, the current situations of the MDGS in Ghana, key health indicators in Ghana,
Ghana and the epidemiological transition, and reviews various health related data sets on Ghana.
Reading List:
Glanz, Karen, Barbara K. Rimer and Viswanath, K. 2008. Health Behaviour and Health
Education: Theory, research and practice. Jossey-Bass.
Green, Andrew. 2007. An Introduction to Health Planning for Developing Health Systems.
Oxford: Oxford University Press.
Prakasam, P. K. and R.B. Bhagat. 2007. Population and Environment Linkages. Rawat
publications, India.
4) Ram, F., Sayeed Unisa and T.V. Sekher. 2011. Population, Gender and Reproductive Health.
Rawat publications, India
Institute of Medicine (USA). 2001. Health and Behaviour: The Interplay of Biological,
Behavioural and Societal Factors. Washington, DC: National Academy Press.
ISDS 712: Advanced Gender Studies
The course treats gender as a social and developmental issue, and provides foundational and
cultural gender-related issues in Ghana. It discusses how males and females in Ghana fare on
several developmental indicators. The course helps students to appreciate the critical importance
of gender equity for optimum development. Content includes major gender theories, including
feminist theories, gender-related indices and how they are measured, implications of gender
inequities in several aspects of Ghanaian life such as education, health, income, etc. Gender
related violence is also discussed, including their effects on development.
Reading List:
Arnot, Madeleine and Shailaja Fennell (eds.). 2008. Gender, Education and Equality in a global
context: Conceptual frameworks and policy perspectives. Routledge, NY, NY
Bird, Chloe E. and Patricia P. Rieker. 2008. Gender and Health: The Effects of Constrained
Choices and Social Policies. Cambridge University Press.
Butler, Judith. 2004. Undoing Gender. Routledge, U.S.A
Kerr, Joanna and Dzodzi Tsikata. 2000. Demanding dignity: women confronting economic
reforms in Africa. Third World Network, African Secretariat.
Momsen, Janet Henshall. 2009. Gender and Development. Routledge, NY, NY
Pollard, Tessa M. and Susan Brin Hyatt (eds). 1999. Sex, Gender and Health. Cambridge:
Cambridge University Press.
Seminars and Thesis
ISDS 710-730: Doctoral Seminar
The seminars will provide opportunity for students to discuss their thesis research and the
integration of their course work with their thesis. Students will be able to present their research
7
ideas and receive feedback from faculty and peers, leading to an approved proposal. Faculty will
provide lectures/seminars, and guest speakers will be invited to talk on special topics to promote
an active intellectual dialogue amongst students and faculty. Students will have critical
opportunities to learn from their peers and other senior level presenters.
ISDS 700 Thesis
The thesis will be that of the traditional research and report writing.
FACULTY LIST FOR TEACHING PHD COURSES
Faculty
Ranks/Status
Professor Clement Ahiadeke
Associate Professor/Full time
Highest Qualification
PhD
Professor Felix Asante
Associate Professor/Full time
PhD
Professor Kwabena Anaman
Associate Professor/Full time
PhD
Professor Peter Quartey
Associate Professor/Part time
PhD
Professor Dzodzi Tsikata
Associate Professor/Full time
PhD
Prof. George Owusu
Senior
time
Dr.
Ellen
Bortei-Doku Senior
Aryeetey
time
Dr. Robert Osei
Senior
time
Rev. Dr. Adobea Yaa Owusu
Senior
time
Dr. Isaac Osei-Akoto
Senior
time
Researcher Fellow/Part PhD
Research Fellow/Full PhD
Research Fellow/Full PhD
Research Fellow/Full PhD
Research Fellow/Full PhD
8