First cycle
degree courses
Second cycle
degree courses
Single cycle
degree courses
School of Human and Social Sciences and Cultural Heritage
Course unit
SFM0014289, A.A. 2018/19

Information concerning the students who enrolled in A.Y. 2018/19

Information on the course unit
Degree course Second cycle degree in
SU2446, Degree course structure A.Y. 2018/19, A.Y. 2018/19
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Number of ECTS credits allocated 9.0
Type of assessment Mark
Course unit English denomination GOVERNANCE OF LOCAL DEVELOPMENT
Website of the academic structure
Department of reference Department of Historical and Geographic Sciences and the Ancient World
E-Learning website
Mandatory attendance No
Language of instruction English
Single Course unit The Course unit can be attended under the option Single Course unit attendance
Optional Course unit The Course unit can be chosen as Optional Course unit

Teacher in charge EKATERINA DOMORENOK SPS/04

ECTS: details
Type Scientific-Disciplinary Sector Credits allocated
Core courses SPS/04 Polticial Science 9.0

Course unit organization
Period First semester
Year 1st Year
Teaching method frontal

Type of hours Credits Teaching
Hours of
Individual study
Lecture 9.0 63 162.0 No turn

Start of activities 24/09/2018
End of activities 18/01/2019
Show course schedule 2019/20 Reg.2018 course timetable

Examination board
Board From To Members of the board
2 Commissione 2019/20 01/12/2019 30/11/2020 DOMORENOK EKATERINA (Presidente)
BERTONCIN MARINA (Membro Effettivo)
1 Commissione 2018/19 01/12/2018 30/11/2019 DOMORENOK EKATERINA (Presidente)
BERTONCIN MARINA (Membro Effettivo)

Prerequisites: no
Target skills and knowledge: At the end of the course, students are expected to be able to:
- identify main stakeholders and policy-making processes at the local level;
- understand local development policies, distinguishing between policy measures, instruments and resources;
- understand connections between international agendas on development issues and local trends;
- trace institutional and policy links between different levels of governance (global, national
Examination methods: There is a wide range of assessment approaches. Such approaches concern formative as well as summative goals. This is in line with the targeted learning outcomes focusing on knowledge and insights, skills and application abilities and communication in a balanced way. The variety of assessment approaches is also due to the fact that courses are offered in combinations with different study programmes belonging to different Universities.

The first group of exams is written and they are usually written essays. This type of assessment allows for a more creative and research-oriented approach. When the essay reflects the students’ own research, s/he must show the ability to clearly formulate the research question(s), to organize and conduct a research, to apply proper methods, to be able to collect data in the field and to analyze those data.

Next, students need to be able to discuss the results and to place them within the broader scientific debate. Furthermore, the structure and the writing of the essay have to comply with proper and academic writing rules. In many cases process evaluation, peer assessment and/or a presentation are linked with the writing of the essay.

The second group of exams is implemented in oral ways. In this way, they can be individualized and are more interactive. Many courses have a policy of oral exams as standardized procedure (questions, presentation, peer/self-assessment). This allows students to express themselves in an active and dialogical way.

Oral exams are especially suited for testing understanding/insights and application of knowledge as they encourage students to produce clear communication and to manifest their personal attitudes. As for essays, an integrative oral assessment allows for a more creative and research-oriented approach.

Intermediate assessments are generally used in a formative way in order to provide students with timely feedback, while final assessments are used in a summative way. Peers assessment results can influence the final mark of an individual.
Assessment criteria: - Knowledge of theoretical concepts, analytical approaches and case studies dealt with during the lectures and discussion sessions
- Capacity to develop autonomous research on the topics covered
Course unit contents: Over recent decades, significant transformations of local political institutions and policy arenas have had place across the world, being triggered, among other factors, by the process of globalization.
More specifically, the equilibrium between different levels of government has changed and sub-state authorities have been substantially strengthened in many countries. At the same time, the role of market actors and civil society in decision-making has increased and new mechanisms have been introduced to allow for their institutionalized participation.
Such transformations have produce inevitable challenges for the conventional democratic foundations of policy-making, bringing forward questions about new criteria through which legitimacy, accountability, effectiveness and transparency of governance can be guaranteed.
Development policies have been strongly affected by the above dynamics. In fact, governance and regulation matters have been recognized crucial for successful achievement of sustainability objectives and, therefore, institutional reforms have been promoted to improve governance architectures for development, especially at regional and local levels in many countries around the world.
The course aims to provide students with analytical and methodological tools needed for understanding of local policy-making dynamics in a multi-level governance perspective, with particular regards to development policies.
More specifically, the following issues will be dealt with into detail:
- main topics in the current academic and political debate on sustainable development and decentralization;
─ structure and functions of local governments in a comparative perspective;
─ territorial governance reforms (decentralization, devolution, inter-municipal cooperation, etc.)
─ approaches to development policies (top-down vs bottom up, place neutral vs place-based);
─ patterns of local governance: modes and channels of participation of private actors
Planned learning activities and teaching methods: The course is organised into two parts. After a block of lectures, a discussion session is foreseen in order to allow the students to develop a more in-depth knowledge on selected issues
Additional notes about suggested reading: The reference readings of the course are available at the copy centre of the SPGI library (Via del Santo, 28). Additioanl readings will be suggested at the beginning of the course.
Textbooks (and optional supplementary readings)
  • Barca F., McCann Ph., Rodríguez-Pose A, The Case for Regional Development Intervention: Place-based Versus Place-Neutral Approaches. Journal of Regional Science: Volume 52, Issue 1,pp 134–152, 2012. Cerca nel catalogo
  • Denters, B. Rose, L. (eds), Comparing Local Governance: Trends and Developments. --: Palgrave Macmillan, 2005. Ch.1,3,6,10,14,15 Cerca nel catalogo
  • Anderson K.P., Ostrom E.,, Analyzing decentralized resource regimes from a polycentric perspective. --: Policy Science, --.

Sustainable Development Goals (SDGs)
Clean Water and Sanitation Affordable and Clean Energy Sustainable Cities and Communities Responsible Consumption and Production Climate Action Peace, Justice and Strong Institutions Partnerships for the Goals