Accreditations
The study plan of the Master in Humanitarian Action includes:
1st year
1st semester: 4 compulsory and 1 elective courses.
2nd semester: 4 compulsory courses including Research Design, oriented towards the development of the final dissertation/project work, and 1 elective course.
2nd year
Development of a Dissertation or Project Work
1st semester: 2 elective courses - 1 methodological (Specialized Research Techniques) and one elective.
Students can do an internship (elective course) in an organisation from the humanitarian area.
The syllabus allows students to customize their training path through free elective subjects that can be selected from those specific to the humanitarian field, or any course offered by Iscte in any of its different disciplinary areas. The electives are not presented in the syllabus but will be available at the time of enrolment in Fenix System.
The Master in Humanitarian Action is taught in Portuguese, in post-labor shifts from 6p.m. to 8p.m. and from 8.30p.m. to 10.30p.m. In the 1st year, the teaching period corresponds to a total of 24 weeks, from the end of September to the end of May. The evaluation and holiday periods are defined by the Iscte academic calendar.
More information about the study plan here.
Programme Structure for 2024/2025
| Curricular Courses | Credits | |
|---|---|---|
| 1st Year | ||
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Social Sciencies in Humanitarian Action
6.0 ECTS
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Concepts, Fundaments and Challenges in Humanitarian Action
6.0 ECTS
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Management in Humanitarian Action
6.0 ECTS
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International Politics and Geopolitics
6.0 ECTS
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Research Design
6.0 ECTS
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Human Rights and Legal Dimensions in Humanitarian Action
6.0 ECTS
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Leadership and Team Management in Humanitarian Action
6.0 ECTS
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Public Health in Humanitarian Action
6.0 ECTS
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| 2nd Year | ||
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Dissertation on Humanitarian Action
48.0 ECTS
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Master Project in Humanitarian Action
48.0 ECTS
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2nd Cycle Internship
6.0 ECTS
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Social Sciencies in Humanitarian Action
Students who complete the course should be able to (LG ? learning goals):
LG1: OA1: Describe the impacts of humanitarian action on affected people
LG2: Describe the impacts of humanitarian action on volunteers
LG3: Analyzing social processes in Humanitarian Action
The syllabus (S) is as follows:
S1: Anthropology of Humanitarian Action
S2: Anthropology in Humanitarian Action
S3: Sociological Lectures on Humanitarian Action
OPTION 1: Assessment throughout the semester
20% Reading paper/critical review
70% individual essay on comparative analysis of two texts around a theme
10% participation
OPTION 2: Assessment through final exam
Individual written exam (100%).
Title: Fiddian-Qasmiyeh, Elena, Gil Loescher, Katy Long, and Nando Sigona (editors) (2014), The Oxford Handbook of Refugee and Forced Migration Studies, Oxford University Press.
Fassin,D., 2012, Humanitarian Reason. A Moral History of the Present. Berkeley: University of California Press
Agier, Michel, 2011, Managing the Undesirables: Refugee Camps and Humanitarian Government. Cambridge: Polity Press
Agier, Michel (2016). Borderlands: Towards an Anthropology of the Cosmopolitan Condition. Blackwell, UK.
Authors:
Reference: null
Year:
Title: Wolf, Eric, 2010 (1982), Europe and the People Without History. Berkeley: University of California Press.
Vale de Almeida, Miguel, 2012, Direitos humanos e cultura: Velhas e novas tensões, Análise Social, 205, xlvii (4.º), pp 2182-2999
Ophir. A., 2010, The politics of catastrophisation: emergency and exception?, in Didier Fassin and Mariella Pandolfi, eds., Contemporary States of Emergency by Didier Fassin and Mariella Pandolfi, New York: Zone Books
Mosse, David, 2005, Cultivating Development: An Ethnography of Aid Policy and Practice. London: Pluto Press.
Minn, P., 2007, Toward an Anthropology of Humanitarianism, Journal of Humanitarian Assistance, https://sites.tufts.edu/jha/archives/5
Malkki, Liisa, 1996 Speechless Emissaries: Refugees, Humanitarianism, and Dehistoricization, Cultural Anthropology 11(3): 377-404.
Feldman. I., 2012, The humanitarian condition: Palestinian refugees and the politics of living. Humanity 3:155?72
Fassin, Didier e Richard Rechtman, 2009, The Empire of Trauma: An Inquiry into the Condition of Victimhood.
De Waal, A., 2002, Anthropology and the Aid Encounter, MacClancy, J., ed., Exotic no more: anthropology on the frontlines, Chicago: Chicago University Press, pp. 251-269
Barnett, M., 2005, Humanitarianism Transformed. Perspectives on Politics, 3(4): 723-740
Azoulay, Ariella, 2002, The Food Chain (video, 14min), available on: Ariella's Cargo
Authors:
Reference: null
Year:
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
30%: Presence, frequency, contribution to discussion of topics in class, commitment to learning (15%); class exercises (5%) (presentation of a synthesis of a concept using a digital tool, participation in a cluster meeting simulation); group exercises (10%) (preparation and presentation of case studies)
70%: Individual essay
OPTION 2: Exam
Individual essay (100%).
Title: 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.
Authors:
Reference: null
Year:
Title: 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.
Authors:
Reference: null
Year:
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. Project design 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
Title: - 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
Authors:
Reference: null
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Title: - 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.
Authors:
Reference: null
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International Politics and Geopolitics
At the end of this course, students should be able to:
LO1: Present the main schools and concepts of Geopolitics and International Relations
LO2: Analyze relevant aspects of international politics
LO3: Analyze the main impacts of international policies on the security of populations and complex emergencies
CP1. Theoretical and Conceptual Introduction
1.1 International Relations: main concepts and schools
1.2 Geopolitics: main concepts and schools
CP2. Major themes in contemporary geopolitics and international relations
2.1 Geopolitics of decolonization, the creation of the UN and the management of security crises
2.2 Pan-Africanism and post-colonialism
2.3 A new geopolitics of emerging powers and technologies?
2.4 History and geopolitics of humanitarian interventions
2.5 Ethnicity and ethnic conflicts
2.6 Democracy and power sharing
2.7 Terrorism
2.8. Climate change and population movements
OPTION 1: periodic assessment
50% first individual assignment
50% second individual assignment
OPTION 2: End-of-term exam (100%).
Title: Abernethy,David,2000,The Dynamics of Global Dominance,European Overseas Empires 1415-1980,New Haven:Yale University Press
Art,Robert & Robert Jervis,2014,International Politics:Enduring Concepts and Contemporary Issues,London:Pearson
Baylis,John,Steve Smith & Patricia Owens,2011,The Globalization of World Politics,Oxford:Oxford University Press
Frieden, Jeffry A., Lake, David A. & Schultz, Kenneth A.,2015, World politics: Interests, interactions, institutions, New York: WW Norton
Lentner,Howard,2004,Power and Politics in Globalization:The Indispensable State,London:Taylor&Francis
Mingst,Karen & Jack L Snyder (eds),2008,Essential Readings in World Politics,New York:W.W. Norton & Company
Reus-Smith, Christian & Snidal, Duncan, 2010, The Oxford handbook of international relations, Oxford: Oxford University Press
Sil,Rudra e ?Peter J.Katzenstein,2010,Beyond Paradigms:Analytic Eclecticism in the Study of World Politics,New York:Palgrave Macmillan
Authors:
Reference: null
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Title: Mamadouh, V. (2006). Geopolitics, International Relations and Political Geography: The politics of Geopolitical Discourse. Geopolitics, 11 (3), pp. 349-366.
Authors:
Reference: null
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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.
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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.
Human Rights and Legal Dimensions in Humanitarian Action
LG1: describe the structure of international law and relevant branches;
LG2: understand the legal context of humanitarian aid operations and interventions and the international mechanisms for the protection of human rights;
LG3: describe the legal duties of personnel engaged in humanitarian aid;
LG4: analyse various aspects of international humanitarian law which relate to humanitarian aid operations, particularly the protection of civilians;
LG5: critically understand the humanitarian principles and standards;
LG6: demonstrate the ability to formulate recommendations for policies, programmes and projects that are grounded in the humanitarian principles and values.
The syllabus (S) is as follows:
S1: Structure of international law
S2: International Humanitarian Law, Asylum Law and Human Rights Law
S3: Humanitarian principles and codes of conduct
S4: Legal duties of humanitarian personnel
S5: Legal Dilemmas in Humanitarian Action
S6: Ethical Issues in Humanitarian Action
OPTION 1: Continuous assessment
30% contribution to discussion of topics in class
70% individual essay
OPTION 2: exam
Individual final essay (100%).
Title: Zwitter, Andrej. Humanitarian Action: Global, Regional and Domestic Legal Responses. Cambridge, England: Cambridge University Press, 2015.
Van Engeland, Anicée. ?Contextualisation of Humanitarian Assistance and Its Shortcomings in International Human Rights Law.? Israel Law Review, vol. 49, no. 2, 2016, pp. 169?195., doi:10.1017/S0021223716000054.
Heintze, Hans-Joachim and Zwitter, Andrej. International Law and Humanitarian Assistance: A Crosscut Through Legal Issues Pertaining to Humanitarianism. Heidelberg, Germany; New York: Springer, 2011.
Cahill, Kevin M. Basics of International Humanitarian Missions. New York: Fordham University Press, 2003.
Amaral Júnior, A. do.. O direito de assistência humanitária e a evolução dos direitos humanos: o surgimento de um novo direito. In Direito internacional, humanismo e globalidade : Guido Fernando Silva Soares : Amicorum Discipulorum Liber. São Paulo: Atlas, 2008.
Authors:
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Title: Website: https://humanitarianencyclopedia.org/
Zimmermann, Andreas. ?Humanitarian Assistance and the Security Council.? Israel Law Review, vol. 50, no. 1, 2017, pp. 3?23., doi:10.1017/S0021223716000315.
World Conference on Religion and Peace, Program on Humanitarian Assistance. The Mohonk Criteria for Humanitarian Assistance in Complex Emergencies: Task Force on Ethical and Legal Issues in Humanitarian Assistance. New York, 1994.
UN, Office for the Coordination of Humanitarian Affairs, ?Global Humanitarian Overview 2018: A Consolidated Appeal to Support People Affected by Disaster and Conflict.? Geneva: UN, Office for the Coordination of Humanitarian Affairs, Geneva, 2018.
UN, Office for the Coordination of Humanitarian Affairs, ?Global Humanitarian Overview 2017: A Consolidated Appeal to Support People Affected by Disaster and Conflict.? Geneva: UN, Office for the Coordination of Humanitarian Affairs, Geneva, 2016.
UN, Office for the Coordination of Humanitarian Affairs, ?Global Humanitarian Overview 2016: A Consolidated Appeal to Support People Affected by Disaster and Conflict.? Geneva: UN, Office for the Coordination of Humanitarian Affairs, Geneva, 2015.
Sphere Association. The Sphere Handbook: Humanitarian Charter and Minimum Standards in Humanitarian Response. 4th Edition. Sphere Project, 2018.
Slim, Hugo. Humanitarian Ethics: A Guide to the Morality of Aid in War and Disaster. New York: Oxford University Press, 2015.
Santos Nascimento, Daniela. ?The Inclusion of Human Rights in Humanitarian Assistance: The Difficult but Necessary Way between Theory and Practice.? Anuario De Acción Humanitaria y Derechos Humanos, 2004: 41-84.
Office for the Coordination of Humanitarian Affairs (OCHA), ?Strengthening of the Coordination of Emergency Humanitarian Assistance of the United Nations: Annual Report of the Secretary-General.? New York: OCHA, Policy Development and Studies Branch, United Nations, New York, 2011. https://www.unocha.org/sites/unocha/files/dms/Documents/SG%20Report%20Coordination%202011.pdf
Moslehi, Shandiz, et al. ?Characteristics of an Effective International Humanitarian Assistance: A Systematic Review.? PLoS Currents, vol. 8, 2016, doi: 10.1371/currents.dis.706b7dc0e8382b55a20d6f7d0cf14257.
Maxwell, Daniel G and Gelsdorf, Kirsten. Understanding the Humanitarian World. Routledge, 2019.
Macalister-Smith, Peter and Nijhoff, Martinus. International Humanitarian Assistance: Disaster Relief Actions in International Law and Organization. 1985.
Luquini, Roberto de Almeida. "A aplicação do Direito Internacional Humanitário nos conflitos novos: conflitos desestruturados e conflitos de identidade ou étnicos." Revista de Informação Legislativa, 40 (158), pp. 127-142, 2003.
Jubilut, Liliana Lyra. "A reforma humanitária na ONU e a necessidade de uma abordagem baseada em direitos para a assistência humanitária internacional." Carta internacional 3.1, 2008: 38-41.
Inter-Agency Standing Committee (IASC), ?Preparedness: Saves Time, Money and Lives.? Geneva: IASC, Geneva, 2011.
Humanitarian Studies Unit. Reflections on Humanitarian Action: Principles, Ethics, and Contradictions. London; Sterling, Virginia: Pluto Press, 2001.
Helton, Arthur C. The Price of Indifference: Refugees and Humanitarian Action in the New Century. Oxford, England; New York: Oxford University Press, 2002.
Heintze, Hans-Joachim and Theilbörger, Pierre. International Humanitarian Action: NOHA Textbook. Springer, 2017.
Hague Advisory Council on International Affairs. Humanitarian Aid: Redefining the Limits. The Hague, 1998.
Contemporaneidade, 2017: 91-117.
Guerra, Sidney, "Conflitos armados, catástrofes e assistência humanitária: uma leitura a partir do direito internacional das catástrofes e a necessária mudança de paradigma." In Direito Público Contemporâneo, Sidney Guerra, Tarin Cristino Frota Mont?alverne, Henrique Ribeiro Cardoso. Curitiba: Instituto Memória, Centro de Estudos da
Giannini, Renata Avelar. "A Organização das Nações Unidas e o desafio das intervenções humanitárias." São Paulo, UNESP, UNICAMP e PUC-SP, 2006.
Espiell, Hugo Gross. "Os fundamentos jurídicos do direito a assistência humanitária." O Direito a Assistência Humanitária: Anais do Colóquio Internacional Sobre o Direito à Assistência Humanitária. Trad. de Catarina Eleonora F. da Silva e Jeanne Sawaya. Rio de Janeiro: Garamond, 1999.
Erra, Sofia, e Helena Mouro. "Intervenção do serviço social em contexto de catástrofe: caso da Madeira 2010." Coimbra, Instituto Superior Miguel Torga, 2012.
Cherem, Mónica Teresa Costa Sousa. "Direito internacional humanitário." Santa Catarina, Universidade Federal de Santa Catarina, 2002.
Cahill, Kevin M. The Pulse of Humanitarian Assistance. New York: Fordham University Press, 2007.
Carbonnier, Gilles. Humanitarian Economics: War, Disaster and the Global Aid Market. London: Hurst, 2015.
Borton, John, Support to Internally Displaced Persons: Learning from Evaluations: Synthesis Report of a Joint Evaluation Programme. Stockholm: Sida, Stockholm, 2005.
Amaral Júnior, A. do.. O direito de assistência humanitária. Universidade de São Paulo, São Paulo, 2001.
Abild, Erick, ?Creating Humanitarian Space: A Case Study of Somalia.? Geneva: UNHCR, Policy Development and Evaluation Service, Geneva, 2009.
Authors:
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Leadership and Team Management in Humanitarian Action
Students who successfully complete this course will be able to:
LG1 - To know and critically evaluate the psychosocial processes that influence leadership and team functioning in humanitarian organizations
LG2 - Using methods and techniques to diagnose and intervene in the main problems related with team management in humanitarian context.
1. Team leadership in humanitarian action
2. Drivers of team effectiveness
3. Regulating and monitoring teamwork
4. Decision making and negotiation in team coordination processes
5. Techniques of diagnosis and intervention in teams
6. Ethics in leadership and teamwork in humanitarian actions
1) Evaluation during the semester: Instruments: case solving/Work, in group/individual (50%) and an individual written final test (50%). Requires a minimum grade of 8 points in each element, attendance to 80% of classes, and a minimum of 10 points in the final classification.
2) Exam (1st sitting): written test (100%), requiring minimum 10 points to get approval.
3) Exam (2nd sitting): written test (100%), requiring minimum 10 points to get approval. Scale: 0-20 points.
Title: Salas, E., Goodwin, G. F. & Burke, C. S. (Eds.). (2009). Team effectiveness in complex organizations. Cross-disciplinary perspectives and approaches. New York: Psychology Press.
Cobb, A. T. (2012). Leading project teams: The basics of project management and team leadership. Thousand Oaks: Sage Publications, Inc.
Authors:
Reference: null
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Title: Uitdewilligen, S., & Waller, M. J. (2018). Information sharing and decision-making in multidisciplinary crisis management teams. Journal of Organizational Behavior, 39(6), 731?748
Santos, C.M., Passos, A.M., Uitdewilligen, S., & Nübold, A. (2016). Shared temporal cognitions as substitute for temporal leadership: An analysis of their effects on temporal conflict and team performance. The Leadership Quarterly, 27, 574-587.
Maynard, M. T., Kennedy, D. M., Sommer, S. A., & Passos, A. M. (2015). Team cohesion: A theoretical consideration of its reciprocal relationships within the team adaptation nomological network. Research on Managing Groups and Teams, 83?111.
Marks, M. A., Mathieu, J. E., & Zaccaro, S. J. (2001). A temporally based framework and taxonomy of team processes. Academy of Management Review, 26, 356-376.
De Cremer,D. & Pillutla, M. M. (2012). Making negotiations predictable - what science tell us?. New York: Palgrave MacMillan.
Burke, C. S., Shuffler, M. L., & Wiese, C. W. (2018). Examining the behavioral and structural characteristics of team leadership in extreme environments. Journal of Organizational Behavior, 39(6), 716?730.
Authors:
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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, in class; 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.
Title: 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
The Sphere Project. Humanitarian Charter and Minimum Standards in Humanitarian Response. Available online: http://www.spherehandbook.org/en/the-humanitariancharter/
Teller, Siri and Roche, Niall (eds). Public Health in Humanitarian Action. University of Copenhagen, Copenhagen, 2016. ? downloadable at http://globalhealth.ku.dk/phha/
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Dissertation on Humanitarian Action
By the end of the course, students should be able to:
LO1. Select and apply tools and methodologies for developing a research project applied to different contexts.
LO 2. construct and apply methodological options for the dissertation and for conducting theoretically founded and empirically supported research.
S1. Consultation of ideas for research projects. Availability of examples.
S2. Indications on guidance and support, and on project design.
S3 Guidelines for the development of the research project (objectives, theory, methodology, empyria, bibliography). Resources to be consulted.
S4 Elaboration of the theoretical framework and definition of methods and techniques. Specificities and interdisciplinarities.
S5. Report organization and writting
S6 Presentation and discussion of dissertation plans and project.
The master's dissertation in Humanitarian Action is presented and defended in public examinations and will be assessed by a jury. The assessment is based on the scientific merit of the dissertation in its theoretical, methodological and empirical components, and on the quality of its oral presentation and defence. The grades in force at ISCTE-IUL for the Master's degree apply.
BibliographyTitle: Nichols, P. (1991). Social survey methods: a field-guide for development workers. Oxford: Oxfam.
Bryman, A. (2016). Social Research Methods. Oxford, Oxford University Press.
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Title: Zwitter, A. (2016). Humanitarian Intelligence. A Practitioner's Guide to Crisis Analysis and Project Design. Maryland, Rowman & Littlefield Publishers.
Wolcott, H. F. (1990). Making A Study ?More Ethnographic.? Journal of Contemporary Ethnography, 19(1), 44?72.
Schiefer, U., L. Bal-Döbel, A. Batis, R. Döbel, J. Nogueira, P. Teixeira. (2007). Manual de Planeamento e Avaliação de Projectos. S. João do Estoril, Ed. Principia.
Della Porta, D., & Keating, M. (Eds.). (2008). Approaches and Methodologies in the Social Sciences. A Pluralist Perspective. Cambridge: Cambridge University Press.
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2nd Cycle Internship
The learning outcomes of the Internship are adapted to each internship and the institution where it is developed. These are:
LO1. To acquire technical skills linked to methods and techniques for action within different kinds of institutions related to the general objectives and learning outcomes of the master's degree;
LO2. To develop research and action-research skills within organizations related to the master's degree;
LO3. To prepare an internship report that reveals analytical reflection of the professional or academic context;
LO4. Develop indicators for recording and evaluating professional practice.
1. Topic and problem of the internship
2. Internship plan
3. Theoretical and methodological framework
4. Methodology of collaborative action research
5. Evaluation
6. Report
Individual report, which contains the following elements:
a) Characterization of the institutional context (history, organization, policies and services, activities, organizational structure and functioning);
b) Framing the internship institution;
c) Description of the activities developed (roles, responsibilities, agents, work processes, methodologies used)
d) Critical and theoretically based conclusions
e) References
The UC does not contemplate the modality of evaluation by Exam.
Title: - Sweitzer, H. Frederick e King, Mary A. (2014), The Successful Internship: Personal, Professional, and Civic Development in Experiential Learning, Belmont, CA: Brooks/Cole, Cengage Learning.
- Reeher, Gant e Mariani, Mack (2002), The Insider's Guide To Political Internships: What To Do Once You're In The Door, Nova Iorque: Basic Books
- Neves, José, Garrido, Margarida, Simões Eduardo (2008), Manual de Competências Pessoais, Interpessoais e Instrumentais. Teoria e Prática, Lisboa: Editora SÍLABO
- Della Porta, Donatella e Keating Michael (eds.) (2008) Approaches and Methodologies in the Social Sciences. A Pluralist Perspective, Cambridge: Cambridge University Press
- Courtney, Roger (2013), Strategic Management in the Third Sector, Basingstoke: Palgrave Macmillan
- Capucha, Luís (2008), Planeamento e Avaliação de Projetos. Guião Prático, Lisboa: ME/DGIDC
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Recommended optative
The recommended electives are specific curricular units in the area of Humanitarian Action at Iscte. The study plan allows you to select any other free elective offered by Iscte courses.
Note: The operation of optional curricular units is subject to a minimum number of enrolments.
1st semester
- 2nd cycle internship
- Participatory Evaluation in Humanitarian Action
- Project Management in Humanitarian Action
- International Cooperation in Africa
- Humanitarian Urbanism and Collaborative Processes
2nd semester
- Contemporary International Migration
- Strategy in Humanitarian Action
Objectives
The master's degree in Humanitarian Action aims to provide students with:
Solid academic training in the area of prevention, preparedness, response and recovery in humanitarian action
Multidisciplinary and interdisciplinary training focused on the ability to critically analyze and develop responses/solutions to situations of disaster, emergency or ongoing humanitarian action
Capacity for critical, creative and autonomous reflection on the impacts of interventions, supported by rigorous analysis tools and research techniques adapted to the academic field, but also adjusted to the specific needs of the professional area.
The objectives and structure of the content are based on an analysis of the professionalization and skills needs identified at international level (e.g. EUHAP Qualifications Framework; CHS Alliance Core Humanitarian Competency Framework).