ABSTRACT
The Master of Development Practice (MDP) program was designed to equip skilled practitioners capable of addressing the complex challenges of sustainable development. While the global network of MDP programs shares common principles and practices, each operates within distinct institutional and developmental contexts. From the outset, these differences have required adaptations, leading to a diversity of approaches across programs. As realities shift, so too do these programs, evolving through both divergence and convergence. How, then, should we define and understand the MDP degree? Shulman’s concept of “signature pedagogies” refers to how education in a given field is structured to prepare future professionals to think, perform and act with integrity. As a relatively new and evolving discipline, development practice may benefit from defining its own signature pedagogy. This chapter draws on interviews with representatives from five early MDP programs in Brazil, Colombia, Ireland, Nigeria and the United States, examining their alignment with the signature pedagogy framework. Similarities in surface structure, deep structure, implicit structure and temporal structure across the curricula suggest the emergence of a signature pedagogy in MDP programs. However, further work is needed to fully define and articulate this pedagogy, which could bring significant benefits and clarity to students, educators, practitioners and partners in development practice.
