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Short Memos
The debate questions below are designed to serve as the basis for class discussion. All students are required to submit at least five memos during the first three sections of the course. Memos should be no longer than 500 words. In each memo, you should defend your position on one of the debate questions by applying concepts presented in the assigned reading. You will receive written feedback on your memos during the course of the semester. They are due by 10 pm on the Monday before the class in which the assigned reading will be discussed. They will be graded “check plus” (3 points), “check” (2 points), or “check minus” (1 point). The five memo responses will count for 10% of the final grade.
Memo 1 (pick one question):
- How does the water diplomacy framework differ from conventional scientific approaches?
- How can joint fact-finding (JFF) resolve disputes? What are the key obstacles of JFF? Try to refer to an existing (or past) water (or environmental) conflict.
- How can value be created in transboundary water negotiations/cooperation? How does value creation relate to efforts to resolve water conflicts?
Memo 2 (pick one question):
- Imagine two scenarios of a hypothetical river basin: (a) with political border; (b) without political border. What difference you can observe in terms of transboundary conflicts and cooperation?
- Do you foresee any “water war”? Justify your position.
- “Conflict and cooperation coexist.” Justify your position.
- How can water security be defined? Why it is important in water diplomacy?
Memo 3 (pick one question):
- How has the practice of water resource management evolved over time? Do you observe any transition in policy and practice?
- What is new in the Water-Energy-Food nexus? Why it is important in water diplomacy?
- How can water diplomacy be useful for implementing Sustainable Development Goals and Integrated Water Resource Management?
Memos 4 and 5 (pick two questions):
- Which lessons did you learn from the US-Mexico case presented by Dr. Bruno Verdini Trejo?
- Which lessons did you learn from the Nile River case presented by Dr. Yasmin Zaerpoor?
- Which lessons did you learn from the Indus/Jordan River case presented by Prof. Shafiqul Islam?
Indopotamia Game
Participation in and reflection on the in-session role-play simulation called the Indopotamia Game are required. The Indopotamia Game offers an opportunity for students to apply the ideas and techniques discussed throughout the semester. The game deals with the political and scientific disputes that arise in the context of negotiations over water quality, water allocation, water security, rights to water, and the deployment of relevant technologies. A one-page reflection will be due after each of the segments. Participation and reflections will count for 10% of the final grade.
Reflection 1
- How did you try to discover the interests of the other parties? What questions were the most productive?
- How did you build your credibility with the other stakeholders?
- What helpful things did the mediator do?
- Did you try for the winning coalition or blocking coalition?
- Did you try to consider the Water Diplomacy Framework while following the confidential instruction?
Reflection 2
- What happened in your group? What agreements, if any, were reached?
- What part of any agreement is most vulnerable to future perturbations?
Case Study
Each student will write a 12–15 page (single-spaced) case study of a water conflict. Paper topics are due in week 4. A draft of the case study is due in week 8. This draft will not be graded, but will be reviewed in the hope that the final version of the case study (that will be published in the AquaPedia case study database at waterdiplomacy.org) can be as strong as possible. The final case study, which is due in week 12, will count for 35% of the final grade. Late submissions will not be accepted.
Examples of student-written case studies from spring 2021:
- Husnain Afzal, “Indus Water Treaty Between Pakistan and India of 1960: An Analysis of Its Journey over Six Decades and the Scope for Improvements” (PDF)
- Anselmo Cassiano T. Alves, “Turkey-Armenia Water Cooperation” (PDF)
- Gemma Holt, “The Past, Present and Future of the Columbia River Treaty: A Case for Modernization” (PDF)
- Flora Klise, “Singapore-Malaysia Water Conflict” (PDF) [draft version, work in progress]
- [Anonymous Harvard graduate student], “The Confederated Salish and Kootenai Tribes–State of Montana Water Compact” (PDF)
Oral Presentation
Each student must make a 20-minute oral presentation of their case study in week 9, 10, or 11. The presentation will count for 25% of the final grade.
Written Commentaries
Each student is required to serve as a commentator on two of the cases prepared by other students in the class. Everyone in the class is required to indicate to the co-instructors by week 5 the two cases they wish to comment on. Commentaries should point out the strengths of the case presentation and suggest possible improvements. The two commentaries will count for 5% of the final grade.
Class participation
You are required to attend all scheduled class meetings unless you have requested an exception (one per semester) or have a medical emergency. Participation will count for 15% of the final grade.
For full bibliographic details on the readings listed below, see the Readings page.
Part I: Introduction and the Water Diplomacy Framework (WDF)
Week 1
Topics:
- Introduction: Review of the course objectives; student responsibilities, class structure, and grading policy.
- What is water diplomacy?
- Complexities of water resource allocation: Why are transboundary water allocation problems complex? What do we know about addressing complex problems in the public realm?
Readings:
- Islam and Susskind, “Using Complexity Science and Negotiation Theory”
- Huntjens and de Man, “Water Diplomacy: Making Water Cooperation Work”
- Susskind and Islam, “Water diplomacy: Creating Value and Building Trust”
Week 2
Topics:
- Water Diplomacy Framework (WDF): Introduction; stakeholder engagement; negotiation; benefit sharing; mutual gain
Readings:
- Islam and Susskind, Water Diplomacy chapters 1–8
Part II: Key Considerations
Week 3
Topics:
- Transboundary Water Conflicts and Cooperation: What advantages and disadvantages are there to referring to a water management effort as a “conflict” or an example of “cooperation”? Can we avoid conflicts over water? If so, how?
- Transboundary Cooperation: What factors lead to cooperation in the management of common pool resources (CPR)? What questions must be addressed to ensure effective transboundary water management?
- Water Security: What is security? How can water be secured? How can water diplomacy be useful in securing water resources?
Readings:
- Gleick, “Water and Conflict”
- Wolf, “Conflict and Cooperation along International Waterways”
- Cascão and Zeitoun, “Power, Hegemony and Critical Hydropolitics”
- Cook and Bakker, “Water Security”
- Gain, Giupponi, and Wada, “Measuring Global Water Security”
Recommended Skim:
- Spector, “Motivating Water Diplomacy”
Week 4
Topics:
- The Evolution of Water Management: How has the practice of water resource management evolved over time?
- Integrated Water Resources Management (IWRM): What is adaptive management and how is it different than IWRM?
- The Water-Energy Food (WEF) Nexus: What is new in the WEF Nexus? Why it is important in water diplomacy?
- Sustainable Development Goals (SDG) and IWRM: How are transboundary cooperation and conflict reflected in SDG targets? How should IWRM be implemented to increase the chances of achieving SDGs?
Readings:
- Global Water Partnership (GWP) and International Network of Basin Organizations (INBO), “A Handbook for Integrated Water Resources Management in Basins”
- Pahl-Wostl, “Transitions towards Adaptive Management”
- Benson, Gain, and Rouillard, “Water Governance in a Comparative Perspective”
- Biswas, “Integrated Water Resources Management: A Reassessment”
- Jianguo Liu et al., “Nexus Approaches to Global Sustainable Development”
- Junguo Liu et al., “Challenges in Operationalizing the Water–Energy–Food Nexus”
- Benson, Gain, and Giupponi, “Moving beyond Water Centricity?”
- McCracken and Meyer, “Monitoring of Transboundary Water Cooperation”
Due: Case study topic
Part III: Role-Play Simulation
Week 5
Activity: Play the Indopotamia Game
Due:
- First 1-page reflection on the Indopotamia Game
- Identify the two cases you will comment on
Part IV: Regional Case Studies
Week 6
Guest Lecture: The Nile River Case (Dr. Jasmin Zaerpoor)
Readings:
- BBC, “Damming the Nile in 360 Video,” episodes 1 and 2.
- 1959 Agreement on the Full Utilization of the Nile River.
Due: Second 1-page reflection on the Indopotamia Game
Week 7
Guest Lecture: The US-Mexico Water Case (Dr. Bruno Verdini Trejo)
Readings:
- Verdini Trejo, Winning Together
Week 8
Guest Lecture: The Indus/Jordan River Case (Prof. Shafiqul Islam)
Due: First draft of case study
Part V: Student Presentations
Week 9
Student Case Study Presentations
Week 10
Student Case Study Presentations
Week 11
Student Case Study Presentations
Week 12
Due: Final draft of case study
For information on the order in which the readings listed below were assigned, see the Calendar page.
1959 Agreement on the Full Utilization of the Nile River.
BBC News, 2018. “Damming the Nile in 360 Video,” episodes 1 and 2 (YouTube).
Benson, David, Animesh K. Gain, and Carlo Giupponi, 2019. “Moving beyond Water Centricity? Conceptualizing Integrated Water Resources Management for Implementing Sustainable Development Goals.” Sustainability Science 15: 671–681.
Benson, David, Animesh K. Gain, and Josselin J. Rouillard, 2015. “Water Governance in a Comparative Perspective: From IWRM to a ‘Nexus’ Approach?” (PDF). Water Alternatives 8(1): 756–773.
Biswas, Asit K., 2004. “Integrated Water Resources Management: A Reassessment.” Water International 29(2): 248–256.
Cascão, Ana Elisa, and Mark Zeitoun, 2010. “Power, Hegemony and Critical Hydropolitics” in Anton Earle, Anders Jägerskog, and Joakim Öjendal, eds., Transboundary Water Management Principles and Practice, 27–42. Routledge. ISBN: 9781849711388.
Cook, Christina, and Karen Bakker, 2012. “Water Security: Debating an Emerging Paradigm.” Global Environmental Change 22: 94–102.
Gain, Animesh K., Carlo Giupponi, and Yoshihide Wada, 2016. “Measuring Global Water Security towards Sustainable Development Goals.” Environmental Research Letters 11(12).
Gleick, Peter H., 1993. “Water and Conflict: Fresh Water Resources and International Security” (PDF). International Security 18(1): 79–112.
Global Water Partnership (GWP) and International Network of Basin Organizations (INBO), 2009. “A Handbook for Integrated Water Resources Management in Basins” (PDF). GWP/INBO. ISBN: 9789185321728.
Grey, David, and Claudia W. Sadoff, 2007. “Sink or Swim? Water Security for Growth and Development.” Water Policy 9: 545–71.
Huntjens, Patrick, and Rens de Man, 2017. “Water Diplomacy: Making Water Cooperation Work” (PDF). Policy Brief. Planetary Security Initiative and The Hague Institute for Global Justice. 1–12.
Islam, Shafiqul, and Lawrence Susskind, 2012. Water Diplomacy: A Negotiated Approach to Managing Complex Water Networks. Resources for the Future (Routledge). ISBN: 9781617261039.
———, 2018. “Using Complexity Science and Negotiation Theory to Resolve Boundary-Crossing Water Issues.” Journal of Hydrology 562: 589–598.
Liu, Jianguo, Vanessa Hull, H. Charles J. Godfray, David Tilman, Peter H. Gleick, Holger Hoff, Claudia Pahl-Wostl, Zhenci Xu, Min Gon Chung, Jing Sun, and Shuxin Li, 2018. “Nexus Approaches to Global Sustainable Development.” Nature Sustainability 1: 466–476.
Liu, Junguo, Hong Yang, Christophe Cudennec, Animesh K. Gain, Holger Hoff, Richard Lawford, Jiaguo Qi, Lucia de Strasser, Paul T. Yillia, and Chunmiao Zheng, 2017. “Challenges in Operationalizing the Water–Energy–Food Nexus.” Hydrological Sciences Journal 62(11): 1714–1720.
McCracken, Melissa, and Chloé Meyer, 2018. “Monitoring of Transboundary Water Cooperation: Review of Sustainable Development Goal Indicator 6.5.2 Methodology.” Journal of Hydrology 563: 1–12.
Pahl-Wostl, Claudia. 2007. “Transitions towards Adaptive Management of Water Facing Climate and Global Change.” Water Resources Management 21(1): 49–62.
Spector, Bertram I. 2000. “Motivating Water Diplomacy: Finding the Situational Incentives to Negotiate.” International Negotiation 5(2): 223–36.
Susskind, Lawrence, and Shafiqul Islam. “Water Diplomacy: Creating Value and Building Trust in Transboundary Water Negotiations.” Science & Diplomacy 1(3): 1–7.
Keohane, Robert O, and Elinor Ostrom, 1995. “Introduction” in Keohane and Ostrom, eds., Local Commons and Global Interdependence: Heterogeneity and Cooperation in Two Domains, 1–26. SAGE Publications. ISBN: 9780803979635.
Verdini Trejo, Bruno, 2017. Winning Together: The Natural Resource Negotiation Playbook. MIT Press. ISBN: 9780262037136.
Wolf, Aaron T. “Conflict and Cooperation along International Waterways.” Water Policy 1(2): 251–265.
Integrated Water Resources Management / The Water-Energy-Food Nexus
This video presents a Zoom lecture by Dr. Animesh Gain on water resources management and the relations between water, energy, and food resources.
Enabling Conditions for Transboundary Water Agreements
This video presents a Zoom guest lecture by Prof. Shafiqul Islam of Tufts University on the conditions that are necessary for negotiating and ratifying new international agreements on management of water resources.
The Confederated Salish-Kootenai Tribes–State of Montana Water Compact
This is a video of a student presentation on the agreement over management of the upper headwaters of the Columbia River basin in western Montana.
The Past, Present and Future of the Columbia River Treaty: A Case for Modernization
This is a video of a student presentation by Gemma Holt on the agreement between the United States and Canada on the management of the water in the Columbia River Basin.
Ganges Water Conflicts between India and Bangladesh
This is a video of a student presentation by Mashroof Hossain on the difficulties in negotiating international agreements to regulate the use of the Ganges River.
Singapore-Malaysia Water Conflict
This is a video of a student presentation by Flora Klise on the agreements by which Singapore purchases drinking water from Malaysia.
Course Meeting Times
Lectures: 1 session / week, 2 hours / session
Prerequisites
None
Course Description
The demand for water continues to rise all over the world while supply remains relatively limited and increasingly uncertain due to climate change. If these trends continue, they could lead to greater conflict over water use. This course examines ways of resolving conflicts over the allocation of water resources, particularly transboundary waters. Graduate students and advanced undergraduates are welcome. The class is taught comparatively, that is, with constant reference to cases from around the world.
This course is designed to raise student awareness of the state of freshwater resources globally and the need for more effective water governance. It builds on several case studies of transboundary water conflicts in different parts of the world while also helping students develop the negotiation and mediation skills they will need to resolve water disputes. During the course, students will participate in a role-play simulation (“Indopotamia”) as a way of applying what they have learned about water governance and multiparty negotiation.
The course includes guest lectures by Dr. Bruno Verdini Trejo (MIT), Dr. Yasmin Zaerpoor (Boston College), and Prof. Shafiqul Islam (Tufts), presenting multiple cases of transboundary water conflicts (e.g., Nile, Indus, Jordan, US-Mexico).
Intended Learning Outcomes
By the end of this course, students will be able to
- describe complexities related to transboundary water management;
- critically evaluate the paradigm shift of water resources management in academic literature;
- describe the resolution of a water conflict (or design an approach to an existing conflict) by referencing specific tools, approaches, and principles from negotiations;
- apply basic negotiation skills to transboundary water governance;
- hypothesize ways of creating value in a given transboundary water conflict.
How the Course Is Organized
I. Introduction and the Water Diplomacy Framework (WDF)
- Water Diplomacy
- Complexities of Water Resource Allocation
- Introduction to the Framework
- Stakeholder Engagement
- Benefit-Sharing and Mutual Gains
II. Key Considerations
- Transboundary Water Conflicts and Cooperation
- Water Security
- The Evolution of Water Management
- Integrated Water Resource Management (IWRM)
- The Water-Energy Food (WEF) Nexus
- Sustainable Development Goals and IWRM
III. Role-Play Simulation
- Part 1: Introduction & Joint Fact-Finding
- Part 2: Mutual Gain Negotiation
IV. Regional Case Studies
- The US-Mexico Water Case (Dr. Bruno Verdini Trejo, MIT)
- The Nile River Case (Dr. Yasmin Zaerpoor, Boston College)
- The Indus/Jordan River Case (Prof. Shafiqul Islam, Tufts University)
V. Student Presentations
Required Text
Shafiqul Islam and Lawrence Susskind, Water Diplomacy: A Negotiated Approach to Managing Complex Water Networks, Resources for the Future (Routledge), 2012. ISBN: 9781617261039.
Other assigned readings are listed on the Readings page.
Assignments and Grading
- Five short memos (15% of the grade).
- Participation in the Indopotamia Game (10%).
- A case study of a water conflict (35%).
- Oral presentation of the case study (25%).
- Two written commentaries on cases prepared by other students in the class (5%).
- Class participation in all classes (10%).
The assignments listed above are described in more detail on the Assignments page.
You are required to attend all scheduled class meetings unless you have requested an exception (one per semester) or have a medical emergency.
Final grades are based on a weighted average for the term. Grade cutoff points are as follows:
- A+ = 97–100%
- A = 94–96%
- A- = 90–93%
- B+ = 87–89%
- B = 83–86%
- B- = 80–82%
- C+ = 77–79%
- C = 73–76%
- C- = 70–72%
- D = 60–69%
- F = < 60%
Academic Honesty
Plagiarism and cheating are both academic crimes. Never (1) turn in an assignment that you did not write yourself, (2) turn in an assignment for this class that you previously turned in for another class, or (3) cheat on an exam. If you do, it may result in a failing grade for the class and possibly even suspension from MIT. Please see Dr. Gain if you have any questions about what constitutes plagiarism.
Adherence to MIT’s Emergency Academic Regulations and Recommendations for Spring 2021
Entering into our third semester impacted by the ongoing pandemic, MIT recognizes the difficult and unusual circumstances continuing to impact everyone in our community. To ensure the highest quality educational experience during these times, MIT’s Academic Policy and Regulations Team (APART) has developed recommendations and regulations for the Spring 2021 term. This syllabus has been developed, and this class will be conducted, in full adherence to the APART policies and the grading policy for Spring 2021. Other term regulations and examination policies remain in effect.
Land Acknowledgement Statement
MIT acknowledges Indigenous Peoples as the traditional stewards of the land, and the enduring relationship that exists between them and their traditional territories. The land on which we sit is the traditional unceded territory of the Wampanoag Nation. We acknowledge the painful history of genocide and forced occupation of their territory, and we honor and respect the many diverse indigenous people connected to this land on which we gather from time immemorial.
Inclusive Classroom
MIT values an inclusive environment. We hope to foster a sense of community in this classroom and consider this classroom to be a place where you will be treated with respect. We welcome individuals of all backgrounds, beliefs, ethnicities, national origins, gender identities, sexual orientations, religious and political affiliations, and other visible and nonvisible differences. We hope to teach you in a way that you will be able to transfer what you learn in one context to other aspects of your education, as well as your other social, racial, ethnic, political, or spiritual identities. The activities (practice, constant reflection, and assessment) used in this course are designed to help you examine yourself in an effort to improve your communication and problem solving skills to be an engaged learner. We believe that the variety of voices and perspectives will add richness and depth to the conversations we will have in class and is instrumental when approaching and designing solutions to problems. We have made an effort to include in the readings and assignments components of such a variety, but we do recognize that there is room for our own improvement. We welcome your feedback and we look forward to learning with you!
All members of this class are expected to contribute to a respectful, welcoming, and inclusive environment for every other member of the class. If this standard is not being upheld, please feel free to speak with us.
Academic Integrity
In this course, we will hold you to the high standard of academic integrity expected of all students at the Institute. We do this for two reasons. First, it is essential to the learning process that you are the one doing the work. We have structured the assignments in this course to enable you to gain a mastery of the course material. Failing to do the work yourself will result in a lesser understanding of the content, and therefore a less meaningful education for you. Second, it is important that there be a level playing field for all students in this course and at the Institute so that the rigor and integrity of the Institute’s educational program are maintained. Violating the Academic Integrity policy in any way (e.g., plagiarism, unauthorized collaboration, cheating, etc.) will result in official Institute sanction. Possible sanctions include receiving a failing grade on the assignment or exam, being assigned a failing grade in the course, having a formal notation of disciplinary action placed on your MIT record, suspension from the Institute, and expulsion from the Institute for very serious cases. Please review MIT’s Academic Integrity policy and related resources (e.g., working under pressure; how to paraphrase, summarize, and quote; etc.) and contact me if you have any questions about appropriate citation methods, the degree of collaboration that is permitted, or anything else related to the academic integrity of this course.