Module SGIA2131: INTERNATIONAL RELATIONS THEORY

Department: Government and International Affairs

SGIA2131: INTERNATIONAL RELATIONS THEORY

Prerequisites

• Any Level 1 SGIA module

Corequisites

• None.

Excluded Combination of Modules

• None.

Aims

• The module aims to give students detailed and specific knowledge about contemporary theories of international relations and to develop students’ critical engagement with theory and the wider implications of such theories for the contested nature of the subject’s boundaries. The module contributes to the students’ wider understanding of theoretical, conceptual and methodological matters in the study of politics.

Content

• The module will provide students with an introduction to and understanding of the range of contemporary debates in international relations theory, particularly how international relations theories conceptualize modern political life and frame the conditions for making sense out of global politics.
• The course addresses a broad range of the major contemporary theories of international relations. The course is divided into three principal sections with the overall aim of addressing the following questions: What is the disciplined study of international relations, how do we study international relations, and why do we study it in that way. The first section focuses on understanding the world by looking at the role and method offered by levels of analysis. The second section examines select heuristics by which international relations are understood, such as international society, international system, the liberal peace, and the role of international law. The third section, building on the previous two, addresses the key issues that international relations theory addresses, including, power, ethics and identity.

Learning Outcomes

• During the module students should develop subject specific knowledge and understanding of:
• The major contemporary international relations theories, including explanatory and critical theories, in comparative context;
• Important elements of international political thought and political philosophy as they relate to our understanding of international relations;
• Knowledge of the bases for the contested nature of international relations theories.

• Students should also develop important subject specific skills, such as:
• Effectively describing and applying more advanced academic literatures;
• Identifying and evaluating key disputes and debates in the context of IR theory;
• Showing awareness of and some sophistication in the use of methodological ideas and approaches to theorising.

• Students should also enhance key skills, including:
• Effective communication of their knowledge, including engaging with, structuring and assessing material.
• Developing more advanced evaluative techniques.

Modes of Teaching, Learning and Assessment and how these contribute to the learning outcomes of the module

• Teaching and learning are via lectures and smaller-group tutorials. Lectures provide for the delivery of subject specific knowledge and enable staff to highlight key areas of dispute in the field, including the role of methodological disputes. Smaller-group tutorials enable students to explore the subject in more depth and discuss competing evaluations and assessments of the theories and debates covered in the module. They also offer an opportunity for students to structure and communicate their knowledge in response to the dynamics of the class.
• Formative assessment via essay offers students an opportunity to practice the kind of skills necessary for exams without the associated time pressure and receive feedback on the development of their knowledge and understanding, and their subject specific skills. The formative essays also provides students with written feedback on their work, enable students to develop their writing, reading and research skills, and provides the opportunity to develop deeper knowledge of the subject material.
• Summative assessment by examination using a take-home exam enables a wide range of knowledge and understanding to be assessed, with the exam structure ensuring that students must engage with methodological debates in the field and show an ability to compare and contrast different theories. Marking criteria highlight the role of analytical skills in gaining the highest marks and questions are set to encourage an analytical response. The time pressures of exams test students' organisational skills and their ability to effectively structure and deploy knowledge and communicate clearly and concisely. The summative assessment is made up of a selection of long answer questions, out of which the student has to choose 2 questions to answer. The exam will include clear information regarding assessment criteria (a strong and clear argument, a tightly structured essay, formal references, demonstration of knowledge of the material and a well-developed understanding of the specific issue the question addresses). Each question will also have a maximum of 1250 words per answer, excluding references.

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

Two 2,000 word essays. No collections required.

■ Attendance at all activities marked with this symbol will be monitored. Students who fail to attend these activities, or to complete the summative or formative assessment specified above, will be subject to the procedures defined in the University's General Regulation V, and may be required to leave the University