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 international relations theory 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

• Concepts, theories and illustrative discussion of:
• What constitutes the disciplined study of international politics;
• The main theories of International Relations;
• Epistemology and International Relations Theory;
• The role of the state in International Relations theory;
• Identity and international relations;
• Sovereignty and international relations;
• Ethics and international relations;

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 in the format of an essay gives students practice in advance of summative assessment in setting out their knowledge of the field in order to develop and defend in a suitably structured and rigorous fashion a response to a set question. Formative assessment via an 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. In particular, the formative essay contributes to the students’ ability to develop new skills in exploratory research. The formative essays also provide students with written feedback on their work, enable students to develop their writing, reading and research skills. Achieving this also tests their ability to independently identify, assess and organise resources in support of a consistent academic argument, by a deadline and to a word-limit (1,500 word), requiring students to take responsibility for their learning.
• Summative assessment in the form of a syllabus proposal (2000 word) provides students with the opportunity to develop a grasp of the course material through specific engagement with key texts, and general knowledge of the subject scope. Moreover, this assignment diversifies the format of assessment, thus enabling students to further develop their knowledge skills.
• 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 1,500 words per answer.

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

One 1,500 word essay submitted at the end of the first term.

■ 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