Module SGIA3551: HISTORICAL ORIGINS OF POLITICAL INSTITUTIONS

Department: Government and International Affairs

SGIA3551: HISTORICAL ORIGINS OF POLITICAL INSTITUTIONS

Prerequisites

• Any Level 2 SGIA module

Corequisites

• None

Excluded Combination of Modules

• None

Aims

• This module provides a critical survey of works within comparative politics that seeks to explain the origins and developments of political institutions.
• This module builds on and directly expands the knowledge that students acquired in their previous studies of core concepts in comparative politics, such as SGIA1191: Democratic Political Systems.
• This module will encourage students to critically evaluate existing research in the sub-field and to draw clear links between political institutions today and their political origins. How (and why) did we get to where we are today?

Content

• The module will cover topics such as the origins and consequences of key institutions, indicative example include: nation states, democracies, dictatorships, property rights, secret vote, suffrage, electoral systems, political parties and welfare states.
• The content of the module will cover both contemporary research as well as classic works. This will give students a background in how the literature in the sub-field has developed over time.

Learning Outcomes

• Advanced knowledge of an emerging and highly salient sub-field in comparative politics.
• Critical understanding of historical processes and underlying conditions and mechanisms that led to the adoption of specific institutions.
• Critical understanding of theoretical debates about the consequences of specific institutions for politics today.

• Advanced comparative analytical skills
• Critical engagement, assessment and evaluation of theories of the origin of institutions
• Identify and effectively utilise advanced academic literature in the field
• Evaluate existing theories with respect to a given region, set of countries or a country

• Learn to effectively retrieve, utilize, critically evaluate and present scholarly research
• Demonstrate an independent and group-based approach to learning
• Effectively engage in a structured debate in tutorials
• Acquire independent research skills to augment initial guidance on suitable sources
• Research topics via a creative use of library and Internet sources
• Accurately assess the suitability and quality of resources
• Develop collaborative and teamwork skills
• Take responsibility for own work
• Visually present an argument in a succinct, compelling and informative way to a broader audience

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

• The module will be principally taught through 10 two-hour seminars in MT and 5 two-hour seminars in LT. The purpose of the seminars will be divided in the following way: seminars will focus on a specific institution, its origins and developments; introducing students to a comparative method; helping students with poster-building skills; developing their own group projects and involve students’ presentations about their proposals
• Seminars will be instructor directed but will focus on discussion of the week's readings, specifically with regard to the theories and research designs of each individual work.
• Students will also be able to access members of academic staff through their routine ‘office hours’, typically two hours per week when academic staff are available to meet with students to address individual queries and concerns.
• Formative assessment will come in the form of group research proposal for the summative group projects (1500 words)
• Summative assessment will come in the form of group activities that will result in a) 4000 word group project, b) report on own and others’ contribution to the group project and c) presentation poster that visually represents the group essay.
• Each group can choose a specific region, country or a set of selected countries and analyze the origins and consequences of its key, selected, institutions. Students are expected to implement a comparative method in assessing the existing theories of the origins of institutions or generate their own theories of institutional origin. Students will be evaluated on the quality of the understanding and engagement with the literature discussed on the course as well as on the depth of a country/regional-specific knowledge. The group project is designed to help students develop collaborative and teamwork skills.
• Each individual student will write a report evaluating their own contribution to the group essay and the contribution of other members of the group. The report aims to help students to take responsibility for their own work.
• Each group is expected to design a poster that highlights the main research puzzle or research question, methodological approach and findings of the group projects. The posters will be displayed at SGIA. The poster task seeks to prepare students for a poster presentation at conferences or other public events. It allows students to learn how to visually present their group projects in a succinct, compelling and informative way to a broader audience.

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

1,500 word group research proposal for the group project

■ 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