Module SGIA49630: International Relations Theory

Department: Government and International Affairs

SGIA49630: International Relations Theory

Prerequisites

• None.

Corequisites

• None.

Excluded Combination of Modules

• None.

Aims

• This module is a graduate-level introduction to International Relations (IR) theory. The module surveys both mainstream and critical approaches to the subject.
• The module provides students with an advanced understanding of select key concepts and theories in the field of International Relations/International Politics, as well as enabling students to develop skills in the usage of theory.

Content

• Introduction to the discipline/academic field of International Relations
• Theories of International Relations
• Core concepts in International Relations
• Different methodological traditions that have shaped the study of international relations/international politics
• Topics studied may include the following
• Realism
• Idealism
• Liberalism
• Marxism
• Critical Theory
• Feminism
• Post-colonialism
• Post-structuralism
• The "English School"
• Global IR
• Security
• Ethics and War
• Democratic Peace
• The Environment
• Justice
• Power
• Sovereignty

Learning Outcomes

• On completion of this module, students will acquire knowledge and understanding of:
• key concepts and theories in International Relations;
• specific debates within International Relations;
• specific literatures within International Relations;
• A deep appreciation of the significance of theory in political research.

• By the end of the module students should be able to:
• The ability to use critically the relevant theoretical concepts and approaches in international theory;
• Effectively describing and applying more advanced academic literatures;
• Identifying and evaluating key disputes and debates in the context of international theory;
• Showing awareness of and some sophistication in the use of methodological ideas and approaches to theorising.

• Students will also develop some important key skills, suitable for underpinning study at this and subsequent levels, such as:
• Independent learning within a defined framework of study at an advanced level;
• Independent thought in analysing and critiquing existing scholarship on the subject area and in evaluating its contribution;
• Advanced ability to seek out and use relevant data sources, including electronic and bibliographic sources, as well as primary sources, and policy reports;
• Ability for independent thinking informed by the academic debate at an advanced level.
• Advanced essay-writing skills and the ability to work to a deadline;
• Effective written communication of research and policy applications;
• Ability to reflect critically on their own work and performance.

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

• Students are taught through one-hour lectures, including an introductory lecture on the topics and issues to be covered over the duration of the year. The lectures are designed to introduce students to key topics and debates within International Relations theory and ground the material to be covered in the flipped classrooms.
• Flipped-classrooms: These sessions are opportunities for students to actively engage with the course content and gain a deeper appreciation of the material through discussion with peers. Students are expected to complete relevant readings and view related material, including pre-recorded lectures, in advance of the session. The lecture of the week of the flipped classroom may be recorded in advance.
• Summative work will consist of a 1,500 word assignment aimed to develop writing/communication and a 3,000 word summative essay. Assignments will focus on course content, either on specific concepts and/or in relation to particular texts, thus supporting the module's learning outcomes.
• Students are required to submit a 3,000 word summative essay on themes covered in the module due towards the end of Easter term. Guidance on the summative essay will be provided in Epiphany term.
• In Michaelmas, students are asked to complete a formative assignment designed to demonstrate a close understanding of the course content by having to explain key concepts and/or theories, including the identification and overview of significant debates within the field, and identify the significance of specific theorists.

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

Written assignment (1500 words) in Michaelmas 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