Module SGIA40Z15: Europe-China Relations in a Changing World

Department: Government and International Affairs

SGIA40Z15: Europe-China Relations in a Changing World

Prerequisites

• None

Corequisites

• None

Excluded Combination of Modules

• None

Aims

• This module aims to provide students with a comprehensive understanding of the evolving political, economic, and strategic relations between China and Europe (with a focus on EU institutions, EU member states, and the UK) within shifting global power dynamics. The module explores how a range of factors such as political processes, ideational differences, environmental issues, and emerging technologies shape the political and economic relationship between China and Europe, while also engaging with broader geopolitical contexts such as the US-China competition and Russia’s challenge to European security order. In addition to developing advanced conceptual and analytical insight, the module also equips students with practical skills in policy research, briefing, and analysis. Through engagement with real-world cases, students will learn how to critically assess policy documents, conduct stakeholder analysis, and communicate findings in formats relevant to policymakers and professionals.

Content

• This module offers an in-depth examination of contemporary relations between Europe and China. It first introduces students to key principles and actors in foreign policy practice in China, the EU, and the UK. It then delves into a range of thematic topics central to Europe-China relations. An indicative list may include geopolitical relations, economic relations, human rights, environmental challenges, cultural diplomacy, migration, and digital technology. These will be explored within the shifting global conditions characterised by the strategic competition between the US and China and various contestations of the liberal international order. Key points of debate and dispute in the academic literature will be introduced. Each term it will also feature a guest lecture from researchers, analysts, or other professionals working in the policy sector to enhance students’ understanding of the forms of interactions and policy processes.

Learning Outcomes

• An in-depth understanding of contemporary political and economic relations between China and Europe within broader global contexts.
• A critical understanding and evaluation of the sources of competition and cooperation in different issue areas.

• The ability to identify the key points of contest and dispute regarding Europe-China relations within broader global contexts .
• The ability to develop academic and policy analysis of key issues in Europe-China relations by employing appropriate research strategies, conceptual tools, and source material.

• Communication skills: the ability to convey information or arguments, orally and in writing, effectively to others.
• Problem-solving skills: the ability to identify and critically evaluate different solutions for a given problem.
• Skills at teamwork: the ability to work effectively with others.

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

• Lectures provide the framework and the overarching narrative for the weekly topic and serves as a guide for students’ readings and preparation towards the seminars.
• Seminars provide opportunities for students to reflect on their own understanding of these issues and engage in groupwork, building on their own reading and preparatory activities.
• Summative assessment will be a group policy analysis (2000 words) analysing a current issue in Europe-China relations based on appropriate research strategies and evidence, followed by a presentation to communicate findings to a simulated audience. The report enables students to demonstrate that they have acquired sufficient subject specific knowledge, subject specific skills as well as key skills.
• Formative assessment will be in the form of an individual outline of the policy report. This outline will include the proposed issue, rationale for its relevance, key stakeholders, preliminary research questions, and a plan for evidence gathering. The formative task is designed to scaffold the summative work by providing early feedback, helping students refine their ideas and build confidence in applying policy-focused research skills.

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

Individual outline for the policy analysis (1,000 words)

■ 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