Module SGIA1251: International Security

Department: Government and International Affairs

SGIA1251: International Security

Prerequisites

• None

Corequisites

• None

Excluded Combination of Modules

• None

Aims

• The module aims to introduce students to theoretical, conceptual, empirical and policy questions in international security. It will facilitate their ability to use an appropriate range of skills, including in collecting and assessing information and applying it through critical investigation and case-based learning.

Content

• The module will provide students with a broad knowledge base in international security including major theoretical traditions of enquiry, principal conceptual debates, appropriate methodologies, and applied skills in analysing contemporary security challenges.

Learning Outcomes

• Students will acquire foundational knowledge and understanding of:
• Core concepts, theories and debates in analysis of international security
• Principal dynamics shaping contemporary security in the international system
• The interaction of political structures, ideas, institutions, and actors in pursuit of security goals and the consequent distribution of security

• Students will develop their ability to:
• Analyse and critically evaluate competing theories, concepts, institutions and processes for defining and achieving security in a range of settings
• Identify and apply appropriate methods for analysing security in international relations
• Assess, select and apply sources and methods to produce reasoned judgements

• Students will gain and refine skills in:
• Critical thinking and analytical reasoning
• Effective, ethical and competent use of ICT, including GenAI, in retrieving, assessing, analysing, and presenting information
• Effective communication of their analysis of security challenges and/or situations with clarity and precision.

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

• Digital learning: The module will use a Virtual Learning Environment (VLE) to provide students with access to core materials that will support synchronous learning sessions, including:
• Required and additional readings for specific learning sessions that scaffold learning and ensure accessibility to synchronous sessions for all students
• Lecture recordings
• Curated on-line resources linked to specific learning sessions that provide representative and inclusive reference points for all students
• Appropriate multi-media and open educational resources
• These will help convey core concepts, theories, methods, and empirical material linked to security dynamics of various sorts in advance of classroom sessions and support subsequent reflection as well as assessment preparation.
• Lectures will provide an opportunity for academic staff to review core material and to initiate and facilitate active learning. They will typically:
• Highlight and illustrate areas of contestation and debate in the field, whether theoretical, conceptual, methodological, or empirical
• Deploy cases and examples to stimulate discussion and initiate students’ critical thinking
• Seminars will enable smaller group facilitated discussions that enable students to gain greater understanding of:
• Critical assessment of different forms of knowledge and evidence used in analysing international security
• How to formulate, present, and discuss reasoned analytical judgements in the field of international security
• Effective communication with peers and the development of a reflective approach to learning
• Assessments:
• Formative assessment takes the form of a 1500-word portfolio of three 200-word GenAI outputs in response to student prompts of up to 100-words and three 200-word commentaries on the quality of the GenAI output and how that is reflected in the student’s decision-making in amending their prompts and an assessment of the final GenAI output.
• This will test students’ subject specific knowledge and understanding in explaining their iterative choices in refining prompts and overall assessment of the GenAI output. They will acquire and refine skills in effective and ethical uses of GenAI and applying critical thinking to its outputs.
• Summative assessment is by 2500-word comparative analysis essay of a contemporary security case-study chosen from those considered in the module. Starting from a GenAI developed analysis of the case-study of up to 300 words students will develop two contrasting analyses of the case-study drawing on different theoretical traditions or conceptual foci or reflecting diverse state perspectives.
• This assesses students’ knowledge and understanding of the theories and concepts used in the comparative assessment, how they impact on the dynamics of a case-study, and the diverse ways the different elements of security distribution function. It requires selecting appropriate methods, assessing theories and concepts, analysing institutions and processes. Assessing and using ethically GenAI will reinforce critical thinking and reasoning. Effective communication of competing positions or perspectives will require clarity and precision.

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

1,500-word portfolio

■ Students who do not attend monitored activities shown under Teaching Methods and Learning Hours, or who fail to complete the summative or formative assessment(s) specified above, may be subject to the Academic Progress procedures defined in the University's General Regulation V, and may be required to leave the University.