|Delivery Type||Delivery length / details|
|Lecture||14 Hours (14 x 1 hour)|
|Seminars / Tutorials||7 Hours (7 x 1 hour)|
|Assessment Type||Assessment length / details||Proportion|
|Semester Assessment||1 x 3,500 word essay||60%|
|Semester Exam||2 Hours (1 x 2 hour exam)||40%|
|Supplementary Assessment||1 x 3,500 word essay||60%|
|Supplementary Exam||2 Hours (1 x 2 hour exam)||40%|
On successful completion of this module students should be able to:
1. Understand the basic principles of International Political Economic and global governance
2. Have a broader knowledge of the principal institutions and regimes associated with global economic governance
3. Have an understanding of key issues associated with economic governance and their relationship with global politics.
4. Compare and contrast different theoretical approaches to international political economy and global governance.
5. Articulate the way in which economic governance impacts and influences upon other spheres of global and social life.
6. Assess the role of different actors in the development and maintenance of global economic governance.
7. Evaluate explanations of global economic governance.
8. Analyze contemporary debates about the present trajectory and tensions present within global economic governance.
The module introduces the students to the main concepts and theories of International Political Economy as well as to theories of global governance, institutions and regimes. After this initial elucidation of the theoretical apparatus of IPE and global governance, the module focuses down on development of the Bretton Woods system, its genesis and purpose and role in the post-war international liberal order. The module examines the evolution of the GATT through to the formation of the WTO in 1995, and then the role of the WTO in managing a distinctly neoliberal model of governance. The course focuses on two select case study areas of the governance reach of the WTO, namely intellectual property rights and development. A similar historical approach is offered with regards to the World Bank and IMF, with a case study of those organizations' Structural Adjustment Programs of the 1980s. The module brings the analysis of the IFIs up to date by critical examining the claims that global economic governance has arrived at a post-Washington Consensus era and the impact on this thesis of the financial crisis. The wider effects of global economic governance on areas such as the environment and health are also scrutinized. Finally, the module looks at tensions present in multilateralism, especially with regards to the rise of regionalism, bilateralism and plurilateralism, and also in the context of emerging powers and issues of leadership and challenge.
2. Theories of Global Governance
3. Theories of International Regimes
4. Creation of the Bretton Woods
5. The GATT to the Uruguay Round and Neoliberalism
6. The WTO
7. Trade Related Intellectual Property Rights (TRIPS)
8. The Doha Development Agenda
9. The World Bank, IMF and Structural Adjustment Programs
10. International Financial Institutions and the Post-Washington Consensus
11. Global Governance of Health and the Environment vs. Economic Governance
12. Bilateralism, Regionalism and Plurilateralism
13. The BRICS and Global Economic Governance
14. G8 and G20
The proposed module would fit with the Department of International Politics degree scheme - Global Politics. It would seek to expose students to the discipline of International Political Economy, key institutions in the Bretton Woods system and to the history of global economic governance from the end of WW2 to the present period. In addition, the course would seek to show the linkages between global economic governance and other areas of global social life, such as health and development. The course will also focus on the governance role of specific multilateral, regional and bilateral institutions and platforms, such as the WTO, the IMF, World Bank, and G-20.
|Skills Type||Skills details|
|Application of Number||N/A|
|Communication||Students will learn how to present their ideas both verbally and in writing and how to how to present their arguments most effectively. They will learn the importance of information and clear communication and how to exploit these. They will know how to use the many sources of information available and how to use the most appropriate form of communication to best advantage. They will learn to be clear in their writing and speaking and to be direct about aims and objectives. They will learn to consider only that which is relevant to the topic, focus and objectives of their argument or discussion. This module will particularly test aural and oral communication skills as it involves assessed seminar performance. Students will also be required to submit their essays in word-processed format and the presentation of work should reflect effective expression of ideas and good use of language skills in order to ensure clarity, coherence and effective communication|
|Improving own Learning and Performance||The module aims to promote self-management but within a context in which support and assistance is available from both the convenor and fellow students alike. Students will be expected to improve their own learning and performance by undertaking their own research and exercising their own initiative, including searching for sources and deciding (under guidance) the direction of their coursework and presentation topics. The need to prepare for assessed seminar participation and to meet coursework deadlines will focus students' attention on the need to manage their time.|
|Information Technology||Students will be expected to submit their work in word-processed format. Also, students will be encouraged to search for sources of information on the web, as well as seeking sources through electronic information sources (such as Web of Science and OCLC). Students will also be expected to make use of the resources that will be available on the Blackboard.|
|Personal Development and Career planning||This module is designed to hone and test skills of use to students in their working lives, particularly in speaking to small groups, listening, thinking and responding to the statement of others. Moreover, the written work includes writing clearly and concisely, which is a common task in the workplace. Students will be encouraged throughout to reflect on their performance and to consider lessons for future application.|
|Problem solving||Independent project work and problem solving will be one central goal of the module; the submission of two essays and preparation for seminar discussions will require that students develop independent research skills as well as problem solving skills. The ability of students to solve problems will be developed and assessed by asking them to: adopt differing points of view; organize data and estimate an answer to the problem; consider extreme cases; reason logically; construct theoretical models; consider similar cases; look for patterns; divide issues into smaller problems.|
|Research skills||Students will be required to undertake independent research for all elements of the assessed work. This will involve utilizing media and web sources, as well as more conventional academic texts. Students will in part be assessed on their ability to gather appropriate and interesting resources materials.|
|Subject Specific Skills||Students have the opportunity to develop, practice and test a wide range of subject specific skills that help them to understand, conceptualise and evaluate examples and ideas on the module. These subject specific skills include: • Collect and understand a wide range of data relating to the module • Evaluate competing perspectives • Demonstrate subject specific research techniques • Apply a range of methodologies to complex historical and contemporary political problems|
|Team work||Students will undertake team exercises in the seminars. Blackboard facilities such as the blog will also be used and students will be encouraged to contribute their comments to the entries.|
This module is at CQFW Level 6