|Assessment Type||Assessment length / details||Proportion|
|Semester Assessment||1 x 2,000 word book review||40%|
|Semester Assessment||1 x 3,000 word research essay||60%|
|Supplementary Assessment||1 x 2,000 word book review||40%|
|Supplementary Assessment||1 x 3,000 word research essay||60%|
On successful completion of this module students should be able to:
1. Identify key analytical concepts in the study of the making of national security policy.
2. Apply these analytical concepts to a range of historical and contemporary cases.
3. Identify key elements of processes of national security policy-making.
4. Identify the complex relationships between such elements in specific instances of policy decisions.
This module examines factors influencing processes of policy-making in the area of national security. Why do states adopt certain security policies from among the range of possible options? Why are particular issues deemed security issues, while others remain beyond the purview of security policy-making? What is the significance and meaning of such designation? How are security policies constructed and which factors and/or actors influence policy decisions? These are just some of the questions the module will address. The module will explore processes of national security policy-making across a range of issues and countries. It will focus on systemic, domestic, and bureaucratic factors as well as main actors, institutional mechanisms, economic and societal constraints, and knowledge claims which influence the processes of national security policy-making.
- Systemic pressures on policy-making
- Domestic, bureaucratic, cultural influences on policies
- Acquisition of weapons systems
- Alliance commitments, collaboration and discord
- Crises and decisions to use military force
|Skills Type||Skills details|
|Application of Number||N/A|
|Communication||Students will learn how to present their ideas verbally and in writing, and how to present their arguments most effectively. They will develop skills in using the many sources of information available 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. Students will also be required to submit their written assessments 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 the module convenor and other students. 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 how to answer assessed essay questions.|
|Information Technology||Students will enhance their proficiency using Blackboard, where materials to support learning will be made available. Students will also develop skills in searching for, and assessing the validity of, online information sources as part of preparation for lectures, seminars and assessed tasks. Assessed work will be presented in electronic format, according to standard expectations.|
|Personal Development and Career planning||The 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 requires students to write 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 work and problem solving will be one central goal of the module; the submission of written assignments 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 in order to complete the assessed work. This will involve utilizing a range of information sources, including core academic texts, journal articles, electronic publications, and online news sources.|
|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 • Apply a range of methodologies to complex historical and contemporary social and political problems.|
|Team work||Students will undertake team exercises in the seminars. For many of the topics of this module, seminars will consist of small-group discussions where students will be asked to discuss as a group the core issues related to the seminar topic. These class discussions and debates form a significant part of the module, and will allow students to approach and examine a given topic through team work.|
This module is at CQFW Level 5