- Professor Matthew Stibbe (Professor - Sheffield Hallam University)
|Assessment Type||Assessment length / details||Proportion|
|Semester Assessment||Short Review Essay (2,000 words)||40%|
|Semester Assessment||Research Essay (3,000 words)||60%|
|Supplementary Assessment||Short Review Essay (2,000 words)||40%|
|Supplementary Assessment||Research Essay (3,000 words)||60%|
On successful completion of this module students should be able to:
1. Understand and discuss key concepts in the study of civil-military relations at various levels of analysis.
2. Demonstrate knowledge of main debates in civil-military relations, as well as the empirical context within which this academic discourse has evolved.
3. Identify and evaluate the different experiences of civil-military relations around the world, demonstrating understanding of why these differences exist and what their broader governance implications are.
4. Demonstrate knowledge of the potential range of military roles and relationships within the modern state, economy, and society, in both democratic and non-democratic contexts, and be able to apply this knowledge to the analysis of individual case studies.
5. Demonstrate awareness and understanding of contemporary issues and international trends in civil-military relations, and how these relate to global peace and security.
6. Evaluate and apply knowledge to produce an in-depth, well-reasoned research essay relying on at least one empirical case study and making a robust argument related to a central theme.
Students will consider how and why civil-military relations around the world - and the academic study of civil-military relations itself - have shifted in tandem with international systemic conditions over time. How (and why) do domestic patterns of civil-military relations vary so widely around the world? What are the implications of this diversity for the incidence of inter-state and intra-state conflicts in the 21st century, or for the so-called ‘Global War on Terror’?
From this starting point, broader implications and themes will then be explored. Related areas of analytical focus include:
- State Formation & Nation-building
- Comparative Regime Types
- Military Relations with State, Regime, Society
- (Postcolonial) Political Militaries
- Political Transitions
- Global Arms Trade
|Skills Type||Skills details|
|Application of Number||Students will engage with statistics through an examination of defence spending data, arms export/import data, relevant macro-economic data, relevant development indicator data, and relevant conflict data where appropriate.|
|Communication||Students will learn how to present their ideas both verbally and in writing and how to present their arguments most effectively. They will understand 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. Seminars will also be run in groups where oral discussion, groupwork, and mini-presentations will form the main medium of teaching. The emphasis throughout the module will be on student participation and 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 convener and fellow students alike. Students will be expected to improve their own learning and performance by undertaking their own research and to exercise their own initiative, including searching for sources, compiling reading lists, and deciding (under guidance) the direction of their essay topics. Group work is integral to the seminars and provides opportunities for students to reflect individually and collectively on their performance. The need to contribute to the group discussions in seminars and to meet assessment deadlines will focus students’ attention on the need to manage their time and opportunity resources well.|
|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 internet, as well as seeking sources through electronic information sources (such as Primo, Google Scholar etc). Students will also be expected to make use of the resources that will be available on the AberLearn Blackboard. Finally, they will learn to navigate by researching policy reports and other documents produced by academic datasets and projects, international organizations, research institutions, and NGOs that focus on aspects of civil-military relations (e.g. training, capacity-building) and/or directly related topics (e.g. arms trade, privatization).|
|Personal Development and Career planning||The seminar discussions in particular will help to develop students’ verbal, presentation, and team-work skills. Learning about the process of planning a case-study-focused research essay, framing the parameters of the research project, developing the research project, and seeing through to completion will contribute towards students’ portfolio of transferable skills. Case study analysis and empirical knowledge are essential transferable skills that may contribute to their employability profile.|
|Problem solving||Independent project work and problem solving will be one central goal of the module; the submission of one short essays and one long research paper will require that students develop independent research skills, as well as logical reasoning 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 identify appropriate sources of both primary and secondary source information and to use them appropriately, understanding their relevant strengths and weaknesses. In particular, research for their case-study focused long papers will require careful gathering of empirical data and information, the judicious use of such material in support of a robust argument. Using and analysing primary sources material will provide a particular set of information literacy skills.|
|Subject Specific Skills||Students have the opportunity to develop, practice and test a wide range of subject specific skills that help them 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; * Ability to evaluate competing perspectives and make appropriate comparisons; * Demonstrate subject-specific research techniques; and * Apply a range of methodologies to complex historical and political problems.|
|Team work||Seminars will consist in part of small group work activities where students will be obliged to prepare, present, and discuss as a group the core issues related to seminar topics. Such class room debates and discussions are a vital component of the module learning experience.|
This module is at CQFW Level 5