- Professor Alexander Nunn (Professor - University of Derby)
|Delivery Type||Delivery length / details|
|Lecture||8 x 2 Hour Lectures|
|Workshop||1 x 7 Hour Workshop|
|Assessment Type||Assessment length / details||Proportion|
|Semester Assessment||Final Report on Simulation (2000 words)||40%|
|Semester Assessment||Portfolio (1500 words)||30%|
|Semester Assessment||Preparatory Briefings (1000 words)||20%|
|Semester Assessment||Assessment of Skills||10%|
|Supplementary Assessment||Final Report on Simulation (2000 words)||40%|
|Supplementary Assessment||Report on Example (1500 words)||30%|
|Supplementary Assessment||Preparatory Briefings (1000 words)||20%|
|Supplementary Assessment||Report (500 words)||10%|
On successful completion of this module students should be able to:
1. Demonstrate detailed knowledge of the dynamics of refugee politics and decision making.
2. Demonstrate an informed understanding of the international refugee regimes selected policy areas.
3. Demonstrate their acquired negotiating skills and transfer them into different contexts.
4. Utilize advanced communication skills through written and oral work.
5. Demonstrate the development of sophisticated research skills.
6. Analyze and critically evaluate the major policies in the field and demonstrate the ability to use primary documents.
7. Critically assess the central problems facing the international refugee regime, currently and in the future.
Their task will then be, over the course of the module, to act within their roles in simulated international refugee negotiations and decision making in order to try to resolve a particular refugee crisis.
Throughout the course of the module the scenario will evolve both as a result of the students own progress in negotiations but also as a result of ‘external’ events inserted by the module convenor. In a final ‘Summit’ modeled on the Global Refugee Forum (Global Refugee Compact 2018) where negotiations will aim to conclude with a signing of a final agreement addressing the key issues arising from the overarching scenario.
Introductory lectures on the international refugee regime and the scenario selected by the module convenor which will be based on a contemporary refugee crisis.
Students will form negotiating teams in groups of 3-4 members.
Remainder of the module will have students prepare for, and participate in, formal meetings where the issues arising from the scenario will be debated.
Students will be required to
Research background information on specific interests they represent
Prepare positions for the weekly plenary meetings
Communicate and negotiate with other teams in order to agree join positions and develop coalitions
Draft submissions for adoption by the plenary session
Negotiate a final agreement within the parameters set by particular interests and possibilities for compromise.
|Skills Type||Skills details|
|Application of Number||n/a|
|Communication||Students will learn how to present their ideas both verbally and in writing, as well as how to communicate in order to acquire bargaining advantage. 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 the best advantage. They will learn to be clear and direct in their statements, 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. Plenary sessions will be run in groups where oral discussion, negotiations and presentations will form the main medium of teaching and the emphasis throughout the module will be on student participation and communication. Further information available.|
|Improving own Learning and Performance||The module aims to promote self-management but within a context of assistance from both the convenor and the 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 written portfolio and final report, and the overall state of simulation negotiations. The need to meet meeting deadlines, and deadlines for assessed work 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 web, as well as seeking sources through electronic information sources. In addition, it is vital for the module that they will be expected to be able to locate refugee/UN/state documents from the web. Students will also be required to use various information and communication technologies to communicate with other teams during the simulation, share information and build bargaining coalitions. The ability of students to use information technology to advance their positions in negotiations will be assessed via the written portfolio and the evaluation of skills demonstrated.|
|Personal Development and Career planning||The discussions in particular will help to develop students’ verbal and presentation skills. Learning about the process of planning an essay, a presentation, a final report, and framing the parameters of the projects, honing and developing the projects and seeing through to completion will contribute towards their portfolio of transferable skills. In addition, they will be able to significantly improve their negotiation skills. The development and use of transferable skills will be assessed by the Module Convenor.|
|Problem solving||Independent project work and problem solving will be one of the central goals of the module; producing written assignments for the assessed portfolio will require student to develop and demonstrate independent research skills as well as problem solving skills. The need to research and prepare for formal meetings will also enable students to formulate strategies for resolving a range of policy problems. The ability of students to solve problems will be developed and assessed by asking them to: adopt differing points of view; organize data and propose an answer to the problem; consider extreme cases; reason logically; construct theoretical models; consider similar cases; look for patterns; divide issues into smaller problems; build coalitions in favour of specific solutions to problems. A final report on negotiations will ensure that an assessment of the student’s ability to work alone can be undertaken.|
|Research skills||The submission of a portfolio of written assignments and a final report will require students to demonstrate an ability to research and prepare for formal negotiations. The need to locate appropriate research resources and write up the results will also develop research skills. Research preparation for formal presentations at plenary sessions will also enable the student to develop independent project skills. A final report on the negotiations will ensure that an assessment of the student’s ability to work alone can be undertaken.|
|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, especially UN documents from REF World and the UNHCR. Ability to evaluate competing perspectives advanced during complex international negotiations Relate theoretical debates to practical issues arising from real life negotiating scenarios Demonstrate subject specific research techniques Apply a range of methodologies to complex political problems Put political skills to practical use, such as negotiation skills.|
|Team work||Pre-plenary preparation and formal negotiations will consist in part of small-group discussion and negotiation where students will be obliged to discuss as a group the core issues related to a range of topics. Such classroom debates and discussions are a vital component of the module. Teamwork forms part of the assessment of skills employed throughout the simulation.|
This module is at CQFW Level 6