|Module Title||THE SECURITY DILEMMA|
|Co-ordinator||Professor Nicholas J Wheeler|
|Other staff||Ms Susanna Birgitta Karlsson|
|Course delivery||Lecture||14 x 1 hour lectures|
|Seminars / Tutorials||5 x 2 hour seminar|
Section 1: Fatalist Voices
2. The pioneering theorists of the security dilemma
3. John Mearsheimer's offensive realism
4. Weapons as ambiguous symbols.
Section 2: Security Dilemma Dynamics
5. The offence-defence balance.
6. Robert Jervis's spiral and deterrence models
7. Security dilemma sensibility
Section 3: Mitigator voices
8. Security regimes
9. Common security and non-provocative defence
10. Mitigator practices in action: the end of the Cold War?
Section 4: Transcender voices
11 Security communities
12 Western Europe as a mature security community?
13 The problem of trust
14 Conclusion: the security dilemma in the 21st century
1. The fatalist approach (role playing exercise on US-China security relations)
2. Spiral and deterrence models (role playing exercise on the security dilemma in North East Asia)
3. Security regimes (role playing exercise on the nuclear Non-Proliferation regime).
4. Common security (role playing exercise on Indo-Pakistani and NATO-Russia security cooperation.
5. Trust building between adversaries (role playing exercise on US-Iran relations).
|Problem solving||Developing student skills in problem solving will be one of the central goals of the module. This will be achieved by the following: the submission of coursework which requires students to develop independent research skills as well as problem solving skills, and the need to research and prepare seminar presentations both individually and in groups (as part of the role playing exercises). The ability of students to solve problems will be developed and assessed by asking them to: adopt different points of view, especially with regard to simulation exercises where they will take on the role of different policy makers; organize data to support their positions; apply the focused comparison method to different cases; and look for patterns across cases and examples. A final examination will ensure that an assessment of students' ability to work alone in solving problems can be undertaken.|
|Research skills||The submission of coursework will reflect the independent research skills of students. The need to locate appropriate research resources and write up the results will also facilitate research skills. Research preparation for seminar presentations and for group work will also enable students to develop research skills. A final examination will ensure that an assessment of students' ability to undertake independent research can be undertaken.|
|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 the 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. Each seminar will begin with a short discussion of the key themes of the seminar, leading into a role playing exercise. All seminars will employ group work where oral discussion and presentations will form the main medium of teaching and 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 convenor 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 coursework and presentation topics. The need to conduct role playing exercises (fortnightly) and to meet coursework deadlines will focus students' attention on the need to manage their time and opportunity resources well.|
|Team work||Seminars will always involve some element of small-group discussion where students will be obliged to discuss as a group the core issues related to seminar topics. Students will also be encouraged to work in groups outside of the seminar as part of the role playing exercises. Team work is a vital component of the module.|
|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 VLE. They will also be expected to use Powerpoint to present their ideas and work in seminars.|
|Application of Number||n/a|
|Personal Development and Career planning||Seminar presentations, small group work, role playing exercises, and dissemination of the ideas discussed in the groups to fellow students will help to develop students' verbal and presentation skills. Organizing the planning of coursework, role playing exercises, presentations, framing the parameters of projects so they meet the aims and objectives of the exercise, and seeing them through to completion will all contribute towards students' portfolios of transferable skills.|
|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: - Ability to evaluate competing approaches to the security dilemma. - Knowledge of the conceptual vocabulary employed in the literature on the security dilemma. - Collect and understand a wide range of empirical data relating to the module. - Apply a range of methodologies in understanding how decision makers resolve dilemmas of interpretation and response when evaluating the threat posed by others.|
This module is at CQFW Level 6