Posgtgraduate Taught Handbook 2012/13

The UK’s European university

THE SCHOOL OFPOLITICS ANDINTERNATIONALRELATIONS

Postgraduate Handbook 2012/2013

CONTENTS Page Number

MISSION STATEMENT 1 WHO’S WHO AND TERM DATES 2

WELCOME 3

PROGRAMMES AND PATHWAYS

Comparative Federalism 4 European Governance 6 Human Rights 12

International Conflict Analysis 14 Peace and Conflict Studies 16 International Relations 19 International Relations and European Studies 22 International Relations with International Law 24 International Security and the Politics of Terror 26

Politics 28 Political Theory and Practices of Resistance 30 Security and Terrorism 32 MODULE DESCRIPTIONS 34

LEARNING RESOURCES

Using the Library 47 E-learning and ‘Moodle’ 48 School learning environment: Open Forum and Visiting Speaker Series 48 Employability 48

UELT 49 English Language Unit 49 Key Skills Matrix 50

WRITING, PRESENTING AND SUBMITTING ESSAYS

Writing Your Essay 51 Presenting Your Essay 54 References & Bibliographies 55 Academic Integrity, Plagiarism and Honesty 58 Submitting Your Essay 60 Academic Feedback and Assessment Criteria 62 THE SCHOOL COMMUNITY

Student Support Officer 64 Staff/Student Liaison Committee 65 THE GRADUATE SCHOOL 66 ACADEMIC STAFF

Research Interests 67 LINKS TO UNIVERSITY AND FACULTY WEBSITES 70 STAFF LIST, TELEPHONE NUMBERS AND EMAIL ADDRESSES 72

1

Mission Statement

The School of Politics and International Relations will

• Sustain and develop scholarship, research, teaching and training in Politics and International

Relations which:

• aspires to best practice in all its activities;

• reflects its scholarship and research in teaching;

• provides lifelong learning skills appropriate to the discipline;

• is informed by developments in the other Social Sciences and in the Humanities. • Enhance its research profile through the scholarly activity of its members through the

• encouragement of a structure and culture for research and scholarship;

• support for individual research;

• development of research groups and Centres;

• publication support for all its members;

• maintenance of its journal Global Society;

• support for a strong cadre of research students.

• Achieve a reputation for excellence in teaching at all levels through

• maintaining stimulating, generic and subject specific undergraduate teaching;

• enhancing the postgraduate teaching quality;

• ensuring that its students are equipped with skills which are both relevant and transferable.

• Develop its national, European and international ties based on its

• European presence at the Brussels School of International Studies;

• commitment to a European vocation through the provision of four-year programmes;

• deepening its teaching and research partnerships with European and world associates;

• role in professional associations and international networks for the promotion of teaching, training, research and scholarship.

2

SCHOOL OF POLITICS AND INTERNATIONAL RELATIONS

Head of School: Professor Richard Sakwa

Director of Graduate Studies

(Taught students): Professor Elena Korosteleva

Director of Graduate Studies

(Research students): Dr Iain Mackenzie Director of Learning & Teaching: Dr Andrea Den Boer Student Support Officer: Ms Sara Witchell School Administration Manager: Ms Frances Pritchard School Website: http://www.kent.ac.uk/politics/

Term dates:

Autumn term 24 September 2012 - 14 December 2012 Spring term 14 January 2013 - 5 April 2013 Summer term 6 May 2013 - 14 June 2013 The School Office

Office Supervisor Gemma Chapman

Postgraduate Secretary Nicola Huxtable (9.30am-2.30pm) Administrative Assistant Suzie Robinson Administrative Assistant Jessica Shepheard (maternity leave to June 2013)

During term time, the School Office is open to students from 09:30 – 13.00 and 14.00 – 16.00, except for Tuesdays when the office opens at 10.00. The School Office is where you hand in and collect your essays (unless told differently by your teacher); obtain course outlines, collect module change forms and come if you have any queries. The staff who work in the School Office are always happy to help you should you have any queries.

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Welcome to the School

The School of Politics and International Relations at Kent (SPIR) was one of the founding departments of the University when it was established in 1965. On the Canterbury campus it now has some 570 undergraduate and about 100 postgraduate students, 30 members of staff, and over a dozen graduate teaching assistants. The School offers a very wide range of programmes and modules, all of which are research-led and taught by active researchers presenting the cutting edge of work in their fields. Our focus is on Politics, Political Thought and International Relations, but much of what we do is inter-disciplinary in character. This is reflected in the close links that we enjoy with other Schools in the University, including the provision of joint Masters programmes.

The University of Kent proudly claims to be Britain’s European university, and the school makes a full contribution to this role. On campus, and especially in the school, you will find a large number of students drawn from the continent. They are joined by students drawn from all parts of the world, who work and relax together in a variety of campus clubs and associations. The teaching staff, too, is very cosmopolitan, with academics from Belarus, Britain, Canada, China, France, Germany, Ireland, Italy, Norway, Turkey and the USA, joined periodically by Visiting Fellows from around the world. We aim to deliver the best of British academic life in a European and international context.

The School has five members of staff at the Brussels School for International Studies, part of the University of Kent campus in Brussels (UKB) where over 100 postgraduate students take MA and PhD degrees. In addition, we enjoy links and exchange programmes with universities across Europe and in the USA and Russia. We have recently introduced double award two-year MA programmes, which give students the opportunity to study a year in Canterbury and a year in a partner institution abroad. There is a vibrant postgraduate Research School in Politics and International Relations, which offers excellent opportunities for PhD research for those who wish to continue after completing their MA.

The School has a strong tradition in teaching and research in Politics and International Relations. The main research and teaching interests of staff lie in the fields of political thought; politics, democracy and governance; regional and area studies; international relations and international organisations; international conflict analysis; European integration and enlargement; international political economy and the politics of the environment. We can offer a very wide range of expertise on different areas of the world, with experts in European governance and in the politics of a number of European countries (France, Germany, Italy, Russia, Eastern Europe in general, Switzerland, Turkey and the United Kingdom), experts on the domestic and international politics of the United States, experts on Latin America and Africa, and experts in East Asian politics, including China and Japan.

Our work at all levels is now organised around three research and teaching groups: Conflict, Security and Human Rights; Comparative Politics; and Political and Social Thought. We encourage our MA students from the very beginning to affiliate themselves with the work of one or more of these groups. The best way to do this is to attend our School of Politics and International Relations Research Seminar (SPIRRS), which presents cutting-edge research in an interactive format.

The three research groups are reinforced by two research centres: the Conflict Analysis Research Centre (CARC), a world-leading centre for conflict studies; and a unique Centre for Federal Studies, the only one of its kind in the UK. We are also now creating a third, the Global Europe Centre. We also have a research cluster to give focus for our work on energy, the Energy Analysis Group (EEAG). These centres and groups are responsible for inviting guests to our Visiting Speaker Programme, which you are warmly invited to attend.

We seek to provide a stimulating environment for students to develop their intellectual talents and academic skills. We offer a wide range of programmes and modules, a varied visiting speaker and research seminar programme and a supportive learning environment. We enjoy it and we hope that you will too. Welcome! Professor Richard Sakwa, Head of School

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PROGRAMMES AND PATHWAYS

Comparative Federalism This programme is offered in two versions: as a Postgraduate Diploma (PDip) and as a Master of Arts (MA). The PDip is a nine-month, coursework-only degree worth 120 Kent credits, equivalent to 60 ECTS credits. The MA is a one-year, coursework plus dissertation degree worth 180 Kent credits, equivalent to 90 ECTS credits. Stage 1 of the programme is common for both the PDip and the MA. It consists of two teaching terms in which you study three compulsory and three optional modules. Successful completion of Stage 1 leads to the MA stage (Stage 2) in which you research and write a supervised dissertation of maximum 14,000 words on a topic related to Federal Studies. The Centre for Federal Studies (CFS) was founded in 2005 with the support of the James Madison Trust and exists to promote teaching and research in the fields of federal political philosophy, the history and theory of federalism, federal political systems, comparative federalism and federalism as conflict management. To this end a new MA in Comparative Federalism was introduced in September 2005 that has an empirical focus upon the United States of America, Canada, Nigeria Germany and Switzerland but which is designed to encourage students to extend their research interests beyond the study of the established federations to include parts of the world – like Indonesia, Iraq, Cyprus, Sudan and Sri Lanka – where federal principles might serve to promote conflict prevention as well as conflict management. The CFS is the only centre of its kind in the United Kingdom and is intended to act as a focus for joint research projects, especially involving international collaboration. It participates in an international network of research centres as a member of the International Association of Centres for Federal Studies (IACFS) and it is also represented in the Comparative Federalism and Federation Research Committee of the International Political Science Association (IPSA). Professor Burgess has particular research interests in Canada and the European Union (EU) and in comparative federalism in general. His Canadian interests include political history, constitutional politics, Canada-Quebec relations and contemporary issues that determine the evolution of the federation, while his EU research looks mainly at conceptions of change and development that include federal ideas and proposals, the Constitutional Treaty, subsidiarity and institutional reform. Recently he has published Comparative Federalism: Theory and Practice (London, Routledge, 2006) State Territoriality and European

Integration (London: Routledge, 2006) [with H. Vollaard] Multinational Federations (London: Routledge 2007) [with J. Pinder] and Federal Democracies (London:Routledge 2010) [with Alain Gagnon] He is interested in the conceptual problems that surround comparative federalism, how and why federations are formed, and the competing explanations for secession in federations. Currently he is working on the notion of ‘federal empathy’ as the moral basis to federalism in normative empirical terms and on a comparative historical survey of the ‘federal spirit’. He is currently contracted to complete his In Search of the Federal

Spirit: New Theoretical and Empirical Perspectives in Comparative Federalism with Oxford University Press in 2012. Dr Dardanelli is the Deputy Director of the CFS and his research activity complements that of Professor Burgess. He has particular interests in the European tradition of federalism and regionalism and its connections with nationalism, democracy and European integration. His published work has focused on the UK, Switzerland and the European Union and he is currently working on a comparative study of Belgium, Italy and Spain. He is the author of Between Two Unions: Europeanisation and Scottish

Devolution,(Manchester: Manchester University Press 2005) The Dynamics of Confederalism and Federalism: Comparing Switzerland and the EU Regional and Federal Studies, Vol 15(2), (Summer 2005), 163-85 (with C Church) and Democratic Deficit or the Europeanisation of Secession? Explaining the Devolution Referendums in Scotland, Political Studies Vol 53(2) (June 2005), 320-42.

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Pathway (MA and Diploma)

Autumn Term

Required

PO866 Federalism and Federal Political Systems

PO825 Philosophy and Methodology of Politics and International Relations

Plus 1 from:

PO824 International Relations Theory PO832 Conflict Resolution in World Politics PO886 European Public Policy PO916 International Security in a Changing World PO937 Resistance in Theory PO942 Resistance and the Politics of Truth

Spring Term

Required

*PO867 Comparative Federal Political Systems

Plus 2 from:

PO817 Resistance and Alternatives to Capitalism and Democracy PO828 Theories of Conflict & Violence PO848 Negotiation and Mediation PO859 Human Rights in a World of States PO885 Decision Making in the European Union PO913 American Foreign Policy PO917 Terrorism and National Security PO920 International Political Economy: Conflict, Co-operation, and Institutions PO926 Designing Democracy PO936 Resistance in Practice PO946 International Environmental Politics PO8100 Quantitative Methodology for Political Science

Summer Term (MA only) *PO998 Dissertation

Bold denotes compulsory

*These modules are designated core modules for this programme and therefore are non-compensatable and non-condonable.

6

European Governance The European Union profoundly shapes the way politics and democracy work in Europe and is an influential actor in the international system. The European Governance programme is designed to provide an advanced understanding of the EU to those wishing to deepen their knowledge and to prepare for a career in European affairs. It draws from a wide range of courses in Politics, International Relations and Law and places particular emphasis on analysing the constitutional design, the processes of decision-making and the public policy output of the EU. The programme is offered in four versions: Master of Arts – MA: One-year, coursework plus dissertation programme. Worth 180 Kent [90 ECTS] credits.

Master of Arts – MA (120 ECTS):

Two-year, coursework plus dissertation programme. Worth 240 Kent [120 ECTS] credits. Students on the (120 ECTS) version may spend the first term of the second year at one of our partner universities in Paris, Siena or Tampere, subject to having achieved an average of 50% in the first year.

Master of Arts (International Double Award) – MA (IDA):

Two-year, double-degree programme worth 240 Kent [120 ECTS] credits. First year spent at Kent and second year in either Grenoble or Krakow, at the end of which, if successful, you will be awarded Kent’s MA in European Governance (IDA) and either the Master Gouvernance européenne of the IEP of Grenoble or the Master in European Studies of the Jagiellonian University of Krakow. Progression to the year abroad Stage 2 is subject to having achieved an average of 50% in Stage 1. Students who fail to meet this requirement will be re-registered on the MA (120 ECTS) version or the MA version of the programme. This programme can be undertaken with the first year in Krakow and the second year at Kent.

Postgraduate Diploma – PDip: 9-month, coursework-only programme. Worth 120 Kent [60 ECTS] credits.

Stage 1 of the programme consists of two teaching terms in which you study two compulsory and four optional modules for the PDip and MA (IDA) or 3 compulsory and 3 optional modules for the MA (90 or 120 ECTS). Successful completion of Stage 1 leads either to the award of the programme [for the PDip] or to Stage 2 [for the MA, the MA (120 ECTS), and the MA (IDA) versions]. In Stage 2 of the MA version you research and write a supervised dissertation of maximum 14,000 words on a topic related to European Governance. In Stage 2 of the MA (120 ECTS) you take 30 additional taught credits (ECTS) either at Kent or at an approved partner institution in the Autumn term, and research and write a dissertation on a topic related to European Governance in the remainder of the year. If you have taken Stage 1 of the MA (IDA) at Kent, in Stage 2 - you follow the second year of the Master Gouvernance européenne at Grenoble or the programme of the Master in European Studies at Krakow. If you have taken Stage 1 of the MA (IDA) at Krakow, in Stage 2 you take 60 taught credits in the Autumn and Spring terms, and research and write a dissertation on a topic related to European Governance in the remainder of the year.

First Year pathway for MA (90 ECTS), MA (120 ECTS)

Autumn Term

3 modules of 20 credits each

Required

*PO886 European Public Policy


7

Recommended

LW815 European Union Constitutional and Institutional Law

Optional

PO824 International Relations Theory PO832 Conflict Resolution in World Politics PO866 Federalism and Federal Political Systems PO916 International Security in a Changing World PO937 Resistance in Theory PO942 Resistance and the Politics of Truth LW852 European Union Environmental Law and Policy LW807 European Comparative Law SO817 Qualitative Research

Spring Term


Required

*PO885 Decision-making in the European Union

Optional

PO817 Resistance and Alternatives to Capitalism and Democracy PO828 Theories of Conflict and Violence PO848 Negotiation and Mediation PO859 Human Rights in a World of States PO867 Comparative Federal Political Systems PO913 American Foreign Policy PO917 Terrorism and National Security PO920 International Political Economy: Conflict, Co-operation, and Institutions PO926 Designing Democracy PO936 Resistance in Practice PO946 International Environmental Politics PO8100 Quantitative Methodology for Political Science LW836 European Contract Law LW841 International Trade Law and the Environment LW858 Foundations of European Union Common Market and Economic Law

Summer term

*PO998 Dissertation on a topic related to European Governance – MA version only



First Year pathway for PDip and MA (IDA) - if first year at Kent

Autumn term

3 modules of 20 Kent [10 ECTS] credits each

Required

*PO886 European Public Policy

8

Recommended

LW815 European Union Constitutional and Institutional Law PO825 Philosophy and Methodology of Politics and International Relations – MA (IDA) version only Optional

PO824 International Relations Theory PO832 Conflict Resolution in World Politics PO866 Federalism and Federal Political Systems PO916 International Security in a Changing World PO937 Resistance in Theory PO942 Resistance and the Politics of Truth LW852 European Union Environmental Law and Policy LW807 European Comparative Law SO817 Qualitative Research

Spring term

3 modules of 20 Kent [10 ECTS] credits each

Required


Optional PO817 Resistance and Alternatives to Capitalism and Democracy PO828 Theories of Conflict and Violence PO848 Negotiation and Mediation PO859 Human Rights in a World of States PO867 Comparative Federal Political Systems PO913 American Foreign Policy PO917 Terrorism and National Security PO920 International Political Economy: Conflict, Co-operation, and Institutions PO926 Designing Democracy PO936 Resistance in Practice PO946 International Environmental Politics PO8100 Quantitative Methodology for Political Science LW836 European Contract Law LW841 International Trade and the Environment LW858 Foundations of European Union Common Market and Economic Law *These modules are designated core modules for this programme and therefore are non-compensatable and non-condonable.

Second Year pathway for MA (120 ECTS)

Autumn term

3 modules of 20 Kent [10 ECTS] credits each from the list of optional modules below

Or

Required and optional modules at an approved partner university for a total of 30 ECTS credits

Optional

PO824 International Relations Theory PO832 Conflict Resolution in World Politics PO866 Federalism and Federal Political Systems PO916 International Security in a Changing World

9

PO937 Resistance in Theory PO942 Resistance and the Politics of Truth LW852 European Union Environmental Law and Policy LW807 European Comparative Law SO817 Qualitative research

Spring term

*PO998 Dissertation on a topic related to European Governance



Second Year pathway for MA (IDA) - if first year at Krakow Autumn Term


Required


Recommended

LW815 European Union Constitutional and Institutional Law

Optional

PO824 International Relations Theory PO832 Conflict Resolution in World Politics PO866 Federalism and Federal Political Systems PO886 European Public Policy PO916 International Security in a Changing World PO937 Resistance in Theory PO942 Resistance and the Politics of Truth LW852 European Union Environmental Law and Policy LW807 European Comparative Law SO817 Qualitative Research

Spring term


*PO998 Dissertation on a topic related to European Governance


*These modules are designated core modules for this programme and therefore are non-compensatable and non-condonable

10

Second Year pathway for MA (IDA) – IEP of Grenoble*

Institut d’Etudes Politiques de Grenoble

First semester

UE 1 Espaces et théories de l’intégration européenne (6 crédits)

Cours 1 : Économie politique internationale Cours 2 : Diversités culturelles européennes Cours 3 : Theories and concepts of european integration

UE 2 Gouvernances internes [4 cours parmi 8] – (8 crédits)

Cours 1 : Droit de l’union européenne et intégration juridique Cours 2 : Espace public européen Cours 3 : Espace territorial et concept d’économie nationale Cours 4 : Gouvernance interne Cours 5 : Intégration comparée Cours 6 : Intégration monétaire et financière européenne Cours 7 : Système du contentieux européen Cours 8 : Théorie de l’intégration économique européenne

UE 3 Langues et communication (6 crédits)

Anglais Autre langue européenne (ou anglais approfondi) Communication et informations numériques Techniques de documentation

UE 4 Atelier professionnel (6 crédits)

Interventions de professionnels ; Exercices de simulation – Préparation CV et entretien d’embauche – Gestion de projets

UE 5 Enseignements professionnels (4 crédits)

Cours 1 : Droit européen de l’environnement Cours 2 : Droit européen des affaires

Second semester

UE 1 L’UE : une puissance mondiale ? (2 cours parmi 3) – (4 crédits)

Cours 1 : Gouvernance externe, politique étrangère et de sécurité commune Cours 2 : The common security and defense policy Cours 3 : The external economic relations of the European Union

UE 2 Mécanismes d’européanisation (2 cours parmi 4) – (4 crédits)

Cours 1 : Européanisation des politiques publiques nationales Cours 2 : Droit constitutionnel et administratif européen

11

Cours 3 : Administration nationale et Union européenne Cours 4 : Droit du marché intérieur

UE 3 Politiques publiques et l’Union européenne (2 cours parmi 4) – (4 crédits)

Cours 1 : Espace de liberté, de justice et de sécurité Cours 2 : Économie de la convergence Cours 3 : Finances européennes Cours 4 : Agriculture et développement rural en Europe

UE 4 Atelier professionnel + 1 enseignement professionnel (gestion de projets) – (6 crédits)

Interventions de professionnels Exercices de simulation Gestion de projets

UE 5 Rapport de stage (6 crédits)

UE 6 Stage (6 crédits)

* Available modules in 2013-2014 may be different.

Second Year pathway for MA (IDA) – Jagiellonian University of Krakow*

Core courses (mandatory)

• European Civilisation (9 ECTS credits)

• Finances in the EU (9 ECTS credits)

Key courses (students must take one)

• Foreign and International Relations in CEE facing CFSP/ESDP (9 ECTS credits)

• Europenisation and Transformation of Collective Identities (9 ECTS credits)

• EU Foreign and Security Policy (9 ECTS credits)

Seminar (mandatory)

• MA Thesis Tutorial (0.5 ECTS credits)

• MA Seminar and Responsio (8 ECTS credits)

• MA Thesis (20 ECTS credits)

Optional courses (students must take one)

• Visegrad Countries in the Transforming European Union (4.5 ECTS credits)

• Myths and symbols of European Integration – Western and Eastern European Perspective (4.5 ECTS

credits)

• Gender, Democracy and Citizenship in Central and Eastern Europe (4.5 ECTS credits)

*Available modules in 2013-14 may be different.

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Human Rights Emerging from the ashes of World War II and the Holocaust, human rights have become a central concern for states, citizens, international organizations, and advocacy networks in the world today. Yet the study of human rights has only recently gained acceptance and interest within the fields of political science and international politics. Scholars and policy makers are beginning to recognise the power of human rights norms at both the domestic and international level as well as the relationship between human rights, security, development, and war. It is because of the central role that human rights play within the international arena that IR scholar Mervyn Frost commented that ‘it is not possible to gain a proper understanding of the international relations of our time without taking the notion of individual human rights seriously’. The MA in Human Rights is designed to provide students with a critical, interdisciplinary and systematic understanding of human rights issues within a global context. Students engage with unresolved practical, theoretical and philosophical issues and questions concerning human rights, such as the universality of human rights, whose responsibility it is to protect human rights, and whether human rights conventions, laws, and regimes are effective. The programme further provides a powerful tool with which to examine key international practices from a human rights perspective, enabling students to engage with some of the most pressing human rights issues of our time. The programme is offered as a Masters degree (either 90 or 120 ECTS credits) as well as a Postgraduate Diploma (PDip). The programme is divided into two Stages. Stage 1 of the programme is common to all versions. It consists of two teaching terms in which you study three compulsory and three optional modules. Successful completion of Stage 1 leads either to the award of the programme [for the PDip] or to Stage 2 [for the MA and the MA (120 ECTS)] in which you research and write a supervised dissertation of maximum 14,000 words on a topic related to human rights. The programme includes two core courses specific to human rights: Human Rights in a World of States and International Human Rights Law. These courses complement one another—the former examines the processes by which states and non-state actors adopt and internalise human rights norms, drawing on recent constructivist literature and case studies to highlight the role played by states, non-state actors and the United Nations human rights system, whereas the latter examines the effectiveness of global and regional human rights regimes by examining the language and practice of international human rights law. The core module in Philosophy and Methodology of Politics and International Relations aims to train students to reflect on their own learning process as well as develop an understanding of the main epistemological and methodological issues relative to researching human rights or other social science topics. This module is also designed to assist with the designing and writing of your MA dissertation. Other courses offered by the school enable each student to gain further perspectives on the role of human rights in international politics by taking modules in comparative democratisation, conflict and violence, the European Union, or others of their choosing. The flexibility of the programme provides students with the knowledge and skills necessary to make a contribution to the understanding and practice of human rights whatever their chosen field.

13


Autumn Term

Required

*PO825 Philosophy and Methodology of Politics and International Relations

Plus 2 from:

PO824 International Relations Theory PO832 Conflict Resolution in World Politics PO866 Federalism and Federal Political Systems PO886 European Public Policy PO916 International Security in a Changing World PO937 Resistance in Theory PO942 Resistance and the Politics of Truth Spring Term

Required

LW843 International Human Rights Law

*PO859 Human Rights in a World of States

Plus 1 from:

PO817 Resistance and Alternatives to Capitalism and Democracy PO848 Negotiation and Mediation PO867 Comparative Federal Political Systems PO885 Decision Making in the European Union PO913 American Foreign Policy PO917 Terrorism and National Security PO920 International Political Economy: Conflict, Co-operation, and Institutions PO926 Designing Democracy PO936 Resistance in Practice PO946 International Environmental Politics PO8100 Quantitative Methodology for Political Science

Summer Term (MA only)

*PO998 Dissertation

*These modules are designated core modules for this programme and therefore are non-compensatable and non-condonable. Pathway for Master of Arts in Human Rights (120 ECTS)

First Year

6 modules as shown above for the Autumn and Spring terms.

Second Year

Autumn term

3 further modules chosen from the M-level offerings from the School of Politics and IR. Spring Term

*PO998 Dissertation

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International Conflict Analysis Conflict, in its many forms, has been a permanent feature of human society. While not all conflict is destructive, the violent conduct of conflict has caused innumerable deaths and indescribable pain and suffering. It is this kind of deadly conflict that the MA in International Conflict Analysis addresses. It tries to understand its causes, to explain its effects and to describe its dynamics in order to prepare actors, be they governments, international organisations or individuals, to better manage conflict peacefully, or to prevent it in the first place. This degree examines the major theories of conflict and conflict resolution in international affairs, supplementing theory with detailed case studies. Topics include negotiation, mediation, conference diplomacy, twin track diplomacy, third party intervention, peace keeping, peace making, and coercive diplomacy. The programme includes simulation exercises. The programme is offered as a Masters degree (either 90 or 120 ECTS credits) as well as a Postgraduate Diploma (PDip). The programme is divided into two Stages. Stage 1 of the programme is common to all versions. It consists of two teaching terms in which you study three compulsory and three optional modules. Successful completion of Stage 1 leads either to the award of the programme [for the PDip] or to Stage 2 [for the MA and the MA (120 ECTS)]. In Stage 2 of the MA version, you research and write a supervised dissertation of maximum 14,000 words on a topic related to International Conflict Analysis. In Stage 2 of the MA (120 ECTS), you take an additional 3 taught modules worth 30 ECTS and research and write a dissertation of maximum 14,000 words on a topic related to International Conflict Analysis.


Autumn Term

PO825 Philosophy and Methodology of Politics and International Relation

*PO832 Conflict Resolution in World Politics

Plus 1 from:

PO824 International Relations Theory PO866 Federalism and Federal Political Systems PO886 European Public Policy PO916 International Security in a Changing World PO937 Resistance in Theory PO942 Resistance and the Politics of Truth

Spring Term

PO828 Theories of Conflict & Violence

Plus 2 from:

PO817 Resistance and Alternatives to Capitalism and Democracy PO848 Negotiation and Mediation PO859 Human Rights in a World of States PO867 Comparative Federal Political Systems PO885 Decision Making in the European Union PO913 American Foreign Policy PO917 Terrorism and National Security PO920 International Political Economy: Conflict, Co-operation, and Institutions PO926 Designing Democracy PO936 Resistance in Practice PO946 International Environmental Politics PO8100 Quantitative Methodology for Political Science

15




Pathway for Master of Arts in International Conflict Analysis (120 ECTS) First Year

6 modules as shown above during the Autumn and Spring Terms.

Second Year

Autumn Term 3 further modules chosen from the M-level offerings from the School of Politics and IR.

Spring Term *PO998 Dissertation

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Peace and Conflict Studies The MA in Peace and Conflict Studies (International Double Award) is a two-year programme offered by the University of Kent and Philipps-Universität Marburg. This programme is jointly coordinated and run by the School of Politics and IR at Kent and the Zentrum für Konfliktforschung (Center for Conflict Studies) at Marburg. The MA is aimed at those seeking to prepare for careers in fields concerned with international conflicts and those with a general intellectual interest in international conflict analysis. The programme of study provides students with a research-active teaching environment which gives them a good grounding in the study of international and domestic conflict and war, cooperation and peace. It examines how state, non-state and supra-national actors behave and interact in conflict situations. Through a combination of dedicated compulsory and optional modules, the MA seeks to ensure that students acquire a solid knowledge of theories of the causes and dynamics of different kinds of conflict and the means to overcome them. It also strives to ensure that students who specialise in regional conflicts acquire an advanced understanding of the historical, cultural, social and institutional context of the area to be studied. Of equal importance is the effort to prepare students for various careers in jobs related to international conflict analysis as well as for career changes in the spirit of lifelong learning. By offering a two-year programme at two different yet complementary universities, the MA provides a unique opportunity to approach the study of international conflict analysis from a different intellectual and cultural tradition. A dedicated internship during the year at Marburg enables the students to apply their knowledge and skills as part of organisations working on peace and conflict related issues. The MA programme is offered as a two-year (120 ECTS Double award) version. One of these years will be spent at Marburg. English-speaking students do their 1st year at Kent and their 2nd year at Marburg. German-speaking students can choose at which university they wish to start. Where students take their 1st year at Kent, progress to the 2nd year is subject to having achieved pass marks in the 1st year. Students who fail to meet this requirement will be re-registered on the MA (120 ECTS) or the MA (90 ECTS) in International Conflict Analysis programme. Students in their 2nd year at Marburg participate in lectures/seminars in two compulsory modules (including an internship) and one elective module. Marburg will help students find a suitable internship but cannot guarantee an internship of all students. If no internship can be secured and in exceptional circumstances, students can choose elective modules worth the same number of credits. Students are strongly encouraged to apply early for internships, i.e. at least six months in advance. The dissertation is marked by both Kent and Marburg, and both universities agree on a final mark for each dissertation.

Pathway – for 1st

year at Kent and 2nd

year at Marburg

Year 1

Autumn Term (2 compulsory modules plus 1 optional module) PO825 Philosophy and Methodology of Politics and International Relations

*PO832 Conflict Resolution in World Politics

Recommended module:

PO824 International Relations Theory

Optional modules:

PO866 Federalism and Federal Political Systems PO886 European Public Policy PO916 International Security in a Changing World PO937 Resistance in Theory

17

PO942 Resistance and the Politics of Truth

Spring Term (1 compulsory module plus 2 optional modules)


Recommended module:

PO848 Negotiation and Mediation

Optional modules:

PO817 Resistance and Alternatives to Capitalism and Democracy PO859 Human Rights in a World of States PO867 Comparative Federal Political Systems PO885 Decision Making in the European Union PO913 American Foreign Policy PO917 Terrorism and National Security PO920 International Political Economy: Conflict, Co-operation, and Institutions PO926 Designing Democracy PO936 Resistance in Practice PO946 International Environmental Politics PO8100 Quantitative Methodology for Political Science

Year 2 Module D Intergroup Conflict 1 6 ECTS

Module D International Internship 12 ECTS

Module D Intergroup Conflict 2 6 ECTS 1 optional M-level module 6 ECTS PO998 Dissertation 30 ECTS

Pathway – for 1st

year at Marburg and 2nd

year at Kent

Year 1 Module A2 Introduction to Peace and Conflict Analysis 12 ECTS Module B2 Approaches to Conflict Management 12 ECTS Module C2 Methods in Conflict Analysis 6 ECTS Module D Intergroup Conflicts 1 6 ECTS Module D Intergroup Conflicts 2 6 ECTS Module D International Internship 12 ECTS Plus 1 optional M-level module 6 ECTS

Year 2

Autumn Term PO825 Philosophy and Methodology of Politics and International Relations

Plus a choice of 2 optional modules from the recommended or optional list of modules available.

Recommended modules:

PO824 International Relations Theory PO832 Conflict Resolution in World Politics

18

Optional modules:

PO866 Federalism and Federal Political Systems PO886 European Public Policy PO916 International Security in a Changing World PO937 Resistance in Theory PO942 Resistance and the Politics of Truth

Spring & Summer term PO998 Dissertation

NB: Optional modules may vary in 2013/14 Bold denotes compulsory


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International Relations

This MA focuses on the ferment in contemporary International Relations. The accent is on critical consideration of traditional approaches to the discipline. In the post-Cold War globalising world there is an increasingly apparent need for ever more sophisticated ways of understanding the dramatic changes taking place. This programme addresses that need.

This MA programme provides students with advanced training, by way of coursework and dissertation, in the general methods, scope, theories, and findings in the field of International Relations. It builds on an undergraduate specialisation in the field of International Relations or a similar discipline; it gives a systematic preparation for original postgraduate research or for a demanding international career; and it constitutes a programme of training for those who have graduated in other fields and wish to transfer to International Relations.

The programme is offered as a Masters degree (90 or 120 ECTS credits, or an International Double Award) as well as a Postgraduate Diploma (PDip). The programme is divided into two Stages. Stage 1 of the programme is common to all versions. It consists of two teaching terms in which you study two compulsory and four optional modules. Successful completion of Stage 1 leads either to the award of the programme [for the PDip] or to Stage 2 [for the MA (90 ECTS), the MA (120 ECTS), and the MA (IDA) versions].For the MA (90 ECTS), you research and write a supervised dissertation of maximum 14,000 words on a topic related to international relations. For the MA (120 ECTS) you study a further three optional modules in the Autumn term of the second year. Students on the 120 ECTS version may spend the first term of their second year at a partner institution, subject to having achieved an average of 50% in their first year. Marks obtained at the partner university are converted in to Kent marks according to the conversion tables approved by the Faculty of Social Sciences. You then research and write a supervised dissertation of maximum 14,000 words on a topic related to international relations. Master of Arts (International Double Award) – MA (IDA): This is a double-degree programme worth 240 Kent credits [120 ECTS].This version of the International Relations programme offers the opportunity to study at the prestigious Higher School of Economics in Moscow and obtain two masters degrees. You spend the first year at Kent and the second year in Moscow. Courses in Moscow are taught in English with the option to take Russian language courses. Students in their 2nd year at HSE Moscow participate in lectures/seminars in compulsory and optional modules, including a mandatory internship. Progress to the year abroad is subject to having achieved an average of 50% in stage 1. Students who fail to meet this requirement will be re-registered on the MA (120 ECTS) or the MA version of the programme.

Pathway (Masters and Diploma)

Autumn Term Required

*PO824 International Relations Theory


Plus 1 from:

PO832 Conflict Resolution in World Politics PO866 Federalism and Federal Political Systems PO886 European Public Policy PO916 International Security in a Changing World PO937 Resistance in Theory PO942 Resistance and the Politics of Truth

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Spring Term

3 optional modules from:

PO817 Resistance and Alternatives to Capitalism and Democracy PO828 Theories of Conflict & Violence PO848 Negotiation and Mediation PO859 Human Rights in a World of States PO867 Comparative Federal Political Systems PO885 Decision Making in the European Union PO913 American Foreign Policy PO917 Terrorism and National Security PO920 International Political Economy: Conflict, Co-operation, and Institutions PO926 Designing Democracy PO936 Resistance in Practice PO946 International Environmental Politics PO8100 Quantitative Methodology for Political Science

Summer Term (Masters only) *PO998 Dissertation



Pathway for Master of Arts in International Relations (120 ECTS)

First Year


Second Year

Autumn Term

3 further modules chosen from the M-level offerings from the School of Politics and IR or required/optional modules at a partner institution equivalent to 60 Kent credits (30 ECTS).


21

Pathway for Master of Arts in International Relations (IDA) version –

Higher School of Economics, Moscow

First Year

6 modules as shown above, but without a dissertation in the Summer Term

Second Year, HSE

8 required (as outlined below) and a minimum of 1 optional module (optional modules chosen from a list of modules offered in the School). First semester –required modules: Political Process in Russia Economy of Post-Soviet Space Foreign and Security Policy in Eurasia Post-Soviet Eurasia and SCO: Society, Politics, Integration Space and Politics of Eurasia Russian language Second semester –required modules

Global Political Process Domestic Policy of Post-Soviet Nations

Plus a minimum of 1 optional module from the list below

Russia and EU International Terrorism Islamic Fundamentalism Russian Language International Conflicts

Second semester *PO998 Dissertation (written in English) NB: Optional modules may vary in 2013/14

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International Relations and European Studies The raison d'être of this MA is a unique opportunity to combine a solid grounding in IR with more detailed analyses of the current issues in Europe. It has a strong focus on European integration and combines theory analysis and policy studies in a more comprehensive way than the other International Relations Masters.

A key feature of the Kent approach to International Relations and European Studies is the emphasis placed on crucial theoretical and practical challenges that the EU presents to world politics, and vice versa. The broad aims are to provide conceptual maps of the two disciplines, examining major theories and investigating both the problems raised by the study of the two subjects and those arising out of their inter-relations. In International Relations component, the aim is to look at both traditional approaches and contemporary developments in International Relations theory including critical theory, constitutive approaches, normative theories and feminist views of the discipline. In the European Studies component, the objective is to focus on the rapidly evolving body of theories that draw on comparative politics as well as International Relations to explain the special problems of European Integration in general and the European Union in particular. The two components are linked by analyses that overlap theories and policies that increasingly portray the European Union as an international actor, and focus upon the varied forms of EU foreign policy.

The programme is offered as a Masters degree (either 90 or 120 ECTS credits) as well as a Postgraduate Diploma (PDip). The programme is divided into two Stages. Stage 1 of the programme is common to all versions. It consists of two teaching terms in which you study four compulsory and two optional modules. Successful completion of Stage 1 leads either to the award of the programme [for the PDip] or to Stage 2 [for the MA and the MA (120 ECTS)].For stage 2 of the MA (90ECTS), you research and write a supervised dissertation of maximum 14,000 words on a topic related to International Relations and European Studies. In Stage 2 of the MA (120 ECTS) you study a further three optional modules during the Autumn term of the second year. You then research and write a supervised dissertation of maximum 14,000 words on a topic related to International Relations and European Studies.



PO824 International Relations Theory


PO886 European Public Policy

Spring Term

Required

PO885 Decision Making in the European Union

Plus 2 from: PO817 Resistance and Alternatives to Capitalism and Democracy PO828 Theories of Conflict & Violence PO848 Negotiation and Mediation PO859 Human Rights in a World of States PO867 Comparative Federal Political Systems PO913 American Foreign Policy PO917 Terrorism and National Security PO920 International Political Economy: Conflict, Co-operation, and Institutions PO926 Designing Democracy PO936 Resistance in Practice

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PO946 International Environmental Politics PO8100 Quantitative Methodology for Political Science

Summer Term *PO998 Dissertation



Pathway for Master of Arts in International Relations and European

Studies (120 ECTS)

First Year


Second Year

Autumn Term

3 further modules chosen from the M-level offerings from the School of Politics and IR.


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International Relations with International Law

Despite their close relationship, International Law and International Relations have traditionally been taught as discrete subjects. This programme is based on a recognition of the need to allow each discipline to be informed by the other. The programme covers the general methods, scope and theories of International Relations and International Law. The objective of the programme is to develop a critical consideration of traditional approaches to the discipline of International Relations. In the post-Cold War globalising world there is an increasingly apparent need for ever-more sophisticated ways of understanding the dramatic changes taking place. At the same time the programme allows students to consider the role, potential and limitations of public international law in international affairs. For some, this will enable an undergraduate specialisation to be developed. For others, it will enable knowledge of other fields to be applied to International Relations. The programme’s interdisciplinary approach is particularly suited to those involved with, or hoping to work for, international organisations, non-governmental organisations, foreign affairs schools and international law firms. The programme is offered as a Masters degree (either 90 or 120 ECTS credits) as well as a Postgraduate Diploma (PDip). The programme is divided into two Stages. Stage 1 of the programme is common to all versions. It consists of two teaching terms in which you study three compulsory and three optional modules. Of the six modules studied in total, four modules must be Politics and International Relations modules (PO) and two must be Law modules (LW). Successful completion of Stage 1 leads either to the award of the programme [for the PDip] or to Stage 2 [for the MA and the MA (120 ECTS)]. For the MA (90 ECTS), you research and write a supervised dissertation of maximum 14,000 words on a topic related to International Relations and International Law. In Stage 2 of the MA (120 ECTS) you study a further three optional modules during the Autumn term of the second year. You then research and write a supervised dissertation of maximum 14,000 words on a topic related to International Relations and International Law.



*PO824 International Relations Theory


*LW814 Public International Law

Spring Term

3 optional modules (2 Politics and IR modules and 1 Law module) from:

PO817 Resistance and Alternatives to Capitalism and Democracy PO828 Theories of Conflict & Violence PO848 Negotiation and Mediation PO859 Human Rights in a World of States PO867 Comparative Federal Political Systems PO885 Decision Making in the European Union PO913 American Foreign Policy PO917 Terrorism and National Security PO920 International Political Economy: Conflict, Co-operation, and Institutions PO926 Designing Democracy PO936 Resistance in Practice PO946 International Environmental Politics PO8100 Quantitative Methodology for Political Science LW843 International Protection of Human Rights LW846 International Criminal Law

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Summer Term (Masters only) *PO998 Dissertation



Pathway for Master of Arts in International Relations with International

Law (120 ECTS)

First Year


Second Year

Autumn Term

2 further optional modules chosen from the M-level offerings from the School of Politics and International Relations and 1 further option from the Law modules listed below. PO832 Conflict Resolution in World Politics PO866 Federalism and Federal Political Systems PO886 European Public Policy PO916 International Security in a Changing World PO937 Resistance in Theory PO942 Resistance and the Politics of Truth LW844 Legal Aspects of Contemporary International Problems


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International Security and the Politics of Terror This is the first MA programme to provide an insight into the emerging synergy between national security planning and international security challenges. The curriculum provides students with a good grounding in the study of the contending approaches and issues in international security and the challenges of national security planning in the age of terror. Students benefit from studying in a research active and policy informed learning environment. The two core modules deal with issues that range from national security, counter terrorism, war crimes, non proliferation and energy security. The module also explores the use of non military tools to combat terrorism and the infringement of civil liberties in national security planning. As new international security challenges such as international terrorism and organised crime directly bear upon national security issues like civil emergency planning, there is an increasing need to understand what the new security challenges are and how the lines between traditional international issues and national security are now so often interchangeable. The programme is offered as a Masters degree as well as a Postgraduate Diploma (PDip). The programme is divided into two Stages. Stage 1 of the programme is common to all versions. It consists of two teaching terms in which you study three compulsory and three optional modules. Successful completion of Stage 1 leads either to the award of the programme [for the PDip] or to Stage 2 for the MA in which you research and write a supervised dissertation of maximum 14,000 words on a topic related to International Security and the Politics of Terror.




* PO916 International Security in a Changing World

Plus 1 from:

PO824 International Relations Theory PO832 Conflict Resolution in World Politics PO866 Federalism and Federal Political Systems PO886 European Public Policy PO937 Resistance in Theory PO942 Resistance and the Politics of Truth

Spring Term Required module:

*PO917 Terrorism and National Security



PO859 Human Rights in a World of States Optional modules: PO817 Resistance and Alternatives to Capitalism and Democracy PO848 Negotiation and Mediation PO867 Comparative Federal Political Systems PO885 Decision Making in the European Union PO913 American Foreign Policy PO920 International Political Economy: Conflict, Co-operation, and Institutions PO926 Designing Democracy PO936 Resistance in Practice PO946 International Environmental Politics PO8100 Quantitative Methodology for Political Science

27




28

Politics

The MA in Politics will meet the needs of students seeking advanced training in the discipline of Politics. The programme provides students with a research-active teaching environment and gives them a good grounding in the study of politics. Key to the programme is its flexibility. A compact core module in Philosophy and Methodology of Politics and International Relations will give students a good grounding in questions of social-scientific knowledge and research design. Students are free to choose their five other modules from a wide range of MA options, and thus can tailor their degree to suit their particular interests. Students can write their dissertation, subject to approval by the module convenor, on any topic falling within the wide rubric of politics and international relations. The programme is offered as a Masters degree (either 90 or 120 ECTS credits) as well as a Postgraduate Diploma (PDip). The programme is divided into two Stages. Stage 1 of the programme is common to all versions. It consists of two teaching terms in which you study one compulsory and five optional modules. Successful completion of Stage 1 leads either to the award of the programme [for the PDip] or to Stage 2 [for the MA and the MA (120 ECTS)]. For the MA (90 ECTS), you research and write a supervised dissertation of maximum 14,000 words on a related topic. In Stage 2 of the MA (120 ECTS) you study a further three optional modules during the Autumn term of the second year. You then research and write a supervised dissertation of maximum 14,000 words on a related topic.

Pathway (MA and Diploma) The programme includes just one core module: PO825, Philosophy and Methodology of Politics and International Relations. Students are free to choose their other modules from the school’s wide range of options. For the final part of the programme students must write a supervised dissertation.

Autumn Term

Required


Plus 2 from:

PO824 International Relations Theory PO832 Conflict Resolution in World Politics PO866 Federalism and Federal Political Systems PO886 European Public Policy PO916 International Security in a Changing World PO937 Resistance in Theory PO942 Resistance and the Politics of Truth

Spring Term

3 from:

PO817 Resistance and Alternatives to Capitalism and Democracy PO828 Theories of Conflict & Violence PO848 Negotiation and Mediation PO859 Human Rights in a World of States PO867 Comparative Federal Political Systems PO885 Decision Making in the European Union PO913 American Foreign Policy PO917 Terrorism and National Security PO920 International Political Economy: Conflict, Co-operation, and Institutions PO926 Designing Democracy

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PO936 Resistance in Practice PO946 International Environmental Politics PO8100 Quantitative Methodology for Political Science




Pathway for Master of Arts in Politics (120 ECTS)

First Year


Second Year

Autumn Term



30

Political Theory and Practices of Resistance

What is the relationship between political theory and practices of resistance? This question raises a host of related issues that take us deep into the tradition of political thought and to the edges of its contemporary practice. What does resistance mean and what practices does it require? What social and political forces should we be resisting and why? Does political thought simply provide the ideas which get applied by individuals and movements in acts of resistance or is the theory/practice relationship more complicated than this would suggest? Are all practices of resistance doomed to complicity with the very thing they are trying to resist? Do political theory and practices of resistance meet on the common ground of creativity? Uniquely, this MA explores the theme of 'resistance' in political theory and the importance of theory in practices of resistance. It examines how the problem of resistance has featured in the history of political ideas since Plato. It also investigates past and present practices of resistance in a wide range of activities including art, film, poetry and fiction. By linking theory to practice and focusing on a core thematic, this MA eschews conventional approaches to political thought in favour of an innovative programme that encompasses historical, conceptual and practical knowledge. The core modules provide a strong grounding in the study of theories and practices of resistance underpinning the whole programme. The Spring term core module also gives students the opportunity to produce a documented practice of resistance in place of the more traditional essay assessment. The programme is offered as a Masters degree (either 90 or 120 ECTS credits) as well as a Postgraduate Diploma (PDip). The programme is divided into two Stages. Stage 1 of the programme is common to all versions. It consists of two teaching terms in which you study compulsory and optional modules. Successful completion of Stage 1 leads either to the award of the programme [for the PDip] or to Stage 2 [for the MA (90 ECTS) and the MA (120 ECTS)]. For the MA (90 ECTS), you research and write a supervised dissertation of maximum 14,000 words on a related topic. In Stage 2 of the MA (120 ECTS) you study a further three optional modules during the Autumn term of the second year. You then research and write a supervised dissertation of maximum 14,000 words on a related topic.


Autumn Term

Required:


*PO937 Resistance in Theory

Plus 1 from recommended or optional modules


PO942 Resistance and the Politics of Truth PO832 Conflict Resolution in World Politics Optional modules:

PO824 International Relations Theory PO866 Federalism and Federal Political Systems PO886 European Public Policy PO916 International Security in a Changing World PO920 International Political Economy: Conflict, Co-operation, and Institutions SO822 Social and Political Movements SO838 The Idea of Civil Society

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Spring Term

Required:

*PO936 Resistance in Practice

Plus 2 from recommended or optional modules


PO817 Resistance and Alternatives to Capitalism and Democracy PO859 Human Rights in a World of States

Optional modules:

PO828 Theories of Conflict & Violence PO848 Negotiation and Mediation PO867 Comparative Federal Political Systems PO885 Decision Making in the European Union PO913 American Foreign Policy PO917 Terrorism and National Security PO920 International Political Economy: Conflict, Co-operation, and Institutions PO926 Designing Democracy PO946 International Environmental Politics PO8100 Quantitative Methodology for Political Science SA803 Politics and Sociology of the Environment




Pathway for Master of Arts in Political Theory and Practices of

Resistance (120 ECTS)

First Year


Second Year

Autumn Term



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Security and Terrorism The programme is offered as a Masters degree (either 90 or 120 ECTS credits) as well as a Postgraduate Diploma (PDip). The programme is divided into two Stages. Stage 1 of the programme is common to all versions. It consists of two teaching terms in which you study three compulsory and three optional modules. Successful completion of Stage 1 leads either to the award of the programme [for the PDip] or to Stage 2 [for the MA and the MA (120 ECTS)].For the MA (90 ECTS), you research and write a supervised dissertation of maximum 14,000 words on a topic related to security and terrorism. For the MA (120 ECTS) you study a further three optional modules during the Autumn term of the second year. You then research and write a supervised dissertation of maximum 14,000 words on a topic related to security and terrorism. This programme analyses the phenomena of terrorism and political violence as perpetrated by both state and non-state actors, drawing on various disciplines within the Social Sciences. Students will explore the theoretical, methodological, and ethical debates relating to the study of state and non-state violence, and will consider their implications for various international actors and policy-makers. Students will have input from research-active staff with considerable expertise in the fields of International Relations, Sociology and Criminology. Students will assess the measures taken by states and international organisations to deter terrorism, and the relationships between terrorism and counter-terror measures. Students will be asked to critique the various theoretical and methodological approaches deployed by social scientists to study these phenomena. The following questions will be explored: How are we to understand terrorism in contemporary society? How does terrorism differ from other forms of political violence? What is the impact of terrorism on civil liberties? Are there differences between the Global North and the Global South in relation to the use of political violence? How do the social sciences differ in their approaches to terrorism and political violence? The course will also consider the actual risk posed by international terrorism and whether or not the threat is enhanced by the fears and anxieties generated by a risk-averse culture. Scholars and policymakers have all recognised the need to address security and terrorism issues from as broad a range of perspectives as possible, as this will lead to much deeper and better informed understandings of the problems. Therefore, the programme responds to this need, enabling students to explore the security and terrorism challenges we face in the contemporary world from a variety of perspectives drawing from disciplines across the Social Sciences, including International Relations, Sociology and Criminology, as well as drawing on expertise from law and human rights.

Pathway for Master of Arts in Security and Terrorism



Recommended

PO916 International Security in a Changing World PO824 International Relations Theory Optional SO822 Social and Political Movements SO869 Theories of Crime and Deviance Students may also choose other modules from the Masters level offerings within the School of Politics and International Relations and SSPSSR.

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Spring Term Required

*SO825 Terrorism and Modern Society

*PO917 Terrorism and National Security

Optional PO859 Human Rights in a World of States Students may also choose other modules from the Masters level offerings within the School of Politics and International Relations and SSPSSR.


Pathway for Master of Arts in Security and Terrorism (120 ECTS)

First Year

6 modules as shown above in the Autumn and Spring terms.

Second Year

Autumn term

3 further modules chosen from the M-level offerings from the schools of Politics and IR and SSPSSR. Spring Term

*PO998 Dissertation



34

MODULE DESCRIPTIONS

PO817 Resistance and Alternatives to Capitalism and Democracy

Dr Adrian Pabst

This module is situated at the interface of political theory and political economy. It seeks to explore the complex and multi-faceted links between democracy and capitalism in the period from 1848 to the present day. The particular focus is on relations between the state and the market as well as the evolution of different democratic regimes and market economies. Similar emphasis will be on conceptual issues and empirical evidence (though no statistical or econometric skills will be required). The first part of the module examines the formation of ‘market-states’, beginning with a critical discussion of this concept in recent scholarship. This will be the starting point for a wider engagement with Smithian, Marxist, Keynesian and neo-liberal accounts. The focus will be on those who theorise the conditions for the convergence of state and market, including Smith, Marx, Keynes and Friedman but also some contemporary theorists. Emphasis will be on strategies of resistance and alternatives to capitalism (e.g. Karl Polanyi, Catholic Social Teaching, civil economy). The second part turns to the evolution of democracy in relation to capitalism. A brief survey of the recent post-democracy literature will be followed by a discussion of key concepts. Examples include the work of the Frankfurt School on capitalism and democracy as ‘‘quasi-religions’’ and various arguments that formal democratic representation and abstract capitalist exchange engender a ‘‘society of spectacle’’. Just as the first part focuses on the state and the market, so the second part puts emphasis on the interaction between the politics of democracy and the economics of capitalism. Indicative Reading List

Giovanni Arrighi, The Long Twentieth Century. Money, Power, and the Origins of Our Times (London: Verso, 1994) Philip Bobbitt, The Shield of Achilles. War, Peace and the Course of History (London: Penguin, 2003) Luigino Bruni and Stefano Zamagni, Civil Economy: Efficiency, Equity, Public Happiness (Bern: Peter Lang, 2007) Colin Crouch, Post-Democracy (Cambridge: Polity Press, 2004) Karl Polanyi, The Great Transformation. The Political and Economic Origins of Our Time (Boston: Beacon Press, 2000 [orig. pub. 1944]) Richard Robison (ed.) The Neo-liberal Revolution: forging the market state (Basingstoke: Palgrave Macmillan, 2006) Emmanuel Todd, Après la démocratie (Paris : Gallimard, 2008) Sheldon S. Wolin, Democracy Incorporated: Managed Democracy and the Specter of Inverted

Totalitarianism (Princeton, NJ: Princeton University Press, 2008) Assessment: 100% Coursework

Credits: 20

ECTS Credits 10.

PO824 International Relations Theory Dr Luca Mavelli

This module introduces a range of theoretical approaches (or frameworks) to the study of international relations. It starts with the early work within the discipline and the rise to predominance of the realist and neo-realist approaches. At the same time it questions whether IR theorists can be so easily placed into such schools or traditions. Often it is a case of how different schools overlap or share certain assumptions. Moreover, international relations theory has gone through a number of 'great debates' which often radically shift the way such schools are understood. Having established some of the historical background, this course then concerns itself with the last such debate and the rise of contemporary approaches under the 'post-positivist' umbrella. The module will look at the competing claims of constructivism, post-

35

structuralism and critical theory as well as considering the challenges posed by Marxist, feminist and normative approaches Preliminary Reading:

Booth, K & Smith, S. (eds.) International Relations Theory Today Burchill, S. et al Theories of International Relations Brown, C.J. Understanding International Relations Der Derian, J. (ed.) International Theory: Critical Investigations Dunne, Kurki and Smith (eds) International Relations Theories

Smith, S. et al International Theory: Post Positivism and Beyond Viotti, P. & Kauppi, M. International Relations Theory: Realism, Pluralism, Globalism (2nd edn.) Assessment: 100% Coursework

Credits 20

ECTS credits 10

PO825 Philosophy and Methodology of Politics and International Relations Convenor: Professor Feargal Cochrane, team taught

Students of politics ‘have not been, in general, sufficiently reflective about the nature and scope of their discipline. They just do it rather than talk about it'’(G.Stoker). Given that political scientists study people – individuals, groups, states, nations, cultures – rather than ‘things’, PO825 assumes that politics students ought to be reflective about their research. The module aims to provide an opportunity for reflection by presenting some of the key theoretical and methodological debates in political science. These debates deal with issues such as the nature of justification in social and political inquiry, the distinction between causal explanation and interpretative understanding, the role of ‘language’ in social inquiry, the historical and philosophical meaning of ‘science’, and the importance of ethical and normative questions in social and political science.

Preliminary Reading:

Abbott, A Methods of Discovery: Heuristics for the Social Sciences Gilbert, N (ed) Researching Social Life

Delantey, G. Social Science Marsh, D. & Stoker, G. (eds) Theory and Methods in Political Science Hollis, M. & Smith, S. Explaining and Understanding International Relations Smith M Social Science in Question

Assessment: 100% Coursework

Credits 20

ECTS credits 10

PO828 Theories of Conflict and Violence Dr Neophytos Loizides

This module will examine how conflict research has evolved within the field of political science and International Relations. It will initially investigate competing theories on conflict and violence highlighting specific case studies and new security concerns. The theoretical reflections will focus on the understanding of modern nationalism in world politics as well as different aspects of conflict ranging from inter-state to intra-state conflict. Moreover, students will be exposed to a detailed and critical analysis of the political and constitutional options in societies beset by violent ethnic conflict, with particular emphasis being given to mechanisms directed at the achievement of political accommodation. Preliminary Reading: Horowitz, D. Ethnic Groups in Conflict McGarry, J. & O’Leary B. Explaining Northern Ireland

36

Brubaker R. & Laitin D. Ethnic and Nationalist Violence Van Evera, S. Hypotheses on Nationalism and War Assessment: 100% Coursework

Credits 20

ECTS credits 10

PO832 Conflict Resolution in World Politics Professor Feargal Cochrane

The module aims to introduce current thinking and practice in the field on conflict resolution, conflict management and conflict transformation, including conflict prevention and peace-building. Can protracted violent conflicts be prevented, and how are they brought to an end? Is it possible to deal with the root causes of conflict? How do the wider conflicts in the international system impact on local and regional conflicts, and under what circumstances are conflicts transformed? We will explore these questions with reference to theories of conflict resolution, comparative studies and case studies. The module will focus mainly on international and intra-state conflict. There will be opportunities to discuss conflicts at other levels, such as community and environmental conflicts. You are encouraged to draw on your own personal knowledge of conflict situations.

Preliminary Reading

Bartos, O. Using Conflict Theory Cambridge University Press, 2002 Cochrane, F. Ending Wars, (Polity, 2008) Jacoby, T. Understanding Conflict and Violence: Theoretical and Interdisciplinary

approaches. (Routledge, 2008). Darby, J & MacGinty, R (eds) Contemporary peacemaking: conflict, violence and peace processes,

(Palgrave, 2003) Mitchell, C.R. The Structure of International Conflict,(Macmillan 1981) Ramsbotham, et al. Contemporary Conflict Resolution 3nd ed., (Polity, 2011) Wallensteen, P. Understanding conflict resolution: war, peace and the global system.

(Sage, 2002) Assessment: 100% coursework

Credits 20

ECTS credits 10

PO848 Negotiation and Mediation Mr Govinda Clayton

This module will focus primarily on the practical as well as on the theoretical aspects of negotiation and mediation, or more broadly third party intervention in conflicts. Its aims are to give you an overview of the main problems involved in negotiation and mediation (broadly defined) but also to give you a chance to work individually and in groups on case studies and material related to the resolution of conflicts. The negotiation section of the course is designed to teach practical negotiating skills, and is mainly taught using the Harvard Negotiation Project method. This is based on the premise that individuals can and do impact the outcome of international negotiations, which should not just be thought of in the abstract as between “governments” or “parties” or “businesses”. As well as discussing useful tools, students will have an opportunity in class to make use of these tools in role plays, and short written assignments. The emphasis is very much on learning through practical experience. The second section of the course will concentrate on third party intervention in international conflicts, and in particular on mediation and problem solving techniques. This will also aim to give you experience of working in small groups on a practical issue in the area of third party problem solving by examining one case in depth through a simulation exercise.

37

Preliminary reading:

Hugh Miall, Oliver Ramsbottam, Tom Woodhouse (2011). Contemporary Conflict Resolution: The

Prevention, Management and Transformation of Deadly Conflicts, Cambridge, Polity Kyle Beardsley (2011), The Mediation Dilemma, Cornell University Press Roger Fisher, W.L. Ury, & B. Patton (1991). Getting to Yes: Negotiating Agreement Without Giving In , 2nd Edition. New York: Penguin Books. Brigid Starkey, Mark A. Boyer, and Jonathan Wilkenfeld (2005) Negotiating a Complex World: an

Introduction to International Negotiation , 2nd ed, Boulder: Rowmand & Littlefield Publishers, Inc. Chester A. Crocker at al. eds (2006). Herding Cats Washington, D.C.; United States Institute of Peace Press.


Credits 20

ECTS credits 10

PO859 Human Rights in a World of States Dr Andrea den Boer

Emerging from the ashes of World War II and the Holocaust, human rights have become a critical part of international law and diplomacy in the world today. This course is designed to provide an overview of issues central to the theory and practice of human rights in international politics. In this course we will consider contemporary debates surrounding the meaning, role, and the universality of human rights and examine explanations of violations of, as well as adherence to, human rights principles through a focus on the role of the UN system, states, and NGOs, and processes of norm socialisation and domestic change. We will use case studies to highlight the effectiveness of different theories and processes concerning the role of human rights in international politics. Students will conduct in-depth research into the human rights of a chosen country and further gain practical experience in human rights reporting by writing a shadow report of that country’s adherence to international human rights law. Preliminary Reading:

Donnelly, Jack, International Human Rights, 3rd ed., Boulder: Westview Press, 2007. Landman, Todd, Protecting Human Rights: A Comparative Study, Washington, D.C.: Georgetown University Press, 2005. Risse, Thomas, Stephen C. Ropp, and Kathryn Sikkink, The Power of Human Rights: International Norms and

Domestic Change, Cambridge: Cambridge University Press, 1999. Assessment: 100% Coursework

Credits 20

ECTS credits 10

PO866 Federalism and Federal Political Systems

Professor Michael Burgess

The focus of this module is on the study of federalism and federal political systems. It introduces students to the main theoretical and methodological approaches to the subject and addresses the conceptual distinction between federalism and federation, encouraging them to explore the strengths and weaknesses inherent in the distinction. Analysis of the conceptual basis to federal systems is followed by a detailed examination of the origins, formation, evolution and operation of the major federations that span two distinct federal traditions, namely, the Anglo-American and the Continental European. The federations examined are: the United States of America; Canada, Nigeria, Germany and Switzerland. Students are expected to appreciate the historical specificity of each case study and to grapple with the subtleties and complexities inherent in the peculiar circumstances of the origins, formation and evolution of each federation. The module concludes with a brief look at the British tradition of federalism and a more detailed analysis of federalism and European Union. This is a module deliberately designed as a required module for the overall MA programme and is intended to run in the Autumn term as a pre-requisite for the following module, Comparative Federal Political Systems, that will run in the Spring term.

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Indicative Reading List Burgess, M. & Gagnon, A.G. Eds. Federal Democracies, (Routledge: London. 2010)

Burgess, M. Comparative Federalism in Theory and Practice. (Routledge: London. 2006). Karmis, D. & Norman, W. Ed.. Theories of Federalism: A Reader. (Palgrave: New York, 2005) Watts, R. L. Comparing Federal Systems. (Mc Gill-Queen’s University Press: London, 1999). Agranoff, R. Ed. Accommodating Diversity: Asymmetry in Federal States. (Nomos Verlag: Baden-Baden, 1999). De Villiers, B.. Ed. Evaluating Federal Systems. (Martinus Nijhoff Publishers: London, 1994). Burgess, M. & Gagnon, A.G. Eds. Comparative Federalism and Federation: Competing Traditions and Future

Directions. (Harvester Wheatsheaf: Hemel Hempstead, 1993). Elazar, D. Exploring Federal Systems. (University of Alabama Press: Tuscaloosa, Alabama, 1987). Davis, S. R. The Federal Principle: A Journey Through Time in Quest of a Meaning. (University of California Press: Berkeley, California, 1978). King, P. Federalism and Federation. (Croom Helm: Beckenham, 1982). Wheare, K. Federal Government. (Oxford University Press: Oxford, 1963). Assessment: 100% coursework

Credits 20

ECTS credits 10

PO867 Comparative Federal Political Systems Professor Michael Burgess

The purpose of this module is to examine some of the major federal political systems from a number of comparative perspectives. It seeks to build upon the learning outcomes of the previous module PO866 Federalism and Federal Political Systems taught in the Autumn term so that students ‘think comparatively’. It begins with a general discussion of the main comparative issues and develops into a comparative study of the federal political systems of the United States of America, Canada, Nigeria, Germany and Switzerland via an analysis of their origins, formation, structure, their overall patterns of evolution, their institutional similarities and differences, and their general adaptability. Particular attention is paid to the interaction of social and economic conditions and the political institutions with a view to the overall effectiveness of these five federal political systems.

Indicative Reading List Burgess, M. & Gagnon A.G. (Eds.) Federal Democracies. (Routledge: London 2010)

Burgess, M. Comparative Federalism in Theory and Practice. (Routledge: London, 2006). Karmis, D. & Norman, W. Theories of Federalism: A Reader. (Palgrave: New York, 2005). Watts, R. L. Comparing Federal Systems. (McGill-Queens: London, 1999). Agranoff, R. Ed. Accommodating Diversity: Asymmetry in Federal States. (Nomos Verlag: Baden-Baden, 1999). De Villiers, B. Evaluating Federal Systems. (Martinus Nijhoff: London, 1994). Burgess, M. & Gagnon, A.G. Eds. Comparative Federalism and Federation: Competing Traditions and Future

Perspectives. (Harvester Wheatsheaf: Hemel Hempstead, 1993). Hicks, U. Federalism: Failure and Success. (Macmillan: London, 1978). Assessment: 100% coursework

Credits 20

ECTS credits 10

PO885 Decision-Making in the European Union Dr Paolo Dardanelli

This module provides an advanced understanding of the decision-making process in the European Union, across its three main levels of governance: Union, states and regions. It focuses on the key institutions involved in the process and analyses their interaction from a theoretical, empirical and normative

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perspective. At the theoretical level, the module familiarises you with competing theoretical approaches to key aspects of decision-making such as preference formation, coalition formation, bargaining, policy implementation and delegation and accountability. At the empirical level, it applies these theories to the decision-making process of the European Union such as preference formation at the state level, coalition bargaining in the Council, legislative bargaining between Commission, Council and Parliament and policy implementation by state and regions. At the normative level, it evaluates these issues against key normative principles and relates them to the debate on institutional reform of the European Union with particular attention to questions of legitimacy and accountability.

Preliminary reading:

Hix, Simon and Bjørn Høyland. 2011. The Political System of the European Union. 3rd ed. Basingstoke: Palgrave

100% coursework [2 essays and seminar performance]

Credits 20

ECTS credits 10

PO886 European Public Policy Dr Jane O’Mahony

The focus of this module is on the European Union (EU) as a system of public policy making and the policies it produces. This module aims to give the student the research tools and analytical insight to understand the ‘whys and wherefore’s of EU activity – or non-activity – in specific areas over time. In other words, how do we account for stagnation and progress, success and failure, decision and non-decision in EU policy-making and what are the tools with which we can effectively research, detect and analyse these phenomena? Understanding how EU policy is produced, by whom and why is complemented by an examination of various EU policies, including economic and monetary union and the EU’s foreign, security and defence policies. By combining the theory and practice of EU policy-making students will gain key insights into the nature of European Union public policy making in the early twenty-first century, a time of great flux for the EU. Preliminary Reading: Wallace, H., M. Pollack and Young. Eds. 2010. Policy-Making in the European Union. Sixth Edition. Oxford University Press: Oxford.

Versluis, E., M. van Keulen and P. Stephenson. 2011. Analysing the European Union Policy Process. Palgrave Macmillan: Basingstoke.

Assessment: 100% coursework

Credits 20

ECTS credits 10

PO913 American Foreign Policy: Ordering the International Dr Doug Stokes

This module examines advanced debates as to the specific role that the American state has played in the construction of world order. The course covers different theoretical explanations of US foreign policy and seeks to examine cutting-edge debates and contemporary problems to explore deeper concepts about American power and world order. In particular, the module will develop a critical awareness of the structural contexts of American decision making and the key roles that the American plays in international relations.

Preliminary Reading

Doug Stokes & Michael Cox (eds.) ‘US Foreign Policy’ (Oxford: Oxford University Press, 2012). Christopher Layne, The Peace of Illusions: American Grand Strategy from 1940 to the Present (Ithaca, Cornell University Press, 2008)

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Michael Cox, Takashi Inoguchi and G. John Ikenberry (eds.) American Democracy Promotion: Impulses,

Strategies, and Impacts (Oxford: Oxford University Press, 2000).

Gabriel Kolko, The Age of War: The United States Confronts the World (Colorado: Lynne Rienner, 2006). G. John Ikenberry (ed.) American Foreign Policy: Theoretical Essays (Boston: Scott Foresman, 2001) Michael E. Brown, Owen R. Coté Jr., Sean M. Lynn-Jones and Steven E. Miller (eds.) Primacy and Its

Discontents: American Power and International Stability (Massachusetts: MIT Press, 2009)

Assessment: 100% Coursework (2 essays)

Credits 20.

ECTS credits 10.

PO916 International Security in a Changing World Dr Gulnur Aybet

The purpose of the module is to develop an understanding of the changing nature of international security studies, by exploring the various contending approaches to international security from classical strategic thought to the laws of war and placing them within contemporary issues in international security such as non proliferation, state building, intelligence, and energy security

Preliminary Reading

Brown M E. (ed.) , Grave New World: Security Challenges in the 21st

Century, Georgetown University Press, 2003. Kurth Cronin, A. and Ludes, J M.(ed.s) , Attacking Terrorism: Elements of a Grand Strategy, Georgetown University Press2004 Chantal de Jonge Oudraat and Simmons P J. (ed.s) Managing Global Issues: Lessons Learned, Carnegie Endowment for International Peace, 2001. Brown, M E.,Owen R. Cot, Jr., Lynn-Jones, S M., and Miller, S E., [eds], Theories of War and Peace [Cambridge: MIT Press, 1998]. An International Security Reader. Croft, S. and Terriff, T. (ed.s) ‘Critical Reflections on Security and Change’ Special issue of Contemporary

Security Policy Vol 20, No 3, Dec 1999 Von Clausewitz, C. On War Penguin Classics, 1982 Sun Tzu The Art of War,OUP 1971

Paret, P. The Makers of Modern StrategyOUP 1999 Herman, M. Intelligence Power in Peace and War CUP1996

Andrew, C. and Clarke, W. (ed.s) Secret Intelligence, A Reader, Routledge, 2007. Buzan, B., An Introduction to Strategic StudiesMacmillan 1987

Buzan, B.,People, States and Fear: An Agenda for International Security Studies in the Post-Cold War Era (Boulder, Colorado: Lynne Rienner, 1991 Sheehan, M., International Security: An Analytical Survey, Lynne Rienner, 2005 George, A., and Smoke, R., Deterrence in American Foreign Policy: Theory and Practice [New York: Columbia University Press, 1974]. Waltz K. Man, the State and War Columbia University Press 2001 Freedman, L., The Evolution of Nuclear Strategy St Martins Press 1981


Credits: 20

ECTS Credits 10

PO917 Terrorism and National Security Mr Andrew Thomson (Dr Ruth Blakeley)

The purpose of the module is to develop an understanding of the complex relationships between terrorism, counter-terrorism efforts, human rights and civil liberties, both at home and abroad. The module will provide students with an analysis of the different approaches to terrorism, including conventional terrorism studies, critical terrorism studies, and policy-level approaches. It will include work on the competing definitions of and theoretical approaches to terrorism, state terrorism and security; with case studies on: the Latin American National Security States; Northern Ireland; Israel-Palestine; Responses to 9/11 in the US

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and UK and the consequences for civil liberties; Intelligence in the ‘War on Terror’; Terrorism and Foreign Policy – the case of Spain; and Extraordinary Rendition. The subjects studied will be situated within the broader context of International Relations and Security theory, and will be related to the ethical and legal challenges that terrorism and counter-terrorism activities pose.

Preliminary Reading

Becker, T. (2006), Terrorism and the State: Rethinking the Rules of State Responsibility (Oxford and Portland, Oregon: Hart Publishing). Blakeley, Ruth, State Terrorism and Neoliberalism: The North in the South, (London: Routledge, 2009). ISBN: 0415686172. Booth, K., Dunne, T., Terror in Our Time (London: Routledge, 2011), ISBN: 0415678315.Burnett, Jonny, and Whyte, Dave, 'Embedded Expertise and the New Terrorism', Journal for Crime Conflict and the Media, vol.1, no.4, (2005), pp.1-18. Elshtain, Jean Bethke, Just War Against Terror: The Burden of American Power in a Violent World, (Basic Books, 2003). Collins, Alan (ed.), Contemporary Security Studies, (Oxford: Oxford University Press, 2006). ISBN: 9780199284696 George, A. (1991), Western State Terrorism (Cambridge: Polity Press). Heymann, Philip B, Terrorism, Freedom, and Security: Winning Without War, (Cambridge, Massachusetts: MIT Press, 2003), Introduction, chapter 5, and Conclusion. Jackson, R., Smyth, M.B., and Gunning, J. (eds.), Critical Terrorism Studies: A New Research Agenda, eds. Richard Jackson, Marie Breen Smyth, and Jeroen Gunning, Routledge Critical Terrorism Studies, (London: Routledge, 2009). ISBN: 978-0415574150. Lutz, James and Lutz, Brenda, Global Terrorism, (London: Routledge, 2008). ISBN: 978-0415772464 McClintock, M. (1985), The American Connection, Volume One: State Terror and Popular Resistance in El

Salvador (London: Zed Books Ltd). Nicholson, M. (1986), 'Conceptual Problems of Studying State Terrorism', in Michael Stohl and George Lopez (eds.), Government Violence and Repression: An Agenda for Research (New York: Greenwood Press, Inc), 27-44. Stohl, M. and Lopez, G. (eds.) (1984), The State as Terrorist: The Dynamics of Governmental Violence and

Repression (Westport, Connecticut: Greenwood Press). Wilkinson, Paul, 'International Terrorism: New Risks to World Order', in Baylis, John and Rengger, Nick (eds.),


Credits: 20

ECTS Credits 10.

PO920 International Political Economy: Conflict, Co-operation, and

Institutions Dr Frank Grundig

This module explores issues in international political economy with an emphasis on conflict, cooperation and governance in a number of issue areas. The course introduces basic economic concepts in order to pursue advanced issues in international political economy such as trade relations, monetary relations, investment flows and competition and trade and conflict. The module discusses attempts to provide international governance in some of those issue areas and engages with the conceptual debate on how to assess whether institutional solutions have (significant) effects or not.

Indicative Reading List

Grieco, J and Ikenberry, J. 2003. State Power and World Markets, London: W.W. Norton

Oran R. Young. 1999. Governance in world affairs, Ithaca, N.Y. : Cornell University Press Hirst, P and Thompson, G 1996. Globalization in Question, London: Blackwell

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Hasenclever, A, Mayer, P and Rittberger, V 1997. Theories of International Regimes, Cambridge: Cambridge University Press Gilpin, R. 2001. Global Political Economy: Understanding the International Economic Order. Princeton University Press 2001 Krugman, P.1996. Pop Internationalism, Cambridge Mass.: MIT Press Assessment: 100% Coursework

Credits 20

ECTS Credits 10

PO926 Designing Democracy Dr Ben Seyd /Professor Richard Sakwa

One of the most prominent political trends during the twentieth century has been the global expansion of democracy. Over the last one hundred years, the number of countries labelled ‘democratic’ has quadrupled, concentrated in successive ‘waves’ of democracy. This module examines the reasons for, and processes by which, countries move from authoritarian to democratic conditions. It considers the meaning and measurement of democracy and the nature of democratic transitions. It examines the evidence, drawn from a well established comparative literature, on which factors – social, cultural, political and economic – underpin the global shift to democracy. It also considers how far the trend towards democracy might have come to an end, manifested in the growing number of countries that are only partially democratic. Having reviewed these broad trends and factors, the module turns to consider the process of democratic building or ‘consolidation’. A major challenge to this process occurs in societies marked by social or ethnic cleavages. In such societies, the desirability and nature of democratic government is often hotly contested, and special mechanisms are often required to encourage distinctive social groups to submit to democratic authority. One means by which this can be done is via appropriately designed political institutions. Such institutions – in particular, electoral systems, presidential and parliamentary executives and federalism – can be selected, or ‘designed’, to promote certain patterns of behaviour among citizens, potentially overcoming deep-rooted social cleavages and tensions, encouraging cooperation between groups and reducing the incentives for corrupt activities. For this reason, much attention has recently focused on the role that constitutional design can play in democratic transitions in Eastern Europe, Africa, Afghanistan and Iraq. Throughout, the module focuses both on key theoretical arguments within the democratisation literature (eg. definitions of democracy, the nature of democratic transitions, and the role of political institutions in dealing with entrenched social divisions) and on case studies of recent and ongoing democratic transitions.


Diamond, L. Developing Democracy: Towards Consolidation, Johns Hopkins University (1999) Grugel, J. Democratization: A Critical Introduction (Basingstoke, Palgrave, 2005). Christian Haerpfer et al, eds, Democratization, Oxford (2009) Norris, P. Driving Democracy: Do Power-Sharing Regimes Work? Cambridge (2008)


Credits: 20

ECTS Credits 10

PO936 Resistance in Practice Module Convenor: Dr Stefan Rossbach

Teaching Team: Dr Iain MacKenzie, Dr Adrian Pabst and Dr Stefan Rossbach

This module will look at how ideas of “resistance” are translated into political action. What are the modalities, costs and consequences of this process? We will look at specific instances of resistance to political authority and examine the techniques of resistance employed, the assumptions that underpin these techniques, and the tensions and problems that arise as ideas are actualised in political reality. Studying historical examples of “resistance” will help us reflect on the complex relationship between theory and practice in political reality.

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As part of the “Resistance in Practice” module, students can choose between submitting an academic essay on a historical instance of “resistance” and performing a “practice of resistance”. We envision that such “practices of resistance” could involve poetry, theatre, painting, sculpture, video, film, photography, music and other forms of artistic expression. The “practice” has to be a “documented practice”, which means that students have to submit not just the “performance” but also a portfolio in which they reflect on what they did and why. Early on in the module, students interested in submitting a “documented practice” for assessment discuss their ideas with the module convenor, and they will continue to work on their projects with the help of a supervisor.


Benjamin, W. The Work of Art in an Age of Mechanical Reproduction, London: Penguin, 2008. Debord, G. Society of the Spectacle, London: Rebel Press, 1992. Gandhi, M.K. The Story of My Experiments with Truth: An Autobiography, London: Penguin, 2007 Gandhi, M.K. Selected Political Writings, Indianapolis: Hackett, 1996 Kamalipour, Y.R. Media, Power and Politics in the Digital Age: The 2009 Presidential Election Uprising in

Iran, Lanham: Rowman & Littlefield, 2010 Kotkin, S. (with a contribution by Jan Gross) Uncivil Society: 1989 and the Implosion of the Communist

Establishment, New York: Random House, 2009 Kubik, J. The Power of Symbols against the Symbols of Power, Philadelphia: Penn State University Press, 1994 Pleyers, G. Alter-Globalization. Becoming Actors in the Global Age, Cambridge: Polity Press, 2011 Ranciere, J. The Politics of Aesthetics, London: Continuum, 2006. Weigel, G. The Final Revolution: The Resistance Church and the Collapse of Communism, Oxford: Oxford University Press, 1992 Assessment: 100% Coursework

Credits: 20

ECTS Credits 10.

PO937 Resistance in Theory Module Convenor: Dr Adrian Pabst

Teaching Team: Dr Iain MacKenzie, Dr Adrian Pabst and Dr Stefan Rossbach

This module will address the relationship between theories and practices of resistance from the perspective of theory. As such, it will focus on specific ideas and models that conceptualise and theorise resistance to political authority with a view to examining the following: the philosophical and political bases of resistance; the presuppositions that underpin theories of resistance; the appeal to alternative ideas and arrangements; the tensions and possible contradictions that characterise such theories. There are two dimensions to this module. First of all, the theme of resistance will be explored in the history of political ideas, from Plato via patristic, medieval and modern thinkers to contemporary writings such as those of Alain Badiou. Secondly, the theme of resistance will be related to different conceptions of the political and rival accounts of alternative arrangements to the prevailing order. As such, this module provides a strong grounding in theories of resistance that prepares students for the second core module on practices of resistance. Indicative Reading List

Augustine, The City of God against the Pagans, trans. Robert Dyson (Cambridge: Cambridge University Press, 1998) Badiou, Alain, Being and Event, trans. Oliver Feltham (London: Continuum, 2007) Hegel, G.W.F., Elements of the Philosophy of Right, trans. Alan Wood (Cambridge: Cambridge University Press, 1992) Hobbes, Thomas, Leviathan, ed. and trans. Richard Tuck and Michael Silverthorne (Cambridge: Cambridge University Press, 1998)

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Locke, John, Two Treatises of Government, ed. Peter Laslett (Cambridge: Cambridge University Press, 1997) Marx, Karl, Selected Writings, ed. David McLellan, revised ed. (Oxford: Oxford University Press, 2000) Plato, The Republic, in The Dialogues of Plato, trans. B. Jowett (New York: Random House, 1937), Vol. I, pp. 589-879. Rousseau, Jean-Jacques, The Basic Political Writings, trans. Donald A. Cress (Indianapolis: Hackett, 1987)


Credits: 20

ECTS Credits 10.

PO942 Resistance and the Politics of Truth Module convenor: Dr Iain MacKenzie

‘The truth will set you free’ is a maxim that is central to both theories and practices of resistance. It is a claim that has, nonetheless, come under fire from a wide array of critical perspectives not the least of which are those of the poststructuralist and post-foundational political philosophies that have emerged during the second half of the twentieth century and that continue to inspire admiration and condemnation in almost equal measure. In this module, poststructuralist will refer to a body of work produced primarily in France since the 1960s that challenged our understanding of truth by developing the critique of humanism in ways that emphasised the contingent nature of meaning generating structures. The main representatives of this perspective in this module will be Michel Foucault and Gilles Deleuze. By post-foundational is meant a body of work that critically questions poststructuralist approaches to contingency while reinvigorating the concept of truth as a political force. The primary representative of this approach is Alain Badiou. Both perspectives have developed event-oriented philosophies – that view the category of the event as ontologically primary – but they have conceived of this in competing ways. A main theme of the module will be how to understand the relationship between truth and politics as an event. In other words, what happens in practices of resistance? Indicative Reading List

Foucault, M. and Chomsky, N. ‘Human Nature: Justice vs. Power. A Debate Between Noam Chomsky and Michel Foucault’, The Chomsky-Foucault Debate: On Human Nature, London: The New Press, 2006. Foucault, M. ‘Truth and Power’, Power/Knowledge: Selected Interviews and Other Writings 1972-1977, London: Harvester Wheatsheaf, 1980. Foucault, M. and Deleuze, G. ‘Intellectuals and Power’, in Foucault, Language, Counter-Memory, Practice, New York: Cornell University Press, 1980. Deleuze, G. and Guattari, F. ‘Introduction: Rhizome’, A Thousand Plateaus: Capitalism and Schizophrenia, vol. 2, London: Continuum, 1988. Badiou, A. ‘Politics as a Truth Procedure’, Metapolitics, London: Verso, 2005. Badiou, A. ‘Preface’, Logics of Worlds, London: Continuum, 2009. Assessment: 100% Coursework

Credits: 20

ECTS: 10

PO946 International Environmental Politics

Module convenor: Dr Frank Grundig

This module examines the international community’s policy responses to international environmental problems. Thus understanding and explaining why and how actors (state and non-state) resolve conflicts and set up international environmental institutions to provide governance and how successful or effective these governance structures are is at the heart of this module. We accomplish this by considering various theoretical accounts, including accounts of power, interests, knowledge, and domestic politics that allow us to understand and explain international environmental institutions and their effects. The module also considers aspects of institutional design such as institutional design that addresses problems of enforcement and participation as well as aspects of the normative dimension of environmental decisions-

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making at the international level. The module draws on insights from analysing individual institutions as well as from comparative small-n and comparative large-n work.

Indicative reading list

Barrett, Scott. 2005. Environment and statecraft: the strategy of environmental treaty-making, Oxford: Oxford University Press. Ronald B. Mitchell. 2009. International Politics and the Environment, London: Sage Chasek, Pamela. 2001. Earth Negotiations : Analyzing Thirty Years of Environmental Diplomacy, Tokyo: United Nations University. Dai, Xinyuan. 2007. International Institutions and National Policy. Cambridge: Cambridge University Press. Miles, Eduard et al (eds.). 2002. Environmental Regime Effectiveness: Confronting Theory with Evidence, Cambridge MA: MIT Press. Grundig, Frank. 2009. Political strategy and climate policy: a rational choice perspective, Environmental

Politics 18 (5).

Hovi, Jon, D.F. Sprinz and Arild Underdal, 2009. Implementing Long-Term Climate Policy: Time Inconsistency, Domestic Politics, and International Anarchy. Global Environmental Politics, 9 (3) Assessment: 100% Coursework

Credits: 20

ECTS: 10

PO8100 Quantitative Methodology for Political Science

Module convenor: Dr M Loveless

This course is designed for graduate students in Political Science and will serve as an introduction to quantitative methods for social science research. Given that the majority of the highest level research in Political Science is conducted in the language of quantitative methodology, students will learn the use of quantitative research methods as a tool to further their research and participation in debates of the social sciences. Students can further expect to be introduced to not only the means for conducting rigorous, empirical, and quantitative research in social science fields but also how this methodology adheres to the scientific accumulation of knowledge about these phenomena. The course is intended to develop core competencies in quantitative research. These competencies include methodological literacy (the ability to read, understand, and critically assess quantitative research); statistical abilities (the ability to determine, apply, and use the appropriate statistical techniques to inform and/or support an argument as well as understand the limitations of statistical techniques); and research skills (the ability to use and present quantitative methodology to address a research question). Indicative Reading List

Durkheim, Emile. 1982 (English translation). The Rules of Sociological Method. New York, NY: The Free Press. King, Gary. 1989. Unifying Political Methodology. Cambridge: Cambridge University Press. Kuhn, Thomas. 1962/1996. The Structure of Scientific Revolutions. Long, J. Scott and Jeremy Freese. 2005. Regression Models for Categorical Dependent Variables Using Stata, Second Revised Edition. Stata Press: College Station, TX. Morton, Rebecca. 1999. Methods and Models: A Guide to the Empirical Analysis of Formal Models in Political Science. Cambridge University Press. Popper, Karl. 1957. The Poverty of Historicism. London & New York: Routledge & Kegan Paul. Assessment: 100% Coursework

Credits: 20

ECTS: 10

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PO998 The Dissertation This is an extended essay that forms a major assessed element of the course. The dissertation, which is 14,000 words long, must be on a topic relevant to the MA programme the student is registered for, as proposed by the individual student and approved by the academic staff. It is conceived as that part of the degree programme where students have considerable leeway to follow their own particular interests with guidance from staff. Supervision of work on the dissertation is concentrated in the second half of the academic year. Originality is not a requirement of a Master’s dissertation, but some dissertations achieve a very high standard and several have been published. A number of recent Masters Dissertations can be found on the School’s home page. Credits 60

Please note: If dissertations are submitted which greatly exceed 14,000 words then the examiners are

entitled to mark only the first 14,000 words.

Writing a proposal for the Dissertation The Proposal:

It is a requirement that all students submit a proposal for approval prior to proceeding to write the dissertation. For students taking PO825 the proposal will be the first piece of assessed work. The proposal functions to a) indicate your capacity to independently select a topic for research, and b) show that you can design a research project and incorporate any revisions deemed necessary in consultation with your supervisor. The deadline for submission of the proposal is:

18th January 2013

The Topic: The proposal for the Dissertation must be accepted and ‘passed’ by the Programme Director before students are allowed to proceed with their topic. This means that while the choice of topic is entirely yours, the Director has ‘veto’ powers. These will be exercised if the topic is deemed to be:

• Too wide or un-focussed and cannot be finished at the level required and within the time specified.

• Too far away from a reasonable definition of International Relations, European Studies, International Conflict Analysis, Politics and Democracy or Human Rights.

• Un-supervisable within the School of Politics and International Relations.

The proposal should contain the following elements: 1- The topic of the dissertation and the relevant question that you are interested in investigating. 2- The argument(s) you intend to put forward in relation to the topic. 3- How you intend to substantiate the arguments made. 4- How you intend to organise the dissertation into a coherent and systematic chapter breakdown. 5- A preliminary indication of the content of each chapter. 6- A sample list of references relating to the topic. The proposal should not exceed 3-4 pages.

The deadline for submission of the dissertation is:

3:30 PM 16TH AUGUST 2013

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SCHOOL AND UNIVERSITY LEARNING RESOURCES To get the most out of your time in the School of Politics and International Relations there are key learning resources that you should take advantage of:

1. Modules: modules are key to achieving your programme’s learning outcomes. To get the most out of your University experience ATTEND your lectures and seminars, read and utilise your module

handout, and speak to your convenors and/or seminar leaders about your study, coursework, or questions that you may have.

2. Library: use the library! Explore its resources for Politics and International Relations, particularly the online resources (including e-books and e-journals) that can be accessed from any computer with your login.

3. E-learning and Moodle: Each module in the School of Politics and International Relations has an online Moodle folder that contains module lecture and seminar information and should be accessed regularly.

4. Politics Open Forum: This is a weekly forum that will create a space for open discussion between students and staff on a variety of issues.

5. Visiting Speaker Series: Throughout the term you will be notified of special lectures from scholars and practitioners in Politics and International Relations. Attending these lectures will increase your understanding of the subject and may help you to choose a career path.

6. Employability: The School of Politics and International Relations has a designated Employability Officer who can assist in helping students to develop their employability.

7. UELT (The Unit for the Enhancement of Learning and Teaching): a student learning advisory service for all University students.

8. English Language Unit: The English Language Unit offers an English Language Development Programme for University students who are non-native speakers of English.

USING THE LIBRARY The Templeman Library is located in the centre of the campus. The library contains more than 27,500 books and 10,500 bound periodicals catalogued under Politics and International Relations and related class marks plus a British government publications collection and a European Documentation Centre. In addition, the library subscribes to 50,000 online journals of which over 900 are directly relevant to the discipline. Access the library’s online resources here: http://www.kent.ac.uk/library/resources/ Online information on the Library and its services can be found online at http://www.kent.ac.uk/library/, which gives access to the online catalogue (both on and off campus), to CD-ROMs and selected online databases as well as providing information about the Library itself. You can find valuable information on the library’s resources that are specific to your area of study in the subject guide for Politics and International Relations—hard copies are available in the library, or can be found online at http://www.kent.ac.uk/library/subjects/politics/index.html The subject librarian for Politics and International Relations is Anna Miller (ext 7113 or e-mail [email protected]). Help is also available from the Enquiry Desk on Level 2 Centre (ext 3570). When you start at Kent there will be a talk on the Library and you should receive a copy of the Essential

Information Services Guide, which contains basic information on all our services. During the first few weeks of term we offer subject based Library training including the use of the catalogue and other Library Services. Please make use of this training as it can save time later. Undergraduates may borrow up to 12 books from the main collection and Core Text Collection. The regular loan period is 4 weeks but many course books will be restricted to a one-week loan.

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If you cannot use the Library properly you are lost! Make sure you take an introductory tour of the Library in your first days here and spend some time navigating the library’s website, locating online journals and bibliographic search engines.

E-LEARNING AND MOODLE The University Virtual Learning Environment, known as ‘Moodle@Kent’, is available to all students using their normal Kent log-in. This is a very important resource and you should check your module Moodle folders regularly for messages and study materials. It can be accessed via the student portal or direct at: https://moodle.kent.ac.uk/moodle/ Online training guides for Moodle and general information regarding e-learning are available from the ’Student Support’ section of the e-learning website at: http://www.kent.ac.uk/elearning/documentation.html Any technical problems with your Moodle modules should be directed to the IS helpdesk at http://www.kent.ac.uk/itservices/help/. Information on how the Moodle module will be used on your course will be given to you by your lecturer at the start of term.

POLITICS OPEN FORUM The Open Forum is weekly meeting designed to facilitate debate and discussion on a wide range of issues related to the study and practice of Politics and International Relations. The Open Forum allows staff, students and visiting speakers to exchange ideas, opinions and questions. This interactive structure promotes a deep learning environment, providing a space for open discussion of political issues. The sessions cover a range of issues, relating to cutting edge research, contemporary issues, and the student experience in general. Each term a number of sessions will be organised by students, providing an opportunity for societies, groups or individual students to lead discussions on issues of interest. We hope that students in all stages of their degree programme will participate in the Politics Open Forum and in so doing will foster an open community that enriches the University experience for students and staff. The Open Forum takes place every Monday 12.00-13.00 in Rutherford Lecture Theatre 1 (not including reading weeks) during the Spring and Autumn terms from. Please check the website for a full timetable of events: http://www.kent.ac.uk/politics/openforum/index.html. Govinda Clayton coordinates the Open Forum. If you have any questions or would like to suggest a session topic please contact Govinda ([email protected]).

VISITING SPEAKERS SERIES The School of Politics and International Relations holds a vibrant visiting speaker series which usually takes place once a month during term time. Our speakers have distinguished themselves in various walks of life, be it the civil service, politics or academia. The visiting speakers reflect the rich and diverse interests of students and staff in the School and provide an opportunity to enjoy talks on pertinent subjects by speakers of distinction. We hope that you can attend these exiting talks and we are looking forward to your participation. Visit the Events page on our School website to view the schedule for speakers or to watch videos from our archived collection of lectures and talks: http://www.kent.ac.uk/politics/events/index.html

EMPLOYABILITY The school of Politics and International Relations is committed to providing opportunities for its students to develop abilities and skills that will enhance their employability. Employable skills are a set of core attributes are routinely outlined by employers as indicators of their needs and as ciphers of ‘graduateness’. From the moment you start with us, our efforts are focused on helping you gain the knowledge, skills and experience you need to thrive in an increasingly competitive workplace. All of our modules seek to develop behavioural practices relevant to the ‘world of work’, such as reliability, good timekeeping, confidence and complex problem solving. Many of our more specialised courses also seek to develop transferable skills including such as communication, team working ability, the capacity to operate independently and to

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demonstrate contextual sensitivity, including intercultural awareness. (For a full list of the skills developed in our programs see the key skills matrix on page 50 of this Handbook). In addition to the skills developed during your studies, the School of Politics also offers regular events to develop employability. Run by our Employability Officer, these events seek to develop additional skills that will enhance our student’s employable skills, and highlight opportunities relevant to students of Politics and International Relations. Our website also includes a section on employability, that is regularly updated with internship, work experience and career opportunities. This is a valuable resource that students should monitor regularly. If you require subject specific assistance on employability with please contact our employability officer, Govinda Clayton ([email protected]). In addition the university also offers a range of services to assist you in employability matters, full details can be found on the website. Careers and Employability - http://www.kent.ac.uk/careers/ Choosing a Career - http://www.kent.ac.uk/careers/Choosing/ChoosingCareer.htm CV and Interview Skills - http://www.kent.ac.uk/careers/applicn.htm MyFolio - https://myfolio.kent.ac.uk/myfolio/ Politics Employability Page - https://www.kent.ac.uk/politics-local/employability/index.html

The Graduate School coordinates the transferable skills training programme for graduate students and the unique Global Skills Award for postgraduate taught students. Further information about the Graduate School is on page 66 of this Handbook or on the Graduate School website http://www.kent.ac.uk/graduateschool/index.html .

UELT (THE UNIT FOR THE ENHANCEMENT OF LEARNING AND TEACHING) UELT offers a Student Learning Advisory Service and provides information and advice for students who are interested in strengthening their study skills or who wish to discuss a specific study problem. UELT offers advice, study skills workshops and learning resources that can help you with your studies. Find out more or contact them via telephone at extension 4016, via email at [email protected], or via their website http://www.kent.ac.uk/uelt/learning

ENGLISH LANGUAGE UNIT Students who are not native English speakers will find valuable support at the English Language Unit. Extending over two terms, the programme offers training in five areas: essay writing, grammar, listening/note-taking, seminar discussion and presentation skills, and individual writing tutorials. Booking is essential and space is limited. Students interested in joining these groups should complete the online application form at: http://www.kent.ac.uk/cewl/courses/in-sessional/eldp.html

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Key Skills Matrix Key Skill Module(s)

1. Communication

Communicate effectively and fluently in writing Taught and assessed: ALL

Communicate effectively in speech (i.e. oral presentation of material)

Taught and assessed: PO832, PO848, PO885, PO920, PO926, PO859 Taught: ALL, especially PO824, PO825, PO926

Gather evidence and construct reasoned arguments

Taught and assessed: ALL

Reflective and ethical use of information (particularly proper referencing)

Taught and assessed: ALL

2. Numeracy

Analyse and interpret numerical data Taught and assessed: PO848 Taught: PO825, PO886, PO926

Integrate numerical and non-numerical information

Taught and assessed: PO848 Taught: PO825, PO886, PO926

3. Information technology

Use information technology to retrieve and present statistical or numerical information (use of databases/ spreadsheets)

Taught: PO848, PO825

Produce written documents Taught and assessed: ALL modules

Use audiovisual technology to retrieve and present information

The assessment of oral presentations takes the use of audio-visual aids into account.

Undertake online research Taught and assessed: Most modules, but particularly PO848, PO825, PO916, PO917. Students are encouraged to utilise the whole range of Kent learning resources (including online sources) for their assignments

4. Working with others

Define and review the work of others Taught and assessed: especially PO848 ALL, in the sense that assignments entail the critical reading and reviewing of texts

Collaborate with others to achieve common goals Taught and assessed: PO885 PO848, PO824, PO825

Taught: All modules that include seminar discussions

Review the effectiveness of a group Taught: PO848, PO825, PO917

5. Improving one’s own learning and performance (‘learning to learn’)

Working to deadlines Taught and assessed: ALL modules

Reflective practice: Explore personal strengths and weaknesses

Taught: PO825, PO848

Set personal development targets Taught: PO825

Review completed work Feedback is provided on all coursework and presentations to enable students to review and improve their performance.

6. Problem solving

Identify and define problems ALL

Analyse and advocate solutions to problems Most modules, but particularly those with a policy emphasis, including PO848

Develop negotiation skills Develop mediation skills

PO848 PO832

Practical conflict mapping skills PO848

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WRITING, PRESENTING AND SUBMITTING ESSAYS

WRITING YOUR ESSAY WHY WRITE ESSAYS? Since a considerable proportion of your working life at University is spent in producing essays, it is worthwhile exploring the rationale for essay writing. It has three main purposes:

1. Essay writing is a way of mastering a body of facts or ideas. You accumulate information on a particular topic by reading the relevant literature, and then present what you have found out in your own terms and in your own way. You thereby retain the material more effectively than by merely reading on its own, where it is only too easy to forget what you have read the week before.

2. Essay writing develops skills of selection, analysis and condensation. Out of the mass of information

available, you have to decide what to include and what to leave out, you have to be alert to contradictory arguments and points of view presented by different authors, and you have to present your findings in a succinct form without oversimplifying.

3. Essay writing further develops your skills of expression and communication. You have to express

yourself clearly, develop a coherent argument throughout the essay, and as far as possible write in a fluent and attractive manner.

What makes an essay good or bad follows from the above three points. The worst essays are those that defeat the purposes of the activity: essays that are merely rehashes of other people's books (no independent mastering

of material), essays that are overburdened with irrelevant information (no selection), essays that run together opposite points of view (no analysis), essays that are unclear, incoherent or boring, and essays that don’t fully answer the question. The notes that follow are intended to help you avoid these pitfalls. Essay writing also helps you to acquire skills that are vital to most of the careers you may wish to follow. You should learn to write clearly and concisely, to report accurately, and to structure and communicate arguments effectively. These skills are vital to, for example, public service, business and media professions. WRITING ESSAYS AT A GLANCE:

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WRITING THE ESSAY: ALLOW TIME TO THINK AND PLAN Allow yourself plenty of time to think. Start working on the essay at least a couple of weeks before it is due in. Think ahead! Plan your essay writing strategically. If you are intending to write an essay on a particular topic on your reading list, remember that other students may be after the same books and that delaying your research will increase the risk that the recommended books are unavailable when you want them. Managing time is crucial to good essay writing; a hurried, unthinking and under-researched essay is of little value to you and wastes your teacher's time and effort. UNDERSTANDING THE QUESTION It is useful to regard essay writing as a problem-solving activity. You begin with a problem that requires a solution, collect the evidence that you need to reach it, then present problem, evidence and solution in the form of an essay. It often helps to have an essay title that is stated in the form of a question. But even if the title is not in question form, you ought to turn the title into a question before you begin. In essays, as in examinations, it is vital that you answer the question. Read the essay title/question carefully. Misreading the question is one of the commonest forms of student mistake. Many questions contain significant words: e.g. describe, discuss, explain, compare, contrast, assess. These words are there for a purpose: they are never shorthand ways of asking you to write all you know on the subject, but ways of focussing and guiding your attention. Make sure you understand what they mean in the context of the question, and if you don't, ASK! If the essay question has several aspects, make sure you have spotted them all. Note any restrictions - e.g. dates or type of literature. Remember you have been asked to answer a specific question or to discuss a particular problem; do not adopt a vague or imprecise approach, ignore the title or change it to suit yourself. Your essay should never descend to the level of being a general commentary - should never just rehearse everything you know or whatever you can think of to say. You should show an ability to select the important information and arguments. PREPARATION: RESEARCHING, READING AND NOTE TAKING Researching and Reading Normally your teacher will have provided you with some guidance on reading, but also get in the habit of consulting bibliographies and the library to find further relevant material. Read books, journals, newspapers, past lecture notes etc. for appropriate material that will directly help you to answer the question. Read purposefully; if you don't, your research will take far too long and you'll end up with a lot of irrelevant

material. Learn how to use a book. This does not necessarily mean 'reading' it in the ordinary sense. Study the Contents page carefully and also the Index. Consult the Preface and the Introduction. Try and get a clear sense of the book's structure and content. You will be looking to select relevant material from the books you consult and skilful 'trawling' is essential. Always have the question you have chosen in the front of your mind, and constantly ask yourself, Does this

material fit the essay topic? Does it wander off too far on to side issues? (Side issues are often interesting, and in another context may be important, but not in planning this essay.) A common error is trying to cram every idea in, with no particular development of a theme or argument. You will need to be ruthless at this stage in rejecting ideas and information, rather than later attempting to string together unconnected arguments just because they seem related in some undefined way to the question. Finding material in addition to sources listed on the module handout:

1. Library catalogue: this will help you to find additional books related to your topic 2. Library online resources: search through bibliographic engines to find articles on your topic 3. Internet: it is possible to find interesting academic articles and unpublished papers on the internet, but

be careful to ensure that the sources you find are reputable (see more below on ‘sources’)

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**Online bibliographic resources and online journals:

You have an essay topic, have done some basic reading, but now want to look for additional resources. The best place to do this is through the library’s online resources. The following is a step-by-step guide to help you to conduct your literature search:

1. Go to http://www.kent.ac.uk/library/resources/ and click on ‘Databases’, which will take you here:

http://www.kent.ac.uk/library/resources/databases/index.html 2. The most useful search engine for us in the social sciences is called ‘Web of Science’. Scroll down the

page and click on the link for ‘Web of Science’. This will take you to a page where you will need to enter your Kent login and password.

3. If, for example, I want to write an essay about humanitarian intervention in Somalia, then I could enter the search words ‘humanitarian intervention and Somalia’ in the topic line of the search engine and then press ‘search’. This leads to 28 articles on this topic. Click on any interesting titles to read the abstracts and if the article will be of use to you, you can click on the ‘article linker’ button which will take you back to the University’s library and let you know whether the University subscribes to that journal. If so, click on the link to the journal and start reading! If your search leads to 10,000 articles, you can further narrow your search by limiting it to Politics journals, or by searching for further words in the listed articles.

4. Online journals: As mentioned above, the Library subscribes to over 900 Politics and International Relations online journals. These are a valuable resource for your study and research and you should become familiar with the journal titles related to your coursework or degree programme. To browse a journal, or to search for particular journal titles, begin at the library’s online resources page, which can be found at http://www.kent.ac.uk/library/resources/. Click on ‘Journals’ and if you know the title, then search using the search box, or look for journals related to a discipline or topic area using one word, such as ‘conflict’ (which, in this case, will lead to 36 journals). If, for example, you wanted to look at the ‘Journal of Conflict Resolution’, just click on the link to recent issues (post-1999) and you will be asked for your Kent login and password, and then be taken to the journal. Search regularly for new articles in the journals related to your study.

Sources

Not all sources are of equal weight. There may be particular articles or books that should be included in your essay, depending on the topic chosen. Academic articles published in respected journals, or academic books, are of greater value than other sources such as online blogs, online encyclopaedias, etc (Wikipedia, for

example, is not an acceptable source for an essay unless you have been specifically directed to this source by

your module convenor. You should also avoid referencing lecture slides in your essays—speak to your

convenor about the sources used in writing the lectures and consult these sources yourself). Choose your sources with great care when writing your essay and consult your module convenor if you are unsure about the value of a source that you have consulted. If searching the internet, try GOOGLE Scholar, at http://scholar.google.co.uk/, which can be more productive than a broad search on the internet. Part of your essay mark will be based on the range of sources employed in your essay, so be sure to search widely and try to use both cutting edge scholars as well as key works relating to the subject of your essay. Your essay mark will further be affected by your effective use of these sources. For further information, see the next section on analysis and argument. Note Taking When reading, get into the habit of taking notes. People take down notes in different ways. Some use sheets of paper, others record notes electronically in a word document. Whatever system you choose remember to take

down in full the information about author, title, place of publication, publisher, date and page number(s). Make sure that your notes clearly indicate which information has been paraphrased by you, and which information has been copied directly from the text so that you avoid plagiarism when writing the essay. PLANNING YOUR ESSAY Plan the essay before writing it: think of the plan as a map showing the route your argument will follow. Of course, in the writing the route may be slightly different from the one you had planned; but the point of

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planning is to formally organise your materials in a rationally purposeful manner, and even if your original plan undergoes considerable change the sense of careful structure and rational ordering should remain. The first thing to remember is that your essay should have a structure: a well thought out structure is like a skeleton - it gives your essay rational shape and ensures that it will stand up to rational scrutiny rather than wobble like a structureless jelly. Ask yourself what argument you are pursuing and to what purpose. Whatever your guiding principle is, it will affect the structure of the essay; a comparison, for example, requires setting out the framework within which the comparison will be made, and then a sustained consideration of the things that are to be compared, not two successive mini-essays with little attempt at connection.

PRESENTING YOUR ESSAY

THE GENERAL FORMAT OF AN ESSAY Introduction Take great care with your introduction. You can simply state what you are going to say, but perhaps the best introductions offer one or two scene-setting sentences which give an idea of what you consider to be the most important aspects of the question. Try to show as briefly as possible that you understand what the question is asking you to do. The introduction may describe how you are going to tackle the question - 'I propose to concentrate on...because...', or 'I shall argue that...'. You may wish to query anything in the title with which you disagree - 'Marx is not as concerned with predicting the future as the question suggests...'. Make sure your essay has an introduction that is an introduction to the essay, not necessarily the topic. Outline the points you will make in the essay in the order in which you will make them.

Main Body This will depend on the subject matter. Order your points so that there is a reasoned argument and the sequence follows smoothly; indicate the move from one point to the next by an appropriate sentence at the end of a paragraph which signposts the direction you will be taking in what follows. Try to show why each idea is relevant to the question. After each paragraph ask yourself if it is quite clear how the ideas in it are connected to the question. Check that you are including everything asked of you and

excluding everything irrelevant. Analysis, Arguments, Opinions, Evidence, and Justification

Most essays written in the School require that you analyse the topic under discussion. What is analysis? At its simplest, analysis refers to taking something complex and breaking it down to its various parts to better understand and explain it. Analysis typically involves providing a brief summary of the issue or argument along with a critical assessment or evaluation; the evaluation may involve assessing the facts, norms, language, discourse, theory, methods, findings, judgments, etc, pertaining to the topic. When conducting an analysis you bring together your own opinions as well as scholarly thought When offering your views, it is not enough simply to say 'I think...'; you have to justify your opinion. To support your arguments include evidence from a wide range of original sources and commentaries from recognised authorities, and explain how this evidence supports what you have to say; back up each opinion with relevant facts, etc.. A considerable part of your mark for the essay will be based on the strength of the analysis and argument that you are making. Be sure to examine each of the claims that you are making and ensure that each claim is fully supported by referring to the work of other scholars or other forms of evidence. Please note that the fact that someone else agrees with you does not in itself improve your argument; you still need to explain why the authority quoted is correct or useful. If you disagree with an authority, don't be afraid to make an argument that explains why you disagree. Your mark will further be determined by your use of evidence as well as the relevance of your analysis to the question as a whole.

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Paragraphs

Each major point usually requires a paragraph of its own. If it’s a major point, it needs not just stating but elaboration, and so requires a paragraph. Because the design of the paragraph reflects the things you want to say about the major point, there is no determined length for a paragraph. But as a rule of thumb, a paragraph is more than a sentence and less than a page.

Signpost the movement from one paragraph to another: indicate continuity or change of topic at the start of each paragraph. For eg, “Another closely related consideration is …” or “Approaching this question from a totally different perspective enables us to see that …” This sort of explicit sign posting will force you to think about the ordering of the ideas, and to justify the inclusion of material and thereby avoid padding. It will also force you to think about how the different parts of the essay fit together and how they relate to the topic as a whole. Using Quotations

Comment on any quotations you use: if you do quote an author, don’t leave the quotation to speak for itself; explain its point to the reader, either before or after citing it. This shows that you both understand what you are using and can see its relationship to the larger picture you are building. Link quotations – don’t just string them along one on top of another. Always put a few connecting words in, no matter how minimal. According to X “ “. A little later she adds that “…” Conclusion

A concluding paragraph can sum up the discussion and set out the main results. It is useful to read the first and last paragraphs together and see whether the question you have answered is the one you posed at the beginning. Try not to introduce new ideas at the end of the essay, although you might suggest issues for further consideration.

TECHNICAL DETAILS All coursework should be typewritten. The title (cover) page should state the title and code of the module, your name, the essay title and number (is it your 1st, 2nd etc essay for the module?) and the exact number of words. Your module convenor will advise you on the appropriate length of your essay. The word limit MUST be

adhered to. Please ensure that your name appears on the essay, either on the first page or on a header on all pages. Line spacing for the text in the main body of your essay should be set at 1.5 or 2.0. Footnotes should be single-spaced. Please do not forget to insert page numbers!

Quotations Single inverted commas (‘ ’) are used for a quotation, and double inverted commas (“ ”) for a quotation within a quotation. Single inverted commas are also used for slang, technical terms and special uses of words (as in: The American concept of ‘democracy’...). If you are quoting only a brief phrase or sentence, it should be incorporated in the body of the essay within double quotation marks and with no special rearrangement. In general, quotations of over five lines are

indented. Always ensure that the quotations fit grammatically into the introductory or surrounding sentence.

REFERENCES AND BIBLIOGRAPHIES

Good research is never self-contained; it always builds upon and plays against the insights and results gained by other researchers. Whenever you use someone else’s material – e.g. ideas, concepts, data, words, sentences, paragraphs etc. – you must acknowledge this in the form of a reference. The reference refers the readers to the bibliographical details of the source you have used. Acknowledging your sources is an obligation, a service, and an advantage. It is an obligation because it would be dishonest to present

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someone else’s research and writing as your own – see also the section below on plagiarism. It is a service because your readers may wish to read more from the source you cited and therefore they need to be able to locate your source; and it is an advantage because the more honest you are in your use of sources, the more readers will be able to trust you as a scholar and to follow your argument. The open and honest use of sources is part of your credibility as an author. What is referencing and what needs to be referenced?

Referencing means acknowledging the original author / source of the material (whether quoted written or spoken text, paraphrased text, data, images, ideas, opinions, etc) in your text and your reference list. Many different referencing systems are used in the academic literature. A referencing system is a set of rules which specify in detail how a particular type of source should be referred, e.g. what information should be included in a bibliographical reference and how that information should be presented. These rules differ according to whether the source is a single-authored monograph, an article published in a journal, a TV documentary, or a chapter in an edited volume. There are hundreds of different types of sources and each referencing system explains how to refer to each source. In your essay you are required to use one of the standard and well-established referencing systems. The School of Politics and International Relations recommends the Chicago Manual of Style system because it is widely used in the humanities and social sciences and well documented in the literature. For example, CMS is explained in the following publications: Online guide for referencing: http://www.chicagomanualofstyle.org/tools_citationguide.html

Chicago Manual of Style Sample Entries: Below are some common examples from the CMS website

(http://www.chicagomanualofstyle.org/tools_citationguide.html) of materials cited in both in-text and

footnote styles. Each example is given first in humanities style (a note [N], followed by a bibliographic

entry [B]) and then in author-date style (an in-text citation [T], followed by a reference-list entry [R]).

Book

N: 1. Wendy Doniger, Splitting the Difference (Chicago: University of Chicago Press, 1999), 65. B: Doniger, Wendy. Splitting the Difference. Chicago: University of Chicago Press, 1999. T: (Doniger 1999, 65) R: Doniger, Wendy. 1999. Splitting the Difference. Chicago: University of Chicago Press. Chapter or other part of a book

N: 5. Andrew Wiese, “‘The House I Live In’: Race, Class, and African American Suburban Dreams in the Postwar United States,” in The New Suburban History, ed. Kevin M. Kruse and Thomas J. Sugrue (Chicago: University of Chicago Press, 2006), 101–2. B: Wiese, Andrew. “‘The House I Live In’: Race, Class, and African American Suburban Dreams in the Postwar United States.” In The New Suburban History, edited by Kevin M. Kruse and Thomas J. Sugrue, 99–119. Chicago: University of Chicago Press, 2006. T: (Wiese 2006, 101–2) R: Wiese, Andrew. 2006. “The house I live in”: Race, class, and African American suburban dreams in the postwar United States. In The New Suburban History, ed. Kevin M. Kruse and Thomas J. Sugrue, 99–119. Chicago: University of Chicago Press.

Journal article

Article in a print journal N: 8. John Maynard Smith, “The Origin of Altruism,” Nature 393, no. 3 (1998): 639. B: Smith, John Maynard. “The Origin of Altruism.” Nature 393, no. 3 (1998): 639–40. T: (Smith 1998, 639) R: Smith, John Maynard. 1998. The Origin of Altruism. Nature 393, no. 3: 639–40.

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Website (You must give the author, title of the page, date published if available, etc, as well as the URL)

N: 9. National Library of Medicine, “Cervical Cancer,” Medline Plus, 2005, http://www.nlm.nih.gov/medlineplus/cervicalcancer.html (accessed October 15, 2009). B: National Library of Medicine. “Cervical Cancer.” Medline Plus, 2005. http://www.nlm.nih.gov/medlineplus/cervicalcancer.html (accessed October 15, 2009). T: (National Library of Medicine 2005) R: National Library of Medicine. 2005. “Cervical Cancer,” Medline Plus http://www.nlm.nih.gov/medlineplus/cervicalcancer.html (accessed October 15, 2009).

UN Documents

N: 12. U.N. Economic and Social Council, Commission on the Status of Women, 42nd Session, Report on the

Forty-second Session (2-13 March 1998) Supp. No.7 (E/1998/27). Official Record. New York, 1998. B: U.N. Economic and Social Council. Commission on the Status of Women, 42nd Session. Report on the Forty-

second Session (2-13 March 1998) Supp. No.7 (E/1998/27). Official Record. New York, 1998. T: (U.N. Economic and Social Council 1998) R: U.N. Economic and Social Council. Commission on the Status of Women, 42nd Session. Report on the Forty-second Session (2-13 March) Supp. No.7 (E/1998/27). Official Record. New York.

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ACADEMIC INTEGRITY, PLAGIARISM AND HONESTY What is academic integrity?

While you are at university, you are expected and required to act honestly regarding the work you submit for assessment in your courses. General Regulation V.3: Academic Discipline states that: students are required to act with honesty and integrity in fulfilling requirements in relation to assessment of their academic progress. General Regulation V.3 specifies that any attempts to: • cheat • plagiarise • improperly influence your lecturer’s view of your grades • copy other assignments (your own or somebody else’s) or • falsify research data will be viewed as a breach of this regulation. The full details of this regulation including disciplinary procedures and penalties are available at: http://www.kent.ac.uk/uelt/quality/credit/creditinfoannex10.html Most students do not have any problems understanding the rules and expectations about acting honestly at university, although some are not familiar with academic expectations and plagiarism. What is plagiarism?

General Regulation V.3 states that plagiarism includes: reproducing in any work submitted for assessment or review (for example, examination answers, essays, project reports, dissertations or theses) any material derived from work authored by another without clearly acknowledging the source. Different Schools use

different definitions of plagiarism and impose different penalties. It is thus essential that you familiarise yourself with the definition of and procedures related to plagiarism as operated in the School of Politics and International Relations, as outlined below. Common to all forms of plagiarism is that you intentionally or unintentionally present someone else’s arguments, information, results or words as your own. You plagiarise, for example, if: 1) You copy sentences or parts thereof verbatim from any source without quotation marks, thereby suggesting that the copied words are your own when they are not. 2) You paraphrase sentences or paragraphs so closely

that it is obvious that you did not structure the sentence(s), paragraph(s) or argument(s) yourself. 3) You use arguments, information or verbatim quotes from a source without acknowledging the source by providing a reference every time you use information, arguments or verbatim quotes from that source. Anything written or said by someone else is a source, including articles, books, lectures, lecture notes, web pages, dictionaries, speeches, interviews, radio and TV programmes, other students’ essays, your own essays etc. Just to make it absolutely clear:

• Every time you use a quote (i.e. you copy sentences or parts thereof verbatim) you have to use

quotation marks and provide a reference, including the page number.

• Every time you state an argument or information from a source in your own words you have to provide a reference. It is not sufficient to cite the source only the first time you use it.

Another type of plagiarism is ‘mosaic plagiarism’. Mosaic plagiarism occurs when a “student mixes words or ideas of a source (unacknowledged) in with his or her own words and ideas, or mixes together uncited words and ideas from several sources into a pastiche, or mixes together properly cited uses of a source with uncited uses” (Harvey 1998: 23). Please note that mosaic plagiarism is still plagiarism and will incur the same penalties as other, more obvious forms of plagiarism.

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Duplication of material is a lesser known academic offence which nevertheless carries the same penalties as plagiarism. Duplication of material refers to the submission for assessment of any work or substantial parts thereof that you have previously submitted for assessment at the University of Kent or elsewhere without acknowledging that you are doing so. How to avoid plagiarism Further guidance on how to use and cite sources can be found in the following books: Booth, Wayne C., Gregory G. Colomb, and Joseph M. Williams. The Craft of Research. 2nd ed. Chicago: University of Chicago Press, 2003. Greetham, Bryan. How to Write Better Essays. Basingstoke: Palgrave, 2001. Harvey, Michael. The Nuts and Bolts of College Writing. Indianapolis: Hackett, 2003. Harvey, Gordon. Writing with Sources: A Guide for Students. Indianapolis: Hackett, 1998. Redman, Peter. Good Essay Writing: A Social Sciences Guide. 2nd ed. London: Sage, 2001. There is a simple rule of thumb though: If in doubt, always cite your source! And please remember that ‘unintentional plagiarism’ is still plagiarism! What happens if you are caught plagiarising?

The University does not accept plagiarism or duplication of material and imposes severe penalties if it occurs in coursework, dissertations, projects, examinations and theses. The penalties include marks of zero for individual coursework, ineligible to re-sit examinations or de-registration from university for serious or repeat offences. Additionally, any offence may be noted in your student record. If you are a Politics and IR student the Disciplinary Chair of the School of Politics and IR will deal with the case and you will receive a letter outlining the allegation. You have the right to contest this allegation. The details, deadline for contesting the allegation, and proposed penalties as well as the consequences of further academic offences will be detailed in the letter you will receive. If you are a student from another School, we will inform your own School, which will deal with the case. In addition to the penalty imposed on the piece of work, your name will be added to a list. This allows us to identify repeat offenders. We also operate a retroactive rule and may scrutinise already marked coursework from any module you have taken to see whether there are instances of plagiarism that have previously been overlooked. If you are found plagiarising (or committing other academic offences) on three occasions we usually start proceedings to de-register you from the University of Kent. Please note, however, that some academic

offences, including some cases of plagiarism, may lead to the immediate termination of registration. The plagiarism viva

There may be instances where academic members of staff may suspect plagiarism to have occurred but are unable to directly prove this based on internet searches or the use of the anti-plagiarism software currently used by the University of Kent. In these instances the Disciplinary Committee of the School of Politics and IR can hold a viva with you to ascertain whether the paper does in fact come from your own work. If after the viva the Disciplinary Committee decides that the paper is in fact a case of plagiarism then we will revert to standard procedures. If it is not a case of plagiarism the paper will be marked as normal. If you are unsure of any of these procedures then talk to your academic advisor or module convenor or contact the School’s Student Support Officer.

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Further information

The universities policy on academic discipline (Annex 10 to the Credit Framework) can be found at: http://www.kent.ac.uk/uelt/quality/credit/creditinfoannex10.html Further information for students on Academic Integrity can be found at: http://www.kent.ac.uk/uelt/ai/index.html

SUBMITTING YOUR ESSAY

COPIES It is foolish not to keep at least one copy of all of your essays. Essays can be mislaid or go astray - much anxiety and extra work may be avoided by getting into the habit of making a copy of each piece of submitted work. Make sure you print and/or save a copy of each essay you write or photocopy the original before handing it in and keep the electronic version.

SUBMISSION OF COURSEWORK POLICY

The School of Politics and International Relations has agreed on a policy regarding the submission of

coursework: This policy applies to all students of the School (Undergraduate and Postgraduate).

All coursework must be submitted by the deadline set by the module convenor, and as stipulated in the

module outline.

You are expected to submit both a typewritten hard copy and an electronic copy of your essay. Both copies must be identical. You must submit the electronic copy by 3.30pm on the deadline date. Paper copies should also be submitted before the deadline. No email notice will be sent to the student to remind them of this deadline.

Students must demonstrate that they have completed their coursework by submitting their essay by

3.30pm on the deadline date. In order to have their essay marked, the student must submit an electronic

copy of their essay, via Moodle, by 3.30pm on the deadline date. A paper copy should also be submitted

to the School general office before the deadline – no reminders will be sent.

Coursework will only be marked if an electronic copy is received by the deadline. Students who fail to submit this copy of their essay by the deadline will be allocated a mark of 0. Students will need to follow the School’s Concessions procedures if they fail to meet the deadline.

Concessions

Essays/Coursework

Extensions to submission deadlines will not be granted. If a piece of coursework is submitted after the deadline it will not be marked. Teaching Assistants and Module Convenors are not permitted to grant extensions. An extension will only be permitted if a concession is obtained from the Concessions Committee. Students will need to complete a concessions form (available from the general office, N4.3 Rutherford College) to request a concession, and should submit this to the office as soon after the deadline as is possible (- preferably with the completed essay). The Concessions Committee will only consider a concession if written documentation of medical grounds or personal crisis is provided. Technical reasons such as computer or printer failure and transport problems will not usually be considered. Please note that the concessions committee always look at concessions cases in terms of the date of the deadline, compared with the actual date of submission and the evidence provided - ie. does the illness/circumstance, explain the extra time taken to submit the essay.

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Seminar Presentations

For seminar presentations that count towards the final module mark, students should follow the School’s concessions procedure (i.e. submit a concessions form and evidence to the general office) if they miss a scheduled seminar presentation. If the application for a concession is accepted, the Concessions Committee will refer the matter to the Module Convenor/Teaching Assistant, for them to decide whether to reschedule a presentation time or mark a written version of the presentation. Please note that the deadline for concessions applications in relation to late/non-submission of

coursework or missed presentations, is 1st

June. After this time, only general, performance related/exam

related, concessions will be reviewed.

If you would like more information, please contact Sara Witchell, Student Support Officer, (email: [email protected], telephone: 01227 827854, room number: N4.S5 Rutherford College). As previously stated, you are expected to submit one hard copy and one electronic copy of each piece of coursework. Please complete an essay submission form and submit hard copies of your coursework to the School general office (Rutherford N4.3). Submission forms can be found on the shelf outside the office. This receipt slip details the module code number, the name of the module convenor (or seminar leader who is going to mark your essay) and the word count of the essay. It is very important that you know these details. It is your responsibility to know which module you are taking, its module code (PO583 etc) and who it is that you are expecting to mark the essay. You may think this is pretty basic but you would be surprised how many students do not seem to know these essential details. There is a photo-board outside the School’s office door to try to help you decide who it is that you expect to mark your essay. You will be asked to sign this slip as a guarantee that the essay is all your own work, except where duly and accurately acknowledged. The electronic copy should be sent via Moodle. Coursework should be submitted by 3.30pm on the day of the deadline.

HOW TO COLLECT AN ESSAY

You will receive an email from the School Office to inform you that your essay is in the school general office for collection during School office hours. Please make sure that you know the module code and name of person expected to mark your essay. Essays should, under normal circumstances, be returned for collection by you within 3 working weeks (does not include Christmas closure weeks) of submission. If a module’s coursework is required to be moderated this takes a little longer, but not more than 4 working weeks.

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ACADEMIC FEEDBACK

When you get your essay back, don't just take note of the mark, read your marker's comments carefully. If you want further clarification on anything relating to the essay, arrange to see your marker; take the essay with you. The mark that you receive for an essay has of necessity to be a composite judgement, taking into account both the content of the essay and its structure and presentation. Thus, a mark of 55 might be given for a neatly structured essay based on rather little information, or for a well-researched essay that was badly put together or written unclearly. The reasons for the mark/grade should be clear from the marker's comments, but if you are in any doubt ask directly. Don't be afraid to ask your supervisor 'How well structured did you find my essay?' or 'How clearly was it written?' as well as 'Did you agree with what I said?' When marking essays your supervisor will be looking for the following things in particular:

• Good knowledge and understanding of the topic;

• The ability to pursue and develop a coherent argument that is relevant to the question;

• The ability to use evidence in an effective manner, sometimes from a wide range of sources;

• Evidence of analysis and critical thought;

• Logical control and organisation of your material;

• The ability to discriminate between the significant and the trivial;

• A clear structure to your essay;

• The ability to write clearly, fluently and concisely.

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ASSESSMENT CRITERIA (postgraduate work) Class Mark range Guidelines

Distinction 90-100%

80-89%

70-79%

A Distinction level script or essay is a piece of work of exceptional quality, requiring a high level of conceptual ability and an extremely thorough and conscientious approach to study. It is distinguished by some or all of the following attributes: a clear and compelling argument, which provides a coherent framework within which to answer the question, a thorough, advanced and critical familiarity with the relevant literature and empirical data, a strong conceptual framework and ability to relate empirical data to this framework, very good expression and excellent bibliographical and referencing support. The marks in the distinction level vary to the extent that all of these attributes are accomplished and with the power and originality of the argument.

An outstanding answer that could hardly be bettered. Showing an original capacity to develop arguments beyond those available in the literature, an exceptional level of understanding, a deep and sophisticated argument, and aptitude in research skills. Of publishable quality. An excellent answer showing a thorough understanding of the field, a mastery of the relevant literature and an ability to argue beyond it. Likely to be of publishable quality; an outstanding piece of work. A distinguished piece of work marked by a clear argument, an advanced understanding of the course material, a strong and critical grasp of the literature and some or all of the following qualities: independent critical thought, wide-ranging reading or research, original thinking, a strong argument and excellent use of evidence.

Merit 65-69% 60-64%

A Merit level script or essay shows an advanced level of knowledge or understanding. It demonstrates acute judgement, clear thought and expression, and an ability to marshal arguments; it demonstrates evidence of conscientious study and good research. It should exhibit good bibliographic and referencing skills, the ability to organize the evidence in such a way as to provide a clear answer, avoidance of irrelevant or extraneous material, and familiarity with the relevant literature. , care, thought, and hard work. It shows an assured fulfillment of the intended learning outcomes. Marks within the Merit class vary to the degree these attributes are attained. A strong answer with a coherent framework and a very good argument, based on wide reading, showing a thorough approach and very good understanding. It will be well-organized and well-presented. A clear and cogent answer which answers the question, with evidence of reading or research beyond the minimum required. The answer will be reasonably well-organized and clear presented and will show a reasonably good familiarity with the relevant literature and data.

Pass (40-59%)

40-59%

Work in the Pass category meets the learning outcomes of advanced knowledge and understanding. It is characterised by a level of empirical knowledge which demonstrates a conscientious attempt to tackle the question, but is nevertheless less comprehensive than a Merit level answer. It may involve less application of theories, some weaknesses in organization and in the coherence of the argument, intrusion of some extraneous material, or show some flaws or lack of coherence in the argument or the analysis or some weaknesses in the bibliography and referencing. Marks in the category vary to the extent that these weaknesses manifest themselves.

Fail 35-39% 30-34% 20-29% 0-19% 0%

A failing piece of work fails to meet the minimum requirements of Master’s level work. It indicates inadequate level of knowledge and understanding of the intended learning outcomes, an inability to develop more than a flimsy answer to the question that has been set, weak preparation, failures of bibliography and referencing, or plagiarism. Marks in this category vary with the egregiousness of these flaws. Some knowledge and understanding demonstrated, but it may be incomplete. There will usually be poor organization, errors and irrelevant material, and the answer will show evidence of limited reading. Although some relevant material may be present, the answer shows a poor understanding and very weak reading or research on the topic. It is likely to contain errors and irrelevant material and to be poorly referenced The answer is inadequate, based on little relevant material and poor understanding. There may be fundamental errors and poor structure and the essay shows inability to tackle the question. The answer shows a failure to answer or even understand the assignment, showing virtually no evidence of reading, and poor structure and expression. A mark of 0 is awarded where the work contains a component of plagiarized or duplicated material which casts doubt on whether the student has satisfied the requirements to Pass

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THE SCHOOL COMMUNITY

STUDENT SUPPORT AND GUIDANCE

Student Support Officer – Mrs Sara Witchell

From the time you start here at Kent to the time you leave, we want you to maximise your student experience and get the value you deserve out of your time at Kent. Your time here should be a positive experience that stays with you for the rest of your life. With that in mind the School of Politics and International Relations has a dedicated Student Support Officer (SSO) who is at the centre of the school’s undergraduate student academic support system and is the first point of contact for both postgraduate & undergraduate enquiries regarding central university services. The system is designed to provide a fast, personalised and accessible service for assisting our students in the resolution of queries and/or problems. The system is designed to provide a fast, personalised and accessible service for assisting students in the resolution of problems. Email is increasingly becoming an important mode of communication, allowing the SSO to provide timely advice on problems that can be speedily dealt with. Problems of a more profound or enduring nature can be discussed in one-to-one meetings between the SSO and student. The SSO holds a wealth of information on University Support Services, and in certain cases the SSO may refer students to University-level services that might assist them in a particular difficulty – e.g. the Counselling service, the Medical Centre, the Student Learning Advisory Service, Disability & Dyslexia Support Service and so on. Further information on University Support Services, can be found towards the back of this handbook. The SSO is also the School Disability Support Coordinator – liaising directly with the University’s Disability & Dyslexia Support Service. The SSO also monitors Late Submission of Coursework and Concessions, as well as Disciplinary Procedures (ie. Plagiarism/Duplication of Material), and is also the first point of contact should you have any problems or complaints regarding your programme or studies. Further information on the role of the SSO, as well as clarification of Pol/IR procedures etc. is also available online: http://www.kent.ac.uk/politics/support/index.html

How can you help the SSO?

Whilst we aim to help and support you throughout your time here, there are certain programme/module/school guidelines and requirements that we ask you to take notice of – see Section of this handbook: Writing, Presenting and Submitting your Essays. We would also recommend you look at the procedures section of our website – see above link, and the Responsibilities of the University and of its students as set out in the Getting Started at Kent publication. You can drop in and see the SSO at any time – office hours are: 9.30am – 12.30pm and 2.30pm – 4pm, Monday to Friday, except Tuesdays when office hours start at 10.00am. Alternatively, e-mail the SSO ([email protected]) to arrange a set appointment time – in this instance it may also be helpful to let the SSO know what you want to see her about.

Supervisors

Each MA student also has a Supervisor who is there to help with any academic queries you may have. Your supervisor is assigned at the start of the Autumn term, and will be named on the Student Data System. You can contact your supervisor directly, or via the Student Support Officer if you prefer.

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STAFF/STUDENT LIAISON COMMITTEE

The School has a Staff/Student Liaison Committee which meets twice per term on a Wednesday afternoon. The student membership of the Committee is drawn from all sections of the student body. All issues of concern to students can be discussed and recommendations referred to the main School meetings. Feedback on the discussion at the School meetings is given at the next meeting and by student representatives that are elected to attend the School meeting. Dr Ersun Kurtulus chairs this Committee and Miss Chapman acts as secretary. During your time of study you will have the opportunity to be a member of this Committee. Elections for representatives are held by the Students Union.

Please Note: The names of your representatives and the full constitution of the SSLC can be found on the School Website and on the Noticeboard outside the School office. In both places you will also find the Minutes of the Committee’s meetings. This provides you with important information about your representatives’ initiatives and issues discussed. It also provides you with references to important documents such as the School Annual Monitoring Report.

Student Representation

Providing outstanding student representation is integral to Kent Union’s existence. There is student representation at all levels of University life. Every student will have a course representative who is elected to listen to the views of course mates and discuss them with staff at School consultative meetings. There are elected student representatives who sit on Faculty and University wide committees as well as full time Sabbatical Officers who represent students’ needs on issues such as academic, welfare and social matters at University, local and national level. All representatives are elected in elections which take place either in October or March so YOU can decide who represents your needs! For more information on student representation and how to get involved visit www.kentunion.co.uk .

Requesting a reference If you wish a member of the academic staff to write a reference on your behalf it is common courtesy that you approach them personally and ask them to provide this for you. Please allow 3 weeks for a reference to be written. You must give your intended referee written reason for your request and of course, the purpose and person, institution or employer that it is for. Please also supply a brief personal CV.

Module Evaluation/End of programme questionnaires At the end of each module you will be asked to complete an on-line ‘Module Evaluation survey’; the results of these are viewed by both the Module convenor and the Director of Learning & Teaching. Each module convenor compiles an Annual Module Report which is submitted to the School Director of Learning and Teaching. Towards the end of your programme of study you will be requested to complete a questionnaire covering all aspects of your programme of study. These questionnaires are very important for the School as they help to shape any changes we may need to make and also help in the planning process for new programmes.

Annual Module and Programme Monitoring Process At the end of each academic year all module convenors write a report on good practice, enhancement and any problems in their modules, which is submitted to the Director of Graduate Studies (Taught programmes) (Professor Elena Korosteleva). The Director of Graduate Studies (taught programmes) then compiles a report on good practice, enhancement and any problems in all the School’s taught postgraduate programmes, which is circulated to the members of the Staff/Student Liaison Committee for comment and then submitted to the Faculty of Social Sciences Graduate Studies Committee for approval.

Complaints Procedure The module convenor is the person who will normally consider any complaint. You may, however, if you wish, take a complaint in the first instance to your programme director, the Head of School, the Student Support Officer or finally to the Dean of the Faculty.

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THE GRADUATE SCHOOL

Location Cornwallis South East Octagon (E3 on University's interactive Map www.kent.ac.uk/maps/canterbury/index.html) Contact Tel. (01227) 82 7838 Email: [email protected] Web: http://www.kent.ac.uk/graduateschool/index.html The Graduate School works across the University to enhance the quality of the graduate student experience at all our campuses in order to create a vibrant postgraduate community at Kent. The School aims to ensure that the academic and social interests of graduate students, both taught and research, are appropriately provided for within the University. The transferable skills training programme for graduate students is coordinated by the Graduate School. Transferable skills are those skills which when developed, give graduates a clear edge in the job market and make graduate researchers more effective and efficient in their work. The School offers a broad range of sessions that are designed to hone competencies such as communication, presentation, networking, team working, career management and time management skills. Find out more about transferable skills training at: www.kent.ac.uk/graduateschool/skills/index.html

The Graduate Student Association represents all postgraduate students across all campuses at the University of Kent, not just those who live in Woolf College. The committee all give up their time voluntarily to represent students in issues of union representation, welfare, education (both taught and research), and provide extra curricular opportunities for students through activities, sports and the Union fundraising body (RAG). They work together with other areas of Kent Union, with the Graduate School and with Woolf College to make sure University is an enjoyable experience for postgraduate students. Take a look at what’s on offer at: http://www.kent.ac.uk/graduateschool/community/woolf.html

The development of The GradPost, a graduate newsletter written and edited by our own graduate students, has been supported by the Graduate School. The Graduate School encourages students to submit articles and become members of The GradPost editorial team as this is an excellent opportunity to make new friends and develop further skills. For more information see: www.kent.ac.uk/graduateschool/news/gradpost.html

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ACADEMIC STAFF RESEARCH INTERESTS Politics and Government was one of the four founding disciplines in the Social Sciences Faculty at the University of Kent on its establishment in 1965 and has always been strong in staff and student numbers. The School presently has three broad research and teaching areas: Comparative and Regional Politics; International Relations, Conflict Analysis and Security Studies; and Political and Social Theory. Since the incorporation of the former European Studies section in 1996, the School has had a strong focus on Europe and the present development plan has, as a high priority, the consolidation of teaching and research in the field of European politics and IR. This will take the form this year in the creation of our Global Europe Centre. The School has long had a special strength in political theory, and this continues to this day, notably in our new MA in the politics of resistance. On the IR side, the School is renowned for its work in the field of Conflict Analysis, and this will be developed further through the Conflict Analysis Research Centre (CARC). The work of the School

Academic staff in the School in Canterbury currently numbers thirty. There are at present six professors: Michael Burgess (Professor of Federal Studies); Feargal Cochrane (Professor of International Conflict Analysis); Elena Korosteleva (Professor of International Politics); Hugh Miall (Professor of International Relations); Richard Sakwa (Professor of Russian and European Politics and currently Head of School); and Richard Whitman (Professor in Politics and International Relations). Approximately two hundred undergraduates are admitted as single honours students each year, many of whom follow four-year degrees with a year abroad. The School has a large cohort of postgraduate students. The School currently offers ten taught MA degrees (Comparative Federalism, European Governance, International Conflict Analysis, International Relations, International Relations and European Studies, International Relations with International Law, International Security and the Politics of Terror, Politics and Security and Terrorism, and our new MA in Political Theory and the Politics of Resistance). It also works closely with the Law School to provide an LLM in International Law and International Relations, and with the School of Social Policy, Sociology and Social Research to offer an MA in Methods of Social Research. Staff in the School can supervise research degrees on a wide range of topics within Politics, International Relations and Political Theory. The School is at the forefront of the University’s European and international activities and has particularly close ties with universities in France, Belgium, Czech Republic, Finland, Germany, Italy, Spain, Switzerland, Russia, the USA and Japan. The School is the home of a refereed International Relations journal Global Society (edited by Dr Doug Stokes and published by Taylor & Francis), which has a national and international reputation. Professor Richard Sakwa is founding Series Editor for the British Association for Slavonic and East European Studies (BASEES) publications in partnership with Routledge (from 2001) and Professor Michael Burgess is the Series Editor of Federal Studies (since 2006) published by Routledge. Professor Richard Whitman is currently Chair of the University Association for Contemporary European Studies (UACES), the world’s largest European Studies association. Members of the School play significant roles in national, European and international professional associations, including PSA, BISA, UACES, ECPR, APSA, EUSA, BASEES, the International Studies Association and the Conflict Research Society. The School hosted the first ECPR European Political Science and the fourth ECPR European International Relations Conferences in 2001. Several members of the School also teach in the Institut d’Etudes Politiques in Lille. Together with a regular Visiting Speaker Programme and a more specialist Research Seminar Series, these ties ensure that there is a continuous and lively traffic of visitors to Canterbury and create a vibrant and cosmopolitan atmosphere. Around fifty per cent of both the student body and the staff come from outside the United Kingdom.

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The Politics Team

The Politics side of the School has always had a very broad range of interests. Professor Michael Burgess joined the School in January 2005 as the founding Director of our Centre for Federal Studies and to take the lead in the development of the teaching and research into federalism in our School and beyond. Professor Elena Korosteleva is a specialist in European international Politics. Professor Richard Sakwa has produced a large number of works on Soviet and East European affairs in general, and Russian politics in particular. He also has an interest in comparative post-Soviet Eurasian politics (Ukraine, Belarus, Moldova, South Caucasus and Central Asia, focusing above all on regimes and regime change), as well as in problems of comparative democratisation and comparative political development. Dr Paolo Dardanelli specialises in European politics at both the state and the Union level and has published on federalism, regionalism and Europeanisation. Dr Jane O’Mahony specialises in European politics, with particular interests in policy-making and public administration. Dr Matt Loveless is an expert on Central and East European politics, dealing with problems of civic development, inequality and media environments. Professor Richard Whitman works at the interface of Politics and International relations, and deals in particular with Europe’s place in the world and the normative bases of Europe’s engagement in world politics. In world politics, Dr Sarah Hyde is a specialist of East Asian politics, with particular focus on political parties and democratisation. Dr Andrew Wroe is an Americanist who has particular interests in direct democracy, social inclusion/exclusion and the politics of race and immigration. We have a very strong team working in an interdisciplinary manner between politics and comparative (area) studies. Dr Ersun Kurtulus is an expert on Middle Eastern Politics as well as on problems of state development, and the challenges posed to states by terrorism and political violence. Dr Pak Kuen Lee is an expert in Chinese political economy and Far Eastern and Central Asian international relations. Dr Edward Morgan-Jones specialises in comparative politics; his research interests are in the area of comparative political institutions with a special interest in Russian politics. At the undergraduate level the Politics team convenes introductory modules to Politics, British politics and European integration, intermediate modules in European and Comparative Politics and specialist modules on a wide range of topics including the political systems of a number of European states, Russia, the US and Japan; communism, liberalism, feminism, classical, Christian and modern political thought;, policy-making in the EU and regional government. At the Masters level politics teaching is focused on European governance, democracy and democratisation, comparative institutions, including federalism. The Politics team also undertakes training in methodology and philosophy for the School. Political and Social Thought Dr Iain Mackenzie leads our team in political theory and political philosophy. Dr Mackenzie has published on questions of political ideology, contemporary social and political theory, and maintains an interest in teaching and research on feminist theory and liberalism. Dr Luca Mavelli specialises in problems of the secular and post-secularism, Europe’s engagement with Islam, and general problems of international relations. Dr Adrian Pabst’s research is situated at the interface of international political economy, geo-politics and religion with a special interest in European and Russian politics.

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Dr Stefan Rossbach has published on western spirituality and politics, as well as on the work of Niklas Luhmann and Eric Voegelin. He is currently researching on the spirituality of Karol Wojtyla, better known as Pope John-Paul II. International Relations and Conflict Analysis at Kent

International Relations is an important and distinctive part of the School’s activities. The field of International Relations, as conceived at Kent, is broadly defined, although there is a greater emphasis than in many other Universities on the conceptual and epistemological aspects of the subject and in research methods, all of which form an integral part of all undergraduate and postgraduate degree courses. The main research interests of the staff include all aspects of International Relations theory. Professor Feargal Cochrane is our lead professor of in international politics, and his work focuses on war and peace, conflict resolution, conflict prevention, and peaceful change. In recent years we have significantly strengthened our International Relations team. Dr Doug Stokes is an expert on American foreign policy, and currently researches questions of grand strategy in the international system. Dr Andrea den Boer leads our work on human rights and in general works in the area of normative theory. She is the co-author (with Valerie Hudson) of a groundbreaking study on sex ratios in Asia’s largest states. Dr Ruth Blakeley works on Latin America, US foreign policy, torture and human rights. Dr Anne Hammerstad works on regional conflict and security, with a focus on Africa. Dr Frank Grundig works on international regimes, international environmental politics and international political economy. The conflict team in Canterbury includes Professor Hugh Miall, formerly director of the Conflict Analysis Research Centre. Dr Gülnur Aybet’ main area of expertise is European security and its institutions, and the legitimacy of military intervention. Her current research interests are transatlantic relations and institutionally defined norms and Turkish foreign policy. Gov Clayton deals with questions of negotiation and mediation. The work of Dr Neophytos Loizides covers a range of areas, but he specialises in the Cyprus conflict, nationality and ethnic politics, and peace-making issues. Dr Harmonie Toros works on issues of memory and historical interpretation in the genealogy of conflicts. The Brussels School of International Studies

The Brussels School is an integral part of the School of Politics and International Relations, and we currently have five staff members working there. The School is an integrated part of the various management committees of the School, but in Brussels the School operates through cooperation with partner universities, the Université Libre de Bruxelles (ULB) and the Vrije Universiteit Brussel (VUB), which provide campus facilities for BSIS students. Members of staff from partner institutions teach modules on the BSIS programmes and participate fully in the teaching aspects of the School. BSIS was inaugurated in 1998 with the MA in International Relations and this remains the largest of the programmes. In 2001, BSIS began delivering the MA in International Conflict Analysis, and in that same year a joint LLM in International Law with International Relations was launched at BSIS with the Kent Law School. In 2004 the School launched the MA in International Political Economy and the LLM in International Economic Law. An MA in European Public Policy and MA in Political Strategy and Communication have been introduced more recently. In total there are normally some 150 graduate students at the School reading on these programmes as well as the MPhil/PhD programme.

STAFF BIOGRAPHIES Information on teaching and research interests of individual members of staff are available on the School of Politics and International Relations webpages https://www.kent.ac.uk/politics/about-us/staff/index.html

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University Handbook

The University Handbook is available on-line at http://www.kent.ac.uk/academic/handbook.html

It includes the following information:

• Academic Discipline[2] • Academic Integrity and Avoiding Plagiarism[3] • Attendance[4] • Careers Advisory Service[5] • Centre for English and World Languages[6] • Code of Practice for Quality Assurance for Taught Programmes of Study/Research Programmes of

Study [7] • Complaints[8] • Concessions Applications / Appeals against Recommendations of Boards of Examiners / Appeals to

the Senate Academic Review Committee (SARC)[9] • Counselling[10] • Credit Framework for Taught Programmes / Academic Awards and Credit / Programmes of Study:

Stages and Progression / Retrieving Failed Credit / Maximum Application per Stage for Compensation, Condonement, Retrieving and Trailing / Referral / Number of Additional Opportunities to Pass Failed Modules / Deferral / Classification of Awards [11]

• Disability and Dyslexia Support Service[12] • Dignity at Study[13] • Diploma Supplement[14] • European Credit Transfer System[15] • E-learning and Moodle[16] • Email and Communication[17] • Enterprise[18] • Equality and Diversity[19] • Intermission and Withdrawal[20] • International Office[21] • Kent Student Certificate for Volunteering[22] • Library Services[23] • University Medical Centre[24] • Personal Academic Support System[25] • Personal Development Planning[26] • Retention of Coursework[27] • Student Data System[28] • Student Learning Advisory Service[29] • Student Charter[30] • Student Portal[31]

Other information for students is available on the Faculty of Social Sciences website

http://www.kent.ac.uk/socsci/studying/postgrad/index.html

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University Support Services In addition to support from within the School, the University has a wide range of support services. These include:

• Alumni & Friends (Communications and Development Office) www.kent.ac.uk/alumni/

• Careers and Employability Service www.kent.ac.uk/careers/

• Centre for English and World Languages http://www.kent.ac.uk/cewl/

• Chaplaincy www.kent.ac.uk/chaplaincy/

• College Masters’ Offices http://www.kent.ac.uk/studentservices/masters-office/index.html

• Counselling Service www.kent.ac.uk/counselling/

• Disability and Dyslexia Support Service http://www.kent.ac.uk/ddss/

• Enrolment Management Services www.kent.ac.uk/aps/

• Equality and Diversity

http://www.kent.ac.uk/academic/handbook/equalityanddiversity.pdf

• European Office www.kent.ac.uk/european-office/

• Information Services (Computing and Library) www.kent.ac.uk/is/

• International Development Office www.kent.ac.uk/international/

• Kent Law Clinic www.kent.ac.uk/law/clinic/

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LIST OF STAFF WITH ROOM, TELEPHONE NUMBER AND EMAIL ADDRESSES

College Room No Ext Email Head of School Professor R Sakwa (R) N4.W2 (82)7409 rs11 or R.Sakwa Student Support Officer Sara Witchell (R) N4.S5 (82)7854 sld or S.L.Witchell

Academic Members

Dr G Aybet (R) N4.8 (82)7473 ga or G.Aybet Dr R Blakeley (R) N4.E2 (82)4504 rjb or R.J.Blakeley Professor M Burgess (R) N4.7 (82)3463 mdb24or M.D.Burgess Mr G Clayton (R) N4.E6 (82)4559 gc99 or G.Clayton Professor F Cochrane (R) N4.1 (82)4734 fec or F.E.Cochrane Dr P Cunliffe (R) N4.N2 (82)4941 pc257 or P.Cunliffe Dr P Dardanelli (R) S1.E1 (82)7417 pd/P.Dardanelli Dr A den Boer (R) N4.E8 (82)3456 ad74 or A.Den-Boer Dr F Grundig (R) N4.S6 (82)4100 fg38 or F.Grundig Dr A Hammerstad (R) N4.E7 (82)3763 ah312 or A.Hammerstad Dr S Hyde (R) N3.S4 (82)7233 sjh28 or S.J.Hyde Professor E Korosteleva (R) N3.W2 (82)3147 eak8 or E.Korosteleva Dr E Kurtulus (R) N3.S6 (82)4841 enk or E.N.Kurtulus Dr P K Lee (R) N4.E3 (82)4505 pkl6 or P.K.Lee Dr N Loizides (R) S3.S1 (82)7457 nl202 or N.Loizides Dr M Loveless (R) W4.E1 (82)4910 ml355 or M.Loveless Dr I MacKenzie (R) S2.E1 (82)4507 im or I.Mackenzie Dr L Mavelli (R) N4.N4 (82)4943 lm454 or L.Mavelli Professor A H Miall (R) S1.S1 (82)4001 ahm or A.H.Miall Dr E Morgan-Jones (R) N4.N3 (82)4942 em286 or E.Morgan-Jones Dr J O’Mahony (R) E3.S1 (82)3306 jao22 or J.A.O’Mahony Dr A Pabst (R) N3.E6 (82)4826 ap432 or A.Pabst Dr S Rossbach (R) N3.E8 (82)7842 sr or S.Rossbach Dr B Seyd (R) E1.N1 (82)7584 bjs9 or B.J.Seyd Dr D Stokes (R) W4.S1 (82)3372 dws or D.Stokes Dr H Toros (R) S2.S1 (82)7252 ht223 or H.Toros Professor R G Whitman (R) N4.W5 (82)7888 rw2181 or R.Whitman Dr A Wroe (R) N3.E5 (82)3586 ajw6 or A.J.Wroe School Administration Manager

Frances Pritchard (R) N4.S3 (82)3994 sfp or S.F.Pritchard

Administration team (School Office)

Gemma Chapman (R) N4.3 (82)3678 gac or G.A.Chapman Nicola Huxtable (9.30am – 2.30pm) (R) N4.3 (82)3318 nc12 or N.Huxtable Suzie Robinson (R) N4.3 (82)4382 sr259 or S.Robinson-259 Jessica Shepheard (maternity leave) (R) N4.3 (82)7229 jh525 or J.Shepheard Recruitment & Marketing

Roxanne Devine (R) N4.S4 (82)7307 rg207 or R.Devine Siobhan Dumphy (R) N4.S2 (82)7122 sd295 or S.Dumphy

DP

C 1

13ab

c 09

/12

University of Kent, The Registry, Canterbury, Kent CT2 7NZ T: +44 (0)1227 764000 E: [email protected] www.kent.ac.uk

Posgtgraduate Taught Handbook 2012/13

Documents

Transcript of Posgtgraduate Taught Handbook 2012/13