UNIVERSITY OF KENT
Module Specification
1 The title of the module
The Politics and International Relations of East Asia (PO596)
2 The School which will be responsible for management of the module
School of Politics and International Relations
3 The Start Date of the Module
2004-05
4 The number of students expected to take the module
50
5 Modules to be withdrawn on the introduction of this proposed module and consultation with other relevant Schools and Faculties regarding the withdrawal
No modules will be withdrawn. This is a reworking of the existing module
6 The level of the module (e.g. Certificate [C], Intermediate [I], Honours [H] or Postgraduate [M])
Honours
7 The number of credits which the module represents
15 credits
8 Which term(s) the module is to be taught in (or other teaching pattern)
Spring
9 Prerequisite and co-requisite modules
There are no pre- or co-requisites
10 The programmes of study to which the module contributes
All programmes of the School of Politics and International Relations
11 The intended subject specific learning outcomes and, as appropriate, their relationship to programme learning outcomes
At the end of the course, students will:
SLO1: To introduce students to the wide variety of issues which impact upon Asian political and International Relations.
SLO2: To make students aware of Asian economic issues which are having an impact upon the entire World.
SLO3: To show to students the demographical and ecological problems which are being caused in Asia but are creating future problems for the entire World.
SLO4: To analyse how historical and territorial problems in East Asia continue to cause problems within the region.
SLO5: To encourage students to consider the value of and methodology necessary to conduct area/regional studies.
These specific learning outcomes contribute to achieving the general aims of our undergraduate programmes, which aim to:
§ ensure that students acquire knowledge and understanding in theories and analysis in a supportive and responsive learning environment
§ develop students’ capacities to think critically about political events, ideas and institutions
§ provide a curriculum supported by scholarship, staff development and a research culture that promotes breadth and depth of intellectual enquiry and debate
§ assist students to develop cognitive and transferable skills relevant to their vocational and personal development
12 The intended generic learning outcomes and, as appropriate, their relationship to programme learning outcomes
In addition to the specific outcomes under point 8, the module will also enable students to progress towards achievement of the generic learning outcomes of the school’s undergraduate programmes listed below. Students who successfully complete their undergraduate programme in the School will be able to:
GLO1 Engage critically with political phenomena, including the vocabulary, concepts, theories and methods of political debate;
GLO2: Examine and evaluate different interpretations of political issues, events and solutions to problems;
GLO3 Describe, evaluate and apply different approaches involved in collecting, analysing and presenting political information;
GLO4 Develop reasoned arguments, synthesise relevant information and exercise critical judgement;
GLO5 Reflect on and manage their own learning and seek to make use of constructive feedback from peers and staff to enhance their performance and personal skills;
GLO6 Orally communicate ideas effectively and fluently;
GLO7 Communicate ideas effectively and fluently in writing;
GLO8 Use information and communication technology for bibliographical searches, data acquisition, data analysis and presentation;
GLO9 Work independently, demonstrating initiative, self-organisation and time-management;
GLO10 Collaborate with others and contribute effectively to the achievement of common goals;
By helping students to progress towards these generic learning outcomes, the module contributes to achieving the general aims of our undergraduate programmes, which aim, amongst others, to develop the students’ transferable skills emphasizing research skills, analytical and conceptual skills, independent work and self-organisation
13 A synopsis of the curriculum
In this course, we shall examine issues that affect the International Relations and Politics of one or more East Asian country. It will with an overview of the issues that affect East Asia before examining further topics in detail to see how they influence domestic policy and International Relations between the East Asian countries and with other neighbouring and non-neighbouring countries. Topics will broadly fit into an economic context or socio-political context.
We shall begin with socio-political analysis. Firstly we shall analyse population issues: missing female births in China, declining birth rates and the problems of migration. We shall then turn to analysis of pandemic illness within the East Asian region; SARS, the effect that AIDS is having although is largely being denied and the resurgence of TB. Analysis will be made for both of these of the impact they are having on the socio-economic structure. After analysis of identity issues within the region and how this impairs upon good International Relations, we shall examine the environmental problems that have and are happening within the East Asian region. We shall examine the territorial disputes that are affecting the International Relations between East Asian countries (and some of their other neighbours). Finally, in the socio-political section, we shall look at the countries where democracy is still not well established and where political stability is still not a given norm.
We shall then turn to economic analysis. In this section, we shall firstly analyse political and economic corruption within the region. We shall then analyse Japanese ODA and the impact that that has on both the World and on Japan’s closest neighbours. We shall end this section with an analysis of the effects the Asian Financial Crisis had on the region and how countries have repaired their economies since this decade began.
14 Indicative Reading List
Komai Hiroshi, Foreign Migrants in Contemporary Japan,Trans Pacific Press, 2002.
Joshua Hotaka Roth, Brokered Homeland: Japanese Brazilian Migrants in Japan,
Cornell University Press, 2002.
Eric Feldman, Ronald Bayer, Blood Feuds: AIDS, Blood and the Politics of Medical Disaster,
Oxford Uni Press Inc, USA, 1999
Susan Hunter, AIDS in Asia: A Continent in Peril, Palgrave Macmillan, 2005
‘AIDS in Asia Ready for take-off?’, The Economist, 17 July 2004
Selden, M., ‘Atomic Holocaust, Memory and the War in Japan and the United States’,
AMPO, Vol 26, No. 2, 1995.
Piper, N., ‘War and Memory: Victim Identity and the Struggle for Compensation in Japan’,
War and Society, Vol. 19, Part 1, 2001.
Asakura, K.,‘Trans-Korean gas pipeline could help Asia energy security, environmental
problems’, Oil and Gas Journal, Vol. 98, Part 20, 2000.
Turner, J. L., ‘Small Government, Big and Green Society: Emerging Partnerships to Solve
China's Environmental Problems’, Harvard Asia Quarterly, Vol. 8, No. 2, 2004.
Lam Peng Er, ‘Japan and the Spratlys Dispute: Aspirations and Limitations’, Asian Survey,
Vol. 36, No. 10, 1996.
Huth, P. K., Allee, T. L., ‘The democratic peace and territorial conflict in the twentieth
century’, Cambridge Studies in International Relations, Vol. 82, 2002.
Oh, John Kie-chiang, Korean politics : the quest for democratization and economic development,
Cornell University Press, 1999.
Alan Wachman, Taiwan : national identity and democratization , Sharpe, c1994.
Black, W. K., ‘The Dango Tango: Why Corruption Blocks Real Reform in Japan’, Business
Ethics Quarterly, Vol. 14, No. 4, 2004.
Chan, K.-M., ‘Corruption in China: A Principal-Agent Perspective’, Public Administration and
Public Policy, Vol. 73, 1999.
Iokibe, M., ‘ODA as a Foreign Policy Tool’, Japan Review of International Affairs, Vol. 17,
Part 2, 2003.
Shalendra D. Sharma, The Asian Financial Crisis: Crisis, Reform and Recovery, Manchester
University Press, 2003.
15 Learning and Teaching Methods, including the nature and number of contact hours and the total study hours which will be expected of students, and how these relate to achievement of the intended learning outcomes
Lectures
Schedule: 12 One hour lectures. One per week for twelve weeks.
Learning outcomes: SLO1-SLO5, GLO1-2; in particular, lectures will aim at introducing the key aspects of modern Japanese popular culture and relating them to central questions in Japanese politics and international relations, as well as to normative debates in political science.
Achievement of learning outcomes: these outcomes will be achieved through the oral and visual presentation of lecture material which will synthetically introduce the issue dealt with in the literature, together with their related concepts and theories, and will draw attention to the connections between them and the wider debates.
Seminars
Schedule: 12 contact hours, one seminar per week for 12 weeks. Seminars will be based on discussions of the topics introduced in the lectures and the reading done independently by students.
Learning outcomes: SLO1-5, GLO1, 2, 3, 4, 5, 6, 10; in particular, gain comprehensive understanding by linking lectures, independent reading and class discussion.
Achievement of learning outcomes: these outcomes will be achieved through the presentations given by students – which require the use of research, analytical and presentational skills – and the seminar discussions in which students develop their understanding through interaction, co-operation and confrontation with their peers.
Independent study
Schedule: 126 hours; in these hours, students are expected to read the recommended texts for each seminar, prepare their presentations, research and write their coursework assignments.
Learning outcomes: SLO1-5, GLO 1, 2, 3, 4, 7, 8, 9, 10; in particular, explore in detail aspects and issues introduced in the lectures; link them to wider issues in political science; reflect critically on them; develop ability to analyse written text in the form of books and articles and synthesise their arguments; develop an ability to analyse non-written sources in the form of film; develop ability to structure and present an academic argument both orally and in writing.
Achievement of learning outcomes: these outcomes will be achieved through students’ own reading, research and preparation of presentations and essays.
16 Assessment methods and how these relate to testing achievement of the intended learning outcomes
Formative assessment of the seminar presentations and written assignments will be given throughout the module in the form of oral and written feedback. Summative assessment of the module will be based on the following:
Type of assessment / Task / Learning outcomes assessed / Weight towards final mark (%)Issue Awareness Portfolio / This piece of work has the aim of developing four important key skills; research and analysis, group negotiation skills, written and spoken communication skills, and leadership of discussion skills.
Students will be asked to work in teams of three and produce the following document.
Part ONE
An introduction to the presentation in which all three presenters provide a general background to the topic they are presenting on and explain and justify the following sections.
Part TWO-FOUR*
This should consist of a separate section for each group member in which they present, in 500-750 words, some particular aspect of the general issue. Each individual person’s work should be referenced and provide a bibliography of the works they have used and cited.
Part FIVE
Finally, the three presenters should provide a list of questions which will be used as the basis of the discussions in the seminar.
* NB As some groups may not have 3 members, the middle section could have more or fewer individual presentations.
During the seminar, the issue awareness portfolio group will lead seminar discussions utilising
their questions. / SLO 1-5
GLO 1-10 and in particular 6-10. / 20
Essay / Students will write one essay of 2000-2500 words / SlO 1-5
GLO 1-5 in particular / 30
Exam / Students sit a two-hour examination in which they are asked to answer two questions out of eight. Each question refer to one of the topics dealt with in the lectures and seminars throughout the module. / SLO: 1-5
GLO: 1, 2, 3, 4, 5, 7, 8 – in particular 4, 7, 8 / 50
17 Implications for learning resources, including staff, library, IT and space
Staff: The current staff in the School of Politics and IR will cover all the teaching
Library: Some books have been ordered for this course but due to this course being so contemporary, the majority of resources will be from web based journals which require no new resources other than what the university has.
IT: No additional pressure is foreseen on the university’s IT equipment or resources
Space and Timetabling: There will be no additional pressure on space and timetabling
18 A statement confirming that, as far as can be reasonably anticipated, the curriculum, learning and teaching methods and forms of assessment do not present any non-justifiable disadvantage to students with disabilities
There will be no disadvantage to students with disabilities which are non-justifiable.
Statement by the Director of Learning and Teaching: "I confirm I have been consulted on the above module proposal and have given advice on the correct procedures and required content of module proposals"
......Director of Learning and Teaching / ......
Date
Statement by the Head of School: "I confirm that the School has approved the introduction of the module and will be responsible for its resourcing"
......Head of School / ......
Date