UNIVERSITY OF KENT
MODULE SPECIFICATION TEMPLATE
SECTION 1: MODULE SPECIFICATIONS
1. Title of the module
Foreign Policy Analysis and Management (PO563)
2. School or partner institution which will be responsible for management of the module
Politics and International Relations
3. Start date of the module
Autumn 2005 (revised version to start in September 2014)
4. The number of students expected to take the module
60-80
5. Modules to be withdrawn on the introduction of this proposed module and consultation with other relevant Schools and Faculties regarding the withdrawal
PO563 is an established module; its current format was introduced in 2005. Further changes were made in 2014. No modules are to be withdrawn.
6. The level of the module (e.g. Certificate [C], Intermediate [I], Honours [H] or Postgraduate [M])
(H) Honours (FHEQ Level: 6)
7. The number of credits and the ECTS value which the module represents
15 (7.5 ECTS)
8. Which term(s) the module is to be taught in (or other teaching pattern)
Autumn
9. Prerequisite and co-requisite modules
None
10. The programmes of study to which the module contributes
The module is an elective module in our single honours, joint honours and BiDiplôme programmes.
11. The intended subject specific learning outcomes
Upon successful completion of the module, students will:
11.1 have gained a sound knowledge and understanding of the principal aspects of foreign policy as a mechanism of the international structure and foreign policy analysis as a subject area integrated into International Relations.
11.2 be familiar with the constituents of the foreign policy system: actors, the system (internal and external) and the complex series of motivational factors that lead to foreign policy implementation.
11.3 be able to trace the historical antecedents of foreign policy through the development of forms of diplomacy.
11.4 be familiar with the theories of IR that have augmented foreign policy theory and the variations of foreign policy analysis itself.
11.5 be able to explain the role of decision-making, comparing the psychological vs. rational-actor perspectives, as well as the endogenous and exogenous factors that inform the construction and direction of foreign policy.
11.6 be able to explain the main foreign policy issues of Britain, the US, and the emergent EU.
12. The intended generic learning outcomes
Upon successful completion of the module, students will have demonstrated the ability to
12.1 engage critically with political phenomena, including the vocabulary, concepts, theories and methods of political debate
12.2 examine and evaluate different interpretations of political issues, events and solutions to problems
12.3 describe, evaluate and apply different approaches involved in collecting, analysing and presenting political information
12.4 develop reasoned arguments, synthesise relevant information and exercise critical judgement
12.5 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
12.6 communicate ideas effectively and fluently in writing
12.7 use information and communication technology for bibliographical searches, data acquisition, data analysis and presentation
12.8 work independently, demonstrating initiative, self-organisation and time-management
13. A synopsis of the curriculum
Examining definitions of foreign policy and the contributions of IR theory will establish the groundwork in the first two weeks, introducing us to the key working concepts of FPA and allowing us to become familiar with realist, liberalist and constructivist contributions to FPA. Following that, the historical antecedents of foreign policy as a practice are examined through observations of traditional bilateral and multilateral diplomacy. The foreign policy cast is then examined, looking at traditional state-based actors, non-state actors, and the nature of the structure they inhabit. How do actors successfully interface between their domestic constraints and the forces of the international structure? The role of decision-making is then examined, including the psychological vs. rational-actor debate. This in turn prompts us to look at how foreign policy is actually implemented: i.e. how we move from words to statements, from rhetoric to decisions and from decision to actions. We then turn to the tricky issue of motivation at work in defining foreign policy: how do actors define themselves and their interests before deciding to put those values into practice? Two theories are considered: the largely domestic impact of culture, interests and identity and broader effect of intra-state norms, ethics, the issue of human rights, as well as the specific impact of interest groups and public opinion. Lastly, while case studies will have been used to give practical examples to all of the above-mentioned issues, three specific actors will be examined in the last two weeks, Britain, the U.S., and the E.U. What issues, both traditional and novel do these actors face in constructing their foreign policy?
14. Indicative Reading List
C. Hill, The Changing Politics of Foreign Policy, Palgrave Macmillan, 2003.
M. Webber and M. Smith, Foreign Policy in a Transformed World, Prentice Hall, Pearson Education, 2002.
N. Bayne and S. Woolcock, The New Economic Diplomacy: Decision-Making and Negotiation in International Economic Relations, Ashgate, 2003.
C. Alden and A. Aran, Foreign Policy Analysis: New Approaches, Routledge, 2011
S. Smith, A. Hadfield and T. Dunne (eds.), Foreign Policy: Theories, Actors, Cases, Oxford University Press, 2012
V. Hudson, Foreign Policy Analysis: Classic and Contemporary Theory, Rowman&Littlefield, 2nd ed. 2013
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 module learning outcomes
Lectures
Schedule: 11 contact hours, one lecture per week for 11 weeks with a reading week half term.
Achievement of learning outcomes: lectures will provide an overview of key aspects of the week’s topic, in particular introducing relevant theories and concepts and providing a guide to the main issues dealt with in the academic literature and the debates surrounding them. They will also provide some empirical examples to illustrate the issues raised and a guide to sources of information for students’ independent study. They will therefore directly relate to 11.1 to 11.6 and 12.1 to 12.2.
Seminars
Schedule: 11 contact hours, one seminar per week for 11 weeks with a reading week half term.
Achievement of learning outcomes: seminars will be based on discussions of the topics introduced in lectures and the reading done independently by students. They will provide an opportunity to relate the general issues raised in the lectures to specific empirical examples and case-studies in order to enable students to acquire a deeper knowledge and understanding of the topic. Seminars will contribute to the achievement of all the subject and generic outcomes in that the discussion will allow them to attack and defend academic positions and arguments within a foreign policy context. Students will thereby acquire greater familiarity with the subject matter of the module and hence be assisted in achieving the module’s objectives.
Independent study
Schedule: 128 hours during which students will read the recommended texts for each seminar, research and write their course-work assignments and prepare for the examination. The half-term reading week is intended to provide students with the opportunity to concentrate fully on the research needed for the writing of the essay.
Achievement of learning outcomes: 11.1-11.6, 12.1-12.8.
16. Assessment methods and how these relate to testing achievement of the intended module learning outcomes
Formative feedback on the seminar contributions and discussions as well as on written assignments will be given throughout the module in the form of written and oral feedback. Summative assessment of the module will be based on the following:
Type of assessment / Task / Learning outcomes assessed / Weight towards final mark (%)Essay / Students write an essay of approximately 3,000 words answering one question related to the topics dealt with in the lectures and seminars. Essays are required to be word-processed and conforming to scholarly standards, i.e. with a clear introduction, argument and conclusion and supported by appropriate references to the literature. / 11.1-11.6
12.1-12.8 / 50
Exam / Students sit a two-hour examination in which they will be asked to answer two questions out of a set of eight questions. / 11.1-11.6
12.1-12.6 / 50
The essay provides students with an opportunity to focus on one particular issue discussed in the module and to pursue it in some depth using the whole range of UKC learning resources. The exam complements the essay in that exam questions will cover the whole range of issues presented in the module.
17. Implications for learning resources, including staff, library, IT and space
a. Staff: No additional resources required
b. Library: No additional resources required
c. IT: No additional resources required
d. Space: No additional resources required
18. The School recognises and has embedded the expectations of current disability equality legislation, and supports students with a declared disability or special educational need in its teaching. Within this module we will make reasonable adjustments wherever necessary, including additional or substitute materials, teaching modes or assessment methods for students who have declared and discussed their learning support needs. Arrangements for students with declared disabilities will be made on an individual basis, in consultation with the University’s/Collaborative Partner’s (delete as applicable) disability/dyslexiasupport service, and specialist support will be provided where needed.
19. Campus(es) where module will be delivered: Canterbury
If the module is part of a programme in a Partner College or Validated Institution, please complete the following:
20. Partner College/Validated Institution:
21. University School responsible for the programme:
SECTION 2: MODULE IS PART OF A PROGRAMME OF STUDY IN A UNIVERSITY SCHOOL
Statement by the School Director of Learning and Teaching/School Director of Graduate Studies (as appropriate): "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, where the module is proposed by School staff, will be responsible for its resourcing"
......Head of School / ......
Date
SECTION 3: MODULE IS PART OF A PROGRAMME IN A PARTNER COLLEGE OR VALIDATED INSTITUTION
Statement by the Nominated Officer of the College/Validated Institution (delete as applicable): "I confirm that the College/Validated Institution (delete as applicable) has approved the introduction of the module and will be responsible for its resourcing"
......Nominated Responsible Officer of Partner College/Validated Institution
………………………………………………….
Print Name
…………………………………………………..
Post / ......
Date
………………………………………….
Partner College/Validated Institution
Module Specification Template
Last updated July 2014
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