University of Kent s5

UNIVERSITY OF KENT

Module Specification

1. The title of the module

International Environmental Politics ((PO637)

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

January 2008

4. The cohort of students (onwards) to which the module will be applicable.

2007-8

5. The number of students expected to take the module

10-15

6. Modules to be withdrawn on the introduction of this proposed module and consultation with other relevant Schools and Faculties regarding the withdrawal

None

7. The level of the module (eg Certificate [C], Intermediate [I], Honours [H] or Postgraduate [M])

H (FHEQ Level: 6)

8. The number of credits which the module represents

Note: undergraduate full-time students take modules amounting to 120 credits per year and postgraduate full-time students take modules amounting to 180 credits per year for a Masters award

15

9. Which term(s) the module is to be taught in (or other teaching pattern)

2008: Spring; from autumn 2008 on: autumn term

10. Prerequisite and co-requisite modules

none

11. The programmes of study to which the module contributes

Contributes to all programmes

12. The intended subject specific learning outcomes and, as appropriate, their relationship to programme learning outcomes

Upon successful completion of the module students should:

SLO1: Be able to understand basic environmental issues and evaluate key policy debates.

SLO2: Be able to evaluate ethical arguments related to some aspects of international environmental politics and decision making.

SLO3: Be able to apply concepts, theories and methods in the field of international cooperation and regimes to the analysis of international environmental problems.

SLO4: Assess competing explanations and gain a deeper knowledge of policies, institutions and issues of international governance related to international environmental issues.

13. The intended generic learning outcomes and, as appropriate, their relationship to programme learning outcomes

GLO1: Will be able to work with theoretical knowledge at the forefront of their discipline which aids the acquisition of knowledge and understanding in theories and analysis in a supportive and responsive learning environment.

GLO2: Will have a comprehensive understanding of methods and methodologies in their discipline which contributes to the promotion of breadth and depth of intellectual enquiry and debate

GLO3: Will be able to undertake analysis of complex, incomplete or contradictory areas of knowledge thus enhancing students’ capacities to think critically about political events, ideas and institutions.

GLO4: Will have a level of conceptual understanding that will allow them to critically evaluate research, advanced scholarship and methodologies and argue alternative approaches.

GLO5: Will be reflective and self-critical in their research work.

GLO6: Will be able to engage in academic and professional communication orally and in writing which contributes to the development of transferable skills.

GLO7: Will have independent learning ability required for continuing professional study thus contributing to students’ vocational and personal development.

14. A synopsis of the curriculum

This module examines the nature and emergence of international environmental problems and the response of the international community. Looking at a number of cases, including ozone depletion and global warming we investigate international environmental policies, the extent to which such policies provide effective governance, the extent to which international relations theory can explain such policies as well as the ethical dimension of decision making.. In the process of doing so we investigate a number of concepts, explanatory variables and debates such as intergenerational equity, power, interests, knowledge and institutions, and the concept of institutional effectiveness.

15. Indicative Reading List

Miles, Eduard et al (eds.). 2001. Environmental Regime Effectiveness: Confronting Theory

with Evidence, Cambridge Mass., MIT Press.

Oran R. Young. 1999. Governance in world affairs, Ithaca, N.Y. : Cornell University

Press

Sandler, Todd: Global Challenges, Cambridge University Press, Cambridge 1997

Andreas Hasenclever, Peter Mayer and Volker Rittberger. 1997. Theories of

International Regimes, Cambridge: Cambridge University Press

Luterbacher and Sprinz (eds). 2001. International Relations and Global Climate Change,

edited by Urs Luterbacher and Detlef Sprinz, Cambridge, Mass: MIT Press

Underdal and Young (eds.). 2004. Regime Consequences, London: Kluwer

16. 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

24 contact hours plus office hours.

The SLO and GLO will be achieved through a mixture of lectures, presentations, group discussions and exercises.

Independent learning is fostered by presentations and engaging with essay questions as well as preparation for each seminar.

I estimate that student will have to spend 8 hours a week (including seminar) on preparation and participation and about 40 hours on writing the essay, which amounts to 136 hours.

17. Assessment methods and how these relate to testing achievement of the intended learning outcomes

18. Implications for learning resources, including staff, library, IT and space

Additional library resources might be required; no other resources anticipated.

19. 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

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.