UNIVERSITY OF KENT

Module Specification

1. Title of Module

Foreign Policy Analysis and Management (PO563)

2. The School which will be responsible for management of the module

School of Politics and International Relations

3. Start Date of the Module

Autumn 2005

4. The number of students expected to take the module

Approximately 30-50

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 Modules to be withdrawn on the introduction of this proposed module and consultation with other relevant Schools and Faculties regarding the withdrawal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; as of autumn 2005, it undergoes a complete overhaul under a new module convenor (Dr Hadfield), with a new method of assessment.

6. Level of Module

(H) Honours (FHEQ Level: 6)

7. Credits

15 (7.5 ECTS)

8. Terms the Module is to be taught

Autumn, (except 2007-8, when PO563 runs during the Spring term)

9. Prerequisite and co-requisite modules

None. However, students are strongly encouraged to take an I-level course covering IR theory prior to taking PO563.

10. The programmes of study to which the module contributes

The module is an elective in our undergraduate programmes in Politics, Politics & International Relations, BiDiplôme programmes, European Politics, Contemporary European Studies and joint honours programmes.

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

By the end of this module, students should have gained a sound knowledge and understanding of:

  • SLO1: 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.
  • SLO2: 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.
  • SLO3: Be able to trace the historical antecedents of foreign policy through the development of forms of diplomacy.
  • SLO4: Be familiar with the theories of IR that have augmented foreign policy theory and the variations of foreign policy analysis itself.
  • SLO5: 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.
  • SLO6: Be able to explain the main foreign policy issues of Britain, the US, and the emergent EU.

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

  • 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 broader learning outcomes of our undergraduate programmes. Students successfully completing these programmes will be able to:

  • gather, organise and deploy evidence, data and information from a variety of secondary and some primary sources
  • identify, investigate, analyse, formulate and advocate solutions to problems
  • develop reasoned arguments, synthesise relevant information and exercise critical judgement
  • reflect on, and manage, their own learning and seek to make use of constructive feedback from peers and staff to enhance their performance and skills
  • manage their own learning self-critically

In addition to these generic and subject-specific outcomes, successful students will progress towards achievement of further learning outcomes of the school’s undergraduate programmes; in particular, the following:

  • TSK01: communicate effectively and fluently in speech and writing;
  • TSK02: organise information clearly and coherently;
  • TSK03: use communication and information technology for the retrieval and presentation of information;
  • TSK04: Problem-solving 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.

R.P. Barston, Modern Diplomacy, 3rd edition, Pearson Education Ltd, Longman, 2006.

K. Smith and M. Light (eds), Ethics and Foreign Policy, Cambridge, Cambridge University Press, 2001.

N. Bayne and S. Woolcock, The New Economic Diplomacy: Decision-Making and Negotiation in International Economic Relations, Ashgate, 2003.

R. Cooper, The Breaking of Nations: Order and Chaos in the 21st Century, London, Atlantic Books, 2003.

Students are strongly recommended to purchase at least three texts from the following list of Required Texts in order to provide themselves with a foundational overview of the module material. Additional material will be accessible via the Ward system, as well as handouts provided in-seminar by the module convenor.

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 the achievement of the intended 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 SLO01-06 and GLO01-02.

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 to enable students to acquire a deeper knowledge and understanding of the topic. To ensure that the seminars are as student-centred as possible, the topic will be introduced by presentations given by students and all members of the group will be encouraged to contribute actively to the discussion of the issues raised. Seminars will contribute to the achievement of all the subject and generic outcomes, but most specifically SLO07 and GLO04-06 and 08-10.

Students may find FPA is rather overwhelming in its scope, so lectures are intended to provide a ‘route map’ that guides you through the literature, pointing you in the right direction for further reading and research. The seminars are intended to develop the skills of the students in making verbal presentations, and in expressing, attacking and defending academic positions and arguments. Through this, students will 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, prepare their presentations, 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: SLO01-07, GLO01-05 and 07-10, TSK01-04.

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 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 (%)
Seminar presentation / Students are asked to give a seminar presentation of approximately 10-15 minutes each, in which they address one question related to the seminar topic.
Presentations last for maximum ten minutes and students are encouraged to speak from notes rather than reading a written text. Presenters are also required to submit a one-page outline of their presentation to the class prior to the seminar (this is uploaded onto Ward/Web CT for the benefit of their peers and to serve as a helpful learning device). Assessment will be in line with the Social Science Faculty’s Guidelines with written feedback given to students. / SLO: 1-5
GLO: 1, 2, 3, 4, 6, 8, 9, 10; in particular 6
TSK: 1-4 / 15
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. Students are given a comprehensive list of essay questions to chose from; and have a deadline to choose their question; questions are capped in order to ensure a minimum of students tackling any given question. / SLO: 1-7
GLO: 1, 2, 3, 4, 5, 7, 8, 9; in particular 3, 4, 7, 8 & 9
TSK: 1-4 / 35
Exam / Students sit a two-hour examination in which they will be asked to answer six short identification questions (comprising 20% of the exam mark), followed by two longer essay questions (comprising 80% of the exam mark). The short identification questions will comprise the key definitions, theories, actors and developments covered during each week of the course, designed to test the breadth of students’ understanding. The essay questions will ask students to compare two or more of the themes covered each week of the course, and tests the depth of understanding. / SLO: 1-5
GLO: 1, 2, 3, 4, 5, 7, 8; in particular 4 & 7
TSK:1, 2, 4 / 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

  • Staff: No additional resources required
  • Library: No additional resources required
  • IT: No additional resources required
  • Space: No additional resources required
  1. 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.

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"

Thomas Saalfeld
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Director of Learning and Teaching / 1 September 2005
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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"

Richard Sakwa
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Head of School / 1 September 2005
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Date

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