| Unit name | Brexit: Causes, Interpretation and Implications (EXETER POLM148) |
|---|---|
| Unit code | GEOGM0047 |
| Credit points | 30 |
| Level of study | M/7 |
| Teaching block(s) |
Teaching Block 1 (weeks 1 - 12) |
| Unit director | Professor. Tranos |
| Open unit status | Not open |
| Units you must take before you take this one (pre-requisite units) |
None |
| Units you must take alongside this one (co-requisite units) |
None |
| Units you may not take alongside this one |
None |
| School/department | School of Geographical Sciences |
| Faculty | Faculty of Science |
(University of Exeter - POLM148: Brexit: Causes, Interpretation and Implications - Unit Director: Sandra Kroger)
The UK in all likelihood exiting the EU is a defining moment both in the UK’s recent history as well as that of the EU. This module will address the different stages of Brexit, from the early days of the UK’s ‘awkward’ relationship with the EU, over the decision to hold a referendum, the campaigns and the result, to the ongoing negotiations as well as the already visible and likely implications of Brexit, both for the UK and the EU, as well as the degree of citizen support for Brexit. In so doing, it will equip you with the knowledge necessary to engage in the defining contemporary British political debate.
This module familiarizes you with the relationship the UK has traditionally entertained with the EU before addressing in detail the different steps of the separation process now known under ‘Brexit’. It aims at providing you with the skills and knowledge to critically engage in the ongoing debate about Brexit, to evaluate and explain its different components as well as to develop a well-founded position yourself. To do so, it will look at relevant theories which help making sense of European integration in general, and the different aspects of leaving the EU in particular, for instance the economy, immigration, the Union, sovereignty and democratic control. The module is set up in such way that it supports the development of a variety of skills – analytical, methods, team skills as well as individual writing and presentation skills. Overall, it aims to enthuse you and help you position yourself in the defining British debate and development for years to come.
1. Demonstrate in-depth understanding of why there was a United Kingdom referendum about EU-membership in 2016;
2. Demonstrate a comprehensive understanding of the uncertain implications of exiting the EU, both for the UK and the EU;
3. Critically engage with the legitimacy of the referendum and its interpretation by political leaders since 23 June 2016;
4. Critically engage with one of the most important political events of our time;
5. Construct rigorous arguments which show an understanding of key theories;
6. Deploy theoretical arguments and apply them to empirical case studies;
7. Critically evaluate ideas and debates;
8. Write clearly and coherently;
9. Work independently and in collaboration with peers.
10. Communicate clearly and deliver presentations to peers.
11 x two-hour seminars. These will be a mix of lectures led by the module convenor, student presentations, and group work. The emphasis is on weekly seminar presentations and active seminar participation.
Presentation (20%)
Group fieldwork and presentation (30%)
Essay (50%)
If this unit has a Resource List, you will normally find a link to it in the Blackboard area for the unit. Sometimes there will be a separate link for each weekly topic.
If you are unable to access a list through Blackboard, you can also find it via the Resource Lists homepage. Search for the list by the unit name or code (e.g. GEOGM0047).
How much time the unit requires
Each credit equates to 10 hours of total student input. For example a 20 credit unit will take you 200 hours
of study to complete. Your total learning time is made up of contact time, directed learning tasks,
independent learning and assessment activity.
See the University Workload statement relating to this unit for more information.
Assessment
The assessment methods listed in this unit specification are designed to enable students to demonstrate the named learning outcomes (LOs). Where a disability prevents a student from undertaking a specific method of assessment, schools will make reasonable adjustments to support a student to demonstrate the LO by an alternative method or with additional resources.
The Board of Examiners will consider all cases where students have failed or not completed the assessments required for credit.
The Board considers each student's outcomes across all the units which contribute to each year's programme of study. For appropriate assessments, if you have self-certificated your absence, you will normally be required to complete it the next time it runs (for assessments at the end of TB1 and TB2 this is usually in the next re-assessment period).
The Board of Examiners will take into account any exceptional circumstances and operates
within the Regulations and Code of Practice for Taught Programmes.
