| Unit name | Theories of International Relations |
|---|---|
| Unit code | POLIM3014 |
| Credit points | 20 |
| Level of study | M/7 |
| Teaching block(s) |
Teaching Block 1 (weeks 1 - 12) |
| Unit director | Dr. Oksanen |
| 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 Sociology, Politics and International Studies |
| Faculty | Faculty of Social Sciences and Law |
Why is this unit important?
This unit is essential for master's level students as it offers a comprehensive overview of the major theoretical traditions in international relations, enhancing students’ understanding as scholars and citizens. By delving into mainstream and critical IR theories, including realism, liberalism, constructivism, Marxism, gender theory, and postcolonialism and others, students will gain a broad perspective on the current international relations theory debates. This knowledge is vital for interpreting current events and developing a nuanced appreciation of international politics that is conscious of fundamental theoretical assumptions. Students engage with extensive literature and key debates and develop the analytical skills needed to assess and engage with complex global issues critically. Deepened insight into the diversity of IR theories will be a key competence in navigating and shaping the international landscape. This course aims to offer an academic and professional journey to provide students with the tools to understand and potentially contribute positively to world affairs.
How does this unit fit into your programme of study
This unit introduces students to some of the most important concepts and theoretical debates in international relations and therefore allows for the development of competences that are relevant to all PGT programmes in politics as well as the International Law and International Relations LLM. Consistently with the objectives of these programmes, students will learn about theories of international relations and develop the capacity to engage critically and autonomously with these theories.
An overview of content
The unit is structured as an introduction to the most relevant theories of international relations. The first part of the unit presents to students the foundational theories of the discipline, and then the course proceeds to introduce the more critical approaches of the international theory debate. By the end of the unit, students will have acquired both a broad knowledge of the canon of international relations theory as well as the conceptual tools to examine critically the most common assumptions of international relations.
How will students, personally, be different as a result of the unit
You will understand what IR theories such as realism, liberalism, the English School, constructivism, Marxism, poststructuralism, postcolonialism, global historical sociology entail by familiarising with some of the key texts of this discipline. In doing so you will become aware of the types of theoretical assumptions that underlie thinking about international politics. This understanding will enable you to develop more rigorous and credible analyses of past and contemporary international dynamics, fostering original ideas and challenging stereotypical conceptions.
Learning Outcomes
On successful completion of this unit, students will be able to:
There are four different types of student-centred, reflective and interactive tasks that the student of this unit will have to undertake.
The first task is to read the texts of the syllabus of the unit. Two readings are required as a minimum, but three is ideal. One reading should be from the “Textbook” section of the syllabus, another reading should be from “Key Works” or the “Debate” section of the syllabus. If a student has already studied IR theories before, it can select two readings from the “Key Works” or “Debate” sections and use the “Textbook” suggested reading only as a reference for clarifications or “refreshing” previous knowledge if needed.
The second task is to respond to the online questionnaire.
The third task is to attend the lecture, which includes also a short participatory task in the greatest majority of cases.
The fourth task is to participate in the seminars where the student is asked to contribute to a conversation on the weekly theme, offering considerations about the topic, discussing examples, and participating to the activity.
These tasks will allow the student to achieve the learning outcomes of this unit, including acquiring and developing knowledge about the discipline (Learning Outcome 1 through reading and responding to questions) and then engage actively in reflections about IR theory (Learning Outcome 2) and therefore acquire the competence necessary for writing the final essay (Learning Outcome 3).
Tasks which help you learn and prepare you for summative tasks (formative)
Weekly online questionnaire [ILO 1, 2]
Each week students will read at least two readings from the syllabus, attend a lecture, and then a seminar. Before the seminar they will have to respond to a short online questionnaire (formative) about the readings, which will help them evaluate and test their understanding of the theory taught in that week. Parts of the seminars will be dedicated to collective feedback on students’ responses to the online questionnaires and they will be an occasion to debate their answers.
Tasks which count towards your unit mark (summative)
Participation (10%) [ILO 1,2,3,4]
The participation is intended as direct contribution to the conversation in seminars in the form of questions, comments, consideration of examples that relate to the seminar conversation. It is assessed on a regular marking scale from 0 to100. Regular participation showing engagement with the subject and the required readings is usually assessed in the 50-60 range. Regular participation that demonstrates in-depth knowledge of the literature and autonomous critical and constructive thinking is marked in 60-80 range and above depending on quality and frequency. Importantly, participation is not equivalent to attendance. Students who prefer an alternative assessment for well-motivated reasons can inform the unit owner and will be considered for the alternative assessment (i.e. a 500 words review of an assigned reading or a summary of a lecture).
3000 words essay (90%) [ILO 1,2,3,4,5]
Students should respond to one of the questions that are released towards mid-term. There will be at least one question for each of the weeks of the unit.
When assessment does not go to plan
Where students are eligible to resubmit, they will normally complete reassessments in the same formats as those outlined above. If the participation element is failed, students are expected to submit a 500 word written summary of a lecture or reading (the lecture or reading chosen cannot be related to the question you choose for your essay) If the essay is failed, students are expected to choose an alternative essay question from the original list.
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. POLIM3014).
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.
