Download 10. Prerequisite and co-requisite modules

UNIVERSITY OF KENT
Module Specification
1.
The title of the module
Dissertation in Politics and International Relations (PO997)
2.
The Department which will be responsible for management of the module
Politics and International Relations
3.
The Start Date of the Module
September 2009
4.
The cohort of students (onwards) to which the module will be applicable
September 2009 onwards
5.
The number of students expected to take the module
Approximately 50-200
6.
Modules to be withdrawn on the introduction of this proposed module and
consultation with other relevant Departments and Faculties regarding the withdrawal
None
7.
The level of the module
M/7
8.
The number of credits which the module represents
60 Kent, 30 ECTS credits
9.
Which term(s) the module is to be taught in (or other teaching pattern)
Training in research methods and philosophy of the social sciences will be provided over
the course of the Autumn and Spring terms (six sessions in each term). The precise
pattern differs for students beginning their programme in September or in January.
Students who begin in September will follow the coursework sessions over the Autumn and
Spring terms. The assessed Dissertation proposal for which students will receive
academic support and feedback normally will be due at the end of the Spring term.
Students will prepare the Dissertation over the Summer term and over the Long Vacation.
Consistent with normal practice supervision will cease at the end of the Summer term.
Pending satisfactory progression in Stage I, students will write the Dissertation
independently over the Long Vacation. The Dissertation normally will be submitted in midAugust.
Students who begin in January will follow the coursework sessions over the Lent term and
over the Autumn term in the following academic year. The assessed dissertations proposal
for which students will receive academic support and feedback normally will be due at the
end of the Autumn term. Pending satisfactory progress in Stage I examinations in January,
students will prepare the Dissertation over the Spring and Summer Terms. Consistent with
normal practice supervision will cease at the end of the Spring Term. The Dissertation
normally will be submitted in May (to coincide with the normally scheduled joint
Progression Board meeting for students who began in September, and which by
convention is held as a Board of Examiners for students who begin in January).
Part-time students normally will undertake the coursework training leading to the
Dissertation in their second year of study, following the appropriate pattern for September
or January entrants.
10.
Prerequisite and co-requisite modules
None
11.
The programmes of study to which the module contributes
MA in International Relations (BSIS)
MA in International Conflict Analysis (BSIS)
MA in International Political Economy (BSIS)
MA in Political Strategy and Communication
MA in European Public Policy
MA in International Development.
12.
The intended subject specific learning outcomes and, as appropriate, their
relationship to programme learning outcomes
On successful completion of the module, students will be able to
12.1: understand the ontological, epistemological, and methodological issues involved in
the research design of projects in international relations, and the relationship between
these concepts
12.2: be able to conceptualise a question for investigation, and to design the appropriate
research methodology
12.3: understand the relationship between a problem, theoretical approach, research
design, and analysis
12.4: be able to deploy and operationalise successfully the appropriate concepts in the
philosophy of social science to inform a research design to a successful conclusion in the
production of a dissertation
12.5: follow logically the research design, overcoming any anticipated and unanticipated
problems in the empirical research, realising the successful conclusion of the product in the
form of a dissertation
12.6: apply theoretical perspectives in politics and international relations to case studies
These specific learning outcomes contribute to achieving the learning outcomes of our
postgraduate programmes by demonstrating knowledge of the following: (Mapped to the
MA in IR at BSIS):
A. Advanced knowledge and understanding of:
2. the epistemological and methodological principles in their application to the study of
international relations (12.1-12)
3. key ontological, theoretical, and methodological problems of international relations (12.112.4)
6. how to carry out an independent research project and write in a scholarly manner
demonstrating familiarity with academic conventions deal with complex issues both
systematically and creatively, make sound judgements in the absence of complete data,
and communicate their conclusions clearly (12.1-12.6)
B. Intellectual skills:
1. general research skills, especially bibliographic and computing skills (12.4-12.5)
2. gather, organize and deploy evidence, data and information from a variety of secondary
and some primary sources (12.5)
3. identify, investigate, analyse, formulate and advocate solutions to problems (12.5)
C. Subject-specific skills:
1. applying concepts, theories and methods used in the study of international relations, the
analysis of political events, ideas, institutions and practices (12.2, 12.4, 12.6)
2. evaluating different interpretations of political issues and events (12.6);
3. describing, evaluating and applying different approaches to collecting, analysing and
presenting political information (12.2)
4. developing a good understanding of the main epistemological issues relative to research
in the social sciences, including some major theoretical and epistemological debates in the
social sciences, such as explanation of and understanding the differences between
positivist, realist and other accounts of social science and the practical implications of the
major alternative philosophical positions in the social sciences for research (12.1)
D. Transferable skills:
1. Communication: communicate effectively and fluently in speech and writing (including,
where appropriate, the use of IT); organise information clearly and coherently; use
communication and information technology for the retrieval and presentation of information,
including, where appropriate, statistical or numerical information (12.4-5);
2. Information technology: produce written documents; undertake online research;
communicate using e-mail; process information using databases (12.4-5);
4. Improving own learning: explore personal strengths and weaknesses; time management;
review working environment (especially student-staff relationship); develop autonomy in
learning; work independently, demonstrating initiative and self-organisation. Important
research management skills include the setting of appropriate timescales for different
stages of the research with clear starting and finishing dates (through a dissertation);
presentation of a clear statement of the purposes and expected results of the research;
and developing appropriate means of estimating and monitoring resources and use of time
(12.4-5).
5. Problem solving: identify and define problems; explore alternative solutions and
discriminate between them (12.5)
13.
The intended generic learning outcomes and, as appropriate, their relationship to
programme learning outcomes
Students who successfully complete this module
13.1: will be able to work with theoretical knowledge and apply theory to practical issues
13.2: will be aware of the ethical, metaphysical, theoretical, epistemological, and
methodological dimensions of the scholarly work done in their discipline in general and in
their own work
13.3: will be able to undertake analysis of complex, incomplete or contradictory areas of
knowledge and make carefully constructed arguments
13.4: will have a level of conceptual understanding that will allow them to critically evaluate
research, policies, and practices
13.5: will be reflective and self-critical in their work
13.6: will be able to use the libraries, the internet, bibliographic search engines, online
resources, and effectively conduct research
13.7: will be able to engage in academic and professional communication with others
13.8: will have independent learning ability required for further study or professional work
These generic learning outcomes contribute to achieving the general aims of the MA in
International Relations by demonstrating the following:
A. Advanced knowledge and understanding of:
2. the epistemological and methodological principles in their application to the study of
international relations (13.2)
3. key ontological, theoretical, and methodological problems of international relations (13.2)
6. how to carry out an independent research project and write in a scholarly manner
demonstrating familiarity with academic conventions deal with complex issues both
systematically and creatively, make sound judgements in the absence of complete data,
and communicate their conclusions clearly (13.3)
B. Intellectual skills:
1. general research skills, especially bibliographic and computing skills (13.6)
2. gather, organize and deploy evidence, data and information from a variety of secondary
and some primary sources (13.6)
4. develop reasoned arguments, synthesise relevant information and exercise critical
judgement (13.3)
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 (13.5,
13.7)
6. manage their own learning self-critically (13.5)
C. Subject-specific skills:
1. applying concepts, theories and methods used in the study of international relations, the
analysis of political events, ideas, institutions and practices (13.1, 13.4,
2. evaluating different interpretations of political issues and events (13.1, 13.4)
4. developing a good understanding of the main epistemological issues relative to research
in the social sciences, including some major theoretical and epistemological debates in the
social sciences, such as explanation of and understanding the differences between
positivist, realist and other accounts of social science and the practical implications of the
major alternative philosophical positions in the social sciences for research (13.2)
D. Transferable skills:
1. Communication: communicate effectively and fluently in speech and writing (including,
where appropriate, the use of IT); organise information clearly and coherently; use
communication and information technology for the retrieval and presentation of information,
including, where appropriate, statistical or numerical information (13.7)
2. Information technology: produce written documents; undertake online research;
communicate using e-mail; process information using databases (13.6)
4. Improving own learning: explore personal strengths and weaknesses; time management;
review working environment (especially student-staff relationship); develop autonomy in
learning; work independently, demonstrating initiative and self-organisation. Important
research management skills include the setting of appropriate timescales for different
stages of the research with clear starting and finishing dates (through a dissertation);
presentation of a clear statement of the purposes and expected results of the research;
and developing appropriate means of estimating and monitoring resources and use of time
(13.8)
14.
A synopsis of the curriculum
The module is built around 12 lectures and 12 seminars, delivered bi-weekly over the
course of two terms. The coursework covers the ontological, epistemological, and
methodological issues in the social sciences; the main approaches to social science (for
instances, including but not limited to foundationalism, realism, materialism, objectivism,
anti-foundationalism, poststructuralism, subjectivism, empiricism, positivism,
phenomenology, and constructivism); analytical approaches (such as dependent and
independent variables, causality, and constitutive theory), and modes of reasoning
(deduction, induction) and levels of analysis (agency, structure, co-determination). As the
module is team taught by a range of staff at BSIS with different disciplinary approaches,
the module then will demonstrate how these concepts are used differently in different
subject-specific contexts which represent the main fields of inquiry at BSIS, including legal
analysis, political analysis, historical analysis, and economic analysis. The module then
moves on to practical questions of research and writing the dissertation, including the
construction of the Dissertation Proposal and the Dissertation itself, the use of research
materials (qualitative and quantitative data), using research and resources (libraries,
documentation, and the internet); and drafting and writing, including the use of appropriate
academic style and format.
15.
Indicative Reading List
Hollis M, The Philosophy of Social Science: An Introduction, Cambridge University Press,
Cambridge, 1994.
Hollis M., and Steve Smith, Explaining and Understanding in International Relations,
Clarendon, Oxford, 1990.
King, G., R. Keohane, and S. Verba, Designing Social Inquiry: Scientific Inference in
Qualitative Research, Princeton University Press, 1996.
May, T., Social Research: Issues, Methods and Processes, Sage, London, 1997.
Webb, K., An Introduction to Problems in the Philosophy of Social Sciences, Pinter,
London, 1996.
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
Lectures
Schedule: 12 contact hours; one lecture bi-weekly over 24 weeks
Learning outcomes: SLO 12.1- 12.6, GLO 13.1-13.6; lectures will aim at introducing key
concepts, approaches and techniques for the appropriate development and execution of a
dissertation in politics and international relations.
Achievement of learning outcomes: these outcomes will be achieved through the oral and
visual presentation of lecture material that will introduce the relevant issues, present key
positions, demonstrate points of contention by leading students through the central
debates, and demonstrate means of accommodating them in a research project. An
introduction to the use of practical research skills, analytical skills, and forms of
argumentation, will enable students to enhance their research and development of key
skills.
Seminars
Schedule: 12 contact hours, one seminar bi-weekly over 24 weeks. Seminars will be based
on discussions of the topics introduced in the lectures and the reading done independently
by students, including the examination of specific case studies.
Learning outcomes: SLO 12.1-12.6, GLO 13.1-13.8; in particular, students will gain
comprehensive understanding by linking lectures, independent reading and class
discussion; applying concepts and theories to questions of policy and practice; enabling
them to structure and defend complex arguments through discussions.
Achievement of learning outcomes: these outcomes will be achieved through student
participation in informal group work and presentations which require the use of research,
analytical and presentational skills, as well as through the seminar discussions in which
students develop their understanding through interaction, co-operation and confrontation
with their peers.
Independent study
Schedule: Approximately 576 hours of learning time; in these hours, students are expected
to conduct reading and other preparation for the seminars, coursework assignments as
appropriate, and the research and writing of the dissertation.
Learning outcomes: SLO 12.1-12.6, GLO 13.1-13.8; in particular, explore in detail aspects
and issues introduced in the lectures; link them to wider issues in international politics;
reflect critically on them, and develop their own perspective.
Achievement of learning outcomes: these outcomes will be achieved through students’ own
reading, research and preparation of an assessed Dissertation Proposal on which students
will receive feedback prior to proceeding to write the Dissertation.
17.
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 oral and written feedback. Summative assessment of
the module will be based on the following:
Type of
assessment
Exam
Dissertation
Proposal
Dissertation
Task
Students will sit a one hour
multiple choice exam which
will cover the material taught
during the first term as
articulated at para 14.
Students will write a
Dissertation Proposal of
1500 words under guidance
of a supervisor, that will be
assessed and which will
form the basis for support
feedback on the larger
project, the Dissertation
Students will write a
Dissertation of between
10,000 words and 12,000
words consistent with the
Faculty regulations and in
the appropriate format.
Learning
outcomes
assessed
SLO: 12.1-6,
GLO: 13.1-8
Weight
towards final
mark (%)
5
SLO: 12.1-6,
GLO: 13.1-8
10
SLO: 12.1-6
GLO: 13.1-8
85
The Dissertation Proposal provides students with an early opportunity to formulate, deploy,
and demonstrate the steps for the execution, of the theoretical, methodological, and
empirical aspects of the Dissertation, focusing in particular on a statement of the topic,
definition of the problem or puzzle (as appropriate), elaboration of the theoretical model or
framework, delineation of the thesis statement, explanation of the methodology and the
logical steps that will be undertaken in the argument to fulfil the thesis statement.
The extensive feedback provided on the Dissertation Proposal will enable the students to
develop their research and writing skills and provides an opportunity for improvement in the
development of the Dissertation.
The Dissertation itself provides students with the opportunity to demonstrate their
analytical, research, and writing skills, brining to bear a comprehensive knowledge of their
programme of study, tested according to the normal conventions governing Dissertation at
MA level.
18.
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
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 nonjustifiable 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. Power point presentations are provided for each lecture using a sans-serif font
and are made available through the course folder for easy reading.
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"
................................................................
Director of Learning and Teaching
..............................................
Date
…………………………………………………
Print Name
Statement by the Head of Department: "I confirm that the Department has approved the
introduction of the module and, where the module is proposed by Departmental staff, will be
responsible for its resourcing"
.................................................................
Head of Department
…………………………………………………….
Print Name
..............................................
Date