Module Specification Template s3

UNIVERSITY OF KENT

Module Specification

1 The title of the module International Public Policy (PO907)

2 The School which will be responsible for management of the module Politics and International Relations

3 The Start Date of the Module September 2006

4 The number of students expected to take the module Approximately 20-30

5 Modules to be withdrawn on the introduction of this proposed module and consultation with other relevant Schools and Faculties regarding the withdrawal None

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

7 The number of credits which the module represents 20 credits

8 Which term(s) the module is to be taught in (or other teaching pattern) Term 1

1 Prerequisite and co-requisite modules None

9 The programmes of study to which the module contributes MA in European Public Policy MA in International Relations

10 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 SLO1: appreciate the different levels of analysis – international, domestic, regional – at which public policy is formulated; understand the different mechanisms of interest agitation, articulation, and implementation at those different levels; and understand the relationship and interplay between them in the formulation of public policy SLO2: summarise and critically assess the dominant theories of policy making, being critically aware of the nuances between the literatures in International Relations and Politics. SLO3: understand and evaluate the relative merits of theoretical approaches to policy making including the opportunities and limitations of each approach. SLO4: evaluate the ethics of key practices of policy making SLO5: assess the role of different actors in the policy process – civil society, governmental, inter-governmental organisations; SLO6: apply theoretical perspectives to case studies SLO7: identify the practical and ethical problems and limits of international law, state sovereignty, and international justice with regard to key state and non-state practices

These specific learning outcomes contribute to achieving the learning outcomes of our graduate programmes by demonstrating knowledge of the following: . key concepts, theories and methods used in the study of politics and international relations and their application to the analysis of political ideas, institutions, practices and issues in the global arena . the political dynamics of interaction between people, events, ideas and institutions . the contestable nature of many concepts and different approaches to the study of Politics and International Relations . the normative and positive foundations of political ideas . the nature and significance of politics as a global activity . different interpretations of world political events and issues.

11 The intended generic learning outcomes and, as appropriate, their relationship to programme learning outcomes Students who successfully complete this module GLO1: will be able to work with theoretical knowledge and apply theory to practical issues GLO2: will be aware of the ethical dimensions of the scholarly work done in their discipline in general as well as in their own work GLO3: will be able to undertake analysis of complex, incomplete or contradictory areas of knowledge and make carefully constructed arguments GLO4: will have a level of conceptual understanding that will allow them to critically evaluate research, policies, and practices GLO5: will be reflective and self-critical in their work GLO6: will be able to use the internet, bibliographic search engines, online resources, and effectively conduct research GLO7: will be able to engage in academic and professional communication with others GLO8: will have independent learning ability required for further study or professional work By helping students to progress towards these generic learning outcomes, the module contributes to achieving the general aims of our graduate programmes, which aim to . Provide the tools to evaluate different interpretations of world political events and issues; . Communicate effectively and fluently in speech and writing; . Use communication and information technology for the retrieval and presentation of information; . identify, investigate, analyse, formulate and advocate solutions to problems; . develop reasoned arguments, synthesise relevant information and exercise critical judgement . Work independently, demonstrating initiative, self-organisation and time-management

12 A synopsis of the curriculum The module is built around 12 lectures and 12 one-hour seminars. The lectures normally will include: 1. The international policy environment: Actors, Issues and Processes 2. International Institutions and State Policy 3. Agenda-Setting I: Organisational Processes, and Statism: The Anatomy of Influence 4. Agenda-Setting II: Elite Policy Networks, Epistemic Communities, and Transnational Advocacy 5. Procedures in Institutions I: Models and Mechanisms for Decision-Making 6. Procedures in Institutions II: International Bargaining and Negotiation: Cross-Issue Linkages, Institutional Competition, and Forum Shopping 7. Policy Implementation: Coordination, Collaboration, Cooperation. Ratification, Harmonisation, Parallel National Action. 8. Policy Implementation: Global Governance: Civil Society, Public-Private Partnerships 9. Policy Diffusion, Cross-National Learning, and Standard Setting. 10. The Feedback Cycle: How do Governments ‘Learn’? Revisiting the ‘Nerves of Government’ Thesis 11. Dealing with Dissent: Civil Society, Activism, and Steering Policy 12. Conclusion, Recap, and Analysis: What is ‘International Policy’?

13 Indicative Reading List Archer, Clive. 1993. International Organizations. London: Routledge

Axelrod, Robert. 1984. The Evolution of Cooperation. New York, N.Y.: Basic Books Kenneth Oye (ed.). 1986. Cooperation under Anarchy. Princeton, N.J.: Princeton University Press. Baldwin, David A. (ed.), Neorealism and Neoliberalism: The Contemporary Debate. New York, NY: Columbia University Press Birkland, Thomas, 2001. An Introduction to the Policy Process: Theories, Concepts, and Models of Public Policy Making, M.E. Sharpe. Cox, Robert W. 1996. Approaches to World Order, Cambridge: Cambridge University Press. Finnemore, Martha. 1996. “Norms, Culture, and World Politics: Insights from Sociology's Institutionalism”. International Organization 50: 2, 325-347 Goodin, Robert E. (ed.), 1996. The Theory of Institutional Design. Cambridge. Cambridge University Press. Lindbloom, Charles, and Edward J Woodhouse (1992), The Policymaking Process, Prentice- Hall, New York. Ruggie, John Gerrard. 1998. Constructing the World Policy. Essays on International Institutionalisation. Polity. London. Taylor, Paul, and John Groom (ed.), 1990. International Institutions at Work.London, Pinter. Wallace, William and Helen Wallace, Policy-making in the European Union. Oxford University Press.

14 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 Schedule: 24 contact hours; one weekly lecture and one weekly seminar over a normal 12 week term. Lectures There will be twelve one-hour lectures dealing with the elements outlined above. Each lecture will introduce major concepts and developments, reflect critically on those concepts, situate each concept or development within the wider political context and the context of the course, and provide navigation points through the relevant reading so that students are provided a structured environment in which to achieve the learning outcomes SLO1- SLO6, GLO1-GLO6 as well as to approach their independent study in a structured and efficient manner. 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 Each lecture will be followed by a one-hour seminar in which the topic of the lecture will be discussed in smaller groups. The seminars are intended to develop the necessary skills of the students 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. 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: SLO1-SLO6, GLO1-GLO8; 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 For approximately 80 hours, students will be expected to read the stipulated text for each lecture and seminar session, as well as embarking more widely upon the recommended texts

of the module. Additionally, students will be expected to conduct independent research for their seminar presentation, and their 5,000 word coursework essay Learning outcomes: SLO1-SLO7, GLO1-GLO8; 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 coursework essay.

15 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 Task Learning outcomes Weight assessme assessed towards final nt mark (%) Essay Students write one SLO: 1-7, depending on 100 essay of essay topic chosen approximately 5000 GLO: 1-8, especially 5-8. words answering one The essays provide students question related to the with an opportunity to focus topics dealt with in the on two of the issues lectures and seminars. discussed in the module and to pursue them in some depth using the whole range of learning resources

16 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

17 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. 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

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"

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Head of School Date