Module Information
Module Identifier
IPM0420
Module Title
Intelligence, Security and International Relations in the 20th Century
Academic Year
2018/2019
Co-ordinator
Semester
Semester 1
Course Delivery
Assessment
| Assessment Type | Assessment length / details | Proportion |
|---|---|---|
| Semester Assessment | 1 x 2000 word essay | 40% |
| Semester Assessment | 1 x 3,500 word essay | 60% |
| Supplementary Assessment | 1 x 2,000 word essay | 40% |
| Supplementary Assessment | 1 x 3,500 word essay | 60% |
Learning Outcomes
By the end of the module, students should be able to:
1) demonstrate an advanced understanding of key terms and debates in intelligence studies
2) demonstrate an advanced understanding of the role of intelligence in policy formation and state action in times of both peace and war
3) evaluate the methodological and historiographical problems inherent in the study of intelligence, security and international relations
Brief description
This module examines the history of intelligence and security services in the twentieth century and the role they have played in politics and war-making.
Content
The course begins with a discussion of the nature of intelligence and then moves on to examine the key aspects of the developing intelligence communities of the major states in the twentieth century: military and diplomatic intelligence; intelligence assessment; counter-intelligence and counter-subversion; the Nazi and Soviet police states; intelligence in the Second World War and Cold War; signals intelligence; and
intelligence and deception and strategic surprise. The course is largely historical in nature, though consideration is given to theoretical issues as well. Key events and developments in the international history of the period are studied to show the central role played by intelligence in shaping the perceptions of both domestic and international threats among policy-makers. Much attention is given to the crucial role played by the two World Wars in causing permanent intelligence organizations to develop. Whether intelligence and security operations are conducted differently in totalitarian systems than in democracies is also an important subject of inquiry.
intelligence and deception and strategic surprise. The course is largely historical in nature, though consideration is given to theoretical issues as well. Key events and developments in the international history of the period are studied to show the central role played by intelligence in shaping the perceptions of both domestic and international threats among policy-makers. Much attention is given to the crucial role played by the two World Wars in causing permanent intelligence organizations to develop. Whether intelligence and security operations are conducted differently in totalitarian systems than in democracies is also an important subject of inquiry.
Transferable skills
Students have the opportunity to develop, practice and test a wide range of transferable skills that help them to understand, conceptualise and evaluate examples and ideas. Throughout the module, students should practice and develop their reading, comprehension and thinking skills, as well as self-management. In seminars students enhance and develop their analytical skills and practice listening, explaining and debating skills. Students develop critical awareness of the processes and practices of deceptive activity and the capacity to conduct and detect such behaviour. Essay and project writing encourages students to practice independent research, writing and IT skills.
Module Skills
| Skills Type | Skills details |
|---|---|
| Application of Number | N/A |
| Communication | Students will learn how to present their ideas both verbally and in writing and how to present their arguments most effectively. They will understand the importance of information and clear communication and how to exploit these. They will know how to use the many sources of information available and how to use the most appropriate form of communication to best advantage. They will learn to be clear in their writing and speaking and to be direct about aims and objectives. They will learn to consider only that which is relevant to the topic, focus and objectives of their argument or discussion. Seminars may involve splitting students into groups where oral discussion will form the main medium of teaching and the emphasis throughout the module will be on student participation and communication. The presentation of work should reflect effective expression of ideas and good use of language skills in order to ensure clarity, coherence and effective communication. |
| Improving own Learning and Performance | The module aims to promote self-management but within a context in which support and assistance is available from both the convener and fellow students alike. Students will be expected to improve their own learning and performance by undertaking their own research and to exercise their own initiative, including searching for sources, compiling reading lists, and deciding (under guidance) the direction of their essay and presentation topics. Seminars provide opportunities for students to reflect individually and collectively on their performance. The need to contribute to the seminars and to meet deadlines for written work will focus students’ attention on the need to manage their time and opportunity resources well. |
| Information Technology | Students will be expected to submit their work electronically. Also, students will be encouraged to search for sources of information, images and narratives on the web. Students will also be expected to make use of the resources that will be available on Blackboard and through Aspire. |
| Personal Development and Career planning | The discussions in particular will help to develop students’ verbal and presentation and team-working skills. Learning about the process of planning an essay, framing the parameters of the projects, honing and developing the projects and seeing them through to completion will contribute towards students’ portfolio of transferable skills. |
| Problem solving | Independent project work and problem solving will be one central goal of the module; the submission of essays will require that students develop independent research skills as well as problem solving skills. The need to research and prepare for seminars will also enable students to develop independent project skills. The ability of students to solve problems will be developed and assessed by asking them to: adopt differing points of view; consider extreme cases; reason logically; construct theoretical models; consider similar cases; look for patterns; divide issues into smaller problems. |
| Research skills | The submission of the essays will reflect the independent research skills of students. The need to locate appropriate research resources and write up the results will also facilitate research skills. Research preparation for seminars will also enable students to develop independent project skills |
| Subject Specific Skills | Students have the opportunity to develop, practice and test a wide range of subject specific skills that help them to understand, conceptualize and evaluate examples and ideas on the module. These subject specific skills include: • Collect and understand a wide range of material relating to the module • Ability to evaluate competing perspectives • Demonstrate subject specific research techniques • Apply a range of methodologies to complex historical and political questions |
| Team work | In seminars students will be obliged to prepare, present and discuss as a group the core issues related to seminar topics and particular case studies. Such classroom debates and discussions are a vital component of the module learning experience. |
Notes
This module is at CQFW Level 7