Programme Specifications

Not application

Politics and International Relations

May 2017

The contemporary era has thrust many of the emerging issues of international politics directly into our everyday lives creating the need for a more systematic and informed engagement. The MSc(Econ) in International Relations sets out to investigate such emerging issues, in particular the changing nature of violence, war, security and development and its effects on international society, the transformation of political communities and the contemporary international system.

The aim of the programme is to introduce students to the core theories and concepts that shape the practices of international politics through an in-depth engagement with key debates in the discipline of International Relations in light of various case studies. It provides students with an introduction to the study of International Relations from a distinctly normative and critical angle, for which Aberystwyth has acquired an international reputation. It does not assume existing disciplinary knowledge but sets out to provide a broad-ranging overview of the discipline. It thus provides an opportunity for those without a background in International Relations to apply their previous knowledge, as well as gain discipline-specific methodological training, to the study of the subject.

The learning outcomes of this programme are designed to meet the expectations of the Benchmarking statement for Politics and International Relations. This programme provides opportunities for students to develop and demonstrate knowledge, understanding, qualities, skills and other attributes in the following areas:

A1. The key questions and arguments in International Relations Theory and their methodological, epistemological, ethical and political implications.

A2. The contribution of political, social, legal theory and moral philosophy to the study of International Relations.

A3. The transformation of political communities and the dynamics of change in the contemporary international system.

A4. The changing nature of violence, war, security and development and their effects on ethical and political practices in the international society.

Teaching/learning and assessment methods:

Acquisition of 1-4 is through seminars, examinations and a range of assessed coursework. Assessment methods are tailored to the specific learning aims and objectives of the module as detailed in the specific module handbooks. Students also learn through participation in the department’s vibrant graduate culture, which includes a programme of visiting speakers, staff-graduate seminars, specialised research group meetings and student societies meetings. Extensive library facilities as well as internet access further facilitate student learning.

Assessment:

Knowledge and understanding (1-4) is tested through a combination of unseen written examinations, essays, dissertation, and may, depending on option choices, include seminar presentations, review essays reports, literature searches or schematic structure frameworks.

B1. Critically evaluate current research and advanced scholarship at the forefront of the field,

B2. Demonstrate a critical awareness of current problems and/or new issues,

B3. Display a comprehensive knowledge of methodologies and research techniques applicable to research in the field,

B4. Demonstrate and exercise independence of mind

B5. Reflect on experience of learning and adjust intellectual strategies accordingly

Teaching and learning methods and strategies:

Seminars introduce students to topics and ideas at an advanced level (1-5). Students are required to prepare independently for these seminars on the basis of guidance provided by seminar tutors. They provide an opportunity for a full and in-depth exchange of views, understandings and interpretations. This process clarifies ideas and concepts and therefore leads to an enhanced learning experience for all concerned. Further reflection on and engagement with the intellectual challenges raised in the seminar context is facilitated in the process of preparing assessed work. Student learning is further facilitated by engagement in the wider graduate culture.

Assessment:

Intellectual skills (1-5) are assessed primarily in assessed coursework and examination performance. The published criteria for marking reflects these intellectual skills which in turn are mirrored in the feedback to students. Subjective formative assessment takes place in seminars and other discussion fora. Tutors form impressions of, and assess, a student’s ability and progress. Also, students can assess their own performance by gauging their rate of progress in comparison to that of their peers, and in the light of tutor’s comments. Students are welcome to discuss the informal development and assessment of such skills during staff office hours.

10.2.2 Professional Practical Skills – able to:

C1. Deal with, and effectively communicate, complex issues both systematically and creatively,

C2. Demonstrate self-direction in tackling and solving problems,

C3. Act independently in planning and implementing tasks,

C4. Evaluate and integrate theory and practice in a wide range of issues

C5. Take responsibility for continuing to develop their own knowledge and skills.

C6. Operate effectively as a member of a group and take a leadership role where appropriate

Teaching and learning methods and strategies:

The departmental core and basket modules contain elements which directly address the development of practical skills such as structuring effective arguments, the identification and effective deployment of sources, and making connections between theory and practice (1-6). The process of writing essays, reports and presentations (1-4) and preparing for examinations allows the student to develop professional and practical skills at an advanced level, guided by feedback from tutors. Discussion in seminars or engagement with debate in public fora leads students to improve their intellectual communication skills (1). Again, students learn and improve such skills through personal reflection on their learning experience and purposeful adaptation of their learning methods.

Assessment:

Skills (1-4) are tested summatively and directly by essay and report writing. The criteria for marking include such skills, and penalties for late submission of work test (3, 5) in particular. Skills (1-5) are tested through the assessment process. Skills (6) are not usually formally assessed, but the seminar context is specifically geared towards encouraging students to interact together, engage in a reflexive manner with their own views and the views of others – taking on a variety of roles (paper giver, discussant, rapporteur, etc) in the process. The role of the seminar tutor is to provide constant feedback precisely in order to facilitate the process of group interaction and reflection.

D1. Communicate arguments effectively to specialist and non-specialist audiences through comprehension, explanation and interaction in written and oral media.

D2. Demonstrate self-direction and creativity in tacking and solving problems,

D3. The exercise of independence, initiative and personal responsibility,

D4. Operate effectively in a variety of team roles, taking leadership role when appropriate

D5. Adapt successfully to a changing environment

D6. Acquire and analyse information; evaluate its relevance and synthesise information in the context of new situations.

Teaching and learning methods and strategies:

Students accepted onto this programme are expected to have obtained an upper second (or equivalent) award at undergraduate level. We do not seek, therefore, to replicate the skills training that they have already received at the undergraduate level. Rather, transferable skills are developed further through academic study at an advanced level. Much of the learning takes place through feedback on assessed work or informal feedback and self-reflection on seminar work (1-6). The dissertation is the greatest test of independent work (2) and students learn and develop this skill in part through guidance from Dissertation Advisers. The Dissertation Adviser also acts as the Personal Tutor and plays a major role in facilitating the self-awareness needed to adapt to changing environments (5), especially in relation to careers. Students also have access University-wide specialist resources, such as the Language and Learning Unit (1), Information and Library Services (2, 3, 6), the Careers Advisory Service (5) and Student Support Services.

Assessment:

Communication skills (1) are assessed directly through monitoring the accuracy and coherence of student communication in assessed coursework and examinations. Student’s IT skills are assessed by examining the diversity and location of sources and the accuracy of word-processed presentation in assessed coursework (both key criteria). The dissertation explicitly assesses the student’s ability to write independently and exercise initiative (3), demonstrate self-direction and creativity, (2) and acquire and analyse information. Time and resource management (3) is assessed both by the quality of student work submitted to deadline and by the system of penalties for late submission of work. Where teamwork (4) is not formally assessed in a module, feedback is built in. Similarly, assessment of a student’s capacity to evaluate performance and to consider career strengths, options or development is formative but can be ‘measured’ against success in achieving stated goals. More generally, students are required to submit a reflective portfolio covering the skills delivered by the programme that is formally assessed.