| Unit name | Security Governance |
|---|---|
| Unit code | POLIM1006 |
| Credit points | 20 |
| Level of study | M/7 |
| Teaching block(s) |
Teaching Block 1 (weeks 1 - 12) |
| Unit director | Dr. Peoples |
| 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 |
N/A |
| School/department | School of Sociology, Politics and International Studies |
| Faculty | Faculty of Social Sciences and Law |
Why is this unit important?
This unit assesses the nature of contemporary security governance and considers the extent to which it constitutes a shift away from or challenges the ideal of the nation-state as security provider. To do so the unit commences by asking what constitutes security governance, and how we can critically study and engage with the subject. It then turns to an analysis of a range of different actors that now claim a security role within global governance. We discuss how different types of actors conceive of and practice contemporary security governance, and critically assess their status as security providers. Specifically, we examine the roles, capabilities and strategies of: global organizations (the United Nations) and regimes (the nuclear non-proliferation regime); regional alliances and actors (NATO, the European Union, the African Union, and ASEAN); and non-state actors (Non-Governmental Organizations and Private Military Companies) as ‘private’ providers of security.
How does this unit fit into your programme of study
This is a mandatory unit on the MSc International Security and makes a direct and essential contribution to that programme’s stated aim to develop the student's interest in and knowledge and understanding of the nature of conflict and war relative to different types of security governance regimes.
An overview of content:
This unit is designed to enable students to engage with the politics of:
Insecurities: How, why and when do these arise? Who gets to define what constitutes a ‘threat’? Why might some threats come to be prioritised over others?
Institutions: What is the appropriate locus of political authority for dealing with a particular form of insecurity? Which institutions (e.g. State governments and their agencies? International organisations? Sub-state, non-governmental, private actors?) What role, if any, for informal institutions?
Issues: What issues might arise out of attempts to govern insecurities? Is it possible that, e.g., in certain instances, institutional infrastructures and power dynamics could be argued to exacerbate forms of insecurity – or even create new insecurities?
How will students, personally, be different as a result of the unit:
The aim of this unit is to help students as citizens and future decision-makers and critical thinkers to broaden their understanding of the variety of state and non-state actors and institutions available for improving global security: including non-governmental organizations (NGOs), private military companies, states, international regimes, regional alliances such as NATO and the EU, and international organizations such as the United Nations.
Learning Outcomes:
On successful completion of this unit students will be able to:
Students will learn primarily via a seminar/question focused/discussion-based method, usually including a mix of activities in pairs/small groups/larger groups and based around questions or ‘provocations’ designed in relation to the Essential Readings for weekly topics. This method of teaching is specifically designed to allow development of a more critical/reflective/engaged mode of learning that is in line with a contemporary emphasis on (the benefits of) critical thinking in the literature on/study of security governance (as is also explicitly covered and engaged with early on in the unit).
Tasks which help you learn and prepare you for summative tasks (formative):
1000 word Book Review Assignment.
The formative assessment is aimed at, among other things, assisting students in preparing for the summative assessment by providing assessment of and written feedback on: understanding of a text related to the subject area of security governance; ability to engage critically with existing work related to the topic of security governance; and general writing abilities relative to expectations for academic writing at this level. Students are provided with details and further guidance on this assessment at the beginning of the unit, and the submission date usually falls around the middle of the teaching block (so that students have time to factor their learning and feedback from the assignment into the summative assessment process).
Tasks which count towards your unit mark (summative):
3000 word essay (100%) [ILO 1 – 6]
Students will choose to answer one question from a list of ten questions on topics related to the unit. The list of questions to choose from will typically be released around mid-way through the Teaching Block, following standard internal and external essay question scrutiny processes. The essay questions are designed to allow for the assessment of intended learning outcomes listed further above. Students are given general guidance on essay writing in tandem with the release of the questions, and then also have the option of emailing an outline essay plan for more specific comments and feedback. Written feedback is provided.
When assessment does not go to plan:
You will normally complete the reassessment in the same format as outlined above. Students are expected to select a different 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. POLIM1006).
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 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.
