Unit convenor and teaching staff |
Unit convenor and teaching staff
Sheryn Lee
Julian Droogan
|
---|---|
Credit points |
Credit points
4
|
Prerequisites |
Prerequisites
PICT850 and (admission to MPICT or PGDipPICT or GradDipPICT or MPICTMIntSecSt or MIntSecStud or PGDipIntSecStud or GradDipIntSecStud)
|
Corequisites |
Corequisites
|
Co-badged status |
Co-badged status
|
Unit description |
Unit description
Since the end of the Cold War the multidisciplinary field of security studies has both broadened in scope and deepened in terms of its engagement with differing theoretical models from the humanities and social sciences. At the same time, socially constructed concepts of human, national and international security have shifted to reflect the new realities of a globalised world in which security challenges have become more complex and at times less amenable to state-centric solutions. Traditional security concerns now interact with non-traditional challenges that demand new solutions. This unit provides the capstone experience for both PICT and MISS Masters degrees, and will provide a framework through with students can critically reflect on their program of study and engage in a major piece of self-directed research into a topic central to their specialisation. In particular, this unit will focus on critically engaging with new and emerging fields of study and theories within security studies, while providing students with the knowledge, skills and training necessary to excel as independent researchers.
|
Information about important academic dates including deadlines for withdrawing from units are available at https://www.mq.edu.au/study/calendar-of-dates
On successful completion of this unit, you will be able to:
Name | Weighting | Due |
---|---|---|
Review Essay Two | 25% | TBA - Close to Week 9 |
Review Essay One | 25% | TBA Close to Week 5 |
Review Essay Three | 25% | TBA - Close to Week 13 |
In-Class Participation | 25% | Throughout |
Due: TBA - Close to Week 9
Weighting: 25%
A key aim of the course is to critically engage with the key literature in the field. Review essays are a very good method to do so. Students’ research for review should go well beyond the texts themselves and include between 10-15 additional sources. Each book review should:
In this regard, each book review should place the author in their specific context, the broader context of the debate and how the text made an impact on the field of study, demonstrate understanding of the methods and values behind each text, and evaluate the key arguments made and why it has continuing relevance to the field. In this regard, the reviews should reflect that the student has completed the readings, but they should not be summaries of the readings.
Due: TBA Close to Week 5
Weighting: 25%
A key aim of the course is to critically engage with the key literature in the field. Review essays are a very good method to do so. Students’ research for review should go well beyond the texts themselves and include between 10-15 additional sources. Each book review should:
In this regard, each book review should place the author in their specific context, the broader context of the debate and how the text made an impact on the field of study, demonstrate understanding of the methods and values behind each text, and evaluate the key arguments made and why it has continuing relevance to the field. In this regard, the reviews should reflect that the student has completed the readings, but they should not be summaries of the readings.
Due: TBA - Close to Week 13
Weighting: 25%
A key aim of the course is to critically engage with the key literature in the field. Review essays are a very good method to do so. Students’ research for review should go well beyond the texts themselves and include between 10-15 additional sources. Each book review should:
In this regard, each book review should place the author in their specific context, the broader context of the debate and how the text made an impact on the field of study, demonstrate understanding of the methods and values behind each text, and evaluate the key arguments made and why it has continuing relevance to the field. In this regard, the reviews should reflect that the student has completed the readings, but they should not be summaries of the readings.
Due: Throughout
Weighting: 25%
The course is an exercise in critical thinking and is highly reading- and discussion-intensive. Students will be expected to read the assigned materials in advance of each module and participate actively in discussion, either in-class or online.
DELIVERY AND RESOURCES
UNIT REQUIREMENTS AND EXPECTATIONS
REQUIRED READINGS
TECHNOLOGY USED AND REQUIRED
SUBMITTING ASSESSMENT TASKS
LATE SUBMISSION OF ASSESSMENT TASKS
WORD LIMITS FOR ASSESSMENT TASKS
REASSESSMENT OF ASSIGNMENTS DURING THE SEMESTER
|
|
ISS |
Policing |
Intelligence |
Counter Terrorism |
|
Week 1
|
|
|||
Module 1 |
Week 2 |
Kenneth Waltz, Man, State and War |
Michel Foucault, Security, Territory and Population |
Mark M. Lowenthal, Intelligence: From Secrets to Policy |
Mao Tse-Tung, On Guerilla Warfare |
Week 3 |
|||||
Week 4 |
|||||
Week 5 |
|||||
Module 2 |
Week 6 |
Barry Buzan, People, States & Fear: An Agenda for International Security Studies in the Post-Cold War Era |
John Avery, Police Force Police Service
|
Phillip Knightley, The Second Oldest Profession: The Spy as Bureaucrat, Patriot, Fantasist and Whore |
David Galula, Counterinsurgency Warfare: Theory and Practice |
Week 7 |
|||||
Week 8 |
|||||
Week 9 |
|||||
Module 3 |
Week 10 |
Michael Howard, The Causes of Wars |
Paul Brodeur, The Policing Web |
Jeffrey T. Richelson, Spying on the Bomb: American Nuclear Intelligence from Nazi Germany to Iran and North Korea |
Bruce Hoffman, Inside Terrorism |
Week 11 |
|||||
Week 12 |
|||||
Week 13 |
Macquarie University policies and procedures are accessible from Policy Central. Students should be aware of the following policies in particular with regard to Learning and Teaching:
Academic Honesty Policy http://mq.edu.au/policy/docs/academic_honesty/policy.html
Assessment Policy http://mq.edu.au/policy/docs/assessment/policy.html
Grading Policy http://mq.edu.au/policy/docs/grading/policy.html
Grade Appeal Policy http://mq.edu.au/policy/docs/gradeappeal/policy.html
Grievance Management Policy http://mq.edu.au/policy/docs/grievance_management/policy.html
Disruption to Studies Policy http://www.mq.edu.au/policy/docs/disruption_studies/policy.html The Disruption to Studies Policy is effective from March 3 2014 and replaces the Special Consideration Policy.
In addition, a number of other policies can be found in the Learning and Teaching Category of Policy Central.
Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/support/student_conduct/
Results shown in iLearn, or released directly by your Unit Convenor, are not confirmed as they are subject to final approval by the University. Once approved, final results will be sent to your student email address and will be made available in eStudent. For more information visit ask.mq.edu.au.
Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/
Learning Skills (mq.edu.au/learningskills) provides academic writing resources and study strategies to improve your marks and take control of your study.
Students with a disability are encouraged to contact the Disability Service who can provide appropriate help with any issues that arise during their studies.
For all student enquiries, visit Student Connect at ask.mq.edu.au
For help with University computer systems and technology, visit http://informatics.mq.edu.au/help/.
When using the University's IT, you must adhere to the Acceptable Use Policy. The policy applies to all who connect to the MQ network including students.
Our postgraduates will demonstrate a high standard of discernment and common sense in their professional and personal judgment. They will have the ability to make informed choices and decisions that reflect both the nature of their professional work and their personal perspectives.
This graduate capability is supported by:
Our postgraduates will be able to demonstrate a significantly enhanced depth and breadth of knowledge, scholarly understanding, and specific subject content knowledge in their chosen fields.
This graduate capability is supported by:
Our postgraduates will be capable of utilising and reflecting on prior knowledge and experience, of applying higher level critical thinking skills, and of integrating and synthesising learning and knowledge from a range of sources and environments. A characteristic of this form of thinking is the generation of new, professionally oriented knowledge through personal or group-based critique of practice and theory.
This graduate capability is supported by:
Our postgraduates will be capable of systematic enquiry; able to use research skills to create new knowledge that can be applied to real world issues, or contribute to a field of study or practice to enhance society. They will be capable of creative questioning, problem finding and problem solving.
This graduate capability is supported by:
Our postgraduates will be able to communicate effectively and convey their views to different social, cultural, and professional audiences. They will be able to use a variety of technologically supported media to communicate with empathy using a range of written, spoken or visual formats.
This graduate capability is supported by:
Our postgraduates will be ethically aware and capable of confident transformative action in relation to their professional responsibilities and the wider community. They will have a sense of connectedness with others and country and have a sense of mutual obligation. They will be able to appreciate the impact of their professional roles for social justice and inclusion related to national and global issues
This graduate capability is supported by: