Unit convenor and teaching staff |
Unit convenor and teaching staff
Unit Convenor
Fred Smith
Contact via fred.smith@mq.edu.au / (02) 9850 1442
DSSC Offices - Building Y3A
By Appointment
Lecturer
Lise Waldek
Contact via lise.waldek@mq.edu.au
DSSC Offices - Building Y3A
By Appointment
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Credit points |
Credit points
4
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Prerequisites |
Prerequisites
Admission to MPICT or MCPICT or PGDipPICT or GradDipPICT or GradDipCPICT or PGCertPICT or GradCertPICT or GradCertCPICT or MPICTMIntSecSt or MCPICTMIntSecSt or MIntSecStud or GradDipIntSecStud or PGCertIntell or GradCertIntell
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Corequisites |
Corequisites
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Co-badged status |
Co-badged status
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Unit description |
Unit description
This unit provides students with a deeper appreciation of the complexities of advanced intelligence analysis and exposure to the analytical tools and methodologies that will help them better understand and potentially contribute as intelligence professionals. In a globalised and dynamic security environment, students will be challenged to consider newer asymmetric threats and risks as well as more traditional military and security challenges in an analytical context. Students will apply what they have learned to conceptualise, design, and build intelligence analytical products, providing real-world focus and experience and will consider 'Futures' (foresight and scenario planning) in intelligence.
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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 | Hurdle | Due |
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Analytical case study critique | 30% | Yes | Monday of Week 5 |
Advanced analysis brief | 25% | No | Monday of Week 9 |
Constructive Engagement | 5% | No | Weekly, Weeks 2-13 |
Advanced analysis paper | 40% | No | Monday of Week 13 |
Due: Monday of Week 5
Weighting: 30%
This is a hurdle assessment task (see assessment policy for more information on hurdle assessment tasks)
This task requires students to analyse and report on a specific, real world assigned case study, demonstrating an understanding of the intelligence analytical techniques involved. It is designed to provide students insight into more complex intelligence analytical challenges and challenge them to identify the intelligence processes at work.
Guidelines on the preparation of this analytical report, including the case study itself, will be posted on the iLearn site. This report should not just be a summary of the case study, but should include a thoughtful and informed critique of the issues involved in your own words, discussing the analytical challenges.
The topic of this critical analysis will be provided in Week 1 of the course and the submission date will be 2355/11.55 PM on Monday night of Week 5. The paper should be 1500 words but can be plus or minus 10% and footnotes and bibliography are included in the word count. As a guide to the extent of research required, use a minimum of 5 independent academic sources, fully cited (using Oxford / Harvard Referencing Style) and sourced from peer-reviewed academic journals or other highly reputable sources (not newspaper articles), that have been published since 2005. Use 12-point font and submit through Turnitin -- individual feedback will be provided in Grademark.
Due: Monday of Week 9
Weighting: 25%
This task requires students to build a briefing presentation on an assigned analytical topic, employing intelligence research and analysis to evaluate and assess capabilities, vulnerabilities and risks, as well as opportunities and projected future developments. Students will gain experience in brief preparation, intelligence research and analytical assessment.
Guidelines on the preparation of this briefing presentation, including assigned analytical topics and a detailed marking matrix, will be posted on the iLearn site. This briefing should present a balanced analysis of the assigned topic, using images, maps, charts, and/or embedded graphs with short “bulletised” textual boxes to layout the key intelligence issues involved.
This presentation must use independent research, fully cited (using Oxford / Harvard Referencing Style) and sourced peer-reviewed academic journals or other highly reputable sources (not newspaper articles), and should have been published since 2005. This briefing will be a minimum of 10, no more than 12 slides in Microsoft Powerpoint, using ‘notes pages’ to provide speakers notes and references used for each slide.
The topic for the briefing will be provided in Week 4 of the course and the submission date will be 2355/11.55 PM on Monday night of Week 9. As a guide to the extent of research required to support your analysis and assertions, use a minimum of 5 independent research sources, fully cited (using Oxford / Harvard Referencing Style) and sourced from peer-reviewed academic journals or other highly reputable sources (not newspaper articles), that have been published since 2005. Use 12-point font in ‘notes pages’ and the appropriate font on each graphical slide to facilitate reading off a screen in a small theatre at the back of the room. Submit through Turnitin -- individual feedback will be provided in Grademark.
Due: Weekly, Weeks 2-13
Weighting: 5%
This assessment task is designed to promote student engagement, not only with the lecture materials and required readings, but through other readings, monitoring world events and in the context of presented questions, constructively engaging in considered and critical discussion with other students, moderated by the lecturer or tutor.
Online and in-class discussion broadens student perspectives and value adds to course subject matter. Postings to the discussion forums should demonstrate constructive engagement with the topic and with other students, enabling students to develop a deeper understanding of the subject matter, as well as effective reasoning and communication skills. The intent of this exercise is to ensure students have the opportunity to learn how to critically assess, discuss and debate difficult issues in a constructive manner, while achieving deeper learning beyond the classroom and into their chosen professional careers.
Ten weeks of participation is required between weeks 2 and 13, either in-class for internal students or online for external students. Online students will be expected to contribute to 10 of 12 online discussion seminars, posting prior to Sunday night at 2355/11.55 PM at the end of each weekly module. Internal students are required not only to attend at least 10 of 12 in-class seminar sessions, but also to constructively contribute to and participate in class discussions – asking and answering questions, as well as debating points with other in-class students. This engagement task is pass/fail -- there will be no partial credit given.
Due: Monday of Week 13
Weighting: 40%
This task requires students to prepare an in-depth analytical intelligence assessment using a real world assigned case study. This exercise will challenge the student to write a detailed intelligence assessment using intelligence preparation of the environment and other analytical approaches to write a comprehensive special analytical product.
Guidelines on the preparation of this analytical report, including the case study itself and a detailed marking matrix, will be posted on the iLearn site. This report will demonstrate the student’s ability to build an in-depth analytical product in textual format.
The topic(s) of this critical analysis will be provided during the Session 2 Recess Period (between Weeks 7 & 8) and the submission date will be 2355/11.55 PM on Monday night of Week 13. The paper should be 3000 words but can be plus or minus 10% and footnotes and bibliography are included in the word count. As a guide to the extent of research required, use a minimum of 15 independent research sources, fully cited (using Oxford/Harvard Referencing Style) and sourced from peer-reviewed academic journals or other highly reputable sources (not newspaper articles), that have been published since 2005. Use 12-point font and submit through Turnitin -- individual feedback will be provided in Grademark.
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
STAFF AVAILABILITY
Weekly schedule: |
Week 1 |
Course organisation, learning approach, assessment, rationale; Managing complexity – setting the scene
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Week 2 |
Understanding Self
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Week 3 |
Understanding Relationships
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Week 4 |
Intelligence analytical tools – Internal (structured analytic techniques)
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Week 5 |
Intelligence analytical tools – Manufactured
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Week 6 |
Intelligence analytical approaches – All-Source Fusion
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Week 7 |
Intelligence analytical approaches – Intelligence Preparation of the Operational Environment (IPOE)
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Week 8 |
Intelligence analytic focus areas - Criminal & Policing Intelligence
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Week 9 |
Intelligence analytic focus areas – Counter-Insurgency (COIN)
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Week 10 |
Intelligence analytic focus areas – Force Protection and Physical Security
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Week 11 |
Intelligence analytic focus areas – Regulatory Intelligence
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Week 12 |
Dealing with the long future – Futures Intelligence
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Week 13 |
Professionalism – organisations & framework of service - managing intelligence & managing self
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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_2016.html
Grade Appeal Policy http://mq.edu.au/policy/docs/gradeappeal/policy.html
Complaint Management Procedure for Students and Members of the Public http://www.mq.edu.au/policy/docs/complaint_management/procedure.html
Disruption to Studies Policy (in effect until Dec 4th, 2017): http://www.mq.edu.au/policy/docs/disruption_studies/policy.html
Special Consideration Policy (in effect from Dec 4th, 2017): https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policies/special-consideration
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://www.mq.edu.au/about_us/offices_and_units/information_technology/help/.
When using the University's IT, you must adhere to the Acceptable Use of IT Resources 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:
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This graduate capability is supported by:
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This graduate capability is supported by: