Unit convenor and teaching staff |
Unit convenor and teaching staff
Unit convenor
Fred Smith
Contact via (02) 9850 1442
Building Y3A, Level 2
By Appointment
Tutor
Jon Cottam
By Appointment
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Credit points |
Credit points
3
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Prerequisites |
Prerequisites
PICT102 or PICT111 or PICT110
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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 an introduction to the fields of intelligence and counterintelligence. It focuses on the strategic, tactical and operational levels of national security, as well as the role of law enforcement and intelligence organisations in protecting the state from domestic and foreign threats. Students will gain a deep understanding of the history of intelligence, the key intelligence agencies in Australia, the intelligence cycle and its application, and the interplay between policing and intelligence. Students will engage with key case studies from around the world to further understand these issues and dynamics. The unit complements PICT211, which focuses on government strategies for ensuring national security.
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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 |
---|---|---|---|
Analytical Brief & Issue Paper | 20% | No | Monday, Week 5 |
Midterm Exam | 20% | No | End of Week 7 |
Short Essays | 30% | No | Monday, Week 11 |
Constructive Engagement | 10% | No | Weekly, Weeks 2-13 |
Final Exam | 20% | No | End of Week 13 |
Due: Monday, Week 5
Weighting: 20%
Task requires students to build a Microsoft Powerpoint briefing presentation on an assigned analytical topic, employing intelligence research and analysis to evaluate and assess capabilities, vulnerabilities, risks and threats, as well as opportunities and projected future developments or projections (predictive analysis). 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 PICT210 iLearn site. This briefing should present a balanced analysis of the assigned topic, using images, maps, charts, and/or embedded graphs with short “bulletised” or “dot point” textual boxes to layout the key intelligence issues involved. At least one slide in the presentation must contain and embedded ‘statistical’ Microsoft Excel spreadsheet, the intent being to introduce students to the very important Excel function. Also, at least one map must be embedded in the presentation and a map, chart, image/picture or spreadsheet must appear on at least 5 presentation slides, complementing textual “dot point” analytical input.
This briefing will be a minimum of 5, no more than 7 slides in Microsoft Powerpoint, using ‘notes pages’ function to provide speakers notes and references used for each slide. For ease of submission and marking, each Powerpoint ‘notespage’ input will be copied/pasted into a second slide behind the presentation slide. Neither these second slides, nor a Title Page slide and/or a Reference List slide will count against the 5-7 slide limit.
The topic for the briefing will be provided in Week 1 of the course and the submission date will be by 2359/11.59 PM on Monday night of Week 5. As a guide to the extent of research required to support 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, ‘think tank’ articles (i.e. Lowy, ASPI, RAND, CSIS, etc.) 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. Powerpoint presentation comprises 10% of total 20% assessment task mark.
After building the presentation, prepare a one-page issue/point paper summarising the Powerpoint presentation analysis and findings. The format for this one-page issue paper is provided on the PICT210 iLearn page and will be submitted to Turnitin in Microsoft Word or other compatible word processing program format. Margins must adhere to a no narrower than 1” (inch) limit and textual input at no less than 12 point, Calibri or Times New Roman font. Issue paper comprises 10% of total 20% assessment task mark.
Due: End of Week 7
Weighting: 20%
Online, non-invigilated, iLearn-based examination will cover lecture and required reading material for Weeks 2 through 7. All questions will be based on material delivered in both prerecorded ECHO360 lectures and in class seminar lectures (also recorded and posted to ECHO360), as well as material contained in PICT210 required readings for each weekly session.
Exam consists of 40 questions worth half a point each (or .5%) for a total of 20% of the final mark. Questions will consist of iLearn ‘Quiz’-formatted questions and students will have 40 minutes to complete the test.
Students will have a 72-hour period within which to complete this exam. It will open on Thursday of Week 7 at 11:59 PM and close on Sunday of Week 7 at 11:59 PM (dates are shown on PICT210 ilearn page).
Due: Monday, Week 11
Weighting: 30%
Short answer essays covering 5 independent questions drawn from course material will be produced and submitted to Turnitin. Questions are deliberately broad in order to give students flexibility in answering each one. Arguments must be supported with evidence and by critical analysis, not description and without unsubstantiated opinion. Essay questions will be posted to the PICT210 iLearn page by the end of Week 4.
There is a 500-word limit per question (+/-10%) for a total of 2,500 words for all 5 questions. Word Count includes textual input, source referencing in paper and footnotes but not bibliography or title page. Each response should be supported by at least 3 academic sources, including peer-reviewed journal articles, books from academic publishers, government reports, ‘think tank’ reports (i.e. ASPI, Lowy, RAND, CSIS, etc.). Unit readings may be used and extra sources such as high-quality newspaper articles can be used but do not count towards minimum source referencing requirements.
Essays are to be submitted to Turnitin in Microsoft Word or other compatible word processing formats by 2359/11.59 PM on Monday night of Week 11. Marker feedback will be provided on Turnitin through Grademark. This 5-question, Short Essay assessment task is worth 30% of the final course grade. A marking rubric is posted to iLearn and is contained in Turnitin.
Due: Weekly, Weeks 2-13
Weighting: 10%
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 2359/11.59 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.
Additional assessment task instructions are contained on the PICT210 iLearn page.
Due: End of Week 13
Weighting: 20%
Online, non-invigilated, iLearn-based examination will cover lecture and required reading material for Weeks 8 through 13. All questions will be based on material delivered in both prerecorded ECHO360 lectures and in class seminar lectures (also recorded and posted to ECHO360), as well as material contained in PICT210 required readings for each weekly session.
Exam consists of 40 questions worth half a point each (or .5%) for a total of 20% of the final mark. Questions will consist of iLearn ‘Quiz’-formatted questions and students will have 40 minutes to complete the test.
Students will have a 72-hour period within which to complete this exam. It will open on Thursday of Week 13 at 11:59 PM and close on Sunday of Week 13 at 11:59 PM (dates are shown on PICT210 ilearn page).
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
Week 1. Introduction: Course Administration
Week 2. What is Intelligence & Why it matters / History of Intelligence: Part 1
Week 3. History of Intelligence: Part 2
Week 4: The Australian Intelligence Community
Week 5. The Intelligence Cycle, Analytical Processes & Socio-Cultural Dynamics
Week 6. Security Threats – Australia & the Indo-Asia-Pacific Arena: Part 1 - ‘Up-and-Out’
Week 7. Security Threats – Australia & the Indo-Asia-Pacific Arena: Part 2 - ‘Down-and-In’
Week 8. Case Study: The Role of Intelligence in Domestic Security -- The Boston Marathon Bombing
Week 9. Domestic Security: Policing & Regulatory Intelligence
Week 10. Foreign Security: Military, Counter-Insurgency (COIN) & Counter-Terrorism (CT), Force Protection (FP) & Physical Security Intelligence
Week 11. Recorded Guest Lecturer: Law Enforcement Models and Law Enforcement Use of Intelligence (Lesley Honeyman) / In Class Lecture: Structured Analytical Techniques and Alternative Analytical Approaches - Red Teaming and War Gaming
Week 12. Maritime Security – Understanding the Maritime Domain
Week 13. Ethics, Oversight and the Intelligence Community
Macquarie University policies and procedures are accessible from Policy Central (https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policy-central). Students should be aware of the following policies in particular with regard to Learning and Teaching:
Undergraduate students seeking more policy resources can visit the Student Policy Gateway (https://students.mq.edu.au/support/study/student-policy-gateway). It is your one-stop-shop for the key policies you need to know about throughout your undergraduate student journey.
If you would like to see all the policies relevant to Learning and Teaching visit Policy Central (https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policy-central).
Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/study/getting-started/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 graduates will also be capable of creative thinking and of creating knowledge. They will be imaginative and open to experience and capable of innovation at work and in the community. We want them to be engaged in applying their critical, creative thinking.
This graduate capability is supported by:
We want our graduates to have emotional intelligence and sound interpersonal skills and to demonstrate discernment and common sense in their professional and personal judgement. They will exercise initiative as needed. They will be capable of risk assessment, and be able to handle ambiguity and complexity, enabling them to be adaptable in diverse and changing environments.
This graduate capability is supported by:
Our graduates will have enquiring minds and a literate curiosity which will lead them to pursue knowledge for its own sake. They will continue to pursue learning in their careers and as they participate in the world. They will be capable of reflecting on their experiences and relationships with others and the environment, learning from them, and growing - personally, professionally and socially.
This graduate capability is supported by:
Our graduates will take with them the intellectual development, depth and breadth of knowledge, scholarly understanding, and specific subject content in their chosen fields to make them competent and confident in their subject or profession. They will be able to demonstrate, where relevant, professional technical competence and meet professional standards. They will be able to articulate the structure of knowledge of their discipline, be able to adapt discipline-specific knowledge to novel situations, and be able to contribute from their discipline to inter-disciplinary solutions to problems.
This graduate capability is supported by:
We want our graduates to be capable of reasoning, questioning and analysing, and to integrate and synthesise learning and knowledge from a range of sources and environments; to be able to critique constraints, assumptions and limitations; to be able to think independently and systemically in relation to scholarly activity, in the workplace, and in the world. We want them to have a level of scientific and information technology literacy.
This graduate capability is supported by:
Our graduates should be capable of researching; of analysing, and interpreting and assessing data and information in various forms; of drawing connections across fields of knowledge; and they should be able to relate their knowledge to complex situations at work or in the world, in order to diagnose and solve problems. We want them to have the confidence to take the initiative in doing so, within an awareness of their own limitations.
This graduate capability is supported by:
We want to develop in our students the ability to communicate and convey their views in forms effective with different audiences. We want our graduates to take with them the capability to read, listen, question, gather and evaluate information resources in a variety of formats, assess, write clearly, speak effectively, and to use visual communication and communication technologies as appropriate.
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As local citizens our graduates will be aware of indigenous perspectives and of the nation's historical context. They will be engaged with the challenges of contemporary society and with knowledge and ideas. We want our graduates to have respect for diversity, to be open-minded, sensitive to others and inclusive, and to be open to other cultures and perspectives: they should have a level of cultural literacy. Our graduates should be aware of disadvantage and social justice, and be willing to participate to help create a wiser and better society.
This graduate capability is supported by:
We want our graduates to be aware of and have respect for self and others; to be able to work with others as a leader and a team player; to have a sense of connectedness with others and country; and to have a sense of mutual obligation. Our graduates should be informed and active participants in moving society towards sustainability.
This graduate capability is supported by:
Assessment Tasks and the Unit Schedule have been modified.