- Class Number 9169
- Term Code 2960
- Class Info
- Unit Value 6 units
- Mode of Delivery In Person
- David Connery
- David Connery
- Class Dates
- Class Start Date 22/07/2019
- Class End Date 25/10/2019
- Census Date 31/08/2019
- Last Date to Enrol 29/07/2019
This course analyses the use of military power to achieve strategic objectives. It explores the major trends in the conduct of military operations from 1800 to today. It details the theoretical and historical underpinnings for the use of armed force, the relationship between strategy, operations and tactics, the evolution of command systems and practice, and the challenge of political-military relationships. Of interest to those seeking better understanding of force as an implement of national policy, the course is particularly appropriate for students considering government service or other positions involving national and international security matters.
Upon successful completion, students will have the knowledge and skills to:
Upon completion of this course, students should be able to:
1. Identify the major trends in the conduct of military operations from 1800 to the present day and articulate the fundamentals of the major operational theories developed during this period.
2. Articulate the relationship between strategy, operations and tactics.
3. Analyse the conduct of military operations and identify the role which command practice, command systems, logistics, technology, geography, the political-military interface, and inter-service and coalition relationships play in determining their outcome.
4. Conduct historical research and critically evaluate historical evidence.
5. Express themselves clearly and eloquently in a variety of formats.
Readings provided via Wattle
Participants without a strong background in this topic may wish to purchase a general text such as Baylis, Wirtz and Gray, Strategy in the Contemporary World (ed 6) 2018.
Staff FeedbackStudents will be given feedback in the following forms in this course:
- Written comments
- Verbal comments
- Feedback to the whole class, to groups, to individuals, focus groups
Student FeedbackANU is committed to the demonstration of educational excellence and regularly seeks feedback from students. Students are encouraged to offer feedback directly to their Course Convener or through their College and Course representatives (if applicable). The feedback given in these surveys is anonymous and provides the Colleges, University Education Committee and Academic Board with opportunities to recognise excellent teaching, and opportunities for improvement. The Surveys and Evaluation website provides more information on student surveys at ANU and reports on the feedback provided on ANU courses.
|Week/Session||Summary of Activities||Assessment|
|1||22 July - Course introduction/Military theory overview|
|2||29 July - Land Power|
|3||5 August - Sea Power|
|4||12 August - Aerospace Power||18 August (by 11:55 pm) -Reflective Journal Due (for sessions 1-4)|
|5||19 August - Information power and Case study: Falklands War as a joint operation|
|6||26 August - Civil-military Relations||Note - mid-semester break|
|7||16 September - Military Force in an Integrated Approach|
|8||23 September - Interventions and Outcomes: decision game; and 'Plans are worthless: planning is everything' (a very short introduction to joint planning)|
|9||14 October - Case study - Iraq's Wars||No lectures on 30 September and 7 October 11 October (by 11:55 pm) - Research essay due|
|10||19 October (Saturday 1000-1700) - Operational Planning exercise (Location TBA)|
|11||19 October (Saturday 1000-1700) - Operational Planning exercise (Location TBA)|
|12||21 October - War in the 21st Century||3 November (by 11:55 pm) - Outline Operational Plan Due 10 November (by 11:55 pm) - Reflective Journal Due (for sessions 5-9;12)|
|Assessment task||Value||Due Date||Return of assessment||Learning Outcomes|
|Part One Reflective Journal||10 %||18/08/2019||29/08/2019||1,2,3,4,5|
|Research essay||40 %||13/10/2019||04/11/2019||1, 2, 3, 4, 5|
|Operational Plan Outline||25 %||03/11/2019||14/11/2019||2, 3, 5|
|Part Two Reflective Journal||15 %||10/11/2019||19/11/2019||1,2,3,4,5|
|Participation and contribution to group learning||10 %||14/11/2019||19/11/2019||2, 4, 5|
* If the Due Date and Return of Assessment date are blank, see the Assessment Tab for specific Assessment Task details
PoliciesANU has educational policies, procedures and guidelines, which are designed to ensure that staff and students are aware of the University’s academic standards, and implement them. Students are expected to have read the Academic Misconduct Rule before the commencement of their course. Other key policies and guidelines include:
- Student Assessment (Coursework) Policy and Procedure
- Special Assessment Consideration Policy and General Information
- Student Surveys and Evaluations
- Deferred Examinations
- Student Complaint Resolution Policy and Procedure
Assessment RequirementsThe ANU is using Turnitin to enhance student citation and referencing techniques, and to assess assignment submissions as a component of the University's approach to managing Academic Integrity. For additional information regarding Turnitin please visit the ANU Online website Students may choose not to submit assessment items through Turnitin. In this instance you will be required to submit, alongside the assessment item itself, hard copies of all references included in the assessment item.
Moderation of AssessmentMarks that are allocated during Semester are to be considered provisional until formalised by the College examiners meeting at the end of each Semester. If appropriate, some moderation of marks might be applied prior to final results being released.
Assessment Task 1
Learning Outcomes: 1,2,3,4,5
Part One Reflective Journal
Each of the teaching sessions will be centred on key themes of the course. In turn, for each session, with the exception of the operational planning exercise, a series of questions will be posed. Questions (called 'focus questions') will be available approximately two weeks prior to the relevant teaching session.
In the reflective journal, you are expected to provide a) an initial answer to one of the key questions based on your reading and own thinking and b) a revised answer to the same one question based on the knowledge gained during the teaching session. You should provide a minimum of 100 words for (a) and (b) each.
The purpose of this journal is for you to engage with the core issues of the course by drawing upon a variety of resources in the sessions' readings, lectures and interaction with your classmates during group work.
For Part One - Reflective Journal you need to submit responses for teaching sessions 1-4.
The journal will be submitted via Wattle/Turnitin by 11:55 pm (2355 hours) on 18 August. Each student will receive individual feedback via that medium. The essays will be returned to students several weeks after submission.
Assessment Task 2
Learning Outcomes: 1, 2, 3, 4, 5
Students are required to write a 3600 (+/- 10%) word research essay on a topic provided on the STST8052 Wattle site.
Essays are to be accompanied by a 300-400 word executive summary in which students communicate their key points in a manner suitable for a non-academic, policy-focused audience (for clarity, essay plus executive summary = 4000 words). The summary must be clearly indicated and appear on a separate page before the essay proper. The executive summary will constitute 10% of the overall mark for the essay. The other 90% will come from the essay that will be marked as a separate, self-contained document. Essays lacking a summary will receive zero marks for the 10% component. Executive summaries will be assessed on the basis of:
- A clear writing style suitable for the intended audience -students are to assume they are writing for an interested government minister or senior public servant;
- Within the allocated range for word length.
- The ability to summarise and communicate the key features of the essay; and
- A clear explanation of the significance of the essay's analysis.
The intent of this assessment is to have students delve deeper into the theories, issues, and case studies discussed in the classroom. Its aim is to illustrate the factors that determine the character of military operations and their outcomes including the relevance and application of doctrine; selection and sequencing of objectives; and role of inter-service, multinational, and broader participation.
Students are reminded that this is an exercise in analysis not description. The requirement is to examine, evaluate, and explain – to mount an argument and not simply describe.
The essay will be submitted via Wattle/Turnitin by 11:55 pm (2355 hours) on 13 October. Each student will receive individual feedback via that medium. The essays will be returned to students several weeks after submission.
Assessment Task 3
Learning Outcomes: 2, 3, 5
Operational Plan Outline
Students will be required to submit a written version of the outline plan developed by their group during the operational planning exercise on 19 October. Students are expected to revise the plan to reflect the critique and questions arising from their group's brief but should not undertake a complete re-design. Students will be provided with the required format for the outline plan on the day of the exercise.
The plans will be submitted via Wattle/Turnitin by 11:55 pm (2355 hours) on 3 November, and the grades and feedback released via that means. The results will be available several weeks after the pieces are submitted.
Assessment Task 4
Learning Outcomes: 1,2,3,4,5
Part Two Reflective Journal
Each of the teaching sessions will be centred on key themes of the course. In turn, for each session, with the exception of the operational planning exercise, a series of questions will be posed. Questions (called 'focus questions') will be available approximately two weeks prior to the related teaching session. In the reflective journal, you are expected to provide a) an initial answer to one of the key questions based on your reading and own thinking and b) a revised answer to the same one question based on the¯knowledge gained during the teaching session. You should provide a minimum of 100 words for (a) and (b) each.
The purpose of this journal is for you to engage with the core issues of the course by drawing upon a variety of resources, the sessions' readings, lectures and interaction with your classmates during group work.
For Part Two - Reflective Journal you need to submit for teaching sessions 5-9;12.
Due 10 November 2018 by 2355 (11:55 pm).
Assessment Task 5
Learning Outcomes: 2, 4, 5
Participation and contribution to group learning
Classroom discussion is central to the teaching style of this course. Masters-level students are expected to engage with the material presented by their lecturers, in the readings, and by their peers. Although the size of the course dictates that some content be delivered by lectures, time will also be allocated for questions, discussion, and group activities. Students should thus ensure they have prepared for each session. A mark will be awarded to recognise students’ contributions in class.The course also features a planing activity in which students will work in small groups and deliver a briefing. Students will be assessed on their level of preparedness and participation for each activity, the clarity and relevance of their contributions, and their collaboration with and consideration of their peers.
Academic IntegrityAcademic integrity is a core part of our culture as a community of scholars. At its heart, academic integrity is about behaving ethically. This means that all members of the community commit to honest and responsible scholarly practice and to upholding these values with respect and fairness. The Australian National University commits to embedding the values of academic integrity in our teaching and learning. We ensure that all members of our community understand how to engage in academic work in ways that are consistent with, and actively support academic integrity. The ANU expects staff and students to uphold high standards of academic integrity and act ethically and honestly, to ensure the quality and value of the qualification that you will graduate with. The University has policies and procedures in place to promote academic integrity and manage academic misconduct. Visit the following Academic honesty & plagiarism website for more information about academic integrity and what the ANU considers academic misconduct. The ANU offers a number of services to assist students with their assignments, examinations, and other learning activities. The Academic Skills and Learning Centre offers a number of workshops and seminars that you may find useful for your studies.
Online SubmissionThe ANU uses Turnitin to enhance student citation and referencing techniques, and to assess assignment submissions as a component of the University's approach to managing Academic Integrity. While the use of Turnitin is not mandatory, the ANU highly recommends Turnitin is used by both teaching staff and students. For additional information regarding Turnitin please visit the ANU Online website.
Hardcopy SubmissionFor some forms of assessment (hand written assignments, art works, laboratory notes, etc.) hard copy submission is appropriate when approved by the Associate Dean (Education). Hard copy submissions must utilise the Assignment Cover Sheet. Please keep a copy of tasks completed for your records.
Late SubmissionNo submission of assessment tasks without an extension after the due date will be permitted. If an assessment task is not submitted by the due date, a mark of 0 will be awarded. OR Late submission of assessment tasks without an extension are penalised at the rate of 5% of the possible marks available per working day or part thereof. Late submission of assessment tasks is not accepted after 10 working days after the due date, or on or after the date specified in the course outline for the return of the assessment item. Late submission is not accepted for take-home examinations.
Referencing RequirementsAccepted academic practice for referencing sources that you use in presentations can be found via the links on the Wattle site, under the file named “ANU and College Policies, Program Information, Student Support Services and Assessment”. Alternatively, you can seek help through the Students Learning Development website.
Extensions and PenaltiesExtensions and late submission of assessment pieces are covered by the Student Assessment (Coursework) Policy and Procedure The Course Convener may grant extensions for assessment pieces that are not examinations or take-home examinations. If you need an extension, you must request an extension in writing on or before the due date. If you have documented and appropriate medical evidence that demonstrates you were not able to request an extension on or before the due date, you may be able to request it after the due date.
Distribution of grades policyAcademic Quality Assurance Committee monitors the performance of students, including attrition, further study and employment rates and grade distribution, and College reports on quality assurance processes for assessment activities, including alignment with national and international disciplinary and interdisciplinary standards, as well as qualification type learning outcomes. Since first semester 1994, ANU uses a grading scale for all courses. This grading scale is used by all academic areas of the University.
Support for studentsThe University offers students support through several different services. You may contact the services listed below directly or seek advice from your Course Convener, Student Administrators, or your College and Course representatives (if applicable).
- ANU Health, safety & wellbeing for medical services, counselling, mental health and spiritual support
- ANU Diversity and inclusion for students with a disability or ongoing or chronic illness
- ANU Dean of Students for confidential, impartial advice and help to resolve problems between students and the academic or administrative areas of the University
- ANU Academic Skills and Learning Centre supports you make your own decisions about how you learn and manage your workload.
- ANU Counselling Centre promotes, supports and enhances mental health and wellbeing within the University student community.
- ANUSA supports and represents undergraduate and ANU College students
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Military theory, national security