- Class Number 2476
- Term Code 3130
- Class Info
- Unit Value 6 units
- Mode of Delivery In Person
- Greg Raymond
- Greg Raymond
- Class Dates
- Class Start Date 22/02/2021
- Class End Date 28/05/2021
- Census Date 31/03/2021
- Last Date to Enrol 01/03/2021
- Dr Andrew Carr
- Dr Iain Henry
- AsPr Jochen Prantl
- Dr Michael Finch
Is war likely between global powers the United States and China? Could we see a nuclear conflict in the next decade? Is terrorism still a serious security risk? Should we see climate change as a security challenge?
To answer these questions this course introduces its members to the foundations of the concept of 'security' and then applies them to contemporary case studies to illustrate their relevance. By focussing on both traditional and non-traditional security issues, the course seeks to provide students with analytical frameworks and the empirical basis for better understanding the complexity of contemporary security issues.
Together with STST1003, STST1001 is designed to provide the foundation for the later-year courses in the Bachelor of International Security program which will look in greater depth at the international, internal and transnational security challenges facing Australia, the Asia-Pacific region and the globe.
Upon successful completion, students will have the knowledge and skills to:
- Demonstrate knowledge of the concept of security and the diverse range of traditional and non-traditional security challenges facing the Asia-Pacific;
- Identify and explain the core analytical and empirical frameworks that are required for undertaking more in-depth analysis of international security challenges covered in later-year courses;
- Employ written and oral communication skills to clearly and confidently articulate your ideas about international security; and
- Reflect critically on the key security issues arising in the ‘Asian Century’.
Joanne Wallis and Andrew Carr (eds.) Asia-Pacific Security: An Introduction, Georgetown: Georgetown University Press, 2016.
Alan Collins (ed.), Contemporary Security Studies, ed., 4th edition, Oxford: Oxford University Press, 2016.
John Baylis, et al. (eds.), Strategy in the Contemporary World, 6th edition, Oxford: Oxford University Press, 2018.
John Baylis, et al. (eds.), The Globalization of World Politics, 7th edition, Oxford: Oxford University Press, 2016.
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||Introduction to security studies/academic skills||Tutorial: What does it mean to study security and how do we go about it?|
|2||War, conflict and the state||Tutorial: States make war. But is war necessary to make the state?|
|3||Canberra Day Holiday||No tutorial|
|4||Causes of interstate war||Tutorial: Why do states go to war? Do arms races cause wars?|
|5||Power in international relations||Tutorial: What is power in international relations and how do we measure it?|
|6||Law and institutions||Tutorial: Do international law and institutions matter in international security?|
|9||Realist theory||Tutorial: Does the distribution of power explain everything we need to know in international security?|
|10||ANZAC Day Public Holiday||No tutorial|
|11||Constructivist theory||Tutorial: Can culture, identity and norms help understand international politics?|
|12||Liberalism and Democratic Peace Theory||Tutorial: Does the spread of democracy and free trade guarantee peace?|
|13||Geoeconomics||Tutorial: Does the contemporary shift in global power signal the end of the liberal world order and the rise of geoeconomics?|
|14||Human security theory, cosmopolitanism and gender in security studies||Tutorial: Do we need to look beyond the state in thinking about security?|
|15||Climate change and environmental security||Tutorial: Do our current security paradigms allow us to comprehend massive environmental security challenges like climate change?|
Please register for tutorials via the course Wattle site
|Assessment task||Value||Due Date||Return of assessment||Learning Outcomes|
|Short Essay||20 %||26/03/2021||16/04/2021||1, 3, 4|
|Long Essay||40 %||06/05/2021||07/05/2021||1, 2, 3, 4|
|Tutorial participation||10 %||05/06/2021||10/06/2021||1, 2, 3, 4|
|Final exam||30 %||09/06/2021||*||1, 2, 3, 4|
* 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.
There will be a final take-home exam. The time and date of that exam will be published by the Examinations Office closer to the exam period.
Assessment Task 1
Learning Outcomes: 1, 3, 4
Choose a war or lethal conflict from the twentieth or twenty-first century, and analyse it to write a 1000 word essay
that explains the main cause(s) of the conflict through detailed reasoning and argument. You should also address
the following questions:
– Who were (are) the key actors?
– What were (are) their goals?
– If the conflict has ended, how did it end? If it is still continuing, present your reasoned views on how it
might end or be brought to a close.
Assessment Task 2
Learning Outcomes: 1, 2, 3, 4
You are required to write a 3000 word research essay that addresses one of the following questions:
Focusing on the rise of China is a distraction. Climate change represents a greater long term threat to humanity. Discuss.
‘War between major powers is now unlikely because the consequences would be so catastrophic.' Discuss, with a specific focus on the Asia-Pacific.
The Thucydides Trap means that war between the United States and China is inevitable. Discuss.
The French historian Ernest Renan said that forgetting was integral to the invention of a nation while Niccolo Machiavelli noted that all just enterprises are built on a crime. Were they right? Discuss with reference to state-building in the Asia Pacific.
‘Poverty, civil war, and weak capacity to enforce law and order are a still a genuine threat to security for many states in Australia's neighbourhood’. Discuss with reference to one Southeast Asian and one Pacific example.
‘ASEAN's failure to stop China's South China Sea expansion proves that realist approaches are the most useful for understanding Asia Pacific security’. Discuss with reference to at least one other security paradigm you have studied.
'The rules-based global order has never been more than a power-based global order favouring Western states.’ Discuss with reference to both recent events and past history.
Peace in Southeast Asia has largely been maintained since the end of the Cold War, despite steadily increasing defence spending. Discuss this statement by using one of the security theories.
Select one of the main approaches to security (Realism, Liberalism, Constructivism) and evaluate the strengths and weaknesses of that approach.
Do multilateral organisations play an important role in Asia-Pacific security?
What is human security? Is it a practical approach?
Why is gender an under-rated variable in security?
What roles do middle powers play in regional security in the Asia-Pacific?
What are the differences between ‘old wars’ and ‘new wars’? Do you think new wars are fundamentally different from ‘old wars’?
‘Globalisation has finished, the liberal world order is over and the era of geoeconomics has begun.’ Discuss with relation to the rise of China.
‘World government may be the only solution to dealing with the security threat posed by climate change.’ Discuss using at least one security theory studied in this course.
Assessment Task 3
Learning Outcomes: 1, 2, 3, 4
Your tutor will mark your participation based on attendance and level of contribution to tutorial discussions.
Assessment Task 4
Learning Outcomes: 1, 2, 3, 4
– The test will consist of five short answer questions. You will need to write 250 word (approx.) answers to each question.
– You will not need to reference your answers.
– The test will assess your knowledge of the material covered in the course.
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 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
- PARSA supports and represents postgraduate and research students
My research is at the intersection of area studies and international relations, and aims to add depth to understanding of the dynamics of the Asia Pacific region by highlighting the importance of state preference and national identity. My work on strategic culture, collective memory and institutions focusses on the importance of culture, memory and the construction of history in Southeast Asia, and assessing its role in Southeast Asian defence planning and relations with Great Powers. As a Thai studies scholar, I also research the politics of Thailand and its relations with its neighbours. An emerging research area is the integration of the Mekong sub-region with southern China, which I am exploring through multiple lenses including physical connectivity, geoeconomics and sub-regional community.
Dr Andrew Carr
Dr Iain Henry
AsPr Jochen Prantl
Dr Michael Finch