• Class Number 4731
  • Term Code 3150
  • Class Info
  • Unit Value 6 units
  • Mode of Delivery In Person
    • Jessie Moritz
    • Jessie Moritz
  • Class Dates
  • Class Start Date 21/06/2021
  • Class End Date 23/07/2021
  • Census Date 02/07/2021
  • Last Date to Enrol 20/06/2021
SELT Survey Results

This intensive course is designed to acquaint students with some of the more important problems, concepts and ideas related to the process of transformation of the Middle Eastern political economies. While paradigms of sustainable economic growth and equitable distribution of wealth will be among the central concerns of the course, its scope will be much broader, dealing with the fundamental questions of where these societies are headed, by which paths, and with what human consequences.

The course will combine theoretical and comparative approaches to change in the Middle East with the advancement of empirical knowledge concerning individual experiences of the Arab states, Iran, Israel, Turkey, and Afghanistan. In discussing what constitutes ‘development’ and how it can be measured, various currents in contemporary discourse about development (or in reaction against development) will be examined, using Western and indigenous perceptions. The course will seek to integrate the themes of globalisation, the emergence of new social movements, crises of rentierism and corporatism, and neo-patriarchy into the narrative of change in the Middle East.

Learning Outcomes

Upon successful completion, students will have the knowledge and skills to:

  1. interpret global challenges faced by the world in general and the Middle East in particular;
  2. assess the experiences of Middle Eastern states and societies with "development" and the implications of economic adjustment for communities at the meso- and micro-level;
  3. re-evaluate the concepts and theories contained within the existing "development" and "modernisation" frameworks;
  4. analyse scholarly criticism of developmentalism, both from within the field of development studies, and from outside it; and
  5. examine critically the praxis of development based on the Washington Consensus and neo-liberalism.

Research-Led Teaching

This is a research-led course, in which the curriculum draws from the course convenor’s own research interests, and students are asked to participate in research and critical thinking activities throughout the course. During seminars, students are expected to consider diverse perspectives and collaboratively explore their understanding of topical issues in Middle East development. The assessments support student engagement with the academic literature, and with original research.


The course encourages students to not only accumulate new knowledge, but also to evaluate how that research was created. Students are specifically encouraged to consider the impact of different intellectual traditions on contemporary literatures (i.e. how the historical development of the discipline has shaped contemporary research debates), and on how various foreign policy and national interest priorities have influenced the type of research pursued in Middle East Studies. Course readings incorporate different methodological and ontological approaches, and are interdisciplinary, drawing from political science, economic history, development studies, sociology, area studies, and international relations, among others. The final section of the last workshop is left open so that students can select contemporary case studies relevant to the themes of the course; students also participate in selecting the readings for that session, and run the seminar themselves, with minimal involvement from the course convenor, drawing on the knowledge they have built up during the course.

Additional Course Costs

None expected

Examination Material or equipment

There is no examination in this course.

Required Resources

No required resources

This is an intensive course. It assumes only basic background knowledge of the Middle East, however we will rapidly turn to detailed case studies of development in the region. Students with no background knowledge are advised to consult a textbook on Middle East politics or development history before commencing the course. Some books to consult include:


·          On Middle Eastern politics in general: Beverley Milton-Edwards, Contemporary Politics in the Middle East (Cambridge: Polity Press, 2006, 2nd Edn);

·          On modern Middle Eastern history: Albert Hourani, A History of the Arab Peoples, (London: Faber and Faber, 1991) or Peter Mansfield, A History of the Middle East (London: Penguin, various edns);

·          On Middle Eastern political economy and development: Clement M. Henry and Robert Springborg, Globalization and the Politics of Development in the Middle East, 2nd Ed. (Cambridge: Cambridge University Press, 2010).


Students are strongly encouraged to keep up to date with relevant journals on the Middle East, including The Middle East Journal, International Journal of Middle East Studies, Middle Eastern Studies, Middle East Policy, Arab Studies Quarterly, Middle East Report, Journal of Arabian Studies, Journal of Palestine Studies, Journal of North African Studies, and International Journal of Contemporary Iraqi Studies. All of these routinely have articles on political economy and development issues that are of use for weekly seminar preparation and essay research.


Broader political science and international relations journals are also useful, especially Foreign Affairs, Third World Quarterly, Journal of Developing Societies, World Development, Development and Change, The Washington Quarterly, Survival, International Affairs, and International Organization, among others.


Dedicated news magazines on the region include The Middle East magazine (available through Proquest) and Middle East Economic Digest (available through Factiva). The Economist, while a broader business publication, is often of use as well.

The ANU library has specially purchased access to Gulf States News, a political risk consultancy focused on the Arabian Peninsula, Iraq and Iran. It includes up-to-date analysis on the most recent events in the region, as well as overview of royal family politics, business families, and other key political actors. Access GSN here: http://www.gsn-online.com/

Staff Feedback

Students will be given feedback in the following forms in this course:

  • written comments
  • verbal comments

Student Feedback

ANU 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.

Other Information

Please refer to Wattle for weekly reading lists, further assessment details, and course announcements.

Workshop (contact teaching) dates for 2021: 21, 23, 25, 28, 30 June and 2 July, ie Monday, Wednesday, Friday, 9am – 1pm. There are no in-person activities for this course beyond these workshops and optional student constulations to discuss and develop your extended policy brief.

Class Schedule

Week/Session Summary of Activities Assessment
1 Introduction to the course and Historical development of the Middle East to 1945 Monday 21 June, 9am - 1pm
2 Economic development strategies: State-led development and state capitalism (1950s-1960s) Economic liberalisation (1970s-present) Wednesday 23 June, 9am - 1pm Presentations start and continue throughout seminars
3 Development in the oil-rich, globalised Gulf Friday 25 June, 9am - 1pm
4 Environmental and sustainable development in the Middle East Monday 28 June, 9am - 1pm Short Policy Brief due 4pm Monday 28 June 2021
5 Demography and systemic issues: youth bulges, gender issues, unemployment, and corruption Wednesday 30 June, 9am - 1pm
6 Development during political crises: the post-Arab Spring Environment & Course Conclusion Friday 2 July, 9am - 1pm Extended policy brief due Thursday 22 July 2021

Assessment Summary

Assessment task Value Due Date Learning Outcomes
Short Policy Brief 35 % 28/06/2021 1,2,3,4,5
Oral Presentation 15 % * 1,2,3
Extended Policy Brief 50 % 22/07/2021 1,2,3,4,5

* If the Due Date and Return of Assessment date are blank, see the Assessment Tab for specific Assessment Task details


ANU 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:

Assessment Requirements

The 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 Academic Integrity . In rare cases where online submission using Turnitin software is not technically possible; or where not using Turnitin software has been justified by the Course Convener and approved by the Associate Dean (Education) on the basis of the teaching model being employed; students shall submit assessment online via ‘Wattle’ outside of Turnitin, or failing that in hard copy, or through a combination of submission methods as approved by the Associate Dean (Education). The submission method is detailed below.

Moderation of Assessment

Marks 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.


This is an intensive course, and attendance at workshops is compulsory. Lecture slides or notes will be posted on Wattle, but students who do not attend seminars may be disadvantaged, and no special consideration will be given to students who have disadvantaged themselves by not attending classes.


There is no examination in this course

Assessment Task 1

Value: 35 %
Due Date: 28/06/2021
Learning Outcomes: 1,2,3,4,5

Short Policy Brief

·           The Short Policy Brief is due no later than 4pm on Monday June 28 2021

·           It must be on a topic selected from the list supplied during the first seminar on Wattle.

·           It should be 1,500 words in length (with 10% leeway).

·           It will count for 35% of the total course assessment and final mark.

·           The paper will be assessed against one or more of Learning Outcomes 1, 2, 3, 4 or 5, and will be assessed on (in descending order of importance):

—    Whether and how well the question is answered;

—    Whether and how well an argument is presented;

—    The factual accuracy of the brief;

—    The depth and sophistication of research demonstrated in the brief;

—    Whether academic conventions have been followed; and

—    The technical quality of the paper.

·           The paper should be submitted via the link provided on Wattle.

·           Written comments will be provided on the paper as quickly as possible following submission.

Assessment Task 2

Value: 15 %
Learning Outcomes: 1,2,3

Oral Presentation

·           Students will each make a short oral presentation of roughly 15 minutes (the exact style is flexible), introducing an aspect of the seminar’s topic or looking in detail at one or more readings for it. The aim of the presentation is to encourage active involvement in seminar discussions and as practice in collating and synthesising sets of arguments from the reading.

·           The presentation will test students on at least one of the five ‘Specific Learning Outcomes’.

·           It will be assessed against one or more of Learning Outcomes 1, 2, 3, 4 or 5, and will be assessed on (in descending order of importance):

—    Whether and how well the agreed topic is handled or question is answered;

—    Whether and how well an argument is made and sustained;

—    The factual accuracy of the presentation;

—    The amount and sophistication of thought demonstrated; and

—    The technical quality of the presentation.

·           It will count for 15% of the total course assessment and final mark.

·           Further advice will be provided, and sign-up for the presentations done, in the first workshop session.

·           Students may request oral feedback on the assessment one week following their presentation.

Assessment Task 3

Value: 50 %
Due Date: 22/07/2021
Learning Outcomes: 1,2,3,4,5

Extended Policy Brief

·           The final extended policy brief will be due 4pm on Thursday July 22 2021.

·           The brief will provide an extended analysis of one or several of the themes from your short policy brief and draw on the feedback you received for that assessment.

·           Students are encouraged to set consultation times with the course convenor after workshop sessions have ended to discuss and further develop their extended policy brief

·           It should be 4,000 words in length (with 10% leeway).

·           It will count for 50% of the total course assessment and final mark.

·           The paper will be assessed against one or more of Learning Outcomes 1, 2, 3, 4 or 5, and will be assessed on (in descending order of importance):

—    Whether and how well the question is answered;

—    Whether and how well an argument is presented;

—    The factual accuracy of the paper;

—    The depth and sophistication of research demonstrated in the paper;

—    Whether academic conventions have been followed; and

—    The technical quality of the paper.

·           No written feedback will be provided on the extended policy brief, however students may request to see a copy of their assessment once final grades have been released.

Academic Integrity

Academic integrity is a core part of the ANU culture as a community of scholars. At its heart, academic integrity is about behaving ethically, committing to honest and responsible scholarly practice and upholding these values with respect and fairness.

The ANU commits to assisting all members of our community to 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 be familiar with the academic integrity principle and Academic Misconduct Rule, 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 Academic Misconduct Rule is in place to promote academic integrity and manage academic misconduct. Very minor breaches of the academic integrity principle may result in a reduction of marks of up to 10% of the total marks available for the assessment. The ANU offers a number of online and in person services to assist students with their assignments, examinations, and other learning activities. Visit the Academic Skills website for more information about academic integrity, your responsibilities and for assistance with your assignments, writing skills and study.

Online Submission

You will be required to electronically sign a declaration as part of the submission of your assignment. Please keep a copy of the assignment for your records. Unless an exemption has been approved by the Associate Dean (Education) submission must be through Turnitin.

Hardcopy Submission

For 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

Individual assessment tasks may or may not allow for late submission. Policy regarding late submission is detailed below:

  • Late submission permitted. 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 Requirements

Accepted 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.

Returning Assignments

Feedback on written work as specified in the assessment overviews above will be available via Turnitin. Students may request oral feedback on their presentation one week following their presentation date.

Extensions and Penalties

Extensions and late submission of assessment pieces are covered by the Student Assessment (Coursework) Policy and Procedure. Extensions may be granted 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.

Resubmission of Assignments

There is no scope for resubmission of assigments in this course.

Privacy Notice

The ANU has made a number of third party, online, databases available for students to use. Use of each online database is conditional on student end users first agreeing to the database licensor’s terms of service and/or privacy policy. Students should read these carefully. In some cases student end users will be required to register an account with the database licensor and submit personal information, including their: first name; last name; ANU email address; and other information.
In cases where student end users are asked to submit ‘content’ to a database, such as an assignment or short answers, the database licensor may only use the student’s ‘content’ in accordance with the terms of service – including any (copyright) licence the student grants to the database licensor. Any personal information or content a student submits may be stored by the licensor, potentially offshore, and will be used to process the database service in accordance with the licensors terms of service and/or privacy policy.
If any student chooses not to agree to the database licensor’s terms of service or privacy policy, the student will not be able to access and use the database. In these circumstances students should contact their lecturer to enquire about alternative arrangements that are available.

Distribution of grades policy

Academic 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 students

The 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).

Jessie Moritz

Research Interests

Political economy of the Middle East; Energy politics; Gulf studies, especially politics, state-society relations, political economy, and international relations in the Gulf; international relations in the Middle East; political mobilisation, opposition formation, and conflict in the Middle East; political economy of oil; country interests in particular in the Gulf states, Iraq, Libya, Syria, Jordan.

Jessie Moritz

By Appointment
By Appointment
Jessie Moritz

Research Interests

Jessie Moritz

By Appointment
By Appointment

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