- Class Number 5587
- Term Code 3160
- Class Info
- Unit Value 6 units
- Mode of Delivery In Person
- AsPr Garth Pratten
- AsPr Garth Pratten
- Class Dates
- Class Start Date 26/07/2021
- Class End Date 29/10/2021
- Census Date 14/09/2021
- Last Date to Enrol 02/08/2021
- Geraint Schmidt
- OSCAR PARRA
- Dr Peter Lee
- Sylvia Laksmi
Asia's economic rise has benefited Australian immensely in commercial terms. From a security perspective, however, it presents a raft of potentially significant dilemmas. This course examines the immense promise and potential strategic pitfalls that confront Australia at the dawn of the so-called Asian century. Questions to be examined in this course include: might Australia be forced to make a choice between its leading trading partner China and its closest security ally the United States if and when strategic competition deepens between these two regional heavyweights? What alternative security arrangements might Australia seek as the relative strategic weight of its American ally declines in the face of Asia's rise? How might Australia compensate for the fact that it might no longer be able to maintain a clear military technological edge over many of its increasingly prosperous Southeast Asian neighbours? And will Australia be forced to cede ground in its own South Pacific sphere of influence as Asia's great powers become increasingly interested and engaged in this part of the world?
Upon successful completion, students will have the knowledge and skills to:
- To provide course members with a greater empirical understanding of the range of national security challenges confronting Australia at the dawn of the so-called 'Asian century', both through the material delivered in lectures, as well as via the reading material assigned.
- To provide course members with a series of analytical frameworks for better understanding the complexities of the national security challenges confronting Australia at the dawn of the Asian century.
- To assist course members with developing the skills required to clearly and confidently articulate their ideas regarding Australia's national security challenges in the Asian century through in-class discussions, a variety of written assessments and tutorial based activities.
Additional Course Costs
There is no essential preliminary reading for this course, but you are encouraged to explore these books before we start:
· Dean, Fruehling and Taylor [eds.] Australia’s Defence: Towards a new Era? Melbourne: Melbourne University Press 2014
· Gyngell, Alan. Fear of Abandonment: Australia in the world since 1942, Melbourne: Black Inc 2017.
It would also be a great idea—if you are not doing so already—to read the Lowy Interpreter http://www.lowyinterpreter.org/ and ASPI Strategist http://www.aspistrategist.org.au/ blogs regularly.
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.
|Summary of Activities
|Australia's security in the Asian Century
|In addition to addressing important administrative issues, this session will frame the course. How have notions of Australia's security changed over time, and how have these been shaped by its often awkward relationship with Asia. What is understood by this notion of an 'Asian Century' and what are the common interpretations of its implications for Australia.
|Making Australian Security Policy in the Asian Century
|When we speak about 'Australia's security' what do we mean? Security for whom? Against what? Achieved by which means? How is security defined in government and how are decisions made about priorities? The session explores the process of making security policy and the government apparatus responsible.
|Strategic Context: US-China - A new Cold War?
|Australia's security in the contemporary international environment cannot be viewed without reference to the great power competition between the United States and China. References to Australia being caught between its largest trading partner and its most powerful ally have become cliched, but that does not make them any less true. This session examines the implications of United States-China relations for Australia's security and potential policy avenues to address them.
|Power: Northeast Asia
|The economic and military rise of Northeast Asia initially defined Australian thinking about the ‘Asian Century.’ Australia's economic prosperity is intertwined with China, Japan, and South Korea, which account for our three largest export markets. Ensuring peace and stability in Northeast Asia has thus been a key priority of Australian policy makers for decades. This session explores how Australia has responded to the region’s changing security landscape, where North Korea's nuclear program, China’s military build-up, Russia's resurgence, and multiple bilateral flashpoints threaten to spill over into conflict. It also looks at the ongoing value of Australia’s partnerships with Japan and South Korea in a more contested region.
|Proximity: Southeast Asia
|In security discourse, Australia has traditionally seen Southeast Asia in geo-strategic terms - simulataneously both a bridge between Australia and the Asian mainland and a barrier between the two to be defended. Its narrow waterways, similarly, join the Indian and Pacific Oceans; they can be used to enable maritime commerce, or to shut it down. Australia thus views a stable, friendly Southeast Asia as vital to its interests and recent policy initiatives aim at fostering states resilient to coercion but open to cooperation. With this aim in mind, this session will explore how well Australia understands the security dynamics of a region embracing ten very diverse countries.
|Australia has long considered the island states of the southern Pacific a sphere of influence. This attitude is seen by some as neo-colonialism, by others as a prudent strategy of denial, and by others as benevolent development. In recent times Australia has perceived itself to be in direct competition with China in the region. This session explores how the Pacific islands have featured in discourses of Australian security and assesses the much-vaunted 'Pacific Step-up' as an act of security policy.
|"Shape, deter, respond": The role, structure and capability of the Australian Defence Force
|Historically, the chief instrument of Australian security has been its armed forces. The end of prolonged commitments to Iraq and Afghanistan, the increasing use of the Australian Defence Force (ADF) for non-warlike contingencies, and increasing tensions in Asia have led to debate over the role, structure, capability and even culture of the ADF. This session will examine the context and content of these debates. In the contemporary security environment what should the ADF be equipped to do?
|"This threat is significant, and it’s not going away": Domestic Security
|In his 2021 threat assessment the Director General of ASIO noted that the domestic threat to Australian security is 'significant, and it's not going away'. This session will examine the context of this judgement: what groups and phenomena are considered to be internal security threats, what measures has Australia taken to respond, and are these in keeping with notions of Australian democracy?
|Climate change, pandemics and other disasters
|The responses to disease, extreme weather and other natural disasters have traditionally been considered part of the human security agenda - conducted in pursuit of human dignity rather than protecting the strength of the state. The dire prognosis of climate change, the increasing destructiveness of natural disasters, the sheer scale of the COVID pandemic, and the associated human and economic consequences have resulted in a confluence of the traditional and non-traditional security agendas. This session will examine the way in which such challenges are being incorporated into the discourse of national security, and with what effect.
|Geo-economics and resource security
|A defining feature of the modern world is its economic interdependence. Once seen as providing scope for international cooperation the global economy has become another domain of great power competition. As an open, trade dependent economy, Australia is vulnerable to both economic and security risks associated with such competition. This session examines how Australia is coping with geo-economic competition, the new security challenges this presents, and potential options to address them.
|Technology and New Frontiers in Security
|This session examines the current and potential effect of rapidly evolving technology, and new arenas of competition and possibly conflict, on Australia's security. The topics is will embrace include the cyber sphere, artificial intelligence and robotics, the fourth industrial revolution, and the renewed space race.
|Managing Security Risk into the Future
|This session will draw together the major themes of the course and challenge students to reflect on how secure Australia is today and whether it will be more or less secure in the thirty years ahead to 2050. With multiple potential threats and potential avenues for mitigating and addressing them, what choices should Australia make?
Via Wattle site. Tutorial registrations will close at the end of the first week of semester, and commence in the second week of semester.
|Return of assessment
|Contribution to Peer Learning
|Historical Document Assessment
|Security Threat Assessment Exercise
* 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:
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
Contribution to Peer Learning
This is assessment is more than a simple attendance mark. It does, however, contain an attendance component. The first 50% of the mark is for attendance. Attendance at one tutorial will earn 4.54% up to 50% for all eleven. Legitimate (beyond a student's control), documented absences, communicated in writing to the tutor will be counted for this component of the mark. Except in exceptional circumstances, work-related absences will not count - there is sufficient choice in tutorial times for students to manage work requirements.
The second 50% of the mark will be determined by students' participation in class, in effect their contribution to each other's learning, and the manner in which they conduct themselves; tutorials for this course will encourage curiosity, inclusivity, and respect.
Assessment Task 2
Learning Outcomes: 1,2,3
Historical Document Assessment
In this assessment students will be provided a selection of historical Australian security policy documents, which they will be required to compare in order to identify changes in Australia's security discourse across time.
Word Limit: 2,000 words
Assessment Task 3
Learning Outcomes: 1,2,3
Students will complete a fully-referenced research essay on their choice of topic from a list of five provided by the convenor.
Word Limit: 2,000 words
Assessment Task 4
Learning Outcomes: 1,2,3
Security Threat Assessment Exercise
Students will be required to complete a security threat assessment using knowledge gained from the course to weigh up the liklihood, consequences and policy implications of several potential threats to Australian security. They will be provided a format for this task.
Length: 1,500 words
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 is 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
Associate Professor Pratten's profile and research interests can be found here: https://researchprofiles.anu.edu.au/en/persons/garth-pratten
AsPr Garth Pratten
AsPr Garth Pratten
Dr Peter Lee