This course examines Indonesia's foreign and security policy against the background of the country's decades-long, but still unfulfilled quest for a larger global role. As the nation with the fourth-largest population in the world, and as the third-largest democracy, Indonesia rightly aspires to expand its influence and have a greater say in international affairs. But both its foreign policy and its regional and international security policy have often been criticised as insufficient to achieve this goal. What, then, have been the hurdles to Indonesia's development into a key diplomatic and security actor? What have successive Indonesian presidents done to overcome these obstacles and increase Indonesia's international weight? How do Indonesia's neighbours, including Australia, view Indonesia's foreign and security potential, and its limitations? What is the most likely trajectory of Indonesia's foreign and security role in the decades ahead? How has the COVID-19 pandemic, which hit the country hard, influenced this trajectory?

In this course, we will investigate the questions outlined above, and evaluate Indonesia's status in the web of regional powers in the Asia-Pacific region. In doing so, we will also reflect on key theoretical and conceptual questions in regards to the sources of a country's diplomatic and strategic power. Indonesia, with its quickly growing economy but continuously weak military, is a highly suitable case study for investigations into what exactly constitutes political and security influence in today's global security system. 

Learning Outcomes

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

1. Possess a deep understanding of the historical and conceptual foundations of Indonesian foreign and security policy.
2. Possess knowledge of key concepts for analysing core issues of foreign and security policy. This will include understanding definitions of, among others, middle and great powers, realism, constructivism and democratic foreign policy.
3. Apply these concepts in analysing Indonesia's past and current foreign and security policy..
4. Conduct research independently and effectively, especially by identifying scholarly acceptable sources and materials.
5. Express themselves clearly and scholarly in verbal and written formats.

Research-Led Teaching

This course draws from more than two decades of research experience in Indonesia. The convener has studied Indonesian politics, and especially military politics, since the 1990s.

Field Trips

None.

Additional Course Costs

None.

Examination Material or equipment

The examination will be in the form of a take-home exam. Normal access to online and other resources is allowed.

Required Resources

Since some elements of this course are delivered online, a stable internet connection is recommended. However, students without such a stable connection are given the opportunity to submit written commentaries on the class readings in order to substitute for direct contributions in class.

Recommended Resources

While it will be sufficient to read the allocated articles each week, it would be useful for you to read Amitav Acharya's book on Indonesia's alleged rise as a global player. This course will critically question some of Archaya's theories, and thus is useful to serve as a contrasting point for many of the lectures.

The details of the book are: Amitav Acharya (2014) Indonesia Matters: Asia's Emerging Democratic Power Paperback, World Scientific Publishing.

Staff Feedback

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

+ written comment sheets on all writings (except take-home exam)

+ verbal feedback in class and consultation hours

+ for the take-home exam: marks announced on Wattle.

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.

Class Schedule

Week/Session	Summary of Activities	Assessment
1	21 FEBRUARY: Introduction In this lecture, we will discuss the basics of course administration, and briefly lay out its main themes. It is vital for students to attend this event and ask any questions they may have. Please read the CMS guide before class.
2	28 FEBRUARY: Concepts of Foreign and Security Policy In this class, we discuss key concepts of foreign and security policy. One of the key themes to be discussed in this context is that of “power”. What makes a state “powerful?” Is it a strong military? A big population? An effective economy? And further, what does it take for a state to be a small, middle or great power? All of these concepts will be used throughout the course in order to assess Indonesia’s status in world affairs. Required reading: Gideon Rose (1998). Neoclassical Realism and Theories of Foreign Policy, World Politics 51 (1): 144-172. Recommended reading: David A. Baldwin (1997). The Concept of Security, Review of International Studies 23 (1): 5-26
3	7 MARCH: The Foundations of Indonesian Foreign Policy, 1945-65 This lecture discusses the origins and foundations of Indonesian foreign policy. These are inspired by the principle idea of a “free and active” [bebas dan aktif] foreign policy, which is aimed at avoiding dependence on only one great power. During much of the revolution (1945-49), the democratic period (1950-57) and the early phase of Sukarno’S guided Democracy (1959-63), this policy was applied consistently. After 1963, however, Jakarta solidly aligned with communist Beijing, raising questions about the independence of its foreign policy. Required reading: Ide Anak Agung Gde Agung (1990). “The Basic Principles of Indonesia’s Foreign Policy”, in: Ide Anak Agung Gde Agung, Twenty Years Indonesian Foreign Policy, 1945-65. Yogyakarta: Duta Wacana University Press, 15-28. Recommended reading: Richard Mason (2010). Indonesia, the Cold War and Non-Alignment: Relations of the Early Indonesian Cabinets with the United States, 1950-52. Journal of International Studies 6: 15-36.
4	14 MARCH:: Indonesian Foreign Policy under the New Order, 1965-1998 This lecture focuses on the massive shift of Indonesia’s foreign policy towards the West after the military take-over in 1965. While never formally aligned, Indonesia remained a close partner of the West until 1990, when the end of the Cold War led to a deterioration in the relationship. At the end of Suharto’s rule, Indonesia’s foreign policy was once again “free and active”, with Suharto maintaining key friendships across the globe. Required reading: Michael R. Vatikiotis (1993). Indonesia's Foreign Policy in the 1990s, Contemporary Southeast Asia 14 (4): 352-367. Recommended reading: Rizal Sukma (1995). The Evolution of Indonesia's Foreign Policy: An Indonesian View, Asian Survey 35 (3): 304-315.	Since 14 March is a holiday, the lecture will be pre-recorded and posted online, so that students can watch it anytime before the tutorials. The date of the pre-recording will be announced in due course to allow students who wish to participate in the online recording of the lecture can do so. FIRST SHORT PAPER DUE 15 MARCH, 23.55.
5	21 MARCH: Indonesian Foreign Policy under Democracy, 1998-2021 In this lecture, we will explore how Indonesian policy was influenced by its democratization after 1998. While some authors say that being a democracy has changed Indonesia’s foreign policy, others believe that it has remained unchanged and still adheres to the “free and active” policy. Others again have claimed that Indonesian foreign policy has become more “Islamic”, reflecting the increasing influence of Muslim groups after democratization. In short, what exactly is “democratic” about Indonesia’s current foreign policy? Required reading: Jurgen Rueland (2017). Democratizing Foreign-Policy Making in Indonesia and the Democratization of ASEAN: A Role Theory Analysis. TRaNS 5(1): 49-73. Recommended reading: Donald E Weatherbee (2005). Indonesian Foreign Policy: A Wounded Phoenix, Southeast Asian Affairs 2005: 150-170.
6	28 MARCH: Instruments of Foreign Policy I: The Indonesian Economy This lecture will ask to what extent the Indonesian economy is (or has the potential to be) a major asset for Indonesian foreign policy makers. On the one hand, Indonesia’s large market and population make it attractive to other powers, but its consistent underperformance in the economic realm has thus far limited the economy’s ability to increase Indonesia’s foreign policy capacity. In the lecture, we look at Indonesia’s economy today, and assess its development trajectory in the next 30 years or so. In particular, we will assess the potential for Indonesia's economy to re-emerge from the COVID-19 crisis. Required reading: LPEM University of Indonesia (2021). Indonesia Economic Outlook 2022: The Slow Rush of Recovery, Jakarta: UI.. Recommended reading: Asep Suryahadi, Ridho Al Izzati & Athia Yumna (2021). The Impact of Covid-19 and Social Protection Programs on Poverty in Indonesia, Bulletin of Indonesian Economic Studies 57 (3): 267-296. .
7	18 APRIL: Essay Writing: Some Guidelines In this lecture (and in the tutorials), we will discuss essay writing guidelines in preparation for the research essay assignment.	Since 18 April is a holiday, the lecture will be pre-recorded and posted online, so that students can watch it anytime before the tutorials. The date of the pre-recording will be announced in due course to allow students who wish to participate in the online recording of the lecture can do so. SECOND SHORT PAPER DUE: 19 APRIL, 23.55
8	25 APRIL: Instruments of Foreign Policy II: The Indonesian Military This lecture analyses the other conventional power source (besides the economy) that states have to bargain in the international arena: the armed forces. Is the Indonesian military large and effective enough to make Indonesia a middle or even great power? Which impediments have limited its growth and modernisation in the past? The lecture will review the evolution of the Indonesian military in the 1940s, and demonstrate why it remains essentially an internally oriented security apparatus rather than a defence force. Required reading: Benjamin Schreer (2013). Moving Beyond Ambitions? Indonesia’s Military Modernisation. ASPI, Canberra. Recommended reading: Evan A. Laksmana (2019) Reshuffling the Deck? Military Corporatism, Promotional Logjams and Post-Authoritarian Civil-Military Relations in Indonesia, Journal of Contemporary Asia 49(5): 806-836.	Since 25 April is a holiday, the lecture will be pre-recorded and posted online, so that students can watch it anytime before the tutorials. The date of the pre-recording will be announced in due course to allow students who wish to participate in the online recording of the lecture can do so.
9	2 MAY: Indonesia’s External and Domestic Security Challenges Indonesia’s security policy has an international, but also a major domestic component. Internationally, Indonesia faces the rise of China’s assertiveness, especially in the South China Sea; territorial disputes with Malaysia; and a wide range of transnational crimes, including terrorism. But much of Indonesia’s security diplomacy and policy remains domestically oriented: for example, it has developed a Pacific policy specifically designed to undermine foreign support for Papuan independence. This lecture will summarise Indonesia’s security challenges and policy, and explain how Indonesia balances its external and domestic elements. Required reading: Yohanes Sulaiman (2019). What Threat? Leadership, Strategic Culture, and Indonesian Foreign Policy in the South China Sea. Asian Politics & Policy 11(4): 606-622. Recommended reading: Jim Elmslie, Camellia Webb-Gannon (2014). MSG Headache, West Papuan Heartache? Indonesia's Melanesian Foray. The Asia-Pacific Journal 47(3): 1-23.
10	9 MAY: Indonesia and ASEAN: Leadership or Not? This lecture discusses Indonesia’s role in the Association of Southeast Asian Nations (ASEAN). As the largest nation in Southeast Asia, many observers view Indonesia as its natural leader. But has Indonesia always played this role? If so, why not? On the other hand, some in Indonesia claim (and others in ASEAN fear) that ASEAN could be “too small” for Indonesia, and that the country could in the future focus more on global bodies such as the G20 than ASEAN - as well as on larger regional areas such as the Indo-Pacic. This lecture will review ASEAN’s past and future trajectory, as well as Indonesia’s role in it. Required reading: Felix Heiduk (2016). Indonesia in ASEAN: Regional Leadership between Ambition and Ambiguity. SWP Research Paper, Berlin. Recommended reading: David Scott (2019) Indonesia Grapples with the Indo- Pacic: Outreach, Strategic Discourse, and Diplomacy. Journal of Current Southeast Asian Affairs 38(2): 194–217.	RESEARCH ESSAY DUE: 9 MAY, 23.55
11	16 MAY: Indonesia and Australia: Reluctant Neighbours This lecture assesses the diplomatic relationship between Indonesia and Australia. The relationship, while cordial, has often been disrupted by a range of sensitive issues, ranging from Papua to refugees and intelligence leaks. How has Indonesia viewed and defined its relationship with Australia, and how does this perception fit with Australia’s? The lecture uses the discussion of Indonesia-Australia relationship to summarise some key points of this course and locate Indonesia’s place in global affairs. Required reading: Sian Troath (2019). Bonded but not Embedded: Trust in Australia-Indonesia Relations, Keating & Suharto to Turnbull & Jokowi. Australian Journal of International Affairs 73(2):126-142. Recommended reading: Guy Wilson (2017). Defence Diplomacy: The Right Ballast for Australia’s Fragile Relations with Indonesia. Australian Defence College, Canberra.
12	23 MAY: Wrap-Up Lecture and Take-Home Exam Preparation	TAKE-HOME EXAM DUE 7 JUNE, 23.55.

Tutorial Registration

The registration for tutorials is through Wattle.

Assessment Summary

Assessment task	Value	Due Date	Return of assessment	Learning Outcomes
Tutorial Participation (10%)	10 %	*	*	1,4,5
First Short Paper (15%)	15 %	15/03/2022	29/03/2022	2,4,5
Second Short Paper (15%)	15 %	19/04/2022	09/05/2022	1,3,5
Research Essay (30%)	30 %	09/05/2022	23/05/2022	1,2,3,4,5
Take-Home Exam (30%)	30 %	07/06/2022	*	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

Policies

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:

• 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 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.

Participation

See Assessment Task 1.

Examination(s)

See Assessment Task 5.

Assessment Task 1

Tutorial Participation (10%)

You will be assessed on your tutorial participation. The assessment is primarily based on the quality of your contributions in class (and therefore, not simply on the frequency of your contributions and/or attendance.) After each tutorial, you will receive a mark. Absence is marked as zero, unless docomentation on justifiable absence is provided. At the end of the semester, the average of your eight best marks achieved throughout the semester will be your total mark for tutorial participation. In order to prepare for the tuorials, it is essential that you have read the required reading and attended/listened to the lecture of that week. The better you are prepared through reflecting on these materials (and, optionally, additional material you researched yourself), the more effectively you will be able to engage in class, and the better your mark will be.

For students who feel uncomfortable with public speaking in class or who face participation hurdles due to the specific circumstances created by the pandemic, the course convener accepts brief written commentaries on the main reading of the respective week as a substitute for a contribution made in class. Students who wish to make use of this opportunity should send this brief commentary to the course convener within one week of the tutorial for which the student seeks a substitute participation mark. However, such students should write to the course convener at the beginning of the semester and explain their reasons for not being able to contribute in class. Unavailability due to work commitments or similar reasons are not acceptable - the mechanism of substituting oral contributions with brief commentaries is designed to accommodate students who can't contribute in class because of the barriers mentioned above, not because of pragmatic timing issues or matters of convenience.

Assessment Task 2

First Short Paper (15%)

After the lecture on 28 February, a question will be explained and subsequently released in writing on Wattle. This question has to be answered by all students in a 1000-word paper that must be submitted through Turnitin on 15 March at 23.55 at the latest.

Assessment Task 3

Second Short Paper (15%)

After the lecture on 28 March, a question will be explained and subsequently released in writing on Wattle. This question has to be answered by all students in a 1000-word paper that must be submitted through Turnitin on 19 April at 23.55 at the latest.

Assessment Task 4

Research Essay (30%)

A research paper of up to 2000 words is due no later than 9 May at 23.55, and must be submitted through Wattle. Students are free to choose any topic that is related to the overall subject of this course - that is, Indonesian Foreign and Security Policy. For more detailed guidelines on the research paper, please refer to the manual posted on the Wattle site of this course - and our discussion in Week 7.

Assessment Task 5

Take-Home Exam (30%)

A take home exam will be posted on Wattle in the last week of the semester, and must be returned through Turnitin no later than 7 June at 23.55.

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.

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. Late submission of assessment tasks is not accepted after 10 working days after the due date. 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

Assignments (with the exception of the take-home exams) will be returned as hard copies with written commentary in text and a separate comment sheet. The time in which the assignment will be returned varies and is based on the length of the assignment. Please refer to the items in the assessment summary for detailed return times. Students who participate in online-only tutorials will be sent scans of their assessment sheets and in-text comments to their ANU emails.

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

Re-submission of assignments after the deadline is only permitted after consultation with the course convener and if the previously submitted version suffered from a technical problem. Before the deadline, students are free to replace their previous submissions at any time.

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).

• 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