How is security policy in Australia really made? This is a primer on the institutions, actors and their interaction – sometimes outside formal structures – that shape decision-making in Canberra on key issues related to national security. Policy practitioners will guide students through the intersection of politics, bureaucracy, intelligence and external influences, tying together this foundational knowledge in a policy simulation exercise in which students will formulate, and afterwards critique, a government response to a hypothetical national security problem. 

 

This course takes advantage of the National Security College’s privileged access to the policy community, to share with students contemporary insights that are difficult to obtain from purely academic sources. In line with the NSC signature pedagogy, this course will be co-delivered by an academic and a policy practitioner. It will rely heavily on practitioner perspectives, including guest sessions with serving and former policymakers, parliamentarians and journalists. The academic course convener will ensure academic standards in assessment and maintaining conceptual linkages to more scholarly and research-oriented NSC courses.

Learning Outcomes

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

1. Understand the roles of the different institutions and actors in Australian national security policy
2. Demonstrate a working understanding of the context, processes and challenges for national security policy development and implementation
3. Begin critically analysing the practice of national security policymaking
4. Develop and communicate ideas, analysis, and argument related to Australian national security policymaking in a range of forms for professional audiences.

Research-Led Teaching

No

Field Trips

No field trips.

Additional Course Costs

None

Required Resources

No set text

Recommended Resources

Recommend readings include:

Allan Behm, No Minister: So You Want to be a Chief of Staff? Melbourne: Melbourne University Press, 2015.

Catherine Althaus, Peter Bridgman and Glyn Davis, The Australian Policy Handbook: A Practical Guide to the Policy-making Process, Sydney: Allen and Unwin, 2018.

Julia Gillard, My Story, Sydney: Penguin, 2019. Chapters 9, 11 and 12.

Allan Gyngell, Fear of Abandonment: Australia in the World since 1942, Chapters 8 ad 9

Malcolm Turnbull, A Bigger Picture, Melbourne: Hardie Grant, 2020. Chapters 29, 34 and 35.

Kevin Rudd: The PM Years, Sydney: Pan Macmillan, 2018 chapters 5, 12, 34 and 35.

Russell Trood and Anthony Bergin, ‘Creative Tension: Parliament and National Security’, ASPI report, 2015.

At least one recent policy white paper or parliamentary committee report (examples to be provided on Wattle)

Staff Feedback

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

• written comments
• verbal comments
• feedback to whole class, groups, individuals, focus group etc

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). Feedback can also be provided to Course Conveners and teachers via the Student Experience of Learning & Teaching (SELT) feedback program. SELT surveys are confidential and also provide the Colleges and ANU Executive with opportunities to recognise excellent teaching, and opportunities for improvement.

Class Schedule

Week/Session	Summary of Activities	Assessment
1	Preparatory reading and viewing of pre-recorded materials
2	Seminars and discussions on 13 April, repeated as morning session in-person, afternoon session for remote students	This will work through the first three topics of the course: a power map of Canberra: introducing key institutions and actors; politics and policy: the view from the Hill; what do government officials really do? Bureaucracy: its powers and constraints.This session will involve participation by senior former policy leaders.
3	Seminars and discussions on 14 April, repeated as morning session in-person, afternoon session for remote students	This will work through the final topics of the course: intelligence unmasked: does it matter?; vectors of influence: business, embassies, media, civil society. The latter part of this session will involve initial preparations for assessment item 1. This session will involve participation by senior former policy leaders.
4	Preparation and submission of assessment item 1	This will take place between 15 April and the due date for assignment submission on 19 April
5	Preparation for final asessment	Additional materials will be provided on Wattle, between 15 and 29 April. Session on 29 April will outline instructions for final assessment. Submission will be 6 May.

Tutorial Registration

none

Assessment Summary

Assessment task	Value	Due Date	Return of assessment	Learning Outcomes
Short essay	60 %	19/04/2022	28/04/2022	1, 2, 3, 4
Stakeholder Engagement Plan	40 %	06/05/2022	30/06/2022	1, 2, 3, 4

* 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 Integrity Rule before the commencement of their course. Other key policies and guidelines include:

• Academic Integrity Policy and Procedure
• Student Assessment (Coursework) Policy and Procedure
• Special Assessment Consideration Guideline and General Information 
• Student Surveys and Evaluations
• Deferred Examinations
• Student Complaint Resolution Policy and Procedure
• Code of practice for teaching and learning

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 Skills website. 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

There is no formal grade for participation, however students are encouraged to participate in all sessions. Moreover, participation in the policy simulation session on 29 April will be essential in order to undertake the second assessment item. Students who for whatever reason are absolutely unable to participate on 29 April should contact the course convener to explore alternative arrangements.

Examination(s)

None

Assessment Task 1

Short essay

Assessment 1 (40%). You are asked to write a short essay on one of the following topics. The word limit is 1,500 words (within 10% on either side is acceptable). This will be a short and argument-based essay, rather than a comprehensive research essay. You will be expected to deploy some evidence to support your arguments and demonstrate your understanding of the subject, but this is not expected to be a major piece of research. Please write clearly, succinctly and in essay style: i.e. prose and paragraphs, not dot points. Consistent use of an accepted academic referencing style is required. The word length does not include notes or bibliography, but please ensure all substantive points are made in the body of the essay. The quality and clarity of your argument will be a major factor in your grade. This includes your demonstrated ability to identify and address counter-arguments.

1.      Is the concept of a policy cycle useful in understanding national security policymaking in Australia? Why or why not? What adjustments or alternatives to a conventional policy cycle would you propose for the national security context?

2.      Of all the actors and institutions shaping Australia's national security policies, explain which is the most powerful and which is the least powerful and why?

3.      To what extent can those outside the public service and government influence Australia's national security policies? Provide examples to support your response.

4.      Identify an actor or institution with influence on Australia's national security policymaking and explain the basis of their power(s) such as relevant legislation and conventions. What are the strengths and limitations of their role and how might their influence change over time, if at all?

5.      In recent decades the personal staff of politicians, particularly ministerial advisers, have acquired a high degree of influence over Australia's national security policymaking, despite not having a codified role. To what extent has this improved or hampered the creation of national security policy and has it affected the influence of other actors and institutions, if so how?

6.      In a contemporary threat environment where Australia's leaders make quick, politically-minded decisions, can an impartial bureaucracy have influence on what decisions are made or does it exist solely to carry out the decisions of politicians?

7.      Should intelligence influence Australian national security policy or merely inform it?

8.      Australia has a long-standing tradition of bipartisanship on national security policy between the two major parties of government. Explain the strengths and weaknesses of this tradition.

Assessment Task 2

Stakeholder Engagement Plan

Assessment 2 (60%).  You are asked to prepare a stakeholder engagement plan for a major (hypothetical) national security policy initiative. Select from one of the hypothetical initiatives listed and prepare a 2,000 word document which:

o  Identifies all major stakeholders you think are relevant, including inside and outside of government, and explain what influence they may have over the initiative;

o  Explain what roles different government agencies should take in pursing the initiative;

o  Identify whether or not legislative change is required and therefore what Parliament’s role might be;

o  How various stakeholders should be engaged, formally and informally, over the course of the initiative. Consider

In all the following scenarios you are a political staffer employed as the Senior Adviser for National Security Policy by the Prime Minister. You are the first person the PM has spoken to after deciding on the initiative and the PM wants a comprehensive plan of how to engage any and all stakeholders required to make this initiative a success. Remember: you’re not advising on whether or not you personally think the initiative is a good idea, you’re advising on who needs to be involved to make it happen.

There will be 10% grace under or over for the word limit. You can be creative with the format and presentation of the plan but must stay within the word limit. While the focus of this exercise is to show your comprehension of how different stakeholders interact, where you do mention external sources please reference using a consistent referencing style.

1.      National Service Scheme and Creation of a Civil Defence Force. To respond to more frequent and harmful natural disasters, the PM wants to create a civil defence force for national humanitarian and disaster response. It will be supported by a national service scheme to enlist young Australians in a year’s mandatory training and service to the civil defence force, with reasonable exemptions for some Australians.

2.      AUKUS Expanded. The PM has decided that they want Australia to have a domestic nuclear industry to support the AUKUS project. Additionally, the PM has been told by the US President that Australia will be responsible for storing all the nuclear waste produced by our new submarines. Given Australia will need a new nuclear waste facility anyway, the PM has decided establish an International Nuclear Waste Disposal Facility so other countries can pay Australia to store their waste here.

3.      Ransomware Legislation. The PM has decided businesses operating in Australia should be made to publicly report ransomware attacks and face fines for paying ransoms.

Academic Integrity

Academic integrity is a core part of the ANU culture as a community of scholars. The University’s students are an integral part of that community. The academic integrity principle commits all students to engage in academic work in ways that are consistent with, and actively support, academic integrity, and to uphold this commitment by behaving honestly, responsibly and ethically, and with respect and fairness, in scholarly practice.

The University expects all staff and students to be familiar with the academic integrity principle, the Academic Integrity Rule 2021, the Policy: Student Academic Integrity and Procedure: Student Academic Integrity, and to uphold high standards of academic integrity to ensure the quality and value of our qualifications.

The Academic Integrity Rule 2021 is a legal document that the University uses to promote academic integrity, and manage breaches of the academic integrity principle. The Policy and Procedure support the Rule by outlining overarching principles, responsibilities and processes. The Academic Integrity Rule 2021 commences on 1 December 2021 and applies to courses commencing on or after that date, as well as to research conduct occurring on or after that date. Prior to this, the Academic Misconduct Rule 2015 applies.

 

The University commits to assisting all students to understand how to engage in academic work in ways that are consistent with, and actively support academic integrity. All coursework students must complete the online Academic Integrity Module (Epigeum), and Higher Degree Research (HDR) students are required to complete research integrity training. The Academic Integrity website provides information about services available to assist students with their assignments, examinations and other learning activities, as well as understanding and upholding academic integrity.

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 not permitted. If submission of assessment tasks without an extension after the due date is not permitted, a mark of 0 will be awarded.
• 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

The Academic Skills website has information to assist you with your writing and assessments. The website includes information about Academic Integrity including referencing requirements for different disciplines. There is also information on Plagiarism and different ways to use source material.

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.

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 Access 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