- Class Number 7309
- Term Code 3260
- Class Info
- Unit Value 6 units
- Mode of Delivery In Person
- Dr Brandon Yoder
- Dr Brandon Yoder
- Class Dates
- Class Start Date 25/07/2022
- Class End Date 28/10/2022
- Census Date 31/08/2022
- Last Date to Enrol 01/08/2022
The central objective of this course is to extend students’ grasp of the purpose and application of theoretical paradigms in international relations. Theories provide frameworks to understand the behaviour of actors in a complex and dynamic global environment. Distinct theoretical paradigms make central assumptions about primary factors that drive human action with implications for how we understand, explain, and predict issues and interactions in the international arena. Such factors range from scarcity and a drive for control (e.g., classical realism, neorealism, game theory); to a drive to cooperate for absolute gains (e.g., neoliberal institutionalism, liberalism), constructed identities based on historically-contingent meanings and values (e.g., constructivism), and unequal power relations that underpin a drive for autonomy, agency, and empowerment. (e.g., critical theories, feminist theory). The course teaches all theoretical paradigms with a focus on how they can be applied to better understand political issues and challenges in the contemporary global environment.
Upon successful completion, students will have the knowledge and skills to:
- identify and describe the main elements of the most significant theoretical approaches to the study of international relations;
- recognise and interpret key texts that have shaped the development of international relations theory;
- apply different theoretical approaches to the analysis of events in international affairs; and
- critically appraise theoretical works in the field of international relations.
This class incorporates cutting-edge theoretical developments and empirical findings from Dr Brandon Yoder’s research as well as the academic fields in which he works. Dr. Yoder’s research focuses on contemporary US-China relations and East Asian regional dynamics more broadly. His academic interests also cover international security, interstate signalling, game theory and laboratory experiments.
Research-led teaching is not simply about the research expertise that convenors bring to a course. It also includes the ways in which courses’ skills acquisition and assessment are designed to enable students to acquire sound knowledge-acquisition skills. To this end, the course’s activities have been designed around reading comprehension as a skill central to political analysis. Therefore, students read and prepare comments about core texts for discussion in tutorial. Evidence gathering is also a core research skill. To this end, students are alerted to many potential sources for information and evidence that can be useful for students’ simulation participation and response essay. Thoughtful analysis and presentation of research findings is a crucial core research skill, and therefore the course contains two essay assessments to provide students with an opportunity to practice those skills.
Additional Course Costs
There are no additional costs associated with this course.
Examination Material or equipment
Details about the material or equipment that is permitted in an examination room will be outlined during the semester and on the course’s Wattle site.
There are no assigned textbooks. Required and additional readings will be made available on the course’s Wattle page.
A large number of journals and periodicals exist that include the cutting edge developments of the discipline. Being familiar with these sources and surveying at least some of them regularly will assist you in this course.
American Political Science Review
American Journal of Political Science
Australian Journal of International Affairs
Chinese Journal of International Politics
Ethics and International Affairs
European Journal of International Relations
International Relations of Asia-Pacific
International Studies Perspectives
International Studies Quarterly
International Studies Review
Journal of Conflict Resolution
Journal of European Public Policy
Journal of Peace Research
Journal of Politics
Journal of Strategic Studies
Perspectives of Politics
P.S. Political Science
Review of International Organizations
Review of International Political Economy
Review of International Studies Security Studies
Students will be given feedback in the following forms in this course:
- Tutorials offer immediate feedback on students’ ideas and understanding of course materials during tutorials.
- Tutors are available to provide feedback on your research proposal and research essay (but cannot look at full drafts) prior to the research proposal and research essay due date.
- Examiners will provide written feedback on both the research proposal and the research essay via Turnitin.
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.
The information provided is a preliminary Class Outline. A finalised version will be available on Wattle and will be accessible after enrolling in this course. All updates, changes and further information will be uploaded on the course Wattle site and will not be updated on Programs and Courses throughout the semester. Any questions or concerns should be directed to the Course Convenor.
Additional referencing requirements
It is a requirement of this course that your essay conform to academic writing standards and referencing. An in-text referencing style is strongly preferred. Both the Harvard referencing style and the Chicago Manual of Style (author-date) are acceptable. You may contact the ANU Academic Skills and Writing Centre for further advice. For details about the Harvard citation style please see the ANU style guide website at https://academicskills.anu.edu.au/resources/handouts/referencing-style-guides.
|Summary of Activities
|Theory & Causality
|No tutorials, sign up for them this week
|Structure of the International System
|Bargaining and the Security Dilemma
|1ST PAPER ASSIGNED
|Cooperation Under Anarchy
|1ST PAPER DUE
|National and Transnational Ideas
|International Norms and Society
|2ND PAPER ASSIGNED
|Psychology and Personality
|Critical and Feminist Theory
ANU utilises MyTimetable to enable students to view the timetable for their enrolled courses, browse, then self-allocate to small teaching activities / tutorials so they can better plan their time. Find out more on the Timetable webpage.
|1, 3, 4
|1, 2, 3, 4
|1, 2, 3, 4
|1, 2, 3
* 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:
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 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 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.
See Assessment Task 1
See Assessment Task 4
Assessment Task 1
Learning Outcomes: 1, 3, 4
Marks are based on your in-class contributions. Tutors will prioritize contributions from students who have not yet spoken that week. Since there is simply not enough time in each session for high-volume contributions from every student, grades will necessarily be weighted more toward quality than quantity. But we do expect everyone to make at least one contribution per tutorial, and your tutor will assess whether it's a mundane comment or one that shows real intellectual effort and insight and advances the discussion. Well-prepared students thus might want to, on occasion, “save your bullets” for a topic where you have something really good to say. Furthermore, to expand opportunities for participation, we will also count toward your grade good questions brought up in the live Q&A sessions and your contributions to small group discussions in tutorials.
Assessment Task 2
Learning Outcomes: 1, 2, 3, 4
- Weekly response questions on Wattle, designed to gauge your understanding of the assigned readings and lectures. For each week of the course, students are assigned to write a 1-2 paragraph response (limit: 300 words) to a short-answer discussion question in the weekly “response question” forum on Wattle. These are due prior to the start of your tutorial. They will be graded on a 0-3 point scale: 3 for complete, on-time submission, 2 for late submission (no expiry – if you miss a response, make it up for 2 points any time before the final exam!), 1 for superficial/inadequate response, and 0 for non-submission. Inadequate submissions can be revised and resubmitted later for an additional point. The requirements for weekly responses have been relaxed so that the grade is independent of the quality of the response. This allows the students to "write for themselves" without pressure, with the incentive to invest time in the response coming in the form of preparation for the exams. The response questions are similar to the exam questions, so they are designed to guide students in their preparation, not to create an additional burden. Moreover, because the response questions are easy to get full credit on, they boost overall grades substantially.
Assessment Task 3
Learning Outcomes: 1, 2, 3, 4
You will write two 800-word essays, one midterm and one final. The midterm essay is essentially a dry run, worth only 15% of the total grade. Students will receive feedback from the instructor and from each other (see below), and then write a second, final paper in a very similar format worth 30% of the total grade. These papers are designed to prompt students to think theoretically by evaluating alternative arguments presented in the course on deductive grounds only. Students are NOT to come up with new theories, or to use any outside materials. Rather, they should elucidate and critically evaluate the abstract causal logic of each theoretical perspective, and make an argument about which explanation is strongest, on balance.
1) Midterm essay (15%): 800-word (max!) essay due on 6th September at 11:59pm. Will be given letter grades only, with feedback provided through a) peer review; b) generalized comments from the instructors addressing common shortcomings and avenues for improvement and c) distribution of exemplary responses.
3) Final essay (30%): 800-word (max!) essay due on 4th November at 11:59 pm. The exact prompt will be distinct from the midterm paper, but the analytical framework will be very similar.
Assessment Task 4
Learning Outcomes: 1, 2, 3
Date: To be determined by the university roughly four weeks before the examination period
Value: 40% of final grade
Duration: 15-minute reading period and two hour writing time
Format: Annotated MC, Short Answer
This course’s final exam will be held during the ANU examination period. It is the College policy that all exams are blind marked and they are not returned to the students, nor are comments provided. You may contact the conveners within 30 working days of the release of results to learn your specific exam mark, or to request an appeal. The structure of the final exam will be discussed during lecture.
Academic 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.
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.
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 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.
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.
Students’ written work will be returned on Turnitin.
Extensions and Penalties
Extensions 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.
Resubmission of Assignments
Online Submission: Assignments (the research proposal and essay) are submitted using Turnitin on the course Wattle site. You will be required to electronically sign a declaration of authorship as part of the submission of your assignment. Please keep a copy of the assignment for your records.
Students may not resubmit assignments.
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