This course explores the nature and causes of terrorism as well as individual (state) and collective (international) responses. It does so through an explicitly multi-disciplinary approach that incorporates historical ("new" and "old" terrorism); conceptual (state-sponsored vs. non-state; global vs. regional; biological, environmental, cultural, political); and geographical (Middle East and Africa, Eurasia, South America) frameworks.

 

We begin by examining the historical evolution of terrorism, its causes/rationales, and the major theoretical and conceptual approaches to help understand it. We then explore the development of historical and contemporary terrorist groups, including the recent 'fourth wave' of terrorism (e.g. al-Qaeda and ISIS) as well as the rise to prominence of far-right wing terrorism. The final part of the course focuses explicitly on counter-terrorism responses and counter-terrorism policies in the context of national security policy formulation. In particular we will examine the implications of terrorism for the national security postures of Australia, of key states in Australia's neighborhood, and of the United States as Australia’s ally. Counter-terrorism practitioners will support this course with insights from the practical challenges of sustaining effective security policy against this evolving risk.

Learning Outcomes

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

1. Understand concepts related to terrorism and counter-terrorism, with the ability to critically analyse them in a national security context
2. Evaluate contemporary local, regional, and global challenges relating to terrorism
3. Critically analyse the responsiveness of security agencies to the security challenges posed by terrorism
4. Conduct independent research that demonstrates scholarly and practitioner-focused engagement with the subject matter, developing ideas and analysis for both audiences

Research-Led Teaching

Dr Ubaydullaeva, and guest lecturers Nick Rasmussen, Amber Hart and Lydia Khalil, will draw on their own research and publications will be provided to students where possible.

Required Resources

An extensive reading list will be provided on wattle. This will include the following resources.

ASIO threat assessments from 2024 and 2025.

Nicholas J. Rasmussen, "Reflections on twenty years of counterterrorism strategy and policy," Journal of National Security Law and Policy, 2021.

Lydia Khalil, Rise of the Extreme Right: A Lowy Institute Paper, 2022 (extract).

Danielle Chubb (2020) "Perceptions of terrorism in Australia: 1978–2019", Australian Journal of International Affairs.

Louise E. Porter and Mark R. Kebbell, "Radicalization in Australia: Examining Australia's convicted terrorists." Psychiatry, Psychology and Law 18.2 (2011): 212-231.

Christopher Michaelsen “Australia and the Threat of Terrorism in the Decade after 9/11”, Asian Journal of Political Science, 18:3 (2010), pp. 248-268 

Sofia Pinero Kluch and Alan Vaux, “Culture and Terrorism: The Role of Cultural Factors in Worldwide Terrorism (1970–2013)”, Terrorism and Political Violence, 29:2 (2017): 323-341.

Martha Crenshaw, Explaining Terrorism, (London: Routledge 2011).

Donald Holbrook, “Al-Qaeda and the Rise of ISIS”, Survival, 57(2) (2015), pp. 93-104\\

Amber Hart, “Risks, radicalisation and rehabilitation: imprisonment of incarcerated terrorists”, Journal of Policing, Intelligence and Counter Terrorism, 15:3 (2020), 189-208.

Sakiev, A., 2020. Guest warriors: The phenomenon of post-soviet fighters in the Syrian conflict. Journal of Eurasian Studies, 11(2), pp.188-200

Lain, S., 2016. Strategies for countering terrorism and extremism in Central Asia. Asian Affairs, 47(3), pp.386-405.

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	What is terrorism? History, definitions, and explanations3 September, 1000-1200This introductory seminar places the study of terrorism in historical context. How have non-state armed groups deployed political violence in the past, how have these threats been interpreted at different points in recent history, and why is there still no agreed definition for 'terrorism' in the 21st century? Why such controversy over definitions and 'root causes' of terrorism? This session includes an overview of competing approaches to understanding terrorism, considering the different functional, psychological and ideological explanations for political violence.	This session includes opening remarks and moderated class interaction led by Professor Medcalf. An academic lecture by Dr Ubaydullaeva and practitioner commentary by Mr Rasmussen is followed by a guided class discussion.
2	The Global War on Terror: a 24-year retrospective 3 September, 1400-1600This seminar traces the history of the so-called Global War on Terror, with reference to 9/11, the conflicts in Iraq and Afghanistan, the US-led efforts to defeat the Al Qaeda network, and the complexities of terrorist and Islamist movements on the global stage. It considers the relationship between counter-terrorism and 'countering violent extremism' and deradicalisation. It raises questions about policy responses in the United States, Australia and among a range of allies and partners, and considers lessons learned for countering terrorism and violent extremism in the 2020s and beyond.	This session includes a practitioner lecture by Nick Rasmussen, who played a key role in the hunt for Osama Bin Laden. Dr Ubaydullaeva provides academic commentary and Professor Medcalf focuses on the Australia context. There is guided class discussion and then instructions are provided for the first assessment item, a reflective analysis in which students have 500 words to reflect on whether the course so far has challenged or reinforced an assumption about terrorism.
3	Countering terrorism: the policy toolkit4 September, 1000-1200This seminar considers a range of policy responses to terrorism, drawing in particular on the United States and authoritarian regimes in Eurasia. These provides points of contrast, including to the subsequent session on Australia.	Mr Rasmussen will provide a practitioner lecture on the US experience. Dr Ubaydullaeva will provide an academic lecture on the Eurasian experience. A guided class discussion will follow.
4	Terrorism and counter-terrorism: the Australian experience4 September, 1400-1600How does the Australian Government manage the risk of terrorist activity? What agencies, laws, policies and capabilities does it deploy, and how successful have these been over the past two decades. This seminar will provide a view of Australian CT policy, reflecting on the place of CT within the wider national security priorities of Government, and the experience of communicating with the public. Students will hear first hand from two foremost policy and intelligence leaders from Australia's CT experience in the 2010s.	Guest lectures will be provided by Professor George Brandis KC, former Attorney General of Australia, and Professor Duncan Lewis AO, former Director-General of Security (ASIO). There will follow an 'in conversation' with these practitioners, plus some guided class discussion. Requirements for the first assessment item will be reinforced, and students will be asked to begin thinking also about the second assessment item, a short (800-1000 word) policy recommendation with reinforcing arguments.
5	Terrorism and radicalisation 9 September, 1000-1200This seminar will offer two perspectives on the controversies about connection between terrorism and radicalisation. The first focus will be transnational terrorism, radicalisation and the recent rise of Central Asia foreign fighters globally. The second focus will be a practitioner perspective on assessing radicalisation in Australian prisons.	The lecture on Central Asia etc. will be provided by Dr Ubaydullaeva. The prison radicalisation lecture will be provided by guest speaker Amber Hart, a security practitioner and PhD candidate. There will follow class discussion, plus feedback on the first assessment item and further instructions for the second assessment item.
6	Right-wing extremism including online radicalisation9 September, 1400-1600This final seminar will offer two perspectives on right-wing extremism and online radicalisation and the relationship of these developments to the terrorism risk in the United States and Australia.	Nick Rasmussen will lecture on the US experience while Melbourne-based expert Lydia Khalil will lecture on the Australian experience. The session will conclude with discussion, a summing up of key learnings from the course, and an outline of the final assessment item, a short essay (1500 words). Essay questions will be provided no later than this point.

Tutorial Registration

There are no tutorials for this course. All class discussion takes place in the six seminar sessions.

Assessment Summary

Assessment task	Value	Due Date	Return of assessment	Learning Outcomes
Reflective analysis	15 %	07/09/2025	09/09/2025	1,2
Policy recommendation	35 %	11/09/2025	22/09/2025	1,2,3
Essay	50 %	02/10/2025	16/10/2025	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
• Extenuating Circumstances Application
• 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 ‘Canvas’ 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

Students are strongly encouraged to attend and participate in the six sessions, whether in person or online. There is no specific participation grade, however participation will help students prepare for assessment items.

Assessment Task 1

Reflective analysis

At the conclusion of the first class, students will be asked to begin thinking about whether the course is challenging or reinforcing an assumption that they had made about terrorism and/or counter-terrorism. They must write approximately 500 words in reflective style (ie no need for references or essay structural techniques) explaining whether the course has challenged or reinforced your assumption and why. Students must ensure they make reference to at least one topic discussed in class. They should keep academic referencing and quotation of sources minimal, or zero, in this assessment item, which will be graded on the quality of analysis, expression and demonstrated engagement with the course.

Assessment Task 2

Policy recommendation

Students will be tasked with developing a recommended course of action to improve Australia's arrangements for managing and/or responding to terrorism. The submission should be approximately 1000 words and will be assessed on the quality of analysis. This should not be an academic essay but a style focused more on policy, such as a short policy brief or opinion article.

The ANU College of Asia & the Pacific's Word Limit and Penalty Guidelines apply to this assessment item.

Assessment Task 3

Essay

Students will address a single question from a list distributed in class, with a 1500 word limit. Analytical rigour will be assessed in line with a standard essay rubric to be provided. Students are encouraged to both think deeply on their approach, and to express that approach clearly in the text. This essay should include referencing according to a standard academic style, eg. Chicago or Harvard.

The ANU College of Asia & the Pacific's Word Limit and Penalty Guidelines apply to this assessment item.

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 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. Any use of artificial intelligence must be properly referenced. Failure to properly cite use of Generative AI will be considered a breach of academic integrity.

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 Accessibility 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 supports you make your own decisions about how you learn and manage your workload.
• ANU Counselling promotes, supports and enhances mental health and wellbeing within the University student community.
• ANUSA supports and represents all ANU students