Please note that the University will use all reasonable endeavours to deliver programmes and courses in accordance with the descriptions set out here. However, the University keeps its programmes and courses under review with the aim of enhancing quality. Some changes may therefore be made to the form or content of programmes or courses shown as part of the normal process of curriculum management.
The University reserves the right to make changes to the contents or methods of delivery of, or to discontinue, merge or combine courses, if such action is reasonably considered necessary by the University. If there are not sufficient student numbers to make a course viable, the University reserves the right to cancel such a course. If the University withdraws or discontinues a course, it will use its reasonable endeavours to provide a suitable alternative course.
2009-entry
FHEQ level
This programme is set at Honours Level in the national Framework for Higher Education Qualifications.
Offer requirements
in the range AAB-ABB
Programme aims
The IR programme;
1. Enable students to understand the importance of International Relations in the contemporary world.
2. Ensure that students acquire knowledge and understanding in appropriate areas of theory and analysis.
3. Enable students to understand and use the concepts, approaches and methods of the discipline and develop an understanding of the contested nature and problematic character of inquiry in the discipline.
4. Provide students with the opportunity to combine the insights and methods of the two discipline.
5. Develop students' capacities to critically analyse events, ideas, institutions and practices.
6. Provide students with opportunities to develop their intellectual, personal and interpersonal skills so as to enable them to participate meaningfully in their societies.
7. Provide a curriculum supported by scholarship, staff development and a research culture that promotes breadth and depth of intellectual enquiry and debate.
8. Provide students with a supportive and receptive learning environment.
1. Enable students to understand the importance of International Relations in the contemporary world.
2. Ensure that students acquire knowledge and understanding in appropriate areas of theory and analysis.
3. Enable students to understand and use the concepts, approaches and methods of the discipline and develop an understanding of the contested nature and problematic character of inquiry in the discipline.
4. Provide students with the opportunity to combine the insights and methods of the two discipline.
5. Develop students' capacities to critically analyse events, ideas, institutions and practices.
6. Provide students with opportunities to develop their intellectual, personal and interpersonal skills so as to enable them to participate meaningfully in their societies.
7. Provide a curriculum supported by scholarship, staff development and a research culture that promotes breadth and depth of intellectual enquiry and debate.
8. Provide students with a supportive and receptive learning environment.
Programme learning outcomes
The programme provides opportunities for students to develop and demonstrate knowledge and understanding, skills, qualities and other attributes in the following areas:
A. knowledge and understanding
Undergraduates should achieve a basic but rigorous grounding in International Relations. This means graduates will be able to:
A1. Understand the core concepts and questions which define the discipline of IR.
A2. Demonstrate awareness of the major practical, political and moral challenges facing contemporary global society;
A3. Demonstrate familiarity with the key theoretical traditions of IR as an academic discipline;
A4. Demonstrate a basic knowledge of the history of modern international relations;
A5. Understand the significance of the world economy for the nature of the international system.
A6. Demonstrate flexibility in utilising a variety of intellectual approaches as required by the multifaceted character of the subject.
A7. Demonstrate in-depth knowledge and understanding of a specialist area within the discipline.
A1. Understand the core concepts and questions which define the discipline of IR.
A2. Demonstrate awareness of the major practical, political and moral challenges facing contemporary global society;
A3. Demonstrate familiarity with the key theoretical traditions of IR as an academic discipline;
A4. Demonstrate a basic knowledge of the history of modern international relations;
A5. Understand the significance of the world economy for the nature of the international system.
A6. Demonstrate flexibility in utilising a variety of intellectual approaches as required by the multifaceted character of the subject.
A7. Demonstrate in-depth knowledge and understanding of a specialist area within the discipline.
Assessment
A range of assessment modes will be employed:
1. Unseen examinations, which will test students ability to respond concisely to questions within a time-bound context.
2. Essays, including coursework essays, which allow the student to define intellectual problems which they can address though papers of varying length.
3. Dissertations which allow student to define intellectual problems and address these through extended research and written work
1. Unseen examinations, which will test students ability to respond concisely to questions within a time-bound context.
2. Essays, including coursework essays, which allow the student to define intellectual problems which they can address though papers of varying length.
3. Dissertations which allow student to define intellectual problems and address these through extended research and written work
Teaching and learning methods used to enable outcomes to be achieved and demonstrated
A range of teaching modes will be employed as appropriate to each stage of the programme:
1. Lectures, which will be used to relay a broad range of information.
2. Seminars, which will be based on groups of students allowing them to advance intellectually through discussion and making presentations.
3. Individual supervision, which will be used especially to provide students with guidance in researching and writing their dissertations
1. Lectures, which will be used to relay a broad range of information.
2. Seminars, which will be based on groups of students allowing them to advance intellectually through discussion and making presentations.
3. Individual supervision, which will be used especially to provide students with guidance in researching and writing their dissertations
B. intellectual skills
Graduates in the IR programme will be able to:
B1. Read effectively and take meaningful notes.
B2. Apply a range of skills in the retrieval and use of primary and secondary sources including basic statistical and numerical information.
B3. Present concise, critical and cogently structured argument, both orally and in writing.
B4. Reflect upon and take responsibility for their own learning, making use of constructive feedback.
B5. Work independently.
B1. Read effectively and take meaningful notes.
B2. Apply a range of skills in the retrieval and use of primary and secondary sources including basic statistical and numerical information.
B3. Present concise, critical and cogently structured argument, both orally and in writing.
B4. Reflect upon and take responsibility for their own learning, making use of constructive feedback.
B5. Work independently.
Assessment
A range of assessment modes will be employed:
1. Unseen examinations, which will test students ability to respond concisely to questions within a time-bound context.
2. Essays, including coursework essays, which allow the student to define intellectual problems which they can address though papers of varying length.
3. Dissertations which allow student to define intellectual problems and address these through extended research and written work.
The diverse modes of assessment help to ensure the acquisition of these varying practical skills.
1. Unseen examinations, which will test students ability to respond concisely to questions within a time-bound context.
2. Essays, including coursework essays, which allow the student to define intellectual problems which they can address though papers of varying length.
3. Dissertations which allow student to define intellectual problems and address these through extended research and written work.
The diverse modes of assessment help to ensure the acquisition of these varying practical skills.
Teaching and learning methods used
A range of teaching modes will be employed as appropriate to each stage of the programme:
1. Lectures, which will be used to relay a broad range of information.
2. Seminars, which will be based on groups of students allowing them to advance intellectually through discussion and making presentations.
3. Individual supervision, which will be used especially to provide students with guidance in researching and writing their dissertations.
The diverse modes of teaching and learning help to ensure the acquisition of these varying practical skills.
1. Lectures, which will be used to relay a broad range of information.
2. Seminars, which will be based on groups of students allowing them to advance intellectually through discussion and making presentations.
3. Individual supervision, which will be used especially to provide students with guidance in researching and writing their dissertations.
The diverse modes of teaching and learning help to ensure the acquisition of these varying practical skills.
C. practical skills
Graduates in the IR programme will be able to:
C1. Deploy a range of communication and information technology skills.
C2. Communicate effectively with others both orally and in writing.
C3. Co-operate with others to achieve common goals.
C4. Meet deadlines under pressure.
C1. Deploy a range of communication and information technology skills.
C2. Communicate effectively with others both orally and in writing.
C3. Co-operate with others to achieve common goals.
C4. Meet deadlines under pressure.
Assessment
A range of assessment modes will be employed:
1. Unseen examinations, which will test students ability to respond concisely to questions within a time-bound context.
2. Essays, including coursework essays, which allow the student to define intellectual problems which they can address though papers of varying length.
3. Dissertations which allow student to define intellectual problems and address these through extended research and written work.
The diverse modes of assessment help to ensure the acquisition of these varying practical skills.
1. Unseen examinations, which will test students ability to respond concisely to questions within a time-bound context.
2. Essays, including coursework essays, which allow the student to define intellectual problems which they can address though papers of varying length.
3. Dissertations which allow student to define intellectual problems and address these through extended research and written work.
The diverse modes of assessment help to ensure the acquisition of these varying practical skills.
Teaching and learning methods used
A range of teaching modes will be employed as appropriate to each stage of the programme:
1. Lectures, which will be used to relay a broad range of information.
2. Seminars, which will be based on groups of students allowing them to advance intellectually through discussion and making presentations.
3. Individual supervision, which will be used especially to provide students with guidance in researching and writing their dissertations.
The diverse modes of teaching and learning help to ensure the acquisition of these varying practical skills.
1. Lectures, which will be used to relay a broad range of information.
2. Seminars, which will be based on groups of students allowing them to advance intellectually through discussion and making presentations.
3. Individual supervision, which will be used especially to provide students with guidance in researching and writing their dissertations.
The diverse modes of teaching and learning help to ensure the acquisition of these varying practical skills.
D. transferable skills
D1. Problem solving skills.
D2. Time management skills.
D3. Presentational skills.
D4. Ability to present information in a range of modes.
D2. Time management skills.
D3. Presentational skills.
D4. Ability to present information in a range of modes.
Assessment
A range of assessment modes will be employed:
1. Unseen examinations, which will test students ability to respond concisely to questions within a time-bound context.
2. Essays, including coursework essays, which allow the student to define intellectual problems which they can address though papers of varying length.
3. Dissertations which allow student to define intellectual problems and address these through extended research and written work.
The diverse modes of assessment help to ensure the acquisition of these varying transferable skills.
1. Unseen examinations, which will test students ability to respond concisely to questions within a time-bound context.
2. Essays, including coursework essays, which allow the student to define intellectual problems which they can address though papers of varying length.
3. Dissertations which allow student to define intellectual problems and address these through extended research and written work.
The diverse modes of assessment help to ensure the acquisition of these varying transferable skills.
Teaching and learning methods used
A range of teaching modes will be employed as appropriate to each stage of the programme:
1. Lectures, which will be used to relay a broad range of information.
2. Seminars, which will be based on groups of students allowing them to advance intellectually through discussion and making presentations.
3. Individual supervision, which will be used especially to provide students with guidance in researching and writing their dissertations
The diverse modes of teaching and learning help to ensure the acquisition of these varying transferable skills.
1. Lectures, which will be used to relay a broad range of information.
2. Seminars, which will be based on groups of students allowing them to advance intellectually through discussion and making presentations.
3. Individual supervision, which will be used especially to provide students with guidance in researching and writing their dissertations
The diverse modes of teaching and learning help to ensure the acquisition of these varying transferable skills.
Full time programme composition
| Year | Term | Status | Course Title | Code | Level | Credits |
|---|---|---|---|---|---|---|
| 1 | AUTUMN | 1 from this group | SSCS Autumn Elective 1 | SSCS01 | 1 | 12 |
| Core course | Introduction to International Relations | L2008 | 1 | 12 | ||
| Core course | Issues in International Relations | L2006 | 1 | 12 | ||
| Core course | The Rise of the Modern International Order | L2007 | 1 | 12 | ||
| SPR/SUM | 1 from this group | SSCS Spring/Summer Elective 1 | SSCS03 | 1 | 18 | |
| Core course | The Local and the Global: World Politics in Brighton | L2066 | 1 | 18 | ||
| Core course | The Short Twentieth Century and Beyond | L2005 | 1 | 18 | ||
| Core course | The International System Today: Regions and Institutions | L2009 | 1 | 18 | ||
| Year | Term | Status | Course Title | Code | Level | Credits |
| 2 | AUTUMN | 1 from this group | SSCS Autumn Elective 1 | SSCS05 | 2 | 12 |
| Core course | Classical Political Theory & International Relations | L2014 | 2 | 12 | ||
| Core course | International Political Economy I | L2024 | 2 | 12 | ||
| Core course | Issues in International Security | L2061 | 2 | 12 | ||
| SPR/SUM | 1 of these options | Development and the State | L2128 | 2 | 18 | |
| Gender: Rethinking Politics | L2044 | 2 | 18 | |||
| 1 from this group | SSCS Spring/Summer Elective 1 | SSCS07 | 2 | 18 | ||
| Core course | Contemporary International Theory | L2015 | 2 | 18 | ||
| Core course | International Political Economy II | L2025 | 2 | 18 | ||
| Year | Term | Status | Course Title | Code | Level | Credits |
| 3 | AUTUMN | 2 of these options | Capitalism and Geopolitics | L2062 | 3 | 30 |
| East Central Europe Since 1945 | M1519A | 3 | 30 | |||
| Finance and Power in a Global Age | L2069A | 3 | 30 | |||
| Globalisation and the State | L2057A | 3 | 30 | |||
| Imperialism | M1508 | 3 | 24 | |||
| International Relations of Global Environment Change | L2022 | 3 | 24 | |||
| International Security since 9/11 | L2056A | 3 | 30 | |||
| Law in International Relations | M1532A | 3 | 30 | |||
| Life, Power and Resistance: Critical Perspectives on the Post-Westphalian era | L2063A | 3 | 30 | |||
| Marxism and International Relations | M1530A | 3 | 30 | |||
| Peace Processes in Global Order | L2059A | 3 | 30 | |||
| The Politics of Fear: Identity and Security in International Relations | M1014A | 3 | 30 | |||
| The Offshore World | M1509A | 3 | 30 | |||
| The United States in the World | L2064A | 3 | 30 | |||
| War and Genocide | L2045A | 3 | 30 | |||
| SPRING | 2 of these options | Capitalism and Geopolitics | L2062S | 3 | 30 | |
| East Central Europe since 1945 | M1519S | 3 | 30 | |||
| Finance and Power in a Global Age | L2069S | 3 | 30 | |||
| Globalisation and the State | L2057S | 3 | 30 | |||
| International Security since 9/11 | L2056S | 3 | 30 | |||
| International Relations of the Modern Middle East | L2065S | 3 | 36 | |||
| Law in International Relations | M1532S | 3 | 30 | |||
| Life, Power and Resistance: Critical Perspectives on the Post-Westphalian Era | L2063S | 3 | 30 | |||
| Marxism and International Relations | M1530S | 3 | 30 | |||
| NGOs in World Politics | L2067S | 3 | 36 | |||
| Peace Processes in Global Order | L2059S | 3 | 30 | |||
| The Politics of Fear: Identity and Security in International Relations | M1014S | 3 | 30 | |||
| The Offshore World | M1509S | 3 | 30 | |||
| The United States in the World | L2064S | 3 | 30 | |||
| War and Genocide | L2045S | 3 | 30 |