UNIVERSITY OF KENT
Module Specification
1.
The title of the module
International Environmental Politics
2.
The School which will be responsible for management of the module
Politics and International Relations, Canterbury
3.
The Start Date of the Module
Spring 2013
4.
The cohort of students (onwards) to which the module will be applicable.
2012/2013
5.
The number of students expected to take the module
15
6.
Modules to be withdrawn on the introduction of this proposed module and
consultation with other relevant Schools and Faculties regarding the withdrawal
None
7.
The level of the module (eg Certificate [C], Intermediate [I], Honours [H] or
Postgraduate [M])
M (FHEQ Level: 7)
8.
The number of credits which the module represents
Note: undergraduate full-time students take modules amounting to 120 credits per year and postgraduate
full-time students take modules amounting to 180 credits per year for a Masters award
20 Kent credits, 10 ECTS
9.
Which term(s) the module is to be taught in (or other teaching pattern)
Autumn Term or Spring Term (starting in Spring term 2013)
10.
Prerequisite and co-requisite modules
None
11.
The programmes of study to which the module contributes
MA International Relations. It will be available as an optional module for other MA programmes in
Politics and International Relations
12.
The intended subject specific learning outcomes and, as appropriate, their
relationship to programme learning outcomes
The learning outcomes of this module are for students to:
SSLO 1-5:
1. appreciate the complexity of international environmental decision making within the context of
uncertainty, domestic politics, and international constraints.
2. conceptualise ways to assess the effects of international institutions and apply these to evaluate
the role of international institutions in the provision of international environmental goods.
3. comprehend and explain, using up-to-date theoretical accounts, negotiation outcomes,
institutional effects, institutional design, and policy implementation.
4. evaluate theoretical explanations and academic debates relating to international environmental
outcomes and environmental governance by drawing on primary and secondary qualitative
evidence as well as quantitative evidence.
New module specification approved by Faculty 13 May 2012
5. be able to evaluate policy debates relating to key issues in international environmental politics
and articulate policy solutions by bringing both evidence and theoretical reasoning to bear on
the problems.
PLO
Advanced knowledge and understanding of:
A1. historical and theoretical issues at the forefront of the discipline of international relations,
together with familiarity with appropriate bibliographical sources (SSLO 2; 3; 4; );
A2. the epistemological and methodological principles in their application to the study of
international relations (SSLO 2; );
A3. key ontological, theoretical, and methodological problems of international relations (SSLO 2; 3;
4; );
A4. current challenges to international order, cooperation, identity, social formations, and global
issues, and possible strategies to address them (SSLO 1; 2; 3; 5);
A5. the changing role of the state in the context of globalisation and regional integration and the
implications for international peace and security (SSLO 1; 3; 5);
A6. how to carry out an independent research project and write in a scholarly manner
demonstrating familiarity with academic conventions deal with complex issues both systematically
and creatively, make sound judgements in the absence of complete data, and communicate their
conclusions clearly (SSLO 4).
Intellectual Skills:
B2. gather, organize and deploy evidence, data and information from a variety of secondary and
some primary sources (SSLO 2; 4; 5);
B3. identify, investigate, analyse, formulate and advocate solutions to problems (SSLO 5);
B4. develop reasoned arguments, synthesise relevant information and exercise critical judgement
(SSLO 3; 4; 5);
Subject specific skills:
C1. applying concepts, theories and methods used in the study of international relations, the
analysis of political events, ideas, institutions and practices (SSLO 2; 3; 4; 5);
C2. evaluating different interpretations of political issues and events (SSLO 2; 3; 4; 5);
Transferable skills
D5. Problem solving: identify and define problems; explore alternative solutions and discriminate
between them (SSLO 5).
13.
The intended generic learning outcomes and, as appropriate, their relationship to
programme learning outcomes
Upon successful completion of the course students should be able to:
GLO 1-6
GLO1: work with theoretical knowledge at the forefront of the debate on international politics
exemplified by the relevant theoretical debates in international environmental politics;
GLO2: attain an understanding of how qualitative and quantitative methods and techniques are
used in the discipline and will be able to employ such evidence to evaluate theory and policy
options;
GLO3: have an understanding of concepts, theories, and different types of evidence that will allow
them to critically evaluate research, advanced scholarship and methodologies and argue alternative
approaches;
GLO4: reflective and be self-critical in their research work;
GLO5: engage in academic and professional communication orally and in writing;
GLO6: learn independently at a level required for continuing professional study.
New module specification approved by Faculty 13 May 2012
PLO
Advanced knowledge and understanding of:
A1. historical and theoretical issues at the forefront of the discipline of international relations,
together with familiarity with appropriate bibliographical sources (GLO 1; 3 );
A2. the epistemological and methodological principles in their application to the study of
international relations (GLO 2);
A3. key ontological, theoretical, and methodological problems of international relations (GLO 1);
A4. current challenges to international order, cooperation, identity, social formations, and global
issues, and possible strategies to address them (GLO 1);
A5. the changing role of the state in the context of globalisation and regional integration and the
implications for international peace and security (GLO1);
Intellectual Skills:
B2. gather, organize and deploy evidence, data and information from a variety of secondary and
some primary sources (GLO 2);
B3. identify, investigate, analyse, formulate and advocate solutions to problems (GLO 2);
B4. develop reasoned arguments, synthesise relevant information and exercise critical judgement
(GLO 2);
B5. reflect on, and manage, their own learning and seek to make use of constructive feedback from
peers and staff to enhance their performance and personal skills (GLO 5);
B6. manage their own learning self-critically (GLO 4)
Subject specific skills:
C1. applying concepts, theories and methods used in the study of international relations, the
analysis of political events, ideas, institutions and practices (GLO 1);
C2. evaluating different interpretations of political issues and events (GLO 2; 3);
C3. describing, evaluating and applying different approaches to collecting, analysing and presenting
political information (GLO 1; 3);
Transferable skills:
D4. Improving own learning: explore personal strengths and weaknesses; time management; review
working environment (especially student-staff relationship); develop autonomy in learning; work
independently, demonstrating initiative and self-organisation. Important research management skills
include the setting of appropriate timescales for different stages of the research with clear starting
and finishing dates (through a dissertation); presentation of a clear statement of the purposes and
expected results of the research; and developing appropriate means of estimating and monitoring
resources and use of time (GLO 6; GLO 5).
D5. Problem solving: identify and define problems; explore alternative solutions and discriminate
between them (GLO 2).
14.
A synopsis of the curriculum
This module examines the international community’s policy responses to international
environmental problems. Thus understanding and explaining why and how actors (state and nonstate) resolve conflicts and set up international environmental institutions to provide governance
and how successful or effective these governance structures are is at the heart of this module. We
accomplish this by considering various theoretical accounts, including accounts of power, interests,
knowledge, and domestic politics that allow us to understand and explain international
environmental institutions and their effects. The module also considers aspects of institutional
design such as institutional design that addresses problems of enforcement and participation as well
as aspects of the normative dimension of environmental decisions-making at the international level.
The module draws on insights from analysing individual institutions as well as from comparative
small-n and comparative large-n work.
New module specification approved by Faculty 13 May 2012
15.
Indicative Reading List
Barrett, Scott. 2005. Environment and statecraft: the strategy of environmental treaty-making, Oxford:
Oxford University Press.
Ronald B. Mitchell. 2009. International Politics and the Environment, London: Sage
Chasek, Pamela. 2001. Earth Negotiations : Analyzing Thirty Years of Environmental Diplomacy, Tokyo:
United Nations University.
Dai, Xinyuan. 2007. International Institutions and National Policy. Cambridge: Cambridge University
Press.
Miles, Eduard et al (eds.). 2002. Environmental Regime Effectiveness: Confronting Theory with Evidence,
Cambridge MA: MIT Press.
Grundig, Frank. 2009. Political strategy and climate policy: a rational choice perspective,
Environmental Politics 18 (5).
Hovi, Jon, D.F. Sprinz and Arild Underdal, 2009. Implementing Long-Term Climate Policy: Time
Inconsistency, Domestic Politics, and International Anarchy. Global Environmental Politics, 9 (3)
16.
Learning and Teaching Methods, including the nature and number of contact hours
and the total study hours which will be expected of students, and how these relate to
achievement of the intended learning outcomes
The module will consist of 24 contact hours (12 x 2 hour seminars) and 176 study hours, leading
to a total of 200 hours. Students are required to attend a two-hour seminar per week.
LTM
1. Seminars will ask students to engage with the topic(s) of the week. Seminars will develop the
main theoretical, conceptual and empirical points. This may include discussions of theoretical
and conceptual points; working through problems; evaluating policy options; analysing policy
documents; analysing negotiation documents or scientific briefings. Some of this work will be
undertaken by the seminar as a whole, and some of it in small groups (3-4); any findings will be
discussed with the entire seminar. Students are required to participate in seminars by leading
some part of the discussions based on a pre-prepared and approved position paper. For a
successful seminar format, it is required that students have read all the required readings and
reflected upon them. Contributions, listening and cooperation are expected from all students. .
2. The module covenor will facilitate weekly seminars. The convenors involvement may vary from
placing the discussions in the relevant context and ensuring that all relevant issues are covered
by the discussions to giving longer presentation setting out some of the main conceptual,
theoretical or empirical findings in the field. The convenor will initiate the seminar discussion in
areas not being led by assigned students.
3. Position paper and leading the discussion (1200 words): Each student will be required to write
his/her own position paper on an assigned topic and present his / her findings and lead the
discussion on the topic. The aim of the assignment is to develop solutions to a particular
problem, be it devising a fair solution, deciding on optimal abatement policies or devising an
optimal institutional design. This piece of work should not exceed 1,200 words and is one
component of the assessment. The presentation of the findings / development of discussion
points will also be assessed. (SSLO 1-5, GLO 1-6).
New module specification approved by Faculty 13 May 2012
4. Research Essay: Each student will be required to write a research essay of 4,000 words on a
topic from a list of essay topics. This piece of work is the second component of the
assessment. (SSLO 1-5, GLO 1-6).
SSLO 1-5:
1. Appreciate the complexity of international environmental decision making within the context
of uncertainty, domestic politics, and international constraints (LTM 1-4).
2. Conceptualise ways to assess the effects of international institutions and apply these to
evaluate the role of international institutions in the provision of international environmental
goods (LTM 1; 2; 4).
3. Comprehend and explain, using up-to-date theoretical accounts, negotiation outcomes,
institutional effects, institutional design, and policy implementation (LTM 1; 2; 4).
4. Evaluate theoretical explanations and academic debates relating to international environmental
outcomes and environmental governance by drawing on primary and secondary qualitative
evidence as well as quantitative evidence (LTM 1; 2; 4).
5. Be able to evaluate policy debates relating to key issues in international environmental politics
and articulate policy solutions by bringing both evidence and theoretical reasoning to bear on
the problems (LTM 1; 2; 4).
GLO 1-6
GLO1: work with theoretical knowledge at the forefront of the debate on international politics
exemplified by the relevant theoretical debates in international environmental politics (LTM 1-4);
GLO2: attain an understanding of how qualitative and quantitative methods and techniques are
used in the discipline and will be able to employ such evidence to evaluate theory and policy
options (LTM 1; 2; 4);
GLO3: have an understanding of concepts, theories, and different types of evidence that will allow
them to critically evaluate research, advanced scholarship and methodologies and argue alternative
approaches (LTM 1-4)
GLO4: reflective and be self-critical in their research work (LTM 3; 4);
GLO5: engage in academic and professional communication orally and in writing (LTM 3; 4);
GLO6: learn independently at a level required for continuing professional study (LTM 3; 4).
17.
Assessment methods and how these relate to testing achievement of the intended
learning outcomes
Students will be assessed based on two elements. First, the position paper and the presentation /
leading the discussion in class. This assignment is worth 20% of the final mark and the components
will be weighed as follows: position paper 75% and presentation / leading discussion 25% of the
assignment. This assignment will give students the chance to reflect on their position paper in the
light of the module convenor’s comments prior to presenting their findings / leading the discussion.
The mark for the presentation / leading the discussion will thus also reflect how well the student
dealt with those comments. Second, a research essay consisting of 4,000 words and worth 80% of
the final mark.
The assessments relate to all the subject specific and all the generic learning outcomes; the first
assignment is particularly relevant to SSLO 1 and GLO 4 and 5 and the second assignment is
particularly relevant to SSLO 3, 4 and 5 and GLO 5 and 6.
18.
Implications for learning resources, including staff, library, IT and space
The module will be taught by Dr Frank Grundig; some additional books may be required, but such
acquisitions will remain within the usual PolIR spending limits. No special computer facilities are
necessary.
New module specification approved by Faculty 13 May 2012
19.
A statement confirming that, as far as can be reasonably anticipated, the
curriculum, learning and teaching methods and forms of assessment do not present
any non-justifiable disadvantage to students with disabilities
The School recognises and has embedded the expectations of current disability equality legislation,
and supports students with a declared disability or special educational need in its teaching. Within
this module we will make reasonable adjustments wherever necessary, including additional or
substitute materials, teaching modes or assessment methods for students who have declared and
discussed their learning support needs. Arrangements for students with declared disabilities will be
made on an individual basis, in consultation with the University’s disability/dyslexia support service,
and specialist support will be provided where needed.
Statement by the Director of Learning and Teaching: "I confirm I have been consulted on the
above module proposal and have given advice on the correct procedures and required content of module
proposals"
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Director of Learning and Teaching
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Date
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Print Name
Statement by the Head of School: "I confirm that the School has approved the introduction of the
module and, where the module is proposed by School staff, will be responsible for its resourcing"
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Head of School
…………………………………………………….
Print Name
New module specification approved by Faculty 13 May 2012
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Date