UNIVERSITY OF KENT
MODULE SPECIFICATION TEMPLATE
SECTION 1: MODULE SPECIFICATIONS
1.
Title of the module
PO325 Introduction to Conflict Analysis and Resolution
2.
School or partner institution which will be responsible for management of the module
School of Politics and International Relations
3.
Start date of the module
Autumn 2010 (revised version start date January 2015)
4.
The number of students expected to take the module
150-200
5.
Modules to be withdrawn on the introduction of this proposed module and consultation with other
relevant Schools and Faculties regarding the withdrawal
None
6.
The level of the module (e.g. Certificate [C], Intermediate [I], Honours [H] or Postgraduate [M])
C
7.
The number of credits and the ECTS value which the module represents
15 credits (7.5 ECTS)
8.
Which term(s) the module is to be taught in (or other teaching pattern)
Spring
9.
Prerequisite and co-requisite modules
None
10. The programmes of study to which the module contributes
This is a compulsory module for the BA in Conflict, Peace and Security and an optional module
for all Politics and International Relations programmes. Available as a wild module to the wider
University.
11. The intended subject specific learning outcomes
11.1: recognize key approaches to the study of conflict.
11.2: understand the main concepts and theories of international conflict and conflict resolution.
11.3: identify the main practices of conflict resolution and their limitations.
11.4: engage with empirical cases and simulations of international conflicts.
11.5: identify the main critiques of conflict theories
12. The intended generic learning outcomes
12.1: Think critically about conflict and conflict resolution.
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UNIVERSITY OF KENT
12.2: Engage with theory to help conceptualise and understand key issues and empirical cases.
12.3: Understand and apply some basic conflict resolution skills (e.g. negotiation, mediation)
12.4: Be equipped to use a variety of tools effectively to conduct preparatory research for essays
and seminars
12.5: Engage in some independent research and learning demonstrating initiative, selforganisation and time-management
13. A synopsis of the curriculum
The module is designed to introduce students to the principle approaches to conflict and conflict
resolution. Starting with a discussion of the pervasiveness of conflict in human existence, the
module will engage with key question of “what is conflict?” Students will be introduced to conflict
management and conflict resolution approaches before engaging with key conflict resolution
processes such as negotiation and mediation. The module will rely on case studies and
simulations to help students engage directly and better grasp the different theoretical
approaches. Case studies will include an in-depth analysis of the Oslo process and a discussion
of the specific difficulties linked to negotiations with “terrorists.” The students will emerge from the
module with knowledge of the central paradigms and concepts of conflict analysis and resolution,
and with an initial set of skills (negotiation and mediation) which can be used to further
understand international politics but also in their personal engagement with others.
14. Indicative Reading List
Ramsbottam, O. Miall, H. and T. Woodhouse (2011). Contemporary Conflict Resolution: The
Prevention, Management and Transformation of Deadly Conflicts. Cambridge: Polity.
Azar, E. (1990) The Management of Protracted Social Conflict: Theory and Cases. Dartmouth:
Aldershot.
Bercovitch, J. and R. Jackson (2009). Conflict Resolution in the 21st century: Principles, Methods,
and Approaches. Ann Arbor: University of Michigan Press.
Burton, J. and Sandole, D. (1986). “Generic Theory: The Basis of Conflict Resolution”,
Negotiation Journal. 2(4) 333-44.
Fisher, R. and Ury, W. (1991). Getting to Yes, New York: Penguin.
Hopmann, P. T. (2001). “Bargaining and Problem Solving: Two Perspectives on International
Negotiation” in Crocker, C. A., Hampson, F. O. and Aall, P. (eds) Turbulent Peace. Washington:
USIP (445-468).
Toros, H. (2008) “‘We don’t talk to terrorists!’: Legitimacy and Complexity in Terrorist Conflicts,”
Security Dialogue. 39(4): 407-426.
15. 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
Lectures/seminars:
Schedule: 22 hours; 1 hour lecture, 1 hour seminar per week for 11 weeks
Learning Outcomes:
Lectures will introduce the major theories and approaches to conflict and conflict resolution,
illustrated through key case studies, as well as covering some of the commentary and criticism of
the key theories and concepts (11.1-5; 12.1-4).
Seminars will on examine the topics introduced in the lectures and the independent reading that
students undertake. Several seminars will involve simulations of negotiation and mediation.
Students will be encouraged to gain a synoptic understanding of the module by linking lectures,
independent reading, seminars and simulations, having the opportunity in classes to discuss
concepts and theories, develop and defend complex arguments, while reflecting on their
participation (11.1-5; 12.1-4).
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UNIVERSITY OF KENT
Achievement of Learning Outcomes:
Lectures: Learning outcomes will be achieved through the oral and visual presentation of lecture
material covering the relevant topics. Students will be introduced to the key debates around the
nature of conflict and conflict resolution also through case studies.
Seminars/Simulations: Learning outcomes will be achieved through discussion with other
students in which they will develop their skills through analysis, cooperation and intellectual
confrontation. Class discussions will also help students develop their understanding of the context
of particular ideas and their applicability to contemporary conflicts. Simulations will help students
understand and develop specific conflict resolution skills.
Independent study
Schedule: Students are expected to devote 128 hours to independent study. This study will
involve students reading the recommended texts for each seminar, assimilating and reflecting on
material from lectures, preparing for seminars and researching and carrying out coursework
assignments.
Learning Outcomes: 11.1-5, 12.1-5.
Achievement of Learning Outcomes: These outcomes will be achieved through students’ own
reading, research and preparation.
16. Assessment methods and how these relate to testing achievement of the intended learning
outcomes
Formative assessment of students will be given throughout the module in the form of oral
feedback on class discussions plus written and oral feedback on coursework. Summative
assessment will proceed as follows:
Type of
assessment
Task
Learning outcomes
assessed
Weight towards
final mark
Conflict
Report
Conflict report of 2,000 words examining a
conflict through realist and conflict resolution
lenses.
11.1-5
40 %
Four reading quizzes covering all the main
theories and approaches to conflict
resolution. Each quiz contributes 5
percentages points to the aggregate mark.
11.1-5
Two essay questions (equally weighted) to
be chosen from a list of eight covering all the
main theories of conflict and approaches to
conflict resolution.
11.1-5
Reading
assignments
Exam
12.1-5
20%
12.1-2, 5
40%
12.1-2
17. Implications for learning resources, including staff, library, IT and space
No additional resources required.
18. 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
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UNIVERSITY OF KENT
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.
You may need to write a specific statement for the particular module. The format can be taken from
above. Be aware of the particular demands of the individual module, e.g. field trips or practical work
will have specific requirements. The statement must relate to arrangements necessary to ensure the
student has the opportunity to achieve the learning outcomes of the module.
19. Campus where module will be delivered: Canterbury
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UNIVERSITY OF KENT
SECTION 2: MODULE IS PART OF A PROGRAMME OF STUDY IN A UNIVERSITY SCHOOL
Statement by the School Director of Learning and Teaching/School Director of Graduate Studies
(as appropriate): "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"
................................................................
..............................................
Director of Learning and Teaching/Director of
Graduate Studies (delete as applicable)
Date
…………………………………………………
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"
.................................................................
..............................................
Head of School
Date
…………………………………………………….
Print Name
SECTION 3: MODULE IS PART OF A PROGRAMME IN A PARTNER COLLEGE OR VALIDATED
INSTITUTION
(Where the module is proposed by a Partner College/Validated Institution)
Statement by the Nominated Officer of the College/Validated Institution (delete as applicable): "I
confirm that the College/Validated Institution (delete as applicable) has approved the introduction of the
module and will be responsible for its resourcing"
.................................................................
..............................................
Nominated Responsible Officer of Partner
College/Validated Institution
Date
………………………………………………….
Print Name
…………………………………………………..
Post
………………………………………….
Partner College/Validated Institution
Module Specification Template
Last updated October 2012
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