School of Arts and Media
MODULE OPTION BOOKLET
LEVELS 5 AND 6
BA (Hons) Contemporary Military & International History
Academic Year
2015 – 2016
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Contents Page
General Notes on the Booklet
3
Overview of CMIH Module Options
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Module Descriptions: Semester 1
5
Module Descriptions: Semester 2
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University-wide Language Programme
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General Notes on the Booklet
FOR ALL CMIH STUDENTS
All undergraduate students currently in Level 4 and Level 5 must now choose their module
options for next year. This booklet gives you a brief description of the modules, showing the
level and the semester, and given alphabetical order.
Information regarding the modules on offer is contained in the following pages. If you
require any further details, please contact the module tutor specified.
Module information for students going into Level 5:
You must select 2 designated History modules and 2 designated Politics modules over the
course of the year (please refer to your Programme Handbook). Following OME,
Programme Administration will check your choices to ensure this rule is met.
In Semester 1, you must take the compulsory modules Theories of War and International
History 1789-1914 and choose one other module. In Semester 2, you must take the
compulsory module Researching in History. You must then choose two other optional
modules.
Module information for students going into Level 6:
In Semester 1 you must take the dissertation (double weighted – 40 credits) and one
other option module. In Semester 2 all students take three option modules.
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Overview of CMIH Module Options
Level 5
Level 6
Theories of War (core)
Dissertation (core) 40 credits
International History, 17891914 (core)
One option from:
Semester 1
One option from:
Airpower and Modern
Warfare
Britain and the European
Resistance
Reputation-Building and
Myth-Making: Reading
19th/20th Century Memoirs
Arab-Israeli Conflict
Researching in History (core) Three options from:
Semester 2
Two options from:
British Counterinsurgency
Armoured Warfare
First World War
Intelligence, Security and
Politics in Britain
History and Politics of
Socialism
US Foreign Policy
Politics of Islamism
Spanish Civil War
OR:
Archive Placement Scheme
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Module Descriptions
Semester 1
AIR POWER & MODERN WARFARE (H) (CRN 26117) LEVEL 5
Dr Brian Hall
This module will cover the evolution of air power since its conception in the early twentieth
century. The course will commence by examining the implications which air power has born
for warfare and military practice, and will then trace its development during the First World
War and the interwar years, focusing on issues such as strategic bombing, tactical air
support and naval air warfare. It will then explore the extent to which air power shaped the
conduct and outcome of the Second World War. The course will then move on to explore
the role of air power during the Cold War, with particular attention being paid to the arms
race between the United States and Soviet Union, and their respective strategies for using air
power to deliver their nuclear arsenals. It will also examine the role which air power has
played in so-called ‘low-intensity’ conflicts such as Vietnam, the Arab-Israeli Wars, and the
recent Gulf Wars, examining both its strengths and limitations. The module will conclude
by exploring some of the most recent Revolution in Military Affairs (RMA), brought about
by the development of ‘information-based’ weapons, and the implications it holds for air
power, as well as the role airpower plays in modern counterinsurgency and counterterrorism
operations.
Introductory reading:
 Walter Boyne, The Influence of Air Power on History (2003)
 John Buckley, Air Power in the Age of Total War (1999)
 Sebastian Cox and Peter Gray (eds.), Air Power History: Turning Points from Kitty
Hawk to Kosovo (2002)
Assessment: one 2,500 word essay (35%); one two-hour exam (65% - final component)
THE ARAB-ISRAELI CONFLICT (CRN 28447) LEVEL 5
Dr James Corum
This module offers an introduction into the Arab Israeli conflict since the beginning of the
20th century by examining the main events and actors that have helped shape its course.
You will gain familiarity with the key debates and narratives concerning the nature of
Israel’s relationship with its Arab neighbours; the policies adopted by the main participants
of the conflict; as well as the prospects and limits of regional and international attempts to
reach peace. During the course of the module we will discuss the historical context and
ideological currents of Zionism and Arab nationalism, the impact of European Colonialism
on the emerging Arab state system, the era of Intra-State wars 1948-1973, and the following
quests for peace. We also critically assess the political and policy-making processes in Israel
and among Palestinian organizations from the PLO to Hamas, as well as examine the role of
the United States, Egypt, Jordan, Saudi Arabia, Syria and Iran. The module also features a
computer-based simulation where you can decide on issues of war and peace from the
perspectives of the Israeli Prime Minister and Palestinian President.
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Introductory reading
 Dowty, A., Israel/Palestine, Cambridge: Polity: 2012.
 Gelvin, J.L., The Israel-Palestine Conflict: One Hundred Years of War, Cambridge:
Cambridge University Press: 2007.
 Hinnebusch, R./Ehteshami, A. (eds.), The Foreign Policies of Middle East States,
Boulder:2002
Fawcett, L. (ed.), International Relations of the Middle East, Oxford 2005
 Quandt, W. B., Peace Process: American Diplomacy and the Arab-Israeli Conflict
since 1967, Washington, DC 2005
Assessment: Two 2,500 word essays, each worth 50% of the module mark (the second
essay is the final component);
BRITAIN AND THE EUROPEAN RESISTANCE, 1939-1945 (CRN 27403) LEVEL 6
Dr Christopher J. Murphy
This module explores Britain’s role in encouraging and supporting resistance movements in
Europe during the Second World War through the Special Operations Executive (SOE), the
organisation established in July 1940 and instructed by Churchill to ‘set Europe ablaze’. The
module makes extensive use of surviving SOE documents, now available at the National
Archives, and considers their value within the context of official release policy and
censorship under Section 3(4) of the Public Records Act. The module also makes use of
interviews with former SOE personnel collected by the Imperial War Museum, introducing
students to oral history and the problems to be encountered in both its collection and use.
Through a combination of these sources, in addition to the wider literature on SOE, students
will consider SOE’s relationships with both indigenous resistance movements and
governments in exile, along with the organisation’s relationship with the Foreign Office and
the impact of its activities upon British foreign policy. Students will examine a number of
significant episodes in SOE’s history, both successes and failures, including the destruction
of the Norsk Hydro heavy-water plant in Norway (Operation GUNNERSIDE), the German
penetration of SOE’s resistance network in Holland (the ‘Englandspiel’ affair), and the plan
to assassinate Hitler (Operation FOXLEY).
Introductory reading
 MRD Foot, SOE in France (London, 1966).
 MRD Foot, Resistance: European Resistance to Nazism 1940-1945 (London, 1976).
 MRD Foot, SOE: An Outline History (London, 1999 Pimlico edition).
 WJM Mackenzie, The Secret History of SOE (London, 2000).
 David Stafford, Britain and the European Resistance (London, 1980).
 David Stafford, Secret Agent (London, 2000).
 Bickham Sweet-Escott, Baker Street Irregular (London, 1965).
 Peter Wilkinson and Joan Bright Astley, Gubbins and SOE (London, 1993).
Assessment: Two essays - Essay 1, 2000 words (40%); Essay 2, 3000 words (60% - final
component)
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DISSERTATION (CRN 14525) LEVEL 6
All PCH staff
Students for whom the dissertation is compulsory will already have taken a compulsory
Research Methods module.
Assessment: 100% double-weighted module
INTERNATIONAL HISTORY 1789-1914 (CRN 30682) (COMPULSORY for CMIH
students) LEVEL 5
Dr Daniel Lomas
This module is core at second year level to all students on the Contemporary Military and
International History and Contemporary History and Politics programme. It will provide a
detailed analysis of most of the major themes and issues in British and continental European
history between the start of the French Revolution in 1789 and the outbreak of the First
World War in 1914. Its main focus will be on the political and diplomatic development and
consequences of the European alliance system, the emergence of Germany and Italy as new
states, industrialisation as well as the major revolutions of the period. In addition to the
French Revolution, the module will also examine the revolutions in France in the 1820s and
1830s, as well as the more widespread revolutions of 1848. The module will also examine
the major developments in cultural and social international history and will demonstrate
how it is impossible to have an adequate grasp of the events of the twentieth and twenty-first
centuries without first understanding the 'shape' of the century that preceded both of these.
Introductory reading:
 Bartlett, C.J., Britain and the Great Powers 1815-1914 (Manchester: Manchester
University Press, 1993).
 Bridge, F. R., and Roger Bullen, The Great Powers and the European States System
1815-1914 (London and New York: Longman, 1980).
 Hobsbawm, E. J., The Age of Revolution: Europe 1789-1848 (London: Cardinal,
1973).
 Jones, P., The 1848 Revolutions (Harlow: Longman, 1981).
 Mombauer, A., The Origins of the First World War: Controversies and Consensus
(London: Longman, 2002).
 Stevenson, D., Armaments and the Coming of War (Oxford: Oxford University
Press, 1996).
 Taylor, A. J. P., The Struggle for Mastery in Europe, 1848-1918 (Oxford: Oxford
University Press, 1971).
 Williamson, D. G., Bismarck and Germany, 1862-1890 (Harlow: Longman, 1997.)
Assessment: one 3000-word essay (35%) and one two-hour exam (65% - final
component).
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REPUTATION-BUILDING AND MYTH-MAKING: READING 19th AND 20th
CENTURY MEMOIRS (CRN 30822) LEVEL 6
Dr Alaric Searle
This module seeks to enable students to develop better analytical skills when assessing the
historical significance of political, diplomatic, military and secret service memoirs, in terms
of the intention of the authors, the different genres of memoirs, and the effect of the
memoirs in conditioning historical perceptions of a particular war, political or diplomatic
controversy and the impact of the reputation of the writer as a leader, diplomat, spy chief or
commander. Among the major concerns of the module are: deepening understanding of the
calculated intentions which underpin a writer’s decision to write and/or publish his/her
memoirs or autobiography; explaining the difference between memoirs and autobiographies;
developing an appreciation of different genres and traditions in the evolution of military,
diplomatic and political, and now secret service, memoirs. Analysis of the memoirs will not
be restricted to the texts themselves; we will also consider other sources (such as
correspondence) which can often reveal much about the intentions and motivations of the
authors, whether these are reputational, financial or political.
Further Reading:
 R.A. Butler, The Difficult Art of Autobiography (Oxford, 1968).
 George Egerton (ed.), Political Memoir: Essays on the Politics of Memory (London,
1994).
 George Egerton, ‘The Lloyd George War Memoirs: A Study in the Politics of
Memory’, Journal of Modern History, 60 (March 1988), pp. 54-94.
 Alex Vernon (ed.), Arms and the Self: War, the Military and Autobiographical
Writing (London, 2005).
Assessment: one 3,000-word essay (40%) and an exam (60%).
THEORIES OF WAR (H) (CRN 25189) (COMPULSORY for CMIH students) LEVEL 5
Dr Alaric Searle
Throughout the history of conflict, soldiers have developed theories in an attempt to
understand the nature of wars and how to fight them. Today, many of these theories inform
the decisions of military and political leaders. This module examines the ideas of several of
the most influential theorists of war, including Sun Zi, Carl von Clausewitz, Antoine Henri
Jomini, Alfred Thayer Mahan, and Sir Basil Liddell Hart. It also encourages students to use
these theories as tools to enhance their study of historical and contemporary conflicts.
Introductory reading
 Peter Paret (ed.), Makers of Modern Strategy: from Macchiavelli to the Nuclear Age,
(1986).
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
Azar Gat, A History of Military Thought: From the Enlightenment to the Cold War,
(2000).
Assessment: one 2500 word essay (35%); one two-hour exam (65% - final component)
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Semester 2
ARMOURED WARFARE (CRN 26153) LEVEL 5
Dr Alaric Searle
The course will aim to introduce students to the technical characteristics of tanks and other
armoured fighting vehicles (AFVs), their development and the uses to which they have been
put in ‘big wars’. In particular, an examination will be undertaken of the significance of
armoured forces during both world wars, in the Vietnam War, in the Cold War, the Iran-Iraq
War, and the Gulf Wars of 1990-91 and 2003. At the same time, it is equally important that
the military ideas which have driven the development of armoured warfare be understood.
In the interwar period, tanks represented a major challenge to existing ideas, military
structures and tactical concepts. The effect which the introduction of the tank into military
organizations had in the course of twentieth century cannot be underestimated. Moreover,
tanks have taken on a remarkable political symbolism when they are employed on the streets
of cities, suggesting that there is much more to tanks than their use on the battlefield where
they attempt to destroy other tanks.
Introductory Reading
 Barton C. Hacker, ‘Imaginations in thrall: the social psychology of military
mechanization’, Parameters 12 (Spring 1982), pp. 50-61.
 J.P. Harris & F. N. Toase (eds.), Armoured Warfare (London, 1990).
 J. Kemeny, ‘Professional ideologies and organizational structure: tanks and the
military’, Archives Europeennes de Soziologie, 24 (1983), pp. 223-240.
Richard E. Simpkin, Tank Warfare: An Analysis of Soviet and NATO Tank
Philosophy (London, 1979).
 Patrick Wright, Tank: The Progress of a Monstrous War Machine (London, 2000).
Assessment: one 2,500 word essay (35%); one two-hour exam (65% - final component)
BRITISH COUNTER INSURGENCY SINCE 1945 LEVEL 6
Dr Samantha Newbery
This module will allow students to examine Britain’s varied involvement in counterinsurgency operations since 1945 in depth. After an initial engagement with the theories
and principles of insurgency and counter-insurgency, the module will cover the cases of
Kenya, Malaya, Northern Ireland, Britain’s continuing involvement in Iraq and Afghanistan,
and some lesser known cases. Students will develop an understanding of the evolution of
the British approach to counter-insurgency since 1945, including, notably, the roles played
by political, military, policing, intelligence and local administration forces in the success or
failure of the module’s case studies. The module will also demand an engagement with the
literature that proclaims success in British counter-insurgencies and that belonging to the
newer, more critical, school of thought.
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Recommended reading:
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Huw C Bennett, ‘The other side of the COIN: Minimum and exemplary force in British
army counterinsurgency in Kenya’, Small Wars and Insurgencies, 18/4, December 2007,
pp. 638-664.
Richard Clutterbuck (1966) The Long, Long War: The Emergency in Malaya 19481960.
Leon Comber, ‘The Malayan Security Service (1945-1948)’, Intelligence and National
Security, 18/3, September 2003, pp.128-153.
Panagiotis Dimitrakis, ‘British intelligence and the Cyprus insurgency, 1955-1959’,
International Journal of Intelligence and Counter-Intelligence, 21/2, June 2008, pp.37594.
Frank Kitson (1977) Bunch of Five.
Thomas Mockaitis (1990) British Counterinsurgency, 1919-60.
Jonathan Walker (2005) Aden Insurgency: The Savage War in South Arabia 1962–67.
Assessment: 3,000 word essay 1 (50%); 3,000 word essay 2 (50% - final component)
THE FIRST WORLD WAR (H) (CRN 28455) LEVEL 6
Dr Brian Hall
This module examines the nature, outcome and enduring legacy of the First World War
(1914-1918). It adopts a thematic, rather than chronological, approach, challenging and
broadening students’ existing understanding of the conflict by focusing upon five key areas:
first, understanding the First World War as a total war; second, understanding the First
World War as a global war; third, examining comprehensively the military operations of the
First World War; fourth, examining the wider diplomatic and political dimensions of the
First World War within an international context; and, fifth and finally, examining the
internal social and economic effects of the First World War.
Recommended reading
Ian Beckett, The Great War 1914-1918 (2001).
Michael Howard, The First World War, (2002).
Hew Strachan (ed.) The Oxford Illustrated History of the First World War (1998).
David Stevenson, 1914-1918: The History of the First World War (2004).
Assessment: one 3,000 word essay (40%); a two-hour exam (60% - final component)
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THE HISTORY AND POLITICS OF SOCIALISM (CRN 31514) LEVEL 6
Professor John Callaghan
This module examines the rise and fall of the main socialist traditions from their origins in
nineteenth-century Britain and France to their global spread in the twentieth century. It
seeks to explain their most important national examples and ideological variations by
examining key aspects of the course of socialism in Germany, Britain, Sweden, Russia, and
China. Why did socialism spread across Europe and into the colonial world? Why did social
democracy and Communism become rivals? Why was Stalin’s Soviet Union thought to be a
success? How did the Five-Year Plans work and why did centralised planning ultimately
fail? What did the communist and socialist traditions mean in different countries? Why were
they both unsuccessful in the USA? What role did industrialism, imperialism, fascism and
war play in their development and apparent defeat? What lasting difference have they
made? Have we witnessed the end of an epoch begun by the industrial revolution and the
French Revolution of 1789?
Introductory Reading
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C. Boggs, The Socialist Tradition: From Crisis to Decline (London: Routledge, 1995)
F. Claudin, The Communist Movement (London: Pregrine 1975)
G. Eley, Forging Democracy: The History of the Left in Europe, 1850-2000 (London:
Oxford University Press, 2002)
G. Lichtheim, The Origins of Socialism (New York: Praeger, 1968)
G. Lichtheim, A Short History of Socialism (London: Weidenfeld and Nicolson, 1970).
D. Sassoon, One Hundred Years of Socialism: The West European Left in the Twentieth
Century (London: I. B. Tauris, 1996)
Assessment: one 2,750 word essay (50%); one two-hour exam (50% - final component)
INTELLIGENCE, SECURITY AND POLITICS IN BRITAIN, 1909-1994 (CRN
27416) LEVEL 5
Dr Daniel Lomas & Dr Chris Murphy
This module examines the British intelligence community from the birth of the Security
Service (MI5) and the Secret Intelligence Service (SIS or MI6) in 1909 through to the 1994
Intelligence Services Act, exploring its activities primarily within the context of British
domestic policy, while considering the links between the worlds of intelligence and politics.
The module considers the reaction of the intelligence community to the Russian revolution,
and its subsequent battle against the Soviet Union and Communism from the inter-war years
through to the end of the Cold War. The module also considers the involvement of the
intelligence community in significant episodes of post-1945 British history, including the
End of Empire, and explores the impact of security scandals, such as the Profumo Affair and
the revelations surrounding the activities of the Cambridge Spy Ring.
NB: This module does not focus on military intelligence, or the activities of the British
intelligence community during the First or Second World Wars.
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Introductory Reading:
 Richard Aldrich, ‘The Secret State’, in Addison and Jones (eds.), A Companion to
Contemporary Britain, 1939-2000 (Oxford, 2005).
 Christopher Andrew, The Defence of the Realm: The Authorized History of MI5
(London, 2009).
 Tom Bower, The Perfect English Spy: Sir Dick White and the Secret War 1935-90
(London, 1995).
 Bernard Porter, Plots and Paranoia: A history of political espionage in Britain,
1790-1988 (London, 1989).
 Michael Smith, New Cloak, Old Dagger: How Britain’s Spies Came in from the
Cold (London, 1996).
 Michael Smith, The Spying Game: The Secret History of British Espionage (London,
2003).
 Richard Thurlow, The Secret State (London, 1994).
Assessment: Two essays - Essay 1, 2000 words (40%); Essay 2, 2500 words (60% - final
component).
MILITARY ARCHIVE PLACEMENT SCHEME (H) (CRN 23755) LEVEL 6
Dr Alaric Searle
In the third year of your degree you will have the opportunity of spending the whole of your
final semester working in a military archive. This is an excellent way of gaining work
experience which can greatly enhance your employment prospects. It is also a great way to
culminate your studies by getting your hands dirty in an archive – the “coalface” for any
historian. Rather than doing normal modules at Salford, you would get involved in the dayto-day work of the archive, as well as carrying out a special archival project that will result
in a written report that will be assessed like a normal essay. Your archive mentor will also
write an appraisal of your performance which can be extremely useful when you are invited
for a job interview. Placements have been arranged at the Regimental Museum of the
Queen’s Lancashire Regiment, the Lancashire Fusiliers Museum, Bury, the Liddell Hart
Centre for Military Archives, King’s College London and the Imperial War Museum. We
are continually expanding the number of archive placement partners and so if you have an
idea for a military history archive placement – perhaps one near your home – then let us
know and we’ll do our best to arrange it.
Please note that there is no automatic entitlement to an archival placement. Those interested
should still make a selection of three modules, but then contact the Placements Officer
should they be interested.
If you have any further questions, contact the Military Archives Placements Officer, Dr
Alaric Searle, D.A. Searle@salford.ac.uk.
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THE POLITICS OF ISLAMISM (CRN 28350) LEVEL 6
Dr James Corum
Islamism, the political activism based on a specific reading of Islamic precepts, currently
dominates newspaper headlines and scholarly debate alike. This module therefore attempts a
sober assessment of the way we can define “Islamism” and compare it to fundamentalisms
in other religions. In doing so, this module takes a closer look at early, i.e. 19th century,
Muslim responses to Western modernity as well as the development of modern Islamism
from the Muslim Brotherhood to al Qaeda. It discusses the rise and fall of revolutionary
Islamism in Egypt as well as the Arab states’ struggle with Islamist terrorism from Algeria
to Saudi Arabia. Turning to more recent developments, this module analyzes the
transnationalization of Islamism, the image of the West in Islamist thinking, the role of
Islamism in Muslim communities in Western countries and attempt an answer to the
question of the adaptability of Islamism to democratic practices.
Introductory reading
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Ayubi, Nazih N., Political Islam: Religion and Politics in the Arab World, London 1991
Mandaville, P., Global Political Islam, London 2007
Roy, O., Globalized Islam: The Search for the Ummah, London 2006
Roy, O., The Failure of Political Islam, Cambridge 1994
Assessment: 3000 word essay 1 (50%); 3000 word essay 2 (50% - final component)
RESEARCHING IN HISTORY (H) (CRN 25211) LEVEL 5 (Compulsory for CMIH
students)
Dr Alaric Searle
The primary purpose of this module is to prepare you to write a successful 12,000 word
undergraduate history dissertation at Level 6. It will also give you a wider insight into the
historical research methods appropriate to military and/or international history. The module
will enable you to: identify an appropriate historical subject; articulate manageable
historical questions related to that subject; utilise appropriate historical finding aids;
evaluate academic secondary sources; identify appropriate primary sources (printed and/or
archival); obtain an appropriate supervisor and understand their role; identify key
milestones; articulate an appropriate historical structure; utilise appropriate historical
referencing conventions. The course will be delivered through a series of lectures and
individual weekly tasks. It will be assessed by essays in Weeks 4 and 8. Documents to
support the course and details of the weekly tasks will be placed on BlackBoard.
Introductory reading
 Ralph Berry, The Research Project - How to write it, (London: Routledge, 2000).
[Chapter 8 in] Jeremy Black & Donald MacRaild, Studying History, (London:
MacMillan, 2000).
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IW Mabbett, Writing History Essays – A Student’s Guide, (London: Palgrave
MacMillan, 2007)
Kim Reynolds, ‘Research Methods’ in Mary Abbott (ed.), History Skills - A
Student’s Handbook, (London: Routledge, 1996).
Assessment: one 1500 word initial proposal (25%); one 3500 word dissertation
proposal (75% - final component)
SPANISH CIVIL WAR (CRN 34236) LEVEL 6
Prof John Callaghan
This module offers a comprehensive, detailed analysis of the Spanish Civil War, 19361939. This war has often been described as the ‘dress rehearsal’ for the Second World War
and, indeed, contained many of the elements of that conflict, ideological confrontation, early
examples of modern military strategic tactics on the part of the fascist dictators and large
scale international intervention. The war was also set against the backdrop of the crisis of
democracy in Europe and the impact of the Great Depression. This module makes a
detailed examination of the course of the war, the battles, the personalities and traces the
rise of General Franco. It also places the Spanish Civil War against a broader international
political and diplomatic canvass. The module ask the question why was a civil war in Spain
was of so much interest to the international community? What were the characteristics of
Spanish democracy and fascism?
Introductory reading:
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H. Thomas, The Spanish Civil War (2003)
P. Preston, The Spanish Holocaust (2012)
Helen Graham, Socialism and War (1991)
Assessment: 3,000 word essay (40%); a two-hour exam (60% - final component)
US FOREIGN POLICY SINCE 1945 (CRN 32980) LEVEL 5
Dr David Maher
For better or for worse, the United States has been the single most important actor in world
affairs since the Second World War. It is therefore not too much of exaggeration to say that
to understand international relations since 1945 one must understand the American
contribution. This module will begin by exploring thematic issues such as how foreign
policy is made in the United States, the American ‘style’ of diplomacy, and the influence of
ideology. It will then provide students with the chance to examine historical topics such as
the rise of the national security state after 1945, crises such as those over Berlin and Cuba,
the involvement of the CIA in US foreign policy including covert involvement abroad, US
military intervention in Korea and Vietnam, ‘Nixinger’ and the rise and fall of détente, the
‘Second Cold War’, post-Cold War challenges to American global interests, and the ‘war on
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terror’. The module will build on some of the topics introduced in International History II to
provide a deeper and broader appreciation of the history of US foreign relations. It will
emphasise presidential decision-making, so that the respective personal inclinations and
contributions of US presidents to the country’s foreign policy will become apparent.
Introductory Reading
 Stephen Ambrose, Rise to Globalism: American Foreign Policy Since 1938 (1998).
 Michael Cox and Doug Stokes (eds), US Foreign Policy (OUP, 2012).
 Stephen Hook and John Spanier, American Foreign Policy Since World War
II (2006).
 Kissinger, Henry, Diplomacy (1994).
Assessment: one 2500 word essay (35%); one two-hour exam (65% - final
component).
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University-wide Language Programme (UWLP)
The University-wide Language Programme (UWLP) offers students on certain programmes
of study the opportunity to take a foreign language module in place of one of their usual
options. UWLP modules, which are worth 20 credits, are delivered by the Directorate of
Languages over Semesters 1 and 2.
1. Why choose to study a language?
Employability:
Language learning enhances graduate employability as businesses increasingly compete on
a global scale, and employers place more and more value on language skills alongside
another specialism. Language skills can improve your career prospects by opening up your
options making you more employable and giving you the potential to earn a higher salary.
Globalisation:
Globlisation has led to a growing demand for language skills from employers and research
shows that rates of unemployment are lower amongst graduates with knowledge of a second
language, even at a basic level. It will help you to stand out from the crowd!
2. Which languages can I study?
The UWLP offers courses in the following languages:
French
German
Italian
Japanese
Mandarin Chinese
Spanish
3. About the module
What will I learn?
The module content is very practical, preparing you for using the language in your future
career. The lower Stages will help you cope with everyday situations abroad or when
dealing with visitors to this country; the higher Stages aim to develop your ability to use the
language more widely in professional contexts.
How will I learn:
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Class contact is 2 hours per week, plus a further hour each week of directed self
study in the Language Resource Centre (LRC) on the 9th floor of Maxwell Building.
Formative assessments are carried out during class time and via Blackboard in
Semester 1 to help you assess your own progress and consolidate learning.
How will I be assessed?
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Summative assessments in speaking, written language and reading comprehension take
place at the end of Semester 2. The marks obtained will contribute towards your level mark
for that year.
4. Is there a class to cater for my ability?
Each language is taught at four different levels called ‘Stages’. You can improve your
existing skills or start learning a new language from scratch.
Stages are allocated based on previous experience and/or qualifications in the language as
outlined in the table below:
Level
Prerequisites
Stage 1 (beginners)
No previous experience or UK Grade D or below at GCSE (or
equivalent)
Stage 2
CEFR A1+/UK Grade A*-C at GCSE (or equivalent), or a pass at Stage
1
Stage 3
CEFR A2/UK Pass at AS level up to grade C (or equivalent) or a pass at
Stage 2
Stage 4
CEFR A2+ OR B1/UK Pass at AS level at grade A or B (or
equivalent),pass at A2 level up to grade D (or equivalent), or a pass at
Stage 3
If you have grade A-C at A2 (or equivalent) or have already completed Stage 4 in a
particular languages, you are deemed to have enough knowledge of that language to
cope quite well abroad, so please choose a different language.
Please note that you cannot do the same Stage twice. For example, if you complete Spanish
Stage 1 in your second year and wish to continue with UWLP, you must move onto Spanish
Stage 2 in your third year or select a different language altogether.
5. Are all languages available at all Stages?
Whether or not a language module is available will depend on how many students have signed up
for it. If there are insufficient numbers for a particular module to run, you will be informed in
Week 1 and offered your alternative module choice.
6. How do I enrol onto UWLP?
The enrolment process has two simple steps:
STEP 1. Select the University Wide Language Programme (UWLP) via Online Module
Enrolment (OME) instead of one of your usual optional modules.
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STEP 2. You will then be prompted to fill in an online application form to select the
specific language you wish to study* (you will be asked to select a 2nd choice as well)
*Please note if you fail to complete step two, you will not be enrolled and may not be able to
secure a place.
Deadlines for 2014-15 UWLP enrolment will be available on the UWLP website shortly
http://www.salford.ac.uk/humanities/courses/short-courses/university-wide-languageprogramme
7. For further information…
If you require any further information regarding UWLP modules or how they fit into your
programme of study you can contact the following:
UWLP Coordinator
UWLP Administration
Vanessa John
Room 811, Maxwell Building
t: +44 (0) 161 295 0017
email: v.i.john@salford.ac.uk
School of Humanities, Languages and Social
Sciences, Room 827, Maxwell Building
t: +44 (0) 161 295 5990
email: languages-uwlp@salford.ac.uk
Any questions?
languages-uwlp@salford.ac.uk
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