UNIVERSITY OF KENT
Confirmation that this version of the module specification has been approved by the School
Learning and Teaching Committee:
………………………………………………….(date)
MODULE SPECIFICATION
1.
Title of the module
Ethics in International Relations (PO559)
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
September 2012 (revised version start date September 2015)
4.
The number of students expected to take the module
Approximately 80
5.
Modules to be withdrawn on the introduction of this proposed module and
consultation with other relevant Schools and Faculties regarding the withdrawal
N/A
6.
The level of the module (e.g. Certificate [C], Intermediate [I], Honours [H] or
Postgraduate [M])
H Level
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)
Autumn
9.
Prerequisite and co-requisite modules
None, however this module is restricted to Stage 3 students only.
10. The programmes of study to which the module contributes
This module is an optional module for students on the BA in Politics and International
Relations and the BA in War and Conflict, as well as all other programmes in the School of
Politics and International Relations.
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11. The intended subject specific learning outcomes
On successful completion of the module, students will be able to
11.1: understand the complexity of ethical issues and the extent to which ethical judgements
are applicable to international practice;
11.2: summarise and critically assess the dominant theories of international ethics;
11.3: critically evaluate the ethics of key practices of international politics;
11.4: assess the role of human rights in international politics;
11.5: apply theoretical perspectives to case studies;
11.6: identify both practical and ethical problems and limits of international law, state
sovereignty, and international justice with regard to key state and non-state practices.
12. The intended generic learning outcomes
Students who successfully complete this module will be able to
12.1: undertake analysis of complex, incomplete or contradictory areas of knowledge and
make carefully constructed arguments and advocate solutions to problems
12.2: be reflective and self-critical in their work
12.3: communicate ideas effectively and fluently in writing and/or in speech
12.4: use the internet, bibliographic search engines, online resources, and effectively
conduct research, drawing on both primary and secondary sources
12.5: engage in academic and professional communication with others
12.6: have the independent learning ability required for further study or professional work
13. A synopsis of the curriculum
The module is comprised of 11 lectures and 11 one-hour seminars. Ethics in International
Relations explores the problem of morality in international politics. Starting with a
discussion of the role that moral thinking and ethical practice have played in international
theory and international politics, we proceed to examine the meaning of ethics and human
rights in the context of a number of issues and practices in international relations, including
conflict, humanitarian intervention, global inequality, and multinational corporations. Careful
attention is given to questions of universal vs. particular expressions of ethics. Theoretical
concerns relevant to these issue areas are applied to specific case studies. Throughout our
examination of the role of ethics in international politics, we will critically assess the role of
the state, international organisations, non-governmental organisations, and other
international actors.
14. Indicative Reading List
Mark R. Amstutz, International Ethics: Concepts, Theories, and Cases in Global Politics,
3rd ed., Lanham, MD: Rowman & Littlefield Publishers, 2008.
Duncan Bell, ed., Ethics and World Politics, Oxford: Oxford University Press, 2010.
The Responsibility to Protect: Report of the International Commission on Intervention and
State Sovereignty. International Development Research Centre, 2001.
Michael Walzer, Arguing About War, New Haven and London: Yale University Press, 2004.
Michael Walzer, Just and Unjust Wars: A Moral Argument with Historical Illustrations, 3rd
edition, New York: Basic Books, 2000.
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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 module learning outcomes
Lectures
Schedule: 11 contact hours; one lecture per week for 11 weeks
Learning outcomes: 11.1- 11.6, 12.1, 12.4-6; in particular, lectures will aim at introducing
key theories and practices of international politics relevant to ethics.
Achievement of learning outcomes: these outcomes will be achieved through the oral
and visual presentation of lecture material that will synthetically introduce the relevant
issues and present key positions adopted in the literature, together with their related
concepts and theories.
Seminars
Schedule: 11 contact hours, one seminar per week for 11 weeks. Seminars will be
based on discussions of the topics introduced in the lectures and the reading done
independently by students, including the examination of specific case studies.
Learning outcomes: 11.1-11.6, 12.1-12.3, 12.5-6; in particular, gain comprehensive
understanding by linking lectures, independent reading and class discussion; apply
concepts and theories to questions of policy and practice; structure and defend complex
ethical arguments through discussions.
Achievement of learning outcomes: these outcomes will be achieved through student
participation in informal and formal group work and presentations which require the use
of research, analytical and presentational skills, as well as through the seminar
discussions in which students develop their understanding through interaction, cooperation and confrontation with their peers. In-seminar simulations further help
students to develop their understanding of the application of theory to cases and
enables students to develop key presentation skills.
Independent study
Schedule: 128 hours; in these hours, students are expected to read the recommended
texts for each seminar, research and write their coursework assignments.
Learning outcomes: 11.1-11.6, 12.1-12.6; in particular, explore in detail aspects and
issues introduced in the lectures; link them to wider issues in international politics;
reflect critically on them, and develop their own perspective on the meaning and
significance of ethics.
Achievement of learning outcomes: these outcomes will be achieved through students’
own reading, research and preparation of essays, critical reading summaries, and
participation in the online discussion forums.
16. Assessment methods and how these relate to testing achievement of the intended
module learning outcomes
17. Formative assessment of the seminar presentations and written assignments will be
given throughout the module in the form of oral and written feedback. Summative
assessment of the module will be based on the following:
Type of
Task
Learning
Weight
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assessment
Seminar
Simulation
Students participate in two
seminar simulations
Essay
Students write one essay of
3000 words answering one
question related to the topics
dealt with in the lectures.
Students sit a two-hour
examination in which they are
asked to answer 5 short
answer questions and one
essay question. Short answer
questions allow for
comprehensive testing of the
key learning outcomes from
12.1-6, the essay question
tests deeper knowledge and
analysis, as well as
communication skills.
Examination
outcomes
assessed
11.1, 11.3-6;
12.1, 12.3, 12.5,
12.6
11.1-6, depending
on essay topic
chosen; 12.1-6
towards final
mark (%)
15
11.1-6
12.1, 12.3, 12.5,
12.6
50
35
18. Implications for learning resources, including staff, library, IT and space
This will vary significantly depending on the module. It is permissible to list ‘No Implications’
if no additional resources are required. Please do not name individual members of staff in
this section.
19. 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.
Students who are unable to participate in the seminar simulations due to specific ILPs will
be given the opportunity to submit a written version of their simulation (500 words).
20. Campus(es) or Centre(s) where module will be delivered:
Canterbury.
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