UNIVERSITY OF KENT
Module Specification
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The title of the module
Bargaining and Rational-Choice Theory (PO584)
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The School which will be responsible for management of the module
Politics and International Relations
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The Start Date of the Module
2003/2004
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The number of students expected to take the module
Approximately 25 per year
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Modules to be withdrawn on the introduction of this proposed module and
consultation with other relevant Schools and Faculties regarding the withdrawal
PO584 is an established H level module. We seek approval for a new method of assessment.
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The level of the module (eg Certificate [C], Intermediate [I], Honours [H] or
Postgraduate [M])
H (FHEQ Level: 6)
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The number of credits which the module represents
15
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Which term(s) the module is to be taught in (or other teaching pattern)
Lent
Prerequisite and co-requisite modules
None
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The programmes of study to which the module contributes
All BA programmes taught in the School of Politics and International Relations
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The intended subject specific learning outcomes and, as appropriate, their
relationship to programme learning outcomes
On successful completion of the module, students will demonstrate an ability to:
 SLO1: understand fundamental game-theoretic concepts in the literature on bargaining,
 SL02: understand the rationale, applicability and limits of game theory in the study of
(political) bargaining,
 SLO3: understand the role of information and political institutions in bargaining situations,
 SLO4: apply game-theoretic models of bargaining to different contexts in the fields of
Politics and International Relations and
 SLO5: solve simple game-theoretic problems intuitively (that is, without any mathematical
calculus).
These module-specific learning outcomes contribute to achieving some of the broader learning
outcomes of our undergraduate programmes: Students successfully completing BA level
programmes in the School of Politics and International Relations will be able to
 apply relevant concepts, theories and methods to the analysis of political ideas, institutions,
processes and issues in the global arena
 understand the nature of political conflict and co-operation within and between states
 understand the political dynamics of interaction between people, events, ideas and
institutions
 be familiar with the positive foundations of political ideas
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The intended generic learning outcomes and, as appropriate, their relationship to
programme learning outcomes
Students who successfully complete this module will demonstrate an ability to:
 GL01: apply concepts, theories and methods used in the study of politics to the analysis of
political ideas, institutions and practices;
 GLO2: evaluate different interpretations of political issues and events;
 GLO3: describe, evaluate and apply different approaches to collecting, analysing and
presenting political information;
 GLO4: link theoretical arguments, empirical evidence and political events;
 GLO5: critically analyse texts and other sources;
By helping students to progress towards these generic learning outcomes, the module contributes
to achieving the broader learning outcomes of our undergraduate programmes.
Students successfully completing these programmes will be able to:
 gather, organise and deploy evidence, data and information from a variety of
secondary
and some primary sources
 identify, investigate, analyse, formulate and advocate solutions to problems
 develop reasoned arguments, synthesise relevant information and exercise critical
judgement
 reflect on, and manage, their own learning and seek to make use of constructive
feedback from peers and staff to enhance their performance and skills
 manage their own learning self-critically
In addition to these generic and subject-specific outcomes, successful students will progress
towards achievement of further learning outcomes of the school’s undergraduate programmes; in
particular, the following:
 TSK01: communicate effectively and fluently in speech and writing;
 TSK02: organise information clearly and coherently;
 TSK03: use communication and information technology for the retrieval and presentation
of information;
 TSK04: Problem-solving and time management.
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A synopsis of the curriculum
Bargaining and Rational Choice Theory (PO584) is primarily designed to provide advanced
undergraduate students with a non-technical, basic introduction to (game-theoretic) bargaining
theory in politics and international relations. It simultaneously provides a short, selective
introduction to positive political theory as indicated in the QAA Subject Benchmark Document for
Politics and International Relations and Programme Specifications of the for the School’s BA
(Hons.) degrees.
The first lectures will be of an introductory nature: they will introduce students to characteristics
of the ‘rational-choice programme’ in political science, common misperceptions about rational
choice theory, the use of models in political science and the importance of rational-choice theory
in explaining bargaining. Subsequently, there will be a basic introduction to game theory and an
attempt to explain how game theory can be used to analyse bargaining in concrete situations. This
will include the non-technical explanations of key concepts such as one-person and two-person
games with perfect and imperfect information, the representation of games in the normal,
extensive and coalition function form, the concept of equilibrium, the difference between constantsum games and variable sum games, the problem of multiple equilibria and principles of backward
induction and other intuitive means of solving games.
The following lectures will deal with bargaining problems. Students will learn how to use the
“coalition function form” to represent and formalise bargaining games, familarise themselves with
the Nash bargaining solution as well as sequential bargaining with perfect and imperfect
information. In addition, students will understand how attitudes to risk, beliefs about competitors,
pre-commitment and information may influence actors’ bargaining strength. They will be
introduced to the concept of logrolling. The final three lectures will deal with bargaining in
hierarchies, introduce students to principal-agent theory and focus on agency problems in politics.
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Indicative Reading List
Dixit, Avinash K. and Barry J. Nalebuff: Thinking Strategically: The Competitive Edge in
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Business, Politics, and Everyday Life. New York: W.W. Norton 1991.
Dixit, Avinash K. and Susan Skeath: Games of Strategy. New York: W.W. Norton 1999.
Gardner, Roy: Games for Business and Economics. New York: Wiley 1995.
Lewicki, Roy J., David M. Saunders and John W. Minton: Essentials of Negotiation. Second
edition. Boston: McGraw-Hill 2001.
McMillan, John: Games Strategies, and Managers: How managers can use game theory to
make better business decisions (New York and Oxford: Oxford University Press, 1992).
Raiffa, Howard: The Art and Science of Negotiation: How to Resolve Conflicts and Get the
Best out of Bargaining. Cambridge, MA: The Belknap Press of Harvard University Press
1982 (various reprints).
Shepsle, Kenneth A. and Mark S. Bonchek: Analyzing Politics: Rationality, Behavior, and
Institutions. New York: W.W. Norton 1997.
Starkey, Brigid, Mark A. Boyer and Jonathan Wilkenfeld: Negotiating a Complex World: An
Introduction to International Negotiation (Lanham: Rowman & Littlefield, 1999).
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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
Schedule: 12 contact hours; one lecture per week for 12 weeks
Learning outcomes: SLO1-SLO5, GLO1, GLO02 and GLO4;
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: 12 contact hours, one seminar per week for 12 weeks. Seminars will be based on
discussions of the topics introduced in the lectures and the reading done independently by
students. Discussions will be introduced by a presentation given by a student.
Learning outcomes: SLO1-SLO5, GLO1-GLO5; TSK01-TSK04 in particular, gain comprehensive
understanding by linking lectures, independent reading and class discussion; apply concepts and
theories to empirical questions; structure and defend complex arguments through presentations
and discussions.
Achievement of learning outcomes: these outcomes will be achieved through the presentations given
by students – which require the use of research, analytical and presentational skills – and the
seminar discussions in which students develop their understanding through interaction, cooperation and discussion with their peers.
Independent study
Schedule: 126 hours; in these hours, students are expected to read the recommended texts for
each seminar, prepare their presentations, research and write their coursework assignments.
Learning outcomes: SLO1-SLO5, GLO1-GLO5; TSK04; in particular, explore in detail aspects and
issues introduced in the lectures; link them to wider issues in political science; reflect critically on
them.
Achievement of learning outcomes: these outcomes will be achieved through students’ own reading,
research and preparation of presentations and essays.
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Assessment methods and how these relate to testing achievement of the intended
learning outcomes
Formative assessment of the seminar presentations and written assignments will be given
throughout the module in the form of oral and written feedback as well as peer feedback.
Summative assessment of the module will be based on the following:
Type of
assessment
Essay Outline
Task
Students write one essay outline
of up to 500 words.
Learning outcomes
assessed
TSK02; early
feedback ,
preliminary
assessment of timemanagement skills;
Weight towards
final mark (%)
5
3
Essay
Students write one essay of
approximately 3,000 words
answering one question related
to the topics dealt with in the
lectures and seminars.
Oral
presentation
Students give an oral
presentation of 10-15 minutes on
a topic set by, or negotiated with,
the module convenor
Exam
Students sit a two-hour
examination in which they are
asked to answer two questions
out of eight.
safeguard against
plagiarism
SLO01-SLO05,
depending on essay
topic chosen
GLO01-GLO05,
TSK01-TSK04 with
an emphasis on
writing skills
SLO01-SLO05,
depending on the
topic chosen,
GLO01-GLO05,
TSK01-TSK02 with
an emphasis on oral
presentation skills;
assessment in
accordance with
Faculty guidelines
SLO01-SLO05
GLO01, GLO04
25
20
50
The essay provides students with an opportunity to focus on two particular issues discussed in the
module and to pursue it in some depth using the whole range of UKC learning resources. The
exam complements the essay in that exam questions will cover the whole range of issues
presented in the module. The oral presentation assists students in developing their presentation
skills.
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Implications for learning resources, including staff, library, IT and space
None (this is an existing module)
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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
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.
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"
Thomas Saalfeld
................................................................
Director of Learning and Teaching
11 November 2003
..............................................
Date
Statement by the Head of School: "I confirm that the School has approved the introduction of the
module and will be responsible for its resourcing"
Richard Sakwa
.................................................................
Head of School
11 November 2003
..............................................
Date
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