1. DEMONSTRATE
KNOWLEDGE AND UNDERSTANDING OF THE THEORETICAL CONTEXT OF SECURITY GOVERNANCE. Knowledge and Learning

2. DEMONSTRATE KNOWLEDGE AND A SYSTEMATIC UNDERSTANDING OF THE CONCEPTUAL AND POLICY DEVELOPMENT OF SECURITY GOVERNANCE
Knowledge and Learning

3. DEVELOP ANALYTICAL SKILLS THROUGH AN INDEPENDENT AND CRITICAL APPRAISAL OF CHANGES IN REGIONAL AND NATIONAL SECURITY CULTURE/POLICY
Analysis, Enquiry, Learning, Problem Solving, Reflection

4. PROVIDE WELL-RESEARCHED AND DEVELOPED PIECES OF WORK IN APPROPRIATE ACADEMIC STYLE Application and Communication

The participation grade encourages engaged and consistent learning. This develops subject-knowledge as well as enhancing communication and analysis skills.

The critical review is an evaluation of an article relevant to the module’s subject area. It is designed to develop analysis and reflection skills.

The essays are designed to enhance practical research skills (problem-solving and application). They will also require an in-depth study of two geographical areas of security governance (enquiry; knowledge and learning; analysis).

This module introduces students to the ‘concept’ and ‘practice’ of security governance since the end of the Cold War. It begins by exploring security governance in ‘theory’ and traces the conceptual development of security governance in the context of other theoretical readings of security cooperation, such as the balance-of-power, multilateralism and security community. The module then examines security governance in ‘practice’ and explores how the attendant forces of globalisation have shaped state relations and national security culture and policy across several geographical regions, including Europe, Central Asia, Southeast Asia, Africa and the Arctic. This module aims to equip students with a sound knowledge of change in national security culture and identity in response to an ever-widening set of complex and global security issues, and of the consequences of these responses to the organisation of regional models of security governance.

The inclusion of this module into MA International Security and Cooperation ensures that the course examines security in a broad and inclusive way. It will be of particular value to practitioners in both the developed and developing worlds and those interested in furthering their understanding of national security cultures and security governance.

The main focus will be on self-instruction, within a tightly structured framework and relying largely (but not exclusively) on materials supplied. Week by week students will work through self-instructional course material (delivered via blackboard), which provides the framework and focus for reading key texts and papers and undertaking the specific tasks set. This work will be undertaken on an individual basis, but students will be expected to interact and share material and ideas with other students in their learning group and their tutor.

Spyros Economides and James Sperling (2018) (eds), EU Security Strategies: Extending the EU System of Security Governance, Routledge, London

James Sperling (eds) (2014), The Handbook of Governance and Security, Edward Elgar, Cheltenham.

Emil J. Kirchner and James Sperling (eds) (2010), National Security Cultures: Patterns of Global Governance, Routledge, London.

Emil J. Kirchner and Roberto Dominguez, The Security Governance of Regional Organizations, Routledge, London.

Ursula C. Schroeder (2011), The Organization of European Security Governance: Internal and External Security in Transition, Routledge, London.

Mark Webber (2007), Inclusion, Exclusion and the Governance of European Security, Manchester University Press, Manchester.

Students’ own textbooks; supplied course packs of readings; e-books; e-journals; relevant websites.
Blackboard VLE
Computer with internet access

Admissions requirements BA with a classification of at least a lower second