ECTS - New Approaches to International Security
New Approaches to International Security (IR315) Course Detail
| Course Name | Course Code | Season | Lecture Hours | Application Hours | Lab Hours | Credit | ECTS |
|---|---|---|---|---|---|---|---|
| New Approaches to International Security | IR315 | 3 | 0 | 0 | 3 | 4 |
| Pre-requisite Course(s) |
|---|
| - |
| Course Language | English |
|---|---|
| Course Type | N/A |
| Course Level | Bachelor’s Degree (First Cycle) |
| Mode of Delivery | |
| Learning and Teaching Strategies | Lecture, Discussion, Question and Answer, Team/Group. |
| Course Lecturer(s) |
|
| Course Objectives | - to learn the development of security, securitization and desecuritization - to study more advanced international relations theories |
| Course Learning Outcomes |
The students who succeeded in this course;
|
| Course Content | The development of the concept of security, securitization, desecuritization; contemporary security risks such as terrorism, nuclear proliferation, poverty and environmental degradation. |
Weekly Subjects and Releated Preparation Studies
| Week | Subjects | Preparation |
|---|---|---|
| 1 | A general introduction to the course | None |
| 2 | Security Studies | Wolfers, Ullman, Buzan and Balwin in Hughes and Meng. |
| 3 | Theoretical approaches | Booth, Tickner, Acharya in Hughes and Meng. |
| 4 | Theoretical approaches | Matthews, Paris, Walt, Waever in Hughes and Meng |
| 5 | Key concepts: Uncertainty, war, terrorism, genocide and mass killing | Buzan and Herring and Freedman in Hughes and Meng |
| 6 | Key concepts: Ethnic conflict, coercion, human security, poverty, environmental change, health, | O-Hanlon, Dixon and Weiner in Hughes and Meng |
| 7 | Institutions: Alliances, regional institutions, the UN | O-Hanlon, Dixon and Weiner in Hughes and Meng |
| 8 | Contemporary challenges: International arms trade, nuclear proliferation, counterterrorism, counterinsurgency | Lebow and Stein and Sagan in Hugned and Meng |
| 9 | Midterm Exam | None |
| 10 | Contemporary challenges: Peace operations, the responsibility to protect, private security, transnational organized crime | Williams and Singer in Hugnes and Meng |
| 11 | Critique of security | Neocleous |
| 12 | Turkey and security in the Cold War | class notes |
| 13 | Turkey and security after the Cold War | class notes |
| 14 | Student presentations | None |
| 15 | Student presentations | None |
| 16 | Final Exam | None |
Sources
| Other Sources | 3. • Aradou, “Law Transformed: Guantanamo and the ‘other’ exception,” Third World Quarterly, 28:3 (2007), 489-501. |
|---|---|
| 4. • Bellamy and McDonald, “Securing International Society: Towards an English School Discourse of Security,” Australian Journal of Political Science, 39:2 (2004), 307-30. | |
| 5. • Bellany, “Towards a Theory of International Security,” Political Studies, 29:1 (1981)100-105. | |
| 6. • Demir, “Avrupa Güvenlik Mimarisinin Tarihsel Gelişimi ve Türkiye’nin Bu Güvenlik Mimarisindeki Yeri,” Güvenlik Stratejileri Dergisi, 5:9 (2009), 9-50. | |
| 7. • Desai, “Turkey in the European Union: A Security Perspective – Risk or Opportunity?” Defense Studies, 5:3 (2005), 366-93. | |
| 8. • Diez, “Turkey, the European Union and Security Complexes Revisited,” Mediterranean Politics, 10:2 (2005), 167-180. | |
| 9. • Huysmans, “Defining Social Constructivism in Security Studies: The Normative Dilemma of Writing Security,” Alternatives 27 (2002), 41-62. | |
| 10. • Krebs, “Perverse Institutionalism: NATO and the Greco-Turkish Conflict,” International Organization, 53:2 (1999), 343-77. | |
| 11. • Newman, “Exploring the ‘Root Causes’ of Terrorism,” Studies in Conflict and Terrorism, 29 (2006), 749-72. | |
| 12. • Oğuzlu and Güngör, “Peace Operations and the Transformation of Turkey's Security Policy,” Contemporary Security Policy, 27:3 (2007), 472-88. | |
| 13. • Rousseau, “Democratic leaders and war,” Australian Journal of International Affairs, 66:3 (2012), 349-64. | |
| 14. • Terry Terriff, Stuart Croft, Lucy James & Patrick M. Morgan, Security Studies Today, Cambridge: Polity Press, 1999 | |
| 15. • Uzer and Uzer, “Diverging Perceptions of the Cold War: Baghdad Pact as a Source of Conflict between Turkey and the Nationalist Arab Countries,” The Turkish Yearbook, 36 (2005), 101-18. | |
| 16. • Yılmaz 2012, “Turkey’s quest for NATO membership: the Institutionalization of the Turkish–American alliance,” South East European and Black Sea Studies, 12:4 (2012), 481-95. | |
| 17. • Zarakol, “Problem areas for the new Turkish foreign policy.” Nationalities papers, 40:5 (2012), 739-45. | |
| 19. Mark Neocleous, Critique of Security, Edinburgh University Press, 2008. | |
| Course Book | 18. Security Studies, A Reader, (eds) Christopher W. Hughes and Lai Yew Meng, 2011, Routledge |
Evaluation System
| Requirements | Number | Percentage of Grade |
|---|---|---|
| Attendance/Participation | 1 | 10 |
| Laboratory | - | - |
| Application | - | - |
| Field Work | - | - |
| Special Course Internship | - | - |
| Quizzes/Studio Critics | - | - |
| Homework Assignments | 2 | 30 |
| Presentation | - | - |
| Project | - | - |
| Report | - | - |
| Seminar | - | - |
| Midterms Exams/Midterms Jury | 1 | 20 |
| Final Exam/Final Jury | 1 | 40 |
| Toplam | 5 | 100 |
| Percentage of Semester Work | 60 |
|---|---|
| Percentage of Final Work | 40 |
| Total | 100 |
Course Category
| Core Courses | X |
|---|---|
| Major Area Courses | |
| Supportive Courses | |
| Media and Managment Skills Courses | |
| Transferable Skill Courses |
The Relation Between Course Learning Competencies and Program Qualifications
| # | Program Qualifications / Competencies | Level of Contribution | ||||
|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | ||
| 1 | Acquiring the skills of understanding, explaining, and using the fundamental concepts, theory and methodology of international relations | X | ||||
| 2 | Having an interdisciplinary perspective that combines other related disciplines | X | ||||
| 3 | Having adequate knowledge about the history of international relations and being able to examine international actors, events and historical processes | X | ||||
| 4 | Acquiring the ability of analytical thinking, critical analysis and developing rational argument | X | ||||
| 5 | Acquiring the ability to make analytical interpretations about the contemporary global issues; the current and future positions of regional and international actors | X | ||||
| 6 | Being able to use professional English to transfer her/his knowledge about the international relations using verbal, written and visual communication methods effectively | X | ||||
| 7 | Understanding the importance of several topics such as professional ethics, sustainability, environmental awareness, social responsibility, cultural, social and universal values; being able to manifest and analyze the legal results of these issues | X | ||||
| 8 | Being able to analyze the issues by using the qualitative and quantitative research techniques of international relations | X | ||||
ECTS/Workload Table
| Activities | Number | Duration (Hours) | Total Workload |
|---|---|---|---|
| Course Hours (Including Exam Week: 16 x Total Hours) | 16 | 3 | 48 |
| Laboratory | |||
| Application | |||
| Special Course Internship | |||
| Field Work | |||
| Study Hours Out of Class | 14 | 3 | 42 |
| Presentation/Seminar Prepration | |||
| Project | |||
| Report | |||
| Homework Assignments | 1 | 10 | 10 |
| Quizzes/Studio Critics | |||
| Prepration of Midterm Exams/Midterm Jury | 1 | 10 | 10 |
| Prepration of Final Exams/Final Jury | 1 | 15 | 15 |
| Total Workload | 125 | ||