International Relations 1-30 and International Relations 31-60 or equivalent.

The course is not part of a main field of study.

The aim of the course is that students independently will develop an advanced, in-depth understanding and knowledge of global politics. The course focuses on theories of global politics and allows in-depth study of issues such as diplomacy, security, ethical problems and foreign policy.

• Module 1: International Security (7,5 hp)
• Module 2: International Political Theory (7,5 hp)
• Module 3: Development, Diplomacy and Foreign Policy (15 hp)

Thefirst module,International Security, provides students with an overall orientation as well as in-depth study of contemporary theorizing on security issues in global politics. Furthermore the module lets the student practice his/her ability to relate IR theorizing with methodological approaches utilized by researchers in the field.

Thesecond module,International Political Theory, considers the emergence of ethical issues in international affairs and the development of normative theory in international relations. Of particular interest are issues concerning: human rights; sustainable development; religion and international politics, and the academic debates about these topics.

Thethird module,Development, Diplomacy and Foreign Policy, analyses contemporary issues and questions in foreign policy, diplomacy and development, including related issues in the areas of global governance, multilateral negotiations, trade, finance, climate change, international aid, and geopolitcs.

After completingmodule 1 (International Security) the student shall be able to:
(1) Demonstrate an advanced understanding of key terms and debates in international security studies.
(2) Demonstrate how to apply various theoretical approaches and concepts to empirical cases of security challenges.
(3) Evaluate the methodological and historiographical problems inherent in the study of security and international relations.

After completingmodule 2 (International Political Theory) the student shall be able to:
(4) Define , analyse, and critically discuss theories and central issues in international political theory.

After completingmodule 3 (Development, Diplomacy and Foreign Policy) the student shall be able to:
(5) Analyse central problems and theories of diplomacy, foreign policy, and development.
(6) Identify, describe and critically analyse a key problem, area or process in foreign policy, diplomacy and development.

Teaching takes place in lectures and seminars. In addition to their attendance students are also expected to spend substantial time studying the course literature and in preparation of work for assessment.

The student’s performance inmodule 1 (International Security) is assessed as follows:

Intended learning outcomes 1-3 are assessed through an oral and written assignment.

The student’s performance inmodule 2 (International Political Theory) is assessed as follows:

Intended learning outcome 4 is assessed through an oral and written assignment.

The student’s performance inmodule 3 (Development, Diplomacy and Foreign Policy) is assessed as follows:

Intended learning outcomes 5 and 6 are assessed through an oral and a written assignment.

Malmö University provides students who participate in, or who have completed a course, with the opportunity to express their opinions and describe their experiences of the course by completing a course evaluation administered by the University. The University will compile and summarise the results of course evaluations. The University will also inform participants of the results and any decisions relating to measures taken in response to the course evaluations. The results will be made available to the students (HF 1:14).

If a course is no longer offered, or has undergone significant changes, the students must be offered two opportunities for re-examination based on the syllabus that applied at the time of registration, for a period of one year after the changes have been implemented.

The syllabus is a translation of a Swedish source text.

If a student has a Learning support decision, the examiner has the right to provide the student with an adapted test, or to allow the student to take the exam in a different format.