Course Language:
İngilizce
Course Objectives:
This course is designed to provide a comprehensive and current analysis to the basic components of the issues of international relations, history, politics, society and economics
Course Content:
This course addresses the current issues of international relations.
Course Methodology:
1: Lecture, 2: Discussion based lecture, 3: Case study, 4: Small group work, 5: Seminar, 6: Group work, 7: Research paper, 8: Oral presentation/exam, 9: Survey, 10: Panel, 11: Guest speaker, 12: Activities within a Student Body or Research Project.
Course Evaluation Methods:
A: Exam, B: Homework, C: Presentation, D: Discussion
Vertical Tabs
Course Learning Outcomes
| Learning Outcomes | Program Learning Outcomes | Teaching Methods | Assessment Methods |
| Students will identify the main concepts of the international relations | 1, 3, 4, 5 | 1,2,3 | A |
| Student will name main issues in contemporary political debates in the international relations | 1, 3, 4, 5 | 1,2,3 | A |
| Students will be able to compare and contrasts the policies of the central players in the international relations | 4, 8, 9, 10 | 1,2,3 | A,D |
| Students will be able to identify historical relevance of the current issues of political debates | 10, 11, 12, 13 | 1,2,3 | A,D |
| Students should be able to compare current problems and their political relevance | 4, 8, 10 | 1,2,3 | A,D |
| Students shall be able to illustrate the major issues, political systems, ideas, and political actors and compare them. | 2, 4, 8, 10, 13 | 1,2,3 | A,D |
Course Flow
| COURSE CONTENT | ||
| Week | Topics | Study Materials |
| 1 | Meeting and introduction of the course. | |
| 2 | Making Sense of the IR history | Fukuyama, Francis (1989). “The End of History?” National Interest, vol. 16 (Summer), pp. 3-18. |
| 3 | Debating Globalization: pro/anti/different/indifferent |
Daniel Drezner “Globalizers of the World, Unite!”Washington Quarterly (Winter 1998)
Stiglitz, Joseph (2002) “Globalism’s Discontents” from Chap. 3, Governing the Economy in Readings inKesselman, Mark & Krieger, Joel, Comparative Politics: Political Challenges and Changing Agendas. Houghton Mifflin Co |
| 4 | International Security and current reflections: Traditional Approaches |
Taliaferro, J. W. (2000). Security seeking under anarchy: Defensive realism revisited. International security, 25(3), 01.
Waltz, K. N. (2000). Structural realism after the Cold War. International security, 25(1), 5-41. |
| 5 | International Security and current reflections: Non-traditional approaches |
Wendt, A. (1995). Constructing international politics. International security, 20(1), 71-81.
Nye, J. S., & Lynn-Jones, S. M. (1988). International security studies: a report of a conference on the state of the field. International security, 12(4), 5-27.
Keohane, R. O., & Martin, L. L. (1995). The promise of institutionalist theory. International security, 20(1), 39-51. |
| 6 | Terrorism & Counter-Terrorism | Crelinsten, R. D. (1989). Terrorism, counter‐terrorism and democracy: The assessment of national security threats. Terrorism and Political Violence, 1(2), 242-269. |
| 7 | Energy Security |
Kruyt, B., van Vuuren, D. P., De Vries, H. J. M., & Groenenberg, H. (2009). Indicators for energy security. Energy policy, 37(6), 2166-2181.
Winzer, C. (2012). Conceptualizing energy security. Energy policy, 46, 36-48. |
| 8 | MID-TERM EXAM | |
| 9 | Weapons of Mass Destruction | Spiers, E. M. (2000). Weapons of mass destruction. In Weapons of Mass Destruction (pp. 1-18). Palgrave Macmillan, London. |
| 10 | International Migration |
Massey, D. S., Arango, J., Hugo, G., Kouaouci, A., Pellegrino, A., & Taylor, J. E. (1993). Theories of international migration: A review and appraisal. Population and development review, 431-466.
Kritz, M. M., Lim, L. L., & Zlotnik, H. (1992). International migration systems: a global approach. |
| 11 | Economic Security | Inglehart, R., & Abramson, P. R. (1994). Economic security and value change. American political science review, 88(2), 336-354. |
| 12 | Humanitarian Intervention |
Holzgrefe, J. L. (2003). The humanitarian intervention debate. Humanitarian intervention: Ethical, legal, and political dilemmas, 15-52.
Sarvarian, A. (2016). Humanitarian intervention after Syria. Legal Studies, 36(1), 20-47. |
| 13 | Environmental Security | Dalby, S. (2002). Environmental (In) Security in The International Encyclopedia of Geography John Wiley & Sons, Ltd. |
| 14 | Cyber Security |
Hansen, L., & Nissenbaum, H. (2009). Digital disaster, cyber security, and the Copenhagen School. International studies quarterly, 53(4), 1155-1175. |
| 15 | International Trade | Pevehouse, J. C., & Goldstein, J. S. (2016). International relations. Pearson. |
Recommended Sources
| RECOMMENDED SOURCES | |
| Textbook | - |
| Additional Resources | - |
Material Sharing
| MATERIAL SHARING | |
| Documents | - |
| Assignments | - |
| Exams | A Mid term exam a final exam |
Assessment
| ASSESSMENT | ||
| IN-TERM STUDIES | NUMBER | PERCENTAGE |
| Final | 1 | 50 |
| Mid Term | 1 | 30 |
| Attendance and Participation | 1 | 20 |
| Total | 100 | |
| CONTRIBUTION OF FINAL EXAMINATION TO OVERALL GRADE | 50 | |
| CONTRIBUTION OF IN-TERM STUDIES TO OVERALL GRADE | 100 | |
| Total | 100 | |
Course’s Contribution to Program
| COURSE'S CONTRIBUTION TO PROGRAM | |||||||
| No | Program Learning Outcomes | Contribution | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | To demonstrate the ability to specialize and expand knowledge in the fields of political science, international relations, comparative politics, Turkish politics and foreign policy. | X | |||||
| 2 | The ability to comprehend the interdisciplinary quality of the political science and international relations discipline. | X | |||||
| 3 | A command of basic research models and approaches of political science and international relations discipline and the ability to apply them in academic research and project design. | X | |||||
| 4 | Having the ability to assess and interpret the different political and societal systems in the Middle East with an interdisciplinary approach. | X | |||||
| 5 | Having a command of qualitative and quantitative data collection and analysis methods and abiding by the highest levels of academic and research ethics. | X | |||||
| 6 | The ability to present and debate an issue that requires specialization in the field of political science and international relations. The ability to discuss this issue within an intellectual framework, and the ability to express oneself in a professional and academic manner. | X | |||||
| 7 | The ability to analyze and critically evaluate basic research models, approaches and intellectual traditions in the field of political science, international relations. | X | |||||
| 8 | The ability to utilize academic writing and presentation skills to projects, dissertations and articles. | X | |||||
| 9 | Having advanced reading, writing, comprehension and speaking skills in the English language. | X | |||||
| 10 | Having the ability to apply knowledge of political science and international relations discipline to information technologies and traditional tools so as to produce sound solutions to problems. | X | |||||
| 11 | Possessing experience and social skills necessary for employment in the public and private sectors and/or being admitted to a competitive Ph.D. program. | X | |||||
| 12 | Having empathy towards diverse and differing communities, which will facilitate conducing teamwork at local as well as global platforms. | X | |||||
| 13 | Having competency of comprehending and interpreting local and global issues through information exchange with international academics and students. | X | |||||
| 14 | Students will respect personal, social and academic ethical norms | X | |||||
|
15 |
Students should understand the personal, social, and ecological dimensions of social responsibility, and show duties of active and global citizenship. |
X |
|||||
|
16 |
Students should know that universality of social-political and legal rights and social justice are the principle components of contemporary society, and that scientific thinking is an essential prerequisite for maintaining social advancement and global competitiveness. |
X |
|||||
ECTS
| ECTS ALLOCATED BASED ON STUDENT WORKLOAD BY THE COURSE DESCRIPTION | |||
| Activities | Quantity |
Duration (Hour) |
Total Workload (Hour) |
| Course Duration (Including the exam week: 16x Total course hours) | 16 | 3 | 48 |
| Hours for off-the-classroom study (Pre-study, practice) | 16 | 3 | 48 |
| Mid-terms | 1 | 8 | 8 |
| Final examination | 1 | 16 | 16 |
| Total Work Load | 120 | ||
| Total Work Load / 25 (h) | 4,8 | ||
| ECTS Credit of the Course | 5 | ||
None