Course Syllabus POL244
THE UNITED NATIONS AND GLOBAL GOVERNANCE
Number of ECTS credits: 6
Contact Details for Professor
Dr. Maria Martin de Almagro Iniesta
Tel: +32 (0)2 614 8180
E-mail:
[email protected]
Office hours: Wednesdays 14.30-16.30 (please schedule an appointment)
Meeting times: Mondays 8.30 – 11.30
Meeting room:
Course Description: This course introduces and explores the history, institutions,
core policies and impact of the United Nations in the context of “contemporary global
governance”. Emphasis will be placed on assessing the UN’s core institutions
(Security Council, General Assembly, ECOSOC, UN Secretariat and SecretaryGeneral) and the UN’s policies in the fields of peace & security, human rights and
(sustainable) development. Particular emphasis will be placed on UN Peacekeeping.
Students are encouraged to critically assess the UN’s effectiveness and options for
reform, whilst appreciating the persistent challenges of global governance in the
context of a multiplicity of actors without formal, overall coordination. The course also
provides students with an opportunity for critical in-depth (tutorial) discussion, group
work and in-depth research into the role, function and performance of the United
Nations in the policy fields under discussion in the course.
Learning Objectives:
After this course, the student should be able to:
In terms of knowledge:
a) Different Definitions of ‘Global Governance’
b) Core Problems of ‘Global Governance’ and the potential role of the United
Nations as a key, but also contested player in global governance efforts
c) The Early History and Core Institutions of the United Nations System
d) The Approach and Performance of the UN in the core policy-fields of peace &
security, sustainable development and human rights.
e) An appreciation of the history, evolution and challenges of UN Peacekeeping
from 1948 to the present
f) The shortcomings of the United Nations, the need for reform and the
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possibility of strengthening practical approaches to ‘global governance’
In terms of skills:
At the end of the class, the student should be able to:
a) Examine, understand, synthesize and apply core texts on ‘Global
Governance’ and the United Nations
b) Carry out independent, in-depth research using a wide range of sources and
present a personal analysis on the UN and Global Governance
c) Structure and compose a research essay on a specific UN policy-field, based
on a wide range of sources
d) Formulate policy-oriented recommendations
e) Do effective public speaking, presentation and negotiation skills, including
effective teamwork.
f) Differentiate between empirical, analytical, prescriptive and normative
statements;
g) Understand how to recognize a valuable and reliable source of information;
Course Materials
The textbook, which you are required to acquire for the course, is
Thomas G. Weiss and Sam Daws (eds.) (2008) The Oxford Handbook of the
United Nations, Oxford: Oxford University Press.
Two books are only compulsory if you decide to do a critical book comparison instead
of a research paper:
1. Romeo Dallaire (2003) Shake Hands with the Devil: The Failure of Humanity in
Rwanda
2. Michael Soussan (2008) Backstabbing for Beginners: My Crash Course in Int.
Diplomacy
Apart from that textbook and novels, all other additional reading material will be
posted on your Dropbox folder. To this end, you will receive an email invitation and
will need to install the Dropbox programme (Free of charge). The list with further
reading is listed for each week and is designed to help students to guide them in
writing their papers and preparing for the seminars. Students are not expected to
read all the sources listed in ‘further reading’ section, but are encouraged to consult
them to further understand the topic covered in class, structure the initial research for
research papers and prepare for the seminar discussions. Students responsible for
leading the seminars should choose a selection of reading from the ‘further reading’
and use them to guide the seminar discussion. The followings sources are used for
course materials.
Reference materials
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Furthermore, for current affairs awareness, you are required to keep yourself up-todate through the Economist, Financial Times and International Herald Tribune
websites. For a more in-depth coverage, access the electronic version of Foreign
Affairs through your electronic account. For further, more scholarly research, please
refer to the following journals:
International Organization
Review of International Organizations
Global Governance
International Peacekeeping
Cooperation & Conflict
Security Dialogue
International Affairs
International Security
Survival
International Interaction
International Studies Review
Studia Diplomatica
European Journal of International Relations
The following Websites are recommendable
independent and critical) on the United Nations
for
information
(official,
1. www.securitycouncilreport.org (excellent course for latest developments at /
decisions taken by the Security Council. Includes also thematic
dossiers…etc.)
2. www.passblue.com (maintained by CUNY’s Ralph Bunche Institute – includes
good and up-to-date overview of main activities of the UN across the entire
policy-spectrum)
3. http://www.innercitypress.com/ (a bit of a legend within UN-watcher circles –
don’t be deterred by the unprofessional layout of the website, this one-man
reporter often gets his hands on inside information before any other journalist)
4. www.un.org/en (official UN website)
5. https://www.un.org/en/peacekeeping/ (official website of UN peacekeeping
activities)
The following book-length studies are recommended for Group Work,
Research Essay, Tutorials:
General Introductions
- Karen A. Mingst and Margaret P. Karns (2007) The United Nations in the 21st
Century, Boulder: WestviewPress
- Maggie Black (2008) The No-Nonsense Guide to the United Nations, Oxford:
New Internationalist Publications
- Peter R. Baehr and Leon Gordenker (2005) The United Nations: Reality and
Ideal, 4th Edition, Basingstoke: PalgraveMacMillan.
- David J. Whittaker (1997) United Nations in the Contemporary World,
London: Routledge
- Thomas G. Weiss et al. (2007) The United Nations and Changing World
Politics, Boulder: WestviewPress
- Sven Bernhard Gareis and Johannes Varwick (2005) The United Nations: An
Introduction, Basingstoke: PalgraveMacMillan
- Linda Fasulo (2004) An Insider’s Guide to the United Nations, New Haven:
Vail-Ballou Press.
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-
Thomas G. Weiss and Ramesh Thakur (2010) Global Governance and the
UN: An Unfinished Journey, Bloomington: Indiana University Press.
Robert E. Gorman (2001) Great Debates at the United Nations: An
Encyclopaedia of Fifty Key issues, 1945 – 2000 London: Greenwood Press
History of the United Nations
- Paul Kennedy (2006) The Parliament of Man: The Past, Present and Future
of the United Nations, New York: Vintage.
- Stanley Meisler (1995) United Nations: The First Fifty Years, New York:
Atlantic Monthly Press
- Stephen C. Schlesinger (2003) Act of Creation: A Story of Superpowers,
Secret Agents, Wartime Allies and Enemies and Their Quest for a Peaceful
World, Westview.
Guide to the United Nations Charter
- Leland M. Goodrich and Edvard Hambro (1949) Charter of the United
Nations: Commentary and Documents, Boston: World Peace Foundation
- Ruth B. Russel (1958) A History of the United Nations Charter, Washington:
The Brookings Institution
Institutions
Secretary-General and Secretariat
- Leon Gordenker (2010) The UN Secretary-General and the Secretariat, 2nd
Edition, Routledge
- Simon Chesterman (Ed.) (2007) Secretary or General? The UN SecretaryGeneral in World Politics, Cambridge: Cambridge University Press
- James Traub (2007) The Best Intentions: Kofi Annan and the UN in the Era of
American World Power, London: Bloomsbury Publishing
- Stanley Meisler (2007) Kofi Annan: A Man of Peace in a World of War,
Hoboken: John Wiley.
- Dag Hammarskjöld (1964) Markings (Translated by W.H. Auden), New York:
Alfred Knopf
Useful website for SG Reports submitted to the Security Council:
http://www.un.org/en/sc/documents/sgreports/
Security Council
- Vaughan Lowe et al. (eds.) (2008) The United Nations Security Council and
War, Oxford: Oxford University Press
- David Malone (ed.) The UN Security Council: From the Cold War to the 21st
Century, Boulder: LynneRienner
- Useful official website of the Council:
http://www.un.org/en/sc/documents/resolutions/index.shtml
- Useful Independent Website on the Security Council: www.securitycouncilreport.org
General Assembly
- M.J. Peterson (2005) The UN General Assembly, Routledge: Global Institution
Series.
- Official Website: http://www.un.org/en/ga/
Peace and Security
General Studies on UN and International Security
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-
-
Joachim Koops et al. (eds.) (2015) The Oxford Handbook of Peacekeeping
Operations, Oxford University Press
Anna Powles, Negar Partow and Nick Nelson (eds.) (2015) United Nations
Peacekeeping Challenge: The Importance of the Integrated Approach,
Ashgate
Peter Nadin, Patrick Cammaert, and Vesselin Popovski (2015) Spoiler
Groups and UN Peacekeeping, Routledge
Richard M. Price and Mark W. Zacher (eds.) (2004) The United Nations and
Global Security, Basingstoke: Palgrave MacMillan
Ramesh Thakur (2006) The United Nations, Peace and Security: From
Collective Security to the Responsibility to Protect, Cambridge: Cambridge
University Press.
Peacekeeping (General Overview)
- Malte Brossig (2015) Cooperative Peacekeeping in Africa: Exploring Regime
Complexity, Routledge
- United Nations (1996) The Blue Helmets: A Review of United Nations
Peacekeeping, New York: UN Public Information Office
- Joshua Goldstein (2012) Winning the War on War: The Decline of Armed
Conflict Worldwide, Plume.
- Alex J. Bellamy and Paul D. Williams (2010) Understanding Peacekeeping,
2nd Edition, Cambridge: Polity
- Paul F. Diehl (2008) Peace Operations, Cambridge: Polity
- Lise M. Howard (2008) UN Peacekeeping in Civil Wars, Cambridge:
Cambridge University Press
- Mats Berdal and Spyros Economides (eds.) United Nations Interventionism
1991-2004, Cambridge: Cambridge University Press
- Oliver Ramsbottom and Tom Woodhouse (1999) Encyclopaedia of
International Peacekeeping Operations, Santa Barbara: ABC-Clio
- Michael W. Doyle et al. (eds) (1997) Keeping the Peace: Multidimensional UN
Operations in Cambodia and El Salvador, Cambridge: Cambridge University
Press
- William J. Durch (1993) The Evolution of UN Peacekeeping: Case Studies
and Comparative Analysis, New York: St Martin’s Press
- Norrie MacQueen (2006) Peacekeeping and the International System,
London: Routledge
- Adekeye Adebajo (2011) UN Peacekeeping in Africa: From the Suez Crisis to
the Sudan Conflicts
Peacekeeping (League of Nations, Early UN Years and Cold War)
- David W. Wainhouse (1966) International Peace Observation, London: Johns
Hopkins Press
- Alan James (1990) Peacekeeping in International Politics, New York: St
Martin’s
- Rosalyn Higgins (1969) United Nations Peacekeeping 1946-1967:
Documents and Commentary, Vol 1: The Middle East, Oxford: Oxford
University Press
- Rosalyn Higgins (1970) United Nations Peacekeeping 1946-1967:
Documents and Commentary, Vol 1I: Asia, Oxford: Oxford University Press
- Norrie MacQueen (1999) The United Nations since 1945: Peacekeeping and
the Cold War, London: Longman
Assessing the Effectiveness of Peacekeeping
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-
-
Michael W. Doyle and Nicholas Sambanis (2006) Making War & Building
Peace: United Nations Peace Operations, Princeton: Princeton University
Press.
Virginia Page Fortna (2008) Does Peacekeeping Work? Shaping Belligerents’
Choices After Civil War, Princeton: Princeton University Press.
Paul F. Diehl and Daniel Druckman (2010) Evaluating Peace Operations,
LynneRienner.
Practitioner Accounts
- Roméo Dallaire (2004) Shake Hands With the Devil: The Failure of Humanity
in Rwanda, London: Arrow Books.
- General Sir Michael Rose (1998) Fighting for Peace: Lessons From Bosnia,
Warner Books
- Michael Barnett (2002) Eyewitness to a Genocide: The United Nations and
Rwanda, London: Cornell University Press.
- Marrack Goulding (2002) Peacemonger, London: John Murray.
- Michael Soussan (2008) Backstabbing for Beginners My Crash Course in
International Diplomacy, Nation Books
Towards a United Nations Army?
- William R. Frye (1957) A United Nations Peace Force, London: Stevens &
Sons
- Joachim Koops and Johannes Varwick (2008) 10 Years of Shirbrig: Lessons
Learned, Development Prospects and Strategic Opportunities for Germany,
GPPi Research Paper No. 11, Berlin: Global Public Policy Institute
- Global Action to Prevent War (2009) Standing for Change in Peacekeeping
operations: Project for a UN Emergency Peace Service (UNEPS), New York:
Global Action to Prevent War
- Adam Roberts (2008) Proposals for UN Standing Forces: A Critical History, in
Lowe et al. (Eds) The United Nations Security Council and War, Oxford: OUP
Reform and Future of the United Nations
- Thomas G. Weiss (2009) What’s Wrong with the United Nations and How to
Fix it, Cambridge: Polity
- Michael Soussan (2008) Backstabbing For Beginners
- Jeffrey Meyer and Maek Califano (2006) Good Intentions Corrupted: The OilFor-Food Scandal and the Threat to the UN
Course Assessment
The students will be evaluated on the basis of their performance as follows
Assignments
Ted-x presentation and peer work
Term paper (research paper or critical
books analysis)
Mid-term exam
Final oral exam
Total
Percentage of the final course
grade
20%
25%
25%
30%
100%
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Grading Scale of Vesalius College
Vesalius College grading policy, in line with the Flemish Educational norms, is
now as stated follows:
Letter grade
Scale of 20
Scale of 100
A
17.0-20.0
85-100
A-
16.1-16.9
81-84
B+
15.3-16.0
77-80
B
14.5-15.2
73-76
B-
13.7-14.4
69-72
C+
13.1-13.6
66-68
C
12.3-13.0
62-65
C-
11.5-12.2
58-61
D+
10.7-11.4
54-57
D
10.0-10.6
50-53
F
0-9.9
0-49
Description of activities and Grading Criteria (only general grading criteria
in this section)
Peer review (20% together with Ted-x talk)
The role of each peer is to serve as your mentor and reviewer, discuss your
research interests and questions, provide peer feedback orally and in a written
format. The peer review system is an essential component of writing and improving
your paper. Learning to receive and give feedback, address this feedback and use it
as a tool of self-improvement is a life-long skills. This exercise is aimed to train you
in serving as a research peers to each other. You will also work with your peers in
preparing and leading seminar discussions that will help you to reflect on different
sub-topics of the main themes covered in each week. It is essential that you share
the workload, prepare well in advance, work outside of classroom as well as during
classroom activities and structure seminar presentation and discussions well.
Students will be assigned their research peers in the beginning of the semester
(Week 2, Jan 23) and should prepare a research proposal with a draft research
question by Week 3 (Jan 30). Students will be responsible for submitting their
research papers to their peers in Week 9 (March 13) (two weeks before the papers
are due to the course convener Week 11- March 27). Research peers will be
responsible for reviewing the papers, assessing them using the grading rubric that
will be used for final grading and submitting their comments both to each other and
to the course convener. They will also be responsible to help prepare the ted-x talk.
Students will assess their research peers using a form outlined in the section
‘Further description of assessment activities’ (see ‘Assessment of your “research
peer”’).
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Research proposal OR Books analysis proposal
The research proposal is the first step towards the final paper. It should include:





A clear research question: the questions should be as clear and simple as
reasonably possible. The research question may be a mere empirical or
factual question, it may be theoretically inspired, above all it should be clear
and straightforward.
The research question may change and may be adapted as your research
progresses. Often additional empirical/theoretical information may force you
to reformulate or to fine-tune the research question in line with your findings.
Irrespective of eventual changes your initial research questions should be as
clear as possible.
The research proposal should also contain a paper outline. The paper outline
should provide an indication of how the student is going investigate the
research question. The student has to explain how she/he is going to
research the topic at hand, this entails an identification of sources and,
where appropriate, the identification of a case (an event, a policy measure, a
policy domain, etc.).
The research proposal should also include a tentative lay-out of the research
paper. The tentative structure and headings that are likely to appear in the
final paper.
Finally, the research proposal should include a bibliography directly related to
the research question or research topic.
When submitting a paper proposal, the following guidelines should apply: a hard
copy of the paper must be submitted by January 30, 2017 via Turnitin as well as in
class and via email to [email protected] with “POL244 Essay” in the Subject
Header. NOTE: your essay only counts as accepted if you handed in both a hard
and electronic copy. Failure to do so will result in an ‘F’.
Research paper OR books’ critical comparison:
Research paper
Students are required to conduct an individual research and submit a research
paper. The topic of your paper needs to be approved the course convener. The
paper should be between 3000-3500 words (the structure and the assessment is
depicted below in the section on ‘Further description of assessment activities’). The
paper will be mostly based on the secondary research and should include literature
review as well as a clear section on methodology and a plan for further research.
The paper should outline the plan for a pilot study that will be based on primary
research and provide as detailed description as possible. You are required to choose
a policy field of the United Nations (e.g. the UN and ‘sustainable development’ or the
UN and two specific peacekeeping operations) and analyze: the background /
Global governance problem of the policy-field, the UN institution(s) involved inthis
field, the UN’s approach, the effectiveness (impact/successful policy-promotion or
unsuccessful actions) and future reform possibilities. Please ensure that you reflect
upon the UN’s impact in terms of ‘normative’ success (i.e., how successful was the
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UN in promoting awareness of the issue and/or in contributing a new way of
thinking) and policy success (to what extent did the UN policy have an actual
impact). At the end of the essay, you should formulate policy-oriented
recommendations for improvement.
You can use any referencing style (footnotes / endnotes), as long as it is consistent
throughout.
The paper is worth 25% of the final grade. The draft paper needs to be submitted
to research peers on March 13. The research peers are responsible for providing a
written feedback and use the evaluation form (the same that the course convener
will use for grading - depicted below in the section on ‘Further description of
assessment activities’. The peer feedback is due on March 20 (or earlier). The final
draft is due to the course convener on March 27.
When submitting a paper, the following guidelines should apply: a hard copy of the
paper must be submitted by March 27, 2015 via Turnitin as well as in class and via
email to [email protected] with “POL244 Essay” in the Subject Header. NOTE:
your essay only counts as accepted if you handed in both a hard and electronic
copy. Failure to do so will result in an ‘F’.
You are expected to submit your research draft paper to your research peers and
adopt the comments made by them. You are also expected to serve as a research
peer and provide comments on the papers of your colleagues.
The course convener will provide a sample format that should be used for the paper.
It is essential that you use this format, including the cover page, an introduction,
main sections of the paper, conclusions and the bibliography.
OR
Books Essay (25%)
You will be assigned two books to read, compare and analyse on UN functioning,
challenges and shortcomings. The two books are:
1. Romeo Dallaire (2003) Shake Hands with the Devil: The Failure of Humanity in
Rwanda
2. Michael Soussan (2008) Backstabbing for Beginners: My Crash Course in Int.
Diplomacy
For this exercise, you don’t need to do extra research or look for primary or
secondary literature. You will need to take a comparative aspect on these books and
make a coherent argument about it (3000- 3500 words). Your responses will
depend on identifying with the circumstances they describe, interpreting the
memories they recount and link them to the theories and academic material we
studied. Please, look at the grading rubric for more information.
The paper is worth 25% of the final grade. The draft paper needs to be submitted
to research peers on March 13. The research peers are responsible for providing a
written feedback and use the evaluation form (the same that the course convener
will use for grading - depicted below in the section on ‘Further description of
assessment activities’. The peer feedback is due on March 20 (or earlier). The final
draft is due to the course convener on March 27.
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When submitting a paper, the following guidelines should apply: a hard copy of the
paper must be submitted by March 27, 2015 via Turnitin as well as in class and via
email to [email protected] with “POL244 Essay” in the Subject Header. NOTE:
your essay only counts as accepted if you handed in both a hard and electronic
copy. Failure to do so will result in an ‘F’.
You are expected to submit your research draft paper to your research peers and
adopt the comments made by them. You are also expected to serve as a research
peer and provide comments on the papers of your colleagues.
UN, Past, Present and Future Ted-x talk (20% together with Peer review)
You will present your paper and the main findings as a part of a student conference
on ‘UN: Past, Present and Future’ facilitated within the framework of this course.
Your presentation should last 5 minutes and it should convey the main argument
that you developed in your research paper or in your books comparison. It should
catch the audience’s attention and keep them engaged.
You need to structure the question following the structure: WHAT (is your argument/
you wanted to know), WHY (is it important/useful/interesting), HOW (did you conduct
your research/ did you reach your conclusions).
The Ted-x talk will take place during class time on Week 14 and will be recorded.
Mid-term (20%) and Final Exam (30%):
The mid-term exam will take place in Week 7. The format of the exam will include a
combination of short and long essay questions where you are expected to
demonstrate the understanding of the key concepts and definitions as well as
provide analysis of the core topics covered in class and in the assigned readings.
The revision session is scheduled to take place a week before each exam.
Final exam is scheduled for Week 15. It is an oral exam.
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Further description of assessment activities
Rubric for evaluating research paper for 200-level course
Criterion
Description
Max
Points
Introduction
and Research
Question /
Statement /
Puzzle
( /8 Points)
Explain Choice of Topic and why it is academically relevant
Context of topic within the academic debate / identifying briefly the gaps
in the literature that this paper is addressing/filling
Clear and Concise Research Question / Research Statement
Outline of structure of the paper and main argument
/2
/2
Literature
Review
The literature review identifies the relevant (i.e. to the chosen topic)
arguments and debates in the literature and places the student’s own
topic in the wider academic context
It compares, contrasts and synthesizes the main authors and
arguments
It evaluates strengths and weaknesses of the literature and identifies
the gaps the student’s paper addresses
Based on the Literature Review, the student chooses a clear
theoretical/conceptual frame-work to be applied in the analysis part of
the paper
Extensive Analysis and Arguments supported by facts, empirical
examples and up-to-date data
Wide use and synthesis of sources and references to support key
arguments directly addressing the research question
Application of conceptual and theoretical frame-works
Critical and dialectic (thesis/antithesis/synthesis) evaluation of strengths
and weaknesses of core assumptions and arguments of other authors
in non-prejudicial and open-minded manner
The paper is structured in a coherent and logical way – with clear
subsections – supporting the clarity of the argument and analysis
/5
The paper highlights a level of deep reflection of research, leading to
arguments and ideas that go “beyond the obvious”.
/10
Correct use of language (spelling, grammar, expression)
Correct citation and bibliography
Appropriate Number of Sources
/3
/3
/4
Stating in clear and succinct manner the result of the analysis and main
answer to the research question
/4
Critical, open-minded and non-defensive evaluation the validity of the
student’s own arguments and results to explore further avenues of
research
Final and Overall Comments:
/6
( /20 Points)
Analysis /
Discussion
( /32 Points)
Structure
Points
received
/2
/2
/5
/5
/5
/8
/8
/8
/8
/10
( /10 Points)
Originality of
Thought
( /10 Points)
Formal
Aspects
( /10 points)
Conclusions
( /10 points)
TOTAL
Total
Further comments:
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Criterion
Description
Max
Points
Points
received
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9-10
SUMMARY
QUOTES
CRITICAL
ENGAGEMENT
THEORETICAL
COMPARISON
ORGANISATIO
N
SPEL& FORMA
Summary consists of a discussion of
major themes, ideas and characters
providing at least 4 excerpts from
each book. It combines ideas from the
two books into new sentences using
your own words.
The student is able to illustrate its
argument by providing very relevant
quotes from both novels, making links
between them. All direct quotes (at
least 5) from the novels are noted by
citing page numbers in parenthesis.
The student provides critical thoughts,
responses and reactions to the main
arguments and claims of the novels.
The student reacts to the themes, the
author’s aims or intent, the subject of
the books, how well it is written and
overall success or failure of the
books.
The student applies theoretical and
conceptual knowledge to both case
studies in terms of political, social and
historical circumstances and can
make comparisons between both
novels on content, type of arguments,
style and evaluation of author’s ability
to provide an account of a historical
period.
The structure of the paper flows and
is easily read because of smooth
transitions from paragraph to
paragraph. The sequence of topics is
in logical order. There is a clear cut
introduction, body, and conclusion.
0-2 spelling and formatting errors
BOOKS CRITICAL ANALYSIS (25%)
8-8.9
Summary consists of a discussion of major themes,
ideas, and characters, providing at least 3 excerpts
from the book. It combines ideas from the two books
into new sentences using your own words. Some
6-7.9
0-5.9
Summary consists of a discussion of major
themes, ideas, and characters, providing at least 2
excerpts from the book. It combines ideas from
the two books into new sentences using your own
words. Some imprecisions.
Summary is mostly an outline of
the books and does not discuss
themes or major ideas of the
work. Major flaws and
The student is able to illustrate its argument by
providing relevant quotes from both novels, but
cannot make links between them. Some
imprecisions and misunderstanding of quotes. All
direct quotes (at least 2) from the novels are noted
by citing page numbers in parenthesis.
The student provides some critical thoughts,
responses and reactions to the main arguments
and claims of the novels, but with some
imprecisions and flaws. The student may discuss
only one aspect of the novels, such as the
themes. The student just states, “I like it
because…” or “I didn’t like it because…”
The student uses direct quotes
without any citation of page
numbers and without linking
quotes to relevant arguments.
The student is unable to apply
theoretical and conceptual
knowledge to the study of the
novels or to make comparisons
between them. Major flaws or
inaccuracies.
The structure of the paper flows and is easily read,
but some transitions may be faulty or missing. There
is some illogical order in sequence of topics. There is
a clear cut introduction, body and conclusion.
The student applies theoretical and conceptual
knowledge to both case studies in terms of
political, social and historical circumstances but
with several flaws. The students make
comparisons between both novels only on a
couple of issues (content, type of arguments, style
and evaluation of author’s ability to provide an
account of a historical period). Several flaws or
inaccurate comparisons.
The structure of the paper does not follow a logical
order. The writing or ideas may “jump” around; it is
not cohesive. The introduction or conclusion are
not clear or concise.
3-4 spelling and formatting errors
5-6 spelling and formatting errors
minor omissions or imprecisions.
The student is able to illustrate its argument by
providing relevant quotes from both novels, but
cannot make links between them. All direct quotes (at
least 3) from the novels are noted by citing page
numbers in parenthesis.
The student provides critical thoughts, responses and
reactions to the main arguments and claims of the
novels, but with some minor errors. The student
reacts to the themes, the author’s aims or intent, the
subject of the books, how well it is written and overall
success or failure of the books. However, there is not
a thorough review of all these aspects and/or there
are some minor omissions or imprecisions.
The student applies theoretical and conceptual
knowledge to both case studies in terms of political,
social and historical circumstances and can make
comparisons between both novels on content, type of
arguments, style and evaluation of author’s ability to
provide an account of a historical period. Some flaws
or inaccurate comparisons.
imprecisions.
The student’s critique consists of a
basic opinion based on personal
feeling of and is not considered a
critique because it does not focus
on themes, author’s intent, or
writer’s style.
The structure of the paper flows
and there are no transitional
phrases that make it easy to read.
There are incomplete sentences
or fragments and run-on
sentences.
7 + spelling & formatting errors
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The following criteria will be applied in assessing your written work:
Assessment of your ‘research & seminar peer’
Your name_____________________________________________________
The name of your research buddy__________________________________
Questions to answer
On the scale of 0 being the lowest to 5 being the highest; 3 is above
for the assessment
average
Was my research peer
Circle one of the following scores:
an attentive listener?
1
2
3
4
5
Did my research peer
ask questions/offer
Comments (please provide detailed comments)
suggestions (ex.
during in-class group
work)?
Has my research peer
Circle one of the following scores:
read and commented
1
2
3
4
5
on my written
drafts/work in
Comments (please provide detailed comments)
progress? Have the
comments helped me to
improve my paper?
Has my research peer
prepared well before the
ted-x presentation,
helped to structure the
discussion and shared
the workload?
Circle one of the following scores:
1
2
3
4
5
Comments (please provide detailed comments)
Total Points
…………………… out of 15
Any other comments
Rubric for successful Ted-x talk:
Poor (0-2)
Delivery
Extemporaneous
Speak conversationally
from your knowledge of the
topic (not from notes or
memorized script)
Eye Contact
Maintain direct, consistent
and comfortable eye
contact with audience
throughout your
presentation
Pace
speak with a varied,
dynamic, interesting pace
(avoid using a 'sing-song,'
predictable rhythmicpattern). Avoid using avoid
Average (2-4)
Good (4-6)
Excellent (6-8)
fillers such as 'um, ah, uh,
like, you know, etc.'
Energy
Present information with
energy and enthusiasm to
engage your audience's
attention and interest
Content
Thesis Statement
State your thesis statement
(i.e., one sentence
summary of the TED Talk)
Main Points
Explain the main points of
the TED Talk in a clear and
organized manner (what,
why, how)
Summary
Summarize your main
points
Ending
End with Impact. Leave the
audience wanting to know
more.
Based on your peer and Ted-x presentation, the course instructor will evaluate you
(using your peer assessment and ted-x talk as detailed in the rubrics above):
Seminar and peer assessment (based on the instructors’, self evaluation and assessment by
the two other research peers)
Student name:
Grade:
Peer assessment –
listening and giving
feedback
Peer assessment –
commenting on
written drafts
Peer assessment –
commenting on
written drafts
Seminar delivery
A
81-100
Research peer was
always attentive
listener; asked
questions and offered
helpful suggestions
(outside and during and
in-class discussions)
Research peer
provided far-reaching
helpful comments on
the written work. The
comments helped to
improve the draft
Research peer
provided far-reaching
helpful comments on
the written work. The
comments helped to
improve the draft
Research peer
presented well (without
reading from notes),
kept the pace of the
presentation,
demonstrated the
knowledge of the
B
80-69
Overall, some
helpful feedback
from the research
peer during and
outside of the
classroom
C
68-62
Research peer
med basic
requirement in
terms of listening
and providing
some advice
D
61-53
Research peer
was not attentive
and did not
provide valuable
oral feedback
F
0-49
Research peer
was absent
Research peer
provided some
valuable comments
on the written work
Written comments
meet very basic
level in terms of
peer assessment
Minimal
comments, but
lack of helpful
feedback on the
written work
Did not provide
comments
Research peer
provided some
valuable comments
on the written work
Written comments
meet very basic
level in terms of
peer assessment
Minimal
comments, but
lack of helpful
feedback on the
written work
Did not provide
comments
Research peer
presented well but
fell short on one or
two of the following:
presented without
reading from notes,
kept the pace of the
Presented overall
well but did not
engage fully with
the class, read
from notes and fell
short of
demonstrating the
The presentation
was below the
level required for
this assignment
Did not present
15
reading and showed
creativity with engaging
with the class by
engaging with
questions during the
talk as well as having
an activity to stimulate
further learning
presentation,
demonstrated the
knowledge of the
reading and showed
creativity with
engaging with the
class by engaging
with questions
during the talk as
well as having an
activity to stimulate
further learning
knowledge of the
reading
RUBRIC- EXAMS POL 244
Short questions (25 points)
Right/wrong format. See allocation of grades in the exam sheet.
Definition 1 (12 points)
A (4)
B (3)
C (2)
Accuracy and
The answer
Overall, the
The answer
Completeness
pertinently
answer
sufficiently
and
accurately
addresses
succinctly
addresses
the question.
addresses
the question. It meets the
the question. Some minor basic
omissions or requirement
imprecisions s for this
assignment.
Some
imprecisions
Expression
Language is
Overall,
Barely
correct;
language is
adequate
mastering of
correct.
level; some
expression.
Some minor mistakes in
mistakes.
the text.
Evidence of
reading
The answer
shows a
good
understandin
g of the
readings.
Some flaws
in the
understandi
ng of the
course
material.
The answer
meets the
basic
requirement
s for this
assignment.
B (3)
Overall, the
answer
accurately
addresses
the question.
Some minor
omissions or
imprecisions
C (2.5-2)
The answer
sufficiently
addresses
the question.
It meets the
basic
requirement
s for this
assignment.
Some
imprecisions
Barely
adequate
D (1)
The answer
is incomplete
and fails to
address the
question.
Major flaws
and
imprecisions.
F (0)
The answer is left in
blank or fails
dramatically to address
the question.
Language is
poor; several
mistakes in
the text; hard
to read or to
understand.
Knowledge
below the
level
required for
the course.
Language is very poor;
the text is extremely
hard to understand.
D (2-1)
The answer
is incomplete
and fails to
address the
question.
Major flaws
and
imprecisions.
F (1-0)
The answer is left in
blank or fails
dramatically to address
the question.
Language is
poor; several
Language is very poor;
the text is extremely
The answer reveals no
engagement with the
course material.
TOTAL
Definition 2 (6 points)
A (3.5)
Accuracy and
The answer
Completeness
pertinently
and
succinctly
addresses
the question.
Expression
Language is
correct;
Overall,
language is
16
Evidence of
reading
mastering of
expression.
correct.
Some minor
mistakes.
level; some
mistakes in
the text.
The answer
shows a
good
understandin
g of the
readings.
Some flaws
in the
understandi
ng of the
course
material.
The answer
meets the
basic
requirement
s for this
assignment.
mistakes in
the text; hard
to read or to
understand.
Knowledge
below the
level
required for
the course.
hard to understand
The answer reveals no
engagement with the
course material.
TOTAL
Definition (7)
A (3.5)
The answer
pertinently and
succinctly
addresses the
question.
B (3)
Overall, the
answer
accurately
addresses the
question.
Some minor
omissions or
imprecisions
Expressio
n
Language is
correct;
mastering of
expression.
Evidence
of reading
The answer
shows a good
understanding
of the
readings.
Overall,
language is
correct. Some
minor
mistakes.
Some flaws in
the
understanding
of the course
material.
Accuracy
and
Completen
ess
C (2.5-2)
The answer
sufficiently
addresses the
question. It
meets the
basic
requirements
for this
assignment.
Some
imprecisions
Barely
adequate
level; some
mistakes in
the text.
The answer
meets the
basic
requirements
for this
assignment.
D (2-1)
The answer is
incomplete and
fails to address
the question.
Major flaws and
imprecisions.
F (1-0)
The answer is left
in blank or fails
dramatically to
address the
question.
Language is
poor; several
mistakes in the
text; hard to read
or to understand.
Knowledge
below the level
required for the
course.
Language is very
poor; the text is
extremely hard to
understand
The answer reveals
no engagement
with the course
material.
TOTAL
Essay (25 points)
Structure of the
answer
and
expression.
(0-9)
The answer is loosely
structured and fails to
provide most relevant
information. Expression
is poor.
Evidence
reading
of
Weak engagement with
the course material.
Understanding
and
use
of
political concepts
Theories or concepts
are simply mentioned.
Critical thinking
The
answer
shows
some major pitfalls in
the comprehension of
the concepts/theories at
hand.
(10-18)
The answer gives most
relevant information, but it is
loosely structured. Overall
good capacity to express
complex concepts and correct
language.
Overall, the answer shows a
consistent engagement with
the reading material required
for the course.
Some
flaws
and
oversimplification
in
the
understanding
of
the
concepts/theories at hands.
Overall, the answer shows
good
comprehension
of
reviewed concepts/theories but
a scanty critical attitude
towards politics.
(19-25)
The answer addresses the
question in a structured,
succinct
and
analytical
manner. Excellent capacity to
express and discuss complex
concepts.
The
answer
is
well
embedded in the literature
and shows evidence of
further readings.
All
theories/concepts
reviewed
are
presented
clearly in their full complexity.
The answer reveals a critical
understanding of concepts
and theories at hand.
17
Ability to relate to
a
concrete
political case
The examinee fails to
apply conceptual or
theoretical framework to
empirical cases.
Overall,
the
examinee
manages to relate the concept
to concrete examples and
cases. However, there are
major imprecisions and some
mistakes.
Excellent ability to elaborate
on theories and apply them
to concrete cases. Good
knowledge
of
factual
background.
TOTAL
Additional Course Policies
The College considers late submissions as disruptive and disrespectful practices and
strongly recommends students to work on their time management. Late papers will be
assessed as follow:

1 out of 10 point (10/100%) will be subtracted for each day delay.

Works submitted after seven days delay are graded with an F (0).

Unless an incomplete is granted, no submission is possible after two weeks delay.
In the event of exceptional circumstances which impede the delivery of assignments within
the due date, a student may request prior to the assigned due date an extension without
penalty. Students must accompany this request with a medical certificate or other proof of
the extreme circumstance that impeded the fulfillment of the task. Professors will examine
the request and decide whether an extreme circumstance exists or does not exist. ‘Extreme
circumstances’ must be significant, unpredictable and serious. As follows, these include
medical treatment or distress for a family crisis or loss. These do not include time
management problems, technical problems with the computer, inability to find sources,
attending a wedding.
Academic Honesty Statement
Academic dishonesty is NOT tolerated in this course.
Academic honesty is not only an ethical issue but also the foundation of scholarship.
Cheating and plagiarism are therefore serious breaches of academic integrity.
Following the College policy, cheating and plagiarism cases will be communicated in writing
to the Associate Dean for Students and submitted to the Student Conduct Committee for
disciplinary action.
If you refer to someone else’s work, appropriate references and citations must be provided.
Grammar, spelling and punctuation count, so use the tools necessary to correct before
handing in assignments.
Use of Electronics:
Students can use electronic devices during class that enhance their performance.
Appropriate Use of Technology includes: note-taking on laptops or Ipads; use of devices
to complete quick Google searches for pertinent information.
If students engage in the “inappropriate” use of electronics within the class, then their right to
use these devices in the future will be removed. Inappropriate use of technology in the
classroom includes: Texting Your Friends or Reading Texts While in Class; Sending or
Reading Personal Emails; Surfing the Net for Non-Class Purposes. (checking in with
Facebook or other Social Media, Shopping Online During Class, Reading Online Information
18
not Connected to the Class Materials and Topics, and so forth). If these are ongoing issues
with numerous students, I will remove the privilege from all students to ensure the
necessary standards of an academic setting.
Mobile phones – Mobile phones are disruptive in the classroom in a number of ways.
Ringtones must be turned off in class. If there is a need to check for and/or receive a call, the
student must inform the instructor in advance. Students who create a disturbance by mobile
phone use will be warned and may be asked to leave the class session.
Course schedule1
Part 1. Introduction to Global Governance / History of the United Nations
Week 1
16 Jan
16 Jan
Week 2
23 Jan
Week 3
23 Jan
30 Jan.
30 Jan.
Introduction to the Course and Overview of Course and
Requirements
Introduction to Global Governance and to the United Nations
system
Global Governance: Concepts, Approaches and Persisting
Challenges
Global Governance literature and United Nations History
(Short Reading Test on reading so far).
The United Nations: Background, Origins and Early History
Analysis of the United Nations Charter
RESEARCH PROPOSAL DUE!
Part 2: Core Institutions and Key Actors
Week 4
Week 5
Week 6
Week 7
6 Feb.
6 Feb
13 Feb.
13 Feb.
20 Feb.
20 Feb.
27 Feb.
The General Assembly
The Security Council
The UN Secretariat
The UN Secretary-General
Catching up on UN Secretary-General readings and study for exam
(the instructor will be at the ISA Annual Convention in Baltimore)
Mid-Term Exam (27 Feb.)
Part 3: The United Nations and Global Governance: Core Policy-fields and
Activities
Week 8
6 March
Week 9
6 March
13 March
13 March
Feedback on the mid-term exam
The United Nations and Regional Organizations
ECOSOC & Other Actors (Civil Society, Business, etc.)
The United Nations and Global Justice: The International Criminal
Court and the ICJ
Overview: Introduction of United Nations Peacekeeping
DRAFT PAPER DUE IN CLASS
1
Please note the course convener may change some aspect of the schedule, for instance, some guest speakers
may be added or deleted from the schedule, depending on their availability, as well as additional readings may be
suggested and some sessions re-grouped. Any changes will be communicated by the course convener to the
students in due course.
19
Week
10
20 March
20 March
Evolution of United Nations Peacekeeping
The UN and Security I: Current trends
PEER REVIEW DUE IN CLASS
Spring Recess 3rd – 14th April
Week
11
27 March
27 March
The UN and Security I: Current trends (catch up)
The UN and Security II: The Future of Peacebuilding
FINAL RESEARCH PAPER/BOOKS ESSAY DUE
Week
12
Week
13
Week
14
17 April
No class – National holiday
28 April
The United Nations and the SDGs
28 April
“The UN: past, present and future” student Ted-x talk style
conference
No class – National holiday
1 May
8-12 May
Week
15
FINAL EXAMS
LITERATURE AND GUIDING QUESTIONS (SESSION BY SESSION)
Week 1 (16 January), session 1
Introduction to the Course and Overview of Core Requirements.
Reading
None.
Week 1 (16 January), session 2
Introduction to Global Governance and to the United Nations system
Compulsory reading
(Introductory Background Reading – Please complete this reading assignment
before week 2)
a) John G. Ruggie, “Foreword”, in Thomas G. Weiss and Ramesh Thakur (2010)
Global
Governance and the UN: An unfinished Journey, pp. xv – xix
20
b) UNEP (2010) United Nations Specialised Agencies versus United Nations
Programme
Recommended reading
a)Thomas G. Weiss and Rorden Wilkinson, ‘Rethinking Global Governance?
Complexity, Authority, Power, Change’, International Studies Quarterly, vol. 58,
2014, pp. 207-215.
b) Michael Barnett and Kathryn Sikkink, ‘From International Relations to Global
Society’, in C. Reus-Smit and D. Snidal, The Oxford Handbook of International
Relations (Oxford: Oxford University Press, 2010), pp. 62-83.
Guiding Questions:
1. What is global governance and what is it good/bad for?
2. What is meant by the “United Nations System”?
3. What is the difference between ‘specialized agencies’ and ‘UN programmes’?
Exercise in preparation for next week:
Please, bring a cartoon/caricature that you find on the press or on the Internet and
that represents a persisting challenge of global governance.
Week 2 (23 January), Session 1
Global Governance: Concepts, Approaches and Persisting Challenges
Reading:
a) The Commission on Global Governance: A new world, in Rorden Wilkinson
(ed.) (2005) The Global Governance Reader, London: Routledge, pp. 26 - 44
b) Richard Falk, Humane Governance for the World: Reviving the Quest, in ibid,
105 - 119
c) Thomas G. Weiss (2009), What happened to the idea of World Government,
International Studies Quarterly, 53, pp. 253-71.
Recommended reading:
a) Thomas G. Weiss and Ramesh Thakur (2010) “Introduction: The
Problematique of Global Governance, in Global Governance and the UN: An
Unfinished Journey, Bloomington: Indiana University Press.
b) Finkelstein, Lawrence S. "What is global governance?" Global governance
(1995): 367-372.
c) UN System Task Team on the Post-2015 UN Development Agenda, “Global
Governance and Governance of the Global Commons in the Global
Partnership for Development beyond 2015, Think Piece, available online:
www.un.org/en/development/.../24_thinkpiece_global_governance.pdf
21
Guiding Questions:
1. What does the Commission on Global Governance mean by the term ‘global
governance’?
Why do they think that the UN ‘must continue to play a central role in global
governance’?
Do you agree?
2. What, according to Richard Falk, are the nine challenges that need to be
addressed for ‘humane governance’? In your opinion, how could the major
challenges be overcome – what role could the UN play?
3. Is the focus on ‘global governance’ an excuse for ignoring the issue of world
government’?
4. “The surest way to secure classification as a crackpot is to mention a world
government as either a hypothetical or, worse yet, desirable outcome”. Discuss.
5. “The malfunctioning of today’s international system has not yet led to a new
paradigm but rather to global governance, which helps us to understand what is
happening but does not push us to determine what should happen”. Discuss.
Week 2 (23 January), Session 2
Catch up on Reading on ‘Global Governance: Concepts, Approaches and
Persisting Challenges’ (see above)
In-class reading and exercise:
• What are the consequences of fragmented governance architectures (Biermann et
al. 2009)?
Task: is the governance architecture for the management of the high seas an
example of synergistic, cooperative or conflictive fragmentation?
‘In deep water’, The Economist, 22 February 2014:
http://www.economist.com/news/international/21596990-humans-are-damaginghighseas-now-oceans-are-doing-harm-back-deep-water
Week 3 (30 January), Session 1 (RESEARCH PROPOSAL DUE!)
The United Nations: Background, Origins and Early History
Reading:
Compulsory reading
a) CHAPTER 1 of your Course Book Thomas G. Weiss & Sam Daws (2008)
World
Politics: Continuity and Change Since 1945
Recommended reading
b) Paul Kennedy (2006), The Parliament of Man, Chapter 1: The Troubled
Advance to a New World Order: 1815 – 1845, pp. 3 – 47
22
Guiding Questions
1. Explain the efforts of international cooperation and institutions that predated the
creation of the United Nations
2. The League of Nations is generally considered to be a failure – why? What were
its positive contributions to international affairs? What lessons had been learnt from
the ‘interwar years’ for the creation of the United Nations?
3. Where did the name “United Nations” emerge from?
4. Explain the considerations that had influenced the Great Powers in their
deliberations on the set-up of the UN. Would their analyses still hold true today?
5. What is the core purpose of the United Nations?
6. What does Paul Kennedy mean when he refers to the UN as a ‘three-legged
stool’?
There will be short reading test on all the material on GG and UN History so far.
Week 3 (30 January), Session 2
Analysis of the UN Charter
Reading:
a) The Atlantic Charter 1941 and the Declaration by United Nations 1942 (in your
reader)
b) United Nations Charter (Appendix 3 of your Textbook): Read through the entire
Charter and familiarize yourself with the different Chapters and Articles.
Particular emphasis should be placed on a careful reading of the Preamble
and Chapter I as well as Chapters VI and VII
Recommended reading:
a) Michael Doyle (2012) Dialectics of a global constitution: The struggle over the
UN Charter, European Journal of International Relations, 18 (4), pp. 601-624.
Task: which articles and principles of the Atlantic Charter can be found in the UN
Charter? What is new?
Week 4 (6 February), Session 1
The General Assembly
Reading:
Background on the General Assembly’s relationship with the UNSC and ECOSOC
and other actors:
23
a) Alisa Clarke (2013) “Organizational Culture, System Evolution and the UN in
the 21st Century”, Journal of International Organization Studies, 4:1
On the General Assembly
b) Oxford Handbook, Chapter 5: M.J. Peterson, General Assembly
c) Chapter IV of the UN Charter
Recommended reading:
a) M.J. Peterson (2005) The UN General Assembly, Routledge: Global Institution
Series.
b) Official Website: http://www.un.org/en/ga/
Guiding Questions
1. The Assembly is a forum where the masses can rally to counterbalance the
aristocracy
of the permanent five” Discuss.
2. The General Assembly is an egalitarian ‘deliberative forum’ and an
‘organizational
overseer’. Explain.
3. Explain the divisions and coalitions within the General Assembly along
geographical
and thematic lines.
Week 4 (6 February), Session 2
The Security Council
Reading:
a) Oxford Handbook, Chapter 6: David Malone, Security Council.
b) Chapter V, VI and VII of the UN Charter
Recommended reading:
a) Vaughan Lowe et al. (eds.) (2008) The United Nations Security Council and
War, Oxford: Oxford University Press
b) David Malone (ed.) The UN Security Council: From the Cold War to the 21 st
Century, Boulder: Lynne Rienner
c) Useful official website of the Council:
http://www.un.org/en/sc/documents/resolutions/index.shtml
Guiding Question
1. Explain the main powers and competences of the Security Council
Week 5 (13 February), Session 1
24
The UN Secretariat
Reading:
a) Manuel Froelich (2007) “The Ironies of the UN Secretariat Reform”, Global
Governance, 13, 151-159
b) UN Charter Articles 7, 97-101 as well as Articles 33 and 96
c) Oxford Handbook, Chapter 9: James O.C. Jonah, Secretariat: Independence
and Reform
Recommended reading:
a) Leon Gordenker (2010) The UN Secretary-General and the Secretariat, 2nd
Edition, Routledge
b) Piiparinen, Touko. "The rise and fall of bureaucratic rationalization: exploring
the possibilities and limitations of the UN Secretariat in conflict prevention."
European Journal of International Relations 14, no. 4 (2008): 697-724.
Guiding Question:
1. What is the role of the Secretariat?
2. Why a Secretariat reform is ironic according to Froelich?
3. Do you think a Secretariat reform would be beneficial to help the UN be more
efficient and effective? Why? Why not?
Week 5 (13 February), Session 2
The UN Secretary-General
Reading:
a) Oxford Handbook, Chapter 10, Edward Newman, Secretary-General
b) Brian E. Urquhart (2007) The Evolution of the Secretary-General, in Simon
Chesterman (ed.) Secretary or General? The UN Secretary-General in World
Politics, Cambridge: CUP, p. 15-32
c) Shashi Tharoor (2007) ‘The most impossible job description’, in Simon
Chesterman (ed.) Secretary or General? The UN Secretary-General in World
Politics, Cambridge: CUP, p. 33-46
Recommended reading:
a) James Traub (2007) The Best Intentions: Kofi Annan and the UN in the Era of
American World Power, London: Bloomsbury Publishing
b) Stanley Meisler (2007) Kofi Annan: A Man of Peace in a World of War,
Hoboken: John Wiley.
c) Dag Hammarskjöld (1964) Markings (Translated by W.H. Auden), New York:
Alfred Knopf
25
Guiding Questions
1. What are the main duties and role of the UN Secretary-General according to the
UN
Charter?
2. “Hammarskjöld transformed the role of Secretary-General into the active,
diplomatic,
moderating, and negotiating office that it has remained ever since”. Discuss.
3. How has the role and power of the Secretary-General changed during the last 60
years?
4. Outline the strengths and weaknesses of the eight Secretary-Generals. What does
the
performance of the these men tell us about the potential and limitations of the post
of the
Secretary-General? Which personal qualities should a successful UN SG possess?
Week 6 (20 February) NO REGULAR CLASS. Catch up on readings and prepare
for exam
The UN Secretary-General II
Reading:
a) James Cockayne and David M. Malone (2007) “Relations with the Security
Council” in Simon Chesterman (ed.) Secretary or General? The UN SecretaryGeneral in World Politics, Cambridge: CUP, p. 69-85
b) Ian Johnstone “The Secretary General as Norm Entrepreneur”, in Simon
Chesterman (ed.) Secretary or General? The UN Secretary-General in World
Politics, Cambridge: CUP, p. 123-138
Recommended reading:
See recommended readings for week 5
Guiding Questions
1. How would you describe the relationship between the UN Secretary General
and the UN Security Council? Give examples.
2. What are the future challenges that lie ahead for the UN Secretary General in
its relationship with the UN Security Council?
3. What does the author mean with the concept “norm entrepreneur”?
4. What was Annan’s role in crystallizing the concept of “responsibility to
protect”?
26
Week 7 (27 February) MID-TERM EXAM
PART III
Week 8 (6 March), Session 1
Feedback on the mid-term exam
The United Nations’ Relations with Regional Organizations
Reading:
a) Oxford Handbook, Chapter 12: Regional Groups and Alliances (please also
read Chapter VI of the UN Charter)
b) Tania Felicio (2009) “The UN and Regional Organizations: The Need for
Clarification and Cooperation”, in Joachim A. Koops (Ed.) Military Crisis
Management: The Challenge of Inter-organizationalism, pp. 13-20
c) Koops, J. and Tardy, T. (2015) “The UN’s Inter-organisational Relations in
Peacekeeping”, in Koops, J., Macqueen, N., Tardy, T. and Williams, P. (eds.)
The Oxford Handbook of United Nations Peacekeeping Operations, Oxford
University Press
Recommended reading:
d) Europe’s Return to UN’s Peacekeeping in Africa. Lessons from Mali
Guiding Questions
1. What are the benefits and risks of UN cooperation with regional
organizations?
2. What are the benefits and risks of EU cooperation with the UN?
3. How could we overcome those risks?
Week 8 (6 March), Session 2
ECOSOC and Other Actors
Reading:
a) Oxford Handbook, Chapter 7, Gert Rosenthal, Economic and Social Council
b) Chapter IX and X of the UN Charter
Recommended reading:
c) Oxford Handbook, Chapter 14: Civil Society
d) Oxford Handbook, Chapter 15: Private Sector
27
Guiding Questions
1. What are the main tasks of ECOSOC? How was ECOSOC supposed to bring
greater
coherence to the UN system?
2. What is ECOSOC’s role with regards to NGOs?
3. What role does the private sector and civil society play in the UN system?
4. What is meant by ‘civil society’ – why is it important for UN approaches to Global
Governance? What are the advantages and disadvantages of UN-NGO
cooperation?
5. Explain the potentials and risks of cooperation between the UN and private firms
6. Has the UN made enough progress to overcome its state-centric bias?
Week 9 (13 March) Session 1
The United Nations and Global Justice: The International Criminal Court and Court of
Justice
Reading:
a) Oxford Handbook, Chapter 26, Richard Goldstone: International Criminal
Court and Ad Hoc Tribunals
b) Oxford Handbook: Chapter 11: James Crawford and Tom Grant –
International Court of Justice
Recommended Reading:
a) Beth A. Simmons and Allison Danner (2010) ‘Credible Commitments and the
International Criminal Court Credible Commitments and the International
Criminal Court’, International Organization / Volume 64 / Issue 02 / April 2010,
pp 225 256
b) Rene Blattmann and Kirsten Bowman (2008) Achievements and Problems of
the ICC: A view from within, Journal of International Criminal Justice 6, pp.
711-730
c) Elias Okwara (2011) ‘The International Criminal Court and Kenya’s Postelection Violence: National Justice through Global Mechanisms?’, GGI
Analysis 2/2011, Brussels: Global Governance Institute
d) Christopher Greenwood (2011) The role of the ICJ in the Global Community,
California International Law Centre.
e) William A. Schabas (2011) The International Criminal Court at 10, Criminal
Law Forum, 22, pp. 493–509
f) Statute of the ICJ
g) The Kosovo ruling
Guiding Questions
1. Explain the Relationship between ad hoc tribunals and the ICC
2. Outline the key achievements and major limitations of the ICC
28
3. Outline the key achievements and major limitations of the ICJ
Week 9 (13 March), Session 2
Overview: Introduction of United Nations Peacebuilding
Reading:
a) Oxford Handbook, Chapter 23: Roland Paris, Post-Conflict Peacebuilding
b) Fernando Cavalcante (2011) The UN Peacebuilding Architecture, GGI Briefing
Paper, Brussels: Global Governance Institute
c) Boutros Boutros-Ghali (1992) An Agenda for Peace: Preventive Diplomacy,
Peacemaking and Peace-Keeping, International Relations, 11: 201
Recommended Reading:
a) E. Eloho Otobo (2013) ‘Leading The Peacebuilding Commission (PBC): An
Institutional History in the Making’, GGI Analysis, Brussels: Global
Governance Institute
b) Catriona Gourlay (2009) ‘EU–UN Cooperation in Peacebuilding: Partners in
Practice?’, Geneva: UNIDIR.
Guiding Questions
1.
2.
3.
4.
Explain what peacebuilding and peacekeeping are
Who are the main players?
Why do some groups want to spoil the peace?
What do spoilers’ motives tell us about the requirements for effective
peacebuilding?
5. The Brahimi Report: were its recommendations good? Were they feasible?
Week 10 (20 March), Session 1
Evolution of UN Peacekeeping
Reading:
a) Ratner Steven, (1995) The New UN Peacekeeping Building. Peace in Lands
of Conflict after the Cold War, Chapter 1
b) Ratner Steven, (1995) The New UN Peacekeeping Building. Peace in Lands
of Conflict after the Cold War, Chapter 2
c) Goulay, M. (1993) “The Evolution of UN Peacekeeping”, International Affairs,
69: 3, 451-464
Recommended Reading:
a) Ratner Steven, (1995) The New UN Peacekeeping Building. Peace in Lands
of Conflict after the Cold War, Chapter 3
29
Guiding Questions:
1. What are the main characteristics of the first generation peacekeeping
operations?
2. What are the main differences with current peacekeeping operations?
3. What does “inducing” consent means?
4. Who or what drove PKO expansion in 1989-92?
5. Was the expansion based more on supply or demand?
6. Was the West taking on new duties or offloading them?
Week 10 (20 March), Session 2
The UN and Security I: Current trends
Reading:
a) Alex J. Bellamy and Paul D. Williams (2010) ‘Who are the Peacekeepers?’, in
Understanding Peacekeeping, 2nd Edition, Cambridge: Polity, pp. 42 – 67
b) Paul Kennedy (2006), The Parliament of War, Chapter 3: Peacemaking and
Warmaking, pp. 78 - 91
c) Oxford Handbook, Chapter 19: Michael W. Doyle and Nicholas Sambanis,
‘Peacekeeping Operations’, pp. 323 - 348
Recommended reading:
a) Richmond, O. (2004) “UN Peace Operations and the Dilemmas of the
Peacebuilding Consensus”, International Peacekeeping, 11 (1): 93-101.
b) Hazen,
Jennifer
M.
(2007)
"Can
peacekeepers
be
peacebuilders?." International Peacekeeping 14 (3): 323-338.
Guiding Questions:
On Bellamy and Williams
1. What types of actors conduct peace operations today? Do you think the multiplicity
of actors is a blessing or curse for the UN’s own peacekeeping efforts?
2. Outline the specific UN Chapters and Articles that deal with peace and security.
Which article deals with peacekeeping?
3. What is the so-called ‘Uniting for Peace’ Resolution? What are its implications for
the balance of power between the Security Council and the General Assembly?
4. How are UN peacekeeping operations assembled? Who are the top troop
contributing countries, who are the top financing countries? Do you think the current
situation is sustainable?
On Kennedy
30
1. “The early efforts at peacekeeping by the world organization were limited, cursory,
and exploratory.” Discuss.
2. Discuss the background and UN Approach to UNEF I and ONUC. What were the
chief differences? What does it tell us about the potentials and limits of Cold War
peacekeeping?
3. Why was UNEF II far more successful than UNIFIL?
4. Do you agree with Kennedy’s analysis of the three elements of the ‘whole
spectrum of possibilities with regard to the UN’s capacity for peacekeeping and
warmaking’?
On Doyle and Sambanis:
1. What is the difference between ‘peace-enforcement’, ‘peacemaking’,
‘peacekeeping’ and ‘post-conflict reconstruction’?
2. Outline the difference between ‘first’, ‘second’, ‘third’ (and ‘fourth’) generation of
peacekeeping
3. Explain the relationship between peacemaking and traditional peacekeeping
4. How important is the concept of ‘consent’ for the success of traditional
peacekeeping?
What are, in your opinion, the drawbacks?
5. What are the key elements for ‘strategic peacekeeping’?
Week 11 (27 March), Session 1
The United Nations and Security II: Current trends
Reading:
a) Paul Kennedy (2006), The Parliament of War, Chapter 3: Peacemaking and
Warmaking, pp. 91 – 112
b) Annan, K. (1998) Chapter 7 “Challenges of the New Peacekeeping”, in Otunnu
and Doyle (eds) Peacemaking and Peacekeeping for the New Century, pp.
169-187
c) Diehl, P. and Druckman, D. (2015) “Evaluating Peace Operations”, in Koops, J.
Macqueen, N., Tardy, T and Williams, P. The Oxford Handbook of United
Nations Peacekeeping Operations, Oxford University Press, pp. 93-108.
Recommended Readings to be completed over Spring Break:
a) Oxford Handbook, Chapter 21: Michael Pugh, Peace Enforcement, pp. 370 –
386
b) Oxford Handbook, Chapter 22: Ramesh Thakur, Humanitarian Intervention, pp.
387 –
403
c) Revisit also: Chapter 23: Roland Paris, Post-Conflict Peacebuilding, pp. 404 426
31
d) Weiss, T. (2015) “Peace operations and Humanitarian Interventions”, in Koops, J.
Macqueen, N., Tardy, T and Williams, P. The Oxford Handbook of United Nations
Peacekeeping Operations, Oxford University Press, pp. 78- 92.
Guiding questions:
1. How did the post-Cold War peacekeeping era differ from the Cold War period –
both in quantitative and qualitative terms?
2. What was so special about the Iraq operation of 1990-1991 – what was its effect
on the image of the UN?
3. What are the main challenges laying ahead for the UN Peacekeeping structure?
4. Do you agree with Annan? Why? Why not?
Week 11 (27th March), Session 2
On the future of Peacekeeping
Reading:
a) Report of the High-Level Independent Panel on UN Peace Operations (2015)
“Uniting Our Strengths for Peace: Politics, Partnerships and People.” Read
only pages 1-30
b) Mateja Peter (2015) The High-Level Panel on UN Peace Operations, NUPI
Policy Brief
c) Joachim Koops and Johannes Varwick (2008) 10 Years of Shirbrig: Lessons
Learned,
Development Prospects and Strategic Opportunities for Germany, GPPi
Research Paper
No. 11, Berlin: Global Public Policy Institute
Recommended Reading:
a) Bruce Jones, Richard Gowan and Jake Sherman (2009) Building on Brahimi:
Peacekeeping in an Era of Strategic Uncertainty, New York: CIC.
b) Lakhdar Brahimi (2010), Contribution to the General Assembly Debate on
Peacekeeping, New York, 22nd June 2010.
Guiding Questions:
1. Have there been any UN operations since 1990 that could be classified as
“successful”? If
so, how did they differ from the UN’s unsuccessful operations?
2. How could the UN’s performance in peacekeeping be improved?
3. Should there be a permanent UN Army?
Week 12 (17 April) No Class – Legal Holiday
Week 13 (28 April), Session 1
The United Nations and the Sustainable Development Goals:
From the MDGs to the Agenda post-2015
32
Background Reading:
d) familiarize yourself with the core documents on the Millennium Development
Goals, the Sustainable Development Goals (on Dropbox) and the UN MDGs
Report 2015
Reading:
a) The Guardian, 7 reasons the SDGs will be better than the MDGs
b) Sachs, J. From Millennium Development Goals to Sustainable Development Goals
Recommended Reading:
c) Handbook, Chapter 31: Fen O. Hampson and Christopher K. Penny, Human Security
d) Handbook, Chapter 37: Richard Jolly, Human Development
e) Handbook, Chapter 28: Charlotte Bunch, Women and Gender
Guiding Questions
1. What is the significance of the Millennium Development Goals? How successfully
have they been implemented so far?
2. What is the difference between the Millennium Development Goals and the
Sustainable Development Goals?
3. Can the UN play any meaningful role in the field of development beyond mere
‘goal-setting’?
4. To what extent has the UN promoted gender equality and the right of women?
What are still the main challenges?
5. Outline the major historical milestones (Stockholm Conference, Brandt and
Brundtland Commission, UNEP and Rio) towards ‘sustainable development’ and
environmental policies.
6. Do you think it is time for the creation of new “World Environment Organization”?
7. Evaluate the UN’s and WHO’s efforts of combating major health threats and
pandemics.
Week 13 (28 April) Session 2 TED-X CONFERENCE: “The UN: Pas, Present and
Future”
5 min Ted-x style student presentation of the main results of your research paper.
Week 14 (1 May) NO CLASS: LEGAL HOLIDAY
Week 15: FINAL EXAMS! This will be an oral exam.
Thank you for an active, hard-working and inspiring semester!
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Major Learning Objectives, Teaching Methods, Testing and Feed-back Questionnaire
Course code and course name: POL 244G The United Nations and Global Governance
Instructor: Dr. Maria Martin de Almagro
Summary:
Number of assignments used in this course: 4
Number of Feedback occasions in this course (either written or oral): maximum 10 working days after assignments are submitted, specific times
for the feedback are noted in the syllabus
Number and Types of of Teaching Methods: 6, including lectures, seminar discussions, guest lectures, conference presentations, feedback
sessions, peer review
Does your course require graded student oral presentations?: yes (seminar presentation grading form is included in the syllabus)
Please fill out the following table per course you teach.
Learning Objectives
Major Learning Objectives
The bachelor has a profound
knowledge of the main actors and the
main processes in European and
global international affairs and is able
to apply this knowledge in the current
international affairs.
Course Learning objectives
addressing
the
Major
Objectives (choose the most
important ones that your
course actually addresses)
This course introduces and explores
the history, institutions, core policies
and impact of the United Nations in
the context of “contemporary global
governance”. Emphasis will be
placed on assessing the UN’s core
institutions (Security Council, General
Assembly, ECOSOC, UN Secretariat
and Secretary-General) and the UN’s
Methods used to Teach Course
Objectives
Lecture with Powerpoint presentation
and media material (video clips,
radio…).
Readings.
External conferences.
Methods (and numbers/types
of assignments) used to test
these learning objectives
A series of unannounced (but
ungraded) tests provide a good
method to motivate students to read
the weekly material and keep up to
date with the course.
Mid-term and final exam test the
knowledge on the history,
institutions and core policies of the
Type, Timing and Numbers
of Feedback given to
Student
The unannounced tests are
graded and given back to
students. I also provide with oral
feedback during office hours and
encourage students who are not
performing very well to come see
me in order to provide
personalized feedback.
Major Learning Objectives
Course Learning objectives
addressing
the
Major
Objectives (choose the most
important ones that your
course actually addresses)
Methods used to Teach Course
Objectives
policies in the fields of peace &
security,
human
rights
and
(sustainable) development. Particular
emphasis will be placed on UN
Peacekeeping.
The bachelor has a demonstrable
insight in the theoretical and historical
frameworks in the academic literature
on international affairs. He is able to
apply these frameworks in order to
understand and interpret the current
processes
and
dynamics
in
international affairs.
By the end of the course, it is hoped
that students will have a firm grasp of
Different
Definitions
of
‘Global
Governance’ and Core Problems of
‘Global Governance’ and the potential
role of the United Nations as a key,
but also contested player in global
governance efforts.
Methods (and numbers/types
of assignments) used to test
these learning objectives
UN.
Lecture with Powerpoint presentation
and media material (video clips,
radio…).
Readings.
External conferences.
Mid-term and final exam.
Unannounced tests.
A ted-x talk conference during which
students are examined on an oral
basis
Type, Timing and Numbers
of Feedback given to
Student
Mid-term and final exam are
graded thanks to a grading rubric.
I give detailed written feedback,
particularly on the mid-term
exam, in order to help the student
improve his/her performance.
The unannounced tests are
graded and given back to
students. I also provide with oral
feedback during office hours and
encourage students who are not
performing very well to come see
me in order to provide
personalized feedback.
Mid-term and final exam are
graded thanks to a grading rubric.
I give detailed written feedback,
particularly on the mid-term exam,
in order to help the student
improve his/her performance.
The bachelor has insight into the broad
societal context and is able to take this
societal context into account in the
analysis and interpretation of current
problems in international affairs.
By the end of the course, it is hoped
that students will have a firm grasp of
An appreciation of the history,
evolution and challenges of UN
Peacekeeping from 1948 to the
present
And The shortcomings of the United
Lectures, external conferences,
readings and also oral presentations by
peers.
One Research Paper on a Specific
UN policy or two Peacebuilding
operation. are required to choose a
policy field of the United Nations (e.g.
the UN and ‘sustainable
development’ or the UN and two
specific peacekeeping operations)
Research paper: Students have to
present an outline of the research
paper, together with the main
ideas, hypothesis and research
methodology. The professor gives
written feedback back with the
aim of helping the student
36
Major Learning Objectives
Course Learning objectives
addressing
the
Major
Objectives (choose the most
important ones that your
course actually addresses)
Methods used to Teach Course
Objectives
Nations, the need for reform and the
possibility of strengthening practical
approaches to ‘global governance’.
Methods (and numbers/types
of assignments) used to test
these learning objectives
Type, Timing and Numbers
of Feedback given to
Student
and analyze: the background / Global
governance problem of the policyfield, the UN institution(s) involved in
this field, the UN’s approach, the
effectiveness
(impact/successful
policy-promotion or unsuccessful
actions)
and
future
reform
possibilities. Please ensure that you
reflect upon the UN’s impact in terms
of ‘normative’ success (i.e., how
successful was the UN in promoting
awareness of the issue and/or in
contributing a new way of thinking)
and policy success (to what extent did
the UN policy have an actual impact).
At the end of the essay, you should
formulate
policy-oriented
recommendations for improvement.
improve the paper. Students can
also discuss their outline and their
paper at any time before the
deadline on an oral basis during
office hours with the professor.
The outline is not graded. The
final graded paper, together with
the grading rubric is given back to
every student on an individual
basis.
Students need to prepare a 5 min tedx talk on the findings of their research
paper
The bachelor knows and is able to
apply
common
qualitative
and
quantitative research methods and is
able to apply these in the field of
international affairs.
By the end of the course, it is hoped
that students will have a firm grasp of
a) how to carry out independent, indepth research using a wide range of
sources; b) how to structure and
compose a research essay on a
specific UN policy-field, based on a
wide range of sources; c) how to
formulate
policy-oriented
recommendations
Lectures and research paper. A whole
lecture will be dedicated to
Research Paper on a Specific UN
policy (see above).
Research paper outline and final
(see above)
37
Major Learning Objectives
The bachelor has an open and
academic attitude, characterized by
accuracy,
critical
reflection
and
academic curiosity.
Course Learning objectives
addressing
the
Major
Objectives (choose the most
important ones that your
course actually addresses)
Methods used to Teach Course
Objectives
Methods (and numbers/types
of assignments) used to test
these learning objectives
Type, Timing and Numbers
of Feedback given to
Student
Students are encouraged to critically
assess the UN’s effectiveness and
options for reform, whilst appreciating
the persistent challenges of global
governance in the context of a
multiplicity of actors without formal,
overall coordination.
Lectures,
external
conferences,
readings and also oral presentations by
peers.
Research paper on a Specific UN
policy.
Feedback is given on a written
and individual manner for the
research paper, on a written and
group manner for the group work
and on an oral manner for the
novels.
By the end of the course, it is hoped
that students will have a firm grasp of
effective public speaking, presentation
and negotiation skills, including
effective teamwork.
Work in a group to prepare for leading
the seminars and review each others’
papers as a part of the ‘peer review’
work;
Students are also requested to find
newspaper cartoons on global
governance challenges and explain to
the rest of the students what the
cartoon means, which issue is at
stake and whether they thought the
cartoon was effective at catching the
attention of the public.
The bachelor is able to apply a multidisciplinary perspective in his analysis
of international affairs.
The bachelor is able to work in a multicultural team.
Peer review work.
38
Major Learning Objectives
The
bachelor
recognizes
importance of life-long learning.
Course Learning objectives
addressing
the
Major
Objectives (choose the most
important ones that your
course actually addresses)
the
The bachelor is able to communicate
clearly, fluently and accurately; as well
in a written report as in an oral
presentation.
Methods used to Teach Course
Objectives
Students are encouraged to read the
press, stay up to date with political and
policy
developments
in
global
governance issues and to apply their
theoretical learnings to current events.
By the end of the course, it is hoped
that students will have a firm grasp of
a) how to carry out independent, indepth research using a wide range of
sources; b) how to structure and
compose a research essay on a
specific UN policy-field, based on a
wide range of sources; c) how to
formulate
policy-oriented
recommendations; d) effective public
speaking,
presentation
and
negotiation skills, including effective
teamwork.
One session will be dedicated to study
how to elaborate a research paper with
policy recommendations.
Methods (and numbers/types
of assignments) used to test
these learning objectives
Unannounced quizzes.
Research paper.
Type, Timing and Numbers
of Feedback given to
Student
Written feedback through grading
rubric + individual oral feedback if
requested.
Simulation game.
All assignments described above.
Written feedback through grading
rubric + individual oral feedback if
requested.
Feedback is given not only on the
content, but also on delivery for
oral assignments.
Week 3 – feedback on research
questions and ‘rough’ paper
outline;
Week 11 – feedback on research
papers
Week 14 – seminar leadership
and participation; peer review
The bachelor is able to include ethical
judgments in his analysis of current
problems in international affairs and
assesses the impact of these ethical
judgments on the solutions proposed
for current international affairs.
Students are encouraged to critically
assess the UN’s effectiveness and
options for reform, whilst appreciating
the persistent challenges of global
governance in the context of a
multiplicity of actors without formal,
overall coordination.
Lectures, readings and multimedia
material are carefully selected to give
different points of views and show the
moral and ethical dilemmas present in
global governance issues.
In the individual research paper,
students are required to reflect on
policy recommendations taking into
consideration ethical dilemmas in two
axes (freedom vs security, justice vs
peace) and for the different actors.
Written feedback through grading
rubric + individual oral feedback if
requested.
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40