This is your opportunity to learn about policymaking theories and policy analysis.

You'll explore both theoretical and practitioner perspectives in public policy from the UK and beyond. This knowledge will enable you to use and apply public policy insights in your work.

The module covers important topics such as:

• What is policy? Why is it needed? Who makes policy?
• Theories of policymaking: policymaking cycle and the policymaking environment, how does policy change, policy instruments and policy tools, policy learning and transfer.
• Critical Policy Studies: issues of power in policymaking and alternative approaches to policymaking, critical theories such as feminism and anti-racism.
• Policy analysis: identifying steps that policy analysis should follow. Practical analysis of a policy problem and possible solutions in areas such as economic, social, justice/home affairs and foreign policy.
• Policy implementation and administration including the role of street level bureaucrats.
• Policy evaluation: methods for evaluation policy against objectives to assessing the extent to which the policy was implemented correctly and, if so, had the desired effect.

This module serves to consolidate postgraduate research and learning support by enabling students to engage with theories, methods, and skills relevant to your studies. The module is core for all PPR PGT politics students and complements core subject and discipline-specific provision in religious studies and philosophy. Through this module we aim to equip you with the ability to reflect upon the processes and implications of research project planning, design and execution in Politics, Philosophy and/or Religion.

The first part of the module examines the principles of research, including different disciplinary traditions of knowledge production. It goes on to set out the process of structuring a research project and explores how to develop and apply theory. The second part of the module examines a range of methods for conducting research, including interviews, surveys, and case studies. The final section covers questions of ethics and goes through how to write up and present research. Through the module, students will design research projects, develop writing and critical evaluation skills, and have the opportunity to present their research ideas as part of the annual MA conference. The module involves a combination of lectures, small group discussion, and presentations covering the following areas:

• The academic research process.
• Project planning, design and process management.
• Ethics in postgraduate research.
• Resource identification and review processes.
• Data acquisition techniques and issues.
• Analytical and interpretative approaches.
• Academic conventions (e.g. making an argument, writing, referencing).

Assessment is by 5,000 word research proposal.

The course aims to explore a variety of approaches to conflict management in contemporary conflicts, by third parties and parties in conflict, and critically assesses their effectiveness and potential. The course draws its theoretical foundations from peace and conflict research but is aimed at enabling students to learn to assess the scope for conflict management and peace- building in practice. The module includes both academic literature as well as policy relevant papers.

The focus of the course is on analysing peace processes and practical problems of conflict prevention, conflict management and peace-building in a range of contemporary international, internal, ethnic, community and environmental conflicts.

Students will be divided up into groups of two or three, and each group will take responsibility for identifying and investigating a specific approach to conflict management in a conflict of their choice. The choice of cases will vary with the interest of students. In recent year topics included Afghanistan, Chechnya, Georgia, Kashmir, Kosovo, Macedonia, Northern Ireland, Liberia/Sierra Leone, Timor Elste, conflict prevention and the emergent global climate change negotiations, and peace-building in contemporary Africa and Asia.

The course is taught in 10 2-hour lecture seminars, with the first half devoted to the lecture and the second half dedicated to substantial presentations by the student / group.

Diplomacy and Foreign Policy are central to the understanding of international politics. The structure of the international system induces a constant need for political dialogue and negotiations. Besides war, diplomacy is the common language states are using to interact on the world stage.

Complementing the first core module on Diplomacy and Foreign Policy, which provides theoretical understanding of the subject, this module applies these theoretical tools to contemporary diplomatic and negotiation issues and great power politics (PPR.430 is NOT a prerequisite though). Indeed, the teaching and learning strategy of Diplomacy and Foreign Policy is designed to give students both theoretical and practical understanding of contemporary issues in diplomacy and foreign policy. Academic teaching will thus be complemented by guest lectures (e.g. by a practitioner) and in-class activities such as mock negotiation exercises.

The syllabus is likely to draw upon the following: Nuclear weapons and foreign policy, Arms control and diplomacy, International climate negotiations, South-North relations and development, and some in-class mock negotiation exercises.

Assessment is by 5,000 word essay.

Immigration is one of the most controversial political issues across liberal democratic states. The issue dominates debate across the political spectrum and continues to be a top voting issue in many Western states including the UK. It is one of the most divisive, contested and important issues of our time. The goal of this course is to unpack the politicisation of immigration, including how and why immigration is so contested, the actors that shape these debates and how immigration policy is made. The course is designed to give students a rich understanding of the politics of immigration and immigration policies, including a comprehensive understanding of why immigration policies differ across countries, the critical debates at the heart of immigration policymaking, and ultimately why immigration is politicised. The course particularly considers European countries’ immigration policies and the political dynamics and processes that shape these policy outputs. By the end of the module, students will have developed an understanding of the theoretical and conceptual frameworks used by political scientists to analyse the politics of immigration, as well as acquiring a sound knowledge of political debates and policy trends across Europe. Students will acquire the skills to analyse the political dynamics of immigration policymaking.

The course will touch on a number of questions, including why is immigration politicised? Who makes and shapes immigration policy? What role do political parties play? To what extent is migration policy become ‘Europeanized’? Has multiculturalism failed? Have states ‘lost control’ of migration? Why do gaps persist between immigration policy outputs and outcomes? How can we explain differences in immigration policies, across streams and countries? Why do publics oppose immigration? To answer these questions, this course will unpack the political dynamics of immigration and in turn, the policymaking processes by examining different explanatory theories and concepts utilised by political scientists.

This module focuses on the politics and international relations of the European Union. It assumes a basic level of knowledge of the EU and as a consequence, will go on to cover specific public policy areas, with a focus on how and why the EU takes political decisions. The module will also analyse the wider dynamics of European integration, and the activities of the various European institutions in Brussels, Strasbourg and Luxembourg (Council, Commission, Parliament, Court of Justice).

Policy areas covered will include economic, social, cohesion, environmental, justice and home affairs, and foreign affairs. The wider European Social Model (ESM) - economic free markets mixed with social welfare - will act as a backdrop to the class, and the question of its effectiveness in 2022 will be discussed and analysed. This will also extend to the wider role of the EU as a ‘soft power’ in the world and the argument that it acts as a global model for International relations and government.

The class will be taught as a two hour graduate seminar with short introductory presentations and videos followed by class discussions. The module will also have the aim of introducing students to careers in the EU and looking at what it is like to work for a European institution.

Diplomacy and Foreign Policy are central to the understanding of international politics. The structure of the international system induces a constant need for political dialogue and negotiations.

This module introduces students to ways of conceptualizing diplomacy and foreign policy in the 21st century:

• Why do states rely on diplomacy?
• What are the current forms and features of diplomacy and foreign policy?
• Is diplomacy the only form of international dialogue besides war?
• How do states (and statesmen) negotiate?
• How has diplomacy evolved throughout history?
• Does ‘global governance’ exist?

The teaching and learning strategy of Diplomacy and Foreign Policy is designed to give students both theoretical and practical understanding of contemporary issues in diplomacy and foreign policy. Academic teaching can be complemented by lectures and in-class activities carried out by practitioners (e.g. diplomats, civil servants, etc.).

Assessment is by 5,000 word essay.