Graduate School Handbook & Module Guide 2009-2010

CONTENTS
INTRODUCTION Dates of Terms . . . Politics Department General Office hours PART I: GENERAL INFORMATION Administrative Structures . Politics Induction Week General Seminars and Lectures Facilities for Graduates . Presentation of Dissertations/Theses Plagiarism and Collusion . ESRC . . . British Council . . The Supervisory System . Right of Representation . Problems and Complaints . Communications . . . . . . . . . . . . 3 3 3 4 4 4 5 5 7 7 8 8 9 9 9 10 11 11

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PART II: MASTERS DEGREES Assessment . . . . Deadlines and Penalty Point System Marking Feedback on written work Research Training Learning Outcomes and the Marking Scheme Preparation and Presentation of the Dissertation . Policy Report The Diploma . . . . Student Audit . . . . Proceeding to a Research Degree . .

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PART III: MASTERS DEGREE COURSE SPECIFICATIONS & SUMMARY OF ASSESSMENTS MA/Diploma in Conflict Governance & Development . . MA/Diploma in International Political Economy . . . MA/Diploma in Political Philosophy . . . . MA/Diploma in Political Philosophy (The Idea of Toleration) . . MA in Political Research . . . . . MA/Diploma in Post-War Recovery Studies . . . Master of Public Administration Master of Public Administration in International Development MA/Diploma in Public Administration & Public Policy . . PART IV: MODULE DESCRIPTIONS PART V: RESEARCH DEGREES University Regulations and Guides . . . The Supervisor . . . . . Annual Report . . . . . Research Training . . . . Graduate Professional Development . . . Upgrading . . . . . Thesis Advisory Panel . . . . Facilities for Research Students . . . Presentation of Thesis . . . . (a) Time limits on submission (b) Notification of Intention to Submit (c) Form of presentation (d) The examination Fieldwork Insurance and risk Assessment . . Morrell Political Theory Workshop and Departmental Seminar Series Politics Research Forum Teaching by Research Students . . . York Papers in Policy and Politics . . . MA in Politics (By Research) . . . APPENDICES 1 2 3 4 5 6 7 . . . . . . . . .

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78 78 78 78 79 80 82 85 86 88 89 92 94

Staff list . . . . . . The MPhil/PhD upgrading process . . . . Academic support facilities for research students in Politics Department Research admissions procedure . . . . Guidelines for research supervisors . . . . University policy on postgraduates who teach . . . Student Support & Welfare Services . . . .

The information in this handbook is correct at the time of going to press. It is issued for the general guidance of students entering the University in October 2009, and does not form part of any contract. The Politics Department hopes to provide the courses and facilities described in the handbook, but reserves the right to withdraw or to make alterations to these if necessary.

INTRODUCTION

The aim of this Handbook is to provide you with some basic information about the Department of Politics at York and about its Graduate School. The overwhelming majority of you will be new both to the Department and to postgraduate work, and we hope that you will have a minimum of problems in finding your way around York. ! General information about the Department and the School, relevant for all graduate students, is given in the first section. The second, third, and fourth sections cover points of particular concern to those taking Master's degrees. The fifth section covers points of particular concern to those taking Research degrees.

You will need to refer to this Handbook throughout your time in the Department.

DATES OF TERMS 2009/2010: the academic year runs from 12 October 2009 17 September 2010 Autumn Term: Spring Term: Summer Term: Monday 12 October 2009 - Friday 18 December 2009 Monday 11 January 2010 - Friday 19 March 2010 Monday 26 April 2010 - Friday 2 July 2010

NB The first week of each term is known as `Week 1' and the weeks thereafter are numbered `Week 2', `Week 3' up to `Week 10'. Although teaching does not normally begin until Week 2, graduate students should always return for Week 1 as a great deal of essential administration is completed then.

OFFICE HOURS The Politics Department General Office in D/004 is open 10.45am-11.45am and 2.45pm-3.45pm - access outside of these times will only be granted in the case of emergencies. The Politics Graduate Administrators Office in D/003 is open 10.15am 12.30pm and 2.00pm 4.30pm (4.00pm on Friday) - access outside of these times will only be granted in the case of emergencies.

Rooms in the University are referred to by a letter and number system. The letter is the first letter of the College in which the room is located (e.g. D=Derwent College); the first figure is the floor, and the three figures together are the number of the room itself (e.g. 004 is on the ground floor). Occasionally, there is a second letter; this refers to the Block in the College (e.g. D/D001 is room 001 on the ground floor of `D' Block of Derwent College). NB Rooms in Derwent B and D block have coded locks on the doors the codes can be obtained from Derwent Porters' Lodge or the Politics Department General Office. Internal telephone numbers are given in this handbook and are four figure numbers. To dial them direct from outside the University, add 43 in front of the number. The University Switchboard Operator can be obtained from outside the University by dialling 43-0000.

PART I: GENERAL INFORMATION

ADMINISTRATIVE STRUCTURES You will find that you deal with two sets of administration and administrators, that of the Department and that of the University. All teaching in the Department, undergraduate and graduate, is controlled by the Board of Studies, composed of all the academic staff (listed in Appendix 1) and six elected student representatives, two from each of the three years of the undergraduates. (Resource decisions are reserved to the Head of Department.) The Board has put the running of the Graduate School in the hands of a sub-committee, the Graduate Committee, with the Director of the Graduate School as its Chair and executive officer. The Director has overall responsibility for the Graduate School, and for the research degrees in particular; while for each Master's Degree there is a Convenor to convene the course. The Graduate Committee is composed of the Director of the Graduate School, the Head of Department, and the Master's Degrees Convenors ex officio (any other members of the academic staff may also attend), and at least three student representatives, one to represent the taught masters degree students, one to represent the research students, and one to represent women postgraduate students. The Committee may in addition request another graduate or two to agree to be co-opted, in order to obtain a fuller representation of the graduate students in the School (e.g. someone from overseas, someone registered part-time). Elections are held early in the Autumn Term, in time for the first meeting of the Graduate Committee. The Committee normally meets once a term. It initiates policy, examines issues raised by the members (with contributions from the graduate student representatives highly appreciated), and discusses matters referred to it by the University or by outside bodies such as the ESRC; furthermore, under reserved business conducted in the absence of the student representatives, it deals with individual student cases. The Department makes recommendations on individual student cases to the Board for Graduate Schools (research degrees)/Standing Committee on Assessment (taught masters/diploma degrees) of the University which deals with general matters concerning graduate studies in all the departments and centres in the University, ensuring that the University regulations are up to date, and are observed, and that there is, where necessary, uniformity or approximate parity of procedures throughout the University. The policies of this Committee are implemented, and the day-to-day administration of graduate matters at the University level is conducted (e.g. admissions, fees, registration), by the Graduate Schools Office. You will find much additional information through the Graduate Schools Office web site (www.york.ac.uk/admin/gso).

POLITICS INDUCTION WEEK Week 1 of the Autumn Term is the Politics Departments Induction Week for graduate students. This week prepares students in a range of ways for their programme of teaching which starts in Week 2. The Induction consists of information about the University and its resources, about individual programmes and choices within programmes, and about general study skills and academic standards you will need to observe. General information about the University and its resources and about the Department of Politics is provided through library tours to introduce students to use of the J B Morrell Library and a meeting with the Politics Graduate Director. For MA students there are meetings with MA degree programme convenors, and some module tutors as well. New M.Phil students attend a session with the Graduate Director and meet existing M.Phil or PhD students who will provide an initial point of social contact. M.Phil students will also be introduced to the Universitys Graduate Training Unit, which offers a range of generic professional skills courses to M.Phil and PhD students throughout their degree. In addition all new graduate students will be briefed about standards of academic conduct and must attend a Virtual Learning Environment training session where they will be taught about plagiarism awareness and about the detection of plagiarism. All MAs in the Department will make the dissemination of graduate study skills a component of teaching. In the first term this will include exercises to help students develop their presentational skills, and some advice about note-taking and participation in seminars. Students will be given procedural essays to develop their skills in argument construction and presentation, and the appropriate use of referencing and substantiation of argument.

For research students in the department, and students taking the MA in Political Research, there is a substantial programme of formal training in research methods. Students taking the MA in Political Research, and all first year research students, take the modules, Political Research and Analysis (Autumn Term), and the Personal and Professional Skills module (Spring Term). Students taking the MA in Political Research take the Quantitative Research Methods and Qualitative Research Methods modules delivered jointly with the Department of Social Policy and Social Work. All research students pursuing any aspect of empirical research are also expected to take at least one of these modules during their first two years (exceptionally in their third year). Students can get information about courses in the use of word processing and computing courses by the Computer Service Department. These provide research students with training courses in introductory, intermediate or advanced computer usage. They are 'hands on' courses, designed to meet the learning needs of research students at different levels of development. GENERAL SEMINARS AND LECTURES The Department runs a series of staff-graduate seminars each term, with papers both from staff and research students of the Department and from visiting speakers. There is usually an opportunity to meet the speaker afterwards. The time of these seminars are usually posted early in term. In addition the Department organises a specialist workshop in political philosophy and a student-run Politics Research Forum for research students. Graduate students are expected to attend these seminars regularly. Copies of the programme are sent to you each term; they may also be found on the graduate notice board in the Politics Department main corridor (outside D/004). In addition, graduate students may wish to attend staffgraduate seminars in other Departments. Details of these appear on the graduate notice board. You are welcome to go to the lectures for any of the Politics undergraduate modules (although you should first ask the permission of the lecturer). All the modules are listed, with outlines, in the Part II Handbook, available from the General Office. The times and places for the lectures will be found on the Second Year and Third Year notice boards.

FACILITIES FOR GRADUATES a) Libraries The main University Library is the J B Morrell Library. Library staff offer timetabled induction tours at the start of the Autumn term. Further guidance on the use of the Librarys resources, both printed and electronic, will be provided as part of the various research training modules described above. Next door is the Raymond Burton Library for Humanities Research, housing the Librarys Special Collections and humanities reference materials. This newer building is an attractive study space. In both libraries, supported-connection PCs are available, plus designated areas for wireless access to the campus network. Books and articles not held in the University Library can be obtained through the librarys Interlending & Document Supply (ILDS) Service. Postgraduate students may have up to 30 free inter-library loan requests each academic year. More information can be found in the Librarys printed guide to Interlending & Document Supply, or on the Librarys website (www.york.ac.uk/library). Graduate students are also able to visit the British Library Document Supply Centre at Boston Spa, near York. This is one of the major depositories in Europe. As a student of the University you are entitled to visit it and read there (photocopying facilities are available). You are strongly recommended to request items in advance. The University Library runs a weekly minibus service to the British Library: for more information, please see the Library guide Minibus Service to BLDSC available from the J B Morrell Library Lending Services Desk, or contact Margaret Dillon, Tel: 3876 / email: med3@york.ac.uk Students who live off-campus are eligible for the use of a study carrel in the J B Morrell Library. Apply to the Lending Services Reception Desk (Tel: 3865); there is sometimes a waiting period before an allocation is made. b) IRISS The Institute for Research in the Social Sciences comprises six constituent research units and is one of the largest multi-disciplinary centres for social science research in the United Kingdom employing approximately 180 research and support staff. There are specialist units in health

economics, health policy, social policy, housing policy and social work. The IRISS units are members of the Alcuin Collaboration, a network of academic departments and research centres at the University concerned with public policy. Some of these units have their own regular series of research seminars which graduate students are welcome to attend. The University offers advanced social science data management and analysis facilities through Alcuin Research Resource Centre (ARRC). Funded by the Welcome Trust and the ERC Joint Infrastructure Fund, further details on ARCC can be found at: www.york.ac.uk/inst/arrc c) Computing Service The University Computing Service provides the Campus Network which includes around 500 networked PCs which give access to local, national and international electronic mail and the World Wide Web and to software including word-processing, database, spreadsheet and statistics packages. There are PCs in D/114 and D/016 (both Derwent College); a self-service high quality A4 printer is located outside D/114. Everyone with a University Card is automatically registered for all Computing Service facilities; the Computing Service guide which you will receive from your department explains how to use information on the University Card to log into the computers. This guide also contains further details of all Computing Service facilities. It is also available on the web (www.york.ac.uk/services/cserv/docs/guides.yrk/student.pdf). For more information about any of the services contact the Computing Service Information Desk (Tel: 3838 / email: infodesk@york.ac.uk). The Computing Service is located off the walkway between Vanbrugh College and the J B Morrell Library. Computing Service training courses are open to research graduates - the course schedule can be found on the Computing Service web site (www.york.ac.uk/services/cserv/training). The Student IT Training Programme provides IT training for taught graduates for more information visit http://www.york.ac.uk/services/cserv/training/students/ d) The Centre for English Language Teaching The Centre for English Language Teaching (CELT) provides some free English language support courses for overseas students. For students on Masters courses, this free support may be in the form of a language support group organised by the department. Your programme leader will give you more details about this. Students can also enrol in the Centre for a range of English language courses including General English for Cambridge Examinations, Fluency and Pronunciation, Seminars and Discussions, Listening and Advanced Academic Writing. For further information, contact the EFL Administrator on Tel: 2480 / email: efl@york.ac.uk or visit our website at http://www.york.ac.uk/inst/ltc/efl/info.htm e) Graduate Students Association The GSA office is on the first floor of Wentworth College; the Office Manager is Lynne Nesbitt (Tel: 2718 / email: gsa@york.ac.uk). A handbook listing its services, facilities, and activities is available from the GSA office. The office is open Monday to Thursday, 10.00am-4.00pm, Friday 10.00-3.30pm). f) Photocopying Seminar/tutorial papers for graduate students should be circulated via email to students. If you have photocopying of your own to do, there are several photocopiers available on campus. Research students may use the photocopier in the Politics Department General Office during office hours (see Appendix 3).

g) Graduate Research Rooms A number of study rooms have been set aside for the use of research students in Politics. Space is allocated according to strict criteria with priority given to full-time research students in their writing up year. The department has a computer room set aside for research students in room D/D/202. This contains 9 desktop PCs and one printer. The room is open 24-hours a day during term-time and vacations. The code for the door to enter D-block is reset each term and available from Derwent Porters Lodge. To enter the room you will need the door code available from the Departmental Computing Officer, Alex Bavister-Gould (ajbg@york.ac.uk). You will be informed of this at the start of term.

Further paper and printer cartridges are available Politics General Office; please replace these should they run out in the room. Please also 'shut down' any computer after use and turn off the lights. If you experience technical problems with the software on the computers please contact Computing Services via infodesk@york.ac.uk. If you experience technical problems with the hardware in the room then please contact the Departmental Computing Officer on ajgb@york.ac.uk. There is a strictly no smoking policy in the room. Further information about the usage of the facilities is displayed on the notice board in the computer room. h) Department of Politics Information Service The Department of Politics home page provides an extensive information service for undergraduate and graduate students (www.york.ac.uk/politics). The information service has four main purposes. It provides: a window to the opportunities which exist for studying Politics and related studies at the University of York; information to the public on the broad range of activities in which the Department and its staff are currently involved; a research tool for current undergraduate and graduate students within the Department, equipping them with important course materials and data; and, miscellaneous information on recent departmental news, research group activities and social events. The Library also maintains a list of useful websites for Politics and the Social Sciences in general: http://www.york.ac.uk/library/subjectresources/politics/ i) Careers Service The Careers Service makes special provision for advising Graduate students about career choices and applications, and you are urged to contact Anne Smith, who deals with Politics students, Tel: 2685 / email: via www.york.ac.uk/careers.

PRESENTATION OF DISSERTATION /POLICY REPORT/THESES The formal requirements, which apply both to Master's dissertations and policy reports (with some modifications mentioned below) and to MPhil and PhD theses, are set out in University Regulation 2.5, a copy of which will have been supplied to you. You are advised to familiarize yourself in particular with notes, referencing and bibliography, which are covered in the research training modules offered by the Department. You should practise meeting these requirements in your essays and papers, so that you are familiar with them before you embark on the assessed essays, the dissertation, or the thesis. There is a more detailed discussion on referencing and bibliographies in a pamphlet `Writing Essays', available from the Politics Department General Office.

PLAGIARISM AND COLLUSION No one who follows the standard conventions of scholarship will fall foul of the Regulation concerning plagiarism and collusion. The Regulation states: 5 REGULATIONS ON ASSESSMENTS 5.4 Academic misconduct The University regards any form of academic misconduct as an extremely serious matter. Candidates must not, in relation to assessed work at any stage of their course: cheat i.e. fail to comply with the rules governing examinations e.g. by making arrangements to have unauthorised access to information; collude i.e. assist another candidate to gain an advantage by unfair means, or receive such assistance; fabricate i.e. mislead the examiners by presenting work for assessment in a way which intentionally or recklessly suggests that factual information has been collected which has not in fact been collected, or falsifies factual information; personate i.e. act, appear, or produce work on behalf of another candidate in order to deceive the examiners, or solicit another individual to act, appear or produce work on their own behalf; plagiarise i.e. incorporate within their work without appropriate acknowledgement material derived from the work (published or unpublished) of another. (University of York, Ordinances and Regulations)

In other words, plagiarism is to allow the work of others to be thought of as your own - whether you copy it out word for word (without putting it in quotation marks), or rephrase it, or summarize it in your own words - by failing to acknowledge your source specifically with a precise reference. (References normally include footnotes, endnotes, and/or Harvard-style references in brackets; as far as possible they should include specific page references.) Listing in the Bibliography the book or article you are using, is not sufficient acknowledgement of your source. Please note that the University holds you absolutely responsible for the content of your work: ignorance of the Regulation, or a mistake (e.g. badly taken notes, in which you omitted to put quotation marks around quotations and later forgot that the words were not your own) is no excuse. Collusion is to represent as your own, work which you have done in collaboration with others, or to allow another candidate to make such use of your work. If plagiarism or collusion occur in a graduate student's assessed essays, dissertation or thesis, that student will be held responsible and will potentially be subject to severe penalties: depending on the extent of the offence, it will be penalised by lowering the mark for the piece of work involved, or lowering the degree to be awarded (e.g. an MA to a Diploma), or withholding the award altogether, possibly also withholding the entitlement to resubmit revised work. When you submit an assessed essay, you will be required to sign a statement that you understand the University rules and have not infringed them. All students should read the University of Yorks document on Academic Misconduct available at: http://www.york.ac.uk/admin/eto/exams/Misconduct/AcadMisBooklet2007.pdf Obviously, the object of the regulation is not to stop you using other people's ideas, met in your reading or in discussions in seminars or in conversations with your tutors or supervisors or fellow students. On the contrary, at this level above all, you are expected to be thoroughly familiar with the literature concerning the topic on which you are writing, and to talk over your ideas with others and to learn from their comments and contributions. The objective of the regulation is to ensure that you always distinguish between the ideas you have gained from others, and your own: it is not intended to discourage you from making use - with due acknowledgement - of the work of others. Indeed, scholarship is a collaborative enterprise. If you take your notes carefully, and in writing both your drafts and the final essay/dissertation/ thesis always follow proper scholarly practice in giving full references, then you will have no problem. There is further discussion of plagiarism and collusion and their avoidance in the pamphlet "Writing Essays", available from the Politics Department General Office. If you are in any doubt about what constitutes plagiarism or collusion, or if you are uncertain how to avoid them, then you must discuss the matter immediately with a member of staff. Note, useful guidance on plagiarism, and how to avoid it, can be found at the following web-sites, which all students are advised to consult:
www.york.ac.uk/teaching/history/pjpg/plagiarism.htm (Dr Goldberg, History Dep. York) www.princeton.edu/pr/pub/integrity/pages/plagiarism.html (Princeton University) www.northumbria.ac.uk/jiscpas (The Good Practice Guide Commissioned by JISC & written by Oxford Brookes) http://www.lib.sfu.ca/researchhelp/tutorials/interactive/plagiarism/tutorial/introduction.htm (Simon Fraser University)

ESRC Some graduate students are in receipt of awards from the Economic and Social Research Council. If you are, and you have any query, consult your supervisor or the Director of the Graduate School. If the Department cannot deal with your query, you will be referred to Philip Simison, in the Graduate Schools Office, who is the official link-person between the University and the ESRC. You should not approach the ESRC direct until these channels have been used. BRITISH COUNCIL Some graduate students are in receipt of scholarships through the British Council. If you are, and you have any query, consult the Convenor of your course or the Graduate Administrator.

THE SUPERVISORY SYSTEM Every graduate student is assigned to an academic supervisor. In the case of Master's Degree students, this will normally be one of the module tutors on their degree (these students will later have, in addition, a dissertation supervisor); in the case of research students, this will be the person who is supervising the thesis. Your academic supervisor is responsible for overseeing your general progress, and for being available to offer advice. Every Masters student is required to see his/her academic supervisor at the beginning of each term (normally in week 1). Whenever you attend a module, the tutor writes a report on your performance and this is sent to your supervisor who will discuss it with you in the meeting at the beginning of the following term. The times at which supervisors are available are listed on the graduate notice board in the Politics corridor, and on the door of the supervisor's office. On the door will be a list of appointments and you sign up for one. If you have not already met your supervisor, arrange to do so as soon as possible. Your supervisor will also be available for an office period ('Office Hours') each week, if you need to see him/her. Details of these are listed on the graduate notice board. Should you wish for any reason to change your supervisor, please discuss this first with the Convenor of your degree or with the Director of the Graduate School. The Department's 'Guidelines for Research Supervisors' can be found in Appendix 5.

RIGHT OF REPRESENTATION Students have the right, and are encouraged to exercise it, to have another person present at all Special Cases and disciplinary meetings. The choice of the accompanying person is at the discretion of the student. When it is a Department body, the student could be accompanied by, for example, a friend, parent, supervisor, tutor, or an officer of the Students' Union. When it is the University Board for Graduate Schools, see University of York, Ordinances and Regulations, Reg. 2.9 on 'Academic Appeals by Graduate Students' for list of people who may accompany a graduate student.

SELF-CERTIFICATION FOR SICKNESS ABSENCE You should complete a form if you are unwell for any period of up to 7 consecutive days during term-time and you are not required to submit a medical certificate see further information and form at: http://www.york.ac.uk/admin/sso/health/selfcert.html

PROBLEMS AND COMPLAINTS A number of channels exist in the Department for graduate students to discuss problems they encounter in their studies, and to voice complaints about their course or about the teaching, facilities, or any other feature of their degree. The Department is anxious to hear about all such matters, and to make improvements wherever possible. Where a problem exists, students are encouraged to resolve it by approaching the module tutor, the Convenor of their Master's course, or their supervisor. Alternatively, they should discuss it with the Director of the Graduate School. If they do not feel they have obtained satisfaction, they should see the Head of Department. Any such meeting will not, unless the student indicates otherwise, be regarded as raising a formal complaint, and will be treated in the strictest confidence. Students should also bear in mind that they have representatives on the Department's Graduate Committee, who can be asked to state their case (there is a standing agenda item for Graduate Student Representatives' Business); and that all the graduate degrees are subject to Student Audit, where they are invited to express their views of the positive and negative aspects of their degrees (the procedures differ for Master's and Research students). The University has an equal opportunity and anti-harassment policy and there is a harassment contact person (Prof Haleh Afshar) on the staff of the Department (see Staff List, Appendix 1). The Student Union also has several representatives on the harassment contact

network. Students are free to choose whether to discuss any such problem, and all discussions are confidential. Finally, if a graduate student feels he or she has not been properly treated by the Department in any way, the student may raise the matter with Rosemary Goerisch, the Assistant Registrar in the Graduate Schools Office, Tel: 4040 or should follow the complaints procedure set out on the Internet at www.york.ac.uk/admin/ss/copr/complaintsproc.htm (but only after exhausting the channels available in the Department). There is a counselling service for students, offering free professional counselling to support students when personal and emotional difficulties are interfering with their life and work at the University. The service is confidential. You can find out more about counselling by calling in at reception, ringing extension 2140 or emailing http://www.york.ac.uk/admin/scs/ The service is based in the Careers Building, near Vanbrugh covered walkway.

COMMUNICATIONS There are many occasions on which members of staff will wish to contact you, or you will wish to contact them, or you will want to communicate with your fellow students. Messages for staff may be left in the staff pigeonholes inside the Department Office D/002-3 (open only during office hours - see page 3), or sent via the Internal Mail (post boxes by the Porters' Lodge in each College) or by email. Staff may be sent messages by email: see the Staff List, Appendix 1, for addresses. Photographs of members of staff are sited in the corridor outside the Politics Department General Office. The primary form of communication with you will be by email so please ensure that you regularly check your University email account and that your inbox is not full. Communications from staff or from the Office will occasionally be sent to your home address, or to your postal address in York if you live off campus, but usually they will be sent to you via the graduate student pigeonholes outside the Department Office (to which you have access from approximately 8.00am-6.00pm Monday to Friday) or by email. You should check these regularly. You should also realise that you have two addresses for the receipt of internal mail. You will receive mail not only from staff and students in the Department, but from the Graduate Schools Office, the J B Morrell Library, your college and numerous student organisations and societies. Some of these will be addressed to you at the Department, in which case they will be placed in the graduate student pigeonholes, but some will go to your College. Every graduate student is assigned to a College, whether or not you reside in it, and you should also check your College pigeonholes (by the Porters' Lodge) regularly. Remember too that external mail (i.e. post from outside the University) may be sent to you at either the Department or the College. To facilitate contact between graduate students, a full list of the students in the School, with their email addresses, will be displayed on the graduate notice board as soon as possible. This will also state the research topics of research students. When the topics of dissertations of the Master's students are known, these will also be put on the graduate notice board. (These moves are in response to a student request made at a Graduate Committee meeting; the aim is to promote discussion among students on matters of common interest.) The graduate notice board in the Politics Department corridor is used for the usual lists of seminar groups, times of meetings, and so on, but also for urgent announcements and should be consulted frequently. Minutes of the unreserved business of the Graduate Committee are posted on the notice board. Please also check the Department of Politics website: http://www.york.ac.uk/depts/poli/current/index.htm Special Note: if you change either your home or term time address, please go to the University of York eVision student records web site at: https://evision.york.ac.uk/ to electronically insert your new address details on your student record.

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PART II: MASTERS DEGREES

The Department offers the following postgraduate taught courses: MA/Diploma in Conflict, Governance & Development MA/Diploma in International Political Economy MA/Diploma in Political Philosophy (The Idea of Toleration) MA/Diploma in Political Philosophy MA in Political Research MA/Diploma Post-War Recovery Studies MA/Diploma in Public Administration and Public Policy Master of Public Administration (MPA) Master of Public Administration in International Development In addition the Department contributes to the following course: MA History and Politics MA in Applied Human Rights MAs in the Department of Politics, Philosophy & Economics The details of the structure and rules governing each of these courses can be found in the appropriate section below. However, some information and practices are common to all (or most of) the courses and this information should be read by all students.

ASSESSMENT NB Not all of the following applies to the MA/Diploma in Post-War Recovery Studies, or the MA in History and Politics which have their own assessment criteria

(a) Deadlines and Penalty Point System All work handed in for assessment must by typed and double-spaced and be accompanied by a submission of essay cover feedback sheet (available from the postgraduate shelves in the Politics General Office) by the appropriate deadline (details of deadlines are given in the entries for specific degrees). As all essays are marked anonymously, students should ensure that their name does not appear on any part of their work. Students must also read and sign a Plagiarism Declaration form when they submit their work. In addition, students must also submit an electronic version of each piece of assessed work to the VLE website: http://yorkshare.york.ac.uk/webapps/portal/frameset.jsp Further details about how to do so will be provided at the time of submission. You will have been shown how to use the VLE in the Induction week (Week 1 of the Autumn Term). For all Master's/Diploma degrees, late submission of essays will result in the deduction of penalty points per day, including weekends. Extensions will not be granted. All work submitted late, without valid mitigating circumstances, will have ten percent of the available marks deducted for each day (or part of each day) that the work is late, up to a total of five days, including weekends and bank holidays. After five days, the work is marked at zero. Note however, the penalty cannot take the mark into a negative result. This regulation can be found in the Universitys Guide to Assessment 2009/10: http://www.york.ac.uk/admin/eto/exams/Guide/Guide2009-0.pdf All work submitted late must be accompanied by an explanatory note on a form available from the Politics Department Graduate Administrator. Penalty points may only be waived where there is good supporting evidence that the candidate was not able to submit the essay in time because of medical or compassionate circumstances. Essays submitted late will receive a mark equal to that which would ordinarily have been awarded minus the appropriate penalty points. The decision to waive some or all of the penalty points will be taken by the Convenor of the MA/Diploma in conjunction with the module tutor and the candidate's supervisor where that is appropriate.

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The 20,000 word Master's dissertation must be submitted in the Politics Department Office by Friday 17 September 2010 (students on the Erasmus Mundus Programme may have an earlier submission date). The dissertation must be typed/word processed, must be set out in the prescribed manner (see the next section), and must be accompanied by a plagiarism declaration form (available from the postgraduate administrator). An electronic copy will also be required. The Department is unable to offer extensions on the dissertation. If there are medical reasons (supported by a medical certificate), or pressing compassionate circumstances, the Department will apply for an extension on your behalf to the relevant University committee. You should inform your dissertation supervisor, or your supervisor, or the Convenor of your degree, immediately if you need to apply for an extension. Applications for extension to the MA dissertation must be submitted no later than ten days before the dead-line to be considered in time. A form is available to download for this purpose from the Graduate Schools Office web pages. The request must be supported by the supervisor and be accompanied with documentary evidence. All dissertations & policy reports submitted late will be subject to the same penalty point system as for assessed essays: http://www.york.ac.uk/admin/eto/exams/Guide/Guide2009-0.pdf It is your responsibility to leave yourself sufficient time for (a) typing or printing out the dissertation, (b) proof-reading and correcting it (necessary whether someone else types it or you type it yourself), and (c) getting it bound. (For details, see the next section.) It is prudent, accordingly, to plan to complete your writing by the end of August. (b) Marking

The Department aims to publish all initial internal marks on the graduate notice board on the Friday of Week 8 in the Spring Term, and the Friday of Week 9 in the Summer Term, with the exception of those which are the subject of disagreement between internal examiners or those subject to disciplinary procedures. The marks are provisional only. They may be subject to amendment following recommendations by the external examiner of your degree scheme. These initial marks are published without prejudice to provide you with preliminary feedback on your assessed work. Those students without a mark should consult the Convenor of their degree scheme immediately. Each essay and the dissertation/policy report are marked out of 100. All work (with the exception of the dissertation/policy report) is marked anonymously by two internal examiners (a third internal marker may be appointed if the two markers cannot agree on a mark) and then sent to a specialist external examiner. The external examiners will make recommendations on marks to the Board of Examiners. The agreed mark after an Exam Board is final; there are no "appeals". The pass mark is 50. Candidates whose performance is distinguished will be recommended to the University for the award of the degree "With Distinction". In order to receive this recommendation, a candidate must achieve an average mark of 70% or above for all assessed work, a mark of 70% or above for the dissertation, and there should be no marks below 50%. If a candidate's performance in the coursework essays is not adequate, and indicates that the candidate will not pass the Master's Degree overall, he/she will be advised, and may be required, to change registration to the Diploma (see page 14). (c) Feedback on Written Work Written feedback should be given on at least one piece of work per module per term: it is at the discretion of the module tutor(s) to decide what form this work should take; examples include procedural essays, seminar presentations, and assessed essay plans. However the core module on your MA will have a procedural essay with feed-back as a required element of part skills training in the Autumn Term. Feedback will also be given on assessed essays on the feedback form after the internal marks have been agreed and students have been notified of them: its aim should be constructive and oriented towards helping the student to improve his or her future written work; any attempt by students to re-open the marking process will not be entertained. (d) Research Training The department has an extensive formal programme of research training for research students. The training provided on the MA in Political Research qualifies students to apply for an ESRC +3 award.

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(e) Learning Outcomes and the Marking Scheme According to the National Qualifications Framework document: Master's degrees are awarded to students who have demonstrated: i) a systematic understanding of knowledge, and a critical awareness of current problems and/or new insights, much of which is at, or informed by, the forefront of their academic discipline, field of study, or area of professional practice; ii) a comprehensive understanding of techniques applicable to their own research or advanced scholarship; iii) originality in the application of knowledge, together with a practical understanding of how established techniques of research and enquiry are used to create and interpret knowledge in the discipline; iv) conceptual understanding that enables the student to evaluate critically current research and advanced scholarship in the discipline; and to evaluate methodologies and develop critiques of them and, where appropriate, to propose new hypotheses. Typically, holders of the qualification will be able to: a) deal with complex issues both systematically and creatively, make sound judgements in the absence of complete data, and communicate their conclusions clearly to specialist and non-specialist audiences; b) demonstrate self-direction and originality in tackling and solving problems, and act autonomously in planning and implementing tasks at a professional or equivalent level; c) continue to advance their knowledge and understanding, and to develop new skills to a high level; and will have: d) the qualities and transferable skills necessary for employment requiring: the exercise of initiative and personal responsibility; decision-making in complex and unpredictable situations; and the independent learning ability required for continuing professional development. Accordingly, the department operates the following marking scheme: 70-100 A mark of 70 or above is awarded for outstanding work that is distinguished but not necessarily exceptional. It is clear that the candidate's knowledge and informed understanding of the subject matter is comprehensive. Moreover, the candidate shows that s/he can use her/his knowledge to develop independent and original thinking about the topic. The candidate's work addresses the issues in a clear, well structured, and sustained way. The candidate uses appropriate evidence, argument, or illustration. 60-69 A mark of 60-69 is awarded for good work. The candidate understands the subject matter, has read widely, and is able competently and critically to evaluate the established viewpoints. The candidate makes good use of evidence, argument, or illustration. A mark of 50-59 is awarded for satisfactory work. The candidate's grasp of the subject matter, and of the literature, is satisfactory, but not comprehensive. The candidate's critical evaluations of the material are thus more limited and more derivative. The use of evidence, argument, or illustration is satisfactory. Fail. A mark below 50 is awarded where the candidate has a limited grasp of the issue and the literature, and where the candidate's evaluative judgements are poorly informed or wholly derivative. Work awarded a mark below 50 is judged to be insufficiently well informed and insufficiently critical to warrant the award of a pass at postgraduate level.

50-59

00-49

PREPARATION AND PRESENTATION OF THE DISSERTATION (excluding students on the MPA and MPA in International Development) The preparation of the dissertation consists of an induction session with the MA convenor early in the Spring Term. At this session you will be advised about considerations you should make in choosing your topic and you will be able to ask questions and discuss ideas about topics. You will then be asked to hand in a dissertation topic choice form to the Graduate Administrator in mid-term, including a short statement (200-300 words) expanding on it. At the end of the Spring Term you would normally be required to submit an initial dissertation proposal of about 1,500 words (your MA convenor will advise of individual

13

requirements) which will be read by your assigned dissertation supervisor and form the basis of your initial meeting with him or her at the beginning of Summer Term. There is also general advice on the preparation and writing of essays and projects in the Department's pamphlet "Writing Essays". You will also receive continuous advice on the writing of your assessment essays, and feedback on your performance in them, from your module tutors. In writing these essays you are practising the skills, and should follow the procedures, needed for the dissertation. In the Summer Term you will be working with the member of staff assigned as your dissertation supervisor. Each student is entitled to: 1. Four meetings with their dissertation supervisor, normally to be held during the Summer Term. 2. Feedback from their dissertation supervisor on: a) a research plan and timetable; b) written work, typically one chapter of no more than 5000 words, provided it is submitted before the end of the Summer Term. The MAs in Conflict Governance and Development, International Political Economy, and Public Administration and Public Policy hold a Dissertation Workshop during the first four or five weeks of the Summer Term where students will be required to do a short presentation of their proposal. This workshop is normally assessed by a reworked dissertation proposal to be handed in in Week 7. The Dissertation is an independent piece of work and will be marked and assessed separately to the Dissertation Workshop. The dissertation must be presented in the form prescribed by the University and accompanied by a submission of dissertation cover feedback sheet, a Plagiarism Declaration form and a Photocopying Consent form (the full Regulation appears in the Ordinances and Regulations with the following qualifications): i) all reference to viva voce (oral) examination should be ignored, as vivas are not part of the examination process for your degree; ii) the dissertation must not exceed 20,000 words in length (exclusive of the abstract, appendices, references, and bibliography; footnotes which contain more than just references must be counted); iii) two copies of the dissertation must be submitted (a third should be retained by the candidate); iv) the two copies should be in glue-edged permanent soft or hard binding (on binding see next paragraph but one); v) the departments regulations are that the dissertation must be typed/word processed, on one side of A4 size paper. Candidates must use double spacing, except for indented quotations or footnotes where single spacing may be used. Margins should not be less than 40mm or 1.5" on the left (binding) side, and 20mm or 0.75" on the right, at the top and at the bottom. Pages should be numbered consecutively. Typescripts should be carefully proofread before submission, corrections made neatly and legibly, and references checked for completeness and accuracy. vi) the front cover and title page must carry the following information, in this order: the full title of the dissertation and any subtitle, the full name of the author, the degree for which it is submitted, the name of the University, the name of the Department, and the year of submission; vii) the title page must be followed by an abstract, headed 'Abstract', not longer than 300 words or one page, providing a clear prcis of the core argument and structure of dissertation; and viii) there must be a Bibliography listing all sources, both those cited in the references and those consulted in the preparation of the dissertation but not cited. For queries on any matter of presentation, consult your dissertation supervisor. See also Computer Service's guide to writing a thesis or dissertation (www.york.ac.uk/services/cserv/help/wp/pages.sup/wp8/thesis.htm). ix) In addition, students must also submit an electronic version of their dissertation (details about how to do so will be provided at the time of submission). We regret that the Politics Department Office cannot help with the typing of dissertations (nor with any matters concerned with presentation). If you are not able to type/word process it yourself, it is important that you plan well ahead and make advance arrangements with a typist. There is a considerable increase in the number of Master's students in the University as a whole, as well as other research students. There will, therefore, be a considerable pressure on typists in and around York. Our best advice to you is to make an arrangement with a local typist no later than the end of June or early July, so that your work is not delayed by a panic of trying to find someone to type up the final draft. There are often personal notices pinned up on notice boards.

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Soft binding of dissertations is available through the University of York Campus Copy and Print Unit in Market Square((Tel: 2160); soft and hard binding can also be done nearby at York Bookbinding (Tel: 415240).

POLICY REPORT (For students on the MPA and MPA in International Development) The purpose of the report is to review and integrate learning activities across a number of the modules which have already been undertaken during the autumn and spring terms. This is achieved through the development of an independent piece of research in which a process of policy or organisational change is evaluated from both a practical and an academic perspective. A Policy Report Workshop is convened in the summer term at which participants present research proposals to a forum consisting of subject specialists and colleagues. This workshop includes a formal process of written peer and supervisory review providing a broad range of feedback for students. A specialist supervisor is provided for this component of the course. The Policy Report is completed during the last five months of the programme. The 10,000 word Master's policy report must be submitted in the Politics Department Office by Friday 17 September 2010. The report must be typed/word processed, must be set out in the prescribed manner* and must be accompanied by a plagiarism declaration form (available from the postgraduate administrator). An electronic copy will also be required. *Information about preparation and presentation of the project report will be provided during the year.

THE DIPLOMA The Department of Politics can also award a Diploma. A Master's student (on any of the MA or MSc courses) may be asked to transfer to the Diploma if his/her performance indicates that he/she is encountering difficulties serious enough to endanger satisfactory completion of the Masters Degree. The principal evidence that such difficulties are being encountered would be the marks obtained for the module essays. The Diploma course extends over three terms and in structure is identical to the Master's courses with the exception that a long essay (of 10,000 words) instead of a 20,000 word dissertation must be completed by the end of the third term (Friday 2 July 2010). To pass the Diploma a student needs to obtain an overall pass mark of 50, bearing in mind that the course essays collectively account for 67% of the total and the long essay for 33% (25 % for the Essay and 8.3 % for the Essay Workshop). The Diploma cannot be a consolation prize for failed Master's candidates and there is no question of a student whose work fails to pass at Master's level submitting the same work for the Diploma. A failed Master's candidate would be required to submit a long essay title and brief outline to the Graduate Committee and, if approved, would have to submit the long essay by a specified date in September of the following year.

STUDENT AUDIT All Master's students are given the opportunity to express their views on the structure, teaching, and other aspects of their individual modules and of the degree as a whole. The Department values the exercise, because it enables it to check that its degrees are of the highest quality, and to make improvements. The form of the audit varies from one Master's Degree to another. Sometimes it occurs at the end of each taught module, sometimes it is left for a general meeting in the Summer Term. Sometimes the auditing is carried out through questionnaires, sometimes through structured discussion, sometimes through an open forum. It may be conducted by the module tutor(s) or by the Convenor of the Master's Degree, or by another member of staff. The Convenor of your degree will inform you of the method and timing of the audit. If a questionnaire is being used it will cover the content of the module, its documentation, the lectures and the tutorials. Comments are treated confidentially. All comments are carefully considered, and may lead

15

to recommendations for changes in the module or in the degree requirements. They are indispensable for our quality control, and will benefit future students. The Convenor of each Master's Degree is required to report the results of the audit to the Graduate Committee the following Autumn Term.

PROCEEDING TO A RESEARCH DEGREE Every year, a significant number of our Master's graduates go on to register for a Research Degree (i.e., MPhil or PhD) either at York or elsewhere. If you are considering doing so yourself, it is advisable to have taken initial action by the end of the Autumn Term. You can obtain advice from your supervisor or from any member of staff. The Convenors of the Master's Degrees, the Director of the Graduate School, and the Head of Department are well versed in such matters. Graduate Prospectuses of other universities and relevant reference books are available in the Careers Service which is located between the Language building and the car park on the Central Hall access road. The Department is always pleased to support applications from suitable candidates for further graduate work. Note, under the Economic and Social Research Council's funding arrangements, only MA in Political Research students are normally eligible to apply for research funding. Political Philosophy students may apply to the Arts and Humanities Research Council - information and applications forms can be obtained from the Graduate Administrator, in the Politics Department or viewed on the World Wide Web (www.ahrc.ac.uk). In all cases of preparing an application for a research degree, it takes months to work out a project for research, to arrange a place in a university (you may nominate one, or two), and for often very complicated application forms for funding to be completed by yourself, your referees, and the potential supervisor. It is essential that you consult closely with your potential future supervisor throughout the process. It is also advisable to start thinking about your application as early in the academic year as possible, particularly as funding deadlines may otherwise be missed. The application forms for a place as a research student in the Department are available from the Graduate Administrator in the Politics Department Office. In addition, the Department of Politics and the University of York usually fund some research awards for students intending to pursue doctoral research. Details will be available from the Department when they are released.

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PART III: MASTER'S DEGREE COURSES & SUMMARY OF ASSESSMENTS

MA/Diploma in Conflict, Governance & Development Convenor: Dr Tom Harrison

MA/Diploma in International Political Economy Convenor: Dr Nicole Lindstrom

MAs/Diploma in Political Philosophy Convenor (Autumn): Dr Jon Parkin (Spring/Summer): Prof Matthew Festenstein & Dr Tim Stanton

MA in Political Research Convenor: Dr Louise Haagh

MA/Diploma in Post-War Recovery Studies Convenor: Dr Alpaslan zerdem

MA/Diploma in Public Administration and Public Policy Convenor: Dr Nicole Lindstrom

Master of Public Administration & Master of Public Administration in International Development Convenor: Dr John Parkinson

NB If your degree scheme includes option modules, you will be given an additional coloured module option form to complete and return to the Politics Graduate Administrator to indicate your module option choice

17

UNIVERSITY OF YORK DEPARTMENT OF POLITICS

GRADUATE SCHOOL 2009/10

MA/DIPLOMA IN CONFLICT, GOVERNANCE & DEVELOPMENT

The MA comprises two taught modules in the Autumn Term, two taught modules in the Spring Term, and a dissertation workshop and dissertation in the Summer Term. All students take the compulsory module THEORIES AND POLICIES OF DEVELOPMENT GOVERNANCE in the Autumn Term. In addition, students must choose at least one of two core modules: CONFLICT AND RECOVERY in the Autumn Term or SOCIAL AND POLITICAL ISSUES IN DEVELOPMENT in the Spring Term. Students also choose two option modules (or one if they elect to take both core modules). The choice of modules should be discussed with the supervisor or course convenor at the beginning of the Autumn Term.

AUTUMN TERM
COMPULSORY MODULE Assessed CORE MODULE or OPTION MODULE Assessed THEORIES AND POLICIES OF Module No: 2180052 DEVELOPMENT GOVERNANCE 20 CREDITS Dr Tom Harrison CONFLICT AND RECOVERY Module No: 2180049 Dr Alp Ozerdem 20 CREDITS OR OPTION MODULE (Autumn Term) see below but must take SOCIAL AND POLITICAL ISSUES IN DEVELOPMENT (Spring Term)

SPRING TERM
CORE MODULE or OPTION MODULE Assessed OPTION MODULE SOCIAL AND POLITICAL ISSUES IN DEVELOPMENT Module No: 2180051 Dr Rob Aitken & Dr Tom Harrison 20 CREDITS OR SPRING TERM OPTION MODULE (only if CONFLICT & RECOVERY was taken in Autumn term) see list of available options below

Assessed SUMMER TERM

COMPULSORY MODULE Assessed COMPULSORY MODULE FOR MASTERS Assessed COMPULSORY MODULE FOR DIPLOMA Assessed

SEE LIST OF SPRING TERM OPTION MODULES

NB Final decisions on whether option modules will run will depend on the number of students who elect to take them 20 CREDITS

DISSERTATION WORKSHOP

Module No: 2180093 10 CREDITS Module No: 2180054 90 CREDITS

DISSERTATION

LONG ESSAY

Module No: 2180073 30 CREDITS

continued over

18

POSSIBLE OPTION MODULES:

NB Final decisions on whether option modules will run will depend on the number of students who elect to take them

AUTUMN TERM OPTION MODULES

OPTION MODULE Assessed OPTION MODULE Assessed OPTION MODULE Assessed PUBLIC MANAGEMENT & DELIVERY Module No: 2180060 Dr Andrew Connell 20 CREDITS UNDERSTANDING GOVERNANCE Module No: 2180019 Dr Nicole Lindstrom, Dr Andrew Connell & Dr Jim Buller 20 CREDITS CRITICAL THEORIES OF INTERNATIONAL POLITICAL ECONOMY Module No: 2180095 Prof Werner Bonefeld 20 CREDITS

SPRING TERM OPTION MODULES

OPTION MODULE Assessed OPTION MODULE Assessed OPTION MODULE Assessed OPTION MODULE Assessed OPTION MODULE Assessed POLICY ANALYSIS Dr Jim Buller, Dr Andrew Connell & Dr John Parkinson COMPARATIVE LABOUR MOVEMENTS Prof David Howell CONTEMPORARY PHILOSOPHY OF LAW* Prof Matt Matravers ISSUES IN INTERNATIONAL POLITICAL ECONOMY Dr Nicole Lindstrom WOMEN CITIZENSHIP & CONFLICT Prof Haleh Afshar Module No: 2180020 20 CREDITS Module No: 2180004 20 CREDITS Module No: 2180017 20 CREDITS Module No: 2180094 20 CREDITS Module No: 5080203 20 CREDITS

* If you are interested in this option, please make an appointment to see Prof. Matt Matravers before you return your option form.

Students can also take one among the following option modules at the Centre for Applied Human Rights: AUTUMN TERM OPTION MODULES
OPTION MODULE Assessed OPTION MODULE Assessed HUMAN RIGHTS DEBATES Prof Paul Gready LAW, PUBLIC POLICY and HUMAN RIGHTS Mr Martin Jones Module No: 2180082 20 CREDITS Module No: 2180083 20 CREDITS

SPRING TERM OPTION MODULES

OPTION MODULE Assessed OPTION MODULE Assessed OPTION MODULE Assessed CONFLICT AND HUMAN RIGHTS Mr Ron Dudai DEVELOPMENT AND HUMAN RIGHTS Prof Paul Gready HUMAN RIGHTS & THE ENVIRONMENT Mr Lars Waldorf Module No: 2180084 20 CREDITS Module No: 2180085 20 CREDITS Module No: 2180086 20 CREDITS

19

DEGREE ASSESSMENT
MASTERS The two compulsory core modules and the two option modules are assessed by essays, which together account for 44.44% of the final mark. The assessment of the Dissertation Workshop accounts for 5.56% of the final mark. The dissertation is expected to be no longer than 20,000 and accounts for the remaining 50% of the final mark. The pass mark for the Masters degree is an average mark of 50% or above for all assessed work and a mark of 50% or above for the dissertation. Distinction level is an average mark on all assessed work of 70% or above and a mark of 70% or above for the dissertation. Core Module (20 credits) Core Module (20 credits) Autumn Option Module (20 credits) Spring Option Module (20 credits) Dissertation Workshop (10 credits) Dissertation (90 credits) 11.11% 11.11% 11.11% 11.11% 5.56% 50%

DIPLOMA The Diploma student follows a similar course to a Masters student. There are three differences between a Diploma and a Masters mode of study. A Diploma student must hand in a 10,000 word long essay, rather than a 20,000 word dissertation. The Diploma long essay is submitted on the Friday of Week 10 of the Summer Term. The assessment of Diploma students is different from a Masters student (see page 14 for further details). Core Module (20 credits) Core Module (20 credits) Autumn Option Module (20 credits) Spring Option Module (20 credits) Essay workshop (10 credits) Long Essay (30 credits) 16.6% 16.6% 16.6% 16.6% 8.3% 25%

20

UNIVERSITY OF YORK DEPARTMENT OF POLITICS

GRADUATE SCHOOL 2009/10

MA/DIPLOMA IN INTERNATIONAL POLITICAL ECONOMY AUTUMN TERM

COMPULSORY MODULE Assessed OPTION MODULE Assessed OPTION MODULE Assessed OPTION MODULE Assessed OPTION MODULE Assessed OPTION MODULE Assessed OPTION MODULE Assessed OPTION MODULE Assessed CRITICAL THEORIES OF INTERNATIONAL POLITICAL ECONOMY Module No: 2180095 Prof Werner Bonefeld 20 CREDITS

PLUS ONE OPTION MODULE IN AUTUMN TERM TO BE SELECTED (see list)

NB Final decisions on whether option modules will run will depend on the number of students who elect to take them 20 CREDITS CONFLICT & RECOVERY Module: 2180049 Dr Alp Ozerdem 20 CREDITS REASON & POWER IN EUROPEAN POLITICAL THOUGHT Module No: 2180071 Prof Matthew Festenstein 20 CREDITS PUBLIC MANAGEMENT & DELIVERY Module: 2180060 Prof Neil Carter 20 CREDITS UNDERSTANDING GOVERNANCE Module: 2180019 Dr Nicole Lindstrom, Dr Andrew Connell & Dr Jim Buller 20 CREDITS THEORIES & POLICIES OF DEVELOPMENT GOVERNANCE Module: 2180052 Dr Tom Harrison 20 CREDITS HUMAN RIGHTS DEBATES Module: 2180082 Prof Paul Gready 20 CREDITS

SPRING TERM
OPTION MODULE Assessed OPTION MODULE Assessed OPTION MODULE Assessed OPTION MODULE Assessed OPTION MODULE Assessed OPTION MODULE Assessed OPTION MODULE Assessed OPTION MODULE Assessed OPTION MODULE Assessed OPTION MODULE Assessed ISSUES IN INTERNATIONAL POLITICAL ECONOMY Module No: 2180094 Dr Nicole Lindstrom 20 CREDITS PLUS ONE OPTION MODULE IN SPRING TERM TO BE SELECTED (see list) NB Final decisions on whether option modules will run will depend on the number of students who elect to take them 20 CREDITS POLICY ANALYSIS Module No: 2180020 Dr Jim Buller, Dr Andrew Connell & Dr John Parkinson 20 CREDITS COMPARATIVE LABOUR MOVEMENTS Module No: 2180004 Prof David Howell 20 CREDITS SOCIAL & POLITICAL ISSUES IN DEVELOPMENT Module No: 2180051 Dr Rob Aitken & Dr Tom Harrison 20 CREDITS CONTEMPORARY POLITICAL PHILOSOPHY Module: 2180009 Prof Matthew Festenstein 20 CREDITS STATE, SPACE AND GLOBALISATION Module No: 2180096 Dr Simon Parker 20 CREDITS WOMEN, CITIZENSHIP & CONFLICT Module No: 5080203 Prof Haleh Afshar 20 CREDITS CONFLICT & HUMAN RIGHTS Module No: 2180084 Mr Ron Dudai 20 CREDITS DEVELOPMENT & HUMAN RIGHTS Module No: 2180085 Prof Paul Gready 20 CREDITS

SUMMER TERM
COMPULSORY MODULE Assessed COMPULSORY MODULE FOR MASTERS Assessed COMPULSORY MODULE FOR DIPLOMA Assessed DISSERTATION WORKSHOP Module No: 2180093 10 CREDITS Module No: 2180054 90 CREDITS

DISSERTATION

LONG ESSAY

Module No: 2180073 30 CREDITS

21

DEGREE ASSESSMENT
MASTERS The two compulsory core modules and the two option modules are assessed by essays, which together account for 44.44% of the final mark. The assessment of the Dissertation Workshop accounts for 5.56% of the final mark. The dissertation is expected to be no longer than 20,000 and accounts for the remaining 50% of the final mark. The pass mark for the Masters degree is an average mark of 50% or above for all assessed work and a mark of 50% or above for the dissertation. Distinction level is an average mark on all assessed work of 70% or above and a mark of 70% or above for the dissertation. Critical Theories of International Political Economy (20 credits) Issues in International Political Economy (20 credits) Autumn Option Module (20 credits) Spring Option Module (20 credits) Dissertation Workshop (10 credits) Dissertation (90 credits) 11.11% 11.11% 11.11% 11.11% 5.56% 50%

DIPLOMA The Diploma student follows a similar course to a Masters student. There are three differences between a Diploma and a Masters mode of study. A Diploma student must hand in a 10,000 word long essay, rather than a 20,000 word dissertation. The Diploma long essay is submitted on the Friday of Week 10 of the Summer Term. The assessment of Diploma students is different from a Masters student (see page 14 for further details). Critical Theories of International Political Economy In (20 credits) Issues in International Political Economy (20 credits) Autumn Option Module (20 credits) Spring Option Module (20 credits) Essay workshop (10 credits) Long Essay (30 credits) 16.6% 16.6% 16.6% 16.6% 8.3% 25%

22

UNIVERSITY OF YORK DEPARTMENT OF POLITICS MA/DIPLOMA IN POLITICAL PHILOSOPHY AUTUMN TERM

COMPULSORY MODULE Not assessed COMPULSORY MODULE Assessed OPTION MODULE Assessed GRADUATE STUDY AND PROFESSIONAL SKILLS WORKSHOP (THEORY) Dr Jon Parkin APPROACHES TO THE HISTORY OF POLITICAL THOUGHT Dr Jon Parkin HISTORY OF THE IDEA OF TOLERATION Mr David Edwards OR THOMAS HOBBES IN CONTEXT Dr Jon Parkin OR REASON & POWER IN EUROPEAN POLITICAL THOUGHT Prof Matthew Festenstein

GRADUATE SCHOOL 2009/10

Module No: 2180030 10 CREDITS Module No: 2180002 20 CREDITS Module No: 2180014 20 CREDITS Module No: 2180072 20 CREDITS Module No: 2180071 20 CREDITS

SPRING TERM
COMPULSORY MODULE Assessed OPTION MODULES Assessed CONTEMPORARY POLITICAL PHILOSOPHY Prof Matthew Festenstein CONTEMPORARY PHILOSOPHY OF LAW Prof Matt Matravers OR CONTEMPORARY ISSUES IN TOLERATION Dr Tim Stanton Module No: 2180009 20 CREDITS Module No: 2180017 20 CREDITS Module No: 2180008 20 CREDITS

NB Final decisions on whether option modules will run will depend on the number of students who elect to take them

SUMMER TERM
COMPULSORY MODULE Not assessed COMPULSORY MODULE FOR MASTERS Assessed COMPULSORY MODULE FOR DIPLOMA Assessed DISSERTATION WORKSHOP

DISSERTATION

Module No: 2180054 90 CREDITS

LONG ESSAY

Module No: 2180073 30 CREDITS

23

DEGREE ASSESSMENT
MASTERS The two compulsory core modules and the 2 option module are assessed by essays, which together account for 50% of the final mark. The dissertation is expected to be no longer than 20,000 and accounts for the remaining 50% of the final mark. The pass mark for the Masters degree is an average mark of 50% or above for all assessed work and a mark of 50% or above for the dissertation. Distinction level is an average mark on all assessed work of 70% or above and a mark of 70% or above for the dissertation. Graduate Study & Professional Skills Workshop (10 credits) Core Module (20 credits) Core Module (20 credits) Option Module (20 credits) Option Module (20 credits) Dissertation (90 credits) Not assessed 12.5% 12.5% 12.5% 12.5% 50%

DIPLOMA The Diploma student follows a similar course to a Masters student. There are three differences between a Diploma and a Masters mode of study. A Diploma student must hand in a 10,000 word long essay, rather than a 20,000 word dissertation. The Diploma long essay is submitted on the Friday of Week 10 of the Summer Term. The assessment of Diploma students is different from a Masters student (see page 14 for further details). Graduate Study & Professional Skills Workshop (10 credits) Core Module (20 credits) Core Module (20 credits) Option Module (20 credits) Option Module (20 credits) Long Essay (30 credits) Not assessed 17.5% 17.5% 17.5% 17.5% 30%

24

UNIVERSITY OF YORK DEPARTMENT OF POLITICS

GRADUATE SCHOOL 2009/10

MA/DIPLOMA IN POLITICAL PHILOSOPHY (THE IDEA OF TOLERATION AUTUMN TERM

COMPULSORY MODULE Not assessed COMPULSORY MODULE Assessed OPTION MODULE Assessed Assessed GRADUATE STUDY AND PROFESSIONAL SKILLS WORKSHOP (THEORY) Dr Jon Parkin HISTORY OF THE IDEA OF TOLERATION Mr David Edwards REASON & POWER IN EUROPEAN POLITICAL THOUGHT Prof Matthew Festenstein OR THOMAS HOBBES IN CONTEXT Dr Jon Parkin OR APPROACHES TO THE HISTORY OF POLITICAL THOUGHT Dr Jon Parkin Module No: 2180030 10 CREDITS Module No: 2180014 20 CREDITS Module No: 2180071 20 CREDITS Module No: 2180072 20 CREDITS Module No: 2180002 20 CREDITS

SPRING TERM
COMPULSORY MODULE Assessed OPTION MODULES Assessed Assessed CONTEMPORARY ISSUES IN TOLERATION Dr Tim Stanton CONTEMPORARY PHILOSOPHY OF LAW Prof Matt Matravers OR CONTEMPORARY POLITICAL PHILOSOPHY Prof Matthew Festenstein Module No: 2180008 20 CREDITS Module No: 2180017 20 CREDITS Module No: 2180009 20 CREDITS

NB Final decisions on whether option modules will run will depend on the number of students who elect to take them

SUMMER TERM
COMPULSORY MODULE Not assessed COMPULSORY MODULE FOR MASTERS Assessed COMPULSORY MODULE FOR DIPLOMA Assessed DISSERTATION WORKSHOP

DISSERTATION

Module No: 2180054 90 CREDITS

LONG ESSAY

Module No: 2180073 30 CREDITS

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DEGREE ASSESSMENT
MASTERS The two compulsory core modules and the 2 option modules are assessed by essays, which together account for 50% of the final mark. The dissertation is expected to be no longer than 20,000 and accounts for the remaining 50% of the final mark. The pass mark for the Masters degree is an average mark of 50% or above for all assessed work and a mark of 50% or above for the dissertation. Distinction level is an average mark on all assessed work of 70% or above and a mark of 70% or above for the dissertation. Graduate Study & Professional Skills Workshop (10 credits) Core Module (20 credits) Core Module (20 credits) Option Module (20 credits) Option Module (20 credits) Dissertation (90 credits) Not assessed 12.5% 12.5% 12.5% 12.5% 50%

DIPLOMA The Diploma student follows a similar course to a Masters student. There are three differences between a Diploma and a Masters mode of study. A Diploma student must hand in a 10,000 word long essay, rather than a 20,000 word dissertation. The Diploma long essay is submitted on the Friday of Week 10 of the Summer Term. The assessment of Diploma students is different from a Masters student (see page 14 for further details). Graduate Study & Professional Skills Workshop (10 credits) Core Module (20 credits) Core Module (20 credits) Option Module (20 credits) Option Module (20 credits) Long Essay (30 credits) Not assessed 17.5% 17.5% 17.5% 17.5% 30%

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UNIVERSITY OF YORK DEPARTMENT OF POLITICS MA IN POLITICAL RESEARCH AUTUMN TERM

COMPULSORY MODULES Assessed ONE DISCIPLINE BASED OPTION MODULE (ONE) Assessed POLITICAL RESEARCH & ANALYSIS Dr Jim Buller

GRADUATE SCHOOL 2009/10

Module No: 2180090 20 CREDITS Module No: 2180095 20 CREDITS Module No: 2180002 20 CREDITS Module No: 2180019 20 CREDITS Module No: 2180052 20 CREDITS Module No: 2180049 20 CREDITS

CRITICAL THEORIES OF INTERNATIONAL POLITICAL ECONOMY Prof Werner Bonefeld APPROACHES TO THE HISTORY OF POLITICAL THOUGHT Dr Jon Parkin UNDERSTANDING GOVERNANCE Dr Nicole Lindstrom, Dr Andrew Connell & Dr Jim Buller THEORIES & POLICIES DEVELOPMENT GOVERNANCE Dr Tom Harrison CONFLICT & RECOVERY Dr Alp Ozerdem

SPRING TERM
COMPULSORY MODULE Assessed COMPULSORY MODULE Not assessed COMPULSORY MODULE Not assessed COMPULSORY MODULES (ONE) Assessed PERSONAL AND PROFESSIONAL SKILLS Prof Matthew Festenstein QUANTITATIVE RESEARCH METHODS Department of Social Policy & Social Work QUALITATIVE RESEARCH METHODS Department of Social Policy & Social Work ISSUES IN INTERNATIONAL POLITICAL ECONOMY Dr Nicole Lindstrom CONTEMPORARY POLITICAL PHILOSOPHY Prof Matthew Festenstein POLICY ANALYSIS Dr Jim Buller, Dr Andrew Connell & Dr John Parkinson SOCIAL & POLITICAL ISSUES IN DEVELOPMENT Dr Rob Aitken & Dr Tom Harrison Module No: 2180091 10 CREDITS Module No: 2220013 20 CREDITS Module No: 2280250 20 CREDITS Module No: 2180094 20 CREDITS Module No: 2180009 20 CREDITS Module No: 2180020 20 CREDITS Module No: 2180051 20 CREDITS

NB Final decisions on whether option modules will run will depend on the number of students who elect to take them

SUMMER TERM
COMPULSORY MODULE Assessed COMPULSORY MODULE Assessed DISSERTATION WORKSHOP Module No: 2180093 10 CREDITS Module No: 2180055 60 CREDITS

DISSERTATION

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DEGREE ASSESSMENT
MASTERS The two discipline-based modules are assessed by essays, which together account for 22.22 % of the final mark. The assessment of the Qualitative and Quantitative Research Methods and Political Research and Analysis togerher account for another 33.33 % of the final mark. Personal and Professional Skills and the Dissertation Workshop each account for 5.56 %, and the Dissertation 33.33 %. The dissertation is expected to be no longer than 20,000 and accounts for 33.33% of the final mark. The pass mark for the Masters degree is an average mark of 50% or above for all assessed work and a mark of 50% or above for the dissertation. Distinction level is an average mark on all assessed work of 70% or above and a mark of 70% or above for the dissertation. Personal and Professional Skills (10 credits) Political Research & Analysis (20 credits) Discipline Based Option Module (20 credits) Discipline Based Option Module (20 credits) Quantitative Research Methods (20 credits) Qualitative Research Methods (20 credits) Dissertation Workshop (10 credits) Dissertation (60 credits) 5.56% 11.11% 11.11% 11.11% 11.11% 11.11% 5.56% 33.33%

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UNIVERSITY OF YORK DEPARTMENT OF POLITICS MA/DIPLOMA IN POST-WAR RECOVERY STUDIES AUTUMN TERM
COMPULSORY MODULE Assessed COMPULSORY MODULE Assessed CONFLICT AND RESPONSE TO CONFLICT PRDU Team PRACTICAL SKILLS OF WORKING WITH COMMUNITIES IN CONFLICT PRDU Team

GRADUATE SCHOOL 2009/10

Module No: 2180039 20 CREDITS Module No: 2180040 20 CREDITS

SPRING TERM
COMPULSORY MODULE Not assessed COMPULSORY MODULE Assessed PERSPECTIVES ON POST-WAR RECOVERY PRDU team PLANNING AND MANAGING RECONSTRUCTION PROGRAMMES PRDU Team PLACEMENT EXERCISE Module No: 2180041 20 CREDITS Module No: 2180042 20 CREDITS

Module No: 2180043 10 CREDITS

SUMMER TERM
COMPULSORY MODULE FOR MASTERS Assessed COMPULSORY MODULE FOR DIPLOMA Assessed DISSERTATION Module No: 2180054 90 CREDITS

LONG ESSAY

Module No: 2180073 30 CREDITS

DEGREE ASSESSMENT
MASTERS The following tasks and pieces of work will be formally assessed: Conflict Analysis Assignment 3000 word essay and oral presentation on a chosen conflict: 5000 word essay exploring the challenge and opportunities of working with war devastated communities; 5000 word essay on a particular regeneration, reconstruction or reconciliation project studied during the field trip; 3000 word essay on project programming and preparation of funding proposals; placement report examined on oral presentation of students experience. The preceding assignments account for 50% of the final mark; the dissertation is expected to be no longer than 20,000 words and accounts for the remaining 50% of the final mark. The pass mark for the Masters degree is an average mark of 50% or above for all assessed work and a mark of 50% or above for the dissertation. Distinction level is an average of 70% or above and a mark of 70% or above for the dissertation. Conflict and Response to Conflict (20 credits) 10% Practical Skills of Working with Communities in Conflict (20 credits) 10% Strategic Planning of Reconstruction Programmes (20 credits) 10% Managerial, Organisation and Training Skills (20 credits) 10% Placement Experience (10 credits) 10% Dissertation (90 credits) 50% DIPLOMA The Diploma student follows a similar course to a Masters student. There are three differences between a Diploma and a Masters mode of study. A Diploma student must hand in a 10,000 word long essay, rather than a 20,000 word dissertation. The Diploma long essay is submitted on the Friday of Week 10 of the Summer Term. The assessment of Diploma students is different from a Masters student (see page 14 of the Graduate Handbook for further details). Conflict and Response to Conflict (20 credits) 10% Practical Skills of Working with Communities in Conflict (20 credits) 10% Strategic Planning of Reconstruction Programmes (20 credits) 10% Managerial, Organisation and Training Skills (20 credits) 10% Placement Experience (10 credits) 10% Dissertation (30 credits) 50%

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UNIVERSITY OF YORK DEPARTMENT OF POLITICS MASTER OF PUBLIC ADMINISTRATION AUTUMN TERM

COMPULSORY MODULE Assessed COMPULSORY MODULE Assessed COMPULSORY MODULE Assessed UNDERSTANDING GOVERNANCE Dr Nicole Lindstrom, Dr Andrew Connell & Dr Jim Buller PUBLIC MANAGEMENT & DELIVERY Dr Andrew Connell LEADING & MANAGING CHANGE The York Management School

GRADUATE SCHOOL 2009/10

Module No: 2180019 20 CREDITS Module No: 2180060 20 CREDITS Module No: 2780352 20 CREDITS

SPRING TERM
COMPULSORY MODULE Assessed COMPULSORY MODULE POLICY ANALYSIS Dr Jim Buller, Dr Andrew Connell & Dr John Parkinson PUBLIC FINANCE The York Management School Module No: 2180020 20 CREDITS Module No: 2780351 20 CREDITS

Assessed SUMMER TERM

COMPULSORY MODULE Assessed COMPULSORY MODULE Not assessed COMPULSORY MODULE FOR MASTERS Assessed

STRATEGIC PLANNING The York Management School POLICY WORKSHOP POLICY REPORT

Module No: 2780353 20 CREDITS

Module No: 2180079 60 CREDITS

30

UNIVERSITY OF YORK DEPARTMENT OF POLITICS

GRADUATE SCHOOL 2009/10

MASTER OF PUBLIC ADMINISTRATION IN INTERNATIONAL DEVELOPMENT AUTUMN TERM

COMPULSORY MODULE Assessed COMPULSORY MODULE Assessed THEORIES & POLICIES OF DEVELOPMENT GOVERNANCE Dr Tom Harrison LEADING & MANAGING CHANGE The York Management School Module No: 2180052 20 CREDITS Module No: 2780352 20 CREDITS

SPRING TERM
COMPULSORY MODULE Assessed COMPULSORY MODULE Assessed COMPULSORY MODULE SOCIAL & POLITICAL ISSIES IN DEVELOPMENT Dr Rob Aitken & Dr Tom Harrison POLICY ANALYSIS Dr Jim Buller, Dr Andrew Connell & Dr John Parkinson PUBLIC FINANCE The York Management School Module No: 2180051 20 CREDITS Module No: 2180020 20 CREDITS Module No: 2780351 20 CREDITS

Assessed SUMMER TERM

COMPULSORY MODULE Assessed COMPULSORY MODULE Not assessed COMPULSORY MODULE FOR MASTERS Assessed

STRATEGIC PLANNING The York Management School POLICY WORKSHOP POLICY REPORT

Module No: 2780353 20 CREDITS

Module No: 2180079 60 CREDITS

31

UNIVERSITY OF YORK DEPARTMENT OF POLITICS

GRADUATE SCHOOL 2009/10

MA/DIPLOMA IN PUBLIC ADMINISTRATION & PUBLIC POLICY AUTUMN TERM

COMPULSORY MODULE Assessed OPTION MODULE Assessed OPTION MODULE Assessed OPTION MODULE Assessed OPTION MODULE Assessed OPTION MODULE Assessed OPTION MODULE Assessed OPTION MODULE Assessed UNDERSTANDING GOVERNANCE Dr Nicole Lindstrom, Dr Andrew Connell & Dr Jim Buller Module No: 2180019 20 CREDITS

PLUS ONE OPTION MODULE IN AUTUMN TERM TO BE SELECTED FROM LIST PUBLIC MANAGEMENT & DELIVERY Module No: 2180060 Dr Andrew Connell 20 CREDITS CONFLICT AND RECOVERY Module No: 2180049 Dr Alp Ozerdem 20 CREDITS CRITICAL THEORIES OFINTERNATIONAL POLITICAL ECONOMY Module No: 2180095 Prof Werner Bonefeld 20 CREDITS THEORIES & POLICIES IN DEVELOPMENT GOVERNANCE Module No: 2180052 Dr Tom Harrison 20 CREDITS LEADING & MANAGING CHANGE Module No: 2780352 The York Management School 20 CREDITS HUMAN RIGHTS DEBATES Module No: 2180082 Prof Paul Gready 20 CREDITS LAW, PUBLIC POLICY & HUMAN RIGHTS Module No: 2180083 Mr Martin Jones 20 CREDITS

SPRING TERM
COMPULSORY MODULE Assessed OPTION MODULE Assessed OPTION MODULE Assessed OPTION MODULE Assessed OPTION MODULE Assessed OPTION MODULE Assessed OPTION MODULE Assessed OPTION MODULE Assessed OPTION MODULE Assessed OPTION MODULE Assessed OPTION MODULE Assessed OPTION MODULE Assessed POLICY ANALYSIS Dr John Parkinson Module No: 2180020 20 CREDITS

PLUS ONE OPTION MODULE IN SPRING TERM TO BE SELECTED FROM LIST PUBLIC FINANCE Module No: 2780351 The York Management School 20 CREDITS STRATEGIC PLANNING Module No. 2780353 The York Management School 20 CREDITS CONTEMPORARY PHILOSOPHY OF LAW Module No: 2180017 Prof Matt Matravers 20 CREDITS COMPARATIVE LABOUR MOVEMENTS Module No. 218004 Prof David Howell 20 CREDITS SOCIAL & POLITICAL ISSUES IN DEVELOPMENT Module No: 2180051 Dr Rob Aitken & Dr Tom Harrison 20 CREDITS ISSUES IN INTERNATIONAL POLITICAL ECONOMY Module No: 2180095 Dr Nicole Lindstrom 20 CREDITS WOMEN CITIZENSHIP & CONFLICT Module No: 5080203 Prof Haleh Afshar (Centre for Womens Studies) 20 CREDITS DEVELOPMENT AND HUMAN RIGHTS Module No: 2180085 Prof Paul Gready 20 CREDITS HUMAN RIGHTS & THE ENVIRONMENT Module No: 2180086 Mr Lars Waldorf 20 CREDITS CONFLICT & HUMAN RIGHTS Module No: 2180084 Mr Ron Dudai 20 CREDITS STATE, SPACE & GLOBALISATION Module No: 2180096 Dr Simon Parker 20 CREDITS

SUMMER TERM
COMPULSORY DISSERTATION WORKSHOP Module No: 2180093 MODULE 10 CREDITS Not assessed DISSERTATION Module No: 2180054 COMPULSORY 90 CREDITS MODULE FOR MASTERS Assessed COMPULSORY LONG ESSAY Module No: 2180073 MODULE FOR 30 CREDITS DIPLOMA Assessed NB Final decisions on whether option modules will run will depend on the number of students who elect to take them

32

DEGREE ASSESSMENT
MASTERS The three compulsory modules and the option module are assessed by essays, which together account for 44.44% of the final mark. The assessment of the Dissertation Workshop accounts for 5.56% of the final mark. The dissertation is expected to be no longer than 20,000 and accounts for the remaining 50% of the final mark. The pass mark for the Masters degree is an average mark of 50% or above for all assessed work and a mark of 50% or above for the dissertation. Distinction level is an average mark on all assessed work of 70% or above and a mark of 70% or above for the dissertation. Understanding Governance (20 credits) Option Module (20 credits) Policy Analysis (20 credits) Option Module (20 credits) Dissertation Workshop (10 credits) Dissertation (90 credits) 11.11% 11.11% 11.11% 11.11% 5.56% 50.0%

DIPLOMA The Diploma student follows a similar course to a Masters student. There are three differences between a Diploma and a Masters mode of study. A Diploma student must hand in a 10,000 word long essay, rather than a 20,000 word dissertation. The Diploma long essay is submitted on the Friday of Week 10 of the Summer Term. The assessment of Diploma students is different from a Masters student (see page 14 for further details). Policy Analysis (20 credits) Understanding Governance (20 credits) Option Module (20 credits) Option Module (20 credits) Essay workshop (10 credits) Long Essay (30 credits) 16.6% 16.6% 16.6% 16.6% 8.3% 25%

33

Table 1. Schedule of modules for Public Administration Degrees 2009-10

Term of Delivery Master of Public Administration
Public Management & Delivery (20 credits 12.5%) Understanding Governance (20 credits -12.5%) Leading & Managing Change (20 credits 12.5%) Politics Research Seminar

MPA in International Development

Theories and Policies of Development Governance (20 credits 12.5%) Leading & Managing Change (20 credits 12.5%) Politics Research Seminar

MA in Public Administration and Public Policy

Understanding Governance (20 credits 11.11%) Option Module (20 credits -11.11%) Politics Research Seminar

Term 1

Term 2

Policy Analysis (20 credits -12.5%) Public Finance (20 credits -12.5%) Politics Research Seminar

Social & Political Issues in Development (20 credits -12.5%) Policy Analysis (20 credits -12.5%) Public Finance (20 credits -12.5%) Politics Research Seminar

Policy Analysis (20 credits -11.11%) Option Module (20 credits -11.11%) Politics Research Seminar

Term 3

Strategic Planning (20 credits -12.5%) Policy Report (60 credits -25%) Workshop to support policy report process

Strategic Planning (20 credits -12.5%) Policy Report (60 credits 25%) Workshop to support policy report process

Dissertation (90 credits 50%) Workshop to support dissertation process (10 credits -5.56%)

Notes 1. The Policy Report is a 10,000 word evaluation of a process of organisational or policy change conducted in the summer period. 2. The Dissertation is a 20,000 word independent research project conducted in the summer period. 3. In Term 1, students must complete ONE procedural essay for the modules Understanding Governance or Theories and Policies in Development Governance. 4. For full module outlines see the module descriptions in the Graduate School Handbook.

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PART IV: MODULE DESCRIPTIONS

Advanced Qualitative Methods (Department of Social Policy & Social Work) Advanced Quantitative Methods (Department of Social Policy & Social Work) Approaches to The History Of Political Thought (Dr Jon Parkin) Comparative Labour Movements (Prof David Howell) Conflict & Human Rights (Mr Ron Dudai Centre for Applied Human Rights) Conflict and Recovery (Dr Alp zerdem) Conflict and Response to Conflict (PRDU team) * Contemporary Issues in Toleration (Dr Tim Stanton) Contemporary Philosophy of Law (Prof Matt Matravers) Contemporary Political Philosophy (Prof Matthew Festenstein) Critical Theories of International Political Economy (Prof Werner Bonefeld) Development & Human Rights (Prof Paul Gready Centre for Applied Human Rights) The Environment & Human Rights (Mr Lars Waldorf Centre for Applied Human Rights) Graduate Studies & Professional Skills Workshop (Theory) (Dr Jon Parkin) History of the Idea of Toleration (Mr David Edwards) Human Rights Debates (Prof Paul Gready Centre for Applied Human Rights) Issues In International Political Economy (Dr Nicole Lindstrom) Law, Public Policy & Human Rights (Mr Martin Jones Centre for Applied Human Rights) Leading & Managing Change (The York Management School) Personal and Professional Skills (Prof Matthew Festenstein) ** Perspectives on Post-War Recovery (PRDU team) * Planning and Managing Reconstruction Programmes (PRDU team) * Policy Analysis (Dr Jim Buller, Dr Andrew Connell & John Parkinson) Policy Project Report (MPAs only) (Prof Matthias Beck & Dr John Parkinson) Political & Research Analysis (Dr Jim Buller)*** Practical Skills of Working with Communities in Conflict (PRDU team) * Public Finance (The York Management School) Public Management & Delivery (Dr Andrew Connell) Reason & Power in European Political Thought (Prof Matthew Festenstein) Social and Political Issues in Development (Dr Rob Aitken & Dr Tom Harrison) State, Space and Globalisation (Dr Simon Parker) Strategic Planning (The York Management School) Theories & Policies of Development Governance (Dr Tom Harrison) Thomas Hobbes in Context (Dr Jon Parkin) Understanding Governance (Dr Nicole Lindstrom, Dr Andrew Connell & Dr Jim Buller) Women, Citizenship and Conflict (Prof Haleh Afshar Centre for Womens Studies) Spring term Spring term Autumn Term Spring Term Spring Term Autumn Term Autumn Term Spring Term Spring Term Spring Term Autumn Term Spring Term Spring Term Autumn Term Autumn Term Autumn Term Spring Term Autumn Term Autumn Term Spring Term Spring Term Spring Term Spring Term Summer Term Autumn Term Autumn Term Spring Term Autumn Term Autumn Term Spring Term Spring Term Spring Term Autumn Term Autumn Term Autumn Term Spring Term

* Students must be registered for the MA in Post-War Recovery Studies ** Students must be registered for the MA in Political Research / MA in Politics (by Research) / MPhil / PhD

***Students must be registered for the MA in Political Research / MA in Politics (by Research) / MA in Public Administration & Public Policy/MPhil /
PhD

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Module: Convenors: Module No: Credit Weighting: Duration & Terms: Format:

ADVANCED QUALITATIVE METHODS Prof Mary Maynard & Prof Ian Shaw (Department of Social Policy & Social Work) 2280250 20 credits One term (Spring) 2 hour lecture + 2 hour workshop each week for 9 weeks

Description The aim of this module is to further to develop students knowledge of the principles underlying qualitative research design, to enable them to gain an advanced level of understanding of, and expertise in the use of, the key methods of qualitative data generation and to develop skills in qualitative analysis and interpretation. In addition to a more analytical grasp of the issues in relation to these areas, student's skills will also be developed through exploring their use in the context of ongoing and completed research. At the end of this module, students should: be able to distinguish between method and design, data generation, analysis and interpretation; have a comprehensive and indepth knowledge of the collection and analysis of the principal forms of qualitative methods and the types of data they generate; have an appreciation of the range of research domains and issues to which these methodological techniques apply, including their application to practical research; be able to use the Atlas Ti software package for qualitative data analysis.

Module: Convenor: Module No: Credit Weighting: Duration & Terms: Format:

ADVANCED QUANTITATIVE METHODS Dr Richard Cookson (Department of Social Policy & Social Work) 2220013 20 credits One term (Spring) 2 hour lecture + 3 hour workshop each week for 9 weeks

Description The module aims to help students to develop quantitative analytical skills and to give them sufficient understanding of statistical theory to enable them to go on themselves to learn more specialised techniques as required in any further research work they undertake. In addition to skills in analysis, students are expected to learn how to interpret critically the results of their work and to be able to present results in a clear and easily understood form. The module includes a weekly hands-on data workshop in which students apply the techniques they learn in the lectures. Consequently, this module gives students a knowledge of both key statistical approaches and how to utilise them in practice using leading computer based packages.

36

Module: Tutor: Module Number: Credit Rating: Duration and Terms: Teaching Programme:

APPROACHES TO THE HISTORY OF POLITICAL THOUGHT Dr Jon Parkin 2180002 20 One term (Autumn) Weekly two-hour seminars

Teaching Methods The module will be taught through critical discussion and exchange of ideas in seminars. Towards the end of the module, students will be expected to take turns in formally presenting a pre-circulated paper, and in commenting on the papers. Procedural Requirements All students must prepare thoroughly for the assigned topic of the seminar by reading and thinking about the topic in depth, coming equipped with questions and points of view, and participating fully. A paper must be ready by the end of Week 7. Module Description The module explores the methodological problems in the study of the history of political thought. Should writings of past political thinkers be read as historical documents, or as philosophical texts which may be analysed apart from their historical setting? What are the advantages and problems of each approach? Is there more than one method of treating the subject historically; or of treating it philosophically? Are the historical and the philosophical the only two approaches, or is there some other(s)? Are the approaches exclusive, or can they be combined? Is there a right way of studying the history of political thought, or should one be eclectic in method? Objectives The module helps students to become more aware of, and to make explicit, the assumptions involved in the study of the history of political thought. Thereby the module advances students to a meta-level of analysis appropriate to graduate work, and which is essential as preparation for further research in the area of political philosophy. Assessment Method One essay of 5000 words to be submitted to the Graduate Administrator, Department of Politics (D/004), by 4.00pm on Monday of Week 1 in the Summer Term. Preliminary Reading David Boucher (1985) Texts in Context: Revisionist Methods for Studying the History of Ideas.

37

Module: Tutor: Module Number: Credit Rating: Duration and Terms: Teaching Programme:

COMPARATIVE LABOUR MOVEMENTS Prof David Howell 2180004 20 One term (Spring) Weekly two-hour seminar

Procedural Requirements i Seminar presentations ii Comment on assigned reading and on others seminar presentations Module Description An analysis of key problems in labour movement politics. Issues examined will include the relationship between workplace experiences and the development of political organisation and consciousness; the significance of community structures for the development of labour politics; the relative strengths of labour social democratic and communist parties; the impact of ethnicity, nationality and gender on labour movements. Cases will be drawn from a wide variety of societies and periods. Objectives To familiarise students with the politics of labour movements. To generate an appreciation of the strengths and problems of comparative method. To consider the implications of historical specificity for a generalising social science. Assessment Method One essay of 5,000 words to be submitted to the Graduate Administrator, Department of Politics (D/004) by 4.00pm on Monday of Week 1 in the Summer Term. Preliminary Reading Donald Sassoon, One Hundred Years of Socialism. The West European Left in the Twentieth Century Geoff Eley, Forging Democracy. The History of the Left in Europe 1850 - 2000 Seymour Martin Lipset & Gary Marks, It Didnt Happen Here. Why Socialism Failed in the United States

38

Module: Tutor:

CONFLICT AND HUMAN RIGHTS Mr Ron Dudai (formerly researcher in BTselem The Israeli Information Center for Human Rights in the Occupied Territories; and research fellow in the programme on human rights and peacebuilding in the Middle East, SOAS; currently a policy adviser in Amnesty International) 2180084 20 credits One term (spring) tbc Weekly two hour lectures/seminars

Module number: Credit rating: Duration and terms: Lecture time/location: Teaching programme:

Teaching methods The module will be taught using an open format in which lecture delivery and seminar discussion will be combined in 2 hour teaching sessions. Procedural requirements Students will be required to prepare for the lecture/seminar each week by reading and thinking around the topic, and to participate in class discussions. Module description The aim of this module is to examine and analyze the role of human rights standards, mechanisms and activism in the context of conflicts. Structured around the phases of conflict, it will look at human rights and the causes of conflict (e.g. self-determination and minority protection), the conduct of conflict (e.g. the laws of armed conflict), responses to conflict (e.g. humanitarian interventions), and post-conflict policies (e.g. transitional justice mechanisms). In each, the roles played by human rights defenders will be explored (monitoring abuses, supporting victims, advocating for the inclusion of human rights provisions in peace agreements, lobbying for justice). The module will critically explore the inter-relations between human rights and other relevant frameworks, such as conflict-resolution or criminology, and will also identify blind spots, such as the fact that often criminal violence continues, or gets worse, when political violence ends. Throughout the course, particular attention will be paid to the practical dilemmas and choices of human rights defenders. Module learning outcomes The objectives of this module are to develop students ability to critically appraise important issues relating to human rights and conflict, understand diverse and often contradicting perspectives, and relate theoretical debates to practical dilemmas. Assessment Two short pieces of work will be required by way of assessment: a 1,500 word review essay, critically engaging with two reading items on one topic (40%); a 2,500 word research essay examining one of the themes that was raised in the module (60%). Outline and key readings Specific case studies, mostly relying on free online resources (e.g. reports by human rights NGOs or truth commissions, case-law of international tribunals) will be added closer to the beginning of the course.

39

Module: Tutor: Module Number: Credit Rating: Duration and Terms: Teaching Programme:

CONFLICT AND RECOVERY Dr Alp zerdem 2180049 20 One term (Autumn) Fortnightly: 1 one-hour lecture + 1 90 minute seminar

Procedural Requirements All students will be required to prepare and present seminar papers during the term, which will be taken in, marked and feedback provided. Students may also be required to submit a procedural essay. Module Description This module is a theoretical and empirical examination of the salient aspects of contemporary conflict and post-conflict recovery. A number of the module components make deliberate connections with issues of political research that are covered in other parts of the MA in Conflict Governance & Development. With reference to contemporary examples and seminal literature, the module will interrogate and evaluate competing claims on the causes of ethnonational conflict and strategies for conflict management. A strong emphasis will be placed on comparison and the utility of culturally appropriate approaches for each conflict society. The module also examines the humanitarian impact of conflict and key issues and principles underpinning post-war recovery. Contemporary case-studies (Afghanistan, Bosnia, Kosovo) illustrate the tensions associated with post-war reconstruction such as the problems of the reintegration of former combatants and the short-termism often found in relief operations. The module prioritises long-term development strategies, local participation and human security as the core principles of post-war recovery. Assessment Method Students will be required to write one 5000 word essay on a specified topic. The essay topic will be distributed in Week 9 of the Autumn Term. The essay will be due to be submitted to the Graduate Administrator, Department of Politics (D/004), by 4.00pm on Monday of Week 5 in the Spring Term. Preliminary Reading J. Darby & R. Mac Ginty eds., Contemporary Peacemaking: Conflict, violence and peace processes (Basingstoke: Palgrave Macmillan, 2003) Mary B Anderson, Do No Harm how aid can support peace or war (Boulder CO: Lynne Reinner, 1999) R. Mac Ginty, No War, No Peace: The Rejuvenation of Stalled Peace Processes and Peace Accords (Basingstoke: Palgrave Macmllan, 2006)

40

Module: Tutor: Module Number: Credit Rating: Duration and Terms: Teaching Programme:

CONFLICT AND RESPONSE TO CONFLICT (students registered on MA Post-War Recovery Studies) PRDU team 2180039 20 3 weeks (Autumn) 12 -14 hour lectures and seminars per week

Teaching Methods Teaching aims to maximize the student's opportunity to reflect on their personal motivation and operational performance. Recent experiences and case studies feed into the course which combines structured academic learning with practical, field-based experience. Students will participate in a programme of lectures, seminars and workshops, and undertake teamwork and individual research. The module is delivered using an interactive teaching methodology which facilitates the exchange of experience and knowledge between students and a wide range of visiting professionals and academics. Procedural Requirements This module is open to only MA in Post-war Recovery Studies Course students. All students must prepare thoroughly for lectures and seminars by reading and thinking about the topic in depth, coming equipped with questions and points of view, and participating fully. Conflict analysis assignment must be ready by the beginning of Week 5 of the course. Module Description The module provides an introduction to war and conflict which promotes the understanding of the dynamics of conflict, from the root causes to the cessation of hostilities. The origins and paths of different types of conflicts are investigated to provide a grounding for future discussions. It also presents the central tenets of, and debates surrounding, the international charters and conventions governing the conduct of war, the maintenance of human rights and the protection of, and assistance to, forced migrants. It examines the principles of International Law, International Human Rights Law, International Humanitarian Law and International Refugee Law. Finally, it examines the international community's interventions in recent conflicts within global, political, economic and ethical frameworks exploring new partnerships and the inter-relationship between peacekeeping and humanitarian work. Objectives The module provides students with skills to understand and analyse the nature of conflict, the impact of war and its demands upon local, national and international actors, in order to develop appropriate solutions with special attention to local cultures and systems. Assessment Method A conflict analysis of 3,000 word on a chosen conflict to be submitted to the PRDU Administrator, Department of Politics (D/108c), by 4.00 pm on Monday of Week 5 of the course (an oral presentation of the conflict analysis is given on Monday of Week 4 of the course, but it is not assessed). Preliminary Reading Ball, N., 1996. Making Peace Work: The Role of the International Community, Overseas Development Council, Washington Baehr, P. R., Gordenker, L.1999. The United Nations at the End of the 1990s, 3rd ed., Basingstoke, Macmillan Cohen, R., and Deng, F. M., 1998. Masses in Flight: The Global Crisis of Internal Displacement, Washington, D.C., Brookings Institution P. Duffield, M., 1994. Complex Political Emergencies with reference to Angola and Bosnia, School of Public Policy, Birmingham University J. Darby & R. Mac Ginty eds., Contemporary Peacemaking: Conflict, violence and peace processes (Basingstoke: Palgrave Macmillan, 2003) Forbes, I. 1993. Political Theory, International Relations and the Ethics of Intervention, New York, St Martins Press IFRC, 1996, 1997, 1998, 1999, 2000, 2001 World Disaster Report, IFRC, Geneva Jabri, Vivienne, 1996. Discourses on Violence: Conflict Analysis Reconsidered, Manchester, etc., Manchester U.P. R. Mac Ginty, No War, No Peace: The Rejuvenation of Stalled Peace Processes and Peace Accords (Basingstoke: Palgrave Macmllan, 2006) Macrae, J., Zwi, Anthony, A., 1994. War and Hunger: rethinking international responses to complex emergencies, New Jersey, Zed Books Minear, L., Weiss, T. G., and Campbell, K. M., 1991. Humanitarianism and War: Learning the Lessons from Recent Armed Conflicts, Thomas J. Watson Jr., Institute for International Studies, USA Minear, L., Weiss, T. G. 1993. Humanitarian Action in Times of War: A Handbook for Practitioners, Boulder, Lynne Rienner Ramsbotham, O., and Woodhouse, T., 1996. Humanitarian Intervention in Contemporary Conflict: A Reconceptualization, Cambridge, Polity Press Sandole, Dennis J. D. 1999. Capturing the Complexity of Conflict: Dealing with Violent Ethnic Conflicts of the PostCold War Era. London, etc., Pinter UNRISD, 1995. States of Disarray: The Social Effects of Globalization, UNRISD, Geneva UNHCR, 1993, 1994, 1995, 1996, 1997, 1998, 1999, 2000, 2001 The State of the Worlds Refugees, Geneva Weiss, T. G. Minear, L., 1993. Humanitarianism Across Borders: Sustaining Civilians in Times of Conflict, Lynne Rienner, Boulder

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Module: Tutor: Module Number: Credit Rating: Duration and Terms: Teaching Programme:

CONTEMPORARY ISSUES IN TOLERATION Dr Tim Stanton 2180008 20 One term (Spring) Weekly two-hour seminars

Teaching Methods The module will be taught through critical discussion and exchange of ideas in seminars. Procedural Requirements Students should prepare thoroughly for seminars by reading the selected texts and by thinking critically about what they have read. They should then come to seminars equipped with questions which will be used to organize a critical discussion, to which all students should feel free to contribute their own criticisms and ideas. All students must prepare an essay plan for the beginning of week 8 of the term. Module Description This course addresses questions about the nature, scope and extent of toleration in modern liberal societies. It considers the philosophical and political grounds for toleration, and its proper limits. Attention is paid to questions of religious and social toleration, and to the practical policies which might be dictated by different understandings of toleration. For example, we may discuss whether the importance of free speech trumps any offence it might cause to others, whether a tolerant society can consistently restrict the availability of pornography, or whether respect and concern for different religious beliefs and cultures permits or requires the provision of special rights or protections for certain groups in society. Objectives The main objective is to encourage students to think critically about the assistance that political philosophy can provide, as well the difficulties it can encounter, when it concerns itself with real world problems of toleration. Assessment Method One essay of 5000 words to the Graduate Administrator, Department of Politics (D/004), by 4.00pm on Monday of Week 1 in the Summer Term. Preliminary Reading Susan Mendus, Toleration and the Limits of Liberalism (Macmillan) Catriona McKinnon, Toleration: A Critical Introduction (Routledge)

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Module: Tutor: Module Number: Credit Rating: Duration and Terms: Teaching Programme:

CONTEMPORARY PHILOSOPHY OF LAW Prof Matt Matravers 2180017 20 One term (Spring) Weekly two-hour tutorials

Teaching Methods The module will be taught through critical discussion and exchange of ideas in tutorials. Procedural Requirements All students must prepare thoroughly for the assigned topic of the seminar by reading and thinking about the topic in depth, coming equipped with questions and points of view, and participating fully. Module Description The purpose of this course is to provide an introduction to some of the major concerns that have dominated recent Anglo-American philosophy of law. This will certainly involve a detailed exploration of the relationship between law and morality. Celebrated debates between Hart and Fuller and Dworkin and Hart on the nature of law and whether the law is an irredeemably moral enterprise will provide the focus for the early part of the course. More generally the debate between so called legal positivists and natural law theorists will inform a great deal of the terms work. Issues arising from those debates the role of the judiciary in a democracy, whether there is one right answer to so called hard cases, what is the appropriate attitude of a citizen towards the demands of the law etc will be discussed. If there are issues germane to the philosophy of law the group very much want to discuss, later sessions will try to reflect those interests. Objectives To acquire a thorough grounding in recent Anglo-American philosophy of law. To develop critical and argumentative skills through seminar discussion and the analysis of the writings of key figures shaping the agenda of concerns reflected in contemporary philosophy of law. Assessment Method One essay of 5000 words to the Graduate Administrator, Department of Politics (D/004), by 4.00pm on Monday of Week 1 in the Summer Term. Preliminary Reading nd Hart H, The Concept of Law (2 ed) (Clarendon) Dworkin R, Taking Rights Seriously (Duckworth) Fuller L, The Morality of Law (2nd ed) (Yale)

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Module: Tutor: Module Number: Credit Rating: Duration and Terms: Teaching Programme:

CONTEMPORARY POLITICAL PHILOSOPHY Prof Matthew Festenstein 2180009 20 One term (Spring) Weekly two-hour seminars

Teaching Methods The module will be taught through critical discussion and exchange of ideas in seminars. Procedural Requirements All students must prepare thoroughly for the assigned topic of the seminar by reading and thinking about the topic in depth, coming equipped with questions and points of view, and participating fully. Each student will be required to write a draft essay plan. Module Description This module provides an advanced introduction to some of the most significant problems and approaches in contemporary political philosophy. It addresses a range of topics, which normally include John Rawlss theory of justice, which is often viewed as a founding document of Anglo-American political philosophy; Nozicks entitlement theory; communitarianism; feminism; multiculturalism; and the debate between statist and cosmopolitan conceptions of justice. In each case, we will look at some of the key contributions to these topics, and consider the different arguments and ways of approaching political philosophy expressed in each case.

Objectives To acquire a thorough grounding in recent Anglo-American contemporary political philosophy. To develop critical and argumentative skills through seminar discussion and analysis of philosophical texts. Assessment Method One essay of 5000 words to be submitted to the Graduate Administrator, Department of Politics (D/004), by 4.00pm on Friday of Week 1 in the Spring Term. Preliminary Reading W Kymlicka, Contemporary Political Philosophy (O.U.P.)

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Module: Tutor: Module Number: Credit Rating: Duration and Terms: Teaching Programme:

CRITICAL THEORIES OF INTERNATIONAL POLITICAL ECONOMY Prof Werner Bonefeld 2180095 20 One Term (Autumn) Weekly Two-hour seminars.

Teaching Methods Each seminar is normally introduced by a brief lecture of between 20 and 30 minutes, followed by collective discussion of the seminar topics based on assigned key reading and guiding questions. It is absolutely essential that all students should do the assigned key reading and attend all sessions. Procedural Requirements Students should prepare thoroughly for seminars by studying the key reading, and participate actively in seminars. Each student will be responsible for the submission of one set of seminar minutes. Students are invited to submit an essay plan for the assessed essay in week 8 for which they will receive comments and feedback in week 10. Module Aims and Content The module introduces critical theories of International Political Economy, focusing on Adam Smiths contribution to classical political economy, Marxs critique of political economy, neo-classical economics, neo-liberalism, and contemporary Marxist critique of the state. Throughout the module, we will ask about the political in political economy, and the economic in political economy, and underlying notions of capital, state, class, value, production, exchange, economic purpose. On completion of this module, students should be able to distinguish between distinct critical theories of international political economy, explain the difference between classical political economy, Marxs critique of political economy, neo-classical economics, and neo-liberalism. Assessment Assessment is essay-based. Essays should be around 5000 words in length, and have to be submitted to the Graduate Administrator, Department of Politics (D/004) by 4pm on Friday of week ONE in the Spring Term. Assessed essay questions will be distributed in week 6 of the Autumn Term. Preliminary Reading D. Dowd, Capitalism and its Economics, Pluto, 2000 E K Hunt and H Sherman, Economics: an Introduction to Traditional and Radical Views, Part I, 4th ed. Harper and Row, 1991. J Robinson, Economic Philosophy, Penguin, 1964. W K Tabb, Reconstructing Political Economy, Routledge 1999.

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Module: Tutor: Module number: Credits: Duration and term: Lecture time/location: Teaching programme:

DEVELOPMENT AND HUMAN RIGHTS Prof Paul Gready 2180085 20 credits One term (Spring) Tbc Weekly three hour lecture and seminar sessions.

Teaching methods The module will be taught using an open format in which lecture delivery and seminar discussion will be combined in three hour teaching sessions. Procedural requirements Students will be required to prepare for the assigned debate each week by reading and thinking around the topic, and to participate in class debates. Module description This module will provide insights into contemporary development discourse, parallel and converging histories of development and human rights, and the conceptual frameworks and strategies that are emerging from processes of convergence. The key question addressed by the module is whether human rights can help tackle poverty and inequality, and if so how. Introductory sessions will detail how and why development and human rights have converged in recent years; detail some of the resulting formulations (the rising profile of economic and social rights; human development; the Right to Development; rights-based approaches to development); and link human rights to issues such as aid, debt and trade. Human rights will then be discussed in the context of current development paradigms (Poverty Reduction Strategy Papers; Millennium Development Goals; governance and failed states; corruption). Although still subject to significant resistance and critique, recent policy innovations have propelled rights into terrain which they have previously struggled to reach. In the remainder of the module the challenge of closing the gap between the theory or ideal of rights, and reality, will be explored in more detail. Module learning outcomes The module will introduce students to the key contemporary debates in human rights and development, and explore whether and how human rights can add value to anti-poverty and development agendas. Assessment method Two short pieces will be required by way of assessment: a 2,500 critical engagement with the work of a key development thinker (Collier, Sen etc.) (40%); and a 2,500 word essay linking theory and practice in relation to a specific development issue (40%). A further 20% will be allocated for class participation (10%) and for leading a seminar discussion (10%).

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Module: Tutor: Module number: Credit rating: Duration and terms: Lecture time/location:

THE ENVIRONMENT AND HUMAN RIGHTS Mr Lars Waldorf 2180082 20 credits One term (spring) To be confirmed

Teaching methods Lectures will be used to introduce background information and core concepts; seminars will ground more abstract material in concrete case studies. Procedural requirements Students will be required to do background reading and group work to prepare for the lectures and seminars, and to participate fully in class discussions. Module description The aim of this module is to explore the relationship between environmental protection and human rights. More explicitly, it will seek to equip students with the tools with which to exploit the opportunities, and manage the tensions or contradictions, created by bringing these two fields together. Module learning outcomes The main objective of this module is to link conceptual and substantive knowledge, critical thinking and practical skills. Assessment method Students will be assessed based on the following: Class participation 10% Essay (4000 words) 70% Four 250 word think pieces 20%

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Module: Tutor: Module Number: Credit Rating: Duration:

GRADUATE STUDY AND PROFESSIONAL SKILLS WORKSHOP (Theory) Dr Jon Parkin 2180062 10 credits Three terms

Teaching Programme Weekly sessions of 1-2 hours in the autumn term. Freestanding workshops in the spring term. Bi-weekly dissertation workshops in the summer term. Teaching Methods Mini-lectures and workshops. Procedural Requirements Attendance at sessions. Module Description The purpose of this module is to introduce you to the main skills that you will need if you are to perform to the best of your ability during your time at York. The main sessions include the following: participating in seminars; reading and note-taking for seminars and essays; how to write good essays (including an essay evaluation exercise); coping with language difficulties (two sessions) (overseas students only); how to write a good dissertation; and how to avoid plagiarism. Objectives This module has three main objectives: 1. To familiarise students with the facilities and resources that both the department and university provide to help them undertake their academic requirements. 2. To clarify the sorts of things that the Politics department is looking for when it comes to taking part in seminars, writing essays etc. 3. To help sort out any problems that students may have in this area before they are required to submit assessed work. Assessment Method Students are required to attend ALL sessions to pass this module.

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Module: Tutor: Module Number: Credit Rating: Duration and Terms: Teaching Programme:

HISTORY OF THE IDEA OF TOLERATION Mr David Edwards 2180014 20 One term (Autumn) Weekly two-hour seminars

Teaching Methods The module will be taught through critical discussion and exchange of ideas in seminars. Procedural Requirements All students must prepare thoroughly for the assigned topic of the seminar by reading and thinking about the relevant text and topic in depth, coming equipped with questions and points of view, and participating fully. Seminar introductions will be assigned at start of term and each student must have a paper ready by the end of Week 7. Module Description This course investigates phases in the history and character of the idea of toleration by examining and discussing a series of major texts on the subject. Among the texts studied are: John Lockes Letter on Toleration, John Stuart Mills On Liberty, and John Miltons Areopagitica. The course traces some representative developments of the idea of toleration in the history of political thought and examines both continuity and change in defences of it. Objectives To gain an understanding of how a philosophical tradition of toleration was developed and expressed in different historical and biographical contexts. Assessment Method One essay of 5000 words to be submitted to the Graduate Administrator, Department of Politics (D/004), by 4.00pm on Friday of Week 1 in the Spring Term. Preliminary Reading John Locke, A Letter Concerning Toleration (many editions, including one with critical commentaries in J Horton and S Mendus (eds) John Lockes A Letter Concerning Toleration in Focus, Routledge) J S Mill, On Liberty (many editions, including with critical commentaries in J Gray and G Smith (eds), J.S. Mills On Liberty in Focus, Routledge)

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Module: Tutor: Module number: Credit rating: Duration and terms: Lecture time/location: Teaching programme:

HUMAN RIGHTS DEBATES Prof Paul Gready 2180082 20 credits One term (autumn) Thursday 15:15-18:15, Langwith L/N/003 (week 2: D/056) Weekly three hour lectures/seminars

Teaching methods The module will be taught using an open format in which lecture delivery and seminar discussion will be combined in three hour teaching sessions. Procedural requirements Students will be required to prepare for the assigned debate each week, by reading and thinking around the topic, and to participate in class debates. Module description The aim of this module is to develop students ability to critically debate issues, defend their views in the face of contrasting perspectives, and relate conceptual ideas to practical problems. A number of debates provide the context for contemporary human rights practice. Practitioners need an informed view on the dilemmas raised. This module will feature debates about the foundations and origins of rights, strategic choices, and organisational dynamics. Each debate will be related to concrete practical examples. Module learning outcomes Students will develop their own views on important contemporary human rights debates. Debating and practical skills will be enhanced, as will the ability to relate conceptual ideas to real-world situations and problems in a constructive and creative way. Assessment method Two short pieces of work will be required by way of assessment: a 2,000 word opinion piece on one of the debates covered, detailing and defending the students stance on the debate (40%); a 2,000 work report that critically engages with the way in which a human rights agency (broadly defined) has dealt with one of the debates (40%). A further 20% will be allocated for class participation (10%) and for leading a seminar discussion (10%). Preliminary reading O. Ball and P. Gready. No-nonsense Guide to Human Rights. New Internationalist: Oxford, 2006. D. Bell and J.-M. Coicaud (eds). Ethics in Action: the Ethical Challenges of International Human Rights Nongovernmental Organizations. Cambridge University Press: Cambridge, 2007. R. Falk. Achieving Human Rights. Routledge: New York, 2009 M. Freeman. Human Rights: An Interdisciplinary Approach. Polity: Cambridge, 2002. S. Marks and A. Clapham. International Human Rights Lexicon. Cambridge University Press: Cambridge, 2005. R. Smith and C. van den Anker. The Essentials of Human Rights. Hodder Arnold: London, 2005. H. Steiner and P. Alston, International Human Rights in Context: Law, Politics, Morals. Clarendon Press: Oxford, 2007, 3rd edition. In the first two weeks of the course, students are asked to read David Kennedys chapter The International Human Rights Movement: Part of the Problem?, in his book The Dark Sides of Virtue: Reassessing International Humanitarianism (Princeton University Press: Princeton, 2004: 3-35). While reading this chapter for the first time, record 4 key points or questions about the article which strike you as particularly interesting, provocative or problematic. We will return to these issues in the last class of the module.

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Module: Tutor: Module Number: Credit Rating: Duration and Terms: Teaching Programme:

ISSUES IN INTERNATIONAL POLITICAL ECONOMY Dr Nicole Lindstrom 2180094 20 One Term (Spring) Weekly two-hour seminars.

Teaching Methods Each seminar is normally introduced by a brief lecture, followed by a discussion of the seminar topics based on assigned key reading and questions for that week. All students are required to do the assigned readings and attend every session. Procedural Requirements Students should prepare thoroughly for seminars by studying the key reading, and participate actively in seminars. Students submit an essay plan for the assessed essay in week 8 and receive comments and feedback in week 10. Module Aims and Content The module introduces students to contemporary issues in the field of International Political Economy, including the trans-nationalisation of the state, class, production, trade and finance, to regionalism, development and global governance. The module examines the contested nature of the relationships of class, state, and economy, both analytically and in practice. Assessment Assessment is essay-based. Essays should be around 5000 words in length, and have to be submitted to the Graduate Administrator, Department of Politics (D/004) by 4pm on Friday of week ONE in the Summer Term. Assessed essay questions will be distributed in week 6 of the Spring Term. Preliminary Reading Robert Cox. Production, Power and World Order: Social Forces in the Making of History. Columbia University Press, 1987. Andrew Walter and Guatam Sen. Analyzing the Global Political Economy. Princeton University Press, 2007. William Robinson. A Theory of Global Capitalism. Johns Hopkins University Press, 2004.

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Module: Tutor: Module Number: Credits: Duration and terms: Teaching Programme:

LAW, PUBLIC POLICY, & HUMAN RIGHTS Mr Martin Jones 2180083 20 credits One term (Autumn) Weekly two hour seminars; additional seminars in Weeks 1, 2, 4 and 5.

Module description: The aim of this module is to identify strategies and tools for the application of human rights standards, as set forth in international law, in a variety of contexts. The module seeks to address the question, how can law make a difference? This requires identifying the intersections between international and domestic jurisdictions, and between human rights, law, public policy and the provision of public services. The module will begin with an introduction to the framework and mechanisms of international human rights law on the one hand, and contemporary theory and practice in public policy on the other. The opening five seminars (Seminars 1 to 5) will provide an overview of international human rights law and public policy using the example of the prohibition against torture. Subsequent seminars will focus on different case studies a specific right, a specific public policy choice and a particular geographic location (eg. the prohibition on racial discrimination enforced through public interest litigation in the USA in Seminar 6). Beginning in Week 3, each session will include presentations on the topic by one or more student(s) to initiate the discussion of the topic at hand based upon one or more of the readings. Teaching Methods: The module will be taught through seminar sessions largely held on a weekly basis (except for Weeks 2, 4 and 5 where additional seminars are scheduled). Each seminar will include a lecture component as well as time for discussion and comment; students will be expected to actively participate in (and lead) the discussion. The overall emphasis will be on encouraging critical discussion, participation, and the exchange of ideas. Procedural requirements: Students will be required to prepare for the assigned topic each week by reading and thinking around the topic, and to participate in class debates. Attendance at the seminars is mandatory. Students will be expected to have completed all of the key readings for each seminar in advance of the seminar and be prepared to discuss the issues raised by each readings. Assessment method: One essay of 4000 words (excluding footnotes and bibliography) (60%). Two short blogs of 500 words each reflecting on one of the topics of the module (20%). Each blog post will discuss at greater length an issue arising out of one of the case-studies in the course and will relate it to information, debates, and issues found elsewhere on the Internet (linking to at least five different sources and types of material elsewhere on the Internet). The blogs will be assessed based upon grammar and style; quality of argument; ability to relate the topic to a topic discussed in one of the seminars; use of external sources (from at least 5 different web-based sources); and, ability to relate the topic to other blog posts (including an earlier post by the same student and any earlier posts by different students). Presentation at one of the seminars (10%). Each presentation will include at least 5 minutes of overview of the reading in question and the presenter will lead the discussion for 15 minutes. The substance of the presentation should be discussed with the instructor the week before the presentation. Participation in the seminars (10%)

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Module: Tutor: Module Number: Credit Rating: Duration and Terms: Teaching Programme:

LEADING AND MANAGING CHANGE Dr Rachael Finn (The York Management School) 2280218 20 One term (Autumn) 9 hours of lectures & one weekly 2-hour workshop

Module Overview This module explores the theory and practice of leading and managing change within the context of public service organisations. Reform and change are consistent themes within public sector organisations globally. How best to understand and manage and lead this change is a key challenge for policy makers, managers, and public service professionals alike. This module will examine the complex nature of this challenge, and will question simple prescriptive approaches popular within mainstream management literature and practice. Particular reference will be made to the public sector reform agendas of New Public Management and modernisation, and the increasing need for change management across sector, organisational, and professional boundaries. The module highlights some of the specific issues arising in public sector change management, taking a critical approach to reflect upon the applicability and relevance of generic tools, literature and theories developed within private- sector contexts. Early sessions look at the broad context of public sector change, including the economic, social and institutional factors currently shaping change and key stakeholders in this process. Taking a critical approach, different theoretical approaches to understanding organisations and change will be explored, along with the practical implications for the role of public sector leaders and managers and strategies for change. Drawing upon research examining change within a range of public service organisations, a number of key themes will be discussed, including leadership, culture, politics, the learning organisation and identity. The aim throughout is to emphasise the importance of context, and the specific complexities of leading and managing change in public service organisations. A multi-level approach to understanding change will be emphasised, considering the inter-relationships between society, institutions, organisations, and individuals. Students will be encouraged to critically evaluate and assess the relevance of these arguments, with reference to their own experiences of public sector change within organisations in their different countries. Learning Objectives: To introduce theories and frameworks applicable to leading and managing change in public service organizations; To identify the specific issues and complexities involved in leading and managing change in public sector contexts; To challenge established assumptions around change management; To consider factors that can help or hinder effective change, in relation to individuals, organizations and society; To explore different models of the change agent; To introduce a multi-level perspective towards change, highlighting inter-relationships between society, institutions, organizations and individuals. Learning Outcomes: By the end of this module a student should be able to: Reflect critically on change within different cultures and contexts (national, organizational, personal). Understand the effects of change on individuals at different levels in organizations; Understand and identify the use and limitations of tools and techniques for diagnosing change requirements and evaluating change Review an example of change in their organization and apply the module content to help them analyse and reflect on it. Challenge their own assumptions regarding change and how it should be managed.

Lecture Programme: 9 one-hour, weekly lectures will address a range of topics as follows: Introducing leading and managing change The context of public-sector change Theories of organisational change Leadership and change Culture and change Change and resistance Strategic change management

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The learning organization Summary and conclusions

Workshops The aim of workshop sessions is to encourage you to engage with the module content and reading materials in greater depth. The focus is upon applying these to your own knowledge and experience of public service organisations and case studies, and upon sharing your diverse experiences of change. Seminars will include both practical tasks and points for discussion. You are strongly encouraged to read widely in preparation for seminars, to maximise your learning from sessions. Material for each seminar will be set in the lecture the week before. Sessions will be led by Mr. Jon Fanning. Assessment A 3,500-word critical assessment of a real-world example of organizational change, with submission is to the York Management School. Module Reading Reading for this module consists of a combination of book chapters and journal articles. A reading list of both core and further reading will accompany each lecture. While it is strongly advised that you read beyond the core texts, you are not expected to read everything in the reading list for each session. The purpose of the list is to guide you in pursuing a topic in greater depth and for use in the course assessment. As the module progresses, supplementary reading, particularly journal articles, may be added. Core reading: There are two core texts for this module, from which reading will be specified for each lecture: Osborne, S.P. and Brown, K. (2005). Managing Change and Innovation in Public Service Organisations. London: Routledge Hughes, M. (2007). Change Management: a Critical Perspective. CIPD: London.

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Module: Tutor: Module number: Credit Weighting: Duration and Terms: Teaching Programme:

PERSONAL AND PROFESSIONAL SKILLS Prof Matthew Festenstein 2180091 10 Autumn & Spring terms Fortnightly seminars

Teaching Methods The module will be taught through critical discussion and exchange of ideas in seminars. Procedural Requirements All students must prepare thoroughly for the assigned topic of the seminar by reading and thinking about the topic in depth, coming equipped with questions and points of view, and participating fully. Module Description This module is designed to develop and encourage reflection on the key personal and employment-related skills fostered by advanced study and research in Politics. In particular, the module focuses on skills important for personal and career development, for communication, presentation and writing, and for teamworking and the development of the capacity for independent research. Objectives To develop and reflect on transferable and research skills. Assessment method A 2000 word outline submitted to the Graduate Administrator, Department of Politics (D/004), by 4.00pm on Friday of Week 9 spring term.

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Module: Tutor: Module Number: Credit Rating: Duration and Terms: Teaching Programme:

POLITICAL & RESEARCH ANALYSIS Dr Jim Buller 2180090 20 credits One term (Autumn) 7 two-hour seminars

Description: This module considers the nature, practice and philosophical underpinnings of political research and analysis. It aims to provide students who are just beginning their dissertation projects with many of the conceptual tools necessary to develop a general idea or topic into an effective research design. The first section of the module examines some key issues in the philosophy of social and political explanation, particularly focusing on the nature of explanation, interpretation, structure and agency, and questions of value and objectivity. The second section of the module focuses more narrowly on problems and strategies related to research design. Topics will include theory formation and hypothesis testing, empirical measurement, case selection and sampling bias. Assessment: Two 2500 word essays, one first due at the end of week 6 and the second due at the end of week 9.

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Module: Tutor: Module Number: Credit Rating: Duration and Terms: Teaching Programme:

PERSPECTIVES ON POST-WAR RECOVERY (students registered on MA Post-War Recovery Studies) PRDU team 2180041 20 3 weeks (Spring Term) 12-14 hour lectures and seminars per week

Teaching Methods Teaching aims to maximize the student's opportunity to reflect on their personal motivation and operational performance. Recent experiences and case studies feed into the course which combines structured academic learning with practical, field-based experience. Students will participate in a programme of lectures, seminars and workshops, and undertake teamwork and individual research. The module is delivered using an interactive teaching methodology which facilitates the exchange of experience and knowledge between students and a wide range of visiting professionals and academics. Procedural Requirements This module is open to only MA in Post-war Recovery Studies Course students. All students must prepare thoroughly for lectures and seminars by reading and thinking about the topic in depth, coming equipped with questions and points of view, and participating fully. An essay must be ready by the beginning of Week 10 of the course. Module Description This module presents the principles of physical, social and economic reconstruction through identifying and exploring challenges and issues involved in the progression from relief to reconstruction. Furthermore, it examines the human, political and economic complexities of resettlement and reconstruction, and the issues of disarmament, demobilisation and reintegration of combatants into society. Finally, it imparts the principles, skills and planning techniques required for identifying needs, conducting action planning and managing physical and economical recovery programmes. Objectives The module provides an understanding of the post-war recovery process through exploration of the dynamics of rebuilding the social, economic, psychological, political and physical frameworks of war-torn societies. Assessment Method An essay of 5,000 words to be submitted to the PRDU Administrator, Department of Politics (D/108c), by 4.00 pm on Monday of Week 10 of the course. Preliminary Reading Anderson, Mary B., and Woodrow, Peter, J., 1998. Rising from the Ashes: Development Strategies in Times of Disaster. London, Intermediate Technology Publications Barakat, S. (ed.) 1995. War and Its Aftermath: rebuilding war-torn societies, Disaster Prevention and Management: An International Journal, Vol. 4, No 1, Bradford, MCB University Press Barakat, S., Ellis, S. 1996. From Relief to Development: the long term effects of temporary accommodation for refugees and displaced persons in the Republic of Croatia, Disasters Journal, Vol. 20, No. 2, ODI, p.11-124 Blaikie, P., Cannon, T., Davis, I., and Wisner, B., 1994. At risk: Natural Hazards, Peoples Vulnerability and Disasters. Routledge, London Black, R., 1998. Refugees, Environment and Development, London, etc., Longman Eade, D., 1996. Development in States of War, Oxford, Oxfam Publications Joint Evaluation of Emergency Assistance to Rwanda, 1996. Vol. 1-2-3-4-5 Kane, J., 1999. War-Torn Societies Project: the first four years, Geneva, WSP and PSIS Middleton, N., O'Keefe, P., 1998. Disaster and Development: The Politics of Humanitarian Aid; London, Pluto P. Oxfam, 1995. The Oxfam Handbook of Development and Relief, Vol. 1-2-3, Oxford, Oxfam zerdem, A., Barakat, S. 2000. Water for the Displaced Populations Health: an urban- rural dichotomy revisited, Refuge, Vol. 18, No 5, p.6-21 zerdem, A. , Barakat, S. 2000. After the Marmara Earthquake: Lessons for Avoiding Short Cuts to Disasters, Third World Quarterly, Vol. 21, No 3, p: 425-439 Pirotte, Claire, Husson, Bernard, and Grunewald, Francois, 1999. Responding to Emergencies and Fostering Development: The Dilemmas of Humanitarian Aid, London, etc., Zed Books Rubin, F. 1995. A Basic Guide to Evaluation for Development Workers, Oxford, Oxfam Samset, K. 1993. Evaluation of Development Assistance: handbook for evaluators and managers, Oslo, Royal Ministry of Foreign Affairs Stiefel, M., 1999. Rebuilding After War: lessons from the war-torn societies project, Geneva, WSP and PSIS War-Torn Societies Project, 1999. War-Torn Societies Project in Practice, Geneva, WSP and PSIS

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Core Module:

PLANNING & MANAGING RECONSTRUCTION PROGRAMMES (students registered on MA Post-War Recovery Studies) PRDU team 2180042 20 3 weeks (Spring Term) 12-14 hour lectures and seminars per week

Tutor: Module Number: Credit Rating: Duration and Terms: Teaching Programme:

Teaching Methods Teaching aims to maximize the student's opportunity to reflect on their personal motivation and operational performance. Recent experiences and case studies feed into the course which combines structured academic learning with practical, field-based experience. Students will participate in a programme of lectures, seminars and workshops, and undertake teamwork and individual research. The module is delivered using an interactive teaching methodology which facilitates the exchange of experience and knowledge between students and a wide range of visiting professionals and academics. Procedural Requirements This module is open only to MA in Post-war Recovery Studies Course students. All students must prepare thoroughly for lectures and seminars by reading and thinking about the topic in depth, coming equipped with questions and points of view, and participating fully. A project proposal assignment must be ready by the second Monday of March. Module Description The module identifies the techniques involved in programme development, monitoring and evaluation, from selecting and assigning measurement indicators to assessing the sustainability of the end product. It disseminates theories and mechanisms for team selection, team building, managing staff, budgets and programmes in situations of flux and political instability. Finally, it imparts the skills and knowledge required by those working under fire in order to maintain personal, organisational and project security as well as to manage change and crisis. Objectives The module provides technical, organisational and managerial skills in assessing needs, designing intervention programmes, working with communities, and project monitoring and evaluation. Assessment Method A project proposal assignment to be submitted to the PRDU Administrator, Department of Politics (D/108c), by 4.00 pm on the second Monday of March. Preliminary Reading Carter, W., N., 1992. Disaster Management: a disaster managers handbook, Manila, Asian Development Bank Davis, J., Lambert, B., 1995. Engineering in Emergencies, London, RedR/IT Horwood, Chris, 2000. Humanitarian Mine Action: The First Decade of a New Sector in Humanitarian Aid, RRN Network Paper No. 32, London, Overseas Development Institute Kreimer, A. 1991. Managing Natural Disaster and the Environment, Washington D.C. Larson, C. 1989. Teamwork: what must go right / what can go wrong, Sage Publications McGrath, Rae, 1994. Landmines: Legacy of Conflict: A Manual for Development Workers, Oxford, Oxfam Paul, D., 1999. Protection in practice: field-level strategies for protecting civilians from deliberate harm, London, Overseas Development Institute Roberts, S. 1995. After the Guns Fall Silent: the enduring legacy of landmines, Washington D.C., The Vietnam Veterans of American Foundation Stott, K., Walker, A., 1995. Teams, Teamwork and Teambuilding, Prentice Hall Thompson, r. 1993. Managing People, Butterworth & Heinemann Van Brabant, K., 1994. Bad Borders Make Bad Neighbours, London, ODI Van Brabant, K., 2000. Operational Security Management in Violent Environments, Good Practice Review No. 8, Humanitarian Practice Network, ODI Wisconsin University, 1992. An Overview of Disaster Management, Madison

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Module: Tutor: Module Number: Credit Rating: Duration and Terms: Teaching Programme: Teaching Methods:

POLICY ANALYSIS Dr Jim Buller, Dr Andrew Connell & Dr John Parkinson 2180020 20 One term (Spring) 9 hours of lectures and one weekly 2-hour workshop

The module will be taught on the basis of nine 1-hour lectures and nine 2-hour workshops. For every topic covered there will normally be a 1-hour lecture. A lecture note will be made available to students in each lecture. The workshops do not cover exactly the same ground as the lectures but aim to pick out particular policy issues for more concrete analysis. Each workshop will feature a combination of one or more of the following: a twenty minute paper presented by a workshop member; a roundtable discussion led and moderated by another participant; a policy analysis exercise; or, an interactive case study. Module Description: This module provides an introduction to the specialist sub-field of policy analysis with a focus on the development of multi-level analytical skills. It covers contemporary issues and problems and aims to deepen participants knowledge of the theory and practice of public administration. The module is organised into three parts: decision analysis, mesolevel analysis and delivery analysis. Decision analysis focuses on knowledge in the policy process, encompassing: the broad environs of the policy process such as the economic context: stages of the policy process (e.g. formulation, implementation, evaluation, termination) and methods of analysis (e.g. forecasting, cost benefit analysis, social indicators). Meso level analysis provides a critical examination of the recent emergence of inter-organisational decision making models and assesses their utility through empirical tests. The delivery component covers implementation analysis and evaluation. In sum, this module resources the student with a broad view of the nature of power and policy implementation in the modern state. Learning Objectives: To explore current themes in policy analysis. To explore the concept of policy and policy analysis. To consider how policy problems and agendas are framed. To consider the actions and processes that shape decision making. To explore how policies are implemented and evaluated, and how they may be transferred between different settings.

Learning Outcomes: By the end of the module participants should be able to: understand the policy process and the types of actors and influences that shape it have an appreciation of some models and frameworks which can assist in the analysis of policy issues and problems use appropriate models and frameworks to analyse examples of policy processes in their own and other organisational settings, and within these examples be able in particular to o describe key actors, their relationships and sources of influence o analyse the process of decision-making o discuss the role of front-line staff in shaping policy outcomes o identify factors that are relevant to understanding policy success and failure o understand the notion of policy transfer and be able to assess the extent to which transfer has taken place in specific cases discuss the issues involved in researching and studying the policy process Assessment Method: One essay of 5000 words to be submitted to the Graduate Administrator, Department of Politics (D/004) by 4.00pm on Monday of Week 1 in the summer Term. Preliminary Reading: W. Parsons (1996), Public Policy. An Introduction to the Theory and Practice of Policy Analysis (London, Edward Elgar) P. Sabatier (ed.) (1999), Theories of the Policy Process (Westview Press) C. Hood (1998), The Art of the State: Culture, Rhetoric and Public Management (Oxford: Oxford University Press)

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Module: Tutor: Module Number: Credit Rating: Duration and Terms: Teaching Programme: Teaching Methods:

POLICY REPORT Dr John Parkinson 2180079 60 One term (Summer) The Policy Report is supported through a weekly workshop and personal supervision in the summer term.

The module will be taught by means of a weekly two-hour workshop with an introductory lecture in the rules of report writing and supported by personal supervision. Procedural Requirements: Each student is expected to present one report proposal and prepare and participate fully in the Policy Workshop. Students must submit a Policy Report by mid September. Module Description The central aim of this module is to provide participants with skills in research design and the apparatus of report writing necessary to complete an independent Policy Report which exhibits skills of analysis, evaluation, use of evidence, and problem-solving. The purpose of the report is to review and integrate learning activities across the core modules which have already been undertaken on the Master in Public Administration and the Master in Public Administration in International Development during the autumn and spring terms. This is achieved through the development of an independent piece of research in which a process of policy or organisational change is evaluated from both a practical and an academic perspective. This 10,000 word policy report is supported by the Policy Workshop which is convened in the summer term at which participants present research proposals to a forum consisting of subject specialists and colleagues. This workshop includes a formal process of written peer and supervisory review providing a broad range of feedback for students. A specialist supervisor is provided for this component of the course. Each student should email a typed proposal of 1, 500 words plus a bibliography to the Convenor of the Policy Workshop, other course participants and their supervisor in the week prior to their presentation at the Policy Workshop. Report proposals should address the following themes: identify the context of your policy/organisational problem; identify the research problem; link to gap(s) within the secondary academic literature; identify the central thesis/ argument which the report will develop here you need to locate the two contributions that your thesis will make, (1) a contribution to the theoretical literature (2) a contribution to practice; summarise your theoretical perspective; sketch the nature of your case study materials and identify how you're going to get access to primary source materials, target interviews etc. ; if possible provide an overview of the organisational design of the dissertation; provide a research timetable; identify the audience for whom the thesis is written (i.e. of interest to practitioners, Public Administration etc.); and, provide a bibliography. The workshop involves a 20 minute presentation followed by a 10 minute question and answer session. All workshop participants will provide the presenter with written feedback on their proposal. The Policy Report is completed during the last five months of the programme. Additional reference to dissertation and report writing is also made in the Graduate Study and Professional Skills and Policy workshops convened in the autumn, and spring terms. Assessment Method Students will be required to write one 10,000 word Policy Report. The report should be submitted to the Graduate Administrator, Department of Politics (D/004), by 4.00pm on Friday 17 September 2010. Preliminary Reading N. Walliman (2001), Your Research Project. A Step-by-Step Guide for the First-time Researcher, London, Sage.

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Module:

PRACTICAL SKILLS OF WORKING WITH COMMUNITIES IN CONFLICT (students registered on MA Post-War Recovery Studies) PRDU team 2180040 20 3 weeks (Autumn) 12-14 hour lectures and seminars per week

Tutor: Module Number: Credit Rating: Duration and Terms: Teaching Programme:

Teaching Methods Teaching aims to maximize the student's opportunity to reflect on their personal motivation and operational performance. Recent experiences and case studies feed into the course which combines structured academic learning with practical, field-based experience. Students will participate in a programme of lectures, seminars and workshops, and undertake teamwork and individual research. The module is delivered using an interactive teaching methodology which facilitates the exchange of experience and knowledge between students and a wide range of visiting professionals and academics. Procedural Requirements This module is open to only MA in Post-war Recovery Studies Course students. All students must prepare thoroughly for lectures and seminars by reading and thinking about the topic in depth, coming equipped with questions and points of view, and participating fully. A field study report must be ready at the beginning of the Spring term. Module Description This module first, focuses on the current theoretical and practical debates informing humanitarian activities, and presents an overview of the main trends affecting contemporary humanitarian organisations. It introduces the key concepts involved in conflict management and, by way of a typology of a contemporary peace process, examines the main obstacles encountered in transitions from violence to peace. It also gives students the opportunity to develop skills for the field visit, examining the mechanisms for capacity appraisal, project design and community mobilisation, mindful of the ethical and moral dilemmas facing local government, NGOs, UN agencies and the ICRC. Objectives The module imparts international principles and ethics of conflict resolution and peace-building in relation to reconstruction and development, and provides students with practical skills of working with communities in conflict. Assessment Method A field study report of 5,000 words to be submitted to the PRDU Administrator, Department of Politics (D/108c), at the beginning of the Spring term. Preliminary Reading Anderson, Mary B., Do No Harm: How Aid Can Support Peace or War, Boulder, Colo., etc., Lynne Rienner Benthall, Jonathan, 1993. Disasters, Relief and the Media, London, etc., Tauris, Bennett, J. 1995. Meeting Needs: NGO Coordination in Practice, London, Earthscan Burton, J. 1990. Conflict: resolution and prevention, London, Macmillan Cahill, Kevin M., 1993. A Framework for Survival: Health, Human Rights and Humanitarian Assistance in Conflicts and Disasters. New York, etc., Basic Books Chambers, R. 1997. Whose Reality Counts? Putting the First Last, Intermediate Technology, London De Waal, Alex, 1997. Famine Crimes: Politics and the Disaster Relief Industry in Africa, London, etc., African Rights, etc.

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Module: Tutor: Module No: Credit Rating: Duration and Terms: Teaching Programme:

PUBLIC FINANCE Ms Kim Loader (York Management School) 2780351 20 One term (Spring) Weekly 2 hour lectures plus four 2 hour seminars

Module Description The module examines a range of theoretical, practical and policy based dimensions relating to public finance, including market failure and public choice theories, public expenditure and taxation, and the financial planning and control of public monies. These are addressed in the context of both developed and developing countries. Learning Objectives The objectives of this course are to: Equip students with the relevant knowledge of the key concepts and the principles of public finance Familiarize students with public sector accounting, management and accountability Enable students to critically discuss management aspects in relation to public finance such as management of public expenditure and revenue Enable students to engage in a critical discussion of recent debates, developments and trends in public finance. Learning Outcomes By the end of this module students should: Be able to define public finance and public economics Be able to discuss the controversies and challenges around the role of government in public finance Understand different concepts of efficiency including Pareto efficiency Be able to ex[plain why market failure occurs and how it may be addressed in relation to public finance Have a good understanding of the main features and principles of fiscal policies, i.e. revenue, expenditure and budget policy and process Describe the evolution and the features of public sector management and accountability and its impact upon the effectiveness of financial management Understand public choice theory, its underpinning assumptions and its relationship with public sector reform and privatisation. Teaching Methods Lectures will provide key inputs into the principles and practice of public finance. They will also provide opportunity for questions and answers, discussions and the sharing and comparison of participants relevant experiences. The seminars will provide a range of learning activities: students will be required to research, discuss, present and debate in greater depth a range of topics introduced during lectures. Lecture slides and other teaching materials will be available on the VLE. This includes handouts, articles, and seminar tasks and notes. Students will be encouraged to share materials, including presentations and handouts prepared for seminars. Assessment Method The assessment for this module is an essay of 3500 words, Preliminary Reading Students will be required to access a range of materials from a variety of sources. The nature of the module means that it is not appropriate to rely only on textbooks and so journal articles and other academic, professional and government publications are also important. Recommended Text Connolly and Munro (2005) Economics of the Public Sector, Pearson. Other Public Sector Economics texts are also useful, such as: nd Bailey, S.J. (2002) Public Sector Economics 2 edition, Palgrave Macmillan. Additional references will be provided during the module.

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Module: Tutor: Module Number: Credit Rating: Duration and Terms: Teaching Programme:

PUBLIC MANAGEMENT & DELIVERY Dr Andrew Connell 2180060 20 One term (Autumn) 9 hours of lectures and one weekly 2-hour workshop including experiential talks by senior Public managers.

Teaching Methods The module will be taught on the basis of nine 1-hour lectures and nine 2-hour workshops. For every topic covered there will normally be a 1-hour lecture. A lecture note will be made available to students in each lecture. The workshops do not cover exactly the same ground as the lectures but aim to pick out particular policy issues for more concrete analysis. Each workshop will feature a combination of one or more of the following: a twenty minute paper presented by a workshop member; a roundtable discussion led and moderated by another participant; a policy or management exercise; an interactive case study; and/or an experiential talk by a senior public manager. Procedural Requirements Each student is expected to present one workshop paper, prepare for workshop exercises and participate fully in all workshops. Students must submit a procedural essay by the end of week 7 of the Spring Term. Module Description This module provides an opportunity for participants of a practical orientation to enhance their personal growth by stimulating new ideas and developing new skills in public policy, administration and management. The module explores current developments in applied policy analysis and public management; considers how policy problems and programmes are managed in the public sector; evaluates the actions and processes that shape the management of change; and, assesses how policies are managed, implemented, monitored and evaluated. The module brings together three key inter-related themes: public management theory and practice; the tools of government; and, the role of knowledge in public policy-making. The public management theory and practice theme examines the development of public management reform in its international perspective, the professional and ethical implications of reform, and the development of models of joined up government. The tools of government and role of knowledge themes explore policy instruments and techniques utilised at the micro-level stages of the policy process, and methods of programme measurement, analysis and evaluation. Objectives This module aims to provide participants with: an understanding of the complex issues surrounding the formation, implementation and evaluation of public policy; a grasp of the political, institutional and organisational contexts which shape the policy making process; a familiarity with the ways in which the management and operation of the public sector has been transformed since the early 1980s; team work and research skills which will benefit data collection and analysis for the dissertation component of the degree; and, inter-professional perspectives and intellectual and professional self-awareness Assessment Method One essay of 5000 words to be submitted to the Graduate Administrator, Department of Politics (D/004) by 4.00pm on Friday of Week 1 in the Spring Term. Preliminary Reading J.E. Lane (2000), New Public Management (Routledge)

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Module: Tutor: Module Number: Credit Rating: Duration and Terms: Teaching Programme:

REASON & POWER IN EUROPEAN POLITICAL THOUGHT Prof Matthew Festenstein 2180071 20 One term (Autumn) Weekly two-hour seminars

Procedural Requirements All students must prepare thoroughly for the assigned topic of the seminar by reading and thinking about the topic in depth, coming equipped with questions and points of view, and participating fully. Module description This module provides an introduction to some of the key themes and thinkers in recent continental European political thought, organised around the study of influential continental European social and political theorists after Weber. In particular, the module focuses on the work of Max Weber, the early Frankfurt School, Jurgen Habermas, and Michel Foucault. In doing so, it addresses topics such as reason and rationalisation in modernity, legitimacy, and the concepts of power and the political. Objectives To acquire an understanding of central themes and bodies of thought in recent European political theory To develop critical and argumentative skills through seminar discussion and analysis of key texts Assessment One essay of 5, 000 words Preliminary reading Max Weber, Political Writings, ed. P. Lassman and R. Speirs P. Connerton (ed.) Critical Sociology Paul Rabinow (ed.) The Foucault Reader

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Module: Tutor: Module Number: Credit Rating: Duration and Terms: Teaching Programme:

SOCIAL & POLITICAL ISSUES IN DEVELOPMENT: Conflict, Identities & Citizenship Dr Rob Aitken & Dr Tom Harrison 2180051 20 One term (Spring) Weekly two-hour seminars

Teaching Methods The module will normally be delivered via a weekly 2-hour seminar. These will involve a range of teaching and learning strategies such as student presentations, student-led discussions, formal mini-lectures, workshops, debates and group projects. Procedural Requirements All students will be required to prepare and present seminar papers during the term and to submit a procedural essay, on which they will receive written feedback before the end of the term. Module Description The module examines the intersections of social conflicts, identities and citizenship in contemporary development. How do development policies impact differently on distinct social groups; in what ways can they aggravate or alleviate social conflicts? How should we understand and analyse conflicts over power and resources? What impact does development have on the lives of the poor? How might the poor gain more effective citizenship and participation in development and politics? Political science has numerous theories about how states mediate and regulate conflicts over power and resources. However, these theories often presuppose the existence of effective institutions, citizenship rights and forms of civil society organisation that may not be present in many developing and transitional states. The module therefore examines how we can understand conflicts over power and resources in such states, and the relevance of concepts such as clientelism, patronage, networks and corruption for analysing the actual functioning of power in Africa, Latin America, and Asia. The module also assesses strategies for promoting effective citizenship and active participation in the development process. Assessment Method One essay of 5000 words to be submitted to Graduate Administrator, Department of Politics (D/004), by 4.00pm on Monday of Week 1 in the Summer Term. Preliminary Reading Afshar H & Barrientos S (eds) (1999) Women, Globalization and Fragmentation in the Developing World New York, St Martins Press Jackson, C. & R Pearson (eds) (1998) Feminist Visions of Development London, Routledge Kothari, U. and M. Minogue.(eds) (2002) Development Theory and Practice: Critical Perspectives, Basingstoke, Palgrave Mosse, David (2005) Cultivating Development: An Ethnography of Aid Policy and Practice, London, Pluto Sen, A.K. (1999) Development as Freedom, Oxford, OUP

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Module: Tutor: Module: Credit Rating: Duration and Terms: Teaching Programme: Assessment: 5000 word assignment

STRATEGIC PLANNING Mr Jon Fanning (The York Management School) 2280256 20 One term (summer) Weekly one-hour lecture and two-hour seminars

Description This module aims to introduce managers in the public and not for profit sectors to the main themes, concepts and practices of strategic management. The module aims to equip students with practical skills, offer them opportunities to use these skills in work based and case study scenarios and also give students insight to enable them to analyse and evaluate the strengths and weaknesses of strategic management in the public and not for profit sectors. Learning Outcomes By the end of this module a student should be able to: Understand of the strategic management process in public and not for profit sectors. Will be able to evaluate and analyse the strengths and weaknesses of strategic management in practice in their organisation or organisations with which they are familiar Will be able to offer a critique of the prescriptive approach to strategic management. Content The module follows the sequential order of a prescriptive strategic process. Each workshop builds on the previous one starting with internal and external strategic review, through strategy formulation, managing change and finally strategy implementation and evaluation. Issues specific to public sector and not for profit organisations are built into the structure of each workshop. Concepts are illustrated with reference to appropriate illustrative case studies. External Review Internal Review Vision, Mission and Purpose Long term objectives Generate, evaluate and select strategies Implement strategies Manage the change process Measure, evaluate and review performance

Teaching Materials OHP slides, handouts, articles, case studies and other material on the VLE

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Indicative Reading List for Strategic Planning: Strategy textbook: Johnson G, Scholes K, and Whittington R (2005) Strategy readers Channon (2007) Mintzberg, Ahlstrand and Lampel H (2005) Porter M (1998), Segal-Horn S (2004) Public sector strategy Bryson J (1995) Flynn, N. (2002) Doherty T & Horner P (2001) Johnson G and Scholes K (2001) Hughes O (2003) Pollitt, C (2003)

Exploring corporate strategy

Harlow, Pearson

Encyclopaedic Dictionary of Strategic Management Strategy Bites Back Competitive Advantage nd The Strategy Reader 2 Edition

Oxford, Blackwell London, Prentice Hall

New York: Free Press Oxford, Blackwell

Strategic planning for public and non-profit organisations Public Sector Management Managing public services: implementing changes (Metalib ebrary) Exploring Public Sector Strategy Public Management and Administration, an introduction (Metalib ebrary) The Essential Public Manager

San Francisco, Jossey Bass Harlow, Pearson London, Routlege Harlow: Pearson. London, Palgrave Milton Keynes, Open University Press

Journals (current periodicals and York E journals) Academy of Management Executive The Economist Harvard Business Review

Journal of International Management MIT Sloan Management Review

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Module: Tutor: Module Number: Credit Rating: Duration and Terms: Teaching Programme:

THEORIES AND POLICIES OF DEVELOPMENT GOVERNANCE Dr Tom Harrison 2180052 20 One term (Autumn) Weekly 1 hour lectures and 1.5 hour seminars for 8 weeks

Teaching Methods The module will be taught through weekly lectures and seminars. Procedural Requirements All students will be expected to read and think about the assigned readings prior to seminars. Students will take it in turns to give seminar presentations as well as submitting one procedural essay. Module Description This module looks at major theories and policies of development governance. Debates about how best to achieve economic and social development in the developing world have focused on what role the state should play in the development process. The module examines this question by looking at the experiences of different parts of the developing world, asking why some regions have performed so much better than others. The module charts changing trends in development policy from early state-led models of development, to the rise of neoliberalism and the more recent preoccupation with good governance. It considers how and why these changes in policy have occurred and what effect they have had in different parts of the developing world. The topics covered include development planning, East Asian developmental states, neoliberalism and the role of the market, the growing significance of NGOs and other non-state actors, the role of different forms of institutions and whether democracy is essential for effective development governance. The module also looks at the emergence of new challenges facing developing countries, particularly the growing threat presented by climate change. The module is multidisciplinary, introducing students to influential ideas in the politics, economics and political economy of development. Assessment Method Students will be required to write one essay of up to 5,000 words from a list of questions. The essay must be submitted to the Graduate Administrator, Department of Politics (D/004), by 4.00pm on Friday of Week 1 in the Spring Term. Preliminary Reading Chang, Ha-Joon (2002) Kicking Away the Ladder, (Anthem Press) Leftwich, A. (2000) States of Development: On the Primacy of Politics in Development (Polity Press) Sen, A.K. (2000) Development As Freedom, (Oxford University Press) Stiglitz, Joseph (2002) Globalization and its Discontents (Allen Lane)

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Module: Tutor: Module Number: Credit Rating: Duration and Terms: Teaching Programme:

THOMAS HOBBES IN CONTEXT Dr Jon Parkin 2180072 20 One term (Autumn) Weekly two-hour tutorials

Teaching Methods The module will be taught through critical discussion and exchange of ideas in tutorials. Procedural Requirements All students must prepare thoroughly for the assigned topic of the seminar by reading and thinking about the topic in depth, coming equipped with questions and points of view, and participating fully. Module Description The purpose of this course is to help students to develop an historically-informed understanding of the work of a political philosopher whose views are foundational to the modern tradition of political thought. The module places Hobbess political theory within the context of his broader philosophical project, and the historical circumstances within which it was developed. Students will be asked to consider some of the central questions about Hobbess ideas, in particular the character of his political theory, questions about Hobbess political and religious identity, Hobbess use of rhetoric, and the connections between different aspects of his work. To this end, students will be ask to consider a range of Hobbesian texts that will include, in addition to Leviathan, The Elements of law, De cive, Behemoth and De Corpore.

Objectives To acquire a sophisticated understanding of the character of Hobbess political ideas that will equip students to carry out advanced research on his work. To develop critical and argumentative skills through seminar discussion and the analysis of Hobbess writings. Assessment Method One essay of 5000 words to the Graduate Administrator, Department of Politics (D/004), by 4.00pm on Friday of Week 1 in the Spring Term. Preliminary Reading Thomas Hobbes, Leviathan, ed. E. Curley (1994) Thomas Hobbes, On the Citizen, ed. R. Tuck and M. Silverthorne (1998) Richard Tuck, Hobbes (1989).

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Module: Tutor: Module Number: Credit Rating: Duration and Terms: Teaching Programme:

UNDERSTANDING GOVERNANCE Dr Nicole Lindstrom, Dr Andrew Connell & Dr Jim Buller 2180019 20 One term (Autumn) Weekly one-hour lectures and 1.5-hour seminars

Teaching Methods The module will be taught on the basis of a one-hour lecture followed by weekly 1.5-hour seminars. Most seminars will include a workshop exercise. Students are required to come to the seminars having read all essential reading and prepared for the exercises. Procedural Requirements Each student is expected to participate fully in all workshops. Students must an essay plan by the end of Week 8, and will receive comments on the plan by the end of Week 10. Module Description The module introduces students to the main issues involved in the study of governance. It begins by surveying different approaches. The module then goes on to look at a number of contemporary trends in, and challenges to, the practice of governance, including: global governance; multilevel governance; democracy and legitimacy in governance; decentralized governance; and network governance. The module concludes by reviewing the contribution that the governance literature has made to the study of public administration and public policy. Objectives In convering contemporary issues and problems related to governance, it aims to deepen participants knowledge of the theory and practice of governing modern organisations. . Assessment Method One essay of 5000 words to be submitted to the Graduate Administrator, Department of Politics (D/004), by 4.00pm on Friday of Week 1 in the Spring Term. Preliminary Reading R. A. Rhodes. Understanding Governance. Open University Press, 1997. J. Pierre. Debating Governance. Oxford University Press, 2000. Jon Pierre and Guy Peters. Governance, Politics and the State. Palgrave Macmillan, 2000. Anne Mette Kr.Governance: Key Concepts. Polity, 2004.

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Module: Tutor: Module Number: Credit Rating: Duration and Terms: Teaching Programme:

WOMEN CITIZENSHIP AND CONFLICT (CENTRE FOR WOMENS STUDIES) Prof Haleh Afshar 5080203 20 One term (Spring) Weekly two-hour lectures, weekly two-hour seminars

Teaching Methods The module will be taught through lectures and critical discussion and exchange of ideas in seminars. Students will be expected to take turns in formally presenting a pre-circulated paper, and in commenting on the papers. Procedural Requirements There will be 9 seminars, commencing with an organisational seminar in Week 1 to sort out responsibilities. All participants are expected to present a minimum of two seminar papers and to act as discussants for all other papers. In Weeks 2 and 3 everyone must present one seminar on the theories of development. Module Description The module will focus on the definitions of citizenship and question whether they play in part in defining womens ability to participate in conflict and resolution thereof. The questions will be illustrated with case studies Objectives The module gives students practice in the exercise of the basic skills of interpreting and critically analysing theories of citizenship and conflict and conflict resolution in the context of the lived realities of the developing countries. Assessment Method One essay of 5000 words to be submitted to the Graduate Administrator, Centre for Womens Studies, by 4.00pm on Friday of Week 1 in the Summer Term. Preliminary Reading Cockburn, Cynthia Gender, Armed Conflict and Political Violence London: Zed Books Jacobs, Susie, Jacobson, Ruth & Marchbank, Jennifer (eds) (2000) States of Conflict. Gender, Violence and Resistance, Zed Books, London Jospeh, Ammu and Sharma, Kalpana (eds) (2003) Terror and Counter Terror: Women Speak Out London Zed Books Yuval-Davis Nira and Werbner Pnina (eds) (1999) Women, citizenship and difference. Postcolonial encounters

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PART V: RESEARCH DEGREES

USEFUL UNIVERSITY WEB SITES FOR RESEARCH STUDENTS: The Degrees of MPhil and PhD: Notes of Guidance http://www.york.ac.uk/admin/gso/exams/guidance.htm Writing a Thesis in the Social Sciences: A guide of good practice for staff and students (of interest to others too!) http://www.york.ac.uk/admin/gso/exams/thesis/ThesisSocialSciences.htm Graduate Training Unit http://www.york.ac.uk/admin/hr/training/gtu/students/ Presentation of Theses (Regulation 2.8.) http://www.york.ac.uk/admin/gso/exams/thesis/ThesisPresentation.htm Binding of and Submission of Theses http://www.york.ac.uk/admin/gso/exams/thesis/binding.htm Research Student Long Term Register Continuation Fees http://www.york.ac.uk/admin/gso/fees.htm Library: Long-Term Register students http://www.york.ac.uk/library/servicesandfacilities/membership/#extresearch

UNIVERSITY REGULATIONS AND GUIDES The regulations governing your degree are contained in the University's Ordinances and Regulations. (www.york.ac.uk/admin/aso/ordreg). Some of these, particularly concerning the supervisory relationship and examination arrangements, are amplified and explained in the leaflet "Notes of Guidance for MPhil/PhD Students, Supervisors and Examiners". In addition the social science departments of the University have collaborated to produce "Writing a Thesis in the Social Sciences: A Handbook of Good Practice for Students and Staff". This contains a great deal of advice about your studies as a research student, and should be read carefully. These documents are all available on the University of York web site (see above). The University policy on research degree programmes can be found at: http://www.york.ac.uk/admin/gso/exams/researchcode.htm

THE SUPERVISOR You and your supervisor should meet regularly. The departmental guidelines vary with your year of study. First year MPhil/PhD students would normally see their supervisors every other week of term. These meetings may include some of your formal research training. Second year students would normally see their supervisor every two or three weeks during term. Third year students should see their supervisor twice a term. Part-time students will meet their supervisors less frequently, on a pro rata basis. You will also be allocated a back-up supervisor, who will deputise for your supervisor during any prolonged absence of the latter from the University. Students should fill in a record of their meetings with their supervisor on Skills Forge. You can find information about how to use Skills Forge here: http://www.york.ac.uk/admin/hr/training/gtu/students/gpd/index.htm At the end of the Autumn and Spring Term, your supervisor will be given a Research Student Termly Report form to complete on your progress; s/he will also comment on your Annual Research Student Report (see next section). You will receive a copy of the completed forms (those with ESRC & AHRC awards will need them for writing their annual reports to those organisations).
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It is considered good practice for the student to draw up a record of formal supervisory meetings for approval by the supervisor. This should include the date of the meeting and a summary of the content of the meeting and of future actions to be performed, including agreed training. Some indication of the scope of the supervisor's functions, and what you can expect of the supervisor, is set out in "Notes of Guidance for MPhil/PhD, Students, Supervisors and Examiners" in the Departmental leaflet "Guidelines for Research Supervisors" (see Appendix 5 and in "Writing a Thesis in the Social Sciences" (see "University Regulations and Guides" above). At the end of every Thesis Advisory Panel meeting (see p.74) with the supervisor and back-up supervisor (there should be two every academic year) there will be a confidential interview with the back-up supervisor to discuss how supervision is going. This is the form of Student Audit for research students, and you will also be asked generally for your views on the provision of services and facilities for your research by the Department and the University. In addition, you are always welcome to approach the Director of the Graduate School (or, if the Director is your supervisor, the Head of Department) about your supervision. Your supervisor has been selected for you as the person best suited for your particular research topic. If, after arriving, you wish to change your topic to the extent that your supervisor is no longer suitable, your being allowed to make the change is conditional on the Department being able to provide another supervisor. If a change in topic is to be explored, it should be done as soon as possible. Should you for any reason wish to change your supervisor, you should approach the Graduate Director, or, if s/he is your supervisor, the Head of Department. You can also talk to your back-up supervisor about any difficulties that arise with supervision.

ANNUAL REPORT All research students must fill in an Annual Research Student Report on which you will give an account of the work completed during the year, what progress you have made with your overall plan for the thesis and whether it now needs revision and what research training you have completed. Once you have filled it in, you should pass the form to your supervisor, who writes a report on his/her view of your progress. You will receive a copy of the completed form (those with ESRC awards will need them for writing their annual ESRC reports). Intermittently the University and funding bodies ask to see records to ensure that student progress monitoring systems are in place. Failure to provide the appropriate document puts the Department in a bad light and threatens chances of receiving further awards. In sum, failure to hand in reports can jeopardise the chance of future students to engage in funded research with the Department.

RESEARCH TRAINING Research training is a compulsory part of the MPhil/PhD programme, although allowance is normally made for research training previously completed, e.g. as part of a Master's Degree. When you applied, the Department will have investigated what research training was thought necessary for you, given your qualifications and the nature of the research you proposed. (If it is felt by the Department that you have already received sufficient research training, for example in the course of a Master's Degree, you may be exempted from further general training.) Research training normally covers basic research methods relevant for your own research programme, and usually includes not only technical training (e.g. quantitative and qualitative methods for empirical research, philosophical methods for political theory, etc.) but also coursework relevant to the substantive topic which you are investigating. When you are interviewed for audit (see previous section) you will be asked what research training you have received, whether it was adequate to your purposes, and whether there is any further training you would like to be given. Students' needs in this respect can change as work on the thesis progresses; although research training is arranged for the early terms, it is always possible to supplement or augment it later, and you are encouraged to make any new needs known to your supervisor as they develop.

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GRADUATE PROFESSIONAL DEVELOPMENT The University is committed to offering the opportunity for graduates to develop a broad range of professional skills with the twin aims of helping with your research and also to enhance your employment prospects when you finish your studies. The University recommends that you undertake ten days training per year of full-time study (although this is not all class contact time see below). Consequently, the Department and the University both provide a programme of professional training for research students. Within the Department, all new research students are required to attend the modules, Political and Research Analysis (Autumn Term), Personal & Professional Skills (Spring Term), and Advanced Quantitative & Qualitative Methods (Spring Term). These modules deal with some basic matters, and you may be familiar with some of them. However, the Graduate Committee believes not only that you will benefit from meeting the other new students in the School and discussing basic research-related issues with them and with the tutor, but also that you are likely to need the sort of basic information about the library and computing facilities which are peculiar to York. The Department will also provide a programme of occasional events, including workshops and seminars, as part of its contribution to professional development. Other directly discipline related activities that contribute to your professional development include teaching, conference attendance and paper giving, and any other activities such as seminar or conference organisation.

Graduate Training Unit The Universitys Graduate Training Unit also offers a wide ranging programme of transferable skills modules and you are strongly encouraged to make full use of the courses they offer. See its excellent programme: http://www.york.ac.uk/admin/pod/graduate/students/courses.shtml Every research student is required to plan their graduate professional development training programme with their supervisor, using the Skills Forge software (http://www.york.ac.uk/admin/hr/training/gtu/students/gpd/index.htm) the GTU will provide all new students with details about the Skills Forge and training courses on how to use it. Students will be expected to record and reflect on any developmental activities and training, thus producing a complete account of their skills training and development activities. The Students GPD record will be monitored by the TAP panel and submitted to the upgrade panel, which will evaluate the research, and other skills, development and training activities undertaken. Please see the Departmental Skills Forge web link for further details: http://www.york.ac.uk/depts/poli/oldfiles/skillsforge.htm WRITTEN RECORDS OF SUPERVISORY MEETINGS From February 2008 it is a requirement of the supervisory process that the student prepare a written report on each substantial supervisory meeting. This should normally (with the exception of periods of field work) be done at least twice a term. The student and supervisor may meet more regularly, but at least twice a term a written progress report submitted by the student and approved by the supervisor (or Thesis Advisory Panel) must be produced. An easy-to-use format for doing this is the Universitys Skills Forge. http://www.york.ac.uk/depts/poli/gsp/skillsforge.htm UPGRADING FROM MPhil TO PhD New research students are required by the University to register initially for the degree of MPhil. After about 9 months, and usually not later than 24 months (approximately 12 and 18 months in the case of part-time students), you may apply for your registration to be up-graded to PhD. The procedures involved are set out in Appendix 2. Upgrade should be discussed at the latest by 18 months, at the Thesis Advisory Panel of the Spring Term in your second year (see p.74), and should be completed by the end of that year. At the upgrade, special attention will be paid to the appropriateness and level achieved of research training, and whether further training is needed (if it is, this will not in itself be a bar to your being upgraded). Your application will be considered by a committee consisting of your supervisor, your backup supervisor (a member of staff also competent in the area of your research, who will supervise you in any temporary absence of your supervisor), and the Director of the Graduate School. If the Director of the
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Graduate School is the students supervisor, a third member of staff will normally join the Upgrading Committee.

THESIS ADVISORY PANEL In each academic year you are required to attend two Thesis Advisory Panels, composed of your supervisor and back-up supervisor and, in certain cases, the Director. The first of these meetings should take place before the end of the Spring Term. The Panel will discuss with you the progress of your research, in particular whether you are keeping to your timetable and are going to complete on time, and what general argument is emerging as your "thesis", and will advise you generally. (In the case of part-time students, the Panel will meet once every 12 months). The Thesis Advisory Panel will also monitor progress in developing your skills training (see previous section). For these meetings, you will be asked to submit some work in progress, an outline of the thesis, and a detailed timetable for its completion. These meetings are designed to help you complete your thesis on time.

THE MONITORING OF SUPERVISORY ARRANGEMENTS At the Thesis Advisory Panel meetings you will have the opportunity to comment confidentially on the supervisory arrangements in the absence of the supervisor. If you have any particular concerns in that regard it can be useful if you communicate those in writing to another member of the Thesis Advisory Panel (usually the back-up supervisor) prior to the meeting, or to the Graduate Director. Where necessary the Thesis Advisory Panel will consider how supervisory arrangements can be improved. Where there are more serious concerns the matter will be forwarded to the Graduate Director to be dealt with outside of the Thesis Advisory framework. You can of course approach the Graduate Director at any time about any concerns you may have.

FACILITIES FOR RESEARCH STUDENTS In addition to the facilities listed in Part I, academic support facilities for research students in the Department are listed in Appendix 4. Students who live off-campus are also eligible to apply to the Interlending & Document Supply (ILDS) Issue Desk in the J B Morrell Library, Tel: 3876, for the use of a carrel; there is sometimes a waiting period before an allocation is made. Emergency facilities may also be available in the Politics Department General Office. PRESENTATION OF THE THESIS (a) Time Limits on Submission The University lays down both minimum and maximum limits on registration for the completion of research degrees, as follows: MA by Research: 1 years' registration, at the end of which the dissertation must be submitted, 2 years' registration, after which the thesis may be submitted any time up to 1 year later; 4 years' registration, after which the thesis may be submitted any time up to 1 year later; 3 years' registration, after which the thesis may be submitted any time up to 1 year later; 6 years' registration, after which the thesis may be submitted any time up to 1 year later.

MPhil (full-time):

MPhil (part-time):

PhD (full-time):

PhD (part-time)*:

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* Please note that these time limits do not affect the eligibility of part-time students for ESRC studentships over longer periods in certain instances. For example, if you are registered for a PhD as a full-time student, you may not submit before 3 years of study, and must submit within 4 years. You are advised most strongly to base all your plans on these limits, and to aim to complete on time. If you do not, then you are permitted to apply to the University Board for Graduate Schools for up to a year's discretionary extension which will be granted only in cases where a candidate's work has been hampered by medical or documentary or unexpected academic circumstances for which supporting documentation can be made available. You must be supported by the Department, and you must have a strong case. There is no guarantee that you will be allowed an extension. In particular the Board for Graduate Schools has made it clear that `the need to take up employment during the "writing up" year will not be deemed sufficient justification in itself'. The maximum extensions are: MPhil (full-time): 1 year MPhil (part-time): PhD (full-time): PhD (part-time): 2 years 2 years 3 years

The period of registration for a candidate for the PhD is calculated from the initial date of registration, i.e. for the MPhil. For long-term register fees for MPhil/PhD students, see www.york.ac.uk/admin/gso/fees.htm

(b) Notification of Intention to Submit University Regulations (2.4(j) and 2.5(i)) require PhD/MPhil candidates to give eight weeks' notice of their intention to submit their thesis by completing the appropriate form which can be downloaded from the University web site at: http://www.york.ac.uk/admin/gso/exams/forms/IntentionToSubmit.doc (c) Form of Presentation This is specified in detail in the University Ordinances and Regulations and can be found at http://www.york.ac.uk/admin/aso/ordreg/r2-8.htm Any queries concerning it which cannot be dealt with by your supervisor should be taken to Philip Simison, Tel: 2141, in the Graduate Schools Office. Please note that the Department requires that for both MPhil and PhD theses a Bibliography, listing all sources consulted as well as those cited in the references, must be supplied; and that an MPhil thesis should not exceed 70,000 words nor a PhD thesis 100,000 words. In the case of an MA by Research, the dissertation must be at least 30,000 words in length and no more than 40,000 words. (d) The Examination You must attend an oral examination for the MPhil or PhD degree. For details, see Ordinances and Regulations, Regulations 2.4 and 2.5 respectively, and "Notes of Guidance for MPhil/PhD Students, Supervisors and Examiners". All MPhil and PhD degree oral examinations must now be audio recorded. For further information please see: http://www.york.ac.uk/admin/gso/exams/policyvivaaudiorecording.htm

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FIELDWORK INSURANCE AND RISK ASSESSMENT It is strongly recommended that students travelling overseas for research fieldwork purposes take out adequate travel insurance. All travellers are prone to disruption, accident and illness, but some locations, particularly those emerging from violent conflict or experiencing chronic underdevelopment, may present students with significant risks. Students travelling to such locations are strongly advised to draw up a risk assessment document prior to departure. This document should analyse potential risks and steps the student will take to minimise them and should be submitted to the supervisor. The risk assessment document should be updated regularly during the fieldtrip and in the light of changing conditions in the country. The PRDU Administrator/Graduate Administrator have a template of risk assessment documents drawn up by former students. The Foreign and Commonwealth Office offers country-specific advice on its website: www.fco.gov.uk The drawing up of a risk assessment is good research practice and an essential part of research methodology for those students undertaking research in potentially hazardous locations.

MORRELL POLITICAL THEORY WORKSHOP Departmental workshops and seminars are held throughout term, usually on a weekly basis. All graduate students are invited. Details are circulated towards the beginning of each term.

POLITICS RESEARCH FORUM The Department organises a Politics Research Forum during term time throughout the academic year. This is designed to allow empirical research students to disseminate their research findings to fellow students and staff and to receive feedback. All empirical research students are expected to provide one paper per year. First year students can present their research proposal during their first year. Further information will be provided during the term.

DEPARTMENTAL SEMINAR The Department organises a Seminar series which runs through all three academic terms, usually with 6 sessions a term. Time and venue for the series is published early in term. The series usually consists of two papers by academic staff, two papers by research students, and two papers by invited outside speakers.

TEACHING BY RESEARCH STUDENTS There is usually a limited amount of teaching, principally at first year level, which the Head of Department is able to assign to research students. They are paid at the standard University rate. Research students should normally possess a satisfactory level of communication skills, be competent in the field in which teaching is required, and have sought the agreement of their supervisor. The amount of time spent on teaching duties, including preparation and marking, must not exceed 6 hours a week (this is also the limit set by the ESRC for students in receipt of its grants). Basic training in teaching is provided. Part-time as well as full-time students are eligible to apply. The University policy on postgraduates who teach is reproduced as Appendix 6. Research students' teaching performance is monitored by means of questionnaires handed out to their students. These are returned to the (graduate student) teacher and then passed to the Graduate Teaching Assistants Training Officer, who subsequently discusses them with that teacher as part of a selfappraisal interview. Graduate teachers are always free to take problems to or seek advice from that officer, or the convenor or tutors for the module on which they are teaching, or the Chair of the Board of Studies, or the Director of the Graduate School, or the Head of Department. Research students who are eligible and wish to be considered for employment as teachers will be contacted by the Graduate Director in the course of the year, with details of how to apply for teaching. The Department believes that teaching by research students has benefits for the Department, for the
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undergraduates, and for the research students themselves. The Department endorses the ESRC's policy statement that "it is beneficial to research students if they can obtain teaching experience during their second and third years". The Department believes that such teaching makes a valuable contribution to the Department, that the skills which graduates learn are valuable to them, and that the experience they gain may be crucial if they are contemplating an academic career. However, the research student's principal commitment must be to complete the thesis within the time limits, and no student is put under pressure to undertake teaching. Allocation of teaching to research students is also subject to financial constraints that vary from year to year.

YORK PAPERS IN POLICY AND POLITICS The Department of Politics at the University of York has a series of published papers York Papers, in Politics and Policy which draws on work which emerges from the Political Science Workshop. The series primarily publishes graduate work, outstanding master's dissertations, PhD chapters and research notes. The Morrell Discussion Papers provide a similar outlet for the Morrell Political Theory Workshop. Details of papers in these series are available from the Department of Politics General Office.

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MA IN POLITICS (BY RESEARCH) When applying for the MA in Politics (by Research) candidates must show that they have had some prior experience in research and should indicate clearly and fully the topic of research which they wish to pursue. It must be a topic that is manageable in one year (in the case of full-time students) or two years (in the case of part-time students). It is comparatively rare for candidates for research to be sufficiently prepared in advance of applying to be able meet these conditions, and therefore the department expects to admit students to work for the MA in Politics (by Research) only in exceptional circumstances. Students will work closely with a member of staff who, as supervisor, will guide the work. A member of staff competent in the students area of research is also appointed as back-up supervisor to take over the supervisor's role in the latter's absence. The dissertation is expected to be about 30,000 words in length but no longer than 40,000, and is to be submitted no later than 12 months (in the case of full-time students) or 24 months (in the case of part-time students) after registration. The contents of dissertations for the degrees of MA (by research) must be presented in accordance with the Universitys requirements for the presentation of theses and dissertations, which are available at: http://www.york.ac.uk/admin/gso/exams/ Two soft-bound copies of the dissertation must be submitted to the University Exams Office. Students must also submit the same number of copies of a CD (or other portable data storage unit acceptable to the University) containing an electronic copy of the thesis or dissertation. The electronic copy should be in pdf format (or other format acceptable to the University and appropriate to the medium) and shall be identical in every way to the printed copy. Each CD (or other portable data storage unit) shall bear a label giving the title of the thesis or dissertation (in abbreviated form, if necessary), the volume number (where applicable), the authors name, the name of the qualification for which the thesis or dissertation is submitted (e.g., PhD or MA), and the year of submission. Following the marking of a students dissertation, the examiners may at their discretion make one of the following recommendations: (i) that the degree of MA or MSc should be awarded; (ii) that the degree of MA or MSc should be awarded subject to minor corrections being made to the dissertation (or other materials submitted for examination), normally within one month of the student receiving notification of the corrections to be made, to the satisfaction of the internal or another of the examiners; (iii) that the dissertation should be referred for resubmission, after a period of not more than three months of the candidates receiving notification of the revisions to be made, for the degree of MA; or (iv) that no degree should be awarded. After the dissertation has been marked, if a degree is awarded, and after any minor corrections required by the examiners have been made to the satisfaction of the internal or another of the examiners, students should deposit one printed copy of the dissertation with the Exams Office. This will be forwarded to the University Library. The dissertation may be either hard-bound or soft-bound; in either case, the binding shall conform to the Universitys requirements for the binding of theses and dissertations. In addition, students should upload an electronic copy of their dissertation to an online repository specified by the University, following the procedure required by the repository. The electronic copy should be in pdf format (or other format acceptable to the University and appropriate to the medium) and should be identical in every way to the printed copy. In special cases the Graduate Committee of the Department may decide to treat satisfactory work towards the MA as constituting grounds for considering upgrading of registration to MPhil or PhD, subject to the approval of the Graduate and Undergraduate Studies Committee of the University.

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THESIS ADVISORY PANEL During your MA you are required to attend two Thesis Advisory Panels, composed of your supervisor and back-up supervisor and, in certain cases, the Director. The Panel will discuss with you the progress of your research, in particular whether you are keeping to your timetable and are going to complete on time, and what general argument in your dissertation is emerging and will advise you generally. (In the case of part-time students, the Panel will meet once every 12 months). These meetings are designed to help you complete your dissertation on time.

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Appendix 1
STAFF LIST Academic Staff & Research Interests email

Professor Matt Matravers Room D/001 Tel: 3568 mdm3@york.ac.uk Head of Department BSc (Econ), PhD (London) Contemporary political philosophy; legal and penal theory; the philosophy of punishment; dangerousness Professor the Baroness Afshar OBE AcSS Room D/D206 BA (York), PhD (Cantab) Islam; economics and development, gender relations in the Third World Tel: 3554 haa1@york.ac.uk

Dr Rob Aitken Room D/134 Tel: 3546 ra6@york.ac.uk BSc (Econ), MSc (London), PhD (Leiden) Ethnicity and nationalism in conflict and postconflict situations; processes of ethnicization and the politicisation of ethnicity, and clientelism and political culture Professor Sultan Barakat Room D/108f Tel: 2642 szb1@york.ac.uk BSc (Jordan), MA, DPhil (York) Director, Post-War Reconstruction & Development Unit Reconstruction of war-torn societies, impact assessment of relief and development programmes, peacebuilding Prof Werner Bonefeld Room D/132 Dip Pol (Free University of Berlin), PhD (Edinburgh) Chair of Board of Studies Global political economy, Marxist social theory, political sociology Tel: 3544 wb3@york.ac.uk

Dr Jim Buller Room D/102 Tel: 3570 BA (Warwick), MA (Essex), PhD (Sheffield) British politics and public policy, policy transfer and welfare policy, Europeanisation and statecraft Prof Neil Carter Room D/100 BA (Dunelm), MSc, PhD (Bath) Environmental politics & policy; British politics; public policy Tel: 3558

jrb6@york.ac.uk

ntc1@york.ac.uk

Dr Janine Natalya Clark Room D108/E Tel: 2644 jc817@york.ac.uk LLB (Bristol), MA (Leeds), DPhil (Nottingham) The former Yugoslavia, Rwanda, post-conflict reconciliation, war crimes tribunals, transitional justice, ethnic conflict Dr Andrew Connell BA (Cantab) MSc (London) PhD (Wales) Public policy, especially welfare reform; British politics Room D/107 Tel: 3543 ac578@york.ac.uk

Dr David Connolly Room D/108H Tel: 3543 BA, MA (Queens University Belfast), PhD (York) Convenor, Chevening Programme on Conflict Prevention and Resolution Post-war recovery with focus on governance, conflict resolution, programme evaluation

dglc100@york.ac.uk

Prof Allison Drew Room D/118 Tel: 3556 ad15@york.ac.uk BA (New York), MA, PhD (UCLA) Joint Convenor MA History & Politics Political development with special reference to Africa; social and political movements; the politics of gender, socialism and communism Mr David Edwards Room D/109 Tel: 3545 BA (Hull) Political theory; political philosophy and the history of political thought in the modern era Professor Matthew Festenstein Room D/D203 Modern Social and Political Theory; Political Philosophy; Democratic Theory Prof Paul Gready Room I/D/20 BA, PhD (London) Director, Centre for Applied Human Rights Transitional justice, human rights and development, human rights defenders Tel: 3573 dse1@york.ac.uk

mf517@york.ac.uk

Tel: 4395

pg526@york.ac.uk

Dr Louise Haagh Room D/D105 Tel: 3549 lh11@york.ac.uk MA (London), DPhil (Oxford) Director, Graduate School; Convenor, MA Political Research The politics of development; economic citizenship; comparative welfare states; work and labour studies; institutions, well-being and economic behaviour; basic income

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Dr Tom Harrison Room D/135 Tel: 2646 th555@york.ac.uk BA, MPhil, DPhil (Oxford) Convenor MA/Diploma in Conflict, Governance & Development; GTA Training Coordinator Politics of development; NGOs and the state; climate change; governance and corruption; participatory and rights-based development; South Asian politics Professor David Howell Room D/103 BA (Oxon), PhD (Manchester) British political history; comparative labour movements, historical sociology Tel: 3540 dh16@york.ac.uk

Dr Adrian Leftwich Room D/133 Tel: 3551 al23@york.ac.uk BA (Capetown), DPhil (York) The politics of development; institutional analysis in politics; political analysis; developmental states; and leaders, elites and coalitions Dr Nicole Lindstrom Room D/D/202 Tel: 2647 nl518@york.ac.uk PhD (Syracuse) Convenor, MA/Diploma International Political Economy & Public Administration & Public Policy Transnational actors and domestic change; comparative political economy; East Europe and the Balkans Professor Susan Mendus Room D/D004 Contemporary and historical problems in political philosophy Tel: 3195 slm6@york.ac.uk

Dr Martin O'Neill Room: tbc Tel: tbc mpon500@york.ac.uk MA, BPhil (Oxford), AM, PhD (Harvard) Political philosophy (especially social justice, liberty, equality, responsibility); issues at the intersection of political philosophy and public policy Dr Alpaslan zerdem Room D/108d Tel: 2643 ao102@york.ac.uk BSc (Istanbul), MSc (South Bank), DPhil (York) Convenor, MA Post-War Recovery Studies Post-war settlement reconstruction and development; disaster management; reintegration of former combatants Dr Simon Parker Room D/133 Tel: 3557 BA, PhD (Cantab) Italian politics, comparative European politics; comparative urban politics; political sociology sp19@york.ac.uk

Dr Jon Parkin Room: D/D204 Tel: 3552 jp33@york.ac.uk MA (Oxon) PhD (Cantab) FRHistS Convenor, MAs in Political Philosophy History of political philosophy; seventeenth century political thought; reading and reception of political ideas Dr John Parkinson Room D/101 Tel: 3550 jrp12@york.ac.uk BA (Wellington) MA (Auckland) PhD (ANU) Public Policy Group Convenor and Co-Convenor, Master of Public Administration Theories of the policy process; democratic theory and comparative democratic institutions, especially deliberative democracy and public participation; public space. Dr Tim Stanton BA (Leicester), MA (York), PhD (Leicester) History of political thought; philosophy of John Locke

Room D/B301

Tel: 3567

ts19@york.ac.uk

Dr Rajesh Venugopal Room D/108g Tel: 2061 rv516@york.ac.uk BA (NYU), MSc (Oxford), DPhil (Oxford) Politics of development, particularly with respect to South Asia, ethnic conflict & peace-building, post-conflict reconstruction, nationalism Mr Steve Zyck Room D/108j Tel: 2060 sz504@york.ac.uk BA (Dartmouth College, USA); MA (York, PRDU) International security, the disarmament, demobilisation and reintegration of former combatants, the role of gender, conflict analysis and mitigation and rural development

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Administrative Staff Departmental Administrator Lisa Webster Undergraduate Administrator Karen Prescott Graduate Administrator Caroline Carfrae PA to Prof Afshar/General & Morrell Administrator Janet White PRDU Administrator Sally Carter PEP School Administrator Andi Carte

Room D/014

Tel: 3541

lw7@york.ac.uk

Room D/002 Room D/004

Tel: 3542

ll7@york.ac.uk

Tel: 3561 cc525@york.ac.uk poli-postgrad-admissions@york.ac.uk Tel: 3560 jw816@york.ac.uk poli-toleration@york.ac.uk

Room D/003

Room D/B015

Tel: 2640

sc23@york.ac.uk

Room D/117

Tel: 3565

ac582@york.ac.uk

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Appendix 2 THE MPHIL/PHD UPGRADING PROCESS

Purpose The upgrading process: presents MPhil candidates with broad critical feedback on their work; allows the Department to make an academic assessment of whether a research student is capable of successfully completing a doctoral thesis; often, but not always, leads to a systematisation of the research project. provides the panel with a chance to advise candidates to temper their heroism and focus on the intellectual core of their project; offers an opportunity to both candidate and supervisor to plan ahead and to work out a schedule for the remainder of the research process; and provides candidates with a pilot exercise in defending their thesis (as far as it has developed up to the point of the upgrading meeting); this is an invaluable experience for the candidate as it provides him or her with a measure of what they will need to improve on in their oral presentation at their viva. Timing Usually during the second year (third year in the case of part-time students).

Written Work Candidates will be expected to submit three pieces of work to their Upgrading Panel at least one week before the upgrading meeting, either: two draft chapters and a research project overview (1000 words), or one chapter, one bibliographical essay, and a research project overview a detailed timetable showing work completed and deadlines for the remaining work to submission. Skills Training Candidates must provide a full account of their skills training progress, including lists of modules taken. Please see the following web link for further information: http://www.york.ac.uk/depts/poli/gsp/skillsforge.htm Demonstration of Understanding Candidates must be prepared to answer questions on: research methodology; the theoretical tradition in which the candidate is working; the core argument that the thesis seeks to develop; the contribution that the thesis will make to the existing literature; and, the empirical focus of analysis (normally this issue does not arise with Political Philosophy students). Candidates should expect their work to be subjected to detailed critical evaluation. While upgrading is normally recommended, this is not automatic. In any case, this is an important stage of critical feedback and should be treated as such. Research students can benefit considerably from the process. The Process The Upgrading Committee normally consists of three members of staff - the Director of the Graduate School, who chairs proceedings and asks broad research questions; the back-up supervisor, who typically leads the discussion, focusing on more specialist issues; and the supervisor, who usually takes no part in the discussion but keeps a record of the proceedings for subsequent discussion with the candidate. If the Director of the Graduate School is the students supervisor, a third member of staff will normally join the Upgrading Committee. The student will also be offered the opportunity to discuss resource issues and any other outstanding questions at the end of the meeting.
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Appendix 3 ACADEMIC SUPPORT FACILITIES FOR RESEARCH STUDENTS IN THE POLITICS DEPT

The following menu of academic facilities has been devised on the basis of what the Department can afford depending on the source of funding allocated to the Department for different research students (i.e. state funded, self-funded, Department funded etc.). All research students have access to the following: (a) Research Support Research students have access to telephone and fax facilities strictly for the purpose of arranging scholarly activities of central importance to the conduct of their research (e.g. organisation of fieldwork, visits to specialist libraries etc.). This amenity is not extended to personal or international communications. Research students must seek permission from the Director of the Graduate School directly if they wish to use facilities for other purposes. Research students have unlimited access to email and internet facilities and an annual allocation of inter library loans (30). The number of inter-library loans research students are allocated is negotiable depending on their area of study. Research students may also use the Department's 2nd class postal facility but only for communications pertaining to the organisation of their research. Research students have access to their own 24-hour word processing laboratory. There is also limited desk space available which is allocated to students by the Graduate Director on strict criteria. Research students have free access to courses in research training and specialist subject training. Photocopying facilities are also available and each research student has an allocation of 400 free copies per academic year. Finally, all research students have access to headed departmental paper and envelopes which are available from the outer room of the Department's General Office. Research students are required to record all transactions in the appropriate log books. (b) Conference Support Research students often wish to attend conferences, such as the Political Studies Association annual conference for postgraduates, or the main Political Studies Association annual conference itself, or some conference or workshop which is particularly relevant to their research. Students funded by the research councils may have a limited amount of money included in their awards for conferences and fieldwork. In such cases, students must apply to the Head of Department by the end of July for expenses to be incurred in the following academic year. The Department has limited funds available to support graduate student participation in academic conferences. To be eligible for funding, students must participate in the conference (normally by presenting a paper), and would normally be expected to be in the write-up phase of their degree. Funding is not available for mere conference attendance. Apply in writing to the Director of the Politics Graduate School, outlining the title, location and date of the conference, the role to be played by the applicant and a summary of the estimated costs of attendance. (c) Teaching Support Research students who are engaged to teach on the undergraduate programme have access to the above facilities and in addition may take items from the stationary cupboards which will be used in the preparation and conduct of their teaching (e.g. pens, paper clips, note pads, disks, OHPs, folders etc.). Every item which is taken must be recorded on the sheet provided at the front of each cupboard. This is for stock taking purposes to ensure that we stay within budget. Research students who are engaged to teach on the undergraduate programme are also guaranteed desk space and have access to photocopying facilities for teaching purposes only. Students are once again required to record all transactions in the appropriate log book. (d) Research Studentship/Teaching Scholarship Award Holders University Research Studentship and Teaching Scholarship Award Holders may apply in writing (in advance) to the Director of the Graduate School and the Head of Department for reimbursement of fieldwork expenses. However, as resources are limited, there is no guarantee that financial support will be provided.

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Other facilities available to Research Studentship award holders are covered in (a), (b) and (c) if engaged in undergraduate teaching. Details of the various procedures which research students must follow in order to gain access to facilities are given below:

FACILITY 1 Telephone Research students to have use of the phone in D/D101 to make external and internal calls strictly for the purpose of arranging scholarly activities of central importance to the conduct of their research (e.g. organisation of fieldwork, visits to specialist libraries etc) and must record all calls made in the book provided next to the phone in the Graduate Room. 2 Fax * Research students to have use of the fax in Politics Department General Office strictly for the purpose of arranging scholarly activities of central importance to the conduct of their research (e.g. organisation of fieldwork, visits to specialist libraries etc) and must record all faxes in the purple ringbinder provided next to fax machine in the Politics Department General Office. 3 Post * Research students to have use of the Politics Department post stamp for second-class mail but only for communications pertaining to the organisation of their research and must record details in the blue ring-binder provided next to the Department post stamps on counter in the Politics Department General Office. 4 ARRC The Alcuin Research Resource Centre provides various services and facilities for research students. Please see their website for further details: http://www.york.ac.uk/inst/arrc/ 5 Photocopying * Research students to record details of photocopying made in a ring binder by the photocopying machine. Each research student has an allocation of 400 free copies per academic year; Graduate Teaching Assistants also have free photocopying facilities for teaching purposes only and should record details in `Teaching' column in the file. 6 Stationery - Mondays and Thursdays between 2pm-4pm only All research students are permitted to take headed paper, and plain A4 paper packets from the outer room of the Politics Department General Office, and envelopes from the stationery cupboard in the General Office and must record each item taken on the list provided. Graduate Teaching Assistants are also permitted to take items from the stationery cupboards in the Politics Department General Office which will be used in the preparation and conduct of their teaching (e.g. pens, paper clips, note pads, disks, OHPs, folders etc) and must record each item taken on the list on provided.

These facilities in the Politics Department General Office may only be used during official open hours: Monday Friday 10:45am 11:45am and 2:45pm 3.45pm Research students/GTAs should also collect their mail from the pigeonholes in Politics General Office only during these hours.

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Appendix 4 RESEARCH ADMISSIONS PROCEDURE

Applications for research degrees (MA by Dissertation, MPhil, PhD) come throughout the year, especially from overseas candidates. In the case of UK candidates, however, there is a strong tendency for applications to bunch together between February and April, which is both the run-up to the AHRC/ESRC deadline for studentship applications and the period when University teaching scholarships are advertised. Where York MA students are considering applying to do research here, both they and the members of staff they consult are requested to make sure their applications as early as possible. Any student applying for AHRC/ESRC awards or a University Teaching Scholarship are requested to do so by 1 March. When an application is received, the Director of the Graduate School forwards it to the co-ordinator of the appropriate academic subject group within the Department. It is incumbent on the subject coordinator to seek agreement within his or her subject group on which member of that group would be the best supervisor for the applicant in question. Each application must be turned round in five days or returned to the Director. The final decision relating to the allocation of a supervisor rests, however, with the Director, acting in consultation with the subject co-ordinator. Where an application falls between or covers two or more subject groups, or where it relates to the research interests of a member of staff who is not a member of the relevant subject group, the Director should consult the appropriate colleagues. Where a quick response is required (e.g. British Council applications) the Director has the right to take an executive decision. Any issues arising from this procedure must be made to the Graduate Committee and posed as an item for discussion under starred business. The criteria to be applied in evaluating a research application include the following: (i) whether the candidate has the intellectual competence and academic background to pursue research at the appropriate level on his or her chosen topic; (ii) whether the candidates research project is sufficiently substantial and well-defined to be pursued successfully over the appropriate period; and (iii) whether the Department has a member of staff with the competence to supervise the thesis at the appropriate level. Where possible, the decision as to whether criteria (i) and (ii) are met in a particular case should follow an interview of the candidate in question. Often, however, in the case of overseas candidates, this is not always possible, and we have to make the best judgement we can on the basis of the evidence at hand - references, the candidates proposal, and maybe samples of his or her written work. It is the responsibility of the Director, on the advice of the relevant subject coordinator and, where necessary, after seeking the Head of Departments opinion, either to make an offer to the candidate or to reject his or her application. It should be clear from 3 above that the allocation of research students to supervisors takes is an integral part of the admissions process: it therefore takes place piecemeal in the course of the academic year. It is the responsibility of the Director, in consultation with subject co-ordinators and, where necessary, the Head of Department, to select supervisors and back-up supervisors. In the case of back-up supervisors, what is required is a sufficient competence in the broad area within which the students topic falls (i) to fill in for the supervisor when the latter is on research leave, and (ii) to play a useful role on the students Upgrading Committee and Thesis Advisory Panel. Given the size of the Department, it will often be the case that a back-up supervisor has only limited direct knowledge of the candidates topic. In allocating supervisors and back-up supervisors, the Director, with the assistance of the subject group co-ordinators, should seek to ensure that, as far as possible, the burden of research supervision is spread fairly throughout the Department so that all members of staff enjoy the same opportunities to supervise research students.

Dr Louise Haagh, Director of Graduate School

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Appendix 5 DEPARTMENT OF POLITICS GUIDELINES FOR RESEARCH SUPERVISORS These guidelines are additional to two documents produced by the Graduate Schools Office, The Degrees of MPhil and PhD: Notes of Guidance for MPhil/PhD Students, Supervisors and Examiners and Writing a Thesis in the Social Sciences. Each of these contains essential information and guidance for research students and their supervisors. Every member of staff should make sure that he or she has up-to-date copies of these documents: they are available on the GSOs web-site www.york.ac.uk/admin/gso 1.The Notes of Guidance define the supervisors duties as follows: Supervisors have the dual task of, on the one hand, offering advice and guidance to their students and, on the other, encouraging them to participate fully in the planning of their research and to take responsibility for decisions taken. Their main responsibilities are: (i) to maintain regular contact with research students, including during any periods when they are working on their research away from the University (in this connection, you should note that both full-time and part-time students are required to meet their supervisors no less than twice a term and more frequently if a Board of Studies so prescribes); (ii) to offer guidance and advice to students on academic and, where appropriate, personal matters; (iii) to be particularly sensitive to the needs of overseas students, who may need more of your time than other students; (iv) to ensure that instruction is provided in research methods relevant to students fields of research and to encourage them to keep themselves informed of developments within their subjects; (v) to report to the Departments Board of Studies or Graduate School Board on students progress; (vi) to advise on the preparation of theses and to ensure that, wherever possible, students complete the writing up of theses within, or as soon as possible after, the end of the normal period of registration for the degree concerned. 2. Normally each research student has a main supervisor and a back-up supervisor. The back-up supervisor fills in for the main supervisor when the latter is on Research Term, ill, or otherwise unable to fulfil his or her role. The back-up supervisor also takes part in the students Upgrading Committee and Thesis Advisory Panel. The main supervisor should ensure that a new research student meets the backup supervisor early in his or her first term so that the student is aware from the start that he or she can rely on a broad support network. Occasionally a research student may have two joint supervisors, in which case it is the responsibility of the latter to ensure that clearly defined arrangements are established among the three from the commencement of the students research. It is Departmental policy that where more than one supervisor is appointed, one named supervisor will be clearly identified as the single point of contact for the student. 3. The relationship between supervisor and research student is of critical importance to the success of the latters studies. It is the responsibility of the supervisor closely to scrutinize the balance and direction of the students work at every stage of his or her studies. 4. It is also the supervisors responsibility to determine in the first instance what research training (RT) the student should receive. This should be one of their main topics at their initial meetings. The supervisor must complete a form specifying which modules the student should take, and also those from which he or she may be exempted because of RT already received. This form is checked and counter-signed by the Graduate Director. Especially during the students first year, the supervisor should regularly monitor the progress of his or her RT, and, if necessary, discuss with the student and other members of staff what additional RT is required. 5. It is essential that the supervisor and student should meet regularly. The frequency of these meetings should vary according to the stage at which the students research has reached. The Department recommends that these meetings should take place every other week of term during the first year (where they may include some RT), every two to three weeks in the second year, and every month in the third year. Regular meetings should also be arranged during the vacation.

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6. The precise organization of supervisory sessions is, of course, a matter for individual supervisors, whose practice, quite legitimately, varies considerably. It is nevertheless important that these meetings are more than an unstructured casual chat. Sessions should last for approximately an hour and should be focused in some way, for example, around reading the student has done, a draft he or she has written, or a problem encountered in research. Some University departments recommend that students should draft and submit a written report on each supervisory session. There is a danger that excessive formality can kill the spontaneity of discussion that is essential to a successful relationship between supervisor and student. Nevertheless supervisors should keep a written record of each session, which at least briefly notes his or her assessment of what has been achieved there, and what has been agreed for the next meeting. The Department considers it is good practice for the student to draw up a record of formal supervisory meetings for approval by the supervisor. This should include the date of the meeting and a summary of the content of the meeting and of future actions to be performed, including agreed training. 7. When a student submits written work, it is essential that the supervisors comments, criticisms, and suggestions for improvement that are clearly and unambiguously communicated to him or her. Sometimes it is sufficient to communicate these orally or by marginal comments on the students text. But for important pieces of work, draft chapters and the like, supervisors should provide written comments that give his or her overall view of the text. Students should not be left in any doubt about their supervisors judgement of the quality of their written work, particularly if improvements are required. 8. The Department has in place a system for monitoring each research students progress: The supervisor and back-up supervisor of each research student should meet as a Thesis Advisory Panel at least twice a year to review that students progress. The student should be present at at least one of these sessions; $ At the end of every Thesis Advisory Panel meeting the student should see the back-up supervisor to discuss the progress of their supervision. This provides every student with an opportunity to make (if necessary in confidence) any criticisms he or she may have of his or supervisor and of the support the Department offers research students. The Graduate Director (or, in the case of any research students he or she may be supervising, the Head of Department) is also available by appointment of in office hours at any time to discuss the students progress, supervision, facilities, and training, and to hear (if necessary in confidence) any criticisms he or she may have of his or supervisor and of the support the Department offers research students. 9. Usually research students apply for upgrading to PhD status during their second year. The supervisor should therefore during the latter part of the first year encourage the student to focus his or her attention on preparing the written material that must be submitted for upgrading (for more details, see the Departmental Graduate School Handbook). A committee consisting of the Graduate Director, supervisor, and back-up supervisor reads the material and interviews the student before reaching a decision. The upgrading procedure is an important opportunity both to assess each students progress and to determine whether he or she is capable of successfully completing a doctoral thesis on the chosen research topic. While the interview should not be of an inquisitorial nature, and should be conducted in a constructive manner calculated to provide the student with advice and direction, students should be made aware that upgrading is not a formality but a serious academic assessment of their progress and potential. 10. The supervisor should pay attention to the research students development into an independent scholar capable of taking his or her place in the academic community. The supervisor should therefore seek to ensure that the student keeps pace with general developments in the relevant sub-discipline of Politics, drawing important new texts to his or her attention. The supervisor should also encourage the student to test his or her ideas and develop his or her communication skills by presenting seminar papers. The Departmental Political Science and Graduate Theory Workshops play an important role in this respect, but the supervisor should, where appropriate, encourage the student to submit papers to other forums B for example, graduate conferences. 11. The supervisors role becomes especially important as the time for submission draws near. In the first place, he or she should ensure that the students work programme proceeds at a place that will allow submission within the specified period (for full-time doctoral students, three years plus a year for writing up). He or she should also take the initiative in finding Internal and External Examiners of the thesis. (It is important to note that a member of the thesis advisory panel, other than the supervisor(s), may be appointed as the students internal examiner, but in this case, the member of the panel concerned will not be involved in the final preparation of the students thesis). The supervisor should of course pay close attention to the completion of the final draft. This often involves striking a balance between encouraging
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the student not to dally and endlessly to fine-tune the text and ensuring that no important corners are cut. The supervisor should give the student a clear and honest assessment of the strengths and weaknesses of the final draft. When he or she believes there is a significant risk that the thesis may not be passed, the supervisor should make this known to the student, and they should discuss the pros and cons of submission or final revision. Throughout the often very trying process of submission and examination, the supervisor must provide the student with support that is friendly and helpful, but also intellectually honest and realistic. It is important that supervisors have a good understanding of University procedures concerning PhD examinations (they are set out in the Notes of Guidance referred to above).

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Appendix 6 University policy on postgraduates who teach The activities of postgraduate students who carry out teaching or demonstrating on modules within academic departments are governed by the following policy. Postgraduate students who teach are not members of academic and related staff and do not fall within the scope of Statute 24. 1. Selection procedure All eligible postgraduates should be made aware of teaching opportunities. Departments should have oversight of the opportunities available and should ensure that they are allocated fairly. 1.2. Postgraduates who teach should exhibit a good standard of English communication skills (some departments already require an IELTS score of 6.5 in Speaking) (see Note 1). Responsibility for ensuring that postgraduates who teach have an appropriate level of spoken English lies with the course organiser who appoints them. 1.3. Postgraduates who teach should show good academic progress in their own research. 2. Written notification This should include a brief role description as well as a statement of terms and conditions. The letter constitutes a written statement of duties and matched remuneration, and is a contract between the department and the postgraduate, and should cover: _ Work responsibilities and hours of work, including, where applicable, the estimated time to be allocated to different responsibilities; _ The rate or rates of pay, the intervals at which remuneration will occur and the duration of the work to be undertaken; _ The member of academic staff with overall responsibility for the teaching module in question, and, where applicable, the member of academic staff with responsibility for postgraduates who teach in general and any problems that postgraduates who teach may encounter; _ Any legal obligations that work as a postgraduate who teaches in a specific department may entail; _ The postgraduate who teaches should agree to attend and participate in all training and briefings that the University and department provide for them. 3. Training 3.1. Appropriate and adequate induction and training as required for the work undertaken should be provided, including access to centrally-provided development and training programmes. University guidance requires that postgraduates who teach should undergo 2 day training centrally, on the Introduction to Teaching and Learning course, run by the SDO (or similar run inhouse) and 2 day training which is departmentally specific. 3.2. Supervision or mentoring should be provided by an appropriate member of academic staff. 3.3. It should be made clear that there is a distinction between training to teach and the induction to the mechanisms of teaching within a specific department. 3.4. Training guidelines should include: Training prior to the beginning of the course (see Note 2). 3.4.1. Induction and orientation to teaching within the department. 3.4.2. A full briefing on the course to be taught. This should include the role and professional responsibilities of the teacher and, as appropriate, an overview of the course, the syllabus and reading list, course requirements, teaching methods, the administration of the course, and guidelines on the late submission of coursework and on extensions. 3.4.3. Training in the specific skills which will be needed to teach the course, for example: laboratory demonstrating, class facilitation, small group work, lesson planning, presentation and communication. Postgraduates who teach should have the opportunity to provide feedback on the effectiveness of training as and when they have had chance to implement that training (see Note 3). 3.4.4. Information regarding the University procedures, policies or key members of staff in the fields of student welfare and equal opportunities. 3.4.5.Training on marking including assessment, grading and feedback and guidance in the form of marking scales and assessment criteria. 3.4.6. Lab safety training and hands-on experience with any equipment used in demonstrating work and guidance as to the expected results and common problems in advance of any demonstration work. 3.4.7.Opportunities for ongoing professional development - access to centrally-provided development and training programmes. 4. A fair rate of pay 4.1. There should be a transparent and regularly reviewed base pay rate across the University, which should conform to the Working Time Regulations. 92

There should be pay for all teaching responsibilities and hours of work, except where these are performed as a requirement of a University research award. Rates of payment should be made explicit (see Note 4). Whether or not particular rates vary according to duty should be made clear. Depending on circumstance, these could include: Preparation; Demonstrating; Tutorials / Seminars; Lecturing; Marking; Additional Communication with Students; Invigilation; Administration; Assessment; Training. 4.2. Postgraduates who teach should also be provided with some indication of how much time they are expected to spend on the component tasks (e.g. preparation, marking) of their duties and whether non-contact time is also remunerated. 5. Facilities and resources 5.1. Postgraduates who teach should have free access to and information about University and departmental resources, facilities and support. This should be adequate to fulfil the teaching responsibilities. 5.2. There should be reliable access to course materials. These must include copies of all instructional materials required for students taking the class. Postgraduates who teach should not be required to pay for the materials that they need in order to fulfil their teaching responsibilities. 5.3. There should be appropriate means for communication with students and for the collection of student work. Clear and regular procedures for assessment and review. These procedures might be student feedback forms or a monitoring process by a member of academic staff responsible for postgraduates who teach (see Note 5). 6.1. Evaluation and assessment from an experienced member of staff should be available, together with feedback from student evaluation and assessment forms. Feedback 7.1. Postgraduates who teach should be given opportunity to give feedback on the course, teaching methods, and the support available for teaching work. The support mechanisms for teaching at York should be made explicit to all postgraduates who teach. 7.2. Postgraduates who teach should have the right to participate in course development (see Note 6). Personal research progress 8.1. Departments should show due regard to the postgraduates personal research workload. Departments should monitor teaching workload to ensure that it does not present an obstacle to fulfilling academic course requirements within the recommended timeframe (see Note 7). 8.2. Teaching load should ideally be negotiated with the postgraduates academic supervisor. Postgraduates who teach have the right to belong to a union of their choice. Departments may wish to provide information, to their postgraduates who teach, concerning Union membership (see Note 8). Transparency 10.1. Departments should make their guidelines and practice regarding postgraduates who teach transparent and explicit. They should be incorporated as part of a graduate handbook and in a clearly articulated web format. 10.2. Departments should be strongly urged to incorporate this policy into their own documentation.
Notes 1. 2. 3. 4. 5. 6. 7. 8. Many departments state that they already require this. The Department of Economics requests a written statement from applicants concerning their language proficiency. In addition they also get TEFL scores and (where possible) consult the postgraduates tutors. The Department of Biology runs a full day training (pre-course) which is mandatory for postgraduates who teach to attend. The Department of Politics has a programme of teaching workshops spaced throughout the year. Several departments (e.g. Chemistry) already seem to do this effectively. Such as exists in the Department of Economics. The Department of Biology incorporates the views of the Postgraduates who teach into the annual report written for each module. Many departments (e.g. Archaeology) already monitor teaching load and research progression of their postgraduates who teach. Yorks local branch AUT welcomes Postgraduates who teach as members, although it stresses that they are members only for their teaching activities.

6.

7.

8.

9.

10.

Source: Registrars Department (Professional & Organisational Development)

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Appendix 7 Student Support and Welfare Services

The University's Student Support Network is designed to provide students with quick and easy access to a variety of sources of help and advice on all aspects of life as a student. Personal supervisors in academic departments are responsible for overseeing both academic progress and general welfare. In addition each college has a welfare team which includes the Provost and a College Dean who has special responsibility for student welfare. Every full-time student is a member of a college and part-time students can request membership of a college. Students may approach their college welfare team for help and advice whether or not they are resident in the college at the time. Central support services available to all students include the Accommodation Office, the Open Door Team, Counselling Service for Students, Disability Services, the Student Support Office, the Equal Opportunities Office, the International Office, the Student Financial Support Unit and the Harassment Advisers (who offer support in cases of harassment). In addition administrative offices such as the Undergraduate and Graduate Offices and the Timetabling and Examinations Offices, provide information and advice. Welfare support is also available through the student-run organisations, particularly the Students' Union and the Graduate Students Association. Information about the student support network and its co-ordination is widely disseminated, so that students seeking assistance in any quarter can, if necessary, be referred quickly to those with the specialist knowledge and skills to help them. The Student Support Services Handbook, issued to incoming students and available at http://www.york.ac.uk/admin/sso/handbook/, describes the main contributors to the Student Support Network, and includes information about the Campus Nursery, the Health Centre, and the Chaplaincy. Contacts for religions and faiths can be found from the Chaplaincy web-site http://www.york.ac.uk/univ/chap/ or the Student Support Office web-site. Further information about support services can be found on the Student Support Office web-site: http://www.york.ac.uk/admin/sso/

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The information in this handbook is correct at the time of going to press. It is issued for the general guidance of students entering the University in October 2009, and does not form part of any contract. The Politics Department hopes to provide the courses and facilities described in the handbook, but reserves the right to withdraw or to make alterations to these if necessary.

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