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Unit outline_

GOVT2444: Europe in World Affairs

Semester 2, 2022 [Normal day] - Remote

While the centre of world's geopolitical gravity is shifting away from the European continent, the political, security, economic and cultural developments on the Old Continent reverberate well beyond its boundaries. This unit will assess the international significance of European (dis)integration, the impact of global developments on Europe, and the changing role of Europe in the new world order. After examining the key institutions and processes that surround the EU's international relations, the unit will focus on the most pressing policy areas such as security, trade, climate change, and relations with major and emerging powers.

Unit details and rules

Academic unit Government and International Relations
Credit points 6
Prerequisites
? 
12 Junior credit points from Government and International Relations
Corequisites
? 
None
Prohibitions
? 
GOVT2404
Assumed knowledge
? 

None

Available to study abroad and exchange students

Yes

Teaching staff

Coordinator Gorana Grgic, gorana.grgic@sydney.edu.au
Type Description Weight Due Length
Assignment hurdle task Policy report
Policy report on a select EU foreign policy issue
40% Formal exam period
Due date: 14 Nov 2022 at 23:59
2,500 words
Outcomes assessed: LO1 LO2 LO3 LO4 LO5
Online task hurdle task Reaction paper
Reaction paper on a specific set of weekly readings
20% Multiple weeks 500 words
Outcomes assessed: LO1 LO5 LO4 LO3 LO2
Participation hurdle task Participation
Classwork and written submissions
10% Ongoing N/A
Outcomes assessed: LO1 LO5 LO4 LO3 LO2
Online task hurdle task Mid-term test
Mid-term test
30% Week 06 1500wd
Outcomes assessed: LO1 LO5 LO4 LO3 LO2
hurdle task = hurdle task ?

Assessment summary

For more information see sydney.edu.au/students/guide-to-grades

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

As a general guide, a High distinction indicates work of an exceptional standard, a Distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

 

Result name

Mark range

Description

High distinction

85 - 100

Work of exceptional standard. Written work demonstrates initiative and ingenuity in research and reading, pointed and critical analysis of material, innovative interpretation of evidence, makes an insightful contribution to debate, engages with values, assumptions and contested meanings contained within original evidence, develops abstract or theoretical arguments on the strength of detailed research and interpretation. Properly documented; writing characterised by creativity, style, and precision.

Distinction

75 - 84

Work of a superior standard. Written work demonstrates initiative in research and reading, complex understanding and original analysis of subject matter and its context, both empirical and theoretical; makes good attempt to ‘get behind’ the evidence and engage with its underlying assumptions, takes a critical, interrogative stance in relation to argument and interpretation, shows critical understanding of the principles and values underlying the unit. Properly documented; writing characterised by style, clarity, and some creativity.

Credit

65 - 74

65-69% (Low Credit) Competent work, though further development needed. Written work contains evidence of comprehensive reading, offers synthesis and critical evaluation of material on its own terms, takes a position in relation to various interpretations. In addition, it shows some extra spark of insight or analysis. Demonstrates understanding of broad historical significance, good selection of evidence, coherent and sustainable argument, some evidence of independent thought.

70-74% (High Credit) Highly competent work. Evidence of extensive reading and initiative in research, sound grasp of subject matter and appreciation of key issues and context. Engages critically and creatively with the question, and attempts an analytical evaluation of material. Makes a good attempt to critique various interpretations, and offers a pointed and thoughtful contribution to an existing debate. Some evidence of ability to think theoretically as well as empirically, and to conceptualise and problematise issues. Well written and documented.

Pass

50 - 64

50-54% (Low Pass) Work of an acceptable standard. Written work contains evidence of minimal reading and some understanding of subject matter, offers descriptive summary of material relevant to the question, but may have a tendency to paraphrase; makes a reasonable attempt to organise material logically and comprehensibly and to provide scholarly documentation. There may be gaps in any or all of these areas.

55-59% (Medium Pass) Work of a satisfactory standard. Written work meets basic requirements in terms of reading and research, and demonstrates a reasonable understanding of subject matter. Offers a synthesis of relevant material and shows a genuine effort to avoid paraphrasing, has a logical and comprehensible structure and acceptable documentation, and attempts to mount an argument, though there may be weaknesses in particular areas.

60-64% (High Pass) Work has considerable merit. Written work contains evidence of a broad and reasonably accurate command of the subject matter and some sense of its broader significance, offers synthesis and some evaluation of material, demonstrates an effort to go beyond the essential reading, contains clear focus on the principal issues, understanding of relevant arguments and diverse interpretations, and a coherent argument grounded in relevant evidence, though there may be some weaknesses of clarity or structure. Articulate, properly documented.

Fail

0 - 49

Work not of an acceptable standard. Work may fail for any or all of the following reasons: unacceptable levels of paraphrasing; irrelevance of content; presentation, grammar or structure so sloppy it cannot be understood; submitted very late without extension. The student’s performance fails to satisfy the specified learning requirements.

 

 

For more information see guide to grades.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

  • Deduction of 5% of the maximum mark for each calendar day after the due date.
  • After ten calendar days late, a mark of zero will be awarded.

This unit has an exception to the standard University policy or supplementary information has been provided by the unit coordinator. This information is displayed below:

Faculty rules on late penalties apply.

Academic integrity

The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

Use of generative artificial intelligence (AI) and automated writing tools

You may only use generative AI and automated writing tools in assessment tasks if you are permitted to by your unit coordinator. If you do use these tools, you must acknowledge this in your work, either in a footnote or an acknowledgement section. The assessment instructions or unit outline will give guidance of the types of tools that are permitted and how the tools should be used.

Your final submitted work must be your own, original work. You must acknowledge any use of generative AI tools that have been used in the assessment, and any material that forms part of your submission must be appropriately referenced. For guidance on how to acknowledge the use of AI, please refer to the AI in Education Canvas site.

The unapproved use of these tools or unacknowledged use will be considered a breach of the Academic Integrity Policy and penalties may apply.

Studiosity is permitted unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission as detailed on the Learning Hub’s Canvas page.

Outside assessment tasks, generative AI tools may be used to support your learning. The AI in Education Canvas site contains a number of productive ways that students are using AI to improve their learning.

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

WK Topic Learning activity Learning outcomes
Week 01 Global Europe: themes and issues Lecture and tutorial (3 hr) LO1 LO2 LO3 LO4 LO5
Week 02 Institutional framework: past and present Lecture and tutorial (3 hr) LO1 LO2 LO3 LO4 LO5
Week 03 Policymaking in EU external relations Lecture and tutorial (3 hr) LO1 LO2 LO3 LO4 LO5
Week 04 Member states, legitimacy, and democracy Lecture and tutorial (3 hr) LO1 LO2 LO3 LO4 LO5
Week 05 Implementation: making the EU's international relations work Lecture and tutorial (3 hr) LO1 LO2 LO3 LO4 LO5
Week 06 Mid-semester test Lecture and tutorial (3 hr) LO1 LO2 LO3 LO4
Week 07 The EU as a normative power Lecture and tutorial (3 hr) LO1 LO2 LO3 LO4 LO5
Week 08 The EU as an economic power Lecture and tutorial (3 hr) LO1 LO2 LO3 LO4 LO5
Week 09 The EU in the era of power transition Lecture and tutorial (3 hr) LO1 LO2 LO3 LO4 LO5
Week 10 The EU, hard power and transatlantic relations Lecture and tutorial (3 hr) LO1 LO2 LO3 LO4 LO5
Week 11 The future of Europe: enlargement, the neighbourhood, and European order Lecture and tutorial (3 hr) LO1 LO2 LO3 LO4 LO5
Week 12 EU's role in dealing with past harms and preventing future harms Lecture and tutorial (3 hr) LO1 LO2 LO3 LO4 LO5
Week 13 Conclusion and wrap up Lecture and tutorial (3 hr) LO1 LO2 LO3 LO4 LO5

Attendance and class requirements

Preparation: Students should commit to spend approximately three hours of preparation time (reading, studying, homework, essays, etc.) for every hour of scheduled instruction.

Minimum requirements for the successful completion of this unit:

  • Completion of assigned readings;
  • Demonstrated engagement with the lectures;
  • Regular lecture and tutorial attendance as per the University and Faculty Coursework Policy;
  • All assessment items must be completed and submitted in order to pass the unit.

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Required readings

All readings for this unit can be accessed via Canvas.

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

At the completion of this unit, you should be able to:

  • LO1. Demonstrate a sound understanding of the key issues in contemporary EU foreign policy.
  • LO2. Demonstrate ability to think analytically and strategically by utilising relevant theoretical tools and frameworks.
  • LO3. Demonstrate confidence in research and ability to discern relevant and credible sources of information.
  • LO4. Develop advanced oral and written communication skills that conform to the professional standard in the field.
  • LO5. Demonstrate ability to work to a deadline and produce research outputs different from the standard academic assignments.

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1 Depth of disciplinary expertise

Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.

GQ2 Critical thinking and problem solving

Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.

GQ3 Oral and written communication

Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.

GQ4 Information and digital literacy

Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.

GQ5 Inventiveness

Generating novel ideas and solutions.

GQ6 Cultural competence

Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.

GQ7 Interdisciplinary effectiveness

Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.

GQ8 Integrated professional, ethical, and personal identity

An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.

GQ9 Influence

Engaging others in a process, idea or vision.

Outcome map

Learning outcomes Graduate qualities
GQ1 GQ2 GQ3 GQ4 GQ5 GQ6 GQ7 GQ8 GQ9

This section outlines changes made to this unit following staff and student reviews.

The feedback obtained from the previous cohorts has been used to refine and improve all of the facets of this unit from structure and content to assessment. Please contact the unit coordinator if you would like to discuss particular aspects of unit delivery and/or clarify what these changes entailed.

More information can be found on Canvas.

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.