Outline

Overview

It is widely believed that we are entering a new era in which the transborder flows of capital, goods, ideas, and people are rapidly transforming human society. 'Globalisation', many claim, threatens the autonomy of nation-states and erodes the power of national governments to provide social protection and promote the nation's economic prosperity. This unit examines not only the causes and mechanisms of this process, but also assesses its social, economic, and political impacts. The views of radicals, transformationalists, skeptics, and institutionalists are compared and criticised. While globalisation is often viewed as a singular process, trending towards a global society, this unit offers a distinctive approach. Globalisation has uneven and highly differentiated impacts, whether harmful or beneficial, and this unevenness is closely associated with the nature of institutions of governance, at both the domestic and international levels.

Unit details and rules

Academic unit	Government and International Relations
Credit points	6
Prerequisites ?	None
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	Yes

Teaching staff

Coordinator	John Mikler, john.mikler@sydney.edu.au
Lecturer(s)	John Mikler, john.mikler@sydney.edu.au

Type	Description	Weight	Due	Length
Assignment	Essay An essay on a topic chosen from a list of alternative perspectives.	40%	Formal exam period Due date: 14 Nov 2022 at 23:59	3000 words
Outcomes assessed:
Online task	Tutorial papers Based on questions in the Weekly Reading for Lectures and Tutorials.	30%	Multiple weeks	3 x 500 words
Outcomes assessed:
Online task	Mid-Semester test Short answers to questions on concepts and approaches in weeks two to six.	20%	Week 07 Due date: 07 Sep 2022 at 23:59	1500 words
Outcomes assessed:
Participation	Tutorial participation Attendance, preparation and contribution to discussion.	10%	Weekly	During tutorials
Outcomes assessed:
= hurdle task ?

Assessment summary

Detailed information for each assessment can be found on Canvas.

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	Competent work. 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.
Pass	50 - 64	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.
Fail	0 - 49	Work may fail for any or all of the following reasons: unacceptable levels of paraphrasing; irrelevance of content; presentation, grammar or structure so sloppy work cannot be understood; non-submission of assessments or submission very late without an extension.

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.

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.

Learning support

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.

Weekly schedule

WK	Topic	Learning activity
Week 01	Introduction to the course.	Lecture and tutorial (2 hr)
Week 02	Issues, concepts and approaches.	Lecture and tutorial (2 hr)
Week 03	Four major dimensions of globalisation: economic, cultural, political and military globalisation.	Lecture and tutorial (2 hr)
Week 04	Power to 'the market'. The retreat of the state? The 'power' of market 'forces'?	Lecture and tutorial (2 hr)
Week 05	The state and globalisation. Convergence and the triumph of neoliberal ideology? Or the persistence of institutional diversity?	Lecture and tutorial (2 hr)
Week 06	Global development, and north-south relations. Globalisation as development? Or 'kicking away the ladder' and entrenching underdevelopment?	Lecture and tutorial (2 hr)
Week 07	No readings, mid-semester test	Block teaching (2 hr)
Week 08	Cultural diversity, cultural divides, or global culture? Global culture: possible? desirable? Clash of civilisations or clash of globalisations?	Lecture and tutorial (2 hr)
Week 09	Global civil society. The role played by NGOs and INGOs: promoting democratic accountability or entrenching global divides?	Lecture and tutorial (2 hr)
Week 10	Military security and the state. Global security threats, global responses: multilateralism or American leadership/imperialism?	Lecture and tutorial (2 hr)
Week 11	Non-traditional security threats: the global commons. Climate change and environmental degradation.	Lecture and tutorial (2 hr)
Week 12	Private authority and private governance. Private governance as an alternative to state regulation? Or shared sovereignty?	Lecture and tutorial (2 hr)
Week 13	Global governance for a global era? The role of global regulations, and the 'space' left for nation states.	Lecture and tutorial (2 hr)

Attendance and class requirements

Attendance: According to Faculty Board Resolutions, students in the Faculty of Arts and Social Sciences are expected to attend 90% of their classes. If you attend less than 50% of classes, regardless of the reasons, you may be referred to the Examiner’s Board. The Examiner’s Board will decide whether you should pass or fail the unit of study if your attendance falls below this threshold.
Lecture recording: Most lectures (in recording-equipped venues) will be recorded and may be made available to students on the LMS. However, you should not rely on lecture recording to substitute your classroom learning experience.
Preparation: Students should commit to spend approximately three hours’ preparation time (reading, studying, homework, essays, etc.) for every hour of scheduled instruction.

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

There is no textbook for this unit of study. There is instead a reader, available from KopyStop, which is located at 55 Mountain Street, Broadway (shop 3, ground level). You can go there to buy the reader. Alternatively, you can phone them on 9211 2733 or email print@kopystop.com.au to arrange your reader to be sent at an additional cost by express post or courier. All the required readings are also available from the library and from the eReserve link on this Canvas site.

WEEK 1: INTRODUCTION TO THE COURSE

No reading required.

WEEK 2: ISSUES, CONCEPTS AND APPROACHES

Required Reading:

Mann, M. (1997), “Has Globalisation Ended the Rise and Rise of the Nation-State?”, Review of International Political Economy, Vol.4, No.3, pp.472-496.

Martell, L. (2007), “The Third Wave in Globalisation Theory”, International Studies Review, Vol.9, No.2, pp.173-196.

Weiss, L. (2003), “Introduction: Bringing Domestic Institutions Back In”, in Weiss, L. ed., States in the Global Economy: Bringing Domestic Institutions Back In, Cambridge: Cambridge University Press.

WEEK 3: FOUR MAJOR DIMENSIONS OF GLOBALISATION

Economic, cultural, political and military globalisation

Required Reading:

Keohane, R. and Nye, J.S. (2000), “Globalisation: What’s New, What’s Not? (And So What?)”, Foreign Policy, Issue 118, Spring 2000, pp.104-119.

Mann, M. (2001), “Globalisation and September 11”, New Left Review, Vol.12, November-December, pp.51-72.

Friedman, T. (2000), The Lexus and the Olive Tree, revised edition, London: Harper Collins, chapter 6.

Farrell, H. and Newman, A. (2020), “Chained to Globalisation: Why it’s Too Late to Decouple”, Foreign Affairs, Vol.99, No.1, pp.70-80.

WEEK 4: POWER TO ‘THE MARKET’

The retreat of the state? The ‘power’ of market ‘forces’?

Required Reading:

Strange, S. (1996), The Retreat of the State: The Diffusion of Power in the World Economy, Cambridge: Cambridge University Press, chapter 1.

Mikler, J. (2018), The Political Power of Global Corporations, Cambridge: Polity Press, chapter 1.

Payne, T. (2016), “’Who Dun Brexit?’: ‘Globalisation’ or Global Neoliberalism?”, SPERI Comment: The Political Economy Blog, 26 July 2016, http://speri.dept.shef.ac.uk/2016/07/27/who-dun-brexit-globalisation-or-global-neoliberalism/, accessed 14 July 2020.

versus/and

Mikler, J. (2016), “‘Brexit means Brexit’ Must Not Mean ‘Keep Calm and Carry On’”, SPERI Comment: The Political Economy Blog, 30 August 2016, http://speri.dept.shef.ac.uk/2016/08/31/brexit-means-brexit-must-not-mean-keep-calm-and-carry-on/, accessed 14 July 2020.

WEEK 5: THE STATE AND GLOBALISATION

Convergence and the triumph of neoliberal ideology? Or the persistence of institutional diversity?

Required Reading:

Mikler, J. (2018), The Political Power of Global Corporations, Cambridge: Polity Press, chapter 4.

Breslin, S. (2012), “Government-Industry Relations in China: A Review of the Art of the State”, in Andrew Walter and Xiaoke Zhang eds., East Asian Capitalism: Diversity, Continuity and Change, Oxford: Oxford University Press.

Streeck, W. (2017), “The Return of the Repressed”, New Left Review, Vol.104, March/April, pp.5-18.\

Jones, L. and Hameiri, S. (2021), “COVID-19 and the Failure of the Neoliberal Regulatory State”, Review of International Political Economy, online in advance, DOI: 10.1080/09692290.2021.1892798

WEEK 6: GLOBAL DEVELOPMENT AND NORTH-SOUTH RELATIONS

Globalisation as development? Or 'kicking away the ladder’ and entrenching underdevelopment?

Required Reading:

Chang, H. (2008), Bad Samaritans: The Myth of Free Trade and the Secret History of Capitalism, New York: Bloomsbury Press, chapter 1.

Wade, R. (2009), “Is the Globalization Consensus Dead?”, Antipode, Vol.41, No.S1, pp.141-165.

Wolf, M. (2004), Why Globalisation Works, New Haven and London: Yale University Press, chapter 10.

Blinder, A.S. (2019), “The Free Trade Paradox: The Bad Politics of a Good Idea”, Foreign Affairs, Vol.98, No.1 (January/February), pp.119-128.

WEEK 7: NO READINGS, MID-SEMESTER TEST

WEEK 8: CULTURAL DIVERSITY, CULTURAL DIVIDES, OR GLOBAL CULTURE?

Global culture: possible? desirable? Clash of civilisations or clash of globalisations?

Required Reading:

Huntington, S. (1993), “The Clash of Civilisations?”, Foreign Affairs, Vol.72, No.3, pp.22-49.

Hoffman, S. (2002), “Clash of Globalisations”, Foreign Affairs, Vol.81, No.4, pp.104-115.

Milanovic, B. (2020), “The Clash of Capitalisms: The Real Fight for the Global Economy”, Foreign Affairs, Vol.99, No.1, pp.10-21.

Rothkopf, D. (2000), “In Praise of Cultural Imperialism?”, in O’Meara, P., Mehlinger, H.D., and Krain, M. eds., Globalisation and the Challenges of a New Century, Bloomington: Indiana University Press.

Mahbubani, K. and Summers, L. (2016), “The Fusion of Civilizations: The Case for Global Optimism”, Foreign Affairs, Vol.95, No.3., pp.126-135.

WEEK 9: GLOBAL CIVIL SOCIETY
The role played by NGOs and INGOs: promoting democratic accountability or entrenching global divides?

Required Reading:

Scholte, J.A. (2002), “Civil Society and Democracy in Global Governance”, Global Governance, Vol.8, No.3, pp.281-304.

Dryzek, J.S. (2012), “Global Civil Society; The Progress of Post-Westphalian Politics”, Annual Review of Political Science, Vol.15, pp.101-119.

Keck, M. and Sikkink, K. (1999), “Transnational Advocacy Networks in International and Regional Politics”, International Social Science Journal, Vol.51, March, pp.89-101.

Worth, O. and Buckley, K. (2009), “The World Social Forum: Postmodern Prince or Court Jester?”, Third World Quarterly, Vol.30, No.4, pp.649-661.

WEEK 10: MILITARY SECURITY AND THE STATE

Global security threats, global responses: multilateralism or American leadership/imperialism?

Required Reading:

Doyle, M. (2005), “Three Pillars of the Liberal Peace”, The American Political Science Review, Vol.99, No.3, pp.463-466.

Zolo, D. (2007), Globalisation: An Overview, Totton, Hampshire: ECPR Press, chapter 7.

Prestowitz, C. (2003), Rogue Nation: American Unilateralism and the Failure of Good Intentions, New York: Basic Books, pp.272-278.

Mann, M. (2004), “The First Failed Empire of the 21st Century”, Review of International Studies, Vol.30, No.4, pp.631-653.

Nye Jr., J. (2010), “American and Chinese Power after the Financial Crisis”, The Washington Quarterly, Vol.33, No.4, pp.143-153.

Power, S. (2021), “The Can-do Power: America's Advantage and Biden's Chance”, Foreign Affairs, Vol.100, No.1, pp.10-24.

WEEK 11: NON-TRADITIONAL SECURITY THREATS - THE GLOBAL COMMONS

Climate change and environmental degradation

Required Reading:

Hale, T., Held, D. and Young, K. (2013), Gridlock: Why Global Cooperation is Failing when we Need it Most, Cambridge: Polity Press, chapter 4.

Klein, N. (2014), This Changes Everything: Capitalism Versus the Climate, London: Allen Lane, chapter 1.

Giddens, A. (2009), The Politics of Climate Change, Cambridge: Polity Press, chapter 9.

Bollyky, T. J., and Bown, C.P. (2020), The Tragedy of Vaccine Nationalism: Only Cooperation can end the Pandemic, Foreign Affairs, Vol.99, No.5, pp.96-109.

WEEK 12: PRIVATE AUTHORITY AND PRIVATE GOVERNANCE

Private governance as an alternative to state regulation? Or shared sovereignty?

Required Reading:

Haufler, V. (2006), “Global Governance and the Private Sector,” in May, C. ed., Global Corporate Power, Boulder: Lynne Rienner Publishers.

Wilks, S. (2013), The Political Power of the Business Corporation, Cheltenham: Edward Elgar, ch.7.

Seitz, K. and Martens, J. (2017), “Philanthrolateralism: Private Funding and Corporate Influence in the United Nations”, Global Policy, Vol.8, No.5, pp.46-50.

LeBaron, G. (2014), “Subcontracting is not Illegal, but is it Unethical? Business Ethics, Forced Labour, and Economic Success”, Brown Journal of World Affairs, Vol.20, No.2, pp.237-249.

Elbra, E. and Mikler, J. (2017), “Paying a ‘Fair Share’: Multinational Corporations’ Perspectives on Taxation”, Global Policy, Vol.8, No.2, pp.181-190.

WEEK 13: GLOBAL GOVERNANCE FOR A GLOBAL ERA?

The role of global regulations, and the ‘space’ left for nation states.

Required Reading:

Keohane, R. (2011), “Global Governance and Legitimacy”, Review of International Political Economy, Vol.18, No.1, pp.99-109.

Kahler, M. and Lake, D.A. (2009), “Economic Integration and Global Governance: Why So Little Supranationalism?”, in Mattli, W. and Woods, N. eds., The Politics of Global Regulation, Princeton: Princeton University Press.

Aggarwal, V.K. and Evenett, S.J. (2014), “Do WTO Rules Preclude Industrial Policy? Evidence from the Global Economic Crisis”, Business and Politics, Vol.16, No.4, pp.481-509.

Bagwell, K. and Staiger, R. (2001), “National Sovereignty in the World Trading System”, Harvard International Review, Vol.22, No.4, pp.54-59.

Hoekman, B., and Petros, C. Mavroidis (2021), “WTO Reform: Back to the Past to Build for the Future”, Global Policy, Vol. 12, Supplement 3, pp.5-12.

Learning outcomes

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.

Outcomes
Graduate qualities

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

LO1. Critically evaluate underlying theories, concepts, assumptions, limitations and arguments in disciplinary and cross-disciplinary fields of study
LO2. Present coherent arguments when recommending solutions and critically evaluating theories in major fields of study
LO3. Research using archives, libraries, the web and other sources of information
LO4. Demonstrate openness to new ways of thinking and appreciate the importance of intellectual curiosity and reflection as the foundation for continuous learning
LO5. Demonstrate the capacity to deal with ethical and other issues in business, government and social contexts in relation to personal and professional lives
LO6. Confidently and coherently communicating, orally and in writing, to a professional standard in major fields of study.

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
Learning outcomes

Responding to student feedback

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

Many students undertaking postgraduate study are international students and/or have not been to university for quite some time since completing their undergraduate degree. In recognition of the concerns of these students, I am happy to accept more than three tutorial papers and to record the marks of the best three submitted. This serves two purposes. First, anyone who is feeling nervous about the requirements of written work at this level, and for this unit of study in particular, can feel more confident. If they submit a 'bad' tutorial paper, they still have additional chances to submit better ones. Second, the standard of the essays is raised as anyone who is struggling with the material and how to critically analyse the issues it raises is afforded the opportunity to improve on their work over the course of the semester. Students have often said that there are too many written assessments due at the same time, and particularly for those undertaking postgraduate study while working this is a major challenge. To some extent it is unavoidable - e.g. the essay cannot be due in week three! However, I have attempted to deal with it by making the choice of weeks to submit tutorial papers as flexible as possible, and have pushed the due date of the essay out until after lectures have finished so that as much time as possible is available to complete it. Students in the past have often asked if they could answer their own essay question, rather than one of the questions set. As this is a postgraduate unit of study, many wanted to focus on a specific issue or case that they were interested in. The essay questions are now structured so that while some are more specific, for others there is considerable leeway to choose a particular public policy question or problem. Some students have previously expressed frustration that I was not presenting my views, but instead trying too hard to be neutral in the way the subject matter is presented. I now openly present my opinions. Sometimes I also 'try on' opinions that I do not necessarily agree with! The aim is always to stimulate discussion and debate, and students have told me that they appreciate my honesty as opposed to pretending to be ambivalent. But my view is not necessarily more 'right' than anyone else's. Nor is there an objectively 'right' view. Opinions expressed should be challenged, and above all they should be backed with critical analysis based on logical argument supported with evidence. As multiple conclusions are possible on the basis of this, there has been much robust debate between students, as well as between students and myself, in the past! Many have changed their mind in the process. I certainly have.

Additional information

Staying on Top of Your Study

The Learning Centre offers workshops in Academic Reading and Writing, Oral communications Skills, Postgraduate Research Skills, Honours, masters Coursework Program, Studying at University, and Workshops for English Language and Learning. Further information about The Learning Centre can be found at http://sydney.edu.au/stuserv/learning_centre/.

The Write Site provides online support to help you develop your academic and professional writing skills. All University of Sydney staff and students who have a UniKey can access the WriteSite at http://writesite.elearn.usyd.edu.au/.

The FASS Writing Support for Coursework hass a wide range of programs at both Undergraduate and Postgraduate levels that focus on writing across the curriculum. The Writing Hub offers drop-in sessions to assist students with their writing in a one-to-one setting. These sessions are an opportunity for you to receive individualised feedback on your essay drafts, outlines, arguments and ideas. No appointment is necessary, or students can book an appointment online. This service is free of charge to all FASS students and/or all students enrolled in WRIT units. Drop-in hours: Weeks 4-13 each semester, excluding non-instruction weeks, Monday/Tuesday/Wednesday and Thursdays from 10am-5pm Location: The Writing Hub (329) Old Teachers College (A22): Make an online booking here: https://sydney.mywconline.com/.

Pastoral and academic support for Aboriginal and Torres Strait Islander students is provided by the STAR Team in Student Support services, a dedicated team of professional Aboriginal people able to respond to the needs of students across disciplines. The STAR team can assist with tutorial support, mentoring support, cultural and pastoral care along with a range of other services. More information about support for Aboriginal and Torres Strait Islander students can be found at http://sydney.edu.au/current_students/student_services/indigenous_support.shtml.

Free online Library tutorials are available, with one designed especially for students studying in the Humanities and Social Sciences at http://libguides.library.usyd.edu.au/.

Other Support Services

Disability Services is located on Level 5, Jane Foss Russell Building G02; contact 8627 8422 or email
disability.services@sydney.edu.au. For further information, visit their website at http://sydney.edu.au/stuserv/disability/.

Counselling and Psychological Services (CAPS) are located on Level 5, Jane Foss Russell Building G02; contact 8627 8433 or
email caps.admin@sydney.edu.au. For further information, visit their website at http://sydney.edu.au/current_students/counselling/.
International Student Services are located on Level 3 of the Jane Foss Russell Building G02. You can call the office on 1800 SYD
UNI (1800 793 864) or +61 2 8627 1444. For Further information, visit http://sydney.edu.au/study/academic-support/support-forinternational-students.html.

Student Representative Council (SRC) are located on Level 1, Wentworth Building G01; contact them on 9660 5222 or email
help@src.usyd.edu.au. For further information, visit their website at http://srcusyd.net.au/.

Sydney University Postgraduate Representative Association (SUPRA) are located on Level 2, Holme Building A09; 9351 3715 or toll free within Australia on 1800 249 950 or email admin@supra.usyd.edu.au. For further information, visit their website at http://www.supra.net.au.

If you have experienced bullying, harassment, discrimination or sexual assault, you can make a formal complaint through the Student Affairs Unit here: http://sydney.edu.au/student_affairs/complaints/index.shtml, or by calling 1800SYDHLP. Sexual assault is a crime, and you have the right to report it to police: call 000 or visit your nearest police station to make a formal complaint. You can also make an anonymous crime report online here: https://www1.police.nsw.gov.au/mobile/cs.aspx. If you have experienced sexual harassment or assault and require advice, or you know someone who has, you can call NSW Rape Crisis Centre (1800 424 017) 24 hours a day. The NSW Rape Crisis Centre also provides counselling online at http://www.nswrapecrisis.com.au/. There is a Sexual Assault Clinic at RPA Hospital, which provides medical care and counselling. Call 9515 9040 for more info.

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.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect

Current students

GOVT6123: Globalisation and Governance

Semester 2, 2022 [Normal day] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect