Main field(s) of study and in-depth level:
Peace and Conflict Studies G1F
Explanation of codes
The code indicates the education cycle and in-depth level of the course in relation to other courses within the same main field of study according to the requirements for general degrees:
G1N: has only upper-secondary level entry requirements
G1F: has less than 60 credits in first-cycle course/s as entry requirements
G1E: contains specially designed degree project for Higher Education Diploma
G2F: has at least 60 credits in first-cycle course/s as entry requirements
G2E: has at least 60 credits in first-cycle course/s as entry requirements, contains degree project for Bachelor of Arts/Bachelor of Science
GXX: in-depth level of the course cannot be classified.
A1N: has only first-cycle course/s as entry requirements
A1F: has second-cycle course/s as entry requirements
A1E: contains degree project for Master of Arts/Master of Science (60 credits)
A2E: contains degree project for Master of Arts/Master of Science (120 credits)
AXX: in-depth level of the course cannot be classified.
Fail (U), Pass (G), Pass with distinction (VG)
The course is only offered during the spring semester as a freestanding web based course, 50% (half time). The course can be part of the Bachelor's Programme in Political Science, the Bachelor's Programme in Social Sciences, and the Bachelor's Programme in Peace and Development Studies or used as self-contained course.
Upon completion of this course the student is expected to demonstrate:
the ability to identify central concepts in peace and conflict research
the ability to independently collect data on armed conflict, and assess this data using established practices of source criticism
the ability to account for the central assumptions of the main theories of International Relations (IR), and of the so-called broadened security agenda, and apply these assumptions to explain the security behaviour of actors
the ability to independently develop a conflict scenario in a research paper, and theoretically and empirically motivate this scenario
the ability to actively participate in thematic discussion forums and give academic feedback on another student's scenario paper
independently write an assignment within a given time frame
The course consists of two parts:
Module 1. Peace and Security in the International system (7.5 credits) Course module 3 focuses on the concept of security and its various definitions, such as the broadened security agenda and military and non-military security threats. Emphasis is placed on different theoretical perspectives (mainly from the literature on International Relations) and how they can explain actors' security policies.
Module 2. Security Scenario Analysis (7.5 credits) The security scenario analysis consists of an independently written assignment in the form a scenario analysis. The aim of the scenario analysis is to strengthen the student's ability to analyse the conflict developments within a region, a country or between two countries. The analysis is guided by the theories and concepts that are covered in previous modules during Peace and Conflict Studies AI and AII. The students read and give academic feedback on each other's assignments.
Teaching principally consists of self-studies and correspondence with the head teacher and fellow students via the student portal. There are no common course sessions. Teaching language is English; however, assignments can also be submitted in Swedish.
Students are examined through web based seminars and written assignments via the student portal. For each course module there are two examination opportunities given for each assignment.
Three grades are given in this course: VG (pass with distinction), G (pass), U (fail).
To obtain the grade VG (pass with distinction) for the course, a student is required to obtain VG (pass with distinction) on at least 50% of the course modules as well as G (pass) on the remaining course module. To obtain the grade G (pass) for the course a student is required to obtain G (pass) on both course modules.
If there are special reasons for doing so, an examiner may make an exception from the method of assessment indicated and allow a student to be assessed by another method. An example of special reasons might be a certificate regarding special pedagogical support from the University's disability coordinator.