Course coordinator
Dr Marianne Hanson
Course overview
- Study period
- Semester 2, 2025 (28/07/2025 - 22/11/2025)
- Study level
- Undergraduate
- Location
- St Lucia
- Attendance mode
- In Person
- Units
- 2
- Administrative campus
- St Lucia
- Coordinating unit
- Politic Sc & Internat Studies
POLS2217 introduces students to the personalities, institutions and dynamics that have shaped European politics since 1945. Primary areas of study include the European Union (EU), domestic and foreign politics of major European powers (eg Britain, France, Germany and Russia) and the impact of specific challenges facing these countries (eg the fall of the Berlin Wall, the end of Communism, German re-unification, civil war in former Yugoslavia, the US-led war on terror) on the willingness of European states to cooperate. With its focus on cooperation in the EU, the course not only enhances the student's empirical knowledge of contemporary European politics, but also of theories seeking to explain why sovereign states cooperate.
Hardly a day goes by where 'Europe' doesn't make the news headlines. Journalists often use the term ‘Europe’ as shorthand for the European Union (EU), thereby forgetting that ‘Europe’ means different things to different people. For example, some European countries are clearly 'European' (e.g. Norway, Switzerland) but are not a member-state of the EU. Conversely, some countries are part of the EU even though a large proportion of the population does not identify as ‘European’. (eg. the United Kingdom). Moreover, there are questions about where Europe begins and ends: is Russia part of Europe? Is Turkiye? What does it mean to be 'European' anyway?
The outcome of the 2016 Brexit referendum in the UK –which resulted in the UK’s decision to leave the EU — provides valuable food for thought for students and researchers interested in ‘Europe’ and/or the EU. For example, would peace in post-war Europe have lasted so long without the EU and its forerunners the ECSC and EEC? What kind of influence has the EU had on world politics? Are we witnessing the gradual demise of the EU? Is its 'soft power' and global moral leadership as strong as it once was?
And what role have other institutions such as the Council of Europe, the Organisation for Security and Cooperation in Europe, and NATO - all formed during the Cold War - played? How have these various institutions been affected by the Russia-Ukraine war? Europe has been characterised by some as a zone of peace, but have Europeans ended up taking peace for granted? How strong is the revival of nationalist sentiments and authoritarian leadership?
This course will first familiarize students with Europe’s rich social and political history. It will also examine how the Cold War shaped the development of what we know as Europe today (Part A). Subsequently, it will introduce students to ‘EU studies’, a more specific field of studies that straddles International Relations, Peace and Conflict Studies, and Comparative Politics, and which seeks to explain, among other things, why sovereign nation-states decided to cooperate and establish the European Union. We look at why the EU has frequently been considered a moral superpower, a 'soft power' alternative to US dominance in world politics. This section also explores the roles of the OSCE, the Council of Europe and NATO (Part B). Finally, we focus on three case studies which reflect aspects of 'Europe': i) How far can integration go?: the unfolding and impact of Brexit; ii) Europe and strategic stability: the war in Ukraine; and iii) Testing 'European' values: Gaz and the rules and laws of international society (Part C).
Part A (lectures 1-4) provides students with a deep understanding of the historical, social and political context which has created the Europe of today, and which led to the establishment of the European Union and other key institutions. Part B (lectures 5 -10) introduces students to the main EU studies perspectives (Neo-Functionalism, Liberal Intergovernmentalism, Supranationalism, EU Governance, the normative debate about EU citizenship and the alleged 'Democratic Deficit'. It also compares the roles of the EU with those of the OSCE, Council of Europe, and NATO. Part C (lectures 11 - 13) examine the case studies mentioned above.
Students who complete this course successfully will acquire an in-depth knowledge of Europe’s rich social and political history, essential knowledge of European institutions (eg. EU policy domains, decision-making processes etc; the activities of the OSCE and the Council of Europe, and the evolution of NATO), as well as how Europe is being transformed today by new strategic and ethical dilemmas.
The course will also explore the meanings and political implications of ‘Europe’ in global terms by drawing upon Indigenous perspectives. Students will be offered the opportunity to read sources on Europe and European influence written by Indigenous authors, to consider the imposition of European political forms on peoples around the globe, and to compare European transnationalism with Indigenous transnational movements.
Students completing the course should be able to answer the following kinds of questions in a theoretically informed way:
Example questions Part A
- Why has conflict been rife in Europe for so many centuries?
- What was the role of ideas, ideologies and religion in fuelling/curbing conflict?
- Do many Europeans continue to feel divided by language, culture and/or ethnicity?
- What have been the (positive and/or negative) impacts of European conquest?
Example questions Part B
- Why did sovereign nation-states decide to cooperate in post-World War II Europe?
- Why has EU integration been such a roller coaster ride, with many ups and downs?
-ﾠWhat kind of entity is the European Union?
- What are the main challenges facing the EU today?
-ﾠIs there evidence of transnational (EU) identity formation in Europe?
- How do other institutions compare with the EU in terms of purpose and operation?
Example questions Part C
- How unified is the EU? What prompted Brexit and how has this affected Britain's position in the world?
- Is European peace possible? How might we resolve the conflict in Ukraine? What do we do about Russia?
- Are 'European' values and norms still strong? Has Gaza weakened the idea of Europe as a moral leader?
Course requirements
Assumed background
The course is suitable for anyone interested in European politics and/or European Union (EU) integration more specifically.
Although POLS2217 can be taken as a 'stand-alone' course, it can be regarded as an idealﾠ'companion'ﾠto the following Undergraduate courses:
- POLS1201 (Introduction to International Relations)
- POLS2211 (International Organisations and Political Cooperation)
- POLS2509 (Ethnic Conflict and Nationalism)
Recommended prerequisites
We recommend completing the following courses before enrolling in this one:
2 units POLS course
Course contact
Course staff
Timetable
The timetable for this course is available on the UQ Public Timetable.
Additional timetable information
Lectures: There will be 12 two-hour lectures starting in WEEK 1.
Tutorials: There will be 8 tutorials starting in WEEK 2.
Aims and outcomes
POLS2217 aims to increase the student's knowledge of European politics and EU integration since 1945, and to introduce the student to the various theoretical vantage points from which the European Union (EU) can be studied.
The course is also designed in such a way as to increase the students’ knowledge of international institutions and, in so doing, to increase the student's employability. This course is in particular suitable for students aspiring to a career in diplomacy or in international institutions, such as the OECD, EU or NATO, where a sound knowledge of European and EU politics will be indispensable.ﾠ
Finally, the course looks to increase the students’ ability to think critically, and to enhance the student's ability to find relevant literature, to review this literature, and to write a coherent and well-argued essay.
A graduate of Political Science understands the complexity of democratic systems in terms of the ideas, institutions, and policies that define them. They are capable of synthesizing diverse types of evidence and assessing it independently of their own beliefs and interests, communicating their judgements persuasively in written and oral forms. These skills are essential to policy and political leadership that addresses the challenges facing the world’s democracies.
Learning outcomes
After successfully completing this course you should be able to:
LO1.
Understand the long term impact of key events in European and international politics, focusing on political, economic, cultural and security trends and cooperation evident since 1945;
LO2.
Appreciate the interchange of varying perspectives on the international relations of Europe by the application of the concepts of integration and institutional cooperation to specific contemporary and regional issues;
LO3.
Apply your knowledge and analysis of European political issues in both a verbal and a written context, as well as reflect the extent to which that knowledge is applicable to Australia's Asian and Pacific neighbourhoods;
LO4.
Understand and evaluate the unprecedented social experiment that the European Union represents, and be aware of the various political imaginations that are pertinent to alternative European futures. This appreciation will be useful for students who, in their professional environment, will be involved in helping navigate Australia's regional future;
LO5.
Own sharper interpersonal and communication skills, thanks to the interaction dynamics of lectures and tutorials, which will facilitate the acquisition of life problem-solving attributes that are much in demand in the professional world.
Assessment
Assessment summary
| Category | Assessment task | Weight | Due date |
|---|---|---|---|
| Participation/ Student contribution |
Tutorial Preparation and Participation
|
16% |
4/08/2025 - 27/10/2025 |
| Practical/ Demonstration |
In-class writing exercise
|
20% |
4/09/2025 11:15 am
In class, due Thursday 4/09/2025 at 11.15am |
| Quiz |
In-Class Quiz
|
19% |
25/09/2025 11:15 am |
| Essay/ Critique |
Research Essay (2000 words)
|
45% |
10/11/2025 2:00 pm
Due Monday 10/11/2025 at 2pm |
Assessment details
Tutorial Preparation and Participation
- In-person
- Mode
- Activity/ Performance
- Category
- Participation/ Student contribution
- Weight
- 16%
- Due date
4/08/2025 - 27/10/2025
- Learning outcomes
- L01, L02, L04, L05
Task description
TUTORIAL DESCRIPTION
Eight tutorials are scheduled (starting in Week 2). They are an essential component of the course, which is why attendance is mandatory. The tutorials provide an environment in which you will have the opportunity to engage with the core themes of the course and to discuss the various perspectives on these issues. Students are expected to hand in a short (200 word) summary of one of the articles listed in the recommended readings list for the week in question. The recommended reading list can be downloaded from the course's Blackboard site. Students unsure which article to choose may want to consider reading and summarizing the recommended source listed for each tutorial in the Course Instance (under 'learning activities').
The tutorial sessions are designed to deepen your critical skills of analysis, synthesis and to enhance your understanding of decision-making in highly complex situation. They are an essential component of the course and presence and participation in these sessions is mandatory. The marking criteria are based on the idea of three P's: Presence, Preparation and Participation. More specifically, your tutorial participation mark will be calculated as follows:
16 points maximum in total can be earned.
Students can earn:
8 points for attendance (8 tutorials x 1 point = 8 points).
4 points maximum for active participation.
4 points for reading summaries (8 summaries x 0.5 = 4 points).
Should a student be unable to attend tutorials and/or hand in their reading summaries because of legitimate reasons, the alternative arrangement will apply: i) Students must let their tutor know as soon as possible if this is the case in any specific tutorial, and provide evidence of a legitimate reason; ii) the student will be required to hand in two (2) reading summaries for the tutorial missed, drawing from two readings; iii) these reading summaries must be submitted as soon as possible after the date of the missed tutorial, and certainly before the end of Week 13. Failure to provide this alternative will result in the student losing marks (the maximum mark per tutorial will be 2.5) for the tutorial missed.
Artificial Intelligence
Artificial Intelligence (AI) and Machine Translation (MT) are emerging tools that may support students in completing this assessment task. Students may appropriately use AI and/or MT in completing this assessment task. Students must clearly reference any use of AI or MT in each instance.
A failure to reference generative AI or MT use may constitute student misconduct under the Student Code of Conduct.
Submission guidelines
Students will be expected to submit their written reading summaries by Wednesday evening at 9pm prior to each of the tutorials. In other words, you will submit, to your tutor, a reading summary on Wednesday of Weeks 2, 4, 5, 7, 8, 11, 12 and 13. This is to ensure that you have done the required reading ahead of the tutorial discussions on Thursdays.
Reading summaries must be submitted via email to your tutor.
Deferral or extension
You cannot defer or apply for an extension for this assessment.
In-class writing exercise
- Identity Verified
- In-person
- Mode
- Activity/ Performance, Written
- Category
- Practical/ Demonstration
- Weight
- 20%
- Due date
4/09/2025 11:15 am
In class, due Thursday 4/09/2025 at 11.15am
- Learning outcomes
- L02, L03, L04
Task description
Write an analysis/critique of a specific media piece, in class.
You will be asked to write a reflection on a media piece related to the political history of Europe. This will be a practical demonstration of your understanding of the complexities surrounding the notion of what it means to be 'European'. Further information on this assessment will be provided later in the semester.
You will write this in class, using pen and paper. It is expected that you will write approximately 500 - 800 words. You will not be required to provide references, although you may refer to specific readings if you wish, in general terms.
Artificial Intelligence
This assessment is to be completed in-person. The use of generative Artificial Intelligence (AI) or Machine Translation (MT) tools will not be permitted. Any attempted use of AI or MT may constitute student misconduct under the Student Code of Conduct.
Submission guidelines
- The in-class writing exercise will be completed by hand on the set date, in class.
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
Unless there is a genuine and documented reason for not attending this assessment in person on the day, all students are expected to be present.
If a student does have a genuine and documented reason for not being present on this day, the Course Coordinator will organise an alternative time for the student to complete the writing exercise.
In-Class Quiz
- Identity Verified
- In-person
- Mode
- Written
- Category
- Quiz
- Weight
- 19%
- Due date
25/09/2025 11:15 am
Task description
This short quiz will be held in class in Week 9, that is, on 25 September 2025.
Further details on what to expect will be provided during the semester.
This assessment is to be completed in-person. The use of generative Artificial Intelligence (AI) or Machine Translation (MT) tools will not be permitted. Any attempted use of AI or MT may constitute student misconduct under the Student Code of Conduct.
Submission guidelines
Students will be given a Quiz sheet to fill out in pen in the classroom.
Students will be expected to produce their UQ student cards.
Deferral or extension
You may be able to defer this exam.
If the in-class quiz is missed for a legitimate reason, a student may be able to sit an alternative short written quiz (worth 19 marks), at a later date, supervised by the Course Coordinator.
Late submission
It will not be possible to get a late submission for this assessment, as it is an in-class activity.
Research Essay (2000 words)
- Online
- Mode
- Written
- Category
- Essay/ Critique
- Weight
- 45%
- Due date
10/11/2025 2:00 pm
Due Monday 10/11/2025 at 2pm
- Learning outcomes
- L02, L03, L04
Task description
Write a 2000 word Research Essay
A list of Research Essay topics will be made available via Blackboard, and disseminated to students using a Blackboard announcement
Practical Tips:
- Starts with a clear introduction, which (i) articulates the central research question/argument and (ii) provides a clear 'roadmap' (so the reader knows how the essay is structured)
- Follows a clear structure, allowing for a coherent, step-by-step analysis
- Provides empirical- and/or research evidence (academic references) to back up claims/views
- Does justice to complexity and weighs different perspectives (no sweeping conclusions)
- Makes references to relevant academic literature (and not just regurgitate the text book)
- Concludes with a summary of the argument, findings, conclusions (and possible suggestions for future research)
- Ends with a reference section in which you listing the sources you have consulted
Plagiarism Warning: Please ensure your assignment meets the UQ Academic Integrity standards (see POLSIS Essay Guide and/or UQ's website on Academic Integrity). Assignments containing one or more sections paraphrased or copied verbatim from other sources without adequate referencing will be reported to the POLSIS Integrity Officer, who will subsequently subject the assignment to closer inspection and reach a decision as to whether penalties for academic misconduct should be applied.
Artificial Intelligence
Artificial Intelligence (AI) and Machine Translation (MT) are emerging tools that may support students in completing this assessment task. Students may appropriately use AI and/or MT in completing this assessment task. Students must clearly reference any use of AI or MT in each instance.
A failure to reference generative AI or MT use may constitute student misconduct under the Student Code of Conduct.
Submission guidelines
Assignments for this course will be submitted electronically via Blackboard and using Turnitin.
In uploading an assignment via Turnitin you are certifying that it is your original work, that it has not been copied in whole or part from another person or source except where this is properly acknowledged, and that it has not in whole or part been previously submitted for assessment in any other course at this or any other university.
When you successfully submit your assessment to Turnitin after previewing the uploaded document (to make sure that you have chosen the correct file), you should see the “Submission Complete!” message. After this, a downloadable Digital Receipt will display on your Assignment Dashboard. It is your responsibility to download the Digital Receipt as proof of submission. Turnitin will not send this receipt to you automatically.
If you don’t see the downloadable receipt on your assignment dashboard, you should regard your submission as unsuccessful.
If the submission was not successful:
- Note the error message (preferably take a screenshot).
- Go to your assignment page and see if it is possible to submit again.
- If you cannot submit again, then email your course coordinator immediately.
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
Late submission
A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
Unless an extension is granted, penalties for late submission apply. Students are penalised 10% of the maximum possible mark allocated for the assessment item for every calendar day that an assessment item is late.
Marks will be deducted each day for up to 7 calendar days, at which point the submitted item will not receive any marks unless an extension has been approved. Each 24-hour block is triggered from the time the submission is due.
Course grading
Full criteria for each grade is available in the Assessment Procedure.
| Grade | Description |
|---|---|
| 1 (Low Fail) |
Absence of evidence of achievement of course learning outcomes. Course grade description: None of the above criteria will have been met. This student will not have addressed the question, shown no or very little evidence of reading and minimal comprehension of the issues at hand. |
| 2 (Fail) |
Minimal evidence of achievement of course learning outcomes. Course grade description: None of the above criteria will have been met. This student will not have addressed the question, shown no or very little evidence of reading and minimal comprehension of the issues at hand. |
| 3 (Marginal Fail) |
Demonstrated evidence of developing achievement of course learning outcomes Course grade description: Falls short of satisfying all basic requirements for a Pass. The student will have demonstrated a minimal grasp of the chosen topic and will have made an effort to establish a single major argument for the essay. The student will have employed some research which correlated with the argument and will have made a visible effort to achieve adequate grammar, spelling and punctuation. Evidence of attempting to achieve a recognisable narrative flow should appear throughout the assignment. This student will have addressed the question, showing evidence of required research and a basic grasp of the issues at hand. |
| 4 (Pass) |
Demonstrated evidence of functional achievement of course learning outcomes. Course grade description: The student will have demonstrated an adequate grasp of the chosen topic and will have made a reasonable effort to provide evidence to support a visible argument. The student will have employed an adequate research base to support the argument and will have achieved a reasonable, if not completely coherent standard of grammar, spelling, and punctuation. A recognisable narrative flow should be sustained throughout the essay. This student will have answered the question, showing evidence of adequate research and a degree of understanding of the issues at hand. |
| 5 (Credit) |
Demonstrated evidence of proficient achievement of course learning outcomes. Course grade description: The student will have demonstrated a sound grasp of the chosen topic and will have addressed the argument by providing suitable evidence to support an argument. The student will have employed a comprehensive research base that directly relates to the topic though it may not completely support the argument and will have achieved decent levels of competence in grammar, spelling, punctuation and narrative flow. This student will have answered the question in a direct, well supported fashion, showing evidence of some wide reading and a reasonable understanding of the issues at hand. |
| 6 (Distinction) |
Demonstrated evidence of advanced achievement of course learning outcomes. Course grade description: The student will have demonstrated a very good grasp of the chosen topic and will have addressed the argument by providing a considerable amount of evidence to support a clearly stated argument. The student will have employed a reasonably extensive and well-organised research base to structure evidence in support of the argument and will have achieved a high level of competence in grammar, spelling, punctuation and narrative flow. This student will have answered the question in a direct, reasonably sophisticated fashion, employing wide research and showing a sound understanding of the issues at hand. |
| 7 (High Distinction) |
Demonstrated evidence of exceptional achievement of course learning outcomes. Course grade description: The student will have demonstrated a highly sophisticated grasp of the topic and will have succeeded in addressing the question by providing a high level of evidence to support a clearly stated argument. The student will have employed an extensive and well organised research base to structure evidence in support of the argument and will have achieved impeccable levels of grammar, spelling, punctuation and narrative flow. This student will have answered the question in a direct and elegant fashion, employing significant research and showing a deep understanding of the issues at hand. |
Additional course grading information
ﾠ
1. Fail 1 - 19%
2. Fail 20 - 44%
3. Fail 45 - 49%
4. Pass 50 - 64 %
5. Credit 65 - 74 %
6. Distinction 75 - 84 %
7. High Distinction 85 - 100 %
Supplementary assessment
Supplementary assessment is available for this course.
Additional assessment information
Word Length Penalty
Unless otherwise indicated, in the case of written submissions with a specified word count, you are given a +10% leeway on the upper word limit. If your written submission is over this leeway limit, it will attract a 10 percentage point penalty. For example, if your essay is 1,500 words, you may write up to 1,650 before attracting a word count penalty. If your essay exceeds the upper word limit, it will attract a 10% word count penalty. Therefore, if your essay is worth 40 marks, you will lose 4 marks from your allotted grade. Unless specified, penalties only apply to exceeding the word length, not for failure to write a sufficient amount.
Students should note:
• The Author-date in-text referencing system will count toward the word length;
• References in the Footnote referencing system will not count toward the word length. If you are using footnotes, any content included in footnotes beyond the specific text reference will count towards the word length.
Learning resources
You'll need the following resources to successfully complete the course. We've indicated below if you need a personal copy of the reading materials or your own item.
Library resources
Find the required and recommended resources for this course on the UQ Library website.
Additional learning resources information
Additional Learning Materials
Additional learning materials (e.g. lecture slides, links to videos and recordings) will be made available via Black-Board (see folder 'Learning Resources').
Essay Guide
The School of Political Science and International Studies Essay Guide can be downloaded from the School’s Student Support webpage.
The Guide sets out guidelines you should follow in preparing written assignments.
Essay Writing Assistance
The School of Political Science and International Studies schedules regular “drop-in” sessions designed to provide one-on-one advice and assistance in essay planning and writing.
There is no need to make an appointment and you are encouraged to bring your essay with you.
The day and time of these sessions will be finalized at the beginning of each semester and published on the Student Support webpage.
Student Services
Student services offer a variety of short courses during the semester which will help you improve your study, research and writing skills and thus your academic performance in this course.
Library Resources
UQ Library offers training in software, assignment writing, research skills, and publishing and research management.
The University’s library holdings for Political Science and International Studies are primarily located in the Central Library.
There is a help desk in the Library. Students are also welcome to contact the BEL/HASS Librarians for assistance.
Email: librarians@library.uq.edu.au
Learning activities
The learning activities for this course are outlined below. Learn more about the learning outcomes that apply to this course.
Filter activity type by
Please select
| Learning period | Activity type | Topic |
|---|---|---|
Week 1 (28 Jul - 03 Aug) |
Lecture |
Lecture 1 - Welcome. Course information, etc. Lecture 1: The concept of Europe: history, geography, politics and law In this lecture we explore whether Europe can be said to have a distinct European culture and civilization Learning outcomes: L02 |
Week 2 (04 Aug - 10 Aug) |
Lecture |
Lecture 2 - Europe as a blood-soaked continent; Attempts to secure lasting peace In this lecture we will consider the many armed conflicts that took place on the European continent, as well as the (failed) attempts to bring peace.
Learning outcomes: L01, L02, L03, L04 |
Tutorial |
Week 2 Tutorial 1 - Reading Group Discussion Learning outcomes: L03, L05 |
|
Week 3 (11 Aug - 17 Aug) |
Lecture |
Lecture 3 - Europe's colonial expansion; Nationalism spreads to the globe In this lecture, we examine how European rulers and governments set out to conquer new territories outside of Europe, and explore the approaches that were used to 'manage' local populations. We also examine how the Industrial Revolution transformed Europe, and how ideas about 'statehood', 'nationhood' and 'national self-determination' gradually started to take hold among ordinary citizens. Learning outcomes: L01, L02, L03, L04 |
Week 4 (18 Aug - 24 Aug) |
Lecture |
Lecture 4 - Europe: ideologies and war in the 20th century: WWI to the Cold War In this lecture we examine the connections between WWI, WWII and the Cold War. We examine the 20th Century rise of totalitarian regimes in Europe, when Communists gained control in Eastern Europe, and Fascists movements seized power in Italy and Germany. We consider the origins, impact and repercussions of the Cold War as it played out in Europe and how those repercussions affect politics today. Learning outcomes: L01, L02, L03, L04, L05 |
Tutorial |
Week 4 Tutorial 2 - Reading Group Discussion Coakley, J. (2018). Primordialism in nationalism studies: theory or ideology? Nations and Nationalism, 24(2), 327-347 Learning outcomes: L01, L03 |
|
Week 5 (25 Aug - 31 Aug) |
Lecture |
Lecture 5 - Securing lasting peace via economic interdependence; periods of stagnation in the European project In this lecture we examine Jean Monnet & Robert Schuman's plans to secure lasting peace in Europe, not through Treaty, but through 'ever increasing economic interdependence' in the European Coal and Steel Community (ECSC). We then look at the 1980s, which represented a period of stagnation in the European integration project. Learning outcomes: L01, L02, L03, L04 |
Tutorial |
Week 5 Tutorial 3 Reading group: Resource TBA. Learning outcomes: L03, L05 |
|
Week 6 (01 Sep - 07 Sep) |
Lecture |
Lecture 6 - Theoretical perspectives on European integration PLUS In-class writing exercise This lecture introduces students to 'EU studies', a field of International Relations studies advancing competing explanations for why sovereign European nation-state engage in transnational cooperation. The final 30 minutes of the class will be used for students to complete the in-class writing exercise. Students will be provided with a particular media piece and are expected to write an analysis/critique of this piece. More details will be provided later in the semester. Sub-activity: In class writing exercise. 30 minutes. Learning outcomes: L01, L02, L03, L04 |
Week 7 (08 Sep - 14 Sep) |
Lecture |
Lecture 7 - Reviving the EU: from the Single European Act to the Maastricht Treaty This lecture focuses on the late 1980s, when, after a period of stagnation, the European integration process became reinvigorated. As we will see, during this period the EEC became a more complex (multi-layered) governance system with increased scope for non-state actor involvement. Learning outcomes: L01, L02, L03, L04 |
Tutorial |
Week 7 Tutorial 4 Reading discussion: Resource TBA Learning outcomes: L03, L05 |
|
Week 8 (15 Sep - 21 Sep) |
Lecture |
Lecture 8 - Other European institutions: the Council of Europe, the OSCE; NATO: an US/European institution This lecture reminds us of the importance of institutions other than the EU. We look at the reasons behind the formation of the Council of Europe, the Organisation for Security and Cooperation in Europe, as well as the US/European collective defence organisation, NATO. Learning outcomes: L01, L02, L03, L04 |
Tutorial |
Week 8 Tutorial 5 - Reading Group Discussion Reading Group Discussion: Resource TBA Learning outcomes: L03 |
|
Week 9 (22 Sep - 28 Sep) |
Lecture |
Week 9 - Lecture: Democracy, legitimacy and Identity in the EU PLUS In-class Quiz This lecture looks at how challenges to the EU - including the 'democratic deficit' have affected the EU after the Maastricht Treaty. There will also be an in-class short quiz which is worth 19% of the total marks at 11:15 which will last for 30 minutes. |
Mid Sem break (29 Sep - 05 Oct) |
No student involvement (Breaks, information) |
**** Mid-Semester break ***** No lecture, No tutorial. |
Week 10 (06 Oct - 12 Oct) |
Case-based learning |
Reading Week: Preparation for Case Studies on 'Challenges for Europe' There will be no scheduled Lecture or Tutorials this week. Instead, this will be a Reading Week where you will be directed to read various writings on each of the case studies we will look at in Weeks 11, 12 and 13. (Note: we will still have lectures and tutorials in Weeks 11, 12 and 13, and you will be expected to conduct the required readings for those tutorial discussions and to complete your Reading Summaries for those weeks.) But during this particular Reading Week, you will be expected to consider the aspects of European history, geography, law etc that we examined in earlier lectures, and think about how these might apply to the case studies we examine in Weeks 11, 12, and 13. Thus the readings supplied for this Reading Week will be on:
These readings will be supplied to you later in the semester. Learning outcomes: L01, L02, L03, L04 |
Week 11 (13 Oct - 19 Oct) |
Lecture |
Lecture 11 - Current Challenges Case One: the limits of integration? The origins and implications of Brexit. This lecture explores the background and repercussions of Brexit. Learning outcomes: L01, L02, L03, L04 |
Tutorial |
Week 11 Tutorial 6 Brexit Reading Group Discussion: Resource TBA. Learning outcomes: L03, L05 |
|
Week 12 (20 Oct - 26 Oct) |
Lecture |
Lecture 12 Current Challenges Case Two: European security: Ukraine and Russia This lecture explores the background to the invasion of Ukraine and the prospects for ending this conflict. We also address the important question of where Russia 'fits' into Europe, as well as the dynamic of US-Russian strategic rivalry. Learning outcomes: L01, L02, L03, L04 |
Tutorial |
Week 12 Tutorial 7 Reading Group Discussion: Resource TBA Learning outcomes: L03 |
|
Week 13 (27 Oct - 02 Nov) |
Lecture |
Lecture 13 Current Challenges Case Three: European law and norms: the challenge of Gaza This lecture contrasts the contribution that Europe has made to the evolution of international law, norms and humanitarianism with how European governments' responses to Gaza challenges these. Learning outcomes: L01, L02, L03, L04, L05 |
Tutorial |
Week 13 Tutorial 8 Discussion: Has the idea of Europe as a normative power based on rules and laws has been challenged by events in Gaza? Reading Resource TBA. Learning outcomes: L03 |
Policies and procedures
University policies and procedures apply to all aspects of student life. As a UQ student, you must comply with University-wide and program-specific requirements, including the:
- Student Code of Conduct Policy
- Student Integrity and Misconduct Policy and Procedure
- Assessment Procedure
- Examinations Procedure
- Reasonable Adjustments for Students Policy and Procedure
Learn more about UQ policies on my.UQ and the Policy and Procedure Library.