Course overview
- Study period
- Semester 1, 2026 (23/02/2026 - 20/06/2026)
- Study level
- Undergraduate
- Location
- St Lucia
- Attendance mode
- In Person
- Units
- 2
- Administrative campus
- St Lucia
- Coordinating unit
- Politic Sc & Internat Studies
Why do some disenfranchised groups engage in collective action, while others accept their inferior position? How could an authoritarian leader like Hitler acquire such a massive following? Why do some leaders become regarded as charismatic, while others are dismissed as uninspiring? Why are some people attracted to the political left, while others are drawn to the right? What can policy-makers do to secure lasting attitude- and behaviour change? These, and many other questions, are the province of political psychology, a field that uses qualitative and quantitative methods and psychological theories as tools to help understand political processes. In this advanced-level course, students are familiarized with the most prominent debates in political psychology, as well as with more contemporary perspectives that problematize the many assumptions about human behaviour and motivation underlying these classic perspectives.
There are no specific prerequisites for this course, but interest in psychological explanations of social and political behaviour will certainly be helpful.
Although POLS3118 can be taken as a 'stand-alone' course, it can be regarded as an idealﾠ'companion'ﾠto courses examining ways in which humans deal with intergroup tensions/conflict, and ways in which governments and NGOs can foster trust and cooperation:
For example, the course will be of relevance to the following courses:
- POLS1201 - Introduction to International Relations
- POLS2211 - International Organisations and Political Cooperation
Course requirements
Incompatible
You can't enrol in this course if you've already completed the following:
POLS2118
Course contact
Course staff
Timetable
The timetable for this course is available on the UQ Public Timetable.
Additional timetable information
This course comprises 12 lectures starting in Week 1, and 8 tutorials starting in Week 2.
Aims and outcomes
The course has three main aims, which are: (a) to familiarize students with the main (classic and contemporary) debates in Political Psychology, (b) to help students acquire a sound understanding of the psychological theories typically deployed in this field to analyse particular political phenomena, and (c) to develop the ability to question underlying assumptions with the help of more contemporary alternative political science and psychological perspectives.
Apart from providing students the opportunity to develop their independent, critical thinking skills, the course will also provide ample opportunity (in the form of written assignments and oral tutorial participation) for students to develop their communication skills.
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.
Display in-depth knowledge of the big debates in political psychology, of advances in political psychology, and of the ways in which contemporary political psychology insights can enrich mainstream political science theorizing
LO2.
Display the ability (in written and oral communication) to evaluate policy responses from a political psychology perspective (in written and oral form), and to identify alternative responses based on different conceptions of human motivation and behaviour
LO3.
Use AI tools responsibly and transparently to support policy research and communication, including selecting relevant sources, evaluating AI generated outputs, and reflecting on the role of AI in evidence based policy development
Assessment
Assessment summary
| Category | Assessment task | Weight | Due date |
|---|---|---|---|
| Paper/ Report/ Annotation, Participation/ Student contribution |
Tutorial Preparation and Participation
|
20% |
4/03/2026 - 14/05/2026 |
| Presentation | AI Assisted Policy Analysis and Reflection | 40% |
17/04/2026 2:00 pm |
| Performance |
Oral Assessment (8 Minutes, In Person)
|
40% |
8/06/2026 - 19/06/2026 |
Assessment details
Tutorial Preparation and Participation
- In-person
- Mode
- Activity/ Performance
- Category
- Paper/ Report/ Annotation, Participation/ Student contribution
- Weight
- 20%
- Due date
4/03/2026 - 14/05/2026
Task description
Eight tutorials are scheduled, starting in Week 2. They are an essential component of the course, which is why in person 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 submit a short (400 word) summary of one of the readings listed for that week in the TALIS course reading list.
Students are expected to bring in their summary in hardcopy format to the tutorial (so it can be used to guide group discussion, and so it can be handed it in at the end of the tutorial) and to upload the weekly summaries via Turnitin.
Note 1: The article summaries you are expected to hand in should be split in two parts, and provide:
(a) An accurate overview of the chosen article's central research question, main argument(s), the evidence being invoked to back up claims (ca. 200 words)
(b) A reflection on the relevance of the chosen article for real-life policy making (ca. 200 words)
Note 2: Your tutorial mark will be calculated (out of a total of #20 maximum) based on:
- The quality of the reading summaries you submitted before the start of tutorials (8 x 2# = 16# maximum)
- The frequency and quality of your contribution in group discussion (8 x 0.5 = 4# maximum)
PS - A more detailed marking criteria matrix for this assignment will be made available via the course Blackboard site.
Note 3: Students unable to attend one of more tutorials due to circumstances beyond their control (e.g., illness, jury duty, care duties) may be granted the opportunity to compensate for their absence by submitting a longer 700-word article summary, provided (a) the course coordinator and tutor are being notified by email before the tutorial takes place, and (b) supporting evidence is being provided before the end of the week in which the tutorial took place (e.g., a medical certificate, hospital admission statement, letter informing of upcoming jury duty).
This assessment task 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 are expected to submit a short (400 word) summary of one of the readings listed for that week in the TALIS course reading list.
Students are expected to bring in their summary in hardcopy format to the tutorial (so it can be used to guide group discussion, and so it can be handed it in at the end of the tutorial).
Assignments for this course will be submitted electronically via Blackboard and using Turnitin. (Alongside hardcopy handing in as per above)
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.
Students unable to attend one of more tutorials due to circumstances beyond their control (e.g., illness, jury duty, care duties) may be granted the opportunity to compensate for their absence by submitting a longer 700-word article summary, provided (a) the course coordinator and tutor are being notified by email before the tutorial takes place, and (b) supporting evidence is being provided before the end of the week in which the tutorial took place (e.g., a medical certificate, hospital admission statement, letter informing of upcoming jury duty).
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.
AI Assisted Policy Analysis and Reflection
- Mode
- Product/ Artefact/ Multimedia
- Category
- Presentation
- Weight
- 40%
- Due date
17/04/2026 2:00 pm
Task description
STUDENTS ARE EXPECTED TO COMPLETE THE FOLLOWING THREE TASKS:
[1] Select a current Australian policy challenge
- A list of topics (which students can choose from) will be made available beforehand via the course’s Blackboard site.
- Students wanting to focus on a different (not listed) policy challenge will need prior approval (in writing) from the course coordinator
[2] Use an AI tool
- To compile 2000-word policy briefing document containing recent 'grey literature'* (to be submitted for marking purposes)
- To organise this review thematically (policy problem definition, available policy options, preferred policy options, motivations underpinning policy preferences)
- To identify (tacit and explicit) assumptions about human behaviour underpinning different policy proposals and policy preferences
- To produce a graph visualising the prevalence of distinct understandings and/or assumptions about human behaviour and human nature (to be inserted into the 2000-word report)
NB - Students should keep a written record of the AI prompts that were used (successfully or unsuccessfully) to compile and analyse the policy documents, and insert this record in the report as an appendix
NB – The policy briefing should end with a reference list of all sources used. The reference list will be excluded from the word-count, and footnotes can be used (instead of in-text citations) to reduce the word count.
* The term 'grey literature' refers to official reports issued by reputable organisations (e.g., Government Departments, Policy Thinktanks, National Research Centres, Peak Bodies, Lobby Groups). Grey literature is often used in combination with academic peer-reviewed research (to complement each other. However, for this task students should focus exclusively on 'grey literature' and grey literature should be from reputable sources (e.g., Australian Bureau of Statistics, Productivity Commission, Royal Commission Reports, Grattan Institute, Lowy Institute, Centre for Independent Studies, Institute of Public Affairs, McKell Institute etc.)
[3] Use EchoVideo:
- To record, save and upload a five-minute video recording in which the student reflects on their experiences using AI to conduct policy analysis (see the marking criteria sheet for more information about what to discuss)
- To create a video recording link for marking purposes (to be inserted into the 2000-word policy briefing)
For more information on the use of EchoVideo, check the links below:
Video Assignments (Original) - eLearning - University of Queensland
Submit a video assignment with EchoVideo (Original) - eLearning - University of Queensland
IMPORTANT ADDITIONAL INFORMATION
Marking Criteria
- A more detailed marking criteria matrix for this assignment will be made available via the course Blackboard site
- Rather than to focus on the end-product (the 2000-word policy briefing) the markers of this assignment will also focus on (and award marks) for students demonstrating the steps they undertook in their effort to make optimal use of AI (i.e. the process that was followed to design and execute the research, and the prompts that were used to instruct AI).
Artificial Intelligence Warning: This task has been designed to be challenging, authentic and complex. Whilst students may use AI and/or MT technologies, successful completion of assessment in this course will require students to critically engage in specific contexts and tasks for which artificial intelligence will provide only limited support and guidance. Failure to reference generative AI or MT use may constitute student misconduct under the Student Code of Conduct. To pass this assessment, students will be required to demonstrate detailed comprehension of their written submission independent of AI and MT tools.
Plagiarism Warning: Please ensure your assignment meets the UQ Academic Integrity standards (see below, in the 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.
Submission guidelines
Students are expected to submit the 2000-word policy briefing 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:
1. Note the error message (preferably take a screenshot).
2. Go to your assignment page and see if it is possible to submit again.
3. If you cannot submit again, then email your course coordinator immediately.
Use EchoVideo:
- To record, save and upload a five-minute video recording in which the student reflects on their experiences using AI to conduct policy analysis (see the marking criteria sheet for more information about what to discuss)
- To create a video recording link for marking purposes (to be inserted into the 2000-word policy briefing)
Further instructions on the use of EchoVideo;
Video Assignments (Original) - eLearning - University of Queensland
Submit a video assignment with EchoVideo (Original) - eLearning - University of Queensland
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.
Oral Assessment (8 Minutes, In Person)
- In-person
- Mode
- Oral
- Category
- Performance
- Weight
- 40%
- Due date
8/06/2026 - 19/06/2026
Task description
Students are expected to sit an in-person oral assessment.
The oral assessment will be conducted by the course coordinator and course tutor, and provisionally awarded marks by each marker will be moderated shortly after the assessment.
The oral assessment will probe:
(a) Students' ability to accurately recall course insights.
(b) Students' ability to apply POLS3118 insights to gain a deeper understanding of historical events and/or current policy challenges.
(c) Students' ability to translate POLS3118 insights into practical advice for policy-makers and/or political communication strategists.
PS - A more detailed marking criteria matrix for this assignment will be made available via the course Blackboard site.
Plagiarism Warning: Please ensure your assignment meets the UQ Academic Integrity standards (see in the POLSIS Essay Guide available at the POLSIS Student Support page and/or UQ's policy 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 Warning: This assessment task 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
Deferral or extension
You cannot defer or apply for an extension for this assessment.
In cases where students are affected by circumstances beyond their control (e.g., illness, jury duty, care duties) on the agreed due date, they must contact the course coordinator and tutor directly prior to the session to arrange a new date and time.
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: Fails to demonstrate most or all of the basic requirements of the course: 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: Demonstrates clear deficiencies in understanding and applying fundamental concepts; communicates information or ideas in ways that are frequently incomplete or confusing and give little attention to the conventions of the discipline: 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: Demonstrates superficial or partial or faulty understanding of the fundamental concepts of the field of study and limited ability to apply these concepts; presents undeveloped or inappropriate or unsupported arguments; communicates information or ideas with lack of clarity and inconsistent adherence to the conventions of the discipline: 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: Demonstrates adequate understanding and application of the fundamental concepts of the field of study; develops routine arguments or decisions and provides acceptable justification; communicates information and ideas adequately in terms of the conventions of the discipline: 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: Demonstrates substantial understanding of fundamental concepts of the field of study and ability to apply these concepts in a variety of contexts; develops or adapts convincing arguments and provides coherent justification; communicates information and ideas clearly and fluently in terms of the conventions of the discipline: 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: As for 5, with frequent evidence of originality in defining and analysing issues or problems and in creating solutions; uses a level, style and means of communication appropriate to the discipline and the audience: 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: As for 6, with consistent evidence of substantial originality and insight in identifying, generating and communicating competing arguments, perspectives or problem solving approaches; critically evaluates problems, their solutions and implications: 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.ﾠThe 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.ﾠThis 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
Grades will be awarded on the following basis:
1. Fail ﾠ ﾠﾠ (1 - 19%)
2. Failﾠﾠﾠﾠﾠﾠﾠ (20 - 39%)
3. Fail ﾠ ﾠﾠﾠ ﾠﾠ (40 – 49%)
4. Passﾠﾠﾠ ﾠ ﾠ ﾠ (50 - 64%)
5. Creditﾠﾠﾠﾠﾠ ﾠ ﾠ ﾠ (65 - 74%)
6. Distinctionﾠﾠﾠﾠﾠﾠ (75 - 84%)
7. High Distinctionﾠﾠ (85 - 100%)
Supplementary assessment
Supplementary assessment is available for this course.
Additional assessment information
Word Length Penalty (Not Applicable)
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
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 (23 Feb - 01 Mar) |
Lecture |
Wed 25/2 - Lecture 1 (Introduction) |
Not Timetabled |
No tutorial in week 1 |
|
Week 2 (02 Mar - 08 Mar) |
Lecture |
Wed 4/3 - Lecture 2 (Beyond Rational Self-Interest) For a long time, political behaviour was seen as motivated by individual self-interest, with humans being conceived as rational selfish utility maximizers (homo economicus). In this lecture we will examine the gradual demise of this economic approach to political behaviour, brought about by (a) growing awareness (thanks to cognition psychology) that humans have bounded rationality, and (b) growing awareness (thanks to social psychology) that human behaviour is context-dependent and influenced by identities and social norms. |
Tutorial |
Tutorial 1 * Are we humans rational? * How rational is our political behaviour? * Is our political behaviour guided by material self-interests? * Why are 'homo economicus' explanations popular? |
|
Week 3 (09 Mar - 15 Mar) |
Lecture |
Wed 11/3 - Lecture 3 (Election Studies / Psephology) As can be seen from Donald Trump's 2016 surprise election victory, and Vote Leave's unexpected victory in the UK's 2016 Brexit referendum, election- and referenda results are difficult to predict, this despite the use of sophisticated statistical methods in election studies (psephology). In this lecture we will first consider the shortcomings of opinion poll research examining individual-level factors, and subsequently consider relevant studies showing voters' voting decisions are heavily influenced by collective-level factors, such as (positive and negative) partisanship and affective polarization. |
Tutorial |
Tutorial 2 * Why do election forecasters often get it wrong? * Which assumptions do opinion pollsters make? * Which factors are overlooked in pre-election opinion polls? * Is there risk of 'confirmation bias' in opinion poll research? |
|
Week 4 (16 Mar - 22 Mar) |
Lecture |
Wed 18/3 - Lecture 4 (Leadership and Followership) Journalists are often quick to interpret the growing popularity of a politician or party as evidence of this politician party having read the public mood accurately and having a message that resonates with public sentiment out there in society. In so doing, what is often underestimated is the extent to which politicians and parties are able to shape public sentiment (by fomenting grievances). In this lecture we will review three leadership approaches (leader-centric, follower-centric, leader-follower group processes). The lecture will conclude with a brief reflection on how leadership research focusing on group processes might enrich political science research into 'elite cueing', 'voter attitudes', partisanship, and affective polarization. |
Not Timetabled |
No tutorial in week 4 |
|
Week 5 (23 Mar - 29 Mar) |
Lecture |
Wed 25/3 - Lecture 5 (Ideology and Collective Action) |
Tutorial |
Tutorial 3 Tutorial Questions |
|
Week 6 (30 Mar - 05 Apr) |
Lecture |
Wed 1/4 - Lecture 6 (Conceptualising Political Behaviour) |
Tutorial |
Tutorial 4 * Do people support ideologies that serve their self-interest? * Do voters vote for parties that protect their self-interest? * Why do voters vote for parties that harm their self-interest? * How can we explain self-harming voting behaviour? |
|
Mid-sem break (06 Apr - 12 Apr) |
No student involvement (Breaks, information) |
6/4 - 10/4 (MID SEMESTER BREAK) Mid-Semester Break |
Week 7 (13 Apr - 19 Apr) |
Lecture |
Wed 15/4 - Lecture 7 (Social Movements and Contentious Politics) How can we explain the emergence of new social movements? Why do some social movements resort disruptive contentious politics techniques such as strikes, protest rallies, or riots? In this lecture we will consider two perspectives. One school of thought, popular in conservative circles, takes its cues from the French criminologist Gustave LeBon, and views popular uprisings as evidence of rising normlessness (breakdown). A second school of thought, popular in progressive circles, draws on Karl Marx work, and views uprisings as a sign of deprivation and rising class consciousness (solidarity). Researchers seem to have lost interest in this old breakdown vs. solidarity debate. However, as we will see, the underlying ideas remain relevant, and inform the way in which left-wing and right-wing governments are inclined to interpret (and respond to) instances of civil unrest (e.g., the 2011 London Riots). |
Not Timetabled |
No tutorial in week 7 |
|
Week 8 (20 Apr - 26 Apr) |
Lecture |
Wed 22/4 - Lecture 8 (Explaining Genocide) |
Tutorial |
Tutorial 5 * Are some people more prone to turn to violence? * Does conflict 'boil down' to conflict over scarce resources? * What lessons did Sherif draw from his boys camp study? * What alternative explanations exist to explain conflict? * What do Social Identity Theorists say about conflict? |
|
Week 9 (27 Apr - 03 May) |
Lecture |
Wed 29/5 - Lecture 9 (Populism and the Wealth Paradox) Populist radical right parties have made a remarkable comeback in recent decades. This revival began in the 1980s, long before Brexit and Trump, and has been attributed to radical right parties managing to shake off their thuggish image. But when do populist parties thrive? Who votes radical right? And why? In this lecture we will use the findings of recent Wealth Paradox and V-Curve research to debunk two pervasive myths about populist radical right voting, namely the idea (a) that economic crises provide fertile soil for populist parties, and (b) that populist parties attract disproportionate numbers of blue-collar workers on low-incomes (so-called losers of globalization in rustbelt states). The main take-home message of this lecture is that, as populism scholars have known for quite some time, economic crises, surging immigration, and low-income are in fact poor predictors of populist voting. |
Tutorial |
Tutorial 6 * What is populism? What is nativism? * What do populist parties have in common? * Are some voters more likely to vote radical right? * What does the term 'The Wealth Paradox' refer to? |
|
Week 10 (04 May - 10 May) |
Lecture |
Wed 6/5 - Lecture 10 (Propaganda, Fake News, Conspiracy beliefs) There was widespread outcry when whistle-blowers revealed that Cambridge Analytica had micro-targeted Facebook users in the lead up to elections. Attempts to influence voters covertly, so critics rightfully argued, were unethical and undemocratic. But is covert microtargeting as effective as so many have claimed? And was it unprecedented, as is often claimed? In this lecture we will question these claims and review previous attempts to manipulate public opinion covertly (e.g., the Soviet Union used active measures to undermine West European governments). We will also consider whether Frankfurt School research into propaganda, which viewed propaganda as powerful elites controlling working class minds, can help us understand recent events (e.g., Cambridge Analytica). Finally, we will explore the psychology of conspiracy beliefs, and consider whether some people are prone to believe in conspiracies, and why it is so hard to climb out of a conspiracy rabbit hole. |
Tutorial |
Tutorial 7 * What would historians have to say about 'fake news'? * Which actors use fake news and misinformation? * How did Frankfurt School scholars view mass manipulation? * What is the book 'Manufacturing Consent' about? |
|
Week 11 (11 May - 17 May) |
Lecture |
Wed 13/5 - Lecture 11 (Public Policy and Behaviour Change) Governments can use different techniques (or 'modes of governance') to influence the behaviour of citizens, communities, and organizations. Broadly speaking, the public policy literature suggests governments can use five modes of governance, namely hierarchy, markets, networks, stealth, and persuasion. In practice governments often use a combination of these modes (e.g., persuasion backed up by hierarchy). In this lecture we will consider the pros and cons of each of these modes, thereby paying particular attention to the capacity of each mode of governance to bring about enduring behaviour change. As we will see, governments across the globe have used different modes of governance to contain the Covid-19 pandemic, with varying degrees of success, and the choice for a particular mode of governance was often motivated by ideology rather than by evidence-based analyses of what works. |
Tutorial |
Tutorial 8 * Which strategies can be used to secure behaviour change? * Which strategies can be used to contain Covid-19? * Is 'coercion' an effective way to secure behaviour change? * Are 'incentives' a good way to secure behaviour change? * Why is it so hard to secure lasting behaviour change? |
|
Week 12 (18 May - 24 May) |
Lecture |
Wed 20/5 - Lecture 12 (Revision) |
Not Timetabled |
No tutorial in week 12 |
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
- AI for Assessment Guide
Learn more about UQ policies on my.UQ and the Policy and Procedure Library.