Course profile

International Relations of the Asia- Pacific (POLS7208)

Study period
Sem 1 2025
Location
St Lucia
Attendance mode
In Person

Course overview

Study period
Semester 1, 2025 (24/02/2025 - 21/06/2025)
Study level
Postgraduate Coursework
Location
St Lucia
Attendance mode
In Person
Units
2
Administrative campus
St Lucia
Coordinating unit
Politic Sc & Internat Studies

This course explores the politics, economics and international relations of the Asia Pacific region at both the intra- and inter-regional levels. Particular attention is paid to influence of historical factors and domestic politics on the construction and evolution of foreign policies, and their impact on East Asian international relations. The course examines the possibility of hegemonic competition between the US, China and Japan in the evolving regional order, and the role of ASEAN in advancing East Asian forms of regionalism. The intention of the course is to: provide an understanding of East-Asia's post-war development; understand relations with the US; and critically reflect on how East Asian affairs and politics are incorporated in the discipline of International Relations.

This course outlines and explores some of the most influential and important ways in which the Asia-Pacific region and its distinctive political practices have been understood. The course begins by placing the Asia-Pacific in its specific historical context before moving on to consider some of the most important issues and relationships that are currently shaping the region. Major theoretical and empirical issues in this course will include the evolution of the international relations of the region in the post-Cold War era, the nature and impact of hegemonic rivalry, the dynamics of regional security, democratisation and economic reform, and the prospects for regional cooperation and institutionalisation.

Course requirements

Incompatible

You can't enrol in this course if you've already completed the following:

POLS7202, GT730, GO843

Course contact

Lecturer

Associate Professor Melissa Curley

Dr Melissa Curley is an Associate Professor in International Relations with extensive expertise in Southeast Asian affairs and is Deputy Director of the Asia Pacific Centre for the Responsibility to Protect at UQ's School of Political Science and International Relations. She has researched and taught various topics related to the politics and security of the region, such as China-ASEAN relations, non-traditional security challenges, and Cambodian post-conflict reconstruction. She has worked within executive training and leadership programmes, including regional policy makers, officials, and civil society from PNG, Indonesia and Mongolia with UQID. She is an experienced curriculum designer and facilitator with over 15 years’ experience in adult learning environments and postgraduate education. She is a Fellow of the Higher Education Academy (UK), a member-led organisation for the tertiary sector that works with partners across the globe to improve higher education for staff, students and society. She serves as a member of the Executive Advisory Board of Bravehearts Inc., a non-profit organisation that works to prevent and protect Australian children from sexual assault, and in 2016 was made a Paul Harris Fellow in recognition of her services to The Rotary Foundation. 

Course staff

Course coordinator

Timetable

The timetable for this course is available on the UQ Public Timetable.

Additional timetable information

Internal (face to face) seminars for POLS7208 will be held two hours on Tuesday 10-12 noon.

They will typically start with a 40-45 minute lecture briefing of the weekly topic, followedﾠby one hour of facilitated discussion and group activities. PowerPoints used during the lectures will be uploaded to the POLS7208 Blackboard site for further reference. Optional reading and documentary viewing is also provided for those who have the interest and time.

The two hour face to face seminar (Weeks 1-13) will be held from 10am-12pm on Tuesday in Room 5 Collaborative Room, Building 207 (Richards Building).

Aims and outcomes

Aims and outcomes

This course explores the politics, economics and international relations of the Asia Pacific region at both the intra- and inter-regional levels. Particular attention is paid to East Asia and the possibility of hegemonic competition between the US and China. The intention of the course is to provide and understanding of East Asia's post-war development and its relations with the US in particular.

Learning outcomes

After successfully completing this course you should be able to:

LO1.

Understand the major economic, political and strategic forces influencing the Asia-Pacific region

LO2.

Critically evaluate competing perspectives on the Asia-Pacific

LO3.

Critically apply theoretical concepts to the politics of the Asia-Pacific

LO4.

Understand contemporary domestic and international relations in the Asia-Pacific

LO5.

Critically assess, and articulate a response to the Asia-Pacifics distinctive political practices and intra-regional relations

Course overview
Assessment

Assessment

Assessment summary

Category Assessment task Weight Due date
Participation/ Student contribution, Reflection Attendance at Weekly Seminars
  • Identity Verified
  • Online
 15%

24/02/2025 - 26/05/2025
Project Project Plan and Annotated Bibliography
10% 5% each for Plan and Bibliography - 10% in TOTAL

4/04/2025 2:00 pm

To be submitted via Turnitin by 2pm, Friday 4th April, 2025.
Paper/ Report/ Annotation Critical Review of Primary Source (2000 words) 25% 2000 words

6/05/2025 2:00 pm
Essay/ Critique Major Research Essay/Project (4000 words)
  • Hurdle
 50%

Must be submitted via Turnitin on Blackboard by 2pm, Friday 30th May, 2025.

A hurdle is an assessment requirement that must be satisfied in order to receive a specific grade for the course. Check the assessment details for more information about hurdle requirements.

Assessment details

Attendance at Weekly Seminars

  • Identity Verified
  • Online
Mode
Activity/ Performance
Category
Participation/ Student contribution, Reflection
Weight
15%
Due date

24/02/2025 - 26/05/2025

Learning outcomes
L01, L02, L03, L04, L05

Task description

Students are required to attend seminars and will be allocated one mark for attending each Week and posting a 100-150 - post online (via UQPadlet) prior to the seminar each week reflecting/commenting on a reading for the session (Not required for Week 1). Two marks will be allocated for posting a 300 word response prior to the 'Roses, Buds, and Thorns' exercise in Week 13 and discussing it in class.

Students who are unwell or have extenuating circumstances for non-attendance can email the Course Coordinator Dr Melissa Curley (m.curley@uq.edu.au) with medical or other documentation. Make up work will be assigned in lieu by the Course Coordinator for students to be assigned marks when they can not attend.

PLEASE NOTE: Students who cannot regularly attend the 10-12noon Tuesday time slot in person should reconsider their enrolment in this class.

Assessment tasks are intended to evaluate a student’s abilities, skills, and knowledge. Unless explicitly stated otherwise in the assessment instructions, assessments are to be completed without the aid of Artificial Intelligence (AI) and Machine Translation (MT). Failure to comply with this direction 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.

Students who are unwell or have extenuating circumstances for non-attendance can email the Course Coordinator Dr Melissa Curley (m.curley@uq.edu.au) with medical or other documentation. Make up work will be assigned in lieu by the Course Coordinator for students to be assigned marks when they can not attend.

Project Plan and Annotated Bibliography

Mode
Written
Category
Project
Weight
10% 5% each for Plan and Bibliography - 10% in TOTAL
Due date

4/04/2025 2:00 pm

To be submitted via Turnitin by 2pm, Friday 4th April, 2025.

Other conditions
Student specific.

See the conditions definitions

Learning outcomes
L02, L03, L05

Task description

Students are required to submit a Plan and Annotated Bibliography to outline their major research paper, up to four pages maximum (two pages each).

See the detailed Assessment 1 Criteria and Rubric Sheet for further information on this assessment. 

The Plan (5%) should outline the following:

  • Major sections and sub-sections
  • Key arguments to be developed (preliminary is fine)
  • Areas which may be unclear or to be developed. (This allows us to guide you in the right direction)

The Annotated Bibliography (5%) should consist of:

  • Between 7-8 scholarly items (including at least 3 primary sources) that will be consulted for the essay.
  • Aim for a mixture of secondary and primary sources (at least 3 primary sources).
  • A short paragraph (2-3 sentences) describing the main argument and its relevance for your research essay/project.
  • Statement about why this reference is relevant/significant for the essay (for example you might highlight the UN Trafficking in Persons Protocol if you want to write on the issue of trafficking as a non-traditional security issue, or an ASEAN document, if you want to explore the essay about ASEAN's future relevance). 

IN TOTAL THIS ASSESSMENT IS WORTH 10%

Assessment tasks are intended to evaluate a student’s abilities, skills, and knowledge. Unless explicitly stated otherwise in the assessment instructions, assessments are to be completed without the aid of Artificial Intelligence (AI) and Machine Translation (MT). Failure to comply with this direction 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:

  1. Note the error message (preferably take a screenshot).
  2. 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.

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.

Critical Review of Primary Source (2000 words)

Mode
Written
Category
Paper/ Report/ Annotation
Weight
25% 2000 words
Due date

6/05/2025 2:00 pm

Learning outcomes
L02, L05

Task description

Critically review (2000 words) a primary source/s (speech, selection of media reports, legal protocol/judgement, interview, conference statement, major policy announcement etc) related to one of the topics in the course programme. You can choose from one provided by the Course Coordinator, or identify your own in liaison with Dr Curley (this must receive prior approval). Identify the significance of the primary source to the area of focus/issue, and critically evaluate its meaning and value as a scholarly source. For example, what evidence does it provide of foreign or security policy positions? Does it signal a departure from previous diplomatic or security policies? What value/significance/evidence can it contribute a scholarly evaluation of the area?

The assessment will be marked on the following criteria. (See Marking Rubric for in depth guidance).

  1. Clear and appropriate identification of a primary source, and its relevance and significance to the chosen topic
  2. Clear and concise statement and description of the key aims and objectives of the source, in the wider policy context, academic literature, area of focus etc.
  3. Critical analysis of the utility of the primary source, and its value to policy analysis and/or academic analysis (i.e what can it help to elucidate in policy/scholarly analysis? how is it representative of a shift in approach? What can it show evidence of?)
  4. Appropriate contextualisation of the primary source within the wider policy and/or academic debate.
  5. Effective use of a least 5 secondary sources to assist with demonstrating context.
  6. Use of sound academic English and correct and accurate use of referencing.
  7. Assessment complies with the word limit (2000 words +/- 10%).
  8. Failure to seek prior approval for a primary source (not on the list) will be marked where the maximum grade which can be allocated is grade of 4.

Primary Source review will be due on Tuesday 6th May, 2025 at 2pm. The Review must be submitted via TURNITIN on the POLS7208 Blackboard site. TURNITIN cross checks tutorial and essay papers submitted in the course and with those submitted in POLS7208 in previous semesters. Instances of suspected plagiarism are required to be forwarded to the School's Integrity Officer.

Assessment tasks are intended to evaluate a student’s abilities, skills, and knowledge. Unless explicitly stated otherwise in the assessment instructions, assessments are to be completed without the aid of Artificial Intelligence (AI) and Machine Translation (MT). Failure to comply with this direction 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:

  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.
Deferral or extension

You may be able to apply for an extension.

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.

Major Research Essay/Project (4000 words)

  • Hurdle
Mode
Oral, Written
Category
Essay/ Critique
Weight
50%
Due date

Must be submitted via Turnitin on Blackboard by 2pm, Friday 30th May, 2025.

Learning outcomes
L01, L02, L03, L04, L05

Task description

Major Research Paper

Topic Selection

Students are required to research and submit a research essay of 4,000 words (not including references)

This is a research essay and it is a requirement to engage with the scholarly literature on the topic, in addition to empirical facts and developments. Students are encouraged to choose a topic that will extend and deepen their existing knowledge base. If you have experience in the region, or have studied the Asia-Pacific before, you will get more out of the course if you research and write on topics outside your existing knowledge base.

Submission Requirements

The essay is due by 2pm on Friday 30th May, and MUST BE SUBMITTED VIA TURNITIN ON THE POLS7208 BLACKBOARD SITE. Turnitin software cross checks all essays and tutorial papers submitted against others in the class, as well as essay/tutorial papers submitted in POLS7208 in previous semesters. Instances of suspected plagiarism are required to be forwarded to the School's Integrity Officer.

ESSAY QUESTIONS

1."At its core, the debate over “multipolarity” reflects different views on the present and future international order. While there are many reasons to question whether the world is indeed already multipolar or will ever truly become so, today’s world is – in more than one sense – shaped by “multipolarization.” (Munich Security Report 2025 , p. 13) Critically reflect on the previous statement in reference to the Asia-Pacific region. [Refer to primary source materials and debates in the academic IR literature to support your arguments.]

2. The 'Hubs and Spokes' alliance system (AKA 'San Fransisco alliance system') has formed the cornerstone of US foreign policy towards the Asia-Pacific in the post 1945 period. Outline the policy directions of Trump 2.0 taking into account the most up to date policy announcements and decisions (based on primary/secondary sources). What impact do you think his presidency will have on the Hubs and Spokes model?

3.  What are the main objectives of Chinese foreign policy in the Asia-Pacific since Xi Jinping came to power in 2013? Outline 2-3 key policies and explain how they have been implemented in the Asia-Pacific region. [Refer to primary source materials and debates in the academic IR literature to support your arguments.]

4.  Despite Japan's alliance with the US, there is growing debate about the changing nature of Japanese security and defence needs in the context of Northeast Asian international relations. Critically evaluate the likelihood of Japan changing its Constitution (Article 9 Peace Clause) to allow it to take a more active role its own defence. That is, will Japan fully 'normalise' its defence and security policies in the future?

5. Globalisation and cross-border interaction between goods and people has flourished in Southeast Asia in the last decade, increasing the saliency of regional cooperation between ASEAN states. Discuss one (1) non-traditional security issue that you think impacts on Southeast Asian states and evaluate how effective ASEAN and individual states have been in combatting (possible topics include trafficking in persons, migrant smuggling, transnational organised crime, piracy, health and pandemic disease, climate change and environmental degradation, pollution and haze, etc).

6.Towards a 'South China Sea commons'. Drawing upon conceptual debates on regionalism, governance and the utility of institutions in the IR literature on the Asia-Pacific, do you believe 'a Sea of Peace' is possible? 

7.Critically evaluate the effectiveness of the Pacific Islands Forum (PIF) and its role promoting regional security and dialogue for Pacific states. Drawing on the literature in IR on governance and regional institutions, what challenges does the PIF face in the evolving geo-strategic environment in the Indo-Pacific.

8.What does the concept of 'middle powers' add to our understanding of the Indo-Pacific security landscape? Do you agree with Abbondanza (2023) that middle powers Australia, South Korea and Indonesia 'seem unlikely to provide an alternative platform for the region's direction in the near future, due to a number of internal divisions'?

9.Discuss the following statement: CVID (Complete, Verifiable, Irreversible, Denuclearisation) is no longer a realistic policy approach to promote greater peace and reconciliation on the Korean Peninsular [Refer to primary source materials and debates in the academic literature in IR and South Korean/North Korean studies to support your arguments.]

10.Evaluate the attempts by Japanese and South Korean governments, to reconcile and resolve the issue of South Korean 'comfort women' who were kidnapped and used as 'sex slaves' during World War 2. What role have civil society groups, which advocate for survivor/victims, played in the process?

Assessment tasks are intended to evaluate a student’s abilities, skills, and knowledge. Unless explicitly stated otherwise in the assessment instructions, assessments are to be completed without the aid of Artificial Intelligence (AI) and Machine Translation (MT). Failure to comply with this direction may constitute student misconduct under the Student Code of Conduct. 

Oral Response Hurdle:

Each essay assessment is accompanied by an oral response that is pass/fail:

students meet with the lecturer/tutor and respond to a question prompt that is not known in advance regarding their essay, followed by 1-2 follow-up questions. The oral response must be recorded, on a UQ system such as Zoom cloud recording (in accordance with Appendix 1 of UQ’s Assessment Procedure).

a. If the marker is satisfied that the essay demonstrates the skills and learning outcomes linked to the essay to a tolerable standard, then = pass and the original essay grade stands.

b. If the marker is not satisfied, then the student receives a fail for the task and an overall 3 (marginal fail or ‘S’ = Supplementary) for the course. The student can apply for a supplementary assessment (see Assessment Procedure – Section 3 Part J).

Hurdle requirements

Students must receive a pass in the ‘essay oral response’ to pass this course. Students who do not receive a pass on the oral response task can only receive an overall grade of 3 or less for the course. Students who receive an overall score of 3 in the Course are eligible to apply for a supplementary assessment (my.uq Supplementary Assessment)

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:

  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.
Deferral or extension

You may be able to apply for an extension.

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: The student does notﾠaddress the question, shows no evidence of reading and minimal comprehension of the issues at hand.
2 (Fail)

Minimal evidence of achievement of course learning outcomes.

Course grade description: The studentﾠaddresses the question poorly and showsﾠvery little evidence of reading.
3 (Marginal Fail)

Demonstrated evidence of developing achievement of course learning outcomes

Course grade description: The student makes an effort to establish a single major argument for the essay andﾠemploys some research which is correlated with the argument. Makes a visible effort to achieve adequate grammar, spelling and punctuation. Evidence of attempting to achieve a recognisable narrative flowﾠappears throughout the assignment. The studentﾠaddresses the question and shows evidence of required research and a basic grasp of the issues at hand. However,ﾠfalls short of satisfying all basic requirements for a Pass.
4 (Pass)

Demonstrated evidence of functional achievement of course learning outcomes.

Course grade description: The student makes a reasonable effort to provide evidence to support a visible argument andﾠemploys an adequate research base to support the argument. Achieves a reasonable, if not completely coherent standard of grammar, spelling, and punctuation. A recognisable narrative flow is sustained throughout the essay. The studentﾠanswers the question and shows 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 studentﾠprovides suitable evidence to support an argument andﾠemploys a comprehensive research base that directly relates to the topic, though it may not completely support the argument. Achieves decent levels of competence in grammar, spelling, punctuation and narrative flow. The studentﾠanswers the question in a direct, well supported fashion and shows 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 studentﾠdemonstrates a very good grasp of the chosen topic andﾠprovides a considerable amount of evidence to support a clearly stated argument. The studentﾠemploys a reasonably extensive and well-organised research base to structure evidence in support of the argument and achieves a high level of competence in grammar, spelling, punctuation and narrative flow. The studentﾠanswers the question in a direct, reasonably sophisticated fashion, employs wide research and shows a sound understanding of the issues at hand.
7 (High Distinction)

Demonstrated evidence of exceptional achievement of course learning outcomes.

Course grade description: The studentﾠdemonstrates a highly sophisticated grasp of the topic andﾠsucceeds in addressing the question by providing a high level of evidence to support a clearly stated argument. The studentﾠemploys an extensive and well organised research base to structure evidence in support of the argument andﾠachieves impeccable levels of grammar, spelling, punctuation and narrative flow. The studentﾠanswers the question in a direct and elegant fashion, employs significant research and shows a deep understanding of the issues at hand.

Additional course grading information

Grades will be awarded on the following basis:

1.ﾠFailﾠ 1 - 19%

2. Failﾠ 20 - 44%

3. Failﾠ 45 – 49%

4. Passﾠ 50 - 64 %

5. Creditﾠ 65 - 74 %

6. Distinctionﾠ 75 - 84 %

7. High Distinctionﾠ 85 - 100 %

Supplementary assessment

Supplementary assessment is available for this course.

Additional assessment information

All major research essays will be marked and/or Moderated by the Course Coordinator.ﾠ

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.

Aims and outcomes
Learning resources

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

JOURNALS AND WEBSITES

In addition to using scholarly books and articles, students should look at relevant newspapers, magazines and other online resources for up to date analysis of the Asia-Pacific region:

On-line resources, including blogs and commentaries, some of which provide alerts you can subscribe to, are listed below:

Accessing materials from within the region usually offers a different perspective from mainstream media accounts, particularly if you can read one or more of the languages used in the region.

In addition, national government websites, such as foreign, and economic and finance ministries, also provide another source of information for essay and seminar research. For example:

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

Book a Librarian Appointment (BEL/HASS faculties)

Assessment
Learning activities

Learning activities

The learning activities for this course are outlined below. Learn more about the learning outcomes that apply to this course.

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Learning period Activity type Topic
Week 1

(24 Feb - 02 Mar)
Lecture

Week 1: Course Introduction

The introductory seminar will provide an overview of the main topics covered in the course, the assessment tasks and expectations. I review the different types of terms used to refer to the Asia-Pacific, including 'East Asia' and 'Indo-Pacific' and what the course does not cover. I introduce the key themes including: history context, foreign and security policies, connections between domestic and foreign policies, regime type, processes of democratisation and authoritarian rule emergent in the region, and the discussion about 'multipolarity'.

Discussion Focus

Introductions and ice-breaking exercise.

What are the most pressing foreign policy and security concerns facing the Asia-Pacific region, from your perspective?

What do you 'know' and 'not know' about Asia-Pacific IR?

Who are we as a 'learning cohort'?

Dr. Melissa Curley

Learning outcomes: L01
Week 2

(03 Mar - 09 Mar)
Lecture

Week 2: The Historical Context of Asia's Regional Order

This Guest Lecture with Assoc. Prof. Patrick Jory, Lecturer in Asian History, UQ School of Philosophical and Historical Enquiry (HAPI), explores the historical context of Asia from the 17th Century onwards (17th C to 1945), focussing on the Chinese Tributary state system, geographical, social-cultural differences between pre-colonial societies in Northeast Asia and Southeast Asia, and the western colonial expansion into East and Southeast Asia and its impact. The impact of Japanese imperialism is also briefly mentioned up until 1945, but we also discuss the historical context of 'Asian Order' in light of recent debates about the decline role of the US and rise of multi-polarity.

Guest Lecturer: Assoc. Prof. Patrick Jory , Lecturer in Asian History, UQ School of Philosophical and Historical Enquiry (HAPI)
Week 3

(10 Mar - 16 Mar)
Seminar

Week 3: Power, Order & Hegemony: The role of the US

This seminar explores the concepts of power, order and hegemony in the context of Asia-Pacific, and introduces some of the key debates about regional power shifts in the region. It reviews the United States' role in East Asian Security post 1945 ('Hubs and Spokes' alliance system), relations with China, and alliance politics between South Korea and Japan. We briefly review the Trump Administration 2.0, and its likely policy-agenda towards the Asia-Pacific

Dr. Melissa Curley

Discussion Questions

Why did the US Hubs-and Spokes Alliance system within East Asian states emerge in the post World War 2 era? Do you agree with Izumikawa's explanation (see Izumikawa 2020).

What are the future challenges for the 'Hubs-and-Spokes' system looking forward?

Learning outcomes: L01, L02, L03
Week 4

(17 Mar - 23 Mar)
Seminar

Week 4: Japan - Becoming 'a Normal Country'?

This seminar explores post-1945 Japan and the nexus between domestic politics and foreign/security policies in the context of the Japan-US alliance. We look at the debate surrounding Japan's security and defence policies and the issue of constitutional reform of the so-called Peace Clause (Article 9).We explore the likelihood that Japan may 'normalise' its defence policies in the future, in light of China's rise, and a more aggressive North Korean regime. China-Japan relations are discussed in the context of historical events which continue to impact contemporary East-Asian relations.

Discussion Questions:

How is Japan adjusting its security and defence policies in light of China's growing military strength and vis-a-vis the Japan-US alliance? (see Heginbotham et. al. 2023).

Is Japan still a 'pacifist' nation?

Dr Melissa Curley

Learning outcomes: L01, L03, L04
Week 5

(24 Mar - 30 Mar)
Seminar

Week 5: Foreign Policy of the People's Republic of China (PRC)

This seminar introduces key aspects of China's foreign and security policy as it relates to the Asia-Pacific, and its relations with other key regional states. We focus on foreign policy under Xi Jingping. We cover China's Belt and Road initiative, China's position on the South China Sea, and discuss growing concerns in the region about China's foreign policy and geo-strategic goals, including the issue of Taiwan.

Dr Melissa Curley

Discussion Focus:

What are the core objectives of Chinese Foreign Policy in the Asia-Pacific region since Xi Jinping became President in 2013?

What are the continuities and discontinuities with foreign policy objectives in past? (see Goldstein 2020).

Learning outcomes: L01, L02, L03, L04
Week 6

(31 Mar - 06 Apr)
Seminar

Week 6: North Korean Regime and Regional Security

In this week's seminar, we explore the foreign and security goals of North Korea as well as the security dilemmas and biases in interpreting policy approaches towards the Korean Peninsular. We review major recent policy positions of South Korea, North Korea, the US, China and Japan, as well as discuss proliferation risks and future possible scenarios.

Discussion Questions

Is CVID (Complete, Verifiable, Irreversible, Denuclearisation) a realistic policy approach to advocate on the Korean Peninsular anymore?

What are the prevailing political discourses and practices that inform 'knowledge' about security on the Korean Peninsula? (see Bleiker 2019)

What key impediments do you see to greater peace and reconciliation between North and South Korea?

Optional Background Viewing: Documentary - Kim's Nuclear Gamble (2003). This documentary covers the period of the 'second nuclear crisis' during 2000-2002 and is an excellent recap of the period with interviews with US officials and politicians, including footage of SOS Madeline Albright's visit to Pyongyang and meeting with Kim Jung Il. It is available to stream via the UQ Library (see Talis).

Dr Melissa Curley

Learning outcomes: L01, L03
Week 7

(07 Apr - 13 Apr)
Lecture

Week 7: Introduction to Southeast Asia and ASEAN

In this seminar we explore the formation and development of the Association of Southeast Asian Nations (ASEAN) as well as the post-colonial context and the transition to democracy for some of its member states. The seminar cover important highlights in ASEAN's evolution including membership expansion, major agreements and treaties which form the basis of ASEAN as a regional institution (e.g. ASEAN+3 mechanism, ASEAN Regional Forum (ARF) and East Asian Summit)

Discussion Focus:

What were some of the key legacies of colonial rule for post independent Southeast Asian states?

What is the 'ASEAN Way'? To what extent do you think it has contributed to conflict prevention in Southeast Asia over time?

Dr Melissa Curley

Learning outcomes: L01, L04
Week 8

(14 Apr - 20 Apr)
Seminar

Week 8: Indonesia: ASEAN's Middle Power?

This session focuses on Indonesia - the largest ASEAN state - and arguably one of Australia's most important bi-lateral relationships.This week is set against the backdrop of the post-colonial emergence of the modern state of Indonesia. Background reading will familiarize you with key moments in history including the Suharto New Order Period and the transition to democracy in the early 2000's.

We welcome Guest Lecturer, Dr Greta Knabbs-Keller to reflect on Australia-Indonesia bilateral relations, the outcome of the 2024 Indonesian National Election, and foreign policy directions of the new Prabowo administration. Students are encouraged to share their own views on Indonesia's future role in ASEAN and consider the major factors driving contemporary Indonesian foreign policy.

Guest Lecturer: Dr Greta Knabbs-Keller, Associate Director Defence, Space & National Security (UQ Partnerships) & Senior Research Affiliate UQ Centre for Policy Futures; Adjunct Research Fellow Griffith Asia Institute.

Discussion Focus

Can Indonesia play a greater role as ASEAN's 'Middle Power' as the regional security order in the Indo-Pacific evolves? (See Abbondanza 2022)

Australia-Indonesia relations: How can Australia and Indonesia forge a better diplomatic and strategic relationship in the years to come?

Learning outcomes: L01, L03
Mid-sem break

(21 Apr - 27 Apr)
No student involvement (Breaks, information)

Mid-Semester break (21-25 April)

No lectures this week
Week 9

(28 Apr - 04 May)
Lecture

Week 9: India as an 'Indo-Pacific' Power

In this session we explore the emergence of India as an 'Asia-Pacific'/'Indo-Pacific' power. In recent years India has expanded its strategic relationships with key regional states, including Japan, Australia and the US, and continues to explore trade and economic opportunities for the burgeoning Indian economy. We explore the strategic drivers of India's foreign policy in the region and its involvement with bilateral, multilateral (ASEAN) and adhoc security architecture such as the 'Quad' with Australia, Japan and the US.

Discussion Questions

What are the strategic drivers of India's foreign policy in the region?

What strategies has India used to manage its multifaceted relationships in the 'Indo-Pacific'?

Learning outcomes: L01, L03
Week 10

(05 May - 11 May)
Case-based learning

Week 10: Regional Security in Southeast Asia. Case Study: The South China Sea

In this interaction session, we explore regional security cooperation in Southeast Asia via a case study on the South China Sea (or the West Philippine Sea) maritime dispute. Core discussion questions will include the role of ASEAN, bi-lateral security cooperation between claimant states, and role of other states external to the region (including the US, India, Australia and the US).

Discussion Questions

What role can ASEAN play in regional security dialogue on issues of geo-strategic significance like the South China Sea. Is its relevance (i.e 'ASEAN Centrality') waning?

Outline China's policy position on the 9 dash line? How does China justify its claims of maritime sovereignty over the South China Sea?

Learning outcomes: L01, L05
Week 11

(12 May - 18 May)
Seminar

Week 11: Regional Security in the Pacific

This seminar draws on the previous weeks to explore the state of play with regional security cooperation in the Pacific. How are institutions such as the Pacific Islands Forum (PIF) navigating and advocating on key policies issues include climate change and relations with states external to the region, including China, the US, Australia and New Zealand.

Dr Melissa Curley

Discussion Focus:

How is climate change impacting on the national security policies of Pacific Island States? What strategies are the using to advocate for regional and global action to curb climate change?

Why do you think the Pacific Island region has become more drawn into geo-strategic tensions in the Asia-Pacific recent years?

Learning outcomes: L01, L05
Week 12

(19 May - 25 May)
Case-based learning

Week 12: Non-Traditional Security Issues: Case Study of Transnational Organised Crime and Trafficking in Persons

This interactive seminar explores how 'non-traditional security' issues are central to Asia-Pacific states. Policy issues such as trafficking in persons and people smuggling, health and pandemic disease, climate change, and transnational organised crime and covered in the pre-readings. Our in-person seminar will focus on case study of intersections between trafficking in persons and transnational organized crime, using a case study of Cambodia, to understand how INGOs, states and communities try to combat this complex multi-jurisdictional issue. Issues such as regional law enforcement cooperation and role of ICT in trafficking crime trends will be addressed.

Discussion Questions/Activities:

To be distributed later in the semester.

Learning outcomes: L01, L03, L04, L05
Week 13

(26 May - 01 Jun)
Seminar

Week 13. Conclusion: Regional Futures

IR scholars agree that Asia-Pacific regional order is changing. This seminar concludes the course with a discussion of potential 'regional futures'. We review themes of order, power and the future role of the US and China in the region, human rights, protection of citizens, and regional collaboration via civil society networks. Our final session will be a interactive discussion on what are the determinants of that change and how can actors in the region manage it peacefully?

Discussion Focus:

We complete and discuss a 'Roses, Buds and Thorns' exercise allowing students to reflect on the opportunities and challenges facing IR in the region, from their perspective. Details and instructions will be emailed to students in Week 12.

Dr Melissa Curley

Learning outcomes: L02, L05

Additional learning activity information

Students should post their response (300 words) to the 'Roses, Buds and Thorns' exercise on POLS7208 UQ Padlet page prior to the final seminar. Attendance and online post will be allocated 2 marks of 15 under participation assessment.

Learning resources
Policies and procedures

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:

Learn more about UQ policies on my.UQ and the Policy and Procedure Library.

Learning activities