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Department of Political Science and International Relations
PSIR 305 | Course Introduction and Application Information
| Course Name |
Foreign Policy Analysis
|
|
Code
|
Semester
|
Theory
(hour/week) |
Application/Lab
(hour/week) |
Local Credits
|
ECTS
|
|
PSIR 305
|
Fall
|
3
|
0
|
3
|
6
|
| Prerequisites |
None
|
|||||
| Course Language |
English
|
|||||
| Course Type |
Required
|
|||||
| Course Level |
First Cycle
|
|||||
| Mode of Delivery | face to face | |||||
| Teaching Methods and Techniques of the Course | - | |||||
| National Occupation Classification | - | |||||
| Course Coordinator | - | |||||
| Course Lecturer(s) | ||||||
| Assistant(s) | ||||||
| Course Objectives | This course aims at helping students develop their knowledge and skills in foreign policy analysis in order to: 1) explain the behavior of states and critically evaluate complex foreign policy decisions; 2) identify multiple factors that influence the making of foreign policy and diplomacy; and 3) discuss contemporary foreign policy issues of the world’s major powers. |
| Learning Outcomes |
The students who succeeded in this course;
|
| Course Description | The course will introduce the key terminology, actors, structures and processes of foreign policy making. It will discuss the major agencies and mechanisms in decision-making and international politics and will also deal with different levels of analysis. |
| Related Sustainable Development Goals |
|
|
|
Core Courses | |
| Major Area Courses |
X
|
|
| Supportive Courses | ||
| Media and Management Skills Courses | ||
| Transferable Skill Courses |
WEEKLY SUBJECTS AND RELATED PREPARATION STUDIES
| Week | Subjects | Related Preparation |
| 1 | Introduction | |
| 2 | What is FPA and why do we study it? | Textbook, Chapter 1 "The history and evolution of foreign policy analysis". |
| 3 | Individual Level Analysis (rational actor model & sociopsychological approaches) | Textbook, Chapter 6 "Actors, structures, and foreign policy analysis" & Chapter 7 "Foreign policy decision making: Rational, psychological, and neurological models". |
| 4 | State Level Analysis (domestic politics & social constructivist approaches) | Textbook, Chapter 4 "Constructivism and foreign policy" & Chapter 8 "Implementation and behaviour". |
| 5 | International Level Analysis (system level dynamics) | Waltz, K. N. (1996). ‘International Politics is not Foreign Policy’, Security Studies 6(1), pp. 54-57. David Singer J. The Level-of-Analysis Problem in International Relations. World Politics. 1961;14(1):77-92. |
| 6 | Non-state Actors & Public Diplomacy | Charountaki, M. (2018) ‘State and non-state interactions in International Relations: an alternative theoretical outlook’, British Journal of Middle Eastern Studies 45(4), 528-542. Putnam, R. D.(1988). ‘Diplomacy and domestic politics: the logic of two-level games’. International Organization 42(3), pp. 427-460. Textbook, Chapter 9 "Public diplomacy" |
| 7 | The Cuban Missile Crisis | Textbook, Chapter 14, "The Cuban Missile Crisis" |
| 8 | “9/11” & “War on Terror”: Critical Review on the US and UK Administrations | Saidin,M. I. S. (2022). ‘US foreign policy,neo-conservatism and the Iraqwar (2003-2011): Critical reviewsof factors and rationales’, CogentArts & Humanities 9(1), 1-12.Hayes, J. (2016). ‘Identity,Authority, and the British War inIraq’, Foreign Policy Analysis (12),pp. 334-53 The Report of the IraqQuestion:http://www.iraqinquiry.org.uk/the-report/ |
| 9 | MIDTERM | |
| 10 | Rise of China & Economic Statecraft | Fravel M. T. (2011). ‘China’s Strategy in the South China Sea’, Contemporary Southeast Asia 33(3), pp. 291-319. Chong, J. I.(2014). ‘Popular Narratives versus Chinese History: Implications for Understanding an Emergent China’, European Journal of International Relations 20(4), pp.939-64 |
| 11 | Middle Powers & Small States’ FP: South Africa and Cuba | Barber, J. (2005). The new South Africa's foreign policy: principles and practice. International Affairs, 81(5), 1079-1096. Zapariy, E. S. (2019). Development of Cuban foreign policy at the present stage. Post-Soviet Issues, 6(4), 439. |
| 12 | Looking Forward: Future Challenges of FPA | Kutlay, M., & Öniş, Z. (2024). A Critical Juncture: Russia, Ukraine and the Global South. Survival, 66(2), 19–36. Destradi, S., Plagemann, J., & Taş, H. (2022). Populism and the politicisation of foreign policy. The British Journal of Politics and International Relations, 24(3), 475-492. |
| 13 | Group Presentations | |
| 14 | Group Presentations | |
| 15 | Review of the semester | |
| 16 | Final Exam |
| Course Notes/Textbooks | Smith, S., Hadfield, A., & Dunne, T. (Eds.). (2016 or various versions). Foreign policy: theories, actors, cases. Oxford University Press, USA.
*All course readings are available at the University Library and as open sources. |
| Suggested Readings/Materials |
EVALUATION SYSTEM
| Semester Activities | Number | Weigthing |
| Participation |
1
|
20
|
| Laboratory / Application | ||
| Field Work | ||
| Quizzes / Studio Critiques | ||
| Portfolio | ||
| Homework / Assignments | ||
| Presentation / Jury |
1
|
20
|
| Project | ||
| Seminar / Workshop | ||
| Oral Exams | ||
| Midterm |
1
|
20
|
| Final Exam |
1
|
40
|
| Total |
| Weighting of Semester Activities on the Final Grade |
3
|
60
|
| Weighting of End-of-Semester Activities on the Final Grade |
1
|
40
|
| Total |
ECTS / WORKLOAD TABLE
| Semester Activities | Number | Duration (Hours) | Workload |
|---|---|---|---|
| Theoretical Course Hours (Including exam week: 16 x total hours) |
16
|
3
|
48
|
| Laboratory / Application Hours (Including exam week: '.16.' x total hours) |
16
|
0
|
|
| Study Hours Out of Class |
10
|
4
|
40
|
| Field Work |
0
|
||
| Quizzes / Studio Critiques |
0
|
||
| Portfolio |
0
|
||
| Homework / Assignments |
0
|
||
| Presentation / Jury |
1
|
23
|
23
|
| Project |
0
|
||
| Seminar / Workshop |
0
|
||
| Oral Exam |
0
|
||
| Midterms |
1
|
23
|
23
|
| Final Exam |
1
|
45
|
45
|
| Total |
179
|
COURSE LEARNING OUTCOMES AND PROGRAM QUALIFICATIONS RELATIONSHIP
|
#
|
Program Competencies/Outcomes |
* Contribution Level
|
|||||
|
1
|
2
|
3
|
4
|
5
|
|||
| 1 |
To be able to use the theoretical and practical knowledge acquired in the areas of Political Science and International Relations. |
-
|
-
|
X
|
-
|
-
|
|
| 2 |
To be able to have the basic knowledge of, and make use of other disciplines which contribute to the areas of Political Science and International Relations. |
-
|
-
|
-
|
-
|
-
|
|
| 3 |
To be able to distinguish the differences between classical and contemporary theories and to assess their relationship. |
-
|
-
|
X
|
-
|
-
|
|
| 4 |
To be able to recognize regional and global issues, and develop sustainable solutions based on research. |
-
|
-
|
-
|
X
|
-
|
|
| 5 |
To be able to assess the acquired knowledge and skills in the areas of Political Science and International Relations critically. |
-
|
X
|
-
|
-
|
-
|
|
| 6 |
To be able to transfer ideas and proposals on issues in the areas of Political Science and International Relations to other people and institutions verbally and in writing. |
X
|
-
|
-
|
-
|
-
|
|
| 7 |
To be able to identify the historical continuity and changes observed in the relations between the actors and institutions of national and international politics. |
-
|
-
|
-
|
-
|
-
|
|
| 8 |
To be able to examine concepts, theories, and developments with scientific methods in the areas of Political Science and International Relations. |
-
|
-
|
-
|
-
|
-
|
|
| 9 |
To be able to take responsibility as an individual and as a team member. |
-
|
X
|
-
|
-
|
-
|
|
| 10 |
To be able to act in accordance with the scientific and ethical values in studies related to Political Science and International Relations. |
-
|
-
|
-
|
-
|
-
|
|
| 11 |
To be able to collect data in the areas of Political Science and International Relations and communicate with colleagues in a foreign language ("European Language Portfolio Global Scale", Level B1). |
-
|
-
|
-
|
-
|
-
|
|
| 12 |
To be able to speak a second foreign language at a medium level of fluency efficiently. |
-
|
-
|
-
|
-
|
-
|
|
| 13 |
To be able to relate the knowledge accumulated throughout human history to their field of experience. |
-
|
-
|
-
|
-
|
-
|
|
*1 Lowest, 2 Low, 3 Average, 4 High, 5 Highest
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