2010-11 UG Handbook For Course Unit Students

Department of Politics
Goldsmiths, University of London
Undergraduate
Student Handbook
2010-2011
This handbook is for undergraduate students in the Department of
Politics who commenced studies in the academic year 2009/10 or
earlier and students who enter directly into 2nd and 3rd years
2010/11 are taking unitised courses
Politics Department
New Cross
London
SE14 6NW
Tel: 020 7919 7741

E-mail: politics@gold.ac.uk
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Disclaimer
The information in this handbook was correct in August 2010. Whilst it is as far as possible
accurate at the date of publication, and Goldsmiths will attempt to inform students of any
substantial changes in the information contained in it, the College does not intend by
publication of the handbook to create any contractual or other legal relation with applicants,
accepted students, their advisers or any other person. The College is unable to accept
liability for the cancellation of proposed programmes of study prior to their scheduled start; in
the event of such cancellation, and where possible, the College will take reasonable steps to
transfer students affected by the cancellation to similar or related programmes of study.
Please see the Terms and Conditions in the relevant prospectus.
The College will not be responsible or liable for the accuracy or reliability of any of the
information in third party publications or websites referred to in this booklet.
College Regulations
By enrolling, you undertake to comply with the College's Programme and General
Regulations, and with the Charter, Statutes and Ordinances of the College. In the event of
any inconsistency existing between information provided in this handbook, and either the
Programme or General Regulations, the Programme and General Regulations shall govern
in all cases. If you have any queries about apparent inconsistency between information in
this handbook and the Regulations, please contact the Head of Academic Services in
writing.
'Force Majeure'
Obligations of the University
Goldsmiths, University of London undertakes all reasonable steps to provide educational
services including teaching, examination, assessment and other related services, set out in
its prospectuses and programme literature (‘Educational Services’). However, except where
otherwise expressly stated, Goldsmiths College regrets that it cannot accept liability or pay
any compensation where the performance or prompt performance of its obligations to
provide Educational Services is prevented or affected by ‘force majeure’. ‘Force majeure’
means any event which the College could not, even with all due care, foresee or avoid. Such
events may include (but are not limited to) war or threat of war, riot, civil strife, terrorist
activity, industrial dispute, natural or nuclear disaster, adverse weather conditions,
interruption in power supplies or other services for any reason, fire and all similar events
outside our control.
Large Print Format

This handbook is available in large print format. If you would
like a large print copy, please contact Elaine Webb 020 7919
7740. It is also available on the Politics Virtual Office on the
VLE.
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CONTENTS
USING THIS HANDBOOK.....................................................................................................6
WELCOME TO THE DEPARTMENT OF POLITICS..............................................................7
GENERAL INFORMATION ABOUT THE DEPARTMENT....................................................8
Staff in the Department.......................................................................................................8
How to Contact Goldsmiths Extension Numbers from an External Telephone..................10
Where to find staff............................................................................................................10
FINDING YOUR WAY AROUND.........................................................................................12
Departmental Office..........................................................................................................12
Look out for news from the department. ..........................................................................12
Communication via e-mail................................................................................................12
Map of Goldsmiths............................................................................................................13
YOUR RESPONSIBILITIES AS A STUDENT......................................................................14
Are you fully enrolled? .....................................................................................................14
Attendance at seminars is compulsory. ...........................................................................14
Attendance.......................................................................................................................15
Word processing...............................................................................................................15
ASSESSMENT.....................................................................................................................16
Term Dates 2010/11.........................................................................................................16
Term Dates 2011/12.........................................................................................................16
Coursework Submission Deadlines..................................................................................17
Formative Essays.............................................................................................................17
First Year Course Submission Dates................................................................................17
First Year Resits Submission Dates.................................................................................18
Second Year Courses Submission Dates.........................................................................18
Second Year Resits Submission Dates............................................................................19
Third Year Full Units Submission Dates...........................................................................20
Third Year Autumn Term Half Units Submission Dates....................................................20
Third Year Spring Term Half Units Submission Dates......................................................21
Third Year Resits Submission Dates................................................................................22
Submitting Assessed Coursework & Dissertations...........................................................23
Mitigating Circumstances (deadline for submitting medical evidence)..............................23
COURSEWORK DEADLINES ARE ON PAGE 15 OF THIS HANDBOOK.......................23
Examination......................................................................................................................24
Grading Criteria................................................................................................................25
Level One.........................................................................................................................25
Level Two.........................................................................................................................28
Level Three.......................................................................................................................30
Examinations....................................................................................................................32
Assessment of Honours for Course Unit Degrees............................................................33
Notification of Examination and Degree Results...............................................................33
Presentation Ceremony Information.................................................................................33
MISCONDUCT IN ASSESSMENTS (Including Plagiarism)..............................................34
College regulations governing misconduct in assessments..............................................34
Academic Integrity and Responsibilities............................................................................34
Definitions of Academic Misconduct.................................................................................34
COURSE REQUIREMENTS AND TEACHING....................................................................41
Course Requirements.......................................................................................................41
Teaching Arrangements...................................................................................................41
Organization of the Academic Year..................................................................................41
STUDENT SUPPORT AND ADVICE WITHIN THE COLLEGE...........................................42
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More information about Goldsmiths..................................................................................42
Information Services.........................................................................................................42
Opportunities for Personal and Professional Development at Goldsmiths........................42
Student Support Services ................................................................................................44
Language Studies Centre.................................................................................................46
Other Student Services.....................................................................................................46
Careers Service................................................................................................................46
Requests for transcripts or confirmation letters.................................................................48
Goldsmiths Society...........................................................................................................48
Alumni Discount Scheme..................................................................................................48
Funding schemes (UK/EU only)........................................................................................48
STUDENT SUPPORT AND ADVICE WITHIN THE DEPARTMENT....................................50
Personal Tutors................................................................................................................50
Extensions for Coursework...............................................................................................50
Course Tutors...................................................................................................................50
Directors of Studies..........................................................................................................50
Senior Tutor(s)..................................................................................................................50
Study Skills.......................................................................................................................51
Notes on Essay Writing: Structure and Planning..............................................................51
Presentation, Grammar, Spelling, Punctuation.................................................................52
Style and Structure...........................................................................................................52
Notes on Essay Writing: Some Tips on Grammar and Spelling........................................56
Notes on Essay Writing: References and Bibliography.....................................................61
Bibliography......................................................................................................................66
Programme Monitoring including staff/student forums......................................................69
GENERAL INFORMATION ABOUT UNDERGRADUATE PROGRAMMES IN POLITICS. 71
College Regulations.........................................................................................................71
Programme of Study.........................................................................................................71
Transfer between Degree Programmes............................................................................71
Availability of Course Units...............................................................................................71
Part-Time Students...........................................................................................................72
Changes of Programme....................................................................................................72
Programme Structure and Assessments..........................................................................73
BA Politics 2010-11 .........................................................................................................73
BA International Studies 2010-11 ...................................................................................74
BA Economics, Politics and Public Policy 2010-11...........................................................75
........................................................................................................................................75
BA Politics with Economics 2010-11 ...............................................................................76
FAQs (Frequently Asked Questions) about the Programme.............................................77
Course Outlines................................................................................................................81
YEAR ONE COURSES....................................................................................................81
PO51012B Ideas, Ideologies, Conflicts ............................................................................81
PO51011B Political Economy and Public Policy...............................................................82
PO51013B Politics of Other Cultures................................................................................83
PO51010B World Politics.................................................................................................85
YEAR TWO COURSES....................................................................................................87
PO52014B Africa in the Global Political Economy............................................................87
PO52016A An(Other) Japan: Politics and Popular Culture...............................................88
Assessment and Course Requirements............................................................................89
PO52013A Chinese Politics .............................................................................................90
PO52004A Comparative European Politics .....................................................................92
PO52012A Contemporary International Relations: Theory and Practice..........................93
PO52002A Modern Political Theory .................................................................................94
PO52007A Political Economy ..........................................................................................95
PO52010A Themes and Issues in British Politics Since 1945 ........................................96
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YEAR THREE COURSES...............................................................................................97
PO53014A Dissertation ...................................................................................................97
PO53013A International Studies Internship.....................................................................98
PO53010A New Radical Political Economy....................................................................100
PO53007A Political Economy of the European Union ..................................................101
PO53011B Beyond All Reason ......................................................................................102
......................................................................................................................................102
PO53008B Culture, Globalisation and Power ................................................................103
PO53018A Discourse, Power, Politics ...........................................................................104
PO53024A Nationalist Conflict and International Intervention .......................................105
PO53017A Public Policy Analysis ..................................................................................106
PO53030A Politics & Economics of Immigration ............................................................108
PO53015A Risk and Politics: Theory and Practice.........................................................109
PO53022A Anarchism ...................................................................................................111
PO53029A An(other) China: Street scenes of Politics....................................................112
PO53025A Art-War-Terror .............................................................................................113
PO53016A Northern Ireland’s Politics and Political Cultures .........................................115
PO53023A Party Systems and Electoral Systems .......................................................116
PO53019A Politics and Welfare .....................................................................................118
PO53028A Rhetoric and Politics ....................................................................................121
FURTHER INFORMATION................................................................................................122
Appeals and Complaints ................................................................................................122
Health and Safety...........................................................................................................123
Mitigating Circumstances Form......................................................................................125
Timetables......................................................................................................................127
Feedback Form..............................................................................................................132
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USING THIS HANDBOOK
Please read this handbook in conjunction with the General Regulations and other, academic,
regulations such as Programme Regulations for your specific programme of study, available
on the web at www.gold.ac.uk/regulations.
It should also be read in conjunction with the Guide to Goldsmiths handbook (which is
available on the web www.goldsmiths.ac.uk/student-handbook), and also the Student
Charter.
If you are a student following a combined honours degree (i.e., a joint honours degree), you
will also receive a handbook from the Department of History for students enrolled on BA
History and Politics and the Department of Sociology if you are a student enrolled on BA
Sociology and Politics.
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WELCOME TO THE DEPARTMENT OF
POLITICS
From the Head of Department in 2010-2013
Professor Sanjay Seth
Welcome to the Department of Politics at Goldsmiths, University of London.
I would like to welcome you to the Politics Department at Goldsmiths. The Politics
Department is one with strong interdisciplinary interests, which aims at excellence in social
science and humanities research, scholarship and teaching. We look forward to teaching
you and to engaging with you in the course of your time at Goldsmiths.
Politics is an essential activity in all societies. It comprises the institutions and ideas that
shape power and conflict, and that structure the decisions about how we live together.
Studying politics is an exciting and rewarding experience, and can foster insights into how
society works- and why it doesn’t always work. The study of politics also develops skills that
help us to comprehend the conflicts that characterise any society, and that enable us to
navigate our way through these conflicts.
Politics at Goldsmiths is a new and expanding department, and its academic staff teach and
undertake research on various aspects of political life including: social and political theory;
the history and politics of Asia and Africa; European and International politics; British Politics;
postcolonial theory; economics and political economy; and public policy. However, what is
particularly innovative about our approach to these areas is that we link our work together
with three themes unique to Goldsmiths:
• Cultures: for example, the impact of culture on politics, and the political culture of
institutions
• Conflicts: for example, the causes and natures of conflicts
• Crossing boundaries: for example, making links between different parts of the
discipline of politics and other disciplines
In this handbook, you will find answers to most questions about matters such as who does
what in the department, course choices, and essay deadlines. It should also help you to find
out where to go if you need help. Please keep the handbook in a safe place and make notes
in it of any changes we announce through the year.
If you have a query at any point during the year, about any matter, please look in this
handbook first. But if you can’t find what you need here, I very much hope that you will take
every opportunity to get in touch with the appropriate person in the department – if you do
not know who that is, then the Politics Department Office via politics@gold.ac.uk is the first
point of contact. We would also very much like to hear about any ideas that you have on
how to improve the handbook – or anything else about politics at Goldsmiths!
I look forward to meeting you in your time at Goldsmiths.
With best wishes,
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GENERAL INFORMATION ABOUT THE DEPARTMENT
Staff in the Department
More detailed information on staff publications and research interests are available
on the department web page www.gold.ac.uk/politics/staff/
Academic Staff
**Dr Bernadette Buckley BA MA PhD, Lecturer in International Relations
Art, war, and terrorism
b.buckley@gold.ac.uk
**Dr Rekha Diwakar BA MSc MRes PhD, Lecturer in Research Methods
Comparative politics, especially electoral competition and voting behaviour, the size of the
Indian party system, civil service reforms in developing countries, research methods in
political science.
r.diwakar@gold.ac.uk
Dr Jasna Dragovic-Soso BA DES DEA PhD, Senior Lecturer in International Relations
Politics of the Balkans; International relations; Nationalism.
j.dragovic-soso@gold.ac.uk
Professor Michael Dutton BA PHD, Professor of Politics
Post-colonial politics; Chinese politics
m.dutton@gold.ac.uk
Dr Simon Griffiths BA PhD Lecturer in Politics
The British left during the 1980s and 1990s; public service reform
s.griffiths@gold.ac.uk
Dr Branwen Gruffydd Jones BA MA DPhil, Lecturer in International Political Economy
Global political economy; Africa; failed states in contemporary imperialism
b.gruffyddjones@gold.ac.uk
Dr Carl Levy BA MA PhD, Reader in European Politics
European politics; Comparative modern European history; History of ideas.
c.levy@gold.ac.uk
Dr James Martin BA MA PhD, Reader in Political Theory; Postgraduate Director of Studies
Continental political theory; political rhetoric.
j.martin@gold.ac.uk
Dr Georg Menz BA MA PhD, Reader in Political Economy
Political economy; the European Union; International political economy.
g.menz@gold.ac.uk
Dr Saul Newman BA PhD, Reader in Politics
Poststructuralist political theory; Radical politics; Theories of subjectivity
s.newman@gold.ac.uk
Dr Rajyashree Pandey BA MA PhD Reader in Politics
Gender, body and sexuality in medieval and modern Japan
r.pandey@gold.ac.uk
Dr Anca Pusca BA MA PhD Senior Lecturer in International Studies
Revolutions, post-communist transitions, European Union enlargement, the politics of the
visual, Walter Benjamin studies.
a.pusca@gold.ac.uk
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**Mr Ed Randall BA MSc (Econ), Senior Lecturer in Politics and Social Policy
Health and health policy (particularly EU health policy); Local governance and social policy;
Liberal democratic thought and politics.
e.randall@gold.ac.uk
Dr John Reardon BA MA PhD Lecturer in Politics
Democracy as ideology and practice, particularly as this bears upon the practices of
contemporary art, and their relationship to architecture and the built environment.
j.reardon@gold.ac.uk
**Professor Sanjay Seth BA PhD, Professor of Politics Head of Department
Indian politics; Post-colonialism; the politics of knowledge
s.seth@gold.ac.uk
** MA and/or MRes programme convenor
Visiting and Associate Tutors
Mr Marko Ambrosio
Dr Patrick Baker BA MA PhD -
Mr Francisco Carballo
Mr Macdara Dwyer
Dr David Ferguson BA MA MRes
Mr Paul Gunn MRes BSc
Ms Aya Hino
Mr Phillip Jeandrée
Dr Samantha Laycock BA MA PhD
Mr Rui Lopes BA
Dr David Martin PhD BA
Mr Andreas Panayides
Mr Adrian Sledmere BA
Dr Peter Thomas PhD MA BA
Ms Bethany Torvell MA BA
Dr Derek Wall BSc PhD
PhD Studentship Holders
Mr Marko Ambrosio
Mr Amedeo Policante BA
Ms Martina Tazzidi
Senior Tutor
Mr Ed Randall BA MSc(Econ), Senior Lecturer in Politics and Social Policy
Deputy Senior Tutors
Dr Georg Menz BA MA PhD, Reader in Political Economy
Dr Bernadette Buckley BA PGDip MLitt MA MPhil PhD, Lecturer in International Politics
Administrative Staff
Mrs Elaine Webb, Department Administrator – e.webb@gold.ac.uk
Mrs Kristen Perrin, Department Secretary – k.perrin@gold.ac.uk
9
How to Contact Goldsmiths Extension Numbers from an External Telephone
Numbers beginning with 4 are obtained via College Switchboard 020 7919 7171
Numbers beginning with 7 can be direct dialled by prefixing the extension with 020 7919
Numbers beginning with 5 can be direct dialled by prefixing the extension with 020 7078
Where to find staff

The Politics Department is based on the 6th Floor of Warmington Tower (WT). The Departmental
Office is open between 10.30-12.00 and 2.00-3.30. Student calling outside of these hours are
unlikely to have their enquiries answered.
Feedback and consultation time operate during Autumn and Spring term only. Should you
wish to consult a member of academic staff outside of term time (summer term, reading
weeks and vacations) please email the staff member for an appointment
Feedback and
Staff member Role Email ( Room Consultation
Time
Mr Marco Ambrosio Bursary Student 4430 WT602
Visiting Tutor
Dr Bernadette Lecturer in b.buckley@gold.ac.uk 7750 WT611 Monday
Buckley International 15.00-17.00
BA PGDip MLitt MA Politics
MPhil PhD Deputy Senior Tutor
Dr Patrick Baker Visiting Tutor PPhbaker @aol.com 4287 By appointment
BA MA PhD
Mr Francisco Carballo Visiting Tutor aikenconrad@hotmail.com
Dr Rekha Diwakar BSc Lecturer in Research r.diwakar@gold.ac.uk 7749 WT606 Wednesday
MSc MRes PhD Methods 11.00 to 12.00
Dr Jasna Dragovic- Senior Lecturer in j.dragovic- 7906 WT712 Thursday
Soso International soso@gold.ac.uk 14.00-16.00
BA DES DEA PhD Relations
Prof Michael Dutton Professor of Politics m.dutton@gold.ac.uk 7751 WT710 Wednesday

BA GradDip (Chinese) 11.00 – 13.00
PhD)
Mr Macdara Dwyer Visiting Tutor macdaradwyer@hotmail.com Tuesday
11.00-12.00
David Ferguson Visiting Tutor David.ferguson@gold.ac.uk N/A
BA MA MRes
Dr Simon Griffiths Lecturer in Politics s.griffiths@gold.ac.uk 5319 WT605 Tuesday
BA PhD 11.00-13.00
Dr Branwen Gruffydd Lecturer in b.gruffyddjones@gold.ac. 7753 WT603 Tuesday
Jones BA MA DPhil International Political uk 13.30 to15.30
Economy
Mr Paul Gunn Visiting Tutor p.gunn@qmul.ac.uk To follow
Ms Aya Hino Visiting Tutor ssp02ah@gold.ac.uk
Mr Philip Jeandree Visiting Tutor p.jeandree@gold.ac.uk To follow
Dr Samantha Laycock Associate Tutor s.laycock@gold.ac.uk WT605 Monday
BA MA PhD 13.00-14.00
Dr Carl Levy Reader in European c.levy@gold.ac.uk 7746 WT708 Monday
BA MA PhD Politics 14.00-16.00
Mr Rui Lopes Visiting Tutor rmpvl@yahoo.com To follow
Dr David Martin Visiting Tutor D.martin@gold.ac.uk WT605 Monday
14.00 -15.00
Dr James Martin Reader in Political j.martin@gold.ac.uk 7745 WT712 Monday 12.00-
BA MA PhD) Theory 14.00
10
Dr Georg Menz BA Reader in Political g.menz@gold.ac.uk 7755 WT711 Monday
MA PhD Economy 11.00 -13.00
Deputy Senior Tutor
Dr Saul Newman BA Reader in Political s.newman@gold.ac.uk 7747 WT613 Monday
PhD Theory 14.00 to 16.00
Mr Andreas Visiting Tutor panayides83@live.co.uk WT605 Thursday
Panayides BA 15.00-16.00
Dr Rajyashree Reader in Asian r.pandey@gold.ac.uk 7751 WT610 Thursday
Pandey Politics 10.00-12.00
BA MA PhD
Mrs Kristen Perrin Departmental k.perrin@gold.a.cuk 7741 WT608 Mon-Fri
Secretary 10.00-12.00
14.00-15.30
Mr Amedeo Policante PhD Bursary Holder Cu801ap@gold.ac.uk 4430 WT602 N/A
Dr Anca Pusca Senior Lecturer in a.pusca@gold.ac.uk 5317 WT604 Thursday
BA MA PhD International 14.00 to 16.00
Studies
Mr Ed Randall Senior Lecturer in e.randall@gold.ac.uk 7742 WT612 Thursday
BA MSc(Econ) FHEA Politics and Social 13.00 to 15.00
Policy
Deputy Head of
Department
Mr Ed Randall Senior Tutor by As above 7742 WT 612 Thursday
appointment only 15.00 onwards
through Senior Tutor
Departmental office 30 min session
by appt)
Dr John Reardon BA Lecturer in Politics j.reardon@gold.ac.uk 7907 WT606 Tuesday
MA PhD 13.00 to 14.00
Prof Sanjay Seth Head of Department s.seth@gold.ac.uk 7745 WT713 Thursday
BA PhD Professor of Politics 15.00 to 17.00
Mr Adrian Sledmere Associate Tutor sleddy@btopenworld.com 7741 WT605 By Appointment

BA
Ms Martina Tazzioli Bursary Student 4430 WT602 N/A
Dr Peter Thomas PhD Visiting Tutor p.g.thomas@uel.ac.uk WT605 Monday
MA BA 10.00-11.00
Ms Bethany Torvell Visiting Tutor Sss01bt@gold.ac.uk WT605 14 & 28.10
25.11 & 9 &
16.12
16.00-17.00
Dr Derek Wall Associate Tutor d.wall@gold.ac.uk 7741 Tuesday
BSc PhD 14.00 to 15.00
Mrs Elaine Webb Departmental e.webb@gold.ac.uk 7740 WT609
Administrator
11
FINDING YOUR WAY AROUND
Departmental Office
The department is based on the 6th and 7th floors of Warmington Tower. The Department
Office is in room 607. It is open for student enquiries between 10.30-12.00 and 2.00-3.30
daily. Personal callers will not be able to access the departmental office outside of these
hours.
When your essays are marked you may collected them from the pigeonholes in the
Department Office during opening hours. Due to shortage of space student copies of essays
that are not collected by students will be destroyed at the end of the summer term
Look out for news from the department.

You must regularly check your e-mail, the Virtual Learning Website (VLE) and the Department
Notice Board in the concourse of the Richard Hoggart Building (opposite Blackwells Bookshop)
for urgent news, information and other items.
.
Communication via e-mail

Goldsmiths will communicate with you in a variety of ways. Formal correspondence (which
includes information on enrolment, fees, and assessments) will be sent to you by letter.
However, it is very common for us to contact you frequently by email. You are given a
Goldsmiths computer username and password when you enrol. This username is also your
Goldsmiths email address (username@gold.ac.uk). We will only use your Goldsmiths email
address when we need to communicate with you by email. You are advised to check your
Goldsmiths email account regularly. You can use ‘WebMail’ whether you’re checking your
email on or off campus (go to http://webmail.gold.ac.uk).
There is a Goldsmiths Email Policy for students, which you can read by visiting
www.goldsmiths.ac.uk/it/guides/email.php
12
Map of Goldsmiths
13
YOUR RESPONSIBILITIES AS A STUDENT
Are you fully enrolled?

It is vital you are fully enrolled and have either paid your tuition fees, completed a valid direct
debit form, shown proof that you are sponsored or have applied for a tuition fee loan as soon
as possible after the start of the academic session. If you are not fully enrolled or have
failed to pay your tuition fees or provided proof of other means of funding as above, your
access to teaching and support services will be withdrawn, you will not be able to sit your
exams, and you will be withdrawn from Goldsmiths. If you are withdrawn for failing to enrol
or clear a debt, re-instatement will be subject to you paying a £50 administrative fee in
addition to any tuition fees due. If you are in any doubt about your enrolment status, please
visit the Student Enrolment and Records Office, Room 122, Richard Hoggart Building (e-mail
enrolments-records@gold.ac.uk, telephone 020 7919 7536), open Monday to Friday, 10 am
to 4 pm.
If you change your address.

Forms to inform Goldsmiths of changes to your term-time or home address, and to your
programme, are on the web site at www.goldsmiths.ac.uk/student-
services/currentstudents.php
Attendance at seminars is compulsory.

You are required to sign an attendance form at the start of your first year to make it clear that
you have understood this. IF YOU HAVE TO MISS A SEMINAR YOU MUST TELL THE
DEPARTMENT OFFICE ON 020 7919 7741 OR politics@gold.ac.uk. THERE IS NO NEED
TO TELL YOUR TUTOR UNLESS YOU ARE DUE TO GIVE A PRESENTATION IN THE
SEMINAR YOU WILL BE MISSING. FOR THE PURPOSE OF FORMALLY RECORDING
YOUR ABSENCE AND THE REASON FOR IT, YOU MUST TELL THE OFFICE.
Your attendance at seminars is compulsory and a register of attendance is kept for all
courses. If you deliberately absent yourself from seminars without notifying the Politics
Department Office, you will be deemed not to be making satisfactory progress and
could be placed on probation. Year one students will be required to sign an Attendance
Form at one of the induction meetings. In signing this form you will be pledging that:
• You will attend all seminars.

• If you are unavoidably unable to attend a seminar, you will notify the Politics Office
(020 7919 7741 or politics@gold.ac.uk) in advance (or as soon as possible
thereafter), and provide evidence of the cause of absence if requested.
In particular, you should note that while the department understands that in the current climate
many students face financial difficulties and therefore need to undertake some part-time paid
work, it is emphasised that attendance at taught courses and submission of written work
should take priority, and that involvement in paid employment will not be accepted as a
legitimate reason for failing to either attend teaching sessions or to hand in work.
Illness
14
Please inform your Personal Tutor of any absence of more than three days. If you have to be
away from College because of illness for more than three days, you should provide the
department office with a medical certificate, showing the cause of absence.
The ‘two-week rule’.

If you absent yourself for more than two weeks from your programme of study, and have not
supplied a medical certificate or other evidence acceptable to the College to cover such an
absence, you shall be deemed to have withdrawn from the College. The College is obliged to
inform the student’s local education authority.
Attendance
You should regularly attend lectures to ensure the satisfactory completion of the course.
Lectures typically last for about 50 minutes, starting five minutes past the hour and finishing at
five minutes to the hour to allow time for you to move between locations. Punctual attendance
at lectures is a courtesy, not just to the lecturer but also to fellow students. You will not be
allowed to enter the lecture room if you are more than ten minutes late, as late entry is
disruptive.
Word processing
The College has good word processing facilities. If you do not yet know, you should learn how
to use a word processor, as it is vital when preparing course-work essays and in drafting and
completing dissertations. All essays submitted for assessment must be typed or printed.
Further information on induction courses for new students can be obtained from the help desk
of the College's Information Services in the Library.
15
ASSESSMENT
Term Dates 2010/11
TERMS START DATE END DATE
AUTUMN* 27-09-2010 17-12-2010
SPRING 17-01-2011 01-04-2011
SUMMER 02-05-2011 24-06-2011
*Teaching commences Monday 4 October 2010
READING WEEKS
AUTUMN TERMS 8 November - 12 November 2010
SPRING TERMS 21 February - 25 February 2011
No formal teaching is scheduled for reading weeks and students are expected to
research and write-up coursework.
Term Dates 2011/12

TERMS START DATE END DATE
AUTUMN* 26-09-2011 16-12-2011
SPRING 09-01-2012 23-03-2012
SUMMER 23-04.-2012 15-06-2012
*Teaching commences Monday 3 October 2011
READING WEEKS
AUTUMN TERMS 7 November - 11 November 2011
SPRING TERMS 13 February - 17 February 2012
No formal teaching is scheduled for reading weeks and students are expected to
research and write-up coursework.
EXAMINATIONS
Written examinations are taken during the summer term. You will be emailed
when the timetable is available
16
Coursework Submission Deadlines
See page 23 of this handbook for seven day deadline for submission of
medical evidence
Note that no extensions to coursework deadlines will be given in advance of submission.

If you think that you will have any problems handing in your assessed course-work by the
published deadline, please tell your tutor as soon as possible so that we can discuss the
situation.
See page 23 of this handbook on how to submit your coursework. Receipts will not be
available in the venue where you submit. We only accept coursework in the morning and the
door of the venue will close promptly at 12.00 noon
Any changes to venues for coursework will be publicised through messages to college email
addresses. Make sure you check this address regularly. For details on relative values of
different pieces of work, see individual course outlines on page 81
Formative Essays
Students have consistently asked the Politics Department to provide early feedback on their
essay-writing and to have more work which is not formally assessed, but instead allows
students a chance to develop their study skills. To this end, we now require all first year
students on any undergraduate degree in the Politics department (including joint degrees:
History/Politics and Sociology/Politics) to write a short essay.
Full details of what Formative Essays involve are in the Politics Department ‘Undergraduate
Essay Writing’ guide which is given to new students and is also on the Politics Office section
of the VLE.
However, you should note in particular the following:
The hand-in day for the essays will be Tuesday 2nd November 9.30 am to 12.00 pm in the
Great Hall. You should submit two printed copies of your essay, following the procedure for
submitting coursework which is set out in the department’s undergraduate handbook. You
should include the name of your Personal Tutor at the top of the essay. Anybody involved in
the World Politics sessions which begin at 11 am on that day should plan to hand in their
essays well before 11 am. Do not expect to arrive at 10.45 am and be able to hand in your
essays before 11 am as queues can be long.
First Year Course Submission Dates

FORMATIVE ESSAY compulsory for all 1st year students in Politics including
Sociology/Politics and History Politics
750-1,000 word essay on Tuesday 2nd November 2010 9.30-12 midday
Venue Richard Hoggart Building Great Hall
PO51012B IDEAS IDEOLOGIES AND CONFLICTS

PO51009B UK & EUROPEAN COMPARATIVE GOVERNANCE AND POLITICS
One 2,000 – 2,500 word essay on Tuesday 14 December 2010 9.30-12 midday.
Venue Richard Hoggart Building Room 300
One two hour exam to be taken in May 2010, formats of exam vary with each unit
17
PO51011B POLITICAL ECONOMY AND PUBLIC POLICY
One 2,000 – 2,500 word essay on Tuesday 29 March 2011 9.30-12 midday
PO51013B POLITICS OF OTHER CULTURES

One 2,000 – 2,500 word essay on Tuesday 1 March 2011 9.30-12 midday
PO51010B WORLD POLITICS

One 2,000 – 2,500 word essay on Wednesday 19 January 2011 9.30-12 midday.
First Year Resits Submission Dates

These dates are only for students who first took these courses in the academic year
2008-09 or earlier (and are expected to complete two essays and an exam for each unit)
NB the course codes for these units end with an A rather than B)
PO51012A IDEAS IDEOLOGIES AND CONFLICTS
PO51009A UK & EUROPEAN COMPARATIVE GOVERNANCE AND POLITICS
PO51010A WORLD POLITICS
PO51013A POLITICS OF OTHER CULTURES
PO51011A POLITICAL ECONOMY AND PUBLIC POLICY
Tuesday 14 December 2010 9.30-12 midday.
Tuesday 29 March 2011 9.30-12 midday
Second Year Courses Submission Dates

PO52016B AN(OTHER) JAPAN: POLITICS AND POPULAR CULTURE
One 2,500 word essay on Wednesday 15 December 2010 9.30-12 midday
One 2,500 word essay or artwork on Tuesday 29th March 2011 9.30-12 midday
One two hour exam to be taken in may 2010, with three from ten questions answered
PO52004A COMPARATIVE EUROPEAN POLITICS

PO52007A POLITICAL ECONOMY
PO52010A THEMES AND ISSUES IN BRITISH POLITICS SINCE 1945
One 2,500 word essay due on Wednesday 15 December 2010 9.30-12 midday
One 2,500 word essay due on Tuesday 29 March 2011 9.30-12 midday
One two hour exam to be taken in May 2010, with three from ten questions answered
PO52014B AFRICA IN THE GLOBAL POLITICAL ECONOMY

One 4,000 word essay due on Thursday 20 January 2011 9.30-12 midday
One 4,000 word essay due on Wednesday 4 May 2011 9.30-12 midday
There is no exam for this unit
18
PO52013A CHINESE POLITICS
One 1,000 word book review on Thursday 20 January 2011 9.30-12 midday
One 2,000 word essay on Tuesday 29 March 2011 9.30-12 midday
One two hour exam to be taken in May 2010 with one from five questions answered
PO52012A CONTEMPORARY INTERNATIONAL RELATIONS: THEORY AND PRACTICE

One 2,000-2,500 word essay due on Wednesday 15 December 2010 9.30-12 midday
One 2,000-2,500 word essay due on Tuesday 29 March 2011 9.30-12 midday
PO52002A MODERN POLITICAL THEORY

Second Year Resits Submission Dates

These submission dates are only for students who first took these courses in the
academic year 2008-09 or earlier.
PO52016A AN(OTHER) JAPAN: POLITICS AND POPULAR CULTURE
PO52016A AFRICA IN THE GLOBAL POLITICAL ECONOMY
PO52015A LIFE A USER’S MANUAL OR ART, POLITICS AND OTHER ADVENTURES IN

EVERYDAY LIFE
One essay of 4000 words due on Thursday 20 January 2011 9.30-12 midday
One essay of 4000 words due on Friday 6 May 2011 9.30-12 midday
There is no exam for this unit
PO52001A PUBLIC ADMINISTRATION

19
Third Year Full Units Submission Dates
PO53014A DISSERTATION
Proposal of approximately 1,500 words due on Monday 15 November 2010, 9.30-12 midday.
Final dissertation of 8,000-9,000 words due on Friday 6 May 2011, 9.30-12 midday
Venue Richard Hoggart Building Great Hall. One printed copy of dissertation to be handed
in, and one backup copy uploaded to the Virtual Learning Environment. Instructions on the
VLE submission will be sent by email.
PO53010A NEW RADICAL POLITICAL ECONOMY

An unassessed essay plan to be submitted direct to the tutor at the final lecture of term.
One 5,500 word essay due on Wednesday 29 March 2011 9.30-12 midday
PO53007A POLITICAL ECONOMY OF THE EUROPEAN UNION

Venue: Richard Hoggart Building Great Hall
PO53013A INTERNATIONAL STUDIES INTERNSHIP

A research report of 3,000 words due on Friday 6 May 2011 9.30-12 midday
A reflective essay of 2,000 words due on Friday 6 May 2011 9.30-12 midday
There is no exam for this unit.
Third Year Autumn Term Half Units Submission Dates

PO53011B BEYOND ALL REASON
One essay of 4,000 words due on Thursday 20 January 2011 9.30-12 midday
PO53008B CULTURE, GLOBALISATION AND POWER

One 2,000-2,500 word essay due on Wednesday 15 December 2010 9.30-12 midday
PO53018A DISCOURSE, POWER, POLITICS

One essay of 3,000 words due on Tuesday 14 December 2010 9.30-12 midday
PO53024A NATIONALIST CONFLICT AND INTERNATIONAL INTERVENTION

One 1,500 word critical review due on Monday 15 November 2010 9.30-12 midday
One research essay of between 3,000 – 3,500 words due on Thursday 20 January 2011 9.30-
12 midday
20
PO53030A POLITICS AND ECONOMICS OF IMMIGRATION
One 2,500 word essay on Wednesday 15 December 2010 9.30-12 midday
PO53017A PUBLIC POLICY ANALYSIS

PO53015A RISK AND POLITICS: THEORY AND PRACTICE

One 800 word critical review due on Monday 15 November 2010 9.30-12 midday
One case study of 3,000 words due on Thursday 20 January 2011 9.30-12 midday
Third Year Spring Term Half Units Submission Dates

PO53022A ANARCHISM
One essay of 4,000/5,000 words due on Wednesday 4th May 2011 9.30-12 midday
PO53025A ART-WAR-TERROR
EITHER a written essay of 4,000 words OR an ‘intervention-essay’, details of which are
contained in the course material. Whichever essay you choose, it will be due on Wednesday
4th May l 2011 9.30-12 midday.
PO53029A AN(OTHER) CHINA: STREETSCENES OF POLITICS

One book review of around 1500 words on Tuesday 1 March 2011
One 2,500 word essay on Friday 6 May 2011
PO53016B NORTHERN IRELAND’S POLITICS AND POLITICAL CULTURES

One 1,000 word article review due on Wednesday 4th May 2011 9.30-12 midday
One essay of 3,000 words due on Wednesday 4th May 2011 9.30-12 midday
PO53023A PARTY SYSTEMS AND ELECTORAL SYSTEMS

One 2,500 word essay due on Tuesday 29th March 2011 9.30-12 midday
Venue Politics Departmental office Warmington Tower Room 607
21
PO53019A POLITICS AND WELFARE
One 800 word critical review due on Tuesday 1 March 2011 9.30-12 midday
One case study of 3,000 words due on Wednesday 4th May 2011 9.30-12 midday
PO53028A RHETORIC AND POLITICS

One 4,000 word essay due Friday 6 May 2011 9.30-12 midday
The is no exam for this unit
Third Year Resits Submission Dates

These dates are only for students who first took these courses in the academic year
2009-10 or earlier. These courses are no longer taught
PO53020A LIBERALISM AND ITS CRITICS
One essay of 4,000 words due on Thursday 20 January 2011 9.30-12 midday
PO53026A COLONIALISM AND NON-WESTERN POLITICAL THOUGHT

One essay proposal of 500 words + annotated bibliography due on Tuesday 1 March 2011
9.30-12 midday
One essay of 3,000 words due on Friday 6 May 2011 9.30-12 midday
22
Submitting Assessed Coursework & Dissertations
Many of the courses in the degree programmes include coursework which counts towards final
assessment in that subject. Students are reminded that they may not present substantially the
same material in any two pieces of work submitted for assessment, regardless of the form of
assessment. For instance, they may not repeat substantially the same material in a formal
written examination or in a dissertation if it has already formed part of an essay submitted for
assessment. Full details will be given to you by individual course tutors.
Mitigating Circumstances (deadline for submitting medical evidence)

No extensions to coursework deadlines will be given in advance of submission. No
tutor or lecturer responsible for the course has the discretion to extend deadlines.
Extenuating circumstances must be submitted in writing by the candidate as soon as
possible after the assessment. Students must normally submit mitigating evidence no later
than seven days after the deadline for submission of coursework or the date of the written
examination. Submissions by staff or by other students on behalf of a candidate who has not
presented a written case him/herself must not be accepted. Submission must be supported
by documentary evidence; retrospective medical certificates and notes submitted seven
days after the deadline will not normally be considered
This means that mitigation cannot be taken into account after 7 days from the submission
date of the essay or examination and that changes cannot normally be made to decisions by
the Board of Examiners after it takes place, that the only exception to this rule would be for
those with severe mitigation or illness with a valid explanation for not submitting the
evidence at the correct time.
You must submit your coursework with your mitigation to the Department office within
the seven day period with the form at the end of this booklet. If you are not able to
submit coursework with your mitigation you must apply for deferred assessment by
submitting your mitigation with the form at the end of this booklet within the seven day
period specified. The Mitigating Circumstances committee meet shortly after the seven
day deadline to consider mitigation.
Where students absent themselves from any part of the examination, they will be
reported to the Board of Examiners as "incomplete". This means that, regardless of
their performance in other parts of the examination, their progression from the first to
the second year or from the second to the third year of study might be jeopardised.
Final-year students reported to the Board of Examiners as "incomplete" might not be
awarded a degree.
COURSEWORK DEADLINES ARE ON PAGE 17 OF THIS HANDBOOK

Please note the following important points about assessed coursework and dissertations:
• TWO copies of each coursework essay must be submitted by the date specified. Notices
advising you of the time and place will be emailed to your college email address. One
copy of the coursework will be returned to you after receiving a provisional grade and
another will be retained by the department. Note that only one copy of the dissertation
should be submitted, along with one copy uploaded on to the Virtual Learning
Environment. Instructions on how to do this will be emailed to your college email
address.
23
• You will be required to sign a College form, to confirm that you have read and
understood the College's statement on examination irregularities and that the
coursework/dissertation is your own work.
• The title page for all coursework and dissertations should show your candidate number
(an eight digit number usually beginning 33….), the number and title of the course unit
and the name of the lecturer responsible for the course. Your name should not be
included anywhere in the essay.
• You must download and complete a receipt from the

Virtual Learning Environment (VLE) (learn.gold
https://learn.gold.ac.uk/) from the page Politics Virtual
Office. Staple a completed receipt to each copy of
coursework you are submitting. You should ensure that
the bottom part of the receipt is stamped and returned to
you as proof of submission.
• All your sources (not just direct quotations) must always be acknowledged - either through
references or footnotes. A bibliography of works consulted or referred to in your
coursework/dissertation must be provided at the end of the coursework/dissertation. Works
should be placed in alphabetical order and give details of author(s), title, publisher and
date of publication. Citation Guidelines are available from the Department Office.
• Grades awarded by internal examiners on assessed coursework are to be viewed as

provisional and are provided to indicate to students how they are progressing during the
course of the year. All decisions about final marks awarded are the responsibility of the
Examination Sub-Board and the College Board of Examiners.
• If you are resitting an examination which includes assessed coursework, you can
resubmit coursework which has NOT achieved a pass mark. You should discuss this with
the course tutor concerned. You should note that the overall mark achieved in the resit is
subject to the penalty, as described above.
Examination
A candidate shall enter the examination in the academic year in which he or she follows a
course.
Except for those parts of an examination on any course which may be held during that course,
written and practical examinations shall normally take place once a year during the designated
College examination period as specified by the College.
Students must submit work by the deadline set by the department.
The examination shall be conducted in the order shown on the time-table which shall be sent
to each candidate with the notice for admission to the Examination Hall.
In cases where a candidate's performance may have been affected by illness or other
acceptable cause the candidate may apply to the Academic Registrar of the College for such
reasons to be taken into account by the examiners, such application must be made within a
period of seven days after the examination concerned and must be accompanied by a medical
certificate or other evidence in cases other than illness.
24
Grading Criteria
The grading criteria below provide a framework for assessments in all programmes in
Politics. These are divided into the levels of the undergraduate programme in order to match
the different expectations and forms of assessment proper to these levels.
Following the Quality Assurance Agency’s ‘Benchmark Statement for Politics and
International Relations’ (2000), threshold levels of attainment are sought in the following
three areas:
A. Knowledge and Understanding of the subject of politics

Understanding the nature and significance of politics; applying concepts theories and
methods to the analysis of political ideas, institutions and practices; demonstrating
knowledge and understanding of different political systems, the nature of power and the
contexts in which they operate; evaluating different interpretations of issues and event
B. Generic Intellectual Skills

Ability to gather, organize and deploy evidence, data and information from a variety of
sources; ability to identify, investigate, analyse, formulate and advocate solutions to
problems; construct reasoned argument, synthesize information and make use of feedback;
manage own self-learning critically
C. Personal transferable skills

Ability to communicate effectively in speech and writing; use communication and information
technology to retrieve and present information; work independently and demonstrate
initiative, self-organization and time management
Level One
Level One in all programmes is regarded as an ‘introductory’ stage of learning where the
fundamental building blocks of the degree are set in place: namely the specific orientation
and basic content of the component parts of their degree programme (i.e. politics,
economics and/or social policy). At this level students are taught about key institutions, ideas
and theoretical frameworks from a circumscribed range and are not expected to go beyond
this range. Level One, therefore, aims to ensure the overall competence and preparation of
students for the broader and more demanding expectations at Level Two.
In relation to the subject skills indicated above, students at Level One are expected to:
A. demonstrate a basic familiarity with their areas of study and a firm understanding of key
concepts and theories
B. draw evidence from relevant, specified secondary sources; rehearse arguments and
debates from secondary literature with structure, clarity and accuracy
C. Communicate in written work clearly and coherently; where appropriate with the use of
information technology
80-100% Exceptional
Represents the overall achievement of the appropriate learning outcomes to an
exceptionally accomplished level.
A. comprehensive and precise knowledge, and confident understanding of key concepts
and theories; drawing effectively upon secondary and primary literature
B. extensive use of relevant secondary and primary sources; exposition of arguments and
debates in a very well structured, analytically precise, accurate and nuanced way;
25
demonstrating strong individual judgement and ability to reason independently of set
texts
C. clear and consistent writing style and presentation; effective and appropriate use of IT
26
70-79% Excellent
Represents the overall achievement of the appropriate learning outcomes to an excellent
level.
A. broad and accurate knowledge and understanding of key concepts and theories; drawing
effectively upon secondary and some primary literature
B. full use of relevant secondary sources; exposition of arguments and debates in a
structured, analytically precise and accurate way; demonstrating some individual
judgement
60-69% Very good

Represents the overall achievement of the appropriate learning outcomes to a very good
level.
A. general and accurate knowledge and understanding of key concepts and theories;
drawing effectively upon secondary literature
B. modest use of relevant secondary sources; overall exposition of arguments and debates in
a structured, analytical manner
C. clear and consistent writing style and presentation; appropriate use of IT
50-59% Good
Represents the overall achievement of the appropriate learning outcomes to a good level.
A. general knowledge and understanding of key concepts and theories; drawing upon
secondary literature
B. effort to use relevant secondary sources; some exposition of arguments and debates in
C. generally clear and consistent writing style and presentation; appropriate use of IT
40-49% Threshold
Represents the overall achievement of the appropriate learning outcomes to a threshold
level (honours).
A. some knowledge and understanding of key concepts and theories; modest effort to draw
upon secondary literature
B. some effort to use relevant secondary sources; ineffective exposition of arguments and
debates in a structured, analytical manner
C. some clarity and consistency in writing style and presentation; some or little appropriate
use of IT
35-39% Pass
Represents the overall achievement of the majority of the appropriate learning outcomes to
a pass level
A. basic knowledge and understanding of key concepts and theories; minimal effort to draw
B. little effort to use relevant secondary sources; minimal exposition of arguments and
C. some clarity and consistency in writing style and presentation; little or no appropriate use
of IT
27
25-34% Fail
Represents an overall failure to achieve the appropriate learning outcomes.
A. minimal knowledge and understanding of key concepts and theories; no effort to draw
B. no, or ineffective, effort to use relevant secondary sources; no, or ineffective, exposition
of arguments and debates in a structured, analytical manner
C. minimal or no clarity and consistency in writing style and presentation; little or no
appropriate use of IT
10-24% Bad fail

Represents a significant overall failure to achieve the appropriate learning outcomes (shall
be deemed a valid attempt and not necessarily required to be re-sat).
A. poor knowledge and understanding of key concepts and theories; no effort to draw upon
B. poor or no effort to use relevant secondary sources; poor or no exposition of arguments
and debates in a structured, analytical manner
C. little or no clarity and consistency in writing style and presentation; little or no appropriate
use of IT
1-9% Very bad fail

A submission that does not even attempt to address the specified learning outcomes (shall
be deemed a non-valid attempt and unit must be re-sat).
A. no knowledge and understanding of key concepts and theories; no effort to draw upon
B. no effort to use relevant secondary sources; no exposition of arguments and debates in
C. no clarity or consistency in writing style and presentation; no appropriate use of IT
0% Non-submission or plagiarised assessment

A categorical mark representing either the failure to submit an assessment or a mark
assigned for a plagiarised assessment.
Level Two
At Level Two, students build on the basic foundations of Level One by deepening their
knowledge and understanding of the disciplinary components of their programme. Here the
emphasis is on breadth (in courses that survey a key sub-area in the disciplinary field(s))
and greater critical understanding of institutions, ideas and theories. Students are expected
to make reasoned connections between these areas with greater independence and make
efforts to go beyond the strict parameters of their lectures, seminars and course guides. At
this level students are expected to:
A. demonstrate a broad knowledge of their areas of study and an explicitly reasoned

understanding of key concepts and theories
B. draw evidence from specified and other secondary and primary sources; rehearse and
evaluate arguments and debates from both primary and secondary literature with clarity
and accuracy
C. Communicate in written work clearly and coherently with the use of information
technology; demonstrate an ability to write at length and with considered use of evidence
28
80-100% Exceptional
texts
70-79% Excellent
level.
A broad and accurate knowledge and understanding of key concepts and theories; drawing
judgement
60-69% Very good

level.
50-59% Good
A general knowledge and understanding of key concepts and theories; drawing upon
B effort to use relevant secondary sources; some exposition of arguments and debates in a
structured, analytical manner
40-49% Threshold
level (honours).
A some knowledge and understanding of key concepts and theories; modest effort to draw
use of IT
29
35-39% Pass
a pass level
A basic knowledge and understanding of key concepts and theories; minimal effort to draw
of IT
25-34% Fail
A minimal knowledge and understanding of key concepts and theories; no effort to draw
10-24% Bad fail

use of IT
1-9% Very bad fail

A no knowledge and understanding of key concepts and theories; no effort to draw upon

Level Three
Level Three marks a greater degree of specialisation in the content of undergraduate
programmes, with a curriculum that focuses on specialist areas of component disciplines
and draws upon the research interests of teaching staff. At this level, students are expected
to gain a more detailed knowledge and critical understanding of the issues raised in their
courses, drawing upon evidence they find themselves and upon techniques of research
design and planning. They are also expected to demonstrate an ability to self-manage their
own time, and to study independently and creatively. Students are expected to:
A. demonstrate a detailed knowledge of their areas of study and a critical understanding of

key concepts and theories
30
B. draw evidence widely from primary and secondary sources according to specified
research design; rehearse, evaluate and advocate solutions to arguments and debates
from primary and secondary literature with clarity and accuracy
C. Communicate clearly and coherently in written work with the use of information
technology and other related specialist software; demonstrate an ability to plan, design
and write formal reports at extended length with explicit use of evidence
80-100% Exceptional
texts
70-79% Excellent
level.
A broad and accurate knowledge and understanding of key concepts and theories; drawing
judgement
60-69% Very good

level.
50-59% Good
A general knowledge and understanding of key concepts and theories; drawing upon
B. effort to use relevant secondary sources; some exposition of arguments and debates in a
structured, analytical manner
40-49% Threshold
level (honours).
A some knowledge and understanding of key concepts and theories; modest effort to draw
31
use of IT
35-39% Pass
a pass level
A basic knowledge and understanding of key concepts and theories; minimal effort to draw
of IT
25-34% Fail
A minimal knowledge and understanding of key concepts and theories; no effort to draw
10-24% Bad fail

use of IT
1-9% Very bad fail

A no knowledge and understanding of key concepts and theories; no effort to draw upon

Examinations
Full-time students will be required to have passes in courses to a minimum value of 3 course
units at the end of the first year in order to proceed to the second year. Passes in a minimum
of 3 course units taken in the second year will be required to proceed to the final year. Part-
time students normally will be required to have passed new courses to a minimum value of 1.5
course units in each session prior to being permitted to proceed to the next year of study.
A candidate shall enter the examination in the academic year in which he or she follows a
course. Except for those parts of an examination on any course which may be held during that
32
course, written and practical examinations shall normally take place once a year during the
designated College examination period. However, for all students who commenced their
studies from September 2005 there are now September re-sits If any student feels that their
preparations and/or performance in the examinations has been affected by medical or
personal circumstances, they should immediately provide the College’s Assessments Office
with documentary evidence of such circumstances. Students should be aware that a penalty
applies to resit examinations. The result will be the mean of the actual mark and the pass
mark. For example, if a mark of 45% is obtained, the recorded mark will be 40% (45+35/2).
Assessment of Honours for Course Unit Degrees

Students enrolled on course unit undergraduate degree programmes are normally required to
take a total of 12 course units. Full-time students taking a three-year degree will normally take
4 course units in each year of study. Part-time students will take no more than 3 course units
in each year of study.
Notification of Examination and Degree Results

At the start of the summer term, the College Examinations Department produces a booklet
containing the confirmed examination timetables, details of when results will be notified and
other information. You can view this information at: www.goldsmiths.ac.uk/registry/exams.php
Provisional degree results for final year students are normally available in late June.
Examination results for continuing students are normally available in mid-July. Staff of the
department are not permitted to give results to students or their representatives.
If you are in debt to Goldsmiths, at the time the results become available, you will not
automatically receive your final transcript. If you wish to obtain information concerning your
results you can do so by making a Data Subject Access Request under the Data Protection
Act (1998), for which a fee will be charged. The letter from the Assessments Office informing
you that your results are being withheld will tell you how to do this, and under the Data
Protection Act you will be entitled to receive your result (not in the form of a transcript) within
40 days of submitting the Data Subject Access Request and fee.
Presentation Ceremony Information

All final-year students completing in the summer of 2011 will be invited to attend Goldsmiths’
Presentation Ceremonies which take place in early September. Dates of the ceremonies will
be published early in the autumn term, and you will be invited to one of the three dates.
Details of which of the dates your ceremony will be held on will be published by the end of
the autumn term. Invitations will be sent to your home address in the Easter vacation. If you
have not received your invitation by the beginning of the summer term please contact Joan
Doherty, Room 117, Richard Hoggart Building, e-mail j.doherty@gold.ac.uk
You are required to have satisfactorily attended courses and to have completed all required
coursework (including non-assessed coursework) before you can sit the written papers. In
addition to assessed coursework, you are required to present seminar papers and to
contribute to seminar discussion. In courses which do not include assessed coursework, you
are still required to submit essays. The mode of assessment for individual courses will be
provided by course tutors.
33
MISCONDUCT IN ASSESSMENTS (Including Plagiarism)
College regulations governing misconduct in assessments
Introduction
1 This section of the regulations outlines the College’s definition of misconduct in
assessment. It also outlines procedures to determine whether misconduct has occurred and
what sanctions may be imposed where misconduct has been established. These regulations
seek to protect the academic standing and integrity of the awards of Goldsmiths College.
Academic Integrity and Responsibilities

2 Core values of academic integrity (honesty and trust) lie at the heart of our academic
enterprise, and they underpin all activities within Goldsmiths College. The College values a
culture of honesty and mutual trust, and expects all members of the College (staff and
students) to respect and up hold these core values at all times.
3 One of the most frequent forms of misconduct in assessment is the act of plagiarism.
For the purposes of these Regulations, Plagiarism is defined as the representation of
another person’s work, without acknowledgement of the source, as the student’s own for the
purposes of satisfying formal assessment requirements. Some students who plagiarise do
so deliberately, with intent to deceive. This conscious, pre-meditated form of cheating is
regarded as a particularly serious breach of the core values of academic integrity and one of
the worst forms of cheating. Other students may plagiarise inadvertently as they do not fully
understand the conventions of academic referencing and citation.
4 However, ignorance of proper procedures or good practice in academic writing is no

excuse, particularly if a student has previously been accused of plagiarism, advised to seek
study skills help, and fails to learn the lessons.
5 It is essential therefore that all students:
• Familiarise themselves with these regulations;
• Familiarise themselves with the academic conventions and practices applicable to

the programme on which they are enrolled.
6 Plagiarism is literary theft as well as breach of copyright. It yields a false grade to the
students who plagiarise and prevents them from knowing how well they have performed. It
also effectively penalises and can demoralise those students who do not plagiarise.
Any student in doubt about what might constitute plagiarism or any form of academic
misconduct MUST seek clarification from an academic member of staff, the College
Examinations Officer, or should seek specialist study skills assistance through the
College Language Studies Centre.
Definitions of Academic Misconduct

7 Academic misconduct is defined by Goldsmiths as any attempt by a student to gain an
unfair advantage in any assessment. The term academic misconduct includes all forms of
cheating, plagiarism, and collusion.
8 The following is an indicative list of forms of misconduct but should not be considered
exhaustive:
• Aiding and abetting a student in any form of dishonest practice.
34
• Bribery is paying or offering inducements to another person to obtain an advance copy
of an unseen examination or test paper or to obtain a copy of a coursework assignment
in advance of its distribution to the students concerned.
• Collusion is where two or more students collaborate to produce a piece of work which is
then submitted as though it was an individual student’s own work. Where students in a
class are instructed or encouraged to work together in the pursuit of an assignment, such
a group activity is regarded as approved collaboration. Where there is a requirement for
the submitted work to be solely that of the individual, collaboration is not permitted.
Students who improperly work collectively in these circumstances will be regarded as
being guilty of collusion.
• Commissioning another person or persons to complete an assignment, which is then
submitted as your own work. This includes the use of the services of ‘ghost-writing’
agencies (for example in the preparation of essays or reports). Professional word
processing services, which offer ‘correction/improvement of English’ should not be used.
• Computer fraud is the use of the material of another person located on the internet or
stored on a hard or floppy disk as if it were your own (also see plagiarism).
• Duplication is the inclusion of coursework of any material, which is identical or similar to
material, which has already been submitted for any other assessment within the
University or elsewhere e.g. submitting the same piece of coursework for two different
modules.
• False declarations in order to receive special consideration by Examination Boards.
• Falsification of data is the presentation of data in projects, laboratory reports etc. based
on work purported to have been carried out by the students which have been invented by
the student or altered or copied or obtained by other unfair means.
• Misconduct in examinations or tests such as:
- taking crib notes or other unauthorised material concealed in any manner into an
examination or test;
- taking into an examination or test an unauthorized computer disk containing pre-
coded data;
- the use of an unauthorized dictionary;
- the use of unauthorised material stored in the memory of a pre-programmable
calculator, watch, organiser, mobile telephone or pager;
- obtaining or attempting to obtain an advance copy of an ‘unseen’ written examination
or test paper;
- attempting to persuade another member of the University (staff, student or invigilator)
to participate in any way in actions that would breach the College assessment
regulations;
- communicating or trying to communicate in any way with another student during an
examination or test
- copying or attempting to copy from another student sitting the same examination or
test
- being party to impersonation where another person sits an examination or test in the
place of the actual student or a student is knowingly impersonated by another
- leaving the examination or test venue to refer to concealed notes
- taking rough notes, stationery, scripts or examination or test papers which indicate
that they are not to be removed from the examination or test venue
- Failure to follow instructions of the Invigilators or other designated College officers.
• Plagiarism is an attempt (deliberate or inadvertent) to gain advantage by the

representation of another person’s work, without acknowledgement of the source, as the
student’s own for the purposes of satisfying formal assessment requirements.
35
Recognised forms of plagiarism include:
- the use in a student’s own work of more than a single phrase from another
person’s work without the use of quotation marks and acknowledgement of the
source;
- the summarising of another person’s work by simply changing a few words or

altering the order of presentation, without acknowledgement;
- the use of ideas or intellectual data of another person without acknowledgement

of the source, or the submission or presentation of work as if it were the student’s
own, which are substantially the ideas or intellectual data of another person;
- copying the work of another person;
- the submission of work, as if it were the student’s own, which has been obtained
from the internet or any other form of information technology;
- the submission of coursework making significant use of unattributed digital

images such as graphs, tables, photographs, etc. taken from books/articles, the
internet or from the work of another person;
- the submission of a piece of work which has previously been assessed for a
different award or module or at a different institution as if it were new work;
- A student who allows or is involved in allowing, either knowingly or unknowingly,

another student to copy another’s work including physical or digital images would
be deemed to be guilty of plagiarism.
9 If plagiarism is suspected students will be required to supply an electronic copy of the

work in question so that it may be subjected to electronic plagiarism detection testing.
Therefore students are required to keep work electronically until after they receive their
results as electronic detection may be part of the investigative process.
Detailed procedures for the identification of incidences of academic misconduct and

associated penalties
Introduction
10 The remainder of these regulations set out how the College undertakes an investigation
of an alleged case of academic misconduct.
11 These regulations apply to candidates registered for undergraduate and taught

postgraduate degrees and for diplomas and certificates at Goldsmiths College.
12 Candidates taking any examination, or subject to any academic assessment conducted

by the College or the University of London, are required to abide by the relevant general and
specific regulations issued from time to time by the Academic Registrar and to observe all
instructions given to them by the Examiners, Invigilators or Officers of the College
responsible for the conduct of examinations or academic assessments.
13 Any failure to observe any of the regulations or instructions mentioned in the above
paragraph shall constitute misconduct in assessment and shall be dealt with in accordance
with these regulations, as will any case of alleged cheating, plagiarism or other similar
36
examination or assessment irregularity, including conduct affecting the security of an
examination.
14 In the interpretation of these regulations, unless the context otherwise requires, words
and phrases which appear in the Statutes shall have the meaning assigned to them in the
Statutes. Any dispute as to the interpretation of these regulations shall be referred to the
Warden of the College, whose decision in the matter shall be final.
15 In these regulations, reference to the Chair of the Sub-Board may be taken to refer to
the Deputy Chair of the Sub-Board where the Chair is the Examiner who suspects a
candidate of an assessment misconduct, or where the Chair is indisposed or otherwise
unable to act.
16 All communications from the College to the person accused of an examination offence
shall be sent by first class mail and recorded delivery to his or her last known term time
and/or home address as notified by the student to the Registry.
17 Should a student against whom an allegation of assessment misconduct is lodged fail to

respond, within a period of 14 days following notification of the allegation, the proceedings
under these regulations shall continue and shall not be invalidated thereby.
18 Heads of Department shall be kept informed, in respect of students in their Department,

at all stages of procedures under these regulations.
Presumption of Innocence
19 In any proceedings under these regulations the person against whom allegations have
been made shall be presumed to be innocent until the contrary is established beyond all
reasonable doubt.
20 In the event that an allegation of assessment misconduct by a student is under

consideration and has not been resolved when a Sub-Board or the College Board of
Examiners meets to consider the result(s) of that student, the Board, or Sub-Board, shall not
consider that student’s results until the allegation has been upheld or dismissed. When the
allegation has been investigated in accordance with these regulations, the Chair of the
College Board, or Sub-Board of Examiners, in consultation with the appropriate External
examiners(s), will determine how to proceed.
Where misconduct is suspected – See Appendix I – Flow Chart
21 If a member of staff suspects that assessment misconduct has been committed, s/he
shall immediately inform the Chair of the relevant Sub-Board of Examiners. The member of
staff is required to submit a written report of the incident to the Chair of the Sub-Board. The
Chair of the Sub-Board shall arrange for the allegation to be investigated as soon as
possible. The Chair of the Sub-Board, as part of the investigation, shall provide the
candidate with a written statement of the allegation making it clear what type of misconduct
is alleged and shall give the candidate an opportunity to make a response to it. The
candidate will be given 14 days to respond. If the candidate fails to respond, the Chair of the
Sub-Board proceeds with the investigation. Where as a result of this investigation, the Chair
of the Sub-Board concludes that there is no case to answer, s/he shall notify the candidate
in writing that the matter is closed and shall send a copy of that letter to the Academic
Registrar.
22 Where the investigation reveals prima facie evidence of an offence of a minor or

technical nature that would not, in the opinion of the Chair of the Sub-Board, warrant any of
the penalties set out in (6) below, the Chair of the Sub-Board, after consultation with the
Academic Registrar, may decide that no further action shall be taken. Such a decision shall
37
be reported in writing to the Chair of the College Board of Examiners. The candidate shall
be notified in writing by the Chair of the Sub-Board that no further action is to be taken with
regard to this specific case. The Chair of the Sub-Board shall, however, send a record of
the facts of the investigation to the Academic Registrar who shall place the record on the
candidate's Registry file and who shall notify the candidate that it could be taken into
consideration in the event of a future offence. If the candidate wishes to contest the
evidence he or she may supply a written statement to the Academic Registrar and provide
evidence to refute the allegation, which shall be kept together with the Chair of the Sub-
Board’s report of the matter. The candidate shall be supplied with a copy of the relevant
record.
1 Where the investigation reveals prima facie evidence of an

assessment misconduct, that would, in the opinion of the Chair of the Sub-Board,
warrant any of the penalties set out in regulation (6) below, the Chair of the Sub-
Board shall proceed to deal with the matter and inform the Academic Registrar.
2 The Chair of the Sub-Board shall give the candidate a written

statement of the allegation and an opportunity to respond to the allegation and to
present any mitigating evidence at a Hearing.
3 If a candidate fails to attend a Hearing other than for a reason

acceptable to the Chair of the Sub-Board, notified in advance, its proceedings shall
not be invalidated thereby. A candidate unable to attend a Hearing for good reason
may seek a postponement of that Hearing.
4 The candidate may be accompanied by a member of staff or a student

of the College; a candidate who is so accompanied must submit to the Chair of the
Sub-Board, not less than two days before the date appointed for the Hearing, the
name, address and description of the person concerned.
5 A senior member of the academic staff of the relevant Department

shall attend at the Hearing and the member of staff who has reported the alleged
offence shall also be present.
6 If the candidate admits the offence or if the Chair of the Sub-Board is

satisfied from the evidence that assessment misconduct has been committed, s/he
may impose any of the following penalties s/he feels to be appropriate. THE CHAIR
OF THE SUB BOARD WILL BE MINDFUL THAT A MORE SEVERE PENALTY
SHOULD BE APPLIED TO STUDENTS IN THEIR FINAL YEAR AND/OR WHERE
THE STUDENT HAS BEEN FOUND GUILTY OF A PREVIOUS INSTANCE OF
MISCONDUCT.
• a requirement that the candidate re-submit the relevant piece(s) of work by a specific
deadline (if the work is not submitted by the deadline set, the matter may be referred
to the Chair of the College Board of Examiners), or
• the minimum pass mark for the relevant piece(s) of work may be assigned, or
• a mark of ‘0’ for the relevant piece(s) of work may be assigned, or
• a mark of ‘0’ for all coursework components of the relevant course may be assigned,
or
• (for undergraduates only) Degree class to be reduced by one class (unless by doing
so a ‘pass’ would be turned into a ‘fail’, or
• degree class to be ‘capped’ at a certain level, or
38
• suspension from the College for a period of not more than two years, or
• Dismissal from College.
7 A written note of the penalty shall be sent to the candidate by the Chair of the Sub-
Board with a copy to the Academic Registrar. The note shall include a statement that
the candidate may appeal against the decision of the Chair of the Sub-Board of
Examiners within fourteen days of notification of that decision.
Appeals against a penalty imposed by the Chair of a Sub-Board of Examiners
23 A candidate shall have the right of appeal against a penalty imposed by the Chair of a
Sub-Board of Examiners following a Hearing on one or more of the following grounds:
• That the proceedings of the Hearing conducted by the Chair of the Sub-Board
were not carried out in accordance with the regulations;
• That fresh evidence can be presented which was not, or could not reasonably
have been, made available to the Hearing conducted by the Chair of the Sub-
Board;
• That the outcome of the Hearing was against the weight of the evidence.
304 Any such appeal shall be made in writing to the Academic Registrar within fourteen
days of notification of the decision of the Chair of the Sub-Board and shall set out the
grounds for appeal and be accompanied by copies of any documentary evidence in support
of the appeal.
305 Where the appeal is based on the presentation of fresh evidence, the student shall
normally forward the evidence in question, or a summary of it, to the Academic Registrar
with the appeal.
306 The Chair of the College Board of Examiners shall hear the appeal together with up to
two members of the academic staff who have not previously been involved with the case
and who are not from the same Department as the appellant (the Appeals Committee).
307 The College Examinations Officer (deputising for the Academic Registrar) shall be
responsible for providing the Chair of the College Board of Examiners with a factual
statement of the case together with relevant documentation, as appropriate.
308 The Academic Registrar or his/her nominee, shall act as secretary for the Appeals
Committee.
309 The Hearing shall be conducted on the basis of a procedure which will be sent to the
student in advance.
310 The student who has submitted the appeal shall be given at least ten days’ notice of the
date of the Hearing.
311 The student may be accompanied at any such Hearing by a member of staff or a
student of the College. The name, address and description of this person shall be submitted
in writing to the Academic Registrar not less than two days before the date appointed for the
Hearing.
312 The Academic Registrar shall provide the appellant, at least five days before the date of
the Hearing, with a copy of the statement referred to in 307 above.
39
313 The student may make an oral statement in support of his/her appeal at the Hearing.
314 The student may, at the discretion of the Chair of the College Board, call witnesses to
attend the Hearing if this is necessary to support the contention that fresh evidence exists
which was not available to the Chair of the Sub-Board of Examiners.
315 The Chair of the College Board shall normally request a written statement from the
Chair of the Sub-Board whose decision is the subject of the appeal, and the Chair of the
relevant Sub-Board shall normally be given an opportunity to appear at the Hearing.
316 The Appeals Committee shall decide whether or not the appeal is to be upheld, and if
upheld, the action to be taken. If the appeal is not upheld the Appeals Committee shall
confirm the penalty imposed by the Chair of the Sub-Board and if in the opinion of the
Committee, the appeal was without merit, shall have power to order any additional penalty it
considers appropriate, including the imposition of a financial penalty not exceeding £200.
317 The decision of the Appeals Committee shall be the final decision of the College.
Reports
318 The Academic Registrar shall report to the Academic Board on all cases considered
under these Regulations.
40
COURSE REQUIREMENTS AND TEACHING
Course Requirements
During the first year of your degree programme, you will study courses covering government,
theory, world politics, economics, and public policy. Marks awarded for courses taken in the
first year of the degree programme count towards the final classification of your degree. In
your second and third years, you will specialise in courses that contribute towards your final
degree programme.
Students taking the BA History and Politics or BA Sociology and Politics degree programmes
take a combination of courses in this department and from the relevant host department in
each of the three years of study.
The structure of the programmes and individual courses offered by the department can be
found from page 71 onwards in this handbook. Detailed syllabuses for individual courses will
be distributed by course tutors.
You must meet the requirements of each course, including the submission of essay work
(even if this work is not part of the overall assessment). Unsatisfactory performances during a
programme of study – such as poor attendance, failure to present required work – will result in
the Head of Department advising you in writing that, unless sufficient improvement is shown,
your dismissal will be recommended to the College’s Student Review Committee.
Teaching Arrangements
Most courses in the department are taught by a combination of lectures and seminars. You
will find that some courses, those based solely on dissertation, or project work, are taught by
workshops and/or individual supervision. It is your responsibility to maintain regular contact
with the course tutor.
Organization of the Academic Year

Face-to-face teaching takes place in the Autumn and Spring terms. The Summer term
comprises of revision classes (where offered) examinations and preparation for the following
year.
41
STUDENT SUPPORT AND ADVICE WITHIN THE COLLEGE
More information about Goldsmiths

The Goldsmiths web site is at www.goldsmiths.ac.uk. Supporting this is Student Gold, an
area of the web site specifically for students. This is at www.goldsmiths.ac.uk/student. You'll
find news and information on Student Gold, plus a link to the online notice board where you
can post notices for free, advertising items for sale, rooms to rent, or calls for research
participants.
Information on who to contact for help or advice, and general information about how things
work at Goldsmiths can be found at www.goldsmiths.ac.uk/student-handbook
Information Services
You should make sure that you join both the Goldsmiths Library and the University of London
Library at Senate House in central London. Do not neglect local public libraries, which often
have a good range of books in the social sciences, in both their borrowing and reference
sections.
The College Library, Computer Services and Language Resources Centre, support teaching
and learning across the spectrum of paper-based and electronic media. These services are
housed in the purpose-built, Rutherford Building (RB) found adjacent to the department. This
building also provides private and group study space for students.
The Library holds a substantial collection of books and periodicals on politics and social policy.
Library staff provide tuition in information skills, including electronic searching, and induct all
new students to the service. A specialist librarian liaises with the departmental representative
to ensure relevant book stocks are maintained and advises the department on resources for
programme and course development. All students have access to the University of London
Library and, on request, to libraries of other Colleges of the University, the British Library of
Political and Economic Science and to other higher education libraries as appropriate.
There are approximately 200 IBM compatible PCs and Apple Macintosh computers in open
access rooms in the Rutherford Building. The Computer Help Desk provides advice and
guidance to students on the use of technology and acts as first line support. Both introductory
and advanced hard and software training is available. Research students in particular benefit
from central facilities such as high resolution scanning and imaging, and colour printing.
Students learn to make good use of conventional library resources and newer information
sources such as websites.
The Computer Services Handbook provides a helpful guide to the World Wide Web and other
IT resources that are available to you, and lists the growing number of specific IT guides
produced by Goldsmiths Computer Services (make sure you keep your copy of this guide in a
safe place).
Opportunities for Personal and Professional Development at

Goldsmiths
We want all our students to become critical and self-reflective thinkers, with a set of skills
and personal values that will be of benefit in the future, whether in employment or whether
undertaking further studies. At Goldsmiths, we have a number of initiatives to support you in
developing both personally and professionally and to help you acquire and recognise your
transferable skills.
42
The 3D Graduate
The first of these initiatives is the 3D Graduate scheme, which incorporates Personal
Development Planning (PDP), an initiative that has been introduced in all universities to
provide the opportunity to take active control of your development and to plan for your future.
3D Graduate opportunities aim to support you in becoming three-dimensional, well-rounded
individuals through self-directed engagement in three areas: your personal, academic and
career development. 3D Graduate will also help you in recognising skills that will be
invaluable for your prospective career.
3D Graduate is offered though a website found at www.goldsmiths.ac.uk/3d. The ‘tools’

section of the site offers a complete set of guides and exercises to start you in planning your
development, regardless of which level of study you are currently engaged in. The website
allows you to print or save all your exercises to create your own personal development
portfolio, which you can add to at any time. The ‘opportunities’ section of the website lets
you know about all the other workshops and activities that are available at Goldsmiths
through which you can develop yourself further. These include workshops, seminars and
events offered by the Careers Service, the Language Studies Centre, Student Services, the
Students’ Union and others.
Some departments also offer their students sessions to help you to engage with the key
concepts associated with 3D Graduate such as reflectivity and planning. 3D Graduate
related activities may come in the form of personal tutoring sessions, ‘professional-
orientation’ workshops or group self-assessment work. Speak to your tutor about the
opportunities available to you
The Gold Award

The Gold Award is an initiative for undergraduates that rewards and recognises those who
take active steps in developing themselves personally and professionally through
participating in activities above-and-beyond your academic studies. These activities can
include anything from volunteer work to putting on an exhibition, from working in the
Students’ Union to running a team, from mentoring your peers to running a society.
If you are an undergraduate, you may want to work towards the award because:
• Receiving a Gold Award certificate will give you something extra to put on your CV
which will help you stand out from everyone else
• It helps you record your achievements, making it much easier when you come to take
job interviews or write application forms
• The Gold Award Team will be able to provide you with an additional reference.
The award uses a points system: you have to achieve five points in order to receive the
award.
One of these points has to be by completing a series of personal development exercises and
a Personal Development Record (PDR). The other four points must be obtained though
extra-curricular activities. The award is also supported by a full programme of workshops
and events to help you on your personal and professional journey. You can take a minimum
of one year and up to three years to complete the award; the timescale through must be
reflected in your PDR.
Numbers are limited make sure to sign up early at goldaward@gold.ac.uk. To find out more,
look for the Gold Award page on https://learn.gold.ac.uk/
Developing your skills and attributes

Both the 3D Graduate Scheme and the Gold Award can help you to understand:
43
• The skills / competencies you have
• How to develop these further
• The experiences you can quote to evidence them
• How to highlight the impact of your skills / competencies on things you have done
• How you might apply and evidence these skills in new situations
• How to apply your skills / competencies in your personal and professional life.
If you would like more information on the 3D Graduate scheme or the Gold Award, please
contact Goldsmiths Learning Enhancement Unit on 020 7919 5118, visit the website at
www.goldsmiths.ac.uk/gleu or speak to your personal tutor about opportunities for personal
development.
Student Support Services

Student Services has overall responsibility for supporting and offering guidance to students
on all practical non academic matters which may be affecting your ability to study. We also
offer assistance with some of the administrative tasks you will need to undertake whilst
studying at Goldsmiths
The core services provided are:
Advice (on general welfare issues)

Assessments
Bursaries and scholarships
Counselling
Chaplaincy and multi-faith centre
Disability support
Enrolment and Records
Fees
Management information
Nursery
Student funding and information
We also work closely with the Careers Service and New Cross Medical Centre.
All students are encouraged to register with a GP. If you live in halls of residence or near to
campus, you may be able to make use of the New Cross Medical Centre. For further
information about this or any of our services please visit www.goldsmiths.ac.uk/student-
services.
Student Services administer the Access to Learning Fund, a discretionary fund available
for those students who meet the eligibility criteria and who are in financial need. For further
information please contact the Student Funding and Information Office. A Short Term
Emergency Loan scheme is also available for students whose funding is delayed at the
start of term.
Immigration advice
A points-based immigration system was introduced in the UK in 2009. The system means
people wishing to study or work in the UK will have to demonstrate they have the correct
number of points before being granted entry clearance/leave to remain in the UK. Tier 4, the
student tier, came into force on 31 March 2009.
The Advice Team at Student Services can offer students confidential advice and support
with immigration matters. E-mail student-advice@gold.ac.uk.
44
Student Services opening times
The different areas within Student Services have separate opening times however the
offices are generally open Monday to Friday, 10 am to 4 pm. Some of the services are by
appointment only and details of how to access them can be found on the web
Support for students with disabilities and/or specific learning difficulties

Goldsmiths welcomes applications from disabled students. The category ‘disabled student’
includes people with physical and sensory impairments, mental health needs, people with
long-term health conditions and also those with specific learning difficulties (e.g. dyslexia,
dyspraxia, ADD etc).
The Disability Discrimination Act 1995 (DDA) obliges the university to make reasonable
adjustments, to ensure disabled students can participate equally in all aspects of college life.
The Disability Team provides advice and guidance on the various support initiatives that are
available.
Further information is available at www.goldsmiths.ac.uk/disability.
The Disability Co-ordinator and Disability Adviser can advise students and staff as well as
students applying to Goldsmiths about any aspect of disability. The service is confidential
and information will not be passed on to tutors without your consent.
Examples of support provided through the Disability Team:
• Access around the campus

• Liaison with tutors concerning adjustments you might need
• Assistive Technology
• Recording lectures
• Location of hearing loops, accessible toilets, and so on
• Examination adjustments
• Consideration of Dyslexia when marking coursework
• Advice on meeting deadlines
• Library support and extended loans
• Study skills support
• Disabled Students’ Allowance (DSA)
When meeting the Disability Team it is important to bring evidence of your disability or
specific learning difficulty with you. This should be in the form of a recent letter from your GP
or other health professional, or an educational psychologist report (if you have a specific
learning difficulty)
The Disability Team can also advise on how to obtain evidence for those who think they may
have a specific learning difficulty (dyslexia, dyspraxia ADD etc).
Disabled Students' Allowance (DSA)

The Disabled Students’ Allowance (DSA) is a grant available for disabled students including
those with Specific Learning Difficulties (e.g. dyslexia, dyspraxia etc) and for people with
long term health conditions. The DSA can provide equipment, support such as note takers,
interpreters, dyslexia tutors etc. as well as funding for books and so on, depending on your
needs. More information on this can be found at www.direct.gov.uk (search ‘disabled
student’).
45
To apply for the DSA you need to fill out an application form (DSA1) which you can
download on the web site above. If you would like any more information or help in doing this
please feel free to contact us. You will need to enclose evidence of your disability with the
DSA form (e.g. a doctor’s letter or an Educational Psychologist’s report).
Contact details:
Disability Team
Richard Hoggart Building, room 125
Drop in:
Monday to Friday
11.00 am – 12.00 pm
3.00 pm – 4.00 pm
Book an appointment:
telephone 020 7717 2292
email disability@gold.ac.uk
www.goldsmiths.ac.uk/disability
Language Studies Centre

The College’s Language Studies Centre provides sessions for students whose main
language is not English and actively supports individual students through a programme of
structured language courses and Study Skills sessions. It also provides tailor-made in-
sessional courses in collaboration with programme and course leaders. The department has
close links with the centre, and the Senior Tutor monitors the extent to which it benefits from
the Unit’s programmes for overseas students.
See the web site at: www.goldsmiths.ac.uk/language-studies-centre/
Other Student Services

The College’s Fees and Awards Office supports students in their relationship with their Local
Education Authorities (LEAs). The Medical Centre provides support and medical care to
students with health problems, students requesting counselling services and those requiring
medical evidence in relation to academic concerns. Information on stress courses for
students run by the counselling service is available to all Personal Tutors. The
Accommodation Office and Residential Services provide housing services and advice to
students. The International Office provides additional specialist support for overseas
students
Careers Service
Using the Careers Service in your second year
As a second year you’re probably thinking about getting work experience and might be
starting to have some career ideas. You can come and see us about finding an internship,
writing a CV, application and interview advice, choosing a career or simply finding a part-
time job. There is lots of free information you can take away and the reference library has
books on everything from working in the media to vacation work abroad. We have
computers for you to do online career research and you can get help from our experienced
information staff.
Using the Careers Service in your final year

As a finalist you’re probably starting to think about life after your degree. Whether you are
unsure or have a clear idea of what you want to do, a chat with an adviser can help. Come
and see us about choosing a career, postgraduate study, application and interview advice,
or simply finding a part-time job. There is lots of free information you can take away and the
46
reference library has books on everything from psychometric tests to becoming a writer. We
have computers for you to do online career research and you can get help from our
experienced information staff.
Part-time work and volunteering

Most students find they need to work while they study. In October we host an event called
‘Experience Works’ where Goldsmiths students can meet up with employers from a wide
range of industries. Look out for the posters from the start of term.
Part-time work will earn you cash but sometimes volunteering will give you better experience
and contacts. Perhaps there might be a way you can balance the two? We can help you to
find temporary, part-time and voluntary positions throughout the year. Vacancies are listed on
the Careers Service website www.goldsmiths.ac.uk/careers/jobs or on our work experience
notice board at the Laurie Grove office. Come in and browse at any time during our opening
hours.
Marketing yourself
Sometimes thinking about what you’ve got to offer and translating it to employer-
speak can be hard. We can help you to analyse what you have done and present it
in an effective way. We can also help you think about any skills gaps and what you
can do to plug them.
The recruitment cycle

Come and see us for leads on the best places to look and the most effective ways to find
opportunities for a particular job sector. Many larger employers recruit to formal graduate
training schemes with starting dates in the summer after you graduate. These programmes
usually have a closing date for applications, which can be as early as November. Not all
employers of graduates have a formal recruitment programme and many small to medium-
sized employers recruit as and when vacancies arise. Some employers, particularly in the
creative fields, fill positions from speculative applications and word of mouth.
International students
Adapting to a new job market and working out how to apply can be confusing. We have
leaflets explaining the basics written specifically for international students. We run two
sessions each year where we cover job-hunting. Still confused? Come and see an adviser,
more information below.
Adviser appointments
These can cover anything careers-related, from thinking about yourself to brainstorming
career ideas. If your CV or application form needs a health check bring it in. Twenty-five
minute sessions with an adviser are available Monday to Thursday, 2 pm to 4.30 pm,
bookable from 9.30 am on the day in person or by phone.
Seminars
We run seminars such as CV writing, interview skills and postgraduate study and funding.
We also have events on specific career areas. We’d like to see you there. Look out for the
posters or go to the Careers Service website www.goldsmiths.ac.uk/careers/whats-on.
47
Gradclub
Finally, by joining our ‘GradClub’ scheme in your final year, you can continue to use our
services for free or at a discounted rate for an additional two years. Ask for membership
details at the Careers reception or go to www.gradclub.co.uk.
• Find us at 23/24 Laurie Grove 020 7919 7137

• Opening hours are Monday-Friday, 9.30 am-4.30 pm
We look forward to meeting you.
Requests for transcripts or confirmation letters

Transcript information available from Student Services web site
www.goldsmiths.ac.uk/student-services/transcripts-archives.php
and transcript request form available at
www.goldsmiths.ac.uk/media/request-1.pdf
Goldsmiths Society
The completion of your degree at Goldsmiths doesn't have to mean the end of your affiliation
with Goldsmiths. You will always be a part of Goldsmiths community and we want to keep in
touch.
The Goldsmiths Society was established to help alumni and friends of Goldsmiths keep up to
date with news and events, access alumni services and learn more about way they can help
Goldsmiths today. For more information please visit www.goldsmiths.ac.uk/alumni.
Students who complete a course at Goldsmiths now automatically become lifetime members
and we are currently in touch with over 25,000 former students based across the world.
Alumni Discount Scheme

There is a discount on tuition fees for all those who have successfully completed an
undergraduate degree, DipHE or postgraduate taught programme at Goldsmiths, and who
now wish to progress to a different postgraduate degree. In order to apply for the reduced
tuition fee, you will need to have been accepted on to your intended programme of study
and to have satisfied all the normal academic admissions criteria as well as all the conditions
of enrolment and registration set down by Goldsmiths. For further information please see
www.goldsmiths.ac.uk/alumni.
Funding schemes (UK/EU only)

As part of our commitment to academic excellence and widening participation, we are
providing financial support to enable our students to reach their full potential at Goldsmiths.
The Goldsmiths Bursary - a bursary worth between £329 and £1,000 each year may be
available to undergraduate students from low household income backgrounds who are in
receipt of a full or partial Maintenance Grant or Special Support Grant from the Government.
The Bursary is available to help with course-related costs including books, travel, and
equipment and where applicable, childcare costs. For information on how to apply, please
visit www.goldsmiths.ac.uk/ug/costs.
Student Residential Hardship Bursary - offers a 5–20% discount on Goldsmiths halls of

residence fees to UK/EU undergraduate or postgraduate students from low-income families.
Access to Learning Fund – can provide a discretionary grant to UK undergraduate or

postgraduate students who experience financial difficulties during their course.
48
Short-Term Emergency Loan – a maximum loan of £300 may be available to students who
experience short-term hardship.
You can obtain details of the eligibility criteria for the above additional support schemes, as
well as application forms and guidance notes from the Student Funding and Information
Office, Room 124, Richard Hoggart Building, telephone: 020 7919 7757, e-mail: student-
supp@gold.ac.uk.
49
STUDENT SUPPORT AND ADVICE WITHIN THE DEPARTMENT
If you need advice and assistance in the course of your studies, there are a number of
different contacts who may be able to help:
Personal Tutors
Each student is assigned a personal tutor, who will be one of the academic members of staff in
the department. You will usually have a personal tutor who teaches you on one of the courses
that you are taking in your degree programme. Your personal tutor is there to advise and help
you with any problems or questions you may have concerning your course, or any problems of
a personal nature which are affecting your studies. He/she may refer you to another member
of the department's staff - the senior tutor, the director of studies for your particular year group,
or a course tutor. The Personal Tutor is also available to discuss your needs in relation to
Personal Development Planning (see page 42.
All first year students are required to see their personal tutors in the first half term to discuss a
formative essay written in the first half of that term. Details of this are on p. 17. The Feedback
and Consultation Times of personal tutors are posted on their doors and on the department
notice boards.
Requests for references must be made to personal tutors. Please ensure that you allow
adequate time for staff to respond before the deadline for the submission of the reference(s).
Extensions for Coursework

The Department of Politics does not give extensions for coursework beyond the dates
shown on page 17. Please see section “Submitting assessed coursework” on page 23 for
information on submission of coursework after the coursework deadline
Course Tutors
Individual course tutors and lecturers are available for consultation to discuss queries or
problems related to their particular course(s). The Feedback and Consultation Times of all
staff are posted on their room doors and on the department notice boards.
Directors of Studies
Directors of studies cover year groups and are responsible for the academic guidance of
students and for the general overview of teaching in each year of the degree programme.
They are available to help students with any academic problems. The first year director of
studies gives general guidance on the degree programmes and will be available to see
students on an individual basis, during the spring term, about second year option choices.
The first year director of studies also has special responsibility for part-time students.
First Year Director of Studies: Dr Branwen Gruffydd Jones

Second & Third Year Director of Studies: Dr Georg Menz
Senior Tutor(s)
This is a confidential service for all students seeking information, advice and/or support with
academic, health, housing, family, childcare, personal and financial difficulties. The senior
tutors can also help to access support services provided by the College and from external
agencies. In particular, the senior tutor should be consulted about temporary and permanent
withdrawals, changes of degree programme, disciplinary procedures, College emergency
loans and Hardship Fund awards (formerly known as the Access Fund). The senior tutor is
also responsible for helping students with specific learning difficulties, such as dyslexia. If you
50
feel that you have a problem that might be related to dyslexia, please see one of the senior
tutors to ensure that you access all relevant support and in particular examination support.
The department’s senior tutor is Ed Randall. The deputy senior tutors are Georg Menz and,
only in cases where a student specifically wishes to speak to a female member of staff,
Bernadette Buckley. Ed Randall is available to see students at the following times: Thursday
3.00-4.00 by appointment only. Please book via the Department Secretary in Room 608,
Warmington Tower, and telephone 020 7919 7741. The deputy senior tutors are available
during in their normal Feedback and Consultation Times.
Study Skills
Lectures and seminars make up only part of your studies. A great deal of your time will be
spent in independent study. It is important therefore to develop study skills in order to make
your studies as efficient and effective as possible. All students would benefit from consulting
the following sources:
Tom Burns and Sandra Sinfield, Essential Study Skills: The Complete Guide to Success at
University (2002). £15.99.
Peter Redman, Good Essay Writing: A Social Sciences Guide (2005). £10.99.
The following may be of particular use to mature students:
Catherine Dawson, The Mature Student's Study Guide: Essential Skills for Those Returning
to Education or Distance Learning (2006). £9.99.
Notes on Essay Writing: Structure and Planning

By Dr Branwen Gruffydd Jones
The ability to write well is an important skill to develop which will be useful to you long after
your university degree is over. These notes contain some advice about essay writing. The
first thing you should do is read through the criteria for assessment grading on p. 31-33 of
the Department of Politics Undergraduate Student Handbook. The advice here is additional
to those notes.
Note taking
One of the most important aspects of essay writing is building up your own argument,
assessment, judgement, conclusions etc based on reading what a variety of other people
have said about a particular issue. This means that it is important to distinguish as clearly as
possible, in your essay, between what you are saying and what other people have said; and
this requires careful, full and accurate referencing. Notes on how to reference are given
below; but the first step is to take notes carefully. If you do not do this you will find it much
harder to provide adequate information when referencing your essay.
Whenever you take a book, book chapter, or article, to read, and you sit down to read it with
paper to take notes, always begin by noting down the full bibliographic information:
Journal article:
- author (first name and surname)
- date of publication
- title of article
- title of journal
- volume number
- issue number
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- page numbers
Book chapter of edited book:

- author of chapter (first name and surname)
- title of chapter
- editor of book (first name and surname)
- title of book
- date of publication
- publisher
- place of publication – i.e. city (not country)
- page numbers
It might feel time consuming to stop and bother with these details when you just want to rush
on and get reading. But it is much more time consuming to have to go back to the library to
check up on a reference again later, because you don’t have the full details in your notes. If
you take two minutes to write down this information before you start reading, you will be able
to use these notes when writing your essay, even after you have taken the book back to the
library.
When taking notes, it is very important that you distinguish between when you are copying
down the author’s own words, and when you are writing down points, a summary etc in your
own words. You must distinguish this clearly, preferably by using quotation marks whenever
you copy down their words; or using a different coloured pen. If you don’t then when you
look back to your notes to write your essay you won’t know what is your own words and what
is the author’s. Also, as you go through reading something and taking notes, always indicate
in your notes the page number of the text where the point you are noting down is written.
This will help you to provide accurate full references in your essay.
Presentation, Grammar, Spelling, Punctuation
It is important to develop the habit of making sure that your essays are as free from mistakes
as possible. If your essay is full of grammatical, spelling or just clumsy mistakes, missing
words, etc, it is an indication of careless, hurried work, and will lose marks on account of
this. Poor spelling, punctuation etc distracts the reader from the content of what you are
saying. Therefore you should allow time to read through your essay before you hand it in.
- ALWAYS use the word-processor spell-check before handing your essay in

- ALWAYS proof-read your essays in addition to spell-check, to check for errors in
punctuation, missing words, and for words which are wrong but won’t be picked up by the
spell check (e.g. if you write form instead of from, casual instead of causal, etc).
- write in full sentences (each sentence must have a verb). A single phrase without a verb is
not a proper sentence.
- please learn how to use apostrophes, colons and semi-colons correctly (see separate
notes).
Style and Structure
A good essay is one which:

- is clearly focused on the essay title
- is well organised and structured
- is written in a clear, articulate manner
- provides a well organised, balanced, logical and coherent discussion of a particular
theme or topic which is substantiated from a variety of sources.
- is well backed up with references
- has full and accurate referencing and bibliography
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An essay should aim to develop an argument about some issue, theme or question, by
discussing how the issue is dealt with in the literature, considering and assessing different
contending / conflicting views and perspectives, and then arriving at some form of
conclusion or defence of one particular position. This must be based on evidence and
substantiated reason, not personal opinion. The point of studying at university is to acquire a
form of knowledge, and more importantly a form of inquiry, skills of critical analysis etc,
which seeks to understand the world in a more adequate, more informed, more critical way
than is possible within the limits of personal opinion and everyday experience. If all that was
needed was personal opinion you would not need to study at university.
In order to develop a writing style based on reasoned, substantiated argument as opposed
to personal opinion, my advice is to avoid using the first person ‘I’ when writing your essays.
This is a question of style and many writers do use ‘I’, and it is of course possible to
articulate an excellent argument using ‘I’. Nevertheless when you are starting to learn and
develop your skills in essay writing, you might be more likely to just stick down what you
happen to think when using ‘I’. So you might like to consider instead thinking of your essay
as a thing in itself, which is doing the talking, communicating (because the point is that what
you say in your essay and the conclusions you reach should stand for themselves, they
should not be dependent on the fact that it was you that wrote them). For example you can
say things like:
This essay will address the question of ….

The first section considers xxx.
It is possible to argue that …
It has been shown that...
Having considered a,b,c the discussion will now move on to address x, y, z,.
In conclusion, three points can be drawn from the preceding discussion.
This essay has shown that …
You can of course if you prefer write ‘In this essay I am going to examine the debate about
xxx’; but if you do so remember to carefully substantiate what you say.
Try to avoid as much as possible using colloquial, conversational language in an essay. The
style of language appropriate for an academic essay is different from the style of language
you would use in a conversation. It is also not necessarily the same as the style of language
appropriate for journalism. Avoiding colloquial expressions does not necessarily mean that
you are condemned to writing a boring essay. It is possible to develop a writing style which is
forceful and expressive, without being colloquial or journalistic.
Always write in full sentences, rather than incomplete phrases. A sentence needs to have a
verb – a subject and an object. However, try to avoid excessively long sentences. When you
have written your essay, read through it, and keep an eye out for long sentences. It is
usually possible to break a long sentence down into two or three shorter sentences. Doing
so can often significantly improve your clarity of expression.
Sources
Reading what other people have said about issues, and building on their ideas, insights,
concepts and mistakes, rather than just trying to start from scratch, is a central part of
scholarly work, academic inquiry. Try to read a number of different texts to get a broad full
sense of the issues, the debates and different views, criticisms etc in the literature, which
you will draw on, consider and use in your essay. Reading ‘widely’ does not mean reading
any old thing – always keep in mind the question of the essay, to make sure that what you
are reading is relevant to the essay question.
53
I appreciate that getting access to reading material in the library can be difficult, especially
when a lot of students have chosen the same topic and are all writing their essays at the
same time. Ways to deal with this problem include:
- start thinking about your essay early, don’t leave it to the last minute, so that you can
go and take notes from books in the library or copy chapters, articles etc in good
time.
- look at the reading list for different material on the topic; look in the bibliographies of
the books, chapters etc that you read to find references to additional material on the
topic;
- if the book you wanted to get is not there, have a look on the shelves for similar
books on the same topic
- consult the course lecturer or tutor for advice on additional material.
Try if at all possible to avoid using the internet for general material on a topic. It is possible to
find good written material on the internet, but it is not easy to do so – there is an infinite
mass of material out there and identifying good material is not easy. The point about basing
your reading on material on the reading list, and looking more widely in the library for
additional material, following up clues in bibliographies etc, is that you can feel fairly
confident that the material you find will be of a reasonable quality. There is no such
guarantee when you plunge into the internet.
The internet is an excellent resource for accessing certain types of sources, for example
institutional literature from international organisations such as the World Bank, IMF etc. It is
not, however, a good place to look for introductory essays or articles on neo-realism, general
material on African history, and so on.
*Please avoid using Wikipedia or similar web sources as material in your essays*
Planning and structure
Read as much as possible and realistic; but always leave time to plan your essay. Before
beginning to write your essay, draw up a plan of what you are going to say – what is the
central focus, the central question; what are you going to do in order to address and answer
the question; what are the points you want to make; what order will you make them in, so
that there is a logical flow between different parts of the essay towards the conclusion. If you
take time to think through a plan and structure to your essay, it will be easier to keep
focused on the essay question, and to avoid writing an essay which simply provides a list of
unconnected points.
A good way to make sure your essay is clearly organised and structured is to be explicit, in
your essay, about its structure.
The introduction is very important. The introductory paragraph should set the essay up:
introduce the broad theme or question, why it is important, and how you are going to
address it in your essay. In your introduction you can also specify the limits to what your
essay can deal with, and explain why you have chosen to focus on one particular aspect of a
broader set of issues.
As your discussion in your essay moves from one stage to the next, indicate this explicitly
with linking sentences at the end of one section/paragraph or the start of the next
section/paragraph, for example ‘having discussed x, it is necessary to consider y’. Try to
provide explicit links which provide a logical relation between one part of the essay and the
next. In your conclusion, draw together the various points you have raised, bringing the
discussion together to emphasise the final assessment or answer that you have arrived at.
54
It might help to think of your essay as a sort of journey, through an issue or debate, which
you want to take the reader on. The structure of your essay is like the route of your journey,
how you are going to proceed from the starting point to the final destination. You, as the
author of the essay, know where you are going and why, but you need to communicate this
to your reader. You can outline why you are taking this journey, and the map of your route,
in your introduction. Then at certain points along the way you should provide sign-posts,
which remind the reader how far you have come, where you are going next, and so on. The
conclusion involves talking about where you have arrived, and looking back to see how you
got there. Obviously I am talking metaphorically, trying to illustrate the purpose of providing a
clear structure to your essay.
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Notes on Essay Writing: Some Tips on Grammar and Spelling
1. How to use apostrophes
The apostrophe is used for one of two reasons:
1. to indicate a MISSING LETTER
for example it’s it is

don’t do not
isn’t is not
doesn’t does not
can’t can not
2. to indicate POSSESSION
for example Sarah’s office The office of/belonging to Sarah.

The student’s essay the essay belonging to the student.
In the phrase ‘Sarah’s office’ the subject (the person/thing doing the owning) is Sarah; the
object (the thing being owned) is the office.
When the object (essay, office etc) belongs to MORE THAN ONE PERSON, i.e. the subject
is plural, the apostrophe goes AFTER THE S:
The postgraduate students’ office is very small.
i.e. the office which belongs to, or is used by, all the postgraduate students.
The lecturer marked her students’ essays over the weekend.
i.e. the essays of all the students. (The apostrophe goes after the s because the students
are plural, not because the essays are plural.)
It’s / its
The use of an apostrophe with it ALWAYS MEANS ‘IT IS’.
It’s raining today It is raining today.
It’s SHOULD NEVER BE USED TO INDICATE POSSESSION
The way to remember this is to think:
whenever you use it’s, would the sentence make sense if you wrote it is?
The reason that its does not need an apostrophe when it is indicating possession is because
it is a personal possessive pronoun like his, her etc; and none of these need apostrophes:
56
I My
You Your “the thought typical of any age has the primary function of
He His hiding the realities of that age and perpetuating its evils.”
She Her (Collier 1999: ix.)
It Its
We Our The building is very old. Its walls are collapsing.
you Your
they their there is no need for an apostrophe with hers, theirs, ours,
yours, e.g.:
Whose pen is this? The pen is hers.
I have never seen this before, it must be yours.
AN APOSTROPHE SHOULD NEVER BE USED TO INDICATE A PLURAL
The following example is WRONG:
The students’ all handed their essays in on time.
You will often see words with an apostrophe to indicate plural, e.g. in supermarkets or
greengrocers it might say:
Apple’s £1.29/lb.
THIS IS WRONG. AN APOSTROPHE SHOULD NEVER BE USED TO INDICATE A

PLURAL.
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2. Colon : and Semi-colon ;
A colon : acts as a sort of pointer to what follows. It is used for example a) if you go on to
provide a list of points, b) before a quotation, or c) when the second part of the sentence
explains, substantiates or clarifies what has been said in the first half of the sentence. For
example:
- before a list of points:
Over the past decade considerable attention has focused on the problem of the ‘Failed
State’. According to this discourse a ‘Failed State’ is one which is unable to perform a set of
functions taken to be characteristic and definitive of what constitutes a properly functioning
state: to maintain secure boundaries, ensure the protection and security of all of the
population, provide public goods and effective governance, maintain law and order
throughout the territory.
- before a quotation:
The basic expansionary dynamics of industrial capital in Europe were mediated through the
geo-strategic logics of empire:
the struggle between rival powers for control over territory, natural resources, vital
geographic features (harbors, rivers, oases), and other sources of economic and
military advantage. Such competition governed the international behaviour of the
European powers from the fifteenth to early twentieth centuries and fuelled the
creation of their overseas empires (Klare 2004: 147).
- before a clause (a sub-section of the sentence) which further elaborates, or clarifies, the
first part of the sentence:
“During the Rome talks, US mediators pressured both RENAMO and FRELIMO to
negotiate seriously and in good faith, but the incentives it offered to each side were
revealing: continued US threats to cut off aid and international loans to FRELIMO,
and offers of up to $15 million to RENAMO to help in its transformation from a
guerrilla movement to a political party” (Ciment 1997: 154).
A semi-colon ; marks a long pause in the sentence, a division between two or more
substantial parts (or clauses) of a sentence. In terms of marking a pause or division a semi-
colon is longer than a comma and shorter than a full-stop. For example:
The use of the category of ‘failed state’ by politicians is not surprising; what is
remarkable is the way this notion has been so readily absorbed in academic analysis
with little concern or critical reflection.
Haitian revolutionaries hoped to deracialize political agency (by stripping it

symbolically of its ‘white skin’); to debunk post-Enlightenment ontology (by
figuratively flattening ‘the skull’ that contained it); to rewrite their own history by
uprooting racial oppression (where needed by spilling ‘white blood’); and to replace
the violence of modernity represented by the bayonet (by converting it into a ‘pen’).
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3. Some common errors
Their/there
their is a pronoun of possession

e.g.: The students handed in their essays. (the essays belonging to the students).
there - i) indicates place e.g.: My bag is over there.

ii) is a subject, e.g.: There is nobody in the office (instead of ‘nobody is in the office’).
• formerly / formally
formally - as in formal
e.g.: She is dressed very formally.
formerly - as in former
e.g.: The office of the Department for International Development (formerly called the
Overseas Development Agency) is located in London near Victoria Station.
• affect/effect
Usually affect is a verb, meaning to influence or determine; effect is a noun meaning result,
consequence. For example:
The domestic economy can affect [verb - influence] a state’s foreign policy.
The instrumental uses of the rhetoric of human rights by ‘Europe’ and to multiple and
contradictory ends during the era of imperialism and beyond, which is conceded by Pagden,
suggest that there do not exist historically uniform Western traditions, cultures, and
institutions. This absence in turn affects [verb - influences] the ability of the West to
credibly project itself as the legitimate enforcer of human rights.
The tragedy of imperialism is that the effects [noun - consequences, results] of one era
are reinforced in the next.
However effect can also be a verb, meaning to bring something about, to make something
happen, to cause, for example:
Whatever the paucity of references to or uses of the history of the colonised, subaltern and
otherwise dispossessed, IR scholarship is able to present the colonised as much through
omission and unspoken assumption as by direct reference. There are four principal (and no
doubt complimentary) paths one can take in exposing the nature and effects [noun –
consequences] of these omissions and assumptions. First there is the general critique of
eurocentrism in which the now global dominance, indeed intellectual hegemony, of the
European ‘enlightenment’ social scientific traditions has effected [verb – caused, brought
about] the silencing or permanent subordination of subaltern knowledge, including historical
knowledge.
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• principal/principle
Principal is an adjective meaning first, head, main, central, for example:
The principal [main, key, central, most important] aim of this book is to defend a historical
materialist understanding of social change.
Principle is a noun, meaning fundamental rule or guide, e.g.:
The first lecture will set out the basic principles [basic fundamental rules] of neo-classical
economics.
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Notes on Essay Writing: References and Bibliography
You must reference your work properly. This is an integral part of learning how to write a
good essay, because it is part of the communication process involved in writing essays. The
point of referencing your work is to enable your reader to know the sources of what you say,
in terms of information, ideas, interpretations, arguments, data, and so on. This means that
you must indicate the source of what you write
- when you are making direct quotations;
- when you are using specific empirical data (e.g. statistics);
- when you are referring to or summarising someone else’s ideas, even though in your
own words.
There are two principles to bear in mind:
1. Honesty - tell the reader where you got your ideas and information from, instead of
pretending or implying it is all your own original thought. Do not try to hide the extent to
which you are using other people’s ideas or work.
2. Clarity - give full and clear references to your sources of ideas and information so that any
reader with access to a library can check them to see if they are valid and accurate, to read
the sources for themselves, and so on.
An essay containing several paragraphs or pages of writing about particular events, areas,
debates and theories, etc which are not substantiated with references will lose marks.
Inadequate referencing can result in inadvertent plagiarism. Plagiarism is the attempt –

deliberate or inadvertent – to gain advantage by the representation of another person’s
work, without acknowledgement of the source, as the student’s own for the purposes of
satisfying formal assessment requirements. Further details of examples of forms of
plagiarism are provided on p. 41 of the Department of Politics Undergraduate Student
Handbook.
It is therefore very important to learn how to do referencing and to construct a bibliography

properly and accurately. This is time-consuming especially when you are starting to learn
these conventions, which means you must allow sufficient time to check your references and
bibliography before handing your essay in.
There are several different styles or conventions for referencing. The important thing is to
pick one style, and learn how to use it properly and consistently. You should not just make
up your own style each time you write an essay.
Here I will set out the main conventions for two different styles, one which inserts the
reference information in the text (called the Harvard system), another which puts the
reference information into footnotes.
Harvard system
In this system you put short information about the reference in the text of your essay, and
then you provide a full bibliography at the end. These two sets of information must match up
- every author or work you refer to in your essay must appear in your bibliography.
61
In the text of your essay, after referring to someone’s work, you put in brackets the surname,
date and page number(s). For example:
Many introductions to International Relations observe that the discipline was formally
established in the aftermath of the First World War, often pin-pointing the moment to the
establishment of the first Chair in International Politics at the University of Wales,
Aberystwyth in 1919 (e.g. Brown 2001: 24; Smith 1995: 14).
In the bibliography this would appear as:
Brown, C. (2001) Understanding International Relations, Basingstoke: Palgrave
Smith, S. (1995) "The Self-Images of a Discipline: A Genealogy of International Relations

Theory." in Booth, K. and Smith, S. (eds) International Relations Theory Today, Cambridge:
Polity Press: 1-37
Putting references in footnotes
In this system you provide the full bibliographic details in a footnote, as well as the page
number indicating the place in the text which makes the point you are referring to in your
own essay. If you later refer again to the same source, you can use an abbreviation.
Footnotes are numbered consecutively throughout the essay. You also provide a full
bibliography at the end. For example:
Many introductions to International Relations observe that the discipline was formally
established in the aftermath of the First World War, often pin-pointing the moment to the
establishment of the first Chair in International Politics at the University of Wales,
Aberystwyth in 1919.1 What has been termed the ‘self-images’ of the discipline, its self-
consciousness or self-construction, take shape and are reproduced in part through the
imperatives of teaching.2
In the bibliography these references are listed – the same as before:
Brown, C. (2001) Understanding International Relations, Basingstoke: Palgrave
Smith, S. (1995) "The Self-Images of a Discipline: A Genealogy of International Relations

Theory." in Booth, K. and Smith, S. (eds) International Relations Theory Today, Cambridge:
Polity Press: 1-37
In all the examples that follow, I will use the Harvard system.
The second time you refer to a reference, you can use an

abbreviation rather than repeat the full details every time.
1 Chris Brown, Understanding International Relations (Basingstoke: Palgrave, 2001), 24; Steve Smith, "The Self-
Images of a Discipline: A Genealogy of International Relations Theory," in International Relations Theory Today,
ed. Ken Booth and Steve Smith (Cambridge: Polity Press, 1995), 14.
2 Smith, 1995, “Self-Images”.
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Direct quotations
When making a direct quotation, you must do the following:

• use quotation marks ‘ ’ around the words you quote
• copy exactly what the original says. This means copy exactly word for word, and use
exactly the same punctuation, capital letters, etc, as in the original.
• indicate author, date, and page number. All this information is always required when
you are making direct quotations.
• Direct quotations should not be in italics, unless the text that you are citing is in italics
Quotation marks around the words being
For example: cited
Amartya Sen has argued that proponents of the universality of human rights mistakenly
insist on the primacy of ‘specific classes of ... rights’ (particularly civil and political rights)
over supposedly ‘economic, cultural, and social rights’ (Sen 2004: 316).
Author, date and page number of
quotation
If you are citing a passage which is quite long (say for example more than around 40 words)
then you should put the passage in a separate paragraph, indented, and without quotation
marks, as follows:
The belief in a hierarchy of peoples – in the superiority of Europeans or people with

European ancestry and the inferiority of non-Europeans or 'people of colour' – was
widespread and routine, a generally unquestioned assumption embedded both in the public
and personal European imagination and in the formal institutions of Europeanno and quotation marks
international order. As Edward Said has noted:
there was virtual unanimity that subject races should be ruled, that they are subject
races, that one race deserves and has consistently earned the right to be considered
indented
the race whose main mission is to expand beyond its own domain.
(Said 1995: 30)
If for some reason the exact passage you have selected to quote does not make sense on
its own, and you need an extra word to make clear what the author is referring to, you can
add an extra word into the quotation, but you must indicate that you have done so using
brackets [your extra word], e.g.: extra word in
square
With the development of generalised commodity production and money, the acts of buying
brackets
and selling become separated in time and space, and become independent processes with
a point of their own: “the act of exchange [is] split into two mutually independent acts:
exchange of commodities for money, exchange of money for commodities; purchase and
sale.” (Marx 1858: 148)
If the passage you want to cite is quite long and you don’t need to include all of it, you can
miss out some of the original words (so long as you don’t then change the meaning of the
parts that you are citing!), but you must indicate that you have done so using … where the
missing words are, e.g.: indicates missing words which you have left out
Burchill summarises: “According to critical theorists ... methodology should be grounded in an

emancipatory interest in freeing human beings from unnecessary social constraints and not a
technical interest in social control.” (Burchill 1996: 20).
63
The direct quotation must be exactly the same as in the original. This means that if the
original contains some words in italics, you must also put them in italics in your quotation.
Sometimes, however, when you are making a quotation you might be using it to emphasise
a point you are making, and so you might want to add extra emphasis to the words of the
author you are citing. You can do this but you must indicate that you have added the
emphasis, e.g.:
Critical IPE scholars have turned to the work of Gramsci because of the explicit ethical
commitments of his approach:
Gramsci does not believe that adherence to any ‘scientific’ method can
assure ‘objectivity’. As far as he is concerned, real science always involves
these words were not in
the viewpoint of human beings in specific cultural contexts. … An inquirer’s italics in the original, so
real desire to change something is the guarantee of her honest search for you have to indicate that
you have added the
truth, the source of her ‘objectivity’. emphasis yourself
(Augelli and Murphy 1988: 16, emphasis added).
When you are making a direct quotation, always try if possible to integrate it into your own
sentence, rather than just sticking it in unconnected to what you have been saying.
Try to think carefully about why you are using a quotation. It is often possible to rewrite what
someone is saying in your own words, to summarise or paraphrase their argument or point.
When you do so you must still reference it! Try to restrict using direct quotations to when you
want to quote:
- a particular, striking phrase, something quite original that the author has written
- a definition of a term or concept that a key author provides
rather than just ordinary sentences which you can summarise in your own words and
reference without using a direct quotation.
Indirect referencing
When what you are saying is based on other people’s work, but you are using your own
words to summarise or paraphrase what they have said, then you do not need to use
quotation marks (because you are not quoting their words directly) but you still need to
indicate the author, title, date and page numbers of the work you are drawing on.
A central element shared by the new critical approaches to international theory is a rejection
of positivism (Smith 1996: 11-12).
These are your
words summarising
a point made by If you refer to the work of a particular author, and you are not referring to a specific point in
Smith on a the book/chapter/article but more broadly referring to an argument or position the author
particular page in takes more generally, you do not need to specify the page number. For example:
his chapter, so you These are your
do indicate page words describing
numbers. Ellen Meiksins Wood (1995) has shown how the development of capitalist social relations the central
argument of an
involves the shift of real social power to the ‘purely economic’ realm of production, and the book, so
author’s
consequent ‘devaluing’ of formal political equality. no need for page
numbers.
But remember, it is only adequate to simply cite a whole article or book if you really are
referring to the whole thing. Usually you will have to be more precise, citing a particular
chapter, a particular page, or three or four pages.
64
Sometimes you might have read two or three different pieces, and then provide a summary
account which draws on all two/three. In this case you should indicate this, for example at
the end of the paragraph or in a footnote. For example:
The discipline of Anthropology was born in and of colonialism, and anthropologists have
engaged in major efforts to re-think the discipline and shed the legacy of its colonial origins
(Asad 1975, Hymes 1972, Gough 1968).
If you are referring to a chapter of a book which is an edited volume containing different
chapters by different authors, then the name you put when you reference it is the author of
the chapter, not the editor(s) of the whole book. For example, if you are referring to
Linklater’s chapter on Neo-Realism in the book edited by Booth and Smith, you must put
Linklater’s name e.g.:
author of
Linklater explores some of the ongoing controversies between neo-realism and critical
chapter in edited theory
(Linklater 1995).
book
In your bibliography this should appear as follows: chapter title editors of
book
Linklater, A., 1995, ‘Neo-realism in theory and practice’, in Booth, K. and Smith, S. (eds),
International Relations Theory Today, Cambridge: Polity Press, pp. 241-262
book title
Sometimes you might refer to two different authors with the same surname. If so it is
important to distinguish them in your essay by using their initials. For example in your essay
you might refer to something by Steve Smith and something by Hazel Smith (two writers in
international relations). In this case you would write (Smith, S 1995: 7) and (Smith, H 2002:
274) so as to be clear which Smith you are referring to.
Dates of publication
When you are reading for your essays, there are basically two sorts of work you will read or
read about: writing of contemporary authors and writing of authors who wrote in the past a
long time ago. An important aspect of learning about whatever discipline you are studying is
getting a good sense of when certain ideas arose and the historical context in which
particular ideas developed. In order to help you do this, pay close attention to the dates of
authors you read, or read about, and try to supply full and accurate information about this in
your essay. There various cases to distinguish between:
1. The most straightforward is simply referencing a recent work by a contemporary author -

then just the basic date of publication is sufficient.
2. republication Many important, seminal works are republished because the original work is
long out of print. If you take care to indicate this it will help you to develop a sense of who
wrote what, when. For example E.H. Carr’s book The Twenty Years’ Crisis has recently
been republished, in 2001, but the original version was written in 1939. If you were citing
from this newly republished issue, you should indicate this, to show that you realise the
original was written in 1939, e.g.:
Carr, E. H., 2001, The twenty years' crisis, 1919-1939: an introduction to the study of
international relations, Basingstoke: Palgrave Macmillan (first published 1939).
3. Work of classical political thinkers, such as for example Hobbes, Kant, Hegel, Marx etc. It
is important that you get a sense of when these people were living and writing. If, for
65
example, you are referring to a book by Marx, first published in 1867, and you’ve read the
version published by Penguin in 1976, it is best to refer to the original date of publication, to
avoid the false impression that Marx was alive and writing in the 1970s. The best way to
refer to it would be as follows:
In his analysis of the commodity, in the first volume of Capital (1867), Marx emphasises the
distinction between use value and exchange value.
Then in your bibliography you would put:
Marx, K., 1867, Capital (Volume 1), Penguin, London 1976
Web sources
When referring to a source that you obtained from the web, you must put as much detail as
possible regarding author (either the name of an individual, or an organisation, or news
provider, etc), the title, the date of the text (if given) and so on. You then put the url between
< >, and the date when you accessed the source, eg:
ABC Online (2003) ‘PM - Australia's new foreign policy outlook’, 2 July.
<http://news.abc.net.au/pm/content/2003/s893384.htm> (accessed 2 December 2004).
Carter, J. (1980) State of the Union Address 1980.

<http://www.jimmycarterlibrary.org/documents/speeches/su80jec.phtml> (accessed 31
December 2006)
Short, C. (2002) Speech by the Rt. Hon. Clare Short MP, Secretary of State for International
Development, British Council Auditorium, Free Town, Sierra Leone, 27 February 2002.
<http://sierra-leone.org/ACCreport2002-appendixi.html> (accessed 14 December 2004).
Please note: if you have accessed a journal article from an electronic journal data-base,
such as JStor, Ingenta, Project Muse, etc, you should not put the url or refer to this as an on-
line source. Accessing an article from, say, Journal of Modern African Studies as a pdf from
the on-line electronic journal database JStor is exactly the equivalent of going to find the
hard-copy of the journal on the shelf in the library, and reading it or taking a photocopy. This
does not constitute a web source, and should be referenced in the usual way for a regular
journal article.
There are some examples of academic journals which are only published online. In these
cases you should indicate the reference, for example:
Taiwo, O. (1998) "Exorcising Hegel’s Ghost: Africa’s Challenge to Philosophy." African

Studies Quarterly 1, no. 4. Online journal: <http://www.africa.ufl.edu/asq/v1/4/2.htm>
(accessed 15 August 2005).
Bibliography
Your bibliography should contain full details of all the works you have referred to in your
essay, according to the following conventions:
They should be listed in alphabetical order, according to the surname of the author.
It is not necessary to:
66
- number the references
- use bullet points
- sort the references into books, journal articles etc.
Book titles, and journal titles, should be emphasised using italics.
Titles of book chapters, and journal articles, should be put inside single quotations marks,
without italics.
Book chapters and journal articles should include the page numbers at the end of the
reference.
You should include the date of publication, the name of the publisher (e.g. Routledge,
Palgrave-Macmillan) and the town or city of publication (London, New York, Cambridge etc)
not the country (UK, USA etc).
If you cite more than one work by the same author written in different years, you should list
them chronologically with the most recent first.
If you cite more than one work by the same author written in the same year, you should list
them with a, b, c, and refer to them as such in your essay (e.g.: Collier 1994a).
See the examples below to see how to set out your bibliography.
67
References
alphabetical Abu-Lughod, J. L., 1989, Before European Hegemony: The World System A.D.
order by author
surname 1250-1350, Oxford: Oxford University Press
Brown, C., 2001, Understanding International Relations (2nd edn) Basingstoke:

Web source Palgrave
second edition
CIDA, 1996, Government of Canada Policy for CIDA on Human Rights,

Democratization and Good Governance. Online:
<www.acdicida.gc.ca/cida/OpenDocument.htm> (accessed 13 June 2001).
title of article in
single Chakrabarty, D., 1992, ‘Postcoloniality and the Artifice of History: Who Speaks for
quotation “Indian” Pasts?’ Representations 37: 1-26. title of journal in italics,
marks, no
book title no quotation marks
in italics, Grovogui, S. N., 1996, Sovereigns, Quasi Sovereigns, and Africans: Race and Self-
no Determination in International Law, Minneapolis: University of Minnesota Press
quotation
works
marks by same El-Khawas, M. A., 1974, ‘Foreign Economic Involvement in Angola and
author listed Mozambique’, African Review 4 (2): 300-314
chronologically, chapter in
edited book:
most recent first El-Khawas, M. A., 1972, ‘Mozambique and the United Nations’, Issue Winter 1972:
in single
30-35 quotation
marks, no
italics
Maclean, J., 2000, ‘Philosophical Roots of Globalization and Philosophical Routes to
Globalization’, in Germain, R. D. (ed), Globalization and its Critics: Perspectives from
original year of
publication
Political Economy, Basingstoke: Macmillan Press, pp. 3-66
title of edited
recent year of book in
Marx, K., 1858, Grundrisse, London: Penguin, 1973 italics, no
publication
quotation
two works by same Saurin, J., 1996a, 'Globalisation, Poverty, and the Promises of Modernity',marks
author, same year, Millennium: Journal of International Studies 25 (3): 657-680 journal volume
differentiated a, b number, issue
number, page
numbers
Saurin, J., 1996b, ‘International Relations, social ecology and the globalisation of
environmental change’, in Vogler, J. and Imber, M. (eds), The Environment and
International Relations, Routledge, London, pp. 77-98
page numbers of
chapter in edited book
different authors with Smith, H., 2002, ‘The politics of ‘regulated liberalism’: a historical materialist
same name, listed
alphabetically by initial approach to European integration’ in Rupert, M. and Smith, H. (eds) Historical
Materialism and Globalization, London: Routledge, pp. 257-283
Smith, S., 1995, ‘The self-images of a discipline: a genealogy of international

relations theory’ in Booth, K. and Smith, S. (eds), International Relations Theory
Today, Cambridge: Polity Press, pp. 1-37
city of name of publisher
publication
68
Programme Monitoring including staff/student forums
Quality of learning and teaching
As a student at Goldsmiths, you play a key role in the College’s processes for assuring the
quality of its programmes, and your feedback on your learning experience is very important.
As well as informal feedback to the teaching staff, the College collects information through
course evaluation questionnaires and regular staff/student forums. In addition to this the
College takes part every year in the National Student Survey, where final year
undergraduates are asked to comment on the quality of their learning experience in a
nationwide survey.
Course evaluation
All students are invited to provide feedback on each course that they take at the College.
Course Evaluation is in the form of a questionnaire, and covers all aspects of the course,
including teaching and administration. The results of these are analysed by the Department,
with students’ views being taken into account and appropriate action taken if necessary. Course
Evaluation can also be discussed in staff/student forums.
Student feedback and staff/student forums

Student feedback also takes place through staff/student forums, which are held twice a year.
Departments choose how to allocate programmes to forums for representative purposes, but all
departments are required by the College to have at least one forum for undergraduate students
and one for postgraduate students.
Staff/student forums for the Department of Politics will be held
Autumn Term Thursday 4 November 2010 at 17.00 in RHB 307

Spring Term Thursday 3 March 2011 at 17.00 in RHB 307
The forum consists of a Chair (normally a member of academic staff), members of academic
staff who teach on the programmes under consideration including (at least) all programme
convenors, the Departmental Student Coordinator, Departmental Administrator and all students
on the programmes under consideration. Student representatives/students have the opportunity
to discuss any matters regarding their programme, courses, teaching, Department or College
resources and student services. Issues raised will be communicated to the relevant staff
members, within the Department if they can be resolved at this stage or via the Quality Office if
they need to be raised at College level. Student representatives represent the students on their
particular programme, whereas the Departmental Student Coordinator represents all students
covered by the forum and plays a key role in liaising with the Department and its students
regarding issues raised at the forum.
Feedback is given at each forum regarding any issues from the previous meeting that
required action.
Students are able to view the minutes from both Departmental Board/Departmental Learning
and Teaching Committee and staff/student forums, which are displayed on the VLE
Student representatives’ play a vital role at Goldsmiths; providing an essential link between the
students, the Students’ Union and the College. Most programmes have at least one student
representative from each year who will attend the staff/student forum to represent the interests
and views of students on their programme.
69
Being a Student Representative is an excellent way to really have a say in the development of
your degree programme. If you are interested in representing the students on your degree
programme, get in touch with the Students’ Union or Elaine Webb Departmental Administrator
for more information on how to become a Student Representative.
Student Departmental Coordinators

Each department will have at least one Undergraduate and one Postgraduate Student
Departmental Coordinator (DSC) who will attend the relevant staff/student forum. DSCs are
recruited and trained by the Students’ Union. They are paid for their work and provided with
contracts and job descriptions. DSCs are responsible for collecting student feedback, raising
issues with the Department either through the staff/student forum or otherwise with
appropriate Department staff, attending the staff/student forum and taking notes of the
meeting and feeding back to students on the outcome of issues raised.
Being a DSC means learning how to be an effective advocate for others and would be a
great opportunity to develop your organisational, communication, negotiation and note-
taking skills, as well as learning about working on committees.
Use of online technology

In order to provide students with a mechanism for giving prompt feedback on programme
level issues and to discuss issues with peers, departments may have an online forum,
hosted within the Virtual Learning Environment (VLE). Part of the DSC’s role is soliciting and
giving feedback to students which may be via the online forum.
The National Student Survey

In the National Student Survey all final year students in England and Wales are asked to
give their opinion on the quality of their learning opportunities, by answering 22 questions
about such things as teaching, assessment, learning resources and academic support. The
survey is strictly anonymous, in that institutions are not allowed to know which students have
responded to the survey, and the survey data is of interest to the government, prospective
students, league table providers and, of course, to universities themselves.
The survey is run by Ipsos MORI on behalf of the Higher Education Funding Council for
England (HEFCE – the government agency that funds higher education). We are required by
HEFCE to give details of eligible students to Ipsos MORI; however all personal data held by
them is destroyed at the end of the survey and is never passed on to third parties.
Your feedback could influence prospective students on their choice of university, it could
send Goldsmiths up (or down) league tables and, most importantly, it helps us to know
where we are getting things right, and where we can take measures to improve the quality of
the student experience at Goldsmiths.
70
GENERAL INFORMATION ABOUT UNDERGRADUATE
PROGRAMMES IN POLITICS
College Regulations
By enrolling, you undertake to comply with the College’s Programme and General Regulations,
and with the Charter, Statutes and Ordinances of the College. In the event of any inconsistency
existing between information provided in this handbook, and either the Programme or General
Regulations, the Programme and General Regulations shall govern in all cases. If you have
any queries about apparent inconsistency between information in this handbook and the
Regulations, please contact the Academic Registrar in writing.
Programme of Study
Students are normally required to take a total of 12 course units. Full-time students taking a
three year degree will normally take 4 cu in each year of study.
Part-time students will take no more than 3 course units in each year of study.
Full-time students taking a three year degree will be required to have passed in courses to a
minimum value of 3 course units at the end of the first year of study prior to being permitted to
proceed to the second year and in courses to a minimum value of 3 course units taken in the
second year of study prior to being permitted to proceed to the final year.
Full-time students taking a four year degree will be required to have passed in courses to a
minimum value of 3 course units at the end of the first year of study prior to being permitted to
proceed to the second year and in courses to a minimum value of 3 course units taken in the
second year of study prior to being permitted to proceed to the third (intercalated/extra-mural)
year of study.
Part-time students normally will be required to have passed in new courses to a minimum
value of 1½ course units in each session prior to being permitted to proceed to the next year of
study.
Transfer between Degree Programmes

To qualify for transfer from one degree programme to the second year of a new degree
programme a student must normally have passed in courses to a minimum value of two
course units at the same entry from courses in the new degree programme.
A student who transfers to the first year of a new degree programme will be required to follow
the courses specified in that programme unless a compulsory unit has already been passed in
which case that pass will be credited to the new degree programme.
Availability of Course Units

Second and third year options will be selected from a list of courses available at the beginning
of each academic year and choices may be restricted due to staffing and timetabling
requirements. You should note that not all course units will necessarily be offered in any one
academic year. Therefore, options must be chosen from courses offered in the department,
although, on the single honours programmes, it is possible to choose one second year option
from certain courses in other departments of the College. Once you have chosen your options
they cannot be changed unless you have a strong relevant reason for example options clash
in another department or child chare difficulties.
Examination performance in related courses will be taken into account in decisions about
admission to option courses.
71
Part-Time Students
It is possible to complete any of the degree programmes by following a part-time course
spread over a minimum period of four years study.
Part-time students study courses alongside full-time students, but take fewer courses each
year. The course units available each year may be restricted by timetabling constraints. Part-
time students should discuss their programme of study with the director of studies with special
responsibility for part-time students.
Changes of Programme
If you wish to make a change of degree programme you should consult the senior tutor. It is
very important that official procedures are followed in the case of all proposed changes of
programme.
72
Programme Structure and Assessments
BA Politics 2010-11
(f/t: 510099A, p/t: 520099A)
Year 1
PO51009B UK and European Comparative Governance and Politics 1cu

PO51012B Ideas, Ideologies and Conflicts 1cu
PO51011B Political Economy and Public Policy 1cu
PO51010B World Politics 1cu
Year 2
Either 4cu from a list of course units approved annually by the Department of
4 cu
Politics.
or 3cu from the above list and an approved course in another department
Year 3
PO53014A Dissertation 1cu
3 cu chosen from a list of course units provided annually by the Department of 3 cu

Politics. Note that where 0.5 cus are taken, these must be taken in equal
numbers in the Autumn and Spring terms.
73
BA International Studies 2010-11
(f/t: 510137A, p/t: 520120A)
Year 1
The following four units are the default option for this degree:
PO51013B The Politics of Other Cultures 1cu
Students may choose to replace either The Politics of Other Cultures or UK and EU
Governance and Politics with the following unit:
Year 2
PO52012A Contemporary International Relations: Theory & Practice 1cu
1cu from the following list of “area based” courses within the department or, with approval
of the programme tutor
PO52014B Africa in the Global Political Economy
PO52013A Chinese Politics 1cu
PO52004A Comparative European Politics
PO52010A Themes and Issues in British Politics since 1945
PO52016A An(Other) Japan: Politics and Popular Culture
2cu comprised from:
Either Further units the list of area based units.
And / Or A list of course units approved annually by the Department of Politics. 2cu
And / Or Other courses within the College approved by the Politics Department.
Year 3
Either PO53013A Internship

And / Or 2cu chosen from a list of course units provided annually by the Department of Politics.
Note that where 0.5 cus are taken, these must be taken in equal numbers in the 3cu
Autumn and Spring terms.
And / Or Other courses within the College approved by the Politics Department
74
BA Economics, Politics and Public Policy 2010-11
(f/t: 510012A, p/t: 520004A)
Year 1

Year 2
1 cu from a list of course units provided annually by the Department of Politics 1 cu
One of the following economics courses:

1cu
PO52007A Political Economy
And 2 further cu chosen either from the options above or an approved course in
2cu
another department
Year 3

PO53010A New Radical Economy 1 cu
PO53007A Political Economy of the European Union
1 cu chosen from a list of politics course units provided annually by the Department 1 cu
of Politics. Note that where two 0.5 cus are taken, these must be taken in equal
1 further cu chosen either from the economics options above or from a list of course 1 cu
units provided annually by the Department of Politics. Note that where two 0.5 cus
are taken, these must be taken in equal numbers in the Autumn and Spring terms.
From the 12 course units studied at least 4 must be approved courses in Economics and at least 4 must
be approved courses in Politics. This means you must take economics courses to the value of at
least at least two course units in either your 2nd or 3rd year.
75
BA Politics with Economics 2010-11
(f/t: 510032A, p/t: 520015A)
Year 1

Year 2
2 cu from a list of politics course units provided annually by the Department of

2 cu
Politics.

1cu
And a further 1cu from the above politics or economics lists or an approved course
1cu
in another department.
Year 3
1 cu from the following Economics units:

1cu
PO53010A New Radical Economy
2 cu chosen from a list of politics course units provided annually by the Department 2 cu
of Politics. Note that where two 0.5 cus are taken, these must be taken in equal
Of the twelve course units studied at least six must be approved courses in Politics
and at least three must be approved courses in Economics.
76
FAQs (Frequently Asked Questions) about the Programme
Before contacting the Departmental Office with your query check if you question is can be
answered here
“What is the general structure of the Politics degrees at Goldsmiths?”
Our undergraduate degree programme is based upon a course unit system. Students must
take the equivalent of four course units (CUs) in half and whole
course units each year (at Levels 1, 2 and 3). This system allows considerable flexibility in
your choice of what to study in the second and final years when you can, within certain
limits, structure your study programme according to your particular interests and ultimate
aims.
"How many CUs do I have to take to be awarded a degree?"
The University Regulations state that the minimum number of CUs that a student has to
pass is ten (each course counts as either a whole or half CU). However, the
Regulations also state that all politics students must follow the degree programme which is
to take four CUs in each of the three years of the course, so that 12 CUs are taken overall. If
you do not complete the 12 CUs of the degree programme, you will not be eligible to
graduate. Hence, it is possible to fail two course units provided you have made a “valid
attempt” (i.e., a mark between 10% and 34%) on those two units.
"Is there a maximum number of CUs I can take?"
Yes - no more than 12 CUs may be taken in any degree programme.
"Are there limits on the number of CUs which can be taken each year?"
Yes - 4 CUs.
“How many units do I need to pass to proceed to the next year of the course?”
You must pass three course units to proceed to the following year of the course.
“I don’t like one of my courses, can I change it?”
No – you may only change course if you have a clash with another course or you have
problems with child care arrangements.
"What is meant by 'completing' a course?"
This means attending the course, fulfilling course requirements such as the submission of
essays and sitting the examination, and producing sufficient work to enable the examiners to
make an assessment of examination performance.
"So I have to turn up and sit all the exams I'm entered for, even if I know I will fail
them?"
Yes - and merely turning up and writing your name on the answer book does not count as
completing the course. Sufficient material must be written for marks to be awarded.
77
"Do all the courses count for the same amount towards the final degree?"
“A programme of study will not have been completed unless a valid attempt has been made
at all 12 course units.
The overall average mark M for each candidate is the weighted average of the marks on 10
course-units, comprising the 3 best course-units at Level 1 and the best 7 course-units at
higher-level. If necessary, marks on one or more failed courses are included. Level 1
courses are given less weight than courses at higher level, except that the mark on ONE
Level 1 course unit in a European language taken by a candidate in his or her second or
final year may count as one of the best 7 course units at a higher level for the purposes of
the calculation of the final weighted average mark.
The programme that calculates final class of degree takes the best 3.0 course unit marks in
the first year and the best 3.5 course-unit marks in each of years two and three, and weights
those marks in the ratio of 1:3:5.”
[Extract from Goldsmiths web site]
If you would like to calculate your potential degree calculation please see
http://www.gold.ac.uk/registry/courseunit_calculation/ for further information
“Can I hand essays in before the submission date?”
Yes, into the Departmental Office, in usual office hours
"Will I be given the results for each course I take?"
Yes. The College generally sends out the official results in July each year. However, the
result is your final overall mark for each unit. Neither Assessments or Politics department
provide a breakdown of the components of each course (for example, PO52002A Modern
Political Theory where the final mark is made up of two essays and an examination).
“Where do I go to obtain a transcript?”
Assessments department will send you an official result after exams every year while you
are a student. If you lose it you may request another from Assessments, who charge for this
service. Details of charges and ordering procedures are available on the Goldsmiths website
http://www.gold.ac.uk/student-services/transcripts-archives/transcript-charge/
Please note the Politics department office does not provide transcripts
"Do I have to pass every course I take in order to continue with the degree?"
Not necessarily - the Regulations state that full-time students must pass courses to the
minimum value of 3 CUs at the end of the first year in order to proceed to the second year. It
must be pointed out that in cases of bad failure on a number of courses, the Department (in
consultation with the Senior Tutor and the College Assessments Department) may advise a
student against continuing with the degree, even though he or she has satisfied the minimal
requirement for the year in question.
"If I fail a unit, am I allowed to resit the following year?"
Yes - a student is normally entitled to resit a failed unit on not more than two occasions,
provided that the course in question is still being examined. However, unless there are
extenuating circumstances, a resit penalty applies, so that the resit result is the average of
the actual mark and a pass mark which is 35. Resits for failed units can be taken in late
August (if you have made a valid attempt- see earlier) or the next academic session, as
determined by the Undergraduate Exam Board.
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“I failed a unit, do I have to retake all elements of the assessment again?”
No - you only retake those elements that you failed. And you may answer the same essay
questions that you failed on the earlier attempt.
“What if I disagree with my essay mark?”
Reflect on the written feedback you have been given carefully then go and talk over your
concerns with the course co-ordinator in their office hours. If you still feel that concerns have
not been addressed you may use the Colleges Appeal Procedure. For detailed information on
how to appeal, download the form Appeals against Assessments from the Goldsmiths web site
(www.gold.ac.uk). Note you may only appeal after the Exam Board have confirmed your results
in June, and you may not appeal against academic judgement.
"Am I allowed to resit a unit which I have already passed in order to improve my grade?"
No.
"If I have studied a course but don't feel ready to write the essay or take an exam in it,
can I defer the assessment and sit it in the next year?"
No - the University requires that a candidate shall enter the exam in the year in which a
course is followed. If you find yourself in any difficulties, please be sure to talk to your
personal tutor.
"Can the course be interrupted for a year?"
This is not usual except in the case of candidates who are required to repeat a course, or
courses, because of failure. However, sympathetic consideration will be given to cases of
illness, domestic problems or other genuine hardship. If you feel doubtful about completing a
course or sitting an exam, then you should inform your personal tutor immediately. If you
wish to defer or withdraw you will be referred to the Department Senior Tutor who may, after
discussion, sign the appropriate forms. If it is necessary to make a special case to the
University on behalf of a student, then some documentary evidence, such as a medical
certificate, will be required.
"Is there a minimum period of study for the degree?"
Yes - it is three years for a full-time student.
“Do I have to stick rigidly to the word length specified for a piece of work?”
Work that is significantly under- or over-length will be subject to a penalty set by the
examiners/markers.
"Do the marks for essays count towards the exam marks?"
In most cases essays contribute to exam marks. See course outlines on page 81 that gives
the weighting for each element of the assessment for each course. Many third year units do
not have exams at all.
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"What happens if I fail to hand in course work on time?"
Unless there are acceptable extenuating circumstances as explained in the section on late
submission of coursework on page 23, you will automatically be marked absent with a mark
of 0. If, as a result, you fail the course overall, you will be deemed not to have satisfied the
course requirements and will have to resit the course. Contact the course co-ordinator or
your personal tutor immediately if you think you might miss a deadline.
"Can I transfer from one degree to another?"
Transfer is permitted within two weeks of the beginning of the course, with the consent of the
departments involved. If you wish to transfer between programmes offered by the Politics
Department after the first year you should make an appointment to see the Senior Tutor,
“I’m not an International Studies student but I would really like to take the Internship
course”
The Internship course is only open to International Studies Students, but you could arrange
your own internship in any of the holiday periods. You might like to talk to the Careers
Service about options available to you.
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Course Outlines
NB further information on all units is available on the VLE
YEAR ONE COURSES

PO51012B Ideas, Ideologies, Conflicts
Lecturers – Dr Saul Newman (Autumn) and Dr James Martin (Spring)
1 course unit
This course will explore key ideas such as political authority, democracy and freedom; major
political ideologies such as socialism, liberalism and conservatism; as well major theoretical
and political conflicts around issues such as the role of the state, the rights of the individual
and the operation of power. The course works on the assumption that politics is not
something that is confined to formal political parties and institutions, but something that is
practiced at all levels of society and which can be seen in conflicts over identity, gender,
rights, the environment and the organization of social and economic life.
RECOMMENDED READING
It is recommended students purchase a copy of:
Andrew Heywood, Political Theory: An Introduction, 3rd Edition (Hampshire: Palgrave

Macmillan, 2004).
Course aims
The aims of the course are:
• to give students an introduction to political theory

• to show why central political ideas and concepts influence our understanding of the
world around us.
Learning outcomes
By the end of the course, students will be able to demonstrate:
• A knowledge and understanding of central concepts and ideas in political theory

• A knowledge of the major political ideologies
• An acquaintance with the major debates in political theory on questions such as
freedom, democracy, rights, equality and identity representation.
Assessment
One two hour written exam paper (three questions to be answered), plus assessment of
written work (1 essay of approximately 2,500 words). Course work counts as 40% of the
final mark.
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PO51011B Political Economy and Public Policy
Lecturers: Georg Menz (Autumn) and (Ed Randall Spring)
1 course unit
This course provides an introduction to the main theories and concepts in economics as well
as important problems and questions in the field and to debates about major issues in public
policy that are informed by economic analysis. As an introductory course it aims to acquaint
students with key issues in economics and familiarise them with central tenets and
theorems. Previous knowledge of economics (at the standard of the ‘A’ level in economics)
is recommended, but not required. However, it is expected that students will acquire a good
working knowledge of the most pivotal concepts in macroeconomics over the course of the
year and gain a through understanding of the forces at play in the interaction between
markets and the state.
RECOMMENDED READING
The following book should be purchased by all students to support their study throughout the
year and has been designated as the course text:
Begg, David, Stanley Fischer, Rudiger Dornbusch, Economics (9th ed.) Maidenhead.
McGrawHill, 2005. This book supports and complements PEPP classes provided throughout
the year and includes material that is especially helpful in relation to the discussion of public
policy in the autumn term and macroeconomics in the spring term.
The following two books should be purchased by all students for the autumn term 2009:
Sawyer, Malcolm C. (2004) The UK Economy: A Manual of Applied Economics, Oxford:
Oxford University Press.
Glennerster, Howard (2003) Understanding the Finance of Welfare: What Welfare Costs and
How to Pay for It, Bristol: Policy Press.
In the Spring germ of 2010 the following book will be used
Nazneen Barma and Steven Vogel (eds.). The Political Economy Reader: Markets as
Institutions, London: Routledge, 2007
Course aims
The aims of this course are to:
• Introduce students to key theories and concepts in economics
• provide the analytical and contextual frameworks essential to understand the basic
functioning of a national economy
• provide an understanding of the economic aspects of public policy issues and
debates
Learning outcomes
After completing this course, students will be able to:
1. understand the varying and competing theoretical approaches to the field of political
economy
• demonstrate familiarity with and an ability to apply key macroeconomic concepts
• understand and discuss the relevance of macro and microeconomic notions to public
policy issues and discussions
• discuss the advantages and drawbacks of certain macroeconomic policy measures in
light of the theoretical knowledge provided
Assessment: .
One coursework essay (of no more than 2,500 words). The coursework essay plays an
important part in assessing a student’s overall performance. Coursework essay will account
for 40% of the final mark and the final examination will account for the other 60%. One two
hour written paper and a choice of two essay questions from eight
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PO51013B Politics of Other Cultures
Lectures: Dr Raj Pandey (co-ordinator), Dr. Branwen Gruffydd Jones, and Professor
Sanjay Seth
1 course unit
This course aims to provide students with an understanding of the importance of colonialism
and imperialism, and resistance to these, in the shaping of our world. It treats ‘culture’,
including forms of ‘art’, as central to politics. It begins by considering non-Western forms of
politics, civilization and culture prior to colonial domination. The rest of the course explores
the forms of political, cultural, aesthetic and ideological interaction, and change, engendered
in the course of the colonial encounter. A related aim of the course is to introduce students
to a range of types of reading material and sources, beyond the conventional first year text
book.
RECOMMENDED READING
Eric Hobsbawm, The Age of Empire, 1875-1914, Weidenfeld and Nicolson, 1995.
Edward Said, Orientalism, London: Penguin
Frantz Fanon, Wretched of the Earth, London: Penguin
Ngũgĩ wa Thiong’o, Decolonizing the Mind, London: Heinneman
Partha Chatterjee, Nationalist Thought and the Colonial World, New Delhi 1986
Chinua Achebe, Things Fall Apart, London: Heinneman
Tim Barringer, Geoff Quilley and Douglas Fordham, Art and the British Empire, Manchester,
2007.
Course reader: A course reader will be provided with readings for course.
Course aims
The aims of the course are to
• explore the relationship between colonialism and modernity
• develop a broad understanding of politics, encompassing modes of domination and

resistance, culture and art
• explore the themes of the course in global contexts, from Japan to Africa, India to
Northern Ireland
Learning outcomes
By the end of the course students should be able to
• demonstrate an understanding of the global dimensions of modernity

• demonstrate an appreciation of the relationships between politics, art, ideology and
culture
• discuss the themes of the course in relation to different contexts and different periods
of world history
Assessment
The assessment of the course will be as follows:
This course is assessed by a two-hour unseen written paper, plus one coursework essay
(approximately 2,500 words). The exam paper counts as 60% of the overall assessment,
and the essay 40%.
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PO51009B UK and European Comparative Governance and Politics
Lecturers: Dr Samantha Laycock (Autumn) and Dr Carl Levy (Spring)
1 course unit
This unit introduces students to the comparative approach to politics and government, in
addition to building a foundation understanding of the politics and governance of four key
members of the European Union: the UK, Germany, Italy and France. The first half of the
unit is focused on the UK and also considers the EU as an institution, while the second half
concentrates on the other three countries at the unit’s core. Students will not only build an
essential foundation for studying the politics of the UK/EU polity in which we live, but will also
develop their skills in comparative methods.
RECOMMENDED READING
All students are strongly recommended to purchase the following textbook for the first half of
the unit:
B Jones, D Kavanagh, M Moran & P Norton, Politics UK, 6th edition, Longman, 2006.
Students who wish to read more advanced level material may also like to purchase the book
by Judge which covers key issues in the first half of the course, and/or the textbook by
Kavanagh et al:
David Judge, Political Institutions in the United Kingdom, Oxford University Press, 2005.
Dennis Kavanagh, David Richards, Martin Smith & Andrew Geddes, British Politics, Oxford
University Press, 2006
For the second half of the unit, students are recommended to purchase the following
D. P. Conradt, The German Polity (Longman, 9th edn, 2009)

Andrew Knapp and Vincent Wright, The Government and Politics of France (Routledge,5th
edn. 2006)
James Newell, The Politics of Italy, (CUP, 2010).
Course aims
The aims of this unit are to:
• introduce the politics and governance of the UK, Germany, France and Italy since 1945
• introduce the structure and purpose of the European Union
• familiarise students with the comparative method in political science
Learning outcomes
After completing this unit, students will be able to:

• demonstrate foundation knowledge and understanding of the political systems of the UK,
Germany, France and Italy
• demonstrate foundation knowledge and understanding of the political history of the
operation of the European Union
• show familiarity with a range of secondary source materials
Assessment
This course is assessed by a two-hour unseen written paper (three questions to be
answered), plus one coursework (approximately 2,500 words). The exam counts as 60% of
the overall assessment, with the essay counting as 40%. In the exam, you will have to
answer one question related to the first half of the unit, another related to the second half,
and a third question related to either part.
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PO51010B World Politics
Lecturers: Dr Jasna Dragovic-Soso (Autumn) and Dr. Anca Pusca (Spring)
1 course unit
This unit will introduce students to the study of world politics, emphasising that there are
different and competing perspectives on how to approach the subject.
In the first term, it will introduce students to the three dominant paradigms (Realism,
Pluralism and Structuralism) that have defined the discipline of International Relations (IR)
since the end of the Second World War. It will situate those paradigms in the particular
historical context in which they were developed and critically examine both their contribution
to our understanding of world politics and their shortcomings. The first term will end by
highlighting the challenges posed by the end of the Cold War to these traditional ways of
studying international relations.
In the second term, the unit will critically examine how the three main IR paradigms sought
to respond to the new post-Cold War world, in particular the phenomena of American power,
globalization and regionalism, climate change, terrorism and the financial crisis. Focusing on
practical case-studies such as the Bush vs. Obama administrations, the rise of the BRIC
countries and the increased consolidation of regional blocs such as the EU, the anti-
globalization and climate change campaigns, the War in Iraq and the so-called twitter
revolutions of Moldova and Iran, the second term will seek to critically examine how these
events challenged our understandings of both the notion of ‘politics’ as well as the notion of
the ‘international.’
Textbooks
John Baylis and Steve Smith (eds), The Globalization of World Politics: An Introduction to
International Relations. (4th ed.) Oxford: Oxford University Press, 2007. This book provides
a good overview of the three approaches studied in the autumn term, as well as empirical
chapters relevant for the course. You will need it for many of your weekly readings.
Geir Lundestad, East, West, North, South: Major Developments in International Politics
since 1945. (5th ed.) London: Sage, 2005. This book provides a very good overview of the
main international events since 1945 and of the most important historiographical debates
surrounding these events.
Course reader
The required readings that are not in these two books - marked with [R] - will be contained in
the readers compiled for this course as well as on VLE. Please note that most of the
required readings for the second term with be in electronic form on VLE. The readers can be
purchased from the Politics Department Office (Warmington Tower, 6th Floor).
Course aims
• to introduce students to the prevailing theories that have defined the study of
International Relations (IR) since 1945
• to relate the evolution of these theories to their concrete historical context and
the central political and socio-economic changes to which they have sought to
respond
• to introduce students to the ways in which the end of the Cold War challenged
existing understandings of world politics
• to introduce students to some of the main events and phenomena that have
shaped the post-Cold War international environment.
• to critically assess how these events have significantly challenged many of
the assumptions of the classical theories of international relations.
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• to present some of the new theoretical contenders and directions in
international relations theory
Learning outcomes
By the end of the course, students should be able to:
• demonstrate an awareness of the main theoretical approaches to IR and the main
developments in international history in the 20th Century
• demonstrate understanding of the advantages and problems of different IR theories
studied in the course and apply different theoretical perspectives to specific historical
events
• demonstrate an understanding of the various IR debates examined in the course and
articulate their own intellectual, political and ethical viewpoints on these issues
• demonstrate an ability to draw evidence from specified secondary sources and
present their arguments clearly, accurately and succinctly in written form
• demonstrate an ability to understand the relationship between theory and practice
• demonstrate a critical awareness of the broad landscape of world politics
Assessment
This is a foundation course, so no previous knowledge of world politics is assumed.
Students will be expected, however, to show an interest in the subject matter and to come to
lectures and seminars prepared, having done their reading and ready to discuss the material
in light of the questions provided in the course outline. Specific presentations and other
exercises in the seminars will be announced throughout the course. Attendance of the
seminars is not only compulsory, but also constitutes essential preparation for the essays
and the exam!
The assessment of the course will be as follows:
One essay (40%) Students will submit one essay of 2,000-2,500 words chosen from a list of
topics covered in the first term.
Final Exam (60%) Students will take a two-hour written examination that will cover the
material studied in both terms.
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YEAR TWO COURSES

Lecturer: Dr Branwen Gruffydd Jones (Autumn) and R. Lopes (spring)
1 course unit
The course examines Africa’s role in the making of the modern global political economy. The
course begins with an introduction to the methodological and political issues related to the
production of knowledge about Africa. The first part of the course examines Africa’s role in
the historical development of the modern world, from the transatlantic slave trade to
struggles for independence, with a particular emphasis on the experience, character and
legacy of colonialism.. The second part of the course explores Africa’s postcolonial
condition and examines a range of contemporary issues, such as authoritarian rule; debt,
structural adjustment and neoliberal reform; the politics of ‘slums’; the role of NGOs; and the
current discourse about ‘failed states’ in Africa. Throughout the course contending
perspectives and interpretations of Africa’s politics and international relations will be
considered, paying attention to questions of eurocentrism, and the writings of African
scholars. The course also includes screenings of films, mainly by African directors, which
complement the exploration of the themes of the course through academic literature.
RECOMMENDED READING
Freund, W., 1998, The Making of Contemporary Africa: the development of African society
since 1800, Palgrave
Mamdani, M., 1996, Citizen and Subject: contemporary Africa and the legacy of late
colonialism, Princeton
Niane, D. T. 1965 Sundiata. An Epic of Old Mali, Longman
Achebe, Chinua 1958 Things Fall Apart Heinemann
Course aims
The aims of this course are
• to examine Africa’s role and experience in the making of the modern world
• to consider the historical, local and global causes of contemporary social conditions
and processes in Africa
• to critically assess various theoretical and empirical accounts of social conditions and
processes in Africa
Learning outcomes
After completing the course, students will be able to demonstrate theoretical and empirical
knowledge of
• the character of precolonial African societies, the structure and practice of colonial
rule, and the significance of the colonial legacy upon contemporary conditions
• a range of contemporary political and economic issues in Africa, such as
authoritarian rule; neoliberal reform; the role of NGOs; the problem of ‘state failure’
• methodological issues related to the production of knowledge about Africa, including
the problem of eurocentrism
Assessment:
The course is assessed by two coursework essays of c. 4000 words, each essay making up
50% of the final mark.
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PO52016A An(Other) Japan: Politics and Popular Culture
Lecturer: Dr Raj Pandey
1 course unit
Course Description
This course begins by looking at contemporary popular culture in Japan as a particularly
significant site for understanding contemporary political concerns. It traces the trajectory of
Japan from its emergence as a modern nation-state in the 1860s, through its fraught wartime
history, up to its emergence as a major global economic power in the late twentieth century.
The course seeks to approach questions of politics through a very expansive definition of the
term, and to demonstrate that cultural forms and practices can often provide a unique
perspective through which to understand politics, a perspective not available through a study of
political institutions alone.
The course will address a number of themes that relate to questions of nationalism,
imperialism, identity and gender, focusing on Japan’s war-time legacy – its troubled relationship
with its Asian neighbours, its post-war success, the price of affluence and its emergence as a
soft power in the Asian region. The course focuses on literature, cinema, animation, manga and
a variety of popular cultural forms and practices to demonstrate that political anxieties and
concerns, even where they do not get articulated in political debates, are often given voice
through these mediums.
RECOMMENDED READING
Elise Tipton, Modern Japan: A Social and Political History, Nissan Institute/Routledge
Japanese Studies, Routledge, second edition, 2008.
Masao Miyoshi and H.D. Harootunian eds., Postmodernism and Japan, Duke University Press,
1989
Iwabuchi, Koichi, Recentering Globalization: Popular Culture and Japanese Transnationalism,
Durham: Duke University Press, 2002.
Learning Aims and Outcomes:

Aims
• to provide a comprehensive survey of Japanese politics from the 19th century to the
present day
• to develop a theoretical understanding of nationalism, imperialism and colonialism
through an engagement with a non-Western power
• to re-evaluate the category ‘politics’ such that it incorporates art, literature and
popular culture
• to provide a solid basis for further study which involves an engagement with the
societies and cultures of East Asia
Outcomes
• demonstrate a broad understanding of contemporary Japanese society and its
politics
• grasp theoretical debates around the relationship between politics and culture, to
grapple with questions to do with imperialism and nationalism, and evaluate the ways
in which Japan complicates these debates
• think laterally and take account of a wide variety of cultural forms as being essential
expressions of politics
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Assessment and Course Requirements
The course is assessed by a two-hour unseen paper (3 questions to be answered) (30%) plus
either two coursework essays of approximately 2,500 words each (worth 35% each) or one
essay and a 5-10 pages long piece of graphic art in manga style with a page long explanation
of what they have sought to do through the art work. The unseen paper counts for 50% of the
total assessment, and the two essays/ one essay, one artwork count for the other 50% (25%
each). Details of the arrangements for submission of the coursework essays can be found in
the Student Handbook.
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PO52013A Chinese Politics
Lecturer: Professor Michael Dutton
1 course unit
Mao Zednong was the most important leader of communist China and it was his works that
helped define the nature of the new state in 1949. On the first line of the first page of the first
Selected Works he poses a question that would haunt the state right down to the present
time: “ who are our enemies, who are our friends, this is a question germane to the
revolution’ he would say and this course follows the unfolding of that question as it proceeds
from state building to economic reform. Yet this particular division of the world into friends
and enemies is not unique to China but plays a crucial role in defining all forms of political
commitment. Understood in this way, the early history of the Chinese revolutionary state,
unfolds as a series of problems, not just of importance to an understanding of the dynamics
of Chinese politics but also to an appreciation of political theory more generally. This basic
thesis underpins this subject. So beginning in the 1920s (with the formation of the
Communist Party of China), the subject explores the power of 'the political' to drive people to
revolution, Cultural Revolution and ultimately economic reform. It examines the various
attempts to harness and re-channel political intensity which in turn helps us understand how
governmental institutional building took place in China in a quite unique way. It is this legacy
that forms the crucial and often misunderstood backdrop to the Chinese economic miracle of
today. So the second part of this course uses these insights to then ask just how economics
forces have changed this political code of the early Communist Party. These questions are
explored alongside an account the stunning developments that have led China to become
the economic dynamo it is today. This dynamism is not without problems and these too will
be explored in the course. If you want to understand the dynamics underpinning and driving
a power that is likely to help redefine this century, then this is the course for you!
RECOMMENDED READING
Chinese Politics Course Pack – will be available for purchase from the Department Office.
Michael Dutton, Policing Chinese Politics, Duke University Press, Durham, 2005
Course aims
• to offer an account of the major players and political events in contemporary China
• to highlight the role and importance of historical memory in the framing of certain forms
of contemporary politics
• to provide the methodological tools for a clear understanding of contemporary Chinese
political history.
• to provide a framework enabling students to better understand Chinese politics
• to provide the methodological tools that enable students to draw general political
lessons from contemporary Chinese events.
Learning outcomes
By the end of the course, students will:
• Possess a general knowledge of the political history of contemporary China.
• Have improved analytical skills by a series of written assessment exercises.
• Be able to demonstrate the contested nature of history and the role politics plays in its
formation.
• Be instilled with a sense of the importance of culture in framing politics.
Assessment:
90
One two hour written paper (3 questions to be answered) counts as 25%, one book review
(1000 words) counts as 25%, one essay (2,000 words) counts as 50%
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PO52004A Comparative European Politics
Lecturer: Dr Carl Levy
1 course unit
This course investigates the evolution of European society since 1945. Starting with an
historical overview, the course is divided into five sections. These are: The Political Cultures
of Europe, The Political Ideologies of Europe, West European Party and Electoral Systems,
West European Constitutions and Parliaments, Centre and Periphery - Local, Regional and
Federal Government in Western Europe.
RECOMMENDED READING
T. Buchanan, Europe’s Troubled Peace, 1945-2000, (Blackwell, 2006).
J. Robert Wegs and R. Ladrech, Europe since 1945. A Concise History, Basingstoke, Palgrave
Macmillan (fifth edition), 2006.
D W Unwin, Western Europe since 1945 London, Longman (fifth edition), 1997
or J W Young, Cold War Europe London, Edward Arnold (second edition), 1996.
T.Bale, European Politics. A Comparative Introduction, Basingstoke, Palgrave Macmallian
(second edition), 2008
Y Meny and Andrew Knapp, Government and Politics in Western Europe. Britain, France,
Italy, West Germany , Oxford, OUP, (third edition, 1998)
G K Roberts and P Hogwood, European Politics Today, Manchester, Manchester University
press, (second edition 2003).
D Dinan, Ever Closer Union: An Introduction to the European Community, Basingstoke,
Palgrave Macmillan, (Third Edition, 2005).
N Nugent, The Government and Politics of the European Union, Basingstoke, Palgrave
Macmillan, (sixth edition, 2006).
Course aims
• provide students with a critical examination of the political institutions, ideologies and
party systems of continental West European countries
• provide students with an overview of key aspects of the history of Western Europe since
1945
• encourage students to examine critically the empirical and conceptual literature on
comparative politics
Learning outcomes
• demonstrate a knowledge of European history since 1945
• appreciate the nature of different party systems of government and ideologies in Western
Europe
• communicate clearly their knowledge and understanding in written and spoken forms
• understand the normative and policy-making impacts of written constitutions and
constitutional courts in Western Europe
• discuss the nature and effects of different electoral systems in Europe
Assessment:
One two-hour written paper (three questions to be answered), plus assessment of written work
(2 essays of approximately 2,500 words each). Course work counts as 50% of the final mark.
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PO52012A Contemporary International Relations: Theory and Practice
Lecturer: Dr Anca Pusca
1 course unit
This course builds on the first year course, World Politics, with the first term consolidating
some of the discussion on the classical theories of international relations from the first year
(realism/neorealism, liberalism/neoliberalism and Marxism) with new interpretations of these
theories, and introducing a series of critical approaches to international relations through
theories of constructivism, post-modernism, gender studies and aesthetics and IR. The
second term introduces a number of contemporary thematic concerns within the study of
international relations, such as democratization, human rights, just and unjust wars,
imperialism, inequality and insecurity, transatlantic relations, nuclear states and terrorism,
and discusses both their different theoretical underpinnings as well as their practical
implications.
RECOMMENDED READING
• Jenny Edkins and Maja Zehfuss (eds.), Global Politics: A New Introduction, (London and
New York: Routledge, 2009)
• Scott Burchill and Andrew Linklater with Richard Devetak, Matthew Paterson and Jacqui
True (eds.), Theories of International Relations, 4’th edition. (Basingstoke: Palgrave,
2009).
Course aims
• to provide the scope for in-depth understanding of the principal concerns of

contemporary International Relations, both theoretical and empirical
• to broaden students’ understanding of the discipline of International Relations by
questioning taken-for-granted assumptions naturalized by mainstream approaches to the
subject
• to provide a broad understanding of the context within which contemporary debates
in IR have emerged and within which they continue to take place
• to demonstrate how theory provides a road map, toolkit or lens by which to critically
examine international events.
Learning outcomes
• Possess detailed insight into both the theoretical issues and the empirical events that
have shaped world politics since 1989.
• Be able to discuss critically, and write knowledgeably about, major issues in
contemporary IR, relating these issues to major world events and historical processes.
• Possess the means to show how theory and practice intertwine in constituting the
broad landscape of contemporary international studies.
Assessment:
One two hour written paper (3 questions to be answered), plus assessment of written work
(two essays of 2,000–2,500 words each), coursework counts as 50% of the final mark.
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PO52002A Modern Political Theory
Lecturers: Dr Saul Newman (Autumn term) Dr David Martin (spring)
1 course unit
In this course we examine the modern tradition of political thought. Students will be
introduced to the major figures in this tradition – English thinkers such as Hobbes, Locke
and Mill – and continental thinkers such as Rousseau and Marx. Through these thinkers, we
will explore key themes and concepts such as sovereignty, justice, human nature, rights,
liberty, democracy and equality.
RECOMMENDED READING
It is recommended that students purchase or get hold of the following books (there should be
copies of most of these in the Library):
Hobbes, Thomas. 1968. Leviathan, ed., CB Macpherson. Penguin: London.
Locke, John. 1988. Two Treatises of Government, ed., Peter Laslett. Cambridge University
Press: Cambridge.
Rousseau, Jean-Jacques. 1987. The Basic Political Writings, ed., Donald Cress. Hackett:
Indianapolis.
Mill, John Stuart. 1989. On Liberty, ed., Stephan Collini. Cambridge: Cambridge University
Press.
Marx, Karl and Engels, Friedrich. 1978. The Marx-Engels Reader, ed., R. Tucker. New York:
Norton.
Course aims
• give students a more in-depth introduction to a series of thinkers who have all had an
enormous impact on the way we think about politics today
• allow them to situate key ideas and concepts within contemporary political theory
debates.
Learning outcomes
• read, understand and analyze complex theory texts.

• understand some of the major principles and ideas which have influenced modern
societies ideologies of modern societies
• be able to situate their own thinking within broader theoretical concepts and political traditions.
Assessment:
One two-hour written paper (three questions to be answered), plus assessment of written
work (2 essays of approximately 2,000 words each). Course work counts as 50% of the final
mark
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Lecturer: Dr Georg Menz (Autumn) Dr Peter Thomas (Spring)
1 course unit
The aim of this course is to familiarise students with central theoretical propositions, key
concepts and core issues of political economy and demonstrate their application to practical
issues in everyday policy-making processes. The course thus enables students to gain
familiarity with the chief theoretical approaches to the field of political economy and
encourage them to explore the insights incurred from the adoption of their analytical lenses
to the ongoing reconfiguration process affecting the volatile and shifting boundaries between
public and private sphere, government and market, state and individual. The module also
focuses on questions and issues in global political economy.
RECOMMENDED READING
David Coates Models of Capitalism: Growth and Stagnation in the Modern Era, Cambridge:
Polity, 2000.
Frank Stilwell, Political Economy: The Contest of Political Ideas (2nd ed.) Victoria/AUS:
Oxford University Press Australia, 2006.
John Ravenhill (ed.) Global Political Economy (2nd ed.), Oxford: Oxford University Press,
2008
Nazneen Barma and Steven Vogel (eds.) The Political Economy Reader: Markets as
Institutions, London: Routledge, 2007
Course aims
• examine key theories and concepts in political economy

• provide the analytical and contextual tools to understand and evaluate the functioning of
a national macroeconomy
• provide an understanding of the economic aspects surrounding public policy issues
• analyse the structure and the potential challenges of different models of capitalism
• understand the basic foundations of the global economy, its key institutions and
interactive processes, and the ramifications of a globalised world economy
Learning outcomes
• understand the varying and competing theoretical approaches to the field of political
economy
• be familiar with central structural features and challenges to various models of capitalism
• discuss the advantages and drawbacks of certain macroeconomic policy measures in
light of the backdrop of a globalised world economy
Assessment:
mark.
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PO52010A Themes and Issues in British Politics Since 1945
Lecturers: Dr Simon Griffiths (Autumn), Mr Ed Randall/Dr Simon Griffiths (Spring).
1 course unit
The course will bring a historical perspective to key issues in British politics from the end of
the Second World War to the present day. It will do that by examining themes such as the
post-1945 political ‘consensus’, the move from Empire to Europe, and the subsequent rise of
Thatcherism. It will also focus on specific policy issues such as education, health and the
environment, examining the development of political debates from 1945 to the present. The
course will include close examination of the politics of ‘New Labour’.
RECOMMENDED READING
Either of the two books below are a good introduction, and it would be worth buying one of
them:
David Childs, Britain since 1939: Progress and Decline (Palgrave, 2002). £18.99
Kenneth O. Morgan, Britain since 1945: The People’s Peace (Oxford University Press,
2001). £11.99
We would also recommend:

Dennis Kavanagh, The Reordering of British Politics after Thatcher (Oxford University Press,
1997).
Course aims
The aims of this course are:
• To extend the breadth of students’ knowledge base of events in British politics since
1945.
• To clarify the key themes and issues in British politics since 1945.
Learning outcomes
After completing the course, students will be able:
• To show evidence of an understanding of the main events, themes and issues

covered by the course.
• Demonstrate a detailed knowledge of developments in party ideologies and
programmes.
• Demonstrate the ability to discuss major issues in contemporary politics, partly from a
historical perspective.
• To show the ability to use a range of sources available including opinion polls, films,
election statistics, partisan recollection and polemical tracts.
Assessment:
One two hour written paper (three questions to be answered), plus two coursework essays
(approximately 2,500 words each), course work counts as 50% of the final mark.
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YEAR THREE COURSES
PO53014A Dissertation
Co-ordinator: TBC
Full unit – both terms
compulsory to all students except BA Sociology and Politics
A critical review of the literature and/or original analysis of documentary and/or other
evidence on a specialist topic within the fields of politics, economics, public policy or social
policy. Work for the dissertation will be supervised by a member of staff with particular
expertise in the area chosen for study.
Arrangements for dissertation supervision will be made at the beginning of the Autumn Term.
RECOMMENDED READING
D M Silbergh, Doing Dissertations in Politics, London, Routledge, 2001
Politics Dissertation Handbook, 2008.
Course aims
• the aim of the dissertation is to provide students with the opportunity to:
• explore in depth a chosen topic in the broad area of politics, social policy or economics
• develop independent research
Learning outcomes
After completing the dissertation students should be able to:
• demonstrate in-depth knowledge and understanding of a chosen topic in the broad area of
politics, social policy or economics
• demonstrate the ability to employ a range of research skills
• demonstrate the ability to evaluate evidence and information
• show the ability to organise an independent research project in conjunction with one or
more supervisors
• present a coherent and well organised piece of work
Assessment
One formal proposal (counts as 10% of the final mark) and one dissertation of 8,000 – 9,000
words (counts as 90% of the final mark).
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PO53013A International Studies Internship
Convenor: Dr Simon Griffiths
1 course unit but Spring term only
Please note this course unit is only available to students studying on the programme
BA International Studies
This optional course will involve spending two days each week for the duration of a term as
an intern in a placement provider working in the field of international studies. Placement
providers will include a range of organisations in the NGO sector such as charities, think-
tanks and pressure groups, bodies connected with international organisations such as the
UN, appropriate businesses, and political parties. Students will be attached to a placement
supervisor in the placement provider. This person will supervise their work while on
placement, in liaison with institutional placement staff at Goldsmiths.
There will be a pool of guaranteed places which will be competitively allocated on the basis
of prior performance on the programme and appropriateness of the placement to the
student’s study interests. However, we will encourage other students to take the opportunity
to find a placement and will support them in that process. Although the placement is
optional, we would hope that all students will be able to take up the opportunity should an
appropriate placement be found. In fairness to hosts, we will also have to be confident that
students’ levels of attendance and achievement while at Goldsmiths suggest that they can
benefit from the internship
In drawing up the course we have paid close attention to Section 9, ‘Placement Learning’ of
the Quality Assurance Agency for Higher Education’s Code of practice for the assurance of
academic quality and standards in higher education (2001).
Course Aims
This internship programme contributes to the overall course aims of the BA in International
Studies by:
• offering practical experience of the questions that emerge in the study of the
international;
• encouraging the development of a set of, flexible, independent and critical evaluative
skills through engagement in practical problems faced by placement providers;
• expanding knowledge of the day-to-day issues involved in understanding of the
international; and
• fostering an awareness of different approaches to the subject by seeing specific
approaches at close quarters.
Learning Outcomes
By the end of the course students will be expected to have covered the following learning
outcomes of the BA in International Studies as a whole:
• Gained a knowledge and understanding of case study approaches to questions of

international politics.
• Developed a methodology through which to incorporate questions of cultural, political
and economic difference into their understanding of the international.
• Come to an understanding of the importance of political and cultural diversity within
international settings.
• Employed and make appropriate use of the language and concepts underlying
international studies.
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• Formulated and present coherent and persuasive arguments about international
political events and problems.
• Thought imaginatively and creatively about cultural, political and economic complexities
within international politics.
• Developed the micro- and macro- analytical skills to analyse the multi-layered texture of
international politics.
• Applied appropriately and confidently the core vocabulary and concepts of International
Relations.
• Understood the issues, limits and advantages of using case study materials.
• Gained some practical experience in dealing with and understanding the day-to-day
problems of the international.
By the end of the course students will also be expected to have developed a range of
transferable skills from the learning outcomes of the BA in International Studies as a whole,
in particular:
• Utilised web and library based materials for research.

• Employed primary and secondary, official and unofficial, academic and journalistic
materials and sources in the development of independent research.
• Developed independent judgement and a critical open-mind.
• Acquired time management skills.
• Acquired information management skills.
• Gained an ability to work collaboratively.
Supporting learning
To support learning during the placement period, students will be required to attend the
following sessions during the first three weeks of term:
• Introduction
• General Research Methods
• Problem Solving involving reports from Study Support Groups
Students will also be encouraged to organise Study Support Groups in week three and to
meet on regular, on-going basis to discuss their research projects including any common
issues or problems they may encounter.
Assessment
The course is assessed in three ways:
• A research report of 3,000 words, worth 45% of the overall grade, in which students
report on the work they have done in the internship.
• A reflective essay of 2,000 words, worth 45% of the overall grade, which will include
not only students’ immediate internship experiences but will apply the academic
approaches of their BA studies to the practical experiences of their internship.
• A further 10% of the grade will be allocated on the basis of qualitative reports from
the placement supervisor, based on all or some of the following criteria from the BA
in IS learning outcomes.
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PO53010A New Radical Political Economy
Lecturer: Dr Derek Wall. Seminar tutor: Mr Paul Gunn
This course will provide students with an understanding of key issues in the field of
contemporary radical political economy. The course will outline and critically evaluate
orthadox economic approaches to globalisation as well as challenges from the anti-capitalist
movement. Marxist, autonomist and green economics will be examined and criticised. The
course will look at the effects of global capitalism on poverty, equality and environmental
sustainability. Alternatives to the market and state regulation of economic activity such as
commons regimes, open source and social sharing will also be put under the microscope.
RECOMMENDED READING
Wall, D., (2005) Babylon and Beyond: The economics of anti-capitalist, anti-globalist and
radical green movements, London: Pluto Press.
Hardt, M. and Negri, A. (2001) Empire. New York: Harvard University Press.
Wolf, M. (2004) Why Globalization Works: The Case for a Global Market Economy. Yale:
Yale University Press.
Woodin, M. and Lucas, C. (2004) Green Alternative to Globalisation: A Manifesto. London:
Pluto Press.
Course aims
• examine key theories and concepts in new radical political economy

• provide the analytical and contextual tools to understand and evaluate the functioning
of a globalised world economy
• provide an understanding of the economic aspects surrounding issues of ecological
sustainability, governance and social justice
• analyse the differences and similarities of major schools of contemporary radical
political economy
• explore the economic, ecological, political and social implications of alternatives to
the market.
Learning outcomes
• evaluate the strengths and weaknesses of conventional market based approaches to

global economic institutions, structures and processes
• outline the varying and competing theoretical approaches to the field of new radical
political economy
• demonstrate a precise understanding of the central debates around the issues of
globalisation, ecological sustainability, governance and social justice
• Articulate in depth the relevance of alternatives to the market in economic,
ecological, political and social terms.
Assessment
One two hour written paper (three questions to be answered), plus assessment of written
work (one in-depth essay, approximately 5,000 words). A plan of the essay will be submitted
by students at the end of the first term. Course work counts as 50% of the final mark.
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Lecturer: Dr Peter Thomas
The aim of this course is to familiarise students with the central traits of the economic and
political architecture of the European Union (EU), explore recent milestones in closer
economic integration, analyse the ramifications that this economic and political integration
process is having on the contours of politico-economic governance in the member states,
and explore some of the policies generated by the EU in fields such as labour and social
policy, migration, competition policy, environmental policy, and industrial policy. The course
also aims to provide an analysis of the key events and institutions shaping the European
integration process. There will be also be a debate about future challenges facing the EU,
including past and future rounds of enlargements and the formulation of a common security
and defence policy.
RECOMMENDED READING
Georg Menz, Varieties of Capitalism and Europeanization; National Response Strategies to
the Single European Market, Oxford; Oxford University Press, 2008.
Michelle Cini and Nieves Perez-Solorzano Borragan European Union Politics, Oxford:
Oxford University press, 2009 (3rd ed.)
Joerg Huffschmid (ed.). Economic Policy for a Social Europe: A Critique of Neo-Liberalism
and Proposals for Alternatives,Basingstoke: Palgrave, 2005
Course aims
• build upon the second year unit on Political Economy

• provide the analytical and contextual frameworks essential to understand the
development of the European economy and the process of European economic
integration
• provide an understanding of the economic issues that arise from integration in Europe
Learning outcomes
• understand the principal features of the post-war development of the European

economy and of the different “cultures” of European mixed economies
• analyse the main aspects of EU economic policy and analyse the implications of factor
mobility in the EU
• critically discuss the main features of the process of monetary integration in the EU and
the implications that this has for the conduct of economic policy in Europe
• be aware of the political dynamics of policy-making in different policy domains
• discuss how the EU has adapted to change in the past and how it might do so in the future
Assessment
mark.
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PO53011B Beyond All Reason
Lecturer: Dr James Martin
.5 course unit – ~Autumn Term
Politics is often conceived as the attempt to rationally control our collective life. Yet so much
of human existence seems utterly irrational: inter-communal violence and civil conflict,
genocide, social inequality and environmental degradation. For all our hopes of a rational
politics, modern life since the Enlightenment has often seemed beyond all reason. But can
politics be rethought to embrace the limits of rationality, to face up to the horrors of human
destructiveness? If so, can it avoid succumbing to irrationality? How then might we cope with
the possibility of enmity and violence? This course surveys efforts to conceptualise politics
and reason in modern philosophy. It examines classic ideas of freedom and community,
power, critique and judgement, asking how we might conceive of political life without
recourse to ‘rational foundations’.
RECOMMENDED READING
The essential course text is:
• Terrell Carver and James Martin (Eds), Palgrave Advances in Continental Political
Thought. Palgrave, 2006.
Also worth considering are:

• Jon Simons (ed), From Kant to Levi-Strauss: The Background to Contemporary Critical
Theory. Edinburgh University Press, 2002.
• David West, Continental Political Philosophy. Polity, 1996.
Course aims
The aims of the course are to:
• survey a range of key modern philosophies

• reflect on debates over the meaning and character of politics and its relationship to
ideas of Reason
• examine concepts such as freedom and community, power critique and
judgement, and assess their enduring significance for contemporary political life
Learning outcomes
By the end of the course, students will be able to:
• demonstrate critical knowledge and understanding of key modern philosophers

• communicate in writing debates over the meaning and character of politics and its
relationship to Reason
• discuss and evaluate concepts such as freedom and community, power, critique and
judgement and assess their enduring significance for contemporary political life
Assessment
One essay of four thousand words answering one question from a list provided at the end of
the course-guide. The essay counts for 100% of your overall mark.
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PO53008B Culture, Globalisation and Power
Lecturer: Mr Adrian Sledmere
.5 course unit – Autumn Term
This course seeks to understand the extraordinary reach of Western imperialism and
globalisation from the nineteenth century to the present. The course aims to demonstrate
how culture and imperialism are linked inextricably and how, knowingly and unknowingly,
they produce a system of domination which extends over the forms, imagery and the very
imaginations of both the colonised and the colonisers. It recognises the fact that, coexistent
with Western imperial power, is a strong resistance to empire. Such resistance produces its
own cultural impact. The course examines the interdependence of culture and imperialism
in order to understand today's post-colonial world that remains entrapped in the globalising
spread of imperialism. Examples of the themes to be explored include: theorising colonised
cultures and anti-colonial resistance, theorising the West, theorising gender, theorising post-
coloniality, intellectuals and institutions as well as discourse and identity. The course will
draw upon a variety of cultural texts including literature, film and music.
RECOMMENDED READING
Edward Said, Culture and Imperialism, London: Chatto and Windus, 1993.
Bill Ashcroft and Pal Ahluwalia, Edward Said, London: Routledge, 2001.
Course aims
 To consider the impact of Western imperialism and globalisation on the post-colonial

world.
 To consider how culture and imperialism are linked.
 To examine post-colonial strategies of resistance.
 To analyse the global/local nexus
 To evaluate key debates around post-colonial theory
Learning outcomes
 Explain the link between culture and imperialism

 Demonstrate awareness of the ways in which globalisation and imperialism have
impacted on the post-colonial world
 Discuss the main issues surrounding decolonisation, liberation and resistance
 Explain the changing nature of contemporary cultural politics
 Critically evaluate post-colonial theory
Assessment
The course will be assessed by a mixture of unseen examination (50%) and coursework
(50%). The required coursework is one essay of 2,000-2,500 words.
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PO53018A Discourse, Power, Politics
Lecturer: Dr Saul Newman
Much of Western political theory is based on Enlightenment ideas about reason, and in
particular on a paradigm of the autonomous, rational individual derived from liberalism.
However, a number of contemporary thinkers in the Continental tradition have challenged
these preconceptions, showing that we also have to take account of certain external, and
often ‘irrational’ forces – such as language, the unconscious, ideology and power relations –
that often shape our perception of the world and our place in it, therefore influencing the way
we do politics. This course examines some of these alternative approaches to the political,
exploring themes such as discourse, power, subjectivity, passion, resistance – as well as
contemporary approaches to radical politics today. While largely a theoretical course, it also
deals with concrete questions and issues such as the role of language in the construction of
political and gender identities, how power functions in society, and how people resist
domination.
RECOMMENDED READING
There is no essential reader for this course. Readings are listed for each week’s topic and
students are expected to avail themselves of library book and journal articles. However,
there are a number of texts that are recommended here as supplementary readers:
S. Newman, Unstable Universalities: Poststructuralism and Radical Politics, (Manchester

University Press, 2007)
S. Newman, Power and Politics in Poststructuralist Thought: New Theories of the Political,
(Routledge, 2005).
A. Finlayson & J. Valentine (eds.) Politics and Poststructuralism: An Introduction. (Edinburgh
University Press, 2005).
D. West, Continental Political Philosophy. (Polity, 1996).
A. Cutrofello, Continental Philosophy: A Contemporary Introduction. (Routledge, 2005).
R. Simons (ed), Contemporary Critical Theorists. (Edinburgh University Press, 2004).
T. Carver and J. Martin (eds), Palgrave Advances in Continental Political Thought. (Palgrave
Macmillan, 2005)
Course aims
• Explore a series of key contemporary thinkers from the critical theory,
structuralist/‘poststructuralist’ and psychoanalytic traditions.
• Reflect on the meaning of ‘the political’ and its relation to language, discourse and
power.
• Examine ideas such as discourse, power, resistance and subjectivity and their
significance for understanding contemporary political life
Learning outcomes
• Demonstrate critical knowledge and understanding of key continental political
thinkers.
• Communicate in writing and seminar participation an understanding of alternative
approaches to political theory.
• Discuss and evaluate ideas such as power, resistance and subjectivity and their
significance for understanding contemporary political life.
Assessment
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One essay of between 3000 – 3,500 words
PO53024A Nationalist Conflict and International Intervention
Lecturer: Dr Jasna Dragovic-Soso
Since the end of the Cold War the overwhelming majority of conflicts in the world have been
internal – often resulting from nationalist grievances and policies. This course will examine
the causes of nationalist conflicts, as well as the various tools and policies adopted by
international actors towards them. After providing an overview of the two main scholarly
approaches to nationalist conflict (primordialism and modernism), we will focus on the
structural, cultural, political and economic causes of such conflicts and on the forms of
international intervention employed to resolve them – ranging from ‘cooperative’ approaches
such as diplomacy and peacekeeping to ‘coercive’ measures like economic sanctions and
military intervention. We will also assess the debates surrounding international ‘state-
building’ projects and partition along ethno-national lines and methods applied to achieve
post-conflict justice and reconciliation. Throughout the course students will be encouraged to
focus on a case study of their own choosing and to apply the more general theoretical and
policy debates to their specific case in the weekly discussions and in their assessed
coursework.
RECOMMENDED READING
There are no textbooks for this course. Required readings will be indicated under each
lecture and provided in a course reader. Students will also be expected to compile their own
bibliography for their case studies.
Course aims
• To critically examine the two main scholarly approaches to nationalist conflict.

• To analyse structural, cultural, political and economic explanations of the causes of
nationalist conflict in the post-Cold War world.
• To analyse the various tools of international (‘third party’) intervention in situations of
nationalist conflict and assess their utility in helping end violence and resolve such
conflict.
• To enable students to articulate their own intellectual viewpoints on these issues and
to apply their analysis to specific case studies of nationalist conflict.
Learning outcomes
• Understand the key concepts, debates and theories surrounding nationalist conflict.
• Critically evaluate various explanations of the causes of nationalist conflict in the
post-Cold War world.
• Show understanding of the debates surrounding the utility, effectiveness and ethics
of the various instruments of international intervention in instances of nationalist
conflict.
• Apply these theoretical debates and approaches to a specific case of nationalist
conflict and international intervention in that conflict.
Assessment
A critical review of 1500 words (25%) of one of the causal explanations of nationalist conflict
and one essay of 3000 words on international intervention (75%). Both elements of the
assessment will relate to a specific case study chosen in consultation with the course
convenor.
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PO53017A Public Policy Analysis
Lecturer - Dr Rekha Diwakar
This course is a systematic analysis of the various stages of policy making, from initiation to
implementation, examining the role of various actors, ideas and interests at each stage. The
problems faced by policy makers, especially the issues of implementation and evaluation will
be investigated in light of the limitations to perfect administration in the real world.
The focus of the course will be on the nature and the role of policy analysis, the concept of the
policy cycle, and the ways in which government and other actors shape public policy. We will
examine in detail, the prominent models of policy making - pluralism, corporatism and other
belief-system models analysing concepts such as rationality, bounded rationality,
incrementalism and mixed scanning. The role of major institutional actors, interest groups and
policy specialists will be evaluated using examples and case studies from selected policy
areas with special reference to the UK and the European Union.
RECOMMENDED READING
Hogwood, BW and L.A.Gunn. (1985). Policy Analysis for the Real World .Oxford: Oxford
University Press.
M. Hill (2005). The Public Policy Process. Pearson Longman. Edition 4
Peter John (2000). Analysing Public Policy. Pinter.
Christopher Hood (1976). The limits of administration. Wiley.
David Richards and Martin Smith (2002). Governance and Public Policy in the UK.
Wayne Parsons (1995). Public Policy: Introduction to the Theory and Practice of Policy
Analysis.
Course aims
The course has three main aims:
• To enable students to evaluate prominent theoretical perspectives and insights into

public policy analysis.
• To evaluate the role of key actors, processes and stages involved in initiating,
formulating and implementing public policy.
• To examine important institutions and public policy developments in the UK and the
European Union with reference to selected policy areas such as economic policy,
foreign policy, health policy and social policy.
Learning outcomes
By the end of the course the students will:
• Have an in-depth knowledge about the policy cycle and the various stages of policy
making.
• Gain insights into the general policy environment and the prominent theoretical
models of policy making.
• Be able to appreciate the constitutional and political context in which policy operates
in the UK and the European Union.
• Be in a position to analyse a policy area, including the role of key actors and
institutions, and the factors affecting its successful formulation and implementation.
Assessment
50%: One coursework essay of 2500 words
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50%: Two hour written Exam (three questions to be answered)
107
PO53030A Politics & Economics of Immigration
Lecturer - Dr Georg Menz
More would-be immigrants have perished in the Mediterranean Sea in the year 2006 alone
then ever died along the intra-German border during the 38 year lifespan of the Iron Curtain.
A country that still refers to itself as the “Land of the Free” and once claimed to welcome the
“poor…tired…huddled masses” now is constructing a concrete wall along its southern
border. In the UK, a leader of mainstream political party can openly advocate the breach of
international law, calling for an end to the Geneva Convention that emerged as a response
to the experience of the Holocaust. Immigration has never really left the front pages of most
British daily newspapers for the past decade. It is rapidly emerging as one of the key
concerns for public policy makers in the 21st century in Europe and beyond. Net immigration
levels to Europe have increased dramatically since the fall of the Iron Curtain. This has
spawned pressing questions about national identity, multiculturalism, integration and
assimilation, the role of religion, language and symbolic marks of common representation.
Even in more established countries of immigration, such as Canada, the United States and
Australia immigration is increasingly contested political terrain.
While pragmatic policy-makers are rediscovering the benefits of labour migration, nativist,
nationalist and chauvinist parties from the Far Right are making electoral inroads based on
radical measures stopping or even reversing immigration. Humanitarian channels of
migration, especially asylum, are facing a somewhat uncertain future. This course examines
the politics and economic of immigration throughout Europe and beyond.
RECOMMENDED READING
Messina, Anthony and Gallya Lahav (2005) The Immigration Reader, Boulder, CO:/London:
Lynne Rienner.
Course aims
• develop a thorough understanding of the key issues surrounding immigration
• examine the economic basis and the political aspects of the regulation and the
dynamics of immigration
• explore the political and economic factors affecting immigration flows
Learning outcomes
• demonstrate an understanding of contending theories of immigration
• demonstrate a broad understanding of the economic and political factors
underpinning (and impeding) immigration
• evaluate the significance of immigration and place it into a historical context
Assessment
One two hour exam, consisting of three questions 50%
one essay of 2,500 words 50%
108
PO53015A Risk and Politics: Theory and Practice
Lecturer: Mr Ed Randall
0.5 course unit – Autumn Term
The course is designed to stimulate and reward the curiosity of undergraduates who want to
know more about the relationship between politics and the assessment, communication and
management of risk. It invites students to explore the ways in which the discussion of risk
has become one of the most pressing concerns in contemporary politics and to consider the
leading role ideas about risk now play in shaping public debates and the formulation and
evaluation of public policy. The study of risk is a multi-disciplinary enterprise and the
specialist sub-field of risk politics affords students a highly attractive and rewarding
opportunity to consider the ways in which politics, economics, legal studies, social
psychology, media studies and sub-disciplines in the natural sciences, such as toxicology,
inform each other. The course is designed to provide undergraduates with a good working
knowledge of key concepts and findings, including many drawn from adjacent academic
areas, and their political import. It will foster the student’s ability to consider and critically
evaluate the development of risk politics in response to specific risks and to consider the
ways in which particular risks have been politicised.
RECOMMENDED READING
The essential course texts are:
• Roy Boyne, Risk (Concepts in the Social Sciences). Open University Press. 2003.
• Cass R. Susnstein, Laws of Fear: Beyond the Precautionary Principle. Cambridge
University Press. 2005.
Works providing some useful background for the course:
• Ulrich Beck, World at Risk. Polity Press. 2008.

• Ed Randall, Food, Risk and Politics – scare, scandal and crisis: insights into the risk
politics of food safety. Manchester University Press. 2009.
• Nassim Nicholas Taleb, The Black Swan: The Impact of the Highly Improbable. Penguin.
2008.
Course aims
• Stimulate and reward the curiosity of undergraduates about the interaction between
politics and the assessment, communication and management of risk
• Equip students to appreciate the extent as well as the ways in which risk politics has
become a multi-disciplinary enterprise
• Inform and encourage the critical evaluation of contemporary risk politics and, most
particularly, the growing politicisation of risk
Learning outcomes
• Provide a clear account of the politicisation of a wide-range of risks including

environmental, economic and social risks
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• Demonstrate a knowledge of key concepts in the study and analysis of risk
politics including ‘risk society’, ‘precautionary principle’, ‘dread factor’ and ‘availability
heuristic’
• Offer evidence of their ability to formulate and present a case study that
evaluates a risk that has been popularised and politicised
• Show a familiarity with sources of information that inform both expert and general
public discussion of risks
• Communicate their knowledge of risk politics in seminar and class based
discussions (as part of formative assessments for the course) and in writing (as part of
the summative assessments for the course)
• Demonstrate an understanding of key theoretical issues and policy questions in
the field of risk politics
Assessment
A risk case study (consisting of no more than 3,000 words) presenting and critically
assessing a risk related topic of contemporary political significance AND a short review (of
no more than 800 words) dealing with a risk related subject reported on in the British press
in the course of the last twelve months. The case study will count for 80% of the overall
mark and the short risk review for 20% of the overall mark. Please see undergraduate
handbook for submission dates and times.
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PO53022A Anarchism
Lecturer – Dr Carl Levy
5 course unit – Spring Term
"Anarchism": 'political concept and social movement that advocates the abolition of any form
of State, which is regarded as coercive and its replacement with voluntary organisation.' (C.
Levy, 'Anarchism', entry for the Encarta Encyclopaedia)
This unit focuses on the history, politics and ideology of anarchism chiefly from its origins in
the nineteenth century to 1939. There were will be a discussion of anarchism in the post-
1945 period but the main aim of the unit is to trace the origins and development of anarchist
ideology (Godwin, Proudhon, Stirner, Bakunin, Kropotkin, Malatesta, Goldman etc) and the
associated social and labour movements in Europe and the Americas (from the Paris
Commune of 1871 to the Spanish Civil, 1936-1939, and from the Haymarket Riot of Chicago
in 1886 and the Mexican Revolution of 1910-1920 to the Russian Revolution and Civil War
of 1917-1921). But there will also be a substantial time devoted to anarchist-type
movements and ideas which developed throughout the world before 1800 and as well as a
discussion of the 'ism', anarchism, its reception and interchange with thinkers, ideas, and
movements in Asia and Africa.
RECOMMENDED READING
David Goodway (ed.), For Anarchism. History, Theory and Politics, Routledge, London,
1989.
James Joll, The Anarchists, 2nd edition, Harvard University Press, Cambridge Mass, 1980.
Ruth Kinna, Anarchism: A Beginner's Guide, Oneworld Publications, Oxford, 2005.
Carl Levy, 'Anarchism', www.UK.encarta.msn.com/encyclopedia761568770/anarchism.htm
Carl Levy, 'Anarchism, Internationalism and Nationalism in Europe, 1860-1939', Australian
Journal of Politics and History, Vol. 50, No,3, 2004, ,pp. 330-342.
Peter Marshall, Demanding the Impossible: A History of Anarchism(second edition),Harper
Perennial, London, 2008.
Saul Newman, The Politics of Postanarchism, EUP, Edinburgh, 2010.
George Woodcock, Anarchism: A History of Libertarian Ideas and Movements, Penguin,
Harmondsworth, 1986.
Colin Ward, Anarchism: A Very Short Introduction, OUP, Oxford, 2004.
Course aims
The course has two main aims:
• To examine the concepts and values which are central to anarchist thought.
• To consider the place on anarchism in key historical events.
Learning outcomes
• Be able to understand critically the nature of anarchism.

• Understand the place of anarchism in a broad historical context.
Assessment:
100% One essay 4000/5000 words
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PO53029A An(other) China: Street scenes of Politics
Lecturer – Professor Michael Dutton
.5 course unit – Spring Term
This subject is built around glimpses of, and insights into, the lives of ordinary Chinese
people and the rules and rituals that govern their existence. Students will discuss the ways
everyday life was governed under socialism and the ways that control is now breaking down
with the emergence of a consumer culture, enabling a close scrutiny of the politics of
everyday life. Picking up on themes as diverse and quirky as Mao badge fetishists, hoodlum
slang, and taboo’s and tattoos, the subject examines the way a range of people not only live
but resist dominant social discourse. This subject also employs an array of new critical
thinking from Western social theorists to highlight these themes. Students will therefore gain
a grounding not only in the politics of everyday life in China but also in Western theoretical
engagements with the everyday. Students who complete the subject should gain some
insight into the difference culture makes in terms of practices of everyday life and, at the
same time, gain a different view of China by examining things at street level. They will also
get some grounding in certain schools of social, cultural and political theory.
RECOMMENDED READING
Dutton, M. (1998) Streetlife China. Cambridge University Press; Cambridge
plus reading pack
Course aims
• Equip students with a thorough grounding in the principles of social research as
applied to the substantive fields of International Studies and Culture
• Provide students with opportunities to explore a range of topics in the field of political
ideas, political, social and cultural theory in the rather unusual a field of China; and
• Consolidate key transferable skills of the programme, and all of the cognitive skills as
well as addressing all of the subject specific skills.
Learning outcomes
• be able to research through the competent use of the library and other information
sources, and be able to define areas of inquiry and methods of research in the
preparation of essays;
• be able to conceptualise theoretical problems, form judgements and arguments and
communicate critically, creatively and theoretically through essay writing, tutorial
discussion and presentations;
• be able to communicate knowledge ideologically and economically through essay
writing and tutorial discussion;
• be able to manage and organise workloads for recommended reading, the
completion of essays and assignments and examination revision;
• be able to participate in team work through small group discussions.
Assessment
a book review essay of around 1500 words due in the early part of the course . The review
will account for 20% of the marks available. A research essay of around 2500 words. The
essay will account for 80% of the marks.
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PO53025A Art-War-Terror
Lecturer: Dr Bernadette Buckley
This course will examine and reflect upon the nature, function and operation of art in times of
war and conflict. Focussing largely on contemporary and 20th century visual production, it
uses a selection of artworks and examples from material culture to critically address the
following key questions:
1. What is the role of the artist/artwork in times of war and crisis?

2. How are art and artists affected by conflict and why should we care?
3. Do activities that are thought of as ‘cultural’ have (additional) ‘political’ currency
during times of social unrest and if so, then what are the implications of this?
4. Should art confine itself to the consideration of forms and beauty?
5. Is there such a thing as “war-art” and if so, then what is it?
6. What is the nature of the relationship between art, terror and terrorism?
Looking at key contemporary and ‘historical’ artworks and events, this module cuts across
historical trajectories in order to examine both the representation of violence and the
violence of representation. It investigates the various roles of art and visual culture in relation
to the two World Wars, the Cold War, the cultural and ideological battles of the 1960s and
70s, postmodern and ‘armchair’ wars, and the so-called ‘war on terror’. Using Baudrillard,
Virilio, Butler and others, it considers the impact of military surveillance techniques on
culture, both in terms of art practices and more broadly, as experienced in everyday culture.
It reflects on artists’ enduring fascination with war and terror and shows how art can be
understood as a form of politics, knowledge and experience in itself.
The Essential Course Text is

• Brandon Laura, Art and War, IB Tauris, London, 2007
Also recommended are:
• Walter Benjamin, ‘The Work of Art in the Age of Mechanical Reproduction’ in

Illuminations, Penguin, London, 1973
• Wood, Paul et al. (eds.), Modernism in Dispute, Art since the Forties, Open University,
London, 1993
• Sontag, Susan, Regarding the Pain of Others, Picador, New York, 2003
• Wolff, Janet, The Social Production of Art, Macmillan Press, London, 1993
Course aims
• To introduce students to a diverse range of artworks which engage with themes of

war and terror
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• Through the analysis of such works, to explore and question the nature of the
relationship between ‘art’, ‘war’ and ‘terror’
• To consider the fate of cultural expression in times of war, conflict and crises
Learning outcomes
• Be able to demonstrate knowledge and understanding about the tradition of ‘war art’
• Understand how art and cultural practices engage with and are caught up within
wars, conflict, and political upheaval
• Be able to situate such knowledge within political, historical and aesthetic contexts
• Understand the complexity of the inter-relationship between art, war and terror/ism
• Be able to deal critically and creatively with a wide range of materials including texts,
images and other modes of visual production
• Be able to demonstrate critical and analytical skills in relation to various kinds of
visual production
• Be able to synthesise and interpret visual information in light of historical, visual and
political theories
Assessment
Students have a choice between the following two forms of assessment. Regardless of the
choice of assessment, the submitted work will comprise 100% of the overall grade:
A. A written essay of 4,000 words
OR
B. An ‘intervention-essay’, the aim of which is to conceptualise and execute a temporary

intervention in the public realm. ‘Interventions’ must be accompanied by a piece of reflective
writing (of at least 2000 words) which sets out the rationale for, development of and relative
success of their project. Detailed brief, description and guidelines will be outlined on the
VLE
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PO53016A Northern Ireland’s Politics and Political Cultures
Lecturer: Mr Macdara Dwyer
The course examines the theories which have been used to explain the conflict in Northern
Ireland, the nature of the events of the conflict, and the political culture of the conflict, with an
emphasis on exploring the political impact of cultural identities. The first part of the course
establishes a theoretical framework for understanding the conflict. The second part explores
the cultural dimension, and the third part examines the key events of the conflict in the context
of both theory and culture. Throughout the course there is close attention to political language
and symbolism.
RECOMMENDED READING (A new textbook is to be published over the summer and

students enrolled on the course will be emailed about that via the VLE news forum. In the
meantime, both books below are worth purchasing and will be used throughout the course.)
McKittrick, David & McVea, David, Making sense of the troubles (2001). £9.99 ISBN
0141003057
Tonge, Jonathan, Northern Ireland (2005). £15.99 ISBN: 074563141X
Course aims
The aims of this course are:
• To deepen students’ knowledge of events in Northern Ireland politics since 1920.

• To enhance students’ understanding of events in Northern Ireland politics by placing
them within a theoretical framework.
• To explore the contested nature of political language, symbolism and identities in
Northern Ireland, through examining the relationship between cultural identities and
politics.
Learning outcomes
After completing the course, students will be able:
• To show evidence of an understanding of the main events and theories covered by

the course.
• Demonstrate in-depth understanding of aspects of the course which they have been
tackled in coursework.
• Demonstrate the ability to discuss issues in Northern Ireland politics in both
theoretical and cultural contexts.
• To show the ability to use a wide range of sources available including texts, images
and music.
Assessment
There is no examination for this half-unit. Instead, the course assessment has two
components. The deadline for both pieces of coursework, as with all autumn term third year
half-units without exams, will be in the first week of the spring term – see the departmental
handbook for details.
A. One essay of 3,000 words worth 75% of the overall grade.

B. A 1,000 word review (worth 25% of the overall grade) of an article chosen from a list.
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PO53023A Party Systems and Electoral Systems
Lecturer- Dr Rekha Diwakar
Party systems vary across polities and have important political, social and economic
consequences. It is therefore, important to study the characteristics and determinants of
party systems, and the nature of electoral competition. This course includes a study of the
prominent theories of the party systems and electoral competition.
The course examines the size and the competitiveness of party systems, focusing on the
institutional and sociological explanations. The institutional explanation will focus on
Duverger’s Law which states that the ‘simple- majority, single- ballot system favours a two-
party system’. We also investigate different electoral rules and formulas such as
majoritarian and proportional representation, and their effects on party systems. The
sociological explanation will focus on the role of social cleavages in determining the nature
of party systems.
The course will use empirical analysis from the UK, the USA, France, Germany, India and
Canada to provide a comparative perspective on the subject.
RECOMMENDED READING
Arend Lijphart (1994). Electoral Systems and Party Systems: A Study of Twenty-Seven
Democracies
Arend Lijphart (1986). Electoral Laws and Their Political Consequences
Cox, Gary (1997). Making Votes Count: Strategic Coordination in the World’s Electoral
Systems. New York: Cambridge University Press
Duverger, Maurice 1976 [1964] Political parties, their organization and activity in the modern
state, London, Methuen.
David Farrell (2001). Electoral Systems: A Comparative Introduction. London / New York:
Palgrave.
Ware Alan (1996), Political parties and party systems, Oxford, Oxford University Press
Course aims
The course has three main aims
• To provide an in-depth examination of the various characteristics of party systems

and electoral systems.
• To provide an explanation to how electoral rules and social cleavages affect the
nature of the party system in a polity.
• To gain an understanding of party systems and electoral systems in a comparative
perspective.
Learning outcomes
• Be able to appreciate why political parties matter, and how studying party
systems can help understand the important political, social and macro-economic
outcomes.
• Be able to analyse the main electoral systems and theories of political parties and
electoral competition
• Be able to critically evaluate the debate between the institutional and the sociological
approaches in determining the characteristics of party systems.
Assessment
50%: One coursework essay of 2500 words.
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50%: Two hour written Exam (three questions to be answered)
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PO53019A Politics and Welfare
Lecturer: Mr Ed Randall
0.5 course unit – Spring Term
This course is focused upon current controversies, issues and developments in social welfare
policy including controversy about the nature of social exclusion and the existence of an
underclass, the need for rationing access to health services, the development of service
frameworks for social care and the relationship between economy, taxation and social welfare.
The course will be particularly concerned with inviting students to consider and critically
examine different views about the scope, organisation and role of social welfare in
contemporary society.
RECOMMENDED READING
Howard Glennerster Understanding the Finance of Welfare (2nd Revised Edition). The Policy
Press. 2009.
Tony Maltby and others (editors) Social Policy Reviews 17, 18, 19 and 20: Analysis and debate
in social policy, 2005, 2006, 2007, 2008. The Policy Press. 2005, 06, 07, 08. [This is an annual
publication containing short chapters on social welfare policies and politics and provides an
especially helpful window on the contemporary politics of welfare]
Nick Ellison and Chris Pierson (editors) Developments in British Social Policy 2. Palgrave
Macmillan. 2003.
Christopher Pierson and Francis G. Castles (editors) The Welfare State Reade (Revised and
Updated). Polity Press. 2006.
Course aims
• help students evaluate contemporary debates about

social welfare policies and consider a wide range of
ideas about the future prospects of social welfare
systems;
• equip students to explore, reflect on and critically
examine what have been represented as mounting
doubts about the role that social welfare systems play in
advanced economies and democratic polities (a
phenomenon that has been referred to as
‘disenchantment with social welfare’);
• explore the relevance of notions such as ‘the
underclass’, ‘the dependency culture’, and arguments
made for and against the open rationing of health care
and the introduction of ‘workfare’;
• focus attention on changes in the organisation and
delivery of social welfare – most especially the
development of new styles of public management and
the introduction of social welfare quasi-markets in
Britain;
• encourage students to make use of a variety of
information sources, including the world wide web, and
draw on a variety of academic disciplines, including
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philosophy, to inform their study of contemporary social
welfare policy and fashion their own conclusions.
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Learning outcomes
• demonstrate a critical appreciation of the principal

concepts employed in the analysis of contemporary
social welfare systems;
• analyse and explain the ways in which ideology can
influence the selection of evidence and the presentation
of arguments about social welfare systems and policies;
• present reasoned assessments of rival views about such
matters as ‘welfare dependency’, the sustainability of
social welfare systems, the need for health care
rationing, distributive justice and the impact of social
welfare quasi-markets on service delivery;
• express their own opinions - about current social welfare
issues and topics - in an informed, thoughtful and well
organised fashion.
Assessment
Assessment for the Politics and Welfare half-unit consists of two elements: (A) An essay of
no more than 3,000 words. The essay will account for 70% of the marks available for this
half-unit. (B) A review consisting of no more than 1,000 words. The review will report on
and critically assess an official statement/publication or academic work concerned with
contemporary social policy. The work for review will be chosen in agreement with the course
convenor. The review will account for 30% of the marks available for this half-unit. Please
consult the undergraduate handbook for details of submission dates and times.
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PO53028A Rhetoric and Politics
Lecturer- Dr James Martin
Rhetoric is the art of speech and persuasion. In classical Greece and Rome, rhetoric held a
central place in politics. To speak and argue well was an integral part of being a citizen. In
modern, democratic societies, speeches and arguments remain a primary source in political
life. But we have become more suspicious of what we hear, and perhaps less attentive to the
ways we are being persuaded. This course examines the techniques of rhetorical analysis and
applies these to the study of contemporary political speeches.
RECOMMENDED READING
Robert Cockroft and Susan Cockroft, Persuading People: An Introduction to Rhetoric.
Basingstoke: Palgrave, 2005. 2nd Edition.
James A. Herrick, The History and Theory of Rhetoric: An Introduction. London: Longman,
2005. 3rd Edition.
Course aims
To closely examine the nature of speech and argument in contemporary politics

To develop a strong grasp of the range of techniques of rhetorical analysis and apply them
to examples of political speech
To explore and evaluate the effectiveness of different modes of persuasion in modern
democracy
Learning outcomes
By the end of the course the students will be able:
To develop an in-depth understanding and knowledge of the role and function of speech and
argument in contemporary politics
To demonstrate a strong grasp of various techniques of rhetorical analysis and their
application
To demonstrate a good ability to judge the merits of different modes of persuasion in modern
democracy
Assessment
One four thousand-word essay applying techniques of rhetorical analysis to an example of
contemporary political speech.
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FURTHER INFORMATION
Appeals and Complaints

Goldsmiths Complaints Procedure
One of our aims is to provide a supportive environment including academic and welfare
services, and to be responsive to concerns when they are raised. Goldsmiths recognises
there may be occasions when you have cause to complain about a service you have
received. When this happens, the complaints procedure is intended to provide an
accessible, fair and straightforward system which ensures an effective, and appropriate
response.
Before making a complaint

The majority of complaints can usually be sorted out informally by discussing the issue you
wish to complain about with the member of staff or person concerned. It's best to do this
immediately wherever possible.
However, it may be that you want to discuss your complaint with somebody else, and there
are a number of sources of help within the College. Your Personal Tutor is there to provide
welfare support and help as well as academic advice. You can find out who your Personal
Tutor is by contacting the Departmental Secretary on 020 7919 7741. You can also contact
the Head of Department Professor Sanjay Seth on 020 7919 7745. If you'd rather discuss
your complaint with a non-academic member of staff, you can get in touch with Student
Support Services (Room 124, Richard Hoggart Building, tel 020 7919 7757), or the Students'
Union Advice Centre (tel 020 8692 1406, e-mail suadvice@gold.ac.uk).
Making a complaint
If you feel discussion hasn't resolved your complaint, and you want to pursue it formally,
then you must put this in writing and send it to the Head of Academic Services (room 117a,
Richard Hoggart Building). You will need to explain in your letter what steps you have
already taken to try and resolve the matter, for example, discussing it with the person the
complaint is about, and with your Head of Department.
Your complaint will be investigated, and you'll receive a letter explaining the decision taken
by Goldsmiths. If you are dissatisfied with the outcome of this investigation, you can write to
the Head of Academic Services and ask for your complaint to be referred to a Pro-Warden,
who may decide to set up a complaints committee. Your complaint will not be considered
unless stage one and stage two of the Complaints Procedure has been completed. Please
see the ‘General Regulations’ (number 14) linked from www.goldsmiths.ac.uk/regulations.
Help and support

If you need help with understanding this process, then get in touch with your Personal Tutor,
Student Support Services, or the Students' Union.
The College Appeals Procedure

An appeal is different from a complaint, because it is an application for a decision to be
reconsidered or changed. These are the procedures to do with appealing about examination
results.
You have the right to appeal on the following grounds:
1. that the examiners were not aware of circumstances affecting your performance
2. that there was some form of administrative error or procedural irregularity in the way
in which an examination or assessment was conducted
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3. that there is evidence of prejudice or of bias on the part of one or more of the
examiners
You can't appeal against the academic or professional judgement of the examiners, nor can
you appeal on the grounds that you didn't know about certain assessment requirements or
submission deadlines.
How to appeal
Before you appeal, you are strongly advised to seek help and advice, either from your
Personal Tutor, the Departmental Senior Tutor, or the Students' Union.
If you wish to appeal, you must complete a form (available from the Head of Assessments or
on the web at www.goldsmiths.ac.uk/student-services/assessments or available from the
Students' Union) and submit this to the Head of Assessments within 21 days of the
publication of the results, against which you're making the appeal.
You should receive an initial response within four weeks of submitting the appeals form; if it's
likely to take longer, you'll be told about this.
Outcome of the appeal

If your appeal is successful, the outcome will depend on the details of your individual case. If
your appeal is unsuccessful, and you are dissatisfied with this, there is a further step you
can take, which involves taking your appeal to the Office of the Independent Adjudicator.
Health and Safety

Goldsmiths’ policy is to provide and maintain, as far as is reasonably practicable, a working
environment that is safe and without risks to health.
The aims of this policy are:

• The elimination of hazards and reduction of risks to prevent harm to staff, students
and others affected by Goldsmiths operations.
• Compliance with relevant legislation and with good practice in the higher education
sector.
• Support for Goldsmiths’ mission and strategic aims.
• Integration of health and safety with other management planning, strategies and
responsibilities.
This policy applies to all employees, students, premises and activities under the control of
Goldsmiths, including staff and students travelling off-campus in the UK or overseas on
Goldsmiths business.
All staff and students are responsible for taking reasonable care that they: do not endanger
themselves or others; do not deliberately damage or misuse anything provided for their
health and safety; do follow health and safety instructions, regulations and policies; do report
faults or dangers; and do report accidents and cooperate in any investigation to find causes
and prevent a recurrence.
For more information about health and safety, please visit

www.goldsmiths.ac.uk/health-safety.
Smokefree buildings
All Goldsmiths’ buildings are smokefree – no smoking permitted. Also please be considerate
of others and do not smoke near windows or doorways.
123
If you would like help to give up smoking, the NHS offers a range of free services. Visit
www.gosmokefree.co.uk.
Fire safety
Fight the fire only if you have been trained and it is safe to do so. Activate the nearest fire
alarm (red ‘break glass’ box on the wall next to exit doors) then leave the building by the
nearest available exit and go to the fire assembly point. Do not re-enter the building until it is
declared safe by Head Porter, Security or fire officer.
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Mitigating Circumstances Form
Department of Politics
Mitigating Circumstances Form
This form should be completed by students who wish to bring extenuating circumstances which may have affected
their performance in exams or examined coursework to the attention of the examiners. ‘Examined coursework’ is
coursework that counts towards the final mark for the course. Submit the completed form to the Department
Administrator in Warmington Tower room 607 as soon as you become aware of a problem and no later than seven
days after the deadline for submission of coursework or the date of the written examination. Submissions by
staff or by other students on behalf of a candidate who has not presented a written case him/herself will not be
accepted. Submission must be supported by documentary evidence; retrospective medical certificates and notes
submitted seven days after the deadline will not normally be considered.
1. Your details
Your name Candidate No
Degree Programme Your college email
Year of Course Your Personal Tutor
Today’s date
2. Courses and Examined Work Affected

Course Code Course name Submission date Type of work
essay/exam
.3. Details of Mitigating Circumstances (attach a letter if you need to give more detail)
4. History
When did you first become aware of the problem?
How long is the problem likely to affect you?
For Official Use Only

Decision by Mitigating Circumstances committee
Late submission Late submission Further evidence Deferred
Agreed not agreed required (specify) Assessment
recommended to
Exam Board
Signed Exams Officer on behalf of Mitigating Circumstances Committee ______________________________
Date______________________
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126
Timetables
Year 2 Timetable Autumn Term 2010-11 - subject to amendment
9-10 10-11 11-12 12-1 1-2 2-3 3-4 4-5 5-6

Mon PO52002B PO52002A PO52002A PO52002A PO52002A PO52007A PO52007A PO52004A PO52004A
Modern Modern Modern Modern Modern Political Political Comparative Comparative
Political Political Political Political Political Economy Economy European European Politics
Theory Theory Theory Theory Theory G. Menz SEMINAR Politics SEMINAR
S. Newman SEMINAR SEMINAR SEMINAR SEMINAR LECTURE RHB 343 C Levy RHB 328
LECTURE RHB 226 RHB 139 RHB 139 RHB 308 RHB 342 LECTURE
RHB SH NAB 3.26
Tue PO52010A PO52010A PO52010A
Themes & Themes & Themes &
Issues in Issues in Issues in
Brit Pol Brit Pol Brit Pol
S. Griffiths SEMINAR SEMINAR
LECTURE RHB 328 RHB 328
RHB 137
PO52014B PO52014B PO52014B PO52014B PO52014B
Africa in Africa in Africa in Africa in Africa in
Glob Pol Econ Glob Pol Econ Glob Pol Econ Glob Pol Econ Glob Pol Econ
B GruffyddJones SEMINAR SEMINAR SEMINAR SEMINAR
LECTURE RHB 139 RHB 138 B B GruffyddJones
RHB 342 GruffyddJones (film) LECTURE
(film) LECTURE NAB LG01
NAB LG01
Wed PO52013A PO52013A PO52013A
Chinese Pol Chinese Pol Chinese Pol
M. Dutton M. Dutton M. Dutton
LECTURE SEMINAR SEMINAR
RHB 308 RHB 143 RHB 143
Thur PO52012A PO52012A PO52012A PO52016A PO52016A PO52016A
Cont I R Cont I R Cont I R An(other) Japan An(other) An(other)
A. Pusca SEMINAR SEMINAR R. Pandey Japan Japan
LECTURE RHB 139 RHB 139 LECTURE SEMINAR SEMINAR
RHB SH PO52016A PO52016A NAB LG02 WB IGLT RHB 328
An(other) Japan An(other) Japan
R. Pandey R. Pandey
(film) BPB LT1 (film) BPB LT1
127
Fri
RHB Richard Hoggart Building EB Education Building NAB New academic building BPB Ben Pimlottt Building
RHB SH Richard Hoggart Building Small Hall (ground floor)
128
Year 2 Timetable Spring Term 2010-11 - subject to amendment
9-10 10-11 11-12 12-1 1-2 2-3 3-4 4-5 5-6
Mon PO52002 PO52002A PO52002A PO52002A PO52002A PO52007A PO52007A PO52004A PO52004A
Modern Modern Modern Modern Modern Political Political Comparative Comparative
Political Political Political Political Political Economy Economy European European
Theory Theory Theory Theory Theory P. Thomas SEMINAR Politics Politics
D Martin SEMINAR SEMINAR SEMINAR SEMINAR LECTURE RHB 343 C. Levy SEMINAR
LECTURE RHB 226 RHB 139 RHB 139 RHB 308 RHB 342 LECTURE RHB 328
RHB SH NAB 3.26
Tue PO52010A PO52010A PO52010A
Themes & Themes & Themes &
Issues in Issues in Issues in
Brit Pol Brit Pol Brit Pol
E. Randall/S. SEMINAR SEMINAR
Griffiths RHB 328 RHB 328
LECTURE
RHB 137
PO52014B PO52014B PO52014B PO52014B PO52014B
Africa in Africa in Africa in Africa in Africa in
Glob Pol Econ Glob Pol Econ Glob Pol Econ Glob Pol Econ Glob Pol Econ
R. Lopes SEMINAR SEMINAR (film) LECTURE (film) LECTURE
LECTURE RHB 139 RHB 138 NAB LG01 NAB LG01
RHB 342
Wed PO52013A PO52013A PO52013A
Chinese Pol Chinese Pol Chinese Pol
M. Dutton M. Dutton M. Dutton
RHB 308 RHB 143 RHB 143
Thur PO52012A PO52012A PO52012A PO52016A PO52016A PO52016A
Cont I.R. Cont I.R. Cont I.R. An(other) Japan An(other) Japan An(other)
A. Pusca SEMINAR SEMINAR R. Pandey R. Pandey Japan
LECTURE RHB 139 RHB 139 LECTURE SEMINAR SEMINAR
RHB SH NAB LG02 RHB 137a RHB 328
PO52016A PO52016A
An(other) Japan An(other) Japan
R. Pandey R. Pandey
(film) BPB LT1 (film) BPB LT1
Fri
RHB Richard Hoggart NAB New Academic Building BPB Ben Pimlott building RHB SH Richard Hoggart Building Small Hall (ground floor)
Building
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Year 3 Timetable Autumn Term 2010-11 - subject to amendment
PO53010A Tuesday 30.11.10 between 3.00-4.00 will meet in RHB 137a
9-10 10-11 11-12 12-1 1-2 2-3 3-4 4-5 5-6
Mon PO53007A PO53007A PO53011B PO53011B PO53030A PO53030A
Political Political Beyond All Beyond All Pol & Econ of Pol & Econ of
Econ of the Econ of the Reason Reason Immigration Immigration
EU EU J. Martin SEMINAR G. Menz G. Menz
P. Thomas SEMINAR LECTURE RHB 137a LECTURE SEMINAR
LECTURE RHB 308 RHB 137a RHB SH RHB 226
NAB 3.26
Tue PO53015A PO53015A PO53015A PO53018A PO53018A PO53018 PO53010A PO53010A PO53010A
Risk & Risk & Risk & Discourse, Discourse Discourse New Radical New Radical New Radical
Politics Politics Politics Power, Power, Power, Political Political Political
E. Randall E. Randall E. Randall Politics Politics Politics Economy Economy Economy
LECTURE SEMINAR SEMINAR S Newman SEMINAR SEMINAR D Wall (FORTNIGHTLY) (FORTNIGHTLY)
RHB 305 RHB 138 RHB 138 LECTURE RHB 256 RHB 328 LECTURE SEMINAR SEMINAR
RHB 308 NAB 3.26 RHB 138 RHB 138
Wed PO53017A PO53017A
Public Public
Policy Policy
Analysis Analysis
R. Diwakar R. Diwakar
LECTURE LECTURE
DTH B8 DTH B8
Thur PO53008B PO53008B PO53024A PO53024A PO53024A
Culture, Culture, Nationalist Nationalist Nationalist
Globalisation Globalisation Conflict & Conflict & Conflict &
& Power & Power International International International
A Sledmere A Sledmere Intervention Intervention Intervention
LECTURE LECTURE J. Dragovic-Soso SEMINAR SEMINAR
RHB142 RHB142 LECTURE (FORTNIGHTLY (FORTNIGHTLY)
RHB 256 ) RHB 2107
RHB 139
Fri
RHB Richard Hoggart Building EB Education Building WB IGLT Whitehead Building Ian Gulland Lecture Theatre
RHB SH Richard Hoggart Building Small Hall (ground floor) DTH B8 Deptford Town Hall Room B8
130
Year 3 Timetable Spring Term 2010-11 - subject to amendment
9-10 10-11 11-12 12-1 1-2 2-3 3-4 4-5 5-6
Mon PO53022A PO53007A PO53007A PO53022A PO53028A PO53028A PO53028A
Anarchism Political Political Anarchism /PO71015A Rhetoric Rhetoric
C. Levy Econ of EU Econ of EU SEMINAR Rhetoric and Politics and Politics
LECTURE P. Thomas SEMINAR RHB 342a and Politics SEMINAR SEMINAR
NAB 3.26 LECTURE RHB 308 J. Martin RHB 342a RHB 139
NAB 3.26 LECTURE
RHB 309
Tues PO53019A PO53019A PO53019A PO53010A PO53010A PO53010A
Politics & Politics & Politics & New Rad Pol New Rad Pol Econ New Rad Pol Econ
Welfare Welfare Welfare Econ (FORTNIGHTLY) (FORTNIGHTLY)
E. Randall SEMINAR SEMINAR D. Wall SEMINAR SEMINAR
LECTURE WTA EB 226 LECTURE RHB 138 RHB 138
RHB 356 NAB 3.26
PO53016A
N. Ireland's PO53016A PO53016A
Pol & Pol Cul N. Ireland's N. Ireland's Pol
M Dwyer Pol & Pol Cul & Pol Cul
NAB 3.26 NAB 3.05 RHB 343
Wed PO53023A PO53023A PO53025A PO53025A PO53025A
Party Systems Party Art War Terror Art, War, Art, War, Terror
& Electoral Systems B. Buckley Terror SEMINAR
Systems & Electoral LECTURE SEMINAR RHB 226
R. Diwakar Systems RHB 226 RHB 226
LECTURE SEMINAR
RHB 308 RHB 308
Thur PO53029A PO53029A PO53029A

/PO71023A An(other) An(other) China
An(other) China M. Dutton
China M. Dutton SEMINAR
M. Dutton SEMINAR RHB 352
LECTURE RHB 342a
RHB 143
Fri
EB Education Building WB IGLT Whitehead Building Ian Gulland Lecture Theatre LW 30, 6 30 Lewisham Way, Rm 6
RHB Richard Hoggart Building DTH B8 Deptford Town Hall Room B8 SJ01 3, 1 St James, room 3
131
Feedback Form
This handbook has been written with you in mind, and we would appreciate your feedback.
This will help us when we produce next year's handbooks. You do not need to give your
name. All information will be treated in confidence.
1. Your name (optional)
______________________________________________________________
2. Your degree programme, eg, BA Anthropology, MA Screen Documentary, etc
______________________________________________________________
3. Please indicate which year of study you are in by ticking the appropriate box
1st 3rd
2nd 4th
other (please specify)
______________________________________________________________
4. Are you (please tick the relevant box)
a home/EU student an overseas student?
5. Are you (please tick the relevant box)
full-time part-time
6. Please indicate how you received this handbook
included in a Departmental mailing at first lecture
at Departmental Induction meeting from Personal Tutor

at the beginning of term
other (please specify)
______________________________________________________________
7. If you are a continuing student, did you receive a copy of last year's handbook?
132
Yes no
8. If you are a student on a joint degree programme, have you also received a handbook
from your other department?
yes no
9. What information did this handbook not provide which you would have found useful?
______________________________________________________________
______________________________________________________________
10. What do you think this handbook does best?
______________________________________________________________
______________________________________________________________
11. And, what do you think this handbook does least well?
______________________________________________________________
______________________________________________________________
12. Tell us how we can improve this handbook
______________________________________________________________
______________________________________________________________
Thank you very much for your time in filling in this feedback form. Please return it to your
department or e-mail it to Internal Communications, int-comms@gold.ac.uk.
133
New Cross
London SE14 6NW
Tel: 020 7919 7171
www,goldsmiths.ac.uk

2010-11 UG Handbook For Course Unit Students

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2010-11 UG Handbook For Course Unit Students

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Department of Politics

Goldsmiths, University of London

Tel: 020 7919 7741

Large Print Format

Welcome to the Department of Politics at Goldsmiths, University of London.

I look forward to meeting you in your time at Goldsmiths.

With best wishes,

Where to find staff

Prof Michael Dutton Professor of Politics m.dutton@gold.ac.uk 7751 WT710 Wednesday

Mr Adrian Sledmere Associate Tutor sleddy@btopenworld.com 7741 WT605 By Appointment

Look out for news from the department.

Communication via e-mail

Are you fully enrolled?

If you change your address.

Attendance at seminars is compulsory.

• You will attend all seminars.

The ‘two-week rule’.

Term Dates 2011/12

Note that no extensions to coursework deadlines will be given in advance of submission.

However, you should note in particular the following:

First Year Course Submission Dates

PO51012B IDEAS IDEOLOGIES AND CONFLICTS

PO51013B POLITICS OF OTHER CULTURES

PO51010B WORLD POLITICS

First Year Resits Submission Dates

Second Year Courses Submission Dates

PO52004A COMPARATIVE EUROPEAN POLITICS

PO52014B AFRICA IN THE GLOBAL POLITICAL ECONOMY

PO52012A CONTEMPORARY INTERNATIONAL RELATIONS: THEORY AND PRACTICE

PO52002A MODERN POLITICAL THEORY

Second Year Resits Submission Dates

PO52015A LIFE A USER’S MANUAL OR ART, POLITICS AND OTHER ADVENTURES IN

PO52001A PUBLIC ADMINISTRATION

PO53010A NEW RADICAL POLITICAL ECONOMY

PO53007A POLITICAL ECONOMY OF THE EUROPEAN UNION

PO53013A INTERNATIONAL STUDIES INTERNSHIP

Third Year Autumn Term Half Units Submission Dates

PO53008B CULTURE, GLOBALISATION AND POWER

PO53018A DISCOURSE, POWER, POLITICS

PO53024A NATIONALIST CONFLICT AND INTERNATIONAL INTERVENTION

PO53017A PUBLIC POLICY ANALYSIS

PO53015A RISK AND POLITICS: THEORY AND PRACTICE

Third Year Spring Term Half Units Submission Dates

PO53029A AN(OTHER) CHINA: STREETSCENES OF POLITICS

PO53016B NORTHERN IRELAND’S POLITICS AND POLITICAL CULTURES

PO53023A PARTY SYSTEMS AND ELECTORAL SYSTEMS

PO53028A RHETORIC AND POLITICS

Third Year Resits Submission Dates

PO53026A COLONIALISM AND NON-WESTERN POLITICAL THOUGHT

Mitigating Circumstances (deadline for submitting medical evidence)

COURSEWORK DEADLINES ARE ON PAGE 17 OF THIS HANDBOOK

• You must download and complete a receipt from the

• Grades awarded by internal examiners on assessed coursework are to be viewed as

Students must submit work by the deadline set by the department.

A. Knowledge and Understanding of the subject of politics

B. Generic Intellectual Skills

C. Personal transferable skills

60-69% Very good

10-24% Bad fail

1-9% Very bad fail

0% Non-submission or plagiarised assessment

A. demonstrate a broad knowledge of their areas of study and an explicitly reasoned