Information Package / Course Catalogue
| Computer Engineering | |||||
| Bachelor | Length of the Programme: 4 | Number of Credits: 240 | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF: Level 6 |
Ders Genel Tanıtım Bilgileri
| School/Faculty/Institute | Faculty of Econ., Admin. and Social Sciences | ||||
| Course Code | IR 435 | ||||
| Course Title in English | Major Issues in World Politics | ||||
| Course Title in Turkish | Dünya Siyasetinde Temel Konular | ||||
| Language of Instruction | EN | ||||
| Type of Course | Flipped Classroom | ||||
| Level of Course | Seçiniz | ||||
| Semester | Fall | ||||
| Contact Hours per Week |
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| Estimated Student Workload | 134 hours per semester | ||||
| Number of Credits | 5 ECTS | ||||
| Grading Mode | Standard Letter Grade | ||||
| Pre-requisites | None | ||||
| Expected Prior Knowledge | None | ||||
| Co-requisites | None | ||||
| Registration Restrictions | Only Undergraduate Students | ||||
| Overall Educational Objective | To gain an overview on the theoretical and empirical study of the major issues in world politics. | ||||
| Course Description | The purpose of this course is to provide students with a comprehensive understanding of major contemporary issues and theories on world politics. The course has a holistic approach to world politics, where the major themes of international relations and comparative politics will be frequently assisted by theoretical interventions from sociology, political economy, gender studies, and philosophy, among others. Our theoretical debates will be further supported by up-to-date case studies each week. The knowledge-centered teaching component of the course will be complemented by a skills-centered approach, where students will practice putting together the learned conceptual tools, theories, and empirical knowledge to produce short academic and policy-oriented writing assignments on current issues afflicting the world. | ||||
| Course Description in Turkish | Bu dersin amacı öğrencilere dünya siyasetinin güncel temel konuları ve bu konular üzerine geliştirilen temel kuramlara dair kapsamlı bir akademik altyapı sunmaktır. Dersin dünya siyasetine ilişkin bütüncül bir kuramsal yaklaşımı bulunmaktadır. Bu bağlamda dünya siyasetine ilişkin temel konular uluslararası ilişkiler ve karşılaştırmalı siyaset kuramlarının yanı sıra sosyoloji, politik ekonomi, cinsiyet çalışmaları ve felsefe gibi farklı sosyal bilimlerin kuramsal altyapılarından da sıklıkla faydalanacaktır. Kuramsal tartışmalar her hafta ilgili konu üzerine seçilerek güncel vaka analizleriyle de desteklenecektir. Dersin konuya ilişkin temel akademik bilgi aktarımına ek olarak, öğrencinin çeşitli kavramlar, teoriler ve tarihsel bilgileri bir araya getirerek kısa akademik yazı ve politika odaklı yazı ödevleri üretebilecekleri sosyal bilimler yazma becerileri uygulaması bileşeni de mevcuttur. |
Course Learning Outcomes and CompetencesUpon successful completion of the course, the learner is expected to be able to:1) ıdentify and analyze the complexities of the major issues afflicting the world politics today 2) apply a set of variegated theoretical lenses as a basis for solid debate on world politics; apply a preliminary set of analytical, data collection, and research skills necessary for the study of world politics 3) engage in academic, policy- and political resolution-oriented contemporary global politics issues 4) use novel forms of social science writing skills to for related future work. |
| Program Learning Outcomes/Course Learning Outcomes | 1 | 2 | 3 | 4 |
|---|---|---|---|---|
| 1) An ability to identify, formulate, and solve complex engineering problems by applying principles of engineering, science, and mathematics | ||||
| 2) An ability to apply engineering design to produce solutions that meet specified needs with consideration of public health, safety, and welfare, as well as global, cultural, social, environmental, and economic factors | ||||
| 3) An ability to communicate effectively with a range of audiences | ||||
| 4) An ability to recognize ethical and professional responsibilities in engineering situations and make informed judgments, which must consider the impact of engineering solutions in global, economic, environmental, and societal contexts | ||||
| 5) An ability to function effectively on a team whose members together provide leadership, create a collaborative and inclusive environment, establish goals, plan tasks, and meet objectives | ||||
| 6) An ability to develop and conduct appropriate experimentation, analyze and interpret data, and use engineering judgment to draw conclusions | ||||
| 7) An ability to acquire and apply new knowledge as needed, using appropriate learning strategies. |
Relation to Program Outcomes and Competences
| N None | S Supportive | H Highly Related |
| Program Outcomes and Competences | Level | Assessed by | |
| 1) | An ability to identify, formulate, and solve complex engineering problems by applying principles of engineering, science, and mathematics | N | |
| 2) | An ability to apply engineering design to produce solutions that meet specified needs with consideration of public health, safety, and welfare, as well as global, cultural, social, environmental, and economic factors | N | |
| 3) | An ability to communicate effectively with a range of audiences | N | |
| 4) | An ability to recognize ethical and professional responsibilities in engineering situations and make informed judgments, which must consider the impact of engineering solutions in global, economic, environmental, and societal contexts | H | Exam |
| 5) | An ability to function effectively on a team whose members together provide leadership, create a collaborative and inclusive environment, establish goals, plan tasks, and meet objectives | N | |
| 6) | An ability to develop and conduct appropriate experimentation, analyze and interpret data, and use engineering judgment to draw conclusions | N | |
| 7) | An ability to acquire and apply new knowledge as needed, using appropriate learning strategies. | N |
| Prepared by and Date | EVRİM GÖRMÜŞ , January 2024 |
| Course Coordinator | EVRİM GÖRMÜŞ |
| Semester | Fall |
| Name of Instructor |
Course Contents
| Week | Subject |
| 1) | Exploring the Global Trends |
| 2) | The Multiple Modernities Paradigm |
| 3) | Liberal World Order |
| 4) | Rising Powers between Revisionism and Integration |
| 5) | China Model |
| 6) | Beyond Traditional Understandings of War and Security |
| 7) | The Crisis of Neoliberalism |
| 8) | Democracy, Populism, and Types of Authoritarianism |
| 9) | Forms of Radicalization and Extremism |
| 10) | Global Commons and Climate Change Global |
| 11) | Pandemic and Health Governance |
| 12) | Forced Displacement and Migration Gender |
| 13) | 'Post-Truth' in International Relations |
| 14) | Gender |
| Required/Recommended Readings | Eisenstadt S.N. (1999) "Multiple Modernities in an Age of Globalization." In Grenzenlose Gesellschaft?. Eds. Hradil S., Traxler F VS. Verlag für Sozialwissenschaften, Honegger C., Wiesbaden, pp. 37-50. *Sudipta Kaviraj. (2002). "Modernity and Politics in India." in Multiple Modernities. ed. Schmuel N. Eisenstadt, London: Routledge, pp. 137-162. * Tu Weiming. (1999). "Implications of the Confucian East Asia." in Multiple Modernities. ed. Schmuel N. Eisenstadt, London: Routledge, pp. 195-218. *John Ikenberry. (2009). "Liberal Internationalism 3.0: America and the Dilemmas of Liberal World Order." Perspectives on Politics, Volume 7, Issue 1, pp. 71 - 87. *Constance Duncombe and Tim Dunne. (2018). "After Liberal World Order." International Affairs, Volume 94, Issue 1, pp. 25-42. *Naná De Graaff and Bastiaan Van Apeldoorn. (2018). "US-China relations and the liberal world order: contending elites, colliding visions?" International Affairs, Volume 94, Issue 1, pp. 113- 131. * Nick Bisley. (2017). "Rising Powers and the Return of Geopolitics." in Issues in 21st Century World Politics. eds. Mark Beeson and Nick Bisley. London: Palgrave MacMillan, pp. 9-23. *Miles Kahler. (2013). "Rising powers and global governance: negotiating change in a resilient status quo." International Affairs, Volume 89, Issue 3, pp. 711-729. *Steven Ward. (2017). Status and the Challenge of Rising Powers. Cambridge: Cambridge University Press, chapters 1-2. * Shaun Breslin. (2011). "The 'China model' and the global crisis: from Friedrich List to a Chinese mode of governance?" International Affairs, Volume 87, Issue 6, pp. 1323-1343. * Suisheng Zhao. (2010) "The China Model: can it replace the Western model of modernization?" Journal of Contemporary China, Volume 19, Issue 65, pp. 419-436. *Yiping Huang. (2016). "Understanding China's Belt & Road Initiative: Motivation, framework and assessment." China Economic Review, Volume 40, pp. 314-321. *Weidong Liu & Michael Dunford. (2016). "Inclusive globalization: unpacking China's Belt and Road Initiative.“ Area Development and Policy, Volume 1, Issue 3, pp. 323-340. *Herfried Münkler. (2005). The New Wars, Polity Press. Cambridge: Polity Press, chapters 1, 4, 5. *Mary Kaldor. (2013). "In defence of new wars." Stability: International Journal of Security and Development, 2 (1), pp. 1-16. *Mely Caballero-Anthony. "Understanding Non-Traditional Security." In An Introduction to Non- Traditional Security Studies. Los Angeles: Sage Publishing, pp. 3-20. *Shahar Hameiri and Lee Jones. (2013). "The Politics and Governance of Non-Traditional Security." International Studies Quarterly, Volume 57, Issue 3, pp. 462-473. * Gérard Duménil and Dominique Lévy. (2011). The Crisis of Neoliberalism. Boston: Harvard University Press, pp. 1-45. *Giulia Mennillo and Timothy J. Sinclair. (2017). "The Global Financial Crises." in Issues in 21st Century World Politics. eds. Mark Beeson and Nick Bisley. London: Palgrave MacMillan, pp. 157- 172. *N. Chorev and S. Babb. (2009). "The crisis of neoliberalism and the future of international institutions: A comparison of the IMF and the WTO." Theory and Society, Volume 38, pp. 459- 484. * Autocratization Turns Viral: Democracy Report 2021. (2021). V-Dem Institute, University of Gothenburg. Accessible at https://www.v-dem.net/media/filer public/74/8c/748c68ad-f224- 4cd7-87f9-8794add5c60f/dr 2021 updated.pdf. * Sarah Repucci and Amy Slipowitz. (2021). "Democracy Under Siege." Freedom House. Accessible at https://freedomhouse.org/report/freedom-world/2021/democracy-under-siege. *Rogers Brubaker. (2017). "Why Populism?" Theory and Society, volume 46, pp. 357-385. *A. Hadenius & J. Teorell. (2007). "Pathways from Authoritarianism." Journal of Democracy, Volume 18, Issue 1, pp. 143-157. | |||||||||||||||||||||
| Teaching Methods | The course format is designed to be a mixture of half-lecture and half-seminar. Each week, I will lecture for 1 hour on the assigned topic of the week to be followed by a 2 hours of in-class discussion. Students are expected to read each week's materials prior to the start of class and to proactively engage in class discussions | |||||||||||||||||||||
| Homework and Projects | 3 Reaction papers, 1 Data Source Collection Assignment, 1 Policy Analysis Paper | |||||||||||||||||||||
| Laboratory Work | ||||||||||||||||||||||
| Computer Use | ||||||||||||||||||||||
| Other Activities | ||||||||||||||||||||||
| Assessment Methods |
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| Course Administration |
gormuse@mef.edu.tr 01223953600 Academic Integrity is of utmost importance for this course. I check the Turnitin report of each assignment and conduct one-to-one interviews for papers which has academic integrity problems if necessary. Students who engage in any of the below-listed academic dishonesty behaviors for any submitted work will receive a 0 from that assignment. Any improper behavior, academic dishonesty or plagiarism is subject to the YÖK Disciplinary Regulation. |
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ECTS Student Workload Estimation
| Activity | No/Weeks | Hours | Calculation | ||||
| No/Weeks per Semester | Preparing for the Activity | Spent in the Activity Itself | Completing the Activity Requirements | ||||
| Course Hours | 14 | 0 | 2 | 2 | 56 | ||
| Project | 6 | 11 | 2 | 78 | |||
| Total Workload | 134 | ||||||
| Total Workload/25 | 5.4 | ||||||
| ECTS | 5 | ||||||