This page displays the selected Module Descriptor.
Printer friendly version
Session: 2022/23
Last modified: 10/03/2020 15:46:46
|
Title of Module: Global Crisis Management |
|---|
|
Code: SSPG11013 |
SCQF Level: 11
(Scottish Credit and Qualifications Framework) |
Credit Points: 20 |
ECTS: 10
(European Credit Transfer Scheme) |
|---|
| School: | School of Education & Social Sciences |
|---|
| Module Co-ordinator: | John
Connolly |
|---|
| Summary of Module |
|---|
The module is comparative in nature and set within the context of internationalisation and the globalised world and focuses on the causes and consequences of crises and disasters at international and domestic levels, as well as the strengths and weakness of different public policy responses to managing these extra-ordinary phenomena as well as the relationship between crisis and the ‘core’ areas of politics such as legitimacy, governance, authority and democracy. The module equips students with the intellectual and practical skills to comprehend, explain and manage ‘crises’ faced by policy-makers. The seminars will provide an opportunity to discuss the concepts and political aspects of crisis management in detail using case studies. The key module subject areas include:
- Understanding crisis and its relationship to political concepts
- Framing and defining ‘crisis
- The politics of planning for, and responding to, crises
- Political leadership
- Governing after crises
|
| Module Delivery Method |
|---|
| Face-To-Face | Blended | Fully Online | HybridC | HybridO | Work-based Learning |
|  | | | | |
Face-To-Face
Term used to describe the traditional classroom environment where the students and the lecturer meet synchronously in the same room for the whole provision.
Blended
A mode of delivery of a module or a programme that involves online and face-to-face delivery of learning, teaching and assessment activities, student support and feedback. A programme may be considered “blended” if it includes a combination of face-to-face, online and blended modules. If an online programme has any compulsory face-to-face and campus elements it must be described as blended with clearly articulated delivery information to manage student expectations
Fully Online
Instruction that is solely delivered by web-based or internet-based technologies. This term is used to describe the previously used terms distance learning and e learning.
HybridC
Online with mandatory face-to-face learning on Campus
HybridO
Online with optional face-to-face learning on Campus
Work-based Learning
Learning activities where the main location for the learning experience is in the workplace.
|
| Term(s) for Module Delivery |
|---|
|
(Provided viable student numbers permit).
|
| Term 1 | | Term 2 | | Term 3 | |
[Top of Page]
| Learning Outcomes: (maximum of 5 statements) |
|---|
On successful completion of this module the student will be able to:
L1.
Apply and critique the dominant theories and concepts in the field of politics and public policy, as related to crisis management.
L2.
Formulate, analyse and evaluate policy responses to crisis situations.
L3.
Identify policy options for crisis management based on lessons learned from real-life crises.
L4.
Demonstrate appropriate communicative and transferable skills including making effective use of library and online resources to acquire relevant information, engaging in seminar discussion, and provision of written and reasoned arguments. |
| Employability Skills and Personal Development Planning (PDP) Skills |
|---|
| SCQF Headings |
During completion of this module, there will be an opportunity to achieve
core skills in:
|
|---|
| Knowledge and Understanding (K and U) |
SCQF Level 11.
A critical understanding of a range of theories and techniques of policy analysis. |
| Practice: Applied Knowledge and Understanding |
SCQF Level 11.
Applying a range of evaluative tools to understand the dynamics and impacts of multiple actors on the policy process |
| Generic Cognitive skills |
SCQF Level 11.
Demonstrate the ability to conduct analysis, evaluation and synthesis. |
| Communication, ICT and Numeracy Skills |
SCQF Level 11.
Demonstrate the ability to communicate, using appropriate methods, to a range of audiences with different levels of knowledge/expertise. |
| Autonomy, Accountability and Working with others |
SCQF Level 11.
Exercise substantial autonomy and initiative in carrying out learning activities.
Take responsibility for own work and contribute to the collective learning activities of the group in ways which support and develop critical reflection
|
| Pre-requisites: |
Before undertaking this module the student should have
undertaken the following:
|
|---|
Module Code:
| Module Title:
|
| Other: | |
| Co-requisites | Module Code:
| Module Title:
|
|---|
* Indicates that module descriptor is not published.
[Top of Page]
| Learning and Teaching |
|---|
|
Learning Activities
During completion of this module, the learning activities undertaken to
achieve the module learning outcomes are stated below:
| Student Learning Hours
(Normally totalling 200 hours):
(Note: Learning hours include both contact hours and hours spent on other learning activities) |
| Independent Study | 140 |
| Tutorial/Synchronous Support Activity | 12 |
| Lecture/Core Content Delivery | 12 |
| Asynchronous Class Activity | 36 |
| 200
Hours Total
|
|
**Indicative Resources: (eg. Core text, journals, internet
access)
|
|---|
The following materials form essential underpinning for the module content
and ultimately for the learning outcomes:
Boin, A., Ekengren, M., & Rhinard, M. (2013). The European Union as crisis manager: patterns and prospects. Cambridge University Press.
Boin, A. ‘t Hart, P. Stern, E and Sundelius, B. (2005), The Politics of Crisis Management, Cambridge University Press: Cambridge.
Boin, A., McConnell, A., and ’t Hart, P. (eds.), (2008) Governing After Crisis: The Politics of Investigation, Accountability and Learning, Cambridge, Cambridge University Press
Bovens, M., 't Hart, P., & Peters, B. G. (Eds.). 2001. Success and Failure in Public Governance: A Comparative Analysis. Cheltenham: Edward Elgar.
Connolly, J (2015), The Politics and Crisis Management of Animal Health Security, Ashgate.
|
|
(**N.B. Although reading lists should include current publications,
students are advised (particularly for material marked with an asterisk*) to
wait until the start of session for confirmation of the most up-to-date
material)
|
| Engagement Requirements |
|---|
In line with the Academic Engagement Procedure, Students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on the relevant learning platform, and complete assessments and submit these on time. Please refer to the Academic Engagement Procedure at the following link: Academic engagement procedure
Where a module has Professional, Statutory or Regulatory Body requirements these will be listed here:
All fulltime students (part-time and distant learning students should check with their programme leader for any queries) are required to attend all scheduled classes and participate with all delivered elements of the module as part of their engagement with their programme of study. Consideration will be given to students who have protection under the appropriate equality law. Please refer to UWS Regulations, Chapter 1, 1.64 – 1.67, available at the following link: http://www.uws.ac.uk/current-students/rights-and-regulations/regulatory-framework/ |
[Top of Page]
Supplemental Information
| Programme Board | Social Sciences |
|---|
| Assessment Results (Pass/Fail) |
No
|
|---|
| Subject Panel | PG Social Sciences |
|---|
| Moderator | Arno van der Zwet |
|---|
| External Examiner | K O'Connor |
|---|
| Accreditation Details | |
|---|
| Version Number | 1.04 |
|---|
[Top of Page]
| Assessment: (also refer to Assessment Outcomes Grids below) |
|---|
| 4,000 word case study piece (100%) |
(N.B. (i) Assessment Outcomes Grids for the module
(one for each component) can be found below which clearly demonstrate how the learning outcomes of the module
will be assessed.
(ii) An indicative schedule listing approximate times
within the academic calendar when assessment is likely to feature will be
provided within the Student Handbook.)
|
Assessment Outcome Grids (Footnote A.)
Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above
[Top of Page]
Note(s):
- More than one assessment method can be used to assess individual learning outcomes.
-
Schools are responsible for determining student contact hours. Please refer to University Policy on contact hours (extract contained within section 10 of the Module Descriptor guidance note).
This will normally be variable across Schools, dependent on Programmes &/or Professional requirements.
|
| Equality and Diversity |
|---|
Aligned with the overall commitment to equality and diversity stated in the Programme Specifications, the module supports equality of opportunity for students from all backgrounds and with different learning needs. Using Moodle, learning materials will be presented electronically in formats that allow flexible access and manipulation of content (part-time and distant learning students should check with their programme leader for any queries). The module complies with University regulations and guidance on inclusive learning and teaching practice. Specialist assistive equipment, support provision and adjustment to assessment practice will be made in accordance with UWS policy and regulations. The University’s Equality, Diversity and Human Rights Policy can be accessed at the following link: http://www.uws.ac.uk/equality/
Our partners are fully committed to the principles and practice of inclusiveness and our modules are designed to be accessible to all. Where this module is delivered overseas, local equivalent support for students and appropriate legislation applies.
UWS Equality and Diversity Policy |
|
(N.B. Every effort
will be made by the University to accommodate any equality and diversity issues
brought to the attention of the School)
|