course syllabus history and theory of grand strategy · course description strategy is neither...
Post on 15-Mar-2020
1 Views
Preview:
TRANSCRIPT
Course Syllabus
History and theory of Grand Strategy
Number of ECTS credits: 6
Contact Details for Professor
Tel: 02/4414065
E-Mail: Koen Troch, koen.troch@mil.be
Office hours:
Course Description Strategy is neither simple nor easy. A good strategy requires a number of skills and competences. A professional needs to understand that formulating, articulating, evaluating or executing strategy is not easy. A theory of strategy is not the simple application of a checklist or a recipe that can be applied time after time. Especially in periods of great turmoil and change, the development of strategy becomes rather difficult. This course will help students to get a better understanding of the what, how and why of strategy in a fast changing world, based on the study of a number of great strategists and their approaches. Course Prerequisites
Theories and Applied Issues of Global Peace, Security and Strategic Studies or at
least one politics/International Affairs course - background knowledge in International
Relations and Security is advantageous.
Learning Objectives
This elective is aimed at GPSSS wishing to deepen their understanding of the history
and theory of grand strategy and strategy making. Building on the Core Module on
Theories and Applied Issues of Global Peace, Security and Strategic Studies, this
elective module focuses on key authors of grand strategy since Sun Tzu and
Thucydides and allows students to delve into the theory of strategy-making across
time in Western and non-Western contexts. Students will also learn to apply strategic
thinking to major contemporary dilemmas global affairs. Issues to be explored
throughout and across the weekly topics include different levels of strategy (political,
operational, and tactical), the relationship between leadership and strategy, strategy
and geopolitics, strategy making and morality as well as comprehensive and focused
approaches to strategy implementation.
By the end of the course, it is hoped that students will have a firm grasp of
In terms of Knowledge and Understanding:
- Conceptual & theoretical explorations of the core concepts of strategy and related
debates and controversies from a global perspective
- Core actors, organizations and players at the national, regional and global level –
both in the state-centric and non-state actor realm- capable of influencing major
issues of peace, security and strategy (including the role of the individual and
transnational networks)
- Major processes, developments & dynamics related to conflicts & conflict
resolution, from both a historical and contemporary perspective
- Broadening & complementing students’ multidisciplinary knowledge on theoretical
& applied issues and debates of peace, security and strategy through global
governance and diplomacy perspectives
- Apply their multidisciplinary knowledge & understanding to concrete challenges and
issues of policy-making in the areas of global peace, security and strategy
- Develop and apply multidisciplinary insights to concrete ‘real-life’ issues and tasks
individually and in a team
- Confidently understand and apply theory, concepts and paradigms for formulating
policy-relevant recommendations and analyses and using empirical policy examples
and case studies for informing, reviewing and refining theoretical debates
In terms of ‘making judgments’ in an integrated manner (including societal and
ethical aspects) by
- Developing and applying critical thinking skills and a critical mindset to the
synthesis, comparing and contrasting and evaluation of competing theories of peace,
security and strategic studies in a global context
- Analyzing and evaluating the ethical dimension and societal implications of key
approaches, policies and paradigms related to global peace, security and strategic
debates and issues
In terms of Communication:
- Demonstrate and develop the ability to communicate arguments, recommendations
and research results in written form in a confident, convincing, precise, effective and
engaging manner
- Demonstrate and develop the ability to communicate to the academic and scholarly
community, embedded in concept-driven and theory-guided discourses and
conventions
In terms of life-long learning skills in a spirit of autonomy:
- Develop the ability to critically reflect on one’s strengths and weaknesses with a
view to continuously improve and enhance one’s knowledge, skills and capacities
- Develop independence of thought and an autonomous approach to studying,
researching as well as the acquisition and enhancement of new knowledge and skills
in unfamiliar environments
In terms of attitudes and further competences:
- Develop and demonstrate an attitude of open-mindedness, academic integrity,
critical and self-critical reflection with a view to contribute to rigorous analysis and
diverse academic debates
Course schedule
Week Date Subject Instructor
1 What is Grand Strategy?
2 Strategy in the works of Sun Tzu
3 Strategy in the works of Thucydides
4 Clausewitz, Metternich and Bismarck (I)
5 Clausewitz, Metternich and Bismarck (II)
6 Grand Strategy and Idealism between two World Wars
7 Grand Strategy During the Cold War
8 India I: Grand Strategic Thought in the Ramayana and Mahabharata
9 India II: The Evolution of Grand Strategy
since 1949
10 Grand Strategy and Geopolitics: US, Russia and China (1)
11 Grand Strategy and Geopolitics: US, Russia and China (1I)
12 Contemporary Issues of European Grand Strategy
13 A European Union Grand Strategy?
14 Contemporary Challenges of Strategy-Making in Global Affairs
Course Material (TBC)
Active Learning
Learning should be an active experience. Students who passively listen to lectures,
copy someone else’s notes, and limit their readings to required articles are unlikely
to develop their critical thinking and expand their personal knowledge. At the exam,
these students often fail to demonstrate a critical approach to the course subjects.
Students are strongly recommended to have an up-to-date understanding of current
international events, beyond suggested readings. Active learning will turn out to be
enriching to the overall course and class discussions.
Students are invited to deepen their understanding of both theoretical and current
issues from a variety of sources.
References books
Yarger H.R. 2006. Strategic theory for the 21st century: the little book on big strategy.
Carlisle. SSI.
Parret, P.1986. Makers of Modern Strategy. Princeton. Princeton University Press.
Jordan D.,Kiras J.D., Lonsdale D.J., Speller I.,Tuck C. and Walton C.D. 2016.
Understanding Modern Warfare. Cambridge. Cambridge University Press.
Mahnken T.G. and Maiolo J.A., 2014. Strategic studies. A reader. New York.
Routledge.
Periodical References
Comparative Strategy, Contemporary Security Policy, Defence Studies, Defense &
Security Analysis, European Security, Global Security, International Peacekeeping,
International Security, Journal of Peace Research, Journal of Strategic Studies, Le
Monde Diplomatique, Security Studies, Strategic Comments, Studies in Conflict &
Terrorism, Survival, Infinity Journal.
Major Learning Objectives, Teaching Methods, Testing and Feed-back Questionnaire (MA GPSSS)
Course code and course name: History and Theory of Grand Strategy
Instructor: Koen TROCH
Summary:
Number of assignments used in this course: 3
Number of Feedback occasions in this course (either written or oral): 3
Number and Types of Teaching Methods: 3
Does your course require graded student oral presentations?: Yes
Major Learning Objectives
(see Categories A-F) – please
write down each required
Learning Objective
Course Learning objectives
addressing the Major
Objectives (choose the most
important ones that your
course actually addresses)
Methods used to Teach Course
Objectives
Methods (and numbers/types
of assignments) used to test
these learning objectives
Type, Timing and
Numbers of Feedback
given to Student
A.3 Conceptual & theoretical
explorations of the 3 core concepts
of peace, security and strategy and
related debates and controversies
from a global perspective
Understanding strategy and
grand strategy development
throughout history
Lecture, discussion, student
presentation
Essay on strategy development,
grand strategy and student
presentations
Oral feedback to the research
question
Written feedback to the
Major Learning Objectives
(see Categories A-F) – please
write down each required
Learning Objective
Course Learning objectives
addressing the Major
Objectives (choose the most
important ones that your
course actually addresses)
Methods used to Teach Course
Objectives
Methods (and numbers/types
of assignments) used to test
these learning objectives
Type, Timing and
Numbers of Feedback
given to Student
proposal
Oral feedback to student
presentations
Informal feedback throughout
the course during the seminar
A.4 Core actors, organizations and
players at the national, regional and
global level – both in the state-
centric and non-state actor realm-
capable of influencing major issues
of peace, security and strategy
(including the role of the individual
and transnational networks)
To learn the levels of analysis and
core actors in strategy
development.
.
Lecture, discussion, student
presentation
Essay on strategy development,
grand strategy and student
presentations
Oral feedback to the research
question
Written feedback to the
proposal
Oral feedback to student
presentations
Informal feedback throughout
the course during the seminar
A.5 Major processes, developments
& dynamics related to conflicts &
conflict resolution, from both a
historical and contemporary
perspective;
To learn different perspectives on
the history of strategy and
strategy development
Lectures will cover key concepts
and issues, and readings will
provide specific examples.
Essay on strategy development,
grand strategy and student
presentations
Oral feedback to the research
question
Written feedback to the
proposal
Major Learning Objectives
(see Categories A-F) – please
write down each required
Learning Objective
Course Learning objectives
addressing the Major
Objectives (choose the most
important ones that your
course actually addresses)
Methods used to Teach Course
Objectives
Methods (and numbers/types
of assignments) used to test
these learning objectives
Type, Timing and
Numbers of Feedback
given to Student
Oral feedback to student
presentations
Informal feedback throughout
the course during the seminar
A.8 Theoretical, conceptual and
policy-oriented debates related to
the major tools, policies and
approaches related to the promotion
of peace and security and the
tackling of ‘classical’ and
‘emerging’ security threats
To learn the gap between
academia and the policy world.
To learn major academic and
policy debates.
Lectures will cover key concepts
and issues, and readings will
provide specific examples.
Essay on strategy development,
grand strategy and student
presentations
Oral feedback to the research
question
Written feedback to the
proposal
Oral feedback to student
presentations
Informal feedback throughout
the course during the seminar
A.9 Develop ideas and arguments
emanating from the knowledge
aspects as a basis for original
research across the three sub-fields
of this degree
Linking different periods,
examples and theories to
understand temporary conflicts
Lectures will cover key concepts
and issues, and readings will
provide specific examples. Class
discussions.
Essay on strategy development,
grand strategy and student
presentations
Oral feedback to the research
question
Written feedback to the
proposal
Oral feedback to student
Major Learning Objectives
(see Categories A-F) – please
write down each required
Learning Objective
Course Learning objectives
addressing the Major
Objectives (choose the most
important ones that your
course actually addresses)
Methods used to Teach Course
Objectives
Methods (and numbers/types
of assignments) used to test
these learning objectives
Type, Timing and
Numbers of Feedback
given to Student
presentations
Informal feedback throughout
the course during the seminar
B.1 apply their multidisciplinary
knowledge & understanding to
concrete challenges and issues of
policy-making in the areas of
global peace, security and strategy
To apply theoretical concepts to
concrete policy issues.
Lecture, discussion, student
presentation
Essay on strategy development,
grand strategy and student
presentations
Oral feedback to the research
question
Written feedback to the
proposal
Oral feedback to student
presentations
Informal feedback throughout
the course during the seminar
B.2 develop and apply
multidisciplinary insights to
concrete ‘real-life’ issues and tasks
individually and in a team
Develop individual and common
insights on given theories and
concepts
Discussions and presentations. Essay on strategy development,
grand strategy and student
presentations
Oral feedback to the research
question
Written feedback to the
proposal
Oral feedback to student
presentations
Major Learning Objectives
(see Categories A-F) – please
write down each required
Learning Objective
Course Learning objectives
addressing the Major
Objectives (choose the most
important ones that your
course actually addresses)
Methods used to Teach Course
Objectives
Methods (and numbers/types
of assignments) used to test
these learning objectives
Type, Timing and
Numbers of Feedback
given to Student
Informal feedback throughout
the course during the seminar
B.3 confidently understand and
apply the theory, concepts and
paradigms for formulating policy-
relevant recommendations and
analyses and use empirical policy
examples and case studies for
informing, reviewing and refining
theoretical debates
To learn that we all have
theoretical frameworks in our
mind, and it is important to be
conscious of the frameworks.
To learn how to evaluate
arguments based on empirical
evidence.
Lecture, discussion, student
presentation
Essay on strategy development,
grand strategy and student
presentations
Oral feedback to the research
question
Written feedback to the
proposal
Oral feedback to student
presentations
Informal feedback throughout
the course during the seminar
C.1 Developing and applying
critical thinking skills and a critical
mindset to the synthesis, comparing
and contrasting and evaluation of
competing theories of peace,
security and strategic studies in a
global context
To learn how to compare and
evaluate different perspectives in
a critical manner.
Lecture, discussion, student
presentation
Essay on strategy development,
grand strategy and student
presentations
Oral feedback to the research
question
Written feedback to the
proposal
Oral feedback to student
presentations
Major Learning Objectives
(see Categories A-F) – please
write down each required
Learning Objective
Course Learning objectives
addressing the Major
Objectives (choose the most
important ones that your
course actually addresses)
Methods used to Teach Course
Objectives
Methods (and numbers/types
of assignments) used to test
these learning objectives
Type, Timing and
Numbers of Feedback
given to Student
Informal feedback throughout
the course during the seminar
C.2 Analyzing and evaluating the
ethical dimension and societal
implications of key approaches,
policies and paradigms related to
global peace, security and strategic
debates and issues
Compare different periods and
approaches keeping ethical rules
and societal organizations in
mind.
Lecture, discussion, student
presentation
Essay on strategy development,
grand strategy and student
presentations
Oral feedback to the research
question
Written feedback to the
proposal
Oral feedback to student
presentations
Informal feedback throughout
the course during the seminar
D.1 Demonstrate and develop the
ability to communicate arguments,
recommendations and research
results in a confident, convincing,
precise, effective and engaging
manner in written form
To learn how to carry out
independent research.
To write clearly and effectively.
Research proposal and the final
essay.
Essay on strategy development,
grand strategy and student
presentations
Oral feedback to the research
question
Written feedback to the
proposal
Oral feedback to student
presentations
Informal feedback throughout
Major Learning Objectives
(see Categories A-F) – please
write down each required
Learning Objective
Course Learning objectives
addressing the Major
Objectives (choose the most
important ones that your
course actually addresses)
Methods used to Teach Course
Objectives
Methods (and numbers/types
of assignments) used to test
these learning objectives
Type, Timing and
Numbers of Feedback
given to Student
the course during the seminar
D.4 Demonstrate and develop the
ability to communicate to the
academic and scholarly
community, embedded in concept-
driven and theory-guided
discourses and conventions
To communicate more clearly,
fluently and accurately, in oral
and written forms.
Discussion, student presentations Essay on strategy development,
grand strategy and student
presentations
Oral feedback to the research
question
Written feedback to the
proposal
Oral feedback to student
presentations
Informal feedback throughout
the course during the seminar
E.1 Develop the ability to critically
reflect on one’s strengths and
weaknesses with a view to
continuously improve and enhance
one’s knowledge, skills and
capacities;
To critically reflect on one’s own
assumptions about grand
strategy.
Lecture, discussion, student
presentation
Essay on strategy development,
grand strategy and student
presentations
Oral feedback to the research
question
Written feedback to the
proposal
Oral feedback to student
presentations
Informal feedback throughout
the course during the seminar
Major Learning Objectives
(see Categories A-F) – please
write down each required
Learning Objective
Course Learning objectives
addressing the Major
Objectives (choose the most
important ones that your
course actually addresses)
Methods used to Teach Course
Objectives
Methods (and numbers/types
of assignments) used to test
these learning objectives
Type, Timing and
Numbers of Feedback
given to Student
E.2 Develop independence of
thought and an autonomous
approach to studying, research as
well as the acquisition and
enhancement of new knowledge
and skills in unfamiliar
environments
To learn how to carry out
independent research.
To be exposed to unfamiliar
perspectives.
Discussion, student presentation,
writing the research proposal and
the final essay
Essay on strategy development,
grand strategy and student
presentations
Oral feedback to the research
question
Written feedback to the
proposal
Oral feedback to student
presentations
Informal feedback throughout
the course during the seminar
F.5 Develop and demonstrate an
attitude of open-mindedness,
academic integrity, critical and
self-critical reflection with a view
to contribute to rigorous analysis
and diverse academic debates
To differentiate between
empirical and normative
statements.
To have an open-minded attitude
toward different perspectives.
Lecture, discussion, student
presentation
Essay on strategy development,
grand strategy and student
presentations
Oral feedback to the research
question
Written feedback to the
proposal
Oral feedback to student
presentations
Informal feedback throughout
the course during the seminar
Course Assessment
The students will be evaluated on the basis of their performance as follows:
• Presentation 25%
• Topic proposal Essay 25%
• Final essay 50%
• TOTAL 100%
Deadlines:
- Contact the instructor about the topic for the presentation/essay by 7
February.
-Presentations: as scheduled.
-Final essay by 15:00 on 4 April. To be submitted on Canvas, which uses
Turnitin to detect plagiarism.
Work Load Calculation for this Course:
This course counts for 6 ECTS, which translates into 150 – 180 hours for the entire
semester for this course. This means that you should spend roughly 10 hours per
week on this course. This includes 2 hours of lectures or seminars per week and 8
hours of ‘out of class’ time spent on preparatory readings, studying time for exams
as well as time spent on preparing your assignments. Please see below the
estimated breakdown of your workload for this course.
Time spent in class: 2 hours per week / 28 hours per semester
Time allocated for course readings: 8 hours per week / 112 hours per semester
Time allocated for preparing for presentation: 14 hours
Time allocated for preparing for the final essay and proposal: 30 hours
Total hours for this Course: 184 hours
Grading Scale of Vesalius College
Vesalius College grading policy, in line with the Flemish Educational norms, is now
as stated follows:
Grade Scale of 20 Scale of 100
A 17.0-20.0 85-100
A- 16.1-16.9 81-84
B+ 15.3-16.0 77-80
B 14.5-15.2 73-76
B- 13.7-14.4 69-72
C+ 13.1-13.6 66-68
C 12.3-13.0 62-65
C- 11.5-12.2 58-61
D+ 10.7-11.4 54-57
D 10.0-10.6 50-53
F Below 10 0-49
Description of activities and Grading Criteria
1. Student presentations (25%)
The in-class oral assignment consists of a 15 minutes presentation of one of the lessons... More specifically, the student will be expected to the present major findings of the reading and of his/her own research on the topic Students are expected to rely on the previous teachings of class and existing literature. A PowerPoint presentation is expected.
The grading will be based on the substance (i.e. how well researched is the presentation, how well informed and argued), as well as on the form (communication skills). Time will be given for a discussion with classmates, which is also considered as part of the presentation.
The topics are:
Clausewitz, Metternich and Bismarck (II)
Grand Strategy and Idealism between two World Wars
Grand Strategy During the Cold War
India II: The Evolution of Grand Strategy since 1949
Grand Strategy and Geopolitics: US, Russia and China (1I)
Contemporary Issues of European Grand Strategy
A European Union Grand Strategy?
Contemporary Challenges of Strategy-
Making in Global Affairs
Descriptor Excellent Satisfactory Unsatisfactory
Oral presentation
skills
(20 points)
Very well
structured;
focused and clear
presentation
Well-structured,
mostly focused
presentation.
Disorganized and
unclear
presentation.
Visual presentation
skills
(10 points)
Good use of
visual aid (where
provided)
Appropriate
visual aid (where
provided)
Visual aid is not
used or well-
organized (where
provided).
Origins/causes/profile
(30 points)
The presentation
addresses
various elements
of the core topic.
The presentation
only partly
addresses some
core issues.
Inability to explain
why and how the
history and the
strategy connect.
Evolution of
tactics/methods
(30 points)
The presentation
clearly and
comprehensively
explains the
theme of the
week.
The presentation
partly explains
the topic.
The presentation
insufficiently
explains the core
topic.
Lessons
(10 points)
The presentation
draws convincing
lessons for grand
strategy.
The presentation
draws partly
convincing
lessons for grand
strategy.
The presentation
draws insufficiently
convincing lessons
for grand strategy.
Total
( /100 points)
2. Topic proposal essay, 1600 words (25%) The research proposal is the first step towards the final paper. It should include:
A clear research
The questions should be as clear and simple as reasonably possible. The research question may be a mere empirical or factual question,
question it may be theoretically inspired, and above all, it should be clear and straightforward. Often research questions change throughout the research in the light of new additional empirical/theoretical information. Irrespective of eventual changes, your initial research questions should be as clear as possible.
A paper Outline
The paper outline should provide an indication of how the student is going to investigate the research question. This entails an identification of sources and the identification of the theoretical approach/concepts adopted in the analysis and of the selected case study (an event, a policy measure, a policy domain, etc.).
A tentative Layout
The tentative structure and headings that are likely to appear in the final paper.
Preliminary Bibliography
A bibliography directly related to the research question or research topic.
3. Final essay (50%) The paper should be 5000 words. Part I of the paper includes a secondary literature review. Part II outlines your methodology, findings from your primary research and avenues for further research. The paper should fulfill the following criteria: A well-framed research question that is linked to the literature review Evidence of understanding of the concepts, ideas, theories and
methodologies linked to the research question; A logical and well-organized analysis of the sources chosen for the literature
review; Grammatically correct text; and Clear documentation of your sources, including both primary and secondary
sources.
Introduction The introduction should introduce the topic, explain its importance, introduce the research questions and discuss their significance. It should clearly identify the puzzle of the research (what does the paper seek to explain?) and provide core factual background information on the selected topics (What? When? Who...). A well-framed research question should help to frame the literature review. This section should also give an overview of the entire paper.
Theoretical framework
The second part reviews the literature and proposes a theoretical explanation (why?) for the selected topic. It summarizes the core assumptions of the selected theoretical approach. It offers a coherent explanation of the selected topic through the lens of this theoretical approach. This part should also provide justification for choosing this theoretical framework by explaining how it supports the research question. Studies that focused on similar research questions can be also used as justification for the selection.
Methodology The third part presents the methodology applied in the research; the rationale for case selection; the data analysed
(…). This section should address the following questions: Why was a particular methodology selected? What units of analysis does it include and how does it link back to the theoretical framework? What are the strengths and weaknesses of the chosen methods?
Analysis: including (1) secondary sources/literature review; (2) primary sources
The fourth part analyses the selected case study through your selected theoretical and methodological lens (…). This part reveals a personal and critical understanding of the sources & methodologies analyzed in the literature review. Points to the gap in the literature and/or the significance of the proposed study based on the research question. Integrates primary research findings with the secondary literatures in a coherent way. The analysis supports the research question.
Concluding remarks
A summary of your argument sustained by a critical analysis of both selected theories/concepts and events. This section links back to the introduction, addresses the research question and the main points discussed in the analysis section. This section also paves the way for further research, pointing to the gaps that this study highlights and explains what can be done to fill them.
Bibliography The bibliography should include separate sections for primary and secondary sources. This section should include clear documentation of sources.
System of bibliographic referencing
Please use APA, MLA, Chicago, or Harvard style for your referencing.
For general guidance on “Acknowledging, Paraphrasing, and Quoting Sources”, please consult this overview developed by the writing centre at University of Wisconsin-Madison and available at http://writing.wisc.edu/Handbook/Acknowledging_Sources.pdf.
Please, also consult the following short guide for “Acknowledging, Paraphrasing, and Quoting Sources”, available at: writing.wisc.edu/Handbook/Acknowledging_Sources.pdf
For direct quotes, page number, when available, should be cited in the text of your work.
Harvard style of referencing - Examples:
In-text citation:
Both unities of discourses and objects are formed “by means of a group controlled
decisions” (Foucault, 2011:32).
Habermas acknowledges the crucial function of language as a “medium of
domination and social force” (1974:17, in Forchtner, 2011:9).
In your reference list:
How to quote books:
Held, D. (1980). Introduction to Critical Theory: Horkheimer to Habermas. Berkley:
University of California Press.
How to quote chapters in edited books:
Wæver, O. (1995), ‘Securitization and Desecuritization’, in Ronnie, D. L. (ed.) On
Security, New York: Columbia University Press, pp. 46-86.
How to quote articles:
Foucault, M. (1982), ‘The Subject and Power’. Critical Inquiry, 8(4): 777-795.
How to quote electronic sources:
Thatcher M (1992), Europe’s Political Architecture, Speech in the Hague delivered
on the 15th May 1992, available at the Margaret Thatcher Foundation:
http://www.margaretthatcher.org/speeches/displaydocument.asp?docid=10829
6, retrieved on 8 June, 2012.
Grading Form for the final essay (50%)
The following criteria will be applied in assessing your written work: Selection of a
clearly focused topic, a logical, well-structured and well-organized analysis; Ability to
select and summarize core theoretical tools; Critical understanding of the concepts
and theories studied in the course; Ability to proceed to a theoretically grounded
analysis of the selected topic. (see below for more details).
Fail Pass Good Excellent
Introductio
n Research
Question /
Statement /
(10)
The research
question is
irrelevant or not
well identified;
the topic is not
adequately
contextualized;
the outline is
absent or
flawed.
The introduction
gives sufficient
information on the
research
question, the
topic and the
outline. A
combination of
flaws hinders the
author’s
argument.
Good ability to
identify a research
question and to
pose a relevant
research question.
Some
redundancies. The
outline is overall
good and
background
information is
relevant.
Clear and concise
research question
/ Succinct outline
of structure of the
paper and main
argument.
Analysis /
Discussion
of the
terror
group (25)
The analysis
shows major
pitfalls; Inability
to apply
theoretical
frameworks to
Sufficient ability to
review relevant
facts for the
analysis. Core
statements are
not always
Good critical
analysis, supported
by good
information and
data; some flaws in
the use of data and
Excellent use of
evidence and
references; Clear
application of
theoretical
frameworks;
empirical cases.
Information
provided is
insufficient; the
analysis is
superficial.
supported by
reference or
evidence; not all
information is
relevant. Basic
critical
engagement.
reference in
support of one’s
argument; Minor
flaws in the
argumentative line
and the application
of theories.
Critical evaluation
of core
assumptions of
other authors
Analysis /
Discussion
of the
counter-
terror
campaign
(25)
The analysis
shows major
pitfalls; Inability
to apply
theoretical
frameworks to
empirical cases.
Information
provided is
insufficient; the
analysis is
superficial.
Sufficient ability to
review relevant
facts for the
analysis. Core
statements are
not always
supported by
reference or
evidence; not all
information is
relevant. Basic
critical
engagement.
Good critical
analysis, supported
by good
information and
data; some flaws in
the use of data and
reference in
support of one’s
argument; Minor
flaws in the
argumentative line
and the application
of theories.
Excellent use of
evidence and
references; Clear
application of
theoretical
frameworks;
Critical evaluation
of core
assumptions of
other authors
Structure
(10)
Loose structure;
failure to provide
most relevant
information.
Serious
mismatch
between theory
and analysis.
Some flaws in the
structure of the
paper; not all
information is
relevant;
mismatch
between
theoretical and
analytical
frameworks.
Overall, the paper
is well structured.
Some minor flaws
in the organization
hinder the strength
of the argument.
Coherent and
logical structure;
clear argument,
linking theories
and empirical
examples back to
answering the
main research
question.
Conclusion
(20)
The conclusions
mainly repeat
previous
sections; no
critical
evaluation or
reflection on
main findings
The conclusions
show some
attempts to
critically review
the main findings
The conclusions
show a good ability
to engage critically
with the topic and
assess the main
findings.
Succinct summary
of key findings
and answer to the
research question;
Critical and open-
minded evaluation
of core arguments
and results. Offers
policy
implications.
Formal
Aspects
(10)
Incorrect
expression/refer
encing system;
Insufficient
readings (less
than 5)
Some flaws in the
expression and
the referencing
systems;
Sufficient number
of sources (at
least 5).
Overall correct use
of language and
referencing
system; adequate
number of sources
(5-9 references).
Correct use of
language and
referencing
system;
Appropriate
Number of
Sources (10 or
more references)
TOTAL
Additional Course Policies
- Students that are not able to attend class should warn the instructor (personally or via e-mail). One unjustified absence is tolerated. A second unjustified absence will lead to a sanction.
- Once class has started, please do not leave the classroom. - Feel free to bring drinks to class, but no food, please. - Using laptops during class is allowed. Having computers on during class can
although be distracting to other students. You should not spend class time checking email/FB or doing homework for your other classes.
- It goes without saying that all students are required to come to classes well prepared with all of their reading assignments promptly and thoroughly completed. Students are also encouraged to keep a reading-log with which they can structure their note taking and deepen their understanding of the set texts.
- Soft copies of the essays should be sent NLT than week 6 and week 13, before start of the class. The penalty for late submission is 25% of the whole value of the written assignment. Assignments that are more than a week late will not be graded.
- Grammar, spelling and punctuation count, so use the tools necessary for correction before handing in assignments
Academic Honesty Statement
- Academic dishonesty is NOT tolerated in this course.
- Academic honesty is not only an ethical issue but also the foundation of
scholarship. Cheating and plagiarism are therefore serious breaches of academic
integrity.
- Following the College policy, cheating and plagiarism cases will be
communicated in writing to the Associate Dean for Students and submitted to the
Student Conduct Committee for disciplinary action.
- If you refer to someone else’s work, appropriate references and citations must be
provided. Grammar, spelling and punctuation count, so use the tools necessary
for correction before handing in assignments.
Detailed Course Schedule
Week 1: What is Grand Strategy?
Aim
Understand what grand strategy is all about.
Scope
Grand strategy, a term of art from academia referring to a number of plans and
policies that comprise the state’s deliberate effort to harness political, military,
diplomatic, and economic tools together to advance the state’s national interest.
Grand strategy is the art of reconciling ends and means. It involves purposive action
— what leaders think and want. However, this action is constrained by a certain
amount of factors leaders explicitly recognize (for instance, budget constraints and
the limitations inherent in the tools of statecraft) and by others they might only
implicitly feel (cultural or cognitive screens that shape worldviews) not forgetting that
any strategy has to be executed in a certain context.
Preparation
Reading to be prepared.
Main readings:
Murray, W. (2011), ‘Thoughts on Grand Strategy’ in Murray, W., Hart Sinnreich, R.
and Lacey, J., The shaping of Grand Strategy, Cambridge: Cambridge University
Press, pp. 1-33.
Gray, C.S. (2006), ‘A theory stated: strategy’s logic’ in Yarger, H.R., Strategic theory
for the 21st Century: the little book on big strategy, S.L.: Strategic Studies Institute,
pp. 5-16.
Main topics to be addressed:
What is a grand strategy?
Government and grand strategy?
Leadership and grand strategy?
Sustainability of grand strategy?
Concepts:
Grand strategy Strategic environment Security Dilemma Friction
Levels of strategy
Week 2: Strategy in the works of Sun Tzu
Aim
Understand the work of Sun Tzu and its relevance in contemporary strategies
Scope
A renewed interest in Sun Tzu and his short book on strategy The Art of War shows
the relevance of the work. Even today, Chinese strategists seem to apply the
teachings of Sun Tzu. The Art of War, written 2500 years ago during an agricultural
age, covers statecraft as well as war and still is worth to explore and compare to
other strategic thinkers.
Preparation
Reading to be prepared.
Main readings:
Sun Tzu (2014), ‘The Art of War’ in Mahnken, T.G., Strategic Studies. A reader.,
Oxon: Routledge, pp. 76-100.
Freedman, L. (2013). Strategy, Oxford: Oxford University Press, pp. 42-49.
Main topics to be addressed:
At what point is The Art of War still relevant?
What is the difference between the eastern and the western approach?
How is Sun Tzu’s work reflected in contemporary strategies?
Concepts:
Deception Intelligence
Week 3: Strategy in the works of Thucydides
Aim
Understand the work of Thucydides and its relevance in contemporary strategies
Scope
Written in the fifth century BCE, The History of the Peloponnesian War by
Thucydides is considered as one of the great treatises of strategy, alongside Sun
Tzu’s Art of War and Clausewitz’s On War. In his work, Thucydides addresses
fundamental and recurring problems of strategy including the origins of war, clashing
political objectives and how to achieve them.
Preparation
Reading to be prepared.
Main readings:
Platias A.G. and Koliopoulos, C. (2010). Thucydides on Strategy, New york:
Columbia University Press, pp. 81-118.
Freedman, L. (2013). Strategy, Oxford: Oxford University Press, pp. 22-41.
Main topics to be addressed:
At what point is Thucydides still relevant?
How is Thucydides’ work reflected in contemporary strategies?
Concepts:
Buck-passing Balancing Preventive war Appeasement
Week 4 and 5: Clausewitz, Metternich and Bismarck
Aim
Understand the ideas and the politics of Metternich, Clausewitz and Bismarck and
their influence on grand strategy
Scope
Metternich, Clausewitz and Bismarck clearly shaped European history during the
19th century but their legacy goes far beyond this era. Metternich was balancing all
the European powers in order to defend national interests at the beginning of the 19th
century. Clausewitz focused on strategy and military implications in his work On War,
which he did not finish but which still has a major influence on military thinking.
Moreover, Bismarck, another great character that was able to influence and change
the course of history.
Preparation
Reading to be prepared.
Main readings:
Handel, M.I., (2014), ‘Who is afraid of Carl von Clausewitz? A guide to the perplexed’
in Mahnken, T.G., Strategic Studies. A reader. Oxon: Routledge, pp. 53-75.
Jones, M. (2014), ‘Bismarckian strategic policy’ in Murray, W. and Hart Sinnreich,
R..., Successful Strategies, Cambridge: Cambridge University Press, pp. 214-240.
Jones, M. (2011), ‘Strategy as a character: Bismarck and the Prusso-German
question, 1862-1878’ in Murray, W., Hart Sinnreich, R. and Lacey, J., The shaping of
Grand Strategy, Cambridge: Cambridge University Press, pp. 79-110.
Freedman, L. (2013). Strategy, Oxford: Oxford University Press, pp. 82-95.
Gat, A. (2001). A history of military thought, Oxford: Oxford University press, pp.
158-252.
Main topics to be addressed:
How have these strategists shaped grand strategy and military strategy?
How relevant are Metternich, Bismarck and Clausewitz today?
Sun Tzu and Clausewitz: two sides of the same coin?
Concepts:
Diplomacy Character of war Nature of war Dimensions of strategy
Strategic environment Friction Fog of war
Clausewitz’ trinity
Week 6: Grand strategy and idealism between WWI and WWII
Aim
To understand how grand strategy evolved in the interbellum and how it was shaped
by idealism
Scope
Initially, in the 1920s, another great war seemed a distant possibility. The Versailles
settlement, reflecting the political context of 1919, shaped the immediate aftermath
of WWI but to a certain extent also made great power conflicts impossible through an
imbalance of power. In the 1930s the possibility of a great war became an certainty
where some states where better prepared than others… A case study of British
grand strategy between 1933 and 1942 will demonstrate this.
Preparation
Reading to be prepared.
Main readings:
Gray, C.S. (2012). War, Peace and International Relations, Oxon: Routledge, pp.
113-129.
Hart Sinnreich, R. (2011), ‘About turn: British strategic transformation from Salisbury
to Grey’ in Murray, W., Hart Sinnreich, R. and Lacey, J., The shaping of Grand
Strategy, Cambridge: Cambridge University Press, pp. 111-146.
Murray, W. (2011), ‘British grand strategy, 1933-1942’ in Murray, W., Hart Sinnreich,
R. and Lacey, J., The shaping of Grand Strategy, Cambridge: Cambridge University
Press, pp. 147-181.
Main topics to be addressed:
What was the influence of the Versailles settlement and how has it shaped the
interbellum?
How did major powers adapt their strategy?
Week 7: Grand strategy during the Cold War
Aim
Understand how the concept of grand strategy changed after WWII
Scope
The end of WWII and the availability of nuclear weapons changed strategy, and
especially grand strategy, once again. The Cold War seems like history today but the
nuclear age is there to stay, still shaping international relations and the strategic
environment. However, during the Cold War, the great power game was played at
different levels, in different ways, with hot and cold periods but nevertheless avoiding
WWIII.
Preparation
Reading to be prepared.
Main readings:
Gray, C.S. (2012). War, Peace and International Relations, Oxon: Routledge, pp.
209-244.
Gray, C.S. (2011), ‘Harry S. Truman and the forming of American grand strategy in
the cold war, 1945-1953’ in Murray, W., Hart Sinnreich, R. and Lacey, J., The
shaping of Grand Strategy, Cambridge: Cambridge University Press, pp. 210-253.
Bradford, A.L. (2014), ‘American strategy and the unfolding of the cold war’ in
Murray, W. and Hart Sinnreich, R..., Successful Strategies, Cambridge: Cambridge
University Press, pp. 353-402.
Brodie, B. (2014), ‘The absolute weapon’ in Mahnken, T.G., Strategic Studies. A
reader. Oxon: Routledge, pp. 207-222.
Wohlstetter, A., (2014), ‘The delicate balance of terror’ in Mahnken, T.G., Strategic
Studies. A reader. Oxon: Routledge, pp. 223-239.
Main topics to be addressed:
How did strategy change after WWII?
Why did the Cold war last for 40 years?
Why there wasn’t a WWIII to end the cold war?
Concepts:
Cold War Deterrence Mutual assured destruction Nuclear Age
Compellence
Week 8: India I: grand strategic thought in the Ramayana and Mahabharata
Aim
Understand the ideas of Indian strategic thought
Scope
Where the discussion in the Western world about strategy often starts with the ideas
of Clausewitz, we should notice that there are other views on strategy and grand
strategy around the world. Indian politics for instance are shaped by the Indian epics,
the Ramayana and Mahabharata. What grand strategic thought was revealed in the
epics?
Preparation
Reading to be prepared.
Main readings:
Bajpaj, K., Basit, S. and Krishnappa, V. (2014), India’s Grand Strategy. History,
Theory and Cases, Abingdon: Routledge, pp. 31-62.
Main topics to be addressed:
How are the Indian epics shaping the Indian grand strategy?
Week 9: India II: The evolution of Grand strategy since 1949
Aim
Understand the evolution of Indian Grand Strategy over time
Scope
India, an emerging power facing an unprecedented challenge: how to find a position
in an interdependent post-westphalian world order keeping in mind the ‘historical’
immediate threats, tensions on the borders with Pakistan and China, proxy terrorist
attacks coming from Pakistan and domestic insurgencies. India’s development of its
grand strategy and the war doctrine ‘Cold Start’ try to tackle all these problems.
Preparation
Reading to be prepared.
Main readings:
Bajpaj, K., Basit, S. and Krishnappa, V. (2014), India’s Grand Strategy. History,
Theory and Cases, Abingdon: Routledge, pp.113-150.
Bajpaj, K., Basit, S. and Krishnappa, V. (2014), India’s Grand Strategy. History,
Theory and Cases, Abingdon: Routledge, pp.287-359.
Valladao, A.G.A. (2012), ‘Brazil, India and China: Emerging Powers and Warfare’ in
Lindley-French, J. and Boyer, Y., The Oxford Handbook of War, Oxford: Oxford
University Press, pp. 80-98.
Main topics to be addressed:
What is the evolution of Indian Grand Strategy since 1949?
Which events have shaped Indian Grand Strategy?
Week 10-11: Grand strategy and geopolitics: US, Russia and China
Aim
Understand how geopolitics shaped the grand strategy of the US, Russia and China
Scope
Geopolitics and grand strategy are concepts of statecraft connected to the rise and
decline of great powers. This means that geopolitics has a significance for grand
strategy. In addition, we notice that these concepts, associated with the politics of
great powers is making a comeback especially if we think of the US, Russia and
China.
Preparation
Reading to be prepared.
Main readings:
Ortmann, S. and Whittaker, N. (2016), ‘Geopolitics and Grand Strategy’ in Baylis, J.,
Wirtz, J.J. and Gray, C.S., Strategy in the Contemporary World, 5th edition, Oxford:
Oxford University Press, pp. 299-318.
Dodds, K. (2014). Geopolitics. A very short introduction, Oxford: Oxford University
Press, pp. 18-47
Cohen, S.B. (2015). Geopolitics. The Geography of international relations, 3rd
Edition, Lanham: Rowman and Littlefield, pp. 37-64.
Cohen, S.B. (2015). Geopolitics. The Geography of international relations, 3rd
Edition, Lanham: Rowman and Littlefield, pp. 95-160.
Cohen, S.B. (2015). Geopolitics. The Geography of international relations, 3rd
Edition, Lanham: Rowman and Littlefield, pp. 217-314.
Cohen, S.B. (2015), ‘The East Asia Geostrategic Realm’ in Cohen, S.B., Geopolitics.
The Geography of international relations, 3rd Edition, Lanham: Rowman and
Littlefield, pp. 271-314.
Main topics to be addressed:
Why is there a renewed interest in geopolitics and grand strategy?
How geopolitics was traditionally associated with grand strategy?
Who is challenging whom and how to adapt?
Concepts:
Geopolitics
Week 12 and 13: Contemporary issues of European Grand Strategy and a
European Grand Strategy
Aim
Understand EU’s future challenges and how a grand strategy would help to tackle
these
Scope
The EU tried on several occasions to develop grand strategy-like documents. The
ESS of 2003 was the first effort to develop a foreign policy document. In 2016 a new
version, the EU global strategy, was adopted. At which point this strategy is a grand
strategy and in which way it will help to defend the EU’s common and vital interests
remains an open question.
Preparation
Reading to be prepared.
Main readings:
Howorth, J., (2009) ‘What Europe badly needs is a “Grand Strategy”’ in Europe’s
World, Issue 13, autumn 2009.
Carnegie Endowment for International Peace (2012), Strategic Europe, Carnegie
Endowment for International Peace: Brussels, 165 p.
Howorth, J., (2015) ‘Is Federica Mogherini to make a real difference?’ in Europe’s
World, Web exclusive
EEAS (2016), Shared Vision, Common action: a stronger Europe, EEAS: Brussels,
60p.
Main topics to be addressed:
A new strategic thinking in Europe?
Issues at stake: which problems should the EU try to tackle?
Global strategy= grand strategy?
Week 14: Contemporary challenges of strategy making in global affairs
Aim
Understand the difficulties of developing a grand strategy in the contemporary
security environment
Scope
Developing a new grand strategy for a state or an organization is nowadays not a
given thing. The broadening of the security agenda made the strategy development
more difficult than ever. Using foresight methods might serve as a solution to
imagine the unthinkable.
Preparation
Reading to be prepared.
Main readings:
Wirtz, J.J., (2016), ‘A New agenda for security and strategy?’ in Baylis, J., Wirtz, J.J.
and Gray, C.S., Strategy in the Contemporary World, 5th edition, Oxford: Oxford
University Press, pp. 337-355.
Gray, C.S. and Johnson, J.L., (2016), ‘The practice of strategy’ in Baylis, J., Wirtz,
J.J. and Gray, C.S., Strategy in the Contemporary World, 5th edition, Oxford: Oxford
University Press, pp. 356-373.
Bradford, A.L., (2012), ‘Strategic interactions: theory and history for practitioners’’ in
Mahnken, T.G., Competitive strategies for the 21st century. Theory, history and
practice, Stanford: Stanford University Press, pp. 28-46.
Watts, B.D., (2012), Barriers to acting strategically: why strategy is so difficult’ in
Mahnken, T.G., Competitive strategies for the 21st century. Theory, history and
practice, Stanford: Stanford University Press, pp. 47-70.
Gosselin, D. and Tindemans, B., (2016). Thinking futures. Strategy at the edge of
complexity and uncertainty, Tielt: Lannoo Campus, pp. 33-76.
Main topics to be addressed:
How to develop a sound grand strategy?
Strategic foresight as a solution?
Broadening of strategy: what to include?
Concepts:
Foresight Securitization
top related