course syllabus history and theory of grand strategy · course description strategy is neither...

Course Syllabus

History and theory of Grand Strategy

Number of ECTS credits: 6

Contact Details for Professor

Tel: 02/4414065

E-Mail: Koen Troch, [email protected]

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

mailto:[email protected]

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




Learning Objective







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.

.


presentation



presentations


question


proposal


presentations



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.



presentations


question


proposal




Learning Objective







Objectives




Type, Timing and

Numbers of Feedback

given to Student


presentations



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.



provide specific examples.



presentations


question


proposal


presentations



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



provide specific examples. Class

discussions.



presentations


question


proposal





Learning Objective







Objectives




Type, Timing and

Numbers of Feedback

given to Student

presentations



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.


presentation



presentations


question


proposal


presentations



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,


presentations


question


proposal


presentations




Learning Objective







Objectives




Type, Timing and

Numbers of Feedback

given to Student



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.


presentation



presentations


question


proposal


presentations



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.


presentation



presentations


question


proposal


presentations




Learning Objective







Objectives




Type, Timing and

Numbers of Feedback

given to Student



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.


presentation



presentations


question


proposal


presentations



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.



presentations


question


proposal


presentations





Learning Objective







Objectives




Type, Timing and

Numbers of Feedback

given to Student


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,


presentations


question


proposal


presentations



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.


presentation



presentations


question


proposal


presentations






Learning Objective







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



presentations


question


proposal


presentations



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.


presentation



presentations


question


proposal


presentations



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:

http://writing.wisc.edu/Handbook/Acknowledging_Sources.pdf

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


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.


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


Main readings:

Platias A.G. and Koliopoulos, C. (2010). Thucydides on Strategy, New york:

Columbia University Press, pp. 81-118.



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


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.


Gat, A. (2001). A history of military thought, Oxford: Oxford University press, pp.

158-252.


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


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.


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


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.


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


Main readings:

Bajpaj, K., Basit, S. and Krishnappa, V. (2014), India’s Grand Strategy. History,

Theory and Cases, Abingdon: Routledge, pp. 31-62.


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


Main readings:


Theory and Cases, Abingdon: Routledge, pp.113-150.


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



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


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), ‘The East Asia Geostrategic Realm’ in Cohen, S.B., Geopolitics.

The Geography of international relations, 3rd Edition, Lanham: Rowman and

Littlefield, pp. 271-314.


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


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.


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


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


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


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.


How to develop a sound grand strategy?

Strategic foresight as a solution?

Broadening of strategy: what to include?

Concepts:

Foresight Securitization

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