POLIS 3103 - Democracy & Political Change

North Terrace Campus - Semester 1 - 2019

The course explores the future of politics with examples drawn from Australia and elsewhere. One set of concerns relates to the relationship between democratic politics and globalisation. Has the emergence of more globalised economic relations and agreements hollowed out the space for democratic politics and policy, and if so, what are the implications for democratic politics? Are party systems increasingly disengaged from civil society and social forces, and if so what are the implications for the future of representative democracy, particularly in Europe? Another set of concerns relate to the emergence of new social forces, social movements, and populist politics - often in response to global forces and changes ? and their capacity to reshape political contestation. . Is there a new politics emerging? We are particularly concerned with looking at the nature of these forces in both developed and developing countries, including China and India. A final set of concerns relate to authoritarian politics and the emergence of new forms of authoritarianism around the globe.

  • General Course Information
    Course Details
    Course Code POLIS 3103
    Course Democracy & Political Change
    Coordinating Unit Politics and International Studies
    Term Semester 1
    Level Undergraduate
    Location/s North Terrace Campus
    Units 3
    Contact Up to 3 hours per week
    Available for Study Abroad and Exchange Y
    Prerequisites At least 6 units of Level II undergraduate study
    Course Description The course explores the future of politics with examples drawn from Australia and elsewhere. One set of concerns relates to the relationship between democratic politics and globalisation. Has the emergence of more globalised economic relations and agreements hollowed out the space for democratic politics and policy, and if so, what are the implications for democratic politics? Are party systems increasingly disengaged from civil society and social forces, and if so what are the implications for the future of representative democracy, particularly in Europe? Another set of concerns relate to the emergence of new social forces, social movements, and populist politics - often in response to global forces and changes ? and their capacity to reshape political contestation. . Is there a new politics emerging? We are particularly concerned with looking at the nature of these forces in both developed and developing countries, including China and India. A final set of concerns relate to authoritarian politics and the emergence of new forms of authoritarianism around the globe.
    Course Staff

    Course Coordinator: Associate Professor Wayne Errington

    Course Timetable

    The full timetable of all activities for this course can be accessed from Course Planner.

  • Learning Outcomes
    Course Learning Outcomes
    1 Formulate informed perspectives on the nature of a political change in Australia and abroad
    2 Debate key theoretical approaches to the study of political change and democratizatioN
    3 Examine the relationship between globalization and political change in democratic and non-democratic systems
    4 Assess the significance of ‘new’ socio-political actors as facilitators of a political change in developed and developing states
    5 Reflect upon the resistance of authoritarianism and the retreat of democracy in the 21st century
    6 Participate in group discussions about contested concepts with confidence and with tolerance for other points of view
    7 Demonstrate problem solving and critical thinking skills
    8 Navigate the large amounts of research material available in this subject through both traditional academic sources and through the use of information technology
    9
    10
    University Graduate Attributes

    This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:

    University Graduate Attribute Course Learning Outcome(s)
    Deep discipline knowledge
    • informed and infused by cutting edge research, scaffolded throughout their program of studies
    • acquired from personal interaction with research active educators, from year 1
    • accredited or validated against national or international standards (for relevant programs)
    1-5
    Critical thinking and problem solving
    • steeped in research methods and rigor
    • based on empirical evidence and the scientific approach to knowledge development
    • demonstrated through appropriate and relevant assessment
    2,5,7
    Teamwork and communication skills
    • developed from, with, and via the SGDE
    • honed through assessment and practice throughout the program of studies
    • encouraged and valued in all aspects of learning
    6
    Career and leadership readiness
    • technology savvy
    • professional and, where relevant, fully accredited
    • forward thinking and well informed
    • tested and validated by work based experiences
    6,7,8
    Intercultural and ethical competency
    • adept at operating in other cultures
    • comfortable with different nationalities and social contexts
    • Able to determine and contribute to desirable social outcomes
    • demonstrated by study abroad or with an understanding of indigenous knowledges
    6,8
    Self-awareness and emotional intelligence
    • a capacity for self-reflection and a willingness to engage in self-appraisal
    • open to objective and constructive feedback from supervisors and peers
    • able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate
    6
  • Learning & Teaching Activities
    Learning & Teaching Modes
    Online lecture
    Weekly seminar
    Workload

    No information currently available.

    Learning Activities Summary

    No information currently available.

    Specific Course Requirements
    None
  • Assessment

    The University's policy on Assessment for Coursework Programs is based on the following four principles:

    1. Assessment must encourage and reinforce learning.
    2. Assessment must enable robust and fair judgements about student performance.
    3. Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
    4. Assessment must maintain academic standards.

    Assessment Summary
    Assessment Task Task Type Due Weighting Learning Outcome
    Essay Summative

    end semester

    50% 1-5, 7-8
    Literature review Formative and Summative mid semester 30% 1-5
    Seminar presentation Summative 10% 6-8
    Seminar participation  Formative and Summative
    10%
    1-6
    Assessment Related Requirements
    None
    Assessment Detail
    See MyUni
    Submission
    via MyUni
    Course Grading

    Grades for your performance in this course will be awarded in accordance with the following scheme:

    M10 (Coursework Mark Scheme)
    Grade Mark Description
    FNS   Fail No Submission
    F 1-49 Fail
    P 50-64 Pass
    C 65-74 Credit
    D 75-84 Distinction
    HD 85-100 High Distinction
    CN   Continuing
    NFE   No Formal Examination
    RP   Result Pending

    Further details of the grades/results can be obtained from Examinations.

    Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.

    Final results for this course will be made available through Access Adelaide.

  • Student Feedback

    The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.

    SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.

  • Student Support
  • Policies & Guidelines
  • Fraud Awareness

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