POLITICS 710 The Security-Development Nexus - Course Outlines

Course Prescription

The security-development nexus has become the leading paradigm for international interventions since the end of the Cold War, especially since the 11 September 2001 terrorist attacks. This course engages with the advanced theoretical, normative and operational underpinnings of the ‘nexus’. The theoretical learning will then allow students to critically analyse the political economy and operational outcomes of international interventions.

Course Overview

Since the end of the Cold War, the logic and rationale of the Security-Development Nexus (SDN) have risen to dominate the fields of aid, development and security. The idea that security and development affect each other is not new. Indeed, it arches back to at least colonial time. But the logic and rationale of a ‘nexus’—of them being inexorably linked and mutually constitutive—re-emerged very strongly after the fall of the Berlin Wall when it became obvious that security could no longer be understood in military terms alone, and threats, such as internal conflict, transnational crime and pandemics, among others, came into focus. The SDN deepened further following the September 11, 2001, terrorist attacks. The attacks contributed to reconceptualising donors’ engagement in ‘fragile’ or ‘failed’ states not only from a humanitarian perspective but mainly through the lenses of security. What has followed is an increase and a normalisation of coercive and non-coercive typologies of interventions by Western donors in countries of the Global South. The ideological, political, and policy underpinnings and implications of the SDN are hotly debated and divisive. This course joins such a debate.

Course Requirements

No pre-requisites or restrictions

Learning Outcomes

By the end of this course, students will be able to:

Understand and describe the thinking, research, theory and practice in their field(s) of study. They are aware of different knowledge systems and transdisciplinary perspectives (Capability 3)
Think critically and creatively to engage constructively with knowledge systems, practices, theories, evidence, and ideas. (Capability 4)
Communicate and express ideas respectfully. They share knowledge with diverse audiences using a range of technologies and formats. (Capability 6)
Recognise and realise that they are interdependent with the natural world and acknowledge kaitiakitatheir responsibilities to contribute to the protection, conservation and regeneration of local, regional and global ecosystems, communities and economies. (Capability 2)

Assessments

Assessment Type	Percentage	Classification
Perusall	30%	Individual Coursework
Virtual debate	20%	Individual Coursework
Conflict analysis	50%	Individual Coursework
3 types	100%

Workload Expectations

This course is a standard 15 point course and students are expected to spend 10 hours per week involved in each 15 point course that they are enrolled in.

Delivery Mode

Campus Experience

Attendance is required for seminars to complete the course.

Learning Resources

Course materials are made available in a learning and collaboration tool called Canvas which also includes reading lists and lecture recordings (where available).

Please remember that the recording of any class on a personal device requires the permission of the instructor.

Two weekly resources are available for students to prepare for the seminars: 'Perusall essential resources,' 'recommended resources’, and ‘background resources’.

Perusall essential resources include two weekly readings. These can be peer-reviewed academic materials and or non-peer-reviewed materials, like reports. These readings are essential for students to achieve the course’s aims and learning objectives. Students are also assessed on their engagement with these readings (see assessment section).

The recommended resources complement the Perusall readings or represent the main readings in the weeks when there is no Perusall assignment. These resources are also a combination of peer-reviewed academic materials and or non-peer-reviewed materials, like reports, media articles, videos and podcasts. These resources are particularly useful to facilitate stimulating and informed discussion during the student-led part of the seminars.

The peer-reviewed readings are available online via the University of Auckland Library. Students with difficulties accessing the online reading material should contact the course coordinator. Links to the non-peer-reviewed material are available in the Course Manual.

Background resources include peer-reviewed academic material and non-peer-reviewed material. These help students gain additional valuable insights into the topic studied and the discussion questions. Students are encouraged to engage with some of these resources, proactively seeking answers to the discussion questions. The list of 'background resources' is available in the Course Manual.

Student Feedback

At the end of every semester students will be invited to give feedback on the course and teaching through a tool called SET or Qualtrics. The lecturers and course co-ordinators will consider all feedback and respond with summaries and actions.

Your feedback helps teachers to improve the course and its delivery for future students.

Class Representatives in each class can take feedback to the department and faculty staff-student consultative committees.

Feedback from students was instrumental in introducing the conflict analysis as the primary assignment.

Academic Integrity

The University of Auckland will not tolerate cheating, or assisting others to cheat, and views cheating in coursework, tests and examinations as a serious academic offence. The work that a student submits for grading must be the student's own work, reflecting their learning. Where work from other sources is used, it must be properly acknowledged and referenced. A student's assessed work may be reviewed against electronic source material using computerised detection mechanisms. Upon reasonable request, students may be required to provide an electronic version of their work for computerised review.

Class Representatives

Class representatives are students tasked with representing student issues to departments, faculties, and the wider university. If you have a complaint about this course, please contact your class rep who will know how to raise it in the right channels. See your departmental noticeboard for contact details for your class reps.

Inclusive Learning

All students are asked to discuss any impairment related requirements privately, face to face and/or in written form with the course coordinator, lecturer or tutor.

Student Disability Services also provides support for students with a wide range of impairments, both visible and invisible, to succeed and excel at the University. For more information and contact details, please visit the Student Disability Services’ website http://disability.auckland.ac.nz

Well-being always comes first
We all go through tough times during the semester, or see our friends struggling. There is lots of help out there - for more information, look at this Canvas page https://canvas.auckland.ac.nz/courses/33894, which has links to various support services in the University and the wider community.

Special Circumstances

If your ability to complete assessed coursework is affected by illness or other personal circumstances outside of your control, contact a member of teaching staff as soon as possible before the assessment is due.

If your personal circumstances significantly affect your performance, or preparation, for an exam or eligible written test, refer to the University’s aegrotat or compassionate consideration page https://www.auckland.ac.nz/en/students/academic-information/exams-and-final-results/during-exams/aegrotat-and-compassionate-consideration.html.

This should be done as soon as possible and no later than seven days after the affected test or exam date.

Learning Continuity

In the event of an unexpected disruption we undertake to maintain the continuity and standard of teaching and learning in all your courses throughout the year. If there are unexpected disruptions the University has contingency plans to ensure that access to your course continues and your assessment is fair, and not compromised. Some adjustments may need to be made in emergencies. You will be kept fully informed by your course co-ordinator, and if disruption occurs you should refer to the University Website for information about how to proceed.

Student Charter and Responsibilities

The Student Charter assumes and acknowledges that students are active participants in the learning process and that they have responsibilities to the institution and the international community of scholars. The University expects that students will act at all times in a way that demonstrates respect for the rights of other students and staff so that the learning environment is both safe and productive. For further information visit Student Charter https://www.auckland.ac.nz/en/students/forms-policies-and-guidelines/student-policies-and-guidelines/student-charter.html.

Disclaimer

Elements of this outline may be subject to change. The latest information about the course will be available for enrolled students in Canvas.

In this course you may be asked to submit your coursework assessments digitally. The University reserves the right to conduct scheduled tests and examinations for this course online or through the use of computers or other electronic devices. Where tests or examinations are conducted online remote invigilation arrangements may be used. The final decision on the completion mode for a test or examination, and remote invigilation arrangements where applicable, will be advised to students at least 10 days prior to the scheduled date of the assessment, or in the case of an examination when the examination timetable is published.

Capability 2:	Sustainability
Capability 3:	Knowledge and Practice
Capability 4:	Critical Thinking
Capability 6:	Communication

POLITICS 710 : The Security-Development Nexus

Arts

2025 Semester One (1253) (15 POINTS)