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| 1 |
ID:
170405
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| Summary/Abstract |
While interrelated issues and challenges can only expand, the study of foreign policy in Australia is not a very healthy discipline. While not wholly wedged on life-support, there are genuine grounds for concern about the decline of Australian foreign policy (AFP) as a subject for serious academic concentration and its position as a marginalised topic of analysis. Unfortunately, attempts to reinvigorate the field continue to contend with a number of ingrained biases. AFP can be incorrectly dismissed as muddled and marginal while major debate points in the field are often glibly portrayed as broadly settled. This is despite the that fact that it can provide unique insights into policy-making in the twenty-first century while teaching students the benefits of problem-solving through a multi-disciplinary lens. Additionally, there is an ever-changing, contested set of knowledge that future leaders will need to consider in order to be successful, critical thinkers in a multi-agency environment. This will continue to incorporate an evolving variety of significant issues that constitute both conventional and unconventional threats to national interests.
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| 2 |
ID:
172730
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| Summary/Abstract |
In recent decades, institutions across the United States have increasingly emphasized global education as a prerequisite to successful existence in a diverse yet interconnected world. At the same time, there is increasing awareness that the decline in international studies (IS) has resulted in the United States being ill prepared to address complex global challenges. King (2015) lamented that the United States now increasingly lacks regional experts who understand the country-specific challenges and can place them in a larger global strategic context. How the discipline engages students in a global environment matters; however, the field provides little guidance on how to design global studies majors. IS and global studies are apparently both important and neglected. This study examines the curricula for IS, international relations, international affairs, and global studies programs housed in political science. By reviewing more than 100 programs that offer bachelor’s degrees, the authors identify similarities and differences in curricula and present a summative model of a typical IS program housed in political science departments.
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| 3 |
ID:
155220
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| Summary/Abstract |
Since 9/11, the ‘Five Eyes’ countries have seen a dramatic rise in intelligence training and education courses across the national security and law enforcement contexts. However, there remains little publicly available empirical evidence to demonstrate specifically where improvements have been made to workplace practices and processes as a result of this investment. This article, argues that the education sector in the intelligence discipline lacks an evaluation research agenda, for validating the workplace effectiveness of training and education programs. Further, a first step in understanding whether curriculum are ‘fit for purpose’ may be articulating some underlying common normative principles for evaluating programs in any intelligence context.
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| 4 |
ID:
146610
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| 5 |
ID:
167869
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| Summary/Abstract |
The intricate nature of curriculum construction is not always apparent to academics especially those who have not studied in the area of education. This article addresses the issue of curriculum construction or design in the field of international relations. Specifically, we discuss issues of constructive alignment, disciplinary knowledge structure, and cognitive load – issues we found most generative in the process of redesigning the undergraduate international relations curriculum at the University of the Witwatersrand, South Africa. Reflections by staff members provided here suggest that we have been successful in creating environments conducive for learning. However, extraneous factors hindered us from fully realizing our objectives; the resolution of the socio-political problems that create such extraneous factors is beyond the ability of curriculum design. We argue that the contribution of curriculum design lies in a reflective educational response to societal needs based on sound pedagogical theory.
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