MSc-Conflict-Studies PDF

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PROGRAMME SPECIFICATION: MSc Conflict Studies

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Awarding Body

LSE

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Details of accreditation by a professional/statutory body, e.g. ESRC; BPS etc Name of final award Programme Title Duration of the course Based in the Department/Institute: Relevant QAA subject benchmark statements

N/A

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Application Code First written/last amended

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The programme aims to:

MSc Conflict Studies 12 months Government Department N/A L2U2 April 2012

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The proposed new MSc In Conflict Studies aims to give a greater focus and coordination to the Department of Government’s and the School’s provision in this growing area of study and practice. Conflict Studies will be one of the themes in the new Department of Government strategic plan.

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The degree and core teaching will be based in the Government department but will also be enriched by many optional courses in related departments. At its core this degree will teach and develop research projects in comparative political science. Graduates will be well qualified in the latest theoretical developments, critical thinking and research best practices in Conflict Studies.

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Students will be taught by leading experts in the field. The programme has been designed to provide students with access to LSE’s expertise in this field through a range of options that offer in depth coverage of theories of conflict, political violence and civil wars, including the implications for strategies of statebuilding, post-conflict reconstruction and reconciliation, and conflict resolution.

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Application of the above concepts and theories across a range of global, regional, national and subnational contexts by means of quantitative and qualitative analysis, including detailed comparative case-studies.

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The course will build in as a compulsory element some methodological training in quantative and/or qualitative methods.

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We envisage a student intake that will be a mix of students progressing straight from undergraduate studies, as well as more mature students who will have already had practitioner experience in the field of Conflict Studies broadly, whether in governmental institutions or NGOs. We aim to provide a multi-disciplinary perspective on the study of conflict which will be an enhanced learning experience for those who wish to develop careers in the policy world in governments, international organisations, security agencies, NGOs, as well as providing an excellent foundation for those students who wish to progress to a PhD programme.

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Create a teaching-research nexus by linking the theoretical knowledge and empirical analysis with research and policy-based debates in conflict and conflict related issues. Reach out and engage with practitioners through a programme linked seminar series and research projects through the Conflict Research Group.

11. Programme outcomes: knowledge and understanding; skills and other attributes The Programme aims to achieve the following knowledge-specific outcomes:  

Develop critical and analytical skills Develop skills and tools to identify and classify problems and develop strategies for their 1

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solution Ability to evaluate and engage in key debates on the issues Develop advanced research skills Recognise and emphasise policy relevance of acquired theoretical and conceptual knowledge Provide advanced basis for further academic and practice-related research and training

Teaching, learning and assessment strategies to enable outcomes to be achieved and demonstrated

Teaching and learning strategies: 

Lectures delivered using a range of video and audio tools

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Seminars, focused on enhancing the understanding of topics, the lecture topics including problem-solving, simulation exercises and role-play

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Enhancing empirical expertise on specific conflicts through student presentations and casestudy based essays

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Offering a range of related extracurricular activities, providing another setting for reinforcing the understanding and allowing further exploration of key ideas, such as film evenings and theatre plays

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Organising extracurricular debates/contact with practitioners, either as separate seminars, or participating in seminars

Assessment strategies:  A mix of formative and summative essays, student-led presentations and exams

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Programme structures and requirements, levels, modules and awards

MSc Conflict Studies Additional information 14.

Criteria for admission to the programme

Standard LSE admission requirements

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Indicators of quality

The Conflict Studies stream accounts for about 50% of applications and 40% of registrations on the current MSc in Comparative Politics. The stream has one of the biggest intakes in the Department of Government (53 registrations in 2011-12). For 2012-13 the rate of offers is running at about 60% of applications, which is a strong indication of the quality potential of the programme.

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Methods for evaluating and improving the quality and standard of teaching and learning

Each MSc undergoes a Departmental Teaching Review during its Summer Term meeting. The Department emails all students registered on its programmes during the Lent Term as a quality assurance process. The Department arranges focus group feedback on its MSc programmes over a 4-year cycle. School level quality assurance processes include: 1. a system of initial programme approval, with input from the providers of resource-based services (including the Library, IT Services and the Academic Planning and Resources Committee) and including an external assessor's report, to be conducted by the School's central academic bodies; 2. a system of initial course approval, with input from the providers of resource-based services and conducted by the School's central academic bodies; 2

3. a system of approval of major modifications to programmes and courses, conducted by the School's central academic bodies; 4. a system of central review of departmental taught provision every five years or so, informed by available evidence, including student views, the main purposes being to promote development, identify and disseminate good practice, and to flag any concerns over standards to departments, without adjudicating on them; 5. a system of gaining student feedback on their teaching and learning experience in the School; 6. periodic review by the School's academic bodies of its internal Codes of Practice; 7. due and appropriate consideration of national quality assurance requirements through the School's committee structure; and 8. departments have the following arrangements in place for assuring their quality and standards: 8.1. Staff-Student Liaison Committees for all students that meet regularly, with minutes of meetings produced and circulated to staff and students; 8.2. Departmental Staff meetings that involve all staff, meet at least three times per academic year, and consider information from any other extant departmental committees. Minutes should be produced and circulated to staff; 8.3. A Teaching Committee that involves appropriate departmental staff, meets regularly each academic session and considers all aspects of departmental learning and teaching, including new programme and course proposals. Minutes should be produced and circulated to members; 8.4. A system for ensuring the effective participation in the School's annual programme monitoring exercise; 8.5. A system for considering course and programme results annually, and revising taught provision as appropriate; 8.6. A system for considering student survey course results annually, and revising taught provision as appropriate; 8.7. A system for considering external examiners' reports, and acting on them, on an annual basis, with the School having an associated responsibility (a) to ensure that the system functions and (b) for any School-wide lessons on both good practice and areas of concern from the reports collectively.

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