Outline

Overview

This unit provides students with a foundational understanding in two key areas of international relations. First students will gain an understanding of the history of the international political and economic system, and the forces, events, and processes that have shaped the contemporary international system. Second, students will be introduced to the main theories of international relations and explore how these help explain the forces that shape international relations.

Unit details and rules

Academic unit	Government and International Relations
Credit points	6
Prerequisites ?	None
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	Yes

Teaching staff

Coordinator	Laura J. Shepherd, laura.shepherd@sydney.edu.au
Lecturer(s)	Brendon O'Connor, brendon.oconnor@sydney.edu.au
Lecturer(s)	Laura J. Shepherd, laura.shepherd@sydney.edu.au

Assessment

The census date for this unit availability is 31 March 2025

Details
Criteria

Type	Description	Weight	Due	Length
Supervised exam ?	Final exam Final exam	45%	Formal exam period	2 hours
Outcomes assessed:
Participation	Participation Attendance and active contribution in class	10%	Ongoing	N/A
Outcomes assessed:
Tutorial quiz	Tutorial "pop quiz" "Pop quiz" question each week relating to the readings or lecture content.	10%	Ongoing	One question per week/ 1000wd equivalent
Outcomes assessed:
Online task	Early Feedback Task Multiple choice questions to test knowledge and understanding of materials. #earlyfeedbacktask	0%	Week 03 Due date: 15 Mar 2025 at 23:59	Quiz, approximately 30 minutes duration
Outcomes assessed:
Assignment	Research essay Research essay	35%	Week 09 Due date: 02 May 2025 at 23:59	1500 words
Outcomes assessed:
= AI allowed ? = early feedback task ?

Early feedback task

This unit includes an early feedback task, designed to give you feedback prior to the census date for this unit. Details are provided in the Canvas site and your result will be recorded in your Marks page. It is important that you actively engage with this task so that the University can support you to be successful in this unit.

Assessment summary

1) Early Feedback Test (EFT) (0%) – due 15/03/25 11.59pm

You will answer ten multiple choice questions testing understanding of content from weeks 1-3. The quiz will be administered through Canvas and marked automatically.

2) Tutorial participation (10%) – ongoing, in tutorials

Tutorial participation will be marked /10 over the course of the semester, assessed according to grading criteria available on Canvas. Generative AI is not to be used during tutorial discussions out of respect for the intellectual property of your peers.

3) Pop quiz each week (10%) – ongoing, in tutorials, weeks 3-12 inclusive

You will answer one multiple choice based on readings in your tutorial in weeks 3-12 inclusive. There is 1 mark available for each question answered correctly over the course of the semester. Your best 9 marks will count for 10% of your overall mark for the unit. As there are ten pop quizzes, this means that if you miss one quiz you will not be at a significant disadvantage and there is no need to apply for Special Consideration to cover the absence. If you miss more than one quiz, you will need to apply for Special Consideration and supply the required documentation for a mark adjustment

4) Research essay (35%) – due 02/05/25 11.59pm

You will choose from a list of essay questions and submit a 1500-word research essay, assessed by rubric. Your essay must include the word count and it must be within 10% of 1500 words or penalties will apply. The questions and the rubric are both available on Canvas. You are permitted to use generative AI tools responsibly to enhance your learning, for example to organise your notes, or proofread original content that you have generated. AI-generated content must be critically evaluated, properly cited, and used in accordance with all University policies. Misuse, such as plagiarism, fabrication, or reliance on AI without demonstrating individual understanding, may result in academic penalties. You must include a statement at the end of your essay about generative AI use in preparing the submission. More information is available on Canvas and on the University website.

5) Exam (45%) – formal exam period, date and time TBC

You will write 2 essay-style answers in 2 hours in formal exam conditions.

Detailed information for each assessment can be found on Canvas.

The Research Essay and Final Exam must be submitted in this unit otherwise a grade of Absent Fail (AF) will be applied.

Faculty policy states that students are expected to attend a minimum of 90% of timetabled activities for a unit of study. Failure to attend tutorials may also result in an AF grade being awarded.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy (Schedule 1).

In addition to the assignment-specific rubrics and guidance available on Canvas, the following table sets out the grade descriptors:

Result name	Mark range	Description
High distinction	85 - 100	Awarded when you demonstrate the learning outcomes for the unit at an exceptional standard.
Distinction	75 - 84	Awarded when you demonstrate the learning outcomes for the unit at a very high standard.
Credit	65 - 74	Awarded when you demonstrate the learning outcomes for the unit at a good standard.
Pass	50 - 64	Awarded when you demonstrate the learning outcomes for the unit at an acceptable standard.
Fail	0 - 49	When you don’t meet the learning outcomes of the unit to a satisfactory standard.

For more information, see the University guide to grades.

For more information see guide to grades.

Use of generative artificial intelligence (AI) and automated writing tools

Except for supervised exams or in-semester tests, you may use generative AI and automated writing tools in assessments unless expressly prohibited by your unit coordinator.

For exams and in-semester tests, the use of AI and automated writing tools is not allowed unless expressly permitted in the assessment instructions.

The icons in the assessment table above indicate whether AI is allowed – whether full AI, or only some AI (the latter is referred to as “AI restricted”). If no icon is shown, AI use is not permitted at all for the task. Refer to Canvas for full instructions on assessment tasks for this unit.

Your final submission must be your own, original work. You must acknowledge any use of automated writing tools or generative AI, and any material generated that you include in your final submission must be properly referenced. You may be required to submit generative AI inputs and outputs that you used during your assessment process, or drafts of your original work. Inappropriate use of generative AI is considered a breach of the Academic Integrity Policy and penalties may apply.

The Current Students website provides information on artificial intelligence in assessments. For help on how to correctly acknowledge the use of AI, please refer to the  AI in Education Canvas site.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

This unit has an exception to the standard University policy or supplementary information has been provided by the unit coordinator. This information is displayed below:

In accordance with University policy, a deduction of 5% of the maximum mark per calendar day after the due date will be applied to late submissions. After ten calendar days late, a mark of zero will be awarded.

Academic integrity

The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Support for students

The Support for Students Policy reflects the University’s commitment to supporting students in their academic journey and making the University safe for students. It is important that you read and understand this policy so that you are familiar with the range of support services available to you and understand how to engage with them.

The University uses email as its primary source of communication with students who need support under the Support for Students Policy. Make sure you check your University email regularly and respond to any communications received from the University.

Learning resources and detailed information about weekly assessment and learning activities can be accessed via Canvas. It is essential that you visit your unit of study Canvas site to ensure you are up to date with all of your tasks.

If you are having difficulties completing your studies, or are feeling unsure about your progress, we are here to help. You can access the support services offered by the University at any time:

Support and Services (including health and wellbeing services, financial support and learning support)
Course planning and administration
Meet with an Academic Adviser

Weekly schedule

WK	Topic	Learning activity
Week 01	Introduction: What is 'International Relations'?	Lecture and tutorial (3 hr)
Week 02	Sovereignty and the Modern State System	Lecture and tutorial (3 hr)
Week 03	Postcolonial Theories of IR	Lecture and tutorial (3 hr)
Week 04	Feminist Theories of IR	Lecture and tutorial (3 hr)
Week 06	Realist Theories of IR	Lecture and tutorial (3 hr)
Week 07	Liberal Theories of IR	Lecture and tutorial (3 hr)
Week 07	Conservatism and Fascism as Theories of IR	Lecture and tutorial (3 hr)
Week 08	Foreign policy analysis	Lecture and tutorial (3 hr)
Week 09	Marxism and Critical Theory in IR	Lecture and tutorial (3 hr)
Week 10	Constructivist Theories of IR	Lecture and tutorial (3 hr)
Week 11	Poststructuralist Theories of IR	Lecture and tutorial (3 hr)
Week 12	Environmentalist Theories of IR	Lecture and tutorial (3 hr)
Week 12	Knowledge Production and the Futures of the Discipline	Lecture and tutorial (3 hr)

Attendance and class requirements

This unit requires active engagement in three sets of learning activities:

1) Lectures: Lecture attendance is essential for achieving the learning outcomes of the unit, as we will discuss issues and debates and provide prompts for tutorial discussions. Lectures will be taught in-person and will be recorded to assist with revision. Please note, however, that recordings may not include Q+A or post-lecture interactive sessions. Lecture recordings and facilitating learning materials will be uploaded on Canvas weekly.

2) Tutorials: Students should sign up for one of the tutorials. Participation in tutorial discussions will be assessed according to standards available on Canvas. There will also be a one-question quiz in tutorials each week.

You should come to each tutorial:

having read all required readings listed for the topic;
having made notes on any particularly interesting and/or unclear areas of your reading;
having read as much additional material as possible;
having prepared carefully to engage in debate and other learning activities as relevant each week;
having checked the Canvas site for updates and links to useful information

After each tutorial you should:

consolidate and file your notes and additional materials;
research and read around specific issues and areas of interest;
consider points raised in discussion and/or feedback you’ve been given;
prepare, plan, research and draft assignments.

3) Independent study: The lecture and the tutorial are two essential learning activities for this unit. The other essential learning activity is independent study, which includes reading, research for assignments, drafting essays, organising notes, and revising for quizzes, tests, and exams. This unit expects a minimum of 6 hours of independent study each week (bringing the total time commitment to 9 hours: 2hr lecture + 1 hour tutorial + 6 hr independent study). A set of essential readings is provided for each week. These are the readings we will all have in common and they must be read before the tutorial. We have also put together an extensive reading guide including extension and recommended reading, which we encourage you to engage with as much as possible over the course of the semester.

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Required readings

All reading for this unit can be accessed via the Reading List on Canvas.

Week 1: Introduction: What is 'International Relations'?

Required reading

George, Jim (2024) ‘International Relations theory in an age of critical diversity’, in An Introduction to International Relations (4th edition), edited by Richard Devetak and Daniel McCarthy, 22-33. Cambridge: Cambridge University Press.

Koomen, Jonneke and Salome Ayauk (2024) ‘Learning about world politics: The what and the how’, in Thinking World Politics Otherwise, edited by Rhys Crilley, Nivi Manchanda, Laura J. Shepherd, Cai Wilkinson, Caitlin Biddolph, and Stefanie Fishel. Oxford: Oxford University Press.

Week 2: Sovereignty and the Modern State System

Required reading

Devetak, Richard (2024) “The Modern State”, in An Introduction to International Relations (4th edition), edited by Richard Devetak and Daniel McCarthy, 168-180. Cambridge: Cambridge University Press.

de Carvalho, Benjamin, Halvard Leira and John Hobson, ‘The Big Bangs of IR: The Myths That Your Teachers Still Tell You about 1648 and 1919’, Millennium: Journal of International Studies, 2011, 39(3), 735–758.

Week 3: Postcolonial Theories of IR

Required reading

Salem, Sara (2024) ‘The International’, in Thinking World Politics Otherwise, edited by Rhys Crilley, Nivi Manchanda, Laura J. Shepherd, Cai Wilkinson, Caitlin Biddolph, and Stefanie Fishel. Oxford: Oxford University Press.

Shani, Giorgio (2024) ‘Postcolonialism’, in An Introduction to International Relations (4th edition), edited by Richard Devetak and Daniel McCarthy, 108-119. Cambridge: Cambridge University Press.

Week 4: Feminist Theories of IR

Required reading

Lee-Koo, Katrina (2024) ‘Feminism’, in An Introduction to International Relations (4th edition), edited by Richard Devetak and Daniel McCarthy, 70-82. Cambridge: Cambridge University Press.

Shepherd, Laura J. (2022) ‘(Why) Gender Matters in Global Politics’, in Gender Matters in Global Politics (3rd edition), edited by Laura J. Shepherd and Caitlin Hamilton, 60-74. London: Routledge.

Week 5: Liberal Theories of IR

Required reading

Harnett, Liane (2024) ‘Liberalism’, in An Introduction to International Relations (4th edition), edited by Richard Devetak and Daniel McCarthy, 34-45. Cambridge: Cambridge University Press.

Griffith, Martin, Steven C. Roach, and M. Scott Solomon (2008) Fifty Key Thinkers in International Relations (2nd edition), London: Routledge. Chapter 2: ‘Liberalism’, pp.65-122.

Week 6: Realist Theories of IR

Required reading

Chiaruzzi, Michele (2024) ‘Realism’, in An Introduction to International Relations (4th edition), edited by Richard Devetak and Daniel McCarthy, 46-57. Cambridge: Cambridge University Press.

Griffith, Martin, Steven C. Roach, and M. Scott Solomon (2008) Fifty Key Thinkers in International Relations (2nd edition), London: Routledge. Chapter 1: Realism, pp.1-64.

Week 7: Conservatism and Fascism as Theories of IR

Required reading

Drolet, Jean-François and Michael C. Williams (2021) ‘The Radical Right, Realism and the Politics of Conservatism in Postwar International Thought’, Review of International Studies, 47(3), 273-293.

Nau, Henry (2018) ‘America’s foreign policy traditions’ in The Oxford Handbook of U.S. National Security, edited by Derek S. Reveron et al., 17-34. Oxford: Oxford University Press.

Week 8: Foreign Policy Analysis

Required reading

Hudson, Valerie M. (2008) “The History and Evolution of Foreign Policy Analysis,” in Foreign Policy: Theories, Actors, Cases, edited by Steve Smith, Amelia Hadfield, and Tim Dunne, 11-30. Oxford: Oxford University Press.

Waltz, Kenneth N. (1996). International politics is not foreign policy. Security Studies, 6(1), 54–57.

Week 9: Marxism and Critical Theory in IR

Required reading

Cox, Robert W. (1981) ‘Social Forces, States and World Orders: Beyond International Relations Theory’, Millennium, 10(2): 126-155.

George, Jim and Richard Devetak (2024) ‘Marxism and Critical Theory’, in An Introduction to International Relations (4th edition), edited by Richard Devetak and Daniel McCarthy, 58-69. Cambridge: Cambridge University Press.

Week 10: Constructivist Theories of IR

Required reading

Jackson, Patrick Thaddeus and Sujin Heo (2024) ‘Constructivism’, in An Introduction to International Relations (4th edition), edited by Richard Devetak and Daniel McCarthy, 95-107. Cambridge: Cambridge University Press.

Wendt, Alexander (1992) ‘Anarchy Is What States Make of It: The Social Construction of Power Politics’, International Organization 46(2): 391–425.

Week 11: Poststructuralist Theories of IR

Required reading

Bleiker, Roland (2024) ‘Postmodernism’, in An Introduction to International Relations (4th edition), edited by Richard Devetak and Daniel McCarthy, 83-94. Cambridge: Cambridge University Press.

Hansen, Lene (1997) ‘A Case for Seduction? Evaluating the Poststructuralist Conceptualization of Security’, Cooperation and Conflict, 32(4): 369-39.

Week 12: Environmentalist Theories of IR

Required reading

Burke, Anthony, Stefanie Fishel, Audra Mitchell, Simon Dalby and Daniel J. Levine (2016) ‘Planet Politics: A Manifesto from the End of IR’, Millennium, 44(3): 499-523.

Newell, Peter (2024) ‘Climate Change’, in An Introduction to International Relations (4th edition), edited by Richard Devetak and Daniel McCarthy, 466-478. Cambridge: Cambridge University Press.

Week 13: Knowledge Production and the Futures of the Discipline

Required reading

Choi, Shine (2022) ‘Creativity and Feminist Knowledge’, in Gender Matters in Global Politics (3rd edition), edited by Laura J. Shepherd and Caitlin Hamilton, 22-33. London: Routledge.

McCarthy, Daniel (2024) ‘The Futures of International Relations, in An Introduction to International Relations (4th edition), edited by Richard Devetak and Daniel McCarthy, 479-489. Cambridge: Cambridge University Press.

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

Outcomes
Graduate qualities

At the completion of this unit, you should be able to:

LO1. understand the historical context in which the discipline of international relations has emerged
LO2. identify the various theoretical approaches to understanding international relations
LO3. apply one or more of these theories to contemporary issues in international relations
LO4. effectively communicate an understanding of outcomes 1-3
LO5. engage in classroom debate regarding competing theories of international relations.

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

The unit is being offered by a new teaching team from 2025. We have revised assessments and learning activities in response to student feedback on previous iterations of the unit.

Additional information

For many of you, this will be your first experience of university learning. We want to make it fun and engaging, and we want you all to do really well, so please don't hesitate to contact your tutor or the unit coordinator if you are having any problems at all. This unit assumes no prior knowledge of the discipline of International Relations (IR) but, upon its completion, if you engage fully with the course content, activities and assessments, you should understand the historical context and development of the discipline, as well as being able to identify and apply different IR theories to contemporary issues in international relations.

Those of us teaching into this unit see students as participants in the production of knowledge and we try to make the learning activities in this unit responsive to each student’s individual interests, needs, and experiences. We bring research expertise to the design of this unit, meaning that the course is intrinsically research-led, but more importantly this unit aims to foster a spirit of critical thought and active enquiry in all students.

What it means to be an independent learner

1. Preparation and planning

Careful planning and the productive use of your time is a large component in achieving good results in this unit. You should prepare thoroughly for all lectures and tutorials and should manage their your effectively to ensure that all assessment tasks are researched and drafted well in advance of submission.

2. Active participations in tutorials

Careful and patient listening encourages reflection and critical engagement with key concepts, issues and debates. The ability to present one’s ideas effectively shows an excellent level of critical engagement and reflection. Active participation is not the same as domineering behaviour in a tutorial; for further on this topic see the criteria guiding assessment of tutorial particpation.

3. Research literacy

You should realize that you are responsible for your own learning and seek to develop key skills that will enable you to engage critically and analytically with academic literature, policy issues and news media. There is a range of resources available to help you develop these skills. During this unit, you are encouraged to become literate in academic research techniques and to develop the necessary skills and attributes that enable you to use your research productively.

4. Reflexivity

Throughout your time at university, you should be seeking to evaluate, synthesise and engage critically with all forms of knowledge including knowledge you have yourself produced. Willingness to research, to question and to communicate effectively encourages the development of transferable skills that will stand you in good stead on this unit and in the future.

Please have a look on Canvas for additional hints and tips to help you succeed in this unit and during your time at university more broadly.

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Early feedback task

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI) and automated writing tools

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Disclaimer

On this page

Useful links

GOVT1621: Introduction to International Relations

Semester 1, 2025 [Normal day] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Early feedback task

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI) and automated writing tools

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Disclaimer

On this page

Useful links