Graduate Diploma of International Relations
INRE19DPV1
• GPA of 4.00 (out of 7.00) or overseas equivalent
| Minimum number of credit points at 800 level or above | 32 |
| Completion of other specific minimum requirements as set out below |
In order to graduate students must ensure that they have satisfied all of the general requirements of the award.
Specific minimum requirements:
Credit points
800 level
TOTAL CREDIT POINTS REQUIRED FOR THIS PROGRAM
| AQF Level | Level 8 Graduate Diploma |
| CRICOS Code | 084529E |
| Overview and Aims of the Program | The Graduate Diploma of International Relations is designed to develop a comprehensive understanding of the political, social, economic and legal components and processes of the international system. There is an emphasis on understanding how these components and institutions operate in specific regions of the world. It is a highly flexible program, offering day and evening lectures and tutorials as well as on-line/external study options. The program is delivered by leading academics in the fields of Asian, European, American, African, Australian and Middle Eastern studies. Eligible students have an opportunity to gain work experience through an internship in an approved institution and to credit this to their degree. |
| Graduate Capabilities | The Graduate Capabilities Framework articulates the fundamentals that underpin all of Macquarie’s academic programs. It expresses these as follows: Interpersonal or social capabilities |
| Program Learning Outcomes | By the end of this program it is anticipated you should be able to: 1. Discriminate between competing theories that seek to explain current and historical conflicts in the international arena (k, t). 2. Outline critically the institutional growth of international and global society, showing a detailed knowledge of selected aspects of institutional change (k, t). 3. Explain how ideational, cultural and personal factors interact to influence perception and understanding in world affairs (c, e, j). 4. Analyse critically the balance of causality as between actors, institutions and ideas in explaining national and supra-national linkages in disputes and dispute resolution in international affairs (t, p, j). 5. Execute under direction research strategies designed to answer important questions in world affair,, applying key concepts, theories and methodologies in international relations and, as appropriate, cognate disciplines (k, p, e). 6. Explicate current and historical conflicts in the international arena using written, oral and digital means at levels appropriate to different audiences or stakeholders (k, c, j). 7. Research, develop and communicate policy recommendations and policy briefs on stated issues that are well argued, accurate and capable of implementation (t,c,j, p). 8. Contextualise and communicate to others the analyst’s perspective on international affairs (c, e, j). |
| Learning and Teaching Methods | The study of International Relations is based on critique and reflection as a basis for action. Its subject matter is inherently contested: thinkers across the ages and practitioners in the current age have conflicting views of what is possible and desirable in relations between states and peoples. Learning in the program is designed to promote a deep understanding of conflicting perspectives and abilities to espouse and, as far as possible, execute choices that are rational, ethical, and effective in a world of conflict. The activities that students undertake in the program are always related to the thoughts and actions of others. Reading diverse materials in many different formats, interaction with faculty and peers, both digitally and face-to-face, and observation are activities that feed reflection. Active engagement with faculty and peers is equally promoted in on-line and on-campus lectures and in other interactive modes that allow questions and testing in modes that may involve two or many other people. Methods employed include discussion, both structured and spontaneous (under moderation), debate, simulations and role play, panel decision-making, journalling and peer review and feedback. In seminars and fieldwork exercises, student engagement is essential for structured discussion and the collaborative consideration of the core principles and points of contention in international relations. Communication, in written and oral forms, is critically important to the program and students are strongly advised to make use of the diagnostic and consultancy services offered to all by the Centre for Macquarie English. Whilst students from a non-English speaking background may benefit especially from this support, all studying in the program are eligible. Graduates of the program develop skills in assessing controversies in global society and in elaborating their own intellectual and applied perspectives across such issues, but their capacities in communicating their knowledge are essential too. The development of skills in formulating and delivering persuasive arguments in appropriate ways (written, oral, visual) is a key objective of the program. Students in the program typically come from very diverse nationalities and cross-learning is critically important when it takes place, as members of the faculty program insist that it must, in an atmosphere of mutual respect and trust, qualities developed over the course of the program. The program treats students as adult learners who are mastering the techniques of study, analysis and argumentative deployment through reflexivity and praxis: an individual’s sense of capacity is developed in relation to the values of others and tested in interaction with them, some as individuals directly experienced (staff, guest lecturers, peers) and others as found in the texts and debates, both historical and current, of the global arena. Learning and teaching strategies include: Openness to a variety of teaching and assessment formats that engage diverse learning styles and encourage student participation, discussion, and collaboration. Timely feedback on all assignments and where necessary individual tuition to address assessed weaknesses in performance. An emphasis on elucidating the ethical dimensions of decision making in the world of global politics, drawing conclusions as appropriate for new or differing approaches to policy making and execution in international relations. The use of case studies drawn from historical and contemporary times that illuminate key themes in the emerging global society. Where possible, attendance or observation of significant incidents in thinking about international relations, as in seminars off campus by visiting scholars, activists and elected officials from national governments and international organisations. |
| Assessment | This program assesses its learning outcomes through teaching methods that include: Lectures Lectures are delivered face to face in day and evening mode and also digitally, and may be in one or two hour format or in shorter sessions interspersed with discussion and structured analysis. Faculty members deliver most lectures but guest lecturers cover some topics where specialist expertise is required. Seminars Seminars allow for the interactive discussion of topics at an enhanced level and may include attendance and participation in seminars beyond the formal reach of the program, as in work in progress seminars by faculty members and visiting scholars. Small group work Small group work may be contained within lectures and seminars as specified issues are intensely discussed or rendered in a format suitable for gaming and simulation. The equitable distribution of roles in all such work is monitored across time (typically across the semester length of a unit) so that all students have the opportunity to develop and demonstrate skills in inter-personal communication, if necessary through digital presentation. Assessment Assessment of written and oral work is specified in a variety of forms, including short policy papers, longer research essays, substantive reviews of the published work of others, bibliographic essays, self assessment and peer assessment against benchmarks, and in class tests. The longer unseen paper (or examination) is not generally deployed but may be used in some units. Close attention is paid to the development of written skills in those whose first language is not English. Internships Internships are offered regularly to students with good records of achievement, generally in the latter half of their program, and are usually undertaken with local organisations of a relevant character, including political organisations, parliamentary committees, businesses with international links, and non-government or consultancy organisations of advocacy, aid or faith. International internships are supported wherever practicable. Dissertations Dissertations based on original (though not necessarily primary) research can be undertaken by high performing students and are designed to develop research skills under the supervision of an experienced faculty member. Learning technologies Throughout all activities of the program, attention is paid to the introduction of new or modified learning technologies based on the University’s strong commitment to the ongoing learning of its own faculty as reflected in the professional development programs offered on campus every year. Recent modifications include the intensification of the ‘flipped classroom’ mode and the use of video in on-line delivery. |
| Recognition of Prior Learning | Macquarie University may recognise prior formal, informal and non-formal learning for the purpose of granting credit towards, or admission into, a program. The recognition of these forms of learning is enabled by the University’s Recognition of Prior Learning (RPL) Policy (see www.mq.edu.au/policy) and its associated Procedures and Guidelines. The RPL pages contain information on how to apply, links to registers, and the approval processes for recognising prior learning for entry or credit. Information can be found at: https://mq.edu.au/rpl |
| Support for Learning | Macquarie University aspires to be an inclusive and supportive community of learners where all students are given the opportunity to meet their academic and personal goals. The University offers a comprehensive range of free and accessible student support services which include academic advice, counselling and psychological services, advocacy services and welfare advice, careers and employment, disability services and academic skills workshops amongst others. There is also a bulk billing medical service located on campus. |
| Program Standards and Quality | The program is subject to an ongoing comprehensive process of quality review in accordance with a pre-determined schedule that complies with the Higher Education Standards Framework. The review is overseen by Macquarie University's peak academic governance body, the Academic Senate and takes into account feedback received from students, staff and external stakeholders. |
| Graduate Destinations and Employability | The program is designed to develop the capacity of students for career advancement in public policy, international organisations, international NGOs and multinational corporations with international operations. |
| Assessment Regulations | This program is subject to Macquarie University regulations, including but not limited to those specified in the Assessment Policy, Academic Honesty Policy, the Final Examination Policy and relevant University Rules. For all approved University policies, procedures, guidelines and schedules visit www.mq.edu.au/policy. |
| Accreditation | This is an Australian Qualifications Framework (AQF) accredited qualification. |
Inherent requirements are the essential components of a course or program necessary for a student to successfully achieve the core learning outcomes of a course or program. Students must meet the inherent requirements to complete their Macquarie University course or program.
Inherent requirements for Macquarie University programs fall under the following categories:
Physical: The physical inherent requirement is to have the physical capabilities to safely and effectively perform the activities necessary to undertake the learning activities and achieve the learning outcomes of an award.
Cognition: The inherent requirement for cognition is possessing the intellectual, conceptual, integrative and quantitative capabilities to undertake the learning activities and achieve the learning outcomes of an award.
Communication: The inherent requirement for communication is the capacity to communicate information, thoughts and ideas through a variety of mediums and with a range of audiences.
Behavioural: The behavioural inherent requirement is the capacity to sustain appropriate behaviour over the duration of units of study to engage in activities necessary to undertake the learning activities and achieve the learning outcomes of an award.
For more information see https://students.mq.edu.au/study/my-study-program/inherent-requirements