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|
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INTERNATIONAL RELATIONS (ENGLISH) PROGRAMME
COURSE DESCRIPTION
|
| Name of the Course Unit
| Code
| Year
| Semester
| In-Class Hours (T+P)
| Credit
| ECTS Credit
|
| MEDITERRANEAN POLICIES |
INR422 |
4 |
8 |
3+0 |
3.0 |
6.0 |
| General Information |
| Language of Instruction |
English |
| Level of the Course Unit |
Bachelor's Degree, TYYÇ: Level 6, EQF-LLL: Level 6, QF-EHEA: First Cycle |
| Type of the Course |
Programme Elective |
| Mode of Delivery of the Course Unit |
Face-to-face |
| Work Placement(s) Requirement for the Course Unit |
Yes |
| Coordinator of the Course Unit |
Dr. DEVRİM ŞAHİN |
| Instructor(s) of the Course Unit |
Dr. DEVRİM ŞAHİN
|
| Assistant(s) of the Course Unit |
Dr. DEVRİM ŞAHİN |
| Prerequisites and/or co-requisities of the course unit |
| CATEGORY OF THE COURSE UNIT |
|---|
| Category of the Course Unit |
Degree of Contribution (%) |
| Fundamental Course in the field |
% 25 |
| Course providing specialised skills to the main field |
% 25 |
| Course providing supportive skills to the main field |
% 25 |
| Course providing humanistic, communication and management skills |
% 15 |
| Course providing transferable skills |
% 10 |
| Objectives and Contents |
| Objectives of the Course Unit |
In the realm of global geopolitics, numerous regions have risen to prominence owing to their historical significance, encompassing various civilizations, empires, states, and trade routes. Among these, the Mediterranean region stands out prominently. Alongside these historical factors, the Mediterranean Region has hosted prolonged conflicts with diverse motivations, military competitions, and the exploration of abundant hydrocarbon resources. Immigration movements also constitute a significant aspect. This course will thoroughly explore the regional issues that currently or will likely have significant consequences in the present and future years. The course aims to offer a comprehensive understanding of political, economic, socio-cultural, and military/energy security matters by delving into unique case studies. Ultimately, the objective is to equip students with the necessary tools to adeptly track both ongoing and potential developments in the Mediterranean region.
|
| Contents of the Course Unit |
The course seeks to thoroughly analyze significant developments in the Mediterranean area, with particular attention to the Cyprus dilemma and the Eastern Mediterranean energy challenges. Beginning with a concise overview of the historical context of the Cyprus Conflict, it delves into the interests and stances of key stakeholders regarding pivotal Eastern Mediterranean issues, including hydrocarbon exploration, the Arab Spring, Climate Change, and energy transition initiatives. Concluding, we examine present crises, encompassing irregular migrations and power transition rivalries. |
| Contribution of the Course Intending to Provide the Professional Education |
1. Gain a comprehensive understanding of major developments and advancements within the Mediterranean region, with a specific focus on key issues such as the Cyprus dilemma and energy issues.
2. Acquire a nuanced historical perspective of the Cyprus Conflict and its implications within the broader Mediterranean context.
3. Analyze the diverse interests and positions of key stakeholders involved in addressing crucial Eastern Mediterranean issues, including hydrocarbon exploration, the Arab Spring, Climate Change, and energy transition projects.
4. Evaluate the interconnectedness of geopolitical, environmental, and socioeconomic factors shaping the Eastern Mediterranean region.
5. Develop critical thinking skills by examining the complexities of present crises, including irregular migrations and power transition rivalries, and their implications for regional stability and global dynamics.
6. Foster interdisciplinary perspectives by exploring the intersection of political, economic, environmental, and social factors impacting Mediterranean developments.
7. Cultivate research and analytical skills through engagement with primary and secondary sources, case studies, and contemporary debates within the field of Mediterranean studies.
8. Enhance communication skills by effectively articulating insights, arguments, and analyses related to Mediterranean affairs through written assignments, class discussions, and presentations.
9. Foster a deeper appreciation for the multifaceted nature of Mediterranean dynamics and their significance within the broader context of international relations and global affairs.
10. Encourage engagement with diverse viewpoints and perspectives to facilitate informed discourse and dialogue on complex Mediterranean issues and challenges. |
No
|
Key Learning Outcomes of the Course Unit
On successful completion of this course unit, students/learners will or will be able to:
|
| 1 |
Gain a comprehensive understanding of major developments and advancements within the Mediterranean region, with a specific focus on key issues such as the Cyprus dilemma and energy issues. | | 2 |
Acquire a nuanced historical perspective of the Cyprus Conflict and its implications within the broader Mediterranean context. | | 3 |
Analyze the diverse interests and positions of key stakeholders involved in addressing crucial Eastern Mediterranean issues, including hydrocarbon exploration, the Arab Spring, Climate Change, and energy transition projects. | | 4 |
Evaluate the interconnectedness of geopolitical, environmental, and socioeconomic factors shaping the Eastern Mediterranean region. | | 5 |
Develop critical thinking skills by examining the complexities of present crises, including irregular migrations and power transition rivalries, and their implications for regional stability and global dynamics. | | 6 |
Foster interdisciplinary perspectives by exploring the intersection of political, economic, environmental, and social factors impacting Mediterranean developments. | | 7 |
Cultivate research and analytical skills through engagement with primary and secondary sources, case studies, and contemporary debates within the field of Mediterranean studies. | | 8 |
Enhance communication skills by effectively articulating insights, arguments, and analyses related to Mediterranean affairs through written assignments, class discussions, and presentations. | | 9 |
Foster a deeper appreciation for the multifaceted nature of Mediterranean dynamics and their significance within the broader context of international relations and global affairs. | | 10 |
Foster a deeper appreciation for the multifaceted nature of Mediterranean dynamics and their significance within the broader context of international relations and global affairs. |
| Weekly Course Contents and Study Materials for Preliminary & Further Study |
| Week |
Topics (Subjects) |
Preparatory & Further Activities |
| 1 |
Introduction of the Course |
No file found
|
| 2 |
The Cyprus Problem |
No file found
|
| 3 |
Eastern Mediterranean Issue |
No file found
|
| 4 |
Energy Transition |
No file found
|
| 5 |
Debate & Revision |
No file found
|
| 6 |
Midterm Exam |
No file found
|
| 7 |
Climate Change and the EU 2030 |
No file found
|
| 8 |
Russian War on Ukraine |
No file found
|
| 9 |
Arab-Spring |
No file found
|
| 10 |
Irregular Movements |
No file found
|
| 11 |
Israeli-Arab Conflict |
No file found
|
| 12 |
Hegemonic Transition? |
No file found
|
| 13 |
Debate and Revision |
No file found
|
| 14 |
Final Exam |
No file found
|
| SOURCE MATERIALS & RECOMMENDED READING |
|---|
• Devrim Şahin “EU 2030: Lights and Shadows,” Europolitika 2021
• Devrim Şahin “Winds of Change or More of the Same,” Middle East Policy, 31 (2), September 2024.
• Devrim Şahin; Ahmet Sözen. “Russia and Turkey - A roller coaster relationship between securitization and cooperation in the Eastern Mediterranean," International Relations Cilt 20, Sayı 78/2023, sayfa:37-56. (SSCI)
• Devrim Şahin “Russian Roulette in the Eastern Mediterranean,” Europolitika 2020
• Devrim Şahin and Ahmet Sözen, “The Role of the UN in the Negotiations on the Cyprus Problem,” New Perspectives on Turkey, July 2024.
• Devrim Şahin, “The Cyprus Question and the East Mediterranean in TFP,” in Turkish Foreign Policy II. Eds. Nejat Doğan and Ahmet Sözen. Eskisehir: Anadolu University, July 2020.
• Devrim Şahin and Ahmet Sözen, “Turkish Foreign Policy during the Cold War: The Cyprus Issue and other Determining Factors,” in A Companion to Modern Turkey's Centennial: Political, Sociological, Economic and Institutional Transformations Since 1923. Edited by Alpaslan Özerdem and Erdi Öztürk, Edinburgh: Edinburgh University Press, 2023.
• Devrim Şahin and Ahmet Sözen, “Prospects and Challenges,” (with Ahmet Sözen) in Handbook of Greek-Turkish Relations. Edited by Antonis Derisiotis and Nikos Christofis, London: Transnational Press in London. Expected Date of Publishing. Autumn 2023. |
| MATERIAL SHARING |
|---|
| Course Notes |
No file found |
| Presentations |
No file found |
| Homework |
No file found |
| Exam Questions & Solutions |
No file found |
| Useful Links |
No file found |
| Video and Visual Materials |
No file found |
| Other |
No file found |
| Announcements |
No file found |
|
CONTRIBUTION OF THE COURSE UNIT TO THE PROGRAMME LEARNING OUTCOMES
|
|
KNOWLEDGE
|
|
Theoretical
|
| No |
PROGRAMME LEARNING OUTCOMES |
LEVEL OF CONTRIBUTION* |
| 0 |
1 |
2 |
3 |
4 |
5 |
| 1 |
Students will demonstrate a comprehensive understanding of the historical evolution, core concepts, and major theoretical approaches in international relations and political science. | | | | | | X |
| 2 |
Students will acquire knowledge of global political, economic, and legal structures, as well as contemporary international issues and processes. | | | | | | X |
| 3 |
Students will develop a deep understanding of different theoretical debates and analytical perspectives within international relations. | | | | X | | |
|
SKILLS
|
|
Cognitive
|
| No |
PROGRAMME LEARNING OUTCOMES |
LEVEL OF CONTRIBUTION* |
| 0 |
1 |
2 |
3 |
4 |
5 |
| 1 |
Students will apply international relations theories and political science concepts in different analytical and academic contexts using appropriate terminology. | | | | | X | |
| 2 |
Students will analyse contemporary international problems and global political developments through relevant theoretical and conceptual frameworks. | | | | | X | |
| 3 |
Students will develop critical thinking, analytical reasoning, and problem-solving skills in evaluating political and international phenomena. | | | | X | | |
| 4 |
Students will be able to prepare structured academic reports and analyses in accordance with academic and professional standards. | | | | | X | |
|
PERSONAL & OCCUPATIONAL COMPETENCES IN TERMS OF EACH OF THE FOLLOWING GROUPS
|
|
Autonomy & Responsibility
|
| No |
PROGRAMME LEARNING OUTCOMES |
LEVEL OF CONTRIBUTION* |
| 0 |
1 |
2 |
3 |
4 |
5 |
| 1 |
Students will conduct independent research, develop original arguments, and take responsibility for their academic work. | | | | | X | |
| 2 |
Students will apply their knowledge ethically, demonstrating awareness of social, environmental, and global responsibilities. | | | | | X | |
|
Learning to Learn
|
| No |
PROGRAMME LEARNING OUTCOMES |
LEVEL OF CONTRIBUTION* |
| 0 |
1 |
2 |
3 |
4 |
5 |
| 1 |
Students will develop a lifelong learning perspective, enabling them to follow and evaluate new theoretical approaches and developments in the field. | | | | | | X |
| 2 |
Students will acquire the skills necessary for further academic study and continuous professional development. | | | | X | | |
|
Communication & Social
|
| No |
PROGRAMME LEARNING OUTCOMES |
LEVEL OF CONTRIBUTION* |
| 0 |
1 |
2 |
3 |
4 |
5 |
| 1 |
Students will communicate their ideas effectively in both their native language and at least one foreign language in academic and professional contexts. | | | | | | X |
| 2 |
Students will actively participate in academic discussions and collaborative learning environments. | | | | X | | |
|
Occupational and/or Vocational
|
| No |
PROGRAMME LEARNING OUTCOMES |
LEVEL OF CONTRIBUTION* |
| 0 |
1 |
2 |
3 |
4 |
5 |
| 1 |
Students will develop the competencies required for careers in diplomacy, public administration, international organisations, and related professional fields. | | | | | | X |
| 2 |
Students will be able to apply analytical and research skills in professional and policy-oriented contexts. | | | | X | | |
| *Level of Contribution (0-5): Empty-Null (0), 1- Very Low, 2- Low, 3- Medium, 4- High, 5- Very High |
No
|
Key Learning Outcomes of the Course Unit
On successful completion of this course unit, students/learners will or will be able to:
|
PROGRAMME LEARNING OUTCOMES |
| 1 |
Gain a comprehensive understanding of major developments and advancements within the Mediterranean region, with a specific focus on key issues such as the Cyprus dilemma and energy issues. | 1 (2), 2 (3), 3 (2), 8 (2), 9 (2), 10 (2), 11 (2), 12 (1), 13 (1), 14 (1) | | 2 |
Acquire a nuanced historical perspective of the Cyprus Conflict and its implications within the broader Mediterranean context. | 1 (2), 2 (3), 3 (2), 8 (2), 9 (3), 10 (2), 11 (2), 12 (1), 13 (1), 14 (1) | | 3 |
Analyze the diverse interests and positions of key stakeholders involved in addressing crucial Eastern Mediterranean issues, including hydrocarbon exploration, the Arab Spring, Climate Change, and energy transition projects. | 1 (1), 2 (2), 3 (2), 8 (1), 9 (2), 10 (3), 11 (3), 13 (1), 14 (2) | | 4 |
Evaluate the interconnectedness of geopolitical, environmental, and socioeconomic factors shaping the Eastern Mediterranean region. | 1 (3), 2 (2), 3 (3), 8 (2), 9 (2), 10 (3), 11 (2), 12 (1), 13 (1), 14 (1) | | 5 |
Develop critical thinking skills by examining the complexities of present crises, including irregular migrations and power transition rivalries, and their implications for regional stability and global dynamics. | 1 (1), 2 (3), 3 (2), 8 (3), 9 (2), 10 (2), 11 (2), 12 (2), 13 (2), 14 (3) | | 6 |
Foster interdisciplinary perspectives by exploring the intersection of political, economic, environmental, and social factors impacting Mediterranean developments. | 1 (2), 2 (3), 3 (2), 8 (2), 9 (3), 10 (2), 11 (3), 12 (1), 13 (2), 14 (3) | | 7 |
Cultivate research and analytical skills through engagement with primary and secondary sources, case studies, and contemporary debates within the field of Mediterranean studies. | 1 (2), 2 (2), 3 (2), 8 (3), 9 (3), 10 (3), 11 (2), 12 (2), 13 (2), 14 (1) | | 8 |
Enhance communication skills by effectively articulating insights, arguments, and analyses related to Mediterranean affairs through written assignments, class discussions, and presentations. | 1 (3), 2 (2), 3 (2), 8 (2), 9 (2), 10 (3), 11 (3), 12 (1), 13 (1), 14 (2) | | 9 |
Foster a deeper appreciation for the multifaceted nature of Mediterranean dynamics and their significance within the broader context of international relations and global affairs. | 1 (1), 2 (2), 3 (2), 8 (3), 9 (2), 10 (2), 11 (3), 12 (2), 13 (2), 14 (1) | | 10 |
Foster a deeper appreciation for the multifaceted nature of Mediterranean dynamics and their significance within the broader context of international relations and global affairs. | 1 (1), 2 (2), 3 (2), 8 (3), 9 (3), 10 (3), 11 (3), 12 (3), 13 (2), 14 (2) |
| Assessment |
| Assessment & Grading of In-Term Activities |
Number ofActivities |
Degree of Contribution (%) |
| Mid-Term Exam |
1 |
% 40 |
| Computer Based Presentation |
0 |
- |
| Short Exam |
0 |
- |
| Presentation of Report |
0 |
- |
| Homework Assessment |
0 |
- |
| Oral Exam |
0 |
- |
| Presentation of Thesis |
0 |
- |
| Presentation of Document |
0 |
- |
| Expert Assessment |
0 |
- |
| Board Exam |
0 |
- |
| Practice Exam |
0 |
- |
| Year-End Final Exam |
0 |
- |
| Internship Exam |
0 |
- |
| TOTAL |
1 |
%100 |
|---|
|
| Contribution of In-Term Assessments to Overall Grade |
1 |
%50 |
| Contribution of Final Exam to Overall Grade |
1 |
%50 |
| TOTAL |
2 |
%100 |
| WORKLOAD & ECTS CREDITS OF THE COURSE UNIT |
|---|
| Workload for Learning & Teaching Activities |
|---|
| Type of the Learning Activites |
Learning Activities
(# of week) |
Duration(hours, h) |
Workload (h) |
| Lecture & In-Class Activities |
14 |
3 |
42 |
| Preliminary & Further Study |
14 |
2 |
28 |
| Land Surveying |
0 |
0 |
0 |
| Group Work |
0 |
0 |
0 |
| Laboratory |
0 |
0 |
0 |
| Reading |
14 |
4 |
56 |
| Assignment (Homework) |
13 |
2 |
26 |
| Project Work |
0 |
0 |
0 |
| Seminar |
0 |
0 |
0 |
| Internship |
0 |
0 |
0 |
| Technical Visit |
0 |
0 |
0 |
| Web Based Learning |
0 |
0 |
0 |
| Implementation/Application/Practice |
0 |
0 |
0 |
| Practice at a workplace |
0 |
0 |
0 |
| Occupational Activity |
0 |
0 |
0 |
| Social Activity |
0 |
0 |
0 |
| Thesis Work |
0 |
0 |
0 |
| Field Study |
0 |
0 |
0 |
| Report Writing |
0 |
0 |
0 |
| Total Workload for Learning & Teaching Activities |
- |
- |
152 |
| Workload for Assessment Activities |
|---|
| Type of the Assessment Activites |
# of Assessment Activities
|
Duration(hours, h) |
Workload (h) |
| Final Exam |
1 |
1 |
1 |
| Preparation for the Final Exam |
0 |
0 |
0 |
| Mid-Term Exam |
1 |
1 |
1 |
| Preparation for the Mid-Term Exam |
0 |
0 |
0 |
| Short Exam |
0 |
1 |
0 |
| Preparation for the Short Exam |
0 |
0 |
0 |
| Total Workload for Assessment Activities |
- |
- |
2 |
|
|---|
| Total Workload of the Course Unit |
- |
- |
154 |
| Workload (h) / 25.5 |
|
6.0 |
| ECTS Credits allocated for the Course Unit |
|
6.0 |
|
