MSc International Security and Risk Management

01 Sep 2019 - 31 Aug 2027

Course Leader Mike Edwards
Course Team Ori Wertman, Ethem Ilbiz, Christian Kaunert, Joana Pereira, Helen Martin, Sarah Leonard, Janine Vickery
Awarding Body University of South Wales
Teaching Institutions University of South Wales
Modes of Study Full Time, Part Time

Document Version

Version 4
Valid From 01 Sep 2019
Valid To 31 Aug 2027

QAA Benchmarks

Politics and International Relations

Educational Aim

Our MSc in International Security and Risk Management will facilitate the development of strategic skills and advanced knowledge in the concepts and theories that underpin international security and risk management, which will be embedded through practical and simulated learning.

Embed knowledge and skills at a masterly level through a range of traditional and innovative, digitally enabled learning environments that are designed to promote and facilitate the development of specialised and transferable skills in preparation for employment in public or private sector services.

Create opportunities through a range of mediums to develop a critical, interdisciplinary understanding of the key security challenges and responses that continue to shape our world in the 21st century.

Provide an innovative immersive learning environment promoting contextualised learning, utilising guest specialists and state of the art simulated learning (Hydra) experiences.

Facilitate the development of metacognition to enable students to critically question the relationship between theory and practice.

Develop attributes associated with critical thinking, lifelong learning and continual professional development

Learning Outcomes

A1 Demonstrate a systematic and critical specialised knowledge of the key issues, concepts and theories relating to International Security and Risk Management.
A2 Apply the concepts and theories of International Security and Risk Management to ‘real world’ contemporary case studies and critically appraise their relevance and impact for the future.
A3 Critically evaluate the relationship between theory and key policy-making decisions using a range of quantitative and qualitative approaches.
B1 Synthetise and critically analyse information from a range of credible and reliable sources.
B2 Demonstrate critical awareness and assessment of a wide, diverse range of theoretical arguments.
B3 Critically examine the relationship between concepts, theories and empirical research.
B4 Design, implement and critically assess a wide range of qualitative and quantitative methods data.
C1 Create solutions to complex hypothetical and fact-based scenarios presented through an immersive simulation-learning environment. Qualitative approaches including qualitative research design and the underlying differences between quantitative and qualitative research design.
C2 Demonstrate the ability to critically reflect constructively on feedback received.
C3 Create, develop and manage an extended piece of research, utilising and justifying appropriate research methodologies.
C4 Develop verbal skills through discussions, debates and presentations to communicate complex ideas and concepts.

Course Structure

Level 7 Modules

Module Code Module Id Module Title Module Status Credit Value Module Type
PC4D002 MOD010992 Dissertation Running 40 core
PC4S028 MOD010984 International Security Theories and Methods Running 20 core
PC4S029 MOD010985 Governing and Securing Cyber Space Running 20 core
PC4S030 MOD010986 Terrorism and Counter-terrorism in Europe Running 20 core
PC4S031 MOD010987 European Union Security Running 20 core
PC4S032 MOD010988 Intelligence Studies Running 20 core
PC4S033 MOD010989 Risk Management and Analysis Running 20 core
PC4S034 MOD010990 Geopolitics of Natural Resources Running 20 optional
PC4S035 MOD010991 International Security of Drugs, Organised Crime and Human Trafficking Running 20 optional

Teaching and Assessment

Learning and Teaching Methods

Learning and teaching methods will be diverse and varied in order to promote inclusive practice.In accordance with subject benchmarks methods will be deployed to:• meet the aims and objectives of the course• foster knowledge of and enthusiasm for the subject• stimulate engagement and ownership of the learning process• encourage deep learning by students• encourage students to reflect on and take responsibility for their own learning• take proactive account of the different circumstances and needs of students, facilitating wider participation.Teaching methods will include:• lectures• workshops• webinars• groupwork• student-led and tutor-led sessions• skills-based, discussion-based and knowledge-based classes• field trips and simulation exercises• use of Blackboard to promote discussion and reflection outside of the classroomThe subject benchmark statement also highlights the following learning opportunities, which will also be reflected in the course:• critical reading of a wide range of texts including documents, monographs, scholarly articles, statistics, newspapers, textbooks and sources on the internet• independent research using both primary and/or secondary sources and appropriate methods of enquiry• group discussion for communicating ideas and presenting their own work in a variety of formats,• including, for example, debates, case studies, role plays and simulationscontact with political and security actors through visits, speakers, websites and webinars.

Employer Engagement

The course team have prioritised engagement with practitioners and employers and regard this as a key characteristics of the offer.
Expert practitioners will deliver guest lectures.
Additionally, in some cases, assessments will be based on academic and professional industry based briefs, which will provide the students with live projects and direct engagement with potential employers.

Work Placements
Due to the nature of the course (intelligence, operational security), work placements are not operationally viable. Placement type experience will be gained from simulation and immersive learning experiences.

Other

Course team will work with USW careers team to promote employability and opportunities for students.

Means of Assessment

A variety of styles of assessment have been encorporated into the assessment diet to ensure an inclusive approach.
Assessment tasks will be of a formative and summative nature to ensure opportunities for assessment of learning as well as assessment for learning.

Research Proposal
Presentations
Academic Article
Reports
Essay
Portfolio Case Study Poster Dissertation
Oral Assessment - Viva

Learning Support

• Student Handbook and Module Guides
• Academic support from Course Leader and course team
• On-line supporting educational materials
• Student Services specialist advice for welfare, health or financial advice, and special needs support
• Learning Resources Centre
• Networked information services

Office hours

Monday – Friday 9-5, students will be advised via Blackboard VLE when lecturers are available for meetings. Tutorials
Face-to-face teaching sessions include tutorials or seminars to provide students with additional opportunities to discuss topics and confirm their understanding of lectures and reading. In addition, personal tutoring arrangements apply as detailed in the “personal tutor” section above and the “progress meetings” section below.

Seminars

Face-to-face teaching sessions include tutorials or seminars to provide students with additional opportunities to discuss topics and confirm their understanding of lectures and reading.

Formative Assessment

Formative assessment is ongoing throughout the course and will be given verbally or during one to one meetings.

Progress meetings

Module and course leaders are available to meet, the course leader will undertake a mid-term progress meeting, wellbeing and progress will also be covered during dissertation meetings.

Research Supervision

Each student will be allocated a research supervisor and is entitled to a supervision meeting each week. Online Resources
Students can access our Virtual Learning Environment (Blackboard) 24/7. The VLE contains teaching and learning resources, assessments and materials for wider contextualisation.

Advice Centres

The advice centres are available in Glyntaff and Treforest between 9am and 9pm in person, the services are also available online with a e-booking facility.

DDS Service

Students receive a visit from representatives who explain the services provided the Disability and Dyslexia service and how to access these. Students are referred to the Disability and Dyslexia service by the course team as appropriate

IT/Library

Students receive a session from the specialist librarian who explains all the services available via the library and how to access them. Students are provided with the contact details for the IT service at induction by the course leader.

Course Exit Points

Award Criteria Final
Postgraduate Certificate 60 credits with at least 40 at Level 7 and no more than 20 at Level 6 Exit
Master of Science 180 credits of which at least 150 must be at Level 7 and no more than 30 at Level 6 Final
Postgraduate Diploma 120 credits of which at least 90 must be at Level 7 and no more than 30 at Level 6 Exit

Progression Route

The following progression routes are available:MPhilPHD

Entry Requirements

Admission to the course is typically through the following qualifications:

Admission to the course is through meeting both the academic and English language requirements for international students of IELTS 6.5. Entry requirements will normally be based on holding a 2:2 Honours degree or an equivalent qualification, or, in exceptional circumstances, three years’ or more relevant work experience.
Will students be required to undergo a DBS check? Not required

Inclusive Curriculum Statement

The University of South Wales operates a policy of inclusive learning, teaching and assessment to ensure that all students have an equal opportunity to fulfil their educational potential. Course teams will have considered ways of designing out any potentially disadvantageous element of courses during the course design process. However some specific needs may remain, details about how to apply to have your needs assessed can be found at: http://unilife.southwales.ac.uk/pages/3040-disability-and-dyslexia-service/

Addendum for Delivery at a Partner Institution

N/A

Methods Of Quality Standards

Course Management

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The Course Leader works with the course team to develop a course to its full potential so that it provides a professional, employment-focused learning experience for students. The Course Leader oversees academic standards, quality assurance and enhancement.

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Arrangements for Feedback to Students

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The subject area of Policing and Security uses the SAFE assessment and feedback system which marks against a pre-published rubric ensuring consistency and transparency. Students are given clear targets for development and are required to self-assess their performance before grades are released.

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Schedules of assessments are designed and published in hard copy and online for students. Assessments are designed and the timetable for completion are set during the assessment dialogue events prior to the start of term. Being issued with dates in advance allows students and staff to manage their time in order to meet the USW 20 working day deadline.

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Student Representation

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The role of the Course Representatives is to elicit the views of the students they represent, and convey these at the Student/Staff Course Liaison Groups (SSCLGs). They are responsible for feeding back the outcomes and actions from these meetings to the students.

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Anonymous feedback is also garnered electronically via the University’s LOOP system.

Quality Of Standards Indicators

Course Monitoring

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The University is responsible for both the standards of its awards and for the quality of its students’ learning experience. In order to ensure that standards are maintained, there is a continuous enhancement process of regular review, known as annual monitoring. The purpose of this process is to evaluate and improve course quality, ensure the best possible student experience within the resource available, and to identify and disseminate good practice. It also ensures that appropriate action is taken to remedy any identified shortcomings and enhance provision.

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External Examiner

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External examining provides one of the principal means for maintaining UK academic standards within autonomous higher education providers. The majority are drawn from other higher education institutions in the UK. In some cases there will be external examiners drawn from industry or practice.

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They provide carefully considered advice on the academic standards of the courses and/or modules to which they have been assigned, and can offer advice on good practice and opportunities to enhance the quality of those courses/modules. They are also able to offer an informed view of how standards compare with the same or similar awards at other higher education providers (primarily in the UK, and sometimes overseas as well) of which they have experience.

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External examiners provide annual written reports to the University based on what he/she has observed of the University’s assessment processes and student assessed work.

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The external examiner(s) associated with this course will be recorded in the Course Handbook.