Bachelor Degree in Global Governance

No formal pre-requisites

The course programme is divided into 10 inter-related topics as follows:

Topic 1 Post-1945 internationalism: the United Nations
Topic 2 Post-1945 political order: Bipolarism, Cold War and global implications
Topic 3 Post-1945 economic order(s): Capitalism –- Bretton Woods, IMF, World Bank
Topic 4 Post-1945 economic order(s): Socialism –- COMECON and socialist globalisation
Topic 5 Post-1945 economic order(s): North/South confrontation and South-South co-operation
Topic 6 Decolonisation and its legacy (Asia-Africa)
Topic 7 Japan and South-East Asia in the Cold War era
Topic 8 The rise of China
Topic 9 China and its neighbours: economic development and regional leadership
Topic 10 After the end of the Cold War: Asia and global governance institutions

The article:
Non-attending students will critically assess the content and argument of an academic article chosen from a list. Moreover, they will contextualise the reading across the broader questions addressed in the course.

The book:
Non-attending students will thoroughly read the book by D. Jain, Women, Development, and the UN: A Sixty-Year Quest for Equality and Justice, Bloomington: Indiana University Press, 2008.

- Mark Mazower, Governing the World: The History of an Idea, Penguin Books, 2013
- K. Conca, An Unfinished Foundation: The United Nations and Global Environmental Governance, Oxford: Oxford University Press, 2015.
- H. Travis, Genocide, Ethnonationalism, and the United Nations Exploring the Causes of Mass Killing Since 1945, Abingdon and New York: Routledge, 2013.
- R. Normand & S. Zaidi, Human Rights at the UN: The Political History of Universal Justice, Bloomington: Indiana University Press, 2008.
- Catherine Schenk, International Economic Relations since 1945, Routledge, 2011
Odd Arne Westad, Restless Empire: China and the World since 1750, Penguin Books, 2012
- Isabella M. Weber, How China Escaped Shock Therapy. The Market Reform Debate, Routledge, 2021.
- A.C. McKevitt, Consuming Japan: Popular Culture and the Globalizing of 1980s America, Chapel Hill: University of North Carolina Press, 2017.
- W.M. Grimes, Unmaking the Japanese Miracle: Macroeconomic Politics, 1985-2000, Ithaca: Cornell University Press, 2001.

The verification of learning takes place through three main steps: two in-class assessed presentations and a final debate.

1. Assessed individual presentation: Each student will give one individual assessed presentation in which they shall critically assess the content and argument of a chosen reading from a given list and introduce related questions for class discussion.

2. Assessed group presentation: Small groups (3/4) must go through a topic consisting of a much broader topic that would be selected by both teachers in the mid-course.

3. Final debate: the last class of the course is a final debate. Each student shall participate in it, offering their critical arguments on the topics of discussions on the base of all what they learned throughout the course and via the previous assessed talks. Key debate questions will be pre-circulated by the professors.

The objective of the final examination is to verify the achievement of the course learning outcome. In particular, the examination assesses the student's overall preparation, ability to integrate knowledge of the different parts of the programme, consequentiality of reasoning, analytical ability and autonomy of judgement. In addition, ownership of language and clarity of exposition are assessed, in adherence with the Dublin descriptors.

Minimum score for passing the written test 18 out of 30. Students may take the examination on all available dates. there is no roll-call jump.

The examination will be assessed according to the following criteria:
- FAIL: important deficiencies and/or inaccuracies in the knowledge and understanding of the topics; limited ability to analyse and synthesise, frequent generalisations and limited critical and judgemental skills, the topics are set out inconsistently and with inappropriate language;
- 18-20: Barely sufficient knowledge and understanding of the topics with possible generalisations and imperfections; sufficient capacity for analysis, synthesis and autonomy of judgement, the topics are frequently exposed in an incoherent manner and with inappropriate/technical language;
- 21-23: Routine knowledge and understanding of topics; ability to analyse and synthesise correctly with sufficiently coherent logical argumentation and appropriate/technical language
- 24-26: Fair knowledge and understanding of the topics; Good analytical and synthetic skills with arguments expressed in a rigorous manner but with language that is not always appropriate/technical.
- 27-29: Comprehensive knowledge and understanding of the topics; considerable capacity for analysis and synthesis. Good autonomy of judgement. Arguments presented in a rigorous manner and with appropriate/technical language
- 30-30L (30 with honours): Excellent level of knowledge and thorough understanding of topics. Excellent analytical and synthetic skills and independent judgement. Arguments expressed in an original manner and with appropriate technical language.

For attending students, there is no final exam. The assessment has structured as follows:
In-class individual presentation (45%)
In-class group presentation (35%)
Participation in the final in-class discussion (20%)

The assessment method is different for non-attending students: oral exam (100%)