101_2023_0_b

IPC4802/101/0/2023
Tutorial Letter 101/0/2023
International Political Theory
IPC4802
Year modules
Department of Political Sciences
This tutorial letter contains important information about your module.
BARCODE
CONTENTS
Page
1 INTRODUCTION ............................................................................................................................ 4
2 PURPOSE AND OUTCOMES ........................................................................................................ 4
2.1 Purpose .......................................................................................................................................... 4
2.2 Outcomes ....................................................................................................................................... 4
3 CURRICULUM TRANSFORMATION ............................................................................................ 5
4 LECTURER AND CONTACT DETAILS......................................................................................... 5
4.1 Lecturer ........................................................................................................................................... 5
4.2 Department ..................................................................................................................................... 5
4.3 University ........................................................................................................................................ 5
5 RESOURCES ................................................................................................................................. 6
5.1 Prescribed books ............................................................................................................................ 6
5.2 Recommended books ..................................................................................................................... 6
5.3 Electronic reserves (e-reserves) ..................................................................................................... 7
6 STUDENT SUPPORT SERVICES ................................................................................................. 9
6.1 First-Year Experience Programme @ Unisa ................................................................................ 10
7 STUDY PLAN ............................................................................................................................... 10
8 PRACTICAL WORK ..................................................................................................................... 17
9 ASSESSMENT ............................................................................................................................. 18
9.1 Assessment criteria ...................................................................................................................... 18
9.2 Assessment plan .......................................................................................................................... 20
9.3 Assessment due dates ................................................................................................................. 20
9.3 Assignment numbers .................................................................................................................... 22
9.3.1 General assignment numbers ....................................................................................................... 22
9.3.2 Unique assignment numbers ........................................................................................................ 22
9.4 Assignment due dates .................................................................................................................. 22
9.5 The submission of assignment ..................................................................................................... 22
9.6 The assignments .......................................................................................................................... 22
9.7 Other assessment methods .......................................................................................................... 29
9.8 The examination ........................................................................................................................... 29
10 ACADEMIC DISHONESTY .......................................................................................................... 30
10.1 Plagiarism ..................................................................................................................................... 30
10.2 Cheating ....................................................................................................................................... 30
10.3 For more information about plagiarism, follow the link below: ...................................................... 30
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11 STUDENTS LIVING WITH DISABILITIES ................................................................................... 30

12 FREQUENTLY ASKED QUESTIONS .......................................................................................... 30
13 SOURCES CONSULTED ............................................................................................................. 30
14 IN CLOSING ................................................................................................................................. 30
15 ADDENDUM ................................................................................................................................. 31
3
Dear Student
Unisa, as a comprehensive open distance e-learning institution (CODeL), is moving towards becoming a
fully online institution. You will therefore see that all your study material, assessments and engagements
with your lecturer and fellow students will take place online. This tutorial letter is intended to offer you
some guidance in this regard.
1 INTRODUCTION
We trust that you will find the module(s) for which you have registered, interesting and stimulating. We
hope that you will be successful in your academic endeavours and will continue studying in this
Department by selecting other modules that we offer.
Tutorial Letter 101 contains important information about the scheme of work, resources and assignments
for this module, International Political Theory. It is essential that you pay careful attention to the
contents of this tutorial letter as it contains important information for the successful completion
of this module. Read this tutorial letter first before you proceed to the study material for this
module, as it will point you towards the relevant and important aspects of the module.
In Tutorial Letter 101, you will find the assignments as well as instructions on the preparation and
submission of the assignments. This tutorial letter also provides all the information you need about the
prescribed study material and other resources and how to obtain it. Please study this information
carefully and make sure that you obtain the prescribed material as soon as possible.
We have also included certain general and administrative information about this module. Please study
this section of the tutorial letter carefully. Regularly consult myUnisa for updates and announcements
pertaining to this module.
2 PURPOSE AND OUTCOMES

2.1 Purpose
The aim of this module is to introduce you to an advanced study of International Political Theory. A
secondary aim is to introduce you to state sovereignty and other issues pertinent to international
relations, and how it is affected by different practical and theoretical developments on the global level.
You will notice that the Study Guide for this module specifically refers to a prescribed textbook that is no
longer prescribed for this course. Secondly, the Study Guide focuses predominantly on state
sovereignty. Although this remains valid, the focus of this module is specifically on theories of
International Politics/Relations.
2.2 Outcomes
Upon completion of this module, you should be able to:
▪ conduct independent research;

▪ discuss, compare, analyse and apply various International Political Theories;
▪ discuss and analyse the development of the concept state sovereignty and other international
norms;
▪ analyse the changing nature and character of international relations; and
▪ Analyse and evaluate the extent of the erosion of state sovereignty by different global
developments.
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3 CURRICULUM TRANSFORMATION
Unisa has implemented a transformation charter based on five pillars and eight dimensions. In response
to this charter, we have placed curriculum transformation high on the teaching and learning agenda.
Curriculum transformation includes the following pillars: student-centred scholarship, the pedagogical
renewal of teaching and assessment practices, the scholarship of teaching and learning, and the infusion
of African epistemologies and philosophies. These pillars and their principles will be integrated at both
programme and module levels as a phased-in approach. You will notice a marked change in the
teaching and learning strategy implemented by Unisa, together with how the content is conceptualised in
your modules. We encourage you to embrace these changes during your studies at Unisa in a
responsive way within the framework of transformation.
4 LECTURER AND CONTACT DETAILS

4.1 Lecturer
Professor Jo-Ansie van Wyk

Tel: (012) 429 6068
E-mail: vwykjak@unisa.ac.za
Office: Winnie Madikizela-Mandela Building 7-12, UNISA Main Campus, Preller Street, Muckleneuk,
Pretoria, South Africa
NB: The lecturer may be contacted for module-related matters only.
Face-to-face consultations on campus are dependent on Covid-19 related government and Unisa health
regulations.
4.2 Department
For general information and administrative matters on International Politics please contact, the
departmental secretaries via
Mr Funny Tabane
Tel: 012 429 6854
Fax: 012 429 6085
Email: tabanfj@unisa.ac.za
4.3 University
Contact addresses of the various administrative departments appear on the Unisa website:
http://www.unisa.ac.za/sites/corporate/default/Contact-us/Student-enquiries.
Please include the student number in all correspondence.
5
5 RESOURCES
5.1 Prescribed books
There are no prescribed book for this module. However, all electronic reserves (e-reserves) in section
5.3 (below) are compulsory and prescribed study material for this module.
5.2 Recommended books
There is no recommended study material for this module. However, you are advised to make use of the
additional sources cited below as well as use any other relevant source based on your independent
research.
Additional study material
The Unisa Library has the print and/or electronic editions of some, but not all, of these sources
available.
Baylis, J; Smith, S & Owen, P (eds). 2014. The globalisation of world politics. An introduction to
International Relations. Sixth edition. Oxford: Oxford University Press.
Behr, H. 2010. A history of International Political Theory: Ontologies of the international. New York:
Palgrave.
Brown, C. 2005. Understanding International Relations. Third edition. New York: Palgrave Macmillan.
Burchill, S et al. 2013. Theories of International Relations. Fifth edition. London: Palgrave Macmillan.
Dunne, KC et al. 2013. Africa’s challenge to International Relations Theory. New York: Palgrave.
Dunne, T., Kurki, M., & Smith, S (eds). 2013. International relations theories. Discipline and diversity.
Third edition. Oxford: Oxford University Press.
Dunne, T; Kurki, M & Smith, S (eds). 2016. International relations theories. Discipline and diversity.
Fourth edition. Oxford: Oxford University Press.
Heywood, A. 2014. Global politics. Second edition. New York: Palgrave Macmillan.
Holsti, KJ. 2004. Taming the sovereigns. Institutional change in International Politics. Cambridge:
Cambridge University Press.
Jackson, R & Sørensen, G. 2013. Introduction to International Relations Theories and approaches. Fifth
edition. Oxford: Oxford University Press.
Jørgensen, KE. 2010. International Relations Theory. A new introduction. New York: Palgrave.
Krasner, S. 1999. Sovereignty: Organized hypocrisy. Princeton: Princeton University Press.
Paul, TV. 2012. International Relations Theory and regional transformation. Cambridge: Cambridge
University Press.
Steans, J. 2010. An introduction to International Relations Theory: Perspectives and themes. New York:
Pearson.
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Sterling-Folker, J. 2013. Making sense of International Relations Theory. Second edition. Boulder, Co.:
Lynne Rienner.
5.3 Electronic reserves (e-reserves)
All e-reserves are compulsory and prescribed study material for this module.
E-reserves can be downloaded from the Library catalogue. More information is available at
https://libguides.unisa.ac.za/request/request
Acharya, A. 2007. State sovereignty after 9/11: Disorganised hypocrisy. Political Studies, 55: 274-296.
Acharya, A & Buzan, B. 2007. Why is there no non-Western international relations theory? An
introduction. International Relations of the Asia-Pacific, 7(3): 287–312.
Acharya, A & Buzan, B (eds). 2010. Non-Western International Relations Theory. Perspectives on and
beyond Asia. London: Routledge.
Acharya, A & Buzan, B. 2017. Why is there no non-Western international relations theory? Ten years on.
International Relations of the Asia-Pacific, 17(3): 341-370.
Brown, C. 2018. International Relations and International Political Theory, in Brown, C & R Eckersley
(eds). The Oxford Handbook of International Political Theory. Oxford: Oxford University Press.
Carlsnaes, W; Risse, T & Simmons, BA (eds). 2013. Handbook of International Relations. London:
SAGE Publications Ltd.
Chernoff, F. 2007. Theory and Metatheory in International Relations. New York: Palgrave Macmillan.
Finnemore, M & K Sikkink. 1998. International norm dynamics and political change. International
Organization, 52(4): 887-917.
Goodwin, GL. 2007. The erosion of external sovereignty. Government and Opposition, 9(1): 61-78.
Grieco, JM. 2019. The Schools of Thought problem in International Relations. International Studies
Review, 21(3): 424–446
Griffiths, M (ed). 2007. International Relations Theory for the Twenty-First Century: An Introduction. New
York: Routledge.
Jahn, B. 2017. Theorizing the Political Relevance of International Relations Theory. International Studies
Quarterly, 61(1): 64–77.
Kayaoglu, T. 2010. Westphalian Eurocentrism in International Relations Theory. International Studies

Review, 12(2): 193–217.
Kinsella, HM & Shepherd, LJ. 2019. ‘Well, what is the feminist perspective on international affairs?’:
theory/practice. International Affairs, 95(6): 1209–1213.
Krasner, S. 1982. Structural causes and regime consequences: Regimes as intervening variables.
International Organization, 36(2): 185-205.
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Krasner, S. 2016. The persistence of state sovereignty, in Fioretos, O; Falleti, TG & Sheingate, A (eds),
The Oxford Handbook of Historical Institutionalism. Oxford: Oxford University Press.
McGlinchey S, Walters R and C Scheinpflug (eds). 2017. International Relations Theory. Bristol: E-
International Relations Publishing.
Niang, A. 2016. The imperative of African perspectives on International Relations (IR). Politics, 36(4):
453-466.
Odoom, I & Andrews, N. 2017. What/who is still missing in International Relations scholarship?
Situating Africa as an agent in IR theorising. Third World Quarterly, 38(1): 42-60.
Reus-Smit, C & Snidal, D (eds). 2008. The Oxford Handbook of International Relations. Oxford: Oxford
University Press.
Spindler, M. 2013. International Relations: A Self-Study Guide to Theory. Leverkusen-Opladen: Verlag

Barbara Budrich.
Weber, C (ed). 2014. International Relations Theory: A Critical Introduction. Fourth edition. Oxon:
Routledge.
Werner, WG & De Wilde, J. 2001. The endurance of sovereignty. European Journal of International
Relations, 7(3): 283-313.
Youngs, G. 2004. Feminist International Relations: a contradiction in terms? Or: why women and gender
are essential to understanding the world ‘we’ live in. International Affairs, 80(1), 75–87.
E-reserves can be downloaded from the library catalogue. More information is available at:
http://libguides.unisa.ac.za/request/request
5.4 Library services and resources information
The Unisa library offers a range of information services and resources:
• For brief information, go to https://www.unisa.ac.za/library/libatglance

• For more detailed library information, go to
http://www.unisa.ac.za/sites/corporate/default/Library
• For research support and services (e.g. the services offered by personal librarians and
the request a literature search service offered by the information search librarians), go to
http://www.unisa.ac.za/sites/corporate/default/Library/Library-services/Research-support
• For library training for undergraduate students, go to
https://www.unisa.ac.za/sites/corporate/default/Library/Library-services/Training
The library has created numerous library guides, available at http://libguides.unisa.ac.za
Recommended guides:
• Request and find library material/download recommended material:

http://libguides.unisa.ac.za/request/request
• Postgraduate information services: http://libguides.unisa.ac.za/request/postgrad
• Finding and using library resources and tools:
http://libguides.unisa.ac.za/Research_skills
• Frequently asked questions about the library:
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http://libguides.unisa.ac.za/ask
• Services to students living with disabilities:
http://libguides.unisa.ac.za/disability
• A–Z of library databases:
https://libguides.unisa.ac.za/az.php
Important contact information:
• Ask a librarian: https://libguides.unisa.ac.za/ask

• Technical problems encountered in accessing library online services:
Lib-help@unisa.ac.za
• General library-related queries: Library-enquiries@unisa.ac.za
• Queries related to library fines and payments: Library-fines@unisa.ac.za
• Social media channels: Facebook: UnisaLibrary and Twitter: @UnisaLibrary
6 STUDENT SUPPORT SERVICES

The Study @ Unisa brochure is available on myUnisa: www.unisa.ac.za/brochures/studies
This brochure contains important information and guidelines for successful studies through
Unisa.
If you need assistance with regard to the myModules system, you are welcome to use the
following contact details:
• Toll-free landline: 0800 00 1870 (Select option 07 for myModules)

• E-mail: mymodules22@unisa.ac.za or myUnisaHelp@unisa.ac.za
You can access and view short videos on topics such as how to view your calendar, how to
access module content, how to view announcements for modules, how to submit assessment
and how to participate in forum activities via the following link: https://dtls-
qa.unisa.ac.za/course/view.php?id=32130
Registered Unisa students get a free myLife e-mail account. Important information, notices
and updates are sent exclusively to this account. Please note that it can take up to 24 hours
for your account to be activated after you have claimed it. Please do this immediately after
registering at Unisa, by following this link: myLifeHelp@unisa.ac.za
Your myLife account is the only e-mail account recognised by Unisa for official
correspondence with the university and will remain the official primary e-mail address on
record at Unisa. You remain responsible for the management of this e-mail account.
9
6.1 First-Year Experience Programme @ Unisa
For many students, the transition from school education to tertiary education is beset with
anxiety. This is also true for first-time students to Unisa. Unisa is a dedicated open distance and
e-learning institution. Unlike face-to-face/contact institutions, Unisa is somewhat different. It is a
mega university and all our programmes are offered through a blended learning mode or fully
online learning mode. It is for this reason that we thought it necessary to offer first-time students
additional/extended support so that you can seamlessly navigate the Unisa teaching and
learning journey with little difficulty and few barriers. In this regard we offer a specialised student
support programme to students entering Unisa for the first time. We refer to this programme as
Unisa’s First-Year Experience (FYE) Programme. The FYE is designed to provide you with
prompt and helpful information about services that the institution offers and how you can access
information. The following FYE programmes are currently offered:
• FYE website: All the guides and resources you need to navigate through your first year at
Unisa can be accessed using the following link: www.unisa.ac.za/FYE.
• FYE e-mails: You will receive regular e-mails to help you stay focused and motivated.
• FYE broadcasts: You will receive e-mails with links to broadcasts on various topics
related to your first-year studies (e.g. videos on how to submit assignments online).
• FYE mailbox: For assistance with queries related to your first year of study, send an e-
mail to fye@unisa.ac.za.
7 STUDY PLAN
If you are a student with a health-related condition such as tuberculosis and HIV/AIDS or have a close
family member with a health condition, please take cognisance thereof when planning your studies. The
same also applies to any other difficulties you or close friends and family members may experience.
Such difficulties may affect the time you may have available for studies. In these circumstances, it is
important to plan in order to have enough time to meet deadlines. It will be unwise to cram tasks as this
creates enormous stress, which will negatively affect your performance as a student, as well as your
health. Planning your studies is essential so that you work consistently and make good progress.
It would be wise to know your health status regarding conditions such as Covid-19, tuberculosis,
HIV/AIDS, blood pressure, diabetes and high cholesterol. If you are informed by medical tests, with the
necessary medical and supportive interventions you can prolong and improve the quality of your life and
your success in your studies.
As indicated earlier, you will notice that the Study Guide for this module specifically refers to a prescribed
textbook, which is no longer prescribed for this course. Secondly, the Study Guide focuses
predominantly on state sovereignty. Although this remains valid, the focus of this module is specifically
on theories of International Politics/Relations.
Apart from the study of theories of International Politics/Relations, the module also examines the
theoretic position of state sovereignty and other pertinent issues in international politics. According to the
doctrine of state sovereignty, states are equal in inter-state relations and not subject to any
encroachment from outside in respect of internal affairs. This doctrine has determined the concept of the
functioning of politics both at the national and international level. More recently, the assumptions
underlying this view of sovereignty are increasingly questioned, especially in view of the porosity of the
state boundaries resulting from various developments in the global arena. The emergence of non-state
actors and their increased influential role in international politics has also challenged the position of the
state as the only (and even the most important) actor. Therefore, sovereignty, as a key doctrine in both
the theory and practice of international politics is challenged in view of increased globalization.
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The state and state sovereignty are nevertheless strong concepts and institutions, which continue,
despite increasing challenges, to play an extremely important role in international politics and
International relations.
Therefore, the purpose of this module-specific Study Plan is to guide you through the study material for
this module. It is your responsibility to determine your study schedule to meet the requirements for this
module.
The Study Plan consists of six main themes. You could perhaps consider the schedule as outlined in
Table 1. Consult myUnisa regularly for updates and announcements pertaining to this module.
Table 1: Proposed schedule for studying this module
Month Activity
January Register, read Study Guide and Tutorial Letter 101, acquire study material,
Theme 1 of Study Plan (included below)
February Register, and read Study Guide and Tutorial Letter 101, and acquire study
material.
Study Spindler. 2013. (See e-reserves)
Familiarise yourself with the Unisa Library’s online and print collection.
Familiarise yourself with Bloom’s Taxonomy.
Commence with Theme 1 of Study Plan (included below)
March Theme 1 of Study Plan (included below)
Study Spindler. 2013. (See e-reserves)
April Theme 2 of Study Plan (included below)
May Theme 2 of Study Plan (included below)
June Theme 3 of Study Plan (included below)
July Theme 3 of Study Plan (included below)
August Theme 4 of Study Plan (included below)
September Theme 5 of Study Plan (included below)
October Theme 6 of Study Plan (included below)
December Revision and study for exam
January/February 2023 Revision, study for exam and examination
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STUDY PLAN
THEME 1
INTERNATIONAL RELATIONS (IR) AND INTERNATIONAL RELATIONS (IR) THEORY
Outcomes of Theme 1
You should be able to

• Explain why we study International Relations/Politics.
• Explain why we study theories.
• Discuss the evolution of the modern state system and state sovereignty.
• Identify the major debates in IR theory.
• Assess the state of IR theory.
• Conduct independent research.
Assessment criteria of Theme 1
✓ Identification of the so-called Great Debates in IR Theory.

✓ Discussion of the main characteristics of each Debate.
✓ Assessment of each Debate.
✓ Comparison of Debates.
✓ Definition of positivism/post-positivism; explaining/understanding; and rationalism/reflectivism.
✓ Explanation of each term and its relevance for the study of International Political Theory.
✓ Assessment of the state of IR theory.
Prescribed study material (Study Guide and e-reserves)
Acharya & Buzan (2010): Chapter 1.

Brown (2018).
Carlsnaes, Risse, & Simmons (2013): Chapters 1-4.
Chernoff (2007): Chapters 2-3.
Grieco (2019).
Griffiths (2007): Chapters 1 & 11.
Jahn (2017).
McGlinchey, Walters & Scheinpflug (2017): See chapter by McGlinchey, Walters & Gold.
Reus-Smit & Snidal (2008): See chapters by Lake and Keohane.
Spindler (2013).
Weber (2014): Chapters 1-2.
• Dunne, Kurki & Smith (2016): Introduction and Chapter 1.

• Baylis, Smith & Owens (2014): Chapters 1-10.
• Jackson & Sørensen (2013): Chapters 1-2.
• Brown (2005): Chapters 1-3.
• Jørgensen (2010): Introduction, Chapters 1-8.
• Burchill et al. (2013): Chapter 1.
• Heywood (2014): Chapters 1-2, 21.
Self-assessment questions based on prescribed and additional study material
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• What is a theory?
• Explain the relevance and utility of theories of International Politics/Relations.
• Discuss and compare the so-called Great Debates in IR theory.
• Explain the terms positivism/post-positivism, explaining/understanding, and
rationalism/reflectivism.
THEME 2
CLASSICAL AND CONTEMPORARY THEORIES
Outcomes of Theme 2
• Discuss, analyse and compare the so-called classical theories.

• Discuss the core elements of classical so-called Western and non-Western IR theories.
• Apply classical theories to selected international events.
✓ Identification of the so-called classical theories.

✓ Discussion of the main tenets and claims of each theory.
✓ Analysis of each theory.
✓ Comparison of theories based on self-selected criteria.
✓ Identification of the major differences among Realists and Liberalists.
Acharya & Buzan (2007).

Acharya & Buzan (2010): Chapters 1 & 10.
Kayaoglu (2010).
Niang (2016).
Odoom & Andrews (2017).
Griffiths (2007): Chapters 2-3.
McGlinchey, Walters & Scheinpflug (2017): Chapters 1-10.
Reus-Smit & Snidal (2008): See chapter by Wohlforth.
Spindler (2013): Part II.
• Dunne, Kurki & Smith (2016): Chapters 2-14.

• Baylis, Smith & Owens (2014): Chapters 6-13.
• Jørgensen (2010): Introduction, Chapters 1-8.
• Burchill et al. (2013): Chapters 1-12.
• Heywood (2014): Chapters 3, 21.
• Independent research.

13
• Summarise the assumptions, tenets, contributions and shortcomings of each theory in McGlinchey,
Walters and Scheinpflug (2017). As you proceed with the Study Plan, add the insights and
contribution of other scholars to your summaries and notes.
• Identify the major differences between the classical realism of Hans Morgenthau and the neo-
realism of Kenneth Waltz.
THEME 3
CONTEMPORARY WESTERN AND NON-WESTERN THEORIES
Outcomes of Theme 3

• Distinguish between Western and non-Western theories and debates.
• Discuss and assess so-called non-Western IR theories.
✓ Identification, discussion and analysis of the so-called contemporary Western and non-Western
theories.
✓ Discussion of the main tenets and claims of each of these theories.
Acharya (2007).
Carlsnaes, Risse, & Simmons (2013): Chapter 6.
Goodwin (2007).
Kayaoglu (2010).
Niang (2016).
Griffiths (2007): Chapters 2-3.
McGlinchey, Walters & Scheinpflug (2017): Chapters 1-10, 17 & 18.
Reus-Smit & Snidal (2008): See chapters by Wohlforth and Moravcsik.
Spindler (2013): Part II.
Weber (2014): Chapter 8.
Werner & De Wilde (2001).
• Dunne, Kurki & Smith (2016): Introduction, Chapters 1 & 7.

• Baylis, Smith & Owens (2014): Chapters 16, 27, 28, 33.
• Jørgensen (2010): Chapter 6.
• Heywood (2014): Chapters 4, 19. Independent research.
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• Summarise the assumptions, tenets, contributions and shortcomings of each theory in McGlinchey,
Walters and Scheinpflug (2017). As you proceed with the Study Plan, add the insights and
contribution of other scholars to your summaries and notes.
• Analyse, with reference to relevant examples, the impact of globalisation on state sovereignty.
THEME 4
CONTEMPORARY APPROACHES AND DEBATES: CONSTRUCTIVISM
Outcomes of Theme 4
• Discuss the main tenets of constructivism.

• Analyse the institutionalization of norms in international relations.
✓ Discussion and analysis of constructivism, and its main tenets.
✓ Discussion of constructivists’ interpretation of the importance of norms, and ideas.
✓ Analysis of the lifecycle of norms.
✓ Explain the socialisation of new states in the international arena.
Carlsnaes, Risse, & Simmons (2013): Chapters 5 & 18.

Finnemore and Sikkink (1998).
Griffiths (2007): Chapter 6.
McGlinchey, Walters & Scheinpflug (2017): Chapter 4.
Reus-Smit & Snidal (2008): See chapter by Hurd.
Spindler (2013): Chapter 9.
• Dunne, Kurki & Smith (2016): Chapter 9.

• Baylis, Smith & Owens (2014): Chapter 10.
• Jackson & Sørensen (2013): Chapter 8.
• Make summaries and notes of the study material on constructivism.

• Conceptualise norm, ideas, interests and identity.
• Discuss and assess Finnemore and Sikkink’s (1998) three stages of the life cycle of norms.
• Choose any newly independent contemporary state of your choice. Discuss the socialization of this
state in the international arena.
15
THEME 5
SELECTED INTERNATIONAL INSTITUTIONS: INTERNATIONAL LAW, INTERNATIONAL REGIMES,

THE UNITED NATIONS AND SOVEREIGNTY
Outcomes of Theme 5
• Discuss some of the main institutions in international relations.

• Apply Western and non-Western International Political Theory in order to analyse these
international institutions.
• Analyse the impact of these institutions on sovereignty.
✓ Identification and discussion of international institutions, regimes and International Law.

✓ Assessment based on at least three IP theories, of the impact of institutions, International Law and
regimes on state sovereignty.
✓ Analysis, based on at least three IP theories, of the impact of the global Covid-19 pandemic and its
impact on the international relations between states.
Acharya (2007).
Carlsnaes, Risse, & Simmons (2013): Chapters 10, 13 & 14.
Kayaoglu (2010).
Krasner (1982).
Krasner (2016).
Niang (2016).
• Dunne, Kurki & Smith (2013): Chapters 3-16.

• Baylis, Smith & Owens (2014): Chapters 18-21, 29-31.
• Brown (2005): Chapter 11.
• Burchill et al. (2013): Chapters 1-12.
• Heywood (2014): Chapters 5, 9, 14, 19.
• Discuss and assess the importance of international institutions, regimes and organisations for
International Political Theory.
• Distinguish between the levels of international institutions.
• Discuss and compare theoretical approaches to International Law.
• Discuss and analyse (by using International Political Theory) how international institutions support
and/or undermine sovereignty.
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• Explain if increased United Nations activity undermines the sovereignty of states.

• Analyse the following statement: Human security undermines state sovereignty.
• Explain whether humanitarian intervention undermines of maintain sovereignty.
THEME 6
GENDER, INTERNATIONAL RELATIONS AND INTERNATIONAL POLITICAL THEORY
Outcomes of Theme 6
• Explain and assess the role of gender in International Relations.

• Explain the meaning of Feminist International Relations.
• Explain how gender structures international relations.
• Apply feminist theories to international relations and the global economy.
✓ Discussion and comparison of the competing theories of gender and international relations.
✓ Conduct a gendered analysis of sovereignty.
✓ Assessment of the contribution of Feminism and Gender Studies to the study of IP.
Carlsnaes, Risse, & Simmons (2013): Chapters 5 & 18.

Griffiths (2007): Chapter 9. Kinsella & Shepherd (2019).
McGlinchey, Walters & Scheinpflug (2017): Chapters 8 & 13.
Reus-Smit & Snidal (2008): See chapters by Whitworth and True.
Youngs (2004).
• Dunne, Kurki & Smith (2016): Chapter 10.

• Baylis, Smith & Owens (2014): Chapters 17, 28-31.
• Heywood (2014): Chapter 17.
• Make summaries and notes of the study material on gender and international relations.
• Discuss and compare the competing theories of gender and international relations.
• Analyse the following statement: Feminist approaches to international relations draw from different
IR perspectives.
• Analyse the gendering of international relations.
• Conduct a gendered analysis of state sovereignty.
8 PRACTICAL WORK
There is no practical work for this module.
17
9 ASSESSMENT
9.1 Assessment criteria
In order to succeed in this module, you must meet the criteria determined by The South African
Qualifications Authority (SAQA). An Honours student (National Qualifications Framework Level
8) must demonstrate learning achievements in ten areas as outlined in Box 1. Table 2 outlines
the assessment criteria for this module.
Box 1: An Honours student must demonstrate

a. Scope of knowledge. The learner demonstrates knowledge of and
engagement in an area at the forefront of a field, discipline or practice; an
understanding of the theories, research methodologies, methods and
techniques relevant to the field, discipline or practice; and an understanding of
how to apply such knowledge in a context.
b. Knowledge literacy. The learner demonstrates the ability to interrogate
multiple sources of knowledge in an area of specialisation and to evaluate
knowledge and processes of knowledge production.
c. Method and procedure. The learner demonstrates an understanding of the
complexities and uncertainties of selecting, applying or transferring
appropriate standard procedures, processes or techniques to unfamiliar
problems in a specialised field, discipline or practice.
d. Problem solving. The learner demonstrates the ability to use a range of
specialised skills to identify, analyse and address complex or abstract
problems drawing systematically on the body of knowledge and methods
appropriate to a field, discipline or practice.
e. Ethics and professional practice. The learner demonstrates the ability to
identify and address ethical issues based on critical reflection on the suitability
of different ethical value systems to specific contexts.
f. Accessing, processing and managing information. The learner
demonstrates the ability to critically review information gathering, synthesis of
data, evaluation and management processes in specialised contexts in order
to develop creative responses to problems and issues.
g. Producing and communicating information. The learner demonstrates the
ability to present and communicate academic, professional or occupational
ideas and texts effectively to a range of audiences, offering creative insights,
rigorous interpretations and solutions to problems and issues appropriate to
the context.
h. Context and systems. The learner demonstrates the ability to operate
effectively within a system, or manage a system based on an understanding
of the roles and relationships between elements within the system.
i. Management of learning. The learner demonstrates the ability to apply, in a
self-critical manner, learning strategies, which effectively address his or her
professional and ongoing learning needs and the professional and ongoing
learning needs of others.
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j. Accountability. The learner demonstrates the ability to take full responsibility

for his or her work, decision-making and use of resources, and full
accountability for the decisions and actions of others where appropriate.
Source: The South African Qualifications Authority (SAQA), 2012. Level descriptors
for the South African National Qualifications Framework. Pretoria: SAQA.
Available at: http://www.saqa.org.za/docs/misc/2012/level_descriptors.pdf,
accessed on 20 July 2022.
SOURCES FOR ASSIGNMENTS
In completing the assignments, you must keep in mind that study at the Honours level is mainly
independent study and research. In addition to the study material mentioned earlier, you, as a post-
graduate student, are expected to consult other suitable sources on the topic. It is expected of you to
select at least 10-15 suitable sources for each assignment. If you encounter library-related problems,
you may use the services of the Personal Librarian for Political Sciences, Mrs Hleziphi Napaai. Her
telephone number is 012 429 3204 and her email address is napaasg@unisa.ac.za.
LENGTH OF ASSIGNMENTS
Required length: NO LESS THAN 15 AND NO MORE THAN 30 TYPED PAGES (See Checklist and
Guidelines in Table 3 below).
Table 2: Assessment criteria for IPC4802
Mark (%) Indicators
>75 Meet all the requirements of NQF Level 8 (see Box 1).
Exceptional level of knowledge and synthesis.
Exceptional command of study material.
Independent research.
Exceptional quality of work and technical presentation.
Originality in thought.
70-74 Meet some of the requirements of NQF Level 8 (see Box 1).
Exceptional level of knowledge and synthesis.
Exceptional command of study material.
Good quality of work and technical presentation.
Some originality in thought.
Above average level of knowledge and synthesis.
Average command of study material.
Above average quality of work and technical presentation.
Some originality in thought.
Average level of knowledge and synthesis.
Some command of study material.
Some independent research.
Average quality of work and technical presentation.
Little originality in thought.
19
50-59 Meet less than 50% of the requirements of NQF Level 8 (see Box 1).
Lack basic knowledge.
No command of study material.
No independent research.
Poor quality of work and technical presentation.
No originality in thought.
<49 Meet none of the requirements of NQF Level 8 (see Box 1).
No command of study material.
No independent research.
Poor quality of work and technical presentation.
Lack basic knowledge.
No originality in thought.
Unable to follow instructions.
Source: Compiled by Jo-Ansie van Wyk
9.2 Assessment plan
Assessment for this module includes the submission of two assignments (formative assessment), and
one examination (summative assessment).
It is compulsory to submit two assignments for this module. Assignments are required:
• for admission to the examinations;

• for purposes of a year mark; and
• To provide proof to the Department of Higher Education and Training of your engagement in the
tuition process (For subsidy purposes the Department of Higher Education and Training requires
Unisa to provide proof of the ‘active student’).
• All information about when and where to submit your assessments will be made available
to you via the myModules site for your module.
• Due dates for assessments, as well as the actual assessments are available on the
myModules site for this module.
• To gain admission to the examination, you will be required to submit TWO assignment/s.
• To gain admission to the examination, you need to obtain a year mark average of 50% for
the assignments.
• The assignment weighting for the module is 80%.
• You will receive examination information via the myModules sites. Please watch out for
announcements on how examinations for the modules for which you are registered will be
conducted.
• The examination will count 20% towards the final module mark.
9.3 Assessment due dates
• There are no assignment due dates included in this tutorial letter.
• Assignment due dates will be made available to you on the myUnisa landing page for this
module. We envisage that the due dates will be available to you upon registration.
• Please start working on your assessments as soon as you register for the module.
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IPC4802/101/3/2023
• Log on to the myUnisa site for this module to obtain more information on the due dates
for the submission of the assessments.
• Unisa, as a comprehensive open distance e-learning institution (CODeL), is moving

towards becoming an online institution. You will therefore see that all your study material,
assessments and engagements with your lecturer and fellow students will take place
online. We use myUnisa as our virtual campus.
• The myUnisa virtual campus will offer students access to the myModules site, where
learning material will be available online and where assessments should be completed.
This is an online system that is used to administer, document, and deliver educational
material to students and support engagement between academics and students.
• The myUnisa platform can be accessed via https://my.unisa.ac.za. Click on the

myModules 2023 button to access the online sites for the modules that you are
registered for.
• The university undertakes to communicate clearly and as frequently as is necessary to

ensure that you obtain the greatest benefit from the use of the myModules learning
management system. Please access the announcements on your myModules site
regularly, as this is where your lecturer will post important information to be shared with
you.
• When you access your myModules site for the module/s you are registered for, you will
see a welcome message posted by your lecturer. Below the welcome message you will
see the assessment shells for the assessments that you need to complete. Some
assessments may be multiple choice, some tests, others written assessments, some
forum discussions, and so on. All assessments must be completed on the assessment
shells available on the respective module platforms.
• To complete quiz assessments, please log on to the module site where you need to
complete the assessment. Click on the relevant assessment shell (Assessment 1,
Assessment 2, etc.). There will be a date on which the assessment will open for you.
When the assessment is open, access the quiz online and complete it within the time
available to you. Quiz assessment questions are not included in this tutorial letter
(Tutorial Letter 101) and are only made available online. You must therefore access the
quiz online and complete it online where the quiz has been created.
• It is not advisable to use a cell phone to complete the quiz. Please use a desktop
computer, tablet or laptop when completing the quiz. Students who use a cell phone find
it difficult to navigate the Online Assessment tool on the small screen and often struggle
to navigate between questions and successfully complete the quizzes. In addition, cell
phones are more vulnerable to dropped internet connections than other devices. If at all
possible, please do not use a cell phone for this assessment type.
• For written assessments, please note the due date by which the assessment must be
submitted. Ensure that you follow the guidelines given by your lecturer to complete the
assessment. Click on the submission button on the relevant assessment shell on
21
myModules. You will then be able to upload your written assessment on the myModules
site of the modules that you are registered for. Before you finalise the upload, double
check that you have selected the correct file for upload. Remember, no marks can be
allocated for incorrectly submitted assessments.
All information pertaining to the submission (date and platform) of your assignments will be
communicated via the myUnisa site for your module.
9.3 Assignment numbers
9.3.1 General assignment numbers
General assignment numbers will be communicated via the myUnisa platform for this module.
9.3.2 Unique assignment numbers
Unique assignment numbers will be communicated via the myUnisa platform for this module.
9.4 Assignment due dates
There are no assignment due dates included in this Tutorial Letter. Assignment due dates will
be communicated via the myUnisa platform for this module. We envisage that the due dates
will be available to you upon registration.
Please prepare for your assignments (Assignment 01 and 02) as soon as you have registered
for the module.
9.5 The submission of assignment
It is compulsory to submit two assignments in this module.
Please note
• Every assignment you submit must comply with all the formal requirements as set out at the end of
this tutorial letter or as posted on myUnisa under the additional resources tool.
• You need not necessarily start with assignment 01. You can submit any assignment and, in any
sequence, that you prefer. Irrespective of the sequence in which you submit the assignments, you
are not allowed to change the assignment numbers.
It is advisable that you submit your assignments electronically via myUnisa.
Plagiarism is the act of taking words, ideas and thoughts of others and passing them off as your own. It
is a form of theft, which involves several dishonest academic activities.
The Disciplinary Code for Students (2004) is given to all students at registration. You are advised to
study the Code, especially Sections 2.1.13 and 2.1.4 (2004:3-4). Kindly read the University’s Policy on
Copyright Infringement and Plagiarism as well.
9.6 The assignments
Apart from using the study material for this module, you, as a post-graduate student, are also required to
conduct independent research when you write your assignments. Therefore, use the Unisa Library’s
extensive hard copy and electronic collection.
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9.6.1 Technical presentation of assignments
Before you submit each assignment, ensure that you comply with the checklist and guidelines for the
submission of assignments. See Table 3 and the Addendum to this Tutorial Letter.
Table 3: Checklist and guidelines for the submissions of assignments
Technical guideline Mark with X

to indicate
compliance
Cover page with topic of assignment included
Table of Contents included
Headings, sub-headings and numbering of sections in Table of Contents

correspond with headings, sub-headings and numbering text
Harvard reference system correctly applied. (You will find this on the
internet and in the Addendum.)
All sources cited, and correctly cited
Alphabetical bibliography at the end of document
No numbering of sources in Bibliography
Complete and correct list of sources in terms of Harvard system
First use of abbreviations and acronyms as follows:
Full name (Abbreviation/acronym in brackets)
Second and later use of abbreviations and acronyms:
Abbreviation or acronym only
Font: Arial
Font size: 11
Line spacing: 1.5
Headings in bold
Headings numbered consecutively
Number of pages of assignment complies with the prescribed number
Source(s) of Figures, Diagrams, Tables and Maps (if included) cited below
Figure, Diagram, Table and Map as:
Source (s): Harvard (aligned right text) (Crtl + R)
Language: English (South Africa or UK)
Document justified (Ctrl + J)
23
Cover page centered (Ctrl + E)
Consistency in spacing between paragraphs and headings
Pages numbered
Document spelling and grammar checked
Wikipedia has not been used
9.6.2 Assessment criteria for assignments
This module entails two types of assessment, i.e. formative and summative assessments.
Formative assessment consists of assignments, and self-assessment activities in this Tutorial
Letter (see the Study Programme), and the Study guide. Guidelines on self-assessment
activities will be provided on myUnisa. The purpose of these self-assessment tasks is to refine
your thinking and writing skills in preparation for the examinations.
Summative assessment refers to the final demonstration of your understanding of the content
of this module in the form of a formal examination.
The formative assessment for this module entails two compulsory assignments (Assignment
01 and 02). Your semester mark, which is based on your assignment, contributes 20% to your
final exam mark. Your examination mark contributes 80% to your final mark for this module.
Please note the due dates and that no extension can be granted. This is due to requirements
from the Department of Higher Education and Training that must be met.
Apart from meeting the assessment criteria of the module summarized in earlier, Table 4 below
contains a summary of the assessment criteria for each assignment.
Table 4: Assessment criteria for each assignment
Introduction (5% of final mark)
Exceptionally Clear and Long-winded and not Poor and irrelevant

succinct and focused. focused. introduction.
relevant.
Structure and Structure and No reference to
Structure and organization of organization of structure and
organization of assignment assignment unclear clear. organization.
assignment very clear.
clear.
Research question and/or problem statement (10% of final mark)
Exceptionally Focused. Unclear. No research question formulated.

succinct.
Theoretical approach and argumentation (50% of final mark)
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Exceptionally Demonstrate Average Poor to misunderstanding of

and good understanding theory and its application.
comprehensively understanding and
outlined. of theory. application of Poor argumentation.
theory.
Sophisticated Good
understanding of theoretical Average
approach application. argumentation.
Exceptional Good
theoretical argumentation.
application.
Exceptional
argumentation.
Research (20% of final mark)
Excellent Good Some No independent research.

demonstration of demonstration independent
independent of independent research.
research. research.
Writing and technical presentation (15% of final mark)
Exceptional and Good, clear Average Poor writing.

logical writing. and logical writing.
writing. Major language and editing
Minor language Major errors.
and editing Minor language and
errors. language and editing errors. No adherence to technical
editing errors, requirements sets for
Adhere to all but not too Some assignments.
technical distracting. adherence to
requirements set technical Some sources cited completely
for assignments. Adhere to all requirements and correctly in terms of the
technical sets for Harvard Reference System.
All sources cited requirements assignments.
completely and set for
correctly in assignments. Some sources
terms of the cited
Harvard All sources completely
Reference cited and correctly
System. completely in terms of the
and correctly Harvard
in terms of the Reference
Harvard System.
Reference
System.
Final assessment (100%)
Exceptional Good Average No compliance with NQF Level 8

compliance with compliance compliance and module requirements.
NQF Level 8 with NQF with NQF
and module Level 8 and Level 8 and
requirements. module module
requirements. requirements.
25
COMPULSORY ASSIGNMENT 01
CHOOSE ANY ONE OF THE FOLLOWING THREE ASSIGNMENTS.
1. Explain the relevance and utility of theory for the study of International Politics and international
relations. Write a critique on the current state of International Political Theory. Introduce so-called
classical and non-Western theories of International Relations, their assumptions and utility. Finally,
conclude with non-Western theories’ criticism of Western theories of International Relations.
Guidelines
• Study Box 1, and Tables 2, 3 and 4.

• Refer to Themes 1 to 4 in the Study Plan.
• Familiarise yourself what a critique entail. A critique is not a critical analysis or a criticism.
• Conduct independent research, especially on so-called non-Western International Political
Theories.
• Familiarise yourself with the main claims, tenets and assumptions of the theories you select.
• Study the Addendum.
OR
2. State sovereignty provides some order and stability in what could be described as an anarchical
international system. Some scholars, like Goodwin (2007), for example, maintain that sovereignty
continues to be eroded, whereas Werner and De Wilde (2001), amongst others, refer to the
‘endurance of sovereignty’. Stephen Krasner (1999) described sovereignty as ‘organised
hypocrisy’, while Amitav Acharya (2007) described it as ‘disorganised hypocrisy’. Views on
sovereignty have also emerged from so-called non-Western scholars in Africa, Asia, Latin America
and the Middle East. What is the debate on state sovereignty in Africa? Critically compare and
assess the views of Western International Relations scholars on state sovereignty with non-
Western International Relations scholars.
Guidelines
• Sources appearing in the assignment topic are included in the list of additional study material and
e-reserves.
• Refer to Themes 1 to 3, and 5 in the Study Plan.
• Familiarise yourself with what a critical comparison, and a critical assessment entail.
OR
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3. The political impact of global warming and climate change is evident in the relations between
international actors. Global warming and climate change have significant consequences for,
amongst other issues, state sovereignty. In the Arctic, for example, melting ice caps have already
resulted in a ‘scramble for the Arctic’; a race for more territorial control of the area. Besides these
developments, some island states in the Pacific Ocean are literally sinking due to rising sea levels.
Will this result in the total disappearance of these states, or will it compromise its sovereignty in
another way? Against this background and focusing on the Arctic region and a Pacific Ocean
island state of your choice, conduct a theoretical analysis of global warming and climate change.
Explain the construction of global warming and climate change as social phenomena, and the
impact thereof on state sovereignty in the selected areas.
Guidelines

COMPULSORY ASSIGNMENT 02
CHOOSE ANY ONE OF THE FOLLOWING THREE ASSIGNMENTS.
1. Conduct a comparative theoretical analysis of the global COVID-19 pandemic since 2020. Select
one classical Western and one non-Western International Political Theory and approach to conduct
the analysis. Explain the relevance of your selected theories, their assumptions and main tenets.
Guidelines

• Refer to ALL Themes in the Study Plan.
• Familiarise yourself with what a comparison, a theoretical analysis, and an explanation entail.
• Conduct independent research on the topic.
OR
2. On 21 January 2021, the Treaty on the Prohibition of Nuclear Weapons (TPNW) or the Ban Treaty
entered into force. The Treaty prohibits the use, storage, production and sharing of nuclear
weapons, technology and services. How did the norm to prohibit, ban and, essentially criminalise
nuclear weapons occur? Using Constructivist theory, critically describe and assess the lifecycle of
this international norm. Provide a contrasting view by conducting a Realist and Feminist theoretical
analysis of the norm.
Guidelines
• Study the TPNW available at https://www.un.org/disarmament/wmd/nuclear/tpnw/,

https://www.icanw.org/full_text_of_the_treaty, or http://disarmament.un.org/treaties/t/tpnw/text.
27
• Refer to Themes 3, 5 and 6 in the Study Plan.
• Familiarise yourself with what a critical description and assessment entail.
• Conduct independent research on the topic.
OR
3. The People’s Republic of China’s (PRC) rise on the international stage has elicited responses from
governments and scholars across the globe. Whether China’s ascendancy will be peaceful, or not,
remains to be seen. Using Realism, Constructivism and Marxist theories of International Relations,
conduct a comparative theoretical analysis of China’s ascendancy by explaining the
manifestations, reasons and consequences thereof. Pay also attention to Chinese scholarship on
the issue.
Guidelines

• Familiarise yourself what a comparative theoretical analysis entail.
• Conduct independent research, especially on so-called non-Western International Political
Theories.
• Examination information and details on the format of the examination will be made available
to you online via the myUnisa site. Look out for information that will be shared with you by
your lecturer and e-tutors (where relevant) and for communication from the university.
• 9.7.1 Invigilation/proctoring
• Since 2020 Unisa conducts all its assessments online. Given stringent requirements from
professional bodies and increased solicitations of Unisa’s students by third parties to
unlawfully assist them with the completion of assignments and examinations, the University
is obliged to assure its assessment integrity through the utilisation of various proctoring
tools: Turnitin, Moodle Proctoring, the Invigilator App and IRIS. These tools will authenticate
the student’s identity and flag suspicious behaviour to assure credibility of students’
responses during assessments. The description below is for your benefit as you may
encounter any or all of these in your registered modules:
• Turnitin is a plagiarism software that facilitates checks for originality in students’

submissions against internal and external sources. Turnitin assists in identifying academic
fraud and ghost writing. Students are expected to submit typed responses for utilisation of
the Turnitin software.
• The Moodle Proctoring tool is a facial recognition software that authenticates students’
identity during their Quiz assessments. This tool requires access to a student’s mobile or
laptop camera. Students must ensure their camera is activated in their browser settings
prior to their assessments.
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IPC4802/101/3/2023
• The Invigilator “mobile application-based service does verification” of the identity of an

assessment participant. The Invigilator Mobile Application detects student dishonesty-by-
proxy and ensures that the assessment participant is the registered student. This invigilation
tool requires students to download the app from their Play Store (Google, Huawei and
Apple) on their mobile devices (camera enabled) prior to their assessment.
• IRIS Invigilation software verifies the identity of a student during assessment and provides
for both manual and automated facial verification. It has the ability to record and review a
student’s assessment session. It flags suspicious behaviour by the students for review by an
academic administrator. IRIS software requires installation on students’ laptop devices that
are enabled with a webcam.
• Students who are identified and flagged for suspicious dishonest behaviour arising from the
invigilation and proctoring reports are referred to the disciplinary office for formal proceeding.
• Please note:
• Students must refer to their module assessment information on their myModule sites to
determine which proctoring or invigilation tool will be utilised for their formative and
summative assessments.
9.7 Other assessment methods
Please refer to the self-assessment questions in the Study Plan.
There are no other assessment methods. However, the summative assessment (examinations)
of this module is discussed below.
9.8 The examination
The examination takes place during January to March 2024. See Box 2 for additional information.
Box 2: Information on the examinations
Please follow the announcements on myUnisa for changes and updates regarding the
examinations for this module.
Duration and format
The duration and format of the examination for this module will be communicated to you.
Allocation of marks
The paper counts 100 marks.
Examination guidelines (including scope and study material)
Examination guidelines will be posted on myUnisa.
Revision
The self-assessment questions in the Study Plan, and the assignment topics are recommended for
revision.
29
10 ACADEMIC DISHONESTY
10.1 Plagiarism
Plagiarism is the act of taking the words, ideas and thoughts of others and presenting them as
your own. It is a form of theft. Plagiarism includes the following forms of academic dishonesty:
• Copying and pasting from any source without acknowledging the source.
• Not including references or deliberately inserting incorrect bibliographic information.
• Paraphrasing without acknowledging the original source of the information.
10.2 Cheating
Cheating includes, but is not limited to, the following:
• Completing assessments on behalf of another student, copying the work of another

student during an assessment, or allowing another student to copy your work.
• Using social media (e.g. WhatsApp, Telegram) or other platforms to disseminate
assessment information.
• Submitting corrupt or irrelevant files as per examination guidelines
• Buying completed answers from so-called “tutors” or internet sites (contract cheating).
10.3 For more information about plagiarism, follow the link below:
https://www.unisa.ac.za/sites/myunisa/default/Study-@-Unisa/Student-values-and-rules
11 STUDENTS LIVING WITH DISABILITIES

The Advocacy and Resource Centre for Students with Disabilities (ARCSWiD) provides an
opportunity for staff to interact with first-time and returning students with disabilities.
If you are a student with a disability and would like additional support or need additional time for
assessments, you are invited to contact your lecturer for this module to discuss the assistance
that you need.
12 FREQUENTLY ASKED QUESTIONS

Students are directed to the Study @ Unisa brochure, which contains an A-Z Guide of the most relevant
study information.
13 SOURCES CONSULTED
The sources consulted for the compilation of his tutorial letter include the prescribed, e-reserves and
additional study material.
14 IN CLOSING
Should you encounter any problems or need further information, you are most welcome to contact me.
Best wishes for the successful completion of your studies!
Professor Jo-Ansie van Wyk
Tel: 012 429 6068

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E-mail: vwykjak@unisa.ac.za
www.unisa.ac.za
15 ADDENDUM
Study Unisa’s policies on ethical conduct.
As you know, plagiarism is a serious offence. Therefore, it is up to you to have the best academic
practice possible.
What is plagiarism?
1. ‘Submitting another’s work, word-for-word, as one’s own,

2. Contains significant portions of text from a single source without alterations,
3. Changing key words and phrases but retaining the essential content of the source,
4. Paraphrases from multiple sources, made to fit together
5. Borrows generously from the writer’s previous work without citation,
6. Combines perfectly cited sources with copied passages without citation,
7. Mixes copied material from multiple sources,
8. Includes citations to non-existent or inaccurate information about sources,
9. Includes proper citation to sources but the paper contains almost no original work,
10. Includes proper citation but relies too closely on the text’s original wording and/or structure’
(Plagiarism.Org: 2014).
How do I avoid plagiarism?
1. Make sure that you understand the difference between quoting and paraphrasing.
2. Always reference correctly!
Referencing
There are two parts to referencing correctly.
One, you use the reference in-text.
Two, you list this reference in your bibliography.
Most importantly, you must identify what kind of source it is. Please note that the final
presentation of your referencing in an assignment will be different!
Books
Books are the most common source for students to use. It is also simple to compile! Just keep the basics
in mind and it will become very easy after you have practiced.
Look at the formula below:

In-text: (Author/s surname, Year: Page/s)
Bibliography: Author/s surnames, Initial. Year. Title of book. Place of publication: Publisher.
One Author: (Heywood, 2007: 14)

Note how to use this in a sentence
1) According to Heywood (2007: 14), politics is the…

2) Politics is… (Heywood, 2007:14).
Note how to write this in your bibliography:

Heywood, A. 2007. Politics. New York: Palgrave.
31
You can have more than one author!
Two Authors
In-text: (Balaam and Veseth, 2008: 3)
Note how to use this in a sentence:
1) According to Balaam and Veseth (2008: 3), ‘we define IPE as an analytical effort’.
2) IPE may be considered a systematic study (Balaam and Veseth, 2008: 3).
Note how to write this in a Bibliography:

Balaam, D. N., and Veseth, M. 2008. Introduction to International Political Economy. New York: Pearson
Prentice Hall.
Three or more Authors

In-text:
(Dunne, Kurki and Smith, 2013: 39)
Note how to use this in a sentence:
The first time you cite a source with more than two authors you write their names in full. After you have
written their names in full in the paper, you reference them as such: (first surname et al, year: page), i.e.
(Dunne et al, 2013: 40)
Note how to write this in a Bibliography:
Please note that the above (eds.) is only placed there because Dunne, Kurki and Smith are the editors.
AND ALL the authors appear here.
Dunne, T., Kurki, M., and Smith, S. (eds.) 2013. International Relations Theories: Discipline and
Diversity. Oxford: Oxford University Press.
Chapter in a book
This reference is very similar to the book referencing. However, many students get very confused how to
write the correct reference down.
KEY: You must reference the author of the chapter!

In-text: (Author/s of the chapter’s surname, year: page/s)
(Davis, 2008: 18)
In the Bibliography: Author of the chapter’s surname, initials. Year published. Title of the chapter. In
Editors surname/s, initials (eds.). Publication name. Place of publication: Publisher.
Davis, M. 2008. The Origins of the Third World. In Chari, S. and Corbridge, S (eds.). The Development
Reader. Oxon: Routledge.
NB
The in-text reference looks just like the in-text reference for a book! Therefore, when dealing with two or
more authors refer to the above for guidance.
Journal articles
You can identify a journal if it has one or more of the following: a journal name, an issue and a number.
This information is usually found on top of the front page of the article.
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In-text: (Author’s Surname, year published: Page/s)

(Yang, 2006: 23)
Bibliography: Author surname, initials. Year published. Title of article. Title of journal. Volume number
(issue number), pp (pages of the article)
Yang, L. 2006. Africa: A view from China. South African Journal of International Affairs. 13(1), pp 23-32.
NB
The in-text reference looks just like the in-text reference for a book and a chapter in a book! Therefore,
when dealing with two or more authors refer to the above for guidance.
Internet sources
Students also refer to internet sources for their assignments. However, it is very important to ask
yourself, is this source reliable and am I providing the correct information? If you answer yes in both
instances, you may use the internet, but how do you know when a source is not reliable?
Stay away from non-academic sources such as blogs, article comments, Wikipedia, Wikileaks,
and Yahoo etc.!
Rather use the Unisa Library’s excellent online resources.
These sources are unreliable because anyone can author the post without being peer reviewed or
even correct!
You will be penalised if you use these unreliable sources.
Rather use the excellent online collection of the Unisa Library. You pay for it.
Key: Always keep track of the FULL URL ADDRESS

In-text: (Author’s Surname or organisation, year: internet)

(BBC, 2020: internet)
Bibliography: Author/organisation. Year published. Name of article. Date of news report. Available from:
FULL URL. Accessed: date accessed.
BBC. 2020. Ethiopia Tigray crisis: UN team fired at ‘on way to refugee camp’. 8 December. Available
from: https://www.bbc.com/news/world-africa-55234100. Accessed: 9 December 2020.
Newspaper articles
Often students cite a newspaper that was found on the internet. If your source is a newspaper only then
can you cite a newspaper. This source is easy to cite, but you must make sure you are precise. A
lecturer will prefer you to reference the internet site of the article because it allows the lecturer to see the
original source!
Key: Try stay away from newspapers, find the internet source, and use that where possible. However, if
you cannot, use the formula below:
In-text: (Newspaper, date)

(Mail & Guardian, 11 October 2013).
Bibliography: Newspaper (in italics), date in full. Title of article.

33
Mail & Guardian, 11 October 2013. Juju confident he’ll pass his toughest test yet.
Official documents e.g. Acts of Parliament

Often, assignments will require you to refer to policies or legislation. In those cases, it is a simple
procedure to cite.
In-text: (Author: Name of Act, Number and Year)

(South Africa (Republic): Constitution of the Republic of South Africa, Act 106 of 1996).
Bibliography: Author. Year. Name of Act, Number and Year.

South Africa (Republic). 1996. Constitution of the Republic of South Africa, Act 106 of 1996
NOTES
Should you use more than one book or article written by an author in the same year, you could
distinguish between them as follows: (Paige, 2002a: 87) and (Paige, 2002b: 19).
Remember to make the same distinction in the Bibliography.
When to use et al.
REMEMBER
You need to first use the in-text reference in full. Thereafter, you may use et al in the remainder of your
content.
The Bibliography needs to reflect all the authors, not just the first author followed by et al.
All referencing methods have small variations.
Do not be confused when encountering a slightly different style of Harvard referencing. Just keep your
referencing uniform and consistent.
34

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IPC4802/101/0/2023

Tutorial Letter 101/0/2023

International Political Theory

Department of Political Sciences

This tutorial letter contains important information about your module.

11 STUDENTS LIVING WITH DISABILITIES ................................................................................... 30

2 PURPOSE AND OUTCOMES

Upon completion of this module, you should be able to:

▪ conduct independent research;

4 LECTURER AND CONTACT DETAILS

Professor Jo-Ansie van Wyk

NB: The lecturer may be contacted for module-related matters only.

Please include the student number in all correspondence.

5.2 Recommended books

Additional study material

Krasner, S. 1999. Sovereignty: Organized hypocrisy. Princeton: Princeton University Press.

5.3 Electronic reserves (e-reserves)

Kayaoglu, T. 2010. Westphalian Eurocentrism in International Relations Theory. International Studies

Spindler, M. 2013. International Relations: A Self-Study Guide to Theory. Leverkusen-Opladen: Verlag

5.4 Library services and resources information

The Unisa library offers a range of information services and resources:

• For brief information, go to https://www.unisa.ac.za/library/libatglance

The library has created numerous library guides, available at http://libguides.unisa.ac.za

• Request and find library material/download recommended material:

Important contact information:

• Ask a librarian: https://libguides.unisa.ac.za/ask

6 STUDENT SUPPORT SERVICES

• Toll-free landline: 0800 00 1870 (Select option 07 for myModules)

Table 1: Proposed schedule for studying this module

Study Spindler. 2013. (See e-reserves)

Familiarise yourself with Bloom’s Taxonomy.

Commence with Theme 1 of Study Plan (included below)

March Theme 1 of Study Plan (included below)

Study Spindler. 2013. (See e-reserves)

April Theme 2 of Study Plan (included below)

May Theme 2 of Study Plan (included below)

June Theme 3 of Study Plan (included below)

July Theme 3 of Study Plan (included below)

August Theme 4 of Study Plan (included below)

September Theme 5 of Study Plan (included below)

October Theme 6 of Study Plan (included below)

December Revision and study for exam

January/February 2023 Revision, study for exam and examination

INTERNATIONAL RELATIONS (IR) AND INTERNATIONAL RELATIONS (IR) THEORY

You should be able to

Assessment criteria of Theme 1

✓ Identification of the so-called Great Debates in IR Theory.

Prescribed study material (Study Guide and e-reserves)

Acharya & Buzan (2010): Chapter 1.

Additional study material

• Dunne, Kurki & Smith (2016): Introduction and Chapter 1.

Self-assessment questions based on prescribed and additional study material

CLASSICAL AND CONTEMPORARY THEORIES

You should be able to

• Discuss, analyse and compare the so-called classical theories.

Assessment criteria of Theme 2

✓ Identification of the so-called classical theories.

Prescribed study material (Study Guide and e-reserves)