pol 351e: military approaches to security course syllabus ... - wp - military approaches to...

POL 351E: MILITARY APPROACHES TO SECURITY

COURSE SYLLABUS FALL 2010

LtCol G.S. Sablon Vinciane Lecturer

[email protected] RMA, Building F, Office: Room 01.20

Cdt Troch Koen

Lecturer [email protected]

RMA, Building F, Office: Room 01.19

Address: Royal Military Academy, Rue Hobbema 8, 1000 Brussels

1. Prerequisites 2. Course Description and Course Objectives 3. Course Material 4. Teaching Method and Course Elements 5. Assignments and Assessment 6. Course Schedule 7. Required reading and Session Instructions

1. PREREQUISITES None

2. COURSE DESCRIPTION AND COURSE OBJECTIVES

This specialization course provides an in‐depth analysis of core actors, key dimensions and approaches to promoting security through military means. The course is divided in three main parts

Part 1 provides a conceptual and theoretical introduction to Military Security by focusing on the concept of threat, risk, security and conflict and their evolution. This course will explore the changing nature of war and the complexity of today’s conflicts.

Part 2 introduces students to the (possible) role of the military related to ‘Hard’ security issues such as Deterrence, Arms Control and Disarmament; Proliferation of Weapons of Mass Destruction and Small Arms & Light Weapons; Failed States; Terrorism and Counterterrorism; Human and man‐made disasters. The influences of the privatization of international security and the evolution of military equipment on the role of the military are discussed.

Finally, Part 3 introduces students to the specificity of the military in Crisis Management, the main approaches to Peace Support Operations and Military Crisis Management in the UN, EU and NATO frameworks, the Comprehensive Approach and the role of the military in State building.

The course format will include courses in plenary session and in small group discussions.

The different competences, a combination of knowledge, skills and attitudes, evaluated during this course should allow to fulfill future functions in a successful way. A distinction is made between professional competences, which should allow to execute professional tasks and are thus linked to a professional situation, and functional competences, unrelated to a professional situation, which allow to work, individually or in group, in different working situations

Professional competences:

1. You are able to analyze an international security problem, to determine the issues at stake and the role of the armed forces and to give a presentation on the analyzed problem

2. You can explain the interaction between the major actors in the case of a crisis management operation

Functional competences

1. Communication: you are able to share ideas and opinions with others speaking plainly and in an open attitude

2. Collaboration: you are able to collaborate and you are willing to participate in the achievement of the objectives by sharing ideas and knowledge, by formulating new ideas and by encouraging others

3. Management of information: you are able to carry out independent research using a wide range of sources and you know how to manage a large amount of information and how to integrate it in a presentation. For this, you adopt a critical attitude towards the received/found information and you are able to make a distinction between the essential and the secondary.

4. Organization: you are able to organize a teamwork in an efficient way 5. Writing: you can share ideas and opinions in a structured document that is a

clear, correct and readable synthesis of a complex situation or question.

3. COURSE MATERIALS We will use no textbook but a reader with texts. Readers will be provided only in soft copy.

All other and additional reading material will be handed out either in hard copies or sent to you electronically via e‐mail.

Furthermore, you are required to keep yourself up‐to‐date of current developments in international security.

4. TEACHING METHOD AND COURSE ELEMENTS

The teaching method will be based on a combination of ex‐cathedra and interactive teaching, in this case, syndicate work (SRD or syndicate room discussions).

A syndicate is a group of about a dozen students that will be coached by a syndicate leader (SL). Your work for the course will be:

To read and assimilate the text for the SRD. Additional research on the central theme of the text is mandatory.

The reading will afterwards be discussed during 1,5 Hr in the syndicate were you can be a moderator, in charge of the leading of the discussion or a reporter, preparing/finalizing the presentation for the following plenary session. The objective is to present/analyze a specific topic, related to the theme of the day and to be able to draw some conclusions from the discussion and identify additional problems/interactions.

Afterwards, there will be a plenary session with all syndicates to share the results of the different discussions. These results can be completed with additional comments and/or questions of the other syndicates.

Finally the next theme will be introduced and questions relative to the future readings are dealt with.

The preparatory reading is an important fully‐fledged part of the learning process. The interaction between students, each with their own background and experience, is an essential part of the education. Finally, each student is responsible for the effort he/she wants to make.

All the lessons will be given in classrooms at the Royal Military Academy.

Guest Lectures: Academics and military experts will be invited for several guest lectures. They provide students with the opportunity to deepen their knowledge on specific topics and with the last, their understanding of real‐life problems of crisis operations management.

5. ASSIGNMENT AND ASSESSMENTS

Students will be assessed on their research, presentation, writing and argumentation skills with the help of observation during the SRD, presentations, a comment as well as on their grasp of the course content with the help of an exam.

Assessment or evaluation means the collection of information on the desired competences. This will happen during and at the end of the education. With the collected information the syndicate leaders will try to help you. Combined with the final exam we will be able to evaluate you in a proper way.

This evaluation can only be successful when we get your full cooperation. In the end it is about the development of your competences. To achieve this we opt for an open and transparent communication. The evaluation should be a positive instrument that tells us more about the competences of each student.

5.1. Observation during the syndicate

During the SRD you will be moderator, reporter or member of the syndicate.

When it is your turn to be moderator than your preparation of the SRD will be important. The way you deal with the text will give the SL (syndicate leader) an idea how you manage information and how you communicate. Afterwards you will lead the discussion which will allow the SL to get an idea on your organizing competence and if you’re able to draw correct closing conclusions.

As a reporter you will assist the moderator during the preparation, function as timekeeper and take note in order to complete your presentation. During the plenary session you will present the text and the conclusions of the discussion to the other syndicates. All this will allow the SL to get some information on your organization, cooperation and communication competences.

As a member of the syndicate you participate actively in the discussion. This makes it possible for the SL to evaluate your communication, cooperation and management of information competences.

In each function you try to be creative and original and you try through different approaches to get new ideas and insights on the presented issue.

SL will always be available for additional information on your functioning. This allows us to adjust or improve your work.

5.2. Comment Students are required to write a comment on a given document. A list of subjects will be provided at the beginning of the course. It should include:

A clear personal position based on relevant sources that underpin your position.

A good analysis of possible other pro’s and con’s of your position.

Finally, the research proposal should include a bibliography directly related to the research topic.

There are now many electronic guides to finding periodicals and articles. The ADB catalogue on the VUBIS, for example, allows you to check tables of content of the most recent issues of approximately 14.500 periodicals. The CCB catalogue on the VUBIS provides locations of books in Belgian Libraries, and the possibility of obtaining books on Inter‐Library Loan at the VUB. There is also the V‐link, which allows you to find full texts from major on‐line journals (if available) and links to related materials. The comment should be about 4000‐5000 words (Times New Roman, point 12, single spaced).

All papers should have a title page with your name, the course module, indication of minor/major, and the paper title

Each page of the text should be numbered

A bibliography

Uniform referencing (author, title, year of publication, publisher, place of publication, and page numbers for articles and direct references)

5.3. Final exam

The Exam will be divided in two parts:

1st part: written comment on a topic given at the beginning of the exam. Time: 1 Hour.

2nd part: oral presentation / defence of one of the four topics prepared at home. These four topics will be communicated in October. Time needed: 15min/student.

The relative weight of the grades will be:

Class Participation 25 % Comment 25 % Final Exam 50 %

Letter grades are given as follows: Letter Scale Scale Grade of 20 of 100

A+ 18.1‐20.0 91‐100 A 17.0‐18.0 85‐90 A‐ 16.1‐16.9 81‐84 B+ 15.3‐16.0 77‐80 B 14.5‐15.2 73‐76 B‐ 13.7‐14.4 69‐72 C+ 13.1‐13.6 66‐68 C 12.3‐13.0 62‐65 C‐ 11.5‐12.2 58‐61 D+ 10.7‐11.4 54‐57

D 10.0‐10.6 50‐53 F 0‐9.9 0‐49

5.4. Assessment Criteria

Assessment Criteria for the comment are:

Referencing, use of academic sources (academic journals, monographs,…).

Language, style, clarity, organization of papers and work.

Empirical precision: correct interpretation and reproduction of factual information.

Capacity to synthesize arguments.

Capacity to analyze and to develop a critical assessment.

Clear statements of guiding questions and subsequent conclusions. Assessment Criteria for the Exams are:

Capacity to grasp and convey factual and conceptual knowledge.

Capacity to synthesize and apply concepts and theory to concrete cases.

Capacity to develop a systematic argument based on theory and practice.

6. COURSE SCHEDULE

Introduction

Week 1 24 August Introduction to the Course. Overview of Syllabus and Requirements.

Part 1: Introduction to Military Security

Week 2 31 August Security, Risks vs Threats; Traditional approach to security and the military dimension, Securitization changing security and the concept of comprehensive approach

Week 3 07 September The changing nature of war and the complexity of today’s conflicts

Part 2: Hard security issues

Week 4 10 September Deterrence, arms control & disarmament

Week 5 21 September Proliferation of WMD

Week 6 28 September Proliferation of SALW

Week 7 05 October Failed States

Week 8 12 October Terrorism & Counter‐terrorism: a role for the military?

Week 9 19 October The privatization of international security: which place for the military?

Week 10

26 October Counterinsurgency

Week 11 09 November Evolution of Military Equipment & Influence on the role of the military

Part 3: Crisis management‐ the place of military

Week 12 16 November Introduction to Crisis Management operations

Week 13

23 November Case studies

Week 14

30 November State‐building, what role for the military?

Week 15 .06‐10 December TBD

FINAL EXAM

7. LITERATURE AND SESSION INSTRUCTIONS

Week 2: Introduction to Military Security

Aim

To understand the concepts of security, risks and threats in the contemporary context and the influence of the thinking about these concepts on security issues and the security context.

Scope

Security is important. Every day, somewhere in the world people are killed, starved, tortured, raped, impoverished, imprisoned, displaced or denied access to fundamental goods in the name of security. The concept is present in all societies all over the world, it litters speeches of politicians, it is discussed in newspapers and on the radio and images of security and insecurity and the consequences of it flash across TV screens and the internet. This makes security a fascinating, sometimes even deadly, but always important topic. But what does it mean?

Several definitions and concepts of security exist all over the world. But most scholars over the world agree on the fact that security involves the alleviation of threats to cherished values which makes security unavoidable political. But even then different approaches to security do exist. And armed forces are very often involved in the thinking about security. But are they always able to play a role in the different concepts on security? Or is the comprehensive approach the panacea for security problems, where the armed forces are just one of many involved actors in the pursuit of achieving security for all people in all places?

Supported learning objectives

The competences used during this activity are: Analyze the international security context, to determine the issues at stake and the role of the armed forces.

Teaching points

The following teaching points are to be addressed and expanded upon during the conduct of this activity:

What is security and how has it changed?

What is the difference between risks and threats?

How can the security concepts be applied in the future and which concept can we use?

What are the implications for the armed forces?

Conduct

This activity starts with a preparation at home followed by a conference. It will conclude with a Q&A session.

Required readings

Prior to the activity, the students are to read the following:

Nayef, R.F.A., “A proposed New Classification of Global Security” in Nayef, R.F.A., The Five dimensions of Global Security, Lit, Zürich, 2007, p. 19‐34.

Emmers, R., “Securitization” in Collins, A., Contemporary Security Studies, OUP, Oxford, 2007, p. 109‐126.

Herring, E., “Military Security” Collins, A., Contemporary Security Studies, OUP, Oxford, 2007, p. 129‐145.

Supplementary readings

Nayef, R.F.A., “The Five Dimensions of Global Security” in Nayef, R.F.A., The Five dimensions of Global Security, Lit, Zürich, 2007, p. 35‐86.

Baylis, J., “International and Global Security in the post‐cold war era” in Baylis, J. and Smith, S., The Globalization of World Politics, OUP, Oxford, 2005, p.297‐324.

Week 3 : The changing nature of war and the complexity of today’s conflicts

Aim

To understand the concept of war in the contemporary context and the influence of the thinking about war on security issues and security context.

Scope

The seeming stability of a bi‐polar system changed to a system in which sub‐national groups and organizations and other actors appeared after the collapse of the USSR. Where the concept of international security traditionally has been equated with the use of force between states, with a special focus on military operations, the picture has changed now, with respect to the following:

who should be secured

the nature of international threats

the kind of reactions that are authorized to manage threats

Many countries have begun to look at international security in a much broader way than during the Cold War. The events of 9/11 served as a wake‐up call to the world and made clear that other threats were looming at the horizon. But not only terrorism changed our view of international security. WMD proliferation, intra‐state conflicts, organized crime, climate change, cyber and energy security are just a few issues that became important problems for the international community.

Have all this events an influence on the military approach to security and on the conduct of war? Some scholars are convinced that we’re now dealing with a different kind of war but others say that not war as such has changed but that only the actors and methods involved have been adapted. Has this discussion an influence on our thinking and on the development of future security and military policies and strategies?


The competences used during this activity are: Analyze an international security problem, to determine the issues at stake and the role of the armed forces.

Teaching points


What is war and has it changed after the Cold War?

How can the concept be applied in the future and which concept have we to use?

What are the implications for the armed forces?

Conduct

This activity starts with a preparation at home followed by a conference. It will conclude with a Q&A session.

Required readings


Petrescu,D., “The Role and Utility of Military Force in achieving Political Objectives in the 21st Century” in Romanian Military Thinking, 6, 1, 2010, p. 128‐135.

(http://www.defense.ro/gmr/Engleza/Ultimul_nr/petrescu‐p.128‐133.pdf )

Sheehan, M., ”The changing character of war” in Baylis, J. and Smith, S., The Globalization of World Politics, OUP, Oxford, 2007, 211‐225.

(http://www.oup.com/uk/orc/bin/9780199297771/baylis_ch12.pdf )

Schuurman, B., “Clausewitz and the “New Wars” Scholars” in Parameters 40:1 (Spring 2010), p. 89‐100.

(http://www.carlisle.army.mil/usawc/Parameters/Articles/2010spring/40‐1‐2010_schuurman.pdf )

Gray, C.S., “How has the War changed since the End of the Cold War”, in Parameters 35:1 (Spring 2005) 14‐26.

(http://www.carlisle.army.mil/usawc/Parameters/Articles/05spring/gray.pdf )


Reyna, S., “Taking place: ‘new wars’ versus global wars” in Social Anthropology, Volume 17, Issue 3, 2009, p. 291‐317.

(http://www3.interscience.wiley.com/cgi‐bin/fulltext/122526857/PDFSTART )

Garnett, J., “The Causes of War and the Conditions of Peace” in Baylis, J., Wirtz, J., Cohen, E. and Gray, C.S., Strategy in the Contemporary World, OUP, Oxford, 2006, p. 66‐87.

Williams, P.D., “War” in Williams, P.D., “Security studies. An Introduction.”, Routledge, London, 2008, p. 151‐170.

Münkler, H., “Old and new wars” in Cavelty, M.D. and Mauer, V. The Routledge Handbook on Security Studies, Routledge, London, 2010, p. 190‐199.

Clausen, K.K., Elmgreen, L.R., Nielsen ,M.J. and Nilsson, D.R., “The New Wars, the Old Wars and the International Community” in Clausen, K.K., Elmgreen, L.R., Nielsen ,M.J. and Nilsson, D.R., Intervention in the Shadowlands of New Wars, Roskilde University, Roskilde, 2006, p.28‐32.

(http://rudar.ruc.dk/bitstream/1800/1816/1/Shadowlands.pdf?bcsi_scan_3C79E7817CDC4FD7=Mo1n3tvaOh+Z6W56mavKrFG8tSEIAAAAcYFhCw==&bcsi_scan_filename=Shadowlands.pdf )

Week 4 : Deterrence, Arms Control and Disarmament

Aim

To understand deterrence, arms control and disarmament and the influence of these issues on the contemporary international security context.

Scope

Deterrence still is one of the key concepts in international relations. The power to influence the decision making of another nation has always been an important issue in international security, especially during the Cold War where the use of deterrence based on nuclear weapons was an important security factor. This doesn’t mean that deterrence in our contemporary world isn’t a security issue anymore. The problems to limit the proliferation of WMD are still a major problem for the international community. Arms control and disarmament at regional and international level are still important for the creation of a safer world. Arms control is rather focused on the limitation, non‐proliferation and production of certain types of weapons (like anti‐personnel mines, cluster bombs and nuclear weapons) while disarmament deals with the reduction, withdrawal and elimination of identified weapon systems with the final aim to have a safer world with less weapons.


The competences used during this activity are: Analyze an international security problem and to determine the issues at stake.

Teaching points


What is deterrence and how has it changed after the Cold War?

What future for arms control treaties?

What influence have arms control treaties and disarmament on international security?

Conduct

This activity starts with a preparation at home followed by a conference on the topic. It will conclude with a Q&A session.

Required readings


Payne, K.B. and Walton, C.D., “Deterrence in the Post‐Cold War World” in Baylis, J., Wirtz, J., Cohen, E. and Gray, C.S., Strategy in the Contemporary World, OUP, Oxford, 2006, p. 161‐182.

Baylis, J., “Arms control and disarmament” in in Baylis, J., Wirtz, J., Cohen, E. and Gray, C.S., Strategy in the Contemporary World, OUP, Oxford, 2006, p. 183‐207.

Acronym Institute for Disarmament Diplomacy, Nuclear Weapons and Deterrence: Questioning the “indispensable” relationship, Acronym Instute for Disarmament Diplomacy, NPT Briefing 6, London, 2010, 6 p. (http://www.acronym.org.uk/npt/npt2010%20B6%20‐%20NWs%20&%20Deterrence.pdf )


Perkovich, G., Extended Deterrence on the way to a nuclear‐free world, ICNND, 2009, 19 p. (http://www.icnnd.org/research/Perkovich_Deterrence.pdf?bcsi_scan_3C79E7817CDC4FD7=0&bcsi_scan_filename=Perkovich_Deterrence.pdf )

Kagan, F.W., Deterrence Misapplied. Challenges in Containing a Nuclear Iran, Council on Foreign Relations, 2010, 10 p. (http://www.cfr.org/publication/22291/deterrence_misapplied.html )

SIPRI Yearbook 2010, Armaments, Disarmament and International Security, Summary, SIPRI, Stockholm, 2010, 28 p. (http://www.sipri.org/yearbook/2010/files/SIPRIYB10summary.pdf )

Hartung, W.D., “The International Arms Trade” in Williams, P.D., “Security studies. An Introduction.”, Routledge, London, 2008, p. 345‐360.

Wirtz, J.J., “Weapons of Mass Destruction and the Proliferation Challenge” in Cavelty, M.D. and Mauer, V. The Routledge Handbook on Security Studies, Routledge, London, 2010, p. 139‐148.

Lebow, R.N., “Deterrence” in Cavelty, M.D. and Mauer, V. The Routledge Handbook on Security Studies, Routledge, London, 2010, p. 393‐403.

Week 5: Proliferation of WMD

Aim

To understand the danger of proliferation of WMD and the possible consequences of it. To understand the importance for the armed forces of the probable use of WMD.

Scope

One of the major threats, as described in the European Security Strategy is: “Proliferation of Weapons of Mass Destruction is potentially the greatest threat to our security. The international treaty regimes and export control arrangements have slowed the spread of WMD and delivery systems. We are now, however, entering a new and dangerous period that raises the possibility of a WMD arms race, especially in the Middle East. Advances in the biological sciences may increase the potency of biological weapons in the coming years; attacks with chemical and radiological materials are also a serious possibility. The spread of missile technology adds a further element of instability and could put Europe at increasing risk. The most frightening scenario is one in which terrorist groups acquire weapons of mass destruction. In this event, a small group would be able to inflict damage on a scale previously possible only for States and armies.”

If we want to live in a safer world than it is essential to limit the proliferation and the use of WMD. This means that the demand for and the offer of WMD and their components should decrease.

This isn’t an easy task. The US and Russia, which have 95% of the nuclear arsenal, play a primordial role in the proliferation of nuclear weapons but other players grew in importance which makes the movement to a nuclear free world even more difficult.

Controlling the proliferation of chemical and biological weapons can even be harder due to the dual use of chemical and biological components. Nevertheless it is clear that international treaties dealing with a ban on testing, use and production of WMD and their components are the only way to get to a more secure environment.


The competences used during this activity are: Analyze the problem of WMD proliferation and the consequences.

Teaching points


What is WMD proliferation?

How can it be stopped and how can it be linked to deterrence?

How can the armed forces be involved in the WMD issue?

Conduct

This activity starts with a preparation at home followed by a 90 minutes of discussions in‐syndicate. It will conclude with a presentation in plenary and a Q&A session.

Required readings


Weapons of Mass Destruction: IPI Blue Paper no. 3 http://www.ipinst.org/publication/policy‐papers/detail/79‐weapons‐of‐mass‐destruction‐ipi‐blue‐paper‐no‐3.html, International Peace Institute, November 2009, p. 17‐22

Wirtz, J., “Weapons of Mass Destruction” in Collins, A., Contemporary Security Studies, OUP, Oxford, 2007, p. 270‐288.

Wirtz, J. “Weapons of Mass Destruction and proliferation” in Cavelty, M.D. and Mauer, V. The Routledge Handbook on Security Studies, Routledge, London, 2010, p. 139‐148.

Sing Sidhu W.P., “Nuclear Proliferation” in Williams, P.D., “Security studies. An Introduction.”, Routledge, London, 2008, p. 361‐372.

Syndicate 1:

Grand, Camille, “The Non‐Proliferation Treat in an era of proliferation crises” in ISS, Nuclear Weapons after the 2010 NPT Review Conference, Chaillot Paper 120, Paris, ISS, 2010, p. 13‐25. (http://www.iss.europa.eu/uploads/media/cp120.pdf?bcsi_scan_3C79E7817CDC4FD7=0&bcsi_scan_filename=cp120.pdf )

Syndicate 2:

Moroney, J.D.P. and Hogler, J., “Combating WMD by Tying Building Partner Capacity to the Threat” in Moroney, J.D.P. and Hogler, J., Building Partner Capacity to Combat Weapons of Mass Destruction, Rand National Defense Research Institute, Arlington, 2009, p. 25‐37. (http://www.rand.org/pubs/monographs/2009/RAND_MG783.pdf )


Davis, M.R. and Gray, C.S., “Weapons of Mass Destruction” in Baylis, J., Wirtz, J., Cohen, E. and Gray, C.S., Strategy in the Contemporary World, OUP, Oxford, 2006, p. 254‐285.

Howlett, D., “Nuclear Proliferation” in Baylis, J. and Smith, S., The Globalization of World Politics, OUP, Oxford, 2006, p. 499‐519.

Kellman, B., “Emerging dangers of biological weapons” in in Cavelty, M.D. and Mauer, V. The Routledge Handbook on Security Studies, Routledge, London, 2010, p. 232‐242.

Week 6: Proliferation of SALW

Aim

To understand the issue of proliferation of the Small Arms and Light Weapons (SALW), qualifies by Kofi Anan as the “weapons of mass destruction in slow motion”, its influence on international security and possible solutions for the problem.

Scope

The proliferation of SALW can’t be neglected. They feed civil wars and intrastate conflicts, are a danger for millions of peoples, especially in Africa. The trade of SALW represents a market of several billions of dollars. Each year between 500.000 and 1 million people are killed by SALW, ranging from hand‐guns to portable air defense systems (MANPADS). Worldwide 875 million firearms exist of which 75% are not in the possession of military or police personnel. Several controlling mechanisms exist but their application remains weak. States have made some normative improvements in an attempt of regulation since the existence of the UN Protocol on firearms but the used means don’t allow an effective application. Many states, especially in Latin America, Africa and Europe, ask for a legally binding instrument with limitations on the transfer of weapons to non‐state actors, a proposal that is refused by the larger exporting countries (US, Russia, China, Iran, India and Israel). These countries fear that these limitations would affect their legal and lucrative trade of SALW. Some optimism for the enforcement of global norms on the control of small arms nevertheless still exists and seems possible. Future will show if the world will become more aware of the impact of the proliferation of SALW and if the states will be able to agree on international regulation.


The competences used during this activity are: Analyze the problem of the SALW and have an idea on the possible solutions.

Teaching points


What are SALW, how are they proliferated and what is their influence on security problems all over the world?

What future for arms control treaties and export limitations?

What influence have SALW on conflict situations and how should we deal with them during PKO?

Conduct

This activity starts with a preparation at home followed by a 90 minutes of discussions in‐syndicate. It will conclude with a presentation and a Q&A session.

Required readings


Bromley, M., Holtom, P., Perlo‐Freedman, S. and Wezeman, P.D., Recent Trends in the Arms Trade, SIPRI, Stockholm, 2009, 24 p. (http://books.sipri.org/files/misc/SIPRIBP0904a.pdf )

Fruchart D., Holtom P. and Wezeman S.T. , “Assessing the Implementation of UN arms embargoes” in Fruchart D., Holtom P. and Wezeman S.T., United Nations Arms Embargoes. Their Impact on Arms Flows and Target Behaviour, SIPRI, Stockholm, 2007, p. 21‐41. (http://books.sipri.org/files/misc/UNAE/SIPRI07UNAE.pdf )

Small Arms Survey, Man, The state and War. The Three faces of Small Arms Disarmament. In SAS Yearbook 2009, SAS, Geneva, 2009, 2 p. (http://www.smallarmssurvey.org/files/sas/publications/year_b_pdf/2009/ENG/Chapter‐5‐summary.pdf )

Syndicate 1:

IRIN, “Small Arms: the real weapons of mass destruction” in IRIN, Guns Out of Control: the continuing threat of small arms, IRIN, Nairobi, 2006, p. 3‐8.

(http://www.irinnews.org/pdf/in‐depth/Small‐Arms‐IRIN‐In‐Depth.pdf )

Stohl, R. and Tuttle, D., “The challenges of SALW in Africa” in Conflict Trends, Issue 1, 2009, pp. 19‐26. (http://www.accord.org.za/downloads/ct/ct_2009_1.pdf?bcsi_scan_3C79E7817CDC4FD7=0&bcsi_scan_filename=ct_2009_1.pdf )

Schroeder, M. and Lamb, G., “The Illicit Arms Trade in Africa. A Global Enterprise” in African Analyst, Issue 1, Third Quarter, 2006, 69‐78 p.

(http://www.fas.org/asmp/library/articles/SchroederLamb.pdf )

Syndicate 2:

Small Arms Survey, Sifting the Sources. Authorized Small Arms Transfers, in SAS Yearbook 2008, SAS, Geneva, 2008, 6 p.

(http://www.smallarmssurvey.org/files/sas/publications/year_b_pdf/2009/ENG/Chapter‐1‐summary.pdf?bcsi_scan_3C79E7817CDC4FD7=0&bcsi_scan_filename=Chapter‐1‐summary.pdf )

Small Arms Survey, Deadly Deception. Arms Transfer Diversion in SAS Yearbook 2008, SAS, Geneva, 2008, 6 p. (http://www.smallarmssurvey.org/files/sas/publications/year_b_pdf/2008/ENG/Ch4‐summary.pdf?bcsi_scan_3C79E7817CDC4FD7=0&bcsi_scan_filename=Ch4‐summary.pdf )

Small Arms Survey, Multiplying the Sources. Licensed and unlicensed military production., in SAS Yearbook 2007, SAS, Geneva, 2007, 32 p. (http://www.smallarmssurvey.org/files/portal/issueareas/producers/Producers_pdf/2007_Production.pdf?bcsi_scan_3C79E7817CDC4FD7=0&bcsi_scan_filename=2007_Production.pdf )


Hartung, W.D., “The International Arms Trade” in Williams, P.D., “Security studies. An Introduction.”, Routledge, London, 2008, p. 345‐360.

Small Arms Survey, Devils in Diversity. Export Controls for Military Small Arms. in SAS Yearbook 2009, SAS, Geneva, 2009, 2 p.

(http://www.smallarmssurvey.org/files/sas/publications/year_b_pdf/2009/ENG/Chapter‐2‐summary.pdf?bcsi_scan_3C79E7817CDC4FD7=0&bcsi_scan_filename=Chapter‐2‐summary.pdf )

Small Arms Survey, Revealing Provenance. Weapons tracing during and after conflict. in SAS Yearbook 2009, SAS, Geneva, 2009, 2 p. (http://www.smallarmssurvey.org/files/sas/publications/year_b_pdf/2009/ENG/Chapter‐3‐summary.pdf )

Week 7: Failed States

Aim

To understand the importance and the influence of failed states on the international security and possible military solutions for the problem.

Scope

What is a failed state? Several definitions exists although there is no internation al agreement on which should be used. One thing is clear: failed states cannot provide the necessary positive political goods and security to their population. And is that security problem that bothers the international community based on norms like stability and predictability. The strengthening of failed states and the prevention of state failure have become an important issue on the international agenda since failed states are gaining influence in regional conflicts and harbouring terrorist organizations and leading to messy humanitarian situations. Internal conflicts are often leading to major international security problems which can be solved in an easy way. How we can get out of problems like Somalia, DRC, Afghanistan and Pakistan?


The competences used during this activity are: Analyze the problem of the failed states and have an idea on the possible military solutions.

Teaching points


What are failed states and what is their influence on security?

What can armed forces do to contain the problem or to change?

Conduct


Required readings


Ottaway, M. and Mair, S., States at Risk and Failed States, SWP, Berlin, 2004, 10p. (http://www.irisprojects.umd.edu/ppc_ideas/FS_Assessment/Secure/towards_development_pdf/related_ottaway_mair_states_at_risk.pdf )

Newman, E., Failed States and International Order: Constructing a Post‐Westphalian World in Contemporary Security Policy, Vol. 30, Issue 3, 2009, 23 p. (http://www.contemporarysecuritypolicy.org/assets/CSP‐30‐3‐Newman.pdf )

Rotberg, R.I., “Failed States, Collapsed States, Weak States: Causes and Indicators” in Rotberg, R.I. , State Failure and State. Weakness in a Time of Terror, Brookings Institution, Washington D.C., 2003, p. 1‐25.

(http://www.brookings.edu/press/books/chapter_1/statefailureandstateweaknessinatimeofterror.pdf )

Syndicate 1:

Diamond, L., “Promoting Democracy in Post‐Conflict and Failed States. Lessons and Challenges.” in Taiwan Journal of Democracy, Volume 2, No. 2, 2006, 93‐116 p.

(http://www.tfd.org.tw/docs/dj0202/05%20Larry%20Diamond.pdf?bcsi_scan_3C79E7817CDC4FD7=1 )

Coyne, C.J., “Reconstructing Weak and Failed States: Foreign Intervention and the Nirvana Fallacy” in Foreign Policy Analysis, 2, 2006, 343–360 p.

(http://www.ccoyne.com/FPA_‐_Final.PDF )

Syndicate 2:

Diamond, L., “Promoting Democracy in Post‐Conflict and Failed States. Lessons and Challenges.” in Taiwan Journal of Democracy, Volume 2, No. 2, 2006, 93‐116p. (http://www.tfd.org.tw/docs/dj0202/05%20Larry%20Diamond.pdf?bcsi_scan_3C79E7817CDC4FD7=1 )

Huria, S., Failed States and Foreign Military Intervention. The Afghanistan Imbroglio., IPCS, New Delhi, 2009, 10 p. (http://www.ipcs.org/pdf_file/issue/SR66‐Sonali‐Final.pdf )


Forney, J., Failed Cities and Failed States: Lawlessness, Self‐Help and Informal Order in Africa and the West, Politics Department Conference Paper, Virginia, 2009, 33 p. (http://www.virginia.edu/politics/grad_program/print/Forney_gradconference09.pdf )

Ghani, A., Lockhart, C. and Carnahan, M., Closing the Sovereignty Gap: How to turn failed states into capable ones, ODI, London, 2005, 2 p. (http://www.odi.org.uk/resources/download/470.pdf )

Week 8: Terrorism and Counterterrorism

Aim

To understand the different types of terrorism and how to deal with them. The role of the armed forces in a counterterrorism strategy.

Scope

Terrorism is more alive than ever but is definitely not a new phenomenon. At has existed in one type or another for centuries if not millennia. No international and comprehensive definition has been accepted until today. The difficulty encountered when we try to define terrorism is connected to the source of the definition: the group or organization defining terrorism will normally define its meaning and no definition will be free of values. This non‐existence of an internationally legally binding instrument which defines terrorism makes it difficult to combate it in a global way. This also due to the fact that terrorism can have several different origins. Most of the time a combination of factors will lead tot the creation of terrorist organizations where the existence of a group dynamics are quite important. Regarding to the structure of the organizations we can distinguish hierarchical structured organizations and network organizations.

Counterterrorism can be done in three different ways, depending on how terrorism is defined. If terrorism can be considered as a war declaration and states will deal with terrorist organizations through retaliation and punishment. Even pre‐emptive actions aren’t excluded. States that consider terrorism as a criminal action will use police forces and legal instruments to fight terrorists. In this case pre‐emptive actions are excluded. If terrorism is considered as a disease, police forces will act in a symptomatic way while other policies, like poverty and discrimination reduction will help to cure.

All this shows that terrorism remains an important and difficult security problem that won’t be solved in the near future. Especially armed forces involved in counterterrorism strategies have to deal with a lot of limitations and restrictions, leading to frustration and inadequate actions.


The competences used during this activity are: Analyze the problem of terrorism and counterterrorism in a critical way.

Teaching points


What kinds of terrorism exist?

What is a good counterterrorism strategy?

Can the armed forces be involved in a counterterrorism strategy?

What are the pros and the cons of the use of the military force against terrorism?

Conduct


Required readings


Wilkinson, P. “Terrorism” in Cavelty, M.D. and Mauer, V. The Routledge Handbook on Security Studies, Routledge, London, 2010, p. 129‐138.

Kiras, J.D., “Terrorism and irregular warfare” in Baylis, J., Wirtz, J., Cohen, E. and Gray, C.S., Strategy in the Contemporary World, OUP, Oxford, 2006, p. 208‐232.

Pillar, P.R., “Counterterrorism” in Williams, P.D., “Security studies. An Introduction.”, Routledge, London, 2008, p. 376‐388.

Ionut C. Popescu, “Strategic Theory and Practice: A Critical Analysis of the Planning Process for the Long War on Terror” in Contemporary Security Policy, 30, Issue 1 April 2009 : 1, 100‐124 http://www.informaworld.com/smpp/section?content=a910206074&fulltext=713240928

Syndicate 1:

Hoffman, B., “A Counterterrorism Strategy for the Obama Administration “ in Terrorism and Political Violence, Volume 21, Issue 3 July 2009 , pages 359 ‐ 377 http://www.informaworld.com/smpp/section?content=a912648440&fulltext=713240928

Loo, B., “The Military and Counter‐Terrorism”, IDSS Commentaries, Dec 2005, http://www.isn.ethz.ch/isn/Current‐Affairs/Policy‐Briefs/Detail/?lng=en&id=14641

“How Terrorist Groups End. Implications for Countering al Qa'ida”. Rand Corporation Research Brief , 2008, 3p

http://www.rand.org/pubs/research_briefs/RB9351/index1.html

Syndicate 2:

NATO’s military concept for defence against terrorism, October 2003 http://www.nato.int/ims/docu/terrorism.htm

NATO and the fight against terrorism, last updated Aug 2010 http://www.nato.int/cps/en/natolive/topics_48801.htm and associated links


Lutz, B. and Lutz, J., “Terrorism” in Collins, A., Contemporary Security Studies, OUP, Oxford, 2007, p. 89‐310.

Week 9: The privatization of international security

Aim

To understand the problem of the privatization of international security and the influence on the role of the military.

Scope

At the end of the Cold War a sharp increase of the number of private military and security companies could be noticed. Most of the time they filled the security vacuum in weak and failed states, coinciding with the increasing privatization of the public sector and the globalization of business. These companies first protected persons, buildings and installations, aid delivery and reconstruction efforts. Nowadays private military companies are engaged in activities that were the prerogative of the armed forces. Some of them are specialized in the training of armed forces for combat or are executing combat support functions but others are probably involved in real combat operations without having the right status.

The sector is booming but at the same moment the concern about the role of the private military interests in military affairs is. The use of a new type of mercenaries as security providers especially in unstable states raises questions about the role of the nation states as primary military actors and how the ‘conventional’ armed forces should deal with these companies.


The competences used during this activity are: Analyze the problem of privatization in a critical way.

Teaching points


What kind of privatization?

What are the consequences?

How can it be limited or regulated?

Conduct


Required readings


Chakrabarti, S., Privatisation of Security in the Post‐Cold War Period. An overview of its Nature and Implications., Institute for Defence Studies and Analyses, New Delhi, 2009, p. xi‐47.

(http://www.privatemilitary.org/publications/Chakrabarti_Privatisation_of_Security_in_the_Post‐Cold_War_Period_An_Overview_of_its_Nature_and_Implications.pdf?bcsi_scan_3C79E7817CDC4FD7=0&bcsi_scan_filename=Chakrabarti_Privatisation_of_Security_in_the_Post‐Cold_War_Period_An_Overview_of_its_Nature_and_Implications.pdf )

Syndicate 1:

Perlo‐Freeman, S. and Sköns, E., The Private Military Services Industry, SIPRI, SIPRI Insights No. 2008/1, Stockholm, 2008, 20 p.

(http://books.sipri.org/files/insight/SIPRIInsight0801.pdf )

Syndicate 2:

McBride, M.T., The proliferation of contractors on the battlefield: a changing dynamic that necessitates a strategic review, US Army War College, Carlisle, 2003, 30 p.

(http://www.dtic.mil/cgi‐bin/GetTRDoc?Location=U2&doc=GetTRDoc.pdf&AD=ADA415747 )


Holmqvist, C., Private Security Companies. The Case for Regulation, SIPRI, SIPRI Policy Paper No. 9, Stockholm, 2005, 60 p. (http://books.sipri.org/files/PP/SIPRIPP09.pdf )

Week 10: Counterinsurgency

Aim

To understand the concepts of insurgency and counterinsurgency and how to deal with them. What is the role of the armed forces in a counterinsurgency strategy.

Scope

Insurgencies all over the world and the work of armies to contain insurgency and to defeat insurgents can be found every day in the newspapers and on the TV screens. Counterinsurgency has become an integral part of modern warfare but it is often controversial, misunderstood or even ignored.

Nevertheless remain insurgency, terrorism and the resulting bloodshed facts of life in the modern world. Armies have to face these problems but are facing difficulties in controlling as has been demonstrated in Iraq and in Afghanistan. The strategies and tactics applied to counter insurgencies range from conventional military operations to a combination of military and political strategies, including propaganda and Pys Ops. The lessons of the past could be useful to counter these prominent aspects of modern warfare but are often neglected or not applied in the right way.


The competences used during this activity are: Analyze the problem of insurgency and counterinsurgency in a critical way.

Teaching points


What is insurgency and counterinsurgency?

What is a good counterinsurgency strategy?

How are the armed forces involved in a counterinsurgency strategy?

Conduct


Required readings


Hoffman, B., “A Counterterrorism Strategy for the Obama Administration “ in Terrorism and Political Violence, Volume 21, Issue 3 July 2009 , pages 359 ‐ 377 http://www.informaworld.com/smpp/section?content=a912648440&fulltext=713240928

Spear J., “Counterinsurgency” in Williams, P.D., “Security studies. An Introduction.”, Routledge, London, 2008, p. 389‐406.

Galula D., “Revolutionary War: Nature and Characteristics” in Galula D., Counterinsurgency Warfare. Theory and Practice, PSI, London, 2006, p. 1‐10.

Galula D., “The Prerequisites for a Succesful Insurgency” in Galula D., Counterinsurgency Warfare. Theory and Practice, PSI, London, 2006, p. 11‐28.

Syndicate 1:

Claesen, E., Discouraging Hearts and Minds: Democracies and Insurgencies, Military Review, 2007, p. 97‐103. (http://www.army.mil/professionalwriting/volumes/volume5/august_2007/8_07_1.html)

Syndicate 2:

Galula D., “Counterinsurgency in the hot revolutionary war” in Galula D., Counterinsurgency Warfare. Theory and Practice, PSI, London, 2006, p. 49‐60.


Marston, D., “Lessons in 21st Century Counterinsurgency: Afghanistan 2001‐2007” in Marston, D. and Malkasian, C., Counterinsurgency in Modern Warfare, Osprey, Westminster, 2008, p. 220‐240.

Malkasian, C., “Counterinsurgency in Iraq” in Marston, D. and Malkasian, C., Counterinsurgency in Modern Warfare, Osprey, Westminster, 2008, p. 241‐259.

Week 11: Evolution of military equipment

Aim

To understand the importance and the influence of the evolution of military equipment.

Scope

Defence and armed forces have to deal with technological ( R) evolution and the changing role of force. Tomorrow, actions by the armed forces will be interwoven with political developments and will be applied in different circumstances against obscure enemies, that won’t respect the tight rules that armed forces have to follow. Continued developments in micro‐electronics, communication and sensing technologies, bio‐and material sciences, energy and nanotechnologies can serve as enablers for the future armed forces. But adversaries will probably do the same using civil technological progress. Who will be able to stay ahead and to counter the future actions of the adversary? And are the armed forces the only ones to be involved in the protection of the nation state, his territory, population and critical infrastructure?


The competences used during this activity are: Analyze the problem of the evolution of military equipment in a critical way.

Teaching points


Which evolution can we expect?

What are the consequences for conventional warfare and CRO?

Can the armed forces influence the evolution?

Conduct

This activity starts with a preparation at home followed by a conference that will conclude with a Q&A session.

Required readings


Bergen, P. and Tiedemann, K., The Year of the Drone. An Analysis of US Drone Strikes in Pakistan, 2004‐2010., New America Foundation, Washington, 2010, 8 p.

(http://counterterrorism.newamerica.net/sites/newamerica.net/files/policydocs/bergentiedemann2.pdf )

Advance Questions for LtGeneral Keith Alexander, Nominee for Commander, USA Cyber Command

Denning, P.J. and Denning, D.E., Discussing Cyber Attack, CACM IT Profession Column, 2010 (http://cs.gmu.edu/cne/pjd/PUBS/CACMcols/cacmSep10.pdf )

El‐Fatatry, A., Defence Applications, NATO, R&T Organization, 2005, 6 p.

(http://ftp.rta.nato.int/public//PubFullText/RTO/EN/RTO‐EN‐AVT‐129///EN‐AVT‐129‐05.pdf )


Schilthuizen, S. and Simonis, F., Nanotechnology. Innovation opportunities for tomorrow’s defence, TNO, Den Haag, 2009, 173 p. (http://www.icinnovation.nl/images/icinnovation/emerging_technologies/nanotechnology/3824%20tno%20boek%20nano_18.pdf?bcsi_scan_3C79E7817CDC4FD7=0&bcsi_scan_filename=3824%20tno%20boek%20nano_18.pdf )

Week 12 : Introduction to crisis response operations

Aim

To understand the types of crisis response operations and the importance of CRO to the international community. Understand the role of the armed forces in a CRO.

Scope

Does peacekeeping work and do international interventions help to maintain peace in the aftermath of civil war or intra‐state conflict? Since the end of the Cold War the international community and the UN had to move beyond the “traditional peacekeeping” between states. Most CRO have now to manage or administer various aspects of the transition to peace applying a comprehensive approach. This comprehensive approach is often used in more ‘robust’ and complex forms of peace keeping and peace enforcement which are different from the “traditional peacekeeping”.

Measuring the effectiveness of a CRO remains a tricky business. News agencies are covering more the dramatic failures of CRO without acknowledging the success stories that make less exciting news. And that is the reality where armed forces have to deal with. The absence of good political and military objectives and end‐states and the lack of sufficient international commitment leads to foot dragging missions that aren’t able to show results to the international community while present armed forces have to deal with the daily reality of violence, threats and civil and military victims. Is there a solution to get out of this deadlock and which are the good examples of CRO?


The competences used during this activity are: Analyze the problem of CRO and their use.

Teaching points


What are CRO?

When and how are CRO started?

How are the armed forces involved in a CRO?

Conduct

This activity starts with a preparation at home followed by a conference that will conclude with a Q&A session.

Required readings


Pearson Peacekeeping Centre, Then and Now: Understanding the spectrum of Complex Peace Operations, Pearson Peacekeeping Centre, Ottawa, 2008, 23 p. (http://www.peaceoperations.org/wp‐content/uploads/2010/02/Paper_ComplexPeaceOps_no‐locks.pdf )

Pugh, M., “Peace Operations” in Williams, P., Security Studies. An Introduction, Routledge, London, 2008, p. 407‐421.

Gowan, R., The Strategic Context: peacekeeping in Crisis, 2006‐08 in International

Peacekeeping, Vol. 15, No. 4, 08/2008, p. 453‐469. (http://www.cic.nyu.edu/internationalsecurity/docs/strategiccontext.pdf )


Munro, E.J., Multidimensional and Integrated Peace Operations: Trends and Challenges, GCSP, Geneva, 2007, 27 p. (http://www.gcsp.ch/Resources/Publications/Multidimensional‐and‐Integrated‐Peace‐Operations‐Trends‐and‐Challenges )

Farrell, T., Humanitarian Intervention and Peace Operations in Baylis, J., Wirtz, J., Cohen, E. and Gray, C.S., Strategy in the Contemporary World, OUP, Oxford, 2006, p. 286‐308.

Week 13: Case studies

Aim

To understand in a good way all the topics that have been discussed, we will analyze two case studies.

Scope

PKO, PSO and CRO have existed for years. Nevertheless we can notice some important changes in the way these operations are executed. International organizations and troop contributing nations have to deal with a more complex environment during these missions. Afghanistan is probably the best example to illustrate the complexity of this kind of operations and how the international community tries to deal with it. Atalanta is an operation that shows another approach which could to a more lasting solution although a lot of time and many efforts will be needed before we can draw that conclusion.


The competences used during this activity are: Analyze the problem of contemporary CRO.

Teaching points


Which topics can be linked to this CRO?

Which are the interests/problems at stake?

How are the armed forces involved in this CRO?

What will be the future of this CRO?

Conduct

This activity starts with a preparation at home followed by a 90 minutes of discussions in‐syndicate. It will conclude with a presentation in plenary followed by a Q&A session.

Required readings


Texts will be forwarded two weeks before the session.

Week 14: State building, what role for the military

Aim

To understand the role of the military in peacekeeping and statebuilding activities.

Scope

Soldiers are confronted with complex situations where they have to deal with enemy forces, insurgents, civil population, local authorities, international and non‐governmental organizations. This isn’t an easy job and often armed forces have to do much more than fighting. Protection of the civil population can be one of the aspects of the mission, negotiating with local authorities and international organizations another one. But are officers and soldiers always adapted to execute these tasks?


The competences used during this activity are: analyze what armed forces can during peacekeeping and statebuilding processes.

Teaching points


What role for the military as peacekeeping forces?

What role for the military during statebuilding?

Security first or a comprehensive approach?

Switching between supporting and supported: when?

Conduct

This activity consists of conferences followed by a Q&A session.

pol 351e: military approaches to security course syllabus ... - wp - military approaches to...

Documents