Which term(s) the module is to be taught in (or other teaching pattern)
Either Autumn term (Weeks 1-12) or Spring term (Weeks 13-24).
Prerequisite and co-requisite modules
The programmes of study to which the module contributes
BA in Military History.
The intended subject specific learning outcomes
Through the study of this module students will have:
1. acquired a firm grasp of the historiography of the topic and of shifts in the attitudes towards, and demands of, senior military commanders
2. demonstrated a broad conceptual command of the study of military leadership, and a thorough and systematic understanding of the latest research on the subject.
3. demonstrated their capacity to assess and critically engage with a wide range of primary sources, both visual and written.
4. demonstrated independent learning skills by being able to make use of a wide range of high-level resources, including up-to-date research in peer-reviewed journals, information technology, relevant subject bibliographies and other primary and secondary sources.
5. acquired the ability to analyse key texts and other materials critically at a high level
The intended generic learning outcomes
Through the study of this module, students will have:
1. enhanced their ability to express complex ideas and arguments orally and in writing, skills which can be transferred to other areas of study and employment
2. enhanced communication, presentational skills and information technology skills
3. demonstrated the acquisition of an independent learning style when engaging with the course content, for example in the preparation and presentation of course work, in carrying out independent research, in compiling bibliographies and other lists of research materials, by showing the ability to reflect on their own learning and by mediating complex arguments in both oral and written form
4. analysed, discussed, deconstructed and demonstrated cogent understanding of central texts and, subsequently, assembled and presented arguments based on this analysis; by virtue of this process, students will also have gained an appreciation of the uncertainty and ambiguity which surrounds the core themes of this module
5. approached problem solving creatively, and formed critical and evaluative judgments about the appropriateness of these approaches
A synopsis of the curriculum
The course will provide students with a historical understanding of command at a variety of levels by looking at various types of battle scenarios, both strategic and tactical. The course will take an international perspective as well as a chronological one, but will rely primarily on Anglo-American case studies, the colonial struggles of the 19th century, the retreat from empire, the two world wars and the recent actions in the Gulf. As well as providing historical lessons, students will be challenged to solve universal command problems still applicable to modern warfare, and thus provides a transferable skill in both a specific sense - useful for anyone contemplating a career in the armed forces - and in a generic sense it will stimulate the skills needed to deconstruct and solve problems logically while taking account of a variety of factors and perspectives.
Robin Prior and Trevor Wilson, Command on the Western Front, (London: 1992)
Gary Sheffield, Leadership and Command: the Anglo-American experience since 1861, (London: 2002)
Gary Sheffield, The Challenges of High Command, (Basingstoke: 2003)
E. Sixsmith, British Generalship in the Twentieth Century, (London: 1970)
Learning and Teaching Methods, including the nature and number of contact hours and the total study hours which will be expected of students, and how these relate to achievement of the intended module learning outcomes
Contact hours: 10 one-hour lectures and 10 two-hour seminars. There will be one writing week and one week devoted to individual essay return. 30 hours in total. [LOs 11.1-5, 12.1-5]
Study hours: 22.5 hours per week over twelve weeks.
300 hours in total.
Assessment methods and how these relate to testing achievement of the intended module learning outcomes
The module will be assessed by 100% coursework. This mark will be comprised of:
The coursework component will be assessed as follows:
2x 3000 word essays, each worth 30% of the coursework mark, relating especially to learning outcomes 11.1-5 and 12.1-5
One in-class test, worth 20% of the coursework mark, relating especially to learning outcomes 11.1-5 and 12.1-5
A 15 minute individual presentation, worth 20% of the coursework mark, relating to learning outcomes 11.3-5 and 12.1-2 and 4-5.
Students will be required to display a broad, critical understanding of the subject in coursework. They will be required to critically analyse both primary and secondary sources, and display and understanding of the thematic and historiographical contexts of the subject.
Implications for learning resources, including staff, library, IT and space
The Templeman library already contains a good set of resources on the topics, but over time this will need to be supplanted by recently published work
The School recognises and has embedded the expectations of current disability equality legislation, and supports students with a declared disability or special educational need in its teaching. Within this module we will make reasonable adjustments wherever necessary, including additional or substitute materials, teaching modes or assessment methods for students who have declared and discussed their learning support needs. Arrangements for students with declared disabilities will be made on an individual basis, in consultation with the University’s disability/dyslexia support service, and specialist support will be provided where needed.
SECTION 2: MODULE IS PART OF A PROGRAMME OF STUDY IN A UNIVERSITY SCHOOL
Statement by the School Director of Learning and Teaching/School Director of Graduate Studies (as appropriate): "I confirm I have been consulted on the above module proposal and have given advice on the correct procedures and required content of module proposals"
SECTION 3: MODULE IS PART OF A PROGRAMME IN A PARTNER COLLEGE OR VALIDATED INSTITUTION
(Where the module is proposed by a Partner College/Validated Institution)
Statement by the Nominated Officer of the College/Validated Institution (delete as applicable): "I confirm that the College/Validated Institution (delete as applicable) has approved the introduction of the module and will be responsible for its resourcing"