SECTION I: GENERAL INFORMATION ABOUT THE COURSE

Course Code	Course Name	Year	Semester	Theoretical	Practical	Credit	ECTS
POL7102	International Relations Theories	1	Fall	3	0	3	6

Course Type :	Elective Course I
Cycle:	Master      TQF-HE:7. Master`s Degree      QF-EHEA:Second Cycle      EQF-LLL:7. Master`s Degree
Language of Instruction:	English
Prerequisities and Co-requisities:	N/A
Mode of Delivery:	Face to face
Name of Coordinator:	Dr. Öğr. Üyesi ÖZLEM CİHAN
Dersin Öğretim Eleman(lar)ı:	Dr. Öğr. Üyesi ÖZLEM CİHAN
Dersin Kategorisi:

SECTION II: INTRODUCTION TO THE COURSE

Course Objectives & Content

Course Objectives:

This course seeks to provide a foundation for understanding world politics through both canonical paradigms—such as realism, liberalism, the English School, neorealism, and neoliberal institutionalism—and critical perspectives that interrogate their assumptions. By engaging with classical texts and contemporary critiques, students will develop the ability to interpret global politics in a theoretically informed and reflexive way. The course aims to cultivate critical thinking, encourage recognition of the biases and limitations of mainstream theories, and equip students with the analytical and writing skills needed to contribute to debates in the field.

Course Content:

This course introduces students to the main theoretical traditions and critical debates in International Relations. The course is divided into two main parts. The first part surveys canonical traditions of IR, examining how they interpret power, order, and cooperation and how their foundational texts have shaped distinct visions of the international system. The second part turns to critical approaches, including theories of imperialism and global political economy, constructivism, critical theory, postcolonial and feminist perspectives, and environmental approaches. These perspectives challenge the Eurocentrism, gender blindness, and anthropocentrism of traditional IR, opening alternative ways of thinking about global politics in the context of contemporary crises.

Course Specific Rules

Students are expected to attend classes regularly and to participate actively in discussions. All assigned readings must be completed before class in order to ensure meaningful engagement. Academic integrity is essential, and any form of plagiarism or misconduct will result in disciplinary procedures in line with university policy.

Course Learning Outcomes (CLOs)

Course Learning Outcomes (CLOs) are those describing the knowledge, skills and competencies that students are expected to achieve upon successful completion of the course. In this context, Course Learning Outcomes defined for this course unit are as follows:

Knowledge (Described as Theoritical and/or Factual Knowledge.)

1) Defines the core assumptions and conceptual frameworks of classical and critical theories in International Relations.

Skills (Describe as Cognitive and/or Practical Skills.)

1) Applies International Relations theories to analyze key issues and processes in world politics.

Competences (Described as "Ability of the learner to apply knowledge and skills autonomously with responsibility", "Learning to learn"," Communication and social" and "Field specific" competences.)

1) Develops theoretically informed and critical arguments in International Relations.

2) Evaluates critical approaches in International Relations and their contributions to the discipline.

3) Articulates ideas effectively in theoretical and practical contexts.

Weekly Course Schedule

Week	Subject	Materials Sharing *
		Related Preparation	Further Study
1)	Introduction: Theory in International Relations	Burchill, S., Linklater, A., (2005). Introduction. In S. Burchill, et al. (Eds.), Theories of international relations, pp. 1–29. Palgrave Macmillan. Kurki, M., & Wright, C. (2016). International Relations and Social Science. In T. Dunne, M. Kurki, & S. Smith (Eds.), International relations theories: Discipline and diversity, pp. 13-34. Oxford University Press.
2)	The Problem of Anarchy: The State of Nature and the State of War	Hobbes, T (1996). Leviathan, Chapter 13-14 and 17. J.J. Rousseau, “The State of War: Confederation as Means to Peace in Europe”, 111-127.
3)	Classical Realism: Power, Morality, and the Claims of Necessity	E.H. Carr, Twenty Years’ Crisis, Chapters, 2-4-5 Hans Morgenthau, Politics among Nations, Part I
4)	Classical Liberalism: Peace, Trade, and the Claims of Progress	Doyle, M. (1983). Kant, liberal legacies and foreign policy, Parts I & II. Philosophy and Public Affairs, 12, 205-235 & 323-353. Doyle, M. W. (1986). Liberalism and world politics. American political science review, 80(4), 1151-1169.) Andrew Wyatt-Walter (1996), Adam Smith and the Liberal Tradition in International Relations, Review of International Studies, 22 (1): 5-28.
5)	English School: International Society and the Claims of Order	Bull, H. (2012). The anarchical society: A study of order in world politics (4th ed., A. Hurrell & C. Reus-Smit, Eds.). Palgrave Macmillan. Wight, M. (1991). Why is there no international theory? In H. Butterfield & M. Wight (Eds.), Diplomatic investigations: Essays on the theory of international politics (pp. 17–34). Clarendon Press. Buzan, B. (2001). The English School: An underexploited resource in IR. Review of International Studies, 27(3), 471–488.
6)	Neorealism: Anarchy and the Claims of Structural Necessity	Waltz, K. N. (1979). Theory of international politics. Chapter 6. Addison-Wesley. Mearsheimer, J. J. (2016). Structural realism. In T. Dunne, M. Kurki, & S. Smith (Eds.), International relations theories: Discipline and diversity (pp. 71–87). Oxford University Press.
7)	Neoliberalism and Liberal Institutionalism: Cooperation and the Claims of Rational Design	Keohane, R. O., & Nye Jr, J. S. (1987). Power and interdependence revisited. International organization, 41(4), 725-753. Keohane, R. O., & Martin, L. L. (1995). The promise of institutionalist theory. International security, 20(1), 39-51. Jahn, B. (2010). “Liberal Internationalism: From Ideology to Empirical Theory – And Back Again,” International Theory, 2(3).
8)	Midterm Week
9)	Imperialism and Critical Political Economy: The Capitalist World Order	Hobson, J. M. (2007). Is critical theory always for the white West and for Western imperialism? Beyond Westphilian towards a post-racist critical IR. Review of International Studies, 33(S1), 91-116. Wallerstein, I. (1974). The rise and future demise of the world capitalist system: concepts for comparative analysis. Comparative Studies in Society and History, Vol. 16, No. 4. (1974), 387-415. Lenin, V. I. (2010). Imperialism: The highest stage of capitalism. Pluto Press. (Original work published 1916)
10)	Constructivism: Ideas, Norms and the Construction of Anarchy	Wendt, A. (1992). Anarchy is what states make of it. International Organization, 46(2): 391-425. Onuf, N. G. (2012). Constructivism. In World of our making (pp. 58-78). Routledge. Reus-Smit, C. (2005). Constructivism. in Scott Burchill et al. Theories of International Relations, pp. 188-212. Palgrave.
11)	Critical Theory: Emancipation and Transformation	Robert Cox, 1983. Gramsci, Hegemony and International Relations: An Essay in Method. Millennium Journal of International Studies 12(2): 162-175. Cox, R. W. (1981). Social forces, states and world orders: beyond international relations theory. Millennium, 10(2), 126-155. Linklater, A. (1998). Cosmopolitan citizenship. Citizenship studies, 2(1), 23-41.
12)	Postcolonial Theory	Sanjay Seth, 2011. Postcolonial Theory and the Critique of International Relations. Millennium Journal of International Studies 40(1): 167-183. Bilgin, P. (2016). How to remedy Eurocentrism in IR? A complement and a challenge for The Global Transformation. International Theory, 8(3), 492-501.
13)	Feminism: Gender and the International	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. Jaque, T. (2005). Feminism. in Scott Burchill et al. Theories of International Relations, pp. 213-234. Palgrave.
13)	Feminism: Gender and the International	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. Jaque, T. (2005). Feminism. in Scott Burchill et al. Theories of International Relations, pp. 213-234. Palgrave.
14)	Environment, Climate, and the Crisis of the Anthropocene	Swyngedouw, E. (2011). Depoliticized environments: The end of nature, climate change and the post-political condition. Royal Institute of Philosophy Supplements, 69, 253-274. Elden, S. (2010). Thinking territory historically. Geopolitics, 15(4), 757-761. Fressoz, J. B., & Bonneuil, C. (2017). Growth unlimited: the idea of infinite growth from fossil capitalism to green capitalism. In History of the future of economic growth (pp. 52-68). Routledge.

*These fields provides students with course materials for their pre- and further study before and after the course delivered.

Recommended or Required Reading & Other Learning Resources/Tools

Course Notes / Textbooks:

Dunne, T., Kurki, M., Smith, S. (2016). International relations theories: Discipline and diversity. Oxford University Press. Burchill, S., Linklater, A., Devetak, R., Donnelly, J., Nardin, T., Paterson, M., Reus-Smit, C., & True, J. (2005). Theories of international relations. Palgrave Macmillan. "Brown, C., & Ainley, K. (2009). Understanding international relations (4th ed.). Basingstoke: Palgrave Macmillan. Mazower, M. (1998). Dark continent: Europe’s twentieth century. London: Penguin. Hobsbawm, E. (1994). The age of extremes: The short twentieth century, 1914–1991. London: Michael Joseph. Carr, E. H. (1939/2016). The twenty years’ crisis, 1919–1939: An introduction to the study of international relations. London: Palgrave Macmillan.

References:

Bilgin, P. (2016). How to remedy Eurocentrism in IR? A complement and a challenge for The Global Transformation. International Theory, 8(3), 492–501. Bull, H. (2012). The anarchical society: A study of order in world politics (4th ed.; A. Hurrell & C. Reus-Smit, Eds.). Palgrave Macmillan. Buzan, B. (2001). The English School: An underexploited resource in IR. Review of International Studies, 27(3), 471–488. Carr, E. H. (2001). The twenty years’ crisis, 1919–1939: An introduction to the study of international relations (Reissued ed.). Palgrave. (Original work published 1939) Cox, R. W. (1981). Social forces, states and world orders: Beyond international relations theory. Millennium: Journal of International Studies, 10(2), 126–155. Cox, R. W. (1983). Gramsci, hegemony and international relations: An essay in method. Millennium: Journal of International Studies, 12(2), 162–175. Doyle, M. (1983). Kant, liberal legacies, and foreign affairs (Parts I & II). Philosophy & Public Affairs, 12(3–4), 205–235, 323–353. Doyle, M. W. (1986). Liberalism and world politics. American Political Science Review, 80(4), 1151–1169. https://doi.org/10.2307/1960861 Elden, S. (2010). Thinking territory historically. Geopolitics, 15(4), 757–761. Fressoz, J.-B., & Bonneuil, C. (2017). Growth unlimited: The idea of infinite growth from fossil capitalism to green capitalism. In The history of the future of economic growth (pp. 52–68). Routledge. Hobbes, T. (1996). Leviathan (R. Tuck, Ed.). Cambridge University Press. (Original work published 1651) Hobson, J. M. (2007). Is critical theory always for the white West and for Western imperialism? Beyond Westphilian towards a post-racist critical IR. Review of International Studies, 33(S1), 91–116. Jahn, B. (2010). Liberal internationalism: From ideology to empirical theory—and back again. International Theory, 2(3), 409–438. Jaque, T. (2005). Feminism. In S. Burchill, A. Linklater, R. Devetak, J. Donnelly, M. Paterson, C. Reus-Smit, & J. True (Eds.), Theories of international relations (3rd ed., pp. 213–234). Palgrave Macmillan. Keohane, R. O., & Martin, L. L. (1995). The promise of institutionalist theory. International Security, 20(1), 39–51. https://doi.org/10.2307/2539214 Keohane, R. O., & Nye, J. S., Jr. (1987). Power and interdependence revisited. International Organization, 41(4), 725–753. Lenin, V. I. (2010). Imperialism: The highest stage of capitalism. Pluto Press. (Original work published 1916) Linklater, A. (1998). Cosmopolitan citizenship. Citizenship Studies, 2(1), 23–41. Mearsheimer, J. J. (2016). Structural realism. In T. Dunne, M. Kurki, & S. Smith (Eds.), International relations theories: Discipline and diversity (pp. 71–87). Oxford University Press. Morgenthau, H. J. (2006). Politics among nations: The struggle for power and peace (7th ed.; K. W. Thompson, Rev.). McGraw-Hill. (Original work published 1948) Onuf, N. G. (2012). Constructivism. In World of our making: Rules and rule in social theory and international relations (pp. 58–78). Routledge. Reus-Smit, C. (2005). Constructivism. In S. Burchill, A. Linklater, R. Devetak, J. Donnelly, M. Paterson, C. Reus-Smit, & J. True (Eds.), Theories of international relations (pp. 188–212). Palgrave Macmillan. Rousseau, J.-J. (2003). The state of war: Confederation as means to peace in Europe. In The state of war (pp. 111–127). Polity Press. (Original work published 1756) Seth, S. (2011). Postcolonial theory and the critique of International Relations. Millennium: Journal of International Studies, 40(1), 167–183. Swyngedouw, E. (2011). Depoliticized environments: The end of nature, climate change and the post-political condition. Royal Institute of Philosophy Supplements, 69, 253–274. Wallerstein, I. (1974). The rise and future demise of the world capitalist system: Concepts for comparative analysis. Comparative Studies in Society and History, 16(4), 387–415. https://doi.org/10.1017/S0010417500007650 Waltz, K. N. (1979). Theory of international politics. Addison-Wesley. Wendt, A. (1992). Anarchy is what states make of it. International Organization, 46(2), 391–425. Wight, M. (1991). Why is there no international theory? In H. Butterfield & M. Wight (Eds.), Diplomatic investigations: Essays on the theory of international politics (pp. 17–34). Clarendon Press. Wyatt-Walter, A. (1996). Adam Smith and the liberal tradition in International Relations. Review of International Studies, 22(1), 5–28. 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.

DERS ÖĞRENME ÇIKTILARI - PROGRAM ÖĞRENME ÇIKTILARI İLİŞKİSİ

Contribution of The Course Unit To The Programme Learning Outcomes

Ders Öğrenme Çıktıları (DÖÇ)	1	2	3	4	5
Program Öğrenme Çıktıları (PÖÇ)
1) Explains the fundamental and theoretical knowledge required for business management.
2) Approaches problems encountered in the field of business administration with an analytical mindset and produces solutions.
3) Develops problem-solving and decision-making abilities through individual and team work.
4) Demonstrates the ability to manage employees and processes in a dynamic business environment.
5) Acquires the skill of writing a thesis that contributes to the field by examining a current problem in business administration from a scientific perspective.
6) Evaluates existing norms and standards in tasks undertaken with a critical perspective, and develops innovative and entrepreneurial ideas.
7) Enhances professional-level competencies beyond undergraduate qualifications in accordance with the expectations of the business world and society, as well as the institutional outcomes defined by our university, and applies them in professional or academic life.
8) Possesses cultural awareness and conveys it to groups both within and outside the field.

SECTION III: RELATIONSHIP BETWEEN COURSE UNIT AND COURSE LEARNING OUTCOMES (CLOs)

Level of Contribution of the Course to PLOs

No Effect	1 Lowest	2 Low	3 Average	4 High	5 Highest

	Programme Learning Outcomes	Contribution Level (from 1 to 5)
1)	Explains the fundamental and theoretical knowledge required for business management.
2)	Approaches problems encountered in the field of business administration with an analytical mindset and produces solutions.
3)	Develops problem-solving and decision-making abilities through individual and team work.
4)	Demonstrates the ability to manage employees and processes in a dynamic business environment.
5)	Acquires the skill of writing a thesis that contributes to the field by examining a current problem in business administration from a scientific perspective.
6)	Evaluates existing norms and standards in tasks undertaken with a critical perspective, and develops innovative and entrepreneurial ideas.
7)	Enhances professional-level competencies beyond undergraduate qualifications in accordance with the expectations of the business world and society, as well as the institutional outcomes defined by our university, and applies them in professional or academic life.
8)	Possesses cultural awareness and conveys it to groups both within and outside the field.

SECTION IV: TEACHING-LEARNING & ASSESMENT-EVALUATION METHODS OF THE COURSE

Teaching & Learning Methods of the Course

(All teaching and learning methods used at the university are managed systematically. Upon proposals of the programme units, they are assessed by the relevant academic boards and, if found appropriate, they are included among the university list. Programmes, then, choose the appropriate methods in line with their programme design from this list. Likewise, appropriate methods to be used for the course units can be chosen among those defined for the programme.)

Teaching and Learning Methods defined at the Programme Level	Teaching and Learning Methods Defined for the Course
Lectures
Discussion
Reading
Homework
Brain Storming
Active Participation in Class

Assessment & Evaluation Methods of the Course

(All assessment and evaluation methods used at the university are managed systematically. Upon proposals of the programme units, they are assessed by the relevant academic boards and, if found appropriate, they are included among the university list. Programmes, then, choose the appropriate methods in line with their programme design from this list. Likewise, appropriate methods to be used for the course units can be chosen among those defined for the programme.)

Aassessment and evaluation Methods defined at the Programme Level	Assessment and Evaluation Methods defined for the Course
Midterm
Final Exam

Contribution of Assesment & Evalution Activities to Final Grade of the Course

Measurement and Evaluation Methods	# of practice per semester	Level of Contribution
Midterms	1	% 40.00
Semester Final Exam	1	% 60.00
Total		% 100
PERCENTAGE OF SEMESTER WORK		% 40
PERCENTAGE OF FINAL WORK		% 60
Total		% 100

SECTION V: WORKLOAD & ECTS CREDITS ALLOCATED FOR THE COURSE

WORKLOAD OF TEACHING & LEARNING ACTIVITIES
Teaching & Learning Activities	# of Activities per semester	Duration (hour)	Total Workload
Course	14	3	42
Laboratory	0	0	0
Application	0	0	0
Special Course Internship (Work Placement)	0	0	0
Field Work	0	0	0
Study Hours Out of Class	14	6	84
Presentations / Seminar	0	0	0
Project	0	0	0
Homework Assignments	0	0	0
Total Workload of Teaching & Learning Activities	-	-	126
WORKLOAD OF ASSESMENT & EVALUATION ACTIVITIES
Assesment & Evaluation Activities	# of Activities per semester	Duration (hour)	Total Workload
Quizzes	0	0	0
Midterms	1	15	15
Semester Final Exam	1	15	15
Total Workload of Assesment & Evaluation Activities	-	-	30
TOTAL WORKLOAD (Teaching & Learning + Assesment & Evaluation Activities)			156
ECTS CREDITS OF THE COURSE (Total Workload/25.5 h)			6