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POL42620

Academic Year 2026/2027

Global Governance & International Organizations (POL42620)

Subject:
Politics
College:
Social Sciences & Law
School:
Politics & Int Relations
Level:
4 (Masters)
Credits:
10
Module Coordinator:
Dr Farsan Ghassim
Trimester:
Autumn
Mode of Delivery:
On Campus
Internship Module:
No
How will I be graded?
Letter grades

Curricular information is subject to change.

How is the world governed? Why were international organizations designed the way they are? What would alternative visions for global governance look like?

This module introduces graduate students to the institutional architecture and operations of global governance. We will concentrate on intergovernmental international organizations such as the United Nations as the centerpieces of this architecture. Beyond that, you will learn about institutions such as transnationally operating civil society organizations that have increasingly taken on governance roles in world politics. Finally, we will move to alternative visions for global order such as ideas of the world as one democracy.

The course builds on and complements prior/parallel training in modules such as "Theories of International Relations" (POL40050).

The module is recommended for students interested in learning about how world politics works at an international institutional level. The course may be of particular interest if you want to pursue a career in international institutions, non-governmental organizations (NGOs), or similar fields.

About this Module

Learning Outcomes:

- A broad-based understanding of the institutional architecture of global governance
- The ability to apply different International Relations theories to explain global governance
- Diligent and continuous participation
- Readiness to speak up publicly and defend arguments
- Teamwork on a group paper assignment
- Presenting group work to an informed and critical audience
- Working under time pressure to recall and apply their knowledge

Indicative Module Content:

The course syllabus will be distributed via Brightspace at the start of term.

UNESCO highlights a set of key competencies that support individuals in their development and support society in achieving the UN Sustainable Development Goals (SDGs). UCD has adapted these competencies and is combining them with others to form a general framework of learning competencies. This module will help you develop the competencies below to the levels specified. 
Learning Competency Additional Information Level

Collaboration

 The ability to learn from others; to understand and respect the needs, perspectives and actions of others (empathy); to understand, relate to and be sensitive to others (empathic leadership); to deal with conflicts in a group; and to facilitate collaborative and participatory problem solving. Proficient

Critical Thinking

 The ability to question norms, practices and opinions; to reflect on one’s own values, perceptions and actions. Proficient

Systems Thinking

 The ability to recognize and understand relationships; to analyse complex systems; to think of how systems are embedded within different domains and different scales; and to deal with uncertainty. Proficient

Strategic

 The ability to collectively develop and implement innovative actions that further sustainability at the local level and further afield. Proficient

Integrated Problem Solving

 The overarching ability to apply different problem-solving frameworks to complex sustainability problems and develop viable, inclusive and equitable solution options that promote sustainable development, integrating the competencies in this list. Proficient

Self-awareness

 The ability to reflect on one’s own role in the local community and (global) society; to continually evaluate and further motivate one’s actions; and to deal with one’s feelings and desires. Proficient

Normative

 The ability to understand and reflect on the norms and values that underlie one’s actions; and to negotiate values, principles, goals, and targets, in a context of conflicts of interest and trade-offs, uncertain knowledge and contradictions. Proficient

Anticipatory

 The ability to understand and evaluate multiple scenarios for the future – possible, probable and desirable; to create one’s own visions for the future; to apply the precautionary principle; to assess the consequences of actions; and to deal with risks and changes. Proficient

Digital Literacy and Judgement

 The ability to access, evaluate, create and communicate information in digital environments; to engage critically, ethically and responsibly with digital technologies and digital information; to understand their opportunities, limitations, risks and impact on individual’s digital identities; and to exercise informed judgement in digital participation and decision-making. Proficient

AI Literacy & Agency

 The ability to understand, critically evaluate and responsibly engage with artificial intelligence; to recognise how AI systems are shaped by human values; to assess their ethical, social and environmental implications; and to exercise human judgement, agency and accountability in AI-related contexts. Proficient

Wellbeing

 Wellbeing is having the resources and skills to meet life's challenges, including attributes such as personal development skills, resilience, stress management, strengths, lifestyle skills, nutrition, physical activity, sleep, alcohol/substance use, academic skills, time management, goal setting, interpersonal skills, group work, communication. Proficient

The United Nations identified seventeen Sustainable Development Goals (SDGs) as core to the 2030 Agenda for Sustainable Development, and UCD contributes in general to SDG 4 Quality Education. Further SDGs explored within this module if relevant are listed below. A scale of 1 - 5 indicates the extent to which the SDG is covered.


Goal Name Description Coverage

End poverty in all its forms everywhere 1

End hunger, achieve food security and improved nutrition and promote sustainable agriculture 1

Ensure healthy lives and promote well-being for all at all ages 1

Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all 1

Achieve gender equality and empower all women and girls 1

Ensure availability and sustainable management of water and sanitation for all 1

Ensure access to affordable, reliable, sustainable and modern energy for all 1

Promote sustained, inclusive and sustainable economic growth, full and productive employment and decent work for all 1

Build resilient infrastructure, promote inclusive and sustainable industrialization and foster innovation 1

Reduce inequality within and among countries 1

Make cities and human settlements inclusive, safe, resilient and sustainable 1

Ensure sustainable consumption and production patterns 1

Take urgent action to combat climate change and its impacts 1

Conserve and sustainably use the oceans, seas and marine resources for sustainable development 1

Protect, restore and promote sustainable use of terrestrial ecosystems, sustainably manage forests, combat desertification, and halt and reverse land degradation and halt biodiversity loss 1

Promote peaceful and inclusive societies for sustainable development, provide access to justice for all and build effective, accountable and inclusive institutions at all levels 1

Strengthen the means of implementation and revitalize the Global Partnership for Sustainable Development 1
 

Student Effort Hours:
Student Effort Type Hours
Lectures

22
Autonomous Student Learning

200
Total

222

Approaches to Teaching and Learning:
TEACHING AND LEARNING APPROACHES:

The module applies a mix of teaching and learning approaches: continuous, collective, and individual.

Continuous verbal and written participation in class and on Brightspace constitutes an important element and a significant portion of students' grades. In this way, students are encouraged to stay on top of course materials through regular critical writing exercises. Critical and reflective thinking is encouraged through self-assessments. Classes will involve a mix of lectures and in-class activities such as group work, student debates, and more.

Another principal teaching and learning approach is the group project comprising a midterm paper and presentation. This element encourages students to learn from each other, while training them to divide up tasks and plan their work as a group. As such, students will hone their teamworking and presentation skills that are essential for and highly valued in many professions.

Finally, the most substantial grading component is a closed-book exam at the end of term. This teaching and learning element demands that students recall and apply their knowledge and skills under time pressure from memory by themselves without any access to resources.


USE OF ARTIFICIAL INTELLIGENCE:

Artificial intelligence (AI) tools may be used to help (but not to replace) your learning process. However, note that they should be used with caution due to inaccuracies and other flaws. Students should thoroughly check and question any output that their AI tools produce and must provide manually verified sources other than AI tools’ outputs. The nature and extent of the use of AI tools (if any) must be clearly declared and elaborated in any output. Students are ultimately responsible for their work, including any errors that were introduced by the AI tools they may use.

AI tools may not be used to replace students’ independent work process. If students are suspected of using AI to produce substantial portions of their work, instead of doing so themselves, this will be interpreted as a breach of academic norms and may result in serious consequences such as failing this module.

In sum, this course’s policy on the use of AI tools is “yellow” in the UCD traffic light system. When in doubt about the use of AI, please speak to the professor first.

Please refer to UCD’s guide on the use of AI for further information: https://www.ucd.ie/artshumanities/study/aifutures/generativeaifaqs/

Requirements, Exclusions and Recommendations

Not applicable to this module.


Module Requisites and Incompatibles
Not applicable to this module.
 

Assessment Strategy
Description Timing Component Scale Must Pass Component % of Final Grade In Module Component Repeat Offered
Exam (In-person): An end-of-term, in-person, closed-book examination that can cover any course content End of trimester
Duration:
2 hr(s)
 Graded No
50
 No
Group Work Assignment: A midterm group project involving a paper and presentation. All group members will receive the same grade. Week 9 Graded No
30
 No
Participation in Learning Activities: Continuous verbal and written participation in class and on Brightspace Week 1, Week 2, Week 3, Week 4, Week 5, Week 6, Week 7, Week 9, Week 10, Week 11, Week 12 Graded No
20
 No

Carry forward of passed components
No
 

Resit In Terminal Exam
Spring Yes - 2 Hour
Please see Student Jargon Buster for more information about remediation types and timing. 

Feedback Strategy/Strategies

• Feedback individually to students, post-assessment
• Group/class feedback, post-assessment
• Peer review activities
• Self-assessment activities

How will my Feedback be Delivered?

The module will employ a mix of feedback modes: verbal and written feedback on individual and group assignments, self-assessment activities, and peer review.

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