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POL42640

Academic Year 2026/2027

Crisis of the Liberal World Order (POL42640)

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

Curricular information is subject to change.

This module focuses on the crises of the liberal world order. It asks the following overarching questions: What is the liberal world order? What crises has it faced? What are the drivers and consequences of such crises?

The module begins by briefly examining the role of key actors and historical moments in shaping the liberal world order. It then focuses on direct and indirect challenges faced by the order, such as those posed by tensions between global powers and geopolitical crises. It also covers challenges posed to the institutions and norms that support the order, such as anti-multilateralist policies and violations of international law, as well as gridlock and institutional crises within global agencies.

Throughout the module, students will engage with classics and state-of-the-art research within the International Relations discipline, apply advanced theories and concepts, and critically discuss and analyse empirical cases.

About this Module

Learning Outcomes:

By the end of the module, students will have:
1) Acquired knowledge on the historical development, drivers, and crises of the liberal world order;
2) Developed an advanced understanding of key theoretical debates, perspectives, and concepts relevant to topics covered;
3) Engaged with classics as well as the state-of-the-art in the IR literature, and synthesised information from relevant sources for tackling key questions;
4) Critically applied advanced theories and concepts for analysing relevant issues, actors, and dynamics;
5) Critically evaluated empirical research on the liberal world order and its crises.

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 2

End hunger, achieve food security and improved nutrition and promote sustainable agriculture 2

Ensure healthy lives and promote well-being for all at all ages 2

Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all 2

Achieve gender equality and empower all women and girls 2

Ensure availability and sustainable management of water and sanitation for all 2

Ensure access to affordable, reliable, sustainable and modern energy for all 2

Promote sustained, inclusive and sustainable economic growth, full and productive employment and decent work for all 2

Build resilient infrastructure, promote inclusive and sustainable industrialization and foster innovation 2

Reduce inequality within and among countries 2

Make cities and human settlements inclusive, safe, resilient and sustainable 2

Ensure sustainable consumption and production patterns 2

Take urgent action to combat climate change and its impacts 2

Conserve and sustainably use the oceans, seas and marine resources for sustainable development 2

Protect, restore and promote sustainable use of terrestrial ecosystems, sustainably manage forests, combat desertification, and halt and reverse land degradation and halt biodiversity loss 2

Promote peaceful and inclusive societies for sustainable development, provide access to justice for all and build effective, accountable and inclusive institutions at all levels 2

Strengthen the means of implementation and revitalize the Global Partnership for Sustainable Development 2
 

Student Effort Hours:
Student Effort Type Hours
Lectures

22
Autonomous Student Learning

200
Total

222

Approaches to Teaching and Learning:
Lectures, seminars, in-class discussions and activities, quizzes, final examination.

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
Group Work Assignment: Presentation and critical discussion (review) of an empirical article from list of recommended readings. Week 7, Week 8, Week 9 Graded No
30
 No
Participation in Learning Activities: Class participation, including active discussion of class material. Week 1, Week 2, Week 3, Week 4, Week 5, Week 6, Week 7, Week 8, Week 9, Week 10, Week 11, Week 12 Graded No
20
 No
Exam (In-person): End-of-term close book examination. End of trimester
Duration:
2 hr(s)
 Graded No
50
 No

Carry forward of passed components
No
 

Resit In Terminal Exam
Spring No
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

How will my Feedback be Delivered?

Not yet recorded.

Timetabling information is displayed only for guidance purposes, relates to the current Academic Year only and is subject to change.
Autumn Lecture Offering 1 Week(s) - 1, 2, 4, 5, 9, 10, 11, 12 Tues 15:00 - 16:50
Autumn Lecture Offering 1 Week(s) - 3, 6, 7 Tues 15:00 - 16:50
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