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5 Contents... 1 Commandant s Foreword... 3 Abbreviations... 4 Section 1 Baltic Defence College Mandate of the Baltic Defence College Combined Officer Professional Development Programme... 5 Section 2 Higher Command Studies Course Outline Aim Learning Outcomes Recognition of the HCSC External Students... 7 Section 3 Educational Framework Outline Course Documents... 8 a. Course Plan (Syllabus)... 8 b. Module Guides... 8 c. Timetable... 9 Section 4 Organisation of the HCSC Academic Committee a. Course Director Colonel Igors Rajevs b. Coordinator of Academic Affairs c. Senior Academics d. Senior Mentor e. Planning Officer f. Course Secretary g. Supporting Faculty Guest Speakers Student Organisation a. Class Leader b. Class Assistant c. Syndicates d. Staff Leader Section 5 Educational Philosophy Basic Approach: Stimulating Creative and Critical Thinking a. Learning Levels Bloom s Taxonomy Provision of Education Chatham House Rule Section 6 HCSC Curriculum Modules Module 1: Framing Strategic Leadership Module 2: International Security Module 3: Russia and Baltic Neighbourhood Module 4: Armed Conflict Module 5: Strategy Formulation Module 6: Defence Policy and Planning Course Plan (Syllabus) 2015 Contents

6 Module 7: Exercising Higher Command Module 8: Strategic Resource Management Module 9: Long-term Defence Planning Exercises Field Study Trips Section 7 Student Assessment System Introduction Assessment Procedure Assessment Cycle Assessment Criteria a. Summative Assignments b. Formative Assignments: c. Near Failure and Failure Graduation Documents Academic Awards a. Best Student Award b. Academic Writing Award Misconduct Section 8 Course Evaluation Process General Evaluation and Validation Course Feedback System a. Lecturer Feedback b. Module Feedback c. Course Feedback d. After Action Evaluation HCSC 2015 Pre-Readings HCSC 2015 Final Report HCSC 2015 Assessment Form HCSC 2015 Academic Misconduct HCSC 2015 Curriculum Flow Contents Course Plan (Syllabus) 2015

7 The Baltic Defence College (BALTDEFCOL) is a widely respected Professional Military Education institution, established in by a unique multilateral agreement between the three Baltic states Estonia, Latvia and Lithuania. In addition, the college is supported staunchly by other countries from the Euro-Atlantic area. If we are to make an effective contribution to addressing the strategic challenges of the twenty-first century, our defence institutions need to be ready to adapt in an ever-more uncertain geopolitical environment. In recognition of this need, the college has developed the Higher Command Studies Course (HCSC). The HCSC offers senior officers and government officials the opportunity to continue their professional education through the study of strategic-level issues. We set out to provide our students with the knowledge, understanding and tools necessary for them to become creative, proactive and agile commanders, policymakers and managers, capable of making sound, decisive and future-oriented decisions. The value of the course has been recognised by Supreme Allied Command Transformation (SACT), having been accredited as a North Atlantic Treaty Organisation (NATO) course and included in the NATO Course Catalogue. The HCSC is fully sponsored by the three Baltic states as a contribution to the ongoing transformation of NATO and the development of the crisis management capabilities of the European Union (EU). Through a highly participative programme of studies, HCSC students will be offered: Advanced education and discussion in strategic studies, utilising leading academics, military commanders and civilian practitioners from across the world; Study trips in countries and regions of geopolitical significance and/or concern; Stimulating exercises, including Strategic Warrior, Strategic Formulator, Strategic Commander and Strategic Planner ; An opportunity to undertake strategic research on pressing international topics; Upgraded facilities, including modern seminar rooms and meeting spaces; Excellent accommodation, in a new and purpose-build dormitory complex. Prospective students for the HCSC in 2015 must have a recognised potential for senior appointments and a willingness and ability to engage fully with the curriculum. The course will begin on 12th January and will end with a graduation ceremony on 18th June. Students will also be required to familiarise themselves with some of the issues that will be addressed during the course prior to their arrival at the college. This Course Plan describes in more detail the aims and planned outcomes of the course and the means by which they are expected to be achieved. Additional information about the Baltic Defence College and its activities, as well as the HCSC, can be found on the college s website: My staff and I look forward to your participation in the HCSC and to supporting your further development as the senior military officers and government officials of the future. Major General Vitalijus Vaikšnoras Commandant, Baltic Defence College Course Plan (Syllabus) 2015 Commandant s Foreword

8 ACT AICSC AISOC BALTDEFCOL CSC ECTS EU FST HCSC ISD ISP JCGSC NATO NISOC SNR Allied Command Transformation Army Intermediate Command and Staff Course Air Intermediate Staff Officer Course Baltic Defence College Civil Servants Course European Credit Transfer System European Union Field Study Trip Higher Command Studies Course Individual Study Day Individual Study Period Joint Command and General Staff Course North Atlantic Treaty Organisation Naval Intermediate Staff Officer Course Senior National Representative Figure 1: The Baltic Defence College Abbreviations Course Plan (Syllabus) 2015

9 The Baltic Defence College (BALTDEFCOL) was founded in 1999 by Estonia, Latvia and Lithuania with support from their allies and partners. The college s mandate, which is set out in a Memorandum of Understanding between the defence ministers of Estonia, Latvia and Lithuania, requires it to provide professional military education for Development Levels 3-4 of the Baltic states Combined Officer Professional Development Programme. BALTDEFCOL is thus responsible for the delivery of the following courses: The Higher Command Studies Course (HCSC) a senior-level course of five months duration; The Joint Command and General Staff Course (JCGSC) a general staff officer course of eleven months duration; The Civil Servants Course (CSC) a security and defence course for civil servants of twelve weeks duration; and Various short courses at the request of the Baltic states. The Combined Officer Professional Development Programme of the Baltic states divides officer education into four development levels. The first two levels are concerned with the basic training and education of junior officers and are a national responsibility. The Baltic Defence College s Joint Command and General Staff Course and Higher Command Studies Course (or their equivalents) are the third and fourth level of military education in Estonia, Latvia and Lithuania. Basic Junior Advanced Senior Basic Officer Training Course Specialist Training Captain s Course AICSC AISOC NISOC Joint Command and General Staff Course Higher Command Studies Course Defence Management Training English Language Training National Military Academies National Military Academies Baltic Defence College Foreign Staff Colleges Baltic Defence College Foreign War Colleges Lieutenant Captain Major Lieutenant Colonel Colonel/General Tactical Operational Strategic Figure 2: Diagram of Professional Military Education in the Baltic states Course Plan (Syllabus) 2015 Section 1 Baltic Defence College

10 The HCSC was created in 2004 to educate senior military officers and government officials on the wide range of challenges regarding the adaptation of the defence institutions at the national, Allied and European levels, such that they become better able to participate in the full spectrum of twenty-first century operations. The core rationale for the course is to ensure that the Baltic states armed forces will be able to make an effective contribution to meet today s and tomorrow s strategic challenges, and their respective leaderships will understand the requirement for, and will be ready to lead, major defence development programmes. Thus far, the college has conducted ten HCSCs. Over 130 students, representing more than thirty countries, have graduated from these courses. Many have since received important and demanding postings in their home countries or international organisations. In 2014, the Baltic Defence College decided that the HCSC needed to be updated to reflect new strategic realities. In 2014, the HCSC was thus postponed for one year to allow for an overhaul of the curriculum. The HCSC of 2015 will therefore follow a new and updated curriculum, taking heed of ongoing strategic changes in the Baltic region, as well as ten years of adaptation and integration of the Baltic states into the NATO and the EU. The updated HCSC will now be conducted from 12th January to the 18th June, a total of twenty-three weeks. Students are also expected to spend around two weeks preparing for the course and reading certain material prior to their arrival. During the residential period, each working day comprises an average of six academic hours of classroom activities. Students are also expected to spend an average of two hours per day on individual and preparatory work. The HCSC is highly engaging and students will be required to conduct individual research, and to participate in a range of collective research projects and discussions. There are also several practical exercises, including a major exercise on Long-Term Defence Planning known as Strategic Planner. Three field study trips will complement classroom activities. The aim of the HCSC is to educate military officers and government officials from the Baltic states, their allies and partners, for executive responsibilities at the strategic level. It will enable comprehension of the multifaceted actions necessary for the accomplishment of national and Allied strategic objectives, within an uncertain international environment. It will produce creative, proactive and agile commanders, policymakers and managers, capable of making sound, decisive and future-oriented strategic decisions. The provision of education through the HCSC is organised around nine key learning outcomes. By the end of the course, students will be able to: 1. Create written documents and oral presentations to facilitate communication at the strategic level (Module 1 Framing Higher Command); 2. Formulate high strategy (Module 5 Strategy Formulation); 3. Manage strategic resources for the defence of small- and medium-sized countries (Module 8 Strategic Resource Management); 4. Plan for long-term defence requirements, particularly for small- and medium-sized countries (Module 9 Long-term Defence Planning); 5. Evaluate the key aspects of contemporary international affairs, including theories of international relations, geopolitics and power, as well as the role of modern international institutions (Module 2 International Security); Section 2 Higher Command Studies Course Course Plan (Syllabus) 2015

11 6. Assess the geopolitical situation in the Baltic Neighbourhood (Module 3 Russia and the Baltic Neighbourhood); 7. Appraise Allied, European, multilateral, bilateral and national defence policy and planning, particularly transformation and implementation (Module 6 Defence Policy and Planning); 8. Analyse the changing character of armed conflict (Module 4 Armed Conflict); 9. Examine the theories and evolution of higher command to facilitate better skills of strategic leadership (Module 7 Exercising Higher Command). Allied Command Transformation (ACT) accredited the HCSC as a NATO course and included it in the NATO Course Catalogue in The ACT document states that the HCSC is considered to be a very effective tool for the education and individual training of our alliance and partners (in particular, the multinational nature of the course). As a NATO-approved course, the HCSC has established its position alongside other courses at a similar level and is able to deliver added-value education to military and civilian students from the Baltic states, as well as their allies and partners. The presence of external students (i.e. students from other educational institutions) on the HCSC will add more perspectives to discussions. Postgraduate students (or, by exception, senior undergraduate students) may therefore be accepted to attend the following modules: Module 2: International Security; Module 5: Strategy Formulation; Module 8: Strategic Resource Management. Figure 3: The HCSC 2013 at the North Atlantic Treaty Organisation s Headquarters Course Plan (Syllabus) 2015 Section 2 Higher Command Studies Course

12 The Baltic Defence College delivers the Higher Command Studies Course (HCSC) through a curriculum (see Annex E), which is taught from mid-january to mid-june, a total of twenty-three weeks. Students are also expected to spend around two weeks preparing for the course and reading certain materials prior to their arrival (see Annex A). The curriculum is delivered through a structure of modules, which are smaller units of education, lasting between one and four weeks. Module coordinators are responsible for particular modules on the HCSC: they organise and/or facilitate their modules teaching and the assessment process. Education is provided through Learning Outcomes, which can be applied either at the course or the modular levels. These are statements relating to what each student should know or be able to do at the end of the course or each module. The HCSC includes four major exercises: 1. Strategic Warrior (Module 4); 2. Strategic Formulator (Module 5); 3. Strategic Commander (Module 7) and 4. Strategic Planner (Module 9) and three Field Study Trips (for Modules 3, 6 and 9). The HCSC leads to a Final Report (which includes a Diploma, Diploma Supplement and Performance Review) (see Annex B). The key documents of the HCSC, which cover all aspects related to the course and the curriculum, consist of the Course Plan (Syllabus), Module Guides and Weekly Timetables. Students should also be familiar with the General Regulations, which describe the tasks, rules and norms of the Baltic Defence College. a. Course Plan (Syllabus) The HCSC Course Plan (Syllabus) provides a strategic overview down to modular level of the entire curriculum. b. Module Guides A Module Guide will be assigned for each of the modules of the HCSC curriculum. These documents describe the curriculum down to the level of single lectures or other classroom activities. These are the most detailed description of the curriculum content and are designed to be: Reference documents for the student, outlining what will be taught, how to prepare for it, and the relevant reading material; Guidance documents for the Directing Staff members in the preparation of lectures. Module Guides will be issued throughout the course before the start of each module. Each will contain the following information: Module Overview: Aim, Learning Outcomes; Module Content by event; Preparatory Reading; Supplementary Reading. Section 3 Educational Framework Course Plan (Syllabus) 2015

13 c. Timetable The Timetable provides a weekly overview of lectures and group activities and other events related to the HCSC. This timetable, issued a fortnight (two weeks) in advance of each week, is liable to change and will be amended and re-issued as necessary. HCSC extra-curricular activities may include roundtable seminars, formal dinners and fireside chats with guest speakers, as well as other academic and recreational activities. 08:30-09:00 09:00-09:50 10:00-10:50 11:00-11:50 11:50-13:00 13:00-13:50 14:00-14:50 15:00-15:50 16:00-17:00 Monday Prep Lecture Group Activity Lecture Group Activity ISP Tuesday Prep Lecture Group Activity Lecture Group Activity ISP Wednesday Prep Lecture Group Activity L U Extra-curricular activities ISP Thursday Friday Prep Prep Lecture Lecture Group Activity Group Activity N C H Lecture ISP Group Activity ISP Saturday Sunday Figure 4: Example of a timetable Course Plan (Syllabus) 2015 Section 3 Educational Framework

14 a. Course Director Colonel Igors Rajevs The Course Director is directly responsible to the Commandant for the development, planning and execution of the course. The Course Director is supported the Academic Committee, which comprises the Coordinator of Academic Affairs, the Senior Academics, the Senior Mentors, the Planning Officer and the Course Secretary, as well as any relevant supporting faculty. b. Coordinator of Academic Affairs The Coordinator of Academic Affairs is responsible for overseeing all assessment procedures on the HCSC, particularly for the Cunningham Papers, advising in conjunction with the Dean the Course Director on all academic issues; and, when necessary, outreach to, and liaison with, other institutions of professional military education. c. Senior Academics Senior Academics are responsible for coordinating various modules for the HCSC, as well as liaison with Senior Mentors and Guest Speakers. d. Senior Mentor Senior Mentors assist with supervising students work, to offer advice on how they might tackle particular tasks and what resources they might use, and to assist with the evaluation of their achievements. They will observe and participate in the students discussions and will lecture on curriculum topics. They will also assist with the evaluation of the course. e. Planning Officer The main role of the Planning Officer is to contribute to the planning and execution of the HCSC and to arrange and provide, in coordination with the Course Office, all necessary administrative support. f. Course Secretary The Course Secretary is responsible for all daily secretarial duties for the HCSC, such as booking flights and accommodation for Guest Lecturers, and providing support for students. g. Supporting Faculty In addition to the Academic Committee, the HCSC includes Supporting Faculty, drawn from the departments of the Baltic Defence College. Guest Speakers are core contributors to the HCSC, providing strategic-level education based on their expertise in specific areas. Section 4 Organisation of the HCSC Course Plan (Syllabus) 2015

15 a. Class Leader The students will elect one of their numbers to be Class Leader. The Class Leader is the students voice and represents them in all issues, both educational and those related to life outside the College. He or she will disseminate information to the students, collect their views on significant issues and pass opinions to the Course Director and staff members. This includes organising and conducting the course feedback session at the end of the course. b. Class Assistant The Course Director will nominate the Class Assistant on a weekly basis. He or she will be responsible for thanking Guest Speakers on behalf of the HCSC. The Class Assistant should also ensure that the lecture room is properly prepared before and tidied after use. c. Syndicates Students will be divided into two syndicates, whose composition will be fixed for the duration of the course. Syndicate Leader: Each of the two syndicates will elect one of their members to be Syndicate Leader. The Syndicate Leaders will be responsible for representing the views of the syndicates, and for organisational and administrative issues related to the syndicates, in particular for organising and conducting module feedback sessions. The Syndicate Leader will also be responsible for organising the Syndicate members to carry out the rotational tasks of Syndicate Chair. Syndicate Chair: The Syndicate Chair, a rotating position, is responsible for preparing and chairing the Syndicate discussion activity of a Lecture-Discussion. d. Staff Leader The Course Director will appoint students to be Staff Leaders for exercises, who will be responsible for the conduct of the exercise by their staff. Figure 5: Student discussion during a Syndicate Activity Course Plan (Syllabus) 2015 Section 4 Organisation of the HCSC

16 We shall teach each other; first because we have a vast amount of war experience behind us; secondly because, in my opinion, it is only through free criticism of each other s ideas that the truth can be thrashed out. Mere swallowing of either food or opinions does not of necessity carry with it digestion, and without digestion, swallowing is but labour lost and food wasted. Major General J. F. C. Fuller to students at Staff College, Camberley, United Kingdom, 1926 The HCSC s educational philosophy is predicated on a combined educational approach, including lectures, seminars and small group (syndicate) activities, to facilitate adult learning. Consequently, the primary responsibility for learning and achieving the specified learning outcomes is placed on the student. To help facilitate this, the HCSC and the wider Baltic Defence College aims to provide the best possible educational environment for learning to take place. Thus, active learning and the full participation and contribution of all students is heavily encouraged; this allows students to share their knowledge, experience and learning with others in an open and positive environment. The level of education offered by the HCSC is generally advanced: students mature adults, with several years of experience in intermediate or senior military and governmental positions are expected to have familiarity with the basic aspects of strategic, security and military-related issues. The HCSC will not, therefore, provide conclusive answers to the questions under examination i.e., so-called school solutions but aims to inspire students to open their minds to the difficulties and uncertainties encountered at the strategic level and to develop their own approaches to solving problems. Thus, students will be expected to think creatively, critically and analytically and will be required to research and present material on all aspects of the curriculum, which will be assessed by the Academic Committee, Guest Speakers or external examiners. In summary, the HCSC is designed for self-motivated, competitive and experienced professionals, who have the requisite language skills in English to engage with their peers and who want to excel during their time in Tartu. a. Learning Levels Bloom s Taxonomy Dr. Benjamin Bloom identified the Cognitive, Affective and Psychomotor domains of intelligence in 1956 as a way of delineating various aspects of learning. The table below depicts the latest update of Bloom s Taxonomies in 2000 by a team of academics led by Dr. Lorin Anderson illustrating the learning progression within the Cognitive Domain. Level 1 is considered Lower Order Thinking Skills while Level 6 signifies Higher Order Thinking Skills. Section 5 Educational Philosophy Course Plan (Syllabus) 2015

17 Figure 6: Bloom s Updated Taxonomies (adapted from Anderson and Krathwohl, 2001) 6. Create To put elements together to form a coherent or functional whole; to reorganise elements into a new pattern or structure through generating, planning or producing 5. Evaluate To cast judgments on theories, concepts and ideas based on current standards and/or previously-established criteria 4. Analyse To be able to split a piece of information into its component parts, and explain the relation between them 3. Apply To be able to re-produce information in any situation and use it naturally without further instruction 2. Understand To grasp the meaning of various theories, concepts and ideas 1. Remember To be able to recall appropriate information Assemble, construct, create, design, develop, formulate, plan, write Praise, argue, defend, judge, select, support, value, evaluate Appraise, compare, contrast, criticise, differentiate, discriminate, distinguish, examine, experiment, question Choose, demonstrate, employ, illustrate, interpret, operate, schedule, sketch, solve, use, write Classify, describe, discuss, explain, identify, locate, recognise, report, select, translate, paraphrase Define, duplicate, list, memorise, recall, repeat, reproduce, state Can the student create a new product or point of view? Can the student justify a position or decision? Can the student distinguish between different components of an object or idea, etc.? Can the student use received information in a new way? Can the student explain ideas or concepts? Can the student recall or remember received information? In sum: Before a concept can be understood it has to be remembered; Before a concept can be applied, it must be understood; Before a concept can be analysed, it must be applied; Before a concept s impact can be evaluated, it must be analysed; Before a new concept can be created, other concepts must be remembered, understood, applied, analysed and evaluated. The HCSC utilises these learning levels in the identification of particular learning outcomes, which are deemed necessary both for the course and for its modules. In keeping with the HCSC s educational philosophy and the character of the students attending the course, the vast majority of teaching is provided between levels four and six. In keeping with the HCSC s educational philosophy, a number of different activities are utilised for the provision of the course. The main source materials for the course take the form of readings and an extensive programme of lectures from a range of distinguished guest speakers, who will provide most of the teaching. Course Plan (Syllabus) 2015 Section 5 Educational Philosophy

18 Several course modules will also have one or more Senior Mentors from outside the Baltic Defence College who will provide the experience, and the academic breadth and depth necessary to achieve the aim of the HCSC. These mentors will also monitor the work of students, offer advice on how they might tackle tasks, and contribute to the assessment of their achievements. The provision of education during the HCSC occurs within three basic formats: 1. Independent Study includes time allocated for individual preparation for classes, for work on assignments, for reflection and for personal study collectively referred to as independent study. Students should plan to spend, on average, two hours each working day engaged in such study, as well as two hours over weekends. Independent study includes: Readings of which there are three categories: o o o Pre-Readings are mandatory readings to be completed in preparation for the course. This reading is considered essential for ensuring that all students start the HCSC with a similar level of elementary knowledge (see Annex A). Preparatory Readings are mandatory reading to be completed in advance of particular lectures, plenary discussions and seminars. Preparatory readings are intended to provide students with a deeper and more balanced understanding of the topics covered by the curriculum. Supplementary Readings are provided to support each module, providing additional insight into certain aspects of the curriculum. The complete list of supplementary reading material will often be well in excess of that which can be reviewed in the time available. Students will thus have to make choices as to what they consider of greatest value to their personal goals and interests. Assignments of which there are three formats: o o o Travel Journals are issued during Field Study Trips, each containing a set of predefined questions to be answered in relation to the places visited and activities undertaken. The Argumentative Essay is the main assignment set for Module 2 International Security, namely a supervised, 2,500-word written paper, which is to contain references, answering a particular question relating to a topic on international security. The Cunningham Paper in Strategic Studies, named after the British commander, Admiral Andrew Cunningham, who commanded the Royal Navy s destroyer flotilla during the Estonian and Latvian wars of independence, is a 5,000-word research exposition on a contemporary topic relating both to the future and the strategic level. It consists of: required reading; supervision; the written paper and a presentation. This is the most important assignment issued to students during the HCSC; indeed, the best will be published in an edited volume at the end of the HCSC in mid Interactive Study allows students to engage directly with academics and other students in a more formal and professional manner: Lectures are one of the primary ways through which adult education is provided, allowing all students to congregate together with an expert either a member of the Academic Committee or a Guest Speaker who presents on a topic to stimulate students thinking and convey key facts, experiences or ideas, while simultaneously drawing students into debate and discussion. Section 5 Educational Philosophy Course Plan (Syllabus) 2015

19 Supervision is the key means for students to complete selected written assignments, through regular meetings with an academic supervisor. It is vital to note that the role of the supervisor is not to write the student s assignment for them, but rather to offer critical feedback and advice on drafts of their paper, which can then be used to make improvements and amendments to future versions. Feedback can come in the form of advice and criticism of the output of an assigned task by a member of the Academic Committee, a Guest Speaker or other students. 3. Group Study ensures the exchange of knowledge and perspectives in several group formats. Groups will be balanced as far as possible according to the background, experience and so forth of their members. The HCSC uses the following groups: Syndicates allow students to present and provide briefings on particular topics to one another. The HCSC is divided into two syndicates, whose composition will be fixed for the duration of the course. Syndicate activities generally consist of: preparatory reading, a presentation and a discussion two classroom periods (100 minutes) in total. These discussions are intended to encourage students to consider course material at a higher cognitive level. They are chaired, in rotation, by students (the Syndicate Chair), who are expected to carry out additional work in preparation for this role. Teamwork is the educational medium for particular collective research tasks, whereby students will be divided into teams of three to five members. This learning technique requires students to examine material at a higher level through the collective analysis of a historical scenario, research question, case study or other appropriate issue. Teams will not be fixed for the duration of the course; rather, their membership will be shuffled to encourage the widest possible exchange of knowledge, views and experiences. Exercises form part of the HCSC learning process and are conducted to allow students to apply reciprocally the theories and concepts studied throughout the curriculum. All exercises are well connected to the relevant learning outcomes, and are major aspect of the educational experience during the course. Field Study Trips are collective visits to institutions, organisations and agencies outside the Baltic Defence College. As such, they constitute an essential and integral part of the HCSC and are planned to meet the relevant learning outcomes for each module. These trips provide students with an excellent opportunity to meet national, regional and global practitioners in the environment in which decisions are made, allowing students to obtain first-hand knowledge of allied, European and national policies, as well as armed forces and cultural values. Unless otherwise expressed, all HCSC teaching takes place under the Chatham House Rule: When a meeting, or part thereof, is held under the Chatham House Rule, participants are free to use the information received, but neither the identity nor the affiliation of the speaker(s), nor that of any other participant, may be revealed. Chatham House (Royal Institute of International Affairs), London Course Plan (Syllabus) 2015 Section 5 Educational Philosophy

20 The HCSC comprises nine discrete and sequential core modules containing variety of curriculum activities. These activities are optimised for residential delivery and are designed to attain the desired level of learning in the applicable subject. The modules are delivered as follows: Module 1: Framing Strategic Leadership ECTS Credit Points: 8.6 (223 hours) The aim of the Module 1 is to introduce students to the theoretical and conceptual tools available to the higher commander, manager or policymaker when operating at the strategic level. The module s overall aim is parsed into three mutually reinforcing objectives: firstly, to provide students with the skills required to research and communicate effectively and creatively in speech and in writing; secondly, to provide them with a succinct overview of the strategic level, including systems thinking; and thirdly, to introduce them to models of strategic leadership, to develop their techniques of higher command, management or policymaking. Level Learning Outcomes 6 Create research-based papers and oral presentations aimed at the strategic level, utilising where appropriate the relevant strategic theory or model of strategic leadership, to evaluate complicated strategic phenomena. 6 Develop independent thought processes through systematic self-assessment in relation to strategic leadership techniques. 5 Evaluate the significance of particular critical thinking and research strategies, strategic theories and models of strategic leadership, while applying them to complicated phenomena at the strategic level. 5 Assess ethical and cultural issues confronted by strategic leaders. 4 Analyse the position of strategic leaders in relation to strategic systems. Module 2: International Security ECTS Credit Points: 4.2 (108 hours) The aim of Aim of Module 2 is to examine the position of countries within the Euro-Atlantic region, and particularly the Baltic states, in the post-cold War environment. It begins by providing an overview of theories of international relations, geopolitics and power as analytical tools to evaluate key aspects of international security, such as geostrategic developments and the emergence of new strategic challenges and security threats. By analysing the constraints and opportunities arising from the present international landscape, the module goes on to examines the role of geography, history, culture and institutions in shaping foreign policy, grand strategy and military doctrine, assessing the drivers of the behaviour of great, regional and smaller powers, as well as and the activities of international and non-governmental organisations, non-state actors (such as criminal networks and religious and political extremists) and their implications for Baltic and Euro- Atlantic security. Section 6 HCSC Curriculum 2015 Course Plan (Syllabus) 2015

21 Level Learning Outcomes 5 Compare the key theories of international relations, geopolitics and power and apply them as analytical frameworks to examine contemporary global affairs. 5 Evaluate the drivers and implications of great, regional and smaller powers, as well as modern international institutions and alliances, within the context of the international system. 5 Appraise the causes of regional instability in key geographic theatres, as well as their potential impact on Euro-Atlantic countries and their partners. 5 Assess the key global threats and challenges to Euro-Atlantic countries and their partners, over the next twenty years. 4 Analyse the benefits and drawbacks of the Allied military footprint in various regions of the world, particularly in relation to Euro-Atlantic security. Module 3: Russia and Baltic Neighbourhood ECTS Credit Points: 2.8 (72 hours) The aim of Module 3 is to provide a thorough overview of the regional geopolitical system in which the Baltic states and many of their allies and partners are located. It outlines the developments resulting from the interplay between the grand strategies of Russia and countries of the Euro-Atlantic region. It explores perceptions of Russia s ongoing attempts to change the geopolitical situation in the Baltic Neighbourhood, as well as the threats, challenges and opportunities resulting from Moscow s interests and policies. It supplements the academic overview with a Field Study Trip to Poland and Finland, to expand practical understanding of one aligned and one non-aligned country s perceptions of the struggle for power in the Baltic Neighbourhood. Level Learning Outcomes 5 Evaluate the geopolitical situation in the Baltic Neighbourhood. 5 Judge the significance of challenges and threats arising out of geopolitical tension, particularly for smaller countries. 5 Appraise the utility of membership of alliances and regional institutions for smaller countries such as the Baltic states. 4 Analyse the grand strategy of Russia from the collapse of the Soviet Union through to the modern period. 4 Compare the foreign policies of aligned and non-aligned countries using Poland and Finland as examples in relation to larger and more powerful neighbours, such as Russia. Module 4: Armed Conflict ECTS Credit Points: 2.8 (72 hours) The aim of the Module 4 is to examine the character of armed conflict that might confront the armed forces both today and tomorrow and how they may continue to operate in the changing global security environment. To this end it explores the evolution of armed conflict; contemporary and emerging armed conflicts; and future developments, which might affect the utility of armed force. It culminates in an exercise Course Plan (Syllabus) 2015 Section 6 HCSC Curriculum 2015

22 Strategic Warrior providing an opportunity for students to evaluate the lessons learnt from recent and current armed conflicts and their applicability for future operations. Level Learning Outcomes 5 Evaluate lessons from military engagement in recent and current conflicts and apply them to future scenarios. 4 Analyse the evolution of armed conflict in relation to various forms of fighting. 4 Examine the different forms of armed conflict, including industrial war, hybrid warfare and wars amongst the people. 4 Consider the potential impact of future armed conflicts on the character and utility of armed force, as well as other instruments of national power. 4 Contemplate the potential impact of emerging technologies on the character and utility of armed force, in relation to future armed conflicts. Module 5: Strategy Formulation ECTS Credit Points: 2.5 (65 hours) The aim of Module 5 is to outline the environmental and procedural factors involved in the formulation of grand strategy and the exercise of national power. The module starts by reviewing strategic theory and concepts identified in Module 1 before moving on to look at various national and allied grand strategies from both the historical and contemporary periods. It then goes on to illustrate the strategic mechanisms and frameworks by which grand strategy can be derived from national purposes and interests, the approaches available to achieve those objectives, and the means available and needed to execute them. Crucially, the module involves one of the HCSC s two major group exercises Strategic Formulator which enables students to take part in the crafting of grand strategy for one of five particular countries, chosen due to their differing interests, means and objectives. Level Learning Outcomes 6 Formulate high strategy at the national level. 5 Evaluate various theories of international relations, geopolitics, strategy and power, when formulating grand strategy. 5 Assess the interplay between the national and international levels, namely external stimuli, ends, ways and mean, while formulating grand strategy. 5 Determine the feasibility of strategic options and their application through risk assessment procedures. 5 Appraise other countries, alliances and international organisations grand strategies and strategic concepts. Section 6 HCSC Curriculum 2015 Course Plan (Syllabus) 2015

23 Module 6: Defence Policy and Planning ECTS Credit Points: 5.1 (132 hours) The aim of the Module 6 is to assess recent developments in defence policy and planning in NATO; the EU; multilateral groupings and bilaterally between European countries, as well as by particular nations. To this end, it explores developments in NATO defence policy and planning; the evolution of the EU s Common Security and Defence Policy; and the rise of various regional groupings of European collaboration, as well as defence development programmes in particular nations. It aims to explore how such efforts could affect or be utilised the Baltic states and other smaller and medium-sized countries. Level Learning Outcomes 5 Evaluate the character, role and evolution of Allied, European and national defence policy. 5 Assess the successes and failures of Allied, European and national defence planning ambitions, processes and progress. 4 Analyse multilateral and bilateral defence initiatives between contemporary European countries. 4 Examine the challenges of defence planning in preparing armed forces for a wide spectrum of operations, often with different allies and partners. Module 7: Exercising Higher Command ECTS Credit Points: 1.3 (36 hours) The aim of Module 7 is to analyse the theories and evolution of higher command, with a particular emphasis on contemporary concepts, trends and issues, including civil-military relations. The module is designed to better enable senior officers and officials to exercise strategic leadership. It will focus on the theories, concepts and practices of higher command that are most applicable to the strategic level for twenty-first century missions, placing particular emphasis on complicated Allied and coalition operations. Level Learning Outcomes 4 Analyse theoretical frameworks of higher command for their application during real-world military challenges. 4 Examine the most important concepts and practices that shape higher command in peace and war among senior officers and officials as well as civil society during the planning and execution of military operations. 4 Survey the elements that contribute to the success or failure of higher command, especially at the Allied or coalition levels. 4 Investigate the mechanisms of civil control of the armed forces to better appreciate the responsibility shared between senior officers and officials in democratic countries. Course Plan (Syllabus) 2015 Section 6 HCSC Curriculum 2015

24 Module 8: Strategic Resource Management ECTS Credit Points: 2.8 (72 hours) The aim of the Module 8 is to provide students with the instruments to analyse, evaluate and develop defence management and planning. To this end, the course will conduct an overview of defence economics, resource management and organisational change and learning theories, applying it to the evaluation of a host of complicated defence managerial situations. As a result, students will appraise how decisions about financial, material, infrastructure and personnel influence the ability to implement national security policies, thereby developing the ability to formulate policy recommendations on effective defence planning under resource constraints Level Learning Outcomes 6 Develop the appropriate strategic defence management strategies, including tools of strategic resource management, and apply them to different national security and defence policies, with a focus on the Baltic states and the Euro-Atlantic region. 5 Evaluate the impact of resource constraints on effective defence planning. 4 Analyse different approaches to defence economics, resource management and organisational change. 4 Consider the implications of different choices of resource allocation on defence capabilities. Module 9: Long-term Defence Planning ECTS Credit Points: 4.2 (108 hours) The aim of the Module 9 is to develop, through practical exercise, an understanding of the purpose and value of a structural approach to long-term defence planning. It provides students with the opportunity to use long-term planning tools and techniques to develop proposals for defence policies and force structures for the Baltic states, based on an evaluation of long-term trends and the analysis of existing systems. Level Learning Outcomes 6 Develop proposals for the improvement of defence policies and force structures and apply them to the Baltic states. 5 Evaluate the impact of long-term trends on required defence capabilities. 4 Analyse the security and defence policies and existing force structures of the Baltic states. 4 Examine the effectiveness and efficiency of the long-term defence development plans for the Baltic states. Section 6 HCSC Curriculum 2015 Course Plan (Syllabus) 2015

25 The HCSC includes four different exercises: 1. Strategic Warrior provides an opportunity for students to evaluate the lessons learnt from recent and current armed conflicts and their applicability for future operations. 2. Strategic Formulator challenges students to practice the design and crafting of a security strategy given national policy guidance for a specific country, as well as to explain, justify and defend it before a simulated committee. 3. Strategic Commander offers a chance for students to apply theoretical frameworks of higher command to a real-world military challenge, thus improving their ability to command or direct junior staff. 4. Strategic Planner challenges students to look ahead to the Baltic Neighbourhood and to identify military capabilities that the Baltic states might need to further their national interests. It will require students to exercise the skills they have learnt throughout the course. The HCSC includes three field study trips: Study Trip 1 Russia and the Baltic Neighbourhood travels to Poland and Finland to identify the challenges that come with sharing a border with Russia and the ways that countries both inside and outside of NATO are responding. Study Trip 2 Euro-Atlantic Allies goes to Germany, Belgium and the United Kingdom, firstly to visit the headquarters of NATO, but also to review the defence policies of two of the Baltic states key European allies. Study Trip 3 Baltic Capitals visits the three Baltic states to get acquainted with national defence planning practices and to gather necessary information for the Exercise Strategic Planner. Course Plan (Syllabus) 2015 Section 6 HCSC Curriculum 2015

26 Assessment is a continuous process intended to support the student s progress throughout the HCSC and to enable the college to report to sending states on his or her performance. The Course Director, supported in this by the Academic Committee, is responsible for the student assessment process. The assessment system aims to be comprehensive and systematic. The Course Director will assess those areas he or she reasonably can (e.g., analytical ability, certain personal skills), but will avoid comment on areas that cannot be adequately demonstrated within the context of the HCSC, or where national standards may vary (e.g., the potential for promotion). The procedure for the student assessment system consists of two parts. Firstly, several student tasks will be formally graded these are known as summative assignments. The grades awarded to students are intended to assist with their development throughout the course and will not be made available to sending states. Secondly, students performance during all course activities will be observed and assessed, forming the basis of a report to be issued to both the student and his or her sending state. Formal assessment is conducted both through dialogues with the Course Director and through a written Final Report. The Course Director and the Academic Committee will monitor the students progress and performance throughout the HCSC and will also provide them with informal feedback when appropriate. 1. Course Director s Dialogue: time will be scheduled for two individual dialogues between the Course Director and each student, the first at the end of February, and the second at the beginning of May. 2. Final Assessment Dialogue: the Course Director will conduct a final assessment dialogue with each student during the last week of the course. The student s performance will be discussed and he or she will be given the opportunity to add comments to the Final Report. 3. Final Report: the Final Report see Annex B will be written by the Course Director. A copy will be provided to the student prior to graduation from the course. 4. Issue of Final Report: the Performance Review (Annex B) within the Final Report will be sent to the student s nominating authority when completed. This review sets out the assessment areas and criteria used to describe the range of competencies the Course Director will consider in assessing student performance. a. Summative Assignments The following assignments on the HCSC will be formally assessed through the provision of a grade: Module 1: Cunningham Papers in Strategic Studies; Module 2: Argumentative Essay; Module 3: Travel Journal; Section 7 Student Assessment System Course Plan (Syllabus) 2015

27 Module 6: Travel Journal; Module 8: Individual Presentation. Grades will be provided out of ten using the Assessment Form (see Annex C): Distinction 9-10 Merit 7-8 Pass 5-6 Near Fail 4 Fail 0-3 The student displays a truly outstanding grasp of the subject matter; a clear ability to remember concepts and material; understand their significance and where necessary apply, analyse and evaluate them, while creating new ideas using a very high degree of critical thinking. The student displays a strong grasp of the subject matter; an above-average ability to remember concepts and material; understand their significance and where necessary apply, analyse and evaluate them, while occasionally creating new ideas using some critical thinking. The student displays a reasonable grasp of the subject matter; a satisfactory ability to remember concepts and material; understand their significance and where necessary apply, analyse and evaluate them, but with little creativity or critical thinking. The student displays an insufficient grasp of the subject matter; little ability to remember concepts and material, or understand their significance, and may be unable where necessary to properly apply them, let alone undertake analysis or evaluation. The student s work is of such a poor standard academically that he or she is unable to meet the necessary criteria to pass. While the student may be able to remember and understand some concepts and material, he or she will not be able to adequately apply, analyse or evaluate them, while creativity and critical thinking will be entirely lacking. There may also be evidence of various forms of academic misconduct, including plagiarism. Assessment Guide for Written Papers Distinction Merit Pass Near Fail Fail Creativity The paper s thesis is clear, balanced, original and thoughtprovoking The paper s thesis is explicit but may lack balance and originality The paper s thesis is identifiable in some form, but lacks balance The paper s thesis may be so confusing or contradictory that it becomes hidden The paper does not contain a thesis in any shape or form Insight The paper reveals superior insight (critical thinking), by separating ideas into component parts and then analysing and evaluating their significance, often through the use of a particular theory, approach or paradigm The paper reveals some insight (critical thinking), albeit with certain inconsistencies relating to analysis and evaluation The paper reveals limited insight (critical thinking): some ideas are not properly analysed and few are evaluated properly The paper lacks insight (critical thinking): while it reproduces others arguments, it does not analyse or evaluate them The paper lacks insight (critical thinking) and shows no analytical skills whatsoever Evidence The paper draws from an impressive array of sources, which The paper draws from an acceptable array of sources, which The paper draws from a number of sources that may not necessarily The paper draws from some sources, but they are generally of The paper either draws from inappropriate sources or contains no Course Plan (Syllabus) 2015 Section 7 Student Assessment System