Module overview
Equal opportunity
In line with the University’s Equal Opportunities Policy, individuals are treated on their relevant merits and abilities and are given equal opportunities within the module, School and University. The aim of the policy is to ensure that no prospective student or current student should receive any less favourable treatment on any grounds which are not relevant to academic ability and attainment. Every effort is made to ensure that disabled students are aware of and assisted in making use of the support provided by the University; to ensure access to lectures, classes, learning materials; and to ensure that where necessary appropriate variations to normal examining arrangements are made.
Aims and Objectives
Learning Outcomes
Knowledge and Understanding
Having successfully completed this module, you will be able to demonstrate knowledge and understanding of:
- Explain some of the determinants of political attitudes and the processes through which people form their opinions.
- Demonstrate understanding of key theories in political behaviour.
Subject Specific Intellectual and Research Skills
Having successfully completed this module you will be able to:
- Recognise the different sorts of research methods that can help us identify and analyse political beliefs and behaviour.
- Be able to apply existing theoretical frameworks to explain contemporary examples of public opinion.
Transferable and Generic Skills
Having successfully completed this module you will be able to:
- Apply theories of political behaviour to empirical data relating to public psychology and political behaviour
Syllabus
This course considers some of the seminal contributions to modern political science and in the subfields
of political behaviour and political psychology, addressing the following topics:
1. Mass Belief Systems
2. Partisanship
3. Political Socialisation
4. Information Processing, Heuristics and Choice
5. Communication, Framing and Biases
6. Voting Behaviour
7. Campaigns and Election Outcomes
8. Participation, Activism and Turnout
9. Trust in Government
10. Leaders, Approval and Competence
11. Macro Politics: Public Opinion and Policy
Learning and Teaching
Teaching and learning methods
There is a double lecture every week, the first half of which is a traditional lecture and the second half of which involves an interactive seminar style session. There is a bi-weekly group meeting slot, in which groups will meet to develop their research projects. Full attendance is expected. Throughout the course you will work in groups on a project-based assignment, and the content of the seminars will be focused on the successive stages of the assignment. The group meetings are designed to enable you to reflect on what you have learned from lectures and reading and to develop plans for the project on political behaviour. The project will require you to work with a group of your peers. At the start of the course, groups will choose a project with an objective relating to one of the topics covered during the course. You will receive guidance on key readings, questions to ask about research design, a list of possible methods, suggested resources or data sources that you might use. The final decisions on the project design will be taken collectively by the group. The interactive (seminar) part of the lecture will be dedicated to activities such as group presentations on theories of political behaviour related to your project, discussions of how to develop hypotheses and design the study and select methods (e.g. case studies, experiments, and analyses of survey data). I will provide all groups with advice and guidance on the assignment throughout the duration of the course. You will each write up your own report of the assignment.
| Type | Hours |
|---|---|
| Teaching | 30 |
| Independent Study | 120 |
| Total study time | 150 |
Resources & Reading list
General Resources
Lecture/seminar room with presentation equipment..
Others.
Journal Articles
Jon A. Krosnick and Donald R. Kinder (1990). Altering the Foundations of Public Support for the President through Priming.. American Political Science Review, 84, pp. 497-512.
Larry M. Bartels (1993). Messages Received: The Political Impact of Media Exposure. American Political Science Review, 87, pp. 267-285.
Textbooks
Martha L. Cottam, Beth Dietz-Uhler, Elena Mastors, and Thomas Preston (2010). Introduction to Political Psychology. Psychology Press.
Morris P. Fiorina. (1981). Retrospective Voting in American National Elections. New Haven: Yale University Press.
Jane Green, Will Jennings (2017). The Politics of Competence. Cambridge: Cambridge University Press.
Donald Green, Bradley Palmquist, and Eric Schickler (2004). Partisan Hearts and Minds. New Haven: Yale University Press.
Pippa Norris (2022). In Praise of Skepticism: Trust But Verify. Oxford: Oxford University Press.
Paul M. Kellstedt, and Guy D. Whitten. (2013). The Fundamentals of Political Science Research. Cambridge: Cambridge University Press.
James A. Stimson (2004). Tides of Consent: How Public Opinion Shapes American Politics.. Cambridge: Cambridge University Press.
Russell J. Dalton and Hans-Dieter Klingemann (eds.). (2007). Oxford Handbook of Political Behavior. Oxford: Oxford University Press.
John Zaller (1992). The Nature and Origins of Mass Opinion. Cambridge: Cambridge University Press.
David O. Sears, Leonie Huddy, and Robert Jervis. (2003). Oxford Handbook of Political Psychology. Oxford: Oxford University Press.
Shanto Iyengar and Donald Kinder. (1987). News That Matters. Chicago: Chicago University Press.
Arthur Lupia, Mathew D. McCubbins, and Samuel L. Popkin (eds.). (2000). Elements of Reason: Cognition, Choice, and the Bounds of Rationality. Cambridge: Cambridge University Press.
Assessment
Assessment strategy
1. Five bi-weekly Blackboard quizzes on the readings. 15%.
2. Learning log (three topics), up to 1,200 words, 25%. Formative mock learning log (0%) is optional.
3. Research project report (Individual report of the project carried out by the group). 60%.
If a resit is required, this will be assessed on the research project report alone (100%).
The research project is designed as an empirical analysis of political behaviour. This may employ either qualitative or quantitative methods, e.g. it may use descriptive/inferential statistics or undertake a case study of a particular event or set of events. Key is that you must make use of empirical data to test theories encountered on the course. You will make use of an existing dataset (e.g. the British Election Study), or create your own data with your group.
Summative
This is how we’ll formally assess what you have learned in this module.
| Method | Percentage contribution |
|---|---|
| Research project Report | 60% |
| Online test | 15% |
| Learning log | 25% |
Referral
This is how we’ll assess you if you don’t meet the criteria to pass this module.
| Method | Percentage contribution |
|---|---|
| Project report | 100% |
Repeat
An internal repeat is where you take all of your modules again, including any you passed. An external repeat is where you only re-take the modules you failed.
| Method | Percentage contribution |
|---|---|
| Research project Report | 60% |
| Online test | 15% |
| Learning log | 25% |
Repeat Information
Repeat type: Internal & External