Faculty of Arts

Monash University

Postgraduate - Unit

This unit entry is for students who completed this unit in 2014 only. For students planning to study the unit, please refer to the unit indexes in the the current edition of the Handbook. If you have any queries contact the managing faculty for your course or area of study.

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12 points, SCA Band 1, 0.250 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

FacultyFaculty of Arts
OfferedClayton First semester 2014 (Day)
Coordinator(s)Mr Phil Gregory


Previously coded PLM4100


This subject investigates how governments respond to terrorism through policies usually referred to as 'counter-terrorism'. In particular, it examines the central role state intelligence services play identifying, developing, formulating and implementing counter-terrorism programs,. It also assesses conventional approaches to intelligence collection, analysis, comparative intelligence practices, and the role of intelligence in national security policy formation, and how global terrorist networks pose new intelligence challenges. Case studies and scenarios are used to assist students comprehend the themes and gain insights into professional intelligence officers' responsibilities.


  1. To develop in students a sophisticated understanding of the nature, methodology and scope of the threats posed to national security by terrorist networks as well as the degree to which intelligence identified measures to counter those threats have been effective and appropriate.
  2. To develop in students a sophisticated understanding of the traditional functions and capabilities of intelligence agencies and how they have responded to the new challenges and demands of counter-terrorist programs. In particular, we will explore issues raised by the increased emphasis on intelligence exchanges, intelligence liaison and covert action.
  3. To develop students' understanding of the role played by different aspects of intelligence gathering--especially HUMINT, SIGINT, IMINT, OSINT and Intelligence Analysis--in addressing these threats.
  4. To develop students' understanding of how different terrorist groups pose a variety of security threats and how different intelligence services around the world are responding to this challenge.
  5. To develop the students' understanding of the structure, processes, dynamics and communication within national and between international intelligence agencies--alliances, liaison relationships and exchanges.
  6. To develop students' understanding of the political and ethical dimensions that envelop contemporary debates over intelligence reform, especially within Australian.
  7. To enhance students' ability to contribute in a constructive way to public debates in areas including terrorism, counter-terrorism policy, trade-offs made by governments between personal freedoms and public security, and intelligence and security relationships between Australia and other states.
  8. Continue to develop critical skills and their abilities to communicate effectively.

Specifically to:

a. develop a topic for investigation;

b. familiarise themselves with a wide range of sources;

c. recognise and be able to present a logically ordered argument;

  1. Develop a level of competency in understanding the trends in terrorism and political violence that will enable them to apply the theoretical and empirical studies examined in the unit to a contemporary or scenario-based exercise.
  2. Develop skills to pursue an original question for research.


Essay, 3000 words: 35%
Take-home exam (equivalent to 3000 words): 35%
Class presentation (equivalent to 2000 words): 20%
Counter-terrorism scenario (equivalent to 1000 words): 10%.

Chief examiner(s)

Workload requirements

One 2-hour seminar per week