QUTVPEACE Peace and Conflict Studies Course description

Course name in Norwegian
Peace and Conflict Studies
Study programme
Peace and Conflict Studies
Year of study
FALL 2024
Course history


The course description was approved by the Dean 24 June 2009 and by the Academic Affairs Committee, Faculty of Education and International Studies 23 May 2013 and 2 May 2014. Minor changes approved 22 October 2015 and 5 December 2017. Valid from spring semester 2018.

The Faculty of Education and International Studies at Oslo Metropolitan University (OsloMet) and Kulturstudier (Cultural Studies) offer an international one semester full-time course (30 ECTS credits) in Peace and Conflict Studies in Nepal. The course is offered twice per year, with semesters starting in August and February.

Peace and Conflict Studies is taught through an interdisciplinary social science and humanities- approach incorporating elements of sociology, political science, history, philosophy, psychology, social anthropology, geography, economy and religious studies. It combines a general introduction to peace and conflict studies with a specific focus on the South Asia region and theories and cases of conflict resolution and peace building. The course activities (lectures, discussions, seminars, workshops, excursions, assignments, examination) as well as the literature are all in English. The first part of the course is a 7-week web-based self-study period, after which the students arrive in Nepal to attend the regular course. During the 10 weeks in Nepal there will be lectures, seminars and group work on weekdays, in addition to field excursions. 30 two-hour lectures will cover the curriculum. A permanent seminar teacher will hold approximately 10 seminars during the 10 weeks in Nepal. The seminars are primarily a forum where students take part in discussions on the course subjects and, through practical teachings and exercises, get a more profound understanding of theories in peace and conflict studies.

Required preliminary courses

No required prerequisite knowledge.

Learning outcomes

At the end of the course the student has obtained the following learning outcomes:


The student

  • knows the basic theories of peace and conflict studies and the emergence of peace and conflict studies as an academic discipline
  • knows the social, economic, political, environmental and cultural conflicts in South Asia, particularly on India and Nepal, historically and today
  • knows the different instruments for conflict resolution and conflict transformation in violent conflicts (e.g. civil wars and interstate wars)
  • has gained a conceptual understanding of peace building
  • knows the role of the UN in conflict resolution and peace building


The student

  • can reflect critically on the theoretical foundations and approaches to conflict resolution and conflict transformation
  • can differentiate between the different dimensions of peace building: the security dimension; the socioeconomic dimension; the political and ethical dimension and reconciliation
  • can utilize research based material concerning the nature of peace and of conflict, the causes of violent conflict, ways of preventing conflict (i.e., routes toward "negative peace") and the ends frequently identified as "positive peace"

General competence

The student

  • has gained experience of working in a group and writing a group paper
  • has acquired general academic skills

Teaching and learning methods

At the beginning of their stay in Nepal, the students form groups of 3-5 persons. The purposes of these groups are to work on current topics from the lectures and literature, and to complete the group examination. There will be a seminar on how to write papers, in which the seminar teacher will suggest topics of relevance. The seminar teacher is instrumental in forming the groups and supervising them during the writing process.

Course requirements

The following course work requirements must be met before the examinations may be sat:

  • Introductory assignment. This is a paper of approx. 1800 words (+/- 10 %) / approx. 4-5 pages, where students must demonstrate good understanding of the key concepts introduced in the introductory part. At this stage, all communication between student and teachers is based on e-mail. The paper is to be submitted through e-mail before students go to Nepal. It will be assessed within the following week.
  • Field excursion assignment. This paper of approx. 1800 words (+/- 10 %) / approx. 4-5 pages is written in relation to the field excursions. The aim of the paper is that the students show their ability to connect the contents of the course curriculum with the field excursion.
  • Presence. The course is dependent on dialogue and discussions that utilize the practical and educational background of the students. The students have to demonstrate their own understanding of the peace and conflict literature and lecture content. Therefore, it is obligatory for each student to participate with a minimum of 80 % in all lectures, seminars and field excursions. If the level of absence exceeds this limit, the student may compensate with a written submission according to agreement with his/her academic coordinator. The paper shall be of approx. 1800 words (+/- 10 %) / approx. 4-5 pages.

Course work requirements must be met within fixed deadlines. The Study Guide of the course will give details about deadlines defined by OAUC/LUI. Work requirements must be met also by students with valid absence from classes documented by medical certificate. Students who are prevented from meeting the work requirements within the fixed deadlines due to illness or other valid and documented reasons, may be given a new deadline. A new deadline is in each case given by the course teacher.

Course work requirements are evaluated Accepted/Not accepted. Students who submit their work requirements within the set deadline but fail to get accepted, are entitled to a maximum of two new attempts to fulfil the course requirements. A new deadline for meeting the work requirements is in each individual case given by the teacher of the course in question.


Group examination and individual home examination

  • The written group examination is linked to the topics of the course as a whole. This is a paper on a topic of each group's own choosing, of approx. 4500 words (+/- 10 %) / approx. 10-12 pages, which the students write in groups during their stay. Here, they shall combine perspectives from the literature and lectures, preferably link up with empirical cases from the region, while drawing on literature that the group finds relevant. The paper shall be submitted electronically within the given deadline. The group examination is given a mark (A-F) counting 40 % of the final result.

  • Individual written home examination, i.e. an essay of approx. 4400 words (+/- 10 %) / approx. 10-12 pages, where students shall prove their analytical skills and understanding in the discussion of a given topic. The essay is to be submitted electronically within the given deadline.. The individual home examination is given a mark (A-F) counting 60 % of the final result.

Final Assessment

The students- academic performance is assessed on the basis of the written group examination and the individual written home examination (see above). The student will be awarded a composite grade where the group examination counts 40 % and the individual home examination counts 60 % of the final mark. Both exams must be passed in order to be awarded a final grade. If a student does not pass one of the exams, only the failed exam shall be re-taken.

Permitted exam materials and equipment

Examination support material is permitted.

Grading scale

Grading scale will be according to the ECTS-grading scale, with A-E as pass grades and F as fail grade .



One internal and one external examiner conduct the assessment of the group examination.

For the individual home examination the exam will be jointly marked by an internal and an external examiner. The external examiner will read a selection of the exam papers and collaborate with the internal examiner in a way that benefits all the students.