Peace Research and Conflict Management
Introduction:
Issues with Peace.
We will engage with the leading contemporary research on violent intrastate conflict. We will use
different lenses in order to understand those conflicts. E.g. Congo, Yemen, Sheri-Lanka, Afghanistan
etc.
Objectives of this course and possible exam questions:
At the end of this course, students should be able:
▪ To describe in detail the main characteristics of contemporary violent conflicts and the major
changes in the nature of conflicts since 1945;
▪ To compare the main theories of conflict (including its main assumptions, proponents,
strengths, weaknesses, etc.);
▪ To explain the main challenges and complexities of most contemporary peace processes;
*Example of an exam question: explain the strength and weaknesses of certain theories.
Take two cases and study them throughout the year (e.g. readings). These cases will be asked during
the exam. E.g. explain a theoretical concept, by also presenting the case study
E.g. if the exam question asks you about a particular theory and connect it to the specific case -> say
that it does not apply to the specific case. That is the answer.
Exam questions:
, ▪ 2 big ones – 20 points each
▪ 2 small ones – 10 points each
Open-ended: “Questions to make you think!”
*Example of an exam question: Which factors determine mediation success ? Where appropriate,
substantiate your arguments with examples and illustrations from case studies
▪ Conceptual/theoretical understanding
▪ Empirical insights à 2 case studies
Exam:
▪ 16th of January at 9 am
▪ Duration: 3 hours
▪ 4 questions:
o 2 questions on 20 (big questions)
o 2 questions on 10 (small questions)
What not to expect:
▪ Calculations wont be asked.Regressions wont be asked. How many conflict were there.
However, it is important to know that Colier used statistical analyses. It is important to know
how he did his research and what his research was about.
▪ No questions about: how oil led to the conflict in your cases.
What to expect:
Questions on /20
1. Which factors determine mediation success ? Where appropriate, substantiate your
arguments with examples and illustrations from case studies
2. Explain and critically reflect upon the theoretical linkages and empirical evidence concerning
the link between natural resources and armed conflict. Where appropriate, substantiate your
arguments or statements with illustrations from case studies.
Questions on 10:
▪ Can be on theory, methodology, and cases!
▪ 1 page to anwser: stick to the topic!
• 3 pages to answer: be comprehensive and in depth!Questions on 10:
▪ Are we going to a more peaceful conflict -> where you need to reflect on something. Can be
theory, methodology and cases.
▪ Do not write an essay on your case study. Spend your time explanining the theory and only
briefly reflect on the case studies.
, ▪ Do not choose bullet points -> you need to be able to explain the bullet points. Write and
elaborate on your argument.
▪ Exam materials: all texts, slides, notes and everything that has been discussed during the
lectures.
▪ Ink different parts of the course!!! (Texts and slides).Understand your cases! Make sure that
you know your cases in-depth!
▪ If the question is about a theory -> introduce the author. Another question: explain author’s
spoiler concept. It is possible to use 1 case study in 2 questions -> as long as you can explain
them.
Lesson 1: Conflict definitions, characteristics and trends
What is conflict:
Conflict usually has a negative connotation. But conflicts are everywhere. Conflicts are an important
field of study. But who studies conflicts: anthropologists, historians, lawyers etc… Conflicts are
studied in different disciplines. However, different disciplines provide a different meaning to the
conflict. Therefore:
▪ There is no agreement on an exact definition.
▪ But as Cramer (2006) notes “definitional frames are often more than purely descriptive”
E.g. if the conflict is defined as a physical fight between the states – then we do not have a lot of
conflicts in the world. However, if the conflict is defined as incompatible relations between states,
then the conflicts are everywhere.
The conflict does not need to be a bad thing. Because it is a tool of uniting people or agreeing on the
further developments.
It goes wrong when conflict do not bring positive changes: e.g. violent conflicts (e.g. civil wars). When
the consequences of the conflicts are bad. E.g. physical violence and distraction of relations between
people/states.
, However, in some cases, some people benefit from conflicts. E.g. mining conflicts benefit from the
Conflict in Congo.
Sambanis (2004) – very few variables are robust to different definitions. E.g. lower GDP/capita ->
causes conflict.
Conflict definition (3 different definitions):
1. According to Upsala Conflict Database (UCDP) an armed conflict occurs when:
“An armed conflict is defined … as a contested incompatibility that concerns government or
territory or both, where the use of armed force between twee parties results in at least 25
battle-related deaths. Of these two parties, at least one has to be the government of a state”
(Wallensteen & Sollberg 2005: 635).
2. According to Stockholm International Peace Research Institutte (SIPRI) (different definitions):
“A ‘major armed conflict’ is defined as the use of armed force between the military forces of
two or more governments, or of one government and at least one organized armed group,
resulting in the battle related deaths of at least 1,000 people in any single calendar year and
in which the incompatibility concerns control of government and/or territory”
3. Heidelberg Institute for International Conflict Research (Cosimo):
“ … the clashing of interests (positional differences) on national values of some duration and
magnitude between at least two parties (organized groups, states, groups of states,
organizations) that are determined to pursue their interests and win their cases” (Heidelberg
Institute for International Conflict Research, 2005: 2)
▪ Casualty threshold is very arbitrary (different threshold of deaths according to different
definitions).
▪ Absolute casualty numbers lead to skewed conflict datasets.
▪ What is more appropriate battle- or conflict-related deaths? Only ‘direct’ civilian deaths? Or
also ‘indirect’ civilian deaths? (e.g. famine, where the government excludes a particular
group)?
▪ What if civilians are directly targeted (UCDP one-sided violence). What about genocide
(where civilians killed civilians)? Civilians killing civilians (e.g. Rwanda or those people killed in
Afghanistan (certain areas are inaccessible). You have to be critical towards any definition of
conflicts, because those definitions might not include other definitions (e.g. sexual violence
against females). E.g. they have some categories, but they do not include other categories.
▪ Is there a better approach or conflict definition?
Which were the ten most deadly conflicts of the 1990s?
▪ E.g. Rwanda, Angola, Somalia, Bosnia, Liberia, Burundi, Chechnya, Tajikistan, Algeria, Gulf
War Most people were killed in the poor countries.
Introduction:
Issues with Peace.
We will engage with the leading contemporary research on violent intrastate conflict. We will use
different lenses in order to understand those conflicts. E.g. Congo, Yemen, Sheri-Lanka, Afghanistan
etc.
Objectives of this course and possible exam questions:
At the end of this course, students should be able:
▪ To describe in detail the main characteristics of contemporary violent conflicts and the major
changes in the nature of conflicts since 1945;
▪ To compare the main theories of conflict (including its main assumptions, proponents,
strengths, weaknesses, etc.);
▪ To explain the main challenges and complexities of most contemporary peace processes;
*Example of an exam question: explain the strength and weaknesses of certain theories.
Take two cases and study them throughout the year (e.g. readings). These cases will be asked during
the exam. E.g. explain a theoretical concept, by also presenting the case study
E.g. if the exam question asks you about a particular theory and connect it to the specific case -> say
that it does not apply to the specific case. That is the answer.
Exam questions:
, ▪ 2 big ones – 20 points each
▪ 2 small ones – 10 points each
Open-ended: “Questions to make you think!”
*Example of an exam question: Which factors determine mediation success ? Where appropriate,
substantiate your arguments with examples and illustrations from case studies
▪ Conceptual/theoretical understanding
▪ Empirical insights à 2 case studies
Exam:
▪ 16th of January at 9 am
▪ Duration: 3 hours
▪ 4 questions:
o 2 questions on 20 (big questions)
o 2 questions on 10 (small questions)
What not to expect:
▪ Calculations wont be asked.Regressions wont be asked. How many conflict were there.
However, it is important to know that Colier used statistical analyses. It is important to know
how he did his research and what his research was about.
▪ No questions about: how oil led to the conflict in your cases.
What to expect:
Questions on /20
1. Which factors determine mediation success ? Where appropriate, substantiate your
arguments with examples and illustrations from case studies
2. Explain and critically reflect upon the theoretical linkages and empirical evidence concerning
the link between natural resources and armed conflict. Where appropriate, substantiate your
arguments or statements with illustrations from case studies.
Questions on 10:
▪ Can be on theory, methodology, and cases!
▪ 1 page to anwser: stick to the topic!
• 3 pages to answer: be comprehensive and in depth!Questions on 10:
▪ Are we going to a more peaceful conflict -> where you need to reflect on something. Can be
theory, methodology and cases.
▪ Do not write an essay on your case study. Spend your time explanining the theory and only
briefly reflect on the case studies.
, ▪ Do not choose bullet points -> you need to be able to explain the bullet points. Write and
elaborate on your argument.
▪ Exam materials: all texts, slides, notes and everything that has been discussed during the
lectures.
▪ Ink different parts of the course!!! (Texts and slides).Understand your cases! Make sure that
you know your cases in-depth!
▪ If the question is about a theory -> introduce the author. Another question: explain author’s
spoiler concept. It is possible to use 1 case study in 2 questions -> as long as you can explain
them.
Lesson 1: Conflict definitions, characteristics and trends
What is conflict:
Conflict usually has a negative connotation. But conflicts are everywhere. Conflicts are an important
field of study. But who studies conflicts: anthropologists, historians, lawyers etc… Conflicts are
studied in different disciplines. However, different disciplines provide a different meaning to the
conflict. Therefore:
▪ There is no agreement on an exact definition.
▪ But as Cramer (2006) notes “definitional frames are often more than purely descriptive”
E.g. if the conflict is defined as a physical fight between the states – then we do not have a lot of
conflicts in the world. However, if the conflict is defined as incompatible relations between states,
then the conflicts are everywhere.
The conflict does not need to be a bad thing. Because it is a tool of uniting people or agreeing on the
further developments.
It goes wrong when conflict do not bring positive changes: e.g. violent conflicts (e.g. civil wars). When
the consequences of the conflicts are bad. E.g. physical violence and distraction of relations between
people/states.
, However, in some cases, some people benefit from conflicts. E.g. mining conflicts benefit from the
Conflict in Congo.
Sambanis (2004) – very few variables are robust to different definitions. E.g. lower GDP/capita ->
causes conflict.
Conflict definition (3 different definitions):
1. According to Upsala Conflict Database (UCDP) an armed conflict occurs when:
“An armed conflict is defined … as a contested incompatibility that concerns government or
territory or both, where the use of armed force between twee parties results in at least 25
battle-related deaths. Of these two parties, at least one has to be the government of a state”
(Wallensteen & Sollberg 2005: 635).
2. According to Stockholm International Peace Research Institutte (SIPRI) (different definitions):
“A ‘major armed conflict’ is defined as the use of armed force between the military forces of
two or more governments, or of one government and at least one organized armed group,
resulting in the battle related deaths of at least 1,000 people in any single calendar year and
in which the incompatibility concerns control of government and/or territory”
3. Heidelberg Institute for International Conflict Research (Cosimo):
“ … the clashing of interests (positional differences) on national values of some duration and
magnitude between at least two parties (organized groups, states, groups of states,
organizations) that are determined to pursue their interests and win their cases” (Heidelberg
Institute for International Conflict Research, 2005: 2)
▪ Casualty threshold is very arbitrary (different threshold of deaths according to different
definitions).
▪ Absolute casualty numbers lead to skewed conflict datasets.
▪ What is more appropriate battle- or conflict-related deaths? Only ‘direct’ civilian deaths? Or
also ‘indirect’ civilian deaths? (e.g. famine, where the government excludes a particular
group)?
▪ What if civilians are directly targeted (UCDP one-sided violence). What about genocide
(where civilians killed civilians)? Civilians killing civilians (e.g. Rwanda or those people killed in
Afghanistan (certain areas are inaccessible). You have to be critical towards any definition of
conflicts, because those definitions might not include other definitions (e.g. sexual violence
against females). E.g. they have some categories, but they do not include other categories.
▪ Is there a better approach or conflict definition?
Which were the ten most deadly conflicts of the 1990s?
▪ E.g. Rwanda, Angola, Somalia, Bosnia, Liberia, Burundi, Chechnya, Tajikistan, Algeria, Gulf
War Most people were killed in the poor countries.
