master thesis peace and conflict studies

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Conflict Resolution Masters Theses

Theses/dissertations from 2022 2022.

The Rise of Neo-Fascist Populism and Islamophobia in the West , Mohamed Tawfiq Said Tabib

Theses/Dissertations from 2020 2020

Competing Narratives: the Struggle for the Soul of Egypt , Ahmed El Mansouri

Trailblazing Transformation: Pioneering Transformative Peacebuilding in Academic Labor Conflicts , Sam Frazier Hediger

The Rise of Mono-Ethnic Religious Nationalism in Myanmar and Its Impacts on the Security Situation of the South Asian Region , S M Anisuz Zaman

Theses/Dissertations from 2019 2019

Explaining the Sectarian Violence in the Middle East: a Conflict Analysis of the Case Study of Saudi Arabia and Iran , Ahmed Elsayed Eltally

Theses/Dissertations from 2018 2018

The Impact of the Refugee Crisis on the European Union , Andreea Elena Galan

Theses/Dissertations from 2017 2017

What is the Nature of the Conflict Experienced by Japanese Workers in International Companies Based in Japan and What Type of Conflict Management Do They Access? , Tomoko Shinohara Le

The Function of Religion in the Israeli-Palestinian Conflict , Stephanie Claire Mitchell

Holocaust, Memory, Second-Generation, and Conflict Resolution , Leslie O'Donoghue

Theses/Dissertations from 2016 2016

National Security, Mass Surveillance, and Citizen Rights under Conditions of Protracted Warfare , Krystal Lynn Conniry

Intrastate Armed Conflict and Peacebuilding in Nepal: An Assessment of the Political and Economic Agency of Women , Gyanu Gautam Luintel

Theses/Dissertations from 2015 2015

Nationalism in United States Foreign Policy in the Post 9/11 Era , Chris W. Baum

Theses/Dissertations from 2014 2014

The Impact of Economic Integration within the European Union as a Factor in Conflict Transformation and Peace-Building , John Umo Ette

Dialogue in Identity-Based Conflict (Study of Intergroup-Dialogue with University Students) , Lisha Shrestha

Theses/Dissertations from 2013 2013

Music and Conflict Resolution: Can a Music and Story Centered Workshop Enhance Empathy? , Parfait Adegboyé Bassalé

Postwar Reconstruction in Liberia: The Participation and Recognition of Women in Politics in Liberia , Roland Tuwea Clarke

Why Occupy?: Principal Reasons for Participant Involvement in Occupy Portland , Danielle Filecia

Here, We Are Walking on a Clothesline: Statelessness and Human (In)Security Among Burmese Women Political Exiles Living in Thailand , Elizabeth Hooker

Cultural Behavior in Post-Urbanized Brazil: The Cordial Man and Intrafamilial Conflict , Thais La Rosa

Track I Diplomacy and Civil Society in Cyprus: Reconciliation and Peacebuilding During Negotiations , Elicia Keren Reed

Conflict Resolution in Islam: Document Review of the Early Sources , Flamur Vehapi

Theses/Dissertations from 2011 2011

Perceptions and Voices of South Sudanese About the North-South Sudan Conflict , Machar Wek Aleu-Baak

The Challenges and Opportunities of Immigrant Integration: A Study of Turkish Immigrants in Germany , Matthew Franklin Clark

Perceptions of Peacebuilding and Multi-Track Collaboration in Divided Societies for a Sustainable Peace Agreement at the Political Level: A Case Study of Cyprus , Brooke Patricia Galloway

Conflict-Conditioned Communication: A Case Study of Communicative Relations between the United States and Iran from 2005-2008 , Erin Leigh McKee

The Cultural Barriers to Integration of Second Generation Muslims in Northern Italy , Joseph Anthony Migliore

Through the Eyes of Greek Cypriots and Turkish Cypriots: The Perception of Cyprus , Mary N. Olin

Countering Structural Violence: Cultivating an Experience of Positive Peace , Carrie E. Stiles

Poverty and Conflict: A Self-Perpetuating Cycle in the Somali Regional State (Region 5), Ethiopia: 1960-2010 , Bisrat Teshome

Theses/Dissertations from 2010 2010

The Creative Use of Dance/Movement Therapy Processes to Transform Intrapersonal Conflicts Associated with Sexual Trauma in Women , Emily Fern Dayton

Music and Conflict Resolution: Exploring the Utilization of Music in Community Engagement , Mindy Kay Johnston

Between Non-intervention and Protection: A study on the case of Darfur and the Responsibility to Protect , David Ryan Lucas

Theses/Dissertations from 2009 2009

'Conflict Analysis:' Exploring the Role of Kuwait in Mediation in the Middle East , Abdullah R. Al Saleh

Red de Salud -- Network of health : structural violence, exclusion and inclusion in Venezuela , Steven John Bates

Sex Work and Moral Conflict: Enhancing the Quality of Public Discourse Using Photovoice Method , Crystal Renee Tenty

Theses/Dissertations from 2007 2007

Islamophobia and the U.S. Media , Michelle Maria Nichole Diamond

Theses/Dissertations from 2006 2006

An Examination of Conflict Conversation in an Online Community: the Pie Fight at DailyKos.com , Samantha Isabella Soma

Theses/Dissertations from 2000 2000

Mediator Personality Type and Perceived Conflict Goals in Workplace Mediation: A Study of Shared Neutrals , Karin Alayne Waller

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Peace and Conflict Studies (master's two years)

The Peace and Conflict Studies Master’s Program (PECOS) provides analytic tools and empirical insights to understand the multifaceted challenges associated with war and conflict. This program combines advanced training in research methods and techniques with practitioner perspectives to equip students for future careers in government, international organizations, or academia. This program is suited for students who wish to combine rigorous analysis with real-world perspectives on some of the most complex challenges facing states and the wider international community.

• Why choose this programme?
• Learning outcomes
• Programme structure
• Semester abroad
• Career and alumni

PECOS student life

Career opportunities

Angelica Estevez’s interest in international relations and Scandinavia made her choose the Peace and Conflict Studies program (PECOS) in Oslo. This spring she’s finishing her degree and will continue her journey as an employee of the US Foreign Services.

Emil Klashaugen is working with consular affairs at the Ministry of Foreign Affairs.

Indigo Trigg-Hauger is a communicator with the responsibility to actively promote, produce and connect PRIO through blogs, podcasts, networks, media relations and events.

• Grants and Scholarships

Influence your Programme

• Student Council
• Programme Council
• Speak up about the learning environment
• Jobs and career
• Career support
• Vacant student jobs

Quality of education

• Evaluations

Masters thesis

• Maters thesis in Peace and Conflict studies
• Masters thesis cooperation

The programme is offered by

• The Department of Political Science

This study program is particulary relevant to the following UN Sustainable Development Goal:

Advice for students by Former Foreign Minister Ine Eriksen Søreide at the 20th anniversary for the PECOS program

Advice for students by the Norwegian Chief of Defence

Department of Political Science

Master Thesis in Peace and Conflict Studies

Chosing a topic.

You are responsible for finding a topic for your Master's thesis. Start thinking about this as soon as possible. For inspiration have a look at our academic staff and their research interests to look for possible supervisors, or look through the various research projects to see if some of them might inspire your own thesis. You can also have a look at more specific projects at the Science Shop.

• Academic staff and their Research areas 
• Research Projects 
• Find a project at "Masteroppgavesamarbeid" (Norwegian page only)

Supervision

Your supervisor is your scientific guide to writing a good master's thesis. You will be assigned a supervisor from our academic staff who fits your chosen topic and method. We encourage you to discuss your project with our staff before applying. Remember that even employees who are positive about supervision must be formally appointed before they are your supervisor.

• Apply for a supervisor (Deadline 25th of August)
• Rights and obligations
• Contract for thesis supervisor

Hand in of contract of supervision

Example of plan for supervision

Ethical guidelines for supervisors at UiO

Some of you might want to do fieldwork as part of your data collection. Here are some general resources if you are interested in doing fieldwork. Please discuss fieldwork and data collection with your supervisor.

• Visa and residence permit (in Norwegian)
• Safe abroad (in Norwegian)
• Contact information for students conducting field work

Apply for Scholarships

There are opportunities for getting financial support to write your MA Thesis.

• Financial support of field work at the Department of Political Science (deadline 7th October)
• The Department of Political Science advertise Fritt ord scholarships  for students who write about freedom of speech, human rights or democracy. Contact Øyvind Colbjørnsen for further information.  Information currently only in Norwegian  (deadline 15th October)

Writing Your Thesis

A MA Thesis is a scientific work and have to adhere to certain standards and requirements. It is your responsibility to make sure your thesis meets these requirements.

• Formal requirements
• Word styles and template
• Write and Cite
• Data and source processing (NSD)
• Data management at ISV
• General advise on Privacy Protection 
• Deadlines and postponed submission deadline
• Submission 
• Submission history track  (For delayed students in the history track)
• Open Access

Your thesis will be assessed by one internal and one external examiner. 

All important information about the exam can be found in the course description of PECOS4096. 

• National guidelines for assessment of Master’s theses in political science

Deferral of diploma to improve grades

If you want to defer your diploma, please apply here:

• Apply for diploma deferral

The Master Thesis course

The master's thesis is an independent analysis of a research question within the subfield of peace and conflict studies, within the broader field of political science. See the course page for more information.

Previously submitted theses in Political Science

In DUO Research Archive you can find previously submitted MA theses at the department of Political Science

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Spartan Alert

Peace and conflict studies, m.a..

FULLY ONLINE PROGRAM AVAILABLE

The Master of Arts in Peace and Conflict Studies at UNCG is dedicated to providing high-quality, professional training in multiple conflict intervention and prevention skills such as mediation, negotiation, facilitation, restorative practices, violence prevention, and collaborative problem-solving. Students engage in community-based learning through a variety of courses to build practice, intervention, and research skills. The program focuses on pragmatic approaches to solving personal and social problems in a variety of social settings. Students are exposed to an array of techniques and strategies to achieve nonviolent solutions to conflict that arises in diverse family, organizational, and community environments. The program promotes a systemic and critical perspective to the challenges facing individuals, families, organizations, and communities in both a global and local analytical and practical perspective. With an interdisciplinary commitment to social justice and human rights, we train professionals to seek collaborative, constructive, and conciliatory methods for resolving human conflict. Our goal is to train reflective conflict professionals—practitioners with a critical understanding of theory, research, and a range of methods; local and global perspectives; and an appreciation of diversity, peace development, and social justice.

The Student Experience

• The Peace and Conflict Studies curriculum employs an interdisciplinary, critical, and social justice approach to conflict theory, peace studies, research, and practice. Our courses are designed not only for aspiring conflict professionals, but also for students in other programs looking to enhance their skills through conflict and peace electives. 
• Students will be exposed to theoretical approaches, techniques, and strategies for nonviolent solutions to conflicts that arise in diverse personal, professional, organizational, and community environments. 
• Students are encouraged to explore a range of professional applications of practice skills, as students are closely mentored and supported by the faculty in the newly created professional seminar series offered throughout the first year of study. 
• The program is built on a comprehensive integrated core curriculum, varied electives, and flexible time schedules allowing students of all ages and needs to participate in the learning process.
• The M.A. in Peace and Conflict Studies requires completion of 33 credit hours and is built on a comprehensive core curriculum of six academic courses and seminars. Flexible course schedules in the evenings allow students of all ages, challenges, job requirements, technology, and delivery needs to participate in the learning process.
• The master’s program is available completely online.

After Graduation

Career opportunities include:

• Academic Foreign Languages Translator
• Advocacy Coordinator
• Business Development Manager
• Case Manager
• Community Building / Organizing
• Community Relations Specialist
• Community Service Agent
• Conflict Resolution Expert or Consultant
• Counterterrorism Analyst
• Development Associate
• Diplomat / Peacebuilder
• Educator: K–12 and Higher Education
• Government Technical Representative
• Higher Education Professional
• Homeless Management Information Systems Specialist
• Human Resources & Trauma Specialist
• Humanitarian Assistant Officer
• Humanitarian Immigration Lawyer
• International Development 
• Judicial Services Coordinator
• Juvenile Justice
• Law Enforcement
• Legal / Criminal Justice
• Marketing & Public Relations Assistant
• Mediator / Negotiator
• Medical / Health Care
• Nonprofit Director
• Peace Practitioner
• Policy Officer or Legal Advocate
• Political Office 
• Program Manager/Director
• Recovery Services
• Residential Specialist
• Restorative Justice
• School Counselor
• Student Conduct & Alternative Resolution Specialist
• Trainer / Facilitator
• War & Defense Lecturer
• Government / Public
• Businesses and Corporations
• Non-governmental Organizations (NGOs)

Apply to Program

Admission to the master’s program is on a rolling basis year round. If you wish to be considered for an assistantship you must meet the early deadline, February 15th. 

• Complete an online application to the Graduate School.
• For Fall admission, complete your application by July 1st (February 15th to be considered for an assistantship and/or tuition remission.).
• For Spring admission, complete your application by October 1st.
• Official transcripts for all undergraduate work (whether a degree was obtained or not).
• Three (3) letters of recommendation (Preferably by persons capable of speaking about your academic work or academic potential).
• GRE is not required.
• Write a personal statement [250-300 words] explaining your personal goals and why you wish to study Peace & Conflict Studies.
• As part of the admission process,  you may be called for a short personal interview, either in person, by telephone, or Skype.

Want more information? Let’s get started!

Program details.

Degree Type: Master's

College/School: School of Health and Human Sciences

Program Type: Majors & Concentrations

Class Type: In Person,Online

Learn More About

Similar Degree Offerings

• Peace and Conflict Studies, B.A.
• Peace and Conflict Studies, P.B.C.

Dr. Marcia Hale Graduate Program Director Department of Peace and Conflict Studies UNC Greensboro 1510 Walker Avenue, 4th Floor Greensboro, NC 27412 [email protected]

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For comments and questions: [email protected]

• Phone: +90 312 596 47 78
• [email protected]

The MSc program in Peace & Conflict Studies (MAPCS) at the Social Sciences University of Ankara (SSUA) is the only one of its kind in its region.  The Program is strategically situated in the Anatolian peninsula, home to numerous civilizations throughout history that has witnessed and experienced conflicts and sought its way out of them through its wisdom of peace. The wisdom of Anatolia refers to the cultural, customary, and political attitudes in the process of unifying the elements of this peninsula.

The main objective of the MAPCS is to provide   students with an opportunity for developing their skills in critical thinking and a gaining professional growth to analyze deep cultural and structural conflicts, their underlying causes, and how to transform and manage them in a peaceful and   ethical way. The program’s inter-disciplinary nature will enhance your ability to work in an academic manner while learning the necessary analytical skills for peace studies in the related areas, such as political science, sociology, psychology, media studies, civil society, development studies, human rights, and more.

Turkey’s strategic location connecting Europe to Central Asia and the Middle East offers unique opportunities to analyze and study conflict in light of the country’s diverse historical, cultural, religious, and linguistic traditions. Being a part of this inter-disciplinary and intercultural environment, students of the MAPCS enjoy not only the opportunity to study with nationally and internationally renowned professors with invaluable knowledge and expertise in the field, but also to interact with practitioners working on some of the most pressing contemporary issues concerning refugees, migrants, mediation, conflict transformation and peacebuilding initiatives. By means of countless theoretical knowledge and praxis opportunities, the MAPCS prepares students for future careers in academia or in government ministries, local and international nongovernmental organizations.

• To have an undergraduate degree.
• To have a minimum GPA of  2.50/4.00
• To have a minimum score of 55 on ALES (Verbal or Equally Weighted) or an equivalent GMAT score.
• Proven proficiency in English (A minimum score of 80 on ÜDS/KPDS/YDS/TOEFL/e-YDS or a minimum score of 90 on YÖKDİL English Exam.)
• There is no tuition fee for Turkish candidates. International candidates are required to pay tuition fee and application fee. Current tuition fee is 15.000,00 TL for each year. Application fee is 100,00 TL. The application fee of those candidates who are not accepted to the program will not be refunded. Fees can be paid into bank account with IBAN TR76 0001 2009 4110 0006 0000 14.

Ankara Sosyal Bilimler Üniversitesi

Uluslararası İlişkiler Bölümü

Hacı Bayram Mahallesi, Hükümet Meydanı

No.2, 06050 Ulus/Ankara Turkey

Tel.: +90 (0312) 596 44 44

E-mail: [email protected]

Facebook https://www.facebook.com/Asbupcs/

Twitter https://twitter.com/ASBUMAPCS

Instagram https://www.instagram.com/asbumapcs/

Ph.D. Programs

Master's programs (with thesis), non-thesis master programs.

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Conflict Studies and Human Rights

Master's thesis.

The Master's programme in Conflict Studies and Human Rights requires the preparation of a Master's thesis (of 15 or 30 EC) beginning in the second half of the third term, or at the start of the fourth term of study. The CCS staff provides supervision for the thesis. You are permitted to carry out your research project only after you have produced a detailed research proposal deemed to be satisfactory by your supervisor.

The final deadline for the Master's thesis is firmly set for early August. Failure to turn in a Master's thesis on this date will result in an automatic failure for the entire programme. Only in extreme circumstances, where the student has a clear medical or other valid reason for which written proof has been provided in advance, will an extension be considered.

Submitting your proposal

Submitting your thesis proposal.

Do your supervisor and second reviewer approve your thesis proposal? Then submit your proposal in Osiris Student  > Cases > My cases > Start a new case by using the plus icon in the bottom right corner. A new window will open. Make sure your pop-up blocker is turned off for the new window to open.  Choose HUM: Thesis proposal.  Your supervisor and second assessor will then officially confirm that you can start your writing process. You will be notified of this by e-mail.

Handing in your thesis

After you have finished writing your thesis you will need to

• upload your thesis in Osiris Case and
• submit 2 hard copies of your thesis at a drop-box in Drift 6

Osiris provides you with an evaluation progress as well as your final grade. 

Submitting your thesis via Osiris Case

If your supervisor has indicated that your final paper is ready for assessment, proceed as follows:

• You upload your thesis in Osiris via Cases  > My Cases
• You upload your thesis in  Blackboard  (for a plagiarism check)

Note that sending your final version to your supervisor by mail does not suffice. 

Did you get a pass?

If you have received a satisfactory grade, you will need to upload your thesis' final version in Utrecht University's thesis archive. This is mandatory.

• Go to  Osiris Student  > Cases
• Choose  Archive & publish thesis - Follow-up Case
• Archive your thesis and, if so desired, you can publish it 

Digital history thesis award

The Department of History and Art History annually awards a prize of € 750 for the best thesis using digital methods or techniques. With this award we aim to stimulate digital (art)historical research among students.

When is a thesis eligible?

Your thesis qualifies if you have successfully applied digital methods or techniques in it:

• The answer to the research question relies predominantly on digital methods or techniques.
• All digital methods are allowed: from digital text analysis to GIS and from network analysis to 3D modeling.
• The method is based on existing software or on (your own) programming code (in R or Python, for example).
• Your thesis is written in the academic year 2023/24.

To submit a thesis

Please send an email to Pim Huijnen  before 15 September 2024, including the following information:

• Subject : Thesis prize Digital (Art)History
• Attachment : the thesis itself (as .doc or .pdf)

You can both be nominated by thesis supervisor or you can compete on your own initiative. 

• Joris van Eijnatten (Professor of Digital History, head of the NL eScience Center Amsterdam)
• Pim Huijnen (Assistant professor of Cultural History, Coordinator of the GKG Digital History Group)
• Ortal-Paz Saar (Assistant professor for Ancient History and Classical Civilization
• Selin Dilli (Assistant professor for Economic and Social History

Best RMA thesis 2021-2022: Edo Storm Best bachelor thesis 2020-2021: Suzanne Ros

More information

Send an email to Pim Huijnen: [email protected]

Forms and procedures master's thesis

Your Master's thesis will be assessed following specific evaluation procedures. You can prepare for this by reading the following documents and explanations prior to starting your thesis.

All theses will be evaluated by two separate evaluators. If your supervisor is a professor connected to your Master's programme, he/she will also be the first evaluator. 

Your Master's thesis will be evaluated using a standardised  assessment form (word). In some cases a third evaluator will be asked to assess your paper. This third evaluator will use another form (word) to evaluate your thesis.

Fraud and plagiarism

Utrecht University considers any form of academic dishonesty to be a serious offense. Utrecht University expects each student to be familiar with and to observe the norms and values that ensure academic integrity.

Therefore, when you start writing your thesis you will have to hand in the Plagiarism rules awareness statement (pdf). With this, you declare to know about and abide by the norms and rules on fraud and plagiarism of Utrecht University. When your professor or supervisor suspects fraud or plagiarism, they will notify the Board of Examiners.

Do you use participants for your research?

In case you are doing research that involves interviewing people, submitting questionnaires or involving people in any other way, you are probably doing human-subject related research . If so, please review the  checklist  and discuss it with your supervisor. The checklist contains information on privacy, ethics and data management.

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Dissertations / Theses on the topic 'Peace and Conflict Studies'

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Consult the top 50 dissertations / theses for your research on the topic 'Peace and Conflict Studies.'

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Jennek, Rafal. "Sam Harris on Religion in Peace and Conflict." Thesis, Uppsala universitet, Teologiska institutionen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-324558.

Elachi, Agada John. "Exploring Peace Education for Consensual Peace Building in Nigeria." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4966.

Jalkebro, Rikard. "Finding a juncture between peace and conflict studies and terrorism studies : the case of the Mindanao conflict." Thesis, University of St Andrews, 2014. http://hdl.handle.net/10023/11865.

Alhajj, Imad. "Challenges for Building Peace in Syria post-2011 Conflict : Evaluation as Research and Monitoring in Conflict Zones." Thesis, Uppsala universitet, Teologiska institutionen, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-455516.

Phayal, Anup. "MASS FEARS, STRONG LEADERS AND THE RISK OF RENEWED CONFLICT: THREE ESSAYS ON POST-CONFLICT ELECTIONS." UKnowledge, 2016. http://uknowledge.uky.edu/polysci_etds/19.

Mongrut, Rosado Kiara. "Resisting Liberal Peace: Unpacking the FARC-EP’s Documents for La Habana Peace Negotiations." Thesis, Université d'Ottawa / University of Ottawa, 2019. http://hdl.handle.net/10393/38679.

Kezer, Robert Allen. "Integral nonviolent conflict| Reframing the idea of civil resistance against violent oppression." Thesis, California Institute of Integral Studies, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3621950.

Nonviolent strategies have been shown to be more effective than violent insurgencies for countering oppression while increasing the subsequent degree of democracy in the country and reducing its chances of civil war. But we still do not know why some campaigns work and others do not. This dissertation develops a methodology for reframing our understanding of nonviolent conflict according to the all quadrants all levels (AQAL) model of integral theory that can also be used to investigate other topics as well.

The literature review covers terms, definitions, and misconceptions about nonviolent conflict, a historical lineage, and an overview of current theories and personalities. The terms simple and complex AQAL are introduced, and the AQAL model is contextualized with current knowledge as relevant to the five elements of integral theory: quadrants, types, states, and lines and levels of development. The model is then overlaid with each of the five primary debates in the field to show how integral theory reduces the polarization that often defines academic disputes and better informs our understanding of nonviolent conflict by allowing inclusion of all valid lines of truth. Integral methodological pluralism (IMP) is then used to bring forth the disciplinary subquestions in each methodological zone that, if answered, would begin to fill in the disciplinary gaps in our knowledge and better complete the process of contextualizing the AQAL model. I then offer suggestions for six integral research projects that use IMP to take a transdisciplinary approach to researching the more complex dynamics that happen between all of the factors identified previously and in context of the evolving situation. This process advances our understanding of how to use integral theory to reframe our approach to a field of inquiry, reduces the confusion surrounding nonviolent conflict by basing the investigation on perspectives not perceptions, and produces a model that is inclusive of all valid lines of truth and weighs their importance based on the context of the situation.

Mokoena, Benjamin P. O. "Conflict and peace in Burundi : exploring the cause(s) and nature of the conflict and prospects for peace." Thesis, Stellenbosch : University of Stellenbosch, 2006. http://hdl.handle.net/10019.1/2394.

Amadio, Ruth. "An Investigation of Structural Conflict: Women in Leadership Across Denominations." Kent State University Honors College / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ksuhonors162060399416394.

von, Schmettow Jan. "Cooking Peace? : Authoritative mediators' formulation in the Aceh conflict 2004-2005 and the Kosovo conflict 2005-2007." Thesis, Uppsala universitet, Institutionen för freds- och konfliktforskning, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-446153.

Suhrke, A., and J. Buckmaster. "Aid, growth and peace: A comparative analysis." University of Bradford, 2005. http://hdl.handle.net/10454/4184.

Clemens, Julie Lynn. "Making Peace in Peace Studies: A Foucauldian Revisioning of a Contested Field." Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1228179006.

Meschoulam, Mauricio. "Values, Perceptions, Conceptions, and Peacebuilding: A Case Study in a Mexico City Neighborhood." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1083.

Elizarni, FNU. "Gender, Conflict, Peace: The Roles of Feminist Popular Education During and After the Conflict in Aceh, Indonesia." Ohio University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1605018870170842.

Hayden, Nancy K. "Balancing belligerents or feeding the beast| Transforming conflict traps." Thesis, University of Maryland, College Park, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10130005.

Since the end of the Cold War, recurring civil conflicts have been the dominant form of violent armed conflict in the world, accounting for 70% of conflicts active between 2000-2013. Duration and intensity of episodes within recurring conflicts in Africa exhibit four behaviors characteristic of archetypal dynamic system structures. The overarching questions asked in this study are whether these patterns are robustly correlated with fundamental concepts of resiliency in dynamic systems that scale from micro-to macro levels; are they consistent with theoretical risk factors and causal mechanisms; and what are the policy implications.

Econometric analysis and dynamic systems modeling of 36 conflicts in Africa between 1989 -2014 are combined with process tracing in a case study of Somalia to evaluate correlations between state characteristics, peace operations and foreign aid on the likelihood of observed conflict patterns, test hypothesized causal mechanisms across scales, and develop policy recommendations for increasing human security while decreasing resiliency of belligerents. Findings are that observed conflict patterns scale from micro to macro levels; are strongly correlated with state characteristics that proxy a mix of cooperative (e.g., gender equality) and coercive (e.g., security forces) conflict-balancing mechanisms; and are weakly correlated with UN and regional peace operations and humanitarian aid. Interactions between peace operations and aid interventions that effect conflict persistence at micro levels are not seen in macro level analysis, due to interdependent, micro-level feedback mechanisms, sequencing, and lagged effects.

This study finds that the dynamic system structures associated with observed conflict patterns contain tipping points between balancing mechanisms at the interface of micro-macro level interactions that are determined as much by factors related to how intervention policies are designed and implemented, as what they are. Policy implications are that reducing risk of conflict persistence requires that peace operations and aid interventions (1) simultaneously increase transparency, promote inclusivity (with emphasis on gender equality), and empower local civilian involvement in accountability measures at the local levels; (2) build bridges to horizontally and vertically integrate across levels; and (3) pave pathways towards conflict transformation mechanisms and justice that scale from the individual, to community, regional, and national levels.

Rinaldi, Jacquelyn Ane. "Conflict resolution without war through the learned skill of compassion." Thesis, Pacifica Graduate Institute, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10164664.

Compassion is often misunderstood. To live with compassion does not mean to give up one’s own well-being or to jeopardize the well-being of her family in order to serve the needs of others. Compassion means one must first take care of herself before she is able to tend to another. True compassion can exist only within the framework of well-balanced psychology or even-mindedness. It takes healthy self-esteem to realize one’s own limits and set clear and direct boundaries to protect those limits. Compassion means being deeply human and at the same time honoring one’s self and others.

Compassion, like muscle memory and rote memorization, is cultivated through practice. The current research from the field of neuroscience interprets compassion as a learned behavior as well as delineating that meditation is one of the most powerful tools for cultivating compassion and other balanced neurological states of being.

If we cultivated meditation, as we do reading and writing, as a part of the educational process for children from toddlers, through higher education, would that, in time change, what seems to be our addiction to the Ares archetype—war? At the very least, some students will see more compassionately, relate to life with more empathy, meet challenges with more optimism, and live with a greater sense of well-being and resilience. At best most of our children will grow up with these life affirming qualities that have power beyond measure to heighten the collective to live in a more peaceful state of consciousness.

This dissertation discusses the relationship between compassion and peace. As humanity becomes more compassionate, peace becomes a more viable state.

Rosenbohm, Dominique. "Art & Peace, Peace Education and Performing Artist’s Reflections." Thesis, Malmö högskola, Fakulteten för kultur och samhälle (KS), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-23323.

Majid, Asif. "The symbiotic embeddedness of theatre and conflict| A metaphor-inspired quartet of case studies." Thesis, Georgetown University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1586921.

This study seeks to demonstrate connections between theatre and conflict, as inspired by metaphor and embodied by case studies of four theatrical organizations working in conflict zones: The Freedom Theatre in Palestine, Ajoka Theatre in Pakistan, DAH Teater in Serbia, and Belarus Free Theatre in Belarus. In so doing, it attempts to name the overlaps and relationships as sub-concepts that exist as connective tissue between conflict and theatre, writ large. These sub-concepts - subverting to play, imagining hidden histories, embodying the unspeakable, and blurring illusion and reality - offer a taxonomy of various dimensions of the theatre-conflict relationship. This taxonomy explores the symbiotic embeddedness of theatre and conflict as a possible explanation for the existence of theatrical organizations in conflict zones.

von, Billerbeck Sarah Birgitta Kanafani. "Whose peace? : local ownership and UN peacebuilding." Thesis, University of Oxford, 2012. http://ora.ox.ac.uk/objects/uuid:b6c84aa3-5344-48d8-ba1a-2b01d1a75146.

Ahamed, Zaherali K. "The Spirit and Insights of the Axial Flowerings| A Paradigm for Conflict Resolution?" Thesis, George Mason University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3606384.

The purpose of this study is to consider the relevance and applicability of the spirit and insights of the Axial Flowerings to the modern practice of conflict resolution.

Jaspers, a German philosopher, articulated the term Axial Age in his book that was translated into English in 1953. Jaspers identified, in the context of history, the Axial Age as a pivotal change in human condition that was marked by the emergence of reflexivity, historicity and agentiality of the individual in four distinct and distant areas - China, India, eastern Mediterranean, and Greece.

Jaspers' focus on the Axial Age was Eurocentric, and rooted in the ethos of Christianity. In recent years, Jaspers' term has been expanded and elaborated to include Axial civilizations more broadly, and Axial Age civilizations to bring into consideration the undocumented civilizations, as also other contemporary ancient civilizations that did not feature in Jaspers' thesis.

Ideas have been the well spring of intellectual development of mankind. Ideas agitated by seminal thinkers have been agents of change, for better or for worse, throughout history. There is, thus, a direct nexus between the history of ideas, and the Axial Flowerings. Modern scholars have debated religion, ethics, culture, power distribution, social justice, as also individuals and their relationship to associational living, that were the core concerns of society of the Axial epochs. Religion, and its contradictory proclivities of violence and non-violence; ethics and its binding force; culture and its varied manifestations; individuals and communities and their varying values; power and its asymmetries; are as germane to the present day discourse of conflict resolution, as they were in those far away times. Moreover, recently, additional subjects such as other civilizations, cultures, education, and the global ramifications of each, have entered the discourse of Axial Age, Axial Flowerings and other Axial breakthroughs.

The current convention of the conflict resolution discipline is that it is a 20 th century dispensation. My study argues that looking through the lenses of the history of ideas and the Axial Flowerings, points to ancient and noble ancestry for conflict resolution. It is, after all, a trite saying that from time immemorial conflict has been ever present in associational living, and that all conflicts are ultimately settled by each society through culturally legitimated processes.

I, therefore, argue detailed study of the Axial Flowerings together with the history of ideas is a fit and proper paradigm for conflict resolution, and presents a great opportunity to learn and profit from multi-disciplinary, and multi-dimensional insights of the Axial Age and the Axial breakthroughs, and to relate these to the present conditions.

Pico, Laura. "Colombia, the Resilient Survivor: DDR, Elusive Peace, and the Politics of Post-Conflict." Scholarship @ Claremont, 2016. http://scholarship.claremont.edu/pomona_theses/163.

Lindgren, Göran. "Studies in conflict economics and economic growth." Doctoral thesis, Uppsala University, Department of Peace and Conflict Research, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-6942.

“Armaments and Economic Performance”. The literature on military expenditure (milex) is scrutinized with respect to five areas. Investment is reduced when milex increases. Most studies have found economic growth hindered by higher milex. No clear association between milex and employment is found. However, the same amount of other public expenditure creates more jobs. There is some evidence for milex as counter-cyclical instrument in the US. The result for studies if milex is used in electoral cycles in the US is contradictory. Disaggregated data are emphasized as a possible solution to get more definite results.

“The Economic Costs of Civil Wars”. The empirical studies of the economic costs of internal armed conflicts are divided into accounting and modelling methods. Cost is seen as the difference between the counterfactual production without conflict and the actual production. The average economic cost of internal armed conflict is a 3.7% yearly reduction of GDP. There are large differences between the estimates. One of the reasons for pursuing such studies is to give improved basis for more cost-effective post-conflict reconstruction, which is better achieved with an accounting method.

“War and Economic Performance – Different Data, Different Conclusions?” This article studies the importance of armed conflict for economic growth by replicating an earlier analysis with new data on conflicts. The basic model investigates how conflicts in 1960-1974 affect economic growth in 1975-1989. Koubi finds that “wars are conducive to higher growth”. Koubi’s finding is confirmed when different conflict data is used in a similar research design.

“The Role of External Factors in Economic Growth: A Comparative Analysis of Thailand and the Philippines 1950-1990”. Can differences in economic performance be explained by external factors? Both historical and regression analyses are utilised to answer the question. Three external factors are analysed: International trade, foreign direct investment , and external debt . In the regression analysis none of the external factors qualify as statistically significant. The historical analysis finds two external factors discriminating between the two countries. Thus, they might explain the differing growth rates of Thailand and the Philippines: Manufactured exports and external debt.

Grayman, Jesse Hession. "Humanitarian Encounters in Post-Conflict Aceh, Indonesia." Thesis, Harvard University, 2012. http://dissertations.umi.com/gsas.harvard:10729.

Volonte, Gianna S. "Interpersonal Forgiveness: An Approach to the Israeli-Palestinian Conflict." Oberlin College Honors Theses / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=oberlin1621541859468987.

Amos, Julia. "Non-profits of peace : two West African case studies of mediation by conflict-resolution NGOs." Thesis, University of Oxford, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.571604.

Samper, Escobar Jose Jaime. "The politics of peace process in cities in conflict : the Medellin case as a best practice." Thesis, Massachusetts Institute of Technology, 2010. http://hdl.handle.net/1721.1/59768.

Keating, Alexander M. (Alexander Matthew). "Redeveloping division : the legacy of conflict and contested space in post-peace treaty Belfast, Northern Ireland." Thesis, Massachusetts Institute of Technology, 2010. http://hdl.handle.net/1721.1/59752.

Salhani, Jorge Antonio Salgado. "Jornalismo para a paz e os refugiados sírios /." Bauru, 2019. http://hdl.handle.net/11449/190720.

Doerrer, Sarah M. "Impact, Implementation, and Insights of Peace Education: A Case Study of the M.A. in Peace Studies and Conflict Transformation Program at the University of Rwanda." Digital Commons at Loyola Marymount University and Loyola Law School, 2019. https://digitalcommons.lmu.edu/etd/898.

Boyle, J. Patrick. "Intergroup Reconciliation in Post-conflict Contexts| The Juxtaposition of National Identification and Empathy." Thesis, The New School, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3626183.

Can individual differences moderate the deleterious effects of nationalistic attitudes on post-conflict peacemaking? In this work we investigate the relationship between national identification and attitudes toward reconciliation as moderated by dispositional and situational empathy. We hypothesize that the relationship between the socio-ideological concept of national identity and conciliatory attitudes is moderated by an individual difference variable unrelated to group processes, dispositional empathy, as well as by state-induced empathy. We tested this hypothesis in the Balkans, which have been the theatre of two wars in the 1990s, using samples of the Serbian population, and in the U.S., which has engaged in a drone war victimizing the Pakistani people. Study 1 results demonstrate the negative impact of national identification on attitudes toward reconciliation and reveal a moderating role of trait-level perspective-taking (a key aspect of empathy) in the relationship between national identification and conciliatory attitudes. Study 2 results confirm the effects of dispositional empathy and national identification on attitudes facilitating reconciliation. However, moderating effects of trait-empathy are absent and the state-empathy induction yields results that are inconsistent with those dispositional empathy effects found in Study 1.

Latessa, Jennifer. "The Prospect for Creative Collaboration: A Peace Park Between Myanmar and Thailand." University of Cincinnati / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1397734705.

Thaller, Mark. "Corruption, Culture, Context & Killing| A Phenomenological Analysis of the Effects of Corruption upon Lethality and Feelings of Insecurity in Regions of Extreme Conflict." Thesis, Nova Southeastern University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10688261.

Like an elephant, while it may be difficult to describe, corruption is generally not difficult to recognize when observed (Tanzi, 1998, p. 564). Many countries have been, or are currently typified by both lethal conflict and massive corruption. Historically, post-conflict development programs have imposed policies of zero corruption, yet they routinely fail. Initial research into “corruption” also identified significant ambiguities and self-contradiction with the definition of corruption, itself. This study used an Existential Phenomenological methodology with 8 participants from Iraq, Afghanistan, Uganda, South Sudan and Sudan to: 1) redefine and model corruption within a global construct, 2) examine the current doctrine mandating zero tolerance for corruption, and 3) examine the potential for tolerating moderate levels of corruption in favor of reduced lethal violence. Corrupt behavior is alleged by this research to include financial as well as non-financial mechanisms, and is motivated by Human, Institutional and Cultural Factors of Corruption. This research robustly redefines corruption, and develops new theories/models to better explain corrupt behavior. These include the Corruption Hierarchy , the Corruption Pyramid and the Universal Corruption Model . The research was inconclusive with respect to the tolerance of corruption mitigating lethal conflict, but confirmed strong support for policies of zero tolerance. In redefining corruption, many political, social and cultural norms currently exhibited by nation states, including the United States, are corrupt if/when properly classified. I’m desperate about my country. You’ve got to be strong in my country. If you are weak, they will take you. (Jeremy from Iraq)

Herrera, Diana. "A Phenomenological Research Study on the Effects of Paternal Abandonment on Hispanic Women in South Florida and Their Conflict Management Skills." Thesis, Nova Southeastern University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13877767.

Chung, Da Woon. "Peace and conflict resolution activities in support of strengthening civil society's democratic capacity in South Korea : case studies on three civil society organisations working on peace and conflict resolution in South Korea." Thesis, University of Bradford, 2011. http://hdl.handle.net/10454/5488.

Coakwell, Jacob Richard. "Peace on Ukraine's Terms: Partition not Autonomy." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu152270767363487.

Cole, Courtney E. "Organizing After Conflict: Narrative and Postcolonial Perspectives on Transitional Justice in Sierra Leone and the Liberian Diaspora." Ohio University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1304704014.

Nweke, Chuks Petrus. "A Case Study Investigating the Interpretation and Implementation of the Transformative Mediation Technique." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/959.

Suleiman, Akef Venus. "Architecture for Positive Peace: The Role of Architecture in the Process of Peacebuilding within Conflict and Postwar Contexts." University of Cincinnati / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1559058624350655.

Robiolle-Moul, Tina. "Peace education in fragile states| A case study of the influence of global discussions of peace education in conflict settings on national education policy and local NGO efforts in Afghanistan." Thesis, Fletcher School of Law and Diplomacy (Tufts University), 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10191417.

This dissertation assesses the influence of international standards and guidance on peace education on education policy and practice at the national and local levels in a fragile state. It also explores the critical factors that affect this influence—or the lack thereof. Utilizing a vertical case study approach that draws comparisons across multiple levels, this research examines the case of Afghanistan from 2002 to 2015. The author explored the origins and content of these recommendations at the global level, investigated their influence at the national level, and assessed what then is implemented at the local level through the work of a local non-governmental organization (NGO).

While there has been a growing presence of peace education in international recommendations and instruments promulgated by the United Nations, this study demonstrates how challenging it is for the international community to coordinate and harmonize its discourse on peace education—let alone to influence significantly a fragile state’s national education policy and practice. The international community’s recommendations on peace education had only a limited influence on the Afghan government’s education policy and practice. At the local level, the global recommendations did influence the work of a local Afghan NGO, Help the Afghan Children, and its peace education program launched in 2002. The success of this program has triggered the interest of the Ministry in developing and testing a national school-based peace education curriculum that could be taught in all government schools in the country. However, the lack of resources and political will represent a great obstacle for the program to be scaled up at the national level. Overall, this vertical study underlined different potentials for the integration of peace education in schools at the national versus the local level.

As a critical case, Afghanistan provided sufficient positive conditions to implement some global recommendations on peace education, despite the complexity of the local context. The critical factors that explain the limits of this influence are not specific to Afghanistan and can be found in other fragile states. If they are not addressed, the international community will face similar obstacles to the integration of peace education in other fragile states.

Wallace, Robert Daniel. "The determinants of conflict: North Korea's foreign policy choices, 1960-2011." Diss., Kansas State University, 2014. http://hdl.handle.net/2097/17154.

Olukotun, Deji. "The spirit of National Peace Accord : the past, present and future of local forms of conflict resolution in the Western Cape." Master's thesis, University of Cape Town, 2006. http://hdl.handle.net/11427/3708.

Elliot, Daniel J. "Exploring the relationship between educational inequality and group-level armed conflict within a country." Thesis, Georgetown University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1554554.

Several researchers have found a link between inequality across groups within a country and armed conflict. However, this research has focused almost exclusively on inequalities in income and political access, forsaking other key societal dimensions such as education. In this article, I examine the link between educational inequality across groups within a country and armed conflict. I use data from the Worldwide Inequality Database on Education to create measures of educational inequality by gender, wealth, and country region for developing countries across the world. I combine these measures with data on income and political inequality in order to better establish the unique association between educational inequality and armed conflict. Overall, I find a positive association between educational inequality and the likelihood that a group within a given country and year will be involved in armed conflict. This association is particularly strong across gender groups and country regions. These findings have implications for conflict prediction, preventative diplomacy efforts, and domestic and international organizations focused on educational and human development.

Eriksson, Magnus. "Färdplanen & Genèveinitiativet : Förutsättningar för framsteg i den palestinsk-israeliska fredsprocessen." Thesis, Södertörn University College, School of Social Sciences, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-709.

The aim of this paper is to examine if the two latest Peace Plans in the Palestine-Israeli con-flict observes the sources of the conflict and presents measures in the purpose of solving them. The point of departure is William Azar’s theory of protracted social conflict (PSC). According to Azar, the internal sources of a PSC lies in three clusters of variables: the com-munal content of a society, the deprivation of human needs as an underlying source of PSC, and the role of the state in the deprivation or satisfaction of human needs. The study is de-signed as a multiple-case study where the units of analysis are the Roadmap to Peace and the Geneva Initiative. An analyze instrument, based on operationalization of Azar’s three clusters of internal sources of a PSC, is developed and used to analyze the Roadmap to peace and the Geneva Initiative. The conclusions are that the two Peace Plans observes and present meas-ures to solve the communal content of the conflict, but both Peace Plans are unsatisfactory in presenting measures aiming to solve problems related to the role of the state and human needs. Especially the acceptance need within the state is missing in the contents of the Peace Plans.

Powell-Bennett, Claudette. "The Influence of Culture on Conflict Management Styles and Willingness to Use Mediation| A Comparative Study of African Americans and Afro-Caribbeans (Jamaicans) in South Florida." Thesis, Nova Southeastern University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10623422.

Conflict management style preference and use of mediation within the Black population in the United States (US) is not well understood. The purpose of this study is to find out if there is a significant difference in conflict management style preference and use of mediation by African Americans and Afro-Caribbean (Jamaicans) living in the United States. Based on Hofstede's theory of individualism-collectivism cultural orientation, the US culture emphasizes individualism while Jamaica’s culture emphasizes collectivism. Responses were collected from 108 African American and Jamaican respondents anonymously, of which 96 were deemed usable. The Rahim (1983) Organizational Conflict Management Style Inventory was used to collect data on the five styles and was analyzed with the appropriate statistic test. A thematic analysis was used to analyze the text-based data gathered from the two open-ended questions at the end of the survey. The thematic analysis revealed two major themes: personal and workplace relationship conflict situations. It is recommended that future study includes three groups of Blacks instead of two groups. The preferred conflict management style from the combined group result is the compromising style. A significant difference was found in the obliging and compromising conflict management styles between African Americans and Jamaicans. No significant difference was found between the groups’ conflict management style and willingness to use mediation. The open-ended questions and individual textual description of conflict experience and willingness to use mediation were used to clarify the quantitative results and provide a better understanding of the similarities and differences among people of African descent from different cultural orientations.

Steinmeyer, John Kenneth. "An Examination of John Burton’s Method of Conflict Resolution and Its Applicability to the Israeli-Palestinian Conflict." Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/6666.

Schillinger, Thomas. "Bystander Effect and Religious Group Affiliation: Terrorism and the Diffusion of Responsibility." ScholarWorks, 2014. https://scholarworks.waldenu.edu/dissertations/126.

Cruikshank, Sally Ann. "Peace under Fire: Building the Media Agenda in Post-Genocide Rwanda." Ohio University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1365154180.

Schmidt, Elizabeth. "Acculturation of American Racial Narratives in an Increasingly International Community." Kent State University Honors College / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ksuhonors155716253521604.

Bitterman, Michal, Viviana Lopez, and Fiona Wright. "A Bridge to Peace : Strategic Sustainable Development as an approach to Conflict Resolution." Thesis, Blekinge Tekniska Högskola, Avdelningen för maskinteknik, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-2247.

Rage, Anne-Britt. "Achieving sustainable peace in post conflict societies : an evaluation of South Africa's Truth and Reconciliation Commission." Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/5302.

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Master's theses in peace and conflict transformation

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Islam and Gender Violence: Exploring Spousal Abuse in Kumasi Zongo 

Child Labour, Structural Violence and Education Exploring the impacts of psychosocial techniques in child labourers 

Conflict Coverage in India and Pakistan of the Taliban Takeover in 2021 A Study of English-language Newspapers’ Reporting in Light of the Security Competition between India and Pakistan and the Enduring Rivalry at its Core 

Between Self-determination and Secession: An Assessment of the Indigenous People of Biafra (IPOB) Agitations for the Independence of Southeast Nigeria 

Exploring helpers' perspectives about Mental Health and Psychological Support (MHPSS) offered to refugees in Mozambique 

“Masks off”- Why Finland joined NATO A discourse analysis of Finnish NATO membership discourse during the Russian invasion of Ukraine 

Minority Rights Matter: A Critical Discourse Analysis into Which Major Factors Led to the Proposed anti-LGBTQ+ Bill in Ghana 

From cultural appropriation to cultural appreciation - Case study of a tiki bar in Norway 

Anti-populism in times of recurring crises An analysis of ‘New Democracy’s political discourse 

“If I write I must tell the truth as I know it” - Gender, Conflict, and Nationalism in Women's Memoirs of the Easter Rising 

Beyond the Uniform: Analysing the Nexus of Privilege-based Violence and Militarisation of Public Security in the Context of the Colombian Protests of 2019 & 2021 

Tilrettelagt innhenting – necessary to ensure national security, or an unreasonable incursion into Norwegian’s privacy? 

Disagreement and Cooperation between Norway and Russia in the Svalbard Fisheries Protection Zone – An Analysis of Complex Interdependence in the Barents Sea 

Sámi Yoik and Fela Kuti's Afrobeat: An Ethnographic Study of Music as a Medium for Activism 

Norwegian-speaking Sami and Russian-speaking Kazakh young adults: a comparative study of identities 

Home away from home: A visual participatory project exploring what young people with refugee and asylum seeker backgrounds communicate about their everyday lives in London. 

Examining Jair Bolsonaro’s socio-environmental policies in the Amazon 

The Legal Fragmentation of Migrant Smuggling: A study on the compatibility between two legal regimes on migrant smuggling 

THE ROLE OF WORK AND THE SENSE OF ECONOMIC FREEDOM AMONG REFUGEE WOMEN WITH FAMILIES IN TROMSØ, NORWAY 

A thematic analysis of Norway's strategy of deterrence and assurance towards Russia during the war in Ukraine 

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Master´s Thesis in Peace and Conflict Studies

• Number of credits 30 credits
• Level Master’s level
• Starting Autumn Term 2024

About the course

The course includes authoring and ventilation of a thesis, fulfilment of commentator assignments, as well as active participation in the seminars. The topic of the thesis is chosen in consultation with the supervisor.

Application and eligibility

Master´s thesis in peace and conflict studies, 30 credits, study location, type of studies, required knowledge.

Peace and Conflict Studies 90 credits, or 90 credits in Political Science and at least 30 credits in Peace and Conflict Studies, or equivalent, including a thesis or equivalent. In addition to this, 60 credits at master's level are required, of which at least 30 credits in Peace and Conflict Studies or equivalent. Proficiency in English equivalent to Swedish Upper Secondary course English 6. Where the language of instruction is Swedish, applicants must prove proficiency in Swedish to the level required for basic eligibility for higher studies.

Application code

Application, application and tuition fees, application fee, tuition fee, first instalment.

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Master’s Degree in Lifelong Learning in Conflict, Peace and Security

APPLY NOW FOR THE FALL SEMESTER!

The Master in Conflict, Peace and Security is a unique opportunity designed to enhance the understanding of conflicts in all their dimensions and to explore innovative approaches to their management, resolution and transformation, with the help of world-leading academics and experts. Built on the combined expertise of the United Nations Institute for Training and Research (UNITAR) and  Universitat Oberta de Catalunya (UOC) , the Master's programme in Conflict, Peace and Security aims to equip participants with a broad analytical skillset, first-hand knowledge and unique expertise from the field.

The Master’s Degree and related qualifications (Online Specializations and Expert Diplomas) are suitable both for professionals working in conflict-prone environments within the framework of international, regional, governmental or non-governmental organizations, and for graduate students, young researchers or other academics interested in enhancing their understanding of conflicts and acquiring skills to better address them. By choosing the Master in Conflict, Peace and Security, students gain access to a broad community of alumni spread across the world. Becoming a part of this community will be a valuable asset for a lifetime.

The programme is grounded in a distinctive student-centred, multidisciplinary approach, in which the workplace is used as the main learning environment. Using the Internet as a medium, students, practitioners and scholars are brought together in a unique virtual learning environment designed to foster experiential and collaborative learning.

Distinctive features of the Master and related academic programmes include:

• Full online delivery , allowing for a flexible schedule designed to fit the specific needs of full-time working professionals;
• Student-centred  approach, in which the learner and the learning experience are at the core of the programme;
• Leading-edge insights  into prevailing theories and practices;
• Lifelong learning  approach, in which the workplace is used as the main learning environment;
• Multi-cultural  pedagogy, particularly attentive to the diversity of paradigms, perceptions and intellectual traditions;
• Multi-disciplinary  approach.

Students benefit from an experienced faculty of scholars and practitioners, peer-to-peer collaboration, and a curriculum that reflects current theory and practice.

UN.000             Understanding Conflict and Conflict Analysis

UN.001             Conflict Resolution

UN.002             Introduction to Peace Operations and Milestones in UN peacekeeping

UN.004             Human Security in Post-Conflict Interventions

UN.006             Gender Matters

B1.044              Media and Conflict

B1.042              Philosophy of Peace and Non-Violence

B1.048              Game Theory

B1.046              Economy, Environment and Migration

B1.055              Research Methods

B1.049              Intercultural/Ethnic Conflict and the Management of Diversity

B1.051              Corruption, Conflict and Security

B1.050              Prevention and Transformation of Conflict

B1.101              Mandate Evaluation/ Leadership and Strategic Planning

B1.045              Crisis Management

B1.700              Master's Final Project

The Master in Conflict, Peace and Security is awarded upon the completion of 60 ECTS.

The Master in Conflict, Peace and Security is a UOC Certified Master’s Degree, awarded according to the rules and regulations set by the Spanish education system. Giving its specificity, it does not give general access to Doctoral studies (PhD and similar). Validation of credits for access to such programmes can be requested from competent institutions. For more information, please contact  [email protected] .

Students may alternatively opt for any of our shorter academic programmes:

• Online Specialization Diploma in Armed Conflict  - 30 ECTS
• Online Specialization Diploma in Crisis Management and Strategic Planning  -   31 ECTS
• Online Expert Diploma in Human Security and Peace Operations   - 14 ECTS
• Online Expert Diploma in Conflict, Peace and Gender  - 13 ECTS
• Online Expert Diploma in Intercultural Conflict Management  - 14 ECTS
• Online Expert Diploma in Strategic Conflict Management   - 16 ECTS

The Master in Conflict, Peace and Security programme has a flexible duration with an average of 2 years needed to complete all the requirements. However, the programme can be extended to up to 6 semesters (3 years). The minimum and maximum duration of both the Postgraduate Certificate in Armed Conflict and the Postgraduate Certificate in Crisis Management and Strategic Planning is 1 to 2 years, respectively. Each Specialization Course has a duration of 4 months.

Application Information

Application Deadlines

• To be considered for the Spring term:  19  March 2024.
• To be considered for the Fall term: 27 September 2024.

Applications received after the final deadline are evaluated case by case on a rolling basis.

Same requirements and deadlines apply for the other shorter programmes.

Application Instructions

1. UNIVERSITY STUDIES

UNITAR is responsible for the admission of the students collecting CV, letters of motivation, etc. but the UOC will be responsible commencing from Spring 2024 semester to collect the documentation of previous university studies according to the Spanish Royal Decree ( RD 822/2021. Chapter VIII ). 

Students can access to the master’s degree and related qualifications by submitting at the UOC a certificate of university studies.

Electronic Certificates: UOC gives priority to certificates in electronic format that can be certified electronically.

When the documents cannot be certified electronically, students need to submit a hard copy that is identical to the original (notarized or certified copies) and send it by mail to the following address:

Universitat Oberta de Catalunya

Ref. Documentación de acceso

Rambla del Poblenou, 156

08018 Barcelona, España

Depending on the country where the original document is issued, they may also have to meet further requirements.

Certificates from EHEA ( European Higher Education Area ) countries: In this case a certified photocopy is sufficient (original stamp). The original document does not need to be legalized. Non-EHEA countries: In this, a certified photocopy is sufficient (original stamp). The original document does not need to be legalized.

Non-EHEA countries: In this case, there are 2 ways to access.

1. Hague Convention member countries: The original document has to have the Hague Apostille. (In some countries, an electronic Apostille is available. In these cases, a hard copy of the document is not required.)

2. Non-Hague Convention member countries: The original document has to have three stamps from the following institutions in the country it was issued in:

• A stamp from the ministry responsible for university education.
• A stamp from the foreign ministry.
• A stamp from the Spanish embassy or consulate in the country

For Non-EHEA countries, the certificate submitted must certify that the degree provides admission to further master's or doctoral degree studies in the country of origin of the degree. Certificates of master’s degrees or postgraduate studies won’t be accepted. 

2. PROFESSIONAL AND / OR WORKING EXPERIENCE

Students who do not submit any university study certificate can be admitted in the master’s degree with 2 years’ work experience and/or professional experience in the following fields:

• Legal Practice and Representation
• Humanitarian Action
• Political Science
• Cities and Urbanism
• International Cooperation
• International Conflict
• Criminology
• Human Rights and Democracy
• Taxation  Public Administration and Management
• International Relations
• Military and Security Forces (only for the Master of Conflict, Peace and Security)

These fields have been set by the direction of the Law and Political Science Studies and can be found at the UOC website:

https://www.uoc.edu/en/studies/masters/certified-masters-degree-conflictology#access-requirements

https://www.uoc.edu/en/studies/masters/certified-masters-degree-international-affairs-diplomacy#access-requirements

Students who access through this option will need to submit 2 files:

• A self-report of his/her working or professional experience which can be downloaded on the UOC platform and submit a resume of the working life.
• Employment history report: You need to send to UOC a document with a description of the professional activity undertaken and the number of years of social security contributions. In Spain it is issued by the Spanish Social Security website.

3. TIPS AND GUIDANCE

• Students will receive information from the UOC about how to submit these documents, deadlines, etc. All the information is available at the UOC platform.
• The UOC will request the documentation from the moment of enrolment, therefore it is highly recommendable to have the required documentation before enrolling. The period to submit the document is 10 days. If the student requires more time it is very important to ask it actively to the UOC through the official channels.
• The importance of taking seriously the emails regarding complying the academic requisites sent by the UOC. Students should be aware of the deadline and do not disregard the emails about this process they receive in order to ensure they submit the documentation in the timeframe requested.
• Students who belong to non-Hague Convention Countries, can access through the professional or working experience as an easier option to be admitted in the master’s degree and related qualifications.
• The submission of documentation, doubts or queries related to this process, must be asked through the official channels available at the UOC or Help Service on the UOC platform. The Admission Department is responsible for this process and it is the only communication channel for the students.
• In case of not submitting the documentation in the timeframe at the UOC or not complying the requisites accordingly, the student won’t be able to continue the program enrolled and fee payed will be reimbursed.
• The Spanish Royal Decree sets that only students with university previous studies or 2 years of professional experience in specific knowledge fields can access to the master’s degree and related qualifications. The Decree sets that there is no option to have an extension diploma or any alternative of diploma as it was before for students without previous university studies or these professional experience.

4. FLOWCHART OF THE ADMISSION PROCESS

Tuition Fees

The total fee of the Master’s degree is EUR 7.408.

• The total fee of the Postgraduate Certificate – Specialization in Armed Conflict is EUR 4.445.
• The total fee of the Postgraduate Certificate – Specialization in Crisis Management and Strategic Planning is EUR 4.445.
• The total fee of the Specialization Course in Conflict, Peace and Gender is   EUR 1.975.
• The total fee of the Specialization Course in Strategic Conflict Management is EUR 1.975.
• The total fee of the Specialization Course in Intercultural Conflict Management is  EUR 1.975.
• The total fee of the Specialization Course in Human Security and Peace Operations is EUR 1.975.

For more information, please contact us at [email protected] .

To apply, please  click here   and follow the instructions.

Please note that applications for all programmes (including Certificates and Courses) are accepted through the same system/link. 

What our students say

"This Master’s degree gives us a complete picture of how the United Nations works and provide us with instruments to better analyze conflicts and develop mediation strategies to apply between parties in conflict. […] It taught me that the more diverse points of view are, the more enriching the final result will be”.

Leticia Álvarez Reguera, UNASOM Communication Officer, Somalia

“The knowledge and skills obtained in the programme have significantly improved my ability to deliver with confidence in the conflict area. I have come to understand that violence is not inescapable, we only need to understand why people behave this way and meet their needs […] The philosophy behind the global peace movement tells us that everyone is important and that all of us have something to contribute".

Judith Draleru, UNV midwife, South Sudan

"Born, raised, and living in a country where I witnessed first hand over 10 conflicts, the last of which is a nationwide war that is still raging for the past six years, I knew I needed to learn the necessary skills to proactively help in resolving and bringing peace. Which is why I reached out to UNITAR where I received training and education on a range of critical tools and subjects from peace operations, scientifically deconstructing and understanding conflicts, importance of human security, to correct ways of conflict resolution and building a sustainable peace. It was a very enriching learning experience where I learned from both teachers and students who shared a wealth of knowledge and wisdom from practical experiences. This was extremely useful when applied to my work in designing peace initiatives, capacity building programmes, and even sustainable development projects."

Hisham Al-Omeisy, Conflict Analyst, Yemen

"When you are on the ground, you still have to think about the formal knowledge, it is not only about experience.This programme is intellectually challenging, but it is also very flexible and tailored to your needs as a working professional. I have a really great impression of UNITAR and the people behind, and I can recommend this degree to others". 

Eloá dos Santos Prado, UNDP, Jordan

"The course has literally transformed my worldview. This study journey has opened up new avenues for me and a new way of thinking about and approaching peace and conflict. The obtained knowledge on the philosophy of peace and non-violent social movements has improved my skills to engage with policy makers to build peaceful social systems, societies and communities to make the world a better place to live in for the future generations".

Saumendra Nath De, UN Office of Internal Oversight Services, USA

"Working with people who have been affected by conflict needs special understanding and special approach. To have effective reach out to marginalized communities, you need to have some prior exposure to experiences and views of different people. Through this programme, I have come to appreciate the fact that people think differently, and understood that it was possible to find a common solution together".

Elestina Yvonne Phuka, Midwife and Reproductive Health Coach working with refugees, Ethiopia

Frequently asked questions

If you did not find the information you were searching for, try consulting our FAQ page .

Should you need any guidance or additional information,  please contact us at :

United   Nations Institute for Training and Research (UNITAR) Division for Peace Avenue de la Paix 7 bis, CH-1202, 2 Geneva, Switzerland E-mail:  [email protected]

Mr. Alfred Salat Rosas Universitat Oberta de Catalunya Av. Carl Friedrich Gauss, 5 08860 Castelldefels (Barcelona) E-mail:  [email protected] Website:  www.uoc.edu

The Global Studies major draws upon the faculty and courses of the Department of Global Studies   , as well as a number of other departments, and is structured to give students skills and knowledge to understand and analyze societies outside the United States in the context of the rapidly changing and increasingly interdependent world.  By integrating courses on world affairs from a variety of disciplines, the program allows students interested in studying other cultures and societies to focus attention across traditional disciplinary boundaries.  Global Studies is of particular value to those with career objectives in government, law, journalism, teaching, business, trade, or military service.  It also serves those who will seek employment with international organizations such as the United Nations or with non-governmental agencies with an international or cross-cultural focus.

Global Studies graduates work for employers such as local, state, and federal governments; international organizations; private sector businesses; nonprofit organizations; colleges and universities; elementary and secondary schools; think tanks; the military; newspapers and magazines; law firms; financial institutions; public relations firms; and the travel industry. They also find careers as foreign service officers, policy analysts, international trade specialists, diplomats, United Nations staffers, lobbyists, intelligence specialists, translators/interpreters, US Customs officers, cultural liaisons, journalists, business managers, government or business consultants, ESL administrators/instructors, professors, teachers, travel/tourism promoters, military officers, and missionaries.

All program-level Admissions and Progression Requirements are in addition to the  University of North Carolina at Charlotte Admission Requirements   .

Admission Requirements

• See University Admission Requirements    ​
• Minimum GPA:  2.0; students with GPA below 2.0 should consult with departmental advisor.
• See University Admission Requirements   ​
• Minimum GPA:  2.0
• Transferable Credit Hours:   24

Currently Enrolled Students

Declaration of Major:   Change of Major form accepted year-round. Orientation/advising session is required after declaration.

Degree Requirements

A Major in Global Studies requires a minimum of 30 credit hours in courses approved for Global Studies credit.  Majors must also complete related work in foreign language and an international experience as stipulated in the core curriculum.  Each student, in consultation with an advisor, will prepare a Plan of Study for completion of these requirements upon declaration of the major.

General Education Courses (31-32 credit hours)

For details on required courses, refer to the General Education Program   . Total hours to satisfy General Education Requirements may vary as some general education requirements may be double-counted in the major with departmental approval. Please see your advisor for information. 

The Department of Global Studies offers a Global Social Science ( INTL 1501   ) general education course, which is open to all students within and outside the department. INTL 1501    is required of all Global Studies Majors and Minors.

Foreign Language Courses

Students are expected to demonstrate competency in a foreign language appropriate to their selected concentration by completing the equivalent of two courses at the 3000-level or above.  Language courses at the 3000-level offered in English do not apply to the foreign language requirement.

Core Course (6 credit hours)

• INTL 1501 - Global Social Science: Globalization and Interdependence (3)
• INTL 2112 - Problems in Globalization (3)

Concentration Courses (12 credit hours)

Required concentration course (3 credit hours).

• INTL 2131 - Introduction to Peace, Conflict, and Identity Studies (3)

Elective Concentration Courses (9 credit hours)

Select three of the following, two of which must be INTL courses:

• INTL 3000 - Topics in International Studies (1 to 3)
• INTL 3003 - Topics in Peace, Conflict, and Identity Studies (3)
• INTL 3111 - Politics and Culture in Literature (3)
• INTL 3119 - Human Rights and Conflict (3)
• INTL 3121 - Gender and Globalization (3)
• INTL 3122 - Transnational Feminisms (3)
• INTL 3131 - Diplomacy in a Changing World (3)
• INTL 3132 - Peacebuilding in Divided Societies (3)
• INTL 3133 - Post-Conflict Reconciliation and Justice (3)
• INTL 3155 - Global Citizenship (3)
• AFRS 2207 - Pan-Africanism (3)
• ANTH 2115 - Culture and Society in the Middle East (3)
• ANTH 2122 - Beliefs, Symbols, and Rituals (3)
• POLS 3135 - Terrorism (3)
• POLS 3143 - African Politics (3)
• POLS 3152 - International Organizations (3)
• RELS 2131 - Islam (3)
• WGST 2170 - Gender and Globalization (3)
• INTL 2101 - Introduction to African Studies (3)
• or   HIST 2211 - Modern Africa (3)
• INTL 3112 - Globalization and Culture (3)
• or   ANTH 3112 - Globalization and Culture (3)
• INTL 3115 - Globalization and Digital Media (3)
• or   COMM 3126 - Globalization and Digital Media (3)
• INTL 3116 - Cultures and Conflicts (3)
• or   ANTH 3116 - Cultures and Conflicts (3)
• INTL 3117 - Narratives and Conflicts (3)
• or   ANTH 3117 - Narratives and Conflicts (3)
• or   WGST 4120 - Women’s Studies International (3)
• ANTH 2123 - Women in Cross-Cultural Perspective (3)
• or   WGST 2123 - Women in Cross-Cultural Perspective (3)
• AFRS 4105 - African International Relations (3)
• or   POLS 3169 - African International Relations (3)
• HIST 2216 - The Modern Middle East (3)
• or   RELS 2216 - The Modern Middle East (3)
• HIST 3179 - Authoritarianism in Latin America (3)
• or   LTAM 3279 - Authoritarianism in Latin America (3)
• or   LBST 2102 - Global and Intercultural Connections (3) (equivalent Honors section)
• LTAM 3144 - Latin American Politics (3)
• or   POLS 3144 - Latin American Politics (3)

Restricted Elective Courses (9 credit hours)

Select three elective courses outside of the above selected concentration.

• INTL XXXX - International Studies Elective (3)

Seminar Course (3 credit hours)

• INTL 4601 - International Studies Seminar (3)

Unrestricted Elective Courses

As needed to complete the credit hours required for graduation.

International Experience

Students are required to complete an international experience related to the area studies concentration they have selected.  This may be fulfilled through participation in a formal education abroad program or through foreign- based work, service, or internship activities.  This experience must be specified and approved by an advisor.  Academic credit hours earned may be applied to the requirements of the major.  A U.S.-based experience of an international nature or prior international experience may be considered in certain circumstances, subject to the approval of an advisor.

Second Majors

Students pursuing a second major may apply up to 9 credit hours from courses in that major toward requirements for the major in Global Studies.  Exceptions may be approved by an advisor upon consultation with the other program in question.  Without exception, courses that are used to fulfill the foreign language requirement for Global Studies cannot be used to fulfill other requirements for the major.

Degree Total = 120 Credit Hours

Progression requirements.

A GPA of 2.0 is required.

Honors Program

For details about the Honors Program in Global Studies, visit the program page   .