“TAKING YOU A STAGE FURTHER” MILITARY · PDF filekeynote speakers 1 the defence...

Keynote Speakers 1

THE DEFENCE FORCES IN

ASSOCIATION WITH NATIONAL

UNIVERSITY OF IRELAND

MAYNOOTH

ACADEMIC CONFERENCE

“TAKING YOU A STAGE

FURTHER…”

MILITARY EDUCATION IN THE 21ST

CENTURY

08 / 09 MARCH 2012

“TAKING YOU A STAGE

FURTHER…” MILITARY

EDUCATION IN THE 21ST

CENTURY

Keynote Speakers 2

Keynote Speakers 3

ACADEMIC

CONFERENCE 2012

KEYNOTE SPEAKERS

Keynote Speakers 4

CLEARY, LAURA, PROFESSOR (CRANFIELD UNIVERSITY)

Laura Cleary is the Head of the Security Studies Institute and a Senior Lecturer in International Relations. Since 2002 she has been the Academic Director for Cranfield University’s internationally regarded ‘Managing Defence in the Wider Security Context’ programme. Dr Cleary joined Cranfield University in July 2002, having previously lectured in International Relations at the University of Stirling and in Comparative Politics at the University of Glasgow. The quality of her teaching and her contribution to the UK’s Defence Diplomacy Mission have been recognised through the award of the Bernard Crick Prize for

new lecturers in 1997, the Director General of the Defence Academy’s Commendation in 2006 and the Cranfield Defence and Security Award for Teaching Excellence in 2010. Dr Cleary's research interests include:

• Soft Power • Civil-Military Relations in Transitional Democracies • Defence Governance • SSR • International Relations

Clients

BMATT West Africa, Centre for European Security Studies, OSCE, UK MOD, FCO and DfID through the Conflict Prevention Pool, and the UN.

Background

Dr Cleary holds a BA in Political Science and History from Indiana University and a PhD in Soviet Defence Conversion from the University of Glasgow. Her principal area of research is civil-military relations in transitional states (specifically in Central and Eastern Europe and Africa). She is the author of Security Studies in Transition (1998) and Civil-Military Relations: A Guide (1999) and the co-editor of Managing Defence in a Democracy (2006) She has acted as a consultant to both parliaments and MoDs across the world on issues relating to defence reform

Selected publications

Books

Managing Defence in a Democracy, Laura R Cleary and Teri McConville (eds.) (Taylor and Francis, 2006). Civil-Military Relations: A Guide, Laura R Cleary (ed) (ISV, 1999). Security Systems in Transition (Ashgate, 1998). Articles

Á Catalogue of Confusion: Post-Conflict Mismanagement’, Peace, Conflict & Development (January 2011). ‘Triggering Critical Mass: Identifying the factors for a successful defence transformation’, Defence Studies (September 2010).

Keynote Speakers 5

ENGELBREKTSON, KARL, L.E. Maj Gen. (SWEDISH MILREP TO THE EU)

SE Milrep Major-General Karl L E Engelbrektson was born 1962. He is married to Sofi, together they have two children; Oscar 12 years, Eric 8 years old. During 2009 he was a member of the Royal College of Defence Studies. Prior to that he was involved as senior mentor to the East African Stand By Forces. In 2005 he was assigned to set up the Swedish, Finnish, Norwegian, Irish and Estonian EU- battlegroup and in 2006 he was appointed to be the first Force Commander for the Nordic Battlegroup until July 2008. In 2004 he was Military District Commander on the

Island of Gotland. He was Commanding officer for the Swedish Bn in Kosovo. During this command he experienced the latest Crisis in Kosovo during mid march 2004. Karl Lorentz Engelbrekt Engelbrektson started his military career in 1981 at the Royal Bohuslän Regiment (17th Inf Regiment) as a conscript. Graduated from the Infantry Officers Course 1984 he was commissioned as an Infantry Officer. He has served as instructor, platoon-, company and battalion commander at different infantry and armoured regiments, as well as a teacher at the military academy. He has also been the head of several projects within the Swedish Armed Forces HQ. He graduated from the Swedish National Defence College in 1996. After a short period within the Military Intelligence, he was assigned to the Swedish MoD, Security Policy and International Department. At the MoD he primarily worked with arms control issues and became the first desk officer for EU military co-operation in a time when the EU as well as Sweden were changing from the WEU role to today’s EU. In 1998 he was commissioned as a general staff officer at the Army Staff, with the task of organising a new joint training section within the Swedish Armed Forces Joint HQ. During 1999 he was responsible for developing a new manning and training system for conscripts within the Swedish Armed Forces. From 1999 to 2000 he studied Security Policy at the Geneva Centre for Security Policy. After this period he was tasked to organize an international manning section within the Swedish Armed Forces HQ. He was also appointed as the first head of this department. From 2001 to 2003 he served as Battalion Commander and deputy Brigade Commander at the armoured regiment on the island of Gotland. After that he was responsible for organising the 9th Swedish Battalion in Kosovo, he was appointed as Commanding Officer of this unit during 2003/2004. Karl Engelbrektson has had and still has several “appointments of trust”. Presently he is engaged in the board of his golf club. He has also been a sailing trainer at national level. He is a member of The Royal Swedish Academy of War Sciences. In the military he has studied more in-depth within the areas of security policy, gender issues, management and leadership. In these subjects he is often engaged as a lecturer and has had the pleasure of speaking at all major security policy organisations and many centres in the world. When he is not working he likes to spend time with his family, do out-door activities, physical exercise and working on his summer cottage. When time allows he also plays golf.

Keynote Speakers 6

NAGL, JOHN. DR. (CENTER FOR NEW AMERICAN SECURITY)

Dr John Nagl is the President of the Center for a New American Security. He is also a member of the Defense Policy Board, a Visiting Professor in th War Studies Department at Kings College of London, a life member of the Council on Foreign Relations and the Veterans of Foreign Wars, and a member of the International Institute of Strategic Studies. Dr Nagl has testified before the Senate Foreign Relations Committee and the Commission on Wartime Contracting and served

on the 2010 Quadrennial Defensive Review Independent Panel (the Hadley / Perry Commission). He sits on the advisory boards of Mission Essential Personnel, the Spirit of America, and the Journal fo the Royal United Services Institute. Dr Nagl is also a member of the Joint Force Quarterly Advisory Committee, a Young Leader of the French-American Foundation and the American Council on Germany, and a member of the Diplomatic Finnish Sauna Society of Washington. Dr Nagl was a Distinguished Graduate of the United States Military Academy Class of 1988 who served as an armor officer in the U.S. Army for 20 years. His last military assignment was as commander of the 1st Battalion, 34th Armor at Fort Riley, Kansas, training Transition Teams that embed with Iraqi and Afghan units. He led a tank platoon in Operation Desert Storm and served as the operations officer of a tank battalion task force in Operation Iraqi Freedom, earning the Combat Action Badge and the Bronze Star medal. Nagl taught national security studies at West Point’s Department of Social Sciences and in Georgetown University’s Security Studies Program and served as a Military Assistant to two Deputy Secretaries of Defensive. He earned his Master of the Military Arts and Sciences Degree from the U.S. Army Command and General Staff College, where he received the George C. Marshall Award as the top graduate, and his doctorate from Oxford University as a Rhodes Scholar. Dr Nagl is the author of ‘Learning to Eat Soup with a Knife: Counterinsurgency Lessons from Malaya and Vietnam and was on the writing team that produced the U.S. Army / Marine Corps Counterinsurgency Field Manual. His writings have also been published in The New York Times, Washington Post, The Wall Street Journal, Foreign Policy, Parameters, Military

Review, Joint Force Quarterly, Armed Forces Journal, The Washington Quarterly, and

Democracy, among others. He was profiled in The Wall Street Journal and The New York Times Magazine. Dr Nagl has appeared on The News Hour with Jim Leher, National Public Radio, 60 Minutes, Washington Journal and The Daily Show with Jon Stewart. He has lectured domestically and internationally at military war colleges, the Pentagon’s Joint Staff and Defense Policy Board, the Office of the Secretary of Defense, major universities, intelligence agencies and business forums.

Participants - Biographies and Extracts 7

PARTICIPANT

BIOGRAPHIES

AND ABSTRACTS


BURKE, Ian. Commandant (DEFENCE FORCES)

Biography

Comdt Ian Burke was commissioned into the Artillery Corps in 1995 and has served overseas service with UNIFIL (1998), Afghanistan (2001) and KFOR (2004). He holds a BA in Archaeology & History from NUIG (1998), an Association of Certified Chartered Accountants (ACCA) Professional Qualification (2003), an MSc in Work & Organisational Psychology from UL (2008), a higher diploma in Psychology from Dublin Business School (2010). He is currently studying for an MSc in Applied Psychology (Mental Health & Psychological Therapies) at the University of Ulster. Comdt Burke has been filling the appointment of Defence Forces Organisational Psychologist since 2008 and his research interests currently include emotional intelligence, the impact of resiliency on military performance and adventure therapy

Hardiness and Self-Efficacy as Predictors of Performance on an Army Special Forces

Selection Course

Military ‘Special Forces’ have become an increasingly more common element of modern day military operations. Tasks assigned to Special Forces Units, typically place personnel in situations that are highly stressful and where failure can have extremely serious consequences. In the present study, Irish Defence Forces Special Forces applicants (N=99) were assessed for hardiness and self-efficacy and these scores were then applied to predict successful completion of the extremely demanding Irish Defence Forces Special Forces Selection Course. Independent sample t-tests, correlation analysis and regression analysis indicate that hardiness, and in particular, the hardiness facet of commitment, is a significant predictor of performance on the Special Forces Selection Course.


CUDMORE, Tony. Lt Col (DEFENCE FORCES)

RYAN, Anne, Professor. (NATIONAL UNIVERSTIY OF IRELAND MAYNOOTH)

WALSH, Tony (NATIONAL UNIVERSITY OF IRELAND MAYNOOTH)

Biographies

Lt Col Tony Cudmore is a serving military officer with over thirty years experience in a wide range of appointments. He currently serves within the Strategic Planning Office in Defence Forces Headquarters, with special responsibility for International Security and Defence Policy. Some of his previous appointments include Assistant Military Representative of Ireland to the European Union Military Committee based in Brussels, Officer Commanding Army Ranger Wing, Staff Officer in Defence Forces Headquarters with responsibility for International Logistics Operations, Cadet School Instructor and officer in charge of the 68th Cadet Class. His overseas experience includes deployment to Liberia in 2003 as Officer Commanding, Irish Special Operations Task Group, which has lead to his involvement in the Narratives of Peacemaking in Liberia research project. He holds a BA (Hons) from NUI Galway, a MA in International Relations from Dublin City University and a MA in Leadership, Management and Defence Studies from NUI Maynooth. He is a member of the Council of the Military History Society of Ireland. Anne Ryan is Professor of Adult and Community Education and Academic Director of the Edward M Kennedy Institute for Conflict Intervention at NUI Maynooth. Her main academic engagements include an interest in the potential of Lifelong learning to promote active citizenship and a commitment to development in disadvantaged communities in Ireland and overseas. Tony Walsh a lecturer in the Dept of Adult and Community Education at NUI Maynooth, is Academic Co-ordinator of the MA in Leadership Management and Defence Studies, a member of the Military Academic Board of the Irish Defence Forces/NUI Maynooth Partnership and of the Edward M Kennedy Institute Advisory Group. He is editor of the newly published Building a Better Future; Contributions by the Irish Defence Forces and is the joint Academic Director of the Centre for Transformative Narrative Research and Academic Director of the Centre for the Study of Irish Protestantism at the University. Narratives of Peacemaking in Liberia

This paper reports on the first stage of a research project which explores the intricacies of the application of the Comprehensive Approach in the restoration of peace in Liberia. The framework of the inquiry is informed by the emerging insights of Narrative Research and uses the analysis and exploration of stories of those most involved to create a rich and nuanced understanding of the socio-cultural context and of the complexities of establishing a successful peace process. The paper is jointly presented by Professor Anne Ryan and Tony Walsh of the National University of Ireland, Maynooth and Lt Col Tony Cudmore of the Defence Forces of Ireland


DAWSON, Michael. Lt Col (DEFENCE FORCES)

Biography

Lt Col Dawson is an infantry officer with thirty one year’s military service and is currently serving as the Officer Commanding the 27th Infantry Battalion. His overseas experience comprises operations in Lebanon, Israel, Syria and Afghanistan. He has also lectured in Peace Support Colleges throughout the world including Canada, Hungary, Germany, Switzerland and the Netherlands. He is a graduate of the “Führungsakademie der Bundeswehr” in Germany, where he spent two years studying as an international student on the General Staff & Admiralty Course. He has a deep interest in military education and throughout his career; he has extraordinarily served in each of the four schools within the Military College. His academic qualifications comprise a BA PhysEd, H.Dip in Education, BA in Military Studies & German (1st Class Hons) and a MA in International Relations (1st Class Hons). Presently, he is researching a paper for NUIM as part fulfillment of a level 10 certificate in Strategic Leadership. His research focuses on the Irish Defence Forces as a “Learning Organisation”.

What is a Learning Organisation?

“A learning organisation is an organisation skilled at creating, acquiring, and

transferring knowledge and at modifying its behaviour to reflect new knowledge and

insights” (Garvin, 1993)

The concept of the learning organisation has been widely publicised over the last four decades and is viewed in certain literature as the key ingredient for corporate survival. Senge (1994) states that “the rate at which organisations learn may become the only sustainable source of competitive advantage”. When learning is impeded or ignored then the organisation’s future becomes adversely affected. The majority of theorists view organisational learning as a process that takes place over time and is inextricably linked with the acquisition of knowledge and performance improvement. Theoretical differences begin to emerge when an examination of the learning action and its impact on the organisation is reviewed. Levitt and March (1988) believe that behavioural change must take place to ensure that effective learning occurs. Others such as Garvin cite information processing and new ways of thinking as key components of the mechanism through which learning can have an appropriate influence. Theorists are divided on the manner in which organisations are learning. Some believe that positive learning is common in private and public sector reform while others counter with the claim that what is actually occurring is a misguided, self-serving process that results in organisational stagnation. I offer a basic proposition: For learning to take place, new insights or ideas must be presented and embraced. These ideas have several sources and may come from within the organisation through individual genius, group think or lessons learned responses. They can also be delivered from outside the organisation where the new concept is in the public domain and is considered by the leadership to be appropriate and may result in an improvement in organisational performance. New ideas, in isolation, will not however build a learning organisation. “Without accompanying changes in the way that work gets done, only the potential for improvement

exists.” (Levitt and March, 1988) Kakabadse (2000) demands that CEOs accept more ownership of the learning problem and that they should set change in motion immediately. Based on several case studies cited in the private sector, when companies stagnate, leadership change is almost inevitable. The Public Sector is more conservative. So what about the Defence Forces?


DIGNAM, David. Lt Col (DEFENCE FORCES) Biography

Lt Col David Dignam is a serving officer in the Irish Defence Forces with 31 years experience. An infantry officer by training, he has held a wide range of appointments throughout the Defence Forces and overseas. At home, he has served as a Platoon Commander, Company Commander and Battalion second in command. He has also served in Defence Forces HQ and has been an instructor in both the Infantry and the Command and Staff Schools. He has served in Lebanon as a Platoon Commander and Assistant Operations Officer with the Irish Battalion, and has also served in Afghanistan, Kosovo, Croatia and Chad. He is currently Officer Commanding 28th Infantry Battalion in Donegal. He is a graduate of the Irish Command and Staff School, the Joint Services Command and Staff College in the UK and holds Masters Degrees in Leadership, Management and Defence Studies from NUIM and in Defence Studies from Kings College London. The Changing Character of Warfare and Military Education

There has been much debate as to the changing character of warfare. It has been argued that the character of modern warfare has undergone a number of distinct evolutionary changes, driven by a variety of factors pertinent at any given time. It has been hotly debated as to whether or not there currently exists a 4th Generation of warfare, one in which the historically dominant state centric conventional war has been replaced by a new form of warfare, focused on state vs non-state actors and primarily delivered by non-conventional means. It is further postulated that we will soon see the emergence of a 5th Generation of warfare, commonly referred to as Hybrid War, delivered by state actors utilising both conventional and non-conventional means across the spectrum of conflict to achieve political objectives. This evolving operational paradigm presents enormous challenges to both military forces and the states they defend. Lt Col Dignam will examine “The Future of Conflict and the Defence Forces” and in particular will look at the role of military transformation and strategic leadership within the DF in meeting these challenges.


DINEEN, CHARLES. Commandant (Defence Forces)

Biography Commandant Charlie Dineen was Commissioned in 1991 and is currently a Cavalry Squadron Commander in Collins Barracks, Cork. A graduate of Law from the National University of Ireland Galway he recently completed a Masters in Learning Development and Consultancy in University College Cork. Commandant Dineen received a National ‘Excellence’ Award from the Irish Institute of Training and Development for his research on Leadership Development in the Irish Defence Forces in 2011.

Military Education and Leadership Development

The purpose of the paper is to critically examine the role of Military Education in Leadership Development. Leadership is one of the most effective elements of Combat Power, yet despite the amount of literature dedicated to the subject of Leadership, very little attention has been devoted to the significant area of Leadership, namely Leadership Development. Jackson and Hogg (2008) argue that, ‘successful leadership will not just emerge: it requires a structured and progressive programme of development......It cannot be left to a fixed menu of

training courses, to some ‘tick in the box’ approach’.1 Both practitioners and theorists agree that education is a vital component of an integrated approach to leadership and management development. The limitations of education alone as a means of developing leadership is emphasised within the literature (Kaagan 1999, Caple and Buckely 2000). Kaagan (1999) asserts that far too many leadership development programmes provide a rendition of new approaches to leadership with the listeners left to work out exactly what the lessons are, which one to apply, and how to apply them in their own organisations. Educators in the field of leadership development, therefore, need to understand and incorporate the recent trends in leadership development practices. In particular, a more learning and developmental focus is advocated, with a more rigorous approach towards the content and methods of delivery, on educational programmes. Incorporating the concerns of theorist such as Mintzberg (2004), through the use of work based experiences, with some more innovative and imaginative methods, will go a long way to ensure that educational programmes are not too didactic and incorporate more learning centric and development opportunities. Education is a vital component of an integrated approach to leadership and management development. However, unless the students have leadership experience, the education they are receiving will be less effective. This serves to emphasise the need for an integrated system of leadership development where students’ experiences serve as a context for further learning. A more systematic and integrated approach to leadership development is recommended within contemporary literature. The evolution of development theory is now moving towards a more holistic perspective where individual development is viewed as one facet of a developing system. It is recommended that this be achieved utilising a multi-perspective, multi-component and stratified model guided by an organisational development philosophy.

1 Financia l T imes, Thursday 10 Apr i l 2008 , p14, ‘Fundamentals o f Mi l i tary Leadersh ip apply in wider world ’ , General Sir Mike Jackson & Jonathon Hogg


FAINT, Charles (YALE)

Biography Charlie Faint is an active duty U.S. Army major of the Military Intelligence branch. A seven-tour veteran of the wars in Afghanistan and Iraq, Charlie previously served in the Joint Special Operations Command, the 5th Special Forces Group, and the 160th Special Operations Aviation Regiment. He holds degrees in Engineering, Technical Communication, Management and Leadership, and Strategic Intelligence and is currently a first-year graduate student at Yale University, where he studies International Relations. After graduating from Yale, Charlie will teach International Relations in the Department of Social Sciences at the United States Military Academy at West Point. Charlie’s research interests include the influence of non-state actors, the elements of national power, coalition building, military leadership, and intelligence support to policymaking. He can be reached at [email protected].

MIDLIFE: A “Whole of Government” Component of Military Education

A comprehensive approach to military education includes an understanding of the fundamental aspects of the ways in which nation-states and other organizations exercise power and influence both domestically and internationally. The most significant elements of organizational power and influence are: military, information, diplomacy, legal, identity, financial, and economic (MIDLIFE). In a “networked” world increasingly influenced by non-state actors including non-governmental agencies, organized crime syndicates, international commercial conglomerates, mass media outlets, and super-empowered individuals, MIDLIFE serves as a comprehensive base for understanding the complex interplay between international actors at all levels. Familiarization with the elements of MIDLIFE will enable modern military professionals to understand the value of a network/coalition method of warfighting and a “whole of government” approach to the deterrence of, and when required victory in, modern warfare.


FITZGERALD, David. Dr (UNIVERSITY COLLEGE CORK)

Biography

Dr. David Fitzgerald is Lecturer in International Politics in the School of History, University College Cork. Previously Post-Doctoral Fellow in American Studies in the Clinton Institute for American Studies, University College Dublin, his research and teaching interests include US foreign policy, military and cultural history -- specifically the relationship between the US military and American society and culture. His work also deals with the intersections of history and memory as well as how societies and institutions construct usable pasts. Educated in UCC, he has previously held a Glucksman International Fellowship in New York University and has taught at Columbia University. Dr Fitzgerald is currently preparing a book-length monograph, based on his doctoral work on how the US Army's experiences during -- and memories of -- the Vietnam War shaped its subsequent attitudes towards counterinsurgency warfare. Other projects include edited volumes on insurgency and on War and American Identity, and a co-authored monograph of the foreign policy of the Obama administration.

Learning to Forget: Counterinsurgency Instruction in the US Army, 1970-2006

Military education forms part of what Keith Bickel calls ‘informal doctrine’ – a form of discourse that involves professional journals, teaching and conference proceedings – and often has just as strong an influence on institutional identity and priorities as the formal doctrine contained in strategy statements, field manuals, circulars and pamphlets. Indeed, informal doctrine is sometimes a better indicator of institutional priorities than formal documents such as strategy statements, which can serve as a smokescreen to persuade political masters that a military is making desired changes without actually necessitating real change. This paper considers one aspect of the US Army’s informal doctrine – its military education system – and explores how Army service schools approached counterinsurgency warfare in the aftermath of the Vietnam War. Under the leadership of General William DePuy, the Army’s new Training and Doctrine Command (TRADOC) refocused doctrine, training and education on conventional warfare. This renewed focus on conventional warfare, however, meant that counterinsurgency was virtually eliminated from school curricula and led to a particularly limited set of lessons of the Vietnam War being taught at senior service schools. This neglect of counterinsurgency in military education continued throughout the post-Vietnam era, despite a brief upsurge in interest in the 1980s with the advent of Low Intensity Conflict in Central America. The Army only truly re-evaluated the place of counterinsurgency in military education when it was confronted with the shock of failure in the months and years following the invasion of Iraq in 2003. Yet this resurrection of counterinsurgency was also tied to a new way of teaching the lessons of Vietnam. This paper argues that the fate of counterinsurgency in the US Army’s military education systems demonstrates that the Army’s changing attitudes towards that form of warfare cannot be separated from how the institution thought about the lessons of Vietnam.


FLYNN, Brendan. Dr (NATIONAL UNIVERSITY OF IRELAND GALWAY)

Biography

Dr. Brendan Flynn has been a lecturer at NUIG since 1998, and teaches researches and publishes mainly in the areas of Environmental Policies and European Politics. He has however an interest in academic debates which concern novel security developments (European and Energy security trends foremost). He has also presented two papers at the Political Science Association of Ireland (PSAI) Conference on the theme of NATO’s New Strategic doctrine and what the Libyan’ conflict means for NATO.* School of Political Science & Sociology, Árus Moyola, NUI, Galway, Galway city. Tel: + 353 (0) 91 493160; E-mail: [email protected] * PowerPoint presentations of these papers can be found at: http://brendanflynn.wordpress.com/category/uncategorized/

“Understanding Future Conflict: separating the hype from the reality of increasingly

Urban based warfare”

This paper and presentation provides an example of how a broad social science perspective can offer value to military professionals. Drawing on sociology and political-geography perspectives it is possible to critically examine an emerging theme in western militaries’ thinking, training and doctrine towards 21st century war and conflict. Among the many predictions, trend-spotting and suggestions that are evident today, one commonplace observation is that warfare in the 21st century will be more and more likely to occur in cities and built-up areas. In part this is supposed to reflect the fact that urbanization is a rapid and global phenomenon: the world has crossed over a threshold from being predominantly rural to being mostly defined by growing cities, suburbs and towns. Western militaries have accordingly invested greatly in dedicated training facilities and in refining specific doctrinal innovations (MOUT/FIBUA). However, what if it is less than clear that there is a trend towards future wars, insurgencies and other forms of conflict that occur in urban zones? What sort of evidence would we need to see a clear trend towards the growth of urban warfare in this century? Might the rush to assume that much of the terrain of future conflict will be urban, be misplaced? Could privileging urban based doctrines, lacking firm evidence, dangerously simplify the likely complexities and nuances as regards terrain, and the nature of future conflicts? This paper takes a systematic but sceptical look at one key assumption that western militaries are today making as regards future conflicts: the supposedly inevitable increase in the prevalence of urban warfare. It does so using a blended social science approach. The aim is partly to show how study of the social sciences could be of great benefit to military professionals to foster critical thinking and innovation, and partly to stimulate debate on the nature of future and emerging conflict.


HOYT, Timothy, Professor (US NAVY WAR COLLEGE)

Biography

Timothy D. Hoyt is Professor of Strategy and Policy at the U.S. Naval War College in Newport, Rhode Island, where he has taught for ten years, and was just named the John Nicholas Brown Chair of Counterterrorism Studies. Dr. Hoyt earned his undergraduate degrees from Swarthmore College and his Ph.D. in International Relations and Strategic Studies from The Johns Hopkins University's Paul H. Nitze School of Advanced International Studies in 1997. Before joining the Naval War College, he taught at Georgetown University's School of Foreign Service. Dr. Hoyt is the author of Military Industries and Regional Defense Policy: India, Iraq and Israel, and over 40 articles and chapters on international security and military affairs. Recent publications include chapters and articles on the war on terrorism in South Asia, the limits of military force in the global war on terrorism, the impact of culture on military doctrine and strategy, military innovation and warfare in the developing world, U.S.–Pakistan relations, the impact of nuclear weapons on recent crises in South Asia, and the strategic effectiveness of terrorism. Dr. Hoyt served previously as Co-Chairman of the Indian Ocean Regional Studies Group at the Naval War College. He is currently working on a book on American military strategy in the 21st Century, a study of the strategy of the Irish Republican Army from 1913-2005, a series of projects examining U.S. relations with India and Pakistan, and analyses of irregular warfare and terrorism in South Asia.

“The Strategic Effectiveness of Terrorism”

Terrorism has been an element of the modern international system for 150 years, but as a strategic instrument it has been remarkably unsuccessful – most groups do not achieve their declared objectives. Terrorism has been successful tactically – raising attention to political causes, creating uncertainty, and killing thousands of people – but most terrorist groups have very short and violent lifespans. Nevertheless, the continued popularity of terrorism as a means for relatively weak movements to pursue political goals will plague the international system in the 21st century. Understanding the conditions in which terrorism can become strategically effective needs to be an ongoing element of professional military education programs. Since 9/11, the U.S. Naval War College has developed a case study examining the strategic effectiveness of terrorism. This approach focuses on terrorism as a means of achieving political ends, and uses cases from multiple historical periods and different geographic regions to see when and how use of that means is most effective. This approach imbeds terrorism, as a tactic, in the broader study of irregular war. Most rebellions, insurgencies, and revolts use, at some point, tactics that closely resemble terrorism – but the success rate for both insurgencies and terrorist groups remains quite low. One element that plays a significant role in success and failure is the ability of the group’s leadership to create and sustain a rational strategy and to use both violence and other methods to compete for legitimacy and support. A second element is the calibration of terrorist violence (vice other forms), which can usefully mobilize local and international support, but which also risks becoming alienating and repugnant. A third element is the ability to adapt appropriately to enemy responses, and to seize opportunities to create incremental successes. This presentation will briefly discuss the methodology used in our case studies, and illustrate


it with examples including the IRA in both the War of Independence and the Troubles, among other case studies. LANE, Jerry. Lt Col (DEFENCE FORCES)

Biography

Lieutenant Colonel Jerry Lane is a serving military officer with twenty five years service in the Infantry Corps, the Military College and the Defence Forces Legal Service. He is currently posted as Legal Advisor, and is the Military Law and IHL Instructor at the Defence Forces Training Centre. Called to the Irish bar in 2001 he holds a Diploma in Law and Barrister at Law postgraduate degree from the Honourable Society of Kings Inns, Dublin, Ireland as well as a Masters in Law (LLM) in Criminal Justice from University College Cork, Ireland and a Masters in Arts (MA LMDS) from the National University of Ireland (NUIM), and the Senior Command and Staff Course (2006). He has completed IHL/ LOAC courses at the International Institute of Humanitarian Law (IIHL), Sanremo, Italy; the Law School, University of Liverpool, Great Britain; the NATO School, Germany, the ISIC, Sicily, and the Ministry of Defence, Austria. He has lectured extensively at home (UCC, NUIM, DCU) and abroad (most recently at the IIHL, the NATO School and the Cairo Regional Centre for Training and Peacekeeping in Africa (CCCPA)) on a range of legal topics including Human Rights, the Rule of Law, OPLAW and IHL. He was the Course Director for the ‘Conduct of Peace Operations Course’ at the IIHL in June of 2011. He has served as a Legal Advisor to several formation commanders at home and overseas and as a courts martial prosecutor. In addition he has served abroad with United Nations Missions in Lebanon (UNIFIL)(1994-1995) as an Infantry Platoon Commander, and Kosovo (KFOR)(2001-2002) as Unit S1, and (2007 – 2008) as a Legal Adviser at the HQ of Multinational Task Force Centre, KFOR. He deployed to Chad as a legal adviser to the Irish contingent at the EUFOR tCHAD/ RCA mission (2008). He was the military legal adviser to the Irish delegation at the Diplomatic Conference (May 2008) which led to the Cluster Munitions Convention.

The study of Military Ethics

Recent incidents in theatres of operations (incl. Afghanistan and Iraq) have demonstrated the dangers for military personnel who consciously depart from the law as well as the necessary fallout as it may affect the military organisations themselves, and suggested that changing societal pressures and contemporary culture have led to varying ethical standards and behaviour. Academic commentators (including Prof A.C. Grayling a recent guest lecturer at the C&S School) have addressed the need for formal programmes of ethical instruction and standards at military schools and academies. In recent years a range of subjects have been added to the various syllabuses taught in the Military College, examples include Leadership and Human Rights. Recent experiences from DF students who have attended military courses in the UK and US have also shown that many international militaries now include the formal study of ethics and military ethics among their curriculum. In the military environment, there are said to be ‘general’ ethics that military members are expected to abide by. The ethics often represent values that are sometimes referred to as ‘core beliefs’ as opposed to formally expressed ethical standards.

Foundation instruction:- Interestingly, formal (basic) instruction in ethical behaviours and indeed military ethics is confined (in the main) at present to the Cadet School which imparts the ‘Defence Forces Values’ programme. No other Defence Forces (DF) educational institution adopts such an approach. There is a need to recognise the deficiencies in the DF


approach and to revise and realign accordingly. In this context the formal, structured and deliberate methodology employed in the Cadet School could provide an excellent platform for greater development and expansion of a DF Military Ethics programme to be instructed on all career courses.

Advanced instruction:- The C&S School have in recent years engaged a number of excellent speakers who have addressed the question of ethics and ethical quandaries. In addition a number of MA LMDS theses have addressed the subjects of military ethics and ethical decision making for military commanders. However I submit that there is a need for greater and focused co-ordination of such instruction and learning at DF level in order to ensure that ethical thought processes permeates into the military decision making process in an organised and focused manner. The academic DF stakeholders include the GOC, DFTC (and the various schools in the Military College) and DDFT. I have taken the opportunity to consult with DDFT staff, the A/ CMC and the School Comdt, C&S, all of who have supported the idea of structured and co-ordinated instruction in military ethics across the spectrum of military academia.


LIBEL, Tamir, Dr (UNIVERSITY COLLEGE DUBLIN)

Biography

Dr. Tamir Libel is a Marie Curie postdoctoral fellow based at University College Dublin. His project on the 'Europeanization of Military Training and Education' (EUROMITE) offers a comparative analysis of military education and training in Europe within the context of the European Union's Common Security and Defence Policy (CSDP). Dr. Libel holds a BA in European History (Cum Laude) from Tel- Aviv University and an MA (Cum Laude), and PhD from Bar- Ilan University, both in Political Studies. His PhD dissertation was titled The Professionalism of the Education and Training of Combatant Officers in the Post Modern Western World. During 2009- 2010 he was a postdoctoral fellow at the BESA Center for Strategic Studies in Bar- Ilan University. Between June and September 2010 he was a postdoctoral visiting scholar in the department of history at Philipps-Universität Marburg, working on a comparative analysis of reforms in national intelligence communities. Between 2010- 2011 he was a Legacy Heritage Fellow at the Dan Shomron Center. Among other things he served as its Chief Operating Officer and was the research administer for its flagship project about Politics, Religion and the Military in Israel. He has published articles in peer- review journals, books chapters and currently serve as a secondary editor of an edited volume about the relations of politics, religion and the military in Israel. His research interests includes: military education, comparative study of civil- military relations, Israeli military doctrine, airpower, and intelligence studies as well as the EU's security policies. National Defence Universities- A new European Military Education Model?

In the aftermath of the Cold War, European militaries have drastically transformed national systems of officer education. Several have consolidated their military education institutions, which had once enjoyed considerable autonomy, into a new arrangement of National Defence Universities with civilian academic accreditation. At the same time, European militaries are under considerable pressure – within the context of the CSDP and the European Security Strategy – to maximize interoperability, to improve military capacity, to reduce costs and identify areas within which services and facilities can be shared and to meet the challenges of the new security environment. The presentation aims to analyze this shift in European military education and training, and thereby: to consider the derivation of these reforms; to consider the impact(s) of civilianization and Europeanization on well-established institutions with a powerful military ethos; to disaggregate the impacts of these reforms on military education institutions and their students; and to investigate future implications of these reforms on the nature of the European military profession and civilian-military relations; The presentation has three parts. The first surveys the main characteristics of Western Cold- War military education systems. The Second focuses on the main factors driving reforms in European military education systems: The end of conscription and the adoption of professional all- volunteer force; the changing and declining European demography; the decreasing defense budgets; and the growing Europeanization within the context of the Common Security and Defence Policy. The presentation concludes with presentation of the National Defence University as a model meeting the main demands identified in the second part. Its main characteristics be presented with special emphasis on the restructuring and consolidation of military colleges into the form of a civilian accredited university run by ministries of defence; the moving from teaching- oriented college to a research- oriented university model; efforts to fuse the NDUs with doctrinal and conceptual centers into


'intellectual powerhouses' for knowledge- based militaries as part of the 'European knowledge societies'; and finally the emergence of a European- wide NDUs epistemic community. MAGEE, Colin. Lt Col (CANADIAN FORCES COLLEGE) and

OKROS, Alan Dr (CANADIAN FORCES COLLEGE)

Biographies

Lieutenant-Colonel Magee joined the Canadian Forces in July 1980. He completed training as an infantry officer in August of 1981 and joined Third Battalion, The Royal Canadian Regiment in Germany. His formative years were spent with the Third Battalion in command of troops and staff appointments both in Germany and later in Winnipeg, Manitoba. From 1986 to 1988, he was assigned as the Regular Force Support Officer to the Princess of Wales Own Regiment in Kingston, Ontario. In 1988, he commenced the first of two tours with the Canadian Airborne Regiment in Petawawa Ontario, serving in several staff and command appointments. The tour also included eight months of peace enforcement duties in Somalia, as part of the US led UNITAF mission, as the Officer Commanding Third Commando. In 1990 Lieutenant-Colonel Magee returned to regimental duty with the Royal Canadian Regiment in Gagetown, New Brunswick. This tour included participation on Operation SALON in Montreal, Quebec and Operation SNOW GOOSE in Cyprus. Following attendance at Canadian Forces Command and Staff College, he served as the G3 operations and later the G3 at Land Force Central Area. The highlight of this tour was the planning and execution of domestic operations in the Ottawa region during the 1997 Ice Storm. In June 1999, he was promoted to lieutenant-colonel and became a member of the Director of Land Strategic Concepts, responsible for the operational functions command and act. He was later assigned to the Directorate of Doctrine, where he was given the responsibility for coordinating the introduction of the LAV 3 into the Canadian Army and the proponent for urban operations. Lieutenant-Colonel Magee served as the Canadian Exchange officer at the United States Army Command and General Staff College in Fort Leavenworth Kansas from 2002 until 2006. In addition to his duties as an instructor he was the subject matter expert for peace and stability operations and joint urban operations. He assumed the position as the Chair of the Department of Military Planning and Operations at the Canadian Forces Staff College in Toronto, Ontario in July 2006. He has been both the Deputy and Director of Curriculum at the Canadian Forces College in Toronto. He is currently an instructor on both Joint Command and Staff Programme and the National Security Programme at CFC, specialising in leadership and planning military operations within a whole of government context. Lieutenant-Colonel Magee has completed his staff college courses in Kingston and Toronto. He has a Masters in War Studies, with a focus on command and leadership from the Royal Military College of Canada, and a Masters in Military Arts and Science from the United States Army Command and General Staff College focusing on Peace Operations. He is currently a PhD candidate (ABD) at the University of Guelph researching leadership in the whole of government context. His main academic areas are currently in collaborative leadership in complex environments, campaign planning with a focus on operational design and counterinsurgency operations; specifically, the integration of new concepts into the Canadian Operational Planning Process. Lieutenant-Colonel Magee has also completed research in the area of command and leadership, to include the warrior ethos. Dr Okros is currently a Professor in the Department of Defence Studies at the Canadian Forces College, Toronto with responsibilities for teaching Staff and War College level courses in leadership and command. He retired from the Canadian Forces in 2004 with 33 years service having being responsible for four academically focused organizations including


the Canadian Forces Leadership Institute where he led a multi-disciplinary team that produced CF doctrine on leadership and professionalism including Duty with Honour: The Profession of Arms in Canada, and Leadership in the Canadian Forces: Conceptual Foundations. Dr Okros has just completed a yearlong sabbatical which included serving as a Visiting Fellow at the United States Air Force Culture and Language Center and at the School of Business at the University of New South Wales at the Australian Defence Force Academy (unsw@adfa). He is engaged in a number of research projects centred around leadership in the public domain. Recent publications include a co-authored book, Between 9/11 and Kandahar: Attitudes of Canadian Forces Officers in Transition; a book chapter Humanitarianism as a profession examining tensions between the military and Humanitarian NGOs; and, a monograph titled Leadership in the Canadian Military Context. He has served as Chair of the Inter-University Seminar on the Armed Forces and Society Canada (IUS-Canada) since 2004.

Canadian Perspectives on Growing 21st Century Strategic Artists

This paper integrates the work of two members of the Canadian Forces College (CFC) faculty to provide professional and academic perspectives on preparing senior Defence leaders for the demands of working effectively under comprehensive or whole-of-government approaches. The first component of the paper draws on government policies, ongoing research and recent curriculum changes at CFC to describe the evolutions being implemented to better prepare senior military officers and their public service colleagues. Within the Canadian context this has resulted in the formal adoption of the Whole of Government (Comprehensive Approach) to deal with wicked problems. This approach has framed how defence, security and stability are achieved and has forced an re-examination of senior officer professional military education (PME) and the inherent tension and balance between developing professional military experts and developing professional security experts. The second component shifts from a focus on the content of senior PME to exploring the implicit pedagogy that underpins development in the profession of arms. The primary argument is that successful development of senior officers requires more than increasing the depth or breadth of learning but, in fact, requires a shift in the implicit academic discipline hence in how individuals frame issues, apply reasoning and make sense of their world. Drawing on recent research and extending the Canadian Forces conceptual leadership model, the consideration of academic discipline will be linked to the emerging intellectual requirements for success across a range of senior leader roles. Overall, this paper offers valuable insights into considering both what and how senior Defence leaders need to learn in order to be fully effective in working with other agencies in delivering integrated security solutions for complex ‘wicked’ problems.


O’CONNOR, Patrick. Capt (DEFENCE FORCES)

Captain Pat O’Connor has worked in the Irish Defence Forces Press Office since 2008 as a Press Officer and Spokesperson for the organisation but has also been key to the establishment of the Defence Forces Social Media platforms, smartphone app development and redesign of the Defence Forces website www.military.ie. The Defence Forces are recognised as one of the early adopters of social media in the public sector with their Facebook, YouTube, Twitter and Flickr

pages being particularly popular with the general public, potential recruits and media alike. The Defence Forces won the 2011 Social Media Award for ‘Best Use of Social Media by a Government Organisation’ and the 2011 Irish Web Award for ‘Best Government or Council Website’ for their website www.military.ie. Captain O’Connor has an educational background in communications having completed a B.Sc in Communications in DIT Aungier St. and a M.A. in Political & Public Communications in DCU where his thesis focused on the use of social media as a political PR tool. He has also completed Crisis Communications courses with both the UK armed Forces and Swiss Armed Forces and has spoken at National and International Social Media Conferences as a subject matter expert. Captain O’Connor has twice served with the United Nations in Liberia as well as conducting media liaison with the EU mission in Chad and the Central African Republic. LinkedIn Profile: http://ie.linkedin.com/in/patindublin

National Defence Universities - A new European Military Education Model?

With the advent of social media, organisations such as the Defence Forces are now under the scrutiny of the public more than ever. Members of the public, politicians and journalists, whether champions, neutral or negative, can now have their opinions heard and shared instantly across the web. This omnipotent moral gaze has in effect forced the Defence Forces to even more closely consider the ethical, moral and PR implications of their actions both proactively and reactively. Social media is blurring the lines between public and private, personal and professional. Members of the Defence Forces can have a strategically negative effect on the organisation simply by being identified as a member and then being associated with inappropriate comment. Members of the Defence Forces, simply by being identified as such through their social media profiles, can create perceptions about their individual expertise and that of the Defence Forces. Does this increased emphasis on moral and ethical decision making, even in routine, administrative and non-operational situations, mean that we must refocus our training of our personnel? Is there a requirement to consider moral and ethical fitness to be as central to military training as physical fitness, tactical nous and organisational knowledge? The Chief of Staffs Transformation Agenda, in particular the ‘Shaping’ Line of operation (LOO), states that the promotion and maintenance of the good name of the Defence Forces is a strategic COG.


O’HALPIN, Eunan, Professor (DUBLIN UNIVERSITY TRINITY COLLEGE

DUBLIN)

Biography

Eunan O'Halpin MRIA is Professor of Contemporary Irish History and Director of the Centre for Contemporary Irish History at Trinity College Dublin. He was previously Professor of Government in Dublin City University Business School, where he was chair of the MA in International Relations programme. He has a particular interest in security and intelligence studies, as well as in defence affairs. Amongst his works are Defending Ireland: the Irish State and its enemies since 1922 (Oxford, 1999) and Spying on Ireland: British Intelligence and Irish Neutrality during the Second World War (Oxford, 2008). His most recent relevant publication is 'The Value and Limits of Experience in the Early Years of the Northern Ireland Troubles, 1969-1972' in Michael Goodman and Robert Dover (eds.), Learning from the Secret Past: Lessons from British intelligence history (Georgetown University Press, 2011), pp. 189-210. His next book (with Daithi O Corrain) will be The Dead of the Irish Revolution, 1919-1921. He is also researching a study of belligerents' diplomacy in intrigue in Afghanistan during the Second World War.

One Size Fits All?’ the educational challenge for small militaries in an interdependent

age.

This paper will reflect on the future of Irish military education over the next decade, taking account of developments internationally in the organisation, aims, methods and accreditation of continuing professional education in the defence sphere.


MURPHY, Ray. Comdt (DEFENCE FORCES)

Biography

Comdt Ray Murphy is an Infantry officer with twenty six years service in the Defence Forces. He has served in a variety of command and staff roles throughout his service and for three years as an instructor in The Cadet School in the Military College. He is a recent graduate of the Command and Staff School, having been awarded the MA (LMDS). He has extensive overseas experience, in the Middle East, Africa and the Balkans. He currently serves as a staff officer in the Directorate of Training, DFHQ. ‘Slate a Mate’ - Peer assessment and the Irish Defence Forces Peer assessment is recognised within the field of education as having a positive effect on learning and development. In 2009, a peer assessment protocol was introduced into the Irish Defence Forces’ Cadet School, in order to maximise learning opportunities and enhance the development of cadets. The aim of this research was to investigate whether peer assessment has military developmental utility and was addressed by asking the question; is peer assessment an appropriate tool for training in the Irish Defence Forces’ Cadet School? Focus groups were conducted with cadets and young officers who had experience of peer assessment and this was augmented with a semi structured interview with a key stakeholder. The lack of literature on this topic was overcome by conducting initial research, which served as a platform for the primary research that followed. The findings confirmed the utility of peer assessment because it amplified the overall picture of the cadet. It confirmed that peer assessment develops self awareness and enables both reflection and feedback. It also highlighted the complex communication pathways that were in operation between the cadets and the appointment holder who oversees the operation of the protocol. The existence of a strong perception that the process is unfair was uncovered. Similarly, friendship or loyalty biases were proposed as reasons why the process is thought to be inaccurate. Finally, attention was drawn to the invaluable role played by the ‘overseer’ of this protocol in ensuring that it ran effectively and facilitated the development of cadets. Interestingly, and contrasting the claims of unfairness and inaccuracy, the majority of participants claimed to have benefited directly from the process. In spite of the difficulties identified, peer assessment should continue in the Cadet School because of its military developmental utility and the added value it brings to the training.


RAMKUMAR, Manaswini (INSTITUTE OF DEFENCE AND STRATEGIC STUDIES

Singapore)

Biography

Manaswini Ramkumar is a Senior Analyst with the Military Studies Programme at the Institute of Defense and Strategic Studies, a think tank within the S. Rajaratnam School of International Studies, at Nanyang Technological University. She recently received her Master of Science degree in Strategic Studies from RSIS. Prior to that, Manaswini received her Bachelor of Arts from Luther College, USA, in Political Science and Economics. During her undergraduate degree, she received a three-month research fellowship at the James Martin Center for Nonproliferation Studies, Monterey Institute of International Studies, which cemented her interest in the field of security studies. At IDSS, Manaswini would be involved in supporting the Military Studies program's teaching efforts at the Singapore Armed Forces Training Institute. Her research interests include South Asian security and the intersection between democratic governance and security policy decision-making.

Military Education for ‘OOTW’ Preparedness: The Curriculum of the Singapore

Armed Forces ‘Operations other than war’ (OOTW) carry an increasing salience in the regional security landscape of South East Asia. As a region embroiled in territorial as well as maritime border skirmishes, with high vulnerability to natural disasters and other security threats in the form of illegal narcotics trade and human trafficking, the mission purposes of the region’s armed forces are skewed in the direction of humanitarian relief, threat mitigation and crisis management. The Singapore Armed Forces (SAF), as an extremely well-organized, well-trained and professional cadre of military forces, can boast of a good track-record in the realm of OOTWs, both globally as well as regionally. While the SAF continues to emphasize conventional military competence in its education and training, its curricular training in the realm of non-traditional security threats underscores the organization’s recognition of the dominance of OOTWs in the coming future. So as to increase its operational effectiveness in OOTWs, SAF officers are exposed to a significant course workload at the Singapore Armed Forces Training Institute (SAFTI). This paper examines the curricular structure of two courses – the OOTW Command and Staff Course for mid-level officers at the Goh Keng Swee Command and Staff College, and the Tri-Service Warfighters’ Course (TSWC) for junior- to mid-level officers at the SAF Advanced Schools (SAS), in order to understand the SAF’s training methodology to impart its officers with OOTW skill sets. The objective of the paper is to understand the SAF’s OOTW training structure with the aim of identifying relevant characteristics that can be inculcated in the military training of the other armed forces in the region. The paper highlights the focus of the SAF in developing niche areas so as to maximize its effectiveness when deployed for OOTW missions, particularly in the provision of medical support in disaster relief missions. (297 words)


RIVIER, Andre. Major (YALE)

Biography

Major André Rivier is a U.S. Army infantry officer and Foreign Area Officer (Southeast Asia) with command and staff experience in Iraq, Kosovo, and Macedonia. He has also served as an exchange officer and security assistance officer in Thailand, and a platoon training team leader at U.S. Army Ranger School. André graduated from the U.S. Military Academy at West Point in 1999 with a B.S. in Economics, and is currently an M.A. in International Relations candidate at Yale University’s Jackson Institute for Global Affairs.

International Military Education: A cost-effective tool for promoting policy objectives

Many defense experts believe that international military education offers the best long-term return-on-investment of any security assistance program. Several nations use educational exchanges as part of their military diplomacy programs, but U.S. programs are unprecedented in their scope and worldwide reach. Over 8000 foreign officers and defense civilians attend over 2000 American military courses annually. Goals include building interpersonal relationships between U.S. officers and their foreign counterparts, improving interoperability, promoting professionalism and respect for human rights, and building partner capacity. Anecdotal evidence suggests international military education programs have enjoyed considerable success. Alumni frequently go on to positions of great responsibility in their home countries and help further American objectives. For example, Indonesian President Yudhoyono and Jordanian King Abdullah, both international military education graduates, have been instrumental both in improving bilateral relations and professionalizing their respective countries’ armed forces. Although International Military Education and Training (IMET) is the largest and most well-known educational exchange program, it is complemented by the civilian-oriented Enhanced-IMET (E-IMET), the Aviation Leadership Program (ALP), the Combating Terrorism Fellowship Program (CTFP), and the Military Academy Student Exchange Program. These are remarkably inexpensive programs. In fiscal year 2009, for example, the U.S. spent just $91 million dollars to train approximately 8,100 foreign students. Given the many years before alumni reach the highest ranks and the difficulties in measuring program objectives like interpersonal relations, it is difficult to evaluate quantitatively the effectiveness of international military education. Unfortunately, this has made it the target of criticism and budget cuts in the U.S. Other challenges in need of resolution are the convoluted methodology of human rights vetting and the often counterproductive congressional requirement to cease educational programs as part of any wider sanctions. Finally, increased collaboration with allies and partners could further enhance the effectiveness of all nations’ international military education programs.


SCOTT, Joseph C. Major (US MILITARY COLLEGE)

Biography

Major Joseph C. Scott, US Army, is a graduate of Dartmouth College in Hanover, New Hampshire, where he received his degree in history. Upon graduation, he was commissioned into the Air Defense Artillery. While a Lieutenant in a Patriot missile battery stationed at Fort Bliss, Texas, he deployed to Kuwait and Iraq in the early stages of Operation Iraqi Freedom. Following a stint as an instructor in the US Army’s Air Defense School, he served as assistant operations officer for the 108th Air Defense Brigade. From 2006 to 2008, he commanded a Patriot battery through its train-up and deployment to the Republic of Korea. After command, he attended the University of Virginia and received a Master’s degree in history. Since 2010, MAJ Scott has served as a military history instructor in the US Military Academy Department of History. He published an article on missile defense operations in Operation Iraqi Freedom in the spring 2006 issue of Air Defense Artillery, and contributed chapters to two books currently in production. His article on the Safeguard missile defense system won the Adams Center for Military History’s 2010-2011 Cold War Essay Contest. His historical research focuses on missile defense in the 1960s and 1970s, and on the American Civil War. He is married to Emily Copeland, formerly of East Walpole, Massachusetts, and has two children. Whither the History of the Military Art? Proposal: “Traditional”, operationally-focused military history has been under siege for years now. Scholars’ concerns about military history’s lack of intellectual rigor, its glorification of violence, and its seemingly outdated focus on the agency of “great men” and immutable “principles of war” are well known. What is less well known is that, within professional military education, operational military history (what the US Military Academy calls “the history of the military art”), long a fixture at academies and staff colleges the world over, is also in a state of flux. Changes in scholarship and perceptions of warfare all provide challenges to the way military educational institutions use military history to develop their students. How much should historical themes of society, culture, gender, politics, race, and class shape the subjects taught to our students? Most importantly, in an era of asymmetric conflict, when many young military professionals see little chance of fighting a conventional war of maneuver, what is the utility in spending hours analyzing the campaigns of the World Wars, to say nothing of the American Civil War, Napoleon, or even earlier? My paper will argue that the history of the military art - with all its study of battles, campaigns, and generals - remains a critical tool in educating military leaders, even in an era of increasingly asymmetrical warfare. But we should not let our emphasis on conventional operations preclude an understanding of the political, cultural, and social context of military events, or ignore analysis of asymmetrical and unconventional military operations. Above all, those who teach the history of the military art must be clear in explaining – to themselves, their superiors, and (above all) to their charges – why the study of military history remains vital in preparing leaders for the rigors of military service.


SHI, J. Stephen Professor (UNIVERSITY OF GEORGIA SCHOOL OF LAW)

Biography

Colonel Steve Shi is a retired United States Marine with 34 years’ active and reserve service as both an infantry officer in special operations units, including combat in Vietnam and Desert Storm, and as a judge advocate specialising in operational law. He holds a BS from Georgia State University, a Juris Doctor from University of Georgia and a Masters of Law in National Defense Studies from the University of Virginia. He is a graduate of the USMC Expeditionary Warfare School, USMC Command and Staff College and the Naval War College. Throughout the 1990s, he was the senior military representative of numerous Department of Defense/Department of State delegations working with the government of Hungary on westernizing its system of civil-military relations and civilian control of the military. Since retirement from the Marines in 2001, he has been a member of the faculty at the University of Georgia teaching various courses relating to national defense and law of armed conflict matters.

PThe CAPSTONE Course and its Critical Role in Effective Civil-Military Relations in the

United States.

Since the terrorist attacks of September 11, 2001, questions have increased regarding the professionalism and intellectual capabilities of the senior U.S. officer corps and especially in the manner in which they interact with their civilian superiors. This paper will build upon Samuel Huntington’s seminal work, The Soldier and the State, in which he opined that military professionalism, especially in the context of effective civil-military relations, is ‘inherently connected” to serious education and scholarship. In this connection numerous observers have suggested that the overall state of US professional military education (“PME”) has actually declined since 9/11, poorly reflecting on (i) both the institutional approach to and regard for first-rate PME and (ii) the very negative trajectories of senior PME and civilian secondary, graduate and post-graduate educational syllabi in such subjects as history, political science and sociology that are not adequately equipping our senior officers for the necessary interaction with their civilian leaders. As reflected in the Iraq War and its aftermath, and a number of other instances in the Afghanistan war, it appears this lack of a sufficient educational base among many senior officers (and as importantly, their civilian masters as well) has contributed to a dramatic widening of the so-called “civil-military gap.” This widening continues apace and will likely become exacerbated as the significant cuts in the military budget and other systemic and structural changes are implemented. This paper will discuss the nature and principles of civil-military relations in the United States and will examine the best way to address the need for improved professional military education regarding civil-military relations.


SLOANE, Geoffrey. Dr. (READING UNIVERSITY)

Biography

Dr GEOFF SLOAN is a Lecturer in the School of Politics, Economics and International Relations, University of Reading. Prior to that he was the Head of the Strategic Studies and International Affairs Department at Britannia Royal Naval College, Dartmouth. He has also been a Defence Fellow at St Antony’s College , Oxford, and Visiting Professor at the United States Naval Academy, Annapolis His research interests cover the fields of military doctrine, war and intelligence and geopolitics. His publications include: “Geopolitics in United States

Strategic Policy 1890-1987(1988); “The Geopolitics of Anglo-Irish Relations in the

Twentieth Century” (1997). The latter was short listed for the Royal United Service Institute’s Westminster Medal for Military Literature, Jan 1998; Geopolitics Geography and Strategy (co-edited with Colin Gray, 1999).

Haldane’s Mackindergarten: A Radical Experiment in British Military Education.

This article investigates the origins, development and impact of a unique experiment in British military education. It began in 1907 as part of the radical post-Boer war reforms of the British army, and ended in 1932, a victim of the May Committee’s financial austerity programme that was forced on the War Office. The official title of the course was: ‘The Class for the Administrative Training of Army Officers’. It was run by the London School of Economics on behalf of the War Office. Its students consisted primarily, but not exclusively, of army logistics officers. It was a synthesis of the ideas and praxis of two men: Richard Haldane, then Secretary of State for War, and the polymath Sir Halford Mackinder then Director of the LSE. During a span of twenty five years in it delivered a syllabus of officer education that was embedded in a number of ‘special ideas.’ The first of these argued that the army existed to produce power. This is used to both maintain peace and in war to achieve victory. The second was a focus on the power of efficiency. This was interpreted as an outcome of both empirical knowledge and imagination. Both these ‘special ideas’ linked the course to one of the core functions of strategy, identifying the most suitable means to achieve set objectives. Furthermore, the course represented a synthesis between the practical utility of information and the general principles underlying it. This course was in many respects a product of an intellectual impetus that came from one of the leading social and political movements of Edwardian Britain-that of National Efficiency. It formed its own dining club called the Co-efficients (reflecting its twin aims of collective solutions and national efficiency). Both Mackinder and Haldane were members. Its diverse membership included Beatrice and Sidney Webb, Leo Amery, Sir Edward Grey, George Bernard Shaw and H.G. Wells. Despite its radical approach the course passed the hard litmus test of military education. It covered a diverse number of subjects in a relatively short period of time, while ensuring that a single objective was met.


SPELLER, Ian. Dr. (NATIONAL UNIVERSITY OF IRELAND MAYNOOTH)

Biography Dr Ian Speller is Director of the Centre for Military History and Strategic Studies in the Department of History at NUI Maynooth and is programme coordinator for the MA in Military History and Strategic Studies at that institution. Before moving to Ireland he was a Senior Lecturer in the Defence Studies Department at King's College London and at the UK Joint Services Command and Staff College. Dr Speller has extensive experience in military education, providing lectures, tuition and supervision in defence studies, military history, and related topics at the UK Staff College from 1997 to 2003 and at the Cadet School, the Infantry School and the Command and Staff School at the Irish Military College from 2003 to the present. He also provides a number of courses in defence studies, maritime strategy and naval warfare at Maynooth for the Irish Naval Service. His main research interests lie within the fields of military history and maritime strategy and he has published numerous books, articles and other scholarly works within these fields. He is currently completing a book on ‘Modern Naval Warfare’, to be published by Routledge in 2013.

The use and abuse of military history in military education.

This paper will examine the use (and occasional abuse) of military history in support of military education with a particular emphasis on practice in the US, UK and Ireland. It will examine the different way in which military history can make a positive contribution to the education of all ranks but will focus in particular on officer education at all levels from cadet training to intermediate, senior and higher command and staff courses. The paper will explore how military history, and related disciplines such as strategic studies and war studies, can best be integrated into the wider educational experience of officers throughout their careers and will assess some of the problems of doing such subjects badly or of ignoring them entirely.

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