International Relations: Contemporary Issues and Actors

Elective, 2nd year BA ES, Period 3 (4.5 ECTs)

1. General overview 2. Organisational Issues 3. Participation 4. Attendance rules 5. Grading 6. Essay questions 7. Main rationale and acquired skills 8. Changes introduced to last year’s course 9. Lectures 10. Tutorials 11. Essay writing - Quality criteria

3 4 6 9 10 10 14 15 16 17 36

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1. General Overview

This course is about how we understand International Relations (IR) and what major international actors operate in a number of contemporary policy areas. As it serves as an introduction to the discipline of IR, it starts with some of the basic concepts in it: e.g. war and peace; the role of the state, etc. This is complemented by introducing the role of International (governmental) Organizations (IOs) such as the UN, WTO, NATO, the EU, OSCE, CoE; and International Non-Governmental Organizations (INGOs), such as Amnesty International; Greenpeace; Medicins Sans Frontieres; etc. The course also introduces the role of the individual and self-organized groups of individuals that claim actorness in IR (advocacy groups; epistemic communities, policy networks; guerrillas; pirates; terrorist groups, etc.).

In covering these issues, students are acquainted with some of the main theoretical debates in IR (e.g. Neo-Realism; Neo-Liberal Institutionalism; Social Constructivism; etc.). The lectures provide the general framework for discussing the role of the abovementioned actors in a number of policy areas and contemporary problems facing the international community. The tutorials go in further detail regarding the actors’ involvement in policy areas such as: security, democratization and human rights, environmental issues, international trade, terrorism and organised crime, humanitarian intervention, internet governance, state sovereignty, 'failed states', etc.

There will be one lecture and two tutorials per week and students are advised to attend all of them if they wish to get maximum benefit from this course.

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2. Organizational issues

Staff: Petar Petrov – p.petrov@maastrichtuniversity.nl (tutor and course coordinator) Natalia Gladkova – n.gladkova@maastrichtuniversity.nl (tutor) Sepideh Yousefzadeh - sepideh.yousefzadeh@maastrichtuniversity.nl (tutor) Ortrun Merkle - merkle@merit.unu.edu (tutor) SachinKumar Badkas – badkas@merit.unu.edu (tutor)

Course Coordinator Office Hours: Wednesdays – 11:00-13:00 , Room: E. 1.02, Hof Van Tilly Building

Lectures: 07 January, Monday (08:30-10:00). 14 January, Monday (8:30-10:30) 21 January, Monday (8:30-10:30) 28 January, Monday(8:30-10:30) Tutorials: Tutorials are mainly on Mondays and Thursdays. Respective time of meetings are different for each group group. Please note that one group of Sepideh Yousefzadeh will have their tutorials on Fridays instead of Thursdays. This is due to the number of groups that Ms Yousefzadeh teaches and shortage of rooms. In all cases please check EleUM regularly to see your group’s room and respective times, (and in rare cases - for possible changes of times and locations).

You can download an Overview of the course from EleUM (Menu/Course materials). Textbooks: 4

The textbooks quoted below contain useful essays dealing with every aspect treated in this course. They combine in different proportions debates on theories, actors and issues in contemporary international relations and thus represent an excellent sources underpinning the concept of this course.

1. Baylis, John, Smith, Steve and Owens, Patricia (eds.) (2011): The Globalization of World Politics: An Introduction to International Relations. Oxford: Oxford University Press (5th ed.). 2. Brown, Chris & Ainley, Kirsten (2009) Understanding International Relations, Palgrave, (4th ed.). 3. Burchill, Scott et al. (2009): Theories of International Relations, Basingstoke: Palgrave (4 ed.). 4. Smith, M. E. (2010) International Security: Politics, Policy Prospects, Palgrave, Macmillan. • The 1st book – Baylis, Smith & Owens (2011), is the main reading book for this course. It offers a good balance between all three aspects, it is easy to read and offers good study resources online. We would recommend to get hold of it by either buying or borrowing it. • The 2nd book - Brown & Ainley (2009) – is also easy to read and offers good introduction in history, theory and main issues in IR. • The 3rd and 4th books are useful for those of you who would like to deepen their understanding on either theoretical debates (Burchill, Scott et al.) or issues and relevant actors (Smith, M.E.).

All books have copies in the University Library (Study Landscape). The mandatory readings for each tutorial are selected mostly from Baylis, Smith, and Owens (2011). Fewer chapters are selected from Brown, & Ainley (2009) and Michael E. Smith (2010). Additional readings are selected from academic journals which are also available in the

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Library (ELEUM/Library/ e-Journals). Some selected readings will be uploaded on ELEUM.

There will be 3-4 mandatory readings for each tutorial. These texts are basic and introductory and all students are expected to read them for class discussion. For those who wish to go deeper in the respective debates, each tutorial will offer a number of further (recommended) readings. When writing your final paper, you may find the readings under ‘Further literature’ specifically useful!

3. Participation

There are 7 tutorial meetings in total. Students will be expected to prepare for discussions, and chair as a part of a team one of the tutorial meetings. Similarly to your recent course “Policy Domains”, in this course we apply a different format of ProblemBased Learning that does not involve pre-discussion. Instead, the tutorials will engage students more intensively in the post-discussion stage – based on stronger team-oriented student chairing and active participation of all tutorial members

The suggested design is the following:

In each tutorial 3 students will form a chairing team, which will design and execute their own tutorial session. The rationale for a group of 3 in the team, is the following: 1./ To help each other in designing the tutorial by allocating relevant tasks and preparing the different aspects of each tutorials; 2./ To always have at least one student acting as leading presenter/chair while another student acts as a secretary (taking notes), and the other helps the chair by offering alternative views and picking up the debate when it reaches a low point; 3./ To acts as ‘supervisors’ and offer advice to small groups of students in preparation for general debate (after splitting the group in smaller sub-groups – see below).

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Team work is not an ‘empty’ phrase, but is taken seriously in this course, because each chairing team will act on the presumption that even when the debate in class reaches a low-point it is namely the three chairing-team members who will be the first to re-start the discussion among themselves and then again ‘pass the ball’ to the rest of their classmates. Each member of the chairing team is expected to supervise and offer advise and help to their classmates during small-groups work in class.

The chairing team has the freedom to design and structure the tutorial session. Each team has to try to come up with a different design for their tutorial. Be innovative and inventive!! A couple of compulsory elements include: 1. The chairing team starts the session with a short presentation addressing key issues for the particular tutorial (5 min. max). 2. A good way to ask new questions on IR issues/actors and exercise different IR theories is to discuss for 5-10 minutes the latest news of the day/week. The chairing team can present some of the latest news and ask their classmates for their opinion. This can be done during or after the initial presentation.

After the presentation, the chairing team is free to design the rest of the tutorial up to their imagination. It is up to you if you want to utilize power-point, multimedia, simulations, role-plays, competing games, etc. Some particular examples include:   Proceeding with a quiz to check the knowledge of your classmates on key facts. Using power-point, news agencies, youtube videos, blogs, and other social media materials to give examples and emphasise certain aspects in the topic to your classmates;  Giving tasks and questions (related to the readings) in small groups (e.g. 5 groups of 3 students each; OR 3 groups of 5 students) - while each member of the team supervises one of the small groups; Afterwards reconvening for a session of questions and answers.  7 Splitting the group in two, formulating a topical research question and moderating a general debate.

As a bottom line, the chairing team has to be prepared during the whole tutorial with a clear structure and a set of relevant questions that address the main themes in the respective tutorial topic of the day. This Block book offers brief introduction to each tutorial to give examples of relevant questions for your self-study. This is meant to provide helpful guidelines to all students in their preparation. Students can use these starting questions to better channel and focus their reading and note-taking! The chairing team has to add more questions in order to provide for a good discussion throughout the whole session. Use the readings to extract new questions. While preparing, the chairing teams may ask their tutor for advice.

By following the structure outlined above, the tutorials are based on some of the core elements of active learning developed within the PBL system, and hence teach the skills such as:       Effective self-study; Ability to formulate new questions and identify gaps in your knowledge; Ability to express well informed opinions in class discussions and research writing; Strong presentation skills; Effective team-work; Excellent research skills.

Whenever needed – at any stage of the tutorial - the tutors will offer help in the form of explanation or clarification of particular issues or questions. At the end of the tutorial each tutor will give short feedback to the chairing team – this can be done in class or via email in case the time has run out.

By the end of each tutorial the chairing team has to ensure that all questions and main issues have been answered and understood by all students. The team has to summarize the main points in the tutorial and if needed the tutor provides final clarifications and/or 8

answers questions. The first tutorial will be chaired by the tutor to give one example for chairing the tutorials. The 2nd tutorial will be chaired by the first 3 people in the attendance list of the respective group. The 3rd by the following 3 people and so on. However, each tutor may decide to apply a different system after discussing this with their groups in their first tutorial. The last tutorial will be chaired by the tutor (see below).

Students who have full attendance and demonstrated excellent participation in class will be rewarded by the tutor with a 0.5 point to be added to their final grade (see below). This decision is solely in the discretion of the respective tutor.

4. Attendance rules

Attendance in the lectures is of crucial importance if you want to understand the material well and score high at your final paper. Even stronger is the case of the tutorial sessions. There are 7 tutorials during the course which are described on the following pages. In accordance with the established Faculty policy, students must not miss more than 2 meetings. Not complying with the minimum attendance rule will result in you failing the whole course.

!!! IMPORTANT !!! If you miss 2 content meetings (the tutorials between 10 and 28 January) you are seriously jeopardising the quality of your final paper – our experience from last year undoubtedly proves this. Therefore we strongly advise you to attend all content sessions!

In case you missed too many sessions due to exceptional circumstances, please immediately contact the Student Advisor p.harbers@maastrichtuniversity.nl.

Supporting evidence for all meetings that you have missed is required.

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For each missed session (even if it is within the ‘allowed’ two) students have to submit to their tutor an assignment – 1 to 2 pages maximum – which summarises the readings for the respective tutorial – bullet points are acceptable. When you know in advance that you will be absent from a tutorial, please write to your tutor at least two days in advance!

If a member of the chairing team misses the respective tutorial on which they are chairing, she/he will be re-allocated in another chairing team. It is very important that you inform your tutor in advance!

You have elected this course and hence we expect you to substantiate this choice with taking the full share of your responsibility in ensuring the quality of the tutorial discussions. Full attendance of the tutorial meetings is crucial for the best quality of your final paper, since all essay questions will be covered in class discussions. Every tutorial will reiterate previous issues, will clarify their inter-relationship to actors and will make linkages to the newly introduced issues and actors in class. Tutors will consistently observe attendance and mark absences in the respective attendance sheets.

5. Grading The grade for this module will be based on the result of the final paper and students’ participation in class. The deadline for submitting the final paper is 1 February (Friday), 16:00 hrs. The paper has to be submitted to the Front Office (paper copy) and uploaded on Safe Assign. Students are strongly advised to start working on their topic early in the course so that they manage to write and submit a good paper in time. When a student wants to start preparing on a topic which has not yet been covered in the tutorials, he/she can approach his/her tutor and ask for advise. Please do that as early as possible!

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The word limit for the final individual paper is 2500 words. Front page and Bibliography (list of References at the end of the paper) are excluded from the above word limit (i.e. not counted). The rest of the text, including in-text references (author; year; page), and explanatory footnotes are counted towards the overall word-limit. Extensive use of in-texts references and footnotes does not necessarily enhance the quality of the paper so use them with good measure.

In case of failing their individual paper, students have the opportunity to do a re-sit paper. For the latter they have to choose a different essay question – list of new essay questions will be provided by the Course coordinator. The deadline for the re-sit paper will be announced on ELeUM.

6. Essay questions
Each tutorial topic is closely linked to the successful writing of the final paper which each student has to produce at the end of the course. Thus participation and asking questions in class is crucial for all students who are aspiring to gain new knowledge and write a good paper at the end. All tutorials will matter for the topic of your individual paper, because in every new tutorial both previous and new issues and actors PLUS their interrelationships will be clarified. To assist students in formulating good research topics, below is a list of 8 essay questions. Students are expected to choose one of them and answer it in a final individual paper. In case a student wishes to write on a different topic, they should first discuss this with their tutor. The rationale for offering a list of questions is to give examples of research puzzles in IR and thus better use the limited time for actual research and writing. These questions are closely linked to the lectures and tutorials.

!!! IMPORTANT!!!

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Time will not be enough if you start writing at the end of the course! So early planning and consistent writing throughout the course are essential for passing this course. Use the topic of every tutorial session to ask questions on your paper. In addition at the end of every tutorial the tutors will give feedback and answer questions. A good reference point for the structure of your essay and the quality of the analysis are the criteria listed in this Block Book – see “Essay Writing - Quality Criteria” - p.34.

Essay questions:

1.

States are still the primary actors in international relations today. Critically discuss using theoretical reasoning.

2.

International cooperation is crucial for securing peace and protecting human rights today. Critically discuss using theoretical reasoning. How is the idea of ‘post-Westphalian world order’ compatible with the neo-Liberal concept of ‘interdependency’? Discuss using relevant examples.

3.

4.

Why would some scholars argue that after the end of the Cold War the world has become a more stable place, while others strongly disagree with them? What conceptual lenses inform each set of thinking? Discuss using relevant examples. How can we explain the emergence of ‘new wars’ in international relations today? Give examples and use theoretical reasoning.

5.

6.

In the context of multiplicity of international organizations and regimes nowadays how can we explain the reasons for states’ non-compliance? Give examples and use theoretical reasoning.

7.

How can we explain the growing number and importance of humanitarian interventions while in the same time the principle of national sovereignty continues to have primacy in international law today? Discuss using theoretical reasoning.

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8.

How can we explain the obstacles to human security promotion by the international community today? Critically assess using relevant examples and theoretical reasoning.

Plagiarism Your paper should be an individually and independently written academic piece of work. To avoid plagiarism make sure not to copy and paste from any previous papers and/or courses or from the works of others – your previous work is part of the SafeAssign database and copying it is likely to it being marked as plagiarism in SafeAssign reports. Although you are invited to make use of primary sources of the preceding semester(s) and of secondary sources from the European Studies curriculum, you should approach your topic and material from a new angle and develop an original argument. Suspected cases of plagiarism will be passed on to the Board of Examiners for further investigation. For more information about plagiarism, please consult the ES Style Sheet and Article 20 of the Teaching and Examination Regulations of the Bachelor European Studies (ELEUM>MyFASoS>Rules and Regulations>Teaching and Examination Regulations).

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7. Main rationale and acquired skills in this course The course’s main rationale is to provide for a good introduction to the main issues, actors and processes in IR today. Through weekly discussions and critical engagement with latest news, students accumulate knowledge and learn how to ‘read’ events and process through different conceptual lenses.

As a result of this, the two main skills that students develop are critical thinking and ability to form and express their own conceptually informed opinions on the major issues, actors and processes in IR today. At the end of the course, when confronted with current events and latest news, students will be able to understand these from a number of competitive conceptual perspectives, critically interpret them and quickly formulate a well informed opinion. Other related skills include:       Efficient in-depth research and writing (related to the individually chosen topic for the final paper); Quick reaction time in understanding, explaining and conceptually interpreting issues in IR (during tutorial presentations and discussions); Effective team-work (in preparation for class discussions); Persuasive presentation (related to all topics covered in classes); Leading and facilitating discussions (both in small groups and in general class debates); Efficient time-management (when preparing for tutorials and undertaking research on the final paper).

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8. Changes introduced in comparison to last year’s course “International Relations: contemporary issues and actors” There are a number of improvements introduced to this year’s course, which came as a result of collecting and implementing feedback from students, tutors and other colleagues. In a nutshell these improvements concern the course literature and the organization of the tutorials. Almost all students reacted positively to the main course book (Baylis, Smith and Owen) asking to include more chapters in the tutorial readings while expressing reservations to some of the other readings, pointing out at their complicated way of explanation. Currently the reading list offers a good balance between the introductory chapters of the main course book and a select number of other book chapters or straight-to-the-point Journal articles. The section on ‘further literature’ offers additional and more complex sources which deepen the explanations and interpretations on all issues discussed in classes.

Regarding the organization of the tutorials, the most feedback was on: giving practical example of chairing in the first tutorial; clarifying the role of the chairing team; explaining the rationale of the team-work among the students who are chairing; and including regular discussion on latest, actual news. The current block book explicitly mentions all of these points in the previous pages and makes sure that students will indeed see an example from their tutors on chairing; that all tutors will be engaged in tutorials to provide clarification and feedback; that the role and tasks of the chairing teams are explicitly outlined; and that every tutorial will have as an integrated component the inclusion of latest news in the debates on issues, actors, processes and concepts in IR. With all this in mind the team behind this course hopes and wishes that all students who elected the course will indeed learn and benefit from both the materials and instruction in it.

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9. Lectures

The lectures and tutorials in this course are designed to complement each other, with the former introducing some of the main issues and actors in IR, while the latter focusing on in-depth discussion of specific topics. The lectures (listed below) are held at the beginning of each week to give general overview of the main issues, actors and processes that will be discussed in tutorials. They not only provide factual knowledge on the above, but crucially offer an insight view on the main conceptual debates that explain these issues, actors and processes. In this way experts in the field provide a multidimensional and conceptually informed explanation of current IR issues, while students receive the first example in ‘reading’ and understanding international relations today. All this is meant to structure the new information and help students in their self-study and class discussions.

1. Thinking International Relations today: theories, issues and actors Tuesday 07 January 2011, (Petar Petrov)

2. The state in focus: Cooperation and confrontation in an emerging multi-polar world Monday, 14 January 2011, (Natalia Gladkova)

3. International Organizations and Regimes: Why do States Cooperate? Monday 21 January 2011, (Thomas Conzelmann) NOTE: Lecture 3 starts at 8:45am

4. Trans-national actors in IR: Multinational Corporations and International politics - A Changing Game Monday 28 January 2011, (Sachin Kumar Badkas)

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10. Tutorials

The tutorial sessions explain in detail a number of important areas. While the lectures set the factual and conceptual framework for discussion, the tutorials offer the opportunity for deeper reflection, in the form of debate, questions and answers, role-plays, and ongoing clarification of new ideas. Each tutorial tackles a theme, which has been introduced already by a respective lecture and adds more issues and sub-topics that complement and enrich the general picture introduced at lectures. This provides for an integrated approach between lectures and tutorials and helps students to both accumulate new knowledge and gain more confidence in formulating and expressing their opinions in class. Another feature in the tutorials is the strong link maintained between all topics and the topic of the final paper which each student has to write at the end of the course. In every tutorial we will reiterate previous knowledge, introduce new issues and actors and demonstrate how the latter relate to previous discussions. In each class students are encouraged to use every tutorial topic to ask relevant questions related to their chosen topic. In tutorial 6 students will form small peer-to-peer-feedback groups (3-4 people, based on proximity of topics and preferences). Each student has the responsibility to provide feedback to the draft of their group members so that they can finish their paper in good quality. In tutorial 7, students will present preliminary findings and ask questions regarding their paper. They will discuss their topics in their respective ‘peer-to-peer’ small groups and will collect as much feedback as possible – both from their groupmembers and the tutor. During any other tutorial students can also take the initiative and ask questions related to their topic, as explained in the previous pages.

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Tutorial 1 (Thursday, 10 January), Chaired by the tutor

Theories in IR: distinctive or complementary views on issues and actors in IR today.

This tutorial focuses on the subject matter of International Relations by discussing some of the main issues involved and the main theoretical schools of thought that have addressed them. It opens with defining notions such as ‘international relations’, ‘international system’, ‘world politics’, ‘global politics’. It then introduces the foundational issues of ‘war’ and ‘peace’ as the main drivers in developing the study of International Relations as an academic discipline after the end of World War I. Furthermore, the tutorial introduces the main actors and issues in IR today explained through the lenses of theories such as Realism/Idealism; neo-Realism/neo-Liberal Institutionalism and Social Constructivism. Some of the questions addressed in this tutorial are: What does the notion ‘international system’ mean? Which theories explain it best? How do Realism, Liberalism and Social Constructivism explain Globalization? What new explanations does Social Constructivism add to the neo-neo debate on the causes of war and ways to achieve peace?, etc.

Mandatory Literature: Dunne, Tim, and Schmidt, Brian (2011), “Realism” (Ch.5), in Baylis, J., Smith, S. and Owens, P. (eds.) (2011) The Globalization of World Politics: An Introduction to International Relations. Oxford: Oxford, University Press (5th ed.) (Study Landscape), pp. 86-96 Dunne, Tim (2011), “Liberalism” (Ch.6), in Baylis, J., Smith, S. and Owens, P. (eds.) (2011) The Globalization of World Politics: An Introduction to International Relations. Oxford: Oxford, University Press (5th ed.) (Study Landscape), pp. 102-112

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Lamy, Steven (2011) “Contemporary Mainstream Approaches: Neo-Realism and NeoLiberalism” (Ch.7), in Baylis, J., Smith, S. and Owens, P. (eds.) (2011) The Globalization of World Politics: An Introduction to International Relations. Oxford: Oxford, University Press (5th ed.), (Study Landscape), pp.116-128 Barnett, Michael (2011) “Social Constructivism”, (Ch. 9) in: Baylis, John, Smith, Steve and Owens, Patricia (eds.) (2011) The Globalization of World Politics: An Introduction to International Relations. Oxford: Oxford, University Press (5th ed.) (Study Landscape), pp. 150-164. __________________________________________ Further Literature: Brown. Chris and Ainley, Kirsten (2009) “The development of International Relations Theory in the Twentieth Century” (Ch. 2), in Brown, Chris and Ainley Kirsten Understanding International Relations, 4th ed. Palgrave Macmillan (Study Landscape), pp. 18-36. Brown. Chris and Ainley, Kirsten (2009) “International Relations Theory Today” (Ch. 3), in Brown, Chris and Ainley Kirsten Understanding International Relations, 4th ed. Palgrave Macmillan(Study Landscape), (Read only pp. 40-49, you may skip pages 4959).

Waltz, Kenneth N. (1990): Realist Thought and Neorealist Theory, in: Journal of International Affairs, 44: 1, 21-37. (E-Journal) Wendt, Alexander (1992): Anarchy is What States Make of It: The Social Construction of Power Politics, in: International Organization, 46: 2, 391-425. (read only pp. 391-410) (E-Journal).

Walt, Stephen M. (1998): International Relations: One World, Many Theories, in: Foreign Policy 110: Spring 1998, 29-47. (E-Journal).

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Jørgensen, Knud E. (2010): International Relations Theory. A New Introduction; Basingstoke: Palgrave Macmillan (chapters 1 and 9). (Master copy may be obtained from the course coordinator)

Smith, Steve (2004): Singing Our World into Existence: International Relations Theory and September 11; International Studies Quarterly 48: 3, 499-515. (E-Journal).

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Tutorial 2 (Monday, 14 January), Chaired by the 1st three students in the attendance list

The state in focus: what kind of actor in IR? The second tutorial looks at the ‘state’ as an actor and a unit of analysis in IR. It goes deeper in explaining how the mainstream theoretical traditions in IR see the states as the main actor in international politics today. It looks at the specific concepts of ‘agency’ and ‘structure’ and explains both their meaning and relationship to the way we look at the state as an actor in IR today. In addition, this tutorial offers an explanation of the notion of ‘levels of analysis’ and looks at how Foreign Policy is a distinctive but nonetheless a complementary strand in the study of International Relations. Thirdly, the tutorial addresses the ways in which the processes of Globalization nowadays challenge the classic notions of the international system and the role of the state in it - i.e. the so called Westphalian world order. Finally, the tutorial addresses the notion of hegemony and critically accesses the alleged hegemonic position of the US today, the role of the EU and looks at the rise of Brazil, Russia, India and China and their influence in world politics. It does so by engaging with current processes such as the ‘war on terror’ and the ingoing ‘financial crisis’. Starting questions include: What is Foreign Policy (in comparison to International Relations)? Who are the main actors who take and implement foreign policy decisions? Why did liberal theorists assume the world would become a more stable place after the end of the Cold War and why did Realists disagree with them? What role do Brazil, Russia, India and China play in the post-Cold War international relations?, etc.

Mandatory Literature:

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Brown. Chris and Ainley, Kirsten (2009) “Agency, Structure and the State” (Ch. 4), in Brown, C. and Ainley K. Understanding International Relations, (4th Ed.) Palgrave Macmillan (Study Landscape). McGrew, Antony (2011) “Globalisation and Global Politics” (Ch. 1), in Baylis, J., Smith, S. and Owens, P. (eds.) The Globalization of World Politics: An Introduction to International Relations, (5th Ed.) Oxford: Oxford University Press, (Study Landscape), pp.16-29. Cox, Michael (2011) “From the Cold War to the World Economic Crisis” (Ch. 4), in Baylis, J., Smith, S. and Owens, P. (eds.) The Globalization of World Politics: An Introduction to International Relations, (5th Ed.) Oxford: Oxford University Press, (Study Landscape), pp.68-79.

__________________________________________

Further Literature:

Wendt, Alexander (1987) The Agency-Structure Problem in International Relations Theory, International Organisation, 43 (3), Summer, pp. 335-370 (e-Journal), Online: http://www.scribd.com/Wendt-The-AgentStructure-Problem-in-International-RelationsTheory/d/7259807. Fukyama, Francis (1992) The End of History and the Last Man, New York, NY: Free Press, 2nd ed., new afterword, Simon and Schuster 2006 (Inner City Library, reference section, FdCW resource centre). Hill, Christopher (2003): The Changing Politics of Foreign Policy. Palgrave Macmillan. Singer, D. (1961). The Level-of-Analysis Problem in International Relations. World Politics, 14(1), pp.77-92.

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Excellent and easy-to-read short essays on the role of the US, the EU and BRICs in world politics today:

John Dumbrell (2010) American Power: Crisis or Renewal, POLITICS: VOL 30(S1), 15–23 Richard Whitman (2010) The EU: Standing Aside from the Changing Global Balance of Power? POLITICS, VOL 30(S1), 24–32 Andrei P. Tsygankov (2010) Russia’s Power and Alliances in the 21st Century, POLITICS, VOL 30(S1), 43–51
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Christian Wagner (2010) India’s Gradual Rise, POLITICS, VOL 30(S1), 63–70

Shaun Breslin (2010) China’s Emerging Global Role: Dissatisfied Responsible Great Power, POLITICS, VOL 30(S1), 52–62 Paulo Sotero (2010) Brazil’s Rising Ambition in a Shifting Global Balance of Power, POLITICS, VOL 30(S1), 71–81

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Tutorial 3 (Thursday, 19 January), Chaired by the next 3 students in the attendance list

States and contemporary (hard) security issues in IR

After addressing some of the main concepts and actors (levels of analysis, agency and structure, the state, etc.) as well as main theories of IR (neo-Realism, neo-Liberal Institutionalism and Social Constructivism), the third tutorial looks at one of the main issues in IR today - international security. Firstly, it seeks to explain the contemporary developments and explanations of war and conflict and then compares the latter to the traditional explanations of Realism and Liberalism. Secondly, the tutorial defines ‘nature’ and ‘form’ of war and particularly looks at the notion of humanitarian intervention. It discusses the meaning of this notion and emphasizes the difficulties in legitimizing the right of states to resort to humanitarian intervention. Thirdly it looks at the importance of international law in regulating international (in-)security. Basic questions include: What are the contemporary developments of war and conflict in international politics? Is the principle of state sovereignty still a sufficient reason to decide against humanitarian intervention nowadays? What is the role of existing international laws and emerging international norms in legitimizing the use of force for humanitarian purposes?

Mandatory Literature: Sheehan, Michael (2011) “The Changing Character of War” (Ch. 13) in Baylis, Smith and Owens, The Globalization of World Politics: An Introduction to International Relations, (5th Ed.) Oxford: Oxford University Press (Study Landscape), pp. 216-226. Welsh, Jennifer M. (2002) “From Right to Responsibility: Humanitarian Intervention and International Society” Global Governance 8 (4), pp. 503-521. (E-Journal).

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Reus Smith, Christian (2011) “International Law”, (Ch. 17) in Baylis, Smith and Owens, The Globalization of World Politics: An Introduction to International Relations, (5th Ed.) Oxford: Oxford University Press (Study Landscape), pp.280-291.

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Further Literature:

Wheeler, Nicholas J. (2005): Victory for Common Humanity - The Responsibility to Protect after the 2005 World Summit; Journal of International Law and International Relations 2 (1), pp. 95-105. (E-Journal). Owen, John M. (1994) “How Liberalism Produces Democratic Peace” International Security, 19: 2, 87-125 (you may skip pp. 104-118) (E-Journal). Mills, Kurt (1997) “Sovereignty Eclipsed? The Legitimacy of Humanitarian Access and Intervention” Journal of Humanitarian Assistance, July, (Available at:

http://sites.tufts.edu/jha/archives/111, last accessed, 21.12.2011). Newman, Edward (2004): The ‘New Wars’ Debate: A Historical Perspective is Needed, Security Dialogue 35 (2), pp. 173-189. (E-Journal). Muenckler, Herfried (2003): The wars of the 21st century, in: International Review of the Red Cross: Humanitarian Debate: Law, Policy, Action, March 2003, Vol. 85, No. 849, pp. 7-22 (Available at: http://www.icrc.org/eng/assets/files/other/irrc_849_munkler.pdf, last accessed on 21.12.2011). Muenckler, Herfried (2002): The Brutal Logic of Terror: The Privatization of War in Modernity; in: Constellations, Volume 9, Nr. 1, March 2002, pp. 66-73.

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Tutorial 4 (Monday 21 January), Chaired by the next 3 students in the attendance list

International Organizations and Regimes: challenging or complementary to the role of the state in ‘soft’ and ‘hard’ security issues in contemporary IR?

The fourth tutorial addresses another important actor in IR today - international organizations (and the related notion of ‘international regimes’). After the end of the Cold War, many international organizations had to redefine their political role in international relations (such as the NATO and the EU) and/or assumed stronger role in a number of policy areas related to international security, the rule of law, human rights, etc. (the UN, OSCE, the Council of Europe). This tutorial critically addresses the ability of international organizations and regimes to complement and challenge the role of the state in IR today! As a start it defines the character, role, instruments and importance of international organizations and international regimes today. In particular it looks at the resources present in both international organizations and regimes for ensuring compliance and implementation of policies. It also defines the notions of compliance and noncompliance, by looking at different interpretations offered by neo-Realism, neo-Liberal Institutionalism and Social Constructivism. Finally, it looks at the role of the UN in regulating both ‘hard’ and ‘soft’ security issues in IR today and discusses the complementary role often played by other international organizations. Some of the questions addressed in this tutorial include: What are the general aims and objectives of International Organizations and Regimes? In what respects do they matter in IR? What means and instruments do International Organizations and Regimes have at their disposal to ensure compliance by member states? How has the role of the UN in hard and soft security issues has evolved since its inception? Give examples of international regimes’ and/or organizations’ working in the domain of soft-security issues such as economic-, environmental- and health-related problems, etc.

Mandatory Literature: 26

Little, Richard (2011) “International Regimes” (Ch. 18), in Baylis, Smith and Owens, Baylis, Smith and Owens, The Globalization of World Politics: An Introduction to International Relations, (5th Ed.) Oxford: Oxford University Press (Study Landscape), pp. 296-306.

Joachim, Jutta, Reinalda, Bob and Verbeek, Bertjan (2008): International Organizations and Implementation: Pieces of the Puzzle; in: Joachim, Jutta, Reinalda, Bob and Verbeek,Bertjan (ed.): International Organizations and Implementation; London, New York: Routledge, 3-18 (read pp. 3-14) (EleUM). Taylor, Paul and Curtis, Devon (2011) “The United Nations” (Ch. 19), in Baylis, Smith and Owens, Baylis, Smith and Owens, The Globalization of World Politics: An Introduction to International Relations, (5th Ed.) Oxford: Oxford University Press (Study Landscape), pp.312-324. __________________________________________

Further Literature:

Keohane, Robert O. and Nye, Joseph S. (1977): Power and Interdependence: World Politics in Transition; Boston: Little, Brown and Co., pp. 6-22 (EleUM). * Natural resources and the environment: Vogler John (2008) “Environmental issues” (Ch.20) Baylis, Smith and Owens, Baylis, Smith and Owens, The Globalization of World Politics: An Introduction to International Relations, (Study Landscape). Smith, Michael, E. (2010) “International Environmental and Resource Security” (Ch. 10) in Smith, M.E. International Security, Politics, Policy Prospects, Palgrave, Macmillan (Study Landscape).

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Keleman, R. D & Vogel, D. (2010) Trading Places: The Role of the United States and the European Union in International Environmental Politics, Comparative Political Studies, 43(4), 427-456 (E-Journal). Kilian, B. & Elgström, O. (2010) “Still a green leader? The European Union’s role in international climate negotiations” Cooperation and Conflict 45(3), 255-273 (EJournal). * Health security: Smith, Michael, E. (2010) “International Public Health” (Ch. 11) in Smith, M.E. International Security, Politics, Policy Prospects, Palgrave, Macmillan (Study Landscape). McInnes, Collin and Lee, Kelley (2006) Health security and Foreign Policy, Review of International Studies, 32 (1), 5-23 (E-Journal). McInnes, Collin (2006) HIV/AIDS and Security, International Affairs, 82 (2), 315-326 (E-Journal). * Economic security, poverty and development: Smith, Michael, E. (2010) “International Economic Security” (Ch. 9) in Smith, M.E. International Security, Politics, Policy Prospects, Palgrave, Macmillan (Study Landscape). Thomas, Caroline (2008) Poverty Development and Hunger (Ch. 27) in Baylis, Smith and Owens, Baylis, Smith and Owens, Understanding International Relations, (4th ed.) Palgrave Macmillan (Study Landscape).

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Tutorial 5 (Thursday 24 January), Chaired by the next 3 students in the attendance list

States vs. Non-State (Transnational) Actors - How do states manage conflict with non-state actors?

In this tutorial, students will learn about actors others than states and intergovernmental organisations that play a role in International Relations – the so called Trans-National Actors in world politics. The emergence of non-state actors has gone hand in hand with a loss of sovereignty and a need for regulation at the global rather than the national level. In this context, it is particularly interesting to look at the relationship between transnational corporations and the state as well as transnational criminals and the state. There are a number of case studies to address these new challenges and students can discuss for example terrorism, piracy, international crime or internet governance. The tutorial will also cover a totally different set of non-state actors, namely Nongovernmental Organisations (NGOs), and Trans-national Corporations (TNCs) by looking at their role and resources in IR as well as a number of challenges (e.g. legitimacy problems) encountered by them. Basic questions include: What is meant by the notion of ‘transnational’ actor? What theoretical perspectives can explain the influence of NGOs on international politics? What are the means of transnational actors to influence IR today? If terrorism existed before the era of Globalization, how is it empowered by it nowadays?

Mandatory Literature: Willetts, Peter (2011) “Transnational Actors and International Organizations in Global Politics” (Ch. 20) Baylis, Smith and Owens, The Globalization of World Politics: An

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Introduction to International Relations, (4th Ed.) Oxford: Oxford University Press (Study Landscape), pp. 328-337. Kiras. James (2011) “Terrorism and Globalisation” (Ch.22). in Baylis, Smith and Owens, The Globalization of World Politics: An Introduction to International Relations, (5th Ed.) Oxford: Oxford University Press (Study Landscape), pp. 366-378 Smith, Michael E. (2010) “International Crime” (Ch.8), in Smith, M.E. International Security, Politics, Policy Prospects, Palgrave, Macmillan (Study Landscape).

__________________________________________

Further Literature:

Mallaby, Sebastian, 2004: NGOs: Fighting Poverty, Hurting the Poor, Foreign Policy September/October 2004, S. 50-58. (E-Journal). Arts, Bas: (2003): Non-State Actors in Global Governance – Three Faces of Power (Preprints aus der Max-Planck-Projektgruppe Recht der Gemeinschaftsgüter, Bonn, 2003/4. Available at: http://www.coll.mpg.de/pdf_dat/2003_04online.pdf, last accessed on 21.12.2011. Barnett, Michael N. and Duvall, Raymond (2005): Power in International Politics, in: International Organization 59: 1, 39-75. (E-Journal) Milner, Helen V. (2009): Power, Interdependence, and Nonstate Actors in World Politics: Research Frontiers; in Milner, Helen V. (ed.): Power, Interdependence, and Nonstate Actors in World Politics; Princeton: Princeton University Press, pp.3-30. (Library; preview available at: http://press.princeton.edu/titles/8931.html ) Pape, Robert A. (2003) “The Strategic Logic of Suicide Terrorism” American Political Science Review 97 (3), pp. 343-61. (E-Journal). * On Internet Governance: 30

Akdeniz Yaman (2007) Governance of Hate Speech on the Internet in Europe, in Moller, Christian and Amouroux, Arnaud (eds.) Governing the Internet, Freedom and Regulation in the OSCE region, Available at: http://www.scribd.com/doc/256108/OSCE-Governingthe-Internet, last accessed on 21.12.2011. van Eijk, Nico and Maniadak, Katerina (2007) Institutional Aspects of Internet Governance in Moller, Christian and Amouroux, Arnaud (eds.) Governing the Internet, Freedom and Regulation in the OSCE region, Available last accessed at: on

http://www.scribd.com/doc/256108/OSCE-Governing-the-Internet, 21.12.2011.

Chapelle Bertrand de la (2007) The Internet Governance Forum: How a United Nations Summit Produced a New Governance Paradigm for the Internet Age, in Moller, Christian and Amouroux, Arnaud (eds.) Governing the Internet, Freedom and Regulation in the OSCE region, Available at: http://www.scribd.com/doc/256108/OSCE-Governing-theInternet, last accessed on 21.12.2011.

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Tutorial 6 (Monday 28 January), Chaired by the next 3 students in the attendance list

Democratisation and Human Rights (HRs) in IR today

The tutorial deals with the notions of human rights and democratization. The concept of human rights has its origins in different schools of thought. By identifying these sources including regional and religious understandings of (human) rights, students will discuss whether a universal understanding of human rights exists today. If the growing body of international human rights law would suggest so, how to explain states’ non-compliance with it? There are many current debates that could serve as examples to illustrate the dilemmas linked to a universal understanding on human rights, such as: water boarding as an (il-)legitimate tool during the war on terror; prohibiting women to wear the burqa and its compatibility with the freedom of religion; states’ obligation to free their people from hunger, etc. In addition to shedding light on these issues, the tutorial will also look at the idea of democratization and whether this could be a way to promote and protect human rights in other countries. Basic questions include: What is the relationship between democracy and human rights? Do democracies always respect HRs? What is the role of the major IOs (UN, EU, OSCE, CoE) and NGOs (Amnesty International, Human Rights Watch, or coalitions of NGOs) in democratization and human rights protection? Are some human rights more important than others and why?, etc.

Mandatory Literature: Acharya, Amitav (2011) “Human Security” (Ch. 29) in Baylis, Smith and Owens, The Globalization of World Politics: An Introduction to International Relations, (5th Ed.) Oxford: Oxford University Press (Study Landscape), pp. 480-491.

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Brown, Chris (2011) “Human Rights” (Ch.30) in Baylis, Smith and Owens, The Globalization of World Politics: An Introduction to International Relations, (5th Ed.) Oxford: Oxford University Press (Study Landscape), pp. 506-521. Brown, Chris and Ainley, Kirsten (2009) “International Relations and the Individual: Human Rights, Humanitarian Law and Humanitarian War” (Ch.11), in Brown, C. and Ainley K. Understanding International Relations, (4th Ed.) Palgrave Macmillan (Study Landscape), pp. 221-243.

__________________________________________

Further Literature: Huntington, Samuel P. (1993) “The Clash of Civilizations?” Foreign Affairs 72 (3), pp.22-49 (E-Journal) Rajendram, Lavina (2002) “Does the Clash of Civilisations Paradigm Provide a Persuasive Explanation of International Politics after September 11th?” Cambridge Review of International Affairs 15 (2), pp. 217-232 (E-Journal) Donnelly, Jack (2007) “The Relative Universality of Human Rights” Human Rights Quarterly 29 (2), pp. 281-306. (E-Journal) Pogge, Thomas W. (2005) “World Poverty and Human Rights” Ethics & International Affairs 19 (1), pp. 1-8. (E-Journal) Goodhart, Michael (2003): Origins and Universality in the Human Rights Debates: Cultural Essentialism and the Challenge of Globalization, Human Rights Quarterly, 25 (4), pp. 935- 964 (E-Journal) Fixdal, Mona and Smith, Dan (1998) “Humanitarian Intervention and Just War”, Mershon International Studies Review 42 (2), pp. 283-312. (E-Journal). ICISS (2001) “The Responsibility to Protect” Report of the International Commission on Intervention and State Sovereignty; Ottawa: International Development Research Centre; Online: http://www.iciss.ca/pdf/Commission-Report.pdf.

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Olsen, G. R. (2000) Promotion of Democracy as a Foreign Policy Instrument of ‘Europe’: Limits to international idealism. Democratization, 7(2), pp. 142-167. Amichai Magen, Thomas Risse und Michael McFaul (eds) (2009) Promoting Democracy and the Rule of Law. London: Palgrave Macmillan. Haerpfer, Christian / Bernhagen, Patrick / Inglehart, Ronald / Welzel, Christian (2009) (eds) Democratization. Oxford University Press.

You can find many interesting publications on democracy and human rights on the webpage of the FRIDE: http://www.fride.org/homepage_english

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Tutorial 7 Thursday (3 February), Chaired and facilitated by the tutor

Feedback Session on the final paper At this session students will comment and give feedback to each other’s papers. Tutors will lead this session. In tutorial 6, the tutors will ask students to create small groups of 3 to 4 max. (according to topics). The members of each small group will exchange drafts and read them before tutorial 7. For this you have to send your paper to your (allocated) group members immediately after tutorial 6. In the first half of tutorial 7 students have to discuss their papers in the respective small group and give as much feedback as possible to each other. If needed, the tutor goes to each group and answers questions. In the second hour each group reports on 1-2 main research questions that they could not answer. The answering of all such questions by all students and the tutor constitutes the content of the 2nd hour of this tutorial. This tutorial is organized entirely in the interest of the students – to enhance the quality of their final papers. Even if some students miss this class, it is still their responsibility to provide feedback by email to their small group members.

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11. Essay Writing - Quality criteria

Faculty of Arts and Social Sciences BA European Studies (ES)

Criteria 1.Formal Requirements

Description Does the paper have an appropriate length? Are title page and type page (margins, indention, lettering, line spacing, etc.) cf. ES Style Sheet? Is the bibliography formatted according to the APA guidelines? Documentation: are quotations, footnotes, and in-text references cf. ES Style Sheet?

2.Research Problem

Is the topic of this paper sufficiently focused? Is there a clear research question that helps to direct the research & writing process? Is the wider significance (or rationale) of the research question made clear? Is the problem well positioned vis-à-vis existing academic studies?

3.Structure

Does the introduction provide a contextualizing background, state the research problem, and outline a response to this problem? Does the conclusion return to research problem (present main findings & their significance)? Does the text consist of coherent parts, which are well connected to each other, and presented in a logical sequence?

4.Data Collection & Analysis

Does the selection of empirical data/primary sources help to answer the research question? Does the author make use of theory and/or analytical concepts in data analysis?

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5.

Does the paper defend a central claim/provide main answer to the

Argumentation research question? Is the main claim or thesis supported by good reasons and reliable evidence? Does the author anticipate (acknowledge) alternative accounts? 6.Language & How do you assess the author’s sense of audience?

Rhetorical Skills Does the paper have an appropriate (i.e. academic) tone of voice? Quality of English spelling, grammar, punctuation. Quality of sentence structure, transition between sentences, paragraph development. Quality of titling, subheadings, opening and final words. 7. Contents How do you evaluate the originality of this paper’s subject and approach? How thorough is the analysis in this paper, how convincing is the author’s argument? Does the student show an ability to make use of class discussions and feedback? What are the principal strengths and weaknesses of the paper?

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