• Course title: International Political Economy
• Number of ECTS: 5
• Course code: GOVEUROP-33
• Module(s): Module 1
• Language: EN
• Mandatory: Yes

Upon completion of the course, students should be able to:Understand the existing relationships between political institutions and economic marketsUnderstand how domestic and international economies are linkedUnderstand the causes and impacts of economic crises

Economics is the study of the production, distribution, and consumption of scarce resources. Politics is traditionally defined as “who gets what when and how” focusing on the competition for goods and the outcomes of this competition. Political economy considers the relationship between political systems and economic markets, and International Political Economy (IPE) considers the flows of such production, distribution, and consumption across national borders, recognizing the impact of international institutions and transnational actors on economic outcomes.This course addresses major themes in contemporary political economy. It is divided into four parts. Major questions addressed in part one include: Can states control economic forces? What roles should they play in economic regulation? How have welfare economics changed since world war II? How has globalization affected political alliances at the domestic and international level? Part two focuses on power in the international economy. It asks: What role do domestic, foreign, and international institutions play in the economy? What is hegemony and how desirable is it? How is the international economy structured, and what explains “competitiveness”? Can citizens affect the global economy? Finally part three of the class comparatively examines the causes and impacts of economic crises. It also addresses the effects of political crises on development banking.

70% of the students’ grades will be based on the exam.

30% 

of the students’ grades will be based on a simulation summary.

Selected Bibliography

Articles and chapters will be electronically be made available through the Moodle course platform.

• Course title: Approaches to European Integration
• Number of ECTS: 5
• Course code: GOVEUROP-51
• Module(s): Module 1
• Language: EN
• Mandatory: Yes

            Upon completion of this course, students should:

                        1). Demonstrate an understanding of the main theories of European integration and be able to apply them to empirical cases.

                        2). Demonstrate an understanding of the main Political Science approaches used in the study of European integration and be able to apply them to empirical cases.

                        3). Demonstrate a familiarity with different disciplinary approaches to the study of European integration and understand their application within the different disciplines.

                        4). Display an understanding of the logics and limits of interdisciplinary research with particular reference to the study of European integration.

This course provides a broad interdisciplinary survey of different academic literatures addressing the study of European integration. The course consists of three main parts: 1). An overview of the development of European integration theory and the principal critiques to which it has given rise; 2). A survey of the main approaches drawn from the wider political science literature as applied to the study of European integration and policy-making; and 3). An introduction to the study of European integration as viewed from a range of disciplines beyond Political Science and International Relations.

 2 essays (50% each). 

Grades may be adjusted by up to 10% to reflect the level of active participation in the course.

Key Texts:

–  Belot, Céline et al.

(eds.). Science politique de l’Union européenne (Paris: Economica, 2008).

– Dinan, Desmond (ed.). Origins and Evolution of the European Union (Oxford: Oxford University Press, 2014/second edition).

– Favell, Adrien and Viriginie Guiraudon (eds.). Sociology of the European Union (Basingstoke: Palgrave, 2011).

– Jones, Erik, Anand Menon and Stephen Weatherill (eds.). The Oxford Handbook of the European Union (Oxford: Oxford University Press, 2012).

– Jørgensen, Knud-Erik, Mark Pollack and Ben Rosamond (eds.), The Sage Handbook of European Politics (London: sage, 2007).

– Lacroix, Justine and Kalypso Nicolaïdes (eds.). European Stories: Intellectual Debates on Europe in National Context (Oxford: Oxford University Press, 2011).

– Nicola, Fernanda and Bill Davies (eds.). EU Law Stories: Contextual and Critical Histories of European Jurisprudence (Cambridge: Cambridge University Press, 2017).

– Rosamond, Ben. Theories of European Integration (Basingstoke: MacMillan, 2000).

– Saurugger, Sabine. Theoretical Approaches to European Integration (Basingstoke: Palgrave MacMillan, 2014).

– Wiener, Antje and Thomas Diez (eds.). European Integration Theory (Oxford: Oxford University Press, 2009/second edition).

• Course title: International Relations
• Number of ECTS: 5
• Course code: GOVEUROP-65
• Module(s): Module 1
• Language: EN
• Mandatory: Yes

Overview of the Course

 

This course is an introduction to the study of political themes that are international in scope. It is designed for MA students with previous experience of studying in any field of social sciences and humanities.  No formal prerequisites are necessary, though a solid command of major historical events and current world affairs is assumed.

By completing the course, students will improve the following general skills:

clear and efficient expression in written or oral form

public presentation of information

ethical understanding and reasoning in international relations

analytical and critical thinking and synthesis

efficient use of information technology

capacity for successful team work

multi-cultural understanding and understanding for demographic and ideological differences

 

Furthermore, by completing the course, students will improve the following skills and knowledge, specific for the fields of international relations and political science:

understanding of concepts of political, ethical, and legal responsibility in international organizations and societies

understanding of the theories of international relations, in both international political economy and international security

understanding of the interconnectedness of political actors, dynamics and structures with the economic systems and changes in the production and distribution of goods, services, and information

understanding of group and individual dynamics in international relations

Course Structure and Requirements The course consists of five major thematic areas:History and International RelationsTheoretical FoundationsInternational StructuresInternational Security and ConflictIssues and Applications The absence of topics expressly belonging to the subfield of International Political Economy is deliberate, as it is expected students will acquire solid command of those topics in the IPE class. In practical terms, students need to cover the readings prior to class time, since that will be indispensable for the quality of discussion, debate, and deliberation in the seminar.  This process of joint inquiry – which will include practical applications of the material in debates, simulations, and the final larger foreign policy/intelligence analysis project – will be essential for the success of the students’ course experience. Language of instruction and all assignments is English. 

Students’ grades will be based on:

Class participation, including submission and discussion of two contemporaneous press articles dealing with issues directly related to the weekly topic, to be submitted and discussed between weeks 2 and 13 (20%);

Two weekly reading response papers (about 1000 words each) to be submitted in two weeks of student’s choice between weeks 2 and 13 (15% each);

Small-group foreign policy/intelligence analysis project to be presented on the last day of class – 16 December (50%). This project is modeled on the National Intelligence Estimates of the CIA and involves the analysis of a major contemporary question of students’ choice facing the current US intelligence community.

Readings come from some of the more notable academic articles in international relations over the past several decades, with a bias in favor of newest research in the field. They should be the foundation of the students’ weekly response papers. For guidance on how to write response papers, please see:

 

https://www.awelu.lu.se/genres/student-writing-genres/response-paper/

 

If in need of more fundamental readings on the topics at hand, students are encouraged to consult the relevant chapters in the textbook posted on Moodle: John Baylis, Steve Smith, Patricia Owens. 2017. The Globalization of World Politics: An Introduction to International Relations. Oxford University Press.

 

The format of the small-group foreign policy/intelligence analysis project will be explained in class in week 1.

 

The instructor will be available after class time, as well as by appointment over email (josip.glaurdic@uni.lu).

• Course title: The EU Political System
• Number of ECTS: 5
• Course code: GOVEUROP-37
• Module(s): Module 1
• Language: EN
• Mandatory: Yes

Upon successful completion of this course, students should have acquired:A thorough knowledge of the historical evolution, principal features and place in the decision-making process of the main institutions of the European Union.An initial acquaintance with the dynamics of the EU decision-making system, appropriate as a foundation for the further study of particular policy sectors.A familiarity with the breadth of (English- and French-language) scholarly literatures surrounding the contemporary EU institutional system and its historical development.

This course provides an advanced-level overview of the principal institutions of the European Union. After an initial survey of the development of the Union from the Maastricht Treaty negotiations to the present, the course proceeds to a detailed examination of each of the main players in the EU’s ‘decisional triangle’.  Attention is thus focused in turn on the European Commission, the Council of Ministers / European Council, and the European Parliament.  This is followed by an examination of the European Court of Justice and the wider system of European courts, with a focus on both the role of law as a motor of the integration process and questions of fundamental rights. The fifth institution covered in the course is the European Central Bank, a body the influence and policy making powers of which have increased significantly over the past decade.  Throughout the course attention is focused on providing an appropriate introduction to the functions and functioning of the institutions concerned, while at the same time developing a familiarity with the relevant scholarly bodies of literature and the critical insights which they provide. 

Seminar participation (40%).

A written examination in the January examination period (60%).    

Selected Bibliography

Bache, Ian, Stephen George and Simon Bulmer. Politics in the European Union (Oxford: Oxford University Press, 2011/Third edition).

Cini, Michelle and Nieves Perez-Solorzano Borragan (ed.). European Union Politics (Oxford: Oxford University Press 2009/Third edition).

Dinan, Desmond. Ever Closer Union:  An Introduction to European Integration (Basingstoke: Palgrave MacMillan, 2010/Fourth edition).

Hix, Simon and Bjørn Høyland. The Political System of the European Union (Basingstoke: Palgrave MacMillan 2005/Second edition).

Magnette, Paul. Le régime politique de l’Union européenne (Paris : Presses de Sciences Po, 2009/3ème édition).

Nugent, Neil. The Government and Politics of the European Union (Basingstoke: Palgrave MacMillan, 2010/Seventh edition).

Quermonne, Jean-Louis. Le système politique de l’Union européenne : Des communautés économiques à l’Union politique (Paris : Montchrestien, 2010/8ème édition).

Richardson, Jeremy (ed.). European Union: Power and Policy-making (London: Routledge, 2006/Third edition).

Wallace, Helen, William Wallace and Mark Pollack (eds.), Policy-making in the European Union (Oxford: Oxford University Press, 2010/Sixth edition).

• Course title: Regionalisms in World Politics
• Number of ECTS: 5
• Course code: GOVEUROP-41
• Module(s): Module 1
• Language: EN
• Mandatory: No

Résultats d’apprentissage:

Upon completion of the course, students should be able to:

1)Understand the defining characteristics of different regional organizations

2)Establish a criteria for comparing different regionalisms

3)Understand what “regionalisms” are in global affairs.

This course introduces students to the most important themes and challenges related to regional integration within the framework of global governance. It places European integration in a comparative context and analyzes the impact of this process on topics such as: economic competitiveness, institutional efficiency and transparency, social participation in policy-making, and global influence.This course is separated into five sections. Part one examines the logic of regional integration. It provides theoretical perspectives on why integration regimes have multiplied in recent years. Part two examines regional integration in the Americas in terms of 1) the North American Free Trade Agreement and its impacts on North America’s political economy and 2) the increasing role of regional governance in South America. The third section then examines the European Union in global affairs as a normative actor and as a development donor. Part four then discusses Asia and Africa and the different forms of regional governance on these continents. Finally, part five analyses the emerging role of regions in world affairs and inter-regionalism.

90% Students’ grades will be based on one research paper to be handed in at the end of the term. The assignment will be an independent research paper on a topic of the student’s choice related to regionalisms and region-building.

10% of the overall course grade will derive from an evaluation of the student’s in-class participation. 

Course Textbooks*:

Walter Mattli: The Logic of Regional Integration. Cambridge: Cambridge University Press, 1999.

Ludger Kühnhardt. Region-Building Volume 1. New York: Berghahn Books: 2011.

*These books will be complemented with additional readings selected by the lecturers.

• Course title: European History since 1945
• Number of ECTS: 5
• Course code: GOVEUROP-61
• Module(s): Module 1
• Language: EN
• Mandatory: No

Students will be assigned a shorter set of mandatory readings plus a broader list of background readings and sources that interested students can use to deepen their understanding of the topic at hand. Students will be expected to cover only the mandatory readings prior to class time, since that will be indispensable for the quality of discussion, debate, and deliberation in the seminar.  This process of joint inquiry will be essential for the success of the students’ course experience.

This course is a survey of European history since the end of World War II. Although the focus is clearly on political history, significant attention will also be devoted to contextualizing the evolution of European politics over the past eight decades into broader social, cultural, and economic developments. The principal aim of the course is to enable students to better understand the historical foundations of contemporary European politics: from the catastrophic destruction in World War II, through the division of the continent in the Cold War, the subsequent attempts at creating “Europe whole and free”, and the current challenges to Europe’s economic and security structures. The course is conceptualized as a seminar, which means that discussion and active participation by all students are essential and attendance is mandatory.

Students’ grades will be based on: a)    Consistent preparation and active class participation (20%).One paper (about 2000 words) on any topic related to the period 1945-1989 (i.e. related to weeks 2-8 on the reading list) (35%) due on the last day of class.One paper (about 2000 words) on any topic related to the period 1989-present (i.e. related to weeks 9-13) (35%) due on 1 February 2024.One 10-minute presentation (no visual aids like Powerpoint allowed) on the weekly topic in any week except week 1 (10%). 

Each week, readings come from a variety of sources and authors. Students are only required to read the mandatory reading assigned for that week (marked below with a), whereas the remaining readings (marked with a ○) are there for background and as a starting point for papers. There is no one textbook nor is there one history that the students should rely on. That said, if the students feel the need to have an overarching narrative to follow through most of the semester, they can consult: Judt, Tony (2005) Postwar: A History of Europe Since 1945. New York, NY: Penguin Press.Ther, Philipp (2018) Europe Since 1989: A History. Princeton, NJ: Princeton University Press. In some weeks, films are also assigned as background material, and as a way to help the students better understand the social and cultural context of the period. All films are available at the LLC. Alternatively, they can be found on various streaming services. Students are expected to watch the films prior to class time, as they will inform the discussion during the class. For solid advice on how to write the two papers, see:https://www.awelu.lu.se/genres/student-writing-genres/the-essay-format/three-part-essays/

• Course title: Diplomacy in the Contemporary World
• Number of ECTS: 5
• Course code: GOVEUROP-62
• Module(s): Module 1
• Language: EN
• Mandatory: No

The practice-oriented course aims at exploring the role of diplomacy in the context of globalized international relations, and its challenges and strategic priorities. The lessons will therefore describe the subject through both the analysis and study of relevant documents and texts, as well as through the discussion – in an interactive fashion – of practical examples taken from current events.  There will be ample space to open debate among the participants, as well as intense interaction with lecturers/practitioners. You will receive guidance and personalized feedback, getting example from diplomatic practice based on real examples and testimonies.

 

You will learn to understand the shape and functions of the contemporary world diplomatic system; Identify and describe the different styles of negotiations for securing agreement; learn about the functioning of the various missions, offices, conferences, techniques and procedures of bilateral and multilateral diplomacy; understand the role of summits in the negotiating arena; explore the new frontiers of diplomacy in the field of security, protection of Human Rights and the environment; understand the role of diplomacy as a multiplier of economic interests and cultural promotion.

Among some of the topics that the course will cover, there will be the following:

Introduction to diplomacy. An ancient job in a changing world.

Immunities, privileges, procedures.

The diplomatist toolbox: diplomatic style and working methods.

Diplomacy’s core business: negotiation as a tool for bridging the gaps. 

Good offices, conciliation, and mediation as instrument of conflict resolution.

How can diplomatic achievements be maintained?

Diplomacy and telecommunications. Telephone diplomacy, video conferencing, social media. The role of Public Diplomacy.

The case for bilateral diplomacy. Are resident embassies still relevant in the contemporary digitalize world?

The consular activity and the protection of owns citizens abroad.

Multilateral diplomacy.

The secrets of Summits success.

Diplomacy for the promotion of Human Right and protection of environment.

Sport Diplomacy.

Cultural and economic diplomacy.

Diplomacy in the 21st Century: disarmament and non-proliferation, NATO, the fight against global challenges.

The diplomatic activity of the EU: the EU External Action Service (EEAS), the work of the Commission Representative office in Luxembourg and of the European Public Prosecutor’s Office (EPPO.

The contemporary world is in continuous rapid evolution and characterized by the emergence of unprecedented, global challenges.In this increasingly interconnected world, diplomats have taken on an even more important role, not only in the traditional field of dealing with relations between states, but also in the protection of their countries’ national interest, as well as in the promotion of super-national and global goals. Diplomats must firstly be excellent negotiators, but also effective public communicators and promoters of peace and understanding between peoples. In today’s world, diplomats typically work in an international sensitive context and need to build the capacity to quickly learn and apply new information; function as bridge-builders, connectors and hubs in the context of modern networking theory; bear the responsibility to act as service providers for others active in the field of international cooperation.To carry out their multi-faceted functions, today more than ever, diplomats must equip themselves with new professional skills and a solid multidisciplinary approach to reality, effectively working as managers of international relations.

 

To complete the course, two assignments – a group presentation or a small policy paper (1000 words approx.) and a larger final research paper (2000-3000 words) – must be submitted.

 

Attendance is mandatory. Students who miss more than three classes will not be permitted to do the final assessment and will have to retake the course.

 

Evaluation: 70% Final Research Paper; 30% Presentation/small policy paper. Grades may be adjusted by up to 10% to reflect the level of active participation in the course.

Suggested readings and references

 

Archetti, C. The Impact of New Media on Diplomatic Practice: An Evolutionary Model of Change, The Hague Journal of Diplomacy, 7(2), 2012.

Black, J., A History of Diplomacy, University of Chicago Press, 2010.

Berridge, G. R. Diplomacy: Theory & Practice, 6th edition, Palgrave, Basingstoke and New York, 2022.

Burns, W.J., The Back Channel. American Diplomacy in a Disordered World,

C Hurst & Company Publishers Limited, 2021.

Cooper, A. F., Thakur, R., & Heine, J. (2013). The Oxford Handbook of Modern Diplomacy (Revd ed.), Oxford University Press, 2018.

Cunningham, G., Journey to Become a Diplomat: With a Guide to Careers in World Affairs, FPA Global Vision Books 2005.

Fisher, G and Ury, W., Getting to Yes: Negotiating Agreement Without Giving in, Houghton Mifflin, 2012

Jönsson C and Hall M, Essence of Diplomacy, New York: Palgrave Macmillan, 2005.

Kissinger, H., Diplomacy, Simon & Schuster, 1999.

Holmes, A. with Rofe, J., Global Diplomacy, WestView Press, 2016.

Nicolson, Sir Harold George, Diplomacy, Oxford University Press, 1988.

Rana, K. S., The 21st Century Ambassador: Plenipotentiary to Chief Executive, DiploFoundation, 2004.

Sharp, P., Diplomatic Theory of International Relations, Cambridge University Press, 2009

Trager, R. Diplomacy: Communication and the Origins of International Order, Cambridge University Press, 2017.

Zartman, I. W. and Berman, M., The Practical Negotiator, Yale University Press, 1998.

 

Online resources

:

Moments in U.S. Diplomatic History

. An extremely vast source of information and anecdotes available at

http://adst.org/moments

. Take your pick and enjoy! If you happen to have a taste for the macabre try ‘Murder in an Embassy’,

https://adst.org/2013/09/i-am-not-losing-my-mind-murder-in-an-embassy-part-i/

.

 

The web site of the USC Center on Public Diplomacy (

https://uscpublicdiplomacy.org/

) provides  an immense source of readings about this subject. The USC Center on Public Diplomacy (CPD) was established in 2003 as a partnership between the USC Annenberg School for Communication and the USC Dornsife College of Letters, Arts and Sciences’ School of International Relations at the University of Southern California, in Los Angeles. It has established the first master on public diplomacy in the world (

https://annenberg.usc.edu/communication/public-diplomacy-mpd

) providing worldwide research, analysis and professional education organization dedicated to furthering the study and practice of global public engagement and cultural relations.

 

E-Diplomat contains a quick, complete glossary of terms: for easy reference, check

http://www.ediplomat.com/nd/glossary.htm

 

Nash Equilibrium and International Law, Jens David Ohlin, European Journal of International Law, Volume 23, Issue 4, November 2012, Pages 915–940.  A very interesting analysis of the application of John Nash’s (“A beautiful mind”) Theory of game to negotiation and international diplomacy. 

https://academic.oup.com/ejil/article/23/4/915/546126#8617158

 

• Course title: Introduction to Artificial Intelligence for the European Citizen
• Number of ECTS: 5
• Course code: GOVEUROP-68
• Module(s): Module 1
• Language: EN
• Mandatory: No

·      

Formulate and implement AI strategies in organizations, ensuring alignment with overall business goals and compliance with ethical and legal standards.

·      

Utilize AI for advanced data analysis, drawing meaningful insights from large datasets to inform decision-making processes in various sectors.

·      

Develop and propose policies and regulations for AI usage that balance innovation with ethical considerations and public welfare.

·      

Ensure that AI applications and projects adhere to ethical guidelines and principles, minimizing risks and maximizing societal benefits.

·      

Evaluate the potential impact, feasibility, and effectiveness of new AI technologies and applications in different sectors.

·      

Identify and manage risks associated with AI deployments, including privacy concerns, data security, and potential biases in AI models.

·      

Facilitate collaboration between government, private sector, and academia in AI initiatives, fostering innovation and knowledge exchange.

·      

Work on international projects and collaborations to develop and standardize AI technologies and practices globally.

Artificial intelligence (AI) represents one of the digital world domains that is currently the subject of an important development all over the world. This means that European citizens are and will be confronted, in their professional and personal lives, with digital products that include some artificial intelligence components.  This course covers the following aspects:- the Artificial Intelligence landscape and the position of deep learning within it- the practice of some accessible artificial intelligences experimenting the various techniques in different application domains: Text generation (e.g. ChatGPT), Object recognition in images or videos, Handwriting recognition, Generation of images from text, Automatic translation of text in all languages, Speech recognition, Speech synthesis.- the ethical and legal dimensions of artificial intelligence- the impact of AI on society and on the job market- the important notions which constitute the basis of the field of deep learning (neural network, weight, activation function, batch, bias, cost function, dropout, epoch, forward/backward propagation, gradient descent, hidden layer, parameters, hyper-parameters, input, output, learning rate, dataset, data augmentation, training, validation, test datasets, architecture, ANN, CNN, RNN, GAN, Transformers)- the practice in groups through a mini-project the ethical, legal and societal impact analysis of a specific AI product or technology.

FIRST SESSION and REDOING SESSIONGraded deliverables:- project report 50%- project presentation 50%

1.    

Abramson, Darren et al. Artificial Intelligence and Human Enhancement :  : Affirmative and Critical Approaches in the Humanities /. Ed. Herta Nagl-Docekal and Waldemar Zacharasiewicz. Berlin ; De Gruyter, 2022.

2.    

Carter, Matt. Minds and Computers :  :

An Introduction to the Philosophy of Artificial Intelligence

/

. Edinburgh: Edinburgh University Press, 2022. Web.

3.    

Sepasspour, R. (2023). A reality check and a way forward for the global governance of artificial intelligence. Bulletin of the Atomic Scientists, 79(5), 304–315.

https://doi-org.proxy.bnl.lu/10.1080/00963402.2023.2245249

4.    

DiMatteo, Larry A., Cristina Poncibò, and Michel Cannarsa, eds.

The Cambridge Handbook of Artificial Intelligence

 :  : Global Perspectives on Law and Ethics /

. Cambridge, United Kingdom ; Cambridge University Press, 2022.

5.    

Voeneky S, Kellmeyer P, Mueller O, Burgard W, eds. The Cambridge Handbook of Responsible Artificial Intelligence: Interdisciplinary Perspectives. Cambridge University Press; 2022

6.    Akram, Faiz et al.

Toward Artificial General Intelligence :  : Deep Learning, Neural Networks, Generative AI

/

. Ed. Pethuru Raj, Satya Prakash Yadav, and Victor Hugo C. de Albuquerque. Berlin ; De Gruyter, 2023.

• Course title: Multi-Level Governance in Europe
• Number of ECTS: 5
• Course code: GOVEUROP-6
• Module(s): Module 2 – Mandatory Courses
• Language: EN
• Mandatory: Yes

Students should acquire: A good understanding of the theoretical frameworks and debates surrounding the concepts of Multi-level Governance and Europeanisation;A broad empirical familiarity with the patterns of change (and resistance) displayed by national and sub-national institutional actors in response to the processes of European integration; An initial awareness of the dynamics of policy-making in a complex, multi-level system of governance.

The post-war period has seen the development of distinctive European models of ‘multi-level governance’, in which both the processes of European integration and wider developments have challenged traditional state hierarchies and existing territorial divisions of power.  This course examines these transformations, seeking to understand the evolving relationships between different levels of governance in contemporary Europe, and the complex patterns of politics and policy-making which have correspondingly emerged.  The first part of the course provides the necessary conceptual frameworks for understanding these developments, surveying the extensive literatures which have developed around the concepts of both ‘Multi-level Governance’ and ‘Europeanisation’.  The second part of the course then turns to the detailed, empirical examination of the differing patterns of adaptation to and engagement with the European level of governance which have been displayed by national and sub-national institutional actors. A series of thematically focused sessions will deal with national executives, parliaments, parties, and sub-national authorities.

Individual research project (80% written assignment ; 20% presentation)

Selected Bibliography

•  

Hooghe, Liesbeth and Gary Marks (eds.), Multi-level Governance and European Integration (Lanham, MD: Rowman and Littlefield, 2001).

•  

Baisnée, Olivier et Romain Pasquier (eds.). L’Europe telle qu’elle se fait: Européanisation et sociétés politiques nationales (Paris : CNRS Editions, 2007)

•  

Featherstone, Kevin and Claudio Radaelli (eds.), The Politics of Europeanization (Oxford: Oxford University Press, 2003).

•  

Graziano, Paulo and Maarten P. Vink (eds.). Europeanization: New Research Agendas (Basingstoke: Palgrave, 2007).

•  

Harmsen, Robert and Thomas M. Wilson (eds.). Europeanization: Institutions, Identities and Citizenship, Yearbook of European Studies No. 14 (Amsterdam/Atlanta: Rodopi Press, 2000).

•  

Ladrech, Robert. Europeanization and National Politics (Basingstoke: Palgrave MacMillan, 2010).

•  

Bulmer, Simon and Christian Lequesne (eds.). The Member States of the European Union (Oxford: Oxford University Press, 2013/ Second edition05).

•  

Leruth, Benjamin, Nicholas Startin and Simon Usherwood (eds.). The Routledge Handbook of Euroscepticism (London: Routledge, 2017).

•  

Schmidt, Vivien. Democracy in Europe: The EU and National Polities (Oxford: Oxford University Press, 2006).

•  

Zeff, Eleanor E. and Ellen B. Pirro (eds.). The European Union and the Member States (Boulder, CO: Lynne Rienner, 2015/ Third edition). 

 

• Course title: Introduction to Quantitative Research Methods
• Number of ECTS: 5
• Course code: GOVEUROP-64
• Module(s): Module 2 – Mandatory Courses
• Language: EN
• Mandatory: Yes

Research in political sciences often involves developing theories and “testing” them using some data. Even in the absence of well-articulated theoretical arguments, it is common practice to examine the relationship between variables and to evaluate the existence and strength of some plausible mechanisms linking various phenomena.

The objective of this course is to go through the process of conducting such research using quantitative methods – formalizing relationships, translating concepts into measurable variables, collecting data, analyzing data, testing formal hypothesis. Advantages and weaknesses of different approaches will be presented and emphasis will be put on the importance of thinking about the research design (contrasting observational studies and experimental designs).

At the end of the course, students should

–       be able to read and interpret quantitative research results with a critical eye;

–       understand key statistical concepts and be familiar with regression analysis — the workhorse of quantitative research;

–       be aware of the main challenges and pitfalls in addressing research questions with quantitative methods and the importance of adequate designs;

–       be able to analyze a set of data and run a small-scale quantitative research project;

–       be familiar with statistical and data management software (Stata).

The first part of the course will be devoted to the formulation of research questions and the translation of these questions into hypotheses testable with quantitative methods. The process involves the identification of potential mechanisms that may lead to a relationship between an independent variable of interest (the cause) and a dependent variable (the outcome). It requires an operationalization stage in which potentially abstract or theoretical concepts are translated in measurable quantities. It finally requires a (research) design such that data on the outcome and the cause are collected in such a way that a formal hypothesis can be formulated and confronted to the data to assess the existence of the causal relationship.The second part of the course will first review some basic statistical concepts and will then focus on regression analysis – the workhorse of quantitative research. We will examine univariate and multivariate regression and will see how variables of different types (categorical, continuous, dichotomous) are handled. We will see how regression analysis is used to test hypotheses and answer research questions and will discuss the conditions under which regression analysis can identify the causal relationships formulated in the first part of the course.The third part of the course will cover the issue of statistical inference, that is, how it is possible to make inferences generalized to an entire population on the basis of only a sample of cases. We will discuss survey design and how samples are drawn, the notion or representativity, and statistical uncertainty.Throughout the whole course, we will illustrate concepts and methods with “real life” datasets and we will run practical sessions during which students will be handling datasets and will apply quantitative methods. To do so, participants will learn the statistical software Stata for their data management and statistical analysis. Stata is flexible yet easy to use and is one of the most common software packages for statistical analysis.

 

Students will be evaluated on the basis of an essay. The essay will consist of a small-scale quantitative analysis. Exploiting the existing survey data from election studies, students will need to elaborate a research question and implement a simple empirical analysis for validating/falsifying the hypothesis emanating from the research question. The essay (2,500- 3,500 words long) will describe the question, describe the data and the operationalization adopted, briefly outline the methodology, then present and interpret the results.

Students will present their essay orally during the exam period.

The written essay will be due on June 5, 2024, 23:59.

 

Box-Steffensmeier, Janet, Henry E. Brady, and David Collier, eds., Oxford Handbook of Political Methodology. Oxford: Oxford University Press, 2008.

Bryman, Alan, Social Research Methods, Oxford: Oxford University Press, 2004.

Cunningham, Scott, Causal Inference: The Mixtape, Yale University Press, 2021. https://mixtape.scunning.com/

Field, Andy, Miles, Jeremy and Zoë Field, Discovering Statistics Using R, Sage Publications, 2012. https://www.discoveringstatistics.com/

Hardy, Melissa and Alan Bryman, Handbook of Data Analysis, Sage, 2004.

Imai, Kosuke, Bougher, Lori D., Quantitative Social Science: An Introduction in Stata, Princeton University Press, 2021.

Mehmetoglu, Mehmet and Tor Georg Jakobsen, Applied Statistics Using Stata: A guide for the social sciences, Sage, 2017.

Newbold, Paul, Statistics for Business and Economics, 3rd Ed., Prentice-Hall International, 1991. (Or any more recent edition.)

Rabe-Hesketh, Sophia and Brian Everitt, A Handbook of Statistical Analysis Using Stata, 3rd Ed., Chapman-Hall, 2004.

Spiegelhalter, David, The Art of Statistics: Learning from Data, A Pelican Book, 2019.

Winston, Wayne L., Analytics Stories: Using data to make good things happen, Wiley, 2021.

• Course title: The Political Economy of European Integration
• Number of ECTS: 5
• Course code: GOVEUROP-35
• Module(s): Module 2 – Mandatory Courses
• Language: EN
• Mandatory: Yes

Students are expected to finish the course with a good familiarity of the main EU economic policy areas.

Students are expected to be able to apply the main concepts of, and approaches to, political economy to understand these policy areas and European economic integration more generally.

This course explores European economic integration and the major economic policies of the European Union as a response to domestic and global economic and political challenges. The different perspectives developed in the study of European integration and international and comparative political economy will be applied to explain economic integration. European integration has both embodied the principles of economic liberalism – for example, market integration and Competition Policy – and distorted (or ‘cushioned’) the application of these principles – notably through the so-called level playing field legislation in social policy and environmental policy, the operation of the Common Agricultural Policy and the financial assistance provided through regional policy. Several seminars will focus on the main current debates on euro area governance (fiscal, macro-economic and monetary policies). The instruction of the course assumes that most participating students have studied the first semester Système Politique de l’Union Européenne and International Political Economy courses (or the equivalents elsewhere) and have a basic grasp of the main economic concepts (e.g. what is inflation, what are interest rates, etc.).

70% examination; 30% short essay (1000-1500 words).  Possible exam questions (from which actual exam questions will be drawn) will be given to students in advance. The essay will involve a critical application of a political economy concept (e.g., moral hazard) and / or approach (e.g., neo-mercantilism) to an EU socio-economic policy area (e.g., fiscal policy / trade policy)

Selected Bibliography

Howarth, David and Sadeh, Tal, The Political Economy of Europe’s Incomplete Single Market (editor with Tal Sadeh), London: Routledge, 2011.  Also available as a journal special edition: Journal of European Public Policy, December 2010, Vol. 17, no. 7, The Political Economy of European Market Integration.

Jabko, Nicolas, Playing the Market: A Political Strategy for Uniting Europe, Ithaca:  Cornel University Press.

Hodson, Dermot, Governing the Euro area in Good Times and Bad, Oxford: OUP, 2011.

Useful chapters on specific EU economic policies can be found in the following textbooks:

Cini, Michelle & Perez, N. eds. (2013), European Union Politics, 4th edition, Oxford and New York: Oxford University Press.  

Wallace, H., Pollack, M., Young, A. (2010) Policy-Making in the European Union, Oxford and New York: Oxford University Press.   (This is somewhat out of date but it remains one of the best textbooks on EU policies ever published.)

• Course title: European and International Human Rights Systems
• Number of ECTS: 5
• Course code: GOVEUROP-56
• Module(s): Module 2 – Optional courses
• Language: EN
• Mandatory: No

Upon completion of this course students should have:

            – A good understanding of the concept of human rights and major current critiques across a range of disciplinary contexts

            – An ability to analyse human rights questions in relation to governance and public policy issues

            – A detailed understanding of the main components of the contemporary European human rights regime (ECHR, EU, OSCE)

            – A broad familiarity with other regional and international mechanisms of human rights promotion and protection

            – A demonstrated ability to design and execute a research project examining governance or public policy issues in relation to human rights within the scope of a case study

This course provides an advanced-level survey of the politics of human rights focusing on European developments placed within wider international contexts. The core focus of the course is on human rights understood in relation to issues of governance and public policy. The course introduces students to broad interdisciplinary debates surrounding the concept of human rights and major contemporary critiques, before turning in more detail to political science literatures that probe the conditions in which human rights may be made effective. Detailed empirical examinations are undertaken of the institutional system surrounding the European Convention on Human Rights, the internal and external protection and promotion of fundamental rights by the European Union, and the human rights related activities of the Organisation for Security and Cooperation in Europe. The European human rights regime is further compared to other regional human rights regimes (notably its Inter-American and African counterparts) and contextualised relative to the wider international system (including both the United Nations treaty bodies and more specialised regimes). The course concludes with an examination of selected current research projects and provides students with the opportunity to undertake and present their own research in the area.

70% Research Paper; 30% Presentation(s) and Participation

• Course title: Comparative Politics
• Number of ECTS: 5
• Course code: GOVEUROP-53
• Module(s): Module 2 – Optional courses
• Language: EN
• Mandatory: No

 

Overview of the Course

 

The goal in this course is to develop the skills for evaluating and constructing causal arguments about politics across time and space. The course is conceptualized as a seminar, which means that discussion and active participation by all students are essential and attendance is mandatory. We will review a considerable range of theoretical literatures in comparative politics and study their empirical application in a variety of countries and time periods. While reading and writing assignments in this course will be demanding, they will also enable students to make substantial strides in improving their own research and analytical competences, as well as prepare them for further study or policy work.

 

 The course is divided into five major thematic areas: Methods and TheoriesStates, Regimes, and TransitionsDemocracy and its DiscontentsInstability and ConflictAggregating PreferencesQuality of Governance Students will be expected to cover the readings prior to class time, since that will be indispensable for the quality of discussion, debate, and deliberation in the seminar.  This process of joint inquiry will be essential for the success of the students’ course experience.

 

Students’ grades will be based on:

 

Consistent preparation and active class participation (30%).

One short (10-15 minutes) presentation of weekly readings (10%) In addition to this, students will have a choice of how to earn the remaining 60% of their grade. They could write either: 

Four short (about 1000 words) reading response papers in any four weeks of the term (15% for each paper), or:

Final paper (3000-4000 words), due on 1 July, giving students a chance to synthesize and analyze some important themes from the course (60%). Topics will be agreed upon with the instructor by Week 12.

 

Each week, readings representing the contemporary frontier of research in the field on the given topic are assigned. Some of the readings also come from: Carles Boix and Susan Stokes. The Oxford Handbook of Comparative Politics (7th edition). Oxford University Press. OHCP is also a useful source for more foundational readings on different topics that students may find useful.

 

• Course title: Europe and Global Economic Diplomacy
• Number of ECTS: 5
• Course code: GOVEUROP-49
• Module(s): Module 2 – Optional courses
• Language: EN
• Mandatory: No

The aim of the course is to enable students to develop an advanced understanding of the most important issues in the field of modern economic diplomacy. On completion of this course, students should have acquired:

 

A good familiarity of the logic, theory, and practice of economic diplomacy.

 

An apprehension of the complexities of the interaction between international politics, including security, and international economics, and specifically trade and development.

 

A grasp of institutional setting and processes of the main European and Global economic diplomacy actors, especially of multilateral actors, with emphasis upon the International Financial Institutions (IFIs), in view of their increased momentum following the economic crisis, and the increased Official Development Aid (ODA) requirements for achieving the UN goals.

 

Analytical skills and critical thinking regarding the evolving nature of economic diplomacy and an ability to apply main concepts of and approaches to economic diplomacy at the state and non-state level.

Through globalisation countries have become more interdependent economically and, state, as well as non-state actors struggle more than ever to achieve the right mix of external economic policies. Early in 2016, EU leaders called for improving the EU’s economic diplomacy profile, in light of the prediction that 90% of world growth is expected to happen outside the Union over the upcoming decade. Emerging economies are not only growing fast but moving up the value chain and strengthening their economic diplomacy, especially in view of protectionist tendencies in the US and other developed countries. An immediate challenge of global trade shrinkage, more severe at any time since the 1930s, is feared – despite the proliferation of free trade agreements and increased Foreign Direct Investment (FDI) flows. ODA increases, while the gap between developed and developing countries widens. State and non-state actors, including international organisations intensify their efforts in order to shape the globalised world.

 

Essay (1500 words) 70%, class participation 30%

 

Bibliography:

·      

Bayne, N., Woolcock, S., The New Economic Diplomacy. Decision-making and Negotiation in International Economic Relations, Ashgate, Aldershot, 2011.

·      

Woolcock, S., European Union Economic Diplomacy. The Role of the EU in External Economic Relations, Ashgate, Farnham, 2012.

·      

Lee, D., Hudson, D., The old and new significance of political economy in diplomacy, Review of International Studies, 2004, 30, 343-360.

·      

Lee, D., Hocking, B., ‘Economic Diplomacy”, The International Studies Encyclopedia, Vol. II, pp 1216-1227., Wiley Blackwell, 2010.

·      

Saner, R;, Yiu, L., ‘International Economic Diplomacy: Mutations in Post-modern Time’, Discussion Papers in Diplomacy, Netherlands Institute of International Relations ‘Clingendael’, 2001.

·      

Karns, M., P., Mingst, K.,A., Stiles, K., W.,  International Organizations: The Politics and Processes of Global Governance, Third edition, Lynne Rienner Publishers, 2015. 

• Course title: European Union in World Affairs
• Number of ECTS: 5
• Course code: GOVEUROP-26
• Module(s): Module 2 – Optional courses
• Language: EN
• Mandatory: No

Upon successful completion of this course students should:Have a good knowledge of the institutions and procedures developed in the field of EU external action;Have an advanced understanding of the strategic objectives of the Common Foreign and Security Policy and Common Security and Defence Policy and of the current plans for and achievements in their implementation;Be able to discern and evaluate the interests of various EU international partners and competitors and interpret their interaction;Be able to analyse the key areas of EU’s regional and global influence including the European Neighbourhood Policy, trade, enlargement, civilian and military missions and EU’s development assistance and humanitarian aid;Acquire relevant analytical tools for explaining in a critical and independent manner the current and future EU foreign policy trends.

The course provides an overview of the evolution of foreign, security and defense policies of the European Union and its member states as distinct actors in world affairs. It focuses on the interplay between institutions and member states in their interaction with non-EU partners and competitors, and on the current intricated European foreign policy decision-making mechanisms.The first section of the course draws from international relations and European integration theories to present the conceptual debates on the EU’s changing role in foreign affairs. Key questions include: Is the European Union a different kind of power – “quiet”, “civilizing”, “normative”? How effective are the foreign and security policy frameworks in the post-Lisbon Treaty context? How can we make sense of leitmotifs such as “effective multilateralism”, “comprehensive approach”, “resilience”, “human security”?The second section takes a more practical approach to analyzing the EU and member states’ relations with major players of the international system. It introduces the dynamics of the transatlantic relations, the current EU-China and EU-Russia relations. Students will be also able to critically evaluate the EU policies towards its Eastern and Southern neighborhoods.The final section assesses the evolution of the Common Security and Defence Policy, the internal-external security nexus, the new threats and challenges to the stability of the European security architecture. Internal crises and recurrent weaknesses of the Union and revitalization projects impact also common foreign and security policies and the international identity of the EU. The implications of Brexit for CFSP and CSDP will be investigated in this context.

Students will be expected to write a 15-page research essay on a set topic (75%). In class presentation / leading the discussion (25%). Final mark adjustment – up to 10 percent for exceptional class participation.

BibliographyBakardjieva Engelbrekt A., Bremberg N., Michalski A., Oxelheim L. (eds) The European Union in a Changing World Order. Palgrave Macmillan, Cham, 2020Biscop, Sven. Peace Without Money, War Without Americans. Can European Strategy Cope? Farnham: Ashgate, 2015.Bradford, Anu. The Brussels Effect : How the European Union Rules the World, Oxford University Press USA – OSO, 2020Chaban, Natalia and Martin Holland (eds.), Shaping the EU Global Strategy : Partners and Perceptions, Springer International Publishing AG, 2019Hill, Christopher, and Michael Smith, eds. International Relations and the European Union. Oxford: Oxford University Press, 2017 (Third Edition).Holman, Otto. Global Europe, Amsterdam: Amsterdam University Press, 2019Keukeleire, Stephan, and Jennifer MacNaughtan. The Foreign Policy of the European Union. Basingstoke: Palgrave Macmillan, 2014 (Second Edition).Morillas, Pol. Strategy-Making in the EU : From Foreign and Security Policy to External Action, Springer International Publishing AG, 2019Peters, Ingo, ed. The European Union’s Foreign Policy in Comparative Perspective. Beyond the “Actorness and Power” Debate. London: Routledge, 2016.Shared Vision, Common Action: A Stronger Europe. A Global Strategy for the European Union’s Foreign and Security Policy , June 2016, available at: https://europa.eu/globalstrategy/en/global-strategy-foreign-and-security-policy-european-unionSmith, Karen E. European Union Foreign Policy in a Changing World. Cambridge: Polity Press, 2014 (Third Edition)Tocci, Nathalie. Framing the EU Global Strategy : A Stronger Europe in a Fragile World, Springer International Publishing AG, 2017Westlake, Martin (ed.) The European Union’s New Foreign Policy. Palgrave Macmillan, Cham., 2020Additional bibliographical sources will be regularly uploaded on Moodle.

• Course title: Sustainable Development in Practice
• Number of ECTS: 5
• Course code: GOVEUROP-52
• Module(s): Module 2 – Optional courses
• Language:
• Mandatory: No

Upon completion of the course, students should be able to:

identify the major theoretical paradigms pertaining to sustainable development, including their underlying concepts and methodological approaches;

recognize sustainable development strategies in different world regions;

understand the methodological bases for the comparative examination of sustainable development policies at different levels of governance;

discuss the challenges to sustainable development faced by practitioners;

examine the similarities and differences between the strategies that practitioners utilize to promote sustainable development in different areas of the world;

This course introduces students to the most important themes and challenges related to sustainable development through interactive dialogue with development practitioners on different continents. The course puts students in touch with development actors who can present the day-to-day challenges that the conception and implementation of sustainable development policies present as well as the strategies utilized to overcome these issues. Through these exchanges, students are introduced to the main issues, concepts and theories in sustainable development. The course is organized around three sections. First, students will meet with the course instructors who will introduce the conceptual and methodological bases for research on development policy.  Students will receive background training and they will be prepared for participative learning once the exchanges with practitioners begin. The second part of the course will be composed of discussions with practitioners where students will have the opportunity to pose questions concerning the definition and implementation of sustainable development strategies. During the third and final part of the course, students will meet with instructors and their counterparts in order to discuss the most salient issues that arose during the discussions with practitioners.

Course grades will be established through the following: 

1) 10 % will be based on class participation and attendance of the course sessions;

2) 30% of the grade will be based on  “rumination sheets” submitted in the form of a portfolio/journal at the end of the course; and 

3) 60% of the grade will be based on a final research paper based on one or more of the theoretical/conceptual/methodological approaches selected by the student and integrating related issues discussed during sessions with policymakers/practitioners.

• Course title: European Welfare States
• Number of ECTS: 5
• Course code: GOVEUROP-59
• Module(s): Module 2 – Optional courses
• Language: EN
• Mandatory: No

Upon leaving this course students will be able to:·      Describe the contours of social policy across policy areas, across countries, and over time·      Analyze the extent to which social policies redistribute resources such as income·      Assess whether and how well the stated goals of specific social policies correspond with the observed outcomes of those policies

This course explores the ways in which European countries distribute and alleviate risk through social policy. Our discussions will be motivated by questions such as: What counts as social policy and what philosophy of rights guides policymaking in this area? How did the welfare states of European countries differ as they developed from the post-WWII period forward? How much do social policies redistribute across different income and wealth levels, across gender, and across the life course? This course examines key social policy areas (e.g. pensions, anti-poverty programs, work-family programs, housing programs) and an array of policy tools (e.g. cash benefits, benefits in kind, regulations, tax expenditures). In doing so it emphasizes the political nature of social policy, which is ultimately embedded in the distribution of benefits to different segments of society. Students will have the opportunity to engage in hands-on data analysis of social policies from a comparative perspective.

Evaluation: 80% Final Research Paper; 20% Presentation. Grades may be adjusted by up to 10% to reflect the level of active participation in the course.

• Course title: Political Communication in Comparative Context
• Number of ECTS: 5
• Course code: GOVEUROP-58
• Module(s): Module 2 – Optional courses
• Language: EN
• Mandatory: No

News media are among the most significant political institutions worldwide. In fact, researchers in political communication look toward the “mediazation” of politics as part of the “globalization” of information among many other global market goods. In the US, news media have existed as a political force for decades. As a result, much of the early scholarship about the relationship between news media and government reflect the legal and regulatory environment that is particular to the US case. Even so, the concepts developed in this research––such ideas as “agenda setting” and “gatekeeping”––speak to a core concern that transcends the US context: do news organizations represent a conduit for government (and other authorities) ideation and aims in a symbiotic relationship, or do news media represent a critical, adversarial institution that holds authorities accountable for their roles in preserving an open society? The changing landscape of media—from new media such cable TV to the new, new media of Internet, twitter, and smart devices—has added new terms to this primary question and enlarged the range of cases to be studied. Comparative research among diverse political cultures, institutions, and regulatory regimes governing news gathering and broadcast is vital for understanding the current information environment and its relationship to politics and policy, both globally and within a given polity. This relationship and the information environment it shapes is the focus of our course. Our readings and research compare political communication, particularly the institutions of news media, in the US, UK, EU, and member state cases, focusing attention on the explicitly political coverage of these polities’ general elections. We will be especially attentive to the ways in which the pandemic influenced election communication and news coverage from 2019 to 2021 and the continuing influence of military conflicts, climate change/threat, and trade wars on elections 2023-2024.

• Course title: Public Policy Analysis
• Number of ECTS: 5
• Course code: GOVEUROP-13
• Module(s): Module 3
• Language: EN
• Mandatory: Yes

On successfully completing this course, students be able to:

·     Explain and apply core theoretical approaches and conceptual frameworks used in the analysis of public policy.

·     Outline the main stages in the policy-making process, and explain their (non-linear/recursive) relationships to one another.

·     Describe and analyse the main stages and dynamics of European Union policy-making processes.

This course introduces the principal concepts used in the analysis of public policy, providing frameworks that may be used to structure the understanding of the different policy sectors empirically examined in other core Semester 3 courses.  The course is centrally structured around the heuristic device of a ‘policy stages’ approach, looking in turn at the agenda-setting, formulation, decision-making, implementation, and evaluation phases of the policy-making process.   For each topic, both the general frameworks developed in the wider public policy literature and more specific applications in the context of the EU are examined.  The course further encompasses a discussion of a number of other key topics, including: policy narratives and discursive approaches to the study of public policy; logics of policy transfer understood in relation to processes of globalisation and Europeanisation; and ‘policy failures’.

70% written examination ; 30% group presentation.

Grades may be adjusted by up to 10% to reflect the level of active participation in the course.

 

Core Texts

 

Howlett, Michael, M. Ramesh and Anthony Pearl. Studying Public Policy: Policy Cycles and Policy Subsystems. (Oxford: Oxford University Press, 2009/Third edition).

 

Versluis, Esther, Mendeltje van Keulen and Paul Stephenson. Analyzing the European Union Policy Process. (Basingstoke: Palgrave MacMillan, 2011).

 

Selected Further Reading

 

Balla, Steven J., Martin Lodge and Edward Page (eds.), The Oxford Handbook of Classics in Public Policy and Administration (Oxford: Oxford University Press, 2015)

 

Baumgartner, Frank R. and Bryan D. Jones. Agendas and Instability in American Politics (Chicago: University of Chicago Press, 1993).

 

Boussaguet, Laurie, Sophie Jacquot and Pauline Ravinet (eds.), Une “French Touch” dans l’analyse des politiques publiques?(Paris: Presses de Sciences Po, 2015).

 

Boussaguet, Laurie, Sophie Jacquot et Pauline Ravinet (eds.), Dictionnaire des politiques publiques (Paris: Presses de Sciences Po, 2014/quatrième édition).

 

Faure, Alain, Gilles Polet et Philippe Warin (éds.). La construction du sens dans le politiques publiques : Débats autour de la notion de référentiel (Paris: L’Harmattan, 1995).

 

Hood, Christopher and Helen Z. Margetts. The Tools of Government in the Digital Age (Basingstoke: Palgrave MacMillan, 2007/Second edition).

 

Kingdon, John. Agendas, Alternatives and Public Policies (New York: Longman, 2003/Second edition).

 

Lascoumes, Pierre et Patrick Le Galès (eds.). Gouverner par les instruments (Paris: Presses de Science Po, 2004).

 

Moran, Michael, Martin Rein and Robert F. Goodin (eds.), The OxfordHandbook of Public Policy (Oxford: Oxford University Press, 2008).

 

Muller, Pierre. Les politiques publiques. (Paris: PUF, 2015/11eme édition).

• Course title: International Development, Sustainability and Policy Coherence
• Number of ECTS: 5
• Course code: GOVEUROP-44
• Module(s): Module 3
• Language: EN
• Mandatory: No

·     To introduce students to predominant theories of development

·     To introduce students to development strategies in the context of globalization through discussions with development actors

·     To provide an understanding of the social and environmental impacts of development strategies

The field of international development is generally analyzed in terms of policy effectiveness or moral issues related to the imbalance of wealth in the global arena. Such approaches have often limited development debates to material questions focusing on issues such as: the commitment of advanced industrial states to development through public investment; the efficiency with which funds are distributed in development strategies; the moral/political objectives that often are associated with development aid, microfinancing, etc.This course aims to build on this approach to international development by examining cooperation within the context of social cohesion. The premise on which this course is based contends that development is not simply an economic issue because it relates to various relationships between different actors in global affairs, such as: international organizations, states, civil society, individual citizens and economic organizations and companies. Thus, the course asks: “What impact do European actors (including Luxembourg) have on international relationships within the framework of international development?” The course proposes a series of debates, each one focusing on a specific topic related to social cohesion and international cooperation. Following a general introduction by the course instructors, the course will be centered on discussions with practitioners and experts in the field of international development.

Final Grade: Students must submit a 15-20 page (double spaced) research paper on a topic of their choice that is related to sustainability or development by 19 January 2024.

 

The paper should include the following elements:

 

                     Introduction

Including Research Question to which the paper responds

                   Literature Review

                 Conceptual Approach or Hypotheses

                Methods

                  Empirical Research

                Conclusion

 

Bibliographie 

 

Amartya Sen. Development as Freedom. Anchor, 2000.

 

Jeffrey Sachs. The End of Poverty. Penguin, 2006.

 

J. Timmons Roberts and Amy Bellone Hite. The Globalization and Development Reader: Perspectives on Development and Global Change. Wiley Blackwell 2007.

 

(optional) Harlan Koff. Social Cohesion in Europe and the Americas. PIE-Peter Lang, 2009.

• Course title: The European Union & Finance
• Number of ECTS: 5
• Course code: GOVEUROP-54
• Module(s): Module 3
• Language: EN
• Mandatory: No

U

pon successful completion of this course, students should have acquired:

A basic knowledge of the historical evolution of European / EU banking regulation and supervision.

A familiarity of the main prudential regulatory and supervisory issues and debates and the preference of different member states on these issues.

A good understanding of the main institutional / policy elements of Banking Union and the negotiating position of different EU institutions and member states on these elements.

A basic understanding of the real and potential impact of Banking Union upon European integration and upon the operation of EU-headquartered banks.

An appreciation for the academic (political science and political economy) debates on Banking Union.

This course provides an advanced-level and specialized analysis of a major current topic of EU Economic Governance: the construction of Banking Union. This course will critically consider political economy and public policy perspectives on banking regulatory and supervisory matters and the role of the different institutions involved. The instruction of the course assumes that most participating students have studied the first year International Political Economy course and the Political Economy of European Integration course (or the equivalent elsewhere) and have a grasp of the basics (e.g. what is bank capital). 

60% exam, 30% simulation summary, 10% participation.

• Course title: European History since 1945
• Number of ECTS: 5
• Course code: GOVEUROP-61
• Module(s): Module 3
• Language: EN
• Mandatory: No

Students will be assigned a shorter set of mandatory readings plus a broader list of background readings and sources that interested students can use to deepen their understanding of the topic at hand. Students will be expected to cover only the mandatory readings prior to class time, since that will be indispensable for the quality of discussion, debate, and deliberation in the seminar.  This process of joint inquiry will be essential for the success of the students’ course experience.

This course is a survey of European history since the end of World War II. Although the focus is clearly on political history, significant attention will also be devoted to contextualizing the evolution of European politics over the past eight decades into broader social, cultural, and economic developments. The principal aim of the course is to enable students to better understand the historical foundations of contemporary European politics: from the catastrophic destruction in World War II, through the division of the continent in the Cold War, the subsequent attempts at creating “Europe whole and free”, and the current challenges to Europe’s economic and security structures. The course is conceptualized as a seminar, which means that discussion and active participation by all students are essential and attendance is mandatory.

Students’ grades will be based on:

 

a)    

Consistent preparation and active class participation (20%).

One paper (about 2000 words) on any topic related to the period 1945-1989 (i.e. related to weeks 2-8 on the reading list) (35%) due on the last day of class.

One paper (about 2000 words) on any topic related to the period 1989-present (i.e. related to weeks 9-13) (35%) due on 1 February 2024.

One 10-minute presentation (no visual aids like Powerpoint allowed) on the weekly topic in any week except week 1 (10%).

 

Each week, readings come from a variety of sources and authors. Students are only required to read the mandatory reading assigned for that week (marked below with a



), whereas the remaining readings (marked with a ○) are there for background and as a starting point for papers. There is no one textbook nor is there one history that the students should rely on. That said, if the students feel the need to have an overarching narrative to follow through most of the semester, they can consult:

 

Judt, Tony (2005) Postwar: A History of Europe Since 1945. New York, NY: Penguin Press.

Ther, Philipp (2018) Europe Since 1989: A History. Princeton, NJ: Princeton University Press.

 

In some weeks, films are also assigned as background material, and as a way to help the students better understand the social and cultural context of the period. All films are available at the LLC. Alternatively, they can be found on various streaming services. Students are expected to watch the films prior to class time, as they will inform the discussion during the class.

 

For solid advice on how to write the two papers, see:

https://www.awelu.lu.se/genres/student-writing-genres/the-essay-format/three-part-essays/

• Course title: Transatlantic Relations
• Number of ECTS: 5
• Course code: GOVEUROP-34
• Module(s): Module 3
• Language: EN
• Mandatory: No

 

Upon successful completion of this course students should: 

Have a good knowledge of the structural changes in the international system and their impact on transatlantic relations; 

Have an advanced understanding of the recent historical evolution of the relations between the US and Canada and the European states; 

Be able to discern and evaluate the interests of various transatlantic actors and interpret their interaction;

Be able to analyse the core issues of the EU – NATO strategic partnership, the logic of NATO transformation and the recent evolution of CSDP; 

Acquire relevant analytical tools for explaining in a critical and independent manner the current and the future transatlantic trends.

The course provides an overview of the political, diplomatic, security and defence dimensions of the transatlantic relationship after the end of the Cold War. It focuses on the main transatlantic actors and institutional frameworks, and on their responses to the structural changes in the international system.The first section of the course investigates both recurrent features and transformations of the transatlantic partnership from the fall of communism, the “unipolar moment” and building of the new European security architecture to 9/11 and the divergent reactions of European allies and to the current rise of new powers and the shift towards a multipolar global system. The impact of the war in Ukraine and the aftermath of the pandemic crisis on transatlantic relations and the international system will also be considered.Students will critically evaluate the transatlantic and foreign policy implications of EU’s internal evolutions and of changes brought by the Trump and Biden Administrations in their relationship with the EU and other major international actors. US developments post-Afghanistan and, in particular, on the response to Russia’s aggression and their potential impact on the relations with EU and EU MS will be the focus of interactive presentations through the entire duration of the course.The second section looks on transatlantic security and defence issues, on new threats and the existential challenge of Russia’s war of aggression in Ukraine on European and global security. It explores the transatlantic dimensions of the EU Global Strategy implementation (including the Strategic Compass) through specific case studies. It evaluates current developments in NATO policies and actions and the perspectives of EU-NATO strategic partnership.The final section focuses on current transatlantic trends: the U.S. and EU “grand strategies” in the post unipolar world; the challenges to multilateralism and the “America first” agenda; the revitalisation of collective defence following the war in Ukraine, the withdrawal from Afghanistan and the search for European strategic autonomy.

Students will be expected to write a 15-page research essay on a set topic (75%). In class presentation / leading the discussion (25%). Final mark adjustment – up to 10 percent for exceptional class participation.

• Course title: Democracy, Conflict, and Development
• Number of ECTS: 5
• Course code: GOVEUROP-66
• Module(s): Module 3
• Language: EN
• Mandatory: No

The international community proposes numerous supposed “truths” in relation to the notion of peace. The first, is that good quality democracy prevents conflict and promotes sustainable development. A second widespread belief is that development defined as economic growth decreases potential for conflict. Third, sustainable development as a long-term global agenda cannot be satisfactorily pursued in global affairs because of the immediacy of conflict in the world today. This course critically addresses these widespread beliefs through conceptual and empirical discussions.

The learning objectives are:

To investigate the relationship between quality of democracy and both conflict and development

To understand conflict as a multidimensional phenomenon

To discuss how sustainable development can be pursued in conflict areas

To unpack peace paradigms in global affairs

4000-word research paper on a topic of their choice that is related to the themes of the course (60%). Due on 31 January 2025. Topic to be agreed with either one of the lecturers by the last day of class on 11 December 2024.

One 1000-1500 word “response” to weekly readings from a section of the course as an introduction to the topic (30%)

Class attendance and participation (10%)

Course Readings

: Articles placed on moodle

• Course title: Social Europe
• Number of ECTS: 5
• Course code: GOVEUROP-63
• Module(s): Module 3
• Language: EN
• Mandatory: No

Upon successfully completing this course, students should be able to:

 

–       Describe the philosophical and political underpinnings of the European social model

–       Analyse what a “strong Social Europe” looks like to Europeans, and describe the range of opinions about EU social policy

–       Assess the extent to which a multi-level system of governance shapes poverty, inequality, and work, and describe the process through which it happens

–       Develop an informed view of whether the EU is a convergence-inducing social policy actor

Has social policy in the EU been crafted to pursue goals like social inclusion, or has it developed only insofar as it aids in economic integration and the free movement of people? This course takes stock of the European social model as it has developed over time by assessing its driving forces, considering the ways in which EU social policy interacts with national welfare state histories, and examining the dynamics of convergence and divergence in social policy during each stage of EU enlargement. It also surveys the main characteristics of the social policies themselves, including regulations and protections on working life, poverty, and health, as well as questions of race, gender, and generational equality within and across member states.

Evaluation: 70% final research paper; 20% midterm essay; 10% active participation in the course

• Course title: The EU from inside
• Number of ECTS: 5
• Course code: GOVEUROP-57
• Module(s): Module 3
• Language: EN
• Mandatory: No

 

Upon completion of this course, students should:

have a good understanding about the key policy areas and its actors;

be able to analyse the potential future developments of the EU;

be able to apply the basic techniques in preparing a policy briefing; 

and be able to use the “scenario method” and apply it to issues analysed;

 

This course is looking at key policy areas of the EU and its internal functioning. Based on the historical evolution, concrete experiences inside the institutions and current discussions, students will discuss potential future scenarios. With a view to clarify the many aspects of the legislative cycle, the course will compare a scientific model with the reality inside the institutions. The construction of the EU will be analysed including its institutions, the often unknown but powerful actors or the stringency of policy decisions. The EU’s narrative of peace and prosperity is ever more questioned. There are growing concerns that the EU interferes too much on the sovereignty of nation states while being too slow in acting at the international scene or in crisis situations. In a generally more volatile environment, the question of the EU’s present and future role arises. This has inevitably influence on the institutional balance. The course will describe policy formulation and analyse concrete policy proposals. The way to form majorities is being discusses as well as other forms of legislation. Besides looking at institutional issues such as the alleged democratic deficit, the following policy areas will be addressed:Trade and industry policiesDefence policyEnlargement policy Practical exercises are:Presentations by participantsPolicy briefingNegotiation role playReading between the linesMedia trainingScenario buildingVisit to the EU institutions including exchanges with different decision makers

 

30% of the students’ grades will be based on a presentation and their general participation during the course.

30% of the students’ grades will be based on an assignment for a policy briefing.

40% of the students’ grades will be based on the final assignment on building a scenario.

 

 

Selected Bibliography

The European Union: Politics and Policies by Jonathan Olsen and John McCormick

The Routledge Handbook of European Public Policy (Chapters 2 to 5, 18 – 21, 25 to 30) by Nikolaos Zahariadis and Laurie Buonanno

The History of the European Union: Constructing Utopia (Chapters 3, 7, 8, 10, 25 to 27) by Guiliano Amato, Enzo Moavero-Milanesi, Gianfranco Pasquino and Lucrezia Reichlin

Europeanisation and the Transformation of EU Security Policy by Petros Violakis

Last Train West -Revisiting Romania’s Accession to the EU by Jochen M. Richter

Brexit and its Aftermath by Sophie Loussouarn

The limits of Europe by Frits Bolkestein

A history of democracy in Europe by Antoine de Baecque                      Further reading will be available on Moodle.

• Course title: Digitalisation of Media and Democracy
• Number of ECTS: 5
• Course code: GOVEUROP-69
• Module(s): Module 3
• Language: EN
• Mandatory: No

At the end of this course, students should be able to:

– To understand the evolution and functioning of the information ecosystem.

– To understand the main issues facing the media in legal, democratic, economic and societal terms;

– To know the different professional journalistic practices and their developments;

– To be introduced to scientific literature in English and French in media studies to be able to build a solid analytical framework both for future academic research and for operational functions in the field of media, communication andpublic relations.

This course aims to familiarize students with the main social and democratic issues raised by the digitalization of the media.In particular, the course will deal with the effect of digitalization on the use of media (with a focus on social media and AI), the protection of fundamental rights, the economy and political independence of the media, the formation of public opinion, the media governance(including platforms) and the role of public service media and community media.The course attempts to adopts a global perspective by including cases from the EU, US and other countries from the “global south”. Attention will also be paid to the case of Luxembourg, drawing on data obtained as part of the “Media Pluralism Monitor” surveys which was launched in 2016.As part of the course, students will be invited to attend participate and the series of conference organized in the context of the project Medialux resulting from a collaboration scientific collaboration with the Department of Media, Connectivity and Digital Policy from the Ministry of State.

30% of the evaluation is based on active participation in the course.The remaining 70% of the evaluation will relate to a written work of 15-20 pages on questions and subjects related to the course.The precise themes of the work will be determined during the first sessions.The teacher will communicate with the students throughout the semester to follow the progress of the work.The last (two) session(s) will be reserved for the presentation and discussions of the work.

Reference readings

–       

Croteau, David and Hoynes, William, (2019), Media / Society: Technology, Industries, Content, and Users, Sage publication.

 

–       

Kies, R. and S. Lukasik, (2024), “Media Pluralism Monitor 2023: Luxembourg”, Centre of media pluralism and media Freedom, European University Institute, URL: https://hdl.handle.net/10993/59081

 

Other readings

Accardo, Alain (2007), Journalistes précaires, journalistes au quotidien, Paris : Agone (collection « Elements »).

Amiel, Pauline (2020), Le journalisme de solutions, Grenoble : Presses universitaires de Grenoble (collection « Journalisme en + »).

Aubenas, F., Benasayag, M. (2007), La fabrication de l’information, la découverte.

Benkler, Yochai, Faris, Robert and Roberts, Hal, 2018, Network Propaganda, Oxford University Press.

Berelson, Bernard ; Lazarsfeld, Paul F. ; Mc Phee, William N. (1954), Voting : a study of opinion formation in a presidential campaign, Chicago : The University of Chicago press.

Bernier, Marc-François (2021), Les journalismes. Information, persuasion, promotion, divertissement, presses, avec la collaboration de Thierry Watine, Laval : Presses universitaires de Laval.

Bourdieu, Pierre, 1996, Sur la télévision, Raison d’agir édition. 

Bousquet, F., Amiel, P. (2021), La presse quotidienne régionale. La Découverte.

Cardon, Dominique (2015), A quoi rêvent les algorithmes, Paris : Seuil (collection « la République des idées »).

Chambost, C. (2007),« La presse anglo-saxonne et la prédominance des faits : un constat toujours d’actualité ? », Cahiers de l’APLIUT, Vol. XXVI, n° 3, 42-52.

Charon, Jean-Marie ; Le Floch, Patrick (2011), La presse en ligne, Paris : La Découverte.

Chupin, Ivan ; Kaciaf, Nicolas ; Hubé, Nicolas (2012), Histoire politique et économique des médias en France, Paris : La Découverte.

Coutant, Alexandre (2016), « “Vu sur Facebook !” : l’impensé des médias socionumériques », Dans Pascal Robert (dir.) 

L’impensé numérique

,Paris :

EMS Éditions, p. 105-117.

Gardini, Gianluca, 2017, Le regole dell’informazione: l’era della post-verità, G. Giappichelli Editore.

Hallin, Daniel C. ; Mancini, Paolo (2017), « Ten Years After

 

Comparing Media Systems

: What Have We Learned? »,

 

Political Communication,

 vol.

34

, n°2, p.155-171.

Jeanne-Perrier, Valérie (2018), Les journalistes face aux réseaux sociaux? : Une nouvelle relation entre médias et politiques, Paris : MkF éditions.

Joux, Alexandre ; Bassoni, Marc (2018), « Le journalisme saisi par les Big Data ? Résistances épistémologiques, ruptures économiques et adaptations professionnelles », Les Enjeux de l’information et de la communication, vol. 19/2, n° 2, p. 125-134.

Katz, Elihu ; Blumler, Jay G. ; Gurevitch, Michael (1974), « Uses and gratifications research », The Public Opinion Quarterly, vol. 37, n° 4, p. 509-523.

Katz, Elihu ; Lazarsfeld, Paul F. (2008), Influence personnelle, ce que les gens font des médias, Paris : Armand Colin.

Lazarsfeld, Paul F. ;

Berelson

, Bernard ; Gaudet, Hazel (1944), The People’s choice. How the voter makes up his mind in a presidential campaign, Columbia : Columbia University Press.

Lukasik, Stéphanie (2020), « Homophilie » Publictionnaire, Dictionnaire encyclopédique et critique des publics.

http://publictionnaire.huma-num.fr/notice/homophilie/

Lukasik, Stéphanie (2021), L’influence des leaders d’opinion. Un modèle pour l’étude des usages et de la réception des réseaux

socionumériques

, Préface de Rémy Rieffel, Paris : Éditions L’Harmattan (collection « Communication & Civilisation »).

Lyubareva, Inna ; Rochelandet, Fabrice (2017), « Modèles économiques, usages et pluralisme de l’information en ligne, les nouveaux enjeux du pluralisme de l’information à l’ère des plateformes numériques », Réseaux, vol. 205, n° 5, p. 9-19.

Lyubareva, Inna ; Rochelandet, Fabrice ; Haralambous, Yannis (2020), « Qualité et différenciation des biens informationnels. Une étude exploratoire sur l’information d’actualité », Revue d’économie industrielle, vol.172, n°4, p. 133-177.

Maigret, Eric, 2003, Sociologie de la communication et des médias, collection U, Armand Colin.

Marconi, Francesco (2020), Newsmakers : Artifical intelligence and the future of journalism, Columbia : Columbia University Press.

Marty, Emmanuel ; Rebillard, Franck ; Pouchot, Stéphanie ; Lafouge, Thierry (2012), « Diversité et concentration de l’information sur le web », Réseaux, vol.176, n° 6, p. 27-72.

Mercier, A. (2009) (dir.), Le journalisme, les essentiels d’Hermès, CNRS éditions.

Mercier, Arnaud ; Pignard-Cheynel, Nathalie (2014), « Mutations du journalisme à l’ère du numérique : un état des travaux », Revue française des sciences de l’information et de la communication, n° 5.

Millerand, Florence ; Proulx, Serge ; Rueff, Julien (dir.) (2010), Web social: mutation de la communication, Québec : PUQ.

Neveu, E.(2001), Sociologie du Journalisme. 

Pariser, Eli (2011), The Filter Bubble : What The Internet Is Hiding From You, Londres :The Penguin Press.

Pélissier, Nicolas ; Demers, François (2014), « Recherches sur le journalisme. Un savoir dispersé en voie de structuration », Revue française des sciences de l’information et de la communication, n° 5.

Pélissier, Nicolas ; Diouma Diallo, Mamadou (2015), « Le journalisme à l’épreuve des dispositifs

socionumériques d’information et de communication. Usages et usagers de l’information à l’ère numérique », Revue française des sciences de l’information et de la communication, vol.5, n° 1. 

Pignard-Cheynel, N., Van Dievoet (2019), L., Journalisme mobile : usages informationnels, stratégies éditoriales et pratiques journalistiques.

Pignard-Cheynel, Nathalie

 ; 

Sebbah

, Brigitte (2013), « L’identité des journalistes du Web dans des récits de soi », Communication, vol. 32, n°2.

Pignard-Cheynel, Nathalie ; Amigo, Laurent (2019), « Le chargé des réseaux socio-numériques au sein des médias : Entre logiques gatekeeping, marketing et participative », Réseaux, vol. 213, n°1, p. 139-172. 

Pignard-Cheynel, Nathalie ; Richard, Jessica ; Rumignani, Marie (2017), « Au-delà du mur : l’algorithme de Facebook mis à l’épreuve », The Conversation.

https://theconversation.com/au-dela-du-mur-lalgorithme-de-facebook-mis-a-lepreuve-84295

Rebillard, Franck (2012), « Modèles socioéconomiques du journalisme en ligne et possibilités d’une information diversifiée », Les Enjeux de l’information et de la communication, vol. 12, n°3, p. 81-95.

Rieffel, Rémy, 2015, Sociologie des médias, infocom, Elipses edition.

Ruellan, R. (2007), Le journalisme ou le professionnalisme du flou. 

Shoshana Zuboff, 2019, The age of surveillance capitalism, Profile Books.

Sonnac, N., Gabszewicz (2013), J., L’industrie des médias à l’ère numérique, Éd. La Découverte, coll.  Repères, 2013.

Stein, M. (2014), Hugo journaliste, Flammarion.

Thérenty, M.-E (2014)., Balzac journaliste, Flammarion.

Toussin Desmoulins, 2018, L’économie des médias, Que sais-je, Puf.

White, Patrick (2020), « L’intelligence artificielle à la rescousse du journalisme », The conversation.

https://theconversation.com/lintelligence-artificielle-a-la-rescousse-du-journalisme-135387

Wolton, D. (2003) (dir.), Les journalistes ont-ils encore du pouvoir ? Hermès, la revue, n°35.

Wrona, A. (2011), Zola journaliste, Flammarion.

• Course title: Energy Policy
• Number of ECTS: 5
• Course code: GOVEUROP-70
• Module(s): Module 3
• Language: EN
• Mandatory: No

Energy is a policy sector where today’s key societal challenges converge: the fight against climate change, international security, and the safeguarding of prosperity all interact with energy policy in various ways. Energy policy, therefore, is currently among the top priorities of EU and national policymakers.   This course sets out to shed light on the origins and evolution of the EU’s energy policy. It aims to explore and discuss shifting priorities as well as driving forces in the policy area up until today. By analysing the role of key actors, students will examine multi-level governance aspects and debate potential conflicts between the EU and member states from a policymaking perspective. Moreover, the course features a deep-dive into selected policy tools (e.g. EU ETS, NECPs, TYNDP). In this context, participants will explore these instruments’ mechanisms and consider shortcomings and potential improvements. Finally, the course looks into interactions of the EU’s energy policy with other policy sectors and its impact beyond Europe’s borders. The course is divided into three parts: Discussing origins, evolution, and governance of EU energy policy, including the distribution of decision-making competences between the EU and member statesAnalysing selected energy policy instrumentsDebating interactions with further policy areas and impact beyond the EU

Participation

Students are expected to read three papers before class and to participate actively in the discussions. The key questions are designed to help you reflect on what you have read and on what it means.

 

Assessment:

 

1. An in-class presentation of a policy issue (50% of the final grade):

 

            Length: ca. 20Min + short discussion in class

            Topic: analysis of a policy issue/case study (topics will be distributed in class in week 2)

            Instructions: Please cover the following aspects:

The policy problem

The process: timeline, which decision-making procedure? What type of policy instrument?

Key actors: role and impact of EU institutions, member states, lobby groups;

How effective is the policy? Can you imagine an alternative approach?

Conclusion: What are the key problems and controversies that were highlighted by this policy? You are expected to actively involve your fellow students and facilitate/moderate a brief discussion of your topic. 2. A final exam (50% of the final grade)            During the January-February 2025 exam session 

Students are expected to read the core texts before every seminar. All readings are available electronically on the course’s moodle page in the thematic folders. Additional recommended materials discussed during the course (official reports, key newspaper articles, short information videos etc.) are also in the thematic folders on moodle.

• Course title: Qualitative methods and Research Design
• Number of ECTS: 5
• Course code: GOVEUROP-17
• Module(s): Module 4-Tutorat
• Language: EN, FR
• Mandatory: Yes

Students should be able to formulate research topics and questions, for which they can then devise research designs for qualitative research adapted to several types of research projects (papers for courses and seminars, final dissertation). They should therefore be familiar with an array of different research techniques, and be aware of both their potentials and limitations, that are available to help them respond to these original questions.

In combination with the courses on quantitative methods and on approaches to European integration, this course is aimed at giving students the intellectual and scientific tools (approaches and methods) enabling them to engage in the study of politics.

 

Students will be evaluated on their skills through two assessments:

Students will have to write a research proposal (ideally on their thesis topic or the topic of their internship research report) in which they have to demonstrate their understanding of various aspects of research design and methods (3000 words +/-10%.). The paper is due by 19 January at 23:55. (50% of the final grade).All essays will be checked for plagiarism with the help of the Turnitin software, i.e. students are required to accept the Turnitin End-User Licence Agreement (EULA) before they upload the documents. If a student refuses to authorize the use of Turnitin, their essay will not be considered and will be treated as “not submitted”.

Written exam (50%): Students will be presented with one or more research proposals, which they will have to critically review with the goal of identifying its strengths and weaknesses and making appropriate suggestions for improvements.

Background readings:

Box-Steffensmeier, Janet, Henry E. Brady, and David Collier, eds., Oxford Handbook of Political Methodology. Oxford: Oxford University Press, 2008.

Brady, Henry and David Collier, eds., Rethinking Social Inquiry: Diverse Tools, Shared Standards. Lanham: Rowman and Littlefield, 2004.

Bryman, Alan, Social Research Methods, Oxford: Oxford University Press, 2004.

Della Porta, Donatella and Michael Keating (eds). Approaches and Methodologies in the Social Sciences. A Pluralist Perspective. Cambridge : Cambridge University Press, 2008.

Gerring, John. Case Study Research. New York: Cambridge University Press, 2005.

George, Alexander L., and Andrew Bennett, Case Studies and Theory Development in the Social Science, Cambridge, Mass: MIT Press, 2005.

Quivy, Raymond et Luc Van Campenhout. Manuel de recherche en sciences sociales. Paris : Dunod, 2006.

Ritchie, Jane and Jane Lewis (eds.), Qualitative Research Practice, A Guide for Social Science Students and Researchers, London: Sage, 2003.

• Course title: Stage
• Number of ECTS: 30
• Course code: GOVEUROP-19
• Module(s): Stage/Mémoire
• Language: FR, EN
• Mandatory: No

The internship is intended to provide you with a structured professional experience applying the skills and knowledge which you have developed during the taught programme. While the programme may periodically be able to offer a limited number of internship positions on a competitive basis by way of specific institutional arrangements, we are not able to guarantee that the number of such positions in any given year will correspond to student demand. Please be advised that you are ultimately responsible for securing your own internship position if you choose to pursue this option.All internships must be substantially related to the broad areas of European and international governance as covered in the taught programme. This encompasses appropriate placements in both the public and private sectors. Examples of possible internship opportunities include (but are not limited to): the European institutions; national and regional governmental and parliamentary institutions; NGOs; lobbying and consultancy firms; and the European (policy analysis) divisions of larger firms. All internship placements are subject to the approval of the Programme Director and to the conclusion of a standard University of Luxembourg agreement.

• Course title: Mémoire
• Number of ECTS: 30
• Course code: GOVEUROP-20
• Module(s): Stage/Mémoire
• Language: FR, EN
• Mandatory: No

The dissertation is intended to provide you with an initial, structured experience of advanced academic research.  As such, it must be structured around a clearly defined central argument or hypothesis which derives from an identifiable body of scholarly literature.  This argument or hypothesis should address a question or problem of European or international governance consistent with the broad themes explored in the taught programme.  Your supervisor will provide you with guidance as to the appropriateness of specific topics.  As a general guide, however, suitable topics will generally fall within one of the three broad research axes of: Democracy, Parliamentary Studies and EU Decision-making Processes; Development, Regions, Rights and Resources; and Europeanand International Public Policy.Your dissertation must normally include a significant component of ‘original’ research.  Examples of this include (but are not limited to): documentary research (involving archives, case law, legislative texts, etc.); interviews; participant observation; and the use and/or collection of other forms of original data.  Your supervisor will assist you in developing your own research design in a manner which incorporates an appropriate element of primary research.The final dissertation should normally not exceed 20,000 words in length, exclusive of bibliography and any annexes.The dissertation will be evaluated by both your supervisor and a second member of academic staff. You must also present your work in a public oral defense, which will include a question and answer session with your two examiners. The evaluation of your written work constitutes 80% of your final grade; the oral defense is worth 20% of your final grade.