Catch me if you care: International development organizations and national corruption

The Review of International Organizations - Many international development organizations (IDOs) have officially mandated anti-corruption criteria for aid selectivity. Substantial debate remains...     

Domestic and International Politics during an EU Intergovernmental Conference: Bridging the Gap between Negotiation Theory and Practice

This article describes selective results of a large-scale study of within-governmental coordination processes and international negotiations. We examined a European Union intergovernmental conference (IGC), the so-called IGC 1996, which led to the Amsterdam Treaty, from a quantitative negotiation analysis perspective. Our focus of attention has been the embeddedness of international negotiations within formal governmental organizations and within informal communication networks. We have identified the relative impact on negotiation dynamics and on negotiation performance of each of the parties by using various statistical techniques. We argue that such insights can be used for a research-based consulting in which social scientists respond to practitioners'"what-if" questions with evidence-based simulations and scenarios.     

Negotiating in the European Council: A Model European Union Format for Individual Classes

This paper demonstrates the use of an in-class simulation to model negotiations in the European Council. Simulations are an increasingly popular way to teach the complex processes of policymaking and negotiations in the European Union (EU) where institutional procedures are difficult to understand and where intergovernmental and supranational issues often conflict. Advocates of active learning promote simulations to get students more involved and to reach an increasingly diverse student body. The simulation presented here has three separate sessions, each covering a different issue and lasting for a week (two class days) each. Modeling the European Council allows students to experience the intergovernmental side of policy decisions in the European Union while at the same time learning about the issues facing EU policymakers. It is a useful tool for teaching about the EU presidency and a worthwhile exercise for studying the national aspects of European integration. Student surveys indicate that students process the information they gain by role-playing better than information they receive in the traditional classroom. A simulation of the European Council gives students a base for understanding issues of European integration and can serve as a springboard for further study of EU institutions.     

The structure of the international telecommunications regime in transition: A network analysis of international organizations 1

This paper examines the structure of the international telecommunications regime in terms of networks of social interaction and institutional affiliation among international actors. Social interaction and overlapping membership data of 69 international telecommunications organizations in the Yearbook of International Organizations 1994/1995 are analyzed to describe the social structure of the international telecommunications system through network analysis. The analysis reveals a center‐periphery structure with the Western industrial countries at the center and the less developed countries at the periphery. The international telecommunications system is also regionally structured suggesting influence by geopolitical and cultural proximity. The results indicate that inter‐governmental global organizations such as the ITU and UNESCO play intermediate and coordinating roles at the central linking‐pin positions (or cut‐points) in the international telecommunications regime. In summary, this research shows that transitional trends in international telecommunications have affected the interaction patterns of international actors.     

Do Role-Playing Simulations Generate Measurable and Meaningful Outcomes? A Simulation's Effect on Exam Scores and Teaching Evaluations

Role-playing simulations are frequently claimed to be effective pedagogical tools in the teaching of international relations (IR); however, there is a surprising lack of empirical evidence on their classroom utility. The assessment of simulations remains mostly anecdotal, and some recent research has found little to no statistically significant improvements in quantitative measures of academic performance among students who participated in them [for example, International Studies Perspectives (2006), vol. 7, pp. 395; International Studies Perspectives (2008), vol. 9, pp. 75–89]. Scant research has been conducted on how role-playing simulations might affect students' perceptions of the instructor's teaching. This paper investigates whether a simulation had statistically significant effect on students' exam scores in an IR course or on student teaching evaluation scores.     

Not letting ‘bad apples’ spoil the bunch: Democratization and strict international organization accession rules

To solve their domestic and international problems, democratizing states often form new international organizations. In doing so, they face the question of institutional design: what types of rules and provisions should be included in the charter of the new international organization? We analyze this question through the lens of accession rules, with an emphasis on voting rules. We argue that democratizing states have strong incentives to design organizations with strict accession rules. Organizations with strict accession rules allow the founding members to regulate entry. This is particularly useful for transitional democracies, as democratizing states are initially unable to gain entry into the lucrative existing international organizations operated by the established democracies. Using original data on accession voting rules in 324 international organizations, we find strong evidence in support of our claims.     

Interwar Internationalism, the British Labour Party, and the Historiography of International Relations

This article questions two interrelated myths pertaining to the interwar internationalism of the British Labour Party and the theories of so-called idealists in the academic discipline of International Relations (IR). In IR, interwar "idealists" are (in)famous for a detached and utopian approach to international politics. Conventional historiographical verdicts on the international policy of the Labour Party in the interwar period suggest that the party was the practical mirror of this naïve international outlook. In fact, the two themes are connected, most notably through Labour's Advisory Committee on International Questions . This article brings the study of Labour's internationalism and the international theories of purported idealists together by focusing on debates on the League of Nations and the use of force. The analysis reveals that conventional historiographical narratives are inadequate and too simplistic for grasping the diversity of Labour's internationalism and interwar progressivist ideas about international politics in general.     

Ethics and Foreign Policy: Structured Debates for the International Studies Classroom

Debates about humanitarian intervention, foreign and defense policy priorities, and the ethics of the use of force have become highly politicized in the post-Cold War era. This article explores the value of structured classroom debates on ethical dimensions of international relations as active teaching and learning tools for introductory and advanced international studies courses. Specifically, this article presents design information for structured debates on the ethics of the use of military force, humanitarian interventions, and U.S. foreign policy toward international institutions such as the International Criminal Court (ICC). Building on the literature on active teaching and learning, the article describes the development of these exercises and assesses their effectiveness through ten years of classroom application.     

Are international organizations like the Bank for International Settlements unable to die?

International Organizations seem to be immortal or at least long-lived. In this paper several factors which may be responsible for this fact are put forward and then analyzed by studying the empirical case of the Bank for International Settlements (BIS), which has now survived for seventy-eight years all threats to its existence. This is the more surprising since it was heavily attacked by the government of the most powerful country of the world, the USA for some years. This country demanded the dissolution of the BIS at the Bretton Woods Conference in 1944 as a precondition for allowing nations to join the planned International Monetary Fund. Before this the Bank was also able to master the crisis resulting from the demise of the gold (exchange) standard and the end of the German reparation payments agreed on in the Dawes and Young Plans, both consequences of the Great Depression. The Bank even survived the events of the Second World War threatening it, and reacted creatively to the crisis posed by the founding of the European Monetary Union. It is shown that all suspected factors favoring the survival of international organizations were present in the case of the BIS.     

Negotiating Russian Federalism: A Simulation for Comparative Politics

While the use of simulations in the international relations classroom has proliferated over the past decade, this pedagogical tool has been largely neglected in the comparative politics classroom. Simulations in comparative politics can be a useful component in teaching students about the diversity within foreign countries and the dynamic of domestic policymaking. We describe here an informative and easy-to-run simulation on Russian federalism which can be integrated into courses on Russian politics or easily adapted for use in other courses, especially those focusing on countries in which center-regional relations are an important dimension. The simulation is based on the Russian Federation Council, the upper house of the Russian Federal Assembly, and is a great way to illustrate through experiential learning the quid pro quo of Russian federalism. We provide detailed information on English-language sources that both instructors and students can use during the simulation, along with an Appendix and a Website that provides everything instructors need to run the simulation in their own classes.     

Drug Trafficking, the International System, and Decision-Making Constraints: A Policy-Making Simulation

The classroom simulation laid out in this article can help international relations educators to identify compelling linkages between the abstract global theories and concepts typically analyzed in an introductory international relations or international political economy course and what most students have experienced as a 'local,' even deeply personal issue—illicit drugs. By role-playing an international drug cartel intent upon advancing the global production, trafficking, and consumption of illicit drugs, students will see the world as it increasingly appears to non-state actors—as effectively borderless. By assuming the role of consultants to the U.S. drug czar, students experience for themselves the often vexing decisional constraints that hamper the ability of governments to respond effectively to transsovereign challenges. By offering a primer on constructing and running this simulation, the article contributes to a growing literature within the discipline that advocates and supports moving away from traditional lecture methods of teaching toward approaches that advance discussion-based, interactive, and participatory learning.     

Simulating Globalization: Oil in Chad

The conflicting interests that underlie globalization can be difficult to grasp in a traditional classroom setting. The simulation presented here challenges students to examine the many different actors operating in the international system today. The focus is the Chad–Cameroon oil pipeline—a landmark example of cooperation and conflict between international institutions, non-governmental organizations and business interests. Given a scenario, students assume these roles and negotiate for the continued success of the pipeline. All the materials to run this exercise are included and if utilized, can provide a positive active learning experience.     

Simulating the Creation of a New International Human Rights Treaty: Active Learning in the International Studies Classroom

This article details a simulation of formulating a new international human rights treaty designed for an introductory international studies course. Student understanding and interest in a range of international relations topics—including diplomacy, two –level games, international law, human rights, and group decision making—are reinforced by actively engaging the students in policy formulation and state –to –state negotiations. The article is structured around the four key components of active learning approaches—educational objectives, design parameters, procedures, and assessment and debriefing—in order to provide a full understanding of the goals, set –up, process, and advantages of the simulation. The simulation has been successfully run multiple times at both a large state university and a small liberal arts institution. Supportive student feedback and an interesting variety of outcomes indicate that this simulation is a positive addition to the course and reinforces the use of active learning approaches in the international studies classroom.     

Chinazambia and Boliviafranca: A Simulation of Domestic Politics and Foreign Policy

Despite a longstanding focus on the systemic distribution of power in the study of international relations, scholarship during the past 20 years increasingly emphasizes the role of domestic politics in foreign-policy-decision making. This simulation enables participants to experience negotiating an international issue—a territorial dispute between two fictitious states, Chinazambia and Boliviafranca—in the context of this "two-level game" between domestic and international environments. The simulation furnishes a vantage point from which students can assess realist, liberal, and alternative theoretical perspectives on international relations as they affect policy making. The simulation is flexible and can be executed under a variety course contexts, as well as time and participation constraints. Additionally, the simulation provides ample opportunity for a number of enriching postsimulation activities.     

IR Teaching Reloaded: Using Films and Simulations in the Teaching of International Relations

This article reflects some experiences in teaching International Relations (IR) by using films to supplement the use of simulations and role play scenarios. The authors have used simulations and role play scenarios in order to teach complex issues and theories, and to engage the interest of students. By using films to supplement the use of simulations in classrooms, it is suggested that students become more active in their own learning. A number of ways in which simulations and role play can be used in teaching are established here alongside an array of films that can be shown to students to complement such teaching approaches. The use of films to teach IR theory is also listed. It is concluded that the use of simulations, role play, and films in teaching IR can aid student learning especially in terms of IR theory.     

The "We" Problem in Teaching International Studies

This article addresses the problems that emerge when students in international studies courses approach the subject matter from the perspective of the first person plural. Whether in terms of "we,""us," or "our," many college students choose to adopt a personal perspective in discussions of international affairs. While it is natural for students to base their analysis of international studies on their personal observations and experiences, this inclination to adopt a collective first person approach detracts from the scholarly neutrality toward which students of global studies should aspire. Furthermore, a first person plural approach to course subject matter creates the false impression among students that they are all in agreement over contentious issues of global interactions and the theories employed to study them. The article concludes with suggestions for remedying the "we" problem, and offers advice for instructors who have encountered it in their own classroom.     

International officials and the standard of diplomatic privilege

Historically international privileges and immunities, namely those bestowed on international functionaries, have influenced and become entwined with their diplomatic counterparts. Developments in diplomatic privileges and immunities have affected the immunities accorded international persons because 'diplomatic' privilege is still used to define the privileges granted to some international officials. The abuses of and problems raised by international privileges and immunities have been examined by the International Law Commission, which moved to expand them, and the Council of Europe, which moved to contract them. The UN Conference on Representation of States in their Relations with International Organizations, convoked in 1975, ultimately failed to draft a convention acceptable to hosts because the issue had become entangled in so many different agendas.     

Negotiating for Money: Adding a Dose of Reality to Classroom Negotiations

Negotiation and conflict management courses have become increasingly common in business schools around the world. Frequently, these courses employ role plays and simulations to encourage students to try new strategies, tactics, techniques, and behaviors. While these simulations generally are designed to elicit realistic negotiation dynamics, they often lack the full emotional tension inherent in actual negotiations. One possible reason for this reduced tension is that no tangible resources, such as money, are at stake. This article describes an experiment in which MBA students paid a player's fee at the beginning of a negotiation course, and in which each negotiation exercise had an actual dollar value at risk. The article reports some results from this experiment and offers suggestions for instructors who might seek to add a player's fee to their own courses. In general, most students found the experience valuable, as it provided performance benchmarks while focusing their attention more sharply on risks and returns.     

Engaging International Data in the Classroom: Using the ICB Interactive Data Library to Teach Conflict and Crisis Analysis

The challenges of teaching quantitative research methods in international relations are well documented. The key to igniting interest and engaging students lies in creating a participatory learning environment in the classroom. This article discusses these challenges and describes a new piece of software that may be helpful in that regard. The ICB Interactive Data Library , or the ICB Library for short, enhances access to the information available in the ICB data by organizing it into an interactive software package (Brecher, Hewitt, and Wilkenfeld, 2000). The ICB Library is an especially valuable teaching tool because it allows students to easily access the resources from a major data collection project which, in turn, exposes them to the challenges and opportunities offered by quantitative research in international relations. After describing the ICB Library , this article will discuss how it can be used in the classroom via problem-based learning techniques.