International cooperation in exchange‐rate management: Coordination of U.S. and Japanese intervention, 1977–1990

What are the determinants of international cooperation in exchange‐rate management? To answer this question, coordination of foreign exchange intervention by the United States and Japan from 1977 to 1990 is analyzed. An examination of the data raises two empirical puzzles: (1) Why do the periods of active intervention and high cooperation coincide?; (2) Why does Japan intervene unilaterally more often than the United States? Some hypotheses drawn from various theories of cooperation are tested, but none of them receive strong support. Instead, intervention volume and learning by U.S. administrations account for the variance in coordination. These findings resolve the two puzzles: (1) The periods of active intervention are the time of high need for cooperation; (2) Japan is obliged to intervene unilaterally while the United States is learning to cooperate.     

The Highs and Lows of Teaching IR Theory: Using Popular Films for Theoretical Critique

This article introduces an approach to IR that uses popular films to teach students how to critically analyze IR theory. By pairing IR traditions (like Realism) and the slogans that go with them (like "international anarchy is the permissive cause of war") with popular films (like Lord of the Flies ), this approach poses questions not about the truth or falsity of IR theories but about how IR theories appear to be true. This technique works because it draws upon visual analytical skills that students already possess and transfers them to analyses of IR theory and international politics. Overall, it challenges the positioning of IR theory as beyond culture and politics rather than as part and parcel of it, transforms what we think of as doing critical IR theory, and repositions students from passive recipients of IR truths into critically active and engaged analysts of IR theory's commonsense views of the world.     

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.     

Can Business Development Services practitioners learn from theories of innovation and services marketing?

Business Development Services (BDS) programmes have become big business for international donors and NGOs. Focusing on small enterprises in developing countries, the current BDS approach assumes that the development of commercial markets is the key to success. Yet many of these programmes continue to have a limited impact. A review of modern theories of innovation and services marketing management suggests that this may be because current BDS support practice reflects a rather limited understanding of how new markets actually develop. Drawing on the insights that these theories offer, the authors suggest that BDS practice should develop a more evolutionary approach, recognising that service innovations develop through active, on-going interaction between suppliers and customers. The article concludes with practical policy guidelines and a discussion about tools that could help BDS to adopt this more successful approach.     

Attention to Counter-Attitudinal Messages in a State Election Campaign

Research following the "selective exposure" model has focused on avoidance of political messages with which a person might disagree. But positive attention to such "counter-attitudinal" messages is worthy of study, in part because normative theories of democracy value exposure to information that might disturb citizens' political predispositions. Surveys of youth (N = 417) and parents (N = 430) examine attention to newspaper, television, and Web messages about candidates. While there is somewhat more attention to messages about and for a person's favored political candidate or party, forms of political involvement (knowledge, curiosity, and discussion) that predict this "attitude-consistent" attention also predict counter-attitudinal attention at least as strongly. Parents' education and students' exposure to civics lessons also predict both kinds of attention. These results suggest that attention to counterattitudinal political messages is worthy of further study as an important goal of political socialization and a criterion of citizen performance in democracy.     

Experiencing Globalization: Active Teaching and Learning in International Political Economy

This article explores the teaching and learning challenges for the discipline of international studies (IS) that arise from the contemporary social, economic, and political changes usually labeled "globalization." The focus is upon the challenge posed to IS by a transformation in the nature of the relationship of teachers and students to the subject matter that they study: that is, teachers and students increasingly experience and contribute to globalization in the course of their daily lives as they simultaneously teach and learn about it. Significantly for the study of globalization in IS, pedagogical debates surrounding active teaching and learning highlight the potential for strategies that actively engage students' interests and everyday experiences with the subject itself. On this basis, the article outlines some potential routes into the active teaching and learning of globalization in the field of international political economy, illustrating these with examples from classroom activities and exercises.     

Knowledge to action: Evaluation for learning in a multi-organisational global partnership

Many organisations do not learn. There are many reasons for this, and a lack of donor support tends to be cited as one of the greatest. But this is not the primary reason for a lack of learning. We fail to learn because we are unable to see the importance of doing so. We become so embroiled in our busy-ness and our self-inflicted demands for action, that we have ceased to value learning. And we have lost sight of the fact that without learning our action is doomed to ineffectiveness. If we are about development and cannot measure how we are doing, how can we develop a rigorous and effective practice?     

The Challenge of Learning

This essay offers one attempt to apply insights from educational psychology to the teaching and learning of negotiation skills. First, we suggest a key reason why becoming an expert is challenging, namely, people's naïve theories about negotiation need to be challenged and largely put to rest. Second, we examine how professional schools typically teach negotiation. Third and finally, we offer suggestions for improving our negotiation pedagogy. To this end, we describe and review our research on analogical learning and how it can be used in classrooms to enhance learning.     

Transformative learning and mind-change in rural Afghanistan

This article presents the results of a quantitative/qualitative enquiry into ‘transformative learning’ and ‘mind-change’ dynamics among rural community representatives participating in the Government of Afghanistan's National Solidarity Program [NSP]: a community-driven, nationwide initiative to rehabilitate the country's infrastructure. Drawing on frameworks for ‘transformative learning’ proposed by Mezirow (1990) and Freire (1993), and ‘mind-change’ proposed by Gardner (2004), it is argued that NSP catalysed transformative development learning through (1) its responsiveness to the expressed needs and interests of project participants; (2) engagement of community representatives as active development partners; (3) delegation of project-management responsibility throughout all stages; (4) provision of social space for reflection and critical analysis; (5) opportunities to achieve project outcomes that are meaningful, attractive, and profitable; and (6) programme features compatible with the social and cultural realities of rural Afghanistan.     

A Primer on Problem-Based Learning for International Relations Courses

In recent years advocates of educational reform have encouraged and demanded changes in public education at all levels. A teaching method called active learning addresses many such concerns, promising several advantages to both teachers and students. One version of active learning is called problem-based learning (PBL). PBL is a pedagogically sound, scholastically beneficial, and socially desirable response to concerns about educational reform. According to recent research, PBL is the most effective technique for students to learn, apply, integrate, and retain information. Many students also prefer to learn in this style. Many teachers will find PBL a valuable alternative to current teaching practices. This essay is a brief primer on PBL techniques and resources. Abridged sections survey the structure and process of PBL, discuss the role of teacher as facilitator, describe PBL 'in action' in my courses, and address implementation.     

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.     

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.     

Introduction: South Africa's multiple languages in a shifting media environment

Abstract

The global South, as the collective for the peripheries of mainstream development is known, is often regarded as merely a beneficiary of Northern-borne notions in the field of organisational communication. The problem is that the Southern context and circumstance do not always mirror those of the North, meaning that these dominant, revered theories are not necessarily applicable. One Southern context is that of the South African mining and construction industries, which is seen as notoriously dangerous, plagued by various obstacles to internal organisational communication (such as illiteracy and diversity), and what Le Roux and Naudé (2009, 29) refer to as ‘historical baggage’. The research question of this article is whether congenital Northern communication theories can be adequately incorporated into the unique global South, in order to fulfil the important task of communicating safety information to employees. The article explores the appropriate implementation of the principles of the excellence theory, the stakeholder theory as well as the relationship management theory, and the research methodology includes interviews, focus groups and quantitative questionnaires at two organisations. The result of the empirical research is the amalgamation and reworking of these theories’ principles into a model for internal safety communication applicable to the South.     

Hizb ut-Tahrir al-Islami: Evaluating the Threat Posed by a Radical Islamic Group That Remains Nonviolent

ABSTRACT

Hizb ut-Tahrir is a transnational movement that currently finds support among young Muslims in Central Asia and Western Europe. It presents a complex challenge to both Western and Muslim governments because it calls for the unification of all Muslim countries into a single Caliphate but has consistently rejected violence as a tool of political change. In this paper we focus on Hizb ut-Tahrir in Uzbekistan, a country that is a key U.S. ally in the war on terrorism. Drawing on extensive fieldwork in Central Asia, we find that social movement theories (resource mobilization theory, political opportunities theory, framing theory) cannot explain why Hizb ut-Tahrir has remained opposed to violence under the same circumstances in which the Islamic Movement of Uzbekistan, the other important radical Islamic group in the region, has embraced violence. We suggest that ideology is crucial for understanding why Hizb ut-Tahrir remains peaceful, and consider several scenarios in which the group might reconsider its ideology and turn to terrorism.     

拉美现代化研究中的若干问题

本文试图探讨以下5个与拉美现代化进程有关的问题。(1)评价各种理论对拉美现代化进程产生的影响是异常困难的,因为我们缺乏一种公认的评判标准,不同理论对拉美现代化进程产生影响的程度、范围及持续时间各不相同,有些理论对拉美现代化进程的影响是双重性的,同一种理论在不同的国家产生的影响不能相提并论。而且,对理论的正确性的评判具有很强的主观性。(2)外部环境对拉美现代化进程的影响是双重的。此外,能否正确应对外部环境的变化,与拉美国家采取的政策有关。(3)不能忽视文化因素对拉美现代化的影响,尽管这一影响大大小于经济政策的影响。(4)中等收入陷阱实际上又是一个伪命题。当然,我们抛弃以人均收入为基础的所谓中等收入陷阱并不意味着我们应该无视拉美和其他发展中国家在发展道路上面临的种种挑战。(5)拉美现代化进程的经验教训主要包括:必须确保政局稳定,减少现代化进程的社会成本,正确处理发挥比较优势与提升产业结构之间的关系,重视农业发展。     

Three Prompts for Collective Action in the Context of Digital Media

Research dealing with the nexus of collective action, political participation, and digital media confronts three challenges: conceptualizing digital media as an influence on human behavior, finding common ground among new theories, and connecting together individual-level models with structural-level theories. This article addresses these challenges as a theoretical undertaking. It argues that the digital media environment should be understood as a change in the context for action rather than as an individual-level variable, and that this changed context is relevant to behavior because it expands opportunities for action. This expansion involves a range of structural possibilities for viable collective action that entail at least three paths: organizational prompts, social prompts, and self-initiation. There are theoretical reasons to expect that individual-level attributes including age, education, ideology, and personality may differentially affect people’s susceptibility to these prompts. Future research may profit from refinements to behavioral models that account for possible differences across structurally different prompts for action.     

Terrorist learning in context – the case of Al Qaeda in the Islamic Maghreb

ABSTRACT

It is astonishing how many researchers adopt a counterterrorism agenda and suggest researching terrorist learning in order to shape security countermeasures. Posing different questions would lead to different answers. One such question would be, “What makes terrorist learning different?” Terrorist groups operate clandestinely, which means the environment in which they learn is different. This paper investigates the context in which Al Qaeda in the Islamic Maghreb (AQIM) has learned. Thus, a qualitative case study analysis of the influence of meso- and macro-level factors on AQIM’s tactical and strategic patterns between 1999 and 2013 will shed light on terrorist learning. Meso-level influences are conceptualised as cooperation and ultimate merging with Al Qaeda, and macro-level influences as government action. The result is puzzling: AQIM has learned tactically from Al Qaeda and strategically from counterterrorism. This is puzzling because scholars commonly question whether it is possible to learn under pressure. Nevertheless, AQIM’s learning has been more profound when faced with pressure than when cooperating voluntarily. The sustainable answer to the question of the political implication thereof is not how to boost counterterrorism measures but how to redefine them. If what is different about terrorist learning is above all the context, we need to question the context.     

Surveys,Experiments, and the Landscape of International Political Economy

The contributions to this issue show that surveys and experiments offer exciting new tools for doing empirical research in international political economy (IPE). This essay cautions that the utility of these tools is not self-evident: Neither appeals to microfoundations nor to methodological individualism in constructing explanations for social phenomena themselves recommend an embrace of surveys or experiments. The field of IPE should worry that the focus on surveys and experiments will constrain not just methodological choice but also theoretical breadth, limiting the field’s ability to conceive of what theories are admissible in learning about the global political economy.     

Stateness problems or regime unification? Explaining obstacles to democratization in Burma/Myanmar

The fact that Myanmar is not democratic is too often taken as a given in international policy discourse without analysis as to why it has not democratized or what conditions might allow for democratization. Plausible theories to explain Burma's authoritarian politics include poor levels of economic development, colonial history, regional geopolitical factors, problems of state formation and the unification of the military. Determining which theories have the most explanatory power is important because different understandings of Burma's authoritarianism steer one toward some remedies and away from others. In this paper, I argue that problems of state formation – ‘stateness’ in one strand of the democratization literature – and ‘regime unification’ theories stand the best chance of explaining the lack of democracy in Myanmar. I examine the logic and evidence for each theory and conclude that while both explain some of the status quo, ‘stateness’ had more explanatory power before 1988 but in post-1988 Myanmar, ‘regime unification’ explains more.