Die „Kartellparteien“-These und ihre Kritiker

Ohne Zusammenfassung     

Innovationssysteme von Nationen, Regionen und Technologien — Ein Überblick über Literatur und Diskussion

Ohne Zusammenfassung     

„Nord“ und „Süd“ im globalen Regieren

The debate on global governance has been focused primarily on the highly industrialized countries of the OECD world. However, domestic preconditions for cooperative and effective global governance tend to be precarious in many non-OECD countries. The consideration of such factors allows to identify different types of global governance strategies employed by developing countries, which have severe implications for the concept of global governance. Such a perspective from liberal foreign policy analysis also enables a differentiated analysis of normative challenges of global governance.     

Amerikanische Außenpolitik im Zeichen des „Krieges gegen den Terror“

The review article systematizes the current academic debate on U. S. foreign policy after 9/11. The main focus lies on different explanations of the causes and consequences of the “war on terror”. Such a problem-oriented approach mirrors the heterogeneity of the debate which cannot adequately be captured by the conventional categories of IR research and foreign policy analysis. It is fair to say that the analysis of U. S. foreign policy as a case of empirical investigation profits from this disciplinary emancipation.     

Kolloquium „Globale Strukturen und deren Steuerung — Zwischenbilanz eines Förderschwerpunkts der Volkswagen Stiftung“, 25.–27. Februar 2001

Ohne Zusammenfassung     

Die DDR von außen gesehen — und richtig

Ohne Zusammenfassung Rezensionsessay zu A. James McAdams, Judging the Past in Unified Germany, Cambridge: University Press, XIX und 244 S., US $ 19,95.     

Theorien als latente Quellen von Normativität und Verantwortung in der Hochschullehre: Die Bedeutung von didaktischen und fachspezifischen Theoriedebatten am Beispiel des politikwissenschaftlichen Teilgebiets „Internationale Beziehungen“

The article deals with normative aspects that are negotiated in didactic and subject-specific theoretical debates and thus gain relevance in teaching. It turns out that the didactic theories provide divergent answers to the question of what should be taught how and by whom. Similarly, the example of theoretical debates in International Relations shows that, from a subject-specific perspective, there can often be a lack of consensus on the essentials that are to be taught. Such conflicting requirements, however, demonstrate the instructors’ scope for action, which they should realize and use responsibly. Due to academic pluralism, it seems possible that the societal pluralism, which is sometimes perceived as crisis-laden, can be used productively for teaching.     

Bildung und die „neue“ Sozialdemokratie: eine Analyse aus der Sicht der vergleichenden Staatsausgabenforschung

The rhetoric of “reformed” social democracy has emphasized education and investment in human capital formation since the 1990s. Nevertheless, scholarly accounts of social democratic government policies have neglected the study of education politics. This article addresses the question of whether the move from traditional to reformist social democracy can be traced in the analysis of public social and education spending in the 1980s and 1990s. I show that government participation of social democrats went along with increases in social transfer spending in the 1980s, whereas in the 1990s, social democrats have instead increased spending on education, and higher education in particular, and curtailed spending on social transfers. The final section of the article discusses the implications of these findings for the future development of partisan theory.