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.     

A Survey of International Studies Programs at Liberal Arts Colleges and Universities in the Midwest: Characteristics and Correlates

International studies majors have become increasingly popular at liberal arts colleges and universities in the Midwest. What are the features of various international studies programs, particularly regarding the degree of "structure" in the major? What factors appear to be related to whether a liberal arts college or university offers an international studies major in the first place? What explains the variations that exist that characterize international studies majors? This paper empirically investigates these questions by surveying sixty-six liberal arts and sciences colleges and universities in Illinois, Iowa, and Missouri. We find that although international studies majors are somewhat prevalent in the "heartland," there is considerable variation in how they are structured. Further, the results suggest that whether or not an institution has an international studies program is largely a function of whether an institution has a graduate program in a field that allows for a concentration in international affairs. We conclude with some observations that might promote future discussion on development of international studies majors.     

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: Survey and Experimental Research in International Political Economy

Studies in international political economy (IPE) that use survey-response data sets and survey (or field) experiments have grown dramatically in recent years. New developments in survey and experimental methodology have arguably influenced IPE scholars not only to think more deeply about the microfoundations of the preferences, attitudes, and political behavior of key IPE actors but also to use survey or experimental methods to test causal claims and predictions. Yet the reasons for the rapid growth in survey and experimental methods in IPE are more multifaceted. We therefore seek to answer the following three pertinent questions in the introduction. First, what are the main substantive puzzles and issue-areas that IPE scholars analyze via survey and experimental methods in their research? Second, what are the main methodological advantages and drawbacks from using survey and experimental methods in IPE? Third, what are the key substantive theoretical and empirical insights that scholars have learned from recent research in IPE that employs either survey or experimental methods (or both)? In addition to answering these questions here, we also provide a summary of each article included in the special issue. The introduction concludes with a road map for future studies on survey and experimental research in IPE.     

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.     

Open Doors and Closed Ceilings: Gender-Based Patterns and Attitudes in the International Studies Association

In 1995, the Gender Research Committee of the International Studies Association conducted a survey of the membership concerning the impact of gender on members' lives. In 2006, the Women's Caucus for International Studies sponsored a follow-up survey utilizing similar questions. A comparison of the findings of the two studies shows increased representation of women within international studies, persistent frustration with the slow pace of progress in women's access to senior positions and in accommodating family issues, some evidence of a chilly climate for women and a leaky pipeline, and significant differences between men's and women's perceptions of the status of women in the profession. The 2006 survey reveals a marked increase in concerns regarding the tension between women's family responsibilities and the academic environment, identification of structural discrimination, and concerns that men have been disadvantaged by affirmative action for women.     

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.     

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.     

The Public Relevance of International Security Research in an Era of Globalism

International relations specialists have frequently questioned whether their academic research and teaching has any impact on the real world. The record of success is generally believed to be a spotty one. While there is no denying that academics have informed aspects of policymaking, the concern remains that the great bulk of international studies research is too abstract, specialized, or linguistically incestuous to reach the light of day in policy circles. We argue that the relationship between the pursuit of peace and security and the study of it is more complex than is captured by the classic policy–research divide. The argument rests on two observations: First, to assess the public impact of peace and security studies, one must focus on how practices within a variety of institutional contexts, not just state policies, are transformed. Second, it is not scholarship per se that has a measurable public impact, but the interplay of research, practical innovation, and advocacy. We derive these observations from a review of the work of Social Science Research Council–MacArthur Program fellows over the fifteen-year life of that program.     

Symposium on Replication in International Studies Research

The following symposium tackles an important debate in the field of international studies research and in social science research more broadly. Originating as presentations at the 2002 International Studies Association meetings in New Orleans, the following set of papers examines issues concerning the potential replication of research results from a number of different conceptual and technical perspectives. It also spans an array of journals and journal editors in our field that confront issues of replication on a regular basis. The interactions generated by this symposium have already led to the agreement, detailed at the end of the symposium among the four leading internations relations journals to adopt a single common replication policy. The editors of these journals challenge others to follow their lead. The Editors of ISP hope that this symposium begins a larger discussion on these issues and invites commentary from interested scholars. Lastly, I want to thank Nils Petter Gleditsch for soliciting, organizing, and coordinating the contributions to this symposium. Without his work, this project would not have come to fruition as quickly or in as insightful a fashion. Three anonymous reviewers also provided detailed comments on the entire set of articles in this symposium. We are indebted to the care and effort they gave to the project. Mark A. Boyer For the Editors of ISP     

Cutting to Gender: Teaching Gender in International Relations

Female genital mutilation (cutting or surgery) (FGM) is an issue that epitomizes the changing nature of incorporating gender in teaching International Relations. Put simply, by increasing our attention to issues of concerns to women, like FGM, in International Relations classrooms and texts we begin to recognize the importance of these to the study of International Relations (IR). Yet without paying attention to how these issues reflect on the nature and directions of International Relations, we run the risk of sensationalizing or trivializing complicated issues like FGM and limiting our understanding of the interplay between gender, race, class, ability, and International Relations. This article explores several different approaches used to incorporate gender in International Relations teaching, including some analysis of texts, including: "see no evil, hear no evil and teach no evil,""add women and stir," multiple paradigms, and creating gendered IR. It suggests that until we use an integrative and transformative approach to gender in our teaching, we will continue to marginalize gender concerns. In the final section, the article discusses the challenges of resources and cultural narrowness and challenges to pedagogy when incorporating gender in International Relations teaching.     

New Changes in the International Situation and China's Strategic Choices

The international situation is evolving more impressively than it has at any time since the end of the Cold War.Globalization has been in decline.Nations are scrambling to gain greater influence.The international strategic pattern is being adjusted.Many countries have problems with public management,and are faced with a new array of social trends and increasingly popular movements.The world is entering a new era full of chaos and anxiety.Mankind once again faces significant trade-offs and choices in peace and conflict,development and recession,openness and isolation,liberalism and conservatism.China strives to advocate win-win cooperation and lead the trend of reform and opening to maintain a favorable external environment despite world chaos,and enhance status and institutional rights in the international system.China's 30 years of development was successful in the process of integrating into the existing international system;China is a participant as well as a builder of the international system,rather than a challenger or a subversive.In the future,with a constructive attitude,China will promote the international system in a more reasonable direction together with international partners,in order to better safeguard world peace and security,and promote sustainable development throughout the world.     

海洋话语与国际秩序转变

国际关系的演进表明,海洋话语转变是国际秩序转变的重要风向标。文章对海洋话语进行了概念分析,并将其细分成海洋硬话语与海洋软话语,明确其包涵因素和互动关系。战争、谈判、国际会议、条约及协定等是国家争取战略主导权、在国际权力格局中占据优势的重要手段,可作为海洋话语与国际秩序之间的互动机理。海洋话语与国际秩序转变主要经历了欧洲主导时期和美国主导时期,且美国主导时期延续至今。在“百年未有之大变局”时代,海洋世界多极化趋势显著,海陆联动明显,“泛海洋时代”到来;海洋话语的话语主体、结构设计、海缘范畴及议题领域等均在经历多维嬗变,国际海洋新秩序建构的可能性和必要性在不断提升。中国需把握好角色定位与策略选择,优化中国海洋战略,树立新海洋安全观,踏实构建海洋话语,在国际海洋新秩序的构建中发挥积极引领作用。     

浅析印度尼西亚互联网的发展

印度尼西亚互联网的发展始于20世纪80年代。起初,互联网的应用仅限于少数研究机构。随着印尼互联网商业化的发展,印尼网站数量和网民人数均有较大增长。但是由于印尼互联网基础设施发展不平衡、互联网法规不健全以及互联网接入费用相对过高,印尼要实现互联网的广泛普及仍然有很长的一段路要走。     

多学科、兼顾历史与现状、教学相长：南洋研究院华人研究特点与存在问题（2000-2006）

南洋研究院的华侨华人研究体现了多学科、兼顾历史与现状、教学相长的特色。除了经济、历史、政治学(国际关系)等主要学科外,南洋院师生越来越多地借重民族学、宗教学、金融学、人口学、语言学、管理学、图书及版本学等学科理论与方法研究华侨华人。在侧重华侨华人现状研究时,仍继续关注华人史研究。在相关学位课程带动下,硕博生的学位论文研究日益成为南洋院华侨华人研究的重要组成部分。就总体而言,南洋院的华侨华人研究仍呈现创新能力弱、文献单薄、低水平重复等问题,这既是国内文科重量化考核导向的结果,也与研究人员浮躁的学术态度相关。     

How International Reputation Matters: Revisiting Alliance Violations in Context

We investigate the role of international reputation in alliance politics by developing a signaling theory linking past alliance violations with the formation of future alliance commitments. In our theory, past violations Are useful signals of future alliance reliability conditional on whether they effectively separate reliable from unreliable alliance partners. It follows that states evaluating potential alliance partners will interpret past violations in their context when deciding to enter a new alliance, attaching less weight to violations in “harder times,” when many states are defaulting on their alliance commitments together, and more weight to violations in “easier times,” when fewer states are defaulting on their alliances. We test our theory and find that states are empirically more likely to form new alliances with states that violated in harder times compared to states that violated in easier times. The results have important implications for how scholars understand and estimate the impact of international reputation.     

Treading on Tradition: Approaches to Teaching International Relations to the Nontraditional Undergraduate

Nontraditional undergraduates (NTUs), undergraduates who typically are older than average, work full-time, and/or are entrusted with substantial family responsibilities, pose a special challenge to international relations educators. Severe constraints on time and access to library facilities both impede progress and may give an erroneous impression that NTUs are not as committed to their education as more conventional college undergraduates. The lack of continuity in education that typifies the NTU experience often manifests itself in anxiety, frustration, and gaps in fundamental knowledge. At the same time, the maturity and sophistication that come with life experience often far exceed that of the more conventional college student. Furthermore, typical requirements of international relations and international studies majors, such as second and third language proficiency, internships with international organizations, and overseas study are often not feasible for the working student with family responsibilities. Possibilities for meeting the challenges of teaching NTUs include greater use of open-book examinations, research proposals, case studies, simulations, problem-based learning (PBL), use of the Internet, and the development of short-term intensive overseas study opportunities that accommodate the working student's schedule.