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| 1 |
ID:
119080
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2013.
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| Summary/Abstract |
This article analyses the results of the most recent and largest cross-national survey on the international relations discipline. Completed by scholars in 20 countries, the survey covered the areas of teaching, research, foreign policy, the profession, and the relationship between policy and academia. From an Australian perspective, the key findings include the strong link between what academics teach and research; the narrowing epistemological gap between the USA and Australia; the curious pessimism of scholars on a wide range of foreign policy issues; and the ability of scholars to define research quality independently of other national settings. The most significant and alarming finding, however, concerned how the present structure of the field is undermining scholars'attempt to forge closer, more influential ties with policy makers in Canberra. In fact, it is clear from the results that what academics research and how they go about it is actually counterintuitive to this goal. The article concludes with three recommendations aimed at rectifying this problem.
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| 2 |
ID:
160827
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Like the development industry, development pedagogy and practice have begun to take into account the role of emotions and the deeper, affective and embodied experiences of understanding and doing development. In her ground‐breaking piece ‘Emotional geographies of development’, Sarah Wright illustrates how emotions not only create development subjects and associated subjectivities, but also provide a powerful entry point for resistance that may ultimately lead to transformative social change. Post‐colonial and feminist scholars have long emphasised the role of emotions such as anger, fear, shame, joy and hope in discursive construction of the ‘Other’ and the persistence of false binaries that obscure layers of struggle, exclusion and disenfranchisement. In this paper, we (students and educators) reflect on the role of emotions and affective engagements with development, drawing upon classroom discussions as well as reading and reflection logs of those studying for a Master in International Development (MID) at the University of Western Australia. We explore how explicit efforts to be attentive to our own emotions while digesting and deliberating material for this unit allow us to better grasp our own positionality while revisiting our personal entanglements with the ‘Other’ – the quintessential development subject. Making space for ‘more‐than‐rational’ aspects of development enables scholars and educators to experiment with affective options for interdisciplinary teaching in a distinctly more personal way than students may expect from a postgraduate degree in international development.
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| 3 |
ID:
181221
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| Summary/Abstract |
There is scant research on models for visualising strategies retrospectively. The authors present a new analytical, visual methodology for assessing the transformation of armed forces, which is usually considered to be the “second dimension” of strategy. It is novel and generally applicable to armed forces, and additionally provides several benefits, in particular with regard to its synoptic character. The methodology translates a sociological approach into strategic studies, a discipline which has not really developed its own yet. It is exemplified by means of the (airborne part of the) Swiss Air Force's transformation since the end of the Cold War.
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| 4 |
ID:
170406
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| Summary/Abstract |
If we are to help students develop opinions and perspectives on world politics, and understand at the same time what it means to hold these opinions and perspectives in the Australian context, we need to bring the world to the classroom. Information overload has led to feelings of alienation among students, and the way we teach needs to instil in students a sense that they are stakeholders in Australian foreign policy, and help them develop strategies for incorporating the complex information environment into their learning. In this short piece I propose two forms of assessment that authentically place the focus on these learning outcomes.
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| 5 |
ID:
099012
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| Publication |
Boston, Harvard Business School Press, 2007.
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| Description |
vi, 272p.
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| Standard Number |
9781422101582
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Copies: C:1/I:0,R:0,Q:0
Circulation
| Accession# | Call# | Current Location | Status | Policy | Location |
| 055268 | 658/ELL 055268 | Main | On Shelf | General | |
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| 6 |
ID:
154231
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| Summary/Abstract |
The last two years of Ma Ying-jeou’s (Ma Yingjiu) presidency saw the eruption of a controversy surrounding proposed revisions to the high school history curriculum. Although not the first time that the subject of history has exacerbated the tensions between holders of a China-centred view of Taiwan’s history and those favouring a more Taiwan-centred approach, this crisis, which took place mainly between 2014 and 2015, was undoubtedly the fiercest witnessed by the Taiwanese society in the sphere of educational issues. By putting the 2014–2015 dispute into perspective through a review of the different attempts made by the pro-Taiwan independence Chen Shui-bian (Chen Shuibian) and the pro-unification Ma Ying-jeou governments to edit the history curriculum, this article will underline the specificities of this particular controversy. This contribution will, therefore, help to shed new light not only on the perception of Taiwan’s history promoted by the Ma administration, but also the policy-making process which characterised the last years of Ma’s presidency.
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| 7 |
ID:
138931
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This article examines what democracy means when it is used in academic textbook evaluations of international institutions and how the meaning of the term “democracy” in such evaluations has changed over time. An analysis of 71 textbooks on international institutions in the policy areas of international security, environmental, and human rights politics leads us to several answers. We observe slight changes in relation to three aspects. First, the range of democracy-relevant actors expands over time, most notably in relation to nonstate actors as important participants in (or even subjects of) international policymaking. Second, representational concerns become more relevant in justifying demands for greater participation in international institutions. Third, international organizations are increasingly discussed not only as subjects that enhance the transparency and accountability of the policies of their member states, but also as the objects of democratic demands for transparency and accountability themselves.
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| 8 |
ID:
095868
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| 9 |
ID:
095641
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2010.
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| Summary/Abstract |
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.
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| 10 |
ID:
084012
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2008.
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| Summary/Abstract |
When a female minority professor struggles to establish authority in the classroom, the first question that comes to her mind is, "Is it me?" By surveying more than a dozen female minority professors, we reach the conclusion that those professors face a unique position and particularly demanding tasks in universities as they face challenges of systemic institutional and social underpinning of universities.
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| 11 |
ID:
091561
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| Publication |
Cambridge, Cambridge University Press, 2009.
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| Description |
xiv, 384p.
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| Standard Number |
9780521694223
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Copies: C:1/I:0,R:0,Q:0
Circulation
| Accession# | Call# | Current Location | Status | Policy | Location |
| 054475 | 355.033/BUZ 054475 | Main | On Shelf | General | |
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| 12 |
ID:
087281
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| Publication |
2009.
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| Summary/Abstract |
In this essay, we argue that race has yet to be integrated as an analytical category shaping the study and teaching of international relations. We suggest that although the issues of race and gender are systematically coded into central concepts in the discipline, they are made invisible through a "series of ontological and epistemological maneuvers." Focusing on two concepts central to the discipline-sovereignty and the nation-state-we suggest that race can be better integrated into the teaching of international relations by focusing on the ways in which these maneuvers structure the geographies and politics of exclusion and inclusion in international relations. We conclude that raising questions about the ways in which race is taught in the academy is in itself critical-what we teach, how we teach, and who teaches are all questions that need repeated airing for achieving interpretative autonomy as well as a transformative politics.
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| 13 |
ID:
098205
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| Publication |
2010.
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| Summary/Abstract |
Despite being responsible for a large percentage of undergraduate instruction, graduate students often receive little preparation for their first solo teaching assignments (J. D. Nyquist et al., Change 31 (3): 18, 1999). Furthermore, the existing literature on pedagogy fails to address the unique challenges faced by graduate students who are asked to serve as course instructors rather than teaching assistants. This article presents seven pieces of advice intended to better prepare the predoctoral graduate student to assume the role of the professor before assuming the title. By understanding the attitudes of undergraduate students toward graduate instructors, preparing in advance to handle the mistakes that novice teachers often make, and recognizing the correlation between outward confidence and student perceptions of instructor quality, graduate students can derive the most benefit from a stressful and time-consuming assignment. Most important, graduate instructors can learn to effectively manage the time spent on teaching duties to ensure that other responsibilities such as coursework, qualifying exams, and dissertation research do not suffer.
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| 14 |
ID:
126355
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| Publication |
2013.
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| Summary/Abstract |
We marshal discoveries about human behavior and learning from social science research and show how these can be used to improve teaching and learning. The discoveries are easily stated as three social science generalizations: (1) social connections motivate, (2) teaching teaches the teacher, and (3) instant feedback improves learning. We show how to apply these generalizations via innovations in modern information technology inside, outside, and across university classrooms. We also give concrete examples of these ideas from innovations we have experimented with in our own teaching.
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| 15 |
ID:
170405
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| Summary/Abstract |
While interrelated issues and challenges can only expand, the study of foreign policy in Australia is not a very healthy discipline. While not wholly wedged on life-support, there are genuine grounds for concern about the decline of Australian foreign policy (AFP) as a subject for serious academic concentration and its position as a marginalised topic of analysis. Unfortunately, attempts to reinvigorate the field continue to contend with a number of ingrained biases. AFP can be incorrectly dismissed as muddled and marginal while major debate points in the field are often glibly portrayed as broadly settled. This is despite the that fact that it can provide unique insights into policy-making in the twenty-first century while teaching students the benefits of problem-solving through a multi-disciplinary lens. Additionally, there is an ever-changing, contested set of knowledge that future leaders will need to consider in order to be successful, critical thinkers in a multi-agency environment. This will continue to incorporate an evolving variety of significant issues that constitute both conventional and unconventional threats to national interests.
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| 16 |
ID:
113738
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| Publication |
2012.
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| Summary/Abstract |
This essay outlines the ways in which the author presents normative theory to his students in his courses and textbook in international relations.
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| 17 |
ID:
101572
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| Publication |
London, Routledge, 2011.
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| Description |
xvi, 268p.
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| Series |
Interventions
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| Standard Number |
9780415577724, hbk
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Copies: C:1/I:0,R:0,Q:0
Circulation
| Accession# | Call# | Current Location | Status | Policy | Location |
| 055628 | 327.101/SHI 055628 | Main | On Shelf | General | |
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| 18 |
ID:
138930
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| Summary/Abstract |
There is a popular perception that large classes result in low levels of student motivation, satisfaction, and engagement. In International Studies (IS) programs, this suggests a challenge for getting students to understand and connect with complex theoretical concepts used to deconstruct the international system and can affect the overall quality of the academic experience. The present study offers insight into how to cope with large IS classes, promoting student engagement through adjusting teaching and assessment methods. Based on the results of two surveys, the Introduction to International Relations course at the University of the Witwatersrand appears to have been successful in promoting student engagement. Focusing on interactive teaching and assessment strategies that promote critical thinking and instill deep learning offers colleagues presented with large classes a chance to establish a vibrant learning environment.
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| 19 |
ID:
184523
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| Summary/Abstract |
Introductory undergraduate courses in American politics often center the Constitution and focus on fundamental principles, structures, and processes. Unfortunately, this focus allows less space to discuss the role that norms play in supporting formal rules and institutions in the American political system. As a political science professor teaching an introductory course on American politics in 2019 and 2020, I became acutely aware of the limitations of this course design. This context showcased the ways in which many of these norms are taken for granted by many, including American politics scholars. Moreover, it sparked conversations among my colleagues about whether we should adapt to the moment and update our instruction to place greater emphasis on norms to contextualize the present political moment for our students. My answer was yes. However, doing so requires instructors to be attentive to issues of objectivity, authority, and partisanship. This article shares strategies that I plan to implement when I teach this course again. In particular, I discuss three guiding pedagogical principles when teaching about presidential norms. I then provide discussion questions that instructors can use to spark conversations about the relationship between adherence to presidential norms and the stability of American political institutions.
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| 20 |
ID:
111856
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| Publication |
2012.
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| Summary/Abstract |
The article shows the popularity of the Japanese language in Russia and the world relying on a historical and political approach. Besides, the article examines the prospects of the Japanese language becoming one of international communication.
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