Scheda programma d'esame
ADVANCED INTERNATIONAL RELATIONS: METHODS AND CONCEPTS
ENRICO CALOSSI
Academic year2022/23
CourseINTERNATIONAL STUDIES
Code257QQ
Credits6
PeriodSemester 1
LanguageEnglish

ModulesAreaTypeHoursTeacher(s)
RELAZIONI INTERNAZIONALI AVANZATE: METODI E CONCETTISPS/04LEZIONI42
ENRICO CALOSSI unimap
Obiettivi di apprendimento
Learning outcomes
Conoscenze

Alla fine del corso lo studente acquisirà conoscenze sui metodi di ricerca qualitativi/quantitativi e sui concetti più importanti utilizzati nelle relazioni internazionali. Inoltre analizzerà alcuni importanti attori della politica globale.

Knowledge

At the end of the course the student will have acquired knowledge over qualitative/quantitative methods and over important concepts used in International Relations, and over some important actors of the global politics.

Modalità di verifica delle conoscenze

La verifica delle conoscenze avverrà tramite un esame orale che si svolgerà all'inizio della sessione di esame.

Assessment criteria of knowledge

The assessment of the acquired knowledge will be done through oral questions due at the beginning of each exam’s session.

Capacità

Alla fine del corso lo studente sarà capace di presentare oralmente i problemi relativi ai metodi quantitativi/qualitativi e ai concetti usati nelle relazioni internazionali e ad alcuni importanti attori della politica globale.

Skills

At the end of the course the student will be able to orally present problems related to the qualitative/quantitative methods and to the concepts used in International Relations, and to some important actors of the global politics.

Modalità di verifica delle capacità

Durante la sessione d'esame, si svolgerà un'intervista orale, attraverso la quale gli studenti saranno valutati nella loro capacità di presentare oralmente i problemi relativi ai metodi quantitativi/qualitativi e ai concetti usati nelle relazioni internazionali e ad alcuni importanti attori della politica globale. 

Gli studenti frequentanti potranno presentare oralmente in classe un tema empirico a loro scelto relativo a questioni urgenti del dibattito della politica internazionale.

Assessment criteria of skills

During the exam’s sessions, an oral interview will be held, through which students will be evaluated in their ability to orally present problems relevant to the qualitative/quantitative methods and the concepts used in International Relation, and to some important actors of the global politics.

Attending students can prepare presentations on some empirical cases among those suggested by the teacher. The evaluation of the ability to interpret these empirical cases through the lenses of the IR theories will be performed with an oral presentation in class.

Comportamenti

Gli studenti potranno acquisire e sviluppare una sensibilità particolare verso i problemi inter-statali e apprenderanno i metodi relativi per studiare questi problemi.

Gli studenti acquisiranno le competenze e lo stile adatto per partecipare in seminari con esperti.

Behaviors

Students could acquire and develop sensitivity to the problems of inter-State relations and will learn their relative methods to study those problems.

Students will acquire the appropriate skills and style for their participation in seminars with external and expert personnel.

Modalità di verifica dei comportamenti

La sensibilità sviluppata sui problemi delle relazioni tra stati e sui metodi acquisiti sarà verificata tramite il dibattito in classe, che sarà sempre favorito e stimolato.

Durante i seminari, l'insegnante valuterà la capacità e lo stile degli studenti per porre questioni e domande agli speaker invitati.

Assessment criteria of behaviors

Sensitivities developed on the problems of inter-State relations and on relevant methods will be verified through an in-class debate, which will always be favored and stimulated.

During seminars, the teacher will evaluate the appropriate skills and style of the students to ask questions to the external speakers.

Prerequisiti (conoscenze iniziali)

Si suggerisce che lo studente abbia, in precedenza, una buona conoscenza della geografia fisica e politica e che sia sufficientemente informato sui problemi attuali dello scenario internazionale.

L'abitudine a leggere quotidiani, riviste, periodici e siti web sulle Relazioni Internazionali è incoraggiata.

Inoltre, anche la frequenza, in precedenza, di corsi di RI può essere di aiuto.

Prerequisites

The student is suggested to have a prior good knowledge of natural and political geography and to be sufficiently aware of the current problems in the international scenario.

The habit of reading newspapers, magazines, journals and web-blogs on IR is recommended.

Previous attending of IR classes is welcome.

Indicazioni metodologiche
  • Il corso si svolgerà tramite lezioni face-to-face.
  • Durante il corso, potranno essere ospitati seminari con esperti di relazioni internazionali.
  • Lo studente può interagire con l'insegnante direttamente in classe, negli orari di ricevimento (indicati sulla pagina web del docente) o tramite e-mail inviate al docente.
  • La partecipazione degli studenti in classe è fortemente incoraggiata.
Teaching methods
  • The course will be conducted through face-to-face lessons.
  • During the course, seminars may be held by the teacher with the presence of IR experts.
  • The student can interact with the teacher directly in class, at the office hours (see teacher’s web-page on the Department’s website), or by e-mails addressed to the teacher.
  • Students’ participation and debate in class are strongly encouraged.
Programma (contenuti dell'insegnamento)

Lo scopo del corso è triplice. La prima e seconda parte del corso si presenteranno importanti teorie utilizzate nelle relazioni internazionali (realismo, liberalismo, costruttivismo, economia politica internazionale) e si tratteranno alcuni aspetti di importanti attori della politica globale (ad esempio le istituzioni fondamentali dell'Unione Europea, come la Commissione, il Parlamento, i Consigli, e alcune politiche fondamentali della stessa, come, ad esempio, l'Unione Economica e Monetaria, la Politica Agricola Comune, la politica estera). Nella terza parte del corso saranno presentati metodi qualitativi/quantitativi e concetti avanzati utili per l'analisi delle relazioni internazionali (come il terrorismo, la religione, l'egemonia, l'ambiente, l'apprendimento e le simulazioni, le malattie, le migrazioni, le alleanze, la cooperazione, le sanzioni).

Syllabus

The aim of the course is threefold. In the first and second parts of the course, the teacher will present important theories used in International Relations (realism, liberalism, constructivism, international political economy) will deal with some important actors of the global politics (precisely, the fundamental institutions of the European Union such as the Commission, the Parliament, the Councils, and some relevant policies such as the Economic and Monetary Union, the Common Agricultural Policy, the foreign policy). In the third part, the teacher will present some qualitative/quantitative methods and significant concepts used to understand the international relations (such as terrorism, religion, hegemony, environment, learning and simulations, diseases, migrations, alliances, cooperation, sanctions, etc.). 

Bibliografia e materiale didattico

Letture fondamentali

  1. Jackson, Robert, Georg Sørensen, Jorgen Moller (2019), “Introduction to International Relations: Theories and Approaches”, OUP Oxford. Pp. 3-262. 313-349
  2. Cini, M., & Borragán, N. P. S. (Eds.). (2019). European Union Politics. Oxford University Press. (Capitoli 2, 3, 10, 11, 12, 16, 18, 19, 23, 24)
  3. Cicchi, Lorenzo, Calossi, Enrico, Onderco, Michal and Fabrizio Coticchia (2021). “I love this game: the interplay between experience and background in role-playing simulations: insights from MUN participants in Italy and the Netherlands”, “European Political Science”, 397-412, Doi: https://doi.org/10.1057/s41304-020-00277-8
  4. Coticchia, Fabrizio, Calossi, Enrico e Lorenzo Cicchi (2020). “A reality check for students? How participating in the Model United Nations influences skills, IR perceptions and perspectives on future career", “Politics”, online 1-17, DOI: 10.1177/026339571985223
  5. Calossi, Enrico and Fabrizio Coticchia (2018). “Students’ knowledge and perceptions of international relations and the ‘Model United Nations’: an empirical analysis”, “Acta Politica” (2018) 53:409–428.  DOI 10.1057/s41269-017-0058-9

Letture aggiuntive

  1. Varoufakis, Yanis (2017), "Adults in the room: my battle with Europe's deep establishment"
  2. Barnett, M., & Duvall, R. (Eds.). (2004). Power in global governance (Vol. 98). Cambridge University Press.
  3. Worth, O. (2015). Rethinking hegemony. Macmillan International Higher Education. 3. US Hegemony; Ch. 4. Hegemony Gramsci and World Politics
  4. Veebel, V., & Markus, R. (2015). Lessons from the EU-Russia sanctions 2014-2015. Baltic Journal of Law & Politics, 8(1), 165-194.
  5. Thomas, Scott. The global resurgence of religion and the transformation of international relations: The struggle for the soul of the twenty-first century. Springer, 2005. The whole book.
  6. San-Akca, Belgin. States in disguise: causes of state support for rebel groups. Oxford University Press, 2016. The whole book.
  7. Cogan, J. K., Hurd, I., & Johnstone, I. (Eds.). (2016). The Oxford handbook of international organizations. Oxford University Press. The whole Book.
  8. Weiss, T. G., David P Forsythe, et al. (2018). The United Nations and changing world politics. Routledge. The whole Book.
  9. Bardi, Luciano and Eugenio Pizzimenti (2013), “Old logics for new games: the appointment of the EU’s High Representative for Foreign Affairs and Security Policy”, Contemporary Italian Politics 5 (1), 55-70.
  10. Calossi, Enrico (2016), Anti-Austerity Left Parties in the European Union. 4. Transnational coordination and integration of the Left
  11. Calossi, Enrico (2017). “Toward European Electoral and Party Systems”, in Vai, Lorenzo, Tortola, Pierdomenico, and Pirozzi, Nicoletta (eds) “Governing Europa. How to Make the EU more Efficient and Democratic”. Brussels: Peter Lang, pp. 91-110.
  12. Moschella, Manuela (2010) “Governing Risk. The IMF and Global Financial Crises”, Springer. The whole Book.
  13. Collins, B. J. (2011). NATO: A Guide to the Issues. ABC-CLIO. 4. Atomic War, Ch. 5. Coping with a Changing World, Ch. 6. Questions of the Past and of the Future, Ch. 7. NATOs Next Strategic Concept, Ch. 8. Where and Who Is NATO?

  

Internet links

 

 

 

 

 

 

  • https://web.archive.org/web/20070528190354/http://www.hoover.org/publications/digest/3058266.html

 

  • https://www.bloomberg.com/news/articles/2017-02-17/melania-trump-s-slovenia-would-pick-russian-over-u-s-protection; https://www.pewresearch.org/fact-tank/2017/08/23/in-global-popularity-contest-u-s-and-china-not-russia-vie-for-first/

 

  • https://www.oxfordre.com/politics/view/10.1093/acrefore/9780190228637.001.0001/acrefore-9780190228637-e-122

 

  • http://www.armedgroups.net/

 

 

  • https://www.imf.org;

 

  • https://www.wto.org;

 

 

 

  • https://www.nato.int/
Bibliography

Compulsory reading

  1. Jackson, Robert, Georg Sørensen, Jorgen Moller (2019), “Introduction to International Relations: Theories and Approaches”, OUP Oxford. Pp. 3-262. 313-349
  2. Cini, M., & Borragán, N. P. S. (Eds.). (2019). European Union Politics. Oxford University Press. (Chapters 2, 3, 10, 11, 12, 16, 18, 19, 23, 24)
  3. Cicchi, Lorenzo, Calossi, Enrico, Onderco, Michal and Fabrizio Coticchia (2021). “I love this game: the interplay between experience and background in role-playing simulations: insights from MUN participants in Italy and the Netherlands”, “European Political Science”, 397-412, Doi: https://doi.org/10.1057/s41304-020-00277-8
  4. Coticchia, Fabrizio, Calossi, Enrico e Lorenzo Cicchi (2020). “A reality check for students? How participating in the Model United Nations influences skills, IR perceptions and perspectives on future career", “Politics”, online 1-17, DOI: 10.1177/026339571985223
  5. Calossi, Enrico and Fabrizio Coticchia (2018). “Students’ knowledge and perceptions of international relations and the ‘Model United Nations’: an empirical analysis”, “Acta Politica” (2018) 53:409–428.  DOI 10.1057/s41269-017-0058-9

Further Readings

  1. Varoufakis, Yanis (2017), "Adults in the room: my battle with Europe's deep establishment"
  2. Barnett, M., & Duvall, R. (Eds.). (2004). Power in global governance (Vol. 98). Cambridge University Press.
  3. Worth, O. (2015). Rethinking hegemony. Macmillan International Higher Education. 3. US Hegemony; Ch. 4. Hegemony Gramsci and World Politics
  4. Veebel, V., & Markus, R. (2015). Lessons from the EU-Russia sanctions 2014-2015. Baltic Journal of Law & Politics8(1), 165-194.
  5. Thomas, Scott. The global resurgence of religion and the transformation of international relations: The struggle for the soul of the twenty-first century. Springer, 2005. The whole book.
  6. San-Akca, Belgin. States in disguise: causes of state support for rebel groups. Oxford University Press, 2016. The whole book.
  7. Cogan, J. K., Hurd, I., & Johnstone, I. (Eds.). (2016). The Oxford handbook of international organizations. Oxford University Press. The whole Book.
  8. Weiss, T. G., David P Forsythe, et al. (2018). The United Nations and changing world politics. Routledge. The whole Book.
  9. Bardi, Luciano and Eugenio Pizzimenti (2013), “Old logics for new games: the appointment of the EU’s High Representative for Foreign Affairs and Security Policy”, Contemporary Italian Politics 5 (1), 55-70.
  10. Calossi, Enrico (2016), Anti-Austerity Left Parties in the European Union. 4. Transnational coordination and integration of the Left
  11. Calossi, Enrico (2017). “Toward European Electoral and Party Systems”, in Vai, Lorenzo, Tortola, Pierdomenico, and Pirozzi, Nicoletta (eds) “Governing Europa. How to Make the EU more Efficient and Democratic”. Brussels: Peter Lang, pp. 91-110.
  12. Moschella, Manuela (2010) “Governing Risk. The IMF and Global Financial Crises”, Springer. The whole Book.
  13. Collins, B. J. (2011). NATO: A Guide to the Issues. ABC-CLIO. 4. Atomic War, Ch. 5. Coping with a Changing World, Ch. 6. Questions of the Past and of the Future, Ch. 7. NATOs Next Strategic Concept, Ch. 8. Where and Who Is NATO?  

Internet links

 

 

 

 

 

  • https://web.archive.org/web/20070528190354/http://www.hoover.org/publications/digest/3058266.html

 

  • https://www.bloomberg.com/news/articles/2017-02-17/melania-trump-s-slovenia-would-pick-russian-over-u-s-protection; https://www.pewresearch.org/fact-tank/2017/08/23/in-global-popularity-contest-u-s-and-china-not-russia-vie-for-first/

 

  • https://www.oxfordre.com/politics/view/10.1093/acrefore/9780190228637.001.0001/acrefore-9780190228637-e-122

 

  • http://www.armedgroups.net/

 

 

  • https://www.imf.org;

 

  • https://www.wto.org;

 

 

 

  • https://www.nato.int/
Indicazioni per non frequentanti

Il voto finale viene assegnato da un esame orale.

L'esame orale consiste in un colloquio tra il candidato e l'insegnante o uno dei suoi collaboratori.

L'esame non viene superato se il candidato dimostra di non essere in grado di esprimersi chiaramente e di utilizzare la terminologia corretta o se il candidato mostra ripetutamente l'incapacità di mettere in relazione parti del programma e le nozioni che deve usare per rispondere appropriatamente a una domanda.

Non-attending students info

The final mark is given by an oral exam.

The oral examination consists of an interview between the candidate and the teacher or one of his collaborators.

The exam is not passed if the candidate shows that he or she is not able to express himself clearly and use the correct terminology or if the candidate repeatedly shows the inability to relate parts of the program and notions he / she must use in order to respond appropriately to a question.

Modalità d'esame

ll voto finale viene assegnato da un esame orale.

L'esame orale consiste in un colloquio tra il candidato e l'insegnante o uno dei suoi collaboratori.

L'esame non viene superato se il candidato dimostra di non essere in grado di esprimersi chiaramente e di utilizzare la terminologia corretta o se il candidato mostra ripetutamente l'incapacità di mettere in relazione parti del programma e le nozioni che deve usare per rispondere appropriatamente a una domanda.

Per gli studenti frequentanti può avvenire che il 33% del punteggio derivi dalla valutazione di una presentazione (volontaria) dello studente in classe.

Assessment methods

The final mark is given by an exam (oral).

The oral examination consists of an interview between the candidate and the teacher or one of his collaborators.

The exam is not passed if the candidate shows that he or she is not able to express himself clearly and use the correct terminology or if the candidate repeatedly shows the inability to relate parts of the program and notions he / she must use in order to respond appropriately to a question.

For the attending students, it is possible that 33% of the mark exam is due to the evaluation of a student’s presentation (on voluntary basis) in class.

Updated: 04/09/2022 16:01