International Relations Program Research Articles

ChatGPT, a brand-new tool to strengthen timeless competencies

In November 2022, the public release of ChatGPT, an artificial intelligence (AI)-based natural language model, was a groundbreaking point in many sectors of human life and education was not the exception. We describe how ChatGPT was integrated in an undergraduate course for an International Relations program in a private Mexican university. Under an action research methodology, we introduced this novel instrument in a course on Future Studies. Students were evaluated on their ability to explain to ChatGPT several discipline-specific methods and to make the AI implement these methods step by step. After six such activities, the outcomes evidenced that the students not only learned how to use the new AI tool and deepen their understanding of prospective methods, but also strengthened three soft or transversal competencies: communication, critical thinking, and logical and methodical reasoning. These results are promising in the framework of Skills for Industry 4.0 and Education for Sustainable Development; even more, they demonstrate how ChatGPT created an opportunity for the students to strengthen, and for the professor to assess, time-tested competencies. This is a call-to action for faculty and educational institutions to incorporate AI in their instructional design, not only to prepare our graduates for professional environments where they will collaborate with these technologies but also to enhance the quality and relevance of higher education in the digital age. Therefore, this work contributes to the growing body of research on how Artificial Intelligence (AI) can be used in higher education settings to enhance learning experiences and outcomes.

МОНГОЛ ДАХЬ ЕВРОП СУДЛАЛЫН ӨНӨӨГИЙН БАЙДАЛ БА ТУЛГАМДАЖ БУЙ АСУУДЛЫН СУДАЛГАА

This study aims to determine the level of knowledge on the European Union, a region of major players in international relations, world politics and diplomacy, its multifaceted activities in the world, the current situation, the challenges it faces and the real trends in development of undergraduate students study Political Science, International Relations and Law, to compare the views and positions of European scholars, researchers and researchers, and to analyze and comment on the content of the European Studies curriculum in the International Relations programs implemented in Mongolia.

Active Learning and the Graduate Classroom: How Gender and International Student Status Affect Preferences and Experiences

This article uses new survey data to examine student preferences and experiences with active learning among a graduate student cohort across two key identity markers: international student status and gender. Our survey of students enrolled in a Master of International Relations program suggests that most view active learning favorably and believe it improves learning outcomes. We find that, contrary to conventional wisdom, international students prefer active learning to traditional lectures at the same levels as domestic students. Our findings also indicate that women prefer active learning as much as, and in some cases more than, men. We discuss potential reasons for these preferences and experiences and conclude with suggested avenues for future research.

Women in Australian international affairs

ABSTRACTThis article reviews the participation of and challenges facing women in international affairs in Australia, with a focus on three sectors: the media, the civil service and the academy. We review the qualitative and quantitative data available, and share the results of a number of surveys and scans we have conducted ourselves: of the gender breakdown of undergraduate enrolments in Australian university courses focusing on international affairs; the gender break down of academic staff employed in politics and international relations programmes at Australian universities; the gender breakdown of authors published in the Australian Journal of International Affairs and the Australian Journal of Politics and History from 2000 to the present; and trends in the gender breakdown of citations in articles published in the Australian Journal of International Affairs between 2000–2001 and 2018–2019. We argue that although women in Australia are interested and engaged in international affairs in almost equal measure to their male counterparts, serious structural challenges continue to undermine their equitable representation in key fora and their career progression. This has clear implications for the future scholarship, practice and analysis of international affairs in Australia and beyond.

Особенности изучения международных отношений в Бразилии

The article discusses the history of the formation and development of institutions implementing the program of international relations, their connection with the political structure of the country. The subject of the research is the role of international relations studying in the country. Brazil is an influential country in Latin America, which historically took an active part in building a regional system of international relations. In this sense, the creation of new directions for the study and training of the international relations programs in the universities is still relevant. The article analyzes the levels of education in the leading universities of the country, examines the content of the programs, the system of grades, and provides a list of the best universities according to international and national rankings. The analysis of Brazilian universities shows that the country has a very developed education system. Brazil's top 10 universities are included in international world rankings and collaborate with the best universities of France, Germany, USA, Japan, and Russia.

Privacy and Security A Pedagogic Cybersecurity Framework

“Real” cybersecurity today devotes enormous effort to non-code vulnerabilities and responses. This essay proposes a Pedagogic Cybersecurity Framework (PCF) for categorizing and teaching the jumble of non-code yet vital cybersecurity topics. The PCF adds three layers beyond the traditional seven layers in the Open Systems Interconnection model. In the framework, Layer 8 is organizations, often studied in business schools. Layer 9 is government, often studied in law and public policy schools. Layer 10 is international, often studied in international relations programs. The PCF creates a 3x3 matrix that refines which institutions are involved in each area of cyber-vulnerability or response. Each of the three columns refines the sorts of institutions making the decisions. For each layer, Column A contains issues arising within the institution - the organization or nation. Column B contains issues defined by relations with other actors at that level. Column C contains issues where other limits arise from actors at the same layer of the stack. For students, the PCF provides context for how all the issues fit together, to ensure they understand the “big picture”. The framework also clarifies the scope of a cyber-curriculum. Some classes, for instance, focus primarily on how a CISO or company should manage a company’s risks (layer 8). Others are mostly about international affairs (layer 10), perhaps with discussion of national cybersecurity laws (Cell 9A). The PCF enables program directors and students to concisely describe the coverage of a cybersecurity class or curriculum. The 3x3 matrix clarifies a research agenda for those seeking to identify and mitigate non-code cyber problems. Researchers can develop an issue list for each cell, along with canonical readings to assign in general examinations. For cybersecurity practitioners, the sheer volume of issues identified in the 3x3 matrix drives home the growing significance of non-code issues – bad decisions in any part of the matrix can negatively affect cybersecurity. In sum, the PCF provides a parsimonious way to identify and develop a response to the growing number of non-code cyber risks. The 3x3 matrix visually categorizes and communicates the range of non-code cybersecurity issues. No longer can “real” cybersecurity refer only to technical measures. Instead, a large and growing amount of cyber-risk arises from problems at layers 8, 9, and 10. By extending the stack to these ten layers, we gain an effective mental model for identifying and mitigating the full range of these risks.

The Rise of International Relations Programs in the Brazilian Federal Universities: Curriculum Specificities and Current Challenges

ABSTRACTThe aim of this reflection is to study the new international relations (IR) programs introduced by Brazilian federal universities, looking comparatively at their curriculum specificities and current challenges. In recent years, Brazil has seen an increase of IR programs launched in several regions. Since 2003, the Ministry of Education is in the process of decentralization of the campi from the state capitals. Additionally, the Program for Restructuration and Expansion of Federal Universities (REUNI) has supported this trend financially and legally. These public institutions have an important social role in universalizing education across Brazil, given that federal institutions in most cases offer a good standard of education free of tuition for the students. However, in which legal and economic conditions were such programs created? Was there a basic infrastructure in place to ensure a good quality of education in IR in such federal universities? What are the main strengths of these programs? Moreover, which challenges will faculty and students face along the path of continuous development? To answer these questions, the research is grounded in an exploratory analysis based on official documents, participant observation, and interviews with program coordinators. The results can enhance our comprehension of international relations growth in Brazil and bring reflections for a wide audience of political science and international relations professionals concerned with comprehending the idiosyncrasies of teaching and organizing IR outside the United States and Europe.

LSA-Based Feedback for Assessing Student Learning in IT-Enabled IR Courses

This paper reports on the possibility of using a variation of the Latent Semantic Analysis (LSA) method to support learning assessment in computer-mediated courses in the International Relations program at the American University of Kuwait (AUK). LSA is a mathematical/statistical technique for extracting and inferring relations of expected usage of words (such as any digital text created by students) after their interaction with digital information (such as e-readings, videos, blogs, and lectures provided by the Professor). We propose using a variant of the LSA method to assess student computer-mediated note taking. Much of the learning that inspires this experiment is based on two projects. The first initiative involved using semantic databases to deliver two courses in the Department of Political Studies at the American University of Beirut (AUB) in Fall 2003 and Spring 2004. The second project involved delivering four consecutive introductory courses on International Relations in the Department of International Relations at AUK from Fall, 2010 to Fall, 2012. Both projects endeavored to combine teaching and technology in ways that promoted critical thinking, reading and writing, effective communication and problem solving.

The Model United Nations simulation and the student as producer agenda

AbstractThe authors of this paper introduced an assessed Model United Nations simulation as a core component of the undergraduate politics and international relations programmes at the University of Lincoln. The authors use their experience of creating and delivering this module to reflect upon the institutional implementation of a student as producer agenda to guide curriculum development and pedagogy. They conclude that many existing trends in the teaching and learning of politics and international relations are congruent with the emerging focus in British higher education on research-engaged teaching and learning and the development of students as producers of knowledge. They conclude by suggesting that these priorities are perhaps best implemented at degree programme level and that they should take greater account of a broad notion of internationalisation and the value of simulation-driven teaching and learning.

8-336 国際性啓発のための大学院教育 : 北大工学研究院における英語教育等の現状((19)国際化時代における工学教育-II,口頭発表論文)

8-336 国際性啓発のための大学院教育 : 北大工学研究院における英語教育等の現状((19)国際化時代における工学教育-II,口頭発表論文)

What Would Harvey Say?

Former Secretary of the Navy remembers his classmate from the University of Pennsylvania's International Relations program. Their subsequent careers intersected often in the years ahead—in Philadelphia, Washington, and beyond. John Lehman said Harvey “was an invaluable counsel on matters great and small, professional and personal.”

Community-based project: taking care of our environment

The combination of language and content is the principal emphasis in the English teaching of International Relations program at Universidad del Norte. In order to maximize students’ performance in this approach, project work is assigned. Project work enhances students’ language skills (Stoller, 2006) and is a useful tool to help students develop different competences, such as research, collaborative, linguistic and cultural competence. “The Environmental campaign” is a community-based project that is carried out at Universidad del Norte with fifth semester students of International Relations in the Technology, Environment and Progress subject. The main objective of this project is to raise awareness of the importance of taking care of our environment. This project gives learners the opportunity to simultaneously get involved in social community projects and develop their language skills. For seven weeks, students plan, prepare, design, carry out and present their campaigns. The steps, follow-ups, process, constraints, and results are the main aspects to be shown in this paper.

Lexical semantics as a tool for developing critical reading in the language classroom

This paper illustrates how a detailed analysis of lexical choices can evince the author’s ideological message in seemingly expository texts. The activity described, part of the content-based course English V: Technology, Environment, and Progress in the International Relations Program at the Universidad del Norte, leads students to the realization of their tendency to accept every written text as an objective depiction of reality without questioning the writer’s purpose or intentions. Furthermore, the comparison of two texts dealing with the same topic but written from opposing points of view helps the students understand how language can be manipulated for particular purposes.

Whitney T. Perkins

Once in a long while some of us are blessed to encounter a person whose character is so special that it deeply affects us for the rest of our lives. Such is the case for me—and for many alumni of the Brown University international relations program—with regard to Whitney T. Perkins, the faculty member who guided the program for decades and who died earlier this year. In an academic world filled with pomposity and pretense, he stood out as a beacon of humility. In an academic world filled with ideological polemics, he stood out as a beacon of balance. In an academic world filled with politically motivated jostling for power and control, he stood out as a beacon of integrity. In an academic world filled with self-promotion and hyperbole, he stood out as a beacon of restraint and understatement.

Stigmatizing the Bomb: Origins of the Nuclear Taboo

April 01 2005 Stigmatizing the Bomb: Origins of the Nuclear Taboo Nina Tannenwald Nina Tannenwald Director of the International Relations Program and Joukowsky Family Research Assistant Professor at the Watson Institute for International Studies at Brown University. Search for other works by this author on: This Site Google Scholar Author and Article Information Nina Tannenwald Director of the International Relations Program and Joukowsky Family Research Assistant Professor at the Watson Institute for International Studies at Brown University. Online Issn: 1531-4804 Print Issn: 0162-2889 © 2005 President and Fellows of Harvard College and the Massachusetts Institute of Technology2005 International Security (2005) 29 (4): 5–49. https://doi.org/10.1162/isec.2005.29.4.5 Cite Icon Cite Permissions Share Icon Share Twitter LinkedIn Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Search Site Citation Nina Tannenwald; Stigmatizing the Bomb: Origins of the Nuclear Taboo. International Security 2005; 29 (4): 5–49. doi: https://doi.org/10.1162/isec.2005.29.4.5 Download citation file: Ris (Zotero) Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search All ContentAll JournalsInternational Security Search Advanced Search This content is only available as a PDF. © 2005 President and Fellows of Harvard College and the Massachusetts Institute of Technology2005 Article PDF first page preview Close Modal You do not currently have access to this content.

Local Government and Global Politics: The Implications of Massachusetts’ “Burma Law”

Journal Article Local Government and Global Politics: The Implications of Massachusetts’ “Burma Law” Get access Terrence Guay Terrence Guay TERRENCE GUAY is assistant professor of political science and director of graduate studies for the International Relations Program at the Maxwell School of Syracuse University. His recently published books include The United States and the European Union: The Political Economy of a Relationship and At Arm’s Length: The European Union and Europe’s Defence Industry. Search for other works by this author on: Oxford Academic Google Scholar Political Science Quarterly, Volume 115, Issue 3, Fall 2000, Pages 353–376, https://doi.org/10.2307/2658123 Published: 15 February 2013

Laws and Politics of the International Relations of Japan and the United States

This article is a book review of Makitaro Hotta Laws and Politics of the International Relations of Japan and the United States (published jointly by the School of International Service, American University, Washington, and the College of International Relations, Ritsumeikan University, Kyoto, 1996) 195 pages. The book is a compendium of documents and materials relating to Japan and United States relations from the Cairo Declaration of 1 December 1943 to the Japan/US Joint Declaration on Security Alliance for the 21st Century of 17 April 1996. Angelo praises the book’s versatility, as it can be used for comparative law classes and for international relations programmes, for constitutional law teaching, and for aspects of public international law.

Diplomacy

Chiefly for the wrong reasons, diplomacy has recently made some notable incursions into international relations programmes at British universities. For, in the field of money-spinning taught Master's degrees, this subject has been perceived as a crowd puller. Out there, beyond the European Community with its aggravatingly-low fee levels, are, it is calculated, many who will be attracted by an MA with 'diplomatic' in its title. With some ground, it is believed they see that sort of degree as a passport to a position in the much-sought-after diplomatic ranks. Furthermore, in the same regions lie beginning diplomats who could be said to need some vocational underpinning, not to mention those longer-employed in diplomacy who would benefit in mid-career from intellectual refreshment. The British Statue of Education beckons, its own distinctive torch held high aloft. And, to ensure that its light does not go unnoticed, Vice-Chancellors despatch glossy brochures to the British Council and their recruiting officers, hot foot, to distant parts.

The International Relations Program: Instituto Universitario de Pesquisas do Rio de Janeiro (IUPERJ)

At the end of almost a year and a half of activities of the International Relations Program of IUPERJ, partially funded by The Ford Foundation, it is possible to identify qualitative as well as quantitative growth in these studies in Brazil, principally in the area of Rio de Janeiro. This growth is remarkable if we take into account, on the one hand, the few attempts at progress made during the decade of the seventies and, on the other hand, the expectation generated at the beginning of the program.

Some Consequences of Crisis Which Limit the Viability of Organizations

This paper proposes that crisis can be denoted with a specific meaning applicable to organizational behavior. A tentative series of interrelated propositions suggests how a crisis in an organization's external environment can activate behavior within the organization which hinders its response to the crisis. The propositions are illustrated with material from a range of political and nonpolitical studies. Some attention is directed to possible means of making the eight principal variables operational.' Charles F. Hermann is a doctoral candidate in the International Relations Program of Northwestern University's Political Science Department.