ECPR Plenary Rountable on ‘The Consequences of the Internationalization of Political Science Education‘
Time: 14:00-15:30, Thursday, 7 September
Today many students seek undergraduate and/or graduate education in Political Science outside the confines of their countries. Academic staff are increasingly hired internationally, and the opportunities for academics to immerse themselves in the cultures of Political Science departments abroad have multiplied. The purpose of this Roundtable is to discuss the consequences of this process of internationalization. Does the meaning of political science and the way political science research is pursued change? What does this process mean for the teaching of political science? Does it produce innovation or just difficulties in terms of teaching methods and the curriculum, and are these changing? Finally, how does this process influence publishing trends?
- Eszter Simon, University of Birmingham
- John Ishiyama, University of North Texas, USA
- Carolina Curvale, FLACSO, Ecuador
- Meng-Hsuan Chou, Nanyang Technological University, Singapore
- Agnes Simon, Masaryk University, Czech Republic
- Erkki Berndston, University of Helsinki (Emeritus)
TLP Panels at the upcoming ECPR Conference in Oslo, 6-9 September 2017
Our standing group convenes a section, Advances in Teaching and Learning in Higher Education, at the ECPR general conference in Oslo with seven panels.
Panel 1: Evidence-based teaching in Political Science
Chair: Eszter Simon, Birmingham University, UK
Co-chair: Agnes Simon, Masaryk University, Czech Republic
This panel is conceived in the best traditions of the Scholarship of Teaching and Learning (SOTL), which builds upon the recognition of the reciprocal relationship between teaching and research. Acknowledging that most teachers in higher education have a strong identity as researchers, SOTL encourages teaching staff to use their disciplinary research skills and apply them in order to investigate the efficiency of their teaching and the impact it has on student learning. Therefore, purpose of the panel is to propagate scholarly enquiry into the teaching and learning process—an idea that stands at the heart of the activities of the Teaching and Learning Politics standing group. The panel will consist of one or two papers that discuss the best practices in SOTL and research papers in which panelist inquire into their own classroom practice and its effect on student learning, putting SOTL into practice.
Panel 2: Transformation of the Political Studies profession – What does it mean to be an active academic in the current era? (A joint panel with the SG Politics of Higher Education, Research, and Innovation – PHERI)
Academics—junior, mid-career, or established in the political studies profession—are at the forefront of many (policy) changes sweeping the contemporary university landscape. For example, as scholars, they meet the external and internal (funding, performance) demands for innovative research, often being asked or incentivised to bring their ‘ideas to the market’ through collaboration with industry. As researchers, they navigate the multiple publication platforms and social media (e.g. monographs, articles, symposia, mini-graphs, blog posts, tweets) to promote and make visible their research. As educators, they apply the many latest technological advances in their teaching and translate whichever pedagogical terms (e.g. outcome-based learning, 21st century skills) are currently en vogue using the language of their discipline. As experts in their fields of research, academics are consulted in public policymaking and are asked to provide scientific solutions for decision-making. And for those researching the politics of higher education, research, and innovation, they describe, examine, and explain knowledge policy developments across all governance levels around the world, often interviewing policymakers introducing these very reforms affecting their profession. As living artefacts amidst transformative changes in the higher education sector, how do academics in the political studies profession make sense of their multiple, often contrasting, roles? What strategies do they apply to prioritise the many demands, while remaining an effective and efficient scholar, educator, administrator and disciplinary expert? Indeed, what does it mean to be an active academic in today’s academia? This panel invites research- or experience-based contributions from scholars working in any methodological field interested in the transformation of the political studies profession.
Panel 3: Innovating Political Science Education
Chair: Nanette Levinson, American University, Washington, D. C., USA
This is an extraordinary time for the teaching of political science at all levels. From big data to on-line initiatives and from cross-national, virtual learning partnerships to new approaches to curricular and co-curricular learning, political science faculty and organizations are innovating to match the major challenges and changes of our times. This panel presents a panoply of approaches (and methods) examining innovations that can make a difference. It includes work on on-line learning (whether flipped classrooms or MOOCs) and on innovations incorporating research in classrooms. It also covers cross-cultural innovations and questions regarding assessment of learning outcomes in innovative settings.
The panel will also tackle key questions in examining innovations in political science education including whether the innovations discussed actually become routine or a regular part of Political Science teaching and learning. We will moreover explore what factors contribute to achieving this institutionalization and what emerging approaches (such as virtual reality for simulations) hold potential for political science educators in the decade ahead.
Panel 4: Teaching Politics through Art and Popular Culture (A joint panel with Politics and Art group)
Arts and popular culture have made their way into the study of politics. Acknowledging that the political and the cultural are closely intertwined, scholars increasingly draw on visual arts, music, films or literary works to shed light on the relation between world and fiction, as well as politics and representation. ‘Going cultural’ is not only a way to address the multiple cultural sites of politics, but also a way to nurture the learning experience of students through the use of arts and culture in the classroom.
Based on the debate initiated at previous ECPR conferences in Prague (Teaching International Relations with Movies panels), this panels seeks to extend the discussion and bring together scholars that teach politics through arts and culture in the classroom. We welcome papers that use innovative approaches to teaching political sciences and make use of these approaches.
Panel 5: New designs for Political Science teaching
Chair: Bill Kappis, University of Buckingham, UK
This panel will offer an opportunity for those wanting to share their designs for new classes, courses or units but who have not yet had an opportunity to deliver those to students. Designs inspired by/applying particular concepts, theories or approaches either from the Political Science, International Relations, Education or other disciplines are particularly welcome. If the authors present these as innovative designs, they should explain why they can see elements of innovativeness in them. Equally sought are examples of collaborative teaching and learning from two or more institutions. The panel will also shelter other papers that discuss ways to enrich student learning experience beyond what and how they usually learn at their institutions or in their pedagogic contexts.
Panel 6: Teaching and learning analytical skills in Political Science
In their activity, academics in political sciences have to familiarize students with analysing data. Students have to develop analytical capacities, so that they are able to distil large and complex amounts of information concerning specific events and fieldworks into persuasive arguments. This is a complex challenge for academics, especially when they are not familiar with the (sub)discipline and/or fieldwork students are specialized in. This is mostly a challenge since political science is a heterogeneous discipline both methodologically (qualitative approaches; quantitative tools; mixed methods) and substantively (political sociology, public policy, electoral politics, etc)
This panel intends to initiate a discussion among political science teachers on „what is learning analysing data?“ and „how to facilitate student learning to analyse data?“. First, what is learning analysing data? This issue may seem evident, but consensus is far from being reached among political scientists depending on their background or their specialization. The term „analysis“ also covers a wide range of definitions. Does it mean helping students distinguish incidental facts from crucial data? Or does it imply providing students with essential theories of their subfield? Alternately, does it include helping students to defend their own arguments and to present alternatives? Secondly, how to facilitate student learning to analyse data? What are the most effective methods teachers can use? Can qualitative and quantitative approaches be effectively combined? What is the role of databanks, platforms or secondary analysis? etc.
To address these and related questions, the panel invites political science teachers from various teaching contexts to contribute with papers describing their approaches and pedagogic experience. Contributions from academics using less frequently used methods are particularly welcome.
Panel 7: Working With Practitioners (employability, placements and service learning)
Chair: Chris Goldsmith, De Montfort University, UK
The increasing emphasis on graduate employability, the focus on research impact and the social role of the University all combine to make engagement with the practice of politics much more important for teachers of Political Science. This panel will offer an opportunity to explore both traditional and innovative ways of bringing academics, students and practitioners together to learn. Questions to be considered may include the role and value of student placements, student think-tanks and public engagement projects and the role of students as researchers. It will also examine the challenges of how academics can best contribute to the continuing professional development of practitioners.
TLP-organized panels at past ECPR conferences
- Bridging Two Worlds: Political Theory through Movies
- Innovating Political Science Education
- Reimagining MOOCs: Online Learning Opportunities and Challenges for 2016 and Beyond
- Teaching International Relations with Movies
Read a short summary about the teaching panof what happened in Prague.
- The Times They Are A-Changin’ – Teaching Political Science Methods and Politics in the Times of Transformation
- The 21th Century Teacher: Theoretical Approaches and Ongoing Didactical Debates in Teaching Political Science
Teaching Research Methods
- Graduate Education in Political Science
- Teaching Research Skills
- Developing Quality Assessment
- Innovating Political Science Education
- Information Technology in Teaching, Online Teaching and Online Degree
- Advancing Political Science Education in Europe. How can ECPR Support their Members in their Work as Political Science Teachers
- How to Get published about Teaching and Student Learning
- Introducing IT to Facilitate Engagement and Interaction in Undergraduate Politics Courses