The development of the EU asylum and migration policy is often explained as the result of 'venue-shopping', that is, the move by policy-makers to an EU policy venue in order to avoid national constraints. This article demonstrates that, contrary to what would have been expected on the basis of this widespread view, EU co-operation on asylum matters has actually led to a rise in the legal standards applicable to asylum-seekers and refugees. This outcome can be mainly explained by broader changes that have gradually affected the EU 'system of venues' and have thereby decreased the likelihood of more restrictive measures being adopted in the EU asylum policy venue. This has important implications for the EU governance of asylum and migration in general.

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The aim of this paper is to demonstrate that, contrary to a commonly held view, it is possible to teach the European Union (EU) in a way that makes students enthusiastic about the subject. The paper is informed by my experience of leading a EU simulation module, based on a modified problem-based learning (PBL) approach. The idea is to share my experience and prompt a debate on (1) how the EU can be taught in exciting ways for students, and (2) how an adapted PBL approach in the form of a simulation can significantly help to deepen students' interest in the EU as a subject.