Evaluating the Model United Nations: Diplomatic Simulation as Assessed Undergraduate Coursework

Abstract

Increasingly, simulation-based teaching and learning is finding a place within politics and international relations (IR) programmes. The majority of literature on this style of teaching and learning has positioned it as both an aid to content delivery and as a response to the many challenges facing contemporary higher education. Little guidance is given, however, to the practical considerations of using simulations as a component of assessment or as informing assessed tasks. This article draws upon the experience of the authors in adapting the well-established Model United Nations (MUN) simulation programme for delivery as an assessed module at a British university. This has involved balancing institutional teaching, assessment and validation requirements with the successful simulation of diplomatic practice. The article introduces the MUN simulation and explores the extant pedagogic literature encouraging the use of simulation-based learning in IR curricula, before moving on to provide an overview of the rationale for the various decisions the authors have made in adapting the simulation for delivery as an assessed curriculum component. The article asserts the value of introducing assessed simulations within IR coursework and provides guidance on how student performance in pedagogic simulations might best be assessed.

Social networking sites and learning in international relations: The impact of platforms

“…One of the key benefits of MUNs is that different students learn in different ways and MUNs add diversity to teaching methods (Obendorf & Randerson, 2013;Shellman & Turan, 2006). By effectively assimilating a SNS into the subject, it had increased capacity to respond to diverse learning styles.…”

“…The ability to negotiate, strategise, and form alliances are crucial skills for building resolutions on contemporary issues. MUNs and simulations, offer a particularly good setting for students to develop these skills through the ability to work towards an outcome in a structured, multilateral, and hands on way (Crossley-Frolick, 2014;Obendorf & Randerson, 2013;Shellman & Turan, 2006;Taylor, 2014).…”

‘Finally an academic approach that prepares you for the real world’: simulations for human rights skills development in higher education

“…For example, with regard to teaching international relations, Simpson and Kaussler (2009) found that simulations contribute to the development of key communication and analytical skills. There has also been a long history of Model UN simulations, which can provide students with key vocational skills (Obendorf & Randerson, 2013). Similarly, for law students, moot courts are a well-established simulation exercise to develop oral and written skills, 'to be successful not only in cases brought before their home courts, but in front of international tribunals and other organs' (Grossman, Martin, Rodriǵuez Pinzón, 2008).…”

Teaching Experience: How to Make and Use PowerPoint-Based Interactive Simulations for Undergraduate IR Teaching

“…Secondly, a slightly different focus can be found in those contributions focusing primarily on simulation outcomes and learning effects, as well as the evaluation and assessment of simulations (e.g. Obendorf & Randerson 2013;Pettenger, West & Young 2014;Raymond 2010;Shellman & Turan 2006). Thirdly, many publications detail the creation process and concrete application of simulations for taught provision in higher education (Boyer & Smith 2015;Bridge & Radford 2014;Kempston & Thomas 2014;Smith & Boyer 1996;Stover 2007;Tessman 2007).…”

“…the "security dilemma" (Asal 2005), the predominant focus in the disciplinary literature has been on simulations. These may include simulations of EU organs (Elias 2014;Gusti, Muno & Niemann 2015;Jones & Bursens 2015), the United Nations (Obendorf & Randerson 2013), as well as hypothetical "realistic" scenarios such as the creation of a new International Human Rights Treaty (Kille 2002) or an AIDS conference (Crossley-Frolick 2010). Games have distinct advantages in terms of time management and instructor management, as complexity is reduced by tighter rule structures.…”