Simulating the Foreign Policy Decision-Making Process in
                                the Undergraduate Classroom

Loggins, Julie A.

doi:10.1017/s1049096509090544

Cited by 35 publications

(29 citation statements)

References 23 publications

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“…Even for those students who do not want to pursue a career that demands the aforementioned skills, experiencing a policy-making and negotiation process first-hand bears considerable benefits concerning their deep understanding of these processes and their ability to connect theory with practice. Calls for simulating policy decision-making processes, especially in foreign policy and international politics, have a long-standing tradition in the literature on academic teaching [for a "seasoned" publication in the field see Louscher and Van Steenburg (1977), for a more recent one see, for example, Loggins (2009)]. …”

Section: Why Incorporate a Simulation Exercise?mentioning

confidence: 99%

Teaching Students to Write for “Real Life”: Policy Paper Writing in the Classroom

Trueb

2013

APSC

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During their time at university, political science students frequently only learn to write for the academic setting. However, not all students will come to work in academia, nor do they want to. When entering the job market, they often do not have the writing skills that are demanded by potential employers and have to learn them "on the fly." Simulating cooperative policy-writing processes in the classroom not only gives students the opportunity to acquire these skills, but also helps them make important connections between the theory taught in the classroom and the "real-life" policy-making process. Using the practical example of a policy paper-writing simulation, this article illustrates how posing a policy-writing challenge from the field of foreign policy making can equip students with a grasp on theories of policy making, their practical application, and policy writing as a practical skill.

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Section: Why Incorporate a Simulation Exercise?mentioning

confidence: 99%

Teaching Students to Write for “Real Life”: Policy Paper Writing in the Classroom

Trueb

2013

APSC

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“…They facilitate the application of theories to real problems and challenge students to, as Smith and Boyer (1996:690) note, “examine the motivations, behavioral constraints, resources and interactions among institutional actors.” Various scholars examining Problem‐Based learning (PBL) approach emphasize that student learning is enhanced with “hands‐on,” active‐learning moments (Bonwell and Eison 1991; Meyers and Jones 1993; Barr and Tagg 1995; Merryfield and Remy 1995; Campbell and Smith 1997; Burch 2000; Preston 2000; Kille 2002; Baranowski 2006). Current research indicates that compared to previous generations, today’s millennial college students (those graduating from high school after 2000) are more open to problem‐based pedagogies because it puts them, the students, at the center of the learning process (Loggins 2009:401–402). The teacher, by contrast, “yields” some control and assumes the role of guide or facilitator (Burch 2000:36).…”

Section: Educational Objectivesmentioning

confidence: 99%

Beyond Model UN: Simulating Multi-Level, Multi-Actor Diplomacy Using the Millennium Development Goals

Crossley-Frolick

2010

International Studies Perspectives

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The Model United Nations format is one of the most popular active learning techniques to teach students about the evolving system of global governance and the limits of international organizations. In a world where the UN must cooperate with a variety of actors in the international system to address global challenges, students can benefit from simulations that draw on the intergovernmental Model United Nations format, but move beyond it to explore the complexities of negotiation involving state and nonstate actors. This paper discusses the use and development of a simulation for an upper-level international organization course loosely modeled on the XV International AIDS Conference held in Bangkok, Thailand in July 2004. It explores the value of the simulation, including learning objectives and expectations, student preparation in advance of the simulation, post-simulation debriefing, and an assessment of how the simulation can be modified and made more effective.

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“…This is very similar to the role-playing games for theories and practice of international relations, negotiations and politics (Loggins, 2009;Tamai, Kondo, & Miyawaki, 2016). Role-playing games of this nature allow students actively to develop an understanding how ill-structured and complex international scenarios play out in practice in terms of communication, negotiation, collaboration and decision-making.…”

Section: Oasistan's Designmentioning

confidence: 90%

Oasistan

Jong

Warmelink

2017

Simulation & Gaming

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Aim. Although cultural dimensions theory is a topical strand of quantitative cultural research, few intercultural simulation games use it. We present the design and review of the application of OASISTAN, an intercultural roleplaying simulation game that is specifically based on cultural dimensions theory. Results. The game has a no-tech role-play design and revolves around the geopolitically complex region of the Caspian Sea, specifically the fictional country of 'Oasistan'. The game consists of students forming small teams of Oasistani, Western and non-Western public/private actors collaborating with each other to try and reach the common goal of oil exploration and production in this country. In total 15-30 students were involved. We found that OASISTAN allowed its players not only to intensely experience the difficulty and awkwardness of being confronted with cultural differences, but Method

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Simulating the Foreign Policy Decision-Making Process in the Undergraduate Classroom

Cited by 35 publications

References 23 publications

Teaching Students to Write for “Real Life”: Policy Paper Writing in the Classroom

Teaching Students to Write for “Real Life”: Policy Paper Writing in the Classroom

Beyond Model UN: Simulating Multi-Level, Multi-Actor Diplomacy Using the Millennium Development Goals

Oasistan

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