‘Vegelate’ and Greece: Teaching the EU through Simulations

Jozwiak, Joseph

doi:10.1057/eps.2012.26

Cited by 19 publications

(14 citation statements)

References 37 publications

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“…The complexity of rules often leads to the focus of many RPS on an institution. This may be the European Parliament (Jozwiak 2013), the European Council (Zeff 2003), the Council (Elias 2014;Galatas 2006). RPS help to apply theoretical knowledge to 'real life' processes and to experience those processes hands-on (Krӧger 2018; Guasti, Muno and Niemann 2015;Jones and Bursens 2015;Elias 2014;Van Dyke, DeClair and Loedel 2000;Dorn 1989).…”

Section: Rps and Skills Developmentmentioning

confidence: 99%

Role-Play Simulation of Negotiations between the EU and the Eurasian Economic Union: Teaching while Enhancing a Transnational Dialogue

Romanova¹,

Gudalov²

2019

JCER

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The article reviews the experience of the role-play simulation (RPS) 'Modelling negotiations between the EU and EAEU', arranged in 2018 and 2019. Its specific goals were building knowledge (about the European Union (EU) and Eurasian Economic Union (EAEU) and enhancing a transnational dialogue between EU (Western) and Russian students in the context of a deteriorated EU-Russian relationship. This latter aspect of international RPS has received insufficient attention in the literature, yet it might contribute to the improvement of real-life EU-Russian relations through fostering a transnational dialogue and mutual understanding among young citizens. The article outlines the setting of the RPS and addresses three major difficulties that the organisers faced (designing the RPS, preparing students and fostering their dialogue), the solutions that were developed and the assessments of the results. Keywords Role-play simulation; Modelling; EU-Russian relations; Eurasian Economic Union; Free trade area; Transnational dialogueRole-play simulations (RPS) have been widely practised since the second half of the twentieth century. They model the work of a state, an international organisation (or their institutions), in limited time and space and, based on scripts and role descriptions that are close to the rules and procedures, practised in real life. This article focuses on the simulation of negotiations between the European Union (EU) and Eurasian Economic Union (EAEU) that took place in 2018 and 2019 at Saint Petersburg State University. It pursued two goals: 1) to enhance students' knowledge of the EU, EAEU and their relations (in particular prospects for a free trade area between them); and 2) to stimulate a transnational dialogue through building contacts among Russian and EU (Western) students and developing relevant transferable skills. The article first reviews the literature on RPS; it then explains the context in which this RPS was prepared, its goals and setting. Next, it outlines how organisers dealt with three major difficulties, which are: designing the RPS; ensuring that students are prepared; and enhancing the transnational dialogue and ultimately building trust at the societal level. Finally, the article looks at how the results of the simulation were assessed (including the solutions adopted for the difficulties that were identified). APPROACHES TO RPSThe existing literature offers three approaches to RPS, which can be identified as academic, educational and mixed. According to the first one, RPS is a tool of analysis that, through simplifying real processes, allows for a focusing on their most significant aspects and on forecasting future developments. Historically, this is the first approach to RPS, which dates back to studies of biological logics in social organisation through observing the animal world (Tolman 1948) and to studies in modern behavioural psychology (Watson 1913;Thorndike 1905). At a later stage, econometric logic ENDNOTES 1 The team initially consisted of three scholars from the Departmen...

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Section: Rps and Skills Developmentmentioning

confidence: 99%

Role-Play Simulation of Negotiations between the EU and the Eurasian Economic Union: Teaching while Enhancing a Transnational Dialogue

Romanova¹,

Gudalov²

2019

JCER

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“…The level of student and the local context in which the course is taught will require the flexible use of the approach advocated herein. However, as many others have noted, the use of active learning methods such as debates and simulations (particularly amenable to small‐group teaching) is particularly effective (Baroncelli et al ., ; Dingli et al ., ; Giacomello, ; Jozwiak, ; Korosteleva, ; Lightfoot and Maurer, ; Usherwood, ). Indeed, they could be designed in ways that mobilize engagement with some of the core questions in Table , and in particular the critical questions.…”

Section: Mapping Plurality In Eu Politicsmentioning

confidence: 99%

Teaching (Dissident) Theory in Crisis European Union

Parker

2015

J of Common Market Studies

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The ongoing multifaceted crisis in the EU is both a curse and a blessing for the teaching of theory in the context of EU studies. Such teaching has long posed a range of pedagogical challenges because of the complexity of the empirical object under investigation and the broad range of theoretical perspectives that have been deployed to pose questions in relation to that object. On the one hand, the current crisis and its multiple effects only serve to compound these difficulties by raising yet more questions for the study of EU politics. These are critical and normative questions about power, ideology, identity and ethics which exist not only at the margins of EU studies but are increasingly and frequently posed also in public discussion and the media throughout and beyond Europe. On the other hand, the crisis provides an opportunity to engage students of EU politics in these critical and normative questions in relation to the EU and its antecedents. In particular it offers an opportunity (if one were needed) to explore with students formerly marginal and dissident theoretical and political voices in the study of EU politics. This paper will flesh out both these challenges and opportunities and enunciate the ways in which we might begin to re-think the 1 Thanks to Michele Cini, Simon Bulmer, Ian Bache, the editors of this special issue and two anonymous reviewers for comments on various iterations of the paper. Thanks also to participants in the panel on2 teaching of EU politics in ways that include dissident voices while remaining cognisant of pedagogical and other constraints.

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“…However, more recently, simulations on the EU have received a growing attention by lecturers willing to adopt an approach based on active learning (Lightfoot and Maurer, 2013). Authors have utilised simulations to explain to their students the functioning of the EP (Jozwiak, 2013), of the European Council or Council of the Union (Jozwiak, 2013;Kaunert, 2009;Zeff, 2003;Galatas, 2006), of the Council Presidency (Elias, 2013), of the Commission's staff (Giacomello, 2012), or of some specific features of the EU decision-making (Switky, 2004;Bursens and Van Loon, 2007;Van Dyke et al, 2000). Most of the simulations concerning the EU look at the negotiations within a unique institution.…”

Section: Benefits and Limits Of Eu Simulationsmentioning

confidence: 99%

Teaching the European Union: a Simulation of Council’s Negotiations

Brunazzo

Settembri

2014

Eur Polit Sci

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Simulations can be extremely successful in acquainting participants with a negotiation's logic and process, especially in those political systems in which negotiations are prominent, such as the European Union (EU). After a brief introduction on the simulations in teaching the European integration, in this article we present, step-by-step, a simulation game on the adoption of a real piece of European legislation: the regulation that implemented the European Citizens' Initiative, one of the main innovations of the Lisbon Treaty. Special attention is devoted to the different phases of a simulation design, from the choice of the topic, the choice and allocation of roles, the preparation of all the necessary documentation, to the debriefing and assessment phases. The article originates from a 4-year long study with undergraduate students from two Italian universities.

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‘Vegelate’ and Greece: Teaching the EU through Simulations

Cited by 19 publications

References 37 publications

Role-Play Simulation of Negotiations between the EU and the Eurasian Economic Union: Teaching while Enhancing a Transnational Dialogue

Role-Play Simulation of Negotiations between the EU and the Eurasian Economic Union: Teaching while Enhancing a Transnational Dialogue

Teaching (Dissident) Theory in Crisis European Union

Teaching the European Union: a Simulation of Council’s Negotiations

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