Suchergebnisse

Over the past five years, the EU has established a new system of diplomacy centred on the European External Action Service (EEAS) and the High Representative for Foreign Affairs and Security Policy. This new system reflects a process of evolution in a changing context, and has been faced by major challenges since its inception. This book examines the diplomatic system of the EU, locating it within the broader study of diplomacy and the European integration project. The volume is structured around the interrelated themes of institutional change and the evolving practices of EU diplomacy. It tracks the development of the EU's system of diplomacy, with particular reference to the implementation of the Lisbon Treaty, the establishment of the EEAS and the emerging practices of EU strategic and structural diplomacy. Bringing together contributions from leading experts in the field, this book provides an original approach to the development and operation of the EU's diplomatic system. This book will be of interest to students and scholars of European Union international relations, European Union politics and diplomacy.

This comparative study focuses on the changing relations between civil servants and politicians in the European Union in the last two decades. As well as national case studies this book also looks into politico-administrative relations in supranational institutions such as the European Commission and the European Parliament.

Against the background of more than a decade of crises in the EU and an increasing inflationary use of the term, this article contributes to the crisis literature in two ways. First, by presenting the state of the art in broader academic research on crises and crisis management, it explores how the more recent EU literature can benefit from this earlier work. At the same time, it also pays attention to the EU specificities and the implications in terms of research, especially with regard to studying actors and perceived threats. Here the unpacking of the well-established crisis definition of Boin et al. (2013), which builds on the work of Rosenthal et al. (1989), serves as a helpful starting point. Second, the contribution argues that one crisis is not like another and that crises can take different gradations. By distinguishing between mild, severe, and existential crises, it makes a first attempt to propose the key analytical dimensions that impact the gradation of a crisis. Building on the findings in EU crisis research, it distils the dimensions of severity, symmetry, and speed as defining characteristics. Depending on the crisis, the gradation of each of these dimensions ranges along a spectrum. In other words, there are different shades of crises. By being more explicit about the gradation, scholars can identify what type of crisis is at stake (i.e., whether the crisis under study is mild, severe, or existential in nature). This in turn has implications for questions such as by whom, how, and when a crisis needs to be addressed. As a final step, the article also identifies a series of avenues for further research.

La présidence dans les relations extérieures de l'Union européenne : qui est à la barre ? Le traité de Lisbonne change fondamentalement la présidence dans les relations extérieures de l'Union européenne. Dans le domaine de la politique étrangère et de sécurité commune, un nouveau Haut représentant de l'Union pour les affaires étrangères et la politique de sécurité (HR) remplace la présidence tournante. Mais d'autres domaines des relations extérieures restent sous l'autorité de la présidence tournante. Cet article examine tout d'abord le développement historique de la présidence dans les relations extérieures. Dans le cadre de l'objectif spécifique de ce numéro thématique, cet article met particulièrement l'accent sur la position de la présidence vis-à-vis des autres acteurs institutionnels. Par ailleurs, il examine la situation après Lisbonne. La double casquette du Haut représentant affecte radicalement les relations interinstitutionnelles. Si le poste de Haut représentant paraît apporter une plus grande continuité et renforcer le leadership, il n'en soulève pas moins de nouveaux défis en termes de coordination : non seulement au sein du Conseil et entre les diverses institutions, mais aussi entre les différents domaines des relations extérieures.

This volume examines the EU's changing educational context and its challenges. Based on an extensive survey of more than 2000 European Studies courses in 30 European countries, it maps and analyses the features of teaching methodologies as they emerge from both disciplinary as well as interdisciplinary curricula. It presents a series of case studies on some of the most-used innovative teaching tools emerging in the field such as simulation games, e-learning, problem based learning, blended learning, and learning through the use of social networks. Based on the contributors' own experiences and academic research, the book examines both strengths and possible pitfalls of these increasingly popular methods. The book's critical approach will inspire educators and scholars committed to improving the teaching methods and tools in the area of European Studies and other programmes of higher education facing similar challenges

The relationship between civil servants and politicians is as fascinating as it is complex with their mutual interdependence requiring to cooperate despite the ever-present risk of tension and conflict. For reasons of efficiency it is important that the civil service has a certain degree of independence and detachment from the political process. The requirement of democratically legitimate and accountable decision-making however demands control at the political level. This comparative study focuses on the changing relations between civil servants and politicians in the European Union in the last two decades. As well as national case studies this book also looks into politico-administrative relations in supranational institutions such as the European Commission and the European Parliament.

"This volume addresses how and in what capacity the European Union and its member states are able to respond to fundamental shifts occurring in global politics and are able to remain relevant for the future. The changing nature of the international system is subject to considerable contestation among scholars, with many claiming that the fundamentals of the post-war international system are being rewritten. This volume brings together prominent scholars in the field of European security to address a range of pertinent issues related to Europe's role in the context of evolving global challenges. The first section focuses on whether the EU is an actor with a strategic nature and the means to act on a global security strategy. The second section considers the institutional dynamics and the approaches at the EU's disposal to fulfil its possible intended global roles. The third section addresses Europe's most important strategic relationship-the partnership it has with the United States. This section considers the recalibration of the transatlantic relationship in light of the changing international system and the reorientation of U.S. foreign policy. This book will be of much interest to students of European Union policy, European Security policy, European foreign policy and International Relations in general"--

A seminar comparing bachelor's & master's programs in politology (political science) offered by universities in the Netherlands & Flanders, Belgium. Peter Bursens (U of Antwerp) & Eelke Heemskerk (U of Amsterdam) introduce the topic & present participants, recognizing their qualifications to speak on the subject. Kris Deschouwer (Free U of Brussels) identifies the differences & parallels in politological education offered at Dutch & Flemish institutions; he stresses the similarities in program content, teaching materials, & focus on research, while noting differences in organization & cultural context. Peter Van Aelst (U of Leiden) discusses the quality of political science programs & rebuts views that students do not receive quality education because their professors are more preoccupied with publication of research papers than teaching. Sophie Vanhoonacker & Maarten Vink (U of Maastricht) present the English-language bachelor's & master's programs in European Studies offered since 2002 & 2006, respectively, at the U of Maastricht; quantitative data comparing enrollment by German & Dutch students are tabulated, graduates' prospects of employment are assessed, & the use of English as an instruction language is discussed. In their conclusion, Peter Bursens (U of Antwerp) & Eelke Heemskerk (U of Amsterdam) summarize & comment on the contributions delivered at this seminar. Z. Dubiel