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• Course title: International Political Economy
• Number of ECTS: 5
• Course code: GOVEUROP-33
• Module(s): Module 1
• Language: EN
• Mandatory: Yes

Upon completion of the course, students should have a good understanding of:

the main elements of the international economy;
the existing relationships between political institutions and international markets;
how domestic and international markets are linked;
the causes and impact of economic crises.

Economics is the study of the production, distribution, and consumption of scarce resources. Politics is traditionally defined as “who gets what when and how” focusing on the competition for goods and the outcomes of this competition. Political economy considers the relationship between political systems and economic markets, and International Political Economy (IPE) considers the flows of such production, distribution, and consumption across national borders, recognizing the impact of international institutions and transnational actors on economic outcomes.

This course examines a number of the major approaches to IPE, including regime theory, liberal, neo-mercantilist and critical approaches. The course addresses major themes in contemporary international political economy, examining trade policy, international monetary relations, financial integration and financial crises. Major questions addressed include: Can states control international economic forces? What role should they play in economic regulation? How has globalization affected political alliances at the domestic and international level? What role do domestic, foreign, and international institutions play in the economy? What is hegemony and how desirable is it? How is the international economy structured, and what explains ‘competitiveness’? What are the causes and impact of economic crises.

70% of the students’ grades will be based on the exam.
30% of the students’ grades will be based on a simulation summary.

There are a number of good textbooks for IPE courses. I recommend chapters from a range of textbooks available in the 8xav�������� library, including:

John Ravenhill (ed.) (2020) Global Political Economy, Sixth edition, Oxford 8xav�������� Press.

Robert O’Brien and Marc Williams (2020) Global Political Economy, Sixth edition.

Theodore H. Cohn and Anil Hira (2020) Global Political Economy: Theory and Practice, 8th edition.

Articles and chapters will electronically be made available through the Moodle course platform.

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• Course title: Approaches to European Integration
• Number of ECTS: 5
• Course code: GOVEUROP-51
• Module(s): Module 1
• Language: EN
• Mandatory: Yes

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Upon completion of this course, students should:

Demonstrate an understanding of the main theories of European integration and be able to apply them to empirical cases.
Demonstrate an understanding of the main Political Science approaches used in the study of European integration and be able to apply them to empirical cases.
Demonstrate a familiarity with different disciplinary approaches to the study of European integration and understand their application within the different disciplines.
Display an understanding of the logics and limits of interdisciplinary research with particular reference to the study of European integration.

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This course provides a broad interdisciplinary survey of different academic literatures addressing the study of European integration. The course consists of three main parts:

1). An overview of the development of European integration theory and the principal critiques to which it has given rise.

2). A survey of the main approaches drawn from the wider political science literature as applied to the study of European integration and policymaking.

3). An introduction to the study of European integration as viewed from a range of disciplines beyond Political Science and International Relations.

Essay (50%) and written exam (50%)

Grades may be adjusted by up to 10% to reflect the level of active participation in the course.

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Key Texts:

– Belot, Céline et al. (eds.). Science politique de l’Union européenne (Paris: Economica, 2008).

– Dinan, Desmond (ed.). Origins and Evolution of the European Union (Oxford: Oxford 8xav�������� Press, 2014/second edition).

– Favell, Adrien and
Viriginie
Guiraudon
(eds.). Sociology of the European Union (Basingstoke: Palgrave, 2011).

– Jones, Erik, Anand Menon and Stephen
Weatherill
(eds.). The Oxford Handbook of the European Union (Oxford: Oxford 8xav�������� Press, 2012).

–
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, Knud-Erik, Mark Pollack and Ben Rosamond (eds.), The Sage Handbook of European Politics (London: sage, 2007).

– Lacroix, Justine and Kalypso
�������DZ������
(eds.). European Stories: Intellectual Debates on Europe in National Context (Oxford: Oxford 8xav�������� Press, 2011).

– Nicola, Fernanda and Bill Davies (eds.). EU Law Stories: Contextual and Critical Histories of European Jurisprudence (Cambridge: Cambridge 8xav�������� Press, 2017).

– Rosamond, Ben. Theories of European Integration (Basingstoke: MacMillan, 2000).

–
Saurugger
, Sabine. Theoretical Approaches to European Integration (Basingstoke: Palgrave MacMillan, 2014).

– Wiener, Antje and Thomas Diez (eds.). European Integration Theory (Oxford: Oxford 8xav�������� Press, 2009/second edition).

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• Course title: Comparative Politics
• Number of ECTS: 5
• Course code: GOVEUROP-53
• Module(s): Module 1
• Language: EN
• Mandatory: No

This course introduces students to the comparative analysis of political institutions, with a focus on how formal rules and organizational structures shape political outcomes across regimes. It covers a broad range of institutional domains including electoral systems, party systems, state formation, and accountability mechanisms. Special attention is given to both theoretical perspectives and real-world variation, with empirical illustrations drawn from different global regions. Weekly lectures provide conceptual grounding, while case-based sessions enable students to apply analytical frameworks to specific countries and institutional configurations. The course is designed for master-level students and builds on prior knowledge of political science.

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The course aims to deepen students’ understanding of how political institutions influence governance, conflict, and democratization processes in different contexts. It seeks to equip students with the analytical tools necessary to identify patterns of institutional continuity and change, and to apply key theories of comparative politics to empirical case studies. Students are expected to develop the capacity to critically evaluate institutional design choices and their political consequences, to engage with competing theoretical paradigms, and to articulate well-reasoned arguments both in writing and in oral presentations. By the end of the course, students should be able to conduct independent comparative analysis grounded in scholarly literature and informed by empirical reasoning.

Discussion Seminars
Discussion seminars form the central learning environment of the course. They require careful preparation of the assigned readings and active engagement with the concepts and arguments presented in them. Participation in the seminars that students do not lead themselves accounts for twenty five percent of the final grade. This grade reflects the degree to which students arrive prepared, demonstrate familiarity with the scholarly material, and contribute in a substantive and analytical manner to the collective discussion.
Participation involves engaging with the arguments of the assigned readings, identifying central assumptions and points of disagreement, and responding constructively to the contributions of peers. Students are expected to ground their interventions in the relevant literature and to articulate observations that advance the analytical depth of the discussion. The seminar format is designed to cultivate the skills required to interpret, evaluate, and debate scholarly arguments at the graduate level. The participation grade therefore reflects the consistency and quality of each student’s preparation and engagement throughout the semester.
Flipped Classroom
Each student will take responsibility for leading one discussion seminar. This component also represents twenty five percent of the final grade. Students who lead a seminar will select two to four scholarly readings on a topic relevant to the course, subject to approval. The selected readings should be academically rigorous, thematically coherent, and appropriate for guiding a sustained graduate level discussion.
The student leading the seminar introduces the topic, explains its relevance within the field of comparative politics, and structures and guides the discussion. Effective leadership involves highlighting the key theoretical and empirical issues raised in the readings, encouraging contributions from peers, and facilitating a coherent and focused conversation. After the session, the student submits the list of discussion questions that structured the seminar. These questions should reflect a careful reading of the selected literature and should be appropriate for stimulating analytical debate.
The grade for this component reflects the appropriateness and coherence of the selected readings, the quality of the discussion questions, and the manner in which the seminar is led. Effective leadership requires clarity of explanation, the ability to direct discussion without dominating it, and the capacity to relate the seminar material to broader themes in comparative politics.
Critical Essay
The final component of the evaluation is an individual critical essay of between three thousand and five thousand words, excluding references. This essay accounts for fifty percent of the final grade and must be submitted by 20 January. The essay is based on the same topic addressed in the student’s flipped classroom seminar and must engage directly with the readings selected for that session. Students may integrate additional scholarly literature when relevant, although the essay should remain anchored in the core materials from the seminar they led.
The purpose of the essay is to provide a critical evaluation of the scholarly literature associated with the chosen topic. Students are expected to examine the central arguments found in the literature, identify and compare underlying assumptions, and evaluate the conceptual and empirical claims advanced by the authors. The essay must move beyond summary and demonstrate an ability to assess the strengths and limitations of the existing scholarship, as well as its implications for the study of political institutions and political behaviour.
A substantial part of the essay, approximately one third to one half, must apply the insights from the literature to a specific country case. This application requires an examination of how well the theoretical expectations developed in the readings correspond to the empirical evidence found in the chosen case. Students should consider whether the literature provides an adequate explanation of the political dynamics observed in the case and reflect on what the case suggests about the broader debates within comparative politics. The combination of theoretical engagement and empirical application is intended to demonstrate the student’s ability to connect scholarly arguments to real political contexts.
Students may structure the essay as they find most appropriate, provided that the essay is logically organised and that its arguments are supported by systematic engagement with the literature and the empirical case. Essays must follow the APA citation style and include a complete list of references.

All core readings and supplementary literature will be made available through the university’s digital learning platform in a timely and organized manner. The course draws on a mix of foundational texts and recent scholarly contributions, offering students both theoretical grounding and exposure to contemporary debates in comparative politics. Materials will include academic journal articles, book chapters, and case-specific resources tailored to the topics of each session. See the table below for an overview of the readings per week.

• Course title: The EU Political System
• Number of ECTS: 5
• Course code: GOVEUROP-37
• Module(s): Module 1
• Language: EN
• Mandatory: Yes

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Upon successful completion of this course, students should have acquired:

A thorough knowledge of the historical evolution, principal features and place in the decision-making process of the main institutions of the European Union.
An initial acquaintance with the dynamics of the EU decision-making system, appropriate as a foundation for the further study of particular policy sectors.
A familiarity with the breadth of (English- and French-language) scholarly literatures surrounding the contemporary EU institutional system and its historical development.

This course provides an advanced-level overview of the principal institutions of the European Union. After an initial survey of the development of the Union from the Maastricht Treaty negotiations to the present, the course proceeds to a detailed examination of each of the main players in the EU’s ‘decisional triangle’. Attention is thus focused in turn on the European Commission, the Council of Ministers / European Council, and the European Parliament.

This is followed by an examination of the European Court of Justice and the wider system of European courts, with a focus on both the role of law as a motor of the integration process and questions of fundamental rights. The fifth institution covered in the course is the European Central Bank, a body the influence and policy making powers of which have increased significantly over the past decade.

Throughout the course attention is focused on providing an appropriate introduction to the functions and functioning of the institutions concerned, while at the same time developing a familiarity with the relevant scholarly bodies of literature and the critical insights which they provide.

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Seminar participation and critical summary (40%)
Written examination during the January examination period (60%)

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These are the most recent editions of these texts. A number of older editions can also be found in the 8xav�������� library.

Cini
, Michelle and Nieves Perez-
Solorzano
Borragan
(ed.). European Union Politics (Oxford: Oxford 8xav�������� Press 2022 / Seventh edition).
Hodson, Dermot et al.. The Institutions of the European Union (Oxford: Oxford 8xav�������� Press 2022 / Fifth edition).
Hix, Simon and
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. The Political System of the European Union (Basingstoke: Palgrave MacMillan 2011 / Third edition).
Magnette, Paul. Le régime politique de l’Union européenne (Paris : Presses de Sciences Po, 2017 / 4ème édition).
Nugent, Neill. The Government and Politics of the European Union (Basingstoke: Palgrave MacMillan, 2017 / Eighth edition).
Bache, Ian, Stephen George and Simon Bulmer. Politics in the European Union (Oxford: Oxford 8xav�������� Press, 2011 / Third edition).

• Course title: Regionalisms in World Politics
• Number of ECTS: 5
• Course code: GOVEUROP-41
• Module(s): Module 1
• Language: EN
• Mandatory: No

Résultats d’apprentissage:
Upon completion of the course, students should be able to:
1)Understand the defining characteristics of different regional organizations
2)Establish criteria for comparing different regionalism
3)Understand what “regionalisms” are in global affairs
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This course introduces students to the most important themes and challenges related to regional integration within the framework of global governance. It places European integration in a comparative context and analyzes the impact of this process on topics such as: economic competitiveness, institutional efficiency and transparency, social participation in policy-making, and global influence.This course is separated into five sections.

Part one examines the logic of regional integration. It provides theoretical perspectives on why integration regimes have multiplied in recent years. Part two examines regional integration in the Americas in terms of 1) the North American Free Trade Agreement and its impacts on North America’s political economy and 2) the increasing role of regional governance in South America. The third section then examines the European Union in global affairs as a normative actor and as a development donor. Part four then discusses Asia and Africa and the different forms of regional governance on these continents.
Part one examines the logic of regional integration. It provides theoretical perspectives on why integration regimes have multiplied in recent years. Part two examines regional integration in the Americas in terms of 1) the North American Free Trade Agreement and its impacts on North America’s political economy and 2) the increasing role of regional governance in South America. The third section then examines the European Union in global affairs as a normative actor and as a development donor. Part four then discusses Asia and Africa and the different forms of regional governance on these continents.��

90% of students’ grades will be based on one research paper to be handed in at the end of the term. The assignment will be an independent research paper on a topic of the student’s choice related to regionalisms and region-building.
10% of the overall course grade will derive from an evaluation of the student’s in-class participation.��

Course Textbooks*:

Walter
Mattli
: The Logic of Regional Integration. Cambridge: Cambridge 8xav�������� Press, 1999.
Ludger
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. Region-Building Volume 1. New York:
Berghahn
Books: 2011.

*These books will be complemented with additional readings selected by the lecturers.

• Course title: Introduction to Artificial Intelligence for the European Citizen
• Number of ECTS: 5
• Course code: GOVEUROP-68
• Module(s): Module 1
• Language: EN
• Mandatory: No

· Formulate and implement AI strategies in organizations, ensuring alignment with overall business goals and compliance with ethical and legal standards.

· Utilize AI for advanced data analysis, drawing meaningful insights from large datasets to inform decision-making processes in various sectors.

· Develop and propose policies and regulations for AI usage that balance innovation with ethical considerations and public welfare.

· Ensure that AI applications and projects adhere to ethical guidelines and principles, minimizing risks and maximizing societal benefits.

· Evaluate the potential impact, feasibility, and effectiveness of new AI technologies and applications in different sectors.

· Identify and manage risks associated with AI deployments, including privacy concerns, data security, and potential biases in AI models.

· Facilitate collaboration between government, private sector, and academia in AI initiatives, fostering innovation and knowledge exchange.

· Work on international projects and collaborations to develop and standardize AI technologies and practices globally.

Artificial intelligence (AI) represents one of the digital world domains that is currently the subject of an important development all over the world. This means that European citizens are and will be confronted, in their professional and personal lives, with digital products that include some artificial intelligence components.

This course covers the following aspects:

– the Artificial Intelligence landscape and the position of deep learning within it.

– the practice of some accessible artificial intelligences experimenting the various techniques in different application domains: Text generation (e.g. ChatGPT), Object recognition in images or videos, Handwriting recognition, Generation of images from text, Automatic translation of text in all languages, Speech recognition, Speech synthesis.

– the ethical and legal dimensions of artificial intelligence.

– the impact of AI on society and on the job market.

– the important notions which constitute the basis of the field of deep learning (neural network, weight, activation function, batch, bias, cost function, dropout, epoch, forward/backward propagation, gradient descent, hidden layer, parameters, hyper-parameters, input, output, learning rate, dataset, data augmentation, training, validation, test datasets, architecture, ANN, CNN, RNN, GAN, Transformers).

– the practice in groups through a mini-project the ethical, legal and societal impact analysis of a specific AI product or technology.

FIRST SESSION and REDOING SESSION

Graded deliverables:

– project report 50%

– project presentation 50%

1. Abramson, Darren et al. Artificial Intelligence and Human Enhancement : : Affirmative and Critical Approaches in the Humanities /. Ed. Herta
Nagl-Docekal
and Waldemar
Zacharasiewicz
. Berlin ; De Gruyter, 2022.

2. Carter, Matt. Minds and Computers : : An Introduction to the Philosophy of Artificial Intelligence / . Edinburgh: Edinburgh 8xav�������� Press, 2022. Web.

3.
Sepasspour
, R. (2023). A reality check and a way forward for the global governance of artificial intelligence. Bulletin of the Atomic Scientists, 79(5), 304
–315. https://doi-org.proxy.bnl.lu/10.1080/00963402.2023.2245249

4.
DiMatteo
, Larry A., Cristina
Poncib
ò
, and Michel
Cannarsa
, eds. The Cambridge Handbook of Artificial Intelligence  : : Global Perspectives on Law and Ethics / . Cambridge, United Kingdom ; Cambridge 8xav�������� Press, 2022.

5.
Voeneky
S,
Kellmeyer
P, Mueller O, Burgard W, eds. The Cambridge Handbook of Responsible Artificial Intelligence: Interdisciplinary Perspectives. Cambridge 8xav�������� Press; 2022.

6. Akram,
Faiz
et al. Toward Artificial General Intelligence : : Deep Learning, Neural Networks, Generative AI / . Ed.
Pethuru
Raj, Satya Prakash Yadav, and Victor Hugo C. de Albuquerque. Berlin ; De Gruyter, 2023.

• Course title: Diplomacy in the Contemporary World
• Number of ECTS: 5
• Course code: GOVEUROP-62
• Module(s): Module 1
• Language: EN
• Mandatory: No

The course lasts for 14 weeks:

1 week of course introduction and orientation;
12 weeks of addressing the course topics;
1 week for the final assignment and completing pending tasks.

This course explores the evolution of diplomacy from its traditional foundations to its modern transformations in an interconnected, digitalized world. The course will examine the diplomat’s toolbox, including negotiation, mediation, and effective communication.
The course then contrasts bilateral diplomacy with multilateral approaches, analyzing the relevance of embassies, crisis management, consular activities and the roles of international organizations such as the UN and NATO in addressing global challenges like climate change, migration, and AI governance.
It will delve into public, cultural, and economic diplomacy, showing how states engage with foreign publics and promote national interests through soft power and sustainable development. The course also addresses the rise of digital and cyber diplomacy, including the use of AI, cybersecurity threats, and the management of disinformation.
A special focus is given to European diplomacy, exploring the EU’s external actions through institutions like the EEAS and the expanding legal tools of integration.
The practice-oriented course aims at exploring the role of diplomacy in the context of globalized international relations, and its challenges and strategic priorities. The lessons will therefore describe the subject through both the analysis and study of relevant documents and texts, as well as through the discussion – in an interactive fashion
– of practical examples taken from current events. There will be ample space to open debate among the participants, as well as intense interaction with lecturers/practitioners. You will receive guidance and personalized feedback, getting example from diplomatic practice based on real examples and testimonies.
You will learn to understand the shape and functions of the contemporary world diplomatic system; Identify and describe the different styles of negotiations for securing agreement; learn about the functioning of the various missions, offices, conferences, techniques and procedures of bilateral and multilateral diplomacy; understand the role of summits in the negotiating arena; explore the new frontiers of diplomacy in the field of security, protection of Human Rights and the environment; understand the role of diplomacy as a multiplier of economic interests and cultural promotion.

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The contemporary world is in continuous rapid evolution and characterized by the emergence of unprecedented, global challenges.

In this increasingly interconnected world, diplomats have taken on an even more important role, not only in the traditional field of dealing with relations between states, but also in the protection of their countries’ national interest, as well as in the promotion of super-national and global goals.

Diplomats must firstly be excellent negotiators, but also effective public communicators and promoters of peace and understanding between peoples. In today’s world, diplomats typically work in an international sensitive context and need to build the capacity to quickly learn and apply new information; function as bridge-builders, connectors and hubs in the context of modern networking theory; bear the responsibility to act as service providers for others active in the field of international cooperation.

To carry out their multi-faceted functions, today more than ever, diplomats must equip themselves with new professional skills and a solid multidisciplinary approach to reality, effectively working as managers of international relations.

To complete the course, two assignments – a group presentation or a small policy paper (1000 words approx.) and a larger final research paper (2000-3000 words) – must be submitted.

Attendance is mandatory. Students who miss more than three classes will not be permitted to do the final assessment and will have to retake the course.

Evaluation: 70% Final Research Paper; 30% Presentation/small policy paper. Grades may be adjusted by up to 10% to reflect the level of active participation in the course.

Suggested readings and references

Archetti
, C. The Impact of New Media on Diplomatic Practice: An Evolutionary Model of Change, The Hague Journal of Diplomacy, 7(2), 2012.

Black, J., A History of Diplomacy, 8xav�������� of Chicago Press, 2010.

Berridge
, G. R. Diplomacy: Theory Practice, 6th edition, Palgrave, Basingstoke and New York, 2022.

Burns, W.J., The Back Channel. American Diplomacy in a Disordered World, C Hurst Company Publishers Limited, 2021.

Cooper, A. F., Thakur, R., Heine, J. (2013). The Oxford Handbook of Modern Diplomacy (
Revd
ed.), Oxford 8xav�������� Press, 2018.

Cunningham, G., Journey to Become a Diplomat: With a Guide to Careers in World Affairs, FPA Global Vision Books 2005.

Fisher, G and
Ury
, W., Getting to Yes: Negotiating Agreement Without Giving in, Houghton Mifflin, 2012.

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C and Hall M, Essence of Diplomacy, New York: Palgrave Macmillan, 2005.

Kissinger, H., Diplomacy, Simon Schuster, 1999.

Holmes, A. with
Rofe
, J., Global Diplomacy,
WestView
Press, 2016.

Nicolson, Sir Harold George, Diplomacy, Oxford 8xav�������� Press, 1988.

Rana, K. S., The 21st Century Ambassador: Plenipotentiary to Chief Executive,
DiploFoundation
, 2004.

Sharp, P., Diplomatic Theory of International Relations, Cambridge 8xav�������� Press, 2009.

Trager, R. Diplomacy: Communication and the Origins of International Order, Cambridge 8xav�������� Press, 2017.

Zartman
, I. W. and Berman, M., The Practical Negotiator, Yale 8xav�������� Press, 1998.

Online resources :

Moments in U.S. Diplomatic History . An extremely vast source of information and anecdotes available at http://adst.org/moments . Take your pick and enjoy! If you happen to have a taste for the macabre try ‘Murder in an Embassy’, https://adst.org/2013/09/i-am-not-losing-my-mind-murder-in-an-embassy-part-i/

The web site of the USC Center on Public Diplomacy ( https://uscpublicdiplomacy.org/ ) provides an immense source of readings about this subject. The USC Center on Public Diplomacy (CPD) was established in 2003 as a partnership between the USC Annenberg School for Communication and the USC
Dornsife
College of Letters, Arts and Sciences’ School of International Relations at the 8xav�������� of Southern California, in Los Angeles. It has established the first master on public diplomacy in the world (https://annenberg.usc.edu/communication/public-diplomacy-
mpd
) providing worldwide research, analysis and professional education organization dedicated to furthering the study and practice of global public engagement and cultural relations.

E-Diplomat contains a quick, complete glossary of terms: for easy reference, check http://www.ediplomat.com/nd/glossary.htm

Nash Equilibrium and International Law, Jens David Ohlin, European Journal of International Law, Volume 23, Issue 4, November 2012, Pages 915
–940. A very interesting analysis of the application of John Nash’s (“A beautiful mind”) Theory of game to negotiation and international diplomacy
: h
ttps://academic.oup.com/ejil/article/23/4/915/546126#8617158

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• Course title: Multi-Level Governance in Europe
• Number of ECTS: 5
• Course code: GOVEUROP-6
• Module(s): Module 2 – Mandatory Courses
• Language: EN
• Mandatory: Yes

Students should acquire:

• A good understanding of the theoretical frameworks and debates surrounding the concepts of Multi-level Governance and Europeanisation;
• A broad empirical familiarity with the patterns of change (and resistance) displayed by national and sub-national institutional actors in response to the processes of European integration;
• An initial awareness of the dynamics of policy-making in a complex, multi-level system of governance.

The post-war period has seen the development of distinctive European models of ‘multi-level governance’, in which both the processes of European integration and wider developments have challenged traditional state hierarchies and existing territorial divisions of power.�� This course examines these transformations, seeking to understand the evolving relationships between different levels of governance in contemporary Europe, and the complex patterns of politics and policy-making which have correspondingly emerged.�� The first part of the course provides the necessary conceptual frameworks for understanding these developments, surveying the extensive literatures which have developed around the concepts of both ‘Multi-level Governance’ and ‘Europeanisation’.�� The second part of the course then turns to the detailed, empirical examination of the differing patterns of adaptation to and engagement with the European level of governance which have been displayed by national and sub-national institutional actors. A series of thematically focused sessions will deal with national executives, parliaments, parties, and sub-national authorities.

Individual research project (80% written assignment ; 20% presentation)

Selected Bibliography
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Hooghe, Liesbeth and Gary Marks (eds.), Multi-level Governance and European Integration (Lanham, MD: Rowman and Littlefield, 2001).
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Baisnée, Olivier et Romain Pasquier (eds.). L’Europe telle qu’elle se fait: Européanisation et sociétés politiques nationales (Paris : CNRS Editions, 2007)
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Featherstone, Kevin and Claudio Radaelli (eds.), The Politics of Europeanization (Oxford: Oxford 8xav�������� Press, 2003).
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Graziano, Paulo and Maarten P. Vink (eds.). Europeanization: New Research Agendas (Basingstoke: Palgrave, 2007).
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Harmsen, Robert and Thomas M. Wilson (eds.). Europeanization: Institutions, Identities and Citizenship, Yearbook of European Studies No. 14 (Amsterdam/Atlanta: Rodopi Press, 2000).
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Ladrech, Robert. Europeanization and National Politics (Basingstoke: Palgrave MacMillan, 2010).
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Bulmer, Simon and Christian Lequesne (eds.). The Member States of the European Union (Oxford: Oxford 8xav�������� Press, 2013/ Second edition05).
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Leruth, Benjamin, Nicholas Startin and Simon Usherwood (eds.). The Routledge Handbook of Euroscepticism (London: Routledge, 2017).
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Schmidt, Vivien. Democracy in Europe: The EU and National Polities (Oxford: Oxford 8xav�������� Press, 2006).
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Zeff, Eleanor E. and Ellen B. Pirro (eds.). The European Union and the Member States (Boulder, CO: Lynne Rienner, 2015/ Third edition).��
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• Course title: Introduction to Quantitative Research Methods
• Number of ECTS: 5
• Course code: GOVEUROP-64
• Module(s): Module 2 – Mandatory Courses
• Language: EN
• Mandatory: Yes

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At the end of the course, students should
–�� �� �� ��be able to read and interpret quantitative research results with a critical eye;
–�� �� �� ��understand key statistical concepts and be familiar with regression analysis — the workhorse of quantitative research;
–�� �� �� ��be aware of the main challenges and pitfalls in addressing research questions with quantitative methods and the importance of adequate designs;
–�� �� �� ��be able to analyze a set of data and run a small-scale quantitative research project;
–�� �� �� ��be familiar with statistical and data management software (Stata).

The first part of the course will be devoted to the formulation of research questions and the translation of these questions into hypotheses testable with quantitative methods. The process involves the identification of potential mechanisms that may lead to a relationship between an independent variable of interest (the cause) and a dependent variable (the outcome). It requires an operationalization stage in which potentially abstract or theoretical concepts are translated in measurable quantities. It finally requires a (research) design such that data on the outcome and the cause are collected in such a way that a formal hypothesis can be formulated and confronted to the data to assess the existence of the causal relationship.
The second part of the course will first review some basic statistical concepts and will then focus on regression analysis – the workhorse of quantitative research. We will examine univariate and multivariate regression and will see how variables of different types (categorical, continuous, dichotomous) are handled. We will see how regression analysis is used to test hypotheses and answer research questions and will discuss the conditions under which regression analysis can identify the causal relationships formulated in the first part of the course.
The third part of the course will cover the issue of statistical inference, that is, how it is possible to make inferences generalized to an entire population on the basis of only a sample of cases. We will discuss survey design and how samples are drawn, the notion or representativity, and statistical uncertainty.
Throughout the whole course, we will illustrate concepts and methods with “real life” datasets and we will run practical sessions during which students will be handling datasets and will apply quantitative methods. To do so, participants will learn the statistical software Stata for their data management and statistical analysis. Stata is flexible yet easy to use and is one of the most common software packages for statistical analysis.

Final exam during exam session
Students will be evaluated on the basis of an essay. The essay will consist of a small-scale quantitative analysis. Exploiting the existing survey data from election studies, students will need to elaborate a research question and implement a simple empirical analysis for validating/falsifying the hypothesis emanating from the research question. The essay (2,500- 3,500 words long) will describe the question, describe the data and the operationalization adopted, briefly outline the methodology, then present and interpret the results.
Students will present their essay orally during the exam period.
The written essay will be due on June 5, 2026, 23:59.

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Selected Bibliography
Box-Steffensmeier, Janet, Henry E. Brady, and David Collier, eds., Oxford Handbook of Political Methodology. Oxford: Oxford 8xav�������� Press, 2008.
Bryman, Alan, Social Research Methods, Oxford: Oxford 8xav�������� Press, 2004.
Cunningham, Scott, Causal Inference: The Mixtape, Yale 8xav�������� Press, 2021. https://mixtape.scunning.com/
Imai, Kosuke, Bougher, Lori D., Quantitative Social Science: An Introduction in Stata, Princeton 8xav�������� Press, 2021.
Mehmetoglu, Mehmet and Tor Georg Jakobsen, Applied Statistics Using Stata: A guide for the social sciences, Sage, 2017.
Spiegelhalter, David, The Art of Statistics: Learning from Data, A Pelican Book, 2019.

• Course title: EU Law
• Number of ECTS: 5
• Course code: GOVEUROP-72
• Module(s): Module 2 – Mandatory Courses
• Language: EN
• Mandatory: No

At the end of the course, it is expected students will have a good understanding of the EU law framework, certain key EU case-law under the seminar topics and how the overall system of justice (European Courts and national courts) operates.

You should be able to research and interpret key EU legal sources for assessment purposes but also for further study/professional consultation.

Students will be introduced to the main elements of the EU legal system.

Access to justice will be a key theme of the first part of the course.

A relatively new EU law development is how the rule of law principle is being elaborated by the Court of Justice and is impacting the systems of justice in EU Member States.

You will be introduced to internal market principles (in the context of substantive EU law) and criminal justice cooperation (as part of the EU’s Area of Freedom, Security and Justice).

To develop familiarity with essential EU legal sources and EU law search tools.

70 % written exam; 30 % class presentations.

• Course title: The Political Economy of European Integration
• Number of ECTS: 5
• Course code: GOVEUROP-35
• Module(s): Module 2 – Mandatory Courses
• Language: EN
• Mandatory: No

Upon successful completion of this course, students should have acquired:
1) A basic knowledge of the main elements of European market integration, and Economic and Monetary Union.
2) A solid awareness of the main economic policies of the EU.��
3) A familiarity with the main approaches developed by political economists and political scientists to understand European market integration and the creation and operation of EMU and other EU economic policies.

This course explores European economic integration and the major economic policies of the European Union as a response to domestic and global economic and political challenges. The different perspectives developed in the study of European integration and international and comparative political economy will be applied to explain economic integration and the significant ongoing impediments to the operation of the EU’s ‘Single Market’. European integration has both embodied the principles of economic liberalism – for example, market integration and Competition Policy – and distorted (or ‘cushioned’) the application of these principles. Several seminars will focus on the main current debates on euro area governance (notably on fiscal, macro-economic and financial support policies). The instruction of the course assumes that all participating students have studied the first semester European Union as a Political System and International Political Economy courses (or the equivalents elsewhere) and have a basic grasp of the main economic concepts (e.g. what is inflation, what are interest rates, etc.). Students who struggle with basic economic concepts should avoid this course.

Selected Bibliography
‘Who killed Europe’s single market dream?’, Financial Times series from 2025; available at:�� https://www.ft.com/singlemarket
Bongardt, A. and Torres, F., eds. (2023) The Political Economy of Europe’s Future and Identity, EUI / UCP Press.
Verdun, A. and D’Erman, V., eds. (2022) Macroeconomic Policy Coordination and Domestic Politics: Policy Coordination in the EU from the European Semester to the Covid-19 Crisis, special issue of the Journal of Common Market Studies, 60, 1, pp. 1-226.
Howarth, D. and Verdun, A. (2020) ‘Economic and Monetary Union at twenty: a stocktaking of a tumultuous second decade’, special issue, Journal of European Integration, 42:3.
Zeitlin, J. and Verdun, A., eds. (2018) EU socio-economic governance since the crisis: the European semester in theory and practice, London: Routledge. The chapters of this book are also available as part of a special issue of the Journal of European Public Policy.
Howarth, D. and Sadeh, T. (2011) The Political Economy of Europe’s Incomplete Single Market, London: Routledge. Also available as a journal special edition: Journal of European Public Policy, December 2010, Vol. 17, no. 7, The Political Economy of European Market Integration.
Heipertz, M. and Verdun, A. (2010) Ruling Europe: The Politics of the Stability and Growth Pact, Cambridge: CUP.
Hodson, D. (2011) Governing the Euro area in Good Times and Bad, Oxford: OUP.
Jabko, N. (2006) Playing the Market: A Political Strategy for Uniting Europe, Ithaca:�� Cornell 8xav�������� Press.

• Course title: European and International Human Rights Systems
• Number of ECTS: 5
• Course code: GOVEUROP-56
• Module(s): Module 2 – Optional courses
• Language: EN
• Mandatory: No

Upon completion of this course students should have:
���������������������� – A good understanding of the concept of human rights and major current critiques across a range of disciplinary contexts
���������������������� – An ability to analyse human rights questions in relation to governance and public policy issues
���������������������� – A detailed understanding of the main components of the contemporary European human rights regime (ECHR, EU, OSCE)
���������������������� – A broad familiarity with other regional and international mechanisms of human rights promotion and protection
���������������������� – A demonstrated ability to design and execute a research project examining governance or public policy issues in relation to human rights within the scope of a case study

This course provides an advanced-level survey of the politics of human rights focusing on European developments placed within wider international contexts. The core focus of the course is on human rights understood in relation to issues of governance and public policy. The course introduces students to broad interdisciplinary debates surrounding the concept of human rights and major contemporary critiques, before turning in more detail to political science literatures that probe the conditions in which human rights may be made effective. Detailed empirical examinations are undertaken of the institutional system surrounding the European Convention on Human Rights, the internal and external protection and promotion of fundamental rights by the European Union, and the human rights related activities of the Organisation for Security and Cooperation in Europe. The European human rights regime is further compared to other regional human rights regimes (notably its Inter-American and African counterparts) and contextualised relative to the wider international system (including both the United Nations treaty bodies and more specialised regimes). The course concludes with an examination of selected current research projects and provides students with the opportunity to undertake and present their own research in the area.

70% Research Paper; 30% Presentation(s) and Participation

• Course title: International Relations
• Number of ECTS: 5
• Course code: GOVEUROP-36
• Module(s): Module 2 – Optional courses
• Language: EN
• Mandatory: No

By completing the course, students will improve the following general skills:
clear and efficient expression in written or oral form
public presentation of information��
ethical understanding and reasoning in international relations
analytical and critical thinking and synthesis
efficient use of information technology
capacity for successful team work
multi-cultural understanding and understanding for demographic and ideological differences
Furthermore, by completing the course, students will improve the following skills and knowledge, specific for the fields of international relations and political science:
understanding of concepts of political, ethical, and legal responsibility in international organizations and societies
understanding of the theories of international relations, in both international political economy and international security
understanding of the interconnectedness of political actors, dynamics and structures with the economic systems and changes in the production and distribution of goods, services, and information
understanding of group and individual dynamics in international relations

This course is an introduction to the study of political themes that are international in scope. It is designed for MA students with previous experience of studying in any field of social sciences and humanities.�� No formal prerequisites are necessary, though a solid command of major historical events and current world affairs is assumed.

The course consists of five major thematic areas:��
1) History and International Relations
2) Theoretical Foundations
3) International Structures
4) International Security and Conflict
5) Issues and Applications

Students’ grades will be based on:��
1)Class participation, including submission and discussion of one contemporaneous press article dealing with issues directly related to the weekly topic, to be submitted and discussed between weeks 3 and 12 (20%);��
2)Two weekly reading response papers (about 1000 words each) to be submitted in two weeks of student’s choice between weeks 3 and 12 (15% each);
3)Small-group European Strategic Crisis Assessment Project to be presented on the last day of class – 28 May (50%).

• Course title: Europe and Global Economic Diplomacy
• Number of ECTS: 5
• Course code: GOVEUROP-49
• Module(s): Module 2 – Optional courses
• Language: EN
• Mandatory: No

The aim of the course is to enable students to develop an advanced understanding of the most important issues in the field of modern economic diplomacy. On completion of this course, students should have acquired:
��

• A good familiarity of the logic, theory, and practice of economic diplomacy.

��

• An apprehension of the complexities of the interaction between international politics, including security, and international economics, and specifically trade and development.

��

• A grasp of institutional setting and processes of the main European and Global economic diplomacy actors, especially of multilateral actors, with emphasis upon the International Financial Institutions (IFIs), in view of their increased momentum following the economic crisis, and the increased Official Development Aid (ODA) requirements for achieving the UN goals.

��

• Analytical skills and critical thinking regarding the evolving nature of economic diplomacy and an ability to apply main concepts of and approaches to economic diplomacy at the state and non-state level.

Through globalisation countries have become more interdependent economically and, state, as well as non-state actors struggle more than ever to achieve the right mix of external economic policies. Early in 2016, EU leaders called for improving the EU’s economic diplomacy profile, in light of the prediction that 90% of world growth is expected to happen outside the Union over the upcoming decade. Emerging economies are not only growing fast but moving up the value chain and strengthening their economic diplomacy, especially in view of protectionist tendencies in the US and other developed countries. An immediate challenge of global trade shrinkage, more severe at any time since the 1930s, is feared – despite the proliferation of free trade agreements and increased Foreign Direct Investment (FDI) flows. ODA increases, while the gap between developed and developing countries widens. State and non-state actors, including international organisations intensify their efforts in order to shape the globalised world.

��
Essay (1500 words) 70%, class participation 30%
��

Bibliography:
·������������
Bayne, N., Woolcock, S., The New Economic Diplomacy. Decision-making and Negotiation in International Economic Relations, Ashgate, Aldershot, 2011.
·������������
Woolcock, S., European Union Economic Diplomacy. The Role of the EU in External Economic Relations, Ashgate, Farnham, 2012.
·������������
Lee, D., Hudson, D., The old and new significance of political economy in diplomacy, Review of International Studies, 2004, 30, 343-360.
·������������
Lee, D., Hocking, B., ‘Economic Diplomacy”, The International Studies Encyclopedia, Vol. II, pp 1216-1227., Wiley Blackwell, 2010.
·������������
Saner, R;, Yiu, L., ‘International Economic Diplomacy: Mutations in Post-modern Time’, Discussion Papers in Diplomacy, Netherlands Institute of International Relations ‘Clingendael’, 2001.
·������������
Karns, M., P., Mingst, K.,A., Stiles, K., W.,�� International Organizations: The Politics and Processes of Global Governance, Third edition, Lynne Rienner Publishers, 2015.��

• Course title: European Union in World Affairs
• Number of ECTS: 5
• Course code: GOVEUROP-26
• Module(s): Module 2 – Optional courses
• Language: EN
• Mandatory: No

Upon successful completion of this course students should:
Have a good knowledge of the institutions and procedures developed in the field of EU external action;
Have an advanced understanding of the strategic objectives of the Common Foreign and Security Policy and Common Security and Defence Policy and of the current plans for and achievements in their implementation;
Be able to discern and evaluate the interests of various EU international partners and competitors and interpret their interaction;
Be able to analyse the key areas of EU’s regional and global influence including the European Neighbourhood Policy, trade, enlargement, civilian and military missions and EU’s development assistance and humanitarian aid;
Acquire relevant analytical tools for explaining in a critical and independent manner the current and future EU foreign policy trends.

The course provides an overview of the evolution of foreign, security and defense policies of the European Union and its member states as distinct actors in world affairs. It focuses on the interplay between institutions and member states in their interaction with non-EU partners and competitors, and on the current intricated European foreign policy decision-making mechanisms.The first section of the course draws from international relations and European integration theories to present the conceptual debates on the EU’s changing role in foreign affairs. Key questions include: Is the European Union a different kind of power – “quiet”, “civilizing”, “normative”? How effective are the foreign and security policy frameworks in the post-Lisbon Treaty context? How can we make sense of leitmotifs such as “effective multilateralism”, “comprehensive approach”, “resilience”, “human security”?The second section takes a more practical approach to analyzing the EU and member states’ relations with major players of the international system. It introduces the dynamics of the transatlantic relations, the current EU-China and EU-Russia relations. Students will be also able to critically evaluate the EU policies towards its Eastern and Southern neighborhoods.The final section assesses the evolution of the Common Security and Defence Policy, the internal-external security nexus, the new threats and challenges to the stability of the European security architecture. Internal crises and recurrent weaknesses of the Union and revitalization projects impact also common foreign and security policies and the international identity of the EU. The implications of Brexit for CFSP and CSDP will be investigated in this context.

Students will be expected to write a 15-page research essay on a set topic (75%). In class presentation / leading the discussion (25%). Final mark adjustment – up to 10 percent for exceptional class participation.

Bibliography
Biscop, S. (2024). This is not a new world order: Europe rediscovers geopolitics, from Ukraine to Taiwan. Owl Press.
Bradford, A. (2020). The Brussels effect: How the European Union rules the world. Oxford 8xav�������� Press.
Damro, C., Sabatino, E., Szép, V., Vandendriessche, M. (Eds.). (2025). Special issue: “Overcoming challenges to the EU as a global actor.” European Foreign Affairs Review, 30(3).
European Union. (2022). A Strategic Compass for Security and Defence: For a European Union that protects its citizens, values and interests and contributes to international peace and security.
European Union. (2016). Shared vision, common action: A stronger Europe. A global strategy for the European Union’s foreign and security policy.��
Fromage, D., Héritier, A., Weismann, P. (2025). EU regulatory responses to crises: Adaptation or transformation? Oxford 8xav�������� Press.
Hill, C., Smith, M., Vanhoonacker, S. (2023). International relations and the European Union (4th ed.). Oxford 8xav�������� Press.
Keukeleire, S., MacNaughtan, J. (2022). The foreign policy of the European Union (3rd ed.). Bloomsbury Academic.
Neuman, M., Wessel, R. A., de Zee, T. (Eds.). (2025). A geopolitical Europe in the making? The EU’s actorness in a (de-)globalising world. Springer.
Smith, K. E. (2014). European Union foreign policy in a changing world (3rd ed.). Polity Press.
Westlake, M. (Ed.). (2020). The European Union’s new foreign policy. Palgrave Macmillan.
Additional bibliographical sources will be regularly uploaded on Moodle.

• Course title: Sustainable Development in Practice
• Number of ECTS: 5
• Course code: GOVEUROP-52
• Module(s): Module 2 – Optional courses
• Language:
• Mandatory: No

Upon completion of the course, students should be able to:
identify the major theoretical paradigms pertaining to sustainable development, including their underlying concepts and methodological approaches;
recognize sustainable development strategies in different world regions;
understand the methodological bases for the comparative examination of sustainable development policies at different levels of governance;
discuss the challenges to sustainable development faced by practitioners;
examine the similarities and differences between the strategies that practitioners utilize to promote sustainable development in different areas of the world;

This course introduces students to the most important themes and challenges related to sustainable development through interactive dialogue with development practitioners on different continents. The course puts students in touch with development actors who can present the day-to-day challenges that the conception and implementation of sustainable development policies present as well as the strategies utilized to overcome these issues. Through these exchanges, students are introduced to the main issues, concepts and theories in sustainable development.��
The course is organized around three sections. First, students will meet with the course instructors who will introduce the conceptual and methodological bases for research on development policy.�� Students will receive background training and they will be prepared for participative learning once the exchanges with practitioners begin. The second part of the course will be composed of discussions with practitioners where students will have the opportunity to pose questions concerning the definition and implementation of sustainable development strategies. During the third and final part of the course, students will meet with instructors and their counterparts in order to discuss the most salient issues that arose during the discussions with practitioners, and prepare togetehr for their final research paper.

Final exam during exam session
Course grades will be established through the following:��
1) 10 % will be based on class participation and attendance of the course sessions;
2) 30% of the grade will be based on�� “rumination sheets” submitted in the form of a portfolio/journal at the end of the course; and��
3) 60% of the grade will be based on a final research paper based on one or more of the theoretical/conceptual/methodological approaches selected by the student and integrating related issues discussed during sessions with policymakers/practitioners.

• Course title: European Welfare States
• Number of ECTS: 5
• Course code: GOVEUROP-59
• Module(s): Module 2 – Optional courses
• Language: EN
• Mandatory: No

Upon leaving this course students will be able to:
·�� �� �� ��Describe the contours of social policy across policy areas, across countries, and over time
·�� �� �� ��Analyze the extent to which social policies redistribute resources across the life course and between social groups
·�� �� �� ��Assess how well the outcomes of social policies align with stated and unstated goals, and with the preferences of different political actors and groups

This course explores the ways in which European countries distribute and alleviate risk through social policy. Our discussions will be motivated by questions such as: What counts as social policy and what philosophy of rights guides policymaking in this area? How did the welfare states of European countries differ as they developed from the post-WWII period forward? How much do social policies redistribute across different income and wealth levels, across gender, and across the life course? This course examines key social policy areas (e.g. pensions, anti-poverty programs, work-family programs, housing programs) and an array of policy tools (e.g. cash benefits, benefits in kind, regulations, tax expenditures). In doing so it emphasizes the political nature of social policy, which is ultimately embedded in the distribution of benefits to different segments of society. Students will have the opportunity to engage in hands-on data analysis of social policies from a comparative perspective.

Final exam during exam session
Evaluation: 60% Final Research Paper; 30% Midterm Essay; 10% participation.��

• Course title: Political Communication in Comparative Context
• Number of ECTS: 5
• Course code: GOVEUROP-58
• Module(s): Module 2 – Optional courses
• Language: EN
• Mandatory: No

News media are among the most significant political institutions worldwide. In fact, researchers in political communication look toward the “mediazation” of politics as part of the “globalization” of information among many other global market goods. In the US, news media have existed as a political force for decades.
As a result, much of the early scholarship about the relationship between news media and government reflect the legal and regulatory environment that is particular to the US case.
Even so, the concepts developed in this research––such ideas as “agenda setting” and “gatekeeping”––speak to a core concern that transcends the US context: do news organizations represent a conduit for government (and other authorities) ideation and aims in a symbiotic relationship, or do news media represent a critical, adversarial institution that holds authorities accountable for their roles in preserving an open society?
The changing landscape of media—from new media such cable TV to the new, new media of Internet, twitter, and smart devices—has added new terms to this primary question and enlarged the range of cases to be studied. Comparative research among diverse political cultures, institutions, and regulatory regimes governing news gathering and broadcast is vital for understanding the current information environment and its relationship to politics and policy, both globally and within a given polity. This relationship and the information environment it shapes is the focus of our course.
Our readings and research compare political communication, particularly the institutions of news media, in the US, UK, EU, and member state cases, focusing attention on the explicitly political coverage of these polities’ general elections.
We will be especially attentive to the ways in which the pandemic influenced election communication and news coverage from 2019 to 2021 and the continuing influence of military conflicts, climate change/threat, and trade wars on elections 2023-2026.

One policy brief (30%) and one research term paper (70%)

• Course title: Public Policy Analysis
• Number of ECTS: 5
• Course code: GOVEUROP-13
• Module(s): Module 3
• Language: EN
• Mandatory: Yes

On successfully completing this course, students be able to:

Explain and apply core theoretical approaches and conceptual frameworks used in the analysis of public policy.
Outline the main stages in the policy-making process, and explain their (non-linear/recursive) relationships to one another.
Describe and analyse the main stages and dynamics of European Union policy-making processes.

This course introduces the principal concepts used in the analysis of public policy, providing frameworks that may be used to structure the understanding of the different policy sectors empirically examined in other core Semester 3 courses.The course is centrally structured around the heuristic device of a ‘policy stages’ approach, looking in turn at the agenda-setting, formulation, decision-making, implementation, and evaluation phases of the policy-making process.For each topic, both the general frameworks developed in the wider public policy literature and more specific applications in the context of the EU are examined.The course further encompasses a discussion of a number of other key topics, including policy narratives and discursive approaches to the study of public policy; logics of policy transfer understood in relation to processes of globalisation and Europeanisation; and ‘policy failures’.

60% written examination ; 40% group presentation + accompanying assessment paper

Grades may be adjusted by up to 10% to reflect the level of active participation in the course.

��

Core Texts

Howlett, Michael, M. Ramesh and Anthony Pearl. Studying Public Policy: Policy Cycles and Policy Subsystems. (Oxford: Oxford 8xav�������� Press, 2009/Third edition).

Versluis
, Esther,
Mendeltje
van Keulen and Paul Stephenson. Analyzing the European Union Policy Process. (Basingstoke: Palgrave MacMillan, 2011).

Selected Further Reading

Balla, Steven J., Martin Lodge and Edward Page (eds.), The Oxford Handbook of Classics in Public Policy and Administration (Oxford: Oxford 8xav�������� Press, 2015).

Baumgartner, Frank R. and Bryan D. Jones. Agendas and Instability in American Politics (Chicago: 8xav�������� of Chicago Press, 1993).

Boussaguet
, Laurie, Sophie Jacquot and Pauline Ravinet (eds.), Une “French Touch” dans l’analyse des politiques publiques?(Paris: Presses de Sciences Po, 2015).

Boussaguet
, Laurie, Sophie Jacquot et Pauline Ravinet (eds.), Dictionnaire des politiques publiques (Paris: Presses de Sciences Po, 2014/quatrième édition).

Faure, Alain, Gilles
Polet
et Philippe Warin (
��
.). La construction du sens dans le politiques publiques : Débats autour de la notion de référentiel (Paris: L’Harmattan, 1995).

Hood, Christopher and Helen Z. Margetts. The Tools of Government in the Digital Age (Basingstoke: Palgrave MacMillan, 2007/Second edition).

Kingdon
, John. Agendas, Alternatives and Public Policies (New York: Longman, 2003/Second edition).

Lascoumes
, Pierre et Patrick Le
�Ҳ���è��
(eds.). Gouverner par les instruments (Paris: Presses de Science Po, 2004).

Moran, Michael, Martin Rein and Robert F.
Goodin
(eds.), The
OxfordHandbook
of Public Policy (Oxford: Oxford 8xav�������� Press, 2008).

Muller, Pierre. Les politiques publiques. (Paris: PUF, 2015/11eme édition).

• Course title: International Development, Sustainability and Policy Coherence
• Number of ECTS: 5
• Course code: GOVEUROP-44
• Module(s): Module 3
• Language:
• Mandatory: No

To introduce students to predominant theories of development.
To introduce students to development strategies in the context of globalization through discussions with development actors.
To provide an understanding of the social and environmental impacts of development strategies.

The field of international development is generally analyzed in terms of policy effectiveness or moral issues related to the imbalance of wealth in the global arena. Such approaches have often limited development debates to material questions focusing on issues such as: the commitment of advanced industrial states to development through public investment; the efficiency with which funds are distributed in development strategies; the moral/political objectives that often are associated with development aid, microfinancing, etc.

This course aims to build on this approach to international development by examining cooperation within the context of social cohesion. The premise on which this course is based contends that development is not simply an economic issue because it relates to various relationships between different actors in global affairs, such as international organizations, states, civil society, individual citizens and economic organizations and companies. Thus, the course asks: “What impact do European actors (including Luxembourg) have on international relationships within the framework of international development?” The course proposes a series of debates, each one focusing on a specific topic related to social cohesion and international cooperation. Following a general introduction by the course instructors, the course will be centered on discussions with practitioners and experts in the field of international development.

Final Grade: Students must submit a 15-20 page (double spaced) research paper on a topic of their choice that is related to sustainability or development.
The paper should include the following elements:

Introduction – Including Research Question to which the paper responds
Literature Review
Conceptual Approach or Hypotheses
Methods
Empirical Research
Conclusion

Bibliographie

Amartya Sen. Development as Freedom. Anchor, 2000.

Jeffrey Sachs. The End of Poverty. Penguin, 2006.

J. Timmons Roberts and Amy Bellone Hite. The Globalization and Development Reader: Perspectives on Development and Global Change. Wiley Blackwell 2007.

(optional) Harlan Koff. Social Cohesion in Europe and the Americas. PIE-Peter Lang, 2009.

• Course title: The European Union & Finance
• Number of ECTS: 5
• Course code: GOVEUROP-54
• Module(s): Module 3
• Language: EN
• Mandatory: No

Up on successful completion of this course, students should have acquired:

A basic knowledge of the historical evolution of European / EU financial regulation and supervision.
A familiarity of the main prudential regulatory and supervisory issues and debates and the preference of different member states on these issues.
A good understanding of the main institutional / policy elements of Banking Union and the negotiating position of different EU institutions and member states on these elements.
A basic understanding of the real and potential impact of Banking Union upon European integration and upon the operation of EU-headquartered banks.
An appreciation for the academic (political science and political economy) debates on Banking Union.

This course provides an advanced-level and specialized analysis of two major current topics of EU Economic Governance: the construction of Banking Union and European financial market integration. This course will critically consider political economy and public policy perspectives on financial regulatory and supervisory matters and the role of the different institutions involved. The instruction of the course assumes that most participating students have studied the first year International Political Economy course and the Political Economy of European Integration course (or the equivalent elsewhere) and have a grasp of the basics (e.g. what is bank capital).��

Students are to write two x 2000-word essays from a list of questions provided by Professor Howarth. Each essay is worth 50% of the final grade.

Howarth, D. and
Quaglia
, L. (2016) The political economy of European Banking Union, Oxford: OUP.
Howarth, D. and Schild, J. (2020) The difficult construction of European Banking Union, London: Routledge.
Howarth, D. and Macartney, H. (2018) The politics of supranational banking supervision in Europe, London: Routledge.
Most readings are journal articles and will be provided on Moodle.

• Course title: Transatlantic Relations: Continuity and change in the EU – US strategic partnership
• Number of ECTS: 5
• Course code: GOVEUROP-34
• Module(s): Module 3
• Language: EN
• Mandatory: No

Upon successful completion of this course students should:

Have a good knowledge of the structural changes in the international system and their impact on transatlantic relations;
Have an advanced understanding of the recent historical evolution of the relations between the US and Canada and the European states;
Be able to discern and evaluate the interests of various transatlantic actors and interpret their interaction;
Be able to analyse the core issues of the EU – NATO
partnership, the logic of NATO transformation, EU’s commitment to increase military capabilities and the
accelerated evolution of CSDP.
Acquire relevant analytical tools for explaining in a critical and independent manner the current and the future transatlantic trends.

The course provides an overview of the political, diplomatic, security and defence dimensions of the transatlantic relationship after the end of the Cold War. It focuses on the main transatlantic actors and institutional frameworks, and on their responses to the structural changes in the international system.��The first section of the course investigates both recurrent features and transformations of the transatlantic partnership from the fall of communism, the “unipolar moment” and building of the new European security architecture to 9/11 and the divergent reactions of European allies and to the current rise of new powers and the shift towards a multipolar global system. The fundamental impact of the war in Ukraine on transatlantic relations and the international system will also be considered.Students will critically evaluate the transatlantic and foreign policy implications of EU’s internal evolutions and of changes brought by the Trump Administration in their relationship with the EU and other major international actors. Current transatlantic tensions and challenges will be the focus of interactive presentations through the entire duration of the course.The second section looks on transatlantic security and defence issues, on new threats and the prospects of ending the wars in Ukraine and the Middle East on European and global security. It evaluates current developments in NATO policies and actions and the perspectives of EU-NATO strategic partnership.The final section focuses on current transatlantic trends: the U.S. and EU “grand strategies” in the post unipolar world; the challenges to multilateralism and the “America first” agenda; and the search for European strategic autonomy.

Students will be expected to write a 15-page research essay on a set topic (75%)
In class presentation / leading the discussion (25%)
Final mark adjustment – up to 10
%
for exceptional class participation

• Course title: Social Europe
• Number of ECTS: 5
• Course code: GOVEUROP-63
• Module(s): Module 3
• Language: EN
• Mandatory: No

Upon successfully completing this course, students should be able to:

Describe the philosophical and political underpinnings of the European social model.
Assess the extent to which a multi-level system of governance shapes poverty, inequality, and work, and describe the process through which it happens.
Develop an informed view of whether the EU is a convergence-inducing social policy actor.
Compare public opinion across Member States using quantitative methods.

��

Has social policy in the EU been crafted to pursue goals like social inclusion, or has it developed only insofar as it aids in economic integration and the free movement of people?

This course takes stock of the European social model as it has developed over time by assessing its driving forces, considering the ways in which EU social policy interacts with national welfare state histories, and examining the dynamics of convergence and divergence in social policy during each stage of EU enlargement. It also surveys the main characteristics of the social policies themselves, including regulations and protections on working life, poverty, and health, as well as questions of race, gender, and generational equality within and across member states.

Evaluation:

70% final research paper.
20% midterm essay.
10% active participation in the course.

• Course title: The EU from inside
• Number of ECTS: 5
• Course code: GOVEUROP-57
• Module(s): Module 3
• Language: EN
• Mandatory: No

Upon completion of this course, students should:

Have a good understanding about the key policy areas and its actors.
Be able to analyse the potential future developments of the EU.
Be able to apply the basic techniques in preparing a policy briefing.
Be able to use the “scenario method” and apply it to issues
analysed
.

This course is looking at key policy areas of the EU and its internal functioning. Based on the historical evolution, concrete experiences inside the institutions and current discussions, students will discuss potential future scenarios. With a view to clarify the many aspects of the legislative cycle, the course will compare a scientific model with the reality inside the institutions. The construction of the EU will be analysed including its institutions, the often unknown but powerful actors or the stringency of policy decisions.The EU’s narrative of peace and prosperity is ever more questioned. There are growing concerns that the EU interferes too much on the sovereignty of nation states while being too slow in acting at the international scene or in crisis situations. In a generally more volatile environment, the question of the EU’s present and future role arises. This has inevitably influence on the institutional balance.The course will describe policy formulation and analyse concrete policy proposals. The way to form majorities is being discusses as well as other forms of legislation. Besides looking at institutional issues such as the alleged democratic deficit, the following policy areas will be addressed:

The rule of lawTrade and industry policiesDefense policyEnlargement policyMigration policy

Practical exercises are:

Presentations by participantsPolicy briefingNegotiation role playReading between the linesMedia trainingScenario building

30% of the students’ grades will be based on a presentation and their general participation during the course.
30% of the students’ grades will be based on an assignment for a policy briefing.
40% of the students’ grades will be based on the final assignment on building a scenario.
��

Selected Bibliography:

The European Union: Politics and Policies by Jonathan Olsen and John McCormick
The Routledge Handbook of European Public Policy (Chapters 2 to 5, 18
– 21, 25 to 30) by Nikolaos
Zahariadis
and Laurie
Buonanno
The History of the European Union: Constructing Utopia (Chapters 3, 7, 8, 10, 25 to 27) by
Guiliano
Amato, Enzo
Moavero
-Milanesi, Gianfranco
Pasquino
and Lucrezia Reichlin
Europeanisation and the Transformation of EU Security Policy by Petros
Violakis
Europe and the Evolving New Global Order by Prof. Heinrich
Kreft
, Jochen M. Richter Dr. Horst Walther
Last Train West -Revisiting Romania’s Accession to the EU by Jochen M. Richter
Brexit and its Aftermath by Sophie
Loussouarn
The limits of Europe by Frits Bolkestein
A history of democracy in Europe by Antoine de
Baecque

Further reading will be available on Moodle

• Course title: Geopolitics of Sustainable Development
• Number of ECTS: 5
• Course code: GOVEUROP-71
• Module(s): Module 3
• Language: EN
• Mandatory: No

• Course title: Digitalisation of Media and Democracy
• Number of ECTS: 5
• Course code: GOVEUROP-69
• Module(s): Module 3
• Language: EN
• Mandatory: No

At the end of this course, students should be able to:

To understand the evolution and functioning of the information ecosystem.
To understand the main issues facing the media in legal, democratic, economic and societal terms.
To know the different professional journalistic practices and their developments.
To be introduced to scientific literature in English and French in media studies to be able to build a solid analytical framework both for future academic research and for operational functions in the field of media, communication and public relations.

This course aims to familiarize students with the main social and democratic issues raised by the digitalization of the media.In particular, the course will deal with the effect of digitalization on the use of media (with a focus on social media and AI), the protection of fundamental rights, the economy and political independence of the media, the formation of public opinion, the media governance(including platforms) and the role of public service media and community media.The course attempts to adopts a global perspective by including cases from the EU, US and other countries from the “global south”. Attention will also be paid to the case of Luxembourg, drawing on data obtained as part of the “Media Pluralism Monitor” surveys which was launched in 2016.As part of the course, students will be invited to attend participate and the series of conference organized in the context of the project Medialux resulting from a collaboration scientific collaboration with the Department of Media, Connectivity and Digital Policy from the Ministry of State.

30% of the evaluation is based on active participation in the course.
The remaining 70% of the evaluation will relate to a written work of 15-20 pages on questions and subjects related to the course. The precise themes of the work will be determined during the first sessions. The teacher will communicate with the students throughout the semester to follow the progress of the work.

The last (two) session(s) will be reserved for the presentation and discussions of the work.

Reference readings:

Croteau, David and
Hoynes
, William, (2019), Media / Society: Technology, Industries, Content, and Users, Sage publication.
Kies
, R. and S. Lukasik, (2024), “Media Pluralism Monitor 2023: Luxembourg”, Centre of media pluralism and media Freedom, European 8xav�������� Institute, URL: https://hdl.handle.net/10993/59081

Other readings:

Accardo, Alain (2007), Journalistes précaires, journalistes au quotidien, Paris : Agone (collection « Elements »).
Amiel, Pauline (2020), Le journalisme de solutions, Grenoble : Presses universitaires de Grenoble (collection « Journalisme en + »).
Aubenas, F.,
Benasayag
, M. (2007), La fabrication de l’information, la découverte.
Benkler
, Yochai, Faris, Robert and Roberts, Hal, 2018, Network Propaganda, Oxford 8xav�������� Press.
Berelson
, Bernard ; Lazarsfeld, Paul F. ; Mc
Phee
, William N. (1954), Voting : a study of opinion formation in a presidential campaign, Chicago : The 8xav�������� of Chicago press.
Bernier, Marc-François (2021), Les journalismes. Information, persuasion, promotion, divertissement, presses, avec la collaboration de Thierry
Watine
, Laval : Presses universitaires de Laval.
Bourdieu, Pierre, 1996, Sur la télévision, Raison d’agir édition.
Bousquet, F., Amiel, P. (2021), La presse quotidienne régionale. La Découverte.
Cardon, Dominique (2015), A quoi rêvent les algorithmes, Paris : Seuil (collection « la République des idées »).
Chambost
, C. (2007),« La presse anglo-saxonne et la prédominance des faits : un constat toujours d’actualité ? », Cahiers de l’APLIUT, Vol. XXVI, n° 3, 42-52.
Charon, Jean-Marie ; Le Floch, Patrick (2011), La presse en ligne, Paris : La Découverte.
Chupin, Ivan ;
Kaciaf
, Nicolas ;
��ܲ�é
, Nicolas (2012), Histoire politique et économique des médias en France, Paris : La Découverte.
Coutant, Alexandre (2016), « “Vu sur Facebook !” : l’impensé des médias
���dz����DzԳܳ�é������ܱ��
», Dans Pascal Robert (dir.) L’impensé numérique ,Paris : EMS Éditions, p. 105-117.
Gardini
, Gianluca, 2017, Le
regole
������’i�Դڴǰ����������DzԱ�
:
��’e����
della
post-
���������à
, G.
Giappichelli
Editore
.
Hallin
, Daniel C. ; Mancini, Paolo (2017), « Ten Years After Comparing Media Systems : What Have We Learned? », Political Communication, vol. 34 , n°2, p.155-171.
Jeanne-Perrier, Valérie (2018), Les journalistes face aux réseaux sociaux? : Une nouvelle relation entre médias et politiques, Paris :
MkF
é�徱�پ��DzԲ�.
Joux, Alexandre ;
Bassoni
, Marc (2018), « Le journalisme saisi par les Big Data ? Résistances épistémologiques, ruptures économiques et adaptations professionnelles », Les Enjeux de l’information et de la communication, vol. 19/2, n° 2, p. 125-134.
Katz, Elihu ;
Blumler
, Jay G. ;
Gurevitch
, Michael (1974), « Uses and gratifications research », The Public Opinion Quarterly, vol. 37, n° 4, p. 509-523.
Katz, Elihu ; Lazarsfeld, Paul F. (2008), Influence personnelle, ce que les gens font des médias, Paris : Armand Colin.
Lazarsfeld, Paul F. ;
Berelson
, Bernard ; Gaudet, Hazel (1944), The People’s choice. How the voter makes up his mind in a presidential campaign, Columbia : Columbia 8xav�������� Press.
Lukasik, Stéphanie (2020), « Homophilie »
Publictionnaire
, Dictionnaire encyclopédique et critique des publics. http://publictionnaire.huma-num.fr/notice/homophilie/
Lukasik, Stéphanie (2021), L’influence des leaders d’opinion. Un modèle pour l’étude des usages et de la réception des réseaux
���dz����DzԳܳ�é������ܱ��
, Préface de Rémy
Rieffel
, Paris : Éditions L’Harmattan (collection « Communication Civilisation »).
Lyubareva
, Inna ; Rochelandet, Fabrice (2017), « Modèles économiques, usages et pluralisme de l’information en ligne, les nouveaux enjeux du pluralisme de l’information à l’ère des plateformes numériques », Réseaux, vol. 205, n° 5, p. 9-19.
Lyubareva
, Inna ; Rochelandet, Fabrice ;
Haralambous
, Yannis (2020), « Qualité et différenciation des biens informationnels. Une étude exploratoire sur l’information d’actualité », Revue d’économie industrielle, vol.172, n°4, p. 133-177.
Maigret, Eric, 2003, Sociologie de la communication et des médias, collection U, Armand Colin.
Marconi, Francesco (2020), Newsmakers :
Artifical
intelligence and the future of journalism, Columbia : Columbia 8xav�������� Press.
Marty, Emmanuel ;
Rebillard
, Franck ;
Pouchot
, Stéphanie ;
Lafouge
, Thierry (2012), « Diversité et concentration de l’information sur le web », Réseaux, vol.176, n° 6, p. 27-72.
Mercier, A. (2009) (dir.), Le journalisme, les essentiels d’Hermès, CNRS é�徱�پ��DzԲ�.
Mercier, Arnaud ;
Pignard-Cheynel
, Nathalie (2014), « Mutations du journalisme à l’ère du numérique : un état des travaux », Revue française des sciences de l’information et de la communication, n° 5.
Millerand, Florence ; Proulx, Serge ; Rueff, Julien (dir.) (2010), Web social: mutation de la communication, Québec : PUQ.
Neveu, E.(2001), Sociologie du Journalisme.
Pariser
, Eli (2011), The Filter Bubble : What The Internet Is Hiding From You, Londres :The Penguin Press.
Pélissier, Nicolas ; Demers, François (2014), « Recherches sur le journalisme. Un savoir dispersé en voie de structuration », Revue française des sciences de l’information et de la communication, n° 5.
Pélissier, Nicolas ;
Diouma
Diallo, Mamadou (2015), « Le journalisme à l’épreuve des dispositifs
���dz����DzԳܳ�é������ܱ��
d’information et de communication. Usages et usagers de l’information à l’ère numérique », Revue française des sciences de l’information et de la communication, vol.5, n° 1.
Pignard-Cheynel
, N., Van
Dievoet
(2019), L., Journalisme mobile : usages informationnels, stratégies éditoriales et pratiques journalistiques.
Pignard-Cheynel
, Nathalie ;
Sebbah
, Brigitte (2013), « L’identité des journalistes du Web dans des récits de soi », Communication, vol. 32, n°2.
Pignard-Cheynel
, Nathalie ; Amigo, Laurent (2019), « Le chargé des réseaux socio-numériques au sein des médias : Entre logiques gatekeeping, marketing et participative », Réseaux, vol. 213, n°1, p. 139-172.
Pignard-Cheynel
, Nathalie ; Richard, Jessica ;
Rumignani
, Marie (2017), « Au-delà du mur : l’algorithme de Facebook mis à l’épreuve », The Conversation. https://theconversation.com/au-dela-du-mur-lalgorithme-de-facebook-mis-a-lepreuve-84295
Rebillard
, Franck (2012), « Modèles socioéconomiques du journalisme en ligne et possibilités d’une information diversifiée », Les Enjeux de l’information et de la communication, vol. 12, n°3, p. 81-95.
Rieffel
, Rémy, 2015, Sociologie des médias,
infocom
,
Elipses
edition.
Ruellan, R. (2007), Le journalisme ou le professionnalisme du flou.
Shoshana
Zuboff
, 2019, The age of surveillance capitalism, Profile Books.
Sonnac, N.,
Gabszewicz
(2013), J., L’industrie des médias à l’ère numérique, Éd. La Découverte, coll. Repères, 2013.
Stein, M. (2014), Hugo journaliste, Flammarion.
Thérenty, M.-E (2014)., Balzac journaliste, Flammarion.
Toussin
Desmoulins, 2018, L’économie des médias, Que sais-je,
Puf
.
White, Patrick (2020), « L’intelligence artificielle à la rescousse du journalisme », The conversation. https://theconversation.com/lintelligence-artificielle-a-la-rescousse-du-journalisme-135387
Wolton, D. (2003) (dir.), Les journalistes ont-ils encore du pouvoir ? Hermès, la revue, n°35.
Wrona, A. (2011), Zola journaliste, Flammarion.

• Course title: Energy Policy
• Number of ECTS: 5
• Course code: GOVEUROP-70
• Module(s): Module 3
• Language: EN
• Mandatory: No

Energy is a policy sector where today’s key societal challenges converge: the fight against climate change, international security, and the safeguarding of prosperity all interact with energy policy in various ways. Energy policy, therefore, is currently among the top priorities of EU and national policymakers. This course sets out to shed light on the origins and evolution of the EU’s energy policy. It aims to explore and discuss shifting priorities as well as driving forces in the policy area up until today. By analysing the role of key actors, students will examine multi-level governance aspects and debate potential conflicts between the EU and member states from a policymaking perspective. Moreover, the course features a deep-dive into selected policy tools (e.g. EU ETS, NECPs, TYNDP). In this context, participants will explore these instruments’ mechanisms and consider shortcomings and potential improvements. Finally, the course looks into interactions of the EU’s energy policy with other policy sectors and its impact beyond Europe’s borders.The course is divided into three parts:

Discussing origins, evolution, and governance of EU energy policy, including the distribution of decision-making competences between the EU and member statesAnalysing selected energy policy instrumentsDebating interactions with further policy areas and impact beyond the EU

Participation:
Students are expected to read three papers before class and to participate actively in the discussions. The key questions are designed to help you reflect on what you have read and on what it means.
Assessment:
1. An in-class presentation of a policy issue (50% of the final grade):
Length: ca. 20Min + short discussion in class
Topic: analysis of a policy issue/case study (topics will be distributed in class in week 2)
Instructions: Please cover the following aspects:

The policy problem
The process: timeline, which decision-making procedure? What type of policy instrument?
Key actors: role and impact of EU institutions, member states, lobby groups;
How effective is the policy? Can you imagine an alternative approach?
Conclusion: What are the key problems and controversies that were highlighted by this policy?

You are expected to actively involve your fellow students and facilitate/moderate a brief discussion of your topic.
2. A final exam (50% of the final grade)
During the January-February exam session.

Students are expected to read the core texts before every seminar. All readings are available electronically on the course’s Moodle page in the thematic folders. Additional recommended materials discussed during the course (official reports, key newspaper articles, short information videos etc.) are also in the thematic folders on Moodle.

• Course title: Qualitative methods and Research Design
• Number of ECTS: 5
• Course code: GOVEUROP-17
• Module(s): Module 4-Tutorat
• Language: EN, FR
• Mandatory: Yes

Students should be able to formulate research topics and questions, for which they can then devise research designs for qualitative research adapted to several types of research projects (papers for courses and seminars, final dissertation). They should therefore be familiar with an array of different research techniques, and be aware of both their potentials and limitations, that are available to help them respond to these original questions.

In combination with the courses on quantitative methods and on approaches to European integration, this course is aimed at giving students the intellectual and scientific tools (approaches and methods) enabling them to engage in the study of politics.

��

Students will be evaluated on their skills through two assessments:

Students will have to write a research proposal (ideally on their thesis topic or the topic of their internship research report) in which they have to demonstrate their understanding of various aspects of research design and methods (3000 words +/-10%.) – 50% of the final grade. All essays will be checked for plagiarism with the help of the Turnitin software, i.e. students are required to accept the Turnitin End-User Licence Agreement (EULA) before they upload the documents. If a student refuses to authorize the use of Turnitin, their essay will not be considered and will be treated as “not submitted”.
Mid-term written exam (50%): Students will be presented with one or more research proposals, which they will have to critically review with the goal of identifying its strengths and weaknesses and making appropriate suggestions for improvements.

Background readings:

Box-Steffensmeier, Janet, Henry E. Brady, and David Collier, eds., Oxford Handbook of Political Methodology. Oxford: Oxford 8xav�������� Press, 2008.
Brady, Henry and David Collier, eds., Rethinking Social Inquiry: Diverse Tools, Shared Standards. Lanham: Rowman and Littlefield, 2004.
Bryman, Alan, Social Research Methods, Oxford: Oxford 8xav�������� Press, 2004.
Della Porta, Donatella and Michael Keating (eds). Approaches and Methodologies in the Social Sciences. A Pluralist Perspective. Cambridge : Cambridge 8xav�������� Press, 2008.
Gerring
, John. Case Study Research. New York: Cambridge 8xav�������� Press, 2005.
George, Alexander L., and Andrew Bennett, Case Studies and Theory Development in the Social Science, Cambridge, Mass: MIT Press, 2005.
Quivy
, Raymond et Luc Van
Campenhout
. Manuel de recherche en sciences sociales. Paris : Dunod, 2006.
Ritchie, Jane and Jane Lewis (eds.), Qualitative Research Practice, A Guide for Social Science Students and Researchers, London: Sage, 2003.

• Course title: Stage
• Number of ECTS: 30
• Course code: GOVEUROP-19
• Module(s): ���ٲ�����/��é���Ǿ�����
• Language: FR, EN
• Mandatory: No

The internship is intended to provide you with a structured professional experience applying the skills and knowledge which you have developed during the taught programme. While the programme may periodically be able to offer a limited number of internship positions on a competitive basis by way of specific institutional arrangements, we are not able to guarantee that the number of such positions in any given year will correspond to student demand. Please be advised that you are ultimately responsible for securing your own internship position if you choose to pursue this option.
All internships must be substantially related to the broad areas of European and international governance as covered in the taught programme. This encompasses appropriate placements in both the public and private sectors. Examples of possible internship opportunities include (but are not limited to): the European institutions; national and regional governmental and parliamentary institutions; NGOs; lobbying and consultancy firms; and the European (policy analysis) divisions of larger firms. All internship placements are subject to the approval of the Programme Director and to the conclusion of a standard 8xav�������� of Luxembourg agreement.

• Course title: ��é���Ǿ�����
• Number of ECTS: 30
• Course code: GOVEUROP-20
• Module(s): ���ٲ�����/��é���Ǿ�����
• Language: FR, EN
• Mandatory: No

The dissertation is intended to provide you with an initial, structured experience of advanced academic research.�� As such, it must be structured around a clearly defined central argument or hypothesis which derives from an identifiable body of scholarly literature.�� This argument or hypothesis should address a question or problem of European or international governance consistent with the broad themes explored in the taught programme.�� Your supervisor will provide you with guidance as to the appropriateness of specific topics.�� As a general guide, however, suitable topics will generally fall within one of the three broad research axes of: Democracy, Parliamentary Studies and EU Decision-making Processes; Development, Regions, Rights and Resources; and Europeanand International Public Policy.
Your dissertation must normally include a significant component of ‘original’ research.�� Examples of this include (but are not limited to): documentary research (involving archives, case law, legislative texts, etc.); interviews; participant observation; and the use and/or collection of other forms of original data.�� Your supervisor will assist you in developing your own research design in a manner which incorporates an appropriate element of primary research.
The final dissertation should normally not exceed 20,000 words in length, exclusive of bibliography and any annexes.
The dissertation will be evaluated by both your supervisor and a second member of academic staff. You must also present your work in a public oral defense, which will include a question and answer session with your two examiners. The evaluation of your written work constitutes 80% of your final grade; the oral defense is worth 20% of your final grade.