PA 974 (Section 02, 3 credits): Contemporary Issues in International Policy (Spring 2018)

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1 1 Mark S. Johnson University of Wisconsin-Madison PA 974 (Section 02, 3 credits): Contemporary Issues in International Policy (Spring 2018) Thursdays, 8:50-10:45, Van Hise 374. There will also be required small-group and individual meetings to develop students assignments. Individual meetings will be in Education Room 244 (1000 Bascom). The credit standard for this course will be met by an expectation of a total of 135 hours of student engagement with the course learning outcomes and activities (at least 45 hours per credit), which will include regularly scheduled class sessions; required individual and small-group meetings to discuss research projects and draft assignments; assigned readings; and required in-class presentations. This course is designed to complement other course offerings in the La Follette School of Public Affairs, especially PA 850: International Governance, as well as another section of PA 974: International Development Policy. This section of PA 974 will focus on historical perspectives and more qualitative approaches to international policy. We will analyze the evolution of policy regimes in various topical areas, charting these issues through the cycle from ideas, through struggles over enactment, to attempts to implement policy innovations. The course will be grounded in contemporary world history and comparative studies, and the various topical areas will be used to explore diverse theoretical approaches that will complement core theories in public policy, as detailed in the course s learning outcomes. We will also consider the emergence and evolution of major international organizations such as the League of Nations, the United Nations, the World Bank, the OECD, and the European Union. Topical areas will include international governance; the role of international organizations (IOs) and nongovernmental organizations (NGOs) in shaping international policy; comparative perspectives on public diplomacy and soft power ; and the rapidly growing global trade in services as regulated by the General Agreement on Trade in Services (GATS), especially as it applies to the global market in higher education and professional training. We will also examine various facets of the contemporary migration crisis, including the effects of climate change and conflict in driving mass migration as well as the related policy debates about skilled migration and the globalization of labor markets. This in turn leads into policy discussions around national innovation systems, regional innovation ecosystems, and global policies for cooperation in research and science. Finally, we will also examine policy processes that seek to deal with the impacts of climate change and to plan for adaptation and global sustainability. Required readings (additional readings and resources will be available on Learn@UW): Copies of these books will also be on reserve, location TBA: Mazower, M. (2013). Governing the world: The history of an idea, 1815 to the present. NY: Penguin. Kingsley, P. (2017). The new odyssey: The story of the Twenty-First century refugee crisis. NY: Liveright. Dill, D. & Van Vught, F. (2010). National innovation and the academic research enterprise: Public policy in global perspective. Baltimore: Johns Hopkins University Press. Bulkeley, H. et al. (2014). Transnational climate change governance. NY: Cambridge University Press.

2 2 There are a number of additional books that might also be useful depending on students interests, although assigned sections from these sources will also be made available on Learn@UW: Nye, J.S. (2011). The future of power. NY: Public Affairs. Pamment, J. (2014). New public diplomacy in the 21 st century: A comparative study of policy and practice. NY: Routledge. Rust, V. & Portnoi, L. (2014). Higher education, policy, and the global competition phenomenon. NY: Palgrave. Czaika, M. (2018). High-skilled migration: Drivers and policies. NY: Oxford University Press. Requirements: Attendance and constructive participation in group discussions: 10% Individual or small-group presentations (three at 10% each): 30% Three analytical essays (6-8 pages or more, 20% each): 60% These essays can also be combined together into an article-length draft publication. Office hours: Thursdays, 11:00 AM to 3:00 PM or as scheduled (in Education 244, 1000 Bascom). Learning outcomes: By the end of this course, students will be better able to: Consider new historical and theoretical approaches that will complement the traditional focus on economics and political science in the theory and practice of international policy and public affairs. Examine historical and non-western perspectives on the origins and purposes of international organizations such as the United Nations, the World Bank, the OECD, the European Union, and others. Analyze the influence of modernization theory and other quantitative social and behavioral sciences on international policy in the mid-20 th century, as well as subsequent critiques of modernization theory. Compare various theories of globalization as they emerged in the 1970s and especially after , and consider those economic, social, and cultural frameworks as they apply to international policy. Understand the interests behind the emergence of neoliberal approaches to globalization in the 1990s and after, as well as regional and national responses or alternatives to dominant policy paradigms. Use these theories and conceptual frameworks to deepen your understanding of the core thematic issues of the course such as international governance, public diplomacy, the global trade in services and higher education, migration, international cooperation in science and research, and climate policy. Accommodations and disability issues: The Americans with Disabilities Act (ADA) and other legislative requirements provide comprehensive civil-rights protections for people with learning and other disabilities. Please let me know if you need any accommodations to ensure an equal environment.

3 3 Honor code and ethical issues: It should go without saying that all work must be entirely your own, all sources consulted or quoted should be acknowledged with full references as appropriate, and any plagiarism or inappropriate use of on-line or other resources will result in reduced grades or failure. Week 1: January 25: Introduction and mapping of students research and career interests Week 2: February 1: Historical perspectives and mapping of conceptual frameworks Preliminary discussion questions: What historical forces have shaped the international organizations (such as the United Nations, The World Bank, the OECD, the European Union, and others) that influence contemporary international public policies? What roles have states, market forces, social movements, and international civil society groups played in the shaping of these policy processes in recent decades? Nye, J. S. (2008). Public diplomacy and soft power. Annals of the American Academy of Political and Social Sciences 616, ; DOI: Mazower, M. (2012). Governing the world, pp Davies, T. R. (2012). A great experiment of the League of Nations era: International nongovernmental organizations, global governance, and democracy beyond the state. Global governance 18, Jolly, R. (2014). Western pessimism, Asian optimism: Three perspectives on global governance. Ethics & international affairs 28(3), (review essay including analysis of Mazower 2012). Optional individual meetings to discuss students research and career interests in Education 244 Week 3: February 8: NO CLASS submit personal/career essay (guidelines posted in week/module 3) Week 4: February 15: Historical perspectives and the rise and fall (?) of modernization theory For Mazower, what are the lessons of the efforts before and after 1945 to develop international institutions and mechanisms for global policymaking? What role did developmental colonialism play in the 1920s-1930s? What role did modernization theory and Western social science play in the 1930s- 1960s, and what was positive or negative about those influences? Why did increasingly sharp critiques emerge in the 1960s-1970s, and how did those struggles play out in international institutions such as UNESCO and other UN agencies? How and perhaps more importantly why -- was modernization theory reconceived or recast in subsequent decades within the framework of international policy formation? Mazower, M. (2012). Governing the world, pp Rostow, W. W. (1959). The stages of economic growth. The economic history review XII(1), 1-16.

4 4 Haskell, T. (2005). Modernization on trial. Modern intellectual history 2(2), Higgott, R. A. (1980). From modernization theory to public policy: Continuity and change in the political science of political development. Studies in comparative international development, X OPTIONAL: Held, D. (2016). Elements of a theory of global governance. Philosophy and social criticism 42(9): OPTIONAL: Rostow, W. W. (1960). The stages of economic growth: A non-communist manifesto. NY: Cambridge University Press. OPTIONAL: Gilman, N. (2004). Mandarins of the future: Modernization theory in Cold War America. Baltimore: Johns Hopkins University Press. Week 5: February 22: Theoretical alternatives and market failures in international policy Preliminary discussion questions: what alternative theories or explanations have been offered regarding the politics of postwar international development, and of the forces driving Western-led modernization and neoliberal globalization? How have U.S. policies changed in the postwar decades and why? What role has the U.S. played in the formation of international organizations and global policies? Where do you situate yourself in these debates and why? What are the practical implications of these debates? Leys, C. (1996). Rational choice or Hobson s choice? The new political economy as development theory. Studies in political economy 49, Harvey, D. (2007). Neoliberalism as creative destruction. Annals of the AAPSS 610 (March), Carruthers, B. G. (2012). Review Symposium: On Colin Crouch s The strange non-death of neoliberalism. Socio-Economic review 10, Amsden, A. (2007). Escape from empire: The developing world s journey through heaven and hell (Chapter 1, full e-book available through UW Libraries). Cambridge: MIT Press. OPTIONAL: Leys, C. (1996). The rise and fall of development theory. Bloomington: Indiana UP and EAEP. OPTIONAL: Harvey, D. (2007). A brief history of neoliberalism (Excerpt TBA). NY: Oxford University Press. OPTIONAL: Crouch, C. (2011). The strange non-death of neoliberalism. Cambridge, UK: Polity. Plus informal student presentations on selected topic(s) from weeks 2-5 (as drafts of first writing assignment). First writing assignment will be due Thursday, March 1 (detailed guidelines will be posted on Canvas). You can pick one or more of the questions in the italicized sections for each week, which are expanded upon in the weekly discussion guides (posted on Canvas for each module). Week 6: March 1: Diplomacy, defense and development in contemporary U.S. policy Preliminary discussion questions: What historical forces have shaped the interactions between the various instruments of international policymaking in the United States? How and why have the roles of

5 5 the DOS, USAID, USIA (closed in 1999), DOD, and the intelligence agencies evolved over time? How do interagency policy processes work (or not)? Our consideration of these issues will necessarily be highly selective, with a special focus on how various agencies engage in international development, as well as recent debates about reorganization (for example, media accounts of restructuring within the DOS). Williams, W. A. (1959). The tragedy of American public diplomacy (excerpt TBA). Cleveland: World PC. Glain, S. (2011). State vs. Defense: The battle to define America s empire (excerpt TBA). NY: Crown (?). US Department of State (2015). Quadrennial diplomacy and development review. Washington, DC: Author. Hill, T. M. (2017). Secretary Tillerson s effort to reorganize the State Department. Week 7: March 8: Historical perspectives on migration crises and policy responses Preliminary discussion questions: What are the forces behind the current refugee crisis, and how are international organizations seeking to shape policy responses? How successful have they been in dealing with this crisis? What are the deeper forces driving these mass migrations, and what role have climate change impacts and other social changes played in driving population movements and conflicts? Kingsley, P. (2016). The new odyssey, pp Marrus, M. (1986). The unwanted: European refugees in the twentieth century (Excerpt TBA) NY: Oxford University Press. Greenhill, K. M. (2016). Open arms behind barred doors: Fear, hypocrisy and policy schizophrenia in the European migration crisis. European law journal 22(3), Wright, K. & Black, R. (2011). International migration and the downturn: Assessing the impacts of the global financial downturn on migration, poverty, and human well-being. Journal of international development 23, Week 8: March 15: Climate change and other drivers of violent conflict and mass migration Kingsley, P. (2016). The new odyssey, pp Center for Climate and Security, US Department of Defense (2015). National security implications of climate-related risks and changing climate. Washington, DC: Author, McLeman, R. (2013). Developments in the modelling of climate change-related migration. Climatic change 117,

6 6 Week 9: March 22: Climate change impacts and international policy responses Preliminary discussion questions: How and why are nations cooperating to shape international policies around climate change, mitigation, and adaptation and preparing for resiliency and sustainability? Which nations are helping to advance such processes and which nations are blocking such cooperation? Weart, S. (2008). The discovery of global warming, revised ed. (Excerpt TBA). Cambridge, MA: Harvard University Press. Howe, J., ed. (2017). Making climate change history: Primary sources from global warming s past (Excerpt TBA). Seattle: University of Washington Press. Bulkeley, H. et al. (2014). Transnational climate change governance. Stern, N. (2017). Why are we waiting? The logic, urgency and promise of tackling climate change (excerpt TBA). Cambridge: MIT Press. Intergovernmental Panel on Climate Change (2014). U.S. National Climate Assessment (2017). Student presentations on national case studies of engagement in UNFCC and COP policies Week 10: March 29: SPRING BREAK Week 11: April 5: Comparative perspectives on research policies and national innovation systems Preliminary discussion questions: How are international policy regimes shaping academic research enterprises and encouraging nations to focus on their innovation ecosystems? How do international policies regarding research cooperation, intellectual property rights and patents shape such interactions? Dill, D. & Van Vught, F. (2010). National innovation and the academic research enterprise. Balzer, H. & Askonas, J. (2016). The triple helix after communism: Russia and China compared. Triple helix xx. Frenkel, A. & Maital, S. (2014). Mapping national innovation ecosystems: Foundations for policy consensus (excerpt TBA). Northampton, MA: Edward Elgar. Plus student presentations on national and regional case studies of AREs and innovation systems. Week 12: April 12: Drivers of skilled migration and global competition in science and innovation

7 7 Preliminary discussion questions: how are developed nations dealing with the tension between skilled and unskilled migration? How are nations working to shape global higher education policies and academic mobility? How successful have national scholarship and academic mobility programs been in shaping such processes? What are the interests facilitating or blocking global cooperation in these areas? What role has the GATS process (Global Agreement on Trade in Services) played in this arena? Portnoi, L. & Bagley, S. (2014). Critical perspectives on global competition in higher education. New directions for higher education 168, (Excerpts TBA). Czaika, M. (2018). High-skilled migration: Drivers and policies (Excerpt TBA). NY: Oxford University Press. Additional readings TBA. Week 13: April 19: Historical and comparative perspectives on soft power and public diplomacy Preliminary discussion questions: how are leading nations such as the USA, China, Russia, Brazil, Germany, France and others seeking to project their soft power, and to support public diplomacy programs (such as scholarships, funding or global research, and public affairs or outreach)? How do such programs relate to strategic communications, information policies and cyber-security efforts? Rosenberg, E. (1982). Spreading the American dream: American economic and cultural expansion, (excerpt TBA). NY: Hill and Wang. Cull, N. (2008). The Cold War and the United States Information Agency: American propaganda and public diplomacy (excerpt TBA). NY: Cambridge University Press. De Grazia, V. (2005). Irresistible empire: America s advance through 20 th century Europe (excerpt TBA). Cambridge: Belknap Press of Harvard University Press. Pamment, N. (2013), New public diplomacy in the 21 st century. Cross, M. & Melissen, J., eds. (2013). European public diplomacy: Soft power at work. NY: Palgrave. Week 14: April 24: Comparative perspectives on information operations and strategic communications Readings TBA Week 15: May 3: Final reflections on course themes and future prospects in international policy. Third writing assignment due no later than Thursday, May 10 (guidelines posted in week/module 15).