Yes.

1. Test from the CDA (15 pts), 2. Presentations (10 pts) 3. Seminar research paper (75 points, subdivided into the following partial parts over the semester and collective in nature, unless indicated otherwise). Assignment A (10 pts) Assignment B (10 pts) Assignment C (10 pts, individual assignement) Assignment D (10 pts) Final Assignment E (35 pts): Final Paper + Presentation of your paper Requirements Every assignment has to be fulfilled on time and brought to the class for discussion Tests have to be passed by a minimum of 50% of expected points. For any assignment that is handed in late, one point will be substructed for each day of late submission. The possibility of a retake applies only to the final assignment (Assignment E) and to test and not to other partial assignments. Attendance will be monitored. Cheating on an exam or seminar paper will result in automatic loss of all points in that assignment and possibly an FX for the whole course. Cheating includes plagiarism of any kind.

Grades A: 100-91 B: 90-81 C: 80-73 D: 72-66 E: 65-60 FX: 59-0

English language proficiency is required.

Module 1 Civil service Systems

Module 2 – Public value and motivation in the public sector Module 3 – Civil Service Management Models

Module 4 – public service traditions and Eurean administrative space Module 5 – Civil service Principles

Module 6 – Historical development of civil service and Professionalization Module 7 - Recruitment

Module 8 – Career paths of civil servants

Module 9 – Performance management and performance appraisal Module 10 – Civil service remuneration and benefits

Module 11 – Civil Service Termination and Post-Employment Limitations Module 12 – Development of civil servants

Module 13 – Prezentations of own research

The aim of the course is to clarify the basics of scientific research methods and its meaning in political science, including public policy and administration. Furthermore, the aim is to explain to the students the similarities and differences between scientific investigation and other forms of gaining insight in the social life. Overall, the course is designed to familiarize graduate students with various research strategies and styles of social science research (qualitative in particular) and to prepare them to employ those methods in writing their seminar papers and final theses. The aim is to give to the students an insight into research from inside, introduce them to the logic of research process, explain to them particular methods of data collection and analysis emphasizing the method of grounded theory and case study. Students will engage in practical research exercises in a combination of individual and team assignements as a preparation to the seminars. Particular methods taught during this course include interviewing, coding, Qualitative Content Analysis (QCA), Critical Discourse Analysis (CDA) and Legal Analysis (LA).

Recommended literature:

1. What do we mean under EU FP? Foreign policy in EU agenda – historical development.

Required reading:

Dénešová, M.: EU FP from the historical perspective. In: Mokrá, L. et all.: European Union Foreign Policy. Bratislava: Univerzita Komenského, 2020, pp. 20 – 36

The EU’s Foreign Policy System: Policy making. In: Keukeleire, T. – Delreux, T. The Foreign policy of the European Union, Palgrave, 2014, p. 94 – 115

The European Union in the World. In: Koutrakos, P.: EU International Relations Law. Oxford: Bloomsbury, 2015, p. 5-16

2. Research traditions and EU FP – IR, FPA and ES, Principle of Implied Competence

Required readings:

Tonra, B. - Christiansen, T.: The study of EU foreign policy: between IR and European Studies. In: Tonra, B. - Christiansen, T.: Rethinking EU Foreign Policy. Manchester University Press, 2014, pp. 1 - 10

White, B.: Foreign policy analysis and European foreign policy. In Tonra, B. - Christiansen, T.: Rethinking EU Foreign Policy. Manchester University Press, 2014, pp. 45-61

Hudson, V.: Foreign policy analysis: Actor-Specific Theory and the ground of International Relations. In Foreign Policy Analysis. 2005, pp. 1-30.

3. The role of institutions in EU FP and decision-making process

Required reading:

Mokrá, L.: EU institutional framework and EU FP decision-making processes. In: Mokrá, L. et all.: European Union Foreign Policy. Bratislava: Univerzita Komenského, 2020, pp. 37 – 55

International Representation of the EU. In: Kuijper, P.J., Wouters, J., Hoffmeister, F., de Baere, G., Ramopoulos, T.:The Law of the EU External Relations. Cases, Materials and Commentary on the EU as an International Legal Actor. Oxford: Oxford University Press, 2015, p. 21-54

Institutions and Administrative Bodies. In: Kountrakos, P.: EU International Relations Law. Oxford, Bloomsbury, 2015, p. 425-446

Thomas, D.C.: Explaining EU Foreign Policy: Normative Institutionalism and Alternative. In: Thomas, D.C.: Making EU Foreign Policy. National Preferences, European Norms and Common Policies. Palgrave Macmillan, 2011, pp. 10-28

4. EU’s roles and actorness in global world (relations with other partners)

Required readings:

Bretherton, Ch. – Vogler, J.: Conceptualizing actors and actorness. In Bretherton, Ch. – Vogler, J. The European Union as a Global Actor. Routledge, 2006 (2nd ed.), pp. 11-34

Bretherton, Ch. – Vogler, J.: Nature of the beast: The identity and roles of the EU. In Bretherton, Ch. – Vogler, J. The European Union as a Global Actor. Routledge, 2006 (2nd ed.), pp. 35-59

Manners, I.: Normative Power Europe: A contradiction in terms? Journal of Common Market Studies, 2002, vol. 40, no. 2, 235-258.

Optional readings:

Aggestam, L.: Role theory and European foreign policy: a framework of analysis. In Elgstrom, O. and Smith, M. The European Union’s roles in international politics. Concepts and analysis. Routledge, 2006, pp. 11-29.

Caira, M.: The EU-China Relationship: From cooperation to strategic partnership. In Bindi, F.(ed.): The Foreign Policy of the European Union. Assessing Europe’s Role in the World. Brookings Institution Press.2010, pp. 263-272.

Gehring, T. – Oberthus S. – Muhleck, M.: European Union Actorness in International Institutions: Why the EU is recognized as an actor in some institutions, but not others. Journal of Common Market Studies, vol. 51, no. 5, pp. 849-865.

Manners, I.: Normative Ethics of the European Union, International Affairs, 2008, vol. 1, pp. 45-60.

5. EU and multilateralism (relations with other IOs)

Required readings:

Mokrá, L.: EU as International Actor. In: Mokrá, L. et all.: European Union Foreign Policy. Bratislava: Univerzita Komenského, 2020, pp. 178 – 210

The EU in International Organizations. In: Kuijper, P.J., Wouters, J., Hoffmeister, F., de Baere, G., Ramopoulos, T.: The Law of the EU External Relations. Cases, Materials and Commentary on the EU as an International Legal Actor. Oxford: Oxford University Press, 2015, p. 169-214

Youngs, R.: Multilateralism and the emerging world order. Chapter 3 in The EU’s role in world politics. A retreat from liberal internationalism. Routledge. 2010, pp.26-37.

6. EU integration and other integration models: EU Enlargement Policy

Dénešová, M.: Enlargement and Accession Process. In: Mokrá, L. et all.: European Union Foreign Policy. Bratislava: Univerzita Komenského, 2020, pp. 102 - 115

Sjursen H. – Smith, E.K.: Justifying EU foreign policy: the logics underpinning EU enlargement. In: Tonra, B. - Christiansen, T.: Rethinking EU Foreign Policy. Manchester University Press, 2014, p. 126 – 141.

Enlargement. Constituent policy and tool for external governance. In: Helen Wallace, Mark A. Pollack, Alasdair R. Young: Policy-Making in the European Union, Oxford Universtiy Press, 2015, p. 408 – 432.

‪Sedelmeier, Ulrich: EU Enlargement, Identity and the Analysis of European Foreign Policy: Identity Formation Through Policy Practice, 2003. On-line working paper. http://cadmus.eui.eu/bitstream/handle/1814/1855/03_13.pdf?sequence=1‬‬‬‬‬‬‬

7. EU Neighbourhoold Policy – Eastern Partnership, EU-Russia, Mediterranean Partnership

Required reading:

Janková, K. – Kunová, H.: European Neighbourhood Policy. In: Mokrá, L. et all.: European Union Foreign Policy. Bratislava: Univerzita Komenského, 2020, pp. 116 - 122

Pinos, Jaume Castan: The Conflicting Aims of the European Neighborhood Policy and its Secondary Effects, Journal of Borderlands Studies, 2014, vol. 29, no. 2, pp. 133

8. Humanitarian Assistance and Development

Required reading:

Profant, T.: Development cooperation. In: Mokrá, L. et all.: European Union Foreign Policy. Bratislava: Univerzita Komenského, 2020, pp. 123 – 136

Elgstrom, O.: EU Policy on Economic Partnership Agreements: Trade...and Aid? In Thomas, D.C. (ed.): Making EU Foreign Policy. National Preferences, European Norms and Common Policies. Palgrave, 2011, pp. 131-149.

Additional readings:

Smith, M.: Foreign Economic Policy. In Carlsnaes, W. – Sjursen, H. – White, B.: Conteporary European Foreign Policy. 2004. SAGE Publications, pp. 75-90.

Gomez, R. – Christou, G.: Economic Foreign Policy: The EU and the Mediterranean. In Carlsnaes, W. – Sjursen, H. – White, B.: Conteporary European Foreign Policy. 2004. SAGE Publications, pp. 186-197.

Damro, Ch.: Institutions, ideas and a leadership gap: the EU’s role in multilateral competition policy. In Elgstrom, O. and Smith, M. The European Union’s roles in international politics. Concepts and analysis. Routledge, 2006, pp.208-225.

9. Human Rights and Rule of Law

Required readings:

Youngs, R.: Democracy and Human Rights. Chapter 5 in The EU’s role in world politics. A retreat from liberal internationalism. Routledge. 2010, pp. 58-78.

The rule of law and human rights in the EU. Varju, M.: European Union Human Rights Law. Northampton: Edward Elgar, 2014, p. 25 – 56

10. Asylum and migration

Required readings:

Tabosa, C. – Kunová, H.: Blurred lines between EU internal and external security: state fragility and migration. In: Mokrá, L. et all.: European Union Foreign Policy. Bratislava: Univerzita Komenského, 2020, pp. 156 - 177

Geddes, A. – Scholten, P.: The Politics of Migration and Immigration in Europe-SAGE Publications Ltd (2016)

Fundamental rights agency of the EU: Handbook on European law relating to asylum, borders and immigration

11. External aspect of EU energy and climate policies

Required reading:

Wertlen, D.: EU energy and climate policy. In: Mokrá, L. et all.: European Union Foreign Policy. Bratislava: Univerzita Komenského, 2020, pp. 86 – 101

Herranz-Surrallés, A. (2015). European External Energy Policy: Governance, Diplomacy and Sustainability. In A.K. Aarstad, E. Drieskens, K.E Jørgensen, K. Laatikainen and B. Tonra (Eds.) SAGE Handbook of European Foreign Policy, (pp- 911-925). London: Sage

Optional readings:

Franza, L., & Linde, C. v. (2017). Geopolitics and the Foreign Policy Dimension of EU Energy Security. In S. S. Andersen, A. Goldthau, & N. Sitter (Eds.), Energy Union: Europe's New Libera Mercantilism? (pp. 85-98). London: Palgrave Macmillan

Youngs, R. (2013). The EU's global climate and energy policies: gathering or losing momentum?. In A. Goldthau (Ed.), The Handbook of Global Energy Policy (pp. 421-434). Chichester: Wiley- Blackwell.

12. Security and Defence as integral part of EU FP

Andersson, J.J.: The European Security Strategy and the continuing search for coherence. In: Biscop, S. – Andersson, J.J.: The EU and the European Security Strategy. Routledge, 2008, p. 122-138

Tocci, N.: The glaring gap between rhetoric and reality in the Israeli-Palestinian conflict. In: Tocci, N.:The EU and Conflict Resolution. Promoting peace in the backyard. Routledge, 2007, p. 100 – 125

13. Justice and Home Affairs – new tool of EU FP

Required reading:

Longo, F.: Justice and Home Affairs as a New Tool of European Foreign Policy. In: Bindi, F.: The Foreign Policy of the European Union. Assessing Europe’s role in the world. Washington: Brookings Institution Press, 2010, pp. 73 - 81

Conditions for passing the course:

The course is graded:

1) Seminar activity and assignments – 40% of overall evaluation

Students are required to read particular articles from their reading list and to submit assignments dealing with given readings. The assignments will be provided at the seminars and the students will have 20-30 minutes to answer the questions arising from the readings. Subsequently, one group will present their answers and the whole class will have a discussion on the assignment to make sure everyone understands the issues. The assignments will discuss the current events, challenges and prospects of the EU external relations. Each assignment will set questions related to the content and purpose of the article/reading, as well as its relevance to the studies of EU FP. The students are requested to work in group of minimum two and maximum three people. Assignment submitted by group of more than three will not be accepted. Individual assignments are eligible in cases the student missed the class due to internship, hospitalization or illness (confirmed by the organization and M.D.) or other reasons related with pandemics. In such cases, the assignments will be available by request and should be uploaded by the student in MS Teams. The deadline for submission will be adjusted on case by case approach.

2) Research proposal (theory and methodology) – 40%

Research proposal should be no longer than 4000 words excluding references. The proposal should follow research design based on relevant literature and essential research question appropriate for the year of study. Student’s task is to develop a research proposal on how to tackle the issue or what can be studied about the issue, including justification of the topic and state of art in the research field and of the reality. The core of the proposal is to provide appropriate theoretical or conceptual framework and methodology on how the student wants to proceed with the analysis. This includes a deep literature review based on the classes in the block A and relevant literature.

The last part should comprise of expected results based on what the student has learned about the issue so far. The actual analysis does not have to be part of the project, the point is to train the designing of a research, where state of art of the reality, state of art of the academic literature and expected results play one complex unit. If the student decides to go with the full research, they can get more points, however, the focus will be on the design, not on the actual analysis and results.

The topics should be discussed with the lecturers and approved in order to avoid inappropriate topic or methodology.

Final paper should be uploaded to MS Teams by 23:30 on October 31. Bear in mind that MS Teams does not allow you to upload the paper later and delayed papers will not be accepted if no sufficient justification for the late submission is provided.

3) Case study - 20% ( short presentation and moderating the seminar discussion)

As Block B is more policy oriented, the students shall prepare a short presentation on a case study related to concrete aspect of EU FP. The list of case studies is provided by the lecturers in advance. Students are working in pair (2) per topic. The presentation should be rigorous in a sense the student does not only describe the information they found but tries to put in the context of a specific question. Theoretical part is not necessary; however, the results of different research can help with the context into which the student shall put the whole presentation and lead the discussion.

The seminar will apply the system of a conference. Each seminar will consist of 3 brief presentation on the case study. After each individual presentation, the presenter (student) shall moderate their own discussion to topic with prepared questions for the class and interesting points that can lead to further discussion on the EU role in the world in the context of given EU policy. The preparation as well as the presentation shall be submitted to MS Teams for the lecturer’s proof by Sunday before the presentation. The students then submit a report from the case study presentation and discussion by 23:30 on 31st December.

Rating: A: 91-100 points; B: 81-90 points; C: 73-80 points; D: 66-72 points; E: 60-65 points; Fx: 0-59 points

Course contents:

What do we mean under EU FP?

Foreign policy in EU agenda – historical development

Research traditions and EU FP – IR, FPA and ES

Principle of implied competence

The role of institutions in EU FP and decision-making process

EU’s roles and actorness in global world (relations with other partners)

EU and multilateralism (relations with other IO)

EU integration and other integration models: EU Enlargement Policy

EU Neighbourhood Policy – Eastern Partnership, EU-Russia, Mediterranean Partnership

Humanitarian Assistance and Development

Human Rights and Rule of Law

Asylum and migration in EU FP

External aspect of EU energy and climate policies

Security and Defence as integral part of EU FP

Justice and Home Affairs – new tool of EU FP

Learning outcomes:

The course EU Foreign Policy is focused the development and current functioning of the EU policy making in its External relations. Students will become familiar with theoretical background for analysis of particular EU decisions and actions in diverse areas. Students are expected to understand why and how the EU foreign policy is constituted based on crucial approaches from the field of IR, European studies and Foreign policy studies. They will be able to analyse and evaluate particular EU policies and priorities, tools and mechanisms and outcomes of the EU foreign policy making. The students are expected to gain theoretical as well as empirical skills not only to know how the EU external relations area work, but also how to analyse it and define the areas and issues that may be improved in the future.

Type, scope, and method of educational activities:

Type of activities: lecture/seminar

Recommended range of teaching (in hours):

Weekly: 0/4 During the study period: 0/52

Study method: combined

Recommended literature:

Bartolini, Stefano (2006): "A Comparative Political Approach to the EU Formation." Working Paper 04-2006, Oslo: ARENA

Batora J., and J.E. Fossum Towards a Segmented Euopean Political Order: The European Union’s Post-Crises Conundrum (Conclusion, CH 13)

Bauer, M.W./ Becker, S. (2014), ‘The unexpected winner of the crisis: the European Commission’s strengthened role in economic governance’, Journal of European Integration, 36(2), 213-229.

D. Dinan, N. Nugent & W.E. Paterson (eds) (2017), The European Union in Crisis. London, Palgrave.

D. Dobrovodský (2014), Politiky Európskej únie, Sladkovičova: Vysoká škola Danubius. 

Eriksen, E.O. and Fossum, J.E. (2007): Europe in Transformation. How to reconstitute democracy? Working Paper 1/2007, Oslo: ARENA

Genschel P. and Jachtenfuchs, M. The European Integration of Core State Powers. Paterns and Causes (CH 13)

H. Wallace, M.A. Pollack, C. Roederer-Rynning & A.R. Young (Eds) (2020), Policy-Making in the European Union, 8th edition. Oxford: Oxford University Press.

H. Zimmermann & A. Dür (eds) (2021), Key Controversies in European Integration, 3rd edition. London: Palgrave.

Hayes-Renshaw, F. (2017), The Council of Ministers: conflict, consensus, and continuity, in: Dermot Hodson and John Peterson (eds.), The institutions of the European Union 4th edition, Oxford: Oxford University Press), pp. 80-107.

Hodson, D./ Puetter, U. (2016), 'The euro crisis and European integration', in: Michelle Cini and Nieves Pérez-Solórzano Borragán (eds.), European Union Politics, Oxford: Oxford University Press, pp. 365-379.

Journal of Common Market Studies.

L. Buonanno & N. Nugent (2020), Policies and Policy Processes of the European Union, 2nd edition. Basingstoke: Red Globe Press.

Leruth Ganzle and Trondal - Differentiated Integration and Disintegration in the EU after Brexit: Risks versus Opportunities (https://onlinelibrary.wiley.com/doi/pdf/10.1111/jcms.12957)

M. Cini & N. Pérez-Solórzano Borragán (eds) (2019), European Union Politics, 6th edition. Oxford: Oxford University Press.

Moravcsik, A. (1993), 'Preferences and power in the European Community: a liberal intergovernmentalist approach', Journal of Common Market Studies, 31 (4), 473-524.

P. Fila, O. Krutílek & M. Pitrová (2018), Evropská unie (3. vydanie), Brno: Centrum pro studium demokracie a kultury.

Pollack, Mark et al. (2010): “EU Policy-Making in Challenging Times: Adversity, Adaptability, and Resilience” in Wallace, H. et al. (eds.): Policy Making in the European Union. Oxford: Oxford University Press, 6th ed.

Puetter, U. (2014), The European Council and the Council. New intergovernmentalism and institutional change, Oxford: Oxford University Press. (CH 3; 68-111)

Schimmelfennig, F. (2021). Rebordering Europe: External boundaries and integration in the European Union. Journal of European Public Policy, 28(3), 311–330. https://doi.org/10.1080/13501763.2021.1881589

Trondal, J. Conclusion: An emergent European Executive Order: less than a European ‘mega-administration’ in An Emergent European Executive Order. (CH 13)

Zielonka, Jan (2006): Europe as Empire. The Nature of the Enlarged European Union. Oxford: Oxford University Press, Introduction and Conclusions (pp.1-64, 164-191)

Conditions for passing the course:

The course is graded:

Assignments are 40% of the final grade.

Short tests are 30% of the final grade.

The exam is 30% of the final grade.

Rating: A: 91-100 points; B: 81-90 points; C: 73-80 points; D: 66-72 points; E: 60-65 points; Fx: 0-59 points

Course contents:

1. Introduction to the course. 2. EU’ s polity formation. 3. The European Council – the EU’s centre of political gravity? 4. Supranationalism the old and new and the executive order - The European Commission. 5. The Council – policy coordinator and consensus generator? 6. The European Parliament – the challenge of reconstituting democracy in the EU. 7. The institutional logics of European integration – competing or complementary perspectives? 8. The three Crises – Economic, Institutional and Security. 9. The EU’s coping mechanisms – Differentiated Integration (of the core state powers) and segmentation. 10. What future for the EU integration project?

Learning outcomes:

Students become familiar with major contemporary debates taking place in the EU. They will learn how to analytically grasp concepts that accompany the EU integration processes at national as well as supranational level of governance, like for instance: the democratic governance, core state powers, supranational vs. intergovernmental dynamics, EU’s actorness, differentiated integration, national sovereignty, internal institutional dynamics. Students will be able to situate these concepts into the ongoing debates about the future of the EU integration. Each concept is examined in a relation to a specific empirical phenomenon or crisis that the EU overcome in past years (economic, financial, migration, security) what stimulates student’s analytical thinking.

By the end of the course, students should:

1. understand the nature of the European Union and its governance;

2. have a detailed knowledge of some areas of EU policy making,

3. be able to analyse the challenges the EU is facing

Type, scope, and method of educational activities:

Type of activities: lecture / seminar

Recommended range of teaching (in hours):

Weekly: 2 / 2 During the study period: 26 / 26

Study method: on-site learning / combined

Recommended literature:

Berglund, S. et al. (Eds.) (2013). The Handbook of Political Change in Eastern Europe. Edward Elgar.

Charap, S., Demus, A. & Shapiro, J. (Eds.) (2018). Getting Out From “In-Between”: Perspectives on the Regional Order in Post-Soviet Europe and Eurasia. RAND.

Duleba A. (2021), Bilaterálne vzťahy SR s Ukrajinou a prognóza ich vývoja v strednodobej perspektíve. Návrh stratégie rozvoja vzťahov s Ukrajinou, Bratislaba: SFPA.

Góralczyk, B. (2017). “China’s Interests in Central and Eastern Europe: Enter the Dragon”. In European View, Vol. 16, pp. 153–162.

Grzegorz, P. (2019). “(In)securitising the Eastern Neighbourhood. The European Union Eastern Partnership’s Normative Dilemma: Resilience Versus Principled Pragmatism”. In: Rouet, G., Pascariu, G.C. (Eds.). Resilience and the EU’s Eastern Neighbourhood Countries. Palgrave Macmillan, Cham.

Khylko, O. (2016). “East European Regional Identity: Myth оr Reality?” In: UA: Ukraine Analytica. Issue 4(6), pp.12-20.

Khylko, M. (2018). Shaping Strategy for Comprehensive and Effective Western Policy in Eastern Europe, Atlantic Council.

Mesežnikov G., Bútorová Z. (2022), Vojna Ruska proti Ukrajine. Pohľad zo Slovenska, Bratislava: Inštitút pre verejné otázky

Stewart, S., Klein, M., Schmitz, A. & Schröder, H.H. (Eds.) (2012). Presidents, Oligarchs and Bureaucrats. Forms of rule in the Post-Soviet Space. German Institute for International and Security Affairs, Ashgate.

Toal, G. (2017). Near Abroad: Putin, the West, and the Contest over Ukraine and the Caucasus. Oxford University Press.

Tyushka, A. & Schumacher, T. (Eds.) (2022). The European Union and Its Eastern Neighbourhood. Whither ‘Eastern Partnership’? Routledge.

Wolff, L. (1994). Inventing Eastern Europe: The Map of Civilization on the Mind of the Enlightenment. Stanford University Press.

Conditions for passing the course:

Students’ work will be evaluated based on their ongoing contributions during the course duration as well as the preparation of a short essay, summarising presentation and policy brief. Students are expected to:

1. Actively continuously participate in discussions/written responses during lectures and seminars, prepare with compulsory readings (30% of the grade);

2. Make an individual or group presentation summarizing the findings of a case-study focused on an actual problem or development in the region (topics to be agreed with teacher) (30% of the grade);

3. Write a policy brief (1500-1700 words) on current (geo)political, security, economic or other development in the region or specific country of the region (topics to be agreed with teacher) (40%).

Rating: A: 91-100 points; B: 81-90 points; C: 73-80 points; D: 66-72 points; E: 60-65 points; Fx: 0-59 points

Course contents:

1. Is Eastern Europe a region? Notion, origin and geographical margins.

2. Theoretical approaches to East European studies. Geopolitical approach to East European studies.

3. Eastern neighbours in EU foreign policy. Normative approach.

4. Russia’s “near abroad” vs. EU’s “shared neighbourhood”.

5. Eastern Europe in global agenda of the U.S.

6. China’s interests and role in the region.

7. Foreign Policy priorities and FP decision-making in Eastern European states.

8. Security environment and conflicts in the region.

9. Energy politics and energy security in the region.

10. Economy and infrastructure: opportunities for Central Europe and EU in general.

11. EU Green Deal and Eastern Europe: challenges and prospects.

12. Central and Eastern European states cooperation: search for mutual benefits.

Learning outcomes:

Students will gain knowledge about key factors defining development in the Eastern European region, interests and policy of the EU and other major actors in the region as well as related challenges and opportunities for Slovakia and the EU in general. Upon completion of the course, students will be able to apply the inter-disciplinary approach to the analysis of the Eastern European region as well as to compare and differentiate particular issues of policy-making, foreign policy priorities, security, economic, energy and other development in the region. During discussions with prominent Eastern European experts (invited guest speakers), students will train in practice their knowledge and get insights from the ground to better understand domestic political discourse and the decision-making process in Eastern European countries. Students will learn to make a case-study analysis and prepare policy briefs on different issues of practical development in the Eastern European region.

Type, scope, and method of educational activities:

Type of activities: lecture/seminar

Recommended range of teaching (in hours):

Weekly: 2/2 During the study period: 26/26

Study method: combined

Recommended literature:

Ashford, E. (2021). Strategies of Restraint. Remaking America’s Broken Foreign Policy. Foreign Affairs. 100(5), pp. 128-139.

Biden, Jr., J.R. (2020). Why America Must Lead Again. Rescuing U.S. Foreign Policy After Trump. Foreign Affairs. 99(5), pp. 64-68.

Burns, W.J. (2019). The Back Channel: Dispatches from An American Diplomat. New York: Random House.

Daalder, I.H., Destler, I.M. (2009). In the Shadow of the Oval Office: The Next National Security Adviser. Foreign Affairs. 88(1), pp. 114-130.

Diamond, L. (2022). All Democracy Is Global. Why America Can’t Shrink From the Fight for Freedom. Foreign Affairs. 101(5), pp. 182-198.

Graham, T. (2019). Let Russia Be Russia. The Case for a More Pragmatic Approach to Moscow. Foreign Affairs. 98(6). pp. 134-146.

Ikenberry, G.J. (2002). America’s Imperial Ambition. Foreign Affairs. 81(5), pp. 44-60.

Kissinger, H. (2001). Does America Need a Foreign Policy? Toward a Diplomacy for the 21st Century. New York: Simon and Schuster.

Mandelbaum, M. (2016). Mission Failure: America and the World in The Post-Cold War Era. New York: Oxford University Press.

Mandelbaum, M. (2022). The Four Ages of American Foreign Policy: Weak Power, Great Power, Superpower, Hyperpower.

Neack, L. (2019). Studying Foreign Policy Comparatively: Cases and Analysis. Maryland: Rowman & Littlefield.

Neack, L. (2008). The New Foreign Policy: Power Seeking in a Globalized Era. Maryland: Rowman & Littlefield.

Nye Jr., J.S. (2020). Do Morals Matter?: Presidents and Foreign Policy from FDR to Trump. New York: Oxford University Press.

Nye Jr., J.S. (2002). The Paradox of American Power: Why the World's Only Superpower Can't Go It Alone. New York: Oxford University Press.

Ray, J. L. (2013). American Foreign Policy and Political Ambition, Washington: CQ Press.

Repnikova, M. (2022). The Balance of Soft Power. The American and Chinese Quests to Win Hearts and Minds. Foreign Affairs. 101(4), pp. 44-51.

Rosati, J.A., Scott J.M. (2010). The Politics of United States Foreign Policy. Boston: Cengage Learning.

Saunders, E. (2017). No Substitute for Experience: Presidents, Advisors and Information in Group Decision Making. International Organization. pp. 219-247.

Schoultz, L. (1998). Beneath the United States: A History of U.S. Policy Toward Latin America. Harvard University Press.

Conditions for passing the course:

10% - Active participation and class preparedness

25% - Group presentation

30% - Seminar activities

35% - Final simulation

Rating: A: 91-100 points; B: 81-90 points; C: 73-80 points; D: 66-72 points; E: 60-65 points; Fx: 0-59 points

Course contents:

1. Introduction session: course objectives and requirements

2. U.S. Foreign Policy: Definition and Historical Foundations

3. Principles and Traditions of U.S. Foreign Policy

4. U.S. Foreign Policymaking: Institutions and the Process

5. American Grand Strategy and Contemporary Issues of Foreign Policy

6. U.S. Foreign Policy towards Europe and European Integration

7. Rethinking U.S. Foreign Policy for Central and Eastern Europe

8. U.S. Priorities in Asia and the Pacific

9. Key Challenges for U.S. Policy in the Middle East

10. The Evolution of U.S. Foreign Policy in Africa

11. The United States, Canada and Mexico: Strategic Partners and Neighbors

12. U.S. Foreign Policy towards Latin America and the Caribbean

13. Final evaluation

Learning outcomes:

As a result of completing the course "U.S. Foreign Policy", students will be able to explain principles and traditions of American Foreign Policy, how it is made and implemented, and how U.S. foreign policy has been applied in the world and European context. Moreover, they will be able to identify and critically analyze core current issues of American Foreign Policy and its Grand Strategy. The students will also be able to develop their skills in understanding, analyzing and interpreting academic texts, formulating relevant arguments and presenting them in front of the audience.

Recommended Literature:

David S. Sorenson (2016), An Introduction to the Modern Middle East, Mehran Kamrava (2013), The Modern Middle East a Political History since the First World War, Ahmed Elsayed (2015), The Eclipse of Pan-Arab Nationalism, Joel Beinin and Lisa Hajjar, Palestine, Israel and the Arab-Israeli Conflict, Amelia Sullivan (2018), Unconditional Surrender: The Rise of President Erdogan and the end of Kemalist Turkey, Jeroen Gunning and Richard Jackson (2011), What´s so “religious” about “religious” terrorism?, Kaman Eldin and Osman Salih (2013), The Roots and Causes of the 2011 Arab Uprisings, Jack Shenker(2016), The Egyptians, A Radical Story, Courtney C. Radsch (2012), Unveiling the Revolutionaries: Cyberactivism and the Role of Women in the Arab Uprisings, Michaela Grančayová and Aliaksei Kazharski (2022) Authoritarian Hegemonic Masculinities and Gendered Rhetorics

of the Protest

2020 Belarus Awakening and the Arab Spring in Egypt, Brian Katulis et al. (2022), 2022 trends and drivers to watch in the Middle East

Requirements for Passing the Subject: Group assignment (Presentation) 50 %

Glossaries (work on weekly basis) 50 %

Session 1: Intro session

Session 2: An introduction to the Modern Middle East (Origins of the term , A brief historical background )

Session 3: From Colonies to “Independent States” (French and British mandate over the former Ottoman lands, Sykes-Picot agreement, Balfour Declaration)

Session 4: The Rise of Arab Nationalism (Nasser and his ideology of Pan-Arabism, Iraqi nationalism)

Session 5: From mandatory Palestine to the formation of the state of Israel (The Arab-Israeli wars, The Arab/Palestinian-Israeli Conflict, Camp David Accords, the status of Jerusalem, Oslo Accords)

Session 6: Iran goes revolutionary (The 1978/1979 revolution in Iran, the ousting of the Pahlavi dynasty, the background of the revolution and its causes, the role of ayatollahs, Iran´s three republics, current situation in the country)

Session 7: Turkey- a new state on the wreckages of the Ottoman Empire (Young Turks, Mustafa Kemal Ataturk, secularism, Kemalism, securitization of the Kurdish issue, Erdogan’s rise)

Session 8: Saudi Arabia – From the Rise of Wahabbism to Vision 2030

Session 9: The Middle East and “religious” terrorism (The debate on terrorism in the Middle Eastern concept, the contested concept of religious terrorism)

Session 10: “People demand a change” (Arab Spring movements, background and causes, expectations, challenges, failed hopes for democracy in the region?)

Session 11: MENA women- regimes´ silent victims or revolutionaries? (Female activism in the Middle East, women´s roles in the Arab Spring protests, their rights after the Arab Spring, Arab female graffiti artists)

Session 12: What will become of the Middle East in 2023 and beyond? (Future challenges, possible scenarios, current issues, policy options for the region)

The course aims to familiarize the students with the major historical and political developments in the modern Middle East and to introduce them to the current challenges and prospective scenarios in the region. The students will learn to critically evaluate the major issues connected with the formation of the modern Middle East and the impact these had on the present-day situation in the region. Additionally, the course will help the students improve their reading, analytical and argumentation skills through assignments and participation in class discussions.

Type, scope, and method of educational activities:

Type of activities: lecture / seminar

Recommended range of teaching (in hours):

Weekly: 2 / 2 During the study period: 26 / 26

Study method: on-site learning / combined

Conditions for passing the course:

Students’ work will be evaluated based on their ongoing contributions during the course duration as well as preparation of case-study, summarising presentation, and final paper. Grade composition will include:

1. Active continuous participation in discussions during lectures and seminars, written reviews of the reading sources (25% of the grade);

2. Individual case study research and presentation summarising the findings (cases to be agreed with teacher) (30% of the grade);

3. Visual presentation on countering certain hybrid threats aimed at training student’s skills in visualising conclusions and advocating recommendations (topics to be agreed with teacher) (15% of the grade);

4. Final paper (1500-1700 words) on contemporary hybrid threats (topics to be agreed with teacher) (30%).

Rating: A: 91-100 points; B: 81-90 points; C: 73-80 points; D: 66-72 points; E: 60-65 points; Fx: 0-59 points.

Course contents:

1. Hybrid threats and hybrid warfare: origins, concepts, actors.

2. Changing character of conflicts and security environment. Hybrid vs./and conventional warfare.

3. Historical and modern examples of use of hybrid warfare in international relations.

4. Strategic culture. Authoritarian vs. democratic states in hybrid warfare confrontation.

5. Influence operations: sharp power vs. soft power. Instrumentalization of civil realms.

6. Propaganda and disinformation in hybrid warfare. The role of new media. Countering propaganda: the EU and non-EU countries experience.

7. Strategic communication in countering hybrid threats.

8. Meddling in elections abroad: cases and consequences.

9. Economic and energy tools of hybrid warfare.

10. The role of paramilitary groups for hybrid influence abroad.

11. Ukraine case study: from hybrid to conventional war.

12. EU and NATO responses to hybrid threats. Enhancing a whole of-society resilience.

Learning outcomes:

Students will gain knowledge of the concepts of hybrid threat and hybrid warfare, their use by various actors in international relations, as well as strategies to counter these challenges in democratic societies, with a special focus on the European Union policies. Both historical legacies and contemporary hybrid threats will be studied, with an emphasis on the modern hybrid warfare challenges, including influence operations. Upon completion of the course, students will be familiar with various conceptual and practical approaches to hybrid threats and hybrid warfare, as well as their impact on contemporary international relations. Students will also learn how to make case study analyses of hybrid threats and countering them based on real examples from the practice of international relations. Practical skills of students in developing and advocating solutions to counter hybrid threats (with visual presentations) will be trained.

Recommended literature:

Malcolm N. Shaw: International Law. 9th edition, Oxford: Oxford University Press, 2021

James Crawford: Ian Brownlie's Principles of public international law, 8th edition, 2019

Martin Dixon: Textbook on International law. 7th edition, Cambridge: Cambridge University Press, 2013

Shirley V. Scott: International Law in World Politics. London: Lynne Rienner Publishers, 2nd edition, 2010

Margaret P. Karns, Karen A. Mingst: Internatinoal Organizations: The politics and processes of global governance. London: Lynne Rienner Publishers, 2nd edition, 2010

Jean d´Aspremont: Participants in the International legal system. Multiple perspectives on non-state actors in international law. Routledge, 2011

Louise Henkins: International law: politics, values and function: general course on public international law, 2008

Philip Alston, Ryan Goodman: International Human Rights. Oxford, Oxford University Press, 2012

P. Vršanský, J. Valuch: Medzinárodné právo verejné, všeobecná časť. Bratislava, Wolters Kluwer, 2015(2021)

Conditions for passing the course:

The course is graded:

1) Judgement(s) analysis

The course requires to prepare for each session and active participation. Students are requested to read judgements of international courts or opinions or other judicial statements, and actively discuss them during the seminar session. The presented analysis and ongoing discussion will be evaluated by 5 points at maximum for each session.

The list of judgements to read is the part of the syllabus. All of them are available online or scanned and uploaded in the study materials in MS Teams.

10 seminars á 5 points at max present 50% of the course’s evaluation

(2) semester brief

Students are required to choose one of the topics from the list (at the first seminar), connected with the contemporary development in international law. The semester brief is the short seminar paper, focused on the student’s ability to find relevant scientific data and introduce them in the short brief form. It should connect the international law regulation with its implementation’ possibility or new challenges’ reflection. Author’s position is welcome.

The semester brief should be approximately 5.000 characters long (literature is not counted, but part of the brief) and submitted online in word version (for the feedback possibility) not later than 31st December.

Semester brief presents 40% of the course evaluation.

(3) Active participation on seminar activities is evaluated by max 10% - for each seminar 1 point. Students are entitled for maximum 2 absences per semester.

Rating: A: 91-100 points; B: 81-90 points; C: 73-80 points; D: 66-72 points; E: 60-65 points; Fx: 0-59 points

Course contents:

The nature of public international law

Principles of public international law

The sources of public international law

The law of treaties

Legal personality and Citizenship

Diplomatic and Consular Law

State Territory

Law of Sea

State holiday

Arbitration and judicial settlement of disputes

Law of Cosmic Space

Use of force by states: unilateral/multilateral

State responsibility and jurisdiction

International human rights law and institutions

International humanitarian law

International criminal law

Learning outcomes:

Students will gain knowledge of the international law system, particular in international public law. The organisation of the course will provide them space for learning, practising and discussing implementation of the concrete areas as diplomatic law, law of sea, human rights and international liability.

After the course, students should be able:

a) to recognize, analyse and apply theoretical knowledge in the field of international law.

b) to recognize, analyse and apply international law theory on the subject of professional issues and dilemmas in an international context.

c) to communicate information, ideas, problems and solutions for issues in the field of international law to a specialist audience in an international context.

Recommended literature:

Baglione, L. A. (2020). Writing a research paper in political science: A practical guide to inquiry, structure, and methods (Fourth Edition). Los Angeles: CQ Press, an Imprint of SAGE Publications, Inc.

Booth, W. C., Colomb, G. G., & Williams, J. M. (2008). The craft of research (3rd edition). Chicago, IL: University of Chicago Press.

Burton, S., & Steane, P. (Eds.). (2004). Surviving your thesis. London; New York, NY: Routledge.

Kapounová, J., & Kapoun, P. (2017). Bakalářská a diplomová práce: Od zadání po obhajobu. Praha: Grada.

Pyrczak, F., & Bruce, R. R. (2017). Writing empirical research reports: A basic guide for students of the social and behavioral sciences (4th edition). New York: Routledge.

Zinsser, W. (2001). On writing well: The classic guide to writing nonfiction (25th anniversary edition). New York, NY: Quill.

Conditions for passing the course:

The course is evaluated continuously during the semester and does not contain a final exam.

Students are expected to actively participate in each class session in order to provide feedback to their colleagues’ master thesis projects.

Throughout the semester, students are expected to submit 4 project assignments related to their master theses. In project assignment 1, students will formulate the topic and tentative title of their master theses. In project assignment 2, students will conduct a theory-driven literature review related to their topics and make a list of 10 most relevant articles, books and book chapters needed for the writing of their theses. In project assignment 3, students will formulate the research problem/s and research question/s central to their theses. In project assignment 4, students will describe research methods used in their theses.

Students are expected to present their master thesis projects at the end of the semester. The final presentation should include a theory-driven literature review and a clearly formulated research design including thesis title, research problem, research question, and research methods. Each presentation should not exceed 10 minutes and is expected to be followed by peer-comments and discussion.

Evaluation criteria:

• 10 active class participations (1 active class participation = 1 point) = 10 points

• 4 project assignments during the semester (1 assignment = 10 points) = 40 points

• 1 final presentation = 50 points

Rating: A: 91-100 points; B: 81-90 points; C: 73-80 points; D: 66-72 points; E: 60-65 points; Fx: 0-59 points

Course contents:

1. Introduction to the course; 2. Elaboration of the thesis topic; 3. The importance of theory for developing thesis project; 4. Conducting literature review; 5. Creating research design; 6. Formulating research problem; 7. Formulating research question; 8. Applying research methods; 9. Thesis structure; 10. Devising thesis title; 11. Basic principles of academic writing; 12. Final presentations 1; 13. Final presentations 2

Learning outcomes:

Students will learn the basic content and formal criteria and skills required for writing their master theses. Graduates of the course will be able to succesfully develop a master thesis project containing a literature review, a clearly formulated title, a theory-driven research design, research problem(s) and research question(s), and a rigourously applied research methodology.

U.S. Army War College - Perspectives on Russian Foreign Policy (2012, Strategic Studies Institute U. S. Army War College)

• U. S. Department Of Defense_ Strategic Studies Institute_ United - International Conflicts in Cyberspace - Battlefield of the 21st Century_ Cyber Attacks at State Level, Legislation of Cyber Con (2017)

• Transformations of Security Studies (Dialogues, Diversity and Discipline) __ (2015, Routledge)

• Trine Villumsen Berling, Ulrik Pram Gad, Karen Lund Petersen, Ol - Translations Of Security_ A Framework For The Study Of Unwanted Futures (2022, Routledge _ Taylor & Francis)

• Terry Terriff_ Aaron Karp_ Regina Karp - Global Insurgency and the Future of Armed Conflict_ Debating Fourth-Generation Warfare (2010, Routledge)

• Thomas Fingar - Reducing Uncertainty_ Intelligence Analysis and National Security (2011, Stanford Security Studies)

• Roger E Kanet_ Dina Moulioukova - Russia and the World in the Putin Era_ From Theory to Reality in Russian Global Strategy (2022, Routledge)

• Scott N. Romaniuk (editor), Péter Marton (editor) - The Palgrave Encyclopedia of Global Security Studies (2023, Palgrave Macmillan)

• Paul Lushenko_ Srinjoy Bose_ William Maley - Drones and Global Order_ Implications of Remote Warfare for International Society (2021, Routledge)

• Peter Hough, Shahin Malik, Andrew Moran, Bruce Pilbeam - International Security Studies_ Theory and Practice (2015, Routledge)

• Robert Nalbandov - Democratization and instability in Ukraine, Georgia, and Belarus (2014, Strategic Studies Institute_ U.S. Army War College Press)

• Roberta N. Haar_ Thomas Christiansen_ Sabina Lange_ Sophie Vanho - The Making of European Security Policy_ Between Institutional Dynamics and Global Challenges (2021, Routledge)

• Michael Friedewald, J Peter Burgess, Johann Cas, Rocco Bellanova - Surveillance, Privacy and Security Citizens’ Perspectives (2017, PRIO _ Taylor and Francis).pdf

• Myriam Dunn Cavelty - The Politics of Cyber-Security (International Studies Intensives, 2024)

• Nele Marianne Ewers-Peters - Understanding EU-NATO Cooperation_ How Member-States Matter (2021, Routledge)

• Paul B. Stares - Space Weapons and U.S. Strategy_ Origins and Development (2021, Routledge)

• Paul D. Williams - Security Studies (2023, Taylor and Francis)

• Joseph Downing - Critical Security Studies in the Digital Age_ Social Media and Security (2023, Palgrave Macmillan)

• Juha A. Vuori - Chinese Macrosecuritization_ China's Alignment in Global Security Discourses (Routledge New Security Studies, 2023)

• Juha Vuori (editor), Rune Saugmann (editor) - Visual Security Studies_ Sights and Spectacles of Insecurity and War (2018, Routledge)

• Lon Strauss (editor), Njord Wegge (editor) - Defending NATO’s Northern Flank_ Power Projection and Military Operations (Contemporary Security Studies, 2023).pdf

• Micah Zenko - Between Threats and War_ U.S. Discrete Military Operations in the Post-Cold War World (2010, Stanford Security Studies)

• James Clay Moltz - The Politics of Space Security_ Strategic Restraint and the Pursuit of National Interests (2011, Stanford Security Studies)

• James F. D. Fiddes - Post-Cold War Anglo-American Military Intervention_ A Study of the Dynamics of Legality and Legitimacy (2019, Routledge)

• Jeremy Black - Insurgency and Counterinsurgency_ A Global History (2016, Rowman & Littlefield Publishers)

• John R. Deni - Security Threats, American Pressure, And The Role Of Key Personnel_ How Nato’s Defence Planning Process Is Alleviating The Burd (October 2020, U.S. Army War College Strategic Studies Institute)

• Dylan M.H Loh - China's Rising Foreign Ministry_ Practices and Representations of Assertive Diplomacy (Studies in Asian Security, 2024)

• Emma Mc Cluskey - From Righteousness to Far Right_ An Anthropological Rethinking of Critical Security Studies (2019, McGill-Queen's University Press)

• Frank C. Zagare - Game Theory, Diplomatic History and Security Studies (2019, Oxford University Press)

• Christopher W. Hughes, Yew Meng Lai - Security Studies_ A Reader (2011, Routledge)

• David Tucker - The End of Intelligence_ Espionage and State Power in the Information Age (2014, Stanford Security Studies)

Buzan, Barry (author)_Hansen, Lene (author) - The Evolution of International Security Studies (2009, Cambridge University Press)

• Aiden Warren_ Philip M. Baxter - Nuclear Modernization in the 21st Century (2020, Routledge)

Conditions for passing the course:

Weekly assignments – 40%. Submission of 250–300-word answers to questions based on mandatory weekly readings.

Midterm Exam – 30%

Final Exam – 30%

Plagiarism and other violations will result in automatic exclusion from the course with a grade of Fx.

Rating: A: 91-100 points; B: 81-90 points; C: 73-80 points; D: 66-72 points; E: 60-65 points; Fx: 0-59 points

slovak, english

Course contents:

1. Introduction

2.Conceptual Framework: Security in International Relations

3. Immagined Communities? Regional Security & Security Communities

4. Changing Conception of the War as an Institution

5. Organizational and Institutional aspects of a State’s Security

6. Russia as the Other: Disinformation, Propaganda and Hybrid Threats

7. Asymmetrical Warfare: Insurgency and Counterinsurgency

8. Cyberwarfare

9. Arctic Security

10. WMD & Deterrence

11. Militarization of Space

12. Wrap-up & Final Exam

Learning outcomes:

• Understand and apply key theories and debates in security studies.

• Analyze traditional and non-traditional security threats.

• Evaluate the impact of technology, geopolitics, and institutions on global security.

• Apply conceptual frameworks to real-world case studies and policy challenges.

Altınay, A. G., & Petö, A. (2016). Introduction: Uncomfortable Conections: Gender, Memory, War. In A. G.

Altınay & A. Petö (Ed.), Gendered Wars, Gendered Memories (s. 1–22). Routledge.

Bernhard, M., & Kubik, J. (Ed.) (2014). Twenty Years After Communism. The Politics of Memory and

Commemoration. Oxford University Press.

Bitušíková, A. (2018). Parades of Monuments and Memorials: transformation of memory, place and identity in

a Slovak city. Narodna Umjetnost: Croatian Journal of Ethnology and Folklore Research, 55(2), 147–164.

https://doi.org/10.15176/vol55no207

Carrillo Rowe, A. & Malhotra, S. (Ed.). (2013). Silence, Feminism, Power. Reflections at the Edges of Sound. Palgrave Macmillan. Crenshaw, K. W. (1991). Mapping the Margins: Intersectionality, Identity Politics, and Violence against Women of Color. Stanford Law Review, 43(6), 1241. https://doi.org/10.2307/1229039 Erll, A. (2011). Media and memory. In Memory in Culture (pp. 113–143). Palgrave Macmillan. https://doi.org/10.1057/9780230321670_5 Frazier, L., & Cohen, D. (2003). Defining the Space of Mexico’68: Heroic Masculinity in the Prison and “Women” in the Streets. Hispanic American Historical Review 83(4), 617–660. Ghodsee, K., & Orenstein, M. (2021). Taking stock of shock: Social Consequences of the 1989 Revolutions. Oxford University Press. Gyárfášová, O. (2023). Ako sme žili v rokoch normalizácie. ASPEKT. Hilmar, T. (2023). Deserved: Economic Memories After the Fall of the Iron Curtain. Columbia University Press. Hudek, P. (2023). Kam zmizli sochy Lenina a Gottwalda? Premena československého verejného priestoru po roku 1989. Historicky Casopis, 73(1), 115–145. https://doi.org/10.31577/histcaso.2023.71.1.5 Ivančík, M. (2023). A recurring bone of contention: the memory politics of Slovakia’s economic transformation. In V. Pehe & J. Wawrzyniak (Eds.), Remembering the Neoliberal Turn Economic Change and Collective Memory in Eastern Europe after 1989 (pp. 39–58). Routledge. Kadi, J. (2002). Speaking (About) Silence. In M. J. Alexander, L. Albrecht, S. Day, & M. Segrest (Ed.), Sing, Whisper, Shout, Pray! Feminist Visions for a Just World (s. 539–545). Edgework Books. Kończal, K. & Moses, A. D. (Eds.). (2023). Patriotic History and the (Re)Nationalization of Memory. Routledge. Krapfl, J. (2009). Revolúcia s ľudskou tvárou. Politika, kultúra a spoločenstvo v Československu po 17. novembri 1989. Kalligram. Maďarová, Z. (2019). Ako odvrávať novembru 1989. Rodové aspekty pamäti. ASPEKT. Pehe, V., & Wawrzyniak, J. (2023). Remembering the neoliberal turn: Economic Change and Collective Memory in Eastern Europe after 1989. Routledge. Pehe, V., Kupka, P., & Walach, V. (2024). Postsocialism as a Crime: The Role of Police Memory in the Remembrance of the Post-1989 Systemic Changes in the Czech Republic. East Central Europe, 51(2-3), 289-314. https://doi.org/10.30965/18763308-51020008 Scott, J. W. (1986). Gender: a useful category of historical analysis. The American Historical Review, 91(5), 1053. https://doi.org/10.2307/1864376 Scott, J. W. (2019). In the Name of History. CEU Press.

Class participation, work with weekly readings – 40 %

Research project – 60%

English

The course provides critical exploration of key issues and challenges related to the politics of memory in a

globalized world, focusing on the memory of post-socialism in Central and Eastern Europe. It is centered

around discussions of weekly readings which cover topics such as:

· Voice and silence in the public sphere: when can we speak?

· History, memory, and politics: key concepts

· Between individual and collective memory: what can we remember?

· Memories and identities: are we what we/they remember?

· Gender, race, class, disability, intersectionality... as analytical categories

· Remembering state socialism: nostalgia, retro, and disillusionment

· How to cope with the sites of memory: should the historical monuments be torn down?

· Memory of post-socialist transformation: who cares about the 1990s?

· Economic memories: between big economic reforms and everyday experience

· Memory politics and state-building: how we invent traditions and ensure future memories

· Neoliberalism, illiberalism, nationalism, far-right, and politics of memory

Continuous assessment 100 %

By the end of the course students should be able to:

· evaluate key concepts related to collective memory;

· critically approach the relationship between individual and collective memory, as well as silence and

voice;

· identify remembering/forgetting practices in the public life;

· critically engage with the problem of mobilization of memory as politics;

· implement theoretical and conceptual tools in the analysis of empirical cases.

Recommended literature:

Bátora, J. (2013). Compliance and non-compliance as sources of recognition: Slovakia and NATO. Communist and Post-Communist Studies. Volume 46. Issue 3. Pages 387-396.

Bučko, A. (2019). Strategická komunikácia v sektore obrany SR. Inštitút strategických politík STRATPOL. p. 1-22.

Buzalka, J. (2012) Ohrozuje Európa existenciu národa?. Kapitola v Slovenská ideológia a kríza. Eseje z antropológie politiky. Kalligram, 104-111.

Dostal, V. - Mesežnikov, G. (2017). Maximum možného? 25 rokov samostatnej českej a slovenskej zahraničnej politiky. Heinrich Boll Stiftung

Duleba, A. (2014) Kríza na Ukrajine ako impulz pre východnú politiku SR a EÚ. Analýza postojov slovenskej verejnosti a odporúčania pre zahraničnú politiku SR. SFPA

Hajdu, D., Klingová, K.,Sawris, M., Milo, D. (2020). GLOBSEC Trends 2020: Central Europe, Eastern Europe, and Western Balkans at the Times of Pandemic.

Figulová, A., Janková, K.(2021). One region, different strategies: Slovakia and the V4 in the Euro-Atlantic security

environment In: Small states and the new security environment. - Cham : Springer Nature, 2021

Fischer, D. (2020). Between Two Pillars: Slovak Security in the Light of NATO-EU Cooperation. In Varga, G. (2020). The Nato and EU Relations of Central and Eastern European Nations. Budapest: Dialóg Campus

Kazharski, A. (2019). Two kinds of small? The ‘EU core’ in Slovak and Czech geopolitical imagination. Journal of Contemporary European Studies, 27 (4), pp. 424-438

Mojžita,M.(2003). Belehrad Poznámky 1995 - 2001, Dilema

Pajtinka, E. (2007). Slovenská diplomacia a jej dimenzie v 21. storočí. In Zahraničná politika a diplomacia Slovenskej republiky v kontexte európskej integrácie (zborník z vedeckej konferencie). Bratislava: Ekonomická univerzita v Bratislave

Profant, T. (2018). The Social Construction of Slovakia as a Donor and its Power Effects. Europe-Asia Studies, 70(3), pp. 365-387.

Raunio, T., & Wagner, W. (2016). Towards parliamentarisation of foreign and security policy? West European Politics, 40(1), pp. 1–19.doi:10.1080/01402382.2016.1240411

Tabosa, C. (2020). Constructing Foreign Policy vis-à-vis the Migration Crisis: the Czech and Slovak Cases. Czech Journal of International Relations, 55 (2), pp. 5-23.

Vášáryová, M.( 2008) Polnočný sused. Bratislava: Kalligram

Kukan, E. (2022), Diplomat -moja cesta, OmniBus

Bátora, J. (2014). Lost in translatio imperii: Slovakia’s layered entry into international society. International Relations, 28(4), 456-461. https://doi.org/10.1177/0047117814553043c (https://journals.sagepub.com/doi/10.1177/0047117814553043c?icid=int.sj-abstract.similar-articles.3)

The individual components of the evaluation are based on ongoing evaluation through the semester

• seminar assignment – Flashnews - for each lesson, that are core for further analysis and discussion at the seminar part of the class (30%)

• final team research project (40%)

• final team written paper based on the research project (30%)

• Rating: A: 91-100 points; B: 81-90 points; C: 73-80 points; D: 66-72 points; E: 60-65 points; Fx: 0-59 points

The course is conducted in Slovak. Students of English study program will have adjusted teaching method in the form of teaching blocks.

Notes: The course contains invited lectures of field experts and diplomats, held in Slovak language.

Course contents:

What is the foreign policy of the Slovak Republic (Historical background)

Modern history of Slovak foreign policy and diplomacy

Institutional structure and career experience

Europeanization of Slovak foreign policy

Operationalization of foreign policy priorities of the Slovak Republic in a national perspective I. – government and ministries of the Slovak Republic

Operationalization of foreign policy priorities of the Slovak Republic in a national perspective I. – President of the Slovak Republic

Operationalization of foreign policy priorities of the Slovak Republic in a national perspective I. – National Council of the Slovak Republic

Operationalization of foreign policy priorities of the Slovak Republic in a national perspective I – Brussels

Defense policy of Slovakia in the transatlantic context

Public diplomacy and STRATCOM

11 - 13 – prioritization according to the development of the foreign policy scene - Development cooperation of Slovakia, Energy and climate policies, Feminist perspective of foreign policy, V4 and neighborhood policy, Western Balkans

Students will gain knowledge about key factors and foundational principles that shape current foreign policy of Slovakia. Students will enhance their understanding of the institutions and its roles in shaping Slovak foreign relations, particularly within the context of current and historical events. As part of practical skills development, they will refine their ability to analyze current foreign policy developments, write and process analytical reports, SM posts, policy briefs, and press release, and practice their teamwork skills. Through discussions with policy actors (guest lecturers), students will analyze and address key challenges in managing Slovak foreign policy. The primary goal of the guest lectures is to demonstrate that foreign policy and the promotion of state interests are carried out at multiple levels and with the participation of several actors in state administration.

Recommended literature:

Ager, A. & Strang, A. (2008). Understanding Integration: A Conceptual Framework. Journal of Refugee Studies, Volume 21, Issue 2. Pp. 166–191

Aleinikoff, A. T. & Zamore, L. (2019). The Arc of Protection: Reforming the International Refugee Regime. Stanford University Press: Stanford, California.

Bean, F. D & S. K. Brown (2015). Demographic Analysis of Migration. In C. Brettell & J. F. Hollifield (eds), Migration Theory: Talking Across Disciplines (3rd ed.). New York, NY: Routledge.

Castles, Stephen et al. (2020). The Age of Migration: International Population Movements in the Modern World. 5th edition. The Guilford Press.

Ceccorulli, M. (2021). The EU’s Normative Ambivalence and the Migrant Crisis: (In) Actions of (In) Justice. In Ceccorulli, M., E. Fausti, & S. Lucarelli (eds.) The EU Migration System of Governance. Palgrave Macmillan: Italy. Pp. 33-56.

Conick, D. D. (2022). The Refugee Paradox During Wartime in Europe: How Ukrainian and Afghan Refugees are (not) Alike. Dispatch from the Field. International Migration Review. DOI: 10.1177/01979183221116874. Pp. 1 – 9.

Demata, M. (2023). Discourse of Borders and the Nation in the USA. Routledge: New York, NY. Pp. 49 – 66.

Findor, A., Hruška, M., Janovská, P. & Pobudová, P. (2021). Re-examining public opinion preferences

for migrant categorizations: “Refugees” are evaluated more negatively than “migrants” and “foreigners” related to participants’ direct, extended, and mass-mediated intergroup contact experiences. International Journal of Intercultural Relations. Vol. 80, pp. 262 – 273.

FitzGerald, D. S. (2019). Refuge Beyond Reach. Oxford University Press.

FitzGerald, D., & Cook-Martín, D. (2014). Culling the masses. Cambridge, MA: Harvard University Press

Geddes, A. & Scholten, P. (2016). The Politics of Migration & Immigration in Europe. SAGE Publications Ltd: London.

Hollifield, J. F. & Wong, T. K. (2015). The Politics of International Migration. In C. Brettell & J. F. Hollifield, Migration Theory: Talking Across Disciplines (3rd ed.). New York, NY: Routledge.

Joppke, C. & Morawska, E. (2003). Integrating Immigrant in Liberal Nation-States: Policies and Practices. In: Christian Joppke and Ewa Morawska (eds). Toward Assimilation and Citizenship: Immigrants in Liberal Nation-States. Palgrave Macmillan: New York, NY.

Kazharski, A. & Tabosa, C. (2018). New Patterns of Securitization in Central and Eastern Europe. In: R. Q. Turcsányi & M. Vorotnyuk (Eds.): Theorizing Security in the Eastern European Neighbourhood. Bratislava – Kyiv: STRATPOL.

Kerwin, D. (2018). From IIRIRA to Trump: Connecting the Dots to the Current US. Immigration Policy Crisis. Journal on Migration and Human Security, 6(3), 192–204.

Kriglerová, E.G., Chudžiková, A. H., Kadlečíková, J. & Píšová, M. (2021). Cudzinci na Slovensku - hľadanie nového domova. Centrum pre výskum etnicity a kultúry: Bratislava. pp. 14 – 63.

Kriglerová, E.G., Chudžiková, A. H., Kadlečíková, J. & Píšová, M. (2021). Cudzie nechceme, svoje si nedáme. Postoje majoritnej populácie k migrácii a cudzincom na Slovensku. Analýza kvantitatívneho a kvalitatívneho výskumu. Centrum pre výskum etnicity a kultúry: Bratislava. Available at: https://bit.ly/3qjwIQO

Liga za ľudské práva (2020). Odporúčania pre oblasť migračnej a integračnej politiky SR. Dostupné na: https://www.hrl.sk/assets/files/obsah/987-Odporúčania%20pre%20oblasť%20migračnej%20a%20integračnej%20politiky%20SR.pdf

Meyers, E. (2000). Theories of International Immigration Policy. International Migration Review 34 (4), 1245 – 1248.

Meyers, E. (2004).International Immigration Policy: a Theoretical and Comparative Analysis(1st ed.). New York, NY: Palgrave Macmillan.

Tabosa, C., (2020). Constructing Foreign Policy vis-a-vis the Migration Crisis: The Czech and Slovak Cases. Czech Journal of International Relations, Volume 55 (2).

Conditions for passing the course:

10% active participation and class preparedness

25 % seminar activities

65% Immigrant’s Life History Project

Rating: A: 91-100 points; B: 81-90 points; C: 73-80 points; D: 66-72 points; E: 60-65 points; Fx: 0-59 points

English

Course contents:

Introductory session

Migration Categories and Trends

What Makes People Migrate? Theoretical Views

What Makes People Migrate? Analysis

Why do States Accept or Reject Immigrants?

Can Migration be Globally Governed?

Migration Policies of the EU

U.S. Immigration System

How Liberal Democracies Repel Asylum-Seekers?

Integration of Migrants: Core Aspects and Challenges

Migrant Integration in Slovakia

Immigrants’ Life History Project Presentations

Immigrants’ Life History Project Presentations / Course evaluation

Learning outcomes:

Upon completion of the course, students will have knowledge on the main determinants of migration, immigration policies and core theoretical frameworks for the study of migration. Students will have ability to identify and critically analyze core current issues of European and international migration. The students will also further develop their skills in collecting and analyzing empirical data regarding migration through their projects.

Recommended literature:

Required readings:

BURNHAM, P., GILLAND, K., GRANT, W. And Z.LAYTON-HENRY. 2004. Research

Methods in Politics. London: Palgrave MacMillan.

FISHER, Frank. 2003. Reframing Public Policy: Discursive Politics and Deliberative Practices. New York: Oxford University Press. [ďalej Fisher, Reframing Public Policy]

KVALE, Steiner. 1996. Interviews: An Introduction to Qualitative Research Interviewing. London: Sage Publications.

RAGIN, Charles, C. 1994. Constructing Social Research. London : Pine Forge Press. YIN, Robert. 2003. Case Study Research: Design and Methods. 3rd ed. London: Sage Publications. [ďalej Yin, Case Study].

Additional readings:

CRESSWELL, John. W. 1998. Qualitative Inquiry and Research Design: Choosing among Five Traditions. London: Sage Publications. [ďalej Cresswell, Qualitative Inquiry].

DENZIN, Norman. 2005. The SAGE Handbook of Qualitative Research.3rd ed. London: Sage Publications.

DISMAN, Miroslav. 1993. Jak se vyrábí sociologická znalost. Praha: Univerzita Karlova Karolinum.

HENDL, Jan. 2005. Kvalitativní výzkum: Základní metody a aplikace. Praha: Portál. [ďalej Hendl, Kvalitativní výzkum].

LEIX, Alicija. 2003. „K problematice transkriptu ve spoločenských vědách,“ Biograf č.31, s. 69-84.

MILES, Matthew – HUBERMAN, A. Michael. 1994. Qualitative Data Analysis. 2nd ed. London: Sage Publications.

PATTON, Michael Q. 2001. Qualitative Research & Evaluation Methods. 3rd ed. Oaklands: Sage Publications.

SILVERMAN, David. 1994. Interpreting Qualitative Data. Methods for Analysing Talk, Text and Conversation. London: Sage Publications.

STAKE, Robert E. 1995. The Art of Case Study Research. New York: Sage Publications.

Conditions for passing the course:

Seminar research paper divided into intermediate parts on:

Assignment A 10 points + 5 points: elaboration of the theoretical part, including the research problem + 3 research questions

Task B 10 points: defining the case study

Task C 10 points: interview protocols

Task D 10 points: qualitative interview (recording) + transcripts

Task E 10 points: coding

Research presentation 15 points

Final paper 30 points: seminar paper

Each assignment must be turned in on time and brought to class for discussion.

A point will be deducted for each day late.

Only the Final Paper can be retaken, not the other midterm assignments. Attendance will be registered.

Cheating on a quiz or term paper will result in the loss of all points on that assignment and possibly FX in the entire course. Cheating includes plagiarism in any form.

Rating: A: 91-100 points; B: 81-90 points; C: 73-80 points; D: 66-72 points; E: 60-65 points; Fx: 0-59 points

Course contents:

1. Introduction (What does the scientific approach mean in the social sciences)

2. Philosophy of science

3. From theory to empirical research

4. Research design (case study)

5. Data collection: interview and observation

6. Interview: simulation

7. Data sources: policy documents and administrative data

8. Process tracing and international dimension of research

9. Analysis of legal documents

10. Data analysis: coding

11. Interpretation

12. Research presentations

Learning outcomes:

The course aims to clarify the fundamentals of scholarship and its relevance to political science, including public policy and administration. Students will perceive the similarities and differences between scholarly work and other forms of knowledge production. Students will gain an understanding of different research strategies and styles of social science research (especially qualitative research) and be prepared to use these methods in writing term papers and theses. The goal is to give students an insider's view of scholarly work, introduce them to the logic of the research process, and explain specific methods of data collection and analysis emphasizing grounded theory and case studies. In doing so, students will gain knowledge and skills in the application of the following qualitative methods: interviewing, coding, qualitative content analysis, critical discourse analysis, and legal analysis.

Odporúčaná literatúra:

Bátora, J. (2007). Identita a štátny záujem? O čo ide v slovenskej zahraničnej politike. In Slovenská otázka dnes. Bratislava: Kalligram

Mearsheimer, J. The Tragedy of Great Power Politics. W.W. Norton&Company, 2001: 1-54, 138-167, 267-272, 288-304.

Interview: Crouching Tiger: John Mearsheimer on Strangling China & the Inevitability of War. Available at: < https://www.youtube.com/watch?v=yXSkY4QKDlA>

Quackenbush S.L. Understanding General Deterrence. Theory and Application. Palgrave Macmillan, 2011: 1-20 (Chapter 1)

Thomas Schelling. The art of commitment. In: Schelling T.C. Arms and Influence. Yale University Press, 2008: 35-92

Coleman D.G. & J.M. Siracusa. Real-World Nuclear Deterrence: The Making of International Strategy. Praeger Security International, 2006: 19-43 (Chapter 2), 45-53 (Chapter 3), 55-72 (Chapter 4).

Schweller R.L. Unanswered Threats. Political Constraints on the Balance of Power. Princeton University Press, 2008: 1-21, 69-84, 103-130

Keohane, R.O. (1998) International institutions: can interdependence work? In: Keohane R.O. (ed.). Power and Governance in a Partially Globalized World. Routledge, 2002: 27-38

Keohane, R.O. (1990) International liberalism reconsidered. In: Keohane R.O. (ed.). Power and Governance in a Partially Globalized World. Routledge, 2002: 39-62

Keohane, R.O. After Hegemony. Cooperation and Discord in the World Political Economy. Princeton University Press, 1984: 65-109 (Chapter 5-6)

Wiener, A. & T. Diez. European Integration Theory. Oxford University Press, 2009: 1-22, 45-66, 67-86

March J.G. & J.P. Olsen. Rediscovering Institutions. The Organizational Basis of Politics. The Free Press, 1989: 159-172 (Chapter 9).

March J.G. & J.P. Olsen. (1998) The Institutional Dynamics of International Political Orders. International Organization, 52: 4, 943-969

Ringmar, E. Identity, interest and action. A cultural explanation of Sweden's intervention in the Thirty Years War. Cambridge University Press, 1996: 1-16, 66-83, 145-193

Buzan B., O. Wæver & J. de Wilde. Security. A New Framework for Analysis. Lynne Rienner Publishers, 1998: 21-70 (Chapters 2, 3)

Der Derian, J., & Wendt, A. (Eds.). (2022). Quantum international relations: a human science for world politics. Oxford University Press.

Knutsen, T. L. (2020). A history of international relations theory. In A history of International Relations theory (third edition). Manchester University Press.

Spruyt, H. (2017). War and state formation: amending the bellicist theory of state making. In Does War make States?: Investigations of Charles Tilly's Historical Sociology (pp. 73-97). Cambridge University Press.

Spruyt, Hendrik. "The sovereign state and its competitors." (1994): 1-20.

Holsti, K. J. (2009). Theorising the Causes of Order: Hedley Bull’s The Anarchical Society. In Theorising international society: English School methods (pp. 125-147). London: Palgrave Macmillan UK.

Holsti, K. J. (1997). America Meets the" English School": State Interests in International Society.

Buzan, B. (2006). Rethinking Hedley Bull on the institutions of international society. In The anarchical society in a globalized world (pp. 75-96). London: Palgrave Macmillan UK.

Linklater, A., & Suganami, H. (2006). The English school of international relations: a contemporary reassessment (Vol. 102). Cambridge University Press.

Reus–Smit, C. (2002). Imagining society: constructivism and the English School. The British Journal of Politics & International Relations, 4(3), 487-509.

Bull, Hedley. The anarchical society: A study of order in world politics. Bloomsbury Publishing, 2012.

Bull, H. (1966). International theory: The case for a classical approach. World politics, 18(3), 361-377.

Erik Ringmar - History of International Relations A Non-European Perspective

Weekly assignments – 40%.

Midterm Exam – 30%

Final Exam – 30%

Plagiarism and other violations will result in automatic exclusion from the course with a grade of Fx.

Rating: A: 91-100 points; B: 81-90 points; C: 73-80 points; D: 66-72 points; E: 60-65 points; Fx: 0-59 points

1. Introduction

2. Historical Roots and Origins of International Relations as a Scientific Discipline

3. “Offensive” Realism: War and Hegemony

4. Neoclassical Realism and Strategic Realism

5. Liberalism and International Institutions

6. Institutionalism – Organizational Theory Approach

7. Diplomacy and War – The English School

8. Identity in International Relations: Social Constructivism

9. Securitization Theory and International Security

10. Non-Western International Relations

11. New Theoretical Approaches to International Relations – Quantum Theory

12. Wrap-up and Final Exam

Students will gain a comprehensive overview of contemporary theories of international relations and learn to apply these theories in analyzing current issues in international politics.

By the end of the course, students should be able to:

• Understand the deeper essence of international relations theories;

• Be capable of analyzing challenges arising from systemic changes in the international environment.

Recommended literature:

hooks, b. (2000) Feminism is for everybody. Passionate Politics. Pluto Press.

Hawkesworth, M. (2013) Sex, Gender, and Sexuality: from Naturalized Presumption to Analytical Categories. In Waylen, G., Cellis, K., Kantola, J., Weldon, L.: The Oxford Handbook of Gender and Sexuality. Oxford University Press.

Verloo, M. (2001) Another Velvet Revolution? Gender Mainstreaming and the Politics of Implementation. IWM Working Papers No. 5/2001.

Bacchi, C. and Eveline, J. (2010). Mainstreaming Politics: Gendering Practices and Feminist Theory. University of Adelaide.

Philips, A. (2004). Defending Equality of Outcome. Journal of Political Philosophy, 12 (1), str. 1 – 19. Blackwell Publishing.

Ferguson, L. (2013). Gender, Work, and Sexual Division of Labour. In Waylen, G., Cellis, K., Kantola, J., Weldon, L.: The Oxford Handbook of Gender and Sexuality. Oxford University Press.

Einhorn, B. (2010). Labour Market Access: Persistent Patterns of Inequality. In Einhorn, B.: Citizenship in an Enlarging Europe. From Dream to Awakening. Palgrave MacMillan, Hampshire – New York, pp. 144 – 170.

Stratigaki, M. (2004) The Cooptation of Gender Concepts in EU Policies: The Case of Reconciliation of Work and Family. Social Politics, 11/1, Oxford University Press.

Fraser, N. (1990). Rethinking the Public Sphere: A Contribution to the Critique of Actually Existing Democracy. In Social Text. Vol. 26. No 25, pp. 56 – 80.

Burt, M. (1991) Rape Myths and Acquaintance Rape. In Parrot, A. a Benchhofer, L. (eds.): Acquaintance Rape. The Hidden Crime. John Wiley and Sons, Inc.

Guerette, S. M. a Caron, .S L. (2007) Assessing the Imapct of Acquaintance Rape: Interviews with Women Who Are Victims/Survivors of Sexual Assault While in College. Journal of College Student Psychotherapy, 22(2), 31 – 50. The Haworth Press, Inc.

Johnson, M.P. (2010) A Typology of Domestic Violence: Intimate Terrorism, Violent Resistence and Situational Couple Violence.

Conditions for passing the course:

15% - active participation in discussions on required reading on weekly basis

30% - individual or group presentation on additional reading

55% - final paper

Rating: A: 91-100 bodov; B: 81-90 bodov; C: 73-80 bodov; D: 66-72 bodov; E: 60-65 bodov; Fx: 0-59 bodov

Course contents:

1. Introduction to gender equality policies

2. Feminisms and gender equality

3. Gender, sex, discourse

4. Equal opportunities vs. equality of outcomes

5. Specific gender equality policies

6. Gender in paid work

7. Gender and care

8. Gender and politics

9. Sexual violence against women

10. Intimate partner violence against women

11. Analysis public policies from gender aspects – case study

Learning outcomes:

The aim of the course is to get familiar with gender equality concepts and theoretical background, as well as tools how to implement them in public policy. The first part of the course focuses on theoretical approaches towards gender equality in policies, different understanding of gender and gender equality such as antidiscrimination, equal treatment, equality of results and gender mainstreaming. This part also introduces feminisms as theoretical basis for gender equality approaches. The second part addresses application of gender equality into policies in the most apparent areas of paid and unpaid work, violence against women and women in politics. Besides discussing examples of implementation of gender equality in policies, the course aims to introduce theoretical and methodological tools how to examine it. The course is interdisciplinary and tackles various areas such as gender studies, policy analysis, political science, sociology and their intersections. Students are expected to understand the most common gender equality concepts and to use them analytically in their academic work.

Recommended literature:

Atkins, L., & Duckworth, V. (2019). Research methods for social justice and equity in education. London: Bloomsbury.

Lavrakas, P. J. (Ed.). (2008). Encyclopedia of survey research methods. Thousand Oaks, CA: SAGE Publications.

Oris, M. (2016). Surveying human vulnerabilities across the life course. New York, NY: Springer Open.

Strunk, K. K., & Locke, L. A. (Eds.). (2019). Research methods for social justice and equity in education. Cham: Palgrave Macmillan. https://doi.org/10.1007/978-3-030-05900-2

Terek, M. (2019). Dotazníkové prieskumy a analýzy získaných dát. Košice: EQUILIBRIA.

Thulin, M. (2021). Modern statistics with R: From wrangling and exploring data to inference and predictive modelling. EOS Chasma Press. Retrieved from http://www.modernstatisticswithr.com/

Vannette, D. L., & Krosnick, J. A. (Eds.). (2017). The Palgrave handbook of survey research. New York, NY: Springer.

Conditions for passing the course:

The course consists of introductory week, lectures, feedback sessions, and independent group work whose main aim is to develop a design for survey research group project about one or several intersectional dimensions of equity (e.g., gender, ethnic, religious, sexual, socio-economic). Active participation in introductory week, lectures, feedback sessions, and independent group work is a necessary precondition for a successful completion of the course. The course will be launched by introductory week in which the university staff and the students will get the chance to get to know each other, brainstorm ideas and form groups. In the best case, during the introductory week students will have decided on a topic/research question and formed groups.

Students will accumulate material for their group projects throughout the semester. Students are expected to apply the methods that they have just learned to their research question and to present their results to the supervisors or their peers in the next feedback session. The accumulated material will be the basis for preparing their:

• Final presentation (max. 20 min)

• Survey portfolio (10 pages plus appendix documents such as questionnaires)

The survey portfolio will consist of a 10 pages description and motivation of the research question and the research design. The appendix consists of the necessary research instruments (e.g., questionnaire, sampling frame, cognitive interviews).

Evaluation criteria:

10 active participations in lectures, feedback sessions, and independent group work (1 active participation = 4 points) = 40 points

1 final presentation = 30 points

1 survey portfolio = 30 points

Rating: A: 91-100 points; B: 81-90 points; C: 73-80 points; D: 66-72 points; E: 60-65 points; Fx: 0-59 points

Course contents:

1. Introductory week + introduction to the course; 2. Definitions and conceptualizations of equity; 3. Different dimensions of equity; 4. Survey research design; 5. Developing research question; 6. Operationalizing variables; 7. Pre-testing surveys in cognitive interviews; 8. Sampling; 9. Calculating statistical power; 10. Modes of data collection; 11. Developing analytical plan; 12. Survey research ethics; 13. Summary of the course.

Learning outcomes:

This is a joint course offered by an ENLIGHT alliance of nine European universities (University of the Basque Country, University of Bordeaux, Comenius University Bratislava, National University Ireland Galway, Ghent University, University of Göttingen, University of Groningen, University of Tartu, and Uppsala University).

Students will learn how to design survey research according to their ideas and desired subtopic of equity, in intercultural groups from interdisciplinary perspective. In the course, students will develop disciplinary and transversal skills.

Regarding the disciplinary skills, students will broaden their understanding of challenges of different dimensions of equity and get an idea of which topic they want to focus on in their own project. Students will gain knowledge about quantitative and qualitative research methods needed for the implementation of a survey, including sampling and statistical power calculation, which enables students to determine the necessary number of participants for statistical inference. Students will also learn how to conduct cognitive interviews, such that students see if participants understand survey question in the way they had intended it.

Regarding the transversal skills, students will improve their intercultural communication skills as the design of the course requires multinational student groups to constantly interact and work together. Students will also learn how to work in an international academic team and deal with challenges related to such teamwork.

Conditions for passing the course:

The choice of the organization in which the student would like to complete the internship is within his / her competence. It is recommended to consult the choice of the host organization and the form of the internship with the course coordinator. The communication of internships at MZVaEZ SR has its own regime and is announced in April of the academic year for the next one. The internship can be recognized as participation in a research stay / field research / or in a role of research assistance in the research project of the researchers at the home faculty as well as with organizations with which the FSEV UK has signed a Memorandum of Cooperation.

The subject represents an internship in an institution related to the field of study with a minimum length of 10 hours per week (min. 120 hours) during the last semester of study.

Students must submit:

• contract for the provision of a professional traineeship

• a certificate of internship from the organization with a specification of the role and time frame

• short report on the internship itself (experience gained, importance for studying or writing diploma theses)

Rating: A: 91-100 points; B: 81-90 points; C: 73-80 points; D: 66-72 points; E: 60-65 points; Fx: 0-59 points

Learning outcomes:

Students will gain practical experience from the application of acquired theoretical and scientific knowledge in their fields of study. The application of knowledge in a specific topic or experience in providing specific skills will broaden their possibility to be successful at job market

Recommended literature:

Doboš, B. (2019). Geopolitics of the Outer Space: European perspective. Cham, Switzerland: Springer

Froehlich, A. (ed.)(2018). Post 2030-Agenda and the Role of Space: The UN 2030 Goals and Their Further Evolution Beyond 2030 for Sustainable Development. Cham, Switzerland: Springer International Publishing

Froehlich, A.; & Tăiatu, C.M. (2020). Space in Support of Human Rights. Cham, Switzerland: Springer Nature

Iacomino, C. (2019). Commercial Space Exploration Potential Contributions of Private Actors to Space Exploration Programmes. Cham, Switzerland: Springer

Paladini, S. (2019). The New Frontiers of Space: Economic Implications, Security Issues and Evolving Scenarios. Cham, Switzerland: Palgrave Macmillan.

Pelton, J.N. (2013). Space Debris and Other Threats from Outer Space. New York: Springer.

Vernile, A. (2018). The Rise of Private Actors in the Space Sector. Cham: Springer International Publishing

The course is based on ongoing assessment, and students are encouraged to prepare continuously

on lectures and seminar sessions.

20% Case study presentation

o Students will provide a brief factual overview including background, key actors, and events, followed by a critical analysis linking the chosen case to international space law, geopolitical implications, or ethical concerns related to AI, and conclude with three discussion questions designed to engage peers.

40% final paper

o Students shall choose one of the topics connected with the latest development in outer space. The paper should critically examine regulatory frameworks, challenges, or emerging trends, clearly demonstrating the student's analytical perspective.

20% Seminar activities

o Students earn points weekly by actively contributing to seminar tasks, interactive exercises, or group activities that practically demonstrate their acquired knowledge.

20% active participation

o Active participation is directly linked to discussion after the presentation of the case studies and further seminar activities. Active participation includes consistent engagement in seminar discussions, contributing thoughtful insights or raising relevant questions.

The course is graded entirely through preliminary assessment of students' work throughout the term, there is no final exam.

Students are entitled to a maximum of 2 absences, which have to be justified according to the Code of Studies. Plagiarism results in an automatic grade of Fx.

Rating: A: 100-91 points; B: 90-81 points; C: 80-73 points; D: 72-66 points; E: 65-60 points; Fx: 59-0 points

Course contents:

1) Historical overview – start of outer space exploration, cold war, space race, post war development

2) Legal system and general principles

3) Governance of the Global Commons: The Deep Seabed, the Antarctic, Outer Space – global space governance

4) Environmental policies and space debris

5) Cooperative Security Regime in Outer Space (ISS)

6) Digitalization in space research

7) Commercialization of outer space, non-state entities

8) Global South vs. Global North

9) SDGs and outer space

10) Geopolitics of outer space

11) European Space policy

12) Human rights

Learning outcomes:

Students will gain information in the area of International space law regarding regulations, norms, principles and implementation in specific research areas.

They will become familiar with the international legal regulation of outer space in connection to current challenges and socio-economic development. The aim of the course is to enable students to understand the historical events, which led to creation of international legal system governing one of global commons, outer space. Students will learn to discuss international relations topic in association with the development of outer space, critically assess role of outer space in tackling issues on the Earth, or evaluate involvement of non-state entities in current space regime, particularly focusing on the EU role and its member states.

Recommended literature:

Boucoyannis, Deborah. 2015. No Taxation of Elites, No Representation: State Capacity and the Origins of Representation. Politics & Society 43 (3): 303–332.

Brown, Mark. 2009. Science in Democracy: Expertise, Institutions, and Representation. Cambridge, MA: The MIT Press.

Castiglione, Dario & Johannes Pollak. Eds. 2018. Creating Political Presence: The New Politics of Democratic Representation. University of Chicago Press.

Dahl, Robert. 1989. Democracy and its critics. New Haven: Yale University Press.

Disch, Lisa. 2011. Toward a Mobilization Conception of Democratic Representation. American Political Science Review 105 (1): 1-15.

Disch, Lisa et al. eds. 2019. Constructivist Turn in Political Representation. Edinburgh: Edinburgh University Press.

Disch, Lisa. 2021. Making Constituencies: Representation as Mobilization in Mass Democracy. Chicago: University of Chicago Press.

Dovi, Suzanne. 2007. The Good Representative, New York: Wiley-Blackwell Publishing.

Eriksen, Erik O. 2009. The Unfinished Democratization of Europe. Oxford: Oxford University Press.

Guinier, Lani. 1994. Tyranny of the Majority: Fundamental Fairness in Proportional Representation. New York: Free Press.

Htun, Mala. 2004. Is Gender like Ethnicity? The Political Representation of Identity Groups. Perspectives on Politics 2 (3): 439-458

Innerarity, Daniel. 2018. Democracy in Europe: A Political Philosophy of the EU. Palgrave Macmillan.

Krook, Mona Lena. 2009. Quotas for Women in Politics: Gender and Candidate Selection Worldwide. Oxford: Oxford University Press.

Kuper, Andrew. 2004. Democracy Beyond Borders: Justice and Representation in Global Institutions. Oxford: Oxford University Press.

Lord, Christopher and Johannes Pollak. 2010. The EU's many representative modes: Colliding? Cohering? Journal of European Public Policy 17 (1): 117-136.

Mair, Peter. 2013. Ruling the Void: The Hollowing of Western Democracy. London: Verso.

Manin, Bernard. 1997. Principles of Representative Democracy. Cambridge: Cambridge University Press.

Manow, Phillip. 2010. In the King's Shadow: The Political Anatomy of Democratic Representation. Cambridge: Polity.

Mansbridge, Jane. 1999. Should Blacks Represent Blacks and Women Represent Women? A Contingent ‘Yes’. Journal of Politics 61(3): 628-657.

Mansbridge, Jane. 2003. Rethinking representation. American Political Science Review 97 (4): 515-528.

Mansbridge, Jane. 2009. A “Selection Model” of Political Representation. The Journal of Political Philosophy 17 (4): 369-398.

Näsström, Sofia. 2015. Democratic representation beyond election. Constellations 22 (1): 1-12.

Phillips, Anne 1995. The Politics of Presence. Oxford: Oxford University.

Pitkin, Hanna Fenichel. [1967] 1972. The concept of representation. Berkeley, CA: The University of California Press.

Plotke, David. 1997. Representation is Democracy. Constellations. 4 (1): 19-34.

Przeworski, Adam, Susan C. Stokes, and Bernard Manin (eds.). 1999. Democracy, Accountability, and Representation. New York: Cambridge University Press.

Przeworski, Adam. 2010. Democracy and the Limits of Self-Governance. Cambridge: Cambridge University Press

Rehfeld, Andrew. 2005. The Concept of Constituency: Political Representation, Democratic Legitimacy, and Institutional Design. Cambridge: Cambridge University Press.

Rehfeld, Andrew. 2006. Towards a General Theory of Political Representation. The Journal of Politics 68 (1): 1-21.

Rehfeld, Andrew. 2009. Representation Rethought: On Trustees, Delegates, and Gyroscopes in the Study of Political Representation and Democracy. American Political Science Review, 103 (2): 214- 230.

Rehfeld, Andrew. 2018. On Representing. Journal of Political Philosophy. 26(2): 216-239.

Rittberger, Berthold. 2005. Building Europe's Parliament - Democratic Representation beyond the Nation State. Oxford: Oxford University Press.

Runciman, David. 2007. The Paradox of Political Representation. The Journal of Political Philosophy 15 (1): 93-114.

Saward, Michael. 2010. The Representative Claim. Oxford: Oxford University Press.

Shapiro, Ian, Susan C. Stokes, Elisabeth Jean Wood, Alexander S. Kirshner, eds. 2009. Political Representation. Cambridge: Cambridge University Press.

Smith, Graham. 2009. Democratic Innovations: Designing Institutions for Citizen Participation. Cambridge: Cambridge University Press.

Stasavage, David. 2010. When Distance Mattered: Geographic Scale and the Development of European Representative Assemblies. American Political Science Review, 104: 625-634.

Stasavage, David. 2016. Representation and consent: Why they arose in Europe and not elsewhere. Annual Review of Political Science 19 (1): 145–162

Stasavage, David. 2020. The Decline and Rise of Democracy: A Global History from Antiquity to Today. Princeton University Press.

Tormey, Simon. 2015. The End of Representative Politics. Cambridge: Polity Press.

Vieira, Monica Brito & David Runciman. 2008. Representation. Cambridge: Polity Press

Urbinati, Nadia. 2006. Representative Democracy: Principles and Genealogy. Chicago: The University of Chicago Press.

Urbinati, Nadia and Mark E. Warren. 2008. The Concept of Representation in Contemporary Democratic Theory. Annual Review of Political Science 11 (1): 387-412.

Young, Iris Marion. 2000. Inclusion and democracy. Oxford: Oxford University Press.

Williams, Mellisa. 1998. Voice, Trust, and Memory: Marginalized Groups and the Failings of Liberal Representation. Princeton, NJ: Princeton University Press.

Wolkenstein, Fabio & Wratil, Christopher. 2021. Multidimensional representation. American Journal of Political Science 65 (4): 862-876.

Conditions for passing the course:

The course is based on ongoing assessment and students are encouraged to continuously prepare for weekly meetings and seminar discussions.

Class participation, seminar work with weekly readings – 55 %

Research paper – 45%

Any plagiarism will result in an automatic Fx.

Rating: A: 91-100 points; B: 81-90 points; C: 73-80 points; D: 66-72 points; E: 60-65 points; Fx: 0-59 points

Course contents:

The course is centered around discussions of weekly readings which cover these topics:

Part I. Historical Development

• Week 1: Introduction. What is representation. What is political representation. The connection between representation and democracy. Introducing some basic terminology. Course overview.

• Week 2: Direct Democracy and Representation in Ancient Greece & Medieval Times (Manin 1997);

• Week 3: Development of Representative Assemblies: Geography and Elections (Manin 1997; Stasavage 2010, 2020);

• Week 4: The Birth of the Modern: Hobbes, Rousseau, Sieyes, & Burke on Representation

Part II. The Concept of Political Representation

• Week 5: Hanna Pitkin’s Concept of Political Representation (Pitkin 1972);

• Week 6: Constituency, Electoral Rules, and Representation: Problems of Institutional Design (Rehfeld 2005);

• Week 7: Representing diversity: race, ethnicity, gender (Young 2000);

• Week 8: Quotas (Htun 2004; Krook 2009; Mansbridge 1999; Phillips 1995)

Part III. Political Representation Today

• Week 9: Expanding the Concept of Representation and the Challenges of Post-Democracy (Mansbridge 2003, 2009; Urbinati 2006);

• Week 10: Constructivist Turn and the Mobilization Conception of Representation (Disch 2021);

• Week 11: Representation Beyond the Parliament: Non-Electoral Forms of Representation & Innovations for Citizen Participation (Saward 2010; Smith 2009);

• Week 12: Trans-national & International Actors: Democracy, Multilevel Governance, and Political Representation.

Learning outcomes:

Students will develop knowledge of the concept of political representation, both through a historical and a conceptual lens. They will learn how to differentiate between various conceptions of representation as they developed. Based on theoretical knowledge they will develop how to critically explore the normative question of good and fair representation in a democracy, the issues of institutional design, and the representation of the full diversity of modern societies. Finally, they will practice how to investigate current practices of representation, often enacted beyond the parliaments and the states, and how political theory currently reconciles the ideals of democracy with the necessities of delegation. By the end of the course, students will be able to identify main historical developments and critically engage the concepts of political representation. They should also be able to make arguments and critically engage normative issues connected with democratic representation and the institutional mechanisms available for their best realization.

Recommended literature:

Astapova, Anastasiya, Onoriu Colăcel, Corneliu Pintilescu, and Tamás Scheibner, eds. 2020. Conspiracy Theories in Eastern Europe: Tropes and Trends. Routledge.

Basham, Lee. 2001. Living with the conspiracy. The Philosophical Forum 32(3): 265–280.

Barkun, Michael. 2013. A Culture of Conspiracy: Apocalyptic Visions in Contemporary America. Berkeley, CA: University of California Press.

Bergmann, Eirikur. 2018. Conspiracy & Populism: The Politics of Misinformation. Springer.

Boltanski Luc. 2014. Mysteries and Conspiracies: Detective Stories, Spy Novels and the Making of Modern Societies. Cambridge: Polity Press.

Bratich, Jack. 2008. Conspiracy Panics: Political Rationality and Popular Culture. SUNY Press.

Brotherton, Rob. 2015. Suspicious Minds: Why We Believe Conspiracy Theories. London: Bloomsbury.

Butter, Michael, and Peter Knight, eds. 2020. Routledge Handbook of Conspiracy Theories. Routledge.

Byford, Jovan. 2011. Conspiracy Theories: A Critical Introduction. Springer.

Cassam, Quassim. 2020. Konspirační teorie. Praha: Filosofia.

Cíbik, Matej, and Pavol Hardoš. 2020. Conspiracy Theories and Reasonable Pluralism. European Journal of Political Theory.

Clarke, Steve. 2002. Conspiracy theories and conspiracy theorizing. Philosophy of the Social Sciences 32(2): 131–150.

Coady, David, ed. 2006. Conspiracy Theories: The Philosophical Debate. Aldershot: Ashgate.

deHaven-Smith, Lance. 2013. Conspiracy Theory in America. Austin: University of Texas Press.

Dentith, Matthew R.X. 2014. The Philosophy of Conspiracy Theories. New York: Palgrave Macmillan.

Douglas, Karen, Joseph Uscinski, Robbie Sutton, et al. 2019 Understanding conspiracy theories. Political Psychology 40(S1): 3–35.

Farkas, Johan, and Jannick Schou- 2019. Post-truth, fake news and democracy: Mapping the politics of falsehood. Routledge.

Fenster, Mark. 2008 [1999]. Conspiracy Theories: Secrecy and Power in American Culture. Minneapolis: University of Minnesota Press.

Graff, Agnieszka, and Elżbieta Korolczuk. 2022. Anti-Gender Politics in the Populist Moment. Taylor & Francis.

Hanebrink, Paul. 2018. A Specter Haunting Europe: The Myth of Judeo-Bolshevism. Harvard University Press.

Hofstadter, Richard. 1964. The paranoid style in American politics, in The Paranoid Style in American Politics and Other Essays, pp. 3–40. Cambridge, MA: Harvard University Press.

Hristov, Todor. 2019. Impossible Knowledge: Conspiracy Theories, Power, and Truth. Routledge.

Husting, Ginna and Martin Orr. 2007. Dangerous machinery: ‘Conspiracy theorist’ as a transpersonal strategy of exclusion. Symbolic interaction 30(2): 127–150.

Jackson, Paul, and Anton Shekhovtsov, eds. 2014. The post-war Anglo-American far right: A special relationship of hate. Springer.

Jamin, Jerome. 2018. Cultural Marxism: A Survey. Religion Compass 12 (1-2): 1-12.

Jane, Emma and Chris Fleming. 2014. Modern Conspiracy: The Importance of Being Paranoid. London: Bloomsbury.

Keeley, Brian. 1999. Of conspiracy theories. The Journal of Philosophy 96(3): 109–126.

Keeley, Brian. 2007. God as the ultimate conspiracy theory. Episteme 4(2): 135–149.

Marchlewska, Marta, Aleksandra Cichocka, Filip Łozowski, Paulina Górska, and Mikołaj Winiewski. 2019. In search of an imaginary enemy: Catholic collective narcissism and the endorsement of gender conspiracy beliefs. The Journal of Social Psychology 159 (6): 766-779.

Muirhead, Russell & Nancy Rosenblum. 2019. A Lot of People Are Saying: The New Conspiracism and the Assault on Democracy. Princeton University Press.

O'Connor, Cailin, and James Owen Weatherall. 2019. The Misinformation Age: How False Beliefs Spread. Yale University Press.

Olmsted, Kathryn. 2009. Real Enemies: Conspiracy Theories and American Democracy, World War I to 9/11. Oxford University Press.

Önnerfors, Andreas, and André Krouwel, eds. 2021. Europe: Continent of Conspiracies: Conspiracy Theories in and about Europe. Routledge.

Panczová, Zuzana. 2017. Konšpiračné Teórie: Témy, Historické Kontexty a Argumentačné Stratégie. VEDA a Ústav etnológie SAV.

Pigden, Charles. 2007, Conspiracy theories and the conventional wisdom. Episteme 4(2): 219–232

Pomerantsev, Peter. 2014. Nothing Is True and Everything Is Possible: The Surreal Heart of the New Russia. London: Faber and Faber.

Pomerantsev, Peter. 2019. This is Not Propaganda: Adventures in the War Against Reality. London: Faber & Faber.

van Prooijen, Jan-Willem. 2018. The Psychology of Conspiracy Theories. Routledge.

Sim, Stuart. 2019. Post-Truth, Scepticism & Power. Springer.

Stanley, Jason. 2015. How Propaganda Works. Princeton University Press.

Sunstein, Cas and Adrian Vermeule. 2009. Conspiracy theories: Causes and cures. Journal of Political Philosophy 17(2): 202–227.

Thalmann, Katharina. 2019. The Stigmatization of Conspiracy Theory Since the 1950s: “A Plot to Make Us Look Foolish”. Routledge.

Uscinski, Joseph and Joseph Parent. 2014. American Conspiracy Theories. Oxford: Oxford University Press

Uscinski, Joseph, ed. 2018. Conspiracy Theories and the People Who Believe Them. Oxford University Press.

Walker, Jesse. 2013. The United States of Paranoia: A Conspiracy Theory. New York: HarperCollins

Yablokov, Ilya. 2018. Fortress Russia: Conspiracy Theories in the Post-Soviet World. John Wiley & Sons.

Conditions for passing the course:

The course is based on ongoing assessment and students are encouraged to continuously prepare for weekly meetings and seminar discussions.

Class participation, seminar work with weekly readings – 55 %

Research paper – 45%

Any plagiarism will result in an automatic Fx.

Rating: A: 91-100 points; B: 81-90 points; C: 73-80 points; D: 66-72 points; E: 60-65 points; Fx: 0-59 points

Course contents:

The course is centered around discussions of weekly readings which cover these topics:

• What is a conspiracy theory?

• Philosophy of conspiracy theories

• Conspiracy theories in popular culture

• Conspiracy theories, rumors, and folklore

• Conspiracy theories and religion

• History of conspiracy theories (Freemasons, Illuminati, Anti-Semitism and Judeo-Bolshevism)

• US conspiracism

• Conspiracies in Europe and elsewhere

• Psychology of conspiracism

• Social media, fake news, and the spread of conspiracy theories

• Conspiracy theories in politics: populism, partisanship, and motivated reasoning

• Conspiracy theories as political propaganda

• Current far-right conspiracy theories (Cultural Marxism, Gender Ideology, the Great Replacement)

• Living with conspiracy theories

Learning outcomes:

The course’s objective help students to understand the emergent field of conspiracy studies. Students will develop skills how to examine the emergence of conspiracy theories as a distinct field of knowledge from a historical perspective and how this field went from the mainstream to the stigmatized fringes of culture and politics. They will learn about the conceptual battles over defining what a conspiracy theory means and how the label itself can be used for political exclusion and suppression of minority voices. They will build up the skills to investigate various historical conspiracy theories and their impact on broader culture, society, and politics. The course also aims to familiarize students with the latest findings about psychological motivations to accept conspiracy beliefs and the effects of political partisanship on conspiracy ideation. Students will then focus on the political impact and the uses of conspiracy theorizing in political communication and political propaganda, especially on the far-right political spectrum.

By the end of the course, students should be familiar with the philosophical problem of defining and recognizing conspiracy theories, the cultural studies and anthropology views on the place of conspiracies in human imagination, but also with the findings from psychology and political science about motivated reasoning. Students should also be able to critically engage issues connected with conspiracy theorizing and its studies and to conduct their own analysis of a phenomenon connected to the broader topic of conspiracism.

Recommended literature:

Field, A. P., Miles, J., & Field, Z. (2012). Discovering statistics using R. London; Thousand Oaks, CA: Sage.

Fogarty, B. J. (2019). Quantitative social science data with R: An introduction. London: SAGE.

Hendl, J. (2015). Přehled statistických metod: Analýza a metaanaýza dat. Praha: PORTÁL.

Littvay, L., Moise, A., Fabo, B., Batrićević, N., & Stankov, N. (n.d.). Introduction to R. Retrieved 27 January 2022, from https://levente.littvay.hu/granada/fullRclass.html

Navarro, D. (2022). Learning statistics with R: A tutorial for psychology students and other beginners (Version 0.6). Retrieved from https://learningstatisticswithr.com/lsr-0.6.pdf

Pollock, P. H., & Edwards, B. C. (2018). An R companion to political analysis (Second edition). Thousand Oaks, California: CQ Press.

Thulin, M. (2021). Modern statistics with R: From wrangling and exploring data to inference and predictive modelling. EOS Chasma Press. Retrieved from http://www.modernstatisticswithr.com/

Conditions for passing the course:

Students will develop their own simple analytical group project, working in groups of two to answer a policy-relevant question using one of the provided simple training datasets. The first milestone (due mid semester) will contain a clear description of the question to be addressed as well as a detailed overview of the data and descriptive statistics using one the provided training datasets. In the second deliverable, students will develop methodology and apply a statistical technique covered in the class. All projects will be presented to the class in the last week.

Deliverables:

1. 2-4 page overview of the puzzle and data (due mid-semester) = 30 points

1. Presentation of the findings (final week) = 20 points

2. 8-10 page final analytical report (exam period) = 50 points

Rating: A: 91-100 points; B: 81-90 points; C: 73-80 points; D: 66-72 points; E: 60-65 points; Fx: 0-59 points

Course contents:

1. Introduction; 2. Getting started with R and R Studio; 3. Intro to working in R Studio; 4. Descriptive statistics; 5. Transformation of variables; 6. Missing values; 7.Reading week; 8. Data visualization; 9. Hypothesis testing; 10. Means comparison; 11. Recapitulation; 12. Project presentations

Learning outcomes:

• Students will be able to manage, visualize and analyze their data using the R programming language

• Highly interactive “learning by doing” approach will enable students to better internalize theoretical statistical concepts

• Students will be guided in their first steps on the road to gain basic programming competence

Recommended literature:

Field, A. P., Miles, J., & Field, Z. (2012). Discovering statistics using R. London; Thousand Oaks, CA: Sage.

Fogarty, B. J. (2019). Quantitative social science data with R: An introduction. London: SAGE.

Hendl, J. (2015). Přehled statistických metod: Analýza a metaanaýza dat. Praha: PORTÁL.

Littvay, L., Moise, A., Fabo, B., Batrićević, N., & Stankov, N. (n.d.). Introduction to R. Retrieved 27 January 2022, from https://levente.littvay.hu/granada/fullRclass.html

Navarro, D. (2022). Learning statistics with R: A tutorial for psychology students and other beginners (Version 0.6). Retrieved from https://learningstatisticswithr.com/lsr-0.6.pdf

Pollock, P. H., & Edwards, B. C. (2018). An R companion to political analysis (Second edition). Thousand Oaks, California: CQ Press.

Thulin, M. (2021). Modern statistics with R: From wrangling and exploring data to inference and predictive modelling. EOS Chasma Press. Retrieved from http://www.modernstatisticswithr.com/

Conditions for passing the course:

Students will develop their own research group project (groups of 3) in three deliverables using real datasets. Students will be given a list of some freely available datasets to choose from, but they will be free to use any other dataset that is relevant to the research puzzle. The first deliverable (due mid semester) will contain a clear description of the puzzle to be addressed as well as the description of the data, descriptive statistics and explanation of the methodological approach to be applied. In the second deliverable, students will prepare and present a non-technical report of their initial findings. Projects will be presented to the class in the presence of a professional analyst. In the final deliverable, students will deliver a fully documented outcomes of the analytical exercise.

Deliverables

• 5 page research design document with descriptives (due mid-semester) = 30 points

• Non-technical presentation of findings (due final week) = 20 points

• 8-10 page final research report (exam period) = 50 points

Rating: A: 91-100 points; B: 81-90 points; C: 73-80 points; D: 66-72 points; E: 60-65 points; Fx: 0-59 points

Course contents:

1.Introduction/recap from Statistics I; 2. Scripts, loops, conditionals; 3. Functions, principles of coding; 4. Crosstabs; 5. Parametric and non-parametric tests; 6. Reading week; 7. ANOVA; 8. Linear regression; 9. Model diagnostics; 10. Non-linear regression; 11. Factor analysis; 12. Recap

Learning outcomes:

• Students will be able to independently run a technically correct analysis on real datasets

• Students will master the basic programming skills (loops, functions, conditionals)

• Students will learn to present findings based on a statistical analysis in a report format ready-made for technical and non-technical audiences

Odporúčaná literatúra:

Arundel, A. (2023). How to design, implement and analyse a survey. Edward Elgar Publishing.

Babbie, E. R. (2011). The basics of social research (5th edition). Australia; Belmont, CA: Wadsworth / Cengage Learning.

Benes, V., & Drulák, P. (Eds.). (2020). Metodologie výzkumu politiky. Praha: SLON.

Bueno de Mesquita, E., & Fowler, A. (2021). Thinking clearly with data: A guide to quantitative reasoning and analysis. Princeton: Princeton University Press.

Bryman, A., & Bell, E. (2019). Social research methods (5th Canadian edition). Oxford University Press.

Coolican, H. (2014). Research methods and statistics in psychology (6th edition). London; New York, NY: Psychology Press.

Crano, W. D., Brewer, M. B., & Lac, A. (2014). Principles and methods of social research (Third edition). New York, NY: Routledge.

Crump, M. J. C., & Navarro, D. J. (2018). Answering questions with data: Introductory statistics for psychology students. Retrieved from https://crumplab.github.io/statistics/

Crump, M. J. C., Price, P. C., Jhangiani, R., Chiang, I.-C. A., & Leighton, D. C. (2017). Research methods for psychology. Retrieved from https://crumplab.github.io/ResearchMethods/

Fogarty, B. J. (2019). Quantitative social science data with R: An introduction. London: SAGE.

Galvan, M., & Pyrczak, F. (2024). Writing empirical research reports: A basic guide for students of the social and behavioral sciences (9th edition). Routledge Taylor & Francis Group.

Huntington-Klein, N. (2022). The effect: An introduction to research design and causality. BocaRaton, FL: CRC Press.

Kellstedt, P. M., & Whitten, G. D. (2013). The fundamentals of political science research (2nd edition). Cambridge: Cambridge University Press.

Kline, R. B. (2020). Becoming a behavioral science researcher: A guide to producing research that matters (Second edition). New York, NY: The Guilford Press.

Pollock, P. H. (2020). The essentials of political analysis (Sixth Edition). Washington, D.C: CQ Press.

Rich, R. C., Brians, C. L., Manheim, J. B., & Willnat, L. (2018). Empirical political analysis Quantitative and qualitative research methods (9th edition). New York: Routledge.

Spiegelhalter, D. (2019). The art of statistics: Learning from data. London: Pelican

The course consists of 10 assignments during the semester and 1 final assignment at the end of the semester’s teaching period. The necessary precondition for successful undertaking of these assignments and final assignment is class attendance. Students are not allowed to submit assignments without being present in the class.

Students are expected to prepare 10 assignments during the semester. In each assignment, they will practice the grasping of elements of the research process including operationalization, formulation of hypothesis, sampling, data description, questionnaire design, hypothesis testing, data analysis, interpretation of results, and open science practices structured in the IMRaD format.

Students will submit the final assignment at the end of the semester. Final assignment will be based on weekly assignments.

Evaluation criteria:

• 10 assignments (1 assignment = 6 points) = 60 points

• 1 final assignment = 40 points

Rating: A: 91-100 points; B: 81-90 points; C: 73-80 points; D: 66-72 points; E: 60-65 points; Fx: 0-59 points

1. Introduction to the course; 2. Research design; 3. Reporting quantitative research in IMRaD format; 4. Data and variables; 5. Summarizing numbers – frequency distribution and central tendency; 6. Sampling; 7. Surveys and questionnaires; 8. Reading week; 9. Experiments and measures of association and causation; 10. Hypotheses; 11. Group comparisons; 12. Regression; 13. Final assignment + Summary of the course

The course presents a practical experience how to conduct quantitative research in political science. Students will learn the following skills:

• how to develop research designs, conceptualizations, operationalizations, hypotheses, research materials and procedures, participants, and various types of statistical analysis used in surveys, experiments, quantitative content analysis, evaluation research or analysis of existing data

• how to report quantitative research in IMRaD (Introduction, Methods, Results, and Discussion) format

• how to understand and interpret quantitative data

• how to distinguish types of variables and how it influences related statistical procedures

• how to apply open science practices in their own research

Acharya, A. and Johnston, A.I. (eds.) (2007), Crafting Cooperation: Regional International

Institutions in Comparative Perspective, Cambridge University Press

Bátora J., Hardacre A. 2012: Regional Institutional Diplomacies in Kerr, P. 2012: Diplomacy in a globalizing world: theories and practices. New York: Oxford University Press, USA

Börzel, Tanja A. Roads to regionalism: genesis, design, and effects of regional organizations. Burlington, VT: Ashgate, 2012. Print.

Bull, Hedley. The anarchical society: a study of order in world politics. New York: Columbia University Press, 1977. Print

Farrell, M., Hettne, B., Van Langenhove, L. (eds.), Global Politics of Regionalism. Theory and Practice, Pluto Press

Hardacre, A. and Smith, M. (2009), ‘The EU And The Diplomacy Of Complex Interregionalism’, The Hague Journal of Diplomacy, vol. 4, no. 2, pp. 167–188

Gilpin, Robert. War and change in world politics. Cambridge: Cambridge University Press, 1981. Print.

Hastrup, T. (2013), ‘EU as Mentor? Promoting Regionalism as External Relations Practice in EU–Africa Relations’, Journal of European Integration, vol. 35, no. 7.

Ikenberry, G. John. Liberal leviathan: the origins, crisis, and transformation of the American world order. Princeton, N.J.: Princeton University Press, 2011. Print.

Jetschke, Anja & Murray, Philomena (2012): Diffusing Regional Integration: The EU and Southeast Asia, West European Politics, 35:1, 174-191

Kagan, Robert. The world America made. New York: Alfred A. Knopf, 2012. Print.

Katzenstein, Peter J.. A world of regions: Asia and Europe in the American imperium. Ithaca, N.Y.: Cornell University Press, 2005. Print.

Keohane, Robert O.. After hegemony: cooperation and discord in the world political economy. Princeton, N.J.: Princeton University Press, 1984. Print.

Lenz, T. (2008), ‘Problematizing the EU’s Model Export to Mercosur– Strategies and

Motivations’, Paper prepared for the GARNET conference “The European Union in

International Aff airs” Brussels, 24–26 April 2008, available from http://goo.gl/OWTb6T

Mansfield, Edward D. and Reinhardt, Eric. Multilateral Determinants of Regionalism: The Effects of GATT/WTO on the Formation of Preferential Trading Arrangements. International Organization, Vol. 57, No. 4 (Autumn, 2003), pp. 829-862

Mukhametdinov, Mikhail. Mercosour and the European Union: Among the Factors of Regional Cohesion. In Cooperation and Conflict 2007 42: 207

Murray, Philomena. Comparative regional integration in the EU and East Asia: Moving beyond integration snobbery International Politics, 2010, 47 (3-4): 309-323

Neumann, Iver B.. Uses of the other: "The East" in European identity formation. Minneapolis: University of Minnesota Press, 1999. Print.

Söderbaum, Frederik and Baert, Francis. Intersecting interregionalism: Regions, Global Governance and the EU. Springer, 2014

Telò, Mario. European Union and new regionalism regional actors and global governance in a post-hegemonic era. 2nd ed. Aldershot, England: Ashgate, 2007. Print.

Tuathail, Gearóid. Critical geopolitics: the politics of writing global space. London: Routledge, 1996. Print.

Wolczuk, K. Dragneva, R. (eds.) Eurasian Economic Integration: Law, Policy and Politics. Edward Elgar Pub, 2013

Wong, Reuben (2012): Model power or reference point? The EU and the ASEAN

Charter, Cambridge Review of International Affairs, 25:4, 669-682

Conditions for passing the course:

Assignments/quizzes during the semester - 40%

Discussant assignment (essay or presentation) - 30%

Final exam – 30%

Rating: A: 91-100 points; B: 81-90 points; C: 73-80 points; D: 66-72 points; E: 60-65 points; Fx: 0-59 points

Theoretical notions of world order, historical types of world order

World order, hegemony and world regions

Conceptualizing regions, contemporary approaches to researching regional integration

Western theories of regional integration and their relevance for studying regionalism globally

Diverse trajectories of regional integration (comparative regionalism)

Regional institutions and regional institutionalization

“New regionalism”, “open regionalism” and the political economy of global regions

Regionalism as a political ideology and project. Regional identity and region building

The role of regions in the post-crisis architecture

Mutual dependence and “structuration” of regional and domestic politics

Interregionalism and relations between the EU and other regional entities.

Learning outcomes:

The students should:

- master the key concepts (world order, region, regionalism) and their most common theoretical

interpretations

- familiarize themselves with a variety of contemporary approaches and perspectives on regions,

including their economic, political, cultural, security and other aspects

- have a general notion of the history and contemporary processes of regional integration in various

regions of the world, and be able to make sense of the key agendas of regional integration

- become acquainted with the methods of comparative regionalism, problems of regional institutions

and regional institutionalization

- have a general notion of the present state of relations between the European Union and other

regional and the EU’s influence on regional processes around the globe

- be able to assess the potential role of regions as building blocks of global order in the wake of

the global economic crisis

Conditions for passing the course:

Assignments and grading:

1. Attendance and participation. This is an interactive course, the best way to learn is to come prepared, and be ready to make constructive contributions to class proceedings. Students are entitled for maximum 2 absences, which have to be justified according to Code of Studies. Three in-class activities will constitute part of the grade.

Weight in grade: 30 %

2. Group project. At the beginning of the semester, students will be divided into groups. During the seminars, these groups will train writing skills related to specific genres of academic communication. They will also learn to provide constructive feedback on each other’s work and act as supportive peers. The groups will keep a diary reflecting on this experience. At the end of the semester, the groups will present their experience to the whole class and submit a short report highlighting the most important lessons learned.

Weight in grade: 30 %

3. Final paper. Students will submit a paper responding to one of the assigned prompts (descriptions of a real life research problem). The wordcount including bibliography will be 3000 words. The paper will include sections addressing the following: methodological and theoretical points of departure; opportunities and limits of the selected approach (what the selected approach can and cannot deliver); student’s self-reflection on their own positionality in the writing process. Detailed instructions will be provided at the beginning of the semester. In the second part of the semester, students will have to seek peer feedback on their work in progress.

Weight in grade: 40 %

Students are entitled for 1 re-take of final paper. Students are entitled for maximum 2 absences, which have to be justified according to Code of Studies.

Rating: A: 91-100 points; B: 81-90 points; C: 73-80 points; D: 66-72 points; E: 60-65 points; Fx: 0-59 points

Course contents:

1. Introduction to the course . Genres of academic communication.

2. Overview of basic elements: language, structure, literature review, designing of collection of new data.

3. Chasing your research problem. Strategies on brainstorming, drafting and organizing your thoughts. Getting over common problems such as procrastination and imposter syndrome.

4. Literature review. Where to start, how to take notes, how to evaluate which sources you have to read. Importance of brainstorming, experimenting and engagement of diversity of genres.

5. Research proposal and research article. Planning your time and resources. Making decisions on what is realistic in given time and context.

6. Language, structure and citation styles (and why do we need them). Understanding perspectives of one’s interlocutors.

7. Peer review and types of feedback. Academic conferences, scholar networks. Preparing an abstract for a conference.

8. Writing shorter genres: Book reviews, Research Memos, Forum contributions.

9. Policy report and policy brief. Translating academic research for wider audiences. Understanding relationships between policy sphere and research sphere.

10. Speaking practice. Presenting your research proposal and work in progress.

11. Editing your own work and preparing it for submission. Checklists and keeping yourself accountable.

12. Final colloquium.

Course description and learning outcomes:

The course aims to strengthen students’ understanding of diverse approaches to writing and training of writers. The seminars and homework assignments should help students improve their ability to communicate with other citizens in academic universe. The skill in focus is writing, although we will pay attention also to related skills: speaking, reading and listening. Course sessions consist of reading-based discussions and practical exercises on more advanced aspects of writing. Upon completion of the course, students should have a better understanding of variety of genres of academic communication (including a book review, policy report, research paper) and specific strategies writers use to communicate their findings and observations. The course places strong emphasis on communicative aspect of the writing process, and students will learn how to seek and provide feedback, how to responsibly contribute to and get the best out of an academic conference and how to connect to wider scholarly networks. Importantly, the course addresses common problems faced by writers at all stages such as procrastination and impostor syndrome.

Recommended literature:

Anderson, Elizabeth. 1999. What Is the Point of Equality? Ethics 109: 287-337.

Barry, Brian. 2001. Culture and Equality, Cambridge and London: Harvard University Press.

Bell, Duncan, ed. 2019. Empire, Race and Global Justice. Cambridge, MA: Cambridge University Press.

Brighouse, Harry. 2004. Justice. Cambridge: Polity Press

Brooks, Thom, and Martha C. Nussbaum, eds. 2015. Rawls's Political Liberalism. New York: Columbia University Press.

Brooks, Thom, ed. 2020. The Oxford Handbook of Global Justice. Oxford: Oxford University Press.

Carens, Joseph. 2013. The Ethics of Immigration. Oxford: Oxford University Press.

Cohen, G. A., 1995. Self-Ownership, Freedom, and Equality. Cambridge: Cambridge University Press.

Cohen, G. A. 2000. If You're an Egalitarian, How Come You’re So Rich? Cambridge, MA: Harvard University Press.

Cohen, G.A. 2008. Rescuing Justice and Equality. Cambridge, MA: Harvard University Press.

Dworkin, Ronald. 2000. Sovereign Virtue: Equality in Theory and Practice. Cambridge, MA: Harvard University Press.

Estlund, David. 2019. Utopophobia: On the Limits (If Any) of Political Philosophy. Princeton, NJ: Princeton University Press.

Forrester, Katrina. 2019. In the Shadow of Justice: Postwar Liberalism and the Remaking of Political Philosophy. Princeton, NJ: Princeton University Press.

Freeman, Samuel. 2007. Rawls. London: Routledge.

Hampton, Jean. 1997. Political Philosophy. Boulder, Colorado: Westview Press

Hirschmann, Nancy. 2003. The Subject of Liberty: Toward a Feminist Theory of Freedom. Princeton, NJ: Princeton University Press.

Kaufman, Alexander. 2018. Rawls's Egalitarianism. Cambridge: Cambridge University Press.

Kis, János ed. 1997. Současná politická filosofie (Sborník textů). Praha: Oikoymenh.

Kymlicka, Will. 2002. Contemporary Political Philosophy: An Introduction, 2nd Ed. Oxford: Oxford University Press.

Kymlicka, Will. 1995. Multicultural Citizenship: A Liberal Theory of Minority Rights. Oxford: Clarendon Press.

Lippert-Rasmussen, Kasper. 2015. Luck Egalitarianism. London: Bloomsbury Publishing.

Mills, Charles W. 2017. Black Rights/White Wrongs: The Critique of Racial Liberalism. Oxford: Oxford University Press.

Nozick, Robert. 1974. Anarchy, State, and Utopia. New York: Basic Books.

Nussbaum, Martha. 1999. Sex and Social Justice. Oxford: Oxford University Press.

Okin, Susan Moller. 1991. Justice, Gender and the Family. New York: Basic Books

Parekh, Bhikhu. 2000. Rethinking Multiculturalism: Cultural Diversity and Political Theory. Cambridge, MA: Harvard University Press.

van Parijs, Philippe, and Yannick Vanderborght. 2017. Basic Income: A Radical Proposal for a Free Society and a Sane Economy. Cambridge. MA: Harvard University Press.

Phillips, Anne. 2007. Multiculturalism without Culture. Princeton, NJ: Princeton University Press.

Phillips, Anne. 2021. Unconditional Equals. Princeton, NJ: Princeton University Press.

Quong, Jonathan. 2011. Liberalism without Perfection. Oxford: Oxford University Press.

Rawls, John. 1971. A Theory of Justice. Cambridge: Harvard University Press, rev. ed. 1999.

Rawls, John. 1993. Political Liberalism. New York: Columbia University Press.

Rawls, John. 1999. The Law of Peoples. Cambridge: Harvard University Press.

Rawls, John. 2001. Justice as Fairness: A Restatement, ed. by Erin Kelly, Cambridge: Harvard University Press.

Robeyns, Ingrid. 2017. Wellbeing Freedom and Social Justice: The Capability Approach Re-Examined. Cambridge: Open Book Publishers.

Scanlon, T. M. 2018. Why Does Inequality Matter? Oxford: Oxford University Press.

Schouten, Gina. 2019. Liberalism, Neutrality, and the Gendered Division of Labor. Oxford: Oxford University Press.

Shapiro, Ian. 2018. Morální základy politiky. Praha: Karolinum.

Smart, J.C.C. & Williams, Bernard. 1973. Utilitarianism: For and Against. Cambridge: Cambridge University Press.

Song, Sarah. 2007. Justice, Gender, and the Politics of Multiculturalism. Cambridge: Cambridge University Press.

Swift, Adam and Stephen Mulhall. 1996. Liberals and Communitarians, 2nd Ed. Oxford: Blackwell.

Taiwo, Olufemi O. 2022. Reconsidering Reparations. Oxford: Oxford University Press.

Tan, Kok-Chor. 2022. What Is This Thing Called Global Justice? 2nd Ed. London: Routledge.

Thomas, Alan. 2016. Republic of Equals: Predistribution and Property-Owning Democracy. Oxford: Oxford University Press.

Tomasi, John. 2012. Free Market Fairness. Princeton, NJ: Princeton University Press.

Vrousalis, Nicholas. 2015. The Political Philosophy of G.A. Cohen: Back to Socialist Basics. London: Bloomsbury.

Weithman, Paul. 2010. Why Political Liberalism? On John Rawls's Political Turn. Oxford: Oxford University Press.

Wolff, Jonathan. 2016. An Introduction to Political Philosophy, 3rd Edition. Oxford: Oxford University Press.

Young, Iris Marion. 1990. Justice and the Politics of Difference. Princeton, NJ: Princeton University Press.

Conditions for passing the course:

The course is based on ongoing assessment and students are encouraged to continuously prepare for lectures and seminar discussions.

Class participation, seminar work with weekly readings – 30 %

Midterm test, final test – 40%

Research paper – 30%

Any plagiarism will result in an automatic Fx.

Rating: A: 91-100 points; B: 81-90 points; C: 73-80 points; D: 66-72 points; E: 60-65 points; Fx: 0-59 points

Course contents:

Week 1: Introduction and course overview: What is political philosophy? The is vs ought in politics. The nature and methods of normative theorizing. What are utopias for? Introduction of some basic concepts;

Week 2: Utilitarianism: Utilitarianism as a moral and political doctrine. What is utility? Is utilitarianism coherent? Should we be ‘effective altruists’?;

Week 3: Liberal Equality – ‘Justice as Fairness’: Introducing Rawls’ A Theory of Justice, its importance and position in the current world of philosophy, the nature of the argument presented, methodological outline of his main arguments. Distributive justice and Rawls’ 2 principles of justice;

Week 4: Liberal Equality – ‘Equality of What?’: What is the ‘currency’ of distributional justice: primary goods (Rawls), capabilities (Sen & Nussbaum), welfare? Ronald Dworkin and Equality of Resources. The role of resources and responsibility in theories of justice. Luck-egalitarian theories;

Week 5: Democratic Equality – Equality beyond distribution: doubts about equality as a normative ideal: prioritarianism (Parfit), sufficientarianism (Frankfurt), What is the point of equality: unconditional equals (Phillips), relational egalitarianism (Anderson) recognizes both status and material resources. Justice and the politics of difference, faces of oppression, and the myth of meritocracy (Young);

Week 6: Economic Liberty and Libertarian Justice: Robert Nozick and libertarian critique of Rawls. Liberty, self-ownership and the entitlement theory of justice. Hayek and the classical liberal view of economic freedom. Is justice possible under a free market? Liberalism vs libertarianism;

Week 7: Rescuing Equality from Liberals – G.A. Cohen and the Socialist Critique: G.A.Cohen on equality, incentives, and personal morality. Egalitarian critique of Rawlsian liberal equality, the difference principle, and inequality incentives. “If you are egalitarian, how come you are so rich?” What is the egalitarian ethos? Is socialism possible?;

Week 8: Making Justice Happen – Proposals for a better world: universal grants – stakeholding (Ackerman) and universal basic income (van Parijs); property-owning democracy (Rawsl), reparations;

Week 9: Gender and Justice: Do political theories neglect the importance of gender in the society? Rethinking family and justice. Male-bias and the liberal theory responses to feminist critiques (Okin, Nussbaum, Rawls);

Week 10: Liberal Neutrality vs. Perfectionism: Liberal perfectionism: state fostering individual autonomy (Raz). The liberal requirement that state be neutral between differing conceptions of the good. The idea of Public Reason and Rawlsian Political Liberalism. Should the state be neutral? Can it? (Rawls, Quong, Nussbaum);

Week 11: Multiculturalism – Justice in Culture and Religion: Should some cultural and religious practices be treated differently from others? Diversity of cultures and religions in a democratic society and what makes them special. Issues of multiculturalism and the legitimacy of cultural accommodation (Barry, Parekh, Kymlicka, Song);

Week 12: Global Justice: Partiality and cosmopolitanism. The issues of global justice. The proper scope of justice and the division of responsibility between states and the international system. Justice in immigration, the case for open borders (Carens). Ethics of climate change.

Learning outcomes:

Students learn basic facts and frameworks of modern political philosophy and will be able to build up critical explorations of key topics in modern political philosophy pertaining to social justice and equality. By the end of the course, students will be able to: evaluate key concepts related to political philosophy of justice; identify the main arguments, positions, and approaches; evaluate and contrast normative arguments and construct their own arguments in political philosophy; and learn to implement theoretical and conceptual tools of political philosophy in the analysis of empirical cases.

Recommended literature:

Ivan T. Berend: The Economics and Politics of European Integration: Populism, Nationalism and the History of the EU (2020)

Richard Pomfret: The Economic Integration of Europe (2021)

Diane Coyle: Markets, State, and People: Economics for Public Policy (2021)

Dermont McCann: The Political Economy of the European Union (2010)

Conditions for passing the course:

The course evaluation combines the ongoing assessment, presentations of the semestral group projects, and the final written exam. Students are encouraged to actively participate on seminar discussions and read the recommended literature.

Structure of the evaluation:

- Evaluation at seminars

o Seminar assignments (24 points): A brief summary of the text recommended for the class, preferably structured around: a) author´s main conclusions, b) main arguments supporting the conclusions, c) discussion with the author´s conclusions. Assignments are to be submitted for each class, 30 minutes before the start of the seminar at the latest. Each student will have evaluated 8 randomly selected assignments.

o Presentation of the assignment and the discussion (15 points): group presentation of the weekly assignment (see above) at the start of the seminar, followed by the class discussion. The evaluation will focus on the presentation of the text and the reactions on questions / comments raised in the discussion.

- Semester group project (16 points): Presentations of the group projects at the end of the semester, based on the selected topics (groups of app. 3 students will be created at the start of the semester). Each group will prepare a project (preferably in ppt format) and present it to the class, followed by the discussion. Evaluation will be based on the content of the project, form of presentation, and the following discussion.

- Final exam (45 points): Written exam with open questions. Exam is compulsory, each student must pass the exam to get the final evaluation. Students are entitled to max 2 re-takes of the exam, based on the Code of Studies.

Students are entitled to max. 2 absences, justified according to the Code of Studies. When absent, students do not need to send their weekly assignments.

Rating: A: 91-100 points; B: 81-90 points; C: 73-80 points; D: 66-72 points; E: 60-65 points; Fx: 0-59 points

Course contents:

Week 1: Role of institutions in the capitalist economy

- Intro to the course, formal requirements

- What is the “political economy”

- Role of institutions in regulating the economy: main paradigmatic positions, concepts, definitions

Week 2: Regulating the trans-national markets

- Regulations on the trans-national markets & special case of the European Union

- EU regulatory institutions

- National and European competences

Week 3: Single currency with fragmented fiscal policies (1)

- Monetary cooperation and monetary union

- EMU and EU

- Single currency and economic convergence

Week 4: Single currency with fragmented fiscal policies (2)

- Fiscal rules: development of the SGP

- Economic governance

- Monetary policy of the ECB

Week 5: Hard & soft regulations: labour markets, social policies

- Employment and social policies in EU countries: integrating varieties of capitalism

- Competences of EU institutions, convergence & divergence of policies under single regime

- Challenges of flexibilization and digitalisation of the labour markets

Week 6: Regulating financial markets

- International and European regulations of fiscal markets

- Banking union

- Case of Brexit and its implications for financial markets

Week 7: Common Agricultural Policy

- Historical perspective on CAP: from corporate to national interests to European policies

- CAP reforms

Week 8: Cohesion policies and EU funds

- Single market and regional, economic, social inequalities

- EU regional funding & discussion on impacts

Week 9: Economic relations with external partners

- Trade and investment policies

- External and internal economic policies (EU industrial policy)

- Transatlantic trade & investment, China

Week 10: Environmental policy

- Development of EU competences in the environmental policy

- Global aspirations, internal divisions (Climate policy)

Week 11: Economic crisis management

- Public debt to Eurozone crisis

- EU/EMU crisis management regimes and institutions

A reading week scheduled for the middle of the course will be used for consultations on the group projects.

Learning outcomes:

Students will gain knowledge of conceptual and analytical tools necessary for understanding the creation and functioning of the economic policies of the European Union:

- Role of institutions and structural conditions in the creation and functioning of the economic policies.

- Development of the selected economic policies of the European Union, i.e., monetary, cohesion, trade, environmental, agricultural policies, regulation of financial markets, management of economic crises.

- Analysis of the external and internal factors shaping the economic policies of the EU.

At the end of the course the students will be able to:

- Understand the functioning of the EU institutions relevant for the economic policies,

- Apply their knowledge to evaluate the functioning and results of the EU economic policies, reactions of the Union to the economic crises,

- Present qualified positions, supported by relevant arguments, on the EU-related economic issues, present positions to current debates about the European integration.

Recommended literature:

Lafferty, W., & Hovden, E. (2003). Environmental policy integration: towards an analytical framework. Environmental Politics, 12(3), pp. 1–22.

Dupont, C., & Oberthür, S. (eds.). (2015). Decarbonization in the European Union: Internal Policies and External Strategies. New York: Palgrave Macmillan.

Adelle, C. (2013). Climate Policy Integration and Environmental Policy Integration: A case of déjà vu?. Environmental Policy and Governance, 23, pp. 1–12.

Oberthür, S., & Dupont, C. (2021). The European Union’s international climate leadership: towards a grand climate strategy?. Journal of European Public Policy, 28(7), pp. 1095-1114.

Delbeke, J., & Vis, P. (eds.). (2019). Towards a climate-neutral Europe: Curbing the trend. London: Routledge.

Conditions for passing the course:

The evaluation of the students in this course is composed of 3 elements combining continuous as well as final preparation of the students.

Active participation on the seminars and fulfillment of seminar assignments – 20%

Research paper proposal (in-class presentation) – 30%

Final (research) paper – 50%

Any form of plagiarism will automatically result in Fx.

Rating: A: 91-100 points; B: 81-90 points; C: 73-80 points; D: 66-72 points; E: 60-65 points; Fx: 0-59 points

Course contents:

1. Introductory session – course objectives and requirements

2. Theoretical background (environmental and climate policy integration)

3. Climate mainstreaming in the European Union

4. Greening of economy (trade, green fiscal and industrial policies)

5. Greening of EU development cooperation

6. Climate considerations in security and defence sector

7. Social dimension and implications of greening: inclusion and just transition

8. Human rights dimension: greening of the human security concept

9. Towards green citizenship: democratisation and behavioural interventions

10. Backslash and critique of green policies – right wing populism and climate scepticism

11. Concluding session – discussion and feedback

Learning outcomes:

The students will gain more complex perspective on the EU green policies, primarily through the understanding of the process and outcomes of the EU green policymaking in policy sectors that are not traditionally associated with the climate agenda. The emphasis is on the development of the students’ analytical skills in context of different policy sectors integration and encouraging thinking ‘outside of box’. The students will gain ability to critically evaluate the diverse implications of the EU green agenda across the various policy sectors, as well as design (and conduct) research on the topic.

Recommended literature:

• Schmidt, V. (2006): Procedural democracy in the EU: The Europeanization of National Sectoral Policy making processes. Journal of European Public Policy, Volume 13, Issue 5

• Sedelmeier, U. (2002): Sectoral dynamics of EU enlargement: advocacy, access and alliances in a composite policy. Journal of European Public Policy, Volume 9/4.

• Tobias Tober & Marius R. Busemeyer (2020): Breaking the link? How European integration shapes social policy demand and supply, Journal of European Public Policy.

• Riccardo Crescenzi, Mara Giua (2016): The EU Cohesion Policy in context: Does a bottom-up approach work in all regions? Environment and Planning A: Economy and Space

https://doi.org/10.1177/0308518X16658291

• Policy documents and briefs provided by the cooperating institutions.

Conditions for passing the course:

The course is based on continuous assessment. It aims in particular to gain practical knowledge of the functioning of sectoral European policies in Slovakia. Evaluation details:

1. Participate in seminars, read, analyze and discuss texts which are assigned "compulsory reading". (20 points)

2. Prepare one presentation (individually or in a team of up to 3 students), which would process a specific assignment for a given policy. (30 points).

3. Write a final thesis / project (2000-2500 words) on a topic related to the course as assigned by the lecturer (50 points).

Students are entitled for maximum 2 absences, which have to be justified according to Code of Studies.

Rating: A: 91-100 points; B: 81-90 points; C: 73-80 points; D: 66-72 points; E: 60-65 points; Fx: 0-59 points

Course contents:

1.Introduction to the course. 2. Basic principles of cohesion policy; 3.Environmental policy; 4.Environmental principles as a cross-cutting priority; 5.EU Common Agricultural Policy; 6.Regional and rural development; 7.Policies of the Recovery and Resilience Plan; 8.Social Themes I, 9.Social Themes II; 10. Competences of the National Council of the SR’ Committee for European Affairs ; 11.-12. Students’ presentations to selected policies; 13. Conclusion, evaluation, feedback

Learning outcomes:

The objective of the course is to share with students experience with the practical functioning of sectoral policies. The course will cover mainly those areas that are not the subject of separate courses, it will focus on five key areas - environmental policy, common agricultural policy; regional and rural development; transport and social issues (employment, long-term care; social benefits etc.). By completing the course EU Sectoral Policies in practice, students will gain a basic orientation in selected sectoral policies - how they are implemented at the national level, what are the main problems, what are the possibilities and what is the practice of using different types of EU funds, etc. Part of the seminars and exercises will be provided by experts from individual ministries, resp. analytical institutions of the given ministries. As special emphasis will be placed on application practice in public policies in the Slovak Republic, graduates will gain the ability to better understand decision-making processes, legislation at the EU level and related national policies, as well as problems and challenges in application practice.

Students will also practice "soft skills" - how to formulate arguments and justifications for their arguments, how to critically evaluate ongoing public or political discussions related to the EU.