A Simulation of the Council of the European Union: Assessment of the Impact on Student Learning

Abstract

Role-playing games and simulations emerged as a classroom technique to provide students an experiential or hands-on approach to learning. Early use of simulations in the political science classroom primarily focused on teaching American politics (Kaarbo and Lantis 1997). However, the contemporary use of simulations now extends into comparative politics (Shellman 2001) and international relations (Jefferson 1999; Thomas 2002).

Constructing Effective Simulations of the European Union for Teaching: Realising the Potential

“…Thus we might run a simulation on a foreign policy decision, to allow participants to see how hard and soft elements of policy can work together in strengthening a particular policy position. Zeff (2003) suggests that using a simulation of the European Council offers improved understanding by students, as compared to more traditional teaching means, while Galatas (2006) points to a strong positive impact of his Council exercise. Constructing Effective Simulations of the EU Secondly, simulations allow us to consider the dynamics of negotiation and institutional dynamics more generally (Lantis 1998).…”

“…The use of simulations in Higher Education (HE) has a long history, across a wide variety of disciplines, including European Studies (Sabin 2012, Bobot and Goergen 2010, Galatas 2006, Zeff 2003, Tonks 2002, Van Dyke et al 2000, Kaunert 1996, Meerts 1994, Zuckerman and Horn 1973, Guetzkow and Jensen 1966, Verba 1963. That use has increased in recent years, driven both by a renewed interest in the practice of pedagogy and by an associated shift towards more active modes of learning.…”

Learning Opportunities in a Department-Wide Crisis Simulation: Bridging the International/National Divide

“…Active learning has proved to be an integral part of successful pedagogy (Kolb 1976;Endersby and Webber 1995;DeNeve and Heppner 1997;Brock and Cameron 1999;Ciliotta-Rubery and Levy 2000;McCarthy and Anderson 2000). Studies show that simulation and role-play exercises increase student interest in politics and stimulate greater understanding of political actors and processes (McKeachie 1986;Endersby and Webber 1995;Ciliotta-Rubery and Levy 2000;Galatas 2006).…”

In Brussels: Teaching Policy-Making in the EU

“…Making sure the students grasp the fundamental dynamics of how EU bodies operate is one of the key objectives for those teaching EU studies. Increasingly, simulation and role-playing techniques are used to facilitate comprehension among the students approaching this subject (Korosteleva, 2010;Kaunert, 2009;Galatas, 2006;Zeff, 2003;Van Dyke et al, 2000;Dahl and Giacomello, 2000), to the point that it has become a 'Continent-wide' exercise (Jones, 2008).…”