Experimenting with global governance: understanding the potential for generational change

Boyer, Mark A.; Brown, Scott W.; Butler, Michael J.; Niv‐Solomon, Anat; Urlacher, Brian R.; Hudson, Natalie Florea; Johnson, Paula; Lima, Clarisse O.

doi:10.1080/14767720701425727

Cited by 7 publications

(4 citation statements)

References 40 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Thus, the development of educational structures that provide more than simple knowledge accumulation is crucial to effective global studies education for the coming years. Boyer et al (2007Boyer et al ( , 2005 have discussed this research and the subsequent line of argument much more fully than can be accommodated here. Suffice it to say, however, that their research has found that middle school and high school age students are clearly capable of engaging in quite sophisticated and nuanced analyses of global concepts and issues.…”

Section: Resultsmentioning

confidence: 90%

Vital interests: cultivating global competence in the international studies classroom

Johnson

Boyer

Brown

2011

Globalisation, Societies and Education

Self Cite

View full text Add to dashboard Cite

Are students being prepared for the challenges they will face in a globalising world? We investigated whether middle school students were interested in global issues, had knowledge of global issues and possessed the skills needed for competence as a citizen in a globalising world in the context of participating in a five-week, web-based international negotiation simulation conducted by the GlobalEd Project. A repeated measures ANOVA on a pre-and post-test scores and a chi square analysis on qualitative data indicated significant pre-to postincreases in knowledge and skills from this educational programme. Potential implications of these findings with regard to global education are discussed. Globalisation is everywhere, or so we are told. We hear about it on the television news. We read about it in newspapers and on the web. And, we experience it in our everyday lives. Global events have changed the ways each us of interact with others and our surroundings. Email, texting, social-networking, Internet video connections and other forms of communication allow us to communicate with individuals around the globe daily, in ways and at speeds that did not exist a generation ago. Implicitly, then, these globalising developments raise the question of whether members of society (and particularly American youth) are becoming more attuned to global issues and events than previous generations and whether they possess the interest and skills necessary to work effectively in this evolving, globalising world. Put simply, the development of interest in and skills relevant to global affairs is redefining what we might consider 'vital interests' for the current generation of students coming of age, and there has been evidence presented suggesting that American students are significantly behind students from other countries with regard to their perceptions of global awareness and global citizenship (Boyer et al. 2004(Boyer et al. , 2005 Brown 2007a, 2007b; NivSolomon et al. 2009;Yukhymenko and Brown 2009).Along these lines, Koehn and Rosenau (2002) discuss the degree to which individuals develop 'transnational competence' as they try to cope with the sociopolitical transformations of our time. They point to the new challenges created at individual and collective levels as people confront growing interdependence. These

show abstract

Section: Resultsmentioning

confidence: 90%

Vital interests: cultivating global competence in the international studies classroom

Johnson

Boyer

Brown

2011

Globalisation, Societies and Education

Self Cite

View full text Add to dashboard Cite

show abstract

“…4 See Cook and Campbell (1979) for an in-depth, philosophical examination of the link between experimentation and the establishment of causality. 5 See for example Boyer, Urlacher, Niv-Solomon, Hudson, Janik, Butler, Brown, Lima, and Ioannou (2009);Boyer, Brown, Butler, Niv-Solomon, Urlacher, Hudson, Johnson, and Lima (2007);Boyer, Brown, Butler, Florea, Hernandez, Johnson, Meng, and Lima (2004);Boyer, Brown, Butler, Florea, Johnson, and Lima (2004); Florea, Boyer, Butler, Hernandez, Weir, Brown, Johnson, Meng, Mayall, and Lima (2003); Torney-Purta (1998); Wilkenfeld and Kaufman (1993); Kraus, Wilkenfeld, Harris, and Blake (1992). 6 The primary exceptions to this delineation are those studies that explicitly focus on the replication of patterns and processes of human interaction for direct social application and ⁄ or those that include human agents as control groups or as subjects in the study as well.…”

Section: Experimental Ir In Briefmentioning

confidence: 99%

“…5 5 See for example Boyer, Urlacher, Niv‐Solomon, Hudson, Janik, Butler, Brown, Lima, and Ioannou (2009); Boyer, Brown, Butler, Niv‐Solomon, Urlacher, Hudson, Johnson, and Lima (2007); Boyer, Brown, Butler, Florea, Hernandez, Johnson, Meng, and Lima (2004); Boyer, Brown, Butler, Florea, Johnson, and Lima (2004); Florea, Boyer, Butler, Hernandez, Weir, Brown, Johnson, Meng, Mayall, and Lima (2003); Torney‐Purta (1998); Wilkenfeld and Kaufman (1993); Kraus, Wilkenfeld, Harris, and Blake (1992). …”

mentioning

confidence: 99%

The State of Experimental Research in IR: An Analytical Survey

Hudson

Butler

2010

International Studies Review

Self Cite

View full text Add to dashboard Cite

The purpose of this review essay is to examine the use of experimental methods and its contributions to international studies research. Following a general discussion of the experimental approach, including the advantages and disadvantages of experimentation in International Relations (IR), this review moves to a categorized discussion of the ways in which experimental methods have contributed to the field of international studies. By invoking economist Alvin Roth’s three purposes of experiments—searching for facts, speaking to theorists, and influencing policy debates—this classification scheme helps to identify the overarching purposes of a wide variety of experiments in the field. However, this review seeks to move beyond merely presenting a basic review of the copious experimental literature by also providing an analytical assessment of the function that experimentation serves in IR; that is, to identify and elaborate on experimental research that serves an integrative function, as a bridge across the multiple divides in the landscape of IR. To this end, we introduce a second and original classification framework that allows us to profile in detail a number of singularly significant experimental studies. We then conclude the analysis by highlighting a set of “growth areas” for experimental research that can maintain and expand the already significant contributions of experimental methods to our field.

show abstract

“…The GlobalEd Project is a research project that examines the knowledge, attitudes, and behaviors related to international studies, the use of technology, and student outcomes among and between middle school and high school boys and girls (Boyer et al, 2004; Boyer et al, 2005; Boyer et al, 2007; Brown et al, 2002; Brown & King, 2000; Florea et al, 2003). 4 Prior scholarship by the GlobalEd Project has largely stemmed from an examination of gender differences in negotiation; however, our data also give us the ability to study patterns and processes in group decision making as well.…”

Section: Putting Theory Into Practicementioning

confidence: 99%

Evolving Beyond Self-Interest? Some Experimental Findings From Simulated International Negotiations

Niv‐Solomon

Janik

Boyer

et al. 2009

Simulation & Gaming

Self Cite

View full text Add to dashboard Cite

Negotiation is a process of exchange intellectually, socially, and in terms of the items (tangible or not) that provide the focal point for negotiations. In recent years, the English School has discussed international institutions from a normative point of view that emphasizes the development of shared norms and values. Actors are affected by their institutional surroundings and hence learn by doing and come to identify with the norms of the system. Primary institutions have developed over time and the international system is still evolving toward being more intertwined and toward the convergence realm on the spectrum, which ranges from power politics to coexistence to cooperation and then convergence. Thus far, most work in the English School tradition has tended to be normative and historical in approach. This article examines positive empirical evidence to support the theory of institutional Simulation & Gaming 42(6) 711 -732

show abstract

Experimenting with global governance: understanding the potential for generational change

Cited by 7 publications

References 40 publications

Vital interests: cultivating global competence in the international studies classroom

Vital interests: cultivating global competence in the international studies classroom

The State of Experimental Research in IR: An Analytical Survey

Evolving Beyond Self-Interest? Some Experimental Findings From Simulated International Negotiations

Contact Info

Product

Resources

About