Gender and Negotiation in Model UN Role-Playing Simulations

Coughlin, Richard W.

doi:10.1080/15512169.2013.796242

Cited by 17 publications

(3 citation statements)

References 14 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In particular, the change in ''students' enthusiasm for simulations '' (2013, p. 198) and their perceptions of simulations as a valuable learning tool are analyzed. Coughlin (2013) has studied the relationship between simulation participation style and gender. Ripley et al (2009) identify the difficulties (not only organizational) linked to both small and big scale simulations, advocating the organization of middle-scale MUN intercollegiate conferences.…”

Section: The Paper's Contribution To the Existing Literaturementioning

confidence: 99%

Students’ knowledge and perceptions of international relations and the ‘Model United Nations’: an empirical analysis

Calossi

Coticchia

2017

Acta Polit

View full text Add to dashboard Cite

Unconventional learning activities such as games and simulations have been widely used as teaching tools in international relations (IR) in the recent years. The literature on simulations and student learning has often highlighted a lack of empirical evidence in the existing research. The paper aims at providing empirical support to illustrate the ways in which simulations might influence students' levels of (factual and self-evaluated) knowledge and perceptions of IR. The study is based on extensive empirical material, collected through questionnaires submitted to 298 students who participated in the 2014 edition of the National Model United Nations in New York (NMUNÁNY). Keywords Simulation Á Model United Nations Á Perceptions Á Knowledge Á IR Despite the growing use of games and simulations as teaching methods in international relations (IR), the existing research has produced a limited number of empirical studies (Giovanello et al. 2013). ''Although many educators realise the potential benefits of games and simulations as pedagogical tools, few researchers have examined their use empirically'' (Garard et al. 1998, p. 42). In addition, the current empirical studies deal more frequently with students' evaluation of the simulation itself rather than with the actual change in the level of knowledge or of perceptions that students experience during the simulation. On the contrary, this paper addresses how and to what extent participating in a simulation affects & Fabrizio Coticchia

show abstract

Section: The Paper's Contribution To the Existing Literaturementioning

confidence: 99%

Students’ knowledge and perceptions of international relations and the ‘Model United Nations’: an empirical analysis

Calossi

Coticchia

2017

Acta Polit

View full text Add to dashboard Cite

show abstract

“…This relevance is also becoming evident in political science (Atchinson 2017;Ahedo et al, 2022a) and public administration studies (Rauhaus & Suchuchs, 2019;Diaz Kope, et al, 2019;D'Agostino et al, 2019). We know that gender biases affect the tasks carried out by public administration lecturers (Rauhaus & Suchuchs, 2019), the type of research methodologies preferred by doctoral students in public administration (Diaz Kope, et al, 2019) negotiation styles displayed by Master's students (D'Agostino et al, 2019) or classroom exercises such as role plays in International Relations (Coughlin, 2013, Engel et al, 2019. These unequal behavior patterns are present in the use of time during their course, (Quadlin, 2016), students' self-image (Lopez, 2014), their willingness to contribute to debates (Engel et al, 2019), security and assertiveness and even self-evaluation (Gonzalez et al, 2019), leadership patterns (Pascale & Ohlson, 2020), and even the sanction of girls who appear assertive and confident (Coughlin, 2013).…”

Section: Gender Matters In Higher Educationmentioning

confidence: 99%

What Is Personal Is Political... Right From Day One: Unveiling Gender Inequalities in Group Work

2023

JHETP

View full text Add to dashboard Cite

to address gender inequalities as part of the curriculum in disciplines that analyze inequalities and power relations and as a transverse competence to be used in the classroom, turning students into protagonists in the recognition and management of discrimination. In this article, we show how the first day of class can be an ideal moment, within the framework of a subject based on the methodology of project-based learning (PBL), to make the theoretical foundations of the gender perspective visible to students through their own experience. Here we present some techniques that reveal how gender norms are the cause of the unequal distribution of roles which assigns women to the private and reproductive space in the classroom. Based on the hypothesis that group work can prove to be a blind spot from the gender perspective, we take advantage of the potential of the cooperative learning methodology to stimulate critical thinking in students, by providing them with new tools to identify the public nature of gender inequalities.

show abstract

“…Involvement brings new perspectives and awareness regarding international issues and challenges, and different country means and considerations for addressing such problem areas (for example, Dunn ). Initial research has been able to trace differing impacts on students from varied country backgrounds, such as Americans versus Europeans engaged in a simulated European Union (Jones ), examine whether students who engage in simulations of conflicts that are geographically or geopolitically proximate to their own countries experience gains in learning and perspective taking (Çuhadar and Kampf ), and question whether gender biases impact the provision of multiple perspectives in Model UN negotiations (Coughlin ).…”

Section: Critical Issues For Cross‐national Educationmentioning

confidence: 99%

Active Teaching and Learning in Cross-National Perspective

2014

View full text Add to dashboard Cite

Recent developments in globalization, education, and technology suggest exciting possibilities for cross-national active teaching and learning in international studies. This paper reviews scholarship on the potential for systematic and intentional cross-national pedagogical innovations in international studies. Three critical themes are identified and explored: culture and cross-national education, collaboration across contexts, and the need for systematic assessment. Each plays an important role in facilitating effective active teaching and learning cross-nationally. A broader examination of the opportunities and challenges of cross-national education in international studies suggests guidelines for a systematic, collaborative cross-national approach to an emerging active teaching and learning research agenda.The scholarship on innovative pedagogical approaches for teaching international studies has expanded significantly in recent decades, becoming more systematic, and offering new exercises with clearly articulated educational goals and procedures (Lantis, Kille, and Krain 2010). However, the majority of published works have tended to focus on discrete exercises for classes in particular settings. Efforts to evaluate the utility of active teaching and learning exercises that cut across different national and cultural contexts have been relatively rare, even though classes often analyze similar phenomena. This gap exists despite developments in globalization, education, and technology that have made cross-national active teaching and learning both increasingly relevant and possible.This review details emerging scholarship on active teaching and learning that addresses the potential for systematic cross-national pedagogical innovations in international studies. We examine apparent reasons behind the growth in a cross-national pedagogical focus and identify and review three key issue areas related to the cross-national teaching of international studies. First, where cross-national engagement has been explored, there are differing conclusions regarding whether culture represents an impediment or an opportunity for cross-national active teaching and learning. Second, the literature identifies constraints originating in different contexts that may limit cross-national

show abstract

Gender and Negotiation in Model UN Role-Playing Simulations

Cited by 17 publications

References 14 publications

Students’ knowledge and perceptions of international relations and the ‘Model United Nations’: an empirical analysis

Students’ knowledge and perceptions of international relations and the ‘Model United Nations’: an empirical analysis

What Is Personal Is Political... Right From Day One: Unveiling Gender Inequalities in Group Work

Active Teaching and Learning in Cross-National Perspective

Contact Info

Product

Resources

About