The Model United Nations: A Strategy for Enhancing Global Business Education

Phillips, Mary Jones; Muldoon, John P.

doi:10.1080/08832323.1996.10116774

Cited by 14 publications

(11 citation statements)

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“…Study abroad must be a cornerstone of any international program since it provides a cultural immersion experience, illustrating the interdisciplinary nature of international understanding. If developing international understanding is important, faculty must also be provided incentives to learn about foreign economies, languages, and cultures, and the like, Although only recently utilized by business schools, some colleges instill a global perspective in their students through incorporating Model United Nations simulations into classrooms, regional conferences, and international conferences [Phillips and Muldoon, 1996]. Bentley students, for example, have participated in "international Model United Nations conferences in Puebla (Mexico), Cairo, The Hague, New York, and Toronto" [Phillips and Muldoon, 1996, p. 143].…”

Section: Developing International Understandingmentioning

confidence: 99%

Pedagogical recommendations for internationalizing the undergraduate business curriculum

Praetzel

1999

International Advances in Economic Research

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Section: Developing International Understandingmentioning

confidence: 99%

Pedagogical recommendations for internationalizing the undergraduate business curriculum

Praetzel

1999

International Advances in Economic Research

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“…The oldest university-based simulation in Europe is The European International Model United Nations, which was established in the Hague in 1987 by American exchange students (Lycée Franco-Hellénique Eugène Delacroix, 2010). However, the available scholarly literature on the organisation, running and pedagogic benefits of the MUN predominantly reflects American experiences and American educational settings (McIntosh, 2001;Muldoon, 1995;Phillips and Muldoon, 1996). This is despite the strong research into studentcentred pedagogy and student ownership of the learning process that has emerged from European academe in the last few decades (Craig and Hale, 2008;Hale, 2005;Kaunert, 2009).…”

mentioning

confidence: 98%

“…There appears to be broad consensus among the pedagogic literature about the value of the MUN in scaffolding student awareness of global affairs and the politics of international organisation and about the key skills students develop from participation (negotiation, debating, public speaking, parliamentary procedure etc.) (Hazleton and Jacob, 1983;Karns, 1980;Phillips and Muldoon, 1996). Simpson and Kaussler (2009) highlight the role of simulations in the development of key communication and analytical skills among students and the conveyance of empirical, issue-based knowledge and theoretical understanding.…”

Section: Simulation In Ir Teaching and Learningmentioning

confidence: 99%

Evaluating the Model United Nations: Diplomatic Simulation as Assessed Undergraduate Coursework

Obendorf

Randerson

2013

Eur Polit Sci

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Increasingly, simulation-based teaching and learning is finding a place within politics and international relations (IR) programmes. The majority of literature on this style of teaching and learning has positioned it as both an aid to content delivery and as a response to the many challenges facing contemporary higher education. Little guidance is given, however, to the practical considerations of using simulations as a component of assessment or as informing assessed tasks. This article draws upon the experience of the authors in adapting the well-established Model United Nations (MUN) simulation programme for delivery as an assessed module at a British university. This has involved balancing institutional teaching, assessment and validation requirements with the successful simulation of diplomatic practice. The article introduces the MUN simulation and explores the extant pedagogic literature encouraging the use of simulation-based learning in IR curricula, before moving on to provide an overview of the rationale for the various decisions the authors have made in adapting the simulation for delivery as an assessed curriculum component. The article asserts the value of introducing assessed simulations within IR coursework and provides guidance on how student performance in pedagogic simulations might best be assessed.

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“…It is evident therefore that a broad consensus exists in the pedagogic literature about the value of simulations, such as Model United Nations, in both scaffolding student knowledge of global affairs and the politics of international organisation, and in developing key skills in research, negotiation, debating, public speaking, parliamentary procedure, etc) (Hazleton and Jacob 1983;Karns 1980;Phillips and Muldoon 1996).…”

Section: Simulation In International Relations Teaching and Learningmentioning

confidence: 99%

“…Having originated in the United States of America, the Model United Nations simulation has grown in popularity globally, especially since the end of the Cold War (Deutsche Gesellschaft für die Vereinten Nationen 2001). The growth in membership and topical relevance of the United Nations itself has been largely responsible for the worldwide dissemination of the Model United Nations project, providing the motivation for educators and students alike to embrace the popular Model United Nations simulation as a way of teaching and learning about transnational issues, global governance and diplomacy (Muldoon 1995: 28;Phillips and Muldoon 1996).…”

Section: The Model United Nations Simulationmentioning

confidence: 99%

The Model United Nations simulation and the student as producer agenda

Obendorf

Randerson

2012

Enhancing Learning in the Social Sciences

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BiographiesSimon Obendorf was educated at the University of Melbourne where he read for undergraduate degrees in political science and in law before completing a PhD in international relations theory. He teaches and researches in the fields of international relations, postcolonial studies, and gender and sexuality.Claire Randerson studied history and politics at the University of Lancaster and international studies at the University of Birmingham before taking up a lecturing position on the international relations degree at the University of Lincoln. She teaches and researches in the fields of international relations, EU politics and genocide studies. AbstractThe authors of this paper introduced an assessed Model United Nations simulation as a core component of the undergraduate politics and international relations programmes at the University of Lincoln. The authors use their experience of creating and delivering this module to reflect upon the institutional implementation of a student as producer agenda to guide curriculum development and pedagogy. They conclude that many existing trends in the teaching and learning of politics and international relations are congruent with the emerging focus in British higher education on research-engaged teaching and learning and the development of students as producers of knowledge. They conclude by suggesting that these priorities are perhaps best implemented at degree programme level and that they should take greater account of a broad notion of internationalisation and the value of simulation-driven teaching and learning.

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The Model United Nations: A Strategy for Enhancing Global Business Education

Cited by 14 publications

References 0 publications

Pedagogical recommendations for internationalizing the undergraduate business curriculum

Pedagogical recommendations for internationalizing the undergraduate business curriculum

Evaluating the Model United Nations: Diplomatic Simulation as Assessed Undergraduate Coursework

The Model United Nations simulation and the student as producer agenda

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