International Politics 596E Professor Volgy

International Politics 596E	Professor Volgy
Research Seminar	Fall 2005
Tuesday, 3:30-5:50	Social Science 114
e-mail: volgy@u.arizona.edu	web: http://www.u.arizona.edu/~volgy/Syllabus2005.pdf

Syllabus

1) To explore issues in the development of research in international politics, including hands-on experience with a specific research assignment,
and to gain experience with both collaborative research and the creation of a data base.

2) To explore a significant substantive research question in international politics. By substantive research question I mean one that is important
both from a theoretical point of view and one that is important in terms of unexplored knowledge in the discipline;

3) In the context of the above, to explore in greater depth one part of the theoretical and empirical literature in the field;

4) To provide the student with an opportunity to explore strategies of scholarship creation and publication. If this course is successful, it should
provide you with the type of skills that will allow you to submit successfully to journals of high quality in the field; and

5) If we are very successful, then the products of this seminar may become co-authored publications in one or more prestigious journals in the field.

The research questions: All inquiry starts with some type of research question. Here, we will explore two general questions, and if time and resources permit,
three:

1) What does the architecture of international politics look like? By architecture, I mean the web of global, and intercontinental intergovernmental institutions
(IGOs), and regional intergovernmental organizations (RGOs) that have been created by actors in international politics. Further, I am interested in how that
web has developed, and whether or not the global, or the intercontinental, or the regional web is more numerous and being used in the post-Cold War
international system. Then, given that web,

2) Why do states choose to participate in the web and what choices do they make? These are actually two separate questions. The first seeks to account
for reasons why states join the web, and assumes that there is substantial variation across states in their willingness to join. The second, albeit related
question, is asking whether or not states are making choices to participate across the spectrum of global, regional, and intercontinental webs, or are
primarily choosing one form over another, and if so, why?

3) (To the extent that we have time to pursue this question) What impact, if any, have various patterns of involvement with regional webs had on participating
states? How can we assess that impact?

The issue of salience: why should we care about this particular research topic?

I suggest three reasons: First, much of the literature from both neorealist and liberal-institutionalist perspectives suggests that these institutions matter in
international politics. Neorealists argue that these organizations are one way in which the powerful control and manage the ebb and flow of international politics. Liberal-institutionalists argue that working within these institutions, state derive substantial benefits from the institutional context, leading to more usage of these
institutions for foreign policy objectives, and furthering cooperative behaviors between states to an extent unlikely to be achieved outside of the institutional
context. Regardless of which side is correct, both are in essence arguing that participation in the web matters, as does the web itself.

Second, the sheer size of the web illustrates that it is likely to be significant. There are no fewer than 1,000+ IGOs and RGOs operating in the
international system, and through them, states are expending a very substantial amount of energy and resources by pursuing some or many of their
objectives through these organizations. Some do so voluntarily, some do so because they may lack other choices; yet, these institutions exist and are
extensive and are extensively utilized.

What is clear is that issues related to the web of global architecture don’t appear to be trivial matters for states. In fact, much of the conflict in
post-Cold War transatlantic relations between the U.S. and its European allies revolves around issues regarding the contours of the web and about how
the web is being used. The fight over multilateralism continues to be about how should existing institutions (NATO, UN, etc.) be used by a hegemonic power
and its allies in the face of newly perceived security threats. Conflicts over NATO enlargement and EU supranationalism (e.g., a common foreign and defense
policy) are conflicts about how the web should be altered in response to changing global and regional conditions. Conflicts between the US and China, Japan,
Russia, and scores of Third World states since 1989 have also been about the nature of the web and how it should change (and be used) in the 21^st century
global political environment.

Third, while there has been much written about why such organizations are created, there is a paucity of literature on why states join the web, and
there exists very little in terms of empirical research accounting for variation across states in joining the web, and still less research on how both the web
and patterns of joining have changed as a result of the end of the Cold War.

Thus, the topic appears to be a highly salient one from two different theoretical perspectives,[1] it is a major focus of state activity (and controversy),
and there is an absence of high quality research to answer some critical questions about the changes to the web and the “joining behavior” of states (If you wish
to see the broader contours of the research programme in progress on this theme, see “Draft” under our electronic reserves).

Readings: There are two sets of readings. I’ve asked you to purchase a copy of After Victory by John Ikenberry. In addition, I’m asking you to read articles
that are on e-reserve (all articles noted on the syllabus as required readings are placed on reserve). You can access them by going to my web page, clicking on
this course, and then on the syllabus. Anything on reserve can be found by clicking on the reading. I’ve also had the bookstore purchase a few copies of my
book with Alison Bailin, called International Politics and State Strength. I would never dream of requiring students to buy one of my books, so I’ve also
taken each of the chapters (the draft version before publication, so we didn’t get into any copyright issues) and put them on reserve, so you are not required
to buy the book, and should not unless it is more convenient for you to read it that way.

Note that the readings for this course are extremely light (for a graduate seminar). In fact, you have no required readings after the sixth week of the
seminar. This is intentional and is done for three reasons. First, a huge chunk of our focus of research has little literature that is useful to read; second, I
want you to spend most of your time in thinking about the project, developing a data base, a good quality research design, dirtying your hands with data,
and on the quality execution of your research; third, what you are asked to read, I want you to think about very carefully and to figure out how you can apply
to the research we are pursuing.

So, for each reading assignment, I expect that you will be ready to discuss:

At the back of the syllabus is a much broader range of literature which you may be interested in perusing when you have more time (and possibly
in preparation for PhD exams.)

Week 1: Introduction to Nature of Course

Technically, this is when we start. Unfortunately, I am in Istanbul, running a global conference on international politics, and won’t be here this
week. You should spend this week, however, reading the Ikenberry book (chapters 1,2,3,6), and thinking through which of the research projects you wish
to pursue for the course (see appendix C and especially the options on page 19).

Readings: Finish Ikenberry; start reading Volgy and Bailin, Chapters 1,2,5,6,7

Powers, Kathy L. 2004. Regional Trade Agreements as Military Alliances. International Interactions 33 (4):

Take a very close look in preparation at the Pevehouse data set; also the Yearbook of International Associations (YIA) online yearbook (through our library website), and the Shanks et. al. data set.

General--We have a diverse group of people in the seminar; some with a great deal of prior seminar experience, some with little. In either case,
it’s important to set out expectations regarding this seminar. I expect that every one of us will come each week, on time, and prepared: having read the
materials in advance, having read them critically, and thus being prepared to discuss any and all aspects of the topic at hand, including each of the
assigned readings. I’ve asked you to do relatively little in terms of required readings, because I expect significant work later on for a research paper.
However, what reading there is, I expect to have been read thoroughly in advance, and that you are fully prepared to discuss any and all aspects of
what you had read. I expect as well that this will be truly a seminar: that it is not a one-way flow from instructor to “student”, but a process by which
all members of the seminar are mutually responsible for the learning process.

Research Project—In lieu of a final exam, I expect each of you to turn in a paper at the end of the seminar, reflecting on our research interests.
The paper will be able to demonstrate a synthesis of what we had discussed and read in the class, along with your specific research design and development
of your research integrated into that synthesis (more to come on this). Note that in writing a good research paper, you will be both on your own, and at
times dependent upon your colleagues. I’m steering the assignment in this way to give you some experience with collaborative research since it is the
present trend and the likely trend in the future of scholarship. Nevertheless, the final paper should be your, original product, even if it is an outgrowth
of collaboration with your colleagues (warning: make sure that in your final paper you distinguish between what was your own product and what was
the property of others).

Oral presentation—I will ask each of you toward the end of the course to present a brief (fifteen minutes/I will cut you off after that time), concise,
oral presentation of your research. Treat this exercise as if you were giving a paper at a major conference. The experience will help you actually
give a paper at a major conference (if you have not done so before), and help develop some additional skills for the oral version of your prelims.
I expect that the rest of us will ask critical questions of you at the conclusion of your presentation, and the answers/ questions plus the presentation
of others should help hone the final paper.

Grades—There is always the nasty issue of grades. In this seminar you will be graded in the following manner:

I’m not requiring a final exam. However, if you feel the need to have one (or want the practice for later—they are designed like prelim questions—you
can choose to have one as long as you notify me a couple of weeks before the end of the semester.

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