The EU as a Global Actor - EU4130 Course Guide - GUL

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              CENTRE FOR EUROPEAN STUDIES
            DEPARTMENT OF POLITICAL SCIENCE

                  Course Guide
                      Autumn 2017

                      EU4130

 The EU as a Global Actor

            Course in MA European Studies
              7.5 higher education credits
Department of Political Science, University of Gothenburg

                 Course coordinator:
   Ann-Kristin Jonasson, ann-kristin.jonasson@gu.se

                 Course administrator:
           Maria Lilleste, maria.lilleste@gu.se

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Introduction 3

Welcome to the course The EU as a Global Actor! The course is given within the Executive
Master’s programme in European Studies. The responsible department for this course is the
Department of Political Science.

This course provides for a multidisciplinary understanding of the European Union’s role
in the world and draws on a range of approaches in the social sciences and the
humanities. It provides for an assessment of the international significance of European
integration, the impact of global developments on Europe, and the changing role of the
EU in the new world order.
Three policy fields will be in particular focus in relation to the EU’s global actorness:
security, trade and migration. Teaching will be constructed along these three conceptual
dimensions and includes a consideration of the broadening concept of security and the
security strategies of EU member states and institutions; the changing presence of the
EU in the global political economy; and the impact of international migration on
European societies and states.
Teaching is conducted through lectures and seminars with written and oral components and a
concluding final seminar.

In this document, you will find the expected learning outcomes from the course, brief
descriptions of each lecture including required readings, a list of the participating teachers, and
a description of how you are examined, including all assignments. The schedule is found at the
end of the course-guide.

We hope that you will find the course interesting!

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Learning outcomes                                                                       3

On successful completion of the course the student will be able to:

Knowledge and understanding
   1. Demonstrate in-depth knowledge of how the EU’s presence in the international
      political and economic systems can be understood.
   2. Demonstrate in-depth knowledge of how the European Union’s role as a global
      actor has developed on issues relating to security, trade and migration.
   3. Differentiate how various research methods are applicable to analyze research problems
      within the field of European Studies.

Skills and abilities
    4. Analyze the political development of the EU as a global actor.
    5. Critically assess the utility of different theoretical and methodological approaches
        to the study of the EU’s global actorness in the fields of security, trade and
        migration.
    6. Demonstrate the ability to formulate, plan and present interesting research
        problems within the field of European Studies and International Relations.
    7. Independently produce text in accordance with good academic practice, including
        proper citation technique and use of references.

Judgement and approach
   8. Evaluate current research on the EU as a global actor.
   9. Critically analyze and apply concepts to assess the EU’s role as a global actor using
      reasoned arguments.

Teachers
      Dr Ann-Kristin Jonasson (AKJ), Department of Political Science, ann-
       kristin.jonasson@gu.se
      Prof Adrian Hyde-Price (AHP), Department of Political Science, adrian.hyde-
       price@gu.se
      Hannes Lenk (HL), PhD-student Department of Law, hannes.lenk@law.gu.se
      Dr Andrea Spehar (AS), Department of Political Science, andrea.spehar@pol.gu.se

Schedule
The schedule is included at the end of this course-guide.

Course Readings
The readings are divided into three categories: Core readings, recommended readings and
supplementary readings.

The core readings are the required readings – these are needed to get a grasp of the specific
theme of the lecture. Core readings are all included in the course book. The recommended
readings give deeper insights into the specific theme. The supplementary readings are
suggested readings for themes that you are to write about. However, you are free to select
other readings for your papers as well. The assignments on the course are described in further
detail later.

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Lecture Programme and Course Readings

INTRODUCTORY LECTURES

Course Introduction
Ann-Kristin Jonasson

This lecture introduces the core themes of the course, provides an overview of how the course
is organized and gives an introduction to the subject. The lecture gives an overview of the
range of EU policies in both external relations and foreign policy and explores the question
how the European Union acts in global politics, providing a conceptual and theoretical tool-
kit to analyse the European Union as a global actor.

Core text: Hill, Christopher, Michael Smith & Sophie Vanhoonacker (2017): International
relations and the European Union. Oxford: Oxford University Press. Chapters 1, 19, 20.

Academic Writing: Writing a Research Paper
Ann-Kristin Jonasson

This lecture will focus on how to write a research paper. You find further information about
the research paper below. You will be given the opportunity to discuss topics with your
fellow-students and the teacher.

Students sign up for themes to write papers on. For further information on assignments, see
below.

Lecture 1: Europe in a Multipolar World
Adrian Hyde-Price

In the early twenty-first century, the international system is becoming increasingly multipolar
in character. Many commentators refer to the notion of a ‘power transition’, with global
economic and political power shifting from the West to East Asia. Others have referred to the
rise of the BRICS and the emergence of a ‘post-American world’. In this context, Europe’s
place in a changing international system is a contested and much debated issue. This lecture
will examine Europe’s role and position in both the changing global balance of power, and in
an international system being reshaped by global economic and technological change.

Core reading:
Hill, Christopher, Michael Smith & Sophie Vanhoonacker (2017): International relations and
the European Union. Oxford: Oxford University Press. Chapters 3, 7, 8.

Recommended readings:
Heisbourg, Francois (2010), ‘Chapter One: The European Union and the Major Powers’, in
Adelphi Series, 50: 414-415, 17-40

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Smith, M. (2013), ‘Beyond the comfort zone: internal crisis and external challenge in the
European Union's response to rising powers’, International Affairs 89: 653–671.

Supplementary readings:
Andreatta, F. (2017), ‘The European Union’s International Relations: A Theoretical View’, in
Hill, Christopher, Michael Smith & Sophie Vanhoonacker (2017): International relations and
the European Union. Oxford: Oxford University Press., Chapter 4.

Berenskoetter, Felix, and Michael Williams eds.,(2007) Power in World Politics (London:
Routledge).

Buzan, Barry and Ole Waever, Regions and Powers: The Structure of International Society
(Cambridge: Cambridge University Press, 2003)

Cooper, Robert, The Post-Modern State and the World Order (Demos, 2000).

Cox, Michael (2012) Power shifts, economic change and the decline of the West?International
Relations, 26 (4). pp. 369-388. ISSN 0047-1178

Giegerich, Bastian (2010), Introduction, in Adelphi Series, 50: 414-415, 7-16

Guzzini. Stefano and Iver Neumann, eds., The Diffusion of Power in Global Governance:
International Political Economy meets Foucault (London: Palgrave, 2012)

Hurrell, Andrew (2006) ‘Hegemony, Liberalism and Global Order: What Space for Would-Be
Great Powers?’, International Affairs, 82: 1, 1-19

Lake, David (2007) ‘Escape from the State of Nature: Authority and Hierarchy in World
Politics’, International Security, 32: 1 (Summer 2007), 47-79

Lecture 2: Europe from the outside
Ann-Kristin Jonasson

The European Union has developed significantly as a global actor since the end of the Cold
War. The EU has often portrayed itself as a strong, distinctive actor with a normative
approach globally, but is it perceived as such from the outside? The external image of the EU
affects its ability to implement its policies and defines the legitimacy thereof. Outside
perceptions are also a cornerstone in the building of a European self-identity. This lecture
aims at discussing how the EU acts on the global arena – and how it is perceived.

Core reading:
Hill, Christopher, Michael Smith & Sophie Vanhoonacker (2017): International relations and
the European Union. Oxford: Oxford University Press. Chapters 2, 4-6, 9, 14 and 18.

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Recommended readings:
Aggestam, L. (2013), ‘Global Norms and European Power’, in K. E. Jorgensen and K. V.
Laatikainen, eds., Routledge Handbook on the European Union and International Institutions:
Performance, Policy, Power, London: Routledge.

Jonasson, Ann-Kristin and Madeleine Mezagopian (2017, forthcoming): “The EU and Jordan:
Aligning Discourse and Practice on Democracy Promotion?”, European Foreign Affairs
Review, Vol. 22, Issue 4. Available on GUL.

Lucarelli, Sonia and Lorenzo Fioramonti (eds) (2010): External Perceptions of the European
Union as a Global Actor. London & New York: Routledge. Chapters 1 and 15. E-book.
Gothenburg University Library.

Supplementary readings:
Aggestam, L., ed. (2008): ‘Ethical Power Europe?’, International Affairs 84(1), special issue.

Aggestam, L. and Johansson, M. (2017): “The Leadership Paradox in EU Foreign Policy”.
Journal      of     Common        Market     Studies.   Published open   access/early
view: http://onlinelibrary.wiley.com/doi/10.1111/jcms.12558/epdf

Barcevičius, E at al (2015): Analysis of the Perceptions of the EU and EU’s Policies Abroad.
Executive summary. December 7, 2015. PPMI/NCRE/NFG.
Available: http://ec.europa.eu/dgs/fpi/showcases/eu_perceptions_study_en.htm

Bengtsson, R. and Elgström, O. (2012): ‘Conflicting Role Conceptions? The European Union
in Global Politics’, Foreign Policy Analysis 8(1): 93-108.

Cameron, F. (2012): An Introduction to European Foreign Policy, 2nd ed.. London:
Routledge.

Chaban, Natalia, Ole Elgström, Serena Kelly and Lai Suet Yi (2013): “Images of the EU
beyond its Borders: Issue-Specific and Regional Perceptions of European Union Power and
Leadership”, in Journal of Common Market Studies, JCMS 2013 Volume 51. Number 3. pp.
433–451.
http://onlinelibrary.wiley.com.ezproxy.ub.gu.se/doi/10.1111/jcms.12004/pdf

Helwig, N. (2013): ‘EU Foreign Policy and the High Representative’s Capability
Expectations Gap: A Question of Political Will’, European Foreign Affairs Review 18(2):
235–254.

Howorth, Jolyon (2016): “EU Global strategy in a changing world: Brussels’ approach to the
emergin powers”, in Contemporary Security Policy, 37:3

Hug, A. ed. (2013): Europe in the World: Can EU Foreign Policy Make an Impact? London:
The Foreign Policy Centre, Available at http://fpc.org.uk/fsblob/1535.pdf

Keukeleire, S. and Delreux, T. (2014): The Foreign Policy of the European Union,
Basingstoke: Palgrave 2nd ed.

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Lucarelli, Sonia and Lorenzo Fioramonti (eds) (2010): External Perceptions of the European
Union as a Global Actor. London & New York: Routledge.
Esp. Chapters 1 and 15. E-book. Gothenburg University Library.

Mediterranean politics (2017): Special Issue article for Framing and Reframing the EU’s
Engagement with the Mediterranean. All articles.
http://www.tandfonline.com/doi/full/10.1080/13629395.2017.1358895

Pérez de las Heras, Beatriz (2017): Democratic Legitimacy in the European Union and
Global Governance. Building a European Demos. Cham: Palgrave Macmillan
Smith, M. E. (2011): ‘A Liberal Grand Strategy in a Realist World? Power, Purpose and the
EU’s Changing Global Role’, Journal of European Public Policy 18(2): 144-163.

SECURITY LECTURES
Lecture 3: Global and European Security
Adrian Hyde-Price

The end of cold war bipolarity led to widespread hopes for a Europe ‘whole and free’ within a
more benign and cooperative ‘new world order’. These hopes have proven illusory, and
Europeans have found themselves facing a series of acute security challenges, from war and
ethnic cleansing in the Balkans, to international terrorism, piracy and nuclear proliferation.
More recently, European states have faced growing security risks and threats in the Middle
East and North Africa, and from a resurgent and recidivist Russia. This lecture will examine
both changing conceptions of security, the evolving global and European security agendas
and the EU’s response to an increasingly challenging and uncertain external environment.

Core reading:
Hill, Christopher, Michael Smith & Sophie Vanhoonacker (2017): International relations and
the European Union. Oxford: Oxford University Press. Chapters 15, 16.

Recommended readings:
Shared Vision, Common Action: A Stronger Europe. A Global Strategy for the European
Union’s Foreign and Security Policy. Available at https://europa.eu/globalstrategy/en

Council of the European Union, A Secure Europe in a Better World: European Security
Strategy
http://www.consilium.europa.eu/showPage.aspx?id=266&lang=en

Supplementary readings:
Collins, A. (2007), Contemporary Security Studies (Oxford: Oxford University Press).
Chapter 1.

Council of the European Union, Report on the implementation of the Security Strategy:
Providing Security in a Changing World, 2009.
http://www.consilium.europa.eu/showPage.aspx?id=266&lang=en
Dannreuther, R. (2007), International Security: The Contemporary Agenda, Cambridge:
Polity, Chapters 1, 2, 11.

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Sakwa, Richard, ‘The Death of Europe? Continental Fates after Ukraine’, International
Affairs, 91: 3 (2015), 533-579

Directorate-General for External Policies, ‘Towards a new European security strategy?
Assessing the impact of changes in the global security environment’, AFET SEDE, EU June
2015

Heisbourg, Francois (2015), ‘Preserving Post-Cold War Europe’, Survival: Global Politics
and Strategy, 57: 1, 31-48

Irondelle, B., Bickerton, C. J., and Menon, A. (2011), ‘Security Cooperation beyond the
Nation State: The EU’s Common Security and Defence Policy, Special issue Journal of
Common Market Studies 49(1): 1-190.

Lecture 4: Transatlantic relations
Adrian Hyde-Price

Throughout the cold war, Western Europe was locked into a tight economic, political and
strategic relationship with the United States. From mid-1990s onwards, however, transatlantic
relations have exhibited growing signs of ‘continental drift’, as the United States and its
European partners and allies have pursued diverging economic, strategic and political
interests. This lecture examines the changing transatlantic relationship, focusing on
developments since 9/11 and the more recent American ‘tilt to Asia’.

Core reading:
Hill, Christopher, Michael Smith & Sophie Vanhoonacker (2017): International relations and
the European Union. Oxford: Oxford University Press. Chapter 17.

Recommended readings:
Cox, Michael (2012) Too big to fail?: the transatlantic relationship from Bush to Obama.
Global Policy, 3 (S1). pp. 71-78. ISSN 1758-5880
Kagan, R. (2002), "Power and Weakness," Policy Review, No. 113 (June and July 2002)

Supplementary readings:
Andersson, Jan Joel, The Transatlantic Relationship, UI Brief, Swedish Institute of
International Affairs, no.19, 20 March 2013

Cox, Michael (2012) Europe in an Asian century: Europe between the superpowers: no
longer inevitable? the transatlantic relationship from Bush to Obama. IDEAS reports -
special reports, Kitchen, Nicholas (ed.) SR013. LSE IDEAS, The London School of
Economics and Political Science, London, UK.

Jackson, Robert and Philip Towle, Temptations of Power. The United States in Global
Politics after 9/11 (Basingstoke: Palgrave Macmillan, 2006)

Kagan, Robert, Paradise and Power: America and Europe in the New World Order (London:
Atlantic Books, 2003)

Reus-Smit, Christian, American Power and World Order (Cambridge: Polity Press, 2004)

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Webber, Mark, Ellen Hallams and Martin A. Smith (2014), ‘Repairing NATO’s motors’,
International Affairs, July 2014, Volume 90, Number 4

Zakaria, Fareed, The Post-American World (New York: Norton and Co, 2009)

TRADE LECTURES
Lecture 5: The Institutional Dimension of EU Trade Policy
Hannes Lenk

While the European Union has been described as a political dwarf and military worm, as the
world’s largest trading bloc it is without a doubt an economic giant. Trade policy became the
EU’s first foreign policy, following from the creation of the customs union in the Rome
Treaty. Considerable competence was over the years transferred from the Member States to
Brussels, with the Commission negotiating on behalf of the member states. Although the
Union now largely speaks with a single voice vis-à-vis the rest of the world, there remain
important exceptions. This lecture addresses the development of EU trade policy and clarifies
important concepts and the role of the various actors involved.

Core reading:
Hill, Christopher, Michael Smith & Sophie Vanhoonacker (2017): International relations and
the European Union. Oxford: Oxford University Press. Chapters 5 and 10.

Recommended readings:
Opinion 2/15, on the free trade agreement between the EU and Singapore,
ECLI:EU:C:2017:376

Treaty on the Functioning of the European Union. Articles 2, 3, 4, 206, 207, 216, 218, 293
and 294

Treaty on the European Union. Articles 13 to 19.

Supplementary readings:
Cremona, M., (2016): ‘Structural Principles and their Role in EU External Relations Law’,
Current Legal Problems 69 (1): 35-66.

Dür, A. and Elsig, M. (2011): ‘Principals, agents, and the European Union’s foreign economic
policies’, Journal of European Public Policy 18(3): 323–38.

Damro, C. (2007): EU delegation and agency in international trade negotiations: a cautionary
comparison, Journal of Common Market Studies 45(4): 883–903.

Dür, A. (2007): ‘Bringing economic interests back into the study of EU trade policy-making’,
British Journal of Politics and International Relations 10(1): 27–45.

Conceição-Heldt, E. (2013): ‘Do agents “run amok”? Agency slack in the EU and US trade
policy in the Doha round’, Journal of Comparative Policy Analysis 15(1): 21–36.

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Govaere, I. (2015) '“Setting the international scene”: EU external competence and procedures
post-Lisbon revisited in the light of ECJ Opinion 1/13', Common Market Law Review, 52(5),
1277–1307.

Larik, J. (2015), 'No mixed feelings: The post-Lisbon Common Commercial Policy in Daiichi
Sankyo and Commission v. Council (Conditional Access Convention)', Common Market Law
Review, (52)3: 779–799.

Meissner, K. (2016): ‘Democratizing EU External Relations: The European Parliament’s
Informal Role in SWIFT, ACTA, and TTIP, European Foreign Affairs Review, 21, no. 2
(2016): 269–288.

Woolcock, S. (2010): The Treaty of Lisbon and the European Union as an Actor in
International Trade. Brussels: ECIPE.

Wu, C.-H., (2012): ‘Foreign Direct Investment as Common Commercial Policy: EU External
Economic Competence After Lisbon’ in Cardwell, P. J. (ed.), EU External Relations Law and
Policy in the Post-Lisbon Era, Springer: 2012, 375-400.

Lecture 6: Exercising EU Trade Policy
Hannes Lenk

Its trade power gives the EU substantial leverage on the international arena and is crucial to
its foreign policy. However, the EU’s role is under pressure. By 2020, the Chinese economy
is anticipated to exceed that of the EU and the US. The emergence of new economic powers
has changed the global playing field, leaving traditionally dominant trade powers such as the
EU in a state of uncertainty. This lecture focuses on the paradigm shift in EU trade
negotiations since the Lisbon reform, and on the internal and external factors that determine
the EU’s economic power on the international arena.

Core reading:
Hill, Christopher, Michael Smith & Sophie Vanhoonacker (2017): International relations and
the European Union. Oxford: Oxford University Press. Chapters 5 and 10.

Recommended readings:
da Conceição-Heldt, E. (2014): ’When speaking with a single voice isn't enough: bargaining
power (a)symmetry and EU external effectiveness in global trade governance’, Journal of
European Public Policy 21(7): 980-995.

Damro, C. (2012): ‘Market power Europe’, Journal of European Public Policy 19(5): 682 –
99.

Editorial comments, ‘The EU and globalization: Who’s afraid of the great white shark?'
(2017), Common Market Law Review, 54(4): 983-990.

Commission Communication (2016): Trade for All - New EU Trade and Investment Strategy.

Supplementary readings:
Ahnlid, A. and Elgström, O. (2014): ‘Challenging the European Union: the rising powers and
the USA in the Doha Round’, Contemporary Politics, 20(1): 77-89.

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Damro, C. (2015) 'Market power Europe: exploring a dynamic conceptual framework',
Journal of European Public Policy 22(9): 1336-54.

Dür, A. and Zimmermann, H. (2007): ‘Introduction: the EU in international negotiations’,
Journal of Common Market Studies 45(4): 771–87.

Elsig, M. (2013): ‘The EU as an effective trade power? Strategic choice of judicial candidates
in the context of the World Trade Organization’, International Relations, 27: 325-340.

Jacoby, W. and Meunier, S. (2010): ‘Europe and the management of globalization’, Journal
of European Public Policy 17(3): 299–317.

Kleimann, D. (2015): Negotiating in the Shadow of TTIP and TPP: The EU-Japan Free
Trade Agreement, German Marshall Fund of the United States, Asia Program, Policy Brief,
June 2015.

Meunier, S. (2014): ‘Divide and conquer? China and the cacophony of foreign investment
rules in the EU’, Journal of European Public Policy 21(7): 996-1016.

Rigod, B. (2012): ’"Global Europe": the EU's new trade policy in its legal context’, Columbia
Journal of European Law 18, 277.

Sbragia, A. (2010): ‘The EU, the US, and trade policy: competitive interdependence in the
management of globalization’, Journal of European Public Policy 17(3): 368 – 82.

Van der Loo, G. and Wessel, R. A. (2017): 'The non-ratification of mixed agreements: Legal
consequences and solutions', Common Market Law Review 54(3): 735–770.

Lecture 7: Europe and the Developing World
Ann-Kristin Jonasson

The lecture discusses how the EU and its member states relate to the developing world. The
relationship between the former colonial powers and the colonies has not been without
complications. While the EU has developed different development policies with the intention
to place the partners on par, critics argue that these policies still are marked by a post-colonial
logic. The character of the policies aimed at development are thus heavily discussed,
regarding, for instance, what emphasis to put on trade vs aid and to what extent and in what
sense the policies should be owned by the partners. The lecture provides an overview of these
debates.

Core reading:
Hill, Christopher, Michael Smith & Sophie Vanhoonacker (2017): International relations and
the European Union. Oxford: Oxford University Press. Chapter 13.

Recommended readings:
Carbone, M & J Orbie (2014): “Beyond Economic Partnership Agreements: the European
Union and the trade-development nexus”, Contemporary Politics, 20:1.

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Faure, R & S Maxwell (2017): The proposed new European Consensus on Development. Has
the Commission got it right? Policy briefing. London: Overseas Development Institute.
February 2017.
Available: https://euagenda.eu/upload/publications/untitled-67419-ea.pdf

Supplementary readings:
Carbone, M. (ed.) (2013): "Special Issue: Development Policy and the EU's External Action",
Cambridge Review of International Affairs, Vol. 26, No. 3, 2013.

Carbone, M (ed.) (2014):”Special Issue: Perspectives on the trade--development nexus in the
European Union”, Contemporary Politics, 20:1.

The Council, Representatives of the Governments of the Member States, the European
Parliament and the European Commission (2017): The New European Consensus on
Development. ‘Our World, Our Dignity, Our Future”. 8 June, 2017.
Available: https://ec.europa.eu/europeaid/new-european-consensus-development-our-world-
our-dignity-our-future_en

Gänzle, S., Grimm, S. and Makhan, D. (eds.) (2012): The European Union and Global
Development: An ‘Enlightened’ Superpower in the Making? London: Palgrave Macmillan.

Holland, M. & M. Doidge (2012): The Development Policy of the European Union,
Basingstoke, Palgrave Macmillan.

International IDEA (2009): Global consultations on the EU’s role in democracy building.
Stockholm: International IDEA.
http://www.idea.int/publications/democracy_in_development/loader.cfm?csmodule=security/
getfile&pageid=35345

Lucarelli, Sonia and Lorenzo Fioramonti (eds) (2010): External Perceptions of the European
Union as a Global Actor. London & New York: Routledge. Chapter 10.

Söderbaum, F. & P. Stalgren (eds.) (2010): The European Union and the Global South,
Boulder, Lynne Rienner.

MIGRATION LECTURES

Lecture 8: Globalisation and migration
Andrea Spehar

Globalisation and migration are topics attracting controversy in both academic and political
debates. This lecture gives an introduction into the field of migration studies. It covers such
topics as the actual flows and trends in migration and remittances; demography and economic
development, inequalities and gender.

Core reading:
Hill, Christopher, Michael Smith & Sophie Vanhoonacker (2017): International relations and
the European Union. Oxford: Oxford University Press. Chapter 16.

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Recommended readings:
Czaika M., De Haas H. (2014), “The Globalization of Migration: Has the World Become
More Migratory?”, International Migration Review 48(2): 283-323.

Kofman, E. (2014), “Gendered migrations, social reproduction and the household in Europe”
Dialectical Anthropology 38(1): 79-94 .

Alexander, B. (2015), Human migration will be a defining issue of this century. How
best     to     cope?    http://www.theguardian.com/commentisfree/2015/sep/20/migrants-
refugeesasylum-seekers-21st-century-trend

Supplementary readings:
Bauman, Zygmunt (2011). Migration and Identities in the Globalized World. In:
Philosophy and Social Criticism 37 (4): 425-435.

Franck KA. and Spehar, A. (2010), “Women’s labour migration in the context of
globalization”. Brussels: WIDE http://www.wide-network.org/

Li, PS, (2008), “World Migration in the Age of Globalization: Policy Implications and
Challenges”, New Zealand Population Review 33/34: 1-22.

Michael, C. (2011), ”Economics and emigration: trillion-dollar bills on the sidewalk”, Journal
of Economic Perspectives, 25: 83-106.
Michael C, (2016), Why Today’s Migration Crisis Is an Issue of Global Economic Inequality;
http://www.cgdev.org/blog/why-todays-migration-crisis-issue-global-economic-inequality

Lecture 9: European immigration policy
Andrea Spehar

The lecture focuses on the politics and practice of migration policy- making in European and
selected non-European countries. It explores ‘migration policy’ in a broad sense and deals
with policies relating to regular migration (immigration policy), forced migration (asylum
policy) and immigrant integration (integration policy).

Core reading:
Hill, Christopher, Michael Smith & Sophie Vanhoonacker (2017): International relations and
the European Union. Oxford: Oxford University Press. Chapter 16.

Recommended readings:
Freeman, G.P. (2006), “National Models, Policy Types, and the Politics of Immigration in
Liberal Democracies”, West European Politics 29 (2), 227–47.

Koopmans, R. (2016), “Does Assimilation Work? Cultural Determinants of Labour Market
Participation of European Muslims”, Journal of Ethnic and Migration Studies, 42:2, 197-216.

Supplementary readings:
Mewes, J. and Mau, S. (2013) “Globalization, socio-economic status and welfare chauvinism:
European perspectives on attitudes toward the exclusion of immigrants”. International
Journal of Comparative Sociology, 54 (3), 228-245

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Schumacher, G and Van Kersbergen, K (2014) ”Do mainstream parties adapt to the welfare
chauvinism of populist parties?” Party Politics 10.1177/1354068814549345

Spehar, A and Berg, L. (2013) “Swimming Against the Tide: Why Sweden Supports Free
Labour Mobility Within and From Outside the EU?” Policy Studies. 34(2).

Van der Waal, Jeroen, Willem de Koster & Wim van Oorschot. (2013), ‘Three Worlds of
Welfare Chauvinism? How Welfare Regimes Affect Support for Welfare Distribution to
Immigrants among Europeans.’ Journal of Comparative Policy Analysis: Research and
Practice 15 (2), 164-81.

Examination
The written assignments will give you the opportunity to practice how to identify and pose
interesting scientific questions, how to write a good literature review, as well as practicing
your analytical skills. The thematical assignments are concerned with the specific theoretical
topic that relates directly to the subject of the themes, and are supposed to lay the basis of
your accomplishment of the last assignment, the writing of a research paper. Further
instructions for each assignment follow below.

Requirements
Students will be evaluated based on their performance on both oral and written assignments.
The course consists of six assignments: two written seminar papers (each worth 1 HEC, total
2 HEC), two written peer responses (each worth 0.5 HEC, total 1 HEC), one research paper
(4 HEC) and one oral opposition to a peer research paper (0.5 HEC).

Required outcomes
The grading scale comprises: Pass with Distinction (VG), Pass (G) and Fail (U).
A student must receive a Pass for all six assignments, including the oral presentation, to pass
the entire course. Seminar papers are evaluated with the grades “pass” or “fail”. For the grade
”pass with distinction” on the course as a whole, a student is required to receive a high pass
(VG) for the main research paper (4 HEC). The oral presentation (0.5 HEC) is evaluated with
the grade pass or fail.
To obtain the Pass grade the student must fulfil all the learning outcomes. To obtain Pass
with Distinction, the work of the student should show a very good ability to connect
theoretical analyses to practical outcomes, a good, independent analytical ability and that
written assignments fulfil high academic standards in terms of structure and language.

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In case of missed assignment or fail grade

If you miss an assignment or get a fail grade, you are required to submit the same assignment
at the re-take examination. In case of a fail grade, you should address the comments given, in
the re-take assignment.

 For papers: Write your paper on the topic assigned. You will not be provided with
arranged feedback from either peers or teacher if you do the re-take examination.
However, you can obviously arrange for such feedback yourself.

 For peer-response, written: Write your peer-responses on the topics assigned.

 For peer-response, oral (research seminar): Upload a video, commenting on the paper
assigned. Provide written comments of 500 words on at least half of the papers
presented at the research seminar.

The deadline for re-take examinations is 18 March 2018, to be uploaded on GUL.

Language, style, and references
A stringent and concise language is requested. Make sure that the reader can tell when it is
your arguments and when you present someone else’s arguments. Make active use of
references (you can choose the Oxford or the Harvard referencing system, but be consistent).
When writing the assignments you are expected to use and refer to academic literature, both
from the course list, but possibly also from other sources.

Assignments
For two of the themes, students are required to write an individual paper of 1500 words
respectively. The themes individual students are to write on are assigned on the first day of
the course.

The paper should be a review of the research field and focus on a specific research problem.
The specific questions that should be addressed in each theme are listed below. The paper
should be informed by the readings and lectures listed in the course outline.

The paper should be uploaded on GUL by the date and time specified in the schedule. Please
note that we operate a strict deadline. The paper is to be uploaded in the project group for the
theme, to make them available for fellow students.

Students are then required to write a peer response (1-2 pages) to one of the papers in the
theme they have not written on themselves. For what paper to respond to, see GUL!

Peer responses should address the form, content and analysis of the papers. Peer responses
should be uploaded on GUL by the date and time specified in the schedule, in the project
group for peer responses for respective theme. Please take care to clearly specify what paper
you are peer reviewing in the title of your peer response.

After having received peer responses as well as teacher feedback, students are to revise the
paper and submit the final version on GUL by the date and time specified in the schedule.
Upload under respective Assignment. The final paper will then be graded.

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Theme 1: SECURITY

The EU and European Security

During the Cold War, the EU played a marginal and limited role in European security, but
since the early 1990s, it has sought to carve out a new and distinctive role for itself as a
regional and international security provider. After a dismal performance in Bosnia, the EU
has sought to equip itself with new capabilities, institutions and decision-making mechanisms.
Central to this is the military and civilian capabilities for crisis management. The EU has also
undertaken a range of missions within the Common Security and Defence Policy, and sought
to develop a functional arrangement with NATO. It has also drawn up a Global Strategy for
the CFSP, which replaces the European Security Strategy of 2003.

In this paper, students are invited to consider the role of the EU in European and international
security, and assess its strengths and weaknesses as a security provider. In the paper, students
should address the following questions:
       What is distinctive about the EU’s approach to regional and international security?
       What are the main achievements of the EU as a security actor?
       What are the main political and institutional obstacles to the EU becoming a more
        effective international security provider?
       In what way, if any, does your profession relate to the EU as a global security actor?

Seminar 2: TRADE

EU Trade Policy in the 21st Century

The EU is the world’s largest and most powerful trading bloc with formidable muscle in trade
and through trade. However, the EU’s role has come under great pressure. The emergence of
new economic powers has changed the global playing field, leaving traditionally dominant
trade powers such as the EU in a state of uncertainty. At the same time, trade policy is seen as
crucial to resuscitate EU competitiveness and growth in the wake of the financial crisis.
Amidst this unprecedented external strain, the EU is also facing increasing pressure from one
of its own. The Lisbon Treaty not only transferred additional competence to the EU-level, but
also triggered a small revolution in the field of trade by introducing codecision and requiring
EP’s consent to international trade agreements.

The key question that we will try to answer during this seminar is to what extent, and how,
these developments affect the efficiency of the Union's trade policy? In the seminar papers,
students should choose at least one aspect of the more recent changes in EU external trade
policy – relating to either the extension of EU powers in the Lisbon Treaty, the new
interinstitutional balance of power or the changing external context, or the effect of mixity on
future trade and investment negotiations – and discuss how this influences the EU’s ability to
wield its trade power in an efficient manner. Discuss also in what way, if any, your profession
relates to the EU as a global trade actor.

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Seminar 3: MIGRATION

Relations between migration, security and development

Wolff states that “EU external migration policy is torn between two conflicting logics: remote
control via the externalisation of JHA policies to third countries, and the tackling of root
causes of migration through development aid and promotion of EU norms… (Wolff in Hill et
al., 2017: 379). Two nexuses related to migration are thus here drawn up: the migration-
security nexus and the migration-development nexus. Discuss the underlying logics that
Wolff refers to in the two cases, what they lead to and give examples of cases where conflicts
appear. Discuss also in what way, if any, your profession relates to these nexuses.

RESEARCH PAPER

Instructions
The research paper should focus on a research problem that incorporates at least two of the
three themes that this course focuses on, i.e. security, trade, and migration. You should
demonstrate in this paper your knowledge of how and why the selected themes overlap in
diverse ways, both conceptually and empirically. Writing the research paper offers you the
opportunity to explore in-depth a particular issue and research problem that you find
particularly interesting. However, the research paper must problematize at least two of the
three themes that we have studied during this course.

A typical research paper would include a clearly formulated research problem; a literature
review that locates the research problem in academic research; a theoretical/conceptual
approach and an empirical analysis that attempts to answer the research problem. The
format will be discussed in a lecture during the first week of teaching. Good examples to be
inspired by (but not to copy…) are posted on GUL.

Higher educational credits: 4

Scope: 3000 words.

Supervision of research paper by course leader
You will be offered two optional opportunities for supervision of your research paper by the
course leader. On the first occasion, you will be able to get input on a memo with tentative
ideas and receive advice of how to write a concise research paper. On the second occasion,
you will have the opportunity to submit a draft version of your research paper and receive
comments by the course leader. The dates and times for these opportunities are specified on
GUL. Upload in respective project group.

Peer response to draft research paper
Students are required to give specific comments (peer response, 1-2 pages) to the draft of one
fellow student’s research paper, as assigned by the course leader (0.5 hec). See list on GUL!

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Peer responses should address the form, content and analysis of the paper. Peer responses
should be uploaded on GUL by the date and time specified in the schedule. Upload in the
project group.

After having received peer responses as well as teacher feedback, students are to revise the
paper and submit the final version on GUL by the date and time specified in the schedule. The
final paper will then be discussed at the research paper seminar.

Research paper seminar

Hand-in: Upload your revised research paper on GUL, by the date and time specified in the
schedule, in the folder “Final research paper” where your assignment is run through
“Urkund”.

Before the seminar, you are to prepare specific comments to one fellow student’s research
paper, as designated by the course leader. Students are however expected to have read and
contribute with comments on all students’ research papers, making for a good discussion at
the seminar.

Checklist for commentators1

1. Read carefully the paper you are appointed to discuss.

2. Prepare a short summary of the paper together with questions you want to ask or topics you
want to discuss with the author.

3. Emphasize both what you think is good or interesting in the paper, but also what the author
could have done even better. Start with what you think is good in the paper. Try to be
constructive: you should argue for why something was not that good and try to present
suggestions on how the paper could have been improved. Ask questions to the author in order
to make her/him develop aspects that may be unclear in the paper. Remember that when you
serve as a commentator you should start with asking yourself to what extent the author has
done a good job in relation to the task’s instructions!

4. We expect a discussion between the commentator and the author.

5. We expect that you have read all papers that are discussed in your respective seminar group
and that you have prepared at least one question or comment to the author of each paper.

6. After the commentator has finished her/his discussion with the author the floor is open for
questions from the rest of you.

7. Given that you are about 6 students in each group there are about 15−20 minutes for
discussing each written assignment. We kindly ask commentators to be concise; stick to your
major points!

1
Thanks to Niklas Harring for handing this checklist down!

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SCHEDULE
Start of the course: 19 October, 2017
Introduction, How to write a research paper, Assignment of themes

Security-theme lectures posted on GUL (around) 20 October at the latest
Hand-in, draft, Security: 5 November, 2017. In project groups
Peer response, Security: 12 November, 2017. Under assignments
Final hand-in, Security: 22 January, 2018. Under assignments

Trade-theme lectures posted on GUL (around) 6 November at the latest
Hand-in, draft, Trade: 26 November, 2017. In project groups
Peer response, Trade: 3 December, 2017. Under assignments
Final hand-in, Trade: 22 January, 2018. Under assignments

Migration-theme lectures posted on GUL (around) 27 November at the latest
Hand-in, Migration: 17 December, 2017. In project groups
Peer response, Migration: 22 December, 2017. Under assignments
Final hand-in, Migration: 22 January, 2018. Under assignments

Optional supervision by course leader, hand-in, memo: 12 November, 2017.
Under assignments
Optional supervision by course leader, hand-in, draft of research paper: 10 December, 2017
In project groups
Hand-in, draft of research paper: 10 December, 2017. In project groups
Peer response, draft of research paper: 22 December, 2017. Under assignments
Final hand-in, research paper: 14 January, 2018. Under assignments

End of the course: 22 January, 2018
Research paper seminar

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