Table Of ContentInnovation and Change in Professional Education 9
Stefania Baroncelli
Roberto Farneti
Ioan Horga
Sophie Vanhoonacker E ditors
Teaching and
Learning the
European
Union
Traditional and Innovative Methods
Teaching and Learning the European Union
Innovation and Change in Professional Education
VOLUME 9
Series Editor:
W.H. Gijselaers, School of Business and Economics, Maastricht University,
The Netherlands
Associate Editors:
L.A. Wilkerson, David Geffen School of Medicine, University of California,
Los Angeles, CA, USA
H.P.A. Boshuizen, Center for Learning Sciences and Technologies, Open
Universiteit Nederland, Heerlen, The Netherlands
Editorial Board:
T. Duffy, School of Education, Indiana University, Bloomington, IN, USA
K. Eva, UBC Faculty of Medicine, Center for Health Education Scholarship,
Vancouver, BC, Canada
H. Gruber, Institute of Educational Science, University of Regensburg, Germany
R. Milter, Carey Business School, Johns Hopkins University, Baltimore, MD, USA
SCOPE OF THE SERIES
The primary aim of this book series is to provide a platform for exchanging experiences
and knowledge about educational innovation and change in professional education and
post-secondary education (engineering, law, medicine, management, health sciences, etc.).
The series provides an opportunity to publish reviews, issues of general signifi cance to theory
development and research in professional education, and critical analysis of professional
practice to the enhancement of educational innovation in the professions.
The series promotes publications that deal with pedagogical issues that arise in the context
of innovation and change of professional education. It publishes work from leading
practitioners in the fi eld, and cutting edge researchers. Each volume is dedicated to a specifi c
theme in professional education, providing a convenient resource of publications dedicated
to further development of professional education.
For further volumes:
http://www.springer.com/series/6087
Stefania Baroncelli • Roberto Farneti
Ioan Horga • Sophie Vanhoonacker
Editors
Teaching and Learning
the European Union
Traditional and Innovative Methods
Editors
Stefania Baroncelli Roberto Farneti
School of Economics School of Economics
Free University of Bozen-Bolzano Free University of Bozen-Bolzano
Bozen-Bolzano , Italy Bozen-Bolzano , Italy
Ioan Horga Sophie Vanhoonacker
Faculty of History, International Relations, Faculty of Arts and Social Sciences
Political Sciences and Sciences Maastricht University
of Communication Maastricht , The Netherlands
University of Oradea
Oradea , Romania
ISBN 978-94-007-7042-3 ISBN 978-94-007-7043-0 (eBook)
DOI 10.1007/978-94-007-7043-0
Springer Dordrecht Heidelberg New York London
Library of Congress Control Number: 2013951013
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Foreword
The speed and depth with which the European Communities/European Union have
evolved is breathtaking and has radically shaped the life of the continent. Ever
since the beginning of this ambitious economic and political project, scholars
around the world have tried to explain the underlying logic behind it and the
mechanisms of its functioning. Thus, a plethora of studies developed alongside
the evolution of the EU.
SENT (Network of European Studies ) is an innovative and ambitious project
which brought together about 100 partners from the EU member states, candidate
and associated countries, and other parts of the world. It was a far-reaching project
aimed to overcome disciplinary and geographical-linguistic boundaries in order to
assess the state of EU studies today, as well as the idea of Europe as transmitted by
schools, national politicians, the media, etc.
SENT’s main goal was to map European Studies , in order to get a comprehensive
picture of the evolution of European Studies over the last decades in different
disciplines and countries . This approach permitted to achieve a better understand-
ing of the direction these studies are now taking . Five disciplines were identifi ed
where European Studies have particularly evolved: law , politics , economics , his-
tory , and social and cultural studies . The mapping of European Studies thus
includes a review of the m ost studied issues in European Studies today, the main
academic schools , and the m ost infl uential journals and books published, but it also
shows how local realities and national identities affect the study and teaching of
Europe around the world. In addition, an important work was done in mapping and
discussing teaching methodologies in relation to European studies with the aim of
introducing and diffusing the most up-to-date techniques.
The project was structured in various working groups, corresponding to their
respective disciplines. These networks worked closely together to ensure a discus-
sion across geographic boundaries. At the same time, the SENT network brought
together scholars around the world in a direct and multidisciplinary dialogue in a
General Assembly held in Rome in July 2010 to refl ect on the state of the EU disci-
plines and their future.
v
vi Foreword
We are very proud to present the results of this ambitious project in a series of
volumes. The following are being published with Il Mulino:
1. European Integration Process Between History and New Challenges , edited by
Ariane Landuyt
2. Analyzing European Union Politics , edited by Federiga Bindi and Kjell
A. Eliassen
3. Integration Through Legal Education ? The Role of EU Legal Studies in Shaping
the EU , edited by Valentino Cattelan
4. Questioning the European Identity / ies : Deconstructing Old Stereotypes and
Envisioning New Models of Representation , edited by Vita Fortunati
5. Ideas of Europe in National Political Discourse , edited by Cláudia T. Ramos
6. Communication , Mediation and Culture in the Making of Europe , edited by
Juliet Lodge, Stergios Mavrikis, Francisco Seoane Perez, and Katharine Sarikakis
The other two volumes that are part of the SENT series are published elsewhere:
Mapping European Economic Integration , edited by Amy Verdun and Alfred Tovias
with Palgrave, and Teaching and Learning European Studies : Traditional and
Innovative Methods, edited by Stefania Baroncelli, Roberto Farneti, Ioan Horga,
and Sophie Vanhoonacker with Springer.
This extensive project was coordinated by Prof. Federiga Bindi, director of the
Jean Monnet European Centre of Excellence of the University of Rome “Tor
Vergata,” and her valuable team. The project benefi ted from the generous support of
the European Commission .
The scientifi c organization was assured by a core coordinating committee formed
by Federiga Bindi, Ariane Landuyt, Kjell A. Eliassen, Vita Fortunati, Stefania
Baroncelli, Ioan Horga, Sophie Vanhoonacker, Cláudia Toriz Ramos, Juliet E.
Lodge, Amy Verdun, and Alfred Tovias. It is fair to say that these volumes show
how the EU has uniquely affected not only the daily life on the “old continent” but
also its scholarly work. We hope that this project opens the path for further extended
debates about these transformations providing food for thought and research tools
for young researchers, practitioners, and scholars of European affairs alike.
SENT Coordinator Federiga Bindi
Rome, Italy
Contents
1 Introduction – Teaching European Studies:
Educational Challenges .......................................................................... 1
Stefania Baroncelli, Roberto Farneti, and Sophie Vanhoonacker
Part I European Studies: Contexts and Challenges
2 Shaping the New Professional for the New Professions ....................... 9
Wim H. Gijselaers, Amber Dailey-Hebert,
and Alexandra C. Niculescu
3 Working at the EU Institutions: New Human Resources
Selection Strategy .................................................................................... 27
Nicholas David Bearfi eld
4 Educating for EU Citizenship and Civic Engagement
Through Active Learning ....................................................................... 39
Gretchen J. Van Dyke
5 Multilingual Universities: Policies and Practices ................................. 55
Rita Franceschini and Daniela Veronesi
6 Thinking Europe: A Canadian Academic Immersion
Inside the European Institutions—EU Study Tour
and Internship Programme .................................................................... 73
Eduard M. Lavalle and Alexandre Berlin
Part II Mapping Innovations in Teaching and Learning
7 Mapping Innovative Teaching Methods and Tools in European
Studies: Results from a Comprehensive Study .................................... 89
Stefania Baroncelli, Fabio Fonti, and Gordana Stevancevic
vii
viii Contents
8 Innovativeness in Teaching European Studies: An Empirical
Investigation............................................................................................. 111
Fabio Fonti and Gordana Stevancevic
9 Linguistic Pluralism in European Studies ............................................ 133
Stefania Baroncelli
Part III Innovative Teaching and Learning in European Studies
10 Assessing EU Simulations: Evidence
from the Trans-Atlantic EuroSim .......................................................... 157
Rebecca Jones and Peter Bursens
11 Distance Learning as an Alternative Method
of Teaching European Studies ................................................................ 187
Natalia Timuş
12 Problem-Based Learning in European Studies .................................... 199
Heidi Maurer and Christine Neuhold
13 Finding the Right Mix? Teaching European Studies
Through Blended Learning .................................................................... 217
Alexandra Mihai
14 The Network Is the Message: Social Networks
as Teaching Tools ..................................................................................... 229
Roberto Farneti, Irene Bianchi, Tanja Mayrgündter,
and Johannes Niederhauser
Biographies ...................................................................................................... 241
Index ................................................................................................................. 245
Chapter 1
Introduction – Teaching European
Studies: Educational Challenges
Stefania Baroncelli , Roberto Farneti , and Sophie Vanhoonacker
The increasing importance of the European Union as a central player in both domestic
and international politics since the late 1980s has given a strong boost to an
academic research agenda moving beyond nation-oriented approaches (Keeler
2005 ). This development found promptly its way into university curricula, be it in
economics, law, history, political science, cultural studies, IR and other programmes.
These traditional disciplines saw the rise of new courses, specialised tracks and
even entire master’s programmes focusing on the impact of the EU on their respec-
tive discipline. In addition, the multifaceted character of the European integration
process also led to the creation of new multi- and interdisciplinary bachelor’s, mas-
ter’s and even PhD programmes specifi cally focusing on the EU. These programmes
were mostly labelled European Studies or European Union Studies. While the term
European Studies could be considered to be broader in scope and refl ecting an inter-
est in the European continent in more general terms, in practice both terms are being
used interchangeably. In the framework of this study, we have chosen for the most
commonly used term of European Studies. If the author however specifi cally wanted
to emphasise that a programme was exclusively focusing on the EU, we have
allowed for the term EU Studies.
The development of ‘European Studies programmes’, either within or beyond
strict disciplinary boundaries, did not take place in a vacuum. It was heavily
infl uenced by the rapidly changing European educational environment. The Bologna
process (1999) fostering increasing harmonisation of European educational
S. Baroncelli (*) (cid:129) R. Farneti
School of Economics , Free University of Bozen-Bolzano ,
Piazza Università 1 , 39100 Bozen-Bolzano , Italy
e-mail: [email protected]; [email protected]
S. Vanhoonacker
Faculty of Arts and Social Sciences , Maastricht University , P.O. Box 616 ,
6200 MD , Maastricht , The Netherlands
e-mail: [email protected]
S. Baroncelli et al. (eds.), Teaching and Learning the European Union: Traditional 1
and Innovative Methods, Innovation and Change in Professional Education 9,
DOI 10.1007/978-94-007-7043-0_1, © Springer Science+Business Media Dordrecht 2014
