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FOREIGN POLICY ANALYSIS Dr. Esmira Jafarova School of Public and International Assistant Professor Affairs, ADA University Teaching Hours: Wed. Fri.13:45-15.00 BAIS 2017 Office Hours: Mon. Th. Fall 2016 ECTS – 6 Webpage: optional if available Email: ejafarova@ada.edu.az Office Phone number (optional)

e.f.jafarova@gmail.com Introduction and Basic Concepts This course is designed to introduce the students to various theories and concepts related to Foreign Policy Analysis (FPA), thus building the understanding of the essential process by which foreign policy is formed. It will therefore guide the students through the conventional level of analysis structure, by introducing systemic, state and individual level determinants that shape foreign policy of a state. Having introduced the theoretical perspectives to the analysis of foreign policy (systemic level), we will then move to consider domestic politics, notions such as bureaucratic politics, groupthink, national culture, ideas, models of foreign policy-decision-making and other relevant state level elements. Last, but not least, actual implementation of foreign policy and leadership traits (individual level) that bear particular significance on and build into the formation of foreign policy decisions will be examined. The students will be taught to think analytically of foreign policy cases through the lenses of theoretical and methodological tools. Aims and Learning Outcomes Academic Aims The academic aims of the course are: 1) to learn about Foreign Policy Analysis (FPA) as a constituent, but also a distinct discipline within International Relations (IR); 2) Through studying various theoretical approaches, models and concepts, to acquire necessary tools and skills to think of and analyze foreign policy in critical manner; and synthesize theory and practice. Learning Outcomes By the end of the course the students will be able to:

- master various concepts, theoretical approaches to explaining foreign policy outcomes and models of foreign policy decision-making;

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- think critically of foreign policy issues through the application of relevant theoretical approaches, via various case studies theories/models that would serve as toolboxes to facilitate analysis.

Teaching Methodology

Our classes will be interactive and participatory, which means that you are expected to read the reading materials in advance in order to participate in class discussions. I will guide you through the readings and the topic of the class. However, do not expect your instructor to solely lecture you on the subject matter. As a part of learning exercise, you all have to contribute to discussions with your ideas and opinions, and therefore please DO come to the class ready, by having read the class material. Please note that 15% of your overall grade depends on your participation in discussions.

Workload

It is estimated that the students will need to read around 40 to 80 pages per week. Students will need around 3-6 hours per week for assignments and readings. Reading List Smith, Steve, Amelia Hadfield, and Tim Dunne. Foreign Policy: Theories, Actors, Cases. Second edition. Oxford: Oxford University Press, 2012. Hill, Christopher. The Changing Politics of Foreign Policy. New York: Palgrave Macmillan, 2003. Alden, Chris and Amnon Aran. Foreign Policy Analysis: New Approaches. New York: Routledge, 2012. Hudson, M. Valerie. Foreign Policy Analysis: Classic and Contemporary Theory. Lanham: Rowman and Littlefield Publishers, 2007.

Besides the essential materials there will also be relevant articles from primary sources. Most of them are available at ADAU databases. The remaining ones will be provided to you at least one week in advance. You are expected to read all of the assigned readings (both essential and supporting readings) carefully and diligently, since they will form the basis of our learning exercises and class discussions. Please also note that some of the supporting readings are optional (they are indicated accordingly), meaning that there is an added value in reading optional supporting readings, but it is not a requirement. But beyond optional supporting readings, you have to read all the class readings. Assessment The grades for the course will consist of the following components:

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Student Case Study Presentation + Essay – 25% (10+15) By week 4 all students will be assigned to a Case Study Presentation and an Essay. In this assignment every student (depending on the size of the class) will do a study of and present a foreign policy case from the topics provided. You could think of a particular case within the provided topics (for example: EU foreign policy towards South Caucasus), or do a generic evaluation of foreign policies as to the cases/topics below. Each student has to choose one case study, therefore no overlapping is allowed. You are expected to think of the particular case that you have chosen through the spectrum of a relevant theoretical approach, and wherever applicable explain the foreign policy decision-making process and the associated behavioral aspects by applying theories, models, concepts and notions learnt from the course. You can consult me additionally for further questions. Your presentation should last around 15-20 minutes, followed by the Q&A from the class and subsequent in-class analysis of the given case study and the choice of theories/approaches/methods. Please remember therefore to notify at least one week in advance the class about which essential materials you have used in your work in order for them to get ready for discussions. Your Case Study Presentations will happen in week 9 and 12 and depending on the number of students we will have to make necessary adjustments regarding the timing of presentations as well as think about some extra make-up classes to enable everyone to present his/her case. But these modalities are tentative and might be altered according to the class size. Some topics for case studies: Foreign policies of the US, EU, Russia, Turkey, Iran, Azerbaijan, Asian counties and developing world (the latter two topics could also be country-specific). But students are also free to come up with any foreign policy case they would like to present as long as they maintain a synergy between the case at hand and the analytical tools taught at the class. Cases however should not overlap. Essays You will also have to submit your findings in the form of short essay (2000 words (excluding bibliography), +/- 300 words) within a week you have done your presentation. Say, if you have done your presentation on Friday, Week 9, your Essay should be due by Friday, end of office hours (18:00) in Week 10. But please, remember that there is a value in starting to work on your essays earlier in order to avoid overloading yourselves with multiple undertakings. If for some reasons student presentations are cancelled altogether, then your essays should be due by Week 10, Friday, November 18, end of office hours (18.00). Your Essays will be 15 % of your overall grade. Although in your essay you are expected to give a summary of your research and findings, do not however, just describe what you have presented in the class. Your essay should contain an introduction, main body and conclusion. You have to write critically by substantiating your choice of the given case study, relevant theories, methods and approaches, and suggesting your own analysis. Please do not hesitate to consult me (in person, via email) about your essays, if need be. You can use any citation style you are accustomed to. For notice, however, I prefer to use Chicago 16th style for referencing.

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Midterm Exam – 30% Midterm exam might consist of three essay questions and open-ended questions, depending on the number of students in the class. At the exam the students will be expected to demonstrate their knowledge and understanding of the processed class material. Your ability to think through and analyze various notions, concepts and theories through their synchronization with empirical data will be tested. Please bear in mind that the exam will be strictly held in accordance with the rules of the ADAU Honor Code. Final Exam – 35 % Final exam as well might consist of three essay questions, open-ended questions or multiple choice questions, depending on the number of students in the class. At the exam the students will be expected to come through all the material that has been taught during the semester. Attendance – 5% Your regular attendance is important. I attach great importance to your attendance and will be strict about it. You have to be present in the class in order to be able to contribute. Your unexcused absences from the class will be noted. Say, if you have always been present in the class throughout the semester, you will get 100% for from your attendance percentage. The percentage will change accordingly once your absences add up. Every unexcused absence from the class will cost you 3% from your overall attendance share (1 absence 97%, 2 absences 94%, 3 absences 91, etc.) In compliance with Azerbaijani legislation, instructors are required to monitor attendance and inform the Registrar and the Dean of the student’s respective School when students miss significant amounts of class time. Azerbaijani legislation mandates that students who fail to attend at least 75% of classes will fail the course. Class Participation - 5% 5% of your overall grade will be based on the quality of your contributions to our class discussions. Remember that your instructor is not supposed to solely lecture you and our classes will be organized as interactive discussions. If you want to enjoy a memorable and interesting class, please do contribute. However, also remember that the quality of your inputs matters no less. Do not merely speak for the sake of speaking. Any efforts to imitate an “informed student” without in fact having done the homework will be easily discernible. There is a value in bearing this in mind. Grading Procedures Students will be graded on absolute scale provided below. A+ 98-100 A 94 – 97% A- 90 – 93% B+ 87 – 89% B 83 – 86% B- 80 – 82%

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C+ 77 – 79% C 73 – 76% C- 70 – 72% D+ 67 – 69% D 60 – 66% F 0 – 59%

Grade Appeal. The responsibility to assign grades lies with the course instructor. Students who contend that their grade is not an accurate reflection of their accomplishments in a class should first discuss their grade assessment with the instructor. If after the discussion the instructor is persuaded to change the grade, he/she must immediately inform the Registrar and the Dean as soon as possible. In the case of data input or communication error, notification to the Registrar will be sufficient. If after discussing the grade with the instructor the student remains dissatisfied, it is possible to initiate a grade appeal. This appeal is admissible in a case where the student feels the instructor's grade is in error. A grade appeal must be filed within five working days after the reception of the final grade. The appeal must be sent to the Dean of the college in which the course is offered and must include a detailed description of why the student feels the grading assessment was in error. The student may withdraw the appeal at any point during the process. It is the Dean who will make the decision of whether or not the student's appeal has merit. If the Dean decides the appeal is unfounded, the appeal is denied; however, if the dean finds the appeal has merit, he/she will convene a committee consisting of the Dean and two neutral faculty members to discuss the appeal. The committee shall have the right to consult with both the instructor and the student during the appeal process. The Dean will make a decision on the case within one week after the reception of the appeal. The decision will be made in writing and will be communicated to both the student and the instructor. The committee's decision is final. It is important that the student be alerted to the fact that the committee's decision may result in the original grade being lowered. If a grade change is decided, that decision must be sent to the Registrar's Office at once. Attendance and tardiness Students have to come to the class. If you need, however, to miss a class, due to health or other related conditions, you should notify the instructor in advance. I will not accept late excuses for absences without prior notice. Please do not be late for the class. Your late arrivals undermine the learning spirit and show disrespect to the course. Do not come into the class after your instructor. If you are late for 10 minutes or more, the professor has the right not to let you in the class and consider you as being absent from the class on that day. Emergencies Students who face emergencies, such as a death in the family, the serious illness of a family member, hazardous weather that makes attendance impossible, or other situations beyond their control that preclude class attendance,, should notify their instructors immediately.

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Please see http://www.ada.edu.az/en-US/Pages/attendance_policy.aspx for more on attendance policy. Late Work Late submissions would be marked down 25% of overall grade for each day. This concerns both your reading evaluations and your group short essay. Classroom decorum/Some Rules & Expectations

• If you need to leave early, notify me prior the class and sit closer to the door.

• I may communicate with you via e-mail. You are responsible to check that your e-

mail address on file with the university is the address you are using regularly.

• Please do not be late to the class. I can excuse your being late for about 10 minutes once or may be twice. But if it takes a certain pattern I have the right not to let you in the class and consider you absent from it.

Academic Honor Code Academic dishonesty includes, but is not limited to, the following: Cheating: The act of deception by which a student who misrepresents mastery of information on an academic exercise. These acts can be either premeditated or not. Plagiarism: The unacknowledged inclusion of someone else’s actual words or paraphrases, ideas or data as one’s own. This means that sources of information must be appropriately cited with footnotes or quotation marks and identified, whether published or unpublished, copyrighted or uncopyrighted. Academic Misconduct: The actual or attempted tampering or misuse of academic records or materials such as transcripts and examinations. Falsification/Fabrication: The intentional use of false information or the falsification of research, findings, personal or university documents with the intent to deceive. Accessory to Acts of Academic Dishonesty: The act of facilitating, supporting or conspiring with another student to commit or attempt to commit any form of academic dishonesty Please see the Honor Code for more information: http://www.ada.edu.az/en-US/Documents/Honor%20Code%202015.pdf Standard for academic honesty and penalties for infractions Academic work always relies on other people’s work, and there are standards on how to do that while acknowledging those people. To understand better what plagiarism is, see: Purdue University's "Avoiding Plagiarism" at

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http://owl.english.purdue.edu/handouts/research/rplagiar.htm Georgetown University's "What is Plagiarism," at "http://gervaseprograms.georgetown.edu/honor/system/53377.html" http://gervaseprograms.georgetown.edu/honor/system/53377.html Indiana University's "Plagiarism: What It Is and How To Recognize and Avoid It" at http://www.indiana.edu/~wts/pamphlets/plagiarism.shtml At ADA University, if student found guilty of academic dishonesty first time, he or she would fail the course. If the case repeats again, student will be expelled for ADA University. For more information please read Honor Code in details. Last day to withdraw from the course Please see the reference to the ADAU withdrawal policy: http://www.ada.edu.az/en-US/Pages/withdrawal_policy.aspx Disability Statement ADA University provides upon request appropriate academic accommodations for qualified students with documented disabilities. Any student who feels s/he may need an accommodation based on the impact of a disability should notify the Office of Disability Services and Inclusive Education about his/her needs before the start of the academic term. Please contact Mr. Elnur Eyvazov, Director of the Office of Disability Services and Inclusive Education; Phone: 4373235/ext249; Email: eeyvazov@ada.edu.az Structure of the Course The course comprises of three essential parts. The first part introduces the FPA as a dynamic and self-standing field of study within International Relations discipline. It appraises foreign policy at systemic level, where foreign policy outputs of states are discussed as given and in constant interaction on world arena. The second section brings to the fore the determinants associated with state level - domestic politics, organizational and bureaucratic politics, as well as groupthink phenomenon. In this part the students will learn about foreign policy not solely as a given output, but as a process, where decisions are made in different and often complex settings. In the final, third part individual decision-maker level will constitute the focus of discussions, in order to shed some light on the impact different individuals make on the formation of certain foreign policy outcomes. This will also entail learning about various models of foreign policy decision-making.

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TENTATIVE SCHEDULE OF CLASSES AND READINGS Week 1. (16, 21 Sept.) Introduction. History and Evolution of FPA. What is Foreign Policy, Why and How to Analyze It? Aims and Content To get introduced to the course, syllabus and requirements. Learn about FPA, its history, tools and objectives of foreign policy analysis.

Essential readings Alden, Chris and Amnon Aran. “Foreign Policy Analysis – An Overview,” Foreign

Policy Analysis: New Approaches. Chp.1, pp. 1-13. Hudson, M. Valerie. “The History and Evolution of Foreign Policy Analysis.” In Foreign

Policy: Theories, Actors, Cases, edited by Steve Smith, Amelia Hadfield, and Tim Dunne. Chp.1, pp. 13-33.

Supporting readings Hill, Christopher “The Changing Politics of Foreign Policy.” Foreign Policy in

International Relations. Chp.1, pp.1-19. Hudson, M. Valerie and Christopher S. Vore. “Foreign Policy Analysis: Yesterday,

Today and Tomorrow.” Meshon International Studies Review 39 (1995): 209-229. JSTOR (optional)

PART I. FOREIGN POLICY AT SYSTEMIC LEVEL Week 2. (23, 28 Sept.) Actors, Structures and Approaches to Foreign Policy. Levels of Analysis. Aims and Content To learn about basic concepts in the FPA. Actors, structures and their mutual interactions. Introduce famous level of analysis structure in the FPA analysis.

Essential readings Carlsnaes, Walter. “Actors, Structures and Foreign Policy Analysis.” In Foreign Policy: Theories, Actors, Cases, edited by Steve Smith, Amelia Hadfield, and Tim

Dunne. Chp.6, pp. 113-128. Singer, J. David 1961. The Level of Analysis Problem in International Relations 14, no.1,

(1961): 77-92. JSTOR Supporting readings

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Hill, Christopher. “Actors: The Responsible Decision-Makers.” The Changing Politics of Foreign Policy. Chp.3, pp.51-71. Carlsnaes, Walter. “The Agency-Structure Problem in Foreign Policy Analysis.” International Studies Quarterly 36, no. 3 (Sep., 1992): 245-270. JSTOR Carlsnaes, Walter. “Foreign Policy.” In Handbook of International Relations, edited by Walter Carlsnaes, Thomas Risse, and Beth A. Simmons. London: SAGE, 2013. pp. 4-54. (optional) Week 3. (30 Sept, 5 Oct.) Theoretical Perspectives in the FPA: Realism(s) and Liberalism Aims and Content To introduce mainstream theoretical approaches to the study of foreign policy. Theoretical suppositions of Realism and Liberalism and their application to foreign policy cases.

Essential readings Wohlforth, C. William. “Realism and Foreign Policy.” In Foreign Policy: Theories,

Actors, Cases, edited by Steve Smith, Amelia Hadfield, and Tim Dunne. Chp. 2, pp. 35-53.

Doyle, W. Michael. “Liberalism and Foreign Policy.” In Foreign Policy: Theories, Actors, Cases, edited by Steve Smith, Amelia Hadfield, and Tim Dunne. Chp.3, pp. 54-76.

Supporting readings Rose, Gideon “Neoclassical Realism and Theories of Foreign Policy.” World Politics 51,

no. 1 (1998): 144-72. JSTOR Owen, John.“How Liberalism Produces Democratic Peace.” International Security 19,

no.2 (1994): 87-125. ProjectMuse (optional) Week 4. (7, 12 Oct.) Theoretical Perspectives in the FPA: Constructivism and Post-

Structuralism Aims and Content To learn about major assumptions of constructivism, post-structuralism and their application to foreign policy via case studies.

Essential readings Flockhart, Trine. “Constructivism and Foreign Policy.” In Foreign Policy: Theories,

Actors, Cases, edited by Steve Smith, Amelia Hadfield, and Tim Dunne. Chp.4, pp. 78-92.

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Hansen, Lene. “Discourse Analysis, Post-Structuralism, and Foreign Policy.” In Foreign Policy: Theories, Actors, Cases, edited by Steve Smith, Amelia Hadfield, and Tim Dunne. Chp. 5, pp. 94-108.

Supporting readings Smith, Steve. “Theories of Foreign Policy: An Historical Overview.” Review of

International Studies 12, no. 1 (Jan., 1986): 13-29. JSTOR Week 5. (14, 19 Oct.) Foreign Policy in International Context Aims and Content Foreign policy in its projection on international stage. Different tools and constraints. Diplomacy, soft power, effects of national features on foreign policy.

Essential readings Breuning, Marijke. “Leaders in the Context II: International Constraints on Foreign

Policy Decision-Making.” Foreign Policy Analysis. Chp.6, pp. 142-159. Hudson, M. Valerie. “The Levels of National Attributes and International System: Effects

on Foreign Policy.” Foreign Policy Analysis: Classic and Contemporary Theory. Chp.6, pp.143-162.

Supporting readings Fukiyama, Francis. “The End of History?” The National Interest, 16 (1989): 3-18 (173-

89). JSTOR Huntington, Samuel. “The Clash of Civilizations?” Foreign Affairs 72 (1993): 22-49.

JSTOR Nye Jr., S. Joseph. “Soft Power and American Foreign Policy.” Political Science

Quarterly 119, no. 2 (2004): 255-270. JSTOR (optional) PART II. FOREIGN POLICY AT STATE AND INDIVIDUAL DECISION

MAKER LEVELS Week 6. (21, 26 Oct.) Role of Culture and Ideas in Foreign Policy Aims and Content To see how different cultural and ideological aspects mingle with foreign policy decisions. National identity, perception of others, and other relevant cultural elements.

Essential readings

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Hudson, M. Valerie. “Culture and National Identity.” Foreign Policy Analysis: Classic and Contemporary Theory. Chp.4, 103-123.

Vlahos, Michael. “Culture and Foreign Policy.” Foreign Policy 82 (Spring, 1991): 59-78. JSTOR Supporting readings Hudson, M. Valerie and Martin W. Sampson. “Editor’s Introduction: Culture is More

Than a Static Residual: Introduction to the Special Section on Culture and Foreign Policy.” Political Psychology 20, no. 4 (Dec., 1999): 667-675. JSTOR

Wish, Naomi Bailin. “National Role Conceptions in the Study of Foreign Policy.” International Studies Quarterly 24, no. 4 (Dec., 1980): 532-554. JSTOR

Checkel, Jefrey. “Ideas, Institutions, and the Gorbachov Foreign Policy Revolution.” World Politics 45, no. 2 (1993): 271-300. JSTOR (optional)

Kaufman, Chaim. “Threat Inflation and The Failure of The Marketplace of Ideas: The Selling of the Iraq War.” International Security 29 (2004): 5-48. JSTOR (optional)

Holsti, K.J.. “National Role Conceptions in the Study of Foreign Policy.” International Studies Quarterly 14, no. 3 (1970): 233-309. JSTOR (optional)

Johnston, Iain Alastair. “Thinking about Strategic Culture.” International Security 19 (1995): 32-64. JSTOR (optional)

Week 7. (28 Oct, 2 Nov.) Midterm Week 8. (4, 9 Nov.) Organizational Politics, Groupthink, Bureaucratic Politics November 9/Wed/State Flag Day of Azerbaijan Aims and Content To learn about how foreign policy decisions are made within different contextual settings: group decision-making, bureaucratic politics and various associated circumstances.

Essential readings Hudson, M.Valerie. “Group Decision-Making: Small Group Dynamics, Organizational

Process, and Bureaucratic Politics.” Foreign Policy Analysis: Classic and Contemporary Theory. Chp.3, pp. 65-101.

Alden, Chris And Amnon Aran. “Bureaucracies and Foreign Policy.” Foreign Policy Analysis: New Approaches. Chp.3, pp. 31-45.

Supporting readings Allison, Graham. Essence of Decision: Explaining the Cuban Missile Crisis. Boston:

Little, Brown&Co., 1971. Chp.s 1,5. pp. 255-312.

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Glen, Whyte. "Groupthink Reconsidered." The Academy of Management Review 14, no.1 (1989):40-52. ProQuest (optional) Maoz, Zeev. “Framing the National Interest: The Manipulation of Foreign Policy

Decisions in Group Setting.” World Politics 43, no.1 (1990):77-110. JSTOR (optional)

Yetiv, Steve. “Groupthink and the Gulf Crisis.” British Journal of Political SciencCe 33, no. 3 (July 2003): 419-442. JSTOR (optional)

Week 9: (11, 16 Nov) Student Case study presentations Week 10. (18, 23 Nov) Domestic Politics and Foreign Policy Aims and Content To discuss the process of foreign policy formation domestically: propellants and constraints, two-level games.

Essential readings Hill, Christopher. “The Domestic Sources of Foreign Policy.” The Changing Politics of

Foreign Policy. Chp.3, pp.219-249. Alden, Chris and Amnon Aran. “The Domestic Sources of Foreign Policy.” Foreign

Policy Analysis: New Approaches. Chp.4, pp. 46-61. Supporting readings Putnam, D.Robert. “Diplomacy and Domestic Politics: The Logic of Two-Level Games.”

International Organizations 42 (1988): 427-60. JSTOR Levy, Jack. “Domestic Politics and War.” Journal of Interdisciplinary History 18, no.4

(Spring 1988): 653-673. JSTOR (optional) Week 11. (25, 30 Nov) Models of Foreign Policy Decision-Making: Rational Actor

Model and Others Aims and Content To go deeper to the individual level. Study the models of decision-making: rational-choice, psychological, and neurological models. Relevant case studies.

Essential readings Gross Stein, Janice. “Foreign Policy Decision-Making: Rational, Psychological, and Neurological Models.” In Foreign Policy: Theories, Actors, Cases, edited by Steve Smith, Amelia Hadfield, and Tim Dunne. Chp.7, pp. 130-146.

Alden, Chris and Amnon Aran. “Foreign Policy Decision Making.” Foreign Policy Analysis:New Approaches. Chp.2, pp. 14-30.

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Supporting readings Hill, Christopher.“Rationality in Foreign Policy.” The Changing Politics of Foreign

Policy. Chp.5, pp.97-126. Mor, D. Ben. “Nasser’s Decision-Making in the 1967 Middle East Crisis: A Rational

Choice Explanation.” Journal of Peace Research 28, no. 4 (November 1991): 359-375. JSTOR (optional)

Allison, Graham and Philip Zalikow. “The Cuban Missile Crisis: First Cut.” In Essence of Decision. New York: Longman, Second edition, 1999. Chps. 1, 2, pp. 13-54, pp. 77-129. (optional)

Week 12: (2, 7 Dec.) Student Case Study Presentations Week 13. (9, 14 Dec.) Implementation of Foreign Policy. Personality and

Leadership. Aims and Content Discuss how foreign policy decisions get materialized. Focus on instruments and strategies of implementation. Continue discussion on individual level. How powerful individuals influence foreign policy decisions and their implementation.

Essential readings Hill, Christopher. “Implementation: Translating Decisions and Capabilities into Actions,”

The Changing Politics of Foreign Policy. Chp.6, pp.127-155. Brighi, Elisabetta and Christopher Hill. “Implementation and Behavior.” In Foreign

Policy: Theories, Actors, Cases, edited by Steve Smith, Amelia Hadfield, and Tim Dunne. Chp.8 pp. 147-166.

Supporting readings Hermann, G. Margaret et.al.. “Who Leads Matters: The Effects of Powerful Individuals.” International Studies Review 3, no. 2 (Summer, 2001): 83-131. JSTOR Hermann, G. Margaret. “Explaining Foreign Policy Behavior Using the Personal

Characteristics of Political Leaders.” International Studies Quarterly 24, no. 1 (1980): 7-46. JSTOR (optional)

Kaarbo, Juliet. “Prime Minister Leadership Styles in Foreign Policy Decision-Making: A Framework for Research.” Political Psychology 18, no. 3 (Sep., 1997): 553-581.

JSTOR (optional) Week 14. (16 Dec.) Media, Interest Groups and Public Opinion

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Aims and Content To learn about the role various intrastate interest groups, media outlets and other relevant formations (i.e. civil society, NGOs, etc.) play in the formation and effectiveness of foreign policy choices. Public opinion as a powerful social force to influence vital decisions.

Essential readings Robinson, Piers. “The Role of Media and Public Opinion.” In Foreign Policy: Theories,

Actors, Cases, edited by Steve Smith, Amelia Hadfield, and Tim Dunne. Chp.9, pp. 168-186.

Hill, Christopher. “The Constituencies of Foreign Policy.” The Changing Politics of Foreign Policy. Chp.10, pp.250-282.

Supporting readings Trice, H. Robert. “Foreign Policy Interest Groups, Mass Public Opinion and The Arab-

Israeli Dispute.” The Western Political Quarterly 31, no. 2 (Jun., 1978): 238-252. JSTOR

Craig, Alexander. “The Media and Foreign Policy”, International Journal 31, no. 2 (Spring, 1976): 319-336. JSTOR

Shain, Yossi. “Diasporas and US Foreign Policy.” Political Science Quarterly 109, no.5 (1994- 1995): 811-841. JSTOR (optional)

Disclaimer Instructor could modify schedule of the classes as necessary.

Tips for Success Remember that there is no shortcut to success and no easy fixes. To be successful, first of all you have to ask yourselves what is it that you want to obtain from the course. If you simply want to be over the course for it to be calculated towards your degree requirements, no tips would help you to be successful. Only your genuine desire to learn and contribute would guide you in your journey towards successful outcome. That is the starting point. On a more technical note, preparing for your classes and reading the assigned material should not be source of stress for you. Again, treat them as a source of something new and insightful to help you learn and develop. Our classes will be based upon the discussions of the main arguments and points in the readings. However, you are welcome to contribute with your own critical opinion about the readings. It just will demonstrate that you have mastered them well enough. As to the fulfillment of your class assignments, always remember that keeping the work until the very last moment will not help. Always start as early as you could. It gives you more time, space and freedom to think, question, analyze and prepare a quality work. If

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this is a written assignment, try to have some extra time at your disposal after having finished the first draft of your work. Finish the first draft, leave it out of your sight for as much time as you could, and then take a second, fresher look at what you have written. Repeat this for as many times as time allows you, but do not overdo itJ Anyway, in most cases usually a third look suffices to eliminate major shortcomings. This introspective and critical look at your own writing will substantially improve its overall quality. Your ability to build into a team while fulfilling the class assignments will have an important impact on the quality of your work. Team assignments require group cohesion and cooperation. Please note that personal ambitions are not the best features to pour into the group work. Always think of the output you want to produce. Writing Center

Students are encouraged to consult with writing center for checking papers and assignments.