Innovation 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 © Springer Science+Business Media Dordrecht 2014 This work is subject to copyright. 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Violations are liable to prosecution under the respective Copyright Law. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specifi c statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. While the advice and information in this book are believed to be true and accurate at the date of publication, neither the authors nor the editors nor the publisher can accept any legal responsibility for any errors or omissions that may be made. The publisher makes no warranty, express or implied, with respect to the material contained herein. Printed on acid-free paper Springer is part of Springer Science+Business Media (www.springer.com) 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