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BA § 5 (1) 5.b European Integration - Introduction

Students acquire the ability to explain and describe the process of European integration and how the European Union works. They are able to analyse and independently answer the questions concerning the institutions, decision-making processes and policy fields in the political system of the EU and its member states.

How are policy decisions taken in the EU? How does variation in the rules governing decision-making lead to differences in outcomes and in the influence of actors? In this course, you will learn to analyse decision-making in the European Union. The course consists of three parts: Government, Politics, and Policies. The premise for the course is that although the EU is not a state, it can be analysed using standard theoretical tools from mainstream political science.

The course explores the key institutions of the European Union (the European Commission, the Council of the EU and the European Council, and the European Parliament), and the key legislative processes. As part of a Europe-wide research project, the course analyses in depth the European elections , cause and consequences of Brexit, as well as the role of public opinion and citizens´ attitudes towards the European Union.

Finally, three policy areas are considered, depending on whether decisions are made at the Community level (Internal Market and Social Policy) or whether decisions involve primarily intergovernmental setup (Justice and Home Affairs, with a focus on the migrant crisis). By comparing and contrasting outcomes in these policy fields, the course shows the policy effects of (a lack of) European integration.The aim of this Proseminar is to offer students the knowledge and analytical tools that they need in order to understand the European integration process as well as the functioning of the European Union and be able to discuss key topics of European politics in an academically sound way.

The classes will be interactive, students are expected to participate in the lectures by providing original input and ideas. “Frontal” teaching will be only a partial component of the classes, that will develop through group exercises, Q/A and presentations. 

The assessment includes three items: minute papers, powerpoint karaoke and a final essay.

Minute Paper (30%): At the end of five classes students have a short-answer question (max 5-10 lines) on the topics of the previous sessions (including the readings!). The question has to be answered within five minutes.

PowerPoint Karaoke (30%): Beginning in block 4 and continuing until block 12, a group of 4-5 students will be responsible to explain and critically comment within five minutes the content of graphs, figures, tables and statistics of the readings. During each block the lecturer starts the presentation and integrates the working groups in the lecture. It is important for passing the assessment that each student participates in the project.

Theme-driven Overview (40%): The Theme-driven Overview is an individual work. To accomplish this assessment, you need to:

1. Define/establish the question or concept you want to investigate. You may need to do some preliminary research on the general topic (among those faced in class) before deciding what is interesting or worthy of investigation
2. Be systematic with your research to make sure you identify relevant information.
3. Deconstruct and read critically at least 8 articles by identifying:
1. Research topic/question
2. Methodology
3. Findings
4. Limitations
5. Areas for future research

4.      Identify reoccurring themes.

1. Write subheading (a label) for each reoccurring theme. Then, put all of the authors that have discussed a theme underneath that subheading providing also a concise introduction to each theme.

Participation in in-class discussions, group assignments and written exam. Details will be made available in the syllabus.

This course does not have a textbook, but will draw mostly on Hix and Høyland (2011). For each session two academic texts (chapters or articles) will be assigned. You will use Perusall to read almost all the readings while helping each other, annotating the timelines, and responding to each other's annotations, questions, and other discussions.

 A detailed list of required and recommended readings will be provided in the syllabus.

successful completion of compulsory module 1