Research Turned Into Action the Global Governance Programme

Total Page:16

File Type:pdf, Size:1020Kb

Research Turned Into Action the Global Governance Programme ROBERT SCHUMAN CENTRE FOR ADVANCED STUDIES RESEARCH TURNED INTO ACTION The Global Governance Programme FOREWORD The Global Governance Programme, with its re- “A New Governance for the European Union and the search, policy and training dimensions, provides a Euro: Democracy and Justice”. European setting to conduct research at the highest The GGP is also proud of having, among its research level and promote synergies between research and projects, the Globalisation Database (GDB) that col- policy-making, to generate ideas and to identify crea- lects and unites statistical resources on trends and in- tive and innovative solutions to global challenges. dicators of globalisation. Indicators not only measure In 2012, the Programme significantly enriched its re- and describe reality, but also have the potential to steer search dimension introducing four research strands and direct political, administrative and institutional – Modes of Global Governance, International Trade behaviour in the areas in which they are applied. For Observatory, Development, and Climate Govern- this reason, their emergence and application in global ance. The research strands mirror the cross-relation governance is increasingly recognised as one of the and cross-fertilisation necessary, now more than ever, complex modes of “governance without government” for true global governance. Co-ordinated by leading at global level, and their analysis is hence an urgent scholars, over the past year, the strands have brought demand. together global thinkers and actors of the calibre of In 2013, the GGP High-Level Policy Seminars will of- Lawrence Lessig, Ben Hammersley, and Thomas C. fer even more opportunities for the worlds of research Heller, to mention but a few, to analyse and discuss and policy to dialogue and put forward solutions to respectively, new forms of political participation, issues such as the prospect of the Euratom Treaty ap- the role of the Internet in social trends, and climate proach in the Middle East, gender quotas at global change. In 2013, the Programme further enriches its level, international humanitarian law, and social in- research community with two new strands, “Cultur- novation. al Pluralism: The Driver for Social Innovation” and Moreover, in the past year, the Programme has re- “Global Economics: Multi-lateral Co-operation and newed and strengthened its commitment to train the Policy Spill-overs”, co-ordinated respectively by Anna leaders of the future. In only three years, over 350 Triandafyllidou and Bernard Hoekman, and welcom- executives, diplomats, officials from international ing an increasing number of Jean Monnet fellows as organisations and academics from all over the world well as the first Robert Schuman senior fellows. have participated in the Academy of Global Govern- A breeding ground for brilliant minds, the Programme ance Executive Training Seminars. In the coming aims not only to reach out to decision-takers and pol- year, the Academy will offer more executive trainings, icy-makers and to make its voice heard on issues that with second and third editions for tax policy, climate are high on the international agenda, but also to shed governance, EU foreign policy, development policy, light on the ones that have been overlooked. and regional integration, as well as a broader array of In 2012, for example, GGP fellows and affiliated topics linked to the research strands of the GGP. scholars carried out extensive research on the govern- This is just an overview of some of the achievements ance of the Euro. In this context, a High-Level Policy of the GGP and its objectives for 2013; you will find Seminar, with the participation of José Manuel Durão more in the following pages. Barroso, President of the European Commission, dis- cussed the reform of the Euro area governance, and Enjoy reading this brochure and follow us at I presented a report to the European Parliament on http://globalgovernanceprogramme.eui.eu Luís Miguel Poiares Maduro Director of the Global Governance Programme TABLE OF CONTENTS ▄ THE DIMENSIONS OF THE GGP 6 RESEARCH 6 Climate Governance: Institution-building and the EU 7 Cultural Pluralism: The Driver for Social Innovation 8 Development: Emerging Markets and International Co-operation 10 Global Economics: Multilateral Co-operation and Policy Spill-overs 12 International Trade Observatory 14 Modes of Global Governance 15 GGP Research Projects 17 Governance: Exploring the Tax Dimension 17 GLOTHRO 17 The Globalisation Database 18 Global Governance by Indicators 19 The GGP Research Community 20 2012-2013 Jean Monnet/GGP Fellows 22 2012-2013 Robert Schuman/GGP Fellows 29 POLICY 32 TRAINING 34 ▄ BEING AT THE HEART OF THE GLOBAL GOVERNANCE DEBATE 43 GLOBAL THINKERS AND ACTORS AT THE GGP 43 THE GLOBAL GOVERNANCE PROGRAMME NETWORK 44 ▄ GGP PUBLICATIONS 45 ▄ OUR TEAM 48 THE DIMENSIONS OF THE GGP The world faces new demands and new expecta- our governance structures and capitalize on new ac- tions at an ever increasing pace. Governments are tors, transnational resources and expertise. confronted with challenges which increasingly span No player – intergovernmental organisation, aca- beyond national borders - the instability in the in- demic institution, national government or private ternational economic and financial system, climate company – can stand alone and act to address global change, development and poverty reduction, human- issues. A harmonised global action is needed. itarian crises and intervention, terrorism, conflict- With its three dimensions, Research, Policy, and resolution and peace-building. Many solutions can Training, the Global Governance Programme aims only be shaped at regional and global level. To be ef- to contribute to this collective effort by sharing ficient and effective in this complex, interlinked and knowledge, developing new ideas, and serving as a fast-changing scenario, we are required to re-design bridge between research and policy-making. RESEARCH In 2013, the GGP enriches its research dimension with WU Vienna University Global Tax Policy Centre at two new research strands “Cultural Pluralism: The the Institute for Austrian and International Tax Law. Driver for Social Innovation” and “Global Econom- The Programme further enlarges its research commu- ics: Multi-lateral Co-operation and Policy Spill-overs”, nity also by welcoming academics in the early stages which complement the already existing research of their careers (Jean Monnet post-doctoral fellows) strands: “Climate Governance: Institution-building and senior academics (Robert Schuman fellows) to and the EU”, “ Development: Emerging Markets and conduct policy-oriented research from complemen- International Co-operation”, “ International Trade Ob- tary and crosscutting perspectives, bridging research servatory”, and “Modes of Global Governance”. and policy-making, generating debate and producing The GGP continues to support the Globalisation a wide array of publications. Database and the GLOTHRO research projects, and Both research strands and projects are co-ordinated this year introduces two new ones: “Global Govern- by leading academics working on global issues, from ance by Indicators” and “Governance: Exploring the the EUI and from other internationally recognised Tax Dimension”, a joint initiative of the GGP and the leading institutions. 6 THE GLOBAL GOVERNANCE PROGRAMME CLIMATE GOVERNANCE: INSTITUTION-BUILDING AND THE EU Denny Ellerman Research Strand Director The goal of the Climate Governance research strand viding lessons for the rest of the world concerning is to explore the unique governance issues presented what works and what does not. by climate change, in particular that of the creation This research is largely conducted together with the and organisation of suitable global governance insti- closely-affiliated Climate Policy Research Unit of tutions. Climate change presents a particular chal- the Robert Schuman Centre for Advanced Studies. lenge for global governance since no single country The principal research topics in 2013 are the inter- can act alone to solve the problem. However, certain action of renewable energy and emissions-trading nations or actors may take it upon themselves to policies, how firms respond to a carbon price, and be leaders in mobilising global action, as the Euro- the use and pricing of offsets in trading systems. pean Union has done, acting on behalf of its Mem- The Climate Governance research strand also aims ber States. For climate change, leadership involves to be a forum for world distinguished experts, poli- working patiently in a multi-national setting to cre- cy-leaders and young scholars to discuss the scien- ate the institutions, be they global or regional, that tific, political, and economic dimensions of the cli- will engage other nations in taking appropriate ac- mate problem. Because of the frequent interactions tions. This activity is similar to what has been done between climate, trade, and development, and as to encourage common action in other domains, the occasion warrants, there is a strong link with the such as free trade, democracy, and human rights. “Development” and “International Trade Observa- Two aspects of the climate problem are especially tory” research strands. important in organising suitable global governance The Climate Governance research strand engages institutions: the cumulative nature of the underly- other non-EUI entities such as the Climate Policy ing problem, which requires some action (and cost) Initiative, the Chair in Climate
Recommended publications
  • Macquarie a Smart Investment
    Macquarie a smart investment Macquarie is Australia’s best modern university, so you’ll graduate with an internationally respected degree We adopt a real-world approach to learning, so our graduates are highly sought-after. CEOs worldwide rank Macquarie among the world’s top 100 universities for graduate recruitment Our campus is surrounded by leading multinational companies, giving you unparalleled access to internships and greater exposure to the Australian job market You will love the park-like campus for quiet study or catching up with friends among the lush green surrounds Investments of more than AU$1 billion in facilities and infrastructure ensure you have access to the best technology and facilities Our friendly, welcoming campus community is home to students from over 100 countries 2 MacquarIE UNIVERSIty Contents FACULTY OF ARTS 5 Media and creative arts 6 Security and intelligence 8 Society, history and culture 10 Macquarie Law School 14 FACULTY OF BUSINESS AND EcoNOMIcs 17 Business 18 MACQUARIE GRADUATE SCHOOL OF MANAGEMENT 22 FACULTY OF HumaN SCIENCEs 23 Education and teaching 24 Health sciences 29 Linguistics, translating and interpreting 32 Psychology 35 MEDICINE AND SURGERY 38 FACULTY OF SCIENCE 39 Engineering and information technology 40 Environment 42 Science 47 Higher degree research at Macquarie 50 How to apply: your future starts here 52 English language requirements 54 This is just the beginning: discover more 55 This document has been prepared by the The University reserves the right to vary Marketing Unit, Macquarie University. The or withdraw any general information; any information in this document is correct at course(s) and/or unit(s); its fees and/or time of publication (July 2013) but may the mode or time of offering its course(s) no longer be current at the time you refer and unit(s) without notice.
    [Show full text]
  • 2021 International Higher Degree Research Tuition Fees
    2021 International Higher Degree Research Tuition Fees The following table outlines tuition fees for international students undertaking Higher Degree Research studies at Western Sydney University. Doctorate candidates are entitled to a maximum of 4 years full-time candidature (or part-time equivalent) and Masters by Research candidates are entitled to a maximum of 2 years full-time candidature (or part-time equivalent). Any extensions of candidature beyond this time must be approved by Western Sydney University and further tuition fees may be applied. Higher degree research tuition fees are reviewed each calendar year and may increase accordingly. For further information about fees, please refer to the Western Sydney University website: https://www.westernsydney.edu.au/future/study/courses/research/higher-degree-research-fees.html Tuition Fees Per Annual Tuition Fees Course Code Course Title Course Version Course Status High Cost / Low Cost Full-time Session (AUD$) (AUD$) School of Business 8048 Doctor of Philosophy - Business 1 Current Low Cost $14,200.00 $28,400.00 8038 Doctor of Philosophy 1 Current N/A $13,820.00 $27,640.00 8094 Master of Philosophy (Commerce) 1 Current Low Cost $13,470.00 $26,940.00 8049 PhD by Publication - Business 1 Current Low Cost $14,200.00 $28,400.00 School of Computer, Data and Mathematical Sciences 8050 Doctor of Philosophy - Computing, Engineering, Mathematics 1 Current Low Cost $14,200.00 $28,400.00 8112 Master of Information and Communications Technology (Research) 2 Current High Cost $17,470.00 $34,940.00
    [Show full text]
  • College of Science & Engineering
    Calendar 2010-11 COLLEGE OF SCIENCE & ENGINEERING HEAD OF COLLEGE: Professor John Chapman Dean of Graduate Studies: Professor Jon Cooper Dean of Learning & Teaching: Professor David Fearn DATES OF SEMESTERS Semester 1: 20th September 2010 - 17th December 2010 Christmas Vacation: 20th December 2010 - 7th January 2011 Semester 2: 10th January 2011 - 27th May 2011 Spring Vacation: 28th March 2011 - 15th April 2011 CONTENTS LIST Contents Page Undergraduate Generic Undergraduate Regulations ……………………..…………… 4 Supplementary Undergraduate Regulations Degrees of Master of Engineering, Bachelor of Engineering and Bachelor of Science in Engineering ………………………………… 8 Degrees of Bachelor of Science and Master in Science ……………. 11 Postgraduate Research Students ………………………………………………………. 16 Generic Regulations for Postgraduate Certificates and Diplomas …. 16 Generic Regulations for Masters Degrees Generic Regulations for Taught Masters Degrees …………………… 18 Degree of Master of Research …………………………………………. 21 Degree of Master of Science …………………………………………… 22 Non Generic Masters Regulations Degree of Master of Science in Environmental Science …………….. 26 Degree of Master of Science in Geotechnics ………………………… 26 Degree of Master of Science in Ship and Offshore Structures ……... 26 Degree of Master of Science in Marine Technology …………………. 26 Degree of Master of Science in System Level Integration and Master of Science in System Level Integration (by Distance Learning) ……………………………………………………………….. 35 Generic Regulations for Doctorate Degrees Degree of Doctor of Philosophy ………………………………………... 41 Degree of Doctor of Science …………………………………………… 47 Non Generic Doctorate Regulations Degree of Doctor of Engineering in Optics and Photonics Technologies …………………………………………………………... 48 Degree of Doctor of Engineering in System Level Engineering ……. 51 Degree of Doctor of Science in Engineering ………………………….. 57 SUMMARY OF AWARDS MADE IN THE COLLEGE OF SCIENCE & ENGINEERING The University awards the following degrees in the College of Science & Engineering.
    [Show full text]
  • University Calendar 2015-16: the Glasgow School Of
    Calendar 2015-16 DEGREES, DIPLOMAS AND CERTIFICATES AWARDED IN CONJUNCTION WITH THE GLASGOW SCHOOL OF ART CONTENTS LIST Page Appeals by Students ........................................................................................ 4 Introduction ...................................................................................................... 4 Degree of Bachelor of Arts ............................................................................... 5 Degree of Bachelor of Architecture .................................................................. 7 Diploma in Architecture and Master of Architecture by Conversion Degree ........................................................................................................... 10 Degrees in Product Design Engineering ........................................................ 12 Degrees of Bachelor of Design in Product Design and Master of European Design in Product Design .............................................................. 14 Discontinued Degrees .................................................................................... 17 Taught Postgraduate Awards at The Glasgow School of Art ......................... 17 Degree of Master of Architectural Studies ...................................................... 21 Degree of Master of Science in Product Design Engineering ........................ 24 Degree of Master of Philosophy ..................................................................... 27 Degree of Master of Research ......................................................................
    [Show full text]
  • Doctoral Studies and Qualifications in Europe and the United States: Status and Prospects
    Studies on Higher Education Doctoral Studies and Qualifications in Europe and the United States: Status and Prospects Edited by Jan Sadlak Bucharest 2004 Studies on Higher Education Editor of the Series: Daniel Lincoln Assistants to the Editor: Maria-Ana Dumitrescu (Editing Clerk) Viorica Popa (Secretary) ISBN 92-9069-179-4 © UNESCO 2004 Table of Contents Preface – and Introduction to Theme ................................................7 JAN SADLAK I. Austria............................................................................................13 HANS PECHAR and JAN THOMAS 1. General Features of Austrian Higher Education ...........................13 2. Doctoral Studies............................................................................14 3. Access to Doctoral Studies............................................................16 4. Recognition of Foreign Degrees .....................................................20 5. Problems and Challenges..............................................................22 6. Recent Developments ....................................................................26 II. France.............................................................................................37 JEAN LEMERLE 1. Introduction ..................................................................................37 2. Quantitative Trends ......................................................................38 3. Award of Doctoral Degrees and Qualifications..............................40 4. Admission to Doctoral Studies......................................................43
    [Show full text]
  • STAGE 1. Thinking About PGT Study?
    STAGE 1. Thinking about PGT study? A clear idea of what you want and/or need from postgraduate study, before you start looking, can help focus your search. Whatever your circumstances, here are some questions you might find it useful to consider. Why do people undertake postgraduate study? In most cases, the answer to this question relates in some way to employment or their career. A postgraduate qualification can: help to enhance job prospects (entry to a career); facilitate a change in career; provide specialist knowledge (enabling progression, including into doctoral research); or help you stand out in the crowded graduate employment market. Others study simply for personal interest, love of the subject or of learning, for self-development and/or to stay in the higher education environment. Would it make me more employable? Having a postgraduate qualification can make some people more employable, but this depends on both the person and the employer for which they want to work. Some employers will place additional value on a postgraduate qualification in addition to a first degree, but not all – the situation varies in different sectors and also from employer to employer. For some specialist roles and employers, it may be a requirement to have a postgraduate qualification. If your first degree grade was not as good as you hoped, it is not automatic that an additional postgraduate qualification would compensate for this, and it would be wise to consult potential employers to see how they would view it. To find out more about how a postgraduate qualification could assist your own career, we recommend getting some professional advice.
    [Show full text]
  • Postgraduate Senate Regulations 2019-20
    Postgraduate senate regulations 2019-20 Document type Policy Scope (applies to) All students Applicability date 31/07/2019 Review date 30/08/2020 Approved date 14/10/2019 Approver Academic Council Document owner Academic Policy Officer School / unit Office of the Principal Document status Published Information classification Public Equality impact assessment None Key terms Academic policies/Assessment, examination and award/PG Senate regulations Purpose Senate regulations governing all postgraduate degrees. Version Purpose / changes Document Author of Date number status changes, role and school / unit 1.2 Updated appeal Emily Feamster, 13 Oct 2019 procedure for MD by Academic Portfolio, DSc and Policy Officer, DLitt. Principal’s Office Postgraduate Senate Regulations 2019-20 UNIVERSITY OF ST ANDREWS POSTGRADUATE SENATE REGULATIONS 2019-2020 1. COURT RESOLUTIONS The University has the power to confer degrees under the various Court Ordinances and Resolutions detailed below. The full text of each can be found on the University Court website at www.st-andrews.ac.uk/about/UniversityCourt/Ordinancesandresolutions. The Senatus Academicus, with the approval of the University Court, has the power to make regulations on any matters in order to give effect to these instruments. Ordinance No.6 (Scottish Universities) – Regulations for the Degree of Doctors of Letters (DLitt) (13 May 1959) Ordinance No.350 (General No.12) – Regulations for Research Students and Appointment of Research Fellows (12 September 1960) Resolution 1974 No.3 – Degree of the
    [Show full text]
  • These Regulations Apply to Students Who Began Their Postgraduate Programme on Or After 1 September 2014
    Regulations for Postgraduate Research Programmes Regulation 03: 2014 Version 01 Effective 1 September 2014 These regulations apply to students who began their postgraduate programme on or after 1 September 2014 1. These regulations are for the following postgraduate research programmes: Masters by Research o Master of Arts by Research (MARes) o Master of Business Administration by Research (MBARes) o Master of Education by Research (MEdRes) o Master of Laws by Research (LLMRes) o Master of Ministry by Research (MMinRes) o Master of Music by Research (MMusRes) o Master of Science by Research (MScRes) o Master of Theology by Research (MThRes) Master of Philosophy (MPhil) Professional Doctorates o Doctor of Clinical Psychology (DClinPsy) o Doctor of Ministry (DMin) o Doctor of Education (EdD) o Doctor in Healthcare (DHealthCare) Doctor of Philosophy (PhD) 2. These regulations do not include Master of Research (MRes) which is a programme consisting of taught modules (60 credits) and a research project (120 credits). The Master of Research is described in detail in the Regulations for Taught Postgraduate Programmes (Regulation 02). 3. These regulations do not include Senior Doctorates (see Regulation 12) or Honorary Doctorates. 4. These regulations allow the submission of PhD theses consisting of published works (see paragraph 49). However these regulations do not apply to the PhD by Published Works which is a programme available to applicants who have a collection of published works before registering at the University. The PhD by Published Works is described in Regulation 05. 5. These regulations should be read with the Code of Practice for Assurance of Academic Quality and Standards of Research Programmes (Code 03), the Code of Practice for External Examiners: Research Degrees (Code 05), the Code of Practice for Collaborative Provision (Code 12) and the Procedures for Approving Interruption of Studies (Procedure 07).
    [Show full text]
  • Undergraduate Education
    3 UNDERGRADUATE EDUCATION Summary of issues The rise in the overall supply of science and engineering graduates in the UK in recent years masks reductions in the number of physical science and engineering graduates which are likely to have increasingly serious consequences for the UK. The declining numbers of students taking relevant subjects at A-level are significant factors in these reductions. However, there are a number of issues relating to students’ transition to higher education, and their experiences of higher education itself that also contribute to these trends. These include: • mismatches between school-level physical sciences and mathematics courses and undergraduate courses in related subjects (which prevent some students making the transition to higher education smoothly); • the length and perceived difficulty of science and engineering degrees – in particular, the extent to which four year degrees and more structured study in many science and engineering courses act as a disincentive to studying these courses; • the legacy of under-investment in universities’ teaching laboratories, which has resulted in around half the teaching facilities in universities being judged as unsatisfactory (this is particularly the case for science and engineering courses that require expensive and up-to-date laboratories and equipment, without which the degree is less attractive and relevant); • the lack of adequate information for science and engineering students on employment opportunities and postgraduate study options; and • the apparent
    [Show full text]
  • Review of the 1+3 Training Model Final Report for ESRC Training And
    Review of the 1+3 Training Model Final Report for ESRC Training and Development Board Jonathan Spencer with Tony Coxon, Phil Hawkins, Christine Howe, Anne Jepson, Ingrid Lunt, David Mills, Joan Orme May 2007 Contents 1 Executive Summary............................................................................................4 2 Introduction ........................................................................................................2 3 Terms of Reference............................................................................................4 4 Key Issues and Possible Future Directions.........................................................5 4.1 No Change ..................................................................................................5 4.2 Flexibility .....................................................................................................6 4.3 Two-Tier System .........................................................................................7 4.4 Decoupling ‘1’ and ‘3’ ..................................................................................8 4.5 Identifying Good Candidates .......................................................................9 4.6 The ‘RT’ Masters .......................................................................................10 4.7 Lengthening PhD training ..........................................................................12 4.8 Mobility......................................................................................................13
    [Show full text]
  • Master of Research (Business and Law)
    Faculty of Business and Law Master of Research (Business and Law) Programme Specification This document provides a concise summary of the main features of the course(s) & associated award(s) offered through this Programme Specification, and includes the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if s/he takes full advantage of the learning opportunities provided. More detailed information on the learning outcomes, curriculum content, teaching/learning, assessment methods for each unit and on the Programme’s relationship to QAA Subject Benchmark Statements may be found in the dedicated student handbook for the Programme. The accuracy of the information in this document is reviewed periodically by the University and may be subject to verification by the Quality Assurance Agency for Higher Education PARM1.3 Versioning of Programme Specification This programme specification is valid for the period of approval confirmed at the time of the approval/last review event and relates to provision approved at that point. Programme specifications are updated on an annual basis to include modifications approved through the University’s quality assurance processes. This version provides a description of the programme as approved for the academic session indicated in section 3 of the following table. 1 Date of initial Approval or last review: 17 January 2014 2 Effective date of Approved/Reviewed Programme Specification: 1 September 2014 - 31 August 2020 3 This Version effective from: September 2017 4 Version number: MRES/Sep14/V4 Students who commenced their study on awards within this programme specification prior to 1 September 2014 should refer to the previous version of the programme specification published on the CASQE website.
    [Show full text]
  • The Promise of Business Doctoral Education Setting the Pace for Innovation, Sustainability, Relevance, and Quality
    The Promise of Business Doctoral Education Setting the pace for innovation, sustainability, relevance, and quality Report of the AACSB International Doctoral Education Task Force 1 The Promise of Business Doctoral Education Setting the pace for innovation, sustainability, relevance, and quality Report of the AACSB International Doctoral Education Task Force AACSB International – The Association to Advance Collegiate Schools of Business 777 South Harbour Island Boulevard Suite 750 Tampa, Florida, 33602-5730 USA Tel: +1 813 769 6500 Fax: +1 813 769 6559 www.aacsb.edu © 2013 AACSB International DOCTORAL EDUCATION TASK FORCE Robert T. Sumichrast (Chair) Dean Pamplin College of Business | Virginia Polytechnic Institute and State University Susan Hart Dean Strathclyde Business School | University of Strathclyde María Helena Jaén Professor in the Center of Management and Leadership Instituto de Estudios Superiores de Administración (IESA) HBS Visiting Scholar and Cisneros Visiting Scholar of the David Rockefeller Center for Latin American Studies (Harvard University) (2012-2013) Dianne Le Associate Director, PhD Programs Harvard Business School | Harvard University Richard Thorpe Professor of Management Development and Pro Dean Research Leeds University Business School | University of Leeds John M. Trapani Martin Schmidt Chair & Executive Director, Goldring Institute for International Business A.B. Freeman School of Business | Tulane University Michael A. Trick Senior Associate Dean, Education; Professor of Operations Research Tepper School of
    [Show full text]