DOCSLIB.ORG

Dickinson College

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Dickinson College Westminster College Dr. Michael E. Aleprete Department of Political Science Phone: 946-7254 Office: 304 Patterson Hall E-Mail: [email protected] Summer 2016 Office Hours: by appointment International Politics PS 104 Online/Hybrid Course This course introduces students to the study of international politics. Students will be exposed to the concepts and theories used by political scientists and will examine the major institutions that comprise the contemporary international system. The objective of this course is to prepare students for further study in the area of international relations by enhancing their knowledge about the development of the international system, and by emphasizing the application of International Relations theories to the issues and problems of contemporary international affairs. A requirement for political science majors, the course is appropriate for anyone interested in better understanding the dynamics that drive international politics. Readings: The following books are required for the course, Mingst, Karen and Ivan Arreguin-Toft (2014) Essentials of International Relations. 6th edition, New York, W.W. Norton and Company. Mingst, Karen and Jack L. (2014) Essential Readings in International Relations. 5th edition, New York, W.W. Norton and Company. All additional course readings will be available through the Desire to Learn (D2L) course management system. These readings will be found in the corresponding weekly module in which they are due. Students must familiarize themselves with the D2L course as soon as possible. Expectations: Readings It is the students' responsibility to remain informed about all class activities. Students are expected to complete all readings within the time frame of each Module. Assigned readings should be completed during the week of the module. Students are expected to participate in the forums each week, so it is very important that the readings are completed in advance. Quizzes At midnight on Wednesday of each week a quiz will be available. Students may take the quiz at any time before Sunday at midnight. At midnight on Sunday the quiz will no longer be available. Students must decide when they are ready to take the quiz, as you can only attempt the quiz one time. Each quiz will cover the material from that week’s module. Forum Participation It is through the online forums that we will engage with one another in substantive discussions about the course material and readings. You will be expected to participate in the forums throughout the semester. You are expected to contribute to the forums in three ways. You are expected to make one longer initial post (250-300 words). An initial post should be a thoughtful response to one of the discussion questions. You should indicate that this is your weekly initial post. An initial post should not be a reaction to another post, but rather an expression of your initial ideas. It should not reference other students’ comments or ideas. Each student is expected to make one initial post per week. An initial post must be made before the module expires on Sunday evening. Initial posts will be graded separately by the instructor for content, use of the readings, and style. Students are strongly encouraged to read all the initial posts made by their classmates. Besides these initial posts, students may respond to any initial posts, or other responses. Students will be awarded additional class participation points for their responses. Students may continue to post responses throughout the semester. These discussions do not have to end with the module but may continue until July 20th. Not all responses will be awarded “CP” points. The instructor will award points (at his discretion) for substantive contributions. All posts will remain available for view until the end of the term. The average score will constitute an 85%; the top score will equal a 100%. The other raw scores will be translated into participation points based on their distance from this average. This % will constitute the response portion of the Forum Participation grade. Initial posts are worth 60% of the Forum Participation grade, responses are worth 40%. In addition to the forum topics discussing substantive issues related to the readings, a separate forum topic exists where you can ask for help with concepts or other questions about the readings. Nothing posted in this Questions and Review forum will be graded. This forum will also be used for questions about the final exam. Final Exam The format of the Final exam will be short answer with some multiple choice and true/false questions. The Final Exam is cumulative. Since the weekly Quizzes will be only multiple choice/ true & false, a set of short answer practice questions will be included in each module. These questions will provide you with an idea about the types of short answer questions you are likely to see on the final exam. Topic Report (5-7 pages) Students should apply some of the concepts found in the readings to analyze some issue relevant to contemporary international politics. Students should e-mail the instructor with their topic ideas. These papers should average 5 pages, use a commonly accepted format for citations, incorporate insights from the course readings and be on a topic mutually agreed on between the instructor and the student. Students should bring these reports with them to the final exam. Academic Integrity: This course is covered by all College policies on academic integrity. No forms of academic dishonesty, including plagiarism, will be tolerated. The instructor will insist as a minimum punishment that students determined to have cheated on any exam or assignment receive an “F” in the course. Be advised that more serious actions may be taken by the administration, as the instructor will report all instances of academic dishonesty to the appropriate college officials and will vigorously pursue all such cases though the College disciplinary procedures. Grading: Course grades will be calculated according to the following formula. Quizzes 25% Forum Participation 30% Final Exam 30% Topic Report 15% +/- Grades will be issued 93% and up=A 77-79% = C+ 60-62% = D- 90-92% = A- 73-76% = C 59% & less = F 87-89% = B+ 70-72% = C- 83-86% = B 67-69% = D+ 80-82% = B- 63-66% = D Topics and Course Readings for International Politics June 13th- 19th Module 1: The Idea of the State, and the Evolution of the International System Readings: Mingst and Arreguin-Toft Ch1, 2 & 5 Woodrow Wilson “The Fourteen Points,” p.14 George Kennan “The Sources of Soviet Conduct p.17 Samuel Huntington “The Clash of Civilizations,” p. 256 Francis Fukuyama, “The Future of History,” p.23 June 20th-26st Module 2: The Realist Liberal Debate Readings: Mingst and Arreguin-Toft Ch 3, 4 Jack Snyder, “One World, Rival Theories,” p.2 John Mearsheimer “Anarchy and the Struggle for Power,” p. 37 Morgenthau, Hans J. “A Realist Theory of International Politics…” p32 Michael W. Doyle “Liberalism and World Politics,” p.57 Robert Jervis, “Cooperation Under the Security Dilemma” p410 Articles 13, 14 & 17 (on my.westminster) June 27th-July 3rd Module 3: Modernization, Society and the Critical Theory Traditions Readings: Mingst and Arreguin-Toft Ch 6 Alexander Wendt “Anarchy is What States Make of It:” p 73 Robert D. Putnam, “Diplomacy and Domestic Politics: The logic of two level games” p 174 G. John Ikenberry et al “ Unipolarity, State Behavior and Systemic Consequences” p106 Martha Finnemore “Legitimancy, Hypocrisy and the Social Structure of Unipolarity” p 153 Articles: 53, and Marxist readings #1 & #2 (on my.westminster) June 4th- July 10th Module 4: International Institutions and Globalization Readings: Mingst and Arreguin-Toft Ch 7 & 10 John Mearshimer “The False Promise of International Institutions” p.355 Margaret Keck and Kathryn Sikkink “Transnational Advocacy Networks…” p 382 Samatha Power Bystanders to Genocide…” p 317 Virgina Page Fortna “From: Does Peacekeeping Work?” p 308 Amartya Sen, “Human Rights and Capabilities” p.660 Jack Donnelly “Human Rights and Cultural Relativism” p 672 Article: Globalizatin #1 July 11th-July 17th Module 5: The World Economy Readings: Mingst and Arreguin-Toft Ch9 Robert Gilpin “The Nature of Political Economy” p 523 Robert Keohane “ From After Hegemony:..” p.338 Helen V. Milner “Globalization, Development and International Institutions” p537 Daniel W. Drezner “ The Irony of Global Economic Governance” p 560 Lloyd Gruber “ Globalization with Growth and Equity” p 581 Yotam Margalit, “Lost in Globlaization” p 603 Michael Ross “Oil, Economic Growth and Political Institutions”, p 631 July 18th-24th Module 6: War, Violence and the Use of Force Readings: Mingst and Arreguin-Toft Ch 8 Clausewitz, Carl Von “War as an Instrument of Policy” p396 Schelling, Thomas “The Diplomacy of Violence” p. 401 James Fearon “Rationalist Explanations for War” 425 Robert Jervis “Hypotheses on Misperception”, p 264 Barry Posen “A Nuclear-Armed Iran:…” p 451 Kenneth Waltz “ Why Iran Should Get the Bomb” p.467 Robert Lieber and Amatzia Baram “Containment Breach” p390 Andrew Kydd and Barbara Walter “The Strategies of Terrorism” p 471 Articles 55 (on my.westminster) July 26th Final Exam - Patterson Hall, RM 107, 2:00- 4:00pm The instructor reserves the right to modify this syllabus at any time. All changes to the syllabus will be posted on My.Westminster. .
Load more

Recommended publications
  • Theory of War and Peace: Theories and Cases COURSE TITLE 2
    Ilia State University Faculty of Arts and Sciences MA Level Course Syllabus 1. Theory of War and Peace: Theories and Cases COURSE TITLE 2. Spring Term COURSE DURATION 3. 6.0 ECTS 4. DISTRIBUTION OF HOURS Contact Hours • Lectures – 14 hours • Seminars – 12 hours • Midterm Exam – 2 hours • Final Exam – 2 hours • Research Project Presentation – 2 hours Independent Work - 118 hours Total – 150 hours 5. Nino Pavlenishvili INSTRUCTOR Associate Professor, PhD Ilia State University Mobile: 555 17 19 03 E-mail: [email protected] 6. None PREREQUISITES 7. Interactive lectures, topic-specific seminars with INSTRUCTION METHODS deliberations, debates, and group discussions; and individual presentation of the analytical memos, and project presentation (research paper and PowerPoint slideshow) 8. Within the course the students are to be introduced to COURSE OBJECTIVES the vast bulge of the literature on the causes of war and condition of peace. We pay primary attention to the theory and empirical research in the political science and international relations. We study the leading 1 theories, key concepts, causal variables and the processes instigating war or leading to peace; investigate the circumstances under which the outcomes differ or are very much alike. The major focus of the course is o the theories of interstate war, though it is designed to undertake an overview of the literature on civil war, insurgency, terrorism, and various types of communal violence and conflict cycles. We also give considerable attention to the methodology (qualitative/quantitative; small-N/large-N, Case Study, etc.) utilized in the well- known works of the leading scholars of the field and methodological questions pertaining to epistemology and research design.
    [Show full text]
  • Phd in Political Science Comprehensive Examination Guidebook
    Department of Political Science __________________________________________________________ PhD in Political Science Comprehensive Examination Guidebook Contents Pages 2-3: Examination Overview and General Directions Pages 4-10: Reading Lists Page 4- Methodology Page 5- American Government Page 6- Comparative Politics Page 7- International Relations Page 9- Public Policy Page 11-13: Sample Questions for Written Examination Page 11- Methodology Page 12- American Government Page 12- Comparative Politics Page 12- International Relations Page 13- Public Policy EXAMINATION OVERVIEW AND GENERAL DIRECTIONS Doctoral students sit For the comprehensive examination at the conclusion of all required coursework, or during their last semester of coursework. Students will ideally take their exams during the fifth semester in the program, but no later than their sixth semester. Advanced Entry students are strongly encouraged to take their exams during their Fourth semester, but no later than their FiFth semester. The comprehensive examination is a written exam based on the literature and research in the relevant Field of study and on the student’s completed coursework in that field. Petitioning to Sit for the Examination Your First step is to petition to participate in the examination. Use the Department’s graduate petition form and include the following information: 1) general statement of intent to sit For a comprehensive examination, 2) proposed primary and secondary Fields areas (see below), and 3) a list or table listing all graduate courses completed along with the Faculty instructor For the course and the grade earned This petition should be completed early in the registration period For when the student plans to sit For the exam.
    [Show full text]
  • Must War Find a Way?167
    Richard K. Betts A Review Essay Stephen Van Evera, Causes of War: Power and the Roots of Conict Ithaca, N.Y.: Cornell University Press, 1999 War is like love, it always nds a way. —Bertolt Brecht, Mother Courage tephen Van Evera’s book revises half of a fteen-year-old dissertation that must be among the most cited in history. This volume is a major entry in academic security studies, and for some time it will stand beside only a few other modern works on causes of war that aspiring international relations theorists are expected to digest. Given that political science syllabi seldom assign works more than a generation old, it is even possible that for a while this book may edge ahead of the more general modern classics on the subject such as E.H. Carr’s masterful polemic, 1 The Twenty Years’ Crisis, and Kenneth Waltz’s Man, the State, and War. Richard K. Betts is Leo A. Shifrin Professor of War and Peace Studies at Columbia University, Director of National Security Studies at the Council on Foreign Relations, and editor of Conict after the Cold War: Arguments on Causes of War and Peace (New York: Longman, 1994). For comments on a previous draft the author thanks Stephen Biddle, Robert Jervis, and Jack Snyder. 1. E.H. Carr, The Twenty Years’ Crisis, 2d ed. (New York: Macmillan, 1946); and Kenneth N. Waltz, Man, the State, and War (New York: Columbia University Press, 1959). See also Waltz’s more general work, Theory of International Politics (Reading, Mass.: Addison-Wesley, 1979); and Hans J.
    [Show full text]
  • Reviewer Fatigue? Why Scholars PS Decline to Review Their Peers’ Work
    AMERICAN POLITICAL SCIENCE ASSOCIATION Reviewer Fatigue? Why Scholars PS Decline to Review Their Peers’ Work | Marijke Breuning, Jeremy Backstrom, Jeremy Brannon, Benjamin Isaak Gross, Announcing Science & Politics Political Michael Widmeier Why, and How, to Bridge the “Gap” Before Tenure: Peer-Reviewed Research May Not Be the Only Strategic Move as a Graduate Student or Young Scholar Mariano E. Bertucci Partisan Politics and Congressional Election Prospects: Political Science & Politics Evidence from the Iowa Electronic Markets Depression PSOCTOBER 2015, VOLUME 48, NUMBER 4 Joyce E. Berg, Christopher E. Peneny, and Thomas A. Rietz dep1 dep2 dep3 dep4 dep5 dep6 H1 H2 H3 H4 H5 H6 Bayesian Analysis Trace Histogram −.002 500 −.004 400 −.006 300 −.008 200 100 −.01 0 2000 4000 6000 8000 10000 0 Iteration number −.01 −.008 −.006 −.004 −.002 Autocorrelation Density 0.80 500 all 0.60 1−half 400 2−half 0.40 300 0.20 200 0.00 100 0 10 20 30 40 0 Lag −.01 −.008 −.006 −.004 −.002 Here are some of the new features: » Bayesian analysis » IRT (item response theory) » Multilevel models for survey data » Panel-data survival models » Markov-switching models » SEM: survey data, Satorra–Bentler, survival models » Regression models for fractional data » Censored Poisson regression » Endogenous treatment effects » Unicode stata.com/psp-14 Stata is a registered trademark of StataCorp LP, 4905 Lakeway Drive, College Station, TX 77845, USA. OCTOBER 2015 Cambridge Journals Online For further information about this journal please go to the journal website at: journals.cambridge.org/psc APSA Task Force Reports AMERICAN POLITICAL SCIENCE ASSOCIATION Let’s Be Heard! How to Better Communicate Political Science’s Public Value The APSA task force reports seek John H.
    [Show full text]
  • Was the Cold War a Security Dilemma?
    Was the Cold War a Security Dilemma? Robert Jervis xploring whether the Cold War was a security dilemma illumi- nates botEh history and theoretical concepts. The core argument of the security dilemma is that, in the absence of a supranational authority that can enforce binding agreements, many of the steps pursued by states to bolster their secu- rity have the effect—often unintended and unforeseen—of making other states less secure. The anarchic nature of the international system imposes constraints on states’ behavior. Even if they can be certain that the current in- tentions of other states are benign, they can neither neglect the possibility that the others will become aggressive in the future nor credibly guarantee that they themselves will remain peaceful. But as each state seeks to be able to pro- tect itself, it is likely to gain the ability to menace others. When confronted by this seeming threat, other states will react by acquiring arms and alliances of their own and will come to see the rst state as hostile. In this way, the inter- action between states generates strife rather than merely revealing or accentuat- ing con icts stemming from differences over goals. Although other motives such as greed, glory, and honor come into play, much of international politics is ultimately driven by fear. When the security dilemma is at work, interna- tional politics can be seen as tragic in the sense that states may desire—or at least be willing to settle for—mutual security, but their own behavior puts this very goal further from their reach.1 1.
    [Show full text]
  • The Organizational Process and Bureaucratic Politics Paradigms: Retrospect and Prospect Author(S): David A
    The Organizational Process and Bureaucratic Politics Paradigms: Retrospect and Prospect Author(s): David A. Welch Source: International Security , Fall, 1992, Vol. 17, No. 2 (Fall, 1992), pp. 112-146 Published by: The MIT Press Stable URL: https://www.jstor.org/stable/2539170 REFERENCES Linked references are available on JSTOR for this article: https://www.jstor.org/stable/2539170?seq=1&cid=pdf- reference#references_tab_contents You may need to log in to JSTOR to access the linked references. JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact [email protected]. Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at https://about.jstor.org/terms The MIT Press is collaborating with JSTOR to digitize, preserve and extend access to International Security This content downloaded from 209.6.197.28 on Wed, 07 Oct 2020 15:39:26 UTC All use subject to https://about.jstor.org/terms The Organizational David A. Welch Process and Bureaucratic Politics Paradigms Retrospect and Prospect 1991 marked the twentieth anniversary of the publication of Graham Allison's Essence of De- cision: Explaining the Cuban Missile Crisis. ' The influence of this work has been felt far beyond the study of international politics. Since 1971, it has been cited in over 1,100 articles in journals listed in the Social Sciences Citation Index, in every periodical touching political science, and in others as diverse as The American Journal of Agricultural Economics and The Journal of Nursing Adminis- tration.
    [Show full text]
  • Theory of International Politics
    Theory of International Politics KENNETH N. WALTZ University of Califo rnia, Berkeley .A yy Addison-Wesley Publishing Company Reading, Massachusetts Menlo Park, California London • Amsterdam Don Mills, Ontario • Sydney Preface This book is in the Addison-Wesley Series in Political Science Theory is fundamental to science, and theories are rooted in ideas. The National Science Foundation was willing to bet on an idea before it could be well explained. The following pages, I hope, justify the Foundation's judgment. Other institu­ tions helped me along the endless road to theory. In recent years the Institute of International Studies and the Committee on Research at the University of Califor­ nia, Berkeley, helped finance my work, as the Center for International Affairs at Harvard did earlier. Fellowships from the Guggenheim Foundation and from the Institute for the Study of World Politics enabled me to complete a draft of the manuscript and also to relate problems of international-political theory to wider issues in the philosophy of science. For the latter purpose, the philosophy depart­ ment of the London School of Economics provided an exciting and friendly envi­ ronment. Robert Jervis and John Ruggie read my next-to-last draft with care and in­ sight that would amaze anyone unacquainted with their critical talents. Robert Art and Glenn Snyder also made telling comments. John Cavanagh collected quantities of preliminary data; Stephen Peterson constructed the TabJes found in the Appendix; Harry Hanson compiled the bibliography, and Nacline Zelinski expertly coped with an unrelenting flow of tapes. Through many discussions, mainly with my wife and with graduate students at Brandeis and Berkeley, a number of the points I make were developed.
    [Show full text]
  • When Are Arms Races Dangerous? When Are Arms Races Charles L
    When Are Arms Races Dangerous? When Are Arms Races Charles L. Glaser Dangerous? Rational versus Suboptimal Arming Are arms races dan- gerous? This basic international relations question has received extensive at- tention.1 A large quantitative empirical literature addresses the consequences of arms races by focusing on whether they correlate with war, but remains divided on the answer.2 The theoretical literature falls into opposing camps: (1) arms races are driven by the security dilemma, are explained by the rational spiral model, and decrease security, or (2) arms races are driven by revisionist adversaries, explained by the deterrence model, and increase security.3 These Charles L. Glaser is a Professor in the Irving B. Harris Graduate School of Public Policy Studies at the Uni- versity of Chicago. For their helpful comments on earlier drafts of this article, the author would like to thank James Fearon, Michael Freeman, Lloyd Gruber, Chaim Kaufmann, John Schuessler, Stephen Walt, the anonymous reviewers for International Security, and participants in seminars at the Program on In- ternational Security Policy at the University of Chicago, the Program on International Political Economy and Security at the University of Chicago, the John M. Olin Institute at Harvard Univer- sity, and the Institute of War and Peace Studies at Columbia. He also thanks John Schuessler for valuable research assistance. 1. The pioneering study is Samuel P. Huntington, “Arms Races: Prerequisites and Results,” Public Policy, Vol. 8 (1958), pp. 41–86. Historical treatments include Paul Kennedy, “Arms-Races and the Causes of War, 1850–1945,” in Kennedy, Strategy and Diplomacy, 1870–1945 (London: George Allen and Unwin, 1983); and Grant T.
    [Show full text]
  • Theories of War and Peace
    1 THEORIES OF WAR AND PEACE POLI SCI 631 Rutgers University Fall 2018 Jack S. Levy [email protected] http://fas-polisci.rutgers.edu/levy/ Office Hours: Hickman Hall #304, Tuesday after class and by appointment "War is a matter of vital importance to the State; the province of life or death; the road to survival or ruin. It is mandatory that it be thoroughly studied." Sun Tzu, The Art of War In this seminar we undertake a comprehensive review of the theoretical and empirical literature on interstate war, focusing primarily on the causes of war and the conditions of peace but giving some attention to the conduct and termination of war. We emphasize research in political science but include some coverage of work in other disciplines. We examine the leading theories, their key causal variables, the paths or mechanisms through which those variables lead to war or to peace, and the degree of empirical support for various theories. Our survey includes research utilizing a variety of methodological approaches: qualitative, quantitative, experimental, formal, and experimental. Our primary focus, however, is on the logical coherence and analytic limitations of the theories and the kinds of research designs that might be useful in testing them. The seminar is designed primarily for graduate students who want to understand – and ultimately contribute to – the theoretical and empirical literature in political science on war, peace, and security. Students with different interests and students from other departments can also benefit from the seminar and are also welcome. Ideally, members of the seminar will have some familiarity with basic issues in international relations theory, philosophy of science, research design, and statistical methods.
    [Show full text]
  • Attack and Conquer? Karen Ruth Adams International Anarchy and the Offense-Defense-Deterrence Balance
    Attack and Conquer? Attack and Conquer? Karen Ruth Adams International Anarchy and the Offense-Defense-Deterrence Balance Scholars and strate- gists have long argued that offense is easier than defense in some periods but harder than defense in others.1 In the late 1970s, George Quester and Robert Jervis took the ªrst steps toward systematizing this claim.2 Since then, the de- bate about the causes and consequences of the offense-defense balance has been one of the most active in security studies.3 If the relative efªcacy of offense and defense changes over time, states should be more vulnerable to conquest and more likely to attack one another at some times than at others. Speciªcally, when offense is easier than defense, defenders’ military forces should be more likely to collapse or surrender when attacked, and defenders’ political leaders should be more likely to surrender sovereignty in response to military threats. Thus states in offense-dominant eras should be conquered—involuntarily lose the monopoly of force over all of their territory to external rivals—more often than states in defense-dominant eras.4 Given their heightened vulnerability to conquest, states in offense- Karen Ruth Adams is Assistant Professor of Political Science at Louisiana State University. For detailed comments, I thank Richard Betts, Stephen Biddle, Avery Goldstein, Miles Kahler, Susan Martin, Christopher Muste, Mark Peceny, Kenneth Waltz, James Wirtz, and Eugene Wittkopf. For research assistance, I thank Nicole Detraz, Katia Ivanova, and Aneta Leska. 1. For an annotated bibliography, see Michael E. Brown, Owen R. Coté Jr., Sean M. Lynn-Jones, and Steven E.
    [Show full text]
  • PSC 566: International Relations Field Seminar I
    PSC 566: International Relations Field Seminar I Prof. Bethany Lacina Mondays, 2–4:40 Harkness 329 Goals of the Field Seminars This is the first of two international relations field seminars for graduate students. This pair of courses has three goals: 1. To give students a brief introduction to the large academic literature on international politics, preparing for the synthesis and analysis required for a dissertation prospectus. 2. To introduce students to research problems that animate current work in the field, so they can see and evaluate examples of ongoing research in addition to commenting on classic works. 3. To gain practical experience in elaborating a theoretical argument, drawing out empirical im- plications, analyzing relevant evidence, and presenting before colleagues. For some students this may entail producing a first draft of a third-year paper. Goals of this course The first course in the sequence is organized chronologically. This progression highlights the discontinuities in the development of international relations as field. • Mid-19th century to 1945: International relations began as a field in conjunction with the beginnings of political science. Little of the work produced in this period is read or cited today. • 1945 to mid-1990s: After World War II, the discipline became organized into philosophical schools (aka, “The Isms”). Normative and political theory had larger roles in the discipline than they do today. Most graduate courses covering the IR canon begin with this era. • Mid-1990s to present: In the US and UK, contemporary IR is organized by topic and gives priority to empirical research. The most prevalent type of “IR theory” applies rational choice or microeconomic concepts to empirical questions.
    [Show full text]
  • The Political Science 400: a 20-Year Update
    The Political Science 400: A 20-Year Update Natalie Masuoka, University of California, Irvine Bernard Grofman, University of California, Irvine Scott L. Feld, Purdue University In academia, citation is the sincerest this data by subfield, by cohort, and by scholar’s total number of publications in form of flattery.—A Wuffle ~1986! gender. In the next paper of the series, to the discipline’s most prestigious aca- be published in the April 2007 issue of demic journals ~e.g., Robey 1979; Mor- PS, we explore the history of the disci- gan and Fitzgerald 1977; Bayard and his essay is the first of a planned pline in quantitative terms by examining Mitchell 1998; and McCormick and Rice three-part series dealing with quanti- T the changes in departmental Ph.D. pro- 2001!.2 However, these studies do not tative indicators of continuity and change duction and placement rates over the last provide the publication data of individual in the political science discipline, focus- century and look at patterns of cross- scholars since their purpose is to rank ing on the period since 1960. The series departmental hiring. Paper three of the and compare departments. is inspired by the work of Somit and series, to be published in the July 2007 The most recent work dealing with Tanenhaus ~1967! which presented repu- issue of PS, compares various ranking scholarly visibility and impact ~especially tational rankings of both departments and approaches in order to examine the visi- that on the sociology of the natural sci- individuals. For this series of essays, we bility and impact of Ph.D.-granting de- ences! makes use of the citation data created a unique database in which we partments.
    [Show full text]