About International Relations
International Relations (IR) stands as a cornerstone in our modern interconnected world, offering insights into the interactions, conflicts, collaborations, and dynamics that shape the global arena. This field delves into the study of how nations, international organizations, non-state actors, and transnational networks navigate the complexities of international politics, economics, security, and culture. Through the lens of International Relations, scholars and practitioners seek to understand the ever-evolving relationships between states and explore the myriad forces that influence global affairs.
The conceptualization of International Relations is not uniform across all European countries, leading to variations in its emphasis and interpretation. While the fundamental ideas remain consistent, local contexts, historical experiences, and cultural perspectives can shape how the subject is approached and studied. This diversity enriches the field, encouraging a multiplicity of viewpoints that contribute to a more comprehensive understanding of global dynamics.
The evolution of International Relations is characterized by both continuity and transformation. While diplomacy and interstate relations have existed for centuries, the formalization of International Relations as an academic discipline is relatively new. It gained significant prominence after the events of September 11, 2001, which underscored the urgency of comprehending transnational threats, terrorism, and the need for enhanced global cooperation. This event catalysed an increased demand for experts who could analyse, interpret, and predict international developments.
The interdisciplinary nature of International Relations sets it apart as a unique and essential field of study. Global issues do not adhere to the boundaries of a single discipline, demanding insights from various realms like political science, economics, sociology, history, anthropology, law, and more. The interdisciplinary approach enables researchers to capture the multifaceted nature of international interactions, drawing from different methodologies to provide holistic analyses.
Within International Relations, distinct sub-fields have emerged to address and respond to specialized aspects of global affairs. These include, for example, international security, international political economy, global governance, environmental politics, human rights, among others. These sub-fields allow scholars to delve deeper into specific topics while contributing to a broader understanding of the interconnectedness of global challenges.
International Relations has garnered recognition as an autonomous discipline with its own theoretical frameworks, methodologies, and research paradigms. This recognition has led to the establishment of autonomous degree programs at various educational institutions worldwide. These programs provide students with a structured curriculum that equips them with analytical skills, critical thinking abilities, and a comprehensive understanding of global dynamics. At the undergraduate level, programs often provide a broad foundation in International Relations theory and practice. At the master's level, students can delve into specialized areas of interest, combining core courses with elective concentrations that align with their career aspirations.
In terms of career prospects, International Relations graduates are equipped with a diverse skill set that has extended increasingly beyond traditional diplomatic roles. While the diplomatic service remains an option, the emphasis has shifted towards cultivating global citizenship and problem-solving competencies. Graduates often find opportunities in international and regional organizations, non-governmental organizations, think tanks, multinational corporations, financial institutions, and academia. The focus on complex problem-solving and understanding the nuances of global interactions makes International Relations graduates valuable contributors to a wide array of professional contexts.
In conclusion, International Relations offers a comprehensive exploration of the intricate web of global interactions, politics, economics, security, and culture. While its interpretation may vary across European countries, its significance as a field that facilitates cross-disciplinary analysis is indisputable. The evolution of International Relations as a formal academic discipline underscores its relevance, particularly in the wake of significant global events. With its autonomy as a discipline, the multifaceted nature of its sub-fields, and its focus on fostering global citizenship, International Relations continues to shape the minds and careers of individuals prepared to navigate the complexities of our interconnected world.
Typical Degrees Offered in the Subject Area of International Relations: Bachelor’s level
Bachelor's degree programs in International Relations typically touch upon a wide range of themes and topics ranging from diplomacy, security, international organisations, international political order, social justice or global financial flows. These themes and topics can be organised as questions related to actors, structures, and processes of global politics and international relations. These questions are addressed in a multidisciplinary and interdisciplinary way, combining perspectives from international law, international political economy, political science, global history, and cultural studies.
While the organisation of the curricula often depends on the specific national contexts and academic cultures of the programmes, here are some typical BA degree programs in International Relations:
International Relations is typically either integrated in political science programmes or is taught as an interdisciplinary field combining Political Science, Economics, Sociology, History and Law. Most programmes have a strong foundation in theories of international relations and introduce students to the main issues in world politics. Programmes vary from minimalist/traditionalist understandings of world politics (focused mainly on interstate politics) to more inclusive understandings focusing on multiple actors and levels of analysis. Programmes vary from more traditional academic programmes based on readings taught (almost) exclusively by university faculty to programmes actively seeking integration with foreign and security policy practice and including practitioners (although still with a strong grounding in the International Relations discipline). Some programmes explicitly aim at providing students with knowledge of foreign policy and international challenges and opportunities of their state.
This is the most common programme in international relations that covers a broad range of topics including global governance, international politics, international organisations, international law, diplomacy, conflict resolution, and regional studies. This program often provides a strong foundation in political science alongside the study of international relations. Students explore topics such as comparative politics, political theory, international political economy, and global governance.
This is the most common programme in international relations that covers a broad range of topics including global governance, international politics, international organisations, international law, diplomacy, conflict resolution, and regional studies. This program often provides a strong foundation in political science alongside the study of international relations. Students explore topics such as comparative politics, political theory, international political economy, and global governance.
Bachelor of Science in International Relations and Diplomacy:
Examples of the most typical BA degree programmes:
Bachelor of Science in International Relations:
Bachelor of Arts in International Relations:
This programme focuses on the interconnections of global issues and international relations. It combines elements of political science, international political economy, history, law, anthropology, sociology, and cultural studies to provide a comprehensive understanding of global dynamics.
Bachelor of Arts in Peace and Conflict Studies:
This interdisciplinary program focuses on understanding the causes of conflicts, methods of conflict resolution, peacebuilding, and reconciliation. It incorporates subjects like international security, conflict analysis, humanitarian intervention, and post-conflict reconciliation and development.
Bachelor of Arts in Area Studies:
This program concentrates on different regional areas and combines social science and humanities-based approaches to study integration and disintegration dynamics in these given areas. Students study regional institutions, policies, history, and regional integration.
Typical Degrees Offered in the Subject Area of International Relations: Master’s level
MA degree programmes in International Relations offer students the opportunity to specialise in e.g., peace and conflict studies, security studies, international development, or foreign policy analysis. Some institutions have a degree programme in International Relations, whereas other institutions offer specialisations within e.g., Political Science programmes. Typically, there is a focus on offering students the opportunity to deepen and expand their theoretical and conceptual knowledge and methodological skills in analyses of world politics in combination with and integration into practice through e.g., internships. Additionally, MA programmes offer closer connections to the professional field(s) through an internship or other forms of “professionalisation”-based training such as providing students with the skills necessary to work and take up leadership positions in diplomacy, international organisations, NGOs, or international business.
This general program provides a broad understanding of international relations theory and practice, global politics, diplomacy, and foreign policy analysis. It also explores the structures and processes of global governance, including international organisations, global governance institutions, and global policymaking.
This program focuses on issues related to international security, strategic studies, conflict resolution, terrorism, arms control, and national security policies.
Master of Arts/Science in International Security:
Examples of the most typical MA degree programmes:
Master of Arts/Science in International Relations:
Master of Arts/Science in International Development:
This program examines issues related to economic and social development, humanitarian action, and global equality and justice.
Master of Arts/Science in Diplomacy:
Master of Science in International Economics:
Master of Science in International Economics:
This program combines international relations with international political economy, covering topics such as global trade, macro, and microeconomic policies, or international finance.
Typical Occupations of Graduates and Typical Tasks Applied in the Work Field
In the dynamic field of international relations across Europe, graduates find themselves engaging in a diverse range of tasks that span from foundational advisory roles to strategic policy formulation. Both Bachelor's and Master's level graduates contribute significantly, with the latter often occupying higher echelons of administration and decision-making.
Bachelor's graduates commonly assume roles such as advisors, analysts, drafters, planners, managers and implementers. These roles involve tasks like political analysis, case-specific research, and preparation of documents. Their adeptness in organizing events, excellent oral and written communication and strong administrative skills contributes to the smooth functioning of various organizations.
Moving up in the career and academic training ladder, Master's graduates assume more comprehensive responsibilities such as higher-level administration, policy formulation, and decision-making. They engage in activities such as negotiating agreements and treaties, developing public programs, and providing evidence-based advice to shape policies. Additionally, their involvement in political activities, like proposing and supporting laws, aligns with their more pronounced impact on governance.
Graduates across Europe share a common set of tasks that reflect the multi-faceted nature of international relations. In Belgium, Denmark, and the Netherlands, for example, graduates tend to excel in policy and media analysis, policy brief writing, project development, and risk assessment. In Estonia and Poland, they tend to actively engage in policy design, project development, and administrative tasks that ensure effective decision-making. Greece, on the other hand, highlights graduates' capabilities in writing memos, brief analyses, and press releases while also emphasizing their role in event organization and customer service.
In countries like Italy, Lithuania, and Spain, graduates usually contribute and get to engage professionally in a variety of domains, such as resource management, project planning and oversight, and are also often at the forefront of policy implementation. Their research, analysis, and advocacy skills resonate across these roles, as they work to represent their countries' interests, inform policy-making, and contribute to international networks.
Ultimately, the distinction between tasks performed by Bachelor's and Master's graduates lies in the scope of impact. While Bachelor's graduates contribute actively to the analytical and operational aspects of international relations, Master's graduates operate at a strategic level, engaging in high-level administration, policy formulation, and decision-making. Together, they create a synergistic force that drives the advancement of international relations across Europe, enabling nations to collaborate effectively in an increasingly interconnected world.
Graduates of IR study programs most typically find employment in public administration, international organizations, NGOs, media, research institutions or the private sector.
Overview of typical field related Generic and Subject-specific Competences
In the dynamic field of International Relations (IR), the quest for defining the competences and learning outcomes expected from graduates is an evolving process. These competences serve as the cornerstone for ensuring that IR graduates are well-prepared to navigate the complex global landscape, contribute to society, and excel in their chosen careers. Within the field of International Relations, competences for graduates can be broadly divided into two overarching categories: generic competences and IR-specific competences. While it is true that across Europe, there exists a multitude of IR programs, each with its distinct structures and contents, a significant consensus has emerged regarding the essential learning outcomes and competences that an IR graduate should possess.
The process of defining these competences involved a comprehensive and collaborative approach, drawing insights from institutions across Europe. The initial phase involved the dissemination of questionnaires to gather insights from individual study programs dedicated to International Relations, spanning universities all over Europe. This step provided a comprehensive overview of the existing landscape and the diverse range of competences being imparted. Subsequently, the process advanced to the first meeting, held in Pisa, Italy, which focused on qualifications reference frameworks. It was here that the decision was made to concentrate on the Bachelor's (BA) and Master's (MA) levels, as opposed to the Doctorate (PhD) level. This choice was driven by the recognition that many universities offered more generalized PhD programs encompassing political science, with IR topics included. The following phase involved collaborative work conducted online, fostering active engagement with faculty members and colleagues from various institutions. This online platform served as a dynamic space for sharing ideas, receiving feedback, and incorporating valuable insights into the evolving competences framework. Building upon the progress made in the previous phases, the second meeting convened in Coimbra, Portugal, further advancing the Qualifications Reference Frameworks (QRF) and Learning, Teaching and Assessment (LTA). The culmination of this comprehensive process took place during the third meeting in Madrid, Spain. At this juncture, the team meticulously incorporated feedback, refined competences, and brought the framework to its final form.
The tables presented below serve as a visual representation of the competences jointly developed together with corresponding learning outcomes of IR programmes at Bachelor and Master levels. They are organized to align with the Dublin descriptors, which encompass knowledge, skills, autonomy, and responsibility. Vertically, they refer to the identified European Higher Education Area (EHEA) cycle descriptors and subdimensions. This organization ensures a comprehensive and systematic delineation of the competences that IR graduates are expected to embody.
BA-Level Competences
Knowledge and understanding of the IR discipline and its complexity and ability to use, share and apply this knowledge in the context of international relations and global politics developing arguments regarding local and global challenges.
Ability to apply IR-relevant knowledge and skills to address global and local challenges in a critical, creative, principled, and engaged way.
Application of knowledge addressing global problems in a critical, creative, principled, and engaged way
Knowledge and understanding of IR theories and concepts: power, governance, institutions, norms, values, identities and cultures
Ability to gather and interpret relevant data to inform judgements that include reflection on relevant social, scientific or ethical issues
Be able to collect and critically process large amounts of information and conduct ethical, empirically-grounded and methodologically-sound academic research as well as contribute to public debates to identify and implement individual and collaborative ways to either move forward and/or solve complex global challenges within a given timeframe.
Communication and inter-cultural competences
Ability to effectively develop and communicate convincing and evidence-based arguments orally and in writing, preferably in different languages, in a clear and precise manner to a variety of audiences, by adapting to diversity, demonstrating empathy, tolerance and active listening.
Professional development
Ability to use the acquired knowledge and learning skills that are necessary for continuing further study with a high degree of autonomy.
MA-Level Competences
Advanced and systematic knowledge and understanding of the IR discipline and its complexity, its subfields and interdisciplinary nature as well as of the interplay between the local, the national, and the international levels. Ability to use, share and apply this knowledge in order to address complex challenges, and contribute to professional knowledge, policy formulation, decision making and other practices.
Advanced ability to apply IR-relevant knowledge and skills to address global and local challenges in a critical, creative, principled, and engaged way.
Application of knowledge addressing global problems in a critical, creative, principled, and engaged way
Knowledge and understanding of IR theories and concepts: power, governance, institutions, norms, values, identities and cultures
Ability to gather and interpret relevant data to inform judgements that include reflection on relevant social, scientific or ethical issues
Be able to collect and critically process large amounts of information and conduct ethical, empirically-grounded and methodologically-sound academic research as well as contribute to efforts to identify and implement individual and collaborative ways to either move forward and/or solve complex global challenges within a given timeframe.
Communication and inter-cultural competences
Ability to effectively develop and communicate convincing and evidence-based arguments regarding complex information and multi-dimensional challenges orally and in writing, preferably in different languages, in a clear and precise manner to a variety of audiences, by adapting to diversity, demonstrating empathy, tolerance and active listening.
Professional development
Ability to use the acquired knowledge and learning skills that are necessary for trends for personal and professional learning and development with a high degree of autonomy.
Click the buttons on the map to view and download BA + MA level full tables of Competences and learning outcomes
Competences + Learning Outcomes full tables
International Relations Qualifications Reference Framework (QRF)
Introduction to the International Relations QRF
The elaboration of the Qualifications Reference Frameworks for both the BA and MA in International Relations was a challenging endeavour due to the diversity of approaches, specializations and programmes within the field and within the SGA itself. It was, nevertheless, a very enriching process of discussion and consensus-seeking, aiming at putting aside specificities and particularities and instead focusing on what were considered to be the main commonalities when it comes to Knowledge, Skills and Autonomy competences any IR student should have at the end of a BA or MA programme.
In terms of knowledge of IR graduates, the Subject Area Group had unanimous agreement on the importance of providing students with a deep understanding of the fundamental theories, concepts, history, main actors and processes within the field of International Relations. This knowledge serves as the bedrock upon which graduates build their expertise. In addition, we agreed that interdisciplinarity is one of the distinguishing features of IR programs and that Universities have the flexibility to incorporate different knowledge from selected disciplines, enabling students to tailor their education. This could encompass areas like sustainable development, security studies, peace and conflict, political economy, and more, aligning with the unique focus of each institution. In addition, we stressed the importance of methodological knowledge. All graduates should have a strong foundation in the methodologies of social sciences, including a solid grasp of the philosophy of social sciences, research methods (qualitative and quantitative), research design, research ethics, and data collection tools and techniques. These skills enable them to engage in rigorous analysis and contribute meaningfully to the field. What’s new in contemporary IR education is the explicit inclusion of “soft-skills” knowledge components. This encompasses culturally sensitive communication strategies, the ability to engage in lifelong learning, and staying attuned to professional development trends. These skills enhance graduates' adaptability and readiness for an ever-evolving global landscape.
When it comes to application of knowledge in IR, education has evolved to meet the demands of a rapidly changing global landscape. While the foundational knowledge of theories, concepts, history, main actors, and processes remains the bedrock upon which graduates build their expertise, the contemporary focus on practical application, critical thinking, adaptability, and interdisciplinary collaboration equips them to navigate the complexities of the modern world. Moreover, in the age of AI, the bar has been raised, necessitating graduates to excel in higher-level analysis and innovative problem-solving. International Relations programs that emphasize these facets ensure that graduates are well-prepared to address the multifaceted challenges of the global arena. First, the SAG stressed the importance of critical engagement and real-life application of knowledge. Graduates are expected to develop the skills necessary to analyse complex global issues, create project proposals, craft policy papers, construct scenarios, and employ problem-solving techniques in dynamic and constantly changing environments. Second, IR programs should emphasize the cultivation of skills to deal with complexity effectively. Graduates should be adept at synthesizing information from diverse sources, understanding intricate global challenges, and proposing innovative solutions that take into account the multifaceted nature of international affairs. Third, Communication skills, teamwork, adaptability, and the ability to learn from peers are deemed essential. Graduates are expected not only to communicate effectively but also to collaborate across disciplines, leading when necessary and adapting to various contexts. Learning from one another is a key facet of this dynamic educational process. Finally, while IR programs have historically emphasized the application of knowledge in terms of analysing real-life cases, contemporary demands highlight the need for graduates to be even more creative, critical, and adaptable in their application of knowledge. The complexities of the modern world require graduates to employ innovative approaches and engage in interdisciplinary teamwork to tackle multifaceted global challenges.
Regarding Autonomy and Responsibility, once implicit in IR programs, they are now highlighted as essential learning outcomes. Graduates are expected to not only know and understand the discipline and be able to apply it for real-life situations, but should understand their roles in the process of knowledge production and application, including political consequences, ethical considerations, and societal impact. They are expected to be advocates for their profession and field, actively contribute to societal betterment, engage in problem-solving, and address global challenges. Moreover, graduates are expected to recognize that leadership can be developed and should be willing to take initiative and assume responsibility for outcomes. All of these dimensions – knowledge, application of knowledge, autonomy and responsibility are reflected in the Qualifications Reference Frameworks presented below. Together, they allow addressing the demands of the modern world and demonstrate the importance of producing well-rounded, socially conscious, and capable IR professionals.
Tables of Qualifications Reference Frameworks (QRF)
Click to view and download the Bachelor's and Master's QRF tables.
Typical International Relations Learning, Teaching and Assessment methods and techniques, including examples of good practice.
Learning, Teaching and Assessment
When it comes to learning, teaching and assessment in International Relations degree programs, it’s important to understand several things. To begin with, learning outcomes of the degree programs and learning outcomes of specific courses/subjects are not the same. This brochure focuses on the learning outcomes of degree programs that are wider and holistic. Here, they are structured according to the generic and subject-specific competences described in Chapter 4, detailing corresponding teaching and assessment approaches. Second, it is important to understand that several teaching and assessment strategies could be used to achieve the same learning outcome. Also, one teaching and assessment strategy could cover several learning outcomes. Third, learning outcome is a result, thus, something measurable. For example, if our goal is to teach students a specific IR theory, then a learning outcome would be their ability to use correct terminology, explain the underlying principles of the theory, its limitations, etc. Fourth, it is up to the teacher to make sure that the course explains, draws, illustrates the concrete topics or design the activities that enable students to do so. In other words, teachers should think how students can demonstrate their knowledge and skills at their best. Finally, every move that students make to demonstrate or evidence their knowledge and skills should be assessed accordingly by appropriate assessment method with clear assessment criteria. Naturally, everything that is being assessed should be also taught in the program.
Despite different approaches to teaching and learning in different European universities there are some common patterns and methods that follow up to date educational standards and meet the expectations of students. For example, experts agree that traditional teaching and learning methods (e.g., one-direction lectures) should be complemented with more student-centred, participatory modalities drawing on the use of new technologies and experiential learning.
A sample of teaching and learning formats in use in IR-related study programs are the following:
Assessment is equally important to foster student growth and the development of required knowledge, skills and attitudes. As such it should be regarded as an integral component of student-centered learning. The structure of all assignments and the criteria in use for assessing them should be explained in the syllabus of each course. In this way, various BA and MA programs can foster clarity on expectations and transparency of criteria of assessment. Assessment criteria should be designed on the basis of the desired learning outcomes. Systematically embedding learning outcomes into the courses and designing the most pertinent assignments for each course allows various BA and MA Programs to make sure that the learning outcomes are effectively met. Explicit grading rubrics, grading criteria and formative feedback, developed throughout the grading scale, effectively ensure that students understand the rationale behind the grading and guarantee that grading is transparent, consistent and reliable. Adequate formative feedback further helps making sure that students learn from their own mistake and sustain the development of life-long learning skills and attitudes. Explicit rubrics and grading criteria also help reduce grade inflation.
The table below provides a detailed overview of learning, teaching and assessment of generic and subject-specific competencies at the BA level that are very similar to the ones developed at the MA level. There is, however, a progression of competence development that is expected from year one to year three or four at the BA level, as well as throughout different semesters of the MA programs. For example, the competence regarding knowledge and understanding of the discipline and ability to use and apply that knowledge in various contexts starts being developed as early as the first semester of studies at the BA level. Usually, students are introduced to the foundational concepts and theories of IR during such courses as “Introduction to International Relations Theory”, “History of International Relations”, “Fundamentals of International Relations”, “International Security”, “International Organizations”, etc. Such introductory courses have a strong element of lecturing, where they are being taught to understand and explain relevant concepts, theories, actors and processes of IR in order to be able to use them correctly, to develop empirical arguments and participate in discussions. As studies progress, students get acquainted with more specific themes in IR and global politics, zooming in on specific geographical regions or specific challenges (e.g., migration, conflict, security, environment, etc.). In these courses, students further develop their analytical skills and learn to understand and engage with increasingly complex topics. Once the students have the necessary knowledge and skills for the analysis of various real-life cases, they are being introduced to advanced subjects teaching them how to be reflexive and critical about their own positionality and potential biases in application of knowledge. At the most advanced level (e.g., final year of the MA-studies) students are taught how to integrate knowledge from different disciplines and seek creative ways of addressing global challenges and contributing to new knowledge in the field. Although this is not universally expected in all European Universities, more often than not, this is the standard expectation at the PhD-level studies.
Knowledge and understanding of the IR discipline and its complexity and ability to use, share and apply this knowledge in the context of international relations and global politics developing arguments regarding local and global challenges.Hence, the panel of experts believe active-learning teaching methods need to complement the ex-cathedra one, in order to allow a direct involvement of students in their learning.
Competence
Activities, group or individual, in class or online, that can be used to demonstrate and assess remembering and understanding may include: explaining relevant concepts, theories, actors and processes of IR, correctly using relevant concepts and theories to develop empirical arguments in the context of IR and global politics, describing digitalization processes and explaining how they influence both the study and conduct of IR, participating in discussions and debates, answering questions, reviewing assigned literature, providing feedback, making presentations, writing papers, analysing examples, working with visual materials, etc.
Learning approach
Lectures, seminars, group work, discussions, debates, reviewing and analysing assigned literature (e.g., answer questions, provide feedback, critically assess, etc.), writing essays, making presentations, peer-to-peer learning, in-class activities, participating and designing small scale projects, internships and practise, courses from related disciplines and/or optional courses from other departments, practicing, remembering, emphasizing the essential, memorizing, discussion, recapitulation and recasting, reading, listening to a recording or lecture, bringing examples that indicate importance, clarification of principles, emphasizing relationships, working with visual materials (e.g., concept map, diagram, analogies, pro/contra tables, metaphors, generalizing structures), learning practical code of conduct or fist rules.
Teaching approach
Home or in-class essays or final papers, written or oral exams, quizzes, tests, presentations, summaries (including using technology), case studies, preparation of a mini-guide or mind map, assignments on the literature analysed, compilation, peer-reviewing exercises, active and high-quality participation in class discussions, internship or project reports, creation and analysis of visual material e.g., concept maps, diagrams, analogies, pro/contra tables, metaphors, visual structures. Explicit rubric, grading criteria and feedback allow students to understand whether they met the learning objectives in terms of knowledge.
Assessment approach
Ability to apply IR-relevant knowledge and skills to address global and local challenges in a critical, creative, principled, and engaged way.
Competence
Activities (group or individual, in class or online) that can be used to demonstrate and assess applying and analysing skills may include: identification and contextualization of broader social, economic, political, and ethical consequences of global challenges with a reference to theories and concepts of international relations, development of critical interpretations and empirically grounded judgements, analysis of concrete policy cases, challenges and solutions related to IR, identification of possible solutions informed by theoretical knowledge and critical thinking, developing and assessing different scenarios, compiling reports, delivering presentations, participating in discussions, role-play simulations, etc.
Learning approach
Lectures and/or presentations, case studies, creating and solving authentic situations and meaningful exercises, coordinated activities, modelling, relation of part and whole, practical exercises, internships and project based activities, role games, simulation, problem solving, scenario and strategy exercise, reflection essay or project diary, creating algorithms, creating and solving authentic situations and meaningful exercises, policy making, contextualization, working with databases, compiling digital reports, working with visual materials/visualisation using digital technologies, presentation in written or oral.
Teaching approach
Scenario and policy papers, essays and summaries, written or oral exams, quizzes, presentations, practical exercises, project and/or problem-based activity reports, peer-reviewing exercises, assessment of active and high-quality participation in class discussions, (e-)portfolio, learning diary, simulations. Explicit rubric, grading criteria and feedback allow students to understand whether they met the learning objectives in terms of knowledge, skills and attitudes.
Assessment approach
Be able to collect and critically process large amounts of information and conduct ethical, empirically-grounded and methodologically-sound academic research as well as contribute to public debates to identify and implement individual and collaborative ways to either move forward and/or solve complex global challenges within a given timeframe.
Competence
Activities (group or individual, in class or online) that can be used to demonstrate and assess methodology skills may include: conducting case studies, creating and solving exercises in relation to methodology, pursuing research-related tasks (e.g., practicing mini surveys, focus-group discussions, data-analysis), practical exercises, reviewing and analysing academic literature, providing feedback, etc.
Learning approach
Lectures and/or presentations on the methods of academic research (quantitative and qualitative), case studies, creating and solving meaningful exercises in relation with methodology, coordinated activities and simulations (or surveys, interviews, tests, focus groups etc.), writing boot camps, practical exercises, reflection essay or learning diary, practical exercises in the classroom, peer-to-peer lectures and feedback seminars, discussions, reviewing and analysing academic articles (identifying important elements of research design, commenting on limitations and scope of conclusions), analysis of assigned literature, compiling summaries (including digital technologies).
Teaching approach
Written or oral exams, a research proposal (design), assignments on the assigned literature (e.g., answer questions, provide feedback, critical assessments, etc.), writing exercises, peer-reviewing exercises, writing article/book review, presentations. Explicit rubric, grading criteria and feedback allow students to understand whether they met the learning objectives in terms of methodological knowledge, skills and attitudes.
Assessment approach
Ability to effectively develop and communicate convincing and evidence-based arguments orally and in writing, preferably in different languages, in a clear and precise manner to a variety of audiences, by adapting to diversity, demonstrating empathy, tolerance and active listening.
Competence
Activities (group or individual, in class and online) that can be used to demonstrate and assess communication skills may include: exercises to prepare and write an academic essay/paper/briefing/report/proposal, participation in feedback sessions, discussions with peers from different backgrounds, analysis of literature, participating in language cafes, etc.
Learning approach
Lectures and/or seminars on the basic tools for academic communication, intercultural competencies, proper vocabulary, non-discriminatory, inclusive language, good academic communication etc., exercises to prepare and write an academic essay/papers/briefing/report/proposal, feedback sessions to elaborate academic argumentation, meetings with peers from other disciplines, cultures, backgrounds, oral and visual presentations, discussions, analysis of assigned literature, practical exercises in the classroom, peer-to-peer learning, language cafes, language classes and tests.
Teaching approach
Written reports/proposals/briefings/essays/papers and/or oral presentations in class, articles, wiki pages, mosaics, simulations, role games, learning diary, case studies, conversations in foreign languages, readings, language tests and/or certification. Explicit rubric, grading criteria and feedback allow students to understand whether they met the learning objectives in terms of research and communication skills.
Assessment approach
Ability to use the acquired knowledge and learning skills that are necessary for continuing further study with a high degree of autonomy.
Competence
Activities (group or individual, in class or online) that can be used to demonstrate and assess transferrable skills may include: keeping deadlines, contributing to group work and preventing free riding, ability to lead a small team, developing and implementing a small scale project, providing honest feedback, enabling others to learn, raising awareness for local and global challenges, taking initiative and sharing collective responsibility, digital skills, empathy and ethics.
Learning approach
Seminars and discussions, workshops (writing, political, cultural, communication), lectures, presentations, role games, evaluation sessions, coaching sessions, reflections, hands-on exercises, group projects, analysis of assigned literature, simulations, peer-to-peer discussions, internship.
Teaching approach
In-class or online presentations, written/oral exams, research projects (design), project proposals, policy-briefs, reports, academic (e-)portfolios, learning diary, problem-solving exercise, self-reflections, notes, mosaic, mind maps, internship reports. Explicit rubric, grading criteria and feedback allow students to understand whether they met the learning objectives in terms of attitudes and work ethic.
Assessment approach
Examples of good practice:
Teaching International Relations can be a very challenging task, especially when it comes to convincing students that political theories and concepts are concrete tools, crucial to understand current international events and dynamics. Active learning tools, like games, role playing, and films are more and more used by professors to involve students in expanding their knowledge and make them understand that war, peace and other international political phenomena are daily problems for individuals around the world and that they have to be trained and able to help solve them.
Members of the SAG shared some examples of good teaching practices at their home universities. We consider these good illustrations of interactive and student-centred teaching strategies that may be inspirational for colleagues working in the field. Click the titles below each competence for examples.
Examples of good practice:
Teaching International Relations can be a very challenging task, especially when it comes to convincing students that political theories and concepts are concrete tools, crucial to understand current international events and dynamics. Active learning tools, like games, role playing, and films are more and more used by professors to involve students in expanding their knowledge and make them understand that war, peace and other international political phenomena are daily problems for individuals around the world and that they have to be trained and able to help solve them.
Members of the SAG shared some examples of good teaching practices at their home universities. We consider these good illustrations of interactive and student-centred teaching strategies that may be inspirational for colleagues working in the field. Click the titles below each competence for examples.
Young Diplomats @ the British Embassy (University of Macedonia, Greece, BA-level)
Photo assignment (University of Groningen, The Netherlands, MA-level)
Game of Peace - A conflict resolution simulation (University of Catania, Italy, MA-level)
Practices of Peace, Development and Humanitarianism (University of Coimbra, Portugal, MA-level)
Student academic conference (University of Helsinki, Finland, MA-level)
Student workload & ECTS
Although there is some variation in the number of ECTS and the combination of mandatory courses and electives, typically BA degree programme range from 180 ECTS to 240 ECTS, comprised by a majority of compulsory courses even though elective courses are also common.
Regarding MA programmes in IR and related areas across Europe, they tend to range from one year (60 ECTS) to two years (120 ECTS), including elective courses or specialization paths and the writing of a dissertation.
Micro-credentials in the field of IR have been discussed in several European Universities (e.g., in Estonia), however, only in the context of small-scale projects with dedicated funding and not as a comprehensive scheme for degree-awarding studies.
Quality Enhancement
Quality enhancement in the field of International Relations education is a critical endeavour, aimed at ensuring the excellence and relevance of programs across various institutions. This chapter delves into the principles and values that guide the development of quality frameworks, as well as the roles and responsibilities of higher education institutions (HEIs) in assuring the quality of their programs. In crafting qualification frameworks and defining learning outcomes and competences for the two cycles of International Relations education, the Subject Area Group (SAG) underscores that these outcomes should not be perceived as prescriptive measures dictating the content and curriculum of individual universities. Instead, they serve as guiding principles to help institutions ensure the quality and standards of their programs.
Institutions seeking to develop their internal and external quality assurance policy and processes in the field of International Relations education are encouraged to:
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Promote student-centred approaches to learning, teaching, and assessment.
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Cultivate a quality culture for excellence and its continuous enhancement.
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Guarantee the equivalence of minimum threshold standards for all academic qualifications offered in the European Higher Education Area (EHEA), while at the same time respecting the diverse national and regional needs and priorities of different countries.
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Continually enhance the student learning experience to achieve the highest standards.
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Operate a review methodology based on peer review, involving students, relevant professional bodies, and employers as stakeholders.
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Support staff research and encourage the transfer of knowledge gained through research back into teaching and the curriculum.
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Instil trust and confidence in the processes of quality assurance and enhancement.
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Build institutional capacity for high-quality internal review and enhancement.
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Ensure that all activities are underpinned by explicit criteria and transparent processes.
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Make sure that all processes are open to external scrutiny.
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Establish a range of formally verified external and international reference points and criteria, primarily guided by the 2015 European Standards and Guidelines (ESG).
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Ensure that the outcomes of accreditation and assessment processes have formal status, are decided independently, and are publicly available.
By adhering to these principles and recommendations, institutions can uphold the highest standards of quality in International Relations education and contribute to the continuous enhancement of the field as well as improve the effectiveness of the learning experience of students.
The International Relations Subject Area Group (SAG)
Lina Strupinskienė
(coordinator)
Associate professor at the Institute of International Relations and Political Science, Vilnius University.
Dr. Sarah Bennett
Co- Chair CPAD , Head of TU Dublin School of Creative Arts and Senior Research Fellow ,TU Dublin School of Art and Design
Daniela Nascimento (coordinator)
Associate Professor with Habilitation at the International Relations Department, University of Coimbra
Sirke Mäkinen
University Lecturer in Russian and Eurasian Studies, Head of the Programme ‘Expertise in Russian and Eastern European Studies’ (ExpREES); Aleksanteri Institute, University of Helsinki. Title of Docent in Political Science, specifically International Politics, University of Turku.
Gunnhildur Lily Magnusdottir
Associate Professor in Political Science and Deputy Head of the Department of Global Political Studies, Malmö University.
Dominika Dziwisz
Assistant professor in the Institute of Political Science and International Relations of the Jagiellonian University, Krakow, Poland. Director for English-language study programs at Jagiellonian University, overseeing International Relations and Area Studies as well as Global and Development Studies.
Revecca Pedi
Associate Professor, Department of International and European
Studies, University of Macedonia, Thessaloniki, Greece.
Anna Beitane
Manager of Online Learning and Continuing Education Projects, Johan
Skytte Institute of Political Studies, University of Tartu.
Caterina Carta
PhD director and research professor of International Relations at the Centre for Security, Diplomacy and Strategy (CSDS) of the Brussels School of Governance (BSoG-VUB). Her research interests include foreign policy, cultural and public diplomacy, International Organizations and Discourse Theory and Analysis.
Dr. Sarah Bennett
Senka Neuman Stanivukovic
Associate Professor in International Relations at the University of Groningen. Her research is positioned within the emerging field of Critical European Studies and studies the relationship between Europeanisation and production of marginality and peripherality.
Karlos Pérez de Armiño
Associate Professor of International Relations, University of the Basque Country (UPV/EHU), Bilbao. Former director of Hegoa, Institute for International Cooperation and Development Studies. Main researcher of theResearch Group on Human Security, Human Local Development andInternational Cooperation. Director of the PhD Programme onDevelopment Studies. Main research lines: humanitarian action, starvation in conflicts, human security, critical approaches of peacebuilding, Colombian peace process.
Joanna Maruszczak
Student representative (Poland)
European Students’ Union
Tomáš Karásek Pedi
Graduate of the Faculty of Social Sciences and the Faculty of Law of Charles University. Former Head of the Department of Security Studies and a former Vice dean for development of the Faculty of Social Sciences, Charles University. Former director of the Research Center of the
Association for International Affairs, a Prague think-tank.
