Suchergebnisse

Drawing from the results of an empirical study of the conflict in South-Ossetia (Georgia) and building on social network analysis and inter-organisational theory, this contribution challenges current IR approaches of inter-organisational cooperation in conflict management. Collective conflict management is conceptualised as a dynamic system of a selected set of actors engaged in persistent and structured inter-organisational relations. Using the new Database On Inter-Organisational Relations In Conflicts, the article applies the two-mode network thinking to inter-organisational cooperation and examines three key but neglected issues dealing with how inter-organisational networks are governed, how they evolve over time and what is the outcome of inter-organisational relations at the level of the whole network. The main findings are threefold. First, the study shows that the South-Ossetian network is a new kind of lead-organisation governed network, the lead-clique governance, where network governance occurs through several cohesive groups of organisations. Secondly, the variations of inter-organisational activity across time demonstrate that there is a significant rise in organisational overlap due to the ongoing process of network expansion. Finally, by studying the level of connectedness in the South-Osstian conflict management network, the article discusses the performance of the model of conflict management and opens a new research agenda further to study the network effects of other models of collective conflict management. Eventually, the article identifies what future directions might be taken by IR researchers who wish to go beyond the intuition of networks and to expand empirical research of inter-organisational relations in peace processes.

Existing IR studies have underlined how much International organizations' strategies have evolved. The most obvious transformation is the increase of networked forms of conflict management arrangements such as simultaneous peace operations, ad-hoc coalitions, joint programs or joint opinions. These forms of interventions, characterized by the co-involvement of several types of actors challenge both realistic views of third parties' cooperation in conflicts and methodological approaches of this phenomenon. In this paper, I propose to use the new Database on Inter-Organizational Relations in Conflicts (DIORc) in order to compare, with a social network perspective, the interplay between inter-governmental organizations in two conflicts. The aim of the paper is twofold: first, the network perspective is used to open the black box of multipartite intervention. Cooperation is designed as an affiliation network where 'actors' represent the IGO's institutions (parliaments.) and 'events' are conflict management activities in which actors are involved. Secondly, this paper seeks to contribute to the understanding of cooperation in peace and conflicts. The contemporary conflict management doctrine is based on a comprehensive approach that includes two aspects: First, all the dimensions of a conflict should be addressed and second, institutional overlapping should be avoided through the division of labor between conflict managers. However, analysis of the level of coordination temper the comprehensive argument, suggesting that collaborative advantage rather linked to legitimacy than efficiency. Second, following Putman (2000)'s distinction between 'bridging' and 'bonding', this paper shows that transorganizational actions occur more frequently between homogeneous groups of institutions than across divers groups.

Based on the FEPES project (First European Parliament Elections Simulator), this paper seeks to contribute to the growing field of research and experiments dealing with political sciences digital games. Awareness and democratic participation to the European union are significant and critical social issues. Digital narrative-based learning offers a means of raising citizens' awareness and in engaging them in participating to the democratic life of the European Union. An online survey was conducted in order to examine students', coming from different fields of study, experience in serious gaming and their knowledge on the European Parliament. The findings of the study provide insight for further studies as well as for the design of narrative-based learning systems.

Based on the FEPES project (First European Parliament Elections Simulator), this paper seeks to contribute to the growing field of research and experiments dealing with political sciences digital games. Awareness and democratic participation to the European union are significant and critical social issues. Digital narrative-based learning offers a means of raising citizens' awareness and in engaging them in participating to the democratic life of the European Union. An online survey was conducted in order to examine students', coming from different fields of study, experience in serious gaming and their knowledge on the European Parliament. The findings of the study provide insight for further studies as well as for the design of narrative-based learning systems.

While the value of student peer-assessment (SPA) is now largely acknowledged, it can be problematic for teachers to implement such a method in large groups and to ensure that students accept and benefit from it. This Working Paper focuses on this issue learning from the experience of implementing SPA with first year bachelor students following an introductory course in political science at the Université catholique de Louvain (UCL). To this end, this article is twofold: on the one hand, it presents the project that was implemented both in its objectives and its design and, on the other hand, it discusses its impact on the students, as measured by original data collected along the implementation of SPA. The findings show that online SPA has a positive impact for the students in terms of increasing their (perceived) abilities. The research also delivers interesting results concerning students' post-SPA perceptions of their ability to assess their peers' works and of their peers' ability to assess their own works.

While the value of student peer-assessment (SPA) is now largely acknowledged, it can be problematic for teachers to implement such a method in large groups and to ensure that students accept and benefit from it. This Working Paper focuses on this issue learning from the experience of implementing SPA with first year bachelor students following an introductory course in political science at the Université catholique de Louvain (UCL). To this end, this article is twofold: on the one hand, it presents the project that was implemented both in its objectives and its design and, on the other hand, it discusses its impact on the students, as measured by original data collected along the implementation of SPA. The findings show that online SPA has a positive impact for the students in terms of increasing their (perceived) abilities. The research also delivers interesting results concerning students' post-SPA perceptions of their ability to assess their peers' works and of their peers' ability to assess their own works.

Student peer-assessment (SPA) is known as an innovative collaborative method of learning. While the values of SPA are wildly accepted (Topping, 1998; Cho & al. 2006), it can be problematic for teachers to implement this kind of method in large classrooms and to insure that students accept and benefit of it. In the Belgian context, implementing student peer-assessment at the Bachelor level is challenging in multiple ways: First, while the number of universities using this kind of method is increasing , Belgian universities have still to take the step. The experience presented in this article will, therefore, be of particular interest in terms of sharing of practices. Second, the use of SPA as a learning and assessment method means to challenge student's learning habits and to ask them to replace individual and competitive learning for collaborative learning. Both challenges raise sets of questions about the institutional, personal or technological capacity to adapt . Among all the issues raised by student peer-assessment, the question of how students benefit of this practice still needs to be studied. This contribution will focus on this specific question and will discuss the implications of implementing SPA in first year bachelor students in political sciences. Using the data of a pre and post questionnaire and of students' results, our main argument is that online SPA can significantly help students to improve their learning outcomes. This working-in progress paper will be divided into three parts. The first part briefly presents the project implemented (objectives and design). The second part presents the research that has been carried out. The results of the research will be presented in the third part. The last part is dedicated to a more general discussion on student peer-assessment.

Student peer-assessment (SPA) is known as an innovative collaborative method of learning. While the values of SPA are wildly accepted (Topping, 1998; Cho & al. 2006), it can be problematic for teachers to implement this kind of method in large classrooms and to insure that students accept and benefit of it. In the Belgian context, implementing student peer-assessment at the Bachelor level is challenging in multiple ways: First, while the number of universities using this kind of method is increasing , Belgian universities have still to take the step. The experience presented in this article will, therefore, be of particular interest in terms of sharing of practices. Second, the use of SPA as a learning and assessment method means to challenge student's learning habits and to ask them to replace individual and competitive learning for collaborative learning. Both challenges raise sets of questions about the institutional, personal or technological capacity to adapt . Among all the issues raised by student peer-assessment, the question of how students benefit of this practice still needs to be studied. This contribution will focus on this specific question and will discuss the implications of implementing SPA in first year bachelor students in political sciences. Using the data of a pre and post questionnaire and of students' results, our main argument is that online SPA can significantly help students to improve their learning outcomes. This working-in progress paper will be divided into three parts. The first part briefly presents the project implemented (objectives and design). The second part presents the research that has been carried out. The results of the research will be presented in the third part. The last part is dedicated to a more general discussion on student peer-assessment.

Depuis quelques années, l'évaluation par les étudiants (student peer-assessement) s'impose comme une méthode innovante et particulièrement efficace pour l'apprentissage des étudiants (Li et al. 2009). Dans le milieu universitaire belge francophone, cette pratique est pourtant encore peu présente. Cette communication vise à présenter et à discuter le nouveau système d'évaluation proposé depuis 2013 aux 1200 étudiants du cours de sciences politiques (BAC 1) à l'Université catholique de Louvain. Ce dispositif est construit autour de trois axes. Primo, il consiste en la mise en place d'un module d'évaluation par les pairs incluant un volet grading et un volet reviewing. Le module se compose de quatre ateliers successifs qui suivent le déroulement du cours magistral. La note finale obtenue par les étudiants se compose dès lors de la note de peer-assessement et de la note liée à la partie magistrale du cours. Secundo, ce dispositif octroie une place importante aux TIC : le module de peer-assessement, implémenté via le logiciel Moodle, a été intégré dans un parcours pédagogique sur la plateforme Claroline. Il montre que, sous certaines conditions, les désavantages soulignés par Bouzidi & Jaillet (2007) concernant l'utilisation des TIC peuvent être neutralisés. Tertio, l'impact de ce système d'évaluation sur la perception de l'apprentissage par les étudiants et sur leur réussite est étudié. A cet égard, un questionnaire a été distribué en début et en fin de processus. Celui-ci contient notamment des questions liées au sentiment de compétences des étudiants et à leur maitrise de l'outil informatique. Les résultats de ce questionnaire et des analyses des données quantitatives (activités online des étudiants) seront présentées lors du colloque. Il s'agira donc d'interroger non seulement la cohérence et l'efficacité d'un tel dispositif d'évaluation sur la perception de l'apprentissage des étudiants, mais également de réfléchir à son l'impact sur les défis rencontrés par l'enseignement universitaire.

Depuis quelques années, l'évaluation par les étudiants (student peer-assessement) s'impose comme une méthode innovante et particulièrement efficace pour l'apprentissage des étudiants (Li et al. 2009). Dans le milieu universitaire belge francophone, cette pratique est pourtant encore peu présente. Cette communication vise à présenter et à discuter le nouveau système d'évaluation proposé depuis 2013 aux 1200 étudiants du cours de sciences politiques (BAC 1) à l'Université catholique de Louvain. Ce dispositif est construit autour de trois axes. Primo, il consiste en la mise en place d'un module d'évaluation par les pairs incluant un volet grading et un volet reviewing. Le module se compose de quatre ateliers successifs qui suivent le déroulement du cours magistral. La note finale obtenue par les étudiants se compose dès lors de la note de peer-assessement et de la note liée à la partie magistrale du cours. Secundo, ce dispositif octroie une place importante aux TIC : le module de peer-assessement, implémenté via le logiciel Moodle, a été intégré dans un parcours pédagogique sur la plateforme Claroline. Il montre que, sous certaines conditions, les désavantages soulignés par Bouzidi & Jaillet (2007) concernant l'utilisation des TIC peuvent être neutralisés. Tertio, l'impact de ce système d'évaluation sur la perception de l'apprentissage par les étudiants et sur leur réussite est étudié. A cet égard, un questionnaire a été distribué en début et en fin de processus. Celui-ci contient notamment des questions liées au sentiment de compétences des étudiants et à leur maitrise de l'outil informatique. Les résultats de ce questionnaire et des analyses des données quantitatives (activités online des étudiants) seront présentées lors du colloque. Il s'agira donc d'interroger non seulement la cohérence et l'efficacité d'un tel dispositif d'évaluation sur la perception de l'apprentissage des étudiants, mais également de réfléchir à son l'impact sur les défis rencontrés par l'enseignement universitaire.