Assessing the International Relations (IR) discipline in Colombia requires deep description of key aspects related to its genealogy, the nature of its scholars and research, and its community structure. IR in Colombia grew out of practical concerns about the creation of adequate human and institutional resources needed to analyze world affairs and Colombian foreign policy. As the field expanded and consolidated, the IR professoriate became more robust and diverse in terms of thematic and geographical trends in research and increased levels of integration at the national and international levels. Several factors have figured prominently in shaping the discipline in Colombia, including the academic training and professional focus of IR scholars, foreign policy interests of the Colombian state, internationalization processes in academia, financial and institutional constraints on research, and patterns of interaction between scholars and policy makers. IR studies in Colombia have not been thoroughly explored, and broad description both allows for a preliminary explanation of their general character and highlights the need for greater reflection about the field’s evolution, shape, and challenges.
Carolina Cepeda-Másmela and Arlene B. Tickner
Pedagogical objectives and educational outcomes play a significant role in foreign policy analysis. The actor-centered approach of foreign policy analysis gives students the unique opportunity to place themselves in the shoes of decision makers and to understand the different constraints, both domestic and international, that influence the policies adopted by decision makers. In other words, foreign policy analysis can have two functions: to teach students about the processes by which foreign policy is made, or the substance of the foreign policies of various countries, and to enhance students’ ability to imagine the perspectives of others. Whether foreign policy analysis does, in fact, manage to develop this ability is an empirical question that also depends on the course emphasis and pedagogies employed. In this sense, pedagogy does not only mean excellent teaching, but also systematic investigation of teaching methods and techniques, student learning outcomes, educational assessment, and curriculum development. The literature on foreign policy analysis, pedagogy, and curriculum emphasizes active learning strategies and the need for clearly articulated learning objectives for the curriculum as a whole and the place of specific courses within it. Examples of active learning pedagogies are case teaching, simulations, and problem-based learning. Despite some very worthwhile research that has been done, there are still some gaps that need to be addressed. One is the lack of empirical work that helps evaluate the merits of the various teaching strategies in foreign policy analysis, and another is the inconsistent findings produced by the empirical studies that do exist.