The adoption of new technologies in instruction will change the nature of instruction itself. There are four broad categories of the potential benefits of technology in higher education: off-loading; enhanced resources; enriched conventional class lecture/discussion; and outreach through distance education. Other college and university administrators have seen technology as either a money-saving or money-making tool for their institutions. The technologies most commonly associated with pedagogy include desktop software, internet-mediated communications, World Wide Web pages, distance education courseware, internet access to statistical databases, Geographic Information Systems (GIS), cellphone and personal digital assistant applications, and classroom response systems (CRS). There has been a modest and somewhat sporadic literature on teaching with technology in international studies, much of which follows the development of new technologies, such as personal computers, the World Wide Web, and courseware development. The three major themes in the scholarship on technology in teaching and learning in international studies include technology-based enthusiasm/experimentation, comparative studies, and skepticism. However, some of the challenges to scholarship in teaching and learning with technology: the use of technology has become so pervasive, accepted, and easy that few teacher-scholars bother to write in scholarly journals about the act; weak structure of incentives for studying the use of technology in teaching and learning; and technological instability and discontinuity. Nevertheless, there are some technologies and trends that may appear in the future international relations course. These include podcasting, Real Simple Syndication (RSS) Feeds, Twittering, and Wikipeda and Google Books.
Steven F. Jackson
Success is not easy to define or measure. In the academic field, traditional indicators of success include level of educational attainment, type and place of employment, tenure status, promotion or position status, publication productivity, and compensation. Alternatively, success can be defined as “the achievement of something desired or planned.” This is a more inward-looking definition of success, and adopting it might improve the chances for women to attain recognized success because it rewards what women in higher education and in international studies actually do. Some measures about how to determine success in international studies are more quantifiable than others, such as identifying obstacles women have had to overcome to enter and to thrive within the discipline. Others are controversial, such as self-professed goals that do not align with the traditional success measures. For example, many women—and even men—are simply more concerned with seeking work–life–family balance than the “prestige” of a tenured, full-professor appointment at an Ivy League Institution. Clearly, there is a need to change perceptions about what success means and what a successful life looks like. To this end, the academy in general, and international studies as an academic discipline in particular, should rethink how to evaluate quality teaching, recognize a broader range of research as valuable, and honor all kinds of service. They should also undertake some seriously introspective studies focused on why women’s work in academia remains so undervalued. Such studies must include recommendations for action aimed at rectifying current gender imbalances.
Computer simulations can be defined in three categories: computational modeling simulations, human-computer simulations, and computer-mediated simulations. These categories of simulations are defined primarily by the role computers take and by the role humans take in the implementation of the simulation. The literature on the use of simulations in the international studies classroom considers under what circumstances and in what ways the use of simulations creates pedagogical benefits when compared with other teaching methods. But another issue to consider is under what circumstances and in what ways the use of computers can add (or subtract) pedagogical value when compared to other methods for implementing simulations. There are six alleged benefits of using simulation: encouraging cognitive and affective learning, enhancing student motivation, creating opportunities for longer-term learning, increasing personal efficiency, and promoting student-teacher relations. Moreover, in regard to the use of computer simulations, there are a set of good practices to consider. The first good practice emerges out of a realization of the unequal level of access to technology. The second good practice emerges from a clear understanding of the strengths and weaknesses of a computer-assisted simulation. The final and perhaps most fundamental good practice emerges from the idea that computers and technology more generally are not ends in themselves, but a means to help instructors reach a set of pedagogical goals.
There has been a pronounced dearth of scholarly literature on foreign and security policy in South Asia. Fortunately, there is a significant transformation under way. The amount of South Asian case materials that have been effectively integrated into the mainstream of the foreign and security policy literature is slowly expanding. Furthermore, the bulk of the scholarship on these subjects emanating from the region had been quintessentially devoid of theoretical substance. This, too, is undergoing a change. The neglect of South Asia is baffling considering that the region offers a rich array of cases pertaining to questions of comparative foreign policy, interstate conflicts, regional crises, and the effects of nuclear proliferation, among other issues. There are a variety of plausible reasons to explain the marginalization of South Asian foreign policy studies. One, at the level of the global system, the South Asian states (with the exception of Pakistan) sought to self-consciously exclude themselves from the tensions of the Cold War international order. Also, India was one of the principal exponents of the doctrine of nonalignment. After several decades of systematic neglect, however, there are signs that scholars are beginning to integrate the study of India and South Asia into the study of international relations, foreign policy, and strategic studies. This newfound scholarly interest in the South Asian region can be attributed to a host of actors, such as India’s remarkable economic growth of the past decade or so, Pakistan’s political fragility, and the acquisition of nuclear weapons by India and Pakistan.
International service learning has become increasingly popular in higher education. Such trips focus on cultivating skills in students, including civic engagement and intercultural understanding, while also being key ways for students to achieve self-growth and learn to apply and contextualize the theories they learn in the classroom in the real world. The goals often outlined in the literature about international service learning tend to be student-centric. While pedagogical goals matter, faculty should also keep in mind the ethics of engaging community partners, especially given the often unequal power relationship at play in the practice of international service learning. Being more attentive to these ethical dilemmas may not eliminate them, but it will ensure that students are considering and learning from the gray areas involved in international service learning, including their own individual relationships to power and injustice. Additionally, faculty should consider how to avoid replicating neocolonial logics in their desire to expose students to the world beyond themselves. Specifically, faculty should be more mindful of the language they use to describe these trips and avoid reifying the notion that service learning is something to be done in the developing world while study trips tend to be conducted in the developed world. Engaging reciprocity with a community partner in both the design and practice of the trip, preparing for cultural complexity in advance by situating the students in larger sets of geopolitical and economic practices, being honest about the skill set students bring to the table, being aware of the cultural and gender dynamics at play, and building in time for reflection before, during, and after the trip are all ways to attend to the larger ethical considerations at play.
Elizabeth C. Hanson
The intellectual impetus for international communication research has come from a variety of disciplines, notably political science, sociology, psychology, social psychology, linguistics, anthropology, and, of course, communication science and international relations. Although highly diverse in content, international communication scholarship, past and current, falls into distinct research traditions or areas of inquiry. The content and focus of these have changed over time in response to innovations in communication technologies and to the political environment. The development and spread of radio and film in the 1920s and 1930s increased public awareness and scholarly interest in the phenomenon of the mass media and in issues regarding the impact on public opinion. The extensive use of propaganda as an instrument of policy by all sides in World War I, and the participation of social scientists in the development of this instrument, provided an impetus for the development of both mass communication and international communication studies. There was a heavy emphasis on the micro level effects, the process of persuasion. Strategic considerations prior to and during World War II reinforced this emphasis. World War II became an important catalyst for research in mass communication. Analytical tools of communication research were applied to the tasks of mobilizing domestic public support for the war, understanding enemy propaganda, and developing psychological warfare techniques to influence the morale and opinion of allied and enemy populations. During the Cold War, U.S foreign policy goals continued to shape the direction of much research in international communication, notably “winning hearts and minds” of strategically important populations in the context of the East-West conflict. As new states began to emerge from colonial empires, communication became an important component of research on development. “Development research” emphasized the role of the mass media in guiding and accelerating development. This paradigm shaped both national and international development programs throughout the 1960’s. It resurfaced in the 1980s with a focus on telecommunication, and again in the 1990s, in modified form under the comprehensive label “information and communication technologies for development.” Development communication met serious criticism in the 1970s as the more general modernization paradigm was challenged. The emergence of new information and communication technologies in the 1990s inspired a vast literature on their impact on the global economy, foreign policy, the nation state and, more broadly, on their impact on power structures and social change. The beginning of the 21st century marks a transition point as the scholarship begins to respond to multiple new forms of communication and to new directions taken by the technologies that developed and spread in the latter part of the previous century
Stefan H. Fritsch
International information and communication have become central cornerstones for global economic, political, social, and cultural actors, issues, structures, and processes. Accordingly, various social science disciplines have become interested in understanding international communication’s economic properties and also produced empirical evidence demonstrating its remarkable impact on global economic development. Subsequently, the relationship between technological evolution and the evolving economics of international communication has become of central importance to the analysis of international communication. Of particular relevance in this context is digitization’s impact on information and communication technologies and related digital conversion processes of once separated media and business sectors. In this context, the constantly evolving economic and technological properties of international information and communication systems and the economic opportunities/challenges they pose have also motivated or forced individuals, business enterprises, states, as well as international organizations to pursue structural and policy changes in order to reap the potential benefits of international information and communication.