POS 4931/EUS 4930 – Summer A 2014

Political Engagement Research

Center for European Studies/Department of Political Science, University of Florida

 

Instructor:

Thessalia Merivaki

Office:006 Anderson Hall Email:merivali@ufl.edu M-F:Period 2 (9:30-10:45am);Room:MAT 002 Office Hours: TBA

Course Description

This course aims to expose students to the study of a broad concept such as “political engagement” by working as a group in a collaborative manner. Our main goal is to identify what political engagement in Europe entails, and why it is an important topic to study. In doing so, we will analyze and evaluate contemporary scholarly works devoted to explaining European citizens’ varying levels of political engagement. Students will be exposed to basic, yet scientific, methodological tools that will help them utilize in order to address several topics relating to political engagement. Indicatively, some of the topics we will address are: elections and voting, political parties, civic organizations, political campaigns, and media, among others.

This course begins by introducing students to the concept of political engagement and its importance in the European political context. The core of the course involves the dimensions of political engagement, its theoretical implications, and the scholarly work on various aspects of political engagement. We will then end the semester by a hand-on approach on the research of political engagement in Europe, based on the basic method of comparison. Upon completion of this course, students will be exposed to the process of scientific research in a cumulative and gradual manner, and should be able to apply this knowledge in addressing questions pertaining to political engagement in the European context.

 

Course Objectives

• Cover the relevant literature on political engagement in Europe, and identify recurring patterns across the member states (decline in turnout, decrease in party membership, low political interest)
• Critically evaluate existing research on political engagement in the European context using the American political system as an alternative framework.
• Assess the importance of the study of political engagement in Europe, in all its forms.
• Produce country profiles and/or comparisons that offer helpful insight on differences in political engagement across counties with different cultural contexts, by using scientific methods of analysis.
• Familiarize with the concept of “working group”, and the process of scientific research in a collaborative, rather than an individual manner.

A secondary goal, yet equally important, is for students to understand the multidimensionality of social science research; there are several ways to address a question, as there are several ways to answer it. In this class, the common goal is to explain “political engagement” in Europe. Members of the working group, therefore, will choose various approaches that help answer a relevant question pertaining to the broad theme of “political engagement”.

Grade Weights

Class Participation: 30%

Reports (#1-5): 50% (10% each)

Final Presentation: 20%

Course Requirements

i) Attendance/Participation
The success of this class is heavily dependent on your active engagement and contribution to class discussions. You are expected to attend all class meetings and be prepared for an in-depth discussion of the assigned course material. Note that your physical presence in the classroom (attendance) does not equal active participation.

The lectures are organized around topics and readings following the course schedule. This class is aimed to stimulate discussion among the students under my facilitation. In order for this to be a successful course, it is imperative that you do the assigned readings before class, give yourself time to think about them, and prepare yourself to discuss them in class. If you feel uncomfortable speaking in class, make sure to compensate for that by discussing the readings with me during office hours.

ii) Weekly Reports (#1-5)

This course is about cumulative knowledge. Since there is no final paper or exam, the purpose of the weekly reports is to help you put in perspective and practice the materials that we will cover in class. Every week is structured around key questions, which you will have to answer and formulate a coherent thematic report. Reports 4 and 5 are based on adjusting your previous reports based on the new knowledge from the relevant week. The point of this is for you to understand that research is ongoing and we make adjustments as we receive and get exposed to new information. It is also a great example of continuity, you build on your own work, so every report has a core already, you just add to it.

Reports have to be 2-3 pages, double-spaced, 12-point font Calibri, with page numbers in the bottom, emailed to me the Sunday before class, by 5:00 pm.

Please be consistent in the format of your reports.

ii) In class Presentation (Friday June 20)

Weeks 5 & 6 are specifically structured to help you create your country profiles, or case studies. During the last week, we will all discuss the materials and concepts that we covered through the semester (no extra readings last week), and you will be able to build your final presentation by using the work you did the whole semester through your reports. The final presentation should coherently put together all your work and research.

You are free to do a Powerpoint presentation (Or Prezi) with no more than 5 slides.

Course Policies

I) Late Reports

A weekly report is late if it has not been submitted (via email to the instructor) by 5:00 pm before Monday’s class. A late assignment will be downgraded a letter grade even if it is only a minute late. An additional letter grade will be deducted for each additional day the assignment is late up to a maximum of three days, after which it will receive a 0. You are strongly encouraged to email your reports early so that you will avoid last minute complications. Excuses for late assignments will not be accepted.

Please note that passing the course requires you to complete all assignments. I generally do not assign “incompletes,” unless presented with extraordinary circumstances, given proper documentation.

II) Professional Conduct

Always be courteous and polite towards your peers and the instructor, addressing them with respect and in a professional manner. Although you are entitled to your own views and opinions, the use of offensive/derogatory language will not be tolerated.

The use of laptops/tablets is allowed during our meetings only if they are used to take notes or review readings. If I detect that you are using your device in any other capacity (i.e. emails, facebook, twitter etc.) you will be asked to leave the classroom and no attendance points will be awarded to you for that meeting. Repeat offenders will experience a significant reduction of their overall course grade.

The use of cellphones (talking/texting) is absolutely prohibited during our meetings. Professional etiquette dictates that your cellphone is silent and out of reach when in class. If it rings and I hear it, you will be asked to set it on silent. If it rings again you will be asked to leave the classroom.

III) Academic Integrity

As a University of Florida student you are expected to abide by the UF Student Conduct & Honor Code. This means that you have pledged to avoid giving or receiving unauthorized aid when performing an academic task. Possible violations of the Honor Code include – but are not limited to – plagiarism, cheating, fabrication, and misrepresentation.

I employ a zero tolerance policy in regards to academic dishonesty. If you cheat you will get an F for the course, while I reserve the right to initiate further disciplinary action against you depending on the severity of your offense. If you are unsure whether a specific action constitutes a violation of the Honor Code make sure to ask the instructor or review the Academic Honesty guidelines at: http://www.dso.ufl.edu/index.php/sccr/process/student-conduct-honor-code.

IV) Disabilities

Students requesting classroom accommodation must first register with the Dean of Students Office. The Dean of Students Office will provide documentation to the student who must then provide this documentation to the Instructor when requesting accommodation.

V) Counseling

Resources are available on campus for students having personal problems or lacking career and academic goals, which interfere with their academic performance. These resources include:

• University Counseling Center, 301 Peabody Hall, 392-1575, personal and career counseling;
• Student Mental Health, Student Health Care Center, 392-1171, personal counseling.

Course Materials

Required Texts (available at Smathers Libraries or off-campus via VPN network)

Demetreou, Kyriakos N. 2013, “Democracy in Transition: Political Participation in the European Union,” Springer (e-book, on Reserve at the Library)

Colomer, Josep M. 2003, “Political Institutions in Europe,” Routledge (e-book, on Reserve at the Library)

Recommended Texts (available at Library West – on Reserve)

Moro, Giovanni ed. 2012. Citizens in Europe: Civic Activism and the Community Democratic Experiment.               Springer (e-book).

Meier, Michaela and Jens Tenscher eds. 2006, “Campaigning in Europe- Campaigning for Europe,” Lit Verlag.

Meier, Michaela, Jespecr Stromback and Lynda Lee Kaid eds.2011, “Political Communication in European                 Parliamentary Elections,” Library of Congress

Texts as Supplementary Resources (available at Library West – On Reserve)

Parmelee, John H., and Shannon L. Bichard. 2011. Politics and the Twitter Revolution: How Tweets            Influence the Relationship between Political Leaders and the Public. Lexington Books.

Perlmutter, David D. 2008. Blogwars: The new political battleground. Oxford University Press.

Altides, Christina. 2008. Making EU Politics Public: How the EU Institutions Develop Public             Communication. Nomos, Mannheim University.

Online Resources provided throughout the syllabus.

 

Class Schedule

Part 1. The Scientific Study of Social and Political Phenomena

Week 1 (May 12-18). The Puzzle: What is Political Engagement and why do we study it?

M. Overview of the course. No Readings

T. Introduction to the European Union and Political Context

• “Introduction” from Democracy in Transition, pp. 1-8.

W. Democratic Deficit and Civic Disengagement

• “Introduction” from Citizens in Europe, pp. 1-14.
• EU Institutions and Other Bodies

R. EU citizenship and Political Engagement. No class

• “The Laboratory of European Citizenship” from Citizens in Europe, pp. 35-51.

F. Institutions help us understand: Institutions and Political Science. No class

• “Introduction” in Political Institutions in Europe, pp. 1-15.
• “The European Union: federalism in the making” in Political Institutions in Europe, pp. 279-284.

Sunday May 18: Report#1 is due (by 5pm): In 2-3 pages, explain 1) what the concept of “political engagement includes, and why is it linked to 2) civic disengagement, 2) European citizenship and 3) the EU institutions. What do we learn about political engagement in Europe when we compare it to the US?

Week 2 (May 19-23).The Literature: Dimensions of Political Engagement

M. Definitions

• “Contemporary Political Participation Research: A critical Assessment” from Democracy in Transition, pp. 21-33.
• “The Rise of the ‘Pleasure Citizen’: How Leisure Can be a Site for Alternative Forms of Political Participation” in Democracy in Transition, pp. 61-68 (Only section 1).
• European Parliament – Elections (Table of Turnout Rates 1979-2009)

T. The Gender Gap

• “Gender and Political Participation in Western and Eastern Europe” in Democracy in Transition”, pp. 95-105 (skip the data section).
• Resource: European Commission – Gender Equality

W. Ideology and Political Parties

• “The European Union: federalism in the making” in Political Institutions in Europe, pp. 284-292.
• “’Parties with No Members?’ How to ensure Political Participation in East Central Europe” in Democracy in Transition, pp. 77-92.
• Resource: EU Parliament’s Party Profiles

R. Civic Activism

• “Representation in Question” in Citizens in Europe, pp. 113-118, 122 (section 7.3.3)-133.
• Beyers, Jan. “Voice and Access Political Practices of European Interest Associations.” European Union Politics 5, no. 2 (2004): 211-240. (Optional)

F. Campaigns, Media, and Issues

• “The Long Road to Professionalization: Campaigning in Europe vs. Campaigning for Europe,” in Campaigning in Europe – Campaigning for Europe, pp. 31-43 (Reading on Reserve at the Library).
• Section 2.4 “Political Parties and Youth Absenteeism” in “Addressing Youth Absenteeism in European Elections.” 2014. European Youth Forum’s Report, pp. 15-19.
• Resource: European Voice: “Elections 2014: Europe at a crossroads”

Sunday May 25: Report #2 is due (by 5pm): In 3 pages, explain 1) what are the conventional and least conventional dimensions of political engagement, 2) what is the gender gap and why it is important in the literature of political engagement, 3) what is the link between European parties and political engagement, 4) why does the literature include civic organizations, and 5) why is professionalization of EU campaigns important in the study of political engagement? 6) Which dimension do you find more interesting and why?

Week 3 (Tuesday May 27-30). The Methods: How can we study “Political Engagement in Europe”?                            

M. No Class –Memorial Day (Yay)

T. Research Question, Goals, and Research Design

• Researching the European Union: Qualitative and Quantitative Approaches

W. Comparisons help us Understand

• “The Comparative Method,” 1993. Political Science: The State of the Discipline II: pp. 106-117.
• Data Resources: Eurostat, Eurobarometer

R. Measuring Political Engagement

• “Trust and Openness: Prerequisites for Democratic Engagement?” in Democracy in Transition, pp. 109-129 (skip the data tables and Appendixes).

F. Context Matters

• ‘“From Athens to Athens: Europe, Crisis and Democracy’ in Democracy in Transition, pp. 135-155.

Sunday June 1: Report #3 is due (by 5pm): In one page, describe how (if) this week’s readings about research design and data help you formulate a better research plan to address the topic you chose on Report #2. Justify your argument.

Part 2. Assessing Research: Putting Knowledge into Academic Context

Week 4 (June 2-6). The Assessment: Existing Literature on Political Engagement

M. Single-Case Study I

• “France: The Institutionalization of Leadership” in Political Institutions in Europe, pp. 98-132.

T. Paired Case Studies

• “Transnational Citizenship as Status, Identity and Participation: Comparative Assessment” in Democracy in Transition, pp. 206-221.

W. Comparing the EU to US

• Morlan, Robert. 1984. “Municipal Vs. National Election Voter Turnout: Europe and the United States,” Political Science Quarterly 99 (3): 457-470.

R. Single Case Study II

• “A Yellow Card for the Government, Offside for European Issues?” in Campaigning in Europe, Campaigning for Europe, pp. 155-170 (On reserve at the Library).

F. Cross-national studies

• “Political Participation and Non-Democratic Political Culture in Western Europe, East-Central Europe and Post-Yugoslav Countries,” in Democracy in Transition, pp. 225-245.

Sunday June 8: Report #4 is due, by 5pm: In 2-3 pages 1) describe theusefulness of literature and methods in the research of political engagement in Europe. 2) Identify some of the benefits and limitations of the methods covered this week and 3) choose your country or set of countries for analysis, and suggest a method of analysis that will work for the topic that you chose in Report #2 and data from Report #3.

Week 5 (June 9-13). Realizing the Limitations of Research

Group Tasks: 1. Pose a question on political engagement in Europe, 2. Discuss/Debate why it is important, 3. Choose a set of countries or country (depending on the day’s assignment), 4. Outline data and method, 5. Collect data from existing sources, 6. Present data in class and discuss.

M. Single-Case Studies

T. Paired Case Studies

W. EU Vs US

R. Multi-Source Case Study

F. Cross-National studies

Make sure to take notes when others present so that you can comment on their work in your report.

Suggested Data Sources (and Yes, Google is your friend – Not Wikipedia though!):

Eurostat, Eurobarometer, European Commission’s Report on the 2009 EP elections, www.citizensforeurope.eu, EU Parliament’s Party Profiles, Gender Equality, European Parliament – Elections, History of the EU, European Commission’s Historical Archives.

Sunday June 15: Report #5 is due (by 5pm): In 1-2 pages, summarize the tasks of Week 5, their usefulness and limitations, and how they help reformulate your topic, selection of case(s), and method of analysis.

Week 6 (June 16-20): Finally Putting it all Together

M. Clarifying your topics and cohesion of the group’s themes

T. Theory and Literature Review

W. Data and Methods

R. No Class (Yay). Individual Appointments if needed. Prepare your presentations (Less Yay)

F. In-Class Presentations

Reminding the Group’s Goal: Compile country profiles on an aspect of political engagement, either single country, paired country with another non-EU country or another EU country, by utilizing multiple data sources. (Due to time constraints, we may form smaller groups for presentation, but I want to see the individual process through the reports).

 

Grading Scale

A =93.00+

A- =90.00-92.99

B+ =87.00-89.99

B =83.00-86.99

B- =80.00-82.99

C+ =77.00-79.99

C =73.00-76.99

C- =70.00-72.99

D+ =67.00-69.99

D =63.00-66.99

D- =60.00-62.99

E =59.99 and below

 

For information of UF grading policy see: https://catalog.ufl.edu/ugrad/current/regulations/info/grades.aspx