Curriculum design in European Studies, International Relations and Political Science

This guest post comes from Patrick Bijsmans & Afke Groen, Maastricht University.

We are going to be honest with you from the outset: this blog is not concerned with our teaching experience, but rather with an ongoing research project that we are working on with our colleague Johan Adriaensen and our student assistant Caterina Pozzi (both also Maastricht University). And it gets worse: this is a blog that ends with a cry for help.

We are working on a research project studying undergraduate curriculum design in European Studies, International Relations and Political Science. Surprisingly, there is relatively little research on actual curriculum design within the Scholarship of Teaching and Learning, in particular when it comes to such broad fields.

Sure, there has been a debate about what curriculums in these fields should look like. Some of our colleagues have, for instance, asked whether there is, or should be, such a thing as a core curriculum in European Studies, while others have looked at interdisciplinarity in the field of Politics. Similarly, at the policy level there have been some attempts to flesh out benchmarks and standards in European Studies, and International Relations and Politics.

But what is missing is a thorough attempt to build a database of programmes in European Studies, International Relations and Politics, and to compare the characteristics of these programmes.

This is where our ongoing research project comes in. The project builds on previous work by Johan and us, published in the Journal of Contemporary European Studies and European Political Science (in production). Both articles concern the training and monitoring of generic skills in active learning environments. Our new project takes a broader perspective on skills and methods in curriculum design. We conduct a meta-study of undergraduate programmes offered by the member institutions of APSA, ECPR and UACES. We particularly explore three key themes: (1) the teaching of skills, practical experience and employability; (2) the degree of interdisciplinarity; and (3) the flexibility and coherence of the programme.

All in all, we hope to provide (1) a unique and comprehensive database of how curricula are organised in practice. On this basis, (2) we will distinguish various types of curriculums and evaluate their advantages and disadvantages. Our final objective is to (3) formulate best practices for university teachers and programme developers. As such, the database also promises to be a useful resource for university policies, in particular in light of challenges such as the constantly changing objects of study in European Studies, International Relations and Politics and an increasingly diverse and international student body.

Although we are still in the phase of gathering data, we can already share a couple of interesting observations with you. For one, while some universities seem to think that programmes in European Studies, Politics and International Relations are no longer really necessary, it is good to see that this has certainly not meant that future students cannot choose from a wide array of such programmes.

Indeed, the curriculums that we have coded so far look quite different. For instance, our own BA in European Studies seems to pay much more specific attention to methods and skills development through separate courses (and many of them). Another striking difference between programmes, is the extent of choice offered to students; while some programmes consist of large, compulsory courses mostly, others include a wide array of electives or ‘tracks’ from diverse fields of studies (sometimes with over 100 or even 200 optional courses!).

The latter is also one of our main challenges: it is not always clear what exactly constitutes a programme’s curriculum. Often, the respective websites are not very clear – generally university websites are rather dense – and it is impossible to find core programme documents that might help us here. This is particularly the case for Eastern European and US programmes, which often revolve around a major/minor set-up.

Hence, we need your help! If you are based at a university and/or are teaching in a programme that is a member of APSA, ECPR and UACES, your input would be very welcome. If there is any documentation that you think might help us code Eastern European and US programmes, we would be very grateful if you could send it to

We do offer something in return. First, we will keep you posted through Twitter and blogs. Second, we hope to organise panels and workshops on curriculum design at conferences, such as during this year’s European Teaching & Learning Conference in Amsterdam. If you would like to contribute to such get-togethers, do let us know. Finally, our aim is to eventually provide colleagues with access to our database, starting with those of you who help us move the project forward!