International Organizations and Global Governance: A Crisis in Global Leadership? Dr. A. Claire Cutler Mon & Thurs 11:30-12:50pm COR B129 Office Hours: Thursday 1-2:30pm Office: SSM A352 Course Description International governmental organizations (IOs) are the heart of global governance. Since the mid-20 th century, IOs have played a central role in defining, implementing and enforcing rules and norms to resolve international collective action problems and provide public goods ranging from peace and security to financial stability and growth. Many policy students aspire to work for an IO one day. Yet many of the oldest and most prominent IOs in the world today are in crisis: their relevance, legitimacy and effectiveness constantly under fire by actors spanning the political spectrum. Why are these IOs in crisis? What is the nature of these crises? What is being done to reform these organizations, and to what end? The course will begin with a broad historical and theoretical overview of the birth and growth of IOs in the world. Specifically, we will examine (1) why states create and work through IOs (2) how we understand the design and the delegation of functions to IOs; (3) the sources and exercise of IO authority and power, (4) the often dysfunctional or pathological behavior of IOs, and (5) the relationship between IOs and private, non-state actors. We will then focus specifically on the sources and nature of current crises and reform strategies. Our primary goal throughout the course will be to understand the complex politics within and surrounding these multilateral organizations, unpacking the dynamics of IO behavior and change. We will begin with an introduction to the theory and practice of IOS and then review the central contemporary institutions: the World Trade Organization (WTO), World Bank (WB), International Monetary Fund (IMF), United Nations (UN), International Labour Organization (ILO), International Court of Justice (ICJ) and the International Criminal Court (ICC). The final days of class will involve a simulation of the UN Security Council debates over the legality of humanitarian intervention. Course Objectives The main objective of this course is to assist students in their ability to think critically about the role of international organizations in global governance today. This is a contested subject that depends upon the theoretical perspective on adopts to describe, explain, and understand the world. It also depends upon the extent to which one believes that critical theory should assist in building a better world. By critical theory I mean a tradition of thought that draws from many philosophical sources to investigate the relationships between appearances and reality and between reason and authority. Critical theory encompasses reasoned argumentation and deliberation, as well as a process of uncovering, revealing, self-learning, and reflexivity in becoming aware of one s place in society, of the links between theory and practice, and of the potential or immanence of theoretically informed praxis. Critical analysis is descriptive, analytical, and contains the potential for emancipatory political action. For the purposes of this course, the objective is to develop a critical understanding of the material institutional and
normative structures that form the foundations for global governance. International organizations frame and condition our understandings about international relations and set important limits to our abilities to engage with our world actively and progressively as informed, responsible, and participatory global citizens. The challenge is to identify ways of improving their contribution tp global governance. How to Achieve these Objectives? Through lectures, in class discussion, examinations, Term Paper assignments, and a UN Simulation students will be exposed to significant challenges to thinking critically about the world today. In order to achieve the course objectives students must do the following: 1. Attend classes regularly. Attendance is the single most important contributor to success in a course. Make sure to attend regularly. 2. Do the required readings: The required readings form an essential part of the course materials. It is insufficient to just attend classes and rely on the Power Point Presentation. Required readings are precisely that- Required! Examinations are unlikely to receive passing grades if they do not reflect an understanding of the Required Readings. The Optional Readings are clearly not mandatory, but can enhance your understanding and add bonus points to your grade. 3. Participate actively in Class Discussion: Time will be set aside regularly for class discussion. This is an opportunity to ask questions and share your insights into the lectures and readings 4. Participate actively in the UN Simulation: Each student will represent a Security Council member during a debate over the nature, scope, and legality of humanitarian intervention. Further details will be provided in class. Course Assignments 1. Midterm Examination (30%) February 15 2. Term Paper (30%) due on Coursespaces and in class March 7. 3. Simulation: (40%) a. Report (20%) due March 21 in class and posted on Coursespaces; b. Oral Presentation (20%) Term Paper: See Term Paper Guidelines Handout Simulation: See Simulation Guidelines Handout Important Notes Concerning N grades and Academic Dishonesty: Students who have completed all of the above assignments will be considered to have completed the course and will be assigned a final grade. Failure to complete one or more of these assignments will result in a grade of N, regardless of the cumulative percentage on other elements of the course. An N is a failing grade, and it factors into a student s GPA as 0. The maximum percentage that can accompany an N on a student s transcript is 49%.
Policy on Academic Integrity and Plagiarism: Academic integrity is intellectual honesty and responsibility for academic work that you submit individually or as a member of a group. It involves commitment to the values of honesty, trust and responsibility. It is expected that students will respect these ethical values in all activities related to learning, teaching, research, and service. Therefore, plagiarism and other acts against academic integrity are serious academic offences. The Responsibility of the Institution: Instructors and academic units have the responsibility to ensure that standards of academic honesty are met. By doing so, the institution recognizes students for their hard work and assures them that other students do not have an unfair advantage through cheating on essays, exams, and projects. The Responsibility of the Student: Plagiarism sometimes occurs due to a misunderstanding regarding the rules of academic integrity, but it is the responsibility of the student to know them. If you are unsure about the standards for citations or for referencing your sources, ask your instructor. Depending on the severity of the case, penalties include a warning, a failing grade, a record on the student s transcript, or a suspension. It is your responsibility to understand the University s policy on academic integrity, which can be found on pages 32-34 of the undergraduate calendar. The University Policy on Academic Integrity is strictly enforced throughout the course, which can be found in the University Calendar at: http://web.uvic.ca/calendar2012/grad/fare/acin.html University of Victoria Percentage Grading Scale Passing Grades Grade Point Value Percentage Description A+ A A- 9 8 7 90 100 85 89 80 84 Exceptional, outstanding and excellent performance. Normally achieved by a minority of students. These grades indicate a student who is self-initiating, exceeds expectation and has an insightful grasp of the subject matter. B+ B B- 6 5 4 77 79 73 76 70 72 Very good, good and solid performance. Normally achieved by the largest number of students. These grades indicate a good grasp of the subject matter or excellent grasp in one area balanced with satisfactory grasp in the other area. C+ C 3 2 65 69 60 64 Satisfactory, or minimally satisfactory. These grades indicate a satisfactory performance and knowledge of the subject matter. D 1 50 59 Marginal Performance. A student receiving this grade demonstrated a
superficial grasp of the subject matter. Failing Grades Grade Point Value Percentage Description F 0 0 49 Unsatisfactory performance. Wrote final examination and completed course requirements; no supplemental. N 0 0 49 Did not write examination or complete course requirements by the end of term or session; no supplemental. 1. The percentage grading scale applies to all Faculties at the University of Victoria. 2. The percentage grades should be associated with a letter grading schema. 3. A percentage grade for an N grade should be assigned in the manner addressed above. Course Experience Survey (CES) I value your feedback on this course. Towards the end of term you will have the opportunity to complete a confidential course experience survey (CES) regarding your learning experience. The survey is vital to providing feedback to me regarding the course and my teaching, as well as to help the department improve the overall program for students in the future. When it is time for you to complete the survey, you will receive an email inviting you to do so. If you do not receive an email invitation, you can go directly to http://ces.uvic.ca. You will need to use your UVic NetLink ID to access the survey, which can be done on your laptop, tablet or mobile device. I will remind you nearer the time, but please be thinking about this important activity, especially the following three questions, during the course. 1. What strengths did your instructor demonstrate that helped you learn in this course? 2. Please provide specific suggestions as to how the instructor could have helped you learn more effectively. 3. Please provide specific suggestions as to how this course could be improved. Policy on Submissions, Extensions, and Late Submissions: Late papers will receive a 5% reduction in grade per day late, including weekends and will not be accepted after 10 days late without a medical documentation. Extensions will not be granted without a medical note documenting the reason for the extension. NOTE: Assignments must be submitted in hard copy and posted on Coursespaces.
Required Texts: Ian Hurd, International Organizations: Politics, Law, Practice 2 nd edition (Hereafter referred to as Hurd). Required Readings posted on Coursespaces. Course Outline I. Introduction: History, Architecture and Theories of Global Governance (January 7, 11, 14, 18) Why do states create IOs? When are IOs created by other IOs? What are the types; functions; and varying structures of staffing and decision-making in IOs? How do we understand the evolution of IOs over the past two centuries? What does the current architecture of global governance look like? How is the landscape of IOs changing? Who are the emerging actors? What does theory tell us about the nature and function of IOs? What does Global Governance mean? Required readings: Hurd, Chs. 1 & 2. K. Dingwerth and P. Pattberg, Global Governance as a Perspective on World Politics, Global Governance (2005) 12: 185-203. Kenneth W. Abbott and Duncan Snidal, Why States Act Through Formal International Organizations, Journal of Conflict Resolution, (1998) 42(1): 3-32. II. World Trade Organization, World Bank, International Monetary Fund (January 21, 25, and 28) How are decisions made in these institutions? How representative are these institutions? What issues of legitimacy are raise by their representational nature and decision-making structures? Do they require reform? Required Readings: Hurd, Chs. 3 & 4. C. Weaver, The World s Bank and the Bank s World, Global Governance (2007) 13: 493-512.
III. United Nations, Peacekeeping and Humanitarian Intervention (February 1, 4) How can we summarize trends of UN peacekeeping over the past 60 years? What explains UN success or failure in peacekeeping? Can the UN learn from its peacekeeping successes and failures? How have the doctrines of humanitarian protection and responsibility to protect sifted UN practices? What is being done to reform UN peacekeeping? How has current peacekeeping reform progressed? Required Reading: Hurd, Chs. 5 and 6. Michael Barnett and Martha Finnemore. 2004. Genocide and the Peacekeeping Culture at the United Nations, in Rules for the World: International Organizations in Global Politics. Ithaca, NY: Cornell University Press, ch.5. Further Reading TBA Reading Break February 8-11 No Classes Midterm Examination February 15 IV. International Labour Organization (ILO) and International Court of Justice (ICJ) (February 18, 22) Why was the ILO created? Who participates in the ILO? Is the ILO successful in promotion labour rights in the world? Why have issues of indigenous identity arisen in the ILO? What is the jurisdiction of the ICJ? Who may take a case to the ICJ and hat are the court s main functions? Is the ICJ successful as a world court? Required Readings: Hurd, Chs. 7 and 8.
P. S. Jones, Powering up the People? The Problem of Indigenous Rights: International Labour Organization Convention 169 and Hydroelectric Power in Nepal, The International Journal of Human Rights (2012) 6 (4): 624-647. V. International Criminal Court (ICC) (February 25-29, March 3, 7) Who created the ICC, when and why? What crimes fall under its jurisdiction? How does the ICC differ from the ICJ? Who may refer a case to the ICC? What does individual criminal responsibility mean? What is the nature of the relationship between the ICJ and UN Security Council? How do we assess the successfulness of the ICC? Required Readings: Hurd, Chs. 9 and 11. M. Arsanjani and M. Reisman, The Law-in-Action of the International Criminal Court, American Journal of International Law (2005) 99(2): 385-403. B. Goy, Individual Criminal Responsibility before the International Criminal Court, International Criminal Law Review (2012) 12: 1-70. Term Paper due March 7 (hardcopy in class and posted on Coursespaces).. VI. Simulation Preparation Sessions (March 10, 14, 17) VII. United Nations Simulation (March 21, 24, 31) Simulation Report due March 21 (hardcopy in class and posted on Coursespaces). VIII. Last Class: Simulation Discussion and Assessment (March 4) Key Dates: February 15: Midterm Examination February 8-11: Reading Break March 10, 14, 17: Simulation Preparation Sessions March 21, 24, 31: UN Simulation April 4: Last class: Simulation Discussion and Evaluation.