UNIVERSITY*of*ALBERTA**
Topics*in*European*Union*Politics*POL$S$487/580$
*Fall*2015**********Wednesdays***1:00*–*3:50************Room*No.*TB*109**
*Dr.*Lori*Thorlakson*HM#Tory#Bldg.#11.20#
492.2282#
#
#
#
#
COURSE*DESCRIPTION:*This#course#examines#some#of#the#key#political#and#policy#challenges#that#the#EU#faces#today,#
including#energy#security#and#climate#policy,#migration,#economic#reform#and#eurozone#
governance,#the#threat#of#Brexit#and#eurosceptic#politics.##The#aim#of#this#course#is#to#understand#
the#causes#and#consequences#of#the#political#and#financial#elements#of#these#crises,#and#
evaluating#alternative#proposals#for#policy#reform.##
#
COURSE*PREREQUISITES:**POL*S*230,*POLS*370*or*consent*of*the*department**Students#without#the#course#prerequisite#should#speak#with#the#instructor#before#registering.#At#
the#request#of#an#instructor,#the#Department#may#cancel#your#registration#if#you#do#not#have#the#
required#course#prerequisites.!Policy!about!course!outlines,!grading!and!related!matters!can!be!found!in!Section!23.4(2)!of!the!University!Calendar.!##
COURSE*GOALS:*After#completing#this#course,#students#will#have#developed:#
•! An#understanding#of#the#functioning#of#EU#institutions#and#decision.making#processes#
•! An#ability#to#critically#assess#competing#EU#political#and#economic#reform#proposals##
•! A#detailed#critical#understanding#of#at#least#one#member#state’s#position#in#the#treaty#
reform#process.#
#
CLASS*FORMAT:**Classes#will#be#organized#as#weekly#three#hour#seminars.###
#
OFFICE*HOURS:###
I#hold#office#hours#each#week#in#Tory#11.20.#These#will#normally#be#on#Tuesdays#from#2:30#to#
3:30#and#Wednesdays#from#11:00#to#12:00.#I#am#also#available#by#appointment#at#
lori.thorlakson@ualberta#.ca#or#780#492#2282.#
2"
#
COURSE*TEXTS:*#*This#course#uses#readings#available#online.##
#
Students#will#find#it#useful#to#download#the#publication,#European#Economic#Governance#in#an#
International#Context.#It#is#the#proceedings#of#a#2011#international#conference#on#eurozone#
governance,#published#by#the#European#Union.#A#free#download#is#available#at:#
#
http://bookshop.europa.eu/en/european.economic.governance.in.an.international.context.
pbNC3212279/#
#
#
REQUIREMENTS*AND*EVALUATION:**The#course#requirements#are#outlined#below.#Students#should#note#that#in#all#but#exceptional#
situations,#all#components#of#the#course#must#be#completed#to#receive#a#passing#grade.#Policy#
regarding#missed#term#work#is#outlined#in#Section#23.4(3)#of#the#University#Calendar.#Tests#and#
assignments#will#be#assigned#a#letter#grade.#The#instructor#will#not#‘curve’#or#adjust#final#grades#
according#to#any#preset#formula##Evaluation#of#the#following#course#requirements#will#determine#
students’#grades:##
#
Assignment#1# 25%#of#course#grade,#3#one#page#papers.#The#first#is#due#September#23.#The#
second#must#be#submitted#by#October#28#and#the#third#by#November#25.##
Participation# # 15#%#of#course#grade#
Midterm#paper# 25#%#of#course#grade,#due#October#21#
Final#essay# # 35%#of#course#grade,#due#December#9.#
#
#
•! Mid/Course$Assignment:$$25%#of#course#grade.#The#mid.course#assignment#consists#of#three#500#word#papers.#Each#paper#should#
answer,#as#concisely#as#possible,#one#of#the#set#questions#posed#in#the#class#sessions#from#
week#3#onward.##Each#paper#should#answer#a#question#drawn#from#a#different#week’s#
topic.#The#first#is#due#on#September#23#and#should#reflect#on#the#Kraemer#lecture#(Sept#
17)#or#on#the#readings#from#September#16.##The#second#paper#is#due#by#October#28#and#
can#reflect#on#the#readings#from#any#one#of#weeks#5,6,7,8#or#9.#The#third#is#due#by#November#25#and#can#reflect#on#readings#from#any#one#of#weeks#of#10,11#or#12.##
#
•! Midterm$paper:$$25%#of#course#grade.#You#will#be#required#to#write#a#midterm#paper#(maximum#1,500#words)#choosing#from#a#
list#of#topics#provided.#The#papers#are#due#October#21.#
#
•! Final$essay:$$$35%#of#course#grade.#The#final#essay#is#2,500#words.##Due#December#9.#
#
•! Class$Participation:###15%#of#course#grade##The#pattern#of#your#attendance#and#the#quality#of#your#participation#in#and#contribution#
to#class#discussions#will#determine#your#participation#grade.#Discussions#will#be#largely#
student.led.#All#students#are#required#to#complete#the#required#readings#for#each#course#
and#arrive#prepared#to#discuss#them.#The#course#outline#provides#discussion#questions#to#
3"
help#guide#your#reading.#You*will*be*asked*to*make*two*seminar*presentations*in*this*course.#The#presentation#should#address#the#set#question#in#the#syllabus#and#be#approximately#10#to#15#minutes#in#length.#A#powerpoint#of#the#presentation#should#be#
posted#on#the#Moodle#classroom#site.###
*Class#participation#marks#are#awarded#for#consistent#attendance#and#for#contributions#to#
the#seminar#discussion.#Participation#marks#are#awarded#for#consistent,#thoughtful#and#
interactive#participation.#This#includes#contributing#your#comments#and#analysis,#as#well#
as#carefully#and#thoughtfully#listening#to#and#constructively#engaging#with#the#comments#
and#arguments#of#your#classmates.##
#
#
GRADING*SCHEME:##
#
#
#
#
#
#
#
#
#
!!******ACCESS*TO*PAST*or*REPRESENTATIVE*EVALUATIVE*COURSE*MATERIAL*There#are#no#unseen#evaluative#assignments#used#in#this#course.#Students#will#have#access#to#
samples#of#successful#intergovernmental#conference#position#papers#used#in#the#past#in#similar#
courses.##
#
LATE*PENALTIES,*PLAGIARISM*&*ACADEMIC*HONESTY:##
Late$assignments:#It#is#your#responsibility#to#inform#the#instructor#as#soon#as#it#becomes#clear#that#your#work#will#be#late.#If#you#do#not#communicate#in#advance,#and#your#reason#for#being#late#
does#not#also#explain#this#lack#of#communication,#then#you#should#be#prepared#to#be#penalized#
5%#per#day.#
#
Plagiarism$&$Academic$Dishonesty:#The#University#of#Alberta#is#committed#to#the#highest#standards#of#academic#integrity#and#honesty.##Students#are#expected#to#be#familiar#with#these#
standards#regarding#academic#honesty#and#to#uphold#the#policies#of#the#University#in#this#
respect.##Students#are#particularly#urged#to#familiarize#themselves#with#the#provisions#of#the#
Code#of#Student#Behaviour#(online#at##
#http://www.governance.ualberta.ca/CodesofConductandResidenceCommunityStandards/Code
ofStudentBehaviour.aspx#
Descriptor! Letter!Grade! Grade!Point!#
Excellent#
A+#
A#
A.#
4.0#
4.0#
3.7#
#
Good#
B+#
B#
B.#
3.3#
3.0#
2.7#
#
Satisfactory#
C+#
C#
C.#
2.3#
2.0#
1.7#
Poor#
Minimal#Pass#
D+#
D#
1.3#
1.0#
Failure# F# 0#
4"
and#avoid#any#behaviour#which#could#potentially#result#in#suspicions#of#cheating,#plagiarism,#
misrepresentation#of#facts#and/or#participation#in#an#offence.##Academic#dishonesty#is#a#serious#
offence#and#can#result#in#suspension#or#expulsion#from#the#University.##An#important#excerpt#
from#the#Code#of#Student#Behaviour#is#appended#at#the#end#of#this#syllabus.#Additional#
information#and#resources#are#available#through#the#UofA’s#Truth#in#Education#project:#
http://www.uofaweb.ualberta.ca/TIE/#.##
#
DEFERRED*EXAMINATION*(if*required)*Section#23.3(2)c#of#the#Calendar#states:##A#deferred#examination#will#not#be#approved#if#a#student#
(a)##has#not#been#in#regular#attendance#where#attendance#and/or#participation#are#required,#
and/or,#(b)#excluding#the#final#exam,#has#completed#less#than#half#of#the#assigned#work.#
*The#instructor#will#inform#the#Faculty’s#Undergraduate#Student#Services#Office#when#students#
have#breached#this#requirement.#
**SPECIALIZED*SUPPORT*&*DISABILITY*SERVICES:*#
Students#with#disabilities#or#special#needs#that#might#interfere#with#their#performance#should#
contact#the#professor#at#the#beginning#of#the#course#with#the#appropriate#documentation.##Every#
effort#will#be#made#to#accommodate#such#students,#but#in#all#cases#prior#arrangements#must#be#
made#to#ensure#that#any#special#needs#can#be#met#in#a#timely#fashion#and#in#such#a#way#that#the#
rest#of#the#class#is#not#put#at#an#unfair#disadvantage.#Students#requiring#special#support#or#
services#should#be#registered#with#the#office#of#Specialized#Support#&#Disability#Services#(SSDS):#
http://www.uofaweb.ualberta.ca/SSDS/index.cfm.###This#is#particularly#important#for#students#
requiring#special#exam#arrangements.#Once#you#have#registered#with#SSDS,#it#is#your#
responsibility#to#provide#the#instructor#with#a#"Letter#of#Introduction"#and,#if#necessary,#an#
"Exam#Instruction#&#Authorization"#form.#
#
AUDIO*OR*VIDEO*RECORDING:*#
Audio#or#video#recording#of#lectures,#labs,#seminars#or#any#other#teaching#environment#by#
students#is#allowed#only#with#prior#written#consent#of#the#instructor#or#as#part#of#an#approved#
accommodation#plan.##Recorded#material#is#to#be#used#solely#for#personal#study,#and#is#not#to#be#
used#or#distributed#for#any#other#purpose#without#prior#written#consent#from#the#instructor.#
#
FEELING*OVERWHELMED?*(In*need*of*student,*social,*financial*or*security*services?):*#
The#Student#Distress#Centre#is#there#to#listen,#offer#support,#supply#information#and#provide#
services:#
•! Call:#492.HELP#(492.4357)#
•! Drop#in:#030.N#in#the#S.U.B.#
•! Visit:#www.su.ualberta.ca/sdc#
•! Chat:#http://www.campuscrisischat.com/#
*#
****
5"
COURSE*SCHEDULE*AND*TOPICS:*#
#
Week*1* September*2** *Introduction*to*the*course*This#week#provides#an#overview#of#the#topics#we#cover#in#the#course#and#introduces#the#
resources,#assignments#and#grading#structure#of#the#course.#We#will#spend#some#time#assigning#
countries#that#students#will#follow#throughout#the#course.##
#
#
#
I:*HOW*EUROPE*DECIDES*#
Week*2* September*9**Overview*of*European*integration,*EU*governance*and*decision`making*This#week#lays#the#foundation#for#the#work#we#will#do#in#future#weeks.##We#review#the#decision.
making#bodies#of#the#European#Union#and#try#to#understand#them#by#comparing#them#to#
parliamentary#and#presidential#forms#of#government.#What#is#the#European#Union?#Is#it#an#
international#organization,#a#state.like#body,#a#federation,#a#confederation?##How#are#member#
states#represented#and#what#are#the#supranational#elements?##
#
Readings:#
Use#information#from#the#European#Union’s#website#to#learn#how#the#EU#works,#the#composition#
and#role#of#its#institutions,#its#member#states,#its#history,#major#treaties#and#basic#decision.
making#procedures:##
http://europa.eu/about.eu/index_en.htm#
http://europa.eu/eu.law/decision.making/procedures/index_en.htm#
#
#
II.*ENERGY*SECURITY,*ENERGY*UNION*AND*CLIMATE*CHANGE**Week*3* September*16* (Dr.*Matus*Misik)*Energy*security*and*energy*union*#
No#presentations#this#week#
#
#
Readings:##
da#Graca#Carvalho,#Maria#(2012).##‘EU#energy#and#climate#change#strategy’#Energy,#40(1),#April#2012,#pp#19.22.##
#
Euractiv#special#report:#an#efficient#energy#union#
http://www.euractiv.com/sites/default/files/euractiv_special_report_.
_an_efficient_energy_union.pdf#
#
Euractiv#special#report:#climate#change:#the#road#to#Paris#
http://www.euractiv.com/sections/climate.change.road.paris#
#
Thursday,#September#17:#lecture#by#Dr.#Andreas#Kraemer,#‘Global#Energy#and#Climate#Policy:#
Insights#from#Germany#and#Europe’#
6"
5:00#pm,#Telus#lecture#theatre,#room#150#
#
#
#
WEEK*4* Sept*23*Lecture*by*Polish*Ambassador*and*theoretical*accounts*of*energy*policy*#
Short#paper#1#is#due#today#(reflections#on#the#Kraemer#lecture#and#discussion#in#the#context#of#
Week#3#readings).#
# # #
Lecture#by#the#Ambassador#of#Poland#to#Canada,#His#Excellency#Mr.#Marcin#Bosacki#
2#–#3#pm#
Please!check!the!Moodle!classroom!site!for!a!possible!change!of!venue!for!this!class.!!#
The#class#will#convene#before#the#Ambassador’s#lecture,#from#1#to#1:50.#Please#check#Moodle#for#
instructions#on#the#class#meeting#times#after#the#Ambassador’s#lecture.##
#
Presentation!1:!how!do!we!explain!the!pressure!for!and!pace!of!integration!in!energy!policy!in!the!EU?!!#
#
Reading:##
Aalto,#Pami#and#Dicle#Korkmaz#Temel#(2014)#‘European#Energy#Security:#Natural#Gas#and#the#
Integration#Process’.#Journal!of!Common!Market!Studies,#52(4),#pp#758.774.###
Bürgen,#Alexander.#(2015).#‘National#binding#renewable#energy#targets#for#2020,#but#not#for#
2030#anymore:#why#the#European#Commission#developed#from#a#supporter#to#a#brakeman’.#
Journal!of!European!Public!Policy,#22(5),#pp#690.707.####
Benson,#David#and#Duncan#Russel#(2015).##Patterns#of#EU#Energy#Policy#Outputs:#Incrementalism#
or#Punctuated#Equilibrium?’#West!European!Politics,#38(1).###
Further!reading:!!Umbach,#Frank#(2010).#‘Global#energy#security#and#the#implications#for#the#EU’.#Energy!Policy,#38(3),#2010,#pp#1229.1240.##
#
#
III.*GREECE,*THE*EUROZONE*AND*ECONOMIC*GOVERNANCE**WEEK*5* Sept*30*Economic*governance*in*the*EU* * *This#week#we#learn#about#the#economic#governance#framework#in#the#European#Union.#We#focus#
on#a#central#source#of#imbalance#in#Economic#and#Monetary#Union#policy:#it#provides#strong#
integration#for#monetary#union,#and#much#weaker#integration#for#economic#union.#What#are#the#
consequences#of#this?##How#is#monetary#union#related#to#other#EU#policy#goals,#such#as#the#single#
market#and#the#Lisbon#Agenda#for#growth?#How#does#the#EU#propose#to#reform#the#single#
currency?##
#
Presentation!2:!How!does!economic!governance!work!in!the!EU?!What!are!the!problems!with!the!design!of!the!EU’s!economic!governance—have!recent!reforms!solved!these?!
7"
#
Readings:#
IPE#textbook#chapter#on#European#Union#economic#governance#by#Lori#Thorlakson#(pdf#available#
on#moodle#classroom#site).##
#
European#Commission#(2012).#The#European#Union#explained:#Economic#and#monetary#union#
and#the#euro.#(Luxembourg:#Publications#Office#of#the#European#Union).#[available#as#pdf#on#
Moodle#site].##
#
Further#reading:##
Cameron,#David.#(1997).#‘Economic#and#monetary#union:#underlying#imperatives#and#third.stage#
dilemmas’.#Journal!of!European!Public!Policy,#4(3):455.85.##Delors,#Jacques.#(2013).#‘JCMS#50th#Anniversary#Lecture:#Economic#Governance#in#the#European#
Union:#Past,#Present#and#Future’.#Journal!of!Common!Market!Studies,#52(2),#pp#169.178.###
Treaty#on#Stability,#Coordination#and#Governance.##
http://european.council.europa.eu/media/639235/st00tscg26_en12.pdf#
#
#
WEEK#6# Oct#7#
The*Eurozone*bailouts*and*the*politics*of*austerity*The#debt#crisis#and#bailouts#have#given#rise#to#intense#debate#over#the#austerity#policies#
mandated#by#the#troika#of#the#EU,#IMF#and#European#Central#Bank.#Some#argue#that#the#
deflationary#austerity#policies#are#poor#choices#for#economic#and#social#reasons,#stifling#much.
needed#economic#growth#and#deepening#the#pain#of#the#crisis.#What#are#the#arguments#for#
austerity#or#growth#policies?##In#the#politics#of#austerity#policies,#who#is#most#influential?#In#what#
ways#do#we#see#a#mobilized#backlash#against#austerity#politics?##What#are#the#consequences#of#
austerity#policies#in#the#various#member#states?##
#
We#also#take#a#close#look#at#the#economic#and#political#circumstances#in#the#key#countries#
affected#by#the#crisis#and#outline#the#reforms#introduced#by#the#Union#in#response#to#the#crisis.##
Students#`will#take#an#in.depth#look#at#the#economic,#political#and#social#dimensions#of#the#crisis#
in#their#own#chosen#country#while#learning#about#developments#across#Europe#more#generally.##
How#has#the#performance#of#your#country#compared#to#other#member#states#of#the#EU?#
#
What#have#been#the#social#and#political#responses#to#the#crisis#and#austerity#politics?##To#what#
extent#is#the#euro#crisis#a#political#crisis?#Can#democratic#leadership#take#Europe#out#of#this#
crisis?##What#are#the#consequences#of#rule#by#caretakers#and#technocrats?#What#forms#of#populist#
backlash#have#we#seen#as#a#result#of#the#economic#crisis?#In#what#ways#has#economic#crisis#led#to#
a#hollowing#out#of#the#center#and#a#rise#of#the#political#extremes#in#Europe?##
#
•! All#students#will#present#a#brief#(5#minute)#summary#of#one#country’s#experience#during#
the#economic#crisis.##
#
Presentation!3:!What!are!the!key!arguments!in!the!pro!and!antiRausterity!debate?!Which!is!most!persuasive!and!why?!!#
Reading!on!the!austerity!debate:!!Blyth,#Mark#(2013).#‘The#Austerity#Delusion:#Why#A#Bad#Idea#Won#Over#the#West’.#92#Foreign#Affairs,#41.##
8"
http://www.foreignaffairs.com/articles/139105/mark.blyth/the.austerity.delusion#
#
German#federal#finance#minister#Wolfgang#Schäuble#disagrees#with#these#anti.austerity#
arguments.#Find#out#why#in#these#speeches#and#articles,#available#through#the#German#finance#
ministry’s#pressroom:##
http://www.bundesfinanzministerium.de/Web/EN/Press_room/Speeches_Interviews_Articles/
speeches_interviews_articles.html#
#
Reading!on!the!sovereign!debt!crisis!in!Europe,!2010R13!Buti,#Marco#and#Nicolas#Carnot#(2012).#‘The#EMU#Debt#Crisis:#Early#Lessons#and#Reforms’.#
Journal!of!Common!Market!Studies,#50(6),#pp.#899.911.##Eichengreen,#Barry#(2012).#‘European#Monetary#Integration#with#Benefit#of#Hindsight’.#Journal!of!Common!Market!Studies,#50(S1),#pp.#123.136.##Featherstone,#Kevin.#(2011).#‘The#JCMS#Annual#Lecture:#The#Greek#Sovereign#Debt#Crisis#and#
EMU:#A#Failing#State#in#a#Skewed#Regime’.#Journal!of!Common!Market!Studies,#49(2),#pp.#193.217.###
#
WEEK#7# Oct#14#
National*sovereignty*after*the*Eurozone*crisis*What#does#national#sovereignty#mean#when#member#states#have#to#submit#their#budgets#to#the#
Commission#before#they#are#approved#by#their#own#parliaments?#Does#national#sovereignty#
mean#the#same#thing#in#Berlin,#Warsaw#and#Athens?#Do#the#greatest#threats#to#sovereignty#come#
from#within#or#outside#the#European#Union?#How#do#we#reconcile#sovereignty#and#democratic#
control#with#the#need#or#desire#for#closer#economic#integration?#What#are#the#trade.offs#and#
what#are#the#benefits?#More#fundamentally,#which#decisions#should#be#made#at#the#national#level#
and#which#decisions#should#be#made#at#the#European#level?#How#do#we#decide?##
#
Presentation!4:!How!has!the!Eurozone!crisis!affected!democracy!in!the!EU?!!#
Readings:##
Crum,#Ben#(2013).#‘Saving#the#Euro#at#the#Cost#of#Democracy?’#Journal!of!Common!Market!Studies,#51(4),#pp.#614.630.##
#
Mair,#Peter.#‘Bini#Smaghi#v#the#Parties:#Representative#Government#and#Institutional#Constraints’.#
EUI!Working!Papers#RSCAS#2011#/22,#Robert#Schuman#Centre#for#Advanced#Studies#and#EUDO#European#Union#Democracy#
Observatory.#
http://cadmus.eui.eu/bitstream/handle/1814/16354/RSCAS_2011_22.pdf?sequence#
#
#
IV.*BREXIT*AND*EUROSCEPTICISM*#
WEEK#8# Oct#21## #
National*responses*to*European*integration:*a*British*exit?**This#week#examines#national#positions#on#further#EU#integration,#with#a#special#focus#on#the#UK,#
which#has#announced#plans#to#hold#a#referendum#on#continued#EU#membership.##
#
Presentation!5:!who!are!the!pro!and!anti!membership!forces!in!the!British!EU!referendum?!What!are!their!key!arguments?!!#
9"
Readings:##
BBC:#A#Guide#to#the#UK’s#planned#in.out#EU#referendum#
http://www.bbc.com/news/uk.politics.32810887#
#
Euractiv#page#on#the#UK#in#Europe#
http://www.euractiv.com/topics/uk.referendum.europe#
#
#
#
#
WEEK#9# Oct#28#
The*politics*of*backlash:*citizen*support*for*European*integration**What#factors#drive#euroscepticism#in#the#EU?#Does#it#come#from#the#left#or#the#right?#What#are#
the#consequences#of#Eurosceptic#attitudes?#This#week’s#class#is#also#about#research#design#and#
testing#causal#arguments#with#data.##
#
Presentation!6:!Provide!a!critical!discussion!of!the!Eichenberg!and!Dalton!article.!!Presentation!7:!Provide!a!critical!discussion!of!the!van!Elsas!and!van!der!Brug!article.!!Presentation!8:!Provide!a!critical!discussion!of!the!Wessels!article.!!#
Readings:##
Eichenberg,#Richard#and#Russell#Dalton#(2007).#‘Post.Maastricht#Blues:#The#Transformation#of#
Citizen#Support#for#European#Integration,#1973.2004’.#Acta!Politica#42,#pp#128.152.###
Van#Elsas,#Erika#and#Wouter#van#der#Brug#(2014).#‘The#changing#relationship#between#left.right#
ideology#and#euroscepticism,#1973.2010’.#European!Union!Politics,#December#30,#2014.##
Wessels,#Wolfgang#(2007).#‘Discontent#and#European#Identity:#Three#Types#of#Euroscepticism’.#
Acta!Politica,#42,#pp#287.306.###
#
#
V.*MIGRATION*WEEK#10# Nov#4#
# # #
What#forces#have#shaped#the#development#of#migration#and#asylum#policy#in#the#EU?#How#can#
we—in#theoretical#terms—best#explain#policy#outcomes?##Do#the#theoretical#arguments#in#these#
articles#help#us#to#explain#recent#developments?#How#can#and#should#EU#policy#on#migration#
develop?##
#
Presentation!9:!How!and!why!has!integration!proceeded!in!migration!and!asylum!policy?!!!#
#
Readings:!!Chou,#Meng.Hsuan#(2009).#‘The#European#Security#Agenda#and#the#‘External#Dimension’#of#EU#
Asylum#and#Migration#Cooperation’.#Perspectives!on!European!Politics!and!Society,#10(4),#pp#541.559.##
#
Hatton,#TJ.#2015.#‘Asylum#Policy#in#the#EU:#the#case#for#deeper#integration’.#CESifo#Economic#
Studies.##
10"
Pdf#available#at:##
https://www.cbe.anu.edu.au/researchpapers/cepr/DP660.pdf#
#
Kaunert,#Christian#and#Sarah#Leonard#(2012).#‘The#development#of#the#EU#asylum#policy:#venue.
shopping#in#perspective’.#Journal!of!European!Public!Policy,#19(9)##
#
#
WEEK#11# Nov#18#
Assessing*migration*policy*proposals*#
This#week#we#shift#from#theoretical#accounts#of#the#factors#that#shape#policy#responses#to#
migration#to#examine#recent#policy#initiatives#from#the#EU,#and#to#take#stock#of#policy#ideas#from#
NGOs.##
#
#
Presentation!10:!Provide!a!critical!account!of!the!migration!policy!framework!in!the!EU!and!recent!policy!reform!proposals.!!#
#
Readings:##
Commission#funding#announcement,#August#2015:##
http://europa.eu/rapid/press.release_IP.15.5483_en.htm#
#
European#Commission.#Migration:#towards#a#European#agenda#on#migration#
http://ec.europa.eu/priorities/migration/index_en.htm#
#
European#External#Action#Service.#Migration#and#Asylum#in#External#Relations#
http://eeas.europa.eu/migration/#
#
Open#Society#Foundation.#Understanding#Migration#and#Asylum#in#the#European#Union#
https://www.opensocietyfoundations.org/explainers/understanding.migration.and.asylum.
european.union#
#
The#European#NGO#Platform#on#Asylum#and#Migration#(EPAM)#brings#together#civil#society#
organizations#in#Europe#that#work#on#migration#issues:#http://www.epim.info#
#
The#International#Organization#for#Migration#is#an#NGO#that#works#to#promote#international#
cooperation#on#migration#issues.#www.iom.int#
#
#
#
#
VI:*COURSE*CONCLUSIONS*#
WEEK#12# Nov#25#
Democracy*and*EU*integration:*what*kind*of*union?**#
11"
How#effective#and#how#democratic#is#the#EU?#Does#its#capacity#to#effectively#solve#policy#
problems#come#at#the#cost#of#democracy?#Have#recent#reforms#to#the#EU#made#it#a#more#effective#
and#more#responsive#policy#maker?##
# # #
Presentation!11:!Why!does!Moravcsik!argue!that!the!EU’s!democratic!deficit!is!overstated?!Presentation!12:!Why!do!Follesdal!and!Hix!argue!that!it!suffers!from!a!democratic!deficit?!!#
Moravcsik,#Andrew#(2002).#‘In#Defence#of#the#‘Democratic#Deficit’:#Reassessing#Legitimacy#in#the#
European#Union’.#Journal!of!Common!Market!Studies,#40(4),#pp#603.24.###
Follesdal,#Andreas#and#Simon#Hix#(2006).#‘Why#There#is#a#Democratic#Deficit#in#the#EU:#A#
Response#to#Majone#and#Moravcsik’.#Journal!of!Common!Market!Studies,#44(3),#pp.#533.62.###
#
#
WEEK#13# Dec#2#
Course#conclusions:#the#future#of#the#European#Union#
#
#
Readings#to#be#posted#on#the#Moodle#site.##
#
#
#
#
#
#
#
#
#
#
#
#
#
#
#
#
#
#
#
#
#
#
#
#
#
#
#
#
#
Amen
dmen
ts to
the
Cod
e of
Stu
dent
Beh
avio
ur o
ccur
thro
ugho
ut th
e ye
ar.
For t
he m
ost r
ecen
t ver
sion
of t
he C
ode,
vis
it ht
tp://
ww
w.g
over
nanc
e.ua
lber
ta.c
a/
N
OTI
CE
TO IN
STR
UC
TOR
S R
EGA
RD
ING
PLA
GIA
RIS
M, C
HEA
TIN
G, M
ISR
EPR
ESEN
TATI
ON
OF
FAC
TS
AN
D P
AR
TIC
IPA
TIO
N IN
AN
OFF
ENC
E
The
U o
f A c
onsi
ders
pla
giar
ism
, che
atin
g, m
isre
pres
enta
tion
of f
acts
and
par
ticip
atio
n in
an
offe
nce
to b
e se
rious
aca
dem
ic o
ffenc
es.
Plag
iaris
m, c
heat
ing,
mis
repr
esen
tatio
n of
fac
ts
and
parti
cipa
tion
in a
n of
fenc
e ca
n be
avo
ided
if s
tude
nts
are
told
wha
t the
se o
ffen
ces
are
and
if po
ssib
le sa
nctio
ns a
re m
ade
clea
r at t
he o
utse
t. In
stru
ctor
s sho
uld
unde
rsta
nd th
at th
e pr
inci
ples
em
bodi
ed in
the
Cod
e ar
e es
sent
ial t
o ou
r ac
adem
ic p
urpo
se.
For
this
rea
son,
in
stru
ctor
s w
ill b
e fu
lly s
uppo
rted
by D
epar
tmen
ts, F
acul
ties
and
the
Uni
vers
ity i
n th
eir
ende
avou
rs to
rig
htfu
lly d
isco
ver
and
purs
ue c
ases
of
acad
emic
dis
hone
sty
in a
ccor
danc
e w
ith th
e C
ode.
A
t th
e be
ginn
ing
of e
ach
term
, we
ask
you
to r
evie
w w
ith y
our
stud
ents
the
def
initi
ons
of
plag
iaris
m a
nd c
heat
ing.
W
e ar
e no
w a
lso
aski
ng y
ou t
o re
view
with
you
r st
uden
ts t
he
defin
ition
of M
isre
pres
enta
tion
of F
acts
and
Par
ticip
atio
n in
an
Off
ence
. You
r co-
oper
atio
n an
d as
sist
ance
in th
is m
atte
r are
muc
h ap
prec
iate
d.
30.3
.2(1
) Pla
giar
ism
No
Stud
ent s
hall
subm
it th
e w
ords
, ide
as, i
mag
es o
r da
ta o
f an
othe
r pe
rson
as
the
Stud
ent’s
ow
n in
any
aca
dem
ic w
ritin
g, e
ssay
, th
esis
, pr
ojec
t, as
sign
men
t, pr
esen
tatio
n or
pos
ter
in a
co
urse
or p
rogr
am o
f stu
dy.
30.3
.2(2
) Che
atin
g
30
.3.2
(2)a
No
Stud
ent s
hall
in th
e co
urse
of a
n ex
amin
atio
n or
oth
er s
imila
r act
ivity
, obt
ain
or
atte
mpt
to
obta
in i
nfor
mat
ion
from
ano
ther
Stu
dent
or
othe
r un
auth
oriz
ed s
ourc
e, g
ive
or
atte
mpt
to
give
inf
orm
atio
n to
ano
ther
Stu
dent
, or
use
, at
tem
pt t
o us
e or
pos
sess
for
the
pu
rpos
es o
f use
any
una
utho
rized
mat
eria
l. 30
.3.2
(2)b
No
Stud
ent s
hall
repr
esen
t or a
ttem
pt to
repr
esen
t him
or h
erse
lf as
ano
ther
or h
ave
or a
ttem
pt to
hav
e hi
mse
lf or
her
self
repr
esen
ted
by a
noth
er in
the
taki
ng o
f an
exam
inat
ion,
pr
epar
atio
n of
a p
aper
or o
ther
sim
ilar a
ctiv
ity.
See
also
mis
repr
esen
tatio
n in
30.
3.6(
4).
Che
atin
g (C
ontin
ued)
30
.3.2
(2)c
No
Stud
ent s
hall
repr
esen
t ano
ther
’s s
ubst
antia
l edi
toria
l or c
ompo
sitio
nal a
ssis
tanc
e on
an
ass
ignm
ent a
s the
Stu
dent
’s o
wn
wor
k.
30.3
.2(2
)d N
o St
uden
t sha
ll su
bmit
in a
ny c
ours
e or
pro
gram
of s
tudy
, with
out t
he w
ritte
n ap
prov
al
of th
e co
urse
Inst
ruct
or, a
ll or
a su
bsta
ntia
l por
tion
of a
ny a
cade
mic
writ
ing,
ess
ay, t
hesi
s, re
sear
ch
repo
rt, p
roje
ct, a
ssig
nmen
t, pr
esen
tatio
n or
pos
ter
for
whi
ch c
redi
t has
pre
viou
sly
been
obt
aine
d by
the
Stu
dent
or
whi
ch h
as b
een
or i
s be
ing
subm
itted
by
the
Stud
ent
in a
noth
er c
ours
e or
pr
ogra
m o
f stu
dy in
the
Uni
vers
ity o
r els
ewhe
re.
30.3
.2(2
)e N
o St
uden
t sha
ll su
bmit
in a
ny c
ours
e or
pro
gram
of s
tudy
any
aca
dem
ic w
ritin
g, e
ssay
, th
esis
, rep
ort,
proj
ect,
assi
gnm
ent,
pres
enta
tion
or p
oste
r con
tain
ing
a st
atem
ent o
f fac
t kno
wn
by
the
Stud
ent t
o be
fals
e or
a r
efer
ence
to a
sou
rce
the
Stud
ent k
now
s to
con
tain
fabr
icat
ed c
laim
s (u
nles
s ack
now
ledg
ed b
y th
e St
uden
t), o
r a fa
bric
ated
refe
renc
e to
a so
urce
.
30.3
.6(4
) Misr
epre
sent
atio
n of
Fac
ts
No
Stud
ent s
hall
mis
repr
esen
t per
tinen
t fac
ts to
any
mem
ber
of th
e U
nive
rsity
com
mun
ity f
or th
e pu
rpos
e of
obt
aini
ng a
cade
mic
or o
ther
adv
anta
ge. T
his
incl
udes
suc
h ac
ts a
s th
e fa
ilure
to p
rovi
de
perti
nent
in
form
atio
n on
an
ap
plic
atio
n fo
r ad
mis
sion
or
th
e al
terin
g of
an
ed
ucat
iona
l do
cum
ent/t
rans
crip
t. 30
.3.6
(5) P
artic
ipat
ion
in a
n O
ffenc
e N
o St
uden
t sh
all
coun
sel
or e
ncou
rage
or
know
ingl
y ai
d or
ass
ist,
dire
ctly
or
indi
rect
ly, a
noth
er
pers
on in
the
com
mis
sion
of a
ny o
ffenc
e un
der t
his C
ode.
M
ore i
nfor
mat
ion
can
be fo
und
at:
http
://w
ww
.osj
a.ua
lber
ta.c
a/en
.asp
x
EX
CER
PTS
FRO
M T
HE
CO
DE
OF
STU
DEN
T BE
HA
VIO
UR
FO
R R
EVIE
W W
ITH
EA
CH
CLA
SS A
T TH
E BE
GIN
NIN
G O
F EV
ERY
TER
M
Proc
edur
es fo
r Ins
truct
ors R
egar
ding
Plag
iaris
m, C
heat
ing,
Misr
epre
sent
atio
n of
Fac
ts an
d Pa
rtici
patio
n in
an
Offe
nce
Th
e fo
llow
ing
proc
edur
es a
re d
raw
n fro
m th
e C
ode
of S
tude
nt B
ehav
iour
as
appr
oved
by
GFC
an
d th
e B
oard
of G
over
nors
. The
gui
delin
es s
umm
ariz
e w
hat i
nstru
ctor
s m
ust d
o w
hen
they
hav
e re
ason
to b
elie
ve th
at a
stud
ent h
as p
lagi
ariz
ed, c
heat
ed, m
isre
pres
ente
d fa
cts o
r par
ticip
ated
in a
n of
fenc
e. I
f you
hav
e qu
estio
ns a
bout
thes
e gu
idel
ines
, or a
bout
the
polic
ies,
plea
se ta
lk w
ith th
e se
nior
adm
inis
trato
r in
you
r Fa
culty
res
pons
ible
for
dea
ling
with
stu
dent
dis
cipl
ine—
usua
lly a
n A
ssoc
iate
Dea
n –
or t
he A
ppea
ls a
nd C
ompl
ianc
e O
ffice
r (A
ppea
ls C
oord
inat
or),
Uni
vers
ity
Gov
erna
nce
(2-2
655)
. 30
.5.4
Pro
cedu
res f
or In
stru
ctor
s in
Cas
es R
espe
ctin
g In
appr
opri
ate A
cade
mic
Beh
avio
ur
30.5
.4(1
) Whe
n an
Inst
ruct
or b
elie
ves t
hat a
Stu
dent
may
hav
e co
mm
itted
an
Inap
prop
riate
A
cade
mic
Beh
avio
ur O
ffenc
e [3
0.3.
2] o
r tha
t the
re h
as b
een
Mis
repr
esen
tatio
n of
Fac
ts
[30.
3.6(
4)] o
r Par
ticip
atio
n in
an
Offe
nce
[30.
3.6(
5)] i
n ca
ses r
espe
ctin
g In
appr
opria
te A
cade
mic
B
ehav
iour
in th
e co
urse
that
he
or sh
e in
stru
cts,
the
Inst
ruct
or w
ill m
eet w
ith th
e St
uden
t. B
efor
e su
ch a
mee
ting,
the
Inst
ruct
or sh
all i
nfor
m th
e St
uden
t of t
he p
urpo
se o
f the
mee
ting.
In th
e ev
ent
that
the
Stud
ent r
efus
es o
r fai
ls to
mee
t with
the
Inst
ruct
or w
ithin
a re
ason
able
per
iod
of ti
me
spec
ified
by
the
Inst
ruct
or, t
he In
stru
ctor
shal
l, ta
king
into
acc
ount
the
avai
labl
e in
form
atio
n,
deci
de w
heth
er a
repo
rt to
the
Dea
n is
war
rant
ed.
30.5
.4(2
) If t
he In
stru
ctor
bel
ieve
s the
re h
as b
een
a vi
olat
ion
of th
e C
ode,
the
Inst
ruct
or sh
all,
as
soon
as p
ossib
le a
fter t
he e
vent
occ
urre
d, re
port
that
vio
latio
n to
the
Dea
n an
d pr
ovid
e a
writ
ten
stat
emen
t of t
he d
etai
ls o
f the
cas
e. T
he in
stru
ctor
may
als
o in
clud
e a
reco
mm
enda
tion
for
sanc
tion.
Poss
ible
San
ctio
ns
One
or m
ore
of th
e fo
llow
ing
sanc
tions
giv
en in
30.
4.3
(2) a
nd (3
) of t
he C
ode
are
com
mon
ly
used
for p
lagi
aris
m, c
heat
ing,
par
ticip
atio
n in
an
offe
nce,
and
mis
repr
esen
tatio
n of
fact
s:
30
.4.3
(2) a
.i
a
mar
k re
duct
ion
or a
mar
k of
0 o
n an
y te
rm w
ork
or e
xam
inat
ion
for r
easo
n of
In
appr
opria
te A
cade
mic
Beh
avio
ur
30.4
.3(2
) a.ii
R
educ
tion
of a
gra
de in
a c
ours
e 30
.4.3
(2) a
.iii
a gr
ade
of F
for a
cou
rse
30
.4.3
(2) a
.iv
a re
mar
k on
a tr
ansc
ript o
f 8 (o
r 9 fo
r fai
ling
grad
uate
stud
ent g
rade
s),
indi
catin
g In
appr
opria
te A
cade
mic
Beh
avio
ur, i
n ad
ditio
n to
30.
4.3(
2)a.
i,
30
.4.3
(2)a
.ii o
r 30.
4.3(
2)a.
iii
30.4
.3(3
) b
Expu
lsio
n 30
.4.3
(3) c
Su
spen
sion
The
follo
win
g sa
nctio
ns m
ay b
e us
ed in
rare
cas
es:
30
.4.3
(3) e
Su
spen
sion
of a
Deg
ree
alre
ady
awar
ded
30.4
.3(3
) f
Res
ciss
ion
of a
Deg
ree
alre
ady
awar
ded
30.6
.1 In
itiat
ion
of a
n A
ppea
l 30
.6.1
(1) W
hen
a St
uden
t has
bee
n fo
und
to h
ave
com
mitt
ed a
n of
fenc
e un
der t
he C
ode
of S
tude
nt
Beh
avio
ur o
r an
App
lican
t is f
ound
to h
ave
com
mitt
ed a
n of
fenc
e un
der t
he C
ode
of A
pplic
ant
Beh
avio
ur, w
heth
er o
r not
that
Stu
dent
or A
pplic
ant h
as b
een
give
n a
sanc
tion,
the
Stud
ent o
r A
pplic
ant m
ay a
ppea
l tha
t dec
isio
n, e
xcep
t in
the
case
of a
dec
isio
n of
the
Dis
cipl
ine
Offi
cer u
nder
30
.5.6
(2)e
.ii, w
hich
rem
ains
fina
l and
is n
ot su
bjec
t to
appe
al. I
n ca
ses w
here
a se
vere
sanc
tion
has
been
reco
mm
ende
d to
the
Dis
cipl
ine
Off
icer
, onc
e th
e st
uden
t rec
eive
s the
fina
l dec
isio
n of
the
Dis
cipl
ine
Offi
cer,
the
stud
ent c
an a
ppea
l the
dec
isio
ns o
f bot
h D
ean
and
the
Dis
cipl
ine
Offi
cer a
t th
e sa
me
time.
The
writ
ten
appe
al m
ust b
e pr
esen
ted
to th
e A
ppea
ls C
oord
inat
or in
Uni
vers
ity
Gov
erna
nce
with
in 1
5 W
orki
ng D
ays o
f the
dee
med
rece
ipt o
f the
dec
isio
n by
the
Stud
ent o
r A
pplic
ant.
The
findi
ng th
at a
n of
fenc
e ha
s bee
n co
mm
itted
, the
sanc
tion
impo
sed
or b
oth
may
form
th
e ba
sis o
f app
eal.
The
writ
ten
appe
al m
ust a
lso
stat
e th
e fu
ll gr
ound
s of
app
eal a
nd b
e si
gned
by
the
App
ella
nt. T
he a
ppea
l sha
ll be
hea
rd b
y th
e U
AB
.
PRO
FESS
OR
STE
VEN
PEN
NEY
C
HA
IR, C
AM
PUS
LAW
REV
IEW
CO
MM
ITTE
E
DR
STE
VEN
DEW
PR
OV
OST
AN
D V
ICE-
PRES
IDEN
T (A
CA
DEM
IC)
* Th
e C
ampu
s Law
Rev
iew
Com
mitt
ee is
a st
andi
ng c
omm
ittee
of G
ener
al F
acul
ties C
ounc
il (G
FC) r
espo
nsib
le fo
r the
revi
ew o
f the
Cod
e of
Stu
dent
Beh
avio
ur a
nd o
f stu
dent
dis
cipl
inar
y pr
oced
ures
. U
pdat
ed: 2
7/08
/201
5
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O05
Gen
eral
Fac
ultie
s Cou
ncil
- Com
mitt
ees\
CA
M\1
2-13
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't C
heat
shee
t\Upd
ated
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x
