EU Eastern Policy

  • Course description

    The main objective of the module is to present the complexity of EU Eastern policy. The analysis of the Eastern dimension is proceeded by introduction of the main ideas, institutions and mechanisms of EU’s external activity. The course is focused on the cases of countries – the main addressees of the EU’s efforts in Eastern Europe, i.e. Belarus, Ukraine, Moldova, Armenia, Georgia, Azerbaijan. The EU’s foreign policy in the region is compared with activity of other actors, foremost Russia but also the US and China. Through the course its participants are encouraged to look for answers to questions about the nature of the EU Eastern policy (normative or traditional power); reasons of this policy’s failures as well as successes; last but not least consequences of EU’s activity in the region.
  • Main themes

    1. How to analyse foreign policy? The case of the EU’s external activity
    2. The EU’s Eastern policy: ideological underpinning, interests, goals, instruments
    3. The New Eastern Europe: from the USRR to the EU’s periphery
    4. Case studies: Belarus, Ukraine, Moldova, Russia, South Caucasus
    5. The EU as the only alternative? The other actors in Eastern Europe (US, China, Turkey)
  • Learning outcomes

    In conformity with the learning outcomes set out by the NOHA network, students should achieve the following learning outcomes by the end of this module:
    • specialised knowledge about the conceptual assumptions and political execution of the Eastern dimension of the EU policy. Shows an understanding of ideological and material basis for this policy.  Builds up own awareness of geopolitical consequences of the Eastern policy of the EU on a regional as well as global scale
    • critical understanding of differences in interests and goals projected for the EU Eastern policy by particular member states
    • highly specialised knowledge about the Eastern European countries – addressees of the EU policy. Has a good understanding of political, economical and social processes in these countries.
    • ability to evaluate efficiency of the EU policies by combining the needs of Eastern European states and means adopted by the EU. Has the ability to interpret, critically analyse and contextualise the obtained data
    • skills to give own recommendations for modification of policies and find new solutions for the EU as well as for Eastern European countries. Improves abilities to assess geopolitical risks in regard to the EU Eastern Policy
  • Teaching and learning methodology

    The course consists of four stages.
    Stage I (week 1-2) includes introductory lectures on the tools for the foreign policy analysis (FPA), the EU’s foreign policy (institutions and mechanisms)  and the EU’s external activity in the region of Eastern Europe.
    Stage II (week 3-4) includes a workshop with an expert on how to write an analytical paper. During the first class (week 3) students take part in a lecture and get the guidelines on how to write this kind of text. For the next class (week 4) each student writes his/her analytical paper. All papers are sent 3 days in advance and are evaluated by the expert during the class.
    Stage III (weeks 5-10) includes analysing EU’s Eastern policy from the perspective of its addressees. Each student is to prepare one analytical paper (written form) on a particular state of the ‘New’ Eastern Europe. The paper will be sent in an electronic form to all the participants of the course 2 days in advance of the class. Next, the student presents the paper (oral presentation) during the class and takes the role of an expert. In the oral presentation the student refers to the following issues: the situation in the particular country, the EU’s policy and the bilateral cooperation. His/her classmates are to critically asses the paper and the presentation. They should also evaluate the efficiency of the EU’s policy and prospects for further bilateral relations. Thus in this stage of the course, each student prepares a paper (written form) and a presentation (oral form).
    Stage IV (weeks 11-13) is dedicated to the evaluation of EU’s Eastern Policy. The class during week 13 will have a form of a student debate in which each student is expected to prepare his opinion whether the EU is purely a “civilisational” or an imperial power.
  • Assessment methods and criteria

    The fundamental condition of receiving a graded pass is the presence during classes. A student has a right to be absent twice and only during these weeks when she/he does not perform a presentation (!).
    Furthermore, in order to be able to fulfil the required tasks, each students has to take part in the workshop.
    During the course students are expected to prepare 3 different tasks, differing in form and difficulty:
    - preparing an analytical paper (30% of the final mark)
    - presentation of the analytical paper (30% of the final mark)
    - participation in a debate (10% of the final mark)
    By being active (preparing compulsory readings , asking questions, comments, participating in discussions) during classes a student can improve their final mark by 30%
    System of grades:
    55% - 3 (pass)
    75% - 4 (good)
    90% - 5 (very good)

    While assessing the overall performance of a student, the coordinator takes into account the number of absences, activity during classes (preparing compulsory readings) and the quality of tasks (analytical paper, presentation of this paper and participation in the debate).

Last updated: 3 October 2017

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