Small States in Europe: Online Courses

Open access online teaching and reading material was created jointly by all the partners in the consortium and is available here on this website for all to use. Furthermore, teachers from the collaborating universities jointly developed new online courses in small state studies based on the four pillars of the project. The courses are divided into four themes/pillars where each partner took part in developing the teaching material based on his/her field of expertise. Specific reading material has been chosen for each pillar as well as suggestions for essay topics for the students. Furthermore teaching material has been recorded by experts in the consortium and is available on the website.

The four pillars of the project that the courses are based upon are:

 

Learning Outcomes:

  • Students will have a general understanding of selected fields within Small State Studies.
  • Students will acquire general understanding of the theories and concepts of Small State Studies.
  • Students will be able to gather academic information, assess and analyze it in professional context.
  • Students will gain concrete knowledge concerning the challenges and opportunities of small states in Europe and how these states have been able to take advantage of the opportunities created by the European institutional structures and political history.
  • Students will gain critical insight into how these states seek to meet the challenges associated with new economic and security challenges, globalization and regionalization.
  • Students will gain the competencies to independently analyze the positions of small states in the international system.

 

How it works

These learning outcomes were developed jointly for the courses and all fit within existing study programmes at BA and MA level at the six participating universities. Students studying at any of the six universities can apply to be assessed for any of the four courses based on the pillars. Students who finish the assessment at their institution will be awarded ECTS credits based on the rules that apply at their home institution. Supervising teachers can utilise the online teaching material for flip teaching, that is students will be expected to watch the material in their own time and do the required reading before participating in discussions and the relevant assessment. The online material is also being used in existing courses at the partner universities. For example, students at the University of Iceland taking the class “The Power Potential of Small States in the European Union” will be using the material in this way.

Students who wish to gain ECTS credits for any of the four courses will need to apply at their home institution and if the application is accepted the students will be given access to the Moodle website for the courses which is run by the University of Iceland. On that website the students can communicate with teachers from all the partner universities as well as students from the five institutions. Furthermore, the students can also communicate via Facebook groups which have been used for the intensive study programmes and proved to greatly enhance cross border communication between students before and after the programmes. Moreover, using online innovative technologies like Trello and live video streaming the students will be able to communicate with each other whilst working on their projects, see what other students are producing and can co-author papers if they are interested in doing so.

Moreover, students working on their final dissertation can request to be co-supervised by staff members from the partnering universities. The aim is to facilitate access to expertise and insight that may not be necessarily available at their home university. The consortium thus truly aims to focus on inter-European integration vis-à-vis the delivery of knowledge about small state studies.

 

Lecturers of the online courses:

Baldur Þórhallsson – University of Iceland (baldurt@hi.is) – Academic coordinator
Silja Bára Ómarsdóttir – University of Iceland (sbo@hi.is)
Anders Wivel – University of Copenhagen (AW@ifs.ku.dk)
Caroline Grøn – University of Copenhagen (CG@ifs.ku.dk)
Margarita Šešelgytė – Vilnius University (Margarita.Seselgyte@tspmi.vu.lt)
Gediminas Vitkus – Vilnius University (gediminas.vitkus@tspmi.vu.lt)
Vytautas Kuokstis – Vilnius University (vytautas.kuokstis@tspmi.vu.lt)
Vilius Mačkinis – Vilnius University (vilius.mackinis@tspmi.vu.lt)
Külli Sarapuu – Tallinn University of Technology (kylli.sarapuu@ttu.ee)
Leno Saarniit – Tallinn University of Technology (leno.saarniit@ttu.ee)
Tarmo Kalvet – Tallinn University of Technology (tarmo.kalvet@ttu.ee)
Ian Taylor – University of St. Andrews (ict@st-andrews.ac.uk)
Mateja Peter – University of St. Andrews (mp240@st-andrews.ac.uk)
Roderick Pace – University of Malta (roderick.pace@um.edu.mt)