Dr. Kathleen J. Hancock
Colorado School of Mines
International Political Economy: LAIS 545
Class time: Tuesday, 12:30-3:15
Classroom: Stratton Hall 313
Office hours: Tuesday, 10:00-11:30;
Office: Stratton Hall, 322
Phone: 384-2407 (o); 720-340-6550 (c)
You may also schedule a meeting time.
Course Goals and Expectations
This is a graduate course designed to introduce students to International Political Economy (IPE)
theories and empirical studies. IPE scholars examine the intersection between economics and
politics, with a focus on interactions between states (countries), organizations, and individuals
around the world. IPE is a sub-field of Political Science, but draws on a variety of other disciplines,
including sociology, geography, and history. In this course, we begin with a discussion about social
science research and how social scientists formulate research designs. We then move on to an
overview of the three main schools of thought on IPE: Realism (mercantilism), Liberalism, and
Critical Perspectives, including Marxism, feminism, and environmentalism. We consider the
historical context that gave rise to these theories. We next evaluate substantive issues such as the
role of international organizations (the World Trade Organization, the World Bank, and the
International Monetary Fund), the monetary and trading systems, natural resource issues,
regionalism, international development, foreign aid, debt crises, multinational corporations, and
globalization. Because of its strong role in the international system and its highly unusual
structure, we spend some focused time on the European Union. Throughout the course, we will
consider the positives and negatives associated with a more globalized economy. Beginning in the
third week, we will use a variety of news sources that specialize in IPE-related issues to evaluate
current events as they relate to the class material. The various assignments encourage students to
think analytically and critically, to hone their writing and speaking skills, to remain abreast of
current events, and to apply theory to understand and explain world events as they relate to IPE.
The required texts include a standard textbook on IPE, with a strong focus on the three main
theoretical approaches, a popular book by an economist that critiques some aspects of capitalism, .
Other readings will be posted on Blackboard. In addition, we will keep abreast of current affairs by
reading relevant news from several international media: New York Times, Economist, Wall Street
Journal, Financial Times, and Christian Science Monitor.
Theodore H. Cohn. 2012. Global Political Economy: Theory and Practice. 6th Edition.
Pearson Longman Publishers. 978-0-20-507583-6
Ha-Joon Chang. 2010. 23 Things They Don’t Tell You about Capitalism. New York:
Bloomsbury Press. 978-1-60-819166-6
John Pinder & Simon Usherwood. The European Union: A very short introduction.
Oxford University Press, 2007. ISBN 978-0-19-923397-7.
Laura Roselle and Sharon Spray. 2012. Research and Writing in International Relations.
2nd edition. Pearson Education. 978-0-20-506065-8
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Kathleen J. Hancock. 2009. Regional Integration: Choosing Plutocracy. Palgrave
Your semester grade will be comprised of oral participation (10%), weekly analytical papers
(25%), weekly news analysis papers (15%), and a research paper and conference participation
You are expected to actively participate in all sessions. This is a critical aspect of a graduate
seminar. There are no lectures. The course thus depends on students’ informed discussion of the
reading materials. Only in this way will you master the theories and their applications. To earn an
A for participation, you will need to consistently demonstrate your knowledge of the material via
your in-class comments. If you are not in the classroom, you will not be able to participate.
Attendance is thus critical for your success in this course.
Purpose: To enable us to cover much more material than can be included in the written
papers; to share your insights with others; to practice articulating arguments; to demonstrate that
you thoroughly read the assigned readings, including points you did not cover in the written
assignment; and to see how others understand the readings. I expect to hear a wide variety of
comments. You will find that you agree with some authors and some of your colleagues’ comments
and disagree with others. We will explore why that is and try to determine the strengths and
weaknesses of the various readings.
Weekly Papers: 25%
Starting with Week 2, you will write a 2-page paper (single-spaced, Times New Roman, 12-
point font, 1” margins) analyzing the week’s readings. Papers are due at the beginning of
class. For the first three papers (due weeks 2-4), you will submit your paper via email to me, at
email@example.com, no later than Tuesday, 12:30 (when class begins). Use Word (either .doc or
.docx); other formats will not be accepted. Title your paper as such: “[your last name]-[week of
assigned readings].docx”, e.g., “smith-week2.docx.” The week number refers to the week in the
semester, as noted on the syllabus. For example, your first paper is due during the second week of
class; therefore, use “week2.” I will return these papers to you via email, so that you have timely
feedback. Turn on “track changes” to see comments and your grade. Starting with the 4th paper
(Week 5), you will bring hard copies to class. For the first 3 papers, I will insert editorial as well as
substantive comments. Afterwards, if you are still seeing a low grade on the writing aspect of the
assignment, see the Writing Center for help; details on the Writing Center are below.
The analysis must include ALL readings assigned that week. Rather than individual
summaries for each chapter or article, you will write a coherent analysis; during this process you
will reveal that you read and understood the arguments and material being made and presented by
the authors. To do the analysis, you’ll first need to do a summary for yourself. After you can
summarize the readings, then you can take the next step, a more challenging one, of analyzing
them. In your paper, do not first write summaries and then analysis (note: you will do this with the
news assignment below, but not with the weekly assigned readings); instead, write analytically
from the first sentence on. Use endnotes for your citations; see the Chicago Style handout.
See details below
Coverage Cover all the readings assigned that week, demonstrating your knowledge
Grammar, transition sentences, organization, etc.
Proper formatting, frequent use
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If you do not turn in a paper, by 12:30, you will receive 0 out of 10 points. Please make every effort
to turn in something each week, even if it is not your best effort.
Analysis Details For some weeks, you will get a specific prompt in class or via email that
you should respond to. If there is no prompt, you can analyze the readings in a variety of ways:
(1) You can compare how the different authors address a particular issue. For example, how
do the authors see democracy as affecting political risk? You could write something like this:
“Marks, Downing, and Smith all agree that advanced democracy is critical to political stability.”
Include a citation that references all three authors and the page(s) where they discuss this issue,
and elaborate on the similarities. You can then note differences: “However, only Marks argues that
transitioning democracies can be highly unstable.” You might then speculate on why he does that
and not the others and whether you think his analysis is stronger or weaker than the others. Cite
references, including page numbers.
(2) You can bring in other weeks’ readings, including your news analysis from a prior week,
to shed light on the current week’s readings. You could write something like this: “Lake’s
argument differs from that of Marks’ discussion about the role of resources. [Insert citations for
both Lake and Marks, then elaborate on the differences.]
(3) You can combine aspects of one author’s work that appear in different places. For
example, you could discuss how an argument from Chang in chapter 4 relates to an argument made
in Chang chapter 22.
(4) You can discuss strengths and weaknesses of the arguments. For example, what do you
find compelling about realism and what do you see as its weaknesses? Points of analysis might
include how the authors (or the theories spelled out by Cohn) define variables, if they appear to be
missing important variables, if there are cases they should consider, if they have too many
variables, and whether their logic is consistent.
A few other pointers: (1) Make sure to focus on substance, not style. Substance: “Laird
never clearly defines what he means by energy.” Style: “Laird’s writing is too wordy.” (2) You need
not mention that the information is out-of-date. Anything that’s been published is necessarily
dated; the research was finished well before the publication date. In addition, even publications
from long ago can make excellent points worth reading today; consider Adam Smith and Karl
Marx. However, you can note that new information would undermine, or strengthen, the author’s
argument: “The idea that the EU is a model for economic integration has been undermined by the
recent and ongoing euro crisis.” (3) Stay focused on the assigned readings rather than on other
things you’ve read or happen to know. In your papers, you need to demonstrate your knowledge of
the readings and your ability to think critically about them. (4) Use the terminology from Roselle
Late papers will not be accepted, regardless of explanation. With 2 papers per week
from each student, the logistics become unruly if students submit late papers. In addition, one of
the primary purposes of the papers is to prepare you for discussion. It’s not fair to others if you
wait to hear the discussion and then write your paper; it’s also not fair to you, as you will learn
more if you have to think about these issues on your own.
Purpose: To help you synthesize the readings and prepare yourself for in-class discussion;
to encourage you to focus on only the most important aspects of the argument; to give you practice
writing professionally; to prepare you for longer writing assignments; to help sharpen your analysis
(it’s harder to fudge an argument when you have to put it in writing); and to give you summaries to
access for future research projects.
News Analysis: 15%
Each week, starting Week 2 and ending Week 11, you will write a one-page, single-spaced (Times
New Roman 12-point font, 1” margins) summary and analysis of a news story. Use one of the
following news sources chosen for its strong international coverage: The Economist, New York
Times, Financial Times, Wall Street Journal, and the Christian Science Monitor. During the
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course of the semester, use each of these sources at least once. Papers using other sources will not
be accepted. List the citation at the top of the page. For this paper, you do not have to use
footnotes or endnotes. Papers are due on Tuesdays at 12:30. Turn in your paper in class, in
hard-copy. As appropriate, bring up your news analysis during classroom discussion.
Summary One paragraph, in your own words, summarizing the news story
One paragraph showing how the news connects to the readings for the week
Grammar, transition sentences, organization, etc.
Purpose: To help you see the connections between the theories and arguments we are
studying and current events, to enhance the class’s knowledge of current IPE events, to give you
practice summarizing articles in writing and verbally, and to expose you to some of the top
newspapers/magazines in the IPE field.
Research Paper and Conference Participation: 50%
final paper=30%; research design=10%; presentation=5%; discussant=5%
(1) Final paper (30%): You will write a 15-page (1.5 spacing) research paper, using the Roselle
and Spray book as a guide. Around mid-semester, you will receive a detailed handout on the
requirements for the research paper.
(2) Research design (10%): By week 12, you will turn in a 2- to 3-page, 1.5 spaced paper, with
your research design for your final paper. The design will use the terms and concepts from Roselle
and Spray. Late papers will receive a 1 point reduction for each day late, including weekends.
Operationalization of general and specific dependent variable
Operationalization of at least three possible independent variables you will
explore in your paper and the causal mechanisms for each IV
Discussion of at least two cases you will research, why you chose those cases
and the methodology you will use to conduct the research
Grammar, transition sentences, organization, etc.
(3) Presentation (5%): We will have a two-day “IPE Conference” in the classroom during which
you will present your draft paper. This conference will mimic an academic conference in which
scholars present their papers and colleagues respond with helpful comments for improvement. It
is understood that the paper is in draft form. Do not let the low percentage obscure the
considerable value of getting comments from your colleagues and professor before the final paper
is due. The length of presentations will be determined by the size of the class. We will discuss this
as we get closer to conference week. You will send your draft paper to the discussants, the other
panelists, and the conference chair (me) at least 3 days before your presentation. There is a 1
point late penalty for each day you are late sending your paper.
Week 14: first draft of literature review, polished research design,
brief summary for each aspect of the remainder of the paper
Week 15: well developed literature review, polished research
design, draft of the body, outline of policy recommendations
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introduction, conclusion, well organized
Word choice, volume, speed, variety
Non-vocal delivery Body language, gestures, facial expressions, eye contact
(4) Discussant (5%): On the conference day on which you are not presenting, you will act as
discussant for a colleague’s paper. This means that you will read the paper before the presentation,
noting both the strong points and the ways the author can improve the paper. After the author
presents his or her paper, you will present your comments.
Discuss strengths of the paper and offer concrete suggestions
Word choice, volume, speed, variety
Non-vocal delivery Body language, gestures, facial expressions, eye contact
Purpose of research paper: To give you an opportunity to more thoroughly research a topic of
interest to you; to gain experience researching and writing longer papers; to bring together what
you’ve been reading and learning throughout the course; to prepare for a possible thesis in the
social sciences; to continue to build on writing skills, including citations, grammar, etc.; and to give
you a sense of what academic conferences are like, including presenting your work under a time
constraint and acting as constructive discussant.
Late Penalties Late weekly analytical papers, news analyses, and research papers will NOT be
accepted. There is a 1 point grade reduction for each day late on the research design and 1 point
for each day late sending your paper to the conference panel.
Writing Center: The Writing Center, located in Stratton 306, is here to help all members of the
Mines community with writing projects at any stage of the writing process. Writing Consultants
will help you understand an assignment; brainstorm, develop and organize ideas; cite sources;
narrow your focus; and/or fine-tune your writing for polish, clarity, adherence to grammatical
conventions, etc. To make an appointment, please visit the online scheduling system at:
http://mines.mywconline.com. Questions can be directed to Shira Richman, Writing Center
Director, at: firstname.lastname@example.org or 303-273-3484.
Incompletes: Under University policy, incompletes can be given “if a student, because of illness
or other reasonable excuse, fails to complete a course.” The grade indicates “deficiency in quantity
of work and is temporary.”
Communication Come to my office hours as often as you like. If you cannot come at my
scheduled hours, set up an appointment or call me. Feel free to talk with me before or after class.
Email should be reserved for simple questions which can be quickly answered. For more complex
issues, call or see me in person. Check frequently for email messages from me so as to avoid
missing important news or clarifications.
Students with Disabilities Support services, including registration assistance, are available to
students with documented disabilities through Office of Services for Students with Disabilities,
Academic Integrity Be honest in your work. Academic dishonesty is not tolerated at CSM.
Students who engage in misconduct may face a range of sanctions, including disciplinary change of
grade, loss of institutional privileges or, in extreme cases, academic suspension or dismissal.
For more information on these policies, see the Graduate Bulletin, Academic Integrity.
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In a writing intensive course such as this one, students must avoid intentionally or
unintentionally committing plagiarism (“presenting the work of another as one’s own”). In your
long research paper and in weekly papers, whether paraphrasing or directly quoting, you must cite
your sources. We will discuss this in class, but if you are still unsure about when and how to cite,
please come see me or ask questions in class.
Topics and Reading Assignments
* = located on Blackboard
Introduction to the Class
What is IPE? What is a research paper? What are independent and
Roselle and Spray, intro to Section 1 and Chapter 1.
Introduction to IPE
Roselle and Spray, Chapter 2; using this week’s readings, do exercises 3 and 4
for Chapter 2; and exercises 1-4 for Chapter 1.
Cohn, Part I, Overview and Introduction, 1-51.
Roselle and Spray, Chapter 3.
Cohn, Chapter 3
* Report on Manufactures, Hamilton, 85-98
Cohn, Chapter 4
* Wealth of Nations, Smith
Cohn, Chapter 5
Chang, Ha-Joon, 23 Things They Don’t Tell You about Capitalism. Read
chapters on at least 15 out of 23 “things.”
International Monetary Relations
Cohn, Chapter 6: International Monetary Relations
Roselle and Spray, using Cohen and Hix and Høyland, do exercises 3 and 4
for Chapter 2
* Benjamin Cohen, “Monetary Governance in a Globalized World.”
* Simon Hix and Bjørn Høyland, “Economic and Monetary Union,” in The
Political System of the European Union, New York: Palgrave Macmillan,
(From this week forward, turn in hard copies of analytical papers.)
Foreign Debt & Financial Crises
Cohn, Chapter 11: Foreign Debt and Financial Crises
Roselle and Spray, Chapter 3
IPE and Energy Issues
* Steven M. Gorelick, Oil Panic and The Global Crisis: Prediction and Myths.
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Chapter 2: The Global Oil Landscape, 16-57; Chapter 4: Counter-Arguments
to Imminent Global Oil Depletion, 118-194.
* Philippe Le Billon, “The Geography of Resource Wars,” in The International
Studies Encyclopedia, ed. Robert A. Denemark, 2010.
* Terry Lynn Karl. The Paradox of Plenty: Oil Booms and Petro States.
Berkeley: University of California Press, 1997.
* Mehmet Gurses. “State-sponsored Development, Oil and Democratization.”
Democratization, 16:3 (2009): 508-529.
Visit the US International Energy Association (http://iea.doe.gov) and read a
country report for at least 1 state.
Roselle and Spray, Chapter 4
Global Trade, Energy and the Environment
MIPER-Hennebach Speaker: Mr. Raymond Ahern, Congressional
Research Service. We will meet at the talk, which is open to all CSM faculty
and students. After the presentation, we will meet to discuss the readings.
Cohn, Chapter 7: Global Trade Relations
* Edward B. Barbier. “Trade, natural resources, and developing countries,”
71-82. In Handbook on Trade and the Environment. Kevin P. Gallagher, Ed.
Cheltenham, UK; Northampton, MA: 2008.
* James K. Boyce. “Globalization and the environment: convergence or
divergence?” 97-115. In Handbook on Trade and the Environment. Kevin
P. Gallagher, Ed. Cheltenham, UK; Northampton, MA: 2008.
* David Naguib Pellow. “The Global Waste Trade and Environmental Justice
Struggles,” 225-233. In Handbook on Trade and the Environment. Kevin P.
Gallagher, Ed. Cheltenham, UK; Northampton, MA: 2008.
* Frank Ackerman. “Does Environmental Policy Affect Trade? The Case of
EU Chemicals Policy,” 287-295. In Handbook on Trade and the
Environment. Kevin P. Gallagher, Ed. Cheltenham, UK; Northampton, MA:
* Alejandro Nadal. “Redesigning the World’s Trading System for
Environmentally Sustainable Development,” 327-336. In Handbook on
Trade and the Environment. Kevin P. Gallagher, Ed. Cheltenham, UK;
Northampton, MA: 2008.
Fall Break: No class
Cohn, Chapter 8: Regionalism and the Global Trade Regime
* Hancock, Kathleen. Chapter 2: “How and Why States Economically
Integrate,” in Regional Integration: Choosing Plutocracy. New York:
Palgrave Macmillan Press, 2009.
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* Hancock, Chapter 5, “The Eldest: The Southern African Customs Union.”
OR Chapter 6, “The Newest Member: The Eurasian Customs Union.”
* Michael J. Hiscox. “Through a Glass and Darkly: Attitudes toward
International Trade and the Curious Effect of Issue Framing.” International
Organization, 6, no. 3 (2006): 755-780.
Roselle and Spray, Chapter 7
Nov. 1 Regionalism: the European Union
The European Union: A Very Short Introduction. All chapters.
* Simon Hix and Bjørn Høyland, “Foreign Policies,” in The Political System of
the European Union, New York: Palgrave Macmillan, 2011.
Roselle and Spray, Part III
The EU: energy and the environment
MIPER-Hennebach Speaker: Dr. Christian Burgmueller, EU Delegation
to the US, Head of Transport, Energy and Environment We will meet at the
talk, which is open to all CSM faculty and students. After the presentation,
Dr. Burgmueller will meet with just our class.
* Joseph Szarka, “Bringing Interests Back In: Using Coalition Theories To
Explain European Wind Power Policies.” Journal of European Public Policy,
17:6 (2010): 836-853
* Christian Egenhofer and Arno Behrens. “Resource Politics: The Rapidly
Shifting European Energy Policy Agenda.” In Erik Jones, et al., ed.,
Development in European Politics, 2nd edition. New York: Palgrave
* Frank N. Laird and Christoph Stefes. “The Diverging Paths of German and
United States Policies for Renewable Energy: Sources of Differences.”
Energy Policy, 37 (2009): 2619-2629.
Last week for news analysis
Research Design paper due
Cohn, Chapter 10
* Joseph E. Stiglitz, Amartya Sen, and Jean-Paul Fitoussi. Mismeasuring
Our Lives: Why GDP Doesn’t Add Up. Executive Summary and Classical
GDP Problems, 1-59. New York; London: The New Press, 2010.
Multinational Corporations and Global Production
Cohn, Chapter 9: Multinational Corporations and Global Production
IPE Conference-1: presenters, email discussants, other panelists, and the
professor a draft of your paper at least 3 days before the conference.
Dec. 6 IPE Conference-2 (see above comment re emailing your paper)
Research Papers Due – 12:00 noon
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