The accurate assessment of political risk can make the difference between success and failure for a multinational corporation, which must keep corporate objectives in sight while operating in a large number of widely varying environments. While environmental or political risk assessment has become an explicit function in many firms and is inherent in all foreign investment, the uncertainties of foreign political environments continue to pose critical problems for managers. In Managing Political Risk Assessment, Stephen J. Kobrin describes and analyzes the techniques of political risk assessment employed by U.S. multinationals. His analysis draws on organizational theory, economics, political science, and international relations. The study reveals that those charged with political risk assessment have often not been fully integrated into the core of the managerial process, information from subsidiaries is often biased, and the flow of data is poorly controlled. As a result, virtually all firms experience difficulties in using environmental assessment in planning and making decisions. Kobrin persuasively argues that the thorough integration of the assessment function into the managerial process is a necessary step, as the need for political risk assessment intensifies with the increased interaction between international business and its social and political surroundings. Political scientists, institutional economists, managers, and students and teachers of international business will all profit from Kobrin’s excellent synthesis of knowledge in this area of scholarly interest. This title is part of UC Press's Voices Revived program, which commemorates University of California Press’s mission to seek out and cultivate the brightest minds and give them voice, reach, and impact. Drawing on a backlist dating to 1893, Voices Revived makes high-quality, peer-reviewed scholarship accessible once again using print-on-demand technology. This title was originally published in 1982.

Teaching Civic Engagement provides an exploration of key theoretical discussions, innovative ideas, and best practices in educating citizens in the 21st century. The book addresses theoretical debates over the place of civic engagement education in Political Science. It offers pedagogical examples in several sub-fields, including evidence of their effectiveness and models of appropriate assessment. Written by political scientists from a range of institutions and subfields, Teaching Civic Engagement makes the case that civic and political engagement should be a central part of our mission as a discipline.

The widespread popularity of evaluation is based on the need to provide evidence of the effectiveness of policies and programmes. This book sees evaluation as an inherently political activity, and using a wide range of examples it relates practical issues in evaluation design to their political contexts.

In an age when world affairs are powerfully driven by personality, politics require an understanding of what motivates political leaders such as Hussein, Bush, Blair, and bin Laden. Through exacting case studies and the careful sifting of evidence, Jerrold Post and his team of contributors lay out an effective system of at-a-distance evaluation. Observations from political psychology, psycholinguistics and a range of other disciplines join forces to produce comprehensive political and psychological profiles, and a deeper understanding of the volatile influences of personality on global affairs. Even in this age of free-flowing global information, capital, and people, sovereign states and boundaries remain the hallmark of the international order -- a fact which is especially clear from the events of September 11th and the War on Terrorism. Jerrold M. Post, M.D., is Professor of Psychiatry, Political Psychology, and International Affairs, and Director of the Political Psychology Program at George Washington University. He is the founder of the CIA's Center for the Analysis of Personality and Political Behavior.

Examines the relationship between technical experts and elected officials, challenging the prevailing view about how experts become politicized by the policy process.

Everyone is in favor of "high education standards" and "fair testing" of student achievement, but there is little agreement as to what these terms actually mean. High Stakes looks at how testing affects critical decisions for American students. As more and more tests are introduced into the country's schools, it becomes increasingly important to know how those tests are usedâ€"and misusedâ€"in assessing children's performance and achievements. High Stakes focuses on how testing is used in schools to make decisions about tracking and placement, promotion and retention, and awarding or withholding high school diplomas. This book sorts out the controversies that emerge when a test score can open or close gates on a student's educational pathway. The expert panel: Proposes how to judge the appropriateness of a test. Explores how to make tests reliable, valid, and fair. Puts forward strategies and practices to promote proper test use. Recommends how decisionmakers in education shouldâ€"and should notâ€"use test results. The book discusses common misuses of testing, their political and social context, what happens when test issues are taken to court, special student populations, social promotion, and more. High Stakes will be of interest to anyone concerned about the long-term implications for individual students of picking up that Number 2 pencil: policymakers, education administrators, test designers, teachers, and parents.

In Creating Wicked Students, Paul Hanstedt argues that courses can and should be designed to present students with what are known as “wicked problems” because the skills of dealing with such knotty problems are what will best prepare them for life after college. As the author puts it, “this book begins with the assumption that what we all want for our students is that they be capable of changing the world....When a student leaves college, we want them to enter the world not as drones participating mindlessly in activities to which they’ve been appointed, but as thinking, deliberative beings who add something to society.”There’s a lot of talk in education these days about “wicked problems”—problems that defy traditional expectations or knowledge, problems that evolve over time: Zika, ISIS, political discourse in the era of social media. To prepare students for such wicked problems, they need to have wicked competencies, the ability to respond easily and on the fly to complex challenges. Unfortunately, a traditional education that focuses on content and skills often fails to achieve this sense of wickedness. Students memorize for the test, prepare for the paper, practice the various algorithms over and over again—but when the parameters or dynamics of the test or the paper or the equation change, students are often at a loss for how to adjust.This is a course design book centered on the idea that the goal in the college classroom—in all classrooms, all the time—is to develop students who are not just loaded with content, but capable of using that content in thoughtful, deliberate ways to make the world a better place. Achieving this goal requires a top-to-bottom reconsideration of courses, including student learning goals, text selection and course structure, day-to-day pedagogies, and assignment and project design. Creating Wicked Students takes readers through each step of the process, providing multiple examples at each stage, while always encouraging instructors to consider concepts and exercises in light of their own courses and students.

With a focus on providing concrete teaching strategies for scholars, the Handbook on Teaching and Learning in Political Science and International Relations blends both theory and practice in an accessible and clear manner. In an effort to help faculty

Good strategic assessment does not guarantee success in international relations, but bad strategic assessment dramatically increases the risk of disastrous failure. The most glaring example of this reality is playing out in Iraq today. But what explains why states and their leaders are sometimes so good at strategic assessment--and why they are sometimes so bad at it? Part of the explanation has to do with a state's civil-military relations. In Shaping Strategy, Risa Brooks develops a novel theory of how states' civil-military relations affect strategic assessment during international conflicts. And her conclusions have broad practical importance: to anticipate when states are prone to strategic failure abroad, we must look at how civil-military relations affect the analysis of those strategies at home. Drawing insights from both international relations and comparative politics, Shaping Strategy shows that good strategic assessment depends on civil-military relations that encourage an easy exchange of information and a rigorous analysis of a state's own relative capabilities and strategic environment. Among the diverse case studies the book illuminates, Brooks explains why strategic assessment in Egypt was so poor under Gamal Abdel Nasser prior to the 1967 Arab-Israeli war and why it improved under Anwar Sadat. The book also offers a new perspective on the devastating failure of U.S. planning for the second Iraq war. Brooks argues that this failure, far from being unique, is an example of an assessment pathology to which states commonly succumb.