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I would like first of all to thank the Aslib Social Sciences Group for inviting me to address this conference and I welcome the opportunity of discussing the library and information problems that I experience in political science, not only with fellow social scientists, but particularly with members of the library profession. Because of the nature of political science, as I see it, I want first to say something about the relationship between the various social sciences, then to define politics more specifically (since I regard this as essential in considering the topic), and finally to discuss the sources and the problems they present. In company with Professor Swann, I regard myself as an amateur on the topic on which I am speaking. This being so, I will not try to provide a comprehensive or exhaustive list of primary sources in politics, but endeavour to outline the types of sources and illustrate these from my own experience.

There is hardly any other field of knowledge where there is more conflict or controversy between ideas and solutions proposed by theoreticians and statesmen than in politics. To date, adequate methodological tools have not been developed which enable the truth or validity of the liberal or conservative approaches to be tested. A new research programme using a simultaneous equilibrium versus disequilibrium approach is proposed which has full application in politics as well as in economics and the social sciences. This research programme shows the organic relationship between society, state, economy, money and form of government, and thus leads to a methodological unification of all the social sciences, to a new principia politica.

The economic science is again in a crisis and a new solution prolegomena to any future study in economics, finance and other social sciences has just been published by the International Institute of Social Economics in care of the MCB University Press in England. The roots of the major financial and economic problems of our time lie in an open conflict between theory and practice. In the 1930s and before the conflict was between classical theory and given realities. In the 1990s the conflict appears between the now prevailing modern, Keynesian theory and the actual realities. In addition during the twentieth century a great argument developed between the two schools of thought, argument which is not yet settled. In one sentence, the prolegomena tried and was successful to solve the conflict between theory and practice and the big doctrinal dispute of the twentieth century. It was a struggle of research and observation over half a century between 1947 and 1997.

Distance universities are of great importance for establishing sustainability literacy, as they operate as multipliers for thousands of students. However, despite several advantages of e-learning environments compared to traditional class-teaching, there are still challenges regarding suitable e-learning tools and didactical models. The purpose of this paper is to evaluate the effectiveness of several e-learning tools on students’ knowledge and skills growth and to compare two learning paths, synchronous vs asynchronous, exploring how each affects the level of students’ knowledge achievement and skills acquisition.

The empirical analysis is based on an online course “Participatory processes in environmental politics”. International MSc and PhD students who enrolled in the course were from FernUniversität in Hagen (Germany) and Aberta University (Portugal). The course was designed as the flipped classroom, applying different e-learning tools and activities, some synchronous and others asynchronous. A pre- and post-evaluation questionnaire was applied to evaluate students’ knowledge and skills. Descriptive statistical analyses were carried out on this data.

Results showed that in the synchronous group, knowledge about theoretical approaches to citizen participation and sustainable environmental governance improved to a greater extent, whereas the asynchronous group showed greater improvement in nearly all skills related to intercultural communication and e-learning. Also, in the synchronous path, students enhanced their knowledge on “research application” to a greater extent.

Evaluating the effectiveness of different e-learning tools on students’ sustainability knowledge and information and communication technologies skills is a fundamental issue. The study discusses these issues, contributing to enhancing the use of adequate and grounded e-learning models on sustainable development in higher education.

- The purpose of this article is to review the 2012 editions of two political reference handbooks judged influential as current reference sources for the study of politics and politically related topics.

- The coverage, organization of information, and the ease of use and understanding of information presented in the political reference handbooks is examined and comparatively reviewed.

- These two political reference handbook titles have many similarities, but also differences. The Almanac of American Politics contains more detailed information but utilizes a more complicated approach in the analysis, classification, and ranking of votes. Politics in America does not provide in-depth information, but its approach in the analysis, classification, and ranking of votes is simple, straightforward, and easy to understand.

- While online versions of these resources are available, this review concerns solely the print editions.

- This paper provides a comparative overview and analysis of two important political reference handbooks which will be of value to information professionals and others seeking to perform reference in the area of politics and political science.

This paper aims to examine the actions lecturers, universities and their administrators can take in improving and making political science undergraduate degrees more relevant in the twenty-first century. This paper will reflect on specific measures undertaken by institutions globally to equip students with unique skills to enhance the value and relevance of their programmes in the context of an increased technologically driven environment.

This paper uses a qualitative approach to the review of the literature with implications for practice in examining how universities globally are applying strategies in raising students’ skill levels to enhance future workplace value. A review of select institutions obtained from the Times Higher Ranked (2019) universities was used in identifying best practices to prepare a political science student for better employability.

Contrary to prevailing opinions, a huge skills gap exists for filling the demand for twenty-first century political science-related careers in the public and private sector. The attainment of twenty-first century skill sets and the deployment of technology-driven teaching and learning methods are vital elements in unlocking the value of political science education and providing students with opportunities to advance their professional and career objectives.

Higher education institutions need to reconsider their strategies in the delivery of political science degrees, bearing in mind the increased use of technology and innovative teaching practices. This paper offers insight into how to tailor an exciting and relevant political science programme for the future of work.

The media, private citizens and other stakeholders regularly appraise political negotiations, but the character of these negotiations and the reasons for outcomes are little understood. The purpose of this conceptual paper is to discuss this character and explore its implications.

This is a conceptual paper. The author carried out a literature review and used his experiences in supervising political negotiation simulations.

The author argues that political negotiations have several specific characteristics that distinguish them from other kinds of negotiations. Political negotiations, for instance, tend to address often rather fuzzy public interests, involve value conflicts or are simultaneously performed “on stage” and “behind the scenes.” These characteristics may matter, as they can provide structural disincentives to negotiators, who might be tempted to focus on selling outcomes rather than on improving them (“saleability-oriented negotiating”). Hence, the author argues that political negotiators and their stakeholders face the challenge that political contexts may foster weak negotiation performances.

The author proposes an approach to political negotiations’ training that takes the findings of this paper into consideration.

This paper is the first, to the best of the author’s knowledge, to provide a detailed characterization of political negotiations and to discuss related implications.

The purpose of this paper is to detail a simulation exploring the academic and real-world debates surrounding constitutional design.

The authors deployed this simulation in different contexts: undergraduate courses in comparative politics and middle school classrooms of gifted students in India.

In conjunction with discussion of institutional setup, such as parliamentary vs presidential systems and judicial review vs parliamentary sovereignty, the students were required to design a new constitution for a fictional country that just overthrew a brutal dictator. Throughout the simulation, the students were assigned to be the representatives of a particular ethnic group, each with distinct interests to be represented during the constitutional convention.

The authors detail the learning objectives and simulation setup for this constitutional convention. Finally, the authors discuss some issues raised by the students during the simulation.

Begins with a brief overview of how public administration emerged as the positivist theory and technocratic practice of the modern administrative state. The question then becomes: To what extent has public administration been affected by the societal shift toward postmodernism? The author argues that public administration has moved some distance away from its positivist origins; however, the transformation of public administration is still incomplete. The author concludes that public administration should pay more attention to the recent developments of post‐positivist methods of analysis rather than attempting to adopt all the tenets of postmodernism. Large bureaucratic organizations remain typically modern, but they should not be either conceptualized or managed as small machines.

The purpose of this paper is to examine March and Olsen’s 1983 study of American Government reorganization attempts between 1904 and 1980 in relation to three debates in management history scholarship. Can explorations of the past yield innovative interpretations of the present and future organizational activities? What is the role of multiple perspectives in understanding complex reality? How should management historians react to the differences in power held by various actors in historical scenarios and to the absence of documented evidence of the stances of many traditionally underrepresented groups?

The paper analyzes March and Olsen’s 1983 historical study on federal government reorganizations in relation to twentieth-century political science/public administration scholarship from 1919 to the present showing the unique focus and conclusion of March and Olsen’s work. The paper relates this focus and conclusions to three management questions.

This analysis shows that March and Olsen’s interpretation of American reorganization has had a significant impact on the work of political scientists studying programs that did not exist in 1983; this impact suggests how historical scholarship can invigorate understanding of current programs. The analysis also gives evidence to support March and Olsen’s focus on the importance of considering multiple perspectives to interpret complex realities. The analysis concludes that despite March’s acknowledging the importance of anti-establishment scholarship, March and Olsen’s 1983 work did not explore the role of power differentials or the voices of the oppressed in government reorganizations.

The value of this paper is that it seeks to relate March and Olsen’s work to a scholarship domain where it has not often been considered. Management historians lament that their work and concerns have often been considered peripheral by the greater management field. By showing how a major management theorist such as March used historical analysis to further understanding of contemporary organizations the paper heightens the visibility and importance of management history work.