Presents a collective assessment of the comparative study of foreign policy as a field of scholarly inquiry. Interprets the field's boundaries, reviews its accomplishments and difficulties, and proposes possible directions for the future. (GEA)

Describes a program designed by Pima Community College (Arizona) and funded by the U. S. Department of Education. Discusses the establishment of a consortium of two-and four-year colleges committed to developing international studies curricula. Examines the use of workshops and mini-grants. Provides examples of courses and modules which were…

Comments on Brian Mussington's critique of the author's 1987 article on the paradigms of international studies research. Defends the author's identification of alternative paradigms in comparative foreign policy literature as well as his criticism of events data research. A further response by Mussington follows. (LS)

Describes an instructional model used at the University of North Carolina in an introductory international politics course. This module is designed to promote greater international awareness and a sense of the ways that external forces affect the students' daily lives in their community. Identifies problems confronting the curriculum planner. (KO)

Comments on a 1987 article by Michael Haas on the paradigms and scholarly subcultures of international studies research. Argues that the range of views within international studies research is broader than Haas indicated. States that recent scholarship represents a predominately realist theme rather than a truly diverse interparadigmatic dialogue.…

Describes the California International Studies Project which was designed to strengthen precollegiate students' knowledge of international issues. Examines the impact of the project on school districts. Reports that ongoing evaluation indicates that this program brings together scholars of international cultures with teachers and administrators.…

Discusses membership and development in three international studies subcultures, the Council on Foreign Relations, the quantitative international politics (QIP), and comparative foreign policy (CFP) groups, noting that scientific progress occurs when a subculture transmits research findings into the larger community of scholars. Specifies…

Points out that the growing interdependence of nations aided by advanced communications has led to the need for comparable changes in U.S. education. Suggests that the undergraduate curriculum should be infused with an international/global perspective. (KO)

Describes changes in the international studies program at Miami University (Ohio). They are the result of a dramatic rise in student interest. Identifies unity and coherence in a multidisciplinary format as the central challenge to the program. Suggests that success is dependent upon management, cooperation, and development of a clear vision. (KO)

Explores the ways that feminist scholarship informs international studies and the ways that a global perspective enhances women's studies. Points out that taking gender seriously leads to examining what has been taught in international studies. Suggests goals for a genderized international studies curriculum. (KO)

Argues developments in international commerce require effective international training of business students. Laments U.S. business-school graduates' lack of international training. Recommends features of the University of Louisville, Kentucky, School of Business: a decentralized approach to internationalizing the curricula; international faculty…

Considers biotechnology's influence on international relations, focusing on agriculture, environmental issues, law, commerce, and biological warfare. Claims that, because biotechnology cuts across international boundaries and affects public and private interests, it necessitates the rethinking of international systems theory. Urges international…

Describes a course in global environmental politics. Argues specialized courses are needed that focus on the economic, social, and political dimensions of environmental problems. Argues such a course should be part of the core undergraduate curriculum. Includes a survey of course topics to prepare students for future challenges. (NL)