Author(s): Jessica F. Green, Case Western Reserve University and Thomas Hale, Oxford University
Author(s): Christina Schneider, University of California, San Diego
Author(s): Amanda Murdie, University of Missouri
Author(s): Sarah Kreps, Cornell University and Jessica Weeks, University of Wisconsin
Author(s): Michael Findley, University of Texas- Austin and Joseph K. Young, American University
Author(s): Thomas Pepinsky, Cornell University and David A. Steinberg, University of Oregon
Author(s): Paul C. Avey, Southern Methodist University and Michael C. Desch, University of Notre Dame
Author(s): Edward D. Mansfield, University of Pennsylvania and Jon C.W. Pevehouse, University of Wisconsin
Author(s): Daniel Maliniak and Ryan M. Powers
Description: We use citation analysis to explore the organizing principles of the international relations literature over the 1980-2013 period. We show that the IR citation network is, in fact, a conglomerate of a number of sub-networks. These sub-networks constitute intellectual communities in the literature that are defined to varying degrees over time by the theoritical paradigms used by authors and the substantive issue areas under study. We find that citation communities that organize the IR literature have been disrupted considerably in the recent past. Citation communities in the 1980s and last decade are characterized by relatively less paradigmatic diversity than that of the 1900s. Issue areas played a much larger role in defining communities in teh 1980s than in either the 1990s or 2000s. We speculate about a number that may cause such dramatic changes.
Author(s): Nicholas J. Bell
Description: As the number of four-year undergraduates grows, international relations programs must pay greater attention to their curricular offerings. Considerations include both subject-matter requirements as well as methodological, linguistic, and experimental components. The ways that departments design these programs also speaks to the state of the discipline itself, as debate continues between those advocating international relations as an interdisciplinary field and the traditional view of IR as a subfield of political science. Our paper asks the question, how do scholars see the discipline of IR? How do we teach IR in the United States? And what does this tell us about the discipline as a whole? To explore these questions, we present preliminary results from the 2014 TRIP survey of international relations faculty and program-level data on undergraduate international studies curricula in the United States. We find that a substantial portion of the discipline views interdisciplinary undergraduate education positively, and this is reflected in research practices. However, there is less support both normatively and in undergraduate curricula for such interdisciplinary perspective to replace political science as the core of IR knowledge. How a university situates its international relations curricula within the departmental structure also affects how the discipline is represented.