Professional and Practice-based Learning Peter Bursens · Vincent Donche  David Gijbels · Pieter Spooren Editors Simulations of Decision- Making as Active Learning Tools Design and Eff ects of Political Science Simulations Professional and Practice-based Learning Volume 22 Series editors Stephen Billett, Griffith University, Brisbane, Australia Christian Harteis, University of Paderborn, Paderborn, Germany Hans Gruber, University of Regensburg, Regensburg, Germany Professional and practice-based learning brings together international research on the individual development of professionals and the organisation of professional life and educational experiences. It complements the Springer journal Vocations and Learning: Studies in vocational and professional education. Professional learning, and the practice-based processes that often support it, are the subject of increased interest and attention in the fields of educational, psychological, sociological, and business management research, and also by governments, employer organisations and unions. This professional learning goes beyond, what is often termed professional education, as it includes learning processes and experiences outside of educational institutions in both the initial and ongoing learning for the professional practice. Changes in these workplaces requirements usually manifest themselves in the everyday work tasks, professional development provisions in educational institution decrease in their salience, and learning and development during professional activities increase in their salience. There are a range of scientific challenges and important focuses within the field of professional learning. These include: – understanding and making explicit the complex and massive knowledge that is required for professional practice and identifying ways in which this knowledge can best be initially learnt and developed further throughout professional life. – analytical explications of those processes that support learning at an individ- ual and an organisational level. – understanding how learning experiences and educational processes might best be aligned or integrated to support professional learning. The series integrates research from different disciplines: education, sociology, psychology, amongst others. The series is comprehensive in scope as it not only focusses on professional learning of teachers and those in schools, colleges and universities, but all professional development within organisations. More information about this series at http://www.springer.com/series/8383 Peter Bursens • Vincent Donche David Gijbels • Pieter Spooren Editors Simulations of Decision- Making as Active Learning Tools Design and Effects of Political Science Simulations Editors Peter Bursens Vincent Donche University of Antwerp University of Antwerp Antwerp, Belgium Antwerp, Belgium David Gijbels Pieter Spooren University of Antwerp University of Antwerp Antwerp, Belgium Antwerp, Belgium ISSN 2210-5549 ISSN 2210-5557 (electronic) Professional and Practice-based Learning ISBN 978-3-319-74146-8 ISBN 978-3-319-74147-5 (eBook) https://doi.org/10.1007/978-3-319-74147-5 Library of Congress Control Number: 2018933454 © Springer International Publishing AG 2018 This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, express or implied, with respect to the material contained herein or for any errors or omissions that may have been made. The publisher remains neutral with regard to jurisdictional claims in published maps and institutional affiliations. Printed on acid-free paper This Springer imprint is published by the registered company is Springer International Publishing AG part of Springer Nature. The registered company address is: Gewerbestrasse 11, 6330 Cham, Switzerland Series Editors’ Foreword This book series comprises volumes that aim at contributing to understand how best to secure the development of professionals’ occupational competence in various fields and domains of their practice. These volumes often focus on workplace expe- riences and their importance for those workers’ learning and development in occu- pational domains and particular work settings. This particular volume adds to this series by introducing a new perspective through focusing on simulations of decision- making as tools for preparing future professionals for their fields of practice and its requirements. This decision-making is held to be central to their competence and is often shaped by factors pertaining to occupational requirements but also how both those requirements are manifested in particular circumstances. Moreover, the act of engaging in decision-making is generative of cognitive legacies (i.e. learning) asso- ciated with higher-order functioning such as complex and nonroutine problem- solving of the kind required for effective occupational performance. In the last decade, educational processes associated with occupational prepara- tion have been changing from those emphasizing more teacher-centered to more student-centered approaches. This transformation is consistent with the use of learn- ing environments that require students’ active participation, such as the kinds of simulations referred to in this text. The use of such simulations is also associated with challenging learners in an activating way to deal critically with their knowl- edge to solve authentic problems that involve interrelations between various actors and levels (i.e., decision-making). The advantages of using simulations as learning tools are also expected learning outcomes as improved study results, the develop- ment of critical thinking, and negotiating and understanding the complexity of the real world. This volume presents examples from the domain of political science and dis- cusses accounts of successful implementations of simulations that can inform their use across all domains of professional and practice-based learning. Research about professional learning in areas like the domain of political science is still underrep- resented. This volume may initiate fruitful discussions between political science and other professional domains because it presents advice and instantiations about how best to organize simulation exercises on a larger scale. It also addresses v vi Series Editors’ Foreword methodological issues and those from the perspective of educational science. In addition, it provides empirical evidence of participation in simulations on students’ learning outcomes and illustrates contemporary practices in decision-making simu- lations. Thereby the volume offers instances and examples for those wanting to develop simulations in other professional domains or those who are interested in investigating effects of stimulating learning environments such as simulations. The contributions to this volume will be of interest for people organizing and enacting higher education as well as further education. They introduce interesting examples for simulations in political science that can inspire educators and practi- tioners in other domains, and they also report empirical investigations of different effects on students’ cognitive, regulative, and affective learning outcomes. The chapters are supplemented by conclusions from the perspective of educational sci- ence. Hence, this volume may initiate awareness in the field of professional and practice-based learning. Paderborn, Germany Christian Harteis Regensburg, Germany Hans Gruber Brisbane, Australia Stephen Billett December 2017 Contents 1 Simulations of Decision-Making in Political Science Education . . . . 1 Pieter Spooren, Dorothy Duchatelet, Peter Bursens, David Gijbels, and Vincent Donche Part I Design and Assessment of Simulations 2 Learning from Simulations of Decision-Making . . . . . . . . . . . . . . . . . 13 Peter Bursens, David Gijbels, Vincent Donche, and Pieter Spooren 3 The Costs and Benefits of Organizing a Multi- institutional Simulation on the European Union . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 Andreas Sobisch, John Scherpereel, Peter Loedel, Gretchen J. Van Dyke, and Nick Clark 4 Do Simulations Enhance Decision-Making in the EU Financial Services? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35 John T. Ryan 5 What’s the EU? Achieving Learning Outcomes and Preparing US Students for EuroSim . . . . . . . . . . . . . . . . . . . . . . . 51 Rebecca Jones 6 Mission Impossible? Verisimilitude in EU Simulations . . . . . . . . . . . . 63 Pierpaolo Settembri and Marco Brunazzo 7 “Will It Blend?” Combining Online and On-Site Elements in Simulation Games . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77 Simon Raiser, Björn Warkalla, Annegret Schneider, and Konstantin Kaiser vii viii Contents 8 Oranges and Apples? Using Comparative Judgement for Reliable Briefing Paper Assessment in Simulation Games . . . . . . 93 Pierpaolo Settembri, Roos Van Gasse, Liesje Coertjens, and Sven De Maeyer 9 Assessment Strategies in Simulation Games . . . . . . . . . . . . . . . . . . . . 109 Simon Usherwood Part II Effects of Simulations 10 How Simulations of Decision-Making Affect Learning . . . . . . . . . . . . 121 Vincent Donche, David Gijbels, Pieter Spooren, and Peter Bursens 11 Simulating European Climate Policy Negotiations in a Teacher Training Seminar: Which Effects Can Be Detected? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 129 Sophie Wulk 12 Effects of EU Simulation Games on Secondary School Students’ Political Motivations, Attitudes and Knowledge: Results of an Intervention Study . . . . . . . . . . . . . . . 145 Monika Oberle, Sven Ivens, and Johanna Leunig 13 Learning Effects of Negotiation Simulations: Evidence from Different Student Cohorts . . . . . . . . . . . . . . . . . . . . . . 165 Morten Kallestrup 14 Simulations Are No ‘One-for-All’ Experience: How Participants Vary in Their Development of Self-efficacy for Negotiating . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 183 Dorothy Duchatelet 15 Simulations of Decision-Making in Political Science Education: Premises, Promises and Challenges . . . . . . . . . . . . . . . . . . 201 David Gijbels, Pieter Spooren, Peter Bursens, and Vincent Donche About the Contributors Peter Bursens is professor of political science at the Department of Political Science of the University of Antwerp and senior member of the Antwerp Centre for Institutions and Multilevel Politics (ACIM). His research interests include Europeanization, federalism, democratic legitimacy of multilevel political systems, and active learning tools in political science. He teaches on the topics of European integration, EU negotiations, and multilevel governance at the University of Antwerp and the Antwerp Management School. He also holds a Jean Monnet Chair ad personam from the European Commission, focusing on the introduction of skills teaching in European Studies curricula. He also serves as vice-dean for teaching. Marco Brunazzo is associate professor of political science at the University of Trento. He has written books and scientific articles on several aspects concerning EU integration. With Pierpaolo Settembri, he has organised simulation games on EU legislative process and written a book titled Experiencing the European Union (Rubettino 2012). Nick Clark is an assistant professor of political science at Susquehanna University. His research focuses on public opinion, political representation, and electoral behavior within the European Union, seeking to empirically assess theoretical claims about the quality of democratic citizenship and governance in multilevel political systems such as the European Union. His research has appeared in such publications as European Union Politics, the Journal of Common Market Studies, the Journal of European Integration, European Politics and Society, and Political Studies. Liesje Coertjens is a Professor of Assessment for Learning at the Université catholique de Louvain. Her research interests include student learning and (peer assessment of) performance assessment. More specifically, she investigates the effi- ciency and reliability of rubrics rating and comparative judgement. ix