@article{LeibRuppel2020,
  author    = {Leib, Julia and Ruppel, Samantha},
  title     = {The learning effects of United Nations simulations in political science classrooms},
  series = {European Political Science},
  volume    = {19},
  journal   = {European Political Science},
  number    = {3},
  issn      = {1682-0983},
  doi       = {10.1057/s41304-020-00260-3},
  pages     = {336 -- 351},
  year      = {2020},
  abstract  = {How do active learning environments—by means of simulations—enhance political science students' learning outcomes regarding different levels of knowledge? This paper examines different UN simulations in political science courses to demonstrate their pedagogical value and provide empirical evidence for their effectiveness regarding three levels of knowledge (factual, procedural and soft skills). Despite comprehensive theoretical claims about the positive effects of active learning environments on learning outcomes, substantial empirical evidence is limited. Here, we focus on simulations to systematically test previous claims and demonstrate their pedagogical value. Model United Nations (MUNs) have been a popular teaching device in political science. To gain comprehensive data about the active learning effects of MUNs, we collect data and evaluate three simulations covering the whole range of simulation characteristics: a short in-class simulation of the UN Security Council, a regional MUN with different committees being simulated, and two delegations to the National Model United Nations, for which the students prepare for 1 year. Comparative results prove that simulations need to address certain characteristics in order to produce extensive learning outcomes. Only comprehensive simulations are able to achieve all envisioned learning outcomes regarding factual and procedural knowledge about the UN and soft skills.},
  language  = {en}
}
@article{LeibRuppel2019,
  author    = {Leib, Julia and Ruppel, Samantha},
  title     = {Studentische Lerneffekte in Simulationen der Vereinten Nationen},
  series = {Zeitschrift f{\"u}r Friedens- und Konfliktforschung},
  volume    = {8},
  journal   = {Zeitschrift f{\"u}r Friedens- und Konfliktforschung},
  number    = {1},
  publisher = {Springer},
  address   = {Wiesbaden},
  issn      = {2524-6976},
  doi       = {10.1007/s42597-019-00007-y},
  pages     = {99 -- 111},
  year      = {2019},
  abstract  = {Verbessern Planspiele als aktive Lernmethode die Lernergebnisse von Student*innen der Friedens- und Konfliktforschung (FuK)? Dieser Beitrag untersucht verschiedene UN-Simulationen, um deren Effektivit{\"a}t in Bezug auf drei Wissensbereichen (Fakten- und Verfahrenswissen, Soft Skills) nachzuweisen. Im Gegensatz zu theoretischen Aussagen {\"u}ber die positiven Auswirkungen aktiver Lernumgebungen auf die Lernergebnisse von Student*innen sind empirische Belege begrenzt. Mit diesem Beitrag sollen fr{\"u}here Behauptungen {\"u}ber die Lerneffekte von UN-Simulationen systematisch {\"u}berpr{\"u}ft und der Mehrwert f{\"u}r die FuK demonstriert werden. Um umfassende Daten zu erhalten, evaluieren wir drei Planspiele, die eine Reihe von Simulationseigenschaften abdecken: Eine kurze Simulation des UN-Sicherheitsrats, eine regionale UN-Simulation sowie die Teilnahme von zwei Delegationen am National Model United Nations. Die Ergebnisse zeigen, dass Planspiele als Lehrmethode positive Auswirkungen auf die Lernergebnisse der Student*innen haben: Sie f{\"u}hren zu einem besseren Wissen {\"u}ber die UN, f{\"o}rdern Soft Skills sowie Reflexionsf{\"a}higkeit.},
  language  = {de}
}
@article{LeibRuppel2021,
  author    = {Leib, Julia and Ruppel, Samantha},
  title     = {The dance of peace and justice},
  series = {International peacekeeping},
  journal   = {International peacekeeping},
  number    = {5},
  publisher = {Taylor \& Francis},
  address   = {London},
  issn      = {1353-3312},
  doi       = {10.1080/13533312.2021.1927726},
  pages     = {783 -- 812},
  year      = {2021},
  abstract  = {This article investigates local perceptions of international peacebuilding in Sierra Leone and Liberia and explains the need for an inclusive framework addressing peace and justice at the same time. These neighbouring countries in West Africa not only share the burden of an intertwined conflict history but have also been described as prototypes for successful peacebuilding. However, both cases show striking differences with regard to the relative importance given to security and justice during the peace process and within the selected peacebuilding approaches. In Liberia, the peacebuilding framework was clearly sequenced, favouring security over justice. In Sierra Leone, it included a comprehensive TJ component, which was implemented alongside security-centred initiatives. In order to compare these two cases and to elaborate on the challenges of establishing both peace and justice in post-conflict settings with a more people-centred focus, we conducted expert interviews with (inter)national peacebuilding actors and opinion surveys, asking how the civilian populations themselves perceive the peace process and the effectiveness of international peacebuilding. The findings provide insights into local experiences with the inclusive peacebuilding framework implemented in Sierra Leone and the drawbacks of delaying justice and accountability in Liberia.},
  language  = {en}
}
@article{RuppelLeib2022,
  author    = {Ruppel, Samantha and Leib, Julia},
  title     = {Same but different},
  series = {Peacebuilding},
  volume    = {10},
  journal   = {Peacebuilding},
  number    = {4},
  publisher = {Routledge, Taylor \& Francis Group},
  address   = {London},
  issn      = {2164-7259},
  doi       = {10.1080/21647259.2022.2027152},
  pages     = {470 -- 505},
  year      = {2022},
  abstract  = {The peace processes in Liberia and Sierra Leone share similar contexts and have an interrelated history. They are also often portrayed as successful cases of peacebuilding. This conclusion seems valid, as war has not returned, and political power was handed over peacefully; however, both cases differ with regard to the inclusiveness of the peace processes and the role of local leaders. This article aims to add to the critical peacebuilding debate by focusing on local perceptions about the position of local leaders in these two peace processes. We conducted a public opinion survey in five regions in Sierra Leone and Liberia and expert interviews with peacebuilding actors to examine changing perceptions about the roles of local leaders in both countries. This article speaks to the broader peacebuilding debate by highlighting the importance of including local voices in the peace process and by discussing challenges of inclusive peacebuilding.},
  language  = {en}
}