TY - JOUR A1 - Ruhe, Constantin A1 - Leib, Julia A1 - Weidmann, Nils B. A1 - Bussmann, Margit T1 - Empirisch-analytische Friedens- und Konfliktforschung in Deutschland BT - ein Kommentar zur Evaluation durch den Wissenschaftsrat BT - a comment on the evaluation by the german science council JF - Zeitschrift für Friedens- und Konfliktforschung N2 - Dieser Beitrag reflektiert und ergänzt die aktuelle Diskussion über die Empfehlungen des Wissenschaftsrats zur Weiterentwicklung der Friedens- und Konfliktforschung. Wir richten dabei den Blick auf die vom Wissenschaftsrat attestierten Schwachstellen im Bereich empirisch-analytischer Methoden und erläutern ihre Auswirkungen auf Interdisziplinarität, Internationalität und Politikberatung der deutschen Friedens- und Konfliktforschung. Wir argumentieren, unter Verweis auf den Bericht des Wissenschaftsrats, dass eine breitere Methodenausbildung und -kenntnis von großer Bedeutung für interdisziplinäre und internationale Zusammenarbeit, aber auch für die Politikberatung ist. Zukünftige Initiativen innerhalb der Friedens- und Konfliktforschung sollten die Methodenvielfalt des Forschungsbereichs angemessen berücksichtigen und einen besonderen Fokus auf die Ausbildung im Bereich empirisch-analytischer Methoden legen, um das Forschungsfeld in diesem Bereich zu stärken. Unser Beitrag entspringt einer Diskussion innerhalb des Arbeitskreises „Empirische Methoden der Friedens- und Konfliktforschung“ der Arbeitsgemeinschaft Friedens- und Konfliktforschung. N2 - This article reflects on and adds to the ongoing discussion of the German Science Council’s recommendations for the further development of peace and conflict research. We focus on the gaps in empirical-analytical research methodology identified by the German Science Council and elaborate how they affect interdisciplinary cooperation, international visibility and policy-oriented research within the German peace and conflict research community. We follow the analysis of the Science Council’s report and argue that a diversified training in as well as knowledge of empirical research methodology is of central importance for interdisciplinary and international cooperation as well as comprehensive policy-oriented research. Future initiatives within the peace and conflict research community should strive to reflect the methodological diversity of our research community and put a special emphasis on training in empirical-analytical research methodology, in order to strengthen the methodological expertise in this realm. Our article originates from a discussion within the working group on “Empirical Research Methods in Peace and Conflict Research” of the German Association for Peace and Conflict Studies’ (Arbeitsgemeinschaft für Friedens- und Konfliktforschung e.V.—AFK). T2 - Empirical-analytical peace and conflict research in Germany KW - Forschungsmethoden KW - Wissenschaftsrat KW - Interdisziplinarität KW - Internationalisierung KW - Politikberatung KW - Nachwuchsförderung KW - Methodenpluralismus KW - Research methods KW - German science council KW - Interdisciplinary research KW - International cooperation KW - Policy recommendations KW - Promoting young researchers KW - Methodological pluralism Y1 - 2020 U6 - https://doi.org/10.1007/s42597-020-00048-8 SN - 2524-6976 SN - 2192-1741 VL - 9 IS - 2 SP - 443 EP - 454 PB - Springer CY - Wiesbaden ER - TY - JOUR A1 - Leib, Julia A1 - Ruppel, Samantha T1 - The learning effects of United Nations simulations in political science classrooms JF - European Political Science N2 - 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. KW - Active learning KW - Education KW - Negotiation KW - Simulations KW - UN KW - International relations Y1 - 2020 U6 - https://doi.org/10.1057/s41304-020-00260-3 SN - 1682-0983 SN - 1680-4333 VL - 19 IS - 3 SP - 336 EP - 351 ER - TY - JOUR A1 - Leib, Julia T1 - Shaping peace: an investigation of the mechanisms underlying post-conflict peacebuilding JF - Peace, conflict & development : an interdisciplinary journal N2 - What shapes peace, and how can peace be successfully built in those countries affected by armed conflict? This paper examines mpeacebuilding in the aftermath of civil wars in order to identify the conditions for post-conflict peace. The field of civil war research is characterised by case studies, comparative analyses and quantitative research, which relate relatively little to each other. Furthermore, the complex dynamics of peacebuilding have hardly been investigated so far. Thus, the question remains of how best to enhance the prospects of a stable peace in post-conflict societies. Therefore, it is necessary to capture the dynamics of post-conflict peace. This paper aims at helping to narrow these research gaps by 1) presenting the benefits of set theoretic methods for peace and conflict studies; 2) identifying remote conflict environment factors and proximate peacebuilding factors which have an influence on the peacebuilding process and 3) proposing a set-theoretic multi-method research approach in order to identify the causal structures and mechanisms underlying the complex realm of post-conflict peacebuilding. By implementing this transparent and systematic comparative approach, it will become possible to discover the dynamics of post-conflict peace. KW - civil war KW - peacebuilding KW - post-conflict peace KW - set theory KW - QCA Y1 - 2016 SN - 1742-0601 IS - 22 SP - 25 EP - 76 PB - Univ. CY - Bradford ER - TY - JOUR A1 - Leib, Julia T1 - The security and justice approach in liberia’s peace process BT - mechanistic evidence and local perception JF - Peace economics, peace science, and public policy N2 - From the international perspective, the peace process in Liberia has generally been described as a successful model for international peacebuilding interventions. But how do Liberians perceive the peace process in their country? The aim of this paper is to complement an institutionalist approach looking at the security and justice mechanism in Liberia with some insights into local perceptions in order to answer the following question: how do Liberians perceive the peace process in their country and which institutions have been supportive for the establishment of sustaining peace? After briefly introducing the background of the Liberian conflict and the data collection, I present first results, analyzing the mechanism linking two peacebuilding institutions (peacekeeping and transitional justice) with the establishment of sustaining peace in Liberia. KW - Liberia KW - peace process KW - peacekeeping KW - process tracing KW - survey KW - transitional justice Y1 - 2019 U6 - https://doi.org/10.1515/peps-2019-0033 SN - 1554-8597 VL - 25 IS - 4 PB - de Gruyter CY - Berlin ER - TY - JOUR A1 - Leib, Julia A1 - Ruppel, Samantha T1 - Studentische Lerneffekte in Simulationen der Vereinten Nationen JF - Zeitschrift für Friedens- und Konfliktforschung N2 - Verbessern Planspiele als aktive Lernmethode die Lernergebnisse von Student*innen der Friedens- und Konfliktforschung (FuK)? Dieser Beitrag untersucht verschiedene UN-Simulationen, um deren Effektivität in Bezug auf drei Wissensbereichen (Fakten- und Verfahrenswissen, Soft Skills) nachzuweisen. Im Gegensatz zu theoretischen Aussagen über die positiven Auswirkungen aktiver Lernumgebungen auf die Lernergebnisse von Student*innen sind empirische Belege begrenzt. Mit diesem Beitrag sollen frühere Behauptungen über die Lerneffekte von UN-Simulationen systematisch überprüft und der Mehrwert für 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 führen zu einem besseren Wissen über die UN, fördern Soft Skills sowie Reflexionsfähigkeit. N2 - Do simulations as active learning methods enhance the learning outcomes of students in peace and conflict studies? This paper examines different UN simulations in order to demonstrate their effectiveness regarding three levels of knowledge (factual and procedural knowkledge and soft-skills). Despite comprehensive theoretical claims about the positive effects of active learning environments on students’ learning outcomes, substantial empirical evidence is still limited. The purpose of this paper is to systematically test previous claims about the learning effects of UN simulations and to demonstrate their added value for peace and conflict studies. To gain comprehensive data, we evaluate three simulations that cover the whole range of simulation characteristics: a short in-class simulation of the UN Security Council, a regional UN simulation, and two delegations to the National Model United Nations. The results show that simulations, as a teaching methods, have a positive impact on students’ learning outcomes: they lead to better knowledge about the UN, promote soft skills, and reflectivity. T2 - the learning effects of students participating in UN simulations KW - Aktives Lernen KW - Internationale Beziehungen KW - Lehre KW - Planspiele KW - Verhandlungen KW - Active learning KW - Education KW - International relations KW - Negotiations KW - Simulation game Y1 - 2019 U6 - https://doi.org/10.1007/s42597-019-00007-y SN - 2524-6976 SN - 2192-1741 VL - 8 IS - 1 SP - 99 EP - 111 PB - Springer CY - Wiesbaden ER - TY - JOUR A1 - Leib, Julia A1 - Ruppel, Samantha T1 - The dance of peace and justice BT - local perceptions of international peacebuilding in West Africa JF - International peacekeeping N2 - 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. KW - Peacebuilding KW - transitional justice KW - Liberia KW - Sierra Leone KW - civil war Y1 - 2021 U6 - https://doi.org/10.1080/13533312.2021.1927726 SN - 1353-3312 SN - 1743-906X IS - 5 SP - 783 EP - 812 PB - Taylor & Francis CY - London ER - TY - JOUR A1 - Leib, Julia T1 - How justice becomes part of the deal BT - pre-conditions for the Inclusion of transitional justice provisions in peace agreements JF - International journal of transitional justice N2 - In which negotiation contexts are transitional justice provisions included in peace agreements? Today, many peace agreements include transitional justice provisions, but their inclusion differs based on conflict and negotiation characteristics. While context thus seems to be relevant for the choice of transitional justice provisions agreed on by the warring parties, very little is known about the context clusters that enable transitional justice. Using data on 58 full peace agreements signed between 1989 and 2018, a crisp-set Qualitative Comparative Analysis (QCA) investigates the combinations of conflict intensity, rebel group strength, type of conflict, third-party support and civil society participation that led to the inclusion of transitional justice provisions. The result of this exploratory study suggests four context settings that are identified as being empirically relevant for the inclusion of transitional justice provisions. Choices of justice are thus the result of an overall negotiation environment characterized by multiple interrelated context factors. KW - conflict resolution KW - peace negotiations KW - QCA KW - reconciliation Y1 - 2022 U6 - https://doi.org/10.1093/ijtj/ijac015 SN - 1752-7716 SN - 1752-7724 VL - 16 IS - 3 SP - 439 EP - 457 PB - Oxford University Press CY - Oxford ER - TY - JOUR A1 - Ruppel, Samantha A1 - Leib, Julia T1 - Same but different BT - the role of local leaders in the peace processes in Liberia and Sierra Leone JF - Peacebuilding N2 - 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. KW - conflict management KW - conflict resolution KW - West Africa KW - peacebuilding KW - peace Y1 - 2022 U6 - https://doi.org/10.1080/21647259.2022.2027152 SN - 2164-7259 VL - 10 IS - 4 SP - 470 EP - 505 PB - Routledge, Taylor & Francis Group CY - London ER -