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Beyond Model UN: Simulating Multilevel, Multiactor Diplomacy with the Millennium Development Goals
Unformatted Document Text:  Crossley-Frolick Remedying this problem is not insurmountable, but would require more background reading to better prepare students. Finally, the outcome of both iterations does not fully answer the central question at the heart of simulation, namely, can various actors at multiple levels of the international system cooperate on a problem that transcends national boundaries? If so, what does that cooperation look like? While the students “cooperated” in their roles, it is possible that they simply felt compelled to and settled for suboptimal outcomes to prove that they could “cooperate” to the instructor. They did not consider the inverse, namely, the absence of an agreement may tell us something even more important about international negotiations which often end in a stalemate. This is often a difficult possibility for students to ponder as they often frequently expect a clear-cut resolution to problems. Or maybe there were different patterns of cooperation that were not readily apparent in the course of simulation deliberations. Despite these shortcomings, and undoubtedly many more, the simulation was a useful and challenging way to explore the practical implications of theoretical assumptions related to international organizations and global governance. References Asal, V. (2005) “Playing Games with International Relations.” International Studies Perspectives 6: 359-373. 20

Authors: Crossley-Frolick, Katy.
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background image
Crossley-Frolick
Remedying this problem is not insurmountable, but would require more
background reading to better prepare students.
Finally, the outcome of both iterations does not fully answer the central
question at the heart of simulation, namely, can various actors at multiple levels
of the international system cooperate on a problem that transcends national
boundaries? If so, what does that cooperation look like? While the students
“cooperated” in their roles, it is possible that they simply felt compelled to and
settled for suboptimal outcomes to prove that they could “cooperate” to the
instructor. They did not consider the inverse, namely, the absence of an
agreement may tell us something even more important about international
negotiations which often end in a stalemate. This is often a difficult possibility for
students to ponder as they often frequently expect a clear-cut resolution to
problems. Or maybe there were different patterns of cooperation that were not
readily apparent in the course of simulation deliberations. Despite these
shortcomings, and undoubtedly many more, the simulation was a useful and
challenging way to explore the practical implications of theoretical assumptions
related to international organizations and global governance.
References
Asal, V. (2005) “Playing Games with International Relations.” International
Studies Perspectives 6: 359-373.
20


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