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Using a Role-Playing Simulation to Bridge Theory and Practice in Graduate Professional Education
Unformatted Document Text:  Using a Role-Playing Simulation to Bridge Theory and Practice in Graduate Professional Education “My main concern with the simulation was its overpowering focus on Europe. There seemed to be a simulation involving how the EU and NATO operates and cooperates…” (ME) “…the EU/NATO-centric simulation became frustrating and extremely tedious for much of the second day.” (RU) “I was disappointed that the capstone was extremely Eurocentric in nature.” (LA) “It was too Europe-centric for my liking.” (RU) “I felt like the simulation was too Europe-centered, so that it catered to the interests of only a select group of IR students.” (USA) “The idea of the simulation was very much Euro-centric and HQ did not realize (or intentionally ignored) that as long as European institutions were discussing new immigration policy other organizations were constrained in their developments.” (RU) “…there was a kind of consensus among some members and groups that the EU alone was running the show and everybody else felt marginalized by that fact.” (ME) “The biggest problem with the simulation was its largely Euro-centric nature. This is no surprise, as the Institute was responsible for creating it.” (NATO) “Despite the benefits of the complex simulation including everyone, I felt that perhaps a less Euro-centric (I realize the Institute’s European program created and probably funded the simulation which is why it to the form it did) simulation would allow for a more fulfilling experience for all participants.” (ASIA) “…the simulation was very imbalanced. It was heavily Europe centric. Many of the other regions/students were marginalized and struggled to become involved.” (AFRICA) Marginalization and Resulting Lack of Involvement “Because our IR Program has unique diversity in its concentrations from global markets to development, and has enough students who have studied and had substantial knowledge on those issues, if we had such systems and stages so as to bring those issues, the simulation would be more beneficial not only for those students but for the IR Program.” (Asia) “The roles of some countries like Iran and organizations like Latin America and the Arab League were marginalized.” (RU) Consequences of uneven involvement: “Other groups and individuals went about much of the simulation creating their own background music, which at best created temporary chaos or confusion…” (LA) “…in the utopia of simulations they [marginalized groups] should at a minimum be mitigated to afford a rewarding experience for each participant.” (LA) “I suggest that the next time more subjects could run in parallel in order that all the groups could have the same load of work…” (LA) “…there seemed to be a lot of tension seeping out from groups that were overworking themselves…” (LA) 15

Authors: Bonham, G. Matthew.
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Using a Role-Playing Simulation to Bridge Theory and Practice in Graduate Professional Education
“My main concern with the simulation was its overpowering focus on Europe. There seemed to
be a simulation involving how the EU and NATO operates and cooperates…” (ME)
“…the EU/NATO-centric simulation became frustrating and extremely tedious for much of the
second day.” (RU)
“I was disappointed that the capstone was extremely Eurocentric in nature.” (LA)
“It was too Europe-centric for my liking.” (RU)
“I felt like the simulation was too Europe-centered, so that it catered to the interests of only a
select group of IR students.” (USA)
“The idea of the simulation was very much Euro-centric and HQ did not realize (or intentionally
ignored) that as long as European institutions were discussing new immigration policy other
organizations were constrained in their developments.” (RU)

“…there was a kind of consensus among some members and groups that the EU alone was
running the show and everybody else felt marginalized by that fact.” (ME)
“The biggest problem with the simulation was its largely Euro-centric nature. This is no surprise,
as the Institute was responsible for creating it.” (NATO)
“Despite the benefits of the complex simulation including everyone, I felt that perhaps a less
Euro-centric (I realize the Institute’s European program created and probably funded the
simulation which is why it to the form it did) simulation would allow for a more fulfilling experience
for all participants.” (ASIA)
“…the simulation was very imbalanced. It was heavily Europe centric. Many of the other
regions/students were marginalized and struggled to become involved.” (AFRICA)
Marginalization and Resulting Lack of Involvement
“Because our IR Program has unique diversity in its concentrations from global markets to
development, and has enough students who have studied and had substantial knowledge on
those issues, if we had such systems and stages so as to bring those issues, the simulation
would be more beneficial not only for those students but for the IR Program.” (Asia)
“The roles of some countries like Iran and organizations like Latin America and the Arab League
were marginalized.” (RU)
Consequences of uneven involvement: “Other groups and individuals went about much of the
simulation creating their own background music, which at best created temporary chaos or
confusion…” (LA)
“…in the utopia of simulations they [marginalized groups] should at a minimum be mitigated to
afford a rewarding experience for each participant.” (LA)
“I suggest that the next time more subjects could run in parallel in order that all the groups could
have the same load of work…” (LA)
“…there seemed to be a lot of tension seeping out from groups that were overworking
themselves…” (LA)
15


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