, John M. Regan Jr. Director of the Kroc Institute for International Peace Studies and Professor of History at University of Notre Dame, describes a recent UN conference on religion and tolerance.
Intergovernmental organizations (IGOs) have become increasingly prominent both in facilitating conflict resolution between states, but also in dealing with intractable conflicts within states. They serve a number of basic functions that enhance the possibility of cooperation. Created after World War I, the League of Nations was an early attempt to systematize third party mediation in international conflict. However, it proved too weak because important states did not join, which limited its ability to function. After World War II, the United Nations was created and, although it worked better than the League of Nations, the Cold War impeded its effectiveness for many years. Following the end of the Cold War, the UN has taken on new roles, and regional organizations around the world have also become more active. Growing activism from these organizations, however, does not mean that they operate flawlessly. This essay will briefly review the general purpose of IGOs in minimizing interstate conflict and then proceed to discuss their expanded roles in dealing with the internal conflicts of sovereign states.
Intergovernmental organizations are constructed by states to facilitate cooperation.[1] The primary utility of IGOs lies in providing states with a forum which they can use to negotiate conflicts.[2] IGOs are also useful to states in a number of additional ways.
Clearly, the most prominent IGO involved in conflict resolution is the United Nations (UN) . The UN became the primary venue for diffusing international conflict in the post-World War II period. The growing role of the United Nations is internal, rather than international, conflict in the 1990s resulted from a curious interpretation of its own charter, which has exposed internal contradictions within the charter itself. Central to the UN contradiction is the contrast between the UN's support for national sovereignty and self-determination, and its involvement in the internal conflicts of other nations.
For instance, the UN Charter's Chapter VI gives the UN a number of mechanisms for facilitating conflict resolution, namely fact-finding , good offices, conciliation, mediation , and negotiation . Additionally, Chapter VII provides the basis for the use of coercion and force to maintain peace and security . Finally, Chapter VIII encourages activism on the part of regional organizations in bringing about peace. The UN possesses an unparalleled collection of agencies to address various aspects of conflict and humanitarian situations.
The UN's mission has, in fact, changed dramatically in the past decade. Prior to this period, the role of the UN was much more limited. The UN became involved in supporting transitions, namely decolonization processes, early on. The first UN transitional authority mission was in Dutch West New Guinea in 1962-63. However, the unfavorable experience in the Congo in 1960-64 made the UN reluctant to take on other such multifunctional operations, as it was not fully prepared to provide the central authority that was needed.[4] Throughout most of its history, the UN's mission in maintaining peace typically involved interposing its forces between two states that had willingly agreed to the UN presence. However, these missions did not so much resolve the conflict as to often freeze it in place, perhaps prolonging it in the long run.[5] UN Missions rarely created the conditions necessary for peace. What is more, the Cold War standoff between the Soviet Union and United States was reflected in the UN Security Council. As a result, UN involvement was often not forthcoming due to broader superpower politics.
As changes began to take place in the Soviet Union, much hope was raised that the UN would take a more active role in the world. Established in 1988, the United Nations Good Offices Mission in Afghanistan and Pakistan (UNGOMAP) signaled a new direction for the UN, as its mission was to monitor the implementation of a political settlement. Aside from the changing global political climate that was making Security Council cooperation more likely, mission successes helped to build confidence within the UN. An important turning point was the United Nations Transition Assistance Group (UNTAG) in Namibia, which was established in 1989 to aid South Africa in facilitating Namibia's transition to independence. The mission gave the UN experience in guiding a transition process as well as preparing for and conducting elections. Another significant action was the 1992-3 UN mission in Cambodia (UNTAC), which was much more extensive and challenging. One of the main problems with this mission was that local authorities were resistant and the UN could not enforce its will. The UN mandate in Somalia ran into problems because it was predicated on the existence of a centralized authority that did not exist.
Subsequent UN operations have gone in many new and interesting directions. Table 1 summarizes UN missions since the beginning of the 1990s. Some are so-called first-generation missions, such as monitoring the demilitarized zone between Iraq and Kuwait. Others are second and third-generation missions, which have been much more involved with internal conflict resolution and peacebuilding . These missions have ranged from supervising ceasefires within member states and delivering humanitarian supplies to helping transitions toward independence and democracy by overseeing implementation of comprehensive peace accords , institution building , and conducting elections .
Second generation missions are characterized by UN involvement in guiding peace settlements among combatants in civil conflict who have willingly entered into negotiation.[6] Third generation missions, by contrast, involve interposing the UN in the midst of ongoing conflicts. These third-generation operations were prompted by the resurgence of ethnic and cultural conflict suppressed by the Cold War. These missions have been launched where peace does not exist, but where international will exists to support humanitarian assistance while attempts are made to find a political solution to the conflict. Although efforts have focused on humanitarian relief rather than brokering a comprehensive settlement, the lack of central authority that often accompanies these situations has led the UN to become more deeply involved in internal conflicts, to the point of providing an interim civilian administration in Kosovo.
Under the leadership of Boutros Boutros-Ghali and Kofi Annan, the office of the UN Secretary-General has become more active in mediation efforts around the world. It has done so with the help of assistants to the Secretary-General as well as other special representatives. Despite being formally at the service of the General Assembly and Security Council, the Secretary-General has significant discretionary power. The Secretary-General has used his authority to engage in diplomacy , acting as mediator and authorizing provisional missions ahead of Security Council authorization. Unfortunately, although the Security Council remains the primary actor for the maintenance of international peace and security, its record during the 1990s indicates that the UN often reacts to crises, rather than acting to prevent crises. With its independent stature, the Secretary-General's office has the potential to shape the nature of debates regarding preventive action and to forward the cause of peace by being aggressive in drawing the attention of the Security Council to specific cases requiring preventive action.[7] This goal has been aided by new initiatives, including the so-called Friends of the Secretary-General, which refers to informal, ad hoc multilateral diplomatic channels used to support initiatives by the Secretary-General. Regardless of what role the Secretary-General's office is able to play, second and third generation missions require more active management on the part of the Security Council. The unique authority and power of the Security Council also leaves it with disproportionate responsibility for responding to crises. The challenge posed by second and third generation missions is that they require long-term commitments. Throughout the 1990s, there generally was great enthusiasm for the UN to take upon itself these new roles. However, what has been less reliable is commitment on behalf of Member States to increase contributions and support institutional change to allow the United Nations to conduct the peacekeeping and peacebuilding missions that have been asked of it. What is more, Member States must also recognize that the possibility of encountering violence is real, and be determined to confront violent situations.[8] In the post-Cold War period, the UN has had mixed success in such missions. The determining factor has not been the UN itself but rather the commitment of Security Council members and the nature of the conflict itself.[9] In situations where all sides of the conflict were interested in resolution and resources were available to see the mission through, the UN has been remarkably successful. After the UN's experiences in the early 1990s, it became apparent that the traditional mode of UN peacekeeping was not effective in new contexts. The nature of these more recent missions was that UN troops were being inserted into conflicts where fighting was still underway. To prevent conflicts from spreading further, some have advocated the creation of a rapid reaction force,[10] but these complex multifunctional forces suffer from several shortcomings. They are often poorly planned, a factor that is more crucial as missions become more complex. Organizational structure is often weak because conflicting interests exist within the force. In addition, civil and military roles are not clearly linked. The UN also remains significantly dependent upon the resources and expertise of Member States. All of these problems are compounded by the fact that missions are fundamentally dependent upon the goodwill of locals as well as Member States. Peacebuilding MissionsPeacebuilding missions in the 1990s are broad and varied in content. Generally speaking, some or all of the following may be incorporated into a particular peacebuilding mission: disarming parties and restoring order , destroying weapons, repatriating refugees, training police, monitoring elections , enhancing efforts to protect human rights , improving and expanding political participation , and strengthening and reforming government institutions. These operations, however, have been criticized on a number of fronts.[11]
Summarizing the situation, Malan argues: In certain circumstances, it seems as if the UN will be doomed if it does act, and damned if it does not act. At the heart of this dilemma is the apparent contradiction of pursuing both humanitarian and political goals in a single mission. While this great variety of actors compounds the problem of co-ordination within UN peace missions, humanitarian action has also become the substitute for UN peacekeeping when conditions are not perceived as right for the deployment of troops.[12] The Role of Regional OrganizationsRecognizing that the UN lacked resources and local expertise to fully deal with new types of missions, Boutros-Ghali led an effort to give primacy to regional organizations in dealing with many conflicts. During the Cold War, regional organizations served as a substitute for the UN when superpower conflict hampered the functioning of the Security Council. The current trend appears to be that the UN seems willing to hand over responsibility for peace and security to any form of "coalition of the willing." The UN itself reached this conclusion in a recent report, saying: The United Nations does not have, at this point in its history, the institutional capacity to conduct military enforcement measures under Chapter VII (of the UN Charter). Under present conditions, ad hoc Member States coalitions of the willing offer the most effective deterrent to aggression or to the escalation or spread of an ongoing conflict ... The Organisation still lacks the capacity to implement rapidly and effectively decisions of the Security Council calling for the dispatch of peacekeeping operations in crisis situations. Troops for peacekeeping missions are in some cases not made available by Member States or made available under conditions that constrain effective response. Peacemaking and human rights operations, as well as peacekeeping operations, also lack a secure financial footing, which has a serious impact on the viability of such operations.[13] We may be seeing a division of labor emerging where police services become the domain of UN peace operations, while military operations are left largely to regional organizations or ad hoc arrangements. This fact is unlikely to alleviate concerns that missions often lack a sense of unity.[14] It does seem necessary for IGOs to take collective responsibility,[15] as the advantage of the UN is that it is a truly global voice and possesses a highly comprehensive set of institutions. At the same time, however, the developing world would like a clearer say in UN decision-making, and coordinating with regional organizations may be the most effective way for them to gain such influence.[16] Additionally, regional organizations are superior in being more familiar with local conditions, culture, and actors. They benefit from lower costs and faster response. Some argue that regional action often proves less objectionable because it is less likely the action will be seen as setting a precedent.[17] At the regional level, however, politics can lead to favoring one side over another. This perception often creates reluctance on the part of combatants to accept outside intrusion. Regional hegemons are also better able to manipulate more localized organizations.[18] What is more, most regional organizations are even more resource poor than the UN is, and the political willpower to act often is missing.[19] It may be true that regional organizations are most useful on the civilian side of peace operations, providing, for example, election or human monitors, in cooperation with the UN.[20] However, the ability of different regional organizations to respond to conflict varies a great deal. Regional organizations have both expanded in number and, because many often overlap in a given territory, have increasingly begun to coordinate their activities. And, since the end of the Cold War, examples abound of regional organizations expanding their capacity to take on a mediation role:
The Organization for Security and Cooperation in Europe (OSCE) has gone farthest in working to construct common norms. It has been unique amongst most regional organizations in engaging in preventive diplomacy and peacebuilding operations. [21] What is more, it has established local offices to facilitate communication and provide advice. Therefore, among all regional organizations, it has been able to minimize potential infighting amongst the membership as to how to deal with problems. The OSCE has had modest goals and significant success in handling ethnopolitical conflicts in Eastern Europe.[22] The Organization of African Unity (OAU) which morphed into the African Union (AU) , on the other hand, has had limited success in dealing with regional conflict, as members are very sensitive about the protection of sovereignty. Despite the creation of new powers and a formal dispute mechanism, the OAU/AU has been largely ineffective in managing African conflicts such as those in Rwanda, Burundi, the Democratic Republic of Congo (DRC), and Comoros. The organization has been preoccupied with efforts to resolve existing conflicts rather than trying to foresee and prevent new ones. Despite the creation of the mechanism, the OAU/AU has been an active but peripheral actor in most cases.[23] The UN and sub-regional organizations like the Economic Community of West African States (ECOWAS) and the Southern African Development Community (SADC) have often taken the lead in managing conflicts in countries such as Sierra Leone, Liberia, Lesotho, and DRC. The AU's marginal role thus far can be attributed to it being new and inexperienced in the field of conflict management, the sheer overwhelming scope of conflict across the continent, and longstanding financial, organizational, and mandate issues from the pre-1993 era.[24] Other regional organizations are working to enhance their ability to respond. For example, ECOWAS and SADC are working to develop early warning capabilities. Other Regional OrganizationsOther examples exhibit mixed results. The Organization of American States (OAS) generally does not interfere in the internal workings of members, but has worked in conjunction with the UN to promote conflict resolution. The Association of South East Asian Nations (ASEAN) has sought to avoid involvement in members' internal affairs, but has developed a capacity for consensus building. Since 1990, ECOWAS has been active in West Africa. Since July 1992, Russia and the Commonwealth of Independent States (CIS) have been active in Georgia, Azerbaijan, and Tajikistan. The European Union was paralyzed by internal disagreement on how to respond to Yugoslavia, and NATO proved useful there when the UN Security Council could not agree on a course of action. It was NATO's Implementation Force (IFOR) that took over from the over-extended UN Protection Force (UNPROFOR) in the former Yugoslavia at the end of 1995 that has brought regional peace operations to the forefront. NATO's mission in Bosnia and the Italian-led OSCE operation in Albania also served as models of regional organizations stepping in where the UN lacks the capability or the will to act.[25] [1] There is debate within international relations as to the utility of international organizations beyond the powerful state that backs it with some seeing them driven by a dominant power, or hegemon, and others as the result of reasoned self-interested bargaining by states. See, for example, Keohane, Robert O. 1984. After hegemony: cooperation and discord in the world political economy . Princeton, N.J.: Princeton University Press, Mearsheimer, John J. 1995. The False Promise of International Institutions. International Security 19 (3):5-49. [2] See, for example, Oye, Kenneth A., ed. 1986. Cooperation under anarchy . Princeton, N.J.: Princeton University Press. [3] Doyle 2001, p. 546. [4] Chopra, Jarat. 1995. UN civil governance-in-trust. In Weiss, Thomas G., Ed. The United Nations and civil wars: Emerging global issues. Boulder , Colo., L. Rienner Publishers. [5] Ratner, Steven R. 1995. The New UN Peacekeeping. New York: St. Martin's Press. [6] The League of Nations missions in the Saar Basin and Danzig could be considered precursors to second generation missions, Ratner 1995, op, cit. [7] Cater, Charles K., & Wermester, Karin. 2000.From Reaction to Prevention: Opportunities for the UN System in the New Millennium http://www.ipacademy.org/Publications/Reports/Research/PublRepoReseUNSyPrint.htm . [8] Durch, William and Caroline Earle. 2000.Report of the Panel on United Nations Peace Operations. August 2000, UN report A/55/305--S/2000/809, http://www.stimson.org/fopo/pdf/fullreport.pdf . [9] Miall, Hugh, Oliver Ramsbotham, & Tom Woodhouse. 1999. Contemporary conflict resolution: the prevention, management, and transformation of deadly conflicts. Malden, MA: Blackwell. [10] Mackinlay, John. 1995. Military responses to complex emergencies. In Weiss, Thomas G., Ed. The United Nations and civil wars: Emerging global issues. Boulder , Colo., L. Rienner Publishers. [11] Miall, Hugh, Oliver Ramsbotham, & Tom Woodhouse. 1999. Contemporary conflict resolution: the prevention, management, and transformation of deadly conflicts. Malden, MA: Blackwell, pp. 198-200. [12] Malan, 1998. [13] UN Report on Reform, released 16 July 1997, http://www.un.org/reform/track2/part2.htm . [14] Malan, 1998. [15] Peck, Connie. 2001. The Role of Regional Organizations. In Crocker, Chester A., Fen Osler Hampson, and Pamela Aall, eds. Turbulent Peace: The Challenges of Managing International Conflict. Washington, D.C.: United States Institute of Peace Press. Pp. 561-583. [16] Refashioning the Dialogue: Regional Perspectives on the Brahimi Report on UN Operations http://www.ipacademy.org/PDF-Reports/REFASHIONING.pdf Organization: International Peace Academy (IPA). [17] Wedgwood, Ruth. 1996. Regional and Subregional Organizations in International Conflict Management. In Chester A. Crocker & Fen Osler Hampson with Pamela Aall, eds. Managing Global Chaos: Sources of and Responses to International Conflict. Washington, D.C.: United States Institute of Peace. [18] Miall, Hugh, Oliver Ramsbotham, and Tom Woodhouse. 1999. Contemporary conflict resolution: the prevention, management, and transformation of deadly conflicts . Malden, MA: Blackwell. [19] Fortna , Virginia Page. 1993. Regional Organizations and Peacekeeping . Occasional Paper 11, Henry L. Stimson Center. June. Wedgwood, Ruth. 1996. Regional and Subregional Organizations in International Conflict Management. In Chester A. Crocker & Fen Osler Hampson with Pamela Aall, eds. Managing Global Chaos: Sources of and Responses to International Conflict. Washington, D.C.: United States Institute of Peace. [20] Fortna , Virginia Page. 1993. Regional Organizations and Peacekeeping . Occasional Paper 11, Henry L. Stimson Center. June. [21] Peck, Connie. 2001. The Role of Regional Organizations. In Crocker, Chester A., Fen Osler Hampson, and Pamela Aall, eds. Turbulent Peace: The Challenges of Managing International Conflict. Washington, D.C.: United States Institute of Peace Press. Pp. 561-583. [22] Troebst, Stefan. 1998.Ethnopolitical Conflicts in Eastern Europe and the OSCE: An Interim Appraisal. http://www.ecmi.de/uploads/tx_lfpubdb/brief_1.pdf . [23] Muyangwa, Monde, and Vogt, Margaret A. Assessment of the OAU Mechanism for Conflict Prevention, Management, and Resolution, 1993-2000. http://www.ipacademy.org/Publications/Reports/Africa/PublRepoAfriAssessPrint.htm . [24] Muyangwa, Monde, and Vogt, Margaret A. Assessment of the OAU Mechanism for Conflict Prevention, Management, and Resolution, 1993-2000. http://www.ipacademy.org/Publications/Reports/Africa/PublRepoAfriAssessPrint.htm . [25] Mark Malan. Peacekeeping in the New Millennium: Towards 'Fourth Generation' Peace Operations' African Security Review Vol 7, No. 3, 1998. http://www.iss.co.za/Pubs/ASR/7No3/Malan.html . Use the following to cite this article: Brahm, Eric. "Intergovernmental Organizations (IGOs)." Beyond Intractability . Eds. Guy Burgess and Heidi Burgess. Conflict Information Consortium, University of Colorado, Boulder. Posted: March 2005 < http://www.beyondintractability.org/essay/role-igo >. Additional ResourcesThe intractable conflict challenge. ![]() Our inability to constructively handle intractable conflict is the most serious, and the most neglected, problem facing humanity. Solving today's tough problems depends upon finding better ways of dealing with these conflicts. More... Selected Recent BI Posts Including Hyper-Polarization Posts![]()
Get the Newsletter Check Out Our Quick Start Guide Educators Consider a low-cost BI-based custom text . Constructive Conflict Initiative ![]() Join Us in calling for a dramatic expansion of efforts to limit the destructiveness of intractable conflict. Things You Can Do to Help IdeasPractical things we can all do to limit the destructive conflicts threatening our future. Conflict FrontiersA free, open, online seminar exploring new approaches for addressing difficult and intractable conflicts. Major topic areas include: Scale, Complexity, & Intractability Massively Parallel Peacebuilding Authoritarian Populism Constructive Confrontation ![]() Conflict FundamentalsAn look at to the fundamental building blocks of the peace and conflict field covering both “tractable” and intractable conflict. Beyond Intractability / CRInfo Knowledge Base ![]() Home / Browse | Essays | Search | About BI in ContextLinks to thought-provoking articles exploring the larger, societal dimension of intractability. Colleague ActivitiesInformation about interesting conflict and peacebuilding efforts. Disclaimer: All opinions expressed are those of the authors and do not necessarily reflect those of Beyond Intractability or the Conflict Information Consortium. Beyond Intractability Unless otherwise noted on individual pages, all content is... Copyright © 2003-2022 The Beyond Intractability Project c/o the Conflict Information Consortium All rights reserved. Content may not be reproduced without prior written permission. Guidelines for Using Beyond Intractability resources. Citing Beyond Intractability resources. Photo Credits for Homepage, Sidebars, and Landing Pages Contact Beyond Intractability Privacy Policy The Beyond Intractability Knowledge Base Project Guy Burgess and Heidi Burgess , Co-Directors and Editors c/o Conflict Information Consortium Mailing Address: Beyond Intractability, #1188, 1601 29th St. Suite 1292, Boulder CO 80301, USA Contact Form Powered by Drupal production_1 Last updated 27/06/24: Online ordering is currently unavailable due to technical issues. We apologise for any delays responding to customers while we resolve this. For further updates please visit our website: https://www.cambridge.org/news-and-insights/technical-incident We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings . Login Alert![]()
![]() Article contentsThe executive head: an essay on leadership in international organization. Published online by Cambridge University Press: 22 May 2009 The quality of executive leadership may prove to be the most critical single determinant of the growth in scope and authority of international organization. Now sufficiently long and varied to allow a comparative approach, the history of international organization may provide elements for a theory of leadership. This essay is but a preliminary effort in that direction. It is concerned not only with how the executive head protects and develops his position as top man but also with how, by doing so, he may be the creator of a new (if yet slender) world power base. Access options1 The fact that ILO, particularly under the leadership of its first Director-General, Albert Thomas, has been held up as a model of dynamic leadership in international organization may excuse the prominence of the ILO case in this article. Of Thomas' leadership the best account is still Phelan , E. J. , Yes and Albert Thomas ( London : Cresset Press Limited , 1949 ) Google Scholar . More recent is Schaper , B. W. , Albert Thomas: Trente ans de réformisme social ( Assen, Netherlands : Van Gorcum & Comp. [ 1959 ]) Google Scholar . 2 Phelan, pp. 124–127. 3 Virally , Michel , “Le role politique du secrétaire-général des Nations-Unies,” Annuaire français de droit international (Vol. 4 ) ( Centre National de la Recherche Scientifique : Paris , 1958 ), pp. 360 – 399 Google Scholar . 4 This is a natural bias in most biographical studies, for example those on Albert Thomas, and would seem to be the central idea in Schwebel , Stephen M. , The Secretary-General of the United Nations: His Political Powers and Practice ( Cambridge, Mass : Harvard University Press , 1952 ) CrossRef Google Scholar . 5 Siotis , Jean , Essai sur le secrétariat international (Publications de l'lnstitut Universitaire de Hautes Etudes Internationales, No. 41) ( Geneva : Librairie Droz , 1963 ), pp. 60 – 64 , 135ff Google Scholar ; and Gordenker , Leon , The UN Secretary-General and the Maintenance of Peace ( New York and London : Columbia University Press , 1967 ), pp. 5 – 6 , 18ff Google Scholar . 6 Beloff , Max , New Dimensions in Foreign Policy: A Study in British Administrative Experience 1947–59 ( London : George Allen & Unwin , 1961 ), pp. 39 , 58–59 Google Scholar . 7 Hammarskjöld , Dag , Introduction to the Annual Report of the Secretary-General on the Work of the Organization, 16 June 1960–15 June 1961 (General Assembly Official Records [16th session], Supplement No. 1A), p. 6 Google Scholar ; also Hammarskjöld , Dag , The International Civil Servant in Law and in Fact ( Oxford : Clarendon Press , 1961 ), passim Google Scholar ; a study written in the same context is Bailey , Sydney D. , The Secretariat of the United Nations (United Nations Study No. 11) ( New York : Carnegie Endowment for International Peace , 1962 ) Google Scholar . 8 Neustadt , Richard E. , Presidential Power: the politics of leadership ( New York : John Wiley and Sons , 1960 ) Google Scholar . The author describes his book as a contribution to analysis of “the classic problem of the man on top in any political system: how to be on top in fact as well as in name.” (P. vii.) Schlesinger , Arthur M. Jr , The Coming of the New Deal ( Boston : Houghton Mifflin , 1959 ) Google Scholar , especially Part 8, “Evolution of the Presidency,” adopts a similar approach. Gordenker follows Neustadt's approach in his stress on process and influence. 9 Barnard , Chester , The Functions of the Executive ( Cambridge, Mass : Harvard University Press , 1946 ) Google Scholar . 10 Haas , Ernst B. , Beyond the Nation-State: Functionalism and International Organization ( Stanford, Calif : Stanford University Press , 1964 ), especially pp. 119 ff Google Scholar . 11 Bailey, pp. 57–58; Gordenker, p. 103. 12 Loveday , Alexander , Reflections on International Administration ( Oxford : Clarendon Press , 1956 ) Google Scholar . 13 Loveday, pp. 118–119. Author's italics. 14 Cf. Ismay , Lord Hastings , NATO: The First Five Years, 1949–1954 ( Paris , 1954 ), p. 64 Google Scholar . 15 Siotis , Jean , “ Some Problems of European Secretariats ,” Journal of Common Market Studies , 03 1964 (Vol. 2 , No. 3 ), especially pp. 245 ff CrossRef Google Scholar . 16 Concerning the arrangements for top appointments in the UN see Gordenker, pp. 91ff. 17 There is a “written procedure” in force in the European Commission whereby files with decisions by each member are circulated to all the others. Anyone with experience of official bodies would assume that the principle of nonintervention would become the rule. Rarely would any member of the executive college interfere in the work of another member for fear of others crossing his own jurisdictional boundaries. 18 Phelan, pp. 28–33. 19 The parallel with President Franklin D. Roosevelt's use of the cabinet is evident from Schlesinger: The meetings evidently retained some obscure usefulness for the President. The reaction he got from this miscellany of administrators perhaps gave him some idea of the range of public opinion. It also helped him to measure the capacity of his subordinates…. But, like all strong Presidents, Roosevelt regarded his cabinet as a body of department heads, to be dealt with individually–or, sometimes, as a group of representative intelligent men, useful for a quick canvass of opinion–not as a council of constitutional advisers. (P. 504.) The similarity of UN practice under Lie, Hammarskjöld and Thant is pointed out by Gordenker. 20 It is, of course, difficult to disentangle at this distance in time the personal motives of Butler as regards his resignation. But these motives do not materially enter into the political analysis of the use of resignation as a weapon. 21 Letter from Hammarskjöld , , quoted in Ascoli , Max , “The Future of the U.N.—An Editorial,” Reporter ( New York ), 10 26, 1961 , p. 12 Google Scholar . 22 Goodrich , Leland M. , “ The Political Role of the Secretary-General ,” International Organization , Autumn 1962 (Vol. 16 , No. 4 ) CrossRef Google Scholar stresses the Secretary-General's role as consensus-builder and concludes that dangers to the UN might be avoided if governments assume their responsibilities in the General Assembly and Security Council and do not place upon the Secretary-General or make it necessary for him to assume responsibilities beyond his powers and of such a nature as to expose him to serious political attack. (Pp. 734–735.) 23 Hammarskjöld, Introduction to the Annual Report of the Secretary-General on the Work, of the Organization, 16 June 1960–15 June 1961 . 24 Perceptive executive heads have realized this, as, for example in former ILO Director-General Edward Phelan's comment to Schwebel: The Secretary-General's activity behind the scenes is useful. But multiple consultations decide nothing. They keep the Secretary-General informed and they exercise a gentle influence. This is not the same as influencing an international, collective decision. (Schwebel, p. 211.) Nor is it the same as influencing a government to change its policy. 25 Apter , David E. , The Politics of Modernization ( Chicago and London : University of Chicago Press , 1965 ). PP. 432 – 463 Google Scholar . ![]() This article has been cited by the following publications. This list is generated based on data provided by Crossref .
View all Google Scholar citations for this article. Save article to KindleTo save this article to your Kindle, first ensure [email protected] is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle . Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply. Find out more about the Kindle Personal Document Service.
Save article to DropboxTo save this article to your Dropbox account, please select one or more formats and confirm that you agree to abide by our usage policies. If this is the first time you used this feature, you will be asked to authorise Cambridge Core to connect with your Dropbox account. Find out more about saving content to Dropbox . Save article to Google DriveTo save this article to your Google Drive account, please select one or more formats and confirm that you agree to abide by our usage policies. If this is the first time you used this feature, you will be asked to authorise Cambridge Core to connect with your Google Drive account. Find out more about saving content to Google Drive . Reply to: Submit a response- No HTML tags allowed - Web page URLs will display as text only - Lines and paragraphs break automatically - Attachments, images or tables are not permitted Your detailsYour email address will be used in order to notify you when your comment has been reviewed by the moderator and in case the author(s) of the article or the moderator need to contact you directly. You have entered the maximum number of contributorsConflicting interests. Please list any fees and grants from, employment by, consultancy for, shared ownership in or any close relationship with, at any time over the preceding 36 months, any organisation whose interests may be affected by the publication of the response. Please also list any non-financial associations or interests (personal, professional, political, institutional, religious or other) that a reasonable reader would want to know about in relation to the submitted work. This pertains to all the authors of the piece, their spouses or partners.
Fully unique works only Your privacy is our concern Writing that is plagiarism free Free Role of the International Organisations Essay SampleThe main reason behind the formation of the international organisations in the post war era was because of what had transpired in the 1930’s. The nations of the world had reviewed the events that had almost bankrupted and devastated nations, the war had caused a disruption at a scale which had never been contemplated. The large scale destruction had urged many countries to rethink war, its pros and cons, it was then realised that the world needed an organisation that would help resolve disputes between nations, help build strong, new and independent nations. Now what do international organisations actually mean? International organisation as defined in the Farlex English Dictionary is an international alliance involving many different countries. The definition more suited to this context would be, an International Organisation is an organisation which has different nations as its members and performs a certain activity which is in the common interest of all those member nations. The main jobs of these International Organisations is to help maintain peace between nations, but this is only half the job; Wars generally create a lot of political and financial instability/hardships for the nations directly or indirectly involved, International Organisations help overcoming these difficulties by providing assistance through cooperation of other better situated nations. The sudden need for an international organisation was felt after the First World War. The widespread destruction and the far reaching consequences had made the nations realize that they needed to help themselves or there would be no end to global unrest and instability. After the Paris Peace Conference that ended the First World War an intergovernmental organisation was formed which came to be known as The League of Nations. It was the first permanent international organisation whose mission was to maintain world peace. League of Nations and other important International Organisations and their roles in the present International System will be discussed in detail in the paper. What role do International Organisations play in the International System is a question that first comes to the minds of people when International Organisations are being discussed. International Organisation play a very important role in the world today; In the globalised world we live in today, everything ranging from world peace to the clothes we wear have an important link to various International Organisations. In order to understand this statement we have to go down the timeline of International Organisations; The League of Nations was the first International Organisation in the true sense, it was an organisation whose primary objective was to maintain peace between nations. Its goals as stated in its Covenant included preventing war through collective security and disarmament, and settling international disputes through negotiation and arbitration. Other issues in this and related treaties included labour conditions, just treatment of native inhabitants, human and drug trafficking, arms trade, global health, prisoners of war, and protection of minorities in Europe. The League of Nations had 58 members in its greatest extent, but it was soon realised that the League lacked its own armed force and depended on the Great Powers to enforce its resolutions, keep to its economic sanctions, or provide an army when needed. Sanctions could hurt League members, so they were reluctant to comply with them. Numerous reasons like this led to the downfall of the League of Nations. The onset of the Second World War showed that the League had failed its primary purpose, which was to prevent any future world war. The United Nations (UN) replaced it after the end of the war and inherited a number of agencies and organizations founded by the League. The United Nations is an international organisation which aims to facilitate cooperation in international law, international security, economic development, social progress, human rights, and achievement of world peace. The United Nations currently has 193 member states, including every internationally recognised sovereign state other that the Vatican City. The organization has six principal organs:
Other prominent UN System agencies include the World Health Organization (WHO), the World Food Programme (WFP) and United Nations Children's Fund (UNICEF). The United Nations has been credited with negotiating 172 peaceful settlements that have ended regional conflicts. Recent cases include an end to the Iran-Iraq war, the withdrawal of Soviet troops from Afghanistan, and an end to the civil war in El Salvador. The United Nations has used quiet diplomacy to avert imminent wars. The United Nations also has helped in promoting democracy in various countries, it has enabled people in over 45 countries to participate in free and fair elections, including those held in Cambodia, Namibia, El Salvador, Eritrea, Mozambique, Nicaragua and South Africa. The United Nations has also taken various steps to prevent nuclear proliferation; Through the International Atomic Energy Agency, United Nations has helped minimize the threat of a nuclear war by inspecting nuclear reactors in 90 countries to ensure that nuclear materials are not diverted for military purposes. The above mentioned facts clearly show how the United Nations has been successful in addressing the various issues of the International System. The importance of United Nations in regard to the maintenance of a social order in the world cannot be stressed enough, but there are other International Organisations too which have an equal importance in ensuring growth and peace in the world. Another important Organisation is the World Trade Organisation, The World Trade Organization (WTO) is an organization that intends to supervise and liberalize international trade. The organization officially commenced on January 1, 1995 under the Marrakech Agreement, replacing the General Agreement on Tariffs and Trade (GATT), which commenced in 1948. The organization deals with regulation of trade between participating countries; it provides a framework for negotiating and formalizing trade agreements, and a dispute resolution process aimed at enforcing participants' adherence to WTO agreements which are signed by representatives of member governments and ratified by their parliaments. The World Trade Organisation has a major role in liberalising the markets of many nations and convincing the nations to open up their markets to the rest of the world. This has been very advantageous because this had expanded the horizons of commerce and business in a way that has changed our outlook of the world. North Atlantic Treaty Organisation or NATO, is an intergovernmental military alliance based on the North Atlantic Treaty which was signed on 4 April 1949. The organization constitutes a system of collective defence whereby its member states agree to mutual defence in response to an attack by any external party. NATO had helped in ending the Cold War Lines of division which proved to be an incentive for the countries of western and central Europe to overcome long standing differences. NATO has created the Euro-Atlantic Partnership Council to give a stronger political dimension to various military partnerships and has made the Partnership for Peace more operational, in order to enhance the pool of resources for joint crisis management, the benefits of which can already be seen in Bosnia and Kosovo. It can very clearly be inferred from the text that the International Organisations have played a very important role in making the world what it is today. The International Organisations have dealt with a lot of important and pressing issues and have provided a forum for countries to come together and address and resolve disputes and issues that would have had huge implications in the future. International Organisations are helping shape the world into a much better place. International Organisations are helping overcome challenges like poverty, disease, hunger, social unrest, ensuring equitable distribution of resources, etc. by urging nations to cooperate with one another and it undeniable that the International Organisation plays a huge role in the smooth functioning of the International System. The whole International System is dependent on the functioning of the Organisations so that we can strive to make the world our true utopian dream. ![]() Have NO Inspiration to write your essay? Ask for Professional help Search Free Essay Please note!Some text in the modal. Academia.edu no longer supports Internet Explorer. To browse Academia.edu and the wider internet faster and more securely, please take a few seconds to upgrade your browser . Enter the email address you signed up with and we'll email you a reset link.
![]() The Role of International Organisations in World Politics![]() Do international organizations act for the maintenance of international peace, or are they little more than guarantors of the interests of powerful states? RELATED PAPERSAngele Flora Mendy Handbook on Governance in International Organizations. Alastair Edgar (ed.) José Antonio Sanahuja Joachim Koops Alternatives: Turkish Journal of International … Muhittin Ataman Dr. Anh Tho Andres Kammler Imad Kilani Cameron Cowan Teddy Rugambwa International Organizations Law Review maarit pimiä Wallace Wang Science For All Publications Mohammed Saaida Krishna Kumar Journal of Intervention and Statebuilding Andrea Warnecke Christian Pitschas Najam Sheraz , M. Amici Marco Stojanovik WZB Discussion Paper SP IV 2020–104 Ernest Udalla Alexandra Chiran Africa’s Public Service Delivery and Performance Review nduduzo langa , Makhura B E N J A M I N Rapanyane , KHULISO RAVHUTULU Mateus Nolacio Alice Mpofu-Coles (nee Chigumira) The Review of International Organizations Charles Roger Bhuwan Bhusal RELATED TOPICS
The Roles of International Organizations (IOs) in Globalizing Higher Education Policy
Cite this chapter
Part of the book series: Higher Education: Handbook of Theory and Research ((HATR,volume 27)) 4029 Accesses This chapter describes the dynamics involved in globalizing higher education policy vis-à-vis international organizations (IOs). It synthesizes the higher education literature to date on four key IOs that assemble a higher education global policy space, namely the World Bank (WB), the Organization for Economic Cooperation and Development (OECD), the United Nations Educational, Science, and Cultural Organization (UNESCO), and the European Union (EU). Three emergent themes are presented that help us understand IOs and their relationship with higher education policy: IOs as discursive forces, IOs as networker and coordinator, and the salience and mediation of IO policy influences. Based on this literature review, it argues that the study of IOs is integral to understanding the globalization of higher education policy and recommends higher education researchers to move beyond methodological nationalism and higher educationism in policy studies. This is a preview of subscription content, log in via an institution to check access. Access this chapterSubscribe and save.
Tax calculation will be finalised at checkout Purchases are for personal use only Institutional subscriptions Similar content being viewed by others![]() Uncovering the images and meanings of international organizations (IOs) in higher education researchInternationalization: A Global Phenomenon with Regional Differences—Perspectives of Young Universities in Austria, Chile, and PeruHigher Education and the Discourse on Global Competition: Vernacular Approaches Within Higher Education Policy DocumentsAboites, H. (2010). Latin American universities and the Bologna process: From commercialisation to the tuning competencies project. Globalisation, Societies and Education, 8 (3), 443–455. Article Google Scholar Altbach, P. (2004). Globalisation and the university: Myths and realities in an unequal world. Tertiary Education and Management, 10 (1), 3–25. Altbach, P., Bloom, D., Hopper, R., Psacharopoulos, G., & Rosovsky, H. (2004). The task force on higher education and society. Comparative Education Review, 48 (1), 70–88. Amaral, A., & Neave, G. (2009). The OECD and its influence in higher education: A critical revision. In R. Bassett & A. Maldonado (Eds.), International organizations and higher education policy: Thinking globally, acting locally? (pp. 82–98). New York: Routledge. Google Scholar Amutabi, M., & Oketch, M. O. (2003). Experimenting in distance education: The African Virtual University (AVU) and the paradox of the World Bank in Kenya. International Journal of Educational Development, 23 (1), 57–73. Ball, S. J. (2006). Education policy and social class: The slected works of Stephen J. Ball. New York: Routledge. Balzer, C., & Martens, K. (2004). International higher education and the Bologna process: What part does the European Commission play. epsNet 2004 Plenary conference on political science after the EU enlargement, Prague, June (p. 18–19). http://www.epsnet.org/2004/pps/Balzer.pdf . Accessed 14 Dec 2010. Banya, K., & Elu, J. (2001). The World Bank and financing higher education in Sub-Saharan Africa. Higher Education, 42, 1–34. Barnett, M. N., & Finnemore, M. (1999). The politics, power, and pathologies of international organizations. International Organization, 53 (4), 699–732. Barriga, A. D., & Torres-Olave, B. (2009). International organizations in Latin American higher education: Projects and contradictions in the post-World War II and post-Washington consensus era. In R. Bassett & A. Maldonado (Eds.), International organizations and higher education policy: Thinking globally, acting locally? (pp. 212–228). New York: Routledge. Bassett, R., & Maldonado, A. (Eds.). (2009). International organizations and higher education policy: Thinking globally, acting locally? New York: Routledge. Beerkens, E. (2008). The emergence and institutionalisation of the European higher education and research area. European Journal of Education, 43 (4), 407–425. Blackmur, D. (2007). A critical analysis of the UNESCO/OECD guidelines for quality provision of cross-border higher education. Quality in Higher Education, 13 (2), 117–130. Bradley, D., Noonan, P., Nugent, H., & Scales, B. (2008). Review of Australian higher education (Bradley report). Canberra: AGPS. Browne et al. (2010). Securing a sustainable future in higher education in England. http://www.bis.gov.uk/assets/biscore/corporate/docs/s/10-1208-securing-sustainable-higher-education-browne-report.pdf . Accessed 23 April 2011. Cerych, L. (2002). Higher education reform in the Czech Republic: A personal testimony regarding the impact of foreign advisers. Higher Education in Europe, 27 (1), 111–121. Charbonnier, E. (2009). Taking a closer look at the OECD tertiary statistics: A response. International Higher Education, 57, 20–21. Cloete, N., Maassen, P., Fehnel, R., Moja, T., & Gibbon, T. (2006). Transformation in higher education: Global pressures and local realities. Dordrecht: Springer. Collins, C. S., & Rhoads, R. A. (2010). The World Bank, support for universities, and asymmetrical power relations in international development. Higher Education, 59 (2), 181–205. Croche, S. (2009). Bologna network: A new sociopolitical area in higher education. Globalisation, Societies and Education, 7 (4), 489–503. Dale, R. (2005). Globalisation, knowledge economy and comparative education. Comparative Education, 41 (2), 117–149. Dale, R., & Robertson, S. L. (2002). The varying effects of regional organizations as subjects of globalization of education. Comparative Education Review, 46 (1), 10–36. Daniel, J. (2003). Higher education: Past, present, and future—A view from UNESCO. Higher Education in Europe, 28 (1), 21–26. Delgado-Ramos, G., & Saxe-Fernandez, J. (2009). World Bank and the privatization of public education: A Mexican perspective. In D. Hill & E. Rosskam (Eds.), The developing world and state education (pp. 34–52). New York: Routledge. EC. (2011). Higher education in Europe. http://ec.europa.eu/education/lifelong-learning-policy/doc62_en.htm . Accessed 20 April 2011. EU. (2011a). Basic information on the European Union. http://europa.eu/about-eu/basic-information/index_en.htm. Accessed 20 April 2011. EU. (2011b). EU institutions and other bodies. http://europa.eu/about-eu/institutions-bodies/index_en.htm. Accessed 20 April 2011. Figueroa, F. E. (2010). The Bologna process as a hegemonic tool of Normative Power Europe (NPE): The case of Chilean and Mexican higher education. Globalisation, Societies and Education, 8 (2), 247–256. Ginsburg, M., Espinoza, O., Popa, S., & Terano, M. (2003). Privatisation, domestic marketisation and international commercialisation of higher education: Vulnerabilities and opportunities for Chile and Romania within the framework of WTO/GATS. Globalisation, Societies and Education, 1 (3), 413–445. Goastellec, G. (2010). Small world: Access to higher education between methodological nationalism and international organisations. Globalisation, Societies and Education, 8 (2), 283–293. Goastellec, G. (2011). Measuring inequalities in higher education: A politics of science. London Review of Education, 9 (1), 71–82. Godin, B. (2006). The knowledge-based economy: Conceptual framework or buzzword? The Journal of Technology Transfer, 31 (1), 17–30. Gounko, T., & Smale, W. (2006). Who chooses the tune? An analysis of new initiatives in Russian higher education. Higher Education Policy, 19 (3), 319–341. Gounko, T., & Smale, W. (2007). Modernization of Russian higher education: Exploring paths of influence. Compare: A Journal of Comparative Education, 37 (4), 533–548. Grek, S. (2009). Governing by numbers: The PISA “effect” in Europe. Journal of Education Policy, 24(1), 23–37. Griffin, P. (2007). Neoliberalism and the World Bank: Economic discourse and the (re)production of gendered identity(ies). Policy Futures in Education, 5 (2), 226–238. Hartmann, E. (2008). Bologna goes global: A new imperialism in the making? Globalisation, Societies and Education, 6 (3), 207–220. Hartmann, E. (2010a). The new research agenda in critical higher education studies. Globalisation, Societies and Education, 8 (2), 169–173. Hartmann, E. (2010b). The United Nations educational, scientific and cultural organisation: Pawn or global player? Globalisation, Societies and Education, 8 (2), 307–318. Hendriks, M., Barzano, G., Brumana, E., & Cremonesi, C. (2004). Attention that indicators receive in the press. European Educational Research Journal, 3 (1), 278–304. Henry, M., Lingard, B., Rizvi, F., & Taylor, S. (2001). The OECD, globalization and education policy . Oxford: Pergamon Press. Heyneman, S. (2003). The history and problems in the making of education policy at the World Bank 1960–2000. International Journal of Educational Development, 23 (3), 315–337. Hufner, K., Sadlak, J., & Chitoran, D. (1997). Research on higher education and the activities of international organizations: Multiplicity of interests, needs, and forms. In J. Sadlak & P. Altbach (Eds.), Higher education research at the turn of the new century: Structures, issues, and trends (pp. 321–347). New York: Garland Publishing, Inc. Jakobi, A. (2009). Global education policy in the making: International organisations and lifelong learning. Globalisation, Societies and Education, 7 (4), 473–487. Jones, P. (2010). Regulatory regionalism and education: The European Union in central Asia. Globalisation, Societies and Education, 8 (1), 59–85. Karran, T. (2009). Academic freedom in Europe: Reviewing UNESCO’s recommendation. British Journal of Educational Studies, 57 (2), 191–215. Keeling, R. (2006). The Bologna process and the Lisbon research agenda: The European Commission’s expanding role in higher education discourse. European Journal of Education, 41 (2), 203–223. King, R. (2009). Governing universities globally: Organizations, regulation and rankings. Cheltenham: Elgar. King, R. (2010). Policy internationalization, national variety and governance: Global models and network power in higher education states. Higher Education, 60 (6), 583–594. Kritz, M. (2006). Globalisation and internationalisation of tertiary education (p. 53). United Nations population division, February 2006. http://www.un.org/esa/population/migration/turin/Symposium_Turin_files/P02_KRITZ_Rev3_Augst21.pdf. Accessed on 15 May 2011. Kupfer, A. (2008). Diminished states? National power in European education policy. British Journal of Educational Studies, 56 (3), 286–303. Kwiek, M. (2004). Policies under scrutiny: The Bologna process. European Educational Research Journal, 3 (4), 759–776. Lebeau, Y. (2008). Universities and social transformation in sub-Saharan Africa: Global rhetoric and local contradictions. Compare: A Journal of Comparative Education, 38 (2), 139–153. Leite, D. (2010). Brazilian higher education from a post-colonial perspective. Globalisation, Societies and Education, 8 (2), 219–233. Leuze, K., Brand, T., Jakobi, A. P., Martens, K., & Nagel, A. (2008). Analysing the two-level game: International and national determinants of change in education policy making . (TranState working papers, No. 72). Bremen: Collaborative Reasearch Center 597, Transformations of the State Bremen. Lingard, B. (2006). Globalisation, the research imagination and deparochialising the study of education. Globalisation, Societies and Education, 4 (2), 287–302. Lingard, B., Rawolle, S., & Taylor, S. (2005). Globalizing policy sociology in education: Working with Bourdieu. Journal of Education Policy, 20 (6), 759–777. Marginson, S. (2011). Equity, status and freedom: A note on higher education. Cambridge Journal of Education, 41 (1), 23–36. Marginson, S., & Rhoades, G. (2002). Beyond national states, markets, and systems of higher education: A glonacal agency heuristic. Higher Education, 43, 281–309. Martens, K. (2007). How to become an influential actor-the ‘comparative turn’ in OECD education policy. In K. Martens, A. Rusconi, & K. Leuze (Eds.), New arenas of education governance: The impact of international organizations and markets on educational policy making (Vol. 54, pp. 40–56). New York: MacMillan. Martens, K., & Balzer, C. (2004). Comparing governance of international organisations—The EU, the OECD and educational policy. European Consortium for Political Research (ECPR) (pp. 1–17). Martens, K., & Wolf, K. D. (2009). Boomerangs and Trojan horses: The unintended consequences of internationalising education policy through the EU and the OECD. In A. Amaral, G. Neave, C. Musselin, & P. Maassen (Eds.), European integration and the governance of higher education and research (Vol. 26, pp. 81–107). Dordrecht: Springer. Chapter Google Scholar Martens, K., Rusconi, A., & Leuze, K. (Eds.). (2007). New arenas of education governance: The impact of international organizations and markets on educational policy making. New York: MacMillan. Mora, J., & Felix, J. (2009). European multinational regimes and higher education policy. In R. Bassett & A. Maldonado (Eds.) International organizations and higher education policy: Thinking globally, acting locally? (pp. 192–211). New York: Routledge. Moutsios, S. (2009). International organisations and transnational education policy. Compare: A Journal of Comparative Education, 39 (4), 469–581. Mundy, K. (2007). Educational multilateralism: Origins and indications for global governance. In K. Martens, A. Rusconi, & K. Leuze (Eds.), New arenas of education governance: The impact of international organizations and markets on educational policy making (pp. 19–39). New York: Macmillan. Mundy, K., & Madden, M. (2009). UNESCO and higher education: Opportunity or impasse? In R. Bassett & A. Maldonado (Eds.) International organizations and higher education policy: Thinking globally, acting locally? (pp. 46–63). New York: Routledge. Naidoo, R. (2008). Entrenching international inequality: Higher education as a global commodity and its impact on developing countries. In W. Shumar & J. Canaan (Eds.), Structure and agency in the Neoliberal university (pp. 84–100). New York: Routledge. Naidoo, R. (2011). Rethinking development: Higher education and the new imperialism. In R. King, S. Marginson, & R. Naidoo (Eds.) Handbook on globalization and higher education (pp. 40–58). Northhampton, MA: Edward Elgar Publishing. Neu, D., Silva, L., & Gomez, E. O. (2008). Diffusing financial practices in Latin American higher education influence and the local context. Accounting, Auditing & Accountability Journal, 21 (1), 49–77. OECD (1996). The knowledge-based economy . Paris: OECD. OECD. (2008). Tertiary education for the knowledge society (Vol. 1). Paris: OECD. Book Google Scholar OECD. (2010). OECD: About IMHE . Paris: OECD. http://www.oecd.org/dataoecd/28/41/46178955.pdf . Accessed 27 Oct 2010. OECD. (2011). Members and partners. http://www.oecd.org/document/25/0,3746,en_36734052_36761800_36999961_1_1_1_1,00.html . Accessed 20 April 2011. Olssen, M., & Peters, M. (2005). Neoliberalism, higher education and the knowledge economy: From the free market to knowledge capitalism. Journal of Education Policy, 20 (3), 313–345. Ozga, J. (2000). Policy research in educational settings: Contested terrain. Buckingham: Open University Press. Page, J. (2007). Australian universities and international standards: Australian compliance with the 1997 UNESCO Recommendation concerning the status of higher-education teaching personnel. Journal of Higher Education Policy and Management, 29 (1), 95–101. Peters, M. (2001). National education policy constructions of the “knowledge economy”: Towards a critique. Journal of Educational Enquiry, 2 (1), 1–22. Porter, T., & Webb, M. (2007). The role of the OECD in the orchestration of global knowledge networks. Canadian Political Science Association annual meetings (pp. 1–16), Canada. Ravinet, P. (2008). From voluntary participation to monitored coordination: Why European countries feel increasingly bound by their commitment to the Bologna process. European Journal of Education, 43 (3), 353–367. Reinalda, B. (2008). The Bologna process and its achievements in Europe 1999–2007. Journal of Political Science Education, 4 (4), 463–476. Rhoads, R. A., & Liu, A. (2008). Globalization, social movements, and the American university: Implications for research and practice. In J. C. Smart (Ed.), Higher education: Handbook of theory and research (pp. 273–315). Dodrecht: Springer. Rhoads, R. A., & Torres, C. A. (Eds.). (2006). The university, state, and market: The political economy of globalization in the Americas . Stanford: Stanford University Press. Rizvi, F. & Lingard, B. (2010). Globalizing education policy. New York: Routledge. Rizvi, F., & Lingard, B. (2011). Social equity and the assemblage of values in Australian higher education. Cambridge Journal of Education, 41 (1), 5–22. Robertson, S. (2008). “Europe/Asia” regionalism, higher education and the production of world order. Policy Futures in Education, 6 (6), 718. Robertson, S. (2009). Market multilateralism, the World Bank, and the asymmetries of globalizing higher education: Toward a critical political economy analysis. In R. Bassett & A. Maldonado (Eds.) International organizations and higher education policy: Thinking globally, acting locally? (pp. 113–131). New York: Routledge. Robertson, S. (2010). Foreword. In Verger, A. (Ed.), WTO/GATS and the global politics of higher education (pp. xviiii–xx). New York: Routledge. Robertson, S., & Keeling, R. (2008). Stirring the lions: Strategy and tactics in global higher education. Globalisation, Societies and Education, 6 (3), 221–240. Robertson, S. L., Bonal, X., & Dale, R. (2002). GATS and the education service industry: The politics of scale and global reterritorialization. Comparative Education Review, 46 (4), 472–495. Saarinen, T. (2008a). Persuasive presuppositions in OECD and EU higher education policy documents. Discourse Studies, 10 (3), 341–359. Saarinen, T. (2008b). Position of text and discourse analysis in higher education policy research. Studies in Higher Education, 33 (6), 719–728. Salmi, J., Hopper, R., & Bassett, R. (2009). Transforming higher education in developing countries: The role of the World Bank. In R. Bassett & A. Maldonado (Eds.), International organizations and higher education policy: Thinking globally, acting locally? (pp. 99–112). New York: Routledge. Samoff, J., & Carrol, B. (2003). From manpower planning to the knowledge era: World Bank policies on higher education in Africa. UNESCO Forum on Higher Education, Research and Knowledge. http://afaq.kfupm.edu.sa/features/Carrol.pdf . Accessed 15 Nov 2010. Schuller, T, & Vincent-Lancrin, S. (2009). OECD Work on the Internationalization of Higher Education An Insider Perspective. In R. M. Bassett & A. Maldonado (Eds.), International organizations and higher education policy: Thinking globally, acting locally? (pp. 65–81). New York: Routledge. Shin, J. C., & Harman, G. (2009). New challenges for higher education: Global and Asia-Pacific perspectives. Asia Pacific Education Review, 10 (1), 1–13. Shumar, W. & Canaan, J. (Eds.) (2008). Structure and Agency in the Neoliberal University . New York: Routledge. Singh, M. (2010). Re-orienting internationalisation in African higher education. Globalisation, Societies and Education, 8 (2), 269–282. Spelling Commission on the Future of Higher Education. (2006). A test of leadership: Charting the future of U.S. higher education. http://www2.ed.gov/about/bdscomm/list/hiedfuture/reports/pre-pub-report.pdf . Accessed 14 April 2011. Spring, J. (2009). Globalization of education: An introduction. New York: Routledge. Taylor, S. (1997). Critical policy analysis: Exploring contexts, texts and consequences. Discourse: Studies in the Cultural Politics of Education, 18 (1), 23–35. Teferra, D. (2009). Higher education in Africa: The dynamics of international partnerships and interventions. In R. Bassett & A. Maldonado (Eds.), International organizations and higher education policy: Thinking globally, acting locally? (pp. 155–173). New York: Routledge. Temple, P. (2011). Accountability in Eastern Europe: Becoming like everyone else. In B. Stensaker (Eds.), Accountability in higher education: Global perspectives on trust and power (pp. 93–109). New York: Routledge. UNESCO. (2004). Higher education in a globalized society . Paris: UNESCO. UNESCO. (2005). Towards knowledge societies . Paris: UNESCO. UNESCO. (2010a). The organization’s history. http://www.unesco.org/new/en/unesco/about-us/who-we-are/history/ . Accessed 5 Dec 2010. UNESCO. (2010b). Introducing UNESCO: What we are. http://www.unesco.org/new/en/unesco/about-us/who-we-are/history/ . Accessed 5 Dec 2010. UNESCO. (2010c). Member states. http://www.unesco.org/new/en/unesco/about-us/who-we-are/history/ . Accessed 6 Dec 2010. UNESCO. (2010d). Partners. http://www.unesco.org/new/en/education/themes/strengthening-education-systems/higher-education/partners/ . Accessed 6 Dec 2010. UNESCO. (2011). Mission and strategy. http://www.unesco.org/new/en/education/themes/strengthening-education-systems/higher-education/mission/ . Accessed 19 April 2011. Uvalic-Trumbic, S. (2009). UNESCO: The world’s reference point for change in higher education. In R. Bassett & A. Maldonado (Eds.), International Organizations and Higher Education Policy: Thinking globally, acting locally ? (pp. 29–45). New York: Routledge. Vaira, M. (2004). Globalization and higher education organizational change: A framework for analysis. Higher Education, 48 (4), 483–510. Verger, A. (2009). Global governance and its tensions in the World Bank and the WTO: Evidence from the education sector. World Bank Doctoral Workshop 2009 (pp. 1–29). Verger, A. (2010). WTO/GATS and the global politics of higher education. New York: Routledge. Westerheijden, D. F. (2003). Accreditation in Western Europe: Adequate reactions to Bologna declaration and the general agreement on trade in services? Journal of Studies in International Education, 7 (3), 277–302. Yang, R. (2009). International organizations and Asian higher education: The case of China. In R. Bassett & A. Maldonado (Eds.), International organizations and higher education policy: Thinking globally, acting locally? (pp. 174–191). New York: Routledge. Yang, R. (2010). International organizations, changing governance and China’s policy making in higher education: An analysis of the World Bank and the World Trade Organization. Asia Pacific Journal of Education, 30 (4), 419–431. Yepes, C. D. P. (2006). World regionalization of higher education: Policy proposals for international organizations. Higher Education Policy, 19 (1), 111–128. World Bank. (1998). World development report: knowledge for development . Oxford: Oxford University Press. World Bank. (2010a). Tertiary education (higher education). http://web.worldbank.org/WBSITE/EXTERNAL/TOPICS/EXTEDUCATION/0,,contentMDK:20298183~menuPK:617592~pagePK:148956~piPK:216618~theSitePK:282386,00.html . Accessed 20 April 2011. World Bank. (2010b). World Bank annual report 2010: Year in review. Washington: World Bank. http://siteresources.worldbank.org/EXTANNREP2010/Resources/WorldBank-AnnualReport2010.pdf . Accessed 22 May 2011. World Bank. (2011a). About us. http://web.worldbank.org/WBSITE/EXTERNAL/EXTABOUTUS/0,,pagePK:50004410~piPK:36602~theSitePK:29708,00.html . Accessed 22 April 2011. World Bank. (2011b). About us: Partners. http://web.worldbank.org/WBSITE/EXTERNAL/EXTABOUTUS/0,,contentMDK:20040606~menuPK:34639~pagePK:51123644~piPK:329829~theSitePK:29708,00.html . Accessed 22 April 2011. Download references AcknowledgmentI appreciate the feedback and comments of Kimine Mayuzumi, Chikako Nagayama, Billroy Powell, Nana Osei-Kofi, Christopher Collins, Megan Madden, Allan Luke, William Tierney, and the five anonymous reviewers. Author informationAuthors and affiliations. Department of Educational Administration, Michigan State University, 428 Erickson Hall, East Lansing, 48824, MI, USA Riyad A. Shahjahan You can also search for this author in PubMed Google Scholar Corresponding authorCorrespondence to Riyad A. Shahjahan . Editor informationEditors and affiliations. CEPR, 100 Ball Hall, Memphis, TN, 38152-3570, USA John C. Smart Dept. Educational Policy, &, Leadership Studies, University of Iowa, Lindquist Center N491, Iowa City, 52242-1529, Iowa, USA Michael B. Paulsen Rights and permissionsReprints and permissions Copyright information© 2012 Springer Science+Business Media B.V. About this chapterShahjahan, R.A. (2012). The Roles of International Organizations (IOs) in Globalizing Higher Education Policy. In: Smart, J., Paulsen, M. (eds) Higher Education: Handbook of Theory and Research. Higher Education: Handbook of Theory and Research, vol 27. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-2950-6_8 Download citationDOI : https://doi.org/10.1007/978-94-007-2950-6_8 Published : 25 April 2012 Publisher Name : Springer, Dordrecht Print ISBN : 978-94-007-2949-0 Online ISBN : 978-94-007-2950-6 eBook Packages : Humanities, Social Sciences and Law Education (R0) Share this chapterAnyone you share the following link with will be able to read this content: Sorry, a shareable link is not currently available for this article. Provided by the Springer Nature SharedIt content-sharing initiative
Policies and ethics
Advertisement Supported by Guest Essay Britain’s Next Prime Minister Has Shown Us Who He Is, and It’s Not Good![]() By Oliver Eagleton Mr. Eagleton is a journalist and the author of “The Starmer Project.” He wrote from London. The outcome seems predestined. The British Conservative Party, moribund after 14 years in office and struggling to defend its record of routine corruption and economic mismanagement , is heading into Thursday’s general election with the backing of just 20 percent of the electorate. The opposition Labour Party, having run a colorless campaign whose main aim was to channel frustration with the government, is projected to win a huge parliamentary majority. That means that Labour’s leader, Keir Starmer , will be the country’s next prime minister. How is he likely to govern? A former lawyer with a bland rhetorical style and a tendency to modify his policies, Mr. Starmer is accused by critics on the left and right alike of lacking conviction. He is labeled an enigma, a man who stands for nothing, with no plans and no principles. His election manifesto, which The Telegraph pronounced “the dullest on record,” appears to confirm the sense that he is a void and that the character of his administration defies prediction. But a closer look at Mr. Starmer’s back story belies this narrative. His politics are, in fact, relatively coherent and consistent. Their cardinal feature is loyalty to the British state. In practice, this often means coming down hard on those who threaten it. Throughout his legal and political career, Mr. Starmer has displayed a deeply authoritarian impulse, acting on behalf of the powerful. He is now set to carry that instinct into government. The implications for Britain — a country in need of renewal, not retrenchment — are dire. Mr. Starmer has seldom dwelt on the specifics of his legal career, and his personal motives are, of course, unknowable. But it seems clear, based on his track record, that Mr. Starmer’s outlook began to take shape around the turn of the millennium. By that time, he had gained a reputation as a progressive barrister who worked pro bono for trade unionists and environmentalists. But in 1999 he surprised many of his colleagues by agreeing to defend a British soldier who had shot and killed a Catholic teenager in Belfast. Four years later, he was hired as a human rights adviser to the Northern Ireland Policing Board — a role in which he reportedly helped police officers justify the use of guns, water cannons and plastic bullets. Feted by the judicial establishment, Mr. Starmer was hired to run the Crown Prosecution Service in 2008, putting him in charge of criminal prosecutions in England and Wales. Professional success brought him closer to the state, which he repeatedly sought to shield from scrutiny. He did not bring charges against the police officers who killed Jean Charles de Menezes , a Brazilian migrant who was mistaken for a terrorist suspect and shot seven times in the head. Nor did Mr. Starmer prosecute MI5 and MI6 agents who faced credible accusations of complicity in torture. Nor were so-called spy cops — undercover officers who infiltrated left-wing activist groups and manipulated some of their members into long-term sexual relationships — held accountable. He took a different tack with those he saw as threatening law and order. After the 2010 student demonstrations over a rise in tuition fees, he drew up legal guidelines that made it easier to prosecute peaceful protesters. The following year, when riots erupted in response to the police killing of Mark Duggan , Mr. Starmer organized all-night court sittings and worked to increase the severity of sentencing for people accused of participating. During his tenure, state prosecutors fought to extradite Gary McKinnon, an I.T. expert with autism who had embarrassed the U.S. military by gaining access to its databases, and worked to drag out the case against the WikiLeaks editor Julian Assange. We are having trouble retrieving the article content. Please enable JavaScript in your browser settings. Thank you for your patience while we verify access. If you are in Reader mode please exit and log into your Times account, or subscribe for all of The Times. Thank you for your patience while we verify access. Already a subscriber? Log in . Want all of The Times? Subscribe . ![]() |
IMAGES
VIDEO
COMMENTS
The role of international organizations in international relations. International organizations' history in the global economy. Thank you for reading the article till the very end. We hope it will help you in your brainstorming process for your international organizations assignment. Additionally, check the free essay samples below.
Roles Of International Organizations Essay; ... Some international organizations have a key role to maintain peace and international ties to ensure security. Their roles could be to encourage peace and security by focusing on peacekeeping in disputed areas, promoting dispute resolution via peaceful means or diplomatic ways e.g. negotiation and ...
organizations, for purposes of this essay we make a distinction between the two. International organizations are associations of actors, typically states. 4 IOs have member-ship criteria, and membership may entail privileges (as well as costs). While a state may unilaterally decide to follow a set of rules - the United States, for example, can
international organization, institution drawing membership from at least three states, having activities in several states, and whose members are held together by a formal agreement.The Union of International Associations, a coordinating body, differentiates between the more than 250 international governmental organizations (IGOs), which have been established by intergovernmental agreements ...
Updated: Jan 9th, 2024. In his article, Jönsson (2017) examines the phenomenology of international organizations in terms of their global place and their impact on the market and society. In this article, the author examines three paradigms to assess the role of such international organizations: institutional, organizational, and continuous.
This essay discusses how international organizations and institutions have changed over the years and whether they constrain state behavior based on their mandates. Moreover, it discusses how these bodies have failed or succeeded in their mission. Peacekeeping, international trade, and development are the focal areas of discussion.
They draw attention to the relationship between the structure and the agency, as well as the construction of state and institutional interests. Thus, the theory holds that the role of international organizations is to uphold their carefully constructed values and ideologies to States, determining their behaviour.
International organizations play an important role in shaping the global political landscape, facilitating cooperation between countries, and addressing global issues that require collective action. In this essay, we will explore the functions and roles of international organizations, their strengths and weaknesses, and their impact on the ...
The term "international organizations" refers to a wide variety of formal. structures with both common elements as well as speci c peculiarities, which call for clari cation. As noted by ...
This essay explores the multifaceted role of international organizations, examining their functions, effectiveness, and challenges in navigating the complexities of the modern geopolitical landscape. Body: 1. **Promotion of Peace and Security:** International organizations, such as the United Nations (UN) and NATO, are instrumental in promoting ...
Beyond economic development, international organizations also play a critical role in providing humanitarian aid and responding to global crises. Organizations like the UN Refugee Agency (UNHCR) and the World Health Organization (WHO) offer essential support to communities affected by conflict, natural disasters, and pandemics.
The motive is not just to showcase the crucial roles of international organizations but to also draw the attention of the public to the salient opportunities hidden in these institutions. The data ...
The Founding and Mission of the UN. The United Nations was created after World War II to ensure international peace and stability. In 1919, the Treaty of Versailles, which ended World War I, established a global IGO called the League of Nations.The purpose of the League was to facilitate good relations among countries of the world and to punish aggression.
The aim of this paper is to propose a pragmatic public policy model that would encourage Western countries, "the global North" to actively take part in the process of policy formation and ...
IOS AND GLOBAL GOVERNANCE. The purpose of this book is to provide a comprehensive understanding of major international organizations (IOs) and their changing role in global governance. Global governance is a key organizing concept behind the book. The idea behind the term is that states, IOs, nongovern-mental organizations (NGOs), multinational ...
Essays in Honor of Klaus Hüfner. ... It shows that both of these drastic changes resulted in an increasing demand for regulation and guidance by international organizations, which on their side feel an increasing pressure for adjustment to the changed international agenda. ... Financing for Sustainable Development and the Role of the United ...
Importance of International Organizations. International Organizations (IOs) are formal institutional structures transcending national boundaries which are created by multilateral agreement among nation-states. Their purpose is to foster international cooperation in areas such as: security, law, economic, social matters and diplomacy.
By Eric Brahm March 2005 R. Scott Appleby, John M. Regan Jr. Director of the Kroc Institute for International Peace Studies and Professor of History at University of Notre Dame, describes a recent UN conference on religion and tolerance. Intergovernmental organizations (IGOs) have become increasingly prominent both in facilitating conflict resolution between states, but also in dealing with ...
The quality of executive leadership may prove to be the most critical single determinant of the growth in scope and authority of international organization. Now sufficiently long and varied to allow a comparative approach, the history of international organization may provide elements for a theory of leadership.
Free Role of the International Organisations Essay Sample. The main reason behind the formation of the international organisations in the post war era was because of what had transpired in the 1930's. The nations of the world had reviewed the events that had almost bankrupted and devastated nations, the war had caused a disruption at a scale ...
Without the international agencies, the world would be chaotic and a lot of conflicts would be worsened and get out of control. Although the role of the UN was criticized by many organizations by its failure of certain late developments especially in the case of Gulf war, we must look at the whole picture to see that the UN is facing a huge problem because of lack of funds, non-respect of the ...
This chapter describes the dynamics involved in globalizing higher education policy vis-à-vis international organizations (IOs). It synthesizes the higher education literature to date on four key IOs that assemble a higher education global policy space, namely the World Bank (WB), the Organization for Economic Cooperation and Development (OECD), the United Nations Educational, Science, and ...
The COVID-19 pandemic has solidified the impactful role that international organizations can play in addressing complex global issues. A number of notable examples highlight the critical ...
Four years later, he was hired as a human rights adviser to the Northern Ireland Policing Board — a role in which he reportedly helped police officers justify the use of guns, water cannons and ...