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The aim of this paper is to explore the complex situation regarding the state of the international relations (IR) discipline in France. The paper analyses the development of IR within French academe, reviews the scholarly output of IR teaching and research institutions and makes proposals that could contribute to improving the situation.European Political Science (2009) 8, 239–253. doi:10.1057/eps.2009.7 [ABSTRACT FROM AUTHOR]

When we leave the Ph.D. to embark on an academic career, we soon discover that the strategies for success rely on a range of teaching, research, managerial, and networking skills that we likely did not develop during our doctoral years. This paper compiles advice to new entrants to the profession from established political scientists on some of the general strategies and skills that they identified as being crucial to the development of their academic careers.European Political Science (2009) 8, 162–167. doi:10.1057/eps.2009.4 [ABSTRACT FROM AUTHOR]

Completing a Ph.D. and at the same time establishing a good academic profile are demanding tasks. Most graduates have teaching assignments, need to do their own research, assist senior researchers and hunt for funding. All this already takes up a considerable amount of time, and there are other activities – such as networking, publishing, conference and professional-association participation, and a whole array of others – junior academics need to get involved in so as to build a desirable academic profile. This paper compiles a few professional development suggestions for graduate students embarking on an academic career in political science in Europe.European Political Science (2009) 8, 138–142. doi:10.1057/eps.2009.6 [ABSTRACT FROM AUTHOR]

The aim of this paper is to demonstrate that, contrary to a commonly held view, it is possible to teach the European Union (EU) in a way that makes students enthusiastic about the subject. The paper is informed by my experience of leading a EU simulation module, based on a modified problem-based learning (PBL) approach. The idea is to share my experience and prompt a debate on (1) how the EU can be taught in exciting ways for students, and (2) how an adapted PBL approach in the form of a simulation can significantly help to deepen students’ interest in the EU as a subject.European Political Science (2009) 8, 254–265. doi:10.1057/eps.2009.8 [ABSTRACT FROM AUTHOR]