Prof. Brian David Butler About: Brian Butler is a professor of International Finance and European Studies with Forum-Nexus Study Abroad, an academic program which is co-sponsored by the IQS Business School of the Ramon Llull University in Barcelona, and the Catholic University of Milan. Brian was previously a teacher at the Thunderbird School of Global Management, MBA program in Miami, and was a researcher at the Columbia Business School in New York. In Brazil, Brian has taught at FBV in Recife. He previously worked for Honda of America Manufacturing in Ohio, and was involved in international trade.
Prof. Brian David Butler A global citizen, Brian was born in Canada, raised in Switzerland (where he attended international British school), educated in the U.S., started his career with a Japanese company, moved to New, married a Brazilian, and has traveled extensively in Latin America, Asia, Europe and North America. Brian currently lives in Recife, Brazil where he is teaching classes at the university FBV. firstname.lastname@example.org LinkedIn.com/in/briandbutler www.globotrends.com
The European Union Series, “Understanding The European Union, A Concise Introduction”, John McCormick, 4th Edition, Palgrave MacMillan About the author: “I first approached the EU from the vantage point of a British citizen living in the United States. I last lived in Western Europe in the 1980’s… my annual trips back to Europe have since allowed me over the years to compare…both sides of the Atlantic, and to gain the kind of perspective that distance often allows… made it easier to see the changes that Europe has wrought”…
Brian Butler is the founder of “GloboTrends“ (www.globotrends.com) www.globotrends.com
The European Union Series, “Understanding The European Union, A Concise Introduction”, John McCormick, 4th Edition, Palgrave MacMillan From the book Most EU studies courses… do a “disservice by shrouding the EU in a fog of theoretical debates, treaty articles, arcane jargon, and convoluted philosophical theses that have helped make one of the most fascinating developments in European history sound dull and bureaucratic…
The European Union Series, “Understanding The European Union, A Concise Introduction”, John McCormick, 4th Edition, Palgrave MacMillan From the book “Politics at the European level is… full of drama, of success and failure, of bold initiatives and weaknesses, and of visionary leadership and mercenary intrigue…”
Student introductions Review class list, Call attendance. Who missed last class? Emails all correct? mini assignment – by tomorrow… send me an email… include: Session? Grad / undergrad? POL/ SOC / BUS Before Next class: I’ll email you the extra reading assignments Next class…Form groups / teams
Student introductions: Have you traveled in Europe before? When? Where? What did you learn? What is Europe like? What are “Europeans” like? What do you hope to learn from this class? Q. Why did you take THIS class?
Q. Why did you take THIS class? Is it right to come to Europe and NOT take an EU studies course? Especially NOW…
Why I teach this course My feeling... No better course to be teaching... Love this course... Get to travel, learn, teachWith crisis going on... my background teaching FIN (crisis course)
Enough about me… lets learn about you… Student introductions: How many Europeans? How many with European heritage? ** discuss--- patchwork (quilt) vs. melting-pot (EU vs. US)
Student introductions: What are “Europeans” like? Is there such a thing as “Europeans”? “European” food? “European” culture? Or, should we talk about French, Germans, Italians, etc? Even within countries, is there such thing as “Spanish” or “Italian”, or “Belgian”
Prof. Brian’s lectures Guest lectures Group discussions during class Student presentations during class International IQ sessions (including map) Professional Visits Assigned readings – book + supplemental readings
Exam questions may come from any of these sources
Recommended exam review – pay attention to my lectures. If there is something I think is important from professional visits, or international IQ sessions, or from the book…we will try to review it again in class.
Course RULES + Expectations: Attend classes, professional visits Turn in assignments before class Be prepared for class discussions – lots of small group assignments during class Contribute to group assignment (team grading / peer review)
Rules / Expectations: Request Closed book, open mind, Please turn off everything except your minds…I want your full attention – this is a “participatory” class No sleeping (if you feel tired, please stand up, go get some water, come back) no laptops (sorry) No blackberries, no iPhones, no iPads, etc, etc…
Topics: key Political questions Why do states transfer sovereignty to the European level? Which political and economic forces moved the integration forward and contributed to the evolution of institutional changes? How did the conceptions of a common Europe change over time and what is the impact of enlargement on integration? How do citizens view integration? What is multi-level governance? What is the role of EU-institutions? Is there a democratic deficit? Does Europe need a constitution? Why was the Lisbon Treaty rejected?
Attitudes toward EU – euro skepticism, euro optimism Hatred, fear, Unemployment Scarcity, crisis Protectionism… single market, Federalists (supra nationalists) vs. Nationalists (inter gov’tists) History of Wars, Redrawing Europe’s maps
Three key ECON questions how likely is a wave of sovereign defaults? will the euro-zone make the changes needed to prevent these? could the eurozone survive them? My answers, in turn, are: quite likely; probably not; and perhaps – but not with certainty. Martin Wolf, Dec 2010 http://www.ft.com/cms/s/0/0c382c9c-0237-11e0-aa40-00144feabdc0.html#ixzz18mP9DGkI
Introduction to the European Union This course is about: Current issues facing the EU (crisis, future) This course is NOT about: NOT a wikipedia-style memorization of content NOT a history class
Required books Required Textbook: The European Union Series, “Understanding The European Union, A Concise Introduction”, John McCormick, 4th Edition, 2008, Palgrave MacMillan Read – all Special focus on: last 3 chapters
Required books Required Textbook: The European Union Series, “Understanding The European Union, A Concise Introduction”, John McCormick, 4th Edition, 2008, Palgrave MacMillan Notice the date: 2008 When reading a textbook on the EU, you must always be aware of the date. Much more so than with courses on “marketing”, or “Cross Cultural Communications”… Class Question – why is the date important?
Answer… …because the EU is constantly changing. New Treaties, new members, new rules, new crisis, new solution, new attitudes, new laws, new, new, new…
Constantly changing EU Textbooks from 2003 would talk about 15 members…and of the upcoming “constitution” Questions: how many members are there today? Did the “constitution” pass?
Constantly changing EU Textbooks from 2003 would talk about 15 members…and of the upcoming “constitution” (there are now 27, and the constitution was rejected)
Constantly changing EU… Textbooks from 2005would talk about 25 members and the possibility of a Lisbon Treaty there are now 27 …and Lisbon passed… changing the roles of institutions… more powers to the Parliament, the creation of a new “president” position for the European Council, and a new “high representative” position for foreign relations…
participation Group projects Individual projects Expectations…
Read the book! (occasionally I will highlight some parts, but students are expected to read the entire book for this course)
Be ready to discuss local situation with respect to ongoing crisis (what is happening in Spain? France? Italy? Greece? Etc..)
INDIVIDUAL project… By End of trip: Interview at least 3 people during trip (locals, professionals, taxi drivers, doorman, professors, etc…)
Turn in 1- page paper with summary of your findings BEFORE taking final
You may ask… What is opinion of EU? Of Germany? Of Euro? Of crisis in Ireland / Greece? Do you think the country should leave the EU? Leave the Euro?
Team Project Teams will consist of 3-4 students and will be formed on the first day of class. The project report should be between 6 and 8 pages long (Font: Arial, 12; Line Spacing: 1.5). Student grades for the team project will be a combination of team grade (50%) plus individual contribution (50%) Due – midnight BEFORE your final exam
Team Project Details: We will review the team project NEXT class
Questions for Students Of the American students… Who voted? Would vote for Obama? Health care issue... Right? Wrong? “Socialized” health care? Tax raise? Budget? What is the " tea-party."? Who are the candidates for pres? Republican?
NOTES EU vs US attitudes toward “equality. US – equal opportunity. EU – equality of living quality Q. would US accept EU version of socialized health care? Pension? Social benefits?
Questions for Students About the US… Turn on tv... Three channels 24 hour news & John Stewart...Students probably know a lot about details of US politics, but…
Questions for Students But, who is "pres." of EU? Of Spain? Of Italy? PM of UK? What party? Left, right? Socialist? Dem?.... For how much students likely know of US politics.... Too much details, should probably know slightly more EU.... Turn on BBC at home page....read economist, etc...
NOTES There are multiple “presidents” of EU One of the “presidents” is a country (for six months) There are 3 capitals of the EU. Why?
Questions for Students But, is it BETTER to already have an idea about your own politics? Worry…if you are already political in US...then maybe pre conditioned to see bad in Europe.... "too oriented to past, too socialistic, etc" . Might be better if students NOT already political... So can see EU without pre-judge. Q. Can you leave your prejudice at the door?
quotes We don't see things as they are, we see them as we are. – Anais Nin A great many people think they are thinking when they are merely rearranging prejudices. – William James The traveler sees what he sees. The tourist sees what he has come to see. – G.K. Chesterton
Consider… Travel is fatal to prejudice, bigotry, and narrow-mindedness, and many of our people need it sorely on these accounts. – Mark Twain
Attitudes toward “state” Moral Q: "is it right to have free health? Cheap education? Trains? Water you can drink from the tap? Discuss…
Attitudes toward “state” Q. Should the US (as a developed nation also offer)?... Q. Or, is THIS what got European countries in trouble?
Attitudes toward “state” Q. Is EU style "socialism" possible in the US? Desirable? (what are the costs in terms of unemployment?)
Attitudes toward “state” Q. Is European social model collapsing?
Why is there great infrastructure? Trains? Has as much to do with ELITES trying to make the single market work... Shortening distances, breaking down barriers... Trade, immigration. Again, this was an ELITE decision... Not one taken by masses
“Spain” and sports Sports (no words to national anthem in Spain), booing at Spanish soccer “la Liga” finals
Who is protesting? Students? Anarchists? Or, Truck drivers, bakers, workers?
questions Q. Should leaders listen more to protests? (Who might be demanding social welfare which is no longer affordable) If you give in to POPULISM in Europe... Is that DANGEROUS? With history of war, hatred, Nazism, fascism, etc...
notes EU as “elite” project “not democratic” = right! No votes for further enlargement, integration Why? Why did leaders lead toward integration IN SPITE of popular opinion AGAINST integration?
notes Eu as “peace project” Q. Is war “natural state” in Europe? Q. Why is “nationalism” dangerous? Discuss – sports rivalries, 4th July celebration, France v Germany
Homework We will have THIS type of discussion each class. BE PREPARED Remember, Homework: “Be ready to discuss local situation with respect to ongoing crisis (what is happening in Spain? France? Italy? Greece? Etc..)”