Learning and Change in European Foreign Policy
The Case of the EU Special Representatives
Zusammenfassung
Als Repräsentanten der Europäischen Union in über 25 Ländern haben sich die EU-Sonderbeauftragten zu den „Augen und Ohren“ der EU entwickelt. Diesese Werk, das erste zu dem Thema überhaupt, stellt eine umfassende Analyse dieses außenpolitischen Instruments dar. Es ist darüber hinaus eine der wenigen Publikationen zu Organisationalem Lernen, die einen konsistenten theoretischen Ansatz mit fundierter empirischer Recherche, aufbauend auf 55 Experteninterviews, verbindet. Diese Kombination aus analytischer Genauigkeit und politischer Relevanz macht dieses Buch für Wissenschaftler, politische Entscheidungsträger, Studierende und alle an der globalen Rolle der EU Interessierten gleichermaßen bedeutsam.
Abstract
Als Repräsentanten der Europäischen Union in über 25 Ländern haben sich die EU-Sonderbeauftragten zu den „Augen und Ohren“ der EU entwickelt. Diesese Werk, das erste zu dem Thema überhaupt, stellt eine umfassende Analyse dieses außenpolitischen Instruments dar. Es ist darüber hinaus eine der wenigen Publikationen zu Organisationalem Lernen, die einen konsistenten theoretischen Ansatz mit fundierter empirischer Recherche, aufbauend auf 55 Experteninterviews, verbindet. Diese Kombination aus analytischer Genauigkeit und politischer Relevanz macht dieses Buch für Wissenschaftler, politische Entscheidungsträger, Studierende und alle an der globalen Rolle der EU Interessierten gleichermaßen bedeutsam.
- Kapitel Ausklappen | EinklappenSeiten
- 2–10 Titelei/Inhaltsverzeichnis 2–10
- 11–12 Acknowledgements 11–12
- 13–20 Introduction and Main Argument 13–20
- 21–56 Chapter 1: Pushing the Frontiers of European Foreign Policy 21–56
- 21–31 1.1 The early years: Invention (1996–1999) 21–31
- 21–26 1.1.1 The Great Lakes 21–26
- 26–29 1.1.2 The Middle East Peace Process 26–29
- 29–31 1.1.3 Former Yugoslavia 29–31
- 31–38 1.2 Still young: Formalization (1999–2001) 31–38
- 31–33 1.2.1 Treaty changes in Amsterdam and Nice 31–33
- 33–36 1.2.2 New mandates: Macedonia, Afghanistan 33–36
- 36–38 1.2.3 Mandates continued, and ceased: Great Lakes, Middle East, former Yugoslavia 36–38
- 38–49 1.3 Troubled growth: Expansion (2002–2005) 38–49
- 38–46 1.3.1 New missions, new mandates 38–46
- 46–49 1.3.2 Tenures extended 46–49
- 49–56 1.4 Establishing themselves: Consolidation and new tasks (2006–2007) 49–56
- 49–51 1.4.1 Internal consolidation 49–51
- 51–54 1.4.2 Mandates continued 51–54
- 54–56 1.4.3 New and different tasks 54–56
- 57–84 Chapter 2: Comparing Special Envoys: Different Models, Similar Roles 57–84
- 57–74 2.1 Comparing envoys 57–74
- 57–62 2.1.1 The EU Special Representatives 57–62
- 62–68 2.1.2 The UN Special Representatives 62–68
- 68–74 2.1.3 The U. S. Special Envoys 68–74
- 74–84 2.2 Roles and role models 74–84
- 74–80 2.2.1 Analytical inferences from antecedent envoys 74–80
- 80–82 2.2.2 Different roles of special envoys 80–82
- 82–84 2.2.3 Case selection: Why study the EUSRs? 82–84
- 85–116 Chapter 3: Theoretical and Methodological Approach 85–116
- 85–99 3.1 Theoretical framework 85–99
- 85–91 3.1.1 A working definition of organizational learning 85–91
- 91–95 3.1.2 Learning and change–alternative explanations 91–95
- 95–97 3.1.3 The real world: Learning in politics 95–97
- 97–99 3.1.4 Defining organizational learning and change 97–99
- 99–106 3.2 The analytical framework of organizational learning 99–106
- 99–101 3.2.1 The subject of learning 99–101
- 101–104 3.2.2 The learning environment 101–104
- 104–106 3.2.3 The processes of learning and change 104–106
- 106–115 3.3 The analytical model 106–115
- 106–107 3.3.1 Model of explanation 106–107
- 107–110 3.3.2 Variables and hypotheses 107–110
- 110–113 3.3.3 Operationalization 110–113
- 113–115 3.3.4 Methodology 113–115
- 115–116 3.4 Summary of the theoretical approach 115–116
- 117–136 Chapter 4: Organizational Learning at the Structural and Procedural Level 117–136
- 117–119 4.1 Invention of EUSRs 117–119
- 119–121 4.2 Increased number of EUSRs 119–121
- 121–124 4.3 Integration into CFSP structures 121–124
- 124–125 4.4 Establishing EUSR structures 124–125
- 125–128 4.5 Budgetary issues 125–128
- 128–131 4.6 Cooperation with the Commission and the Parliament 128–131
- 131–133 4.7 Standardization of general mandate provisions 131–133
- 133–136 4.8 Selection of EUSRs 133–136
- 136–136 4.9 Lessons-learned seminars 136–136
- 137–162 Chapter 5: Organizational Learning at the Operational and Ideational Level 137–162
- 137–142 5.1 Tasks 137–142
- 142–144 5.2 Basis of operations of EUSRs 142–144
- 144–146 5.3 EU political coordination 144–146
- 146–149 5.4 ESDP chain of command 146–149
- 149–151 5.5 External cooperation 149–151
- 151–153 5.6 Policy input 151–153
- 153–155 5.7 Deliberate use of envoys 153–155
- 155–158 5.8 Double-hatting 155–158
- 158–162 5.9 The EU’s strategic role 158–162
- 163–202 Chapter 6: Institutional and Policy Change based on Organizational Learning 163–202
- 163–164 6.1 Invention of EUSRs 163–164
- 164–166 6.2 Increased number of EUSRs 164–166
- 166–169 6.3 Integration into CFSP structures 166–169
- 169–171 6.4 Establishing EUSR structures 169–171
- 171–172 6.5 Budgetary issues 171–172
- 172–176 6.6 Cooperation with the Commission and the Parliament 172–176
- 176–177 6.7 Standardization of general mandate provisions 176–177
- 177–179 6.8 Selection of EUSRs 177–179
- 179–180 6.9 Lessons-learned seminars 179–180
- 180–182 6.10 Tasks 180–182
- 182–183 6.11 Basis of operations of EUSRs 182–183
- 183–185 6.12 EU political coordination 183–185
- 185–187 6.13 ESDP chain of command 185–187
- 187–189 6.14 External cooperation 187–189
- 189–193 6.15 Policy input 189–193
- 193–195 6.16 Deliberate use of envoys 193–195
- 195–200 6.17 Double-hatting 195–200
- 200–202 6.18 The EU's strategic role 200–202
- 203–236 Chapter 7: Learning and Change in EU Foreign Policy – An Assessment 203–236
- 203–212 7.1 Filling a research gap: An analytical model of Organizational Learning 203–212
- 203–207 7.1.1 Summary of instances of organizational learning (phase 1) 203–207
- 207–209 7.1.2 Summary of instances of organizational change (phase 2) 207–209
- 209–212 7.1.3 Scope conditions, or: When and how learning and change occur 209–212
- 212–227 7.2 Theoretical implications from learning through the EUSRs 212–227
- 212–215 7.2.1 Organizational Learning as a middle-range theory 212–215
- 215–218 7.2.2 Implications for International Relations theory 215–218
- 218–227 7.2.3 Implications for explanations of European foreign policy 218–227
- 227–232 7.3 EUSRs and EU foreign policy: Some recommendations 227–232
- 227–230 7.3.1 Envoys as boundary spanners 227–230
- 230–232 7.3.2 Implications for the EU foreign service 230–232
- 232–236 7.4 Summary and outlook 232–236
- 237–267 Annex: List of Interviewees, List of Abbreviations, Index of Figures, Index of Tables, and Bibliography 237–267
- 237–242 A. List of Interviewees 237–242
- 237–239 1. Current or former EU Special Representatives 237–239
- 239–241 2. Current or former staff from the EUSRs, the Council Secretariat (including the Policy Unit), member states’ permanent missions or foreign ministries 239–241
- 241–241 3. Staff from the European Commission and Members of the European Parliament 241–241
- 241–242 4. Staff from European-policy think tanks 241–242
- 242–244 B. List of Abbreviations 242–244
- 244–244 C. Index of Figures 244–244
- 244–245 D. Index of Tables 244–245
- 245–247 E. Deutschsprachige Zusammenfassung 245–247
- 247–267 F. Bibliography 247–267
- 247–250 1. Official publications and speeches 247–250
- 250–251 2. Press documents 250–251
- 251–267 3. Secondary sources 251–267
