This book provides an in-depth guide to researchers and practitioners who are interested in analyzing the evolution of EU law from a national and comparative constitutional law perspective. The volume deals with questions of how EU Member States’ constitutional systems, including the subnational tier, interact with the supranational level. It maps the evolution over time of constitutional strategies in the face of multi-level governance and individuates contextual factors on an empirical basis. The volume includes twelve national reports written by leading experts in constitutional and EU law, and in political science. The countries discussed include the six founding Member States, together with a selection of Member States in which a clear-cut evolution in the national constitutional approach towards the EU can be observed. These include the Czech Republic, Denmark, Hungary, Poland, Portugal and the United Kingdom. The latter is included as an “extreme� case in which the change in constitutional strategy over time has resulted in withdrawing from the Union altogether. Taken together, the book assembles the building blocks of an explanatory theory of constitutional strategies in the face of multi-level governance. The volume will be of interest to students and researchers in comparative constitutional law, political science and multidisciplinary EU studies. It will also be a valuable resource for policy-makers.

This book examines and investigates the legitimacy of the European Union by acknowledging the importance of variation across actors, institutions, audiences, and context. Case studies reveal how different actors have contributed to the politics of (re)legitimating the European Union in response to multiple recent problems in European integration. The case studies look specifically at stakeholder interests, social groups, officials, judges, the media and other actors external to the Union. With this, the book develops a better understanding of how the politics of legitimating the Union are actor-dependent, context-dependent and problem-dependent. This book will be of key interest to scholars and students of European integration, as well as those interested in legitimacy and democracy beyond the state from a point of view of political science, political sociology and the social sciences more broadly.

Political and societal elites are increasingly confronted with complex environments in which they need to take collective decisions. Decision-makers are faced with policy issues situated at different intertwined levels which need to be negotiated with different actors. The negotiation and decision-making processes raise issues of legitimacy, leadership and communication. Modern societal systems are not only affected by horizontal specialization and diversity but also by a vertical expansion of governance layers. The national level is no longer the sole, or even the most important, level of governance. In these complex environments, cognitive abilities and personalities of political and societal elites have gained importance. This book addresses the impact of an increasingly complex environment on the legitimacy and transparency of polities, on the role of leadership and political personality and on motivated images, rhetoric and communication. Examining how these issues interact at the macro and theoretical level, the types of problems decision-makers face and how they communicate ideas with their audiences, it brings together leading experts in political psychology, law and political science to bridge the gap in the way these disciplines explore the issue of complex decision-making.

This volume brings together both political and educational scientists. While educational research literature has so far not systematically addressed the tool of simulations of decision-making, political scientists have hardly used insights from research on assessment or on motivation and interest of students. Almost all political science publications on simulations merely discuss how to implement the tool in class and fall short of providing evidence of the effects on student outcomes such as increased interest and performance. Combining the two disciplines is mutually enriching. Political science benefits from state of the art educational science measuring and testing of the claims made by the proponents of simulations, while educational sciences adds the systematic analysis of simulations of decision-making to their list of empirical objects, which also adds insights to the theories on the affective component of student learning. It is the explicit aim of the volume to address how simulating decision-making environments fosters learning. Implications for research and practice regarding student learning are addressed in all chapters.

Political and societal elites are increasingly confronted with complex environments in which they need to take collective decisions. Decision-makers are faced with policy issues situated at different intertwined levels which need to be negotiated with different actors. The negotiation and decision-making processes raise issues of legitimacy, leadership and communication. Modern societal systems are not only affected by horizontal specialization and diversity but also by a vertical expansion of governance layers. The national level is no longer the sole, or even the most important, level of governance. In these complex environments, cognitive abilities and personalities of political and societal elites have gained importance. This book addresses the impact of an increasingly complex environment on the legitimacy and transparency of polities, on the role of leadership and political personality and on motivated images, rhetoric and communication. Examining how these issues interact at the macro and theoretical level, the types of problems decision-makers face and how they communicate ideas with their audiences, it brings together leading experts in political psychology, law and political science to bridge the gap in the way these disciplines explore the issue of complex decision-making.

This volume brings together both political and educational scientists. While educational research literature has so far not systematically addressed the tool of simulations of decision-making, political scientists have hardly used insights from research on assessment or on motivation and interest of students. Almost all political science publications on simulations merely discuss how to implement the tool in class and fall short of providing evidence of the effects on student outcomes such as increased interest and performance. Combining the two disciplines is mutually enriching. Political science benefits from state of the art educational science measuring and testing of the claims made by the proponents of simulations, while educational sciences adds the systematic analysis of simulations of decision-making to their list of empirical objects, which also adds insights to the theories on the affective component of student learning. It is the explicit aim of the volume to address how simulating decision-making environments fosters learning. Implications for research and practice regarding student learning are addressed in all chapters.