CIVICA ESR
COURSE CATALOGUE

The CTDP – Course Design is a frontal lesson lasting 1h 30min, which includes moments of interaction between participants and group work carried out in a hybrid setting. CIVICA ESRs can attend ONLINE only. The session link will be available soon. Once you have received the Acceptance email, please make sure to write to civica@unibocconi.it to receive the link. ----- MODULE DESCRIPTION: at the end of the module, participants will: understand the concept of constructive alignment as a way of course/session design; critically reflect on the different teaching settings; reflect on what happened in the last year in the Higher Edu scenario. ----- BIO: Professor Beatrice Manzoni is an Associate Professor of Practice in the Knowledge Area of 'Leadership, Human Resources, and Digital Technologies' at SDA Bocconi School of Management, where she serves as the Director of Executive Programs such as "Intensive HR Management", "Advanced HR Management", "The Leader Coach" and "Creativity at Work". She previously held the position of Coordinator for the Executive Master in Strategic HR Management from 2008 to 2014.
Teachers:

• Beatrice Manzoni (Bocconi University)

Seminar offered by Dondena Research Center (Fall 2024 seminar series) ----- October 14th 2024 12:45-2:00pm (UTC+1) ------ CIVICA ESR can attend ONLINE only. Zoom meetings link will be available upon registration. ------ SEMINAR DESCRIPTION: We present a novel life-cycle model, grounded in demographic principles, to examine the influence of medical progress, technological progress, and the reduction in age-independent mortality on the rise in life expectancy across socioeconomic groups. Our findings indicate that the expanding disparity in life expectancy across income groups, as well as the growing income inequality among educational groups in the US, can be attributed to a selection process that changes the composition of the initial characteristics (learning ability, schooling effort, and health frailty) of the income groups. This selection process is triggered by the rising income and medical advancements that emerged with the cardiovascular revolution in the 1970s. ----- BIO: Michael Kuhn (PhD, University of Rostock, D) is the Program Director of the newly (2021) established IIASA Economic Frontiers (EF) Program. He is affiliated with the Wittgenstein Centre for Demography and Global Human Capital, a cooperation between IIASA, the University of Vienna, and the Austrian Academy of Sciences, as well as with the Vienna Institute of Demography. His research interests lie in the areas of theoretical and applied health, population, development and more recently environmental and climate economics and its interface with mathematics, demography and medicine. He has published widely, inter alia, in the Economic Journal, Journal of Health Economics, Journal of Economic Literature, Annual Review of Economics, Journal of Economic Theory, Lancet Planetary Health, JAMA Oncology, Health Affairs, Journal of Optimization Theory and Applications and Theoretical Population Biology. He is a co-opted member of the field committees on ''Health Economics” and ''Population Economics'' of the German Economic Association, and associate editor of the “Journal of the Economics of Ageing”.
Teachers:

• Michael Kuhn ()

The course contributes to a deeper understanding of the contemporary world, of the evolution up to this point, the influencing factors and sustainable development perspectives. Students will become familiar with complex, relevant concepts such as progress, sustainable development, circular economy, social economy, etc. The topics addressed and the associated discussions allow students to better understand the interdependencies that characterize contemporary society and economy and their specific dynamics in relation to the desired sustainable development. The course enables a critical understanding of the relationship between society, the environment, and the economy. Three main lines of investigation and discussion are proposed: Societal changes and challenges and their impact on economic development. In the past decades, the world has faced several phenomena, such as terrorism, migration, polarization, the aging population, and climate change, significantly affecting the present society and economy. Human well-being is influenced by the complex relationships between social change, environment, and economy, which determined the setting of the Sustainable Development Goals relevant worldwide and connecting societies and economies. Nevertheless, the dynamics are different across cultures and countries, and a closer investigation might help us not only better understand the present times but also plan for the future for the just transition. New mentalities/citizens/behavior. Many ideologies have been talking/planning for the “new human,” – and this concept was a failure in authoritarian systems as the communist one, for instance. Nevertheless, there are constant changes in the mentalities and behavior of individuals (and societies) worldwide. In the past decades, we have seen the rise of responsible consumers and active citizens and observed an increasingly broader secularism and other changes. These are going to be discussed in correlation with their impact on new business and cultural mindsets. New approaches in the economy. Considering the previous frameworks, we observe new business models that are increasingly popular, such as those related to social and circular economies. Evolving societies determine new business strategies. Technological innovation, cultural shifts, and new opportunities also challenge them. Companies also adopt new approaches, such as ESG and CSR. All these concepts and their interferences with society will be critically considered. The class might be highly relevant for doctoral students in economics, administration, political science, and communication, as it offers critical insights into the complex interdependencies between society, the environment, and the economy, allowing them to understand the global challenges that societies and economies face today. The interdisciplinary approach fosters critical thinking and policy evaluation, enabling students to navigate and influence future societal and business shifts. The course also provides a strong foundation for innovative research and practical solutions, crucial for academic and professional careers. It prepares students to engage with and shape the evolving dynamics of modern society and the economy. Schendule: Tuesdays, 17-19 CET time (online, Webex platform)
Teachers:

• Alexandra Zbuchea (National University of Political Studies and Public Administration)

Assessment: The evaluation consists of a continuous assessment based on the work and involvement during the semester and at the final colloquium (oral examination). Students develop an assignment during the semester. They are expected to create an academic essay investigating the complex relationships between a concept/phenomenon relevant to today’s society and sustainable development. The essay will be presented and discussed using a poster/fact sheet during the colloquium. // academic essay – 50%; contribution to discussions – 20%; colloquium (discussion on the essay’s topic) – 20%

This seminar takes researchers through the entire editorial process of a law journal. What makes for an interesting article? What are the different characteristics of leading journals across the world? What works and what does not work for communicating an idea? What can be learned from the review process, as an author, a reviewer, an editor? Who gets cited, and who does not, and why? How can one write a constructive peer review report? How does one respond to a critical peer reviewer? What material is for an article, what for a blog and what for a tweet? Thanks to close collaboration with the European Journal of International Law (EJIL) and the International Journal of Constitutional Law (ICON) researchers will be able to address these questions by gaining hands-on experience in a leading law journal, meanwhile shaping the production of international legal knowledge. Researchers will also be formally recognized by EJIL and ICON as assistant editors for their contributions to the editorial process. Structure of the seminar: Apart from the first, introductory meeting, all meetings will consist of two parts, one which repeats every session (screening and peer review of journal submissions), and the second in which we address a topic specific to that session, typically intended to contribute to the researchers’ own research, writing and publishing (how to write an abstract; an introduction; a book review etc). All participants will write a screening or peer review report for each session, which they will receive comments on, and be invited to discuss during one or more of the sessions. The relevant reading material will be distributed at least two weeks before the meeting.
Teachers:

• Sarah Nouwen (European University Institute)
• Grainne De Burca (European University Institute)

The main aim of the course is to help the participants enrich their academic writing experience by providing them with a set of instruments useful for their academic activities connected to writing (drafting academic articles and the final thesis). A series of other three more specific objectives that will be connected to practical activities were set as guiding elements of the class. 1. Analysing the main academic writing styles used in the social sciences relevant at the doctoral level. The main aim is to develop reading, writing and debating skills to improve participants' academic writing experience. At the end of the course, the PhD student will be able to distinguish between the various writing styles specific to academic studies required for the development of the PhD thesis. 2. Understanding how to adapt academic writing styles for each stage of research (from stating the research problem, to developing objectives, describing the specialized literature (literature review), raising research questions, hypotheses, drawing conclusions). At the end of the course, the PhD student will be capable of self-reflection on their own academic writing, as well as that of others in the field. This will thus help the participants to have a more in-depth perspective of the wider process that academic writing is only part of. 3. Structuring a future academic article in their field of expertise. Offering and receiving feed back on their writing from their colleagues. At the end of the course, the PhD student will be able to apply a number of templates regarding the structure of specific academic articles. The PhD student will be able to revise their own academic writing based on feedback from peers and the teacher. Schendule: Thursdays, 16.00-18.00 CET time (online, Webex platform)
Teachers:

• Miruna Troncota (National University of Political Studies and Public Administration)

Assessment: - 2 short reflective essays (maximum 2 pages each); 2 short argumentative essays (maximum 2 pages each);

Welcome to the online course on Equity, Diversity and Inclusion. In this course you will familiarise with the concepts of equity, diversity and inclusion and reflect on how to make your research and working environment more inclusive. Module 1 presents an Introduction to Equity, Diversity and Inclusion. It will introduce the concepts of Equity, Diversity and Inclusion (EDI). It will focus on four important steps: unpacking what EDI means, by providing some key definitions; visible and invisible characteristics, represented by the Diversity iceberg; the concepts of intersectionality, privilege and discrimination. Module 2 will focus on unconscious bias and gender stereotypes, by inviting you to reflect on: the meaning of unconscious bias; the types of biases and how to overcome them; the meaning of gender stereotypes; and how to overcome gender stereotypes. At the end of the course, you will be more aware of key concepts concerning equity, diversity and inclusion, and be able to understand and recognise how they relate to your daily life. The participants will be selected on a first-come-first-served basis.

The CTDP – Course Design is a frontal lesson lasting 1h 30min, which includes moments of interaction between participants and group work carried out in a hybrid setting. CIVICA ESR can attend ONLINE only. The session link will be available soon. Once you have received the Acceptance email, please make sure to write to civica@unibocconi.it to receive the link. ----- MODULE DESCRIPTION: at the end of the module, participants will: understand the concept of constructive alignment as a way of course/session design; critically reflect on the different teaching settings; reflect on what happened in the last year in the Higher Edu scenario. ----- BIO: Professor Beatrice Manzoni is an Associate Professor of Practice in the Knowledge Area of 'Leadership, Human Resources, and Digital Technologies' at SDA Bocconi School of Management, where she serves as the Director of Executive Programs such as "Intensive HR Management", "Advanced HR Management", "The Leader Coach" and "Creativity at Work". She previously held the position of Coordinator for the Executive Master in Strategic HR Management from 2008 to 2014.
Teachers:

• Beatrice Manzoni (Bocconi University)

Normative approaches to law address questions about the law as it ought to be, as opposed to the law as it is. While they are sometimes criticised or dismissed as being ‘unscientific’, at the same time, however, legal scholars (including PhD candidates) are often tempted to offer recommendations for improving the law on a given subject, or to criticise a legal rule, doctrine, or court ruling, not merely for violating a higher legal norm (such as the constitution), but because they are ‘unfair’, ‘unjust’, ‘inefficient’, ‘suboptimal’, or ‘unpractical’. Such claims imply the availability of a standard for determining what amounts to a fair, just, efficient, optimal or practical law. It is the objective of normative approaches to to articulate such normative standards and analyse their implications, as a result of which normative and evaluative claims about the law can become more than the mere subjective opinions of the author and make an actual contribution to our understanding and knowledge of the law.
Teachers:

• Martijn Hesselink (European University Institute)

4-hour workshop. Time: 9 am to 1 pm. This workshop offers a space to develop your teaching persona and reflect on your relationship to teaching. You will examine your strengths and interests as a teacher and build on them. You will also consider your challenges, and how to work with them, integrating the so-called weaknesses as a part of your teaching persona.
Teachers:

• Carol Kiriakos (European University Institute)

The CTDP - Facilitating Online Synchronous Learning is a fully-online webinar lasting 1h 30min which will be held on November 29, 2024 from 3:30 to 5:00 pm (Italy timezone). The webinar link will be available soon. Once you have received the Acceptance email, please make sure to write to civica@unibocconi.it to receive the link. ----- MODULE DESCRIPTION: at the end of the session participants will be able to identify and apply best practices for setting up their online teaching environment, and managing interaction in an online environment. ----- BIO: Professor Beatrice Manzoni is an Associate Professor of Practice in the Knowledge Area of 'Leadership, Human Resources, and Digital Technologies' at SDA Bocconi School of Management, where she serves as the Director of Executive Programs such as "Intensive HR Management", "Advanced HR Management", "The Leader Coach" and "Creativity at Work". She previously held the position of Coordinator for the Executive Master in Strategic HR Management from 2008 to 2014.
Teachers:

• Beatrice Manzoni (Bocconi University)

This year is the 100th anniversary of Evgeny Pashukanis’ The General Theory of Law and Marxism (1924), a good occasion to (re-)examine this classic of radical legal theory. In The General Theory of Law and Marxism, a landmark text of Marxist jurisprudence, Pashukanis argues that after the revolution contract and property are not to be replaced by new concepts of proletarian law. Rather, the legal form as such, and hence law in its entirety, will disappear. The reason is that private law, whose basic categories, he argues, constitute the foundations of law in general, is intrinsically bourgeois, based as it is on the idea of the voluntary market exchange of equivalents (goods, services). Therefore, with the disappearance of the form of the equivalence relation between commodities, also its corresponding legal form, with its basic categories of contract, property, subjective rights et cetera will become obsolete and wither away. Pashukanis’ work, his life, and the revolution were intertwined in a very dramatic way. After the October Revolution, he became a prominent Soviet legal scholar, and held important bureaucratic positions, but then fell out of grace under Stalin, who had very different plans for state and law than their withering away. Pashukanis was arrested as an ‘enemy of the people’ in 1937, after which he ‘disappeared’. During this seminar we will engage in close reading of this landmark text. Moreover, we will discuss its relevance today: Does the commodity exchange fully determine the law? Does private law constitute the basis for law in general? Are constitutions plausibly understood in a fully materialist way? And what about fundamental rights? Is class struggle central to a proper understanding of the law? How to think society after law? Why has the law never withered away anywhere? Is communist jurisprudence plausible after the Soviet Union? Is Pashukanis’ rationalism and universalism Eurocentric? Could there be an EU without law? If Pashukanis is right then what should I do? No specific prior knowledge of Marxism, legal theory, or other is required.
Teachers:

• Martijn Hesselink ()

Nomothetic accounts of politics have postulated a deductive framework to explain political outcomes, in principle applicable across space and over time. In this framework, self-interest is the driving force of human action, dictating decisions based on two ingredients, both exogenously given: preferences and institutions. Within this set-up, culture has been treated as a residual quantity, devoid of any any analytical power. The purpose of this course is to unpack and scrutinize this residual, bringing culture to the forefront of political analysis. The seminar offers an in-depth exploration of theoretical and empirical approaches to the study of political culture. Political culture, as a field of study, intersects various disciplines, including political science, economics, public policy, psychology, evolutionary biology, and anthropology. This course aims to define and understand culture using social science tools, addressing fundamental questions about its origins, transmission, and evolution.
Teachers:

• Elias Dinas (European University Institute)

The course is a semester-long, foundational course for doctoral students preparing for their role as teaching assistants and future scholar-teachers. This course also forms the basis of the comprehensive certificate program for teaching in higher education offered by the Yehuda Elkana Center for Teaching, Learning, and Higher Education Research (The Elkana Center). The course fosters an understanding of the university teacher as a professional scholar ready to engage in teaching informed by research, models of good practice, a spirit of inquiry, and critical intellectual engagement. Our approach to teaching in higher education combines knowledge of theoretical foundations, a strong practice orientation, and an appreciation for collaborative, inquiry-driven, and technology-enhanced learning environments. This course will allow for the development of your own teaching approaches and values through a combination of reading, reflective writing, and practical tasks. You will gain a research-driven foundation for your work as twenty-first century scholar-teachers through the study of key issues and experimentation in a variety of approaches. First in a two-part sequence providing a systematic approach to teaching fundamentals, focusing on the design and delivery of lessons/sessions. https://elkana.ceu.edu/foundations-teaching-higher-education-yelc6101-and-yelc6103
Teachers:

• Tamara Kamatovic (Central European University)
• Mátyás Szabó (Central European University)

Different kinds of analog and digital data play important roles in contemporary societies and economies around the world. Global data governance is hence highly contextual and often characterized by the intricate interplay of law and infrastructure and shaped by a broad array of public and private actors. Recently, digital data has become a focal point of regulatory efforts in the European Union and around the world. This seminar explores conceptual questions of “data law” such as: How should we think about “data” and “information” from a legal perspective? How can private and public actors establish jurisdiction over data? Who owns data? What data should be “open”? What will future data sharing infrastructures and collective data governance arrangements look like? The seminar transcends the established (but likely unsustainable) divide between “personal” and “non-personal” data (such as weather, ocean, machine, or business data). It is hence not a course in data protection law as such. The idea is to center “data” as a regulatory object – in line with the EU’s dominant regulatory approach – and to critically evaluate the assumptions that underpin the EU’s regulatory agenda in comparison and contrast with the evolving regulatory landscape in the United States, China, India, and elsewhere. The seminar integrates insights from (critical) data studies and media and communication studies and discusses the potential for and challenges of conducting inter-disciplinary work in this domain. Data law questions and problems arise in many contexts – the seminar will be attuned to researchers’ own interests and projects (facilitated through short presentations). Attendance and active participation required. Assignments include response papers and a short presentation that links the seminar topic to the researchers’ own research agenda.
Teachers:

• Thomas Streinz (European University Institute)

Prefigurative politics are rooted in revolutionary thought, in particular anarchist thought. The idea is to organise the revolutionary movement in the image of the society it wants to establish. Prefiguration is closely related to the precept of congruence of means and ends. For example, if we want our post-evolutionary society to be non-violent then our revolution must be non-violent too. This seminar explores the implications of prefigurative politics for law. Can law be prefigurative? How does the idea of prefiguration relate to the notion of nonreformist reform which is currently popular in Law & Political Economy (LPE)? Does prefigurative politics risk ending up being quietist or privatising politics if we establish prefigurative communities and lifestyles? And what does prefiguration mean in the shadow of a still existing framework of (constitutional) law, where the state, private property, the police and prisons, and capital markets continue to be constituted and shaped by law? No specific prior knowledge is required for this seminar.
Teachers:

• Martijn Hesselink (European University Institute)

4-hour workshop. Time: 9 am to 1 pm. This workshop examines how to foster engagement and participation in online teaching sessions. When teaching online, you are competing for the participants’ attention with potential distractions. Compared with classroom teaching, there are more situational factors out of your control. We will look at the aspects that you as a teacher need to consider in order to make the most of your online classes. After this workshop, you are better aware of the psychological/emotional side of online interaction, and how to make it support your teaching.
Teachers:

• Carol Kiriakos (European University Institute)

The law impacts technology. Technology impacts the law. Beyond these basic truths, the interaction between law and technology is all uncertain. Some voices pretend that the law limits innovation that stems from technological change. Others believe the exact contrary. The 2023 kerfuffle over the call to temporarily ban research on generative Artificial Intelligence (“AI”) systems best exemplify the issue. Perhaps, both views are true. But can they be true at the same time, and in relation to the same laws and technologies? In what circumstances does one view dominate the other? Do other regularities govern the relationship between law and technology? Can they be seen in patterns or trends? And do these deep structural relations hold true across areas of the legal system, and across technologies? This course’s core aim is to supply a framework to address these questions. Today, we do not have the beginning of a good answer to predict how law and technology work together. Our limited state of knowledge is unfortunate. Technology is key to human flourishing. And the law is a necessary institution of any human society. Neither of them is about to disappear anytime soon. Absent a systematic understanding of the ways in which law and technology interact, incomplete approaches proliferate in the legal literature. Some works regrouped under the umbrella term law and tech (“law & tech”) tend to approach the issue holistically. But that scholarship focuses predominantly on the legal problems raised by technology (Tranter, 2011). And law & tech’s methods are not entirely satisfactory, in particular, because they predominantly default to existing law’s traditional interests in line with the culture of precedent, and understandably decline on selecting new values which is what policy and lawmakers must do all the time. Outside of that field, the relationship between law & technology is treated on a siloed basis. For example, the emerging legal scholarship on AI pays only marginal interest to prior ethical discussions in relation to human cloning, DNA sequencing, or gene editing. The “compartmentalization” of legal research (Bernstein, 2007) is clearly a problem, given the largely “combinatorial” nature of technology (Arthur, 2011). Last, most of the law and technology scholarship focuses on digital, leaving other important technological fields like bio chemistry and others subject to substantial legal uncertainty. Overall, very few clear and actionable takeaways about the relations between law and technology emerge from the literature. This course represents an attempt to overcome this state of affairs. It is based on four key propositions: one, there are deep structural relations between law & technology; two, the deep structural relations between law and technology can be studied and described; three, a bargain between law’s demands for ethics, and technology’s demand for efficiency structures legal and technological outcomes, and many deep factors like technological literacy or the timing of policymaking affect the bargain; four, some general lessons can be derived from an empirical study of law and technology’s relations.
Teachers:

• Nicolas Petit (European University Institute)

We all know that we learn in different ways. But what are the consequences of this for our teaching? Do we really take this into consideration when planning our courses? Maybe we plan our courses according to our own preferences for learning? During this session, we will first look at different preferences for learning, including your own preferences. We will then apply this on your teaching, and you will have the opportunity to review this, and see how you perhaps could change it? Finally, you will learn about ideas that other participants have about how they could change their teaching. After this session you are expected to be able to: - Recognize the diversity of ways of learning. - Analyze your own teaching in relation to different preferences for learning. - Assess and adjust your own teaching to various contexts.
Teachers:

• Pär Mårtensson (Stockholm School of Economics)

Second in a two-part sequence providing a systematic approach to teaching fundamentals, focusing on course design and assessments. Participants must previously take Foundations or contact elkanacenter@ceu.edu for exemption. “Learning by Design” is a semester-long, intermediate-level course focused on how students learn and how instructors can facilitate student learning. Building on Foundations of Teaching in Higher Education (which is a prerequisite), it shifts the focus even more firmly from the teacher to the student. In their roles as designer, facilitator (and assessor) of learning, course participants explore how they can guide students in their learning and how to make that learning longer lasting and more significant. During our sessions we will unpack assumptions that surround student learning, delve into theories of how students learn, and explore corresponding principles and approaches to teaching that seek to align learning, teaching, and asessment. We will discuss how to better understand your students, recognize several implications of student diversity for student learning, and explore how to support different types of learners and different types of learning. We will explore, at some length, how to assess student learning, including assessment design, grading, and feedback. Throughout all of this, we will constantly reflect on our own growth as scholars in the process of becoming facilitators of learning.
Teachers:

• Tamara Kamatovic (Central European University)
• Mátyás Szabó (Central European University)

The cross-disciplinary field of “infrastructure studies” has recently captured the imagination of legal scholars interested in global and planetary ordering, technology regulation, securitization, and other topics. But what does it mean to “think infrastructurally”? This seminar discusses ways of engaging productively with insights from other disciplines that have studied infrastructures across space and time, in particular in the field of science and technology studies (STS): How do infrastructures differ from systems, networks, or platforms? How are infrastructures regulated – and how could they be regulated differently? Which infrastructures underpin regulation – and can infrastructure itself be understood as a form of regulation? Thinking infrastructurally can open-up pathways for analytical, critical, and normative inquiries from law and policy perspectives. The seminar will be attuned to researchers’ own interests and projects (facilitated through short presentations). Attendance and active participation required. Assignments include response papers and a short case study presentation of an infrastructure of relevance to the researchers’ own projects.
Teachers:

• Thomas Streinz (European University Institute)

Law and economics (L&E) is a scholarly approach that provides an economic perspective on legal institutions and the law. L&E utilizes formal and empirical economic analysis to understand the law. If the results of such economic analyses show that the explanatory power of economic theories is lacking, L&E also engages in the reconsideration of economic theories themselves. The course aims to introduce L&E as a methodological approach while being mindful of its normative assumptions and implications. It will first discuss the historical development and contemporary significance of L&E. The course will then explore several substantive policy areas: contract law, liability, antitrust, economic regulation, environmental law, behavioral law and economics, and technology. Guest lecturers will be invited to contribute to the course. Participants commit to the following: Prior reading of 2 to 4 scholarly papers or cases before each session. The papers will be discussed as the course progresses.
Teachers:

• Nicolas Petit (European University Institute)