The succession of economic and financial crises, the migration crisis, and, of course, Brexit have raised many questions about the future of the European Union. Such crises present challenges for teaching and learning European Studies. This article discusses the question how to maintain a relevant study programme while taking into account ever-changing societal developments. Based on a survey conducted among students of a Bachelor in European Studies, and a subsequent focus group discussion, we look at programme relevance and programme capacity to deal with societal change in the context of a problem-based learning environment. Our study reveals that problem-based learning, when applied consistently and correctly, is a good educational approach to ensure that a study programme is relevant and capable of capturing societal change. At the same time, students seem to prefer a more guided version of problem-based learning, which presents challenges concerning its possible contribution to teaching and learning in times of crises. While we discuss the situation in one specific BA programme, we will do so in light of general challenges in the fields of European Studies, International Relations, and Politics.

‘Is political science out of step with the world?’ This question, raised by John E. Trent in a recent issue, is part of a recurring debate about the development of our discipline. In that article, and in a subsequent book with his colleague Michael Stein, John Trent blames adherents of the ‘scientific method’ for political science’s growing irrelevance. We challenge this claim by arguing that Trent falls back on outdated polarities between ‘objective and normative’, and ‘explanation and interpretation’, in order to justify his allegation. We argue for the need to review our methods continuously, rather than dig up a fruitless and biased division between qualitative and quantitative approaches.

This paper explores what makes relevance difficult to deliver. Researchers can be victims of the play of politics in policy settings and organizational blockages limit the numbers of academics that seek to achieve relevance. In addition the scholarly arguments for relevance are underdeveloped leaving scope for sustained doubts about the project. Crucially political science lacks a design arm and as a result it is deficient in the intellectual foundations needed to proffer solutions to political problems.

This paper arises from the empirical evidence about trends, issues and perspectives in political science to be found in the International Political Science Association's (IPSA) Research Committee 33 book series entitled – The World of Political Science: Development of the Discipline and the papers presented at the 2008 Montreal Conference of the IPSA on New Theoretical and Regional Perspectives on International Political Science. One of the issues raised by this analysis of the discipline's strengths and weaknesses is the question of whether political science is relevant to the outside world, and if not why not? It is evident to the naked eye that in comparison with, say, economists (President Obama has three advisory councils), political science is of relatively little interest to policymakers, the media and the public. We have to ask whether political science is out of step with the world, and if so what might be done about it?

The paper deals with a couple of speculations by John E. Trent with respect to the state and impact of contemporary political science. It particularly takes issue with the Trent claim that political science must become more relevant and instead emphasizes the need for an independent science system. Furthermore, it accepts the notion that there is a problem with respect to overspecialization but regards this as a necessity if science and research want to move ahead. The Trent argument about schisms in political science theorizing and research methodology must be taken seriously, but can and should be counteracted by the good will of scholars to seek regular intellectual exchanges also in fields where controversy rages. Finally, it is argued in the paper that the Trent worldview is very much a North American one that should be balanced by looking also at other political science communities around the world.

While the relevance of political science is often evaluated with respect to its scholarly impact, evaluations of the teaching impact are rare. This paper offers a step towards strengthening the societal relevance of a political science degree. We treat the societal relevance of political science as a matter of the (non-)academic career preparation and civic education of its graduates. We are therefore interested in the career paths and individual learning outcomes of Austrian political science graduates. Data from the Graduate Monitoring and semi-structured interviews show that most graduates work outside of academia, moreover, as our results show, many graduates state that they had to acquire additional skills for their professional careers. Consequently, future curricula might consider a stronger focus on non-academic career preparation. At the same time, however, graduates highly value the civic dimension of the programme and the impact it had on their political agency.

Political science has for some time been afflicted with an existential and empirical angst concerning impact and relevance. This is by no means a new or unique disciplinary pathology, but it is one that has intensified in recent years. The reasons for this intensification have been explored in a burgeoning literature on ‘the tyranny of impact’. The central argument of this article is that a focus on the ‘relevance gap’ within political science, and vis-à-vis the social sciences more generally, risks failing to comprehend the emergence of a far broader and multifaceted ‘expectations gap’. The core argument and contribution of this article is that the future of political science will depend on the politics and management of the ‘expectations gap’ that has emerged. Put slightly differently, the study of politics needs to have a sharper grasp of the politics of its own discipline and the importance of framing, positioning, connecting vis-à-vis the broader social context.

We in this paper employ a penalized moment selection procedure to identify valid and relevant moments for estimating and testing forecast rationality within the flexible loss framework proposed by Elliott et al. (2005). We motivate the selection of moments in a high-dimensional setting, outlining the fundamental mechanism of the penalized moment selection procedure and demonstrating its implementation in the context of forecast rationality, particularly in the presence of potentially invalid moment conditions. The selection consistency and asymptotic normality are established under conditions specifically tailored to economic forecasting. Through a series of Monte Carlo simulations, we evaluate the finite sample performance of penalized moment estimation in utilizing available instrument information effectively within both estimation and testing procedures. Additionally, we present an empirical analysis using data from the Survey of Professional Forecasters issued by the Federal Reserve Bank of Philadelphia to illustrate the practical utility of the suggested methodology. The results indicate that the proposed post-selection estimator for forecaster’s attitude performs comparably to the oracle estimator by efficiently incorporating available information. The power of rationality and symmetry tests leveraging penalized moment estimation is substantially enhanced by minimizing the impact of uninformative instruments. For practitioners assessing the rationality of externally generated forecasts, such as those in the Greenbook, the proposed penalized moment selection procedure could offer a robust approach to achieve more efficient estimation outcomes.

This study examined the capacity of ChatGPT-4 to assess L2 writing in an accurate, specific, and relevant way. Based on 35 argumentative essays written by upper-intermediate L2 writers in higher education, we evaluated ChatGPT-4’s assessment capacity across four L2 writing dimensions: (1) Task Response, (2) Coherence and Cohesion, (3) Lexical Resource, and (4) Grammatical Range and Accuracy. The main findings were (a) ChatGPT-4 was exceptionally accurate in identifying the issues across the four dimensions; (b) ChatGPT-4 demonstrated more variability in feedback specificity, with more specific feedback in Grammatical Range and Accuracy and Lexical Resource, but more general feedback in Task Response and Coherence and Cohesion; and (c) ChatGPT-4’s feedback was highly relevant to the criteria in the Task Response and Coherence and Cohesion dimensions, but it occasionally misclassified errors in the Grammatical Range and Accuracy and Lexical Resource dimensions. Our findings contribute to a better understanding of ChatGPT-4 as an assessment tool, informing future research and practical applications in L2 writing assessment.

Children are known to derive more implicatures when the required alternative is made salient through contrast or when it is made contextually relevant through a story or a Question Under Discussion. We investigated the exclusivity implicature of three disjunctions (sau “or”, sau… sau, and fie…fie “either…or”) in child Romanian, an understudied language in the previous literature. Three experiments reveal that the mere presence of the stronger alternative, that is, simply hearing unrelated conjunctive statements in the course of the experiment, is not enough to boost implicatures. Rather, implicatures increase as a result of both access to alternatives and contextual relevance (expressed through conjunctive questions such as Did the hen push the train and the boat?). Interestingly, the boost in implicatures was observed only for sau-based disjunctions, not for fie…fie, which we conjecture may be due to children treating the latter as ambiguous between disjunction and conjunction.

The family of relevant logics can be faceted by a hierarchy of increasingly fine-grained variable sharing properties—requiring that in valid entailments $A\to B$, some atom must appear in both A and B with some additional condition (e.g., with the same sign or nested within the same number of conditionals). In this paper, we consider an incredibly strong variable sharing property of lericone relevance that takes into account the path of negations and conditionals in which an atom appears in the parse trees of the antecedent and consequent. We show that this property of lericone relevance holds of the relevant logic $\mathbf {BM}$ (and that a related property of faithful lericone relevance holds of $\mathbf {B}$) and characterize the largest fragments of classical logic with these properties. Along the way, we consider the consequences for lericone relevance for the theory of subject-matter, for Logan’s notion of hyperformalism, and for the very definition of a relevant logic itself.