The book is the first systematic and comparative effort to capture political culture in the Baltic countries, including political orientation and support for democracy. Revolving around public opinion data from the 1990s and onwards, including two recent surveys commissioned by the authors, the book takes stock of the political climate prevailing in Estonia, Latvia and Lithuania a quarter of a century after reclaiming independence and fifteen years after becoming members of NATO and the EU. These three countries share the same geopolitical fate and many contemporary challenges, and yet each has been marked by their own transitions and struggles between nation building and European integration, Western and post-Soviet orientations, and past experience and future aspirations.
The book is the first systematic and comparative effort to capture political culture in the Baltic countries, including political orientation and support for democracy. Revolving around public opinion data from the 1990s and onwards, including two recent surveys commissioned by the authors, the book takes stock of the political climate prevailing in Estonia, Latvia and Lithuania a quarter of a century after reclaiming independence and fifteen years after becoming members of NATO and the EU. These three countries share the same geopolitical fate and many contemporary challenges, and yet each has been marked by their own transitions and struggles between nation building and European integration, Western and post-Soviet orientations, and past experience and future aspirations.
This volume is the definite statement on the current state of political science as a discipline in Western Europe. Detailfour chapters portray European developments. To know about the historical development, the organization of teaching and research, professional communication, and the chances of students of political science in the job market is of essential importance to political scientists, university administrators, and policy makers national, European, and global. This is particularly true after the Bologna Declaration when universities across Europe were asked to adopt (1) a system of easily readable and comparable degrees, (2) a system based on two cycles, (3) the establishment of a common system of credits, (4) to increase student and teacher mobility, (5) to assure quality standards, and (6) to improve the European dimension in teaching. The book informs on these general issues and reports country specific developments.
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