COURSE INTRODUCTION AND APPLICATION INFORMATION

• Dr. Öğr. Üyesi Serhun Al

• Students will be able to interpret how differnet regime types have emerged.
• They will be able to compare politial institutions in different countries.
• They will be able provide solutions to different political and institutional problems.
• They will be to use comparative research methods.
• They will be able to compare political institutions in their country with those in other countries.

Course textbook is Daniele Caramani. 2008. Comparative Politics. Oxford: Oxford University Press.

All course readings are available at the University Library and as open sources.

• Fukuyama, Francis. 2004. State‐Building: Governance and World Order in the 21st Century. Cornell University Press.

• Geddes, Barbara. 1999. ‘What Do We Know About Democratization After Twenty Years?’ Annual Review of Political Science, 2:115‐44.

• Diamond, Larry. 2002. ‘Thinking about Hybrid Regimes.’ Journal of Democracy 13: 21‐35. • Linz, Juan. 2000. Totalitarian and Authoritarian Regimes. Boulder: Lynne Rienner.

• Benoit, Kenneth. 2007. ‘Electoral Laws as Political Consequences: Explaining the Origins and Change of Electoral Institutions.’ Annual Review of Political Science 10: 363‐90.

• Lijphart, Arend. 1994. Electoral Systems and Party Systems: A Study of Twenty‐Seven Democracies, 1945‐1990. Oxford: Oxford University Press.

• Kitschelt, Herbert. 1994. The Transformation of European Social Democracy. Cambridge: Cambridge University Press.

• Blais, André, Louis Massicotte ve Agnieszka Dobrynska. 1997. ‘Direct presidential elections: A world summary.’ Electoral Studies 16(4): 441‐455.

• Linz, Juan. 1990. ‘The Perils of Presidentialism.’ Journal of Democracy 1(1): 51‐69.

• Carey, John. 2008. Legislative Voting and Accountability. Cambridge University Press.

• Foley, Michael ve Bob Edwards. 1998. ‘Beyond Tocqueville: Civil Society and Social Capital in Comparative Perspective.’ American Behavioral Scientist. 42(1): 5‐20.

• Burkhart, Ross E. 1997. ‘Comparative Democracy and Income Distribution: Shape and Direction of the Causal Arrow.’ Journal of Politics 59(1): 148‐164.

ACADEMIC HONESTY: Honesty and trust are the most fundamental pillars of learning and are necessary foundation for success and academic freedom in a university. Hence, any behavior that jeopardizes the learning environment by violating the rules of academic honesty will not be tolerated or condoned: Violations of academic honesty include but are not limited to: Cheating or facilitating cheating • looking or attempting to look at another student's answers or allowing others to copy one's answers, • copying other student’s in-class or take-home exam answers or letting others use take-home exam answers, • using "cheat sheet," pre-programmed calculator if not allowed by the instructor, • having someone else prepare the term project or homework or letting others use one’s homework/term project/paper, • Assistance of another person in preparation of a tem paper/homework/project if not allowed by the instructor, • Taking an exam for another student, • Purchasing term projects or homework or other assignments, • Signing in place of another student using their name/signature/student id number, Plagiarism • showing the work of another as one's own, • Not properly citing an earlier own work, • Submitting the same homework/paper/term project in one more one course if not allowed by the instructor, • Inaccurately or inadequately citing sources including those from the Internet, Violations of academic honesty can result in disciplinary action, as stated in the "Student Disciplinary Rules and Regulation" of the University. http://www.ieu.edu.tr/en/bylaws/type/read/id/13 and http://kariyer.ieu.edu.tr/en/bylaws/type/read/id/81 By enrolling in the University, each student is assumed to have read the rules and regulations regarding academic dishonesty, and lack of knowledge of this policy is not an acceptable defense.