This graduate course offers an interdisciplinary exploration of the theory and practice of global institutions, blending international relations, economics, and political economy. The course emphasizes cumulative learning: theoretical insights and historical episodes in the early weeks will serve as reference points for understanding contemporary debates and institutional innovations in later sessions. Students will be assessed through a combination of policy-simulation memos, in-class presentations and active engagement, and a final exam. The course is reading-intensive and interactive, designed to foster analytical depth, conceptual clarity, and policy-relevant thinking.

Through engagement with case studies, students will explore how global governance is increasingly fragmented and contested. They will also develop the ability to formulate and defend evidence-based arguments regarding the reform potential and limitations of international institutions, drawing on both empirical case studies and normative considerations. In addition to enhancing their theoretical and empirical knowledge, students will strengthen their communication skills through structured class discussions, oral presentations, and written assignments. Emphasis will be placed on articulating complex ideas clearly and precisely, as well as engaging critically with policy debates surrounding institutional change and global cooperation.

Students examine the formation, evolution, and reform of major multilateral organizations such as the IMF, World Bank, WTO, G7, G20, and FSB, as well as select EU institutions and informal actors like BRICS. By combining theoretical frameworks with historical and contemporary case studies, the course investigates how these institutions address cross-border challenges in finance, trade, and development, while analyzing how power dynamics, institutional design, and reform debates shape their effectiveness. Delivered in an interactive format, the course emphasizes active, discussion-based learning and builds cumulatively from foundational concepts, highlighting the interplay between global and regional institutions, state and non-state actors, and North-South relations.

This is graduate course whose reading list consists mainly of Journal's articles, as detailed below.

The course consists of two classes per week, combining short lectures with in-depth, student-led discussions of assigned readings. Each week focuses on a specific theme or institution central to the evolution of international governance, beginning with theoretical foundations and progressing through historical case studies, major multilateral organizations, regional institutions, informal governance mechanisms, and emerging actors. Students are expected to complete all readings before class and actively participate in critical discussions.

Attending student performance will be assessed through a combination of individual and collaborative assignments designed to foster analytical depth, written clarity, and active engagement. Specifically, grades will be based on the following components: Presentation: 15%. Each student will participate in a small-group presentation with no more than three peers in total, focusing on a week’s theme and readings. Presentations should provide a structured synthesis of the materials, raise discussion points, and encourage critical dialogue among peers. Specifically, students are expected to: identify and explain the central arguments and findings from the core readings; place those readings within the broader theoretical and policy debates discussed in class; critically engage with the material by highlighting tensions, gaps, or contrasting perspectives among the authors; develop 2–3 discussion questions aimed at provoking critical dialogue among peers, fostering comparative thinking, normative reflection, or application to current events; and finally, propose a short “what if” or “future trend” scenario, when suitable, to stimulate debate about the future relevance or evolution of the institution or governance challenge under review. Presentations should last approximately 15–20 minutes and be delivered with professional standards, including clear visual aids (PPT slides). Crisis Memo: 18%. Students are asked to step into the role of a senior-ranking official (e.g., at the IMF, G20 Secretariat, World Bank, ECB, or national Ministry of Finance) responding to a hypothetical yet plausible economic, financial, or global governance crisis by advising leadership on how to react. The memo must succinctly analyze the situation, identify key risks and stakeholders, present policy options with their associated trade-offs, and recommend a course of action based on the institutional context, theory, and case studies discussed in class. It will consist of no more than 1,500 words and will follow a template that will be presented. Based on the best-practice template, the memo will be assessed on clarity, analytical depth, relevance, and the actionability of recommendations. Students are encouraged to meet with the instructor in advance to discuss their approach and ensure alignment with course expectations. Final exam: 67%. The final exam will consist of questions designed to assess students’ ability to synthesize theoretical frameworks, critically evaluate the role and effectiveness of global institutions, and apply course concepts to contemporary governance challenges. Questions will draw from both required readings and in-class discussions, and emphasize analytical reasoning, structured argumentation, and clarity of expression. Students will be assessed on their ability to demonstrate cumulative learning, critical thinking, and clarity of written expression. They are required to engage thoroughly with the required readings and organize their arguments systematically. Review sessions will be held toward the end of the semester to help students prepare effectively for the final exam. Non-attending students’ performance will be assessed through a final exam that will account for 100% of the final grade. The test for non-attending students will be based on the required readings as well as the items marked with (*) in the Suggested Reading sections in the Syllabus.

Demonstrated interest in the literature and a very good performance throughout the course.