Learning in European Union peacebuilding

rhetoric and reality

Research output: Contribution to journalArticle

Abstract

The EU’s growth as a security actor since 2003 has been closely accompanied by the development of various learning mechanisms in order to help improve the EU’s performance in this realm. As most such activities have involved civilian missions rather than military operations, this article focuses on the learning
culture underpinning the EU’s civilian conflict prevention and peacebuilding activities. This is especially critical as the EU has increasingly framed these efforts in terms of adaptive and ideational factors in host countries (training, mentoring, reform, advising, capacity-building, resilience, etc.) rather than as “interventions”whereby the EU deploys its own resources to manage host country problems. In other words, the EU is attempting to enhance the ability of host countries to prevent or manage conflicts on their own. However, it is also clear that such efforts do not always produce the desired results in host
countries, especially in a crisis situation, and that the EU does not always follow its own procedures regarding learning. Therefore despite considerable progress since 2003 there is still much room for improvement in this realm, along with a need for broader institutional reforms to improve the EU’s capabilities as a security actor.
Original languageEnglish
Pages (from-to)215-225
Number of pages11
JournalGlobal Affairs
Volume4
Issue number2-3
Early online date3 Aug 2018
DOIs
Publication statusPublished - 2018

Fingerprint

rhetoric
EU
learning
conflict prevention
reform
mentoring
resilience
Military
ability
resources
performance

Keywords

  • CFSP
  • CSDP
  • learning
  • foreign policy
  • security policy
  • peace building

Cite this

Learning in European Union peacebuilding : rhetoric and reality. / Smith, Michael E.

In: Global Affairs, Vol. 4, No. 2-3, 2018, p. 215-225.

Research output: Contribution to journalArticle

@article{6207a77980d04b4a81e902f0bca05b8e,
title = "Learning in European Union peacebuilding: rhetoric and reality",
abstract = "The EU’s growth as a security actor since 2003 has been closely accompanied by the development of various learning mechanisms in order to help improve the EU’s performance in this realm. As most such activities have involved civilian missions rather than military operations, this article focuses on the learningculture underpinning the EU’s civilian conflict prevention and peacebuilding activities. This is especially critical as the EU has increasingly framed these efforts in terms of adaptive and ideational factors in host countries (training, mentoring, reform, advising, capacity-building, resilience, etc.) rather than as “interventions”whereby the EU deploys its own resources to manage host country problems. In other words, the EU is attempting to enhance the ability of host countries to prevent or manage conflicts on their own. However, it is also clear that such efforts do not always produce the desired results in hostcountries, especially in a crisis situation, and that the EU does not always follow its own procedures regarding learning. Therefore despite considerable progress since 2003 there is still much room for improvement in this realm, along with a need for broader institutional reforms to improve the EU’s capabilities as a security actor.",
keywords = "CFSP, CSDP, learning, foreign policy, security policy, peace building",
author = "Smith, {Michael E.}",
note = "I would like to acknowledge financial support of the European Research Council (grant number 203613) and the EU Horizon2020 programme (grant number 653227) for the financial support of the projects discussed in this paper (EUCONRES and EU-CIVCAP). I am also grateful to the comments of Ana Juncos and Steven Blockmans, as well as to the rest of the EU-CIVCAP research team for producing the deliverables summarized in this paper. Finally, I would like to acknowledge a research fellowship awarded by Robert Schuman Centre of the European University Institute, where this paper was written as part of a special forum for Global Affairs.",
year = "2018",
doi = "10.1080/23340460.2018.1500427",
language = "English",
volume = "4",
pages = "215--225",
journal = "Global Affairs",
issn = "2334-0460",
publisher = "Taylor & Francis",
number = "2-3",

}

TY - JOUR

T1 - Learning in European Union peacebuilding

T2 - rhetoric and reality

AU - Smith, Michael E.

N1 - I would like to acknowledge financial support of the European Research Council (grant number 203613) and the EU Horizon2020 programme (grant number 653227) for the financial support of the projects discussed in this paper (EUCONRES and EU-CIVCAP). I am also grateful to the comments of Ana Juncos and Steven Blockmans, as well as to the rest of the EU-CIVCAP research team for producing the deliverables summarized in this paper. Finally, I would like to acknowledge a research fellowship awarded by Robert Schuman Centre of the European University Institute, where this paper was written as part of a special forum for Global Affairs.

PY - 2018

Y1 - 2018

N2 - The EU’s growth as a security actor since 2003 has been closely accompanied by the development of various learning mechanisms in order to help improve the EU’s performance in this realm. As most such activities have involved civilian missions rather than military operations, this article focuses on the learningculture underpinning the EU’s civilian conflict prevention and peacebuilding activities. This is especially critical as the EU has increasingly framed these efforts in terms of adaptive and ideational factors in host countries (training, mentoring, reform, advising, capacity-building, resilience, etc.) rather than as “interventions”whereby the EU deploys its own resources to manage host country problems. In other words, the EU is attempting to enhance the ability of host countries to prevent or manage conflicts on their own. However, it is also clear that such efforts do not always produce the desired results in hostcountries, especially in a crisis situation, and that the EU does not always follow its own procedures regarding learning. Therefore despite considerable progress since 2003 there is still much room for improvement in this realm, along with a need for broader institutional reforms to improve the EU’s capabilities as a security actor.

AB - The EU’s growth as a security actor since 2003 has been closely accompanied by the development of various learning mechanisms in order to help improve the EU’s performance in this realm. As most such activities have involved civilian missions rather than military operations, this article focuses on the learningculture underpinning the EU’s civilian conflict prevention and peacebuilding activities. This is especially critical as the EU has increasingly framed these efforts in terms of adaptive and ideational factors in host countries (training, mentoring, reform, advising, capacity-building, resilience, etc.) rather than as “interventions”whereby the EU deploys its own resources to manage host country problems. In other words, the EU is attempting to enhance the ability of host countries to prevent or manage conflicts on their own. However, it is also clear that such efforts do not always produce the desired results in hostcountries, especially in a crisis situation, and that the EU does not always follow its own procedures regarding learning. Therefore despite considerable progress since 2003 there is still much room for improvement in this realm, along with a need for broader institutional reforms to improve the EU’s capabilities as a security actor.

KW - CFSP

KW - CSDP

KW - learning

KW - foreign policy

KW - security policy

KW - peace building

U2 - 10.1080/23340460.2018.1500427

DO - 10.1080/23340460.2018.1500427

M3 - Article

VL - 4

SP - 215

EP - 225

JO - Global Affairs

JF - Global Affairs

SN - 2334-0460

IS - 2-3

ER -