Professor Richard Chadwick

Professor Richard Chadwick

2010 UH Distinguished Graduate Mentor Award

"Since 1990, Chadwick has supervised 15 doctoral students and has been a member on an additional 11 doctoral student committees. He has been an instrumental mentor for many graduate students since beginning his career at Manoa. "His flexibility and ability to work with a student’s interest and not attempt to shape the student are hallmarks of his mentoring. At the same time, Chadwick challenges, argues and provokes to get his students to do their best work. It is this quality of his work with students that earned him the award."

Background

In 1966, I earned my Ph.D. at Northwestern in Political Science specializing in foreign policy decision making and simulation thereof, did a year of post–doc research at Yale (Lecturer and Research Staff Political Scientist) with Karly Deutsch and back at Northwestern with Harold Guetzkow, was snapped up by System Development Corp. (an offshoot of RAND) on and ARPA contract in my specialization, then another ARPA contract at UH, then more ARPA work at Harvard's Center for International Affairs (where I went from casual hire to Research Associate, thanks again to Karl Deutsch) and Cornell Aeronautical Laboratory (then owned by Cornell U. but now independent as CALSPAN Corp.), and finally back to UH when I taught mostly research methods in political science for a decade (details are in my vita), then shifted to international relations and global modeling. In between and since I've held various research positions or done consulting work, in Australia, German, the Netherlands, and Switzerland, on such topics as international trade modeling, arms race modeling, political instability, and decision making, and was for many years on the Matsunaga Institute for Peace's Board of Governors and for a while ran its undergraduate Certificate program. Over the last 10–15 year, I've also lectured in China rather extensively (Beijing, Guanzhou, Lanzhou, Liaoning, Shanghai, Shenzhen and elsewhere), giving seminars in decision making and Deming's management philosophy.

Research Interests

My research interests flow around the fundamental nature of politics. I take various paradigmatic approaches — sometimes scientific, sometimes philosophical, and sometimes a practical or “social engineering” approach — to making a difference in how we understand, change, and transcend in some small ways the political systems in which we live. My early work was in modeling the dynamics of foreign policy, its causes rooted in political survival and security, the struggle for power and peace, during the Cold War years: data collection and analysis on international relations and national characteristics, with a prime focus on international trade and integration when many wondered if the European Economic Community would become a union and what that would mean for global politics.

As it became increasingly evident to me that the decline of colonialism, the rise of European integration and the revolution in computer technology and communication (long before the Internet) implied a trend towards a global economy and an “international division of labor,” I increasingly focused on global modeling and models, starting in the late 1970s, in terms of their political implications. I (and many others similarly trained) could see the value of global change which we as a species had some increasing possibility of perceiving and influencing. In a global political economy, it seemed to me essential to merge or tightly couple our collective decision making capabilities if we as a species were to have some influence over our collective destiny. So, my research shifted focus from the techniques and data of global modeling to the politics of global modeling and the teaching of global modeling. In the 1980s I directed (Coordinator, my official title, is reserved for project directors not members of the East–West Center staff) a global modeling project at the East–West Center for three years (1981–1984), following in the footsteps of the Australian who preceded me and whose government continued to fund the project. During that time I lectured in Japan, India, the Netherlands, and in the USA for various research groups interested in global modeling. However, I began to focus more on the political problems related to global modeling and modelers, and politically significant applications.

I developed an interest in China and East Asia in general in the 1980s for several reasons: the global modeling project which sent me the Beijing in 1988, my Matsunaga Institute for Peace affiliation which indirectly was responsible for my efforts to interpret global modeling through the lens of the ancient Chinese philosophy embedded in the I Ching, my work in China teaching Deming's management theory and related materials, any my classroom simulation of East Asia. In the 1990s these interests expanded in several dimensions which continue to this day. First, a radical change in my teaching style took place as I absorbed the ideas of W. Edwards Deming, a change I have yet to write extensively about (a draft of my essay in on my author's page), reviving my interest in pedagogy. Second, one of my former Ph.D. students persuaded me to help him with two democratization projects in Cambodia; he became an honorary member of King Sihanouk's Cabinet, and founded the Preah Sihanouk Raj Academy (no longer in existence) and several years later, the National Assembly Research Institute (NARI). Another of my former Ph.D. candidates and now the director of the International Studies Division of the Korean Institute for National Unification (KINU), persuaded me to write down and present some of my thoughts regarding the prospects of North–South Korean unification and to do some follow–up research; this was followed up with review of North Korea's policies and history for a publishing house. All of these activities continue to this day.

Courses Taught

Global Politics/International Relations – general introduction to theory and history (POLS 315 – Spring 2013)

The aims of the course are to enable you to (1) interpret contemporary global politics and international relations through contemporary theory and historical understanding especially regarding political (in)stability, international conflict and war, (2) evaluate alternative policies, purposes and goals; and (3) become somewhat familiar with issues related to theory construction, evaluation, and application in political and social sciences as they are used to interpret and understand international relations.

Spring 2013 POLS 315 Syllabus [PDF]

International Relations Lab – for 315 students: decision making and global models (POLS 323)

Students wishing an additional course credit to gain more practical experience in computer applications than the rest of the students in International Relations I, in such areas as global modeling, decision making, hypertext development, may register for this 1 credit course, but only if you are registered for my POLS 315 course. Hours will be arranged on an individual basis with the tutors or with me. You will meet one hour per week, but you are expected to put in about two hours of preparation time in advance to prepare for each class hour.

Required texts: International Relations I texts, and readings handed out on the analytic hierarchy process (a decision making theory) and related material.

Teaching Political Science – student interns for my 315 class (POLS 401)

This section of POLS 401 is for students who wish to gain experience organizing, instructing, grading, tutoring and advising students in International Relations I.

You will attend my POLS 315 lectures and tutor two to three study groups per week (there will be approximately 18 students per tutor, organized in three groups of about six each).

You will grade quizzes, exams, essays, and stimulation participation (under my guidance), but not exams or essays of those students you tutor.

You will meet with me regularly for training, class evaluation and reorganization for continuous improvement, and discussion of Deming's philosophy of education. For more information, see below.

"Contract" for assigned work and my responsibilities.

Political Analysis and Theory Building – introduction to paradigms in political studies (POLS 601)

Stimulation Practicum – hands on learning a global model authored by Barry Hughes (POLS 605C – Fall 1998)

This course is essentially a computer lab and reading course on modeling decision making and political–economic–military systems, with some attention to environmental and resource problems, but with the principal focus on the dynamics of political decision making in the modern, global environment. You will be assigned the tasks of learning to use, evaluate and to modify various models, and/or to participate in the running and evaluating of classroom simulations for educational purposes.

If the subject matter interests you, drop by to see me during my current office hours. However, I normally take only students who have had either POLS 630 or 635F from me. Further, students should have some background in quantitative analysis or modeling, and be computer literate.

Texts: Stuart Bremer, The Globus Model; William Coplin and Michael O'Leary, Everyman's Prince; Harold Guetzkow and Joseph Valadez, Simulated International Processes; Barry Hughes, World Modeling; Barry Hughes, International Futures; Franzi Poldy, AREA Model Handbook; (“AREA” – Australian Resources and Environmental Assessment); Thomas Saaty, Decision Making for Leaders.

International Relations – graduate level survey of international relations theory and history (POLS 630 – Fall 1999)

This is the graduate “entry level” course for students interested in international relations. It is designed with two academic purposes in mind:

  • at the M.A. level, to help you get an overview of the field of study, and
  • at the Ph.D. level, to help you pass your comprehensive exams if you select this area as on of those on which you will be tested

For both reasons, the reading is fairly heavy, not that you are expected to go into depth evenly on all readings, but rather to acquaint you with the major subfields of study. The writing assignents, which are weekly, are intended to help you accomplish two things:

  • to help you digest and assimilate the theories, methodologies and history being presented about the phenomena of international relations, and
  • to develop your own viewpoint, your perspective, your voice.

Modeling International Systems – graduate level introduction to modeling global politics (POLS 635F – Spring 2002)

The international system today affects the lives of everyone. The world's security systems, trading systems, financial systems, political and corporate systems, and cultural, religious, and other interpretive systems, are complex, interdependent, and powerful. This course addresses various related issues by examining basic models from personal and political decision making to political system structure. Problems to be addressed in this course include paradigm change and the need for new theory to understand and operate within new structures. Specific problems such as increasing resource scarcity, aid dependency, trade imbalances, political instability, arms races, the impact of military spending on development, and prospects for peace, will also be discussed (how much of which will depend on student interests).

Students use the Internet for communication and sharing information (this will be taught). Short weekly essays will alternate between reviewing readings and discussing reading reported by others. We also sample a variety of models (decision aids, games, and global models).

Seminar in International Relations – advanced topics (POLS 730 – course is repeatable for credit)