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The relationship between Turkey and the EU entered a new phrase on October 3, 2005 with the opening of Turkey’s accession negotiations. This paper proposes that the specific juncture that European integration finds itself in and the perceptions of Turkey’s fit into Europe are the main variables around which member states’ preferences and the European public’s position on the Turkish accession are shaped. This is different from arguing that Turkey’s adoption of the EU acquis would determine its accession. Turkey’s adoption of the EU acquis/criteria is necessary but not sufficient on its own, as other factors will shape Turkey’s accession. These factors are the convergence of member states’ interests, the public approval and the EU’s internal dynamics. This paper concludes by arguing that the interplay of the utilitarian concerns, the ideational factors and the EU’s internal dynamics is the key to understand the conditions under which Turkey’s accession talks will proceed. [ABSTRACT FROM AUTHOR]

This paper demonstrates the use of an in-class simulation to model negotiations in the European Council. Simulations are an increasingly popular way to teach the complex processes of policymaking and negotiations in the European Union (EU) where institutional procedures are difficult to understand and where intergovernmental and supranational issues often conflict. Advocates of active learning promote simulations to get students more involved and to reach an increasingly diverse student body. The simulation presented here has three separate sessions, each covering a different issue and lasting for a week (two class days) each. Modeling the European Council allows students to experience the intergovernmental side of policy decisions in the European Union while at the same time learning about the issues facing EU policymakers. It is a useful tool for teaching about the EU presidency and a worthwhile exercise for studying the national aspects of European integration. Student surveys indicate that students process the information they gain by role-playing better than information they receive in the traditional classroom. A simulation of the European Council gives students a base for understanding issues of European integration and can serve as a springboard for further study of EU institutions. [ABSTRACT FROM AUTHOR]