The subject of this study was an attempt to discover whether and to what extent core-periphery theory can be used to describe international economic relations in the process of creating a global knowledge-based economy. To this aim the most important core-periphery theory theses were selected and tested empirically. The following results were obtained: (1) Over time the profitability of leading products falls and their production is transferred to the periphery – thesis supported. (2) This brings benefits not only to the investors but also to the societies of core nations; it counteracts a fall in living standards among groups affected by unemployment or real wage decreases and indirectly promotes political stability in core nations – thesis supported. (3) Capitalism in the core is of a financial nature – based on speculation – thesis supported. (4) Financial speculation in the core leads to political destabilisation of the periphery – thesis supported. (5) The greater participation of periphery nations in the international economic system, the greater losses they suffer – thesis unsupported. (6) the greater benefits to the core nations – thesis unsupported.

Opposing the increasing importance of quantitative data in society is the observation that many students in the social sciences have a fear of quantitative methods. To ensure math-averse students acquire the necessary quantitative skills, we propose a curriculum-based approach whereby a Learning Trajectory of Quantitative Methods (LTQM) is integrated in the non-methodological courses of the programme. A structured integration of such methods can ensure repeated exposure to applications of such methods in a context of their interests. Moreover, the use of a learning trajectory enables students to encounter ‘learning activities’ with gradual increasing complexity providing stepping stones rather than stumbling blocks. This article describes the LTQM and discusses both lecturer and student experiences with the proposed innovation thereby providing an in-depth assessment of the benefits and challenges with the integration of a curriculum-wide learning trajectory.

There is an often-noted gap between political scientists and policymakers. This article examines the related but less investigated gap between political scientists and the engaged public. Reasons for the gap are explored by making inferences about public preferences through an examination of New York Times non-fiction bestsellers on politics from 1985 to 2009. The analysis suggests that although non-fiction readers have an interest in a wide range of political issues, political scientists often fail to reach the engaged public for several reasons, such as due to the public’s increasing consumption of books of a partisan or ideological nature versus the norm of objectivity in academic research. On the basis of an examination of bestsellers on politics, this study explores the nature of the engaged public – political science divide and considers ways of potentially bridging the gap.