Contributions to EPS generally cover the following five categories.
A Symposium is a collection of four or five articles (maximum length 25,000 words) on a specific topic and under the coordination of one or two guest editors. The articles must cover either research matters (including discipline, methodological and conceptual developments and research findings that may contribute to an advancement of the discipline) or professional matters (such as career structures and prospects, external evaluation, higher education reforms, accreditation issues and funding trends).
A Debate is a collection of four articles (maximum 20,000 words) that provides a political science perspective on important current affairs to generate awareness and reactions from the political science community.
These articles are on conceptual, methodological, and theoretical developments and trends in political science. Articles aimed at this section should be intellectually stimulating, conceptually rigorous, critical and above all agenda-setting. All research articles must be accompanied by the respective datasets and a short codebook. These will be made available to our readers in an open access repository on our website.
This includes articles about the state of the discipline, and where it is heading, relations between academia and politicians, policy-makers, journalists and ordinary citizens.
These include reflections on developments in political science or current political affairs from prestigious academics and leading practitioners presented under the auspices of an international political science event, normally the ECPR’s Joint Sessions of Workshops or General Conference.
Teaching and training articles
This section of the journal seeks to explore the full range of issues that define and analyse contemporary debates and developments relating to the teaching and learning of European political science. This includes debates surrounding methodological and theoretical approaches, curriculum design and developments, assessment, and technological innovation which offer both informative discussion and practical models to the reader.
The journal is particularly keen to receive articles that engage with the latest education literature and which address key developments in the discipline through rigorous scholarship. Recent articles and symposia have for example, examined, pedagogic design and developments in IR distance learning, teaching and learning political science using an audience response system, and operationalising a European Union simulation.