Students will walk away armed with a rich combination of analytical savvy, theoretical foundations, and historical context that will make them truly informed global citizens. * Sarah E. Kreps, Cornell University, USA *<br />An almost canonical introduction to our discipline, flavored with core research insights and up-to-date illustrations from international politics. * Thomas Sommerer, Stockholm University, Sweden *<br />Structured around a set of enduring questions, this second edition skilfully connects the dots of history, theory and main issues in world politics. * Thijs Van de Graaf, Ghent University, Belgium *<br />A must have for undergraduate students and for instructors interested in an innovative and stimulating syllabus. * Keith Smith, King's College London, UK *<br />A wonderfully stimulating reading experience that cuts a swathe through established historical narratives and the predominance of western thought. * Ian Nelson, University of Nottingham Ningbo, China *<br />This elegant text should become the standard for introductory courses in international relations. * Seth Weinberger, University of Puget Sound, USA *<br />An eminently readable, accessible and engaging guide to the study of contemporary world politics. I only wish I'd had this smartly designed textbook when I was a student. * Fiona Adamson, SOAS University of London, UK *<br />This latest edition provides students with an informative, comprehensive and user-friendly format with maps, study questions and other learning aides clearly conveying the objectives of every chapter. * Christopher Kroh, University of North Georgia, USA *<br />At a time when there is an increasing demand for university classrooms to directly address the global challenges of today, the second edition of Introduction to International Relations is a valuable and necessary contribution. * Nicolas Blarel, Leiden University, The Netherlands *<br />The textbook is beautifully written and presented, does not dwell on bygone theoretical debates, and is accessible without sacrificing academic rigour. * Alex Mackenzie, University of Liverpool, UK *