The Foreign Service Journal, September 2017

30 SEPTEMBER 2017 | THE FOREIGN SERVICE JOURNAL Special Skill Courses and Other Avenues Another effective way to enhance the development of these skills is through the design of special “skill” courses (one to three credit hours). These courses are tailored to give students practical exposure to specific skills demanded in their field and by the job market. Examples of such courses include public speaking, brief- ing techniques and dealing with the press and media. Skill courses can also focus on topics such as the role of the International Monetary Fund, development challenges in Africa, the politics of global oil, etc. Such courses stress case management, long-term forecasting and financial analysis, among other things. The advantage of these courses is that they can be added to or deleted from the curricu- lum as events and interests change. They also enable students to seek training or experience in an area they assess as a personal weakness. As the task force examined how students develop skills for their post-graduate occupations, it was evident that many of the skills that we had identified were, in fact, acquired outside the classroom. Specifically, engagement in student organizations gave students valuable experience in leadership roles, in developing andmanaging programs and in developing interpersonal skills. Internships are invaluable in exposing students to the workplace environment, giving them concrete experience working with others and establishing a work ethic of reliability, integrity andmaturity. Volunteerism also proves highly valuable in developing key skill sets such as understanding different cultures and navigating environments unlike the ones with which students are famil- iar. Civic engagement develops new perspectives and requires patience and understanding. Study abroad is yet another experi- ence that proves significant in developing attributes valuable to the international field. Understanding other cultures, speaking foreign languages and coping with the unexpected are skills emphasized in the study abroad experience. Students today are arguably far more engaged in both volunteer work and study abroad than 15 to 20 years ago. Faculty members play a key role in developing the skill sets students need to find employment in the international workplace. Professors who approach their jobs as academics contribute vitally to their students’ knowledge base, which students will use to make decisions and evaluate situations. When the United States agreed to reflag Kuwaiti tankers, I was one of the few civilians at the Department of Defense who understood the legal implica- tions. My knowledge came from a grueling course in interna- tional law. Similarly, a course in international organizations gave me insight into the workings of the United Nations, which proved invaluable when I served in the U.S. Mission to the United Nations. The contributions made by the academic faculty remain incalculable and are in no way diminished as universities move to incorporate skill development into their curriculum. Significantly, schools of international affairs now complement their faculty with professionals who have practical experience in their fields. Their role is even more important today, as schools focus on the practical skills needed in the foreign affairs profes- sion. At GW today, for example, there are more practitioners on the faculty than in the past; but, more importantly, the traditional faculty today has a much better appreciation and acceptance of their importance and value. These practitioners bring their real-life experiences—and an ability to relate theoretical analysis to reality—into the classroom. They place theory as well as historical facts into context, acknowl- edging the impact of individuals and personalities, domestic politics and competing national interests, etc. Yes, practitioners have stories to tell, but the stories are illustrative, in a demonstra- ble way, of the realities of the world in which we, as foreign affairs professionals, operate. Students remember stories and the critical lessons learned from those encounters. How Well Is Academia Doing? When we speak of teaching diplomacy, we must give due attention to developing the skill sets that make a diplomat effec- tive. Universities are more attentive than in the past to the need to ensure that their graduates are prepared for the workplace—that when they strike out into the profession they have chosen, they have the skills that employers need. While the “Practice Task Force” documented that faculty already incorporate in their syllabi many of the skills identified as vital to students interested in a diplomatic career; the task force noted that more needs to be done. It urged faculty be more focused on developing these skills. More specifically, the task force called for a requirement in the undergraduate curriculum that students take a set number of skill courses that target the skills that the task force had identified. That leadership in schools of international affairs is now focused on this core need is notewor- thy. Re-engineering curriculum requirements and traditional faculty approaches in the classroom are challenges. Change is always a challenge. So when students ask whether they should pursue a career in international affairs, we don’t just respond: “Yes, there has never been a time when it was more important for you to pursue your dream to join the Foreign Service.” We also say: “And we will give you the skills you need to serve America well.” n