Simulations for the Discipline Specific and Professional Education of Foreign Policy Graduates

Maryanne Kelton, Verity Kingsmill

    Research output: Contribution to journalArticlepeer-review

    3 Citations (Scopus)


    Increasingly universities aim to provide students with opportunities to graduate with skills ready to perform in the workplace. However, workplace-based opportunities for students enrolled in foreign policy subjects are more limited due to the diplomatic and sensitive political nature of the professional work. Thus there exists a need for higher education institutions teaching foreign policy courses in generalist degrees to create innovative solutions to enable student experience of professional foreign policy practice. In this article we analyse our Australian foreign policy dual strategy teaching initiative where we deploy in-person simulations enabling students to develop both their discipline specific foreign policy knowledge and gain insights in, and experience with, professional competencies and non-technical skills. Student, industry, and staffparticipant feedback demonstrates the benefits of the simulations for both discipline specific learning and professional skills development.

    Original languageEnglish
    Article number18
    Pages (from-to)Art: 18
    Number of pages15
    JournalJournal of University Teaching and Learning Practice
    Issue number5
    Publication statusPublished - 2016


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