Seton Hall University

The School of Diplomacy and International Relations at Seton Hall University prepares students from around the world to become leaders in a global society. Strategically located just minutes from New York City and in the heart of Washington, D.C., Seton Hall is an ideal place to study international relations and build the critical skills required to meet the challenges of exciting careers in government, international business, international organizations or the nonprofit sector.

Diplomacy students come together from throughout the United States and nearly 20 countries to participate in a multidisciplinary curriculum that emphasizes global studies, multilateral diplomacy, conflict resolution, international economics and leadership. A distinguished faculty of scholars and professionals bring essential theories and practical perspectives to the classroom which address today’s global challenges.

Through our unique alliance with the United Nations Association of the United States of America and the United Nations Foundation, Diplomacy students are exposed to today’s leaders and policymakers, giving them the power to make connections and dialogue with heads of state, ambassadors and international business and non-profit professionals in the multilateral and bilateral capitals of the U.S.

Students’ academic foundations and diplomatic skills are applied and practiced through our one-of-a kind internship program tailored to individual career goals. One hundred percent of Diplomacy students seeking internships complete their experiences at prestigious organizations including U.S. and foreign governments, United Nations agencies and private firms. Our dedicated Office of Internships and Career Development along with our Office of Professional Services help students develop their resumes, networks and professional skills.

With a growing network of alumni working in the field of international relations, the School is strengthening international institutions by contributing well-prepared and talented diplomatic professionals.

To receive information directly from the Admissions Department, click here.

You represented Seton Hall’s School of Diplomacy at the Global Action Against Mass Atrocity Crimes (GAAMAC) conference in Uganda. How did that opportunity come about?

Diplomacy students are recognized as colleagues from the time they arrive at Seton Hall. We’re trusted to represent the school and collaborate with faculty and staff at the highest levels by working with them on research, engaging with dignitaries at special events, and participating in fieldwork. This opportunity was no exception. Our dean, Andrea Bartoli, is a founding member of GAAMAC and makes a point of getting to know diplomacy students. After working together on integrating GAAMAC into the student experience, he invited me to attend the biannual conference as his representative. It was a big responsibility, and I felt honored to be asked. Seeing states and civil society come together to address diverse viewpoints on mass atrocity prevention was a tremendous experience. At the conference, I met a diplomat who is part of the team negotiating a peace treaty for my home country of Colombia. That’s an opportunity I wouldn’t have gotten anywhere else.

How did you prepare for the conference?

My class in international organizations inspired my interest in GAAMAC and helped me understand that it was created from the need for a common platform to empower prevention. My comparative foreign policy course showed me why states behave in certain ways, gave me tools to assess policies that address ongoing conflicts, and allowed me to appreciate the varied interests behind positions adopted by state representatives at the conference.

What has this experience taught you about students’ role in the work being done to prevent mass atrocities?

Age is not an obstacle when it comes to shaping the discussion and pressuring states to commit to prevention efforts. The student voice is not only welcomed—it matters. At the conference, I facilitated a panel on the role of youth and education in the prevention of mass atrocities. My earlier participation in the school’s All Conflict is Local forum was great preparation. I connected academic experience with personal experience and applied what I was learning. I was truly inspired by how this panel was received, and it gives me hope about the active role students can take.

How is your access to faculty and direct engagement in the field impacting your career path?

It has been incredible to start making a difference now and not wait until after graduation. I have made connections—at the GAAMAC conference and at the school—with state and civil society professionals from around the world. At my current internship with Caritas Internationalis, I am interacting with many of these same key players. My professional network has been transformed, and the impact that I can make is greater as a result.

Going to the GAAMAC conference helped me realize my goal of working for a nongovernmental organization (NGO). By gaining a better understanding of peace and conflict resolution at the School of Diplomacy, and finishing my dual degree in business, I hope to help NGOs maximize their resources and to contribute to the peace processes in Colombia and other regions.

As a student from Serbia, what aspects of diplomacy do you value most?

Sometimes it feels as if I have only lived in times of uncertainty, which is why international relations and diplomacy have always been a big part of my life. Growing up in Serbia and the war-torn Balkans region in the 1990s, I knew about United Nations (UN) missions and the diplomats who were active in the region. I was fascinated with diplomacy and its application as an instrument that states could use to negotiate and realize their national interests.

After graduating from college in 2009 with a degree in finance, I started working for a global banking firm and then moved to a major professional services company. These experiences offered me a deeper understanding of globalization and cross-border cooperation and helped me to appreciate collaboration within teams—all hallmarks of diplomacy.

After working for a few years, I decided to pursue a master’s degree in international affairs. At Seton Hall University’s School of Diplomacy and International Relations, I gained a strong foundation in international relations theory, improved my analytical and research skills, and expanded my knowledge of global institutions. I also studied with international affairs scholars and career diplomats and participated in a study seminar in Cyprus, where I met the country’s current president and other top leaders. I also spent a week at the UN with students from around the world, where we attended briefings and heard from senior UN officials about the organization’s dynamics and the daily challenges diplomats face.

All of these experiences gave me a realistic understanding of the complexity and hard work involved in diplomacy. Managing the demands of today’s multilateral world requires a new generation of diverse, well-informed, and flexible international front-runners.

How did your experience at the School of Diplomacy enhance your ability to work in diverse settings?

Among the things I valued most about the School of Diplomacy were its small class size, communal environment, and global student body. For example, our art and science of negotiation class simulations gave us a chance to practice negotiating in real-time with students of different backgrounds. I have used the skills I gained in that class in my new global role at work. I also had an opportunity to hear different perspectives on the U.S.-Iran nuclear deal from Iranian and U.S. colleagues who thoughtfully represented opposing points of view. I heard firsthand about issues in Afghanistan from a student who worked in his country’s ministry of foreign affairs. This level of engagement is unique. It helped me grow personally and professionally and showed me the value of diversity—not just in terms of ethnicity, religion, and race—but in opinion and perspective, as well.

What advice would you have for new students of international relations?

There is a need for students who, as international civil servants, will focus on accomplishing something rather than becoming somebody. My modest advice to these future global leaders is to never stop learning, be flexible about their careers, especially in times of uncertainty, and to remain open to hearing different points of view.

How is Seton Hall University’s School of Diplomacy and International Relations adapting its curriculum to changes in the world while preparing for the future?

We are passionate about working together to find ways of restoring stability and security in our world. The School of Diplomacy offers a graduate degree specialization and an online certificate in Post-Conflict State Reconstruction and Sustainability. Many of our instructors and guest lecturers can explore through first-hand experience what’s behind a crisis, as well as what can be done to avoid, manage and resolve conflict. Seton Hall University is also a leader in global health studies and health management. We were inspired to combine these two strengths into a certificate program in Global Health Management that looks at what is going on in the world today in terms of infectious and chronic diseases, for example, and teaches our students how to address these challenges. The program also allows us to tap into one of the benefits of our location just outside of New York City—our connections to leading health professionals, area hospitals, and international organizations, such as the UN.

How is the School responding to changes in the world outside of the classroom?

As a whole, our community revels in the opportunity to contribute to the greater good. We view students as partners in mutual learning, and are proud to be addressing global issues together through student-faculty research teams. For example, I have been working with a team of students to advance the mission of Global Action against Mass Atrocity Crimes (GAAMAC). Dr. Borislava Manojlovic traveled to the Basque Country last year to present government officials with her research team’s recommendations for post-conflict development. And Dr. Martin Edwards led a team in analyzing public opinion of the UN. Experiences like these positively contribute to student development by allowing them to engage actors in a way most students and academic institutions can only discuss in the classroom.

Are there others ways in which Seton Hall is staying competitive in the current academic environment?

We see a greater interest in accelerated, online programs that will upgrade the skills professionals are seeking in order to advance their careers or to pursue a more focused professional path. To meet these demands, we developed online courses and 15 credit certificate programs that get students to their academic goals faster. We are launching an Executive M.S. degree in International Affairs structured with the needs of mid-career professionals in mind and anticipate the launch of a new Certificate in Global Studies that will empower teachers to infuse classroom learning with a greater focus on international affairs. Good things are happening here.

Dr. Benjamin Goldfrank is Faculty Chair and Kyle Younger is Director of Professional Services at Seton Hall's School of Diplomacy and International Relations.

How does Seton Hall’s School of Diplomacy and International Relations prepare students for their first job after graduate school?

The School of Diplomacy transitions graduate students from consumers of knowledge to producers of knowledge, ready to contribute to a variety of fields. We begin by offering a customizable academic program that fosters foundational specialty in two of thirteen concentrations designed to meet diverse interests and inform students’ passions.

Our intimate size and collegial culture create an atmosphere that emphasizes peer to peer relationship building, faculty mentorship, and an entrepreneurial spirit, all of which serve our alumni well as they establish themselves as professionals.

Along the way, the School’s Office of Professional Services provides workshops and individualized advising to help students shape career plans, build professional portfolios and effectively position and present themselves in the market.

What competencies do the School’s graduate programs build in the classroom? Outside the classroom?

The classroom experience hones skills in policy analysis, negotiation and conflict management, professional writing, and research methods. Our required internship program capitalizes on our proximity to New York City and presence in Washington, D.C., providing students access to the United Nations, private firms, government agencies, and international NGOs. With support from our Director of Internships and Career Development, students build job skills specific to their career interests.

Outside the classroom, students sharpen their networking abilities by engaging with distinguished visiting guests and successful alumni. A variety of graduate student organizations and unique opportunities to work side by side with the School’s dean allow students to simultaneously develop leadership, problem-solving, and critical thinking skills.

In what new ways is the School helping students build skills for global careers?

The School of Diplomacy has several new initiatives designed to support recent bachelor’s degree graduates and professionals in developing targeted expertise to advance their careers. In addition to our Semester in Washington, D.C. Program, which allows students to pursue  internships in the capital while completing diplomacy courses, we have recently inaugurated three graduate certificate programs on the UN, global health management, and postconflict state reconstruction.

What opportunities do students have to connect with practitioners?

Students have the opportunity to take classes and complete professional projects with former ambassadors, UN officials, practicing judges and attorneys. Alumni often return to the school to share their experiences and serve as mentors to current students. In addition to regularly scheduled presentations from field leaders, our signature World Leaders Forum event has hosted such notable guests as U.S. National Security Advisor Susan Rice, Liberian peace activist and Nobel Laureate Leymah Gbowee, UN Secretary-General Ban Ki-moon and former British Prime Minister Tony Blair, among others.

What do you hope to instill in students for the long term?

We aim to help students cultivate a deep understanding of who they are and how they can have a positive impact on the world they’ve inherited. We want them to feel confident and prepared to be leaders in the field who value diversity, maximize the strengths of others, and think strategically. Ultimately, we hope to inspire their commitment to take heart and take action. 

Your research focuses on global governance. Why is this an important field for students of IR?

Global governance is about how well different types of actors—states, international organizations like the UN, nongovernmental organizations like Amnesty International, and the private sector—try to resolve global problems. We study international relations because we want to strengthen cooperation. We can’t do this without a better appreciation of how these actors work (and don’t work) with each other in addressing problems that cross national borders.

How does the School of Diplomacy’s connection with the UN benefit IR students?

Students benefit not only from the internship opportunities afforded across the UN system, but also from the deepening intellectual connections between the school and the UN. We’ll be on the lookout for ways to use the new Center for UN and Global Governance Studies to integrate students into research projects and build a stronger school in the process.

As a 2013 Fulbright scholar, you spent time in Ontario researching international organizations. What issues did you focus on?

International economic surveillance is the subject of the book I’m now writing. In finance and trade, international organizations offer policy advice that encourages countries to adopt reforms. This advice isn’t backed with carrots or sticks, yet it can be influential. Understanding why is the focus of the book.

How is your current research connected to your teaching?

Students leave my courses with a strong sense of how research is conducted and how scholarly practice can lead to policy proposals. I’ve involved students directly in a class project that led to authoring a paper with 25 of them. For the past two years, students in my International Organizations seminar have written papers proposing reforms to various international organizations, eleven of which led to published op-eds.

So your students are proposing new ideas for policy reform. Can they move their ideas and vision forward after they leave Seton Hall?

Absolutely! Mentoring is a lifelong project, and I remain in contact with dozens of graduates. To find your way in the world, you need help. That’s where I come in. I’ve written more than 400 letters of recommendation for students since I moved to Seton Hall in 2006. Some of these students have been recognized by the United Negro College Fund and the Congressional Black Caucus. Some have won Fulbright and Boren Awards for international study. After graduation, they have gone on to work at NGOs in the U.S., Haiti, India, and the Sudan. Recent graduates work at organizations such as the World Bank, UNA-USA, the U.S. Mission to the United Nations, the UN Office for the Coordination of Humanitarian Affairs, the Coalition for the International Criminal Court, the Permanent Mission of the Republic of San Marino to the United Nations, the Louise Blouin Foundation, and the Global Clearinghouse for Development Finance. I have students at the Departments of State, Justice, Energy, Commerce, and Defense. I have first-generation college students working on congressional staffs, and every year we have a small army of students interning at the UN.

Your students are really out in the world making a difference!

Indeed they are.