Robert Schuett

Robert Schuett – Diplomatische Akademie Wien

November 24, 2025

Robert Schuett holds an MA and PhD in Politics from Durham University, where he focused on normative legitimacy and foreign policy realism at the intersection of philosophy, law, and international politics. He also holds the Habilitation (Privatdozent) in Political Science from the University of Salzburg. With a strong academic background in political theory and international relations, Dr. Schuett has developed expertise in political realism, geopolitics, and intelligence studies, with particular emphasis on open society ideals and security affairs.

Profile

Dr. Schuett has held significant academic and professional appointments spanning both government service and higher education. Born in Munich, Germany, he completed his postgraduate studies at Durham University (2004-2009) and subsequently was a visiting fellow in psychology at the University of California, San Diego (2010). He then joined the Austrian Federal Civil Service, serving from 2011 until April 2022 as a senior civil servant in various analytical roles within the Austrian Ministry of Defence, focusing on great power politics and hybrid threats. His government experience includes a distinguished stint in the Office of the Federal President of the Republic of Austria (2015), where he applied his expertise in military intelligence analysis and national security affairs. This practitioner experience has enhanced his ability to bridge theory and practice, contributing to his development as a scholar who integrates real-world policy insights with academic research.

In 2025-26, he is the Fulbright-Botstiber Visiting Professor of Austrian-American Studies at Stanford University. He teaches geopolitics at the Diplomatische Akademie Wien – Vienna School of International Studies and holds a faculty position at the University of Salzburg, while maintaining his longstanding role as Honorary Fellow at Durham University’s School of Government and International Affairs, where he is a Castleman (University College).

Dr. Schuett also serves as Chairman of the Austrian Political Science Association (ÖGPW), representing approximately 500 political science professionals, and is co-founder of STK Powerhouse, an international strategic advisory established in 2025. His work continues to reflect a commitment to advancing knowledge and practice in international relations, informed by extensive experience in both governmental intelligence analysis and cross-disciplinary academic research in political realism and security studies.

Teaching Philosophy

How would you describe your overarching philosophy or approach to teaching?
My teaching approach combines theory with real-world practice, drawing on my national security experience to make International Relations concepts concrete and relevant.

What motivates you most about teaching in today’s global context?
I’m motivated by the opportunity to give students the analytical and normative tools they need to understand today’s world and to think critically and forward-looking about emerging global challenges.

How do you introduce students to the complexity of your field without overwhelming them?
I start by acknowledging that international politics is inherently complex, and then guide students through it using a blended framework of classical realism and the English School. These perspectives give them structured ways to navigate the complexity without becoming overwhelmed.

In what ways do you encourage critical thinking and intellectual independence in your classroom?
I encourage critical thinking by emphasising that international politics requires seeing events from the perspectives of all relevant actors, even including those we may not agree with. This approach helps students develop intellectual independence and a more nuanced understanding of global affairs.

How do you balance disciplinary structure with openness to new perspectives and contested ideas in IR?
I balance structure and openness by being transparent about my own intellectual starting points and then inviting students to challenge them through other political and IR theories. This creates a disciplined framework that still welcomes diverse and contested ideas.

Thematic Teaching Reflections

International Relations Theory
Few students are initially enthusiastic when they hear the word “theory.” I address this by making a practical case: even with the best intelligence, we know very little about other actors’ intentions and future actions. Theory helps fill these blind spots and offers structured ways to think about where we may be headed, and when it comes to ethical decision-making, normative theory is essential for guiding our judgements. This approach usually helps students see theory not as abstract or intimidating, but as a vital tool for understanding international politics.

Geopolitics and Strategic Studies
The challenge is to make students aware of the darker realities of geopolitics without suggesting that these practices are desirable, especially from the perspective of a liberal international order. It’s essential to draw a clear line between what is and what ought to be, helping students analyse power politics critically while maintaining a normatively informed perspective.

Pedagogical Practice Reflections

Classroom Practices
I take a fairly conventional approach, relying on focused discussions and structured debates about real-world issues. These formats encourage students to engage directly with IR concepts, apply theoretical ideas to practical cases, and articulate their own positions clearly.

Digital Pedagogy and Tools
I generally do not use digital platforms or AI tools in my teaching, not out of dislike, but because I believe that in the study of international relations the power of clear written and oral expression is essential, especially when training future diplomats. Prioritising these skills helps students develop the communicative clarity and confidence that remain central to professional practice in the field.

Decolonising the IR Curriculum
I address IR’s Western-centric foundations by drawing on the classical realist dictum that we must view the political landscape from the perspectives of others. This encourages students to take seriously the experiences and interests of diverse, marginalised, and Global South actors, and to integrate those viewpoints into their analyses of international politics.

Regional Perspectives on Teaching
Teaching in Vienna, especially at the Diplomatic Academy, shapes my approach in that my focus is simultaneously European, transatlantic, and global. Vienna’s role as a United Nations city naturally brings international issues into the classroom and encourages a broader, more globally attuned perspective in both content and discussion.

Fostering an Inclusive and Courageous Classroom
I try to create a safe and respectful environment by being open about my own intellectual journey, standpoint, and even biases. By leading with this transparency, I encourage students to do the same and thereby help make the classroom a kind of global space that reflects the diversity and complexity of the real world.

Classroom Example

One effective moment comes when I explain how briefings to top policymakers actually work in practice. By walking students through real-world dynamics such as how information is filtered, how priorities shift, and how decisions are made, they quickly grasp what ‘politics’ in international politics really means. This story-driven insight tends to make the field feel immediate and concrete.

Linking Themes to Practice

Which themes or topics do you most often teach within International Relations, and why do they matter in your teaching?
I often return to two central themes in my teaching. First is the challenge of getting into the minds of other actors or decision-makers and anticipating their next moves, which is a core task in understanding international politics. Second is the ethical dimension that runs through all political and international life, which requires students to think carefully about the norms and values that shape global affairs.

How do these themes shape your course design, selection of readings, and teaching methods?
Classical realism and the English School are especially useful here, as they allow students to explore how the empirical and the ethical intersect, very often (if not always) in tentative and complex ways.

What practices or experiences help you stay current in the field?
I stay current largely by speaking with a wide range of people, both within International Relations and far beyond it. These conversations help me keep pace with new developments, broaden my perspective, and connect academic debates with insights from practitioners and other fields.

Message to Current and Future Educators

As a scholar-practitioner or practitioner-scholar, I try to remain as curious as possible about what’s happening in the world. That curiosity continually renews my energy in the classroom and from where I stand, I’d say that sustained curiosity keeps both teaching and learning alive.

*** Authors may update their Teach IR interviews to reflect new insights gained from experience, with this interview last updated on November 24, 2025.