This post from the Harvard Business Review is a mini-story of one engineers’ pursuit of his first job and how it influenced his approach to finding employment a decade later…http://blogs.hbr.org/cs/2012/04/share_your_own_job_search_story.html?referral=00563&cm_mmc=email-_-newsletter-_-daily_alert-alert_date&utm_source=newsletter_daily_alert&utm_medium=email&utm_campaign=alert_date
Globalization and the spread of technology has fostered a set of common attributes to job searches around the world.
Interesting statement from Ángel Cabrera,president of Thunderbird School of Global Management, and president-elect of George Mason University. I heard him speak in a small seminar room st SAIS shortly after his appointment to Thunderbird and was very impressed with his perspective.
… Truly global leaders act as bridge builders, connectors of resources and talent across cultural and political boundaries — relentlessly dedicated to finding new ways of creating value. They don’t just think and act global, they are global.
Go to: http://blogs.hbr.org/cs/2012/04/what_being_global_really_means.html?referral=00563&cm_mmc=email-_-newsletter-_-daily_alert-_-alert_date&utm_source=newsletter_daily_alert&utm_medium=email&utm_campaign=alert_date#.T5VgV1pU3JQ.email
The lessons learned from volunteering for organizations within the vicinity of one’s home can be an enriching experience for teens, but volunteering abroad can expand a student’s understanding of the world in ways that are more difficult to achieve through learning materials alone.
Getting teens involved in summer volunteer programs for high school students is one of the most effective ways to expose youths to a world bigger than their own backyard. Raising awareness of other cultures and the tremendous need that exists in many third-world countries can animate students to make a bigger difference in the lives of people all over the world in their future professions.
Why Should Teens Study and Volunteer Abroad?
Aside from filling in an extra line on their college applications, are there any substantial reasons why students should spend their summers abroad? Volunteering or studying abroad will not only teach students about the world around them, but about the incredible things they are capable of as well. Many students are unaware of the effect their actions can have on the world simply because many of them have never seen their own impact on a larger scale. By teaching children in Nicaragua, building houses in Morocco and cleaning up devastated regions in Haiti, students can see for themselves how their efforts can have a dramatic impact on the lives of others.
Volunteering in a foreign country can give students a sense of purpose that can be difficult to achieve by simply visiting other countries as a guest. Students who volunteer abroad go with a mission, thus avoiding wasting time and gaining something of value from the experience.
A Brighter Future with Internationally-Minded Professionals
At an age where many students are still trying to find themselves and determine what they want to do with the rest of their lives, a sense of direction and development of passions can be acquired through volunteer abroad programs. According to Elaine Andres, a Volunteer Abroad Team Member at Go Overseas, volunteering abroad can keep students focused during their time in college and prevent the likelihood of multiple major changes.
The new understanding of personal potential gained from volunteering abroad can be used to shape the future careers of students by giving them a unique confidence in their professional capabilities. The issues that affect various industries within the U.S. — either within the economy, environment, or education system– can often be resolved with the help of other countries across the globe. Building stronger relationships with the people in other countries will profoundly benefit each party involved.
The impressionability of young students can be a dangerous thing when placed in an unstructured environment, but this quality can also facilitate more passionate and socially-aware future leaders when placed in character-building environments like volunteer abroad programs. By encouraging youth participation in these life-enriching programs, the benefits gained by young people will be magnified exponentially by the benefits the nation will gain in the not-so-distant future.
Zach Buckley is a freelance writer who is interested in exploring the intersection of culture, science and leadership. He lives in the Midwest and enjoys music, literature and good food.
See the agenda and presentations at the conference of the International Management Institute at American University. I was a presenter: http://www.american.edu/sis/imi/conference/Tillman.cfm
Globalization of the workforce, increased mobility of students, rising demand from employers for “global ready” graduates, are but a few of the new forces of change impacting the traditional structure of international educational experiences offered to students. These forces are found to influence the focus of higher education policy and planning with respect to campus internationalization and in particular, the development of partnerships with business and industry to widen opportunities for experiential learning and practical work experience. While efforts to internationalize campuses has risen dramatically in recent years, there remains a need for more purposeful and structured inter- cultural experience to provide students with the skills and competencies employers are looking for to build their global workforce, whether those experiences are in local communities or in other countries. This session will focus on strategies to enable students to understand how their education abroad experience will fit into their career “toolkit” when they are developing a job search strategy -and marketing their international experiences to employers.
See the new report by the International Association of Universities, Affirming Academic Values in Internationalization of Higher Education: A Call for Action
I am concerned about the “asymmetry” of access to international experience which the IAU report gently labels an “adverse consequence” of globalization.
There is much research supporting, for example, the advantages which accrue to those students able to participate in an international work, study or internship program. I’ve written extensively about this advantage in terms of how employers value skills and competencies among the minority of American students who do access such experiences. Certainly the opportunities for students from other than developed nations to gain a real strategic advantage in the global job market is quite limited. So what we face is a growing inequality of access built into the higher education system – both here and in other societies- for students without the economic resources to join the global job market and realize the benefits of membership in a globalized economy. The academic discussion of “brain circulation” and student mobility – when examined through the prism of economic equality – surely highlights a new moral challenge facing international educators.
This story has just been sent around by a NAFSA colleague: http://www.bloomberg.com/news/2012-04-08/american-universities-infected-by-foreign-spies-detected-by-fbi.html. I recall the days when the National Student Association was, in fact, tied to the CIA, and yet this is a serious matter in the current geo-political atmosphere.
As a junior at Grand Valley State University in Allendale, Michigan, Glenn Duffie Shriver studied at East China Normal University in Shanghai. After graduation, he fell in with Chinese agents, who paid him more than $70,000. At their request, he returned to the U.S. and applied for jobs in the State Department and the CIA. He was sentenced to four years in prison in January 2011 after pleading guilty to conspiring to provide national-defense information to intelligence officers of the People’s Republic of China.
And on the other hand, the story also highlights the need for caution by institutions seeking to expand their global reach by establishing branch campuses and hiring host-country faculty and/or seeking funding from wealthy foreign investors:
Michigan State University President Lou Anna K. Simon contacted the Central Intelligence Agency in late 2009 with an urgent question. The school’s campus in Dubai needed a bailout and an unlikely savior had stepped forward: a Dubai-based company that offered to provide money and students. Simon was tempted. She also worried that the company, which had investors from Iran and wanted to recruit students from there, might be a front for the Iranian government, she said. If so, an agreement could violate federal trade sanctions and invite enemy spies. The CIA couldn’t confirm that the company wasn’t an arm of Iran’s government. Simon rejected the offer and shut down undergraduate programs in Dubai, at a loss of $3.7 million.
At Vanderbilt University’s Owen Graduate School of Management, one-quarter of the Nashville, Tenn., school’s 2011 M.B.A. class was international, with a number of students from China, India and South Korea . “If we have too high a [percentage] of international students and then we can’t place them, shame on us,” says Tami Fassinger, chief recruiting officer at the school. This WSJ story, http://online.wsj.com/article/SB10001424052702304072004577323861675549408.html, highlights the difficulty career service offices at business schools are having in placing their international students. Having lived through some very difficult years in my former work in career services at the Johns Hopkins School of Advanced International Studies, I empathize with the career staffs cited in this story.
As this piece begins: Graduate business schools, eager to enhance their global image and offset declining demand at home, are attracting international students—and that is causing headaches for the career-services offices….Is this a surprise to any institution that aggressively recruits international students? Perhaps there is an absence of overall strategic planning which examines the capacity of the institution’s student services to meet the demands of a growing population of international students. And the burden surely falls upon career services when it comes to building linkages to the marketplace which open doors for these students.
This is a succinct and well written IIE briefing paper – http://www.iie.org/en/Research-and-Publications/Publications-and-Reports/IIE-Bookstore/~/media/Files/Corporate/Publications/Valuing%20Study%20Abroad.ashx – from a conference where the British Academy and the University Council of Modern Languages (UCML) released a joint position statement, Valuing the Year Abroad, that advocated support for funding a third year abroad for British undergraduate students and drew on case studies from a survey they conducted among study abroad alumni. With representatives from the United States, China, and Germany, the international panel was invited to discuss British government and higher education policy on study abroad, and other countries’ policies and best practices in study abroad.
The University of Rhode Island’s five-year program that grants students a BS in engineering and a BA in a foreign language. was cited as a best practice model. In the fourth year of the program, students go abroad to study engineering in the foreign language (German, French, Spanish, or Chinese) of the host country university, and then do a hands-on internship with a company in the host country (for example, one URI student in Germany took engineering classes in German and held an engineering internship at BMW).
This is a topic which has been around for a long time; it has surfaced as a hot issue in terms of the impact of the recession on state economic development. And this in turn has led to a discussion about the linkage between college majors and entry into the workforce after graduation. Wake Forest is holding an interesting conference this week on “Rethinking success” and their site has a great list of readings: http://rethinkingsuccess.wfu.edu/resources
I’ve been meaning to comment on this Chronicle article: http://chronicle.com/article/In-China-as-Job-Possibilities/131127/. I thought it was difficult enough to work with 500 students at Hopkins-SAIS career services; now we see an awakening of a new career path for Chinese higher ed professionals in the career counseling field! Of course, they are having to deal with finding employment for 6.3 million college grads!
Actually, the campus offices are referred to as “employment-guidance” centers. The case study in this article describes the canter at Nankai University in Tianjin. While the typical Western career services office employs a variety of coaching tools and a variety of service-delivery models, Nankai relies preponderantly on web-based tools. In the last 4 months of 2011, the web site posted 30,000 job ads from 2,600 employers!
According to the HR director of a major staffing agency, Fesco, students “have no conception of what a job or a career means.” This points to the legacy of “job allocation” rooted in the Communist system’s practices. The idea of freedom of choice based upon assessment of student career aspirations may be a goal in the evolving profession of employment counseling, but, it’s a long term one.