This article in the Washington post presents a stark contrast between our two nations with regard to the role of community colleges in preparing students for entry into the workforce: http://www.washingtonpost.com/local/education/canadian-2-year-colleges-show-path-to-jobs/2012/01/25/gIQAkhtZaQ_story.html
“Hugely popular for emphasizing practical skills that lead directly to careers, community colleges — most of which simply call themselves colleges, as opposed to universities — get much of the credit for making Canada second in the world in the percentage of young people ages 25 to 34 who hold some sort of postsecondary degree, according to a 2011 report from the Organization of Economic Cooperation and Development. More than half of all Canadians have such degrees, and half of those went to community college.”
Two years at Canadian colleges does not appear to have the stigma that attending community colleges has in the U.S. In fact, this article highlights the success “colleges” in Canada have had in placing students in jobs they’ve been trained for –an outcome which is not found universally with the U.S. two-year system. I’m no expert on our community colleges (although I did work at Rockland CC for three years in the 80’s), but, in light of the current debate on whether or not the value of our traditional four-year degree has been tarnished in the current recession, this article does present new evidence that we need to strengthen our own “alternative” to four years of college for students who seek an affordable fast-track degree which prepares them -in a more direct way- to enter the workforce. I’m not now going to enter the debate about the value-added of the U. of Phoenix et al….!
You can find my reviews in the International Educator magazine several times a year: http://www.nxtbook.com/nxtbooks/nafsa/ie_20120102/index.php#/22 . This one is on integrating study abroad into the curriculum. The book challenges the traditional orthodoxy that study abroad, in and of itself, completes a campus strategy for internationalization.
We have a sweet spot in our heart for Greece- our daughter studied abroad with College Year in Athens her Junior year at Penn. The gut-wrenching economic crisis has created tremendous unrest and hardship. And it has dramatically altered the future for Greek students: see http://www.economist.com/node/21542815 for insights into the new problem of brain drain. “Since 2008, ever more young people have gone [abroad] often to foreign universities.” University graduates face dim employment prospects with youth unemployment now at 47%. In the coming decade, Greece’s population will age as its workforce shrinks – and its best and brightest build careers overseas.
In this post to the Wall Street Journal – http://blogs.wsj.com/chinarealtime/2011/11/23/china-to-cancel-college-majors-that-dont-pay – we learn that China’s solution to the nagging issue of growing unemployment of college grads is simple: assess which majors do best in realizing employment for grads. Keep those and cancel the rest! China’s numbers of university-educated jumped to 8,930 per 100,000 in 2010, up nearly 150% from 2000, according to their 2010 census. This surge, “has contributed to an overflow of workers whose skill sets don’t match with the needs of the export-led, manufacturing-based economy.” Is this kind of curricula triage coming soon to a campus near you? Has it already arrived?
This interesting post from Wharton – http://knowledge.wharton.upenn.edu/article.cfm?articleid=2903 – highlights the gap between the expansion of multinationals in China and the capacity of China’s education system (and ours) to prepare young professionals to meet the challenges of working in the country. The good news is the growth in the number of Chinese students abroad – about 200,000 in 2010 – along with a 30% increase over 2009 in the number studying in the U.S. The article cites the development of innovative new inter-university linkages as illustrated by the China Europe International Business School hiring its new dean from the Harvard School of Business. The complexity of learning Mandarin and fully adapting to the cross-cultural nuances and norms of doing business in China are a barrier to success for U.S. managers. Chinese staff have difficulty in successfully using the English skills they may have learned while abroad after returning home.
These are certainly not new issues, however, they take on new importance with the explosion of bi-lateral ties between China and the U.S.
I think this issue will continue to be a challenge and an opportunity for U.S. universities, Chinese academic institutions and the business community for a long time to come.
Great to welcome in 2012 with an article in the Washington Post which speaks very directly to the inter-connections of global workforce development with U.S. higher education! See this piece at http://www.washingtonpost.com/rw/WashingtonPost/Content/Epaper/2012-01-01/Gx4.pdf. Here we see the new draw of high-tech start-ups in India for U.S. grads willing to risk re-location coupled with the way in which U.S.-educated Indian professionals can utilize their ties to their alumni institution ( in this case the University of Pennsylvania) to secure the talent they need to grow their business. I see this as a growing phenomenon in the case of both India and China in coming decades. How telling to see Indian companies recruiting U.S. talent! The old fear of brain-drain is gone. The borderless economy opens doors in all directions.
From the Chronicle of Higher Ed, researcher Mark Salisbury (12-16-11) is reported to find that there may be “other” [albeit none are discussed…) means to more cost effectively build student cross-cultural skills and intercultural competence than to study abroad. Really? Most international educators I know understand that not all modes of overseas study are designed to equally impact “domains” of student intercultural competencies.
As I’ve written, campuses must design their international programs with desired learning outcomes in mind; you cannot simply provide an opportunity for a student to study in a classroom overseas and expect that this experience, by itself, will produce measurable changes in cultural awareness, linguistic competency, or a reduction in xenophobic views.
It’s a little like the man lost on a road somewhere in Maine who stops at a fork in the road to get directions. He asks someone he meets who simply says, “depends on where you want to go…” Right. If campus administrators are not clear about outcomes they want to achieve in their study abroad programs, students will not get there on their own.
...In the current tough economic climate, there’s intense competition for jobs in every field. The question is how well prepared are you to compete and what can you do to stand out among your peers when the time comes to conduct a job search in your senior year? Of course, internships and service-learningin the U.S. or abroad offer unique opportunities to build important skills and competencies, but studying abroad has many unique benefits which you can leverage. If you carefully assess and analyze the outcomes of your time abroad, you’ll want to do more than just add the experience itself to your resume….
These are my notes from my webinar presentation conducted by the Sub-Committee on Work, Internships and Volunteering Abroad of NAFSA, Nov. 15, 2011 “Integrating the Internship Experience Into Long-Term Career Development”
A NEW RATIONALE FOR EDUCATION ABROAD —
STUDENTS NEED TO MAKE A PURPOSEFUL DECISION TO UNDERTAKE AN INTL INTERNSHIP—LINK IT TO STUDENT CAREER GOALS OR PREFERENCES
It’s important that students not only discuss their interest in an international internship with an advisor in the Study Abroad office, but, also review their decision in terms of their overall career plans – so speaking with an advisor in the Career Services office will be useful. Even if a student has not yet settled on a clear career path and feel it’s too early, there is much to be gained in having a conversation with a career advisor about plans to study abroad. Think it through at each stage:
WILL EMPLOYERS VALUE AN INTERNATIONAL INTERNSHIP? Yes, but not the experience itself; they value what is learned, how the student gained new skills such as language competency, increased cross-cultural knowledge and sensitivities, and critical thinking and analytic skills.
At first glance, the answer seems quite self-evident. How could they not? In a domestic economy which grows more linked to overseas markets and investors each year, companies must be on the cutting edge of new technological developments; always looking for opportunities in emerging markets in the developing world; constantly assessing their workforce requirements to insure that managers and workers understand the inter-related economic forces which impact their performance and the firms’ bottom line. Globalization is the most powerful economic factor influencing the job market in all regions of the world. Can we imagine the look of our global economy in 2025 and the skills and experience students will need, and employers will expect? What will the geo-political landscape look like? Will students be interning and working in North Korea, Iraq, Afghanistan, Libya or Cuba? Can we predict the industries and workforce needs which will emerge from the current political chaos in these regions?
Employers Do Value Education Abroad
In a report prepared by J. Walter Thompson Education for the Institute of International Education (IIE), the German Academic Exchange Service (DAAD), and the Australian Education Office, the company sought to determine employer acceptability and market value of an international degree among U.S. audiences – specifically students and employers. Its findings showed that “…employers most important selection criteria in recruiting a candidate are interpersonal skills, and when questioned employers believe that these skills are likely to be strong in a candidate who has had an overseas education experience. The challenge really is to more effectively link and promote this connection…[emphasis added]” (Thompson 2002)
In addition, the study reported that employers also found that candidates with international study experience possessed a wide range of skills desirable in their employees: these included, among others, cross-cultural communication skills, leadership, maturity, independence and cultural awareness. While this finding would likely warm the heart of any international educator, one of the ironies of the research is that only 3% of students surveyed stated that they expressly chose to study overseas because they believed that employers see those with some sort of overseas experience as more employable!
This finding points to a key issue, if not a vexing conflict, for international educators: Should students be encouraged to go abroad for altruistic reasons – i.e. to widen their world view and experience another culture (a goal cited by 60% of students in the Thompson study)? Or should their decision to participate in an education abroad experience(s) be linked more directly to future career goals and professional aspirations? Are these two points of view fundamentally incompatible, or are there opportunities before students depart, during their period of study abroad, and after they return to campus, to integrate their international experiences with both their career goals and the hiring criteria of employers? More on this in later posts.
Martin Tillman, President
Global Career Compass