Where the Field of International Education Finds Itself in 2020
What are the implications for you as a job seeker in the field?
What you can do?
These are two organizations run by trusted professionals whom I know and have worked with. See if the resources they provide offer you opportunities to hone your skills and explore new paths to employability:
Global Leadership League
The Global Leadership League was started by a group of women in the field of international education for the purposes of advancing women’s leadership skills, knowledge, and connections.
The Swarm on Culture, Identity, and Perspective. An innovative, experiential, and practical LIVE online gathering to explore culture, identity, and perspective in a very unique way.
Scholarships for The Swarm: https://crafty-producer-6700.ck.page/iceasoo
|This piece was written by a student at USC, Andrea Klick, an editorial intern at Open Campus. |
Rather than quoting the many pieces out there now by career professionals (and I was one for 11 years at Johns Hopkins-SAIS), I thought it would be as relevant to cite what a current student is hearing — and it’s simple and straightforward: Don’t be idle. Reach out. It’s a zig-zag. The pandemic is having an uneven and unequal impact. While this is always true, I think the weight on low-income minority students is especially heavy. Advice like this can sound glib, albeit well-intentioned, when a student needs to take any job they can find to support themselves.
I think the point about “zig-zagging” is especially important for grads. The economy is going to improve slowly, unevenly and perhaps without a clear pathway into different sectors. So, yes, you’ve got to be flexible, manage your expectations [i.e. lower them to match the reality we are in] and look in new directions [find roles where the skills you have will provide unexpected value to an employer]. Klick writes:
As unemployment rates climb and companies freeze hiring, recent graduates are struggling to find work and current students are suddenly finding their internships and summer jobs canceled. Colleges are scrambling to try to help. They’re moving services like resume editing and interview practice online. They’re teaching students skills like how to make interpersonal connections while talking through a webcam. And they’re connecting students with alumni, parents, companies, and local organizations to try to help them find new jobs or shorter-term projects and internships.
In the midst of change and uncertainty, Neil Burton, who runs Clemson’s Center for Career and Professional Development, is focused on building students’ confidence. He’s reminding them that even if they hear a lot of “noes” they should keep trying—even now.For recent graduates and current students whose opportunities are drying up or being canceled, Burton says there are always ways to build job prospects. Here’s what he advises: Don’t be idle. If students can’t find work right now, Burton encourages them to continue building skills through online classes or self-run projects. When the economy picks up, they’ll be able to show experience they gained rather than a large gap in their education or work history. Reach out. Communicating and building relationships can help students find opportunities down the road. With many employers working from home, Burton encourages students to reach out and talk with people in positions or companies they like for informational interviews. It may not lead to a job tomorrow, but expanding their network could help in the long run. It’s a zig-zag. Especially now, students’ first jobs likely won’t be at their dream company. Burton says to remember that careers often change, and most people’s paths aren’t simple. Don’t get bogged down if you’re offered a less-than-ideal job. Students and recent grads should take advantage of the opportunities they have, to build skills and connections however they can.
As the Covid pandemic has decimated all types of education abroad, there will need to be a re-imagination of how to market in-country international experience. This will require a new approach to advocating for the return-on-investment of education abroad. As I say here: “There will be a sharp decline in the availability of overseas options for education abroad – highly likely for six months to a year- and we will need to fuel unmet student demand to build their cross-cultural skills and other interpersonal competencies, highly valued by employers, with experiences at home.”
Coming out in July!! https://lnkd.in/dDuR2eN. My chapter in Education Abroad: Bridging Scholarship and Practice, is with co-authors, C. Matherly & J. Wiers-Janssen on “Employability: How education abroad impacts transition to employment.”
This is the latest in a series of chapters I’ve authored since 2012 on this topic. My interest in examining the employability advantages to students from their participation in education abroad programs dates back to the early 2000s. You will find a large selective bibliography -including all of my writing and that of varied authors from around the world – on my LinkedIn profile page: https://www.linkedin.com/in/martintillman/
When I first began to address the linkage between education abroad and student career development, including its tie-in with employability, I was largely viewing the topic from a uniquely American lens. In the early 2000s, I found few others in the U.S., in the international education field, examining this issue. Much of…
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I’m pleased to have this guest post by a colleague, Kelly Holland, Director of Institutional Relations, Global Experiences, https://globalexperiences.com
At a time when the entire education abroad community, on and off campus, has been forced to halt its overseas programs, those sponsoring international internships (and domestic ones as well) have responded quickly to offer an alternative virtual model. I’ve known about the excellent work at Global Experiences for a long time; the program recognizes the importance of linking experiential learning with student career development. Perhaps more students will realize what research has shown- that the applied skills developed from a well-structured internship are valued as much, if not more, than study abroad.
Staff across our industry worked tirelessly to bring home Spring semester students as Covid-19 swept through Western Europe and into the U.S., managing everything from flights to academic continuation to housing to refunds. For the team at Global Experiences (GE) – we focused on workplace and academic continuity for our international interns.
The GE employer network is composed of more than 3,000 contacts across a wide range of industries, from small and medium companies, to large multinationals . As employers shut their physical doors, they opened their virtual doors to our interns. With grace, flexibility, and compassion more than half of our host employers agreed to continue providing projects for active Spring interns and allowed us early insight into the virtual internship concept.
A GE international internship (both on-location and virtual) includes up to four major stakeholders: the student, the employer, the GE staff, and the university. With all groups working toward the same goals this Spring, GE quickly identified the need for a sustainable virtual internship program now launching this summer.
As multiple options appear across the international education industry, here are six things look for in a virtual internship:
For the foreseeable future, it’s likely that demand will grow for a wider range of virtual cross-cultural learning experiences. We all must continue to work tirelessly, creatively, and with intention. If executed well, virtual internships can be an accessible, affordable option that may empower students looking for ways to impact their career path in this uncertain time.
Learn more about GE’s virtual internships:
I thought to search for documents about what happened to see if there might be a useful template for campuses who will likely need to re-imagine parts of their curricula offerings in the next few years. I recalled there was a complete re-focus on the university’s role in the re-building of New Orleans.
I remembered there was a renewed effort to re-design all kinds of service-learning options for students –and here is one analysis of how the university’s curriculum changed: https://www.thenation.com/article/archive/look-tulane-universitys-service-learning-post-katrina/
Tulane’s Center for Public Service (CPS)–transformed from a Center for Service-Learning in 2006–has been working aggressively over the last three years to ensure that all constituents- community partner, student and faculty – are favorably matched and successful. CPS’s work and the implementation of the two tiered service-learning requirement has created a constant, renewable and free work-force for almost 100 community organizations throughout the city.
There will be a host of emerging critical needs in campus communities as the country begins what I believe will be a period of years for full recovery from the pandemic. The mission of every college and university will need to embrace the critical needs of the communities in which they reside.
Here is the link to the Vimeo from the webinar which took place on April 17. I was speaking along with #Tom Millington and #Missy Gluckman:
Our goal was to open a dialogue on the immediate staffing changes being made by academic institutions and “providers” of education abroad programs. Either there have been immediate staff firings or furloughs; most often, pay freezes, if not reductions in salary.
Here are the ideas which framed my remarks:
What are the implications for you as a job seeker in the field?
What you can do?
Who would doubt this? The lead in a story reported by CBS News (April 7) in University World News is that the hit could “total” as much as $100 million at some campuses.
“Dozens of colleges have instituted hiring freezes, and many are halting construction projects so they have enough money to pay employees. But university presidents say the savings will only stretch so far, and many are asking the federal government for a second stimulus package to avoid deeper cuts.”
Let’s put this amount in some perspective: in the Sunday, April 12 Washington Post, there is a story in the Sports section, “No football would mean trouble for colleges.” Trouble…Not a huge financial blow…Here is a look at the trouble campuses face if their football programs collapse next year: Iowa State’s annual athletic budget is $90 million; 75% of this sum comes from football. At the University of Central Florida, a “roughly” $172 fee assessed to EVERY full-time undergrad provides more than $23 million of the athletic department’s $68 million in revenue. But, let’s look at the big boys –the University of Georgia’s athletic department has a $100 million “reserve fund!” At the University of Alabama, football generated $95 million of the athletic department’s $164 million of revenue in 2019!
While the vast sums spent on collegiate football programs, especially within the SEC conference, is not new, I was more affected about the “troubles” anticipated in this coming year given the more real blows campuses are going to experience with regard to their overall academic and administrative expenses. I loved playing high school football. But, I’ve never truly enjoyed the spectacle of the sport at big-time programs — and now, when the nation is suffering so deeply, it feels immoral to worry about coaches having to give up some of their multi-million dollar salaries because of lost revenue next season (big-time football coaches , let’s remember, earn far more than their campus presidents).
I can’t begin to imagine the Zoom calls with donors to collegiate football programs, with the coaches, and the development officers…How do they square the trade-offs of loss of revenue with no football season, against the loss of revenue from say, vast reduction in enrollment of international students, or loss of revenue because low-income/minority kids cannot afford to return to class?
What would it look like to turn football stadiums built for 80-90,000 fans into field hospitals? Even the vast parking lots outside these stadiums offer enough space to meet the overflow needs of hospitals.
I’m not in the mood to say more. I’m thinking about the first sentence in the CBS report that campuses across the country may suffer a loss of less than what one large athletic program costs at just one of our campuses…
Like everyone on the planet, everything I do and think about now lies within the framework of the pandemic.
My child is a journalist and we are fully committed to her profession- and to its importance in our democracy. This quote is taken from a March 29 story in the New Yorker online: “The Fate of the News in The Age of the Coronavirus, ” by Michael Luo:
“A robust, independent press is widely understood to be an essential part of a functioning democracy. It helps keep citizens informed; it also serves as a bulwark against the rumors, half-truths, and propaganda that are rife on digital platforms. It’s a problem, therefore, when the majority of the highest-quality journalism is behind a paywall. In recent weeks, recognizing the value of timely, fact-based news during a pandemic, the Times, The Atlantic, the Wall Street Journal, the Washington Post, and other publications—including The New Yorker—have lowered their paywalls for portions of their coronavirus coverage. But it’s unclear how long publishers will stay committed to keeping their paywalls down, as the state of emergency stretches on. The coronavirus crisis promises to engulf every aspect of society, leading to widespread economic dislocations and social disruptions that will test our political processes and institutions in ways far beyond the immediate public-health threat. With the misinformation emanating from the Trump White House, the need for reliable, widely-accessible information and facts is more urgent than ever. Yet the economic shutdown created by the spread of covid-19 promises to decimate advertising revenue, which could doom more digital news outlets and local newspapers.”
This piece goes on to frame the fate of the information ecosystem in the US around the widening economic gaps in our society –the best educated, wealthiest Americans have access to the finest forms of journalism. All others fend for themselves in the online marketplace of free information – fake or inaccurate though it may be.
I’m thinking about the fate of our higher education system in this same way: the best endowed privates or public institutions in the wealthy states will make it through to the other side of this economic catastrophe. And the benefits of “higher” education flow accordingly.
And so it goes ..
In 2014, the University of Minnesota’s Learning Abroad Center in collaboration with CAPA, sponsored the first-ever Career Integration conference. I had already been writing and speaking about this topic for a decade and I was grateful to be part of this program and submit a piece for the publication which followed the conference (” On the Linkage of International Student Experience and Student Employability”). From the outset, although conference participants were predominently from the U.S., authors in the compilation of conference topics were drawn from many nations.
Conferences have subsequently taken place in 2014, 2016 and 2018. The open-sourced volumes for the first two events summarizing presentations can be found at: https://umabroad.umn.edu/professionals/career-int/resources/publications. The volume representing issues addressed in 2018 will be out in print on Monday, April 6; however, you can access the PDF here: wmv7iEbIxajjXtddFhxWToC5OYfB5ClscGizYKcV35N8P1gkY0h
At the first conference, a colleague named Simon Kho , formerly the director of the KPMG Global Internship Program [now Director of Campus Recruiting at Discover Financial Services], presented with me. And he wrote the Forward for the first conference publication. It’s worth quoting him:
“…there is a massive opportunity for university faculty and staff to serve as the bridge between workplace talent needs and students. Partnerhips between the world of work and the world of academia will broaden and deepen mutually beneficial interactions. Instead of just promoting international study experience, how can you help elevate the development opportunity for those students? We’d all agree that study abroad can be a life-altering experience. But, I have to believe that with the right preparation and learning cues, students who live and study overseas would maximize both personal and professional development, while impacting their future career trajectory.”
The 2020 volume carries on the dialogue as to whether or not campuses have been successful at building the bridge Kho alludes to. While written, of course, before the Covid-19 pandemic upended the world, I would hope the chapters provide food for thought as the global higher education community slowly digs itself out from this crisis. Here is an excerpt from the Introduction:
“The third edition of this journal offers further compelling evidence of the centrality of career preparation and employability in the agenda of education abroad. The discussions here, as in the previous volumes, attest to a pervasive awareness of the responsibility of educators for the lives of students beyond their formal studies. However, there is no untroubled consensus about how to realize this responsibility; it is apparent that the issues around career integration and employability are contested and challenge ideologies and pedagogies in several and various ways. There is, clearly, an ongoing and intense relationship between higher education and questions of employability within international contexts. These are uneasy times and, if there is such a thing as a zeitgeist, it might be that we seek remnants of security and pockets of stability. That education should lead to employment is just such a proposition; simple in statement but complex in application, as many of these essays demonstrate…”
It is safe to assume that the centrality of career preparation and employability within the context of education abroad will become even more critical in years to come. Campuses will need to reframe the contribution of international experience to the mission of their institution. Families will need to be convinced that as the job market recovers from the pandemic, their sons and daughters will gain essential skills and competencies from abroad experiences which strengthen their career aspirations upon graduation.
For further reading, I’d recommend a volume published in 2019 by Stylus and NAFSA: Education Abroad and the Undergraduate Experience: Critical Perspectives and Approaches to Integration With Student Learning and Development, co-edited by E. Brewer, A. Ogden. It’s excellent and the chapter on “The Intersection of Education Abroad and Career Readiness and the Role of International Educators” highlights current research connecting education abroad and employability.