On impact of study abroad on student career development

1. Martin Tillman, President
Global Career Compass
April 29, 2014

2.  To understand new rationale linking study
abroad & career development
 To review best practices for collaboration
with study abroad colleagues
 To understand why collaboration makes a
difference for student learning
 To understand skill domains employers
value
 To share best practices on your campus

3.  Increased student mobility
 Increased anxiety of families
 Increased pressure on career offices
IMPACT? A new narrative supporting
realignment of international programs to
achieve gains in competencies adding value
to student career decision-making & post-graduate
job searches

4. “…In today’s global economy, where
complexity and change are the norm,
attracting and retaining culturally competent
talent will continue to challenge companies
globally…International experience has
become a critical asset for all global
organizations and will continue to create a
competitive advantage.”
Laurette Bennhold-Samaan, Managing Director
Aperian Global (2011, personal correspondence)

5. “…American universities have made great strides
toward internationalizing their campuses…too much
of this progress has…been conceived in academic
terms…those of us in higher education are forced to
look beyond our campuses, because the employability
of our graduates is at stake – as well as capacity of
organizations to grow and create those jobs we hear
about. “
Giles Bousquet, Dean, Div. of International Studies & Vice
Provost for Globalization, Univ. of Wisconsin-Madison (2011

6. True or false?
Most go abroad without thinking
about how the experience adds
value or is connected to their career
development…

7.  Students may not know how unique it is to
study abroad! They may under-value its
strategic importance on resume!
 Fact: In 2011-12, less than 1% studied abroad -
--or under 300,000 students
 Opens window on marketing experience – and
what is learned - to employers

9.  They don’t view decision as having value in
their career decision-making**
 They do not know why employers value
international experience
 They are not supported in articulating why “it
was great”
**2006 IIE report stated only 7% of undergrads
studying abroad (in 04-05) say doing so to
improve job prospects after graduation

10.  Study abroad & career office
collaboration is limited or non-existent
 Lack of resources available to
develop a holistic advising
process

11.  Many surveys report high correlation between
education abroad & career direction and
advancement
...even if students go abroad as undergrads
without clear career direction, there is evidence
of lasting impact upon career direction &
opportunities for advancement years later

12. Too much emphasis placed on
instrumental administrative issues in
study abroad – at expense of focus on
aligning learning objectives with student
career goals or aspirations

13.  Adaptability & Self-Confidence
 Autonomy
 Problem-solving capacity
Strengthened interpersonal
relationships
Identity development

14.  Language development
 Awareness of international issues
 Intellectual flexibility
 Cross-cultural sensitivity

15.  Domain knowledge
 Cognitive, social & personal skills
 Prior work experience
 Cross-cultural experience
(Rand Corp, NACE, 1994)
2011 QS Global Employer Survey: 10,000
respondents from 116 nations. 60% valued
international experience when recruiting talent.

16. “…employers are under strong pressure
to find employees who are not only
technically proficient, but also culturally
astute and able to thrive in a global work
environment.”

17.  Institutions with articulated
internationalization policies bridging gap
between student needs and employer
expectations in design and structure of study
abroad programs
 Advisors need to assist students see
connection between time abroad and value
employers place on skills and competencies
they develop through their program
experiences

18. Institutional
Influence
Career
Services
Study
Abroad
Office
Employers Students
Student
Affairs

19.  Students make purposeful decision to
study abroad
 Students take advantage of career
connections while abroad
 Students learn to “unpack” & market
experience to employers

20. Interests
What engages me?
Skills
What do I do well?
Values
What makes
work meaningful?
Career Research
Organizations
What organizations
reflect my interests?
Job Functions
What job or job functions
within this organization
would need my skills?
Environments
What work environments
will be supportive of me
and my values?

21. 1 • Pre-departure
2 •While abroad
3 • Upon their return home

22.  Partner with study abroad staff during
orientation to focus on career benefits
 Workshops on intl business culture; discuss
what employers value from IE
 Focus on linkage to toolkit: resume
 NAFSA Career Action Plan model: framework
for creating learning outcomes tied to career
goals or aspirations

23.  Monitor networking with alumni
 Blogging with purpose: more
personal insights, critical incidents
assessed
 Online career counseling

24.  Best practice unpacking seminar model at
MSU – required seminar for all students who
go abroad (otherwise most LASA programs
poorly attended)
 Goal: assist students get beyond “it was
great.”
 Students have inadequate skills to make
meaning of their intl experience in interview
settings

25.  Assist students create career narratives
derived from specific cross-cultural
experiences
 Assist students to draw out lessons learned
from critical incidents
 Have alumni discuss obstacles they faced in
making meaning of and articulating their intl
experience

26.  Best Campuses: UMN, MSU, Elon,
Susquehanna, U Penn, Depauw,
UVA, UKY, Smith, UKS
 Best Resource: UMN: July 2014
Career Integration Conference web
resources