Impact of Education Abroad on Career Development, Vol I - AIFS

Pathways to International Careers:How We Can Support Students’ Aspirationsby William NoltingDirector <strong>of</strong> International OpportunitiesUniversity <strong>of</strong> Michigan International CenterAs a longtime education abroad advisor at a research university,I’ve been privileged to work with students at all stages <strong>of</strong>their academic careers and beyond. Many demonstrate sustainedinterest in developing a career with an internationalfocus. Allow me to present mini-biographies <strong>of</strong> just five studentsto demonstrate what I would describe as typical pathwaysto international careers:• International Foundation—Kristin W.: UndergraduateRussian major/studied abroad in Russia/had internshipwith the US State Department in Washington, Russia desk/first career position with the Soros Foundation in NewYork (funds democracy initiatives in Russia and EasternEurope); was told after being hired that State Departmentinternship was deciding factor / Rotary World PeaceScholar in Paris.• International Development—Charu S.: Undergraduatemajor in Family Sciences, did not study abroad / assistantcase worker, social services, for two years / Peace Corps inSouth Africa / Masters degree in Social Work with summerinternship in South Africa via Minority InternationalTraining Program / IFESH Africa Fellow in Malawi (workingwith Save the Children).• Engineering—Ed A.: Undergraduate engineering major /internship in Germany via IAESTE internship program /Masters degree in Engineering / self-arranged internshipwith BMW in Germany / career position with GeneralMotor's Research and Development Department, where hisoverseas experience was important in his obtaining the positionbecause <strong>of</strong> GM's international work.• Human Rights—Kara M.: Undergraduate liberal arts major/ summer clerical jobs (self-found) at the UN in Genevaduring undergraduate years / after graduation, volunteeredin Africa for one year through a volunteer program /Masters in International Policy from Tufts Fletcher School<strong>of</strong> Law and Diplomacy/ human rights monitoring work inBosnia and Kosovo with the OSCE / working for USAIDin Washington.• Law and Public Policy—Benjamin M.: B.A. in political scienceand French / junior year abroad, French language programin Lausanne, Switzerland / six months teachingEnglish at a Finnish social work school via American-Scandinavian Foundation / entered Law School / lawsemester abroad at the University <strong>of</strong> Paris II / legal internshipswith the U.S. Federal Trade Commission's internationaldivision, Washington, D.C., Debandt Linklaters'Brussels <strong>of</strong>fice, and the U.N. International LawCommission, Geneva, Switzerland / Dual degrees, J.D.,M.P.P. (Public Policy) / career position with the FederalDeposit Insurance Corporation.These otherwise diverse life histories share one thing in common:multiple international educational experiences – consisting<strong>of</strong> a mix <strong>of</strong> study abroad, internships, volunteering, paidwork experiences and graduate study with an internationalfocus. Such experiences may take place during undergraduatestudy, after graduation, during graduate school and afterattaining a graduate degree. These individuals are generallyacademically successful students who have personal qualities<strong>of</strong> self-direction and perseverance. But it is arguably the additionalfactor <strong>of</strong> their repeated international experiences thatdistinguishes them from their equally talented peers, openingthe way to their ideal careers.Interestingly, when these students speak about themselves,they will <strong>of</strong>ten say that only in retrospect does their “careerpath” take on the appearance <strong>of</strong> intentional linear development.Their lived experience was as <strong>of</strong>ten a sense <strong>of</strong> serendipity,facing obstacles yet maintaining an openness to pursueinternational opportunities even when these sometimesseemed only indirectly related to their career goals. Whatmotivates them is a passion for in-depth international experience;their challenge has been to find ways to make this possible.How can colleges and universities help support the aspirations<strong>of</strong> our education abroad “success stories,” those students whoare so deeply affected by their international experience thatthey want the rest <strong>of</strong> their life to have an international dimension?While study abroad is a given at most institutions today,far fewer assist their students in planning for other kinds <strong>of</strong>international experience, since study abroad <strong>of</strong>fices <strong>of</strong>ten seetheir focus as academic, and career <strong>of</strong>fices usually lack internationalexpertise.But some universities are making concerted efforts to helptheir students pursue their international interests in multipleways and beyond their undergraduate years. Study abroadprograms increasingly <strong>of</strong>fer for-credit internships.Additionally, more than 35,000 students and recent graduates<strong>of</strong> U.S. colleges and universities participate each year in formalbut not-for-credit work abroad programs, ranging from18