International Educator - January/February 2017 - 22

and perspective-shifting. Nearly every recent survey of
employers-whether with a global or domestic focus-
rank this notion of 'ability to adapt in diverse workplace
settings' or 'work effectively in diverse teams' in the top
three most valued traits," she explains.
Several experts also reinforce that higher education
institutions are not just preparing students to work internationally as the local labor market very often requires a
global perspective.
"The local workforce is increasingly global and diverse. It
used to be the discussion focused on jobs that are global in
their scope, but the shift needs to be recognizing the benefit in sectors such as healthcare or education, where
cross-cultural skills are beneficial in a different
way," says Johnson.
Whitehead Hanks adds that it's
important to "remember... people's
"International education
local identities. International edprovides students with an
ucation provides students with
ability to appreciate different
an ability to appreciate differlocal lifestyles, problems, and
ent local lifestyles, problems,
solutions. In this way,
and solutions. In this way, it prepares them for both the global
it prepares them for both
and
local workforces."
the global and local
Miguel Lara, who earned both
workforces."
his bachelor's and master's degrees
from Clark University in Massachusetts, participated in a study abroad program
through CAPA International Education in which he
did an internship with the Royal Borough of Kensington
and Chelsea Youth Offending Team (YOT), which works
with juvenile probation. He says that through his internship he was able to gain teamwork and communication
skills that have been valuable in his current position with
the federal judiciary.
"While interning for the YOT, I was initially overwhelmed with the team I worked on considering the
variety of individuals I interacted with. There were police
officers, substance-abuse workers, mental-health officers,
probation officers, and intervention specialists. Having
had the experience of working on a diverse legal team in
London, I was able to understand how important it is for
all individuals to be on the same page when completing
tasks. Each individual was held accountable, and the same
went for me even as an intern," he says.
He has been able to transfer skills he gained in London
to his current job. "In London, I also had to communicate
constantly with the head probation officer and police units,
informing them how my caseload was. Any interactions I
had be it in the courthouse, prisons, and home visits, had
22  

INTERNATIONAL EDUCATOR J A N + F E B .17

to be recorded. In my work today, communication among
all parties in the courthouse has to be accurate to avoid
any inconsistencies and misunderstandings," he explains.

Helping Students Connect
International Experience
and Future Careers
Many students need guidance in making the connection
between their international experience and their future
career path. Nannette Ripmeester, founding director of
CareerProfessor, advises educators to create opportunities
to help students learn to "translate those skills into a language employers understand. For example, if you had to
live on a shoestring while abroad, you've learned to manage budgets; if you had to overcome culture shock, you
have proof of your flexibility and adaptability," she says.
While some institutions have comprehensive career
integration initiatives, a first step is often just asking students to reflect on their experiences during predeparture
and reentry workshops. "The rise of guided reflective
practice has enriched the education abroad experience in
many corners. Students can move more quickly through
the process of cultural adjustment and understanding by
reflecting frequently on their experience, whether this is
through journaling, guided debriefings, a mentoring program, or other arrangements," says Berquist.
Rodriguez says that international education experience should be designed to develop the specific skills
that employers are looking for. She suggests that international offices develop a strong relationship with career
services on their campuses: "Only if the student has the
opportunity and support to develop these skills and become aware of them through mentorship and reflection
will the experience be useful for employability purposes.
Secondly, students need to be able to articulate the skills
they have gained in a way that is relevant and intelligible
to employers. For this students need training. It is upon us,
international educators, to collaborate with career services
professionals in order to develop together adequate materials and sessions to ensure student readiness in this area."
Other experts echo Rodriguez's recommendation. For
international offices that do not already have a relationship with career services, the first step might be a single
event. "I recommend reaching out to career services to ask
if they would like to partner on a workshop or event that
would bring in more study abroad alumni to their office.
Once they get to know the study abroad alumni students,
they could have them in mind when an employer contacts them and wants a student who has interacted with
people from international backgrounds, knows a second



Table of Contents for the Digital Edition of International Educator - January/February 2017

From the Editor
In Brief
Voices
Act Globally
Tradition and History
Health and Insurance
Education Abroad
International Enrollment
View From Out Here
In Focus
International Educator - January/February 2017 - Cover1
International Educator - January/February 2017 - Cover2
International Educator - January/February 2017 - 1
International Educator - January/February 2017 - From the Editor
International Educator - January/February 2017 - 3
International Educator - January/February 2017 - In Brief
International Educator - January/February 2017 - 5
International Educator - January/February 2017 - 6
International Educator - January/February 2017 - 7
International Educator - January/February 2017 - 8
International Educator - January/February 2017 - 9
International Educator - January/February 2017 - 10
International Educator - January/February 2017 - 11
International Educator - January/February 2017 - Voices
International Educator - January/February 2017 - 13
International Educator - January/February 2017 - 14
International Educator - January/February 2017 - 15
International Educator - January/February 2017 - Act Globally
International Educator - January/February 2017 - 17
International Educator - January/February 2017 - 18
International Educator - January/February 2017 - 19
International Educator - January/February 2017 - 20
International Educator - January/February 2017 - 21
International Educator - January/February 2017 - 22
International Educator - January/February 2017 - 23
International Educator - January/February 2017 - 24
International Educator - January/February 2017 - 25
International Educator - January/February 2017 - Tradition and History
International Educator - January/February 2017 - 27
International Educator - January/February 2017 - 28
International Educator - January/February 2017 - 29
International Educator - January/February 2017 - 30
International Educator - January/February 2017 - 31
International Educator - January/February 2017 - 32
International Educator - January/February 2017 - 33
International Educator - January/February 2017 - 34
International Educator - January/February 2017 - 35
International Educator - January/February 2017 - Health and Insurance
International Educator - January/February 2017 - 37
International Educator - January/February 2017 - 38
International Educator - January/February 2017 - 39
International Educator - January/February 2017 - 40
International Educator - January/February 2017 - 41
International Educator - January/February 2017 - Education Abroad
International Educator - January/February 2017 - 43
International Educator - January/February 2017 - 44
International Educator - January/February 2017 - 45
International Educator - January/February 2017 - 46
International Educator - January/February 2017 - 47
International Educator - January/February 2017 - International Enrollment
International Educator - January/February 2017 - 49
International Educator - January/February 2017 - 50
International Educator - January/February 2017 - 51
International Educator - January/February 2017 - 52
International Educator - January/February 2017 - 53
International Educator - January/February 2017 - View From Out Here
International Educator - January/February 2017 - 55
International Educator - January/February 2017 - In Focus
International Educator - January/February 2017 - Cover3
International Educator - January/February 2017 - Cover4
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