edc business meeting 12:00-12:45pm discussion topic: edc/nafsa publication for newly appointed...

EDC Business Meeting12:00-12:45pm

Discussion Topic:

EDC/NAFSA Publication for newly appointed educational attaches

12:45-1:30pm Lunch:

1:30-4:45pm Spring Workshop: Professional Aspect of Reentry for

International Students: Employment Focus

Professional Aspect of Reentry for International Students

1:30-1:45 Embassy Welcome1:45-2:00 Framing the Reentry Issue (Senem Bakar, EDC Chair)

2:00-2:25 Overview of the Student Experiences (Dr. Fanta Aw, AU)

2:25-2:45 What Employers Value (Martin Tillman, Global Career Compass)

2:45-3:00 Discussion

3:00-3:15 Coffee Break & Networking

3:15-4:30 PANEL: Best PracticesModerated by Dr. Deirdre Evans-Pritchard

Embassy (Aysha Murad, Embassy of Bahrain)

Institution (David Fletcher, AU Career Services)

AMIDEAST (Deirdre Evans-Pritchard)

Alumni Networking (Department of State)

4:30-4:45 Q & A

EMBASSY WELCOME

H.E. Ambassador Houda Ezra Nonoo

Framing the Reentry Issue

Framing the Reentry Issue Student Mobility & Employment

Concerns

Senem BakarEDC Chair

The Internationally Mobile Student May be defined based on: permanent residency,

citizenship or prior education.

1. “… are those who study in a foreign country of which they are not a permanent resident” by UNESCO Institute for Statistics.

2. “..are non‐immigrant international students in the U.S. on temporary visas at the postsecondary level” by the Open Doors, IIE.

Sources: United Nations Educational, Scientific and Cultural Organization (UNESCO)Institute for Statistics, Open Doors, IIE

Global Student MobilityInternational Students Worldwide

Source: Atlas of Student Mobility

Top Host Destinations WorldwideFor Global Mobility

(2009-2010)

2009 2010 Destination Int'l Students Int'l Students %

Change U.S. 690,923 723,277 4.7

UK 415,585 455,600 9.6France 266,448 283,621 6.4China 238,184 265,090 11.3Australia 253,717 258,827 2.0Germany 244,776 252,032 2.9Canada 161,679 174,760 8.1Japan 132,720 141,774 6.8

Source: Atlas of Student Mobility

What to Cope With may include:Job market with excess supply of workforceGender Preferences in employmentHomes in CrisisReentry to the Workplace

High ExpectationsDifficulty to communicate what was learned

(lack of context)

Areas of Concern for Reentry

AREAS OF CONCERN for REENTRY: AU Example

5%

15%

25%

35%

45%

55%

65%

75%

Overview of the Student Experiences

Overview of Student Experiences

Fanta AwAssistant Vice President, American University

The Voice of Returnees“I’ve come because of Opportunities. I want

to help my country and humanity”

“I could see my future very clearly in the United States. I could have Stayed and lived a nice life and retired, but It did not seem to be enough. “

PULL-PUSH FACTORS

IMMIGRATION POLICIES IN HOST COUNTRYNATION STATE POLICIES- HUMAN CAPITAL

DEVELOPMENTECONOMIC CONDITIONS- HOME AND HOSTPRESENCE OF MULTINATIONAL CORPORATIONS

(MNCs)GOVERNMENT OR INDUSTRY INCENTIVESFAMILY VALUESGENDER ROLESQUALITY OF LIFE ISSUESBRAIN CIRCULATION

INTERNATIONAL STUDENT AND RE-ENTRY EXPERIENCE

EXTERNALFORCES

INTERNATIONAL STUDENT

INTERNALFORCES

• Filial obligations/expectations

• Perceived/Real value of Overseas degree & education

• Demand for Skills• Social/Professional

Networks• Business attitude• Work expectations• Economic Conditions

• Transition• Professional

integration• Persistence• Other

• Family values- Caring for the aging

• Identity-mono/bi/multi

• Social acceptance/rejection

• Psychosocial adjustments

• Relevance of professional experience

• Cost-Benefit of decision

Research- FindingsAvailability of Economic OpportunitiesFamily TiesAccess to markets (local and global)Contributions to Home Country Econ DevLower Business CostGovernment IncentivesQuality of LifeSpeed of Professional Growth and Recognition

Source: Kauffman Foundation- Wadhwa, Saxenia and al.

Marketing International Experience for International Students:

What Employers Value

Martin TillmanPresident, Global Career Compass

My Blog: http://globalcareercompass.wordpress.com

“…With talent as the critical issue facing both local and global organizations, 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 the capacity of these organizations to grow and create those jobs we hear about.”

Gilles Bousquet, Dean, Division of International Studies & Vice Provost for Globalization, University of Wisconsin-Madison, The Growing Demand for Talent, Chronicle of Higher Education, Dec. 20, 2011

Impact of GlobalizationGlobalization of the workplace- coupled with the rise of a more mobile international workforce- has resulted in a new transnational academic narrative supporting the re-alignment of international programs to achieve gains in competencies that add value to student career decision-making and post-graduate job searches.

WHAT MATTERS TO EMPLOYERS

“…In today’s global economy, where complexity and change are the norm, attracting and retaining culturally competent talent will continue to be a challenge for companies globally. International experience has become a critical asset for all global organizations and will continue to create a competitive advantage – both for individuals and for the companies that hire them” Laurette Bennhold-Samaan, Managing Director, Aperian Global, an intercultural consulting, training, and web tools company (personal correspondence, June 14, 2011)

New Rationale for International ExperienceGlobal marketplace demands increased

adaptability, cross-cultural sensitivity, political awareness ,intellectual flexibility

Employers take more active interest in outcomes of education abroad experiences to build sophisticated and informed workforce

Employers interested in whether applicant demonstrates that as a result of international experience, they developed skills and sensitivity making them stand out as strongest candidate

Research Supports Value of IE to EmployersAmerican employers look for graduates

with broad range of skills and in-depth [technical] knowledge

Employers believe it’s essential graduates have ability to apply learning in real-world settings (Hart Research Associates, 2010)

2011 QS Survey- largest ever conducted on global scale…

The Globally Competent StudentComprehends international dimensions of their

major field of studyEffectively communicates in another language

and/or cross-culturallyHas diverse and knowledgeable worldviewDemonstrates cross-cultural sensitivity &

adaptabilityContinues global learning throughout life [and in

career choices]

NASULGC International Task Force Report, 2004

What Employers Look For?

Domain knowledge (subject expertise)Cognitive, social, and personal skillsPrior work experienceCross-cultural experience

Rand Corporation/National Association of Colleges and Employers, 1994(First-ever survey-all subsequent

surveys validate findings)

2011 QS Global Survey of EmployersReport based on over 10,000 respondents from 116 countries on five continents- largest opinion survey of its type undertaken to date:http://content.qs.com/qs/qs-global-employer-survey-2011.pdf

KEY FINDING: 60% of employer respondents state they value international study when recruiting talent

International Education in U.S. & Employability: What’s the Linkage?

Global Hiring & U.S.-Educated Foreign Nationals: Can Colleges and U.S. Businesses Fulfill Implicit Promises from Participation in U.S. Higher Education?

COLLEGIATE EMPLOYMENT RESEARCH INSTITUTE RESEARCH NOTE 4 – 2011, Michigan State Universityhttp://www.ceri.msu.edu/wp-content/uploads/2010/01/Global-Hiring-U.S.-Educated-Foreign-Nationals1.pdf

Survey ParametersSurvey of 137 organizations or 28% of all responding

participants indicated that they had operations outside U.S

Average size: 22,761 employeesSectors dominating: Manufacturing (30%) and

Professional and Scientific Services (20%)Other sectors (between 3% and 8%): Finance &

Insurance, Government, Retail, Education, information Services and Nonprofits

All 50 states and District of Columbia represented with these as key leaders: Illinois, New York, Ohio, Texas, California, Wisconsin, Florida, North Carolina, Michigan, Minnesota, and New Jersey

What value do U.S.- educated foreign nationals bring to your organization?

Understanding U.S. business customs Understanding U.S. culture (social norms, customs)Increase adaptability to work within diverse

environmentsIncreasing diversity of thought among decision-

makersGaining insights into international business practicesDeveloping global mindset for future global leadership

positionsIntroducing U.S. workers to foreign culture Influencing business activities in home country upon

return

ReferencesCollegiate Employment Research Institute, Michigan state

University, NOTE 4 – 2011, Global Hiring & U.S.-Educated Foreign Nationals: Can Colleges and U.S. Businesses Fulfill Implicit Promises from Participation in U.S. Higher Education? Phil Gardner, Ian Render

Peter D. Hart Research Associates, Inc. (January 20, 2010), “Raising the Bar: Employers’ Views on College Learning in the Wake of the Economic Downturn”

Peter D. Hart Research Associates, Inc. (December 28, 2006), “How Should Colleges Prepare Students to Succeed in Today’s Global Economy?”

QS Global Employer Survey Report 2011: How Employers Value an International Study Experience, Maloney, Sowter, Potts

http://www.nafsa.org/partners.sec/global_partnership_program/global_workforce_development

My Blog: http://globalcareercompass.wordpress.com

DISCUSSION

COFFEE BREAK & NETWORKING3:00-3:15pm

PANEL on Best Practices Moderated by Dr. Deirdre Evans-Pritchard

Embassy (Aysha Murad, Embassy of Bahrain)

Institution (David Fletcher, AU Career Services)

AMIDEAST (Deirdre Evans-Pritchard)

Alumni Networking(Lisa Barton, Office of Alumni Affairs, DoS )

Q & A

Overview of the Student Experiences

Alumni Engagement: A Top Priority

Lisa BartonAlumni Outreach Coordinator

Office of Alumni Affairs, Department of State

Alumni of U.S. Exchanges: A Resource for Advancing Foreign Policy Priorities

• Forge long-term relationships;

• Maximize the return on investment;

• Bolster credible voices;

• Empower agents of change;

• Provide a deeper understanding of

local environments.

EDC Contact InformationEmail

edc@american.edu

Web Sites www. NAFSA.ORG/MIG-EDC

www. Edconeducation.wordpress.com