Global Impact Exchange Winter 2023 Edition
Getting Career-Ready: Global Education and The Workforce
Research points to global education and other thoughtfully designed global experiences as high impact practices correlated with positive outcomes for diverse student populations in higher education. How can educators and administrators more intentionally connect these high impact practices with career planning and trajectory? How can we highlight the assets global education alumni bring to shaping a globally diverse and inclusive workforce, in all sectors and fields? What additional research/scholarship can be developed to inform university practices, as well as professional recruitment, hiring, and development opportunities that support diverse work environments?
The Summer 2024 Edition of the Global Impact Exchange is a continuation of Diversity Abroad’s partnership with the Stevens Initiative to emphasize strategies, practices, and research on virtual exchange and online global learning programs. The Spring 2023 Global Impact Exchange focused on Virtual Exchange as a Tool to Advance Equity and Inclusion and was the first installment of the partnership.
Acknowledgements
A special thank-you to members of the Diversity Abroad consortium for supporting thought leadership at the intersection of global education and diversity, equity, and inclusion.
Introduction
Jinous Kasravi, PhD
Director of Membership and Community, DA Global
Employers define specific qualifications and skills in their job descriptions, and for new college graduates there is focus to exemplify experience in these areas. As professionals working with students who will soon graduate, we try to provide an opportunity for them to attain some of these skills through their formal curriculum as well as other opportunities offered during their higher education studies. As international educators, we promote global experiences as being a high impact practice which leads to positive outcomes on the personal, academic, and professional level for students.
Yet, how can we help our students who have participated in some form of global education experience to critically reflect on the benefits that they gained and the positive outcomes which can be relayed in their job applications and interviews? What are some of the transferable skills to their future career which are not often at the forefront when discussing international experiences? We need to help them effectively articulate to their future employers and move beyond the image that our diverse and underrepresented students had the opportunity to “travel overseas.” Our efforts should also include international students in this conversation. While online learning and the pandemic were difficult for all students, this population in particular were not able to participate and engage in in-person conversations and activities which are essential in their navigation of a new language, culture, and curriculum.
The transformative experience of an overseas program greatly shapes our students personally and professionally and can additionally benefit their employer, colleagues, and their future work environment. One of NACE’s Career Readiness Core Competencies has now been updated to Equity & Inclusion, and more employers are adding some form of this specifically into their desirable job qualifications. The assets that our global education alumni contribute to building diverse work environments are at the forefront now more than ever.
The following articles in the Winter 2023 edition of the Global Impact Exchange highlight some programs, strategies, and tips for helping our global education alumni in their career planning. This edition also includes several opinion pieces which provide insightful questions and issues that we as international educators should consider in the work that we do.
As you read the articles, if you are inspired to share how you or your office or organization is collaborating together to advance equity and inclusion in global education, I invite you to reach out and share a best practice with us. We would love to hear from you. Please share your reflections and ideas with us at members@diversityabroad.org. We also invite DA Global members to join the conversation on our online community forums.
Editorial Board
The main task of the Editorial Advisory Board is to review article submissions for the Diversity Abroad Quarterly publication. While not a peer-reviewed academic journal, the Diversity Abroad Quarterly publication compiles articles to advance domestic and international conversations around diversity, inclusion, and equity in global education with respect to the thematic focus identified each quarter.
- Helena Gillespie, Professor Of Learning and Teaching in Higher Education, School of Education & Lifelong Learning, University of East Anglia
- David Wick, Associate Professor, International Education Management, Middlebury Institute of International Studies
- Jinous Kasravi, PhD, Director of Membership & Community, Diversity Abroad
Table of Contents
Global Educators Encouraging Participants to Find Their Unique Voice to Speak Their Absolute Truth
This article explores the use of virtual exchange (VE) in science, technology, engineering, and mathematics (STEM) courses to develop more humanity-driven pre-professional undergraduate students. It emphasizes the importance of incorporating arts and humanities-based aspects into STEM education to enhance students’ interpersonal skills and global perspectives.
Reframing Equity in Higher Education: The Link Between Education Abroad, Racial Equality, and Black Social Citizenship Rights
Despite efforts to expand access, systemic exclusion and the legacy of institutional racism in higher education continue to hinder Black participation in global education, perpetuating inequities in career and intellectual opportunities. Higher education must address these disparities and prioritize creating pathways for Black students to engage in global learning, thus equipping them with the skills needed for success in a globalized world.
Developing T-Shaped Professionals Through Expanded International Experiences
Employers increasingly value career readiness competencies such as communication, critical thinking, and equity, yet underserved students often face barriers to gaining these skills through traditional international experiences. By linking international virtual exchange and other accessible global learning opportunities to the development of “T-shaped” professionals, higher education can foster equitable skill-building and diversify pathways to career success.
When Gray Area Is a Good Thing: Developing Global Readiness Through Ambiguity
Global educators must prepare students to navigate cultural ambiguity with DEI-informed global competence skills, equipping them to manage discomfort, build inclusive coalitions, and adapt to rapidly changing societies. By embracing complexity and fostering critical reflection, global education can inspire students to act collaboratively and ethically in addressing urgent global challenges.
No Way Forward Without Us: Doctoral Student Reflections on the Future of Diversity, Equity, and Inclusion
Black students and professionals remain underrepresented in global education, limiting access to career-enhancing experiences and inclusive learning environments. This article highlights two equity-driven case studies and offers reflections from Black PhD students to advocate for systemic change in international education leadership, practice, and access.
Together We Fly Higher—Advancing Equity in Global Education and the Workforce: A Case for Academy and Industry Partnerships
Grounded in a whole systems approach and sense of belonging literature, the article offers a promising practice for engaging Black students in global education at home and abroad and supporting global education leaders who support those students.
Candid Testimonies: Historically Marginalized Alumni Promote Study Abroad and Global Careers
The UNC-Chapel Hill Center for European Studies (CES) actively supports historically marginalized students pursuing global careers by amplifying alumni voices and fostering inclusive mentorship. Through initiatives like the Europe: Consider It All! conference, CES provides candid, identity-conscious narratives and builds lasting connections between students and diverse alumni.
Building Career Readiness for International Students Through Demystifying Small Talk
This article explores the use of virtual exchange (VE) in science, technology, engineering, and mathematics (STEM) courses to develop more humanity-driven pre-professional undergraduate students. It emphasizes the importance of incorporating arts and humanities-based aspects into STEM education to enhance students’ interpersonal skills and global perspectives.
Career Readiness Through Intentional Reflection of Cultural Intelligence
Cultural intelligence (CQ) enhances career readiness through the Equity and Inclusion Masterclass Reflection Journal, a tool designed to foster self-awareness and reflective practice. By integrating CQ competencies with NACE’s core career readiness framework, the journal equips students and professionals to navigate diverse workplaces with intentionality and inclusion.
Decolonizing Education for Professional Success: Building Cultural Agility Through DEI-Informed Global Learning
This article explores the integration of cultural agility into a liberal arts curriculum as a response to growing demands for career readiness in diverse, evolving professional environments. It examines how experiential programs like Agnes Scott College’s Global Journeys and SCALE cultivate agility through interdisciplinary, DEI-informed learning experiences.