Staff Retention in International Education: Lessons Learned from Those Who Left

by DA Global | Apr 13, 2023 | Articles, Career Advancement Resources, Professional Development

April 13, 2023

SUMMARY:

International education has long faced a staff retention challenge. Even pre-pandemic, the turnover rate within international education offices and organizations was high relative to other fields. The COVID-19 pandemic exacerbated this issue and facilitated an exodus of experienced staff which continues today. In an attempt to better understand the experiences of those who left the field, we spoke with a number of colleagues who switched careers between 2020 and 2023. A common set of questions was posed to each respondent. This article describes the common themes that emerged from the analysis of their responses. This article was developed by the 2022-2023 Global Inclusion Community Practice on Career Advancement & Belonging.

AUTHORS:

• Ashley Bayman | Global Learning Coordinator and Advisor, University of California Santa Cruz
• Adam Freed | Global Engagement Program Manager, University of Michigan School of Information
• Ofelia Hernandez | Education Abroad Advisor, University of the Pacific

In June 2022, the 21-22 Diversity Abroad Career Advancement and Belonging Task Force published an article sharing the results of a survey that explored employee burnout in international education (IE). Responses from the survey revealed that departures from the field were a consequence of burnout, low staffing to address workload, budgetary constraints, and insufficient compensation. To expand on this research, the 22-23 Diversity Abroad Career Advancement & Belonging Community of Practice wanted to further investigate what the IE field can do to improve our retention efforts by learning lessons from those who left. As such, we interviewed three professionals who transitioned out of IE between 2020 and 2023. To maintain anonymity, we will refer to our interviewees as Respondent #1, Respondent #2, and Respondent #3.

What was your previous role and responsibilities and what are your current role and responsibilities?

Respondents #1 and #2 both worked in university relations where they managed partner relationships at international education organizations (IEOs). Similarly, they both transitioned to educational technology (ed tech). In this new field, Respondent #1 works in client management and partner success which they describe as the same overarching idea [from their previous role] but they serve partners in a different capacity. Respondent #3 previously worked at an institution of higher education as an advisor and now works at a software product company where they manage a caseload of clients on best strategies for using their software platform.

Why did you decide to transition from IE into your current industry?

Respondents #1 and #2 were not actively looking to leave IE. Respondent #1 was approached by their current company directly. Respondent #2 was laid off at the start of the pandemic. The decision to transition came from a need for a job during a time when there were not many jobs in IE available. Both saw that their skillset could be applied elsewhere but wanted to stay in an environment where they could make an impact in students’ lives. Inversely, Respondent #3 was actively looking for other opportunities outside of IE in order to achieve a healthier work-life balance.

What factors played into any discontent you had in your previous IE role?

All three respondents shared that they were discontent in their roles as a result of burnout, inadequate staffing, and insufficient resources. Respondents #1 and #2 further emphasized that low compensation compounded with work fatigue was not sustainable in the long run. Respondent #3 added that their work culture did not provide ample support to ensure staff had a healthy work-life balance.

How long were you thinking about making the change to leave IE?

As mentioned above, two of our interviewees were not actively looking to leave IE but various external factors including the COVID-19 pandemic, upward mobility stagnation, pay, and lack of resources contributed to their ultimate departure. Respondent #2 noted that they were with their former IE employer for a year and a half when the coronavirus pandemic caused widespread layoffs at their organization. While they were not thinking about making a change to leave IE, the final decision to do so as they were looking for new employment felt necessary. Respondent #1 shared that they knew for a long time of the issues that could impact their ability to stay in the field including wages, upward mobility, and insufficient resources, notwithstanding, they were committed to their IE organization and the IE field conceptually. They always knew that they needed to transition in order to grow professionally, but after five years in the field, they didn’t know what their next career move would be. When they were recruited by an educational tech organization to join their company, they began to envision a new career path in which they could still positively impact students. One thing they still contemplate is: “If I would have stayed [in IE] could I have been the precipice for change in my organization? At what point do you call it?”

In what ways are you fulfilled in your role now that you didn’t get in your IE role(s)?

Our interviewees identified the following themes for ways they are fulfilled in their roles outside of IE: career advancement, more remote work opportunities, less bureaucracy to navigate, more chances to be innovative and creative, work-life balance, job security, and finally, more professional development experiences. Respondent #2 shared, “I feel more secure in my new role which is something that I valued looking to leave IE with the circumstances I was under; there is a clearer path for growth, professional development, and career advancement in an industry with a lot of different companies, positions, and opportunities; I get to spend more time at home with my pets and partner; and while I still mostly work remotely, I have coworkers I can connect with in person.”  In addition, Respondent #1 stated that in working in a start-up environment, leadership empowers staff to come up with ideas and execute them. Now, they are able to generate an idea and see it all the way through. They are also able to call their CEO directly and express concerns to which the head of the company will then provide resources. As such, they have been able to flex their creative muscle and receive support in their innovative thinking. This kind of work culture trickles down to all employees and everyone adapts to that entrepreneurial mindset. Whereas, in IE and especially higher education, it is very bureaucratic and linear.

What do you miss from the IE field that you don’t get to do anymore?

When asked what interviewees miss from IE, all unanimously shared that they miss working with people who are passionate about the work international educators do. Other areas include: working and speaking with students directly, the hands-on nature of IE work over technical work, sharing and reflecting on their own experiences studying abroad, and the ethos of why people work in the field. Specifically, Respondent #3 emphasized that “[I miss] the ethos of why people work in [international education] and people feeling connected to the meaning of their work in higher education. [I] don’t have that in tech.” Respondent #1 further stated that in their current job in educational tech, they do virtual programming and they are more removed from the student experience. They reiterated that their work in IE gave them a lot of joy and that they appreciated being able to witness how that work impacted students. On the staff side of things, they miss working with individuals who are sacrificing a lot but are passionate about student outcomes and transforming students’ lives.

Would you consider coming back to the field? What would have to change for you to do that?

Though respondents reported mixed feelings about their interest in returning to the field, it was clear that all three remain passionate about international education. Respondents stipulated that while they remain open to the possibility, the field would need to improve in some key areas, including (but not limited to) staff compensation, work-life balance, organizational structure and vision for growth, job security, innovation, increased and diversified positions/ responsibilities, use of technology, career paths, and access to professional development opportunities.

What would you recommend that the field can do better in helping those who are struggling in their career?

Respondents also identified other areas in which the field can improve. Common points revolved around support for young professionals such as mentorship opportunities, more competitive compensation on par with similar fields, clearer pathways for growth and promotion, and improved management. In addition, Respondent #2 shared that it is important to provide staff with opportunities they can look forward to and to nurture staff strengths.

What tips or advice can you give those IE professionals who are thinking about a career change or advancement?

When prompted to give tips to IE professionals considering a career change or advancement, there was a strong theme of highlighting transferable skills and being clear about expectations with potential employers. Specifically, those considering a career change should focus on what aspects of their current role make them happy and find positions that may offer related experiences. For example, if staying globally minded and working with globally-minded people is important, prioritize that when applying and interviewing with new companies. Respondents also emphasized the value of leveraging personal and professional networks to find new roles and opportunities.

Conclusion

Based on our interviewee’s responses, we found some useful tips and advice for those who are considering a career change or advancement:

1. Prioritize work that will provide personal and professional fulfillment.
2. Identify transferable skills you’ve developed.
3. Leverage your professional network.
4. Build a professional support system.
5. Focus on opportunities that will help you grow as a globally-minded practitioner.

Although this article provides anecdotal evidence for why a few of our colleagues made the decision to transition careers, we hope all international educators, especially those in leadership positions, continue to investigate how to improve retention efforts within IE offices and organizations. The vitality of the international education field is contingent upon our ability to retain passionate professionals who advance global learning around the world.