Jun 11, 2023 | Articles
July 11, 2023
SUMMARY:
From pre-departure, to onsite, to re-entry, students’ identities play an important role in their global learning experience. Both home and host institutions can use strategies to better prepare students for their experience abroad related to diversity, equity, and include (DEI) and support them through these DEI-related experiences or challenges they may encounter while abroad. This article explores some of those strategies and provides examples of how home and host institutions can work to bridge the gap between DEI and global learning. This contribution was made possible by the 2022-2023 Diversity Abroad Community of Practice for the region of Europe.
AUTHORS:
- Andrea Adams, MBA | Board Director, Global Inclusion and Innovation, SRISA Institute
- Antoinette Hertel, Ph.D. | Director for Spain Programs; The Institute for Study Abroad-Butler University
- Callie Frost, MSEd | Assistant Director, International Education and Global Initiatives; Binghamton University
Over the years, the international education field has seen a relatively homogenous group of students studying abroad. In the 2018-2019 academic year, out of nearly 350,000 U.S. students who studied abroad, 68.7% were White, 10.9% were Latino-American, 8.9% were Asian, and 6.4% were African-American students (as published by Open Doors Data). As we know the importance and benefits of a global learning experience (i.e. developing foreign language, problem-solving, communication, and intercultural skills; as well as gaining an international perspective), it is important that students from under-represented backgrounds not only engage in study abroad, but also feel comfortable and included in these experiences. From pre-departure, to onsite, to re-entry, research and personal testimonies show that student identity (racial/ethnic identity, sexual orientation, gender, religion, disability identification) can become an important element of their study or intern abroad experience.
According to the Diversity Abroad 2022 Global Education Experience Student Survey, over half of student respondents felt stereotyped and felt isolated at least once during their education abroad program in that “people made assumptions about [them] based on one or more aspects of [their] identity.” Whether or not those stereotypes and assumptions students perceived had the intention of discrimination or hate, the impact they have on students is real. Both home and host institutions can use strategies to better prepare students for and support them through these types of experiences.
Pre-Departure Preparation
In pre-departure, home institutions can begin the conversation with students on how to prepare for their experience on-site including the diversity, equity, and inclusion (DEI) context in their host country and how they may be perceived abroad based on their identities. Below are some suggested pre-departure activities and resources that could be used alongside guided discussion with students during pre-departure:
On-Site Experiences
Student perspectives on DEI can intersect in productive ways with global learning and intercultural competence objectives, but this can also be a point of conflict for students abroad. Study abroad programs can assist and accompany students through this process of rethinking personal identity while in a new cultural context abroad with a strong, program-long critical framework and regular onsite activities that offer a space for reflection.
It is important to emphasize to all constituents in the onsite program community that we expect all to interact with mutual respect. But as much as we may establish community guidelines from the beginning of a given program, local sensibilities will inevitably not align perfectly with those of all U.S. university students. In anticipation of moments of this type of disconnect that can arise onsite—be they during the program courses or activities themselves or in the host culture at large—it is helpful to already have in place some format in which students may process and reflect on them with the assistance of trained onsite staff and/or faculty.
Critical Reflection through Storytelling
One activity that provides such a space for critical reflection is storytelling, in which groups of students moderated by staff or faculty work to develop narratives that unpack challenging moments in their study abroad experience. Students take stock of the different dimensions of their own identities, learn to recognize their cultural baggage and, ideally, develop stories that build empathy and shape attitudes for social change. Over the course of a semester, the work done in these sessions can provide the context that enables students to make lasting meaning of encounters between cultures that will inform their intercultural perspective-taking for years to come.
Student Self-Advocacy
Students can also serve an important role in advocating for themselves and their peers even while abroad. As some overseas institutions and programs do not host a vast amount of student clubs and organizations, launching a ‘cultural club’ (or similar) led by student ambassadors can represent the student voice from a DEI perspective. The club endeavors to ensure that students feel included and supported, and operates like a student club on a U.S. home campus, complete with leadership and committee roles. Students can involve themselves in the local community, participate in local initiatives, and develop programming that supports DEI and cultural activities. Ideas could include exploring musical roots, culinary heritage, festivals, book clubs, and sports. The ambassadors would also serve as primary point persons to the staff in voicing student identity- and DEI-related concerns, sharing inspiring student videos and photos in their new environment, and providing feedback to the institution.
Host Organization Structure & Programming
Finally, the host organization and its staff can take the lead on DEI by ensuring that DEI is organically integrated in all facets of their program. This might include: hiring and retention, student activities and clubs, excursions, student services, curriculum, lectures, and events. The universities and study abroad programs with a student-centric focus that support DEI resources, community-building and engagement opportunities are poised to welcome today’s Gen-Z students. University leaders and their teams must continue to evolve their knowledge and skill-set in how to build more equitable and inclusive learning environments with students, which includes supporting student voices, conducting student feedback sessions, re-assessing and decolonizing curriculum, and developing inclusive teachings. For example, Berklee College of Music in Boston and Valencia offers a global perspective that acknowledges the reality and challenges of communities around the world. As a part of that perspective, they offer the Black Lives Matter Capsule, a curated online platform that allows for self-guided learnings through video on anti-Black racism.
For further learning on these topics, see:
May 19, 2023 | Articles, International Students, Marketing Recruitment
May 19, 2023
ABSTRACT:
Social media has become an integral part of our daily lives, revolutionizing the way we communicate and share information. Universities worldwide have recognized the potential of social media in connecting with international students and enhancing their engagement. This article explores various strategies and platforms that higher education institutions can leverage to effectively engage international students. Understanding the target audience, using visual content, creating content in multiple languages, utilizing popular social media platforms in their country, engaging with the audience, and providing relevant information are key strategies discussed. Additionally, the article provides an overview of popular social media platforms and their primary purposes. Furthermore, it offers insights on developing a consistent posting schedule through content calendars, determining the best posting times, repurposing content, automating posts, using a variety of content types, and monitoring results. By capitalizing on social media and implementing these strategies, universities can create a welcoming and inclusive environment for international students, fostering cultural exchange, academic collaboration, and overall student satisfaction.
AUTHORS:
- Rayna Tagalicod|University of Hawaii
- Maria del Mar Aponte Rodriguez | St. Mary’s University (San Antonio, Texas)
Introduction:
In today’s interconnected world, social media has become an integral part of our daily lives. It has revolutionized the way we communicate, interact, and share information with each other.
Universities across the globe have also recognized the potential of social media. Social media platforms such as Facebook, Twitter, Instagram, TikTok, WeChat, QQ, and Sina Weibo offer international students an opportunity to stay connected with their family back home, while also fostering new connections with peers, professors, and the wider university community.
According to GWI, the leading audience targeting company for the global marketing industry, the typical internet user now spends more than 2.5 hours per day using social media platforms. More than just a place to connect, increasingly students are using social media to build networks, learn new skills, interact with peers, and find answers to their questions.
While you might hope students are visiting your website, it’s more likely they are receiving immigration advice from TikTok channels like @SDimmigrationlawyer. Therefore, this article explores some ways in which social media can be leveraged as a tool for international student engagement. We will examine available social media platforms and the strategies that universities can adopt to effectively utilize social media to enhance the student experience. From promoting cultural exchange to facilitating academic collaboration, social media has the potential to transform the way international students engage with their academic communities.
Capitalizing On Social Media Use:
Although the purpose of social media was originally to promote social interactions, higher education institutions soon recognized its value in connecting with students (Cassidy et al., 2011). Social media can be beneficial in educational settings because it allows for easy and accessible sharing of content (Williams et al., 2012); provides online opportunities for peers to interact (Selwyn, 2009); facilitates communication amongst students and teachers (Lambić, 2016); provides visual or written opportunities for students to participate in class who may otherwise be hesitant to verbally participate (Blankenship, 2011); enhances student engagement and interest; and allows students to take more control and responsibility for their education (Blankenship, 2011). Social media is also popular for use in higher education because it is not restricted by location or office hours (Chan & Leung, 2010).
Although a number of benefits of using social media to connect with college students are identified, there are also some disadvantages. They include time spent on social media serving as a distraction for students from their studies (Firat, 2017); and risks of lack of professionalism or data protection (Chan & Leung, 2010). Since some students perceive social media as a platform mostly for social, leisure, and entertainment (Lu et al., 2016), they may also not think of connecting with their institutions via social media or consider it as information overload (Chen et al., 2012).
Despite the disadvantages, the use of social media to engage with college students is projected to increase in the future (Blankenship, 2011). As such, offices should be deliberate in creating their social media plan. If possible, having a specialist to oversee all office/campus social media would be ideal. However, if that is not possible, the following section outlines suggestions to maximize efforts.
Social media provides a great opportunity for higher education institutions to connect with international students and engage them in their programs and services. Below are some ways to best capitalize on social media use to engage with international students:
- Understand your target audience: Before creating any social media content, it’s important to understand your target audience – their interests, values, language, and cultural nuances. This will help you create content that resonates with them and makes them feel welcome and included. One strategy you can implement to better understand your target audience is by surveying your students and learning more about their needs. Another strategy is to create content based on your student population and ensure you post about specific holidays that might be important so students feel connected to your social media content (i.e. Diwali, Ramadan, Passover, Women’s History Month…etc).
- Use visual content: Visual content such as images, videos, and infographics tend to perform better on social media and can help capture the attention of international students who may be browsing social media in their free time.
- Create content in multiple languages: Creating content in multiple languages can help make your institution more accessible to international students who may not be fluent in the language of instruction. You can create content in the languages commonly spoken by your target audience, such as Mandarin, Spanish, or Arabic.
- Use social media platforms popular in their country: Different social media platforms are popular in different countries, so it’s important to research which platforms are popular in your target audience’s home country. For example, WeChat is popular in China, while Line is popular in Japan.
- Engage with your audience: Engage with your international student audience by responding to their comments, sharing their posts, and asking for their feedback. This can help create a sense of community and build trust and loyalty.
- Provide relevant information: Provide relevant information that international students may be interested in, such as visa requirements, scholarships, housing options, campus resources, and extracurricular activities. This can help them make informed decisions and feel supported throughout the admission process.
By capitalizing on social media use and implementing these strategies, higher education institutions can effectively engage with international students and create a welcoming and inclusive environment for them.
Social Media Platforms And Their Purpose:
Social media may be generally defined as “a group of Internet-based applications that [… ] allow the creation and exchange of user-generated content” (Kaplan & Haenlein, 2010, p. 61). Although a plethora of social media platforms exists, research demonstrates that the most popular are those that provide networks with others that share common characteristics (Duggan et al., 2015), and those that allow users to express themselves via photos, recordings, or written or oral form (Hamid et al., 2015). Amongst traditionally-aged college students, they include Instagram, Facebook, TikTok, and YouTube (Carbone, 2020).
Zhu and Chen (2015) developed a classification system for social media platforms based on the type of connection (profile based versus content based) and the level to which messages may be customized. According to this classification system, Instagram, TikTok, and YouTube are considered creative outlet platforms that are content based and allow users to share their interests and creativity. Facebook is considered a relationship platform that is profile based, featuring mostly customized messages.
Each of these platforms has its own unique features and user base, and they can be used for a variety of purposes depending on individual needs and preferences.
Here is a breakdown of popular social media platforms and their primary purpose:
- Facebook: A general social networking platform that allows users to connect with friends and family, share photos and updates, join groups and events, and follow pages of their interests.
- Instagram: A photo and video-sharing platform that focuses on visual content. It allows users to share photos and videos, follow other users, and interact with their content through likes, comments, and direct messages.
- Twitter: A micro-blogging platform that enables users to share short messages or “tweets” with their followers. It is often used for news and information sharing, real-time updates, and conversations around trending topics.
- TikTok: A short-form video sharing app that allows users to create and share short, entertaining videos with a global audience. It is particularly popular among young people.
- YouTube: A video-sharing platform that allows users to upload, share, and view videos on a wide range of topics. It is the second-largest search engine after Google and is used for entertainment, education, and marketing purposes.
- Snapchat: A multimedia messaging app that allows users to send photos and videos that disappear after a short time. It also features filters, lenses, and augmented reality features.
- WeChat/QQ: A messaging app, designed for relationship building. Users can chat with friends instantly via voice messages, texts or images. It is the top messenger app in China. QQ is an instant messaging software platform, primarily for Chinese users. It is primarily used for online messaging, casual video and voice calls, document-sharing, and social networking.
- Sina Weibo: A micro-blogging platform, similar to Twitter. Although the majority of users are from China, there are users from other countries. It is used to connect with friends, keep updated on news, and share experiences.
How To Create A More Consistent Posting Schedule:
Developing a consistent posting schedule is a critical aspect of social media management but it can certainly feel daunting. Posting content regularly not only helps keep your followers engaged but also improves your social media visibility and algorithm ranking (you can use the Instagram dashboard to track followers and views to better target your efforts). Here are some tips to help you develop a more consistent posting schedule:
- Create a content calendar: Planning and organizing your social media content in advance can help you stay consistent. Use a calendar to map out your content ideas, topics, and publication dates for the week or month ahead. An ideal time to work on developing your content calendar could be during the summer when it is typically slower for offices.
- Determine the best posting times: Use analytics tools, such as the professional dashboard on Instagram, to better understand when your followers are most active and engaged on social media. Based on this information, schedule your posts to be published during those times to reach the maximum number of students.
- Repurpose content: You don’t always have to create new content from scratch. Repurpose your existing content into different formats like videos, images, or infographics helps keep your feed fresh and saves time.
- Automate your posts: Use social media management tools to automate your posts and schedule them in advance. This allows you to post consistently without spending all day on social media. Instagram allows you to schedule posts now in advance. Here are instructions on how to schedule your posts for Instagram.
- Use a variety of content types: Mix up your content with a variety of formats like videos, images, text posts, stories, and polls to keep your students engaged and interested in your content.
- Monitor your results: Keep track of your social media analytics to understand which posts are performing well and adjust your posting schedule accordingly.
By implementing these tips, you can develop a consistent posting schedule that will help you grow your social media presence and engage with your students more effectively.
Conclusion:
In conclusion, social media has become an essential component of our modern-day lives and its impact on higher education has been profound, especially in the context of international student engagement. Universities worldwide have realized the potential of social media to connect international students with their peers, professors, and the wider university community, enabling them to stay connected with their home countries while fostering new connections and friendships. As social media usage continues to rise, it has become an indispensable tool for international student engagement, providing opportunities for cultural exchange, academic collaboration, and skill-building. By leveraging social media to its full potential, higher education institutions can build stronger relationships with their international student communities and enhance the student experience on campus.
Quick takeaways:
- Determine Your Platforms Remember, quality NOT quantity. Choose 1-2 platforms where your student and scholar population spend the most time and where you can accomplish your social media objectives.
- Build Your Audience Use large events or key points of the year such as orientation or International Education Week to host social media challenges that encourage your student and scholar population to follow and engage with your account.
- Post Consistently Social media is all about engagement. If you don’t keep a consistent posting schedule with engaging content, the algorithm will be less likely to push your content to your target audience.
- Capitalize on social media platforms Work smarter not harder in determining which platform will work best for your student population.
References
Blankenship, M. (2011). How social media can and should impact higher education. The Education Digest, 76(7), p.39-42.
Carbone, B. (2020, November 20). Social Media Marketing to College Students – A Complete Guide. CampusSolutions. https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/reference_list_electronic_sources.html.
Cassidy, E. D., Britsch, J., Griffin, G., Manolovitz, T., Shen, L. & Turney, L. (2011). Higher education and emerging technologies: student usage, preferences and lessons for library services. Reference & User Services Quarterly, 50(4), p. 380-391.
Chan, W. & Leung, A. (2010). Use of Social Network Sites for Communication Among Health Professionals: Systematic Review. J Med Internet Res, 20(3), pg. 117.
Chen, C.Y., Pedersen, S., & Murphy, K.L. (2012). The influence of perceived information overload on student participation and knowledge construction in computer-mediated communication. Instructional Science, 40(2), p. 325-349.
Duggan, M., Ellison, N. B., Lampe, C., Lenhart, A., & Madden, M. (2016). Social media update 2014, http://www.pewinternet.org/files/2015/01/PI_SocialMediaUpdate20144.pdf.
Fırat, M. (2017). Relationship between self-control and Facebook use: case of CEIT students. Education Sciences: Theory and Practices, 17(4), p. 1051-1073.
Hamid, S., Waycott, J., Kurnia, S., & Chang, S. (2015). Understanding students’ perceptions of the benefits of online social networking use for teaching and learning. The Internet and Higher Education, 26, p. 1-9.
Kaplan, A. & Haenlein, M. (2010). Users of the World, Unite! The Challenges and Opportunities of Social Media. Business Horizons, 53(1), p. 9–68.
Lambić, D. (2016). Correlation between Facebook use for educational purposes and academic performance of students. Computers in Human Behavior, 61, pg. 313–320.
Lu, J., Hao, Q., & Jing, M. (2016). Consuming, sharing, and creating content: how young students use new social media in and outside school. Computers in Human Behavior, 64, p. 55-64.
Selwyn, N. (2009). Faceworking: Exploring students’ educational-related use of Facebook. Learning, Media and Technology, 34(2), p. 157–174.
Williams, D. L., Crittenden, V. L., Keo, T., & McCarty, P. (2012). The use of social media: an exploratory study of uses among digital natives. Journal of Public Affairs, 12(2), p. 127-136.
Zhu, Y. & Houn-Gee, C. (2015). Social Media and Human NeedSatisfaction: Implications for Social Media Marketing. Business Hori-zons, 58(3), p. 335–45.54.
Apr 13, 2023 | Articles, Career Advancement, 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:
- Prioritize work that will provide personal and professional fulfillment.
- Identify transferable skills you’ve developed.
- Leverage your professional network.
- Build a professional support system.
- 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.
Mar 14, 2023 | Articles, Education Abroad
March 14, 2023
ABSTRACT:
Diversifying campus communities and creating welcoming and inclusive environments for all students are key components of the U.S. Department of Education’s mission to support competitive education on the global scene (U.S. Department of Education, 2016). In that regard, higher education institutions (HEIs) have been paying more attention to diversity (Banks, 2015; Portes & Vickstorm, 2015; Smith, 2020), equity (Baker, 2019), inclusion (Barkas et al., 2020; Bhopal, 2017; Fuentes et al., 2020), and belonging (Witwer, 2021). However, predominantly White institutions (PWIs) are struggling to meet the needs of their diversified and underrepresented student population (Eakins & Eakins, 2017) and are implementing strategies to make their campuses more inclusive. Increasing students’ intercultural communication competence (ICC) is one of the approaches to enhance inclusivity and improve the integration of diverse and marginalized groups in higher education environments while offering all students critical skills to be prepared for the 21st century (Deardorff, 2006).
This paper provides a literature review of the meaning of intercultural communication competence. Various global, intercultural, and diversity, equity and inclusion (DEI) efforts implemented at Michigan State University (MSU) are highlighted, along with sharing the limitations and challenges associated with these efforts. Overall, this paper demonstrates the importance of interculturalization and its significance to DEI efforts in higher education.
AUTHORS:
- Ashley Green | Michigan State University
- Anjam Chaudhary | Michigan State University
Defining intercultural communication competency
Intercultural communication is a field of research, study, practice, and teaching of its own, but it is also the result of research in various disciplines such as languages, business, health professions, sociology, anthropology, or education. The multidisciplinary use of the term resulted in a large set of definitions and correlated words and expressions. While the term intercultural initially referred to interpersonal contacts between culturally different individuals, it eventually expanded to other areas such as organizational, relational entities (Ruben, 2015), and higher education institutions including departments and programs dedicated to intercultural communication development.
The concept of intercultural communication competence (ICC) is complex and tends to be the object of multidimensional interpretations. Hoff (2016) attempted to reconceptualize intercultural communication through a focus on literary reading while Avgousti (2018) explored the impact of online exchanges on ICC acquisition. Although ICC is fluid and constantly evolving, a breadth of empirical and theoretical research has sought to comprehend, define, and measure intercultural competence (Abdallah-Pretceille, 2006; Bennett; 1986; Chen, 2013; Deardorff, 2006; Fantini, 2000; Hammer, et al., 1978; Jokikokko, 2005; Ruben et al., 1977).
The inherent nature of ICC is developmental (Bennett, 1986), and often leads to a “shift in the internal frame of reference, or relativizing one’s self” (Byram, 1997, p. 34). It is through Byram (1997) and Bennett’s (1986) definitions that we acknowledge that intercultural competence is more than mere contact and interaction, it is the development of skills and competencies to appropriately engage in multicultural interactions. These sets of skills and competencies are increasingly important to introduce on college campuses where students must physically and virtually navigate a globally diverse environment.
Traditional first-year college students start their academic journey with an already acquired set of values and social norms. The role of intercultural interaction and engagement through on-campus’ interculturalization and international mobility is to expose students to a variety of differing worldviews to help them view and experience the world from multiple lenses. College experiences and exposure to different views often challenge students’ perceptions. Interactions with diverse social groups prompt cognitive disequilibrium critical to learning, which Maffesoli (2006) refers to as the construen part that supports students’ epistemological and ontological development.
Michigan State University’s efforts to combine intercultural with DEI
Part of MSU’s efforts, to bridge internationalization and DEI endeavors, is to focus on global DEI, where global perspectives and considerations are intentionally integrated into what has traditionally been a domestic focus and approach to DEI. This vision gives space to international voices on campus, creates connection between domestic and international students, faculty, and staff, and puts ICC development at the center of fostering an inclusive environment. Intercultural and ICC workshops, offered at MSU are widely implemented to encourage and facilitate cross-cultural training and interactions while offering tools to nourish these culturally contrasting encounters. The focus is to learn about diverse cultures, but also within cultures to understand and navigate various types of post-colonial systems of oppression. In addition to ICC trainings, another important focal point is understanding and mitigating our biases to help students and faculty/staff verbalize their worldviews and perspectives while equipping them with strategies to discuss, rethink, and reconsider some of their beliefs. DEI efforts such as ICC and mitigating biases work in tandem to support interculturalization and inclusion.
MSU’s global DEI efforts recognize that it is inconceivable, or nearly impossible, to separate interculturality from internationalization as they both are intertwined in many ways. Indeed, internationalization materializes the conscious efforts to combine the international and intercultural dimensions to integrate them into the structural framework of higher education (NAFSA Task Force on Internationalization, 2008). On many large and decentralized campuses, DEI and international offices work in silo. However, it is necessary, for these offices to closely collaborate and combine efforts in a structured way to truly advance global diversity and inclusion.
An early step to combine internationalization with DEI was to integrate intercultural communication into campus’ DEI efforts that solidified and expanded the collaboration between DEI practitioners with the actors responsible for campus-internationalization (Green & Ferguson, 2021). As a result, domestic DEI efforts, traditionally focusing on race, gender, and access, are expanding to embrace the global aspect, including intersectionality, as well as, cultural awareness and competency from a global perspective. In a globalized world, where diversity and inclusion are receiving increased attention, and are seen as collectivistic aspects rather than separationist ideologies, MSU aims to train students, faculty, and staff, to be thriving global citizens.
A tangible example that could be replicated on other campuses is the cross-campus collaborative efforts that resulted in the creation of workshops and safe spaces encouraging interactions between all student groups. These programs are meant to give voices to the international minorities present on campus and break the invisible wall being erected between international and domestic students. These varied initiatives are opportunities for students to grow their cultural awareness, hear from international peers, prepare for study abroad trips, strengthen relationships with diverse others, and understand the complexities of navigating cross cultural exchanges. Another example is the MSU Global DEI Conversations Webinar Series where international scholars, practitioners, and students discuss DEI topics through a global lens. These discussions can result in the creation of resources, changes in policies, and curriculum expansion to better integrate the perspectives of the international campus communities into domestic DEI initiatives. The Globally Inclusive Language and Images webinar contributed to the publication of a cross-campus collaborative living guide for inclusive language. Each Global DEI or ICC initiative and program, such as these examples are important parts of a larger vision and goal of campus internationalization. These types of activities should not be viewed and implemented as stand-alone efforts as their effect will be limited.
Limitations of Intercultural Training
While the benefits associated with international and domestic intercultural experiences are numerous, scholars, practitioners, and users are widely questioning their efficacy as a tool to promote intercultural competencies (Johnstone et al., 2018). The main concern raised in the literature and experiences on university campuses is that ICC is not permanent, and its learning evolves as cultures and practices change. Lee and Song (2019) summarized that intercultural competence development is a volatile and continuous learning experience, is difficult to grasp and enquires time and opportunities for refinement. Cultural trainings usually focus on the performative aspect of cultures rather than exploring the cultures from within through a post colonial lens. In efforts to address these critiques, the Global DEI work at MSU is centering intercultural exchanges and ICC development to create methods and tools for educators that can be changed and adapted to the complex cultural diversification of societies in constant movement (Adballah-Pretceille, 2006; Virkama, 2010). Other overarching critiques of intercultural
competence programming is that it does not reach far enough in addressing structural and systemic oppression and has limited empirical evidence (Abrams & Moio, 2009). With the incorporation of the global and intercultural aspects into domestic DEI initiatives, MSU attempts to respond to that critique by revising and enhancing policies, programs, and practices to address structural and systematic inequities and exclusion while assessing the effectiveness of ICC initiatives. MSU implements curricular and co-curricular programs as a means to incorporate, teach, and foster epistemological, praxis, and ontological elements into students’ training, ensuring that they graduate with a holistic understanding and acceptance of cultural differences and are willing to be the actors of a positive difference in the world (De Wit & Leask, 2015).
Conclusion
Intercultural communication competence is integral to fostering an inclusive environment and engaging appropriately across cultures. Developing all students, faculty, and staff’s intercultural communication competence is one meaningful practice to bridge internationalization and DEI efforts at higher education institutions. Growing global awareness and understanding depends on cognitive development in conjunction with building the capacity in students, faculty, and staff (providing tools and strategies) to apply and practice that gained knowledge across locally and globally diverse contexts. By placing interculturalization at the center of global DEI efforts, MSU is reconciling two approaches traditionally considered separately. MSU’s Global DEI initiatives include culturally diverse voices and perspectives with a goal to explore topics and hear stories from distinctive frames of references that promote mindset-growth and a better understanding of self and others.
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Feb 24, 2023 | Articles, Career Advancement, Professional Development
February 24, 2023
SUMMARY:
This article explores the pathways in international education for young and mid-level professionals. In centering the diverse stories of educators who have non-traditional journeys to and within international education, we aim to demystify mobility and the meanings of “success” within the field. It addresses how educators understand their intersectional identities and identify the interpersonal and institutional challenges faced by professionals. This article will encourage professionals by providing concrete approaches that amplify their skillset and experiences.
AUTHORS:
- Daniella Lubey, MSOD | Senior Program Coordinator, Northwestern University
- Constance Holden | PhD Student, University of Connecticut
As international education changes in the face of multiple pandemics, understanding how best to support career development is essential for attracting and retaining non-traditional, traditional, young, and mid-level professionals. In centering on the diverse stories of educators who have non-traditional journeys to and within international education, this article seeks to demystify mobility and the meanings of “success” within the field. Drawing on our 2022 Diversity Abroad Global Inclusion Conference presentation, we discussed a variety of career trajectories in international education. This article addresses how educators understand their identities and identify the interpersonal and institutional challenges faced by professionals. These experiences include the pursuit of advanced degrees, the importance of networking, and advice for transitioning within the field. Although these terms are not all encompassing of career stages and experience, based off our data, the terms help indicate the main trends and themes that we see in international higher education, for those who have pursued advanced degrees, and spent considerable time in the field.
We are defining our terms in the following ways:
- Non-traditional: Individuals who have entered IE through a career change or brand new to field within the last 3 years
- Traditional: Individuals in IE who studied, worked abroad and/or have an advanced degree (e.g., MA, MS, Ed.D, Ph.D)
- Young Professional: 0-5 years in International Education or Diversity, Equity and Inclusion
- Mid-level Professional: 6-10 years in International Education or Diversity, Equity and Inclusion
As a young professional it is noted that there are various challenges within International Education. Based on our 2019 survey of young international educators, we identified 9 key challenges that they encountered in the field: 1) lack of mentorship, 2) tokenization & microaggressions, 3) building networks with other young professionals, 4) work/life balance, 5) pay and workload, 6) lack of funding (for professional opportunities), 7) being taken seriously, upward mobility, self-advocacy, and empowerment. In highlighting a few key report findings from the 2021 Diversity Abroad, Survey of Diversity and Inclusion Among International Educators, more than three-quarters of the respondent pool indicated they had studied abroad (78.8%). This means that this percentage is still falling into the “traditional” category. Suspension and eliminate programs; furlough and staff layoffs; and in some cases, closure of offices, eliminated departments, and dissolved organizations due to the unexpected duration of the pandemic have caused a huge shift in International Education staff.
Our testimonials reinforce these challenges. While the content of the work—advising students, collaborating with partner organizations, developing co-curricular programming—remains invigorating, structural inequities detract from the ability to remain fully committed. The ever-present bureaucracy in higher education, especially at the intersection of DEI work and International Education, produces a lack of clarity around priorities and an overburdening of responsibilities. At times, the work/life balance suffers in these offices because of additional financial infrastructures and budgetary boundaries. We must therefore think about how to move forward from these challenges, especially with the impact of the COVID-19 pandemic. Where can we search for healing and a sense of belonging? Are we creating a community within our university, departments, and overall industry? These questions point out the need to foster inclusion across institutional spaces. In modeling inclusivity within the work cultures of international education, professionals will be better equipped to prepare students to practice the values of equity and inclusion.
Strategies for how to curate critical, constructive, and collaborative work environments emerge from our testimonials. For some, freelance work affords the opportunity to create flexible work schedules, non-hierarchical structures, and to still support students, staff, and faculty across a variety of institutions, departments, and provider programs. Similarly, within colleges and universities, professionals can encourage solution-driven approaches that embrace creativity and innovation. For many, commitment to tradition and the status quo hinders the ability to problem-solve in a way that meets the reality of student lives and institutional needs. Instead of adhering to deficit interpretations of student problems, educators can encourage a growth mindset that fosters critical thinking and empathy. In so doing, educators can embed reflective practices within institutional structures that understand change and innovation as worthy goals of higher education. The stories that we tell ourselves about who students are and what they need impede progress, produce dysfunction, and lead to stagnant institutions. Without challenging what we know about ourselves as educators, institutional work cultures will continue to impede inclusivity and belonging.
Among all our testimonials, we saw the importance of networking via the internet (LinkedIn, affinity groups, NAFSA, Diversity Abroad, etc.) or face to face in meetings, at conferences, or other formal/informal professional events. Mentorship allows for intergenerational and intersectional career connections while exposing professionals to new strategies for fostering inclusive work environments. Encouraging professionals at all stages of their career to network and collaborate with others in cutting edge research opportunities, conference proposal submissions regionally, nationally, and internationally, and becoming involved in professional and personal groups outside of the immediate workplace is an important way to increase employee retention and overall satisfaction and well-being in the workplace. With an opportunity to work on initiatives the employees are passionate about, the institution is allowing for creativity and fostering a place of inclusion to enhance diverse perspectives. That exposure helps widen career pathways within international education and beyond while also increasing collaboration and innovation within the field.
