The Impact of Studying Abroad on Graduate Employability - Essay Example

?The Impact of Studying Abroad on Graduate Employability Executive Summary and Introduction Even though the labour market is officially past the recession, graduates only have a slightly better chance of getting well paying jobs. Policy continues to portray university graduates as a privileged social group that can easily receive a wage premium by functioning as ‘knowledge workers’. There are existing inequalities that translate to the fact that most graduates are not able to make use of their acquired skills or ‘cash in’ on their higher education investment. There are also ‘positional’ differences that exist between graduates based on gender, social class, and ethnicity There are different explanations that imply that studying abroad can actually improve a graduate’s employment prospects. Students may acquire abilities that are highly valued as a result of studying in foreign nations. While it is often believed that foreign language skills are the most visible advantage of studying abroad, there are other factors that can result in a graduate being considered in different workplaces. Skills and knowledge gained from studying abroad that are valued in the jobs marketplace In the first place, the exposure to distant cultures increases one’s cultural sensitivity and tolerance, both of which are cherished values given today’s diverse labour force. Employers are always searching for potential workers who are able to interact and communicate with persons of different cultures and nations (Orahood, Kruze, and Pearson 2004). Also, internationally experienced students are also more open to espousing different kinds of change. This means that they can readily adjust to new situations without needing too much help. Study abroad programs also help in making graduate students more positive and self-assured when facing different situations (Parey and Waldinger 2011). Such skills serve them well during job interviews. Internationally experienced graduates acquire a number of skills that other students cannot replicate. For example, they acquire the ability to handle constant change while also being informed about different working regulations in different countries (King, Findlay, and Ahrens 2010). They are also big risk takers and are not easily scared away when encountering unfamiliar situations. Internationally experienced graduates learn easily how to conduct themselves diplomatically in all situations and thus build relationships with people from different ethnic backgrounds. In some cases, these students are also able to execute leadership in spite of religious or cultural differences. They tend to have good cross-cultural skills, are mature, and self-motivated (Jones 2009). Positions/jobs graduates who studied abroad are more likely to secure There are many positions that internationally educated graduates have access to. For example, they can be appointed as their organisation’s representative to foreign nations or as leaders of foreign branches (Varghese 2008). Due to their people skills, they can also work in the public relations division, or human resources department in various business organisations (Fielden, Middlehurst, and Woodfield 2007). They can also function as consultants for issues concerning international business. Internationally experienced graduates are also usually quite proficient in written speech. This is because they had to write often during their studies in order to communicate with family members or correspond with universities. Such skills give them the ability to be able to apply for jobs which require a lot of writing such as journalism (Cai 2012). There are also numerous jobs in the internet such as being a social media manager, which calls for one to have good communication skills and proficiency in various internet skills. They could also serve as online content creators, where they update the business’s status and write blogs. They could also successfully serve as customer service representatives and represent their companies. This job calls for people who have good listening skills, and who can react quickly in all types of situations (Rasmussen and Hapnes 2012). Internationally experienced students can also function as advertising sales agents. This calls for people who have no difficulty in reaching out to complete strangers. This also calls for a person who is not easily dissuaded by rejection. To what extent does studying abroad increases graduates’ likelihood of working in foreign nations? Generally, graduates who study abroad are greatly valued in the workplace. The experience of studying abroad is presumed to give students more personal skill than can be acquired by students who do not study abroad (Tynjala, Valimaa, and Boulton-Lewis 2006). Qualities like maturity, self-motivation, open-mindedness, and self- assurance are characteristics that are often identified among students who had to depend on themselves more than others (Marginson 2006). Foreign students, even if they do not have to work for their university fees, are often forced to depend on themselves in different ways when they are thrust in a place they are unfamiliar with. They have to begin making new friendships, and developing new networks in places that may be hostile to them in the first place. This causes them to have to depend on themselves for assurance in a way that domestic students cannot know about (Crossman and Clarke 2010). Beyond the development of personal skills, many employers today are in search of workers who exhibit cultural awareness, have specific language skills, and have a lot of experience working with others from various parts of the world. Today, the evidence of international experience is considered to be a vital part of an individual’s resume (Lindberg 2008). Together with the personal development skills they get through their experience, internationally experienced graduates also acquire cross-cultural interpersonal competencies that can expand their employment opportunities and, as a result, their income potential in today’s increasingly globalised society. Globally-minded workers are in high demand in almost every industry. In multinational corporations, for example, there is a high demand for workers with multi-cultural and multi-lingual experience and working skills (Carley, Stuart, and Dailey 2011). Companies such as Apple, General Motors, and even McDonald’s all have many franchises abroad that could use workers who are well-versed in cross-cultural skills. Internationally experienced graduates can also apply for internships in foreign nations. Such types of work experiences are highly valued by employers from different nations. The indication of such experience can strengthen an individual’s resume in today’s increasingly ethnically diverse labour force. Additionally, students can make valuable insights by examining their own culture through the eyes of others (McKeown 2009). Graduates have the chance to compare different working regulations in their own cultures with those of their host nations, and find ways of creating personal work habits that will serve them in almost any organisation. Employment related disadvantage faced by graduates who study abroad In some cases, a potential employer may not view a graduate’s experience in studying-abroad as a positive attribute. For example, if a graduate left a respected institution to pursue a course in an international university for the sake of benefitting from a foreign experience, his or her potential employer may feel that the person made the wrong choice as he or she may have missed out on vital aspects of their education (Allen and van der Velden 2007). Also, if a student has done an entire degree program abroad at an institution that is not well-known, an employer may feel that he or she cannot trust the claim of being qualified made by the graduate. Today, there are many mediocre online colleges and other unknown bricks-and-mortar institutions that are not trusted or highly valued in academic circles. Degrees from such institutions are not trusted. Also, there are employers who, through their own experience, or the testimonies of others, feel that the experience of studying abroad really do not have the opportunity to provide students with the necessary education and skills they need. This is because foreign students are often encumbered with many different issues that they have to solve. They also have to deal with being alone and far from their loved ones. This means that they may not really be in a position to concentrate on their studies. Conclusion and Recommendations Studying abroad gives a student an amazing experience in terms of cross cultural adventures while also allowing him or her to further develop personal skills independently. The experience of studying in a foreign nation can be quite impressive in one’s resume as it indicates the owner’s marketability as well as international experience. It also informs potential employers that the individual in question is has developed his or her intangible life skills and experiences, and is most likely a self-motivated individual who can deliver even with minimal supervision. However, in the current economic climate, many industries are still feeling the effect of the past global recession. This means that students who study abroad have to prove their employability to potential employers just as their colleagues who studied domestically. The important thing is that the graduates with foreign experience who end up making the most of their experience are those who choose to make sense of their own careers in the labour market. Students who studied abroad can make the most of the intangible skills that they developed by including them in the resume or speaking about them when being interviewed by potential employers. As the world becomes more globalized, employers will start seeking for workers who can communicate effectively cross-culturally while also having the necessary qualifications for the job. Students who have studied abroad can make the most of such realities. This does not mean that such graduates should have idealised views about their chances; indeed, they should anticipate that there will be challenges in the process of career progression. It is healthier for such students to readily embrace all aspects of the labour market- such as its challenges as well as realities. However, they should remember that they have additional skills, due to their experiences, that colleagues who studied domestically do not- and make the most of those unique skills. References Allen, J., & van der Velden, R. (2007) ‘The flexible professional in the knowledge society: general results of the reflex project’, The Netherlands- Research Centre for Education and the Labour Market, University of Maastricht. Cai, Y. (2012) ‘International graduates from Finland: do they satisfy the needs of Finnish employers abroad?’ Journal of Research in International Education, vol. 11, no. 1, pp. 19-31. Carley, S., Stuart, R., & Dailey, M.P. (2011) ‘Short-term study abroad: an explanatory view of business student outcomes’, Journal of Management Policy and Practice, vol. 12, no. 2, pp. 44-53. Crossman, J., & Clarke, M. (2010) ‘International experience and graduate employability: stakeholder perceptions on the connection’, Higher Education, vol. 59, no. 5, pp. 599-613. Fielden, J., Middlehurst, R., & Woodfield, S. (2007) Global horizons for UK students. a guide for universities, Council for Industry & Higher Education, London. Jones, E. (2009) Internationalisation and the student voice: higher education perspectives, Routledge, London. King, R., Findlay, A., & Ahrens, J. (2010) International student mobility literature review. final report, Higher Education Funding Council for England, Bristol. Lindberg, M.E. (2008) ‘At the frontier of graduate surveys. assessing participation and employability of graduates with master’s degree in nine European countries’, Higher Education, vol. 53, no. 5, pp. 623-644. Marginson, S. (2006) ‘Dynamics of national and global competition in higher education’, Higher Education, vol. 52, pp. 1-39 McKeown, J. (2009) The First Time Effect: The impact of study abroad on college student intellectual development, SUNY Press, New York. Orahood,T., Kruze, L., & Pearson, D.E. (2004) ‘The impact of study abroad on business students' career goals’, Frontiers: The Interdisciplinary Journal of Study Abroad, vol. 10, no.7, pp. 117– 130 Parey, M., & Waldinger, F. (2011) ‘Studying abroad and the effect of international labour market mobility: evidence from the introduction of Erasmus’, Economic Journal, vol. 121, no. 551, pp. 194–222. Rasmussen, B., & Hapnes, T. (2012) ‘Permanent temporariness? changes in social contracts in knowledge work’, Nordic Journal of Working Life Studies, vol. 2, no. 1 Tynjala, P., Valimaa, J., & Boulton-Lewis, G. (2006) Higher education and working life: collaborations, confrontations and challenges, Elsevier, Amsterdam and London. Varghese, N.V. (2008) ‘Globalisation of higher education and cross-border student mobility’, UNESCO/ international institute of education planning. 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