Driving Change in Professionalization within International Education

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July/August 2024

By Kira Espiritu

In our increasingly interconnected world, internationalization is a key priority for higher education institutions. Collaborative research projects, study abroad programs, and international partnerships are integral to fostering global citizenship and promoting cross-cultural understanding. Therefore, it is essential that campuses effectively recruit, compensate, and retain culturally competent employees. Leadership plays a crucial role in driving organizational change and ensuring the success of internationalization efforts. Managers in international education must possess the skills to inspire and motivate diverse teams, facilitate collaboration, and advocate for their employees by managing up.

The challenges of working within higher education institutions (especially since the COVID-19 pandemic)—including high employee turnover, staff burnout, and reduced resources— have been well documented. Following the height of the pandemic, higher education professionals began to depart from the field in such unprecedented fashion that the phrase “the Great Resignation” was born. According to the College and University Professional Association for Human Resources (CUPA-HR)’s CUPA-HR 2023 Higher Education Employee Retention Survey, “During the 2022–23 academic year, voluntary turnover for higher ed staff was the highest it has been since CUPA-HR started tracking it in 2017–18” (Bichsel et al. 2023). Approximately half of the U.S.-based survey participants indicated they were seeking new employment outside of higher education, and the top two key reasons for doing so were higher pay and an opportunity to work remotely.

The allure of higher salaries and the flexibility of remote work, which has been accelerated by technological advancements, has undoubtedly reshaped the employment landscape, and the result is that talent is being drained from higher education institutions. Managers struggle daily with how to deal with issues related to retention, morale, and compensation roadblocks. Here, I focus on one sector within higher education, international education, and the impact that the “Great Resignation” has had on the field. I offer suggestions for how to mitigate the impact and provide some questions for reflection as the international education field appears to be in a complicated conundrum of meeting increasing demands with fewer personnel and resources. Specifically, international education managers and institutions can rethink hiring requirements and invest in professional development opportunities for staff.

Changing Needs Required a New Approach

COVID-19 had a profound impact on the mobility patterns of students globally. In the 2020–21 academic year, international student enrollment in the United States fell by 15 percent, while the number of U.S. students studying abroad was reduced by just more than 50 percent (IIE 2021). As the world shut down, international educators were able to mitigate the effects on the field by developing creative new ways to harness the power of existing platforms to maintain international partnerships. Virtual internships and Collaborative Online International Learning (COIL) projects are examples of program models that increased significantly during the pandemic (Stevens Initiative 2020). Then, in the 2021–22 academic year, the total number of study abroad students increased by almost 1,200 percent, and international student enrollment increased sharply, by approximately 11.5 percent (IIE 2023). With the return of student mobility globally and the continued popularity of virtual exchange options, college campuses in the United States have found themselves ill equipped to meet the demand because of the great resignation effect within international offices.

During the pandemic, there were a variety of challenging experiences for international education professionals, including undergoing furloughs and layoffs, caring for students who were unable to return home, and working for institutions that went fully remote. When some campuses reopened to in-person operations, the staff who had kept international offices running remotely found themselves wondering why they had to physically return to campus at all (Ezarik 2022). Hadn’t they done a remarkable job adapting to the new global landscape of online advising; endless Zoom meetings; and virtual processes for document creation, application processing, and other responsibilities? In an effort to maintain a semblance of restoring “normalcy,” campuses required the return of employees to brick-and-mortar buildings, yet there were far fewer resources (e.g., staff, budgetary allocations, etc.) available than before the pandemic, which left very few options for campuses to regain strength as resignation letters poured in and subsequently compounded difficulties. Managers were left with the reality that there was nothing they could do to stop the exodus of staff from their offices as higher administration struggled to come up with retention strategies. Raises were not an option, and, in most cases, there was no clear-cut arrangement for remote or hybrid work opportunities. The 2022 CUPA-HR Higher Education Employee Retention Survey: Initial Results, for example, indicated that more than 50 percent of employees surveyed within higher education at the time were more than likely looking to seek other employment opportunities. The survey identified the main reasons for seeking new employment opportunities as the following: increase in pay (76 percent), remote work opportunities (43 percent), more flexibility in work schedules (32 percent), and desire for a promotion or increased responsibilities (30 percent) (Bischel et al. 2022). Institutional policies and structures related to how work should be done on campus are deeply rooted within the cultural history of how higher education institutions operate. Survey findings such as the information from CUPA-HR should spur institutions to take a hard look at their priorities and policies in the context of the new global workplace. Managers alone cannot change deeply rooted institutional structures and policies, but they can (and should) adjust hiring practices and their own office culture to adapt to this new reality.

Informed Transformation

The year 2022 was a big one for the field. Many significant reports and resources emerged as everyone had grown weary after the pandemic. The comprehensive survey data from the Forum on Education Abroad’s 2022 State of the Field report offer a window into the professional realities of postpandemic issues from both institutional and individual perspectives. The data confirm that institutions are actively trying to increase participation in international opportunities and highlight internal and external barriers to this intention. Two main issues emerged within the report: (1) employees do not feel adequately trained for the various positions they now hold and (2) employees considered the allure of higher salaries and remote work opportunities when determining whether to leave their current jobs (Forum on Education Abroad 2023, 23–7). A subsequent white paper, The Changing Needs and Realities of Current and Future International Educators (Forum on Education Abroad Working Group 2023), extracted the survey data and brought the challenges within international education offices to the forefront in a succinct and unapologetic way, imploring the need for change in the ways the field recruits, compensates, and retains employees. These issues cannot be ignored. Specifically, examining the data related to employment and staffing is critical for managers seeking to slow the loss of talent within their offices. Managers can and should be using these data to amplify their needs to higher leadership within their institutions and organizations.

In addition to the data mentioned above, NAFSA’s International Education Professional Competencies 2.0, also published in 2022, serves as a guidepost for the further professionalization of the field as well as a resource to identify the skills deemed necessary for success. Faced with rapid turnover in my own office, I turned to these competencies and the accompanying Hiring Manager Questions guide when recruiting for various staff vacancies. As with most job postings in the industry, the applicant pool was completely different than it was before COVID-19. Therefore, as a hiring manager, I was forced to look beyond the traditional skills and requirements in the field. Previous experience living abroad or second-language skills and experiences are, of course, helpful for positions in international education, however, they now may need to be more of an “added bonus” rather than a standard requirement. From my own experience, reducing or changing these types of requirements has contributed to increased equity and access to positions from a broader pool of candidates.

What has really been needed (and fast!) is a diverse set of people who are excellent communicators, detail oriented, adaptable, capable of working independently and within a team, creative, and willing to learn. A diverse team contributes to a richer learning environment, promoting creativity, critical thinking, and cultural competence. However, achieving diversity requires more than just passive recruitment efforts; it necessitates intentional and inclusive hiring practices. I adapted our hiring strategy and sought evidence of the NAFSA competencies in position descriptions, and the subsequent outcome was remarkable. This approach resulted in a diverse and talented team who have helped transform the work done in the office, with individuals coming from jobs within hospitality, academic advising, admissions, student affairs, and corporate sales. I can train employees on systems, processes, and policies, but I need to hire individuals who have the transferable skills that the field needs. A small change in hiring practices has led to great growth. Another useful tool is NAFSA’s “Hiring in Education Abroad: Insights from the Field” web page (EAKC 2024), which provides reflection questions for hiring managers to explore when reimagining the hiring process.

I continue to advocate for addressing the larger issues facing retention in the field, such as compensation and increasing workloads. However, providing “small wins” for team members is something managers can do to help them feel engaged and valued. When possible, managers should explore professional development opportunities for their team through associations such as NAFSA. For example, NAFSA provides leadership training and embedded networking opportunities through a full range of programs such as the NAFSA Academy for International Education, Management Development Program, Executive Internationalization Leadership e-Institute, and Trainer Corps. For those looking to strategically upskill a team, NAFSA’s new International Education Professional Certificate would be a fantastic way to help mid-level employees looking to advance their careers. These programs, in turn, offer a great return on investment for offices as employees remain engaged, feel valued, and contribute new learning back to their own institutions as well as the overall field.

Conclusion

By embracing the various data revelations of postpandemic studies and utilizing resources created by the leading professional organizations within the field, higher education institutions and professionals can thrive in the face of change and continue to fulfill their mission of advancing international education goals. Higher salaries and remote work options will continue to reshape talent dynamics, requiring institutions to adapt their recruitment and retention strategies to maintain competitiveness. Effective management is crucial for successfully navigating internationalization amid institutional challenges. Additionally, diversity of hiring practices is essential for creating inclusive and innovative environments. My advice: Disrupt the status quo—it is time for change. A manager can be both the architect of a new paradigm and the wrecking ball to bring change. Dig into the data, manage up, and take good care of your teams. The field is ready for a significant shift. How can you contribute to the transformation?

References

Bischel, Jacqueline, Melissa Fuesting, Jennifer Schneider, and Diana Tubbs. 2022. The CUPA-HR 2022 Higher Education Employee Retention Survey: Initial Results. Knoxville, TN: College and University Professional Association for Human Resources. https://www.cupahr.org/surveys/research-briefs/higher-ed-employee-retention-survey-findings-july-2022/.

Bischel, Jacqueline, Melissa Fuesting, Diana Tubbs, and Jennifer Schneider. 2023. The CUPA-HR 2023 Higher Education Employee Retention Survey. Knoxville, TN: College and University Professional Association for Human Resources. https://www.cupahr.org/surveys/research-briefs/higher-ed-employee-retention-survey-findings-september-2023/.

EAKC (Education Abroad Knowledge Community). 2024. “Hiring in Education Abroad: Insights from the Field.” NAFSA: Association of International Educators (website). Updated February 14, 2024. https://www.nafsa.org/professional-resources/browse-by-interest/hiring-education-abroad-insights-field.

Ezarik, Melissa. 2022. “Students Vote for Remote (Employees).” Inside Higher Ed, September 5, 2022. https://www.insidehighered.com/news/2022/09/06/students-largely-dont-mind-remote-work-campus-employees.

Forum on Education Abroad. 2023. State of the Field Report: Data from the Comprehensive 2022 Survey. Warren, RI: Forum on Education Abroad. https://www.forumea.org/uploads/1/4/4/6/144699749/2022_state_of_the_field_survey_report__7-28_.pdf.

Forum on Education Abroad Working Group. 2023. The Changing Needs and Realities of Current and Future International Educators. Warren, RI: Forum on Education Abroad. https://www.forumea.org/uploads/1/4/4/6/144699749/forumea_white_paper_2023-the_changing_needs_and_realities_of_current_and_future_international_educators.pdf.

IIE (Institute of International Education). 2021. Open Doors Report. Washington, D.C.: https://opendoorsdata.org.

———. 2023. Open Doors Report. Washington, D.C.: https://opendoorsdata.org.

NAFSA: Association of International Educators. 2022. NAFSA International Education Professional Competencies 2.0. Washington, D.C.: NAFSA: Association of International Educators. https://www.nafsa.org/nafsa-international-education-professional-competencies-20.

Stevens Initiative. 2020. 2020 Virtual Exchange Impact and Learning Report. Washington, D.C.: Aspen Institute. https://www.stevensinitiative.org/resource/virtual-exchange-impact-and-learning-report-2/.

Kira Espiritu, PhD, is the assistant provost for international affairs and director of the Office of International Studies Abroad at the University of San Diego. Espiritu is a longtime NAFSA member and is currently serving as chair of the NAFSA Academy for International Education. She is involved with Trainer Corps and the Management Development Program and has served in various roles within regional and national conference committees for NAFSA.