MAXIMIZING THE CAREER DEVELOPMENT OF
STUDENTS WHO STUDY ABROAD
BY VERA V. CHAPMAN
The number of American students participating in study abroad programs has more than tripled over the past
two decades. In the 2009-2010 academic year alone, approximately 270,600 students immersed themselves in
foreign culture while studying at host institutions outside of the United States (Institute of International
Education, 2011). This noteworthy increase in study abroad participation might in part be due to institutions
like Goucher College and Arcadia University, who have pioneered programs requiring students to obtain some
academic credit abroad in order to be eligible for graduation (Fischer, 2008, June 20). Statistics related to
study abroad participation will continue to increase, especially in light of the Commission on the Abraham
Lincoln Study Abroad Fellowship Program’s goal of sending one million American students to study abroad
annually by the 2016-2017 academic year (BaileyShea, 2009).
Why such a big push for study abroad, you might ask? Well, quite frankly, because it can often end up
changing just about everything for those who participate (Chapman, 2011). First, study abroad participation
often leads to interest in new vocational options as well as the unanticipated desire to pursue graduate study
or careers abroad. However, as only a few participants typically study abroad with career goals in mind,
students often find themselves unprepared for the many career development opportunities available to them
abroad and often only recognize missed opportunities retrospectively. Second, study abroad participation
often supports significant multidimensional growth, including (among other outcomes):

gains in identity development and competence

a greater sense of autonomy

honed problem-solving ability

strengthened interpersonal communication skills, and

an increased capacity for mature interpersonal relationships that transcend cultural boundaries.
These are all qualities that could be highly marketable to future employers, and the wealth of meaningful
experiences could prove valuable during interviews. Sadly, students often struggle to put words to their
experiences and fail to “give meaning to their experiences in a way that employers could identify” (Collegiate
Employment Research Institute, CERI, 2008, p.4).
A need therefore exists for career services professionals to assist study abroad participants as they prepare for
the foreign study experience, while they explore themselves and careers abroad, and upon their return home.
Strategies to best meet the unique career development needs of these students follow.
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Pre-Departure Assistance and Career Center Programming

Partner with the Study Abroad Office to offer pre-departure workshops during orientation aimed at
making students aware of the career opportunities available to them while abroad.

Offer workshops about international business culture. Small group formats will enable the presentation
to be specific to the host culture of those in attendance.

Help students to craft resumes or CVs and design business cards.

Assist students with the development of a Study Abroad Career Plan – learning outcomes specific to
their career goals. This could include a checklist of activities, including: attending a professional
networking event, shadowing a professional in their field of study, pursuing a part-time unpaid
internship or engaging in service learning related to their interest area, visiting potential graduate
schools, and making connections with potential research advisors.
Career Assistance While Abroad

As students could face career crises while in unknown surroundings, make continued career counseling
available through e-mail, phone, or video-conferencing.

Where possible, help hold students accountable to their study abroad career plans while they are
abroad.
Career Services Upon Return from the Study Abroad Experience

Offer debriefing programs to help students better articulate the value of their experiences specifically
related to personal and career development. CERI has developed a flagship program for this purpose
called “Unpacking Your Study Abroad Experience,” which relays the potential relevance of newly
acquired skills and competencies to future employers and offers an opportunity to reflect on past
experiences (Gardner, Steglitz, & Gross, 2009).

Help students to formulate resumes and cover letters that will showcase their study abroad
participation and effectively highlight newly developed skills and competencies.

Offer students the opportunity to practice articulating the meaningfulness of their study abroad
experience through mock interviewing.
Study abroad participants benefit greatly from targeted career development programming because most are
not focused on career outcomes as they prepare for the adventure ahead. Fortunately, career services
professionals are in the unique position to purposefully insert themselves into the pre-departure planning,
abroad experiences, and readjustment of participants to help ensure that meaningful career development
takes place.
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References
BaileyShea, C. (2009). Factors that affect American college students’ participation in study
abroad. (Unpublished doctoral dissertation.) University of Rochester, Rochester, NY.
Chapman, V. V. (2011). “Beyond the bubble:” Study abroad and the psychosocial and career development of
undergraduates (Doctoral dissertation). ProQuest Dissertations and Theses Database (AAT 3461273).
Collegiate Employment Research Institute (2008). Unpacking your study abroad experience: Critical reflection
for workplace competencies. Research Brief 1(1). Retrieved April 9, 2011
from http://ceri.msu.edu/publications/pdf/brief1-2008final.pdf.
Fischer, K. (2008, June 20). All abroad! Overseas study required. The Chronicle of Higher Education, 54(41),
A1.
Gardner, P., Steglitz, I., & Gross, L. (2009). Translating study abroad experiences for workplace
competencies. AAC&U Peer Review, 11(4), 19-22.
Institute for International Education (2011). Open Doors 2011 Fast Facts. Retrieved April 29, 2012
from http://www.iie.org/en/Research-and-Publications/Open-Doors.
Note: The article, “MAXIMIZING THE CAREER DEVELOPMENT OF STUDENTS WHO STUDY ABROAD, by Vera
V. Chapman, originally appeared in NCDA’s web magazine, Career Convergence, at www.ncda.org.
Copyright © 06/2012. Reprinted with permission.
Vera V. Chapman, Ph.D, LPC, is a Licensed Professional Counselor currently practicing as
a Career Planning Specialist at The University of Mississippi while also teaching in an
Adjunct capacity. Originally from Cape Town, South Africa, a study abroad experience to
Clemson University in turn led her to The University of Mississippi, where she pursued
graduate degrees in Counseling and Higher Education. She finds great purpose in
empowering others toward becoming the most extraordinary version of themselves –
something she likes to call, “chasing your fire.” Vera actively shares career success
strategies through Twitter (@VeraVChapman) and blogging (ChasingYourFire.com). She may be
contacted at vera@career.olemiss.edu.
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