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The Millennial Compass: The Millennial Generation In The Workplace‘ published by MSLGROUP

“The Millennial Compass” reveals workplace dynamics across the globe, with insights from millennials in Brazil, China, France, India, the UK and the USA. It seeks to shed light on what is most important to today’s younger workers, what they want in their relationships with managers and their expectations of career progression.

Of special note on millennials in the U.S.:  Out of 15 factors focusing on what’s important in millennials’ working lives, millenials in the U.S. ranked “Working in a multi-cultural environment” #14 and “International experience” #15!

You can access the report at: http://mslgroup.com/insights/publications/2014/the-millennial-compass/

I learned about this report last week through mention of the Time Business article ‘The Huge Mistake Millennials Are Making Now‘ when I was at the IIE Generation Study Abroad Think Tank.

What are your thoughts about this?

The following press release is copied and pasted here and to IHEC Blog with the permission of IIE. 

Generation Study Abroad #2

NEW YORK, March 3, 2014—The Institute of International Education (IIE) officially launched Generation Study Abroad, a five-year initiative that brings leaders in education, business and governments together to double the number of U.S. college students studying abroad. IIE has already identified more than 150 lead partners who have committed to specific, measurable actions that will help reach this ambitious goal; the result will be thousands more American students graduating with the international experience necessary for success in a globalized world. Organizations can learn more and sign on at generationstudyabroad.com.

Generation Study AbroadLeading up to IIE’s centennial celebration in 2019, Generation Study Abroad will engage educators at all levels and stakeholders in the public and private sectors to drive meaningful, innovative action to increase the number of U.S. students who have the opportunity to gain international experience through academic study abroad programs, as well as internships, service learning and non-credit educational experiences.

Building on its nearly 100-year commitment to study abroad, IIE has committed $2 million of its own funds to this initiative over the next five years. IIE is also actively raising funds for a Study Abroad Fund to provide scholarships to college and high school students and grants to institutions. Thanks to lead gifts by IIE Chairman Thomas S. Johnson and IIE Treasurer Mark A. Angelson, IIE will launch a new scholarship program, the IIE Passport Awards for Study Abroad, to provide supplemental grants for students from inner-city high schools to study abroad when they are in college.

Gilman Scholar Alumni Ashley BlackmonMore than 150 higher education institutions from 41 U.S. states

have already signed the Generation Study Abroad Commitment, including large state and private universities, liberal arts colleges, community colleges, and historically black colleges and universities and other minority serving institutions. The U.S. Department of State’s Bureau of Educational and Cultural Affairs and several foreign governments, as well as key higher education associations and study abroad provider organizations, have also pledged to support the goals of the initiative. Recognizing the importance of an internationally focused workforce, IIE is also actively seeking the participation of corporations and the business community.

IIE is seeking at least 500 U.S. colleges and universities willing to either double the number of their students studying abroad, or significantly increase the participation rate of students who study abroad at some point during their undergraduate career. Later phases include mobilizing 1,000 high school teachers and engaging 10,000 alumni and students. IIE welcomes others to join this important initiative.

IIE is launching Generation Study Abroad because the number and proportion of today’s students who graduate with an educational experience abroad is far too low. Currently, fewer than 10 percent of all U.S. college students study abroad at some point in their academic career. According to the Open Doors Report on International and Educational Exchange released by IIE last November with support from the U.S. Department of State’s Bureau of Educational and Cultural Affairs, 295,000 students studied abroad in 2011/12 in credit-bearing and non-credit programs. Generation Study Abroad aims to grow participation in study abroad so that the annual total reported will reach 600,000 by the end of the decade.

IIE recognizes that it will take time, resources and a perceptual shift to overcome barriers and bring about such change.

“Globalization has changed the way the world works, and employers are increasingly looking for workers who have international skills and expertise,” says Dr. Allan Goodman, President of IIE. “Studying abroad must be viewed as an essential component of a college degree and critical to preparing future leaders.”

With 2.6 million students graduating with associates or baccalaureate degrees each year, it is clear that major segments of America’s young people are not getting the international experience they will need to advance their careers and participate in the global economy, or to work together across borders to address global issues.

Every institution faces its own unique set of challenges in getting more students to study abroad. Private liberal arts colleges in particular have historically been successful in making study abroad a part of their academic experience. But institutions of varying sizes and types with different missions and capabilities are developing innovative efforts to make study abroad more accessible to their students. By sharing best practices, campuses can learn from each other to extend international opportunities to a broader group of students from diverse backgrounds and fields.

IIE will lead the Generation Study Abroad coalition in creating an ongoing dialogue about the need for students to gain international experience. This will include research to identify and break down barriers hindering students from studying abroad, communications to share strategies and best practices to increase study abroad, and fundraising to mobilize additional financial resources. In addition to significantly expanding study abroad, the campaign will track campus activities that expand diversity in race and ethnicity, academic disciplines and gender.

As the first step in bringing stakeholders from different sectors together to achieve large-scale change, IIE will convene a one-day Think Tank (which I was invited to attend and will participate in) on what it will take to double study abroad, gathering invited leaders from the public, private and educational sectors at its New York headquarters on March 12.

FEA Logo Final

1920 N Street NW, Suite 200
Washington, DC 20036
800/225-4262
www.fundforeducationabroad.org

January 2014

Title: Executive Director, Fund for Education Abroad (FEA)
Job location: Washington, D.C.
Supervisor: Kate Simpson, President
Start date: February 2014

Description of the Position
The Executive Director, working closely with the Board of Directors and the Advisory Council, is responsible for achieving the ambitious goals set for the Fund for Education Abroad.

The Executive Director’s primary duties are to develop and pursue an effective strategy for FEA that follows its mission and grows the Fund through development activities and continual outreach. The Director will implement donor cultivation and fundraising strategies, oversee fundraising events and activities, administer and organize Board activities (including Board meetings), follow through on Board and Council approved recommendations, promote FEA’s mission and presence externally, recruit and direct volunteers, oversee the admissions process, set policy and procedures internally, monitor and manage FEA’s annual budget, ensure proper tax-filing annually, identify and recruit needed resources, investigate new revenue streams, and document progress.

Description of the Organization
Based in Washington DC, the Fund for Education Abroad is a private 501(c)(3) founded in 2010. The FEA mission is to increase the opportunities for dedicated U.S. students to participate in high-quality, rigorous education abroad programs by reducing financial restrictions through the provision of grants and scholarships. Our goals are to assist committed students in the acquisition of critical foreign language skills, to cultivate US students’ world awareness and appreciation of cultural differences through academic and experiential opportunities, to support institutions and organizations active in socially responsible education abroad programs, and to recognize outstanding education abroad leaders. Scholarships are awarded with a preference to under-represented students in study abroad, including minorities, science and technology majors, and those choosing to study in non-traditional countries. Please visit www.fundforeducationabroad.org for more information.

Responsibilities

Development and Fundraising

  • With Executive Team (ET) and Board, develop fundraising goals and strategy.
  • Develop and implement donor cultivation and recognition plan; review regularly with an eye to improvement.
  • Research prospects and rate them by highest potential.
  • Plan development work timeline and keep FEA Executive Team on track.
  • Research and assist with preparation of grant proposals for FEA. With ET, write or assign at least one grant a year.
  • Organize at least one major annual fundraising event in Washington, DC and oversee the execution of a number of regional events.
  • Investigate and suggest new fundraising ideas.
  • Oversee transition to donor database including training and best practices.
  • Write and assist in writing of appeals for various donor types; follow up on asks.
  • Research and pursue strategic partnerships with government and private organizations.
  • Regularly review campaign and initiative results to help project outcomes and improve the following year.
  • Seek out educational opportunities in the fundraising field for self and ET.

Program Management

  • Oversee the scholarship application and selection process.
  • Review and revise scholarship parameters, priorities and requirements as necessary in conjunction with the Board Scholarship Committee.
  • Develop robust scholarship program for FEA scholars including orientations, blogging and alumni program.
  • Oversee metrics and outcomes measurement.

Marketing

  • Develop effective presentations to promote FEA to SAO staff, faculty, and/or potential donors.
  • Work with Board Staff member who is CET Marketing Director to ensure website, EDMs, collateral pieces, etc, are up to date and effective.
  • Train and heighten awareness among colleagues and at conferences about FEA.
  • Gather and disseminate FEA-related stories from news sources, students, alumni, etc to support FEA mission.
  • Work with Outreach committee to create FEA promotional pieces.
  • Develop relationships with strategic partners in the international education field and outside of it.

Board Management

  • Organize, act as liaison and direct FEA Board of Directors and Advisory Council.
  • Manage Board Committees including work plan, timelines and goals.
  • Assign tasks or projects to Board members when needed/appropriate.
  • Review and process Board reports and expenses after meetings.
  • Develop and monitor Board rules and procedures, such as tenure, policies on reimbursement, etc.
  • Organize regular FEA Executive Team (ET) and Board meetings, arrange all meeting details including agenda, space, lodging, meals, etc.
  • Oversee recruitment and training of new board members as needed.

Staff and Volunteer Management

  • Recruit, train and direct staff and volunteers throughout the year, both on fundraising and donor cultivation as well as event planning and other aspects of Fund’s work.
  • Develop training materials for key volunteer functions.
  • Maintain and boost volunteer productivity.

Finance and Administration

  • Establish and adhere to annual budget.
  • Monitor and control expenses to maximize value for scholarships.
  • Process expense requests and pay suppliers.
  • Assist accounting department in submitting annual tax forms.
  • Ensure registration in necessary states.

Requirements

  • Experience of 5 years or more in fundraising capacity
  • Donor and volunteer service mentality
  • Superior organizational and communication abilities
  • Analytical capabilities

Other Desirable Qualifications

  • Connections to potential donors in Washington DC area
  • Connections to study abroad administrators in the US
  • Understanding of Education Abroad field
  • Experience studying or living abroad
  • Familiarity with donor database

Salary
Negotiable, based on experience.

Application Process
Please send a resume and cover letter via email to ksimpson@academic-travel.com no later than mid-
February, indicating the best way and time to contact you during business hours.

Note:  International Higher Education Consulting is not compensated for this post in any manner.  I do serve on the FEA Board of Directors and am simply helping to promote this open position.

 

 

GoAbroad headshot

 

After Super Typhoon Haiyan: How to Make a Difference

 

Loyola University of Chicago eCommons made my dissertation available for download yesterday and should you have interest in the National Security Education Program you may find interest in my dissertation.  The suggested citation and link follow:

Comp, David J., “The National Security Education Program and Its Service Requirement: An Exploratory Study of What Areas of Government and for What Duration National Security Education Program Recipients Have Worked” (2013). Dissertations. Paper 509. http://ecommons.luc.edu/luc_diss/509

One week ago I participated in commencement at Loyola University Chicago and recieved my Doctorate in Cultural and Educational Policy StudiesComparative and International Education.  It was a long nine years to complete this degree and there are many to thank and I wish to specifically thank everyone who helped me with my dissertation and those acknowledgements follow:

THE NATIONAL SECURITY EDUCATION PROGRAM AND ITS SERVICE REQUIREMENT:  AN EXPLORATORY STUDY OF WHAT AREAS OF GOVERNMENT AND FOR WHAT DURATION NATIONAL SECURITY EDUCATION PROGRAM RECIPIENTS HAVE WORKED

I would like to acknowledge everyone who has assisted me throughout my doctoral studies over the years.  I would first like to acknowledge my adviser, Dr. Noah Sobe, for agreeing to serve as my adviser and for his patience and feedback during the many courses I took with him and as I completed my dissertation.  Additionally, I would like to thank Dr. Robert Roemer and Dr. David Ensminger for agreeing to serve on my dissertation committee.  I truly appreciate all of their time and assistance as I navigated this process!

A very special thanks is due to my friend and colleague Dr. Kevin Gormley at the National Security Education Program for his encouragement dating back to a lunch meeting in Los Angeles in 2009 to our phone conversations and e-mail communications throughout 2010 and 2011 about my project.  This dissertation would not have been possible without Kevin’s support and assistance!  I also wish to thank the many staff members at the National Security Education Program including Dr. Michael Nugent, Judy Collier, Roy Savoy, Katie Davis, Alison Patz, and Stuart Karaffa for their approval of my project, their time in reviewing my survey instrument and providing valuable feedback at our meeting back in November 2010 and their assistance in launching my survey instrument.  I also wish to thank Genie Lomize, Treasurer of the Boren Forum, and Dr. Philip Lyon, Former Executive Director of the Boren Forum, for their support of my dissertation and for Dr. Lyon’s continued support and time to meet at the National Security Education Program Office in November 2010 to review and provide feedback on my survey instrument.  A note of thanks is also due to Christopher Powers, Director of the Boren Awards for International Study at the Institute of International Education for answering my e-mail questions about historical program dates.  I hope that the National Security Education Program, the Boren Awards for International Study and the Boren Forum will find some value in the results of my dissertation.

I also want to thank all of the National Security Education Program Alumni (Boren Scholars and Boren Fellows) who took time out of their busy schedules to complete my survey instrument!

Additional gratitude is offered to many colleagues in the field of international education who provided resources and feedback as I worked on my dissertation.  This list of individuals includes the following:  Dr. Gary Rhodes and Dr. Miloni Gandhi from the Center for Global Education at the University of California, Los Angeles for taking time out of their busy schedules to review and provide feedback on my dissertation proposal and survey instrument; Mickey Slind for sending me her personal collection of primary documents related to the early years of the National Security Education Program (they will always have a home in Bury Book International Education Library and Archive); Elizabeth Mandeville for sending me a valuable  primary document pertaining to the early years of the National Security Education program; Stephanie Kirmer for taking the time out of her schedule to meet with me and provide a statistics tutorial and for lending me one of her publications as I worked on the data analysis portion of my dissertation; Kyle Flynn for helping me better understand the statistical analysis of my results; and, Dr. Louis Berends for his friendship and support throughout our studies and time at Loyola University Chicago and beyond.

Further acknowledgement and thanks is due to my supervisor Christine Gramhofer at The University of Chicago Booth School of Business.  Her support for time off to work to research and write my dissertation was truly helpful and greatly appreciated!

Thank you to my mother Vicky and Sam, father Jim and Mary Ellen, and my mother and father-in-law Therese y Don Carlos for their encouragement and continued support over the years and their enthusiasm as I neared my goal.

Finally, but most importantly, I wish to thank my wife Ana and children Gabriela, Andrés y Lucas for their patience, assistance, support and faith in me.  The nights away from the family while attending classes and the days and nights away from them while writing my comprehensive exams and, in particular, this dissertation were truly difficult.

I could not have completed my research without the support of all these wonderful people!

Graduation

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