Going Global Are graduates prepared for a global workforce?

Written by: Going global Foreword Are graduates prepared for a global workforce?

Higher education institutions play multiple roles, providing a foundation that enables students to gain exposure to new ideas, become good citizens and prepare for the competitive world of employment. In an increasingly global workplace, schools are facing more pressure than ever to produce graduates who are not just educated, but capable of forging cross-cultural relationships and working across borders. TAble of conTenTS Universities are the chief conduit for international learning, yet indings from this report prepared by The Economist Intelligence Unit (EIU) show that students are oten disconnected from how critical international experience has become. Many Executive summary...... 5 come to appreciate the importance of international learning opportunities only ater graduating. In addition, while many post-secondary institutions ofer cultural About the research...... 6 and language exposure, there remains an unmet need for work opportunities that prepare students for a global career. 1. Introduction ...... 8 At Kaplan, we are actively engaged in partnerships with universities, governments, businesses and individuals to expand the trans-national flow of students. We 2. Views and experiences of international exposure...... 10 help students attain the necessary skills to succeed, irst in the classroom and eventually in the global workplace. Language study, cultural awareness, test 3. Recognising the impact of international experience and skills....14 preparation and professional education are all parts of the toolkit. Andrew S. Rosen Kaplan is proud of its 75-plus year history in expanding educational access and 4. Beyond the classroom...... 16 improving student outcomes. We hope this report will help shed additional light on how educators, employers, governments and students can pursue opportunities to ...... 5. Broadening the international experience at home..... 18 foster greater international understanding and workplace readiness.

6. The impact on employment ...... 22 We hope that this report will promote greater understanding of what is going well, and what needs to improve. There are signiicant diferences in approach—by 7. Learning on the job...... 24 country, university and student—but one conclusion is inescapable: students who pursue international learning opportunities ind they pay of. 8. Conclusion...... 26 Andrew S. Rosen Chairman and Chief Executive Oicer Kaplan, Inc.

GoinG GlobAl Are graduates prepared for a global workforce? 3 Executive summary

If university graduates and employers Graduates believe that institutions Many students do not realise can agree on one thing, it’s that of higher education have a the importance of international international experience can improve responsibility to prepare them exposure until ater graduation, a person’s chances of inding a for today’s global economy and when its full value becomes clearer. job and succeeding in the global workforce. Three out of four Half of respondents feel that they workforce. However, few students respondents agree that it is part of failed to recognise the value of recognise its value before graduation, the role of universities and colleges international experience during and many turn down opportunities to prepare them by ofering access their studies, suggesting that to gain a more global perspective to international experience. And higher education institutions may ofered by their educators. almost as many (70%) feel that their need to help students recognise higher education has challenged the beneits of participation. Graduates with international their beliefs and exposed them experience ind employment faster to diferent cultures and ways of international experience in higher than those without it, and they ind thinking beyond their home country. education is seen as improving that their languages, intercultural the chances of inding a job. awareness and overseas contacts Most students have access to Respondents who had gained are valued by their employers. Yet international experiences during international experience during many report feeling unprepared on their studies, but only a minority take their studies were twice as likely their irst day at work, despite the advantage of them. Opportunities to to be employed within six months majority thinking they were well gain international experience during of graduation than those who did prepared to join an increasingly global their studies were available to 75% of not have the same opportunities. workforce. Why is this—and what can respondents. Most (69%) were ofered universities, employers and students the chance to study overseas, while themselves do to close this gap? 62% had access to foreign language courses and 55% to international That is the central issue explored in cultural exchanges. But only 34% of a global research efort conducted those with access to international by The Economist Intelligence Unit experience actually pursued it. (EIU), which included a survey designed to examine the experiences of recent university graduates around the world and relate the results to what experts in academia and business see as important requisites for career success.

The key indings of the survey, commissioned by Kaplan and conducted among recent graduates from Australia, Brazil, China, France, Germany, Italy, Singapore, the UK and the US, are as follows:

4 GoinG GlobAl Are graduates prepared for a global workforce? 5 About the research

The Economist Intelligence Unit 1993 and graduated between 2011 The EIU also conducted in-depth Level of qualiication (EIU) conducted a survey as part and 2016 with either a bachelor’s interviews with experts and global (% of respondents) of a global research efort into or undergraduate degree (65%); employers in this area to provide N=1,072 international experiences available a master’s degree or equivalent a further dimension to the broad in higher education institutions (29%); a PhD or equivalent (4%); or research indings. We are grateful and their impact on employment. another professional degree (2%). to the following for their time and Of the 1,072 recent graduates who 29% Of those surveyed, 29% had studied insights (listed alphabetically): participated in the survey, 10% Master’s degree, Humanities or Liberal Arts, 35% STEM Professor Tan Chorh Chuan, were drawn from Australia, 8% from or equivalent (science, technology, engineering or president, National University of Singapore Brazil, 10% from China, 10% from 4% Ph.D., or equivalent mathematics) subjects, 28% were pre- David Fairhurst, France, 10% from Germany, 11% chief people oicer, McDonald’s 2% MBA, or equivalent professional, and 20% took vocational from Italy, 10% from Singapore, 11% Lynda Gratton, <1% Other professional degree, or equivalent from the UK and 21% from the US. or career-focused studies. The online professor of management practice, 65% They were born between 1985 and survey was conducted in March 2016. London Business School Nick Hillman, director, Bachelor’s degree/ Higher Education Policy Institute, Oxford undergraduate Andre Martin, degree, or equivalent Country of origin vice president for talent development (% of respondents) and chief learning oicer, Nike, and formerly chief learning oicer, Mars US 21% Professor Enrico Sangiorgi, vice rector for education, University of Bologna UK 11% Juichi Yamagiwa, president of Kyoto University Subjects studied ITALY 11% (% of respondents, up to two subjects selected) GERMANY 10% N=1,072

FRANCE 10% STEM 35% AUSTRALIA 10% Humanities / Liberal Arts 29% SINGAPORE 10%

CHINA 10% Pre-professional, eg, law, medical, business 28% BRAZIL 8% Vocational / Career-focused 20%

6 GoinG GlobAl Are graduates prepared for a global workforce? GoinG GlobAl Are graduates prepared for a global workforce? 7 1 Introduction

The rise of globalisation—including that their employees frequently As David Fairhurst, chief people oicer global businesses—has led to interacted with colleagues outside at McDonald’s, explains: “We provide considerable discussion among their country, while over half said skills development programmes that employers and academics alike about their employees frequently engaged help our international leaders to lead how best to prepare tomorrow’s with partners and clients overseas. their global teams. This includes employees for the future world of running virtual meetings and spending work. A global research efort that When your suppliers are in Asia, your more time launching the teams in included a survey of recent university competitors are in Europe and your order to set them up for success. graduates and in-depth interviews target markets range from South These sessions encourage a range conducted by The Economist America to Africa, readiness for the of heightened awareness of time Intelligence Unit (EIU) on behalf of job may require more than knowledge zones, country holidays and norms Kaplan found that the majority of of your industry. It may entail being around conflict and discussion.” the graduates surveyed feel well equipped to understand the dynamics However, the graduates in our survey prepared to join an increasingly global of consumers in diferent markets, feel that education providers also workforce. But surprisingly, an almost respecting local sensitivities and have a role to play in providing equal number of survey respondents priorities, as well as collaborating exposure to the interconnected world do not equate this general feeling of with colleagues in diferent time of work. Our study explores the impact being prepared with full conidence zones and contexts with unfamiliar of international experience gained to meet the speciic demands of perspectives and workplace practices. while in higher education, as well as their job on their irst day at work. Multinational employers recognise the views of educators, employers What experiences and skills do the challenge, and many provide in- and graduates on the skills demanded graduates need to ease their house training to prepare new staf for in a globalised work environment transition into the reality of today’s precisely these scenarios. and how they are best acquired. global workplace—and whose responsibility is it to provide them?

One of the realities of the world of work is that it is becoming increasingly Beyond the educators: 44% international. In a 2013 report by the British Council, Culture at Work: of respondents say that career the value of intercultural skills in the workplace, more than two-thirds of services at their college or international employers reported university were crucial in helping them to explore diferent career paths and opportunities.

8 GoinG GlobAl Are graduates prepared for a global workforce? 9 Views and experiences figure 1 International experience opportunities offered by higher education institutions 2 of international exposure (% of respondents)

Study-abroad opportunities 69% foreign language courses 62% Universities and colleges recognise experience while in higher education depends on the place of study (see international cultural exchanges that the world is changing—people, igure 3). While 87% of German and actually claimed they did so on 55% organisations and markets are 81% of American graduates say they a broad basis—and fewer still A multicultural, diverse student body becoming more connected and must pursued this experience outside had opportunities to study abroad, 52% deal with a wider group of customers just 48% of Chinese respondents university. Just 18% of those whose A multicultural, diverse group of educators and relationships. More sectors and say that similar options were open college or university did not provide 44% industries than ever before, from to them. Work experience with an international experience made their fashion retailers to cofee companies, international employer, ofered to own arrangements. A global curriculum (eg courses that ofered an international perspective on subjects) 41% banks to web developers, are more 40% of respondents from Singapore, likely to demand an international was available to just 25% of those I fear that some Work experience with an international employer outlook from their employees, and the from China and Italy. Students from 33% students do not seize majority of higher education providers the US are the most likely to have “ none of the above appear to ofer opportunities for been taught by a multicultural group these [international] 9% their students to develop just that. of educators (58%), compared with Don’t know Of the 1,072 graduates surveyed, just 24% of Italians. opportunities because they 2% N=1,072 75% say that opportunities to gain don’t understand the value 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% international experience had been Providing access to opportunities Source: The Economist Intelligence Unit survey, 2016 available to them while studying. Most and persuading students to take employers place on the (69%) were ofered the chance to advantage of them are two diferent figure 2 things (see igures 3 and 4). While the additional non-technical study overseas, while 62% had access International experience opportunities taken up by students to foreign language courses and 55% vast majority—78% of respondents— skills they provide.” (% of respondents) to international cultural exchanges consider that institutions of higher education have a responsibility to – DaviD Fairhurst, chieF people foreign language courses (see igure 1). oFFicer, McDonalD’s provide international experience, far 48% However, as the large discrepancies fewer were active participants. Just A multicultural, diverse student body between countries suggest, the 34% of respondents who had the 44% availability of these opportunities opportunity to obtain international A multicultural, diverse group of educators 37% A global curriculum (eg courses that ofered an international perspective on subjects) 29% Study-abroad opportunities 26% international cultural exchanges 69% 23% Work experience with an international employer 20% none of the above 11% Don’t know N=1,072 0% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Source: The Economist Intelligence Unit survey, 2016

10 GoinG GlobAl Are graduates prepared for a global workforce? GoinG GlobAl Are graduates prepared for a global workforce? 11 Mr Fairhurst believes that employers GeRMAnY country’s students overseas for part GeRMAnY 87% 63% should be part of the solution. 85% of their higher education by 2020. 56% “I feel that employers need to 67% Government funding has been set 32% 68% 33% do more to highlight to students 38% aside for 118,000 students per year, 34% 44% 35% the long-term career beneits the 34% topped up for students on a low 22% international opportunities their US income. State-funded universities fRAnce universities and colleges are 81% have been given additional funds 60% 70% 32% creating. I fear that some students 66% to award as scholarships to 28% 60% 23% do not seize these opportunities 58% send an additional 10,000 high- 23% because they don’t understand the 52% achieving students abroad. 23% 37% 26% value employers place on the non- SinGAPoRe Although the US has no mandated US technical skills they provide.” 71% 52% 53% target regarding the number of 59% 57% 60% Part of the challenge is that studying 63% overseas students, Federal Student 43% 55% 26% overseas—one of the ways to gain 58% Aid, a part of the US Department 15% international experience—may not 40% of Education, can provide inancial 12% be a viable option for all, despite its AUSTRAliA support to enable students to take up iTAlY 69% 57% seemingly widespread availability. 49% educational opportunities abroad. 25% 48% 22% Considerations of cost and personal 58% 21% circumstances, which may prevent 52% 25% 48% 25% many from taking this opportunity, 33% 19% are issues that some countries do fRAnce bRAZil 68% Some countries do 51% more to address than others. 56% 38% 40% 30% 49% more to ensure that 21% In Germany, where 34% of 31% 27% respondents had participated in 35% 21% 32% students seize study- 32% study-abroad programmes (the iTAlY cHinA second-highest percentage ater 64% abroad opportunities. 47% 62% 35% Singapore), the government has set 38% 21% speciic targets to send 50% of the 50% 20% 24% 14% 26% 30% 25% 13% UK SinGAPoRe 62% 37% figure 3 54% figure 4 39% 52% 39% 45% 33% international experience 46% international experience 35% opportunities ofered by 36% opportunities taken up 30% 35% 30% higher education institutions by students bRAZil UK (% of respondents, by country of origin) 55% (% of respondents, by country of origin) 32% 48% 44% 48% 43% Study-abroad opportunities 49% Study-abroad opportunities 25% 43% 27% A multicultural, diverse student body 32% A multicultural, diverse student body 19% 27% 15% A multicultural, diverse group of educators A multicultural, diverse group of educators cHinA AUSTRAliA Work experience with an international 48% Work experience with an international 31% employer 62% employer 53% 35% 39% foreign language courses 44% foreign language courses 30% international cultural exchanges 29% international cultural exchanges 23% 29% 17% A global curriculum 25% A global curriculum 25%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Source: The Economist Intelligence Unit survey, 2016 Source: The Economist Intelligence Unit survey, 2016

12 GoinG GlobAl Are graduates prepared for a global workforce? GoinG GlobAl Are graduates prepared for a global workforce? 13 Recognising the impact of international 3 experience and skills

While German students receive figure 5 The survey shows that the key It’s not enough for a doctor to learn to cure patients, an an explicit message through such form of international experience To what extent do graduates agree that international experience funding policies about the connection sought by graduates is foreign engineer to build bridges, or for a lawyer to appear in court… while studying has been beneicial in securing a job? “ between international experience languages, with almost half (48%) (% of respondents, by country of origin) [The educator’s] role is not just to educate students in a certain and employment options, they of respondents studying a foreign seem to be in a minority. For many Agree Disagree language alongside their primary discipline, but to prepare them for the global workplace.” students elsewhere, international discipline. While participation in CHINA – proFessor enrico sangiorgi, vice rector For eDucation, experience is seen as a luxury, or 68% 28% Australia and the UK is relatively low university oF Bologna a means of delaying entry into the SINGAPORE at 31% and 32% respectively, the “real world” rather than the key to 66% 21% US, surprisingly, bucks the monoglot is important to securing appealing says Enrico Sangiorgi, vice rector for a more secure future within it. For AUSTRALIA trend among anglophone nations, job opportunities. In Brazil, this education at the University of Bologna these students, the realisation that 65% 28% with 52% of American respondents even rises to 90% of respondents. in Italy. “There are a set of skills which international experience has a value FRANCE studying a foreign language. 56% 31% are common to all disciplines, from in the labour market oten comes While students may be taking GERMANY But it is the non-anglophone the ability to present yourself at an too late. Almost half of respondents time to recognise the impact that 56% 30% respondents who place the greatest interview to a sense of intercultural agree that they had not recognised international exposure can have BRAZIL awareness, and if a student graduates the importance of international importance on learning a foreign 56% 25% on their employability, both the language. Asked to rate their without them, he can’t leverage experience until they joined the survey and supporting interviews UK importance, 50% of French graduates himself in the labour market. Our workforce. Once there, however, 52% 31% suggest that universities increasingly regard language courses as extremely role is not just to educate students its impact becomes clear—75% of US view it as part of the “sot” skill helpful or indispensable (ranking in a certain discipline, but to prepare those whose experience of higher 47% 35% set which students need to them in 9th or 10th place on a sliding them for the global workplace.” education included international ITALY obtain in order to hold their own scale), while just 13% of British elements believe that they were more 38% 42% in the 21st-century job market. graduates view them in the same way. culturally aware at work as a result. 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% But when asked to look at languages “Compared with half a century ago, Source: The Economist Intelligence Unit survey, 2016 Furthermore, over half of all from an employment perspective, it’s not enough for a doctor to learn respondents (55%) feel that the 79% of all graduates feel that the to cure patients, an engineer to build international experience they acquired ability to speak additional languages bridges, a lawyer to appear in court,” while in higher education has proven beneicial to them in seeking International work experience and internships employment, although this varies considerably by country (see Figure 5). were ranked as the least available opportunities provided by institutions, but had some of the highest uptake.

14 GoinG GlobAl Are graduates prepared for a global workforce? GoinG GlobAl Are graduates prepared for a global workforce? 15 4 Beyond the classroom

The 2013 British Council report Culture The mission of “We are also working to increase the at Work: the value of intercultural number of foreign students and to universities, and even more skills in the workplace drew on “ develop our international exchange surveys of HR managers at 367 large so public universities, is programmes to send students abroad. companies in nine countries. It We have established three bases found that almost all the employers to prepare students for overseas, in London, Heidelberg surveyed regarded intercultural employability, and today that and Bangkok. Our aim is to foster skills as very or fairly important, elite scholars and researchers to means the global job market.” ranging from 100% of those surveyed beneit the global community.” in Indonesia to 70% in China. – proFessor enrico sangiorgi, vice rector For eDucation, Our aim is to foster elite Mr Fairhurst views the skills required university oF Bologna for a globalised career as forming scholars and researchers If employers increasingly demand two distinct strands. One is the “ greater international awareness, is it to beneit the global demands of international leadership, part of the role of higher education including the ability to understand community. We are looking institutions to provide opportunities and influence a diverse range of to develop it? According to the survey for outstanding students to people, be mindful of the fact that respondents, the answer is yes, with team members may be geographically come to Kyoto University and 78% agreeing that higher education dispersed and working in diferent has a responsibility to prepare to return to their countries time zones with little overlap of students for the global workforce and take important roles working hours, and be able to resolve by ofering international experience. the complexity of the difering pace of Professor Sangiorgi concurs: “The in many ields, such as in market change in diferent countries. mission of universities, and even politics, economy, research The other is the ability to manage the more so public universities, is to complexities of working in a non- prepare students for employability, work or technologies in native country, including loneliness, and today that means the global industry ields. To achieve work-life balance, relationship issues, market. Our students must be cultural diferences and language. prepared for a global workplace.” this goal, we need to

“Overall, the skills and attributes I’ve At Japan’s Kyoto University the focus is have more students and seen demanded by an international on both increasing the diversity of the researchers to exchange with career could be categorised as student population and encouraging people and personal skills, such home-grown students to venture foreign universities.” as empathy, cultural awareness, further aield. “We have increased – Juichi yaMagiwa, communication, leadership, the number of lectures in English and presiDent oF Kyoto university resilience and self-awareness, in other languages,” explains Juichi rather than technical skills.” Yamagiwa, the university’s president.

16 GoinG GlobAl Are graduates prepared for a global workforce? 17 Broadening the international 5 experience at home

Overseas experience can lead to long-term friendships and contacts. While 48% of respondents say that friends from study-abroad programmes and cultural exchanges are now a key part of their international professional network, 56% actively use social media to build that network. However, local contacts ofer more concrete support—59% believe that connections from their home In my more optimistic city or country had served them most in their career so far. “moods I think British universities are so much more diverse than elsewhere While the demographic make-up of Nick Hillman, director of the Higher the student or staf population may Education Policy Institute (HEPI) in that maybe it doesn’t matter sound incidental, it is clear from the Oxford, says that his own research that we don’t send as responses of recent graduates that is consistent with these indings. He it can have a signiicant impact on believes that the beneits of being many students overseas as the international exposure students part of a multicultural student body consider themselves to have gained. may be great enough to compensate other countries do. Except, for a lack of more proactive then, how do you ensure Over half of graduates surveyed engagement with other countries. (52%) had been part of a multicultural “We [HEPI] did a poll last year asking that people mingle?” student body, while 44% had students whether they felt that they – nicK hillMan, Director been taught by a diverse group of beneitted from an international oF the higher eDucation educators (see igure 1), and up to policy institute student body, and they very strongly 70% consider these experiences felt that they did, as they’re going to have been very helpful or into a globalised labour market. In indispensable. Simply living my more optimistic moods I think alongside people from elsewhere, British universities are so much more understanding their perspectives diverse than elsewhere that maybe and “normalising” what may at it doesn’t matter that we don’t send irst feel alien can have a far- as many students overseas as other reaching impact, even if students countries do. Except, then, how do remain in their own hometown. you ensure that people mingle?”

18 GoinG GlobAl Are graduates prepared for a global workforce? 19 CASE STUDY The National University of Singapore

It’s very important for Turning a diverse student body The degree of multicultural exposure At the National University of Singapore have to worry about whether your as one of the beneits of the NUS from a series of discrete social our students to develop an difers signiicantly by country. While (NUS) the past 15 years have seen work will count. We also provide experience. While the university “ groupings into a cohesive whole is not 66% of American survey respondents a dramatic increase in focus on inancial aid for needy students has long boasted a diverse student international outlook and something that happens by accident. feel that the word “multicultural” producing global citizens. As the who want to go overseas but may body, it has recently taken a far more Increasingly, institutions which correctly describes the student body expectations from graduates in be daunted by the expenses.” proactive approach to ensuring that cross-cultural sensibilities. take the importance of encouraging at their university, just 35% of those the workplace have changed, the students interact across cultural You can co-locate people, intercultural understanding seriously from China say the same. When it NUS has made a concerted efort Time spent overseas is viewed boundaries. A new residential site are taking steps to break down the comes to teaching staf or faculty, to keep pace, seeing globalisation as beneicial for the intercultural called University Town has recently understanding of the university as but how do you ensure they barriers between diferent groups on the US again appears to be the most as an increasingly essential been created, made up of four a whole, not simply the individual campus. The president of the National diverse, with 58% of Americans component of a good education. colleges. Each houses 600 students, actually interact?” concerned. “We want students to be University of Singapore (NUS), Tan stating that they had been taught by at least 30% of whom are from 30 able to come back and share diverse – proFessor tan chorh chuan, Chorh Chuan, sees this microcosm a multicultural group of educators, “We take our responsibility to prepare to 40 diferent countries outside experiences and perspectives.” presiDent, national university of the global community as one of compared with just 24% of Italians. students for the realities of the Singapore. Places are allocated at oF singapore globalised workforce extremely the key beneits the university can For some students, the aim is random to ensure that all students Professor Sangiorgi points out that seriously,” says Professor Tan Chorh bestow on its students (as explored more explicitly commercial than live in a culturally diverse setting and if the language of instruction is not Chuan, the university’s president. in further detail in the case study on for others. In 2002 the NUS formed fraternise with their contemporaries widely spoken internationally, a the National University of Singapore). what Professor Tan believes to be from all over the world. Discussion university will ind it harder to attract “Singapore is a very small island, trade a unique programme focusing on groups are multidisciplinary and “It’s very important for our students students from abroad. “Around is three times our GDP, and we have entrepreneurship—the NUS Overseas as culturally diverse as possible to to develop an international outlook 10% of our intake at Bologna is many multinational companies based Colleges. Participants spend up to a allow for a range of perspectives to and cross-cultural sensibilities,” made up of foreign students, some here. But although that has long been year as interns with a technology start- be heard. “This kind of exposure Professor Tan explains. “We have from South America, some from the case, 15 years ago only about 10% up in Silicon Valley, New York City, has been very valuable in terms tried to create a diverse environment Eastern Europe, and we do have of students would have gone overseas Beijing, Shanghai, Tel Aviv, Stockholm, of developing cross-cultural so that students are used to working a multicultural atmosphere, but as part of their studies. In recent years Lausanne and Munich, while taking understanding,” says Professor Tan. with people from lots of diferent lack of English limits the influx.” we have seen globalisation as a vital courses in entrepreneurship at nationalities and backgrounds. You area in which to prepare students. But for all the emphasis on partner universities in those cities. can co-locate people, but how do Today 80% of NUS students take entrepreneurship and employability, On their return to Singapore they live you ensure they actually interact?” part in study-abroad programmes.” the less tangible beneits of on campus in a specially designated international experience also play The NUS has formed partnerships with block, sharing ideas with students a part. “Going overseas is very 300 universities around the world, who have undergone the same important in terms of learning encouraging its students to spend experience elsewhere, in close contact about other cultures, but also anything from a few weeks to a year with venture capitalists prepared to give students a sense of their studying overseas while continuing to fund any promising ideas. The own strengths and weaknesses. to accrue credits for their degree. intention is to form an entrepreneurial It’s about their own personal hub fuelled by international exposure. “We’ve spent a lot of time arranging development, learning how to the credit transfer system so But even for the minority of NUS cope with unfamiliar situations.” that it’s relatively hassle-free,” students who do not travel abroad, Professor Tan explains. “You don’t an international perspective is seen

20 GoinG GlobAl Are graduates prepared for a global workforce? 21 6 The impact on employment

The survey shows that international oicer at Nike and formerly chief The growth mindset is experience makes students more learning oicer at Mars, notes that in employable ater they graduate. his experience global skills are not “not built by staying in one Almost two-thirds of respondents recruited for in isolation but are more believe that their international likely to be found in those applicants place. Multinationals also experience has given them an edge with what he terms a ‘growth mindset’. need people to be mobile, in inding a good job in their chosen career. The survey also shows that “Global multinational companies not tied to one place, and respondents with international are looking for diverse skills experience are more likely to be and experiences in three areas— open to the idea of travel.” technical skills, life experiences employed within six months of – anDre Martin, niKe graduation than those without, and educational background. What and are much more likely to have we’re seeing employers looking international elements to their work. for more and more are people with inter-disciplinary skills—the designer Over half (57%) of respondents credit with the background in business, or their overseas experience for the the English major with the MBA.” pool of jobs and opportunities that they were interested in, while 66% While Mr Martin stops short of say that their international exposure describing overseas travel as a and the experiences they accrued prerequisite, he says that “the growth while studying made them more mindset is not built by staying in culturally aware in the workplace. one place. Multinationals also need people to be mobile, not tied to one Andre Martin, vice president for talent place, and open to the idea of travel.” development and chief learning

22 GoinG GlobAl Are graduates prepared for a global workforce? 23 7 Learning on the job CASE STUDY Sony University

So is higher education the last chance time. “The stakeholders in any The best corporations Many multinational corporations reach, irrespective of their country to develop suicient international person’s learning are themselves, the provide in-house training to staf of origin or business specialism. experience to beneit graduates in corporation they work for and their play a role in developing embarking on global careers. Sony Exchange programmes and rotation “ has gone one step further and created initiatives within and between Sony’s the labour market or can a global educators,” she explains. “The best intercultural understanding. outlook be developed on the job? corporations play a role in developing its own university for the purpose. subsidiaries in Latin America, Europe, Clearly, education does not end, but intercultural understanding. Almost But individuals also have North America and Asia-Paciic With the aim of cultivating global rather really begins, on the day of every multinational organisation enable staf to learn about new to take responsibility business leaders, Sony University in “commencement” exercises. Lynda has some kind of globalisation technologies and trends alongside a Tokyo ofers programmes looking at Gratton, professor of management programme. But individuals themselves.” familiarisation with diferent working networking, management decision- practice at the London Business also have to take responsibility styles, values and workplace cultures. – proFessor lynDa gratton, making and business vision, all from School, feels that developing an themselves—through reading, travel lonDon Business school a global perspective. It brings Sony English-language training and international outlook is an ongoing and becoming global citizens.” staf members viewed as prospective an increasing number of training process involving many inputs over partners globally with hundreds leaders to Tokyo to share ideas and programmes in other languages Nike’s Mr Martin also considers the of universities and colleges, learn from each other, as well as to are also provided in-house, while responsibility to be a shared one, and recruiting from them, providing learn how to work efectively together. under the Global Job Postings Universities could be one which needs to be shouldered internships and working with them more efectively by both educators programme staf can apply to be working with businesses to the beneit of its own corporate Not all the learning takes place and employers. “The partnership transferred to an overseas site for “ university, which has campuses in in Japan. The company’s Global to allow them to shape the on both sides could be much more the purposes of career development. Chicago, Sydney, Munich, London, Challenge Programme sends efective than it is now,” he says. Sony also encourages staf to take curriculum to prevent skills Tokyo, Sao Paulo and Shanghai. employees overseas to work for “Universities could be working with up opportunities such as overseas several months in other Sony businesses to allow them to shape Mr Fairhurst feels that the role study programmes, for example for gaps, while we should also oices, speciically to allow them to the curriculum to prevent skills of employers is crucial. “Many of engineers or IT specialists who wish experience a diferent culture and be thinking more effectively gaps, while we should also be the people and personal skills I to update their understanding of understand the dynamics of another thinking more efectively about how highlighted can only be efectively cutting-edge technologies. Training about how universities could country’s workplace. For example, universities could curate gap years, developed in a workplace setting. It’s programmes with the company’s each year four employees based at curate gap years, summers summers and semesters overseas.” therefore unreasonable to suggest own global sites or practical work the Japanese headquarters are sent and semesters overseas.” that universities and colleges are experience with its overseas business McDonald’s is one example of this failing if graduates do not have these on a three-month programme to the partners also form part of a varied – anDre Martin, niKe kind of partnership in action. It skills; employers need to step up.” UK. Sony also employs global talent package of possibilities available directors whose role is to identify to staf eager to prepare themselves participants for worldwide job for a career on the global stage. rotations, allowing future business leaders to receive an overarching experience of the company’s global

24 GoinG GlobAl Are graduates prepared for a global workforce? 25 8 Conclusion

For an ever-growing number of experience while studying, students industries, competition comes not themselves need to take a proactive from around the corner but from approach to seeking out the across the globe. Employees who opportunities available to them. feel at home in an international environment and are able to engage The role of employers is also likely professionally with clients, colleagues to increase, as the skills needed in and competitors wherever they may a globalised career oten are largely come from are a valuable asset, and acquired on the job. From in-house international experience gained training to corporate universities, while studying ofers increasingly employers can ill much of the tangible beneits in gaining a gap in employees’ international toehold on a career. The majority skills. And partnerships between of those surveyed feel that in educators and employers would their chosen sector international enable knowledge-sharing about experience makes graduates the types of skills and experiences more likely to ind a good job. that are most required—and how they can be provided while still International experience is studying. When it comes to preparing increasingly part of the package that graduates to collaborate in a global higher education institutions are workplace with diverse stakeholders, expected to provide—over three- educators and employers can lead quarters of graduates feel that they by example by working together. have a responsibility to do so. But with two in ive respondents turning down the chance to gain international

26 GoinG GlobAl Are graduates prepared for a global workforce? 27 About Kaplan

Kaplan, Inc. serves over 1.2 million students globally each year through its array of higher education, test preparation, professional education, English-language training and university preparation for individuals, institutions and businesses. Throughout its 75-plus year history — irst as the founder of the test-prep industry, then as an online education pioneer and now as a global education leader— Kaplan has expand ed educational access , while leveraging technology innovations and learning science to improve outcomes. Kaplan is the largest division of Graham Holdings Company (NYSE: GHC).

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