Bringing domestic student exchange to the conversation


canada-and-usThank you to David J. Smith for bringing domestic student exchange to the conversation on global initiatives in Getting to “E Pluribus Unum”. As president of the nonprofit National Student Exchange organization and a former NSE campus coordinator, I shared the following comments.

National Student Exchange was founded in 1968, a time when our nation was searching to understand its identity, history, and how differences fit into the idea of American culture. What began as three institutions exchanging seven students has grown into a premier network of 160 colleges and universities exchanging 2,000 students annually throughout the United States, Canada, and U.S. Territories of Puerto Rico, the Virgin Islands, and Guam.

Initiatives to enhance global engagement often overlook the diversity of North America in their quest. Scholarships and fellowships that promote international education are rarely available for domestic study away. Domestic exchanges seldom satisfy core or general educational requirements for global engagement or cultural studies, despite their cultural breadth.

Cultural agility can be greatly enhanced crossing state and provincial borders, not just oceans. NSE member campuses report domestic study away as a high impact practice supporting student satisfaction and persistence. Increasing populations of underrepresented and first-generation students are choosing NSE study away, emphasizing the need for access and choice in these opportunities. As noted by Sobania and Braskamp (2009), recent college graduates are more likely to have a post-college career with diverse colleagues from their own country than from other parts of the world.

NSE campuses range in enrollment from 600 to more than 50,000 students. In addition to AAU Research I universities, NSE member campuses include:
12 Historically Black Colleges & Universities (HBCU)
21 Hispanic Serving Institutions (HSI)
7 Urban 13 universities
14 Council of Public Liberal Arts Colleges (COPLAC)

As noted, succeeding in our political and global reality requires professionals who can operate effectively and empathetically in cross-cultural and international environments. National Student Exchange and domestic study away programs are not simply study abroad alternatives or preparatory opportunities; they are academic and personal experiences to be celebrated and encouraged for the dimension they bring to college students, degree programs, our workforce, and communities.

 

Sobania, N. & Braskamp, L. A. (2009). Study abroad or study away: It’s not merely semantics. Peer Review 11 (4).

Value of a College Degree is Rising

“Economists are not certain about many things, but we are quite certain that a college diploma or an advanced degree is a key to economic success.” ~Janet L. Yellen, Federal Reserve chairwoman

Yellen Tells College Graduates That Value of a Degree Is Rising

Pattern Recognition

And then there was that day I was absorbed in readings from venture capital writers and entrepreneurs.
I was reminded of comments by colleagues returning from the spring conferences that seem to cater to “older white men” or specialized groups, without feeling inclusive. I was reminded of times that I have leaned in and been told, “wait,” “NO,” or “it’s the way you say things.”
As I ponder the events of a woman facing potential discrimination in the tech industry, it feels close to home for any of the number of protected or marginalized populations we can belong to on our campuses.
“What is undeniable, however, is that [venture capital] is absurdly male-dominated and changing very, very slowly. That sucks and needs to change.” ~Jason Calacanis
What if you reframe that statement…
What is undeniable, however, is that [senior student affairs leadership] is absurdly [insert your choice of privilege]-dominated and changing very, very slowly.
That still sucks and needs to change.
As Adam Quinton notes, we miss great opportunities by following the same pattern recognition every time someone is allowed to ascend to the top leadership. Too much pattern and everything looks the same.

 

Inspire More.

If your actions inspire others to dream more, learn more, do more and become more, you are a leader. ~John Quincy Adams

servant-leader_0Reviewing perspectives on leadership provides an opportunity to identify potential strengths beneficial to a student affairs leadership position. Many of us can identify with the achievements defined by Spears (2002) as characteristics of servant-leaders, including awareness, conceptualization, and community building. Additionally, Krulak’s (1998) Marine Corp leadership competencies highlighted decisiveness, endurance, and enthusiasm, qualities that resonate with achievements in my professional life. Each of these leadership areas will be useful in the work of student affairs.

Spears (2002) specifies servant-leadership “as a way of being in relationships with others”, involving others in “decision making” and an enhancement of “personal growth” in the workplace (p. 142.). Spears indicated the characteristic of general awareness and self-awareness as strengths essential to the servant leader. As a practitioner of psychometric and emotional intelligence assessments, I am confident in my knowledge of self, personal strengths, and areas for growth. Additionally, in my presentations on these topics I frequently offer my own preferences up as topics for examination, leading comfort to discussing issues relating to my perceived strengths or weaknesses. This openness allows me a forum for being acutely aware of my own shortcomings while enabling an objective view of a given situation and my perceptions of the situation.

Spears identifies the conceptualization characteristic of the servant-leader, the ability to “dream great dreams” (p. 144), as requiring practice for most leaders. The conceptual or vision framework is defining for me in that I have never been one to let the status quo stand in the way of my work or service to students. I am reminded of a long ago conference presentation where Edward “Chip” Anderson discussed what likely was the precursor to his strengths-based educating work (2005). He asked, “What would we do if we really loved our students?” “What would do if we truly loved our students?” Those questions helped to shape a direction for my students affairs work. They are questions that allow big thinking, which is frequently shot down by reality, but every once in a while leads to innovation and success.

Building community or finding group identity is cited as the responsibility of a leader to bring individuals together as they shift from local community to institutions as the shaper of lives (Spears, p. 145). I have success in helping students find this community by interweaving a dependence upon one another and have achieved similar outcomes with staff who were seeking identity and direction. Finding common ground and a common purpose are critical areas for advancing and supporting college success.

I was surprised to find myself identifying with so many of the Marine Corp Leadership Traits. But after a read-through, it is easy to see these traits as basic tenets of responsibility that any leader must possess for effectiveness and respect in their position.

Krulak (1998) defines decisiveness as easy to understand but not to be confused with inflexibility. I find that my ability of decisiveness, or being able to find closure or completion on a topic or problem, is a strength that helps groups and individuals process and move forward. I am able to gather and review information, reach a conclusion, and proceed with a course of action. The rapidity with which I am able to do this is disconcerting for some, so I find that I need to focus on helping others seek the information or validation they need move ahead.

The trait of endurance can mean “patience”, “going the distance”, and “taking the long view”, (Krulak, 1998, p. 9). As a leader, I have rarely asked my colleagues or employees to complete a task that I am unwilling to complete. This has meant all-night student retreats, fifteen-hour days, seventy-five hour weeks and so many weekends on duty that they become a blur. It likely means that I needed more staff to share these responsibilities, but it also means that we participate “where our students are” and provide more that just face time for students and colleagues.

Being an individual that others can look to for the trait of enthusiasm is fundamental for success in student affairs. My energy and ability to choose my attitude in most situations is imbued from large-group courses to my one-on-one interactions with students. If I want students to be excited and care about their education, I have to show the same excitement.

Although I can regularly display skills in listening and empathy, they are leadership areas where I have room for improvement. Spears (2000) emphasizes that servant-leaders have the ability to “listen to what is being said and not said” (p. 143). Strength in listening requires inner thought in addition to representing the will of the group. I sometimes struggle with listening or allowing individuals to completely present their thoughts before responding. My preference for quick processing of information and desire to seek closure contrasts with the need to include all ideas and contributions.

Spear points to empathy as accepting and recognizing people for their special and unique spirits (p. 143). Where I particularly find challenge with empathy is when behaviors are emotionally charged or enhanced. I frequently take a more logical and pragmatic approach to problems or circumstance and my linear viewpoint must stretch to help others find harmony in decisions. Listening and empathy are partner skills that I strive to develop with student and professional interactions.

Chaordic leadership, defined as the blend of chaos and order, follows many of the traits of servant-leadership and emphasizes that relationships and interactions are required for success. Specifically, it is the idea that without respect, authority can become destructive. Creativity can only succeed when we toss out old ideas making room for the new. Chaos and order are rational descriptions of our work in student affairs and higher education. This relationship of contrasting ideas is perhaps why I have found passion and excitement in my professional path. No two days are alike. No two students are alike.

I strive to mirror the behaviors of my mentors and the other leaders I have admired in my life. At this point in my career, it is sad to report that poor leadership is not uncommon in our profession. The goal then is to check and remove these behaviors from our own practice and move in new directions. There is a balance.

 

References

Krulak, C. C. (1998). The fourteen basic traits of effective leadership [Special section]. About Campus, 8-11.

Spears, L. C. (2000). Emerging characteristics of Servant-Leadership. In Kellerman, B. & Matusak, L. R. (Eds.) Cutting edge leadership 2000. (pp. 142-146). College Park: University of Maryland, James MacGregor Burns Academy of Leadership.

Change trains.

A morning conversation with a colleague centered on change. Life changes, work changes; changes comprise our life. How we react to these fluctuations is what allows us to make it through the day.
What happens when change does not come fast enough? On more occasions than I would like to admit, I have found myself lamenting the good fortune of others. “That should have been MY job.” “I was due for that raise.”
This “Why not me?” attitude is a heavy, messy piece of luggage to carry around. If these things did not happen for me, they were not mine to own. It’s time to shrug them off and take the next train.
Nothing ever is. Everything is becoming. ~Heraclitus
If a train doesn’t stop at your station, then it’s not your train. ~Marianne Williamson

Greater than the sum

i-am-wordle
The whole is greater than the sum of its parts.  ~ Aristotle
I know a little about personality type and people frequently associate me with the MBTI® assessment and Myers-Briggs theory. My interest is not so much in type, but in people. People are fascinating; their background and differences. Processes, thoughts, and decision-making all intrigue me. Remember the 7 Habits? Seek first to understand.
When I facilitate a leadership training using the MBTI, participants make a list of twenty words describing themselves. I remind folks that no matter how good the list, it barely scratches the surface of who or what they are. The MBTI allows common description, but individuals are greater than the sum of their parts.
What Happens When Each Myers-Briggs Type Makes a New Year’s Resolution.

The Rise of the College Graduate

mortar_board
In case there is still debate over the value of a college degree, the Pew Research Center is trying to put the argument to rest, once and for all, with a new report The Rising Cost of Not Going to College. Most convincing is the finding that when compared with previous generations, there is even more income disparity between college graduates and those with a high school diploma.
For those who question the value of college in this era of soaring student debt and high unemployment, the attitudes and experiences of today’s young adults—members of the so-called Millennial generation—provide a compelling answer. On virtually every measure of economic well-being and career attainment—from personal earnings to job satisfaction to the share employed full time—young college graduates are outperforming their peers with less education.    ~Pew Research Center