survey

Survey: Entry into the Field of International Education (May, 2002)

Respondent's profile
*Demographics*			*Years in the field*
Total responded	190	100.0%	Range	0 to 39 years
			Median	7 years
U.S born	161	84.7%
Female	117	61.6%
Male	43	22.6%	3 or less	47	24.7%
Unspecified	1	0.5%	4-6 years	39	20.5%
			7-9 years	30	15.8%
Foreign born	29	15.3%	10 or more	74	38.9%
Female	18	9.5%
Male	11	5.8%

ChartObject Q1. Your FIRST position in the field of international education was (single answer):

Analysis for Q1: Professional identity at the time of entry
Prospective international educators should explore all the different forms advising takes. Sometimes people think only of the international student advisor who handles orientation and/or immigration. Admissions is also an area they can explore, as well as study abroad advising, programming (that's how I got into the field), related student personnel (working with international programming in residence halls and married student housing), director (perhaps with more luck in finding a position in a small college), technology fields assisting an international office.

ChartObject Q2. What academic discipline did you possess at the time you applied for your FIRST position (multiple answers)?

Analysis for Q2: Preparation programs
There are a few graduate and undergraduate programs which specifically prepare students to become international education specialists. Others come in with foreign languages/studies, student affairs, counseling and related human services background. Still, those represent small groups of international educators, as their academic background is as diverse as they cam be. In my interpretation, this reflects the nature of the field which is practical and general. The way international educators learn what we do is primarily through on the job and by experience. It also reflects the fact that international education is pervasive and across the discipline; one can make "international" out of just about all arts/sciences, education and business majors.

ChartObject Q3. What was the highest academic degree you had attained at the time you applied for the FIRST position?

ChartObject Q4. What was the prefered degree sought for the FIRST position?

ChartObject Q5. What qualification did you have at the time you applied for the FIRST position (multiple answers)?

ChartObject Q6. What were the prefered qualifications sought for the FIRST position (multiple answers)?

ChartObject Q7. looking back at your FIRST position as an international educator, what do you think was the key to securing that position (open-ended question)?

Analysis for Q7: Transition from student/volunteer to professional
How can someone with little or no work experience can make him/herself more marketable for a job? That was the motive behind the question "Looking back at your FIRST position as an international educator, what do you think was the key to securing that position?" As for entering to the profession, participants identified networking and volunteer as key job search activities. As for the international educators' perceptions of key factors in securing the job, "opportunity" and "preparation" were the two major camps. Luck happens is when the opportunity meets preparation, but to some one played a more critical role than the other.
Depending on your inclination toward networking/preparation, networking/opportunity, volunteer/preparation and volunteer/opportunity orientations, you may prefer certain job search strategies or conferencing strategies. Make sure to cover all the bases even if you don't like some of the strategies (for instance, I'm not a big fan of attending receptions). Perhaps, having peers or mentors who can work through your job search process will encourage you to think and act outside the box.
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Individuals' responses to Q7 can be viewed here.
For questions or comments about the survey, please contact Jin Abe (jin.abe@wmich.edu)