Long-Term Career Impact and Professional Applicability of the Study Abroad Experience.
Long-Term Career Impact and Professional Applicability of the Study Abroad Experience.
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出国留学经历的长期职业影响和专业适用性。
DOI：
10.36366/frontiers.v19i1.279
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发表时间：
2010
期刊：
影响因子：
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通讯作者：
Kimberly Franklin
中科院分区：
文献类型：
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作者：
Kimberly Franklin
研究表明，留学经历会影响专业资格。很明显，雇主重视从海外学习中获得的技能和知识，这些能力可以在工作中转移。约翰逊和考夫曼指出，特别注重从国际经验中获得的跨文化能力，这对在全球市场上取得职业成功至关重要（约翰逊和考夫曼，2005年）。其他人则指出，出国留学的大学毕业生拥有各种适销对路和真实的世界技能（亚洲协会和高盛基金会，2005年）。在兰德公司的一项研究中，全球化工作的雇主将跨文化能力和解决问题的人际交往能力作为评估求职者的主要标准（Matherly and Nolting 2007）。在另一项研究中，首席执行官的观点被用来帮助开发和定义工作场所高潜力的员工档案。调查结果显示，“出国留学和面向国际的研究被认为是提高人才的必要和基本要求”，需要“能够从各种角度工作的人”（Hermans 2007，513-514）。另一项雇主调查的结果发现，欧洲移动的（留学）校友比非移动的学生具有更强的专业相关能力（Teichler and Janson 2007，486-495）。海外学习成果评估通常在参与者从国外返回后立即进行，或在毕业后不久进行。大多数研究集中在出国留学对语言习得，知识获得以及个人价值观，态度和兴趣的变化方面的影响。乔治城联合体项目就是一个全面的例子。推动这项研究的核心问题是，“我们的学生在国外学习的是什么？”学生的学习在三个方面进行了评估：第二语言口语能力的提高，跨文化敏感性的提高，以及在学科背景下的学习（Escum，沙伊德，Vande贝格和Whalen 2004）。进一步的研究探索出国留学的直接影响，并提供出国留学的证据-
I n t r o d u c t i o n Research shows that study abroad experience affects professional qualifications. It is evident that employers value the skills and knowledge potentially gained from study abroad and that these competencies are transferable on the job. Johnson and Kaufman note that specific focus is given to intercultural competencies gained from an international experience and that this could be essential to career success in the global marketplace ( Johnson and Kaufman 2005). Others point to various marketable and real world skills that are carried by study abroad college graduates (Asia Society and The Goldman Sachs Foundation 2005). In a RAND Corporation study, employers for globalized jobs cite cross-cultural competencies and interpersonal skills used in problem-solving as prime criteria used when evaluating job candidates (Matherly and Nolting 2007). In another study, CEO perspectives were obtained to help develop and define an employee profile for high potential in the workplace. Findings indicate that “studying abroad and internationally oriented studies are mentioned as essential and basic requirements for enhancing talent” and that there is a need for “people who can work from a variety of perspectives” (Hermans 2007, 513–514). Results from another employers survey found that European mobile (study abroad) alumni have stronger professionally relevant competences then non-mobile students (Teichler and Janson 2007, 486–495). Study abroad outcomes assessments are routinely conducted immediately following a participant’s return from abroad, or shortly after graduation. The majority of research focuses on the impact of study abroad in the areas of language acquisition, knowledge gained, and changes in personal values, attitudes, and interests. The Georgetown Consortium Project is a comprehensive example of such. The central question that drove the research was, “What is it that our students are learning while abroad?” With a wide-ranging scope of focus, student learning was evaluated in three areas: gains in second-language oral proficiency, gains in intercultural sensitivity, and learning within a disciplinary context (Balkcum, Scheid, Vande Berg, and Whalen 2004). Further studies exploring the immediate impact of study abroad and provide evidence of study abroad out-