Employability With an International Degree

Employability with an International Degree -- Annotated Bibliography Arthur, Lore, Brennan, John, and de Weert, Egbert. (2007). Employer and higher education perspectives on graduates in the knowledge society. Centre for Higher Education Policy Retrieved Nov. 11, 2010, from http://www.open.ac.uk/cheri/documents/qualitative-report-final-version.pdf. "Employability" according to Arthur, in the context of European international educational experiences has come to mean "…graduates should be flexible workers who can operate in a variety of different settings with east… [and] they are expected to be generalists rather than specialists" (Arthur, et al., 2007, p. 5).

Employability for UK graduates wishing to work in Germany, Norway, France and the Netherlands, is also predicated on not just getting work, but on the knowledge and skills they must demonstrate once on the job (Arthur, p. 6). Bosch, Grete S. (2009). The "Internationalization" of law degrees and enhancement of graduate employability: European dual qualification degrees in law. The Law Teacher, 43(3), 284-296. Grete S.

Bosch writes in the Law Teacher that law school graduates in the UK will need a deeper understanding of "international dimensions" and globalization in order to be sure of their employability "beyond national boundaries" (Bosch, 2009, p. 284). The challenges brought on by globalization -- for law students trained in the UK -- require that a wider range of "key competencies" be adapted and understood, according to Bosch (p. 285).

Those key competencies include having a better grasp of social and economic forces, having the ability to speak fluently in two languages, and gaining enhanced knowledge of "constructive management and cultural awareness" (Bosch, p. 285). The author says "…recent employability statistics indicate that dual qualification programmes" provide law students with sufficient skills to find jobs. And moreover, UK law graduates are "…some of the most sought after graduates…in the UK, and indeed the rest of Europe" (Bosch, pp. 286-87). Crosling, Glenda, Edwards, Ron, and Schroder, Bill. (2008).

Internationalizing the curriculum: The implementation experience in a Faculty of Business and Economics. Journal of Higher Education Policy and Management, 30(2), 107-121. "Internationalizing the curriculum" has become a popular phrase at colleges and universities, according to an article by Crosling (Crosling, et al., 2008, p. 107). The reason for this movement: students need jobs in the "global economy" -- more specifically, universities are adjusting curricula to help students develop competencies "…that allow graduates to operate in an international environment" (Crosling, p. 107).

The authors don't list available jobs or project what number of jobs will be available, but suggest that "internationalization" in fields of economics, management, accounting, business law, marketing, and quantitative methods/statistics will lead to job opportunities internationally. Foreign Policy. (2010). World-Savvy Degrees. Issue 180. Retrieved Nov. 11, 2010, from http://www.foreignpolicy.com. The journal Foreign Policy suggests that for those whose interests are international, there are jobs and meaningful careers with a Master's degree in international affairs. "But you need more than just the degree…" the journal asserts.

"You need a strategy for applying it in the job market…and quantitative background can be especially important for addressing security matters involving biological and chemical weapons." Gereffi, Gary, Wadhwa, Vivek, Rissing, Ben, and Ong, Ryan. (2008). Getting the Numbers Right: International Engineering Education in the United States, China, and India. Journal of Engineering Education, 97(1), 13-25. There are serious problems with the employability of engineering graduates in China and India because of the quality of their education; and the U.S.

has problems attracting and retaining top engineering talent that have been trained by international standards (Gereffi, 2008, p. 13). The reason the U.S. struggles to attract internationally educated engineering talent is due to "visa uncertainties and growing economic opportunities in their countries of origin" (Gereffi, p. 13). Norcini, John J., Boulet, John R., Dauphinee, Dale W., Opalek, Amy, Krantz, Ian D., and Anderson, Suzanne T. (2010). Evaluating the Quality of Care Provided by Graduates of International Medical Schools. Health Affairs, 29(8), 1461-1468. About one-fourth of physicians in the U.S.

were educated through international medical schools, according to John J. Norcini and colleagues. This research is related to the topic at hand because while there are plenty of jobs for doctors educated and trained internationally, research shows that patients whose doctors graduated from international medical schools and were not U.S. citizens when they entered medical school "…had significantly lower mortality rates" than patients cared for by doctors who graduated from U.S. medical schools or were U.S. citizens when trained abroad (Norcini, et al., 2010).

Parker, Richard D., and Heriot, Kirk C. (2009). Internationalizing business curricula: introducing the study of Canada into international business programs. Academy of Educational Leadership Journal, 13(3), 73-86. Canada should be more prominent in international business courses taught in America, according to Richard D. Parker and Kirk C. Heriot. Writing in the Academy of Educational Leadership Journal the authors point out that Canada is the largest trading partner with the U.S. ($2 billion in trade crosses the U.S.-Canadian border daily) and, hence, employability comes into play.

Indeed there are jobs associated with U.S. -- Canada trade, Parker asserts. However, Parker claims little attention is paid vis-a-vis Canada in international business courses (Parker, et al., 2009, p. 7). "Responsible business educators should incorporate Canadian Studies" in their international business courses (Parker, p. 8). Study Abroad programs are available in Canada's 90 universities and 150 colleges, the author concludes (p. 8). Wiers-Jenssen, Jannecke. (2008). Does Higher Education Attained Abroad Lead to International Jobs? Journal of Studies in International Education, 12(2), 101-130.

Do "mobile students" (those who graduated abroad with international degrees) search for and find jobs with international assignments more often (and.