Staying True to Oneself and Making Space for Others

As a self-professed introvert, my instincts direct me to observe a situation and prepare how best to insert myself into it. I have learned that I succeed when I design an environment that encourages me to participate and engage with others in measured doses. As an undergraduate studying abroad, my goal was to continue learning French in an immersive environment. I chose a program that enabled me to take classes in French at the local university, live with a host family, and complete an internship in the community. I still read plenty of English books, but I had consistent and varied interactions to progress with language learning.

As an international education professional, I have continued to affirm my style of networking and leadership. I am best at one-on-one interactions because I possess genuine curiosity and keen listening. In larger-scale environments, I thrive if I am working on a task among a group of people.

My Career Inflection Point

One pivotal interaction that changed the course of my career was the result of my following my intuition and confidence in knowing myself. In 2013, I volunteered at the NAFSA Annual Conference & Expo as a recent master’s graduate; it was the perfect opportunity to both network and job search for my first full-time position in international education. Having received a master of French studies in international education from the University of Wisconsin-Madison, I was especially interested in any French or Francophone connections. One of my favorite volunteer roles during the conference was distributing session evaluations, because I could listen and learn at the sessions themselves. (This was before the NAFSA conference app and online session evaluations.) One of the sessions where I volunteered was a panel on European higher education trends.

One pivotal interaction that changed the course of my career was the result of my following my intuition and confidence in knowing myself.

At the end of the session, I approached the Campus France panelist and got an invitation to their reception later that week. I was nervous, but I wore my most professional outfit and gathered my courage to meet new colleagues. With my plate of appetizers, I chose a high-top table and introduced myself to the director of the Institut d'Administration des Entreprises Business School Network in France. After she heard my elevator pitch in French, she offered to share my CV and cover letter with the international offices. Grenoble IAE interviewed me over Skype in July, and I started as an international relations coordinator in fall 2013. Staying true to my networking style not only landed me my first full-time international education job but one that sponsored my work visa in France!

That international relations coordinator position gave me foundational career lessons and further reinforced embracing my professional style. I was the only administrative staff member who was a native English speaker, which gave me special access to learning about French public higher education and insight on when to advocate for reasonable systemic change. I worked in French and English every day with students, colleagues, international partners, and community members. Bouncing between both languages daily sharpened my lexicon and ability to deliver the right message based on the audience. From the leadership team in the international relations office, I learned how to prioritize projects while producing high-quality work and meeting deadlines. Even though I transitioned to working in U.S. international education, I still faithfully take lunch breaks, weekends, and vacations away from phone and email. That is a valuable lesson learned from my French colleagues.

Paying It Forward and Gaining Perspective

Because I credit NAFSA with helping me be in the right place at the right time, I have served at the regional and national levels to pay forward that gratitude. As a Region XI Academy coach and a manager, I have learned that listening and giving space is just as important as training in best practices and how to approach situations. Those newer colleagues have repeatedly shown me that they are absorbing current systems and analyzing if they align with the greater mission of international education. They are learning from more seasoned colleagues in conferences and other professional development spaces and taking that perspective back to their institutions.

They are also comparing if it is valuable to adapt to a work environment with positive change or move on to one that better aligns with their career vision. It is important to evaluate how international education happens, but once you understand best practices versus legacy procedure, there’s opportunity to question, adapt, and innovate. There has been so much change in our field and in our institutions as we have navigated through the COVID-19 pandemic and beyond. For those who have joined us during that time or will join us in the future, it is important to keep pace with this evolution and show that we are listening to these new perspectives, which are crucial to advancing our work.

I hope those entering the field now and in the coming years continue to push international education toward positive change, especially with systems that need reforming.

Something I see now from newer colleagues is their drive to create the resources they needed as undergraduates to have an international experience. They are amplifying diverse voices and lived experiences to show underserved populations that they can study internationally. They are adding targeted financial and scholarship resources to support that experience for lower-income students. They also advocate for sustainable salaries and benefits at institutions that support their values.

I hope those entering the field now and in the coming years continue to push international education toward positive change, especially with systems that need reforming. I hope the seasoned professionals give them space to voice that change and help them navigate the inevitable roadblocks that come with advancing international education.  •

Emily Ostenson is the assistant director of education abroad in the International Programs Office at the University of Massachusetts-Amherst and the NAFSA Academy coach for Region XI.