From Survival to Strategy: Leading in Uncertain Times

There’s no question that the current landscape for international education leaders in the United States is challenging. The Trump administration has dramatically altered immigration regulations and slashed budgets across higher education, with new changes coming unpredictably and with little notice. Faced with tumult and ambiguity, international education staffers have been experiencing pressures unlike any they have had before, causing leaders to implement strategies to prevent burnout.

“I’m seeing some burnout in the field,” says Mark Eckman, executive director of global education at the University of Massachusetts-Amherst. “It’s not an unrecoverable tailspin, but if left unchecked, it will lead to people leaving the field.”

Many issues predated federal policy changes, especially compensation levels in higher education. However, dissatisfaction is exacerbated by the tumult staff are experiencing now.

Applying Lessons Learned to a New Crisis

As much as the current situation has been described as unprecedented, there have been several crises in recent memory that directly affected international education. Grant Chapman, associate provost for international programs at Kansas State University, recalls working on a U.S. university campus in London on September 11, 2001. “We had students from New Jersey and New York, some of whom had close relatives in the Twin Towers,” he recounts. “What we did as a staff was mostly focus on the needs of the students.”

Nearly 20 years later, the biggest cataclysm that most people experienced was the COVID-19 pandemic. Programs were thrown into turmoil as campuses in the United States and abroad shut down and student mobility halted, forcing international education offices to question how they could function in such a chaotic environment.

“What’s different now is that some of the threats are . . . budget cuts and state and federal policy [that are] changing the landscape.” —Mark Eckman

“The qualities that we talked about then could be applied to this moment—accepting and dealing with uncertainty [and] thinking long term,” says Heather Ward, associate provost for global affairs at the University of North Carolina-Chapel Hill (UNC).

But equally important is how the current situation is unique. To many, it feels like the mission and values of international education itself are being targeted.

“COVID-19 was a commonly shared threat,” shares Eckman. Sara Easler, assistant dean for international programs and partnerships at the University of Tennessee-Knoxville, agrees. During the pandemic, she says, “it didn’t feel like we were being singled out.”

“What’s different now is that some of the threats are . . . budget cuts and state and federal policy [that are] changing the landscape,” says Eckman. “These types of threats have a much more caustic component to them than something like the pandemic. It lowers morale.”

Cheryl Matherly, vice president and vice provost for international affairs at Lehigh University, agrees. “For people [who are] purpose-driven about the work, it feels much more personal,” she asserts.

Stepping Up Existing Leadership Skills

To support staff dealing with such feelings, leaders should ensure that they set the right tone and example—and chart a direction that helps staff see beyond the day-to-day chaos and recognize the good work that continues to be done.

Accomplishing these goals is easier if there’s a solid foundation to build upon. If nothing else, maintaining—and expanding—good management skills will help leaders when times get tough. “You need to put some capital in the bank, so to speak,” says Eckman.

One basic tenant is knowing your team members and what they are feeling. “I believe in management by walking around, sticking your head in the doorway,” suggests Eckman. “It’s important for me to know the people on my team. A shared podcast, a shared interested in a sport, an affection for a certain cuisine: we have a common point of reference.”

“For people [who are] purpose-driven about the work, it feels much more personal.” —Cheryl Matherly

While many staff members are likely feeling stressed, they aren’t necessarily stressed for the same reasons. Matherly, who oversees multiple international programs, points out that staffers dealing with international students and scholars are on the frontline of changing immigration regulations. By contrast, those who work on study abroad programs aren’t, but they do have their own frustrations.

“Things look pretty different across each [team],” Matherly notes. For study abroad staff, resources are a major issue. “We’re in a more conservative financial environment,” she says. “The common feeling is that we are having to do more with less.”

Chapman says that his 9/11 experience taught him to pay close attention to his team when it is under pressure. “It’s taking time to talk to staff about their own needs [during] a time that’s complex,” he says. “What do they do to regenerate themselves, what do they need from the university?”

Sometimes, that means people should just take a break. “In the past, I would have been more casual,” shares Easler. “Now, I’m actively going to staff saying ‘Use your leave. Rest. Take time with your family.’ I don’t think I’ve been as forward about it [previously] as I have been now.”

If communication is important during normal times, it is especially so now. “My advice is [to] overcommunicate, but give people time to listen,” says Chapman. He says all staff members should learn about important changes at the same time.

“We have staff meetings even when we have no new information to share,” says Ward. “People ask to hear things directly from their leader. People aren’t left to figure things out on their own, because an information vacuum is filled with fear and misinformation.”

“Keep It Productive”

While it’s understandable that even leaders can be caught up in the moment when they are discussing news with their teams, they need to set an example by moving beyond it.

“It is easy to go into a particular kind of reactive mode, where you are constantly reacting to the situation as opposed to focusing on the longer term,” says Matherly. “What’s hard is that there’s a lot of change, and you don’t know when more will happen or when it will end. It’s not healthy for teams or organizations.”

Easler encourages leaders to move the conversation toward practical steps when delivering news. “Keep it productive,” she advises. “What are we going to do about it, instead of wallowing. Let’s act on the things we can do.” Easler also says she tries to find something positive to say if she’s delivering challenging news “so that it’s not just a litany of challenges.”

“What are we going to do about it, instead of wallowing. Let’s act on the things we can do.” —Sara Easler

Easler adds that it’s important to explore new opportunities during this time; doing so can give team members a sense of purpose and agency in a time when so much feels out of their control. “We got really creative during COVID, and this is another opportunity,” says Easler. “We can [either] focus on how hard the changes are making our lives or focus on finding something new and exciting.” For example, Easler relays that she’s interested in the potential of artificial intelligence in her office.

Though dealing with the immediate issues at hand is unavoidable, Matherly says it is essential for leaders to keep focused on long-term goals and principles. “We talk about how the work we’re doing is aligned with the university’s strategic plan and where we want to be in five years,” she says. “We talk a lot about core value principles of the universities and how that reflects on the work we’re doing. It gives a sense of stability. These are the principles, regardless of what direction we’re called in.”

Stay Connected to the “Why”

Indeed, leaders can use the circumstance to highlight all the good work that is still happening. Focusing on team accomplishments and student success is an important reminder to both leaders and their team about why they chose a career in international education.

“I can’t affect the climate, but I can send students to study abroad and broaden their horizons,” Eckman asserts. “We all got into this field because we are passionate about international education. We all fundamentally believe in the power of education abroad to transform the lives of students.”

For example, communications from UNC have profiled international students from Africa, the European Union, and Japan. “We’re trying to focus on the fact that we have international students and scholars here,” Ward says. “That’s helpful for teams to have a reminder of why they are here. It’s really about the education of students and making bridges across cultures.”

“It’s always [a good] time to celebrate the accomplishments of students that we’ve been working with and celebrate each other’s accomplishments individually.” —Grant Chapman

Because stress levels are running high, putting aside time for fun is especially important. “We really try to celebrate our wins as a team, to buck each other up,” says Easler. “It’s finding ways to have moments of connection that have nothing to do with the work, where we can be friends as well as colleagues and have something we can laugh about together.”

Chapman agrees: “It’s always [a good] time to celebrate the accomplishments of students that we’ve been working with and celebrate each other’s accomplishments individually,” he reflects. “We may be making a bigger deal than normally now.”

Lead By Example

Finally, leaders need to take care of themselves. “I’m mindful when I take time off, [and] I really try to take time off,” says Matherly. “If staff sees I’m on email when I’m on vacation, it sends a certain message. People are looking to you.”

Easler uses the airplane oxygen mask analogy. “Make sure you’re putting your mask on first,” she says. “If you are beaten down and burnt out, it’s really hard to be effective for your team.”  •