In today’s globalized job market, the term “internationally educated” may seem like a badge of honor, symbolizing a diverse and enriched academic background. However, this designation can inadvertently introduce several challenges and biases that may hinder job search, career progression and professional integration. This article explores the negative effects of identifying oneself as “internationally educated” and the implications for career prospects.

Firstly, the label “internationally educated” is typically promoted and encouraged by organizations supporting the employment training of newcomers to the Canadian Marketplace. This trend by government and non-profit agencies often subjects their clients (read candidates) to preconceived notions and stereotypes within the sectors they claim look for “internationally educated”. True some employers may harbor biases, consciously or unconsciously, against foreign education systems. They might also question the rigor, relevance, or equivalence of an international degree compared to local qualifications. So, by blatantly drawing the readers attention to the “otherness” of the candidate’s education only furthers to separate them, negatively, from the pack. This skepticism can result in diminished job opportunities or a longer job search process, as employers may prefer candidates whose educational background aligns more closely with the local system they are familiar with.

Moreover, identifying as “internationally educated” can complicate the credential recognition process. Different countries have varying standards and procedures for evaluating foreign degrees, and this lack of uniformity can lead to delays or rejections. For instance, a degree from a highly respected university abroad might not be readily accepted or understood by local accreditation bodies. As a result, professionals may be required to undergo additional assessments, certifications, or even supplementary coursework to validate their qualifications, leading to frustration and added expenses.

The label “internationally educated” can also lead to issues of over qualification or underemployment. In some cases, employers may perceive internationally educated professionals as overqualified, fearing they will demand higher salaries or leave for better opportunities. Conversely, these professionals might also face underemployment, accepting positions below their skill level due to the inability to secure roles that match their qualifications. This misalignment not only affects the individual’s career satisfaction and growth but also represents a loss of potential talent and expertise for the organization.

Specifically, fascination of organizations “specializing” in assisting newcomers find employment pushing the phraseology “internationally educated” as poor advice can be best illustrated by asking the why these organizations advise newcomers to identify their educational achievements as “internationally educated” while a Canadian born candidate educated at Cambridge, Oxford or Harvard does not tout themselves as “internationally educated.” It seems a bit one sided, and self serving.

In conclusion, while being internationally educated brings a wealth of diverse perspectives and experiences, the label itself can carry unintended, or perhaps intended, negative consequences. It is essential for internationally educated professionals to be aware of these potential pitfalls and proactively address them. This may include obtaining local certifications, and seeking mentorship or networking opportunities to better integrate into the local job market. By understanding and mitigating these challenges, internationally educated individuals can enhance their career prospects and fully leverage their unique educational background.