The Lead-Abroad Playbook: Guiding Students (and Yourself) Without Losing the Plot
Happy Friday! And to my connections across Asia already heading into the weekend and some in midst or preparing to lead programs this summer soon—cheers! 🥂
Last week, I’ve released an article and video on pre-departure orientations for students. While these are usually tailored for students boarding their flights “very, very soon,” I started reflecting on the sessions we rarely talk about: the ones for the educators, faculty leaders, and sub-leads who are prepping to guide them.
Having navigated the application process as a student myself, and later being on the front lines leading teams through Asia, I’ve realized that successful leadership abroad is part psychology, part logistics, and a whole lot of “going with the flow.”
Here are the deep-dive tips I’ve experienced myself before, during, and post programs which I reflected and gathered to help aid your preparation.
1. It’s okay to be overwhelmed – so handle it like a pro
It is completely normal for students to feel flustered. For many, this is their first time outside the U.S., and the sheer overwhelming feeling that everything is “new” can cause a mix of heavy emotions; This could apply to new leaders, too! If you’ve never guided a group before, the responsibility can feel overbearing, leaving you clueless.
Handle the psychology first yourself in being prepared and then students. If students see you calm, engaged, and knowledgable, they won’t think the process is impossible. Absorbing information takes time but keep reminding them that while the process is long, it is actually quite simple as long as they prepare accordingly and follow all instructions. Simplify the delivery so you make it easier for both your students and yourself.
2. Practice, But Make It Fun — Think Like a Teacher
Whether you’re doing your first, second, or third orientation or that final “last call” meeting, you’ll find yourself rehearsing to stay presentable. We love your professionalism, but you may find yourself sounding too “robotic”, which isn’t ideal and that could leave students feeling uninspired.
Incorporate the fun with personal experiences and visuals. Talk about your own travel mishaps or success stories (remember the one time you took the wrong train, one of the first foods you tried abroad?) Reach out to colleagues or past students and weave their anecdotes into your slides as students (maybe invite them if they have time) are more likely to recognize their own fellow students who had positive experiences studying abroad. Finally – use visual sources – we are all very drawn to the visual impact of a program and its powerful story-telling and creativity. At the end of the day, leading a program isn’t that different from being a teacher teaching English in a foreign country for students learning English as a second language, so if you aren’t engaged or feel inspired, your audience won’t be either.
3. Strategic Communication: When you should send out those emails
Preparation involves an incredible amount of work, which usually results in multiple, VERY LONG emails. Even though we want to simplify, and we go through heaps of revising, removing, revising an important email, we can’t leave out the essential info (anyone who is in any industry can understand this). If you find yourself wondering why no one is responding or asking questions, take a step back and look at your “clock”.
Map out an email info timeline and have a general idea of start of semester, midterms, finals, etc. If you squeeze too much data into a short time window, you risk students skimming or ignoring it entirely (of course this may be unavoidable at certain times). Separate your updates with a reasonable timeframe to ensure the info actually sticks. Over-communication ,while important, could backfire on your end, so avoid working too hard for small results.
4. Building Intercultural Understanding is Crucial for Success
Students who haven’t been abroad often don’t realize that the rest of the world doesn’t operate on their home country’s settings. Without guidance, they might assume their perspectives are universal or may be ignorant of certain aspects – which is totally ok and normal. But it is our job to educate and prepare them in advance so they know what to expect.
Run a dedicated session on cultural nuances and navigating culture shock. Help them prepare for what they can anticipate. A simple inter-cultural learning activity such as stereotypes and assumptions of different countries or cultures ignites the conversation and critical-thinking skills. Remind them that there are consequences if they do not take the intercultural sessions seriously and that their behavior impacts their performance and the program’s standing. Make these sessions mandatory.
5. Finding your boundaries and reading the room.
Sometimes, students go overboard and out of line. Whether it’s asking unnecessary questions at 2AM, causing a disturbance at their accommodations abroad, breaking the code of conduct, or committing an action that triggers a full-blown crisis management situation, you have to be ready and also be aware of schools code of conduct, including health emergencies, etc. You also may find yourself intertwined in student’s issues, like the one student who has an issue with another student and is not willing to compromise or makeup.
We assume students are mature enough to learn the ropes, but you must remind them that although we want to support them, there are certain restrictions/boundaries imposed. I realize this may be difficult to do, but we want them to thrive, succeed, and make unforgettable memories abroad, and they can only do so by learning from their lessons. Setting boundaries is always better than being unprepared for “tricky” situations.
6. Good Personality Makes a Difference
What makes this whole process easier? My “hot take” is just being a genuinely good person with a friendly personality and getting to know the students more on a personal level. While this isn’t necessarily something you can “teach” in a handbook and everyone has different variations on what is considered a ‘good’ personality, it’s still arguably the most underrated part of the job.
My personal recommendation: Your friendliness and service-oriented mindset, as well as getting to know them, will help students feel comfortable, at the same time read the room, read the social and emotional cues to fairly respect the students. Trust me – students are willing to open up more and share more of their thoughts or concerns regarding their studying abroad and academics with you. They are putting their trust in you to ensure the program is a success, so lean into that rapport.
*Extra tip for leaders advising international students: Stay educated and know different cultural, societal, cultural differences. This is why it is important to know them and their experiences. Some students may have not developed certain skills or ways of thinking from their home country and this may affect their autonomy, critical thinking skills, or simply their freedom to decide what they want for their academics. You can’t always guarantee that they may take or learn from your advice (at the end of the day, education system differences exist and there is no universally perfect system), so the more you know them, the more resources you give them, the better chances you will have to guide them in the right direction.
*Extra tip for leaders that need more assistance in leading programs: I recognize that getting to know students is not a top priority for certain educators (I remember having certain professors who are more like researchers and hold that identity stronger over their professor identity) and this may not be the most important thing for them to focus considering of their other professional or personal commitments. While understandable, it is still significantly crucial to know that one’s presence and genuinely want to commit to both the program and students can make a difference and this has worked for me.
7. “Gotta Catch ‘Em All”: The Returnee Initiative
Student experiences are the lifeblood of program sustainability and retaining them for the future generation of students, especially for first-generation students. To keep programs running year after year, you need to retain that quality and ensure those success stories, not just for marketing gimmick, but an actual program that has an impact on student’s learning and their views of the world.
Ensure program quality is high, but also have a plan for when they get back, think of initiatives like social media takeovers, study abroad blogs, or newsletter features. Turn it into a contest they can enter! Post-program, find ways to get them into study abroad fairs, info sessions, study abroad peer mentor roles, etc – you never know as they could either do another program abroad and/or this could be a long-term professional path they are pursuing. When prospective students see an alumnus who returned inspired, they are much more likely to be inspired and apply for those programs.
8. Understanding that we are all students
Sometimes life gets in the way and you may feel unsatisfied with how you led a specific session or just anything. You’ll nitpick the little things and question your worth of becoming a leader. Tell yourself, “It’s okay” and avoid having too much stress, especially if you are compiled with other work.
Take a step back and breathe. At heart, we are all students trying to find our way as mentors and educators. You won’t have the answer for everything, and some things can only be learned through experience, which is why this is an experience learning tips guide. Be proactive, stay humble, but don’t be afraid to go with the flow if you know that is the right decision and do the best you can to your knowledge. Jot down your reflections on what you did, what the result was, and was the result satisfactory to you – it’s the only way to improve for the next cohort.
Conclusion: The Journey is Yours, Too
Leading a study abroad program is one of the most rewarding roles, and at the same time, it can be exhausting. It’s a delicate dance between being a professional administrator, a cultural bridge, and a supportive mentor.
Whether you are a researcher-first professor or a seasoned international education pro, remember that your authenticity is your greatest asset. Rather than the generic process, students can remember the person who helped them navigate or gave them insights on their first missed train in a foreign city or the mentor who made them feel capable of understanding a new culture.
Keep jotting down those reflections, keep being a “student” of the world yourself, and most importantly, don’t forget to enjoy the view and the ride while you’re leading the way.
Are you prepping to lead a group this summer, fall or in the future? I’d love to hear your experience or your favorite travel mishap stories in the comments below! See you all next Tuesday for the next edition of East & Weast.
Best,
Mason
East & Weast