Certificate Program Building International Careers

a. Learning objectives
The participants have an overview of the certificate program, the respective elements, the process and other organizational aspects. They are aware of what the program offers and what they have to accomplish themselves. They know the career tools that support them in their professional orientation in an international context. The students reflect on their career goals and know which application phase they are currently in. Subsequently, the participants form the peer groups, define a common learning culture and organize the work within their teams.
b. Material (working and information material)

• Get-to-know-eachother-Bingo
• Picture Cards (My Motivation for Participation)
• Guidelines for group work (virtual and in-person)
• Information Maps (Modul Outline, Phase Model, Outline of StudIP Job Market, GoinGlobal, Outline of Personality Diagnosis Tests, Flyer Intercultural Lerning Lab)

c. Examples of individual and group tasks

• Individual task
Register on Career Modules and have a look at the learning modules “Self Understanding”. Since you are all in different stages of your individual career process, please decide on your own, if you work on “Self Understanding I, II or III” (of course, you can also complete all of them). The learning goals of the modules will help you to figure out which one is suitable for you. Sum up the learnings about your skill set (in terms of interests, skills and experiences) as if you would write a job ad. Try to focus on the aspects that are most important to you.
• Group task
Discuss your individual learnings of the “Self-Understanding-Modules” and try to find answers to open questions that you have. Change the perspective: Which (obvious) skills and competences do you see in your group members? Give each other feedback regarding strengths and resources. Have a more detailed look on skills and competences that you would like to improve. Where and how can you work on these during your studies (e.g. languages, soft and hard skills)? Give each other recommendations and collect ideas. Try out the career anchor test together and discuss your results. Add the new and relevant information about yourself on your written skillset. Send a video or a voicemail via Rocket at the end of the meeting together. Try to highlight your session in 3-5 minutes.
d. Recommended reading and further information material
• Bolles, R. N. (2018). What color is your parachute?: a practical manual for job-hunters and career-changers. 2018 Edition / Revised Edition. Berkeley, California: Ten Speed Press, an Imprint of the Crown Publishing Group. pp.111-199
• Schein, E.H. (2006). Career Anchors Self-Assessment, Third edition. San Francisco, USA. Wiley & Sons, Inc.
• Burnett, B.; Evans, D. (2016). Designing your Life: how to build a well-lived joyful life. 2018 Edition / Sixth printing. New York, USA. Alfred A. Knopf, a division of Penguin Random House LLC.
• Personal Branding, Youtube Video
• How to identify transferable skills, Youtube Video
• Whatchado - Career stories

a. Learning objectives
Students know different methods to identify their competencies, values and interests. They know how to derive their individual skills from their studies, internships or volunteer activities in a transferable way and know different ways to sharpen their professional profile already during their studies. This process was supported by the use of motivation-based personality tests and subsequent evaluation with a certified consultant from the University of Göttingen.
b. Material (working and information material)

• Career Modules „Self Understanding I, II and III”
• University of Victoria: Understanding and using competencies
• Expert Talk: Leybold? "How to convince in the application process with your individual profile"
• Career Anchor Test

c. Examples of group and individual tasks

• Individual task
Register on Career Modules and have a look at the learning modules “Self Understanding”. Since you are all in different stages of your individual career process, please decide on your own, if you work on “Self Understanding I, II or III” (of course, you can also complete all of them). The learning goals of the modules will help you to figure out which one is suitable for you. Sum up the learnings about your skill set (in terms of interests, skills and experiences) as if you would write a job ad. Try to focus on the aspects that are most important to you.
• Group task
Discuss your individual learnings of the “Self-Understanding-Modules” and try to find answers to open questions that you have. Change the perspective: Which (obvious) skills and competences do you see in your group members? Give each other feedback regarding strengths and resources. Have a more detailed look on skills and competences that you would like to improve. Where and how can you work on these during your studies (e.g. languages, soft and hard skills)? Give each other recommendations and collect ideas. Try out the career anchor test together and discuss your results. Add the new and relevant information about yourself on your written skillset. Send a video or a voicemail via Rocket at the end of the meeting together. Try to highlight your session in 3-5 minutes.
d. Recommended reading and further information material
• Bolles, R. N. (2018). What color is your parachute?: a practical manual for job-hunters and career-changers. 2018 Edition / Revised Edition. Berkeley, California: Ten Speed Press, an Imprint of the Crown Publishing Group. pp.111-199
• Schein, E.H. (2006). Career Anchors Self-Assessment, Third edition. San Francisco, USA. Wiley & Sons, Inc.
• Burnett, B.; Evans, D. (2016). Designing your Life: how to build a well-lived joyful life. 2018 Edition / Sixth printing. New York, USA. Alfred A. Knopf, a division of Penguin Random House LLC.
• Personal Branding, Youtube Video
• How to identify transferable skills, Youtube Video
• Whatchado - Career stories

a. Learning objectives
Students are familiar with different search strategies for international positions and know which search strategy is best suited for their career goal. They know a range of sources where they can search for suitable positions and have created an initial action plan.
b. Material (working and information material)

• Action Plan template (pdf)
• Lecture: Simon Chaplin “Which job search strategy is the right on for you?” (recorded, StudIP course Career Service Online Module, folder 2 Job Search Strategy)
• Career Modules „Decision making“, „Seeking Work Placement Opportunities“ or „Seeking Job Opportnunities“
• SMART-Method
• Optional: Information Interviewing (pdf)

c. Examples of group and individual tasks

• Individual task
To prepare the lecture, please read the first chapter of Bolles: “What color is your parachute?” Develop an action plan for yourself, integrating the learnings and reflections of the lecture. List your short term, medium and long-term goals and define single tasks for suitable research strategies according to your career goal. Optional: In case that you still want to deepen your knowledge, complete the career module “Course decision making”, “Seeking Work Placement Opportunities” or “Seeking Job Opportunities”
• Group task
Bring your actions plans to the meeting and give each other feedback. Please check whether the single steps in your action plan are SMART (= specific, measurable, achievable, relevant, time bound). Discuss in your group which research strategies you already tried out. How did you experienced them and what would you recommend or adapt? Develop a list or mindmap with concrete ideas where to look for jobs (this can be platforms, companies, events, people etc.). Explain the ones that are not self-explanatory. Post your result in the Rocket-Channel. This is proof and documentation of your peer-group-meeting.
d. Recommended reading and further information material
• Bolles, R. N. (2018). What color is your parachute?: a practical manual for job-hunters and career-changers. 2018 Edition / Revised Edition. Berkeley, California: Ten Speed Press, an Imprint of the Crown Publishing Group. pp.111-199
• Burnett, B.; Evans, D. (2016). Designing your Life: how to build a well-lived joyful life. 2018 Edition / Sixth printing. New York, USA. Alfred A. Knopf, a division of Penguin Random House LLC.

a. Learning objectives
Students get to know how to write convincing application documents and have written a CV and a cover letter according to an (international) position, in which they would like to work.
b. Material (working and information material)

• Career Modules, Cover Letter Writing
• LinkedIn Profile
• Personal Transversal Skills
• Resume and Motivation Letters (Activity Book)

c. Examples of group and individual tasks

• Individual task
Choose a job ad first, on which you would like to work in this module. Even if you are not looking for a job or internship right now, select a vacancy that comes close to your preferred position or career goal. Start the module “Resume and motivation letters”. Instead of working with the given job ad, please use your personal chosen preference. It is important that you read the linked PDFs in the module, too. Once you filled in the resume and cover letter templates in the exercise book, bring them in an individual designed word document. Another option instead of designing your cover letter or CV could be to start or improve your Xing or LinkedIn profile with your learnings. Collect the open questions that you still have.
• Group task
Give each other feedback on your application documents (resume and/or cover letter and/or Xing/LinkedIn profile). Try to answer open questions with the group.
d. Recommended reading and further information material
• Bolles, R. N. (2018). What color is your parachute?: a practical manual for job-hunters and career-changers. 2018 Edition / Revised Edition. Berkeley, California: Ten Speed Press, an Imprint of the Crown Publishing Group. pp.21-45

a. Learning objectives
Students know how to prepare appropriately for an interview. They learn how to present themselves convincingly in a job application situation and know strategies for dealing with challenging interview questions.
b. Material (working and information material)

• Questions you can count on
• Interview reminder matrix
• Interviews_Recruitment (Activity Book)

c. Examples of group and individual tasks

• Individual task
Open Career Modules and start the module “Interviews and recruitment testing”. Think about possible questions that might be asked in an interview and that had not been covered within the career module. Bring them to the peer-group-meeting. Collect the open questions that you still have.
• Group task
With your prepared interview questions, try to find suitable and convincing answers to these in your group. Upload a collection of your Q&As in Rocket. (This collection is the documentation of your meeting) Train your knowledge in a Mock-Interview with each other. The following rules will help you to structure the interview:
• Choose roles: There need to be one interviewer and one candidate - the other group members just observe the interview and give feedback in the end
• Timebox the interview for max. 15 minutes
• The better you can define the interview-situation in advance (working context/position/tasks) the easier it will be to simulate the interview
• Reflect the interview for yourself before receiving / giving feedback
• It is also possible that you do the mock-interview in a virtual way e.g. via Skype


d. Recommended reading and further information material

• Tips on how to behave in job interviews with international companies
• Intercultural Interviewtraining of interpool Personal GmbH
• Bolles, R. N. (2018). What color is your parachute?: a practical manual for job-hunters and career-changers. 2018 Edition / Revised Edition. Berkeley, California: Ten Speed Press, an Imprint of the Crown Publishing Group. pp.53-83
• Bolles, R.N. (2014). What color is your parachute?: Guide to rethinking interviews. New York, USA. Ten Speed Press, an Imprint of the Crown Publishing Group.
• Wezowski, K.; Wezowski, P. (2018). Without Saying a Word: master the science of body language & maximize your success. USA. HarperCollins Leadership, an imprint of HarperCollins.

a. Learning objectives
Participants reflect on their goal and become aware of their personal development over the course of the program. They know their next steps and have an overview of support measures for their further professional path. They share the best-practice experiences from the peer groups with the entire group. In the blended learning cohort, the presentation of the peer group best practices was made accessible to the university audience in the form of a poster presentation in the central lecture hall building. You can find some examples here: Building International Careers Poster
b. Material (working and information material)

• Questions you can count on
• Interview reminder matrix
• Interviews_Recruitment (Activity Book)

c. Examples of group and individual tasks

• Individual task
Open Career Modules and start the module “Interviews and recruitment testing”. Think about possible questions that might be asked in an interview and that had not been covered within the career module. Bring them to the peer-group-meeting. Collect the open questions that you still have.
• Group task
With your prepared interview questions, try to find suitable and convincing answers to these in your group. Upload a collection of your Q&As in Rocket. (This collection is the documentation of your meeting) Train your knowledge in a Mock-Interview with each other. The following rules will help you to structure the interview:
• Choose roles: There need to be one interviewer and one candidate - the other group members just observe the interview and give feedback in the end
• Timebox the interview for max. 15 minutes
• The better you can define the interview-situation in advance (working context/position/tasks) the easier it will be to simulate the interview
• Reflect the interview for yourself before receiving / giving feedback
• It is also possible that you do the mock-interview in a virtual way e.g. via Skype


d. Recommended reading and further information material

• Tips on how to behave in job interviews with international companies
• Intercultural Interviewtraining of interpool Personal GmbH
• Bolles, R. N. (2018). What color is your parachute?: a practical manual for job-hunters and career-changers. 2018 Edition / Revised Edition. Berkeley, California: Ten Speed Press, an Imprint of the Crown Publishing Group. pp.53-83
• Bolles, R.N. (2014). What color is your parachute?: Guide to rethinking interviews. New York, USA. Ten Speed Press, an Imprint of the Crown Publishing Group.
• Wezowski, K.; Wezowski, P. (2018). Without Saying a Word: master the science of body language & maximize your success. USA. HarperCollins Leadership, an imprint of HarperCollins.

Analysis of the SoSe19 cohort (presence)







Analysis of the WiSe20_21 cohort (Blended Learning Format)

Faculty advising services

• „The International Career Counseling represents an enormous added value for the students of the Faculty of Agriculture. [...] Such support and preparation cannot be provided by the faculty either professionally or in terms of personnel, which is why the Career Service with its International Career Counseling is an extremely important point of contact for many students. “
  Dr. Esther Fichtler, International Affairs Officer and International Student Advisory Service, Faculty of Agricultural Sciences
• „For students of political science, ethnology and Indian studies, career opportunities in an international context are relevant and are in corresponding demand. [...] The specific offers of the International Career Counseling, such as the certificate program "Building International Careers" or the information on internships abroad, are therefore an excellent addition to our own counseling, to which we regularly refer and whose continuation we very much welcome. “
  Michael Bonn-Gerdes, Internship and Job Service, Faculty of Social Sciences

Göttingen International

• „The mutual referrals to the counseling services as well as joint information events offer interested students a reliable framework to get an overview of their options. In this context, the expertise of the advisors of the Career Service is the perfect complement to the advising services on funding opportunities for internships abroad, which are covered by the International Student Advisory Service of the Göttingen International Office. “
  Patricia Missler, on behalf of the Study Abroad Advisory Service and the Erasmus+ KA 103/131 Coordination.
• „The third pillar of the "International Certificate" [...], which was added in 2018 with the program "Building International Careers", finally expanded the focus of the certificate program of the DAAD model project InDiGU to include the crucial study exit phase and the transition into professional life. This pillar was by far the most demanded focus with about 50% of all graduates of the certificate program. “
  Patrick Lajoie, Coordination InDiGU Integration and Diversity at Göttingen University, Göttingen International

Internship modules of international study programs

• „The expertise of international career counseling [...] has successively become a component for the qualification of our students for a future professional activity. [...] [This contribution] is perceived by students as a specific service, the added value of which cannot be provided in the context of academic advising in the degree programs. “
  Corinna Albrecht, Coordination Master Intercultural German Studies / German as a Foreign Language, Faculty of Humanities
• „The international students of the M.A. program "Intercultural Theology" have regularly participated in the offers of the Career Service as part of their study-accompanying learning portfolio. The seminar units on career orientation offered by the Career Service and the individual assessment tools have helped the students immensely [...] to take the first steps on the path of their own career planning. “
  Prof. Dr. Ulrike Schröder, Lecturer in the Master Intercultural Theology, Faculty of Theology