08/01/2026

Beyond Cultural Awareness: Charting the Course for Intercultural Competence in Career Services

By Esther Ra and Vicky Lee

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As career development practitioners (CDPs) and leaders who work closely with international students, we encounter the need for intercultural competence daily. In this interconnected world shaped by diversity, globalization, and technological advancement, intercultural competence has arguably become the most crucial skill not only for students, but also for CDPs to harness connections meaningfully. By actively incorporating intercultural competence into practice, CDPs can provide nuanced and targeted support to meet the needs of diverse students. This raises the question of how CDPs can empower students toward intercultural competence in a dynamic workforce by fostering skills in communication, global awareness, and cultural empathy (Beal, 2024).

Understanding Intercultural Competence

Intercultural competence, also known as cultural competence, is generally defined as the ability to understand, appreciate, and interact with people effectively from diverse cultural contexts and belief systems (Bennett, 2013; DeAngelis, 2015). While the terms intercultural competence and cultural competence are often used interchangeably, the former is more commonly employed as it reflects a deeper understanding and respect for differences. Further, intercultural competence reflects a more profound understanding that fosters the mutual exchange of ideas and norms, leading to more meaningful relationships (Caldararu et al., 2021). Intercultural competence “encompasses intercultural understanding, empathy, and cross-cultural communication skills,” and it is “fundamental to fostering human connections that strengthen both campus communities and our broader global society” (Griffin, 2025, para. 1). As a result, it is essential for CDPs to reflect on their own behaviors, beliefs, and morals to support diverse students with cultural humility.

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The Importance of Cultural Humility

The term cultural humility was coined in 1998 by Dr. Melanie Tervalon and Dr. Jann Murray-García, both medical practitioners, to address disparities that existed in medical patient care. However, the concept of cultural humility has crossed over and been adapted to many different fields beyond medicine, including education, research, and career development.

Cultural humility, as defined by Yeager and Bauer-Wu (2013), “is a process of self-reflection and discovery in order to build honest and trustworthy relationships” (p. 251). Understanding that cultural humility is an individual process that one must initiate is one of the first steps to practicing cultural humility (University of San Francisco, n.d.). The self-reflection process is an iterative process that includes self-critique and questioning of one’s “own biases, privilege, and cultural identity, and power imbalances” (Yeager & Bauer-Wu, 2013, p. 251). It moves beyond knowing about other cultures (i.e., cultural competence), but rather recognizes the limits of one’s own knowledge and experience, while valuing and empowering another individual as an expert in their own lived experience.

Intercultural Competence in Career Services: The Launch-Bridge-Coach Framework

As CDPs specializing in supporting international students, we believe that the increasing global diversity across educational, workforce, and community environments has positioned intercultural competence as a core professional expectation for CDPs. Grounded in both research and firsthand practice, intercultural competence supports ethical, equitable, and student-centered career development work by helping CDPs understand how culture shapes career identity, decision-making, and access to opportunity. The Launch-Bridge-Coach Framework (the LBC Framework) builds upon this foundation by offering a practical model that integrates theory, reflection, and applied strategies to strengthen culturally responsive career services. Each component promotes empowerment and equity in career development practice.

Be a Launchpad

First, CDPs serve as a starting point and support system which helps students understand, navigate, and engage with employment globally. These include:

Through such avenues, students gain clarity, confidence, and momentum as they see themselves as competitive candidates in the global workforce.

Be a Bridge

Second, CDPs act as connectors—linking cultures, expectations, systems, and experiences—to support understanding, adjustment, and belonging. These include:

The result is that students feel seen, supported, and better equipped to navigate acculturation processes, allowing them to engage with the career process confidently and intentionally.

Be a Coach

Lastly, CDPs act as a guide for students with both challenge and support, helping them strengthen identity, resilience, agency, and career self-efficacy. This involves:

In turn, students develop the necessary confidence, voice, and agency to navigate their career development.

Learn more about the LBC Framework, including concrete examples and actionable tasks, on Season 5, Episode 18 of the Career Practitioner Conversations, NCDA’s podcast, released on May 12, 2026.

Closing Thoughts

Undoubtedly, CDPs have a significant role in fostering student acculturation and success. To better provide holistic support to international and immigrant students, CDPs must serve as a primary touchpoint, supporting not only job search strategies, as effective intercultural and professional communicators (Faidley, 2025). Oftentimes, a simple nudge, advice, or encouragement, in any of the aspects below, makes a big difference in supporting students in cultivating their growth mindset professionally:

 

NCDA International Student Services Committee (ISSC) Resources

The authors built the article content on their conference session titled "Advising International Students with Intercultural Competence: A Foundational Equity Lens" at the 2025 NCDA International Student Services Committee (ISSC) Mini-Conference. Learn more about the ISSC Committee, access the 2025 NCDA ISSC Mini-Conference YouTube Playlist for session recordings, and join the NCDA International Student Career Development Professionals LinkedIn Group to stay connected. Register today for the upcoming 2026 NCDA ISSC Mini-Conference on August 7, 2026.

 

Career Convergence welcomes articles with an international connection.

 

Extended Read

Abul Nasr, R. (2024). An international practitioner’s tools for expanding cultural competence. Career Convergence. https://www.ncda.org/aws/NCDA/pt/sd/news_article/578555/_self/CC_layout_details/false 

AlSheddi, M. (2020). Humility and bridging differences: A systematic literature review of humility in relation to diversity. International Journal of Intercultural Relations, 79, 36–45. https://doi.org/10.1016/j.ijintrel.2020.06.002 

Balin, E., Liu, Y., Xu, X., Scharinger, J., Jackson, E., Goldman, E. Z., & Anderson, N. M. (2024). An exploration of cultural competence in career services with international students. The Career Development Quarterly, 72(3), 255–273. https://www.doi.org/10.1002/cdq.12360   

Carlstrom, A. H. (2005). Preparing for multicultural advising relationships. Academic Advising Today, 28(4), 1. https://www.nacada.ksu.edu/portals/0/epub/documents/28-4%20dec%202005.pdf 

Chudasama, S. Y. (2010/2020). [Recognition Award Winner] Cultural blind spots in career counseling with international students. Career Convergence. https://www.ncda.org/aws/NCDA/pt/sd/news_article/307350/_self/CC_layout_details/false 

Evans, K., & Sejuit, A. (2021). Gaining cultural competence in career counseling, 2nd ed. National Career Development Association.

McDonough, P. (2025). Beyond borders: Cultivating culturally conscious career counseling. Career Convergence. https://www.ncda.org/aws/NCDA/pt/sd/news_article/603206/_self/CC_layout_details/false 

 

References

Beal, M. (2024). International competence and career readiness: Setting your students up for success. International Educator. https://www.nafsa.org/ie-magazine/2024/10/17/international-competence-and-career-readiness-setting-your-students-success 

Bennett, J. M. (2013). Intercultural competence: Vital perspectives for diversity and inclusion. In B. M. Ferdman (Ed.), Diversity at work: The practice of inclusion (pp. 155–176). John Wiley & Sons. http://doi.org/10.1002/9781118764282 

Caldararu, A., Clements, J., Gayle, R., Hamer, C., & Varvos, M. M. (2021). Intercultural competence and communication. In N. Carriere (Ed.), Canadian settlement in action: History and future (pp. 245–292). University of Alberta Library. http://doi.org/10.29173/oer24 

DeAngelis, T. (2015). In search of cultural competence. Monitor on Psychology, 46(3), 64. https://www.apa.org/monitor/2015/03/cultural-competence 

Faidley, E. W. (2025). Reimagining career services' role in international students' higher-education-to-US-work transition. New York Journal of Student Affairs, 25(1), 2. https://commons.library.stonybrook.edu/nyjsa/vol25/iss1/2/ 

Griffin, A. (2025). Cultivating connection across cultures. International Educator. https://www.nafsa.org/ie-magazine/2025/7/10/cultivating-connection-across-cultures 

Tervalon, M., & Murray-Garcia, J. (1998). Cultural humility versus cultural competence: A critical distinction in defining physician training outcomes in multicultural education. Journal of Health Care for the Poor and Underserved, 9(2), 117–125. http://doi.org/10.1353/hpu.2010.0233 

University of San Francisco. (n.d.). Cultural humility. https://myusf.usfca.edu/wise/intercultural-learning/cultural-humility 

Yeager, K. A., & Bauer-Wu, S. (2013). Cultural humility: Essential foundation for clinical researchers. Applied Nursing Research, 26(4), 251–256. http://doi.org/10.1016/j.apnr.2013.06.008 


 

Esther RaEsther Ra, Ed.D., CCMC, CELDC (she/her) is currently an Associate Director at the University of Pennsylvania’s Career Services. In this role, she co-leads the International Committee, collaborating with many internal and external campus partners to ensure the career needs of the international community. In addition, Dr. Ra is a Lecturer at The Wharton School, lecturing in the MBA, Executive MBA, and Global Executive MBA Communications Programs. Globally, she is a Visiting Professor at Seoul National University, and has also served appointments at Korea University in Seoul, South Korea. She has 25 years of experience in both K-12 and Higher Education sectors as an advisor, professor, researcher, teacher, and professional developer. Additionally, she is Principal and Founder of ERa Coaching and Consulting (www.drestherra.com), where she collaborates with private clients and organizations towards advancing professional development and career pursuits. She earned a Doctorate of Education in Language and Literacy from the University of Pennsylvania, a MA in Curriculum & Teaching from Teachers College, Columbia University, as well as a BA in English from Barnard College, Columbia University. She also holds a Certificate in Entrepreneurship from Cornell University and a Certificate in TESOL from Biola University. Further, she holds coaching certifications in Career Management and Executive Leadership through the Academies. She is a bicultural, first-generation scholar-practitioner, coach, and consultant. She can be reached at estherra@upenn.edu or via LinkedIn.

 

Vicky LeeVicky Lee, M.Ed., M.S. (she/her) is a doctoral student and Graduate Research Assistant pursuing a PhD in Education at George Washington University’s Graduate School of Education and Human Development. Before returning to school full-time, Vicky worked as a higher education and student affairs practitioner for over 7 years, with hands-on experience primarily in career services and international student services. Additionally, Vicky also has experience working abroad in England and Scotland. Most recently, she served as the Associate Director of Career Equity, Access & Global Career Development at Suffolk University’s Center for Career Equity, Development & Success. Vicky is an international and first-gen student who aspires to be a scholar-practitioner in higher education. She earned an M.Ed. in Higher Education Administration from Vanderbilt University, an M.S. in Adult Education from Buffalo State University, a Graduate Certificate in Teaching and Learning in Postsecondary Education from Michigan State University, and a B.A. in Human Development & Family Studies, also from Michigan State University. She can be reached at vicky.lee@gwu.edu or via LinkedIn.

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