The inclusion of a period for studying abroad or work placement into university undergraduate curriculum is often argued. Although this proposal can cultivate students’ soft skills, I am convinced that its detrimental consequences on students’ academic performance are far more significant.
A compelling argument to see such an incorporation as a driver for the development of students’ soft skills lies in its requirements. Contrary to the supportive environment in home countries, where teachers or parents can provide regular assistance, studying abroad or doing a work placement overseas often requires individual autonomy. This means undergraduates have to arrange their schedules, make financial plans or persist through adversity such as culture shock with little help. Over time, students can become more resilient and acquire soft skills such as interpersonal or time management skills, thereby being able to navigate an increasingly unpredictable world. Exchange university students in developing countries including Vietnam can provide a clear example, as they often report higher levels of adaptability and resilience due to their temporary residence in foreign countries for studying or work placement. Had they not embarked on such a journey, they would not have achieved this competitive edge over their domestic peers.
However, these aforementioned benefits often pale in comparison with potentially poor academic performance. Central to this argument is that settling in a new country often involves a range of time-consuming tasks, ranging from looking for accommodation to overcoming linguistic or cultural barriers. Not only does this transition reduce students’ time but it also encroaches on their cognitive capacity to study. As deep mastery in any sector inevitably demands a certain amount of time, students – given their inadequate time allocation – are more likely to gain only superficial understanding of their core subjects. In the short term, this substandard performance can hinder students’ academic progress, leaving them vulnerable to distress and a sense of nonfulfillment. More seriously, undergraduates cannot meet the requirements for professional qualification, rendering them underprepared to enter the workforce. This is exemplified in specialized fields such as medicine or engineering, where employers often have to bear exorbitant costs of retraining by virtue of their workers’ previous overseas study or work placement in a brief period. The soft skills cultivated in such an experience, therefore, cannot compensate for the lack of deep industry knowledge, posing a formidable challenge to graduates in a competitive labor market.
In conclusion, while I acknowledge that the incorporation of a short period for overseas study or work placement into university curriculum can bolster students’ soft skills, I firmly believe that these merits are overshadowed by the risks of unpreparedness for the labor market, making such a proposal a burden rather than an asset for graduates entering the workforce.