My Green Card Story: From Frankfurt to New York
Back to School
After discovering a passion for learning somewhat late in life, I opted to return to school in 2002. My experience at U.S. universities was both challenging and rewarding.
Some context first: when I received my education in Germany in the 70's and 80's, its education system consisted of two tracks: vocational and university. Bachelor and Master degrees were not yet offered by private universities. Vocational training prepared students for trades. Universities were free and had a high entry barrier: a grueling exam, the 'Abitur'.
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At the time, students in lower secondary/junior high school could qualify for an advanced curriculum that prepared them for the Abitur and a university career if they had good grades. Students with less stellar grades were eligible for a curriculum that culminated in a 'Realschulabschluss' diploma. Student's whose grades did not meet that bar were placed in a different curriculum, resulting in a 'Hauptschulabschluss' diploma. Which credential a student earned factored considerably in terms of prestige, continued education opportunities, and in a job search. Those who earned a Realschulabschluss or Hauptschulabschluss still had the option to continue schooling and pursue a higher qualification. Many, however, began an apprenticeship to learn a trade.
The dual-track serves an important purpose because it supplies diverse talent and cheap labor to companies. Apprenticeships are common in German manufacturing and service-oriented mid-size/small companies to develop the talent they need. In an apprenticeship, the novice trains four days per week alongside experienced employees and attends vocational school on the fifth day. After passing final exams, the local Chamber of Commerce issues a certificate confirming that the apprentice learned the trade. This certificate is necessary to find decent work.
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The vocational track is not an educational dead-end. After earning the Chamber of Commerce certification and working in the trade for a while, workers can pursue a Master certificate. Business owners usually do this since a Master is required to hire and train apprentices.
Grades earned throughout the earlier part of an academic career can influence which kind of future opportunities (professional and academic) become available. Better grades open doors to academic studies and a high-end job. Lower grades usually lead to working in a trade. This, of course, is true not only in Germany but also in other parts of the world. Further, an individual's socio-economic status can determine their access to educational opportunities, and the chosen track can play a role in determining the future socio-economic status. In Germany, those who complete university studies with, for example, a 'Diplom-Ingenieur' (chartered engineer) or 'Doktor' title are especially admired. This respect recognizes intellect and achievement, but also reflects social hierarchy. A blue-collar stigma is usually attached to those who complete vocational training and work in trades. Not impossible but less common was at the time that someone switched tracks. However, graduating with a university diploma after earning a Realschulabschluss and completing additional studies to pass the Abitur was seen by many as a less ideal path. And the decision to pursue a career in a trade after attending university was at times considered a blemish in one's life story. Social pressure usually compelled people to stay in their lane.
Grades earned throughout the earlier part of an academic career can influence which kind of future opportunities (professional and academic) become available. Better grades open doors to academic studies and a high-end job. Lower grades usually lead to working in a trade. This, of course, is true not only in Germany but also in other parts of the world. Further, an individual's socio-economic status can determine their access to educational opportunities, and the chosen track can play a role in determining the future socio-economic status. In Germany, those who complete university studies with, for example, a 'Diplom-Ingenieur' (chartered engineer) or 'Doktor' title are especially admired. This respect recognizes intellect and achievement, but also reflects social hierarchy. A blue-collar stigma is usually attached to those who complete vocational training and work in trades. Not impossible but less common was at the time that someone switched tracks. However, graduating with a university diploma after earning a Realschulabschluss and completing additional studies to pass the Abitur was seen by many as a less ideal path. And the decision to pursue a career in a trade after attending university was at times considered a blemish in one's life story. Social pressure usually compelled people to stay in their lane.
Receiving my 'Hauptschulabschluss' in 1985 placed me on the vocational track. A few weeks after leaving school, I noticed an ad in the local newspaper. A nearby hotel was offering a one-year internship with the option to stay on for an apprenticeship. I applied successfully and learned a lot during the next four years. However, the apprenticeship's practice-based approach to learning, paired with my school history, led me to convincing myself that I learn best by 'doing'. New York University would change my mind about this at a later time.
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Americans celebrate personal reinvention through lifelong learning. Germans won't quite discourage it but are often quick to point to challenges around costs and effort. Although, the introduction of degree programs in private universities in Germany in the early 2000's suggests that this sentiment has improved, and that the education system is less rigid than it used to be.
I realized four years after arriving in New York City that, without a degree, it could be challenging for me to get hired in the future. To improve my career chances, and since I intended to stay in the U.S., I decided that it was time to go back to school. In addition, U.S. managers hiring for the jobs that interested me would have struggled to make sense of my German diploma. Most of them expect to see a college degree on the candidate's resume. I thought that making an investment into my future was sensible.
I realized four years after arriving in New York City that, without a degree, it could be challenging for me to get hired in the future. To improve my career chances, and since I intended to stay in the U.S., I decided that it was time to go back to school. In addition, U.S. managers hiring for the jobs that interested me would have struggled to make sense of my German diploma. Most of them expect to see a college degree on the candidate's resume. I thought that making an investment into my future was sensible.
17 years after leaving school in Germany, I began attending classes in New York University's (NYU) School of Professional Studies. This college specializes in non-degree and degree-bearing programs for adults and professionals. Many classes are therefore offered in the evening hours and on Saturdays. I began course work for a Bachelor degree in Information Systems Management in September 2002 and hoped to complete the required 128 credits in four years.
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What made the decision to go back to school a little easier was that my employer offered tuition reimbursements. It made financing my studies at a private, very expensive university less intimidating. I wondered, of course, if could I do well. Fortunately, I received a lot of encouragement from friends and colleagues.
Admission
Being a returning adult, my departure point for applying to NYU was different compared to U.S. high school graduates. They may apply to multiple schools, live on campus, study full-time, select a 'major' one to two years into their studies, and complete internships. I had applied only to NYU since it offered the degree I wanted. Living in an apartment meant that I had no need for campus accommodations. I studied part-time while working full-time (except in my last year). Because my mind was made up about the major, I immediately declared. And an internship would have been pointless for me since I already had work experience.
The admissions process required me to submit an application, a certified translation of the German school diploma, a resume, validation of my immigration status, and an essay that explained why I wanted to return to school. Admissions tests evaluated basic math, writing, comprehension, and critical thinking skills. I also had to supply proof of having received standard immunizations (U.S. college students must be immunized to prevent the spreading of disease in dormitories and classrooms). Since my employer provided coverage, I was allowed to waive health insurance from NYU. Lastly, I completed a 'FAFSA' loan application to secure tuition financing (education financing is partially regulated and subsidized by the U.S. federal government; loans and scholarships are awarded mainly based on need).
Admission
Being a returning adult, my departure point for applying to NYU was different compared to U.S. high school graduates. They may apply to multiple schools, live on campus, study full-time, select a 'major' one to two years into their studies, and complete internships. I had applied only to NYU since it offered the degree I wanted. Living in an apartment meant that I had no need for campus accommodations. I studied part-time while working full-time (except in my last year). Because my mind was made up about the major, I immediately declared. And an internship would have been pointless for me since I already had work experience.
The admissions process required me to submit an application, a certified translation of the German school diploma, a resume, validation of my immigration status, and an essay that explained why I wanted to return to school. Admissions tests evaluated basic math, writing, comprehension, and critical thinking skills. I also had to supply proof of having received standard immunizations (U.S. college students must be immunized to prevent the spreading of disease in dormitories and classrooms). Since my employer provided coverage, I was allowed to waive health insurance from NYU. Lastly, I completed a 'FAFSA' loan application to secure tuition financing (education financing is partially regulated and subsidized by the U.S. federal government; loans and scholarships are awarded mainly based on need).
Getting in debt made me feel uneasy, but there was no alternative. The final steps to get ready for my studies included working with an academic advisor from the school to develop a course plan and setting up a study area at home (desk, laptop, printer, etc). I also familiarized myself with NYU's bookstore, tutoring services, library access, and study lounges on campus. And I read the helpful Going Back to School by Frank J. Bruno.
First Issue with Bureaucracy
Just when I thought I had everything lined up, NYU notified me about a problem with my loans. I was allowed to attend classes, but had to resolve an issue with the Selective Service System (SSS).
SSS is a government agency that registers all men living in the U.S., up to their 26th birthday, so that they can be drafted for military service when necessary. Receiving federal education loans is tied to this registration. Universities are therefore required to verify registration status of male students who applied for education loans, before loans can be disbursed. When I arrived in the U.S. in 1998, I had called SSS to find out if I was required to register. Because of my age, I was not. But now I regretted that I had not requested an exempt letter.
First Issue with Bureaucracy
Just when I thought I had everything lined up, NYU notified me about a problem with my loans. I was allowed to attend classes, but had to resolve an issue with the Selective Service System (SSS).
SSS is a government agency that registers all men living in the U.S., up to their 26th birthday, so that they can be drafted for military service when necessary. Receiving federal education loans is tied to this registration. Universities are therefore required to verify registration status of male students who applied for education loans, before loans can be disbursed. When I arrived in the U.S. in 1998, I had called SSS to find out if I was required to register. Because of my age, I was not. But now I regretted that I had not requested an exempt letter.
I assumed that I could resolve this issue quickly enough so that it would not be necessary to secure different financing. SSS asked that I prove that I visited the U.S. only as a tourist prior to my 26th birthday. This entailed filing a Freedom of Information Act request with the immigration service to request my pre-1998 arrival cards. Unfortunately, they were not available and I was instead provided with my Green Card file. I had to find another way to show that I became a U.S. resident only after my 26th birthday.
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To prove that I was not a U.S. resident prior to 1998, I provided certified translations of German work references, an affidavit from my mother, a self-affidavit, and my Green Card file. I received the exempt letter two weeks later.
Courses
Many instructors in NYU's School of Professional Studies (SPS) are working professionals. They teach academic theory and reference relevant real-world issues from their work. I enjoyed the integrated nature of instruction and learned a lot. Taking 3 courses (10 credits) during the first semester turned out to be a bit much.
Courses
Many instructors in NYU's School of Professional Studies (SPS) are working professionals. They teach academic theory and reference relevant real-world issues from their work. I enjoyed the integrated nature of instruction and learned a lot. Taking 3 courses (10 credits) during the first semester turned out to be a bit much.
Beginning with the second semester, I limited myself to two courses (eight credits) per semester. Classes averaged 12-15 students, making for a great learning experience since the instructor was able to spend sufficient time with each student. In addition to attending lectures, I spent 15-18 hours per week on homework. Good time management allowed me to balance work, school, and life.
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All courses required attending weekly classroom lectures, except one: the final project. To satisfy its requirements, I wrote a research paper on IT commoditization.
Credit for Life Experience
Traditional undergraduate students typically take 16 credits per semester/two semesters per year to finish a degree in four years. Most returning adult learners take more time since they have work and family obligations and cannot sustain the same pace on a part-time schedule. I managed to complete my degree much faster than expected, largely because I benefitted from NYU's 'Experiential Learning Program'.
This program allowed students to petition the university and receive credit for selected courses based on past learning and on-the-job training. Petitions needed to demonstrate convincingly that previously acquired knowledge was relevant, rigorous, and equivalent to what a chosen course taught. If successful, the student did not have to attend lectures or complete exams for the course in question. A petition portfolio typically covered one to two courses and incorporated a summary statement, an experience narrative discussing how the knowledge was acquired, and supporting evidence such as work documents or training certificates.
Accounting for already completed course work and the 48 credits I received from submitting petitions for 12 courses, I had finished 50% of the degree in less than two years. Naturally, I was very excited!
Second Issue with Bureaucracy
When I was two semesters away from graduation, I asked my advisor during one of our regular meetings if I had satisfied all administrative requirements. He looked at his computer and said "uh-oh". Another bureaucratic issue had surfaced.
One NYU admissions prerequisite is to have earned a high school diploma. Why this issue was not raised earlier is unclear, but NYU did not consider my German school diploma as equivalent to a U.S. high school diploma. I filed an appeal, arguing that I had proven my abilities as evidenced by good grades. NYU denied the appeal and asked me to have a third-party organization specializing in the evaluation of foreign credentials assesses the diploma. They concluded that a German Hauptschulabschluss is not the same as a U.S. high school diploma. The remaining option was to obtain a high school equivalency diploma ('GED') from the New York State Education Department. First it appeared as if I had to study and take a test. Luckily, however, my advisor found out that college students in New York State can request a GED when they complete a combination of social sciences, technology, and humanities courses as part of their college program. All it took was to adjust my degree plan to include biology and music courses. I was cleared for graduation after completing them and receiving the GED.
Graduation
I celebrated graduation with fellow classmates in Washington Square Park in New York City in May 2005. Completing my studies had taken a little less than three years because of an ambitious degree plan, credits for life experience, and because I became a full-time student in my last year, in between jobs.
Credit for Life Experience
Traditional undergraduate students typically take 16 credits per semester/two semesters per year to finish a degree in four years. Most returning adult learners take more time since they have work and family obligations and cannot sustain the same pace on a part-time schedule. I managed to complete my degree much faster than expected, largely because I benefitted from NYU's 'Experiential Learning Program'.
This program allowed students to petition the university and receive credit for selected courses based on past learning and on-the-job training. Petitions needed to demonstrate convincingly that previously acquired knowledge was relevant, rigorous, and equivalent to what a chosen course taught. If successful, the student did not have to attend lectures or complete exams for the course in question. A petition portfolio typically covered one to two courses and incorporated a summary statement, an experience narrative discussing how the knowledge was acquired, and supporting evidence such as work documents or training certificates.
Accounting for already completed course work and the 48 credits I received from submitting petitions for 12 courses, I had finished 50% of the degree in less than two years. Naturally, I was very excited!
Second Issue with Bureaucracy
When I was two semesters away from graduation, I asked my advisor during one of our regular meetings if I had satisfied all administrative requirements. He looked at his computer and said "uh-oh". Another bureaucratic issue had surfaced.
One NYU admissions prerequisite is to have earned a high school diploma. Why this issue was not raised earlier is unclear, but NYU did not consider my German school diploma as equivalent to a U.S. high school diploma. I filed an appeal, arguing that I had proven my abilities as evidenced by good grades. NYU denied the appeal and asked me to have a third-party organization specializing in the evaluation of foreign credentials assesses the diploma. They concluded that a German Hauptschulabschluss is not the same as a U.S. high school diploma. The remaining option was to obtain a high school equivalency diploma ('GED') from the New York State Education Department. First it appeared as if I had to study and take a test. Luckily, however, my advisor found out that college students in New York State can request a GED when they complete a combination of social sciences, technology, and humanities courses as part of their college program. All it took was to adjust my degree plan to include biology and music courses. I was cleared for graduation after completing them and receiving the GED.
Graduation
I celebrated graduation with fellow classmates in Washington Square Park in New York City in May 2005. Completing my studies had taken a little less than three years because of an ambitious degree plan, credits for life experience, and because I became a full-time student in my last year, in between jobs.
Earning a Bachelor of Science in Information Systems Management from NYU is one of my proudest achievements. Earlier in life, I had accepted that I only learn by 'doing', not from books. NYU changed me in a profound way. I discovered my passion for lifelong learning and now knew that I have the capacity to grow.
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I began wondering whether to pursue a graduate degree in 2007. But in what discipline? The field of study should have appeal if I were to commit one to two years of my life to it. A technology-focused master degree was out of the question because of my Bachelor from NYU. As before, I preferred an accredited school in New York and that I could continue to work full-time. For about a year, I researched colleges, attended orientation sessions, and pondered what to do.
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A Master of Business Administration (M.B.A.) became the most sensible option when no other field piqued my interest. I thought that learning about business management would expand my knowledge horizon and prepare me for future opportunities. While comparing M.B.A. programs, I realized how costly top-tier business schools are. Such a high expense was difficult to justify. Traditional graduate students may opt for a premium brand degree to impress hiring managers and establish networks that enable future business opportunities. Being a returning learner, these factors were less important to me because of my age and career stage. I therefore established a $100k tuition ceiling as part of my selection criteria. This, of course, narrowed my choices. Reputation issues and poor experience with staff led me to disqualify additional universities.
Pace University's Executive M.B.A. (EMBA) from the Lubin School of Business required 54 credits and two years to complete, did not require a GMAT admissions test, and used hybrid learning (onsite/remote). My mind was made up during an open-house when I met current students and faculty members. This felt right, so I applied.
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Admission
Many graduate programs require the applicant to have work experience. Recent undergraduates therefore may work for about two years before becoming full-time students again to pursue an advanced degree. They usually apply to multiple universities and select one where curriculum and reputation align with their abilities and career goals. My situation was different. I already had >15 years work experience and kept my job while studying. And since the EMBA met my requirements, there was no point in applying to other universities.
The actual admissions process was simple. I submitted an application, NYU transcript, resume, validation of immigration status, and reference letters. The final step was completing an interview with a faculty member. My application was successful and just three years after graduating from NYU, I began studying for an M.B.A. Subsidized loans and personal savings covered my tuition since my employer could not provide financial assistance.
Courses
We did not attend weekly lectures due to the EMBA's hybrid approach. Instead, our cohort met every 12 weeks for weekend residencies. Between residencies, we studied remotely. Some of us met occasionally to work on assignments. The curriculum included business analysis, strategy, operations, marketing, finance, accounting, and organizational behavior modules. During the first residency, we completed an acquisition analysis that simulated a full module.
Many graduate programs require the applicant to have work experience. Recent undergraduates therefore may work for about two years before becoming full-time students again to pursue an advanced degree. They usually apply to multiple universities and select one where curriculum and reputation align with their abilities and career goals. My situation was different. I already had >15 years work experience and kept my job while studying. And since the EMBA met my requirements, there was no point in applying to other universities.
The actual admissions process was simple. I submitted an application, NYU transcript, resume, validation of immigration status, and reference letters. The final step was completing an interview with a faculty member. My application was successful and just three years after graduating from NYU, I began studying for an M.B.A. Subsidized loans and personal savings covered my tuition since my employer could not provide financial assistance.
Courses
We did not attend weekly lectures due to the EMBA's hybrid approach. Instead, our cohort met every 12 weeks for weekend residencies. Between residencies, we studied remotely. Some of us met occasionally to work on assignments. The curriculum included business analysis, strategy, operations, marketing, finance, accounting, and organizational behavior modules. During the first residency, we completed an acquisition analysis that simulated a full module.
Weekend residencies always followed the same structure. Project presentations and exams on a Friday and Saturday wrapped up the current module. Faculty lectures and group discussions kicked off the next module on Sunday. Self-discipline between residencies was important since we completed most of the work independently without nudging from faculty. In addition, each student had to balance individual assignments, group project contributions, exams preparations, and keeping up with readings.
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From time to time, faculty scheduled virtual lectures to cover additional content. Students were also required to complete a paper for their graduation project. I wrote one on Management Consultancies and their financial performance. Throughout my time at Pace, I found it easy to integrate work, life, and studies. After all, I had enough practice at NYU.
Group Projects
I disliked group projects. While they were generally interesting assignments, workload distribution was a problem.
Group Projects
I disliked group projects. While they were generally interesting assignments, workload distribution was a problem.
Each project simulated a consulting assignment and culminated in a client presentation during the residency. All team members were expected to contribute research, analysis, or writing. However, in every module there was at least one student who focused primarily on their individual assignments and did little for the project. Perhaps they were overwhelmed or did not want to work in a group.
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The main issue was that everyone in a project team earned the same grade for the project, regardless of how much effort they made. A partially complete project would have lowered every team member's grade. For that reason, teams frequently had to compensate for selected individual's subpar work. When approached, faculty explained that these issues occur in real business situations as well. We were expected to find a way to make it work. In the real world, however, performance is tied to rewards and non-performance to consequences. The faculty's logic was flawed since slacking off in an EMBA group project had no tangible consequences.
Graduation
My academic journey had, again, been very rewarding and I graduated from Pace University with a Master of Business Administration in August 2010. The knowledge I acquired has been enormously helpful over the years.
Graduation
My academic journey had, again, been very rewarding and I graduated from Pace University with a Master of Business Administration in August 2010. The knowledge I acquired has been enormously helpful over the years.
Pace University's EMBA was ahead of its time. Waiving the GMAT recognized that test scores do not always mirror individual ability to do well in a classroom. Combining in-class lectures, remote instruction, independent study, and group assignments provided a unique learning experience. Sadly, the EMBA is no longer offered by Pace University.
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I embarked on my next academic journey just six years after earning an M.B.A.. Managing enterprise change initiatives had become increasingly central to my work. While I already had experience with planning and executing projects, I was keen to learn about change management.
Thinking that a rigorous academic program made the most sense led me to excluding change management certifications such as PROSCI from consideration. And as before, I did not apply to multiple schools. Reviewing the curriculum of the Master of Arts (M.A.) in Organizational Psychology (a.k.a. 'Executive Masters in Change Leadership', XMA for short) at Columbia University had convinced me that this degree would equip me to navigate the business world even more confidently. Little did I know that it would also lead to a personal transformation.
A little bit of context might help since it may not be obvious how psychology relates to change management. Organizations, whether they are for profit or mission-driven, comprise of policies, procedures, processes, strategies, tasks, hierarchies, and people. Taking a system-wide view, organizational studies focus on all these components and account for design, operational, performance, culture, and motivational aspects. Organizational components cannot remain static for long and need to be transformed periodically, no matter how well the organization was designed and has performed. Change becomes inevitable when market, economic, competitive, technological, or governmental factors shift. The crux of the matter is that adapting policies, procedures, etc. is manageable. Motivating people to support and accept change can be hard. Change management thus relies on an understanding of human behavior in organizations to help people adapt. Counseling psychology is one of XMA's theoretical foundations for this reason (also, core faculty are trained psychologists). A common misperception of psychology is that it serves only to treat illness. In reality, it entails the study of people's minds and behaviors and guides interventions at individual and organizational level.
In spite of universities occasionally being criticized for their inability to prepare students for the real world and for causing them significant financial debt, I reasoned that another degree would make me a more well-rounded professional. I felt (and still feel) that thanks to NYU and Pace, I had become better equipped to work in business. The change leadership degree from Columbia I hoped would achieve the same.
Thinking that a rigorous academic program made the most sense led me to excluding change management certifications such as PROSCI from consideration. And as before, I did not apply to multiple schools. Reviewing the curriculum of the Master of Arts (M.A.) in Organizational Psychology (a.k.a. 'Executive Masters in Change Leadership', XMA for short) at Columbia University had convinced me that this degree would equip me to navigate the business world even more confidently. Little did I know that it would also lead to a personal transformation.
A little bit of context might help since it may not be obvious how psychology relates to change management. Organizations, whether they are for profit or mission-driven, comprise of policies, procedures, processes, strategies, tasks, hierarchies, and people. Taking a system-wide view, organizational studies focus on all these components and account for design, operational, performance, culture, and motivational aspects. Organizational components cannot remain static for long and need to be transformed periodically, no matter how well the organization was designed and has performed. Change becomes inevitable when market, economic, competitive, technological, or governmental factors shift. The crux of the matter is that adapting policies, procedures, etc. is manageable. Motivating people to support and accept change can be hard. Change management thus relies on an understanding of human behavior in organizations to help people adapt. Counseling psychology is one of XMA's theoretical foundations for this reason (also, core faculty are trained psychologists). A common misperception of psychology is that it serves only to treat illness. In reality, it entails the study of people's minds and behaviors and guides interventions at individual and organizational level.
In spite of universities occasionally being criticized for their inability to prepare students for the real world and for causing them significant financial debt, I reasoned that another degree would make me a more well-rounded professional. I felt (and still feel) that thanks to NYU and Pace, I had become better equipped to work in business. The change leadership degree from Columbia I hoped would achieve the same.
Admission
The admissions process was comparable to Pace University's. An admissions tests was not required. I had to file an application, submit an essay that explained why I wished to pursue the degree, identify a sponsor at my workplace for the graduation project, and provide reference letters and a resume. A faculty interview was the final step to complete. I began studying in June 2016.
Courses
Largely based on a hunch, I had come to the conclusion that XMA was the right choice. That turned out to be correct. A key determinant of success or failure in change initiatives is the ability to influence people. Before selecting change management strategies, it is important to assess an organization's components, their relationships, and the context in which they exist. This includes developing an understanding of people's minds and behaviors. During the first intensive, I realized that other change management credentials lack methods for organizational assessments and emphasize change execution. XMA covers the full spectrum from diagnosis to implementation.
The XMA study areas included organizational psychology, systems theory, research and data, culture, organizational diagnosis/feedback/intervention, consulting processes, organization design, leadership, group dynamics, DEI, power and authority, coaching, conflict resolution, and negotiations. The intensives were exhausting: eight days of study, lectures, group assignments, and reflection. Additional assignments had to be completed between intensives.
The admissions process was comparable to Pace University's. An admissions tests was not required. I had to file an application, submit an essay that explained why I wished to pursue the degree, identify a sponsor at my workplace for the graduation project, and provide reference letters and a resume. A faculty interview was the final step to complete. I began studying in June 2016.
Courses
Largely based on a hunch, I had come to the conclusion that XMA was the right choice. That turned out to be correct. A key determinant of success or failure in change initiatives is the ability to influence people. Before selecting change management strategies, it is important to assess an organization's components, their relationships, and the context in which they exist. This includes developing an understanding of people's minds and behaviors. During the first intensive, I realized that other change management credentials lack methods for organizational assessments and emphasize change execution. XMA covers the full spectrum from diagnosis to implementation.
The XMA study areas included organizational psychology, systems theory, research and data, culture, organizational diagnosis/feedback/intervention, consulting processes, organization design, leadership, group dynamics, DEI, power and authority, coaching, conflict resolution, and negotiations. The intensives were exhausting: eight days of study, lectures, group assignments, and reflection. Additional assignments had to be completed between intensives.
In many ways, XMA is a traditional graduate program. We attended lectures, read texts, and turned in papers. But XMA is so much more. Examining our interpersonal relationships and experiences at home, in the program, and at work enabled us to learn about, for example, emotional intelligence, mindset, and personality. We had to look inside first, at our own inclinations and demeanor, as a prerequisite for transforming into change leaders.
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Studying Behavior
One concept that illustrates how human behavior can be studied is that all behavior is data. How often have you wondered about people's seemingly illogical or unexplainable actions at work? Whether observable or stealthy, behavior almost always happens for a reason (mental illness being the exception). Overt or covert actions may be taken to gain an advantage. Also of strategic nature could be behavior that is expected but absent (think of omissions and passivity).
One concept that illustrates how human behavior can be studied is that all behavior is data. How often have you wondered about people's seemingly illogical or unexplainable actions at work? Whether observable or stealthy, behavior almost always happens for a reason (mental illness being the exception). Overt or covert actions may be taken to gain an advantage. Also of strategic nature could be behavior that is expected but absent (think of omissions and passivity).
Take, for example, business meetings. Some participants arrive early, others on time, late, or not at all. They may act passively or contribute to the discussion, speak softly or gesture, include others or dominate the meeting. All these behaviors have meaning and can inform theories about motive. Understanding how a person's prism shapes their choices can lead to meaningful insights.
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The prism works like a lens that filters information and influences a person's worldview. Culture, social conditioning, past life experiences, and adopted values and thought models primarily shape the prism. Its existence explains, in part, why people take opposing views while having the same facts.
Having the ability to observe behavior or perceive its absence and develop theories about motives yields helpful data. An example scenario is when someone opposes a position, fact, or change. Triangulating insights about the person's role in the organization, plausible reasons for their resistance, and how the prism may inform their worldview enables engaging the dissenter and implementing effective strategies. In a change project, the change leader can deploy strategies that help people adapt to the change. This is not about manipulation but has everything to do with working with other people to pursue common goals.
Graduation Project
The capstone project had to bring real change to an organization (or a part of it). We were asked to lead the change and write a paper. A senior leader at my firm agreed to sponsor an initiative and we chose innovation as its central theme. The objective was to help a team create new pathways for developing IT solutions. The paper is here.
Having the ability to observe behavior or perceive its absence and develop theories about motives yields helpful data. An example scenario is when someone opposes a position, fact, or change. Triangulating insights about the person's role in the organization, plausible reasons for their resistance, and how the prism may inform their worldview enables engaging the dissenter and implementing effective strategies. In a change project, the change leader can deploy strategies that help people adapt to the change. This is not about manipulation but has everything to do with working with other people to pursue common goals.
Graduation Project
The capstone project had to bring real change to an organization (or a part of it). We were asked to lead the change and write a paper. A senior leader at my firm agreed to sponsor an initiative and we chose innovation as its central theme. The objective was to help a team create new pathways for developing IT solutions. The paper is here.
Graduation
I celebrated graduation with my classmates in May 2017 at St. John the Divine and in Columbia University's Low Plaza.
I celebrated graduation with my classmates in May 2017 at St. John the Divine and in Columbia University's Low Plaza.
Signing up for XMA was one of the best decisions I made in my life. The experience was more impactful and rewarding than my experiences at NYU and Pace taken together.
Many students in my cohort experienced personal change. This happened in one of two ways. For the majority, XMA created a greater awareness about possibilities because of the knowledge and skills that we gained. Change was not imminent for them but likely to happen in the future. Other students started XMA already having realized that they wanted to take a new direction. XMA became a catalyst for those to switch jobs or start a business while still in the program. Only very few did not grasp the link between a personal transformation and the ability to lead change. I was in the first group and started with a new employer one year after graduation.
The learning has not stopped since I left Columbia. XMA provides the knowledge, awareness, and skills for a lifelong pursuit of becoming better at being yourself, being with others, being adaptable, and leading change. Should you be interested to read about change management, additional ideas are here and a list of books and papers is here.
Many students in my cohort experienced personal change. This happened in one of two ways. For the majority, XMA created a greater awareness about possibilities because of the knowledge and skills that we gained. Change was not imminent for them but likely to happen in the future. Other students started XMA already having realized that they wanted to take a new direction. XMA became a catalyst for those to switch jobs or start a business while still in the program. Only very few did not grasp the link between a personal transformation and the ability to lead change. I was in the first group and started with a new employer one year after graduation.
The learning has not stopped since I left Columbia. XMA provides the knowledge, awareness, and skills for a lifelong pursuit of becoming better at being yourself, being with others, being adaptable, and leading change. Should you be interested to read about change management, additional ideas are here and a list of books and papers is here.
It is impossible to know how my life as a learner and professional would have evolved had I stayed in Germany. Maybe I would have returned to school eventually since additional educational options now exist. I also wonder occasionally if I might continue my academic career. Since I said twice before that I am done and then went to get another degree, I will not make a prediction this time.
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Read the Epilogue.