In January 2008, NAFSA: Association of International Educators released
Strengthening Study Abroad: Recommendations for Effective Institutional Management to "recommend core principles, values, and behaviors for senior campus administrators to consider as they develop policies and practices to guide the management of the study abroad function."
Below you will read about how recognized education abroad professionals and leaders within the NAFSA community have responded to and plan to use the report.
Participants
- Joseph L. Brockington
Associate Provost for International Programs Kalamazoo College Center for International Programs
- Kathleen Sideli
Associate Vice President for Overseas Study, Indiana University
- Anders Uhrskov
Director, DIS - Danish Institute for Study Abroad and NAFSA Board Member
- Susan Thompson
Director, International Programs, Office of the Vice Provost for Academic Affairs, University of Nevada, Las Vegas, and NAFSA Board Member
Questions
| NAFSA has just released the task force report titled Strengthening Study Abroad: Recommendations for Effective Institutional Management (IMSA report). Having had the opportunity to review the report and in some cases participate on the task force that developed the report, what value does the report bring to institutions and their study abroad programs? |
Joseph:
Every program, no matter how long it has been in existence, can benefit from periodic assessment and stock-taking. The IMSA report (and the context in which it originated) provides that opportunity to education abroad. By examining the assumptions, policies, and procedures that underlie its approach to study abroad in light of these precepts and principles and then making any necessary changes, an institution could be reasonably certain that it could respond without panic to an official request for information. More importantly, that institution would be better able to say that it is providing a quality experience abroad for its students. |
Kathleen:
The report gives an overall framework that should be very useful for institutions since they can measure their own activities, policies and systems against the recommendations and suggestions in the report. The simple existence of the document could provide the opening for conversations to begin. |
Susan:
The IMSA report is significant because it addresses timely issues and because the authors of the report are respected professionals in international education and senior campus administrators who understand the importance of education abroad. The report is a balanced discussion which identifies key components essential to the successful administration of education abroad and highlights topics that need to be considered by various stakeholders. The report will provide the basis for constructive review and for thoughtful consideration by administrators and education abroad professionals. |
| The report is being shared by the presidents of the various higher education associations with the college and university presidents and provosts who are their members. How would you suggest that study abroad professionals prepare questions they might receive from their administration? |
Joseph:
When I got the report, I read it through first to see what was being proposed. The second time through was with an eye to what the current policies, practices, and procedures are in my study abroad office, noting areas of agreement and divergence. The third time through was to see how great the areas of divergence were. Study abroad professionals can best prepare for questions from senior administration about the report and their own campus by knowing what it is they do and by being able to explain how and why they do it that way. |
Anders:
I suggest that study abroad professionals use the report as an opportunity to evaluate the existing study abroad program and to propose that an institutional strategy plan for growth in study abroad should be formulated. A strategy plan where goals and means are put together: academic goals, study abroad enrollment goals (expressed not only in number of students going abroad, but also in a target for share of graduation credit earned abroad: 15 credit out of 120 credit, etc.), a timetable for when the enrollment goals should be met, a policy for approving study abroad programs, policy for increased curriculum integration, policy for how to receive credits and grades earned abroad, policy for transferability of institutional financial aid. |
Susan:
International educators can use the report to consider the overall mission and goals that are at the core of their vision for education abroad. A dialogue with colleagues both within their own organization and in the broader community can help expand on the report. Knowing the historical and current policies and procedures that are in place and how they align with the overall mission and goals of an organization are also key to preparing background information. |
| Similarly, how would you go about bringing together key stakeholders on campus to support the study abroad program? |
Joseph:
Our study abroad office reports to the provost. That gives me access to two groups of campus leadership, the president's staff (the vice presidents and deans) and the provost's staff (provost direct reports). I would begin with a presentation to the members of the provost's staff (of which I am a member) and then work with the provost to have him make a short presentation [to] the president's staff. Concurrently, and because this is a small college, I would have sent a memo to both the president and the provost with my assessment of how we measure up to the report's findings and recommendations on how our program can be strengthened. |
Kathleen:
[Education abroad professionals] should organize a series of talking points based on the topics raised in the report so they can respond to questions about the various areas raised in the report. Each campus community is different but in each case the study abroad professional should talk to his or her immediate supervisor and decide which leaders on campus should be involved in a wider conversation about study abroad. Depending on what specific areas need the most attention, those professionals might include representatives from financial aid, registrar, legal counsel, risk management, admissions, budgetary and financial management offices, schools or colleges, etc. |
Susan:
Outreach and cooperation with all sectors of the campus community has always been a priority for me. The IMSA report provides a catalyst for calling a meeting of our International Programs Advisory Council, a group of faculty and administrators from across the campus. The Advisory Council has always been a great support system for the Office of International Programs and serves as a resource for promoting international education across the disciplines and administrative units so that we can provide the best educational experience possible to our students. |
| How can the task force report be used to strengthen the relationship between providers and institutions? |
Joseph:
The report reminds us that the relationship between providers and sending institutions is both collegial and contractual and that we should not let one outweigh the other. |
Kathleen:
Since the report recognizes the important role that providers can play in the field, institutions should be able to be frank with providers about the optimum ways they can partner together, given the circumstances of the institution and the provider. In some ways the report opens up new areas of conversations between providers and institutions. |
Anders:
It is important that providers and stand alone study abroad programs are seen as positive partners for institutions if they want to reach their goals of increased quality study abroad. Close cooperation, including transparent financial agreements, is necessary. It is [particularly] important that institutions either support professional site visits to study abroad programs as due diligence or allow providers and stand alone study abroad programs to support site visits that are organized in a transparent way. Sharing examples of how to overcome problems if they arise can turn out to be very useful. |
| What advice do you have for colleagues about maintaining this as a "living document" in your study abroad work - how can we ensure it has an impact beyond this month on your campus? |
Joseph:
The review of study abroad programs, policies, practices, and procedures initiated by the appearance of this report needs to become one of the regular series of reviews that each education abroad office undertakes, if not yearly then at least every other year. Moreover, the report should be used to guide the formation of new programs and partnerships as these are added to the university's offerings abroad. |
Kathleen:
Study abroad units should engage in self-examination on a regular basis. Part of this assessment should include an analysis of how their institutions are faring when compared against best practices and suggestions like the ones raised in the report. The commitment to making available safe programs of high academic quality, employing appropriate and transparent business systems should be ongoing at all levels of the institution. External evaluation is also a possibility, especially if a study abroad unit feels that an outside professional opinion might help the institution move further along. |
