Closing the Study Abroad Divide

Happy New Year everyone! We would like to begin the new year with a guest author—something we will do from time to time. Bradley Feuling is the Chairman and CEO of The Asia Institute, based in Shanghai, China. Many of us work with faculty-led programs from inside a university, or at least inside the U.S. Brad, on the other hand, partners with colleges and universities on short-term programming in Asia and from Asia. He has thoughtful and thought-provoking perspectives on faculty-led programs, and we are pleased to have him share them with us. Today’s post will introduce the topic, while next week we will explore some reasons why faculty-led programs don’t succeed.


Closing the Study Abroad Divide: How Faculty-Led Programs are Influencing Leaders and Laggards in the Development of Global Citizens
by Bradley A. Feuling, Chairman and CEO, The Asia Institute

Global education is abuzz now. For international educators, attendance at the Forum on Education Abroad Annual Conference has increased nearly seven times since its inception (2004). The Institute of International Education’s Generation Study Abroad now has over 600 committed partners, after only 20 months. For students studying abroad, they are returning home to find international careers more accessible, which only 20 years ago were few and far between. HR professionals now note study abroad experiences for younger candidates boost employability.

International education is clearly expanding, yet a gap in the development of global citizens is also widening. While some universities and colleges are consolidating their program offerings, trying to limit their faculty-led programs to the magic number of 100, a larger number of universities and colleges are still just trying to create sustainable international opportunities and to fill enrollment for only a handful of annual faculty-led programs.

This series of articles on Closing the Study Abroad Divide: How Faculty-Led Programs are Influencing Leaders and Laggards in the Development of Global Citizens, digs below the surface, to uncover why such a large gap still exists between universities and colleges that have a “culture of study abroad” and their counterparts who struggle to communicate the value of having a passport. These articles approach this gap through the lens of faculty-led programs, exploring specifically how such programs significantly increase global awareness on campuses.


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