Author: Gudrun Nyunt, Ph.D. Published by the Forum on Education Abroad.
This multi-site case study research project, supported by The Forum on Education and
the Stevens Initiative, explores the state of international education programming after
the COVID-19 pandemic, with a specific focus on education abroad and virtual
exchange. Data was collected in summer 2023 for 11 cases representing the following
categories: (a) four-year, large public higher education institutions, (b) small and/or
private four-year higher education institutions, (c) community colleges or two-year
institutions, (d) K-12 education institutions or systems, (e) governmental organizations,
and (f) education abroad providers.
Data collection included interviews with 16 staff members at the different institutions and organisations as well as analysis of institutional/organizational websites. The aim of the study was to gain insights into current international education programming at the institution or organization as well as professionals’ thoughts about the future of international education programming.
Key findings
While institutions are returning to education abroad programming, this return has been slow and not all institutions/organizations have been able to return to pre-pandemic. At the same time, the pandemic introduced many participants to virtual exchange and the hope is to continue and expand these offerings.
The pandemic led to human resource shortages, which negatively impacted and continues to impact international education programming (education abroad and virtual exchange).
Participants highlighted the value of offering both virtual exchange and mobility programming to foster global education but noted challenges in communicating the value of virtual exchange to constituents.
Participants noted that while virtual exchange can increase access and minimize power differences, access concerns and ethical dilemmas exist within these types of programs as well.
This report highlights opportunities and considerations for international education scholars and practitioners, as they re-image, revamp or expand international education programming to scaffold global learning more intentionally at their institutions.