Understanding Reciprocal Exchanges Across Nations and Institutions

UNDERSTANDING RECIPROCAL EXCHANGES ACROSS NATIONS AND INSTITUTIONS

NAFSA ANNUAL CONFERENCESAN DIEGO

FRIDAY 30 MAY 2014

Dawn J. Moyer, Oregon State UniversitySoraya Campbell, Duke UniversityRachel Jessop, De Montfort University, UK Paul R. Dorres, Oregon State University

Exchange vs. other models

• Overseas Exchanges include:Academic department-ledUniversity-wideSystem-wide (consortium model)

• Other mechanisms for going abroad:Third-party providers

• Service learning programs

• Faculty-led programs

• Non-credit bearing opportunities

Reciprocal exchanges vs. other models

• Student cost

• Placement quantity

• Institutional cost

• Institutional value

Exchange Faculty-Led

Non-InstitutionalCo-Provider

©David J. Keitges

UK global student mobility

• Vast majority of global student mobility is via exchanges• Large numbers of study/work abroad is via Erasmus+ within Europe• UK students are typically interested in

• Destinations outside Europe• English-speaking countries

• Growth in government-supported programs• Faculty-led programs in the minority• Use of third party providers very uncommon• The UK approach to internationalization is changing

Motivation for Exchange Participation

Affordability for Public

“In-State” tuition payers

Relationships between

institutions

Prestige factor,

institutional name

recognition

Academic Drivers University Globalization

Initiatives

American Studies Programs (U.K. =

required study in U.S.)

Academic Overlap, Unique Study/Research

Opportunity

Additional Degree,

Certificate or Option

Foreign Language

Study

General Education

Credits, etc.

National Initiatives

UK• International experience

initiatives e.g. #DMUglobal

Globally• Governments developing

international education strategies

Student Exchanges: Survey Results

UK US

Highlights from US survey respondents vs. UK survey

0%10%20%30%40%50%60%70%80%90%

100%

69%

90%

US vs. UK existence of regulations regarding exchange agreements

US UK

0%

20%

40%

60%

80%

100%

42%

97%

US vs. UK institutions seeking new partners

US UK

Highlights from US survey respondents vs. UK survey

0%

5%

10%

15%

20%

25%

30%

35%32%

5%

US vs. UK use of third-party providers

US UK

Institutional faculty-led programs

38%

International campuses owned by or affiliated with

your institution6%

Third-party provider pro-grams (programs organized and managed by an outside

agency or institution)32%

Institutional reciprocal student exchanges

19%

Other5%

Average US Education Abroad Portfolio by Program Type

Why is your institution not seeking exchange partners at this time? (US respondents only)

Changes in the revenue generation model in the UK

• Tuition fees were introduced in the UK in 1998: up to £1,000/year • Tuition fees increased since then from £3,000/year to £9,000/year

• Different rules for Scotland, Northern Ireland and Wales • Reduced tuition fees possible for those who study/work abroad as part

of their degree program, depending on the university

Examples of successful reciprocal exchange programs

University of Nottingham

Korea University, Seoul

University of Nottingham

Sciences Po, Paris

Oregon State University

Lincoln University, New Zealand

Oregon State University

City University of Hong Kong

Exchange Management

Agreement• Check compatibility• Negotiate

Academics• Course availability• Curriculum Integration

Administration• Balance• Communication/Commitment

Who manages exchanges?

• Departments - greater ‘ownership’ of exchange vs. resources

• Main international office - mandate as ‘gatekeeper’ role

• Conflicts from interpretations of maintaining the exchange balance vs. value of the exchange partnership to the department

Negotiating terms of student exchange agreement

• Many universities have a student exchange agreement template

• The main international/education abroad office plays an integral role

Partnership

• Concept of partnership is key• Synergy between academics,

department, and institution • Relationship is not only between

academics, but administrators• Exchanges based solely on

personal relationships or to ‘look good on the books’ are less likely to be successful

Managing the balance

• Integral (or ‘not-so-integral’) part of any exchange agreement

• What happens if balance is not maintained?

• Problems with counting

Managing an exchange vs. other program models

Common education abroad duties • Outreach and marketing• Student advising• Program management• Financial management such as

budget, billing, accounting, and enrollment management

• Risk and crisis management• Program evaluation• Pre-departure orientation

Exchange – incoming and outgoing • Student application process: requirements for participation• Negotiating exchange placements• Managing the balance• Advertising for incoming students• Welcome orientation for incoming students• Advocating for incoming students on-campus• Transcript evaluation for both incoming and outgoing• Be familiar with international student regulations that impact

student exchange

Barriers to successful exchange partnerships

Some recommendations for exchange administration

Proposal for future leadership in this arena

• Exchange SIG with NAFSA• Additional Opportunities to discuss exchange at Regional NAFSA,

NACADA, other professional organizations• Exchange for professionals, faculty – getting to know partners• Participation in Fulbright and other learning opportunities abroad• Organize, advocate, document successes

THANK YOU!