and

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Welcome and Look Around the Room ----------- Wh
at you should be seeing are new or prospective
CIEAs
INTRODUCTION WELCOME
CIEA 101 New Chief International Administrators
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• TYPICAL BACKGROUND
• Faculty Often Modern Foreign Language Faculty
• Study Abroad, International Students Services,
• or English as a Second Language
  Coordinators/Directors
• Related Dean-level Administration Jobs
• Other Positions From Outside of the Academy
• Either Internal Hire or From an External Job
  Pipeline

INTRODUCTION WELCOME
CIEA 101 New Chief International Administrators
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NOW LETS SEE IF THE STATISTICS ARE CORRECT
INTRODUCTION WELCOME
CIEA 101 New Chief International Administrators
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• WHAT DO YOU NEED IN THE NEW POSITION??
• According to a recent survey of Study Abroad,
  ESL,
• and International Student Advisor Directors
• Budgeting Skills
• Know what your program is and where it can go
  (Assessment and Plan)
• Learn the Internal Dynamics (they are different
  at this New Level) and
• the History of the Relationships.
• Perspective of the New Position
• (Learn the Other Areas of
  Internationalization)
• Leadership Skills Empowerment, Leverage, and
  Politics.
• Networking Skills.

INTRODUCTION WELCOME
CIEA 101 New Chief International Administrators
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• WHAT DO YOU NEED IN THE NEW POSITION??
• According to a recent survey of Study Abroad,
  ESL,
• and International Student Advisor Directors
• Other Issues
• Administration Support and Genuine Commitment.
• Written into Mission and Strategic Plans.
• Training and Professional Development Funding
  for you and your staff
• and from you to other elements of the
  institution.
• Realize that Things Have Changed! You are not
  Faculty or Staff Now!

INTRODUCTION WELCOME
CIEA 101 New Chief International Administrators
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INTRODUCTION WELCOME
SHARING IS FUN ! What do you think you need ??
CIEA 101 New Chief International Administrators
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• Todays Presentations will cover
• Theory and Structure of Programs.
• Positioning in Campus Structure and Culture.
• Roadmap to Resources Available for the CIEA.
• Administration and Budgeting within a Program.
• Risk Management in International Operations.
• Roundtable Q A We Are at Your Service.

INTRODUCTION WELCOME
CIEA 101 New Chief International Administrators
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Internationalization of the College/University
Campus
Dr. Joseph D. Tullbane Associate Dean for
International Education and Outreach St. Norbert
College De Pere, Wisconsin
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DEFINITON OF TERMS IN CAMPUS INTERNATIONALIZATION

• TERMINOLOGY
• The Difference Between Globalization and
  Internationalization
• -- Perception, Prejudice, and Regional
  Differences
• -- Outreach and Understanding as the Essence
  of the Concept
• International Education versus Campus
  Internationalization
• -- Traditional versus Modern Application
• -- Broader, More Encompassing versus
  Narrower, More Specific

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CAMPUS INTERNATIONALIZATION

• What Constitutes Internationalization
• in a Campus Community Today?

-- Curricular or co-curricular activities /
curricular co-curricular activities --
Narrowly or broadly focused

• Internationalization as a Change Agent!
• What is the Genesis of Internationalization?
• -- Individual faculty or staff members pet
  projects
• -- Academic Disciplines perceived needs for
  student
• international exposure
• -- Co-curricular staff initiatives Service
  Learning, etc.
• -- Others???

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CAMPUS INTERNATIONALIZATION

• Do Small Colleges or Large Universities have
  any Inherent Advantages in Internationalizing
  Their Campuses?
• -- Flexibility
• -- Bureaucracy
• -- Funding

• Is There Really an Identifiable Process for
  Campus Internationalization?

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SOME MODELS OF CAMPUS INTERNATIONALIZATION
Campus Internationalization can be Modeled!
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GENERAL MANIFESTATIONS OF THESE CAMPUS
INTERNATIONALIZATIONAL MODELS
Manifestations of the phenomenon take many forms
specific narrow focuses such as study abroad
alone or broad ranging curricular/co-curricular
activities across the campus. Curricular --
Individual Courses/Parts of Courses --
Discipline/Department wide Projects -- General
Education Program -- Discipline-Oriented Study
Abroad -- Education of International
Students Co-Curricular -- International
Diversity Activities -- Ethnic Celebrations --
Inter-Cultural Communications -- Tourist
Service Learning Trips -- International Speaker
Series
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SILOS MODEL OF CAMPUS INTERNATIONALIZATION

• Advantages
• -- Synergy Gained Through Similar Mission
  Needs
• -- Direct Concern for Specific Academic
  Requirements
• -- Segments of the Community Dedicated to
  International Relationships
• Disadvantages
• -- Extreme Ownership with Budget Implications
• -- Redundancy and Duplication of Efforts
• -- Less Responsive to Institution-wide
  Concerns
• -- Disadvantages with Institutional
  Relationships

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TRANSITIONAL MODEL OF CAMPUS INTERNATIONALIZATION

• Advantages
• -- Easier Reach than Centralization/Consolidat
  ion
• -- Affects more of the Campus than Silos or
  Islands
• -- Politically, less Risky than Centralized
  Model
• -- Increases Perception of Internationalizatio
  n as Key Element
• for Campus Community
• Disadvantages
• -- Less Efficient/Still Duplicates Efforts
• -- Less Student Friendly
• -- Decentralized Budgets are More Vulnerable
• -- Potential Marginalization

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CENTRALIZED MODEL OF CAMPUS INTERNATIONALIZATION

• Advantages
• -- Integration One stop shopping Continuity
  of Institutional Concerns
• -- Efficiency Reduces the Redundancy in
  Administrative Support
• -- Service Beyond the Needs of Academic
  Programming
• Disadvantages
• -- Disassociation International Issues? Oh,
  thats their job!
• -- Dislocation Not our Program Why Invest?
• -- Potential Marginalization
• -- Service Potential for Impersonal Service

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CAMPUS INTERNATIONALIZATION

• Do These Models Describe an Evolutionary Path ?
• Where is Your Institution in Terms of These
  Models?
• -- Institutional Internationalization Audits
• -- Assessment of Strengths and Weakness
• -- Hired Guns The usefulness of an outside
  interrogator/supporter
• Is Evolution Even Necessary in Your Institution
  ?

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CAMPUS INTERNATIONALIZATION

• Internationalization is a Process that . . .
• Demands Broad Commitment
• -- It must be an integral part of the
  Mission of the Institution
• -- It must be included in the strategic plan
• -- It takes major buy-in and consensus
  building to transition
• from model to model (by Faculty,
  Staff, Administration, and
• Students)
• Is a Long-Term Operation
• -- Even those Institutions that settle for a
  specific model must
• work to preserve it
• Cannot be Accomplished On the Cheap

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CAMPUS INTERNATIONALIZATION

• Finally, How Do You Get There From Here?
• Dedicated Professional Staff (Staff
  Development)
• Dedicated Leadership (High Level Emphasis)
• Organizationally Placed to Maximize Effort,
• But Maintain Relationships
• Dedicated Budget (Operational Developmental)
• Entrepreneurship

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Administration and Finances

• CIEA 101
• AIEA

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Existential Administrative Questions

• How can I accomplish what needs to be done?
• How can I direct and motivate my staff to do
  their part of the work?
• How can I garner the support that I need at all
  levels of the institution?
• How can I be sure Im doing it correctly?

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Existential Administrative Questions

• But the essential question
• How do I know what to work on? Especiallywhat
  to do next?
• Urgent is not the same as Vital!

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• The 7 Habits of Spectacularly Unsuccessful
  Executives
• 1. They thought of themselves as gods in worlds
  they created, and "vastly overestimated" the
  extent to which they could control events.2.
  They saw their businesses as extensions of
  themselves. They gave themselves lavish perks and
  spent company money as if it were their personal
  money.

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• 3. They believed what some people were saying
  about them that they were geniuses.4. They got
  rid of all those not fully behind them.
  (Grandiose illusions are often accompanied by
  paranoia.)5. They became junkies for good PR.
  Having been in the limelight once, they were
  eager to get there again and directed the
  company's time and other resources to achieve
  that dubious end.

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• 6. They underestimated the difficulty of
  accomplishing their ambitious plans, often
  overriding the objections of loyal and
  experienced subordinates. 7. They were afraid
  to innovate and stuck only with what worked
  before.
•  
• Fast Company July 2003 Sydney Finkelstein

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Brockingtons 4 Rules

• Be right
• Be polite
• Be on time
• Be under budget

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Administrative Models

• International Office as bridge between the
  senior administration and faculty as well as a
  bridge among academic units (also among
  academic and administrative units) . (Jack Van de
  Water)
• Ideas
• Funds
• Services

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Areas of Responsibility

• A. Study Abroad
• B. Domestic Off-Campus Programs
• C, International Students and Scholars
• D.     Provide administrative oversight, support
  and budget tracking for grant-funded
  international activities and projects
• E. University Partnerships
• F. Collaboration with the Center for Career
  Development and the Colleges Experiential
  Education Programs
• G. Promotion of International Education

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Administrative Models

• International Office as Individual
• International Office as Department
• International Office as Entrepreneur (independent
  contractor)

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Administrative Models
Budget Dependence Status Quo?
Budget Autonomy Entrepreneurship
Budget Support. Room for innovation, if can
find funding.
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Financial Models

• A.   International Office as Individual The
  institutions general fund pays for everything.
• B. International Office as Department The
  institutions general fund pays for
  administrative costs only. 
• C. International Programs Office as
  Entrepreneur The office expenses are funded by
  student fees and there is no direct link to the
  institutions general fund. (Cost/Recovery
  Model International Programs as autonomous unit)

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Education Abroad Program Pricing Models

• A Retail Model Students pay a comprehensive
  fee equivalent to the institutions tuition,
  room, board College pays everything overseas.
• B Factory DirectNo Frills Model Students pay
  all actual program costs themselves, including
  travel College pays nothing 
• C Sams Club Model Students pay all program
  costs themselves PLUS pay an administrative
  charge to the College.

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Education Abroad Program Pricing Models

• D My Brother-in-Law can get you a discount or
  you can take your chances model
• Students pay the institutions comprehensive fee
  for affiliated (i.e. approved) programs (and
  are able to transfer their institutional
  financial assistance)
• actual costs for non-affiliated (i.e.
  non-approved) programs (but without
  transferability of institutional financial
  assistance) and are often forced to take a leave
  of absence to participate in these programs.

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• International Education Office/Program Funding
  Model
•  
• Program Pricing Model(s)
• Budget Model(s)

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Financial Rules for Literature Majors

• Know your budget better than the business office
  and your superiors. 
• 2. Decide what the sticker price of the program
  will include, e.g. Tuition? Meals? Lodging?
  Excursions? Air? ISIC? Insurance? And make sure
  all programs are priced the same way in your
  catalogue.

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Financial Rules for Literature Majors

• 3. Establish a common denominator for budget
  comparisons. (e.g. student/semester,
  student/semester hour, etc.) Always use this
  denominator when discussing program costs in
  budget meetings.

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Financial Rules for Literature Majors

• 4. Know how financial aid for education abroad is
  handled
• Who determines which programs are aid
  transferable.
• Who determines how much (or how many aid FTE) can
  be transferred.
• Which budget is charged for financial aid.
• What is the discount rate (merit scholarships and
  grants) for the institution.
•  5. Always generate a surplus!

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Financial Rules for Literature Majors

• You cannot pay a real bills with discounted
  dollars!

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Resource Allocation

• Resource eaters
• Resource generators
• Resource sharing/resource leveraging

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Discussion

• What administrative and/or financial challenges
  is your office facing?
• Think about your office as a bridge. What
  resources in terms of ideas, funding, and
  services can you offer?
• What one idea have you heard so far that you are
  interested in trying next week?

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Models for Transferability of Institutional
Financial Aid

• A. The institution allows the full
  transferability of all institutional financial
  assistance/scholarships to any study abroad
  program approved for transfer of credit. 
•  

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Models for Transferability of Institutional
Financial Aid

• B. The Institution limits the transferability of
  institutional financial assistance/scholarships
  to Off-Campus study programs by
• Limiting the total dollar amount transferred by
  limiting the number of students who are permitted
  to study off-campus (or the number of student
  semesters of transferability) or by setting a
  total dollar cap on transferability.
• Limiting the number of programs to which students
  can transfer institutional financial
  assistance/scholarships.
• Limiting the transferability of financial
  assistance to need-based assistance onlyMerit
  scholarships are not transferable.

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Models for Transferability of Institutional
Financial Aid

• C. The institution does not permit the transfer
  of any institutional financial assistance/scholars
  hips.

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Study Abroad Safety and Security

• AIEA CIEA 101
• February 19, 2007
• Bill Davey
• Arizona State University

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A brief discussion of Tort law

• any wrongdoing for which an action for damages
  may be brought
• May be intentional (battery/assault, trespass,)
• or unintentional (many forms of negligence)

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Duty in Higher Education

• Courts confront the law of student/university
  relations on a situational basis one case at a
  time and are demonstrably influenced by two
  counter balancing notions.
• The direct analogies between cases involving
  student injury and cases involving business
  responsibility,
• Seeing the university as a unique environment,
  which deserves some protection from the rules.
  (Bickel and Lake, 105)

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Tort Law continued

• Discussion of Negligence
• Generally, refers to a failure to live up to a
  specific standard of care
• Four elements
• A duty to exercise reasonable care (may be
  special relationship and/or may be a stranger)
• Breach of that duty
• Your breach is the proximate cause of an injury
• Resulting damages
• All four elements must be proven to recover
• Must ask if the injury was 1. Foreseeable and/or
  2. Foreseeable to a particular plaintiff

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The Changing Legal Environment

• In Loco Parentis Era Family based tort
  immunities of the time were used to protect the
  university from lawsuits regarding discipline,
  regulation, and punishment of students. The
  university acted as a surrogate parent
• Civil Rights EraStudents acquired the privilege
  to exercise their constitutional rights on campus
  and seek protection from the courts.
• Bystander EraThe courts began to approach
  lawsuits involving students and universities
  using the legal analytical tools of duty and no
  duty. Emphasis in some cases was the belief that
  students are responsible for themselves.
• Duty EraThe university and students have shared
  responsibility - in short we are seeing more
  decisions that indicate the end of the no-duty
  era and an emphasis on a belief that the
  university owes duty to students and students owe
  duty to themselves

Bickel, Robert D., Peter F. Lake. The Rights and
Responsibilities of the Modern University, Who
Assumes the Risk of College Life? Thanks to Kim
Novak
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The Concept of Duty

• Who is Responsible?
• Program Administrators
• Overseas Partners
• Participants
• Parents/Guardians of Participants

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Duty and Care

• Duty
• The concept of legal duty is neither rigid nor
  static. A court can create a new duty if, after
  evaluating the interest of the parties, it
  decides that a plaintiff should be entitled to
  legal protection against a defendants conduct
  (Kaplan and Lee, 108)

• Standards of Care
• The Reasonably Prudent Person considers
• Foreseeable risks of injury
• The extent of the risk proposed by her/his
  conduct
• The likelihood of the risk actually causing harm
• Whether alternatives to the proposed conduct
  would achieve the same purpose with a lesser
  degree of risk

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The Duty Partnership

• Administrative role in partnerships
• Accept the newly defined responsibility
• Appropriately utilize General Counsel to frame
  strategies for meeting the challenges of
  administrative responsibility
• Clearly communicate expectations to staff and
  students
• Design proactive processes to empower staff to
  create a safe and productive environment
• Respond appropriately to decisions and/or
  incidents that are not aligned with expectations
• Student role in the partnerships
• Accept responsibility as both individuals and
  members of a community
• Embrace the proactive processes that serve as the
  foundation for their partnership with the
  institution

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An ASU Case Study

• OUR CONCEPT OF DUTY INCLUDES
• Identifying
• Monitoring
• Correcting
• Being Proactive

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THE ASU APPROACH

• Revised Orientations
• Safety and Security
• I JET use
• Agreement Modification
• Partners must provide local security
  orientation
• 24 Hour Emergency Service
• Professional Answering service with email and
  telephone response

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THE ASU APPROACH

• 5 Safety and Security Brochures
• Parents, Safe travels, Women, Residence,
• General Safety
• Monitor Information Sources
• NAFSA, Forum, etc
• Safeti Clearinghouse, OSAC, IJET, WHO, NACUA,
  State Department,
• Subscription to IJET Travel Services
• Worldcue Pro, Worldtraveler

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iJET Travel Services

• International travelers face a variety of
  situations that can disrupt a trip or compromise
  traveler safety.
• WorldcueTraveler monitors the travelers
  itinerary around-the-clock and sends alerts with
  recommendations to help travelers circumvent
  potential difficulties.
• Comprehensive travel advice on more than 150
  topics helps travelers anticipate and manage
  common traveler issues.
• Travel tools are provided including a currency
  converter, international weather information, a
  world clock, and international phone country
  codes.
• Real-time, itinerary-specific travel alerts on
  breaking events are sent to travelers before,
  during, and up to 30 days after their trip via
  email or wireless device.

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More WorlcueTraveler Features

• Travel alerts provide concise, accurate,
  relevant, up-to-the-minute information on
  developing situations with recommendations from
  iJETs Travel Intelligence specialists for
  avoiding or minimizing disruptions.
• Customized Travel Intelligence reports may be
  configured, viewed and printed, including a one
  click executive summary that reviews current
  conditions and highlights important changes that
  may affect travelers.
• Personalized Web site, tailored for the
  travelers itinerary and profile, provides access
  from any Web browser to all relevant alerts,
  comprehensive destination intelligence and expert
  advice.
• Destination information covers security, health,
  transportation, entry/exit, communication,
  weather/environment, culture, finance, language
  and legal.

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World Traveler Screen
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THE ASU APPROACH

• Enhanced Site Visit Protocol
• Checklist for faculty and staff
• Program Suspension Policy
• Toggle or Review
• State Department Travel Warning
• IJET Security Level
• WHO advisory
• Committee Review
• Waiver Process

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NOTES ON AVIAN FLU

• Planning must be integrated with other agencies
• National Policy and Recommendations
• State Policy and Recommendations
• University Risk Management plans
• International Office Plans

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Some considerations for Study Abroad

• Be sure you have access to reliable sources of
  information NIH, CDC, WHO, IJET.
• You should be able to track employees and
  students who have contacted the disease.
• You need a communication system to broadcast
  targeted messages quickly.
• You need a clear interagency communication link.
• You need preplanned financial plans to
  accommodate travel disruptions, quarantine, etc.
• Who is responsible for paying.
• You need information for students and faculty to
  identify risk and mitigation processes prior to
  travel.

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