The Role of Non-Profit Membership Associations in International Education in the U.S.

Brian Whalen, President and CEO, The Forum on Education Abroad

www.forumea.org

The Role of Non-Profit Membership Associations in International Education in the U.S.

Context• Higher Education in the U.S.– Highly decentralized– Very diverse and complex– Quality Assurance through Accreditation

Commissions and Agencies• www.chea.org Council for Higher Education

Accreditation

The Role of Non-Profit Associations in the Field of International Education

www.acenet.edu The American Council on Education, Center for Internationalization and Global Engagement

www.iie.org Institute of International Education

www.nafsa.org NAFSA: Association of International Educators

www.aiea-world.org Association of International Education Administrators (AIEA)

Note That There Are Many Other Associations that Influence International

Education in the U.S. “Institutional Type” Associations (Public

Universities; Liberal Arts Colleges; Community Colleges; State Colleges and Universities, etc.)

“Academic Discipline Associations” (Languages; Engineering; Psychology, etc.)

“Functional Administrative” Associations (Business Officers; Legal Counsels; Risk Managers; Career Services, etc.)

Associations Located Overseas (U.S. Education Abroad Associations in Latin America, Europe, and India)

Non-U.S. Associations also influence international education in the U.S.

www.forumea.org

The higher education membership organization for education abroad

Not-for-profit association

Founded 2001

Almost 700 institutional members

Members commit to the Standards of Good Practice upon joining

The Forum on Education Abroad

Recognized by the U.S. Department of Justice and the Federal Trade Commission as the Standards Development Organization (SDO) for education abroad:

• Openness: the opportunity for involvement by all parties known to be affected by the particular standards development activity

• Balance: balancing interests so that standards development activities are not dominated by any single group of interested parties;

• Transparency: which calls for readily available access to essential information regarding proposed and final standards;

• Consensus: substantial agreement be reached on all material points after the consideration of all views and objections

• Due Process: including the right to express a position, to have it considered, and to appeal an adverse decision.

Hundreds of colleagues from within and outside of education abroad have been and are involved in developing the Standards

The Forum on Education Abroad

Goals of the Forum

1. Establish Standards of Good Practice

2. Conduct research to assess outcomes of education abroad and collect useful data

3. Promote excellence in curriculum design

4. Advocate for education abroad at all levels How? Strategic Plan

1. Establish Standards

• Standards of Good Practice for Education Abroad, 4th edition, 2011

• Standards of Good Practice for Short-Term Education Abroad Programs, 2009

• Code of Ethics for Education Abroad, 2nd edition, 2011

• Education Abroad Glossary, 2nd edition, 2011

2. Conduct research & collect data

Two of the Forum’s current initiatives: Critical Incident Database

Institutional and Program Resources Survey

3. Promote excellence

• Quality Improvement Program (QUIP)• Online Toolbox of Best Practices• Annual Forum Conference• Workshops and Webinars• Standards Institutes

4. Advocate for education abroad

• Advocacy resources to assist members in critical areas such as the ADA and study abroad, Clery Act reporting, funding and financial aid, and applying veteran’s benefits to education abroad.

• National advocacy efforts support the interest and goals of Forum members (Study Abroad investigations in 2007; License approval for Program Providers to operate study abroad programs in Cuba in 2013).

For Institutions-- Quality Improvement Program (QUIP)

• Based on an accreditation model• Involves rigorous self-study and peer review

based on the Standards of Good Practice• Results in a final determination about whether

the institution or organization is in conformity with the Standards.

• Nearly 40 institutions have completed the process so far.

For Individuals-- Professional Certification in the Standards of Good Practice

• Will launch in 2014• Will certify an individual’s ability to articulate

and apply the Standards of Good Practice