Global Impact Exchange Spring 2024 Edition
Leveraging Data to Increase Access & Inclusion in Global Programming
As the field of international education continues to evolve, there is a growing emphasis on increasing access to global programs and creating inclusive and culturally relevant support structures. To achieve these goals, it is crucial to leverage data effectively. This edition seeks to explore how data can inform practice and how offices and organizations are assessing and enhancing their diversity and inclusion practices using data-driven approaches. Articles focus on a wide range of topics related to leveraging data for increased access and inclusion in global programming that include, but are not limited to:
- Data-Driven Decision Making: How are educational institutions and organizations using data to make informed decisions related to access and inclusion in global programming? Share case studies and best practices.
- Assessing Diversity and Inclusion: What methodologies and tools are being employed to assess current diversity and inclusion practices in international education? How can data be used for benchmarking and assessment?
- Measuring Impact: How can data be used to measure the impact of diversity and inclusion initiatives in international education?
- Implementing Policy Changes: Present strategies for translating data insights into concrete policy changes and practices that promote diversity and inclusion in global programming.
Acknowledgements
A special thank-you to members of the Diversity Abroad consortium for supporting thought leadership at the intersection of global education and diversity, equity, and inclusion.
Introduction
We are pleased to present the latest edition of the Global Impact Exchange publication, centered around the theme of Leveraging Data to Increase Access & Inclusion in Global Programming. In response to our call for articles, we have curated a selection that explores the role of data in shaping international education and fostering inclusivity.
As the landscape of global programs continues to evolve, our focus on access and inclusion becomes paramount. This edition explores the pivotal role that data plays in informing decision-making processes and driving positive change. The articles aim to shed light on how educational institutions and organizations leverage data to enhance their diversity and inclusion practices.
Throughout your reading journey, we encourage you to reflect on the following questions:
- How can data-driven scholarship allocation strategies be applied in diverse educational settings to ensure equitable opportunities for all students?
- In what ways can standardized demographic data enhance the assessment of educational experiences abroad, promoting inclusivity and cultural relevance?
- What insights can audits offer in optimizing the impact of global initiatives, particularly those aimed at doing “The Most Good You Can Do”?
- How can data-driven collaboration be fostered among international education stakeholders to build effective connections and enhance global programming?
- In what practical ways can data be leveraged to implement access-focused changes in community college globalized courses, ensuring a broader reach?
As you read these articles, consider how the presented data-driven approaches could be translated into actionable strategies within your own educational context. I hope the articles spark thoughtful considerations and inspire innovative approaches towards fostering a more inclusive global educational landscape as they have for us.
Editorial Board
The main task of the Editorial Advisory Board is to review article submissions for the Diversity Abroad Quarterly publication. While not a peer-reviewed academic journal, the Diversity Abroad Quarterly publication compiles articles to advance domestic and international conversations around diversity, inclusion, and equity in global education with respect to the thematic focus identified each quarter.
- Helena Gillespie, Professor Of Learning and Teaching in Higher Education, School of Education & Lifelong Learning, University of East Anglia
- David Wick, Associate Professor, International Education Management, Middlebury Institute of International Studies
- Deborah Pembleton, Associate Professor, College of Saint Benedict and Saint John’s University
Table of Contents
Maximizing Scholarship Allocation for Students with High Financial Need
This article reports on a case study of data-driven decision-making around scholarship allocation. It outlines one institution’s method and suggests it can be applied across institutions to maximize available scholarship resources, specifically for students with high financial need.
Building connections and collaborations: Data-driven approach in global programing
This article explores the use of virtual exchange (VE) in science, technology, engineering, and mathematics (STEM) courses to develop more humanity-driven pre-professional undergraduate students. It emphasizes the importance of incorporating arts and humanities-based aspects into STEM education to enhance students’ interpersonal skills and global perspectives.
Leveraging Data to Implement Access-focused Change for Community College Globalized Courses
Community colleges serve nearly 40% of undergraduates in the U.S., yet few students study abroad, making Internationalization at Home strategies—like globalized coursework—critical for equitable access. At Davidson-Davie Community College, data revealed racial and age disparities in enrollment in globalized courses, prompting targeted efforts to internationalize classes popular among underrepresented groups.
A Case for Simple and Comparable Data to Assess Race and Ethnicity in Education Abroad
As the education abroad field continues to rebuild post-pandemic, it is an interesting time to analyze our latest efforts in diversity and inclusion with regard to participation rates by race and ethnicity. This comparative data table is an update to the one that was last published for the Diversity in International Education Hands-On Workshop held in Washington, DC in September 2010 that was a collaboration between Diversity Abroad and AIFS (American Institute for Foreign Study) (Comp, 2010). Both data tables utilize the most recent available data from the sources listed in the references at the time of publication.
In Support of Audits for “The Most Good You Can Do”
Regular audits of scholarship programs are essential for ensuring they effectively support historically marginalized students. By analyzing data on financial need and student identities, administrators can refine practices to maximize equity and access in education abroad.