Global Learning Is Workforce Readiness: Building the Links by DA Global | Nov 20, 2025 | Career Advancement Resources, Professional Development Global Learning Is Workforce Readiness: Building the Links Live Session from November 19, 2025 Session Description: Higher education is being asked tough questions, by students, families, and policymakers alike. What’s the true value of a degree in a world defined by rapid change, digital transformation, and global interdependence? In this community discussion, Andrew Gordon and Dr. Kati Bell, co-authors of Global Education as a Career Success Imperative, unpack how global learning can—and must—serve as a driver of career success. Grounded in the white paper’s policy framework, this session will trace the throughline from pathways to practice: How global education builds workforce competencies aligned with NACE and WEF frameworks How the 4A Framework (Awareness, Assessment, Action, Accountability) guides institutions in embedding global learning across academic and career ecosystems How cross-campus collaboration, employer partnerships, and inclusive access expand impact How policy recommendations can sustain and scale equity-minded global learning Together, we’ll explore how institutions can move from talking about global learning’s value to measuring its impact, and why global education is not a luxury, but a career success imperative. Moderator: Lily López-McGee, Ph.D., Senior Advisor, DA Global Access Network Panelists: Kathrina Bell, Ed.D., Adjunct Professor, Leadership & Management, Dominican University of California Andrew Gordon, CEO & Founder, DA Global Access Network
Celebrating the 2025 DA Global IMPACT Award Recipients by DA Global | Nov 5, 2025 | Articles, News & Updates, Public DA Global Access Network is pleased to announce the recipients of the 2025 Global IMPACT Awards, honoring outstanding contributions to the expansion of access to global learning, aligning it with student outcomes, and shaping the future of international education as an engine of success and opportunity. These annual awards celebrate the innovative strategies, programs, and leadership that connect global education directly to student and institutional success. The 2025 awardees were honored at the Global Impact Conference Awards Gala & Dinner in Minneapolis, Minnesota on October 30, 2025. Learn more about the award categories here. 2025 DA Global IMPACT Award Recipients Institutional & Organizational Awardees Outbound Mobility – Global Exchange Fellowship, King Fahd University of Petroleum and Minerals Global Engagement at Home – Global Up Américas, AFS Intercultural Programs, Inc. International Education Employer of the Year – CET Academic Programs Individual Professional Awardees Rising Star: Ethan Trinh, Ph.D., Georgia State University Trailblazer: Noelle Baldwin, IES Abroad Executive Leader: Rochelle Gilbert, EdD, EMBA, Walden University Inclusive Excellence in Teaching: Maureen P.M. Hall, MD, MEd, BSc, Ross University School of Medicine Student Leader Awardees Undergraduate Global Student Leader: Dora Granera, Boston University & IES Abroad Alumni Graduate Global Student Leader: Pashouably Vang, University of Minnesota Global Up Américas – AFS Intercultural Programs Global Engagement at Home – Organizational Award Global Up Américas is a virtual exchange program developed by AFS Intercultural Programs, Inc. that delivers meaningful global learning experiences without requiring international travel. Rooted in AFS’s mission to develop active global citizens and expand access to global competence education, the initiative provided local global immersion through expert-designed curricula and facilitated cross-cultural classroom exchanges through the Americas. This award is such an honor and recognition of Global Up Américas’ transformative impact… It shows how virtual exchange expands worldviews and builds meaningful learning opportunities right at home. Global Up Américas proves that active global citizenship can be fostered anywhere… empowering students to connect and thrive across cultures.” — Linda Stuart, Director of Global Education Innovation, AFS Intercultural Programs Global Fellowship Exchange – King Fahd University of Petroleum & Minerals Outbound Mobility – Organizational Award As part of KFUPM’s commitment to offering students a distinctive and world-class learning experience, the Global Exchange Fellowship provides a unique opportunity for students to spend an academic semester at top universities around the world. Through this international exposure, KFUPM students not only gain access to diverse academic environments and world-class learning, but also build meaningful connections that link KFUPM’s faculty and students with their peers in leading global institutions. These experiences enable students to learn, collaborate across cultures, and bring back new ideas that enrich our academic community and strengthen KFUPM’s global partnerships. We are honored to be recognized as a finalist. This recognition affirms our commitment to empowering students through transformative international experiences that build technical excellence and global perspective. Through the Global Exchange Fellowship, KFUPM enables students to strengthen their capabilities and approach problems with a global mindset, preparing them to lead, innovate, and make an impact worldwide. We thank our partners for continuously enabling opportunities and enriching our students’ learning experiences across the globe. — Dr. Turki Baroud, Former Dean of Global Engagement CET Academic Programs International Education Employer of the Year – Organizational Award Over the past three years, CET Academic Programs has transformed its workplace culture through intentional, people-centered initiatives focused on inclusion, flexibility, and staff well-being. One of its most celebrated changes—the 30-hour workweek introduced in 2023—reduced hours without reducing pay or benefits, giving staff greater autonomy and balance. Teams used this shift to streamline meetings and processes, resulting in higher productivity and stronger engagement. Through ongoing efforts in recruitment, professional development, and retention, CET has diversified its workforce and strengthened its sense of belonging across global offices. CET’s leadership believes that when staff are supported and empowered to thrive, the organization delivers its best—creating more impactful global learning experiences for students worldwide. It’s such an honor to receive this recognition from DA Global. We’re very proud of our recent initiatives to make all staff feel valued, included, and supported in their efforts to sustain a healthy work-life balance. Thank you, DA Global, for validating our efforts and inspiring us to keep innovating! — Mark Lenhart, Executive Director, CET Academic Programs Ethan Trinh, Ph.D. Rising Star – Individual Award Dr. Ethan Trinh is an educator, researcher, and community leader redefining humanizing approaches to global education. As Associate Director of the Atlanta Global Studies Center at Georgia State University, they lead programs that expand access to language learning, cross-sector collaboration, and global competence. Dr. Trinh also serves as Managing Director of the Arabic Teachers Council of the South and Founder of Dr. Trinh’s Foundation, which supports rural students in Vietnam through scholarships and educational initiatives. Their scholarship and creative work center love, memory, and belonging in global learning, earning national and international recognition, including the LGBTQ Leaders in Higher Education Award and U.S. State Department’s Mandela Washington Fellowship Reciprocal Exchange honor, and global fundings, such as from Association of International Education Administrators (AIEA)’s Virtual Exchange Symposium. Through relational teaching and community care, Dr. Trinh builds pathways that connect learners across borders and identities—turning education into shared transformation. I am extremely honored… This shows that my passion for global education is not performative; rather, it is lived. I make a lifetime commitment to continuing to serve, lead, and imagine new futures for international education, with heart, care, and love so that every student, teacher, and faculty, regardless of background, has the opportunity to thrive, learn, and build a space of belonging and understanding together. Thank you, DA Global, again for this prestigious award. — Ethan Trinh, Ph.D., Associate Director, Atlanta Global Studies Center, Georgia State University Noelle Baldwin Trailblazer – Individual Award Noelle Baldwin serves as Director of Access & Strategic Partnerships at IES Abroad, where she leads the Initiative to Diversify Education Abroad (IDEA). Under her leadership, the Access team has expanded collaborations across higher education, community, and industry sectors—rebuilding participation in global education beyond pre-pandemic levels. A proud University of Miami alumna and study abroad participant in South Africa, Noelle brings deep personal and professional commitment to expanding access. Her leadership and advocacy have earned national recognition, including honors from the PIEoneer Awards and Legacy Magazine’s “40 Under 40 Black Leaders of Miami.” Drawing on her Jamaican heritage and first-generation American experience, she designs programs that empower students to see themselves in global spaces. Through her work, Noelle ensures global education remains a bridge to opportunity, belonging, and lifelong impact. I am deeply honored… This recognition reflects not only my own work, but also the dedication of peers and partners committed to equity in global education. My efforts to expand inclusive pathways for students align closely with DA Global’s mission and vision of ensuring that global learning opportunities are accessible to all. Representation matters, and I believe every student deserves to see themselves reflected in international experiences. I share this honor with the communities and students who inspire me to keep breaking barriers! — Noelle Baldwin, Director of Access & Strategic Partnerships, IES Abroad Rochelle Gilbert, Ed.D, EMBA Executive Leader – Individual Award Dr. Rochelle Gilbert is a dynamic leader, educator, and coach committed to empowering others through education and innovation. As Associate Vice Provost in the Center for Impact Development at Walden University, she leads initiatives that measure student and graduate success, leadership development, and community engagement. Known for her transparent and collaborative leadership style, Dr. Gilbert inspires growth and excellence across higher education. Her career spans teaching, academic administration, and consultancy, always grounded in a mission to educate, equip, and empower. Often described as a “woman on the move,” she leverages creativity, collaboration, and compassion to elevate others and drive meaningful change. Dr. Gilbert’s dedication to fostering belonging and personal growth continues to shape students and professionals alike—demonstrating what it means to lead with both purpose and heart. I am humbled to be selected… This honor reflects a shared vision of expanding access to global education and empowering students to create their next chapter. My work is grounded in inclusion, mentorship, and collaboration–values that align with DA Global’s mission to unlock potential and foster belonging across borders. Together, we can elevate personal and professional growth, strengthen global networks, and inspire transformational leadership that ensures all students are prepared to thrive in an interconnected world. — Rochelle Gilbert, Ph.D., Associate Vice Provost for the Center for Impact Development, Walden University Maureen P.M. Hall, MD, MEd, BSc Inclusive Excellence in Teaching – Individual Award Dr. Maureen P. M. Hall, MD, MEd, BSc, is a transformative leader in medical education and student success. At Ross University School of Medicine, she advances academic excellence through evidence-based teaching, metacognitive training, and curriculum reform designed to enhance performance and professional readiness. With nearly two decades of experience, Dr. Hall is recognized for integrating resilience, wellness, and innovation into medical education. Her research and publications focus on medical simulation, lifelong learning, and student well-being. Beyond her scholarship, she champions leadership development and diversity in higher education, previously serving as chair of the Empower Diversity Growth and Excellence (EDGE) network at Adtalem Global Education. Through mentorship and strategic vision, Dr. Hall continues to inspire future physicians to lead with competence, compassion, and purpose in an evolving healthcare landscape. Dr. Hall, is a transformative leader in medical education and student success. At Ross University School of Medicine, she advances academic excellence through evidence-based teaching, metacognitive training, and curriculum reform designed to enhance performance and professional readiness… She champions leadership development and diversity in higher education, previously serving as chair of the Empower Diversity Growth and Excellence (EDGE) network at Adtalem Global Education… Dr. Hall continues to inspire future physicians to lead with competence, compassion, and purpose in an evolving healthcare landscape. — Lisa Kangas, Ph.D., Senior Core Faculty, Walden University Dora Granera Undergraduate Global Student Leader – Student Award Dora Granera is the Assistant to the Director at the Posse Foundation’s Bay Area site in San Francisco. A recent graduate of Boston University with a degree in International Relations, she has gained global experience through her work with organizations such as the Spanish Commission for Refugee Aid and IES Abroad. Passionate about equity and access, Dora is dedicated to redefining global education for the next generation by expanding opportunities and fostering inclusion across borders. I am deeply honored… Through my work with the Posse Foundation, CEAR, and IES Abroad, I have witnessed the transformative power of access to international education. This recognition affirms my commitment to advancing equity, cross-cultural understanding, and global opportunities for the next generation of leaders. As Maya Angelou once said, ‘People will forget what you said, people will forget what you did, but people will never forget how you made them feel.’ For me, global leadership means not only bridging differences, but also empowering open hearts and open minds. — Dora Granera, Assistant to the Director, Posse Foundation Bay Area Pashouably Vang Graduate Global Student Leader – Student Award Pashouably Vang (Paj Ntshua Nplaim Vaj) is a PhD student in the Comparative and International Development Education program at the University of Minnesota – Twin Cities, and is also pursuing a certificate in Program Evaluation. In centering the study abroad narratives of Hmong American college students, Pashoua’s dissertation seeks to bring new knowledge to the field of international education. Her research is timely as this year marks 50 years since the resettlement of Hmong refugees to the U.S. following the Secret War in Laos. When she’s not in the classroom, Pashoua is a road warrior representing the University of Minnesota’s Learning Abroad Center in the Northeast region of the U.S. As a higher education professional, Pashoua is committed to improving access to study abroad and advocating for more programs that intentionally foster a sense of belonging for all students. I believe that study abroad provides a unique opportunity for individuals to create and expand their own understanding of who they are. It is through this deep knowing of who we are that enables each of us to live our best lives guided by purpose so that we can be of service to others. I’m grateful to be celebrated for doing something I love: learning from others and gaining wisdom from their stories… This award is not only a celebration of how far I’ve come, but also a celebration of who I am becoming and my potential as a Hmong scholar. – Pashouably Vang, Associate Institutional Relations Director and PhD student in the Comparative and International Development Education program at the University of Minnesota A Special Message from our 2025 DA Global IMPACT Awards Sponsor!
Gen Alpha Meets AI: Preparing the Next Wave of Global Talent by DA Global | Oct 20, 2025 | Career Advancement Resources, Professional Development Gen Alpha Meets AI: Preparing the Next Wave of Global Talent Live Session from September 19, 2025 Session Description: As Gen Z graduates confront a shifting, AI-disrupted job market, Gen Alpha undergraduates are next in line; and international educators have a powerful role to play. Study abroad, virtual exchange, and globally inclusive campuses offer more than cross-cultural learning; they build the human skills that are difficult for AI to replicate. This session explores how global learning experiences, whether virtual or physical, can help students build the adaptability, empathy, digital fluency, and resilience employers now demand. Moderator: Claudio Castaneda, Director of Content & Programs, DA Global Access Network Panelists: Katie Lander, Director of Global Career & Internship Programs, CEA CAPA Esther-Gail Fraser, IE University Alumni and Business Analyst, OneTrust
Maximizing Scholarship Allocation for Students with High Financial Need by DA Global | May 12, 2025 | Global Impact Exchange, Spring 2024 Authors: Martha McGivern, PhD, Director, Study Abroad, DePaul University 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. In considering how to allocate funding to increase accessibility among students with high financial need, institutions may wonder: 1) How do scholarships affect the rate of study abroad participation among Pell-eligible students? 2) Based on that, what is the most effective allocation of finite scholarship funds, i.e., how many awards and at what value? DePaul University tracks participation rates among scholarship award recipients and makes annual allocation decisions based on that data. This paper focuses on data from the last three years through which the institution eliminated the participation gap between Pell-eligible and non-Pell students. Literature Review Study abroad scholarships are not the singular solution to access for students with high financial need. Funding is not necessarily sustainable (Gordon, 2018), and scholarships do not address other key factors students weigh as they consider study abroad (West, 2019; Salisbury et al., 2009). Cost, however, is the number one reason students cite for not going abroad (Diversity Abroad, 2017), so scholarship administration is key to reducing that barrier. Large funders like the Benjamin A. Gilman International Scholarship Program , Fund for Education Abroad , and many education abroad providers, colleges, and universities award scholarships to increase access among students with high financial need. Little research shows how effective study abroad scholarships are in supporting study abroad access or how institutions can best leverage funding. Whatley (2017) found that grant aid (not loans) increased the chance of participation among low-income students. In a more complex study, Whatley and Clayton (2020) found that low-income students who received need-based grants were 50-71% more likely to study abroad than their peers with similar financial barriers. But how much funding do students need? Methodology DePaul University in Chicago is a large private, Catholic, urban institution with a history and mission of providing education access to marginalized populations. The current first-year class is 51% students of color, 41% first-generation (DePaul University, 2023), and 34% Pell-eligible (Dickman et al., 2023). DePaul University Study Abroad maintains quarterly spreadsheets of scholarship data, including awards offered, financial-need rankings (per FAFSA), student demographics, and program details. Spreadsheets were combined across academic years 2021-22, 2022-23, and 2023-24 (through present) and filtered for key data. The sample was limited to undergraduate students accepted to institutionally sponsored study abroad programs within the timeframe, n = 2063. Charts were created to illustrate the following data points: Scholarship award type: “large” (90% of non-tuition costs up to $5,000), “small” (25% of non-tuition costs up to $1,000), or “no award” Participation: whether or not the accepted student confirmed and ultimately participated in the program Financial need: “Pell-eligible” or “non-Pell” Program length: “short-term” (1-3 weeks) or “term-long” (quarter/semester/academic year-length) Table 1. Key data points, compiled Participation rates were then calculated across the variables, including financial need, scholarship award type, and program length. Results and Discussion As expected, students offered scholarships participate in study abroad programs at higher rates than those without awards. Those differences are further pronounced among students with high financial need and at higher award values to a certain extent. Two specific findings can be applied to maximize study abroad scholarship allocation: “Small” awards were associated with increased participation rates among Pell-eligible students Participation rates varied by program length Small Awards: A Good Value “Small” awards make a difference in study abroad participation among students with high financial need and allow institutions to spread limited funds across more students. See Table 2 for participation rates across financial need and award types. Table 2. Participation rates by financial need and award type When Pell-eligible students were not awarded scholarships, most did not participate in study abroad, only 33%. When granted “small” awards, they participated at a rate of 71%. “Small” awards were usually $1,000, a relatively small amount of funding for this impact. Pell-eligible students awarded larger values participated at an even higher rate, 89%. “Large” awards averaged $3,583, so those were more expensive for a less dramatic impact. Program Length Considerations Participation rates for term-long study abroad programs (traditional quarter/semester/academic year-length) were lower across both financial need levels and award types, but they follow a similar pattern. Very few Pell-eligible students participated in their term-long study abroad programs without a scholarship (32%). The participation rate increased by 28% among those who received small awards and an additional 14% for those who received large awards. Students considering a semester or academic year-long program need to consider degree progress, time away from loved ones, and competing opportunities on campus. Perhaps their decision-making process (Salisbury et al., 2009) includes more factors despite the established benefits of longer duration programs on particular outcomes like language acquisition, intercultural competence, and personal growth (DeLoach, 2021; Dwyer, 2004). Using this Data DePaul University used this data to allocate scholarship funds. Based on the finding that “small” awards are associated with much higher rates of participation, DePaul allocated 75% of scholarship funds to awards up to $1,000 each. The remaining 25% of funds were allocated as “large” awards to support a smaller number of students with nearly full financial coverage. Based on the finding that overall participation rates differ by program length, DePaul University separated scholarship allocations by program length. The objective was to ensure that students were awarded funds for the type of program that met their goals, financially and otherwise. A new category of “medium” awards ($2,500) was also created for term-long program students to bridge the gap between the “small” ($1,000) and “large” ($5,000) categories. Conclusion This case study provides two key contributions. First, it presents a feasible method of using data to make decisions about scholarship allocation. Institutions and funding organizations can track participation rates among students at various award levels and program types to determine how to maximize finite scholarship resources. Combining and sharing this data further across the field could lead to developing standards in study abroad scholarship funding, maximizing resources more broadly. Second, it shows that Pell-eligible students at one institution who received relatively small scholarships participated in study abroad at more than double the rate of those without awards. That data can be considered by other institutions and organizations as they plan scholarship allocations with limited budgets. Bibliography DePaul University. (2023, October 24). Update on 2023 Fall Census. https://offices.depaul.edu/president/notes-from-rob/2023-2024/Pages/update-fall-census.aspx DeLoach, S. B., Kurt, M. R., Olitsky, N. H. (2021). Duration matters: Separating the impact of depth and duration in study abroad programs. Journal of Studies in International Education, 25(1), 100-118. Dickman, C. Holder, L. (2023, December 6). Fall 2023 New Freshman Profile Outcomes. IRMA Brown Bag, DePaul University, Chicago, IL. Diversity Abroad. (2017, August 6). Covering the Cost of Study Abroad. https://www.diversityabroad.com/articles/covering-the-cost-of-study-abroad Dwyer, M. M. (2004). More is better: The impact of study abroad program duration. Frontiers: The interdisciplinary journal of study abroad,10, 151-163. Gordon, A. (2018). A way forward: Exploring strategies at multiple levels. In Promoting Inclusion in Education Abroad: A Handbook of Research and Practice (pp. 185-196). Routledge. https://doi.org/10.4324/9781003446545 Salisbury, M. H., Umbach, P. D., Paulsen, M. B., Pascarella, E. T. (2009). Going global: Understanding the choice process of the intent to study abroad. Research in Higher Education, 50, 119-143. West, C. (2019). Breaking barriers to study abroad. International Educator, 28 (4), 30-35. Retrieved from https://www.proquest.com/scholarly-journals/breaking-barriers-study-abroad/docview/2295417753/se-2 Whatley, M. (2017). Financing study abroad: An exploration of the influence of financial factors on student study abroad patterns. Journal of Studies in International Education, 21(5), 431-449.Whatley, M., Clayton, A. B. (2020). Study abroad for low-income students: The relationship between need-based grant aid and access to education abroad. Journal of Student Financial Aid (2), 1.
Building connections and collaborations: Data-driven approach in global programing by DA Global | May 12, 2025 | Global Impact Exchange, Spring 2024 Authors: Kaishan Kong, PhD, Associate Professor | University of Wisconsin-Eau Claire, United States Xiaoling Deng, Director, International Exchange Programs, International Office | Suzhou City University, PRC Chanjuan Chen, Deputy Director, Office of International Exchange and Cooperation (Office of Hong Kong, Macao, and Taiwan Affairs/School of International Education and Culture) | Lingnan Normal University, PRC According to the statistics from the China Association for International Education, the number of international students enrolled in universities in China has steadily increased from 2003 (77,715) to 2018 (492,185). As Zhao (2011) argued, China has “grown from an insignificant player to a major destination.” Among the international students, over half of the students are from other Asian countries. Take 2018 for example: the Ministry of Education of China published that among the 492,185 international students, those from Asian countries made up 59.95%. While China’s economic development and global influence have stimulated growing interest among international students, how to create a more inclusive system and attract more diverse students is one of the priorities for international professionals in higher education within China. The three authors have had the privilege of working with international students in various capacities. Kong is a language and culture professor in the US where she works closely with international students and is dedicated to international educational exchange. Deng and Chen are seasoned professionals in two regional colleges in China, directly working with student recruitment, exchange programs, and global programming. We formed a community of practice to examine challenges in international education, especially for small teaching-oriented institutions, and explore practical strategies to propel inclusive international education within China. In particular, we discussed the following questions: What are some fundamental disadvantages and challenges faced by teaching-oriented colleges in China regarding global programming? What are some potential practices to enhance accessibility and inclusivity in global programming? Global Programming and its Challenges A closer look at the increased enrollment of international students in China reveals that larger cities and larger universities are much more popular than smaller ones, due to their international reputations and the availability of ample scholarships. Statistics showed that in 2018, Beijing attracted 80,786 international students and Shanghai came second with 61,400 students, while many other provinces with less than 10,000 students. These statistics expose the disadvantages of smaller cities and institutions, which resonates with both authors’ (Deng, Chen) first-hand experiences since they work in two separate, small-sized teaching-oriented colleges. Although their colleges offer a quality education, they are competing with over 160 other universities within their province to gain resources for global programming, many of which are worldwide reputable research-oriented institutions with tremendous financial support. The increasing attention to international rankings pushes higher education institutions to think creatively to enhance their global competitiveness (Hammond, 2016; Marginson & van der Wende, 2007). In this process, small-sized teaching-oriented colleges face three major challenges, including (1) inadequate collaboration among various stakeholders (faculty, department, community) to promote international education, (2) lacking diverse course offerings to connect with students’ career planning, and (3) insufficient support to create impactful and inclusive experiences for international students. Depending on the international office team alone to tackle these challenges is neither realistic nor sustainable. It requires orchestrated efforts from faculty and local communities (Kim, Song, Liu, Liu, & Grimm, 2017). Kim et al. discovered that some faculty may perceive building global education in broader global dimensions without making relevance to their own contexts, and some faculty acknowledged growing gaps between administration and faculty. Creating a Connection and Collaboration-based Model One popular instrument in China to assess universities is called the University 360-degree Data Monitoring Framework, including 10 categories and over 40-dimension breakdowns. Global Competitiveness consists of three sub-categories and 10 dimensions (Figure 1). This data framework provides a holistic view of global competitiveness and includes some quintessential components. While larger research-oriented institutes may be stronger in publications, smaller teaching-oriented colleges may consider what areas would be realistic to improve and thus establish achievable goals to make their global programs more inclusive and inviting to international students. We suggest a model (Figure 2) that catalyzes collaborations and connections to offer a more inclusive and impactful learning experience for international students where they can access various local resources. Figure 1. Indicators of Global Competitiveness in the University 360-degree Data Monitoring Framework. Source: Information retrieved from https://gaojidata.com/product/ub Figure 2. A Connection and Collaboration-based Model Firstly, small colleges could create a wide range of academic offerings and highlight distinctive disciplines. Ding’s (2016) study revealed that international students’ interests go beyond Chinese language classes. If teaching-oriented colleges could examine their own disciplinary strengths and offer more diverse courses, especially in connection with local cultures and students’ different majors, they could distinguish themselves in global programming. For instance, the School of Food Engineering and Sciences in the third author’s university has established a successful course on food appreciation that explores the intersectionality of culture, language, cuisines, and food engineering. This course exemplifies collaboration between international administrators and faculty to reimagine education and utilize the school’s unique disciplinary advantage to create a niche program to cater to the interests of students from various academic backgrounds. Secondly, small colleges could integrate career readiness in curriculum design so international students can expand their learning and accessibility to local resources. Since many international students choose to study in China because of its global economic power, colleges can consider offering courses related to their career skills and internship opportunities in local enterprises. For instance, a medical program in Jiangsu province offers bilingual courses that enhance international students’ language and subject knowledge, followed by a practicum component allowing these international students to work along with medical staff in local hospitals. Such courses connect students and local entities, not only enabling international students to apply their knowledge and skills in real life but also benefiting local employers with a new workforce. Thirdly, small colleges can enhance academic services and support for international students. Engaging students with local communities helps to break bubbles and create truly inclusive learning. Research shows that university support and peer support play a significant role in international students’ experience (Hussain & Shen, 2019). Such support should be more than airport pick-ups and orientations by including effective mechanisms to support their experience. One effective practice shared by the second author is creating a sustainable Host Buddy program that connects students with local families, especially those with multiple generations, to have weekly meetings. International students are invited to various events from ordinary family gatherings to cultural celebrations. Having the chance to interact with various generations will be an exceptional chance for international students to experience authentic cultures. Lastly, foster global collaborations—one step at a time! It takes tremendous efforts to launch large-scale global collaborations, but institutions can collaborate on smaller projects to gain momentum (Kong, 2023). One example is a global virtual exchange between the first two authors, where they connected faculty and students from their institutions to conduct a 10-week project to explore cultural topics. Projects like virtual exchange are an extraordinary example of involving faculty in global education so they can both adopt new pedagogy in teaching and conduct research from such projects. This model illuminates the importance of connections and collaborations. It connects international students with local communities, connects study abroad with employability, and connects faculty with other aspiring colleagues beyond national boundaries. It promotes collaborations between colleges and local enterprises, between students and future employers, and, more importantly, between faculty and international teams on campus. By offering more thoughtful curriculum design, unique courses, and inclusive services, smaller colleges can improve their global competitiveness and become a niche market in international education. References Ding, X. (2016). Exploring the experiences of international students in China. Journal of Studies in international Education, 20(4), 319-338 Statistics of students studying in China. China Association for International Education. https://www.cafsa.org.cn/search.html?keyword=%E7%95%99%E5%AD%A6%E7%94%9F%E7%BB%9F%E8%AE%A1 Statistics of students studying in China in 2018. Ministry of Education of People’s Republic of China. (2019, April 12). http://www.moe.gov.cn/jyb_xwfb/gzdt_gzdt/s5987/201904/t20190412_377692.html Hammond, C. D. (2016). Internationalization, nationalism, and global competitiveness: A comparison of approaches to higher education in China and Japan. Asia Pacific Education Review, 17, 555-566. Hussain, M., & Shen, H. (2019). A study on academic adaptation of international students in China. Higher Education Studies, 9(4), 80-91. Kim, D., Song, Q., Liu, J., Liu, Q., & Grimm, A. (2018). Building world class universities in China: Exploring faculty’s perceptions, interpretations of and struggles with global forces in higher education. Compare: A Journal of Comparative and International Education, 48(1), 92-109. Kong, K. (2023). Intercultural talk: Fostering intercultural citizenship in a Chinese program. In Kong, K. & Spenader, A. (Eds.), Intercultural Citizenship in language education: Teaching and learning through social action (pp. 90-119). Multilingual Matters. Marginson, S., & van der Wende, M. (2007). To rank or to be ranked: The impact of global rankings in higher education. Journal of Studies in Higher Education, 11, 306-329. Zhao, L. J. (2011, September 22). China’s higher education as soft power? (EAI Background Brief No. 659). National University of Singapore. https://research.nus.edu.sg/eai/wp-content/uploads/sites/2/2017/11/BB659.pdf
