Get to Know the DA Global Impact Partner Suite: Tools That Power Global Learning by DA Global | Jun 16, 2026 DA Global offers a powerful set of platforms and programs designed to support students at every stage of their global learning journey — and the professionals who make it happen. Join us for a free webinar series walking through each product: what it does, how it works, and how your institution can make the most of it. Each session includes a live demo and time for audience questions. June 30 at 1:00pm ET — Get to know BeGlobali – Campus Hub for students. July 14 at 1:00pm ET— Get to know DA Global Knowledge Hub for professionals.s July 28 at 1:00pm ET — Get to know Global EDGE: Career Readiness Certificate for students August 11 at 1:00pm ET — Get to know BeGlobali – Campus Hub for students. Choose your session and register today! Register
Investing Inward: Professional Development as a Strategic Priority in International Education by DA Global | Jun 16, 2026 | Articles, Career Advancement Resources, Homepage Articles, Professional Development, Public Live Session from June 10, 2026 Overview: In this webinar, DA Global convened a panel of researchers, practitioners, and organizational leaders to examine professional development in international education — what it actually looks like across institutions, what the research tells us about who participates and how, and what it would take to treat it as a genuine strategic priority rather than a line item. The conversation moved across three areas: how we define professional development, what organizational investment really means, who gets access to meaningful growth opportunities — and how to measure the impact of that investment. Moderator: Lily Lopez-McGee, Ph.D., Senior Advisor, DA Global & Senior Director, Howard University Panelists: Stacey Hansen, PhD Candidate, Educational Policy & Leadership, University of Albany Roopa Rawjee, Ph.D., Executive Director, Office of International Engagement, Illinois State University Noelle Baldwin, Assistant Vice President for Access & Strategic Partnerships, IES Abroad The challenge We talk a lot about professional development. We practice it a lot less. A recent conversation with researchers and practitioners revealed how global education actually invests in its own people and how to more effectively demonstrate the fruits of those investments. The webinar, Investing Inward: Professional Development as a Strategic Priority in International Education started with a question that sounds simple: when you hear “professional development,” what comes to mind? Polled responses from attendees told a familiar story — conferences, degrees, workshops. These are the things we tend to budget for, advocate for, and recognize. But they represent only one slice of how professionals actually grow. Research in workplace learning distinguishes between formal learning (degree programs, structured training), non-formal learning (workshops, webinars, certifications), and informal learning — the kind embedded in daily work. Informal learning looks like talking through a hard situation with a colleague, reading an article on your lunch break, or taking the lead on something you’ve never done before. It’s routine, invisible, and almost never called “professional development,” even when it’s doing exactly that work. Mapping everything a team is doing is key — daily responsibilities alongside stretch activities — in a single shared document. For many managers, just making that list is eye-opening. Professional development is already happening. It just isn’t being named. This matters because what we name, we invest in. And what we leave unnamed, we tend to defund. Investment is not a budget line A lot of conversations about professional development get stuck at “we don’t have the money.” And yes, budgets are real. But the most useful parts of this webinar pushed past that framing. Professional associations are more than conference organizers. They’re hubs — of resources, of structured learning, and perhaps most importantly, of people. The informal learning that happens in a hallway conversation or a side channel years after a conference is often more lasting than any session content. For early-career professionals especially, plugging into these networks is a way to build knowledge and capacity without starting from scratch. But the return on sending someone to a conference depends almost entirely on what happens when they come back. Expecting people to present what they learned, connect it to team goals, or share it across the organization turns a single person’s experience into a collective asset. That expectation costs nothing to set — and makes a real difference. Other examples from the discussion: leveraging existing partnerships to share resources across departments; pooling funds with peer organizations to create grant opportunities neither could sustain alone; connecting a team member to a local community program that builds the exact skills their role requires. None of these need large budgets. They need managers who take professional development seriously enough to look beyond the obvious options. The research is also clear on one thing that should sharpen any ROI argument: funding professional development is cheaper than the cost of losing good people. Professional development contributes to job satisfaction, individual performance, and retention. The math usually favors investing. Who gets to grow? Research has found that men are offered professional development opportunities more frequently than women, and full-time employees have significantly more access than part-time staff. Seniority and hierarchy quietly shape who gets invited, nominated, and encouraged — often without explicit criteria, which means often without accountability. And then there’s the more personal layer: whose request gets approved? Who gets sent to the conference? Whose idea of professional development gets taken seriously? These decisions happen in one-on-one conversations and team meetings all the time, and without intentional structures, they tend to reflect existing biases rather than challenge them. The antidote is transparency — being clear about how these opportunities are allocated and why. So is expanding what counts as legitimate development, which itself carries historical weight: narrow definitions of “professionalism” have always served some people better than others. One reframe that resonated: the annual performance review as a stay interview. Not just an evaluation of what someone did, but a genuine conversation about what keeps them there, what they need to grow, and what gaps exist between their current role and where they want to go. Held in a climate of psychological safety, that conversation is one of the most powerful professional development tools available — and it requires no budget at all. A few things worth taking back to your team Expand what counts. Informal learning is real learning. Name it, track it, and treat it with the same seriousness as a conference registration. Build a culture of sharing. When someone attends a training, expect them to bring something back — to the team, to the organization. One person’s experience becomes a collective asset. Use the review differently. Ask what people need, not just what they did. That conversation is a stay interview, a needs assessment, and a PD roadmap all in one. Check the distribution. Who’s actually getting professional development opportunities on your team? Build structures that make the answer equitable and visible. Connect professional development to goals. SMART goals, job description reviews, and explicit ties to organizational priorities make the investment legible — to your team, and to leadership. Remember that managers are learners too. Professional development isn’t just for early-career staff. Building a learning culture means modeling it at every level. Additional Resources 3 strategies for retaining a diverse staff workforce A Comprehensive Guide to Creating Continuing Professional Development Opportunities for Employees How to Empower Employees: 8 Best Practices Great Managers Use This session is part of DA Global’s practice area focus on People Development and Success, which examines individual capacity, team effectiveness, and the operational conditions that allow excellent work to scale.
Introducing DA Global Knowledge Hub – Campus Global Learning Platform for Professionals by DA Global | Jun 2, 2026 Last month we introduced BeGlobali Campus Hub for students. Now we’re pleased to release the DA Global Knowledge Hub for professionals. Hosted on BeGlobali, the DA Global Knowledge Hub unlocks one of the most robust professional development spaces for leaders and practitioners committed to leveraging access to global engagement to support student academic achievement and career goals. Join us on June 16 at 1:00pm ET for this sneak peek into this new feature. Register
Investing Inward: Professional Development as a Strategic Priority in International Education by DA Global | May 12, 2026 Professional development is not a perk. It is the infrastructure that allows international education practitioners to grow, adapt, and lead effectively. Yet the field has rarely examined how it invests in its own people: what professional development actually looks like across institutions, what the research tells us about participation, and how to make it a strategic priority rather than a budget line item. This session brings together researchers, practitioners, and organizational leaders for a grounded conversation on professional development in international education. Drawing on emerging research and field experience, panelists will explore what meaningful investment in people looks like, how institutions can move from ad hoc to strategic, and what the evidence says about building strong, capable global education teams. Moderator: Claudio Castaneda, Director of Content & Programs, DA Global Access Network Presenters: Dr. Roopa Rawjee, Executive Director Office of International Engagement, Illinois State University Dr. Lily Lopez-McGee, Senior Director of Diplomatic Fellowships, Howard University Noelle Baldwin, Assistant Vice President for Access & Strategic Partnerships, IES Abroad Stacey Hansen, Ph.D. Candidate, Educational Policy & Leadership, University at Albany SUNY June 10, 2026 at 11:00am ET Register
Unraveling COIL: Key Insights on the Benefits and Challenges of Virtual Exchange by DA Global | Apr 20, 2026 | Articles, Collaboration & Initiatives at Home, Global Engagement Resources, Homepage Articles, Public Live Session from April 1, 2026 Overview: As global higher education continues to evolve, institutions are rethinking how international learning is delivered, who it reaches, and what outcomes it produces. Collaborative Online International Learning (COIL) and virtual exchange have emerged as important tools in this shift, offering new pathways for global engagement that extend beyond traditional mobility. A recent webinar brought together perspectives from both practice and research to explore the current state of COIL, its growing relevance, and the opportunities and challenges shaping its future. What follows is a synthesis of the key themes and takeaways from that discussion. Moderator: Kyle Cox, DA Global Impact Fellow 2025-2026 | CEA CAPA Regional Director for University Relations Guest Presenters: Daniel Nolan, Director of COIL Programming, University of Minnesota Adam Freed, Regional Director of Academic Partnerships, Asia-Pacific Academic Key Takeaways COIL is a flexible, evolving model of global learning embedded within coursework It is gaining momentum due to shifts in mobility, access, and student expectations Hybrid models are expanding the scope of what COIL can look like Students benefit from intercultural engagement, digital collaboration, and applied learning COIL supports career readiness by developing globally relevant skills Adoption requires attention to both practical challenges and deeper structural considerations The future of COIL will depend on continued innovation, critical reflection, and global inclusivity Defining COIL in a Shifting Landscape At its core, Collaborative Online International Learning (COIL) refers to structured, collaborative learning experiences that connect students and faculty across institutions and countries through digital platforms. While often grouped under the broader umbrella of “virtual exchange,” COIL is typically distinguished by its integration into formal coursework and its emphasis on co-designed, faculty-led collaboration. However, one of the most important takeaways from the discussion is that COIL is not a fixed or universally agreed-upon model. Definitions continue to evolve, reflecting differences in regional practice, institutional priorities, and disciplinary approaches. This fluidity is not a weakness, but rather a sign of an emerging field that is still being shaped by those who engage with it. Why COIL, and Why Now? The renewed attention to COIL is closely tied to broader changes in global education. Declining participation in traditional study abroad in some contexts, rising costs, geopolitical uncertainty, and shifting student expectations have all contributed to a need for more flexible and inclusive models of global learning. At the same time, today’s students are increasingly comfortable operating in digital environments. This has made virtual collaboration not only feasible but pedagogically meaningful. COIL offers a way to embed international experiences directly into the curriculum, expanding access to students who may not be able to participate in physical mobility. In this sense, COIL is not simply an alternative to study abroad. It is part of a larger reimagining of how global learning can be integrated across the student experience. Expanding Models: From Virtual to Hybrid Another key theme was the evolution of COIL beyond fully virtual formats. In many contexts, COIL is now being combined with short-term mobility or embedded within broader program structures, creating hybrid models that blend online and in-person engagement. These developments reflect a growing recognition that global learning does not need to be confined to a single modality. Instead, institutions are experimenting with layered approaches that allow students to build relationships online and then deepen them through physical exchange, or vice versa. This shift also raises important questions about what counts as COIL and how it relates to other forms of international collaboration, further reinforcing the idea that the field is still in transition. Student Outcomes and Learning Value Across the discussion, there was strong alignment around the value of COIL for student learning. Participants highlighted several key areas of impact: Intercultural competence: Students engage directly with peers from different cultural and national contexts, developing greater awareness and perspective-taking skills. Digital collaboration: Working across time zones and platforms builds practical experience in virtual teamwork. Active learning: COIL projects often involve problem-based or collaborative assignments that increase student engagement. Access to global experiences: Students who may not have the opportunity to study abroad can still participate in meaningful international learning. Importantly, these outcomes are not limited to specific disciplines. COIL has been successfully implemented across a wide range of fields, demonstrating its adaptability and relevance in diverse academic contexts. Connecting to Career Readiness Beyond academic outcomes, COIL is increasingly being positioned as a contributor to career readiness. The ability to collaborate across cultures, communicate effectively in virtual environments, and navigate ambiguity are all highly valued in today’s workforce. COIL provides a structured environment in which students can practice these skills in real time. Rather than learning about global collaboration in theory, students experience it directly, often encountering the kinds of challenges and complexities that mirror professional settings. For institutions, this creates an opportunity to more clearly connect global learning with employability outcomes, an area of growing importance for both students and stakeholders. Faculty Engagement and Institutional Value While much of the conversation focused on student outcomes, there was also recognition of the benefits for faculty and institutions. For faculty, COIL can: Open new avenues for research and collaboration Strengthen connections with international partners Revitalize teaching through innovative pedagogies For institutions, COIL can: Expand global engagement without the costs of mobility Support strategic goals related to access and inclusion Serve as a foundation for deeper partnerships and future initiatives These benefits are important in encouraging broader adoption, particularly among faculty who may be unfamiliar with or hesitant about implementing COIL. Challenges and Critical Considerations Despite its potential, COIL is not without challenges. The discussion emphasized the importance of approaching COIL with a critical and reflective mindset. Practical barriers Time and coordination across institutions Differences in academic calendars and expectations Technological limitations or uneven access Conceptual challenges Navigating uncertainty and unpredictability in live, cross-cultural collaboration Avoiding oversimplified assumptions about culture and identity Ensuring that global engagement does not reinforce existing inequities Field-level tensions A concentration of leadership and visibility in North America and Europe Limited recognition of practices emerging from other regions The risk that standardization through training or certification may constrain innovation These considerations highlight that implementing COIL effectively requires not only logistical planning, but also intentional design and critical awareness. Moving Forward: COIL as an Evolving Practice One of the most consistent themes throughout the conversation was that COIL should be understood as an evolving practice rather than a fixed model. Its strength lies in its flexibility, its adaptability across contexts, and its potential to respond to changing needs in global education. At the same time, this flexibility requires ongoing dialogue about definitions, approaches, and values. As institutions continue to experiment with COIL and virtual exchange, there is an opportunity to shape the field in ways that are more inclusive, more equitable, and more responsive to diverse perspectives.
