Charting New Paths: Internationalization for the World Ahead by DA Global | Feb 18, 2026 | Articles, Collaboration & Initiatives at Home, Education Abroad Resources, Fundamentals, Global Engagement Resources, Public Live Session from February 5, 2026 Overview: This webinar explores how international education is responding to sustained global disruption. Through a candid, practice informed conversation, the panel examines how institutions can move beyond reactive decision making toward more intentional, values aligned approaches to global learning. Additional Resources Moderator: Claudio Castaneda, Director of Programs & Content, DA Global Access Network Guest Speaker: CJ Tremblay, Founder and Managing Director, Alethea Global Cooperative Antonio Gutiérrez, Chief Visionary Officer, Celei Regenerative Education Executive Summary What You’ll Find in This Summary: How institutions are reassessing global education priorities in response to geopolitical instability, policy changes, and enrollment volatility Why intentional design, mission alignment, and institutional values are becoming central to sustainable global learning strategies How practitioners can translate broad strategic conversations into concrete insights and organized proposals that inform leadership level decision making Context Framing This discussion brought together international education practitioners from diverse contexts to examine how global education is evolving amid sustained disruption. Drawing on perspectives grounded in climate justice, regenerative education, and values driven institutional strategy, the conversation explored how geopolitical instability, policy shifts, financial strain, enrollment uncertainty, and shifting student expectations are reshaping internationalization. Participants approached disruption as an ongoing structural condition shaping the field. The conversation focused on how institutions can develop more intentional, values aligned approaches to global learning in response to these realities. In doing so, the discussion reflected a regenerative mindset, asking how systems can be redesigned to strengthen long term social, ecological, and institutional resilience. Instead of offering a single prescriptive solution, the conversation surfaced insights drawn from lived experience across institutional and geographic contexts. Speakers examined the tension between maintaining operations and reimagining systems, and emphasized the need for deeper reflection on what internationalization is for, who it serves, and how it can contribute to more just and sustainable global engagement. What Brought Us Together? The conversation was situated within a higher education environment shaped by several interrelated dynamics: Geopolitical instability and shifting policy landscapes, influencing student mobility patterns, partnership development, and long term strategic planning Financial strain and enrollment uncertainty, prompting institutions to reassess recruitment models, partnership investments, and resource allocation Evolving student expectations, particularly regarding clearer alignment between institutional practice and stated commitments to social responsibility, climate action, equity, and global engagement. These pressures do not operate independently. Rather, they intersect and reinforce one another, increasing institutional complexity and challenging long standing assumptions about internationalization. In this context, the discussion examined two central questions: What is operationally feasible under current conditions? What is strategically purposeful and ethically grounded over the long term? Across institutional roles and organizational contexts, panelists emphasized the importance of reflection and recalibration. Instead of interpreting present conditions as temporary disruptions, many framed them as indicators of deeper structural change. This perspective invites reconsideration of how global learning is positioned within the broader institutional ecosystem and how it can more effectively contribute to student development, institutional mission, and long term resilience. What We Heard Several themes emerged consistently throughout the conversation: Institutions are placing greater emphasis on intentionality, moving away from expansion-focused models toward approaches that prioritize clarity of purpose, impact, and alignment. Innovation is often taking shape through incremental changes grounded in local context, rather than through large-scale or uniform reforms. Global education is increasingly understood as interconnected with other areas of institutional work, including career development, student wellbeing, access, and retention. Ongoing dialogue and shared reflection are seen as essential tools for navigating uncertainty, particularly in environments where conditions continue to shift. Students experience global learning pathways as part of a broader academic and personal journey, underscoring the need for clearer, more cohesive systems of support. Together, these themes suggest that the future of internationalization will be shaped less by scale alone and more by intentional design, alignment, and adaptability. Where to Go From Here This recording and its accompanying resources are designed for both institutional leaders and on the ground practitioners. While leaders shape final decisions, practitioners are often the ones identifying emerging patterns, testing new approaches, and building the case for change. The Reflection Worksheet and Accountability Form are structured to help practitioners capture insights in a clear, organized way that can inform institutional dialogue and strategic planning. To support continued engagement beyond the live discussion, participants are invited to use two optional resources: The Reflection Worksheet helps individuals and teams capture key insights from the conversation, clarify how emerging trends relate to their own context, and organize ideas that can be shared with colleagues and institutional leadership. The Accountability Form provides space for participants to identify one or two actions, questions, or areas of exploration they intend to pursue following the session. The form will remain open until mid March 2026, allowing time for reflection, internal discussion, and follow up. Both resources are designed to encourage thoughtful, context specific application rather than prescriptive outcomes. They provide structure for practitioners who are translating big picture conversations into actionable insights within their own institutions. This conversation underscored that there is no single pathway forward for international education. Instead, progress is emerging through careful reflection, collaborative learning, and a willingness to question inherited assumptions. The insights shared during this session offer a grounded starting point for institutions and practitioners alike as they consider how global learning can remain relevant, responsive, and values aligned in a changing world.
How Dartmouth Streamlined Pre-Departure with BeGlobali by DA Global | Jan 30, 2026 | Articles, Education Abroad Resources, Global Engagement Resources, International Students, Public, Support & Advising, Support Advising, Virtual Exchange & Advising How Dartmouth Streamlined Pre-Departure with BeGlobali Live Session from January 30, 2026 Overview: This interview highlights how Dartmouth College redesigned its pre-departure preparation process to better support students while improving operational efficiency for staff. By embedding BeGlobali Pathways into everyday advising workflows, Dartmouth developed a more holistic, inclusive, and scalable approach to pre-departure that reduced repetition, strengthened health and safety preparation, and returned valuable time to advisors. Moderator: Andrew Gordon, CEO & Founder DA Global Access Network Guest Speaker: Noelle Warinsky, Assistant Director of Study Away, Dartmouth College What You’ll Learn: A practical example of how to streamline pre-departure preparation without sacrificing individualized advising. Insight into delivering identity-aware health and safety training in a consistent and trackable way. Lessons on how global education teams can reclaim time and refocus advising on higher-impact student engagement. What was happening in the office that made it clear the pre-departure process needed to change? Dartmouth sends approximately 600 students abroad each academic year across a continuous, quarter-based academic calendar. The Study Away team, while relatively small, supports a wide range of programs including exchanges and fully customized faculty-led experiences. Over time, it became clear that a significant amount of staff capacity was being consumed by repeatedly delivering the same foundational pre-departure information in individual advising meetings. Students were arriving at different levels of readiness, and advisors were spending less time on nuanced, student-specific conversations. The disruption created by COVID provided an opportunity to step back, evaluate existing workflows, and intentionally redesign pre-departure preparation in a way that was more sustainable and adaptable. How did the pre-departure process function before, and what does it look like now? Previously, pre-departure relied heavily on in-person sessions and one-on-one advising to convey core information related to logistics, health, and safety. This approach required advisors to cover similar material repeatedly and made it difficult to ensure consistency across programs. After integrating BeGlobali Pathways, Dartmouth shifted to a model that standardized baseline preparation and embedded it directly into existing workflows. Students now engage with essential content before meeting with advisors and peer mentors, creating a shared foundation of knowledge. As a result, advising conversations are more focused, efficient, and centered on individual circumstances rather than information delivery. How did Dartmouth approach identity-aware health and safety training, and why was scale important? The advising team recognized early that student identity plays a meaningful role in how students experience health, safety, and belonging while abroad. Before shifting their approach, it was difficult to ensure that all students received consistent, identity-aware guidance, particularly at scale. Rather than treating this kind of preparation as optional or supplemental, Dartmouth embedded inclusive health and safety training directly into the core pre-departure process. Students are now required to complete two micro-trainings as part of pre-departure, one on health & safety and a second selected based on the student’s interests or needs. Using BeGlobali Pathways made it possible to standardize this preparation at scale, track completion and identify gaps. This ensured that every student engaged with essential preparation regardless of program type, while allowing flexibility for students to access identity-specific training relevant to their individual experiences. Over time, the data generated through the process has helped staff identity trends and expand broader support initiatives. This approach has increased institutional confidence that students are more consistently and thoughtfully prepared before departure, while giving advisors better tools to focus their time on high-impact conversations. Where was time saved, and how did that change advising? The most significant time savings came from reducing repetition in advising appointments. With foundational information delivered asynchronously, advisors spent less time explaining core concepts and more time engaging in higher-value conversations. That reclaimed time shifted toward discussing student goals, identity considerations, career alignment, and program-specific challenges. While formal time tracking was not the primary measure of success, the impact was evident in smoother workflows, more prepared students, and increased advisor capacity to focus on meaningful, individualized support. Key Takeaways for Institutions Dartmouth’s experience shows that rethinking pre-departure is less about adding resources and more about designing intentional, scalable systems that support both students and staff. Effective pre-departure preparation does not require additional staff or more meetings, but rather clearer structure and better-aligned workflows. Standardized, asynchronous preparation can establish a shared foundation of knowledge while still allowing advising to remain personalized and student-centered. Embedding identity-aware health and safety training into the core process ensures consistency, inclusivity, and accountability at scale. Scalable tools can significantly reduce repetitive advising tasks, returning time to advisors for higher-impact, individualized student support.
How Dartmouth Streamlined Pre-Departure with BeGlobali by DA Global | Jan 13, 2026 How Dartmouth Streamlined Pre-Departure with BeGlobali See how Dartmouth folded BeGlobali Pathways into everyday workflows to make pre-departure smoother, reduce repeat advising, and give advisors time back for high-impact conversations. We’ll walk through what worked, what they adjusted, and how they keep improving student preparation with BeGlobali. Perfect for: Study abroad/global ed teams, career partners, and anyone looking to standardize preparation while freeing advisors to do their best work. Panelists Andrew Gordon, CEO & Founder, DA Global Access Network Noelle Warinsky, Assistant Director of Study Away, Dartmouth College Moderator Claudio Castaneda, Director of Programs & Content, DA Global Access Network This webinar is free for the general public. Register
Charting the Future: Internationalization in a Disrupted World by DA Global | Dec 16, 2025 International education is shifting faster than most institutions can respond. Climate volatility, geopolitical tension, demographic shifts, and rapidly evolving student needs are reshaping the landscape in real time. This session brings together practitioners from Canada, Spain, and the US to explore how futurist thinking can help us make sense of disruption and plan with purpose. Together, we’ll examine the signals shaping the next chapter of internationalization and discuss how institutions can move from reactive crisis management toward intentional, values-aligned strategies. Participants will engage in guided discussion share insights from their own contexts, and leave with practical steps to strengthen resilience and future-readiness across their global learning ecosystems. Presenters: CJ Tremblay, Founder & Managing Director, Alethea Global Consulting Cooperative Antonio Gutiérrez, Chief Visionary Officer, Celei Regenerative Education Thursday, February 5, 2026 at 1:00 pm US Eastern Time. Registration Link
The Power of Partnership: Redefining Graduate Student Success Through Collaborative Pathways by DA Global | Nov 20, 2025 This session explores how cross-department collaboration can better support today’s graduate students, particularly international students, as they navigate academic success and build careers in the U.S. Using the partnership between ASU’s Graduate Student Programs (GPO) and Career Services as a case study, we highlight how integrating academic and career support leads to a more effective and holistic student experience. Participants will learn how collaborative structures not only help students balance academic, career, and social demands but also enable higher education professionals to work more efficiently and effectively by sharing information, aligning goals, and delivering coordinated support. Attendees will leave with practical strategies to build or strengthen collaboration on their own campuses and enhance outcomes for both students and staff. Presenters: Harold Ortiz, Graduate Program Manager, Arizona State University Lurissa Brown, Associate Director, International Initiatives , Arizona State University February 18, 2026 at 12:00 – 1:00pm US Eastern Time. Registration Link
