Growth in Study Abroad Capacity at the University

Growth in Study Abroad Capacity at the University of Georgia NASULGC Chicago, Illinois - November 2008 Updated November 2009 Dr. Judith Shaw, Associate Provost for International Education Dr. Kasee Laster, Director of Study Abroad

UGA – the institution: n n n America’s first state-chartered university (1785) Georgia’s flagship institution Three-part mission: “to teach, to serve and to inquire into the nature of things" Carnegie Classification: Research Universities (very high research activity) 16 schools & colleges

UGA – the students: Enrollment: Fall 08: 34, 180 n Graduate: 8, 713 n Undergraduate: 25, 467 n In-state: 79%; international 6. 3%; out-of-state 14. 7% n

UGA – study abroad numbers, 2007 -08: n n n n 2, 000+ UGA students participate for credit each year. 100 faculty-led programs (75 -80% of participants). Three international residential centers (UK, Italy, Costa Rica). 47 exchange partners (4% of participants). Ranked 9 th in Open Doors for number of participants. 30% of students study abroad by graduation. Location statistics match national trends: approximately half to Western Europe, 15% to Latin America; Asia is fastestgrowing region. Three-quarters study abroad in the summer, rest a semester or full year.

UGA – history of expansion: The number of students studying abroad has tripled over a dozen years.

UGA – history of expansion, cont. Much growth has come in summer and short programs.

UGA – role of leadership: Three institutional strategic goals: v. Building the new learning environment v. Investing in research v. Competing in a global economy “I am convinced that no single experience has a greater impact on a student than long-term residential study abroad. ” – President Michael F. Adams, May 20 th, 2008 Dr. Adams’ initiative led to the establishment of three residential centers abroad, which now host one-quarter of participants in UGA programs.

UGA – administrative model: Faculty: n Initiate new program proposals. n Make all logistical arrangements, hire, and pay faculty. n Recruit & select students. n Create a budget; programs must break even financially. n File enrollment lists & itineraries with OIE. Office of International Education: n Strategic Planning Committee assesses 6 -15 new proposals each year for a). strategic fit with existing offerings, b). risk management, c). budgetary viability, and d). academic rigor. n Provides risk management & budgetary training; reviews budgets. n Provides opportunities for recruitment. n Conducts student advising and outreach. n Coordinates several scholarships, serves as central information clearinghouse for others.

UGA – entrepreneurial financial model: Two Types of Revenue: n Tuition return – students pay tuition to the Bursar’s Office, which is returned to the programs. Tuition return must cover instructional expenses –summer salaries; foreign speakers; faculty airfare, room, and board; facilities & equipment costs abroad; course-related entrance fees. n Program fee – charged directly to students by the program and covers everything else: student travel and room and board; insurance; sometimes visas, student air travel, and/or ground transportation; cultural and recreational entrance fees. Until recent budget difficulties in Georgia, OIE had a $100, 000 fund to seed new programs.

UGA - financial model, cont. Role of HOPE (Helping Outstanding Pupils Educationally): n n n Lottery-funded scholarship for in-state students with a B average or better. Almost every in-state freshman at UGA is on HOPE; most keep it until graduation. HOPE covers all tuition at public universities and a portion at in-state private institutions. Covers the tuition portion for UGA study abroad programs; students going on external programs receive an amount based on credit hours. Due to HOPE, many families do not pay tuition for any part of college; thus additional resources are freed up for study abroad. Out-of-state students do not receive HOPE, but pay in-state tuition rates for study abroad.

UGA – types of study abroad programs: n Faculty-led (short-term, Maymester, summer, and semester) n Non-traditional (individual internships & research placements) n Exchange n External

UGA – recent program models contributing to expansion: n n n n n Cambodia – gerontology and intergenerational studies summer Vietnam – public health Maymester Antarctica – natural resources, winter break Athletic Training - Taiwan IT/MIS – Dalian, China Conflict Resolution – Ireland (Social Work) and Ecuador (Public and International Affairs) Reacting Abroad (historical re-enactment pedagogy) – Classics, Greece Genetics of Invasive Species (NSF grant) – Nanjing, China Viticulture – Italy, College of Agriculture Avian Biology – Costa Rica, College of Agriculture

UGA – advantages of the entrepreneurial, faculty-driven model: n n n n Strong faculty buy-in. Allows for expansion even in tough budget times. Critical mass of students studying abroad fuels growth via word of mouth. Expanded marketing base (over 200 faculty and staff on campus work with study abroad in some aspect) Faculty reach students directly. Diversity of programs & disciplines. Quick response to disciplinary needs & trends, underserved student populations and disciplines.

UGA – future directions: n n Task Force for International Education (2006 -07) goal: 40% participation in study abroad by graduation. Residential centers in Africa, Asia, a Germanspeaking location, and a French-speaking location. More students studying abroad for a semester or longer. Increased diversity in locations, student demographics, and disciplines.