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Isw08 Flynn



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  • 1. Managing and Coordinating International Programs Marilyn Flynn, PhD University of Southern California
  • 2. The Challenge
    • Competition, crowded field
    • Low resources
    • Time, distance, language, culture
  • 3. Risks in International Programming and Research
    • Does anybody care?
    • Oh, this will make money…someday
    • Poor transferability
    • Low connection to promotion and tenure in some institutions
    • The “ants on the track” problem
    • Understanding foreign institutional cultures
  • 4. Risks, con’t
    • Diffusion – the world is our oyster!
    • Ethnocentricity – no change in our world, just theirs
    • Illness, earthquakes, capricious governments, etc., etc., etc.
    • Blurred faculty and administrative roles
  • 5. Broad Range of Options for Programming
    • Degrees – in country model
    • Degrees-distance education model
    • Degrees – hybrid models
    • Course credit toward degree with global interface
    • Non-degree certifications for foreign populations
    • Non-degree certificates for native populations – students, alumni, professionals
    • Summer immersion
    • Guest lectures in foreign countries
    • Visiting scholar programs
    • Collaborative research
    • Service initiatives
  • 6. Good Management Starts with Clear Goals
    • Goals and rationale should be clear to everyone
    • Even if individually initiated, institutional interests should always be embedded – eg contribute to institutional priorities
    • Other academic units should be involved: consulting, participating, recruiting, hearing results
    • Potential for strengthening the social work profession here and abroad central
    • Importance for program innovation in the US critical – completing the circle
    • Need for faculty cohort development
  • 7. Examples from USC
    • Distinction between undergraduate and graduate programming – focus more on broadening experience for undergraduates and skill development, contrasting paradigms for graduates
    • For long-term programs, research and teaching should be connected
    • Strengthening capacity to work with immigrant populations in US a priority
    • Changing our own curriculum another challenge
    • Focus on Pacific Rim
    • Build faculty AND staff cohorts
  • 8. Distinguishing Faculty and Staff Roles
    • Faculty conceptualize, inspire, lead, write, orient
    • Staff plans itinerary, ensures conformity with policy, collects fees, organizes documents, purchases gifts
  • 9. Assessing Program Feasibility and Benefits
    • Breakeven analysis for enrollment at different levels
    • Potential for future external support
    • Program value for school or university
    • Out-of-country resources, including leadership and commitment
    • In-country human resource requirements – faculty, staff, administration
    • Methods for maintaining communication and designated contact persons
  • 10. Setting Priorities
    • Individual v. institutional interest
    • Connection to curriculum or research development
    • Relationship to other academic units and programs
    • Potential for strengthening the profession
    • Importance for program innovation in US
    • Student, alumni, and professional interest
    • Building faculty cohorts
  • 11. Building Internal Infrastructure
    • Lead staff person for international activities
    • Program orientation
    • Periodic reporting to faculty and university community
    • Faculty recruitment with eye to international program coherence
  • 12. Evaluating International Programs
    • Student satisfaction
    • Institutional partner feedback
    • Cost recovery
    • Change in own research and curriculum
    • Influence on international partners
  • 13. Happy Travels
    • Thank you!