Celebrating 30 Years of Engineering Exchange with IIE’s Global E3 Consortium 

Study Abroad Among U.S. Engineering Students Has Grown More Than 5x Since Global E3’s Founding 

Rapid change, from biotechnologies to infrastructure to aerospace, has placed engineering in demand around the world. But how can educators ensure that engineering students are well-rounded enough to work across and thrive on international and multicultural teams?  Thirty years ago, IIE and several engineering schools led the charge by creating the Global E3 Consortium. The purpose: to remove barriers that preclude engineering students from studying abroad, and in turn provide these students with international experience and valuable soft skills necessary to succeed in today’s global professional environment. Today, the consortium has grown to nearly 70 leading engineering colleges and universities worldwide. 

To celebrate three decades—and a more than fivefold increase in U.S. engineering students’ study abroad participation—50 representatives of 35 Global E3 member institutions from 18 countries convened at the Institut Teknologi Bandung (ITB) in Indonesia for the Annual Members Meeting this spring. The event underscored the commitment that each institution has to expanding exchange and support for engineering students. While the consortium’s membership composition has changed over the years, its mission remains the same and more relevant than ever. In addition to the highly specialized technical education that employers seek, employers also consistently value the transversal skills and global perspective needed to thrive on multicultural and international teams—skills such as flexibility and adaptability, intercultural competence, tolerance for ambiguity, and self-awareness. 

Global E3’s unique approach directly addresses the needs of both employers and students by creating viable options for the latter to gain valuable global experience without sacrificing their graduation course requirements and timelines. To ensure academic continuity, Global E3 institutions must offer sufficient engineering courses in English to satisfy the student’s home university requirements. Students are also encouraged to take additional courses in the language native to the host country, thus enabling greater understanding of its cultural context and helping them develop soft skills that give them an employment edge. 

At the time of Global E3’s founding, Open Doors data® showed that engineering students represented just 2.2% of U.S students studying abroad; in 1995, that was just 1,881 students. Today, that number has risen to more than 10,000 engineering students from the U.S. engaging in study abroad in the academic year 2022/23, thanks in part to the consortium’s exchange programs and advocacy.  Engineering has become the sixth most-popular field of study for U.S. students who study abroad and the second most popular field of study for international students choosing to study in the United States.  

The Consortium’s reach spans continents with 69 members from countries across the globe, including Argentina, Australia, Belgium, China, Colombia, Denmark, Egypt, Finland, France, Germany, Hong Kong, Indonesia, Israel, Italy, Japan, Malaysia, Mexico, the Netherlands, Singapore, South Korea, Spain, Sweden, Türkiye, the United Arab Emirates, the United Kingdom, and the United States. Through this extensive network, the Consortium exchanges 250 to 300 students per academic year, with IIE administering the application review and placement process. 

Global E3 has grown to more than just exchange; due to the caliber of its member institutions, Global E3 has risen to be a thought leader and collection of experts in the field of international engineering education. Its Annual Meetings, such as the one held in Bandung in May, are hosted each year by a different member institution, showcasing the robust knowledge base surrounding engineering education and exchange within this group. Through conference sessions and various publications, the Consortium has become known for its visionary leadership and longstanding success. 

As Global E3 reaches its 30th anniversary, we celebrate the impact it has had and the prospect of continuing to expand global engineering education and thank each of its institutional members for their collaboration and commitment. 

To learn more about Global E3, please visit the Global E3 webpage or view the 30^th anniversary e-book. 

US-UK BRIDGE Partnership Advances Research for a Sustainable Future 

IIE congratulates the University of Illinois Urbana-Champaign and the University of Birmingham (UK) on receipt of the 2025 Andrew Heiskell Award for Innovation in International Education in the category of Sustainability. Founded in 2014, the Birmingham-Illinois Partnership for Discovery, Engagement & Education (BRIDGE Partnership) initiative has cultivated 115 faculty-to-faculty collaborations, published 100+ academic articles, and joint research projects that have generated $10 million in external grants. Officers from Illinois, an IIENetwork member institution, participated in a Q&A to share details about their award-winning initiative.   

What is BRIDGE, and why was it initiated? 

The BRIDGE Partnership was initiated to harness the complementary strengths of the University of Illinois Urbana-Champaign (Illinois) and the University of Birmingham (Birmingham) by fostering a collaborative relationship aimed at advancing research, education, and societal impact. To date, more than 330 faculty members from both institutions have established ongoing collaborations spanning all five of Birmingham’s colleges and 13 colleges at Illinois. 

At the heart of the partnership is a commitment to addressing critical global issues aligned with international sustainability and global health objectives. This includes joint research projects, academic and professional exchanges, tri-lateral partnerships, and shared research fellows.   

By joining forces, both universities have expanded opportunities for students and faculty while enhancing their institutions’ internationalization, research, and educational strategies. Additionally, it opens access to external funding opportunities in both the UK and the USA that might not have been accessible to either institution independently, further amplifying their collaborative efforts. 

How is the partnership funded? 

The BRIDGE Partnership is sustained by institutional funding that supports seed grants, fellowships, and mobility initiatives. In addition, both universities have staff providing logistical support for student and faculty mobility programs. The international offices at both institutions coordinate program management, governance, and strategic oversight, ensuring the partnership’s success and impact.  

A matching fund of $100,000 from each institution is allocated annually to support seed grant projects, enabling faculty to pursue innovative ideas and establish long-term collaborations. Since its inception, this initiative has funded 115 research projects across multiple disciplines and is now in its ninth cycle. Since 2014, a total of $1.1 million has been invested in joint seed funding. 

How do you measure success?  

Success is measured through Seed Fund research outcomes, participation in joint activities, publications, and sustained collaboration.  

The BRIDGE Partnership has demonstrated a strong return on investment, securing $10 million in external funding from numerous prestigious organizations, including the Global Centre for Clean Energy and Equitable Transportation Solutions (CLEETS), the British Academy, the Engineering and Physical Sciences Research Council (EPSRC), and many more.  

BRIDGE’s innovative approach has led to new programs such as the Global South Fellowship, Water Research Fellowship, Signature Initiatives, and the Staff Exchange.  

Surveys of grant recipients and data on project outcomes provide metrics on the number of ongoing collaborations, publications, and external funding secured. These evaluations confirm the program’s success in: 

1. Encouraging interdisciplinary research across fields, including humanities, sciences, and engineering. 

2. Promoting equitable access to research opportunities for underrepresented disciplines. 

3. Strengthening cross-institutional relationships and fostering internal collaboration within Illinois and Birmingham. 

BRIDGE has been in operation for a decade. What are you doing to keep BRIDGE current and/or scale up? 

BRIDGE’s framework—rooted in seed grants, fellowships, and faculty mobility—can be adopted by other institutions as a proven model for global collaboration. Sharing best practices and evaluation metrics further enhances its scalability. The expansion of partnerships with institutions in the Global South aligns BRIDGE’s efforts with shared global priorities. For instance, the Sustainability Strand of the BRIDGE Signature Initiative, which addresses climate action and the food-energy-water nexus, illustrates how BRIDGE scales its impact by developing solutions to pressing global issues with Global South partners. 

To remain active and current, BRIDGE leverages technology to sustain engagement. Planned initiatives like a virtual hub for the Sustainability Strand and a Global Health Virtual Center will facilitate global partnerships, resource sharing, and workshops. These tools ensure the partnership maintains its relevance and momentum, even across geographic boundaries.  

Professional development and capacity building are central to BRIDGE’s mission. Programs like the Five-Year Fellowship and Global South Fellowship equip early-career researchers with the skills needed to address complex challenges. Expanding these fellowships ensures a pipeline of skilled researchers contributing to impactful global solutions. 

The IIE Heiskell Awards were created in 2001 to promote and honor outstanding international higher education initiatives conducted by IIENetwork members. By recognizing excellence and innovation, IIE supports IIENetwork members in their endeavors, encourages the expansion and creation of initiatives based on these successful models, and amplifies the important role of international higher education on campuses and communities. Each winning initiative receives $1,000 to contribute to its ongoing success. Learn more about the awards and honorees at iie.org/HeiskellAwards. 

Partnership Leverages Micro-Credentials, Exam Prep, and Employment Opportunities  

IIE congratulates the Alamo Colleges District (ACD) and TecMilenio University for receiving the 2025 Andrew Heiskell Award for Innovation in International Education in the category of Strategic Partnerships. Their joint International Nursing Pathway initiative formalizes a study and training program to help fill the nursing shortage across the United States. Officers from ACD participated in a Q&A to share details about their award-winning initiative.   

Why nursing?  

The principal goal of the International Nursing Pathway Program is to alleviate the nursing shortage in the U.S. by preparing internationally trained nurses to meet American legal, licensure, and practice standards. It’s an educational and training program for nurses from nearby Mexico to legally transfer their skills to join the U.S. healthcare workforce. The Alamo Colleges District (ACD), TecMilenio University, and Methodist Healthcare System launched this groundbreaking initiative in 2023.  

Participants are equipped with the skills, knowledge, and cultural competencies needed to pass the National Council Licensure Examination (NCLEX) and transition seamlessly into the U.S. healthcare system. It integrates NCLEX preparation, medical terminology, and cultural competency education, ensuring that participants are well-prepared for their roles. Additionally, the collaboration with Methodist Healthcare System provides scholarships and employment pathways, bridging the gap between education and workforce needs. The program serves as a model for international education and workforce development.  

How has the program taken a unique approach to responding to the nursing shortage? 

First, the integration of digital micro-credentials allows participants to earn verifiable, portable qualifications that showcase their skills and competencies. These credentials are recognized by U.S. employers and facilitate participants’ entry into the workforce.  

Second, the program offers a culturally inclusive curriculum that goes beyond technical training. Participants receive instruction in medical English, cultural communication, and U.S. healthcare protocols, ensuring they are fully prepared for the U.S. healthcare system.  

Finally, by directly involving a major U.S. employer, Methodist Healthcare System, the program creates a seamless bridge between education and employment. This model prioritizes real-world applicability and ensures that participants are positioned for immediate success upon graduation. Together, these innovations create a unique framework that addresses workforce gaps while promoting global professional mobility and cross-cultural understanding.  

How would you describe the impact one year after launch? 

The International Nursing Pathway Program has achieved significant impact in its first year. More than 40 nurses enrolled in the inaugural cycle, surpassing initial targets. Among these participants, 14 received scholarships provided by Methodist Healthcare System, enhancing the program’s accessibility. Participants have reported high confidence in their ability to pass the NCLEX exam, reflecting the effectiveness of the curriculum and support provided. The program has also facilitated seamless workforce integration. Methodist Healthcare System is preparing to welcome the first cohort of graduates into their hospitals in Spring 2025, underscoring the program’s success in bridging education and employment.  

Program evaluation relies on key metrics such as NCLEX pass rates and job placement statistics, which are primary indicators of success. Feedback from participants and employers is also collected and used to inform continuous improvement. By addressing workforce shortages while empowering participants with new opportunities, the program exemplifies a win-win model for international education and workforce development.

The IIE Heiskell Awards were created in 2001 to promote and honor outstanding international higher education initiatives conducted by IIENetwork members. By recognizing excellence and innovation, IIE supports IIENetwork members in their endeavors, encourages the expansion and creation of initiatives based on these successful models, and amplifies the important role of international higher education on campuses and communities. Each winning initiative receives $1,000 to contribute to its ongoing success. Learn more about the awards and honorees at iie.org/HeiskellAwards. 

OU Dance Festival Doubles as an International Educational Exchange Program  

IIE congratulates The University of Oklahoma (OU) for receiving a 2025 Andrew Heiskell Award for Innovation in International Education in the category of Student Mobility & Exchange. At OU’s Pigmentos International Dance Festival in Puebla, U.S. and Mexican students and instructors exchange ideas, share their cultures, and bond over their passion for dance and the arts. Officers from OU participated in a Q&A to share details about their award-winning initiative.     

Why a dance festival? 

The Pigmentos International Dance Festival is an annual artistic platform and student exchange opportunity for U.S. and Mexican student-dancers. This exchange provides dance students from both countries with a unique opportunity to share, interact, and learn from each other about dance and life in their respective countries. 

While the United States and Mexico are neighbors and each other’s biggest trade partners, the relationship is complicated, and misperceptions abound. Yet this program—with roughly 140 participants and dozens more from the community who attend the performances each year—creates an international space to recognize the beauty of cultural differences and embrace the universal value of art.  

Beyond dance classes and performances, there are also roundtable talks and lectures that discuss the field of dance and art in general and that unapologetically aim to grow unity and mutual understanding among the participants. It is a unique space where academia, art, and culture come together on a literal and figurative global stage.  

How does this initiative respond to a gap or need in the field? 

Dance majors do not often participate in study abroad, and arts-focused study abroad programs are rare. But what really makes this program unique is its accessibility; we’ve intentionally kept costs low to create greater access among local dance students, regardless of their financial situation.  

The participation of local dance universities and studios and the number of different venues in which the activities take place also make the Festival stand out. Additionally, the collaborative and international camaraderie make this something truly special. Participants share that there is a sense of “magic” and of “escape” as they take their classes and then witness the regular evening performances throughout the week of the Festival. It is rare to have so many partners from the U.S. and Mexico who trust in this initiative and put in the hours of effort to make it such a success.     

Who are the champions of international education on your campus? 

Armando Garcia, the Director of OU Programs in Mexico and Co-Coordinator of Latin American Partnerships, is an international educator with a keen interest and experience in the arts. The early stages of the festival started with Garcia’s conversations with Dr. Michael Bearden and other colleagues from the OU School of Dance and dance communities in the greater Puebla area. Today, the program has almost half a dozen collaborators; festival organizers now include The University of Oklahoma, Tec de Monterrey campus Puebla, Centro de Estudios Universitarios SISTI, Benemérita Universidad Autónoma de Puebla, Universidad de las Américas Puebla, and Universidad de las Artes de Aguascalientes. 

Members of the dance and cultural community in Puebla have been instrumental in the organization of the Festival, helping universities to create new partnerships and curating the content of Pigmentos. These members, local dancers and cultural managers, are: Carla Carcamo, Angel Cuevas, and Alejandra Delgadillo.  

Additionally, the U.S. Embassy in Mexico City and the U.S.-Mexico Commission for Educational and Cultural Exchange (COMEXUS) have supported this initiative as part of their efforts to promote academic mobility between Mexico and the U.S. 

The IIE Heiskell Awards were created in 2001 to promote and honor outstanding international higher education initiatives conducted by IIENetwork members. By recognizing excellence and innovation, IIE supports IIENetwork members in their endeavors, encourages the expansion and creation of initiatives based on these successful models, and amplifies the important role of international higher education on campuses and communities. Each winning initiative receives $1,000 to contribute to its ongoing success. Learn more about the awards and honorees at iie.org/HeiskellAwards. 

How a Texas Community College Brings the World to 12,000 Students Each Year 

IIE congratulates Lone Star College (LSC) on receiving a 2025 Andrew Heiskell Award for Innovation in International Education in the category of Widening Access to International Education. LSC’s Global EdVantage initiative has grown LSC’s international division from a small office that offered one or two study abroad trips each year, to a comprehensive joint office that delivers international education and training to 12,000 students and faculty throughout the Houston, Texas, area community college system each year. Officers from Lone Star College participated in a Q&A to share details about their award-winning initiative.     

Tell us about Lone Star College and the Global EdVantage. Why and how did this initiative come about? 

At Lone Star College, our motto is “Start Close, Go Far.” We provide high-quality, low-cost academic transfer and career training education so that students are trained for tomorrow’s workforce today. The Global EdVantage initiative began out of necessity in 2017. We had only a four-person office to develop and sustain internationalized programming for the seven colleges and 15 centers serving approximately 85,000 students across the greater Houston area.  

By creating Global EdVantage, we sought to focus on improving student outcomes, especially in students’ efforts to transfer to four-year institutions and/or secure rewarding careers. It focuses on providing access to international courses, study abroad opportunities, language and culture programs, intercultural co-curricular activities, and faculty-led efforts to expand intercultural engagement.  

Tell us more about the program design.  

The Global EdVantage initiative was designed as a comprehensive model with multiple points of entry for global education opportunities. The key is an integrated delivery model comprised of students enrolled in International Studies-designated courses, an International Faculty Fellow (IFF) working group, increased study abroad options, and a new Global Scholars language and culture program at the LSC Honors College. By implementing a systems thinking approach, this model is scalable even with modest resources. 

How do you measure success? 

We’ve seen greater transfer and career success among our students, and we’ve built greater capacity for faculty training. Consider the following:  

• In fall 2024, just under 9,000 students were enrolled in International Studies-designated courses (up from 904 in fall 2017).  
• The Honors College’s Global Scholars language and culture program now has just under 400 students (up from 42 students in its inaugural year in 2020).  
• Last year, 135 students participated in one of seven available study abroad programs (up from 4 in 2017), and 60 students participated in one of four virtual exchange programs (up from zero in 2017).  
• From 2021 to 2023, we tracked data on Jack Kent Cooke Undergraduate Transfer Scholarship; 50 LSC students were named as semi-finalists (with at least one finalist each year), making LSC the second top producer in the country. We believe that Global EdVantage has been instrumental in this consistent success—every LSC semifinalist had an international experience on their resume.   

Finally, the Global EdVantage program has also allowed us to build capacity for faculty training, and this has resulted in LSC being named a 2023 Fulbright Top Community College Sender and designated a Fulbright HSI Leader in 2024.  

Who are the champions of international education at your institution? 

This interconnected model is sustained by a collaborative structure of the Office of Honors and International Education, Faculty Fellows, and campus Designated School Officials. Dr. Katharine Caruso, Associate Vice Chancellor of Honors and International Education, and her team, with the support of the LSC administration, continue to seek ways to enhance assessment while maintaining a model of learning through continual adaptation to the current global environment. The benefits include growth in our international education programs through excellent leadership, connection to students, and an awareness of ever-changing trends in the global economy. 

The IIE Heiskell Awards were created in 2001 to promote and honor outstanding international higher education initiatives conducted by IIENetwork members. By recognizing excellence and innovation, IIE supports IIENetwork members in their endeavors, encourages the expansion and creation of initiatives based on these successful models, and amplifies the important role of international higher education on campuses and communities. Each winning initiative receives $1,000 to contribute to its ongoing success. Learn more about the awards and honorees at iie.org/HeiskellAwards. 

This Spring, IIE Led a Delegation to Connect U.S. and Vietnamese Higher Education Administrators. 

IIE’s Center for International Partnerships was honored to lead a historic delegation of 21 U.S. universities to Vietnam in early April, thanks to generous funding from the U.S. Mission Vietnam. The delegation is part of the Center’s flagship program, the International Academic Partnership Program (IAPP), which guides participating institutions through a series of virtual and in-person programming intended to foster academic partnerships in the focus country.  

This year marks 30 years since the normalization of diplomatic relations between the United States and Vietnam, and momentum is building in educational exchange between the two nations. Of the more than 1.1 million international students enrolled at colleges and universities across the United States, students from Vietnam rank among the top ten countries of origin; of ASEAN countries, Vietnam is the largest source of students from the ASEAN region. Collectively, these students added more than $1 billion to the U.S. economy in the form of tuition, housing, and other expenses last year. Likewise, American students in higher education are rebounding to pre-pandemic levels of study abroad participation in Vietnam. And at the start of the 2024/25 academic year, U.S. colleges and universities reported a 3% rise in international student enrollment across U.S. institutions, confirming their intent to ramp up undergraduate outreach in the country.  

From March 31 to April 4, the delegation of more than 40 U.S.-based senior leaders met with government and education representatives in both Hanoi and Ho Chi Minh City, including Vietnamese Prime Minister Pham Minh Chinh, who held a two-hour meeting with the IAPP Vietnam delegation. In the meeting, they emphasized educational cooperation as a pillar of the U.S.-Vietnam Comprehensive Strategic Partnership. Key areas of collaboration emerged during the discussion—including scholarships, English language training, and joint research funding—all made more impactful by strong government backing. 

In addition, the delegation visited 11 Vietnamese institutions, each of which showcased their institution’s strengths and collaboration opportunities. The IAPP also included two partnership roundtables, which introduced the U.S. leaders to more than 30 Vietnamese institutions based in both cities.  

Given Vietnam’s strength in STEM fields, especially in semiconductor production and training, IAPP Vietnam placed a heavy emphasis on STEM partnerships both prior and during the in-country delegation. During a conversation with representatives from the private sector, panelists discussed the importance of “soft skills” in engineering fields—and how international learning experiences help to develop soft skills. Participants agreed that upskilling initiatives combining technical training with communication, leadership, and adaptability are central to preparing students from both countries for the future of work. 

While the delegation’s in-country study tour has concluded, the IAPP is far from over. Next steps include seed grants to support collaborative projects and continued engagement through virtual platforms.  

To date, the Center has conducted nearly 20 IAPPs in 14 focus countries, resulting in hundreds of active, mutually beneficial partnerships. To learn more, visit www.iie.org/cip.  

In the Spring 2025 issue of IIENetworker, Higher Education Professionals Focus on Connecting Global Learning with Workforce Skills

As the world of work continues to evolve, so too must our approach to preparing students for global careers. Career readiness is more than just a buzzword – it’s a critical component of a student’s educational journey, equipping them with the skills, experiences, and networks necessary to navigate an increasingly interconnected world. The ability to navigate various cultures, communicate across borders, and think critically about global challenges are skills employers increasingly value, especially as students and employers alike evaluate how disruptive innovation will impact the future of work.

This issue of IIENetworker reflects a broader movement to ensure international education isn’t just an enriching experience; it’s also a strategic investment in students’ futures. The responsibility lies with all of us — educators, administrators, and policymakers — to create pathways that connect international experiences with career aspirations. Issue topics include:

• Future of work projections and research demonstrating the competitive advantages of international internships
• Expert guidance for assessing and reorienting curricula and education abroad programs
• How critical language study programs can lead to careers in national security and intelligence
• Assisting students with articulating the professional outcomes and applications of global learning
• A North Carolina community college meeting the needs of the local economy with job-ready, global learning experiences
• The value of alumni engagement and industry-specific mentorships

Throughout my own travels, including my personal milestone of visiting all seven continents, I’ve learned that career growth is a continuous journey shaped by exposure to new ideas, cultures, and ways of thinking. Just as global learning fosters adaptability and problem-solving, career readiness is an ongoing process – one that evolves with every new experience.

I invite you to engage with the thought-provoking perspectives in this issue and reflect on how we, as international education professionals, can better prepare students for the global workforce. By embedding career readiness into international experiences, we ensure that students aren’t just prepared for their next job, but for a lifetime of career success.

The semiannual IIENetworker magazine amplifies knowledge and best practices for higher education professionals. Contributors provide strategic guidance and lessons learned from their international education efforts, including building international and academic partnerships, recruiting international students, and advocating for study abroad and student mobility. As a benefit of IIENetwork membership, more than 1,500 organizations and 10,000 professionals receive copies.

Education has long been viewed as a vehicle for economic and social mobility for individuals and nations alike, and it was a driving principle behind the Ford Foundation’s groundbreaking International Fellowships Program (IFP). Today, however, data is currency, which places an increase in demand for demonstrable returns on investment, including education. How can you measure the impact of investing in a person’s education? That’s what IIE’s Research, Evaluation, and Learning (REL) team did for a decade, and I was fortunate to join the investigation, most recently resulting in the 2024 publication of Weaving Journeys of Social Change and Impact. The book is a retrospective of both the Ford IFP itself as well as learnings from IIE’s subsequent IFP Alumni Tracking Study of the program’s long-term impacts. Between 2001 and 2013, the Ford IFP supported advanced studies for more than 4,000 leaders from 22 countries across Latin America, Africa, the Middle East, and Asia.  

IIE’s REL division uncovered several noteworthy findings as they conducted the study from 2013 to 2024. For example, 42% of IFP alumni who participated in the study became public officials in their respective countries. As time progressed in IIE’s 11-year study, IFP alumni advanced in their respective careers and amassed the economic security and social capital they needed to drive multiplier effects in their respective networks—from mentoring emerging leaders to providing expert guidance for the benefit of their home communities at large.  Consider some highlights: 

• In a comparison of alumni responses across the 2015 and 2018 surveys, more alumni respondents reported being role models in their communities in the later period. 

• Of alumni respondents who reported a positive change in their places of employment, 74.2% are working directly with their home communities. Most of these organizations provide technical services and advocacy in these communities, with 63.8% providing technical assistance and 62% providing training.  

• 695 IFP alumni have founded new organizations, and 1 in 10 were created with a fellow IFP alum. 

Perhaps the most significant impact is a quality that can’t sufficiently be quantified: the cultivation of an enduring sense of shared responsibility to their communities. Most IFP alumni who participated in IIE’s study reported that the IFP helped them to understand the value of availing opportunities for others in their respective communities and organizations—and it empowered them to do so on an ongoing basis.  

I had the opportunity to co-author a Weaving Journeys chapter with Gabriela Lopez Sotomayor, an IFP alumna from Peru who specializes in rural development and environmental sustainability; in 2002, she received a Ford IFP Fellowship through which she earned a master’s in agricultural tropical development at Institut Agro Montpellier in France. In the process of working with Gabriela, I learned a great deal about the research process of measuring global leadership and social impact.  In addition to cultivating a productive working relationship with Gabriela, this experience offered insights into effective coauthoring practices. 

Do your research     

• Make time for a quiet session to think about your coauthor. Start by reading their resume. 

• What have they researched, contributed to, or published? 

• What is their primary language? Is it the same as the language of the chapter? 

• Where are they located? Familiarize yourself with any time difference between locations. 

• How comfortable are they with using meeting platforms? 

Set parameters 

• What is the overarching timeline of the project? 

• What systems are necessary? Who will procure them for you and your coauthor? 

• Who will create the meetings or schedule? 

• What should be covered in the first meeting? 

• Don’t be afraid to ask, what could possibly go wrong? 

Communicate well 

• Pace yourself and pause while talking. 

• Be an active listener. 

• The first meeting should have ample time to meet each other and cover the overarching timeline of the project and the shared expectations toward creating the chapter. 

• Send the invite to the second meeting while in the first meeting. Agree on what each author will bring to the second meeting. 

• Establish a communication protocol for modifying things at the “last minute.” 

Benefits of coauthoring 

• Working with a coauthor can bring together different skill sets and areas of expertise. This can lead to a better-informed and more well-rounded chapter, with each author learning along the way.  

• Revising together in real-time can enrich the discourse, leading to a clearer understanding of each other. 

• Coauthoring can be a proactive way of keeping each other accountable and motivated to maintain a consistent writing schedule and meet deadlines. 

IIE invites you to the IFP Alumni Tracking Study website to explore the data and stories. Weaving Journeys of Social Change and Impact Ford Foundation International Fellowships Program is available for purchase through the IIE Bookstore.  

This year, IIE New Delhi celebrates 20 years of operation in support of higher education scholarship administration, leadership development, and critical development in the region. In February, the leaders of the U.S. and India reaffirmed their commitment to a strong partnership for a free and prosperous Indo-Pacific, emphasizing ASEAN centrality. They highlighted the importance of people-to-people ties, noting that over 300,000 Indian students contribute more than $11 billion to the U.S. economy. Both leaders resolved to strengthen educational collaborations through joint degree programs, Centers of Excellence, and offshore campuses of U.S. institutions in India. Last year, Montclair State University participated in IIE’s Leadership Delegation to India to explore and expand bilateral higher education partnerships. Wendy Lin-Cook, Vice President for Enrollment Management in the Office of the President shares her experience. 

Montclair State University is committed to expanding its global footprint through meaningful international partnerships. One of the most promising collaborations currently underway is with Somaiya Vidyavihar University (SVU) in Mumbai, India. Through academic exchange, experiential learning, and faculty collaboration, this partnership is poised to create transformative educational opportunities for students at both institutions.  

Almost one year ago, I had the distinct privilege of joining the IIE Leadership Delegation to India, accompanied by Montclair State University president, Dr. Jonathan Koppell.  

This visit, aimed at expanding educational partnerships and fostering greater academic and scholar mobility, provided us with a unique opportunity to engage with some of India’s most forward-thinking institutions. Among the highlights of this journey was our visit to Somaiya Vidyavihar University (SVU) in Mumbai, an experience that left a profound impact on me. From the day we arrived, we were met with a warm and gracious welcome from the wife of the institution’s founder.  

The university’s mission to foster knowledge that serves the global community resonated deeply with me, aligning closely with Montclair State University’s values. 

Somaiya Vidyavihar University is a hub of advanced research and entrepreneurship. 

During our visit, I had the opportunity to meet a student in their medical innovation lab, witnessing firsthand the cutting-edge research being conducted. The level of innovation and ingenuity at SVU rivals, and in many cases, exceeds, similar research initiatives in other parts of the globe. The university’s focus on entrepreneurial thinking is particularly noteworthy, as students are encouraged to go beyond traditional academic boundaries and pursue real-world impact through their research and business ventures. 

A Force-Multiplier 

The visit in February 2024 laid the groundwork for an innovative partnership, particularly in business and healthcare education. Over the past year, we have built a comprehensive partnership together, focusing on our Business and Nursing programs. This collaboration is not only academic but also involves corporate sponsorship, creating an innovative, multifaceted approach to global education. The partnership expands career opportunities, provides global exposure for students and faculty, and elevates teaching practices at both institutions. 

“Doing Business in India” Program & Consulting Project 

As part of their MBA program, students from Montclair’s Feliciano School of Business traveled to India in January 2025, gaining firsthand experience in international markets. 

Approximately 40 students from both universities were divided into eight teams to develop business strategies for ProKlean, a company specializing in sustainable “green chemistry” solutions. Teams worked remotely with company executives before the trip, presenting strategic recommendations for market expansion in both India and the US before presenting live at SVU on January 13th.  

Nursing Partnership & Clinical Collaboration 

Building on this momentum, Montclair’s School of Nursing is establishing a collaborative program with K.J. Somaiya College of Nursing, a distinguished institution within SVU. 

A key meeting in August 2024, between faculty from both institutions identified several focus areas, such as research collaboration, wherein faculty members are paired to develop joint research proposals with a shortlist of research topics. Student exchange and immersion is another focus area, for example, senior B.S. Nursing students from SVU may have the opportunity to participate in a bridging program at Montclair, including preparation for the NCLEX licensure exam. There was also discussion of a virtual course by SVU on community health initiatives, available to Montclair State University students as part of their curriculum. 

In addition to Montclair nursing students engaging in COIL (Collaborative Online International Learning) courses and gaining clinical experience at SVU’s 550-bed teaching hospital, practical education for both student populations will be enriched with a global healthcare perspective.  

These programs are designed to equip students with global competencies and hands-on experience that will set them apart in their careers. 

Looking to the Future 

In April 2025, leaders from SVU will visit Montclair State University as part of Indian delegations in partnership with Association of Indian Universities (AIU). Leaders from various Indian universities will join a summit that includes the presidents from seven other NJ universities in order to build relationships and identify further opportunities for institutions across India and New Jersey. 

These partnerships are not just about academic exchange; they are about meaningful engagement that strengthens all of our institutions. A key component of the initiative between SVU and Montclair is experiential learning. By working together, we can leverage our respective strengths to create a more dynamic and globally connected educational experience. 

We are excited about the potential this collaboration holds for both Montclair State University and Somaiya Vidyavihar University. From cutting-edge medical research labs to entrepreneurial incubators, SVU embodies a forward-thinking educational approach that resonates with Montclair’s mission. Our shared commitment to innovation, entrepreneurship, and global engagement can lead to new, exciting opportunities for students and faculty alike. 

Studying abroad is an incredible opportunity that offers a wealth of benefits beyond academic learning; studies have shown that leaving one’s home country to study a subject, engage in language immersion, or intern can better prepare students to enter and thrive in the future of work. Here are ten compelling reasons why students should consider taking the leap and studying in a foreign country.

1. Expand Your Worldview

When you study abroad, you immerse yourself in a new environment with different customs, traditions, and perspectives. This exposure broadens your understanding of the world and helps you appreciate people, places, and customs that exist beyond your home country. You’ll gain a more global perspective, which is invaluable in today’s interconnected world.

2. Enhance Your Career Opportunities and Grow Your Network

Studying abroad can significantly boost your career prospects. More than half of 4,500 college graduates surveyed by IIE reported that they believed their study abroad experience contributed to a job offer at some point. Further, employers consistently value skills such as curiosity, adaptability, and a willingness to step out of your comfort zone—all skills that job candidates who have studied or interned abroad can articulate with real-world experiences from their time abroad. Additionally, you’ll have the chance to build a global network of contacts, which can open doors to exciting career opportunities in the future.

3. Learn Another Language and Improve Your Multi-Lingual Skills

Living in a foreign country is one of the best ways to learn a new language. You’ll be surrounded by native speakers, giving you ample opportunities to practice and improve your language skills. Being bilingual or multilingual is a highly sought-after skill in the job market and can give you a competitive edge. Sixty-eight percent of people who studied abroad for one academic year credited the experience with helping them to land job offers, according to IIE’s Gaining an Employment Edge study.

4. Experience Another Culture First-Hand

There’s no better way to understand a culture than by experiencing it firsthand. Studying abroad allows you to immerse yourself in the local way of life, from trying new foods to participating in cultural traditions. This deep cultural immersion helps you develop a greater appreciation for the host country’s heritage and customs.

5. Make New Friends from Around the World

One of the most rewarding aspects of studying abroad is the opportunity to meet people from all over the globe. You’ll form lasting friendships with fellow international students and locals alike. These connections can enrich your life and provide you with a support network that spans continents.

6. Discover New Things About Your Own Culture

Living in a different country often gives you a new perspective on your own culture. You’ll start to notice the unique aspects of your home country that you may have taken for granted. This newfound awareness can deepen your appreciation for your own cultural heritage and identity.

7. Learn More About Yourself and Gain Self-Awareness

Studying abroad is a journey of self-discovery. Being in a new environment challenges you to step out of your comfort zone and adapt to unfamiliar situations. This experience fosters personal growth and self-awareness, helping you understand your strengths, weaknesses, and values more clearly.

8. Strengthen Communication, Team Building, and Adaptability Skills

Living and studying in a foreign country requires strong communication skills, especially if you’re navigating a language barrier. You’ll also develop teamwork and adaptability skills as you collaborate with people from diverse backgrounds. These skills are highly transferable and valuable in any professional setting. In fact, IIE and CIEE’s study on Standing Out in a Competitive Market finds that three in four alumni of study abroad programs confirmed that participating in an internship abroad was helpful in acquiring their first full-time job.

9. Boost Your Confidence and Independence

Moving to a new country and managing life on your own can be daunting, but it’s also incredibly empowering. You’ll gain confidence as you overcome challenges and navigate unfamiliar territory. This newfound independence will serve you well in all aspects of your life, both personally and professionally.

10. Become a Savvy Traveler

Studying abroad often involves traveling to different cities and countries. You’ll become adept at planning trips, navigating public transportation, and managing travel logistics. These skills will make you a more confident and resourceful traveler, ready to explore the world with ease.

In conclusion, studying abroad is a transformative experience that offers both professional and personal benefits. From expanding your worldview to enhancing your career prospects, the advantages are endless. So, if you have the opportunity to study abroad, seize it—you’ll gain memories, skills, and friendships that will last a lifetime. View IIE’s resources and expertise to support study abroad participation here.