ABSTRACT
As global education initiatives proliferate, often covering a wide range of activities, issues of structure inevitably emerge. Historically, as we have seen, many institutions long avoided a fully articulated global strategy: study abroad was encouraged, under one office; recruitment of international students was a matter for admissions; faculty groups dealt with curricular issues. The result could be fine, but it could hardly be called coherent. And often there were (and still are) gaps, for example, as between curricular emphases and carefully considered frameworks for study abroad. International students, once on campus, were regarded as a province of a Student Affairs office, apart from their explicit academic studies, and again while this might work well it hardly tied this element to other aspects of global education. Coordination and interrelationships remain key concerns on many campuses.
