NAFSA's Principles for U.S. Study Abroad

One of the most effective ways to increase U.S understanding of other languages and cultures and to improve our ability to function effectively in this interdependent world is to provide individuals with opportunities to study abroad. By living and studying in another country people learn to live with and appreciate different points of view and gain a more global perspective on life's challenges and opportunities.

The institution that endorses the concept of study abroad should provide some form of basic advisory services. Many opportunities exist for American students interested in studying abroad-sponsored programs of their own institution, programs sponsored cooperatively with other institutions, and hundreds of direct opportunities which may or may not have U.S. institutional sponsorship.

Advisory Services for Study Abroad

These principles apply to the delivery of advisory services as well as to the direct administration of a study abroad program or co-sponsorship of a program with other institutions.

Within the context of its overall international educational objectives, an institution should have a clearly stated policy about its intentions and goals for facilitating study abroad.

Recognizing that programs and advising may be handled by various people on campus, there should be a central point of access to useful information about overseas opportunities. A library of essential study abroad information materials should be maintained.

Faculty and staff members who are responsible for advising should be identified and listed in campus reference literature. These individuals should be given opportunities to develop their abilities to provide sound, knowledgeable, and objective advice about study abroad programs. Important components of advising include the following:

• Clarifying objectives for wanting to go abroad.
• Identifying opportunities that are educationally sound and culturally beneficial.
• Determining the quality, value, and appropriateness of a particular study abroad experience.
• Coordinating evaluation of students' educational background with admissions personnel of foreign institution.
• Understanding the implications of a particular study abroad experience on graduation requirements, transfer credit, and financial aid.
• Returning students should be asked to provide evaluations to enable study abroad advisers to determine the usefulness of the program for those students and possible future participants in that program, and to evaluate the usefulness of the advisory services they received before going abroad.

Co-sponsoring Study Abroad Programs Administered by Other Institutions

In order to encourage study abroad or broaden the options readily available to its students, a number of institutions have elected to join consortia or co-sponsor study abroad programs in which another institution handles program administration. A consortium or co-sponsorship arrangement for study abroad should provide opportunities that are consistent with the institution's overall academic objectives, requirements, and standards; the program should be administered in accordance with the principles for study abroad program administration (see below); and the home campus role in the co-sponsorship should be evaluated periodically by faculty, staff, and students to determine if the objectives are being met.

Administration of Study Abroad Programs

Institutions administer study abroad programs in order to establish direct control over the development and provision of a specific kind of overseas learning experience. Many different kinds of institutions operate programs, including U.S. colleges and universities, foreign universities and companies, and proprietary organizations. The types of programs and amounts of structure and support services vary tremendously. Despite the wide range, all should be administered according to the following principles.

1. The purposes and specific educational objectives of the program should be carefully developed and clearly stated in the program bulletin and promotional materials.
2. Accurate, honest, and complete information should be provided to prospective applicants describing the nature and scope of the program including its opportunities and limitations, how and where instruction will be given, the relationship if any to a foreign institution, grading practices, significant differences between a home campus experience and what can be expected abroad, information about local attitudes and mores, local living conditions, and the extent of responsibility assumed by the program for housing participants.
3. Applicants should be screened to ensure that participants have the maturity, adequate language proficiency, academic background and achievement, and motivation necessary for success in the type of program and place of study.
4. The program should include an orientation, both predeparture and ongoing, which assists participants in making appropriate personal, social, and academic adjustments. Programs maintaining centers abroad should provide counseling and supervisory services at the foreign center, with special attention to the problems peculiar to the location and nature of the program.
5. The program should encourage extensive and effective use of the unique physical, human, and cultural resources of the host environment, and the academic rigor of the program should be comparable to that at the home campus. There should be clearly defined criteria and policies for judging performance and assigning credit in accordance with prevailing standards and practices at the home institution.
6. Administrative arrangements (such as housing, transportation, and finances) and support services (such as counseling and health services) made both in the U.S. and at the program location abroad should be managed effectively by carefully selected and qualified staff who have both appropriate academic and administrative experience necessary to perform the work.
7. Programs should be evaluated periodically by student participants, program administrators, and a faculty advisory committee to determine the extent to which objectives and purposes are being met. Changes should be made in light of the findings.

Revised by the Committee on Ethical Practice and approved by the NAFSA Board of Directors on May 27, 2001.