|Program Development and Project Management||Some knowledge of best practices for program development and project management. Examples: Support proposal and approval process for faculty-led programs. Assist in developing new programs in collaboration with other staff and faculty. Support or oversee projects within the study abroad office such as managing the study abroad fair or assisting in developing a returning student program.||Good knowledge of best practices for program development and project management and able to apply this knowledge to program design/development and to specific projects. Examples: Oversee the development of a new program in collaboration with faculty leaders and/or faculty committees. Oversee more long-term and/or ongoing projects such as a Global Ambassador or Peer Advisor program, promotional efforts, assessment efforts, etc.||Strong knowledge of best practices for program development and project management. Experience applying this knowledge to program development and the management of complex projects. Examples: Develop and oversee processes for program development, approval, and ongoing assessment. Oversee complex projects with multiple stakeholders such as strategies for fundraising in collaboration with Advancement/Development and Finance, strategies for program portfolios and curriculum integration in collaboration with faculty and academic/curricular committees, etc.|
|Risk Management and Financial Management||Some knowledge of best practices for risk and financial management. Familiarity with resources such as the CDC, State Department Travel Warnings, etc. Examples: Manage program and operating budgets. Assist with crisis response and help develop emergency plans. Participate in Lodestone International workshop||Good knowledge of best practices for risk and financial management. Can sometimes apply this knowledge to develop and enact emergency plans, crisis response, and budget oversight. Examples: Attend OSAC risk management workshop. Display strong knowledge of OSAC Risk Matrix. Enroll in Financial Management Skills Training Courses. Develop and manage program and operating budgets. Respond to crises abroad and develop emergency plans.||Strong knowledge of best practices for risk and financial management. Consistently applies best practices to develop and enact risk mitigation strategies, crisis response, and budget oversight and strategy. Examples: Develop and manage program and operating budgets including budget projections, fundraising/grants, and strategies for financial management. Conduct risk assessments of office and program operations and institute changes to mitigate risk. Oversee emergency plans and crises response. Implement OSAC Risk Matrix into all aspects of program design and risk management. Attend Foreign Service Institute Training "MQ918 Study Abroad Administrators Security Overseas Seminar." Identify faculty for SASSIE (Solutions for Academia Safety & Security International Experiences) risk management training.|
|Supervisory/Management||Experience managing a portfolio of responsibilities that may include programs, student staff, events, initiatives, etc. Some knowledge of best practices for management. Examples: Manage student assistants, student ambassadors, internships abroad, volunteering abroad, photography contest, social media presence, etc. Contribute to organization of study abroad fair where applicable. Self-assessment of management/leadership abilities and strengths (e.g., Clifton Strengths Assessment).||Experience managing professional staff and some experience overseeing a more significant portfolio of responsibilities and collaborating with staff and faculty across campus. Good knowledge of best practices for management and some ability to apply knowledge to daily management practices. Examples: Directly manage small number of professional staff. Perform self-assessment of leadership style (Interactive Leadership Style Assessment). Develop new skills. Collaborate with faculty leading programs and with staff in critical offices such as Financial Aid, Registrar, etc.||Extensive experience managing professional staff, overseeing a department or office, and strong knowledge of best practices for management and familiarity with career development theory. Can consistently apply this knowledge to successfully manage down, across and up, including to faculty and higher administration.
Examples: Manage a larger number of staff and/or managing managers. Mentor new/young staff; support down. Refer to Managing Performance for Success to develop strategies for employee support, development and mentoring. Conduct annual performance reviews. Develop and implement communication strategies with employees. Delegate responsibilities to staff. Encouraging development of new skills in new/younger staff. Represent the office and its needs to faculty and higher administration. Implement staff retention practices.
|JEDI (Justice, Equity, Diversity, Inclusion)||General understanding of JEDI work, practices and theory. Examples: Comfortable and able to articulate own identities, biases, and how they impact professional relationships and work. Familiar with the Standards of Good Practice for Education Abroad specifically as it relates to JEDI. Served on a volunteer committee focused on JEDI.||Demonstrate a strong understanding of JEDI work (theories and practices) and ability to impart knowledge and facilitate conversations, initiatives and strategic planning that strongly support JEDI. Examples: Has attended conferences devoted to JEDI in study abroad. Has conducted a self-assessment for JEDI for their office using the Prompts for Self-Assessment. Assists to develop and implement JEDI strategy for office including programs, assessment, advising, website, scholarship allocations, social media, and hiring and training.||Possess a solid understanding in JEDI and displays culturally responsive leadership through effective and impactful communication, initiatives, and strategies. Able to affect and foster positive change through advocacy and anti- oppressive scholarship and work. Examples: Presented at conferences on JEDI issues in study abroad. Written or co-authored articles on JEDI in study abroad. Regularly teaches courses on intercultural learning and/or global citizenship. Developed and/or lead (co-lead) short-term programs specifically for underrepresented student populations. Regularly assess underrepresented/underserved student populations and provide strategies to address gaps.|
|Assessment/Student Learning||Some knowledge of best practices for administrative and student learning assessment, and of student learning, student development, and experiential learning theories and research. Examples: Be able to navigate and apply the Code of Ethics and the Standards of Good Practice for Education Abroad. Attend Forum workshops and earn a Forum Credential. Assist with assessment including data entry and survey management. Lead orientations or other sessions that support student learning in connection with study abroad.||Good knowledge of best practices for administrative and student learning assessment and of student learning, development, high-impact practice, and experiential learning theories and research. Can sometimes apply this knowledge to ongoing assessment work including survey design, quantitative and qualitative assessment, uses of results for improvement, and to program design/development and student advising. Examples: Develop content for orientations, student advising and/or other sessions that support student learning in connection with study abroad. Support the development of new programs. Develop materials for students and program leaders to enhance student learning. Assist in sharing knowledge and resources with faculty program leaders. Demonstrate familiarity with at least one education abroad assessment tool from the following: BEVI, IDI, CCAI, GPI*. Display knowledge of assessment criteria for discipline-specific education abroad programs, i.e., second language proficiency, STEM, business (AACSB), etc. Conduct program and student learning assessment including data entry, survey management, data analysis, and uses of data for improvement.||Strong knowledge of best practices for administrative and student learning assessment, and for student learning, student development, and experiential learning theories and research. Consistently and successfully applies this knowledge to ongoing assessment work including assessment strategies, design and implementation and to program design/development and student advising. Fosters student-centered and driven initiatives. Examples: Develop and deploy broad strategies to enhance student learning across programs. Develop and oversee processes for program development, approval, and ongoing assessment. Lead orientations and/or educational sessions for faculty program leaders and/or share assessment data with faculty and other stakeholders. Display a solid understanding of several IE assessment tools (BEVI, IDI, CCAI, GPI). Develops and/or maintains assessment policies of office/program. Demonstrate proficiency in survey design, data collection and analysis, and making data-informed decisions.|
|Higher Education Leadership and Networking||Some knowledge about the landscape of International Education and Higher Education more broadly. Has developed some connections beyond own institution or organization. Examples: Familiar with professional organizations and publications such as The Forum on Education Abroad, AAC&U, Chronicle on Higher Education, EAIE, etc. Has collaborated with contacts outside of own institution or organization on a conference session or in a volunteer position.||Good knowledge about the landscape of International Education and Higher Education more broadly. Has developed multiple connections beyond own institution or organization and is active in the field (through conference presentations, publications and/or volunteer roles). Examples: Has attended conferences offered by a variety of professional organizations and regularly reads higher education and international education publications. Has collaborated with contacts outside of own institution or organization on multiple conference sessions, publications and/or in a volunteer capacity.||Strong knowledge about the landscape of International Education and Higher Education more broadly. Has developed extensive connections beyond own institution or organization, is active in the field (through conference presentations, publications and/or volunteer roles), and holds or has held a leadership position within the field. Examples: Regularly attends and presents at conferences offered by a variety of professional organizations and maintains active knowledge of higher education and international education scholarship. Has edited or co-edited a volume or special issue of a journal. Has served in a leadership role with a professional organization or on a board or advisory group.|
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