In recent months an energetic discussion has emerged among the education community around the world on COVID-19’s impact on international higher education. The range of opinions seems to fall along two basic extremes: reassurance and panic. On the reassurance end, some are arguing that there will hardly be any disruption to internationalization as we have known it and predict only a temporary decrease and slight restriction of traditional mobility patterns. On the panic end, many are warning that this crisis will hugely transform international education for the foreseeable future, devastate all current facets of programming and practice, and cause a likely permanent rethinking in our practice.
Indeed, these are challenging times and yet, emerging developments suggest we may very well be at the beginning of a new era for international education, one which will challenge us to reexamine well-established practices, reframe our priorities and pursue emerging opportunities. Transforming immediate challenges into opportunities requires significant expertise, intense collaboration and innovative thinking.
It also appears that the pandemic has accelerated changes in international education that have been in motion for years. What were once peripheral strategies employed by a few institutions are now gaining traction by many and thus, broadening the scope and direction of international education as we have known it. Success in a new era of international education will require that we recognize that the status quo was supported by an environment that is now gone. Future opportunities will not be found in defending the status quo. Rather, institutions must innovate and change, and not just by doing things differently, but by doing different things. This certainly requires reframing the curricula to be more responsive to a new generation of internationally-engaged learners, exploring expanded uses of virtual technology and online education to bring together once disparate populations in meaningful ways, and leveraging international partnerships and linkages that are truly synergistic and based on shared and reciprocal interests.
The value and importance of international learning and engagement remains strong. It is still a goal of many institutions to graduate learners who have nuanced understandings of the international dimensions of their chosen disciplines and intercultural competency needed to live and work successfully in a globally interconnected world. What is changing however is the focus and methodologies with which these outcomes are achieved. Although internationalizing the campus and the curriculum has always been important, the dominant focus of international education at many institutions has been concerned with student and scholar mobility. In other words, if international education can be conceptualized along a continuum, the focus has traditionally been skewed to one end where optional international opportunities have been offered to an exclusive group of mobile learners
Mobility Education is primarily concerned with international education through degree- and non-degree student mobility abroad and is thus limited to an exclusive population of students who are able to participate. Access Education leverages both virtual and mobility education thus enabling greater accessibility to international education for interested and motivated learners. Integrated Education focuses on providing equitable access to international learning and engagement for all learners by intentionally integrating international expectations into the curricula and life of the institution. Institutions that broaden their focus beyond mobility education to consider other dimensions along the continuum of internationalization will be better positioned to respond to the shifting demands of this new era of higher education.
Gateway International Group was launched in 2020 by a team professional and highly experienced international educators to support institutions and organizations around the world with leveraging strategic new directions and emerging opportunities in international education. Under the leadership of Dr. Anthony C. Ogden, a scholar-practitioner with over 25 years of leadership experience in international higher education and May Arthur, a successful business executive and leader advancing best practices in international student recruitment and services, Gateway International Group is well-positioned to support institutions with harnessing new and expanded strategies for the next generation of international education.
Gateway International Group has made the commitment to allocate 5% of all net revenue to support traditionally underrepresented student participation in international learning and engagement.
Meet Our Team
Anthony C. Ogden
Dr. Anthony C. Ogden is a well-known and respected educator with over 25 years of experience in international higher education. He has held senior leadership positions at Pennsylvania State University, the University of Kentucky, Michigan State University and the University of Wyoming. Dr. Ogden has produced over 50 professional and scholarly publications focused on international higher education.
Ms. May Arthur is a respected senior executive and a business leader with over 25 years of experience. She has led business and partnership development initiatives partnering with universities to attract, retain and support international students, while managing global recruitment efforts. Ms. Arthur’s passion lies in her ability to recognize market needs and develop new programs to attract students from new destinations.
Gateway Advisory Council
A former U.S. Peace Corps volunteer based in Austin, Texas, Dr. Mackintosh specializes in using data to develop and present actionable insights. In the field of international education and research, Eric focuses on learning outcomes, student satisfaction, lead acquisition, and retention.