A Systems Approach to Recruiting, Training, and Supporting Faculty Leaders for Off-Campus Programs

Faculty leaders are pivotal in shaping students’ experiences in off-campus, overnight programs. However, as experienced leaders retire or select to no longer travel with students, schools must address the challenge of cultivating a new generation of qualified leaders. Adopting a systems approach—analyzing interconnected factors and relationships—is essential for building a sustainable and effective pipeline of faculty leaders.
A systems approach applied to global education leadership highlights several key stakeholders: administration, faculty, students, parents, third-party providers, and program partners. Below, I explore four critical aspects of this approach:
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Recruiting leaders
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Teaching leadership skills
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Growing capacity and retaining leaders
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Developing institutional buy-in
Recruiting Leaders
Schools should define qualifications and core competencies for leadership roles in off-campus programs. This would establish clear criteria for vetting and selecting candidates who can manage the unique demands of leading global learning experiences in the field.
Guiding Questions
- What core skills (e.g., organizational, leadership, crisis management, intercultural competency) are essential for trip leaders?
- How can HR and administrators support the identification of potential leaders?
- What role does experience and interest in leading global learning programs play in hiring decisions?
- What tools (e.g., rubrics) can assess candidates’ readiness during planning?
- How can administrators create faculty teams with a balance of diverse skill sets, such as logistical and linguistic expertise?
This collaborative process—including HR, senior administrators, and program directors—ensures that candidates are evaluated holistically and consistently. Schools can build a strong foundation for faculty-led travel programs by integrating academic and administrative perspectives.
Teaching Leadership Skills
Leading programs in the field requires more than a one-time orientation. A comprehensive professional development system is necessary to equip leaders with the skills to address the complex challenges of off-campus, overnight travel.
Guiding Questions
- What formal training is essential for program leaders (e.g., first aid, risk management, mental health, crisis response)?
- How can mentorship programs pair new faculty with experienced leaders?
- How do we ensure leaders understand travel policies, procedures, and past lessons learned?
- What resources (e.g., stakeholder input, external training, or curated readings) can support leaders?
By offering targeted training and fostering collaboration, schools can create a community that supports faculty development while enhancing program quality. Many schools find that varying the type of training each year can help keep experienced leaders engaged while also providing essential foundations for faculty newer to the role.
Growing Capacity and Retaining Leaders
Global learning programs in the field, whether close to home or abroad, often rely on a single individual to recruit and manage leaders. This limits program scalability and often leads to schools not finding enough leaders with the necessary skills and experience. Strategic planning is needed to build a broader pool of qualified leaders and distribute responsibilities.
Guiding Questions
- What incentives (e.g., financial rewards, professional growth opportunities, recognition in all school settings) can attract and retain leaders?
- How can experienced leaders mentor and train new ones?
- Could a tiered leadership model provide pathways for growth and succession?
Incentivizing leadership roles and recognizing contributions are essential to creating a robust pipeline of committed faculty leaders.
Developing Institutional Buy-In
A sustainable program requires institutional support that reflects the value of global education in achieving the school’s mission. Faculty leaders need the backing of the entire community to succeed, especially their direct supervisors and department heads.
Guiding Questions
- How can we communicate the program’s value and workload to dispel misconceptions (e.g., that it is merely a vacation for leaders)?
- How does the program measure and showcase its long-term benefits, such as fostering global awareness, empathy, and the skills to thrive in an interconnected world such as resilience and adaptability?
By aligning the program’s goals with the institution’s mission and communicating the essential student learning taking place, schools can build a culture of support that ensures the longevity and impact of global learning programs in the field.
This systems approach emphasizes collaboration, professional development, and stakeholder engagement, creating a sustainable pathway for developing faculty leaders who deliver high-quality global learning experiences for students.