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Texas Consortium for Study Abroad
1. What are the goals of the Texas Consortium for Study Abroad (TCSA)?
The TCSA has three goals: (1) to provide a mean for Texas public universities to develop and operate consortial study abroad programs; (2) to serve as a forum for institutions to share expertise, experience and energy in study abroad matters; and (3) to provide regular opportunities for discussion of regulatory and advocacy issues with staff of the Texas Higher Education Coordinating Board and representatives of the THECB Commissioner's Advisory Committee on International Issues.
2. How long has the TCSA been in existence and what has it accomplished?
The TCSA (formerly the Texas London Consortium) was founded in 1984 by a handful of Texas public universities to operate joint study abroad programming in London. In its first decade, the consortium offered 22 semester-length programs in the humanities, social sciences and business involving 80 faculty and 510 students from ten Texas institutions. In 1995, the consortium adopted its new name and began to offer an expanded set of programs in eleven countries. From 1987 to 1999 the coordinating office was located at International Studies and Programs at the University of North Texas. Currently, the International Office at The University of Texas at Arlington serves as the coordinating institution.
3. What is the legal status of the consortium and its participating institutions?
The consortium is a loose association of Texas public universities, which pay a nominal annual $200 participation fee. The limited responsibilities of institutions are listed in the TCSA Participation Agreement. One institution serves as the coordinating focus of the consortium.
4. What kinds and how many study abroad programs are offered in the TCSA?
At present, the TCSA has offers negotiated affiliated programs through the American Institute for Foreign Study (AIFS) including London’s Richmond College, the Monterrey Tec Educational System (ITESM) in Mexico, Study Abroad Italy and Denmark's International Studies Program (DIS). These programs offer students the chance to study in several countries worldwide in a great variety of disciplines.
The TCSA also hopes to serve as a means of cross-promoting the programs of TCSA-member institutions, such as faculty-led summer programs in Mexico, the United Kingdom or elsewhere. One of the difficulties institutions face in developing study abroad is to attract enough students for these faculty-led courses to "make." Cross promoting courses effectively throughout the consortium's membership will help more courses "make" and will thus provide the needed opportunities for our students and faculty.
5. What control does the Coordinating Board exercise over study abroad?
The THECB issues regulations annually concerning the offering of credited faculty-led courses outside Texas and abroad. These regulations mandate an approval process, which is based on both Coordinating Board and institutional requirements.
6. What is the role of the TCSA coordinator?
The coordinator’s responsibilities are as follows:
· Maintain institutional and participant contact list.
· Share information on study abroad administration.
· Coordinate sharing of information on consortium activities.
· Coordinate selection of program-lead schools and faculty participants.
· Call, prepare and chair annual meetings.
· Coordinate development of new consortial affiliations and programs.
· Promote consortium membership among Texas institutions.
7. Why should universities be active in developing study abroad opportunities?
During their 40-year working lifetimes, our current and future students will need to know much more about how the world works in order to succeed in their careers. They will need to know other cultures, other currencies and other languages to live comfortable and productive lives. The now present 'global economy' will require skills that can be learned most effectively and efficiently during a study abroad experience. As public universities, we have a special mission to create in these rising generations the skills needed to compete and succeed.
As public universities, however, we are faced with sharply rising needs and expectations in many areas, and with static or declining administrative budgets. These contrary pressures are especially apparent in the field of study abroad, where the need for joint efforts to share energy and expertise in program development has become crucial. What are especially needed today among institutions are cooperative efforts that work.
