Attending the Forum on Education Abroad conference in Nashville in March 2026 provided a valuable opportunity to engage with a diverse community of study abroad professionals, faculty leaders, and international education professionals. The conversations throughout the event were both energizing and insightful, reflecting a shared commitment to expanding access to meaningful global learning experiences for students.

One of our most significant insights that emerged from these discussions was the need to reconsider how institutions conceptualize the role of organizations commonly referred to as “providers.” While universities often associate providers primarily with logistical support such as housing, transportation, and on-the-ground coordination, it became evident that this perspective may not fully capture the scope of their contributions.

This realization prompted a broader reflection on the definition and function of a provider within the context of faculty-led study abroad programs. In some institutional contexts, providers are viewed as external vendors responsible for implementing pre-designed or customized programs. In others, the term carries connotations of outsourcing, which may feel misaligned with the academic and mission-driven nature of international education.

"Reframing these organizations as global education partners in experiential learning may more accurately reflect their role in supporting faculty innovation and institutional capacity."

However, insights gained from both professional experience and conference discussions suggest a more expansive and collaborative role. Many organizations categorized as providers contribute across the full lifecycle of faculty-led programs. Their involvement may include supporting faculty in program ideation, assisting with proposal development, constructing sustainable budgets, addressing health and safety considerations, managing risk, and ensuring alignment with institutional policies and best practices.

Engagements at the conference further highlighted the evolving needs of institutions and faculty. Faculty members designing programs for the first time often seek guidance in navigating complex processes, while study abroad offices balance multiple responsibilities related to compliance, safety, and program quality. In these contexts, external organizations can serve as collaborative partners, contributing both expertise and infrastructure to support academically rigorous and operationally sound programs.

This experience invites a reconsideration of the terminology used within the field. The term “provider” may inadvertently shape expectations in ways that emphasize transactional relationships rather than collaborative engagement. Reframing these organizations as global education partners in experiential learning may more accurately reflect their role in supporting faculty innovation and institutional capacity.

As international education continues to evolve, faculty-led programs remain a critical component of global engagement strategies. They offer transformative academic experiences and broaden access to study abroad opportunities for diverse student populations. Effectively supporting these programs requires coordinated efforts across multiple stakeholders.

Reflecting on these insights, the conference underscored the importance of ongoing dialogue within the field. It raises an important question for educators and practitioners alike: how might the role of so-called providers be more clearly defined and aligned with the collaborative goals of international education?

Ultimately, this reflection highlights the value of reexamining both language and practice to better support the continued growth and impact of faculty-led study abroad programs.