Assistant Professor; Program Coordinator, Joint MPA/International Education Management
Anne Campbell’s work is situated at the crossroads of international education and international development. The inspiration for this pathway came from her Master’s studies in critical theory and cultural studies at the University of Nottingham (UK). Despite a delayed start to her courses due to the terrorist attacks of September 11th, Campbell—and her perspective on the world—changed dramatically thanks to the courses she took, the authors she read, and the friends she made. When she returned to the United States in 2002, she committed her career to advancing opportunities for students to pursue international higher education.
Before coming to MIIS, Campbell has previously worked and consulted with multiple organizations in areas of international development, international student exchange, humanitarian aid, and education development research. For seven years she managed undergraduate scholarships at the Open Society Foundations in New York, where she spearheaded programs to translate student learning into community development. Campbell also worked for Médecins Sans Frontières/Doctors without Borders in Haiti following the 2011 earthquake, as a team leader for a large-scale evaluation on youth vocational learning in Tanzania, and has worked in youth policy for the State of Iowa and as a White House intern.
Courses offered in the past two years.
- Current term ●
- Upcoming term(s) ○
Increasingly, collecting, interpreting, and presenting data are core skills in effective international program administration. Not only is it vital to know what data tell us, but also to know what they do not indicate – before a bad decision is made based on incorrect interpretations! This course is designed to help students understand the basics of data interpretation and clear presentation of findings. The class also raises important questions about the opportunities and shortcomings of data, focusing on both qualitative and quantitative data. In addition, the course examines the promising ways to present findings (visualization) to deliver an accurate picture and compelling story across diverse audiences. The course is intended to work mostly with descriptive data and will not cover data analyses (e.g., statistical tests, coding). The course is conducted online, with both synchronous and asynchronous sessions.
Spring 2019 - MIIS, MIIS Second Half of Term, Fall 2019 - MIIS, MIIS First Half of Term
While undertaking an approved professional practicum in the International Education Management field, students will be responsible for rigorous academic performance, equivalent in quantity and quality to the requirements for equivalent on-campus coursework. Students will demonstrate their application of theory to practice through completion of multiple deliverables.
Fall 2018 - MIIS, Fall 2019 - MIIS
This course examines the role of global and national policies in shaping education. Course topics include among others, the role international organizations play in the global governance of education. National polices of education are examined in the contexts of policy convergence, policy borrowing and lending. Trends in national policies related to education are also explored such as education as a form of soft power, education as a form of trade, and aid for education. The need to balance national policies with international demands and trends are explored.
Fall 2018 - MIIS, Fall 2019 - MIIS
This course offers an introduction to the breadth of educational systems and structures around the world, and the cultural, historical, philosophical, and economic forces that shape these systems. Additional topics to be studied include the effects of globalization on education systems; the role of international organizations and NGOs in the provision of formal and non-formal education; and issues of diversity, access, and inclusion as they manifest internationally.
Spring 2018 - MIIS, Spring 2019 - MIIS
This interactive course will examine two key subsets of international education: citizen diplomacy and international scholarships. Students will learn to identify various program structures, critique existing models, and learn the nuts and bolts of administering both citizen diplomacy and international scholarship programs. Throughout the course, we will focus on the technical skills of proposal writing to secure grants to support citizen and education diplomacy efforts. Students will work in groups to compete for a grant, focused on either citizen diplomacy or international scholarships. Instructors will meet with student groups outside of class to provide tailored feedback on their projects. The process will culminate in a simulated grant panel to review and rank the proposals, illuminating how proposals are reviewed by experts.
Spring 2019 - MIIS
The course aims to introduce students to perspectives and debates relevant to understanding the relationship between education and development (economic, political, social, etc.) and the politics of education development, with a focus on less developed countries. Students will examine international education initiatives (e.g., the Sustainable Development Goals, the Education for All goals, Poverty Reduction Strategies) and the work of multilateral (e.g., UNESCO, UNICEF, World Bank), bilateral (e.g., USAID, DFID) and international non-governmental organizations (e.g., Save the Children, Plan International, others), including debates on aid modalities in education development.
Spring 2018 - MIIS, Fall 2018 - MIIS
Credit: course can be taken for no credit or for 4 units on a Pass/Fail basis. A certificate of completion will be awarded to participants who successfully complete all assignments.
Instructor of record: Dr. Beryl Levinger
The program will focus on use and mastery of tools and frameworks that represent “embedded theory.” Tool mastery will prepare participants to foster sustainable development. The tools to be featured in the program are widely used by bilateral and multinational organizations including USAID, the World Bank, and UNDP.
Note: While there may be some content overlap with current DPMI offerings, the examples and projects will all be Rwanda-specific and focused on HIV/AIDS, education or gender.
Students who enroll will be eligible to participate in DPMI8650A (DPMI+). Students who have already completed DPMI 8698 A and/or 8698 B are also eligible to enroll. For students who have previously participated in a DPMI session, this program will allow them to hone their skills further with more elaborate assignments.
Spring 2018 - MIIS, MIIS Winter/J Term only
Areas of Interest
In her research and teaching, Anne Campbell examines and explores the relationship between education and international development. She encourages students to critique the status quo of international education and aid, directing their focus to the experiences of students, teachers, and community members in these systems. Campbell’s research explores the relationship between 1) higher education and 2) socioeconomic development and social change. She is particularly interested in international scholarship programs and how their graduates contribute to the development of their home country. Her research focuses on countries in the former Soviet Union and West Africa, as well as international higher education policies and programs related to the Sustainable Development Goals.
- PhD in Organizational Leadership, Policy, and Development (Comparative and International Development Education track), University of Minnesota
- MA in Critical Theory and Cultural Studies, University of Nottingham, United Kingdom
- BS in History and Interdisciplinary Studies, Iowa State University
Professor Campbell has been teaching at the Institute since 2016.
Campbell, A. C., & Lavallee, C. A. (2019). A community of practice for social justice: Examining the case of an international scholarship alumni association in Ghana. Journal of Studies in International Education. OnlineFirst. DOI: 10.1177/1028315319842343
Campbell, A. C. (2019). Exploring the relationship between home country government reforms on the choices of international higher education scholarship program participants. European Education, 51(2), 147-163. DOI: 10.1080/10564934.2019.1569470
Campbell, A. C., & Baxter, A. R. (2019). Exploring the attributes and practices of alumni associations that advance social change. International Journal of Educational Development, 66, 164-172. DOI: 10.1016/j.ijedudev.2018.10.003
Campbell, A. C. (2018). ‘Giving back’ to one’s country following an international higher education scholarship: Comparing returnee and expatriate alumni engagement in social and economic change in Moldova. Compare: A Journal of Comparative and International Education. OnlineFirst. DOI: 10.1080/03057925.2018.1540925
Campbell, A. C., & Mawer, M. (2018). Clarifying mixed messages: International scholarship programmes in the sustainable development agenda. Higher Education Policy. OnlineFirst. DOI: 10.1057/s41307-017-0077-1
Campbell, A. C. (2018). Influencing pathways to social change: Scholarship program conditionality and individual agency. In J. Dassin, R. Marsh, & M. Mawer (Eds.), International scholarships for higher education: Pathways to social change (pp. 165-186). New York, NY: Palgrave Macmillan. DOI: 10.1007/978-3-319-62734-2_9
Baxter, A. R., Campbell, A. C., & Martel, M. (2017, July 29). The Scholarship Program Research Network—a new international community for studying and evaluating scholarship programs. The Association of Commonwealth Universities. Available at https://www.acu.ac.uk/about-us/blog/scholarship-program-research-network
Campbell, A. C. (2017). How international scholarship recipients perceive their contributions to the development of their home countries: Findings from a comparative study of Georgia and Moldova. International Journal of Educational Development, 55, 56-62. DOI: 10.1016/i.ijedudev.2017.05.004
Campbell, A. (2016). International scholarship graduates influencing social and economic development at home: The role of alumni networks in Georgia and Moldova. Current Issues in Comparative Education, 19(1), 76-91. Available at https://files.eric.ed.gov/fulltext/EJ1128147.pdf
Campbell, A. & Gorgozde, S. (2016). Internationalization in Higher Education in the Republic of Georgia: Influences of Accreditation and Student Mobility. Hungarian Educational Research Journal, 6(1), 22-37. Available at http://herj.lib.unideb.hu/megjelent/index/56