Anne Campbell
Casa Fuente Building CF443 Suite C
(831) 647-6502

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 higher education and international mobility.

Dr. Campbell has worked and consulted with multiple organizations, including the United Nations Educational, Scientific and Cultural Organization (UNESCO); the U.S. Agency for International Development (USAID); and the Institute of International Education (IIE). Before coming to MIIS, she managed undergraduate scholarships at the Open Society Foundations in New York, worked for Médecins Sans Frontières/Doctors without Borders in Haiti, served as a team leader for a large-scale evaluation on youth vocational learning in Tanzania, and worked in youth policy for the State of Iowa and as a White House intern.

Courses Taught

Course Description

Student must obtain a faculty advisor, complete a Directed Study proposal form, obtain signatures, and submit to the Associate Dean of Academic Operations for approval.

Terms Taught

Summer 2023 - MIIS

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Course Description

Social Issues, Justice, and Change in Education

This course explores the relationships between international education and power, privilege, equity, diversity and inclusion. The course will explore notions of oppression and transformation, and the conditions which facilitate and block social justice and change at the system, institution, program, and personal levels. Selected social topics will be explored, with a focus on how they intersect with the field of international education: race and ethnicity; gender, sex, and gender identity; colonial and white settler identities; environmental sustainability and justice; and immigration and forced mobility, among others. Students will be expected to learn about and discuss these topics, participate in a project that advances social justice in education, and plan for their future professional engagement.

Optional synchronous activities are offered Tues/Thurs 2-3pm Pacific Time.

Terms Taught

Fall 2023 - MIIS, MIIS First Half of Term

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Course Description

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.

Optional synchronous activities are offered Tues/Thurs 2-3pm Pacific Time.

Terms Taught

Fall 2023 - MIIS, MIIS Second Half of Term

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Course Description

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.

Terms Taught

Spring 2022 - MIIS, MIIS Second Half of Term, Spring 2024 - MIIS

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Areas of Interest

In her research and teaching, Dr. Campbell examines and explores the relationship between education and international development and social change. 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 focuses on international scholarship programs and international student mobility, focusing on how student migration intersects with social change, global warming, human rights, national policies, and the Sustainable Development Goals.

Academic Degrees

  • 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., Nguyen, T., & Stewart, M. (2022). Promoting international student mobility for sustainability? International educators navigate conflicting realities and emotions in a time of climate change. Journal of Studies in International Education, Special Issue on Environmental Sustainability, OnlineFirst. 

Campbell, A. C. & Basi, R. (2022). Preparing international scholarship students for graduate education: The case of the Open Society Foundations’ Pre-Academic Summer Program. Philanthropy and Education, 5(2), 10–30.

Campbell, A. C. (2021). International scholarships and sustainability. In A. Wiseman (Ed.), Annual review of comparative and international education 2020 (pp. 257-277). Emerald Publishing Limited.  

Campbell, A. C., Wick, D., Marcus, A., Doll, J., & Yunuba Hammack, A. (2021). “I felt like I was not just a student:” Examining graduate student learning at academic and professional conferences. Studies in Graduate and Postdoctoral Education, 12(3)   

Campbell, A. C., Lavallee, C., & Kelly-Weber, E. (2021). International scholarship and home country civil service: Comparing Ghanaian and Nigerian perspectives of government employment for social change. International Journal of Educational Development, 82. 

Campbell, A. C., Kelly-Weber, E., & Lavallee, C. A. (2021). University teaching and citizenship education as sustainable development in Ghana and Nigeria: Insight from international scholarship program alumni. Higher Education, 81, 129–144. 

Campbell, A. C. & Neff, E. (2020). A systematic review of international higher education scholarships for students from the Global South. Review of Educational Research, 90(6), 824-861.

Campbell, A. C. (2020). ‘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, 50(4), 573-591.

Campbell, A. C., & Lavallee, C. A. (2020). A community of practice for social justice: Examining the case of an international scholarship alumni association in Ghana. Journal of Studies in International Education, 24(4), 409-423. 

Campbell, A. C., & Mawer, M. (2019). Clarifying mixed messages: International scholarship programmes in the sustainable development agenda. Higher Education Policy, 32(2), 167-184. 

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). 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

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

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