Associate Professor; Program Chair, 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 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.
DPPG 8575 Current
Nationalism&NewStatesBalkanCourse Description
This course builds on previous immersive learning courses to the Balkans, initiated by Professor Jan Knippers Black. Professor Black’s goal at the time was to demystify the misconceptions around the region that gave rise to the term “balkanized” and debunk the myth of primordial hatreds that too many people still assume to be the cause of the many rifts in this region. Since that time, the course has undergone multiple iterations, each time focusing on a different aspect of this theme. This iteration will take place in the southernmost of the former Yugoslav republics: Kosovo and Northern Macedonia.
Kosovo and Northern Macedonia each have two majority populations: one slavic and one Albanian. Both countries gained their independence within the last four decades, and tensions between the two populations have figured heavily in how each of the countries has developed. The course will examine the complexities of what happens after conflict, including the complex work of building a new country. We take on topics such as shaping concepts of history and shared memory, “frozen conflicts” and addressing tensions that still remain just below the surface, the role of international partnerships to shape national trajectories, and the concept of national identity formation in new states. To be open to all MIIS degrees, we will be exploring the roles of policy, education, language, and culture to unpack some of the drivers of tensions within each country.
So often in the Balkans, the past is prioritized – and with good reason as it’s a region that has been occupied by so many different populations over time, with each leaving their mark and with many languages and cultures remaining within the peninsula (e.g. Roma, Turkish, Bulgarian, Vlach). However, this course is intentionally shaped to look forward with the same complexity and sense of curiosity. How are some of the youngest countries in Europe choosing to create peace, opportunity, and prosperity? What are the major barriers to move past the conflicts that define the region and imagine a future?
The course is customizable, to fit better with students’ individual concentration. Students will be asked to read materials that provide an overview of the conflict in the Balkans, including recent military activities of the U.S. in Kosovo and resulting spillover into North Macedonia, raising questions of whether either conflict is truly over. They will also be asked to read different visions
for the future of each country, questioning how conflict is being perceived, measured, and addressed – especially at different levels (local or national efforts vs. international programs and donors). We will also seek to explore interventions for peace that have not worked well (e.g., the UN’s presence in Kosovo, North Macedonia’s lengthy EU accession process) and discuss the drawbacks of existing measures, plus efforts that have failed to bring forth transformation. In each country, we will ask experts from diverse perspectives and backgrounds to talk about how they see their country moving forward after the conflict and their hopes for the future. The goal is to provide students with a rich understanding of the context and the complexity of building a new state, as well as raise questions about power, multiple perspectives, myths in society, and marginalized voices. Moreover, throughout the trip, we will take time to periodically discuss and unpack how what we have learned tracks with what we initially thought.
Terms Taught
DPPG 8698
Directed StudyCourse 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
IEMG 8525
SocialIssuesJustice&ChangeInIECourse 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
IEMG 8533
Education & DevelopmentCourse 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
IEMG 8600
Intl Education PolicyCourse 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
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.
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. https://doi.org/10.1177/10283153221121386
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. https://www.proquest.com/docview/2671715700
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. https://doi.org/10.1108/S1479-367920210000040015
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). https://doi.org/10.1108/SGPE-08-2020-0061
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. https://doi.org/10.1016/j.ijedudev.2021.102352
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. https://doi.org/10.1007/s10734-019-00484-3
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. https://doi.org/10.3102/0034654320947783
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. https://doi.org/10.1080/03057925.2018.1540925
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. https://doi.org/10.1177/1028315319842343
Campbell, A. C., & Mawer, M. (2019). Clarifying mixed messages: International scholarship programmes in the sustainable development agenda. Higher Education Policy, 32(2), 167-184. https://doi.org/10.1057/s41307-017-0077-1
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 https://files.eric.ed.gov/fulltext/EJ1128147.pdf
| by Jason Warburg
International Education Management professor Anne Campbell is splitting her sabbatical year between a six-month Fulbright Scholarship in Pristina, Kosovo, and a research project supported by the Davis Collaborative.
| by Jason Warburg
International Education Management professor Anne Campbell’s project for USAID to develop a toolkit for international scholarship programs also informed and enriched her classroom teaching at the Middlebury Institute of International Studies.
| by Jason Warburg
Middlebury Institute alumnus Kevin Hyunjae Sung MAIEM ’19 came to the United States in search of opportunities and is now helping to create them for fellow international students and MIIS alumni, managing international exchange programs at the University of Nevada, Reno.
