Models or Organizational Approaches to
 “Internationalize Extension”

In the fall of 2002, the International Programs Office of CSREES surveyed all State Extension Systems to identify strategies being used to internationalize Extension.  Thirty-two states responded, but few were able to identify specific proactive approaches being taken. Most noted that their efforts to “internationalize” were sporadic and ad hoc. But a number of states could offer specific examples. Those examples have been loosely categorized into the following “models” or “strategies”, although states might simultaneously be activating more than one model.

Professional Development and Training Model: This model basically uses the professional development apparatus of respective organizations to provide educational services focused on international themes to Extension Staff. For instance states have selected an international or globalization theme for their state conferences, or inserted international and cross-cultural sessions into their in-service calendars.

Training plus International Field Work/Exposure: Some states have organized in-depth training programs like Michigan State University’s “International Extension Training Program” that has been in operation since 1979. In this five session series, one session is held off-shore in a developing country setting to expose Extension Educators to the context of “underdevelopment” and to recognize factors influencing development including official and unofficial aide and collaboration.

Cross-Cultural Exchange/Exposure Model: Many Extension Educators get their international training through interactive experiences with people of other cultures. Some of these experiences might be formalized exchanges with specific themes or objectives, targeted study tours, hosting of international guests or work assignments associated with university, private sector, church or not-for-profit organizational assignments. The key benefit of these involvements is the skills, competencies and confidence gained by staff that can be applied to their work and careers.

Educational Outreach to New Audiences: We learn from doing! In reaching out to new audiences, be they nontraditional audiences, new immigrant groups, or international peers, Extension Educators learn a lot about cross-cultural communications, networking and participation. Such experiences add to the capacity of Extension workers to work in diverse settings domestically and abroad.

Strategic Planning/Policy Development: Most Extension Organizations have existing structures to accommodate their work. But often “international” falls outside of those structures or rather, needs to be integrated throughout those structures. Therefore periodic review or planning activities can be useful to refocus efforts or determine how best to support internationalization effects. Often specific policies or support systems emerge from these efforts to strengthen ad hoc actions.

Private Sector Partnership Model: Many Non-Governemental Organizations (NGOs) and private companies provide opportunities for University and Extension staff to work on international development projects. These assignments provide excellent professional development opportunities. See a list of such organizations in the "Partnerships" section of networking.