Published on Dec 2025
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Dr. Aw, we are beyond thrilled to feature you as our latest distinguished leader in this issue of UniNewsletter to discuss the internationalization of higher education. Your journey—from your early life in Mali, through three decades at American University, to leading NAFSA—is remarkable. Could you familiarize our readers with your background, perhaps reflecting on one or two pivotal experiences or turning points that shaped your vision for global higher education?
I often say that my personal and professional story is the story of international education. I left Mali at a very young age and moved to Liberia because of my father’s occupation. I am what you would call a “global Nomad” or “Third Culture Adult.” I pursued education in French; lycées in Monrovia, Washington D.C. and Nairobi, before returning to the U.S. for college. Being exposed early on to global education thoroughly shaped my worldview and encounters. Forging friendships across borders and cultures made me realize the importance of intercultural exchanges. In college, the kindness of strangers, the professors who believed in me and the communities that embraced me taught me that education is not just about acquiring knowledge—it is about belonging and transformation.
One of the pivotal moments for me came early in my time at American University. I was part of a diverse cohort of students—each of us far from home but finding home in each other. That experience opened my eyes to the profound human connections that international education makes possible. It also grounded my conviction that inclusion must sit at the heart of everything we do.
The second turning point was later in my career, when I began to understand that policy decisions—made in capitals and conference rooms—can either open or close the doors of opportunity for students like the one I once was. That realization drove me to advocacy and to NAFSA’s mission: advancing international education not as a privilege for the few, but as a bridge of understanding and peace for all.
As the executive director and CEO of NAFSA (and formerly its President) you lead an organization with over 10,000 members across 4,000+ institutions in 140+ countries. How do you balance the diverse needs and perspectives within such a broad membership when setting strategic priorities?
It begins with humility. You cannot lead a global network of this scale from a single vantage point. You must listen deeply—to universities in Ghana and Germany, to community colleges in Arizona and Alberta, to ministries of education and NGOs in India or Indonesia. The beauty of NAFSA’s membership lies in its complexity.
Our strategic priorities are built through dialogue. We invest heavily in consultation—through our board, regional leaders and partners—because context matters. What keeps a vice-chancellor awake at night in Nairobi is not the same as what drives an associate dean in Boston. But across all, there are shared aspirations: relevance, equity and resilience.
My job is to build connective tissue—to translate that diversity of perspective into collective impact. That’s why our current strategy focuses on being future-ready: strengthening our advocacy voice, deepening our global partnerships and ensuring that our programs prepare educators and institutions to thrive in an era of disruption.
“Internationalization” is often used broadly. In your view, how should the term be re-conceptualized or refined for the current era of geopolitics, digital transformation and climate crisis? What does meaningful internationalization look like today?
We must move beyond the notion that internationalization is simply about mobility or recruitment. Those are important—but insufficient.
Meaningful internationalization in 2025 and beyond must be human-centered, values-driven and planet-conscious. It is about the exchange of knowledge and ideas across borders in ways that address our shared global challenges—from climate adaptation to public health to artificial intelligence. It’s about co-creating solutions with our partners, not exporting models to them.
We are also entering what I call the next generation of internationalization—where digital tools allow us to connect learning communities in ways once unimaginable, but where ethics and equity must guide technology’s use. As we embrace AI, virtual exchange and hybrid mobility, we must ask: who is being left out? Who benefits? And how can we ensure reciprocity rather than one-way flows?
Ultimately, internationalization must be a means toward justice, sustainability and peace. It’s no longer a luxury or soft power—it is essential to our collective survival.
NAFSA has long been engaged with advocacy, public policy and visa/immigration issues affecting international students. What are the most urgent policy challenges you see now, and how is NAFSA positioning itself to respond? And beyond immigration policy, what role can local communities and state governments play in supporting international students’ sense of belonging?
We are at a critical juncture. In the U.S., policy uncertainty around visas, Optional Practical Training (OPT) and work authorization continues to send mixed signals to international students. Beyond that, global mobility is being reshaped by geopolitics, the climate crisis and competition for talent.
At NAFSA, we are working on multiple fronts:
But policy alone is not enough. Belonging begins in communities. I have seen small towns in Iowa or big cities like Boston rally to make international students feel at home—through host family programs, internships and civic partnerships. States can also play a leadership role by investing in workforce pathways that retain global talent. Belonging must be co-created—it is everyone’s responsibility.
In recent years, many institutions have faced declining international student enrollments, shifting global talent flows and supply chain/cost pressures. What strategies have you seen (or would you recommend) for institutions trying to adapt and stay resilient in their global engagement?
Resilience in this moment requires reimagination. Institutions must move from transactional recruitment models to relational ecosystems built on long-term partnership and shared value.
First, diversification is key—geographically and programmatically. The “Big Four” destination countries can no longer rely on historic dominance. Emerging destinations across Africa, Asia, Latin America and Europe are offering new models of cooperation.
Second, institutions need to align global engagement with mission and strategy. This means integrating internationalization across the institution—linking it to workforce development, research collaboration, sustainability goals and community engagement.
Third, leadership and data matter. We must use evidence to make informed decisions about markets, partnerships and impact. But equally, we must invest in people—the professionals who make this work possible.
Finally, agility. Those who thrive will be those who adapt quickly, embrace innovation and center their strategies on inclusion and reciprocity. The institutions that will lead in the next decade are those that see global engagement not as an “add-on” but as integral to their academic and social purpose.
Equity, inclusion and decolonial approaches are increasingly central in higher education discourse. How is NAFSA embedding those values into its practices, program, and support for member institutions, and what does this look like?
Equity and inclusion are not side projects—they are the foundation of our work. For too long, international education was shaped by one-directional flows and Euro-American paradigms. We have to interrogate that legacy honestly and rebuild the field with humility and courage.
At NAFSA, this commitment shows up in tangible ways:
A decolonial lens means moving from extraction to exchange, from representation to shared authorship. It means recognizing that knowledge is plural—and that the future of international education depends on honoring that plurality.
Leadership in a global organization requires sensitivity to cultural, political and linguistic diversity. What leadership practices, mindsets or habits have you cultivated to navigate those complexities?
I have learned that leadership is not about being the loudest voice in the room—it’s about creating space for others to be heard.
Three habits have guided me:
And perhaps most importantly, I lead from a sense of ubuntu—the African philosophy that reminds us, “I am because we are.” In a world of polarization, ubuntu offers a moral compass. It’s a reminder that leadership is not about control; it’s about connection.
Looking ahead 5–10 years, what’s your vision for NAFSA’s role in shaping the future of international higher education? And what do you hope NAFSA’s legacy will be under your stewardship?
My vision is for NAFSA to stand as the global convener and conscience of international education—a place where ideas, evidence and action intersect to shape a more just and interconnected world.
We are in the midst of transformative work at NAFSA. We are reimagining our business model, investing in data and technology, expanding our partnerships with governments and global organizations and positioning ourselves as a hub for innovation and policy insight.
In the coming decade, I see NAFSA:
As for legacy—if, years from now, people say that under my stewardship NAFSA became more global, more inclusive, more forward-looking and more human-centered—then I will feel that we honored our purpose.
Ultimately, I hope that every student, educator and institution touched by our work feels empowered to build bridges rather than walls. Because when we educate globally, we remind ourselves that we are one humanity—interdependent, imperfect and yet capable of extraordinary possibility.
Do you have any closing reflections you’d like to share?
The world is at an inflection point. The old maps—of power, knowledge and connection—no longer hold. As educators and leaders, we must draw new ones.
International education, at its best, is not just about where we go—it’s about who we become in the process. It calls us to lead with courage, curiosity and care. My hope is that this generation of educators will not simply manage the world as it is, but imagine the world as it could be—and prepare our students to do the same.