Guidelines for Developing International Short Programs

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“By Failing to prepare, you are preparing to fail.” – Benjamin Franklin

Conceptualisation is the action of formulating the scope of a program and considers the desired features and challenges: locations, time periods, costs, risks, academic recognition, promotion, in-country logistics, partnerships, legal agreements and more. Ideally this process would be completed 12-18 months before departure, and prior to the submission of a comprehensive Learning Abroad Proposal.

Provided below are some of these features to consider.

1. Selecting a Host Location

1.1 Relevance of the Host Location

  • .What knowledge or experience do you have in the host location? Have you explored and physically visited the potential site?
    • Before implementing a program, a valuable exercise is to conduct a site visit to assess the host country's services, on-site logistics, and research potential ideas for excursions. During your site visit, the primary focus should be the evaluation of student services, health and safety, transportation and housing. Conducting a site visit also provides a good opportunity to collect materials specific for promotion and pre-departure sessions.

1.2 Safety in the Host Location

  • How safe is your proposed destination? What is the current DFAT Travel Advice?
    • To guide Australians and avoid difficulties overseas, the Department of Foreign Affairs and Trade (DFAT) maintains travel advisories on Smartraveller for more than 170 destinations. These advisories assist people in making informed decisions and highlight the risks that they could face in the host location(s). Smartraveller includes information about security, safety, health, local laws, or natural disasters. The advisories also highlight areas that are clearly not safe for travel.
    • Smartraveller has 4 levels of risk:
      • Level 1 – Exercise normal safety precautions
      • Level 2 – Exercise a high degree of caution
      • Level 3 – Reconsider your need to travel
      • Level 4 – Do not travel
    • Further information about these precautions can be found on Travel Advice Explained.
  • When evaluating the host location, you may wish to utilise the Risk Assessment Worksheet and review information provided by the Department of Foreign Affairs and Trade (DFAT) Smartraveller website.

1.3 Student Interest and Demand

  • Have you surveyed or gauged interest from students about the prospective program or host location? What is your Value Proposition?
    • Each year a number of overseas programs are postponed or cancelled due to low demand or competing activities. Students may not find the opportunity appealing, be able to afford the experience, or have the time or ability to participate due to work commitments. Make sure that you research the opportunity and create a Value Proposition that is attractive to students.

1.4 Will you be working with an overseas institution or third party provider?

  • Western Sydney International (WSI) is the central point to manage the establishment for all international agreements. Staff considering engaging with overseas institutions or third party providers, must consult with WSI before entering any negotiations.
  • If the overseas program includes a commercial contract or proposal*, the following is required:
    1. The completion of the Third Party Provider application (see above if relevant)
    2. A review of the contract or proposal by the Office of General Counsel. For legal services, use the online request form. You will need to attach all relevant documentation related to the request, as well as Dean/Director approval to approach the Office of General Counsel for advice on this matter.
    3. The completion of the University Procurement Processes. Please consult with your School Manager or Management Accountant in regards to whether or not this step is needed.
  • *Note: The program leader, in consultation with the School/Institute is responsible for creating a program budget and assuming all financial risk associated with the study tour (see Section 4.4).

1.5 Culture

  • How different is the host location to Western Sydney or Australia? What types of students will be participating in the experience? What is their background? How much cultural adaption will the students require?
    • Students may go through a number of emotional challenges that could affect their study and participation in a program. Living in a new culture requires students to learn a new set of cultural patterns and behaviours. Depending on the host location, students and staff may require numerous training sessions that will concentrate on the culture and customs, and also discuss the participant’s knowledge, attitudes, and expectations. A suitable cultural awareness program would provide a blend of information, self-evaluation and development of skills.
    • View a short video about Cultural Adaption.

1.6 Health Risks in the Host Location

  • What are the health risks? Are vaccinations required? Do participants need to take any medications? Do the participants need to have a certain level of fitness?
    • Although participating in an overseas activity is exciting for participants, the activity may have the potential to expose students and staff to serious health risks. Further, every person has a different medical history. Consequently it is important that prospective participants visit a doctor 6 to 12 weeks before leaving Australia and have a check-up. Prospective participants should find out about vaccines and medications that may required before and during the trip. If vaccines are required, participants may need several doses, which will take time for the body to develop full immunity. It is also advised that prospective participants visit a dentist before going abroad.
    • Information about health risks can be found by visiting Travel Doctor-TMVC, Smartraveller, and the Australian Government's Department of Health websites.

1.7 Mental Illness and the Host Location

  • .What happens if a participant suffers from mental illness?
    • According to the Australian Government’s Productivity Commission, 1 in 5 Australians suffer mental ill health each year. It is important to consider this statistic when recruiting prospective participants for your program.
    • Experiencing a different country and social isolation, can heighten existing mental health conditions or trigger new concerns. When travelling abroad, participants are leaving behind Australia's support systems, emergency service capabilities, medical facilities, and help from family and friends. When an incident occurs overseas, it may be particularly traumatic for the person experiencing mental health issues and for their family and friends back home.
    • The Australian Government stresses that anyone travelling abroad is subject to foreign jurisdictions, which may view mental illness different from back at home. Consequently, it is important to thoroughly research the destination and determine if there are any concerns that may trigger mental health concerns - see Australian travellers with mental health conditions.

1.8 Using Medications in the Host Location

  • Some medicines are illegal overseas. If a participant has to take certain medicines while abroad, they need to ensure these are not prohibited in the host location.  To find out more, participants should contact  the embassy or consulate before travelling overseas.

1.9 Travel Visas and the Host Location

  • What type of visa will participants require when participating in the program?
    • A travel visa is an official government document that temporarily authorises a non-citizen to enter and temporarily remain in a country. A visa is usually a stamp, sticker, or card that is placed in a passport and is checked when entering a country. As a program leader, you will need to consider the type of visa required for the overseas program. Depending on the experience or location, visa processing can sometimes take many months. Therefore, it is important to contemplate visas when developing a timeline. In addition, be aware that prospective participants in the program will have different backgrounds, such as places of birth and/or citizenship. Due to different circumstances, this may affect visa requirements.
  • Advising Participants about Visas
    • Staff employed by the Australian Government or Western Sydney University are not permitted to provide direct advice to participants about visas. Ultimately the individual participant is responsible for determining with the appropriate consulate(s) if they have the correct visa and requirements for the country(s) they are entering, well in advance of travel. Only the embassy or consulate for the host location(s) can provide up-to-date information about visa requirements. This information may change constantly. It is advised that this information is given to participants during information sessions.

2. Objectives, Policy, and Good Practice

2.1 University Objectives

  • How does your proposed program support the University’s Strategic Plan or Academic Unit's (School or Institute) objectives??
    • The Global Futures: Internationalising Western Sydney University Strategic Plan issues a challenge to increase the number of students participating in international study to 25% of the graduating cohort. In achieving this goal student mobility will become a distinctive capability of the University, enriching the student experience, embedding opportunities for cultural engagement, experiential learning, study abroad and work integrated learning, within curriculum. The challenge to achieve 25% mobility is both ambitious and necessary to support our students in aspiring to contribute to their communities and make their mark in the world. Participation in learning abroad experiences, supported by a well-structured academic program, is a key step for students in their journey to becoming global citizens. International study experiences cultivate students’ desire for knowledge, challenges their beliefs, and engages them as active participants in their learning and development.
    • Your Academic Unit may have fine-tuned the University’s goals by concentrating on certain countries for the development of strategies in recruitment, research, and international student mobility. This often includes working with the other departments in the University, overseas institutions, organisations, and governments. There may also be existing strategies and programs for the country of interest, that have been developed by other entities within the university. It is advised that you consult with your Academic Unit about the international strategy and how your concept aligns with these goals.

2.2 Student International Mobility Policy and Procedures

2.3 Critical Incident Guidelines

Western Sydney University's Critical Incident Guidelines enable the University community to respond to serious events or issues in a timely manner with care, support, respect and flexibility. They also ensure that professionally trained staff who possess up to date training in critical incident response and/or psychological first aid, are involved at the appropriate time in managing or responding to an incident, and are able to provide information, resources and support to students, staff, family members and others involved when required. This procedure applies to all incidents at Western Sydney University, including International Mobility Programs. See Critical Incident Guidelines.

2.4 Preventing Sexual Exploitation, Abuse and Harassment (PSEAH) Policy

  • In April 2019, the Secretary of DFAT released the DFAT Preventing Sexual Exploitation, Abuse and Harassment (PSEAH) Policy.
    • The PSEAH Policy sets out expectations and requirements for all DFAT staff and associated partners to manage SEAH risks and incidents.
    • This includes a risk assessment to PSEAH Minimum Standards and a contract with all downstream partners.Note: Western Sydney International (WSI) is the central point to manage the establishment for all international agreements. Staff considering engaging with overseas institutions or third party providers, must consult with WSI before entering any negotiations (see section 1.4).
  • If a project is funded by the New Colombo Plan, DFAT expects staff to report any alleged incident of sexual exploitation, abuse or harassment related to the delivery of DFAT business within 2 working days of becoming aware of an alleged incident. Further information about this process can be found on the PSEAH webpage.

2.5 Standards of Good Practice

3. Academic Considerations

3.1 Program and Itinerary

  • Is the prospective location academically sound and culturally relevant?
    • Designing a program takes skill due to the inherent time restraints, quick pace, and special dynamics of group travel. To ensure success, it is important to have clearly defined curricular goals, academic standards, and onsite logistics planned long before departure.  A well-planned program will successfully incorporate academic content with daily or weekly excursions, lectures, and site visits. The syllabus should clearly explain the subject, expectations, and how the students will be evaluated.
    • A poorly planned program can be exhausting for students and staff. Try to avoid burnout by scheduling free time, as well as frequent opportunities for the students to de-brief their observations and reactions to the cultures they are experiencing. Make sure that you have enough time in your itinerary for travelling between venues and balance your activities appropriately, e.g. do not plan three gallery visits in one day.
    • To assist with this process, download the Basic Itinerary.

3.2 Academic Value

  • What is the value of the overseas short program?  Will the students be enrolled in a Western unit or receive unspecified credit?
    • On average, standard Instructor-Led Programs have a value of 10 Credit Points and the duration of the trip would between 2 and 3 weeks. This is the norm, however there are short programs that could last up to 10 weeks and have the value of 40 Credit Points.
    • A Credit Point is the numerical value given to a unit that indicates the total contribution required to complete a course. At Western Sydney University the standard workload for one session is four units (40 Credit Points) with most units valued at 10 Credit Points each. The average 10 Credit unit requires approximately 3-4 hours of face-to-face teaching each week, not including additional work outside of this instruction.
    • A useful way of determining the academic value for an Instructor-Led Program is to arrange the itinerary in a grid and record the number of academic hours for each day. Depending on the nature of the program, academic hours can be mapped to the program outcomes and could include pre-departure, arrival and post-departure instruction; lectures at overseas universities, on the bus, in the field or at work sites; assignments, readings, and journals; independent exploration etc.
    • A well-designed program will take full advantage of the cultural opportunities and local idiosyncrasies and thread these into the itinerary.
  • Important: Students that are not eligible for academic credit, are disqualified from receiving OS-HELP or NCP mobility grants.

3.3 Academic Calendars

  • Will the program be offered during the mid-year or end-of-year breaks? Will the timing of the program coincide with student assessments? What season will it be at the overseas location (spring, summer, autumn, winter, rainy or dry)? Will the program be offered to students that are studying in their last semester?
    • Deciding on the right time to hold a program, is very important. The itinerary can be affected by the weather, national holidays, or other events.
    • Individual students considering the program may be affected by their year of study (1st, 2nd, or 3rd), e.g. eligibility for OS-HELP, or complications with graduation. For students participating in 3 year degrees, the ideal time for students to participate in a program is usually from second year to the middle of third year.

3.4 Excursions

  • Academic Excursions: These outings are related to themes of the course and have a clear academic purpose which is communicated to the students. The program leaders accompanying the students facilitate the learning.
  • Orientation Excursions: These usually occur during the first days for the program and are designed to help students adapt to their new surroundings. Examples included guided tours through the immediate neighbourhood or city.
  • Recreational Excursions: These could be inexpensive side trips for tourism or recreational purposes. Longer or more expensive options should generally be optional and at the student’s expense. The program budget should only reflect academic excursions.
  • Field Assignments: In addition to excursions, leaders should incorporate structured field assignments into their program. Field assignments are an important variety of active learning. The analysis of the experience may be individual (a written report), team (oral report to the class), or the full class (group discussion, or a written report to which each student contributes one part.

4. Logistics

4.1 Roles, Responsibilities and Program Models

  • Who will be managing the program? Are there sufficient resources (financial, academic, physical, personal) available to support this program?  Will you be leading the students abroad or will the students be accompanied by other staff members? Is a third party provider supporting the program? Is there more than one university department involved? Will there be other institutions or involved with the management of this opportunity?
  • The diagram below illustrates three basic program models. Each model has distinct advantages and disadvantages. Short Programs may be a combination of each, requiring different considerations and formal agreements
  • Depending on the type of short program or model used, it is estimated that a short program can take over 400 hours to manage. When developing a program, it is important to clarify who is responsible for the overall management of a program, the day-to-day administration, and logistics in-country. To assist in formulating the logistical roles, download the Learning Abroad Logistics Tool Worksheet. This process can also contribute in deciding the type of model you wish to utilise.

4.1.1 Institutional or Consortium Agreements

  • Institutional models are programs that are organised and managed by another university, located in Australia or overseas.  The institution usually provides pre-departure, airport pick up, student support, in-country transport, accommodation, and more.
  • Depending on the program model, Western staff may or may not accompany the students overseas.
  • The institutional model usually requires an agreement with the external organisation, whereas the initiating staff member is required to complete a business case that justifies the intention to develop a collaborative relationship. Western Sydney International is the central point to manage the establishment and renewal of all the University's bi-lateral and multi-lateral institutional agreements.  For information about current university partners or establishing new relations, see the following:
  • Strengths
    • Lower cost
    • May reduce workload for WSU once agreement is set up
    • May increase opportunity for greater student immersion experience
  • Weaknesses
    • Needs an agreement
    • Setting up agreements takes significant time and effort with many stakeholders involved

4.1.2 Program Providers

  • The Program Provider model, also known as the Third Party Providers (TPP) model, utilises an external company to manage program logistics. These organisations can provide 'off-the shelf' opportunities or can tailor a project to your specifications, incorporating many additional activities such as industry visits, expert lecturers, and complimentary travel and accommodation for staff.
  • Depending on the program model, Western staff may or may not accompany the students overseas.
  • If you decide to engage with a provider, there must be a Preferred Placement Agreement or equivalent with Western Sydney University in place - see Working with Partner Organisations. In addition, a commercial agreement may be required between the Academic Unit and the provider. For further advice please contact Western Sydney International.
  • Strengths
    • A large proportion of the administration is outsourced managing logistics and travel
    • Often experts in the Australian and international higher education systems
    • Highly experienced and have greater networks in-country
    • Reduced liability for university and program leader
    • Enrolments can be scaled up
  • Weaknesses
    • May be more expensive due to the higher level of program management and support
    • Providers time frame may not be flexible
    • Needs an agreement
    • Setting up agreements takes significant administrative time and effort with many stakeholders involved

4.1.3 Instructor-Led Programs

  • A 'pure' Instructor-Led model means that a Western Sydney staff member has full responsibility for every aspect of the program, with no support from third party provider or institution. Apart from the academic content, the leader is accountable for many of the operational aspects such as arranging accommodation, in-country transport, industry visits and more.
  • It is good practice to have a staff to student ratio of 10:1. Further, to deal with an emergency situation, all programs should have a minimum of 2 project leaders, a leader and a deputy.
  • Short programs require extensive knowledge and resources and unless you are a highly experience trip leader, it is recommended that you take advantage of the mixed model which includes third party providers and institutions.
  • Strengths
    • Have direct control over the operation, academic content, and logistics
    • Less dependency on external organisations
    • Builds on instructors expertise
    • Potential cost savings
  • Weaknesses
    • The university assumes total liability for student and staff health and safety
    • Labour intensive for the program leader and Western Sydney University
    • Program leaders may not have the skill or training to manage programs or deal with emergencies
    • Enrolments may be limited
    • The timing and quality of the program may be affected by the instructors workload
    • Depending on the instructors knowledge of the prospective location, the experience could be superficial

4.2 The Role of Western Sydney International

  • Western Sydney International (WSI) is available to meet with staff interested in developing learning abroad programs for students. WSI serves as a resource to program leaders on program development, pre-departure preparation and and overseas logistics. Sample of WSI responsibilities:
    • Facilitate compliance with University and Australian Government policies
    • Provide guidance and recommendations for current and prospective program leaders
    • Promote best practice throughout the learning abroad life cycle
    • Data collection and auditing
    • Basic webpage creation
    • Online application and acceptance forms
    • Online pre-departure orientation for students
    • Program leader workshops

4.3 The Role of Schools and Program Leaders

  • Sample of responsibilities:
    • Program design and budget
    • Approval of the program
    • International travel and contracting
    • On-site arrangements, including travel, housing and meals
    • Program promotion and recruitment
    • Application review and student acceptance
    • Program-specific pre-departure orientation
    • On-site health, safety and emergency planning
    • Academic content design and deliver
    • Main point of contact for students and stakeholders

4.4 Program Costs

  • What are the costs? How much are students willing to pay for this opportunity? How will the opportunity be resourced and financed?
    • Creating a budget for your program is a critical step in planning. The program leader, in consultation with the School/Institute is responsible for creating a program budget and assuming all financial risk associated with the study tour. The budget process will help you determine the financial viability of the program and the students' program fee.The program fee must cover all program expenses.
    • To determine the financial viability of a program, experiment with the Basic Budget worksheet and work out the expenses per student. Try dividing your costs with several different participation numbers and see what impact it will have on the budget. It is better to set the fee higher, rather than overestimating the participation rate and not having enough money to cover program expenses.

4.5 Finance Options for Students

  • Can the students receive OS-HELP or are they eligible for government grants?
    • OS-HELP: a large majority of student mobility experiences are funded by OS-HELP, a deferred HELP debt loan for undergraduate Australian citizens undergraduate or postgraduate students enrolled in a Commonwealth Supported Place who want to undertake some of their study overseas. Loans up to $8,295 are available. Academic Approval is required; have completed 80 credit points of study, and have 10 credit points remaining on return. OS-HELP can be used for a range of expenses such as airfares, accommodation and other travel or study expenses. Students can access a total of two OS-HELP loans over their lifetime. The debt has the same repayment conditions as HECS-HELP and are indexed accordingly.
    • New Colombo Plan: The New Colombo Plan (NCP) Mobility Program provides funding to Australian universities and consortia to support Australian undergraduate students to participate in semester-based or short-term study, internships, mentorships, practicums and research in 40 host locations across the Indo-Pacific region. Mobility projects must attract course credit or fulfil mandatory course requirements. Short-term grants up to $3,000 per Student are available. Projects must have a minimum duration of two weeks.
      • If you are organising a New Colombo Plan project that is subsidised by a $3,000 grant for each student, and the actual cost will be $5,000 per student, it is advised that students self-fund the remaining $2000 via OS-HELP.  This includes paying the costs of staff leading the program.

4.6 Finance Options for Staff

  • The funding of staff to participate in mobility programs is the responsibility of the School/Institute.If you are creating a budget and there are insufficient funds for staff participation, incorporate this element into the final program fee (see Budgeting above).
  • NCP Administration Funding: If you are managing an NCP project, 5% of the Administration funding is given to project leaders for administration of the program, including but not limited to:
    • Arranging, negotiating and researching information related to the overseas activity
    • Supervising, monitoring and evaluating students' progress
    • Engaging the services of third party organisations which have relevant expertise to support students to undertake the Mobility Project
    • General administration costs including staff flights and accommodation

4.7 Flights

All group travel must be booked through the University Travel and Expense Management System (TEMS). See Western Sydney University Travel. For further advice about booking travel for students, contact the Western Sydney University Travel Team (opens in a new window).

4.8 Insurance

Students that travel overseas on approved University activities are covered by the corporate travel insurance policy for the official University component of their trip. This may include travel overseas for the purposes of placement, work experience, practicums, research, conferences, student exchange and study tours. Please note this cover is limited and does not include personal travel or participating in extreme or high risk activities. It is advised that you visit the Overseas Travel Insurance webpage and review the

5. Implementation

5.3 Promotion and Recruitment

  • How will the program be promoted? What techniques will be used? Who will be doing the advertising?
    • The majority of promotion is the responsibility of the program leader. Western Sydney International (WSI) can create a basic online promotional package that includes a best practice webpage, online Expression of Interest, and Program Acceptance – the content is negotiated with the leader. The program webpage will appear on the website and the associated link can be used for vUWS or social media. WSI’s Go Global advisers may discuss the program with students during one-on-one advising, however since there are hundreds of programs on offer, unless a student has specific interest in the program, there is no guarantee the advisers will actively promote program. Go Global advisers will often direct students back to the program leader for more information.
    • For extensive advice see Implementation.

5.4 Selection of Students

  • How will you select the students? Will students need to complete an Expression of Interest? What will be the selection criteria - a GPA requirement, Short answers, interviews?
    • There are many different methods used to evaluate students for an overseas experience. This may include assessing academic achievement, Grade Point Average, a statement of purpose, knowledge about a country or program etc. Western Sydney International (WSI) are very experienced in this area and can develop efficient tailored online application and evaluation processes. Program leaders will be provided with a special shared data link which will enable them to see real-time information on students applying for an opportunity.
    • For extensive advice see Implementation.

5.5 Pre-Departure Training for Students

  • What pre-departure advice are you going to provide students and staff? How will the information be delivered? How regular will the training occur?
    • It is advised that all participants are provided with comprehensive information about the overseas activity at least 3 months prior to going abroad. The information should be presented in multiple formats and multiple times to ensure the information is committed to memory. Information sessions can also be action-orientated, focusing on activities and scenarios overseas. It is also essential to have an established health and safety plan that provides the necessary training and information for people travelling abroad on the program. All participants should be provided with pre-emptive strategies for responding to emergencies and crisis.
    • For extensive advice see Implementation.

5.6 Student Travel Registration 

  • Program leaders, or associated staff, are encouraged to send a list of selected students to Western Sydney International as early as possible prior to departure. Students participating or selected for an opportunity will be requested to:
    1. 1. Download the Before I Go (BIG) Checklist
    2. 2. Complete the Online Pre-Departure Tutorial & Quiz
    3. 3. Register their Travel via the Confirmation of Overseas Travel (COT) form
    4. 4. Participate in a University Pre-Departure Session
  • The above process is not country specific and does not replace the Program-Specific pre-departure sessions provided by the program leader or Academic Unit.

5.7 Staff Training

  • How many staff will be associated or participating in the program? Will the staff need training? How much experience do they have managing overseas programs or engaging with groups of students? What do they know about the host location?
    • It is advised that all associated staff are fully coached on all aspects of the program and become they they familiar with the Guidelines for Developing International Short Programs - program design, partnerships, due diligence, legal agreements, university and government policies, logistics and more.
    • First Aid Training: It is recommended that Project leaders or associated staff who are taking a group of students are trained in first aid. Staff at Western Sydney University may undertake the Surf Life Saving NSW first aid certification and recertification training. First aid training is delivered via flexible delivery, whereby 50% of the course is completed online prior to the practical session. First aid courses are managed through MyCareers Online (accessed through Staff Online). Search "First Aid" and register for the appropriate activity.
    • Mental First Aid Training: Mental health problems are prevalent in our community with 1 in 5 people suffering from a mental illness (depression, anxiety, substance abuse, or other).  It is recommended that Project leaders or associated staff who are taking a group of students are trained in Mental First Aid. Mental First Aid courses are managed through MyCareers Online (accessed through Staff Online). Search "Mental First Aid" and register for the appropriate activity.
  • For extensive advice see Implementation.

Third Party Providers

Preferred Partner Organisations (PPO), also known as third-party providers, are companies that have passed a due diligence process and have an agreement with Western Sydney University to deliver a service that supports the learning abroad experience. Staff are encouraged to utilise these companies when developing overseas programs. See Preferred International Partner Organisations. For  advice about overseas providers, contact  Western Sydney International.

International Placements and Internships

It is very important that the students participating in overseas work experience are provided with pre-departure training and onsite support during their activity overseas (airport pickup, ground transportation, accommodation, mental health support, visa information etc.). In addition students should only participate in activities that are accommodated by organisations that have passed the University's due diligence process which includes workplace risk assessment, the management and reporting of critical incidents, and complying with the Department of Foreign Affairs and Trade (DFAT) Preventing Sexual Exploitation, Abuse and Harassment Policy (PSEAH). For further advice about international placements and internships, contact  Western Sydney International.

What are the steps for creating an Overseas Short Program?

See the recommended steps for creating an Overseas Short Program

I've already received approval to implement a short program, what do I do next?

As soon as you are ready to initiate a program, visit the Implementation webpage. This site includes information about advertising, selecting students, pre-departure training and more.