About CAPA The Global Education Network
About CAPA The Global Education Network
CAPA The Global Education Network is an international education organization (IEO) committed to empowering student learning through personal choice, academic integrity, and engagement in urban environments abroad. Our approach to international study is unique and provides a holistic learning abroad experience that challenges, excites and inspires students like no other program can. Through our courses, the city becomes the laboratory in which the student conducts academic research. This collaborative and ultimately personalized approach has made CAPA The Global Education Network the trusted global leader since 1972.
CAPA The Global Education Network is committed to academic excellence, integrity and innovation in learning abroad. Our mission is to provide meaningful experiences that challenge and inspire students to analyze and explore complex political, cultural and social landscapes within urban environments. Through our commitment to personalized learning, global connections via technology and collaborative learning communities, we prepare students to live and work in a globally interdependent and diverse world.
Legal identity/definition, oversight bodies: CAPA The Global Education Network is a private limited partnership organization governed by the CAPA Board of Directors, which is responsible for the legal and fiscal compliance of CAPA Worldwide. The CAPA Board is made up of the CEO/President, an independent financial consultant who reviews CAPA's commercial and fiscal responsibilities, and CAPA Department Heads. The CAPA The Global Education Network Academic Advisory Board (AAB) was established in 2005 to provide advice and counsel on the development and progress of the CAPA programs worldwide. CAPA programs operate in key global cities around the world where student and academic life is supportive of CAPA’s educational philosophy. The Academic Advisory Board advises CAPA The Global Education Network on matters pertaining to the development, growth and maintenance of its prgrams, particularly with respect to academic affairs. AAB members carry out Annual Performance Assessments and serve on periodic Site Reviews of the CAPA programs. The AAB meets annually, consults in virtual meetings as needed & receives reports from the Curriculum Committee, which considers curriculum issues throughout the year.
CAPA’s mission is to provide meaningful learning abroad experiences that challenge and inspire students to analyze and explore complex political, cultural and social landscapes within urban environments. Through our commitment to personalized learning, academic rigor and cultural engagement, we prepare students to live and work in a globally interdependent and diverse world.
CAPA The Global Education Network believes that students and institutions deserve programming throughout the world of the highest standard at the best price possible. CAPA accepts the challenges of providing programs in several of the most frequently sought destinations. For 40 years CAPA staff have worked with institutions to develop programs that meet their goals for learning abroad. CAPA has developed academic offerings, support frameworks and oversight structures for both independent student enrollment and specialized, custom programs. In all CAPA locations we are committed to the following program quality principles.
- Courses with clear learning objectives developed consistently in syllabi, which are rigorously presented, assessed and regularly evaluated, in a context guided by standards of behavior which have been fully accepted by faculty and well explained to students.
- Classroom learning, which is situated firmly in the unique context of the host culture, which both celebrates and respects the differences of the host environment of the program.
- Holistic learning opportunities (CAPA’s MyEducation program) and strategies/exercises for reflection linked to all in-class courses.
- CAPA provides accommodation for our visiting students and faculty.
- We believe students should have a choice in where they live, so we offer both apartment / dormitory style living as well as the option to live with a local family in a homestay
- CAPA uses expert third-party suppliers for residential housing and homestays to ensure high quality, well managed housing. Suppliers must adhere to high standards of health and safety in all areas
- We provide accommodation in a variety of communities at our centers worldwide. The aim of the locations is to enhance the students experience by allowing them to live within a local community, rather than in areas populated by tourists.
- CAPA student services staff are on hand to assist and support students with any roommate issues and general housing issues.
- All CAPA students are obliged to adhere to a student code of conduct, which includes guidelines on behavior within their accommodation. Any student in breach of these guidelines will be subject to disciplinary procedures.
Support for Student Engagement & Safety
- While students enrolled in higher education are expected to be sufficiently mature to live on their own in a new culture, CAPA is aware that as the International Education Organization we play a critical role in supporting an environment for learning in which they engage fully and safely.
- Students are encouraged to consider carefully what they want to achieve at the beginning of each program. Throughout the period abroad in and out of classroom experience is designed to maximize engagement with the host culture as well as student reflection on those experiences.
- CAPA endorses the guidelines published by the NAFSA Inter-organizational Task Force on Safety and Responsibility in Study Abroad. A leader in health and safety management, CAPA has implemented the following policies and procedures for managing emergency situations that occur abroad:
- Preparedness - CAPA maintains a comprehensive health and safety plan in order to ensure a safe and productive learning environment for students and faculty. This plan includes specific guidelines for dealing with emergencies such as student assault or suicide as well as large scale crises such as natural disasters or acts of terrorism. Teams are in place to lead the plan, to locate all students, and to keep home campus informed at all times. CAPA’s relationships with tour operators in each program site ensure there is a place to relocate students should such a need occur.
- Continuous Assessment - CAPA staff members receive regular training from Docleaf, an organization specializing in crisis management and support. This includes comprehensive and ongoing health and safety training, including guidelines on referral and working within the limitations of their own competencies. Please see www.docleaf.com for further information on docleaf.
CAPA The Global Education Network is committed to operating worldwide in a manner which is both transparent and truthful in all aspects of our relationships with education abroad consumers. Respect for students, their home institutions and the host societies in which CAPA operates is central to our management standards. Observance of “Best Professional Practices” and the observance of local laws and cultural practices are cornerstone of the CAPA business model.
- CAPA is committed to offering programming of the highest standard to all students. Economies of scale understandably impact the prices offered to institutions & groups of students. CAPA does not enter into “exclusive” agreements or arrangements with any institutional partners.
- CAPA’s Academic Advisory Board meets annually and carries out periodic site review visits, on which members of the AAB and as well as other faculty and staff participate. Both the meetings and the site reviews involve a substantial, unpaid commitment of time and expertise reading and responding to reports and creating rigorous assessments of CAPA Programs. These activities are recognized as necessary by the home institutions of the AAB members in order to carry out due diligence on behalf of the students who may participate on CAPA programs. All expenses for the annual meeting and the Site Review Visits are paid by CAPA. The home institutions of AAB members allow their release time - spent serving on the AAB - as an in-kind contribution to the oversight of CAPA programs.
- During the course of each year CAPA offers Global City Academic Program Workshops at its overseas program sites. Institutions use these workshops to investigate CAPA programs, and there is no commitment through participation to develop a program. CAPA and the institutions whose faculty & staff participate on them share the cost of participation on these workshops.
- CAPA is committed to avoiding conflicts of interest. CAPA employees are prohibited from engaging in activities that compromise their responsibilities to CAPA The Global Education Network, its students or its academic partners.
- CAPA strives to be an inclusive environment, where all students and visiting faculty receive the support and guidance necessary to interact in a new environment and learn from people with diverse backgrounds, worldviews, and cultural traditions. While abroad, students will encounter a wide range of perspectives regarding diversity issues. Understanding how these attitudes and beliefs may influence the study abroad experience will significantly help students to better understand their own beliefs as well as those of their host culture.
- CAPA works with its partners to make study abroad accessible to an increasingly diverse student body.
CAPA is committed to providing the best comprehensive study abroad experience possible with personal attention to our students and faculty. We also work closely with home universities to offer support before, during and after the education abroad experience. Headquartered in Boston, MA and London, England, our executive team, institutional relations and development staff, and our pre-departure team work with individuals to ensure they are fully prepared to participate in a CAPA program.
When students and faculty arrive in their host country to begin their CAPA program, they are in the capable hands of our on-site International Programs Services staff (IPS). IPS staff, managed by our Resident Directors, are enthusiastic, knowledgeable, and eager to help students take full advantage of their academic program and understand the culture of their host country. Faculty are also provided with resources to maximize their instructional experience. Our offices are open for assistance for the duration of the program, and our IPS staff are available 24/7 for emergencies.
Every CAPA staff member has studied, volunteered, or worked abroad themselves and are passionate about helping students and faculty make the most of their time overseas.
|MarCom Award: Platinum|
The CAPA Academic Advisory Board (AAB) provides advice and counsel on the development and maintenance of CAPA Program Centers. Academic Advisory Board members play a substantive, time and labor-demanding role on the Board and are key to ongoing quality assurance for all aspects of CAPA programs. The AAB receives periodic reports from the Curriculum Committee, which may assist the Board in responding to the needs of the CAPA Program Centers. The Academic Advisory Board is composed of faculty and administrative experts in the field of education abroad. Board members serve as individuals with no implied or explicit expectation that their institutions approve or recommend their students use CAPA Program Centers. In addition CAPA's President/CEO, Chief Academic Officer, and Vice-President of Academic Relations are staff liaisons for the Academic Advisory Board and serve as ex officio members of the AAB. The CAPA CAO asks one of the AAB members to carry out the Annual Performance Assessment (APA) for each CAPA Program Site using relevant statistics and documentation – including student evaluations and reports from key CAPA staff. Student services, academic life, and curriculum are the subjects of the review. The APA’s are shared with the full AAB membership and discussed at the annual AAB meeting held in August. A comprehensive AAB Site Review team composed of three persons, including education abroad professionals and at least one faculty member with appropriate expertise related to the programming offered, visits and assesses each CAPA Program Center at least once every five years.
Academic Advisory Board Members - August 2014-2015
Melissa Hardin, Ph.D. - Chair
Assistant Dean for International Studies and Assistant Professor of Spanish (Visiting)
Dr. Melissa Hardin has co-directed the Ursinus/CAPA semester program in Madrid. She studied in Spain (summer, semester, academic year) and has 20 years teaching experience with over 10 years as study abroad coordinator and academic advisor. She holds a Ph.D. in Spanish Language and Literature from Washington University in St. Louis and an M.A. in Spanish from Middlebury College.
Director of International Programs
Giselda Beaudin has been the Director of International Programs at Rollins College since 2010 and she was Assistant Director of International Programs at Binghamton University before coming to Rollins College. She is a member of the NAFSA Trainer Corps and served as a member of the NAFSA Consular Liaison Sub-committee. She led workshops at NAFSA regional and national conferences and presented at multiple NAFSA regional and state conferences, and at the Forum for Education Abroad. She recently co-taught an interdisciplinary winter intersession course at Jacobs University in Germany and has extensive prior experience working with college and high school students as an advisor, tutor, and instructor. Giselda earned her BA in Comparative Literature from Brown University and her MA in English and Creative Writing from Binghamton University. She has studied abroad in China and Quebec; has lived abroad in France and Italy; and has traveled in Australia, Europe, Central America, South America, the Middle East and Asia.
Associate Director, Institute for Global Studies
University of Delaware
Lisa is Associate Director for Study Abroad in the Institute for Global Studies at the University of Delaware. Overseeing some 70 study abroad programs enrolling about 1,300 students annually, she has direct responsibility for program development, crisis management, policy development and implementation, and quality improvement. Her research in higher education appears in numerous professional and educational journals. She earned her MA in German Literature and Ed.D. in Educational Leadership from the University of Delaware.
Julius E. Coles
Director of Andrew Young Centre for International Affairs
Mr. Coles is the former president of Africare, the oldest and largest African-American led organization providing aid to Africa. Previously, he served as the director of the Andrew Young Center for International Development at his alma mater, Morehouse College, and the director of the Ralph J. Bunche International Affairs Center at Howard University. In 1966, Mr. Coles joined the United States Agency for International Development where he worked over a 28-year career in a broad range of countries including Vietnam, Morocco, Nepal, Liberia, Swaziland, and Senegal. He retired with the rank of Career Minister in 1994. He is a member of the Council on Foreign Relations and the Bretton Woods Committee. He has served on the boards of the Woodrow Wilson School of Public and International Affairs at Princeton University, the African Development Foundation, InterAction, Global Impact, Alliance Francaise of Washington, and the Society for International Development. Mr. Coles was given the James Madison Medal from Princeton University in 2007, the Amistad Achievement Award in 2003, and was named a Commander in the Order of the Lion by the Government of Senegal in 1994. He was elected as a fellow of the National Academy of Public Administration, and received his bachelor’s degree from Morehouse College and his master’s degree from Princeton University.
Adam Henry, Ed.D.
Director of Study Abroad
Arizona State University
Adam Henry is the Director of the ASU Study Abroad Office (SAO) and has served on the SAO leadership team since early 2011. He is also a Faculty Associate with the School of Global Studies and Political Science, and the School of Letters and Sciences. Dr. Henry holds a Doctorate of Education degree, a master's degree in Educational Leadership and a bachelor's degree in International Relations. As Director, Dr. Henry is charged to lead the office and work closely with a wide array of ASU faculty and upper administration to develop and advance study abroad goals and initiatives for the institution. He also plans, directs and supervises the activities and operations of the SAO, along with many other leadership responsibilities. He is passionate about providing quality and affordable study abroad programming to all ASU students. Before the SAO, Dr. Henry worked as the Assistant Director of the Study Abroad Office and the American English and Culture Program (AECP). Previous to ASU, he managed a volunteer/advocacy program for an international non-governmental organization (NGO). He also lived, studied & worked in China for three years. He has studied, volunteered and traveled extensively throughout Asia, Africa, Central America, the Middle East, and South America.
Malcolm D. Hill, Ph.D.
Associate Professor and Associate Chair, Department of Marine & Environmental Sciences
Malcolm Hill has served at Northeastern long enough for his department to have renamed itself 4 times (Earth Science; Geology; Environmental Sciences; Marine & Environmental Sciences), and for the university’s entire undergraduate course catalog to have been completely renumbered 4 times. In addition to being a faculty member, Mal has served 8 years as associate dean for undergraduate education in the (former) College of Arts & Sciences, 4 years as undergraduate vice provost, and 5 years as department chair. Having the chance to work with CAPA, an organization that devotes itself to putting students into new and often unforeseen situations with all of the concomitant learning opportunities, seems a natural extension of his institutional experience. Mal has a Ph.D. in Geology from the University of California at Santa Cruz and has done field research in Alaska, California, Massachusetts, and Maine. He takes groups of 20 undergraduate students on a month-long geology field course in Iceland. The 2014 field study marks the 6th year of that program, offered as one of the faculty-led study options overseen by Northeastern’s Office of International Study Programs.
Joshua S. McKeown, Ph.D.
Director of International Education and Programs
State University of New York at Oswego
Dr. Joshua S. McKeown holds both an MBA and a Ph.D. in Higher Education. He is author of The First Time Effect: The Impact of Study Abroad on College Student Intellectual Development based on his dissertation research, numerous articles, and has presented internationally at NAFSA, APAIE, AMPEI and other conferences. He has worked in international education and related fields for 15 years at both SUNY Oswego and Syracuse University. He studied abroad and worked as an ESL instructor in Madrid, Spain.
Ulises Mejias, Ph.D.
Associate Professor of Communications Studies
State University of New York at Oswego
Ulises Mejias was born in Mexico City, and has lived in the United States since 1990. He is an associate professor in the Communication Studies Department at SUNY Oswego. He did his Ed.D. at Teachers College, Columbia University, in the Communication, Computing and Technology in Education program. Previously, he was Director of Learning Systems Design at eCornell, where he was the principal architect behind the company’s approach to online learning systems design and production, Learning Molecules.
University of Minnesota Twin Cities
Zach Mohs is a Program Director in the Learning Abroad Center at the University of Minnesota, where he has worked since 2006. He received a bachelor's degree in Communication from Saint John's University (MN), and a master's degree in Comparative and International Development Education from the University of Minnesota, with a thesis that explored the gender imbalance in education abroad participation. His current duties include managing enrollment, instructor-led programs, and center-based programs in London, Rome, and Florence.
Ming-te Pan, Ph.D.
Associate Professor of History
State University of New York at Oswego
Ming-te Pan is an associate professor at the History Department of the State University of New York, Oswego. He received his Ph.D. degree in History from the University of California, Irvine, where he was trained as a social economic historian of the Late Imperial China (ca. 14th century to early 20th century). Since 1993, he has taught various topic related to China and Japan. Dr. published a book titled Pawnshop Industry in Modern China (1644-1949) and many journal articles related to the peasant economy in Late Imperial china. Between 2006-2009 he chaired the history department at SUNY Oswego. In addition to teaching and research, Dr. Pan serves as a member of the Board of Editor for H-Asia, which is an on-line discussion group that has over 3,000 Asian specialists from more than 20 nations in the world. He is also a member on the editorial board for a journal The Chinese Historical Studies.
Simran Sahi, Ph.D.
Director of Undergraduate Studies, Department of Economics
University of Minnesota Twin Cities
Dr. Simran Sahi has served as the Director of Undergraduate Studies in the Department of Economics at the University of Minnesota since 1991. She has an M.Phil. in Economics from the Punjab University in India, and a Ph.D. in Economics from the University of Pittsburgh. Dr. Sahi has been teaching undergraduate economics students for the past thirty two years; eight of them in India, and the rest in the United States. Her work focuses on teaching International Trade to economics seniors and other interested domestic and foreign students, managing the undergraduate economics curriculum, supervising 75 teaching assistants in the department (most of whom are foreign students), monitoring and improving the quality of undergraduate instruction (in conjunction with the Center for Teaching and Learning), and on Study Abroad for University of Minnesota students. She is a staunch believer in the benefits of Study Abroad and advocates for it relentlessly!
April H. Stroud
Associate Director, Education Abroad
University of Massachusetts Amherst
April has been a study abroad advisor at the University of Massachusetts Amherst since 2005. She holds an M.Ed. in Higher Education from the University of Massachusetts Amherst and a B.A. in German Studies and English from Mount Holyoke College. April is keenly interested in identifying barriers that prevent students from studying abroad. She has published on the topic and is currently completing her doctoral dissertation titled, “Should I Stay or Should I Go?: Factors Impacting the Decision to Study Abroad Among Students Who Have Expressed Intent.”
School of Record (SOR) Relationships - Statement of Purpose and Practice
CAPA establishes “School of Record” (SOR) relationships with accredited US institutions of higher education in order to offer the students enrolled on a CAPA Program, whether at a CAPA Study Center or at an accredited overseas institution of higher education, the opportunity to receive a US transcript record for the courses in which they enroll through CAPA. Currently the University of Minnesota is the SOR for London and Sydney; Northeastern University is the SOR for Buenos Aires and Florence; and the State University of New York at Oswego is the SOR for Dublin and Shanghai.
CAPA creates a Grade Record document for its programs - similar to an academic transcript - for each enrollee at one of its program centers. The relationship between CAPA and its SORs is based upon a process of regular interaction, transparency and review and is governed by a formal agreement. The SOR institution must have a thorough knowledge of CAPA program center curriculum, CAPA standards and the CAPA quality assurance process. CAPA courses are validated for US higher education credit by the SOR.
An SOR agreement is frequently required by an international educational organization overseas, which may not be eligible for other forms of accreditation if it does not offer full degree programs. For example, while the British Accreditation Council recognizes CAPA International Education in London as an accredited institution, individual courses are not eligible for national accreditation as they are not a part of a full national degree program.
CAPA is committed to full disclosure to its SOR partners regarding academic standards and practices. CAPA expects to provide for the regular review of all new and existing curricula, faculty and academic policies by the appropriate staff and faculty of the SOR including site reviews as agreed with the SOR institution.
CAPA’s Academic Advisory Board (AAB) was created in 2005 to provide external oversight for its programs. The CAPA AAB helps CAPA fulfill its rigorous quality assurance expectations and produces reports which are shared with CAPA partners. The mission of the CAPA AAB is to advise CAPA International Education on matters pertaining to the development, growth and maintenance of its programs, particularly with respect to academic affairs. The AAB receives reports from the Curriculum Committee, which assists the AAB in responding to the needs of the CAPA Programs. The CAPA SORs are represented on the AAB by 2 voting members:
-1 international education administrator, who can represent the SOR in discussions of SOR policy and practice and are responsible for reporting to other (4-year term renewable)
-1 teaching faculty member in a discipline related to the program(s) of the SOR, who will serve on the AAB Curriculum Committee (2-year term)
If an SOR institution offers course validation for more than one program site, the faculty members will be rotated as appropriate. Additional faculty members may be invited to serve on AAB site review teams.
The AAB Handbook describes in full the AAB external academic review process supported by CAPA. In addition, the relationship between CAPA and each of its SORs is based upon a process of regular interaction, transparency and review and is governed by a formal agreement, which among other things outlines the indemnification and insurance terms of the relationship. The SOR institution must have a thorough knowledge of the curriculum at a CAPA program site, CAPA standards and the CAPA quality assurance process. Based upon rigorous academic oversight, CAPA courses are validated for US higher education credit by the SOR.
SOR Basics - Statement of Practice and Expectations
Responsibilities of primary stakeholders at institution offering SOR services
- Respond to a request for SOR relationship by an international educational organization (IEO) based upon thorough knowledge of the history and quality of the programs offered.
- Carry out initial discussions to assure appropriate fit between the IEO and the US institution for SOR relationship – common goals, absence of conflicts of interest
- Follow the institution-specific procedures established by the upper administration and/or faculty governing body to obtain approval for the institution to serve as School of Record for the IEO.
- Ongoing quality assurance – establish regular process for involvement of appropriate faculty with the IEO to assure oversight by the SOR institution, e.g. membership on IEO’s academic advisory board, involvement in annual review of program(s) evaluations and reports, participation in periodic site reviews
- SOR Administrative Responsibilities: The institution offering SOR service is responsible for assuring that there is appropriate staffing in the International Office or other relevant campus units to carry out the agreed SOR service to the IEO and the students. Those administrative services include but are not limited to:
-Initial Processing of SOR student when information is received from IEO
-Transfer of Names etc. to Registrar at the appropriate time for Registrar to create a visiting Student record
-Transfer of Grades to Registrar
-Transfer of Grade Request forms with address to which Official transcript will be sent
-Bill the IEO per student for the agreed SOR fee each semester
-Manage the relationship with the SOR
- Create a visiting Student record
- Receive grades from International Office
- Process Transcript request and generate transcript within 8 weeks of the grades following the standard procedures at the institution
- Maintain long-term records of the SOR students to assure fulfillment of future transcript needs
Responsibilities of the IEO –CAPA International Education
- CAPA Program Sites: Maintain procedures for the regular review of all new and existing curricula, faculty and academic policies by the appropriate staff of CAPA International Education, including annual reports and on-site reviews
- CAPA facilitated enrollment in an overseas institution of higher education: Maintain on record evidence of the official validation/accreditation by its Ministry of Education of the Overseas Institution of Higher Education. Maintain procedures for the SOR institution to be familiar with the Overseas Institution of Higher Education and facilitate contact as requested in order to further the quality assurance of the IEO program providing direct enrollment of US students in overseas courses.
- Ongoing external quality assurance and communication with the SOR – maintain regular procedures for oversight by the appropriate faculty & staff from the SOR institution, e.g. membership on the CAPA Academic Advisory Board (AAB), involvement in annual review of program(s) evaluations and reports, participation in periodic site reviews
- Communicate clearly with students about
-the students responsibilities to assure obtaining appropriate home institution approvals for credit and fulfillment of all procedures to allow receipt of financial aid & permit return to the home institution to complete their degree
-the costs and benefits associated with using a School of Record
- Collect from all students desiring the SOR transcript the SOR Application, which consists of:
-CAPA Application page
-Transcript Request Form of the US Institution with address to which transcript is to be sent and signature of the student
- Forward the SOR Applications to the institution by agreed deadline
- Receive and answer all inquiries from students or home institution on process
- Provide enrollment verification to the SOR and to the home institution as needed
- Forward to the SOR any requests from students for proofs of enrollment by a US institution.
- Liaise with the SOR regarding any consortium/contractual agreements needed by students
- Provide students with clear information agreed on with the SOR relating to SOR grading policies (scale used, P/F, Incomplete, Withdrawal policies), how the credits, grades, class designation will be recorded on the transcript, the timeframe for receipt of the transcript, the number of transcripts sent for SOR fee, and process to obtain additional transcripts
- Pay the SOR Bill for SOR fees in a timely fashion as agreed
Information Collection, Use, and Sharing
CAPA is the sole owner of the information collected on this site. Only information that you voluntarily give us via email or by other direct contact with you is collected. The information will be used only as part of the application process or to respond to you regarding the reason you contacted us. The information you send to us will not be sold or rented to any other person or entity. We will use this information only for the purposes and reasons described in this notice.
We will not share your information with any third party outside of our organization, other than as necessary as part of the admissions process, or as necessary after enrollment in our study abroad programs, all as noted below.
1. Online Enrollment
In order to apply, you must first complete our application form. CAPA may share your personal information provided in the application with your home institution, sponsoring institutions, internship sites, housing authorities, and our international study abroad centers as part of the admissions process. The information we collect is used to determine eligibility for admission to our programs, as well as for placing students in compatible housing and internships.
You have the opportunity to "opt-in" to this sharing of data; however, CAPA must be allowed to share this information with the specified parties as part of the application process.
CAPA utilizes encrypted data transmission and Secured Socket Layer (SSL) technology to provide the highest level of security of your personal information. However, internet transactions of credit card data and personal information are always at risk. CAPA's SSL certificate is signed and issued by Thawte.
2. Privacy While Enrolled
If you are enrolled in a CAPA program, CAPA and its affiliates may contact you before, during and after your contract with CAPA for pertinent information with regard to your study abroad experience. This communication is essential to your experience with CAPA, your safety, and satisfaction with our services.
CAPA and your home institution may communicate with each other and your parents or other emergency contact person regarding all issues surrounding your education abroad experience. This may include but is not limited to student account information, student conduct issues, health and safety, or academics; such contact may occur before, during or after the program.
CAPA strictly controls all access to your personal information. However, to successfully administer a study abroad program and to ensure student needs are met, CAPA may share your personal information internally or with any contracted suppliers. This information is shared only when there is a business need to do so.
CAPA has a detailed Information Security Policy, outlining how and for how long personal information should be kept both electronically and as hard copies.
Once you complete your study abroad program, CAPA may contact you to evaluate our staff and your experience with our Company. These surveys and evaluations are optional. In many cases only a limited number of staff sees individual evaluations; most results are distributed as complied reports with no direct link to an individual.
3. Newsletters and e-mail notifications
You have the option of receiving newsletters or e-mail notifications from CAPA. If you wish to receive these notifications, we will ask you to provide personal information, such as your name and e-mail address. CAPA will store the information you provide. The information will be kept for the sole purpose of sending information to you and will not be shared. You have the right to opt in or opt out of these services at any time.
CAPA uses Constant Contact as our e-newsletter service, and Constant Contact provides opt-out options on each newsletter we send out.
If you submit a contact request form, CAPA's representatives will contact you and may use personal information you provide in our forms for the sole purpose of providing you with the information you requested.
Notification of changes
CAPA International Education
65 Franklin Street
Boston, MA 02110
CAPA The Global Education Network is an established leader in the development and administration of quality international education programs. For more than 40 years, we have partnered with universities and colleges across the country and around the world, providing a full range of programs and integrated services designed to support all aspects of international education. Our strong worldwide network, professional expertise and demonstrated success in the field make us the preferred resource for a growing number of US institutions of higher learning. CAPA is headquartered in Boston and operates programs in Buenos Aires, Dublin, Florence, London, Sydney, and Shanghai.
CAPA employees work together in a welcoming atmosphere to promote educational and cultural exchange.
Current Job Postings in the United States
Salesforce Administrator (Boston)
Technology Services Coordinator (Boston)
Human Resources Coordinator (Boston)
Current Job Postings at our International Program Sites
There are no current job postings at this time. Please check back often for updates.