Blogs

To highlight the variety of career paths for leadership in international education, the IEL KC team has invited current and past volunteer leaders to share some reflections. 

Featured here is Gillian Ice, Professor of Social Medicine and past Interim Associate Provost of Global Affairs at Ohio University. Gillian is a previous participant in the e-Institute and current volunteer leader with NAFSA, serving as part of the IEL KC's Resources and Networking Subcommittee.

As a child, I was inspired by the “Trimates”—Jane Goodall, Dian Fossey, and Biruté Galdikas—the pioneering women who transformed our understanding of great apes. Their passion drew me to anthropology as an undergraduate at Washington University (WashU) in St. Louis, Missouri. At WashU, I participated in an anthropology study abroad at University College London, where I imagined myself conducting primatology fieldwork in Africa one day. But over time, my focus shifted from apes to humans as I pursued graduate training in biological anthropology and later a master of public health in epidemiology.

That combination of anthropology, biology, and public health seemed destined for an academic research career studying aging in the United States. And yet, as I’ve learned repeatedly, leadership journeys don’t often follow linear paths. Mine has been shaped by a willingness to say yes when unexpected opportunities—often serendipitous ones—come along.

From Researcher to Global Engagement

My first serendipitous pivot came as a young faculty member at Ohio University. I was wrestling with how to advance my Alzheimer’s research when a colleague walked into my office and asked, “Want to go to Kenya? I know a guy with funding for faculty research travel.” The “guy” was Steve Howard, then-director of African studies, and that trip changed the trajectory of my life and career.

In western Kenya, I saw firsthand how HIV/AIDS was reshaping families and creating a generation of orphans often raised by grandparents. I launched a decade-long research program on grandparent caregiving, became an active adjunct in African studies, and gained a mentor in Steve. That single “yes” reoriented my scholarship and professional identity.

Soon after, I was asked to evaluate the college’s medical mission program in Kenya. My recommendations led to reforms in pedagogy, safety, and clinical practice. Then-Dean Jack Brose invited me to direct international programs for the Heritage College of Osteopathic Medicine, laying the groundwork for standards in student health-related study abroad and rotations, as well as new collaborations with the university study abroad office. This role opened my eyes to the power—and responsibility—of faculty leadership in shaping meaningful, ethical, and safe international experiences.

Building the Global Health Initiative

As programs expanded, I saw the transformative value of multidisciplinary learning. Medical students, nursing students, and public health students needed opportunities to collaborate, just as they would in professional practice. At the time, I was participating in a university leadership program and had a conversation with Dean Randy Leite of the College of Health Sciences and Professions. I boldly suggested we create a joint initiative on global health—and that he should help fund it. To my surprise, he agreed.

With his support, we launched the Global Health Initiative (GHI), a collaboration between the Heritage College of Osteopathic Medicine, College of Health Sciences and Professions, and the Center for International Studies. We funded the program through revenue from an online introduction to global health course that I developed, and GHI quickly grew into a hub for study abroad, certificates, case competitions, and research.

Another serendipitous turn came when safety concerns led the university to close several study abroad programs, including our Kenyan sites. While disappointing, this challenge spurred me to cocreate a risk management system that still guides university programs today. It also pushed us to explore new opportunities in Botswana and Ghana.

In Botswana, a chance meeting led Dean Leite to promise curriculum support for the Institutes of Health Sciences. I was unsure how we would deliver—until the American International Health Alliance unexpectedly called, offering funding for exactly that project. Serendipity again! This work evolved into a health systems strengthening program that not only advanced nursing education in Botswana but also grew into regional research training replicated in Ethiopia, Egypt, Ghana, and Rwanda.

Leadership in Crisis and Transition

Saying yes to service took another unexpected turn during the COVID-19 pandemic. Volunteering for a planning committee soon led to a much larger role: serving as the university president’s coronavirus response coordinator. For three years, I oversaw contact tracing for both the campus and county, managed campus testing, and supported vaccination efforts. Though far from traditional international work, my background in anthropology and global health gave me tools in cultural understanding, adaptability, and systems thinking that proved invaluable. This role gave me a greater understanding of our campus, created new professional networks, and sharpened my leadership skills.

When the pandemic eased, I was ready to return to teaching, research, and GHI. But once again, a conversation shifted my trajectory. The Office of Global Affairs had been without an associate provost for several years, and when I asked, “What about me?” I soon found myself as interim associate provost for global affairs.

In that role, I turned to NAFSA’s Executive Internationalization Leadership e-Institute, which became a lifeline. The program provided not only critical tools for strategy and stakeholder engagement, but also a network of colleagues who became trusted sounding boards and mentors. It encouraged me to participate more actively in international education professional communities such as the Association of International Education Administrators and the Institute of International Education’s partnership programs. These networks broadened my vision, helped me design more impactful programs, and provided the supportive community every leader needs.

Although organizational changes eventually eliminated the interim senior international officer role, I remain proud of the work accomplished—advancing a strategic plan, developing new initiatives, and strengthening internationalization during a time of leadership transition.

Lessons Learned Along the Way

Looking back, my pathway has been anything but predictable. But the serendipity of each opportunity along the way has shaped me as a leader. A few lessons stand out:

Say yes to opportunity—even when it seems outside your plan. My most rewarding roles were never on a career checklist, but they became transformational.

Value serendipity, but build structure. Chance encounters opened doors, but lasting impact required systems—whether they may be risk management protocols or new curricula.

Invest in networks. Mentors, colleagues, and professional associations have been essential sounding boards and collaborators. International education is not a solo endeavor.

Embrace multidisciplinary collaboration. The best programs integrate diverse perspectives—medicine, health sciences, international studies, and beyond.

Adaptability is leadership. Whether in global health or pandemic response, the ability to pivot and apply core skills in new contexts is crucial.

Looking Forward

Today, on sabbatical, I am reflecting on these experiences and considering where serendipity may strike next. If there is one constant in my journey, it is that leadership in international education rarely follows a straight line. It is built from saying yes to unexpected invitations, cultivating partnerships across disciplines, and leaning into networks that nurture innovation and resilience.