Abstract
The literature in international education focuses primarily on the experiences of western students in developing countries, international students in western universities, the development of an educational program in a developing country, or internationalization of curricula in western universities. There is little in the literature that addresses the challenges students and participating faculty face when implementing a graduate program in a developing country. The purpose of this paper is to describe and analyze the challenges of implementing a doctoral program in an international exchange through the lens of Kanter's theory of empowerment. Recommendations to address these challenges will be made.
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