work for universities to consider as they develop or
refine global health programming. Had we been aware
of these stages of organizational learning 10 years ago
we may have proceeded with a great deal more confidence!
At the time, however, it seemed quite lonely
to be among the few individuals advocating for global
health education at UMB and UMSON. As the organizational
learning theory suggests, this process began
with key individuals in various schools who had been
involved in global health education, research, and
practice at other universities or United States government
agencies.