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1. A Brief History of Senior International Officers on U.S. Higher Education Campuses

Author:
Allan E. Goodman and Mirka Martel
Publication Date:
02-2023
Content Type:
Special Report
Institution:
Institute of International Education (IIE)
Abstract:
A Brief History of Senior International Officers on U.S. Higher Education Campuses captures the diversity of SIO roles, their varied accomplishments and challenges, and the tools and strategies needed to make them most successful. Based on survey data and select interviews with 200 SIOs from across the United States, our findings reflect the complexities of SIO responsibilities and priorities. Collected during the COVID-19 pandemic, our research focuses on strategic factors and considerations for success as SIOs navigate the path forward. We hope that the findings from our research contribute to an important and wider discussion about the SIO role on U.S. higher education campuses and its need to continue to advocate for internationalization and academic exchange.
Topic:
Higher Education, Internationalization, and Academic Exchange
Political Geography:
Global Focus and United States of America

2. Spring 2023 Snapshot on International Educational Exchange

Author:
Julie Baer and Mirka Martel
Publication Date:
06-2023
Content Type:
Special Report
Institution:
Institute of International Education (IIE)
Abstract:
The Spring 2023 Snapshot on International Educational Exchange continues the commitment of the Institute of International Education (IIE) to map the current state of international educational exchange to and from the United States. The report presents data from 527 U.S. higher education institutions in two sections: (1) current trends in international students studying at U.S. institutions in spring 2023 and recruitment patterns for prospective students and (2) the realities of U.S. study abroad in summer 2023 and academic year 2023/24. Each section is supplemented by special analyses on underrepresented populations participating in international educational exchange. On inbound mobility, we present data on non-degree international students and refugees and displaced students. The study abroad section includes insights on data collection of underrepresented populations in study abroad, including students with high financial need, first generation students, and other populations.
Topic:
Education, Higher Education, Students, and International Exchange
Political Geography:
North America and United States of America

3. Countering Violent Extremism on Campuses A Faculty-Oriented Policy Brief

Author:
Park Institute for Peace Studies
Publication Date:
05-2022
Content Type:
Special Report
Institution:
Pak Institute for Peace Studies (PIPS)
Abstract:
Violent extremism (VE) has been a particular challenge for Pakistan at least for the last four decades. As with other spheres of life, a rise in ideological support for hate and divisive narratives in universities across Pakistan has resulted in multiple instances of violence, both within and beyond campuses. There is the prospect of faculty members helping perpetuate VE narratives and mindsets in universities, knowingly or due to lack of awareness and understanding of the underlying drivers and contextual factors. Amid the faculty’s inability to effectively push counter-violent extremism (CVE) messages, there has been a lack of reinforcement of values and ideas that promote pluralism and tolerance, particularly at public universities. This policy brief is aimed at benefiting from key stakeholders’ perspectives to lay out in broad strokes a vision to tackle violent extremist influences at universities. It summarizes the key findings from an exercise aimed at sensitization and capacity building of selected faculty members from six universities in Multan and Karachi and related activities over a period of four months. The programme sought to build capacity of the educators to help them identify and tackle extremist tendencies, support counter-narratives and promote interfaith harmony and appreciation of diversity. The policy brief concludes with a set of recommendations for a range of stakeholders to promote positive values and respect for diversity among the faculty and students of universities in Pakistan. Particularly emphasized is the importance of ensuring a safe environment on campuses, not just for counter-narratives but also for a free exchange of ideas and critical thinking which is the essence of the academic environment.
Topic:
Violent Extremism, Violence, Higher Education, Academia, and Schools
Political Geography:
Pakistan and Middle East

4. Finding Firmer Ground: The Role of Higher Education in U.S.-China Relations

Author:
Yawei Liu and Michael Cerny
Publication Date:
04-2022
Content Type:
Special Report
Institution:
The Carter Center
Abstract:
This annual report is the third issue of the Carter Center’s Finding Firmer Ground series on U.S.-China Relations. This series is published by the Carter Center’s China Focus with generous support from the Ford Foundation and other organizations.
Topic:
Education, Bilateral Relations, Higher Education, and Rivalry
Political Geography:
China, Asia, North America, and United States of America

5. Spring 2022 Snapshot on International Educational Exchange

Author:
Mirka Martel and Julie Baer
Publication Date:
06-2022
Content Type:
Special Report
Institution:
Institute of International Education (IIE)
Abstract:
The Spring 2022 Snapshot on International Educational Exchange continues the commitment of the Institute of International Education (IIE) to map the effects of key current events, especially the COVID-19 pandemic, on international educational exchange to and from the United States. Since 2005, we have released the Fall International Student Enrollment Snapshot to understand the most up-to-date enrollment trends at the start of each academic year.i Since early 2020, we have released four COVID-19 Snapshot Reports to map the effects of COVID-19 on U.S. colleges and universities.ii This Spring Snapshot builds on both sets of snapshot surveys while expanding our analysis in the COVID-19 series to include other emerging trends affecting student mobility. In the spring of 2022, most U.S. colleges and universities continue to rebound from the effects of the COVID-19 pandemic. With increasing levels of international student and faculty mobility, our report analyzes the effects of this reopening on international students studying at U.S. institutions and U.S. students traveling abroad. In addition to COVID-19 effects, we include a special section on the Ukraine crisis and U.S. institutions’ support to international students from Ukraine and Russia, as well as the realities of university partnerships with higher education institutions in the region. The Ukraine crisis, and its effect on international students and universities worldwide, remind us of the significant impact that conflict can have on international education. The four sections of the report present data from 559 U.S. higher education institutions and analyze (1) international students studying at U.S. institutions in spring 2022 and application and selection processes for prospective students, (2) the effects of the Ukraine crisis on international student mobility and university partnerships, (3) the prospects of international students on U.S. campuses in fall 2022 and their mode of study, and (4) realities of U.S. study abroad in spring 2022 and academic year 2022/23.
Topic:
Education, Higher Education, COVID-19, and International Exchange
Political Geography:
Global Focus and United States of America

6. Scholarly Ties, Cooperative Research, Academic Dialogue, and International Student Exchanges in US‒Taiwan Relations

Author:
Randall L. Nadeau
Publication Date:
07-2022
Content Type:
Special Report
Institution:
East-West Center
Abstract:
Dr. Randall L. Nadeau, PhD, Executive Director of the Foundation for Scholarly Exchange (Fulbright Taiwan), explains the importance of "strengthen[ing] educational and cultural exchanges between the United States and Taiwan, especially in light of worsening relations between the United States and the People’s Republic of China."
Topic:
Bilateral Relations, Higher Education, Students, and Dialogue
Political Geography:
Taiwan, Asia, North America, and United States of America

7. To Rescue Scholars is to Rescue the Future

Author:
IIE Scholar Rescue Fund
Publication Date:
04-2021
Content Type:
Special Report
Institution:
Institute of International Education (IIE)
Abstract:
In 2002, IIE’s trustees launched the Scholar Rescue Fund (IIE-SRF) as the only global program that arranges and funds academic fellowships for threatened and displaced scholars worldwide. Nearly twenty years later, we are delighted to release a new study – made possible through the generous support of IIE Chairman Emeritus and IIE-SRF co-founder Dr. Henry Kaufman – that documents the far-reaching impacts and achievements of over 200 IIE-SRF alumni from 38 countries on their host and home communities and academic disciplines.
Topic:
Education, Higher Education, and Academia
Political Geography:
Global Focus

8. A Commitment to Building a Global Generation: The Five-Year Impact of IIE’s Generation Study Abroad Initiative

Author:
Lindsay Calvert and Jodi Sanger
Publication Date:
05-2021
Content Type:
Special Report
Institution:
Institute of International Education (IIE)
Abstract:
In 2014, IIE launched the Generation Study Abroad (GSA), a five-year initiative to mobilize resources and commitments with the goal of increasing and diversifying the number of U.S. students studying abroad by the end of the decade. IIE created a concerted effort and space for partners to join Generation Study Abroad by committing to bold, ambitious actions in support of study abroad on their campuses or at their organizations. The campaign became a global movement, forming the 800+ strong GSA Commitment Partner network representing a variety of U.S.-based and international partners, including national governments, higher education institutions (HEIs), study abroad organizations, education associations, and more. In 2020, IIE took stock of Generation Study Abroad with the final annual progress survey for GSA Commitment Partners. The survey tracked progress toward goals, best practices, and the implementation of effective activities and resources for the network. The report highlights key programmatic efforts and partner achievements framed by an analysis of data collected over the life of the initiative. In addition to evaluating the impact of this initiative, it offers an opportunity to continue building on the momentum of study abroad growth from 2019.
Topic:
Globalization, Youth, Higher Education, and Study Abroad
Political Geography:
Global Focus

9. COVID-19 Effects on US Higher Education Campuses Report 4

Author:
Mirka Martel and Julie Baer
Publication Date:
06-2021
Content Type:
Special Report
Institution:
Institute of International Education (IIE)
Abstract:
The fourth report in IIE’s COVID-19 Snapshot Survey Series analyzes the international education field one year after the start of the COVID-19 pandemic and highlights the effects on international student enrollment and U.S. study abroad for the 2021/22 academic year.
Topic:
Higher Education, COVID-19, and Study Abroad
Political Geography:
Global Focus and United States of America

10. International Student Mobility Flows and COVID-19 Realities

Author:
Leah Mason
Publication Date:
08-2021
Content Type:
Special Report
Institution:
Institute of International Education (IIE)
Abstract:
The flow of international students crossing borders to pursue educational opportunities has been significantly affected by the COVID‐19 pandemic, causing higher education systems worldwide to consider the context and realities of global academic mobility before and after the health crisis. This joint paper by the Institute of International Education (IIE) and IC3 analyzes significant international student mobility trends before the COVID‐19 pandemic, the role of the United States and other host countries in offering international students academic opportunities, and the increased competitiveness among countries to attract international students. The paper will provide an overview of the global mobility flows to and from major world regions in the 2019/2020 academic year. The paper will then consider the effects of COVID‐19 on global student mobility and how the pandemic has comparatively affected international students and the countries that serve as their hosts.
Topic:
Mobility, Higher Education, Students, and COVID-19
Political Geography:
Global Focus and United States of America

11. Spring 2020: The International Student Journey

Author:
Allan E. Goodman, Robert A. Scott, Gretchen Dobson, Meredith Doubleday, Darla K. Deardorff, Lindsay Addington, Peter Baker, Elisabeth Bloxam, Niki Kerameus, Jennifer Evanuik, and Reitumetse Obakeng Mabokela
Publication Date:
03-2020
Content Type:
Special Report
Institution:
Institute of International Education (IIE)
Abstract:
International students are a core part of any institution’s internationalization strategy. Beyond boosting enrollment numbers, institutions are increasingly focused on understanding what makes for a successful international student experience. In the Spring 2020 issue of the IIENetworker magazine, The International Student Journey, professionals from around the world share their strategies and perspectives on international student success from outreach and recruitment to the on-campus experience through to alumni initiatives. How do institutions recruit as the global landscape for international students has expanded? What can be done to ensure that your international students are as integrated on your campus as domestic students? And once they leave campus, does your relationship with these students end?
Topic:
Demographics, Education, Youth, Institutions, and Higher Education
Political Geography:
Greece, North America, and United States of America

12. COVID‐19 Effects on US Higher Education Campuses: Academic Student Mobility to and from China

Author:
Mirka Martel
Publication Date:
03-2020
Content Type:
Special Report
Institution:
Institute of International Education (IIE)
Abstract:
The Institute of International Education (IIE) is studying the effects of COVID‐19 (coronavirus) on global student mobility on U.S. higher education campuses. Our aim in this series is to provide more information about the effects that COVID‐19 has had on international student mobility, and the measures U.S. higher education institutions are taking regarding international students currently on campus and those abroad, international students interested in studying in the United States, and U.S. students planning to study abroad. The first survey was launched on Feb. 13, 2020, and specifically focuses on the effects of COVID‐19 with regard to academic student mobility to and from China. As the COVID‐19 outbreak evolves, IIE will administer follow‐on surveys to the U.S. higher education community to monitor the unfolding situation and to keep the international education community informed.
Topic:
Education, Health, Youth, Mobility, Higher Education, and Coronavirus
Political Geography:
China, Asia, North America, and United States of America

13. 1st Fully Remote & Virtual (FRV) SIMULEX experience keeps 47-year streak alive at Fletcher!

Author:
Brandon Daigle, Paul Pawluk, and David Kaczmarek
Publication Date:
11-2020
Content Type:
Special Report
Institution:
The Fletcher School, Tufts University
Abstract:
Each year, The International Security Studies Program (ISSP) at the Fletcher School, Tufts University conducts SIMULEX, a major crisis management exercise where participants assume the roles of national policy makers in an international scenario. Throughout this three-day event, the exercise focuses on a highly realistic, near-future scenario involving key players on the world stage. SIMULEX exposes participants to the constraints and opportunities facing policy makers in the quest of making the best possible decisions and enacting associated actions. As representatives of various national and international teams, participants are charged with developing strategy and the necessary tasks required to achieve their country specific goals while driving efforts to bring the global crisis to a preferred end state. In an atmosphere of conflict escalation, SIMULEX stresses leadership in uncertainty, crisis management, team building, adaptability, and policy negotiation skills.
Topic:
Science and Technology, Leadership, Crisis Management, and Higher Education
Political Geography:
Global Focus and United States of America

14. COVID-19 Effects on US Higher Education Campuses, Report 2: From Emergency Response to Planning for Future Student Mobility

Author:
Mirka Martel
Publication Date:
05-2020
Content Type:
Special Report
Institution:
Institute of International Education (IIE)
Abstract:
The Institute of International Education (IIE) is studying the effects of COVID‐19 (coronavirus) on global student mobility on U.S. higher education campuses. Our aim in this series is to provide more information about the effects that COVID‐19 has had on international student mobility, and the measures U.S. higher education institutions are taking regarding international students currently on campus and those abroad, international students interested in studying in the United States, and U.S. students planning to study abroad. The second survey opened April 16, 2020, and specifically focuses on the effects of COVID‐19 on U.S. higher education institutions’ emergency response and planning for future student mobility. While we continue to monitor the ongoing situation, this report examines campus life, international students both already on campus and those who could not come for the spring semester, and U.S students studying abroad. It also looks ahead to summer and fall 2020 and the recruitment of international students, as well as student interest in future study abroad.
Topic:
Crisis Management, Mobility, Higher Education, Survey, COVID-19, and Study Abroad
Political Geography:
Global Focus and United States of America

15. COVID-19 Effects on US Higher Education Campuses, Report 3: New Realities for Global Student Mobility in Summer and Fall 2020

Author:
Mirka Martel
Publication Date:
07-2020
Content Type:
Special Report
Institution:
Institute of International Education (IIE)
Abstract:
The Institute of International Education (IIE) is studying the effects of COVID‐19 (coronavirus) on global student mobility on U.S. higher education campuses. Our aim in this series is to provide more information about the effects that COVID‐19 has had on international student mobility, and the measures U.S. higher education institutions are taking regarding international students currently on campus and those abroad, international students interested in studying in the United States, and U.S. students planning to study abroad. The third survey opened July 9, 2020, and specifically focuses on college and university COVID-19 planning for the summer and fall 2020 semesters. As the final report of the COVID-19 Snapshot Survey Series, this report examines impact on inbound and outbound options for student exchange, such as shifts in the academic calendar and potential deferment to a future semester, as well as the future outlook for U.S. study abroad programs.
Topic:
Education, Mobility, Higher Education, Survey, COVID-19, and Study Abroad
Political Geography:
Global Focus and United States of America

16. Studying for the Future: International Secondary Students in the United States

Author:
Leah Mason and Natalya Andrejko
Publication Date:
11-2020
Content Type:
Special Report
Institution:
Institute of International Education (IIE)
Abstract:
Trends in international secondary student mobility highlight a potential recruitment pipeline to U.S. higher education institutions. This paper will provide an overview of international secondary student enrollment trends in the United States. It will then describe a case study of the AIFS Foundation Academic Year in America (AYA) program. The case study highlights the results of an alumni survey, including student motivations for participating in AYA, the skills and attributes students gained while on the program, and their academic and professional trajectories post‐program. Finally, it will bring together information presented in these first two sections to discuss possible implications for higher education.
Topic:
Education, Mobility, Higher Education, and Study Abroad
Political Geography:
Global Focus and United States of America

17. Fall 2020 International Student Enrollment Snapshot

Author:
Julie Baer and Mirka Martel
Publication Date:
11-2020
Content Type:
Special Report
Institution:
Institute of International Education (IIE)
Abstract:
The Fall 2020 International Student Enrollment Snapshot presents current international student enrollment patterns based on data from over 700 U.S. higher education institutions. The report focuses on international students studying in person or online (in the U.S. or from abroad) at U.S. higher education institutions in Fall 2020. The findings reflect how the COVID-19 pandemic has affected the U.S. higher education sector and global student mobility to the United States. The report, conducted by IIE and nine partner higher education associations, is released jointly with and complements Open Doors 2020, which provides a comprehensive view of international student trends from the previous year (2019/20). Open Doors 2021, to be released in November 2021, will survey more than 2,900 institutions to provide a full picture of 2020/21 international student enrollment.
Topic:
Education, Higher Education, COVID-19, and Study Abroad
Political Geography:
Global Focus and United States of America

18. Fall 2019 International Student Enrollment Snapshot Survey

Author:
Jodi Sanger and Julie Baer
Publication Date:
11-2019
Content Type:
Special Report
Institution:
Institute of International Education (IIE)
Abstract:
The 2019 Fall International Student Enrollment Snapshot Survey Report (henceforth, Snapshot Survey) provides the international education field with a timely look at current patterns in international student enrollment as of fall 2019 (2019/20 academic year) based on the responses of more than 500 U.S. higher education institutions. The report is released jointly with and complements Open Doors 2019, which provides a comprehensive view of international student enrollment from the previous year (2018/19). As the Snapshot Survey represents a subset of the more than 2,800 institutions surveyed by Open Doors, the full picture of 2019/20 enrollment will be analyzed in Open Doors 2020 (November 2020).
Topic:
Education, Youth, and Higher Education
Political Geography:
North America and United States of America

19. Who’s Counting? Understanding the Landscape of Graduate Learning Overseas

Author:
Jodi Sanger and Leah Mason
Publication Date:
10-2019
Content Type:
Special Report
Institution:
Institute of International Education (IIE)
Abstract:
Both U.S. graduate school enrollments and the demand for global competency in the workforce are on the rise, but what do we know about graduate-level study abroad? The Graduate Learning Overseas (GLO) research study, implemented by IIE and launched in 2017 with support from the U.S. Department of Education, Office of International and Foreign Language Education, aims to identify the scale and scope of U.S. graduate students’ educational activities and to better understand the institutional practices around student mobility data collection. This report shares results of the first national survey to U.S. higher education institutions on this topic. The results from this survey paint a clearer picture of the graduate-level study abroad landscape and demonstrate the need for institutions to build capacity to collect graduate student mobility data to support graduate students’ needs. In addition, it aims to help researchers better serve the international education field by both improving data collection practices and developing resources for institutions.
Topic:
Education, Government, Higher Education, and Graduate School
Political Geography:
North America and United States of America

20. Global Knowledge and Talent Flows : An Imbalanced Equation?

Author:
Rajika Bhandari
Publication Date:
08-2019
Content Type:
Special Report
Institution:
Institute of International Education (IIE)
Abstract:
The global movement of postsecondary students is a remarkably unidirectional phenomenon: students from the developing world, or Global South, take their knowledge and talents to the developed world, or the Global North. This is particularly true for countries such as India and China. Framed by the broader issues of access and equity within postsecondary education and released on the occasion of the fourth IC3 Conference in Mumbai, India, on August 28, 2019, the current report raises the following questions: Are the current global flows of students advantaging wealthier nations over developing ones? Are students from the developing world returning at higher rates to their countries of origin? How do we ensure that the mobility of students and talent is based on principles of access, equity and inclusiveness, both at the individual student level and at a national level? While it is not the goal of this report to suggest that the north-to-south flow of students should be reversed or that countries in the Global South would even have the capacity to host large volumes of international students, the report does argue that when it comes to international student recruitment policies, host countries in the Global North need to consider how to balance their own needs to fill critical knowledge and skill gaps by attracting global talent with the needs of developing countries to retain their valuable human capital. Thus, the report proposes solutions for programmatic and national-level initiatives to create a balance between the home and host countries of globally mobile students. Read the full report to view key findings and to learn more about the IIE Center for Academic Mobility Research and Impact.
Topic:
Education, Mobility, and Higher Education
Political Geography:
China, India, Asia, and Global South

21. Investing in Diaspora Exchanges: Impact Evaluation of the Carnegie African Diaspora Fellowship Program

Author:
CADFP
Publication Date:
06-2019
Content Type:
Special Report
Institution:
Institute of International Education (IIE)
Abstract:
This five-year impact report of the Carnegie African Diaspora Fellowship Program (CADFP) indicates that faculty exchanges between diaspora academics in the United States and Canada and African higher education institutions lead to sustained linkages and research development in the form of grant collaboration, teaching and mentoring, improved programming offered in African institutions, and community impacts. The study found that the CADFP enabled sustainable collaborations between diaspora scholars and African higher education institutions while fostering the opportunity for new collaborations. 90% of alumni respondents collaborated with hosts on capacity building projects up to five years after the fellowship and over half found the CADFP to be important for their new connections with 115 institutions beyond their host institutions, located in a total of 16 countries. Additionally, the CADFP fellowship built capacities of African higher education institutions leading to at least 41 new approved or implemented courses, improved graduate programming, and 110 academic articles or book chapters published collaboratively with Fellows and African institutions. Finally, the CADFP enabled knowledge production, generated interest and fostered international collaborative networks, increasing visibility and engagement with African higher education. The impact report represents 237 alumni who participated in the CADFP from 2013 to 2017. In addition to the Alumni Survey, the study also included case studies with six alumni Fellows and 5 host institutions. These case studies are highlighted throughout the report and speak to the nuanced impact of this program. The CADFP is offered by IIE in collaboration with the United States International University-Africa (USIU-Africa), the program is funded by a grant from Carnegie Corporation of New York (CCNY).
Topic:
Education, Higher Education, Academia, and Graduate School
Political Geography:
Africa, Canada, North America, and United States of America

22. Faculty and Education Abroad: The Role of Faculty in Promoting Global Learning on U.S. Campuses

Author:
Catherine Morris and Leah Mason
Publication Date:
06-2019
Content Type:
Special Report
Institution:
Institute of International Education (IIE)
Abstract:
In our increasingly interconnected world, institutions face pressure to both grow their global footprint and prepare students to succeed in the global economy after graduation. Faculty are at the heart of the academic enterprise, and as such, it is no surprise that they also have a role to play in ensuring that education abroad opportunities are robust, dynamic, and accessible. Faculty and Education Abroad: The Role of Faculty in Promoting Global Learning on U.S. Campuses from IIE and the AIFS Foundation investigates the link between faculty and education abroad—and specific examples of institutions that have made considerable progress in expanding access to global learning and education abroad opportunities on campus— to shed light on opportunities and challenges that faculty face when engaging with education abroad, both as campus champions and leaders.
Topic:
Education, Globalization, and Higher Education
Political Geography:
North America and United States of America

23. The Reconfiguration of the American Academic Workforce: Implications for International Scholarly Exchange

Author:
Martin J. Finkelstein
Publication Date:
05-2019
Content Type:
Special Report
Institution:
Institute of International Education (IIE)
Abstract:
The U.S. higher education landscape has shifted considerably over the past quarter century, undergoing a new “academic revolution” that has had significant implications for the teaching staff of U.S. colleges and universities. Against this backdrop of a changing higher education environment in the U.S., the purpose of this paper is to suggest how certain megatrends have translated into a new and fragmented topographical map of the American academic profession, one in which definable subgroups can be identified with distinctive constellations of motivations and constraints that are directly relevant to the structure and policies of international scholarly exchange programs.
Topic:
Education, Labor Issues, Higher Education, and Academia
Political Geography:
North America and United States of America

24. The Power of International Education: Impact Analysis of IEE-Administered Programs, 2005-2015

Author:
Jodi Sanger
Publication Date:
03-2019
Content Type:
Special Report
Institution:
Institute of International Education (IIE)
Abstract:
IIE’s work has a direct, tangible impact on the lives of individuals and the lives of those in the communities that support them. Alumni of programs administered by IIE said that the experiences and skills they acquired during their programs led to positive outcomes in their careers and personal lives, inspiring them to give back to their communities and improve their organizations. To better understand the effects of participating in an IIE-administered program, IIE conducted a survey of grantees who completed IIE-administered programs between 2005 and 2015. In total, IIE’s Research, Evaluation and Learning (REL) team captured responses from more than 4,000 individuals who participated in 10 different programs. Grantees took part in programs focusing on language & culture, teaching & research, STEM & development, and leadership. Authored by Jodi Sanger, IIE Research Analyst, this report sheds light on how the experience of participating in an IIE-administered program lives on in many aspects of alumni’s lives. As IIE celebrates its centennial in 2019 and looks ahead to the next 100 years of international education, this report demonstrates the change that IIE-administered programs create, building closer connections across the world and opening minds to new ideas and cultures.
Topic:
Education, Culture, Language, and Higher Education
Political Geography:
Global Focus and United States of America

25. Leveraging Higher Education to Promote Social Justice: Evidence from the IFP Alumni Tracking Study

Author:
Mirka Martel
Publication Date:
03-2019
Content Type:
Special Report
Institution:
Institute of International Education (IIE)
Abstract:
The fifth report from our 10-year tracking study of the Ford Foundation International Fellowships Program (IFP), Leveraging Higher Education to Promote Social Justice: Evidence from the IFP Alumni Tracking Study finds that IFP alumni are prepared to confront social injustices and have received promotions in their careers as a result of participating in the program. Study results showed that responding IFP alumni believed that IFP helped them develop personal and professional attributes that have helped them achieve career success and combat social injustices. Nearly 84 percent of responding alumni said they were employed, while 89 percent received a promotion at work that they attributed to IFP, and 83 percent are currently in leadership positions. In total, 1,284 alumni from 22 countries responded to the survey, representing 33 percent of the IFP population.
Topic:
Education, Social Justice, and Higher Education
Political Geography:
North America, Global Focus, and United States of America

26. Social Justice and Sustainable Change: The Impacts of Higher Education

Author:
Mirka Martel
Publication Date:
03-2019
Content Type:
Special Report
Institution:
Institute of International Education (IIE)
Abstract:
Yielding the first findings from our 10-year impact study of the Ford Foundation International Fellowships Program (IFP), Social Justice and Sustainable Change shows that funding the post-graduate academic pursuits of emerging social justice leaders from marginalized groups leads to significant, measurable benefits for communities and organizations in their countries and throughout the world. The report shares the results of our 2015 IFP Global Alumni Survey, the first round of global data collection to occur during the course of tracking study. The findings reflect the responses of 1,861 IFP alumni from 22 different countries, capturing 43% of the program population. Findings from the report can be used to drive programmatic and policy decisions and shed light on research that supports the need for widening access to higher education in an effort to combat social inequality. The findings from Social Justice and Sustainable Change show that investing in higher education for individuals can have significant multiplier effects for communities, organizations, and societies. By studying the link between higher education and social justice and the effect that higher education can have on marginalized populations and leadership, Social Justice and Sustainable Change gives us a first look at the long-term impacts of international higher education programs like IFP.
Topic:
Education, Leadership, Social Justice, Higher Education, and Sustainability
Political Geography:
North America, Global Focus, and United States of America

27. Social Justice Leaders in Action: IFP Impacts in Asia

Author:
Mirka Martel
Publication Date:
03-2019
Content Type:
Special Report
Institution:
Institute of International Education (IIE)
Abstract:
The second report from our 10-year impact study of the Ford Foundation International Fellowships Program (IFP), Social Justice Leaders in Actionprovides an in-depth look at the lives and careers of IFP alumni in three Asian countries—India, Indonesia, and the Philippines—detailing the different pathways alumni have taken and the ways they have leveraged their skills and networks to effect change. Drawing upon focus groups and interviews with 274 IFP alumni and community stakeholders, this qualitative research highlights the stories behind the numbers shared in the study’s first report, Social Justice and Sustainable Change: The Impacts of Higher Education, released in April 2016. The findings from Social Justice Leaders in Action provide insights not only at how life-altering IFP was at an individual level, but how that transformative power extends through alumni to their organizations, communities, and societies.
Topic:
Education, Social Justice, Higher Education, and Sustainability
Political Geography:
Indonesia, India, Asia, Philippines, North America, and United States of America

28. TechWomen Evaluation Report Year 7

Author:
Institute of International Education
Publication Date:
02-2019
Content Type:
Special Report
Institution:
Institute of International Education (IIE)
Abstract:
This report presents findings from a TechWomen program evaluation conducted in 2018 by IIE’s Research, Evaluation, and Learning team. The evaluation assessed change in participants’ professional skills and capacities. The evaluation team utilized Social Network Analysis methodology to measure development of the participants’ professional networks with each other and with STEM professionals in the U.S. The report also outlines how the program impacted participants’ and mentors’ cross-cultural understanding and exchange of professional best practices. Finally, the report highlights program’s impact on participants’ and mentors’ communities and specifically on women and girls. TechWomen is an initiative of the U.S. Department of State’s Bureau of Educational and Cultural Affairs implemented by IIE. Launched in 2011, the program supports the United States’ global commitment toward advancing the rights and participation of women and girls around the world by enabling them to reach their full potential. TechWomen empowers, connects and supports the next generation of women leaders in science, technology, engineering and mathematics (STEM) from Africa, Central and South Asia, and the Middle East by providing them the access and opportunity needed to advance their careers, pursue their dreams, and inspire women and girls in their communities.
Topic:
Education, Government, Science and Technology, Culture, Women, and Higher Education
Political Geography:
Africa, South Asia, Central Asia, Middle East, North America, and United States of America

29. Reflections from Singapore

Author:
ONG Keng Yong
Publication Date:
04-2019
Content Type:
Special Report
Institution:
Center for Contemporary Arab Studies (CCAS)
Abstract:
Ambassador ONG Keng Yong, who graduated from MAAS in 1983, remembers his time in Washington and sheds light on Singapore’s “price taker” approach to foreign policy.
Topic:
International Relations, Foreign Policy, Diplomacy, and Higher Education
Political Geography:
Middle East, Asia, Arab Countries, Singapore, and United States of America

30. New Law Hinders Public Diplomacy and Penalizes Palestinian Students

Author:
Kaylee Steck and Mohammed Alhammami
Publication Date:
05-2019
Content Type:
Special Report
Institution:
Center for Contemporary Arab Studies (CCAS)
Abstract:
Last fall, Congress enacted a law that indirectly led to 29 young Arab leaders losing their scholarships to U.S.-accredited universities and dealt another blow to educational and cultural exchange programming, a critical part of U.S. public diplomacy efforts.
Topic:
Diplomacy, Government, Law, and Higher Education
Political Geography:
Middle East, Palestine, North America, and United States of America

31. Training Georgetown’s Future Diplomats

Author:
Vicki Valosik
Publication Date:
04-2019
Content Type:
Special Report
Institution:
Center for Contemporary Arab Studies (CCAS)
Abstract:
A certificate program at the School of Foreign Service offers theoretical knowledge and practical training for aspiring diplomats. According to Ambassador Barbara Bodine, Director of Georgetown’s Institute for the Study of Diplomacy (ISD), the skills needed by today’s aspiring diplomats haven’t changed significantly since the days when she was preparing for her own long and successful diplomatic career. “On one level, they will need the skills diplomats have always needed: the ability to understand and shape policy, to work comfortably globally, to be able to analyze a large amount of information, and—critically important—the ability to write,” she says. “At the same time,” adds Bodine, who served as Ambassador to Yemen from 1997 to 2001, “twenty-first century diplomats also need to be able to manage large amounts of data and comfortably move from a known issue, a comfortzone issue, to something new. They need to be able to extrapolate from past experience to a new experience without rigid templates.”
Topic:
Foreign Policy, Diplomacy, Government, and Higher Education
Political Geography:
United States of America and North America

32. Exploring the military and security links of China’s universities.

Author:
Alex Joske
Publication Date:
11-2019
Content Type:
Special Report
Institution:
Australian Strategic Policy Institute (ASPI)
Abstract:
What’s the problem? The Chinese Communist Party (CCP) is building links between China’s civilian universities, military and security agencies. Those efforts, carried out under a policy of leveraging the civilian sector to maximise military power (known as ‘military–civil fusion’), have accelerated in the past decade. Research for the China Defence Universities Tracker has determined that greater numbers of Chinese universities are engaged in defence research, training defence scientists, collaborating with the military and cooperating with defence industry conglomerates and are involved in classified research.1 At least 15 civilian universities have been implicated in cyberattacks, illegal exports or espionage. China’s defence industry conglomerates are supervising agencies of nine universities and have sent thousands of their employees to train abroad. This raises questions for governments, universities and companies that collaborate with partners in the People’s Republic of China (PRC). There’s a growing risk that collaboration with PRC universities can be leveraged by the People’s Liberation Army (PLA) or security agencies for surveillance, human rights abuses or military purposes. Universities and governments remain unable to effectively manage risks that come with growing collaboration with PRC entities. There’s little accessible information on the military and security links of PRC universities. This knowledge gap limits the effectiveness of risk-management efforts. What’s the solution? Efforts to manage the risks of engaging with PRC universities should involve close collaboration between governments and universities. Both share a concern for protecting national interests, ensuring the integrity of research, preventing engagement from being exploited by rival militaries or for human rights abuses, and increasing the transparency of research collaboration. The Australian Government should establish a national research integrity office and refine and enforce foreign interference and export controls legislation. It should use the China Defence Universities Tracker to improve the screening of visa applicants and inform decisions to award research funding. Universities should be proactive in their efforts to concretely improve how research collaboration is managed. The China Defence Universities Tracker is a tool to help universities and researchers understand institutions in China and avoid harmful collaborations. Universities can use the recently published Guidelines to counter foreign interference in the Australian university sector to help review their management of collaboration.2 They should introduce clauses into agreements with PRC entities to terminate those agreements in the case of specific ethical concerns or indications of research going towards a military end use. Universities could demonstrate their commitment to these initiatives by establishing independent research integrity offices that promote transparency and evaluate compliance with ethics, values and security interests, serving as administratively distinct bodies that avoid influence from internal university politics.
Topic:
Defense Policy, National Security, Military Affairs, and Higher Education
Political Geography:
China and Asia