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1. The Deinstitutionalization of U.S. and Turkish Foreign Policy: Why Societal Ties Are an Anchor in Bilateral Relations

Author:
Andrew O'Donohue
Publication Date:
01-2025
Content Type:
Journal Article
Journal:
All Azimuth: A Journal of Foreign Policy and Peace
Institution:
Center for Foreign Policy and Peace Research
Abstract:
This paper challenges two prevailing narratives about U.S.-Turkey relations: first, that international and individual-level factors are responsible for volatility in the relationship and second, that bilateral relations are uniformly bleak. In contrast to these perspectives, this paper proposes a domestic and institutional explanation for the rising volatility of U.S.-Turkey relations and conceptualizes societal ties as an anchor in the bilateral relationship. This paper advances two inter-related arguments. First, I argue that a key driver of volatility in U.S.-Turkey relations since 2016 is the deinstitutionalization of U.S. and Turkish foreign policymaking. In the United States, the root cause of deinstitutionalization is intensifying polarization over foreign policy, fueled by the rise of populism. In Turkey, by contrast, foreign policy has deinstitutionalized through personalization: the steady concentration of decision-making power in the hands of President Recep Tayyip Erdoğan. Second, against this backdrop of deinstitutionalization, I show that societal ties between the United States and Turkey provide a uniquely stable and enduring area of bilateral cooperation. I provide evidence for this argument in two key domains: 1) civil society and media and 2) higher education. These societal linkages, I argue, are often resilient precisely because they are disconnected from domestic politics and foreign policy. These societal ties should thus be understood not as agents that can reshape bilateral relations but as anchors that prevent the two nations from drifting apart.
Topic:
Foreign Policy, Civil Society, Bilateral Relations, Media, Higher Education, Bureaucracy, and Polarization
Political Geography:
Turkey, Middle East, North Africa, and United States of America

2. Outlook 2030 Brief: The U.S. and International Education

Author:
Allan E. Goodman and Mirka Martel
Publication Date:
03-2024
Content Type:
Special Report
Institution:
Institute of International Education (IIE)
Abstract:
For over a century, the United States has been the leading destination for international students. Unlike higher education systems elsewhere, the U.S. maintains a decentralized public and private tertiary education system where international students may apply and enroll at the state, city, and local levels. This annual brief presents key trends in academic mobility to the United States, comparing annual findings to our projections, and suggestions for campus planning to accommodate the anticipated growth in international students.
Topic:
Education, Higher Education, Students, and International Exchange
Political Geography:
North America and United States of America

3. A Reflective Report to Educational Policymakers: Field Expertise Status of Translation Programs in Turkish State Universities

Author:
Buğra Kaş
Publication Date:
10-2024
Content Type:
Journal Article
Journal:
Journal of Academic Inquiries
Institution:
Sakarya University (SAU)
Abstract:
This qualitative study investigates the educational background and fields of expertise of faculty members in English translation programs at the bachelor's degree level in state universities of Türkiye. Despite the prevalence of these programs across Turkish universities, a discrepancy emerges between the faculty members' doctoral qualifications and the specialized field of Translation Studies. The research aims to reveal the academic landscape of these programs by examining the doctoral disciplines of faculty members, utilizing data primarily sourced from the YÖK (Council of Higher Education) Atlas Database and the YÖK (Council of Higher Education) Academic Database. When information is unavailable in the database above, university websites serve as supplementary data sources. This methodological approach enables a comprehensive analysis of the extent to which academic program qualifications align with the field of Translation Studies. Preliminary findings indicate a significant underrepresentation of faculty with doctoral degrees in Translation Studies, suggesting a potential misalignment between program expertise and the specialized training needs of translation programs. This study underscores the crucial link between the program's field-specific expertise and the quality of training, highlighting the need for policy interventions aimed at bolstering the recruitment and development of academically qualified faculty in the discipline of Translation Studies. The implications of this research extend beyond academia, informing policymakers and educational administrators about the importance of aligning educational offerings with program qualifications to enhance the educational outcomes of translation programs in Türkiye.
Topic:
Education, Higher Education, Translation, and Academic Alignment
Political Geography:
Turkey and Middle East

4. Teaching Israel-Palestine

Author:
Khaled Elgindy and Yousef Munayyer
Publication Date:
06-2024
Content Type:
Working Paper
Institution:
Center for Contemporary Arab Studies (CCAS)
Abstract:
Two CCAS instructors reflect on their experiences of teaching Palestine in this historic moment.
Topic:
Higher Education, Academia, Teaching, and 2023 Gaza War
Political Geography:
Middle East, Palestine, and United States of America

5. Teaching in a Time of War

Author:
Nader Hashemi, Jonathan Lincoln, and Fida Adely
Publication Date:
06-2024
Content Type:
Working Paper
Institution:
Center for Contemporary Arab Studies (CCAS)
Abstract:
Professors Nader Hashemi, Jonathan Lincoln, and Fida Adely, each of whom direct academic centers within Georgetown’s School of Foreign Service, reflect on what it means to educate and care for students in this present moment.*
Topic:
Higher Education, Academia, Teaching, and 2023 Gaza War
Political Geography:
Palestine, Gaza, and United States of America

6. Factsheet: Thomas Hoffmann

Author:
Bridge Initiative Team
Publication Date:
09-2024
Content Type:
Working Paper
Institution:
The Bridge Initiative, Georgetown University
Abstract:
Thomas Hoffmann is a full professor at the University of Copenhagen. He states that he specializes in a number of fields including Qur’anic Studies, Biblical Studies, Religion and Literature, Ritual Theory, and History of Religion. He was named a professor by the dean of the theological faculty. Hoffmann publishes in the weekly right-wing Weekendavisen and is a frequent commentator on contemporary Islam and Muslims in Denmark. He is also a member of several state institutions that advise the government on policies regarding religion and integration affairs. Hoffmann has styled himself as an authority on contemporary Islam, and his comments have promoted harmful stereotypes about Muslims.
Topic:
Religion, Islamophobia, Higher Education, Academia, and Thomas Hoffman
Political Geography:
Europe and Denmark

7. Enhancing Inclusive Education for Visually Impaired Students in Higher Education

Author:
Swe Zin Linn Phyu, Ke Sambo, and Harth Bunhe
Publication Date:
05-2024
Content Type:
Journal Article
Journal:
Review of Human Rights
Institution:
Society of Social Science Academics (SSSA)
Abstract:
This paper explores the challenges faced by blind students in accessing higher education in Cambodia and proposes solutions rooted in principles of social justice and equity. Drawing on John Rawls’ theory of justice, which emphasizes fairness and equal opportunities, the study investigates barriers related to the availability, accessibility, and adaptability of educational resources. Through case studies of the Cambodian educational landscape, the paper highlights the urgent need for institutional support and inclusivity within universities. The paper aims to contribute to the advancement of inclusive education in Cambodia and ensure equal access to higher education for all students, irrespective of disability.
Topic:
Disability, Higher Education, Students, Inclusion, and Blindness
Political Geography:
Cambodia and Southeast Asia

8. Spring 2024 edition of Strategic Visions

Author:
Joseph Johnson, Alan McPherson, and Andrew Santora
Publication Date:
05-2024
Content Type:
Journal Article
Journal:
Strategic Visions
Institution:
Center for the Study of Force and Diplomacy, Temple University
Abstract:
Contents News from the Director……… 2 Note from the Davis Fellow…. 7 News from the Community…. 8 Research Reports….. 11 Checking in with the CENFAD Emerging Scholar…. 13 CENFAD Community Interviews Dr. Michael Brenes……. 15 Dr. Stephanie Freeman…… 20 Retrospective: The “All Roads Lead to Gettysburg Conference”….. 26 Book Reviews The Third Reich’s Elite Schools: A History of the Napolas by Helen Roche, reviewed by Andrew Santora …………………….. 30
Topic:
History, Book Review, Higher Education, Interview, and Use of Force
Political Geography:
Europe, Global Focus, and United States of America

9. Fall 2024 edition of Strategic Visions

Author:
Alan McPherson, Grace Anne Parker, Sophía Valdes, Aaron Gell, Nikolas Gvosdev, Andrew Santora, and Jake Wolff
Publication Date:
12-2024
Content Type:
Journal Article
Journal:
Strategic Visions
Institution:
Center for the Study of Force and Diplomacy, Temple University
Abstract:
This issue of Strategic Visions, Volume 24, Issue 1 (Fall 2024), features the usual "News from the Director" and "Note from the Davis Fellow" sections, in which we reflect on this past semester’s colloquium series. Additionally, we are excited to share interviews with Aaron Gell, a journalist for The New Republic, who discusses campus protests related to Gaza, and Dr. Nikolas Gvosdev, Professor of Naval Security Affairs at the U.S. Naval War College, who provides insights into foreign policy in President-Elect Trump’s second term. Sofía Valdes wrote a piece about her research which won her the 2024 Edwin H. Sherman Prize last semester. Two of our graduate students, Andrew Santora and Jake Wolff, have contributed pieces detailing their archival research, which has been supported in part by CENFAD. Additionally, PhD candidate Audrey Rankin offers a review of Kathleen Murphy's Captivity's Collections: Science, Natural History, and the British Transatlantic Slave Trade (Chapel Hill: University of North Carolina Press, 2023).
Topic:
Foreign Policy, Protests, Higher Education, Donald Trump, and 2023 Gaza War
Political Geography:
United States of America

10. Broken: The Failed Promise of Muslim Inclusion with Professor Evelyn Alsultany

Author:
Evelyn Alsultany
Publication Date:
09-2024
Content Type:
Video
Institution:
Center for Security, Race and Rights (CSRR), Rutgers University School of Law
Abstract:
Amid pervasive institutionalized Islamophobia, diversity initiatives in universities and workplaces have failed on their promise to be inclusive of Muslims. Professor Evelyn Alsultany offers a critical examination of recent initiatives to foster diversity and inclusion at universities during Israel’s war on Gaza.
Topic:
Islamophobia, Diversity, Higher Education, Inclusion, Muslims, and 2023 Gaza War
Political Geography:
North America and United States of America

11. Protecting Academic Freedom, Empowering Muslim Students (Episode 12)

Author:
Tamara Sears and Asifa Quraishi-Landes
Publication Date:
07-2024
Content Type:
Video
Institution:
Center for Security, Race and Rights (CSRR), Rutgers University School of Law
Abstract:
Academic freedom, equity, Islamophobia, and the commercialization of higher education offer challenges to faculty nationwide. In a telling incident, Black Muslim students of Hamline University complained of Islamophobic incidents on campus while also taking offense at the showing of a famous Persian painting of the Prophet Mohammed in a global art history class. Host Sahar Aziz (https://saharazizlaw.com/) discusses these issues with Rutgers Art History Professor Tamara Sears (https://history.rutgers.edu/people/fa...) and University of Wisconsin-Madison Law School Professor Asifa Quraishi-Landes (https://law.wisc.edu/profiles/asifa.q...) .
Topic:
Islamophobia, Higher Education, Equity, Academic Freedom, and Muslims
Political Geography:
North America and United States of America

12. An Economic Mirage: How Canadian Universities Impact Freedom to Operate

Author:
James Hinton, Mardi Witzel, and Joanna Wajda
Publication Date:
04-2023
Content Type:
Working Paper
Institution:
Centre for International Governance Innovation (CIGI)
Abstract:
Canada’s universities drive research and innovation, but when publicly funded institutions partner with foreign firms and countries, who is the biggest beneficiary? Not Canada or the Canadian economy. According to the authors of this paper, foreign entities that invest in Canadian research often take their intellectual property (IP) (and the money it generates) out of the country, leaving Canadian taxpayers holding the bill, unable to benefit from the economic return on their investment. This paper looks at the U15, a collective of some of Canada’s most research-intensive universities, accounting for 79 percent of all competitively allocated research funding in Canada and 83 percent of all contracted private sector research in Canada. With a focus on research outcomes, specifically IP, this paper examines patent data; IP ownership; and the impact on freedom to operate, an indicator of Canadian firms’ ability to commercialize their technology, to maximize Canada’s return on investment.
Topic:
Economics, Education, Higher Education, and Freedom
Political Geography:
Canada and North America

13. 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

14. 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

15. Why Columbia Should Invest in Vietnam and Vietnamese Studies: Conversation with Peter Mach

Author:
Peter Mach and Lien-Hang T. Nguyen
Publication Date:
11-2023
Content Type:
Video
Institution:
Weatherhead East Asian Institute, Columbia University
Abstract:
Born and raised in Vietnam, Peter Mach graduated from Columbia University with a BA in 1995 and a Master’s degree in 1996 after migrating to the United States as part of the Amerasian Homecoming Act. He worked in finance as an Executive Director at Goldman Sachs in New York and Hong Kong between 1996 and 2002 and as a Managing Director at Credit Suisse in Hong Kong between 2002 and 2007. In 2007, Peter co-founded Vietbridge Capital, a fund management company that specialized in investing in equities and real estate development projects in Vietnam. In 2011, Peter was a partner at the hedge fund HDH Capital Advisors in Singapore, which specializes in M&A and investing with event-driven strategies across many sectors and instruments (equities, high-yield bonds, equity derivatives, etc.). In 2012, Peter established a non-profit educational organization called AMA Vietnam Ltd in Singapore, helping underprivileged students and teachers in Vietnam with scholarships and motivational work. In 2014, he co-founded Tanzanite International Ltd to invest in and develop luxury resort and residential properties in Vietnam. In 2022, Peter was a featured speaker at WEAI’s conferences in Hanoi and Ho Chi Minh City, “Understand the Past/Transform the Future”. Peter is also a member of the Global Advisory Board of Fulbright University of Vietnam, as well as a board member of an educational foundation in Vietnam called “Technology For All,” which provides full scholarships and internships to underprivileged students at the prestigious Ho Chi Minh University of Technology. Peter will engage in a conversation with WEAI Director Lien-Hang Nguyen on the importance of Vietnam for Columbia on the higher education geopolitical landscape.
Topic:
Geopolitics, Investment, Higher Education, and Columbia University
Political Geography:
Vietnam and Southeast Asia

16. U.S. Coast Guard Academy Admissions Process Assessment

Author:
David Chu, Erik Bergrud, Jennifer Brinkerhoff, Michael Dominguez, and Kyle Farmbry
Publication Date:
03-2023
Content Type:
Special Report
Institution:
The National Academy of Public Administration (NAPA)
Abstract:
The U.S. Coast Guard Academy (USCGA), located in New London, CT, is a four-year, tuition-free federal service academy that prepares its cadets physically, intellectually, and ethically for careers in the U.S. Coast Guard (USCG). Graduates earn a commission as an Ensign and are obligated to serve five years in the service. Cadets can earn a Bachelor of Science degree in one of nine engineering and professional majors while also participating in intercollegiate and club athletics, music, community service, and other extracurricular activities. Section 8272 and Section 8274 of the Coast Guard Academy Improvement Act, part of the National Defense Authorization Act for FY 2021, required the Secretary of Homeland Security to contract with the National Academy of Public Administration (NAPA) to conduct two discrete one-year studies focusing on the USCGA. The first study, completed in February 2022, assessed the USCGA’s cultural competency. This study assessed USCGA’s admission processes and concluded in May 2023. The admissions assessment included: A study of the process USCGA uses to identify candidates for recruitment, recruit applicants, assist applicants in the application process, evaluate applicants, and make admissions decisions. A discussion of the consideration during the admissions process of diversity, including race, ethnicity, gender, religion, sexual orientation, socioeconomic background, and geographic origin. An overview of the admissions processes at other Federal service academies, including a discussion of diversity and analysis of how the congressional nominations requirement impacts those processes and overall student demographics. A determination regarding how a congressional nomination requirement for CGA admissions could impact diversity among the student body and the ability of the USCG to effectively carry out the Service’s primary duties.​ Recommendations for improving USCGA admissions processes, including whether a congressional nominations process should be integrated, and for restructuring the admissions office to be headed by a civilian with significant relevant higher education recruitment experience.
Topic:
Armed Forces, Higher Education, Coast Guard, and Admissions
Political Geography:
North America and United States of America

17. International Visitor Leadership Program

Author:
Evgenia Valuy and Leslie Cordova
Publication Date:
06-2023
Content Type:
Special Report
Institution:
Institute of International Education (IIE)
Abstract:
The International Visitor Leadership Program (IVLP) is the U.S. Department of State’s (DOS’s) premier professional exchange program. Through short-term exchanges with interlocutors in the United States, current and emerging foreign leaders in a variety of fields develop lasting relationships with their American counterparts. Meetings reflect the participants’ professional interests and support the foreign policy goals of the United States. The DOS Bureau of Educational and Cultural Affairs (ECA) Office of International Visitors administers the IVLP in cooperation with a group of nonprofit organizations along with community-based organizations across the country that are members of the Global Ties U.S. network. The Institute of International Education (IIE) has served as the DOS’ implementing partner for many years, providing highly tailored experiential professional programming (including guest speakers, subject matter experts, workshops, site visits, etc.) and logistical support to thousands of participants. In support of ECA’s effort to evaluate the long-term impact of IVLP, IIE proposed developing an impact report based on select projects administered between 2018 and 2020. This impact evaluation explores how the IVLP contributes to U.S. foreign policy and enhances global collaboration between nations by creating a platform and opportunities for international and American leaders to exchange knowledge, strengthen skills, seek solutions for global and local problems, and discuss innovative ideas. This impact evaluation contributes to the successful achievement of IIE’s IVLP Cooperative Agreement (Award) for 2018–2020 and to the IVLP’s goals.
Topic:
Foreign Policy, Higher Education, Academic Exchange, and Professional Education
Political Geography:
North America and United States of America

18. Studying the Post-COVID-19 Landscape of Higher Education in Bhutan: A Systematic Literature Review

Author:
Kinley Rinchen, Vicki Banham, and Sonam Pelden
Publication Date:
12-2023
Content Type:
Journal Article
Journal:
Journal of Bhutan Studies
Institution:
Centre for Bhutan & GNH Studies (CBS)
Abstract:
The higher education sector is highly disrupted by the onslaught of the COVID-19 pandemic. The enforcement of social restriction protocols led to the closure of higher education institutions and the shifting of teaching-learning to online classes. Various studies show that the disruption has offered lessons that could improve practices in the postpandemic period. This systematic literature review (SLR) aims to assess the impact of COVID-19 on higher education in Bhutan and identify possible areas of improvement in the postpandemic period. It follows PRISMA guidelines to identify and screen studies, followed by a thematic analysis to classify and categorise challenges and opportunities created by the pandemic. A significant finding for Bhutan is that the adoption of digital pedagogy has paved the way for implementing a blended learning system, offering ample opportunities for educational advancement. This system will promote inclusivity as it supports diverse learning groups, helps promote personalised and self-directed learning systems to improve the quality of teaching-learning, and contributes to the development of a culture of lifelong learning. Another notable finding also shows an unprecedented level of priority accorded to the well-being of students and teachers, which is recommended to be sustained. The SLR may contribute to the discussions on education reform that is currently underway in Bhutan.
Topic:
Education, Science and Technology, Higher Education, COVID-19, and Remote Learning
Political Geography:
South Asia and Bhutan

19. 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

20. 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