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1. 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
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

2. 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
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

3. 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
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

4. 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
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

5. Intensive English USA

Author:
Arlen Gargagliano
Publication Date:
07-2019
Content Type:
Book
Institution:
Institute of International Education
Abstract:
The 2019 edition of Intensive English USA is now available for purchase. This is the most complete guide to English Language Instruction in the United States. The directory features programs and courses offered by accredited U.S. higher educational institutions and U.S. English language schools. Each listing includes the IEP proficiency levels taught, dates, costs, instructional facilities and faculty, student services, eligibility and admissions, contact addresses, phone, fax, email, and more. Throughout its more than 50 years of publication, this directory has been the standard IEP resource for U.S. educational advising centers worldwide including education ministries, embassies, exchange agencies, universities, and other organizations that sponsor international students in the United States.
Topic:
Education, Language, and Higher Education
Political Geography:
North America and United States of America

6. 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
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

7. 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
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

8. 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
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

9. Anchor or Sail: Comparative study of how UK and US universities balance their local and international ambitions

Author:
IIE and British Council
Publication Date:
06-2019
Content Type:
Case Study
Institution:
Institute of International Education
Abstract:
The role of higher education institutions, and their relationship to their local communities, is a topic of debate in both the UK and the USA. How do institutions balance their civic responsibilities with their global ambitions and internationalization strategies? In this comparative study, conducted by the Institute of International Education in partnership with the British Council, we examine how six selected UK and US colleges and universities are successfully supporting their local communities while providing international opportunities for students and faculty. The case studies highlight various approaches to address this challenge, and the role of civic/private partners, both local and international.
Topic:
Education and Higher Education
Political Geography:
United Kingdom, Europe, North America, and United States of America

10. 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
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