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11. 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

12. 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

13. 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

14. 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
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

15. 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
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

16. TechWomen Evaluation Report Year 7

Author:
Institute of International Education
Publication Date:
02-2019
Content Type:
Special Report
Institution:
Institute of International Education
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

17. 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
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

18. Training Georgetown’s Future Diplomats

Author:
Vicki Valosik
Publication Date:
04-2019
Content Type:
Special Report
Institution:
Center for Contemporary Arab Studies
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

19. International higher education rankings: Why no country’s higher education system can be the best

Author:
Jason D. Delisle and Preston Cooper
Publication Date:
08-2019
Content Type:
Special Report
Institution:
American Enterprise Institute for Public Policy Research
Abstract:
An analysis of the higher education systems of 35 developed countries reveals that nations face trade-offs between large government subsidies for higher education and other desirable qualities, such as widespread degree attainment and well-resourced universities. The United States ranks 31st of 35 countries on government support for higher education but 11th on degree attainment and third on resources available to colleges. It is rare for a country to design a higher education system that combines high attainment and well-resourced schools with high government subsidies.
Topic:
Education and Higher Education
Political Geography:
North America and United States of America

20. 2017 Final Evaluation of the Greek Diaspora Fellowship Program

Author:
Mirka Martel
Publication Date:
11-2018
Content Type:
Special Report
Institution:
Institute of International Education
Abstract:
The Greek Diaspora Fellowship Program is funded by a grant from the Stavros Niarchos Foundation, and implemented by Institute of International Education (IIE) in collaboration with the Fulbright Foundation in Greece. With this grant, IIE supported 49 fellowships in 2016-2017 that created collaborative, mutually beneficial engagements between Greek institutions and North American academics.
Topic:
Education, International Cooperation, Higher Education, Academia, and Fulbright Foundation
Political Geography:
Europe, Greece, North America, and United States of America