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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. 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

13. 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

14. 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

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