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491. 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

492. 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

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

Author:
Rajika Bhandari
Publication Date:
08-2019
Content Type:
Special Report
Institution:
Institute of International Education
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

494. 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

495. 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

496. 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

497. 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
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

498. 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

499. 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

500. 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