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1. 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

2. 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

3. 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

4. Theories of Democratic Change Phase III: Transitions from Conflict

Author:
Jennifer R. Dresden, Thomas E. Flores, and Irfan Nooruddin
Publication Date:
03-2019
Content Type:
Working Paper
Institution:
Institute of International Education
Abstract:
The notion that robust democracy and violent conflict are linked is commonplace. Many observers of international politics attribute violent conflict in contexts as diverse as Myanmar and Syria to failures of democracy. Conversely, most agree that continuing political violence undermines any effort to build strong democratic institutions in Libya or South Sudan. As a matter of policy, democratization has often been promoted not only as an end in itself but as a means toward building peace in societies scarred by violence. Development professionals tackle these challenges daily, confronting vicious cycles of political violence and weak democratic institutions. At the same time, scholars have dedicated intense scrutiny to these questions, often finding that the interrelationships between conflict and democracy belie easy categorization. This report, the third in a series on democratic theories of change, critically engages with this literature to ask three questions: Under what circumstances do democratic practice or movement toward democracy quell (or exacerbate) the risk of different kinds of violent conflict? Under what circumstances do the risk and experience of violent conflict undermine democratic practice? How can external interventions mitigate risks and capitalize on opportunities inherent in transitions to democracy and peace? To answer these questions, a research team at George Mason University and Georgetown University spent eight months compiling, organizing, and evaluating the academic literature connecting democratic practice and violent conflict, which spans the fields of political science, economics, peace studies, anthropology, sociology, and psychology. This work was funded by USAID’s Center of Excellence on Democracy, Human Rights, and Governance (the DRG Center), under the Institute of International Education’s (IIE’s) Democracy Fellows and Grants Program. Beginning in May 2018, the authors organized a team of three research assistants, who read and summarized more than 600 journal articles, books, reports, and newspaper articles. The resulting White Paper was the subject of an August 2018 workshop with representatives from USAID and an interdisciplinary group of eight scholars with expertise in conflict and democracy. Based on their feedback, the authors developed a new Theories of Change Matrix and White Paper in October 2018. This draft received further written feedback from USAID and another three scholars. The core team then revised the report again to produce this final draft. This report’s approach to the literature differs from past phases of the Theories of Democratic Change project. While past reports detailed the hypothesized causes of democratic backsliding (Phase I) and democratic transitions (Phase II), this report focuses on the reciprocal relationship between democratic practice and conflict. The report therefore organizes hypotheses into two questions and then sub-categories within each question.
Topic:
Democratization, Development, Education, Democracy, Conflict, Political Science, and USAID
Political Geography:
Libya, Syria, North America, Myanmar, South Sudan, Global Focus, and United States of America

5. Transformative Pathways to Interfaith Leadership

Author:
Institute of International Education
Publication Date:
02-2019
Content Type:
Special Report
Institution:
Institute of International Education
Abstract:
For ten years, the John Paul II Center for Interreligious Dialogue, an initiative of The Russell Berrie Foundation (RBF) and The Pontifical University of St. Thomas Aquinas (Angelicum), has supported the next generation of religious leaders with a comprehensive understanding of and dedication to interfaith issues and action (2008 – 2018). The Russell Berrie Fellowship in Interreligious Studies, administered by the John Paul II Center and the Institute of International Education (IIE), has supported 87 Fellows from over 33 countries to study at the Angelicum and impact their professional lives and their work in their communities and parishes. In 2018, the Foundation commissioned IIE to conduct an impact evaluation of the John Paul II Center and the Russell Berrie Fellowship, measuring the program’s success in achieving its goals. The evaluation included survey responses from 58 Russell Berrie Alumni (76% response rate), and 30 interviews with key stakeholders, including Russell Berrie Alumni, their community members, leaders in interreligious dialogue (IRD), John Paul II Center leadership, and program staff from RBF and IIE.
Topic:
Education, Religion, Leadership, and Survey
Political Geography:
North America, Global Focus, and United States of America

6. Fall 2016 International Student Enrollment Hot Topics Survey

Author:
Julie Baer
Publication Date:
11-2018
Content Type:
Special Report
Institution:
Institute of International Education
Abstract:
The world has experienced many shocks in recent years with instability and refugee crises intensifying globally. These events impact the mobility of international students in the United States and throughout the world. International student mobility in the United States creates an interconnected learning environment that prepares graduates to tackle the serious, shared threats to our world and accounts for $35.8 billion dollars in revenue according to the U.S. Department of Commerce (U.S. Department of Commerce, 2016). This report examines several of the hot topics impacting international student enrollment on U.S. campuses for the current 2016 academic year. With an emphasis on current events and issues impacting international student enrollment trends, this report covers international student enrollment; recruitment and outreach; governmental initiatives; the U.S. social and political climate; and students from conflict areas. The International Student Enrollment Hot Topics Survey was distributed by ten partnering higher education associations listed on page 11 to their member institutions around the United States. It is released jointly with and complements the Open Doors Report, which provides a comprehensive view of international student enrollment in the United States based on data from the previous academic year, 2015/16. This report is based on data submitted by 423 institutions in October 2016 and should not be viewed as comprehensive. A comprehensive view of 2016/17 enrollment figures will be released in the Open Doors 2017 Report in November 2017.
Topic:
Government, Refugees, Conflict, Mobility, Higher Education, and Survey
Political Geography:
North America, Global Focus, and United States of America

7. Fall 2018 International Student Enrollment Hot Topics Survey

Author:
Julie Baer
Publication Date:
11-2018
Content Type:
Special Report
Institution:
Institute of International Education
Abstract:
Based on a Fall International Student Enrollment Hot Topics Survey of U.S. higher education institutions conducted annually since 2005, this 2018 report provides the international education field with a quick and timely look at current patterns and trending topics in international student enrollment. The results of this survey are designed to provide insight into how U.S. higher education institutions are impacted by the shifting landscape in the United States and abroad. Additionally, the findings provide information for colleges and universities to benchmark their own enrollment patterns and to inform ongoing outreach and recruitment strategies. This year’s survey focused on understanding Fall 2018 new international student enrollment, institutional recruiting and outreach priorities, and the wider factors impacting U.S. colleges and universities. The report is released jointly with and complements the Open Doors Report, which provides a comprehensive view of international student enrollment in the United States based on data from the previous academic year (2017/18). However, it should be noted that this Hot Topics Survey report reflects responses from just 540 institutions. The full picture for 2018 fall enrollment, reflecting responses from thousands of U.S. higher education institutions, will be analyzed in detail in Open Doors 2019, available in November 2019.
Topic:
Youth, Higher Education, and Survey
Political Geography:
North America, Global Focus, and United States of America

8. Study Abroad Matters: Linking Higher Education to the Contemporary Workforce through International Experience

Author:
Ashley Stipek, Lindsay Calvert, Wagaye Johannes, Shana Childs, Elaina Loveland, and Catherine Morris
Publication Date:
03-2018
Content Type:
Working Paper
Institution:
Institute of International Education
Abstract:
In today’s competitive economy, it takes more than a college degree to convince employers that graduates are ready for the workforce. Study Abroad Matters: Linking Higher Education to the Contemporary Workforce through International Experience, from IIE and the AIFS Foundation, synthesizes leading-edge research to demonstrate that in this globalized era, study abroad has become one of the most powerful ways to prove to employers that graduates have in-demand skills for the contemporary workplace. This paper outlines best practices for high education institutions, industry, and graduates to better articulate the value of study abroad for the contemporary marketplace.
Topic:
Globalization, Employment, Diversity, Language, and Higher Education
Political Geography:
North America, Global Focus, and United States of America

9. Theories of Democratic Change II : Paths Away from Authoritarianism

Author:
Jeffrey Conroy-Krutz and Erica Frantz
Publication Date:
12-2017
Content Type:
Working Paper
Institution:
Institute of International Education
Abstract:
Despite the global spread of democracy following the end of the Cold War, dictatorships still rule about one-third of the world’s countries. The persistence of authoritarian governments poses a challenge for the international community on a variety of fronts: dictatorships are more likely to repress their citizens, instigate wars, and perpetrate mass killing, among others. This challenge is even more pressing given the gradual decline in the number of democracies worldwide over the last decade. Practitioners confront critical questions about which strategies are likely to pave the way for democratization versus which are likely to stifle it. Through a research grant funded by USAID’s Center of Excellence on Democracy, Human Rights, and Governance (the DRG Center), under the Institute of International Education’s (IIE’s) Democracy Fellows and Grants Program, a research team from Michigan State University worked with the DRG Center to organize and evaluate the body of current academic scholarship that can contribute to understanding how and why countries move on paths from authoritarianism to democracy. The publication was informed and vetted in two peer review workshops by a group of democratization scholars from American University, Brown University, Columbia University, George Washington University, Harvard University, Pennsylvania State University, Rutgers University, and the University of Chicago. The publication begins by providing an overview of the concept of democratization and the difficulties of identifying and defining it. The theories related to democratization are offered in a simple theory matrix, allowing practitioners to quickly and easily: Survey the body of academic work dedicated to democratization through a succinct presentation of 34 theories organized within seven thematic theory families; Interpret the cause-and-effect relationships that academic research identifies through the presentation of brief hypotheses; Understand how scholars evaluate the strength and reliability of each hypothesis through a brief summary of the research team’s assessment of causal arguments and evidence; and Explore how each theory can support the assessment and design of development programs, through basic questions that offer guidance for how to determine the relevance of that theory’s specific cause-and-effect pathway to a particular context. Organizing the theories into seven thematic families enables a close comparison of related theories on democratization and clear distinctions to be drawn among them. The researchers note, however, where ideas overlap across these theory families.
Topic:
Democratization, Political Economy, Politics, Culture, Authoritarianism, Democracy, Political Science, Institutions, and USAID
Political Geography:
North America, Global Focus, and United States of America

10. Fall 2017 International Student Enrollment Hot Topics Survey

Author:
Julie Baer
Publication Date:
11-2017
Content Type:
Special Report
Institution:
Institute of International Education
Abstract:
Over the past year, U.S. higher education institutions have spread the message #YouAreWelcomeHere globally through videos and social media. However, with policy shifts and public debates on immigration, questions abound regarding the United States’ ability to continue attracting and educating the brightest talent from around the world: “Will the number of international students in the United States decline?”; “Are changes at my institution reflected at other colleges and universities?”; “Do international students still want to come to the United States?”; “Are other countries attracting international students away from the United States?” This report explores these complex questions through findings from the Fall 2017 International Student Enrollment Hot Topics Survey. A national survey of U.S. higher education institutions conducted annually since 2005, this report provides the international education field with a snapshot of current patterns and trending topics in international student enrollments. This year’s survey focused on understanding Fall 2017 new international student enrollment, institutional recruiting and outreach priorities, and how the current U.S. social and political climate is impacting U.S. colleges and universities. The report is released jointly with and complements the Open Doors Report, which provides a comprehensive view of international student enrollment in the United States based on data from the previous academic year, 2016/17. However, it should be noted that because this report reflects just a snapshot from 522 institutions, the full picture for 2017 fall enrollments will be reflected in Open Doors 2018, available in November 2018. The results of this survey are designed to provide insight into how U.S. higher education institutions are impacted by the shifting U.S. landscape. Additionally, the findings provide information for colleges and universities to benchmark their own enrollment patterns and to inform ongoing outreach and recruitment strategies.
Topic:
Government, Immigration, Higher Education, and Survey
Political Geography:
North America, Global Focus, and United States of America