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Scholar Alumni 2017 FINAL - Fulbright Colombia...o ] Z v Á } P v ] Ì ] } v h X^ X ^ Z } o s ] ] ]...
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Fulbright Scholar Program Alumni Evaluation Report 2017 Lois Auta (L), Mandela Washington Fellow and founder of Cedar Seed Foundation, with U.S. Fulbright Scholar Kenyatta Hinkle during the reception to celebrate the 75th Anniversary of Exchanges. Prepared by Evgenia Valuy Monitoring, Evaluation and Learning Institute of International Education®
Transcript of Scholar Alumni 2017 FINAL - Fulbright Colombia...o ] Z v Á } P v ] Ì ] } v h X^ X ^ Z } o s ] ] ]...
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Fulbright Scholar Program Alumni Evaluation Report 2017
Lois Auta (L), Mandela Washington Fellow and founder of Cedar Seed Foundation, with U.S. Fulbright Scholar Kenyatta Hinkle during the reception to celebrate the 75th Anniversary of Exchanges.
Prepared by Evgenia Valuy Monitoring, Evaluation and Learning Institute of International Education®
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INTRODUCTION Program Description The Fulbright Program is the flagship international educational exchange program sponsored by the U.S. Department of State, Bureau of Educational and Cultural Affairs (ECA). The goals of the Fulbright Scholar Program are (1) to strengthen bilateral ties by demonstrating the cultural and educational interests, developments, and achievements of the people of the United States and other nations; and (2) to promote international cooperation around educational and cultural advancement. To achieve these goals, the Fulbright Program has provided U.S. and Visiting Scholars with an opportunity to study, teach, conduct research, exchange ideas, and contribute to finding solutions to shared international concerns. Evaluation Purpose Program monitoring and evaluation (M&E) of the Fulbright Scholar Program is based on a comprehensive approach that allows the Institute for International Education (IIE®) and ECA to leverage data that cuts across U.S. and international core and subprograms, capturing the aggregate impact of scholar exchange. Where appropriate, the data is analyzed individually to understand the particular nuances and contexts of each subprogram. As part of the program M&E, the Monitoring, Evaluation and Learning (MEL) team collects comparative data related to cross-cutting outcome and impact indicators, including scholar knowledge and skills acquisition, U.S. host/home institution and community impacts, and international host/home institution and community impacts. The team uses key findings from this evaluation to inform program planning and implementation. The goals of the Fulbright Scholar Program M&E are to assess the following:
(1) Expected outcomes and impacts of the Fulbright Scholar Program on the scholars and their host-institution colleagues;
(2) Expected outcomes and impacts on the home and host institutions; (3) Impact on the recognition and support of international academic and cultural exchange, as well as
cooperation in higher-education institutions; (4) Program implementation and lessons learned that may improve the Fulbright Scholar Program in
the future. Report Purpose The purpose of the report is twofold: (1) to measure the success of the program in achieving expected outcomes and impacts; and (2) to provide recommendations for program outreach, implementation, and alumni engagement. Methodology Starting in August 2017, IIE has been administering the alumni survey to Fulbright Scholar Program alumni, U.S. and Visiting, who completed their programs between January 1, 2016 and October 15, 2016.
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Respondents completed the survey anywhere from 12 to 18 months after the completion of their grant. We received completed surveys from 515 alumni, for a response rate of 37%. This represents a significant increase from the previous year’s 29% response rate. Terminology Program refers to the Fulbright Scholar Program. Subprogram refers to the programs under the Fulbright Scholar Program umbrella, such as Core U.S.
and Visiting Scholar, NEXUS, Arctic, and Junior Faculty Development Program (JFDP). U.S. Scholar refers to all scholars from the United States participating in the Fulbright Scholar Program. Visiting Scholar refers to all scholars from countries other than the United States participating in the
Fulbright Scholar Program. Core U.S. Scholar refers to scholars from the United States who participated in the Core U.S. Scholar
Program. It does not include scholars who participated in other U.S. Scholar programs, such as NEXUS or Arctic.
Core Visiting Scholar refers to scholars from countries other than the United States who participated in the Core Visiting Scholar Program. It does not include scholars who participated in other Visiting Scholar programs, such as JFDP.
Presentation of Findings All quotes in the report use the original style of the respondent unless noted otherwise. Respondents’ quotes are attributed to a U.S. or Visiting Scholar, unless additional detail on their subprogram or gender is deemed necessary for context. Throughout the report we use alumni, scholars, and respondents interchangeably. The findings are representative of all scholar respondents, unless disaggregated by U.S./Visiting or by subprogram.
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RESPONDENT REPRESENTATION Demographic Representation The survey population was representative of the alumni population in terms of subprogram, home and host regions, grant type, age, and gender. There were two exceptions with respect to gender representation; the Scholar-in-Residence subprogram had a higher percentage of female respondents than the overall alumni population, and the NEXUS and International Education Administrators seminar subprograms both had a lower percentage of female respondents than the overall alumni population. The majority of respondents participated in Core U.S. or Visiting Scholar Programs: 46% and 44%, respectively. Visiting alumni were primarily from Europe and the Eurasia world region (41%), followed by the East Asia and the Pacific region (19%), and the Middle East and North Africa region (17%). At the time of this report, 95% of respondents had returned to their home countries. There were significant differences in age between U.S. Scholar and Visiting Scholar participants; the average age of U.S. Scholar respondents was 54 years, but only 43 years for Visiting Scholars. This age discrepancy between the two groups has been the same for the past seven years. The respondent group also showed significant differences in grant types between the U.S. Scholar alumni and the Visiting Scholar Alumni (see Table A), but those differences are in keeping with the overall alumni population.
Table A. Respondent Demographics Fulbright Scholar, All U.S. Scholar Visiting Scholar Gender: Male 57%, Female 43% Age span: From 25 to 77 Average age: 49
Gender: Male 60%, Female 40% Age span: From 29 to 77 Average age: 54 Gender: Male 55%, Female 45% Age span: From 25 to 75 Average age: 43
Grant type: Teaching, 15% Teaching & Research, 32% Research, 53%
Grant type: Teaching, 26% Teaching & Research, 47% Research, 27%
Grant type: Teaching, 4% Teaching & Research, 18% Research, 77%
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Minority Representation On average, respondents had minimal minority representation. U.S. Scholar respondents were significantly more diverse than were Visiting Scholar respondents on multiple criteria, including self-identification as a racial, ethnic, or religious minority in their home country, and self-identification as a naturalized immigrant in their home country.
Figure 1 Among the U.S. Scholar respondents, 76% identified as white (not Hispanic), 12% identified as Asian/Native Hawaiian or Other Pacific Islander (not Hispanic), and 7% identified as Hispanic or Latino/a. Scholars have an option to note their minority identification during the application process; however, many choose not to disclose it. In the analysis for 2018, the evaluation team will determine whether the reported survey data is representative of all application data with respect to minority-group identification.
Person with a disabilityMember of the LGBTQI community
Person from an economically disadvantaged background
Religious minority in my host country
Religious minority in my home country
Naturalized immigrant to my home country
Racial or ethnic minority in my home country
Racial or ethnic minority in my host country
1%2%
4%6%
7%9%
10%10%
0% 5% 10% 15% 20%
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IMPACT ON SCHOLARS Overall Impact The Fulbright Scholar Program showed impact across all key areas of personal, cultural, and professional growth for U.S. and Visiting Scholar alumni.
Figure 2 Program impact differed for U.S. alumni with minority status. Scholars who are naturalized U.S. citizens indicated higher personal-growth and professional-advancement impacts than those scholars who were born in the United States. Furthermore, U.S. Scholars from non-metropolitan areas reported experiencing greater personal growth than scholars from urban areas. Career Impact 96% of respondents are employed, and most of those respondents (86%) are employed by institutions of higher education. 11% of alumni have changed employers since their participation in the Fulbright Program. Twenty-six respondents changed employers because they were offered higher-level, higher-paying, or tenure-track positions elsewhere as a result of their Fulbright participation.
Figure 3
3.83.5
3.53.53.5
My personal growth My plans for future research/study
My ability to form international partnerships and engage in international collaboration My knowledge and appreciation of world cultures other than my own
My professional advancement
Lesser impact, 1 Greater impact, 5
U.S. Scholar Total Visiting Scholar
87%
91%
13%
9%VisitingScholar
U.S. ScholarRemained with pre-program employer Changed employer
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Since participation in Fulbright, alumni increased their professional reputations and developed new projects.
Figure 4
“My getting this Fulbright Scholar award was a huge deal. [I was] recognized by the department chair and my peers, and [it] was one of the reasons why I was promoted from Assistant to Associate Professor.” U.S. alumnus “Fulbright literally changed my life and enhanced my support of international exchange. I have become an honorary [person of my host country]” U.S. alumnus “I established a NGO in [my home country] to improve vaccination policies and help families of vaccine injuries.” Visiting alumna “I have used the research expertise gained in [my host institution] to develop research funding proposals, one of which was successful and is currently running. I am now Director of Research in my school.” Visiting alumna
Intercultural skills The Fulbright Program has had a longstanding impact on alumni intercultural skills and their perception of other cultures and countries. The enhanced cultural understanding obtained as a result of their Fulbright participation has positively affected their approach to their work, and has encouraged them to work toward better intercultural understanding in their professional and home communities.
“Multi-cultural appreciation enhances my ability to work with people from various backgrounds on my research.” U.S. alumnus “I appreciate the diversity of my community and often compare it with my host country.” U.S. alumnus “On a personal level, my interpretation of the political system in my own country and in the host country has changed. My awareness regarding resolving differences increased. I am still contemplating.” Visiting alumna “I am better equipped to fight [preconceived] ideas that [people in my home country] may have about Americans, and vice versa. And perhaps more
14%42%79%96%
15%61%82%91%Gained more respect and further increased my professional reputation
Organized or initiated new activities or projects Assumed a new leadership role or more responsible position
Established a new organization
U.S. Scholar Visiting Scholar
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importantly, I have myself been able to get rid of some of my own preconceptions.” Visiting alumna
IMPACT ON PROFESSIONAL AND HOME COMMUNITIES Impact on Students and Junior Faculty Teaching and advising are key ways in which Fulbright Scholars share the knowledge they gained from the program with a wider audience. Many alumni made changes to their teaching content or methods as a result of their Fulbright experiences.
Figure 5
“As graduate director in my department, I have been more sensitive to the needs of foreign graduate students since returning.” U.S. alumnus “Having been a minority member in [host country], who was targeted because of my race, I have become more sensitive to the plight of minorities in my home community.” U.S. alumnus “I now supervise PhD-students using what I experienced in the US, which was more “advanced” in thinking about cooperation and how to run a lab.” Visiting alumna
80% of alumni have taught classes since completing the program. They introduced new content, methods, and practices in their classrooms, and those changes have affected more than 66,000 students.
Table B. Teaching after Fulbright, per year U.S. Scholars Visiting Scholars Total Impact Number and proportion of teaching alumni 210 || 82% 201 || 78% 411 || 80% Number of classes, total 912 903 1,815 Number of students, total 26,074 40,336 66,410 Number of classes, on average 3–4 4 4 Number of students, on average 100 150–200 115
38%40%35%
43%40%39%Adapted my approach to teaching existing courses
Adapted context of existing courses or curricula Adapted more inclusive teaching practices in my classroom
U.S. Scholar Visiting Scholar
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“The Fulbright experience enabled me to look at the academic activities with different outlook and helped me dealing my undergrad and grad students in more professional, methodical, and amicable ways.” Visiting alumnus
90% of alumni have advised and mentored students since completing the program. A total of 18,000 students have been mentored by Fulbright alumni.
Table C. Mentoring and advising after Fulbright, per year U.S. Scholars Visiting Scholars Total Impact Number and proportion of mentoring and advising alumni 238 || 93% 228 || 88% 466 || 90% Number of undergraduate students, total 5,229 7,910 13,139 Number of graduate students, total 3,059 2,034 5,093 Number of undergraduate students, average 10 10 10 Number of graduate students, average 5 5 5
Mutual understanding. Alumni shared their knowledge of their host countries during lectures and conversations with students back at their home institutions, thereby building intercultural understanding. Their continued engagement with students and junior faculty from the host country, through activities such as hosting them back to the home institution, created additional relationship-building opportunities.
“I helped a Kachin student from Myanmar get a full scholarship for a Masters at my university. Her presence will enrich our program and educate US students about the situation in Myanmar.” U.S. alumna
Impact on Home Department 93% of scholars have advised their colleagues, students, and friends about the Fulbright Program and about the application process. They have also applied the knowledge gained during the program toward improved research methodologies and enhanced curricula for their departments at their home institutions. Some of these courses or programs did not exist previously, and they are creating new professional and research opportunities for their communities.
Figure 6
“My view of climate change affection to the coffee growers after NEXUS program has changed my perception of what basic and applied research can be focused on solving community problems.” U.S. alumnus
28%34%
33%48%Made changes to research methods or topics
Developed new courses or curricula
Visiting ScholarU.S. Scholar
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“I used my experience and knowledge to start for the first time in Albania a program on Landscape Architecture education.” Visiting alumnus
Opportunities for alumni to continue their research or share their experiences depend on the sociopolitical climates in their countries. Therefore, alumni who returned to home countries undergoing political, economic, or social turmoil will likely have a delayed impact.
“Unfortunately, I was not able to continue my research to help […] patients to reduce the severity of this disease due to the current political situation in my country.” Visiting alumna “Unfortunately, some of old fashioned & biased university top position individuals in [my home country] did not give me the chance to present the valuable experience I got in US.” Visiting alumnus
Knowledge Production Scholars have contributed, in their work and publications, to an increase and spread of knowledge in their home and professional communities. As a result of the Fulbright Program, 108 alumni have completed at least144 books, and 353 alumni have completed a total of 916 peer-reviewed journal articles, since the completion of their grants.
Figure 7 Visiting Scholars have produced more editorials, peer-reviewed journal articles, book chapters, and reports, and have conducted more workshops, than the U.S. Scholars.
11% | 8420% | 6622% | 116
25% | 12928% | 387
25% | 11942% | 20362% | 15179% | 603
10% | 6923% | 7822% |133
33% | 21034% | 52938% | 17351% | 27976% | 19884% | 723
Works of art, artistic performancesBooks
Professional blog/website articlesNews articles/editorials
Non peer-reviewed academic journal articlesBook chapters
ReportsPeer-reviewed academic journal articles
Workshops/seminars/conference presentations
% alumni engaged in the activity | # works produced U.S. Scholar Visiting Scholar
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Advancing International Cooperation More than 96% of alumni have shared their Fulbright experiences with their colleagues and students, as well as with their friends and family. Through their individual and Fulbright-organized outreach activities, the average scholar has reached 10–50 people in their professional community and the same number of people in their home community. Extrapolating from this individual data, the overall alumni community has shared their Fulbright experiences with at least 9,400 people. Alumni have become more involved with internationalization efforts in their organizations and on campus as a result of their participation in the Fulbright Program.
Figure 8
“I have become a resource for students and faculty at [my home university] who have interest in the Fulbright program and for faculty interested in hosting Fulbright scholars from abroad.” U.S. alumnus
Participation in the Fulbright Program expanded alumni’s involvement in the internationalization of their campus, including engagement with campuses’ international communities, individually or through existing department initiatives.
Figure 9
13%28%40%46%49%51%
18%30%37%44%47%47%Encouraged my peers to apply for Fulbright
Encouraged my students to study abroadEncouraged my students to apply for Fulbright
Became more involved with international education Advocated for more Fulbright-friendly policies at my institution
Participated in faculty-led study abroad trips
As a direct result of my participation in the Fulbright Program, I ...U.S. Scholar Visiting Scholar
11%16%14%13%
9%8%11%17%Started an international research collaboration
Hosted international scholars Volunteered for selection committees for student or faculty funding
Hosted international students
Since completing Fulbright and because of Fulbright, I personally ...
... and I had not engaged in this activity before Fulbright.
U.S. Scholar Visiting Scholar
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Figure 10
“[I applied my Fulbright experience] by establishing contacts with 2 US Universities. We are starting a student exchange programme soon.” Visiting alumna
Some scholars were unable to realize their efforts to impact their home institutions, due to administrative challenges.
“My university is cutting funding to the humanities at every turn. I hate to report this, but I have found no support for continuing to build on my experiences as a Fulbright in [my host country].” U.S. alumnus
Mutual Understanding in Professional Community Most scholars have been contributing to increased mutual understanding between the United States and their respective home/host countries by improving collaboration with their host-country colleagues and creating continued opportunities for academic exchange between their home and host institutions.
“I participated in several global conferences on fascism in Europe, which previously did not incorporate a Japan perspective.” U.S. alumna “I have changed careers and institutions and am now an assistant professor of Nordic Studies, so most of my work is involved in precisely increasing mutual understanding between the US and Norway.” U.S. alumnus “I host for meetings and lunch Ukrainian students in the area. [I] advocate for international students on campus in general and particularly those from East Central Europe and the Balkans.” U.S. alumnus “I have used my university’s blog to post about my host country, and I have also participated in panel discussions on campus about international issues.” U.S. alumnus
8%5%9%9%14%11%
5%8%8%6%8%14%Strategic planning
Recruiting international students for degree programs Designing or implementing student exchange programs
Designing or implementing faculty or staff exchange programs Drafting memorandums of understanding
Leading study abroad programs
Since completing Fulbright and because of Fulbright, I joined my department in ...
... and I had not engaged in this activity before Fulbright.
U.S. Scholar Visiting Scholar
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“I provide more of examples from US during my lectures; I also teach more in English, and my students learn the US experience of Public Administration” Visiting alumna
Alumni have been dispelling stereotypes about their home and host cultures through personal and informal conversations. Sometimes, this has meant working on equal opportunity for diverse groups within their professional community and home university.
“I have become more active in the social movements for equality in Indian campuses. I have been giving speeches and mobilizing students to have access to equal opportunities in education.” Visiting alumna
For some scholars, opportunities to build mutual understanding have been complicated by their national and international political climates.
“We have wanted to host a scholar from my host university—due to the political climate my Muslim colleagues in Malaysia are weary about coming to the USA.” U.S. alumna “Many embassies evacuated including US embassy in [my city] and this really restricted me to go ahead with the plans. As far as I know the Fulbright program is suspended for Yemenis.” Visiting alumnus “I share some of my experiences in short panels. However, since I returned Turkey after military coup d’état attempt people were not interested in my research. People mainly focused their job safety.” Visiting alumnus
Mutual Understanding in Home Community Many scholars have been applying the skills and knowledge they gained in their respective professional fields, as well as their enhanced appreciation of other cultures, to create more cultural, religious, socioeconomic, and gender equity in their home communities.
“As a member of the Affordable Housing Trust Fund, I have advocated for deeper and broader subsidies from our fund, and a “right to housing” views that were reinforced in [my host country] during my Fulbright.” U.S. alumnus “I am participating in a project focused on local community integration of immigrants. I feel like I have more knowledge and confidence to show models of minority rights approach in my home community.” Visiting alumna “My experience at the Native Studies Department at [host university] allowed me to gain a better knowledge of the dynamics of Native Studies and made me a better advocate of Indigenous realities in North America.” Visiting alumna “Trying to transfer American culture to my home community such as freedom, equality between man and woman and persuading colleagues and students to join US department of state programs.” Visiting alumna
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“The reputation as a Fulbright scholar has helped me in initiating newer research collaborations with local academic institutions and hospitals, with a component of direct community benefit.” Visiting alumnus
One alumna, who had her children accompany her abroad during the grant, shared how her children have become ambassadors of international exchange in their home community.
“My children developed an exchange between their [host] school & their U.S. school that benefitted 1000+ students in each.” U.S. alumna
Volunteering 75% of alumni have engaged in community service or volunteering since completing the Fulbright Program; 20% have been doing so once a week or more. Visiting alumni were significantly more likely than U.S. alumni to volunteer or perform community service (82% vs. 69%, respectively), but the active volunteers in both groups reported a similar frequency level. For many alumni, their choice or manner of community engagement has been influenced by their Fulbright participation.
“Using the experience of teaching the Constitution to non-citizens, I co-organized a group called We the People MN, which has now over 1200 members [and meets monthly to help non-citizens learn about the Constitution]. Most of the members are not US citizens.” U.S. alumnus “I work with gangs [in my home community]. Going to Ireland on an intercontinental Fulbright Grant helped me gain new insights from my hosts there.” U.S. alumnus “Organized the community to apply for electricity services that government was availing to other regions in the country. Now there is power for most houses and small shops are beginning to come up.” Visiting alumnus “I have engaged African Independent churches on human rights of children and women.” Visiting alumnus “I have been involved in helping the inmates of an old age home and an orphanage with my students. I also played key role in adopting the Village near my college.” Visiting alumnus
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SUSTAINABLE IMPACT Collaborations with Host Institution 97% of the scholars surveyed reported that they capitalized on their stay with the host institution to continue and expand their relationship in various ways. Working with host colleagues. 94% of alumni remained in touch with their host-institution colleagues. More than 300 have continued collaborating on Fulbright projects, and 175 have started new collaborative projects.
Figure 11
“We are making a postgraduate program in my university when I will invite my host institution colleagues as a lecture and speakers in different courses and seminars.” Visiting alumnus “The host institution decided to continue the course developed by the scholar for the future semesters for the MBA class as a regular course. The host institution extended a standing invitation to visit to institute at scholars’ convenience.” U.S. alumnus “Projects are still in the works. I am writing a grant this fall to bring contacts from my host institution to the U.S. This past summer I did a professional recording with one of my colleagues at my host institution (recording in Italy). I have future concerts scheduled with her as well!” U.S. alumnus
Hosting colleagues. 130 alumni (30% of survey respondents) hosted a colleague from their host institution for a stay at their home institution, and 164 alumni (39% of respondents) invited a colleague from their host country or region to stay at their home.
808793110108156228 alumni
8488145115130157226 alumniRemained in personal communication with my host institution colleagues
Continued collaboration with my colleagues from the host institution on the project we started during my Fulbright experience Published my research findings jointly with host institution or country colleagues
Returned to my host country for professional activities Developed grant proposal(s) jointly with host institution or country colleagues
Started collaboration with my colleagues from the host institution on a new project Developed curriculum at my host institution
U.S. Scholar Visiting Scholar
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“Next two weeks, the two professors will visit my home institution for working on new for project development. Also, we will work on formalizing cooperation between host and home institution.” Visiting alumnus “Assisted faculty with successful application for EU grant to visit my home campus next spring; I expect that will lead to expanded collaboration.” U.S. alumnus
Working with host institution. 170 scholars (33%1) established informal and formal collaborations between their home and host institutions; 42 of them established both types of collaborations. Informal collaborations included webinars and virtual exchanges. Formal collaborations included signed MOUs and joint programming, and took more time and effort to develop.
Figure 12
“I was instrumental in initiating collaboration with my host institution and my university on the international masters in interior design and continuing the exchange program.” U.S. alumna “The Fulbright experience cannot go unused and unrecognized. Efforts are now being made to even develop institutional level affiliations with some of the universities that I had visited as part of the Fulbright program.” Visiting alumnus
Working with host students. 213 alumni (68%) remained in personal communication with their host students after their Fulbright grant ended, and 182 alumni (57%) continued working with their host students academically. In the Visiting Scholars Program, male alumni were more likely than female alumnae to continue advising host-institution students. No such gender disparity was evident among U.S. alumni, though both of these groups were higher in their continued advising than the Visiting Program.
“Hosted 1 Ph.D. student from a host country. […] Made joint conference presentations. Won a mobility grant to return to the host country in Fall 2017. Helped colleague from the host institution to apply for Fulbright Scholarship. Made a webcast presentation at host institution.” U.S. alumnus
1 Percentages are calculated based on the number of alumni who indicated the type of relationship as applicable to their work.
33 417174
138Established informal collaboration between my host and home institutionsEstablished formal collaboration between my host and home institutions
U.S. Scholar Total Visiting Scholar
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Institutional Policies and Attitudes for International Cooperation After completion of the Fulbright Program and subsequent efforts to advance international cooperation and internationalization on their home campuses2, many alumni reported positive changes in their home institution’s attitude towards international programs. In several cases, institutions implemented policy changes to facilitate international collaboration in general, and Fulbright Programs in particular.
Figure 13 *Percent of the number of alumni who indicated that as a relevant possible action for their institution.
“I think the main impact has been acting as a liaison. I was the first Fulbright scholar in my home department, and as a result, the level of interest from my colleagues increased significantly.” U.S. alumnus “The administration of my university introduced a new leave policy that makes it easier for faculty to accept Fulbright awards.” U.S. alumnus “Together with my department, I have liaised with my funding institution (national research council) to ease regulations for post-doc fellows interested in applying to a Fulbright” Visiting alumnus
2 See “Advancing International Cooperation” section in the previous chapter.
18% | 4340% | 7941% | 9548% | 11261% | 14174% | 173
36% | 6446% | 10050% | 10868% | 14676% | 164... generally more supportive of faculty, staff and student Fulbright applications
... generally more supportive of other international programming... made sabbatical / paid leave easier to obtain for faculty or staff selected for the Fulbright Scholar Program
... dedicated more resources to implementing international programs... hosted Fulbright Scholars or invited scholars through other avenues… designated a Fulbright Scholar Liaison or Fulbright Program Advisor
As a direct result of my participation in the Fulbright Program, my home instituition is/has...U.S. Scholar Visiting Scholar
N/A
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Fulbright Network 45% of alumni indicated that the primary benefit of being a Fulbright alumnus/alumna is association with the Fulbright name. Though only 18% indicated communication with other alumni as the primary benefit, more than 80% of alumni have been in touch with other Fulbrighters since program completion. Of that group, almost 60% have been in touch one to five times during that period, and one third have been in touch once a month.
Figure 14 14% of alumni have collaborated with other Fulbrighters on new research or taught courses together. Visiting alumni were more likely to leverage the Fulbright network for collaboration than were U.S. alumni.
“I developed a non-profit with another Fulbrighter.” U.S. alumna “I’m discussing a research collaboration with a Fulbrighter from another university, both our scholarships were at the same time, that’s how we met. He’s working on a completely different topic, but we believe we can build a mutual project.” Visiting alumnus “I have a research collaboration with my colleagues who are former Fulbright Scholars. We, with former Fulbright Scholars founded NGO in STEM education to support most vulnerable children from orphanages and shelters.” Visiting alumna
60% of alumni remained engaged with their commissions and embassies. 53% of alumni participated in Fulbright outreach activities, mostly through their home institution. 18% of alumni advised prospective candidates as Fulbright Program Advisers or Fulbright Scholar Liaisons. The same percentage of alumni participated as alumni speakers at Fulbright events.
“As one international collaborator said to me, “With Fulbright, you’re in the club. You can do this work as long as you are willing and able.” I guess that is association with the Fulbright name...” U.S. alumna
21%25%29%33%
36%37%
38%39%
32%23%32%31%
30%38%
42%42%… a source of inspiration
… a source of motivation … a source of support
… important professional contacts
For me, the other grantees and alumni of the Fulbright Scholar program are...
Strongly agree Agree
U.S. Scholar Visiting Scholar
Strongly agree Agree
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RECOMMENDATIONS Alumni made several recommendations on the ways in which ECA, IIE, and the Council for International Exchange of Scholars® (CIES®) could further increase Fulbright alumni’s impact during and after the program. R1: To develop a supportive environment for returning scholars to continue their work and to implement new skills and knowledge, deliver more global workshops to increase visibility of the Fulbright Scholar Program among higher-education administrators, and elevate the status of the Fulbright name.
“I wish they [ECA, IIE, Posts, Commissions] could get in touch with our employers to tell them how important it is.” Visiting alumna “Share with administrations concrete tangible quantifiable results of Fulbright experiences. Many administrators unfortunately see Fulbright experiences as a vacation breaks....” U.S. alumnus “It is important that university administrators are informed about the impact of scholars or specifically about the impact of a Scholar. They have heard about the program, but need to be reminded/further educated.” U.S. alumnus
R2: To support post-program collaboration between alumni and their host institution, provide alumni with suggestions on how they could collaborate, and organize alumni grants for such collaborations. Though most alumni want to continue collaborating with their hosts, some have trouble accessing the resources they need, and others are uncertain how to proceed.
“Remain engaged with Fulbright alumni to possibly provide additional continued grant supports to research or teaching projects. This can be relevant especially when a joint proposal for funds are requested with the host institution.” Visiting alumnus
R3: To increase alumni collaboration within the alumni network, support alumni networks by academic themes, diversity criteria, and host country or region. Support specific application of alumni knowledge and skills in various areas. Such organization could provide alumni with more direct access to others with similar challenges and experiences, better positioning them to brainstorm solutions and learn best practices. It will also increase the likelihood of within-network collaborations, since alumni will be more likely to know other scholars working in their respective fields.
“The Fulbright program is an enormous network of people, resources and ideas. I have met some scholars and only accidentally found out that they were Fulbright alumni as well. In every country, an open-access, alumni database would be very useful.” Visiting alumnus “It would be interesting to facilitate contacts between alumni/ae in similar fields who were in the same country. I’ve had some interesting communication with past and future economists going to [my host country], but all was informal and related to logistics.” U.S. alumnus
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R4: To increase alumni engagement in alumni social and networking activities, increase outreach in the United States, and work with Posts and Commissions to encourage their outreach. A significant number of alumni commented that they wanted to participate in alumni activities but were not aware of such activities taking place. Increasing geographic diversity of the events would also increase participation of those who do not reside in the capital.
“Better follow up of grant recipients after completion of the program. I was not invited/take a part of any local event of Fulbright since I come back.” Visiting alumnus
R5: To promote Fulbright and maintain alumni engagement, leverage the alumni network in various ways. Many alumni commented on their desire to be more involved with Fulbright outreach, but either did not know how to do so, or were never contacted, despite having signed up on the outreach list.
“After we return, we are so full of enthusiasm, but it seems really nebulous as to how we can become official ambassadors for Fulbright. If anyone who can connect me to someone is reading this, please do so. I love Fulbright & want to be a resource.” Visiting alumna “Please contact me about ways in which I get involved. I am happy to screen applications, give talks to interested applicants, etc., but I am never contacted about these opportunities.” U.S. alumnus
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