INTRODUCTION
This report was made possible through funding from IIE’s Fulbright Legacy Fund.
Prepared by Evgenia Valuy
Research, Evaluation and Learning Unit, IIE
U.S. FULBRIGHT SCHOLAR PROGRAM
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 to (1) 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) promote international cooperation around educational and cultural advancement.
IMPACT SURVEY OF U.S. SCHOLARS (2005 – 2015)
The purpose of this historic report is to present findings on the medium- and long-term impacts of the Fulbright Program related to knowledge sharing, mutual understanding, changes at the organizational, community, and societal levels. The report speaks to the Fulbright knowledge footprint of Fulbright scholars and how their Fulbright grant affected their work and the impact on others.
In June-July 2018, IIE administered an impact survey to Fulbright U.S. Scholar Program alumni who completed their program between 2005 and 2015. The survey was sent to 7858 scholars with updated contact information. This report analyzes responses of 3142 scholars. The response rate for the survey was 40%. All quotes in the report use the original style of the respondent unless noted otherwise. Throughout the report, we use alumni, scholars, and respondents interchangeably. The findings are representative of all respondents, unless disaggregated by any criteria. Graphics in the report highlight a specific finding and do not include all data points.
Limitations
Historic Records of U.S. Scholar Alumni. IIE used historic program data to identify alumni records of U.S. Scholars who participated in the Fulbright Program in 2005 – 2015. While the program had some updated records for Alumni, a limitation of our analysis is that some email addresses were outdated.
Self-selection of Alumni. Alumni answered the survey voluntarily; as a result, our analysis is prone to respondent bias. Scholars may have had positive or negative reasons for completing the survey. The analysis that follows reflects the respondent population only and cannot be applied to all program participants.
- SURVEY POPULATION
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This section describes the scholars who completed the survey. Where historic demographic data for the overall U.S. Scholar program population during these years was available, the evaluation team compared that data to the final survey population to assess the representativeness of the survey respondents.
SCHOLAR DEMOGRAPHICS
Male respondents constituted 56% of survey respondents and female respondents were 44%. At the time of the survey, the age of respondents ranged from 30 to 94 years, with an average scholar being 60 years old. At the time of the program, an average scholar who responded to the survey was 51 years old. Gender proportion and average age of the survey respondents is consistent with the gender proportion and average age of the overall U.S. Scholar program population during 2005-2015.
While all respondents were U.S. citizens, 3% or 84 respondents were born outside of the U.S. 59 respondents (2%) chose their birth country as their host country for the Fulbright grant; 4 of them are still residing in that country after their grant completion. At the time of the survey, 96% of the scholars lived in the U.S.
32% of respondents self-identified as minorities or members of underserved communities in the U.S. The proportion of scholars who self-identified as a racial or ethnic minority varied by the age of the scholar, not by program year. This finding is consistent with the consistency of minority racial and ethnic representation in the U.S. Scholar program between 2005-2015, indicating that the racial composition of the U.S. Fulbright Scholar program has been consistent over time.
SCHOLARS’ GRANTS
93% of respondents represented the core U.S. Scholar Fulbright Program. 5% of respondents participated in the International Education Administrators Seminars, and 2% had Global Scholar Awards, NEXUS or Arctic Initiative grants. 43% of respondents had teaching & research grants, 30% had research grants only, and the remaining 27% had teaching grants.
More than half of the respondents (59%) had one-semester grants that lasted between 2 and 6 months. A third of respondents (35%) had grants longer than 6 months. Survey respondents equally represented all cohorts between 2005 and 2015.
The number of years since the Fulbright program completion was one of the most important factors in the scholars’ ability to achieve institutional-level outcomes, which underscores the fact that institutional changes take a long time to be achieved.
Almost half of scholars (45%) went to host countries in Europe and Eurasia; 17% of these Scholars went to Germany. Of the 17% of scholars who went to host countries in East Asia – Pacific, 21% of scholars went to China and 20% went to Japan. Western Hemisphere was the third most popular host region among scholars; this region had equal numbers of scholars pursuing grants in Brazil, Canada, Chile, and Mexico.
IIE used the demographic and program characteristics of survey respondents to identify any contextual nuances in the survey findings that follow. The findings chapters present outcomes related to the professional growth, behavioral changes, and professional exchanges of U.S. Scholar alumni. Further, the report focuses on institution-level analyses and community analyses of U.S. Scholars.
- PROFESSIONAL PATHWAYS
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Participation in the U.S. Fulbright Scholar program affected the scholars’ careers in multiple ways, such as enhancing their existing positions and leading to new leadership opportunities. For some scholars it also resulted in significant changes to their professional trajectories.
WHERE ARE THEY NOW?
At the time of the survey, the majority of scholars (82%) were employed; of these, 92% worked in higher education. 86% of scholars who worked in colleges and universities were faculty: of these, 89% were tenured or on tenure track. An additional 11% of scholars served as emeritus professors, and 5% were retired.
The majority of scholars (96%) were residing in the U.S. Of the scholars that are currently abroad, 47 scholars (1.5%) had moved to their host countries.
Fulbright gave me two grants, one to the University of Tokyo in 1999 and the second to St Petersburg State University in 2004. I used the second grant to make an opportunity to retire in Illinois, and I moved to St Petersburg. I now teach again at St Petersburg State University which was my host during my Fulbright grant.
PROFESSIONAL PATHWAYS
40% of scholars noted that the Fulbright program had a profound impact on their professional advancement.
Reputation
95% of scholars experienced increased respect from others in their professional life and noted a positive impact of the Fulbright Program on their professional reputation as a result of their participation in the Fulbright Program. This impact was greater for younger scholars who were still establishing themselves in the field due to their age.
Awards
Participation in the Fulbright program led to further grants, including other Fulbright grants, and recognition through various awards.
I was able to do advocacy for the Roma of Romania and also for the artists of Romania. During my appointment I worked with several advocacy organizations as well as my host institution. Since my appointment I have been able to connect these organizations and was successful in receiving an Andy Warhol Foundation grant in order to host exhibitions about Roma and Romanian arts and civil rights. I received a Tanne Foundation award for humanistic socially engage art.
Leadership Roles
78% of scholars felt that they increased their leadership skills during their Fulbright grant. Combined with increased respect, this resulted in more responsible and leadership-oriented roles and promotions for 58% of scholars. Changes related to leadership roles were more likely to occur for younger scholars; perhaps because older scholars may have already held positions of high leadership.
New Professional Trajectories
For some scholars the Fulbright grant led to changes in their professional careers. As a result of their participation in Fulbright, some scholars rethought their professional interests in favor or against academic careers, while several scholars had to search for new employment because the previous was discontinued. All of these scholars commented on the value of the experience to their decisions.
462 scholars (15%) established new organizations; some organizations were directly related to or located in their host countries.
FAMILY: PROFESSIONAL PATHWAYS
Scholars whose families accompanied them on their Fulbright expressed that because of the experience their family members pursued international careers and participated in cross-cultural activities in the home communities.
KEY TAKEAWAY
Through participation in the Fulbright U.S. Scholar program, scholars enhanced their careers gaining more recognition for their work and taking on new responsibilities. Some scholars expanded their careers to include new directions and organizations. The program has also impacted career choices of the family members who accompanied scholars during the grant. The next chapter reviews the effect the program had on the scholars’ personal growth.
- PERSONAL GROWTH & INTERCULTURAL SKILLS
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I returned home forever changed, for the better, due to my Fulbright experiences, bringing with me the experiences I had to share with students, colleagues and others in my field of research.
53% of scholars indicated that the Fulbright program had an impact on their personal growth. The personal growth that scholars referred to included enhancement of their individual interpersonal skills as well as development of a more global mindset, understanding, and abilities to apply both to their work and personal life.
93% of scholars increased their ability to function in a multi-cultural academic environment. They applied these skills to their teaching and to building collaborations after the program.
95% of scholars improved their intercultural skills and 85% of scholars have seen changes to their interpersonal skills because of the Fulbright grant. They have been applying these skills to better serve international students, minorities, and underserved groups in their professional and personal communities. Some scholars who identified with these groups have been able to use the intercultural skills to navigate their relationships with the majority group.
Over 40% of scholars indicated that the Fulbright grant impacted their knowledge and appreciation of world cultures. Scholars developed better understanding of their host communities, which later allowed them to recognize and challenge the stereotypes Americans may have had about their host countries and regions. They saw their acceptance of people from cultural backgrounds different from their own increase and were able to better connect with them.
The Fulbright gave me a heightened cultural awareness about Muslims and life in the Middle East. I thought that I would find a more positive encounter than media images that populate our news channels, but I gained more than just that. As a Fulbright scholar I was given the unique privilege to join the community and have a lot of those negative preconceived notions challenged. I went on the Fulbright with and open mind and eager to learn from my environment and the reward was tremendous.
Scholars, who were born outside of the U.S. had unique experiences coming back to their country of birth on the Fulbright grant, considering their own culture and belonging, and having a changed perspective on their birth/host and home countries.
I was born in my host country, and spent the first 28 years of life there. I spent the last 50 years of my life in the U.S. During this period, I have taken many trips to my (now) host country. I believe there has been a continuum of cultural exchange between the two countries during these trips. The Fulbright program gave me (and my wife) the unique opportunity to further the cause of such cultural exchange over a sustained amount of time (4 months).
85% of scholars reported that their Fulbright grant increased their self-confidence.
The Fulbright enabled me to make a 30-minute film. It was the first time I worked with such a crew of 6 and the experience was invaluable. I am more confident about initiating ambitious projects.
66% of scholars improved their foreign language skills. They used their language knowledge to teach their classes, establish better communication with international students, continue research in the host country, and to build cohesive multi-national communities in the U.S. and across borders.
KEY TAKEAWAY
Through participation in the Fulbright U.S. Scholar program, scholars developed skills important for international and cross-cultural collaboration. They applied these skills to their professional and personal lives as discussed further in the report. The next chapter speaks to how scholars applied their work at their home institutions using technical skills gained during the program in addition to intercultural skills.
- HOME INSTITUTION IMPACTS
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As Chair of the council of faculty in my college, I spend a great deal of time sharing an international research and teaching perspective in part gleaned from my time as a Fulbright scholar.
During the program, scholars learned new teaching and research methods and expanded their knowledge of their professional area. This chapter explores in detail how scholars applied that knowledge to benefit their home institution.
TEACHING
As the majority of Fulbright scholars are academics, teaching, advising, and mentoring students and junior colleagues are significant components of their career. The Fulbright Program contributed to improvements in the scholars’ skills in these areas: 70% improved their lecturing skills and 57% learned new teaching methods. Scholars who had grants with a teaching component experienced higher increases in the lecturing skills and knowledge of teaching methodologies than scholars with just research grants.
Over 75% of scholars of all grant types taught undergraduate or graduate students in the past 12 months. An average scholar has taught 4 classes to 122 students in the past 12 months. Overall, during that time, scholars reached at least 278 thousand students through over 10 thousand classes. Considering that some scholars completed their Fulbright program 13 years ago, over the years they could have taught 74,000 courses to over 2 million students.
As a result of their Fulbright experience, 1935 scholars (62%) adapted more inclusive teaching practices in their work, and 278 scholars (13%) had new teaching methodologies implemented across their home institution. Because during their grant, scholars found it challenging to teach students with whom they shared different language and cultural references, they had to adjust their content and delivery to be applicable under the circumstance. Upon returning to the U.S., they realized that making these kinds of adjustments to their teaching at home will improve their classes and make them more inclusive for students with diverse backgrounds.
Furthermore, working in and living in another country, scholars increased their understanding and empathy of the diverse students on their campus, including international students, students whose first language is not English, and students from disadvantaged backgrounds.
ADVISING
Scholars also applied their grant experiences to changes in their approaches to advising students in their home institutions. Almost 90% of scholars formally and informally advised and mentored students in the past 12 months. During that time, they advised at least 47,256 undergraduate and 22,084 graduate and post-graduate students. Considering the number of years that some scholars had since completing their Fulbright program, the total number of the students advised and mentored over the years could be at least 380,000 for undergraduate and 150,000 for graduate students.
Teaching in Rwanda enabled me to experience what it is like to be a member of a visible minority. This is very different from being a person of color in the US, but nevertheless gave me narrow window into what that experience is like. It's deepened my empathy for minority and international students at my home institution, and I think has made me a more effective advisor for these students.
FIELD KNOWLEDGE
The Fulbright Program impacted scholars’ understanding of their professional field. Over 90% of scholars gained a deeper understanding of their discipline and research area and valuable field-specific knowledge. 88% of scholars were exposed to new ideas and concepts in their field during their grant. This progress resulted in changes to various areas, including course content in their home institutions and their approach to research.
It was very helpful to understand the nuances of energy and environmental policy compared to conventional knowledge and preconceptions I had prior to my Fulbright experience. My research assumptions about policy effectiveness changed substantially as a result of this experience.
RESEARCH METHODS
In addition to gains in technical knowledge, almost 80% of scholars with research grants and 50% of scholars with teaching grants gained new skills to conduct research.
As a result of their Fulbright experience, 53% of scholars made changes to their research methods. Almost 20% of scholars developed almost 800 new research programs for faculty and students, and 10% had new research methods implemented across their home institution.
CURRICULA
As a result of their Fulbright experience, 78% of scholars adapted content of existing courses or curricula and 66% developed new courses or curricula based on developments in their understanding of their discipline.
Some scholars leveraged their grant experience to support undergraduate and graduate programs.
My Fulbright experience has been helpful in demonstrating my department's worthiness to be granted a new MA program. This, in turn, will help teachers and other people in my region in their professional development. My region is traditionally recognized as provincial and culturally impoverished. My grant has contributed to the changing perception of my region.
INNOVATIONS AND GRANTSScholars applied the knowledge they learned during their Fulbright experience to introduce innovative practices and propose innovative approaches which in many cases were recognized and awarded additional grant funding.
KEY TAKEAWAY
Scholars used their enhanced technical and intercultural skills to their teaching, research, and creative work at their home institution. Through these changes they better supported their students and introduced new developments into their professional field. The next chapter discusses how scholars applied their increased understanding of the value of international exchange to internationalize their campuses.
- PROMOTING INTERNATIONAL EXCHANGE
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My experience as a visitor in a foreign country made me much more interested in providing a positive experience for international visitors to my own academic institution. Ever since, I have been extremely active in hosting our foreign visitors, providing them with a positive social experience, and helping them in any way I can with their academic projects.
68% of scholars became more involved with international education on their campus upon return from the Fulbright Program. They engaged with international students and faculty, advocated for international exchange programs, in particular for Fulbright programs, and developed opportunities for study abroad and hosting of international academics.
As a result of the efforts described in this chapter, 50% of scholars witnessed increased institutional support for international programming and 36% of scholars observed their institutions dedicate more resources to implementing international programs.
Furthermore, these efforts led to increased campus internationalization through further student and scholar travel abroad, supported by the home institution, and through international students and academics.
Support for study and teaching abroad has increased. We now have a number of international programs which take students and faculty to all areas of the world. These programs vary from summer programs, to full semester and full year study programs, and they take place in all parts of the world. There are also a number of ways that students who wish to participate in these programs can get financial support.
See chapters on Home Institution Impacts and Cross-Cultural Understanding for other avenues of campus internationalization such as incorporating international perspectives in the daily teaching.
PROMOTING STUDY ABROAD
85% of scholars encouraged their students to study abroad. Some communicated the value of studying abroad and others inspired their students by sharing their Fulbright experience.
My home institution students are often from small rural white communities. I infuse anecdotal information gleaned from my Fulbright. They have commented on evaluations about how this helped their learning. One student said she planned to teach abroad due to this.
CREATING A SUPPORTIVE ENVIRONMENT FOR STUDY ABROAD
Scholars felt motivated to create international exchange opportunities for their students and faculty. They joined existing or started new initiatives related to international exchange and, as a result, generated interest and developed more opportunitiesfor international students to study at their home institutions.Scholars who participated in the IEA Seminars felt well-equipped to guide their home institutions in international exchange. They have been able to better advise students and create institutional advising support for students interested in study abroad programs.
DEVELOPING INTERNATIONAL EXCHANGE PROGRAMS
The Fulbright experience gave me the courage and the skills to carry out these programs.
36% of scholars developed over 2200 new student exchange programs and study abroad programs and 21% developed over 900 new faculty exchange programs. Scholars who completed their Fulbright programs earlier had more years to develop such programs.
Home Institution: Study Abroad Programs
At their home institutions, scholars organized and led the student study abroad programs themselves. Additionally, some scholars have been able to make the study abroad programs a formal university requirement.
Home Institution: Bringing International Students and Faculty to Campus
Hosting international students and faculty is another way to internationalize the scholar’s home campus. 51% of scholars reported that, as a result of their own participation in the Fulbright Program and their advocacy for international exchange, their home institution hosted over 4800 Fulbright Scholars and scholars invited through other avenues.
Jointly with Host Institution
One type of collaboration that scholars established with their host institutions was establishment of student study abroad programs between the institutions.
FULBRIGHT CHAMPIONS
Individual Efforts
85% of scholars encouraged their peers to apply for a Fulbright grant, and 73% encouraged their students to do the same. They gave presentations about their experience, served on panels about study abroad and Fulbright, and supported individual students and colleagues through the application process.
76% of scholars saw their colleagues become more interested in applying for the Fulbright program because of their experience.
My colleagues' interest level skyrocketed because they witnessed that it can be done to move overseas with two small children, increase your professional status, and maintain your sanity. It's challenging but the rewards are limitless.
Scholars also shared the value of the program with the greater community through writing books and blogging about their Fulbright experiences.
Formal Fulbright Outreach Efforts
57% of scholars participated in formal Fulbright outreach activities since program completion. For example, 21% of scholars participated as an alumnus/alumna speaker in Fulbright conferences, seminars, webinars or other activities. Some have also been involved with the Fulbright Association and local Fulbright Chapters.
When I came back I became very active in the Fulbright Chapter, later becoming the president of the chapter for two consecutive years. I invited new Fulbright scholars of color to be part of the board in order to mirror the diversity of the city. I created connections with colleges and universities and consulates. I used the brand of Fulbright to brand our chapter! I am currently very active at all levels in my community.
56% of respondents maintained contact with Fulbright Commissions and U.S. embassies in their host countries. A third has served as panel reviewers, and 21% participated in events and lectures organized by the Fulbright Commissions and embassies. Scholars were interested in being more involved with the outreach and review processes and to serve as resources for the Fulbright Program.
Since landing a tenure track job, I have enriched my home community by serving as scholarship adviser--a post we did not have and one that I created in order to promote the Fulbright Commission's offerings and to support students in their applications. I have also served on the Fulbright Commission's selections committee at my home institution.
Institutional Support for Fulbright
42% of scholars advocated more Fulbright-friendly policies at their home institution. As a direct result of the scholars’ participation in the Fulbright Program and their advocacy, 31% of institutions designated over 850 Fulbright Scholar Liaisons and Fulbright Program Advisors. Over the years, 25% of scholars personally participated in formal Fulbright advising for prospective candidates as a Fulbright Program Advisrs or Fulbright Scholar Liaisons.
For many years I was the campus Fulbright Liaison for faculty members and students. Three faculty members who I encouraged to apply for Fulbright were awarded them last year. Although I am no longer liaison, I work closely with the new one.
Scholars in other administrative roles on campus have also been able to directly promote the U.S. and Visiting Fulbright program.
After completing my Fulbright grant I ran for and was elected to the advisory committee of the Center for Latino and Latin American Studies at my university and served for a number of years. I supported expansion of the number of Fulbright visitors to our campus and encouraged my colleagues to apply for the program.
Institutions also increased their support for application process and for participation in the Fulbright program.
Scholars recognize that often times it is the effect of having multiple Fulbright scholars and students on campus that creates the change in institutional policies towards the Fulbright program and other international exchanges.
Of the 59% of scholars who reported no change to the institutional policy in support of the Fulbright program, some did not report change because their institutions were already highly internationalized, while others encountered challenges and disinterest from their institutions.
KEY TAKEAWAY
First-hand experience of the benefits of the international academic exchange led scholars to promote campus internationalization at their home institutions. Scholars also actively served as informal Fulbright champions encouraging their students and colleagues to pursue the Fulbright grants and working with their departments to increase institutional support for Fulbrighters. Scholars also combined their technical skills and positive belief in the value of international experience to maintain and develop international collaborations that are discussed in more detail in the next chapter.
- INTERNATIONAL COLLABORATIONS
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My interest in international collaborations was increased by my Fulbright experience. This led to my participation in a Fulbright Specialist project in Iceland. This has led to continuing interactions with colleagues there in both teaching and research areas.
Continuation and increase in international collaborations indicates that U.S. Fulbright scholars continue to prioritize these types of collaborations and opportunities for international exchange well after their Fulbright experience.SKILLS FOR INTERNATIONAL COLLABORATION
90% of scholars widened their research networks during their Fulbright Program. They continued leveraging these networks for collaborations after completing the program. Scholars developed research collaborations with their host institutions and other institutions and colleagues in their host country and other countries.
From their collaboration during the Fulbright Program, scholars learned best practices in international collaboration, such as the importance of ownership on behalf of all parties.
My experiences in Malawi brought my cultural awareness to a new level. I had thought my primary purpose was to facilitate the host program's success. Only after returning home and learning that nearly all of my curricular efforts (leading the team as we designed a revised curriculum with all new course syllabi including outcomes driven learning objectives) were abandoned, did I begin to know how critical it was for the host to lead and own any revisions to their program.
COLLABORATION TYPES
96% of scholars increased their knowledge and understanding of the capacity of higher education institutions in the host country. Coupled with the networks these scholars established during their visit, scholars have continued these relationships with their host country through professional collaborations, exchange, and research trips. Furthermore, 67% of scholars returned to their host countries for professional activities.
Collaborations with Host Institution
Many scholars built on their relationship with the host institution colleagues to continue working together on projects they started during the Fulbright program and to develop new projects. Additionally, since completing their Fulbright Program, 39% of scholars developed new curricula for their host institution.
Home and Host Student Collaborations
After their Fulbright, scholars have also been able to promote opportunities for their home and host students to collaborate.
Collaborations Beyond Host Institution
Because scholars expanded their networks and better understood the value of international collaborations, they successfully pursued international collaborations beyond their host institution. These collaborations most often included other institutions in their host country.
Institutionalized Collaborations
Some of the collaborations discussed above were linked to the individual scholars, however many of them have also been able to institutionalize these collaborations. 23% of scholars reported that their home institutions signed over 1100 memorandums of understanding with institutions from their host country.
Joint Grants
One of the indicators of an advanced collaboration with another institution is a joint application for a grant because it signals their interest to continue working together and willingness to invest in the collaboration. Given that some scholars have existing funding or are unable to locate the right grant for their work,36% of scholars developed grant proposals jointly with host institution or country colleagues.
I developed a research collaboration between my home institution, the Fulbright host institution and two other institutions. We wrote a research grant to study Romanian immigrant adjustment in Italy. Results were published in Italian, Romanian and English.
Collaborations Beyond the Host Country
Scholars expanded their international work to other countries and around the world and sometimes these collaborations included multi-national partnerships.
FULBRIGHT NETWORK
Two thirds of scholars had been in touch with other Fulbrighters. They were more likely to be in contact with other Fulbright scholars from the U.S. and their communication was also more frequent with them than with non-U.S. Fulbrighters. Scholars who participated in the IEA seminar were more likely to be in touch with other Fulbrighters, likely because of the cohort nature of their program.
Approximately 60% of scholars agreed that other Fulbrighters were important professional contacts and resources. 21% of respondents collaborated with other Fulbrighters on new research, teaching, or other projects.
Scholars found value in being in touch with other Fulbrighters beyond working together.
KEY TAKEAWAY
The Fulbright U.S. Scholar program served as a catalyst for collaborations between the scholars’ home institutions and their host institutions or other institutions outside of the U.S. It also brought together and created a network of likeminded professionals who continue to work together to change their professional fields. The next chapter looks at the knowledge scholars produced as a result of their participation in the Fulbright program.
- KNOWLEDGE PRODUCTION
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Scholars 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, in an average year, 919 alumni completed at least 1270 books, and 1165 alumni completed a total of 2625 peer-reviewed journal articles, since the completion of their grants.
Over 400 scholars in creative fields produced over 2000 works of art, exhibitions, musical compositions, and artistic performances.
Scholars’ research and Fulbright experience has also been featured in local and national media.
KEY TAKEAWAY
Scholars continue applying their knowledge and skills gained during the Fulbright program to produce a significant number of articles, presentations, books, and works of art that advance their professional fields and serve to benefit the greater community.
- IMPACT ON HOME AND HOST COMMUNITIES
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The U.S. Fulbright Scholar program posits that alumni who return from their grant opportunity will be able to influence their wider home and host communities over time. 42% of scholars indicated that they have observed changes in these communities, particularly influenced by their work and research.
HOST COMMUNITY
Impact of Fulbright Projects
Scholars shared the lasting effect their Fulbright-related work had on their host institutions. Host institutions made the courses that scholar created a part of their permanent curriculum and integrated best practices in their professional field that scholars shared with them into their work. Host communities have also benefited from the outcomes of the scholars’ Fulbright projects.
Impact of Post-Fulbright Work
Scholars impacted their host community and country through continuous and new international collaborations.
HOME COMMUNITY
The impact on home communities took place after the Fulbright program, as the scholars were applying the knowledge and understandings gained during the Program.
Internationalization
30% of scholars have observed increased international collaboration and 24% observed increased involvement in international education exchange for scholars and students in organizations beyond their home institution. 10% of scholars also indicated that there has been an increase in institutional policies to support international education exchange and international collaboration beyond their home institution.
Through my Fulbright grant experience, a non-profit agency was developed (Bi-national Arts Institute). Through this agency, we have strengthened bi-national collaboration for concerts and youth workshops. We collaborate with other 501-c-3s that focus on bi-national exchange and arts.
Use of Research
Almost 500 scholars (16%) observed how their research outcomes were applied to implement new policies and practices in government and business fields as well as other community outcomes of their research.
Lessons’ Transfer From Host to Home Community
Scholars brought back lessons from their research and the practices they observed in the host community. Upon arrival to their home communities, they have been able to apply and share these lessons with interested parties and connect the home and host communities and organizations on the common subject.
Volunteering
Volunteering was one of the avenues through which scholars engaged and impacted their home community. In the past 12 months, 81% of scholars has engaged in volunteering and community service. 86% of female scholars volunteered compared to 76% of male scholars; they also volunteered more frequently than male scholars.
The variety of the community and volunteering work that scholars engage in varies greatly. Oftentimes, scholars were involved in more than one type of activity. At least 13% of scholars served on boards of non-profit organizations, community organizations, and university or school-related organizations. Approximately 9% of scholars engaged in community work through their religious organizations. Scholars have also been politically active, changing the legislations through demonstrations, public education, and by volunteering at or running for political campaigns. Many scholars spoke at events, delivered lectures, and taught to people of different ages.
Among the two largest populations that scholars worked with were immigrants, in particular refugees, and homeless people. Scholars worked to help new refugees and immigrants adjust to their communities and to encourage refugee-friendly attitudes and policies in their communities, nationally, and internationally. Scholars supported the homeless people in their communities by volunteering at soup kitchens and shelters and by working on long-term solutions for homelessness.
KEY TAKEAWAY
Scholars’ research was relevant to and helped address the challenges faced by their host communities. Furthermore, scholars developed commitment to their host communities and over the years identified ways to remain involved. Scholars also applied the lessons from their host community or Fulbright research to the benefit of their home community. Many scholars volunteered, and oftentimes applied their Fulbright experience to their community service.
- BUILDING CROSSCULTURAL, MUTUAL UNDERSTANDING
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As Fulbright scholars we are cultural ambassadors when we are abroad. I continued with that concept back home in the United States, sharing my work from Colombia with American audiences, with the idea of furthering cross-cultural understanding.
68% of scholars actively engaged in activities that increase mutual, cross-cultural understanding between American people and people of their host country.
Many scholars build mutual understanding through their joint work with international colleagues. As one scholar put it, “collaboration in research leads to mutual understanding.” Though usually this type of mutual understanding-building is not visible to the general public, the artistic collaborations were exceptions in that general public may experience and participate in them.
In collaboration with a theatre company in Pakistan, I created an original piece of theatre based on interviews with Partition survivors and brought that piece to the U.S. Over 2000 people in the U.S. attended our performances, and thus learned about a chapter in history that changed the world. <…> Our theatre company members from Pakistan stayed with host families in the Boston community, and lasting friendships were established. Several expressed to me that that experience of hosting guests from Pakistan changed their perception of people from that part of the world.
Scholars also have incorporated cultural knowledge and cross-cultural understanding into their work. 90% of scholars shared knowledge related to their host country with their students, colleagues, and community.
We remain cross-cultural allies in the face of nationalist and isolationist tendencies around the world.
International Understanding Through Teaching
Some scholars who teach incorporated cross-cultural perspective of their professional field into their work, while others added examples from their Fulbright host country experience throughout their lectures and dedicated seminars.
International Understanding Through Publications
Books and movies that scholars created about their host countries inspired others in their professional field and beyond to pursue work with individuals in these countries and travel to these countries. Responses indicated that scholars hoped they may have changed some readers or viewers’ perspectives about their host cultures.
Hosting International Visitors
Scholars highlighted how they have hosted visitors and brought cross-cultural perspective and awareness to their institutions and larger community.
Culture Brokers
Some scholars have taken on the role of culture brokers where they help people from groups whose experience may differ from that of the majority, communicate their experiences.
One of the local NGOs with which I work was founded on our campus by a non-traditional alum who is also a refugee. I often serve as a "cultural ambassador" within our organization because I am able to help "translate" to the American board some of the realities that our executive director faces on in the field.
Friends and Advocates
Scholars reached out to minority ethnic and immigrant groups in their home communities. They established relationships with people who belong to these groups, and served as brokers and advocates together with them.
In some instances, scholars were present to observe the change in attitude and actions that followed their advocacy and experience-sharing.
I lectured to the faculty and staff at my home institution on geriatric care in South Africa. I also relayed my experiences in 2 dementia clinics in SA to people working with dementia in the U.S. My offer to speak at my church was declined. My influence one to one with church members had an impact as our church choir visited SA this year. I was told that my talking about my experiences in SA influenced their comfort level and enabled them to plan the very successful trip.
DIVERSITY
For some scholars, being a racial minority in their host country helped them build empathy towards minority or disadvantaged Americans and incorporate this understanding in their teaching and research.
I did cross-cultural research, comparing responses in both countries on differences in seeking mental health treatment. I experienced "other race effects" which helped my work as an expert witness, looking at biases in determining guilt in court when the suspects were of an ethnic minority.
Many scholars have been able to leverage their leadership positions to promote diversity and inclusion in their home institution.
Some of the institutional and governmental changes discussed in the previous chapter focus on diversity as well.
I am involved in a statewide coalition in support of Ethnic Studies (ES) that became the state policy last week—mind you, in a very conservative state like Texas. I also run a Saturday school that operates as a partnership w the City of Austin in the Austin ISD where ES curriculum is taught (not a charter school). We also passed ES districtwide such that AISD has the largest HS program in Texas. These are among significant firsts for our city, district, and state.
Some scholars saw their work and research result in opportunities for diversity.
Finally, scholars worked on promoting diversity in the Fulbright Program.
I created a Fulbright Research Community with Fulbright Women in the academia overseas. We have worked cooperatively on conducting research on female leadership in the academia. We have already published and delivered our research findings at conferences. I have advocated in Congress for more funds for the program, speak at Fulbright conferences on increasing the diversity in the Fulbright programs. I have involved community college faculty and students in considering Fulbright grant application.
KEY TAKEAWAY
Scholars continuously built mutual, cross-cultural understanding through their teaching, research, publications, collaborations, and informal communication. Sometimes building mutual understanding was a deliberate intent, but more often it was an underlying way in which they approached all their work.
- CONCLUSION
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The impact evaluation of the Fulbright U.S. Scholar program found that the program impact is more lasting than previously anticipated. The evaluation team anticipated to see diminishing results of the program participation over the years. However, we found that the impact of the Fulbright U.S. Scholar program on the scholars, and their communities, both academic and beyond, only increases over the years.
The Fulbright U.S. Scholar program enhanced the participants’ technical and intercultural skills and knowledge. Having completed their program between 3 and 13 years prior to the evaluation, scholars continue applying these skills and knowledge to their teaching, research, mentoring, and creative work. Through the technical changes to their professional work and approach to interaction with others, they continuously impact their colleagues and future generations of professionals in the U.S. and beyond. The program also led to increased interest in and value of international academic exchange and fostered international partnerships.
All these activities ultimately contribute to people in the U.S. and abroad being able to transcend their differences to work together to advance human knowledge, solve problems and, ultimately, to live together in a large international community.
For any questions about this report, please contact IIE’s Research, Evaluation and Learning team: evaluation@iie.org