Global Impact and the Fulbright Effect

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.

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.

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.

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.

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.

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.

85% of scholars reported that their Fulbright grant increased their self-confidence.

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.

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.

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.

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.

Scholars 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.

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.

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.

CREATING A SUPPORTIVE ENVIRONMENT FOR STUDY ABROAD

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

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.

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.

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.

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.

Scholars in other administrative roles on campus have also been able to directly promote the U.S. and Visiting Fulbright 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.

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. 

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.  

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.  

Some scholars saw their work and research result in opportunities for diversity.

Finally, scholars worked on promoting diversity in the Fulbright Program.

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.

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.