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North Carolina (NC) actively participates in the Fulbright Scholar program, a premier educational and cultural exchange initiative established in 1946 by the United States. The program provides opportunities for passionate and accomplished scholars from NC to visit over 160 countries and for NC institutions to host faculty professionals from around the world in diverse disciplines. This study aims to meta-synthesize the NC Fulbright database to decipher the spatial patterns of local institutes that have benefitted from the Fulbright program. Data were extracted from the Fulbright Scholar directory and split into three quarter-century periods (1949–1975, 1975–2000, and 2000–2024) across two spatial domains: worldwide and statewide. Cartographic methods were used to visualize these spatio-temporal patterns. The trend analysis reveals that the mean number of U.S. scholars who went abroad from the state increased from 12 (1949–1975) to 41 (2000–2024), with a doubling of countries travelled to (from 53 to 110 countries). While scholars from the state travelled all major continents, cultural exchanges with the global south, especially culturally diverse central African countries, were limited. Over the years, there has been a shift in the choice of world regions and disciplines away from developed European countries for Literature, History, and Political Science disciplines to emerging countries for Education, Engineering, and Law disciplines. The state has consistently received about 20 visiting scholars every year, primarily from emerging nations such as India, China, South Korea, and Argentina to the major universities in the Triangle region—such as the University of North Carolina-Chapel Hill, Duke University, and North Carolina State University—these institutes continue to dominate both U.S. Scholar and Visiting Scholar fellowships (about 75%) in the state. This study underscores the need for a diverse approach in awarding U.S. Fulbright program opportunities, especially to the Historically Black Colleges and Universities, to enhance international educational and cultural exchange, especially with the global south.

Educational and cultural exchanges are a highly regarded form of public diplomacy, aimed at the promotion of mutual understanding and fostering international goodwill through interpersonal contact. There remains, however, a lack of theoretical basis underpinning these aims, and little discussion of how exchanges relate to foreign policy matters. Much of the literature on exchanges is uncritical, excessively flattering, and limited in scope. This study turns to an often overlooked stakeholder in exchange diplomacy, the exchange program administrator. While most of the existing literature focuses solely on the exchange participant, other perspectives have a great deal to contribute to the study of exchange diplomacy. Administrators benefit from a long-term, holistic understanding of exchange diplomacy policy and practices. Taking the Fulbright Program as a case study, this study asks its administrators around the world to share their conceptualisation of the Fulbright Program’s purpose, the responsibilities of Fulbright grantees, and the relationship between the exchange program and foreign policy concerns. Their responses reveal a wide range of valuable insights, including the diversity amongst different country programs and the discrepancies between the theoretical basis for exchange diplomacy and the daily realities of exchange program practices. Their observations and reflections are also shown to differ from those of participants in a number of significant ways. The unique, on-the-ground perspectives of Fulbright administrators enhance our understanding of exchange diplomacy in theory, policy and practice.

The main objective of this paper is to analyse the fundamentals and the nature of educational cooperation engaged between the United States and Brazil in the last decade. The argument is that the bilateral cooperation in education,  research and development, traditional and somehow sophisticated, surpassed the level of a simple collaboration, and evolves into a multidimensional relationship, shaped as a \"strategic partnership\". It took place as a consequence of the densification of the programs, and diversification of funding modalities, but specially as a result of the growing importance assumed by the main actors involved - Fulbright Commission and Brazilian Federal Agency for Support and Evaluation of Graduate Education (CAPES).

While there is a growing general awareness of sustainable development challenges among the students in Poland, the transition from a general notion to specific applications on various scales of designing the built environment is still a challenge. The described experience was aimed at setting up engaging learning experiences to improve education in sustainable urban design. In the presented case, introducing sustainability issues in urban design education was fostered by sharing international best practices and experiences through a Fulbright Specialist project, which allowed a range of means and opportunities to share knowledge and expertise in sustainable urban design. The Fulbright Specialist Program provides short-term consultancies of U.S. established professionals as experts on curriculum, faculty development, institutional planning, etc. In the discussed project, implemented in Poland, an American expert in real estate and sustainable urban development shared her experiences with an integrated sustainable approach to planning, development and design. The project demonstrated successful ways of maximizing the impact and knowledge-sharing in various activities: lectures, workshops, consultancies and TEDx talks. This experience shows how short-term workshops backed by a foreign specialist can trigger inspiration and opportunities for synergy in incorporating environmental, social and economic sustainability in education and campus design.

Bu makale, deǧişim programlarının, özellikle de Fulbright Programının uluslararası ilişkilerdeki işlevi hakkında eleştirel düşünmeyi geliştirmek için sosyal bilimler araştırmacıları tarafından geliştirilen bazı deǧerlendirici bakış açılarını ve modellerini eleştirel olarak incelemektedir. 'Eǧitim deǧişimi' kavramı, lise ziyaretlerinden mesleki becerilerin geliştirilmesine uzanan bir tür eǧitim amacıyla bireylerin veya grupların milletler arası hareketi anlamına gelmektedir. Fulbright programı, öǧrenci ve akademisyen deǧişimini kapsamakta olup, buna ilave olarak, akademisyenlerin beraberlerinde götürdükleri uzmanlıkları ile öǧretim imkanları sunmaktadır. İkili deǧişim programlarına ilişkin birçok çalışma olmasına raǧmen, ulusötesi veya uluslararası tarihte bir aktarım vektörü olarak (bilgi, malzeme, insan veya üçünün tümü) eǧitimsel deǧişimin işlevi açısından keşfedilecek daha çok şey olduǧu vurgulanmaktadır. Makale, öncelikle Fulbright programının uluslararası ilişkilerdeki amaçlarının nasıl sunulduǧunu deǧerlendirmek amacıyla literatürü incelemektedir. Makale, daha sonra, uluslararası ve ulusötesi etkileşimlerdeki mübadeleleri \"mübadele coǧrafyaları\", \"beyin dolaşımı\", \"hesap merkezleri\", \"aydınlanmış milliyetçilik\" ve \"cumhuriyet-ötelilik\" gibi yenilikçi kavramlarla ele almaktadır.

This study was aimed at exploring the role of Fulbright program in building perception about U.S. and Americans among Pakistani Fulbright scholars. While a host of theory and research had been growing on contact theory (Allport, 1954; Pettigrew & Tropp, 2008), application of contact hypothesis to cultural exchange programs based on foreign policy intended to develop peace and affective ties between nations has been limited. Specifically, this research gap was filled by this study that focused on the impact of direct contact on perception and image of the U.S. in the context of the U.S. and Pakistan Fulbright program. Pakistani Fulbright scholars (81 men, 67 women; Mean age = 23 years; Range = 21-29 years), with low-contact and high-contact were compared with respect to their perceptions of a prototypical American and the United States as an international entity. Compared to participants with low-contact (n = 52), participants with high-contact (n = 96) had developed a higher positive perception of a prototypical American. Furthermore, compared to participants with low-contact, those with high-contact perceived the U.S. significantly more as an ally and less as an imperialist-enemy nation. Participation was controlled through selection for the Fulbright program and no previous visits to the U.S. Discussion has focused on possibilities for foreign policy and peace related implications of the Fulbright program.

This book tracks the dramatic outcomes of the federal government's growing involvement in higher education between World War I and the 1970s, and the conservative backlash against that involvement from the 1980s onward. Using cutting-edge analysis, Christopher Loss recovers higher education's central importance to the larger social and political history of the United States in the twentieth century, and chronicles its transformation into a key mediating institution between citizens and the state. Framed around the three major federal higher education policies of the twentieth century--the 1944 GI Bill, the 1958 National Defense Education Act, and the 1965 Higher Education Act--the book charts the federal government's various efforts to deploy education to ready citizens for the national, bureaucratized, and increasingly global world in which they lived. Loss details the myriad ways in which academic leaders and students shaped, and were shaped by, the state's shifting political agenda as it moved from a preoccupation with economic security during the Great Depression, to national security during World War II and the Cold War, to securing the rights of African Americans, women, and other previously marginalized groups during the 1960s and '70s. Along the way, Loss reappraises the origins of higher education's current-day diversity regime, the growth of identity group politics, and the privatization of citizenship at the close of the twentieth century. At a time when people's faith in government and higher education is being sorely tested, this book sheds new light on the close relations between American higher education and politics.

The Fulbright Program, America's flagship educational and cultural exchange activity, has been a much celebrated part of US public diplomacy since 1946. This study examines a tension that has persisted throughout the history of the Fulbright Program between America's information activities and educational-cultural activities. The crisis moments of three bureaucratic reorganisations illustrate this debate: the 1953 establishment of the US Information Agency (USIA), the 1978 creation of the US International Communication Agency and the 1999 closure of the USIA. At each of these moments, the purpose and nature of the Fulbright Program came under scrutiny. An analysis of archival and secondary material reveal the mutually reinforcing relationship between the diplomatic and educational-cultural elements of the programme.

The author has \"tried to understand the realities of Soviet society, drawing both upon a superb critical judgment and a warmly sympathetic human insight.\" He \"has given the American public material for thought and a prod in the right direction.\" Originally published in 1960. The Princeton Legacy Library uses the latest print-on-demand technology to again make available previously out-of-print books from the distinguished backlist of Princeton University Press. These editions preserve the original texts of these important books while presenting them in durable paperback and hardcover editions. The goal of the Princeton Legacy Library is to vastly increase access to the rich scholarly heritage found in the thousands of books published by Princeton University Press since its founding in 1905.

It has never been more important for Americans to understand why the world both hates and loves the United States. In What They Think of Us, a remarkable group of writers from the Middle East, Europe, Asia, and Latin America describes the world's profoundly ambivalent attitudes toward the United States--before and since 9/11. While many people around the world continue to see the United States as a model despite the Iraq war and the war on terror, the U.S. response to 9/11 has undoubtedly intensified global anti-Americanism. What They Think of Us reveals that substantial goodwill toward America still exists, but that this sympathy is in peril--and that there is an immense gap between how Americans view their country and how it is viewed abroad.