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Sustainable Development Goal (SDG) Target 4.b calls to “substantially expand globally the number of scholarships” for enrollment in overseas higher education between 2015 and 2020. To advance knowledge on international scholarships and sustainability, this chapter examines notions of sustainability in literature related to international scholarships for students in the Global South. Based on an exploratory review of literature, ways that sponsored international student mobility – programs, students, graduates, and networks – maintain and sustain systems and outcomes are explored. Findings are presented through four frames: (a) programmatic sustainability, (b) organizational development, (c) national sustainable development, and (d) international and global actions. Challenges to sustainability, such as poor coordination between degrees earned and local market conditions, are also discussed. In addition, the findings point to several prominent ways that scholarships could contribute to sustainability that are mostly absent from the literature: transformative education for sustainable development, and international education for environmental sustainability. The chapter closes with a vision of alumni networks – both within and among programs – to work together to transform societies and tackle the most pernicious international challenges of our time.

Conditional cash transfers (CCT) have been adopted in many countries over the last two decades. Although the impacts of these programs have been studied extensively, understanding of the economic mechanisms through which cash and conditions affect household decisions remains incomplete. In particular, relatively little is known about the effects of these programs on intra-household allocation decisions. This chapter uses evidence from a program in Cambodia, where eligibility varied substantially among siblings in the same household, to illustrate these effects. A simple model of schooling decisions highlights three different effects of a child-specific CCT: an income effect, a substitution effect, and a displacement effect. The model predicts that such a CCT should unambiguously increase enrollment for eligible children, but have an ambiguous effect on ineligible siblings. The ambiguity arises from the interaction of a positive income effect with a negative displacement effect. These predictions are shown to be consistent with evidence from Cambodia, where the CESSP Scholarship Program (CSP) makes modest transfers, conditional on school enrollment for children of middle-school age. Scholarship recipients were more than 20 percentage points more likely to be enrolled in school, and 10 percentage points less likely to work for pay. However, the school enrollment and work of ineligible siblings was largely unaffected by the program. A possible fourth effect, operating through non-pecuniary spillovers of the intervention among siblings, remains largely outside the scope of the analysis, although there is some tentative evidence to suggest that it might also be at work.

The purpose of this paper is to explore how Mongolian alumni of three different scholarship programs sponsored by governments of Japan and Mongolia view their role in national development after graduation.

This paper reports findings from a phenomenological study (Creswell, 2007) – the first phase of an exploratory sequential mixed-methods study in a recent PhD study. Based on semi-structured interviews with 24 alumni the study aimed to understand alumni’s perspectives in their voices.

Alumni were motivated to contribute to their communities, institutions, economic, political, social and legal conditions of Mongolia. However, they faced various structural challenges including getting jobs in the public sector even when they had binding agreements with employers. The findings call for long-term support for alumni projects and hubs as well as policy frameworks that tie the scholarship programs with national development goals.

Despite the high mobility rate of Mongolian scholars and a long history of Japanese Official Development Assistance to develop human resources in developing countries especially in Asia, little is known about the impact of these programs on the Mongolian national development. Through the phenomenological study, this study expands the understanding of ways in which alumni contribute to their national development.

For one merit-based undergraduate scholarship program at Washington University in St. Louis (the University), discovery and dialogue have been essential to the program’s nearly 30-year existence. Named for Dr. John B. Ervin, the first African American Dean at Washington University in St. Louis, the John B. Ervin Scholars Program has attracted, recruited, retained, and graduated over 600 students deemed to exemplify extraordinary commitments to four pillars – scholarship, leadership, service, and diversity. Because the Program’s administrators have cultivated a community grounded in discovery and dialogue, the Ervin Scholars’ resolve to foster a more just and equitable society has deepened over time, perhaps preparing them for this time in which universities, this nation, and our world face crises over race. This resolve has manifested the last few years as Ervin Scholars have responded quickly to racial issues at Washington University in St. Louis and throughout the nation.

With its 30-year foundation, the John B. Ervin Scholars Program continues to develop, nurture, and support young people who advance discovery and dialogue. Drawing on a number of interviews, Program and University publications, and external publications, “A Legacy of Commitment,” the second installment of the Program’s history, demonstrates how the presence, contributions, and achievements of Ervin Scholars have changed Washington University in St. Louis. The Ervin Program has been an important part of the University’s efforts to be more diverse and inclusive, and it will continue to be integral to the University’s current and future plans.

This case can be used to develop students’ understanding of optimization and the development of a linear programing (LP) model and solution. The instructor’s manual provides one possible solution based on the LP tools available in excel.

This case is based on real events at waypoint adventure and is derived from the authors’ experience consulting with this organization as they sought to improve pricing and scholarship management.

A young non-profit organization serving the disabled community in Boston sought growth but lacked clarity and consistency in their program pricing and scholarship structures. The case analysis centers on revising program prices to achieve specific cost and revenue requirements and determining a scholarship policy that will maximize participation in their outdoor adventure programing for the upcoming year. This case allows the exploration of optimization with an atypical objective, as the organization seeks to maximize participant engagement rather than profit.

The target audience includes upper-level undergraduate and MBA or early graduate-level students studying the optimization techniques of operations management, revenue and pricing management or marketing. The case would also be useful for discussing the challenges faced by non-profits and the non-traditional objectives that can arise for these organizations.

Because of online digital resources, academic libraries no longer need to spend as much time and energy organizing their own collections as they used to. They now have an opportunity to pivot their expertise in organizing information outward. “Inside-out” library services can include support for special collections, digital scholarship, scholarly communication, and data management. A key characteristic of such services is that an academic library takes on broader information management challenges at their college or university. This chapter will examine what it takes to build successful inside-out library services by looking at their cost, how well they complement existing library expertise and culture, and their impact on teaching, research, and the wider community.

The study aims to provide insight on the potential effectiveness of demand-side financing for catalyzing improved educational outcomes in Malawi; and, given the extent of cost-related constraints to school contexts in other low-income countries, the results have relevance for education policy decisions more broadly.

This study utilizes a non-equivalent groups research design to compare the educational experiences and outcomes of two student groups – those who did and those who did not receive a needs-based scholarship to attend secondary school and college in the Dowa, Kasungu, and Lilongwe Districts of Malawi. The authors assess impacts across a range of short and medium-term outcomes, including: school attendance, withdrawal, attainment, graduation, employment status, employment quality, and post-schooling income.

The scholarship substantially reduces the household cost of participation in school, and reduces the distance travelled to school. As a result, scholarship recipients attain between 1 and 1.5 years of additional schooling and graduate at higher rates. In terms of post-schooling outcomes, recipients are in higher wage-earning occupations after leaving school. Overall, results suggest that scholarships are an effective demand-side strategy for improving educational attainment, progression, and potentially longer-term labor market outcomes.

The study adds new evidence on policy approaches for expanding access to educational opportunities and increasing labor market outcomes in a context (Malawi specifically and sub-Saharan Africa more broadly) where evidence on such demand-side interventions is still growing.

Although the right to education is consecrated by international agreements, UNHCR reports that only 1% of refugees attend university. Grass root campaigns have arisen as one way of helping refugee and displaced students to access universities. The Oxford Students Refugee Campaign (OxSRC), launched in October 2015, aimed to establish a student-financed scholarship fund within the University of Oxford. As a result of the first year of campaigning, more than 12,000 students have pledged to contribute to the fund at a ratio of one pound per month. This has enabled the creation of the Oxford Student Scholarships, for students whose education has been disrupted due to the humanitarian or political situation in their country of residence. This chapter aims to build on the experience of the OxSRC to draw valuable lessons for universities and campaign leaders in other places. First, a set of financial barriers hindering access to the application process itself are reviewed. Second, the various documentary barriers impacting students’ completion and submission of applications are analyzed. Finally, this chapter examines psycho-social barriers that impinge on refugee students’ preparations for their chosen programme of study.

Collaborations between faculty from the teachHOUSTON program and physics department have led to an increase in the number of highly qualified physics teachers produced by the University of Houston. Faculty were able to systematically build the physics teacher preparation program through the following endeavors: streamlined degree plans, a physics inquiry course, an internship program, a scholarship program, and induction activities for the first three years of their teaching degrees. This has resulted in preparing approximately three physics teachers annually. Prior to this collaboration, the University had not produced any physics teacher graduates in the previous decade.

This chapter examines a recently launched initiative for developing institutional leadership for scholarly approaches to and the Scholarship of Graduate Student Supervision (SoGSS) at the University of British Columbia (UBC). This initiative is led by the Dean, Associate Dean, and former Associate Dean of the Faculty of Graduate and Postdoctoral Studies and is supported by a team of National Teaching Fellows and a graduate student. It involves a customized graduate student supervision (GSS) leaders’ cohort within the International Faculty SoTL Leadership Program at UBC. The initiative arose from institutional concerns about quality assurance and strategic supports for the enhancement of GSS in UBC’s multidisciplinary research-intensive context. The following were noted: (1) widespread discrepancies in the ways that GSS (sometimes referred to as mentoring) is being taken up and exercised across campus; (2) lack of strategic leadership for GSS within units and related professional development initiatives; and (3) inadequate faculty assessment and evaluation protocols (e.g., formative for professional development purposes or summative for tenure, promotion and reappointment purposes) for discipline-specific GSS practices.