Browsing by Subject "international"

Now showing 1 - 6 of 6
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    The Changing Landscape of U.S. Cross Border Philanthropy-Research Brief
    (2019-05)
    The Changing Landscape of U.S. Cross-Border Philanthropy report provides an overview of academic literature on U.S. cross-border philanthropy and international partnerships, an analysis of existing data on U.S. international giving, and an analysis of data on the United States Agency for International Development’s Office of American Schools and Hospitals Abroad (USAID/ASHA) applicants and grantees.
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    The Changing Landscape of U.S. Cross-Border Philanthropy-Literature Review
    (2019-05) Osili, Una; Horvath, Kinga Zsofia; Bergdoll, Jonathan
    This project has four main goals. First, it will expand knowledge on U.S. cross-border philanthropy to promote achievement of the objectives of the U.S. Government (USFS, USAID, and others) and the school. Second, it will provide a comprehensive landscape of how funding has changed over time and geography, and identify emerging trends in international partnerships and cross-border philanthropy for US Forest Service partners, United States Agency for International Development/American Schools and Hospitals Abroad (USAID/ASHA) partners, and other organizations that have a similar mission and scope. Third, it will identify the policy levers that positively or negatively influence the capacity and propensity of individuals and organizations to engage in cross-border philanthropic activities. Lastly, it will inform USAID/ASHA partners, practitioners, policymakers, scholars, and the general public of the findings from research projects and offer opportunities for greater discussion about the key topics involved.
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    The Global Study of Philanthropy
    (Springer, 2021) Wiepking, Pamala
    While there is apparent evidence that individual philanthropic behavior and the motivations for this behavior are at least to some extent universal, there is also evidence that people across the world do not equally display this behavior. In this conceptual article, I explore how we can study philanthropic behaviors from a global perspective. I contend that the macro-level study of philanthropy is underdeveloped, because of three problems intrinsic to the study of global philanthropy: problems with geographical orientation, connotations and definitions. As a first step to overcome these problems, I suggest the use of the term generosity behavior over philanthropic behavior, as this term appears more inclusive of the multitude of definitions and connotations across cultures. I conclude by formulating a collaborative research agenda for a more inclusive study and understanding of global generosity behavior, focused on generating publicly accessible knowledge and informing policy.
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    The Index of Global Philanthropy and Remittances 2013
    (2013) Center for Global Prosperity, Hudson Institute, Dr. Carol Adelman; Marano, Kacie; Norris, Jeremiah; Spantchak, Yulya
    The 2013 Index of Global Philanthropy and Remittances breaks new ground by measuring and analyzing the financial flows of emerging economies to the developing world, including philanthropy, remittances, government aid, and private investment. This year’s Index, sponsored by the International Development Research Centre in Ottawa, Canada, is the first attempt to systematically capture this information. The research will add to the ongoing work of the Center for Global Prosperity (CGP) at Hudson Institute. Over the last decade, CGP has demonstrated how the landscape of international development has changed. Of the total financial flows The Index of Global Philanthropy and Remittances 2013 from developed to developing countries, over 80 percent are private. Government aid, at less than 20 percent, is now a minority shareholder, the opposite of 40 years ago.
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    International Students and Autonomy in Service-Learning English for Academic Purposes Courses
    (2022-11-08) Ene, Estela; Orlando, Honnor
    Learner autonomy, defined most frequently as the “ability to take charge of one’s own learning” (Holec, 1981, p. 3), plays an important role in learning generally speaking and language acquisition in particular (Thomas & Rose, 2019). Enabling learners to function independently is an important, if not the ultimate, goal of teaching. In Service Learning (SL), learners can operate autonomously, and likely become more autonomous as a result of practicing autonomy. Thus, autonomy can be a means as well as a goal. Studies, however, have not paid sufficient attention to the role that learner autonomy may play, especially when it comes to SL performed by international students. An important theoretical and practical question is whether increasing learners’ autonomy leads to better learning outcomes than other-/teacher-directed SL. If students learned as much or more when given more autonomy, teachers could better use the time they invest in the logistical overload that comes with coordinating every aspect of SL (as also noted by Kwenani & Yu, 2018); for example, teachers could focus on designing tasks that would benefit students and community partners alike and preparing their students for operating autonomously without losing focus or doing harm (Tryon et al., 2008). Thus, it is important to finetune our understanding of whether learner autonomy supports learning, and which aspects of learning it can support most productively.
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