Advancing U.S.-EU Diplomacy via the Fulbright Commission

May 2013Biennial Conference of the European Union Studies Association

Erica LutesCommission for Educational Exchange between the United States,

Belgium and Luxembourg

Courtney CollinsUnited States Mission to the European Union

Angela O’NeillCollege of Europe

Table of Contents

Abstract 3

Introduction 4

Historical Context 6

Fulbright-Schuman 7

Profiles of Grantees 13

Evidence of Advancement of Diplomacy 19

Continuing Advancement Initiatives 26

Conclusion 28

References 29

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Abstract

This paper examines the history of the Fulbright Commission and the Fulbright-Schuman U.S.-

EU based grant in support of Senator Fulbright’s vision of advancing nations through

international education. The Fulbright-Schuman grant encourages the exchange of ideas and

transatlantic dialogue in support of advancing diplomatic relations. The study of the EU and its

institutions has grown beyond this exchange and has now become a commodity at institutions of

higher education on both sides of the Atlantic, including the prestigious College of Europe in

Bruges, Belgium, which also aides in the advancement of transatlantic ideas and diplomacy.

Both the U.S. and EU governments contribute to the Fulbright-Schuman program and highlight

the importance of their collaboration on transatlantic dialogue. Through additional cooperation

on advancement initiatives and partnership to encourage educational exchanges of U.S.-EU

relations, cultural understanding and dialogue has been fostered.

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Introduction

President Obama has said that Europe is the cornerstone of our engagement with the

world.  Across the U.S. government, officials of all levels reach out regularly to their

European counterparts to coordinate and to deepen our investment in what we believe to

be an absolutely essential partnership. --William Kennard, United States Ambassador to

the European Union

While diplomats and government officials work to advocate for transatlantic relations

between the United States (U.S.) and the European Union (EU), education and educational

exchange is influential in the dialogue taking place in these relations as well. Through various

international education opportunities and initiatives, mutual understanding between nations has

been created, as well as prospects for the advancement of diplomacy. However, it is exceedingly

difficult to quantify the impact international education has had on diplomatic relations. This

paper outlines the importance of U.S. and EU educational mobility, noting its significance on the

advancement of diplomacy and benefits to United States-European Union (U.S.-EU) relations.

By first examining the historical background of the Fulbright program, the Fulbright

program in Belgium and the Fulbright-Schuman grant, a baseline for international studies is

established, allotting the opportunity to witness the rise in international study opportunities and

discuss their effect on diplomacy. Next, the current Fulbright-Schuman candidate profiles exhibit

what types of studies and research students are pursuing while abroad, demonstrating the

program’s impact on international relations for the U.S.-EU partnership. While there are a large

number of institutions to study the EU, the College of Europe, its curriculum, course offerings,

and networking opportunities are then outlined to educate the reader on its significance on the

realm of international studies and affairs. Finally, discussion regarding the advancement of

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diplomacy through Fulbright, the U.S. Mission to the European Union (USEU), and international

education is explored.

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Historical Context

Fulbright Background

When the late U.S. Senator from the state of Arkansas, J. William Fulbright, sponsored

legislation establishing the Fulbright Program (which was signed into law by President Truman

on August 1, 1946), he saw a world devastated by war. Remembering his own overseas

experience as a Rhodes Scholar, the young senator reasoned that people and nations had to learn

to think globally if the world was to avoid annihilation. He believed that if large numbers of

people lived and studied in other countries, “they might develop a capacity for empathy, a

distaste for killing other men, and an inclination for peace” (Fulbright Jordan, 2008). Senator

Fulbright saw this program as a way to foster bilateral relationships and set common priorities

which shaped joint needs.

What is now called the Fulbright Commission was originally financed by the sale of

surplus US war property, grain sales abroad, and funds appropriated by Congress. The bill also

included an opportunity for foreign countries to have some of their debts accumulated during

World War II foregone if they funded an international education program. President Truman

signed Senator Fulbright’s bill into law on August 1, 1946, and Congress created the Fulbright

Program shortly after. In 1947, China signed an agreement to enter the Fulbright Program, the

first nation to enter the program. Within the next year, Greece, Burma, and the Philippines would

join as well.

The unique feature of the Fulbright Program is its global system of bilateral or binational

exchanges, each between the U.S. and a partner nation. True binationalism was a primary

objective of Senator Fulbright. “I had not wanted this to be an American program”, he wrote. “In

each country, binational commissions were to develop the kind of program that made sense to

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them, what kinds of students or teachers and professors should be selected what kind of research

work” (Fulbright Jordan, 2008).

Few other opportunities enrich one’s personal life and career as does a Fulbright award.

Living in a different culture, developing different ways of doing things, forming lasting

friendships and sharing new horizons are all part of what has come to be known as “the Fulbright

experience”. All Fulbrighters represent a powerful potential for ongoing linkages between the

U.S. and the rest of the world.

Fulbright-Schuman History1

The first exchanges under the auspices of the new Fulbright exchange program between

the U.S. and the European Union, what is now the Fulbright-Schuman, were realized during the

academic year 1991-92. Thanks to the personal initiative of the U.S. Information Agency's

(USIA) Associate Director for Educational and Cultural Affairs at the time, Dr. William Glade, a

pilot program covering exchanges between the U.S. and the EU was agreed upon by USIA and

the EU in 1990. Due to its location in Brussels, the Fulbright Commission was asked to

administer the new program, with the support and help of the Commission to the European

Communities and the Task Force for Human Resources, Education, Training and Youth (now the

Directorate General for Education and Culture (DG EAC).)

At approximately the same time, the EU and the U.S. Department of Education through

the Fund for the Improvement of Postsecondary Education (FIPSE), headed at that time by

Buddy Karelis, signed an agreement for a pilot project for exchanges between the U.S. and the

EU, similar to the already very successful Erasmus program.

1 All information about the Fulbright-Schuman program and grantees was provided by the Belgian Fulbright Commission unless otherwise noted with citation.

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With initial, unilateral funding from the USIA in the amount of $130,000, the pilot

project called for two American scholars and two graduate students to come to study the

structures of the European Commission (EC). Funds were also available for two EC officials to

go to the U.S. to act as Scholars-in-Residence at selected American universities.

In October 1993, the European Commission, through the Task Force on Human

Resources, Education, Training and Youth, contributed 50.000 European Currency Units (ECU)

as complementary funding for the period October 1, 1993-September 30, 1994. For the following

year, 60.000 ECUs were made available for 1994-95.

With the initialization of the Agreement between the United States of America and the

Commission of the European Union in June 1995, the Cooperation Agreement between the U.S.

and the EU was institutionalized, with the major portion of the program (and the budget) on the

U.S. side coming from FIPSE. The U.S.-EU Fulbright Program is included in the Agreement

under “Complementary Activities”.

With the signing of the Cooperation Agreement for the consortia project, there came a

change in the eligibility for European individuals. At the request of the EU, and more

specifically the European Parliament, it was decided to exclude current or past officials of the

EC. Therefore, the program is now currently open to academics, professionals, or policy makers

from any and all member states.

On the European side, grants are available for academic study or research within U.S.-EU

affairs, EU policy, and/or EU institutions at accredited institutions within the U.S. On the

American side, grants are available for studies and post-doctoral research on U.S.-EU affairs or

other EU topics which are supranational in nature; for lecturing at the College of Europe in

Bruges; or for research at the Centre for European Policy Studies (CEPS) in Brussels (this grant

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is cost-shared by CEPS). There are also grants available for American graduate students to

pursue doctoral research on similar topics. Grants are tenable in any of the Member States of the

EU.

Grants for EU Citizens

In 2013, 15 Europeans were awarded grants for research and/or post-graduate study on

EU affairs or U.S.-EU relations at an accredited American university or independent research

center. Candidates are responsible for arranging their own affiliation and can request projects

justifiable in a maximum of two different US institutions. In addition, the EU Scholar-in-

Residence Program offers two to four one-semester awards for lecturing at a selected U.S.

university. The institutions hosting the EU Scholar-in-Residence grantees are announced

separately each year. These awards are available for lecturing on EU affairs or U.S.-EU relations,

integration, and/or political economy at a selected American university. The successful

candidates will be placed in an appropriate institution.

The grant includes a monthly stipend of € 3000, plus € 2,000 for round-trip air

transportation and relocation costs (up to a maximum of € 30,000 per grantee). Health and

accident insurance and visa sponsorship (J visa category) are also provided. The grant is for a

period of three to nine months.

Grants for American Citizens

Student grants are available for Americans for study or research at any of the EU

institutions or at recognized academic institutions in any of the 28 Member States of the

European Union. Preference is given to candidates wishing to carry out their projects in two

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different member states of the EU or who will study at one of the various EuroMasters programs.

These grants are available for a period of three to nine months for researchers and for a period of

nine months for students.

Research awards are also available for American scholars for projects focusing on the

organizations of the European Union, particularly on the process of institution building within

the EU. Projects focusing on U.S.-EU relations will also be considered. Projects requiring the

grantee’s presence in one or more of the current 28 member states of the EU are preferred. The

grants are available for two to five months. In addition, one award is reserved for lecturing on

transatlantic relations at the College of Europe in Bruges, Belgium or the European University

Institute in Florence, Italy for 10 months.

The grants to Americans include a monthly stipend of $3,000 and $2,000 for round-trip

air transportation and relocation costs. Six grants were awarded to Americans this year, three to

U.S.-EU students, two to researchers, and one to lecture at the College of Europe.

Increasing interest in EU affairs

Given the intense changes appearing in the EU with enlargement, the expansion of the

EU’s areas of policy competency and the development of its policy making mechanisms and

institutional composition, increased support for U.S.-EU educational exchange has been vital to

the improvement of transatlantic comprehension and cooperation. It has been particularly critical

to open up a research window on the integration process itself during such formative periods in

both American and European politics.

In the candidate selection process, the Fulbright Commission has the leading managerial

role in collaboration with the USEU, the Council for International Exchange of Scholars, the

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Institute of International Education, and with representatives of DG EAC.

Enlargement of the EU, with the addition of 10 new Member States in 2004, 2 more in

January 2007, and Croatia in 2013, has increased the size of the existing applicant pool on the

European side by some 40%. U.S. students and scholars now have 28 countries from which to

choose in terms of carrying out research on EU issues.

Since its creation in 1991, the Fulbright Commission has seen a rise in applications each

year. Between the academic years 1991-1992 and 2008-2009, there have been 110 US scholars

and 86 EU scholars. This year the Fulbright Commission received 108 approved preliminary

applications for the Fulbright-Schuman program, of which 86 candidates went on to complete

full applications and interview at their local Fulbright Commissions. This is a 43% increase from

the final application numbers in the 2012-2013 cycle. Fifteen EU citizens and six Americans

received Fulbright-Schuman awards. The average award given to 2013-2014 grantees is €17,400

and the average length of stay is approximately six months.

Selection of Applicants

Successful applicants will show an interest in topics that support the advancement of

diplomacy and must be good representatives of their home country while abroad. Additionally,

in order for an EU citizen to be considered, candidates must meet the following requirements set

forth by the Fulbright Commission: must be citizens of the EU, professionals (such as policy

makers and individuals in industry), and proficient in English. Candidates must also have: at

least two years of relevant experience beyond the bachelor’s degree, a doctoral degree or

equivalent professional experience, a minimum of six months academic/professional experience

in at least two EU countries, all necessary university credentials to be accepted into an American

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graduate program, and a proven level of academic or professional excellence. Furthermore, there

are additional restrictions on who can apply. Candidates in the United States at the time of

application are not eligible to apply. Scholars who have previously held a J visa in the professor

or research scholar category are not eligible for sponsorship again in those two categories for a

period of 24 months following the program sponsorship end date.

Recipients of Fulbright Commission awards must travel on U.S. Government-sponsored

“Exchange Visitor” visas. They may not travel on any other. It is important to note that anyone

admitted as an Exchange Visitor to the U.S. must return to his/her country for two years before

returning to the U.S. as a permanent resident, temporary worker or trainee, or intra-company

transferee.

Grants are for a minimum of three months, maximum one academic year, with preference

being given to projects of four months duration. Grants are tenable in universities, independent

research centers, and vocational training/professional institutions providing training at the post-

secondary level. Foreign language ability is desired but is not a requirement. All candidates must

have at least two years of work-related or relevant experience beyond the Bachelor’s degree.

After all requirements have been fulfilled, interested applicants should submit a

preliminary application, along with a one page description of their proposed project and CV, to

the Commission for Educational Exchange. Once the preliminary application has been accepted,

applicants must complete the online application and submit printed copies of their letters of

acceptance and TOEFL scores (if required).

The Fulbright-Schuman grantees are a diverse group, comprised of people with various

nationalities, educational and professional experiences, and research interests. Included below

are profiles of ten Fulbright-Schuman grantees for the 2012-2013 academic year, five

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representatives from the U.S. and five representatives from EU nations.

American Fulbright-Schuman Grantees

Agbabiaka, Mr. Oluwatosin

American Fulbright-Schuman Student 2012-2013

Mr. Oluwatosin Agbabiaka, a Nigerian-American, studied English, Sociology, and Music at

Duke University. He continued his studies at American University of Cairo in Egypt, earning a

Master’s in Literature History. Following his avid passion for human rights and law, he earned

fellowships with Humanity in Action, in Denmark, and Coro Center for Civic Leadership, in the

United States. In addition, Agbabiaka has a long history in corporate and environmental law as

an intern with Vinson & Elkins LLP in Houston, TX USA. While studying across the EU and in

the United States, Agbabiaka developed a keen interest in migration policy and human rights

advocacy. He went on to conduct research in Greece and Belgium, to identify legal and policy

mechanisms that EU institutions can utilize to maintain compliance of its migration and human

rights standards. He has partnered with The Migration Policy Group headquartered in Brussels,

and The Institute for Rights, Equality, and Diversity, in Athens to support and continue his

research.

--

Audikana Arriola, Dr. Ander

American Fulbright-Schuman Scholar 2012-2013

Dr. Ander Audikana, of Spain, earned a Bachelor of Arts in Sociology at the Universidad de

Deusto in Bilbao in 2005, which he followed with a degree in Sociology at the Ecole Normale

Supérieure, and a Master of Arts in Urban Planning at Univeristé Paris XII, both in Paris. During

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his undergraduate and postgraduate time, Dr. Audikana was involved in research training and as

a visiting researcher in institutions across France, and became a Ph.D. candidate at the

Laboratoire Ville Mobilité Transport Uni Paris-Est in 2008. Since then he has been on exchange

researching High-Speed Rail Policy in the U.S., and has been researching in Washington D.C. at

George Mason University’s School of Public Policy. His work has resulted in a number of

significant publications and he has led many seminars and workshops on the subject during his

time at GMU. Continuing his exchange, he has begun an advanced research project promoted by

the Center for Transportation, Policy, Operations, and Logistics at GMU.

--

Bashour, Mr. Nicholas

American Fulbright-Schuman Student 2012-2013

Mr. Nicholas Bashour, a Syrian-American, received a Bachelor’s of Arts with honors in both

Journalism and Biological Sciences at Wayne State University in 2009. He kept extremely busy

during his undergraduate time as a journalism intern for Metro Parent Publishing Group, and a

Biomedical Researcher with the National Institutes of Health. Since his graduation he has been

working as the Vice President of the Wikimedia District of Columbia. Mr. Bashour comes highly

decorated as a recipient of the dual scholarship from the National Institutes of Health and as a

Presidential Scholar and dual scholarship awardee of Wayne State University. He was heavily

involved in extracurricular activities, such as the Wiki Society of Washington, D.C., and has

been published in the academic journal Neuroscience. Mr. Bashour intends to continue to

postgraduate education and apply his background in biomedical science research to international

science and technology policy and international relations.

--

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Corder, Dr. Kevin

American Fulbright-Schuman 2012-2013

Dr. Kevin Corder is an American who earned his Bachelor of Arts in Political Science at the

University of Chicago in 1986 and his Master’s and Ph.D. in Political Science from Washington

University in St. Louis by 1993. He has been awarded multiple research grants and has been

recognized for his work by the National Science Foundation and the Carrie Chapman Catt Center

for Women and Politics, and has been published numerous times. In addition, Mr. Corder

worked as a professor at Western Michigan University for 10 years. He will be continuing his

research on the governance of banks at the Institute of Criminology at the University of Malta.

--

Javorsky, Ms. Emilia

American Fulbright-Schuman Student 2013

Ms. Emilia Javorsky is an American currently working on her M.D. from the University of

Massachusetts Medical School. She completed her B.A. at Columbia University and earned her

Master’s in Health Policy and Management from Boston University. Ms. Javorsky has worked as

a consultant at UMass Medical Center and John Snow International, research assistant at

Roosevelt Hospital and the Dana Farber Cancer Institute, and IRB analyst at BU Medical Center.

Ms. Javorsky also served as the clinical research coordinator at Massachusetts General Hospital

and was published in the Journal American Academy Dermatol. Currently, Ms. Javorsky is

conducting research that analyzes pan-European efforts to facilitate transnational clinical

research, with a specific focus on the European Clinical Research Infrastructures Network

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(ECRIN), at INSERM in Paris.

--

European Fulbright-Schuman Grantees

Bunea, Ms. Adriana

European Fulbright-Schuman Scholar 2012-2013

Ms. Adriana Buena, of Ireland, earned her Bachelor of Arts in Political Science at the University

of Bucharest in Romania in 2006, immediately followed by her Master of Arts in Political

Science at Central European University in Budapest, Hungary. In 2012 she became a Ph.D.

candidate for Political Science at Trinity College Dublin in Ireland. Ms. Buena has been involved

as a member in ESPA and worked in Belgium for the EU as a European Commission trainee.

She is currently on exchange at the Department of Political Science at UNC-Chapel Hill and the

Center for European Studies in the United States, where she will be immersed in research

concerned with the relationship between lobbying groups and formation of legislation in the EU.

--

Cusumano, Mr. Eugenio

European Fulbright-Schuman Scholar 2012-2013

Mr. Eugenio Cusumano, of Italy, holds two Master’s degrees, one in Political and Social Science

from the European University Institute and the other in International Relations from the

University of Bologna. In addition, Mr. Cusumano has served as a research assistant and adjunct

teacher at the University of Maastricht, and several of his works have been published in various

conference papers and scholarly journals, such as the Oxford University Press. Mr. Cusumano is

currently conducting research regarding the privatization of military support functions to

commercial entities at the University of Denver in order to complete his Ph.D. in Political and

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Social Science from the European University Institute.

--

Del Biondo, Ms. Karen

European Fulbright-Schuman Scholar 2012-2013

Ms. Karen Del Biondo, a Belgian, holds Master’s degrees in European Studies from ULB and in

Political Science from Ghent University, in addition to completing the Specific Teacher Training

Program in Political and Social Science at Ghent University. Ms. Del Biondo has served as a

Ph.D. researcher and teaching assistant at the Center for EU Studies at Ghent University, and has

also worked at the Ministry of Foreign Affairs and EU, among other professions. She has been

published in numerous scholarly journals and conference papers, including the Journal of

Contemporary European Research. Presently, Ms. Del Biondo is performing research at Stanford

University comparing democratic assistance from the EU and US to Ethiopia and Rwanda from

2005 to the present.

--

Keating, Mr. Thomas

European Fulbright-Schuman Student 2012-2013

Mr. Thomas Keating, of Ireland, was born prematurely in 1987, and diagnosed with cerebral

palsy. Mr. Thomas Keating continues to overcome the hardships caused by his disability and

currently is working on his Ph.D. in International Relations at the University of Limerick. Mr.

Keating earned his Master’s in Translation Studies at Dublin City University and his B.A. in

Applied Languages at the University of Limerick. In addition to his academic pursuits, Mr.

Keating has served as a researcher at Limerick Civil Trust and won the EU sponsored Language

Learner of the Year in 2009. Mr. Keating is currently conducting research at American

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University, analyzing the need for the recognition of human agency in international relations, as

well as the extent to which social networks influence foreign policy decision making in Europe

and the United States.

--

Lepenies, Mr. Robert

European Fulbright-Schuman 2012-2013

Mr. Robert Lepenies is an Italian studying at the Berlin Graduate School for Transnational

Studies to earn his Ph.D. in Political Science. Mr. Lepenies holds a Master’s degree in

International Political Economy from the London School of Economics and earned his B.A. from

Oxford University. He also received a Visiting Ph.D. Studentship at the European University

Institute. Additionally, Mr. Lepenies has been published in the Encyclopedia of Global Studies

and worked as a teaching assistant at the Hertie School of Governance in Berlin. He has

conducted research at the KPMG Advisory on the financial crisis and at the German Institute for

International and Security Affairs on US foreign economic policy. At Yale University, he is

using insights from political philosophy, international relations theory, and normative economics

to evaluate whether anything is morally owed to individuals who are losing out from

international trade.

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Evidence of Advancement of Diplomacy

Through U.S.-EU Governmental Relations

Senator Fulbright consistently talked about how he believed that education and

educational exchange was a cornerstone of governmental policy and collaboration. In a number

of his speeches, he discusses the importance of education in foreign policy and in advancing

nations. “My theme,” he proclaimed, “is the contribution of education, particularly international

education, toward realizing our hope for a better world” (Fulbright, .

In 2011, the 3rd U.S.-EU Education Policy Forum took place. In the Joint Statement that

resulted, the relationship between the U.S. and the EU was displayed through aligned positions

on higher education.

Higher education has a crucial role to play: it must bridge the dichotomy between giving

students the knowledge and skills relevant to future jobs and conveying the critical

thinking and civic values for our democracies to prosper in our fast-growing knowledge

economies. The U.S. and EU goals to significantly increase the proportion of students

completing higher education, our mutual efforts to advance study abroad opportunities,

and our interest in continuously improving the quality and performance of our higher

education institutions are of paramount importance. These are the areas where our

interests converge (U.S.-EU Education Policy Forum, 2011, p. 3).

While many understand the importance of continuing and higher education for the growth

of our nations, during the Policy Forum, Mr. Prats Monné, Deputy-Director General of DG EAC

and Dr. Martha Kanter, Under Secretary, U.S. Department of Education concluded, “for all our

economies the only path leading to quality jobs and sustainable growth is education” (U.S.-EU

Education Policy Forum, 2011, p. 3). Both parties also recognized the importance of student

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mobility, which is encouraged and can be provided by the Fulbright-Schuman grant program,

“which provides valuable and continued support to the transatlantic mobility of professionals

conducting research in the field of US-EU relations” (U.S.-EU Education Policy Forum, 2011, p.

5).

Although diplomacy is usually only applied to politicians, diplomacy, at its root, is any

form of international relations. Through international education people are exposed to the

differences among cultures of the world and how to best interact with them in order to maximize

amicability and minimize hostility. In order to be fully prepared to make international policy

decisions effectively, whether in the public or private sectors, both policy makers and the

executors of those policies need to be exposed to and made aware of the differences between

cultures in order to have a successful partnership.

Patricia de Stacy Harrison, former Assistant Secretary of State for Educational and

Cultural Affairs (ECA), discussed the effects of international education on diplomacy with an

author for the International Educator. During the interview, Ms. Harrison explained that the

purpose of international education is to “create a community of people of goodwill who, because

of the links they have with people in this country and vice versa, will be able to contribute to

society” (Dessof, 2008). Although there are benefits to international education, Ms. Harrison

explained that the impacts of their studies may not be seen until a decade after their time either in

the U.S. or abroad, and therefore called for patience. At the very least, students return home with

a broader perspective and many times, prejudices and stereotypes that hinder international

relations are removed.

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Advancing Diplomacy through Education at the College of Europe2

The College of Europe was the first institute of European postgraduate studies

specializing in European affairs, and remains one of the most reputed. It was created in 1949

soon after the Second World War, at the very start of the European unification process .The idea

was to bring together teachers and graduate students from different European countries, who

would deal with issues important for the future of the continent, from a truly European

perspective, and not from a mere national point of view. Among the founders of the College, one

finds European luminaries, such as Winston Churchill, Alcide de Gasperi, and Paul-Henri Spaak.

Today, the College has two campuses, one in Bruges, in Western Europe, the other in Natolin

(Warsaw) in Central Europe. There are approximately 300 graduates in Bruges and around 120

in Natolin.

The College is one of the best places for graduates of all nationalities to study the

European integration process in-depth, but also to experience at first hand Europe in its diversity

and complexity. The educational method applied by the College through its several study

programs combines academic rigor with elements of professional training. Students from a great

many different nationalities not only study together, but also live together in student residences

throughout the academic year. This creates bonds of friendship that last a lifetime, and also

fosters diplomatic understanding amongst those who study there. Upon completion of their

program, students are awarded a Master degree in their respective departments.

Today the College can rely on a network of more than 10,000 alumni spread all over

Europe and beyond. Most have embraced a career with a European or international dimension

either in the public or in the private sector. More than one thousand civil servants working for the

European institutions graduated from the College of Europe (“History”, 2013). Many alumni also

2 Information about the College of Europe was provided by staff in collaboration of the drafting of this paper.

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work for national governments, international organizations, international law firms,

consultancies, business firms and non-governmental organizations. A sizable number pursue an

academic career in European universities.

At the College of Europe U.S. and other non-EU citizens are able to be immersed into a

completely European setting, allowing them to study with, and indeed discuss with, students

from all corners of the EU in order to understand the issues currently discussed in Europe, from a

variety of different angles. Added to that, European and World issues are taught by an

international faculty from a mainly European perspective, which fosters truly in-depth and

specialized study of Europe as an important political and economic actor. The College has EU

created scholarships for European Neighborhood Policy countries (“Scholarships”, 2013)

students, which reflects the EU Institutions' faith in the College to help foster better

understanding between the EU and these important neighboring countries. This also gives

students an opportunity to ask questions directly and to learn from those coming from areas we

need to understand better.

The College trains future diplomats directly through its study programs but also

discretely in cultural understanding. Students develop the skills to interact with people from

different backgrounds. This is achieved through daily contact with students from different

countries in a small college where interaction happens from the breakfast table through the

working day to the evening activities. All students live in residences which facilitates this

process. Student classroom activities encourage maximum interaction and opportunities to learn

from each other. Other more overt abilities are developed as well at the College of Europe, such

as negotiation skills, public speaking skills, diplomatic protocol skills, and language skills.

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Through the College of Europe’s institutional network, study trips are organized and

these trips bring students into contact with important actors within those countries. For example,

students from the Natolin campus in Warsaw travel to Turkey where they can meet key people

involved in debating and deciding on their EU membership issue.

At the College of Europe, students create important lifelong networks which they can

build on throughout their careers. Networks of any value are often built on friendship and

extended personal contact. Students come into contact with their fellow students of course but

also with alumni. The College also welcomes heads of state, ambassadors, and key people from

EU institutions, and students often have the opportunity to discuss with them .Students thus meet

the people creating policies in Europe and have a chance to ask them questions to better their

understanding of Europe.

The College of Europe feeds directly into ministries, EU institutions, and all levels of

public and private service, and thus can be seen as a solid 'European' training ground on

European Affairs .These future contacts are invaluable for fostering international understanding.

Combined Efforts of Education and Governments

The ability to study the EU and its institutions has become a hot commodity item both in

the U.S. and the EU. In the U.S. many universities are creating EU Studies programs, some of

which are prolific enough to receive funding from the European Commission through the

Delegation of the European Union to the United States as part of the Network of European Union

Centers of Excellence. There are currently nine individual institutions and a consortium of

institutions in Washington, DC which are grantees. This program was launched in 1998 and has

“played a vital role in highlighting the importance of the transatlantic relationship and helped

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inform students and the public at large about the European Union” (Delegation of the EU to the

United States of America, 2012).

The network was created “to promote the study of the EU, its institutions and policies,

and EU-US relations through teaching programs, scholarly research and outreach activities in

their local and regional communities” (Network of EU Centers of Excellence, 2009). The

selection of institutions is part of a competition by American institutions to promote transatlantic

relations and dialogue. The EU recognizes this program, which is facilitated by the Public

Diplomacy program at the Delegation of the EU to the U.S., as a key priority. It is interesting to

note that many of the institutions that were selected to become EU Centers of Excellence had

previously received EU scholars under the U.S.-EU Fulbright-Schuman Program.

In addition to the institutions in the U.S. that have recognized the importance of EU

studies, there are roughly 300 institutions within Europe that have programs which focus on the

subject (Hockenos, 2012). Course studies include examination of “developments in the E.U.

community and span disciplines” as well as range from bachelor’s to doctoral levels. The EU

studies programs have received some hesitation from the academic community; they are

concerned with academic rigor and whether the programs support skills beyond working for the

EU after graduation. Although, according to Hockenos, President of Viadrina in Germany,

Gunter Plueger, would argue that “a thorough understanding of European integration is

indispensable”.

In alignment with universities creating EU studies programs in both the U.S. and the EU,

the Fulbright-Schuman program has set aside an award for a U.S. scholar to lecture as a

Fulbright-Schuman Chair at either the College of Europe in Bruges or the European University

Institute (EUI) in Florence. With the addition of EUI, the Chair will alternate between

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institutions depending on the year. The chosen scholar is selected to lecture on the topic of U.S.-

EU relations and very often works on a publication (or publications) about their area of expertise

in the transatlantic partnership during their time abroad.

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Continuing Advancement Initiatives

The Fulbright Commission works with great resourcefulness to underscore and draw

attention to the Fulbright-Schuman grant; which, while young in the eyes of the Belgian

Fulbright Commission, is unique and groundbreaking in its encouragement of U.S.-EU

transatlantic dialogue. The Commission works tirelessly to promote the program in a number of

venues across the EU and has been proposing new ideas, such as an alumni association and a

Fulbright-Schuman specific website to continue to advance the program.

The Fulbright Commission would like the Fulbright benefits to extend well beyond their

grant period by offering grantees the opportunity to join an alumni network. In practical terms,

this would mean the creation of an alumni association, which the Fulbright-Schuman does not

currently have. This alumni network would enhance the visibility of the Fulbright-Schuman

program and ensure its successful implementation. In collaboration with the USEU, the Fulbright

Commission has begun to consider financial options to get this association beyond the

conceptual phase and into the functioning phase. Combined efforts to consider how a multilateral

alumni association would work with grantees spread all over the EU, the Fulbright Commission

and USEU hope to find an effective way to materialize such an association as not just a

networking tool, but also a promotional tool.

With the creation of the Fulbright-Schuman website, the Fulbright Commission would be

able to increase exposure to scholarships and clarify information about the requirements. Then,

they would be able to create clear channels of dissemination from the source rather than

information through third parties (i.e. other Fulbright Commissions or Education USA centers).

Hopefully, this would also establish additional credibility that would be beneficial for certain

situations, such as when they apply for additional funding, potential donors could visit the

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website. With ever increasing application numbers, as previously mentioned, the addition of this

website would give the Fulbright Commission the ability to meet the heightened demand for

information about the Fulbright-Schuman scholarship. Additionally, the website could serve as a

valuable networking tool for Americans and Europeans focusing on EU affairs and U.S.-EU

relations.

The potential for the Fulbright-Schuman program in the future is endless. With just the

building blocks of initiative such as the creation of an alumni association and independent

website, the network of the Fulbright-Schuman program could continue to grow. Additions to the

website could include sections such as job listings and discussion forums. There is also the

possibility to create an official logo for Fulbright-Schuman program.

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Conclusion

The United States and the European Union continue to be faced with a number of issues

that extend beyond their borders. Regardless of the nature of these challenges, whether they are

humanitarian and environmental issues, economic and trade issues, disease and crime prevention,

or military conflict oriented, there is a need for international dialogue and collaboration with

other nations to counteract these issues. The U.S. government recognizes the importance of a

transatlantic relationship with the EU in the exchange of ideas of advancing both governments.

An important step in developing this mutual understanding is through international education.

Through cross-border study programs, students are immersed another culture and are able to

return home with a new understanding of other cultures. The European Commission has

recognized the Fulbright-Schuman program as one of their premiere opportunities to enhance

understanding across the Atlantic and with applications steadily rising each year, grantees of the

Fulbright-Schuman program will continue to aid U.S.-EU transatlantic relations. This

information removes the prejudices and stereotypes that hinder international relations and creates

a new awareness of international issues. By utilizing international study programs, Senator

Fulbright’s goal of creating a better world can be achieved.

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