An effort to bring international higher education to Georgians — particularly in the areas of science, technology, engineering, and mathematics (STEM) — included a project in which San Diego State University partnered with three Georgian public universities to enhance the delivery of high-quality STEM bachelor's degrees. In this report, the authors assess the project's implementation, graduate outcomes, sustainability, and return on investment.

From San Diego to Tbilisi — Adopting International Higher Education in the Country of Georgia

Georgia II STEM Higher Education Final Evaluation Report

Charles A. Goldman, Rita T. Karam, Julie Giorgadze, Kate Giglio, Jing Zhi Lim

ResearchPublished Aug 23, 2024

More than ever, nations around the world understand that science, technology, engineering, and mathematics (STEM) skills are key to driving economic growth and overall competitiveness. A compact between the United States, through the Millennium Challenge Corporation, and the country of Georgia's government sought to bring international higher education to Georgians — particularly in the area of STEM — to develop human capital, advance economic growth, and reduce poverty in the country.

This effort included a project to ensure and enhance the delivery of high-quality STEM bachelor's degrees in Georgia in four ways: (1) partnering with a U.S. university to offer U.S. STEM degree programs, (2) improving STEM-related infrastructure and technology in partner Georgian universities, (3) assisting partner Georgian universities in reaching international STEM standards and acquiring international program accreditation, and (4) preparing world-class skilled STEM specialists from diverse backgrounds. San Diego State University (SDSU) partnered with three Georgian public universities — Tbilisi State University, Georgian Technical University, and Ilia State University — to fulfill these goals.

In this report, the authors assess the project's implementation, graduate outcomes, sustainability, and return on investment.

Additional resources for this report are available on the Millennium Challenge Corporation evidence platform website (https://mcc.icpsr.umich.edu/evaluations/index.php/catalog/248).

Key Findings

  • SDSU trained 120 Georgian faculty and administrators by engaging them in teaching SDSU courses.
  • More than 500 Georgians graduated with U.S. STEM degrees.
  • The project developed valuable STEM infrastructure, making it possible for partner universities to significantly upgrade classrooms and laboratories and to obtain international accreditation for their own programs.
  • While the SDSU cohorts enrolled 35 percent women, recent partner university cohorts in accredited programs have only half as many women.
  • Graduates earned an estimated 70 to 120 percent more in wages than comparable students.
  • Employers appreciated graduates' English language proficiency, technical skills, and workplace skills, such as communication and problem-solving.
  • If challenges can be managed and accredited programs expanded, the project is positioned to make a major contribution to the country's STEM human resource needs.

Recommendations

  • Georgian universities should maintain and renew laboratories and equipment.
  • Georgian universities should continue to invest in updating curricula and recruiting and training Georgian faculty to teach to international standards.
  • Georgian universities, government, and employers should encourage talented students to pursue STEM careers through coordinated outreach efforts.
  • Georgian universities should develop and sustain structures for employer relations and career placement.
  • Georgian universities and government should promote buy-in and support for international accreditation.
  • The Georgian government should adopt a sustainable finance model for internationally accredited programs.
  • Georgian government, universities, and employers should continue to support women in STEM. Stakeholders should consider awareness, opportunities, needs, and constraints for women when developing the partner accredited programs and supportive government policies.
  • The Georgian government should develop new structures for monitoring and evaluation.
  • Georgian government and universities should encourage higher-education leaders whose visions include international accreditation.
  • The Georgian government should monitor and manage general risks to sustainability of the programs.

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Document Details

  • Copyright: RAND Corporation
  • Availability: Available
  • Year: 2024
  • Print Format: Paperback
  • Paperback Pages: 92
  • Paperback Price: $33.00
  • Paperback ISBN/EAN: 1-9774-1389-7
  • DOI: https://doi.org/10.7249/RRA363-2
  • Document Number: RR-A363-2

Citation

RAND Style Manual
Goldman, Charles A., Rita T. Karam, Julie Giorgadze, Kate Giglio, and Jing Zhi Lim, From San Diego to Tbilisi — Adopting International Higher Education in the Country of Georgia: Georgia II STEM Higher Education Final Evaluation Report, RAND Corporation, RR-A363-2, 2024. As of September 17, 2024: https://www.rand.org/pubs/research_reports/RRA363-2.html
Chicago Manual of Style
Goldman, Charles A., Rita T. Karam, Julie Giorgadze, Kate Giglio, and Jing Zhi Lim, From San Diego to Tbilisi — Adopting International Higher Education in the Country of Georgia: Georgia II STEM Higher Education Final Evaluation Report. Santa Monica, CA: RAND Corporation, 2024. https://www.rand.org/pubs/research_reports/RRA363-2.html. Also available in print form.
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This study was sponsored by the Millennium Challenge Corporation (MCC) and conducted by RAND Education and Labor.

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