2O2O-2 24 Impact Report
Since its establishment in 2020, the Open Society University Network (OSUN) has successfully developed, at scale, a new model of global higher education that provides unrivaled opportunities for undergraduate students to pursue global learning with faculty from around the world. These opportunities bring together students from a diversity of geographies and backgrounds and fully integrate displaced and other marginalized students into partner institutions. The OSUN model is grounded in a shared commitment among partners to build resilient institutions that cherish academic freedom and prepare students to address fundamental global challenges, such as climate change, inequalities, and human rights, as thoughtful and engaged citizens.
In 2024, OSUN is consolidating its model and advancing its mission with a more focused set of program priorities and institutional partnerships. OSUN has set a new standard for global higher education. It inspires students and faculty through intensive engagement with diverse perspectives to address global challenges collaboratively. It strengthens pluralism, amidst the decline of democracy, by fostering critical thinking and evidence-based inquiry and building resilience for academic freedom. Moreover, OSUN expands access to higher education at a time of growing inequalities and invigorates liberal arts and sciences to prepare students for a world shaped by ambiguity and rapid change.
As the network enters its new incarnation, we can take great pride in what we have built over the past four years and look forward to the next chapter of what we can do together.
address global challenges as thoughtful and engaged citizens. It advances global learning, promotes academic freedom, and expands access to higher education.
Cover: Students at Bard College Berlin working on a project for the Get Engaged Conference. Photo by Ibrar Mirzai.
Right: Migrant activists at an Engaged Research workshop in London on building solidarity against the UK’s “Hostile Environment” immigration policies. Photo by Rebekka Hoelzle.
Leon Botstein Chancellor, OSUN Bard College
MORE THAN
17,000
STUDENTS HAVE TAKEN OSUN COURSES SINCE THE NETWORK’S INCEPTION IN 2020.
GENUINELY GLOBAL CLASSROOMS
OSUN has reenvisioned international education as a full curriculum of undergraduate courses taught by faculty from around the world to students across a broad range of geographies and backgrounds. Each course creates a distinctively global classroom, where students engage with a wide range of perspectives, increasing their global learning and strengthening their intercultural competencies. One online classroom might bring together students from Afghanistan, Austria, Bangladesh, Kyrgyzstan, Haiti, Myanmar, and the United States, as well as students in refugee camps in Kenya and Jordan, to discuss civic engagement or ethical leadership. Another might feature faculty and students from the United States and Palestine discussing human rights or modern literature.
OSUN offers courses in two formats: OSUN Online Courses (OOCs) bring students together from across the globe in synchronous, interactive online classrooms and Network Collaborative Courses (NCCs) are co-designed and taught simultaneously across partner institutions, with periodic group meetings, to expand opportunities for students to learn together.
OOCs enrollments dipped briefly post-pandemic when students returned to in-person learning but have increased significantly since then. Participation in NCCs has increased at a remarkable rate, with tremendous growth among displaced students. The number of faculty teaching NCCs has doubled and the number of participating institutions has increased from 5 to 22, with partners hailing from Asia, the Americas, Africa, and Europe.
“Learning in a multicultural setting was refreshing. I got to learn about people’s diverse experiences and that was beautiful. The course exposed me to the harsh realities that some people have faced and that has somehow transformed the way I think.
Ashesi University student reflecting on “Documenting African American and Youth Voter Suppression” course.
ANNUALLY
7,500+ STUDENTS ENROLL
200 COURSES
200+ FACULTY MEMBERS
Close to half of OSUN enrolled students are displaced or from universities in exile, including Parami University, American University of Afghanistan, Invisible University for Ukraine, and Smolny Beyond Borders.
Over 85% of students have reported that they learned more in their OSUN course than they would have if they were taking a traditional course on their home campus. Students who do not have the opportunity to study abroad due to financial constraints or because they cannot obtain visas (such as many displaced students) can pursue international education through OSUN courses. Over 200 faculty say they want to continue teaching OSUN courses because students are clearly benefiting. By coming together across institutions to co-design and co-teach NCCs, faculty also gain knowledge outside their discipline and their area of expertise.
The shared curriculum is organized into academic certificate programs, which address a range of themes, including Human Rights, Sustainability and Social Enterprise, Civic Engagement, Food Studies, Global Educational Development, and Public Policy and Economic Analysis. Four hundred seventy-five (475) students have enrolled in or completed an OSUN Certificate.
Academic certificates supplement the degrees students earn at their home institution by offering a global
“micro-credential in interdisciplinary concentrations that involve learning with faculty and students from around the globe. The courses in the certificate programs feature a strong liberal arts focus on critical thinking, reflective writing, and teamwork, which are particularly valuable for students who are pursuing degrees in professional fields, such as business, engineering, or computer science. In addition, the certificates allow non-degree students, including refugee and displaced students, to obtain credits and formal evidence of sustained university study, which help with applications to higher education degree programs.
I am currently applying to graduate school programs in international relations, and having the certificate listed on my transcripts and resume has been a useful and distinctive talking point…to help demonstrate my interest and experience.”
Jasmine Ahmed, earned a Certificate in Public Policy and Economic Analysis as she received a BA in Ethics and Politics at Bard College Berlin
“Teaming up with a partner for this course was a game-changer. We shot, edited, and crafted a documentary final video idea together. It taught me how to collaborate, compromise, and excel in a team environment.”
Kakuma Refugee Camp (Kenya) student speaking about “Visual Storytelling for Civic Engagement” course.
Students at the Get Engaged Conference at Bard College Berlin. Photo by Ibrar Mirzai.
STUDENT-CENTERED PEDAGOGY
Faculty across the network have built an institutional culture of student-centered, inquiry-driven, and writing-rich learning. Since 2020, The Center for Liberal Arts & Sciences Pedagogy (CLASP), based at Bard College, and the Developing Teaching Professionals (DTP) program, led by the Yehuda Elkana Center for Teaching, Learning and Higher Education Research at the Central European University, have enhanced capacity of OSUN faculty through scalable and embedded approaches to teaching and learning that respond to partner universities’ needs while offering new approaches to best practices in liberal arts pedagogies.
CLASP and DTP share a common goal of cultivating faculty who can take on pedagogical leadership support roles at their home institution. Both programs collaborate across campuses on pedagogical innovation and lead professional development workshops for the larger network.
CLASP and DTP have welcomed 3,000 participants to 150+ workshops, courses, and fellowships since 2020. In 2023 alone, over 900 OSUN faculty from 23 institutions participated in 58 CLASP events. In turn, these faculty go on to teach tens of thousands of students per year. CLASP has worked to deepen relationships with those institutions that have not historically had access to collaborative professional development. Half of all participants in CLASP and DTP hail from global majority institutions.
The CLASP Fellows Program is a 2-year professional development opportunity for early to midcareer faculty who demonstrate pedagogical leadership within their home institutions. In addition to a combination of in-person meetings and online modules, Fellows conduct a teacher research capstone project that assesses the impact of CLASP pedagogical strategies in the Fellows’ own classroom. At the end of the second year, Fellows publish their teacher research capstone projects and share them with the larger OSUN network. Currently, the
Fellows Program engages 53 faculty from 19 partner institutions.
Faculty report that being in conversation about teaching with peers from a diverse range of institutions impacts their own growth, with most saying they are likely to change or expand their teaching practice as a result of the CLASP workshops and other interactions.
The DTP project complements CLASP’s approach by embedding teaching support and inclusive pedagogy within research, institutional, and policy contexts. DTP’s four primary pillars of work in teaching and learning leadership include: providing comprehensive teaching development opportunities; supporting earlycareer academics in their formative
CLASP WORKSHOPS
94% OF FACULTY SAY PRACTICES LEARNED IN CLASP WORKSHOPS INCREASED STUDENT SELF-REFLECTION AND LEARNING.
92% OF FACULTY SAY THEY INCREASED STUDENT OPENMINDEDNESS TO OTHERS’ PERSPECTIVES.
teaching experiences; expanding institutional capacity in curriculum, quality assurance, teaching centers, and teaching and learning leadership; and promoting inclusive, student-centered teaching, as well students’ co-ownership in pedagogy and curricula. The hallmarks of the project include support for scholars and teachers in under-resourced institutions, support for early-career academics, and a focus on both individual and institutional capacity.
LIBERAL ARTS AND SCIENCES COLLABORATIVE
The Liberal Arts and Sciences Collaborative (LAS Collab) has, since 2023, served as a hub for practitioners around the world to discuss curricula and pedagogy and as a source of support for LAS research. LAS Collab has hosted over 30 public events on issues including digital humanism, the status of liberal education under illiberal political regimes in Europe, Asia, and the US, and the best practices of “start-up” universities. It has funded academic research into LAS education in Colombia, Bangladesh and Uganda and supported the development of 18 open educational resources dedicated to pedagogical practices involving generative AI, storytelling, and scaffolded writing. The LAS Advising pilot has facilitated 22 advising relationships between mentors and less-experienced LAS practitioners in India, Georgia, Morocco, and elsewhere.
Celia Davidson Francis, Director, Alumni Relations, University of the West Indies, talks with Tuskegee University students at Bard College Berlin. Photo by Ibrar Mirzai
STUDENT AND FACULTY MOBILITY
Over four years, the Student Mobility Program has vastly increased access to study abroad for economically disadvantaged students across the network. Many of the 250+ OSUN students who have studied abroad have come from global majority nations. Ninetyfive percent of participating students say they would not have been able to access study abroad without the program’s financial support. In addition, these students become better prepared for ongoing study due to their participation in OSUN courses and certificate programs. Since inception, the number of students who study abroad increased from 25 to 65 each semester and the number of institutions involved grew from 8 to 14.
The program enhances learning outcomes in areas that are integral to the network, such as collaborative global learning, cross-cultural fluency, and civic engagement. Virtually all mobility students report an increased capacity to understand global challenges as well as a deeper appreciation for cultural diversity. The majority also say the experience strengthened their overall academic performance and self-confidence. Student mobility alumni have gone on to implement civic engagement projects within their own communities, and the majority report that mobility and cultural immersion helped them to progress in their educational and professional goals.
OSUN’s Faculty Mobility program stimulates collaboration across partner institutions on teaching, course design, curriculum development, scholarship, research, and civic engagement. This collaboration fosters academic integration and innovation, which in turn expands opportunities for students to engage with diverse perspectives. Crucially, the program has built teaching capacity and expanded course offerings at under-resourced partner institutions. Support for faculty’s short- or long-term stays at partner institutions serves to diversify course content at host universities and advances network integration, helping to launch collaborative courses and research projects.
In total, OSUN has awarded 83 short- and long-term faculty mobility fellowships. During the 2023/2024 academic year, a total of 450 students have benefited from 30 courses taught by Faculty Mobility fellows. Fellows have also collaborated on research, public lectures, workshops, and training for faculty and students.
A student at the American University of Central Asia’s Russian Intensive Language course enjoying the outdoors in Kyrgyzstan. Photo courtesy of AUCA.
Two study abroad students pose for a photo nearby American University of Central Asia. Photo courtesy of AUCA.
Students at a German Language Intensive in Berlin. Photo by Atticus Kleen.
GLOBAL CITIZENSHIP AND COMMUNITY ENGAGEMENT
Since 2020, the OSUN Civic Engagement Initiative (CEI) has empowered a network of 3,000+ student leaders and fellows in over 50 countries to support social change in their communities. Student civic engagement projects are developed with partner communities and impact thousands of people worldwide, fostering positive change on the local, national, and global scale. In addition, OSUN has nurtured collaboration among faculty and graduate students on community-engaged research.
A COMMUNITY OF PRACTICE FOR RESEARCHERS
CEI’s community of practice (CoP) model has created deep relationships among researchers who seek to integrate civic engagement into institutional systems. This network offers transnational, interdisciplinary support teams on the global level that mentor participants so their work on the local level can thrive.
Amplifying the Voices of Engaged Researchers, a program conducted in collaboration with the Talloires Network of Engaged Universities, supports the
development of long-term, sustainable community partnerships as a central component of research. Since 2021, 70 researchers, most of whom are in global majority countries and underresourced universities, have received funding for their civically engaged research and participated in a vibrant community of practice. They have also participated in a webinar series spotlighting research related to peacebuilding, gender equity, financial literacy, educational practices, public health, art, activism, and environmental sustainability.
“Engaged research is perceived differently when you are in the field within the actual context of the community… It has been through embodied knowledge, walking the territories, and understanding (community members’) fears but also their strengths, that has made me see clearly that I do not speak for these community members. Instead, I have become part of their struggles for social justice, and I am one of their voices.”
Diana Ordóñez Castillo, who studies the role of women in peacebuilding in the context of armed conflict and violence in Colombia.
Migrant activists at an Engaged Research workshop in London on building solidarity against the UK’s “Hostile Environment” immigration policies. Photo by Rebekka Hoelzle.
Young filmmakers work on a community-based animation project in Kliptown, South Africa.
Photo courtesy of Mocke Jansen Van Veuren.
STUDENT CIVIC ENGAGEMENT PROJECTS
120,000 PEOPLE IMPACTED IN OVER 50 COUNTRIES
GROWING STUDENT CIVIC ENGAGEMENT
A hallmark of OSUN’s student civic engagement work is the annual Get Engaged Student Action and Youth Leadership Conference. Now in its 11th year, Get Engaged has grown under the umbrella of OSUN, bringing together over 500 undergraduate students from 30 countries to develop their global leadership skills, deepen community engagement, and collaborate on solutions to local and global challenges.
Since 2020, Get Engaged student civic engagement projects have impacted approximately 120,000 people in over 50 countries. Additionally, 2,000 students have attended the Virtual Student Leadership Conference since 2020, hailing from 23 countries, including Afghanistan, US, Germany, Hungary, Kyrgyzstan, Bangladesh, Ghana, Colombia, South Africa, Lebanon, Austria, Lithuania, and others.
Inspired OSUN students have gone on to pursue their own ambitious co-curricular projects, despite ongoing challenges such as
authoritarian threats, conflict, and displacement. OSUN students in Afghanistan are leading initiatives such as a nonprofit that has equipped 50+ girls with the skills and resources they need to succeed in international universities. In the Dadaab Refugee Camp in Kenya, students launched a project to safeguard the cultural heritage practices of the various communities living in the camp over the years.
Students at Parami University in Yangon, Myanmar undertook an initiative to educate citizens on efficient waste management systems, impacting 50 people.
ACADEMIC FREEDOM
“
This
is a unique and complex program of academic solidarity that promotes intellectual plurality — not uniformity — as an essential strength of a society fighting against brutal military attacks.”
Ostap Sereda, Invisible University for Ukraine Director, Associate Professor in History at the Ukrainian Catholic University
Building resilience in institutions that preserve academic freedom around the world is a key pillar of the network’s mission. Since its inception, OSUN has actively responded to crises in Myanmar, Afghanistan, Russia, and Ukraine that have led to the forced displacement and interrupted education of many students and scholars. As authoritarian takeovers and war disrupted lives and universities and as academic freedom came under
assault, the network has provided substantial support through its individual institutions and their collaborative efforts.
Partner institutions deliver a wide range of online courses and programs that create pathways for students displaced by crisis, so they can complete certificate programs and university degrees, build academic and civic resilience, and find employment. The network also offers fellowships at partner institutions to scholars who have lost their academic positions or cannot remain in their home countries due to threats from authoritarian regimes.
CREATING ONLINE ACADEMIC COMMUNITIES
The Invisible University for Ukraine (IUFU), a certificate program for students from Ukraine whose studies have been interrupted by the Russian invasion, is spearheaded by the Central European University, an OSUN co-founder. Since 2022, the program has offered creditbearing courses to over 1,000 students concerning the role of Ukraine in major political shifts throughout Europe and the world. Two hundred-twenty (220) Ukrainian and international faculty teach and mentor as they co-create the curriculum with students. IUFU has been awarded the Brown Democracy Medal and MacJannet Prize for Global Citizenship for its innovative role in sustaining intellectual growth and developing democratic
resilience in the context of warrelated challenges and the postwar reconstruction.
New College of Florida, a topranked U.S. public liberal arts institution, appointed new trustees in 2023 who decided to end gender studies and diversity, equity, and inclusion programs, leading to the departure of many faculty and students. In response to this politicized threat to public liberal arts education, OSUN has actively supported AltLiberalArts, a nonprofit education initiative that offers students and scholars alternative online lectures and forcredit courses taught by notable professors, artists, and activists in the spirit of open inquiry and civic engagement.
SUSTAINING EXILED UNIVERSITIES
After the 2021 military coup in Myanmar scuttled the opening of the country’s first brick-and-mortar
Students at Al-Quds Bard College in Palestine look over course offerings. Photo courtesy of AQB.
liberal arts institution, OSUN provided vital support so that Parami University leadership could find safety outside the country and the institution could move all of its classes online. Three years later, Parami is a licensed institution dedicated to empowering Burmese and other Southeast Asian students through online liberal arts and sciences education. Parami offers two BA degrees, as well as many noncredit continuing education certificate programs, and has graduated its first cohort of associate degree students.
Enrollment continues to grow, with 57 undergraduates in the class of 2026 and 89 students in the class of 2027.
After the Taliban seized power in Afghanistan in 2021, OSUN partner institutions provided critical support for the American University of Afghanistan (AUAF) in moving its classes online and swiftly evacuating its students to partner institutions,
including the American University of Central Asia, American University of Beirut, Central European University, Bard College in Annandale, New York, and Bard College Berlin. In collaboration with OSUN, AUAF continues to educate hundreds of students in Afghanistan and in the diaspora, online and in person at Education City in Doha, Qatar.
Smolny Beyond Borders (SBB) was created by members of the Faculty of Liberal Arts and Sciences (Smolny College) at St. Petersburg State University and OSUN partner institutions to serve students affected by the Russian government’s crackdown on liberal universities and its decision to ban Bard College, which had supported Smolny, the only accredited liberal arts and sciences institution in Russia. From 2022 to 2024, SBB has enrolled 900 students in 47 online credit-bearing courses.
“Now I have the ability and confidence to study in a multicultural environment with a diverse group of people. During the group work that we had in the class I always had very friendly conversations with my colleagues from different countries; hearing their ideas about my work and sharing some suggestions about their work made me feel more comfortable in the communication process.”
Anonymous TSI student from Afghanistan
THREATENED SCHOLARS INTEGRATION INITIATIVE
The Threatened Scholars Integration Initiative (TSI) supports scholars who suffer as a result of their critical academic work and resistance to oppression – individuals whose academic careers, and sometimes lives, are endangered by authoritarian regimes. This group includes scholars and educators, public intellectuals, human rights defenders and civil society leaders, writers, and artists.
Beyond providing safe havens to threatened scholars, TSI benefits the OSUN students and faculty who integrate fellows into their communities, learning from scholars’ unique perspectives and stories. More than half of TSI fellows have taught regular courses through their host institutions, many of them contributing to online educational platforms for displaced students from Myanmar, Russia, Ukraine, Belarus, Turkey, and Afghanistan.
TSI allows threatened scholars to continue their work while remaining
220+ THREATENED SCHOLARS
relocated to or affiliated with 19 institutions across OSUN.
200 THREATENED STUDENTS
connected to the places and institutions they have had to leave behind. TSI strengthens democracy where it is under attack by putting knowledge producers and thought leaders at the forefront of its defense. The program helps to enrich the skill sets fellows need to succeed in the pedagogical and research cultures of their new academic homes.
Since 2021, TSI has supported over 220 individual fellows by relocating them to or affiliating them with 19 host institutions where they teach courses. This includes over 100 individual multiyear residential and non-residential academic affiliations. In response to the fall of the democratic government in Afghanistan and Russia’s war
“on Ukraine, TSI provided over 100 emergency fellowships for academics, professionals, and students displaced from their home countries. In addition, the TSI-administered Afghan Challenge Fund has placed over 50 newly arrived Afghan scholars, professionals, and civil society activists in fellowships at host organizations in the US, Canada, and the United Kingdom. TSI Fellows come from 23 countries: Afghanistan, Bangladesh, Belarus, China, DR Congo, Egypt, Ethiopia, India, Iran, Kyrgyzstan, Morocco, Myanmar, Nigeria, Palestine, Russia, Serbia, Sudan, South Sudan, Syria, Turkey, Ukraine, Uzbekistan and Venezuela.
There are things that I can do to help people on the ground because I may have contacts here that they don’t have. How can I be a bridge connecting them to policymakers? And there are stories that people want to tell. Every day we receive messages and we see footage of violations. These people, these survivors, care about being seen.”
TSI scholar and Afghan human rights activist Shaharzad Akbar
IUFU students tour the Jam Factory Art Center in Lviv, Ukraine. Photo by Oleksandr Korman.
Photo of Shaharzad Akbar courtesy of Shaharzad Akbar.
EXPANDED PATHWAYS TO UNIVERSITY DEGREES
90% OF RHEAP GRADUATES FROM KENYA, EAST SUDAN, JORDAN, AND BANGLADESH HAVE ENTERED B.A. OR CERTIFICATE PROGRAMS.
“Coming from a refugee background myself, I saw the need to raise awareness about the issues that refugees, especially the youth in the refugee camps and the host communities, face and the ways these challenges can be overcome. Projects and information sessions on campuses are organized where each person has their own goal, yet the collective journey everyone experiences is inspiring,”
RhEAP student and Global Media Fellow Christian Baobab
OSUN has acted with urgency and ambition to create pipelines for marginalized students into rigorous academic programs. As this work has intensified, OSUN has gained recognition as a leader in the enrollment of such students who face severe structural obstacles to higher education. Across the globe, more than 4,000 displaced, incarcerated, and/or refugee students are enrolled tuition-free as undergraduates in Bard degree-granting programs, including students based at Bard College, the American University of Afghanistan, Invisible University for Ukraine, Parami University, and Smolny Beyond Borders.
OSUN’s efforts in the classroom and on policy fronts change the lives of students as they work to build just and lasting solutions to the global challenges that they experience. Higher education provided by OSUN plays a vital role in empowering structurally disadvantaged students to serve as problem solvers, not as problems to be solved.
HUBS FOR CONNECTED LEARNING INITIAITVES
The Hubs work to sustain a world in which all persons affected by crisis and/or displacement have equal access to post-secondary opportunities to achieve selfreliance. The Hubs provide learner-centered and technologically connected programming based at refugee-led organizations in refugee camps, while also advocating for educational access globally. Their Rethinking Higher Education Access Program (RhEAP) bridges the gap between refugee learners and higher education institutions, preparing students for entrance to and success in university degree programs.
Since 2020, 85,000 displaced individuals have enrolled in Hubs courses. RhEAP has increased tenfold since its launch in 2021, placing 450+ displaced students in Kenya, East Sudan, Jordan, and Bangladesh on the road to preparation for university. Ninety percent of RhEAP graduates have entered B.A. or certificate programs.
Hubs personnel also lead efforts to advocate with UN agencies, national ministries, and education sector actors for policy changes to expand refugee access to educational opportunities. Hubs leadership co-chair the UNHCR Global Task Force on Education Pathways, co-lead on the UNHCR 15by30 strategy, and sit on the UNHCR Interagency Steering Committee for Higher Education in Emergencies. All of this work is in service of reaching the global goal of enrolling 15% of refugees in higher education by 2030.
COLLABORATIVE FOR LIBERAL EDUCATION FOR ADOLESCENTS
The OSUN Collaborative for Liberal Education for Adolescents (CLEA) has created opportunities for young people to begin serious, supportive, and intellectually inspiring university study at an earlier age. Through CLEA, the Al-Quds Bard College of Arts and Sciences has developed partnerships with high schools across the West Bank, embedding liberal arts seminars into curricula for hundreds of young people. These CLEA courses led directly to an even deeper and more sustained partnership: the creation of the region’s first early college high school, the Al-Quds Bard Preparatory School. In the fall of 2024, AQB Prep welcomed its founding class to its campus in Abu Dis.
Left: Students and staff of the Hubs and partner organization, Opening Universities for Refugees, work together on their Intangible Cultural Heritage Project in Dadaab Refugee Camp.
GLOBAL FORUM ON DEMOCRACY AND DEVELOPMENT
The Global Forum on Democracy and Development, led by the Central European University’s Democracy Institute, addresses political rifts and inequalities between the Global South and Global North as well as epochal challenges, such as climate change and mounting threats to democracy.
The Forum builds on the collaborative capacities of OSUN to create a unique platform for crossregional exchange among peer scholars from around the globe, fostering scientific and policy-related knowledge, research incubation, and curriculum development. This network of peer scholars and experts operates out of four regional hubs in Bogotá, Budapest, Cape Town and Colombo, with each hub anchored in distinct themes: “Democratizing the Developmental State” in Cape Town;
“Exclusionary Regimes, Autocratization and Democracy” in Colombo; “New Patterns of Mobilizations for and against Democracy” in Bogotá; and “Populism and Ideology: Supply and Demand Side Analysis” in Budapest. Participants are populating each hub with leading fellows who develop research projects and produce educational outputs to be disseminated through publications, curricula, and public engagement, in addition to creating teaching materials that will be openly available from OSUN. Forthcoming methodological clinics, policy labs, and capacity building courses will translate academic insights into tangible tools for policymakers and civil society leaders, ensuring that the project’s impact extends beyond academia.
Right: CLASP Fellows at CEU. Photo by Matyas Szabo.
Cornel Ban of Copenhagen Business School (left) joins David Karas (middle) and László Bruszt (right) for a Global Forum on Democracy and Development panel discussion at CEU. Photo courtesy of the Global Forum on Democracy and Development.
info@opensocietyuniversitynetwork.org opensocietyuniversitynetwork.org
