For Dr. Veseli, returning to Albania in an academic role was both personal and professional. Although he had delivered lectures across Europe, teaching at the University of Tirana brought a different sense of responsibility. It was his first time at the university, and the direct exchange with students gave the experience a special meaning.

The collaboration began with the Master’s-level Cybersecurity course. Together with the host professor, Dr. Veseli helped refine the syllabus, prepared an onsite lecture, and adapted his content to match the students’ academic background and the course objectives. Rather than bringing a general lecture, he shaped the session around the local context and connected innovation theory with cybersecurity practice.

This approach gave students a learning experience that combined international academic knowledge with practical examples from their own field. Cybersecurity is often taught through technical and regulatory frameworks. By adding innovation theory, the lecture opened a new discussion for students and encouraged them to think about cybersecurity through a broader lens.

The students responded with strong engagement. During the lecture, they asked questions, followed the discussion closely, and later connected the topic with their own research interests. Anonymous student evaluations also showed that they valued the session and the interactive format.

The partnership did not end in the classroom. Dr. Veseli and Dr. Martiri have already worked together on a joint scientific paper in the cybersecurity field, alongside researchers from institutions in Germany and Albania. They are also exploring future cooperation, including joint research, short academic visits, and links between the University of Tirana and Dr. Veseli’s home university in Frankfurt.

For Dr. Martiri, the collaboration showed how diaspora engagement can bring real academic value when it moves beyond symbolic visits. She emphasized that the lecture worked because it was carefully prepared, locally relevant, and connected to the broader course. For her, this model can help Albanian universities build stronger ties with international academic environments through teaching, research, mentoring, and institutional cooperation.

This Meet the Scholar story shows the value of structured diaspora engagement in higher education. When diaspora scholars and local academics work together with clear purpose, they create new learning opportunities for students, strengthen research links, and build bridges between Albanian universities and global academic networks.

The post Meet the Scholar: Connecting Innovation and Cybersecurity Through Diaspora Academic Exchange appeared first on Germin.

Through the stories of OriginAL alumni, guests had the chance to better understand the impact of the program. OriginAL is not simply a visit to our homelands. For many young people, it is a meaningful journey of identity, belonging, and connection to Albanian roots.

The New York City event marked an important achievement for OriginAL. During the evening, we raised $96,570 in support of the program. Following the completion of the June cohort, OriginAL now looks ahead to the upcoming cohorts in August and November, and to other young people still waiting for this opportunity.

For the 2026 program overall, we have now raised $131,000 toward our goal of $200,000, which will help support at least 100 participants.

We are deeply grateful to the key donors whose leadership made this evening possible and set a strong example of investing in our shared future.

Legacy Donors

$10,000 * 10 years / +4 scholarships * 10

Viosa and Richard Lukaj, Lukaj Family Foundation
Mark Kosmo
Miranda and Ardi Shita, Shita Family Fund
Elvin Guri

Generational Donors

$10,000 / +4 scholarships

Eglantina Kica, Kica Kraut Foundation
Mira and Dorjan Puka

Leadership Donors

$5,000 / +2 scholarships

Stefan and Liz Kochi
Guljed and Eni Birçe
Danny Blloshmi

Event Supporters

$2,500 / 1 scholarship

DK Construction One Corp.
Albanian American Muslim Community Center Waterbury
Florent Ilazi
Massachusetts Albanian American Society, MAASBESA
Albanians for America

We also thank the many additional supporters who contributed to the evening and helped move this mission forward.

You can revisit the night through the event photos here: [photos link]
And the event page here: [event page link]

Thank you for being part of this Global Albanian Network.

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Within the framework of the Diaspora4Innovation project, a close academic partnership was established between Dr. Lisana Berberi, a diaspora scholar from the Karlsruhe Institute of Technology (KIT), and resident scholars at the Faculty of Engineering of the Canadian Institute of Technology (CIT): Associate Professor Dr. Entelë Gavoçi, Dean of the Faculty, and Associate Professor Dr. Nihat Adar. Together, they developed a collaborative model combining co-teaching, curriculum modernization, and joint research to advance engineering education and foster pedagogical innovation.

To impact both undergraduate and graduate levels, two core courses were comprehensively updated. At the undergraduate level, the Physics I (PHS/I 115) course was modernized during the Spring 2024–2025 academic terms for students across all engineering programs through the joint efforts of Dr. Berberi and Assoc. Prof. Dr. Gavoçi. During the planning phase, they collaborated remotely to redefine learning outcomes, select appropriate computational tools, and develop student-friendly programming exercises. A pivotal innovation introduced to the physics curriculum was the integration of computational physics via Python-based simulations using NumPy, Matplotlib, and SciPy within Jupyter Notebooks. This approach fused theoretical concepts with hands-on coding, enabling undergraduates to visualize physical phenomena dynamically, model real-world systems, and analyze experimental data. By embedding programming directly into foundational physics education, the course promoted interdisciplinary thinking and offered early exposure to essential scientific computing resources.

At the graduate level, the Artificial Intelligence, Machine Learning, and Deep Learning (AI/ML/504) course within the Master of Software Engineering program was updated for the Autumn 2025–2026 academic term through the co-teaching expertise of Dr. Berberi and Assoc. Prof. Dr. Adar. The collaboration began with a comprehensive review to align the curriculum with recent international advancements in artificial intelligence. The syllabus was enhanced by integrating Machine Learning Operations (MLOps) concepts and production-ready machine learning architectures, successfully shifting the academic focus toward enterprise-grade AI workflows.

To further enrich the student experience, Dr. Berberi delivered specialized public open lectures at CIT, starting on Aprilin April 24, 2025 with a presentation titled “Simulating Nature: How Computing Helps Us Understand the Laws of Physics” for the undergraduate physics cohort, followed by a session on Novemberin November 25, 2025 entitled: “MLOps in Practice:Tracking and Deploying Machine Learning Models”, dedicated to advanced AI applications. In the laboratory sessions, these concepts were translated into practical skills; graduate students, for instance, engaged directly with MLOps workflows by utilizing a reproducible machine learning project template hosted on a shared GitHub repository. By adopting “cookiecutter” design patterns, they moved beyond theoretical modeling to master environment management, configuration-driven experimentation, and version control for development assets. More broadly, the integration of GitHub across both courses as a primary platform for sharing teaching materials and managing applications introduced all participating students to modern, industry-standard workflows, effectively reinforcing transparency, collaboration, and software engineering best practices.

The academic partnership also generated valuable research outcomes. Within the frameworkUnder the auspices of the Diaspora4Innovation project, Dr. Berberi presented the co-authored paper “Evaluating Machine Learning Models for Trip Duration Prediction in Taxi Data” at the 5th CIT International Conference on Technology, Business, and Tourism (CITTBT), held in Tirana on May 29, 2025. The paper was subsequently published in the Communications in Computer and Information Science (CCIS) series (Vol. 2669, Springer), elevating the collaborative research profile of the participating institutions.

The successful execution of these modernized courses, laboratory sessions, public lectures, and research initiatives was made possible by CIT’s robust infrastructure. The institution’s state-of-the-art teaching facilities, technological resources, and strong administrative backing provided an ideal environment for effectively carrying out all planned project activities and contributed significantly to the project’s overall success.

Furthermore, the Diaspora4Innovation project facilitated a study visit for the collaborating scholars to the Future Farming Initiative and H-FARM innovation ecosystems in Venice, Italy. This visit offered valuable exposure to forward-thinking models at the intersection of higher education, entrepreneurship, digital transformation, and emerging technologies, while laying the groundwork for future cross-border institutional partnerships and collaborative research.

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The partnership began with the revision and reorganization of the course syllabus. Dr. Goranci-Buzhala worked closely with Dr. Halili from the Department of Medicine, Faculty of Technical Medical Sciences at WBU, and her suggestions were incorporated into the final syllabus. She also delivered three lectures, both online and in person, attended by students enrolled in the module as well as other students interested in the topic.

A key part of the collaboration was the introduction of two practical workshops. The first focused on scientific writing, supporting students in developing skills needed for thesis writing and manuscript preparation. The second introduced Fiji/ImageJ, an open-source tool widely used in biomedical research. Through this workshop, students worked on processing and quantifying microscopy images, gaining a clearer understanding of how scientists use data and statistics to explain biological processes.

For Dr. Goranci-Buzhala, returning to Albania in this academic role carried deep personal meaning. She reflected on her own academic journey, when access to international expertise, mentorship, and university networks was limited. Through this engagement, she saw an opportunity to give back by helping students connect classroom knowledge with the everyday work of scientific research.

Dr. Halili also described the co-teaching experience as highly valuable. The collaboration brought new perspectives into the course, combining local academic context with international research practice. It introduced students to active learning, scientific data, experimental workflows, and research-oriented skills that can support their academic and professional growth.

Students responded positively to the model. They engaged strongly in the lectures and workshops, asked questions, and showed increased interest in research opportunities, including study and collaboration abroad. Their feedback showed that the course felt more practical, relevant, and connected to real scientific work.

The collaboration also created future opportunities. Dr. Goranci-Buzhala and Dr. Halili explored a research partnership that combined Dr. Halili’s expertise in material generation with Dr. Goranci-Buzhala’s background in stem cell research. They presented their collaboration ideas at the International Conference on Medicine and Translational Biosciences, organized by WBU. As part of the follow-up, Dr. Halili visited the University of Cologne at CECAD, where she gave a talk to the scientific community and had the opportunity to meet other academics at CECAD and see first-hand the modern laboratory space. As part of the follow-up, the scholars also supported a WBU student’s visit to carry out laboratory work for a master’s thesis, turning the collaboration into a concrete academic opportunity for students.

This story shows how diaspora academic engagement can create concrete value for students, faculty, and institutions. By combining syllabus development, practical teaching, mentoring, and research collaboration, Dr. Gladiola Goranci-Buzhala and Dr. Albana Halili demonstrate how international expertise can strengthen biomedical education in Albania while opening new paths for students to engage with global science.

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The analysis shows that diaspora participation in elections has steadily increased over time, while 2025 marked the most significant change in the history of out-of-country voting. For the first time, citizens were able to vote in person at diplomatic missions alongside postal voting and the use of postal drop boxes abroad.

The findings highlight that postal voting remains the most widely used form of participation. At the same time, the main challenges relate to informing citizens about voting procedures and deadlines, as well as improving institutional coordination.

The report also provides concrete recommendations to strengthen the process, including enhancing public information efforts, standardising electoral procedures, and establishing a permanent unit for out-of-country voting within the Central Election Commission (CEC).

Download the report:

• English
• Shqip
• Srpski

This activity is supported by the Swiss Agency for Development and Cooperation (SDC).

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When we talk about diaspora, we usually think of organized communities, cultural associations, professional networks, and strong ties to the country of origin. However, not all migrants experience diaspora in the same way. Some live in a space between legal systems, national identities, and state institutions. They are part of the community, but not always fully recognized by institutions. This is what I call the invisible diaspora.

Migration from the Balkans to the United States during the 1980s and 1990s provides a meaningful example for understanding this phenomenon. While many migrants in the 1980s emigrated for economic reasons and in search of better opportunities, the migration waves of the 1990s were shaped primarily by war, forced displacement, and the breakup of Yugoslavia. Although the historical circumstances differed, both periods produced communities living between more than one identity and more than one institutional system.

During the 1980s, migration from Yugoslavia to the United States was largely an economic project. Migrants left to secure employment, improve their incomes, and create better opportunities for their families. Many relied on family and social networks established by earlier generations of immigrants. At that time, a Yugoslav identity often carried particular significance and, for many migrants, ethnic affiliation was not as strongly emphasized as it would become later.

The situation changed dramatically during the 1990s. The wars in Bosnia and Herzegovina, Croatia, and Kosovo generated large waves of refugees and displaced persons. For many families, migration was no longer an economic choice but a necessity for survival. This period brought not only large-scale population movements but also profound transformations in how people understood their national, ethnic, and political identities.

In the United States, significant Bosnian, Serbian, Croatian, Albanian, and other Balkan communities emerged. Cities such as St. Louis, Chicago, New York, and Detroit became important centers of diaspora life. These communities established cultural organizations, religious institutions, and support networks that helped migrants adapt to their new reality without losing connections to their countries of origin.

For Albanians from Kosovo, Albania, North Macedonia, and Montenegro, the diaspora in the United States has played an important role not only in preserving national identity but also in supporting political and social processes in their homelands. The contribution of the Albanian diaspora has been evident through economic investments, humanitarian activities, political advocacy, and the promotion of Albanian culture abroad.

However, not all migrants have experienced the same level of security and recognition. Some have faced challenges related to documentation, residency status, citizenship, or administrative procedures. For these individuals, social and cultural belonging has not always been accompanied by full institutional recognition.

This is where the concept of the invisible diaspora emerges. The invisible diaspora includes individuals who maintain strong ties to their communities and countries of origin while simultaneously facing legal or administrative uncertainty. They participate in community life, contribute to the economy and society of the countries where they live, and preserve their cultural identities, yet they do not always enjoy full recognition from state institutions.

This concept helps us understand a dimension of migration that often remains outside public attention. Discussions about diaspora typically focus on integration, economic success, or cultural preservation. Far less attention is given to migrants’ relationships with administrative systems and the impact that legal status can have on their everyday lives.

The experience of the Balkans shows that migration is not merely a story of crossing borders. It is also a story of identity, belonging, and the search for recognition. In an increasingly globalized world, where people often live between more than one state, more than one culture, and more than one legal system, the concept of the invisible diaspora offers a new way of understanding migrant experiences.

The Albanian and broader Balkan diaspora in the United States continues to serve as an important bridge between countries of origin and American society. It demonstrates that belonging is defined not only by documents or state borders, but also by human connections, collective memory, and active participation in community life. Yet, to fully understand the experience of migration, we must look not only at those who are visible in statistics and institutions, but also at those who live in the spaces between them: the members of the invisible diaspora.

About the Author

Enisa Murseli Gjokaj is a researcher specializing in migration, diaspora, and identity studies. Her research interests include Balkan migration, the Albanian diaspora, citizenship, relationships between migrants and state institutions, and the role of women in diaspora communities. In her work, she pays particular attention to the contributions of migrant women in preserving cultural identity.

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Dr. Endrit Kromidha, Associate Professor of Entrepreneurship and Innovation at the University of Birmingham, played a leading role in driving impact across two Albanian universities. Working with Dr. Blendi Shima at the Canadian Institute of Technology (CIT), with the support of Prof. Eugen Musta, Vice Dean of the Faculty of Economy and Head of the Business Administration Department, and with Dr. Gentjan Ulaj at the European University of Tirana (UNYT), alongside Dr. Vehap Kola in supporting the research dimension at UNYT, Dr. Kromidha helped turn the project into more than a set of isolated teaching activities. The collaboration became a shared effort to strengthen curricula, but also widen academic exchange within Albania and internationally, connecting students and staff more closely to international teaching, research and entrepreneurial impact practices.

At CIT, the collaboration focused on the Entrepreneurship and Innovation course, while at UNYT, it focused on revising the Small Business Management course. In both cases, the work was done jointly with the local module leads, and it went beyond minor updates. The courses were revised to better prepare students for entrepreneurship of today and tomorrow: as a process shaped by innovation, experimentation, ecosystems, digital transformation, and global exposure. Across the two curricula, strong emphasis was placed on themes such as innovation strategy, entrepreneurial ecosystems, digital entrepreneurship, AI for SMEs, technology adoption, sustainable entrepreneurship, circular economy thinking, entrepreneurial finance, and new venture growth.

Students were encouraged to rethink critically the use and limitations of practical frameworks such as the Value Proposition Canvas and the Lean Business Model Canvas when working towards new entrepreneurship and innovation realities. Concepts such as lean startup experimentation, hypothesis-driven entrepreneurship, opportunity recognition, prototyping, and investor pitch development helped shift classroom discussion away from static business planning and toward a more applied, iterative, and opportunity-focused understanding of entrepreneurship.

What gave the collaboration its strength was Dr. Kromidha’s role in connecting international ideas and comparative cases to local challenges in order to make them relevant.  Rather than simply bringing comparative examples from abroad, he worked with his colleagues, Dr Ulaj and Dr Shima to adapt the content to the Albanian context, encouraging students to think critically about how digital innovation, sustainability, and ecosystem opportunities might work within local institutional and market conditions. This made the revised curricula more relatable and useful. Students were not only learning concepts, but also discussing how those concepts could shape their own paths in the new global and digital entrepreneurial ecosystems.

The impact of this work can be seen not only in the curricula themselves, but also in the student response. At UNYT, feedback collected through 58 completed evaluation forms showed 93% positive overall satisfaction and 94% positive evaluation of the diaspora scholar’s teaching style. In addition, 88% of students agreed that the course clearly introduced innovative concepts, while 93% saw it as strongly relevant to their studies and future careers. These are important indicators that the collaboration was not only well received, but also meaningful in shaping how students experienced entrepreneurship education.

Dr. Kromidha’s contribution also extended beyond classroom teaching. Across the project, he helped create a bridge between universities rather than working with each institution in isolation. Experience from the curriculum work at CIT informed discussions at UNYT and vice versa, allowing faculty to exchange views on course design, student engagement, and the kinds of knowledge and tools that entrepreneurship students increasingly need. In this sense, the project supported not only diaspora-local collaboration, but also horizontal learning across Albanian universities.

This broader role is part of what made the impact more substantial. During the project, Dr. Kromidha delivered two open lectures that extended the value of the collaboration beyond the revised courses themselves. At UNYT, he gave a lecture on qualitative research methods for business and social sciences. At CIT, he delivered an open lecture on getting published in business and entrepreneurship journals. These sessions created wider opportunities for students and faculty to engage with research methods, academic publishing, and international scholarly practice.

The collaboration also developed into research. Together with Dr. Gentjan Ulaj and Dr. Vehap Kola at UNYT, Dr. Kromidha submitted a literature review paper on the future of entrepreneurial ecosystems to the British Academy of Management conference planned to take place in London in September 2026. This shows that the project’s impact did not stop at teaching, but it also helped open a pathway toward joint research, linking curriculum reform with knowledge, impact and future institutional partnerships.

Diaspora engagement is often understood as a short-term transfer of expertise from abroad. In this case, the collaboration presents a stronger model of international and local cross-university collaborations at multiple levels of teaching, research and impact. Dr. Kromidha helped drive curriculum revision across two universities, contributed to the strengthening of two entrepreneurship-related courses, delivered two open lectures, supported cross-university exchange, and co-developed a conference paper with local colleagues. More importantly, these activities created a ripple effect. Students gained more future-oriented and practically grounded learning. Faculty gained new ideas for course design and teaching. Universities gained stronger links to international academic perspectives and to each other. Through partnerships with Dr. Blendi Shima at CIT and Dr. Gentjan Ulaj at UNYT, supported by Prof. Eugen Musta and Dr. Vehap Kola, the project demonstrates how entrepreneurship education in Albania can become more contemporary, connected, and responsive to a global and digital economy.

On behalf of the European Union, Germany, and Sweden, @eu_4_innovation is supporting Germin to facilitate the circulation of Albania’s global knowledge, locally.

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GERMIN invites qualified companies and individual consultants to submit proposals for the design and management of a targeted digital marketing campaign aimed at supporting registrations of diaspora businesses on the Kosovo B2B Platform. The Platform will be developed in collaboration with the Kosovo Chamber of Commerce under the HOME project of Caritas Switzerland. GERMIN is a local partner of Caritas Switzerland under the HOME Project funded by the Government of the Principality of Liechtenstein.

• Duration: Up to 12 weeks
• Campaign period: 8 weeks
• Maximum budget: EUR 2,700 (including media spend)
• Location: Remote

Eligibility

Applicants must demonstrate:

• Experience in managing paid digital campaigns
• Strong analytical and reporting skills
• Proven ability to optimize campaign performance

Application Requirements

Interested applicants should submit:

• A brief technical proposal
• A financial proposal with cost breakdown
• Portfolio of relevant experience
• Contact details for references

Deadline

May 29, 2026, at 23:59 (CET)

Applications should be sent to: apply@germin.org
Subject line: Expression of Interest – Diaspora’s Link Digital Marketing Campaign – [Applicant Name]

Download the Full Terms of Reference Document HERE.

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This collaboration brought together Dr. Klodian Gradeci, Diaspora Scholar, Senior Business Developer at SINTEF and Adjunct Lecturer at Oslo Metropolitan University, Norway; and Dr. Ledian Bregasi, Resident Scholar and Dean of the Faculty of Architecture and Design at POLIS University, to co-design and co-teach the course entitled ‘New European Bauhaus Innovation Studio.’

For Dr. Gradeci, the opportunity to contribute to higher education in Albania was both professional and personal. Motivated by curiosity and a strong desire to give back, he co-designed and co-taught a two week intensive course with Dr. Bregasi at Polis University in Tirana as part of Tirana Design Week. From the outset, the goal was clear: move beyond theory and create a space where students could actively practice innovation. Teaching in Albania carried a strong sense of purpose. By returning to actively contribute to the academic landscape, he transformed his role as a diaspora scholar into a direct investment in Albania’s emerging talent and intellectual growth. 

Turning Theory into Practice

The course introduced students to innovation through a structured and hands-on approach built around three phases. First, students analyzed existing innovations to understand key principles. Then, they entered an intensive design sprint, where they developed their own concepts through real world user research. In the final phase, students refined their innovative pitches and presented them to an external jury composed of experienced professionals.

A flipped classroom model shaped the learning experience. Instead of focusing on lectures, class time centered on teamwork, application of tools, and direct feedback. The course also integrated the New European Bauhaus framework, encouraging students to consider sustainability, inclusion, and aesthetics as essential design criteria.

The course focused on bringing together people from different fields who don’t usually work together in the same classroom. By encouraging these different viewpoints to meet, Dr. Gradeci challenged students to think beyond their own discipline. The active collaboration of students from architecture, design, computer science, and business created a dynamic environment that pushed them to approach challenges from multiple perspectives and develop more thoughtful solutions. 

At the beginning, students showed some hesitation, especially during the analytical phase. As they moved into developing their own ideas, their engagement shifted. Collaboration strengthened, confidence grew, and a clear sense of ownership emerged. By the final presentations, the students’ commitment had reached a level that went well beyond the requirements of the course. Their passion was most visible in the final push—working through the last day and night to ensure their ideas were fully realized. This insight reinforces the importance of experiential learning. Students learn most effectively when they actively build, test, and refine ideas that they feel responsible for.

Moments such as teams debating competing ideas, conducting interviews with real users, and refining their concepts showed learning in action. Dr. Gradeci also observed a strong sense of optimism among students about Albania’s innovation potential, offering a hopeful contrast to earlier perceptions.

A Lasting Impact Beyond the Classroom

The impact of the course extended beyond its duration. Two participating students went on to win first prize at the CliMobility City Lab Demo Day, an innovation-driven initiative aimed at mitigating Urban Heat Island effects and pioneering sustainable mobility solutions in the Western Balkans. By directly applying the tools and methods they learned during the course, they secured a €50,000 award to implement their winning idea: “Urban Oasis.”

For Dr. Gradeci, this outcome confirmed the value of a practice oriented approach. The course did more than deliver content. It helped students begin to see themselves as innovators capable of driving change in their fields.

The Power of Collaboration

The partnership between diaspora and resident scholars played a central role in the course’s success. Dr. Gradeci brought international methods and experience shaped by his work in Norway, while Dr. Bregasi contributed deep knowledge of the local academic environment and ensured effective integration within the institution.

This collaboration created a balanced and grounded teaching model. It demonstrated how global expertise and local insight can complement each other to produce stronger outcomes.

The composition of the student group further strengthened the experience. Many students later identified multidisciplinary teamwork as the most valuable aspect of the course, highlighting the importance of collaboration across fields.

This collaboration reflects the wider potential of diaspora engagement in education. When international experience connects with local knowledge, it creates meaningful opportunities for growth. Students gain practical skills, educators exchange perspectives, and institutions strengthen their capacity for innovation.

As initiatives like Diaspora4Innovation continue to evolve, they offer a clear path forward, one that empowers students and builds stronger links between Albania and global knowledge networks.

On behalf of the European Union, Germany, and Sweden, @eu_4_innovation is supporting Germin to facilitate the circulation of Albania’s global knowledge, locally!

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