An economist, educator, and published author, Fulbright alumna Dr. Marina-Selini Katsaiti is Associate Professor of Economics and Chair of the Department of Regional and Economic Development at the Agricultural University of Athens and also serves as a consultant for the Centre for European Constitutional Law. Her career has spanned five countries on three continents, and her research interests fall in the areas of health economics, happiness, and sustainability. Here, Dr. Katsaiti talks to Business Partners about the continuing benefits of participating in the Fulbright Program, the value of embracing diverse perspectives, and the fundamental importance of refocusing our attention on people, their wellbeing, and the human experience.
Throughout your career, you’ve worked and taught in diverse academic and cultural environments—in Greece, Germany, India, the United Arab Emirates, and the United States. How have these experiences informed your perspective as an economist and educator?
My experience in the US has been of focal significance in terms of training me to be professional, objective, and have a comprehensive understanding of cultural and racial differences in the workplace—an element often not met in numerous working environments in Greece. In the US, everyone has an opportunity to prove themselves, a fact that is not common sense worldwide. This fact always reminds me to offer opportunities to everyone, even when circumstances are not in favor of doing so.
In society, you stand out once you are an academic, but in academia, you stand out once you are a Fulbrighter
The UAE introduced me to the Arab world and the Muslim world at the same time. It was an environment in which individuals and institutions were shaping their work and educational culture according to US standards, which allowed me to plant the seeds I was carrying in my bag from the US. The human factor, care, love, conversation, approachability, and directness were key elements of my everyday encounters at the United Arab Emirates University, elements often misunderstood as missing by individuals without working experience in that environment.
India reminded me of the old school, old fashioned culture focused on hard academic work and healthy competition in the classroom. It reminded me of discipline, respect towards educators, and focus.
All these elements are essential in both the learning process and the teaching culture. In my current role at the Agricultural University of Athens, I try not to forget the importance of all the above.
You are also part of the Fulbright community, a global network of scholars, professionals, and leaders across disciplines. How has your Fulbright experience influenced your academic career and outlook?
Fulbright is the most prestigious global academic brand one can carry on their CV. Coming from Greece, one might not realize that immediately. However, after international exposure, it soon becomes obvious that you are a member of a very special and esteemed community. Becoming the ambassador of this community instils in you the responsibility of carrying the Fulbright culture, spirit, and work ethic into every community and every work environment you are part of. I have had numerous opportunities either arise or continue thanks to my association with Fulbright, the most important of which was my recent involvement in the Fulbright 2024 selection committee of the Greek graduate students to the US. In my 15-year international academic career, I noticed that in society, you stand out once you are an academic, but in academia, you stand out once you are a Fulbrighter.
Focusing on the human aspect of our teaching can bring about better results both in education and in society
Your research focuses on health economics, sustainability, and happiness—areas that are deeply interconnected and socially impactful. What drew you to these fields?
Indeed, these are three fields which interest me the most. My interest in these fields is not scientific. I have a very basic and sincere human interest due to the fact that my life path has convinced me that happiness, health, and the sustainability of our planet are the most important aspects of life in general. Science is the method through which I explore them. Individuals engage in activities (education, career, material possessions, personal life, etc.) aiming for higher happiness. Unfortunately, societies are focused on hedonic as opposed to eudaimonic happiness, teaching young individuals to focus on money, professional success, and (different forms of) power. However, these goals offer temporary pleasure instead of long-lasting happiness, often destroying human health (through high stress, less focus on oneself, health-harming lifestyle habits, etc.) and the planet in the process. Thus, what drew me to these fields is a genuine interest in how one can make oneself happy while remaining mentally, physically, and psychologically healthy, doing so through choices that consider the wellbeing of the ecosystem.
Happiness economics has been gaining increasing visibility as governments, institutions, and businesses begin to look beyond just GDP to also consider wellbeing metrics. Can you share some insights from your research in this area?
Happiness economics is an increasingly important field—probably the most important, albeit neither governments nor academics have realized that yet. We are still stuck with the concept of GDP growth, and while statistical evidence has already shown that, once you’re above the subsistence level, money does not increase happiness, we don’t seem to be learning from that. Research has now demonstrated that the most significant determinant of happiness is relationships: family, friends, social networks, and community.
Looking at your work as an educator, what would you say is the most important aspect of education that educators at all levels should focus on?
I strongly believe that it is imperative to take care of one another. It is crucial to look at human beings, pay attention to the people close to us, our students, our friends, our neighbors, and our community. Focusing on the human aspect of our teaching can bring about better results both in education and in society. It can change the norms, the ethics, the culture. It is not about the latest software, the latest hardware, or the most modern technology. It is about motivation, engagement, and connection. Teaching and learning will become more powerful once we step back to human-centric ideals.
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