1. Executive Summary
Objectives and Programme Overview
The Young Polish Diaspora Leaders Academy was designed in response to the need to engage young people of Polish descent living abroad by connecting them with inspiring fellow Poles who have achieved international success across a wide range of professional fields. Within Polish diaspora communities, where young people often face challenges related to cultural identity and a lack of relatable role models, the programme provided a unique platform for developing leadership competencies while strengthening participants’ connection to their Polish heritage.
The Academy consisted of 10 online training sessions delivered between 24 November and 18 December, combining lectures with interactive workshops. The programme brought together distinguished Polish professionals working in technology, medicine, artificial intelligence, innovation, journalism, diplomacy, and politics. Speakers included Anna Helseth (Meta), Dr Jan Gosiewski (Medicine & AI), Dr Dorota Zimnoch (Microsoft), Marcin Borowiecki (Innovation), Marcin Mycielski (NGOs & Advocacy), Jan Cieński (Journalism), Professor Wojciech Sadurski (Law), Aleksandra Gren (Finance & Technology), Joanna Kamińska (European Diplomacy), and Thomas Lukaszuk (Canadian Politics).
A total of 61 people applied to participate in the project, while 40 participants ultimately attended the training sessions, representing a diverse range of countries of residence and professional interests. Sessions were held primarily during the evening (CET) to accommodate participants from different time zones. However, given the programme’s global reach, exceptions were made where necessary – for example, Professor Wojciech Sadurski’s session was scheduled at 9:00 CET to accommodate his time zone in Australia.
Participant Feedback
Overall, participants expressed a high level of satisfaction with the programme. The Academy received very positive evaluations regarding the quality of its speakers, the diversity of topics covered, and its practical approach to leadership development. Participants particularly appreciated the opportunity to interact directly with leading experts, as well as the inspirational nature of the sessions, which strengthened their sense of Polish identity and motivated them to become more actively engaged within their local Polish diaspora communities.
Key Recommendations
Based on the outcomes of the project, we recommend continuing the programme in future editions while introducing the following improvements:
Opening and Closing Sessions – Introduce formal opening and closing sessions as integral components of the programme. Although the first edition naturally led to the creation of a WhatsApp group and an informal farewell meeting, formalising these elements would foster stronger group integration and encourage purposeful network-building from the very beginning.
Group Project – Introduce an optional collaborative assignment (such as a case study or a small campaign) to be completed collectively by Academy participants. This would strengthen cooperation among participants while providing additional opportunities to apply newly acquired knowledge in practice.
Evaluation Process Optimisation – Consider collecting participant feedback after each individual session or maintaining the completion of the final evaluation survey as a requirement for receiving a certificate.
Verification of Recorded Session Viewing – Introduce a simple verification mechanism (such as a short reflection form or a 3–5 question quiz) for participants who fulfil attendance requirements by watching session recordings.
Implementing these recommendations will improve programme cohesion, participant retention, and the long-term impact of the project on leadership development within Polish diaspora communities.
2. Programme Overview and Participation Analysis
2.1. Programme Objectives
The Young Polish Diaspora Leaders Academy was designed to:
- engage young people of Polish descent living abroad by connecting them with inspiring fellow Poles who have achieved international success;
- develop leadership competencies and key 21st-century skills, including critical thinking, intercultural communication, and entrepreneurship;
- strengthen participants’ sense of Polish identity and connection to Poland’s cultural heritage;
- build an international network of young Polish diaspora leaders from different countries;
- inspire participants to become actively involved in their local Polish diaspora communities while pursuing international career opportunities.
2.2. Recruitment and Attendance Statistics
A total of 61 individuals registered during the recruitment process. Of these, 40 participants (65%) attended at least one training session. According to the Academy’s regulations, participants were required to attend at least 6 out of the 10 sessions in order to receive a certificate of completion.
Ultimately, 21 participants met this requirement and were awarded certificates, representing 34.4% of all registered applicants.
2.3. Participant Retention Analysis
2.3.1. Methodology
To accurately measure participant engagement, a detailed retention analysis was conducted to track how many attendees of a given session returned for subsequent meetings. Due to the methodology used (which required a sufficient number of subsequent sessions for comparison), retention rates could be calculated for a maximum of five consecutive sessions. In practice, this meant measuring whether participants who attended Session X also returned for Sessions X+1, X+2, X+3, X+4, and X+5.
2.3.2. Results and Interpretation
The analysis showed that the average retention rate after five consecutive sessions reached nearly 38%. This means that almost four out of every ten participants who began the Academy remained actively engaged for at least five consecutive sessions.
While a natural decline in attendance was observed during the first sessions – a common characteristic of online educational programmes – the retention rate subsequently stabilised at a high level.
This indicates that:
- participants who remained after the initial sessions demonstrated a strong commitment to the programme;
- the Academy’s content effectively met the needs and expectations of its target audience;
- the participant community developed into a valuable professional network, encouraging continued engagement throughout the programme.
2.3.3. Comparative Analysis (Benchmarking)
The 38% retention rate should be regarded as an outstanding achievement. For comparison:
- the average completion rate for free Massive Open Online Courses (MOOCs) typically ranges between 5% and 15%;
- the median completion rate for programmes of this type is approximately 12.6%;
- most free online learning platforms report retention rates below 10%.
Achieving a 38% retention rate – nearly three times higher than the market average – demonstrates an excellent alignment between the programme’s content and the needs of its target audience, the high calibre of its speakers, and the strong engagement of the young Polish diaspora community. In the context of a free online educational programme, the Academy’s results place the project among the top quartile of the most successful initiatives of its kind.
2.4. Demographic Profile and Participant Characteristics
The following demographic analysis is based on data collected through the registration form completed by the 61 individuals who applied to participate in the programme. The analysis covers participants’ geographical distribution, age structure, educational status, involvement in Polish diaspora organisations, and their developmental expectations regarding the Academy.
2.4.1. Geographical Distribution of Participants
The Academy of Young Polish Diaspora Leaders attracted participants from 19 countries across three continents, demonstrating its international reach and its ability to connect young members of the Polish diaspora from around the world.
Europe as the Programme’s Primary Hub
The largest number of applications came from Europe, particularly from:
- Italy and the United Kingdom, which generated the highest number of applications. In the United Kingdom, London emerged as the principal centre of activity among young members of the Polish diaspora;
- Belgium, Germany, and France, which also represented significant centres of interest in the programme. In Belgium, applications were concentrated primarily in Brussels (home to the European institutions), while in Germany they came mainly from Berlin and Düsseldorf, and in France from Lille and Paris.
Additional European applications were received from Austria, the Netherlands, Spain, Lithuania, Latvia, Switzerland, Sweden, Ukraine, and the Faroe Islands.
Global Reach
The programme also attracted participants from outside Europe:
- North America: individual applications from Canada and the United States;
- Middle East and Central Asia: applications from the United Arab Emirates and Kazakhstan.
This broad geographical distribution demonstrates the universal need among young members of the Polish diaspora for stronger networking opportunities and access to inspiring Polish role models who have achieved international success.
2.4.2. Age Structure of Participants
The programme’s age profile indicates a clear predominance of participants at university age and in early adulthood. The largest group consisted of participants aged 18–22 (43.5%), confirming the Academy’s strong appeal among university students and those beginning higher education. The second-largest group comprised participants aged 23–30 (29%), representing young professionals and individuals developing leadership skills during the early stages of their careers.
Participants aged 30–35 accounted for 21% of the total, demonstrating that the programme also appealed to more experienced individuals who combined professional and community engagement with personal development. The smallest group consisted of participants aged 15–17 (6.5%), suggesting that, in its current format, the Academy primarily attracted adult participants.
Overall, participants aged 18–30 represented 72.5% of the cohort, confirming that the Academy successfully reached its primary target audience: young members of the Polish diaspora pursuing higher education or entering the labour market.
2.4.3. Educational Status of Participants
Participant responses indicate that the programme primarily attracted individuals who were still engaged in formal education. The largest group identified themselves as university or higher education students (42.6%), confirming the strong representation of participants pursuing academic studies. The second-largest category consisted of high school students (19.7%), indicating considerable interest among younger participants preparing to enter higher education.
Another frequently selected category was “Employed” (4.9%), demonstrating that the programme also attracted individuals already active in the labour market, although in significantly smaller numbers than the student population.
2.4.4. Participants’ Involvement in Polish Diaspora Activities
Responses regarding previous involvement in Polish diaspora activities show that the majority of participants had already been engaged in community initiatives. 62.3% of respondents declared that they were actively involved in Polish diaspora organisations or initiatives, while 37.7% indicated that they had not previously been engaged.
This distribution suggests that the Academy fulfilled a dual role. On the one hand, it provided a space for further development for participants who were already active, strengthening their leadership skills and expanding their professional networks. On the other hand, it served as an attractive entry point for a substantial group of newcomers with no previous involvement in Polish diaspora activities. In practice, this demonstrates the programme’s potential both to strengthen existing community leaders and to encourage new individuals to become active within Polish diaspora communities.
2.4.5. Participants’ Development Expectations
Participants most frequently expressed expectations related to practical leadership development and functioning effectively in an international environment. The highest levels of interest were recorded for leadership and management (43 respondents; 70.5%) and international careers (43 respondents; 70.5%). Networking and relationship-building also ranked very highly (41 respondents; 67.2%), confirming that one of the Academy’s greatest values for participants was the opportunity to build meaningful professional connections and foster international collaboration.
Participants also demonstrated strong interest in broader public and economic topics: business and entrepreneurship (35 respondents; 57.4%) and politics and public life (32 respondents; 52.5%). The category Media and communication (29 respondents; 47.5%) ranked at a similar level, reflecting participants’ desire to strengthen their communication and public engagement skills. The least frequently selected area was Science and research (17 respondents; 27.4%), suggesting that participants primarily perceived the Academy as a professionally oriented leadership development programme rather than a purely academic initiative.
2.5. Delivery and Organisation of the Sessions
All Academy sessions were delivered online. A detailed list of invited experts and the topics of individual sessions has been presented earlier in this report; this section focuses on the organisation and delivery of the programme.
Each session followed a standardised structure, beginning with a brief welcome and organisational introduction, followed by an expert presentation based on the speaker’s professional experience and broader industry context. This was then followed by an interactive component involving participants through Q&A sessions, practical exercises, moderated discussions, and task-based activities. This format effectively combined inspiration and expert knowledge with practical opportunities for participants to apply newly acquired insights to their own leadership development.
To maximise accessibility and ensure equal participation opportunities, all sessions were recorded. Participants who were unable to attend live could watch the recording within one week and receive 0.5 attendance credit toward the minimum participation requirement for obtaining a certificate. This option was used 26 times by 12 participants. In addition, every recording published on YouTube received at least 50 views.
Across all 10 sessions, a total of 188 attendances (cumulative participations across all meetings) were recorded.
3. Evaluation Objectives and Methodology
The Academy’s evaluation was designed as a final survey conducted after the completion of the entire programme (a single evaluation tool covering all sessions). A link to the survey was shared during the final session and subsequently distributed via a separate email to maximize accessibility and response rates.
The evaluation aimed to:
- assess the implementation of the project and the extent to which its objectives had been achieved;
- collect data for the narrative report required under the grant agreement; and
- identify elements of the programme requiring improvement in future editions, including its content, organisation, delivery format, and participant support.
The survey was intentionally concise and included both quantitative and qualitative questions, enabling participants to provide ratings as well as comments and observations. All information collected was used exclusively for project implementation and reporting purposes. The findings presented in this report are aggregated and, where applicable, illustrated with anonymous participant quotations.
4. Evaluation Results
A total of 15 completed questionnaires were received, representing a high response rate among the 21 participants who fulfilled the programme completion requirements (attendance at a minimum of six sessions) and were awarded certificates. The overall response rate reached 71.4%.
4.1. Overall Project Evaluation
Participants assessed the programme using a four-point scale: Excellent – Good – Satisfactory – Poor. The results were as follows:
Excellent: 7 participants (46.7%)
Good: 8 participants (53.3%)
The weighted average confirms a very high level of participant satisfaction with the Academy.
When asked whether they would be interested in taking part in a similar programme in the future, 100% of respondents answered “Yes”, confirming both the Academy’s educational value and the target group’s strong motivation to continue developing in this area.
4.2. Programme Elements Rated Most Highly by Participants
Analysis of responses to the question “What did you like most about the programme?” identified several key strengths.
4.2.1. Diversity and Prestige of the Speakers
The quality and diversity of the invited speakers was the aspect mentioned most frequently. Participants highlighted:
- “the diversity of the guest speakers“, “the diversity of the mentors“;
- “interesting lectures and fascinating invited guests“;
- “the speakers represented a very broad range of expertise“;
- “the calibre of the speakers“;
- “the opportunity to speak with inspiring members of the Polish diaspora and learn about their stories, experiences, and perspectives.”
4.2.2. Interactivity and Group Work
Participants highly appreciated the workshop-based format and opportunities for active engagement:
- “the opportunity to interact with other participants during the workshops“;
- “the interactive part – I really enjoyed working in groups“;
- “the collaborative sessions“;
- “the format: career stories combined with interactive workshops.”
4.2.3. Access to Practical First-Hand Knowledge
Several participants emphasised the value of gaining insights directly from experienced professionals:
- “The opportunity to learn about certain institutions and how they operate almost ‘from the inside,’ with first-hand news and information.”
- “The programme created a genuine space for exchanging ideas, asking questions, and learning from people actively working in a wide variety of fields.”
One participant singled out a specific session:
- “My number one was the meeting with Professor Sadurski.”
Another highlighted the opening session:
- “I found the first session on European institutions and lobbying incredibly interesting. I feel I now have a much better understanding of how legislation is shaped in Europe.”
4.3. Learning Outcomes
Responses to the question “What did you learn during the programme?” demonstrate that participants developed a broad range of competencies.
4.3.1. Soft Skills and Personal Development
Participants reported gains in confidence and leadership abilities:
- “self-confidence and perseverance“
- “the importance of leadership skills, communication, and openness to different perspectives“
- “my public speaking skills definitely improved – I overcame a personal fear of speaking about my ideas out loud.”
- “how to deliver a better pitch, position my profile more effectively in professional networking, and sometimes defend my values without compromise.”
4.3.2. Practical and Subject-Specific Knowledge
Participants also acquired valuable professional knowledge, including:
- “opportunities available for Polish diaspora organisations, advice on writing and reporting projects“
- “insights into lobbying, AI, and good journalistic practices“
- “how to prepare an effective pitch“
- “different career paths and opportunities for cooperation with Polish diaspora communities“
- “I now have a much better understanding of how legislation is shaped in Europe.”
4.3.3. Career Perspective and Self-Awareness
Several participants noted that the Academy had changed the way they viewed their own professional development:
- “I realised that a career path usually – or perhaps always – looks more like a mountain trail than a motorway. The twists and turns are part of the journey, and it’s worth trying different things.”
- “Things are not always as complicated as they seem – you simply need determination.”
One participant summarised her experience by saying:
- “The programme gave me a fantastic overview! Most of these topics were completely new to me since I had only recently finished school, so the Academy offered me my first deeper insight into the world of leadership.”
4.4. Topics Suggested for Future Editions
Participants expressed interest in expanding the programme to include additional subjects.
The most frequently suggested topics included:
- local politics, foreign policy, geopolitics, and diplomacy;
- international careers and professional development, particularly within the Polish diaspora;
- law and public affairs;
- youth leadership and civic engagement;
- marketing, film production, photography, and television;
- culture and sociology, including: “cultural issues and sociological trends in Polish society and how it is evolving,” and “conversations with leaders of cultural institutions and projects“;
- literature.
These suggestions demonstrate the participants’ broad range of interests, spanning politics and professional development, creative industries, media, and socio-cultural issues.
4.5. Suggestions for Improving Future Editions
Participants proposed a number of constructive recommendations, which can be grouped into several categories.
4.5.1. Stronger Community Building and Participant Interaction
The most common recommendation was to create more opportunities for participants to get to know one another.
One participant wrote:
“I missed having the chance to get to know the other participants. We talked a little during group work, but I would have appreciated an introductory session where we could simply discuss where we’re from, what we do, and why we joined the Academy. Besides the invited speakers, interaction among participants could also be extremely valuable – who knows, maybe it would even lead to future collaborations? 🙂“
Another participant added:
“More opportunities to exchange experiences with other participants. I think we can learn just as much from each other as we do from the speakers.”
Participants suggested:
- an introductory networking session dedicated solely to participant introductions;
- more time for informal discussions;
- collaborative group projects or workshops conducted between the scheduled sessions.
4.5.2. Verification of Recorded Session Participation
Participants also proposed introducing a simple mechanism to verify that recorded sessions had actually been watched:
“To make sure participants who missed the live session really watched the recording, they could be asked to submit a short reflection on what they found most memorable about the lecture.”
4.6. Additional Comments and Overall Reception
The final comments section reflected a very high level of appreciation for the programme and its organisers.
Participants wrote:
“I felt very comfortable thanks to the warmth and friendliness of everyone involved in running the programme, including the mentors.”
“Many thanks to the organisers. I think you can consider this first edition a real success. Well done! I’m already sad it’s over 🙂“
“A fantastic initiative – I will definitely be looking forward to similar projects in the future!“
“It was great – thank you so much!“
“Thank you for making the recordings available on YouTube. Unfortunately, I was rarely able to attend the live sessions.”
“Thank you very much for all your work. It was an incredibly valuable experience.”
Several participants also emphasised the programme’s inspirational impact on their own future activities:
“Thank you for organising the Academy! I was inspired by its format and will definitely use similar methods in workshops that I organise in Canada 😉“
“The meetings with the speakers were so inspiring that after each session I immediately felt more motivated to work for the Polish diaspora and to develop my own initiatives.”
5. Conclusions and Recommendations for Future Editions
5.1. Key Findings from the Project Implementation
The first edition of the Young Polish Diaspora Leaders Academy was a significant programme success, as confirmed by both quantitative and qualitative data.
Key achievements include:
- Exceptionally high participant retention: an average retention rate of 38% across the first five sessions, significantly exceeding the typical completion rates for free online courses (5–15%, with a median of 12.6%);
- 21 participants successfully completed the programme;
- 100% positive evaluation results, with 45% rating the programme as “Excellent” and 55% as “Good”;
- 100% of respondents expressed interest in participating in a similar programme in the future;
- 71.4% response rate for the final evaluation survey;
- The hybrid delivery format (live sessions combined with recorded lectures) proved highly effective: 14.2% of all attendance was credited through recorded sessions; each recording received at least 50 views on YouTube.
The programme elements receiving the highest ratings were: the diversity and calibre of the expert speakers, the interactive format of the sessions, access to practical, first-hand professional knowledge, the availability of session recordings, the welcoming and supportive learning environment.
5.2. Areas for Improvement
Participant feedback identified several aspects that could be strengthened in future editions:
- Lack of a formal introductory session, resulting in limited opportunities for participants to get to know one another at the outset of the programme;
- Limited peer-to-peer interaction, with greater emphasis placed on knowledge transfer from mentors than on participant exchange;
- Repetitive workshop exercises, indicating a need for greater variety in learning formats;
- Programme timing, as the November–December schedule coincided with university examination periods and the busy pre-Christmas season;
- No collaborative group project, which could have further strengthened participant engagement and networking.
5.3. Recommendations
1. Introductory Session and Community Building
Introduce a dedicated opening session (90–120 minutes) featuring participant introductions, ice-breaking activities, and an overview of collaboration principles. This would help foster a sense of community and facilitate networking from the very beginning.
2. Formalise Opening and Closing Sessions
Treat the first and final meetings as dedicated organisational and wrap-up sessions, separate from the substantive sessions delivered by guest speakers and mentors.
3. Introduce a Group Project
Offer an optional collaborative assignment (such as a case study or mini-project) launched during the opening session and presented at the closing session. This would strengthen collaboration while providing participants with an opportunity to apply their newly acquired knowledge in practice.
4. Increase Peer-to-Peer Exchange
Allocate 10–15 minutes during each session for discussions in plenary or breakout groups, allowing participants to exchange experiences and ideas. Alternatively, establish an online community (e.g. WhatsApp, Telegram, or a discussion forum) to facilitate interaction between sessions.
5. Diversify Workshop Formats
Work with mentors to introduce a broader range of interactive learning methods depending on the session topic, including case studies, simulations, speed mentoring, and pitching exercises.
6. Adjust the Programme Schedule
Consider moving future editions to spring (March–May) or autumn (September–October) to avoid the pre-Christmas period and university examination sessions.
7. Verify Participation via Recordings
Introduce a simple verification mechanism for participants who complete sessions by watching recordings, such as a short reflection form or a brief quiz consisting of 3–5 questions.
8. Preserve the Programme’s Strengths
Future editions should continue to build on the programme’s strongest assets: a diverse team of expert speakers, high-profile guest lecturers, interactive session design, access to session recordings, a supportive and welcoming learning environment.
9. Optimise the Evaluation Process
Consider collecting brief participant feedback after each session (a short survey with 2–3 questions) rather than relying solely on a final evaluation questionnaire. This would enable continuous programme improvements based on fresh participant feedback. Alternatively, maintaining completion of the final evaluation survey as a prerequisite for receiving a certificate should also be considered.
6. Conclusion
The first edition of the Young Polish Diaspora Leaders Academy exceeded expectations and established a strong foundation for future development.
The areas identified for improvement can be addressed without fundamentally changing the programme’s overall concept or character. We therefore recommend continuing the Academy in future editions while incorporating the recommendations outlined above and maintaining a systematic evaluation process to ensure continuous quality improvement.
