Education Abroad: Critical Skills for the Adviser | July 25 – 27, 2023

As the field of education abroad continues to advance, the demands placed on advisers grow. Learn the skills you need to be effective in today’s dynamic education abroad setting. Explore the different roles required of an adviser to be successful. Discuss the advising profession with others in the field while interacting with each other and the workshop content in a multi-faceted way. Grow as a professional by gaining a comprehensive view of your role within the larger educational context.

Government of Ireland – International Education Scholarships 2023 | Due March 24, 2023


Maura O’Shea
By Maura O’Shea

Posted: 14 December, 2022
The Higher Education Authority (HEA) is pleased to issue the 2023 Call under the Government of Ireland International Education Scholarships Programme. Under the initiative 60 scholarships will be provided for one year study at Masters or PhD levels to successful candidates who have an offer of a place at an eligible Irish higher education institution.

The offer is open to students from non-EU/EEA countries and is applicable to all fields of study.

Students who are successful will receive:

A €10,000 stipend for one year’s study
A full fee waiver of all tuition and other registration costs at the higher education institution
Applications can be submitted via the online portal here.

The deadline for the submission of applications is 5pm (Irish Time) 24 March 2023

Enquiries only by email – goi-ies@hea.ie

Forced Internationalization and Opportunities for Campuses | January 24, 2023

According to the United Nations High Commissioner for Refugees (UNHCR), there are nearly 100 million displaced people around the world. Approximately 40% of this population are under 18 years old (UNHCR, 2022). Although access to quality schooling is a human right, a marginal 5% of refugee youth attend a university or college (UNHCR, 2021). Access to educational opportunities will be critical for improving the quality of life for many members of displaced populations and the society at large. The international community has set a target of increasing global refugee higher education enrollment to 15% by 2030 (known as the “15by30” goal). The Global Compact on Refugees that was adopted in 2019 encourages academic institutions to take an active role in achieving this target. This workshop is designed for higher education leaders to examine how they can facilitate refugee access to higher education and foster campus internationalization.

International Student Mobilities and Voices in the Asia-Pacific Letters to Coronavirus

This edited volume explores core questions on education and transnational mobility in a time characterized by a global pandemic, recasting them through the lenses of regimes, experiences, and aspirations. The volume brings together 20 short essays in the form of letters addressed to the coronavirus and written by international students , together with eight striking illustrations that depict emotive scenes from the essays, and eight academic commentaries that analytically link these personal narratives to broader societal structures. This book represents a timely intervention, providing an intimate glimpse into young people’s hopes and the challenges they face concerning their education and mobility.

Community Engagement Abroad: Perspectives and Practices on Service, Engagement, and Learning Overseas

A landmark in our understanding of international community-engaged learning programs, this book invites educators to rethink everything from disciplinary assumptions to the role of higher education in a globalizing world. Tapping the many such programs developed at Michigan State University during the last half-century, the volume develops a comprehensive framework for analyzing study-abroad programs with a community-engagement focus. More than a how-to guide, it also offers seven theoretically framed case studies showing how these experiences can change students, faculty, and communities alike. The purposeful broadening of who is involved in these types of international learning programs leads to conceptual transformation and self-reflection within the participants. The authors take the reader on a fascinating journey through how they changed as a result of designing and delivering programs in full collaboration with community partners. The arguments given in this volume for developing truly reciprocal, mutually beneficial partnerships beyond the academy are powerful and persuasive.

Historically Underrepresented Faculty and Students in Education Abroad

This book examines how the unique perspectives of BIPOC faculty and students must be integrated into the undergraduate curriculum to expose students of color to education abroad experiences, enhance cultural awareness and sensitivity, and lend to a broader diversity and inclusion perspective. This edited volume, written by authors of color, argues that education abroad programs not only provide essential academic and cultural enrichment but can also be an important nexus of innovation. When approached within a creative, interdisciplinary, and holistic framework, these programs are ripe with opportunities to engage various constituencies and a potent source of strategies for bolstering diversity, recruitment, retention, and graduation. Despite a tendency to view study abroad as a luxurious option for persons with wealth and means, the editors and their authors argue that global education should be thought of as a fundamental and integral part of higher education, for all students, in a global era.

Mark Beirn


An experienced global researcher and administrator, Mark Beirn brings a critical approach to risk management, factoring structural racism and identity-based violence into his rubric for supporting equitable global mobility.

Specialization Areas:

– Global Risk Management
– Education Abroad
– Diversity, Equity, Inclusion in International Education
– Health and Safety
– Curriculum Development


Stephen Appiah-Padi​


Stephen Appiah-Padi is an international educator with several years of teaching and administrative experience in both 4 and 2-year HEIs. An experienced global education practitioner-scholar, with a demonstrated history of success in the field.

Dr. Appiah-Padi has a Ph.D. from the University of Alberta, Edmonton, Canada in Educational Policy & Administration with a specialization in International/Intercultural Education.

At Northwestern College, he provided oversight in the administration of education abroad and international student services. In Lansing, Michigan, he first oversaw diversity and intercultural education at Lansing Community College, and later created the Center for International and Intercultural Education (CIIE) which merged intercultural engagement and international education programs of the institution, and he became its first director. Additionally, Dr. Appiah-Padi taught a course, “Diversity in the American Workplace”, to undergraduate management students of the College. In his current position, he provides leadership and vision in advancing strategic internationalization initiatives, including international partnerships and study abroad programs at Bucknell University.

Dr Appiah-Padi has created and facilitated several workshops for faculty and staff development in higher education and in business organizations. He has presented at several national and international conferences. In NAFSA, among several volunteer leadership positions, he has served as Dean of the Fundamentals of Intercultural Communication Workshop, the Leadership Development Committee member, Chair of the Africa Special Interest Group, and a Fellow of the Global Fellowship Program for mentoring emerging leaders of internationalization in African HEIs. He currently serves as a member of the NAFSA Board of Directors.

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Rosa Almoguera


Dr. Rosa Almoguera has worked as an international educator for over twenty years. She was trained as a Hispanic Philologist at the Universidad Complutense, in Madrid, and did her M.A. at the University of Pennsylvania. Her Ph.D., from Universidad Complutense included a field study and edition of written balladry “Romancero”. During many years Rosa combined teaching and her role as a senior administrator at the Fundación Ortega-Marañón in Toledo, Spain. At the Foundation, Rosa directed and, in many cases created, programs for the University of Minnesota, Notre Dame, Princeton, Ohio State, Arcadia, and the University of Chicago. She has also been a visiting professor at the University of Minnesota, University of Portland, and Interamericana de Puerto Rico.

Beginning in 2016, Rosa works as an international education consultant for both public and private European and US higher education institutions. Rosa has been successful in developing new partnerships and programs, as well as helping improve already existing ones.

Rosa is a member of Forum and NAFSA and has presented with higher education professionals on innovative academic and research programming, STEM in study abroad and Nationalism in Europe. Rosa is currently completing the final Professional Certification from the Forum on Education Abroad.