University of Georgia
University of Pittsburgh
Bunker Hill Community College
University of Wisconsin – Eau Claire
University of Texas at Tyler
St. Catherine University
Drexel University
Indiana University Bloomington
University of Notre Dame
University of Minnesota
University of Minnesota
Boston University
Monmouth University
University of Central Missouri
University of Missouri
Snow College
MiraCosta College
Adelphi University
Rice University
University of Illinois Urbana-Champaign
AFS Intercultural Programs, Inc.
Learning and Teaching: The International Journal of Higher Education in the Social Sciences
Learning and Teaching is a part of the Berghahn Open Anthro subscribe-to-open initiative. Launched in 2020, this pilot has successfully converted a collection of 14 anthropology journals to full Open Access using S2O as its equitable and sustainable model of choice.
International Review of Education: Journal of Lifelong Learning
The International Review of Education – Journal of Lifelong Learning (IRE) provides a forum for theoretically-informed and policy-relevant applied research in lifelong and life-wide learning in international and comparative contexts. Preferred topic areas include adult education, non-formal education, adult literacy, open and distance learning, vocational education and workplace learning, new access routes to formal education, lifelong learning policies, and various applications of the lifelong learning paradigm. Consistent with the mandate of UNESCO, the IRE fosters scholarly exchange on lifelong learning from all regions of the world, particularly developing and transition countries.
The International Review of Education – Journal of Lifelong Learning (IRE) is edited by the UNESCO Institute for Lifelong Learning (UIL) and published by Springer. UIL (www.uil.unesco.org ) is a global centre of excellence for lifelong learning and learning societies.
Provides a forum for theoretically-informed and policy-relevant research in lifelong and life-wide education and learning in international and comparative contexts
Examines policy issues, educational trends, and learning innovations from a perspective of lifelong learning
Edited by the UNESCO Institute for Lifelong Learning
94% of authors who answered a survey reported that they would definitely publish or probably publish in the journal again
International Research in Higher Education
International Research in Higher Education is an open-access and peer-reviewed journal published by Sciedu Press in Canada. This journal is published semiannually (June & December) in both print and online versions. All publications are open access in full text and free to download.
International Journal of Higher Education
International Journal of Higher Education (ISSN 1927-6044 E-ISSN 1927-6052) is a double-blind peer-reviewed journal, published by Sciedu Press. The journal seeks to publish original research articles that are hypothetical and theoretical in its nature and that provide exploratory insights in the fields of educational theory, teaching method, instructional design, students management, case studies etc. in both undergraduate and graduate levels. The editorial board aims to publish high-quality research or review papers focusing on teaching, researching, training and applied work in the field of higher education. The journal is published in both printed and online version. The online version is free access and download.
International Journal of Educational Research
The purpose of the International Journal of Educational Development is to report new insight and foster critical debate about the role that education plays in development. Aspects of development with which the journal is concerned include economic growth and poverty reduction; human development, well being, the availability of human rights; democracy, social cohesion and peace-building; resilience and environmental sustainability. IJED seeks to help make available new evidence-based theories and understandings as to the extent and nature of educational change in diverse settings. It stresses the importance of appreciating the interplay of local, national, regional and global contexts and dynamics in shaping education and development.
Traditional notions of development concerning growth, industrialization and poverty reduction are under scrutiny. While much attention in the past has concentrated on school achievement and other empirical products of schooling there is a new awareness of education’s role in affecting community social cohesion and other social goals. The notion of development itself is broadening, both as a theoretical construct and in its policy and program manifestations. Education is prominent in discussions and critiques of development. Here too perspectives may vary. Education is designed to promote human capability and better the chances for social justice, promote competitiveness and productivity; reduce inequality, poverty and disease; mitigate conflict and crisis. At the same time, education is also being scrutinized for entrenching differences; challenging local values and culture; and for fostering counterproductive experiences of many pupils.
The International Journal of Educational Development is concerned with education in its broadest sense, including formal and non-formal modes, from preschool to adult education. IJED is interested in comparative studies that lead to new insights and challenge orthodox theories; that have potential for policy impact; and that apply to broad range of settings, including industrial democracies as well as low and middle income countries, countries in political transition and countries recovering from armed conflict and social unrest. The IJED also considers papers that look at education and development through the policies and practices of official development assistance and commercial education trade. The IJED does not encourage articles which may be more appropriate for journals of pedagogy, education technology and psychology unless the relevance to feasible public policy is clearly demonstrated. IJED engages these approaches to deepen understanding of the relationship between education policy and development. Further, the IJED does not encourage articles that focus on a certain methodological approach as the central topic of interest. Instead, we encourage the appropriate use of both qualitative and quantitative analytical techniques as means to shed light on key problems of educational policy and development. The IJED will not publish a manuscript with a title which includes a methodology unless the methodology is unprecedented.
The International Journal of Educational Development welcomes papers from all prospective authors, especially from scholars and practitioners who come from low and middle income countries.
International Journal of Educational Management
The International Journal of Educational Management provides those interested in the effective management of the educational process with a broad overview of developments and best practice in the field, with particular reference to how new ideas can be applied worldwide.
Sannam S4
Valencia College
Wayne State University
Kent State University
University of California, Berkeley
Cornell University
Harlaxton College
East Tennessee State University
Director of Education Abroad – Danielle Walters, PhD
International Journal of Education
Higher Education Research & Development
Globalisation, Societies and Education
Educational Research for Policy and Practice
Education Research International
Comparative and International Education / Éducation comparée et internationale
Compare: A Journal of Comparative and International Education
Higher Education: the international journal of higher education research
Research in Comparative and International Education
Online Teaching and Learning in Asian Higher Education
This collection focuses on the challenges, lessons learned, and best teaching practices shared by educators in the higher education system in both the developed and developing areas of Asia. Organized into three sections, the book covers key factors that affect the successes of online education in Asia, including innovations in curriculum design; innovations in communicating with students; and innovations in assessments. In doing so, it provides educators important insights into the differences between teaching and learning in both the developed and developing areas of Asia and highlights the problems that still need to be addressed as technologies advance in the twenty-first century in STEM and non-STEM disciplines.
York University
University of Florida
University of North Texas
University of Florida
Indiana University
Associate Vice President for International Affairs – Miguel E. Ayllon
University of Houston
Assistant Dean of Global Initiatives, C. T. Bauer College of Business – Nikhil Celly
University of British Columbia
University of British Columbia
University of British Columbia
University of British Columbia
Texas Tech University
Kansas State University
University of Louisville
Tacoma Community College
Purdue University Northwest
Mount Mary University
Carnegie Mellon University
The University of Findlay
Centre College
Maryville College
Western University
New Mexico State University
Elon University
Susquehanna University
Temple University, Japan Campus
Temple University, Japan Campus
Simmons University
Santa Clara University
UCLA Extension
Earlham College
Concordia College
Vice President for Enrollment – Ben Iverson
Rutgers, The State University of New Jersey
University of Queensland
Loyola Marymount University
The Pennsylvania State University
Journal of Research in International Education
International Education Journal: Comparative Perspectives
University of Wisconsin-Madison
Purdue University Northwest
Director of International Programs and Partnerships – Ramesh Neupane
The Pennsylvania State University
Concourse Global
Associate Director, International Counselor Development – Adam Wu
The University of Texas at Dallas
Director, International Partnerships and Exchange Programs – Grant Sisk
Wake Forest University
Perspectives on comprehensive internationalisation of higher education
This book argues that international higher education must be competitive, sustainable and contribute to educational development locally and internationally. It shows that higher education institutions (HEIs) are seen as being driven by an economic or educational agenda. For example, internationalisation can be influenced by the university ranking system, which is based on the international reputation of universities, the competitive quality of programmes offered in a market-oriented education environment, the generation of income from the enrolment of international students, and the employment of high-profile researchers. Likewise, the book contributes to knowledge production by positing that an international profile for HEIs is fundamental to building their global excellence and outstanding academic standards and strengthening their competitiveness and economic growth.
Although virtual internationalisation can be an effective vehicle for students to gain international exposure, most students have remained in their local environment. This book provides a complex array of new needs, attitudes and demands that teaching and learning pedagogy has to consider to foster the internationalisation of higher education. In addition, this book also argues that HEIs must ethically and pedagogically respond to the needs of international students and other stakeholders across various modes of internationalisation of higher education. The book argues that any rationale to internationalise higher education must address inequitable and unethical ideologies and practices. In the same vein, this book also places emphasis on the importance of institutional quality assurance mechanisms, accreditation, learning outcomes, and multicultural connectivity through an inclusive curriculum.
Lastly, in providing thorough strategies for the comprehensive internationalisation of higher education, this book offers pertinent discussions on the sustainable funding models for the HEIs, repositioning the higher education sector as a vibrant export sector, reforms in higher education, governance in HEIs, entrepreneurship in higher education and competition in higher education.
Comparative and International Education Leading Perspectives from the Field
Provides conceptual, historical, and theoretical frameworks for the field of comparative and international education ranging from early childhood to postgraduate and professional education
Contains public and educational policies that are applicable to challenges faced by university, government, and public policy officials
Presents the perspectives of distinguished, longstanding experts in comparative and international education
Conversations on Global Citizenship Education Perspectives on Research, Teaching, and Learning in Higher Education
This volume offers a remarkable collection of theoretically and practically grounded conversations with internationally recognized scholars, who share their perspectives on Global Citizenship Education (GCE) in relation to university research, teaching, and learning.
Conversations on Global Citizenship Education brings together the narratives of a diverse array of educators who share their unique experiences of navigating GCE in the modern university. Conversations focus on why and how educators’ theoretical and empirical perspectives on GCE are essential for achieving an all-embracing GCE curriculum which underpins global peace. Drawing on the Freirean concept of “conscientization”, GCE is presented as an educational imperative to combat growing inequality, seeping nationalism, and post-truth politics.
This timely volume will be of interest to educators who are seeking to develop their theoretical understanding of GCE into teaching practice, researchers and students who are new to GCE and who seek dynamic starting points for their research, and general audience who are interested in learning more about the history, philosophy, and practice of GCE.
Education and International Development An Introduction
Education and International Development provides an introduction to the debates on education and international development, giving an overview of the history, influential theories, key concepts, areas of achievement and emerging trends in policy and practice.
Written by leading academics from Canada, India, Netherlands, South Africa, UK, USA, and New Zealand, this second edition has been fully updated in light of recent changes in the field, such as the introduction of the Sustainable Development Goals and the increased focus on environmental sustainability and equality. The book includes three new chapters on private providers, decolonisation and learning outcomes as well as a range of pedagogical features including key concept boxes, biographies of influential thinkers and practitioners, further reading lists, questions for reflection and debate, and case studies from around the developing world.
The Evolution of Transnational Education Pathways, Globalisation and Emerging Trends
This book examines issues of identity; positionality; community; value and relevance, to explore where transnational higher education is headed and what form it may take moving forwards.
Transnational higher education has traditionally been viewed through the lens of access. Now, the authors argue, higher education must think more closely about impact and legacy as changing patterns of student recruitment, reduced options for mobility and the need to establish value for money will be at the heart of the next stage of evolution. Drawing on international case studies from Europe, the Middle East and Central Asia, the book outlines the past, present and future of higher education working across national boundaries, and the extent to which this represents the globalisation of the university sector. The book opens with an analysis of the role of the university in both local and global contexts, moving on to explore policy and collaboration and then looking at emerging trends and activity in international higher education. The final section draws directly from students, to give their perspective and understanding of the core themes throughout the book.
This volume will have a wide readership amongst higher education scholars, undergraduate and postgraduate students and policy makers.
Borderless Higher Education for Refugees Lessons from the Dadaab Refugee Camps
Higher education is increasingly recognized as crucial for the livelihoods of refugees and displaced populations caught in emergencies and protracted crises, to enable them to engage in contemporary, knowledge-based, global society. This book tells the story of the Borderless Higher Education for Refugees (BHER) project which delivers tuition-free university degree programs into two of the largest protracted refugee camps in the world, Dadaab and Kakuma in Kenya. Combining a human rights approaches, critical humanitarianism and a concern with gender relations and intersecting inequalities, the book proposes that higher education can provide refugees with the possibility of staying put or returning home with dignity. Written by academics based in Canada, Kenya, Somalia and the USA, as well as NGO workers and students from the camps, the book demonstrates how North-South and South-South collaborations are possible and indeed productive.
Changing Higher Education in India
Higher education is vital to India’s future, creating democratic citizens and a modern economy, building communities and cities and conducting research the country needs to continue its advance. Yet, with two thirds of people of India living in rural areas and urban incomes below the world average, in a culturally diverse country, the tragic effects of the Covid-19 pandemic and profound problems of regional, social and gender inequalities, higher education faces many challenges. This book brings together experts and emerging researchers from India and the UK to discuss these issues and to explore positive solutions. The team shine the spotlight on financing and funding, governance and regulation, sector organisation and institutional classification, equity and social inclusion, the large and poorly regulated private sector, Union-State relations in higher education, student political activism, and internationalisation.
Configurations of Interdisciplinarity Within Education Danish Experiences in a Global Educational Space
Examines how the university can contribute to the Sustainable Development Goals
Expands upon the idea of the ‘developmental university’, characterised by porous boundaries with society and community engagement
Includes case studies from various global regions to explore how this model can be revived
International Environments and Practices of Higher Education
Examines how the university can contribute to the Sustainable Development Goals
Expands upon the idea of the ‘developmental university’, characterised by porous boundaries with society and community engagement
Includes case studies from various global regions to explore how this model can be revived
Trinity College-Hartford
Senior Director of Global Engagement – Rebecca Hovey
James Madison University
Executive Director, Center for Global Engagement – Jiangyuan (JY) Zhou
UNC Greensboro
Assistant Director of Study Abroad and Exchange – Logan Stanfield
