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.

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.

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

International Environments and Practices of Higher Education

Taking forward the notion of the scholar without borders, International Environments and Practices of Higher Education provides a critical review of the teaching practices in higher education in international contexts.

Sticky problems and debates about inclusivity, diversity, and cultural representation in the curriculum and classroom are explored through the eyes of the academics who negotiate complex teaching landscapes either on a temporary or permanent basis. The aspiration for universal nuanced teaching practices which reflect individual and national identities, along with newly emerging global ones that represent virtual academic citizenship that cross geographical and political borders, are presented as a foundation on which to instil borderless higher education.

Higher Education in Market-Oriented Socialist Vietnam New Players, Discourses, and Practices

Covers the broad and comprehensive scope of Higher Education reform in Vietnam

Engages with research work and scholarship from both Vietnamese and international scholars from countries including Vietnam, Australia, Brunei, China, Hong Kong, Taiwan, France, the former Soviet Union, South Africa, the UK, and the US

Identifies changes and emerging discourses about globalisation and internationalisation of Higher Education

English-Medium Instruction and the Internationalization of Universities

Addresses the relationship between EMI and internationalization in the context of university language and teaching policy

Frames EMI policies as both global and local phenomena, from national governments down to the choices and practices of individual teachers

Examines socio-political issues such as global and national citizenship and the identity of HE stakeholders as native/non-native English speakers

Globalisation, Education, and Reform in Brunei Darussalam

First English-language book to present an in-depth overview of the overall education and teacher education systems in Brunei

Presents a comprehensive reference for researchers interested in teacher education, educational policy studies, and international and comparative education in the Asia-Pacific region

Details the major reforms which foreground developments in educational system, teacher training, teaching and learning, and introduction of new specializations in education in Brunei Darussa

Steps towards Internationalization at Home

In Steps towards Internationalization at Home domestic educational experiences take centre stage, offering evidence of ways to include international and intercultural perspectives in study programmes ‘at home’. After an introductory chapter by Professor Betty Leask (Emerita, La Trobe University, CHEI Founding Scholar) which lays out the book’s underlying principles, a variety of perspectives are offered by the authors, including student expectations on an English-taught programme in Psychology, and reflections by a team of English lecturers on how curriculum internationalization can be made sustainable. Virtual exchange integrated into English language courses is also discussed, drawing on pre- and post-student questionnaires. Collaborative online international learning projects are shown to include significant teaching and learning gains, such as collaborative learning, intercultural awareness, and improved oral speaking skills. The volume closes with reflections by Professors Catherine Montgomery (Durham, CHEI) and Amanda Murphy (UCSC, CHEI) on the case studies and on their relevance for future directions.

Understanding Student Mobility in Europe An Interdisciplinary Approach

Understanding Student Mobility in Europe interprets student mobility in European higher education through an active dialogue between disciplines, voices and variables of interest. Providing the conceptual, methodological, pedagogical and empirical foundations of an interdisciplinary approach, this book advances readers’ understanding of the student exchange experience, whilst outlining guidelines and resources for approaching student mobility and considering how students can gain from cross-border education.

Intersecting voices from different disciplines and sojourners, including exchange students, international students and highly skilled immigrants, the book outlines practical guidelines for intercultural curriculum development and assessment, and provides insights, practical ideas, useful terminology and resources to maximise the learning gains of this student population. Split into three distinct parts, the book initially lays the foundational substructure in which an interdisciplinary approach is based. It then addresses questions of practical application by considering the experiences of 50 sojourners in Portugal and the UK through an interdisciplinary lens, and summarises the implications of interdisciplinarity with regards to student mobility in European tertiary-level education.

This book is essential reading for academics and postgraduate students interested in student mobility, education abroad practitioners, and policy-makers at institutional, national and international levels.

Reshaping International Teaching and Learning in Higher Education Universities in the Information Age

This volume provides a broad examination of how technology and globalisation have influenced contemporary higher education institutions and how moves towards internationalisation within and between educational providers continue to be a force for change in this context.

Showcasing the varied responses to and utilisation of new technologies to support international teaching and learning endeavours at a range of higher education institutions, this book introduces content from around the world, emphasising the global importance of the internationalisation of education. Featuring contributions from some fresh young voices alongside the work of experienced and internationally renowned scholars this collection

critically scrutinises the potential of information and communication technologies (ICTs) on the capacities and patterns of university education;
assesses and refines the contention that ICTs are facilitating the (re-)shaping of university practices as well as challenging traditional educational models and learning strategies;
provides a comprehensive portrait of the ways in which ICT use engages higher education providers, society, and individuals to facilitate potentially more democratic, globally focussed access to knowledge generation, creation, investigation, and consumption processes through internationally focussed education; and
examines the differing pace and scope of change in international educational practice and context between and within countries and disciplines.
With an international range of carefully chosen contributors, this book is a must-read text for practitioners, academics, researchers, administrators, policymakers, and anyone interested in the future of the university in an information age.

Learner Relationships in Global Higher Education A Critical Pedagogy for a Multicultural World

Providing the academic community with a robust and highly practical insight into the importance of implementing relationship building into the learning environment and experiences of all students, underpinned by current research, this innovative volume explores intercultural learning and critical pedagogy in the borderless university.

By revealing cutting-edge theoretical perspectives and practice which can facilitate critical connections between diverse students, their learning, curriculum, each other, and their communities, Learner Relationships in Global Higher Education integrates academic and student perspectives on relationship development into academic practice. Drawing upon case studies and examples of good practice from across the globe, this book illustrates how practitioners in diverse contexts are designing student experiences in face-to-face and online contexts on- and off-campus to advance learner relationships. By situating this work in a critical pedagogy perspective, the book advances internationalisation in and for a global and multicultural world.

In the changing contexts of global higher education, this book is a valuable tool for higher education researchers and practitioners at all stages of their careers.

Research with International Students Critical Conceptual and Methodological Considerations

This must-read book combines carefully selected contributions to form a collective scholarly critique of existing research with international students, focusing on key critical and conceptual considerations for research where international students are participants or co-researchers. It pushes forward new agendas for the future of research with international students in global contexts, posing new sets of problems, provocations, and possibilities.

Bringing together a range of interdisciplinary scholars, this book explores the many facets of research which centres international students and their experiences. Each chapter concludes with practical reflection questions, suggestions for researchers, and examples in existing research to support research designs and aid in developing high quality, critical research on this topic.

Bringing fresh perspectives to the topic of research with international students, the book focuses on:

Outlining current problems with existing research, including the ways that international students may be stereotyped, homogenised, Othered, or framed through deficit and colonial narratives
(Re)-conceptualising key ideas that underpin research which are currently taken-for-granted
Developing reflection points and practical guidance for new research designs which centre criticality and ethics
Outlining ways that discourses and narratives about international students can be made more complex, particularly in reflection of their intersectional identities
This key text is essential reading for researchers at all career stages to reflect on issues of power, inequality, and ethics, whilst developing understandings about critical choices in research design, analysis, and the presentation of findings.

International Perspectives on Leadership in Higher Education Critical Thinking for Global Challenges

There is an increasing pressure for leading universities to perform well in competitive global and national ranking systems. International Perspectives on Leadership in Higher Education studies the complexity involved in the development and upkeep of good higher education provision. Without taking anything about leadership, management, governance, administration, authority or power for granted, this book draws together international case studies relating to specific instances of leadership to analyse how they relate to critical thinking and global challenges in higher education.

Using a selection of global case studies, this book explores:

The extent to which critical thinking on global challenges is employed by higher education leaders,
The potential for an increase in the role of critical thinking in leadership,
The creative potential for critical leadership thinking to transform institutions and communities,
The essential attributes of critical thinking, namely cognitive, affective and social dimensions, and
The possibility for critical thinking to contribute to the global public common good by encouraging enhanced research, teaching and public service excellence.
Responding to the ever-increasing demands of the higher education climate, International Perspectives on Leadership in Higher Education is a vital resource for anyone occupying leadership positions in higher education institutions and any researchers or students looking to explore the landscape of critical thinking.

The Changing Face of Higher Education Is There an International Crisis in the Humanities?

Over the last decade, a heated debate has raged in the US and the UK over whether the humanities are in crisis, and, if there is one, what form this crisis takes and what the response should be. Questioning how there can be such disagreement over a fundamental point, The Changing Face of Higher Education explores this debate, asking whether the humanities are in crisis after all by objectively evaluating the evidence at hand, and opening the debate up to a global scale by applying the questions to twelve countries from different continents.

Each carefully chosen contributor considers the debate from the perspective of a different country. The chapters present data on funding, student enrolment in the humanities, whether the share of total enrolment in this area is falling, and answer the following questions:

What does each country mean by the ‘humanities’?
Is there a ‘crisis’ in the humanities in this country?
What are the causes for the crisis?
What are the implications for the humanities disciplines?
Uniquely offering an objective evaluation of whether this crisis exists, the book will appeal to international humanities and higher education communities and policy-makers, including postgraduate students and academics.

Foreign-Funded Language and Culture Institutes at U.S. Institutions of Higher Education Practices to Assess and Mitigate Risk

Foreign-funded language and culture institutes exist on U.S. campuses beyond Confucius Institutes (CIs)—Chinese government-funded centers established by the Chinese Communist Party to extend the reach of Chinese language and culture and to enhance worldwide opinion of China through offering classes in Mandarin Chinese and highlighting positive aspects of Chinese culture. Regardless of the sponsoring nation, foreign-funded language and culture institutes may pose risks for U.S. host institutions regarding academic freedom, freedom of expression, governance, and national security. This is particularly true if the values of the sponsoring nation do not align with the democratic values held in the United States and if the sponsoring nation is suspected of engaging in activities adversely affecting human rights, academic freedom, freedom of expression, association, dissent, and U.S. national security.

This report explores the role of other foreign-funded institutes at U.S. institutions of higher education, describing characteristics and features of such institutes; determining characteristics and features of foreign-funded institutes at U.S. institutions of higher education that could be flags for institutions to engage in further deliberation and vetting prior to entering into a partnership; identifying implementable practices for U.S. institutions of higher education to ensure appropriate operations; and continuing exploration of what role the sensitivity of the research conducted on campus should play in determining which foreign-funded partnerships are appropriate. Foreign-Funded Language and Culture Institutes at U.S. Institutions of Higher Education recommends actions that U.S. colleges and universities can take to minimize risks associated with hosting foreign-funded language and culture institutions, such as a CI, on or near campus and protect academic freedom and national security.

Internationalization and Imprints of the Pandemic on Higher Education Worldwide

The pandemic forced significant changes to institutional and individual academic activities and norms, while highlighting inequities, opportunities, and challenges already present in the realm of internationalization in its plurality around the globe.

Internationalization and Imprints of the Pandemic on Higher Education Worldwide chronicles such changes and issues, but also empirically forecasts their impacts on the ways in which internationalization at the post-secondary level has responded in practice to new realities, exigencies, and possibilities. The chapter authors address three key areas: higher education leadership and policy in times of crisis, international mobility and student experiences modified by Covid-19, and the mobilization and acceleration of learning technologies in response to Covid-19.

This timely collection addresses contemporary issues and the future trajectories in International Education, essential reading for policymakers and educational researchers.

Multiliteracies in International Educational Contexts Towards Education Justice

Multiliteracies in International Educational Contexts: Towards Education Justice examines how multiliteracies and Learning by Design have been taken up across international second language instructional contexts, with a focus on inclusive practices and social justice.

This edited collection brings together a team of international contributors to offer a global perspective on the application of multiliteracies in L2 education. Through the analysis of classroom-based qualitative and quantitative data on different aspects of the multiliteracies pedagogy, the book shows how the multiliteracies pedagogy can facilitate more inclusive practices while providing suggestions for pedagogical interventions and future research.

This book will be a key resource for language educators, researchers and practitioners interested in the multiliteracies pedagogy, as well as those interested in critical and social justice approaches to language teaching.

Standards of Good Practice for Education Abroad

The Forum on Education Abroad is recognized by the U.S. Department of Justice and the Federal Trade Commission as the Standards Development Organization (SDO) for the field of education abroad. As such, it is The Forum’s responsibility to monitor changes in our field of professional practice and maintain, update, and promulgate the Standards of Good Practice for Education Abroad according to the needs of our field.

The Standards of Good Practice for Education Abroad can be used as a tool to:
guide program development,
evaluate program quality,
advocate for resources and support,
train new professionals,
educate stakeholders such as parents, faculty, students, etc.,
establish and maintain respectful, sustainable relationships between partners.

While these Standards represent consensus in the field of education abroad at the postsecondary level, other constituents may find the Standards useful for informing their own practices. These groups may include primary and secondary educators providing education abroad programs to their own students and institutions and organizations offering education abroad programs for participants from countries other than the U.S.

Leading Internationalization: A Handbook for International Education Leaders

What do university leaders need to know and be able to do to internationalize their institutions?

This volume provides senior professionals in international education, increasingly known as Senior International Officers (SIOs), with the foundational knowledge that informs leadership practices, together with suggested strategies for implementing and developing the wide range of functions, activities and skills associated with comprehensive internationalization that will ensure effective support for their institutions’ educational mission in today’s globalized and interdependent world.

This book addresses strategic leadership issues in internationalization including strategic planning, shaping the curriculum, recruiting students, risk management, and developing partnerships. Throughout, the Association of International Education Administrators’ (AIEA) Standards of Professional Practice for SIOs and International Education Leaders (reproduced in the appendix) are integrated as a point of reference, providing a much needed guide for international education leaders.

This resource is a vital starting point for anyone in a senior leadership role in higher education, as well as for anyone desiring to understand more about this key leadership position essential to higher education institutions in developing institutional global capacity and in educating global-ready graduates.

The Globalization of Internationalization: Emerging Voices and Perspectives

The Globalization of Internationalization is a timely text which gives voice to emerging perspectives as an increasing range of countries engage in the process of internationalization. The pressure to internationalize cannot be ignored by institutions anywhere in today’s world, yet the dominant paradigms in the conception of internationalization traditionally come from the English-speaking world and Western Europe. This book sets out to offer alternative viewpoints. Different dimensions and interpretations of internationalization in countries and regions whose perspectives have received little attention to date provide food for thought, and help to broaden understanding of its application in alternative contexts.

Combining diverse perspectives from around the world, this new volume in the Internationalization in Higher Education series seeks answers to key questions such as:

What are the main characteristics of internationalization viewed from different cultural and regional backgrounds and how do they differ from traditional models such as in Western Europe, North America and Australasia?
What issues in different global contexts have an impact on internationalization processes?
What are the key challenges and obstacles encountered in developing innovative and non-traditional models of internationalization?
With contributions from world-renowned international authors, and perspectives from countries and contexts seen only rarely in the literature, The Globalization of Internationalization offers distinctive overviews and insights while exploring a range of thematic and regional issues arising from these considerations. This will be essential reading both as an academic resource and a practical manual for university leaders, academics, higher education policy advisers and non-governmental organizations which fund higher education.

Student Recruitment Agents in International Higher Education: A Multi-Stakeholder Perspective on Challenges and Best Practices

With a focus on the growing number of institutions employing commercial agents to support international student recruitment, Student Recruitment Agents in International Higher Education provides an evidence-based exploration of this phenomenon, and will increase the reader’s understanding of the multiple dimensions of agent engagement, its contradictions and complexities.

This book explores who and what these education agents are, what students and higher education institutions can expect from a good agent, how bad agents can be identified and avoided, and what we learn from the reasons for the development of these agents in the first place. Offering theoretical perspectives with practical applications, this volume features contributions from academics and scholar-practitioners, laying out fresh perspectives and insights on topics such as process transparency, developing agent policy and procedures, and government regulations.

Providing the ideal reference for students embarking on international study, agents, higher educational institutions, government/accreditation agencies, researchers, and practitioners, this insightful book acts as a critical basis for further research and improvements in higher education practice.

Internationalisation of Higher Education: Responding to New Opportunities and Challenges

This book celebrates the first 10 years of the Centre for Higher Education Internationalisation (CHEI) at Università Cattolica del Sacro Cuore, Milan Italy. CHEI has attracted students and scholars from around the world and continues to build a supportive community of learners who are able to advance knowledge and improve practice in an ever-growing range of topics on internationalisation of higher education.

International Student Employability: Narratives of Strengths, Challenges, and Strategies from Global South Students

International Student Employability: Narratives of Strengths, Challenges, and Strategies from Global South Students examines how international undergraduate and graduate level students use their agency to make sense of what they are learning and how to apply that to employability in career pathways.

This book shows that understanding employability from a range of perspectives is important because governments need graduates with skills ready for the labor market, higher educational institutions are measured by the number of graduates to have gainful employment upon graduation, and international students use study abroad to gain the skills and competencies needed for employability. The chapters critically examine several themes including how students use their capabilities to navigate host country national political policies that define and re-define work permits, visas, and immigration. This includes awareness of national and international employment patterns, wicked problems from globalization, demands of changing labor markets, and adaptability for transversal job sectors. Finally, and of most importance is that the chapters use the lens of diverse student groups, including undergraduates, graduate, and doctoral students, international and domestic students, students who study in different HEI sectors (aka, TVET Colleges and universities), and in different academic programs, (aka STEAM, nursing, and humanities), and different geographies of where students come from and where they study. Such diversification showcases those experiences and relevance to employability are fundamentally different.

The Half Yet to Be Told: Study Abroad and HBCUs

Many Historically Black Colleges and Universities (HBCUs) are engaged in education abroad and have been for decades. Like other institutions, study abroad at HBCUs offers a variety of options for traveling to different areas of the world for students, while seeking to advance toward obtaining a degree. However, much of the literature regarding study abroad at HBCUs focuses on barriers that prevent students from participating at comparable levels as other institutions.

How can we celebrate the work of education abroad practitioners at HBCUs?

What can other institutions learn from the experience of HBCUs engaged in study abroad?

This edited book will highlight the extraordinary and innovative contributions of HBCUs to education abroad as a whole, with special emphasis on historical perspectives of global education, opportunities for global engagement, stories from faculty, staff, and alumni and how study abroad fosters a sense of belonging in the world.

International Student Support and Engagement in Higher Education

International Student Support and Engagement in Higher Education examines innovative practices in campus, academic, and professional support services which serve the various and unique needs of international students seeking undergraduate and graduate degrees.

Divided into three sections pertaining to campus, academic, and professional support services, the authors present case studies and original research that examine strategies for how institutions of higher education can operate to promote international student success beyond the classroom. The international range of contributors showcase research from across Canada, China, Indonesia, Malaysia, Russia, Senegal, Thailand, and the United States. Foregrounding support services with innovative and successful methods for collaborating with one another, the book crucially addresses how the myriad support services available on campuses can work together to support international students and foster a sense of belonging and connection, rather than maintaining a focus on acculturation. It examines the origins of these partnerships, asking whether the services are designed to support the international student community specifically, or to serve the student population more generally.

Identifying new emerging trends and with a view to establishing a broad and global context for best practices in international student support, this book will appeal to faculty, researchers, scholars, and scholar-practitioners with interests in higher education, student support services, and international and comparative education.

Crossing Borders, Bridging Cultures: The Narratives of Global Scholars

Crossing Borders, Bridging Cultures: The Narratives of Global Scholars is a compelling and insightful collection of personal accounts from scholars worldwide. Through their experiences, the book provides a unique perspective on the challenges and triumphs of academic life in different cultures, highlighting the diversity and richness of the global academic community. From navigating language barriers and adapting to new environments to confronting cultural differences and promoting cross-cultural understanding, these stories oyer a powerful message of unity and cooperation in the face of adversity.

Global Perspectives on the Internationalization of Higher Education

Transnational higher education was triggered largely by the marketization of higher education, which itself manifests in such characteristics as academic rankings, institutional branding, and an emphasis on managerialism. Recent advances in technology, and the global COVID-19 pandemic, have also driven a “virtual” internationalization of higher education, with universities expanding their digital footprints overseas, accelerating their distance education offerings, and exploring such innovations as virtual exchange programs.

Global Perspectives on the Internationalization of Higher Education documents contemporary perspectives on the internationalization of higher education and considers its history throughout the years in order to understand potential future directions. Covering key topics such as student recruitment, institutional branding, and student mobility, this premier reference source is ideal for administrators, principals, researchers, academicians, practitioners, scholars, instructors, and students.

Introduction to Quantitative Analysis for International Educators

Makes content more accessible by including examples drawn from international higher education.

Includes chapters on Factor Analysis and Experimental/Quasi-experimental design.

Assists instructors in incorporating the book into their already-existing courses.

Institutional Commitment to Global Engagement: Cross-Cultural Reflections of Faculty, Students, Staff, and Alumnae at Spelman College

This book is a testimony of Spelman College’s commitment to global citizenship, documenting cross-cultural and international experiences and reflections of domestic students who studied abroad, international students’ experiences, Alumnae who studied abroad or have lived abroad and faculty and staff who have lived abroad or led students abroad. This book distinctively reveals life stories of global engagements that no one else could tell but the contributors who bring life experiences through their international visits. Through a well-curated and engaging collection of narrative stories, this book captures the richness that comes from crossing boundaries, understanding cultural differences, and embracing the knowledge that comes from encounters with disparate perspectives.

Internationalization at home in Iceland: Stories of Faculty Engagement

Cross-border physical mobility has dominated the discourse and practice of internationalization of higher education. Yet, global crises of climate change, sustainability, pandemics, and social equity, among others are challenging traditional mobility paradigms. Internationalization at Home (IaH) has been promoted as a way to increase international and intercultural education, and faculty members are central to achieving any success with this program. This collective case study at the University of Iceland examines faculty members’ engagement and practices of IaH.

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.

A House Where All Belong: Redesigning Education Abroad for Inclusive Excellence

This book brings together a diverse group of scholars and practitioners to build bridges between the existing literatures on advising approaches, inclusive pedagogies, and inclusive excellence to situate education abroad within the broader context of inclusive excellence within higher education to answer the question:

How can we integrate inclusive practices to expand the outcomes and benefits of education abroad for all students, with the goal of achieving inclusive excellence?

By connecting this scholarship with promising practices in the field and the guidance found in the Standards of Good Practice, practitioners in education abroad and beyond will find this collection of readings both actionable and inspiring for their work to deepen the impact of education abroad by means of the principles of inclusive excellence.

Constructing Student Mobility: How Universities Recruit Students and Shape Pathways between Berkeley and Seoul

The popular image of the international student in the American imagination is one of affluence, access, and privilege, but is that image accurate? In this provocative book, higher education scholar Stephanie Kim challenges this view, arguing that universities—not the students—allow students their international mobility. Focusing on universities in the US and South Korea that aggressively grew their student pools in the aftermath of the Great Recession, Kim shows the lengths universities will go to expand enrollments as they draw from the same pool of top South Korean students.

Kim closely follows several students attending a university in Berkeley and a university in Seoul. They have chosen different paths to study abroad or learn at home, but all are seeking a transformative educational experience. To show how student mobility depends on institutional structures, Kim demonstrates how the universities themselves compel students’ choices to pursue higher learning at one institution or another. She also profiles the people who help ensure the global student supply chain runs smoothly, from education agents in South Korea to community college recruiters in California. Using ethnographic research gathered over a ten-year period in which international admissions were impacted by the Great Recession, changes in US presidential administrations, and the COVID-19 pandemic, Constructing Student Mobility provides crucial insights into the purpose, effects, and future of student recruitment across the Pacific.

Internationalising Higher Education and the Role of Virtual Exchange

This volume introduces Virtual Exchange (VE) as an innovative form of online learning and investigates the myriad ways VE is being carried out across universities, ultimately arguing for the integration of VE into university internationalisation policies and course curricula.

Against the backdrop of increased digitalisation initiatives throguhout universities given the effects of the pandemic, chapters focus not only on providing new research findings, but also on providing a comprehensive introduction and argumentation for the use of VE in university education and also in demonstrating how it can be put into use by both university decision-makers and educators. Reviewing the limitations of the activity, this timely work fundamentally posits how VE and blended mobility more broadly could be developed in future higher education initiatives.

This book will be of interest to researchers, academics, scholars, and students involved with Open & Distance Education and eLearning, Technology in Education, and the study of higher education more broadly. Those interested in methods for teaching and learning, as well as educational research, will also benefit from this volume.

Sustainable Education Abroad: Striving for Change

Scholars and practitioners from around the globe come together in this volume to identify the role global student mobility plays in climate impact and identify promising practices that can be implemented to make change.

Conveying both urgency, as well as a sense of hope and opportunity, this volume will help the field of education abroad familiarize stakeholders with the sustainability challenges we face as a field and take the necessary steps forward to do better.

U.S. Power in International Higher Education

U.S. Power in International Higher Education explores how internationalization in higher education is not just an educational endeavor, but also a geopolitical one. By centering and making explicit the role of power, the book demonstrates the United States’s advantage in international education as well as the changing geopolitical realities that will shape the field in the future. The chapter authors are leading critical scholars of international higher education, with diverse scholarly ties and professional experiences within the country and abroad. Taken together, the chapters provide broad trends as well as in-depth accounts about how power is evident across a range of key international activities. This book is intended for higher education scholars and practitioners with the aim of raising greater awareness on the unequal power dynamics in internationalization activities and for the purposes of promoting more just practices in higher education globally.

Careers in International Education: A Guide for New Professionals

Careers in International Education: A Guide for New Professionals is a practical guide to planning the first 5 to 7 years of a career in international education. Readers consider professional performance and context, practical tools and resources, and different career trajectories. The book includes essays from leaders in the field and a career action plan.

Multinational Colleges and Universities: Leading, Governing and Managing International Branch Campuses

Dedicated to the hundreds of practitioners who work at international branch campuses (IBCs), this volume examines the unique challenges ICB professionals face in the leading edge of development in the global higher education sector and how they are unlike those confronted by their colleagues on the home campus.
The volume is designed to provide readers with an overview of the IBC phenomenon, as well as provide practical insights from those directly involved in the development of multinational colleges and universities. Editors Jason E. Lane and Kevin Kinser of the Institute for Global Education Policy Studies at State University of New York, and begin with an overview of the development of IBCs. The first chapter, by Jason Lane, traces the history of such institutions and discusses various intentions behind their creation and the roles they play in the host country.

The next two chapters deal specifically with issues pertaining to faculty and students. The second chapter focuses on strategies for managing and leading academic staff spread across multiple countries.The third chapter looks at the challenges of replicating the student collegiate experience that exists on the home campus.

Subsequent contributing chapters discuss the increasing interest among developing nations to create a community college system similar to that in the United States as well as the global regulatory, legal, and policy environments.

At the end of the volume, readers will find an extensive annotated bibliography of nearly a hundred scholarly and policy writings that deal directly with international branch campuses. This bibliography is divided into several sections to help readers navigate the extensive listing. The sections include: General, Arab Gulf, Asia, Development Perspective, Management, Quality, Students, Teaching and Learning, and Trade and Regulation. Each reading is listed only once, though many could be classified under multiple sections.

This is the 155th volume of the Jossey-Bass quarterly report series New Directions for Higher Education. It arose out of the long-standing interest of the volume?s editors in understanding the emergence of multinational educational institutions.These interests fostered the development of the Cross-Border Education Research Team (C-BERT), which provided the scholarly foundation for this volume.

Higher Education Systems Redesigned From Perpetuation to Innovation to Student Success

Long an afterthought of the American higher education ecosystem, multi-campus systems have become more important than ever. In recent years, leading higher education systems have engaged in transforming the way they work, scaling best practices, leveraging data and analytics, and creating platforms to optimize and personalize these systems for increasingly diverse students. In Higher Education Systems Redesigned, leaders of these efforts share their insights into “systemness” and how to facilitate sustainable change in a system setting while navigating and leveraging tensions between campus and system priorities. Highlighting examples of successful realignment of these priorities with a focus on contextualized design and implementation, the book charts a shift in the aim of systems. Rather than perpetuating existing norms as they have traditionally done, systems are taking measures to spark innovation across campuses and use evidence-based practices to foster student access and completion rates, better serve communities, and drive social mobility and economic growth. Each chapter concludes with a list of takeaways to guide other system leaders and administrators. One of the few recent examinations of higher education systems, Higher Education Systems Redesigned offers a theoretical and practical framework for how systems can continually evolve.

Mid-Career Professionals in International Education

With a slew of newcomers to the field of education abroad and an astounding number of vacancies on campuses and in education abroad organizations, having the opportunity to learn about the career paths of a diverse group of colleagues, along with the rewards and challenges encountered along the way, is an extraordinary gift. This book is filled with thoughtful advice and relatable anecdotes that are valuable to every person pursuing a career in education abroad.

Unintended Consequences of Internationalization in Higher Education

By presenting case studies of internationalization in institutions of higher education around the world, this volume identifies unforeseen or unintended impacts within and across countries.

With contributions from Africa, Asia, Europe, Latin America, Middle East, and North America the volume considers the nature and origin of positive and negative consequences of internationalization policy and practice in national contexts, while also offering uniquely comparative insights. Chapters consider how internationalization is reflected in curricula, teaching, research, and mobility initiatives to highlight common pitfalls, as well as best practice for effective, sustainable, and equitable internationalization globally. Using a critical lens, the book explores how internationalization offers opportunities for learning, for entrepreneurial change, and for knowledge dissemination, and generates paradoxes and dilemmas in terms of political and ethical issues for individuals, communities, and the institutions themselves.

Foregrounding the study of internalization in countries not typically studied, this book is a valuable resource for researchers and academics with an interest in internationalization, comparative and international education, and the sociology of education.

Designing Second Language Study Abroad Research

This edited book brings together contributions from scholars in different international and educational contexts to take a critical look at the design and implementation of second language Study Abroad Research (SAR). Examining data sources and types, research paradigms and methods, and analytic approaches, the authors not only provide insight into the field as it currently stands, but also offer recommendations for future research, with the aim of revitalizing inquiry in the field of SAR. This book will be of interest to applied linguists, as well as educators and education scholars with an interest in researching international study.

Toward Greater Inclusion and Success: A New Compact for International Students

International student enrollment in the post-World War II era of U.S. higher education appears to be a
remarkable success story. In the 2018–19 academic year, 1,095,299 international students enrolled in U.S.
higher education institutions, doubling from 547,867 in 2000–01. The rise in international student enrollment numbers has been largely driven by students from upper-middle income countries. That enrollment has increased fivefold in the last 20 years—from just under 50,000 in 2000–01 to almost 250,000 in 2012–13 (Ruiz 2014). In the same 20-year period, international students as a percentage of total U.S. student enrollment has grown steadily, rising from 3.6 percent in 2000–01 to 5.5 percent in 2018–19. The U.S. remains the leading destination for international students, who continue to rank its higher education system as the best in the world (IDP Education 2019). The presence of international students on college and university campuses has connected people, empowered individuals, brought together diverse cultural groups, and built diplomatic bridges between
the U.S. and other nations (Nye 2003).

American Universities in the Middle East and U.S. Foreign Policy

The drive to promote American-style higher education is among the most longstanding and enduring features of U.S. foreign policy in the Middle East. Since its earliest engagements in the region, the U.S. government has looked to American universities to promote Washington’s interests and values. This book analyzes how American universities in the Middle East relate to U.S. foreign policy and how this relationship has evolved amid shifting U.S. priorities through two world wars, the Cold War, and the War on Terrorism. American Universities in the Middle East and U.S. Foreign Policy focuses on four sets of case studies: (1) The American University of Beirut; (2) The American University in Cairo; (3) American universities in Afghanistan and Iraq; and (4) Education City in Qatar.

At a time when policymakers are litigating core tenets of U.S. Middle East policy and new actors are entering the region’s higher education space, this book provides a resource to understand the geopolitical role of American universities in the Middle East.

Higher Education and the COVID-19 Pandemic

COVID-19 caused massive disruptions in the higher education sector across the world. The transition to online learning exposed the deep-rooted inequalities between countries, systems, institutions, and student groups in terms of the availability of information technology infrastructure, internet access and digital literacy, as well as prior training and experiences of faculty in online education. This volume explores various aspects of the impact of the pandemic on higher education management including how university administration responded to the crisis, and the role of local and national government agencies in academic support and higher education delivery. The key findings highlight the importance of better organisation and preparedness of higher education systems for future crises, and the need for a better dialogue between governments, higher education institutions and other stakeholders. The book calls for a collective response to address the digital divide among various groups and financial inequalities within and between the private and public universities, and to plan for the serious challenges that international students face during crisis situations.

Voices from the South: Decolonial Perspectives in International Education

Inspired by the Editors’ work with U.S. students studying abroad throughout Latin America and including voices from colleagues working across the Global South, including in Argentina, Chile, Puerto Rico, Colombia, Peru, Senegal, India, and Jordan, this volume seeks to reverse the replication of imperialist and colonial patterns in Global North-to-Global South student mobility by passing the microphone to study abroad professionals based in the Global South. Their experiences and scholarship offer a rich, nuanced, and very current perspective on the challenges colonial attitudes and behaviors present to the field of education abroad and it’s future.

Shaping a Humane World Through Global Higher Education: Pre-Challenges and Post-Opportunities During a Pandemic

In this book, each author reflects on events since the conference that occurred during the writing of this book and shares their vision of what still needs to be addressed to advance issues of higher education leadership, training, student development, disability education, and relevant programming in countries around the world. Within these discussions are targeted discussions on how to address some of the critical issues of our time, including a focus on access, diversity, and inclusion as elements intended to frame a just and fair Humane World. The authors represent five countries: Australia, Kenya, Malaysia, Nepal, and the United States. Their voices represent issues important in both the Global North and the Global South and what in particular is needed to design essential policies and training required to achieve success.

The Guide to COIL Virtual Exchange

Implementing, Growing, and Sustaining Collaborative Online International Learning
Edited by Jon Rubin and Sarah Guth
Contributions by Stephanie Doscher and Carrie Prior
Foreword by Hans de Wit

International Higher Education Research: State of the Field

This white paper evaluates the state of international higher education research. It examines historical landmarks in the field and key challenges, frameworks, and trends in present day and future international higher education research.

NAFSA’s Guide to International Partnerships: Developing Sustainable Academic Collaborations

Increasing in importance over the past decade, institutional partnerships serve as both an internationalization tool and a function of the global higher education landscape. NAFSA’s Guide to International Partnerships: Developing Sustainable Academic Collaborations delves into the parameters of international partnerships, identifying sound practices for the cultivation of partnerships that foster deep, sustainable connections internationally. Reflecting the perspectives […]

Episode 29: Cultural Lens on U.S. Higher Education: Analyzing International Perceptions of 'Anti-Woke’ Discourse

Dive into a nuanced exploration of the global discourse surrounding higher education in the United States. Join us for a panel discussion with esteemed international educators as we embark on a journey through the lenses of culture and international perspective, examining how global audiences interpret and engage with the ‘anti-woke’ discourse within the context of U.S. higher education. This engaging panel discussion will delve into the intersections of culture, ideology, and education, and the complex landscape of how international audiences perceive the ‘anti-woke’ narrative that has emerged within U.S. academia.

Whether you’re a senior international officer, or simply curious about the diverse viewpoints shaping U.S. higher education, this podcast episode will provide an invaluable space for critical analysis and insightful conversations.

Speaker Biography:

Fanta Aw is a distinguished leader in international education, renowned for her extensive contributions to global learning, cross-cultural understanding, and educational equity. With a deep commitment to fostering connections between diverse cultures and promoting educational excellence, she has significantly impacted the international education community.

Fanta Aw’s career has been characterized by her dedication to advancing global education initiatives, promoting diversity and inclusion, and nurturing partnerships that transcend borders. She has held influential roles in various organizations, advocating for the importance of international collaboration and learning experiences that empower individuals to navigate an increasingly interconnected world.

As a thought leader and visionary, Fanta Aw’s insights and expertise have shaped discussions on the future of international education, emphasizing the significance of equitable access, cultural exchange, and lifelong learning. Her work has not only elevated institutions but has also inspired countless individuals to embrace the transformative power of global education.

Date: September 14th, 2023
Time: 12 noon ET

Sponsored by:

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.