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On this very date, in the year 2012, the EAIE launched its first blog post. Today, 419 blog posts later and with a growing weekly readership, the EAIE blog is still going strong! We take this occasion as an opportunity to say thank you to our readers for inspiring us to produce quality original content week after week. A big thanks goes out to our volunteer bloggers, whose generous contributions have made the past five years possible. In celebration of our anniversary, we look back at our most-read blog posts of all time.
The previous blog post in this series stressed the critical importance of scanning the external environment for opportunities and threats to internationalisation, particularly at a time when multiculturalism is being devalued and denigrated. President Trump’s moves to institute restrictions on the travel of Muslims from a number of countries to the USA – among other policy priorities – is challenging universities and forcing them to make radical and rapid choices in their strategic approaches to internationalisation.
Last week, I attended the Association of International Education Administrators (AIEA) conference in Washington DC together with EAIE Vice-President Sabine Pendl. Just a month after the presidential inauguration, it should perhaps not have come as a surprise that the event was dominated by an outrage against the (suspended) executive order to ban travel from seven countries, a genuine concern over where the USA is headed politically, and what the outcomes would be for international higher education globally. The elephant may be a symbol for the Republican Party, but it soon became clear that there was another, rather visible, huge, long-nosed animal in the room.
International Student Mobility is unequivocally changing the academic, social and political landscape in higher education. As universities compete globally to attract the best students, they have to address the unique mental health concerns of their new international community. Transnational mobility presents challenges for university staff providing psychological support and crisis management. This blog post outlines five unique mental health stressors affecting international students – and what you can do to respond.
The February special issue of the Journal of Studies in International Education focuses in on global citizenship and global learning. The articles and authors critically analyse the concept ‘global citizen’, both the ambiguity of the term and how the term may only serve the Western world. Global learning and citizenship take shape in various international education learning environments and should be based on foundational principles that nurture deeper learning to occur. The final study explores global citizenship programmes offered in 24 higher education institutions and how the idea of global citizenship is translated into teaching and learning.
Back in 2009, King’s College London took the then courageous step to begin an Undergraduate Summer School. It was a leap in the dark and we started from nothing. At the time, the expectation was, quite unsurprisingly, that this was mainly going to be a programme for the North American market to suit their study abroad needs. In that first year our most important course was Shakespeare in London. Much has changed since then.
There is growing interest, among public sector higher education institutions, in engaging with private sector partners to provide complementary services and expertise, and to share investment and risk. The challenges faced by higher education institutions are creating a new climate for innovative solutions, but there are a number of important considerations for anyone thinking about private-public partnerships (PPPs). In this post, Suzanne Alexander, an EAIE trainer teaching a course on PPPs at the Spring Academy in Marseille, outlines some of these concerns.
As practitioners of internationalisation, we all know times of high pressure, team tensions, or intercultural difficulties. The paperwork is piling up; deadlines have to be met; colleagues, students, and researchers need your attention; and with a single phone call, any of the world’s crises might come right to your desk. It is easy to get stressed out, and you probably know all too well how it feels to be under pressure, tense, annoyed and edgy, and even isolated from your colleagues. In this blog post, I would like to introduce you to a very special technique: the red-nose principle!
In 2014, the international higher education associations of the world came together in South Africa for what became known as the Global Dialogue. The aim then was to achieve a more balanced discourse in internationalisation, and a concrete outcome was the Nelson Mandela Bay Global Dialogue Declaration. The Declaration contained several actions for the participating associations to take up, including the intent to have a follow-up meeting. I had the pleasure of representing the EAIE at this important second gathering.
With the upcoming Erasmus+ Key Action 1 deadline on 2 February, many of us are grappling with the application process. In this blog post, two Erasmus coordinators – at Metropolia UAS, Finland and NHTV Breda University of Applied Sciences, the Netherlands – reflect on the implications of the last three years of the programme.