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If the last several years have taught us anything, it is to always be prepared for the unexpected. This issue of Forum magazine seeks to analyse the risks currently facing international higher education, and more importantly, what the sector as a whole or we as institutions and individuals can and should do about any of it.

As internationalisation becomes more embedded in the fabric of higher education institutions across Europe and beyond, in what ways do universities’ international activities and orientations intersect with – and ideally enrich – their community engagement approaches and service to society agendas? This issue of Forum magazine endeavours to explore that very question from a variety of perspectives.

How widespread are joint and collaborative programmes, how popular are they with students, and are academic staff keen to participate in course development and delivery? Have institutions and their accrediting bodies found the right ways to award degrees across national jurisdictions? This issue of Forum addresses these and other questions, offering insights into the ways in which institutions are currently framing joint and collaborative programmes in their international strategies.

As our global climate continues to grow warmer, it is not surprising that the climate of international education is changing with it. This issue of Forum explores the possible paths toward sustainable internationalisation, highlighting the obstacles we face and sharing learning from the promising examples of action already in our midst.

While the COVID-19 pandemic has in many ways left the world of physical mobility in suspended animation, new opportunities have emerged and may well be leading to a paradigm shift in approaches to internationalisation. The Summer 2021 issue of Forum takes a fresh look at the mobility of staff and students, exploring whether alternatives to physical mobility are now gaining new ground, and what this might mean for the status of physical mobility.

While the COVID-19 pandemic has in many ways left the world of physical mobility in suspended animation, new opportunities have emerged and may well be leading to a paradigm shift in approaches to internationalisation. The Summer 2021 issue of Forum takes a fresh look at the mobility of staff and students, exploring whether alternatives to physical mobility are now gaining new ground, and what this might mean for the status of physical mobility.

The ‘Global South’ is a contested term, which cannot accurately reflect the rich diversity of national realities across major world regions. Still, the term is used widely and typically refers to countries facing multiple development challenges. This issue of Forum endeavours to expand our understanding of how engagement between Europe and the Global South is playing out, as well as the challenges and opportunities that may result from current realities and future trends.

How resilient is internationalisation and the people and institutions it touches? The ongoing COVID-19 crisis is only the latest in a series of stress tests for international education in recent years. This issue of Forum seeks to highlight the many faces of resilience in internationalisation at the personal, programmatic and institutional levels, but also the many ways in which internationalisation itself, as a professional field and as an overarching trend in higher education, may need to show resilience in these uncertain times.  

The world of work is changing rapidly, and addressing these changes in meaningful ways is a topic of immense interest to educators, policymakers and the general public. Higher education is being asked to produce graduates with everything from hard skills to soft skills, self-awareness to intercultural competencies, field-specific knowledge to transversal talents, local insights to global sensitivities. The list of ideal graduate attributes is broad in both scope and complexity, all of which presents enormous challenges and exciting opportunities for the (international) higher education sector. This issue of Forum seeks to provide a range of insights into what the call for ‘employability for the 21st century’ means to international higher education professionals across Europe and beyond.

Digitalisation is affecting how we interact with each other, perform our daily tasks and ‘think big’ about the future, which poses opportunities as well as challenges for the internationalisation of higher education. Thanks to digitalisation, students and researchers have a wealth of information at their fingertips and are able to cooperate across the globe in virtual environments, for example within the framework of online international learning and virtual mobility. This issue of Forum offers not only an investigation of the multi-faceted trend of digitalisation, but also a moment-in-time snapshopt of how this trend is playing out in the context of COVID-19 and other global challenges.

In addition to being a field of professional practice, internationalisation can also be understood as a subject of study, examined by scholars, policymakers, consultants and even practitioners themselves, all of whom are trying to get a better handle on the contours of this phenomenon in order to better understand current dynamics and enhance future practice. This issue of Forum aims to provide insight into the current state of play of research on internationalisation, and to advance the conversation about the kinds of issues and ideas that should frame a research agenda for the future.

Regardless of the form it takes, the prospect of Brexit has provoked deep reflection across Europe about the nature and future of the European Union. For the European higher education community in particular, Brexit scenarios have raised a series of questions and concerns that require urgent, solutions-oriented consideration. Understanding that Brexit is still a phenomenon in process, this issue of Forum aims to explore what Brexit means for those of us working in international higher education in the European context, and to offer practical insights into how we might operate and cooperate in a post-Brexit framework.

Higher education institutions have become more internationally focused than ever before, with a geographically and culturally diverse staff and student body increasingly becoming the norm. This has a direct effect on classrooms. For example, curricula include internationally relevant subject matter and make use of pedagogical techniques that facilitate intercultural learning. Technological innovations, facilitated by globalisation, have also expanded the possibilities for international and intercultural teaching and learning. This issue aims to address these questions, explore ways that the internationalisation of the university classroom can expand, and analyse current and future implications for the higher education sector more generally.

Internationalisation, over several decades of development and evolution, is now widely considered to be a mainstream phenomenon. Of course, international agendas and activities are not equally visible or uniformly implemented in higher education institutions across Europe and elsewhere. This issue of Forum is devoted to an exploration of ‘unexpected’ internationalisation from a variety of geographic, institutional and disciplinary perspectives. From short-term placements abroad for vocational students, to international experiences outside of higher education, to internationalisation in regions beyond sovereign jurisdiction, this issue traces the boundaries of our expectations and asks us to look beyond them.

National-level policies and the national political dynamics from which they emerge can have far-reaching consequences for institutions’ internationalisation efforts. This issue of Forum explores some of the ways that national-level policies and politics affect internationalisation in practice, and how the field of international higher education engages with political and policymaking processes to advance internationalisation objectives and agendas.

Gender plays a major role in the organisation of society and the ways that individuals frame their own identities. While gender meanings vary from culture to culture, they continue to play a part in everything from the clothes we wear to how we communicate to our social roles. Gender also clearly informs patterns of educational and professional life. This issue of Forum aims to showcase various perspectives on what gender means in the context of internationalisation.

The United Nations adopted the Sustainable Development Goals (SDGs) encouraging governments and civil society to work towards environmental, educational and humanitarian objectives. What role can international higher education play in helping to achieve these goals? This issue looks at innovative solutions and ethical partnerships from institutions worldwide, and provides plenty of inspiration for those of us looking to make the world a more sustainable place.

Attending to the international students in our midst is the raison d’etre for many internationalisation activities. This issue looks at the international student today as well as highlights good practices in recruitment and retention activities, student support systems, integration efforts and guidance for helping students leverage the knowledge and skills attained through international exposure.

Internationalisation of higher education is generally understood to operate in a globalised world, but it is increasingly argued that another influential force is at play simultaneously: regionalisation. From large regions such as the European Higher Education Area to smaller sub-regions, this issue explores internationalisation through the lenses of regionalisation and regionalism.

The professionalisation of the field of international higher education has amplified the need for specific skills at the international office. Among all these changes, who is the international officer of today? As the diversity of opinions, experiences and case studies in this issue illustrate, the answer to this question is anything but straight forward.

Data is everywhere in international higher education. Our field is using and producing data at a faster pace than ever before. But what exactly is the role of data in international education? This issue of Forum explores this question from different angles and perspectives. 

Conflict – political or economic, religious or cultural, ethnic or linguistic – is a fact of life in the complex world in which we live. At home and abroad, the work of international educators may be affected by emergencies and longstanding and deeply rooted social schisms. These matters affect individual students and scholars, but also institutional policies, programming and decision-making.

Originally coined 1999 within the EAIE, the term Internationalisation at Home has flourished over ther last 16 years. More than an alternative to mobility, Internationalisation at Home has become a strategy in its own right.  

Establishing strategic partnerships, nurturing them, and making sure that all parties are satisfied can be challenging. Why do so many higher education institutions embark upon these arrangements? The possibility of pooling resources and sharing experiences is too enticing to pass up.

Equity and respect for diversity are vital but challenging matters. When these issues extend beyond national borders, matters are further complicated. Exploring different layers of exclusion in higher education and best practices is a good start.

Along with the conference report for EAIE Prague 2014, this issue explores a variety of important ethical considerations within international higher education. Topics include neo-racism among international students, academic freedom and the threatened scholar.

What is Transnational education (TNE)? Where does it fit in the current context of international education? What is the future of TNE? This issue features an interview with industry expert Jane Knight, and a look at Czech language and literature in light of EAIE Prague 2014.

With the launch of much-anticipated Erasmus+ programme, there are undoubtedly questions arising over the new, ambitious EU initiative. This issue explores key aspects of the programme, providing expert insights from the European Commission, national agencies, and higher education institutions.

What is the emotive role that language plays in international higher education? Plus, sample the highlights from Istanbul in the conference report including an interview with keynote speaker Jack Uldrich.

Social responsibility in international higher education: What should universities be doing to embrace new demands from students for greater 'life skills'? How much of a role do universities play in societal development? How can students with disabilities be encouraged to undertake more study abroad experiences?

Technology is everywhere, but how is it changing international higher education? What is all the fuss about MOOCs? Where is Europe with regard to online education? What do online courses mean for quality standards?

Should your institution be doing more to help students find the right job when they graduate? In this issue, employability is explored from a variety of viewpoints. The EAIE Dublin 2012 conference report is presented, including an interview with Keynote Speaker, Sugata Mitra.

This issue features an interview with American philosopher, Martha Nussbaum. EAIE Executive Director, Leonard Engel, discusses the motivations behind collaboration between higher education institutions and ‘Universal Design’ is highlighted.

There is growing concern for student mental health. The importance of international alumni is discussed, along with a look at Irish higher education in light of the EAIE Conference in Dublin. Plus, find out how one man in Malaysia is working to create a 'humaniversity'.

This issue features the 2011 EAIE Annual Conference report, an interview with Christian Stadil; a report on the latest policy developments in Brussels; and critical reflections on North-South partnerships between European and African institutions.

This issue explores the challenges and opportunities for education in war-torn regions; looks ahead at the new state of Southern Sudan and implications for education in the new Republic; and cooperation with universities in developing and middle-income countries.

This issue features an interview with Jo Ritzen where he shares his concerns about underfunding of European universities; an exploration of higher education in the UK which touches on the pressures on institutions to provide low cost, fast-track training; and a spotlight on education hubs.

This issue contains the 2010 EAIE Annual Conference report; an interview with Nobel Peace laureate, Leymah Gbowee; a look at the growing social responsibilities of universities; and education prospects for Haiti in the aftermath of the earthquake. 

This issue features a report on why universities should support socially-responsible entrepreneurs; tips for retaining students with a good customer relationship management system; and a report on the challenges of sustaining North-South partnerships.

Featuring a debate on the usefulness of the Eramus student exchange programme; a step-by-step guide to harnessing the power of social media; a look at how the Bologna process is increasing student employability; and questioning the responsibility of students abroad regarding health and safety.

This issue features the 2009 EAIE Annual Conference report; a fascinating interview with polar explorer and environmentalist, Robert Swan; and a report on the rebuilding process of Rwanda’s higher education and questioning whether higher education is recession proof.