Forum magazine and blog

The EAIE author community is ever expanding. We welcome submissions from members and non-members alike, and from internationalisation professionals in all capacities. You can find specific information on how to contribute to our two main platforms below.


Forum is the EAIE member magazine, published three times a year in spring, summer and winter. The magazine is themed, approaching a single topic from multiple angles and a range of geographies with each issue. As soon as a theme and deadline are known, we open a general call for articles. Upcoming theme descriptions can be found on this page. EAIE members receive the magazine in print at home, but can also access it online.

Read more about the issue themes below, and submit your article to EAIE Publications.

2024 Spring Forum – The international student voice

The international student voice

Deadline to submit: 19 January 2024

International higher education is a multi-stakeholder sector comprised of different kinds of institutions and polities. But what is the involvement of students across this domain? Who’s listening to the student voice in international higher education and in what ways?

Students today are demanding more agency from the institutions where they study and in the wider world they inhabit. Through direct participation in governance bodies, through protest and activism, or simply through pursuing an international education which will prepare them to think critically about and engage meaningfully with global society, international students are seeking more ways in which to make their mark. In what ways are higher education institutions and other actors moving to include student input, follow students’ lead on key issues and amplify the student voice?

Possible article topics for this issue of Forum could include, but are not limited to:

  • How is student representation being internationalised? Are there good examples of student representation in institutional governance, or the role of international student unions and networks in shaping higher education policy or practice?
  • Can increased student representation have a positive impact on inclusion and diversity? How can institutionalised international student involvement in decision-making help realise a more diverse institution?
  • What roles are international students playing in shaping institutions’ internationalisation agendas and activities, for example in terms of the choice of partner institutions, involvement in international research or development projects, the development of international learning opportunities and experiences, etc?
  • What is the current state of (international) student activism, and how is it affecting the sector? Are there examples of student activism around eg tuition fees, learning conditions, language policies, management reforms etc achieving tangible outcomes?
  • What is the role of student participation and student activism in shaping the response to the ongoing shortage of affordable student housing? How is student involvement and activism shaping broader global and societal issues, eg the climate debate, on campus and in policymaking organs?
  • How do universities handle local and international student activists’ involvement in other countries’ affairs? How are conflicts between different international student groups or international students on campus being handled? How do international students and alumni contribute to foreign policies of host or home countries?
  • Are university staff who manage international students sufficiently well informed of geopolitical situations to handle international student activism on campus or in their country? Do universities provide training and guidelines to balance monitoring and racial profiling, security and academic freedom?  
  • What is the perceived value of international student participation and/or activism in your country? Do international student voices matter in institutional governance? Local politics? International politics? How are international student voices channelled into institutions for effecting changes?  
  • How do higher education systems and institutions provide shelter to student activists under political persecution? What are the programmes in place and their effect on providing a second chance study opportunity for the students in exile or students deprived of learning opportunities at home?

2024 Summer Forum – Leadership in international education

Leadership in international education

Deadline to submit: 15 March 2024

The pathways which lead one into a career in international higher education are often diverse, which represents one of the key strengths of the sector. However, given the diversity of roles within our field, career progression can often be non-linear. How, therefore, do practitioners build a career in international higher education? What does the road toward leadership in the field look like and what is being asked of international higher education leaders today?

The professional landscape of international higher education is ever-evolving, but perhaps never more so than in the aftermath of the COVID-19 pandemic and the various other crises which have impacted the sector in recent years. As the dust settles in something of a post-pandemic ‘new normal’, we find ourselves in the midst of an ongoing reorientation of international education practices and activities. Key developments include not only increased consideration for online and hybrid delivery of international education, but also more attention to cross-cutting issues like diversity and inclusion and a rethinking of international risk management models.

What does a career in international higher education look like in this ‘new normal’, and what are its new demands on leadership? Possible article topics for this issue of Forum could include, but are not limited to:

  • How have demands on leadership – of institutions, of international offices, and of other sector bodies – changed in recent years? How should senior international officers and university leadership respond to, for example, the rapid shift to online education, or increased geopolitical tension?
  • What skills and knowledge are needed for a career in international higher education? How can professionals acquire validation of said skills and knowledge?
  • What frameworks exist outlining the competencies of international educators? Do these frameworks adequately cover the needs of the field, and if not, what is missing from their analysis?
  • In what ways can volunteer leadership positions in international higher education associations serve as a training ground for leadership development that supports career advancement? In what other ways can (or do) professional associations foster leadership skills as part of their portfolios of professional development support? What cases of good practice are in evidence in sector associations today?
  • Are there examples of approaches to leadership from other sectors that can serve as inspiration to aspiring leaders in international higher education, and vice versa?


The EAIE blog is an accessible, quick way to get your ideas out into the world. Share your expertise and best practices, and discuss opinions and current events. Blog posts are promoted on all of our social media platforms (Twitter, Facebook and LinkedIn), reaching thousands of international educators.