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.

Spring Forum – Europe and the Global South

Europe and the Global South

Deadline to submit: 15 January 2021

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. European higher education institutions have many ties with the Global South. Indeed, engagement in the form of research partnerships, student mobility and capacity building projects has existed for decades. Internationalisation in the many and varied countries considered to be part of the Global South is evolving quickly today, as are the perspectives and priorities of European higher education institutions (HEIs) when it comes to engaging with Global South partners and stakeholders. 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.

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

  • How are traditional approaches to ‘development cooperation’ and ‘capacity building’ evolving, and what does that mean in practice? 
  • How does Europe–Global South cooperation in higher education contribute to the SDGs, and how can such contributions be maximised? 
  • With youth employability in the developing world increasingly seen as one of the main challenges of social development, how can Europe–Global South cooperation in higher education contribute? 
  • What does the phenomenon of decolonisation of the curriculum mean for Europe–Global South relations in higher education? 
  • Does the tradition of imbalanced partnerships and student flows between Europe and the Global South continue to hold? How can these imbalances be countered?  
  • What values or ‘ethical frameworks’ are being applied today in European–Global South engagement? 
  • What specific regional developments should we be aware of (in Central or South America, Southeast Asia, East Africa etc) and what are their effects on internationalisation and engagement with European counterparts? 
  • What is happening at the intersection of educational policy and foreign policy in relations between Europe and the Global South? 
  • What role are international or European organisations (as opposed to HEIs) playing in relation to international higher education and the Global South? 
  • Are there examples of global higher education partnerships/networks and their effects on both the Northern and Southern partners? 

Summer Forum – Mobility in the balance

Mobility in the balance

Deadline to submit: 12 March 2021

The COVID-19 pandemic has left the world of mobility in suspended animation as we wait for a ‘new normal’ to emerge, but what role should mobility play in this future paradigm of internationalisation? Until now, despite our many efforts to expand appreciation for and commitment to a broader portfolio of international education and intercultural learning activities, traditional physical mobility has remained the central pillar of internationalisation. Yet, the vast majority of students do not participate in mobility activities. Meanwhile, the sudden drop-off in revenues from inbound mobility (particularly from China) have revealed alarming financial vulnerabilities for many higher education institutions. Alternatives and complements to physical mobility have long been gaining popularity, but have so far been unable to displace the status of physical mobility as the gold standard for international education. Is now the time for change?

As we witness the dawn of a new status quo, where does mobility fit into the broader mosaic of international experience and the resources we dedicate to it? In this issue of Forum, we will seek to assess the opportunities and challenges afforded by the current moment of transition and consider what a new equilibrium might look like between traditional physical mobility as we know it, alternative forms of physical and virtual mobility, and international and intercultural experiences in the home environment.

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

  • How has the COVID-19 pandemic facilitated the shift towards Internationalisation at Home, virtual exchange and other alternatives to traditional physical mobility? 
  • Will or should future physical mobility necessarily take the classic form in which we know it best, or might it evolve in terms of its geographic scale, eg with more of a focus on exchange between neighbouring regions, urban-rural mobility within countries, or engaging more meaningfully with local minority cultures and immigrant communities? 
  • How could the rise of university networks like the European Universities Initiative impact the future of mobility? 
  • How can higher education institutions wean themselves off of financial dependency on inbound mobility from single countries or regions, and how can they mitigate these risks in the meantime as they transition to more financially sustainable models? 
  • What are the opportunities and challenges afforded by virtual exchange, in terms of both access to and quality of education? 
  • How do key stakeholders, such as employers, perceive non-mobility forms of international experience?  What is the role of higher education institutions and policymakers in shifting this perspective to ensure graduate employability? 
  • In what ways can future approaches to mobility (physical or otherwise) advance the university's ‘third mission’, ie to serve (local) society? 
  • How will future (traditional or alternative) forms of mobility play out in the realm of administrative staff development, or in relation to international teaching, research and dissemination of knowledge? 
  • What policies at the national, European or global level are needed to leverage a more equitable balance of internationalisation activities? 

Winter Forum – Internationalisation for all: distributed leadership in international education

Internationalisation for all: distributed leadership in international education

Deadline to submit: 11 June 2021

Internationalisation is pervasive in higher education, operating at many levels and with many faces. While a dedicated international office is frequently charged with delivering key international programmes in response to a defined institutional strategy, this view of internationalisation can overlook the significant international engagement of faculty, staff and students as actors and champions of internationalisation at multiple levels across an institution. 

This edition of Forum will examine the distributed nature of international education activity and leadership, noting that understandings and interpretations of internationalisation vary across an institution. Drawing on the diverse narratives for internationalisation abroad and at home, between disciplines, between faculty and professional staff, and between students and their educators, this edition will frame internationalisation as a whole-of-institution endeavour with multiple nodes of activity and leadership.  

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

  • The international office is generally the principal champion of internationalisation on-campus, but it is not the only actor. How have institutions set up their internationalisation strategies to ensure that it is comprehensive and adopted by the whole institution? 
  • The international activities of faculty and academic staff in their research and outreach are often overlooked by internationalisation strategies. What are these activities, and what internal and external factors lead to their success?  
  • Administrative staff outside the international office can play an important role in internationalisation, as witnessed by the successful Erasmus+ funded SUCTI project. How has the internationalisation of administrative staff in your institution supported the achievement of your international goals? 
  • In what ways do students engage with internationalisation strategies? What roles exist for students as champions and actors, beyond their role as participants in international activities? How do institutions support student engagement in their broader internationalisation? 
  • How has your international office collaborated with different communities on-campus to identify, promote or celebrate international activities and initiatives that are hidden from view?  
  • Internationalisation is understood and interpreted differently from country to country, from institution to institution, between disciplines, between academic and administrative staff, and between policy-makers and practitioners. In what ways do these different views of internationalisation align or collide? How can different understandings of internationalisation be harnessed for the benefit of staff and students? 
  • Although leadership in internationalisation can be understood in hierarchical terms, given its pervasive nature, another view sees a broadly distributed leadership across any institution. How is international leadership formally defined and framed? And what examples exist of effective distribution of that leadership within an institution? 
  • What policies at the national, European or global level are needed to leverage a clearer understanding of ‘internationalisation for all’?  


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