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

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.

2023 Spring Forum – Risk and response

Risk and response

Deadline to submit: 16 January 2023

If the last several years have taught us anything, it is to always be prepared for the unexpected. The Russian government’s invasion of Ukraine and the ongoing recovery from the COVID-19 pandemic surely remain top of mind for most of us, but let us not forget the whole host of other challenges that have presented obstacles in the path towards internationalising higher education in recent years. From refugee crises and threats to academic freedom, to geopolitics and climate change and market pressures on higher education, uncertainty is a constant backdrop to our work. This raises the question: what do we do

What have we learned from our responses to the various crises that have unfolded in recent years, responses that have proven key to our success as a sector? How can we prepare ourselves to respond to the variety of known and unknown challenges that await? This issue of Forum magazine will seek 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.  

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

  • What are the repercussions of the Russian invasion of Ukraine for international education in Europe and beyond? How should higher education institutions within and outside Ukraine respond to the crisis?  
  • What lessons from the COVID-19 pandemic could be specifically applied to future global health crises? What is your institution doing to prepare for another pandemic-like event? 
  • How can institutions and national higher education sectors prepare for potential arrivals of refugees in significant numbers? What policies or approaches are needed to address forced migration and forced mobility of students and staff? 
  • What challenges should we be expecting in conjunction with climate change, and how can we prepare for them? How can institutions prepare for or respond to natural disasters and other climate-related crises? 
  • How can individual institutions or national higher education sectors prepare for changing political winds that could limit academic freedom? How can institutions in countries or regions where this is currently happening respond?  
  • How can institutions or national higher education sectors increase their resilience to market pressures and/or mitigate their budgetary reliance on single sources of international student mobility or partnerships? 
  • What risk assessments and response plans should be in place as relates to general geopolitical tensions? How can institutions or national higher education sectors develop policies that balance issues like intellectual property and national security against the internationalisation of research and partnerships? 
  • How should institutions or national higher education sectors respond to threats to human rights and other values-based risks? What are good approaches to partnerships and collaboration with institutions in countries where human rights are limited?  
  • What is the role of higher education in an increasingly crisis-ridden world?
  • How can HEIs, their students, and academic and professional staff help society be better prepared for or resilient to crises? 

2023 Summer Forum – Well-being without borders

Well-being without borders

Deadline to submit: 13 March 2023

International experiences extract us from familiar home environments for a temporary immersion in a world of difference. Navigating the challenges of this process is precisely what fuels the kind of transformative learning that is at the heart of internationalisation. However, the corollary to these well-documented benefits is the host of mental health stressors that come with encountering cultural difference. International students are broadly considered a vulnerable group when it comes to mental health, with a higher risk of demonstrating signs of depression, anxiety or culture shock, and often tend to avoid psychological services on campus for a variety of reasons, such as fear of stigmatisation due to language and cultural barriers. Additionally, staff at higher education institutions – whether participating in mobility themselves, or shepherding students through their own experiences – face a unique set of stressors. 

How can higher education institutions ensure environments that foster health and wellness among students and staff, and in what ways can international experiences themselves be leveraged to facilitate emotional resilience? Possible article topics for this issue of Forum could include, but are not limited to:

  • What have HEIs, student counsellors and psychologists learned from the COVID-19 pandemic in terms of student and staff mental health? Are there emerging best practices for addressing mental health and well-being among international students? 
  • What are the repercussions of the conflict in Ukraine for physical and mental health? How can HEIs generally, and relevant staff specialists specifically, support the well-being of those directly or indirectly affected by the conflict? 
  • What are the particular mental health needs of refugees, and how can HEIs work to address them? 
  • How can HEIs build culturally appropriate interventions that support positive coping and resilience among international students? What examples exist of curricular approaches to fostering mental health and well-being? 
  • International students studying in the health and welfare professions, and international staff teaching in these areas, are well-positioned to influence these fields. How can an internationalised and multicultural approach to health and welfare education effect positive change? 
  • What is the role of the mobility advisor in encouraging mental health and positive coping among students? 
  • How do language and language policy impact mental health among students and staff? Are there particular language policies that can be applied to highly international/multicultural environments like university campuses in order to make mental health services more accessible to all? 
  • What impact does an inclusive campus environment (or lack thereof) have on mental health of HEI stakeholders, and how can inclusion measures be implemented in a way that bolsters mental health and well-being? 
  • What are the biggest obstacles to mental health among HEI staff? Are there issues in terms of staff mental health that are under-addressed? How has the pandemic impacted administrative work at HEIs, and how are staff responding to these new working conditions? 
  • In what ways can international educators better take into account holistic well-being with attention to aspects like physical wellness, social connections and sense of belonging? For example, how do organised sports, clubs and hobby groups, and wider community engagement play a role in addressing well-being for international students and staff? 

Blog

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.