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.

2022 Spring Forum – Our changing climate

Our changing climate

Deadline to submit: 17 January 2022

As our global climate continues to change, growing warmer and less hospitable to human habitation, perhaps it is not surprising that the climate of international education is changing with it. For example, in recent years, more scrutiny has been paid to the carbon footprint of a key internationalisation activity – mobility – which by some analyses is estimated to be equivalent to that of entire countries such as Croatia or Tunisia. With such an impact, it is no longer enough to simply talk about ‘greening’ internationalisation and thus making our climate impact neutral; instead, we must ask ourselves how we can leverage our sectoral strengths to work towards addressing these structural, existential challenges. If our mission as international educators is to prepare graduates to be effective altruists in global society, how do we reconcile this with the environmental impact of the tools we use to achieve this goal, and what are the alternatives?

In this issue of Forum, we will seek to investigate the possible paths toward sustainable internationalisation, highlighting the obstacles we currently face and learning from the promising examples of action already in our midst. Possible article topics for this issue could include, but are not limited to:

  • In what ways can HEIs strive to be not only ‘green’ or carbon-neutral, but actively slow the tide of climate change and seek new solutions to mitigate its impact?
  • How do the activities of internationalisation directly or indirectly exacerbate the climate crisis? What does this tell us about ways in which we may need to adjust our approaches?
  • How can a ‘Green Erasmus’ be realised? Does mobility itself need to be reconsidered in the context of climate change?
  • Are there examples of (international) projects or programmes that are actively developing new technologies or techniques for sustainability?
  • What role can networks and partnerships play in facilitating the sustainability of international higher education?
  • What new skills do graduates need to confront the climate crisis? In what ways can internationalisation of the curriculum play a role in developing these skills?
  • The UN Sustainable Development Goals are most often seen as an additional point of focus beyond the core mission of universities. Might there be a role for ‘sustainable development universities’ that are instead explicitly oriented towards addressing issues of climate change and sustainability? If so, what might such a university look like, and how can internationalisation support its development and success?

2022 Summer Forum – From Bologna to Brussels: European collaborative programmes

From Bologna to Brussels: European collaborative programmes

Deadline to submit: 14 March 2022

Joint and collaborative programmes have become commonplace in international higher education and are known under a wide variety of names – joint degrees, dual and double degrees, articulation programmes etc. In many respects, Europe has been a leader in the development of such programmes, with funding from the Erasmus+ programme supporting joint Master’s programmes with high levels of integrated study across borders. More recently, the establishment of the European Universities Initiative in 2019 (also funded under the Erasmus+ programme) has led to new forms of collaborative programmes within Europe.

While the European Higher Education Area (formally launched in 2010) sought to ensure more comparable, compatible and coherent higher education systems across Europe, the intention to establish a European Education Area by 2025 includes a feasibility study for a European Degree. What lessons have been learned from the evolution in European joint programmes over the last two decades, and how will this guide future thinking around innovations such as a European Degree? How do institutions and their accrediting bodies navigate national jurisdictions while working to collaborate more intensively in Europe? How popular are joint programmes with students, and are academic staff keen to participate in course development and delivery? To what extent will an additional layer of European quality assurance or governance stimulate further degree level collaboration in Europe?

This issue will aim to address these questions, and to understand further the ways in which European institutions are currently framing joint and collaborative programmes in their international strategies. Key themes will include:

  • Updates on EU programmes in support of joint/collaborative programmes
  • Perspectives on the European Universities Initiative from participating institutions
  • Reflections on the development of a future European Degree
  • Quality assurance of joint/collaborative programmes: existing and future tools
  • Practitioner and academic staff views
  • Perspectives from participating students
  • Best practices in joint/collaborative programme development, management and delivery
  • Attractiveness of joint/collaborative programmes in strategy and in practice
  • Data analysis on joint/collaborative programme activity, including analysis of disciplines, course level and countries
  • Pedagogical perspectives on collaborative learning across borders
  • Outcomes assessment – for institutions, staff and students


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.