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 – Digitalisation


Deadline to submit: 13 January 2020

Digitalisation is affecting how we interact with each other, perform our daily tasks and ‘think big’ about the future. This 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. Digital solutions also allow for efficiency gains in institutional processes, while blended learning options offer flexibility to learners and instructors alike. At the same time, administrative and academic staff are not always trained or supported to leverage digital tools, and not all individuals or institutions have the same kinds of access to digital platforms. The fast production of information and evolution of technologies also make it challenging to simply ‘keep up’ and to know how to best plan for the future.

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

  • In what ways are higher education institutions’ digital strategies exerting influences on internationalisation and vice versa?
  • What kinds of implications does digitalisation have for how students and staff experience mobility?
  • What does ‘Erasmus+ going paperless’ mean and how will this play out in practice?
  • What kinds of dynamics should we know and understand when it comes to digitalisation in internationalisation and GDPR compliance?
  • What roles can digitalisation play in fostering international partnerships and what challenges can it present?
  • What does digitalisation mean today in relation to the learning and teaching experience in the higher education classroom? What challenges and opportunities are apparent with respect to course/programme design or student assessment?
  • How are digital tools and solutions affecting international marketing and recruitment practices?
  • What is artificial intelligence (AI) and what impacts can we expect to see it make on (international) higher education?
  • Does digitalisation help or hinder inclusive internationalisation?

Summer Forum – Employability for the 21st century

Employability for the 21st century

Deadline to submit: 30 March 2020

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.

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

  • How do higher education institutions (HEIs) and other key stakeholders define ‘employability’? Is it all about skills and jobs or does employability encompass something more? And what do these understandings of employability mean for internationalisation of higher education?
  • What national, regional and/or institutional skills or employability programmes stand out as interesting examples of good practice? How does internationalisation factor into these programmes?
  • What do we know about employer expectations of graduates, and how can we foster better engagement between HEIs and employers to limit skill gaps and mismatches?
  • How do HEIs help their graduates find their way into the global labour market?
  • In what ways are HEI career services professionals and international education professionals collaborating in relation to employability matters?
  • What role do international alumni play in institutional strategies for graduate employability?
  • What curricular innovations stand out in relation to transversal skills development and employability?
  • How is the co-curriculum being leveraged to prepare students for the world of work?
  • What is the role of international placements/internships in fostering 21st century employability?
  • In what ways can social responsibility and global citizenship be seen as components of employability?

Winter Forum – Europe and the Global South

Europe and the Global South

Deadline to submit: 15 June 2020

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 challenged by multiple development problems. 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?


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.