Write for the EAIE

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?