Preparing for Tomorrow’s Student: The 2019 Internationalization Collaborative

The diversity of student identities and life stages—students of color, adult learners, single parents, veterans, first-generation students, immigrants, and international students—is reflected on college and university campuses more now than ever. But how can leaders recognize the complexity of their student bodies as a strength and integrate their varied backgrounds as a resource for global education? What new approaches are other higher education systems around the world adopting to internationalize?

Themed “Preparing for Tomorrow’s Student,” the 2019 ACE/AIEA Internationalization Collaborative seeks to address the future of internationalization in higher education. International campus administrators and faculty are encouraged to register now for the Collaborative, which will take place in San Francisco Jan. 19.

Click here? to register.

Speakers for this year’s Collaborative include:

  • Maria Harper Marinick, chancellor of the Maricopa County Community College District
  • Gretchen Cook Anderson, director of Diversity Recruiting & Advising, IES Study Abroad
  • Andrew Gordon, CEO/founder, Diversity Abroad
  • Mark Mitsui, president, Portland Community College
  • Abel Chavez, dean of Graduate Studies, associate vice president for academic affairs, and assistant professor of Environment & Sustainability, Western Colorado University
  • Thomas Poon, executive vice president and provost, Loyola Marymount University
  • N. Joyce Payne, senior international affairs & STEM advisor to the president, Thurgood Marshall College Fund
  • Armando Vazquez Ramos, president/CEO, California-Mexico Studies Center, and professor, Department of Chicano and Latino Studies, California State University-Long Beach
  • Derek Abbey, Joan and Art Barron Veterans Center interim director, San Diego State University?

Attendees will have opportunities to adopt various modes of learning (experiential, interactive technologies, etc.) through which global competencies could be offered; rethink the way global and international education can remain relevant throughout a learner’s lifetime; consider accessibility to global learning across a broad and diverse spectrum of learners; and use data to reimagine and inform the student reality.?

Working in partnership with the Association of International Education Administrators (AIEA), ACE co-hosts the Collaborative for faculty and administrators to come together as a learning community to address challenges, share ideas, and help one another implement comprehensive internationalization strategies.

The Collaborative meets in conjunction with AIEA’s Annual Conference. Registration for AIEA is separate, and Collaborative participants are encouraged to attend both events.

For information about joining the Collaborative, please contact

Political Instability and its Effect on International Student Mobility

National political agendas have been having a greater impact on international student mobility in recent times. A good example are recents threats of the Saudi Arabian government to shut down scholarships for over 7,000 students who had planned to study in Canada.

The increase in student mobility, which has been fairly steady for nearly half-a-century has caused many changes in the Western academic system. As a response, American, Canadian and European universities adopted a system to accomodate the greater amount of international students.
Recent changes are a challenge to this very system. Western universities have become accustomed and even economically dependent on international mobility.

“The sudden rise in nationalism and populism in many countries has implications for higher education. The massive investments in higher education by China and to a lesser extent by South Korea, Singapore, and others has meant dramatic improvements in universities in those countries, threatening the hegemony of the traditional Western elite institutions.

While international student mobility continues to grow—from 2.5 million in 2008 to 5 million in 2018, student destinations are changing. For the first time in several decades, new international student numbers in the US have declined. Brexit has resulted in a decline in the UK as well. According to a study on the future of UK as study destination led by Simon Marginson, Australia might take over the number 2 position, now held by the UK; other countries such as Germany, France and Japan, but also China, see their numbers rising, while countries such as Russia and India seek to become key players as well.” (Inside Higher Education)

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Call for Female Inventors! The women&work Inventors’ Prize!

Women can do it just as well. Female inventors and pioneers have achieved a lot in the past and present. However, they are still underrepresented!

This is supposed to change with the women & work inventors’ prize.

“The award promotes more feminine ingenuity and at the same time makes successful inventors of the present visible. From now on, women with ingenuity can apply for the Women & Work Inventors Award 2019.

The application is possible until the 20th of September. All applications will be submitted to the jury after the application deadline. The jury has 14 days to select a favorite in each category. By 15 October at the latest, the winners will be notified by e-mail ” (Komm-Mach-MINT)

International inventors can also apply as long as the project has been developed in Germany.

The women & work inventor prize is awarded in three categories:

  • technology
  • Service & Social
  • Business Model and Organization

Award ceremony at the International Inventors’ Fair
The Women & Work Inventors Award will be presented at the iENA Forum of the International Inventors’ Fair iENA.

Thursday, November 1st
13:30 – 14:30
iENA – International Inventors’ Fair
iENA Forum
Exhibition Center Nuremberg | Hall 12 | 90471 Nuremberg

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to apply:

Scientific Writing and Speech Workshop

Darmstadt University of Applied Sciences has developed a great project for international students to help them integrate into everyday university life and to adjust to the special requirements of German universities:

International students come from other cultures, which often have different cultural standards. These other standards also apply in everyday university life, more precisely in scientific writing and presentation. The aim of the two events is therefore first of all to inform the international students about the cultural standards in the German scientific community when writing and presenting (“What is actually expected of me?”) And then to practice or apply the corresponding standards. In addition, international students often come from school systems in which they had little or no opportunity to learn or practice oral presentation. To ensure equal opportunities for international students, therefore, special support is important.

Further Information:

Call for Applications: Global Young Academy Membership

General Information:
Founded in 2010, the Global Young Academy (GYA) is an international organization of young researchers with members from six continents. Members are elected for five-year terms.
Applications are sought from young, independent scholars who combine the highest level of research excellence with a demonstrated passion for delivering impact. Applications from women, minority groups, researchers in the social sciences, arts and humanities, and scholars working in government, industry, and non-governmental sectors are particularly welcome.

Each GYA member is expected to attend the GYA Annual General Meeting each year and is also expected to actively contribute to one or more of the organisation’s programmes, which include participation in policy development, promotion of National Young Academies, and supporting science and education at the international level. The GYA is an active organisation, and being a member requires a time commitment on each member’s part.

In the event that applicants are selected as new GYA members, they should be available to attend the next Annual General Meeting, which is scheduled from 29 April – 3 May 2019 in Germany.

Who can apply?

Research fields:
The call is open to all scholars working in any research-based discipline, including the sciences, medicine, engineering, social sciences, the arts and humanities.

Applicants must be able to demonstrate a high level of excellence in their discipline.

The Global Young Academy is committed to a broad range of programmes around the world to support young scholars, promote science to a broad audience, engage in policy debate, and foster international and interdisciplinary collaboration. Applicants should provide evidence of interest or experience in one or more of these areas.

Age/career point:
Applicants should be in the early years of their independent careers. The majority of the GYA’s members are aged 30-40 and the typical period from completion of a PhD or similar degree is 3-10 years. Applicants falling significantly outside these ranges may be considered under exceptional circumstances.

Deadline for applications is 15 September 2018.

More information on the programme and the application is availbale online.

E-mail: applications(at)

Further Information:

Newest Best-Practice: Software-Engineering International

The core idea of this project is the development of a software in a real client-contractor situation in an international environment within several teams.
The aim is to bring together the students of partner universities with the students of computer science at the University of Applied Sciences Hof in the project and on-site abroad, thereby increasing mobility on both sides:

1) The foreign students in the partner university should be made aware of the offers of the University of Applied Sciences Hof in the field of bachelor and master programs.

2) The students of the University of Applied Sciences Hof should be able to take a short stay at a partner university and thus reduce the hurdles that a stay abroad brings.

3) The language barrier should be dismantled.

4) The students should be prepared for projects in the international professional environment.

Further Information:

New Geopolitical Tensions are Causing a Shift in Preferred Study Location for International Students

The new geopolitical currents in the United States might be causing a shift in where international students want to study. Mexican universities seem to be showing a new trend of looking into the direction of the Pacific to find an international study spot.

As reported by THE World University Rankings, “A technologically focused university headquartered less than a mile from the US border is among those escalating its engagement with eastern Asia through student mobility, visiting lectureships, shared courses, internships and dedicated institutes.”

This trend is said to be a result of President Trump’s “immigration crackdown” and his “demands that Mexio bankroll a border wall”.

The CETYS Universidad president Fernando León-García explains that measures imposed by the US government are causing students from Mexican universities to “look elsewhere”.

So, what does this mean and how far does this trend go?

Find more information here:





New Collaboration between the University of Glasgow and the University of Lüneburg: The European Centre for Advanced Studies

A major European collaboration has been set up between the University of Glasgow and the University of Lüneburg: The European Centre for Advanced Studies in Lower Saxony.

Yesterday the Scottish university decided to embrace the partnership and made it official.

The collaboration is supposed to provide “a platform for research collaborations, joint courses, and student and staff exchanges, as well as, significantly, creating a vehicle for joint research funding bids. This means that it could offer Glasgow a means of partly mitigating any reduction in access to European Union research funding after the UK leaves the bloc.” (World University Rankings)

After the collaboration between the University of Warwick and the University of Paris Seine and Vrje Universiteit Brussel with the goal of “accessing European funding for cross-border higher education networks” (World University Rankings), the project symbolizes a new willingness for cooperation.

Read the article here:

Interview with Lorelle Espinosa: Minority-Serving Colleges Are Meeting Students Where They Are

Lorelle Espinosa, of the American Council on Education: “We’re not surprised, but we’re excited to show that these institutions are moving students up the economic ladder in ways that some may not expect.”

It’s a notion at the heart of minority-serving institutions’ missions: They can bump their students up the economic ladder at a rate nearly double or triple that of predominantly white institutions.

And now there’s evidence for that notion, in a finding from a new study released on Tuesday by the American Council on Education. The study pulled from a federal data set and analyzed students’ and parents’ income from a data set maintained by the Equality of Opportunity Project, a group of academics at different institutions who track inequality in America.

In addition to the finding on social mobility, the study found minority-serving institutions often enroll students with the lowest family incomes, including first-generation students. Those institutions spend less on their students than do primarily white institutions, according to a report on the study.

The Chronicle spoke with the report’s lead author, Lorelle Espinosa, assistant vice president in ACE’s Center for Policy Research and Strategy, about why the results might seem counterintuitive and what they mean for those institutions. The interview has been edited for length and clarity.

read the interview here:


Is there a tipping point in international education?

The boom in international students and researchers on campus has obvious benefits, but Australian universities risk going financially bust if they stop coming, and maybe even if they don’t

The primary school that two of my children attend, in Sydney’s eastern suburbs, is an exemplar of international education. Its pupils come from about 70 different heritages.

Many were born in Australia, scions of a multicultural nation. Others arrived with their parents – Saudi PhD students, say, at the nearby University of New South Wales – speaking barely a word of English.

It doesn’t seem to matter. The six-year-old sponges pick up the language in no time. It must be an amazing experience for these children, as babble gradually takes meaning and the strange behaviour of an alien race morphs into a recognisable lifestyle.

Meanwhile, they provide a powerful lesson for the local kids, who discover that civilisation comes in many flavours. It all adds up to a fantastic recipe for learning, but I can’t help asking myself: is there a tipping point? At some stage, does this rich melting pot become a liability?

It’s a question that Australian universities should be asking themselves as they ramp up the concentration of – and financial dependence on – overseas students.

At its best, international education is a cross-fertilisation of ideas from dozens of cultural perspectives. At its worst, it’s a dysfunctional monoculture in which Chinese have supplanted Anglos, where minds don’t meet, where discussion doesn’t flow, where the academic glow is smeared by suspicions about soft marking and plagiarism.

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