We would like to invite you to contribute a short essay/book chapter to our upcoming book projects. Please send us your idea/abstract in 100 words or less using this form. Would you also recommend a colleague/student who might be interested?
Coronavirus (COVID-19) and Global Higher Education: Opportunities and Challenges
The issue of the COVID-19 and its impact on the higher education industry is a growing topic of discussion worldwide. The editors of this book, Coronavirus (COVID-19) and Global Higher Education: Opportunities and Challenges, invite authors to examine the future of global higher education, and the cost and consequence associated with COVID-19 for societies and individuals. This book will be published by Routledge (Taylor & Francis), Routledge Studies in Global Student Mobility. Please submit a chapter abstract of 150 words or less via Routledge at Click Here. The full Call for Chapter and book project information can be downloaded at Click here.
International Students in Community Colleges: Challenges and Future Directions (Routledge Publishing).
This is an open call to submit a contribution to an edited volume to be published by Routledge publishers. International Students at Community Colleges will highlight the unique issues and opportunities around international student experiences at community colleges, within the scope of study abroad, international education, and higher education in general. We invite contributions that will unpack the varying challenges, patterns of mobility, and successes of international students at US community colleges so that we can better understand how to serve those students, and to advise faculty, staff, administrators, and the community.
Chapters are invited from practitioners and scholars in the field of community college higher education, with professional experiences or study relating to international students. We desire you to contribute to a critical understanding of the field by sharing original research on the impact, challenges, and pathways that international students have had at community colleges. The intent is to have a combination of state-of-the-field reviews, new empirical scholarship, and critical discussions that help to depict variables that account for successful and less-than-successful approaches/strategies for international students at community colleges. All manuscripts will undergo a blind peer-review. Editors will only consider papers written in English.
If you would like to contribute a chapter to this book, please email an expression of interest that includes:
a) Title of chapter; b) Author contact details (position, institution, email, and phone); c) 150 words or less description of the chapter that includes a description of the theoretical and/or empirical emphasis of the chapter.
Theoretical studies create, extend, or modify existing theory and/or grounded theory. Empirical Research reports the results of a study that uses data derived from specific research methods such as actual observation or experimentation.
Title: International Student Support and Engagement: Innovative Practices for Universities Editors: Mutiara Mohamad, Ed.D. and Janet Boyd, Ph.D. Fairleigh Dickinson University
Abstracts of 100 words, five-seven keywords, CVs, and short bios due on or before January 10, 2020.
This collected edition of essays has provisional acceptance to the Routledge Studies in Global Student Mobility book series, which welcomes new ideas and fresh perspectives relating to international student mobility, study abroad, exchange programs, student affairs from the US and around the world, and from a wide range of academic fields, including student affairs, international education, and cultural studies.
Our volume seeks interdisciplinary essays that will bring together original research and innovative practices in academic, professional, and campus support services that serve the various and sometimes unique needs of international students seeking undergraduate and/or graduate degrees. While our focus is on students who seek to earn a degree in a foreign country, we will also consider essays that feature shorter, study abroad programs.
While a significant amount of scholarship examining how writing centers support the proficiency needs of international students exists, there is little that addresses how the myriad support services available on campuses work solo or together to support these students (whether the services are designed specifically to support the international students or to serve the general, student population). We seek contributions that provide quantitative and/or qualitative research and analysis with the aim of establishing a broad and global context for best practices in international student support.
Divided into three sections, this peer-reviewed volume will bring together strategies that reveal how institutions of higher education operate to promote international student success in an ever-changing landscape in the following areas (but not limited to):
We particularly welcome essays from support service professionals. Additionally, we have interest in narratives of support services that have found innovative and/or successful ways to collaborate with one another to assist international students, including the origins of the partnership. We aim to identify the emergence of new trends and discover novel ways of collecting relevant data. That said, we would also welcome narratives of spectacular failures and what we can learn from them.
Upload required materials to the Routledge Studies in Global Student Mobility submission page on or before January 10, 2020. We expect to inform authors of submissions accepted by mid-March 2020. Full essays, limited to 5,500 words, will be due by June 30, 2020.
Call for Chapters
Constructions of (Inter-)national Students in the Middle East: Comparative Critical Perspectives, Routledge Studies in Global Student Mobility Series – https://www.routledge.com/posts/15842
This edited volume aims to establish constructions of international students across the Middle East and to compare these constructions with those of national students in international branch campuses in the region. The volume will bring together high-quality and original chapters (empirical or/ and theoretical) from a range of disciplines (including comparative and international/ global education, sociology, migration and diaspora studies, as well as education in conflict) to critique theoretical, political, and ethical implications of the emerging constructions captured in the volume.
The Middle East (including Bahrain, Cyprus, Egypt, Iran, Iraq, Israel, Jordan, Kuwait, Lebanon, Oman, Palestine, Qatar, Saudi Arabia, Syria, Turkey, The United Arab Emirates and Yemen) is a region where approaches to internationalisation have been argued to be commonly linked to individual countries’ economic development (Hayes and Findlow, 2016; 2017; Hayes and Al-Abri, 2018). Yet, despite this common link, the cultural, political and economic diversity of the region has ‘demanded’ varying approaches to internationalisation in individual Middle Eastern nations, enacting different constructions of who the ‘desired’ international student is (ibid). Additionally, some of the Middle Eastern nations are affected by protracted conflict; a situation which has built a special relationship between internationalisation and, for instance, ‘management’ of the refugee crisis, ensuring protection from persecution or/ and building peace and sustainable livelihoods (Hayes at el, 2019). All of this suggests that international students are likely to be constructed in specific ways; yet, we do not know what these constructions are.
The volume therefore invites contributions which focus on the following themes (although these is not an exhaustive list):
Interested authors are invited to submit an abstract of 150 words (including 5 key words) to the volume’s editor Dr Aneta Hayes – email@example.com.