Published by Routledge, this volume documents the experiences of international students and recent international initiatives at US community colleges to better understand how to support and nurture students’ potential. Offering a range of case studies, empirical and conceptual chapters, the collection showcases the unique curricula and diverse opportunities for career development that colleges can offer international students. International Students at US Community Colleges addresses issues of student access, enrolment barriers, college choice, and challenges relating to integration in academic and professional networks. Ultimately, the book unpacks institutional factors which inhibit or promote the success of international students at US community colleges to inform faculty, student affairs, administration, and institutional policy. With international students’ declining enrollment, this book considers the measures being taken by community college officials to bring continued access and equity to international students. Offering insights from a range of international scholars as well as on-the-ground case studies, this text will benefit researchers, academics, and educators with an interest in multicultural education, international and comparative education, and higher education management. Those specifically interested in educational policy and the sociology of education will also benefit from this book. Paperback | Hardcover | eBook

Responding to the growing need for recruitment and retention of international talent in higher education institutions globally, this volume documents the experiences and contribution of international graduate students, researchers, and faculty. This text foregrounds perspectives around recruitment, transition, integration, professional development, and the retention of scholars originating from, or arriving in, countries including China, Australia, Iraq, Japan, and the US. By investigating the support systems that are in place to assist foreign-born faculty members in institutes of higher education, the text provides important insights for departments and institutions as they look to successfully attract and retain global academic talent. Moreover, the scientific and practical implications of the research presented in the text directly informs institutional policy, working towards more effective, inclusive, and equitable ways to support international faculty. This text will benefit researchers, academics, and educators with an interest in higher education, international and comparative education, and, more specifically, those involved with faculty development programs. The text will also support further discussion and reflection around multicultural education, international teaching and learning, and educational policy more broadly. Paperback | Hardback | eBook

By presenting case studies of internationalization in institutions of higher education around the world, this volume identifies unforeseen or unintended impacts within and across countries. With contributions from Africa, Asia, Europe, Latin America, Middle East, and North America the volume considers the nature and origin of positive and negative unintended consequences of internationalization policy and practice in national contexts, while also offering uniquely comparative insights. Chapters consider how internationalization is reflected in curricula, teaching, research, and mobility initiatives to highlight common pitfalls, as well as best practice for effective, sustainable, and equitable internationalization globally. Using a critical lens, the book explores how internationalization offers opportunities for learning, for entrepreneurial change, and for knowledge dissemination, and generates paradoxes and dilemmas in terms of political and ethical issues for individuals, communities, and the institutions themselves. Foregrounding the study of internalization in countries not typically studied, this book is a valuable resource for researchers and academics with an interest in internationalization, comparative and international education, and the sociology of education. Paperback | Hardback | eBook

This edited volume brings together the perspectives of a diverse group of international scholars to explore the intersections of study abroad and social mobility. In doing so, it challenges universalist assumptions and power imbalances implicit in study abroad across the Global North and South, and explores the implications of COVID-19 for equity within study abroad programs, policy, and practice going forward. Offering empirical, theoretical, and conceptual contributions,  Critical Perspectives on Equity and Social Mobility in Study Abroad  foregrounds critical reflection on the stratification of access to study abroad and examines the varied outcomes of international study in relation to graduates’ entry into domestic and international labor markets. Focusing on the experiences and outcomes of students from varied backgrounds, chapters identify a number of power imbalances relating to student race, ethnicity, religion, local and international policies and politics, and put forward valuable recommendations to ensure greater equity within the field. Against the backdrop of growing criticism over the power imbalances in international exchange, this text will benefit researchers, academics, and educators with an interest in higher education, international and comparative education, and multicultural education. Those interested in educational policy and the sociology of education more broadly will also benefit from this book. Paperback | Hardback | eBook

International Student Support and Engagement in Higher Education  examines innovative practices in campus, academic, and professional support services which serve the various and unique needs of international students seeking undergraduate and graduate degrees.  Divided into three sections pertaining to campus, academic, and professional support services, the authors present case studies and original research that examine strategies for how institutions of higher education can operate to promote international student success beyond the classroom. The international range of contributors showcase research from across Canada, China, Indonesia, Malaysia, Russia, Senegal, Thailand, and the United States. Foregrounding support services with innovative and successful methods for collaborating with one another, the book crucially addresses how the myriad support services available on campuses can work  together  to support international students and foster a sense of belonging and connection, rather than maintaining a focus on acculturation. It examines the origins of these partnerships, asking whether the services are designed to support the international student community specifically, or to serve the student population more generally. Identifying new emerging trends and with a view to establishing a broad and global context for best practices in international student support, this book will appeal to faculty, researchers, scholars, and scholar-practitioners with interests in higher education, student support services, and international and comparative education. Paperback | Hardback | eBook

This volume examines the diversified and challenging experiences of Chinese international STEM doctoral students at Australian institutes of higher education, exploring how intersections between research, personal life, and social experiences can be negotiated to achieve academic success and personal transformation. By drawing on a range of qualitative and longitudinal research methods, the book foregrounds student narratives and utilizes a novel three-dimensional multi-world framework as an effective approach for understanding student experiences in a holistic way. It integrates Chinese philosophical perspectives and theories in the fields of educational psychology, international education, and doctoral education to interpret the nuances, complexity, and particularities of the cross-cultural STEM PhD experience, highlighting the importance of the supervisor–mentee relationship and the role of students’ cultural, social, and philosophical values in supporting their successful completion of the PhD degree. The analysis thus provides new insights into the ways in which these experiences vary across students, and might apply in other national contexts, and to non-STEM student cohorts. This book will be a valuable resource for researchers and academics engaged in cross-cultural education, the sociology of education, and international and comparative education. It will be of particular interest to those with a focus on international doctoral education and cultural Asian studies. Hardback | Paperback | eBook

This book presents students’ reflections on their intercultural student experiences, and utilizing the UNESCO Story Circle methodology, illustrates how such reflection can aid the development of intercultural competence (IC). The volume features a broad range of first-person narratives that showcase the diversity of student experience encountered whilst studying abroad in a variety of cultural and institutional settings. Engaging with issues in relation to identity negotiation, stereotypes, cultural difference, and communities of support, the text demonstrates application of the UNESCO Story Circle approach in developing IC. Further, vignettes are analyzed and guiding questions are offered to structure readers’ reflection and discussion to facilitate further honing of intercultural competencies. The volume promotes IC amongst individual educators, trainers, international students, and community members and provides guidance in addressing international students’ wellbeing more broadly. This text will benefit scholars, academics, and students in the fields of higher education, multicultural education, and intercultural communication. Those involved with international and comparative education as well as student affair practice and higher education administration will also benefit from this volume. Paperback | Harback | eBook

Bringing together a range of contributions from diverse international scholars, this edited volume explores issues of inequality in student mobility to consider how schools, universities, and colleges can ensure equitable access to international study and exchange. Featuring evidence-based accounts of students’ experiences and exploring opportunities for study abroad in school and university contexts,  Inequalities in Study Abroad and Student Mobility  analyses how pedagogy and student support services can be designed to accommodate linguistic, cultural, ethnic, and socio-economic differences. Chapters foreground issues of access and opportunity and offer unique insights to inform institutional policy in developing more effective, inclusive, and equitable ways to internationalize exchange and study abroad programs and initiatives for all. This timely volume will benefit researchers, academics, and postgraduate students in the fields of international and comparative education, as well as educators and school leaders working within secondary and higher education settings concerned with multicultural education. Paperback | Hardback | eBook

In this book, we explore the socio-political environment that impacts international students’ employability and discuss student experiences of employability development during and after their studies. The book also aims to provide a holistic understanding of international student employability on a global scale, incorporating various higher education contexts, including the US, UK, Netherlands, Vietnam, and Japan.  Publisher : STAR Scholars, Baltimore, Maryland (US) | Published Date: July 2022 Order print copies  ($19.99)|  download e-book  (free) |  cite chapters |  

Crossing Borders, Bridging Cultures: The Narratives of Global Scholars is a compelling and insightful collection of personal accounts from scholars worldwide. Through their experiences, the book provides a unique perspective on the challenges and triumphs of academic life in different cultures, highlighting the diversity and richness of the global academic community. From navigating language barriers and adapting to new environments to confronting cultural differences and promoting cross-cultural understanding, these stories are powerful messages of unity and cooperation in the face of adversity. You can order digital copies and hardcopies here Publisher ‏ : ‎ STAR Scholars (March 1, 2023) Editors : Uttam Gaulee, Krishna Bista, Bo Zhang, Birgit Schreiber

This book is a testimony of Spelman College’s commitment to global citizenship, documenting cross-cultural and international experiences and reflections of domestic students who studied abroad, international students’ experiences, Alumnae who studied abroad or have lived abroad and faculty and staff who have lived abroad or led students abroad. This book distinctively reveals life stories of global engagements that no one else could tell but the contributors who bring life experiences through their international visits. Through a well-curated and engaging collection of narrative stories, this book captures the richness that comes from crossing boundaries, understanding cultural differences, and embracing the knowledge that comes from encounters with disparate perspectives. Editors ‘Dimeji R. Togunde, Ph.D. Vice Provost for Global Education & Professor of International Studies, Spelman College, Atlanta, Georgia, USA Krishna Bista, Ed.D. Professor of Higher Education, Morgan State University, Maryland, USA Print  and  digital  copies are available. 

This book provides an essential forum—giving primary voice to a group not often heard—for international students to share their unique experiences, trials, triumphs, and paths of acculturation in US higher education. In their own words and experiences, they detail how their world touches our American campus communities and academic settings. Filled with pathos, their narratives are steeped in angst and triumph, disappointment and humor, and loss and eventual victory. Selected international student narratives for this book bring a non-western perspective that allows for anyone involved in US higher education to gain increased insights into how we serve our students.  This work contains 28 narratives written by international students and scholars from around the world.  This book is a unique resource for faculty, students, and administrators interested in learning more about the lived experiences of international students and scholars. EDITORS Krishna Bista,  EdD, is a Professor of Higher Education in the Department of Advanced Studies, Leadership and Policy at Morgan State University School of Education and Urban Studies, Maryland. https://orcid.org/0000-0001-7893-8275 Gregory F. Malveaux,  PhD, is a Professor in the Department of English and Literature and is the College-wide Coordinator of Study Abroad and International Education at Montgomery College, Maryland. https://orcid.org/0000-0002-2456-6581 Hardcopies available

This book provides narrative cross-cultural stories written by undergraduate students, graduate students, staff, and faculty.  They cover a variety of experiential learning—from formal program awards to informal encounters, to travel to attend conferences, to volunteerism.   Cross-cultural experiences are recognized as engines leading to global awareness.  When students venture outside of their routines, their worlds become larger.  This then leads to greater tolerance, more awareness, or even more possibilities in life. Hard copies are  available on  Amazon.com Editors Krishna Bista, EdD , is Professor of Higher Education in the Department of Advanced Studies, Leadership and Policy at Morgan State University, USA. Adele Newson-Horst, PhD,  is Professor of English in the Department of English and Language Arts at 

This book provides readers with a unique opportunity to  walk a mile in the shoes  of an international student. It also highlights the importance of a strong support system for students in both the curricular and co-curricular settings and offers insights to international educators and university administrators into creating a welcoming environment that fosters international understanding and cross-cultural awareness on campus. Edited by Ravichandran Ammigan Published : March 2021, STAR Scholars  Digital copies | Print copies available

COVID-19 and Higher Education in the Global Context: Exploring Contemporary  Issues and Challenges  addresses the lasting impact of the novel coronavirus (COVID-19) in the higher education sector and offers insights that inform policy and practice. Framed in a global context, this timely book captures a wide variety of topics, including student mobility, global partnerships and collaboration, student health and wellbeing, enrollment management, employability, and graduate education. It is designed to serve as a resource for scholar-practitioners, policymakers, and university administrators as they reimagine their work of comparative and international higher education in times of crisis. The collection of chapters assembled in this volume calls for a critical reflection on the opportunities and challenges that have emerged as a result of the global pandemic, and provides as a basis for how tertiary education systems around the world can learn from past experiences and shared viewpoints as institutions recalibrate operations, innovate programs, and manage change on their respective campuses. OPEN ACCESS BOOK | CC BY-NC-ND Open access editions of this book can be accessed here . The open access edition of this book is freely available to readers worldwide and may be accessed, downloaded, and shared without charge through the publisher’s website and scholarly discovery platforms. Order your copy:  Paperback | Open Access (Free) Table of Contents List of Editors Foreword Darla K. Deardorff 1. The Impact of COVID-19 on Higher Education: Challenges and Issues Ravichandran Ammigan; Roy Y. Chan; Krishna Bista Part I. COVID-19 and Global Issues in Higher Education 2. The Evolution Revolution: The Application of a Leadership Adaptation Continuum to the Future of Global Higher Education Post COVID-19 Allison Silveus; Leslie Ekpe 3. Rethinking the Social Responsibilities of Universities in the Light of COVID-19 Pandemic Hằng Trần Thị; Quy Dinh Le Nguyen; Luc-Diep Tra 4. “Internationalization at Home” in the United States: Enhancing Admissions and Enrollment Practices for Marginalized Students During and After the COVID-19 Pandemic Raquel Muñiz; Natalie Borg 5. Financial Ramifications of Coronavirus on Division I Athletic Departments Molly Harry Part II. COVID-19 and Academic Issues in Higher Education: Special Topics and Themes 6. Traditional Exams, 21st Century Employability Skills and COVID-19: Disruptive Opportunities for Rethinking Assessment Design in Higher Education Andrew Kelly; Catherine Moore; Emma Lyons 7. From Hardships to Possibilities: Dissertation Writing during the COVID-19 Pandemic Juan Manuel Niño; Onésimo M. Martínez 8. Disrupting Accommodations through Universal Design for Learning in Higher Education Carly D. Armour 9. Reshaping the Landscape: Considering COVID-19’s Uncertain Impacts on Canadian and U.S. International Higher Education Michael O’Shea; You Zhang; Leping Mou 10. The Vulnerability and Opportunity of Privatization in Higher Education during a Pandemic Ziyan Bai Part III. COVID-19, Wellbeing and Humanity in Higher Education: International Perspectives and Experiences 11. COVID-19 and Health Disparities: Opportunities for Public Health Curriculum Enhancement Anuli N. Joku 12. Internationalizing Trauma-Informed Perspectives to Address Student Trauma in Post-Pandemic Higher Education Joshua M. Anzaldúa 13. Global Collaboration for Global Solution in Academia: Opportunities and Challenges Ekaterina Minaeva; Giorgio Marinoni 14. Humanizing the Academic Advising Experience with Technology: An Integrative Review Charles L. Liu; Ravichandran Ammigan Index

Global Higher Education During COVID-19: Policy, Society, and Technology  explores the impacts of the novel coronavirus (COVID-19) for global mobility in the field of international higher education. Specifically, this book responds to the growing need for new insights and perspectives to improve higher education policy and practice in the era of COVID-19. The sub-theme that runs through this book concerns the changing roles and responsibilities of international education leaders and the demand to rethink comprehensive internationalization post-2020. Topics in this book include international students' experience, study abroad, branch campus, mental health, enrollment, and graduate education. Editors: Joshua S. McKeown, Krishna Bista, and Roy Y. Chan Order your copy: Paperback  |  eBook   Reviews  Dr. KS Adeyemo, Senior Lecturer, University of Pretoria, South Africa Global Higher Education During COVID-19: Policy, Society, and Technology  is a highly recommended resource for higher education institution policymakers and educators around the globe. Not only does this book provide invaluable insights from higher education institution policymakers, educators, and students during the COVID-19 pandemic, but it also offers useful suggestions on dealing with possible challenges and seeking opportunities in future higher education . Dr. Misty So-Sum Wai-Cook, Centre for English Language Studies, National University of Singapore It’s a timely book reporting the most recent responses of international higher education across the world during the Covid-19 pandemic. Besides providing the theoretical contributions, the book also offers practical implications for stakeholders, including policymakers, education managers and practitioners, international students, and parents. Dr. Hiep Pham, Director, Center for Research and Practice on Education, Phu Xuan University, Vietnam Global Higher Education During COVID-19: Policy, Society, and Technology  is timely and relevant providing a critically engaged reflective account of geographically diverse higher education institutions’ response and practice during the COVID-19 pandemic. This book illuminates some of the current impediments to higher education internationalization within the context of COVID-19 and provides insights into shared learning experiences that address new challenges to internationalization imposed by the pandemic. A must-read for international higher education specialists, practitioners, scholars, and researchers. Dr. Tasmeera Singh, Advisor, International Office, University of KwaZulu-Natal, South Africa A worldwide phenomenon: Strategies and inspiration to address the challenges and opportunities for the new normal in the field of global higher education. I cannot recommend it highly enough. Dr. Daisy Kee Mui Hung, Associate Professor, Universiti Sains Malaysia, Malaysia The movement of people across borders furthered the spread of Covid-19. This inevitably impacted international higher education, which although not reducible to student mobility is its primary form.  Global Higher Education during COVID-19: Policy, Society, and Technology  is, therefore, a timely edited collection that begins to unpack the multifaceted impact the pandemic has had on higher education worldwide. It adds to the growing conversation on reimagining higher education. The collection will be valuable to current and future scholars of higher education, offering an important snapshot of policy and practice during the pandemic. Dr. Will Brehm, Lecturer of Education and International Development, UCL Institute of Education, UK With the COVID-19 crisis having upended higher education around the world, this timely book provides a deep and much-needed analysis of the roles and responsibilities of universities going forward. It sheds light not only on the shared challenges countries have faced, but also reveals how the impact of the pandemic has varied in important ways across countries. Dr. Rajika Bhandari, Author/Advisor, STAR Scholar Network, USA This book presents a comprehensive and rigorous worldwide account of Covid-19 impact, challenges and new opportunities. It stands out as a ground-breaking valuable companion for all those involved in the future of internationalization in higher education. Dr. Elena de Prada Creo, Vice Dean for International Affairs, Facultad de CC. Empresariales y Turismo, Spain Hard copies are available able on  Amazon.com

In this book, each author reflects on events since the conference that occurred during the writing of this book and shares their vision of what still needs to be addressed to advance issues of higher education leadership, training, student development, disability education, and relevant programming in countries around the world. Within these discussions are targeted discussions on how to address some of the critical issues of our time, including a focus on access, diversity, and inclusion as elements intended to frame a just and fair Humane World. The authors represent five countries: Australia, Kenya, Malaysia, Nepal, and the United States. Their voices represent issues important in both the Global North and the Global South and what in particular is needed to design essential policies and training required to achieve success.  Order digital/print copies  here.  by  Edward J. Valeau  (Editor),  Rosalind L. Raby  (Editor),  Uttam Gaulee  (Editor),  Stewart Sutin  (Preface)

This book strives to provide valuable insights on international students’ mental well-being based on research, promising practices, and practitioners’ experiences. The book is geared toward practitioners, faculty, counselors, and others working with international students at higher education institutions in the United States. In this book, we specifically focus on how various intersecting dimensions of international students’ identities shape their mental well-being and the support or resources they may need. By doing so, we hope to provide a more complex and nuanced picture of international students’ mental well-being to guide practice and inspire future research. Print  and  digital editions  are available

This book offers a comprehensive examination of the experiences of international students as they navigate the complexities of studying and living in a foreign country while pursuing their graduate studies. It delves into the challenges faced by these students, including cultural differences, language barriers, and the impact of COVID-19, and provides insights into how these challenges can be overcome. Through a range of narratives and empirical studies, the book offers a deeper understanding of the socialization experiences of international graduate students, their advising relationships, career employability challenges, and their resilience in the face of adversity. Oder Hardcopies Here | Digital Copies Here

This book includes a unique module-based, self-driven professional development program that empowers scholars to deepen their understanding of the Society of Transnational Academic Researchers (STAR) vision while enhancing their research agenda and leadership skills. Through a blended learning approach, participants engage in immersive learning experiences, including self-paced online modules, workshops, mentoring sessions, and support hours, to acquire the knowledge, skills, and mindset necessary for their professional success. This program goes beyond traditional professional development by emphasizing the social impact and justice aspects of research and scholarship. Scholars examine systemic inequalities, challenge dominant narratives, and advocate for structural change in their communities. With a focus on equity, diversity, and inclusion, the program addresses the needs of marginalized communities, fostering a culture of learning and growth. Order print copies  here   || Download digital copies  here

Curriculum Theory and Pedagogy for Student Mobility  – an edited collection of international research – seeks to examine how curriculum theory within different social, political, and cultural contexts can be actuated to advance equity and diversity, plus supportive and inclusive outcomes in international student education. A comprehensive volume, it contours a holistic interdisciplinary landscape of the field. The book draws upon both a broad range of curriculum-related theoretical frameworks and multiple perspectives to offer a diverse spectrum of examples about the many challenges and complexities involved in not only theorizing about, but doing the work of, educating international students in institutions of higher education. Additionally, the book provides a strong pedagogical framework for enhanced teaching practices, as well as new avenues for research in international student education. Drawing upon the expertise of contributors from varied backgrounds, identities, fields, and positionalities, the assembled chapters elucidate contemporary curriculum theory and its foundations and uses and analyzes its potential in international education. Equally, theoreticians and practitioners, both, offer valuable insights into conceptualizing, strategizing, and applying curriculum theory-driven research and proven practices for the advancement of the field of international student education. Order Hardcopies  ||  Download E-books

Transforming Lives at the Institutional Level   explores innovative higher education initiatives from around the world aimed at enhancing access and success for underrepresented and marginalized groups. Through 31 case studies spanning seven global regions, this volume offers invaluable insights and lessons learned to inform equity promotion policies and practices. OPEN ACCESS BOOK | CC BY-NC-ND Open access editions of this book can be accessed here . The open access edition of this book is freely available to readers worldwide and may be accessed, downloaded, and shared without charge through the publisher’s website and scholarly discovery platforms.   Praise for this book Transforming Lives at the Institutional Level: Equity Promotion Initiatives Across the World, edited by Jamil Salmi is a timely and important resource providing insights into innovative policies and practices as well as barriers inhibiting access to and equity in higher education.  Professor Ly Tran, Deakin University, Australia *** What a fantastic collection of case studies from around the world! The book is so timely, given the increased focus on the transformative role of higher education, in the light of current geo-political events and increasing precarity of higher education’s mission, influenced too narrowly by the economic benefit perspective. The book is a must read.  Aneta Hayes, Keele University, UK **** At a time when too many countries are backsliding from the principles of democracy, including human rights protections for ordinary citizens–which at their very core demand access to educational opportunity–this book could not be more timely. But how do we correct course? This book provides some answers.  Bernhard Streitwieser, George Washington University, USA The event marked the official launch of  Transforming Lives: Equity and Access for All Learners in Higher Education . Edited by Dr. Jamil Salmi, the book compiles proven approaches to reach underserved groups with case studies and practical solutions from over 20 countries. “There is so much talent that goes to waste because millions of young people do not get the same opportunities to access and to be successful,” said editor Dr. Jamil Salmi, a Research Fellow at the Center for International Higher Education (CIHE) at Boston College. From scholarship initiatives in Ethiopia to refugee support programs in Germany to curriculum decolonization efforts in Scotland and programs to support rural students in China and Australia the book highlights diverse solutions making a difference: “I hope you’ll be able to glean at least one, if not many, more ideas so we can create a just and equitable post-secondary system,” said Dr. Courtney Brown, Vice President of Impact and Planning at the Lumina Foundation. Key insights include combining financial and non-monetary policies, capturing intersectionalities, focusing on transitions beyond graduation, collecting better data, and aligning institutional and national approaches. Success factors across initiatives included  dedicated leadership,  pilot testing, and  respecting diverse definitions of success. “The equity interventions are sustainable when they are embedded in an institutional strategy and benefit from the support of all university stakeholders,” said Dr. Andrée Sursock, Senior Advisor to the European University Association. “Leadership buy-in is a critical aspect that many people are facing,” added Dr. Renato Pedrosa, Institute of Advanced Studies, University of São Paulo. Dr. Nidhi S. Sabharwal, Centre for Policy Research in Higher Education, share that “in India, specifically students from the socially disadvantaged groups are offered a relaxation of age and scores at admission…for increasing their access to higher education.” Dr. Gerry Postiglione, The University of Hong Kong, observed that “the onset of massification in the emerging economies of Eastern Asia…has definitely improved opportunities from students, both men and women, from rural, minority, disabled groups, and particularly low income households.” Participants included leaders from Australia, Canada, China, Colombia, Egypt, Ghana, India, Indonesia, Kenya, Malaysia, Nepal, Philippines, South Africa, Taiwan, Thailand, United Kingdom, United States.

This book is a valuable resource for educators seeking to shift toward a more student-centered, student-engaged education. Drawing on the author's own experiences and research, the book provides practical strategies ranging from making class meetings more student-focused to engaging diverse stakeholders. The book translates teaching methods and strategies into concrete, actionable forms that are also meant to help students not only succeed but also prepare for successful careers. While recognizing the challenges faced in different educational contexts, the handbook encourages teachers to start small and help to shift their educational institutions and culture. With its practical approach and adaptable strategies, this is a must-use book for educators worldwide. Shyam Sharma  is Associate Professor and Graduate Program Director in the Program in Writing and Rhetoric at Stony Brook University, State University of New York. Order Hardcopies  ||  Download E-books |

Cross-border physical mobility has dominated the discourse and practice of internationalization of higher education. Yet, global crises of climate change, sustainability, pandemics, and social equity, among others are challenging traditional mobility paradigms. Internationalization at Home (IaH) has been promoted as a way to increase international and intercultural education, and faculty members are central to achieving any success with this program. This collective case study at the University of Iceland examines faculty members’ engagement and practices of IaH. Publisher: STAR Scholars, 2023 pp. 220 Paperback  and  digital copies  are available