CIHE is turning 25 – and we are hiring!
In 2020, the Boston College Center for International Higher Education (CIHE) will celebrate a quarter of a century of research and service to the global higher education community. As we look forward to this important milestone, we are pleased to announce a number of changes to the Center’s personnel and structure, including a new tenured/tenure-track position in international higher education.
CIHE was established and led by Professor Philip Altbach for nearly 20 years, from its founding in 1995 until his retirement in 2013. In 2015, Professor Hans de Wit assumed the role of Director and has led the Center ably in the ensuing period. Hans will retire from his position as full-time CIHE Director in November 2020, so that he can spend more time with family in Amsterdam. We are very pleased to announce that the Center will continue to benefit from the shared experience and guidance of both Philip and Hans, as they have agreed to continue working for CIHE, as part-time joint Academic Directors, effective November 2020. Current Associate Director, Rebecca Schendel, will at that point assume the day-to-day managerial responsibilities at CIHE, supported by CIHE’s staff assistant, Salina Kopellas, and our vibrant community of graduate assistants, visiting scholars and research fellows. Interested colleagues can read a short statement that we have produced, which outlines our new structure.
In addition, CIHE will be expanding, with the addition of a new open rank tenure-track (or tenured) faculty position affiliated with the Center. Recruitment for this position is already under way, so we look forward to shortly welcoming a new colleague to CIHE.
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Proctor, D. & Rumbley, L.E. (Eds.). (2018). The future agenda for internationalization in higher education: Next generation perspectives into research, policy, and practice. New York and London: Routledge.
This book, published in the Routledge series on "Internationalization in Higher Education," examines new contexts (contexts or environments for internationalization which have not previously been researched in detail); new modes (new or alternative methodologies or frames of reference for exploring, understanding and/or researching internationalization); and
new topics (aspects of internationalization and/or international activities which have have limited exposure in the current discourse). The book's 21 chapters largely feature "next generation perspectives" from an emerging group of researchers and analysts who bring new questions, concerns, and insights to bear on the examination of the phenomenon of internationalization in higher education.