U.S. higher education accreditation is increasingly sought by international higher education institutions (HEIs) as a quality-assurance mechanism and as a way to improve competitiveness for mobile students in the twenty-first century. When U.S. higher education accreditation is implemented outside the United States, there is the potential for the…

This mixed-methods study explores academic engagement among full time working scholars in Libya's universities, comparing how the patterns of returning foreign-educated and domestic-educated scholars' academic engagement differs. Survey analysis indicates that where scholars are educated influences their academic engagement, with individuals…

Non-nationals constitute up to a quarter of the academic staff workforce of Higher Education Institutions (HEIs) worldwide. Their motivations to 'work abroad', and their experiences of doing so, are, however, under-researched, especially where migration is to or within the global South. We report a study conducted among internationally mobile…

This article examines (im)obility in the global visa regime through the experiences of a Global South academic working in the Global North. Drawing on an autoethnographic account of a visa application, this article outlines the ways in which the global visa regime negatively affects a Global South academic's life. Visa regulations constitute a…

Universities around the world increasingly use online videos to recruit both domestic and international students. However, little is currently known about how such videos are used to market international programmes in the Global South. We analysed a sample of 19 videos that promote international programmes at Thai universities. After transcribing…

"Open Doors"® is the only long-standing, comprehensive information resource on international students and scholars in the United States and on American students studying abroad for academic credit. "Open Doors" features graphic displays, data tables, and policy-oriented analyses, and is the essential resource for those…

The recruitment of overseas trained teachers (OTTs) in England is a matter that has received as much attention inside the United Kingdom as outside. Education systems in small island and developing states, especially, were believed to have been placed 'at risk' following the departure of experienced and qualified teachers. Correspondingly, the…

This paper considers the effects of a branch campus on the individual college education decision and the economic welfare of a developing country. There are a single domestic college and a single branch campus established by a foreign university. A graduate from the branch campus has an opportunity to emigrate and work abroad, earning a higher…

This American author's account of a year spent teaching English at Tishreen University in Latakia, Syria, focuses on the educational environment, his relationships with students, cultural differences, and the background of political violence. (SJL)

To manage a company's overseas operations effectively, a human resources manager needs a basic understanding of the three types of employees that will work in the facilities: (1) local nationals; (2) third-country nationals; and (3) U.S. foreign service employees. (JOW)

Although international work may not be for everyone, there are many overseas opportunities for those who are willing to understand the requirements and make the necessary commitment. (JOW)

Recruiting teachers to work overseas involves such considerations as personal disruption, motivation, and culture shock. Accurate job descriptions and matching with applicant qualities; information about the cultural, social, and economic environment; and identification of issues related to living and working conditions should all be part of the…

Reviews the literature concerning the role of the American science educator in developing countries, pointing out the major difficulties facing science teachers in these countries, and how the American science educator can be of help. (GA)

Agricultural and extension educators interested in international agricultural development must answer several questions to become oriented within the field before undertaking an international assignment. The questions are as follows: (1) why do you want to work internationally? (2) what do you have to offer as a professional? and (3) what is your…