CIHE September 2025 Newsletter

ASHE CIHE Pre-Conference

The ASHE Council for International Higher Education (CIHE) will convene its 35th Annual Pre-Conference Forum on Wednesday, November 12, 2025, 8:00am-7:30pm Mountain/Denver Time and conference registration is open!

The 2025 CIHE Pre-Conference Forum will host sessions that incorporate a comparative dimension in their methods or theoretical frameworks or explore practices and structures that have international implications. The Pre-Conference Forum will end with the annual business meeting (Wed, Nov 12, 5:30pm), including the awarding of the 2025 CIHE Award for Significant Research on International Higher Education.

Also, CIHE will host the Tuesday night CIHE Reception on Tuesday November 11th 7 pm at Sheraton Downtown President Suite. Please come and enjoy the gathering before the pre-conference begins.

CIHE Virtual Keynote Speech 

Dr. Amy Metcalfe at the University of British Columbia will give this year’s CIHE Pre-Conference Virtual Keynote Speech on Friday October 31st at 10 am MST. Please save your name and mark on the calendar. 

International Scholar Workshop

The International Scholars Workshop will be held virtually on Thursday, October 9, 2025 at 9:00 AM (MDT) to Friday, October 10, 2025 at 12:00 PM (MDT). We encourage international students, international faculty, and any scholars who are interested in and who are from international backgrounds/community to attend. Additionally, faculty, chairs, and academic program directors are encouraged to participate in this workshop as they seek ways to better support international scholars (doctoral students, post-docs, visiting or adjunct faculty, and faculty) they work with under the current unique circumstances and political terrain. Visit the website to register by October 1st, 11:59 AM MDT.

Day 1: Session #1 - Supporting Long Term Planning for Your Next Job

Day 1: Session #2 - Broadening Horizons and Borders: Expanding Job Opportunities Beyond Traditional Faculty Roles

Day 1: Session #3 - Perspectives on Artificial Intelligence for International Students & Scholars

Day 2: Session #4 - Thoughtfully Navigating the Immigration & Visa Process in 2025

Day 2: Session #5 - Support Strategies for the International Scholar Community in This Moment of Political Instability

Day 2: Session #6 - Facilitated Social

Recaps from the CIHE Fall Webinar 

Shared Stories: The Journey of a 2024-2025 Fulbright Scholar to Saudi Arabia

In this webinar, Dr. Mary Ann Bodine Al-Sharif shared her journey as a 2024–2025 Fulbright Scholar in Saudi Arabia. She will discuss the Fulbright application process, her real-time research conducted in Saudi Arabia, the development of her project in collaboration with her host institution, and the ongoing work that continues beyond her Fulbright term. Through these reflections, she offered insights and lessons from her experience. You may access the full webinar recording through this link: CIHE Webinar: Shared Stories: The Journey of a 2024-2025 Fulbright Scholar to Saudi Arabia

ASHE Research Workshop on Culturally-Responsive International Research

CIHE members Drs. Meseret Hailu and Kayla Johnson are facilitating a workshop during the ASHE meeting in Denver titled, “Engaging in Culturally-Responsive International Research.” Drawing from their own research in Africa and South America, they will guide discussion, reflection, and planning activities on ethics, approaches, challenges, and insights for engaging in culturally-responsive international research, particularly with marginalized communities. Participants will consider how to fund, plan, conduct, and/or evaluate their own international projects. To register and for more information, please visit: https://www.ashe.ws/events/rw2025-4

Open Call: Special Issues for 2025 & 2026: Journal of Comparative & International Higher Education (JCIHE)

The Journal of Comparative & International Higher Education is the official journal of the Comparative and International Education Society’s (CIES) Higher Education Special Interest Group (HESIG). JCIHE promotes scholarship opportunities, critical dialogue, and provides a link to engage professionals and academics to the international aspects of higher education. Articles in the JCIHE Special issues for 2025 and 2026 will have a double-masked-review process. Direct questions to Rosalind Raby, Editor-in-Chief (rabyrl@aol.com) https://www.ojed.org/index.php/jcihe/about/submissions.

2025 Emerging Scholars Research Summaries 

JCIHE invites submissions (1,000–1,500 words) from emerging scholars for its 2025 special issue, showcasing thesis/dissertation research or original work relevant to comparative and international higher education. Submissions must include theory, literature, methods, contribution to the field, and a letter of support from a supervisor. Due: September 30, 2025 for June 2026 publication. Questions may be directed to Rosalind Raby (rabyrl@aol.com).

Summer 2027: International Faculty in East Asia: Evolving Roles, Identities and Realities. Guest Editors: Peter G. Ghazarian and Jonathan Damiani.

The Special Issue examines the lived realities of international faculty working in East Asia and how they navigate, shape, and are shaped by institutional and cultural contexts in which they work. Proposals are DUE: December 12, 2025. Questions may be directed to Rosalind Raby (rabyrl@aol.com).

Article Spotlight

Koo, K., Bista, K., & Al‐Sharif, M. A. B. (2025). “From surviving to thriving” next steps for international graduate students: A call to action. New Directions for Teaching and Learning, 2025(181), 91–99. https://doi.org/10.1002/tl.20623

This article discusses various ways for student affairs professionals, faculty, educators, and policymakers to contribute to the personal, academic, and professional development of international graduate students in the U.S. higher education within their functional areas and their expertise. By highlighting the culturally sensitive support and method in which diverse professionals can provide support for various dimensions of international graduate students’ experiences, this article offers practical insights for staff and educators working on college campuses in the current globalized era.

Graduate Student Spotlight: Seyoung Hong (PhD candidate at Michigan State University) 

Tell us about your background in higher education.

I am a Ph.D. candidate in Higher, Adult, and Lifelong Education at Michigan State University. I completed my undergraduate studies with a double major in Education and Public Administration and went on to earn my M.A. in Educational Administration. After that, I interned with the Higher Education team at the UNESCO Bangkok office and later worked as an admission officer at a university in Korea. I have been building my research capacity by leading and supporting a variety of research projects at MSU and other institutions. In addition, I have gained teaching experience and developed mentoring and administrative skills through my work at the writing center, where I support graduate students and faculties with their writing.

What are some of your main research projects or interests?

My research primarily focuses on the experiences of minoritized students and scholars through an asset-based approach. Currently, I am working on projects that examine the experiences of international students and faculty, particularly their racialized experiences, from a sociohistorical perspective. I am also interested in the changing landscape of higher education in the context of internationalization, as well as college student success and development. Theoretically, I am drawn to expanding or revising frameworks applied to international scholars so that they move beyond U.S.-centric boundaries.

What are some potential career pathways you would like to explore after you graduate?

I would like to pursue a career in academia where I can continue to engage in both teaching and research in the field of higher education. Through this position, I hope to contribute to supporting international students and scholars and to strengthening intercultural and interracial solidarity.

How did you get involved with ASHE and/or the CIHE?

When I first attended ASHE in 2022, I felt overwhelmed and somewhat lost. At the sessions I attended and presented in, I happened to meet faculty members and colleagues, many of whom were affiliated with CIHE. They welcomed me warmly and invited me into their networks. Thanks to them, I became naturally involved in this community and began to enjoy and participate more actively in ASHE. As a first-generation graduate student and an international student, I wanted to help others like me feel a stronger sense of belonging at ASHE, which motivated me to join the CIHE executive team.

What are some of your favorite aspects of being involved in ASHE and the CIHE?

Each time I attend ASHE, I am inspired by the research and passion of so many scholars, and it reminds me why I am here and why I chose this journey. Within the CIHE community, I have met people who deeply value international perspectives, and they give me the courage to continue raising my voice. From their critical thinking, humility, and warmth, I also gain insights into the kind of scholar I aspire to become.

What is something you like to do for fun, completely outside of school or professional involvements?

I enjoy cooking, especially making Korean dishes. I like preparing foods such as gimbap or tteokbokki, which are fun party foods and snacks, and sharing them with friends. I also enjoy walking along the river on campus or exploring trails across Michigan, which gives me energy. In addition, I find relaxation in listening to jazz or classical music.

Recent CIHE Member Publications 

We are always looking for submissions for our article spotlights, either in the newsletter or the new blog. Newsletter content can also be submitted through this link. If you have any question or suggestion, please email Seyoung Hong at hongseyo@msu.edu

Lomer, S., Mathies, C., Mittelmeier, J., & Whatley, M. (2025). The Community We Seek, the Community We Build: The Beginning of the Journal of Global Higher Education. Journal of Global Higher Education, 1(1), 1–9.

Mwangi, C. A. G., & Yao, C. W. (2025). A Letter to the Editors: What Can Critical Mean to International Education Praxis?. Journal of Global Higher Education, 1(1), 10–19.

Shahjahan, R. A. (2025). “Am I a Scholar?”: Time, Knowledge, and Decoloniality. Journal of Global Higher Education, 1(1), 89–110.

Stein, S. (2025). ‘Your rent is due, higher education’: beyond apologies and towards reparations. Comparative Education, 1–19.

Hou, M., Cruz, N. I., Ichikawa, A., & Glass, C. R. (2025). Self-formation across borders: transnational students’ identity reconstruction while transitioning from international schools to higher education. International Studies in Sociology of Education, 34(2), 156–176.

Glass, C. R., & Whatley, M. (2025). Open Doors, Closed Eyes: Why International Education Needs Better Data. Change: The Magazine of Higher Learning, 57(4), 36–41.

Glass, C., & Blanco, G. (2025). The New Analytics-Industrial Complex in Higher Education: Data, Governance, and Power. International Higher Education, (122).

de Wit, H., Altbach, P., & Glass, C. (2025). Global Higher Education Transformation: The 2025 International Crisis. International Higher Education, (123), 1–2.

Kim, D., Qin, D., Hong, S., Louie, A., & Grimm, A. (2025). The majority within the minority: Exploring Chinese international students' college experience and satisfaction in US higher education. Journal of Educational Thought/Revue de la Pensée Educative, 58(1), 47–68.

Katsumoto, S. (2025). Not All the Same: An Analysis of Diverse Help-Seeking Patterns among International Students. Journal of Global Higher Education, 1(1), 159–185.

Bowman, N. A., Irwin, L. N., & Katsumoto, S. (2025). It Was a Good Day? Time Use and Subjective Well-Being Among Lower-Income College Students. The Journal of Higher Education, 1–27.

Bowling, R. L. (2025). “They don’t even know how ethnocentric they’re being”: Comparative approaches to worldview diversity education. Journal of Studies in International Education, 29(4), 585–602. 

Hou, M., Le, T. T. K., & Mushfiq, M. (2025). Intersecting identities of three Asian transnational women doctoral students: a critical collaborative autoethnography. Higher Education, 1–16.

Katsumoto, S. (2025). Typology of academic engagement among Asian American students: Critical quantitative approach with latent class analysis. Journal of Diversity in Higher Education.

Jenkins, Z., & Yao, C. (2025). A critique of race-neutrality discourse among internship benefits: a critical discourse analysis. Education+ Training, 67(2), 171–183.

Whatley, M., Labs, K., & Wood, D. R. (2025). International Education for Low-Income Students: Virtual Exchange and the Academic Success Among Pell-Recipient Community College Students. Community College Review, 53(2), 262–280.

Shahjahan, R. A. (2025). Unpacking the velcro of ‘Internationalisation’: the nation-state ontology and its implications for global higher education. Globalisation, Societies and Education, 1–13.

Bodine Al-Sharif, M., Koo, K., & Bista, K. (2025). International graduate students: Unique stories and missing voices in higher education. New Directions for Teaching and Learning, 181, 13–21. 

Fei, M. (2025). Practice implications for supporting international students’ racial learning in the US. Critical Internationalization Studies Review, 4(1).

Kim, K., Koo, K., Yoon, J., & Kim, J. (2025). Charting new waters in unprecedented times: Lessons learned from a collaborative self-study with four teacher educators. Journal of Educators Online, 22(2), 1-13. https://eric.ed.gov/?id=EJ1470462

Koo, K., Bista, K., & Al-Sharif, M. A. B. (2025). “From surviving to thriving” next steps for international graduate students: A call to action. New Directions for Teaching and Learning, 181, 91–99.

Patterson, J., Whatley, M., & Kelly, A. (2025). To All the Nations of the World: A Postcolonial Analysis of Protestant Christian-oriented Study Abroad Programs. Journal of Comparative & International Higher Education, 17(1), 105–123.

Whatley, M., Aldrich, C., & De Angelis, A. (2025). Indications of Community College Virtual International Exchange Outcomes: Global Perspective-Taking and Self-Efficacy. Journal of Studies in International Education, 29(1), 100–124.

George Mwangi, C. A. & Santana, Y. R. (Eds.). (2025). (Re) Framing College Access by and with Communities of Color: Our Knowledge, Our Process, Our Choice. State University of New York Press.

Yoon, J., & Koo, K. (2025). Enhancing Early Childhood Teacher Candidates’ Perceptions of Teaching Science-Technology-Society (STS) through a Project-based Interdisciplinary Approach, International Journal of Education in Mathematics, Science, and Technology, 13(1), 1-18. https://doi.org/10.46328/ijemst.4333.