COVID-19

Social networks based on Chinese culture, or guanxi, played an important role in scientists’ capacity to produce knowledge, their collaboration experiences, and in navigating the securitized research environment targeting collaboration between the United States and China.

This article presents survey findings drawn from academics in four country settings and reflections on the deteriorating state of academic life under COVID.

This article provides an overview of two years of data regarding international students’ mode of study at US institutions and reflections on in-person and hybrid study in international educational exchange.

The knowledge diasporas of China and India, two major sources, contribute to teaching and research but also help to build bridges with their homelands and international scientific networks—contributions that are not always fully valued.

This article reveals how international branch campuses across the globe have been impacted by the pandemic and how institutional strategies have been adapted.

Whereas private institutions are on average at higher risk from COVID impacts, and demand-absorbing ones are predictably at the greatest risk, there are offsetting factors as well, including certain advantages regarding private policy making autonomy and flexibility.

In Turkey, higher education has been significantly affected by the COVID-19 epidemic. Demand increased for open education, formal two-year vocational programs, and formal undergraduate education in private universities.

COVID-19 has affected scientific research, teaching, and learning globally. In African low- and middle-income countries, this has been felt more acutely due to preexisting limitations such as poor internet access and dependence on international collaborators for equipment.

This article explores the responses, prospects, and challenges of Japanese universities selected for the two recent government grants for internationalization, the Inter-University Exchange Project (IUEP) and the Top Global University Project (TGUP).

Undervaluing doctoral education by restricting support for PhD students and programs due to COVID-19 resource losses may shift global talent flows in the immediate future, and potentially in the long run.

Digital change is not merely advancing technology, but organizational and systemic innovation that affects all areas of higher education and the educational system.

How will countries cope to help new graduates brace for what is now a very tough job market? China has put in place a number of initiatives to provide both short-term and long-term solutions.

The pandemic has put a spotlight on the importance of international research collaboration. But because of severe economic downturns, the pandemic has dramatically worsened inequalities within the higher education and research sector.

The United States has seen a dramatic rise in the number of Chinese students studying on its campuses over the past ten years. However, the pandemic, hostile visa policies, and the constant xenophobic rhetoric of the Trump administration may soon reverse this trend significantly.

The COVID-19 pandemic is transforming the academic world. International collaboration and competition continue through the crisis. The global research community is showing openness, resilience, and humanism.

A World Bank/Center for Mediterranean Integration (CMI) report analyzes the status of internationalization in the region today. It suggests that, in the COVID-19 context, internationalization at home represents a key starting point for MENA.

Due to the COVID-19 crisis, higher education is being forcibly transformed. But questions must be asked: Is the distance revolution working, and are we in a “transformative moment”?

COVID-19 is an unprecedented test on higher education. What is unchanged, though, is that refugee students remain victims. Their disadvantages are health related, financial, and academic, making them more vulnerable to the pandemic than other students.

COVID-19 impacts not only students and staff at colleges and universities, but also academic associations, including international higher education associations, forcing them to adapt how they provide support and expertise to their members.

COVID-19 is creating havoc and contributing to a social panic that has led to a temporary closure of most campuses across the globe. This article examines the challenges and uncertainties that the African higher education sector is experiencing due to the outbreak.

Recent surveys on the impacts of COVID-19 on international education agendas and activities in Europe and North America provide important insights into challenges as well as responses taken by the sector.

Universities around the world responded to COVID-19 in different ways. Hong Kong, located close to the origin, was fast to react.

By acting early and using a measured response to COVID-19, Singapore was able to keep higher education intact far longer than many countries.

COVID-19 is an inescapable pandemic that is posing unprecedented threats to higher education communities all around the world, especially in South Korea, one of the countries most heavily affected in Asia.

COVID-19 will have serious consequences for the higher education sector in Africa. Urgent action is needed at the level of each country for readiness when the crisis is over, otherwise recovery of the sector may be too slow, too late.

Under the current state of emergency, the University of Buenos Aires has postponed the start of the academic year from April to June out of concern for quality and social responsibility.