Tracks and Topics
Past pandemics, such as the 2002-2004 SARS outbreak, changes to visa systems and economic collapses have created downturns in student recruitment both from source countries and to study destinations. What lessons can be learned from previous recruitment barriers and how should higher education providers plan for a recovery? Why should providers be considering recruitment now? How can students be reassured during this time their studies will not be significantly impacted? What events from the past 20 years provide a post-pandemic path?
The best cure is prevention, and risk planning exercises provide a means to expect the unexpected. Building a resilient approach to higher education, across factors such research funding and output, and student recruitment could help providers mitigate risks. How can institutions identify risks? What case examples are available of a provider anticipating a challenge before it occurred? What role does technology play in predicting barriers? Can partnerships spread risk load and make it more manageable?
What are the demands of incoming and future student cohorts in undertaking courses that equip them with the skills and knowledge for global crises such as pandemics and climate change? What programs have been developed so far? How are they being imbedded into non-science courses, such as business, psychology, and design to provide a holistic approach to education? What is best practice in interdisciplinary programs, partnering with industry and other stakeholders to create educational opportunities for students?
Higher education is making a significant contribution to climate change through areas such as carbon emissions. What should a university do to mitigate its impact on the climate? What is the best practice in creating a zero-emissions campus? How do universities engage external partners to execute initiatives such as repurposing buildings increasing energy efficiency? Should student mobility be restricted or changed in a way to reduce its environmental footprint (eg increasing internationalization at home, reducing travel distance)?
In times of unease and uncertainty, students and the community look to higher education providers to guide them forward. What sits at the core of an institution’s mission and how does that steer their leadership? How can an institution’s mission be developed so it in effect foresees substantial global changes and is not impacted by immediate disruption? Why should a university create mission-led leadership?
International and higher education has come under pressure in the past from barriers such as pandemics, government policy and changing student behaviours. What has happened previously can provide a path for the future and become a roadmap for other barriers. How did higher education providers, organizations and countries overcome past problems? What can be learnt from those experiences and be applied today? Are there key differences that should be noted?
Information for Presenters
Submissions by non-academic institutions
Kindly note that there has been a revision in our submission policies. If a non-academic institution would like to present a paper at our conferences, please send in your enquiry to email@example.com and we will forward this to our conference chair for their consideration.
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Multiple submissions by academic institutions
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Each approved presenter will only be scheduled to a single presentation slot in the program
Each institution is allowed up to three approved presentation slots, of which are to contain three different presenters.
The above policy has been put in place to ensure the delivery of a varied informative and well-tailored presentations by diverse prominent presenters of the global higher education sector.