This article, written in the context of the European Network on International Student Mobility: Connecting Research and Practice (ENIS), was published in September 2026 by Wiley Online Library. IAU Manager for Internationalization Giorgio Marinoni was amongst the contributing authors.

This systematic literature review synthesizes and analyses a corpus of 140 studies on the size and flows of international student mobility (ISM), as well as its determinants. The review confirms a consistent global increase in international students, albeit experienced differently in terms of magnitude by certain regions and countries. However, it also shows how ISM is decentralizing and diversifying, diluting the traditional East–West flows against the acceleration of regional mobility and the emergence of hubs. While criticizing the incomplete theorisation of ISM research, the review combines the push‐pull factor approach with an examination of individual factors to analyse determinants. Findings show that individual factors and push factors have been under‐researched compared to pull factors. Individual factors foreground students' agency, as these are not simply reactive to external conditions when making decisions. Despite limitations, such as sampling methods or data availability and comparability, the review captures state‐of‐the‐art knowledge on ISM and suggests future research avenues. Its findings have direct implications for institutional strategy and national policymaking.

Access the article here.

Published by Springer Nature in Higher Education:The International Journal of Higher Education Research, this publication was born on the initiative of Kateryna Nakvatska during her internship working with Giorgio Marinoni on higher education internationalization at the IAU.

Abstract:
Although there is growing literature on access to and survival in higher education among forcibly displaced migrants, cases of mass displacement across different geographies highlight the need for deeper exploration to understand the role of higher education in mitigating the impact of displacement. The Ukrainian influx to European countries in the aftermath of the country’s full-scale invasion exhibits an entirely different migration structure, both in terms of the origin country and the receiving countries, including the access and survival of Ukrainian forcibly displaced migrants in higher education and the role of higher education in these migrants’ future imaginaries. This study aims to examine the access and experiences of Ukrainian student migrants in French higher education, as well as how they use higher education to construct their desired future. A total of 20 Ukrainian Forcibly Displaced Migrants (UFDMs) were interviewed. The findings suggest that Ukrainian Forcibly Displaced Learners’ journeys to France are shaped by the interplay between agency and capabilities, in which agency enhances capabilities, while the resulting capabilities, in turn, reinforce the agency of the migrants in cyclical manner. The presence of political will at the EU and national (France) levels, along with institutional openness, reinforces their agentic capacity, strengthens their mobility capital, and enhances their retention in programs. Additionally, despite a strong intention for circular migration, the evolving situation in Ukraine forces them to develop alternative future plans, including staying in France or migrating onward. Higher education is identified as a fundamental tool that provides hope, confidence, and readiness for UFDMs to pursue these multiple futures.

Read the full article here.

DOI: https://doi.org/10.1007/s10734-026-01719-w

Published by Amersterdam Unvierstiy Press in the European Journal of Education Policy and Practice (Volume 1, Issue 3), this article was written by IAU Manager for Internationalization Giorgio Marinoni and former IAU Intern Siro B. Pina-Cardona.

Abstract: As higher education institutions (HEIs) increasingly pursue comprehensive internationalisation, a persistent gap remains between strategic ambitions and practical implementation across teaching, research, and societal ambitions. Although HEIs are the primary drivers of internationalisation, effective and sustainable progress depends on active collaboration with a broader range of non-HEI actors across various stakeholder groups, including intergovernmental organisations, non-governmental organisations and higher education associations/networks, research hubs, and policymakers. Yet, the roles of these stakeholders and the extent to which different actors collaborate across groups and regions remain underexamined. This study aims to fill this gap through a systems thinking, multi-scalar framework, followed by an actor mapping and social network analysis to explore collaboration across sectors and regions. Empirical data consists of an actor matrix based on institutional documents and official websites, detailing formal partnerships and informal collaborations collected manually between December 2024 and February 2025. Results show collaboration within and across stakeholder groups, with some actors emerging as key bridges between regions and sectors. However, regional and structural asymmetries persist, particularly in developing regions and in links between research hubs and policymakers. Despite growing calls for equity-focused internationalisation, cross-sectoral collaboration remains limited, and socially oriented models seem to be disconnected from dominant intergovernmental and policy initiatives. These findings highlight the need for trust-based governance and more inclusive collaboration frameworks to achieve truly comprehensive internationalisation.

Read the full article here.

DOI:https://doi.org/10.5117/EJEP2025.3.006.PINA

Following collaborative work in the European Network on International Student Mobility: Connecting Research and Practice (ENIS COST Action), IAU Manager for Internationalization Giorgio Marinoni and Anita Kéri, Faculty of Economics and Business Administration, University of Szeged, Hungary worked together to investigate global trends in the percieved importance of higher education internationalization marketing. This research was based on the results of the 6th IAU Global Survey on the Internationalization of Higher Education and led to the publication of an article in the Taylor & Francis Journal of Marketing for Higher Education.

Abstract: Internationalization of higher education is not a novel phenomenon, but with commercialization and commodification of higher education, the importance of marketing has become a central issue. Attracting an increasing number of students from different countries could mean competitive advantage for higher education institutions, some of which often rely on international students as a source of income. The aim of this research is to measure how the perceived importance of, and the role played by higher education marketing varies in the internationalization process of higher education institutions globally. The research examines data from the sixth global survey of the International Association of Universities with 722 participating institutions. Correlation, factor, and cluster analysis were run to determine the perceived importance of marketing in the internationalization activities of higher education institutions. Results indicate a significant perceived importance of marketing activities in internationalization, with distinct global university clusters emphasizing different aspects of marketing activities.

Read the full article here.

With a chapter contributed by IAU Manager for Internationalization Giorgio Marinoni, New Conversations on Global Citizenship Education explores the multifaceted aspects of global citizenship education (GCE) in the context of contemporary university research, teaching and learning.

Through dialogues, interviews and chapters from internationally recognised experts, the book illuminates GCE's complexities and potential within higher education contexts. The collection offers critical perspectives on GCE across diverse cultural and knowledge frameworks from the Global South and the Global North. Contributors explore innovative pedagogical approaches for fostering global citizenship, analyzing recent research findings and trends, address implementation challenges and examining GCE's influence on educational policy reform.

Written for researchers and educators seeking to deepen their theoretical understanding of GCE and understanding implications for teaching practice, this volume will appeal to those with interests in citizenship education, globalization, education policy and higher education.

Learn more here and purchase the book here. Watch the publication launch event recording here.

This DAAD report brings together data from the IAU 6th Global Survey on Internationalization and the INDISTRA project (funded by the German Federal Foreign Office), focusing on how digital transformation is reshaping international strategies in universities—especially in Germany. The findings highlight emerging trends and offer practical recommendations for policymakers, higher education leaders, and stakeholders to support and scale virtual internationalisation.

More information:

• DAAD-studies: Studien - DAAD

• Forschung Kompakt (DE): Forschung kompakt - DAAD

• Forschung Kompakt (EN): DAAD Research Brief - DAAD

• The state of virtual internationalisation at higher education institutions in Germany

  This article summarises the key findings of a study on the impact of digitalisation on the internationalisation of German universities. Virtual internationalisation (VI) is a high priority. The results are based on the findings of the INDISTRA project and the 6th IAU Global Survey Report. The Covid-19 pandemic accelerated the digital transformation. External drivers include demographic trends and regional policies, while internal momentum comes primarily from international offices and university administration. Universities are increasingly relying on various forms of VI such as COIL and virtual exchanges; however, they face challenges such as a lack of long-term funding, dependence on project financing, data protection issues and recognition obstacles. The resource-intensive nature of digitalisation is often underestimated, ultimately hampering its implementation. The study shows that digitalisation facilitates long-term development when it is usefully combined with physical mobility, adapted to institutional needs and supported by stable funding and appropriate legal frameworks.

This report serves as a complementary study to the 6th IAU Global Survey on the Internationalization of Higher Education(2024). While the Global Survey provided extensive quantitative data on institutional priorities and practices, this follow-up publication offers qualitative perspectives gathered from interviews with representatives of 11 higher education institutions worldwide.

The report is also an outcome of the research project “The Future of Internationalization Partnership,” supported by the Social Sciences and Humanities Research Council of Canada (Project Number 890200018) and it is the result of a collaboration between the IAU and the Ontario Institute for Studies in Education (OISE) at the University of Toronto.

More information:

• Full publication

• Publication launch

• IAU Global Surveys on Internationalization of Higher Education

The Future of Internationalization Partnership (FIP) was a three-year project, begun in May 2021, funded by the Social Sciences and Humanities Research Council of Canada (SSHRC) that brings together The Center for International Higher Education (CIHE) at Boston College, the Ontario Institute for Studies in Education (OISE) at the University of Toronto, and the IAU.

The outcome of the first year of the project, the report "The Internationalization of Higher Education in the Wake of COVID-19: A Rigorous Review of the Literature on Short-Term Impacts"  was published in September 2022.

In early 2025, the article "Im/mobility in a disruptive time: the impact of Covid-19 on the size and directional flow of international student mobility” was published in Comparative Migration Studies and is available on open access here. This article is based upon the work from COST Action CA20115 ‘European Network on International Student Mobility: Connecting Research and Practice’, supported by COST (European Cooperation in Science and Technology).

This 2025 article compares results between the 6th IAU Global Survey on Internationalization and the 2024 EAIE Barometer. Access the article here.

Abstract: Over the last two decades, there has been clear evidence of momentum in Europe with respect to internationalization in higher education. However, there are also indications of stress on the sector, and the ongoing role of internationalization as a preferred (or effective) instrument to support the achievement of institutional and system-wide objectives is not necessarily assured. How is the sector to understand the future of internationalization in the European Higher Education Area? Two recent data collection exercises (the EAIE Barometer: internationalisation in Europe, third edition report and the 6th IAU Global Survey on internationalization ) provide useful indications of key developments and point to a number of compelling observations. Several key insights stand out. These relate to matters of adapting to role changes; managing multiple layers of responsibility for internationalization across organizations, complex challenges, and a wide portfolio of priority areas for future attention; strengthening confidence in (and alignment with) leadership for internationalization; and the question of delivering impact from internationalization.

The first and second IAU Global Surveys on the Covid-19 Pandemic identified significant interruptions to both Teaching & Learning(T&L) and internationalization activities. The innovative responses from Higher Education Institutions (HEIs) around the world noted in the Global Survey reports generated interest in investigating the particular reasons behind these changes. This qualitative research project focusing on specific aspects of transformations in T&L and internationalization was developed as a result. It was carried out in the aftermath of a particularly turbulent period, but at the same time a period that saw a high level of innovation and resilience as institutions sought to continue their mission despite the challenging context. The results of this qualitative research project allow us to understand how and to what extent the experiences of HEIs during the pandemic have generated changes and transformations that go beyond the pandemic, as the project was conducted at a time where HEIs were no longer forced to rely on digital technologies to continue operating.

Read the report here.

Published in Online Learning, Instruction, and Research in Post-Pandemic higehr Education in Africa, Lexington Books 2022.

Abstract:

One year into the COVID-19 pandemic, the International Association of Universities (IAU) launched the second edition of the global survey on the impact of COVID-19 on higher education. The survey, which gathered replies from 496 higher education institutions (HEIs) in 112 countries and territories, investigated the impact of the pandemic on higher education around the world and institutional responses in all aspects of higher education mission and functioning, namely, governance, teaching and learning, research, and community/societal engagement.

This chapter discusses some of the major results of the survey with a special emphasis on the regional results for Africa. Among them, the impact of the pandemic on financing of HEIs, domestic student enrollment, remote teaching and learning, curricula, research priorities and activities, funding, and collaboration. The survey results show that the impact of the pandemic on higher education has been very uneven between different regions of the world and also between different HEIs in the same region of the world. Particularly in Africa, HEIs show very diverse levels of resilience during the pandemic and thereby a high risk of increasing inequality among HEIs.

Access the article here.

Published in The Handbook of International Higher Education, 2022 (2nd Edition)

Abstract: This chapter examines internationalization policies adopted in different regions of the world and their impact on the strategies for internationalization of higher education pursued by higher education institutions. It discusses the drivers and impact of the regionalization of higher education, illustrated with examples from different regions of the world. The chapter presents a brief overview of regionalization in higher education in different parts of the world. The emphasis of the regionalization of higher education institutions in North America reflects this economic rationale. In Latin America and the Caribbean, regional initiatives are scarce both in general terms and in terms of higher education, though subregional efforts have been made at different times. Other initiatives have been promoted by associations of universities such as the Union of Universities from Latin America and the Caribbean, and the Inter-American Organization for Higher Education.

Access the chapter here.

IAU and Boston College collaborated on a research project about the role of English language instruction in higher education institutions(HEIs) around the world. IAU and the Boston College Center for International Higher Education (CIHE) co-supervised research undertaken by Xinyan (Sissi) Liu, a student in CIHE’s Master of Arts program in International Higher Education. This program requires that all students participate in a course titled “Field Experience in International Higher Education.” The course combines practical experience at higher education organizations, such as the IAU, with an in-depth research project.

Sissi’s report explores the national policies and role of English language instruction at HEIs in Brazil, France, Malaysia, South Africa and Spain. This is a particularly timely topic at the time when English language has become dominant in many fields, including in highly cited research and scholarship more broadly.