Tufts U: Assistant Director, Global Education, External Programs (USA)

“JobAssistant Director of Global Education, External Programs, Tufts University, Medford, MA, USA (Hybrid). Deadline: 30 July 2026.

Tufts Global Education (TGE) advances the university’s mission by providing and supporting international academic and experiential learning opportunities for students across the School of Arts and Sciences, School of Engineering, and the School of the Museum of Fine Arts. Through a broad portfolio of education abroad programs, global partnerships, research opportunities, internships, and other international experiences, TGE fosters student learning, intercultural competence, global citizenship, and academic engagement beyond the classroom.

The division develops, administers, and supports a range of global programs, including university-sponsored semester and year-long programs, short-term faculty-led experiences, international research and internship opportunities, exchange partnerships, and approved third-party study abroad options. Working collaboratively with faculty, academic departments, international institutions, and external organizations worldwide, TGE ensures that global experiences are academically rigorous, culturally immersive, and aligned with institutional priorities.

As a University resource, TGE provides leadership and expertise in international program development, global partnership management, student mobility, international operations, compliance, health and safety, risk management, and cross-campus collaboration. The division works closely with academic and administrative units across the university to support strategic global initiatives and enhance access to international opportunities.

TGE is committed to expanding participation in global education by reducing barriers to access, supporting students from diverse backgrounds, increasing engagement in STEM-related international experiences, and integrating global learning with the university’s academic, research, and experiential learning goals. Through these efforts, the division strengthens Tufts’ global presence and prepares students to thrive in an increasingly interconnected world.

They are seeking an independent and experienced programmatic global education / education abroad professional to come in and hit the ground running. Key areas of responsibility include: Advising, Enrollment Management, Transfer of Credit, Student Outreach & Education, Program Assessment, Partnerships & Projects and Event Planning.

The Assistant Director oversees student participation in external education abroad programs within Tufts Global Education. This position plays a critical role in advising students who are preparing to go abroad, as well as managing transfer credits from education abroad programs to be applied towards degree requirements. They will be well-versed in the wide array of programs and partners. In addition, they will organize, coordinate and plan study abroad fairs/events with external program partners. The portfolio of programs will change based on division needs, student enrollment, and the expansion of custom programs. The AD must be experienced in the education abroad field, self-directed, and collaborative. They need to work effectively with various academic and student service units, as well as outside constituents (parents, international and national partners, etc.), to deliver the highest quality student experience possible. This role requires leadership, excellent communication skills, understanding of student development, and they must be extremely organized.

IIE: Director of Communications (USA)

“JobDirector of Communications, Institute of International Education, Washington, DC, USA (Hybrid). Deadline: 31 July 2026.

The Institute of International Education (IIE) is hiring a Director of Communications. This position will work with the IIE Communications team. The Director, IIE Communications advances the impact of IIE’s work by building engagement inside and outside the organization. The Director leads a team of communications professionals who serve IIE’s leadership, programs, business development and philanthropy teams through digital content management, strategic campaigns, brand stewardship, creative and graphics, and press/ media management. This role is responsible for annual planning, cross-organizational collaboration, crisis communications, and promoting excellence through highest professional standards in all aspects of communications work.

This position reports to the Chief of Staff (COS) and supports executive messaging as well as organizational communications. The Director supports internal and external communications strategy development and collaborates closely with IIE public affairs consultants. The ideal candidate brings extensive experience in strategic communications, executive-level messaging, project management of large-scale initiatives, and a demonstrated ability to navigate complex, sensitive communications situations with sound judgment and professionalism.

Storytelling in a Multicultural Setting

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Gross, Diana, & Mancel, Corinne. (2026). Storytelling in a multicultural setting: intercultural collaboration between Austrian and French student teachers through eTwinning. Journal of Advanced Education Studies, 8(1).

International collaboration in teacher education plays an increasingly significant role in preparing future educators for culturally diverse classrooms. This article presents a collaborative project conducted between Austrian and French pre-service primary teachers, also called student teachers, who worked together to create multicultural picture-story versions using the digital platform eTwinning. The aim of the project was to initiate intercultural learning processes through collaborative digital storytelling while promoting teaching skills in the field of foreign language teaching. 25 students (12 from Austria, 13 from France) from Private University College of Teacher Education Augustinum (PPH Augustinum) in Graz (Austria) and Teacher Training Institut (INSPÉ) of University of Picardie Jules Verne in Laon (France) took part in their university courses. The student teachers worked together in binational groups and developed French versions of picture stories on the German literacy website Amira-lesen. The evaluation was conducted using a questionnaire and qualitative feedback from the students. The results show that the collaboration fostered intercultural awareness, collaborative competence, and reflection on cultural similarities and differences. Student teachers reported gaining new insights into communication across cultures, pedagogical creativity, and teamwork in multilingual environments. At the same time, the results highlight challenges, particularly regarding language barriers or different working styles. The experience demonstrates how storytelling and digital collaboration can serve as powerful pedagogical tools for intercultural teacher education and for personal development.

CIRN Intesa Sanpaolo Visiting Fellowship 2027 (UK)

FellowshipsCIRN Intesa Sanpaolo Visiting Fellowship, CRASSH, University of Cambridge, England, UK. Deadline: 18 September 2026.

The Cambridge Italian Research Network (CIRN) Intesa Sanpaolo Visiting Fellowship is intended to offer an opportunity for an outstanding early career postdoctoral scholar whose research focuses on Italy to spend a period of time at Cambridge developing research on a given broad theme.

The Fellow will be expected to reside for one term in Cambridge, during the period 27 April to 30 June 2027. During their time in Cambridge, the Fellow will be expected to: i. carry out their own research linked to the theme; ii. conceive and organise a one-day interdisciplinary colloquium related to the theme.

The Fellow will hold a Visiting Fellowship at CRASSH (Centre for Research in the Arts, Social Sciences and Humanities) for the period of their stay and will be expected to participate in its activities, in particular the weekly CRASSH Fellows’ research practice seminars. They will also be encouraged to make connections with Cambridge researchers in their field(s) and with members of CIRN (Cambridge Italian Research Network).

The research theme for the Fellowship in 2026/27 will again be ‘Italian Ecologies’.

UC Louvain: FSR Postdocs 2027 (Belgium)

Postdocs
15 FSR Postdocs, Université Catholique de Louvain, Belgium. Deadlines: 23 September 2026.

 

The 2027 call is funded by FSR funds. This will allow to award 15 post-doctoral 3 years-fellowships. This funding aims to create favourable conditions for transnational mobility of highly qualified researchers through the award of postdoctoral fellowships. All scientific disciplines are eligible.

 

The incoming postdoctoral fellowships are intended for:

* experienced researchers with a doctorate;

* researchers with a maximum of five years’ postdoctoral experience;

* researchers who are internationally mobile, i.e. who have not lived or carried out their main activity (work, study, etc.) in Belgium for more than 24 months in the three years prior to the project start date.

* All nationalities are eligible.

British Academy: International Interdisciplinary Research Projects 2027 (UK)

GrantsInternational Interdisciplinary Research Projects 2027, British Academy, England, UK. Deadlines: 7 October 2026.

The British Academy has launched the International Interdisciplinary Research Projects 2027 programme, offering up to £300,000 in funding for collaborative global research under the theme “Mobilities.” This prestigious funding supports interdisciplinary projects exploring how people, ideas, materials, and innovations move across societies, borders, and time.

Key highlights:
* Funding: Up to £300,000 per project (2 years)
* International, interdisciplinary collaboration required
* Focus on Humanities + Social Sciences (with STEM integration encouraged)
* Supports travel, fieldwork, research teams, and knowledge exchange
* Thematic areas: migration, trade, innovation, and movement of ideas
* Project Start: March–April 2027

CID Poster 10: Multiculturalism vs. Social Cohesion Translated into Catalan

CID PostersThis poster was designed by Linda J. de Wit; it was the second to illustrate one of the Key Concepts in Intercultural Dialogue.

The content here combines KC19: Multiculturalism by Polina Golovátina-Mora and Raúl Alberto Mora with KC79: Social Cohesion, written by Narine Nora Kerelian and Gizem Arat.

The Catalan translation was provided by Neus Crous-Costa, and the graphic design work necessary to revise was by Yan Qiu. Here then is CID Poster 10: Multiculturalisme i Cohesió Social.

CID Poster 10 translated into Catalan

Just in case anyone wants to cite this poster, the following would be the recommended format:

Center for Intercultural Dialogue. (2026). Multiculturalisme i cohesió social [N. Crous-Costa, trans.]. CID Posters, 10. Available from:
https://centerforinterculturaldialogue.org/wp-content/uploads/2026/03/cid-poster-10-multiculturalism-catalan.png

As with other series, CID Posters are available for free on the site; just click on the thumbnail to download a printable version. They may be downloaded, printed, and shared as is, without changes, without cost, so long as there is acknowledgment of the source.

As with other CID Publications, if you wish to prepare an original contribution, please send an email before starting any work to receive approval, to minimize inadvertent duplication, and to learn about technical requirements. As is the case any series, posters should be created initially in English. If you want to volunteer to translate a poster into a language in which you are fluent, send in a note before starting, to receive approval and to confirm no one else is working on the same one.

Wendy Leeds-Hurwitz
Director, Center for Intercultural Dialogue
intercult.dialogue AT gmail.com

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

U Cambridge: School Research Project Administrator (UK)

“JobSchool Research Project Administrator, University of Cambridge, Cambridge, UK. Deadline: 26 July 2026.

The School for Arts and Humanities invites applications for a Research Project Administrator who will be managed through the Centre for Research in the Arts Social Sciences and Humanities (CRASSH) and deployed to the Faculty/Centre-based projects in the School. The role is full-time and fixed-term for 12 months in the first instance due to limited funding.

They are looking for an experienced administrator, with strong finance and interpersonal skills who can support the effective planning and delivery of research projects across the School. This is a great opportunity to develop your project management and finance skills and to work alongside, cutting-edge research groups.

You will be part of a friendly team of administrators based in CRASSH, and will help facilitate a number of projects across the School. The School of Arts and Humanities comprises several Faculties and Departments, so projects may span a wide range of topics and disciplines, including Modern and Medieval Languages, Linguistics, English, Architecture, History of Art, Philosophy, Music, Classics, Divinity or Asian and Middle Eastern Studies.

The role includes, but is not limited to providing tailored coordination, events and budget planning support to ensure the smooth-running of the projects. In addition to general administrative support, you will help create project outlines and plans, monitor and report on project milestones, ensure that deadlines are met and deliverables are produced. You will co-ordinate and support expenditure against budgets, flagging any financial risks and making sure that the funds are being used effectively in line with funder and University guidelines. You will help to coordinate the project teams as well as colleagues and representatives at different partner institutions, which might include other Universities in the UK and abroad, museums and not-for-profit organisations.

Integrating Intercultural Perspectives into EFL Paragraph Writing

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Ariyani, Etika, & Ilham. (2026). Integrating intercultural perspectives into EFL paragraph teaching: A students’ needs analysis. English Review, 14(1).

This study explores students’ perceptions of the need for implementing an interculture-based language learning (ILL) model in paragraph writing instruction. Rooted in the growing emphasis on integrating intercultural awareness into EFL pedagogy, this research addresses the limited application of ILL specifically in paragraph-level writing. The study employed a descriptive qualitative method involving 16 second-semester English education students who had prior experience with basic paragraph writing. Data were collected using a 36-item closed-ended questionnaire based on five Likert-scale levels. The findings indicate a strong perceived need for instructional support in both linguistic and cultural components. Students expressed high demand for materials related to paragraph organization, coherence, cohesion, grammar, vocabulary, and logical order. Additionally, they valued content that reflects cultural topics, national identity, and intercultural expression. Results also reveal preferences for varied exercises and assessment formats, including individual and group activities. Overall, the study confirms that students recognize the importance of integrating cultural elements into paragraph writing to enhance communicative competence and critical thinking. The study suggests that intercultural models can offer a pedagogically relevant framework for developing writing skills that are both linguistically sound and culturally rich in EFL contexts.