Kean, a comprehensive New Jersey state university, is seeking faculty and staff from all disciplines for its additional instructional location in Wenzhou, China. Deadline: Until filled.
Wenzhou is one of the most vibrant and economically advanced cities on China’s East Coast, located one hour by plane and just over three hours by high-speed train from Shanghai. Launched in 2012, Wenzhou-Kean University (WKU) is in the midst of a growth phase that will bring enrollment to more than 5,000 students. All instruction is in English and all curriculum is provided by Kean USA.
All faculty positions are full-time, single or multi-year assignments, effective for the start of the spring 2018 semester. Positions will be offered at Lecturer level. Lecturers teach 30 credits per academic year; provide student and learning support services; and service to the university and/or professional community. Potential for future tenure-track appointments are available at the rank of Assistant or Associate Professor and require teaching assignments (24 credits per academic year); student and learning support services; service to the university and/or professional community; and research.
Associate Vice President for Academic Affairs
Director of Accreditation and Assessment
Director, Office of International Education, Maryland Institute College of Art (MICA). Open until filled (Posted February 16, 2018).
Working collaboratively with Academic Affairs leadership, the Director will provide vision and expertise for implementing the international education initiatives and overall mission of the College. The Director also provides leadership to establish the International Education Office as a gateway to global engagement and a strategic partner in creating an internationally progressive learning and arts environment.
EPRIE (Exchange Program for Regional Integration in East Asia and Europe) aims to exchange perspectives and experiences between East Asia and Europe. In 2018, the program theme will be Media in times of populism and post-truth politics – challenges and opportunities. June 27 to July 8, 2018. Deadline: March 25, 2018.
The program is open to young professionals who are interested in actively contributing to the seminar by introducing their ideas and perspectives, sharing their opinions, and engaging their fellow participants in discussion. Specifically, it will consist of:
3 days of preliminary program with introductory session in Krzyzowa, Poland,
5 days of sessions with intensive peer to peer exchange on the topic and visits to organizations in Potsdam and Berlin, Germany, and
4 days of sessions with alumni and visits to institutions in Brussels, Belgium.
Contemporary Developments on Media, Culture and Society: Argentina and Latin America, October 19, 2018, Universidad de San Andrés, Buenos Aires, Argentina. Deadline: April 15, 2018.
This will be the fourth annual conference organized by the Center for the Study of Media and Society in Argentina (MESO) on the interactions between media, culture and society. This fourth event is sponsored by the Center for Global Culture and Communication at Northwestern University.
Submissions should contribute to ongoing conversations about media, culture, and society in empirical, theoretical or methodological ways. They might also broaden our knowledge about the relationship between media, culture, and society at the national and regional level. Articles may refer to different aspects of communication, media, and cultural goods and services in the areas of journalism, entertainment -cinema, theater, television, music, etc. – advertising and marketing, public relations, social media, and video games, among others.
EIUC is glad to announce the next Venice School of Human Rights, 9-16 June 2018. Registration deadline: 23 April 2018.
It allows its participants coming from all over the world to list these challenges and examine their reasons and possible solutions they can deploy. The EIUC Venice School at the same time, combines theory and practice and its faculty involves both academics and practitioners. The Venice School intends to highlight that the respect for human rights is the responsibility of all, that “Human Rights are our responsibility”.
Call for Chapters for the edited book (Routledge), Latin America digit@l: current trends, legal dilemmas and ethical concerns. Deadline: 1 April 2018.
Editor: Dr. David Ramírez Plascencia
University of Guadalajara – System of Virtual University
In Latin America, the use of the Internet in general, and social media in particular, is one of the most significant activities between inhabitants. Social platforms are so important to Latin Americans that in many countries, like Mexico and Brazil, almost all Internet users, more than 200 million in between both countries, have at least one profile on these platforms. And new information technologies are continuously arriving in the region as well, from the internet of things to artificial intelligence, robots, and the instant tracking of transportation and delivery, all of which are conspiring not only to change the domestic social and economic environment, but to transform social and economic links across the region and externally with the outside world. In a real sense, the internet has cut the region’s geographical moorings and plunged it and its inhabitants into an integrated and multi-tiered global virtual space.
Continue reading “CFP Latin America Digit@l”
Continuing translations of Key Concepts in Intercultural Dialogue, today I am posting KC#51: Critical Discourse Analysis, which Paola Giorgis wrote for publication in English in 2015, and which Radosław Płotkowiak has now translated into Polish. As always, all Key Concepts are available as free PDFs; just click on the thumbnail to download. Lists of Key Concepts organized chronologically by publication date and number, alphabetically by concept, and by languages into which they have been translated, are available, as is a page of acknowledgments with the names of all authors, translators, and reviewers.
Giorgis, P. (2018). Critical discourse analysis [Polish]. (R. Płotkowiak, trans). Key Concepts in Intercultural Dialogue, 51. Available from:
If you are interested in translating one of the Key Concepts, please contact me for approval first because dozens are currently in process. As always, if there is a concept you think should be written up as one of the Key Concepts, whether in English or any other language, propose it. If you are new to CID, please provide a brief resume. This opportunity is open to masters students and above, on the assumption that some familiarity with academic conventions generally, and discussion of intercultural dialogue specifically, are useful.
Wendy Leeds-Hurwitz, Director
Center for Intercultural Dialogue
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
International Coordinator NUin Program, Northeastern University in Massachusetts. Deadline: Open until filled. (Posted: February 20, 2018).
The N.U.in Program is a unique opportunity for freshmen accepted for Spring Admission to Northeastern University. Students study at one of our N.U.in international partner institutions during the Fall semester and enter Northeastern University in the Spring. Partner universities or institutions abroad provide academic courses to the participants while N.U.in staff provide on-site leadership and support services.
We are hiring for International Coordinator (s) for each of the following locations (locations are subject to change):
China (Mandarin language skills desirable)
- Greece (Greek language skills desirable)
- Italy (Italian language skills desirable)
The International Coordinator (IC) will assist the N.U.in Program Liaison and/or N.U.in Program On-Site Advisor in all facets of the N.U.in Program for one of the aforementioned N.U.in locations. These facets include, but are not limited to:
Social, including student programming and excursions
The IC will work collaboratively to ensure the safety and wellbeing of students and contribute to the development and overall success of the program. Responsibilities may vary based on site placement.
Linguae Mundi Programme Manager, Coventry University – Centre for Global Engagement. Closes: 31st March 2018
Coventry University has been developing international experience opportunities for students and recent graduates as part of the University internationalisation and employability strategies. To enhance these strategies, the Centre for Global Engagement [CGE] offers CU students and staff opportunities to learn or improve their language and intercultural skills. With the growth in numbers of language learners through the Linguae Mundi scheme and the ambition to offer language education to a quarter of CU students and staff by 2020, a dedicated Programme Manager is required to further manage and develop this fast-growing initiative.
The purpose of the role is to take responsibility, and be accountable, for all aspects of the Linguae Mundi programme, delivering against the annual targets.
Reporting to the Deputy Director of CGE for Operations and Business Development, the ideal candidate will be a motivated, well-organised, self-reliant individual with solid experience in programme management and committed to achieving excellence in fulfilling both individual and team objectives. The ability to motivate and manage people as well as manage a complex, ambitious programme are also key capabilities of this role.
CFP Teaching and Learning L2 Pragmatics. University of Central Lancashire, UK, 28-29 June 2018. Deadline: 15 March 2018.
This UK-based international conference is dedicated to second language pragmatic development in learning and teaching. We particularly welcome papers focussing on Chinese as a second language, or Chinese learners of English at home or in study abroad contexts.
Papers and posters are invited from researchers or practitioners in any field of language learning and teaching, to focus on an aspect of the conference theme:
• The teaching and learning of L2 Chinese pragmatics at home or study abroad
• The teaching and learning of pragmatics for Chinese English language learners at home or study abroad
• Effective ways of teaching pragmatics in the classroom
• Using ICT for pragmatic development
• Pre departure and in country pragmatics instruction
• Testing and assessing pragmatic development
• Affective factors influencing pragmatic development (e.g. motivation)