Xi’an Jiaotong Liverpool U: Associate Dean for Internationalisation & Global Partnerships (China)

“JobAssociate Dean for Internationalisation and Global Partnerships, Xi’an Jiaotong Liverpool University – International Business School Suzhou,  China. Deadline: 2 January 2026.

The Associate Dean for Internationalisation and Global Partnerships (AD IGP) plays a pivotal strategic leadership role in advancing the international ambitions of IBSS, in full alignment with XJTLU’s institutional vision as “根深中国的国际大学，国际认可的中国大学”—a deeply rooted Chinese international university and a globally recognised Chinese institution. Reflecting IBSS’s mission to bridge the local and the international, this role is designed for a senior academic leader who can connect global expertise with local relevance, building partnerships that are globally impactful and contextually grounded.

At its core, the role is responsible for developing and maintaining a diverse and high impact strategic portfolio of international collaborations—including academic mobility programmes, institutional agreements, joint research, and co-delivered educational initiatives. These efforts aim to enhance IBSS’s global profile while also reinforcing its role as a connector between international networks and the Chinese education and business ecosystems. The Associate Dean will act as IBSS’s representative in high-level institutional dialogues abroad, cultivating relationships that position the School as a bridge between China and the world.

Montana Grassroots Project Promoting Cross-Cultural Dialogue

Applied ICD

Montana Cross Community Reconciliation Project, founded by the Global Peace Foundation, enters 7th year promoting cross-cultural dialogue.

The Montana Cross Community Reconciliation Project, founded by the Global Peace Foundation, aims to promote cultural respect and mutual understanding by helping participants overcome personal biases and prejudices.

Ultimately, the greatest form of change, the greatest form of just improvement of different causes, different issues, different strife between people really just seems to be, sit down, have a meal together, have difficult conversations.

  • Nick Enslow, a member and facilitator at the program

The group meets once a month, with each seminar featuring guest speakers from around the globe who share their personal experiences related to culture, race, gender, religion, or economic status.

MITIME: 15 Studentships on Migration (EU)

“Studentships“

15 Ph.D. Studentships: MITIME, Finland, Germany, Ireland, Turkey, Spain, Belgium, and Netherlands. Deadline: 1 February 2026.

Applications are invited for 15 fully funded PhD positions, to begin in September 2026. Hired Doctoral Researchers will become members of MITIME, an EU-funded doctoral programme offering early-stage researchers international, interdisciplinary, and intersectoral training. MITIME is a Marie Skłodowska-Curie Doctoral Network focusing on how time shapes migration, inequality, and urban life in post-industrial Europe. They train early-stage researchers in cutting-edge theory, methods and transferable skills, and innovate approaches to understand human mobility as a multi-directional, contingent and relational process.

Each MITIME Doctoral Researcher will be employed full-time on a 36-month contract and enrolled in a PhD programme at one of the network’s seven partner universities in Belgium, Finland, Germany, Ireland, the Netherlands, Spain, or Türkiye. Successful candidates will conduct original research on migration, temporality, and urban inequalities, and participate in all network-wide training and mobility activities.

Applicants to the programme must hold—or be close to completing—a Master’s degree in a relevant field (i.e. migration studies, anthropology, sociology, urban studies, social policy, political science, or public administration). Candidates should show a strong interest in collaborative, interdisciplinary research and in working in international.

Loire Valley IAS: Smart Loire Valley Programme Fellowships 2026 (France)

Fellowships

Smart Loire Valley Programme Fellowships 2026, Le Stadium: Loire Valley Institute for Advanced Study. Deadline: 29 January 2026.

The Smart Loire Valley Programme aims to support high-quality research and international collaborative research projects, to build human capacity and scientific knowledge for research, development and innovation by attracting talented, highly qualified researchers worldwide and from all academic disciplines. Researchers have to embody, in their profile, the key words that capture the research values of LE STUDIUM: Curiosity, Imagination and Intuition. The annual call for applications is open from October each year to January the next year. It is thus open to all scientific disciplines. It offers different awards and formats of residencies and interactions (fellowships and professorships residencies of 12 months, 3-12 months researchers’ visits, networking actions). It consists in a precious opportunity to access funding to develop fundamental research projects and to create or extend sustainable international collaborations.

Scientific events and networking actions organised by LE STUDIUM in the course of these research awards focus on advancing interdisciplinary research and translational research to stimulate together fundamental research and socioeconomic development. Synergies between academic disciplines and potential links with the industrial world are highly considered.

To be eligible, applicant researchers must be nationals or long-term residents of a country other than France and comply with the European mobility rules. The preliminary acceptance into a host laboratory and/or host enterprise based in the Centre-Val de Loire region is necessary.

Options:

CFP ICA Preconference: Rethinking Global Discourses of Racial Inequality (South Africa)

ConferencesCall for abstracts: Preconference: Rethinking Global Discourses of Racial Inequality, 4 June 2026, Cape Town South Africa. Submission deadline: 15 February 2026.

Organizers invite submissions for an in-person pre-conference titled, “Rethinking Global Discourses of Racial Inequality,” at the International Communication Association’s 2026 meeting, jointly organized by the Language & Social Interaction (LSI), Intercultural Communication (ICC), and Ethnicity & Race in Communication (ERIC) divisions.

This pre-conference responds to the current global moment, marked by intersecting discourses of racism, resistance, justice, and empowerment. Across societies, renewed attention to racial inequalities has sparked calls to reimagine the conceptual and methodological tools we use to study how race is constituted, normalized, and contested in communication practices.

Their aim is to create an interdisciplinary and supportive space where all participants (particularly students and early-career scholars) can share their work, receive constructive feedback, and build networks for collaboration across divisions and disciplines. By bringing together scholars from LSI, ICC, and ERIC, organizers seek to advance cross-divisional dialogue and develop innovative approaches to understanding and transforming global discourses of race and inequality.

Voices from the Field #3: Between World Language Teaching and International and Intercultural Education

Voices from the Field

Between world language teaching and international and intercultural education: A conversation with Skylar Jeffries.

Recently I began a series of conversations with colleagues in various disciplines for their insights and perspectives on matters and practices in intercultural dialogue and, more generally, intercultural communication and education. The first two of these conversations have already been posted in the Associate Director’s Activities column. But after further reflection and deliberation on how best to share these dialogues with interested colleagues, we have decided to introduce a new series entitled Voices from the Field that you see herein. Similar to the entries in our Guest Posts, you will find a link to a PDF of each of the dialogues in this series.

Casey Man Kong Lum, Associate Director, CID

Some highlights from the conversation:

  • The motivation behind becoming a world language teacher
  • Challenges facing world language students and their teachers, as well as the triumph they share
  • A career path between (or from?) world language teaching and (or to?) international and intercultural education
  • Advocating for study abroad programs in schools: challenges and opportunities
  • Benefits for students to partake in curricular travels, such as foreign exchange or study abroad programs
  • The transformative experience of being an international and intercultural educator
  • Best practices in promoting international and intercultural education
  • Some advice for aspiring practitioners in the field

What have been some of your most gratifying experiences or outcomes as a practitioner in intercultural and international communication and education?

“…Some of my best memories from teaching are when I reflect on students playing games in the target language, listening and analyzing music, following a film, or discussing cultural practices. These are priceless, authentic moments where I’ve seen my students be truly comfortable in trying something new and having fun while learning. That’s what it’s all about.”

Download the entire post as a PDF.

Council on Foreign Relations: Director, Richard Haass Center for Education (USA)

“JobDirector, Richard Haass Center for Education, Council on Foreign Relations, New York, NY, USA. Deadline: 28 December 2025.

The Council on Foreign Relations (CFR), one of the world’s preeminent voices on foreign policy, international relations, national security, and transnational issues, seeks a strategic, innovative, and collaborative leader as the inaugural Director of the Richard Haass Center for Education (Haass Center). Established in June 2025, the Haass Center was created to honor Richard Haass’s 20 years as CFR’s president and his profound commitment to civic education and global affairs literacy, both of which are critical to understanding and engaging effectively in the public sphere today. As conceived, the Center will centralize and significantly expand the reach of CFR’s educational work, ensuring the creation of best-in-class educational resources that are widely and readily available to educators and learners in secondary and postsecondary classrooms across the country. Importantly, in this fraught political moment, the Center will also equip educators to teach their students about global affairs through civil discourse and respectful dialogue.

Constructive Dialogue Institute: Chief Culture Change Officer (USA)

“JobChief Culture Change Officer, Constructive Dialogue Institute, New York, NY, USA (Remote). Deadline: Open until filled; posted 25 November 2025.

Over the past three years, since launching its campus-wide strategy, CDI has rapidly grown to partnerships with more than 150 campuses across the country – ranging from Ivy League institutions to community colleges, and everything in between – to deliver programming that supports dialogue across differences. CDI is now embarking on a pivotal phase to deepen its work in supporting campuses in weaving the principles of inquiry and dialogue into their institutional fabric to create lasting cultural change.

The Chief Culture Change Officer will lead this new department, report to the Co-Founder & Executive Director, and serve on CDI’s executive leadership team. They will design and execute CDI’s strategy for large-scale culture-change engagements, oversee delivery across campuses and state systems, and build a high-performing team to drive this work nationally.

The Constructive Dialogue Institute (CDI) is a non-profit dedicated to equipping the next generation of Americans with the skills to communicate and collaborate across lines of difference. They work with U.S. colleges and universities by providing curricular programming for students, professional development for faculty and staff, and strategic guidance to leadership. Our goal is to foster constructive dialogue at every level of the institution and to create the conditions for lasting organizational change.

Humboldt Research Fellowships (& Postdocs) 2026 (Germany)

FellowshipsHumboldt Research Fellowships, Alexander von Humboldt Foundation, Germany. Deadline: Selection committee meets March, July, and November each year, and you should apply well in advance. Applications are usually processed within four to eight months.

The Humboldt Research Fellowship is available to researchers of all nationalities and research areas, at either the postdoctoral or experienced researcher level, to conduct research in Germany. Through the Humboldt Research Fellowship, the Alexander von Humboldt Foundation sponsors researchers with above-average qualifications from across the globe. The fellowship enables you to conduct your own research at various stages of your career in collaboration with a host at a German research institution of your choice. Hosts may apply for a subsidy towards research costs. The Alexander von Humboldt Foundation aims to achieve a good balance between genders and a high level of diversity among its fellows in all areas. They therefore expressly invite female scientists and members of underrepresented groups to apply. They welcome all applications, regardless of ethnic, cultural or social background, gender identity, age, religion, worldview, disability or sexual orientation.

Postdocs

Benefit from research sponsorship in Germany at the beginning of your academic career. The Humboldt Research Fellowship for postdocs enables you to conduct research in Germany. The monthly fellowship amount is €3,000 plus addtional benefits. Fellowships may last from 6 to 24 months and can be divided into up to three stays within three years.

Experienced researchers

You can still apply for research sponsorship in Germany even if you are already well advanced in your academic career. The Humboldt Research Fellowship for experienced researchers enables you to conduct research in Germany. The fellowship amount is €3,170. Fellowships may last from 6 to 18 months and can be divided into up to three stays within three years.