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10:00 AM-10:45 AM ET

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11:00 AM-12:00 PM ET

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12:00 PM-1:00 PM ET


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1:00 PM-1:45 PM ET

PLC Meeting: International Network of Tomorrow’s Leaders (INTL)

Global Voices: Equity, Anti-Marginality & The Future of Global Education


Alida Campbell, Saint Mary’s University

Melissa Keeping, Laurentian University

Jessica Morgan, York University

Saher Ahmed, The University of British Columbia

Ms. Marlo Rand, International College of Manitoba

Keynote Speaker

Asabe W. Poloma, PhD (she/her/hers) is Assistant Provost for Global Engagement and Director of the Mellon Mays Undergraduate Fellowship at Brown University in Rhode Island, USA. Her role focuses on strengthening Brown University’s many global connections, international communities and interdisciplinary initiatives. In this capacity, she oversees the Office of Global Engagement (OGE), and Office of International Students and Scholar Services (OISSS), and collaborates with the Office of International Programs (OIP). She directs the Mellon Mays Undergraduate Fellowship, a highly selective international undergraduate fellowship with the goal of increasing the number of students from historically underrepresented groups who pursue careers in the professoriate.


Dr. Poloma is also responsible for coordinating and leading Global Brown, a multi-divisional and cross-functional team comprised of over forty staff members from a range of administrative departments, including admissions, the center for teaching and learning, academic affairs and student support services, all committed to the inclusive support of international communities on campus and successful global engagement through equity-minded strategies and culturally competent approaches.

As a researcher, her scholarship and publications focus on critical internationalization studies, the political economy of higher education, and race, equity and education in the U.S. and transnational contexts. She has taught secondary school, undergraduate and graduate-level courses on globalization and higher education, gender and leadership studies, and global inclusion and social development.

Her previous leadership roles have included serving as Associate Dean of the College for International Students at Brown and Executive Director of the Institute for Recruitment of Teachers at Phillips Academy Andover. She also served as a program staff at The Andrew W. Mellon Foundation and a legislative policy staff aide at Hampton Roads Refugee and Immigration Services.

She earned her bachelor’s degree in Political Science from Hampton University (a Historically Black University), her master’s degree in International Relations from Old Dominion University, a master’s degree in Management from Columbia University, and her doctorate in Higher Education from the University of Massachusetts, Boston.


Meet members of the International Network of Tomorrow’s Leaders (INTL), a professional learning network of new professionals and emerging leaders in international education. We are joined by keynote speaker, Dr. Poloma Asabe, the Assistant Provost for Global Engagement and Director of the Mellon Mays Undergraduate Fellowship at Brown University in Rhode Island, USA. Dr. Asabe will address the ways in which new and emerging leaders in international education can enhance equity, diversity, and inclusion while Meeting Internationalization Objectives.

Digital Marketing Strategy Update at Global Affairs (bilingual)


Fred Farag, Deputy Director, Global Affairs Canada


The session will provide participants with the opportunity to learn more about the various marketing efforts underway by Global Affairs Canada to enhance Canada’s international student recruitment efforts. This includes the planned paid advertising campaigns in key markets and the technology platforms and tools being adopted, as well as the EduCanada brand’s future plans and resources.


This session will provide an update on the digital marketing strategies planned by Global Affairs Canada over the coming years to support the attraction of international students to Canada.
The session will also include updates on the EduCanada brand’s plans and activities to support institutions and key stakeholders in leveraging the brand to enhance their international recruitment efforts and advancing the interests
of Canada as a global study destination.
Cette séance fera le point sur les stratégies de marketing numérique prévues par Affaires mondiales Canada au cours des prochaines années afin de soutenir l’attrait des étudiants étrangers au Canada.
La séance comprendra également des mises à jour sur les plans et les activités de la marque EduCanada pour aider les institutions et les principaux intervenants à tirer parti de la marque pour améliorer leurs efforts de recrutement international et faire progresser les intérêts du Canada en tant que destination d’étude mondiale.

How to Leverage Social Media to Build Your Institution’s Brand Internationally


Patricia Gartland, Superintendent/CEO School District No. 43 (Coquitlam)

Shawn Silverstone, Director, International Marketing and Recruitment, Coquitlam School District


Are you wondering how do use social media to promote your institution and programs? This session will provide you with strategies to leverage your current marketing channels to attract and engage students in the various international markets around the world. You will learn how to select the best social media platforms to achieve your strategic goals and ramp up your presence globally.


In the 21st century era of mobile online communication, social media is the most effective and interactive method to promote the benefits of studying at your institution. Social media further enhances your digital presence, communication strategy and your engagement with your student body and community.
This session will be of interest to all educational institutions wishing to attract international students to their programs through the use of social media and digital marketing.

Implementing Student Research Mobility Programs: Lessons from the Trenches


Arturo Segura, Director, Centre for Research Opportunities University of Ottawa

Carol Zachs, Director of Global Engagement Simon Fraser University

Mahvish Wesley, Director of Learning and Safety Abroad University of Toronto


As academic institutions expand international student mobility beyond traditional exchanges, it is necessary to have adequate infrastructure to ensure fruitful and successful research experiences. Discover how three leading Canadian universities have supported student research mobility, and how these opportunities are being funded. Learn from shared best practices, the challenges faced, and solutions developed, by Simon Fraser University, University of Ottawa, and the University of Toronto.


As academic institutions expand international student mobility beyond traditional exchanges to include research mobility, it is necessary to have adequate infrastructure to ensure fruitful and successful experiences. Simon Fraser University, University of Ottawa, and the University of Toronto have implemented programs and services to meet the needs of students and strengthen collaborative international research networks. Enabling undergraduate students to access research through international experiences is a shared goal between our three universities. In this session, we will explore the experiences and lessons learned.

This session will provide participants the chance to compare and contrast the approaches taken by leading Canadian universities to ensure that international borders are not barriers to international research and knowledge transfer. Panelists and participants will be able to share experiences and best practices on student research mobility. The presentation will open with brief remarks, putting the session into context: what are the factors driving change as universities make research mobility a top priority? The presentation section of the session will take a biographical approach, charting the evolution of the research mobility programs as they responded to institutional and student needs. Speakers will discuss the initial demand driving the creation of the programs, analyze how a number of internal and external factors have prompted adaptation, discuss risk management and ethics approval, and share best practices regarding student research mobility:

Innovation in Action: Implementing An Inclusive Internationalization Strategy


Teresa Brooks, Associate Director, International Student Services Langara College

Daryl Smith, Director, Internationalization and Centre for Intercultural Engagement Langara College


Having an internationalization strategy is one thing; implementation is another. What do you do with your internationalization strategy and how will you go about implementing it in an effective impactful way? This session will highlight one institution’s internationalization strategy, focusing on their intentional collaborative approach to implementation and innovative initiatives. Through presentation and discussion, delegates will leave with some practical takeaways for their consideration.


Internationalization is an intentional process to integrate an intercultural dimension in the way we teach, learn, and provide services, in order to enhance the educational environment for all students and employees while making a meaningful contribution to our community (adapted from Jane Knight, 2003 and Hans de Wit et al, 2015). This is the definition that Langara College has adopted, leading the creation of a comprehensive internationalization strategy. Since May 2019, the College has been charged with implementing the strategy to fulfill the goals and objectives deemed crucial to the College community in order to enhance inclusivity, student success, employee development, and intercultural and global dimensions.

During this session, we will briefly provide an overview of Langara’s internationalization strategy, focusing on our intentional collaborative approach and innovative initiatives to accomplish the goals for implementation. A high-level presentation of some of the initiatives and approaches used will be shared, along with some lessons learned and takeaways for delegates to consider. As our international student demographic and needs change and the fast pace at which it is changing, it is crucial for all of us to consider a relevant impactful internationalization strategy to support ALL students and each other.

Leading Internationalization on Canadian Campuses: Policy and Practice


Sonja Knutson, Director Memorial University


This session presents the doctoral research findings of the presenter who examined internationalization leadership in Canadian universities within the federal policy context, launched following the 2012 Report from the Advisory Panel on Canada’s International Education Strategy. The research presented will allow the audience to explore inherent tensions in attracting international students for economic reasons and the transformative discourse of internationalization.


The presentation will showcase research carried out in Canada which examined internationalization leadership in the Canadian policy context today. The classic and widely accepted definition of internationalization of higher education (IHE) as “the process of integrating an international, intercultural or global dimension into the purpose, functions or delivery of post-secondary education” (Knight, 2003, p. 2), demonstrates that internationalization has, at its core, a change agenda.

Internationalization has an imperative to transform university life, and this mandate provides the starting point for this paper presentation, which spotlights the leader of internationalization on Canadian university campuses, the Senior International Offcer (SIO). As revenue generation has become an essential element in balancing budgets and international student income is the most significant revenue opportunity, the role of the individual accountable for all international activity in Canadian universities, the Senior International Officer in Canadian universities, has inevitably gained prominence and importance. SIOs are accountable for bringing both economic value to their institutions and by extension their region or country but also are expected to contribute to transformative humanistic goals, such as the development of globally aware graduates (Yemini, 2015). The inherent tension in attracting international students for economic reasons and the transformative discourse of internationalization presents an uneasy balancing act for SIOs working in Canadian universities.

2:00 PM-2:45 PM ET

Building Bridges: Introducing International Students to the Indigenous Context of Canada


Chantal Hanson, International Education Officer International Student and Study Abroad Centre, University of Saskatchewan

Amaranta Sokol Como, Student Development Coordinator Aboriginal Students’ Centre, University of Saskatchewan


In an increasingly globalized world, universities play a significant role in preparing students to understand, communicate, and collaborate with individuals from diverse backgrounds. Building Bridges is an Aboriginal Student Centre – International Student and Study Abroad Centre partnership at the University of Saskatchewan that provides programming with a focus on Indigenous and International relationships.


In an increasingly globalized world, universities play a significant role in preparing students to understand, communicate, collaborate, and interact with individuals from diverse backgrounds. With a renewed focus on Indigenization and internationalization, the University of Saskatchewan is experiencing an increase in cultural diversity and identities on campus. As an important component of this initiative, programs such as Building Bridges offer opportunities for students to learn more about the histories connected to the land that the University of Saskatchewan calls home. The program facilitates discussions meant to highlight the commonalities between cultures, histories, and experiences of Indigenous and international students. One of the key intentions of Building Bridges is to help international students understand the importance of their relationship with the territory (Treaty 6 Territory and Homeland of the Métis), its history, and its people as soon as they arrive in Canada.

Saskatchewan has a uniquely violent history of colonization of which the ripple effects are still prevalent today. The University of Saskatchewan has an Indigenous student population of 13%, one of the highest in universities across Canada, making programs like Building Bridges fundamental to international students’ settlement experience. The workshop will address the context within which Building Bridges emerged, the history of the program, and discuss successes and challenges to facilitating and engaging students in a purposeful way while maintaining a safe environment.

How Can We Re-Integrate International Students who Have Left Higher Education?


Lincoln Gomes, Manager, Teaching and Learning Navitas (Canada)

Rebecca Wardell, Instructor International College of Manitoba


The transition from adolescence to early adulthood for international students is often complicated by homesickness and/or culture shock. Too often students may feel their only recourse is to end their studies to regain control. In this session we demonstrate a practical application of Fink’s Taxonomy of Significant Learning in supporting academically at-risk international students and students returning after a prolonged absence to regain control of their social and academic development.


For an international student, moving to a new country and studying in a post-secondary institution presents several challenges. Homesickness, getting lost, not having enough money when you need it, dealing with time zones when trying to contact relatives, language, and cultural barriers, and feeling like an outsider are common experiences for many students. This confluence of challenges can be overwhelming, manifesting in changes in behaviour ranging from problems such as absenteeism from class to more severe presentations such as anxiety, depression, and risks of self-harm and substance abuse. As such, when international students are placed on academic probation, requested to withdraw from their program of study, or simply cease study and return home, it could be for myriad reasons, with poor academic performance simply being the observable sign of a larger problem. How to effectively re-introduce students to post-secondary education after a gap in their studies is an area requiring ongoing observation and refinement.

In this proposal, the presenters will provide insights and observations based on a new non-credit support course offered to students at the International College of Manitoba who are either on academic probation or returning to post-secondary study after a prolonged absence. The presenters will demonstrate how a practical application of Fink’s Taxonomy of Significant Learning (Fink, 2003) was used to design a more holistic support course to assist students to return to their studies after experiencing various personal challenges.

Innovative International Education: The Case of Canada Ukraine Model UN Project


Larisa Hayduk, Director, Ukrainian Resource and Development Centre
MacEwan University

Chaldeans Mensah, Associate Professor, Political Science MacEwan University

Dmytro Sherengovsky, Director of the Academic Department, Senior lecturer at the Political Science Department Ukrainian Catholic University

Kateryna Podhorska, Student of the BA Program “Ethics-Politics-Economics


Imagine a world in which conflict is resolved through compromise rooted in mutual respect. This vision propelled into being the Canada-Ukraine Model United Nations in 2019, and as a result, three institutions are now connected: Ukrainian Catholic University, National University Kyiv-Mohyla Academy and MacEwan University. Join us for a conversation on how the project was developed and what the possibilities are to bring young people together to talk about global and local issues that matter.


This session will tell the story of the Canada Ukraine Model United Nations (UN) project launched in March 2019. We will discuss in detail the process of initiating, launching, and developing the project. Videoconferencing, face-to-face training in Ukraine, NMUN-Erfurt, and NMUN-New York conferences, and close collaboration between Ukrainian and Canadian students and faculty will be addressed. We also plan a summer school in June 2020 which will bring the students from all over Ukraine to participate in the Model UN activities, and, thus, bring young people closer together to talk about global and local issues that matter, such as climate change, rising migration, inequality, faltering economies, and many more.

The Purpose of the initiative is to develop a community of Canadian and Ukrainian students, interested and engaged in global issues, in promoting respect for the values of global citizenship, democratic principles, and fundamental human rights and freedoms. Upon completion of the project, students are expected to develop transferable skills such as leadership, team-building, writing, research, public speaking, and conflict resolution. Students are expected to learn the intellectual and ethical responsibilities of global citizenship by expanding their knowledge of foreign policy stances of other countries and gaining knowledge of the functions, structure, and challenges facing the UN.

International Students and the Journey Towards Permanent Residency


Stein Monteiro, Research Fellow, Ryerson University, Canada Excellence Research Chair in Migration and Integration

Marshia Akbar, Senior Research Associate, Ryerson University, Canada Excellence Research Chair in Migration and Integration

Sutama Ghosh, Assistant Professor Ryerson University, Department of Geography


This session will discuss the key issues that international students face in during the initial stages of being a student, subsequent transition into the Canadian labor market and how international education services at Canadian post-secondary institutions can assist in bridging the gap that international students face in their transition to permanent residency. The major obstacles discussed are debt, housing, food insecurity, a lack of networks and limited co-operative education opportunities.


The number of international students in Canada grew by 68% between 2014 and 2018 and represented about 12% of total enrollments in 2016-17. Eventually, 20-27% of international students become permanent residents. In the Canadian labor market, international students face a set of challenges that Canadian-born students do not. Some of these obstacles are related to debt and discrimination, lack of networks, and limited co-operative education opportunities.
The session will discuss the following key pieces of information:
1) Current and future strategic policy direction of the Government of Canada to bring in more international students
2) International students face initial disadvantages in debt incurred, housing and food insecurity
3) Settlement services are inaccessible to most temporary residents (including international students) transitioning from student to permanent residency status
4) This session will discuss the labor market obstacles that international students face, such as a lack of network and limited co-operative education opportunities
5) How do outcomes for international students differ across cities in Canada?
6) Finally, we will discuss how international education services at Canadian post-secondary institutions can assist in bridging the gap that international students face in their transition to permanent residency

Les défis cachés vécus par vos professeurs et étudiants francophones


Valérie Caron, Coordonnatrice régionale des projets Amériques

Laura Pelletier, Chargée de projets – membres et francophonie canadienne, Acfas


Les ententes permettant à des étudiants de faire des stages ou des sessions d’étude en français au Canada ou à l’international sont souvent limitées, car la minorité francophone peu visible au sein de la plupart universités anglophones. Les professionnels de l’éducation internationale pourraient jouer un rôle majeur pour soutenir leurs communautés de chercheurs et d’étudiants francophones en développant des ententes leur permettant de s’épanouir en français à l’université. Cette session est bilingue.


Un nombre important d’universités et de collèges du Canada offrent des programmes d’enseignement en français. Or, une grande disparité existe entre les chercheur-e-s et étudiant-e-s francophones et anglophones en ce concerne les possibilités de développement de leurs activités universitaires et de recherche, particulièrement dans les milieux à majorité anglophone. Les professionnel-le-s de l’éducation internationale peuvent jouer un rôle majeur pour soutenir leurs communautés de chercheur-se-s et d’étudiant-e-s francophones, mais encore faut-il qu’ils soient sensibles à cette situation et conscient-e-s du rôle qu’ils peuvent y jouer.

L’Acfas et ses partenaires nationaux et internationaux, dont l’Agence universitaire de la Francophonie (AUF), ont financé une vaste étude à travers les provinces permettant d’identifier les enjeux spécifiques des chercheur-se-s francophones du Canada, se concentrant sur ceux et celles vivant à l’extérieur du Québec (autrement dit, en contexte minoritaire). L’objectif de cette étude est de produire une feuille de route commune pour soutenir adéquatement et efficacement ces derniers, basée sur des données probantes.

Ainsi, dans un premier temps, cette séance propose de rapporter les résultats préliminaires de cette étude afin de sensibiliser les professionnel-le-s de l’éducation internationale à la situation particulière vécue par les chercheur-se-s francophones, souvent au sein même de leur établissement. Cette sensibilisation est particulièrement importante pour les établissements à majorité anglophone ou francophone du Québec. En effet, les majorités linguistiques ont souvent peu d’informations au sujet des enjeux des minorités universitaires. Comme beaucoup ignorent la situation, ils ignorent également tout le pouvoir qu’ils ont pour l’améliorer, devenir des allié-e-s et enrichir les collaborations universitaires au-delà de leur pratique habituelle. Cela est d’autant plus vrai pour les personnes anglophones, d’où l’intérêt de tenir une séance bilingue spécifiquement.

Après cette séance, les participant-e-s seront capables d’identifier quels étaient leurs angles morts, de développer une nouvelle sensibilité au sujet de la communauté francophone de leur institution ou de leur pays, et d’ainsi être plus inclusifs dans leur approche pour répondre aux besoins de leur population universitaire. Aussi, cette acuité nouvellement acquise leur permettra d’imaginer une toute nouvelle gamme de services possibles dans leur métier. Ainsi, dans un deuxième temps, des pistes de solutions à mettre en place au sein des équipes responsables de l’internationalisation seront présentées, afin que celles-ci puissent contribuer à la vitalité de l’éducation universitaire en français, à rompre avec les traditionnelles fractures existant entre francophones et anglophones concernant leurs possibles, et à offrir des services aux francophones qui tiennent compte de leurs besoins spécifiques. Le développement de nouvelles collaborations innovantes et créatives entre établissements d’enseignement du Canada et de l’international, pour soutenir les francophones, est possible ! Elles reposent grandement dans le champ de responsabilité des professionnel-le-s de l’internationalisation. Nouvellement sensibilisés par l’introduction de la séance, ils seront mieux à même de voir comment ils peuvent développer de nouvelles ententes de mobilité en français adaptés aux besoins des étudiant-e-s et chercheur-e-s francophones du Canada, qui n’ont pas toujours l’opportunité d’étudier dans leur langue dans leur province, mais pourraient le faire le temps d’une session, d’un stage ou d’un séjour de recherche dans une autre province canadienne ou à l’international. Ces ententes pourraient donc soutenir le continuum d’éducation en français au Canada et combler notamment le manque de programmes d’études en français aux cycles supérieurs dans plusieurs provinces canadiennes.

Également, nous présenterons de nouvelles ententes possibles pour permettre la mobilité des professeur-e-s francophones, pour participer à des comités de soutenance de thèses, ou à des comités éthiques d’autres établissements, et ainsi augmenter l’offre de services en français au sein des universités canadiennes. Ces types de mobilités pourraient alléger le fardeau des professeur-e-s francophones qui peinent à répondre aux besoins de leurs étudiant-e-s francophones et à obtenir le soutien dont ils ont besoin pour présenter des demandes de financement en français aux fonds subventionnaires fédéraux et pour soumettre leurs thèses dans la langue officielle de leur choix. Dans un troisième temps, l’Agence universitaire de la Francophonie (AUF) présentera les possibles qu’offre la francophonie à l’international, tant pour les francophones que les non-francophones. Avec plus de 990 établissements membres à travers 118 pays dans le monde, l’AUF représente une formidable opportunité d’internationalisation. Méconnue particulièrement chez les établissements à majorité anglophone, l’AUF offre des programmes de collaborations internationales non exclusifs à la langue française. L’Université Simon Fraser, l’Université de l’Alberta, York University, l’Université d’Ottawa et Dalhousie University sont tous membres de l’AUF au Canada et peuvent bénéficier de ces programmes. Finalement, sous forme d’échanges interactifs avec l’auditoire, cette séance permettra d’explorer de nouvelles idées d’actions pour répondre aux enjeux des francophones en situation minoritaire, et ce, avec l’apport de la communauté linguistique anglophone. Il s’agit d’une proposition inédite puisque la voie régulière de réflexion maintient en silos les sphères linguistiques francophones et anglophones. Ces échanges permettront donc de sortir des angles morts habituels qui enferment les modes de pensée, et d’élargir les pistes de solutions possibles pour collaborer entre professionnel-le-s de l’éducation internationale du pays. Ils enrichiront la réflexion en cours pour soutenir les francophones en situation minoritaire en faisant émerger de nouvelles propositions émanant de professionnel-le-s a priori non sensibilisé-e-s au rôle qu’ils et elles peuvent jouer à titre de responsable de l’éducation internationale. Cette contribution des majorités linguistiques pourra assurément amener de nouvelles perspectives de réponse aux enjeux des communautés universitaires francophones.

Au final, cette séance permettra de contribuer à ce que les responsables de l’international au Canada soient des leaders et des collaborateurs créatifs, plus sensibles à leurs communautés universitaires, capables de comprendre de nouveaux enjeux, et d’explorer de nouvelles possibilités innovantes et utiles pour un avenir meilleur et plus grand de l’internationalisation des établissements canadiens. Ils seront aussi plus sensibles aux possibilités d’échanges au pays et du rôle qu’ils peuvent jouer dans de tels projets.

Nouveau Programme de gestion de la qualité basé sur les compétences


Guy Morissette, ICCRC


Bientôt disponible


Bientôt disponible

2:00 PM-4:00 PM ET

International Relations PLC Meeting

Interpersonal relationships and the future of international collaboration in a post-Covid19 world


Andrea Delgado Morrow, Director, International Relations, University of Calgary

Janine Gonzalez, Partnership Development Specialist, University of Ottawa

Yukino Mori, Manager, Global Engagement, Simon Fraser University

Meghna Ramaswamy, Director, International Office, University of Saskatchewan

Julio Sevilla, International Projects Manager, Concordia International

Carol Zachs, Director, Global Engagement, Simon Fraser University

Keynote Speaker

Catherine Montgomery is Professor of Education and Director of Internationalisation in the School of Education at the University of Durham.

Catherine’s research focuses on internationalisation of higher education and she has a particular interest in transnational higher education in China and East Asia. Catherine’s recent work focuses particularly on mobilities and immobilities in higher education and the internationalisation of curriculum and knowledge. Catherine is also interested in the flows of international students and what this can tell us about the changing landscapes of global higher education.

Prior to joining Durham in September 2019, Catherine held professorial posts at the University of Bath and the University of Hull, both with a focus on international higher education. At the University of Bath, Catherine was also Academic Director for International Partnerships, leading the university’s strategic development, coordination and delivery of worldwide partnerships and identifying, developing and maintaining research, teaching and staff and student exchange links with institutions overseas.

Catherine is the founder and former director of the Centre for Research in Education in China and East Asia at the University of Bath and she has also worked on international and comparative research projects in Denmark, Mexico and Vietnam including a British Council project focusing on Internationalisation strategy in Vietnam and an ESRC funded project looking at autonomy and democracy in education entitled Freedom to Learn. Catherine has also worked closely with Tec de Monterrey in Mexico and a British Council project researching the role of dialogic STEM education in addressing social and cultural disadvantage in Mexico and the UK. She also has active collaborative research links with high profile universities in China, Hong Kong, Australia, Vietnam, Mexico and Europe.

Catherine holds a visiting professorship at the Centre for Higher Education Internationalisation at the Universita Cattolica del Sacro Cuore in Milan, Italy; she is an affiliated international expert for Monash University’s China Research Network; she is an invited Fellow of the Royal Society of Arts (FRSA) and Catherine was awarded a UK National Teaching Fellowship in 2010.


The International Relations Professional Learning Community is a community of International Relations Officers and others whose work focuses on supporting and promoting international collaboration. Join us for our annual general meeting.


The AGM will open with a keynote presentation by Dr. Catherine Montgomery on the power of interpersonal relationships in international relations. This keynote will be followed by a report from the current chairs, introduction to the new chairs and an open discussion on the opportunities and challenges that are ahead for international relations in 2021. There will be opportunity to interact with your colleagues from across our community.

Keynote Presentation

Amongst the proliferating internationalization strategies and formal partnership agreements of international higher education, there is something which universities often overlook: the power of interpersonal relationships. Effective and long-lasting international collaboration and partnerships are built on relationships between the individuals and groups of people who negotiate and develop them. These sorts of transnational learning communities are key to the quality and sustainability of international higher education in the next decade. The complex communities of staff who need to sustain research and teaching collaborations across geographic distances and disciplinary differences; and students who need to engage in genuinely intercultural learning relationships with both local and international peers and staff are of paramount importance. In the case of transnational education and flying faculty models, there is particular risk in the current circumstances.

So how might we maintain these crucial interpersonal relationships in international and transnational higher education against the background of the current and future Covid19 crisis?

If universities become more aware of the risks to international and transnational learning communities, it may help to inform the way forward. There are three areas which seem important to highlight. Firstly, the value of and the risks to interpersonal relationships; secondly the dangers of ignoring what has gone before, namely the historical and cultural contexts of international and transnational higher education and finally, the risk of misalignment of agendas in collaborating international communities caused by political turbulence.

3:00 PM-3:45 PM ET

Communauté de pratique des relations internationales du Canada francophone


Geneviève Benoit, Gestionnaire de programmes – Mobilité étudiante / Program Manager – Student Mobility, HEC Montréal

Maude Champagne, Conseillère en internationalisation/Internationalization Advisor, Université du Québec

Natacha Louis-Charles, Conseillère en partenariats et développement international, Université du Québec à Montréal

Marie-Claude Payette, Directrice par intérim/Acting Director, Université de Montréal

Mélany Tremblay-Analfio, coordonnatrice du Service du développement et des relations internationales à FSA Université Laval


La rencontre de la communauté de pratique permettra de présenter ses objectifs, le comité de gestion ainsi que l’avancement des travaux en cours sur les thématiques pour 2020 et 2021 :

1- Cadre légal : assurance, sécurité et responsabilité à l’international

2- Évaluation des ententes internationales : impact et résultats

3- Meilleures pratiques en matière d’internationalisation des formations. Enfin, elle donnera l’occasion de connaitre les préoccupations et thématiques d’intérêt pour 2021-2022.


Créée au printemps 2019 lors de la rencontre régionale du Bureau canadien de l’éducation internationale (BCEI) qui s’est tenue à l’Université Concordia, la Communauté de pratique des relations internationales de la Francophonie canadienne vise à offrir un lieu d’échanges et de collaboration en français, pour les professionnels et gestionnaires des relations internationales des universités du pays. L’objectif est de pouvoir partager nos bonnes pratiques, nos défis ainsi que de mettre en place des groupes de travail qui touchent des problématiques et thématiques d’intérêt commun.