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The COVID pandemic created significant problems for higher education worldwide, including new and exacerbated challenges related to international higher education. In this article, the authors focus on: (1) the implications for onsite and online education; (2) international student mobility and internationalization at home; (3) the impact of international mobility in education and research on climate change; (4) increasing inequalities in higher education; and (5) geopolitical tensions and knowledge security. The article concludes with actions higher education can and needs to make to overcome these crises and challenges salient to the international higher education community.

The commitment of managerial families to educational endeavours has significant implications for society. This analysis provides a comparative perspective on the role and continuity of family-owned or -- managed higher education institutions. Also discussed are the benefits (and challenges) linked to their special organisational character, shaped by on the one hand the distinctive managerial agency of a kinship group and, on the other hand, the norms rooted in academe. We present national overviews of three countries at different stages of higher education maturation, South Korea, Brazil, and Ethiopia. The comparative examples shed light on in particular the varied environmental factors that threaten or encourage the continuity of these organisations. A more optimistic outlook persists in the cases of Ethiopia and Brazil, which unlike Korea represent emerging economies where increased higher education capacity may be needed relative to the potential future growth in demand. We add to the country overviews a case study of a family-based institution to contextualise the normative understandings of managerial kinship behaviours and motivations. Comparative examples are also introduced to capture the nuanced characteristics of these institutions. This analysis concludes by discussing the sustainability of the family-based leadership model and the implications of national policy on their continuity.

Internationalization as a concept and strategic agenda is a relatively new, broad, and varied phenomenon in tertiary education. During the past half-century, internationalization has evolved from a marginal activity to a key aspect of the reform agenda. This analysis addresses the following points: What are the historical developments of internationalization? What do we mean by internationalization? What are the key factors in international tertiary education that impact, and are impacted by, this phenomenon? What initiatives and policies are developed to enhance the internationalization of tertiary education? What are the key data, trends, and challenges that are crucial for the future of internationalization, abroad and at home, in a critical time of transformation as a result of nationalist-populist developments, climate change and the COVID-19 pandemic?

India now has the second largest higher education system (after China) in the world. After spending most of its energy on simply meeting the needs of expanding participation in recent years, India, under Prime Minister Modi's second administration, is finally turning its attention to boosting quality, increasing research productivity, and for the first time focusing on internationalization through specific policies and programs. India aims to join the world of global higher education for the first time. The challenges of achieving success are substantial in the context of India's geopolitical and academic realities. This article provides a glimpse at the current realities of Indian higher education and focuses on the plans and initiatives that have been proposed by the Modi government. It is always relevant, when considering India, to keep in mind that there is often a disconnect between plans and implementation.