Notes on Contributors
İdil Aksöz-Efe
received her Ph.D. from the Psychological Counseling and Guidance program at Middle East Technical University, Turkey. After working as a faculty member in the Department of Educational Sciences at Ataturk University, Turkey, she is currently working as a freelance grief counselor. Her research interests include grief and loss, social support and constraints, emotion regulation, disasters and trauma.
Tamer Aker
is a medical doctor, researcher, and scholar who has served as a faculty member at Istanbul Bilgi University and Kocaeli University.
Philip G. Altbach
is Research Professor and Founding Director of the Center for International Higher Education at Boston College, where from 1994 to 2015 he was the Monan University Professor. He was the 2004–2006 Distinguished Scholar Leader for the New Century Scholars initiative of the Fulbright program, was given the Houlihan award for distinguished contributions to international education by NAFSA: Association of International Educators, the Bowen distinguished career award by the Association for the Study of Higher Education, and has been a senior associate of the Carnegie Foundation for the Advancement of Teaching. In 2010, he was Erudite Scholar of the Government of Kerala. He has taught at Harvard University, the University of Wisconsin, and the State University of New York at Buffalo. He is author of Global Perspectives on Higher Education, among other books.
Natalie Borg
(M.Ed.) is a doctoral student of Higher Education at Boston College where she works as a Research Assistant and Teaching Fellow in the Lynch School of Education and Human Development. Prior to enrolling at Boston College, Natalie worked in student affairs at the University of North Texas for a decade, where she studied Spanish, Psychology, and Higher Education Administration. Natalie’s research interests focus on enhancing inclusion for marginalized students in higher education, exploring how internal and external policies impact inclusion for marginalized students, and enhancing support for Latinx students and their support networks at higher education institutions in the United States.
Delma Byrne
is Assistant Professor at Maynooth University Departments of Sociology and Education. Her main research interests center on social inequality in education, school-to-work transitions and higher education, often from a comparative perspective. Research themes include gender and social class differences and poverty dynamics in educational attainment, but also childcare and public policy effects on child development. Delma was involved in the first large-scale study of the integration of migrant students in Irish primary and second-level schools. She has conducted funded research on early school leaving, curriculum differentiation (tracking), parental involvement, and the evaluation of educational programs. A key focus of her work is on higher education issues related to access and social class/gender/migrant inequalities, student experience and (non)persistence. Her work also extends to examination of stratification in the graduate labor market, and the transition from higher education to the labor market.
Hannah Maria Cazzetta
is a graduate of the Boston College Master’s in International Higher Education program that was founded by the Center for International Higher Education (CIHE). She recently published her preliminary research on the Colombian Higher Education response to the Venezuelan refugee crisis. She has presented her work at both WES-CIHE Conference and at the Conference of the Americas on International Education (CAIE). She has had articles published in Spanish and English. Previously, she worked with a Colombian Higher Education Consultant on creating a database for Latin American degree recognition frameworks and tracking student mobility trends within Latin America. Cazzetta was also a Fulbright scholar from 2016-2017 at the Universidad de Boyacá in Tunja, Colombia.
Thomas M. Crea
(Ph.D., M.S.W.) is an Associate Professor, Chair of Global Practice, and Assistant Dean of Global Programs at the School of Social Work, Boston College. Dr. Crea oversees local, national, and international research projects related to social interventions for vulnerable children and families. His research focuses on the intersections of child welfare, refugee social protection and education, and strengthening humanitarian aid and international development programs. Dr. Crea’s projects have been funded by multiple sources such as the U.S. Department of Agriculture, the Porticus Foundation, the National Institute of Child Health and Development, and others. These projects span multiple countries, which in addition to the U.S. have included Guatemala, Honduras, Kenya, Malawi, Palestine, Sierra Leone, South Africa, and Zimbabwe. Professor Crea uses primarily mixed-methods, participatory research methodologies designed to produce rigorous, yet useful, findings for stakeholders working with marginalized populations.
Michael Cronin
is the Academic Director of Boston College in Ireland. An historian of twentieth century Ireland, he has published widely on the question of what Irishness and Irish identities mean, including work in the areas of sport, state sponsored spectacles and St. Patrick’s Day celebrations around the world. He is currently the lead researcher for the Government of Ireland’s digital history project that explores the history of Ireland during the period of revolution and upheaval between 1913 and 1923 (www.rte.ie/centuryireland).
Hans de Wit
is professor and Director of the Center for International Higher Education (CIHE) at Boston College. He previously served as Director of the Center for Higher Education Internationalization (CHEI) at the Università Cattolica Sacro Cuore in Milan, Italy and is currently a member of its Advisory Board. He also served as Professor of Internationalization of Higher Education at the University of Applied Sciences, Amsterdam and as Vice-President for International Affairs of the University of Amsterdam between 1996-2003. Hans is IAU Senior Fellow of the International Universities Association (IAU) and chair of the board of Directors of World Education Services (WES). He is a founding member and past president of the European Association for International Education (EAIE) and also Founding Editor of the Journal of Studies in International Education, Consulting Editor of Policy Reviews in Higher Education, Associate Editor of International Higher Education, and co-editor of the book series “Global Perspectives in Higher Education” Brill | Sense. He has (co)written books and articles on international education and is actively involved in assessment and consultancy in international education, for organizations including the European Commission, UNESCO, World Bank, IMHE/OECD, IAU, and the European Parliament.
Tessa DeLaquil
is a Ph.D. student and research assistant at the Center for International Higher Education (CIHE), Boston College. Her research interests include the philosophy of higher education, considering multiculturalism, religious pluralism, political theory, and the common good as bases for ethical practice in international higher education, and international comparative higher education focusing on Asian contexts. Tessa earned a B.ScH. in Biochemistry at Queen’s University, an M.S.Ed. in Education from Franciscan University of Steubenville, and both a M.A. in Higher Education with a concentration in Spirituality, Faith, and Formation, as well as a certificate in International Higher Education from Boston College.
David M. Doyle
is an Assistant Professor in Law at Maynooth University (MU). He has been awarded Department of Justice funding (with Clíodhna Murphy, 2019), an Irish Human Rights and Equality Commission (IHREC) Research Grant (2018), an Irish Research Council (IRC) Elevate Fellowship (2013), IRC New Foundations Awards (2012, 2015, 2016), an IRC Research and Networking Grant (Digital Poster Competition, 2012), an IRC Postdoctoral Fellowship (2011), an IRC New Ideas Award (2011) and an IRCHSS Doctoral Scholarship (2008) to conduct research on historic sexual offences, capital punishment, human trafficking and access to education. His research has been published in the British Journal of Criminology, Industrial Law Journal, The Journal of British Studies, The Journal of Legal History and The Howard Journal of Crime and Criminal Justice. His first book (with Dr. Liam O’Callaghan, Liverpool Hope University), Capital Punishment in Independent Ireland: A Social, Legal and Political History, was published by Liverpool University Press in December 2019.
Armağan Erdoğan
is one of the first associate professors on higher education studies in Turkey who focuses on internationalization and gender in her research. She worked both as head of the International Unit and the advisor to the president of the Turkish Council of Higher Education between 2008 and 2014. She was also the BFUG Representative of Turkey and acted as the Secretary General of the Turkish Rectors Conference at the EUA Council. She coordinated the Euro-student V Project team in Turkey on behalf of the Council of Higher Education in 2009-2011. She also served as a member of the Gender Committee of the UNESCO National Commission of Turkey between 2009 and 2018 and has worked as the country coordinator of a Horizon 2020 project “EduMAP” as well as the coordinator of “Elite Dialogue” Projects which analyze Syrian university students and academics in the Turkish Higher Education System.
Özgür Erdur-Baker
is a Professor in Psychological Counseling Program at Middle East Technical University, Ankara. She has a Ph.D. degree in Counseling Psychology from The University of Texas at Austin and also completed a related internship at Duke University. She is the founder of the Psychological Counseling Program at a METU satellite campus where she also established a counseling training lab. Her main research interests are trauma/disaster psychology, gender and cultural issues in counseling, and school violence including cyber and traditional bullying. She is the author of numerous national and international journal articles, book chapters and conference proceedings. She spent one year at Boston College as a Fulbright Fellow where she conducted research on culture and gender-sensitive mental health interventions for refugees. She works closely with governmental and non-governmental organizations and national/international humanitarian organizations in various capacities, the majority of which include conducting needs and situation analyses, and developing and implementing prevention and intervention programs for disasters.
Hakan Ergin
holds a Ph.D. in higher education from Bogazici University, Turkey. He earned his master’s degree in adult education and bachelor’s degree in foreign languages teaching from Bogazici University. During his master’s, he studied as an international student at the State University of New York at Binghamton, U.S. During his doctoral studies, he studied as an international student at Wurzburg University, Germany. His research interests include internationalization of higher education, adult education, migration, right to education and distance learning. He has previously served as a postdoctoral fellow at the Center for International Higher Education (CIHE), Boston College. He currently teaches at Istanbul University.
Kerri Evans
earned her Ph.D. in 2020 from the Boston College School of Social Work where she studied programs and policies with the goal of eliminating social isolation for children who are forced migrants. She has a specific emphasis on studying the well-being of these children within the school system, and for children placed in foster care or involved with other child welfare services. Her research is informed by more than seven years of direct social work practice and management experience with immigrants and Latinx communities across the United States. Kerri earned her master’s degree in social work from the University of Maryland, and has been a licensed social worker for more than ten years.
Samuel Dermas Habtemariam
received his first Ph.D. from Addis Ababa University in Ethiopia, majoring in Teaching English as a Foreign Language (TEFL) in 2015. Currently, he is working on his second Ph.D. in Curriculum Studies and is a Graduate Teaching Assistant (GTA) at the University of Kansas, Department of Curriculum and Teaching in the U.S.A. His research interests include education for refugees, curriculum studies, multicultural education and bilingual education.
Andrew Harvey
is Director of the Center for Higher Education Equity and Diversity Research (CHEEDR) and Associate Professor at La Trobe University in Melbourne, Australia. Andrew has published widely in areas of higher education policy, including issues of access, retention, regionality, comparative international admissions frameworks, employability, campus climate, diversity, and the experiences of foster care and new migrant students. In 2017 he led a national report on raising university participation of new migrants in regional communities funded by the Department of Education and Training. He is currently leading a research project on improving employment and education outcomes for Somali Australians funded by the Victorian Department of Health and Human Services. Andrew is lead editor of Student Equity in Australian Higher Education: Twenty-five years of a Fair Chance for All (Springer, 2016).
David A. Holdcroft, S.J.
(Theol M., B.A., Grad. Dip Ed.) is the Professional and Post-Secondary Education Specialist at the International Office of Jesuit Refugee Service (JRS) in Rome, Italy. His work is to develop organizational strategy in this area, develop technical resources and advise and oversee implementation of the Pathfinder Program. David oversees pilot programs in Malawi, Kenya, and Jordan. His work extends to giving technical advice on similar programs in a further eight countries. A Jesuit priest, David has published articles on the Theology of Migration as well as on organizational management in the not-for-profit area.
Corinne Kentor
is a Ph.D. student in Anthropology & Education at Teachers College, Columbia University and a Research Fellow at the City University of New York. Her research explores the educational experiences of older and younger siblings in mixed status families, with a specific focus on the institutional policies that shape their respective trajectories after high school.
Araz Khajarian
earned her master’s degree in International Higher Education at Boston College in 2020. She was born and raised in Damascus, Syria, and moved to the United States in 2015. She obtained her bachelor’s degree from Salve Regina University in Newport, Rhode Island in Global Studies with a concentration in International Development. Araz’s research interests include context-relativity in higher education organizations and their dependence on political, historical, epistemological and cultural aspects of the contexts they exist within.
Betty Leask
(Ed.D.) is a professor emerita in the internationalization of higher education at La Trobe University in Melbourne, Australia, and a Visiting Professor at the Center for International Higher Education (CIHE) at Boston College. Betty’s research interests include internationalization of the curriculum, teaching and learning, leadership of internationalization at faculty and institutional levels and internationalization as a driver of change and innovation. Betty developed the first research-based framework for internationalization of the curriculum in 2010. The framework is used by universities across the world to inform their approach to internationalization of the curriculum, campus and community. Betty is also Chief Editor of the Journal of Studies in International Education, the leading journal in the field. Her contributions to the field of international higher education were recognized the 2016 EAIE Tony Adams Award for Excellence in Research and the 2017 IEAA Excellence Award for Distinguished Contribution to International Education.
Rebecca Lowenhaupt
conducts research at the intersection of educational and immigration policy as it relates to primary and secondary school leadership. An associate professor in the department of Educational Leadership at Boston College, she works with aspiring leaders on organizational, instructional and sociocultural considerations. She has written extensively about school principals, organizational change, and instructional leadership. Her current research explores the role of educational leaders in supporting immigrant and refugee communities. A former middle-school teacher, she holds degrees from Harvard University and the University of Wisconsin-Madison and completed a postdoctoral fellowship at Northwestern University with the Distributed Leadership Study. Her scholarship has appeared in several academic journals, including the American Education Research Journal, Leadership and Policy in Schools, and the Journal of Educational Administration. She has received funding for her research from the W.T. Grant Foundation, the Spencer Foundation and the National Science Foundation.
Narintohn Luangrath
earned her M.Sc. in Refugee and Forced Migration Studies from the University of Oxford in 2019, where she was Clarendon Scholar, and her B.A. from Boston College in 2014, where she was a Truman Scholar. Her research interests include the U.S. refugee resettlement program, social policy, and connections between work and social inclusion. Narintohn’s early career has spanned public health and social policy. Narintohn served as Special Assistant to the Baltimore City Health Commissioner prior to attending Oxford. Before that, Narintohn was a Fulbright Scholar and Visiting Research Fellow at Migration Policy Institute Europe (MPI Europe) in Brussels, Belgium. Her Fulbright project examined the role of small- and medium-sized enterprises (SMEs) in supporting the labor market integration of refugees in Sweden and Germany. In Washington, D.C., Narintohn was a Truman-Albright Fellow in the U.S. Department of Health and Human Services, where she studied cash assistance programs for refugees.
M. Brinton Lykes
(Ph.D.) is Professor of Community-Cultural Psychology and Co-Director of the Center for Human Rights and International Justice at Boston College. Her anti-racist feminist activist scholarship focuses on: (1) rethreading life in the wake of racialized and gendered violence during armed conflict and in post-genocide transitions; and, (2) migration and post-deportation human rights violations and resistance. She has published extensively in refereed journals and edited volumes, co-edited four books, co-authored four others and is co-editor-in-chief of the International Journal of Transitional Justice. Recipient of the Ignacio Martín-Baró Lifetime Peace Practitioner Award; the American Psychological Association’s International Humanitarian Award; the Florence L. Denmark and Mary E. Reuder Award for Outstanding International Contributions to the Psychology of Women and Gender; and the Seymour B. Sarason Award for Community Research and Action, she is also a board member of several NGOs including Women’s Rights International, Impunity Watch, and Grassroots International.
Clíodhna Murphy
is an Assistant Professor at Maynooth University Department of Law. She lectures and researches in the areas of migration law, human rights, international law and company law. She has published widely in these fields, including in journals such as International & Comparative Law Quarterly; Human Rights Quarterly; Industrial Law Journal; and the British Journal of Criminology. She is a member of the Ethical, Political, Legal and Philosophical Studies Committee of the Royal Irish Academy.
Muiread Murphy
graduated from Maynooth University with a first class Bachelor in Laws degree (L.L.B.) in 2017 and completed a Master’s degree in Comparative Criminology and Criminal Justice (also with first class honors) in 2018. She is currently an Irish Research Council Government of Ireland Doctoral Scholar, focusing on the area of severe labor exploitation.
Gabrielle Oliveira
is assistant professor at the Lynch School of Education and Human Development at Boston College. Gabrielle received her bachelor’s degree in her native Brazil and earned her master’s and doctoral degrees from Columbia University and Teachers College, where she was also a National Academy of Education/Spencer Foundation Dissertation Fellow. Gabrielle’s book Motherhood Across Borders: Immigrants and Their Children in Mexico and New York (2018) by NYU Press won the Inaugural Outstanding Book Award in Ethnography at the Penn Ethnography Forum. Gabrielle was also a 2018 Concha Delgado Gaitan Presidential Fellow awarded by the Council of Anthropology and Education. She is also the co-founder of the group Colectiva Infancias, a Latin America group of women scholars who study migration of children across the Americas. The group was recently awarded a grant by The National Geographic Foundation. Gabrielle is currently a Postdoc Fellow with the National Academy of Education/Spencer Foundation 2019.
Onur Özmen
is assistant professor at TED University in Ankara, Turkey, and completed his bachelor’s degree in Psychological Counseling and Guidance (PCG) at Hacettepe University, Ankara, in 2002. His career began with a school counseling position in various schools of Turkish Ministry of National Education in Ankara, along with pursuing graduate studies in the Program of PCG at Middle East Technical University (METU), Ankara. He completed his Master’s in 2006, and obtained his Ph.D. degree in 2014. He studied in the department of Counseling and Development at Purdue University, Indiana, U.S.A. in 2010 and 2011 as a visiting research scholar. His studies for Ph.D. focused on individual and cultural elements of adaptation to post-loss processes of adult women. He taught courses such as individual counseling practice, multicultural counseling, and counseling theories. His academic interests focus on psychology of grief, loss, and trauma, cultural studies, counseling supervision, and qualitative research.
Martin Scanlan
(Ph.D.) is an associate professor in the Department of Educational Leadership and Higher Education in the Lynch School of Education and Human Development at Boston College. From 2006 – 2013 he was a faculty member in the College of Education at Marquette University. Before becoming a faculty in higher education, Scanlan spent a decade working in teaching and administration in urban elementary and middle schools in Washington, D.C., Berkeley, CA, and Madison, WI. He continues to work closely with building and district level administrators to bridge research and practice. Scanlan’s research explores how to strengthen the communities of practice in schools to promote inclusion of students across multiple dimensions of diversity. His most recent work, a co-edited volume entitled Leadership for Culturally and Linguistically Responsive Education: Designing Networks That Transform Schools, was published in 2019 by Harvard Education Press.
Wondwosen Tamrat
is an associate professor and founding president of St. Mary’s University, Addis Ababa, Ethiopia. He is a collaborating scholar of the Program for Research on Private Higher Education (PROPHE) headquartered at the State University of New York at Albany, U.S.A. He is also the coordinator of the private higher education sub-cluster set up for the realization of the Africa Union’s Continental Education Strategy of Africa (CESA). His research focus areas include private higher education, internationalization, equity and diversity in higher education, quality assurance, university governance, and graduate employability.
Kelber Tozini
is a Ph.D. student in the Education and Inequality program at The George Washington University. His research interests include internationalization of higher education, refugee access and experience in higher education, and university innovation in Latin America. He holds a Licensure in English Language Teaching from Universidade Federal do Rio Grande do Sul (Brazil), a Bachelor in Business Administration and a Master of Science in Administration from Universidade do Vale do Rio do Sinos (Brazil), and a Master of Arts in International Higher Education from Boston College.
Lisa Unangst
earned her Ph.D. in Higher Education at Boston College in 2020, where her dissertation work was supported by the Ruth Landes Memorial Research Fund.Her research interests include how displaced groups access and experience higher education in Germany, Canada, and the United States; international alumni affairs; cross-national constructions of “diversity”; and quantitative textual analysis. She has published in Policy Reviews in Higher Education, the Journal of Higher Education Policy and Management, and the Journal for the Study of Postsecondary and Tertiary Education and has a forthcoming chapter in the Cambridge University Press book A Better Future: The Role of Higher Education for Displaced and Marginalized People. Lisa serves as an editorial board member of the Journal of International Students and has worked previously at Cal State East Bay, Caltech, and Harvard University. She earned degrees from Smith College (B.A.) and the Harvard Graduate School of Education (Ed.M.).
Ayenachew A. Woldegiyorgis
received his Ph.D. in 2020 from the Center for International Higher Education (CIHE), Boston College. He has previously served as a faculty member at Addis Ababa University (Ethiopia) and as a consultant for the World Bank (Washington, DC). He is also the immediate past managing editor of the International Journal of African Higher Education. His main areas of research publication include higher education partnerships, internationalization of higher education, higher education and development, scientific diaspora engagement, and policy and governance in higher education. Ayenachew holds a B.A. in Business Management from Jimma University, M.A. in Public Administration from Addis Ababa University, and M.Sc. in Research and Innovation in Higher Education from the Erasmus Mundus program of Danube University (Austria), University of Tampere (Finland), Beijing Normal University (China) and Osnabrück University of Applied Sciences (Germany). Ayenachew is also a recipient of the 2018–19 Civil Society Scholars Award from the Open Society Foundations.