The international education association of Australia’s first 20 years: strengthening public diplomacy and social licence through professional development, advocacy and research

Abstract

Purpose

The article examines the ways in which professional associations representing those working in international education are able to shape national systems and thereby change the ways in which the country engages internationally. This is particularly significant for Australia, which has one of the world’s most internationalised higher education systems.

Design/methodology/approach

This paper presents a case study of the International Education Association of Australia, which since 2004 has played a central role in shaping international education policy and practice. It provides an insider account of three authors who have held senior roles in the Association, drawing on first-hand knowledge of institutional history.

Findings

The case study illustrates the ways in which the Association’s professional development, research and policy advocacy activities have helped to broaden Australia’s engagement in international education from a narrow commercial focus. The resulting deeper engagement with a broad range of issues associated with international engagement, including student welfare, outbound mobility, curriculum, migration and transnational education, has transformed policy and practice in Australia.

Originality/value

Although international education is coming to play an increasingly significant role in many systems, little has been written about the role of professional bodies in influencing the character and quality of international engagement. This paper makes a valuable contribution by demonstrating the practical measures that can be employed by international education professional bodies to strengthen public diplomacy and the social licence for global engagement.

Citation

Ziguras, C., Murray, D. and Honeywood, P. (2024), "The international education association of Australia’s first 20 years: strengthening public diplomacy and social licence through professional development, advocacy and research", History of Education Review, Vol. 53 No. 2, pp. 168-184. https://doi.org/10.1108/HER-04-2024-0018