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This paper aims to investigate the perceived sustainable supervisory relationships between supervisors and postgraduate international students at a research university in Malaysia.

Drawing on a qualitative study based on semi-structured interviews with 33 international postgraduate students and 10 academic staff at a Malaysian research university.

Perceived sustainable supervisory relationships were perceived by both stakeholders in terms of future employment rapport, further research collaborations upon graduation and global engagement via networking initiatives.

This paper contributes to the supervision literature by establishing novel nuances in the nature and lived experiences of the sustainable supervisory relationships beyond graduation. The implications of developing significant and profound relationships beyond graduation at micro and macro levels are also discussed.

Numerous studies have explored international students' and graduates' experiences around the globe but with less emphasis on exploring international academics' experiences. Internationalisation of higher education is not only about international students, it also includes mobility of academic staff members. Therefore, this chapter reflects on my ups and downs as well as many other opportunities that I gained in a privileged journey as an international early-career academic from Malaysia. The chapter starts with my personal experiences of how I identify myself as an international academic, the motivations to migrate, professional challenges that I face not only as an international academic but also as an early-career academic, the strategies that I adopted to overcome the challenges and how I self-created opportunities not only for myself but also for other colleagues – international academics and early-career academics. I will end the chapter with significant successes that came my way.

The purpose of this paper is to explore undergraduate international students’ experiences in a flipped classroom environment in an Australian university.

In total, 32 in-depth interviews were conducted with undergraduate international students at one Australian university by three researchers.

The learning experiences of international students in a flipped classroom environment include increased flexibility in learning; enhanced engagement with content and; more confident participation in face-to-face workshops. In addition, the analysis further illustrates that international students intrinsically develop soft skills (e.g. increased confidence and communication skills), learning skills (e.g. research and critical thinking) and employability skills (e.g. time management and accountability).

These findings focus only on the positive learning experiences of undergraduate international students in one Australian university.

The study contributes to the literature by identifying learning experiences of undergraduate international students in a flipped classroom environment and the connection with their development of soft skills, learning skills and employability skills.

The ivory tower of academia is intriguing yet an interesting place to enter, survive and thrive. As an international academic who has worked in four different countries, I ground my reflections in three spheres, namely my positionality, my institutional culture and global academic culture. In this chapter, I describe how these three dimensions may sometimes collide to induce conflict yet converge at some point to create a thriving space for international academics. I share my stories and lived experiences to elaborate on my experiences of challenges and opportunities in academia and share insights for those who seek to be a part of academia.

Within a higher education system in Japan that is often regarded as insular, but which is increasingly striving to become more global in its outlook and makeup, we are classified as ‘international researchers’. Shannon entered Japan as a foreign migrant who was raised and educated in Australia, while Yusuke returned to his home country after 12 years abroad. This chapter provides an account of our personal experiences as two early career researchers beginning our academic careers in Japan.

I worked as an academic in Malaysia prior to taking on a similar position at a research-intensive university in New Zealand. In this chapter, I discuss challenges I faced in the early stages of my career. I provide insights into my academic mobility strategies, adapting to a research-focused environment, understanding academic standards, becoming a prolific researcher/writer, transitioning to be a ‘slow’ academic and finally the pursuit of striving for work-life balance. I also share my success stories with a view that these would be of benefit to aspiring international academics.

This chapter presents personal lessons that I have learned as an international academic from China to the United States, through my journey from an academic staff member to senior leadership positions in the field of education. Through overcoming barriers and seeking opportunities, I have learned the strategies of knowing ourselves, thinking critically, willingness to work on thankless assignments, broadening horizons, traveling, and ultimately, enjoying what we do.

While emerging research suggests that women have made great gains within the higher education sector, significant challenges remain. Notably, women are still severely under-represented in leadership positions in the academe, and this is even more so for international academics. As an early-career academic, I am fortunate that my journey so far has allowed me to hold various leadership positions (both informal and formal). In this book chapter, I reflect on my own experiences. In so doing, I share insights into how to be an ‘opportunist’ in gaining leadership positions as a woman, breaking through the glass ceiling – that symbolic obstacle women hit – while being an international academic. The chapter starts with a brief overview of my background and my non-traditional pathway into the Sport Management discipline more broadly and the sub-discipline where I now feel at ‘home’. In what follows, I consider how some of the barriers and challenges I faced along the way have served to shape my future self. It is, perhaps, not without some degree of irony, that strategies I developed to mitigate or overcome these led to what I term self-created opportunities. The chapter then reflects on some of the successes I have achieved.