{"version":"1.0","provider_name":"IIE","provider_url":"https:\/\/www.iie.org","author_name":"Ashley Alberghini","author_url":"https:\/\/www.iie.org\/blog\/author\/astipek\/","title":"Socially Responsive Leadership for Post-Pandemic International Higher Education: Theoretical Considerations and Practical Implications | IIE","type":"rich","width":600,"height":338,"html":"<blockquote class=\"wp-embedded-content\" data-secret=\"Qx8RqR9oNf\"><a href=\"https:\/\/www.iie.org\/publications\/member-voices-socially-responsive-leadership\/\">Socially Responsive Leadership for Post-Pandemic International Higher Education: Theoretical Considerations and Practical Implications<\/a><\/blockquote><iframe sandbox=\"allow-scripts\" security=\"restricted\" src=\"https:\/\/www.iie.org\/publications\/member-voices-socially-responsive-leadership\/embed\/#?secret=Qx8RqR9oNf\" width=\"600\" height=\"338\" title=\"&#8220;Socially Responsive Leadership for Post-Pandemic International Higher Education: Theoretical Considerations and Practical Implications&#8221; &#8212; IIE\" data-secret=\"Qx8RqR9oNf\" frameborder=\"0\" marginwidth=\"0\" marginheight=\"0\" scrolling=\"no\" class=\"wp-embedded-content\"><\/iframe><script type=\"text\/javascript\">\n\/* <![CDATA[ *\/\n\/*! This file is auto-generated *\/\n!function(d,l){\"use strict\";l.querySelector&&d.addEventListener&&\"undefined\"!=typeof URL&&(d.wp=d.wp||{},d.wp.receiveEmbedMessage||(d.wp.receiveEmbedMessage=function(e){var t=e.data;if((t||t.secret||t.message||t.value)&&!\/[^a-zA-Z0-9]\/.test(t.secret)){for(var s,r,n,a=l.querySelectorAll('iframe[data-secret=\"'+t.secret+'\"]'),o=l.querySelectorAll('blockquote[data-secret=\"'+t.secret+'\"]'),c=new RegExp(\"^https?:$\",\"i\"),i=0;i<o.length;i++)o[i].style.display=\"none\";for(i=0;i<a.length;i++)s=a[i],e.source===s.contentWindow&&(s.removeAttribute(\"style\"),\"height\"===t.message?(1e3<(r=parseInt(t.value,10))?r=1e3:~~r<200&&(r=200),s.height=r):\"link\"===t.message&&(r=new URL(s.getAttribute(\"src\")),n=new URL(t.value),c.test(n.protocol))&&n.host===r.host&&l.activeElement===s&&(d.top.location.href=t.value))}},d.addEventListener(\"message\",d.wp.receiveEmbedMessage,!1),l.addEventListener(\"DOMContentLoaded\",function(){for(var e,t,s=l.querySelectorAll(\"iframe.wp-embedded-content\"),r=0;r<s.length;r++)(t=(e=s[r]).getAttribute(\"data-secret\"))||(t=Math.random().toString(36).substring(2,12),e.src+=\"#?secret=\"+t,e.setAttribute(\"data-secret\",t)),e.contentWindow.postMessage({message:\"ready\",secret:t},\"*\")},!1)))}(window,document);\n\/\/# sourceURL=https:\/\/www.iie.org\/wp-includes\/js\/wp-embed.min.js\n\/* ]]> *\/\n<\/script>\n","thumbnail_url":"https:\/\/www.iie.org\/wp-content\/uploads\/2023\/01\/image-103.png","thumbnail_width":300,"thumbnail_height":389,"description":"The pandemic has exposed the vulnerability of traditional programs to a range of geopolitical forces out of any internationalization leader\u2019s control. This realization now forces these leaders to reprioritize their efforts toward meaningful and sustainable on-campus programs and curricular changes in the interest of preparing students for the immense complexities of today\u2019s global issues. This paper interrogates and extends traditional concepts of leadership in international higher education and proposes a shift from primarily instrumental strategies toward organizational and curricular changes in the interest of preparing students for the complexities of today\u2019s world."}