Leading short-term international study experiences in initial teacher education

The internationalisation of higher education, and indeed, initial teacher education (ITE), has burgeoned in recent years, often involving short-term international study experiences (STISE) for outbound domestic students. Research into the outcomes of such programs has largely focused on the pre-service teacher (PST) experience rather than other aspects, including academics’ leadership of these programs. As four teacher educator authors with extensive experience of leading STISE programs, we have worked dialogically across different institutions in Australia to present a multi-perspective examination of the under-researched area of STISE leadership. We present four case writings that we each authored separately, and from these cases we distil the enablers and barriers for effective leadership of STISE in ITE. Findings identify four key contributors to quality leadership of STISE programs, which are underpinned by social justice principles. They are: 1) Stakeholder partnerships; 2) Cultural fluidity; 3) Personal and professional leadership attributes; and 4) Advocacy within institutions. We hope this chapter helps policymakers, senior leadership in institutions, and potential leaders of STISE programs to understand and appreciate what quality STISE leadership involves.