Globalisation is a major driving factor in the Higher Education sector, which has resulted in significant developments relating to international academic mobility. This includes the establishment of international campuses, increasingly global facing research and extensive student international exchange schemes. We explore the advice given to LGBTQ+ staff and students in UK Higher Education Institutions ('HEIs') who engage in international mobility of this kind. Analysing data collected through Freedom of Information requests, we demonstrate that the advice given is overwhelmingly heteronormative, ignoring the potential challenges that LGBTQ+ travellers might fact and underestimating the impact of the disparate global landscape of LGBTQ+ rights. Drawing on agency literature, we argue that HEIs should develop detailed and informed policy which gives LGBTQ+ travellers greater agency during the travel process. We suggest that the lessons that can be learned from the UK context can be applied internationally by HEIs adapting to and developing in the increasingly globalised HE landscape.

For proponents of same-sex marriage, this essay sets forward a critical analysis of relevant arguments before the European Court of Human Rights. The privacy aspect of Article 8 European Convention of Human Rights will never be a successful argument with reference to marriage, which involves a public status. The equality argument (Article 14) is useful in addressing this issue with its close connections with citizenship, symbolic value, and proven record internationally. Difficulties remain with the equality argument; its conditional status, the width of the margin of appreciation allocated, and the need for an equality comparator. The equality argument needs reinforcement by use alongside a developing family law argument under Article 8 and a dynamically interpreted Article 12 (right to marry) argument. Ultimately, the success of any argument depends on convincingly influencing the European Court to consider that sufficient consensus has developed among Member States of the Council of Europe.

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Collaboration and critical thinking are 21st century skills employers value. Campus programming offers a space where, through intentional design, post-secondary students may develop critical thinking and collaboration skills. This study investigates survey data collected after a campus program that engaged participants in an escape room experience. Descriptive statistics were utilized to investigate students’ perceptions of collaboration and critical thinking skills use and improvement during the experience. Comparison analysis was employed to explore if the structure of the escape room produced any difference in results. Findings indicate the majority of participants reported being able to practice and improve collaboration and critical thinking skills in the escape room experience. Patterns suggest that the escape room structure may impact participants’ perceptions of collaboration and critical thinking skills. Limitations and recommendations for areas of future research are discussed.

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