Dear TIRF Supporters,

As many of you know, my day job is serving as a university president. I am constantly mindful of the mounting challenges facing higher education and the uncertain future of universities. Traditional notions of excellence are increasingly shaped—and constrained—by global rankings, while relentless pressure for research productivity has, in some cases, come at the expense of research quality. At the same time, technological advances such as artificial intelligence and the global massification of higher education are forcing us to rethink the purpose of education, how it should be delivered, and how it should be funded. Faculty workloads continue to rise amid shrinking research budgets and intensified competition for funding. Global student mobility is being undermined by tightening visa regulations, and academic freedom is facing growing political pressure.

Yet, despite these challenges, universities remain powerful platforms for innovation and vital sources of expertise, knowledge, and societal value.

Professional associations or foundations such as TESOL, AAAL, IATEFL, and TIRF face parallel pressures. Funding constraints have led to declined participation in annual conventions, reduced publisher presence at exhibitions, and increased reliance on online engagement. These changes are neither inherently good nor bad, but they clearly signal a call for innovation—a need to move beyond “business as usual.”

As President of TIRF, I am deeply grateful to our board members and supporters who continue to believe in our core conviction: that excellent teaching is grounded in high-quality research, and that research-informed practice leads to better learning outcomes. At the same time, I believe we must think more boldly about how foundations like TIRF can not only survive, but thrive.

The questions before us are not simply about institutional survival; they are about relevance, value, and leadership in a rapidly shifting landscape. If universities are being asked to rethink what counts as excellence, professional associations and foundations must also reimagine what constitutes impact. If higher education is moving away from fixed models of delivery, evaluation, and participation, our organizations cannot remain bound to legacy structures and assumptions.

This point raises several critical questions.

First, how do we redefine engagement in an era of increasingly fluid professional identities? Many educators and researchers no longer identify with a single discipline, institution, or national context. Organizations like TIRF may need to prioritize mission-based communities—networks of practice that individuals engage with at varying intensities and at different stages of their careers.

Second, how do we move from episodic activity to continuous presence? Annual activities have long anchored our work, but they no longer reflect how knowledge is created, shared, or accessed. Digital platforms offer opportunities for year-round dialogue, mentoring, collaborative research, and timely dissemination—particularly for scholars and practitioners who are geographically distant or institutionally under-resourced.

Third, how do we position research not only as an academic output, but as a public good? At a time of growing skepticism toward expertise, foundations like TIRF can serve as trusted intermediaries—connecting rigorous research to classrooms, policy conversations, and broader societal needs. This will require new formats, new partnerships beyond academia, and a stronger commitment to translating evidence into action.

Fourth, how do we invest meaningfully in the next generation? Early-career scholars, practitioner-researchers, and educators outside elite institutions are often the most affected by shrinking resources and increasing precarity. Thriving associations and foundations must actively support emerging voices through mentorship, targeted funding, collaborative projects, and leadership opportunities.

Finally, how do we ensure that innovation remains guided by values? Technology, data, and new business models can help us become more efficient and inclusive, but they must serve our mission rather than redefine it. For TIRF, that mission remains clear: advancing high-quality research to improve the teaching and learning of English worldwide. The challenge is to pursue this mission with courage, creativity, and a willingness to let go of “business as usual.”

Challenging times call not only for resilience, but for imagination. If universities are to remain engines of knowledge and innovation, and if professional associations are to remain relevant stewards of scholarly and pedagogical excellence, this is the moment to rethink how we work, whom we serve, and how we measure success. I believe TIRF is well positioned to lead—not by preserving the past, but by shaping the future.

Warm regards,

Jun Liu, PhD

TIRF President