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This article focuses on regional-level cooperation in higher education by examining the functional, organizational and political approaches (FOPA) framework for higher education regionalization and using supra-national regional universities as established and successful examples of regional-level higher education cooperation among countries.

A conceptual framework is used to provide the structure for analyzing the key approaches to higher education regionalization, followed by an analysis of supra-national regional universities to demonstrate the application of the model.

The FOPA framework for higher education regionalization includes three approaches. The first is the functional approach, which includes both collaborative academic and research activities among higher education institutions as well strategies and policies to help align systems across a region. The second is the organizational approach, which focuses on networks, organizations, institutions and programs, which facilitate partnerships. The third is the political approach, which includes regional-level agreements, declarations and strategic plans to promote higher education collaboration. Key higher education activities for each approach are discussed in generic terms, with examples provided from major regions of the world.

The research was based on desk research only. No interviews were conducted.

A conceptual analysis and a model were provided for the concept of regionalization of higher education and for regional universities, which can help readers locate their interests and research in the regionalization of higher education. Examples of three different types of regional universities were provided to give concrete illustrations of a regional university.

One of the rationales driving regional universities is to address and increase a sense of regional identify and to meet the social, economic and educational needs of the specified region.

Regional universities, such as the University of West Indies, Arab Open University and the Pan-Africa University, are an understudied phenomenon. Using them as innovative and sustainable examples of higher education regional cooperation and the FOPA model, this study illustrates how single-campus, multiple-campus and virtual regional universities are functioning to meet the diversified needs and priorities across a region through cooperation among countries.

This article provides an overview and analysis of 50 years of European policies, actions, and challenges to align its higher education and research, as well as lessons learned from this for similar initiatives elsewhere.

The study builds on a comprehensive overview and study of policy documents and scholarly literature to identify by decade the main policies and actions and the related challenges towards a European Higher Education and Research Area.

The findings make clear the key rationales, challenges, shifts and lessons to be learned from 50-year European policies for the alignment of higher education.

Its value lies in the historical overview and analysis of current initiatives, in particular the European Universities Initiative (EUI), to provide a historical and geographical context, which might give insight for similar initiatives elsewhere.

The article aims at exploring the challenges and possibilities of cooperation of higher education in a Latin American social, political and cultural context that faces historical difficulties of integration, as well as the potential contribution of academic cooperation for global citizenship.

The paper presents a general overview of networks and international centers of academic cooperation of higher education in Latin America. The analysis comprises objectives, countries, stakeholders, activities, projects and scope. The study is based on literature on internationalization, regional integration and the development of higher education, as well as on empirical gathered with networks/centers and key actors in the field. This study was carried out as a mixed qualitative method design. Firstly, a systematic review of a literature corpus of studies produced by Latin-American scholars was performed. Semi-structured interviews were then carried out with a group of scholars who are members of networks.

The findings include a review of the role of higher education in a politically fragmented reality, a panorama of major networks and international centers of academic cooperation with emphasis on internationalization of higher education, as well as their connections. The are highlighted examples of successful initiatives of cooperation and, based on interviews, there is presented a preliminary view on cooperation and trust building from professionals in higher education in Latin America.

In the last decades, with the growing interest and need for internationalizing higher education, many universities have organized or joined networks and international centers. The article will contribute for mutual knowledge of these spaces, their shortcomings and potentials, thus creating conditions for dialogue among them, as well as with universities in other continents.

The purpose of this paper is to examine the role of Association of Southeast Asian Nations’ (ASEAN) flagship universities in moving the agenda of regional integration forward through academic/research collaboration and cooperation.

Flagship universities are leading universities in the national higher education systems of countries that make up the ASEAN. This study on the ASEAN’s flagship universities is based on a three-pronged strategy, namely, a literature review, analysis of websites contents, and citation of supporting pieces of evidence from other relevant studies to support arguments. Using the QS top universities in Asia 2016 listing, top 70 public universities in ASEAN were selected for investigation. In instances where public universities in a particular ASEAN country were not listed in the QS listing, a premier public university of that country was then selected for investigation.

There is a tendency for ASEAN’s flagship universities to look beyond ASEAN, primarily to establish vertical collaboration, which is important to their efforts in creating their image and enhancing their reputation. As a result, academic/research collaboration among flagship universities and collaboration between these universities and other universities in ASEAN is glaringly on the low side. Interestingly, to move the regional integration agenda in ASEAN, other intermediary agencies outside of ASEAN, such as in the European Union, are very active in providing a platform for both flagship and non-flagship universities to collaborate.

While regional collaboration and cooperation within ASEAN and East Asia have been discussed elsewhere, this paper has utilised and expanded Douglass’ (2016) idea of flagship universities to include regional relevance for the purpose of regional integration of ASEAN.

The macroeconomic changes as well as the challenges facing universities nowadays result in the transfer and adaptation of various concepts and organizational methods from enterprises to universities. One of such solutions is mergers. Even though there are a very large number of practical examples of university mergers in the world, at the same time there is a shortage of frameworks that would help manage mergers. The purpose of this paper is to present key areas of focus in HEIs’ consolidation processes and the creation of the conceptual model of the universities’ mergers.

In this paper synthesis, the inductive approach for model development and case study description were used. The analysis and findings were based on the systematic literature review taken out from management and public policy areas. The new public management and public value governance approaches as well as strategic and process theories of mergers were applied. The descriptive approach to management was used as well.

Formulation of a Conceptual Model of Universities’ Mergers and ten principles of effective management of universities’ mergers that cover the entire process, from planning, through implementation, to integration.

There is a need to verify the proposed inductive model of universities’ mergers through further qualitative and mixed-methods research studies.

The paper offers a significant opportunity for practical application of the presented content, because it indicates how the know-how from one (business) sector can be valuable for the future of another sector (the over-fragmented sector of higher education).

This study presents the key areas of focus in HEIs’ consolidation processes and proposes a novel Conceptual Model of Universities’ Mergers. It concludes with the principles of effective management of universities’ mergers.

This study aims to determine how school-based management (SBM) capacity developed through international cooperation functioned to overcome challenges during the coronavirus disease 2019 (COVID-19) pandemic in Nepal.

The research structure was designed based on the success case method. The researchers conducted a questionnaire survey of head teachers to understand schools’ responses during the COVID-19 pandemic period, identified likely success-case schools, held workshops at the likely success-case schools and conducted in-depth interviews with head teachers and school management committee (SMC) members to understand how SBM functioned and contributed to the success cases.

Storytelling from the success-case schools provided reliable evidence that the localised approaches of SBM are effective for planning and implementing suitable responses at school. The reviews of the head teachers showed that both head teachers and teachers had strong leadership and understood the importance of collaboration with teachers, SMC members, Parent Teacher Association (PTA), guardians and students. Although the research could not show clear evidence of a causal relationship between their achievement and Japan’s project input, the success-case schools clearly benefited from the head teachers’ appropriate execution of SBM with their strong leadership as well as the collaborative efforts of the stakeholders.

The research tries to clarify the influence of the effects of SBM capacity development projects by analysing the changes of head teachers and teachers through the storytelling aspect of the success case method with in-depth consideration of actual school responses during the emergency period of the COVID-19 pandemic.

This chapter is based on the findings of the empirical material gathered in Finland and Sweden through interviews with education and audiovisual (AV) media actors and policymakers in 2017–2018. The aim of the chapter is to discuss the innovation systems of the education sector and Finland and Sweden in general, compare the sectoral innovation models of the two sectors, and conclude with discussing the resulting challenges for policymakers. Our results show that a new EdTech sector employing the competences of the education, information and communication technology, and AV media sectors has begun to emerge and actors in the both countries have eagerly taken actions to boost its development as a business and export field. We discuss the reasons and consequences of this development.

The purpose of this paper is to provide evidence on the importance of cross-border cooperation in the quality assurance of transnational education (TNE) by offering a comparative overview of how TNE is quality assured by both sending and receiving countries. Through this comparative analysis, it will be possible to appreciate the diversity of approaches to TNE. The paper also shows that for the foreseeable future, progress towards effective and effiicient quality assurance of TNE cannot rest on the hope of developing an internationally agreed framework, but it must rest on strengthening cooperation between quality assurance agencies operating within different national frameworks.

This paper looks at four key sending countries of TNE, the UK, Australia, the USA and Germany, considering the main drivers for out-going TNE, its main features and how it is quality assured. It then considers the same aspects from the perspective of receiving countries of TNE, looking at four key receiving locations, China, Dubai, Singapore and Hong Kong. It also offers an overview of some recent international initiatives aimed at fostering cross-border cooperation in the quality assurance of TNE.

In the backdrop of this overview of different approaches to TNE, this paper will conclude that for the foreseeable future it is not possible to develop an internationally agreed view and approach to TNE and its quality assurance. This conclusion allows the author to focus on the importance of cross-border cooperation amongst quality assurance agencies in sending and receiving countries for the effective and efficient quality assurance of TNE.

This is the first comparative study of different countries’ approaches to TNE and its quality assurance, taking into account both sending and receiving countries. It allows pointing to the key different features in different countries’ approaches and illustrates how these often relate to the underlining national strategic priorities and drivers for TNE (either in-bound or out-bound). It also allows the international community to realise that in the absence of a viable shared and agreed international framework for the regulation and quality assurance of TNE, it is of paramount importance to focus efforts on inter-agency cross-border cooperation in order to ensure that TNE continues to be of good quality and relevant to the respective communities.

To highlight that, for higher education (HE) to fulfil its role and provide societies with the required knowledge and competencies that will enable a sustainable future, through research, education and campus operations, it needs to cooperate and promote interdisciplinarity within the sector and with society at large.

This study is a follow-up on the author´s presentation, as President for the International Association of Universities (IAU), at the IAUP triennial conference 2021. It is not presenting outcomes of a specific research project but rather a personal experience and reflections on challenges and opportunities debated at global HE conferences, national and international seminars, IAU publications and global surveys.

There are many publications on challenges and opportunities when it comes to developing and capitalizing on the social responsibility of HE for a sustainable development. However, there is a lack of discussion on internal institutional responsibilities and support for the societal value of HE beyond the sector.

This is the personal view of the author and builds on a long experience as scientist and academic leader.