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The purpose of this paper is to examine the student mobility programs of the three initiatives – in Southeast Asian Ministers of Education Organization-Regional Institution of Higher Education and Development, University Mobility in Asia and Pacific (UMAP), and Campus Asia – and provide a comparative analysis of the respective programs in terms of the role of government, institutional involvement, quality assurance, and challenges. In addition, the paper will assess their impacts on higher education regionalization by regulatory models toward the end of the paper.

The study adopts qualitative document analysis as a major research method to explore the developmental models of three student mobility programs. Document analysis is an approach used to gather and review the content of existing written documentation related to the study in order to extract pieces of information in a rigorous and systematic manner.

ASEAN International Mobility for Students (AIMS), Collective Action for Mobility Program of University Student in Asia (CAMPUS Asia), and UMAP student mobility schemes have a shared purpose in higher education regionalization, but with different regulatory frameworks and Functional, Organizational, and Political approach models. AIMS and CAMPUS Asia as a strong network and government-led initiatives adopt a combination of functional, organizational, and political approaches; UMAP provides university-driven regional mobility programs with a hybridized force. However, all three of them face the same challenges at regional and national levels, such as different national regulation, coordination among participants, and implementation of credit transfer schemes.

The scale of three student mobility programs is still low, which results in limited impact on higher education regionalization in Asia. However, a stronger decision-making model and increased financial support to universities and students are desirable for the creation of a sustainable and effective network.

This is an original research and makes a great contribution to Asian nations.

This paper aims to assess the “external dimension” goals of the Pan European Bologna reform, almost 19 years after its launch. The influences of the reform on higher education in Africa, Latin America and the Caribbean, and Asia-Pacific are investigated. The paper analyses the appeal of the 1999 Bologna Process (BP), which, arguably, symbolizes an effort to strengthen the hegemony of Western European education and influence, has for the first time gone beyond ex-colonial lines, including areas where Europe’s socio-political influence is not impactful.

This paper opted for an analytical review of the literature on the European higher education internationalization goals as stated in external dimension objectives of the Bologna Process reform. The literature search was complicated by the limited number of peer review articles focusing on the spread of the Bologna model beyond Europe. As a result, the inclusion criteria were flexible, and consideration was given to educational website reports/articles, dissertations, books, pamphlets, and internal EU/European Commission reports.

The findings of this review indicate that, in spite of significant challenges, the internationalization objectives of Bologna Process are gradually being met in Africa, Latin America and Asia. Most notable is that some countries that historically did not have a European colonial presence are embracing aspects of the Bologna reform. Almost 19 years after, the BP reform now has a significant external influence not only in the former Portuguese, Spanish, British and French colonies but also beyond. In spite of the overwhelming embrace of the BP model in Europe and outside of Europe, its implementation, everywhere, has faced some administrative, political, and economic challenges.

The study examined the spread of the Bologna Process models beyond Europe and not its acceptability by stakeholders such as faculty and students outside Europe. Future research could examine the satisfaction rates among higher education stakeholders in regions and countries embracing the BP models.

The findings of this review indicate that the steady spread of the BP means that more countries and tertiary education institutions can explore opportunities aimed at developing more educational and socioeconomic partnership, including the exchange of knowledge, technology and resources.

While emphasizing the benefits and opportunities for cooperation, the paper identifies that the increasing internationalization trends influenced by the BP are leading to regional higher education cooperation in Asia, Latin America and Africa. Other higher education models around the world can learn from the marketing strategies of the BP aided by EU.

Recognition of prior learning (RPL) is a process by which both formal learning for recognised awards, informal learning from experience and non-formal learning for uncertificated but planned learning is given academic recognition. The paper aims to discuss these issues.

This paper refers to international developments in RPL and then focuses upon the extensive and innovative use of RPL by Middlesex University and the developing RPL work at the Australian Institute of Business.

The Middlesex experience of recognition of learning from experience as part of the development of customised work-based learning programmes demonstrates the potential of RPL for business and management programmes.

The use of RPL for admission and/or credit in standard programmes enables individuals to have their work-based knowledge acknowledged as relevant, worthwhile and equivalent to learning obtained in the higher education classroom.

Regionalisation in education has gained increased interest and importance because of the increasing collaborations among neighbouring nations. Definitions of the term vary, and more so the regionalisation practices and initiatives of higher educational institutions. In the Philippines, the emphasis on regionalisation has become even more pronounced with the Association of Southeast Asian Nations (ASEAN) Integration Vision. This vision of the ASEAN is geared towards enhancing regional collaboration and the creation of an ASEAN identity and puts education at the forefront, considering it as a strategic objective to achieve the region’s development agenda of economic, social and cultural growth. It becomes of paramount importance then to examine how regionalisation in education is understood by university constituents, its manifestations in terms of institutional activities and especially, how the ASEAN Integration shapes these initiatives and constructions of regionalisation. The paper aims to discuss these issues.

Using a multiple case study design that looked at three higher education institutions (HEIs) in the Philippines, this study found that regionalisation is associated and interchanged with internationalisation in terms of purpose, goal and activities, but is differentiated in dimensions of geographical location and orientation.

Institutional initiatives pertaining to regionalisation were largely functional and mostly open and soft collaborations. The ASEAN Integration creates an ASEAN-centric consciousness, and functions as an opportunity for expanding partnerships, institutional niches and programmatic initiatives; and for legitimising regionalisation and internationalisation goals.

These definitions and approaches to regionalisation have significant policy implications as HEIs strive to respond to the challenges of the Integration.