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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.

Purpose: This chapter aims to study the modelling of conflict in the labour market in the conditions of automatization based on robots, Big Data and artificial intelligence (AI) from the position of countries’ inequality and conflict management.

Design/Methodology/Approach: It is determined that scientific literature has not formed the sufficient scientific and practical basis for determining the level of technological inequality of countries in the labour market in the conditions of automatization based on robots, Big Data and AI. The research objects are countries with the highest level of technological inequality from the position of automatization based on robots, Big Data and AI.

Findings: This chapter performs an overview of the factors of technological inequality of countries, which leads to the global conflict on the labour market in the conditions of automatization based on robots, Big Data and AI. It is supposed that using the technology and methods of the system of engineering knowledge within conflict management it is possible to find a non-standard solution, which ensures better optimization. A complex technical method proves its rationality and opens the perspectives for further development of the methodology and integration of the systems of knowledge on conflict management; still, from the position of conflict in the labour market in the conditions of automatization, there are not enough means of conflict management that could neutralize or partially solve such global conflict.

Originality/Value: It is proved that full automatization is a price paid by humans for prospering, while it is expected that new technologies will increase productivity and income. This will lead to the dismissal of certain employees and bankruptcy of the existing companies and productions, which is not that important for many large employers. For most employees, this is a conflict against the background of automatization, which leads to worse consequences for them.

The surging demand for higher education in Africa for expedited socio-economic growth and global sustainable development demands customising gains made elsewhere for local benefit through quality provision. This study contributes to local and international discourses on the refinement of results-based university learning content determination on the lines of the Bologna Process, and advocates the development of situationally relevant curricula for successful national advancement in Zimbabwe.

The qualitative study uses records and documentary analysis, interviews and meetings with key participants involved in shaping academic processes at one of the country's young and fragile universities. The introspective research approach enabled the cumulative experiential and reflective contributions of participants to shape both the dialogue and follow-up action on the adoption of minimum bodies of knowledge in university curriculum reform.

Participants celebrated efforts to pit harmonisation alongside autonomy in academic discourses, and suggested improvements on the mechanisms to define policy and operational frameworks for diversely-oriented academic establishments. They lauded and interrogated the discourse around minimum bodies of knowledge, calling for further critical research and analysis for defining clarity on its harmonisation function.

This paper traverses the rapidly expanding Zimbabwe higher education system's endeavours to regulate mandates and operations, in pursuit of relevance, quality and excellence and examines stakeholder efforts at determining streamlined university curricula. It contributes uniquely to collective regulation of multiple institutions towards quality academic agendas that underpin the life-long competences of the institutions' graduates.

In the last ten years, an abundance of writing has appeared on the need for cooperation, resource sharing, and networking. The terms themselves are not always well defined, although networking usually implies the use of computers and other telecommunication links. The consensus is that cooperation (resource sharing, networking) is an economic necessity. Resource sharing and cooperation are based on the assumption that academic libraries can no longer afford to be self‐sufficient—they cannot purchase all materials required to meet the needs of their curricula and related faculty research.

The purpose of this paper is to present the need for quality reform in the Philippine higher education “industry,” given the challenges of Government regulators on the one hand, and college degree holders on the other, in meeting international standards necessary to compete in the global labor market.

Aside from selected academic articles focusing on the interplay between Philippine higher education and the global market, interviews with key players validated and rounded off the findings and conclusions drawn.

The marketplace of higher education institutions today is driven largely by profit seeking, whose indiscriminate growth as an industry has brought into question the quality of educational offerings for students whose dream of working abroad for potentially higher incomes may be frustrated by their unpreparedness in meeting global job requirements, despite their academic training in higher education institutions.

This paper is one more call for the Commission on Higher Education and its accreditation partners to insist on enforcing international standards and best practices in education upon tertiary institutions of learning in the country, even if it means closure of programs or even schools. This requires political will.

The purpose of this paper is to explore the process of internationalization of higher education (HE) in the United Arab Emirates by examining the development of its HE system, and analyzing the components and results of internationalization.

The study adopts a qualitative research methodology to analyze primary evidence from interviews with academics in the UAE, and uses documents and archival research as secondary evidence to provide a comprehensive view of the UAE’s internationalized HE sector. A review of the literature is undertaken to inform discussion and analysis which focuses on the internal and external environments of the UAE. A strengths, weaknesses, opportunities and threats analysis identifies the benefits and challenges for the UAE of internationalized HE.

The study finds that internationalization of HE in the UAE has grown rapidly in the last decade, and that the UAE has sought to establish and promote itself as an “education hub” in the Middle East. However, this may subsume the government’s parallel goal of educating its citizenry to the level of skills necessitated by globalization. Three major forces promoting internationalization in the UAE are neoliberalism, quality assurance, and imported internationalization, an approach seeks the prestige conferred by international accreditation that is predominant in the UAE as well as other Gulf Cooperation Council (GCC) member states. An area of concern is the governance of systems to ensure high quality for universities that may be state-owned, privately owned, or international branch campuses. The study concludes that regional integration could provide the way forward for these countries in their internationalization efforts, not by standardizing but by better formulating study programs across the range of state, private and international higher education institutions.

The study has important implications for HE policy and governance in the development of internationalized HE in the UAE. It provides theoretical perspectives with practical implications, focusing on some of the critical issues in this developing field for HE administrators and practitioners alike. It also has implications for the UAE’s national social values and cultural identity. This may be a reflection of the UAE’s relatively recent unification as a state whose HE system, developed to skill its population, has been overtaken by the imperative to compete in a globalized world. The research is limited by the absence of longitudinal data to review longer-term outcomes.

The UAE, like other GCC countries, is striving to take its higher educational system to a higher level of performance. This study can be considered as one of the very few studies in the area of the internationalization of HE in the UAE. It contributes to the HE literature by identifying factors and circumstances that facilitate, and hinder, the development of internationalization of HE in the UAE. Globalization can be considered as one of the history’s most significant social processes, and the HE sector plays a vital role in the delivery of knowledge and skills to societies, and thus its socio-economic development.

The purpose of this paper is to contribute to the discussion about the developmental value of knowledge by reflecting on the “knowledge for development” (K4D) paradigm. In particular, it draws attention to the interaction between linguistic and communicative processes and the areas of power, knowledge and education. This is considered fruitful to understanding the complex and subtle mechanisms in the reproduction of the North‐South knowledge and power divide.

The authors apply an interdisciplinary approach combining concepts from development studies, sociology of education and sociolinguistics. The article first contextualizes the K4D paradigm. It then reflects on knowledge hierarchies and the role of language. Second, it looks at donor policies and the conditions for higher education in developing countries. The Burkina Faso Country Gateway serves as an example of a donor‐driven K4D initiative. An analysis of its web site based on sociolinguistic approaches is used to exemplify the above mentioned interrelation.

The article concludes that the K4D paradigm asserts rather than flattens North‐South knowledge hierarchies. To allow knowledge production to be inclusive, it is necessary to reflect on how knowledge management and ICT tools must be structured in order to enable interaction with disadvantaged user groups and to facilitate democratic and participative processes.

The interplay between power and knowledge asymmetries with language and communication processes is rarely reflected upon in the context of development. This paper seeks to increase the attention paid to these topics.

Perhaps more than any other country, the island nation of Singapore offers a bridge among cultures. Using data from multinational cohorts of international tourists studying in Singapore, this chapter reveals the travel patterns and preferences of Indian students whose tourist behaviors are less well understood. This chapter aims to identify their key motives using Pearce and Lee’s travel career pattern model. It also aims to identify the destination-based factors that attract Indian students in Singapore. The findings suggest that the students’ travel motives are linked to kinship and collectivism, and they are most concerned about price and safety when choosing destinations. This chapter reveals core motives and how the students can be welcomed in the next steps of their travel trajectory.

The purpose of this paper is to present the results of a survey regarding undergraduate students’ mobile phone usage patterns and its implication for teaching and learning in the Caribbean higher education academic environment.

A total of 144 students participated in the survey. The survey method utilized a structured questionnaire design comprising 24 items which was completed by students. A quantitative research methodology was used to analyze the data on student mobile phone usage patterns in an educational setting.

The results indicate that students find mobile phones to be an indispensable tool inside and outside the classroom environment. More interestingly, it revealed that despite unique socio-economic factors, students’ mobile phone adoption, usage and perception patterns in a developing country mirror those of their counterparts in developed states. This has profound implications for education policy in the region.

Little research has been done on students’ mobile phone use in the developing world context. Even less work has been done exploring mobile phone usage patterns of university students in the Caribbean region. Given the similarities with developed states, this paper shares ideas with university management and administration how they can incorporate mobile phone technology into their teaching methods, to enhance the learning experience in the Caribbean and the wider developing world context.