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This paper aims to provide a framework for building resilience to coastal hazards with reference to Asian nations at the local, intra-regional and inter-regional levels. This framework provides a roadmap that will enable higher education institutions in the region to play a significant role in educating and training new leaders for disaster risk reduction (DRR) and in working directly with local communities to implement plans.

Events such as the 2004 tsunami highlighted the transboundary nature of coastal hazard and the importance of regional cooperation. A framework for inter- and intra-regional cooperation was developed through focus groups organised with community participants in five Asian nations exposed to coastal risks: Sri Lanka, Maldives, Myanmar, Indonesia and the Philippines.

Different stakeholders assessed inter- and intra-regional cooperation at different levels as a means to provide a baseline scenario to develop a capacity-building roadmap for such cooperation. The discussions organised through structured face-to-face encounters considered cooperation at different scales: international, regional, national and local. The framework key areas were developed and included knowledge databases, data and resource sharing and exchange education programmes.

Multi-hazard early warning for more resilient coastal communities is increasingly complex in view of the discourse related to the wider economic and social environments. The research proposes a framework for inter- and intra-regional cooperation at different scales; from local to regional and to the inter-continental dimensions and even through a bottom-up approach, together with the experts’ and managing authorities’ top-down positions.

The purpose of this paper is to discuss the prospects of a Southeast Asian knowledge economy in light of regional integration processes and the participation of Southeast Asia in global innovation networks.

The evidence base is a combination of quantitative data on R&D investments, patent applications and publications, with qualitative data from 40 semi-structured expert interviews conducted with innovation experts, research managers and policymakers in six ASEAN Member States.

Despite economic growth and increases in R&D inputs and outputs in individual ASEAN Member States, innovation policy at regional ASEAN level remains weak. In addition, the economic integration of the ASEAN Economic Community is progressing slowly. In this environment, evidence is presented for a certain level of regional integration when it comes to the exploitation of knowledge produced within and outside of ASEAN. While a regional market for knowledge exploitation is conceivable, this is not accompanied by the regional integration of knowledge production.

The main practical implication of this argument is the need for ASEAN policymakers to appreciate the disconnection between regional knowledge production and exploitation. This paper offers conceptual tools to engage in ASEAN-level policy discussions on this issue that can help facilitate the best possible regional outcome.

Despite several studies on the ASEAN Economic Community process, there has been no contribution so far that combines a discussion of the economic integration process with a look at the regional knowledge economy and innovation systems. This perspective does not only contribute to innovation systems literature, but also entails important policy lessons.

Building a large trading bloc tends to produce substantial economic gains, while minimizing economic losses from overlapping FTAs. East Asia has tried to generate the impetus for promoting region-wide trading blocs, but most of those blocs have been overlapped and multilayered. This paper reviews the evolution of East Asian regionalism from the APEC FTA under the 1994 Bogor Goal to recent RCEP promoted in 2013. This paper underlines that the continued expansion of multilayered trading blocs in East Asia works as a serious obstacle to regional economic integration, rather than exploring the realization of a region-wide trading bloc.

The purpose of this paper is to clarify the function and issues of intra‐ and inter‐regional cooperation of international higher education in Asia and consider the possibility of East Asian integration as regionalization.

The research consists of two steps. First, by comparing with examples of regional networks and universities’ cooperation programs, it breaks down the current situation of regional cooperation. Second, it analyses the structure of those networks and programs.

Both regional education networks and universities’ cooperation programs develop in multi‐layers and in different phases, and they have a function of distribution of Asian higher education as public goods for regionalization. There are still issues such as immigration control relating to the people's and programs’ mobility, program language, financial and personnel affairs, as well as adjustments to be made in accreditation assessment, credit compatibility and quality assurance including curriculum setting. Retaining the autonomy of countries and higher education agencies in international cooperation is also the major issue in promoting these programs. However, such international cooperation produces the new forms of international higher education for human resource development.

Not all networks and programs can be examined, but the trend and characteristics of the cooperation in higher education can be highlighted.

The findings give significance to the “Campus Asia” concept which is now in preparation for realization by the agreement at the summit of China, Japan and South Korea in October 2009.

While integration and regionalization in East Asia has been discussed previously from the political and economic aspects, this paper responds to the subject from the socio‐cultural aspect by focusing on international higher education in Asia.

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.

Arrangements for regional economic integration, under the WTO system, have unexpectedly dominated globalization. In fact, countries that have realized economic arrangements, such as the EU 's monetary union, are further expanding their efforts to achieve political integration. Regional economic integration is now considered an exigency of national affairs. North East Asian countries are also affected by this global predicament, but the issue involves greater structural complexities in this region. The emergence of China has forced Japan and Korea to contemplate difficult structural adjustments. For example, while the Korean government recognizes the importance of stronger intra-regional economic cooperation, by pursuing these arrangements it simultaneously faces the dilemma of maintaining traditional partnerships, such as those with the USA and Japan. If Korea actively supports regional economic arrangements, this action would be perceived as a bias toward China, consequently damaging ties with the US. Thus, rather than depending on public initiatives to establish economic ties in North East Asia, China, Japan and Korea should rely on market friendly projects initiated by the private sector that endorse gradual integration through non-political activities and exchanges among the citizens of the respective countries. This paper first proposes the founding of a North East Asian United University Community composed of students, professors and campuses of the three countries in the initial stages. Secondly, it proposes the development of unique Asian commodities, a concept similar to that of 'Airbus. ' Finally, it proposes utilization of retired Japanese, Korean and Chinese engineers and technicians to speed up the overall level of technology, which is critical to overcoming backwardness in this region.

The government of Korea considers the promotion of Free Trade Agreements (FTA) as necessary to develop its economy into an open trading nation. As for the countries with which the Korean government is actively investigating possible FTAs, there are Japan, Singapore, the Association of South East Asian Nations (ASEAN,) and Mexico. For the time-being, the FTA with Japan seems to be a critical one in practicing Korea s FTA policy. Recently, Korean industries show negative positions against a Korea-Japan FTA, with strong opposition from the labor union insisting that it is evident that Korea will sustain damages in the short-run and the dynamic (long-term) benefits are still ambiguous and uncertain. Regardless of whether their argument is correct or not, it will be difficult for Korea to conclude the FTA with Japan unless there is concrete confidence of balanced economic gains through the FTA between the two countries.

The name of the continent originates from the Latin word AFRICUS — otherwise “CLEAN CONTINENT”. Africa lies within the North and South of the globe and also spreads between the Eastern and Western side with the greater side lying at the Est of the globe. The equator passes through the middle part of the continent and this peculiar geographical position of Africa from the two sides of equator allows the continent some special physical features such as sunshine all year round, almost equal days and equal nights throughout the year round, and consistent symetric distribution of climate conditions and vegetational beits. With all these qualities, Africa can be described as the “Bright” Continent for tourism demand.

The purpose of this paper is to advance the comprehension of the role that geographic proximity plays in relation to non-spatial proximity in the context of international university-industry knowledge transfer.

The paper is designed as a multiple-case study. It looks at selected instances of contract research at Tallinn University of Technology that represents a typical technical university in Central and Eastern Europe characterised by relatively short period of market economy and university-industry cooperation.

The results indicate that there emerge different configurations of proximity nationally and internationally. In case of domestic cooperation cognitive (education), organisational, social and institutional (institutional setting) proximity exist simultaneously with geographic proximity. International cooperation is characterised by lack of geographical proximity, but the existence of cognitive and social proximity indicating a substitution.

The research is limited to analysing instances of contract research and relations between spatial and non-spatial forms of proximity. Further research could consider the differences between various channels of knowledge transfer and address the relationship between non-spatial forms of proximity.

The paper contributes to the existing body of knowledge by using proximity dimensions operationalised at aggregate and individual levels to study the university knowledge network. It is proposed in this paper that attention has to be paid to distinguishing between organisational and individual levels of analysis and their differing results. Proximity at organisational level does not necessarily translate into proximity between individuals and vice versa.

The purpose of this paper is to present a general overview of the kinds of regional cooperation that are commonly found in the higher education (HE) sector among countries in Asia and the Pacific.

The research methodology is literature review, collecting primary data from the web sites set up by the various organizations that are being reviewed.

The types of university exchanges can be broadly categorized as academic exchange, research collaboration and university‐community engagement. Some of the regional cooperation are initiated by intergovernmental organizations while others are initiated by non‐governmental organizations. The paper reviews intergovernmental initiatives by UNESCO, SEAMEO RIHED, ASEAN, ASEM, EAS, and APEC. It also reviews several higher education networks including ASAHIL, UMAP, APRU, AUF, AAOU and APAIE, as well as two regional initiatives, APQN and the UNESCO Regional Convention on the Recognition of Studies, Diplomas and Degrees in Higher Education in Asia and the Pacific.

This is an original piece of analytical work on the roles and functions of various HE organizations and networks in the Asia‐Pacific region.