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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 literature stresses the importance of collaboration patterns and the role of public funding in regional competitiveness. This study aims to contribute to a better understanding of this subject by focusing on two key dynamics of technological cooperation. First, the authors focus on the ability of public funding to support regional technological demand through the promotion of science and technology-based innovation (STI) and innovation based on learning-by-doing, learning-by-using, learning-by-interacting (DUI) cooperation. Second, the authors investigate whether such cooperation patterns influence the companies’ ability to support the development of novel products through the effective transfer of knowledge.

The data used in this longitudinal study are taken from the Basque statistics agency’s (EUSTAT) technological innovation survey, which compiles activities, personnel, funding sources, support institutions and other innovation-related aspects of businesses in the Basque region. The survey was carried out following the methodology of the community innovation survey (CIS). CIS data are used to generate official innovation statistics for the EU and its member countries and have been used extensively for analysis in economics. The sample included an unbalanced panel of 17,431 companies that reported research and development expenditure for the period 2013‐2017.

The results of the analysis confirm that the relationship between STI cooperation and regional funding is positive (Piñeiro-Antelo and Lois-González, 2019), but regional DUI cooperation will have a greater impact than STI cooperation on a company’s ability to generate novel products. The authors can, therefore, say that public funding is successful at supporting cooperation between science and technology agents and firms but fails to promote the transfer of knowledge and subsequent development of novel products in companies in the region.

Following a quadruple helix approach, it is important to underline the need for public policies to strengthen the connections between all the key agents in the ecosystem (where the research community, industry, public sector and citizens are all active actors), promoting technology transfer and dissemination, as well as trust among the parties, absorptive capacity and business access to resources and financing. Thus, the design of public policies should be oriented to support a firm’s innovation, balancing the exploration and exploitation of STI and DUI regional cooperation.

The contribution of this research is threefold. First, it serves to emphasize the importance of the impact of regional innovation systems on business innovation modes and their performance. Second, it takes the study of innovation systems and their impact on companies a step further by examining the impact of public funding on the companies’ ability to explore and exploit regional innovation modes. Thirdly, the authors offer a dynamic view of the region’s ability to support its own demand for technology and study the impact of regional business modes on the firms’ ability to support novel products.

This chapter highlights the characteristics of Asia through the analysis of policy-related documents by five donor countries, namely Japan, South Korea, China, India and Thailand. It will also examine the roles played by regional bodies such as the Southeast Asian Ministers of Education Organization (SEAMEO) and ASPBAE (the Asia South Pacific Association for Basic and Adult Education) as the horizontal channels influencing aid policies in respective countries. Together with the analysis of the national and organizational policies, the regional process of building consensus on the post-2015 agenda is examined, with a particular focus on the Asia-Pacific Regional Education Conference (APREC) held in August 2014.

The analysis reveals that the region has two faces: one is imaginary and the other is functional. There is a common trend across Asian donors to refer to their historical ties with regions and countries to which they provide assistance and their traditional notions of education and development. They highlight Asian features in contrast to conventional aid principles and approaches based on the Western value system, either apparently or in a muted manner. In this sense, the imagined community of Asia with common cultural roots is perceived by the policymakers across the board.

At the same time, administratively, the importance of the region as a stage between the national and global levels is recognized increasingly in the multilateral global governance structure. With this broadened participatory structure, as discussed in the chapter ‘Post-EFA Global Discourse: The Process of Shaping the Shared View of the ‘Education Community’’, the expected function of the region to transmit the norms and requests from the global level and to collect and summarize national voices has increased.

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.

Purpose – The chapter answers the question if urban regime theory (URT) can provide a useful framework to understand and solve problems of cooperation in regional processes in rural–urban areas.

Methodology/approach – The chapter is a theoretical discussion on problems found in contemporary rural spatial governance.

Findings – URT can provide a framework for understanding the obstacles encountered in regional development and is a promising perspective for the analysis of regional processes. A solution for problems in regional cooperation can be found in so-called ‘vital coalitions’, forms of vital interaction between regional actors, based on energy and productivity, that can create a ‘capacity to act’ in regions that have become ‘gridlocked’ by current procedures and regulations.

Research limitations/implications – A modern URT, applied in a regional context:(1)Can point out ‘how power is organised to act’;(2)Analyses informal networks between actors as bases for cooperation and vitality, and as a possible starting point for new (cultural) counter-regimes and(3)Offers insight into regional complexity and cooperation and into emergent regimes.

Practical implications – Vital coalitions are forms of self-governance, that introduce new agendas and function as forms of niche-innovation in regions. This can lead to the forming of new ‘cultural regimes’ in which the motives and values of civilians are a key element.

Originality/value of the chapter – The value of the chapter lies in the use of concepts in regions from a fresh new perspective, by translating the URT from a local, urban context to a regional rural–urban perspective.

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 collapse of the Soviet Union had major ramifications for the small developing countries of the Caribbean Community (CARICOM) as 3 of the then 13 countries experimented with strands of socialism, festering political fragmentation/ideological pluralism regionally. As the rivets of the Iron Curtain came unfastened, the emerging markets of CARICOM were forced to rethink their geopolitical positions while reforming their national educational systems. This chapter examines how the dissolution of socialism in the former socialist countries of Southeast/Central Europe and the former Soviet Union created a reform atmosphere across CARICOM countries. CARICOM's response to the impact of 1989 lies in how it spent the 1980s dealing with the 1973–1974 oil crises, ideological pluralism, and the subsequent imposition of Structural Adjustment Programs (SAPs) under the World Bank and International Monetary Fund. The successive degeneration of ideological pluralism within CARICOM countries caused by the simultaneous collapse of cooperative socialism in Guyana, revolutionary socialism in Grenada, and democratic socialism in Jamaica paved the way for post-socialist transformations regionally. This chapter considers how the policy process of functional cooperation – the non-economic policy mechanism upon which CARICOM seeks to integrate its members – facilitates the policy tool of lesson-drawing to take place between member states while laying the foundation for post-socialist change across CARICOM. Using data from the educational policies of 10 countries, this chapter illustrates how CARICOM members used the global policy alterations of 1989 as a reference point to reform their educational systems. Educational reforms occurred as member states drew lessons from each other – in the form of cross-national consultations – guided by the policy process of functional cooperation.

The Horn of Africa which has geostrategic importance is endowed with huge natural resources. However, the region is one of the conflict-prone regions in the world. Deficiencies in governance systems, deprivations and poverty, resource-based inter-communal conflicts and unduly interventions of external powers in the internal affairs of the countries have been the main triggers of conflicts. With the persistence of conflicts, the Horn of African countries have remained underdeveloped with poor development outcomes. The conflicts in the region, thus, must be reversed through genuine cooperation among the Horn of African countries. For regional durable peace and sustainable development in the Horn of Africa, the following measures are suggested: (i) Political recommitment and political willingness of leaderships in the Horn of African countries for broader regional cooperation for durable peace and development to address regional challenges jointly. (ii) Promote good governance and democratic principles. (iii) Strengthen regional cooperation among institutions of higher education to facilitate access to global knowledge. (iv) Establishment of regional media that promotes good images of the Horn of Africa. (v) Establishment of Horn of Africa Institute for Peace and Development to cultivate good governance and tolerance. (vi) Provision of civic education at all levels of education to promote understanding among different ethnic groups. (vii) Increase investments to improve the livelihoods of marginalised groups, particularly nomadic communities and unemployed youth. (viii) Refrainment of external powers from meddling in the internal affairs of the Horn of African countries.

In South Tyrol, Italy, and in other alpine destinations, the role of publicly financed tourism destination management has traditionally a strong focus on image promotion. In South Tyrol, three further regional public management organisations have recently been founded with the aim of developing the location by expanding its innovation and export capabilities, especially for small to medium‐sized enterprises (SMEs). All four public organisations aim to increase the competitiveness of local companies through creating a more efficient management of destination and location. The cooperation between the four organisations and further public and private regional stakeholders might be regarded as a regional innovation system (RIS). This paper aims to analyse and discuss within the frame of a case study, the structure of the cooperation between the four public organisations and if it can be regarded as a developing South Tyrolean regional innovation system. The paper aims to focus on the roles of the four organisations, possible synergies and implications for regional governance.

Four qualitative interviews were conducted with the directors of the four organisations, based on four open questions. The interviews were analysed using the GABEK technique and WinRelan software. These combined techniques helped to visualise the processes within and between social organisations. Further, they helped to show, structure and organise respondents' experiences and opinions, and enabled the researchers to identify opportunities and difficulties, even in such complex structures.

The results of the study show there exists a cooperation of semi‐private organisations in South Tyrol, which shows characteristics of being a central part of a developing regional innovation system. The four analysed organisations work on different tasks and positions in the promotion and management of the region under a set of common goals. The destination management organisation takes a central and important part in the regional innovation system. Its umbrella brand is an integrating element for the entire cooperation. Nevertheless, the analysed organisations have unrealised potential for further cooperation. The realisation of synergies, and a clearer definition of responsibilities by the regional government, are seen as the bases for better regional governance and for the implementation of an effective regional innovation system in South Tyrol.

This study has some limitations, including that further research on this approach is needed in order to characterize the whole regional innovation system. Furthermore a comparative study with other regions should be conducted.

The processes behind the development of an integrated regional management and marketing can be observed in several alpine regions (such as Graubünden, Tyrol) and major cities (for example, Zürich, Bern). South Tyrol underwent a long process of umbrella brand development – the basis for the integration of economic and tourist promotion. Through the integration and development of the product, other facets were enhanced, including marketing, innovation, the establishment of new enterprises and exports, which together can be regarded as regional innovation systems. This case study shows the synergies of the different regional actors, as well as implications for the governance of such regional innovation systems. In this way, the paper adds value to the discussion, how regional innovation processes can be initiated and governed, considering the role of the destination management organisation.

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.