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In the last decade, the speed and intensity with which regional level connections are expanding in all areas of the world has been remarkable. Higher education in Africa is no exception. This chapter focuses on African policies and programme initiatives to further higher education regionalization. Regionalization is defined as the process of ‘building closer collaboration and alignment among higher education actors and systems in a designated area or framework, commonly called a region’. An analytical framework, consisting of functional, organizational and political approaches, is applied to the evolution of higher education regionalization at the continental level in Africa through a close examination of the progress related to the implementation of the “African Union Strategy for the Harmonization of Higher Education Programmes.” Special emphasis is given to the harmonization of degree structures and the recognition of qualifications through sub-regional qualification frameworks. Key issues and challenges such as rationales, governance, benefits and risks, unintended consequences, language, engagement for all and innovation are raised at the end of the chapter to stimulate further reflection and exploration of the complex process of higher education regionalization.

The purpose of this paper is to explain the Moroccan Roadmap to regionalize the country (with the Western Sahara) that is currently presented in principle or general guidelines. By providing greater operational definition to the Roadmap and specific recommendations (including budgetary) for its implementation, the Moroccan and international public and policy makers will see the challenges and merits of the plan, including the potential to significantly advance human development and resolve the Western Saharan conflict.

There are three methods applied in the research of this paper. First, public statements made by King Mohammed VI of Morocco related to regionalization and all aspects of development (community, gender (though not addressed here), human, participatory, reconciliation, and sustainable) were organized chronologically and categorized. This put in place the principle tenets of Morocco's Roadmap. Second, the basic constructed Roadmap is then evaluated against the literature in the field of decentralization and development. This provides a sense of direction the Roadmap intends for transferring power to the sub‐national level and promoting local development. Finally, recommendations for the Roadmap's implementation are presented that reflect the literature and the author's 18 years experience in development in Morocco.

Morocco's Roadmap is relatively innovative as compared against other international decentralization models because it incorporates three of the four major approaches applied in cases around the world to transfer power from the national to sub‐national tiers, and does so in a way that intends to marshal local to national resources toward supporting community‐driven initiatives. This presents considerable opportunities to improve socio‐economic and environmental conditions, and reform vital institutions.

Morocco's Roadmap is broadly stated, and the Advisory Committee on Regionalization appointed by the King is due to have its recommendations for implementation ready to present by 2011. Thus, there is an element of projection in the research by way of building a more clearly defined Roadmap (in order to make it operational) through a literature analysis of its basic‐stated precepts.

The leaders and people of the region and the international community feel a new sense of urgency to resolve the Western Saharan conflict because of the disunity it creates in North Africa, and therefore insecurity and volatility at a crossroads of its hemisphere in a globally insecure time. The international community also seems generally receptive to Morocco's regionalization proposal, which now extends to the whole of the Kingdom a transferring of power from the capital to the regions. The essay provides a clear rationale and description of the proposal/plan, and specificity as to how it can be implemented. It will likely be well received by policy‐makers internationally and those charged in Morocco with implementing the plan.

Just in this past year, there has been a real increase in scholarly, governmental, civil, and public attention on Moroccan regionalization, but it generally remains abstract and unclear as to what it is and involves. This essay provides more vivid detail by thoroughness of research of Moroccan and international sources and the author's extensive experience in working with Moroccan administrations in regards to development, project management, and applying the participatory method (the approach Morocco's King repeatedly stated is intended to drive Moroccan regionalization).

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.

The paper aims to motivate more rigorous theoretical and empirical specification of the home regionalization phenomenon, in particular the dynamics of shifting advantage over time within a multinational enterprise. It aims to improve dialogue among regionalization researchers.

Contrasting the economizing and behavioral perspectives on internationalization, the paper presents five different archetypes of the home‐regionalization phenomenon. These archetypes are predicated on strategic management stylizations of competitive advantage.

The paper demonstrates that the notion of home regionalization as a dominant and superior model for firm internationalization remains a promising yet under‐explained and inconsistently articulated thesis. By introducing and exploring the archetypes, it shows the diversity of home‐regionalization theses, and the prospect that multiple forms of regionalization may be at play for different firms, industries and locations.

The paper presents the full complement of archetypes of the home‐regionalization phenomenon and explores their corresponding assumptions. These explorations open up new empirical and theoretical research avenues for distinguishing any genuine region effects.

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.

The purpose of this paper is to revisit the causal relationships of the liabilities of inter-regional foreignness to show that the process of regionalization itself has affected firms’ strategic capabilities and focus. The constraints of these regions, a consequence of regionalization that limits the strategic options of multinational enterprises, are known as the liabilities of regionalization (LOR).

This study reviews previous literature and uses a mixture of theory and inference to make propositions regarding the existence of liabilities attributable to the regionalization process. The propositions discuss macro-level, and industry and firm-level strategic impact on firms of Triad and non-Triad regions.

It is argued specific emerging market attributes, in relation to the developed Triad regions, will influence strategic focus of those emerging market firms. This in turn will also influence global strategic behavior and capabilities in the future, creating additional LOR in some cases and reducing them in others.

Previous scholars have focused on the liabilities of inter-regional and regional foreignness and its effect on international diversification strategy both upstream and downstream. This study attempts to explain the formation of regions that shape the FSAs that limit global strategic diversification, which are characterized as the LOR. More importantly, it discusses them from perspective of emerging market firms, which on the outside of the Triad regions, may form their own regions and FSAs.

While publications on the regional nature of multinational enterprises have sparked a lively debate about the nature and measurement of regionalization and (semi)globalization, and performance implications are starting to be addressed, the broader societal and sustainability dimensions have received limited attention. Likewise, international business research on these issues has generally not considered regionalization and its consequences. This paper extends insights from the regionalization literature and broadens the debate by exploring aspects that arise when societal and sustainability implications are taken into account as well. It outlines several areas for further research, addressing geographic scope, organizational levels, and upstream/downstream and country/industry/issue peculiarities

The purpose of this paper is to advance ongoing debates on the organizational impact of wider public sector reform in the field of organizational change management by presenting an analysis the regionalization of the fire service in the Netherlands. How regionalization has impacted the work floor of local fire stations, where the workplace majority comprises volunteers, requires further empirical investigation.

The authors apply an interpretive approach and qualitative methodology to study how volunteer firefighters and public management make sense of public reform and the ensuing organizational change.

Findings indicate that while the fire service has professionalized, notable tensions have emerged between public management and volunteers, the regional and local level of fire service and between professionalism and volunteerism which are problematised in the paper.

The originality of the paper is found in the insight it provides in the sensemaking of volunteer firefighters and public managers of diverse of change regions and fire stations during the regionalization process by applying an emergent perspective to change.

The purpose of this paper is to outline some of the historic ways of reviewing patterns of regional engagement, with special attention to how the emergent concepts of higher education (HE) regionalization stand in relationship to regionalism. Additional implications are spelled out for governance, citizenship and university transformation.

This conceptual essay is meant to appear in conjunction with more discrete, case‐oriented examinations of Asia Pacific HE regionalization.

Discussions of regionalism in Asian HE are being replaced by those focused on regionalization; the former is a nation‐state and geographic policy framework whereas the latter tends to refer to emergent empirical relationships. Regionalization itself can be further distinguished in terms of its “older” forms, focused on geographic proximities and exchanges defined and carried out within those proximities. New regionalization is increasingly linked to global circuits of exchange in which the currencies of such exchanges are closely linked to the emergent dynamics of the knowledge society and economy. These dynamics in turn are closely linked to patterns of migration and mobility in HE and the efforts of higher education institutions (HEIs) and regional governments to develop new governance structure structures appropriate for this style of regionalization. These regional dynamics reflect tensions that draw institutions and nations together (centripetal forces) and those that keep them apart (centrifugal forces). These processes are marked by governance dynamics, those of affinity and affiliation, transnational innovation, and redefinitions of the responsibilities and promises of citizenship.

Use of these modal concepts can be used to promote and extend a region‐wide discussion and related research relevant to HE transformation within the region.

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.