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The impacts of the COVID-19 pandemic have transformed the global outlook for international higher education. Given the rapid shift to online learning, the Tokyo Convention in the Asia-Pacific entrusted to UNESCO has become an important policy framework to facilitate regional collaboration, authoritative information sharing and recognition of qualifications across diverse modes of learning. This paper examines the role of the Tokyo Convention to establish an inclusive platform for monitoring and collaborative governance of mobility and internationalization based on fair and transparent recognition policies and practices in the Asia-Pacific.

In August 2019, a standardized survey instrument was sent by the Secretariat of the Tokyo Convention Committee at UNESCO Bangkok to competent recognition authorities in 46 countries in the Asia-Pacific, including the eight State Parties to the Tokyo Convention that ratified the Convention as of the reporting period. In total, qualitative data from n = 27 countries/states was received and analyzed to assess implementation of the Tokyo Convention throughout the region. The research design illustrates how normative instruments such as the Tokyo Convention are monitored and assessed over time.

A multi-stakeholder approach based on collaborative governance is needed to effectively monitor implementation and implications of the Tokyo Convention for diverse higher education stakeholders in the Asia-Pacific region.

Implications include establishing baseline data and methods for monitoring implementation of the Tokyo Convention. Based on collaborative governance theory, the paper explores potential for a multi-stakeholder approach to promote mutual accountability in the Asia-Pacific and to develop mechanisms for inclusive participation in the governance of the forthcoming Global Convention on recognition.

As the first systematic review of its kind, this paper includes a unique dataset and insights into UNESCO's methodology to monitor implementation of standard-setting instruments for qualifications recognition in the Asia-Pacific.

Disaster management information systems (DMISs) have been proposed in different parts of the world for effective response to a disaster. The purpose of this paper is to: compare design approaches of these DMISs; examine similarities in the design of databases and communication infrastructure; and draw conclusions. Based on the examination of the studies, future opportunities have been identified and discussed.

The studies in the available literature on the designs of automated DMISs have been reviewed in the presented paper to identify similarities in design premise, conceptual design and design considerations.

The examination of the available studies indicates that the research on DMIS has increased significantly in different countries of the world since 2004. Data of baseline information and available resources are required by most of the presented studies, as these data are necessary for effective response to a disaster. The communication infrastructures suggested include local area network, wide area network and satellite communication for better coordination between the responders and different relief agencies at different locations. The connectivity to these networks is possible through Ethernet, Wi-Fi, general packet radio service or satellite.

Although the research on DMIS has increased significantly over the last one decade, the studies are still few in numbers. Similarly, only few of the proposed systems have been developed and tested during a real disaster.

The presented review of available studies provides a holistic view of the proposed DMISs which could be useful to the disaster management authorities.

The paper provides valuable information on the differences in the proposed DMISs. This can help in identifying the gaps for future improvements for increased effectiveness of a DMIS. The future opportunities have also been identified in the presented paper and are discussed.

The purpose of this paper is to understand the influence of change in loneliness on the experience of depression among the students in a business school in India. Building on the literature, the authors argued the dynamic nature of loneliness and depression and subsequently explored the linkage between change in loneliness and associated change in the experience of depression. Further, the purpose is also to explore whether such linkage depends on individual personality factors.

The present study is part of a bigger study that employed a longitudinal survey design. Data were collected in two phases with a six-month time lag between the phases. Data were initially collected in July 2014, and again with all measures repeated in January, 2015. Data were collected from two sections from the undergraduate program participants at one of the reputed institutions in India. Demographic variables such as gender, number of siblings, and family type (nuclear family or joint family) were collected. The authors controlled for age and qualification as all the students have the same qualification and almost all of them were in the same age group. All these variables were controlled due to their probable interference with the proposed theoretical model.

The findings reveal a significant role of loneliness on experience of depression and a moderating role of personality on the relationship. The linkage between change in loneliness and change in depression was found to be higher among those people who were high on extraversion. The findings clearly indicate that the impact of loneliness will be more as the need for attachment is high for individuals having higher extraversion.

Further research may explore the role of neuroticism in the link between loneliness and depression.

The findings of this longitudinal study are very relevant for all the professional groups in the college/university setting. It is important for students as well as college authorities to understand the dynamic nature and relationship of loneliness and depression, as well as the role of personality factors. Routine monitoring as well as various educational programs may be included as regular components of campus culture. Even curriculum can also be fine-tuned. Various programs can be designed to improve interpersonal skills, cognitive understanding, and resolution of aversive emotions, as these college going students or buddying managers are more receptive to intervention programs.

The paper clearly reflects its originality. It adds value in the form of contribution to theoretical development as well as to various college authorities to handle students emotions effectively.