78
( 2012 ) defined regionalization of higher education as the “process of facilitating
closer collaboration and alignment among higher education actors within a desig-
nated area or framework called a region.” Along with the above definition, Knight
( 2012 , 2013 ) also advanced a conceptual model for the regionalization of higher
education based on three different but complementary approaches, namely, functional,
organizational, and political approaches (FOPA).
The functional approach focuses on practical activities like the alignment of sys-
tems and policies and collaborative programs. On the other hand, the organizational
Table 5.1 Regionalization of higher education in Asia (FOPA)
1980 1990 2000 2010
Organizational
Administrative SEAMO
RIHED
(1993*);
AUN (1995);
AUN-QA
(1998)AQAN (2008)Functional
Mobility^85 UMAP
(1993)AIMS (2009) AUN Student Mobility
initiative (2010);
CAMPUS Asia (2012)
Credit transfer AUN-ACTS (2010);
Harmonizing CTS in
GMS and beyond (2012)
Quality assurance AUN-QA guidelines
(2004); AUN-QA
Manual (2006); Chiba
Principles for QA in HE
in the Asia Pacific
(2008)Guide to AUN-QA
Assessment at Program
level (2011)Mutual recognition
revised UNESCO
recognition convention
for the Asia and Pacific
(1983)Revised UNESCO
recognition convention
for the Asia and Pacific
(2011)Political
Regional integration AFTA
(1992); AFAS
(1995);
ASEAN
Vision 2020
(1997)East Asian Vision Group
(2001); East Asian
Study Group (2002)East Asian Vision Group
II (2012)HE regional integration Brisbane Communiqué
(2006); SEAMEO-
RIHED harmonization
of higher education
(2008 and 2009)APT Plan of Action on
Education 2010–2017
(unimplemented to date)Source: Chao (2014b)
R.Y. Chao Jr.