Abstract
Around the world, ‘higher education regionalism’ has become one accepted way to organise policy cooperation and reform efforts in the higher education sector. Higher education regionalism can manifest in two forms: intra-regional (dominant) and inter-regional (less common). Using the case of ‘European Union Support to Higher Education in the ASEAN Region’ (SHARE), I identify the actors and their roles in inter-regional higher education policy cooperation. My intention is to engage with Pavel Zgaga’s research on the external dimension of the Bologna Process, particularly how actorhood of the Bologna Process is organisationally constructed and received by the SHARE partners. I conclude with some personal reflections about Pavel Zgaga’s knowledge exchange in Southeast Asia.
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Notes
- 1.
ASEAN refers to the Association of Southeast Asian Nations, which currently has ten member states: Brunei, Cambodia, Indonesia, Laos, Malaysia, Myanmar, Philippines, Singapore, Thailand, and Vietnam.
- 2.
The report is substantive (more than 200 pages) and should be considered a historical document in the development of the Bologna Process. In typical Zgaga-style, the report is presented as a history of ideas (in this case, the ‘external dimension’) from an insider who has been deeply involved in its telling and re-telling. Various quotes from speakers at organised events concerning the external dimension brings to life the highly provocative questions that participants in Europe asked when considering engaging non-Bologna stakeholders around the world.
- 3.
EU funding regulations excluded students from Brunei and Singapore from receiving scholarships (SHARE, 2019: 9).
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Chou, MH. (2022). Actors and Actorhood in Higher Education Regionalisms. In: Klemenčič, M. (eds) From Actors to Reforms in European Higher Education. Higher Education Dynamics, vol 58. Springer, Cham. https://doi.org/10.1007/978-3-031-09400-2_9
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