Global Regionalisms and Higher Education: Projects, Processes, Politics

'Between the ever-open possibilities of the global space, and the nation-state with its still seemingly irreducible hold on territory and imagination, lies the region. In higher education there are many kinds of region. This is by far the best book on regional developments, and one of the first two or three books we must now turn to in order to understand global higher education-it provides an invaluable geo-spatial lens that complements analyses based on political economy and culture.'
- Simon Marginson, ESRC/HEFCE Centre for Global Higher Education and University College London, UK

This original book provides a unique analysis of the different regional and inter-regional projects, their processes and the politics of Europeanisation, globalisation and education. Collectively, the contributors engage with a range of theories on regionalising to explore new ways of thinking about regionalisms and inter-regionalisms with a focus on the higher education sector. It makes the compelling case that globally, higher education is being transformed by regionalizing and inter-regionalizing projects aimed at resolving ongoing economic, political and cultural challenges within and beyond national territorial states.

The chapters range over a wide geography of regional projects and their unique politics - from Europe to Latin America, Africa, Asia, Europe, the Gulf, and the Barent region. Collectively they reveal the diverse, uneven, and variegated nature of global regionalisms in higher education.

Comprehensive and theoretically informed, this unique book will appeal to academics and postgraduate students, in addition to policymakers and administrators involved in higher education.

Contributors include: T. Aljafari, N. Azman, A.A. Bakar, R.Y. Chao Jr., J.-É. Charlier, S. Croché, R. Dale, Q.A. Dang, L.A. Gandin, T.D. Jules, S. Melo, P. Motter, T. Muhr, M.L. Neves de Azevedo, K. Olds, O.M. Panait, D. Perrotta, S.L. Robertson, M. Sirat, M. Sundet, A. Welch

Edited by Susan L. Robertson, Faculty of Education, University of Cambridge, UK, Kris Olds, Department of Geography, University of Wisconsin-Madison, US, Roger Dale, Graduate School of Education, University of Bristol, UK and Que Anh Dang, Graduate School of Education, University of Bristol, UK