Conclusion

Abstract

Over the past few decades, we have witnessed significant changes taking place in higher education (HE) policy and governance across different parts of the globe to address the changing economic and societal needs in the increasingly globalized economic context. Realizing the importance of enhancing the quality of HE would form a cornerstone in any strategy for national development. In response, universities have been under pressure to engage proactively in research and knowledge-transfer activities to enhance their global competitiveness (Psacharaopoulos and Patrinos 2002; Carnoy 2003; Hanushek and Woessmann 2007; Bajunid 2011; Gopinathan and Lee 2011; Hallinger 2011; Tjeldvoll 2011; Mok 2013). In particular, the rapid emergence of East Asian universities, both as domestic as well as regional centers of knowledge consolidation and production, has become a prominent trend in the last decade (Bajunid 2011; Gopinathan and Lee 2011; Mok and Cheung 2011). As a consequence, regional policy makers are focusing increasingly on HE strategies that will enhance higher levels of knowledge production and capacity development for sustaining future social and economic growth (Mok 2013).