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Intro -- Acknowledgements -- Contents -- About the Author -- Abbreviations -- Contents -- Contents -- Chapter 1: Introduction -- 1.1 Why Study the Role of International Higher Education, Research and Innovation in International Relations -- 1.2 The Multiplicity and Misunderstanding of Terms -- 1.3 Key Questions and Objectives -- 1.4 An Interpretivist and Interdisciplinary Approach -- 1.5 Parameters and Meaning of Key Terms -- 1.6 Outline of Book -- 1.6.1 Chapter 1: Introduction -- 1.6.2 Chapter 2: Examining Contemporary Diplomacy - Changes and Challenges -- 1.6.3 Chapter 3: Focus on Soft Power -- 1.6.4 Chapter 4: The Changing Landscape of International Higher Education, Research and Innovation -- 1.6.5 Chapter 5: How Diplomacy Scholars Frame the Role of IHERI as Cultural, Public and Education Forms of Diplomacy and Soft Power -- 1.6.6 Chapter 6: Diplomacy Scholars' Perspectives on the Role of IHERI as Science Diplomacy -- 1.6.7 Chapter 7: Higher Education Scholars' Perspectives on the Role of IHERI in International Relations -- 1.6.8 Chapter 8: Knowledge Diplomacy - A Definition and Conceptual Framework -- 1.6.9 Chapter 9: Differentiating Knowledge Diplomacy from Soft Power and Cultural, Science, Education and Public Forms of Diplomacy -- 1.6.10 Chapter 10: Examples of IHERI Initiatives Using a Knowledge Diplomacy Approach -- 1.6.11 Chapter 11: Key Findings and Issues for Further Research on Knowledge Diplomacy -- References -- Chapter 2: Examining Contemporary Diplomacy: Changes and Challenges -- 2.1 Introduction -- 2.2 Diplomacy and International Higher Education, Research and Innovation -- 2.3 The Evolution of Scholarly Diplomacy Definitions -- 2.4 Dictionary Definitions of Diplomacy -- 2.5 Challenges and Changes in Understanding Contemporary Diplomacy -- 2.5.1 Diversification of Actors in Diplomacy -- 2.5.2 Changing Role of Diplomats.

This book addresses the understudied phenomenon of why and how contemporary international higher education, research and innovation can contribute to strengthening international relations. The author proposes the concept of knowledge diplomacy and carefully examines its fundamental rationales, actors, principles, instruments, and strategies. This is the first book that compares the similarities and differences between knowledge diplomacy and related terms such as soft power, cultural diplomacy, science diplomacy and public diplomacy to capture the expanding role of international higher education and research in bilateral and multilateral relations. The analysis of initiatives from around the world helps to ground and illustrate the key features of a knowledge diplomacy approach.

Summary
The purpose of this article is to explore the contemporary role of international higher education, research and innovation (IHERI) in international relations (IR). Using an interdisciplinary and conceptual approach, it examines how diplomacy and higher education scholars understand and label the rationales, strategies and contributions of IHERI to IR. The findings indicate that multiple terms are used, resulting in terminology chaos and confusion. The concept of knowledge diplomacy is proposed, defined and analysed as a comprehensive term to frame the role of IHERI in IR. The similarities and differences between knowledge diplomacy and related terms such as cultural, public, science and education diplomacy and soft power are examined. Issues that require further investigation are identified, with special attention given to the differences between using a knowledge diplomacy approach versus a soft power approach to understand the role of IHERI in IR.

Internationalization is transforming the world of higher education and globalization is changing the world of internationalization. The exponential growth in the mobility of students, programmes and providers across borders brings us new opportunities to increase access to higher education, yet it also introduces new risks. One of the most important challenges in cross-border education is how to ensure the quality of academics and to achieve the recognition/legitimacy of what qualifications are awarded. This paper focuses on key issues and implications such as registering and accrediting the diverse range of new types of foreign providers, whether they are traditional universities, commercial companies or partnerships of local/foreign, public/private or profit/non-profit providers of higher education. Examples of recent initiatives undertaken by various countries to monitor and ensure a quality provision of education are examined. These include codes of good practice developed by government bodies and university associations, the UNESCO/OECD Guidelines on Quality Provision in Cross-Border Higher Education, as well as national regulatory frameworks developed by countries such as Malaysia, Hong Kong and Australia for recognizing and approving incoming and outgoing cross-border programmes. ; Peer Reviewed

Internationalization is transforming the world of higher education and globalization is changing the world of internationalization. The exponential growth in the mobility of students, programmes and providers across borders brings us new opportunities to increase access to higher education, yet it also introduces new risks. One of the most important challenges in cross-border education is how to ensure the quality of academics and to achieve the recognition/legitimacy of what qualifications are awarded. This paper focuses on key issues and implications such as registering and accrediting the diverse range of new types of foreign providers, whether they are traditional universities, commercial companies or partnerships of local/foreign, public/private or profit/non-profit providers of higher education. Examples of recent initiatives undertaken by various countries to monitor and ensure a quality provision of education are examined. These include codes of good practice developed by government bodies and university associations, the UNESCO/OECD Guidelines on Quality Provision in Cross-Border Higher Education, as well as national regulatory frameworks developed by countries such as Malaysia, Hong Kong and Australia for recognizing and approving incoming and outgoing cross-border programmes. ; Peer Reviewed

This chapter provides a general overview of the quality assurance systems in place at the provincial/territorial level in Canada and examines how the systems address cross-border delivery of post-secondary education. It also provides an overview of the procedures in place in Canada for evaluating and recognising foreign qualifications. Finally, it raises the key issues and challenges for international quality assurance, accreditation and recognition of qualifications, including the need for closer links between quality assurance and recognition of qualifications, assessment of competencies/learning outcomes, and the need for more information sharing as well as building trust in the quality of post-secondary education. (DIPF/Orig.).

This study explores the phenomenon of higher education regionalization in the Arab states using the Functional, Organizational and Political Approaches model (FOPA) as the analytical framework. Drawing on data from different international, regional, and national organizations, the article shows that the Arab states are engaging in a variety of collaborative activities and alignment efforts related to improving quality assurance, academic mobility, and joint research. The article concludes that the process of higher education regionalization in the Arab states is currently oriented more towards bilateral and multilateral activities by universities and higher education actors than through regional-based frameworks, policies, and plans. The commitment to the regionalization of higher education is challenged by lack of a robust governance structure, funding, political instability, and a keen interest in collaboration and partnerships external, not internal, to the region. Thus, higher education regionalization in this region is yet to evolve to a more strategic and planned approach. ; Cette étude explore le phénomène de la régionalisation de l'enseignement supérieur dans les États arabes à l'aide du modèle Functional, Organizational, Political Approaches (FOPA) (Approches fonctionnelles, organisationnelles et politiques) comme cadre analytique. S'appuyant sur des données provenant de diverses organisations internationales, nationales et régionales, l'article montre que les États arabes participent à toute une variété d'activités collaboratives et à des efforts d'alignement visant à améliorer l'assurance de la qualité, la mobilité universitaire et la recherche commune. L'article conclut que le processus de régionalisation de l'enseignement supérieur dans les États arabes s'oriente actuellement davantage vers des activités bilatérales ou multilatérales de la part des acteurs universitaires et de l'enseignement supérieur plutôt que vers des cadres de travail, des politiques et des plans régionaux. L'engagement envers la régionalisation de l'enseignement supérieur est remis en question par des facteurs tels que le manque de structure d'une gouvernance solide, le financement, l'instabilité politique et un intérêt marqué pour la collaboration et le partenariat externes à la région, et non pas internes. De ce fait, la régionalisation de l'enseignement supérieur dans cette région doit encore évoluer vers une approche plus stratégique et planifiée.