This chapter will examine the present context where international student mobility in the ASEAN region is concerned. It will look at how national policy, regional policy, and specific mobility initiatives are functioning to support the creation of an ‘ASEAN Student Mobility' regional hub. In particular, the chapter will explore how these efforts relate to existing theoretical models that that exist to explain student mobility and whether they are framed in terms of this theoretical thinking. The chapter will conclude by arguing that while there is the potential for increases in intra-ASEAN student mobility which can enhance the economic and cultural life of the region, a more coherent and coordinated approach is required by the key political stakeholders who lead in the area. It draws upon two recent major research studies undertaken by the team examining student mobility in the ASEAN region.

This study of the COVID-19 online learning experiences of students in a Singaporean higher education institution (HEI) assesses the students’ ‘fit’ (ie, their satisfaction) with online learning, as gauged through the Information Technology (IT) models of Task-Technology Fit (TTF) and Unified Theory of Acceptance and Use of Technology (UTAUT). While current studies have found that curriculum, instructor and learner factors have impacted on students and online learning during COVID-19, it has been observed that there is insufficient understanding of factors that predict students’ online learning satisfaction [24]. This study thus contributes where there are few, if any studies that assess students’ online learning satisfaction through technological models. Furthermore, the study’s finding are that the students’ perception of, general attitude to, and intention to use the online learning shaped their satisfaction, thus pointing to the value of such technological models in understanding student learning at a deeper level. Students’ experiential comments from the study also form recommendations for effective online teaching practice which apply to Singapore, and broadly for higher education (HE) online learning design. Significantly, the information technology (IT) models are shown as valuable in assessing HE students’ online learning satisfaction.

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The end of the Aimhigher programme in England in July 2011 combined with the change in the regulatory regime for access outreach work has fundamentally changed the landscape for practice. This paper examines an attempt to continue with collaborative outreach work in London through the development of a new organisation called AccessHE. It explores the challenges that this organisation will face in being sustainable in a context where higher education institutions (HEIs), not the state, control the funding. It argues that opportunities for collaboration in this area remain, but the nature of this work has to be re-positioned and a new, wider set of stakeholders engaged.