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In this paper, we reflect on the evolution of place-based governance from a longterm (15 year) study of rural development initiatives undertaken in a region of Poland as part of its accession to the European Union. We decompose the recursive process of institutional learning arising from initiatives for heritage preservation and rural economic development. In our analysis, we elaborate a typology of unavoidable development dilemmas that must be explicitly managed in order to allow place-based governance to effectively harness the cultural value, social context, and developmental needs of certain locales or landscapes. Although creating and sustaining local value remain contingent on broader realities of governance, proactive management of these dilemmas can help prevent many of the usual contestations around goals and identity from becoming intractable in later periods. Our proposed approach to enabling place-based governance emphasizes conflict recognition and engagement as important complements to more common prescriptive models of governance.

The triad of cooperation, international exchange and integration among institutions of higher education has become the new norm in the global experience of learning and academic training. The goal of improving and standardizing the academic experience across countries is now typically also associated with fostering cultural and political ties and complementing processes of cultural integration, economic growth. Behind the rhetoric of many new initiatives, however, is a competition of geopolitical proportions, in which various national or regional systems of higher education try to shore up their positions or conquer new territory. In this paper we assess these discursive and material battles over institutional hegemony in Southeast Asian higher education by drawing on the sociology of knowledge approach to discourse. We critically address the competitive negotiation over higher education taking place between international and Southeast Asian educational players, asking whether these contribute more to integration than reinforcing dominant higher education domains.