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Vietnam) and is an integrated sociocultural, economic, and political community established in 1967. There are more than 6,500 higher education institutions (HEIs) and about 12 million students in ASEAN. One area of the association's vision for 2020 highlights economic development through education. This vision is meant to be operationalized through research cooperation, credit transfers, student mobility, and degree recognition.Higher Education Policy in the Philippines and ASEAN Integration: Demands and Challenges by Adeyemo applies the lens of globalization to analyze ASEAN higher education integration policy. The publication evaluates the Philippines' higher education policies and policy implementation in the context of political symbolism that shows the distance between policy ideas and practical outcomes. The author provides an insightful and comprehensive understanding of the Philippines' higher education system. He also suggests approaches to improve the country's educational outcomes. Readers may extend their knowledge about educational policy implications and challenges the Philippines faces in balancing the nation's human resources needs and the region's integration policy.

Rural students account for almost 20% of the US K-12 students, but rural context varies from state to state. This study uses a statewide longitudinal sample (N = 3,119) to analyze college enrollment and STEM major choice patterns of Montana’s public high school students in the academic years of 2013-2017. The binary logistic regressions showed that Montanan students are more likely to enroll into a 4-year institution than a 2-year institution. Also, students enrolled at a 4-year institution are more likely to consider STEM majors than students at a 2-year institution. Although high school GPA and ACT STEM scores are strong predictors for both college enrollment and STEM major choice, findings for race/ethnicity, gender, and free or reduced-price lunch status varied across the two outcomes. Specifically, race/ethnicity contributes to variation in college enrollment, but not STEM major choice. Similarly, free or reduced-price lunch status in high school is predictive of college enrollment, but not for STEM major choice. Although there was no difference in college enrollment type for gender, male students are more likely to select a STEM major, and this trend occurs at a rate of three times higher at a 4-year institution versus a 2-year institution. Our findings provide additional nuances of rural students, contributing to the understanding of their college enrollment and STEM major choices in the context of Montana - a large geographic, low populous state - which has received less attention than urban and high-density states.

This paper contributes to the home (market) bias literature where administrative or political borders limit trade across borders. Home bias is well documented at the national and subnational level. To sort out macro (e.g., location characteristics) and micro (e.g., enterprise characteristics) factors behind home bias, we use small and medium‐sized enterprise (SME) data from Vietnam. Using the fractional multinomial logit model, we find that the proportion of SME sales outside of their home markets is positively associated with enterprise size, age, number of business association memberships and the distance of SMEs' most important supplier. In contrast, the proportion of SME sales to neighbouring provinces is negatively associated with the share of SME production for final consumption. Besides enterprise‐level frictions, market characteristics matter too. The proportion of SME sales to customers in their home markets is negatively associated with home or neighbouring provinces' governance quality, while the proportion of sales to customers in neighbouring provinces is positively associated with these areas' governance quality. These suggest that good governance frees SME resources for use in selling to less familiar markets.

Diversity, equity, and inclusion are long-lasting issues in the US higher education when institutions have to cope with policy, society, and institutional missions to achieve the racial equality. Diversity concept today goes beyond racial groups, but cultural identity. What does diversity mean through reporting numbers of racial student groups on campus? How do institutional research methods contribute to address racial inequality on campus? These questions are discussed in this title "Behind the Diversity Numbers -Achieving racial equity on campus". W. Carson Byrd illustrates a comprehensive view of diversity on campus from historical to contemporary period of the US higher education. He explains racial issues in interesting, complex, and critically convincing ways about quantitative diversity from college admissions, enrollment, to graduation racial discrepancies that higher education institutions report. The overarching goals of this book are to understand whether quantified research explain diversity on campus appropriately, and to provide recommendations to eliminate racial inequality in higher education.The US higher education system is stratified and diverse that draw racial inequality in accessing the educational resources and opportunities. How different strata address racial issues were investigated systematically to present an overview of the diversity and inclusion of student, faculty, and staff on campus in the introduction "Following the numbers to diversity and inclusivity". Byrd strongly argues the quantitative-based studies in diversity are not appropriate, and masks what issues persist. In the next four chapters, Byrd details the process how diversity relates with college admissions in chapter 1 "Transforming race into diversity at the college gates", and introduces QuanCrit framework to critique diversity numbers in chapter 2 "Beyond predominately White". He examines the contributions of campus climate research to eliminate racial inequality in chapter 3 "The other climate science", and recommends what institutional changes should deal with racial inequality in chapter 4 "What universities can do about racial equity".