Abstract
Aspiring to become world class appears to be a preoccupation of many Southeast Asian universities. Measures of achievement are normally through internationally recognized rankings. The wordings used to enshrine this desire can be read from the Visions and Missions Statements showcased by these universities. However, only a few of them has made it through the ranking barrier of top 200. They could be considered as being World Class and the aspiration of the Asian or Southeast Asian universities'. Having aspirations and desires is obviously a necessary but not sufficient condition to achieving World Class status. This paper proposes a conceptual model based on many years of personal and vicarious experiences in higher education in several countries involving World Class and non-World Class universities. The model considers Management, Technolo-gy, Generational Gap and Curricula (MTGGC) as the fundamental dynamics to move universities towards global recognition and World Class ranking. These dynamics are constantly interactive in a planetary cluster with Management in the focal location. Each of these dynamics has its own elements which trigger innovation in pedagogy, education technology and even in educational structure and philosophy. Examples are given to show these innovations. The paper concludes by suggesting the need to consider reforming the structure of higher education in order to ensure its effectiveness in the midst of continuous change. This will provide inputs to and simultaneously guide the development of policies on higher education in Southeast Asia in particular.