Pakistan's 'open access instrumentation' initiative can be replicated in other developing countries, opines Atta-ur-Rahman.

Donors should fund the facilities needed to improve the conditions for research, as well as funding individual studies, says Berit Olsson.

African governments must invest in science training — but they don't have to go it alone, says Arlen Hastings.

Higher education in developing countries needs innovation infrastructure if it is to boost development, says Arnoldo Ventura.

When funders focus on market-driven and applied science they hinder basic scientific enquiry in developing countries, says Lemuel V. Cacho.

Short-term income-generating research can erode university capacity — the foundation for long-term economic growth, says Phuong Nga Nguyen.

Our obsession with top-rated universities is denying us a 'world-class' global higher education system, says Ellen Hazelkorn.

India should be inspiring science and technology graduates to stay in the sector, rather than building new institutions, says Anant Kamath.

Africa needs better universities, but is a pan-African university the way to go, asks Linda Nordling.

Research collaborations with African institutions must be equal, fair and meaningful, says Damtew Teferra.

Academic partnerships bring knowledge and drive economic growth, but success depends on good communications that build trust, says Tim Gore.

Neglect of science and technology in African universities has been compounded by a failure to focus research on the continent's needs, says Mammo Muchie.

Developing-world scientists should make every effort to pursue careers at home – and their governments should help them, says Mohamed Hassan.

Increased funding will only improve Indian science if the country's scientific infrastructure is strengthened, argues U.C. Lavania.

Wole Soboyejo argues that Africa needs a network of world-class science and technology research institutes to stimulate social and economic development.

Africa must nurture its existing scientific institutes rather than continue to churn out new centres of excellence, argues Narciso Matos.

Thomas Vallely argues that what matters most in determining whether universities in developing nations succeed or fail is how they are organised and managed.