從關注度、研究內容、政策影響、學位論文選題等方面來看,內地學者對香港高等教育的研究呈逐漸縮減趨勢。研究緣起單一是相關研究縮減的主因。通過政策將研究落到香港高等教育本身,並構建系統的研究體系,有望調節當前的現狀。

Using the invariance test, this study compared the research experiences of students from two sibling cultural groups in a Hong Kong context. Data were collected from 304 Mainland Chinese and 225 local Hong Kong research students. Their research experiences were measured using the Student Research Experience Questionnaire (SREQ) (Supervision, Infrastructure, Intellectual and Social Climate, Generic Skill, and Overall Satisfaction) and two scales developed from previous studies on research students in Hong Kong (Peer Support and Communication with Supervisor). The data supported the construct validity and consistency of all the scales and the measurement equivalence of all measurements except Intellectual and Social Climate. The data showed that Mainland Chinese students had significantly higher satisfaction with Infrastructure, and marginally higher satisfaction with Supervision, Communication with Supervisors, and Peer Support than local Hong Kong students. The invariance tests on path coefficients indicated that there was a nonsignificant difference in the path models of the two groups.
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With the processes of inter- and intranationalization, higher education in Hong Kong has been rapidly expanding in an effort to develop the city into a regional education hub. This chapter explores the trends and developments of higher education research (HER) in Hong Kong in the context of inter- and intranationalization. By drawing on the data from the Scopus database, this chapter analyzes a selection of journal chapters on higher education published in Hong Kong over the past three decades. Findings show that a significant growth and some new outputs have been seen in the field during the study period. In addition, local researchers have complied with the rule by forming more transnational and intranational research teams and by conducting more nonlocal studies. Interestingly, many of them have not abandoned local collaboration and studies, but they further developed their roots. These findings reveal that some internal signs of cosmopolitanization have been recorded in the field.

Consequences of competition for global university rankings, such as changes in funding modes, have been extensively discussed in the field of higher education. However, few studies have reviewed its implications on knowledge production. This study provides a contextualised method for theorising the implications of this competition on the development of East Asian higher education, specifically teacher education. It identifies the new forms of knowledge being produced in two teacher education institutions in Hong Kong and Macau by reviewing the publications of new recruits in a five-year period. The study considers the following variables: author(s), date and form of publication, abstract, title, keywords, journal name, language, data source, research context and methods. The findings show that the dominant publication trends are towards quantitative research and multiple authors. Psychological research is the most popular area and studies of other long-term issues in teacher education are being marginalised.
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In facing up with the challenges of globalization, IT, economic transformation, and international competitions in the new century, there are numerous educational reforms in many countries in the Asia-Pacific region. In these reforms, there is strong demand for a comprehensive knowledge base for educational innovation, policy development and practical improvement, supported by a wide range of research at different levels. This address aims to highlight the changing role of educational research in the emerging paradigm shifts in policy concerns and practical implementation in the nine trends and three waves of educational reforms in the Region. From analyzing the critical issues and challenges in the life cycle of policy development, the speech proposes a framework to draw implications for the future developments of educational research in the coming decade. In particular, the case of teachers and the teaching profession is used to illustrate what key issues that are challenging both policy development and educational research in the Asia-Pacific Region. At the end, it elaborates how educational research should be organized to support educational reforms and paradigm shifts in practice at the national, local, site and operational levels. Various types of local, national, regional and global research networks should be formed across areas and countries in the Region to create critical mass of multi-disciplinary research forces that can support high-level research for educational developments in the Region and other parts of the world. APERA should play a critical role in organizing and developing such networks.

Critical research review The paper will provide an overview of the learning and lesson study research strands in Chinese and English in Hong Kong, from the WALS 1st conference in 2005 to 2012 in classrooms, schools and communities. The presenter will provide an up-to-date overview of Hong Kong's diverse, multidimensional literature. She will focus on the lesson and learning study definitions, mapping of the process(es) and aspects that take priority. In light of this, she will offer a characterization of the research. Discussion will then focus on the implications of the research in terms of ultimate purposes and values, and emerging research trends and future directions. Not only will this be a discussion of the Hong Kong learning and lesson study research literature, but it will also provide a forum to nurture global dialogue.

This paper uses two action research cases to explore the potential for the implementation of assessment for learning in schools. Whilst there have been pockets of success in the UK (e.g. Black et al., 2003), what are the prospects for , assessment for learning in a Confucian-heritage culture, where the summative assessment paradigm has traditionally dominated? In order to show both the potential and challenges for assessment for learning in the Hong Kong primary school context, I decuss two action research cases of 'early adopters' of an ongoing reform. The first case examines a Cyber Zoo project which sought to develop information technology skills, collaboration skills and problem-solving abilities with a class aged 11-12 years old. The second case examines the implementation of peer assessment with the aim of sensitising 10-11 year old pupils to the grammatical errors which they make in their written English. The value of the paper lies in analysing assessment for learning in classroom practice within a specific international context. From this analysis, I draw out an exploratory cluster of the facilitating and inhibiting factors impinging on the implementation of assessment for learning in schools, building on a model of professional growth developed by Clarke & Hollingsworth (2002).