This article looks historically at the 'Regionalisation' of higher education in the United States and East Asia. First, it recounts the proliferation of regional networks in American higher education in the 1950s and 1960s, with a focus on the international dimensions of these networks. Then, it revisits a major conference on 'University Cooperation and Asian Development', hosted by the University of Hong Kong in 1966. Noting that domestic university collaborations often paved the way for subsequent international networks, the article situates both American and Asian networks in their broader geopolitical context to show the relationship between higher education, regional development and the pursuit of soft power.
[Copyright of Journal of Higher Education Policy and Management is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/1360080X.2013.786858]

International student mobility has emerged as a key source of societal and educational transformations in the booming economies of East Asia. International competencies are increasingly valued by employees and employers alike. Given the uneven distribution of international student flows, and the inequitable levels of benefit that they bring to various locales and institutions, some jurisdictions are seeking the optimal policy instruments for leveraging public and private interests in the mobility of human resources and knowledge. This case study of Hong Kong looks at the outbound-inbound student flows and explains how the government facilitates cross-border education balances. The researchers utilized the four modes of the General Agreement on Trades in Services framework, and found it to be a helpful tool in analyzing the government's balancing act, despite the challenges associated with the conceptualization of international student mobility as a commodity or trade in services.
[Copyright of Studies in Higher Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/03075079.2011.630726]

Curriculum reform in higher education has been taking place in many countries, with much attention paid to many such as the national-level Bologna process in Europe, institutional-level Melbourne Model in Australia and discipline-level Engineering Criteria 2000(EC2000). This paper gives a detailed account of the reform initiatives taking place in the recent Hong Kong educational system and in particular, focusing on a research-intensive university in Hong Kong through literature and consultations. Being aware that teachers often face challenges in dealing with curriculum changes, this small-scale study aims to identify areas which faculty members require assistance in their professional development by investigating university teachers' perception of the curriculum reform in the Science discipline. Through quantitative and qualitative methods, it was also found that academics expressed doubts towards the implementation of outcome-based and student-centered learning approaches in the new curriculum despite their understanding of these concepts.
[Copyright of International Education Studies is the property of Canadian Center of Science and Education. Full article may be available at the publisher's website:
http://dx.doi.org/10.5539/ies.v6n4p56]

This article argues that Burton Clark's notion of the expanded developmental periphery provides a useful conceptual framework for examining the differing relationships between continuing and professional education units and the institutional core of traditional research universities. The intent is to examine how Clark's notion offers a means to detect and analyse factors that assist in empowering some units and, conversely, those that are disempowering and lead to a perception of marginalisation in others. The article begins by examining differing perspectives in the literature on the relationship between continuing and professional education units and the university core. It then revisits Clark's work on entrepreneurial universities before focussing on just one of the five transforming elements that Clark argues underscore the success of entrepreneurial universities-the expanded developmental periphery. The article explains how this notion was developed into a conceptual framework and was used in the author's own research examining the contribution that three continuing and professional education units made to their universities in Washington DC, Hong Kong and Sydney. Clark's notion has been used as a diagnostic tool, which may have a wider application for examining relationships between the institutional core and its periphery.
[Copyright of International Journal of Lifelong Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/02601370.2012.737378]

International competition drives research universities to find ways to anchor globalization for academic productivity and innovation through cross-border collaboration. This article examines the case of pre-and post-colonial Hong Kong and how its universities transited from undergraduate institutions to highly ranked research universities within 30 years. While this is attributed to an enabling environment of institutional autonomy, open borders and cross-cultural capacity, a case study of one research university points to the role played in all of Hong Kong's universities by network agents, institutional arrangements, and brain circulation to recruit and retain international scholars and scientists. While this has strengthened capacity, it cannot be sustained without indigenous academic leadership to ensure that globalization is anchored in local culture. The article makes the case that the Hong Kong model already studied by research universities on the Chinese mainland, is generalizable as a cosmopolitan model for developing countries.
[Copyright of Studies in Higher Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/03075079.2013.773605]