香港的高等教育已經有了百年的歷史,充分借鑒並運用歐美等先進國家教育教學理念和模式,尤其是近些年來,香港高校體育教育立足於本土文化和教育國際化的融合,現今已經取得了長足的進步和發展。本研究設計通過對香港高等學校的體育教育辦學特色進行研究分析,同時對其發展和進步的經驗進行總結,以期能夠為促進我國內地高校體育教育的發展提供理論上的啟示和幫助。

香港高等教育分類發展基本戰略的核心思想是高等學校錯位發展、多元合作。教資會資助的香港院校已形成各自核心競爭力,共同構建了結構合理、特色有序的高等教育體系。香港高等教育分類發展戰略的頂層設計和院校實踐分析發現:以特色辦學促進高等教育多元發展,以多元合作提高高等教育資源使用效率,服務本土基礎上追求國際卓越的發展理念,政府宏觀引導和院校自主發展相結合的管控機制,是香港高等教育分類發展戰略運行的基本特征。

建設粵港澳大灣區是習近平總書記親自謀劃、親自部署和親自推動的國家戰略,高等教育領域的開放協同創新發展將是粵港澳大灣區建設題中之義。該組筆談匯聚灣區高等教育建設謀劃之思,提出如下觀點:做實深港教育合作,建立法規保障機制,成立實體協調組織機構,基於全球化、智能化要求推進灣區教育開放與合作;著眼四個方面開展灣區高等教育發展定位與戰略研究;在粵港澳大學聯盟的基礎上打造各種專業子聯盟,拓展聯盟高校合作內容,規範灣區高等學校合作模式,實施大學集群戰略;建立"粵港澳高等教育大灣區協同創新發展試驗區",組建兩大共同體,構建統籌協調、利益共享、風險防範三大機制;理工科大學需緊密對接灣區制造業發展需求,服務、支撐區域產業尤其是制造業轉型升級;構建"粵港澳大灣區高等教育樞紐",加大並優化灣區高等教育資源投入,充分整合粵港澳三地建設,提高對外開放水平,推動高等教育創新發展。

基於史料的整理及分析,文章將20世紀香港高校的入學考試制度劃分為三大階段:第一階段為1913-1951年,香港教育司署及高校僅為英文中學畢業生辦理升學考試;第二階段為1952-1977年,香港教育司署及高校開始為香港中文中學畢業生辦理升學考試;第三階段為1978年以後,香港考評局統一辦理不同類型入學考試。三大階段的演進彰顯了開放融合、邊際瓦解、效率提升、迭代進步、廣泛對接的鮮明特征,且與教育關系規律呼應契合。

實現粵港澳大灣區高等教育合作與區域創新模式發展,不僅能夠實現優勢互補,強化不同地區高等教育的交流與合作,對於推動這些地區教育與經濟發展同樣起到至關重要的作用。為促進粵港澳大灣區高等教育合作與區域創新模式的構建,作者從粵港澳大灣區高等教育現狀入手,對其現狀進行全方位、深層次地剖析,並在此基礎上深入地探析了粵港澳大灣區高等教育合作與區域創新模式構建,給出了筆者具有代表性的個人建議。希望對推動粵港澳大灣區高等教育合作與區域創新模式構建與發展起到一定的積極作用。

This article presents a comparative analysis of national policies, implementation strategies, and regional and global aspirations to establish education hubs in Hong Kong and South Korea. The authors argue that existing definitions of education hubs do not yet sufficiently consider whether a hub's orientation is global or regional and how its funding sources direct its mission and vision. The authors first review current definitions of education hubs and then use Ranga and Etzkowitz's Triple Helix conceptual framework to analyze Hong Kong and South Korea's national policies and their hubs' distinct vision, goals, strategies, rationales, and major stakeholders. The article concludes with an updated definition for education hubs which is inclusive of purpose, mission, role in the knowledge economy, and relationships between key stakeholders, including government, higher education institutions, and industry. This research identifies key indicators of a successful hub and provides additional necessary insights for policy makers working to develop future education hubs.
[Copyright of Industry and Higher Education is the property of SAGE Publications.]

Set against broader theoretical debates regarding the role of the developmental state in driving social and economic developments in Asia, particularly in higher education and research, the present article critically examines the synergies between government, enterprise and universities in China, in promoting innovation-centric entrepreneurship. The example of Shenzhen, China, including its response to the Greater Bay Area initiative, highlights how new governance modalities have emerged to embrace multiple actors and diverse non-state/non-government sectors in support of innovation-centric entrepreneurial ventures. Our analysis reveals new forms of network governance. These include hybrid organisations that have become more proactively engaged in fostering a spirit of entrepreneurship, including in the higher education sector, albeit against a backdrop of tensions in the mainland governance model, between the drive for innovation and re-assertion of Party control. Copyright © 2019 Association for Tertiary Education Management and the LH Martin Institute for Tertiary Education Leadership and Management.

This study explores how master's students perceive their learning experiences and build their identities as postgraduate learners. It also investigates how these students' perceptions affect their aspirations regarding academic careers. By applying the Community of Practice (CoP) framework, this study focuses on three dimensions of master's students' experience; community, practice and identity. Seventy master's students from one research-intensive university in Hong Kong were interviewed regarding motivations for doing a master's degree and reflections on learning. The interview results showed that master's students build their communities partly around shared academic interests. However, the boundaries of these communities are loose and flexible, due to the nature of master's programmes with their short periods of study and large numbers of part-time students. The study also showed how master's students develop their knowledge and skills through doing research and how they evaluate the prospect of becoming an academic.
[Copyright of Studies in Higher Education is the property of Routledge.]

香港中文大學學習借鑒美國經驗，在提高學校教育質量、人才素質培養方面，大膽地進行了與傳統學校教育相佐的改革嘗試——推行《躍進學校計劃》。她將教育置於社會大背景下，融學校教育、家庭教育、社會教育於一體；充分發揮大學對中小學教育質量的促進作用。這種合作夥伴關係貫通大中小學校，延至社區，並與國外攜手形成立體合作網絡，拓寬了“教育”的視野，使得教育更富有成效。《躍進學校計劃》對教育改革頗有啟發。 Copyright © 1998 上海市教育科學研究院; 上海市高等教育學會.

Purpose - This study aims to identify effective strategies and practices for higher education institutions (HEIs) to enhance their knowledge recipients’ knowledge absorptive capacity.Design/methodology/approach - Questionnaire surveys and interviews were conducted to examine the effectiveness of a knowledge transfer (KT) project and these were administered by HEIs in Hong Kong. Pre- and post-test questionnaire surveys with t-tests were used to evaluate changes in the knowledge absorptive capacity of 1,014 participants from 20 schools. Qualitative interviews were conducted to investigate school leaders’ perception of the effectiveness of the KT strategies.Findings - Results revealed significant differences between the pre- and post-tests in all the elements of absorptive capacity. The processes of knowledge acquisition, contextualisation, internalisation and externalisation in a closed-loop mechanism were identified as effective KT strategies. Conducting training programmes, workshops, consultations, work-based studies and presentation seminars were found to be effective KT practices to support the recipients in acquiring, contextualising, internalising and externalising knowledge.Practical implications - HEIs should provide consultative support to recipients by conducting work-based studies and presentations to enhance their knowledge absorptive capacities.Originality/value - This study contributes empirical evidence to validate the application of Liyanage et al.’s (2009) KT model to HEIs’ KT model for the purpose of designing KT activities and enhancing the absorption capacities of the recipients. This research contributes an empirical closed-loop KT model, effective KT strategies and practices for HEIs to support their knowledge recipients so that they can internalise the acquired knowledge. Copyright © 2020 Emerald Publishing Limited.