有關香港大學教育學制的爭議，從五十年代討論中大的成立時已曾發生；自中大於六三年成立後，香港兩間大學是各有其年制和自行收生的，形成了中學教育的雙軌制。七十年代中大反對四改三運動亦是一個學制爭議；及後港府以合併預科考試為題，在教統會第三號報告書中，統一了中學學制，要求各大專院校採用劃一的取錄程式，間接地促使了香港高等教育全面走向英式專才。回歸後，特區政府提出全面檢討教育制度，其中關鍵點是大學學制；為此教統會提出一體化的三年高中教育，這將使香港大學學制邁向六四制，與國際主流學制接軌。此文重點是以歷史角度剖析上個世紀以來香港學制的四次爭議。
There are four debates on the duration of undergraduate programme in Hong Kong at last century. Since the Chinese University of Hong Kong is established in 1963, the two universities have their own system in admission and duration of undergraduate programme. The Hong Kong University with three-year undergraduate programme serves pupils from Anglo-Chinese School and admits them according their results in the Advance Level Examination. While the CUHK admits pupils from Chinese Middle School with Higher Level Examination results. However, Education Commission in ECR3 on 1986 suggests combining the two matriculations. After reunion, the Chief Executive of HKSAR government entrust the EC to conduct a comprehensive review of the education system. Later the EC suggest providing a new three-year senior secondary education. It seems there may be another change to be happen in the duration of undergraduate programme in Hong Kong. No matter how, it is worthy for people to have a historical review on this issue.
[Copyright of New Horizons: The Journal of Education, Hong Kong Teachers' Associationl is the property of Hong Kong Teachers' Association at http://www.hkta1934.org.hk/]

In this paper the colonial history of university education in Hong Kong, and recent changes in the governance of university education driven by global management discourses are discussed. With the systemic penetration of global economic rationalism, Hong Kong university education has gone through structural changes that include funding-linked evaluative policies and practices. Market imperatives and institutionally defined notions of research performance based mainly on English-language, overseas journal publications are exerting strong influence on the cultural practices and life styles of academics and stand to significantly change academic and intellectual culture in higher education in Hong Kong. The long-term consequences of these local interpretations and adaptations of global processes will be discussed in terms of their potential impact on academic freedom, the shaping of intellectual space, the intensification of competitive institutional research output, and the risk of privileging certain forms of knowledge production that puts aside local societal needs, indigenous knowledge and epistemologies. The views of experienced Hong Kong academics in the humanities and social sciences, as expressed in in-depth individual interviews, are also discussed. These are then interpreted with reference to Habermas' notion of different kinds of knowledge-constitutive interests (Habermas 1971) and Foucault's notion of the technology of discipline power to uncover the state's implicit transformation and shaping of the social and epistemological bases of academic and intellectual pursuits and the increasing trend of individualization of intellectual communities into isolated, individualistic, competitive knowledge workers (Foucault 1977).
[Copyright of Inter-Asia Cultural Studies is the property of Routledge. Full article may be available at the publisher's website: http://dx.doi.org/10.1080/14649370902823397]

This paper explores whether any of the traditional aspects of Chinese culture discussed in the marketing and cross-cultural literature still apply to today's generation of Chinese students in the seemingly westernized location of Hong Kong. It finds that most of the traditional cultural beliefs are still endorsed although Hong Kong students also felt that they were quite independent, individual and creative-within the framework of respecting traditional values. The paper then discusses (on the basis of presenting the same set of students with the findings of this part of the research) how foreign universities might adapt their courses and programs to meet the cultural needs of Hong Kong students. It was found that universities need to adopt a delicate balance between respecting traditional Chinese values and concepts, and encompassing more westernized beliefs and attitudes which enable the students to learn in an environment which enables them to express their creativity and individualism, within a fundamentally quite conservative cultural environment. The value of the research is that it will help foreign universities position their programs and courses for this quite complex and subtle market.
[Copyright of Journal of Marketing for Higher Education is the property of Routledge. Full article may be available at the publisher's website: http://dx.doi.org/10.1300/J050v13n01_09]