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]

Background: There has been a lack of research on exploring how beliefs about language learning (BALLs) and out-of-class language-learning activities are related. BALLs and out-of-class language-learning activities play an important role in influencing the learning behaviours of learners and learning outcomes. Findings of this study provide useful pedagogical implications for English teaching in Hong Kong.
Aim: The aim of the study is to gather information on the BALLs and out-of-class language-learning activities of young adult ESL learners in Hong Kong.
Sample: Convenience sampling is adopted in this study of 324 ESL (English as a Second Language) learners undertaking vocational education in Hong Kong.
Methods: Surveys on BALLs and out-of-class language-learning activities. Results: Findings indicate that learners held mostly positive beliefs. Watching films and television, reading, listening to English songs, music and radio channels, formal learning and practising speaking with others were the out-of-class language-learning activities reported by subjects that they carried out most frequently. There is an association between BALLs and the implementation of activities. Learners who regarded out-of-class language-learning activities as useful were found to possess more positive beliefs regarding their English learning in terms of BALLI (Beliefs About Language Learning Inventory) items. Learners who implemented out-of-class language-learning activities were found to have more positive beliefs in terms of two factors, "Perceived value and nature of learning spoken English" and "Self-efficacy and expectation about learning English."
Conclusion: The contextual influences of English being a prestigious language in Hong Kong and being attached with tangible rewards and power are suggested to contribute to the prevalence of instrumental motivation among ESL learners in Hong Kong. These influences, together with notion of modesty and the fear of losing face

This paper attempts a comparative analysis of classification and framing relationships as they are exemplified in the four papers presented in this Special Issue. In particular, it interrogates Bernstein's assertion that education is simply a relay for power relations external to it and examines approaches to educational leadership and administration that follow from such analysis. It is concluded that in different times and places power relationships external to education are often complex and contested, producing a variety of relays and attempts at classification and framing that serve differing interests and are articulated through policies containing significant internal contradictions. In such circumstances contingency and immediate local influence may affect the practice of educational leadership as well as offering scope for subversion, resistance, simulated consent and collective action. The possibility of a public pedagogy through which such complexities could be articulated is raised and its importance to the practice of educational leadership affirmed.
[Copyright of Journal of Educational Administration and History is the property of Routledge. Full article may be available at the publisher's website: http://dx.doi.org/10.1080/00220620802507185 ]

This article first reviews important issues of language, power, and testing. It then examines in critical fashion a particular instance of the use of language testing by the Hong Kong government, namely, the Language Proficiency Assessment for Teachers (LPAT). Treating the LPAT developments as a form of narrative rather than debate, it presents analysis through a context-events-problem-solution-evaluation discourse sequence that perpetuates nonresolution. This procedure permits ongoing reference to and evaluation of the political, educational, and language setting, the schizophrenic position of English, government language policy documentation, the test itself, and media coverage of the results. It indicates the detrimental effects of the LPAT for test-takers, for learning, and for the community at large, advancing and justifying some alternatives and explaining why such lines of resistance lie beyond the purview of most teacher victims. It concludes that the LPAT examination should be heeded both as an early sign of increasingly illiberal political tendencies and as a warning example of bad educational practice.
[Copyright of Journal of Language Identity and Education is the property of Lawrence Erlbaum Associates. Full article may be available at the publisher's website:
http://dx.doi.org/10.1207/s15327701jlie0403_2]