Hong Kong has one of the busiest higher education sectors in Asia with eight universities and a network of institutes, colleges and associations. It is also a hub of international educational activity with many foreign universities and other educational bodies participating in various forms of strategic alliances with a range of Hong Kong based education based providers. The aim of this paper is to analyse and evaluate the range of alliance options (universities, institutes, associations, colleges and so on) available to foreign universities in Hong Kong, compare these briefly to the rest of China, and discuss how these various options can be accessed by foreign universities wishing to enter the Hong Kong market via the strategic alliance mode of entry. The paper notes that each type of alliance option has particular features which may be of relevance to particular foreign universities, depending on their entry aims and objectives. The paper also notes that because these entry options are somewhat different from the rest of China, previous research relating to that country cannot easily be applied to Hong Kong, thereby suggesting that country based entry models need to be developed to assist foreign universities to enter differing markets. These various entry models can later be developed into a model which may be able to identify entry issues of commonality between countries, and differences which may be expected.
[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/J050v11n03_03 ]

Will our Christian colleges in Asia serve as possible venues for the cultivation of communication and understandings among people of different cultures? This is the issue addressed in this paper and the author attempts to give a report of the work of Chung Chi College overall, with special reference to her distinctive contribution as a Christian college in Hong Kong, China, and its Asian contexts. As a Christian college, Chung Chi College has found herself serving not only as a light to the gentiles but also as "a bridge" between the Eastern and Western cultures, between Christianity and other religious traditions.
[Copyright of Christian Higher Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/15363750590959977]

Narrative provides meaning and belonging in human lives because every human experience is a lived story, and a storied experience. Rooted in Dewey's thoughts on the past-present-future continuum of experience, Connelly and Clandinin define narrative inquiry as "the study of how humans make meaning of experience by endlessly telling and retelling stories about themselves that both refigure the past and create purpose in the future" (1988, p. 21). In the present paper, I first explore the meanings of early childhood education and depict the general background of early childhood education in Hong Kong. Then, by adopting Schwab's (1973) four commonplaces of subject matter, learner, milieu and teacher as a curriculum framework, I examine curriculum issues in kindergarten with illustrations of my experienced stories about the teaching of an in-service kindergarten teacher in Hong Kong. Finally, based on Schwab's four curriculum commonplaces, I analyze the Reform Proposals for the Education System in Hong Kong as published in September 2000 by the Hong Kong Education Commission with special emphasis on early childhood education and pre-primary teacher education in Hong Kong for the new millennium.
[Copyright of Early Child Development and Care is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/0300443022000022431 ]

It is argued that language learning ought to be interactive. The traditional language classroom provides a favourable interactive situation for language learners. By contrast, the distance education mode is limited in some ways regarding language learning. Necessarily, distance education involves, primarily, self-learning. Face-to-face learning opportunities are scant compared with traditional classroom-based learning. It is, therefore, a challenge for language professionals to explore new ways of teaching language, the speaking skills in particular, within the constraints of the distance education mode. Being able to master English -- an increasingly important international language -- provides a key to information and learning societies in the 21[&SUP] stcentury. In this paper, I will suggest some ways of maximizing the amount of interactive activities in English language distance learning, based on my work-based experience as a course developer of a new English enhancement course offered by the Open University of Hong Kong. I will focus on the development of listening and speaking skills, which are in fact the most problematic areas -- the speaking skill, in particular, involves two-way communication. I will consider the issue from the perspectives of learners' motivation, peer support and technological support. Finally, I will present findings of a survey on the learners and tutors' feedback on the teaching materials of this new English language enhancement course.
[Copyright of Open Learning is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/02680510307413 ]