The main purpose of the present study was to explore effective strategies and policies for exporting Hong Kong’s higher education to Asian markets. It examined and compared the current strategies and policies that are currently employed by Australia, the United Kingdom, and Singapore. The data for this project was obtained primarily from documents and in-depth interviews. Documents included the latest government reports, policy addresses, and official statistics. The in-depth interviews were conducted in Hong Kong as well as in the four studied cities—Mumbai, New Delhi, Jakarta, and Kuala Lumpur. Interviewees included government officials, academics, higher education institutions’ representatives, consulate generals, and officials from policy bodies. It is clear from the findings of this present study that a set of favorable policies and strategies at the national level was behind the success of these competitors. Such policies are not confined to educational policies but extend to population and employment policies.
[Copyright © 2016 Springer Science+Business Media Singapore.]

This chapter reports on two studies conducted in both Hong Kong and Australia. The purpose of these research studies was three-fold: first, to evaluate the secondary business education curriculum; second, to explore its role in both Hong Kong and Australia, in order to determine the future directions in the light of perceived social, environmental, technological and political changes; and third, to make appropriate recommendations to policymakers in the respective countries. The results of the two studies demonstrated that the current secondary business education curriculum in Hong Kong and Australia has moved towards, but is not yet fully conversant with the need for, a paradigm shift from a predominantly skills-based curriculum to a dynamics-based curriculum. The notion of competence and its origin are discussed. A move towards a more holistic perspective of competence, that is, an interpretative-relational perspective is proposed and illustrated for business education. The introduction of competency standards for the clerical-administrative occupations in private industry tends to restrict the curriculum to the achievement of skills and outcomes, rather than move towards a broader base. It is recommended that the aims of secondary business education be under constant review; the image of business education be updated; there be an increased emphasis on vocational education, provision of resources, and opportunities for professional development for business education teachers. Implications for research, policy and practice including a business education curriculum based upon an interpretative-relational model of competence are drawn.
[Copyright © Springer Science+Business Media B.V. 2009.]

THE TRANSITION FROM HOME to early childhood education can be stressful for both children and parents. How parents cope with this potentially stressful event affects both the children's adaptation and the parents' lives during the preschooler stage of the family lifecycle. This paper examines how parents respond to their children's adjustment difficulties, particularly a reluctance to attend school, by examining the coping strategies of 29 Hong Kong parents. The parents expressed different kinds of negative emotions regarding their children's reluctance to go to school due to various adjustment difficulties. Parents' coping strategies can be classified as planful coping, seeking social support, accepting responsibilities, distancing, self-controlling and positive reappraisal according to Folkman and Lazarus's Ways of Coping (WOC) framework. The implications of these strategies for how early childhood professionals can support parents are discussed.
[Copyright © 2014 Early Childhood Australia Inc.]

The article discusses a study on educational research assessment in Australia in context of Excellence of Research for Australia (ERA) done in Hong Kong. Topics include combination of expert review and indicators for research assessment, methodology of University Grants Committee (UGC), and introduction of research scholarship. It mentions that emphasis of international benchmarking for producing quality profiles of Hong Kong-based UGC-funded institutions.
[Copyright of Australian Educational Researcher is the property of Australian Association for Research in Education. Full article may be available at the publisher's website:
http://dx.doi.org/10.1007/s13384-013-0110-3]

There is a clear need for new research into the work and life outcomes for graduates of Australian international education. Drawing upon divergent post-study transitions, this article aims to present a multi-faceted, qualitative foundation for the consideration of both positional and transformative impacts of international education on graduates' post study lives and careers. We compare three divergent study and life pathways for international students via three case studies of different models of Australian international and transnational education provision. The findings show that positional and transformative outcomes were often intertwined in surprising ways in participants' stories. The pathways that they followed after graduation were strongly influenced by their engagement with international education as a life as well as a learning experience. All three case studies also suggest that concepts of the prestige of the Western degree need further consideration.
[Copyright of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/03057925.2011.562369]

How can transnational education (TNE) programs be made more effective? According to the literature, no one is in a better position to comment on this question than the students themselves. At the same time, there is a recognized scarcity in the literature of student input into the issue of transnational program effectiveness. In consideration of this need, a research study was conducted to examine the effectiveness of TNE programs from the student perspective. To this end, transnational students' views on the various dimensions of the TNE context were used as a key indicator of the effectiveness of transnational programs. The evaluated dimensions included student, instructor, curriculum and instruction design, interaction, evaluation and assessment, technology, and program management, and organisational support. Data for the study was collected from approximately five hundred transnational students participating in eight transnational undergraduate computing programs offered by four Australian universities in Hong Kong, Malaysia, Singapore and Vietnam. Overall, students from the eight different programs considered in this study were in agreement as to the factors they perceived as most important to the effectiveness of transnational programs. As anticipated and confirmed by the literature, students were of the view that their own motivation, self-discipline, and the ability to work independently, as well as in a team, was a pre-condition of an effective program. With respect to instructors, students attached the greatest importance to the instructors' ability to understand program requirements and student needs, use communication skills effectively, and be well prepared and organized. They were also in agreement regarding the importance of instructors' experience with technology- based programs and their ability to provide well-designed syllabus and presentation outlines. The relevance of the curriculum to job and career was perceived as the most important aspect of