The purpose of this study was to determine the nature of marketing experiences that selected transnational university program providers had in Asia during 2002--2003. The study also determined what the selected transnational educational leaders saw as the important aspects of a framework for institutions of higher education to use for market entry into selected Asian countries.

Recent research has documented the rapid growth in the number of universities offering degree courses using English as the medium of instruction (EMI) throughout Asia. While some of this research has considered the impact of EMI instruction on student learning, only limited attention has been given to the experiences of other stakeholders, such as academic staff who are expected to deliver EMI courses in tertiary institutions. Therefore, this chapter explores the perspectives and experiences of academic staff at a large EMI tertiary institution in Hong Kong. Using a framework of teacher identity, the chapter considers the role of EMI policy and practice in the ability of academic staff to negotiate multiple identities, including ‘academic economist’, ‘researcher’, and ‘teacher’, by revealing the dominant discourses that constrained and enabled their professional identity construction. The data describes the challenges that academic staff experience in constructing their preferred identities in an EMI environment and how they negotiated such challenges. Implications for policymakers wishing to support the identity construction of academic staff at EMI tertiary institutions throughout Asia and beyond are considered and suggestions for future research discussed.

With the fast development of mobile technologies, mobile learning has been adopted by more and more students and staff in higher education institutions. However, most students and staff tend to explore mobile learning as individuals, and there is a lack of systematic exchange of ideas and strategies related to mobile learning among them. This chapter reports on a project on building a mobile learning community (MLC) to promote mobile learning in a Hong Kong tertiary institution. The research questions are as follows: ‘What are the key factors in building a successful mobile learning community?’ and ‘How can the effectiveness of the MLC be evaluated?’ The key factors identified in building a successful mobile learning community are recruitment of community members, establishment of a mobile learning community website as a platform for exchange of ideas, organization of sharing seminars/workshops, making an impact on students’ learning and on staff development. The evaluation of the effectiveness of the mobile learning community will also be deliberated. It is hoped that this chapter can provide some practical guidance and useful references for those who wish to establish a mobile learning community in their institutions in order to promote Scholarship of Learning & Teaching (SoLT).

Higher education institutions around the world have increasingly been concerned with staff professional development (SPD) programmes for academic and teaching (A/T) staff. Since its establishment in 1994, an education university in Hong Kong (which we will refer to as the University) has offered primarily teacher education to foster the development of quality teachers. To meet the demand for students’ holistic and whole-person development for the twenty-first century, the University has sought to broaden the range of programmes offered, introducing the concept of ‘Education-Plus’. Under the ‘Education-Plus’ vision, the University has been expanding non-education programmes rapidly since 2010. Many new A/T staff with limited teaching experience have been recruited, needing professional development (PD) to enhance their skills and knowledge. Since 2013, the Centre for Learning, Teaching and Technology (LTTC) has designed and developed an SPD programme to allow A/T staff to enrich their PD and ultimately enhance student learning. The evaluation of the current SPD programme activities revealed that the PD activities were beneficial to A/T’s teaching and their PD, but the question has arisen as to whether the current SPD programme is effective, e.g. whether A/T staff have obtained and applied new knowledge and skills to teaching. This paper will discuss the design of the current SPD programme and analyze its activities. The design outlined in ‘Three Stages of Professional Development: The Cycle of Change’ (Bellanca, 2009) will be referred to in order to develop an effective SPD programme. The paper will also design and propose a framework to evaluate the effectiveness of the SPD programme and its implementation cycle.

Internet technology evolution enables the collaboration of Higher Education and Internet technology by increasing the knowledge coverage volume and the speed of information transmission. Higher Education, as a social phenomenon, interacts and communicates with the society in many ways and is regard as a vital force in today's society. E-Learning, as an advanced teaching and learning method of Higher Education, is gathering more and more attention. The evaluation of E-Learning, especially its contribution to Higher Education, thus, is of great importance. This report tries to evaluate the contribution of E-Learning to the Higher Education system, based on a novel and constructive model of Higher Education system by connecting motive, process and performance together in terms of Competence Development. After the Evaluation, analyses have been carried out with each stage of the model, hidden problems are invested, and constructive recommendations are given at the end of the report. Firstly, the importance of competence-development-oriented Higher Education system is addressed and the irresistible trend of E-Learning is introduced; based on the theories of Higher Education motivation, the rules of human development, and the generic models referring to the competence development, a refined model of Higher Education system is established for further research. Secondly, questionnaire survey is distributed in order to obtain correlation and regression among factors being considered, the weight of each factor is calculated as well; stages in the model are illustrated separately by doing specified case studies (investigation, observation, content analysis) in terms of the basic E-Learning activities in the Polytechnic University of Hong Kong (HK PolyU). Thirdly, by analyzing the findings and results, we find that E-Learning, which allows individualized, adaptive and collaborative learning, also reflects some myths and problems. Constructive recommendations have also given afterwards