An international school may make organisational choices that divide the school by curriculum, grade-level, language and location. This article explores how a school's organisational stratification impacts how the school supports changing teaching and learning practices through technology. The article draws from case data of technology integration specialists at international schools in Hong Kong. A variety of organisational sections and responses to imbalances in technological pedagogical support between sections are presented. The findings highlight how stratification may not only act as an appropriate valve for change and facilitate intercultural exchange through technology but also perpetuate existing inequalities within and between schools.
[Copyright of Globalisation, Societies & Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/14767724.2014.965010]

The Catholic Church, the largest school-sponsoring body in Hong Kong, is a major provider of religious schools and educational programmes. In 2006, the Catholic Diocese released its first centralised and comprehensive curricular document concerning religious and moral education (RME) in Catholic schools. Taking this programme as a reflection of the Church's response to the challenges of a changing social milieu, severed church–state relations and shortcomings in Catholic education in post-1997 Hong Kong, this article reviews the framework and principles of the new curriculum. While retaining strong religious elements in its curriculum, the Catholic Church has widened and re-oriented its programme, and re-designed the contents and pedagogical methods. The new programme is characterised by adjustment and differentiation, upholding Christian faith, and selective absorption of Chinese culture. This article also discusses problems in the implementation of the new programme, including organisational compartmentalisation and an underdeveloped political dimension in the content.
[Copyright of Journal of Beliefs & Values: Studies in Religion & Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/13617672.2015.1099940]

This study explores the relationship between school-level teacher qualifications and school-based professional learning community (PLC) practices in Early Childhood Education in Hong Kong. A territory-wide survey examined how preschool teachers perceived shared responsibility, reflective dialogues, deprivatized practices and organizational learning. The findings suggest a significant relationship between school-level teacher qualifications and teachers' perceptions of school-based PLC practices. As the percentage of bachelor degree holders in preschools increases, teachers are more positive about PLC practices in their perceptions. This study establishes a platform for future studies focusing on structural relationships between teacher qualifications and school-based PLC practices.
[Copyright © 2015 Elsevier Ltd.]

This paper explores role of core values in the brand building processes of higher education institutions (HEIs). The research findings from looking at two universities in Hong Kong show that there are few, if at all, common core value across universities both hierarchically (organizationally and departmentally) and functionally (student offices and academic departments). Interestingly, however, all of the units in the study have their own set of core values directing their branding strategies. These core value-directed branding strategies are linked to the university missions. Consequently, it is possible to suggest a university mission-oriented brand building processes with core value-directed branding strategies. It is argued that universities who hope to balance public good as an educational institute and pragmatic aspect, i.e. competing for funding may get some hints from the results of this study by applying some values or core values in the pragmatic university missions and visions.
[Copyright © 1989-2015 by the CESHK.]

With the processes of inter- and intranationalization, higher education in Hong Kong has been rapidly expanding in an effort to develop the city into a regional education hub. This article explores the trends and developments of higher education research (HER) in Hong Kong in the context of inter- and intranationalization. By drawing on the data from the Scopus database, this article analyzes a selection of journal articles on higher education published in Hong Kong over the past three decades. Findings show that significant growth and some new outputs have been seen in the field during the study period. In addition, local researchers have complied with the rule by forming more transnational and intranational research teams and by conducting more non-local studies. Interestingly, many of them have not abandoned local collaboration and studies, but they further developed their roots. These findings reveal that some internal signs of cosmopolitanization have been recorded in the field.
[Copyright © 2015 International Association of Universities.]

With the rapid economic growth and development of the Asian economies in recent decades, there has been a continued rise of students in Asian countries studying outside their home country. The importance of the Asian market has been acknowledged by countries keen on exporting educational services. Hong Kong is aspiring to be an education hub. If this is to be achieved, strategic analysis in relation to how the territory can export its education service to the Asian region is much needed. This study attempts to highlight the major strengths, weaknesses, opportunities, and threats of Hong Kong’s higher education in relation to its potential of being a regional education hub in Asia. It follows the study visits which the researchers conducted in such Asian countries as India, Malaysia, and Indonesia, which are important sources of international students in the region. To ensure that the latest trend of development can be accurately reflected, further literature review and documentary studies subsequent to the visits were conducted. The paper concludes by examining the implications for the Hong Kong government and the higher education sector when they seek to capture these increasingly growing Asian markets.
[Copyright © 2016 Springer Science+Business Media Singapore.]

This chapter aims to review and analyze the functions, modes, requirements, and related issues of developing a regional education hub in the Asia-Pacific region. Taking Hong Kong as an emerging case, it examines the relationship between education hub development and higher education development as well as the strategic functions of an education hub to the future development of Hong Kong. The development of an education hub was found closely linked to the demands for higher education in the Asia-Pacific region as well as the internal dynamic of higher education and societal developments in Hong Kong. The mode of education hub development in Hong Kong should put more emphasis on world-class soft power building instead of marketization for generating financial incomes. The requirements for successful education hub development include the huge demands for provision and internationalization of higher education in the region, the strengths of the higher education sector, the policies and measures for attracting and supporting international students and education service providers, and the leadership and support of key government bureaus or central agencies. The discussion and analysis in this chapter will contribute to the related literature, policy development, and initiative implementation in areas of education hub and higher education internationalization not only in Hong Kong but also in other parts of the world.
[Copyright © 2016 Springer Science+Business Media Singapore.]

Hong Kong has signaled its intention to develop itself as a regional education hub for a decade. However, the policy is being criticized because Hong Kong has neither diversified its student population ethnically and culturally nor expanded its share in the global higher education market. This chapter explores the significance of the education hub concept in the development of higher education in Hong Kong. It begins with a brief examination of the existing approach to the concept of education hub and internationalization of higher education. It then looks into the main initiatives made by the Hong Kong government to implement its education hub strategy. This is followed by a critical examination of the effects of the hub strategy with a focus on the tensions between Hong Kong and mainland China. It also explores the special status of Hong Kong’s higher education sector in China under the “one country, two systems” constitutional framework. The chapter concludes by arguing that a capitalist and instrumentalist interpretation of internationalization of higher education is not a sufficient condition to underpin an effective education hub notion. Instead, it sees cosmopolitanism as a better ideological rationale for the development of internationalization of higher education in the city.
[Copyright © 2016 Springer Science+Business Media Singapore.]

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.]