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]

In recent years, higher education in Hong Kong and Singapore has envisaged unprecedented changes and reforms, which affect significantly the daily lives of academia in addition to the management style of the university. Globalization is manipulated as a rationale for reforms with an aim to cope with the age of fast-changing technology and knowledge-based economy. Meanwhile, globalization embraces several values that prevail among universities, namely: economic rationalism, academic capitalism and corporate managerialism. The university becomes more business-like and enterprise-oriented. Business practices such as performance indicators, benchmarking, quality asurance and control, commercialization of applied research, user-pay principle, market incentives, and diversification of resources are transplanted to the higher education sector.
These phenomena demonstrate a paradigm shift from perceiving the university as a cultural institution to a public service one. Following the Anglo-American experiences of public sector reforms, higher education is similarly required to achieve the goals of "efficiency, effectiveness and economy" in the name of New Public Management (NPM). Smarter and wiser higher education, in terms of resource allocation, emerges at the expense of the traditional ethos of collegiality among academia for institutional decision-making and management. This article examines the impacts of higher education reforms on academe and academia in Hong Kong and Singapore. It is argued that higher education is cloaked by a pessimistic atmosphere, in which academics are pressurized by ever harsher external scrutiny over teaching, research and university administration.
[Copyright of Australian Association for Research in Education (AARE) at http://www.aare.edu.au]