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]

Since the end of the 1980s in the NIE4 - Hong Kong, Taiwan, South Korea and Singapore - in Asia, progressive cultural and educational policies have developed along with tremendous economic growth, and a belief in the value of cultivating excellent human resources has provided the fertile ground to plant the seeds for Drama Education and Applied Theatre in schools and community settings. Drama Education and Applied Theatre projects have therefore been implemented in different ways and manners in different policy contexts and funding systems in the NIE4 either through government programmes or Non-governmental Organization (NGO) and civil organisations. They have developed in different directions as well as encountering different problems over 20 years. This essay aims to give a brief survey and investigation into these innovative imaginings and actions in the NIE4 and it ventures to present the issues and concerns that practitioners are seeking to ponder and solve. It also aims to explore the relationship between these praxes and the respective social, cultural and political changes in these areas and investigate the various responses and efficacy these praxes in Drama Education and Applied Theatre have done to their respective societies as well as investigate the challenges they posed to the existing social and educational orthodox ideologies.
[Copyright of Research in Drama Education: The Journal of Applied Theatre and Performance is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/13569783.2012.756182]

International competition drives research universities to find ways to anchor globalization for academic productivity and innovation through cross-border collaboration. This article examines the case of pre-and post-colonial Hong Kong and how its universities transited from undergraduate institutions to highly ranked research universities within 30 years. While this is attributed to an enabling environment of institutional autonomy, open borders and cross-cultural capacity, a case study of one research university points to the role played in all of Hong Kong's universities by network agents, institutional arrangements, and brain circulation to recruit and retain international scholars and scientists. While this has strengthened capacity, it cannot be sustained without indigenous academic leadership to ensure that globalization is anchored in local culture. The article makes the case that the Hong Kong model already studied by research universities on the Chinese mainland, is generalizable as a cosmopolitan model for developing countries.
[Copyright of Studies in Higher Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/03075079.2013.773605]

This paper reports the results of an international study examining preservice teacher reports of teaching self-efficacy for inclusive education; principally focusing on the explanatory relationship between a scale designed to measure teaching self-efficacy in this area and key demographic variables within Canada, Australia, Hong Kong, and Indonesia. The study builds on earlier work by this research team on attitudes towards inclusion and offers a more comprehensive picture of preservice teachers' preparedness to teach in inclusive classrooms. Data were collected from 380 preservice teachers in four countries. Results indicated that strong international differences existed. Other factors impacting responses regarding teaching self-efficacy for inclusion include the type of teacher preparation program offered by the institution; variations in the level of knowledge about inclusion law and policy; previous interactions with people with disabilities; confidence levels in teaching people with disabilities; and, prior teaching experience and training in working with students with disabilities. Implications for ongoing development of international teacher preparation programs are discussed within the context of improving self-efficacy.
[Copyright of Australian Journal of Teacher Education is the property of School of Education, Edith Cowan University. Full article may be available at the publisher's website:
http://dx.doi.org/10.14221/ajte.2013v38n1.10]