Reciprocal learning values the cooperative learning abilities of students. Learning takes place in different occasions when students help each other and receive immediate feedback from others. In doing so, it also helps the teacher to get a good sense of where students are with the lesson. Learning strategies it employs include student forming structured-learning teams, assigning roles, and using team building activities, etc. The core principle of such learning thus comes from peer teaching and coaching theories. This paper reports an attempt of using reciprocal learning in the higher education in Hong Kong. The discussion starts first from a review of the rationale of reciprocal learning, its effect and application in teacher education. Second, its effect and use in higher education in form of a case study in Hong Kong. Then, implications are made for teacher education in general. The course under investigation takes into consideration of reciprocal learning principles throughout the teaching and learning design. The learning concepts are incorporated into the construction of the classroom activities and assessment modes. Classroom activities using reciprocal ideas include personal storytelling and giving feedback. Students are encouraged to reflect on their past, share their experiences, and tell their life stories in class. Audiences respond by writing individual feedback to the storytellers. This allows for peer learning to take place among the students. When they are telling and listening the stories, they are at the same time learning from each other, performing both roles of learning and coaching at the same time. As one of the assignments, students are asked to write weekly journals throughout the course. An on-line learning platform is created for students to write the journal entries once a week and read their classmates’ journal entries and give feedback to each other.

This article examines the significance of global trends in higher education (HE) development in Hong Kong between 1997 and 2012. Two trends, massification and internationalisation, are considered key driving forces that shaped Hong Kong’s HE policy during the period. The former refers to government measures to widen participation in HE. The latter is associated with Hong Kong’s regional education hub strategy. Universities in the city revised their governance structure in these contexts. The article first explains why massification and internationalisation entered the HE policy discourse in Hong Kong in the late 1990s, and how they were materialised by neoliberal practices in the 2000s. Subsequently, it reveals how the two trends influenced university governance by examining the development of the University of Hong Kong Group. Based on this review, this article argues that the HE development can be perceived as an extension of structural transformation of the Hong Kong economy.
[Copyright © 2016 Informa UK Limited, trading as Taylor & Francis Group.]

This study examined the immediate and long-term effects of an Assessment for Learning intervention on pre-service sports coaches’ attitudes towards Assessment for Learning in sports. The hypothesis that the intervention had an immediate effect on the experimental group towards Assessment for Learning was only partially supported by this research. Nevertheless, the hypothesis that the intervention had a long-term effect was supported. This study has successfully shown that the intervention can be very effective in developing competencies in Assessment for Learning among pre-service sports coaches in Hong Kong. Through the intervention, the pre-service sport coaches made positive changes in attitudes towards Assessment for Learning, as used in sports teaching, and recognised its effect on student learning. Their positive responses serve as a “green light” for introducing Assessment for Learning for all in-service sports coaches and physical education teachers in Hong Kong.
[Copyright © 2013 Springer Science+Business Media Dordrecht.]

Short-term study abroad programs have been increasingly emphasized in expanding university curricula since the beginning of the 21st Century. This chapter aims to understand students' perceptions of short-term study abroad programs in the context of Hong Kong Higher Education (HE). Its objectives are to examine students' perceived benefits, concerns and the issues facing them when deciding on their participation in these programs. Using quantitative and qualitative methods, a case study was conducted in the eight universities of Hong Kong. Results show that the students strongly believed that the greatest benefits of taking part in these programs included enhancing their personal growth and intercultural development. The significance of this chapter is to contribute new knowledge to the understanding of students' perceptions and values of outbound short-term study abroad in an Asian/Chinese context.
[Copyright © 2016, IGI Global.]

近年，不少東亞地區的政府關切到全球大學排名的重要性,紛紛採取不同的策略，參照全球最優秀的大學辦學模式和指標，藉以提升本地區大學的全球競爭力。與此同時，不少大學銳意在全球大學排名榜上力爭上游，嘗試重組它們的大學架構和尋求新的管治策略以晉身成為世界知名大學。在東亞及歐洲大陸地區，大學管治其中一個最主要的變革趨勢是“監管地區主義”(regulatory regionalism)的興起，這類“地區管治”(regional governance)模式的特點是它超越國界，促進地區內大學的合作。跟歐洲的情況相似，亞洲地區的大學管治也逐漸和全球接軌，一方面越來越要符合外界的評審標準，另一方面內部管治程式也要變得更加“管理主義化”(managerial)。在這種政策背景下，本文探討中國內地、臺灣地區、香港地區、韓國、新加坡和馬來西亞的政府採用了什麼主要政策和策略來提升它們的大學至世界級水準。本文集中探討這些國家/城市採取什麼具體策略來發展成為高等教育的地區中心(regional hub of higher education)和如何在區內推廣跨國教育(transnational education) 。

This chapter examines the relationship and effects of perceived discrimination on the integration among new arrivals from mainland China and its implications to the Hong Kong community. It also explores how perceived discrimination, which may affect the integration process of migrants, would mean to higher education in Hong Kong. By exploring the relationship between perceived discrimination and integration, the chapter argues that discrimination or perceived discrimination significantly influences the immigrant’s prospect of successful immigration, which, in turn, affects the future development of society.
[Copyright © 2017 Springer Science+Business Media Singapore]

Over the past decade, higher education has undergone drastic changes all over the world because of globalisation and the changing economy. The traditional view of university as a place for one-off training is now considered outdated. Instead, the strong focus on lifelong learning urges teachers, educators and academics to reconceptualise and transform education. In this new era, successful schools adopt outreach strategies and seek support from external agencies such as universities for their development. Institutions of higher education provide consultation or work with partner schools for collaborative sharing, reflection, research and growth. Hence, school–university partnerships have become important for professional development and educational reform. With the growth of school–university collaborations, there is mounting interest in empirical research on the variety and value of these initiatives. This article reviews the school–university partnerships in Hong Kong in light of the trends and development in the international context. The studies reviewed showed that school–university partnerships involving teacher training programmes focus on understanding the views of participants in school–university partnership with an aim to build appropriate teacher training and professional development features into the teacher education programmes. These studies have theoretically contributed to the construction of culturally relevant teacher education programmes. After all, new project initiatives have contributed to substantial changes in school leadership, teachers' professional development and school-based curriculum development which would benefit children's learning. The authors argue that the development of an appropriate mode of collaboration remains a challenge for successful school–university partnerships. They have a vision to move beyond the existing research focus to explore ways to build school–university collaborations. Gaps in the research base and relevant

This article is to explore the changing landscape of quality assurance (QA) regimes in Taiwan and Hong Kong, with particular reference to see how the implementation of quality assurance exercises has affected university governance. This article focuses on three aspects of examination. The first is the changing roles of various actors including governments, QA agencies and HEIs in quality assurance. The second dimension of measuring is to examine to what degree that HEIs have been 'monitored' or 'intruded' when quality assurance is becoming more frequent. Finally, how the evaluation report or result is used also act as an important indicator for understanding who retain dominant power among different actors.