This book reviews and analyses the issues and policies of internationalization and exportation of higher education and investigates the strategies and models of education hub development in the context of globalization, with Hong Kong in the Asia-Pacific region as a case study. It examines the close relationship between education hubs and higher education, as well as the strategic functions of an education hub in the future development of a society in a competitive global environment. It also analyses the major strengths, weaknesses, opportunities, and threats of Hong Kong’s higher education in relation to its potential for exporting higher education to Asian markets. In particular, it reviews the current state of higher education services offered by Hong Kong in three target markets and their segmentation and proposes the most appropriate market entry strategies for education service providers.
[Copyright © 2016 Springer Science+Business Media Singapore.]

This article seeks to spark a dialectic discussion on the establishment of a set of professional competencies for quality assurance practitioners who serve in external quality assurance agencies in higher education. Such a need is identified due to the shortage of relevant and sufficient coverage in the quality assurance literature. To substantiate the need, the concepts of professionalism and profession, and how these concepts are linked to the quality assurance in higher education sector, are carefully examined through a desk-top research study. References are drawn from the experiences in several other occupations. The result reveals that the development of the essential competencies for external quality assurance practitioners in higher education is valuable and essential and it will be useful for the practitioners to transform themselves into a profession in the long run.
[Copyright of Quality in Higher Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/13538322.2015.1051795]

In the last few decades, higher education expansion is becoming increasingly a growing trend in the Asia and Pacific region. With strong conviction to produce more people better equipped with knowledge and skills for coping with the challenges of the globalizing economy, many governments in the Asia and Pacific region have increased higher education enrolments. The massification of higher education has generated significant pressure for graduate employment and eventually affected upward social mobility, with imbalanced supply and demand in terms of higher education graduates. This article sets out against the context highlighted above to critically examine the influence on Asian societies when these higher education enrolments are expanded, as well as its consequences to graduate employment and the impact on social mobility.
[Copyright of Journal of Education and Work is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/13639080.2015.1049023]

This article attempts to investigate the relationship between the massification of higher education, labour market and social mobility in contemporary China. Though only a short period of time has elapsed from elite to mass education, China's higher education has been characterised as a wide, pervasive massification process. Similar to other East Asian countries/economies like South Korea, Taiwan and Hong Kong, the expansion of higher education in China has also generated a great impact on labour markets and social mobility. The massification of higher education has increased college access and in general enhanced the extent of equity and equality in society. Nonetheless, the situation has become far more complex as returns of education have flattened out recently and social mobility has slowed down in general. University students have started to doubt the ability of higher education to improve their competitiveness in the job market. This, in turn, has led to a wide dissatisfaction with higher education development in China, particularly when higher education has experienced highly intensified competition in the context of world-class university movement. Realising that students from different family backgrounds may encounter diverse experiences in graduate employment and opportunity for upward social mobility, this article critically reflects upon how variations in social capital and cultural capital have impacted on graduate employment and social mobility as higher education has massively expanded in China.
[Copyright of Journal of Education and Work is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/13639080.2015.1049028]

Private tertiary education is undermined in Hong Kong. While other Asian countries such as Japan and South Korea provide the largest supply of graduates from private higher education since the post World War II era. They are even ahead of the United States. In United Kingdom, a new private university, University of Buckingham was established in the 90s. This is certainly a one big step forward in providing an alternative choice to the students and the public. In China, the Ministry of Education recently approved the establishment of a private higher education institution, Kingold College in Guangdong. This is also the first case in China; not to mention that private higher education institutions in Taiwan also play an important part in the development of higher education. It's truly difficult to conclude whether private institutions are better than public institutions, or vice versa, in terms of quality. The case of Harvard University in the United States versus Cambridge University in United Kingdom is a good example. However, in an open society like Hong Kong, should the invisible hand be given more room for manoeuvre? Believing in the principle of freedom of choice and lifelong learning, should Hong Kong give equal recognition to both social and private investment into tertiary education? Should Hong Kong develop more private tertiary education institutions other than the Open University of Hong Kong? Indeed, should SAR government and entrepreneurs in Hong Kong be so concerned with the future competitiveness of our economy, this is about time to re-examine this issue in a positive and reflective manner. As such, this paper attempts to study the feasibility of developing private tertiary education in Hong Kong in the 21 st century.

Moral education receives much attention in higher education and teacher education around the world. To nurture university students' (including pre-service teachers') moral values and moral awareness is one of the aims of higher education in Europe, America, mainland China and Hong Kong. However, their perceptions of learning moral education and the accompanying curriculum development are at present under-researched. This paper reports on a study aimed at exploring: (i) what are the university students' (and pre-service teachers') perceptions of the learning of moral and values education?; and (ii) how do they learn moral and values education in a curriculum and pedagogy course? This case study took place in an undergraduate class in Hong Kong. It adopted multiple methods to collect data and the results showed that the experience of values education curriculum planning enhanced the university students' learning of moral education. They learnt moral education through traditional and innovative ways, involving (i) discussion/sharing in moral dilemmas and circle time (as university students), and (ii) the related curriculum planning and teaching (as pre-service teachers). With reference to the study, this paper supplements the understanding of the curriculum development and learning of moral and values education in higher education in Hong Kong.