In order to build a knowledge‐based society and meet the needs of lifelong education, open learning opportunities are growing at exponential rates. While such growth is commendable, there appears to be a very strong demand for distance guidance services in open education programme selection. The purpose of this study was to develop the online self‐directed inventory, the Academic Programme Preference Instrument (APPI), for the lifelong learners in Hong Kong. The methods of questionnaire survey and standardized psychological measurement were employed. In this study, 2775 respondents were surveyed in order to identify and verify the inventory, using a multistage stratified cluster sampling technique. The inventory consists of 112 items under nine personal attribute types, namely: organizational; mechanical; scientific; sociological; mathematical; literary; musical; aesthetic; and social service. Eighty‐nine distance and continuing education professionals were invited to help to determine the most important personal attributes that a learner should possess in order to meet the minimum entry requirements of each of the 73 education programme categories that account for over 800 open education programmes in Hong Kong. The online APPI, in English and Chinese versions, has been linked to the homepage of the Hok Yau Club in Hong Kong for the public to use freely. As Hong Kong aims to foster lifelong learning in a knowledge‐based society, it is expected that the APPI can help lifelong learners to make wise open education programme selection and to enhance learners’ success in pursuing continuing education.
[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/10.1080/02601370600990952]

A characteristic shared by the majority of adult students is that they are undertaking part-time study. For these adult learners one of the major difficulties is how to find time for their study. This paper reports the coping mechanisms that part-time adult students adopt to meet the additional demands that study puts on their existing commitments to work, family and social lives. Data were collected from 53 part-time students in eight universities in Hong Kong through semi-structured interviews. A model featuring three coping mechanisms (sacrifice, support and negotiation of arrangements) within four domains (self, work, family and social life) was used for the analysis. Whether or not these coping mechanisms are operationalized to a sufficient extent can have a significant impact upon the students' progress with their courses. The analytical grid provides a framework for counselling and advising adult learners. Part-time adult students can also use the model to evaluate their own situations and determine which coping mechanisms will work for them to deal with time management issues.
[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/10.1080/02601370500169194]

Conceptions of learning and preferred learning approaches have been suggested to vary cross-culturally. The extent to which learning is 'student-centred' or 'teacher-centred' also appears subject to cultural variation. This has led some to conclude that particular cultures exhibit learning preferences more suited to distance learning than do other cultures. This article examines the strategies that students from varying cultural backgrounds use to manage the experience of the isolation of distance learning. Two distinct isolation experiences emerge that reflect differences in the perceptions of the student-teacher relationship. These, it is argued, can be classified as a 'surrogate teacher' model in the Asian cultures of Hong Kong, Singapore and Malaysia and a 'student identity' model in Europe.
[Copyright of Open Learning is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/0268051032000131035]

Singapore and Hong Kong are vying to be the principal educational hub for the Asia-Pacific region and have begun to compete with Australia, Britain, Canada and the USA in providing cross-border education. Although these four Anglo-American countries still dominate cross-border education, Singapore and Hong Kong hope to make inroads into this export market and compete on the global stage. To create "world-class" universities, Singapore and Hong Kong have introduced quality assurance mechanisms, diversified funding sources, and restructured their university governance systems. This article compares the accountability measures introduced into Hong Kong and Singapore universities, and the responses of academics and administrators to these measures. The results indicate that both countries introduced greater autonomy as they augmented accountability for their universities, and the term "decentralised centralism" describes the kind of government control exerted in these Asian universities in the twenty-first century.
[Copyright of Asia Pacific Journal of Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/02188790701845972]

This paper discusses cost-effectiveness as it applies to education, focusing particularly on the delivery of online courses in open and distance learning. The general concept of cost-effectiveness is discussed, and issues concerning the costs and effectiveness associated with using online technology in distance education are then addressed. Finally, a pilot project on an online course at the Open University of Hong Kong (OUHK) is used as an illustrative example. The key features of the pilot project relating to costs and effectiveness are outlined, and ways to improve its cost-effectiveness in implementing its second stage are suggested.
[Copyright of Open Learning is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/026805100750036908]

This paper examines the role and position of continuing education in the lifelong learning society of Hong Kong. The first section describes the basic components of Hong Kong's lifelong learning system, which is composed of two interconnected sub-systems—namely, conventional education and continuing education—integrated under a common qualifications framework. The second section illustrates the contribution of the Federation for Continuing Education in Tertiary Institutions, an organisational alliance formed among key continuing education providers to assure quality in the sector; enhance communication among government, industries and the professional bodies; map strategies for developing human capital; and widen access to higher education by providing high-quality continuing education programs. In the final section, the HKU SPACE case study highlights 'sharing of quality education resources with overseas collaborators', 'achieving self-financing status through economies of scale', and the 'provision of flexible, multiple-level, well articulated and quality education services' as key features of the Hong Kong model of continuing education.
[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/10.1080/02601370802051660]