After World War II, Chinese residents of Singapore demanded the establishment of local Chinese universities. The ruling regime, however, which was under the shadow of the neighboring Malay-dominated Malay Peninsula, was forced to suppress the development of such schools. In Hong Kong, the British needed to install a Chinese university to counter Beijing's and Taiwan's campaigns for recruiting students from the colony. As Hong Kong was a monoracial Chinese society, the government, not having to worry about the reaction of other indigenous groups, met this challenge by founding a fully recognized Chinese university. This research demonstrates that under diverse backgrounds of racial politics, state authorities have unequal latitudes to accommodate the educational institutions of subordinated racial groups. It also reveals that state education policies in small and dependent settings, unlike those in big and sovereign nations, are more susceptible to pressures from external powers and influences from the metropolis. These findings urge scholars to pay more attention to the factor of race and use comparative methods when employing the theories of state and hegemony to investigate education and power.
[Copyright of British Journal of Sociology of Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/0142569042000294174]

This retrospective study presents a comparison of assessment results achieved by distance-learning students and classroom-based students undertaking the same module in a degree course. The purpose of the comparison is to provide some objective measurement of the quality of distance education in relation to conventional classroom-based education. The authors have selected three groups of students, who have all undertaken the same module in the B. Sc Health Studies degree programme offered by the University of Paisley. One group (in Paisley) undertook their studies by means of conventional classroom-based education, the second (in Hong Kong) by supported distance learning with face-to-face contact in the form of tutorials, and the third (in a geographically dispersed group in the United Kingdom and other countries) by supported distance learning with no face-to-face contact. The results obtained by these three groups of students were analysed. Because of the differences in the size of the groups, the Kruskal- Wallis 1- Way Anova test was applied to validate the face value findings. The authors include findings from the literature comparing distance education with conventional education and from cross-cultural studies to present their data in context. Analysis of the assessment results showed that students from all three groups were successful in their studies, but the students studying by distance learning obtained significantly higher end-of-module results than their classroom-based colleagues. This latter finding reflects the conclusion that other investigators have reached In their discussion the authors identify educational, cultural and personal factors that may help to explain their findings. A limitation in the study is that it concerns only one module in the degree programme. The research now moves on to comparing students who have undertaken the whole degree programme by the means described.
[Copyright of ALT-J: Research in Learning Technology is the property

作者指出，教育政策若以「優質」為目標，藝術教育的價值、效能和經濟效益則正與「優質教育」的理想相輔相成。藝術發展強調「一生一藝術」的理想，鼓勵年青人在成長程中，對藝術有持續的興趣，一生中不斷追求和參與，正是教育的基本目標。作者列出藝展局正規教育、非正規教育，以及藝術教育工作者專業訓練的政策指標，並討論未來發展的方向，就研究、課程、師資、聯繫與資訊方面提出可行的途徑；此外，附錄有關香港藝術教育背景的資料統計（至1996/97年），和建議未來藝術文化三層行政架構的模式。

People are interested in the state of research on Christian higher education in China. They are particularly concerned about its contemporary significance to education in China in general, to the rethinking of Christian education in the contexts of both China and Asia. The present article attempts to address both issues. The first part reports the present state of research on Christian higher education in China. The second part addresses the significance of contemporary Christian higher education in China. Chung Chi College of the Chinese University of Hong Kong is taken as a case for investigation. Chung Chi College has demonstrated precisely what possible roles Christian colleges offer to higher education, not only in Hong Kong or China, but also throughout Asia. Being situated among Asian societies which are endowed with rich varieties of cultural and religious heritages, Chung Chi College of the Chinese University of Hong Kong serves as an excellent venue for the study of the intercultural exchanges and interreligious dialogues.
[Copyright of Christian Higher Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/15363750213770 ]

Because of the changing needs of society, brought about in part by workplace, family and social structures and partly by the decline of moral and ethical values, it is becoming increasingly urgent to address issues of values education at all levels of schooling. Recently there has been an increasing body of literature challenging those who teach adults at universities or other higher education institutions to incorporate values education, either directly or indirectly into the learning environments they create. This challenge extends to distance higher education, although there are many questions about how this can be done in an environment that is typically intended for independent learning with a focus on cognitive development. This paper reports the outcomes of interviews with three small groups of distance educator stakeholders at the Open University of Hong Kong, namely course co-ordinators, tutors and students, to explore their feelings and beliefs about values education being a component of their programmes. The interviews sought opinions about three broad questions: Should we take responsibility for values education in our distance education programmes? Can we take responsibility for values education in our distance education programmes? Do we take responsibility for values education in our distance education programmes? Responses suggested that, in the context of this study, we should and that it is possible to do so, particularly directly through the use of counselling and support services and indirectly through incorporating appropriate examples into course materials, but that currently not very much is being done. While the course co-ordinators and tutors were concerned that students might resent the inclusion of values education in their courses, the students themselves appeared to be more open to the suggestion.
[Copyright of International Journal of Lifelong Education is the property of Routledge. Full article may be available at the publisher's

As countries convert from state to market-centered public policies, there is increasing interest in new forms of public accountability. Capacity building initiatives that reform institutional frameworks are useful policy instruments during this period of transition. What are the impacts and implementation problems characteristic of this approach? This article reviews the experience with "Academic Audit," a capacity building accountability instrument for universities adopted in the UK, Sweden, New Zealand, and Hong Kong. Academic audits altered the incentives for cooperative behavior among faculty members to improve student learning. Identified implementation problems included: training for the new process, the uncertainty of capacity building benefits, and the central role of information.
[Copyright of Journal of Comparative Policy Analysis: Research and Practice is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/13876980008412643 ]

Adjustment in university students admitted based on their high school counselors' or advisors' recommendation is an issue for revealing the appropriateness and fairness of the nontraditional admissions procedure. The newly-issued admissions procedure in Hong Kong has not been subject to empirical investigation. To evaluate the procedure, the present study surveyed 21 new students admitted by high school principals' recommendation and 29 of their classmates admitted by traditional means. They generated 93 cases from three waves of surveys over one year. Analysis of the data controlled for all available background and academic factors and random disturbances due to students and their groupings with their classmates. It revealed no significant effect due to nontraditional admissions on the student's grade-point-average, attachment, and adjustment in academic, social, and personal-emotional aspects. Moreover, detailed analysis discovered only a few significant differentials in the admissions effect due to background and academic factors. Thus, the nontraditional admissions procedure appears to be effective and fair.
[Copyright of Journal of Marketing for Higher Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1300/J050v15n01_03]