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Article
Publication date: 8 August 2016

Michael Lanford

In 2012, the eight UGC-funded higher education institutions in Hong Kong completed a multi-year process in which the majority of academic programmes were transformed from…

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Abstract

Purpose

In 2012, the eight UGC-funded higher education institutions in Hong Kong completed a multi-year process in which the majority of academic programmes were transformed from three-year to four-year undergraduate curricula to accommodate liberal arts education. The purpose of this paper is to discuss why stakeholders in Hong Kong felt that reforms were necessary and summarizes the implementation of these reforms. Afterwards, recent literature that has similarly addressed higher education reforms is reviewed. Finally, the results of a qualitative research study, grounded in glocalization theory, are presented and contextualized.

Design/methodology/approach

This paper first draws upon policy documents, newspaper accounts, and other published primary sources for the review of Hong Kong’s educational reforms. Subsequently, an exploratory qualitative research design consisting of semi-structured interviews with 23 administrators and professors in Hong Kong is presented. These individuals are designated as “key informants”, as they gave presentations, made speeches, or were otherwise active in conceptualizing Hong Kong’s undergraduate educational reform on macro- and micro-levels.

Findings

Four primary findings concerning educational reform in Hong Kong are highlighted. They include tensions between international benchmarking and internal value systems; confusion over multiple educational paradigms; the limited efficacy of outside speakers and leadership; and controversy over outcome-based assessment.

Originality/value

First, recent educational reforms in Hong Kong’s higher education sector are summarized. Second, the implications of educational reforms for Hong Kong and glocalization theory are discussed. Third, conclusions that may resonate with educational reform processes in other international contexts are drawn.

Details

International Journal of Comparative Education and Development, vol. 18 no. 3
Type: Research Article
ISSN: 2396-7404

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Book part
Publication date: 16 August 2016

Rick J. Arrowood and Leslie Hitch

Much of the literature on higher education transnational, international and cross-border partnerships emphasize the partnerships’ strategic importance to the institutions, the…

Abstract

Much of the literature on higher education transnational, international and cross-border partnerships emphasize the partnerships’ strategic importance to the institutions, the administrative complexities of negotiating in a different language or culture or both, and more often than not, financial gains. Other scholars discuss the importance of developing global citizens. Surprisingly, there seems to be a paucity of research on the role of faculty in cross-border and transnational partnerships. This chapter, through description of one transnational program and the literature, offers reflections that contribute to a much-needed research agenda that faculty are the keystone to forming sustainable, profitable, and strategic partnerships.

Details

University Partnerships for Academic Programs and Professional Development
Type: Book
ISBN: 978-1-78635-299-6

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Book part
Publication date: 20 March 2024

Michael T. Miller and Daniel P. Nadler

The purpose of this chapter was to explore how the values of higher education institutions, and ultimately society, are conveyed through the curriculum of an institution. The…

Abstract

The purpose of this chapter was to explore how the values of higher education institutions, and ultimately society, are conveyed through the curriculum of an institution. The arguments for focusing on a liberal education grounded in critical thinking are highlighted and then compared to the growing trend of occupational education being the central focus of a college education. The need to understand populist thinking in particular is aligned with the social responsibility that educational institutions carry in their charters. This means that the students and parents who pay tuition for their education want something to show for their investment, namely a level of compensation and employment that is perceived to be correlated with the expense of the degree. The competing views of education and training are then considered in a global context, noting the interconnectedness of the intellectual and business community around the globe. This chapter concludes by highlighting the importance of education and its impact on cultural understanding and engagement as a value, especially calling upon public policymakers to keep higher education leaders in check as they develop plans and expectations for their institutions.

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Redefining Educational Leadership in Central Asia
Type: Book
ISBN: 978-1-83797-391-0

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Book part
Publication date: 16 August 2016

Abstract

Details

University Partnerships for Academic Programs and Professional Development
Type: Book
ISBN: 978-1-78635-299-6

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Book part
Publication date: 11 May 2010

Tanja Carmel Sargent and Xiao Yang

Textbook content and curricula are artifacts that can serve as indicators of social contexts and societal values. In this chapter, we use qualitative and quantitative content…

Abstract

Textbook content and curricula are artifacts that can serve as indicators of social contexts and societal values. In this chapter, we use qualitative and quantitative content analysis to examine the content of Chinese language arts textbooks for basic education during a period of curriculum reform in China at the start of the 21st century. Given the important role of the Chinese language arts in the socialization of students into official societal values, this study seeks to provide insight into the nature of the official world view in China and addresses the societal ambivalence between global vs. national/local and traditional knowledge vs. Western/contemporary knowledge. We find that there is a slight increase in themes that reflect contemporary global concerns such as creativity and social justice. We also find that, in the face of the globalizing cultural influences of the new millennium, there is a sustained emphasis on the role of the Chinese language curriculum in the transmission of traditional Chinese cultural values and on the cultivation in Chinese students of an appreciation of their rich cultural traditions.

Details

Globalization, Changing Demographics, and Educational Challenges in East Asia
Type: Book
ISBN: 978-1-84950-977-0

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Book part
Publication date: 30 October 2001

Abstract

Details

Early Education and Care, and Reconceptualizing Play
Type: Book
ISBN: 978-1-84950-117-0

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