Browsing Tag

higher education

International Status Anxiety and Higher Education – The Soviet Legacy in China and Russia

International Status Anxiety and Higher Education – The Soviet Legacy in China and Russia

by Dr. Anatoly Oleksiyenko, Associate Professor of higher education, Faculty of Education, University of Hong Kong and Dr. Wenqin Shen, Associate Professor of higher education, Graduate School of Education, Peking University.
Chair: Dr. Liz Jackson.

 

Abstract 
CERC invites you to the book launch at which you will meet the scholars investigating global tensions between the movement to advance progressive university policies and practices and the countervailing forces for restoring old-style hyper-centralization and indoctrination. The cases of higher education systems in China and Russia provide intriguing insights into the anxiety generated by these tensions.
Book Launch special price: HK$200 (HK$250 market price).

 

About the speakers
Anatoly V. Oleksiyenko’s research focuses on governance transformations in global higher education. Over the last decade, he has conducted studies on international competition and the collaboration strategies of research universities in Cambodia, Canada, China, Hong Kong, Russia, Singapore, Taiwan, Ukraine, and the United States.

 

Wenqin Shen researches training system and doctoral education in China and around the world, the history of higher education (history of the idea of liberal education and history of the field of higher education research), student mobility, and the internationalization of higher education.

 

Date: Monday, 15 October 2018.
Time: 12:45 – 14:00.
Venue: Room 203, Runme Shaw Building.
All are welcome!

The Dragon & the Tiger Cubs: China-ASEAN Relations in Higher Education

Anthony Welch

Chair: Yang Rui

2:30-4:00pm
Tuesday 18 February 2014
204 Runme Shaw Building, Main Campus

 

Although higher education scholarship is still very Western-centric, we come to know the world of Chinese higher education better through the work of HKU scholars. The diverse world of ASEAN higher education is less well-known. But as China projects itself more internationally, growing links are evident between China and ASEAN in higher education. Such cultural and trading connections can be traced back to at least the Ming dynasty voyages of Zheng He (1420s), and even earlier to the Southern Song and Yuan period (1120s to late 1360s).

China and the countries of SE Asia are now much more intertwined economically and culturally (including the presence of a significant Chinese diaspora in a number of ASEAN member countries). Both China and ASEAN member states are keen to become innovative knowledge economies, and develop world class universities. What opportunities do this offer to each side, and what are the challenges? The seminar presents an analytic framework to consider these questions, and to illustrate with related data.

Anthony Welch is Professor of Education, University of Sydney. A policy specialist, with extensive publications in numerous languages. He has consulted to several state, national, and international governments and agencies, as well as US institutions and foundations, particularly on higher education reforms. Substantial project experience includes East and SE Asia. A Fulbright New Century Scholar on higher education (2007-08), he has also been Visiting Professor in the USA, UK, Germany, France, Japan, and Hong Kong.  Professor Welch also directs the national research project, The Chinese Knowledge Diaspora, and was recently part of the team conducting Myanmar’s first Comprehensive Education Sector Review (CESR), the first since 1992.

Higher Education in Macau: Growth and Strategic Development

cover_resizeBy Mark Bray with Roy Butler, Philip Hui, Ora Kwo & Emily Mang

May 2002, 127 pp.

ISBN 962-8093-60-6.

HK$150 (local), US$24 (overseas) [add $5 /copy for air mail]

Published by Comparative Education Research Centre (CERC)

Order from CERC or online

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Higher education in Macau has expanded dramatically in recent years. Before 1981, Macau had no higher education institutions; but two decades later it had 12. This book chronicles the growth, and analyses the wider environment within which the institutions operate. Discussion includes focus on the implications of Macau’s small size; linkages with Hong Kong, mainland China and other parts of the world; the changing balances between public and private provision; and the significance of political transition.

Contents
Introduction
Chapter 1: Context and Goals
Chapter 2: The Changing Nature of Macau’s Educational Provision
Chapter 3: Policy-Making and Coordination
Chapter 4: Costs and Financing
Chapter 5: Strategic for Quality Assurance
Chapter 6: Institutional Identities and Interlinkages
Chapter 7: Conclusions

China’s Universities 1895-1995: A Century of Cultural Conflict

Return to Other CERC Books.

hayhoeRuth Hayhoe

1999, 322pp

ISBN 962-8093-81-9
ISBN 978-962-8093-81-6

Published by the Comparative Education Research Centre (CERC)

HK$200 (local), US$32 (overseas)

Order from CERC [out of stock] or online

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Given the 1996 Choice Outstanding Academic Book of the Year award, this volume has already received critical acclaim. As one reviewer noted:

Ruth Hayhoe is a treasure: everyone interested in modern China, comparative education, or the sociology of knowledge needs to follow her publications [Charles W. Hayford, East/West Education].

This book contains an admirable blend of detail and broad interpretation based on comparative interpretations of many kinds. It is exemplary in its scholarly presentation, and will long stand as a cornerstone work in the field.

Ruth Hayhoe is a noted specialist in comparative education who has long experience of education in China. She is Director of the Hong Kong Institute of Education, and is an Associate Member of the Comparative Education Research Centre of the University of Hong Kong. In 1997 she was elected Vice-President of the Comparative & International Education Society, and became President in 1999.

Contents

Foreword by Mark Bray
Introduction: A Story, Not a History

1. Concepts and Frameworks for Telling the Story
2. The Nationalist Story, 1911-1949
3. The Socialist Story, 1949-1978
4. The Story of the Reform Decade, 1978-1990
5. Perspectives from the Central South Region
6. Perspectives from the Northwest Region
7. Mass Higher Education and the Chinese University

Selected Bibliography

Internationalizing Higher Education: Critical Explorations of Pedagogy and Policy

Return to CERC Studies in Comparative Education.

cerc-16Edited by  Peter Ninnes & Meeri Hellsten

2005, 231 pp.

ISBN 10: 962-8093-37-1
ISBN 13: 978-962-8093-37-3

HK$200 (local), US$32 (overseas)

Published by Comparative Education Research Centre (CERC) and Springer

Order from CERCSpringer, or online.

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Globalization is a multifaceted phenomenon, and one of its major components is the internationalization of education. The increasing pace and complexity of global knowledge flows, and the accelerating exchange of educational ideas, practices and policies, are important drivers of globalization. Higher education is a key site for these flows and exchanges. This book casts a critical eye on the internationalization of higher education. It peels back taken-for-granted practices and beliefs, explores the gaps and silences in current pedagogy and practices, and addresses the ambiguities, tensions and contradictions in internationalization. In this volume, scholars from a range of disciplines and regions critically examine the commodification of higher education, teaching and support for international students, international partnerships for aid and trade, and the impacts on academics’ work.

Peter Ninnes is Coordinator of the Centre for Research on Education in Context at the University of New England, Armidale, Australia. His research interests include comparative and international education, the cultural politics of education, and education in post-conflict societies. He is currently President of the Australian and New Zealand Comparative and International Education Society.

Meeri Hellsten is a lecturer in education at Macquarie University, Sydney, Australia. Her research interests are cross-cultural and comparative education, socio-cultural and identity issues in education, e-learning pedagogies, and effective teaching and learning in higher education. She convenes and teaches on a large undergraduate unit in educational psychology.

Crossing Borders in East Asian Higher Education

Return to CERC Studies in Comparative Education.

cerc-27Edited by David W. Chapman, William K. Cummings & Gerard A. Postiglione

March 2010

ISBN 978-962-8093-98-4

HK$250 (local), US$38 (overseas)

Published by Comparative Education Research Centre (CERC) and Springer

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Flyer for the bookTable of Contents

 

This book received  1st place in the 2nd Annual Comparative and International Education Society (CIES) Higher Education SIG (HE-SIG) Best in Books for the academic year 2009-2010!

This book examines issues that have emerged as higher education systems and individual institutions across East Asia confront and adapt to the changing economic, social, and educational environments in which they now operate. The book’s focus is on how higher education systems learn from each other and on the ways in which they collaborate to address new challenges. The sub-theme that runs through this volume concerns the changing nature of cross-border sharing. In particular, the provision of technical assistance by more industrialized countries to lower and middle income countries has given way to collaborations that place the latter’s participating institutions on a more equal footing. At the same time, there is a greater number of partnerships that link higher education systems in the East Asian region to one another. Even as boundaries become more porous and permeable, there is growing acceptance of the view that cross border collaboration, if done well, can offer mutually beneficial advantages on multiple levels. There is a new recognition that the intensified international sharing of ideas, strategies of learning, and students is not only of enormous value to systems and institutions but essential to their long term survival. To this end, the chapters in this volume examine various motivations, goals, mechanisms, outcomes and challenges associated with cross-border collaboration in higher education.

David W. Chapman is the Birkmaier Professor of Educational Leadership in the Department of Organizational Leadership, Policy, and Development in the College of Education and Human Development at the University of Minnesota. He has worked in more than 45 developing countries, assisting national governments and international organizations in the areas of educational policy and planning, program design and evaluation. The author of over 125 journal articles and book chapters, he was awarded a Fulbright New Century Scholars grant for the 2007-08 academic year.

William K. Cummings is Professor of International Education and International Affairs at George Washington University. He has been involved in development work for over 25 years, focusing on evaluation and monitoring, policy analysis, sector assessment, management analysis, and teacher training. He has written extensively on the challenges of development and on models of successful development strategies, and has written or edited over 100 articles and 20 books or monographs. He is a past president of the Comparative and International Education Society.

Gerard A. Postiglione is Professor and Head, Division of Policy, Administration and Social Sciences Education, and Director of the Wah Ching Centre of Research on Education in China, Faculty of Education, the University of Hong Kong. He has published 10 books and over 100 journal articles and book chapters. He worked on higher education projects for the Asian Development Bank, United Nations Development Programme, World Bank, the Carnegie Foundation for the Advancement of Teaching, the Ford Foundation, and the International Institute for International Education.

Portraits of 21st Century Chinese Universities: In the Move to Mass Higher Education

Return to CERC Studies in Comparative Education.

cerc-30Ruth Hayhoe, Jun Li, Jing Lin, Qiang Zha


April 2011; 483 pages

ISBN 978-988-1785-23-7

HK$300 (local), US$45 (overseas)

Published by Comparative Education Research Centre (CERC) and Springer

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This book received the 2nd place in the 3rd Annual Comparative and International Education Society (CIES) Higher Education Special Interest Group (HE-SIG) Best in Books for the academic year 2011-2012!

This book examines the ways in which China's universities have changed in the dramatic move to a mass stage which has unfolded since the late 1990s. Twelve universities in different regions of the country are portrayed through the eyes of their students, faculty and leaders.

The book begins with the national level policy process around the move to mass higher education. This is followed by an analysis of the views of 2,300 students on the 12 campuses about how the changes have affected their learning experiences and civil society involvement. The 12 portraits in the next section are of three comprehensive universities, three education-related universities, three science and technology universities, and three newly emerging private universities. The final chapter sketches the contours of an emerging Chinese model of the university, and explores its connections to China's longstanding scholarly traditions.

Ruth Hayhoe is a professor at the Ontario Institute for Studies in Education of the University of Toronto. Jun Li is an assistant professor in international education policy at the Hong Kong Institute of Education. Jing Lin is a professor of international education policy at University of Maryland, College Park. Qiang Zha is an assistant professor at York University.

The Reorientation of Higher Education: Challenging the East-West Dichotomy

Return to the CERC Studies in Comparative Education.

cerc-31Edited by: Bob Adamson, Jon Nixon, Feng Su

Sept 2012; 314pp

ISBN 978-988-1785-27-5
HK$250 (local), US$38 (overseas)

Published by Comparative Education Research Centre (CERC) and Springer

Order from CERC, Springer, or online.


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This book presents accounts of the repositioning of higher education institutions across a range of contexts in the East and the West. It argues that global governance, institutional organisation and academic practice are complementary elements within the process of institutional repositioning. While systems, institutions and individuals in the different contexts are subjected to similar global trends and pressures, the reorientation of higher education takes diverse forms as a result of the particularities of those contexts. That reorientation cannot be explained in terms of East-West dichotomies and divisions, but only with reference to the interflow across and within systems. Globalisation necessitates complex interconnectivities of regionality, culture and geopolitics that this book explores in relation to specific cases and contexts.

Bob Adamson is Professor of Curriculum Studies at the Hong Kong Institute of Education and the UNESCO-UNEVOC Director for Hong Kong. Jon Nixon has held professorial posts in four UK institutions of higher education and is currently Honorary Professor of Educational Studies, University of Sheffield, UK. Feng Su is a Lecturer in Education at Liverpool Hope University, UK.

Click here for Table of Contents

The Globalisation of MOOCs: Democratisation of Education and the Future of the MOOC Revolution

12:45 – 2:00
October 22, 2013
206 Runme Shaw Building, HKU Main Campus

Speakers: Michael A Peters & Tina Besley

Chair: Liz Jackson

 

The MOOCs revolution promises to open up school level and higher education by providing accessible, flexible, affordable courses, using a range of platforms. Fast-track completion of university courses for free or low cost has the potential to change course delivery, quality assurance and accreditation, credentialing, tuition fee structures and academic labour. Educational institutions need to learn from these initiatives’ new business, financial and reve- nue models to meet the needs of learners in an open marketplace. Open education brings opportunities for innovation and exploration of new learning models and practices. We need to understand the threats of the monopolization of knowledge and privatization of higher education together with the prospects and promise of forms of openness (open source, open access, open education, open science, open management) that promote creative labour and the democratization of knowledge. Policy makers need to embrace open- ness and make education affordable and accessible and also profitable for institutions in an open higher education ecosystem.

Michael A. Peters Professor of Education at the University of Waikato and Emeritus Professor at the University of Illinois is the executive editor of Educational Philosophy and Theory and editor of two international journals, Policy Futures in Education and E-Learning and Digital Media. His interests are in education, philosophy and social policy, and he has written over 60 books.

Tina Besley Professor of Education and Director of the Centre for Global Studies in Education, University of Waikato, recently returned to New Zealand after 11 years in UK & US universities. She has published widely in philosophy of education, educational policy, subjectivity, youth studies, interculturalism, and the global knowledge economy.