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This paper aims to review and analyze the functions, strategies and related issues of developing a regional education hub in the trends of education development in China as well as the Asian Pacific region.

Taking Hong Kong as an emerging case, it examines through literature and international comparison the relationship between education hub development and higher education development as well as the strategic functions of an education hub to the future development of Hong Kong.

The development of an education hub was found closely linked to the demand for higher education in the Asian Pacific region as well as the internal dynamic of higher education and society in Hong Kong. The mode of education hub development in Hong Kong should be driven by soft‐power building instead of industrialization. The requirements for successful implementation include the huge demands for higher education in the region, the strengths of the higher education sector, the supporting policies and measures for international students and education service providers, and the leadership and support of central agencies.

This paper provides a new typology of higher education developments and a new mode of education hub development to analyze the strategic functions and requirements of developing education hub in the context of Asia‐Pacific Region. The discussion and analysis in this paper will contribute to the related literature, policy development and initiative implementation in the areas of education hub and higher education not only in Hong Kong but also other parts of the world.

The main purpose of the present paper is twofold: to examine and compare the current strategies and policies that are employed by the UK, Australia and Singapore and to recommend appropriate strategies and policies to higher education institutions and the Hong Kong government and elsewhere that are interested in expanding their efforts in recruiting the growing number of students from other countries who are planning to study overseas.

The data for this project were obtained primarily from documents and in‐depth interviews. Documents include government reports, policy addresses, official statistics, etc. The in‐depth interviews were conducted in Hong Kong as well as in the four studied cities – Mumbai, New Delhi, Jakarta, and Kuala Lumpur. Interviewees included government officials, academics, higher education institutions’ representatives, consultant generals, and officials from policy bodies.

It is clear from the findings of this present study that a set of favorable policies and strategies at the national level was behind the success of these competitors. Such policies are not confined to educational policies but are extended to population and employment policies.

Though the study examined policies and strategies employed by three countries, findings from the study may generate useful information to countries that may be interested in exporting their higher education to Asian markets.

The paper suggests that if Hong Kong is to attain success in becoming an international exporter of education services, it may need to adopt favorable policies at institute and system level, and in so doing it can definitely benefit by carefully studying the strategies and policies employed by these three competitors.

Few studies have examined and compared strategies and policies employed by these three key major players of higher education services. This study provides some useful strategies and policy recommendation to education decision makers in Hong Kong and elsewhere that may be interested in entering Asian markets.

The purpose of this paper is to examine the way in which higher education participation is democratized in the entrepreneurial city of Hong Kong by the policy innovation that encompasses internationalization. There is a dearth of empirical studies about transnational education in Hong Kong, except for a few which examine students’ perceptions of transnational education from a user perspective, situated in marketized conditions (Leung and Waters, 2013; Waters and Leung, 2013a, b). The minimal volume of existing research has ignored the innovative aspects of democratizing higher learning by internationalization, namely, the operation of international degrees by overseas universities on offshore campuses. This policy innovation by transnational institutions is significant in an era of the globalization of higher education, as access to higher education cannot be otherwise realized given the local education policies.

Employing documentary research, this paper presents and assesses the growth of community college international education at The University of Hong Kong and its unique facets, juxtaposing it with the marketized context of East Asian higher education. It engages in specific reviews surrounding the operational mode and academic collaborations of the international educational programs and practices at the Hong Kong University’s School of Professional and Continuing Education.

This documentary research finds that the internationalized academic profession of partner universities enables curriculum design, pedagogy, teaching ideas and assessment methods to be informed by a diversity of international academic cultures and indigenous knowledge. Through this policy innovation, international education is institutionalized in such a way that it takes Hong Kong students beyond the community college context, which is relatively localized. It also illuminates the way in which the “ideoscape” of American community colleges and international partnerships with Australian and British universities have been manifested in the Hong Kong education hub for transnational student flows and intellectual exchanges across the Asian region.

This paper contributes to the academic literature of higher education studies, particularly in the areas of massification and democratization, as well as their connection with internationalization and policy innovation. It also delineates various forces that are propelling the development of higher education’s internationalization and massification.

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.

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.

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.

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.

This chapter aims to explore the novelty and utility of political economy discourse, termed “neo-statism,” as an analytical lens for comparative research in higher education. Analysis is framed within the context of Hong Kong’s transition from a British colony to a Special Administrative Region under China’s sovereignty, and its shifting academic paradigms from a more or less spontaneous philosophy rooted in liberal capitalist economy to embracing neo-statism, which involves market-conforming and state-sponsored approaches to economic and social restructuring whereby the state regulates higher education in support of national integration and global power projection. The statist regulation depends heavily on its deployment of discursive legitimacy, strategic distribution of resources, organizational synergy, and elite cohesion articulated through higher education policy, research projects, and cross-border academic exchange and cooperation. The Hong Kong case suggests that comparative research in higher education should advance from the methodological aspects of the comparative approach to exploring wider theoretical spectrum, for understanding emerging politico-economic factors shaping academic paradigm in comparative contexts. Moreover, scholars who engage in the trendy internationalization in higher education should move beyond the logics of neo-liberalism, and pay closer attention to the new geopolitical realities that are changing the normative and interactive dimensions of international higher education at large.

To analyze the current situation of the Hong Kong textile and clothing industries; to investigate the influential factors that can assist Hong Kong to develop as Asia's fashion hub; and to plan for the future development of Hong Kong as a regional centre for fashion.

This paper provides an overview of the Hong Kong textile and clothing industries by using the SWOT analysis. Based on the findings of the analysis, some recommendations for future development are provided. The sources of this study are from the government publications, journal articles, book reviews and advice of practitioners.

The Hong Kong textile and clothing industries have their strengths and weaknesses. To be a regional centre for fashion, developing an original brand manufacturing (OBM) business is a preferred approach.

This paper provides a general review of the Hong Kong textile and clothing industries. To gain a more in‐depth understanding of the industries and to explore some more solutions for the research problems, it is important to further investigate these issues by attempting in‐depth interviews with the Hong Kong textile and clothing industrialists.

This paper provides a very useful source of information and impartial advice for the Government, industry players, academic institutions and the media. The formation of Asia's fashion hub is dependent upon the cooperation and effort of these four parties.

This paper analyses some of the factors contributing to Hong Kong's success and draws conclusions on strategic directions for the sustainability.

This paper sets out in the wider context of globalization to examine how and what specific reform strategies the Government of the Hong Kong special administrative region (HKSAR) has adopted in reforming its higher education system to enhance the competitiveness of its higher education in the increasingly globalizing economic context. More specifically, this paper has chosen a focus to examine how, and in what way universities in Hong Kong have attempted to make themselves internationally competitive, and what systems have been introduced to assure quality.

This paper adopts a case study approach in examining recent higher education changes/reforms in Hong Kong. Using literature survey, documentary and policy analysis, intensive interviews, as well as field observations, the paper has provided a comprehensive review and a critical analysis of higher education governance in Hong Kong.

This paper has reviewed major higher education reforms in the HKSAR, with particular reference to examine how higher education institutions have changed the ways that they are governed and managed. Academics working in Hong Kong nowadays are confronted with increasing pressures from the government to engage in international research, commanding a high quality of teaching and contributing to professional and community services. As Hong Kong universities have tried to benchmark with top universities in the world, they are struggling very hard to compete for limited resources. “Doing more with less” and “doing things smarter” are becoming fashionable guiding principles in university management and governance. Internal competition in the university sector is inevitably becoming keener and intensified.

The paper discusses the case study of Hong Kong which reflects how a rapidly developed economies in East Asia have attempted to tackle the growing impact of globalization on higher education governance.

This paper provides a comprehensive picture of how the universities in Hong Kong have responded to increasingly intensified quality assurance pressures, and fills an identified information gap on specific strategies in promoting the international competitiveness of universities in the city‐state in East Asia.

The recent rapid commercialization and adoption of Internet technologies has driven a process of supply chain virtualization, transforming conventional work practices across organizations. In an effort to provide a better understanding of this emerging phenomenon, this paper presents three key elements of supply chain virtualization, including: the formation of virtual trading communities; the emergence of virtual knowledge communities; and the relocation and integration of inter‐organizational business processes in the cyberspace. The transformations and consequences of virtualization are illustrated in the context of the Hong Kong textile and clothing industry. The experience of Hong Kong suggests that supply chain virtualization has propelled a structural change in buyers‐intermediaries‐sellers relationships, called for a novel approach to knowledge management, and accelerated internationalization of small‐ and medium‐sized enterprises. Managers and policy makers are advised to adopt new mindsets and practices in the face of these challenges.

The development of financial markets as well as a country’s overall financial system plays a crucial role in the evolution of the world’s real economy. In developed countries like the USA, UK, Japan, and European nations, the world’s financial centers are located for exchanging huge capital flows with well-established functioning. However, laying the foundation for a financial center can be a big challenge to developing markets whose financial systems are still in the early stages, since the formation of financial centers is determined by multiple factors. Motivated by that reason, this book chapter provides a comprehensive review of critical determinants in the formation of international financial centers, including (i) economic growth; (ii) governance and business environment; (iii) financial development; (iv) labor force; (v) infrastructure accessibility; and (vi) the country’s reputation and stability. In line with the reviewed literature, the study particularly highlights the recent political and technological developments in the world and their impacts on the future of different financial centers worldwide.

This writing reveals Hong Kong’s role as the center of China research. Before Reform and Opening in 1979, the British colony was the only place in the world where all international China experts stopped over and obtained the latest and the most accurate accounts of PRC.

The paper analyzes how Hong Kong serves as the intellectual mecca through examining the lives of China scholars amid building up their international profiles. What prompted them to join the China field? How were their lives like in the British crown colony? This paper also unveils the roles of the two research institutions played on Communist China studies: University Services Center (USC) and Union Research Institute (URI). In addition to relying on archival correspondences, personal interviews were also conducted in the last two years.

Despite being the mecca of PRC research, Hong Kong was not the first destination for most aspiring China scholars from the West. Most of these Western scholars did not even plan to devote their whole working lives to the study of China. Through luck, draft avoidance and generous grants from Ford and Carnegie Foundations, these young men and women became internationally iconic figures of East Asian research. To complete their Ph.D. theses and subsequent China-related projects, Hong Kong was a “must-go” destination for them. Under the full protection of the Union Jack, these scholars enjoyed the freedom to speak, write, research and publish. God blessed Hong Kong with such a unique political status amid the Cold War.

155 Argyle Street was the Art Deco compound where Red China experts produced most groundbreaking scholarships. It was not only a two-story structure where they acquired their first-hand resources but a platform where any China-related topics were discussed openly under the auspices of British colonial rule of law. Despite claiming themselves as apolitical, both USC and URI were products of US containment policy against communism. Even so, the colonial government never prohibited the two’s operations. Through this paper, readers will also discover how young men and women became inspired into a career in China studies.