Internationalisation of Education in Hong Kong: Practice and Challenges

Wu, Siu Wai 胡少偉; Sorrell, David

doi:10.1007/978-981-287-940-0_9

Cited by 1 publication

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“…As they are exploring and planning ahead their ideal GE prototype and discourse for their own university, they list and detail the relevant information and worldwide literature for undergoing systematic and rigorous comparison and contrast on the discussion table, such as curriculum structure, credit hours, and course types, especially when there is no global consensus on the way to do GE as modern broadening education (Verbeek, 2020). This reflects a prevalent practice of importing higher education provisions from overseas, standards and curriculum, as well as values and methods through benchmarking as well as other forms of learning, emulation, and inspiration (Wu & Sorrell, 2016). An example is the establishment of the Research Centre for General Education under the Office of University General Education at the Chinese University of Hong Kong.…”

Section: Stage Two: Decisionmentioning

confidence: 99%

Navigating the policy borrowing process of general education among the eight publicly funded universities in Hong Kong

Lam

2023

International Journal of Chinese Education

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Since the introduction of the learning-to-learn reform in 2000, Hong Kong policy-makers indicated that they would engage extensively and continuously in policy borrowing based on other high-performing jurisdictions worldwide. An illustrative example is the introduction of the 3 + 3 + 4 New Academic Structure since 2009. However, one of the areas that remain unexplored is the introduction of a broadening General Education among all eight publicly funded universities in the additional year of the four-year undergraduate education. Through narrative review on the basis of Ochs and Phillips’s theoretical model of policy borrowing in education, this article aims to offer an overview of the introduction of General Education among these universities and how it has been undergoing the four respective stages of (1) cross-national attraction; (2) decision; (3) implementation; and (4) internalisation or indigenisation. This will touch upon evaluating the key features being borrowed, adapted, and implemented, reviewing the relevant processes and outcomes, as well as highlighting the issues and challenges that have been and will be experienced. All these evidence-based perspectives can allow practitioners, policymakers, and researchers to better understand the complex policy borrowing process of General Education as a global educational initiative.

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Section: Stage Two: Decisionmentioning

confidence: 99%

Navigating the policy borrowing process of general education among the eight publicly funded universities in Hong Kong

Lam

2023

International Journal of Chinese Education

View full text Add to dashboard Cite

show abstract

Internationalisation of Education in Hong Kong: Practice and Challenges

Cited by 1 publication

References 11 publications

Navigating the policy borrowing process of general education among the eight publicly funded universities in Hong Kong

Navigating the policy borrowing process of general education among the eight publicly funded universities in Hong Kong

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