Gerard A. Postiglione - Böcker

Asia is home to a majority of the world's population and has an expanding economy. As the West engages in greater interaction with the East, developments in Asia have increasingly greater significance throughout the world. Higher education is central to the tremendous expansion of Asia. This reference book surveys the state of higher education in 20 representative Asian countries. Countries profiled include advanced industrial nations, such as Japan and Singapore, as well as more impoverished lands, such as Bangladesh. Chapters are written by expert contributors, and each author cites current literature and research. An introductory essay overviews the nature of higher education in Asia, and an extensive bibliography concludes the work.Developments in Asia have tremendous significance for the rest of the world. Asia has a rapidly expanding economy and is home to most of the world's population. It is a land of tremendous size and equally great diversity. At times Asia seems to be an economic and military threat to the West, while on other occasions it seems to be a valuable partner in the emerging global economy. The technological, political, and economic developments that have taken place in Asia are largely the result of Asian higher education. Thus Asian higher education is important not only to the Eastern, but also to the Western world. This reference book surveys the state of higher education in Asia and thus provides a valuable perspective on changes in Eastern society.An introductory essay discusses the current state of Asian higher education and provides a useful context for the rest of the work. The remainder of the book contains alphabetically arranged entries on higher education in twenty representative Asian countries. Some of the countries, like China and India, have enormous populations. Others, like Japan and Singapore, have witnessed tremendous economic prosperity. And some, like Iran and North Korea, have great political significance. Each entry is written by an expert contributor and provides background information, a discussion of current issues, and an examination of future trends. Entries cite current literature and research, and the volume concludes with an extensive bibliography.

In the World Library of Educationalists series, international experts compile career-long collections of what they judge to be their finest pieces – extracts from books, key articles, salient research findings, major theoretical and practical contributions – so the world can read them in a single manageable volume. Readers will be able to follow the themes and strands and see how their work contributes to the development of the field.For more than three decades, Gerard A. Postiglione has witnessed first-hand the globalization of education and society in Hong Kong, China and the wider Asian region. He is a pioneer among Western scholars in the field and his fluency in Chinese has resulted in innovative primary research and fieldwork. He has brought sociological, policy, and comparative perspectives to important educational issues in Asia. His research emphasizes the diversity and complexity of the region, from studies of education and the academic profession during Hong Kong’s retrocession, to reform of ethnic minority education and the rise of world class universities in the Chinese mainland, as well as the complexity of mass higher education in an increasingly dynamic Asia. He is one of the researchers most sought-after by international organizations concerned with educational reform in Asia and by major media outlets to inform the public on issues of globalization and higher education. Gerard was honoured by the Comparative and International Education Society with a Lifetime Contribution Award and Best Book Award for his contribution to the field. In 2016 he was inducted as a Fellow of the American Educational Research Association. This selection of 12 of his most representative papers and chapters documents his scholarship in comparative higher education in Asia.

In the first decade of the twenty-first century, the People's Republic of China experienced dramatic growth and expansion that altered the educational environment of children. Rapid economic development increased prosperity and educational opportunities for children expanded in a wealthier society. Yet, a by-product of rising wealth was rising inequality. While the children of the emerging urban middle and elite classes enjoyed new prosperity, the children of hte persistently poor in rural communities continued to experience challenges such as food insecurity, illness, hardships of family separation, and migrant life on the margins of the cities. This time period saw a large resource gap emerge between the home conditions of poor rural children compared with those of their wealthier urban counterparts. This book highlights the complexities China has experienced in seeking to extend full educational access to rural children— including rural- to- urban migrant and ethnic minority children—during a momentous period in China. Chapters delve into the experiences, perceptions, strategies, and diffi culties of rural- origin children and their families in the school system, and lay bare the challenges of policy initiatives designed to support rural education. We hope the experiences detailed here will be of interest to students and scholars of rural educational policy and practice in China and worldwide.

China has huge ethnic minorities – over 40 different groups with a total population of over 100 million.  Over time China’s policies towards minority languages have varied, changing from policies which have accommodated minority languages to policies which have encouraged integration.  At present integrationist policies predominate, notably in the education system, where instruction in minority languages is being edged out in favour of instruction in Mandarin Chinese.  This book assesses the current state of indigenous and minority language policy in China.  It considers especially language policy in the education system, including in higher education, and provides detailed case studies of how particular ethnic minorities are being affected by the integrationist, or assimilationist, approach.

The issues surrounding Hong Kong's global position and international links grow increasingly complex by the day as the process of Hong Kong's transformation from a British colony to a Chinese Special Administration Region unfolds. This volume addresses a number of questions relating to this process. How international is Hong Kong? What are its global and international dimensions? How important are these dimensions to its continued success? How will these dimensions change, especially beyond the sphere of economics? Is Hong Kong's internationalization, defined in terms of its willingness to embrace international values and its capacity to maintain its international presence, at risk? These questions are presented as they pertain to the changing situation; relations between mainland China, Taiwan and Hong Kong; the positions of Australia, Canada and the United States on Hong Kong; internalization of international legal values; Americanization vs. Asianization; linkages to the world through Guangdong; strategies to emigrate overseas, cultural internationalization; media internationalization and universities within the global economy.

The issues surrounding Hong Kong's global position and international links grow increasingly complex by the day as the process of Hong Kong's transformation from a British colony to a Chinese Special Administration Region unfolds. This volume addresses a number of questions relating to this process. How international is Hong Kong? What are its global and international dimensions? How important are these dimensions to its continued success? How will these dimensions change, especially beyond the sphere of economics? Is Hong Kong's internationalization, defined in terms of its willingness to embrace international values and its capacity to maintain its international presence, at risk? These questions are presented as they pertain to the changing situation; relations between mainland China, Taiwan and Hong Kong; the positions of Australia, Canada and the United States on Hong Kong; internalization of international legal values; Americanization vs. Asianization; linkages to the world through Guangdong; strategies to emigrate overseas, cultural internationalization; media internationalization and universities within the global economy.

Market reform, financial decentralization, and economic globalization have greatly accentuated China's social and regional inequalities. Education is expected to address these inequalities in a context of rapid social change, including the rise of an urban middle class, changed status of women, resurgence of ethnic identities, growing rural to urban migration, and lingering poverty in remote areas. But some argue that state policies have not sufficiently addressed inequitable practices, and that schools actually perpetuate and reproduce inequities, giving rise to a new system of social stratification driven more by market forces than socialist principles. Featuring all original, previously unpublished material, this volume examines this argument through analysis of selected aspects of educational stratification in China during the reform era. Chapters focus on the new urban middle class, poor rural residents, the migrant population in urban areas, rural girls, and ethnic minorities. The contributors are established scholars in the field, and they build a conceptual framework for assessing the degree to which China's educational reforms are inclusive, equitable, and integrative across social categories and groups.

Market reform, financial decentralization, and economic globalization have greatly accentuated China's social and regional inequalities. Education is expected to address these inequalities in a context of rapid social change, including the rise of an urban middle class, changed status of women, resurgence of ethnic identities, growing rural to urban migration, and lingering poverty in remote areas. But some argue that state policies have not sufficiently addressed inequitable practices, and that schools actually perpetuate and reproduce inequities, giving rise to a new system of social stratification driven more by market forces than socialist principles. Featuring all original, previously unpublished material, this volume examines this argument through analysis of selected aspects of educational stratification in China during the reform era. Chapters focus on the new urban middle class, poor rural residents, the migrant population in urban areas, rural girls, and ethnic minorities. The contributors are established scholars in the field, and they build a conceptual framework for assessing the degree to which China's educational reforms are inclusive, equitable, and integrative across social categories and groups.

This volume focuses on policies and practices in the education of China's national minorities with the purpose of assessing the goals and impact of state sponsored education for China's non-Han people's. The essays in the four sections of this book examine cultural challenges to state schooling, the extent of educational provision in minority areas, the perspectives of Tibetan and Uyghur minorities toward state education, along with providing case studies of four national minorities. The book makes the point that despite the authoritarian character of China's state schooling, diversity reigns.

This paperback reader provides the student and general reader with easy access to the major issues of the Hong Kong transition crisis. Contributors include both editors, as well as Frank Ching, Berry F. Hsu, Reginald Yin-wang Kwok, Peter Kwong, Julian Y.M. Leung, Ronald Skeldon, Alvin Y. So, Yun-wing Sung, and James T.H. Tang - the majority of whom live and work in Hong Kong and experience the transition firsthand, personally and professionally.

In the World Library of Educationalists series, international experts compile career-long collections of what they judge to be their finest pieces – extracts from books, key articles, salient research findings, major theoretical and practical contributions – so the world can read them in a single manageable volume. Readers will be able to follow the themes and strands and see how their work contributes to the development of the field.For more than three decades, Gerard A. Postiglione has witnessed first-hand the globalization of education and society in Hong Kong, China and the wider Asian region. He is a pioneer among Western scholars in the field and his fluency in Chinese has resulted in innovative primary research and fieldwork. He has brought sociological, policy, and comparative perspectives to important educational issues in Asia. His research emphasizes the diversity and complexity of the region, from studies of education and the academic profession during Hong Kong’s retrocession, to reform of ethnic minority education and the rise of world class universities in the Chinese mainland, as well as the complexity of mass higher education in an increasingly dynamic Asia. He is one of the researchers most sought-after by international organizations concerned with educational reform in Asia and by major media outlets to inform the public on issues of globalization and higher education. Gerard was honoured by the Comparative and International Education Society with a Lifetime Contribution Award and Best Book Award for his contribution to the field. In 2016 he was inducted as a Fellow of the American Educational Research Association. This selection of 12 of his most representative papers and chapters documents his scholarship in comparative higher education in Asia.

China has huge ethnic minorities – over 40 different groups with a total population of over 100 million.  Over time China’s policies towards minority languages have varied, changing from policies which have accommodated minority languages to policies which have encouraged integration.  At present integrationist policies predominate, notably in the education system, where instruction in minority languages is being edged out in favour of instruction in Mandarin Chinese.  This book assesses the current state of indigenous and minority language policy in China.  It considers especially language policy in the education system, including in higher education, and provides detailed case studies of how particular ethnic minorities are being affected by the integrationist, or assimilationist, approach.

In the first decade of the twenty-first century, the People's Republic of China experienced dramatic growth and expansion that altered the educational environment of children. Rapid economic development increased prosperity and educational opportunities for children expanded in a wealthier society. Yet, a by-product of rising wealth was rising inequality. While the children of the emerging urban middle and elite classes enjoyed new prosperity, the children of hte persistently poor in rural communities continued to experience challenges such as food insecurity, illness, hardships of family separation, and migrant life on the margins of the cities. This time period saw a large resource gap emerge between the home conditions of poor rural children compared with those of their wealthier urban counterparts. This book highlights the complexities China has experienced in seeking to extend full educational access to rural children— including rural- to- urban migrant and ethnic minority children—during a momentous period in China. Chapters delve into the experiences, perceptions, strategies, and diffi culties of rural- origin children and their families in the school system, and lay bare the challenges of policy initiatives designed to support rural education. We hope the experiences detailed here will be of interest to students and scholars of rural educational policy and practice in China and worldwide.

This title was first published in 1992: Explores the implications of the transfer of sovereignty over Hong Kong in 1997 to the People's Republic of China and the political, economic and cultural impact of the social transition on education.

This title was first published in 1992: Explores the implications of the transfer of sovereignty over Hong Kong in 1997 to the People's Republic of China and the political, economic and cultural impact of the social transition on education.

This volume focuses on policies and practices in the education of China's national minorities with the purpose of assessing the goals and impact of state sponsored education for China's non-Han people's. The essays in the four sections of this book examine cultural challenges to state schooling, the extent of educational provision in minority areas, the perspectives of Tibetan and Uyghur minorities toward state education, along with providing case studies of four national minorities. The book makes the point that despite the authoritarian character of China's state schooling, diversity reigns.

Assessing the trajectory of China's higher education system amid competing domestic priorities and global ambitions.By 2025, China had twice as many college students as the United States, four times as many STEM graduates, and double the number of STEM PhDs. What will it mean for the global future when a quarter of a billion Chinese citizens hold higher education degrees? In this timely book, Gerard A. Postiglione—an internationally recognized authority on Chinese education—offers a panoramic view of the world's largest state-directed higher education system and its complex interplay with China's social, economic, and geopolitical ambitions. At the center of Postiglione's analysis is the tension between domestic imperatives and global aspirations. As China aims to cultivate a world-significant higher education system by 2035, it faces a trio of formidable challenges: graduate employment, equitable access, and governance reform. Higher Education in China unpacks how elite Chinese research institutions and rapidly expanding second- and third-tier colleges are navigating these pressures amid a shifting landscape shaped by urban-rural inequality, labor market demands, and technological disruption. Based on policy consultation with China's Ministry of Education and on-the-ground research in nearly every province, Postiglione's account brings unmatched depth and perspective. He traces how returnee scholars, massification policies, and regional development initiatives have transformed campuses and classrooms, while also posing difficult questions about sustainability, quality, and inclusion. Higher Education in China illustrates how the country's evolving academic system may influence its long-term trajectory—and, by extension, reshape the global order of knowledge and innovation.

This paperback reader provides the student and general reader with easy access to the major issues of the Hong Kong transition crisis. Contributors include both editors, as well as Frank Ching, Berry F. Hsu, Reginald Yin-wang Kwok, Peter Kwong, Julian Y.M. Leung, Ronald Skeldon, Alvin Y. So, Yun-wing Sung, and James T.H. Tang - the majority of whom live and work in Hong Kong and experience the transition firsthand, personally and professionally.

This insightful Handbook is an essential guide to educational policy around the world. As shifting geopolitics, intensified climate change, and widening economic inequalities persist, the need for informed educational policy is critical.Bringing together a unique collection of international case studies by scholars and practitioners from over twenty countries, the Handbook highlights how the contextual nature of educational policy and its implementation acknowledges both global trends and local nuance. Chapters explore key contemporary topics including the effects of the COVID-19 pandemic on international educational policy; opportunities for academic modernization in Ukrainian society; gender equality in Korean and Japanese universities; and inclusive education policies throughout the world, including India, South Africa, and Uruguay. It further discusses the ways in which governmental, non-governmental, and global education specialists are shaping new agendas focused on equity and responding to global crises. Offering new perspectives on educational policy in a post-pandemic world, this comprehensive Handbook will be crucial reading for students and scholars of education policy, politics and public policy, sociology, and university management. It will also be beneficial for educational research associations and international development agencies, including UNESCO, the Asian Development Bank, and the World Bank.

This book discusses mass higher education development in East Asian countries by means of three main issues: the strategy for higher education development; the way professors and students in the region are experiencing the rapid developments; and the challenges imposed by mass higher education. These challenges include the quality of education as well as structural changes in the rapidly developing systems, funding sources for supporting mass higher education, and job markets for college graduates. Part I discusses how the East Asian countries have accomplished or are in the process of accomplishing the rapid development of higher education. Japan, Korea, China, Taiwan, Malaysia, Singapore, and Hong Kong serve as case studies of mass higher education in the region. The case studies introduce and discuss national strategies to develop higher education, funding sources and mechanisms, and initiatives to assure quality of education in a period of rapid growth. Part II and Part III of the book focus on the phenomena of mass higher education in the region and the influence on academia. Mass higher education changes professors and students, who are different from those in elite higher education. Part III further discusses the challenges posed to Asian mass higher education.The Comparative and International Education Society Higher Education (HESIG) has awarded Mass Higher Education Development in East Asia the Higher Education SIG Best Book Award 2015.

This book discusses mass higher education development in East Asian countries by means of three main issues: the strategy for higher education development; the way professors and students in the region are experiencing the rapid developments; and the challenges imposed by mass higher education. These challenges include the quality of education as well as structural changes in the rapidly developing systems, funding sources for supporting mass higher education, and job markets for college graduates. Part I discusses how the East Asian countries have accomplished or are in the process of accomplishing the rapid development of higher education. Japan, Korea, China, Taiwan, Malaysia, Singapore, and Hong Kong serve as case studies of mass higher education in the region. The case studies introduce and discuss national strategies to develop higher education, funding sources and mechanisms, and initiatives to assure quality of education in a period of rapid growth. Part II and Part III of the book focus on the phenomena of mass higher education in the region and the influence on academia. Mass higher education changes professors and students, who are different from those in elite higher education. Part III further discusses the challenges posed to Asian mass higher education.The Comparative and International Education Society Higher Education (HESIG) has awarded Mass Higher Education Development in East Asia the Higher Education SIG Best Book Award 2015.

Hong Kong's universities have been transformed by the move from elite to mass higher education, from government support to market driven finance, from academic management to professional management, from local to cross border and international outreach, from China's education bridge to China's education window, and from a colonial model of curricular specialization to a postcolonial model emphasizing broader intellectual development and service. As the landscape of Hong Kong higher education has undergone change, so have the backgrounds, specializations, expectations and work roles of academic staff. The academic profession is ageing, increasingly insecure, more accountable, more international, at the same time, more Mainland-focused and less likely to be organized only along disciplinary lines.The academic profession today is expected to be more innovative in teaching, more productive inresearch and more entrepreneurial in fundraising. New approaches to governance have evolved and blurred the boundaries between academic and managerial roles within the university. The power to appoint members to university councils has become an area of contention. It has come increasing differentiation and changing expectations about knowledge creation and application. This has expanded the role of the academy and challenged the coherence and viability of the traditional academic role and loyalties to original disciplines. Based on the multitude of challenges in Hong Kong higher education, this book explores the future direction of Hong Kong academic profession."Hong Kong has arguably one of the best higher education systems in the world. At the heart of this system, and indeed of any system, is the academic profession. The Changing Academic in Hong Kong provides a convincing and multifaceted analysis of the professoriate. Thisbook is essential for understanding Hong Kong's success--and it has lessons for a broader understanding of the academic profession." Philip G. Altbach, Research Professor, Boston College, USA"The one book that has presented a complete portrait of recent changes and challenges to Hong Kong’s academic profession –the book should be recognized as a classic."  Futao Huang, Professor of Higher Education, Hiroshima University, Japan"Gerard Postiglione and Jisun Jung have successfully pulled together a strong team of researchers making significant contributions to the debates of changing academic profession, especially as universities in Hong Kong are developing new performance indicators in response to the University Governance Review by Sir Howard Newby. This volume is timely and highly relevant to researchers, academics and policy makers in higher education with critical reflections on academic profession in Hong Kong."Ka-ho Mok, Vice President, Lingnan University, Hong Kong<"A very thorough analysis of the situation of the academic profession and its environment in Hong Kong! A setting which calls for and provides opportunities for internationality of higher education in a unique way, but concurrently is tempted to make it itself a victim of the world-wide inclination of over-emphasizing visible research productivity. Thus, the case of Hong Kong is presented as both exceptional and as prototypical for the search of the balance across the functions of higher education."Ulrich Teichler, Professor, International Centre for Higher Education Research, Kassel University, Germany "Hong Kong's higher education sector is a microcosm of many of the world's other systems: intensely urban, experiencing significant transformation, attuned to rankings and peer comparison, watchful toward government intervention, anxious about funding, and always on the lookout for new performance indicators for faculty. Anyone interested in Hong Kong will find "The Changing Academic Profession in Hong Kong" a good read, but so will those of us concerned about trends, challenges, and possibilities at university systems in the rest of the world, particularly Asia."William G. Tierney, Professor, University of Southern California, USA

Hong Kong's universities have been transformed by the move from elite to mass higher education, from government support to market driven finance, from academic management to professional management, from local to cross border and international outreach, from China's education bridge to China's education window, and from a colonial model of curricular specialization to a postcolonial model emphasizing broader intellectual development and service. As the landscape of Hong Kong higher education has undergone change, so have the backgrounds, specializations, expectations and work roles of academic staff. The academic profession is ageing, increasingly insecure, more accountable, more international, at the same time, more Mainland-focused and less likely to be organized only along disciplinary lines.The academic profession today is expected to be more innovative in teaching, more productive inresearch and more entrepreneurial in fundraising. New approaches to governance have evolved and blurred the boundaries between academic and managerial roles within the university. The power to appoint members to university councils has become an area of contention. It has come increasing differentiation and changing expectations about knowledge creation and application. This has expanded the role of the academy and challenged the coherence and viability of the traditional academic role and loyalties to original disciplines. Based on the multitude of challenges in Hong Kong higher education, this book explores the future direction of Hong Kong academic profession."Hong Kong has arguably one of the best higher education systems in the world. At the heart of this system, and indeed of any system, is the academic profession. The Changing Academic in Hong Kong provides a convincing and multifaceted analysis of the professoriate. Thisbook is essential for understanding Hong Kong's success--and it has lessons for a broader understanding of the academic profession." Philip G. Altbach, Research Professor, Boston College, USA"The one book that has presented a complete portrait of recent changes and challenges to Hong Kong’s academic profession –the book should be recognized as a classic."  Futao Huang, Professor of Higher Education, Hiroshima University, Japan"Gerard Postiglione and Jisun Jung have successfully pulled together a strong team of researchers making significant contributions to the debates of changing academic profession, especially as universities in Hong Kong are developing new performance indicators in response to the University Governance Review by Sir Howard Newby. This volume is timely and highly relevant to researchers, academics and policy makers in higher education with critical reflections on academic profession in Hong Kong."Ka-ho Mok, Vice President, Lingnan University, Hong Kong<"A very thorough analysis of the situation of the academic profession and its environment in Hong Kong! A setting which calls for and provides opportunities for internationality of higher education in a unique way, but concurrently is tempted to make it itself a victim of the world-wide inclination of over-emphasizing visible research productivity. Thus, the case of Hong Kong is presented as both exceptional and as prototypical for the search of the balance across the functions of higher education."Ulrich Teichler, Professor, International Centre for Higher Education Research, Kassel University, Germany "Hong Kong's higher education sector is a microcosm of many of the world's other systems: intensely urban, experiencing significant transformation, attuned to rankings and peer comparison, watchful toward government intervention, anxious about funding, and always on the lookout for new performance indicators for faculty. Anyone interested in Hong Kong will find "The Changing Academic Profession in Hong Kong" a good read, but so will those of us concerned about trends, challenges, and possibilities at university systems in the rest of the world, particularly Asia."William G. Tierney, Professor, University of Southern California, USA

With its easy-to-use format, this book provides a collection of annual data on China’s 56 ethnic groups. In this book, data are presented on an ethnic group-by-ethnic group basis, and the ethnic groups are ordered alphabetically, from the Achang to the Zhuang.

With its easy-to-use format, this book provides a collection of annual data on China’s 56 ethnic groups. In this book, data are presented on an ethnic group-by-ethnic group basis, and the ethnic groups are ordered alphabetically, from the Achang to the Zhuang.

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.