As a response to globalization, internationalisation of higher education could be accomplished by the forms of a series of national policies and institutional strategies to strengthen the global competitiveness of universities. The history of Japanese higher education spans approximately over 130 years, experiencing both flourishing time and stagnant period. Driven by the increasing pace of internationalisation and great pressure originated from global competition, Japanese government has already taken concrete measures to get its higher education better merged into internationalization. However, higher education in Japan is now at a crossroads maintaining its sustainable and steady development. As Japan’s neighboring country, China came much more slowly of breaking the ice for the internationalisation in dimension of higher education if compared with Japan. As gradually playing an important role internationally, China has invested massively into internationalisation of higher education as well. However the direction of development in Chinese higher education seems to be blur or too early to tell. The current status of higher education in China and Japan are both characterized by profoundly historical roots. Better understanding on the ‘historical internationalisation’ in both countries sheds light on the understanding of higher education in contemporary China and Japan and their developmental progress. Therefore the present dissertation examines the originally authentic sense of internationalisation which could be traced back to the middle to late 19th century. During the middle of nineteenth century China and Japan were both undergoing the threat from invasive West with countries’ independence and traditional culture in danger. In response to expansion of the West, Chinese and Japanese’s reactions varied enormously in polity subversion, economic construction, attitudes towards foreign culture and educational reform. The Meiji Restoration of 1868 in Japan rapidly foster its modernization by successfully ‘using the barbarian to control the barbarian’ to achieve the equal standards with the West eventually which opened a brand-new page for the beginning of Japanese modern history. Unlike Japan, Chinese failure in Self-Strengthening Movement which was supposed to be the preparation of modernization in China, stroke China back to the abyss of bureaucratic governance, leading Chinese modernization and first step accepting western culture and technology almost half a century later than Japan. In this sense, historical roots of internationalisation in China and Japan would be taken into serious consideration in this dissertation because it shaped countries’ status quo and would probably insert a far-reaching influence on the prospective development. / published_or_final_version / Education / Master / Master of Education

published_or_final_version / Comparative Asian Studies / Master / Master of Arts

published_or_final_version / Chinese / Master / Master of Philosophy

Since Hong Kong's reunification with China, there has been more cooperation between Hong Kong and the Mainland in tertiary education, with Hong Kong-Shenzhen partnership being particularly active. This dissertation examines cooperation in tertiary education between Hong Kong and Shenzhen from the perspective of collaborative governance. It is found that the initiation of the collaboration is driven by leadership of the HKSAR Government, the Shenzhen Municipal Government and the Central People’s Government, interdependence between the cities in educational resources, productivity and information as well as consequential incentives for the Hong Kong institutions. To look into how the cooperation may advance to the next level, the plan for the University of Hong Kong (HKU) and the Chinese University of Hong Kong (CUHK) to establish campuses in Shenzhen are analyzed in details, taking into account their early stage of development. Recommendations on how similar setups can be done in the future have been come up, and they include putting formal memorandum of understanding and agreements in place, having long-term commitment to the project, identifying shared objectives with the counterparts, retaining a large share of discretion, adopting suitable approaches to managing the policy networks and managing risks. It is considered that such recommendations may be taken as reference for other means of cooperation in tertiary education between the two cities as well as that between Hong Kong and other mainland cities. / published_or_final_version / Politics and Public Administration / Master / Master of Public Administration

published_or_final_version / Education / Doctoral / Doctor of Philosophy

中国大陆地区的高等教育于90年代末开始急速扩张，在高等教育入学机会不断增加的同时，其内部也开始出现层级化现象，入学机会均等问题的研究重点从一种数量上的不均等逐渐转向质量上的不均等。 / 在学生背景对高等教育入学机会的影响方面，主要有两种研究取向：从宏观层面探讨学生背景与入学机会分配的关系问题；从微观层面分析进入高等教育机构的过程中学生及其家庭的选择行动。在对个人选择行动进行解释时，主要有两种理论：理性选择理论；实践逻辑理论。本研究从学生行动入手，以实践逻辑理论为基础，选取41名大学生，通过访谈的方式，对行动者的实践进行分析，探讨各种结构性因素的影响作用。研究发现有以下三方面： / 首先，高等教育选择包括进入大学前的准备、选择时的决策和进入大学之后的调整三个阶段。家庭和学校对学生的兴趣培养，期望形成，教育资源获得，有关城市、学校与专业的决策，对不满意结果的调整策略，对大学学习和生活的适应，未来学业和职业期望等方面产生影响。 / 其次，学生对自己的选择可能满意或后悔，部分学生有机会进行第二次选择。对选择满意的学生和无法改变选择的学生则认为这是自己“应得的结果。对于选择时面临的环境，学生较为一致地认为存在不公平的地区差异。相比之下，家庭背景的影响不易被察觉，对这种影响的性质，学生看法不一。 / 第三，高等教育选择行动受到地区和学校、家庭背景、民族、性别这些结构性因素的影响，结构性因素在选择中扮演促进或阻碍作用。选择行动中的目标、信念和信息是被结构裁剪的，并非完全理性选择行动，而更适合用实践逻辑理论解释。行动者可能通过发挥能动性抵抗来自结构的力量，但过程艰难，未必成功。 / 基于此，宏观层面观察到的学生背景与入学机会分配的对应关系，其实可以在个人行动层面找到它形成的过程和原因。意欲提高弱势学生入学机会的教育政策不应只关注如何分配机会，而应同时关注如何通过改善学生的成长和教育环境，优化他们的高等教育选择过程，使得他们不仅能够获得优质的教育机会，而且从中获得社会流动的能力。 / The higher education system in Mainland China has witnessed dramatic increase from 1990s. With the expansion, the system has become more and more hierarchical. As a result, the research focus is shifting from quantitative inequality to qualitative inequality of opportunity for higher education. / As to the effect of students’ background on opportunity for higher education, two approaches emerged. One is analysis of the relationship between students’ background and distribution of the opportunities, and another is investigation of the individual action in college choice. As regards the interpretation of individual action, rational action theory and theory of practice have usually been used in this field. Based on the theory of practice, this study investigates the agents’ practice and the impact of structure through interviews with 41 first-year college students. Major findings are as follows: / Firstly, college choice not only includes the choice-making in the decision points, but also refers to the preparation before going to college and the amendment after going to college. Family and school can make difference in terms of interest, educational expectation, educational resources, decision-making on city, institution and specialization, coping strategy for facing undesired result, involvement in college, and career expectation. / Secondly, the result of college choice means different things to different students. Some of them are satisfied with the successful choice while others are regretful for their unwise strategy. If they failed to reset the undesired result, students try to treat what they get as what they deserve, just like those successful students do. Most of the students are in agreement with the geographical inequality in opportunity for college. However, they have ambiguous opinion on the effect of family background on students’ going to college. / Thirdly, structural factors, i.e. geographical position, hierarchy in the public school system, family background, ethnic group, and gender, have influence on students’ college choice. Their desire, belief and evidence in college choice are limited by these factors. As a result, theory of practice is more suitable to interpret students’ action. As agents, students try to resist what the structure have exerted on themselves, though they may suffer from lack of resources and may not change their life situation in the end. / In a word, the macro-level reproduction, that is to say the correspondence between students’ background and distribution of opportunities for college, has its root in individual practice to some extent. The policies aimed to achieve equal opportunity for higher education should pay more attention to improving disadvantaged students’ educational environment and resources before and after going to college, which can better their college choice, not only focus on how to allocate the entrance quotas between social groups. Without capability of getting promising future, going to college is not enough for these disadvantaged students. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / 張玉婷. / "2013年7月". / "2013 nian 7 yue". / Thesis (Ph.D.)--Chinese University of Hong Kong, 2013. / Includes bibliographical references (leaves 190-204). / Abstract in Chinese and English. / Zhang Yuting. / Chapter 第一章 --- 绪论 --- p.1 / Chapter 第一节 --- 研究背景 --- p.1 / Chapter 一、 --- 实践背景 --- p.1 / Chapter 二、 --- 理论背景 --- p.2 / Chapter 第二节 --- 问题提出 --- p.4 / Chapter 一、 --- 研究目的 --- p.4 / Chapter 二、 --- 研究问题 --- p.4 / Chapter 第三节 --- 研究意义 --- p.4 / Chapter 一、 --- 实践意义 --- p.4 / Chapter 二、 --- 理论意义 --- p.5 / Chapter 第二章 --- 文献综述 --- p.7 / Chapter 第 一节 --- 教育与社会分层 --- p.7 / Chapter 一、 --- 教育作用的凸显 --- p.7 / Chapter 二、 --- 家庭背景的影响 --- p.8 / Chapter 三、 --- 小结 --- p.10 / Chapter 第二节 --- 研究取向的分野 --- p.10 / Chapter 一、 --- 结构与个体 --- p.10 / Chapter 二、 --- 从阶级结构到阶级文化 --- p.11 / Chapter 第三节 --- 全球化时代的高等教育发展与均等 --- p.16 / Chapter 一、 --- 规模扩张中的入学机会 --- p.17 / Chapter 二、 --- 高等教育过程中的教育经验 --- p.19 / Chapter 三、 --- 全球化背景下的高等教育与就业 --- p.21 / Chapter 四、 --- 小结 --- p.25 / Chapter 第四节 --- 高等教育选择研究 --- p.26 / Chapter 一、 --- 多层次的影响因素 --- p.26 / Chapter 二、 --- 连续性的选择阶段 --- p.27 / Chapter 三、 --- 量的研究与质的研究 --- p.29 / Chapter 第五节 --- 对选择行为的理论解释 --- p.30 / Chapter 一、 --- 理性选择理论（rational choice theory）与实践逻辑理论（theory of practice) --- p.30 / Chapter 二、 --- 两种理论的融合 --- p.34 / Chapter 第六节 --- 中国本土研究 --- p.36 / Chapter 一、 --- 社会分层研究 --- p.36 / Chapter 二、 --- 中国文化背景中的个人与结构 --- p.38 / Chapter 三、 --- 高等教育发展与政策变革 --- p.40 / Chapter 四、 --- 高等教育入学研究 --- p.44 / Chapter 第七节 --- 小结与启示 --- p.45 / Chapter 一、 --- 文献综述小结 --- p.45 / Chapter 二、 --- 对本土研究的启示 --- p.47 / Chapter 第三章 --- 研究设计 --- p.50 / Chapter 第 一节 --- 理论框架的提出 --- p.50 / Chapter 第二节 --- 研究问题的细化 --- p.53 / Chapter 一、 --- 学生进行高等教育选择的过程是怎样的？ --- p.53 / Chapter 二、 --- 学生如何理解他们的选择过程？ --- p.53 / Chapter 三、 --- 社会结构和个人选择行动是如何互动的？ --- p.53 / Chapter 第三节 --- 范围界定 --- p.54 / Chapter 一、 --- 研究发生的地域 --- p.54 / Chapter 二、 --- 研究对象 --- p.55 / Chapter 第四节 --- 研究设计 --- p.56 / Chapter 一、 --- 质的研究取向 --- p.56 / Chapter 二、 --- 数据收集：访谈 --- p.57 / Chapter 三、 --- 样本选择 --- p.58 / Chapter 四、 --- 数据分析 --- p.59 / Chapter 五、 --- 信度与效度 --- p.60 / Chapter 第五节 --- 研究限制与研究伦理 --- p.60 / Chapter 第四章 --- 高等教育选择前的准备过程 --- p.62 / Chapter 第 一节 --- 教育经历 --- p.62 / Chapter 一、 --- 迁移、转学：寻求更大的竞争优势？ --- p.62 / Chapter 二、 --- 家庭的熏陶：兴趣的养成 --- p.65 / Chapter 三、 --- 旅行：印象的形成 --- p.66 / Chapter 第二节 --- 与家庭成员的互动 --- p.68 / Chapter 一、 --- 望子成龙：教育期望及其表达 --- p.69 / Chapter 二、 --- 交流讨论：大学为了什么？ --- p.74 / Chapter 三、 --- 学业辅导、补习班与陪读 --- p.75 / Chapter 第三节 --- 与老师的互动 --- p.78 / Chapter 一、 --- 教师的角色：应试与育人 --- p.78 / Chapter 二、 --- 师生交往：从角色关系到个人关系 --- p.80 / Chapter 第四节 --- 本章总结 --- p.81 / Chapter 第五章 --- 高等教育选择中的决策 --- p.83 / Chapter 第 一节 --- 对城市的选择 --- p.83 / Chapter 一、 --- 大城市：留守还是闯荡 --- p.83 / Chapter 二、 --- 去香港：作为跳板的选择 --- p.87 / Chapter 三、 --- 出国：“推拉因素之外 --- p.89 / Chapter 第二节 --- 对学校的选择 --- p.91 / Chapter 一、 --- 自主招生：提前到来的“分房子竞争 --- p.91 / Chapter 二、 --- “好学校：抹不去的名校情结 --- p.95 / Chapter 三、 --- 本科还是专科：悬崖边上的选择 --- p.98 / Chapter 四、 --- 获得信息：官方信息与小道消息 --- p.100 / Chapter 第三节 --- 对专业的选择 --- p.105 / Chapter 一、 --- 专业选择：兴趣还是就业？ --- p.105 / Chapter 二、 --- 不能做出的选择：专业选择的限制 --- p.108 / Chapter 第四节 --- 本章总结 --- p.109 / Chapter 第六章 --- 面对高等教育选择结果的调整 --- p.111 / Chapter 第 一节 --- 对学校的感受 --- p.111 / Chapter 一、 --- 孤岛与平台：获取教育资源的途径 --- p.111 / Chapter 二、 --- “误入歧途：挽救失败的选择结果 --- p.114 / Chapter 第二节 --- 对专业学习的感受 --- p.117 / Chapter 一、 --- 考试和绩点：对“学习的理解 --- p.117 / Chapter 二、 --- 不喜欢的专业：适应、迷茫与调整 --- p.121 / Chapter 三、 --- 人文社科专业：“抽象与“实用 --- p.124 / Chapter 第三节 --- 对生活的适应 --- p.127 / Chapter 一、 --- 消费社会：从绝对贫困到相对贫困 --- p.127 / Chapter 二、 --- 游戏规则：从“成绩好到“有能力 --- p.128 / Chapter 三、 --- “惯习（habitus）的维持和改变 --- p.130 / Chapter 第四节 --- 未来学业或职业期望 --- p.131 / Chapter 一、 --- 回到家乡：无需想象的未来 --- p.132 / Chapter 二、 --- “无所谓：多种可能的未来 --- p.134 / Chapter 三、 --- “女孩子：家庭与工作之间的抉择 --- p.136 / Chapter 第五节 --- 本章总结 --- p.137 / Chapter 第七章 --- 学生对高等教育选择的理解 --- p.139 / Chapter 第 一节 --- 对选择及其结果的理解 --- p.139 / Chapter 一、 --- 好学校：意料之中的结果 --- p.139 / Chapter 二、 --- 重新选择：结果会更好 --- p.141 / Chapter 三、 --- 接受现实：不能重来的选择 --- p.142 / Chapter 第二节 --- 对高等教育招生与考试的理解 --- p.143 / Chapter 一、 --- 生源地：显而易见的入学机会差异 --- p.143 / Chapter 二、 --- 家庭背景：不易辨别的影响 --- p.147 / Chapter 第三节 --- 本章总结 --- p.151 / Chapter 第八章 --- 个人与结构：基于实践逻辑理论的解释 --- p.153 / Chapter 第 一节 --- 结构的力量：高等教育选择的影响因素 --- p.153 / Chapter 一、 --- 地区与学校：物理空间的差异 --- p.153 / Chapter 二、 --- 家庭背景：社会空间的差异 --- p.154 / Chapter 三、 --- 民族（ethnic group）：语言为主的文化资本（cultural capital） --- p.155 / Chapter 四、 --- 性别：扎根于身体的社会结构 --- p.157 / Chapter 第二节 --- 殊途异归：通向高等教育的几种典型道路 --- p.157 / Chapter 一、 --- 畅通无阻：FYM的故事 --- p.158 / Chapter 二、 --- 障碍重重：HLM的故事 --- p.160 / Chapter 三、 --- 误入歧途：WYM的故事 --- p.163 / Chapter 四、 --- 短暂的逃离：SZF的故事 --- p.165 / Chapter 五 --- 努力改变：HXM的故事 --- p.167 / Chapter 第三节 --- 对选择行动的解释：超越理性选择理论 --- p.169 / Chapter 一、 --- 产生欲望（desire）的动机 --- p.169 / Chapter 二、 --- 信念（belief）与惯习（habitus） --- p.171 / Chapter 三、 --- 作为证据的信息 --- p.172 / Chapter 四、 --- 实践逻辑理论（theory of practice) 的解释 --- p.173 / Chapter 第四节 --- 本章总结 --- p.175 / Chapter 第九章 --- 结论与反思 --- p.177 / Chapter 第 一节 --- 研究发现 --- p.177 / Chapter 一、 --- 高等教育选择的过程 --- p.177 / Chapter 二、 --- 学生对高等教育选择的理解 --- p.177 / Chapter 三、 --- 高等教育选择中个人与结构的互动 --- p.178 / Chapter 第二节 --- 研究框架修正与研究结论 --- p.179 / Chapter 一、 --- 修正后的研究框架 --- p.179 / Chapter 二、 --- 研究结论 --- p.180 / Chapter 第三节 --- 研究贡献 --- p.183 / Chapter 一、 --- 实践贡献 --- p.183 / Chapter 二、 --- 理论贡献 --- p.183 / Chapter 第四节 --- 政策建议 --- p.184 / Chapter 一、 --- 农村基础教育发展滞后问题 --- p.185 / Chapter 二、 --- 城市基础教育均衡发展问题 --- p.185 / Chapter 三、 --- 民族教育的语言问题 --- p.185 / Chapter 四、 --- 高等教育招生的区域差异问题 --- p.186 / Chapter 五、 --- 对弱势大学生的辅导问题 --- p.187 / Chapter 第五节 --- 研究局限 --- p.188 / Chapter 第六节 --- 后续研究 --- p.188 / p.190 / Chapter 附件 一 --- 受访者基本情况表 --- p.205

This study examines the differential patterns of access to higher education of students from rural areas in transition from a planned to a market economy. In respect to college access, the research argues that market reforms have reproduced the advantages for students from the cadre’s and the professional’s families while simultaneously creating new opportunities for the children of the new arising economic elite. Yet, it has performed less for traditional peasant families whose children still fail to gain access to college in proportions higher than the size of the population. Based on the literature, this research places a special emphasis on how economic and cultural resources become the main influence on rural students? college access. The process dimension -- how families from different social backgrounds within rural society involve themselves in the schooling of their children and how this contributes to inequality of college access within rural society, are investigated. This research unpacks this process by examining the school involvement experiences of parents in Zong, a county located in the province of Anhui. Parental involvement is conceptualized in terms of how economic and cultural resources are converted to social capital as part of family strategies within the increasingly stratified social context of rural China. The research identifies the consequences of activating different types of social networks within family and community, and also between family and school to facilitate this process by gaining advantages in access to college. Household interviews and field notes were used as the main methods of data collection with a range of parents and teachers involved in this ethnographic study. The data analysis suggests that state, schools and teachers provide few formal and routine channels for rural parents to become involved in schooling. This raises the importance of family strategic initiatives to employ interpersonal social networks (guanxi) within family, community and between school and family. Parents from cadres and professional backgrounds are capable of maintaining these social networks that are useful for their children’s chances of entering higher education. Their counterparts from the new economic elites? backgrounds have developed the means to capitalize upon their families economic and cultural resources by converting them into social capital that creates advantages in college access for their children. Peasants, however, rely heavily on teachers and relatives in education and are substantially marginalized from those important interpersonal social networks of capital conversion. Although this research found the structure constrains interpersonal social network of peasant families, it also highlights the agency of parents from different families. For example, in some cases it found, that peasants actively use their kinships to create chances for school involvement to potentially improve the chances of their children’s college access. This research is one of the first empirical studies to inquire about the mechanism of capital conversion in affecting higher education opportunities in the post-socialist era, which will help to re-evaluate the influence of market reforms over rural education system in China. / published_or_final_version / Education / Doctoral / Doctor of Philosophy

Since the rise of neoliberalism in late twentieth century, higher education around the globe has been undergoing substantial transformations. The literature of academic entrepreneurialism developed in breadth and profound proliferation. Yet, how the pattern and logic of academic entrepreneurialism manifests itself in the scholarship of application has not been sufficiently studied with a large international data set. Using the cases of Hong Kong and South Korea, this thesis examines the relationship between academics’ engagement in scholarship of application, namely (1) practically oriented teaching, (2) applied research and (3) service outside academy, and their academic and demographic backgrounds. Underneath the rationale of this thesis is that about a quarter of the professoriate in both Hong Kong and South Korea received doctoral education in the United States. This research draws data from the database of “A Changing Academic Profession: The Second International Survey of the Academic Profession”. Over the two-year survey period from 2007 to 2008, a total of 6291 scholars across different institutions, departments and academic ranks in Hong Kong were included in the sampling process – and 811 questionnaires were returned. As for South Korea, 13953 academic staff were randomly sampled (with afterward cross-checking the sample representativeness by academic disciplines, institutional types, academic ranks and gender) and a total of 900 academics were surveyed. Robust inferential statistics are conducted between the various measures of applied scholarship and the potential determinants, such as the academics’ origin of doctoral education, current citizenship, disciplinary affiliation, and institutional affiliation. Results of this thesis show that: (1) American doctorate holders engage significantly less than non-American doctorate holders in practically oriented teaching and applied research in Hong Kong, but not in South Korea. Doctoral education does not appear to be a determinant of engagement in service outside academy in both Hong Kong and South Korea (2) Hong Kong citizen scholars engage significantly more than non-Hong Kong citizen scholars in applied research and service outside academy. In South Korea, citizenship is not associated with engagement in the three key aspects of applied scholarship (3) In Hong Kong, disciplinary affiliation is not a factor that predicts engagement in applied scholarship. But in South Korea, academics from hard disciplines are more engaged than academics from soft disciplines in practically oriented teaching and applied research, although there is no association between service outside academy and disciplinary affiliation (4) In Hong Kong and South Korea, academics from research-intensive institutions engage significantly less than their colleagues from non-research-intensive institutions in practically oriented teaching. Institutional affiliation is a significant factor that affects involvement in applied research in Hong Kong but not in South Korea. Service outside academy is related to institutional affiliation in South Korea, but not in Hong Kong Based on these data analyses, this thesis implies that internationalism and knowledge entrepreneurialism are the two parallel but possibly conflicting directions of university development. The two trends may induce tensions between local concerns and global vision among academic communities - and may also stratify the academic profession. / published_or_final_version / Education / Doctoral / Doctor of Philosophy

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published_or_final_version / Public Administration / Master / Master of Public Administration