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The search continues for a Chinese research university model that can balance quality and quantity in research and teaching. This paper argues that finding one depends upon deepening internationalization, defining educational sovereignty, and expanding university autonomy. The paper does this by examining selected aspects in the development of the research university systems of the Chinese mainland and China's Hong Kong, particularly with respect to the governance of research and teaching. [ABSTRACT FROM AUTHOR]

The purpose of this paper was to examine the motives, the educational experiences, and the plan after graduation of a particular group of mainland Chinese students pursuing teacher education in Hong Kong by using a modified two-way push-and-pull model as our analytical framework. The study employed both quantitative and qualitative methods. Participants were 130 prospective student teachers from The Hong Kong Institute of Education, the largest teacher training provider in Hong Kong. The findings confirm a long-standing concern regarding the lack of an English environment and internationalization in universities in mainland China. In addition, the majority of the participants were satisfied with the overall quality of the teacher education programs in Hong Kong. Finally, our participants were a very special group of mainland Chinese students because, unlike those on other academic programs such as business or computing, the graduates from teacher education programs do not have much transferable academic capital. When they decide to pursue their teacher training degrees in Hong Kong, they have already made up their mind to stay in Hong Kong after graduation. Thus, we extend the threefold classifications of mainland Chinese students studying overseas, as defined by Dimmock and Leong, by adding a new category-labeled 'settlers'-in their classification. [ABSTRACT FROM AUTHOR]

This article examines the construct validity of the Course Experience Questionnaire (CEQ) in Hong Kong and investigates the similarities and differences in the process of learning among students in different disciplinary studies. It is based on a survey of 1,563 undergraduate students in two disciplines, humanities and sciences, and of principally Chinese ethnicity. Findings from exploratory and confirmatory factor analyses support the scale structure of the four subscales of a modified version of the CEQ (good teaching, clear goals and standards, appropriate work, and appropriate assessment) in a non-Western context and could provide a basis for cross cultural research and international benchmarking. While there was variation across subgroups, there was a genuine pattern of relationships between the perceptions of learning environment and learning strategies shown by structural modeling. This information could be used to inform the design of discipline-specific programs in the new curriculum. [ABSTRACT FROM AUTHOR]