This book focuses on learning and teaching as the core business of higher education and explores reformative efforts in response to the influences of globalised processes in three advanced economies in the Asia-Pacific region: Japan, Hong Kong and Australia. This is a significant book as it adds to limited discussions on the globalisation of learning debates, and scholarly reflections on the links between globalised processes and changing educational practices, critical to understanding the current challenges and options available for charting future development for universities in the Asia-Pacific region and beyond. It rejects an essentialising perspective that considers changes as inevitable and uniform. Instead it considers negotiations, arguments, and even resistance as competing forces and integral components of the process of reforming pedagogical practices in Asia-Pacific universities. This book discusses globalised processes as a new context for reforming learning and teaching and its focused discussions cover topics including meeting the needs of new student groups, new technological practices for change, use of English as an international language, and challenges in assessment and quality assurance.

Discusses the relationship between globalized influences and changing educational practices in Asia-Pacific universities in Japan, Hong Kong and Australia Presents the latest research findings to shed light on the development of reformative learning and teaching models in universities in Japan, Hong Kong and Australia Covers a range of topics critical to understanding the changing educational practices in universities in Japan, Hong Kong and Australia

Inhalt
Part I New Contexts for Reforming Learning and Teaching.- Chapter 1 Globalised processes and their influences on university learning and teaching in advanced knowledge economies in the Asia-Pacific region.- Part II Student Mobility and Meeting the Needs of New Student Groups.- Chapter 2 International mobility of students, academics, educational programs, and campuses in Asia.- Chapter 3 Educational diversification strategies: Japanese universities' efforts to attract international students.- Chapter 4 Identity re-construction in a new habitus: An investigation of the language-related educational experiences of immigrant Mainland Chinese students in a multilingual University of Hong Kong.- Chapter 5 International students' academic, intercultural and personal development in globalised education.- Chapter 6 Sustaining learning engagement in distance education: An achievement goal perspective.- Part III New Technological Practices for Change.- Chapter 7 An ecosystem inspired change strategy to rejuvenate technical support service for 21st century teacher education.- Chapter 8 MOOC impact beyond innovation.- Chapter 9 Interactivity, values and the microgenesis of learning in a tertiary setting.- Chapter 10 Capitalising on internet and computing technologies for improving learning and teaching: The experience of Waseda University.- Part IV English as an International Language for Communication.- Chapter 11 The learning and teaching of English as an international language in Asia-Pacific Universities: Issues and challenges.- Chapter 12 A global challenge: Overseas immersion as an effective means to enhancing English proficiency.- Chapter 13 Crafting an intrinsically motivating course environment for language learning: A Japanese pedagogical innovation.- Chapter 14 Improving English language learning outcomes for international students in Australian universities: Some critical issues.- Part V Challenges to Assessment and Quality Assurance.- Chapter 15 Reforming assessmentto promote learning: Critical issues from a global perspective.- Chapter 16 The emergence and development of Work-Integrated Learning (WIL): Implications for assessment, quality and quality assurance in higher education.- Chapter 17 The development of quality assurance practice in Japanese universities.- Chapter 18 Quality assurance in teacher education: Implications for promoting student learning.