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"The nature of higher education is by no means fixed: it has evolved over time; different models of higher education co-exist alongside each other at present; and, worldwide, there are demands for higher education to change to better help support economic growth and to better fit chagning social and economic circumstances. This book examines, from an Asian perspective, the debates about how higher education should change. It considers questions of funding, and of who will attend universities, and the fundamental question of what universities are for, especially as the three key funcations of universities - knowledge creation through research, knowledge dissemination through teaching and service, and knowledge conservation through libraries, the disciplinary structuring of knowledge and in other ways - are increasingly being carried out much more widely outside universities in the new "knowledge society". Throughout, the book discusses the extent to which the countries of East Asia are developing new models of higher education, thereby better preparing themselves for the "new "knowledge society", rather than simply following old Western models"-- Provided by publisher.

It has been argued that political democracy in nation-states is dependent upon certain levels of social and economic development. Some authors (Lipset and Cutright) argue that a particular complex of social and economic requisites appears necessary for the institutionalization and maintenance of democracy. Others (Lerner and Pye) suggest that national political development of any form is predicated upon the development of a system of communications sufficiently sophisticated to overcome the parochialism of traditional society. Still others (Almond and Verba) find social factors such as education crucial for the development of those attitudes deemed adequate for active citizens of democratic polities.By definition, political democracy in nationstates requires some minimal level of citizen participation in decision making. Historically the most effective method of institutionalizing such participation is through some form of representative government. This mechanism permits groups of citizens with common preferences to support representatives who will, in turn, attempt to schedule those preferences for decision by the government. Groups of representatives will form coalitions in an attempt to insure that their common preferences will be enacted into public policy. Because preferences in society are likely to vary in direction and intensity, the successful implementation of political democracy imposes two requirements. One, communication of preferences among competing groups, must be widespread. If they are not, it will be difficult for groups with shared preferences to combine their resources such that "majority" preferences can be successfully implemented. Indeed at a more basic level, communication is necessary for the identification and articulation of common preferences. Second, groups within the citizenry holding competing preferences must be socialized into the procedural norms of the system. Most important is the acceptance of the norms of compliance so that groups which "lose" on any given issue (enactment of a preference set) do not withdraw from the decision system or opt to overthrow it. In short, two primary conditions for the maintenance of any system of political democracy are, (1) communication among members of the political system and, (2) socialization into the "rules of the game."

The focus of this article is upon the compliance-inducing mechanisms present in any political system. The notion of compliance relationships is central to all conceptualizations of the political system and its functions, as it is related to all political 'primitives" such as power, influence, authority, etc. Political systems exist above all for the purpose of establishing compliance with some set of norms or values. The primary institutional form reflecting the performance of this function is government. Members of governmental institutions attempt to maintain the compliance system (a) because of the security of habits, and (b) because they share the same set of norms or values. For a number of reasons the efforts of these actors to maintain the compliance system may not be coordinated: they may or may not act 'rationally" according to the criteria of rationality applied, but the end product of their activity is a stream of demands for compliance that is oriented toward the enhancement of a desired normative system.

Introduction : the nature of higher education massification in Asia / Jin Jiang, Ka Ho Mok, Deane Neubauer -- Higher education sustainability : proliferating meanings / Deane Neubauer -- The limits of massification in the Asia Pacific region : six conflicting hypotheses / John N. Hawkins, Ka Ho Mok, Deane Neubauer and Alfred M. Wu -- The Carnegie Project on the Education Doctorate : transforming education practice in multiple contexts / Jill Perry -- Higher education massification : how US higher education is expanding its global reach through branding, in-country, and online / Cathryn L. Dhanatya and Julie Slayton -- Confronting the challenges of massification surge in higher education : sustaining the academic workforce and its excellence in Australia / Rohan Nethsinghe -- Challenges to a post-mass system of higher education in Taiwan / Yung-Feng Lin -- Exploring the development of independent colleges in the context of massification in China : the case of Zhejiang University / Jia Zhang and Hui Wang -- Imagining teacher and teacher education : understanding the cultural dynamics in the development of advanced teacher education institutions in China / Chris Ching Wai Ho -- Questing for entrepreneurial university in Hong Kong and Shenzhen : the promotion of industry-university collaboration and entrepreneurship / Ka Ho Mok and Jin Jiang -- Conclusion : differentiating the possible pathways for higher education massification in the Asia Pacific / Deane Neubauer, Ka Ho Mok, Jin Jiang