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This paper provides a critical assessment of the key recommendations for internationalising higher education in Hong Kong issued by the University Grants Committee in December 2010. Key topics include the rationale for internationalisation, the process by which internationalisation will be carried out, the proposal that Hong Kong aspire to become a regional "education hub," the roles of English, Cantonese and Putongua in instruction and the impact of internationalisation on curriculum reform and student learning. In general, the report represents a missed opportunity to provide clear and compelling guidance to the university sector in Hong Kong regarding internationalisation.

In higher education circles, it has become commonplace to observe that global awareness must be an important educational goal if students are to cope successfully as citizens and professionals with the challenges of globalization. Yet despite the growing acknowledgment that international education must be a central priority, most indicators suggest that American higher education as a whole is doing an inadequate job in helping students understand the world beyond the borders of the United States. The chief problem is that, in their international educational efforts, most schools offer adequate depth for the few, but inadequate breadth for the many. The resources devoted to international education tend to focus overwhelmingly on the needs of that small percentage of students who pursue a major in some international field of study. While there is no doubt such allocation is appropriate, the most glaring shortcomings in international education concern the vast majority of students who will not specialize in an international area of study, but nevertheless need some degree of global awareness and intercultural competence. The authors believe that the most promising approach to achieving broad yet meaningful levels of internationalization involves the infusion of international perspectives and opportunities throughout the institution. Infusion broadens the reach of international education beyond the small number of students who major in an international field, and does so in a manner that is more meaningful and relevant to students than the general education model. Infusion draws upon successful across-the-curriculum approaches applied in the areas of writing, speaking, critical thinking and citizenship, among others. Although an infusion approach to internationalization has been adopted at many schools, each such initiative must be tailored to the structure, mission and needs of particular institutions. Drake University's own internationalization program, still in its early stages, combines a number of elements that fit its particular needs as a medium-sized (approximately 3,000 undergraduates), private, comprehensive university located in the Midwest. This article takes a look at Drake's three major new internationalization initiatives: (1) the Center for Global Citizenship for the development of opportunities for interdisciplinary collaboration around international themes; (2) a new and innovative approach to language training; and (3) the initiation of strategic partnerships with overseas universities in selected countries. While dependent upon support from the highest levels of the university's administration, the success of these programs also depends heavily upon the engagement of intersecting networks of faculty, staff and students. (Contains 1 table and 19 notes.)

With the increasing number of disabled students entering the higher education sector, much research work has focused on the support services arena and the elimination of barriers that the disabled students have encountered. While producing useful advice on meeting the needs of disabled students, this line of research has done little to locate disability issues within the mainstream learning and teaching debate. By adopting a socio-educational model of "learning difficulty", the study upon which this article draws examined through a survey the issue of "learning support" for the whole student population of one university. The survey employed the Learning for All Questionnaire (LfAQ), a newly developed instrument that aimed to operationalise a holistic view of learning support. The analysis of the collected data provided directions for developing university policies and practices through a significant reformulation of the existing support provision. The article concludes by exploring the concept of "institutional habitus" as a tool for understanding institutional practices, and effecting change to enhance learning and promote inclusion. The implications of current funding arrangements (the Disabled Students' Allowance) for a mainstream model of learning support are also discussed. (Contains 4 tables and 1 note.)

The literature on the belief systems of foreign policy elites suggests that the Cold War consensus of the fifties and sixties gave way to elite fragmentation during the seventies. Yet relatively little work has been done to uncover the political consequences of this division. In particular, we need to know more about how these competing elites organized themselves politically and what effect various groups or coalitions had on policy. The paper examines elite mobilization surrounding the debate over ratification of the Panama Canal Treaties. We find that, although a skilled political performance allowed President Carter to claim victory in a close Senate vote favoring ratification, the Canal treaties debate provided conservative forces with an opportunity to consolidate an interest group coalition far superior in resources and organization to that of their liberal opponents. This asymmetrical interest group environment was to continually plague Carter's ongoing efforts to institutionalize reform in American foreign policy.

Drawing the Line at the Big Ditch: The Panama Canal Treaties and the Rise of the Right. By Adam Clymer. Lawrence: University Press of Kansas, 2008. 286 pp. Less than [...]

by Jeffrey Knopf. Cambridge, UK, Cambridge University Press, 1998. 287pp. Cloth, $59.95, paper, $19.95. The field of international relations has long since moved beyond the traditional billiard ball model that [...]

by Margaret E. Keck and Kathryn Sikkink. Ithaca, NY, Cornell University Press, 1998. 228 pp. Cloth, $45.00; paper, $15.95. The field of international relations has long since moved beyond the [...]

Peter Trubowitz: (Chicago: University of Chicago Press, 1998. Pp. xvi, 353. $55.00. $18.95, paper.) At a time when many students of international relations have become occupied with the study of [...]

Edited by Robert W. Cox. New York: St. Martin's/United Nations University Press, 1997. 275p. $55.00. David Skidmore, Drake University This book is one in a series of publications produced under [...]

Die bleierne Zeit, a semi-biographical film by Margarete von Trotta based on the life of Red Army Faction terrorist Gudrun Ennslin and her more conventional sister Juliane, is discussed.nn

Security: A New Framework for Analysis. By Barry Buzan, Ole Weaver, and Jaap de Wilde. Boulder, CO: Lynne Rienner, 1998. 239p. $55.00 cloth, $19.95 paper. This reconceptualization of the field [...]