Speaker: Ms Zhepin ZHUANG La Trobe University
Chair: Dr Jisun JUNG The University of Hong Kong
Date: September 30, 2022 (Friday)
Time: 15:00-16:00 (HK Time) by zoom
Registration: Click here
The bonus score treatment is a long-held but controversial educational preferential policy for Chinese minority students in the yearly National University Entrance Examination. Being a core component of China’s ethnic preferential policy, the bonus score treatment has been undergoing a diminishing trend nationwide amid a deepening of the reforms. This article investigates a complete set of the policy documentation issued by China’s central government and various local governments. The findings indicate that the bonus score policy reform aims to more precisely target the regions and ethnic minorities with the most need. Meanwhile, drilling down to deeper levels of details, the article argues that the educational preferential policy has been shifted even though the State-Party never officially admits it. It is prudently but adamantly tightening the relatively liberal and preferential ethnic minority educational policy, aimed a trend of foster a strong sense of community for the Chinese nation under Xi Jinping’s era.
Zhepin Zhuang is a second-year Ph.D. candidate in the School of Humanities and Social Sciences, La Trobe University. As a former lecturer at Wenzhou Polytechnic, she gained eight years of significant professional and teaching experience in the academic sphere. Currently, she is undertaking research focused on higher education for ethnic minorities in China.
Professor Philip Altbach, Boston College
Professor Ruth Hayhoe, University of Toronto
Professor Huang Futao, Hiroshima University
Professor Jung Choel Shin, Seoul National University
Professor Liu Niancai, Shanghai Jiaotong University
Professor Simon Marginson, Oxford University
Professor Min Weifang, Beijing University
Professor Jamil Salmi, Higher Education Specialist
Professor Shi Jinghuan, Tsinghua University
Professor Marijk Van der Wende, Utrecht University
Professor Anthony Welch, Sydney University
(in alphabetical order)
Guest Editors: Gerard Postiglione & Alice Te
Asian Education and Development Studies Published in 2022 Volume 11 Issue 1:
Editorial on Higher Education in the Guangdong, Hong Kong and Macao Greater Bay Area
Alice Y.C. Te, Gerard A. Postiglione Link
The strategic role of world-class universities in regional innovation system: China’s Greater Bay Area and Hong Kong’s academic profession
Hei-hang Hayes Tang Link
An empirical study on the correlation between university discipline and industrial structure in the Guangdong, Hong Kong, and Macao Greater Bay Area
Jinyuan Ma, Kejin Zhu, Yi Cao, Qiongqiong Chen, Xuesen Cheng Link
The changing value of higher education as a currency of opportunity
Ewan Wright, Haitao Wei Link
Trans-contextualized cross-border student choice under “one country, two systems” from Hong Kong to Mainland China for higher education
Alice Y.C. Te Link
Pursuing doctoral studies in Macau’s private universities: pragmatic motivations and challenging experiences of Guangdong college teachers
Yanju Shao Link
Opportunities and challenges of graduate entrepreneurship in China’s Greater Bay Area: cases in Hong Kong and Shenzhen
Dian Liu Link
Hong Kong as public administration metropolis in the internationalization of public administration education: one Hong Kong university experience
Vincent Wong Link
Aarrevaara, T., Finkelstein, M., Jones, G., & Jung, J. (2021) (eds.). Universities in the knowledge society. Springer.
Jung, J. & Li, X. (2021). Exploring motivation of pursuing master’s degree in Hong Kong. Higher Education Quarterly. 75(2), 321-332.
Jung, J. (2021). Learning experience and academic identity building by master’s students in Hong Kong. Studies in Higher Education, 46(4), 782-795.
Santos, J.M., Horta, H., and Amâncio, L. (2021) Research agendas of female academics: a new perspective on gender disparities in academia, Gender and Education 33(5): 625-643.
Feng, S. and Horta, H. (2021) Brokers of international student mobility: The roles and processes of education agents in China. European Journal of Education 56(2): 248-264.
Horta, H., Birolini, S., Cattaneo, M., Shen, W., and Paleari, S. (2021) Research network propagation: the impact of PhD students’ temporary international mobility. Quantitative Science Studies 2(1): 129-154.
Postiglione, G.A. (2020). Expanding higher education: China’s precarious balance, China Quarterly. (244) 920-941
Zhang, L. F., Horta, H., Jung, J., Postiglione, G. A., & Shin, J. C. (2020). Is the research-teaching nexus an enduring myth? Higher Education Forum.
Horta, H., and Santos, J.M. (2020) Organisational factors and academic research agendas: an analysis of academics in the social sciences, Studies in Higher Education 45(12): 2382-2397.
Lin, W and Yang Rui (2020). Centralising, Decentralising, and Recentralising: A Case Study of the University-Government Relationship in Taiwan. Journal of Higher Education Policy and Management
Yang, R. (2020). Political Culture and Higher Education Governance in Chinese Societies: Some Reflections. Frontiers of Education in China, 15(2), 187-221.
Yang, R. (2020). China’s Higher Education during the COVID-19 Pandemic: Some Preliminary Observations. Higher Education Research and Development.
Te, A. and Postiglione, G.A. (2020) Higher Education in Guangdong, Hong Kong and Macau Greater Bay Area, Asian Education and Development Studies.
Winstone, N., Balloo, K. & Carless, D. (2020). Discipline-specific feedback literacies: A framework for curriculum design. Higher Education.
Carless, D., & Winstone, N. (2020). Teacher feedback literacy and its interplay with student feedback literacy. Teaching in Higher Education.
Dawson, P. Carless, D., & Lee, P.P.W (2020). Authentic feedback: Supporting learners to engage in disciplinary feedback practices. Assessment and Evaluation in Higher Education.
Carless, D. (2020). Longitudinal perspectives on students’ experiences of feedback: A need for teacher-student partnerships. Higher Education Research & Development, 39(3), 425-438.
Li, M and Yang, R. (2020). Enduring Hardships in Global Knowledge Asymmetries: A National Scenario of China’s English-language Academic Journals in the Humanities and Social Sciences, Higher Education.
Horta, H., Cattaneo, M., and Meoli, M. (2019). The impact of Ph.D. funding on time to Ph.D. completion, Research Evaluation, 28(2): 182-195.
Winstone, N. & Carless, D. (2019). Designing effective feedback processes in higher education: A learning-focused approach. London: Routledge.
Oleksiyenko, A. (2019). Academic collaborations in the global marketplace. Cham, Switzerland: Springer.
Postiglione, G.A. (2019) China’s Education Development over 70 years. Fudan University Journal of Social Science.
Horta, H., Jung, J., Zhang, L. F., & Postiglione, G. A. (2019). Academics’ job-related stress and institutional commitment in Hong Kong universities. Tertiary Education and Management. https://doi.org/10.1007/s11233-019-09039-8
Postiglione, G.A. and Tang Min (2019) International policies and experiences for China’s higher technical and vocational education, International Journal of Training Research.17:1, 1-14 https://doi.org/10.1080/14480220.2019.1629730.
Law, Wing Wah (2019) Politics, Managerialism, and University Governance: Lessons from Hong Kong under China’s Rule since 1997.
Carless, D. (2019). Feedback loops and the longer-term: Towards feedback spirals. Assessment and Evaluation in Higher Education, 44(5), 705-714.
Zhang, L. F., Horta, H., Jung, J., Chen, G. W., & Postiglione, G. A. (2018). The role of thinking styles in program satisfaction and perceived intellectual competence among STEM doctoral students. Journal of Educational Psychology. DOI:10.1037/edu0000304
Oleksiyenko, A. (2018). Global mobility and higher learning. London and New York: Routledge
Oleksiyenko, A., Zha, Q., Chirikov, I., and Li, J. (eds.) (2018). International status anxiety and higher education: The Soviet legacy in China and Russia. Hong Kong: CERC/Springer.
Jung, J., Horta, H., & Yonezawa, H. (2018) (eds). Researching higher education in Asia: History, development, and future. Singapore: Springer.
Te, A., Postiglione, G.A. (2018) Hong Kong students entering Mainland China universities: a review of the admission scheme, Public Administration and Policy, https://doi.org/10.1108/PAP-06-2018-003
Shin, J.C., Postiglione, G.A., & Ho, K.C. (2018). Challenges for doctoral education in East Asia: a global and comparative perspective. Asia Pacific Education Review. https://doi.org/10.1007/s12564-018-9527-8.
Xie A.L., Kuang H., Postiglione, G.A., Liu Q.Q. (2018) Cultural capital investment and social adaptation of rural students in elite universities, Journal of Higher Education (Shanghai), 36:9: 30-37
Xie A.L., Hong, Y.B., Kuang, H., Postiglione, G.A. (2018) Cultural capital and adaptation on elite university campuses: Academic and social achievement of rural students on 985 project universities, Peking University Educational Review. 16:3:89-108.
Postiglione, G.A. and Denis Simon (2018) China–US Cooperation in Higher Education: A Critical Stabilizer. International Higher Education, 96: 5-7.
Carless, D., Bridges, S.M., Chan, C.K.Y., Glofcheski, R. (Eds.) (2017). Scaling up assessment for learning in higher education. Singapore: Springer.
Zhang, L. F., Evans, C., & Postiglione, G. A. (2017). Do organizational commitments matter in teaching approaches among academics in elite higher educational institutions in Beijing? Educational Psychology, 37 (7), 778-791.
Postiglione, G., & Jung, J. (2017) (eds.). The changing academic profession in Hong Kong. Netherlands: Springer Press.
Xu, Y. & Carless, D. (2017). ‘Only true friends could be cruelly honest’: cognitive scaffolding and social-affective support in teacher feedback literacy, Assessment & Evaluation in Higher Education, 42(7), 1082-1094.
Yang, R. (2017). The cultural mission of China’s elite universities: examples from Peking and Tsinghua. Studies in Higher Education, 42(10), 1825–38. DOI: 10.1080/03075079.2017.1376873
Jung, J., Horta, H., & Yonezawa, H. (2017) (eds). Researching higher education in Asia: History, development, and future. Springer.
June 9, 2022 (Thursday) 16:00 – 17:00 HK time by zoom
Speaker: Dr Gordon TSUI The Education University of Hong Kong
Chair: Dr Jisun JUNG The University of Hong Kong
June 14, 2022 (Tuesday) 15:00 – 16:00 HK time by zoom
Speaker: Ms Sofia SHAKIL The Asia Foundation
Discussant: Dr Sungsup RA Asian Development Bank
Chair: Professor Gerard POSTIGLIONE & Dr Jisun JUNG HKU
June 17, 2022 (Thursday) 17:00 – 18:15 HK time by zoom
Speaker: Professor Rosemary DEEM Royal Holloway University of London
Chair: Dr Hugo HORTA The University of Hong Kong
June 22, 2022 (Wednesday) 16:00 – 17:15 HK time by zoom
Speakers: Dr Christian SCHNEIJDERBERG & Nicolai GOTZE University of Kassel, Germany
Chair: Dr Hugo HORTA The University of Hong Kong
July 7, 2022 (Thursday) 16:00 – 17:15 HK time by zoom
Speaker: Dr Krystian SZADKOWSKI Adam Mickiewicz University
Chair: Dr Hugo HORTA The University of Hong Kong
Mass Higher Education After Pandemic in East Asia:
Date: 27-29 April 2022
Venue: Online Conference (Zoom)
Professor Gerard A. Postiglione (University of Hong Kong)
Professor Futao Huang (Hiroshima University)
Professor Anthony Welch (University of Sydney)
The upcoming 8th HERA conference aims to focus on discussing how the changes in the current global political economy, especially under the ongoing pandemic crisis have impacted higher education in East Asia. The higher education sector has expanded rapidly in many countries in the recent three decades. The rapid growth was strongly supported through policy initiatives as well as market demands in the knowledge society. Although higher education receives political support with these policy initiatives, we also witness how national and international politics are deeply involved in higher education institutions. In this regard, higher education institutions as social institutions are suffering from an “identity crisis” with the growing political involvement. The political regime prefers to reduce public funding to higher education and increase the share of competitive funding in most countries. These changes have accelerated with neoliberalism and globalization since the 1990s. However, policy mechanisms often become altered along with the change in political regime and socio-environmental factors because national politics are increasingly becoming populism and strategic. These socio-political and economic changes accompany various issues and challenges. In addition, the Pandemic caused by the COVID-19 has enormous impacts on higher education including massive use of online education, and the internationalization of higher education is experiencing transformative changes. These socio-political and economic changes accompany various issues and challenges.
Based on this theme, the HERA2022 conference covers various topics related to theory, policy, and practices in the fields of higher education. These issues are:
We welcome all scholars, researchers, and practitioners from around the world to share their expertise and knowledge in the topic of higher education at the HERA2022 conference. The organizing committee highly encourages and welcomes scholars to organize various panel sessions for a more in-depth discussion on their research topics.
Call for papers: Dec 20, 2021 – Jan. 31, 2022
Decision letter: Feb 14, 2022
Early registration: Feb 14, 2022 – Mar 14, 2022
Regular registration: Mar 15, 2022 – April 20, 2022
|1. Individual research session
(For published papers or paper in progress)
|2. Panel session
(Organized by a group of researchers)
|3. Book workshop session
(For published book or Book design working group)
For more information about HERA2022, please visit http://www.hera-research.org
Please submit the proposal form to email@example.com by Jan 31, 2022.
Thank you very much!
HERA2022 Organizing Committee
– Web: http://hera-research.org/hera-2022-conference/
– E-mail: firstname.lastname@example.org
Series: Education and Society in China
This book unpacks the complex dynamics of Hong Kong students’ choice in pursuing undergraduate education at the universities of Mainland China. Drawing on an empirical study based on interviews with 51 students, this book investigates how macro political/economic factors, institutional influences, parental influence, and students’ personal motivations have shaped students’ eventual choice of university. With its focus on student choice and experiences of studying in China, this book’s research and policy findings will interest researchers, university administrators, school principals and teachers.