What’s New
Evolving Perspectives on Internationalization of Higher Education: A Review of My Own Research Trajectory through the Lens of Reflexivity Theory
Upcoming Talk: Evolving Perspectives on Internationalization of Higher Education: A Review of My Own Research Trajectory through the Lens of Reflexivity Theory
Date & Time: 22 October 2026 (Thursday), 4:00 – 5:15 PM (Hong Kong Time)
Mode: Hybrid
Venue: Runme Shaw Building, RMS202, HKU & Zoom
Speaker: Professor Qiang Zha, Associate Professor in the Faculty of Education at York University, Canada; Associate Member of the Department of Leadership, Higher, and Adult Education at the University of Toronto)
Chair: Professor Gerard A. Postiglione, The University of Hong Kong
Registration: Scan the QR code or use the link below.
https://hku.au1.qualtrics.com/jfe/form/SV_7VOYlcnWZmx6mJ8
Abstract: This seminar is meant to identify the evolution of predominant research topics and perspectives concerning internationalization of higher education in the past two decades. In this period, the internationalization of higher education was driven by varying forces and shifting demands. In the meantime, internationalization became deeply intertwined with and interfered by international relations and geopolitics, which rendered significant twists. How are studies of internationalization evolved alongside globalization drive and twists in the first two decades of the 21st century? Are there any milestones and distinctive trends detectable over the time? This paper aims to address such research questions primarily via analyzing the author’s own publications concerning internationalization of higher education in the past 20 years. Such an approach, in turn, draws substantially on the author’s own experience and reflections.
About the Speaker: Qiang Zha is Associate Professor in the Faculty of Education at York University, Canada, and an Associate Member of the Department of Leadership, Higher, and Adult Education at the University of Toronto. He holds a Ph.D. in Higher Education from the University of Toronto. His research focuses on higher education in China and comparatively, with particular interests in internationalization, globalization and geopolitics, university transformation and diversification, academic freedom, liberal arts education, and China–Canada and China–US higher education relations. His recent work examines how geopolitical change is reshaping international higher education and knowledge collaboration. He has published extensively in leading journals and scholarly books, and has received research funding from the Social Sciences and Humanities Research Council of Canada and other Canadian and international sources.
Theoretical Lenses on AI Developments: Actor-Network Theory and Sociomaterialism
Upcoming Seminar: Theoretical Lenses on AI Developments: Actor-Network Theory and Sociomaterialism
Date: 27 October, 2026 (Tue)
Time: 4:00 PM – 5:15 PM HK
Venue: Zoom
Speakers:
Prof. David Carless, The University of Hong Kong
Dr. Jiming Zhou, Fudan University
Ms. Shijun (Cindy) Chen, The University of Hong Kong
Registration: Scan the QR code or use the link below to join:
https://hku.zoom.us/meeting/register/Fgc0fpdeTciD4M3xALbbYw
Abstract: AI has rapidly become a core element of the workflows of students and teachers in higher education. This presentation offers two inter-related theoretical lenses which are used to interpret qualitative data on AI use. Actor-Network theory concerns networks of relationships in which both humans and non-humans are actants within networks. Sociomaterialism holds that practice emerges from entanglements of social and material elements. Paper 1 (Zhou & Carless, 2026) deploys Actor-Network theory to interpret undergraduate students’ metaphors of AI use. Paper 2 (Chen & Carless, 2026) deploys sociomaterialism to interpret how teachers perceive and tackle dilemmas in their feedback practices. Similarities and differences between the two theoretical lenses are sketched. Forward-looking implications for research and practice are discussed.
About the Speakers:
Prof. David Carless works as a Professor at the Faculty of Education, University of Hong Kong. He is one of the pioneers of feedback literacy research and is listed as a top 0.1% cited researcher in the Stanford top 2% list for social sciences. His books include Designing effective feedback processes in higher education: A learning-focused approach, by Winstone and Carless, 2019 published by Routledge. He was the winner of a University Outstanding Teaching Award in 2016.
Dr. Jiming Zhou is an Associate Professor in the College of Foreign Languages and Literatures, Fudan University, China. She received her PhD in English Education from the University of Hong Kong (2016). Her research interests lie at the intersection of academic writing, language testing and assessment, and the use of technology in foreign language teaching and assessment. She is Principal Investigator of two National Social Science Fund of China (Youth Program) projects. She also leads a Shanghai Pujiang Talent Program project and a Shanghai municipal teaching reform grant. Her work has appeared in journals including System, Assessment & Evaluation in Higher Education, Assessing Writing, International Journal of Bilingual Education and Bilingualism, and Assessment in Education.
Ms. Shijun (Cindy) Chen is a PhD candidate at the Faculty of Education, University of Hong Kong. Her research interests focus on GenAI-assisted feedback and assessment, teacher and student feedback literacy, evaluative judgment, and feedback engagement in higher education.
Policy as Soft Deterrence: International Students From China, India and Vietnam Amid Shifting Geopolitics in Australia
Upcoming Seminar: Policy as Soft Deterrence: International Students From China, India and Vietnam Amid Shifting Geopolitics in Australia
Date & Time: 10 November 2026 (Tuesday), 11:00 AM–12:15 PM (Hong Kong Time)
Mode: Hybrid
Venue: Runme Shaw Building, RMS206, HKU & Zoom
Speaker: Professor Ly Tran (Professor in the School of Education and Research for Educational Impact (REDI) Centre, Deakin University, Australia)
Chair: Professor Jisun Jung, The University of Hong Kong
Registration: Scan the QR code or use the link below.
https://hku.au1.qualtrics.com/jfe/form/SV_7U5PrRiPTBVIMS2
Abstract: Since 2021, Australia’s international education and migration policies have undergone significant changes amid a shifting geopolitical environment in which international education has become increasingly entangled with migration management, national security and geopolitical risk. Yet, less is known about how these shifts are experienced and interpreted by international students themselves. Drawing on in-depth interviews with Chinese, Indian and Vietnamese international students, this presentation analyses how students navigate an increasingly conditional and uncertain policy environment. It conceptualises recent policy changes as a form of soft deterrence through which policy measures can make arrival, studying, working and remaining in the country more difficult, costly and uncertain. The analysis highlights experiences of administrative delays, visa insecurity, rising visa costs, changing visa conditions, constrained employment opportunities and emotional uncertainty, while showing how these experiences vary across national backgrounds and geopolitical contexts. The presentation introduces three concepts: temporal bordering, aspirational compromise and affective governance in international education, to illuminate how policy and geopolitical shifts shape students’ aspirations, emotions, sense of belonging and future possibilities. It argues that international education governance is not only regulatory but also relational and affective, through which geopolitical dynamics mediated through students’ everyday encounters with policy.
About the Speaker:
Ly Tran is a Professor in the School of Education and Research for Educational Impact (REDI) centre, Deakin University, Australia. Her research focuses on international education, graduate employability, the education-work-migration nexus, student mobilities, geopolitics and regional engagement. She was named as one of Australia and ASEAN ‘Top 50’ voices on international education 2023 and one of 20 Top International Education Influencers, Edruptor. She received the Inaugural Melbourne Asia Game Changer Award from Asia Society Australia, and the Inaugural Shining Star Achievement in Research Award in the Noam Chomsky Global Connections Awards, in recognition of her contribution to international education.
Internationalization and Geopolitics: in Global Higher Education
Upcoming Seminar: Internationalization and Geopolitics in Global Higher Education
Date & Time: 26 November 2026 (Thursday), 1:30 PM–3:00 PM (Hong Kong Time)
Mode: Hybrid
Venue: Runme Shaw Building, RMS205, HKU & Zoom
Speakers:
Philip G. Altbach (Monan University Professor Emeritus, Distinguished Fellow at the Center for International Higher Education, Boston College)
Hans de Wit (Distinguished scholar of higher education internationalization, Senior Fellow of the International Association of Universities)
Gerard A. Postiglione (Emeritus Professor and Honorary Professor, The University of Hong Kong)
Rui Yang (Dean of the Faculty of Education, The University of Hong Kong)
Chair: Professor Rui Yang, The University of Hong Kong
Registration: Scan the QR code or use the link below.
https://hku.au1.qualtrics.com/jfe/form/SV_eeQuzF14dkr1t7o
Abstract: Internationalization has long been regarded as a significant feature of contemporary higher education. Yet rising geopolitical tensions, shifting patterns of student and academic mobility, and the reconfiguration of global knowledge networks are increasingly reshaping cross-border collaboration and academic exchange. This dialogue brings together leading higher education scholars Philip Altbach, Hans de Wit, and Gerard Postiglione, moderated by Rui Yang, to explore how universities, governments, and researchers are navigating an increasingly complex global landscape. Drawing on their extensive scholarship, the speakers will reflect on how higher education institutions can sustain meaningful international engagement while responding to growing political, economic, and security challenges.
About the Speakers:
Philip G. Altbach is Monan University Professor Emeritus and Distinguished Fellow at the Center for International Higher Education, Boston College. A leading scholar of comparative and international higher education, he has authored and edited numerous influential books and received major awards for his contributions to higher education research and policy.
Hans de Wit is a distinguished scholar of higher education internationalization and a Senior Fellow of the International Association of Universities. Former Director of the Center for International Higher Education at Boston College, his research focuses on global learning, international student mobility, and the future of internationalization in higher education.
Gerard A. Postiglione is Emeritus Professor and Honorary Professor at the University of Hong Kong. An internationally recognized expert on higher education in China and Asia, he has published extensively on educational development, policy, and reform, and has advised major international organizations including UNESCO, OECD, and the World Bank.
Rui Yang is Dean of the Faculty of Education at the University of Hong Kong and a leading scholar of comparative and international higher education. His research examines higher education development in East Asia, globalization, and the relationship between culture, knowledge, and university transformation in non-Western societies.
Building World-Class Universities: Policies, Enabling Conditions, and Broader Measures of Excellence
CHERA Talk: Building World-Class Universities: Policies, Enabling Conditions, and Broader Measures of Excellence
Date & Time:
September 29th (Tuesday) at 9:00-10:15 AM (Hong Kong time)
September 28th (Monday) at 8:00-9:15 PM (Bogotá time)
Speaker: Professor Jamil Salmi, Emeritus Professor of higher education policy, Diego Portales University in Chile; Research Fellow, Boston College’s Center for Higher Education
Chair: Professor Gerard A. Postiglione, The University of Hong Kong
Abstract: The talk will address the question of the effectiveness of national policies and institutional efforts to build World-Class Universities (WCUs) by examining the evolution of the global higher education landscape over the past twenty years and by analyzing the main policy approaches adopted to foster the development of WCUs. It will argue that their successful emergence depends on the alignment of three essential factors—concentration of talent, availability of financial resources in a sustained manner, and appropriate governance frameworks—combined with openness to global collaboration and academic freedom. The presentation will look at the need to broaden the common perspective on WCUs by considering the importance of developing high-performing national systems of higher education and expanding the criteria used to define excellence beyond purely academic outputs. It will also assess the growing influence of geopolitical dynamics on the performance and positioning of WCUs in an increasingly fragmented and polarized world.
About the speaker:
Jamil Salmi, a Moroccan education economist, is a global tertiary education expert providing policy advice to governments, universities, professional associations, and development agencies, with 35 years of experience working in 110 countries around the world. Until January 2012, he was the World Bank’s tertiary education coordinator. Dr. Salmi is Emeritus Professor of higher education policy at Diego Portales University in Chile and Research Fellow at Boston College’s Center for Higher Education.
In 2009, Dr. Salmi wrote “The Challenge of Creating World-Class Universities, and the Road to Academic Excellence” in 2011. His 2017 book focused on Tertiary Education and the Sustainable Development Goals. In 2020, he wrote a report on the impact of Covid on higher education through the equity lens for the Lumina Foundation. In 2023, he edited Transforming Lives, a book documenting innovative equity promotion initiatives at the institutional level worldwide. His latest book, coedited with Phil Altbach and Maria Yudkevich and published by MIT Press, is entitled Academic Star Wars: Excellence Initiatives in Global Perspectives.
CHERA Book Launch
The Changing Geopolitics of Higher
Education: China and the World
Edited by Gerard Postiglione, Wenqin Shen and Qiang Zha
With the internationalization of higher education being at a turning point, this book brings together the work of specialists in comparative higher education studies to examine how China leverages higher education for national development during the transition from mass to universal higher education.
Using case studies from Japan, UK, Germany, Switzerland, US, Canada and South Korea, this book demonstrates how Chinese universities readjust their style of governance to sustain their international profile, deepen international exchanges, and became platforms for partnering for increased cooperation in education, research, and publications. The book identifies, compares and analyses how China recalibrates its educational and academic cooperation with the rest of the world.
Based on empirical research by early career as well as senior researchers, it considers the best ways for Chinese higher education to situate itself in a changing world order.
This timely volume will provide a valuable reference and an invitation to further discussion for all scholars, researchers and academics concerned with the future of higher education and reflecting on the survival and development of human knowledge in a turbulent world.
More information is coming soon on:
www.routledge.com/9781041082712
Higher Education in China: Domestic Demands and Global Aspirations
Assessing the trajectory of China’s higher education system amid competing domestic priorities and global ambitions.
By 2025, China had twice as many college students as the United States, four times as many STEM graduates, and double the number of STEM PhDs. What will it mean for the global future when a quarter of a billion Chinese citizens hold higher education degrees? In this timely book, Gerard A. Postiglione—an internationally recognized authority on Chinese education—offers a panoramic view of the world’s largest state-directed higher education system and its complex interplay with China’s social, economic, and geopolitical ambitions.
At the center of Postiglione’s analysis is the tension between domestic imperatives and global aspirations. As China aims to cultivate a world-significant higher education system by 2035, it faces a trio of formidable challenges: graduate employment, equitable access, and governance reform. Higher Education in China unpacks how elite Chinese research institutions and rapidly expanding second- and third-tier colleges are navigating these pressures amid a shifting landscape shaped by urban-rural inequality, labor market demands, and technological disruption.
Based on policy consultation with China’s Ministry of Education and on-the-ground research in nearly every province, Postiglione’s account brings unmatched depth and perspective. He traces how returnee scholars, massification policies, and regional development initiatives have transformed campuses and classrooms, while also posing difficult questions about sustainability, quality, and inclusion. Higher Education in China illustrates how the country’s evolving academic system may influence its long-term trajectory—and, by extension, reshape the global order of knowledge and innovation.
香港大學世紀之問 —— 改革開放初期與內地交流的人和事
HKU in the Early Days of Reform and Opening-up
| 《香港大學世紀之問 —— 改革開放初期與內地交流的人和事》 HKU in the Early Days of Reform and Opening-up |
| 主編：陳婉瑩 Editor-in-chief: Ying Chan 出版：三聯書店（香港）有限公司 Publisher: Joint Publishing (H.K.) Co., Ltd. |
| This book tells the story of 18 individuals who pioneered academic and professional exchanges between HKU and mainland China in the 1980’s. These men and women blazed the trail in eight sectors, medicine, engineering, literature and history, education, architecture, social work, law, and city planning, with expertise and dedication. Our CHERA members, Professors Gerard A. Postiglione and Cheng Kai Ming, actively engaged in exchange and communication with the mainland during the Reform and Opening-up period. They are prominently featured in the book with documents, stories, analysis, and photos. |
Jamil Salmi (ed.) (2023). Transforming Lives at the Institutional Level: Equity Promotion Initiatives Across the World
In the ever-evolving landscape of global education, the quest for equitable access to quality higher education remains a pressing challenge. Across the world, countless children and young individuals confront daunting circumstances that impede their educational opportunities due to factors such as race, gender, socioeconomic background, and geographical origin. This particularly affects those in developing countries and marginalized groups globally. To address this issue, promoting inclusivity and pluralism within higher education institutions has become an imperative driven by the principles of social justice and the United Nations’ Sustainable Development Goals.
Throughout Transforming Lives at the Institutional Level: Equity Promotion Initiatives Across the World, readers will gain profound insights into various equity-focused initiatives. From integrating low-income students into university cultures and implementing student aid programs to promoting balanced regional selection and supporting students with disabilities, the case studies offer a wealth of knowledge and good practices. They delve into affirmative action, indigenous inclusion, coaching programs, and many more initiatives aimed at improving access for underrepresented groups. This volume underscores the importance of comprehensive equity promotion policies that encompass financial and nonmonetary aspects. It emphasizes the need for coordination between national and institutional actions, with an equal focus on both access and completion. Long-term perspectives and well-established information systems are essential in effectively addressing equity gaps and measuring progress.
Editor
Jamil Salmi, Global Tertiary Education Expert, Emeritus Professor of Higher Education Policy at Diego Portales University, Chile
Gerard A. Postiglione, Christopher J. Johnstone, & Wesley R. Teter (eds.) (2023). HANDBOOK OF EDUCATION POLICY A New Direction for EU Foreign Policy?
Edited by Gerard A. Postiglione (Professor Emeritus, Honorary Professor, The University of Hong Kong), Christopher J. Johnstone (Associate Professor, University of Minnesota, US) and Wesley R. Teter (Research Fellow, Center for Advanced School Education and Evidence Based Research, University of Tokyo, Japan)
Publisher: Edward Elgar Publishing
‘The new Handbook of Education Policy edited by Postiglione, Johnstone and Teter is a welcome addition to the academic literature on the transformation of education policy in the aftermath of the COVID-19 pandemic. The 22 chapters of this well-researched book give a comprehensive analysis of how education policy must adapt to a radically changed world. Through a skilful combination of thematic pieces and case studies from a large range of countries, the chapter authors challenge us to embrace new education policy concepts, such as public value governance and knowledge democratization, that can foster innovation and accountability in times of uncertainty. Gerard Postiglione, Christopher Johnstone, and Wesley Teter should be congratulated for this excellent scholarly contribution that has the potential of influencing policy makers all over the world to design and implement more sustainable and innovative education policies.’
– Jamil Salmi, Diego Portales University, Chile
‘This Handbook combines an up-to-date overview with theoretically-informed analysis of global education policies. It is erudite, insightful and original. It will be a vital resource for education policy researchers and an excellent starting point for students, in any location.’
– Stephen Ball, University College London, UK
This insightful Handbook is an essential guide to educational policy around the world. As shifting geopolitics, intensified climate change, and widening economic inequalities persist, the need for informed educational policy is critical.
Bringing together a unique collection of international case studies by scholars and practitioners from over twenty countries, the Handbook highlights how the contextual nature of educational policy and its implementation acknowledges both global trends and local nuance. Chapters explore key contemporary topics including the effects of the COVID-19 pandemic on international educational policy; opportunities for academic modernization in Ukrainian society; gender equality in Korean and Japanese universities; and inclusive education policies throughout the developing world, including India, South Africa, and Uruguay. It further discusses the ways in which governmental, non-governmental, and global education specialists are shaping new agendas focused on equity and responding to global crises.
Offering new perspectives on educational policy in a post-pandemic world, this comprehensive Handbook will be crucial reading for students and scholars of education policy, politics and public policy, sociology, and university management. It will also be beneficial for educational research associations and international development agencies, including UNESCO, the Asian Development Bank, and the World Bank.
Click here to access further details about the book.
Book review: Below is the book review for the “Handbook of Education Policy.” You can click on the image to view the full book review or simply click here to explore the book review in more detail.
Tilak, J. B. (2023). Book review: Gerard Postiglione, Christopher J. Johnstone, and Wesley R. Teter (Eds.), Handbook of Education Policy
Advisors
Advisors
Professor Akira Arimoto, Hyogo University
Professor Anthony Welch, Sydney University
Professor Huang Futao, Hiroshima University
Professor Jamil Salmi, Tertiary Education Coordinator
Professor Jandhyala B. G. Tilak, Council for Social Development, India
Professor Jung Choel Shin, Seoul National University
Professor Liu Niancai, Shanghai Jiaotong University
Professor Marijk Van der Wende, Utrecht University
Professor Min Weifang, Beijing University
Professor Philip Altbach, Boston College
Professor Ruth Hayhoe, University of Toronto
Professor Shi Jinghuan, Tsinghua University
Professor Simon Marginson, Oxford University
(in alphabetical order)
Books
- 陳婉瑩（2023）. 香港大學世紀之問 —— 改革開放初期與內地交流的人和事 HKU in the Early Days of Reform and Opening-up
- Jamil Salmi (ed.) (2023). Transforming Lives at the Institutional Level: Equity Promotion Initiatives Across the World
- Gerard A. Postiglione, Christopher J. Johnstone, & Wesley R. Teter (eds.) (2023). HANDBOOK OF EDUCATION POLICY A New Direction for EU Foreign Policy?
- Lili Yang (2022) Higher Education, State and Society: Comparing the Chinese and Anglo-American Approaches
- Li-fang Zhang (ed.) (2021). The Oxford Encyclopedia of Educational Psychology
- Alice Y.C. Te (2022) Choosing Chinese Universities – A Negotiated Choice for Hong Kong Students, Routledge, US and UK
- Rui Yang (2022) The Chinese Idea of a University: Phoenix Reborn
- Wing-Wah Law (2019). Politics, Managerialism, and University Governance, Singapore: Springer
- Naomi Winstone and David Carless (2019). Designing Effective Feedback Processes in Higher Education: A Learning-Focused Approach
- Oleksiyenko, A., Zha, Q., Chirikov, I., and Li, J. (eds.)(2018). International status anxiety and higher education: The Soviet legacy in China and Russia
- Anatoly V. Oleksiyenko (2018). Global Mobility and Higher Learning
- Jung, J., Horta, H., Yonezawa, A. (eds.)(2018). Researching higher education in Asia: History, development, and future
- Postiglione, G. A. (2017). Society, Culture, Education and Globalization in Asia: The Selected Works of Gerard A. Postiglione
- Postiglione, G. A. & Jung, J. (eds.) (2017). The Changing Academic Profession in Hong Kong: Governance, Productivity, and Global Integration
- J.C. Shin, Gerard A. Postiglione, and Futao Huang (2015). Mass Higher Education Development in East Asia: Strategy, Quality, and Challenges
- Xie, A. (2016). Guanxi and School Success in Rural China
- Li, J. (2016). Quest for world-class teacher education? A multiperspectival study on the Chinese model of policy implementation
- William C. Kirby and Marijk van der Wende (2016). Experiences in Liberal Arts and Science Education from America, Europe, and Asia: A Dialogue across Continents
Annual Reports
Programmes
Master of Education with specialism in Higher Education
This specialism is designed to provide students with a comprehensive perspective on the theories and practices in higher education. In the increasingly globalised and complex higher education environment, the programme aims to enhance students’ critical thinking, research skills, and professional development in higher education. The courses draw on interdisciplinary perspectives from philosophy, sociology, economics, political science, pedagogy, and comparative education. It also covers multiple layers of higher education, including global and national systems, institutional policy and practice, and teaching and learning. Teachers in the specialism are globally known scholars in higher education and their research works are widely published internationally. Students who want to develop their research skills for further study, seek career advancement in the higher education sector, and pursue interdisciplinary knowledge in education are welcome.
Who would benefit from this specialism?
This specialism provides opportunities for the professional development of administrative professionals in the higher education sector. It also helps students who pursue their careers in doctoral study, research staff, or educational policy analysis. Our specialism will benefit students who want to experience diverse learning environments with colleagues from different regions, countries, careers, and disciplinary backgrounds.
Mode of study:
The specialism is available in 1-year full-time and 2-year part-time modes of study.
Outline of the four specialist courses:
Course 1: Instructional Design in Higher Education (6 credits)
Instructional design of teaching and assessment practices is important for student learning at all levels of education. Arguably, such instructional design is even more important in the higher education that aims to educate future professionals. How could teachers design teaching and assessment practices in higher education in ways that enable students to grow as future professionals in the ‘knowledge economies’? This course focuses on the higher education -specific nuances of instructional design. The course will introduce the participants with contemporary approaches to instructional design within the wider contexts of digitalisation, internalisation and ‘massification’ of higher education. The course will also shed light on the role of assessment, grading and feedback design in contemporary higher education. Finally, the course provides some critical tools to understand the changing practices of instructional design within the broader societal movements (e.g., the rise of Artificial Intelligence and the marketisation of higher education).
Course 2: Aims of Higher Education (6 credits)
This course draws on the aims of higher education from both historical and sociological perspectives. It will consider the development of different higher education traditions, including liberal, civic and Humboldtian models, discuss the aims of higher education in the modern age, and explore what future university aims should be. The aims of higher education in the modern age will be considered in the context of the changing nature of the academic practice, such as massification, technological advance, and globalisation. The course will also discuss controversial issues regarding the aims of higher education across institutional types and educational levels.
Course 3: Contemporary Issues in Higher Education (6 credits)
This course provides knowledge of contemporary issues in higher education. It will include massification, access and equity, privatisation and financing, higher vocational education, quality assurance, affirmative action, knowledge innovation, university ranking, internationalisation, and automation and artificial intelligence (AI) in higher education. Students will demonstrate an understanding of the theoretical basis for critical issues facing higher education in a changing society and economy.
Course 4: Science and Higher Education Systems and Policy (6 credits)
The course discusses the overlaps and relations between the science and technology system and the higher education system using the public policy process as an analytical tool to engage with both systems. The engagement between both systems is done using a mix of perspectives that are anchored on relevant issues and related policy. In doing this, the objectives and characteristics of both systems are considered on how policy is shaped to adapt to an often-negotiated purpose that serves national interests or to face global competitiveness. To better understand this process, specific aspects and activities that overlap the two systems are particularly focused on such as the incentives for the creation, protection and dissemination of knowledge creation, the dynamics of knowledge creation, knowledge impact and assessment, training of the scientific and non-scientific labor force, and sustainability of scientific and higher education structures.
In addition to four specialist courses, students will also have to complete:
- The compulsory core course Educational Issues and Research (6 credits);
- Three elective courses (6 credits each); and
- An option of a professional portfolio (12 credits) or a research project (12 credits).
| Course Coordinator | Dr Jisun Jung |
| Contact | jisun@hku.hk |
Click here for more information
Click here for collection of abstracts of capstone projects of 2023 graduates
MPhil and PhD (Full-time and Part-time)
P
rogramme Overview
The Faculty of Education offers Master of Philosophy (MPhil) and 3-year / 4-year Doctor of Philosophy (PhD) programmes in both full-time and part-time mode. Candidates without a research Master’s degree shall be considered for admission to the MPhil or 4-year PhD programme, while those with a research Master’s degree shall be considered for admission to the 3-year PhD programme.
