The 10th HERA Conference (Taiwan)
Call for Paper for the 10th HERA Conference
From Competition to Collaboration in Higher Education
Dates: June 5 and June 6, 2024
Venue: National Chengchi University, Taiwan
We are delighted to extend an invitation to scholars, researchers, and educators in the field of higher education from around the world to participate in the HERA Conference 2024 hosted by National Chengchi University, Taipei. This upcoming international event promises to be a significant gathering of minds in the region, focusing on the realm of higher education. We are excited to welcome you to join us in fostering intellectual exchange and collaboration.
In a rapidly evolving higher education landscape, marked by the dominance of market-driven approaches, the HERA Conference 2024 will delve into the theme of “From Competition to Collaboration in Higher Education.” As we navigate these changing times, it becomes increasingly essential for scholars and educators in the higher education sector to unite their efforts, moving beyond the competitive paradigm and embracing a more humanistic and collaborative approach. We invite you to contribute your insights and research to this critical dialogue.
✅ Sub-Themes for Abstract Submissions
- Redefining Pedagogical Models:
Exploring innovative collaborative approaches to teaching and learning that prioritize cooperation over competition in higher education.
- Interdisciplinary Collaboration:
Investigating the benefits and challenges of interdisciplinary collaboration within higher education institutions and programs.
- Global Partnerships in Higher Education:
Analyzing the impact of international collaborations on higher education quality, research, and student experiences.
- Technology-Enabled Collaboration:
Examining the role of technology in creating collaborative online learning environments and facilitating research partnerships.
- Equity and Inclusion in Higher Education:
Highlighting collaborative strategies to promote diversity, equity, and inclusion on campuses and in curriculum development.
- Collaborative Research for Policy Influence:
Showcasing collaborative research initiatives that influence higher education policies, fostering positive transformations at institutional and systemic levels.
✅ Call for Paper Guidelines
We welcome original research, theoretical contributions, and practical insights related to the conference theme and its subtopics within the realm of higher education. Abstracts of no more than 300 words should be submitted by March 1, 2024 (Taipei time, GMT +8 hours), through the conference website’s submission portal (TBA). Abstracts should clearly outline the research question, methodology, findings, and relevance to the conference theme.
Accepted papers will have the opportunity to be presented during thematic sessions, panel discussions, and workshops. Additionally, selected papers will be considered for publication in the collaborative journal which will be announced later.
✅ Important Dates
- Abstract Submission Limit: 300 words
- Submission Deadline: March 1, 2024
- Notification of Acceptance: April 15, 2024
- Early Bird Registration Deadline: May 1, 2024
Experiences of the PhD in Japan: Domestic and International Student Perspectives
Date: 22nd March, 2024 (Friday)
Time: 4:00 p.m. – 5:00 p.m. (GMT+8)
Mode: Online (via ZOOM)
Speakers: Dr. Kelsey Inoyue (University of Oxford), Dr. Yangson Kim (Hiroshima University)
Chair: Dr. Jisun Jung (The University of Hong Kong)
For the past few decades, Japan has expressed concern over the growth of its scientific output, and enacted several initiatives (e.g., Global 30 and Top Global University projects) to invest in its universities, increase global competitiveness, and facilitate internationalization–including attracting students and researchers from other countries alongside the decline in both undergraduate and Ph.D. enrollment. Within this context, doctoral education is particularly important as PhD students represent the future of the academic community. Thus, this study examines the experiences of both domestic and international Ph.D. students in Japanese universities to gain insight into why they chose to pursue doctoral degrees in Japan, how they perceive the quality of their Ph.D. programs, and whether differences exist between domestic and international student perceptions. The data consisted of twenty-five semi-structured interviews, fifteen with domestic students and ten with international students at Japanese universities. Participants came from a range of disciplinary areas. Findings suggested key differences in domestic versus international students’ motivations for doing a Ph.D. in Japan, access to financial support, and career goals/prospects, shedding light on the particular structures underpinning Japanese doctoral education and offering implications for policy.
About the Speakers
Kelsey Inouye is a Research Associate at the Department of Education, University of Oxford. Her research areas include doctoral education, academic writing and publishing, and researcher careers.
Yangson Kim is an Associate Professor at the Research Institute for Higher Education at Hiroshima University in Japan. Her areas of special interest focus on the academic profession, internationalization of higher education, research productivity and collaboration of academics, institutional context and governance of higher education, and comparative higher education in Asia-Pacific countries.
Registration Form: https://hku.zoom.us/meeting/register/tJcrdO-oqzouH9Ddhe5jt2iHmyTAGYWL5QNo
How Chinese Universities innovate education for the future society
Date: 26th March, 2024 (Tuesday)
Time: 4:00 p.m. – 5:15 p.m. (GMT+8)
Mode: Online (via ZOOM)
Speaker: Dr. Xiaojun Zhang (Xi’an Jiaotong-Liverpool University)
Chair: Professor Gerard A. Postiglione (The University of Hong Kong)
With the fast development of emerging digital and intelligent technologies such as ChatGPT, the Chinese higher education community has realized the urgent need for radical change of its system to meet the new expectations from the society. In recent years there were a lot of reflections from Chinese educators in almost every aspects of education including its aims, curriculum, and pedagogy, which were followed by key initiatives such as interdisciplinary entrepreneurship education, teaching innovation, and university-industry collaboration. I will talk about main projects that conducted by Chinese government and higher education institutions in innovating the education system and share my observation of the innovative practice which I think would be crucial step in exploring the next generation of higher education in the digital and intelligent era. Sino-Foreign Cooperative Universities in particular the Xi’an Jiaotong-Liverpool University will be discussed as examples.
About the Speaker
Dr. Xiaojun Zhang got his PhD degree at Xi’an Jiaotong University. He joined Xi’an Jiaotong-Liverpool University as the Deputy Director of Institute of Leadership and Education Advanced Development (ILEAD) in 2013, which was created by him under the support of university leaders. Now Xiaojun is Chief Officer of Education at Xi’an Jiaotong-Liverpool University and Team Leader of Entrepreneur College (Taicang) Collective Leadership Team. He also takes roles including inaugural Executive Dean of the Academy of Future Education, and Acting Dean of Entrepreneurship and Enterprise Hub.
Xiaojun has published more than 100 academic papers and 5 books. His research focus on problems in practice and pay attention to practical implications. Most of his research has been adopted in his training programmes for higher education practitioners. One of his most recent books titled “University Transfarmation: From Teacher Dominated to Student-Centred” published by Tsinghua University Press is a guidebook for education practitioners who want to transform their education. Xiaojun proposed the “diamond model” of teaching innovation in AI era and highlighted ten key directions of teaching innovation in his another recently published book “Future-oriented Teaching Innovation” by Economic and Management Press.
For details see https://www.xjtlu.edu.cn/en/about/people/leadership/dr-xiaojun-zhang.
Registration Form: https://hku.zoom.us/meeting/register/tJYudeippzMuEtJe6u6cXSm6JRCDPiC06jf3
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
Editor-in-chief: Ying Chan
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.
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.