Upcoming seminar
Reconceptualising Learner Agency in Feedback: A Situational, Deliberative, and Entangled Perspective
Time: 4:00pm to 5:30pm (HKT)
Date: April 14, 2025
Mode: by ZOOM
Speaker: Lee Min (Nanyang Technological University)
Chair: Prof. David Robert Carless (The University of Hong Kong)
Registration link: https://hku.zoom.us/meeting/register/k4GcL0SZSV6AtCMvixXd0w
Abstract:
This seminar critically examines current conceptualisations of learner agency in feedback within higher education, referred to as Learner Feedback Agency (LFA). By juxtaposing existing conceptualisations against debates and origins of agency, three key limitations emerge: portrayal of LFA as a static construct, an overemphasis on behavioural enactments over underlying deliberations, and a unidirectional view of structure’s influence on LFA. This seminar critically examines these limitations by drawing on broader theories of agency to propose a reconceptualisation of LFA as (1) situational, recognising that students’ agency is shaped by and adapts to evolving learning conditions; (2) deliberative, acknowledging that agency is not just about acting on feedback but also about interpreting, negotiating, and making sense of it; and (3) entangled, recognising the co-constructive relationship between learners’ actions and existing structures, emphasising that learners not only respond to, but also influence structures in feedback. Alongside these conceptual perspectives, I will introduce analytical approaches for examining LFA, supported by empirical findings, to illustrate how this perspective can offer deeper insights into the complexities of students’ feedback involvement. By framing LFA as situational, deliberative, and entangled, this seminar offers insights into how feedback practices can be designed to better support student learning and development in higher education.
About the speaker:
Lee Min is a PhD candidate at the National Institute of Education, Nanyang Technological University, Singapore. Her research explores agentic learning, feedback, and the role of technology in shaping student agency. She investigates how learning environments can enable and constrain learners in actively shaping their learning trajectories, with a particular emphasis on the interplay between agency, structure, and emerging technologies. Min’s work has been recognised with the Dean’s Commendation Award and published in leading journals, international conferences, and book chapters. Her recent publications include Exploring Interactions Between Learners and ChatGPT from a Learner Agency Perspective: A Multiple Case Study on Historical Inquiry and Learner Agency in Feedback: A Review of Conceptualisations and Related Constructs.
Beyond Borders: How International Student Mobility Drives Poverty Reduction
Time: 4:00pm (HKT) / 9am (GMT)
Date: April 24, 2025
Mode: by ZOOM
Speakers: Dr Maia Chankseliani (University of Oxford); Dr Joonghyun Kwak (University of Oxford)
Chair: Professor Jisun Jung (The University of Hong Kong)
Registration link: https://hku.zoom.us/meeting/register/WGxvwFhqRhGiMxbhV4yIBQ
ABSTRACT: Poverty eradication is UNESCO’s foremost Sustainable Development Goal, and expanding educational opportunities is widely recognised as essential for achieving this aim. Yet, the role of student returnees educated abroad in reducing poverty in their home countries remains underexplored in policy and educational discourse. As part of the larger International Mobility and World Development project, this study examines the impact of international student mobility on poverty alleviation and explores the mechanisms connecting overseas educational experiences to societal poverty reduction outcomes. To address these objectives, we propose a systemic theory of change related to international student mobility, integrating transformative learning, critical realism, and transnationalism as theoretical frameworks. Employing a mixed-methods approach, we first analyse quantitative cross-national time-series data to identify broader trends associating international education participation with poverty reduction in low- and middle-income countries. We then deepen our analysis through qualitative interviews with returnees, revealing specific mechanisms through which personal transformations experienced abroad translate into actionable poverty-reduction initiatives upon return. Our findings highlight international student mobility’s potential to drive social change and sustainable development, particularly in an era of increasing global protectionism.
Bio: Dr Joonghyun Kwak is a Postdoctoral Researcher at the University of Oxford, working on the International Mobility and World Development project. His research focuses on globalisation, international development, social and educational inequalities, and quantitative research methods. He recently co-edited the special issue, ‘The Ripple Effect: Understanding the Societal Implications of International Student Mobility,’ published in the International Journal of Educational Research.
Dr Maia Chankseliani is an Associate Professor of Comparative and International Education at the University of Oxford where she leads the Comparative and International Education Research Group in the Department of Education. She works at the intersection of tertiary education and development. Maia serves as the Editor-in-Chief of the International Journal of Educational Research and as Chair of the UKFIET Executive Committee.
Studytalk and student influencers: The role of social media in student support
Time: 4:00pm-5:30pm (HKT)
Date: April 28, 2025
Mode: Room 206 Runme Shaw Building/by ZOOM
Speaker: Dr. Rille Raaper (Durham University)
Chair: Professor David Carless (The University of Hong Kong)
Registration link: https://hku.au1.qualtrics.com/jfe/form/SV_7QBo2H2as6yLVMa
ABSTRACT: Contemporary student experiences of higher education are mediated by technology where intersections between in-person and digital experiences continue to evolve in new ways as technology develops. Research has shown that digital technologies help students sustain existing social networks but also contribute to developing new peer groups, interests and identities. This talk argues that within marketised higher education, where traditional support systems are strained, student influencers – students who produce educational content on social media platforms – have emerged as unexpected providers of academic and emotional support for their peers. Utilising a Foucauldian framework and drawing on 13 in-depth interviews with UK-based #studytalk creators, this paper explores the construction of student influencer subjectivity and their strategies for navigating this complex space. Findings reveal how students leverage their success as academically high-achieving students to build legitimacy, negotiate ethical boundaries, and resist the toxicity of certain study cultures. The findings show that these students do not just thrive as influencers, but they engage with ethical reflection to set certain parameters for their practice. I invite the audience to reflect on nuanced understandings of how students negotiate peer support and self-making while offering theoretical insights into the subjectification processes within the burgeoning influencer economy.
Bio: Rille Raaper is Associate Professor and the Director of Research in the School of Education, Durham University with research interests in the sociology of higher education, specifically student identity and experience. Her research is primarily concerned with how universities organise their work in competitive higher education markets, and the implications market forces have on students. Rille is the author of ‘Student Identity and Political Agency. Activism, Representation and Consumer Rights’ (Routledge, 2024), and editor or co-editor of ‘The Bloomsbury Handbook of Student Voice in Higher Education’ (2023), ‘Handbook on Academic Freedom’ (2022), and ‘Contemporary Dynamics of Student Experience and Belonging in Higher Education’ (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
| 《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.