Upcoming seminar
How to integrate design-thinking, experiential learning and social impact in curriculum innovation: the case of “Edu-preneurial Leadership” course?
Time: 3:30 pm- 4:50 pm (HKT)
Date: Spe 25, 2024
Venue: Hybrid–Room 206 Runme Shaw Building/by ZOOM
Speaker: Dr. Vincent (The University of Hong Kong)
Chair: Professor HORTA, Hugo (The University of Hong Kong)
Abstract
The concept of “Visionary Edupreneur” was promulgated as one of the three professional roles of Principals in Hong Kong in 2018 by the Education Bureau, HKSARG. This concept is further spearheaded in the 2024 Policy Address on integrating vocational, professional education and training with the establishment of Universities of Applied Science.
In the sharing, the concept of “Visionary Edupreneur” is delineated with the authentic context of one elective course “Edu-preneurial Leadership in Continuing Professional Development for Career Advancement (thereafter the Course)” in the Master of Education, the University of Hong Kong. More specifically, there are three questions which would be discussed and explored in the seminar:
- How elements of design-thinking, experiential learning and social impact be integrated in the curriculum innovation of the Course?
- To what extent university teaching can exert its impact on industry-university partnership?
- To what extent university teaching can exert its impact on public policy formulation and implementation?
About the speaker:
Dr Vincent Wong is the Senior Lecturer, Specialism Coordinator (Educational Administration & Management) in the Master of Education and the recipient of Faculty Outstanding Teaching Award (2022-2023) in HKU. He had been the visiting research fellow in Department of Education and academic visitor in Faculty of Law in the University of Oxford. In addition, Vincent has been appointed by the Chief Executive, Secretary for Education, and Education Bureau in HKSARG on various key committees on policy direction and impacts on areas relevant to education and law, employability, appeal and administration, vocational education, principal and teacher professional development. He is also currently the Chairperson (Resolution Committee) for Eastern Regional Organization for Public Administration (EROPA)[UN Public Admin Network affiliated organization].
Registration link: https://hku.au1.qualtrics.com/jfe/form/SV_cOBf4HnzTz9ZsTs
Pursuing doctoral education in China: An exploration of international students’ learning journeys
Time: 4:00 pm- 5:30 pm (HKT)
Date: Oct 7, 2024
Mode: by ZOOM
Speaker: Dr. Kun Dai (The University of Hong Kong); Dr. Kenichi Doi (The institute of Geoeconomics)
Chair: Professor HORTA, Hugo (The University of Hong Kong)
Abstract:
This study explores the world of international doctoral students in the Chinese higher education system. It delves into their motivations, research experiences, and how they navigate the transitions across borders between their research, personal, and social worlds while pursuing their research in China.
The stories, presented in both patterned categories and individual reflexive narratives, illustrate how these students navigate themselves as doctoral researchers in the Chinese context. The stories highlight the opportunities and challenges these international students encounter in their doctoral research in China. While some students progressively become competent, confident, and positive researchers as they smoothly adjust, others struggle with difficult transitions and face challenges in their relationships with Chinese supervisors, peers, and the academic field. Through analysing international doctoral students’ lived experiences and the relevant policies, the study offers insight into China’s position and characteristics in the context of global doctoral education.
About the speaker:
Dr Kun Dai is an Assistant Professor at the Department of Educational Administration and Policy, Faculty of Education, The Chinese University of Hong Kong. His main research interests include international and comparative education, transnational higher education, and education policy. Dr Dai’s work has appeared in several leading international peer-reviewed journals, such as Higher Education, Studies in Higher Education, Journal of Studies in International Education, Higher Education Research & Development, and Assessment & Evaluation in Higher Education. He is the (co)authors of five scholarly books, including “Transitioning ‘In-Between’: Chinese Students’ Navigating Experiences in Transnational Higher Education Programmes” (Brill, 2021), “Developing Intercultural Competence ‘at Home’: Domestic Students’ Experiences in Chinese Universities” (Routledge, 2023), “Mapping Transnational Habitus: Epistemology, Theory and Boundaries” (Palgrave Macmillan, 2024), “The Motivation and Research Experiences of International Doctoral Students in China” (Routledge, 2024), and “(Re)writing the Future: Creating Chinese International Students at Home” (Routledge, forthcoming in 2025).
Registration link: https://hku.zoom.us/meeting/register/tJEkde-vqz4sE9OIXBBtHTUpfbUSTDv5qCjb
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.