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CERC Management Committee meeting and Annual General meeting

July 10, 2022

On June 28, 2022 the CERC Management Committee met to discuss the 2021-2022 annual report and prospects of international projects and collaborations in the next academic year.

(In the picture above, [second-row, left to right], Mark Bray, UNESCO Chair and a former CERC Director, Yang Lili, HKU faculty and invitee to the meeting, and Yang Rui, Professor and Dean, Faculty of Education; [top-row, left to right] Anatoly Oleksiyenko, the previous CERC Director and HESIG Chair, Nutsa Kobakhidze, CERC Director and convener of Shadow Education SIG, and Liu Jie, Secretary; and front, Peter Cobb, MC member.)

On June 30, 2022, CERC held its Annual General Meeting. The meeting started at 19.00 (HKT) with the annual report from the Management Committee. Dr Nutsa Kobakhidze and Dr Anatoly Oleksiyenko co-chaired the meeting. Dr Oleksiyenko presented the annual report and invited members to share information about CERC’s activities. Dr Nutsa Kobakhidze spoke about the Shadow Education SIG activities and Dr Anatoly Oleksiyenko spoke about the Higher Education SIG activities in 2021/22 respectively. In addition, Dr Yang Lili and Dr Peter Cobb proposed ideas for new SIGs. As the new Director, Dr Nutsa Kobakhidze introduced CERC activities in 2022/23.

The meeting was followed by a guest speaker presentation “Memory in the Mekong: Regional Identity, Schools, and Politics in Southeast Asia” delivered by Will Brehm, Associate Professor of University College London and CERC alumnus as well as insightful discussions.

News

CERC’s Annual General Meeting and Guest Speaker Presentation by Will Brehm

June 23, 2022

On June 30, 2022 (19:00 HKT), CERC will hold the Annual General Meeting and we invite you to attend it by registering at the following link: https://hku.zoom.us/meeting/register/tJYuf-6urTIuE9I5hs-JR2ljSCocGrbT4hoF

The meeting will start with highlights from our 2021-2022 Annual Report presented by Anatoly Oleksiyenko (Honorary Director), Nutsa Kobakhidze (Honorary Director Elect) and Mark Bray (UNESCO Chair). The Annual Report copy can be read on our web-site.

Our traditional Guest Speaker presentation (19:20-20:15) will feature a book presentation by our colleague and alumnus Will Brehm, Associate Professor of Education and International Development at the Institute of Education, University College London, and a member of the Centre for Education and International Development.

Will Brehm will share insights from his most recent book “Memory in the Mekong: Regional Identity, Schools, and Politics in Southeast Asia”. The book pulls together over three years of research conducted in Cambodia, Thailand, Myanmar, Laos, and Vietnam. The study was set to answer the following question: How exactly does education underpin a regional identity across Southeast Asia? Is it even possible or desirable to establish a common identity across the diverse peoples of Southeast Asia? And how might a regional identity exist alongside national identities, which are also deeply contested within countries? Will Brehm’s presentation is focused mostly on the history of UNESCO’s shared histories project, some of its paradoxes, and the politics of its implementation in Cambodia.

We look forward to seeing you at the CERC’s Annual General Meeting on June 30.

Sincerely,

Anatoly Oleksiyenko

Nutsa Kobakhidze

Webinar

A Crisis of Opportunity at English Universities: Rethinking Higher Education through the Common Good Idea

October 31, 2021

CERC will host a webinar by Dr. Lili Yang, a postdoctoral researcher in Department of Education, the University of Oxford, and Dr. Thomas Brotherhood, an Assistant Professor at the Rikkyo University College of Business, who will speak on “A Crisis of Opportunity at English Universities: Rethinking Higher Education through the Common Good Idea“. The webinar will take place on November 8, 2021 (19:00-20:15 HKT) and you are welcome to register via the link shorturl.at/buxER.

Below is the abstract and poster for your information.

Abstract

The ongoing pandemic has affected all aspects of human life globally. Universities have faced significant challenges in continuing their educational and research activities while at the same time becoming more visible due to their work on identifying treatments, developing vaccines, understanding the impact of the pandemic and exploring the ways of recovering from the crisis. English universities have been at the forefront of these global efforts and have had unique opportunities to contribute, and demonstrate their contribution, to the common good. In this seminar, new empirical materials on how English universities have dealt with the pandemic from the perspective of the common good will be reported.

Poster

Webinar

Does Conflict of Interest Distort Global University Rankings?

October 28, 2021

On October 28, 2021, CERC hosted a webinar by Dr. Igor Chirikov, a Senior Researcher and SERU Consortium Director at the Center for Studies in Higher Education, University of California, Berkeley. His presentation addressed the challenges of avoiding the conflict interest in the global university rankings. As Dr. Chirikov argues, “Global university rankings influence students’ choices and higher education policies evaluate universities but also provide them with consulting, analytics, or advertising services, rankers are vulnerable to conflicts of interest that may distort their rankings. The study assesses the impact of contracting with rankers on university ranking outcomes using difference-in-difference research design. It matches data on the positions of 28 Russian universities in QS World University Rankings from 2016 to 2021 with information on contracts these universities had for services from QS. It compares the fluctuations in QS rankings with data obtained from the Times Higher Education (THE) rankings and data recorded by national statistics. Results show that universities with frequent QS-related contracts experienced much greater upward mobility in both overall rankings and in faculty-student ratio scores over five years in the QS World Rankings. These findings suggest that conflicts of interest may produce significant distortions in global university rankings.”

Webinar

The “Looming Disaster” for Higher Education: How Commercial Rankers Use Social Media

October 14, 2021

Dr. Riyad A. Shahjahan, an Associate Professor of Higher, Adult, and Lifelong Education (HALE) at Michigan State University, Dr. Ryan M. Allen, an Assistant Professor at Chapman University’s Donna Ford Attallah College of Educational Studies and Coordinator of the joint doctoral program with Shanghai Normal University, and Dr. Adam Grimm, currently a postdoctoral researcher in the College of Education at Michigan State University spoke at the CERC’s webinar on October 14, 2021. According to the presenters, “Despite the ubiquity of global university rankings coverage in media and academia, a concerted attempt to investigate the role of social media in ranking entrepreneurship remains absent. By drawing on an affect lens, we critically examine the social media activities of two commercial rankers: Times Higher Education (THE) and Quacquarelli Symonds Ltd (QS). Based on an analysis of THE’s Twitter feed and QS’s Facebook page between January to June 2020, we illuminate how rankers use social media for affective storytelling to frame and sell their expertise within global HE. First, we demonstrate how THE uses Twitter to engage an audience of institutions, governments, and administrators, reinforcing universities’ increasingly aggressive behavior as market competitors. Next, we show how QS engages a student-oriented audience on Facebook, furthering the role of students as consumers. Before and during the COVID pandemic, we observed that both rankers amplified and mobilized precarity associated with performance and participation, selling hope to targeted audiences to market their expertise as solutions – a strategy that remained amidst the global pandemic. Based on our observation of the front stage of rankers’ social media activities, we argue that rankers’ development of social media as a form of affective infrastructure is conducive to further sustaining, diffusing and normalizing rankings in HE globally.”

Webinar

Academic Mavericks in the Global Marketplace

October 13, 2021

On invitation of the Centre of Higher Education Studies, Institute of Education, University College London (UCL), Dr. Anatoly Oleksiyenko, CERC’s Honorary Director spoke on the topic of ethical dilemmas of the professoriate constructing international partnerships for research and development in the context of competitiveness and performative anxiety. His presentation titled “Academic Mavericks in the Global Marketplace” explored a diversity of tensions across organizational and epistemological domains amid questions on what shapes meaningful collaborations and intellectual leadership in global academia. The webinar took place on October 13, 2021.

Announcement News

Reaching Audiences through Different Media

April 19, 2021

Following the launch of the CERC book Shadow Education in Africa: Private Supplementary Tutoring and its Policy Implications, efforts have been made to reach diverse audiences. Two channels for doing so are:

The book is also the focus of a FreshEd podcast during which Professor Bray was interviewed by Will Brehm. 

The FreshEd interview was wide-ranging, and touched on Brehm’s own studies of private tutoring in Cambodia. His book Cambodia for Sale: Everyday Privatization in Education and Beyond has just been published by Routledge. It is based on his PhD thesis completed at the University of Hong Kong. The remarks during the podcast showed some similarities between parts of Africa and of Southeast Asia. 

News

Global Higher Education Bulletin (Hong Kong), Vol. 4, No. 1, December 22, 2020

December 22, 2020

Global Higher Education Bulletin (Hong Kong)

Vol. 4, No. 1, December 22, 2020

Editor: Anatoly Oleksiyenko

Greetings!

 

As 2020 comes to a close, it is good to look beyond the challenges it brought and marvel in the blessings that we share. Supporting each other, being there for one another, and just making the best of extremely trying circumstances – that is what made this year special. As Christmas approaches, I wish peace, love and joy all of you who celebrate. May 2021 bring all of us hope for a better future, as we navigate it together.

 

For our current students, digital learning will most likely continue in the second semester. The twenty-five students who joined our program last September have been living through a very unique experience in the history of M.Ed. (Higher Education), with the majority of their postgraduate studies taking place in cyberspace. I appreciate the effort that went into adapting to the changes in your learning environment, managing changes in your own personal lives, and still continuing to be exceptional in your academic performance. Thank you for your enthusiasm, diligence, resilience, and support of one another. As the Higher Education program enters its tenth anniversary year, it is clear that our next student cohorts will need to be online more than their predecessors, but – we hope – not as much as the 2020-21 cohort. As we wait for vaccines to defeat the COVID-19 pandemic, we are hopeful that this year’s cohort will have more opportunities to meet and learn with each other in person. Face-to-face exchange will be prioritized over virtual experiences to the greatest extent possible, while still focusing on keeping everyone healthy and safe.

 

Our program has made a new call for admissions recently, and we encourage you to share this news widely, encouraging  prospective candidates to become part of our global network. Currently, we have more than 200 graduates across the globe, and many have been making significant progress professionally as university and college administrators, faculty members, researchers, teachers, consultants, etc. Hearing about their accomplishments and aspirations is always rewarding, and motivates all of us – both faculty and students – to work harder and be the best that we can be.

 

As the festive time approaches and you may have some time to rummage around the academic collections in the field, we encourage you to read from our most recent research portfolio, and certainly use the opportunity to reconnect with your teachers and mentors. Here is a list of last year’s publications from the teachers and peers in our network:

 

Aiston, S. J., & Fo, C. K. (2020). The silence/ing of academic women. Gender and Education, 1-18 https://www.tandfonline.com/doi/abs/10.1080/09540253.2020.1716955

 

Aiston, S. J., Fo, C. K., & Law, W. W. (2020). Interrogating strategies and policies to advance women in academic leadership: the case of Hong Kong. Journal of Higher Education Policy and Management, 42(3), 347-364 https://www.tandfonline.com/doi/abs/10.1080/1360080X.2020.1753393

 

Jandrić, P., Hayes, D., Truelove, I., Levinson, P., Mayo, P., Ryberg, T., Bridges, S…. & Jackson, L. (2020). Teaching in the Age of Covid-19. Postdigital Science and Education, 1-162 https://link.springer.com/article/10.1007/s42438-020-00169-6

 

Bridges, S. M., Hmelo-Silver, C. E., Chan, L. K., Green, J. L., & Saleh, A. (2020). Dialogic intervisualizing in multimodal inquiry. International Journal of Computer-Supported Collaborative Learning, 1-36 https://link.springer.com/article/10.1007/s11412-020-09328-0

 

Bridges, S. M., Chan, L. K., Chen, J. Y., Tsang, J. P., & Ganotice, F. A. (2020). Learning environments for interprofessional education: A micro-ethnography of sociomaterial assemblages in team-based learning. Nurse Education Today, 94, 104569 https://www.sciencedirect.com/science/article/abs/pii/S0260691720314192

 

Carless, D. (2020). From teacher transmission of information to student feedback literacy: Activating the learner role in feedback processes. Active Learning in Higher Education, https://journals.sagepub.com/doi/abs/10.1177/1469787420945845

 

Carless, D. (2020). Double duty, shared responsibilities and feedback literacy. Perspectives on Medical Education, 9(4), 199-200 https://link.springer.com/article/10.1007/s40037-020-00599-9

 

Carless, D., & Winstone, N. (2020). Teacher feedback literacy and its interplay with student feedback literacy. Teaching in Higher Education, 1-14 https://srhe.tandfonline.com/doi/abs/10.1080/13562517.2020.1782372#.X3JNiNNKiu4

 

Dawson, P., Carless, D., & Lee, P. P. W. (2020). Authentic feedback: supporting learners to engage in disciplinary feedback practices. Assessment & Evaluation in Higher Education, 1-11 https://www.tandfonline.com/doi/abs/10.1080/02602938.2020.1769022

 

Malecka, B., Boud, D., & Carless, D. (2020). Eliciting, processing and enacting feedback: mechanisms for embedding student feedback literacy within the curriculum. Teaching in Higher Education, 1-15 https://doi.org/10.1080/13562517.2020.1754784

 

Smyth, P., & Carless, D. (2020). Theorising how teachers manage the use of exemplars: towards mediated learning from exemplars. Assessment & Evaluation in Higher Education, 1-14 https://doi.org/10.1080/02602938.2020.1781785

 

Winstone, N. E., Balloo, K., & Carless, D. (2020). Discipline-specific feedback literacies: A framework for curriculum design. Higher Education, 1-21 https://link.springer.com/article/10.1007/s10734-020-00632-0

 

Chan, R. Y. (2020). Studying Coronavirus (COVID-19) and Global Higher Education: Evidence for Future Research and Practice. SSRN  http://dx.doi.org/10.2139/ssrn.3622751

 

Deneen, C. C., & Prosser, M. (2020). Freedom to innovate. Educational Philosophy and Theory, 1-9. https://www.tandfonline.com/doi/abs/10.1080/00131857.2020.1783244

 

Horta, H., & Shen, W. (2020). Current and future challenges of the Chinese research system. Journal of Higher Education Policy and Management, 42(2), 157-177 https://www.tandfonline.com/doi/abs/10.1080/1360080X.2019.1632162

 

Horta, H. (2020). PhD Students’ Self-Perception of Skills Acquired During Their PhD and Plans for Their Postdoctoral Careers: A Joint Analysis of Doctoral Students at Three Flagship Universities in Asia. In Structural and Institutional Transformations in Doctoral Education (pp. 275-323). Palgrave Macmillan, Cham https://link.springer.com/chapter/10.1007/978-3-030-38046-5_10

 

Horta, H., & Santos, J. M. (2020). The Multidimensional Research Agendas Inventory—Revised (MDRAI-R): Factors shaping researchers’ research agendas in all fields of knowledge. Quantitative Science Studies, 1(1), 60-93 https://doi.org/10.1162/qss_a_00017

 

Jiang, Q., Yuen, M., & Horta, H. (2020). Factors Influencing Life Satisfaction of International Students in Mainland China. International Journal for the Advancement of Counselling, 42(4), 393-413 https://link.springer.com/article/10.1007/s10447-020-09409-7

 

Santos, J. M., & Horta, H. (2020). The association between researchers’ conceptions of research and their strategic research agendas. Journal of Data and Information Science, 5(4), 56-74 https://doi.org/10.2478/jdis-2020-0032

 

Santos, J. M., Horta, H., & Amâncio, L. (2020). Research agendas of female and male academics: a new perspective on gender disparities in academia. Gender and Education, 1-19 https://doi.org/10.1080/09540253.2020.1792844

 

Jackson, L. (2020). Academic freedom of students. Educational Philosophy and Theory, 1-8 https://www.tandfonline.com/doi/abs/10.1080/00131857.2020.1773798

 

Jackson, L., Alston, K., Bialystok, L., Blum, L., Burbules, N. C., Chinnery, A., … & Stitzlein, S. M. (2020). Philosophy of education in a new key: Snapshot 2020 from the United States and Canada. Educational Philosophy and Theory, 1-17. https://doi.org/10.1080/00131857.2020.1821189

 

Gibbons, A., Tesar, M., Arndt, S., Kupferman, D. W., Badenhorst, D., Jackson, L., … & Peters, M. A. (2020). The highway Robber’s road to knowledge socialism: A collective work on collective work. In Knowledge Socialism (pp. 301-325). Springer, Singapore. https://link.springer.com/chapter/10.1007/978-981-13-8126-3_15

 

Peters, M. A., Wang, H., Ogunniran, M. O., Huang, Y., Green, B., Chunga, J. O., ..Jackson, L… & Khomera, S. W. (2020). China’s internationalized higher education during Covid-19: collective student autoethnography. Postdigital Science and Education, 1. https://link.springer.com/article/10.1007/s42438-020-00128-1

 

Peters, M. A., Arndt, S., Tesar, M., Jackson, L., Hung, R., Mika, C., … & Madjar, A. (2020). Philosophy of education in a new key: A collective project of the PESA executive. Educational Philosophy and Theory, 1-22 https://doi.org/10.1080/00131857.2020.1759194

 

Peters, M. A., Brighouse, S., Tesar, M., Sturm, S., & Jackson, L. (2020). The open peer review experiment in Educational Philosophy and Theory (EPAT). Educational Philosophy and Theory, https://doi.org/10.1080/00131857.2020.1846519

 

Peters, M., Oladele, O. M., Green, B., Samilo, A., Lv, H., Amina, L., ..Jackson, L… & Ianina, T. (2020). Education in and for the Belt and Road Initiative: The Pedagogy of Collective Writing. Educational Philosophy and Theory, 1-24 https://doi.org/10.1080/00131857.2020.1718828

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Reader, J., Jandrić, P., Peters, M. A., Barnett, R., Garbowski, M., Lipińska, V., ..Jackson, L.,. & Bevan, A. (2020). Enchantment-Disenchantment-Re-Enchantment: Postdigital Relationships between Science, Philosophy, and Religion. Postdigital Science and Education, 1-32 https://link.springer.com/article/10.1007/s42438-020-00133-4

 

Jung, J. (2020). The fourth industrial revolution, knowledge production and higher education in South Korea. Journal of Higher Education Policy and Management, 42(2), 134-156 https://doi.org/10.1080/1360080X.2019.1660047

 

Jung, J. (2020). Master’s education in Hong Kong: Access and programme diversity. Higher Education Policy, 1-23 https://link.springer.com/article/10.1057/s41307-020-00202-0

 

Jung, J. (2020). Master’s Education in Massified, Internationalized, and Marketized East Asian Higher Education Systems. Higher Education Policy, 1-6. https://link.springer.com/article/10.1057/s41307-020-00215-9

 

Jung, J., & Li, X. Exploring motivations of a master’s degree pursuit in Hong Kong. Higher Education Quarterly https://onlinelibrary.wiley.com/doi/abs/10.1111/hequ.12276

 

Lee, S. J., Kim, S., & Jung, J. (2020). The Effects of a Master’s Degree on Wage and Job Satisfaction in Massified Higher Education: The Case of South Korea. Higher Education Policy, 1-29 https://link.springer.com/article/10.1057/s41307-020-00200-2

 

Manathunga, C., Grant, B., Kelly, F., Raddon, A., & Jung, J. (2020). (Re) Birthing the Academy: Unruly Daughters Striving for Feminist Futures. In (Re) birthing the Feminine in Academe (pp. 249-268). Palgrave Macmillan, Cham https://link.springer.com/chapter/10.1007/978-3-030-38211-7_10

 

Lanford, M. (2020). Institutional competition through performance funding: A catalyst or hindrance to teaching and learning?. Educational Philosophy and Theory, 1-13 https://www.tandfonline.com/doi/abs/10.1080/00131857.2020.1783246

 

Lanford, M. (2020, June). In Pursuit of Respect: The Adult Learner Attending Community College in the “New Economy”. In The Educational Forum (pp. 1-15). Routledge.

https://www.tandfonline.com/doi/full/10.1080/00131725.2020.1775329

 

Lanford, M. (2020). What Can Relational Sociology Reveal about College Writing and Remediation?. In William G. Tierney and S. Kolluri (eds.). Relational Sociology and Research on Schools, Colleges, and Universities. SUNY Press. http://www.sunypress.edu/p-6854-relational-sociology-and-resear.aspx

 

Lo, W. Y. W. (2020). A year of change for Hong Kong: from east-meets-west to east-clashes-with-west. Higher Education Research & Development, 1-5 https://www.tandfonline.com/doi/full/10.1080/07294360.2020.1824210

 

Lee, J. T., Lo, W. Y. W., & Abdrasheva, D. (2020). Institutional logic meets global imagining: Kazakhstan’s engagement with China’s Belt and Road Initiative. Higher Education, 1-17 https://link.springer.com/article/10.1007/s10734-020-00634-y

 

Mulvey, B., & Lo, W. Y. W. (2020). Learning to ‘tell China’s story well’: the constructions of international students in Chinese higher education policy. Globalisation, Societies and Education, 1-13 https://doi.org/10.1080/14767724.2020.1835465

 

Ma, J., Zhu, K., Cao, Y., Chen, Q., & Cheng, X. (2020). An empirical study on the correlation between university discipline and industrial structure in the Guangdong, Hong Kong, and Macao greater bay area. Asian Education and Development Studies. https://doi.org/10.1108/AEDS-09-2019-0155

 

Ma, J., Jiang, F., Gu, L., Zheng, X., Lin, X., & Wang, C. (2020). Patterns of the Network of Cross-Border University Research Collaboration in the Guangdong-Hong Kong-Macau Greater Bay Area. Sustainability, 12(17), 6846. https://doi.org/10.3390/su12176846

 

Macfarlane, B. (2020). Myths about students in higher education: separating fact from folklore. Oxford Review of Education, 1-15 https://www.tandfonline.com/doi/abs/10.1080/03054985.2020.1724086

 

Macfarlane, B. (2020). The CV as a symbol of the changing nature of academic life: performativity, prestige and self-presentation. Studies in Higher Education, 45(4), 796-807. https://doi.org/10.1080/03075079.2018.1554638

 

Macfarlane, B., & Erikson, M. G. (2020). The right to teach at university: a Humboldtian perspective. Educational Philosophy and Theory, 1-12 https://www.tandfonline.com/doi/abs/10.1080/00131857.2020.1783245

 

Oleksiyenko, A. (2020). Is academic freedom feasible in the post-Soviet space of higher education?. Educational Philosophy and Theory, 1-11 https://www.tandfonline.com/doi/abs/10.1080/00131857.2020.1773799

 

Oleksiyenko, A., & Jackson, L. (2020). Freedom of speech, freedom to teach, freedom to learn: The crisis of higher education in the post-truth era. Educational Philosophy and Theory, 1-6 https://www.tandfonline.com/doi/abs/10.1080/00131857.2020.1773800

 

Oleksiyenko, A., Blanco, G., Hayhoe, R., Jackson, L., Lee, J., Metcalfe, A., Subramanian, M. & Zha, Q. (2020). Comparative and international higher education in a new key? Thoughts on the post-pandemic prospects of scholarship. Compare: A Journal of Comparative and International Education, 1-17 https://doi.org/10.1080/03057925.2020.1838121

 

Oleksiyenko, A., Terepyshchyi, S., Gomilko, O., & Svyrydenko, D. (2020). ‘What Do You Mean, You Are a Refugee in Your Own Country?’: Displaced Scholars and Identities in Embattled Ukraine. European Journal of Higher Education, 1-18 https://www.tandfonline.com/doi/abs/10.1080/21568235.2020.1777446

 

Postiglione, G. A. (2020). Expanding Higher Education: China’s Precarious Balance. The China Quarterly, 1-22. https://doi.org/10.1017/S0305741020000995

 

Holliday, I. & Postiglione, G.A. (2020). Hong Kong Higher Education and the 2020 Outbreak: We’ve Been Here Before. International Higher Education, 102:20-22. https://www.internationalhighereducation.net/api-v1/article/!/action/getPdfOfArticle/articleID/2911/productID/29/filename/article-id-2911.pdf

 

Altbach, P.G. and Postiglione, G.A. (2020, July 25). Will new security law prove a turning point for HE? University World News, https://www.universityworldnews.com/post.php?story=20200724110105165

 

Xie, A., Postiglione, G. A., & Huang, Q. (2020). The Greater Bay Area (GBA) Development Strategy and Its Relevance to Higher Education. ECNU Review of Education, 2096531120964466. https://doi.org/10.1177/2096531120964466

 

Trigwell, K., & Prosser, M. (2020). Exploring University Teaching and Learning. Palgrave Pivot, Cham. https://link.springer.com/book/10.1007/978-3-030-50830-2

 

Ruan, N. (2020). Accumulating academic freedom for intellectual leadership: Women professors’ experiences in Hong Kong. Educational Philosophy and Theory, 1-11 https://www.tandfonline.com/doi/abs/10.1080/00131857.2020.1773797

 

Ruan, N. (2020). Interviewing elite women professors: Methodological reflections with feminist research ethics. Qualitative Research, https://doi.org/10.1177/1468794120965368

 

Shchepetylnykova, I., & Alvis, S. (2020). Contribution of International Development Activities to Comprehensive Internationalization of US Public Universities. Journal of Comparative and International Higher Education, 12(1), 15-26. https://doi.org/10.32674/jcihe.v12iSpring.1425

 

Tang, H. H. H. (2020). The strategic role of world-class universities in regional innovation system: China’s Greater Bay Area and Hong Kong’s academic profession. Asian Education and Development Studies https://www.emerald.com/insight/content/doi/10.1108/AEDS-10-2019-0163/full/html

 

Tang, H. H. H. (2020). Global Trend and Institutional Practices of Knowledge Exchange Activities in Universities: The Changing Academic Profession in Hong Kong. In Re-envisioning Higher Education’s Public Mission (pp. 251-273). Palgrave Macmillan, Cham. https://link.springer.com/chapter/10.1007/978-3-030-55716-4_13

 

Tang, H. H. H., & Chau, C. F. W. (2020). Knowledge exchange in a global city: a typology of universities and institutional analysis. European Journal of Higher Education, 10(1), 93-112 https://www.tandfonline.com/doi/abs/10.1080/21568235.2019.1694424

 

Chan, W. W. V., Tang, H. H. H., & Cheung, R. L. K. (2020). Freedom to Excel: Performativity, Accountability, and Educational Sovereignty in Hong Kong’s Academic Capitalism. In Academic Freedom Under Siege (pp. 125-145). Springer, Cham. https://link.springer.com/chapter/10.1007/978-3-030-49119-2_6

 

Tierney, W. G. (2020). Get Real: 49 Challenges Confronting Higher Education. SUNY Press. http://www.sunypress.edu/p-6977-get-real.aspx

 

Tierney, W. G. (2020). The Idea of Academic Freedom and Its Implications for Teaching and Learning. In Teaching Learning and New Technologies in Higher Education (pp. 17-28). Springer, Singapore. https://link.springer.com/chapter/10.1007/978-981-15-4847-5_2

 

Tierney, W. G. (2020). Forward March: Living an Academic Life. Higher Education: Handbook of Theory and Research: Volume 36, 1-47. http://link-springer-com-443.webvpn.fjmu.edu.cn/referenceworkentry/10.1007%2F978-3-030-43030-6_1-2

 

Tierney, W. G., & Kolluri, S. (Eds.). (2020). Relational Sociology and Research on Schools, Colleges, and Universities. SUNY Press. http://www.sunypress.edu/p-6854-relational-sociology-and-resear.aspx

 

Clemens, R. F., & Tierney, W. G. (2020). The uses and usefulness of life history. In Handbook of Qualitative Research in Education. Edward Elgar Publishing https://www.elgaronline.com/view/edcoll/9781788977142/9781788977142.00034.xml

 

Clemens, R. F., & Tierney, W. G. (2020). The Role of Ethnography as Ethical and Policy-Relevant Public Scholarship. Cultural Studies↔ Critical Methodologies,

https://journals.sagepub.com/doi/abs/10.1177/1532708620936993

 

Sabharwal, N. S., & Tierney, W. G. (2020). Analyzing the Culture of Corruption in Indian Higher Education. In Corruption in Higher Education (pp. 111-116). Brill Sense.  https://doi.org/10.6017/ihe.2016.87.9495

 

Yang, R. (2020). Benefits and challenges of the international mobility of researchers: the Chinese experience. Globalisation, Societies and Education, 18(1), 53-65. https://doi.org/10.1080/14767724.2019.1690730

 

Yang, R. (2020). China’s higher education during the COVID-19 pandemic: some preliminary observations. Higher Education Research & Development, 1-5 https://www.tandfonline.com/doi/full/10.1080/07294360.2020.1824212

 

Yang, R. (2020). Toxic Academic Culture in East Asia: An Update. In Corruption in Higher Education (pp. 117-122). Brill Sense https://doi.org/10.1163/9789004433885_018

 

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I wish you and your loved ones a safe and wonderful holiday season, even if it’s a little distanced this time around. Stay healthy, hopeful, and curious! Keep me and the community updated on your career changes, personal developments, accomplishments and publications. We love hearing from you and celebrating your successes. May 2021 be full of them!

News

​Global Higher Education Bulletin (Hong Kong), Vol. 3, No. 3 May 1, 2020

May 11, 2020
​Global Higher Education Bulletin (Hong Kong)

Vol. 3, No. 3 May 1, 2020

Editor: Anatoly Oleksiyenko

Greetings!

The spring semester has come to an end. We have undergone yet another challenging period of social disruption. Liz Jackson has wonderfully described the multiple layers of turmoil experienced in the Hong Kong context over the last year in her essay “Weary from the Future, Hong Kong” (you can access it via the following link: https://link.springer.com/content/pdf/10.1007/s42438-020-00116-5.pdf

Following months of mass protest, insecurity and uncertainty in the city have been further fuelled by the outbreak of the COVID-19 coronavirus. Concerns about physical existence, presence, and mobility have remained just as central to discourse during the latter crisis as in the former. The challenges faced during both have presented different obstacles. However, it seems that we have become increasingly adept at managing our anxieties in more sophisticated ways.

Based on my interactions with students, the disruptions of this past year have increased resilience, as much emotionally and intellectually as in our interactions with social, material and natural worlds. During this period, the instrumentalization of new and existing technologies has been a source of opportunity, as we overcome skepticism through thoughtful engagement with the cyberspace. Several students in my course have argued that the synchronous Zoom-based classes have created more opportunities for them to express themselves more freely and feel more engaged than in a regular classroom setting. Suddenly, we have seen more meaningful feedback from the asynchronous components of the learning space, as students have more time to engage with videos, papers, and news reports. Certainly, it is becoming ever-clearer that our emotional and intellectual expectations vary when dealing with the present commonware. Even individual freedom to modulate identities, images, and virtual backgrounds within platforms such as Zoom has been the subject of contrasting interpretations, as we decipher disparate course experiences. I would be interested to hear your opinions and reflections on this matter, and have opened this survey for you to recount your experiences and express your opinions (whether you were in our classes recently, or using online platforms elsewhere in your various roles as teachers, students, and administrators): https://forms.gle/HPibqgApsvSFGgci7. Your thoughts and suggestions will be of immense use to us as we strategize for the next few years. I also hope to share some of your thoughts and suggestions (with your permission) in the next issue.

As we think ahead to the new academic year, we are looking to formulate new ideas regarding course design, mixing in-class and online experiences, and encouraging greater flexibility in blended learning modes. We are also seeking new ways to ensure student engagement, collaboration, workshops, etc. As we delve deeper into the cyberspatial novelties of this difficult time, we also hope that this research will enable further opportunities for part-time students, who have faced additional challenges in the past, as well as mitigate clashes in commitments for employed students by facilitating greater flexibility within the traditional framework of classroom-bound learning.

Currently, we are in the final stages of the admissions process for the new cohort of the M.Ed. – Higher Education program. Many of our candidates seem to have an unprecedented level of confidence about studying in HK, in spite of the turbulence and uncertainty of this time, and have proved to be strategic and resourceful in advancing both their learning and careers in a meaningful way. Our admissions are still open, until May 15. If you know of any university or college professionals who are seeking opportunities for development, please suggest to them that they should consider joining our higher education community, and share this link with them: https://aal.hku.hk/tpg/programme/master-education. I hope that, despite the current state of affairs, our community can and will grow in the coming years.

Finally, I would like to share with you some of the recent projects and papers in our community:

1. Roy Y. Chan is working on the edited volume Coronavirus (COVID-19) and Global Higher Education: Opportunities and Challenges, and invites authors to examine the future of global higher education, and the cost and consequence associated with COVID-19 for societies and individuals. This book will be published by Routledge (Taylor & Francis), Routledge Studies in Global Student Mobility. If you are interested, please submit a chapter abstract of 500 words via Routledge at Click Here. The full Call for Chapter and book project information can be downloaded at Click here. For questions, please contact Roy at rychan@indiana.edu

2. Marina Jinyuang Ma has initiated a special issue for Sustainability (SSCI & SCI Expanded): Transnational Research Collaboration and the Impact, and is currently working with her colleagues: Chuanyi Wang from Tsinghua University and  Yuzhuo Cai from Tampere University. If you are interested to contribute to this volume, please get in touch with Marina at majy@sustech.edu.cn

3. Kent Fo has recently published a paper in collaboration with Sarah Aiston. Please see Aiston, S. J. & Fo, C. K. (2020): The silence/ing of academic women. Gender and Education, DOI: 10.1080/09540253.2020.1716955

4. You may also want to read most recent publications from our faculty members:

Horta, H. (2020). PhD Students’ Self-Perception of Skills Acquired During Their PhD and Plans for Their Postdoctoral Careers: A Joint Analysis of Doctoral Students at Three Flagship Universities in Asia. In Structural and Institutional Transformations in Doctoral Education (pp. 275-323). Palgrave Macmillan, Cham.

Horta, H., & Mok, K. H. (2020). Challenges to research systems, academic research and knowledge production in East Asia: learning from the past to inform future policy. Journal of Higher Education Policy and Management, 42 (2), 119-133.

Horta, H., & Santos, J. M. (2020). The Multidimensional Research Agendas Inventory—Revised (MDRAI-R): Factors shaping researchers’ research agendas in all fields of knowledge. Quantitative Science Studies, 1(1), 60-93.

Jackson, L. (2020). ‘But is it really research?’ Mentoring students as theorists in the era of cybernetic capitalism. Educational Philosophy and Theory, 52 (1), 17-21.

Li, Y. (2020). Language–content partnership in higher education: development and opportunities. Higher Education Research & Development, 1-15.

Peters, M., Oladele, O. M., Green, B., Samilo, A., Lv, H., Amina, L., Wang, Y., Mou, C., Chunga, J., Xu, R., Ianina, T., Hollings, S., Yousef, M., Jandric, P., Sturm, S., Li, J., Xu, E., Jackson, L. & Tesar, M. (2020). Education in and for the Belt and Road Initiative: The Pedagogy of Collective Writing. Educational Philosophy and Theory, 1-24.

Postiglione, G. A. (2020). International Cooperation in East Asian Higher Education. In In: AI-Youbi A., Zahed A., Tierney W. (eds). Successful Global Collaborations in Higher Education Institutions (pp. 31-39). Springer, Cham.

Ros, V., Eam, P., Heng, S., & Ravy, S. (2020). Cambodian Academics: Identities and Roles (No. 120). CDRI Working Paper Series.

Santos, J. M., Horta, H., & Zhang, L. F. (2020). The association of thinking styles with research agendas among academics in the social sciences. Higher Education Quarterly, 74(2), 193-210.

I will be in touch with you before the beginning of the new academic year, to update you on our new developments in teaching and research.

Stay safe and be well!

Br>

With kind regards,
Anatoly