Browsing Category

Webinar

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

​

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

 

Yang, R. (2020). Political Culture and Higher Education Governance in Chinese Societies: Some Reflections. Frontiers of Education in China, 15(2), 187-221 https://link.springer.com/article/10.1007/s11516-020-0010-z

 

Zou, T. X., Law, L. Y., Chu, B. C., Lin, V., Ko, T., & Lai, N. K. (2020). Developing Academics’ Capacity for Internationalizing the Curriculum: A Collaborative Autoethnography of a Cross-Institutional Project. Journal of Studies in International Education, https://doi.org/10.1177/1028315320976040

 

Zou, T. X., Harfitt, G., Carless, D., & Chiu, C. S. (2020). Conceptions of excellent teaching: a phenomenographic study of winners of awards for teaching excellence. Higher Education Research & Development, 1-16. https://doi.org/10.1080/07294360.2020.1842337

 

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
News

Global Higher Education Bulletin (Hong Kong), Vol. 3, No. 2 January 16, 2020

January 20, 2020
​Global Higher Education Bulletin (Hong Kong)

Vol. 3, No. 2 January 16, 2020

Editor: Anatoly Oleksiyenko​

Greetings from Hong Kong!

I hope you had a good beginning of the year, and are ready for the new academic semester. The HKU campus is coming back to normal operation, and the access is much easier to the gates and major entries than before. Our international visitors have experienced no problem with their stay on campus over the last few weeks.

Earlier this week, I had a meeting with the Rector of Moscow City University (a major municipal university in Russia) who expressed interest in building stronger relations for his international programs in teacher training and had been looking for opportunities to enhance exchanges with teacher training faculties in Hong Kong. Professor Gustavo Fischman from Arizona State University is visiting with us these days to discuss strategies for improving knowledge exchange in the Faculty. Tomorrow, Professor Fischman will make a presentation “In search of impactful educational research: Assessing the knowledge mobilization strategies of highly ranked colleges of education” (Meng Wah Complex, Room 411-412, 10:00-11:30). In the coming months, we are anticipating more visits and I will keep you informed on exchange opportunities or presentation events.

Meanwhile, last month, our community members, Dr. Jisun Jung and Ms. Nian Ruan made presentations at the annual conference of the Society for Research in Higher Education (SRHE) in New Port, Wales. A group of our scholars are currently preparing for the upcoming annual conference of the Comparative and International Education Society in Miami, USA. If you are planning your conference travels this year, please pay attention to calls for proposals for the annual conferences of the Association for the Study of Higher Education (in New Orleans, USA), Consortium of Higher Education Researchers (at the University of Rijeka, Croatia) – those should be announced in February. The applications are currently admitted to the annual conferences of the Canadian Society for Studies in Higher Education (in London, Ontario; deadline – January 20), Comparative Education Society of Asia (in Kathmandu, Nepal, deadline – January 31); and the European Consortium for Political Research, which has a great number of panels on higher education (Innsbruck, Austria; deadline – Feb 19).

Finally, I would like to share with you the most recent publications by our faculty members and alums:

Carless, D. (2020). Longitudinal perspectives on students’ experiences of feedback: a need for teacher–student partnerships. Higher Education Research & Development, 1-14.

Cattaneo, M., Horta, H., & Meoli, M. (2019). Dual appointments and research collaborations outside academia: evidence from the European academic population. Studies in Higher Education, 44(11), 2066-2080.

Chan, R. (2019). Review of the book by Perna, L.W. (ed). (2018). Taking it to the streets: The role of scholarship in advocacy and advocacy in scholarship. Baltimore, MD: Johns Hopkins University. 148pp. in Journal of Higher Education Outreach and Engagement, 23 (3), 230-233.

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

Lanford, M., Tierney, W. G., & Lincoln, Y. (2019). The art of life history: novel approaches, future directions. Qualitative Inquiry, 25 (5), 459-463.

Lanford, M. (2020). Long-Term Sustainability in Global Higher Education Partnerships. In Successful Global Collaborations in Higher Education Institutions (pp. 87-93). Springer, Cham.

Ma, J. (2019). Developing joint R&D institutes between Chinese universities and international enterprises in China’s innovation system: A case at Tsinghua University. Sustainability, 11(24), 7133.

Yang, R. (2020). Benefits and challenges of the international mobility of researchers: The Chinese experience. Globalisation, Societies and Education, 18(1), 53-65.

At the moment Liz Jackson and I are continuing to receive papers for the volume “Freedom to Teach, Freedom To Learn: Higher Education and Human Dignity”. If you are finishing paper for this project, or might want to join it last minute, please let me know. I am also collaborating with Giulio Marini at the Institute of Education of the University of London on a Special Issue “Academic Freedom in Europe and Beyond”, recently approved by Higher Education Quarterly. The Special Issue is set up for 2022 – we expect to receive extended abstracts not later than by the end of this year, and full papers by June 2021. Please send me your proposal if you are interested.

I will be sending you more updates in the spring.

Happy Chinese New Year! Have a productive and prosperous year!
News

Global Higher Education Bulletin (Hong Kong), Vol. 3, No. 1 November 4, 2019

November 4, 2019

Global Higher Education Bulletin (Hong Kong)

Vol. 3, No. 1 November 4, 2019

Editor: Anatoly Oleksiyenko

 

Greetings from Hong Kong!

The first semester of the current academic year has been turbulent in the city. Nevertheless, we persevered to make our program professionally magnetic and engaging on many important issues related to social, political and educational dilemmas in Hong Kong and beyond. Our Higher Education cohort this year includes students from China, Hong Kong, Japan and the USA, and we are excited to have them collaboratively contributing to higher learning in the community (tonight, four teams will be making their final presentations in the Comparative Higher Education Policy Studies course on stakeholder perceptions of (dis)advantages within a selection of higher education systems, and if you are interested to attend send me your email). Meanwhile, our former MEd graduate Mr. Stone Li Xiaoshi joined our PhD student cohort in September and is working now under supervision of Dr. Jisun Jung. We are happy to have him as part of our research team. We also know that a good number of our alumni are preparing PhD and EdD proposal submissions these days (deadlines December 2, 2019 and February 13, 2020 respectively). We wish them all good luck.

Also, we have been privileged to host international visitors who continue to contribute to our projects of inquiry and learning in higher education. Among others, it was a pleasure to see on our campus Dr. Michael Lanford, 2010-11 class, who is now Assistant Professor at the University of North Georgia in the US. We are awaiting more visits from friends and colleagues in the future, and here are some current updates from us:

1.     On Nov 7, 2019, Dr. Riyad Shahjahan from Michigan State University will speak “On ‘Being for Others’: Time and Shame in the Neoliberal Academy”. This talk will be held at 12:45-14:00 in Runme Shaw Building, Room 204.

2.     On Nov 11, 2019, Dr. Yangson Kim and Dr. Machi Sato from Hiroshima University will make presentation on “Exploring Academics in Socio-cultural Contexts: Focusing on Experiences and Challenges of Junior Female Academics (JFAs) in Japanese Universities”. This talk will take place at 12:45-14:00 in Runme Shaw Building, Room 205.

3.     You can also connect with these visitors as well as with other colleagues (e.g., Dr. Ryan Allen, Prof. Simon Marginson, Prof. Joshua Mok Ka-Ho, Dr. Anna Lin, Dr. William Lo Yat Wai, Prof. Adam Nelson, Prof. Deane Neubauer, Prof. Rui Yang, and others) at the upcoming Conference for Higher Education Research (CHER), held on Nov 8-10, 2019 at Lingnan University. Our Faculty’s community members: Ms. Cathy Huang, Dr. Jisun Jung, and Dr. Anatoly Oleksiyenko will also speak there at the end of the week. More information can be found under this link: https://cher-hongkong.iafor.org/cher-hongkong2019/

4.     Our colleagues from the Comparative Education Research Centre (Dr. Liz Jackson and her team) are moving forward with preparation of the 49th Annual Conference of the Philosophy of Education Society of Australasia (PESA). HKU will host this conference on December 7-11, 2019. “Philosophical Dialogues in Education, East Meets West” will address a range of challenges in higher learning and education in general. If you are keen to understand the complexity of contextual interpretations in the following conference themes: truth and harmony, individual rights and social responsibility, analytical and holistic thinking, wisdom and knowledge, contemplation and action, reason and reality, transformation and Ideology, self and others, freedom and community, you should explore more about this conference at https://pesa.org.au/conference

 

Meanwhile, if you are an avid reader in the field of higher education, we would recommend the following most recent publications from our community (June-October 2019):

 

Books:

Oleksiyenko, A. (2019). Academic Collaborations in the Global Marketplace. Cham: Springer.

Postiglione, G. (2019). Education, Ethnicity, Society and Global Change In Asia: The Selected Works Of Gerard A. Postiglione. Routledge: New York and London.

Winstone, N., & Carless, D. (2019). Designing effective feedback processes in higher education: A learning-focused approach. Routledge. (Dr. Carless recently hosted a great book presentation).

 

Papers:

Carless, D. (2019). Feedback loops and the longer-term: towards feedback spirals. Assessment & Evaluation in Higher Education, 44(5), 705-714.

Carless, D. (2019). Learners’ Feedback Literacy and the Longer Term: Developing Capacity for Impact. In The Impact of Feedback in Higher Education (pp. 51-65). Palgrave Macmillan, Cham.

Chian, M. M. , Bridges, S. M. , & Lo, E. C. (2019). The Triple Jump in Problem-Based Learning: Unpacking Principles and Practices in Designing Assessment for Curriculum Alignment. Interdisciplinary Journal of Problem-Based Learning, 13(2).

Horta, H., Jung, J., Zhang, L. F., & Postiglione, G. A. (2019). Academics’ job-related stress and institutional commitment in Hong Kong universities. Tertiary Education and Management, 1-22.

Horta, H., & Shen, W. (2019). Current and future challenges of the Chinese research system. Journal of Higher Education Policy and Management, 1-21.

Jackson, L. (2019). Protesting the identity of Hong Kong: The burdened virtues of contemporary ‘pretty’ nationalism. Educational Philosophy and Theory, https://doi.org/10.1080/00131857.2019.1637730

Jackson, L., & Muñoz‐García, A. L. (2019). Reaction Is Not Enough: Decreasing Gendered Harassment in Academic Contexts in Chile, Hong Kong, and the United States. Educational Theory, 69(1), 17-33.

Jung, J. (2019). The fourth industrial revolution, knowledge production and higher education in South Korea. Journal of Higher Education Policy and Management, 1-23.

Jung, J. (2019). Learning experience and academic identity building by master’s students in Hong Kong. Studies in Higher Education, 1-14.

Lin, C., & Jackson, L. (2019). Multiculturalism in Chinese history in Hong Kong: constructing Chinese identity. Asia Pacific Journal of Education, 39(2), 209-221.

Manning, K., Kushnazarov, M., & Oleksiyenko, A. (2019). Contested Meanings of International Student Mobility in Hong Kong and Taiwan. Educational Practice and Theory, 41(1), 51-69.

Oleksiyenko, A., & Ros, V. (2019). Cambodian lecturers’ pursuit of academic excellence: expectations vs. reality. Asia Pacific Journal of Education, 39(2), 222-236.

Postiglione, G., & Tang, M. (2019). International experience in TVET-industry cooperation for China’s poorest province. International Journal of Training Research, 17(sup1), 131-143.

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

 

Please stay in touch and send us your updates to share privately or in the network.

News

Highly Commended Paper Award

July 11, 2019

CERC congratulates Pubali Ghosh and Mark Bray for receipt of the Highly Commended Paper award for their 2018 article in the International Journal of Comparative Education and Development.

Pubali is here pictured receiving the certificate from a representative of the publisher, Emerald, on 20 June 2019. The award “celebrates high-quality scholarship, the impact of research and the valuable contributions made … across global academic institutions”.

The article was entitled ‘Credentialism and Demand for Private Supplementary Tutoring: A Comparative Study of Students Following Two Examination Boards in India’. The manuscript is available here.