Seminar Archives - Page 11 of 15

Researching Private Supplementary Tutoring: Methodological Lessons from Diverse Cultures

November 2, 2015

By Mark Bray, Ora Kwo (Editors)

Kevin Yung, Nutsa Kobakhidze

Zhang Wei (Authors)

Are you ready to believe in research findings just because they are published?

How can we cultivate a research culture for sustainable deep inquiry?

If you care about such questions, this book is for you!

Private supplementary tutoring, commonly known as shadow education, has greatly expanded worldwide. The topic is in some respects difficult to research. Contours are indistinct, and the actors may hesitate to share their experiences and perspectives. Presenting methodological lessons from diverse cultures, the book contains chapters from both high-income and low-income settings in Asia, the Caribbean, Europe and the Middle East.

Highlights for the book launch:

the background stories leading to the critical reviews of all chapters
insights into the design and conduct of research

Date: Friday 6 November 2015

Time: 14:30 – 15:45

Venue: Room 203 Runme Shaw Building

Participants are entitled to a 20% discount off the list price (HK$250)

Announcement Events Seminar

Do PhD students supported by public competitive grants conclude their doctorates faster? Evidence from Portugal

October 8, 2015

By Hugo Horta

Chair: Mark Bray

Time to completion of PhDs has been rising. This reflects an increased opportunity cost for those interested in doing a PhD. It has been a longtime concern for policymakers, students and universities in countries with developed scientific and higher education systems, but starts to be an issue in developing countries where doctoral education is emerging and expanding.

This seminar will focus on the extent to which public funded PhD grants, under a competitive framework, impact on time to completion of doctorates in a country where doctoral education only developed substantially since the mid-1990s. The analysis is guided by contract theory, from a signaling approach perspective, to show that credentials (signals) can have either a positive or negative effect on time to completion.

Hugo Horta is an assistant professor at the Faculty of Education of the University of Hong Kong, His research interest focuses on overlapping issues of science and higher education policy, namely academic mobility, careers and knowledge networks, internationalization of higher education, scientific productivity, and comparative studies. He is a Coordinating Editor of Higher Education, a leading journal in higher education research.

12.45 – 14.00
Tuesday 20 October
Runme Shaw 202

Events Seminar

International Comparative Higher Education Research – From Myopic Insularity Towards a Global and Cosmopolitan Approach?

October 5, 2015

By Anna Kosmützky

New realities of a globalized higher education world have a profound impact on higher education research. Global and transnational topics are theoretically and empirically elaborated, whereas an international comparative outlook seems outdated.

This seminar will trace the development of comparative research using a set of empirical and conceptual meta-studies. It will elaborate on the state of art in comparative higher education research, and discuss its analytical and explanatory power in a globalized world.

Compared to other interdisciplinary and (sub-)disciplinary comparative fields, reflection in higher education research is underdeveloped. The seminar will recommend more precise quality standards for comparative research designs.

Anna Kosmützky has a PhD in sociology and is assistant professor at the International Center for Higher Education Research at Kassel University, Germany. Her research interests include (social) science studies and organizational studies with a focus on methodological issues of qualitative and quantitative research methods.

Friday 9 October 2015

14:15 – 15:30

Room 202 Runme Shaw Building

Announcement Seminar

Data in Comparative Education

October 2, 2015

By David Turner

Chair: Mark Bray

Over the course of a single generation – from 1960 until now – the place of data in Comparative Education has changed completely.

In the 1950s almost no data was available, and experts held meetings about how data might be collected about national education systems – what data should be collected, and how could steps be taken to ensure that it was comparable. Today international agencies such as UNESCO, OECD and the World Bank make huge amounts of data about different national systems available, and they are committed to making more available in the future.

This seminar looks at how we are using that data, and whether the availability of data has made us more or less sophisticated in our approach to data.

David A. Turner is Professor emeritus at the University of South Wales in the UK, and Visiting Professor at Beijing Normal University. He is author of several books, including Theory and Practice of Education (Continuum, 2007) and Using the Medical Model in Education: Can pills make you smarter? (Continuum, 2011). He has been a long-serving officer of the World Council of Comparative Education Societies (WCCES).

Date: Wednesday 7 October 2015

Time: 12.45 – 14.00

Venue: Room 203 Runme Shaw Building

All are welcome!

Seminar

Celebrating four decades of education in Papua New Guinea

September 26, 2015

Papua New Guinea (PNG), the largest country in the South Pacific with a population of 7.5 million, achieved Independence from Australia on 16 September 1975. To mark that event, a National Education Conference assessed progress and looked ahead.

CERC’s Mark Bray (pictured here with a participant dressed in the colours of the national flag) had worked in PNG during the first decade of Independence, and was invited back as the opening keynote speaker. He recalled patterns in that decade and linked them to international picture including the Sustainable Development Goals just approved by the United Nations in New York.

PNG is known for its highly decentralized system, requiring internal comparison between provinces. Mark Bray had highlighted this theme in his 1984 book Educational Planning in a Decentralised System: The Papua New Guinean Experience. Equally, t
he event was an occasion for international comparison with peers – and, of course, for comparisons over time.

The event highlighted great achievements during the decades, albeit with much remaining to be done. A video news clip may be accessed here.

Book Seminar

Muslims and Islam in U.S. Education: Reconsidering multiculturalism

September 11, 2015

By Liz Jackson

Chair: Mark Bray

12.45 – 14.00
Wednesday 16 September 2015
Room 203 Runme Shaw Building

Muslims and Islam in U.S. Education explores the complex interface between the U.S. school curriculum, teaching practice about religion in public schools, and societal and teacher attitudes toward Islam and Muslims. It presents multi-culturalism as a concept that needs to be reformulated in the interest of cre-ating a more democratic, inclusive, and informed society.

Islam is an under-considered religion in American education, partly because Muslims comprise less than 1% of the population. This group faces a crucial challenge of representation in United States society as a whole, as well as in its schools. Muslims in the United States are impacted by ignorance that news and opinion polls have demonstrated is widespread. U.S. citizens who do not have a balanced, fair and accurate view of Islam can make decisions in the voting booth, in job hiring, and within their small-scale but important personal net-works and spheres of influence, that make a very negative impact on Muslims. This book has implications for curricula, religious education, and multicultural education, examining the unique case of Islam in U.S. education over the last 20 years.

In its first year in print, Muslims and Islam in U.S. Education has been selected for the inaugural Book Award of the Phi-losophy of Education Society of Australasia (PESA), and garnered multiple positive reviews across the globe. It has been commended for its innovative approach to educational research as well as its focus on an important aspect of education globally. In celebration of its success, CERC is looking back to the launch held one year ago, with a relaunch event emphasising its findings and the path forward for this topic intersecting curriculum, policy, media impact, and religion in public education.

LIZ JACKSON is Assistant Professor of Curriculum and Policy Studies in the Division of Policy, Administration and Social Sciences Education at the University of Hong Kong Faculty of Education.

All are welcome !

Seminar

Distinguished Lecture: The Globalization of the University

September 10, 2015

By Professor Francisco O. Ramirez
Professor of Education and Sociology
Stanford University

The university has become a global institution in three important respects: the university has greatly expanded in the last fifty years, universities increasingly operate within a global frame of reference, and lastly, university organization and management has increasingly become professionalized. The expansion of the university reflects the triumph of human capital ideas. The global frame of reference emphasizes the value of broad accessibility, social usefulness, and professionalized organization. The university as a global institution influences university developments throughout the world. University developments are shaped by the demands of both universal templates of excellence and their particular historical roots. We address these developments via a theoretical framework that emphasizes the centrality of nation-state and organizational identity and legitimacy.

Date: September 17, 2015, Thursday
Time: 5:00pm – 6:30pm
Venue: Rayson Huang Theatre, The University of Hong Kong
Online Registration: http://webapps.edu.hku.hk/outreach/lecture
Language: English
Enquiries: eduert@hku.hk

About the Speaker
Francisco O. Ramirez is Professor of Education and (by courtesy) Sociology at Stanford University. His current research interests focus on the rise and institutionalization of human rights and human rights education, on the worldwide rationalization of university structures and processes, and on terms of inclusion issues as regards gender and education. His work has contributed to the development of the world society perspective in the social sciences. Recent publications appear in American Sociological Review, Higher Education, and Comparative Education. Ramirez was Associate Dean for Faculty Affairs in the GSE (2010-15).

All are welcome!

Seminar

Confucius Institutes on the Global Stage: International Partnerships with a Confucian Mission for What?

September 2, 2015

Speaker: Li Jun
Chair: Mark Bray

12:45 -14:00, Tuesday 8 September 2015
Runme Shaw 204

In recent decades, Chinese universities have been used as a major vehicle for international aid and collaboration, distinct from that commonly used by such international donors as the US, Japan, UK and Canada. This seminar will look at China’s model with critical reflections on Confucius Institutes (CIs) in general and China-Africa cooperation in particular, based on data collected from both developed and developing countries in Africa, Asia, the Americas, Eu-rope and Oceania.
The seminar will examine key dimensions of the Chinese model. It will include focus on rationales, modalities and outcomes in the setting of partnerships between Chinese uni-versities and their partners with a comparative case study approach. It will also reflect on international policy in higher education and its role in fostering global cultural dialogue.
LI Jun has recently joined HKU as an Associate Professor in the Faculty of Ed-ucation. He is Chairman of the Hong Kong Educational Research Association (HKERA), and a Past-President of the Comparative Education Society of Hong Kong (CESHK). He has written four single-authored books, including A Histo-ry of Chinese Thought on Education (Shanghai People’s Press, 1998), and a new monograph China’s Quest for World-Class Teacher Education: A Mul-tiperspectival Approach on the Chinese Model of Policy Implementa-tion (Springer, forthcoming 2016), in addition to around 70 journal articles and book chapters in English, Chinese and Japanese.

Seminar

Information Session: Comparative & International Education Society Annual Conference 2016

September 2, 2015

12.45 – 14.00
Wednesday 9 September 2015
Runme Shaw 203

The Comparative & International Education Society (CIES) is the world’s old-est and largest body of its type, established in the USA in 1956. The 2016 annual conference in Vancouver (Canada), 6-10 March, will be a special one for the CIES and for our Faculty.

For CIES, it will be the 60th anniversary conference with 2,000 – 3,000 participants in a very attractive location.
Our Faculty will have particular visibility because Professor Mark Bray is CIES President-Elect and responsible for the conference.

To support participation by both academic staff and research postgraduate students, the Faculty is providing travel grants to supplement those already available through other channels.
The information session will be led by Professor Mark Bray and supple-mented by Ms Nutsa Kobakhidze, a PhD student who is working as Assis-tant Conference Manager. Several longstanding CIES members in the Fac-ulty will contribute. The session will provide background information on the nature of the CIES and its conferences, and will explain how you can take advantage of this special occasion.

Seminar

Liz Jackson wins the Inaugural PESA Book Award

July 28, 2015

The Philosophy of Education Society of Australasia (PESA) recognizes the importance of books in advancing knowledge in philosophy of education. The PESA Book Awards were established in 2015 “to acknowledge the significance of selected books published by PESA members each year.” CERC is delighted that Liz Jackson has won the 2015 award for her recent single-authored text, Muslims and Islam in U.S. Education: Reconsidering Multiculturalism (Routledge, 2014).

Muslims and Islam in U.S. Education examines the relationship between curriculum and popular culture dealing with Muslims and Islam in the United States, with an emphasis on teaching about and after September 11, 2001. It also serves as a critical case study for interrogating the aims and means of multicultural education, offering a historical perspective on this important aspect of civic education in the United States. It also includes a foreword by the internationally renowned educational theorist Nicholas C. Burbules.

Books eligible for the PESA award could be authored or edited, with a copyright date of not earlier than two years prior to the year of submission. A sub-committee of the PESA Executive was formed as a judging panel. Judging criteria included academic rigour, scholarly significance, originality, insight, and relevance to the field of philosophy of education and the PESA organization.

The text is Liz Jackson’s first monograph. Dr. Jackson will fly to Melbourne, Australia, in December 2015 to receive the award. To learn more about the text, see the publisher’s page here: http://www.taylorandfrancis.com/books/details/9780415705042/.

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