Declining employment prospects of graduates have been reported in the international literature and in Hong Kong. This casts doubts on the ‘employability’ of graduates of an expanding higher education sector. Yet, published patterns and trends of graduate employment outcomes do not tell us much about the contextualised processes that ‘match’ or ‘mismatch’ graduates’ qualifications with ‘appropriate’ graduate jobs. This paper addresses this research gap through examining lived experience and subjectivities of college/university-to-work transition of 10 graduates of self-financing degree-awarding institutions in Hong Kong, which were derived from a study of 40 local young workers in 2018. Drawing upon ‘positioning’ and ‘processual’ perspectives on ‘employability’, this paper sheds light on the nebulous, mutually constituted nature of the skills demanded by employers in workplace. Also, highlighting the tensions discerned in interview narratives, it elucidates the difficulties for graduates to present their skills as ‘directly’ transferable to the workplace. Graduates’ interpretations of (their) ‘employability’ reveal the differential values attached to (‘technical’ vs. ‘non-technical’) skills, (degree vs. sub-degree) qualifications and (self-financing vs. publicly funded) institutions constructed in the specific context of local higher education development. Implications for further research, assessment of higher education functioning and career services are discussed. Copyright © 2020 Informa UK Limited, trading as Taylor & Francis Group.

This paper examines the diverse conceptions and global citizenship (GC) and pedagogic implications for initial teacher education in Hong Kong, an Asian 'global city'. It focuses on the empirical example of the Education University of Hong Kong, the largest provider of teacher education in Hong Kong. Recently, the Education University of Hong Kong has increased more global or transnational character of teacher education through provision of extensive international experiential learning programmes and GC-related courses. The study employed the research methods including (1) documentary research of the GC-related courses and their curriculum framework, (2) professional interviews with instructors of GC-related courses (N=12) and (3) pre-service teachers’ reflections on their learning experiences through in-depth interviews (N=27), supplemented by the survey of the Global Citizenship Scale. The research found that instructors have different objectives in teaching GC in their courses, ranging from cultivating students’ critical thinking (reflecting both positive and negative sides of globalization), to introducing the humanistic dimension of GC (such as tolerating cultural and national differences) and practising GC for progress in Hong Kong society. Students in general showed awareness about global issues and high global competence, with open minds and communication skills to engage in intercultural interaction with people from different countries. The key findings of the study align with the literature that GC encompasses multiple agendas and ideologies, thus makes GC education complex. Lastly, this paper proposes a cohesive framework that democratically captures the varied understandings, discourses and conceptions of GC. Copyright © 2020 International Conference on Learning and Teaching.

In the existing literature of knowledge exchange (KE) and higher education, there is limited but emerging cluster of research which undertakes a comprehensive analysis of various types of higher education institutions and patterns of KE engagement. Employing the empirical example of Hong Kong, this paper examines the interconnections between institutional types and patterns of knowledge exchange (KE) activities in the context of a global city. It found that during the short history of KE policies and activities, all public universities in Hong Kong have been building their capacities for this new intellectual premise in the last decade. Meanwhile, disciplinary comprehensiveness and research/education intensity of the universities affect their institutional responses to the global trend of KE. The typology of higher education institutions suggested by this paper puts forward a perspective to further understand the institutional patterns of KE in the twenty-first century. Copyright ©Taylor & Francis.

Purpose: This paper aims to examine the strategic role of world-class universities and the international academic profession in the regionalisation project of China's Greater Bay Area (GBA). It illustrates the way in which the case of the GBA regionalisation project offers a potentially rich empirical example for adding contextual understanding to the literature of the Triple Helix model, which largely draws on inductive theorising from western successful innovation cases. The GBA regionalisation processes will provide a wealth of empirical cases for identifying circumstances that address tensions and increase interactions in the Triple Helix relationship of university, government and industry for fostering knowledge synergies.Design/methodology/approach: Focusing on the case of Hong Kong, it engages in policy and stakeholder analysis and addresses three key research questions: What are the competitive advantages and potential strategic role of Hong Kong's universities and academic profession in the regionalisation of innovation systems in the GBA? What is the role of the governments in the regionalisation processes? What are the expected opportunities and challenges offered by the GBA policy initiatives for the future development of Hong Kong's universities and academic profession?Findings: Hong Kong, given its status as an international finance centre and global city with intense internationalisation and established judicial system operated by the rule of law, will contribute to the GBA development by leveraging on its edge in scientific research and development and international networks of academic research through the world-class academic profession. Scientists and researchers in the city, possessing the competitive advantages of basic research and international partnerships, are highly regarded by the central government. The engagement of Hong Kong's scientific talents, can play an important role in achieving China's aspiration of becoming a global technology power.Research

Globally, the rise of entrepreneurial economies poses challenges to, but at the same time provides opportunities for, higher education. Universities around the world are becoming increasingly entrepreneurial, a development that can be stimulated through their graduates as the most robust source of innovative talents. In post-industrial economies with high graduate unemployment, entrepreneurship education has been touted as a potential solution to facilitate transitions from higher education to work. In the literature of higher education studies, a research gap exists concerning graduate entrepreneurship, despite an emerging body of research on graduate employment/ employability. Besides, notwithstanding the concept of entrepreneurship spirit has been attempted to incorporate in specific subjects under New Senior Secondary (NSS) academic structure, the outcome of entrepreneurship education under local education system, including higher education, still requires room for improvements. By examining the constructions of aspiration for graduate entrepreneurship, and exploring the decisive factors on entrepreneurship decision, this paper will contribute to critical studies in education on socioeconomic disparities and framings of youth aspiration through higher education, against the backdrop of deepening global inequalities. By purposive sampling, empirical case study will draw on in-depth interviews with a sample of 30 graduates embodying varying degrees of entrepreneurial aspiration and success from research-intensive universities in Hong Kong.Positive correlations between social class and entrepreneurial intentions are revealed in the business literature as entrepreneurship founded by working class students are restricted by limited resources and collaborative networks. Paradoxically, studies have also found that lower middle-class students often have the strongest desire for social mobility and perceive entrepreneurship as a desirable pathway. Employing the analytical

Purpose - The purpose of this paper is to highlight the urgent need for a genuinely effective and attainable citizenship education model in Hong Kong’s schools, which focusses on promoting student participation in school governance. It is an empirical citizenship education management model for school leaders that illustrates the predictive effects of personally responsible, participatory, justice-oriented and patriotic citizenship, necessarily supported by school management practices, school ethos and teacher beliefs.Design/methodology/approach - A total of 3,209 students from 51 secondary schools in Hong Kong participated in a quasi-experimental design questionnaire survey. A structural equation model (SEM) was applied to confirm the model.Findings - The results of the SEM show that the values and cultural practices held by a school’s teachers drive the implementation of its citizenship education. Moreover, it is well known that organizational values can exert a powerful influence and it is the same within educational structures: management practices in schools have an impact on ethos, teachers’ beliefs and student participation in school governance.Practical implications - The paper provides practical proposals for school leaders to create opportunities for student participation in school governance.Originality/value - This study builds on existing literature and provides school leaders with a practical model for implementing student participation in school governance. Copyright © 2019 Emerald Publishing Limited.

This paper provides a critical account of the role of universities in the development of innovation and technology in Hong Kong.To do so, the paper examines the political economy of Hong Kong's innovation and technology development. It outlines a finance-led regime, under which the vision of long-term innovation initiatives is transformed into short-term finance events, and the development of an entrepreneurial culture in society and in universities is neglected. The paper also suggests that the current research funding system and the rise of managerialism in the higher education sector restrict the development of academic entrepreneurship, though universities play a significant role in the innovation system. The paper closes by examining the recent changes in higher education policy and governance, the intensification of integration with mainland China and their implications for prospects of advocating a culture of innovation and promoting innovation and technology in Hong Kong. Copyright © 2019 Association for Tertiary Education Management and the LH Martin Institute for Tertiary Education Leadership and Management.

Despite the prevailing “educational desire” in Confucian societies, Hong Kong, an East Asian entrepreneurial city, saw its access to higher education having been curiously restricted. Community colleges were therefore initiated by the government in 2000s to democratize the higher education sector. Purposively sampling and interviewing college graduates from different cohorts, social class and gender, this research examines the complexities of college processes and multi-dimensional notions of student success and access to higher learning in view of greater social justice. Using Bourdieu’s and Sen’s conceptual frameworks, it adds to the literature novel analytical perspective and advances the thesis about social inequalities and higher education. This paper illustrates how community college can elucidate social class disadvantages in highly competitive education systems. Copyright © 2019 AERA.