This chapter examines the role of education in the socio-political development of Hong Kong from a historical perspective. Using the framework of “citizenship as process,” it reviews the way in which identity politics and civic movement took place in the condition of a weak political framework for citizenship and explains the Janus-faced nature of the Hong Kong political culture which oscillates between economic instrumentalism and political activism. The chapter proposes how teaching can be designed and conducted for the sake of cultivating a meaningful civic identity and global citizenship against the backdrop of the recent resurgence of nationalism worldwide. It argues that spoon-fed pedagogy of civic and national education is difficult to make positive impact on educational outcome, especially in global and entrepreneurial cities like Hong Kong situated in the digital age. Copyright © 2021 The Author(s), under exclusive licence to Springer Nature Switzerland AG.

Using multicultural education as a lens, this article details the discursive formation of Hong Kong’s linguistic landscape with a focus on policy arrangements around teaching Chinese as a second language for non-Chinese ethnic minorities since the early 2000s. We pose two research questions: What are the identifiable policy trends in education for ethnic minorities? And how effective are the policy provisions in managing diversity and social justice for ethnic minorities in Hong Kong? The study draws upon documentary analysis to review existing local literature, which highlight the school admission, curriculum design, language teachers’ professional development practices, and assessment pertaining to the education of ethnic minority students. Our analysis reveals a narrow concentration of policies that focus exclusively on supporting ethnic minority students’ Chinese language learning regarded as the barrier to their advancement in education and an omission of other nonlinguistic, structural and ideological challenges and barriers. This barrier contributes to prejudices in school access, curriculum and assessment that function within an assimilationist integration framework. We call for policy measures that broaden the focus of multicultural education for ethnic minorities and that seek to manage ethnolinguistic diversity for equal citizenship rights in the Asian context. Copyright © 2020 Fang Gao, Jan Gube.

Literature suggests that state–market relations in Asian transnational education appear as a hybrid of economic socialism and economic liberalism as well as of supra-territoriality and sovereignty. Such a notion of hybrid focuses on how Asian states manage the struggles over the meaning and value of higher education, thereby addressing various ways in which states participate in neoliberal globalisation. This paper argues that Asian states’ higher education policy choices are restricted by local politics and the resulting policy agendas. This argument explains the paradoxical situation that Malaysia continuously encounters when developing its regulatory regime to govern transnational education. The argument also illuminates the recalibrations that appeared in the transnational education policies of Singapore and Hong Kong. The paradox and recalibrations reveal how a political perspective on transnational education is important to understand Asian states’ responses to globalisation in higher education regardless of the nature of their regulatory regimes. Copyright © 2021 Society for Research into Higher Education.

Teacher behaviors are one of the most significant factors influencing student learning. Students from different cultures may have different interpretations of their teachers’ behaviors. This study compared the associations between teacher strictness, teacher feedback, and students’ motivational beliefs using data from six Western countries (the United States, the United Kingdom, Finland, Norway, Australia, and New Zealand) and six East Asian regions (Japan, Korea, mainland China, Hong Kong, Macau, and Taiwan) in the Program for International Student Assessment (PISA) 2015. A total of 89,869 15-year-old students were included in data analysis. The findings indicate that (i) teacher strictness was negatively associated with Western students’ motivation, but positively related to that of East Asian students; (ii) teacher feedback had significant positive associations with the motivational beliefs of both Western and East Asian students; and (iii) there was a positive relationship between teacher strictness and teacher feedback in East Asian context. These results highlight the need to consider cultural factors when interpreting students’ reactions to teacher behaviors. Copyright © 2021 Jiang, Lee, Wan and Chen.

This comparative analysis aims to capture the complex roles and positionings of the International Baccalaureate (IB) in conjunction with local education systems in Hong Kong, Singapore, and South Korea. Our analysis focused on how the IB’s institutional legitimacy is presented in the three societies. We conducted a documentary analysis of texts on the introduction and implementation of IB programmes into local school systems. Our findings suggest that there are commonalities and variations in how the IB is interpreted by key local agents and is positioned into local education systems. Specifically, across the three societies, the IB has expanded continuously. At the same time, its institutionalisation process varies by each society’s socio-historical context and needs: substantive legitimacy as the international curriculum of choice in Hong Kong, a quiet supplement to elite education in Singapore, and instrumental curriculum borrowing for fixing the education system in Korea. We also find that the institutionalisation of the IB is limited at a symbolic level and controlled by the Singaporean government, while the IB is saliently promoted by local education authorities in the context of education reform in Korea. The institutionalisation process of the IB in Hong Kong is primarily swayed by market principles under the existing school choice system. Copyright © 2021 Educational Review.

The evolution of globalisation and ensuing internationalisation of higher education need radical reform of institutional policies and practices to promote education for diversity, equity and inclusion. Extant literature on university/college student persistence/retention witnesses a lack of research on the subjective sense of belonging on campus among ethnic minoritised students who have been historically marginalised in higher education and are now part of the emerging demographic on campus. This study attempted to fill the gap. Engaging qualitative individual interviews with 12 university students of South/Southeast Asian ethnicity in Hong Kong, the purpose of this study was to examine their perceptions and experiences of institutional affiliations and engagement in university. Findings suggested that being connected to the programme and university, and the depth and quality of intragroup dynamics, are key to a sense of belonging among ethnic minority students. Findings also elucidated a lack of cross‐cultural interaction and racial/ethnic diversity within the university environment, which shaped participants’ feelings of isolation and exclusionary experiences as they sought to adjust to the campus academically and socially. The study’s findings could help inform the development and evaluation of institutional strategies that can sustain minoritised students in university transitions and promote institutional connectedness and academic success among all students on campus. Copyright © 2021 British Educational Research Association

While existing research has well-recognized educational plan as an important predictor of students’ educational achievement, the alignment of educational plan and achievement should not be taken for granted. As plan-achievement misalignment is liable to negative psychological and social consequences, this study aims to examine the extent to which parents vis-à-vis teachers could guide students into plan-achievement alignment. Specifically, this study is set within two comparable cases of Taiwan and Hong Kong to explore whether the relative importance of parents’ and teachers’ guidance would differ according to the institutional contexts of education systems. Methodologically, society-specific (multinomial) logistic regression analyses are conducted based on the data of the Taiwan Education Panel Survey and the Hong Kong Survey on High School Students’ Aspirations for Higher Education and Employment. In Taiwan, we find students not only received more guidance from parents, but parents’ guidance was also more effective in helping them reach plan-achievement alignment. By contrast, teachers are found to have played a key role in these regards in Hong Kong. The findings provide support to our propositions that the relative importance of parents’ and teachers’ guidance may vary by the opportunity structures of post-secondary education and the level of school-based parental involvement. Copyright © 2021 National Institute of Education, Singapore.

This article conveys the results of a reflexive investigation of the managerial practices and entrepreneurial discourses that shape the academic trajectories of early career scholars. Beginning with the experiences of early career scholars in research‐intensive universities in Canada and Hong Kong, the authors explore some of the social and political‐economic relations that are reshaping higher education systems across the world. Drawing on experiences navigating university governance, funding and performance management processes, the authors explore how participation in the marketised relations of higher education inserts people into competition with colleagues within and beyond a single university context, instrumentalises and constrains relationships with civil sector collaborators, and produces a shared sense that nothing one does is ever enough. In this way, the article illuminates some of the ways a new global knowledge economy conditions academic life.本文探討學術管理主義和企業論述如何塑造新晉學者的學術軌跡, 並匯報相關反思性研究的結果。本文以任職加拿大和香港研究型大學的早期新晉學者為例, 開始探討一些正在重塑全球高等教育體系的社會和政治經濟關係。作者利用新晉學者如何探索大學治理、資金和績效管理流程的經驗, 從而了解高等教育界的市場化關係如何將競爭意識植入在大學界的同事之間、令到與公民社會的協作關係工具化、並產生一種感到工作慣常不達標的意識。通過上述的方法, 本文闡明了新型全球知識經濟影響學術生活的一些方式。 Copyright © 2020 John Wiley & Sons Ltd.

This chapter focuses on work enjoyment, a typical form of positive emotions, experienced by teacher leaders and examines its influence on their daily workplace creativity beyond the classroom. The chapter also investigates whether quality recovery precedes work enjoyment.Drawing on multiple theoretical perspectives and rich literature from psychology, organizational behavior and education disciplines, a general theoretical model was proposed and tested with Experience Sampling Method (ESM) data collected from teacher leaders in Hong Kong and Shanghai. Cross-lagged path analysis results revealed that work enjoyment creates a critical emotional state bridging personal resources and teacher leaders' creativity. Copyright © 2021 selection and editorial matter, Junjun Chen and Ronnel B. King; individual chapters, the contributors.