要進一步完善課程與教學改革，我們必需加強理論與實踐的對話。本文第一部分探討課程與教學理論與實踐之間的關係，以及兩者出現差距的原因；第二部分探討實踐者研究（或教師研究）作為強化理論與實踐的對話之一個取向，並根據有關文獻探究，將實踐者研究的目的、與學術研究的關聯、溝通方式組成一個初步架構，亦會討論香港一些實踐者研究（如行動研究）的例子；第三部分探討課程與教學理論工作者的研究取向如何在實踐層面有助於課程與教學改革，並對學術的理解，以及大學與學校建立夥伴關係的定位作一審視。To further improve curriculum and instructional reforms, we need to strengthen the dialogue between theory and practice. This article is divided into three parts. The first part explores the relationship between curriculum and instructional theories and practices as well as reasons behind the discrepancy between theory and practice. The second part discusses the practitioner research (or teacher research) as one of the approaches for reinforcing the dialogue between theory and practice. This part refers to Zeichner and Noffke’s literature review and formulates an initial framework based on the components of purposes, relevance with academic research, and modes of communication. Examples of practitioner research (e.g., action research) in Hong Kong will be discussed. The third part highlights how the research approach of experts on curriculum and instructional theories (scholars) enhances curriculum and instructional reforms as well as examines the understanding of scholarship (e.g., Boyer’s scholarships of discovery, integration, application and teaching) and the orientations of university and school partnerships. Copyright © 2004 北京大學.

To increase the competitive position in the higher education sector, management teams of self-financing institutions have to investigate critical factors influencing satisfaction of students studying at sub-degree and undergraduate degree levels so as to implement appropriate strategies in recruiting students. We adopted a model of Strategic Enrolment Management (SEM) to investigate student satisfaction on tertiary studies. 626 questionnaires were collected to investigate the critical factors affecting student satisfaction in studying self-financed programs. The findings revealed that marketing, admission, academic advising, career services, institutional research and peer influence are the critical factors affecting students' perceived satisfaction. The results provide insightful information and suggestions on how self-financing higher education institutions could improve student satisfaction and further strengthen their institutional strategies and management in increasing the competiveness. Copyright © 2018 International Economic Society.

Purpose - The objective of this study is to investigate the factors of two sub-processes – knowledge donating and knowledge collecting – of knowledge sharing in Hong Kong higher education context. This study examines the individual factors, organizational factors and technology factor of knowledge sharing. Individual factors include enjoyment in helping others and knowledge self-efficacy while organizational factors refer to the top management support, organizational rewards and organizational culture. The use of technology system is proposed to be the technology factor.Design/methodology/approach - Based on the literature review, this study develops a structural model representing the impact of six latent variables on knowledge donating and knowledge collecting processes Data from a questionnaire survey of 166 respondents from academics from Hong Kong higher education sector was used to analyze the model. PLS-SEM was adopted in this study.Findings - The result of the data analysis suggests enjoyment in helping others has a positive impact on both knowledge donating and knowledge collecting. For organizational factors, a trust and collaborative culture enhance both the sub-processes. The technology factor only contributes to the knowledge donating process. Several practical implications are provided to high education leaders, for instance, by establishing a trust and collaborative environment, academics are more eager to donate and collect knowledge.Originality/value - This paper provides insights for researchers to further understand how individual, organizational and technology factors affect two sub-processes of knowledge sharing. On the practical side, this study validated several critical factors to successful knowledge donation and knowledge collection. Copyright © 2020 Emerald Publishing Limited.

This paper aims to extend our understanding of the influence of school professional cultures and principal leadership effects on early-career teacher leadership aspiration, learning and development in the evolving hybrid of Western and Confucian cultures of Hong Kong. What are early-career teachers’ aspirations of leadership development in different professional cultures of the school? How do the principal leadership effects facilitate or hinder teacher leadership development in the professional culture? A multiple case study approach was adopted. Findings show that positive professional culture built by professional relationships between the principals and teachers and among teachers can stimulate early-career teacher leadership aspiration. The principal leadership effects can facilitate and hinder professional collaboration and support for the teacher leadership development in the Chinese school hierarchy of Hong Kong. This study contributes to unveiling in-depth understandings of teacher leadership aspiration, learning and development as the socially constructed experiences of the teachers in contrast to the professional culture highlighted in the school document. Insights gained from the study can inform the in-school progression of teacher leadership development in the school hierarchy. Implications for school achievement through continuing professional development are also highlighted. Copyright © 2020 Informa UK Limited, trading as Taylor & Francis Group.

Research on principals' practice of democratic leadership for inclusion in schools has been undertaken in many parts of the world. This paper explores four principals' leadership journeys in response to social justice issues in increasingly diverse settings within public schools, in relation to demographic and cultural changes in Hong Kong. This research aims at exploring the issues in schools arising from contextual changes in the society, contextualising characteristics of principals' practices in relation to an emergent conception of democratic leadership practice in addressing the issues and identifying practical roles of democratic principal leadership in school transformation for diverse students' learning development. I adopted a cross-case study of the principals' leadership journeys through a theoretical lens of democratic leadership. The changes of demographic structure and cultural context and pressure from the central administration were the conditions of facilitating alternative practices of democratic principal leadership in a multicultural school context which evolved from the hybrid of Western and Confucian cultures in the city. These findings contribute to an international account of contextualising democratic leadership practices in a diverse Chinese school community. Copyright © 2020 The Author(s).

The objective of this paper is to determine the extent to which adopting Nonaka's SECI knowledge-creation processes enhances strategic planning capacity in the context of Hong Kong school education.A quantitative questionnaire survey is conducted to examine the predictive effects of the knowledge-creation processes of the SECI model on strategic planning processes. Data is collected from 42 principals and 392 teachers from 42 schools. A multilevel structural equation model is applied to examine the predictive effects of the mechanism on strategic planning capacity. Results show that the combination process of the SECI knowledge-creation model predicts strategic planning capacity, while a collaborative culture enables the process of knowledge externalization and combination. In response to the international debate on culture and context-dependent issues in using Nonaka's SECI model for knowledge creation, this study reaffirms that the SECI model is largely dependent on Japanese collaborative culture. The study also brings theories of knowledge management into discussion of strategic management in the school context. To enhance school planning capacity, school leaders should cultivate a collaborative culture to support the alignment of different departments in the knowledge combination process to craft strategies for development planning. Copyright © 2020 The Author(s).

高校創新創業教育是我國建設創新型國家、培養和造就具有國際水平的戰略科技人才的重要舉措。自2012年香港城市大學開展"重探索、求創新"課程教學改革以來,在教學質量、學生就業和學生創新競賽獲獎方面都有較大幅度的提升。在改革的過程中,香港城市大學探索出建立上下雙向互動、契合辦學目標、注重課外實踐創新、重視結合專業知識創新和開展跨學科合作,以及保障學生知識產權等創新創業教育課程改革的實踐路徑。相比之下,內地高校也應明確創新創業教育的課程教學體系和培養目標,加大創新創業支持服務力度,搭建創新平台,制定學校知識產權保護條例,為建設創新型國家添磚加瓦、貢獻力量。

從當前城市群的布局和產業優勢來看,粵港澳大灣區應當堅持多中心的發展定位。作為為城市和產業提供主要人才支撐的粵港澳大灣區高等教育集群,其發展路徑應當與大灣區多中心的發展定位相符。多中心的發展定位對高等教育集群的挑戰主要集中於兩大層面——創新與協同。融合創新理論主張以多要素的"組合"達至創新,粵港澳大灣區高等教育集群應當發揮"區域""人才培養""社會服務""體制機制"等要素的組合優勢,走融合創新之路應對挑戰。一是推進"區域+體制機制"的融合創新,高等教育配合區域分工進行錯位發展,並建立共同體合作機制,支撐多中心的城市群發展定位。二是推進"區域+人才培養+社會服務"的融合創新,支撐多中心的產業群發展定位:高水平大學走"開放式創新"之路,主要與珠江東岸的科創業和金融業同頻共振;應用型本科和高職院校走產教融合創新之路,主要為珠江西岸制造業提供堅實支持。

粵港澳大灣區建設已上升到國家發展戰略層面。灣區教育、人才等要素的互融互通和協同發展,是實現粵港澳大灣區發展目標的基礎性條件。找準粵港澳大灣區在教育和人才合作層面的支持條件及現存問題,明確粵港澳大灣區教育和人才合作機制建設過程中錯位發展與優勢互補相統一;充分發揮市場機制的決定性作用,同時,積極發揮政府的引領作用;打造教育與人才合作創新與交流平台;完善教育、人才的激勵措施,搭建創新知識與科技成果轉化機制,有利於整合區域優勢,提升灣區整體國際競爭力,促進國際一流灣區目標的達成。

創新是引領發展的第一動力,創新的核心要素是人才。粵港澳大灣區正努力成為全球科技創新中心和世界大灣區第四極,呼喚大灣區高等教育充分發揮基礎支撐和動力引領作用。華南理工大學主動對接國家創新驅動發展戰略,深度融入粵港澳大灣區建設進程,通過構建一流創新人才培養體系,推動新工科建設、廣州國際校區建設、灣區創新生態群落建設,努力培養造就大批具有全球視野和國際競爭力的拔尖創新人才。