Purpose>This paper aims to examine how Hong Kong universities have responded to a newly included assessment element of socio-economic impact in a government-implemented research evaluation system – Research Assessment Exercise (RAE) 2020 – within the context of tightening audits and forceful knowledge economy objectives.Design/methodology/approach>This paper reports an institutional case study of the institutional-level response to the RAE 2020 impact requirement at a top-ranked comprehensive university in Hong Kong. A qualitative inquiry approach was adopted. The data sources mainly include university documents related to the RAE 2020 socio-economic impact policy, interview data with nine RAE-eligible academics at the case university, documents on the RAE exercises issued by the University Grants Committee (UGC) and field notes taken during the RAE information sessions.Findings>The institutionalisation process of the RAE socio-economic impact agenda could be considered as establishing an indicator-oriented reward and recognition regime for knowledge transfer and knowledge exchange (KT/KE). Overall, two major institutional strategies were identified in operating the RAE 2020 impact agenda at the case university: (1) launching various policy initiatives: driven by the RAE-defined socio-economic impact; (2) incorporating socio-economic impact into faculty evaluation: premised upon the 16 KT performance indicators laid down by the UGC.Originality/value>This article adds to the theoretical debate on the local reproduction of the global in studies of neoliberalism in higher education by describing a Hong Kong case study, supported by empirical data, of an actual university's responses to the newly included impact requirement in RAE 2020. More specifically, this study reveals that (1) the policy for socio-economic impact might be designed in a neutral or even benevolent manner, but has taken on a neoliberal and managerial dimension in its actual implementation; and (2) the

Purpose>This review study focuses on the framework for pre-primary education and language acquisition for non-Chinese-speaking students (NCS students) from ethnic minority families (EM families) in Hong Kong.Design/methodology/approach>This paper adopts a multidisciplinary perspective that involves both assessing the broader governing framework and researching their specific needs. In its overview of the significant changes made in recent years and an exploration of the gaps in the framework, with reference to other jurisdictions, along with input from developmental psychology as it relates to the issues faced by NCS students.Findings>This study contributes to the literature on how to shape further policies and reforms to optimize learning of NCS children in Hong Kong from a young age. This helps NCS students and families achieve their right to education and equal opportunities and schools to cater the needs of these students and families, which is essential to providing an enriched learning environment for our children regardless of their ethnicity.Originality/value>This study uses multidisciplinary approach to study pre-primary education and Chinese language acquisition of ethnic minority students in Hong Kong. Copyright © 2022 Emerald Group Publishing Limited.

Purpose: This article explores the roles and the expertise of Hong Kong in the internationalization of public administration education.Design/methodology/approach: The methodology is based on the data of 5 internationalization initiatives of one Hong Kong university with its internationalization partners in Macau, Korea, Australia, Russia and Finland. The data obtained lasted for a period of 18 months, from September 2019 to March 2021.Findings: The finding of this study revealed that (1) there are 5 “pubtropolis roles” (roles of a public administration metropolis) of Hong Kong in the internationalization of public administration education in China, Asia, Asia-Pacific, Belt-and-Road and Europe. The findings also revealed that (2) Hong Kong served as a pubtropolis with its “5C” expertise in curriculum innovation, customized training, competence framework, competence assessment and comparative policy.Research limitations/implications: As the methodology of this article is based on the data of 5 internationalization initiatives of one Hong Kong university by one academia only, further studies can be conducted at department, faculty or university level for multiple academia.Practical implications: There are two practical implications: (1) The more the roles of a city, the broader the view in its internationalization of public administration initiatives; (2) Hong Kong could further tap on its expertise in “5C” in public administration: curriculum innovation, customized training, competence framework, competence assessment and comparative policy to exert its “geo-management” power.Social implications: This article argues that public services can be improved by the setting up of “Sabbatical Leave Scheme for Internationalization of Public Administration” by respective governments to sustain the impacts observed.Originality/valueIt is from the author's original work. Copyright © 2022 Emerald Group Publishing Limited.

Purpose - This study investigated the effectiveness of a professional development project on digital citizenship education (DCE) conducted by a team at the Education University of Hong Kong. The project aimed to promote digital citizenship education in local junior secondary schools in Hong Kong and support the professional development of in-service teachers.Design/methodology/approach - This study was based on a departmental knowledge transfer and curriculum development project that provided professional development training workshops to in-service teachers from seven partner schools. This paper analyses some findings from the quantitative research questionnaires, lesson observations and qualitative interviews.Findings - Eleven of the 12 participants reported that they were satisfied with the training workshops in the end. We also conducted paired sample t-tests of inferential data. The results show that after the workshops, the teachers tended to teach their students more about aspects of digital law, digital commerce and digital safety and security when teaching digital citizenship. This selection helps us to better understand the priorities of teachers in teaching digital citizenship.Originality/value - This paper is the product of an original knowledge transfer and curriculum development project supported by the Education University of Hong Kong in the Hong Kong Special Administrative Region (Hong Kong SAR) of China. The topic of digital citizenship education has also been under developed since citizenship education has always been about conventional citizenship in the physical world. Copyright © 2021 Emerald Publishing Limited.

Purpose - In the current study, the author tests a conceptual model in which teachers' knowledge and skills of multiculturalism and teaching relationship (cultural harmony) are associated with developmentally appropriate practices (DAPs), developmentally appropriate (DABs), developmentally inappropriate beliefs and developmentally inappropriate practices (DIPs) in the classroom.Design/methodology/approach - Participants were 347 preschool teachers from 12 preschools including 342 women ( 98.6%) and five men (1.4%) aged 24–45 years located across all five districts of Hong Kong. The hypothesized model of multicultural teaching competency as a predictor of DABs and DAPs is confirmed in the present study.Findings - Multicultural teaching knowledge can enhance developmentally appropriate teaching beliefs and practices and reduce DIPs. It is highly recommended that multicultural education can be embedded in early childhood education (ECE) programs for both in-service and preservice teachers.Originality/value - A new conceptual model of teachers' knowledge and skills of multiculturalism and teaching relationship (cultural harmony) associated with DABs, developmentally inappropriate beliefs and DAPs in the classroom was firstly examined. Copyright © 2020 Emerald Publishing Limited.

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

Purpose - The purpose of this paper is to analyse and evaluate the implementation of an empathy model of experiential learning in real-life sites, with the help of NGOs, for developing students’ active citizenship in two Hong Kong Chinese secondary schools.Design/methodology/approach - This study employs a case study in which teachers and the researcher engage in planning, implementing and evaluating an experiential learning unit which combines together both classed-based learning activities and experiential learning activities provided by NGOs in real-life settings. Qualitative interview findings are collected from teachers and students.Findings - Incorporating experiential learning activities in thematic learning units provided by NGOs for the active citizenship of students can facilitate teachers to develop student learning outcomes of empathy and perspective taking derived from authentic experience. In particular, teachers’ reflect on how to facilitate Chinese students’ reflect on disadvantaged people and ethnic minorities. This action research study recommends that students’ conceptual understanding of concepts such as poverty and ethnic minorities should be developed before they participate in NGO’s experiential learning activities, so that the experiential experiences can add something on what they have already learnt.Originality/value - This study found some useful implications for exploring ways for teacher development by applying an experiential learning model in combination with classroom-based learning for active citizenship. This research study recommends implementing pre-experiential conceptual building activities and post-experiential classroom-based enquiry and reflection activities to help students consolidate their learning experiences through verbal and written reflection, as well as on what actions that they can take. Copyright © 2019 Emerald Publishing Limited.

Purpose - The purpose of this paper is to examine the relationships between the civic mission of schools and students on participation in school governance through an empirical study. It articulates the importance of school mission on nurturing citizenship of high school students.Design/methodology/approach - The research used a mixed method with questionnaire survey in the first phase and qualitative interviews in the second phase. Quantitative data were obtained from a survey completed by 3,209 students and 495 teachers (including principals) from 51 secondary schools in Hong Kong. Qualitative data were collected from 41 individual interviews with principals and teachers and 17 focus group interviews with 56 students in five case study schools.Findings - Both students and teachers believed that good citizenship qualities should include students’ participation in school governance. Schools in general took up the civic mission to nurture good and participatory citizens. A mission of nurturing students to become good and participatory citizens made a significant and positive contribution toward achieving students’ actual participation in school governance. However, students’ actual impact on major school policies was minimal. A paradox existed whereby students, knowing their influence over managerial issues was much circumscribed, still gave it a higher rating than their teachers.Originality/value - The paper contributes an empirical model for school leaders to develop school vision for promoting student participation in school governance. Based on a large-scale research supported by public funding, the paper contributes an empirical model for school leaders to develop school vision for promoting student participation in school governance. It further adds to the literature on relationship between citizenship education, civic mission of school and student participation in governance. Copyright © 2019 Emerald Publishing Limited.

Purpose: The purpose of this paper is to explore the differences between Hong Kong Special Administrative Region (SAR) and Mainland in terms of education and also the influence of it on doing comparative educational research. Hong Kong SAR is ruled by the Chinese Government under the framework of "One country, two systems." It makes Hong Kong SAR different from other Mainland cities based on different aspects including, education. The finding of this paper provides a systematic review about the differences between these two Chinese societies in terms of education and also implication for conducting comparative educational research in these two societies and also generating some implications for cross-national and cross-cultural study in education.Design/methodology/approach: This paper made references from the framework proposed by Bray and Thomas (1995) in relation to comparative educational research to make comparison between Hong Kong SAR and Mainland China. Multi-level comparison is conducted between two societies in terms of education, especially aspects relating to conducting educational research sat social, school and individual levels.Findings: This paper identified the influence of “One county, two systems” on education at different levels such as ideology, school management system and use of languages in teaching. Such differences affect the choice of topics, sampling strategy, research design, data analysis and interpretation and also ethical considerations when conducting comparative research between Hong Kong SAR and Mainland China.Originality/value: This paper is an integrated analysis of conducting educational research in two Chinese societies and provides insights for further discussions and possible research about this topic. Copyright © 2019 Emerald Publishing Limited.

Purpose - The purpose of this paper is to compare and analyse the role and implementation of nationalistic education in Hong Kong and Macau special administrative regions (SARs) since their respective handover of sovereignty to China in the late 1990s. Both SARs face the educational need to cultivate a Chinese national identification among the students after the sovereignty changes. While Macau SAR has enjoyed a relatively smooth implementation of nationalistic education towards which Macau’s schools and students are largely receptive to nationalistic programmes since its handover in 1999, Hong Kong SAR Government’s nationalistic education was met by reservation from some parents, students and civil society’s groups under allegations of “political indoctrination” and “brain-washing”. The Hong Kong civil society’s resistance to National Education culminated in the anti-Moral and National Education protest in Summer 2012 and then Hong Kong schools and society. This paper attempts to provide an overview and analysis on the development of nationalistic education in both Hong Kong and Macao SARs, and to give some possible explanations on the factors that lead to differences of perceiving and responding to the nationalistic education between both places.Design/methodology/approach - After conducting a literature review, this study utilises different sources of data such as curriculum guidelines, previous studies and other scholarly findings in examining the development of civic education and national education policy in both SAR societies, as well as in discussing the possible developments of nationalistic education in both SARs by making references to previous studies of citizenship and nationalistic education.Findings - This study found out that different relationships between the two SAR Governments and their respective civil society, the extent of established socio-political linkages with China, as well as the introduction of a core subject of Liberal Studies in Hong Kong