Internationalisation has become a worldwide trend in Higher Education in the rapidly changing globalised competitive market. Universities are pressurised to develop internationalised strategy to build legitimacy and reputation within the knowledge-based economy. An isomorphic tendency has been identified of universities mimicking successful models. Among a wide range of strategic tools, the organisational legitimacy theory allows universities to focus on exploiting their resources and capability to position idiosyncratically against competitors. This study applies Stensaker et al.'s legitimacy framework on cognitive, moral and pragmatic perspectives, to investigate how a university adopts an internationalisation strategy as one of the approaches to achieve the overall institutional objectives. Drawing on a case study of the Hong Kong Polytechnic University (PolyU), the paper explores how the university internationalises in a differentiated position to acquire legitimacy in specific local, regional and global contexts. PolyU strategically emphasises its pragmatic value to connect with its stakeholders in a globalised dimension. The finding broadly supports the notion of comprehensive internationalisation; that internationalisation strategy should be incorporated into other functional strategies to enhance a 'global' experience. The analysis of the strength and weaknesses of PolyU's internationalisation strategies illustrates the challenges non-western universities are facing. This finding, while preliminary, raises the significance of local elements in internationalisation strategies, under the influence of soft power and constraints of organisational capabilities. Copyright © 2022 Springer.

This study aims to explore how East Asian flagship universities develop understanding of academic entrepreneurialism, reconsider forms of scholarship and transform the strategic planning of university missions. This study collected data from government and institutional documents related to academic entrepreneurialism and “scholarship of engagement” of University of Hong Kong (HKU) and Seoul National University (SNU) during 2011-2020. This study applied the Critical Discourse Analysis, which explores the relationship between academic entrepreneurial discourse and social structures as dialectic. We found that HKU and SNU present a hybrid image while they are reconsidering the scope and forms of scholarship. Portraying themselves as public institutions, the two East Asian flagship universities emphasize community engagement and social contribution in their pursuit of academic entrepreneurialism. Copyright © 2022 AERA.

The current COVID19 pandemic has required several, mostly at short notice, school modifications. School leaders and educators have always worked in a complex world to ensure continuity for students, families, and communities. This notion has contributed to controversies about when schools should be closed; what actions, protective measures school leaders should take to benefit the school community without stopping teaching and learning opportunities for students. In this study, we explore how leadership in the early childhood education sector in Hong Kong is coping during this period to build resilience. This paper uses constant comparative analysis to illustrate the role of school principals' immediate reaction, short-term recovery, and time for reflection. The data collected from surveys and interviews are organised through coding, and themes were generated and further supported by case studies from the field to develop conceptual understanding. The article closes with a conceptual analysis that focuses on three sets of factors: dispositional, emotional, and contextual, to explain the changing role of ECE principals in uncertain times to develop resilience in teams and the ECE community. Copyright © 2021 the 9th European Conference on Education.

This thesis explores multiple relationships among school missions, developmental programs, and the spiritual well-being of students and teachers at 5 Hong Kong secondary schools in which only 3 schools namely an Anglican school (School A), a nonreligious school (School B), and a Catholic school (School E) were selected for further case study according to their quantitative results and school management approval.A mixed methods approach was applied to examine these relationships. A quantitative instrument, the Spiritual Health and Life Orientation Measure, was adopted to assess the spiritual well-being of 2,125 students and 96 teachers. Statistical results revealed that students from School E showed the most highest level of spiritual well-being, followed by School A and then School B, with significant differences observed among the three schools. Teachers’ spiritual well-being were also ranked in the same order of School E, School A and School B but the differences were not significant.A qualitative investigation involved a textual analysis of school documents including the guidelines of school sponsoring bodies and the schools’ mission statements (first-order documents), as well as their school development plans and annual plans (second-order documents). Individual interviews with principals and teachers (n = 21), focus group interviews with senior students (n = 31), and school visits for ethos observations were conducted to identify daily practices and real interactions indicating the influence of developmental programs, teachers’ values, and the schools’ mission statements on the nurturing of the students’ spiritual well-being.The content of developmental programs was found to be closely related to the content of the schools’ mission statements and the values of the schools’ sponsoring bodies. Positive relationships were observed between the number of developmental programs at the schools and the students’ level of spiritual well-being. For all 3 schools, both the