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

This paper examines the global implications of policy borrowing, employing case examples of Chinese school systems, which enjoy the success of grafting new identities to improve education. The paper comments on contemporary scholars’ use of identity grafting theory (Lee in Managing Chineseness: identity and ethnic management in Singapore, Palgrave Macmillan, London, 2017) to generate insights on how schools, teachers and students engaged educational change in mainland China, Hong Kong and Singapore. Scholars presented empirical findings by using identity grafting constructs to explain education stakeholders’ diverse responses to change: (1) born-again—rejecting change by reviving traditional practices; (2) repression—repressing traditional identities instead of embracing change; (3) integration—combining traditional identities and progressive change to achieve a balance; and (4) situationalism—developing new identities that transcend boundaries between traditional identities and progressive change. The scholars contributed research that advances the theorization of identity grafting. First, rising born-again Chinese sentiments seek to reject the imposition of a singular Chinese identity imposed by state governments. Born-again Chineseness no longer singularly focuses on defending traditional identities against Western influences. Second, a better understanding is achieved on identity repression—change resistance results from a displaced focus on repressing traditional identities. Third, the prevalence of identity integration strategies can be explained by intensive policy borrowing in the region. Policy borrowers need to ensure externally imposed identities are represented to overcome challenges generated by identity grafting strategies that impede progressive change. This popularity of integrationist strategies accounts for the challenges in achieving identity situationalism—policy borrowing needs culturally divisive identity markers that provide clear indicators to

當前，在學校教育中環境教育日益受到重視。環境教育旨在讓學生認識環境、在環境中學習、關心環境。香港的《學校環境教育指引》確定了學校環境教育的目標，學校的正規課程和非正規課程均在環境教育中扮演重要角色。澳門教育司成人署積極組織各種環境教育活動，澳門教師對推行學校環境教育的目標和方向表示同意。進一步推動環境教育，應該強化持續發展的概念，在課程與教學上處理好地方環境教育與國情環境教育的關係，加強港澳地區與國內外同行的交流。 Copyright © 1997 首都師範大學學報編輯部.

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).

2018年12月3日,"高校內部治理體系創新的理論與實踐研究"課題組對香港科技大學高層領導和高教研究專家進行了訪談。通過訪談發現:創校者的民族情懷和理想主義為香港科技大學種下了注重"人文價值"的基因;理性統率感性、剛性服務人性是香港科技大學治理之魂;分權共治、治理體系服務於目標定位是香港科技大學治理之形,其實質都是服務於學者的學術自由、服務於"人"的價值;競爭帶來質量和效益是香港科技大學治理之要。以人文價值為取向,不失為當下"雙一流"大學建設的一種借鑒。