Education research for practice is in need of textbook studies, especially those having well-defined theoretical framework. This paper is an attempt to apply phenomenography in textbook research. It begins with a review of four existing types of textbook studies found in the literature. Next, the main features of phenomenography (qualitative difference, inductive approach, non-dualistic nature, and enacted object of learning) are discussed conceptually in comparison with the research approaches adopted in the existing textbook studies. Then, for more concrete illustration, we deliberate on our own phenomenographic study that investigated the qualitatively different ways of seeing Chinese word learning as reflected in Hong Kong textbooks. In this study, six learning packages at Kindergarten 3 level and six Chinese Language textbook sets at Primary 1 level were examined. Chinese word learning was found to be seen as: (A) getting by without understanding the words, (B) understanding the words, (C) categorizing the words, and (D) using one’s own words. Finally, the paper is concluded with a discussion of its contribution to improving textbook research with the theoretical framework of phenomenography as well as enhancing phenomenography with the use of textbook data. Copyright © 2024 The Author(s), under exclusive licence to Springer Nature Singapore Pte Ltd.

Purpose This research studies the influence of the COVID-19 pandemic on the operation management of Hong Kong academic libraries for understanding the difficulties and challenges for librarians to adapt to the special arrangements during the pandemic. Design/methodology/approach Qualitative semi-structured interviews were conducted with librarians in major universities and higher education institutions of Hong Kong. Participants were interviewed either in the face-to-face format or text-based format. Findings Participants provided a broad scope about the actual library management and operation changes during the COVID-19. According to the respondents, the most challenging problem for librarians during COVID-19 was to strike a balance between concerns of library staff and users. While they described how these arrangements and changes affected the service quality of academic libraries from different perspectives, the pandemic situation also brought some opportunities, such as pushing the digitalization of all collections and using online resources for future development. A hybrid model for library service would be more common in the future with more demands toward online resources and digital collection, in which academic libraries should be prepared after the pandemic. Originality/value This paper provided broad insights into library management and the future development of academic libraries for the post-COVID-19 period. There are scant studies of this topic, especially in an Asian metropolis context with dense population, small campus and limited library physical spaces. © 2023 Emerald Publishing Limited.

The hegemonic wave of neoliberalism in higher education does not eradicate academic freedom in universities one by one. The possibility of resistance necessarily exists within the configuration of contemporary power relations. This study contributes to the theoretical debate on how global neoliberal forces are reproduced with local characteristics by providing a Hong Kong case. Based on interviews with 15 academics, their reactions and responses to a specific research evaluation system in Hong Kong, namely the Research Assessment Exercise 2020, are examined. The findings suggest that academic freedom has survived by adopting different forms of ‘masked resistance’ in the highly performative culture of Hong Kong academia. Such masked acts of resistance include ‘criticisms behind the curtain of conformity’, ‘scepticism and feigned compliance’, ‘cautious acceptance with substantial reservations’, ‘no reaction as an expression of muted dissatisfaction’, and ‘defence without rupture’. The ‘specificity’ of such inconsistent, ambivalent and nuanced responses is discussed by drawing on several local contextual factors: the political–educational culture, the government–institution relationship, and the disciplinary knowledge tradition. This study calls for greater flexibility in assessment regimes to make room for academics’ professional autonomy, which in essence enables, rather than dismantles, accountability in managerial reforms. © International Association of Universities 2021.

This study systematically maps the research trends in the domain of “shadow education” over the last 40 years using metadata extracted from the SCOPUS database. The results reveal that the outputs of shadow education research have grown exponentially within the last decade. Bray and his colleagues from the University of Hong Kong, East China Normal University, and the Education University of Hong Kong have been the most prolific and influential research team. They are followed by Park and Byun from the USA, who have mostly worked on East Asian contexts. The USA, Hong Kong, South Korea, and the People’s Republic of China, have been the main sources of contributions and the University of Hong Kong has been the leading university in this field. Educational studies, economics, psychology, linguistics, and sociology have been the main disciplines researched within shadow education. Shadow education studies have revealed how shadow education can be a major instrument for maintaining and exacerbating social inequalities. They have also largely focused on the tangible (quantifiable) benefits related to improving students’ examination results. This study’s results stress the importance of regulating the private tutoring market, suggesting areas for ongoing research. © 2023 Emerald Group Publishing Limited.

This study's principal objective was to explore the statistically predictive power of academics' research agendas for their job dissatisfaction beyond demographics. Five hundred and forty-seven academics from the eight publicly funded universities in Hong Kong responded to the Multi-Dimensional Research Agenda Inventory-12 (MDRAI-12) and the Job Dissatisfaction Scale (JDS). Three key findings were obtained. First, good psychometrics for the MDRAI-12 and the JDS were obtained. Second, research agendas varied by age, gender, academic rank, and academic discipline, while job dissatisfaction varied by age, academic rank, and institutional ranking. Third and most importantly, when age, gender, academic rank, academic discipline, and institutional ranking were statistically controlled, trailblazing research agendas generally negatively contributed to job dissatisfaction, whereas a cohesive (conservative) research agenda positively predicted job dissatisfaction, as hypothesized. Implications of the findings are discussed for academics and university senior managers. Copyright © 2023 Springer Nature.

The onset of COVID required many libraries to re-imagine how they conducted their services. It also identified needs and gaps in the delivery of these services to the community. In response to changes such as extended lockdowns and the resultant economic difficulties and the wider need for digital literacy skills, Hong Kong SKH Ming Hua Theological College Library (MH College) established an international collaboration to develop and deliver online tours/ talks as a library skills program with librarians, faculty, students, and professionals in Hong Kong, Japan and Australia. The overall aims of this initiative were to provide an online library skills program for education, leisure and to make the value of librarians and libraries visible to stakeholders during the pandemic to ensure the upkeep of library resources, budgeting and staffing. Through partnerships with key stakeholders and the use of a variety of innovative IT tools, real-time online activities were conducted in three languages (English, Chinese and Japanese) to an internationally distributed audience. This paper will outline the background and organisation of the program, its design and discuss the lessons learned and implications for practice of the strategies used in the program. Copyright © 2023 Taylor & Francis.

Purpose: Libraries worldwide, including Hong Kong, increasingly use social media tools to introduce and promote their services and resources to users. Instagram, in particular, is used to target younger users. This study investigates the effectiveness of Instagram in promoting library services and university students' perceptions of the value of Instagram as a learning support tool. Design/methodology/approach: A major academic library in Hong Kong was chosen for this study. Library users' habits, perceptions, preferences, and views on Instagram's effectiveness as a learning support tool were compared in two age groups. The data were collected using a survey based on the 5E Instructional Model. Findings: Despite the significantly higher frequency of Instagram use by younger students, the results showed that Instagram was probably an ineffective promotion platform for either age group because of low user engagement, relatively neutral perception of Instagram as a learning support tool, and notably low user acceptance of Instagram as a promotional tool. Originality/value: Studies of student perspectives on various social media tools have increased; however, few have explored the use of Instagram, especially in Hong Kong or Asia. This study provides researchers and librarians with practical insights into current Instagram users' engagement, perceptions, and preferences and their view of its effectiveness as a learning support tool. The study also provides suggestions for improving the current situation. Copyright © 2023 Emerald Publishing Limited.

Despite research studies on TESOL materials and textbooks addressing a wide range of pedagogical issues as well as evaluation strategies, reference books for examination preparation have received little attention from TESOL researchers. This study reports an attempt to develop a checklist for evaluating the reference books for the examination for the Hong Kong Diploma of Secondary Education (HKDSE, the college entrance requirement for secondary school students in Hong Kong), with a particular focus on books for the English writing examination. The researchers acquired a total of 39 reference books on DSE English writing and examined them against the reports and documents of the Hong Kong Examinations and Assessment Authority as well as the Education Bureau. After identifying the most concerning issues in the reference books, the researchers developed a checklist for evaluating future reference books using the framework suggested by McGrath (2002), taking into account the Education Bureau's guidelines for local school textbook evaluation. The authors conclude by briefly discussing implications and how their findings could be shared with HKDSE candidates through engaging the Hong Kong government. Copyright © 2023 Wiley-Blackwell.

Undergraduate research (UR) is regarded as an impactful instructional practice, but implementing it in the curriculum is challenging. Faculty members' approaches to the design of UR are under-explored due to the scarcity of studies that situate practices in both the curricular contexts and the concept of the research-teaching nexus. This multiple-case study investigated faculty members' approaches to UR in four curricula in two research-intensive universities in Hong Kong. Document review and semi-structured interviews revealed five approaches to UR: project-based, process-based, lab-based, scenario-based, and research community-based approaches. Particularly, the scenario-based and research community-based approaches complemented the current typologies. Another contribution of this study is the identification of nuanced differences in the adoption of the approaches. Faculty members perceiving reciprocal research-teaching nexus at both departmental and personal levels, and viewing UR holistically, tended to connect students with their own research experiences. In contrast, those who only acknowledged the research-teaching nexus at a departmental level were unlikely to create such a connection. Meanwhile, concerns over curricular coherence and ethics were also discussed. The implications include creating a more transparent process of curriculum design and facilitating students' understanding of their contributions to the research community. It would also be useful to engage faculty members more fully in curriculum planning to enhance the coherence of students' research experiences. Copyright © 2023 Taylor & Francis.