This chapter surveys the state of the field and presents a rigorous account of the core and cutting-edge concepts, timely and novel issues and pioneering theories related to the subject of entrepreneurialism and higher education policies. Apart from conceptualising the linkage between higher education policies and entrepreneurialism, it will also use the empirical example of Hong Kong and illustrates a contextual approach to understand the role of higher education policies in an attempted capitalist restructuring from a finance-led model to an innovation-led model (Baark & So, 2006). The case of Hong Kong demonstrates the state level response, by cities, instead of firms, to the interurban competition and capitalist restructuring in the global knowledge economy (Jessop 1998; Jessop and Sum 2000), particularly through capitalising the academic profession and scientific capital (Tang, 2020). The contextual approach expounded by this chapter will offer international readers a lesson learned for the function of higher education policies in reconsidering academic entrepreneurialism and rejuvenating innovation in the post-COVID precarious 21st century. Copyright © 2023 Gerard A. Postiglione, Christopher J. Johnstone and Wesley R. Teter.

Amongst all jurisdictions, the Hong Kong Special Administrative Region of China has been one of the most effective in limiting cases of COVID-19, despite being one of the first places to be affected by the pandemic in early 2020. In the months since the first case was confirmed, COVID-19 has affected all aspects of Hong Kong society, including the higher education sector. In this collective reflective essay, we describe the effects of these unexpected external events on academics' lives and the responses of higher education institutions. Specifically, we address the impacts of the COVID-19 pandemic on academics, their professional relationships, institutional frameworks, and Hong Kong's higher education sector as a whole. We conclude that the most significant effect of the pandemic is uncertainty, together with new realities expressed in sayings such as 'living with Zoom, learning from webinars'; 'you will be informed "in due course"', stay calm "until further notice"'; and 'people are stuck, but business is on steroids'. The essay further describes a three-pronged institutional reaction to the pandemic, focused on control, support, and positioning. It concludes with critical views on the way 'useful' knowledge in today's higher education is defined and how concepts and practices have been challenged during the pandemic. Copyright © 2021 Routledge.

This study explored factors that influence academics to collaborate in research with their doctoral students. It focused on Hong Kong academics, using data from the Academic Profession in Knowledge Society survey conducted in 2017–2018. The study found that academics' research collaboration with doctoral students is influenced by several factors, including research and teaching styles and institutional conditions. Specifically, those academics whose research agendas were characterised by discovery and collaboration were more likely to report working with their doctoral students, whereas those whose research agendas focused more on convergence were less likely to do so. The more legislative the academics' teaching style was, the less they collaborated with their doctoral students. Independence in research and institutional expectations of external funding increased the propensity to collaborate with doctoral students. Academics in the humanities were found to collaborate less with their doctoral students than those in other disciplines. The study suggests that the scholarly preference and styles of the academics, as well as their disciplinary and institutional backgrounds, need to be considered to improve research collaboration between academics and their doctoral students. Copyright © 2021 Springer.

This research pioneered the investigation of the role of doctoral students' thinking styles in their program satisfaction and perceived intellectual competence. Participants were 285 STEM (science, technology, engineering, mathematics) students in Hong Kong. Results showed that students' thinking styles as measured by the Thinking Styles Inventory-Revised II (Sternberg, Wagner, & Zhang, 2007) statistically significantly predicted their program satisfaction and perceived intellectual competence as assessed by two of the scales in the newly constructed Graduate Student Survey (Shin et al., 2015)-beyond their gender, program year, and academic discipline. Findings have brought new insights into the assessment of doctoral students' program satisfaction and perceived intellectual competence. At the same time, findings have contributed to the literature on intellectual styles and that on doctoral education in STEM fields. Practical implications of the findings are proposed for STEM doctoral students in understanding their own ways of thinking and program experiences and outcomes, as well as for academics and senior managers in their efforts to enhance students' access to positive program experiences and outcomes.
[Copyright of Journal of educational psychology is the property of American Psychological Association.]

International competition drives research universities to find ways to anchor globalization for academic productivity and innovation through cross-border collaboration. This article examines the case of pre-and post-colonial Hong Kong and how its universities transited from undergraduate institutions to highly ranked research universities within 30 years. While this is attributed to an enabling environment of institutional autonomy, open borders and cross-cultural capacity, a case study of one research university points to the role played in all of Hong Kong's universities by network agents, institutional arrangements, and brain circulation to recruit and retain international scholars and scientists. While this has strengthened capacity, it cannot be sustained without indigenous academic leadership to ensure that globalization is anchored in local culture. The article makes the case that the Hong Kong model already studied by research universities on the Chinese mainland, is generalizable as a cosmopolitan model for developing countries.
[Copyright of Studies in Higher Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/03075079.2013.773605]