• The review essay discusses Wing-Wah Law's Politics, Managerialism and University Governance: Lessons from Hong Kong under China's rule since 1997. • The book recounts the rise of managerialism and performativity in Hong Kong's high quality universities, and their enfolding in demands for democratic reforms. • The One Country Two Systems formula,cannot manage a cleavage over national identity and loyalty. • The differences between China and Hong Kong go to the distinction between neo-coloniality and decoloniality and the fundamentals of political culture. • A wholly Western-style university is no longer fully viable in Hong Kong and ways need to be found to develop a more hybrid approach. The review essay introduces and discusses Wing-Wah Law's 2019 book Politics, Managerialism and University Governance: Lessons from Hong Kong under China's rule since 1997, in the context of the position of Hong Kong as a formerly colonised Western enclave within a Sinic political culture, and expands on the associated issues. The book recounts on one hand the rise of managerialism and performativity in Hong Kong's high quality universities, and on the other their enfolding in demands within the Special Autonomous Region for democratic reforms, tending towards independence from mainland China. Issues of corporatism and issues of political stability and control have coincided in disputes over the role and character of the governing councils, over senior appointments, and in relation to the freedoms of faculty and student activists. The One Country Two Systems formula, while broadly implemented, is not infinitely elastic and cannot manage a cleavage over national identity and loyalty. The differences between China and Hong Kong are more deep-seated than a tally of democratic activism and party-state repression would suggest. They go to the distinction between neo-coloniality and decoloniality and the fundamentals of political culture. The review argues that a wholly Western-style university

This special issue of Educational Philosophy and Theory considers the Hong Kong Umbrella Movement as an educational event, which has impacted attitudes and outlooks and conceptions of young people’s role, of education, and of society. This essay serves as an introduction to the more substantive pieces that follow. It describes two alternative perspectives on youth civic engagement in Hong Kong historically; and in so doing, it addresses some of the challenges related to free academic expression that hinder scholarly research and publishing on the area of Hong Kong-China relations looking into the future. It concludes with a brief glimpse of the contributions that follow. Copyright © 2016 Philosophy of Education Society of Australasia.

This paper examines the relevance of hybridization to the development of higher education (HE) governance in Hong Kong. It begins by briefly reviewing conceptual issues about HE governance. Based on these conceptual elements, an analytical framework is then proposed to understand the institutional balance of power in university systems and the cultural equilibrium in the academia. Afterwards, an overview of the key features of HE governance in Hong Kong is presented. Three controversial incidents involving the individual academic freedom and institutional autonomy of universities that occurred in Hong Kong after 1997 are also studied. Given that these incidents are linked with the social and political changes in postcolonial Hong Kong, the controversial incidents and associated confrontations in the university sector are regarded as signals of an ongoing hybridization process in the city. Such a process indicates a continued East–West cultural divide in the arenas of HE governance and academic culture.
[Copyright © 2017 Informa UK Limited, trading as Taylor & Francis Group.]

In 2007, a Judicial Commission of Inquiry was established by the Government of Hong Kong to investigate allegations that senior officials had interfered with the academic freedom and institutional autonomy of the Hong Kong Institute of Education (HKIEd). It concluded that a former minister had requested the President of that institution to curb the criticisms of Government policies by two of his colleagues. The report had significant ramifications including the resignation of the former minister. This article initially describes the background to the Inquiry and subsequently analyses why the situation escalated and resulted in the establishment of a Commission of Inquiry. The explanation focuses on the inherent weaknesses of the system of Governance, the political ecology of Hong Kong and recent changes to the political system.
[Copyright of Journal of Education Policy is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/02680931003671962]

In this paper the colonial history of university education in Hong Kong, and recent changes in the governance of university education driven by global management discourses are discussed. With the systemic penetration of global economic rationalism, Hong Kong university education has gone through structural changes that include funding-linked evaluative policies and practices. Market imperatives and institutionally defined notions of research performance based mainly on English-language, overseas journal publications are exerting strong influence on the cultural practices and life styles of academics and stand to significantly change academic and intellectual culture in higher education in Hong Kong. The long-term consequences of these local interpretations and adaptations of global processes will be discussed in terms of their potential impact on academic freedom, the shaping of intellectual space, the intensification of competitive institutional research output, and the risk of privileging certain forms of knowledge production that puts aside local societal needs, indigenous knowledge and epistemologies. The views of experienced Hong Kong academics in the humanities and social sciences, as expressed in in-depth individual interviews, are also discussed. These are then interpreted with reference to Habermas' notion of different kinds of knowledge-constitutive interests (Habermas 1971) and Foucault's notion of the technology of discipline power to uncover the state's implicit transformation and shaping of the social and epistemological bases of academic and intellectual pursuits and the increasing trend of individualization of intellectual communities into isolated, individualistic, competitive knowledge workers (Foucault 1977).
[Copyright of Inter-Asia Cultural Studies is the property of Routledge. Full article may be available at the publisher's website: http://dx.doi.org/10.1080/14649370902823397]