Impactful innovations in higher education are increasingly dependent on concepts generated through global engagement and international collaborations. Internationalisation of higher education tends to grow in complexity when universities from different jurisdictions are driven by dissimilar governance approaches and developmental goals. Yet, this complexity enhances opportunities for creativity, innovations and collaborations at the same time. In this paper, we examine how world-class universities in Hong Kong, Macao and Guangdong have worked to overcome incongruities and asymmetries inside the Greater Bay Area (GBA), a new and ambitious regional construct of China, by drawing on disparate legacies and capacities in internationalisation of research, education, and service in their jurisdictions. We explore the impact of international dynamics on the universities’ efforts to create a more coherent agenda with respect to international partnerships in the region. The study contributes to conceptualisation of world-class universities’ roles in shaping bridges and synergies regionally and globally, and infuses the rationales of internationalization in higher education with new perspectives. Copyright © 2022 Journal of Higher Education Policy And Leadership Studies.

In this paper, we review the challenges of sustaining effective teacher professional learning in Hong Kong and propose that professional learning could enable teacher innovation, and teacher innovation reversely rejuvenates professional learning. We also argue that greater exploration is needed of how professional learning is theorised in relation to broader themes that influence it. These key themes explored have significant implications for both organisational and wider systemic culture and practice both in Hong Kong and in systems around the world. Copyright © 2020 IPDA.

This study investigates students' perceptions about their teachers' adoption of a new way to use feedback in writing classrooms in two elementary schools in Hong Kong. The innovation comprises three feedback stages (i.e., pre-feedback, during-feedback and post-feedback) over the course of a teaching-learning cycle to maximize the potential of feedback to the learning effectiveness of the students. Data included student questionnaires, interviews with students and teachers, lesson observations as well as documentary analysis of teaching material. Results indicate that the students considered feedback delivery in the three stages as beneficial to their interest, confidence, motivation and self-perceived performance in writing. The article highlights the need to offer feedback in all three feedback phases to maximize its effectiveness and to offer a more positive learning experience to students.
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In the past few decades, increasing demands have been placed on developing students' autonomy and critical thinking skills. To enhance students' agency in learning, teachers have been encouraged to adopt alternative pedagogical practices. The revamp of pedagogy needs to be reflected in assessment as it is an integral part of instruction. Practising teachers, however, lack assessment knowledge due to inadequate training during the pre-service preparation programmes. The enhancement of assessment knowledge is being urgently called for, which demands the professional development of teachers. This study seeks to investigate the impact of a professional development programme organized by a university in Hong Kong on the development of assessment knowledge of four teachers in two elementary schools. Findings indicate that the acquisition of assessment knowledge is a long-term achievement, which requires ongoing professional development efforts. Copyright © 2019 Informa UK Limited, trading as Taylor & Francis Group.

With the rapid development of sophisticated technologies, many innovative e-Learning tools or applications with increased inter-activities and improved features have been adopted in tertiary institutions. This paper serves as a platform for industry and academia to exchange higher education practices in innovative course and programme design. We investigate current practices in tertiary institutions with e-Learning technologies and applications to enhance academics’ teaching excellences and research capabilities in order to achieve social, cultural, environmental, or economic impacts. In particular, we investigate all public universities and one private college in Hong Kong in terms of various e-Learning technologies. The results demonstrate that all these e-Learning technologies for being used in higher education help to enhance teaching and learning experiences, and make it more efficient and effective. Students can also benefit from these e-Learning technologies to become life-long learners. Moreover, by taking a closer look at current e-Learning technology trends, we list some possible e-Learning applications and tools that are expected to surge in the coming years.

Background: Mosston’s “spectrum of teaching styles” which composes of 11 pedagogical approaches in physical education (PE), has been popularly promoted for maximizing students’ learning in the Western countries. However, very few of them have been put into practice and studied in Hong Kong. This article concerned a report of a pilot study on one of the teaching styles, reciprocal teaching. Aims: The study aimed to examine students’ and teacher’s experiences when engaging in learning and teaching in reciprocal teaching. Sample: 3 classes of 80 male students (Form 3 : 31 students, Form 2 : 26 & Form 1 : 23)from a local secondary school and their PE teacher were invited to participate in the study. Methods: Attached to the action research perspective, 3 teaching units of gymnastics, swimming and handball were conducted in the form of reciprocal teaching. Data composed of students’ reflective journals and interviewas well as teacher’s self review were collected at the end of the teaching units. Findings: both the teacher and students experienced reciprocal teaching positively. Students perceived their learning as active and comfortable. They were satisfied with their mastery of skills, taking peer tutoring roles, engaging in observing, taking care of others and seeing their partner’s improvement. They also encountered with those dissatisfying experiences of boring, simple and repetitive learning content, difficult skills and the undesirable learning attitude of some of the students that they feared of ending up with discipline problems and learning nothing. Their articulation with their improvement in collaboration, communication and presentation skills, building up confidence, team spirit and learning attitude of trying hard was found. Conclusion: The reciprocal teaching might solve some of the current PE problems of passive learning, little collaboration and weak accountability of learning as well as empowering students in their learning. Students’ worries concerning reciprocal