Today's teacher operates in a globalised space where people everywhere are inextricably connected, and whose lives no longer exist in an isolated vacuum, but intersect and collide as part of a dynamic vortex. Teachers must now think, and teach beyond local boundaries, such that definitions of teacher professionalism will be reshaped by forces of globalisation. But have they, and in what ways? This article examines the intersection of globalisation and teacher professionalism. It begins with working definitions of globalisation and professionalism. These definitions will conceptually frame an analysis of policy documents about teacher professionalism, specifically standards for teachers in Hong Kong, the United States, and Australia. As a benchmark for teacher professionalism, an analysis of teacher standards across this international sample affords a broad portrait of what teachers are expected to know and do, juxtaposed against a rapidly evolving and globalising world. Copyright © 2021 Routledge.

This paper compares conceptions of teacher quality in two education systems – Singapore and Hong Kong – that consistently perform well in international assessments of student achievement. Both systems constantly refresh their expectations of teacher competencies, with recent iterations, which offer a just-in-time opportunity to learn from how they now conceptualise quality teaching. This paper will provide the context surrounding each jurisdiction's education system, how each views teacher quality, and how each has rethought the concepts of teacher quality according to their unique contextual circumstance. The paper then compares these concepts articulated and enacted by each country, linking these to the wider international literature and scholarship in order to glean insights into what teacher quality is or how it might be reconceptualised to meet future needs. Copyright © 2021 Routledge.

This paper is a report of a cross-cultural online collaboration between two cohorts of pre-service teachers in Hong Kong, China and an American university in St. Paul, Minnesota. It explicates the pedagogical design and implementation of online tools for group collaboration and students' perceptions of the benefits and challenges. Multiple web-based tools (e.g. Slack, Zoom) were selected and recommended to the students to facilitate resource sharing, communication, and artefact construction. Overall, students valued the experience of collaborating in a global virtual team in spite of some challenges encountered. Findings from this study indicated that the merits and perils of cross-cultural online collaboration coexisted and centered on three aspects: cross-cultural communication, group collaboration, and technological tools. The students greatly appreciated the values of online tools and manifested the ability to appropriate the tools to fulfill the needs of group work. The implications for pedagogical design are also discussed and technological tools supporting cross-cultural online collaboration are recommended. Copyright © 2021 Springer.

In this paper, taking as our point of departure the importance of China's " boya " education (BYE) and the West's liberal arts education (LAE) in an era that will be increasingly dominated by information technology (IT) and Artificial Intelligence (AI), we examine the importance of BYE in Mainland China and LAE in the U.S. and Hong Kong. We argue that (a) the recent resurgence and growing significance of LAE in the world has been due to the right skill sets it provides in the information technology era in which many new jobs will be created and existing jobs destroyed ; (b) professional or technical training is not only compatible with the fundamental values of boya or liberal arts but also important in showcasing the strengths of BYE and LAE; (c) the combined benefits of BYE or LAE and professional or technical training may be achieved by adopting the main features of LAE such as its broad-based curriculum and whole-person development approach to undergraduate education or by combining a student's undergraduate and postgraduate studies over time; and (d) for BYE to achieve its goals in China it should occupy a central rather than tangential role in the undergraduate curriculum. Copyright © 2021 Elsevier.

This presentation reports the initial findings of a study that examines university governance in relation to the institutional and cultural settings of the higher education systems of three Chinese societies – Hong Kong, Macau and Taiwan. The research employs a mixed-method strategy that consists of semi-structured interviews and a small-scale survey. The qualitative part of the research sought to explain the coordination mechanism in university governance through an analysis of data generated from 57 interviews. Evidences collected from the interviews revealed the interactions and relationships amongst the various actors on governance matters, and constructed a taxonomy of institutional balance of power in the higher education systems of the three Chinese societies. The qualitative research also generated 12 situations of governance matters in relation to cultural hybridity, informed by corresponding theoretical components. The small-scale survey, in which 261 manager-academics from the three societies rated the 12 scenarios of cultural hybridity in terms of their realism and acceptableness, then captured cultural differences in handling governance matters in the three higher education systems. This quantitative research reveals that Macau has greater acceptance of these cultural scenarios in comparison with Hong Kong and Taiwan. However, the figures show that most of these cultural situations are generally considered unacceptable, though their likelihood varies in the three places. These findings offers insights into the relationships between institutional forms and cultural features of higher education governance in the three societies. Copyright © 2020 CHER-Hong Kong.

We analyze the policies of China and Israel towards students from Hong Kong and East Jerusalem respectively. We demonstrate that they are treated as International students and subject to a form of ‘internationalization’ designed to consolidate national forms of identity and extend state control over ‘troublesome’ minorities within the nation state. This domestic adaptation of the structures designed to support internationalization within Universities, through which the state deploys higher education as a tool of ‘soft power’ to control parts of the nation, operates within a broader program of ‘internal colonization’ that is neither well developed in the literature nor explained by prominent typologies of internationalization. Copyright © 2021 Informa UK Limited, trading as Taylor & Francis Group.

Students with SEBD bring a major challenge to the success of inclusive education. Positive relationships between teachers and students have been found to be a factor vital to the development of students with SEBD. A study reported that students with severe SEBD perceived the teacher student (t-s) relationship in residential schools as better than that in mainstream schools. In Hong Kong, students with SEBD may either study in mainstream schools, or special schools. Some special schools provide residential services. In Thailand, parents can only choose mainstream schools (either public or private) for their children with SEBD. From a qualitative approach, a study was conducted in two Hong Kong special schools (one primary and one secondary) and one private school (with both primary and secondary sections) in Thailand to explore teachers’ perception of the t-s relationship among students with SEBD. The three schools offer residential services. Information was collected mainly from individual interviews with 21 teachers from these three schools. Themes emerging from the analysis reflect that the cultural concerns about the difference between “relationship” and “guanxi” require further elaboration and discussion. Copyright © 2019 ICTEL.