This article explores how the past mobilities of academics affect their current research output (and its multidisciplinarity). Five types of mobility are used simultaneously in the analysis. Field mobility and transnational educational mobility are associated with academics' educational path, whereas transnational job mobility, intra-sectoral job mobility and inter-sectoral job mobility refer to their career path. The analysis is based on a representative sample of academics based in Hong Kong and Macau. Results show that intra-sectoral job mobility (up to a threshold) and transnational job mobility positively affect research output and its multidisciplinarity, whereas inter-sectoral job mobility, field mobility and transnational educational mobility exert slight or no effect. Nested analyses of Science, Technology, Engineering and Mathematics (STEM) and non-STEM academics as well as experienced and junior academics offer further insight into the roles of these mobilities. Impacts of mobile experience were stronger among junior than senior academics, and in STEM fields than non-STEM fields. The article discusses these findings along with the significance of considering mobilities rather than mobility when analysing academic trajectories and the determinants of academic research production.
[Copyright of Higher Education Quarterly is the property of Wiley-Blackwell Publishing Ltd.. Full article may be available at the publisher's website:
http://dx.doi.org/10.1111/hequ.12161 ]

Both Hong Kong and Macau issued civic education documents before their sovereignty was returned to China. These two internationalized cities aimed to prepare for the future when their colonial governance was coming to an end. Having taken decolonization policies into consideration, it is understandable that sovereignty regimes have their own self-designed citizenship education plans. Judgments with selective commentaries on public and political events could transmit various and crucial political messages. Their proposed curriculum might differ in contents but their essential qualities of civic education targeted at facilitating students’ core values and positive attitudes. Deficiencies are thus identified and how such deficiencies are later reflected in history is noted. The new concepts of citizenship were merely prominent in these two areas and the contents were no longer creative. It is observable that the lack of adoption of recommendations on education concerned with the nurturing of young people and their empowerment with self-determinism is clearly perceptible, under the so-called “one country, two systems” governance. Or, it may well be that something was overlooked. If so, it may be that there may be a lack of planning for social harmony and sustainability of these metropolitan cities. The problem is quite thought-provoking. Coryright © 2018 David Publishing Company.

This article analyzes how principals of high-performing secondary schools in England and Hong Kong establish structural arrangements aligned to their core values as educators. Such values-driven structures provide a platform by which principals create the conditions in which policy and reform can be managed and absorbed without compromising the core purpose and contextual priorities of these schools. The findings reveal how the participating school principals have carefully embedded and institutionalized these structures within the cultures of their organizations as part of a multilayered approach to leadership. Copyright © 2018 Taylor & Francis Group, LLC.

Many education systems have implemented systemic reforms covering numerous new initiatives in nine trends since the turn of new century. After decades of implementation, it would be significant to know what impacts these reforms have made on key aspects of the education systems and what lessons can be learnt from them for future policy analysis, formulation and implementation locally and internationally. This article aims to provide a preliminary exploration of these issues with Hong Kong’s systemic education reforms. In Parsons’ construct of structural functionalism (Parsons, 1966), it is argued that a social system should serve four systemic functions such as adaptation, goal achievement, integration and pattern maintenance to survive and flourish in an environment of change and uncertainties. To explore the above issues, this article investigates what impacts of the reform have been made on the four functions of education system including “Has education been more effective?” (goal achievement), “Has the teaching workforce been better brought into work?” (adaptation), “Have stakeholders been more satisfied and united?” (integration), and “Have education policies been more legitimate and acceptable?” (pattern maintenance). It is hoped that such a preliminary observation with multiple sources of empirical data can provide an illustrative case to explore the possible issues and concerns of systemic education reforms initiated in the last two decades in different parts of the world and draw local and international implications for further development of new initiatives in education for the future. Copyright © 2018 Springer Science+Business Media B.V.

This paper critically examines the dominant Asian Higher Education managerialism from the perspectives of the so-called Southern and/or Post-colonial Epistemology. Despite the fact that the archaic form of colonization—with its territorial occupation, exploitation, loss of subjectivity and knowledge manipulations —seems to be over, Asian Higher Education today shows clear signs of being engulfed, once more, by new forms of colonization and imperialism under the guise of rational administration and management that affect its core missions of knowledge production and subjectivity formation. This paper compares Higher Education in Korea, Japan and Hong Kong to argue that there is a significant resemblance between Asian modernization process hijacked by colonialism and the ongoing neo-liberal waves against Asian higher education. Copyright © 2018 CESHK.

香港高等教育從上世紀八十年代的精英型，走到九十年代的大眾化，踏入廿一世紀成為普及型的高等教育社會。與此同時，為了支持香港這個亞洲國際都會的發展，香港高等教育培育具國際視野的人才，教資會和各院校一向重視推動國際化。為了剖析香港高等教育的發展歷程及國際化現況，這篇文章將回顧香港高等教育從精英化、大眾化到普及化的各發展階段，並就香港高等教育國際化、境外生來港升讀、高等教育學生交流等方面作出分析，並就香港高等教育挑戰作出討論。Hong Kong's higher education in 1980s of last century is elite-type. Then it has changed to mass-type higher education in 1990s. Into the twenty-first century Hong Kong become universal-type of higher education society. At the same time, in order to support the development of international metropolis, Hong Kong's higher education has cultivated an international vision, and the University Grants Committee (UGC) and institutions have always emphasis to promote internationalization. In order to analyze the development and the internationalization of Hong Kong's higher education. This article aims to review Hong Kong's higher education from elite, mass to the universal-type, and the internationalization of Hong Kong's higher education, oversea students studying in Hong Kong, student exchange in tertiary institutions, and to discuss the challenges of higher education in Hong Kong. Copyright © 2017 香港教師中心.

In the past two decades, young women's educational performance in Hong Kong has gradually improved; yet this has sparked concern over boys' "under-achievement." Despite prevalent concern, however, few academic studies have seriously considered this complex phenomenon. Inspired by feminist discussions on this topic, this chapter explores the contradictory construction of successful female leaders in an elite girls' school in Hong Kong. The discussion aims to show that the discourse and expectations of "successful girls" are similar to those in Anglophone countries and that they are intimately linked to Hong Kong's neoliberal educational reforms, middle-class oriented, and fraught with contradictions. Copyright © 2018 selection and editorial matter, Kerry J. Kennedy and John Chi-Kin Lee; individual chapters, the contributors.

With the economic and technological developments of Asian countries in the last two decades, nurturing individuals' capabilities for logical thinking and problem solving have become one of the major foci of secondary education. Being a core subject for developing the fundamental ability of high school students towards systematic and organized ways of thinking, mathematics is no longer a requirement only for students who are going to study science or engineering majors in university but has become a common core subject for whole-person education. In this chapter, we shall investigate the recent development of high school mathematics curricula in Hong Kong, South Korea and Singapore, in coping with the change. Copyright © 2018 selection and editorial matter, Kerry J. Kennedy and John Chi-Kin Lee; individual chapters, the contributors.

Gifted education has the mission of providing a favorable learning environment and opportunities for the developmental trajectory of gifted students in quality education. In this chapter, researchers from four Asian societies share evidence on the policies, research and practices of gifted education in China, Hong Kong, Singapore and Taiwan. They examine current gaps and the potential for future development of gifted education by analyzing formal policy documents, administrative and research units established by the government and the education bureau or related organizations. The researchers analyze gifted education in these countries with regards to clarity, comprehensiveness, connectedness, feasibility for implementation, research-based nature, gaps in policy, practice, and research on gifted education and provide a discussion of the implications of each. Copyright © 2018 selection and editorial matter, Kerry J. Kennedy and John Chi-Kin Lee; individual chapters, the contributors.

Valid feedback is essential for the administrators, educators, parents and, of course, for children to be able to steer their development in a sustainable way. Key influential theorists such as Montessori, Piaget, Vygotsky, and others all used observations extensively to understand how children learn and use knowledge about children's learning to improve pedagogies and children's lives. However, most adults including teachers in the ECEC settings have not always observed children and tracked their growth. Based on the research and professional development programs conducted in Finland, Taiwan and Hong Kong with more than 100,000 observations, we found some relationships between young children's involvement, adaptation and agency in early childhood settings through systematic observations. We will introduce observation strategies with video clips and demonstrate our latest mobile application for observation for practitioners to contribute to a big data pool aimed to enhance the teaching quality in ECEC settings. Copyright © 2018 EARLI.