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.]

Purpose: The purpose of this paper is to present a model to assist school leaders in managing the professional development activities of teachers. The model illustrates the important role of principals in promoting continuing professional development (CPD), chiefly by cultivating a collaborative learning culture and formulating policy. Design/methodology/approach: This study tested a framework based on the input of 103 CPD coordinators in Hong Kong, who participated in a quasi-experimental design questionnaire survey. Factor analysis and reliability tests were applied to verify the constructed validity and reliability of a self-developed instrument. A Structural Equation Model (SEM) was then applied to confirm the model. Findings: The result of the SEM shows that principal support has a predictive effect on CPD policy and a collaborative learning culture, while the effectiveness of a CPD plan is predicted by collaborative culture and management strategy. Originality/value: This study contributes theoretically to existing literature and practically to school leaders, by supplying a model for managing teacher CPD.
[Copyright © 2017 Emerald Publishing Limited.]

有效的校長領導，有助學校提升。香港現時的校長支援系統鮮有從個人出發，未盡滿足個別校長所需。「剪影法」乃支援校長領導的新方向，本文檢視其背景、緣起、設計、發展、實踐，並對校長專業產生的影響。訪談的過程中，採用「個人」、「朋輩」、「私隱」三原則，訪者和受訪者在暢所欲言後，整理出個人的「剪影」以作參照。這可補充現時香港校長培訓課程的不足，有助解決校長人才短缺、繼承等問題，值得進一步探究。
[Copyright © 2016 香港教師中心.]

This chapter considers the cutting-edge of educational leadership in Asia, which people view as encompassing leadership research, policy, and practice. It uses the concept of geography, literally and metaphorically, to examine the terrain in which the three dimensions of educational leadership are enacted. To do this, the chapter first defines the broader Asian region to demonstrate its complexity and diversity. Then, it delineates the scope of the research knowledge base, the physical terrain, on educational leadership in Asia, focusing on the diverse Confucian heritage societies of East Asia, which tend to have newly emerging research capacities. The chapter uses the research knowledge base to examine the dimensions of policy and practice by considering the political influence on educational leadership and then on the cultural contexts. For this portion of the analysis, it focuses on five Confucian-heritage societies: mainland China, Hong Kong, Taiwan, Singapore, and Vietnam.

Early childhood education (ECE) in the Hong Kong Special Administrative Region entered an exciting and challenging phase after the handover of sovereignty from Britain to China in July 1997. The Government began to play a more proactive role in promoting the development of high-quality preschool education in the private sector by providing financial assistance to parents, upgrading teachers’ qualifications, and promoting quality learning environments. This chapter examines developments in early ECE in Hong Kong from a historical perspective. Policy changes that have impacted ECE, challenges in the pursuit of high quality, and opportunities for enhancing the provision of ECE are discussed.