Set against broader theoretical debates regarding the role of the developmental state in driving social and economic developments in Asia, particularly in higher education and research, the present article critically examines the synergies between government, enterprise and universities in China, in promoting innovation-centric entrepreneurship. The example of Shenzhen, China, including its response to the Greater Bay Area initiative, highlights how new governance modalities have emerged to embrace multiple actors and diverse non-state/non-government sectors in support of innovation-centric entrepreneurial ventures. Our analysis reveals new forms of network governance. These include hybrid organisations that have become more proactively engaged in fostering a spirit of entrepreneurship, including in the higher education sector, albeit against a backdrop of tensions in the mainland governance model, between the drive for innovation and re-assertion of Party control. Copyright © 2019 Association for Tertiary Education Management and the LH Martin Institute for Tertiary Education Leadership and Management.

Using the invariance test, this study compared the research experiences of students from two sibling cultural groups in a Hong Kong context. Data were collected from 304 Mainland Chinese and 225 local Hong Kong research students. Their research experiences were measured using the Student Research Experience Questionnaire (SREQ) (Supervision, Infrastructure, Intellectual and Social Climate, Generic Skill, and Overall Satisfaction) and two scales developed from previous studies on research students in Hong Kong (Peer Support and Communication with Supervisor). The data supported the construct validity and consistency of all the scales and the measurement equivalence of all measurements except Intellectual and Social Climate. The data showed that Mainland Chinese students had significantly higher satisfaction with Infrastructure, and marginally higher satisfaction with Supervision, Communication with Supervisors, and Peer Support than local Hong Kong students. The invariance tests on path coefficients indicated that there was a nonsignificant difference in the path models of the two groups.
[Copyright of Studies in Higher Education is the property of Routledge.]

This paper discusses whether practitioners' gender subjectivities influence pedagogies and practices in early years education and care (EYEC) settings and whether an increase of men's participation can improve gender diversity in EYEC. It draws on poststructuralist theories, understanding gender as the product/outcome of the social formation of subjects and the process of subjectification. This is illustrated through accounts for how individual practitioners from Scotland, Hong Kong, and Mainland China discursively construct their gender subjectivities, in accordance with the respective cultural discourses that shape work with young children in EYEC in the three contexts. Thirty-four practitioners from 17 EYEC settings (1 male and 1 female practitioner from each setting) in the cities of Edinburgh, Hong Kong, and Tianjin were interviewed. The study finds that participant practitioners' constructions of gender subjectivities vary within and across contexts, and gender-binary discourses are to different extents prevalent in all three contexts. This paper argues for a cross-cultural approach to gender-sensitive teacher training, to interrogate popular discourses that advocate for men to fulfil complementary roles in EYEC to women and to challenge gender binary thinking that persists in EYEC and beyond.
[Copyright of Early Years is the property of Routledge.]

This study examined (1) differences in background, integrative/instrumental motivation, learning approach, leaning strategy and proficiency in second language (L2) and (2) the determinants of learning outcomes between Hong Kong and Mainland (Chinese) students. To achieve this, a questionnaire survey was distributed to 773 s language learners across four universities in Hong Kong and Mainland China to students in Bachelor of Education (English Language) programmes. The results showed that L2 proficiency was the strongest predictor of learning outcomes for Hong Kong and Mainland students, while integrative motivation was also a significant predictor of learning outcomes in both sample groups. In addition, instrumental motivation, deep approaches, and learning strategies were found to be significant predictors of learning outcomes for Mainland students. Mainland students demonstrated lower levels of motivation, learning approaches, learning strategies, L2 proficiency, as well as learning outcomes relative to Hong Kong students. Implications for curriculum design, classroom teaching and assessment, and future research are discussed in the paper.
[Copyright of Educational Studies is the property of Routledge.]

This article analyses and compares the responses of parents to education policy initiatives in Singapore, Shanghai and Hong Kong. The education reform in three localities converges on changing an exam-centric culture and equipping students to thrive in a globalised world. Through a discussion of three representative policy initiativesDirect School Admission in Singapore, extended and inquiry/research curricula in Shanghai and Liberal Studies in Hong Kongthis article contends that the parents variously make sense of, negotiate, support and circumvent the policy initiatives. Their strategies, it is argued, are grounded in and shaped by their shared habitus, manifesting the four processes identified by Zhao, Selman and Luke (Bourdieu and Chinese education: Inequality, competition, and change, Routledge, Oxon, 2018) for understanding the formation of habitus. A major implication arising from the study is the usefulness of the concept of habitus in illuminating the educational expectations and proposed actions of parents when confronted with educational changes.
[Copyright of Asia Pacific Education Review is the property of Springer.]

This article compares and re-examines citizenship education (CE) teaching and learning in Hong Kong (HK) and Guangzhou (GZ), China. It questions two stereotypical perceptions-that China schools indoctrinate students, and that CE lessons in HK are more open than those in mainland China. Data are drawn from some 30 lesson observations, 1,200 questionnaires, and 80 teacher/student interviews from six sampled HK and GZ schools. The study used NVivo to examine qualitative data, and employed hierarchical linear modelling with the help of SPSS and AMOS to analyse quantitative data. The findings suggest both cities are similar in terms of teaching/learning CE, due to globalization and domestic changes, and have similar CE conditions more conducive to open pedagogies (e.g., inquiry-based approaches) than indoctrination. HK's greater socioeconomic openness does not ensure its CE is more open than GZ's, for pedagogical and non-pedagogical reasons.
[Copyright of Journal of Curriculum Studies is the property of Routledge.]

The purpose of this research was to explore gender differences and cultural differences in school motivation among students from eight culturally diverse groups from Western and non-Western societies. The selected groups come from Hong Kong, the Philippines, Singapore, Australia, the Netherlands, and Qatar. More than 10,000 secondary school students reported their mastery, performance, social, and extrinsic motivation. Results showed (very) small to moderately large gender differences, which were largely in line with prior research in Western societies. Moreover, significant differences in school motivation across the eight cultural groups were found, however, only the Qatari sample strongly deviated from the other samples. In all cultural groups, females had slightly higher scores on mastery motivation and social motivation (except for Qatari students), and in several Western and non-Western samples, males had slightly higher scores on performance motivation. Gender differences in extrinsic motivation were less straightforward.
[Copyright of Research Papers in Education is the property of Routledge.]

This article is a response to Allan Luke's [(2018). Critical literacy, schooling, and social justice: The selected works of Allan Luke. New York, NY: Routledge] provocation to "join an international, intercultural and peer-conversation" about the imaginings and possibilities of "an education for critical literacies" (p. xii). Using Edward Said's [(1983). The world, the text, and the critic. Cambridge: Harvard University Press] "traveling theory" to reflect on my own engagement with critical literacy over time, place and space, I stitch together an account of how I mobilized critical literacy within the challenging national contexts of Hong Kong and Singapore after first encountering critical literacy in Australia with Allan Luke. Finally, drawing on emerging theories of postcritique (e.g. Anker, E. S., and Felski, R. (Eds.) (2017). Anker, E. S., and Felski, R. (Eds.) Critique & postcritique. Durham: Duke University Press; Felski, R. (2015). The limits of critique. Chicago: University of Chicago Press; Moi, T. (2017). Revolution of the ordinary: Literacy studies after Wittgenstein, Austin, and Cavell. Chicago, IL: University of Chicago Press), I explore how top-down, "methods" frameworks in critical literacy might be re-oriented towards more radical and inquiry-based approaches, resisting the imposition of artificial limits to critical literacy pedagogy.
[Copyright of Curriculum Inquiry is the property of Routledge.]

This paper explores how notions of race, ethnicity, and blood are mobilized in educational texts in Hong Kong. It elaborates how civic identity is racialized as part of a nationalist education operating beneath the surface of expressed commitments to global citizenship, human rights, etc., in curriculum and textbooks. Many have commented on how cultural and ethnic ties are prioritized over political principles as bases for civic education in Asian societies. These cultural/ethnic bases should be critically examined, however, as they imply racial/ethnic exclusions. Examining how race, ethnicity, and blood are used to justify cultural framings of civic identity leads to questions about how education can be used to unify some, while alienating others from a sense of belonging and community. I argue that racialization of Hong Kong civic identity is not a happy solution for all members of society, and for more inclusive visions of identity in education.
[Copyright of Discourse-Studies in the Cultural Politics of Education is the property of Routledge.]

The importance of social interaction in a community of practice for promoting effective teacher learning is well established (Johnson & Golombek, ; Lave & Wenger, ). Research outlines the challenges language teachers experience in transitioning between teacher education programmes and the classroom, particularly regarding the theory-practice nexus, and emphasizes the professional community's key role in providing mentoring and support. In this regard, language teachers' experiences in transitioning from theoretically oriented language education master's programmes to the language classroom are underresearched. This study reports data gathered from 21 mainland Chinese participants transitioning from master's programmes in three locations (Hong Kong, Scotland, and China) to language classrooms in China. In line with other research on teacher education programmes, this study's findings suggest interesting common experiences among these new teachers regardless of the context where their studies took place, including a sense of isolation, a "sink-or-swim" phenomenon leading to the abandonment of theoretically grounded pedagogical beliefs in exchange for adherence to "safe" practice, confusion regarding the relationship between learning on university programmes and the practice of teaching, and weak self-efficacy as transitioning teachers face internal and external pressures. Implications and consequences are discussed in the context of the theory-practice nexus.
[Copyright of Tesol Quarterly is the property of Wiley-Blackwell Publishing, Inc.]