The history of the Diocesan Boys' School (DBS)--in 1869--dates back to the very early days of Hong Kong. DBS's development has since been closely linked with that of Hong Kong.

The purpose of this study was to determine the nature of marketing experiences that selected transnational university program providers had in Asia during 2002--2003. The study also determined what the selected transnational educational leaders saw as the important aspects of a framework for institutions of higher education to use for market entry into selected Asian countries.

As classroom and schools are the “miniature political communities” that help incubate students’ civic experiences, they can influence their civic development and civic participation cognitively and behaviorally.Meanwhile, principals and teachers can act as school-site change agents for the development of civically responsive and responsible youngsters at the formative age. However, past studies have not extensively examined how participative classrooms lead to better civic learning and active civic lives in schools. Neither has any responded to the current political circumstances in Hong Kong by relating controversial issues such as students’ democratic values and civic attitudes to future civic engagement including illegal protest. To fill this research gap and provide policy directions, we propose and test amodel of how political socialization at school affects development of early adolescents’ democratic values, attitudes to civic institutions and the nation, and aspirations for conventional and unconventional civic action. As young people in Hong Kong are increasingly active and radical in recent years (e.g., Scholarism, Occupy Central Movement), we examine their possible roots. Specifically we testmultilevel structural equationmodels on a sample of 2902 Hong Kong secondary Form 2 students from the International Association for the Evaluation of Educational Achievement (IEA)’s 2009 International Civics and Citizenship Education study (ICCS). These young adults were at the age when the survey was conducted. Their aspirations expressed thenmight have translated into actions now. The results can inform policies to help schools fulfill their civic mission and nurture “politically literate, participatory, and critically thinking” future citizens.

The findings are based on a larger study on systematically comparing leadership development and practice in seven differentially performing education systems (Malaysia, Australia, Hong Kong, England, Indonesia, Russia, and Singapore) (Harris et al.). The contextual background of principalship training in Hong Kong was the Principals’ Continuing Professional Development Framework introduced since 2002 (Education Department, 2002). Under this Framework, all existing and newly appointed principals have been required to undergo continuous professional development or prior certification (Education Bureau, 2010). Based on 20 interviews with principals, key staff and teachers of three secondary schools in three different bandings. One of key themes identified in the data is the roles of the school principal as a change agent. This key finding is compatible with findings that highlighted the prominent role of the principal as a key change agent for the successful implementation of school-based management, both in Hong Kong (e.g. Cheng, 1992; Ma, 1993; Ko & Walker, 2014; Ko, Cheng & Lee, 2016) and in schools worldwide (e.g. Hallinger, 1992; Hopkins & Reynolds, 2001; Marks & Printy, 2003; Wohlstetter et al., 2008).More specifically, the roles of school principals are discussed in relation to the different conceptualisations and charaterisations of principalship in transactional, instructional, transformational, and distributed leadership theories.