As typical innovation organizations, the structure and efficiency of cooperation among universities’ innovation behaviors are important influencing factors for regional innovation sustainable development. In 2019, the Chinese government promulgated the “Outline of the Development Plan of The Guangdong, Hong Kong and Macao Great Bay Area”, which directly promotes a sustainable cooperation network of universities in the Great Bay Area. This study used UCINET to visualize the cooperation network of universities in Guangdong, Hong Kong, and Macao based on the cooperation data generated by 35 universities in the Guangdong–Hong Kong–Macao Great Bay Area, jointly establishing 37 professional alliances that developed 888 cooperation ties from 2017 to 2022. The results show that the current cooperative network density of universities in the Great Bay Area is high (density = 0.746), but the cohesion trend is not significant (network centralization = 26.92%); a clear circle structure has been formed. The network exhibits a narrow shape at both ends and widens in the middle; the higher the hierarchical position of universities in the region, the more likely they are to enter the core cooperation network and establish more cooperation relationships. Universities in the marginal circles find it especially difficult to initiate cooperative relationships due to their disadvantageous position in terms of limited resources and a lack of administrative intervention. The current cooperation situation still has room for expansion. © 2023 by the authors.

With the intensification of globalization and its international competitiveness as a key benchmark, universities are under pressure to increase their social and economic growth while remaining sustainable. ‘institutional brand, ' the way how an institution presents itself to the public, is a valuable asset for higher education sustainability. Through multiple case study methodology, this research showcases Hong Kong universities institutional brand-building processes to achieve their regional and global standing. It is argued that Hong Kong universities often spell out their branding strategies and persuade and push their staff adhere to intuitional vision and mission, with the hope that such an identification with the institutional brand will lead to corporate sustainability. Copyright © 2022 Springer Nature Singapore Pte Ltd.

Each year, final year high school students choose the university that they would prefer to attend. Past studies have found that family, friends, course availability, university reputation, distances from home, and job prospects were factors affecting students’ choice of university. However, the relative weight of these factors might have changed in the digital era; also, electronic word of mouth was ignored in the past. The purpose of this study was to identify the important factors affecting students’ university choice. We distributed a questionnaire which was completed by 472 Form 6 secondary school students in Hong Kong. Conjoint analysis was used to simulate a real situation and what human beings would do: human being usually make up their mind using a few criteria at the same time. The contribution of the study is that it reveals that electronic word of mouth is the most influential factor, followed by peer influence and university reputation, in choosing a university. Copyright © 2022 MDPI AG.

This article compares and discusses three prevailing approaches used to understand the concept of school culture and school culture phenomena. The approaches are typology-functionalist approach, process approach, and improvement-effectiveness approach. Compared with the other two, improvement-effectiveness approach is identified as more appropriate to conceptualize school culture when the concept is applied to promote school improvement and effectiveness. Moreover, the School Improvement Model of School Culture developed by Cavanagh and Dellar is introduced with the implications of the model to Hong Kong school leaders, policy-makers and educational researchers are being discussed. Copyright © 2009 Hong Kong Teachers’ Centre.

Critical (multimodal) discourse studies of marketing or corporate documents of universities have shown the rapid neoliberalization of higher education and academia around the world. However, little attention has been paid to promotional materials for academic events. This chapter examines posters advertising invited lectures, colloquiums and conferences displayed on the campus of a “top” university in Hong Kong, the University of Hong Kong (HKU). The study draws on multimodal discourse studies and social theories of branding to analyze how different discursive components and semiotic placements of the posters create particular social meanings and values for the academic events and/or institutions. It identifies several dominant “tropes of branding” emerging from the displayed posters such as global connection and leadership, hierarchical internationalization with local advantage and interdisciplinarity. It shows how these tropes manifest or resonate with HKU’s more general self-branding enterprise of building itself into “Asia’s Global University”. The chapter concludes by discussing how its findings can deepen our understanding of institutionality in the areas of higher education and academia under the conditions of neoliberalism and globalization. Copyright © 2022 The Author(s), under exclusive license to Springer Nature Switzerland AG.

Students are now living in a world that is both rapidly changing and complex. This study aims to examine the effects of school subjects and the classroom climate they create on 15-year-old students’ global competence. A multilevel analysis was conducted on a representative sample of 5,873 Hong Kong participants in PISA 2018. The results showed that student perception of a better classroom disciplinary climate contributes to their global competence directly (.07) and indirectly via their skills in mathematics (.03), science (.03), and reading (.07) at the student level, and indirectly via their skill in reading (.38) at the school level. In addition, about one-third (.32) of the variance of global competence was explained at the school level. These findings suggest that schools play an essential role in cultivating students’ global competence, via traditional learning in core subjects such as mathematics, science, and reading, and a good learning environment. Copyright © 2021 HKERA-APERA International Conference.

Residential halls have been seen as an essential microsystem that can promote desirable academic, personal, and social outcomes. However, the extent to which residential education maps onto universities’ educational aims remains ambiguous. Therefore, a study was conducted in two stages, using a mixed-method approach to examine the strength of the alignment between universities’ educational aims and residential educational aims among four government-funded universities in Hong Kong. The results clarify the nature of residential educational aims and found that educators should avoid projecting an ultimate set of residential educational aims onto every institution regardless of the underlying conditions and settings. Copyright © 2022 The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.

Universities around the world are encouraging teachers to provide more constructive feedback to support student learning, but do teachers know how to distinguish constructive feedback? What pedagogical practice is considered as feedback and what is not? For example, is a rubric a type of feedback? To date, very limited research has answered these questions from university teachers' perspectives and the current study aims to address this gap. In this study, ten teacher training workshops were conducted in a university in Hong Kong, with an intention to enhance teachers' competence in assessment and feedback. During the workshops, we first adopted Poll Everywhere to survey whether teachers (N = 248) recognise six types of common pedagogical practices as feedback, and subsequently used this as a base to discuss with teachers the reasons behind their responses. Findings reveal teachers' varied perceptions of these practices as feedback, which may be related to their varied understandings of feedback purposes. The paper calls for an explicit acknowledgement of the multiple purposes of feedback, and concludes with implications for teacher feedback literacy in higher education. Copyright ©2021 Routledge.