The Paradox of Educational Quality and Education Policy in Hong Kong and Macau

Chou, Bill K. P.

doi:10.2753/ced1061-1932450206

Cited by 22 publications

(6 citation statements)

References 12 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…They differ in population size and land dimension, international renown, main economic drivers (insurance, banking and trading in Hong Kong; gambling and tourism in Macau) and the development stage of the higher education system. Their official spoken languages also differ, due to the influence of different colonisers: Hong Kong has English as one of its official languages, whilst Macau has Portuguese (Chou, 2012). In this study, academics working in these cities are analysed together, as the aim is not to compare the two cities or the academics working in one city in relation to the other, but to examine how mobilities affect academics' research output, quality and visibility in city-based higher education systems.…”

Section: Introductionmentioning

confidence: 99%

Mobility and Research Performance of Academics in City-Based Higher Education Systems

2019

View full text Add to dashboard Cite

show abstract

Section: Introductionmentioning

confidence: 99%

Mobility and Research Performance of Academics in City-Based Higher Education Systems

2019

View full text Add to dashboard Cite

show abstract

“…This analytical level is uncommon but accounts for the growing role of cities as Higher Education systems that contribute to the global knowledge economy (see Kong, ). The Higher Education systems under study, Hong Kong and Macau, are characterised by being multilingual, multicultural, postcolonial, geographically close and special administrative regions of China, but they differ in size, resources, international reputation, development stage, official languages (Portuguese in Macau; English in Hong Kong) and academic job market conditions (Chou, ).…”

Section: Introductionmentioning

confidence: 99%

Effects of mobilities on the research output and its multidisciplinarity of academics in Hong Kong and Macau: An exploratory study

Horta

Jung

Santos

2018

Higher Education Quarterly

View full text Add to dashboard Cite

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.

show abstract

“…In Macao, the roles of parents and school tend to be defined by a clear demarcation of tasks with parents as home-based supporters and teachers as school-based educators (Ho, 2009). Therefore, parents with trust in the school express a low level of desire to influence school decisions (Chou, 2012;Ho, 2009). Under this circumstance, it is likely that parents tend to volunteer a minimum level of commitment to school management even if they participate in a school governing body.…”

Section: Factors Moderating the Participation-achievement Associationmentioning

confidence: 99%

The Association Between Parent Participation in School Management and Student Achievement in Eight Countries and Economies

Sakamoto¹

2020

IES

View full text Add to dashboard Cite

Parent participation in school management has been promoted as a strategy for holding schools accountable for education quality and outcomes. However, the evidence has proven inconclusive and limited in explaining mechanisms to affect student achievement. By using public school student data derived from the Programme for International Student Assessment 2015, this study examines how 1) participation of a student’s own parents in school management, which would affect their learning support at home and 2) participation of a group of parents, which would influence school decisions and thus affect the learning environment at school, are associated with student achievement in Croatia, Georgia, Portugal, the Dominican Republic, Mexico, Korea, Hong Kong, and Macao. I found no evidence that parent participation in school management contributed to improving student achievement. Instead, depending on the country, a negative association is derived from either individual-level or school-level parent participation. The associations are not moderated by parents’ socioeconomic status but by school’s openness to parental engagement in some of the countries, indicating that what matters might not be participation per se but the degree of engagement. The findings underscore the importance of understanding mechanisms and conditions in which parent participation affects student learning in context to design effective participatory school governance.

show abstract

The Paradox of Educational Quality and Education Policy in Hong Kong and Macau

Cited by 22 publications

References 12 publications

Mobility and Research Performance of Academics in City-Based Higher Education Systems

Mobility and Research Performance of Academics in City-Based Higher Education Systems

Effects of mobilities on the research output and its multidisciplinarity of academics in Hong Kong and Macau: An exploratory study

The Association Between Parent Participation in School Management and Student Achievement in Eight Countries and Economies

Contact Info

Product

Resources

About