The effects of student involvement and college environment on students' learning and living experience at world-class university : a comparative case study of the University of Hong Kong (HKU) and Shanghai Jiao Tong University (SJTU)

2011 ◽  
Author(s):  
Yew-hung, Roy Chan
Keyword(s):  
Hong Kong ◽  
Student Involvement ◽  
College Environment ◽  
Comparative Case Study ◽  
World Class ◽  
The University

scholarly journals Representation and identity issue between globalism and localism: The case of Hong Kong pavilion at the Venice Biennale

2015 ◽  
Vol 7 (2) ◽  
pp. 173-190
Author(s):  
Wah Kit
Keyword(s):  
Hong Kong ◽  
Political Identity ◽  
Public Consultation ◽  
Social Critique ◽  
Cultural Dynamics ◽  
Art Installation ◽  
The University ◽  
New Generation ◽  
Venice Biennale

In this presentation Lee Kit's art installation at the Venice Biennale in 2013 is used as a case study of the ways in which artworks represent and help to construct representations of Hong Kong's challenge to and subversion of an aggressive and powerful rising China. In contrast with the explicit social critique and grandeur of artworks exhibited in the China Pavilion, Lee Kit's art installation - "an impressionistic house" - in the Hong Kong Pavilion appears not only abstract but mundane and even trivial. As the artist was handpicked by the organizer, without any prior public consultation, there has been heated public debate on the extent to which it is representative of Hongkongness. I argue that the apparently trivial and ordinary elements of Lee's work constitute rather than reflect the new generation of Hong Kong art. These elements may also be part of a strategy for negotiating the political identity inescapably imposed on Hong Kong by China. Hong Kong art now has the potential to distance itself from or express skepticism toward the grand narratives presented by China, to paraphrase the writing of art historian David Clarke (1997). I believe part of the aims of the international conference on "Hong Kong as Method" held at the University of Hong Kong in December 2014 is to use the ordinary to destabilize and challenge Hong Kong's taken-for-granted political identity and thereby promote diversity and inter-Asian cultural dynamics.

scholarly journals Context and curriculum in two global cities: A study of discourses of citizenship in Hong Kong and Singapore

2016 ◽  
Vol 24 ◽  
pp. 58 ◽  
Author(s):  
Theresa Alviar-Martin ◽  
Mark Baildon
Keyword(s):  
Hong Kong ◽  
Civic Education ◽  
Global Economy ◽  
Meaning Making ◽  
Global Citizenship ◽  
Comparative Case Study ◽  
Global Cities ◽  
National Economic ◽  
Alternative Discourses

This qualitative, comparative case study examined global civic education (GCE) in the Asian global cities of Hong Kong and Singapore. Guided by theories that position curriculum at the intersection of discourse, context, and personal meaning-making, we sought to describe the ways in which intentions for GCE reflect broader societal discourses of citizenship and how curricula allow students to tackle tensions surrounding national and global citizenship. We found that Singapore and Hong Kong have adopted depoliticized forms of citizenship as a means of inoculation against global ills. These types of citizenship are more nationalistic than global in nature; moral rather than political; and focused mainly on utilitarian goals to produce adaptable workers able to support national economic projects in the global economy. Although critical, transnational, and other emergent civic perspectives are apparent in both cities, the data yielded little evidence of curricular opportunities for students to become exposed to alternative discourses and reconcile discursive contradictions. The findings inform current literature by illuminating the nexus of local and global discursive practices, implicating the ability of curricula to accommodate both novel and established civic identities, and forwarding suggestions to bridge disconnections between theoretical and local curricular definitions of global citizenship. 

“Where to Publish?” Avoiding Mediocrity for Academic Staff Promotion at the University of Dar es Salaam

2021 ◽  
Vol 48 (2) ◽  
pp. 621-646
Author(s):  
Alexander Makulilo
Keyword(s):  
Rational Choice Theory ◽  
Choice Theory ◽  
Academic Staff ◽  
Dar Es Salaam ◽  
University Management ◽  
World Class ◽  
The University ◽  
Promotion Rate ◽  
High Rejection

Abstract Does “where to publish” affect academic staff promotion outcome? Using rational choice theory and the University of Dar es Salaam as case study, this article analyses the law and practice associated with academic staff promotion regarding “where to publish”. The article finds that the University has relatively well elaborate and adequate promotion guidelines and institutional frameworks to guide on “where to publish” in line with its vision of becoming a world-class university. Nonetheless, through series of workshops with staff and heads of department as well as interviews with the University management, it was observed that there is still little understanding of “where to publish” among staff although the situation is progressively changing. Some staff prefer predatory journals due to ignorance, frequent failures and lack of confidence to publish in credible journals. Consequently, the annual promotion rate remains low suggesting high rejection of publications by the University due to predatory nature of media of publication and failure by majority staff to publish.

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