教職員

Ph.D., Education (Exceptional Education / Special Education), University of Central Florida
Nationality: USA and UK

RESEARCH & SCHOLARLY IMPACT
Prof. Walker’s research focuses on school leadership and inclusion with a strong applied orientation. He links his research and practical experience to impact international educational policy formation and practice. His peer-reviewed publication record spans school leadership, special education, disability inclusion, teacher practice, and technology/learning research, alongside influential scholarly books and edited professional resources. He has a sustained leadership and community-building track record across university and field settings, and his international visibility is evidenced by an extensive volume of keynote addresses, invited talks, workshops, and conference presentations across 45+ countries. His appointment as EMCC-certified executive coach and Principal Fellow (Advance HE), plus senior academic leadership roles (including Head of Psychology and Human Development at UCL IOE), reinforce his ability to translate research into leadership development and institutional practice.

EXPERTISE CLUSTERS

• School Leadership
• Inclusive/special education and learner support
• Innovative pedagogy (technology-enabled, UDL, blended/mixed reality)
• Educational policy, formation, and international practice
• Teacher development and classroom practice
• Disability & equitable learning design
• Cross-cultural/global education applications

PhD, The University of Hong Kong (Sociology of Education) 
Nationality: Chinese 

RESEARCH & SCHOLARLY IMPACT 

Dr. Gao’s work focuses on education equity and diversity through a sociological lens, especially the vulnerabilities and educational trajectories of ethnic and language minority students and international students. Her scholarly impact is supported by a sustained and coherent research agenda (minority education, international student mobility, inclusive policy/practice); Extensive scholarly productivity: extensive scholarly productivity (monographs, edited volumes, and chapters with major academic publishers such as Springer/Routledge); Substantial research funding success as PI/Co-I, including Hong Kong and EdUHK schemes, indicating sustained research capacity and externally recognised relevance, and external Professional Services: Associate Editor for Multicultural Education Review and Vice President of Comparative Education Society of Hong Kong (CESHK). 

EXPERTISE CLUSTERS 

• Minority education (ethnic/racial and language minority schooling) 

• International & non-local student experiences (including mobility and belonging) 

• Education equity and diversity (policy and classroom/learning processes) 

• Language, linguistic capital and multilingual education 

• School/university access, participation, and equity (incl. social capital/social networks) 

• Intercultural understanding and multicultural education in education policy/practice 

PhD, The University of Hong Kong
Nationality: British

RESEARCH & SCHOLARLY IMPACT 
Grounded in the sociology of education, Dr Wright’s research explores international education, student mobility, and cosmopolitanism. He has led research projects funded by the International Baccalaureate, Round Square, the Chief Executive’s Policy Unit’s Public Policy Research Funding Scheme, and the University Grants Committee. His most recent work examines Hong Kong’s rise as a higher education hub for doctoral education, with a particular focus on the Hong Kong PhD Fellowship Scheme.

EXPERTISE CLUSTERS 

• International Schools
• International Baccalaureate
• Globalisation and education
• University preparation and admission
• Inequality in education and social reproduction

PhD in Sociology, The Chinese University of Hong Kong
Nationality: Chinese

RESEARCH & SCHOLARLY IMPACT

Dr. Lee’s research examines educational stratification, parenting, and education policy, with a strong empirical focus on home–school collaboration, digital inequality, and alternative educational choices (including homeschooling) in Hong Kong and the wider Asian region. His scholarship is evidenced by multiple SSCI/Q1 journal outputs, a Best Paper Award (2024) from the Hong Kong Sociological Association, and leadership in competitive RGC funding as PI (GRF/ECS/PPR as PI; additional team-led grants also listed). He also contributes to scholarly governance and quality assurance through editorial board positions at two SSCI journals (British Journal of Sociology of Education; Current Sociology) and extensive reviewing and external expert work. Dr. Lee further extends research reach through international keynotes and sustained knowledge transfer via major media outlets (e.g., RTHK, The Standard, SCMP).

EXPERTISE CLUSTERS

• Educational stratification & social class
• Parenting practices & policy
• Home–school collaboration
• Digital inequality & socialization
• Homeschooling & alternative education
• Educational equity & inclusion
• Sociology of education

P.h.D in Sociology of Higher Education and Policy Studies, The University of Hong Kong
Nationality: Chinese

RESEARCH & SCHOLARLY IMPACT
A sociologist, Dr Hayes Tang is an internationally research-active, well sought after and award-winning academic researcher specialising in the fields of higher education policy, academic profession and youth studies. He is recognised as being in the world's top 1% (lifetime) and top 0.2% (2020-2024) researchers in the Higher Education specialty according to ScholarGPS. His research reconsiders the sociological role of higher education and future imaginaries of the academic profession in the rise of 'academic entrepreneurialism', focusing on world-class universities in East Asia and the ecological paradigm of the 'post-entrepreneurial university'. He is committed to creating new knowledge to reimagine the university in the age of the Anthropocene, and better academic leadership and policy innovation in East Asia. Sole scholarship and collaborative research partnership enabled him to be principal investigator of 14 projects and co-investigator of 15 projects, securing a total of funding worth HK$10.67 million/ US$1.36 million since 2014. 

He is now Associate Professor (Sociology of Higher Education) and Associate Head (Quality Assurance and Enhancement) of Department of Education Policy and Leadership at the Education University of Hong Kong. He serves as an Associate Editor (Sociology and Education) of Humanities & Social Sciences Communications (SSCI-indexed), Senior Associate Editor of the Journal of Comparative and International Higher Education (the official journal of Comparative and International Education Society's (CIES) Higher Education Special Interest Group), an Advisory Council member of Harvard Business Review (an opt-in research community of business professionals), and the Editorial Board members of International Journal of Educational Management (IJEM) and Chinese Education and Society (a leading international journal in the field of education and China studies). 

On top of scholarly research, he considers education a commitment imperative to an academic life. Championing the spirit of liberal arts education, Hayes was presented at the start of his academic career the Outstanding Teacher Award by the School of Professional and Continuing Education, The University of Hong Kong in 2012. On issues about education, innovation and youth engagement, he was interviewed by journalism including ARTE (Association relative à la télévision européenne) (Franco-German channel), The Straits Times, South China Morning Post (SCMP), Radio Television Hong Kong (RTHK, Radio 3), and China Daily.

In service of knowledge exchange, Hayes (hhhtang@eduhk.hk) welcomes media consultation, external membership, and commissioned R&D projects.

EXPERTISE CLUSTERS

• Sociology of Education (especially Sociological Role of Education in the context of Innovation, Entrepreneurialism and Future-oriented development)

• Higher Education

• Youth Engagement, Educated Youth and Public Policy

• Academic Entrepreneurialism ('Entrepreneurial Universities'), 'The Post-Entrepreneurial University', Scholarship of Engagement/Application and Impact of Universities in the age of the Anthropocene

• Future Imaginaries 

• Academic Profession and Its connections with other professions (including Teaching Profession/ Schools)

• Education Governance and Policy Innovation 

PhD, Comparative and International Education & Policy Studies, UCL Institute of Education
Nationality: British

PEDAGOGICAL LEADERSHIP & PROFESSIONAL IMPACT
Dr. Auld conducts internationally networked scholarship on education governance and policy formation in comparative/international contexts, examining how global institutions and metrics shape education—e.g., OECD/WB policy narratives, policy borrowing/transfer, and evolving frameworks for global competence and early childhood education. His journal publication record (e.g., in Comparative Education, Higher Education Quarterly, Compare, and related comparative education outlets) plus book-chapter contributions with major publishers (Routledge, Palgrave, Springer, Emerald) indicate an established research profile. He also contributes to policy-facing work through commissioned/consultancy and UNESCO involvement, including input within UNESCO MGIEP’s International Science and Evidence Based Education (ISEE) project, and research funded by the Public Policy Research (PPR) Funding Scheme in Hong Kong that explored the relation between campus culture, student leaders and social movements. He led an internal research project exploring the rise of interest in Education Futures and the role of speculative methodologies in governance and policy. His work is work is widely cited, with a Field-Weighted Citation Impact (FWCI) of 4.29 on SciVal.

EXPERTISE CLUSTERS

• Comparative & international education policy analysis / governance
• OECD / World Bank education narratives & metric-based policy steering
• Education futures, speculative imaginaries, and policy “visions”
• Education policy transfer / borrowing and comparative methodology
• AI/technology-enabled or datafied education governance (AIEd, “intelligent economy”)
• Global competence, assessment, and education measurement frameworks
• UNESCO/assessment and international education evidence framework

PhD, The Education University of Hong Kong
Nationality: Bangladeshi

RESEARCH & SCHOLARLY IMPACT

Dr Miron Bhowmik is an Associate Professor in the Department of Education Policy and Leadership at The Education University of Hong Kong and the Diversity, Equity, and Inclusion Specialist at the Faculty of Education and Human Development. Previously, he had worked at the UNESCO Asia and Pacific Regional Bureau for Education in Bangkok, Thailand, the British Council in Dhaka, and several universities in Bangladesh.

Dr Bhowmik’s research interests include education and well-being of minoritised groups, as well as related policies and leadership practices. His work has appeared in several reputed journals and book series published by leading publishers. He is the Editor-in-Chief of Asia Pacific Journal of Education and Society (APJES), and an Editor of Cogent Education. He is the recipient of a general research fund (GRF) from the Hong Kong Research Grants Council and a public policy research (PPR) fund from the Government of the Hong Kong Special Administrative Region.

EXPERTISE CLUSTERS

• Equity, diversity, and inclusion in education

• Multicultural and intercultural education

• Anti-racist and culturally responsive education

• Mental health and well-being of minoritised groups

• Inclusive and higher education leadership

• Critical studies in education

• Educational technology and digital citizenship (including works on digital learning, media and information literacy, and digital equity)

PhD, Tampere University, Finland
Nationality: Chinese

RESEARCH & SCHOLARLY IMPACT
Prof. Cai’s research is internationally recognised in areas including institutional theory in higher education, the internationalisation of higher education, the Triple Helix model of innovation, university engagement in innovation ecosystems, and graduate employability. He has published extensively (170+ works) across leading journals and is listed among Stanford University’s Top 1% Scientists in Education. His Horizon Europe Principal Investigator role on NEXT-UP (2025–2028) secures €2.9m to examine youth education–employment transitions after COVID-19, with continuing Co-PI contribution after joining EdUHK. He further strengthens scholarly ecosystems through senior editorial roles (e.g., Triple Helix; Journal of Studies in International Education; Journal of the Knowledge Economy).

EXPERTISE CLUSTERS

• Higher Education Policy and Management
• Internationalisation of Higher Education
• Triple Helix Innovation
• Universities’ Societal Engagement
• Graduate Employability
• Institutional theory
• China–Europe–Global South

PhD, Education, University of Auckland
Nationality: Chinese

RESEARCH & SCHOLARLY IMPACT
Prof. Junjun Chen is a Professor at the Department of Education Policy and Leadership. Dr. Chen studied in Mainland China, Holland and New Zealand. Before joining the EdUHK, she worked at the universities in Mainland China and New Zealand. Her research has focused on principal and teacher development, well-being and resilience, systematic literature review, psychometric measurement, and how these have contributed to school effectiveness. She is willing to enlarge her research interest to advance the work of the EdUHK by cooperating with colleagues. This opportunity to work at EdUHK has made her feel very privileged indeed.

EXPERTISE CLUSTERS

• Teacher development, well-being, and resilience
• Principal development, well-being, and resilience
• Systematic literature review 
• Psychometric measurement 

PhD, Lancaster University, United Kingdom
PGDE, The Education University of Hong Kong, Hong Kong
Nationality: Chinese

PEDAGOGICAL LEADERSHIP & PROFESSIONAL IMPACT
Grounded in life and values education, experiential learning, and vocational education and training, Dr. Cheng designs learning that links classroom inquiry with field-based experience, reflective practices, and student empowerment. He coordinates and teaches across philosophical and socio-cultural perspectives in education, values education, and professional and vocational education, while serving as Field Experience Coordinator for the BEd (PVE) programme. His study tours to Dubai, Mainland China, Mongolia, South Africa and Taiwan, further extend learning beyond campus, translating reflective and experiential pedagogy into broader professional formation in Hong Kong and the GBA. Dr. Cheng is a Fellow of the Higher Education Academy (FHEA), a Registered Teacher (RT), and a Registered Social Worker (RSW).

EXPERTISE CLUSTERS

• Experiential Learning
• Learning in Higher Education
• Life & Values Education
• Reflective Practices
• Study Tours & Global Learning
• Vocational Education & Training

Ph.D., Educational Leadership & Policy Analysis, University of Missouri, Columbia, USA

Nationality: South Korean

RESEARCH & SCHOLARLY IMPACT
Dr. Choi’s research examines educational leadership and school organization through the lens of diversity, equity, and inclusion. Using advanced and innovative quantitative methods, he investigates how school leaders prepare educators to teach diverse student populations in culturally responsive ways and how they build organizational capacity that fosters continuous professional growth, well-being, and engagement across diverse groups. His work also advances the evaluation of leadership effectiveness by integrating multi-source perspectives, offering more inclusive and comprehensive frameworks for leadership assessment. His scholarly impact is reflected in a strong publication record in leading journals, including Educational Administration Quarterly, Educational Management Administration & Leadership, AERA Open, and Review of Educational Research, as well as his active contributions to peer review and editorial work. Dr. Choi has established a promising research trajectory, supported by a growing portfolio of grants as PI and international recognition, including the WERA–IEA Researcher Award, underscoring his increasingly recognized contribution to educational leadership and school improvement.

EXPERTISE CLUSTERS

• Educational Leadership
• School Improvement
• Teacher Development & Teacher Well-Being
• Culturally Responsive Teaching & Equity in Schools
• Inclusive School Climate & Immigrant Students
• International Large-Scale Assessments
• Psychometric/Quantitative Methods for Leadership Research (e.g., Multilevel Modeling, SEM, Response Surface Methodology)

Solicitor, LLM in Human Rights, The University of Hong Kong, PGDE
Nationality: Chinese

PEDAGOGICAL LEADERSHIP & PROFESSIONAL IMPACT

Mr. Chong’s leadership centres on legal education and experiential learning, with a focus on education law, human rights, equality, and student well-being. At EdUHK, he teaches across undergraduate, postgraduate, and professional programmes, while also coordinating courses, field trips and guest lectures that connect theory with practice. He has contributed to curriculum development, quality assurance, and mentoring, and his wider impact includes service with the Law Society, the Equal Opportunities Commission, policy consultations, mediation, publications, research reports, and community legal education.

EXPERTISE CLUSTERS

• Education Law
• Human Rights Education
• Rule of Law and Equality
• Experiential Learning
• Curriculum Development
• Teacher, Principal and Social Worker Training
• Student Well-being and Public Service

Ph.D in Educational Administration, Ataturk University
Nationality: Turkish

PEDAGOGICAL LEADERSHIP & PROFESSIONAL IMPACT
Dr. Emine Gümüş’s pedagogical leadership centers on school leadership, teacher development, and school improvement, with a strong commitment to linking educational research to practice. At The Education University of Hong Kong, she teaches undergraduate and graduate courses in educational leadership, teacher professionalism, school-community relations, and research methods, while ensuring her teaching aligns with programme learning outcomes and quality assurance standards. Her work also includes student supervision, academic coordination, and leadership development for educators and administrators. Beyond EdUHK, her research, training, and international experience reflect sustained impact on leadership preparation and professional learning.

EXPERTISE CLUSTERS

• School Leadership
• Teacher Professional Development
• School Improvement
• Multicultural Education
• Qualitative Research
• Educational Administration
• Practitioner Research

Ph.D. in Educational Administration (K-12), Michigan State University, United States
Nationality: Turkish

RESEARCH & SCHOLARLY IMPACT

Prof. Gümüş is internationally known for research on educational leadership (instructional, distributed, transformational, and social-justice-oriented leadership) and its link to student achievement, teacher professional learning, and teacher work attitudes. His scholarship is supported by:

• Consistent publication in major leadership/education journals and high citation visibility (h-index/citations; top-cited WoS articles);
• Editorial leadership across multiple respected journals;
• Large-scale competitive funding and long-term research agendas (e.g., GRF/PPR and Carlsberg Foundation PI work);
• International keynote/invited activity and extensive capacity-building/mentoring for school leaders and early-career scholars.

EXPERTISE CLUSTERS

• Educational leadership & school improvement (instructional/distributed/transformational)
• Social justice leadership and equity in learning outcomes
• Teacher professional learning / organizational learning
• Teacher/leader well-being & mental health in schools
• School culture, context, and leadership effects (cross-national evidence; multilevel/ecological perspectives)
• Digital simulations/serious games in educational leadership (leadership PD innovation)

Ph.D., The Education University of Hong Kong
Nationality: Chinese

RESEARCH & SCHOLARLY IMPACT
Grounded in Bourdieu’s concepts of habitus and field, Dr. Han advances policy enactment research on China’s transnational higher education governance, where she interrogates how regulation operates through ambiguity and disciplinary power. Her scholarship traces how Sino-foreign cooperation universities generate subjectivities and self-reinforcing inequality, and how governance systems manage decentralization alongside transnationalism. Her Routledge monograph on Chinese transnational higher education policy enactment extends these theoretical arguments to policy practice, while her journal articles in Journal of Education Policy and Higher Education support ongoing scholarly debates relevant to Asia-Pacific higher-education regulation. Dr. Han has been invited to review over 100 articles for internationally renowned journals and has received awards as outstanding reviewer from Higher Education and Social Transformations in Chinese Societies. She currently serves as an Editorial Board Member of the British Journal of Sociology of Education. Her work has been cited over 600 times, with an h-index of 10.

EXPERTISE CLUSTERS

• Critical Policy Analysis       
• Policy Enactment & Governmentality
• Foucault and Bourdieu Studies
• Transnational/International Higher Education

EdD, The Education University of Hong Kong
Nationality: Chinese

RESEARCH & SCHOLARLY IMPACT

Dr. Ho’s scholarship focuses on how educational leaders and teachers cultivate school improvement through entrepreneurial strategies and professional capital—spanning principal and middle-leader development, instructional/curriculum innovation, and the enactment of values/financial education in schools. His research portfolio includes a growing body of SSCI-indexed journal work and academic books/monographs (e.g., Edward Elgar; Routledge/Springer handbooks), with particular attention to entrepreneurial leadership and entrepreneurial teacher behaviours, leadership-in-practice for innovation, and data-driven development approaches for school contexts in Hong Kong and the Greater Bay Area. He also leads substantial programme-oriented knowledge-transfer and leadership-development grants funded by the Hong Kong Education Bureau and the Quality Education Fund (e.g., VEES platform and “entrepreneurial leaders” middle leaders training), evidencing sustained translation of research into educator development and system-facing capacity building.

EXPERTISE CLUSTERS

• Entrepreneurial leadership & entrepreneurial teacher behaviour
• Middle leader development & school improvement
• Leadership in curriculum reform and innovation (STEM/values education)
• Financial education / personal finance learning in schools
• Digital innovation & AI-enabled/technology-supported teaching & leadership
• Greater Bay Area (GBA) educator development & cross-border leadership synergy
•  Knowledge transfer, programme design, and educator capacity building

PhD, Applied Ethics Direction, University of Gloucestershire
Nationality: Chinese

RESEARCH & SCHOLARLY IMPACT
Grounded in virtue ethics and positive psychological theories, Dr. Huo advances moral education through moral philosophies applied to character virtues and human flourishing, spanning moral dilemma discussions, virtue language, and the structure and level of virtue in Chinese moral-education frameworks. Her research interrogates Chinese–Western character education through Neo-Aristotelian lenses, including work in Journal of Moral Education, Ethics and Education, Asia Pacific Journal of Education, and Journal of Positive Psychology. She mobilises this evidence to support policy-ready schooling in China via Principal Investigator roles, and she shapes Asia-Pacific uptake through APNME committee work and editorial leadership at Journal of Moral Education, including a special issue on contemporary Chinese moral education across Hong Kong, Macau, and Taiwan.

EXPERTISE CLUSTERS

• Moral Education & Virtue Ethics
• Character Virtues & Human Flourishing
• Neo-Aristotelian Character Education
• Moral Dilemma Discussions & Phronesis
• Cross-Cultural Moral Education (China–West)
• Virtue-based business ethics education

P.h.D., The University of Hong Kong
Nationality: Chinese

PEDAGOGICAL LEADERSHIP & PROFESSIONAL IMPACT
Drawing on comparative education, post-qualitative inquiry, and intercultural studies, Dr. Kwok examines shadow education, AI and STEM education, school principalship, and teacher professional development across Asian and international contexts. He has launched inter-regional COIL collaborations in Asia, Europe, and Oceania, and serves as special issue editor for SSCI- and Scopus-indexed journals while also reviewing for leading international outlets including Compare, International Journal of Educational Development, and Journal for Multicultural Education. His research and professional reviewing strengthen evidence-informed leadership, cross-cultural learning, and policy relevance for Hong Kong and the wider GBA. 

EXPERTISE CLUSTERS

• AI & STEM Education
• Comparative Education
• Shadow Education
• School Leadership
• Intercultural Studies
• Collaborative Learning
• Teacher Professional Development

Ph.D., Education, The Chinese University of Hong Kong
Nationality: Chinese

RESEARCH & SCHOLARLY IMPACT
Grounded in early childhood education and educational leadership, Dr. Keung examines how kindergarten teachers enact whole-child development through play-based learning, curriculum beliefs, and professional learning communities in Hong Kong. She advances socio-ecological and agency-focused explanations for practice by linking teacher emotional labour, leadership practices, and multi-agency working to outcomes for socio-economically disadvantaged children and families. Her work is published in journals including Teaching and Teacher Education, International Journal of Early Childhood, and Educational Management Administration & Leadership, and she received EdUHK President’s Awards for outstanding research and teaching performance (2025) alongside an RGC early career award (2021). She has also served as a Research Associate in the CLAP@JC HKBM team, providing consultation on the research reports for APFS/APFS 2.0.

EXPERTISE CLUSTERS

• Teacher Agency
• Family–School–Community Partnerships
• Socio-economic Disadvantage Support
• Play-based Learning
• Emotional Labour & Teacher Wellbeing
• Digitalisation of Learning and Teaching
• Youth Studies

PhD, The University of Hong Kong
Nationality: Chinese

PEDAGOGICAL LEADERSHIP & PROFESSIONAL IMPACT
Dr. Lam is a long-standing scholar of education for morality and rationality, developing Confucianism-informed educational approaches (including critical patriotism, humility, ethical virtual learning) and pioneering Philosophy for Children (P4C) work in Hong Kong. His influence is demonstrated through a strong scholarly pipeline: major single-authored monographs (Brill; Springer), edited volumes with top publishers (Routledge, Springer, Routledge international handbooks), and peer-reviewed journal articles in educational philosophy/theory fields. He has also sustained research and practice-oriented leadership—supervising EdD/MEd students to completion and delivering extensive teaching and programme coordination in life and values education.

EXPERTISE CLUSTERS

• Philosophy for Children (P4C) / dialogic pedagogy
• Confucianism, critical rationalism, and moral/civic education
• Life and values education (school/teacher development)
• Teacher education and professional development via philosophical inquiry
• Thinking skills/critical thinking through philosophical engagement
• Inter-cultural / East–West philosophy of education
• Ethical dimensions of educational technology (e.g., avatars/VR/LLMs in Confucian contexts)

Master of Arts in Christian Studies, The Chinese University of Hong Kong
Master of Education (Majoring in Child and Adolescent Development), HKBU
Nationality: Chinese

• Entrepreneurship Education
• Business Studies Pedagogy
• Values Education
• Greater Bay Area Learning
• Teacher Leadership & Assessment
• Community Engagement
• Digital Learning Innovation

Master of Philosophy in Psychology and Education, University of Cambridge, United Kingdom
Nationality: Chinese

PEDAGOGICAL LEADERSHIP & PROFESSIONAL IMPACT

Grounded in collaborative learning, international education, and science education, Ms. Lam equips pre-service teachers through field supervision, classroom practice, and curriculum work that bridges local and global contexts. She has taught Biology and Science across Hong Kong schools, contributed to e-learning, STEM, life-wide learning, gifted education, and assessment teams, and completed advanced training in IB pedagogy and teaching research. Her work strengthens science education, comparative curriculum understanding, and professional preparation for diverse classrooms in Hong Kong and the wider GBA. 

EXPERTISE CLUSTERS

• International Education
• Science Education
• Collaborative Learning
• IB Curriculum Design
• Field Experience Supervision
• STEM and e-Learning
• Hong Kong School Teaching

DPhil (Doctor of Philosophy) in Education, University of Oxford
Nationality: South Korean

RESEARCH & SCHOLARLY IMPACT 
Grounded in higher education studies and theories of student agency, Dr. Lee’s work advances a humanistic and critical rethinking of higher education leadership and policy. She advances this agenda through research on student agency and self-formation as a distinctive conceptual lens for understanding the formation of individuals, knowledge, and society in global higher education. Her monograph with Oxford University Press, Empowering Student Minds: Academic Self-Formation in Higher Education, develops cross-cutting conceptual frameworks integrating higher education’s intrinsic missions with students’ epistemic agency. She is also the co-editor of Student Agency and Self-Formation in Higher Education (Palgrave Studies in Global Higher Education). Her research has been recognised with the 2025 Best Dissertation Award from the Higher Education SIG of the Comparative and International Education Society and the 2018 Best Dissertation Award from the University of Cambridge. She also received a Clarendon Scholarship for her doctoral research at the University of Oxford, and in 2025 she was appointed a Senior Research Fellow at Seoul National University in South Korea, supported by a five-year fellowship from the National Research Foundation of Korea (approximately HKD 1.1 million). Her appointments across the UK, South Korea, and Hong Kong strengthen her sustained research trajectory in bringing cross-cultural comparative qualitative research into dialogue with dominant theories and practices in higher education. Affiliated to the Education Research Institute at Seoul National University and the World Universities Rankings for Innovation (WURI) foundation, Dr. Lee works closely with practitioners and university leaders around the world by producing an annual report on the ranking results and offering policy recommendations to help university leaders innovate their institutions and to foster shared learning across universities.

EXPERTISE CLUSTERS

• Student Agency & Student self-formation Epistemic
• Agency & Knowledge Structures
• International students in higher education
• Cross-cultural, cross-disciplinary comparison
• Humanistic approaches to higher education
• Agentic theory of talent

EdD, Civic and Citizenship Education, The Education University of Hong Kong
Nationality: Chinese

PEDAGOGICAL LEADERSHIP & PROFESSIONAL IMPACT
Grounded in critical pedagogy, experiential learning, and teacher professionalism, Dr. Leung advances pre-service and in-service teacher development through teaching and programme leadership spanning school governance, social justice, internship, and capstone courses. He coordinates the Minor in Teacher Leadership and Education Innovation, leads professional development in communication, mediation, complaint management, and school crisis management, and has shaped final-year project supervision for BEd and BSc (EM) students. His work translates into stronger teacher agency, school–community partnerships across Hong Kong and the wider GBA. Furthermore, by building connections with the local and international alternative education communities, he transfers their insights to mainstream educators.

EXPERTISE CLUSTERS

• Critical Pedagogy & Experiential Learning
• Teacher Leadership & Professionalism
• School Crisis Management
• Communication, Mediation & Complaints
• School–Community Partnerships
• Alternative Education in Hong Kong

Doctor of Philosophy, The University of Hong Kong
Nationality: Chinese

PEDAGOGICAL LEADERSHIP & PROFESSIONAL IMPACT
Grounded in comparative and international education, Dr. Leung investigates parentocracy, private supplementary tutoring, and social inequality in Hong Kong, with a particular focus on how parental resources shape students’ learning opportunities and experiences. Her work also extends to educational development, tutoring, and education innovation through teaching and research. She contributes to international scholarly exchange through CIES and CESA presentations, peer review for comparative education journals, and leadership roles in The Comparative Education Society of Hong Kong (CESHK), Global Centre for Women, Development and Education (GCWDE), and The UNESCO-UNEVOC networks. Her scholarship informs more equitable education policy and parental practice in Hong Kong and the wider ASEAN region. 

EXPERTISE CLUSTERS

• Comparative Education
• Private Supplementary Tutoring/ Shadow Education
• Educational Inequality
• Parentocracy
• Education
• Parent’s Engagement
• Gender and Development

PhD in Education, The University of Hong Kong
Nationality: Chinese

RESEARCH & SCHOLARLY IMPACT 
Jason Cong LIN is an Associate Professor in the Department of Education Policy and Leadership at the Education University of Hong Kong. He holds a PhD from the University of Hong Kong, and was a Fulbright Scholar at Harvard University. He is the author of National Education in Hong Kong in the New Era (Palgrave Macmillan, 2025), and Multiculturalism, Chinese Identity, and Education: Who Are We? (Routledge, 2022). His edited books include Ethnic Minorities: Cultural Perspectives, Stereotypes and Social Challenges (Nova, 2025), and Encyclopedia of Teacher Education (Springer, 2019). His research has been published in well-regarded journals, such as Daedalus, Journal of Contemporary China, Globalisation, Societies and Education, and Asia Pacific Education Review.

Jason’s research has received grants and awards from governments and institutions around the world. These include the Spencer Foundation, Institute of International Education, Carnegie Corporation of New York, Ford Foundation, Harvard-Yenching Institute, Henry Luce Foundation, Rockefeller Brothers Fund, Fulbright Scholarship program, Association for Moral Education, Philosophy of Education Society of Australasia, Comparative & International Education Society, Korean Association for Multicultural Education, the Georg Eckert Institute for International Textbook Research, the Hong Kong Research Grants Council, and the Ministry of Education. His works focus on incorporating intercultural knowledge, skills, and values in education; providing minority and Global South perspectives on educational issues; and working with schools and policy-makers to improve education for all students. His works have been presented at prestigious institutions, including the American Academy of Arts and Sciences, Harvard University, and UCL.

Jason is the secretary/treasurer of the AERA Confucianism, Taoism, Buddhism and Education SIG, an Editor of the Local/Global Issues in Education (the Australian Association for Research in Education book series, published by Routledge), a Regional Editor of the Bloomsbury Education and Childhood Studies, an Associate Editor of the European Journal of Education and Cogent Social Sciences, an Assistant Editor of the Brill Research Perspectives in Philosophy of Education Series, and an Advisory Editor of The Social Educator. He is also on the editorial board for British Educational Research Journal, Compare, Humanities & Social Sciences Communications, Multicultural Education Review, and The Curriculum Journal. 

EXPERTISE CLUSTERS

• Philosophy of education
• Civic/moral/multicultural education
• Politics of education
• Comparative and international education
• China and Hong Kong studies

Ph.D., Institute of Psychology, Chinese Academy of Sciences, China

Nationality: Chinese

RESEARCH & SCHOLARLY IMPACT
Dr. Lu is an internationally engaged scholar in educational leadership, leadership development, and school innovation. She demonstrates strong scholarly impact through documented citation metrics (Google Scholar 3,222; Scopus 1,302; Web o Science 1,109 as of June 2026), alongside a consistent record of educational leadership research, international keynote presentations, editorial services, and doctoral thesis examination for local and overseas universities. Her research and programme engagement are closely aligned with sectoral capacity building. This includes her leadership of a future-ready, inclusive school leadership development and research project funded by the Hong Kong Jockey Club Charities Trust (HK$82M; 2024–2028), and her contribution to the local implementation of the new education policy on Enhanced Training Requirements for Promotion by co-coordinating related programmes and directly training over 7000 teacher leaders between 2020 and 2025. She plays an active and sustained role in advancing EdUHK’s internationalization through long-running Asia Leadership Roundtables (2010 to present) and in strengthening EdUHK’s Greater Bay Area (GBA) strategy through School Leadership across the GBA forums (2022 to present). She has held senior administrative leadership roles (e.g., Acting Head of Department, 2023–2024; Co-Director of APCLC, 2025-present).

EXPERTISE CLUSTERS

• Educational leadership & school innovation
• Leadership development (principals, middle leaders, teacher leadership)
• Cross-school / cross-system learning & collaboration (Hong Kong–Mainland; GBA)
• Simulation-based and professional-learning interventions
• Measurement and instrument development in leadership studies
• Institutional/relational perspectives on teacher innovation and school change
• Leadership research–practice translation via commissioned programmes

PhD, The University of Hong Kong
Nationality: Chinese

RESEARCH & SCHOLARLY IMPACT
Dr. Luo’s research examines assessment and academic integrity in higher education, with a particular focus on how emerging technologies are impacting this field. A central strand of her recent work lies at the intersection of generative AI and assessment, which has contributed to how assessment policies and practices can be better designed to support student learning and foster meaningful relationships in times of uncertainty and change. Her research addresses many evolving phenomena in this context, including the regulation of AI technologies through academic integrity policies, ethical complexities of AI-enabled assessment, and the reconfiguration of assessment work for educators and students.

In recognition of her research performance, Jess was awarded the 2023 HKU Foundation Publication Award and 2025 Editor's Choice Award (first-place winner) by Teaching in Higher Education Journal. Her work has been discussed on various media outlets, such as WONKHE, Times Higher Education, and Yahoo News. She is also the Principal Investigator of several external and internal research grants on GenAI and higher education and has served as a keynote speaker at international conferences.

EXPERTISE CLUSTERS

• Assessment innovation and leadership in higher education in times of change;
• Implications of emerging technologies in higher education, with a focus on assessment policies and practices;
• The issue around student cheating, learning, and academic integrity in the digital age;
• The governance and regulation of emerging technologies in educational contexts.

PhD in Education, University of Oxford
Nationality: Turkish

RESEARCH & SCHOLARLY IMPACT
His research is situated in international and comparative higher education, with a particular focus on global science, knowledge production, and international research collaboration. His work examines how universities, researchers, and higher education systems are positioned within the changing global science, including questions of epistemic justice, power, regionalisation, and the role of Global Majority systems. Another strand of his research explores student agency and self-formation in higher education, especially how international education shapes individuals’ development and their contributions to society. Dr Oldac’s work has appeared in leading scholarly outlets. He has an active funding profile, with his projects as PI or Co-I amounting to over HK$3.7 million. He is internationally active through fellowships, invited seminars, and keynotes.

EXPERTISE CLUSTERS

• Comparative and international higher education
• Global science, knowledge production, and research collaboration
• Higher education internationalisation, policy, and governance
• Epistemic justice, power, and Global Majority knowledge systems
• Science mapping, bibliometrics, and knowledge-base analysis
• Student agency, self-formation, and societal contribution
• Muslim-majority higher education and science systems
• Southeast Asia and ASEAN higher education systems

EdD (Doctorate in Education), University of Nottingham Ningbo China

Nationality: British

RESEARCH & SCHOLARLY IMPACT

Grounded in critical sociology and poststructuralist theory, Dr. Poole interrogates three intersecting domains: international schooling and teacher identity, cosmopolitan nationalism and education policy in China, and academic precarity in higher education. Recognised among Stanford's Top 2% Scientists globally (2025), he has authored two monographs, co-edited a forthcoming Research Handbook on International Schools (Edward Elgar), and published extensively across leading SSCI-indexed journals. His work directly informs the governance of international schooling across the GBA and Mainland China, with advisory board memberships at Educational Review and the Journal of Research in International Education. 

EXPERTISE CLUSTERS

• International Schooling & China Education Reform
• Cosmopolitan Nationalism & Education Policy
• Teacher Identity, Precarity & Resilience
• Critical Qualitative Methods & Autoethnography
• GBA & Mainland China School Governance
• Academic Labour & Early-Career Researcher Equity
• Funds of Identity & Sociocultural Learning Theory

PhD in Education, Educational Administration and Policy, The Chinese University of Hong Kong 
Nationality: Chinese

PEDAGOGICAL LEADERSHIP & PROFESSIONAL IMPACT 
Grounded in sociology of education,  intersectionality and teacher professionalism, Dr. Poon advances teaching and learning through curriculum innovation, experiential learning, and inclusion-focused design. He leads multiple FEHD and departmental grants on cultural competence, home-school stories, and capstone learning, while developing new EPL courses on harassment, education stories, and capstone project. His consultancy and coaching for schools, foundations, and teacher groups translate scholarship into practice, strengthening teacher professionalism, student equity, and cross-sector learning across Hong Kong and beyond.  

EXPERTISE CLUSTERS 

• Cultural Competence & Equity 
• Experiential Learning Design 
• Gender Issues in Education 
• Curriculum Innovation 
• Teacher Professionalism
• Co-creation in Hong Kong Schools
• School ethnography 

Ph.D. in Philosophy, Lingnan University, Hong Kong 
Nationality: French 

PEDAGOGICAL LEADERSHIP & PROFESSIONAL IMPACT 
Anchored in philosophy, critical thinking, and life-and-values education, Dr. Thibaud designs and teaches courses that equip students to interrogate autonomy, suffering, hope, and the ethics of the good society. She is serving on the Departmental Learning & Teaching Committee. Her teaching spans Hong Kong, mainland China, and international contexts, and her EdUHK grant with ImpactHK translates classroom inquiry into charitable action and humane social engagement.  

 EXPERTISE CLUSTERS 

• Life and Values Education 
• AI ethics and philosophy of technology 
• Philosophy of Education 
• Critical Thinking & Ethics 
• Hong Kong Curriculum Studies 
• AI, Identity & Education 
• Charity-Based Learning 

PhD, The University of Hong Kong
Nationality: Chinese

RESEARCH & SCHOLARLY IMPACT
Dr. Tsang’s scholarship investigates how education accountability/governance shapes teachers’ emotional experiences, including job burnout, work alienation, and related constructs (e.g., autonomy, recognition, emotional labor, sense of calling). His work also develops/validates measurement instruments (e.g., teacher accountability and teacher recognition scales) and contributes methodological scholarship (e.g., visual research methods). His impact is supported by: (1) book outputs with major academic publishers (e.g., Routledge, Brill, Springer), (2) a large body of peer-reviewed journal articles, and (3) sustained PI roles on funded projects (e.g., HK RGC GRF; EdUHK start-up and RPSS; external funding from Beijing Normal University and China’s Ministry of Education).

EXPERTISE CLUSTERS

• Teacher emotions and well-being (e.g., emotional labor, burnout, vitality/engagement)
• Teacher accountability & accountability governance (including scale development/validation)
• Teacher agency, autonomy, recognition, and calling
• Neoliberalism/power and education governance (ideological disempowerment; power struggles)
• Education policy and teacher work experience in Chinese societies (Hong Kong & Mainland China focus)
• Visual methods / photovoice / qualitative methodological contributions

PhD, The University of Hong Kong
Nationality: Chinese 

RESEARCH & SCHOLARLY IMPACT
Dr. Wang Chan’s scholarship focuses on school effectiveness and improvement, teacher agency and leadership, teacher professional learning, and teacher emotions and well-being. A major emphasis in her recent work is AI/GenAI-enabled learning and teacher professional learning, including studies on pre-service teachers’ emotions, appraisal, coping, technostress, and learning outcomes in GenAI-supported contexts, as well as broader research on teacher well-being, job crafting, teaching for creativity, instructional quality, and STEM-related learning outcomes. Her academic impact is evidenced by a strong publication record (many outlets listed are Q1 and education SJR/SSCI-relevant) plus the 2025 AERA Best Paper Award (for work on generative AI-enabled learning for pre-service language teachers). She also leads multiple funded projects as PI (start-up and international Collaborative Research fellowship), indicating an active trajectory of research capacity building and educational innovation.

EXPERTISE CLUSTERS

• AI/GenAI in teacher learning & professional development
• Teacher leadership, agency, and school improvement
• Teacher emotions, psychological well-being, and job crafting
• Instructional leadership, instructional quality and mediating mechanisms like optimism/well-being
• Teacher informal workplace learning and organizational learning culture

Ph.D., The Education University of Hong Kong
Nationality: Chinese

RESEARCH & SCHOLARLY IMPACT

Dr. Wong explores participatory citizenship and digital citizenship. Her scholarship is evidenced by multiple SSCI/Q1 journal outputs, a Best Paper Award (2021) from Children’s Identity & Citizenship European Association (Cicea), and competitive RGC funding (GRF/ECS as PI). She has been involved in international projects (such as research undertaken on a UNESCO project on out of school children, comparison of higher education study for Asia-Pacific region students, teacher preparation programs in Mainland, China). Her most recent work examines school leadership for civic learning and participatory and student-let pedagogy in higher education.

EXPERTISE CLUSTERS

• Participatory pedagogy
• Citizenship Education
• Teacher Education
• Diversity and Minority Education
• Moral and Servant Leadership

M.A. (Sociology of Culture), University of Essex; PGCE, University of Hong Kong
Nationality: Chinese

PEDAGOGICAL LEADERSHIP & PROFESSIONAL IMPACT
Drawing on experiential learning, life-wide learning, service learning, and moral education, Mr. Wong equips students to connect classroom ideas with community practice, ethical reflection, and social responsibility in Hong Kong. He has taught general education and liberal studies across universities and secondary schools, and his public seminars, media appearances, and newspaper writing extend EPL’s reach into schools, families, and the wider public. His recognized work in sexology, psychotherapy, and life and death education strengthens student understanding of social justice, ethics, and humane engagement across the GBA.

EXPERTISE CLUSTERS

• Experiential Learning
• Service Learning
• Life and Death Education
• Moral Education & Ethics
• Sociology of Culture
• Public Scholarship Hong Kong
• GBA Civic Education

PhD, Comparative Education, Beijing Normal University, Chinese Mainland
Nationality: Chinese

PEDAGOGICAL LEADERSHIP & PROFESSIONAL IMPACT
Grounded in comparative education and classical Chinese culture, Dr. Wu advances values education, national identity, and teacher professionalism across Hong Kong’s evolving school landscape. As Programme Leader for the PDP Certificate in Implementing Patriotic Education in Hong Kong Schools and the Induction for Novice Functional/Subject Heads, he architects structured professional learning for serving educators and middle leaders. His leadership roles across some Hong Kong education organisations, together with his chairmanship of the CEATE 2024/2025 Values Education panel, translate scholarship into policy-facing advice for schools, teachers, and educational leaders.

EXPERTISE CLUSTERS

• Hong Kong Education Policy & Reform
• Values Education & National Security Education
• Classical Chinese Education
• Comparative Education & Glonacal
• Teacher Professional Development
• School Leadership Training
• Civic Education & “One Country, Two Systems”

PhD in Education, University of Cambridge
Nationality: Chinese

RESEARCH & SCHOLARLY IMPACT

Dr. Ying’s scholarship is situated at the intersection of the Sociology of Education and comparative education, offering critical insights into how socio-cultural and socio-technological transformations shape educational landscapes in both Chinese and global contexts. Her research is defined by a sustained commitment to examining the moral and socio-cultural dimensions of education, with particular attention to the evolving roles of teachers, students, and institutions in times of rapid change. Her impact is evidenced by a high volume of A*/A-ranked journal outputs across major education journals; editorial board members in international journals such as British Journal of Sociology of Education and Multicultural Education Review; consistent PI/co-leader role in multiple research grants; frequent invited talks and conference dissemination around the themes below.

EXPERTISE CLUSTERS

• Teacher professional development, student development
• Educational governance
• Ethics and values in education
• Equity, inclusion, and empowerment in education
• Intercultural and global studies in education

Darren Bryant is a Professor in the School of Education at Curtin University. Previously he served in EdUHK as the Head of the Department of Education Policy and Leadership and as Associate Director of the Asia Pacific Centre for Leadership and Change (APCLC). Darren’s research concerns leader development, middle leadership in schools and how leaders make sense of and enact policies in school.

Research Interests

Extra-curricular activities

Privatisation and educational service

Juvenile delinquency and student discipline

Team building in school

CHENG Yin Cheong is Emeritus Professor and Advisor (Academic Development), EPL of the Education University of Hong Kong (EdUHK). He was Research Chair Professor of Leadership and Change (2014-2016), Vice President (Research and Development) of HKIEd (2008-2014), the immediate Past President of World Education Research Association (WERA) (2014-2016) and the President of Asia-Pacific Educational Research Association (APERA) (2004-2008). Currently he is the chairman of Advisory Board of the Tin Ka Ping Foundation.  Previously he had served as a full member of the University Grants Committee, a panel member of Research Grants Council, and a member of the Quality Education Fund Steering Committee of the Hong Kong SAR Government. 

Prof. Cheng holds a doctorate from Harvard University. He has had extensive experiences in both education and research. His research is mainly on education effectiveness, paradigm shift, leadership, management reform, higher education, and teacher education. Prof. Cheng has published 20 academic books and over 250 book chapters, journal articles and other publications. Some of his publications have been translated into Chinese, Hebrew, Korean, Spanish, Czech, Thai and Persian languages. He is at present serving on the advisory boards of 17 international journals. He is also the associate editor of the International Journal of Educational Management (UK) since 2006. Prof. Cheng’s research has won him a number of international awards and recognition including the Awards for Excellence from the Literati Network in UK. In 2008, he was awarded as the Fellow of the Asia-Pacific Educational Research Association in recognition of his excellent contribution to educational research in the Region. He has served as panel member, external examiner or reviewer for local and international universities and research institutions. He has been invited to provide consultancy services to national and international projects in Brunei Darussalam, Saudi Arabia, Gatar, India, Pakistan, Korea, Mainland China, Netherlands, Macao, and Thailand. In these years, Prof. Cheng has been invited to give over 110 keynote/plenary presentations by national and international organizations.

He has been very interested in watercolour painting since the end of 1960s and had invited personal exhibitions in 2001, 2005, 2009, 2010 and 2014. He was invited by the Hong Kong Museum of Art to conduct art seminars.

For the details, please see http://home.ied.edu.hk/~yccheng/ 

Research Interests

Education reform

Paradigm shift in education

Internationalization of higher education

Leadership

Teacher education and development

School autonomy

21st century learning 

Michael Hand is an Adjunct Professor in the Department of Education Policy and Leadership at the Education University of Hong Kong. He is a philosopher of education with research interests in the areas of moral, political, religious and philosophical education. His books include A Theory of Moral Education (Routledge, 2018), Education, Ethics and Experience (Routledge, 2015), Patriotism in Schools (Wiley, 2011), Philosophy in Schools (Bloomsbury, 2008) and Is Religious Education Possible? (Bloomsbury, 2006).

Michael is Professor of Philosophy of Education and Director of Postgraduate Research in the School of Education at the University of Birmingham, UK. He is Vice-Chair of the Philosophy of Education Society of Great Britain, Series Editor of Bloomsbury Philosophy of Education and Co-Editor of Journal of Philosophy in Schools.

Research Interests

The nature and aims of moral education

Teaching controversial issues

Education for patriotism

Philosophy in schools

The nature and aims of religious education

The justifiability of faith schools

Relationships and sex education

Autonomy as an educational aim

Punishment in schools

Education against extremism

Rupert Maclean is a Former Director of the Centre for Lifelong Learning Research and Development, Chair Professor of International Education, and UNESCO Chair Professor in Technical and Vocational Education and Training and Lifelong Learning, at the Hong Kong Institute of Education (HKIEd). He was the foundation Director of UNESCO-UNEVOC International Centre for Education in Bonn. His previous appointments include those of: Director, Section for Secondary Education at UNESCO Headquarters in Paris; Acting Director of the UNESCO Principal regional Office for Asia and the Pacific in Bangkok; Chief of the Asia-Pacific Centre of Educational Innovation for Development (ACEID) at UNESCO Bangkok; and, UNESCO Chief Technical Advisor for the United Nations project to strengthen and upgrade teacher education throughout Myanmar. His scholarly work in education, and particularly in technical and vocational education and training, is well known from his numerous publications. He is recognized internationally as a leading change agent in education for social development. He has a thorough understanding of TVET in the Asia-Pacific region, contextualized by his broad grasp of educational issues, developments and scholarship world-wide. He was appointed an Officer of the Order of Australia (AO) in the Queen’s Birthday Honours List for Australia ‘for distinguished service to technical and vocational education particularly through UNESCO’ in 2011.

In our infinite ignorance, we are all equal (Popper).
Doubt is not a pleasant condition, but certainty is absurd (Voltaire).

Chen Schechter, Full Professor, Leadership, Organizational Development and Policy in Education. Aiming to integrate theory with empirical evidence and practice, his research areas include reform implementation, educational change, professional learning communities, organizational learning, collaborative learning from success, educational leadership, leadership development, crisis leadership, systems thinking for school leaders and leadership for society. Prof. Schechter earned his Ph.D. in K12 Educational Administration and Leadership from The Ohio State University.

Chen is the President of The MOFET National Institute for Research and Development in Education, a globally unique R&D institution with the goal of leading change in teacher training and improving education systems. MOFET National Institute is a globally unique institution operating to influence multi-level education systems and to advance system-wide changes. MOFET National Institute for Research and Development in Education is a central multicultural hub connecting institutions and agencies across the education field to identify 21st-century educational challenges and design long-term strategic frameworks grounded in educational research and development.

Chen is currently the Editor-in-Chief of the Journal of Educational Administration (JEA), the oldest and most respected leading international journal in the field of educational leadership and management.

He was the Chair of the American Educational Research Association (AERA) Special Interest Group on Organizational Theory.

He has published his research extensively in a wide range of highly ranked scholarly journals and books and has presented his research in numerous national and international conferences. Schechter advises PhD students from diverse religious and cultural backgrounds in their research dissertations. He has taught a wide range of courses on leadership, organizational development and policy in all academic levels, including principal preparation program (also online courses).

His administrative roles included Vice Director (associate Dean) of the School of Education, Head of the Teacher Education Department, and Director of the Principal Preparation Program. He also served as Chair of the Board of Directors for the university’s Institute for the Advancement of Teaching, Learning and Social Integration in Education, while also acting as committee member and academic and professional advisor in numerous Ministry of Education projects.

He was a swimming champion and butterfly record holder, member of the National Swimming Team, and selected for the All-America Team in the U.S. National Collegiate Athletic Association (NCAA) Swimming Championship.

Professor TANG Yee Fan Sylvia is Adjunct Professor (Practice) of the Department of Education Policy and Leadership (EPL) at The Education University of Hong Kong. Previously she had served as Associate Professor and Professor (Practice) of EPL, and Associate Dean (Learning and Teaching) of the Faculty of Education and Human Development (FEHD).  

Professor Tang graduated from The University of Hong Kong and received a Bachelor’s degree in Social Sciences, a Postgraduate Certificate in Education (Distinction) and a Master of Education. She obtained her PhD at the University of Wales, Cardiff, UK. 

Before working in teacher education, Professor Tang was a secondary school teacher in Hong Kong. She began working in teacher education at the Northcote College of Education and has been a long-serving member of The Education University of Hong Kong. Professor Tang has extensive experience in the field of tertiary teaching and has taught in undergraduate, postgraduate diploma, Master of Education and Doctor of Education programmes; as well as professional development programmes for teachers and school principals in the areas of teacher education and development and qualitative approaches to educational research. She also conducted thesis supervision with doctoral students and teaching supervision of students in Field Experience at undergraduate and postgraduate diploma levels.  

Professor Tang’s research interests cover various aspects of teacher education and development, including initial teacher education; student teachers’ learning and professional competence; teachers’ continuing professional development; and mentoring. She has published extensively in internationally renowned journals, and has published book chapters on teacher education. Currently, she serves on the editorial boards of the European Journal of Teacher Education as well as Teaching and Teacher Education. 

Professor Tang served as Associate Dean (Learning and Teaching) of FEHD from 2013 to 2023, overseeing matters related to learning and teaching at the faculty level. She led faculty-level learning and teaching projects, co-ordinated faculty members in the review and development of the undergraduate curriculum, and initiated and administered faculty-level funding and award schemes on learning and teaching.  

Professor Tang has been actively engaging in serving the teaching profession in Hong Kong. She was a member and professional advisor of the Special Meetings on Review of Teacher Competencies Framework, and the Committee on Professional Development of Teachers and Principals from 2014 to 2016. She also contributed to teacher education in her role as a member of the Working Group on Development of a Guiding Framework for Primary and Secondary Teacher Education Programmes, the Education Bureau from 2022 to 2023. Professor Tang has had extensive experience in presentations on topics related to teachers’ continuing professional development in Leadership Training Programmes in Hong Kong and Macau, as well as staff development events in schools in Hong Kong.  

汪雅量為香港教育大學客席國際教育領才研究講座教授，並同時擔任亞太領導與變革研究中心聯席總監。曾任冠名國際教育領才講座教授、教育及人類發展學院院長及亞太領導與變革研究中心總監。加入香港教非、育大學前，汪雅量教授曾於澳洲、新加坡及香港多所大學及專上學府執教，並為美洲、歐洲及亞太多國提供領才學習及發展課程。

汪雅量教授學術論著甚富，於教育行政與領導，及學校領才學習與發展外，汪教授亦曾研究領導學習文化對學校領才之影響。汪教授出任多份教育領導國資際學術期刊編輯委員，亦於國際學術期刊及出版社發表、編著超過300份學術論文及著作。 汪教授近期研究專注拓展中國、亞太以至全球教育領導的知識基礎。汪教授亦於本港及世界各地不同機構出任顧問。曾於中國、臺灣、星加坡、馬來西亞、泰國、越南、菲律賓、印尼、挪威、芬蘭、荷蘭、德國、瑞典、瑞士、英國、加拿大、美國、南非、智利、新西蘭及澳洲等地推展領才學習及發展課程，研究領才發展。

汪雅量教授對學校領導研究充滿熱誠，有關創新的學校領才發展思維、以及學校領袖如何自決自身專業發展和學習的研究及發展工作享譽國際。公元二零一零年，汪雅量教授獲澳洲教育領導議會頒受資深研究員榮銜，以表揚汪教授對全球、尤其是東亞及東南亞教育領導研究與發展的貢獻。翌年，汪雅量教授獲香港教育大學頒受冠名國際教育領導講座教授銜，用以表彰汪教授在國際教育領導教研的傑出成就。公元二零一五零年，汪雅量教授獲「教育行政大學議會」(University Council of Educational Administration) 頒授「布瑞傑玆獎」(The Edwin M. Bridges Award)殊榮，以肯定其在教育領袖培訓及專業發展的重大貢獻。 汪雅量教授曾六次榮獲香港研究資助局資助，並曾二十多次獲不同的國際教育科研機構撥款，開展學校教育領導研究。

Dr Li Yingxiu Winnie is a postdoctoral researcher in the Department of Education Policy and Leadership at the Education University of Hong Kong. She completed her PhD degree from EdUHK. Her previous research focused on quantitative and mixed methods. Her research interests include teacher well-being and resilience, school leadership, and systematic literature reviews. She has published articles in core international journals of the field.

Research Interests

Teacher well-being and resilience

Teacher development and effectiveness

School leadership

Systematic literature review

Dr Lu Junying is a postdoctoral researcher in the Department of Education Policy and Leadership at the Education University of Hong Kong. She completed her EdD degree from EdUHK. Her previous research focused on quantitative methods and longitudinal study. Her research interests include teacher well-being and resilience, and systematic literature reviews.

She has published articles in core international journals of the field.
 

Research Interests

Teacher well-being and resilience

Teacher development and effectiveness

Systematic literature review

Dr TANG Jianjing Janice is an RGC Postdoctoral Fellow in the Department of Education Policy and Leadership at the Education University of Hong Kong. She holds a PhD in educational administration and leadership from EdUHK. Her research interests include educational leadership, middle leadership, teacher development, and education policy. Janice has engaged and support a number of leadership and policy research projects.
 

Research Interests

Educational leadership

Middle leadership

Teacher development

Education policy

Dr. WANG Ye Christine is a postdoctoral researcher in the Department of Educational Policy and Leadership at the Hong Kong University of Education (EdUHK). Honored with the Junior Research Fellowship (JRFS) by the Research Grants Council (RGC) of Hong Kong, she is dedicated to advancing teacher educational research and contributing to teacher professional growth and leadership development.

She obtained a Ph.D degree from Hiroshima University in Japan and an Ed.D degree from EdUHK. During her doctoral studies, she collaborated on international research projects with partners in the Netherlands, United States, Japan, South Korea, and Uganda, bringing a global perspective to her work. After graduating, she served as a postdoctoral researcher in the Department of Early Childhood Education at EdUHK, contributing to the Hong Kong Jockey Club Charities Trust (JC)-funded KeySteps 2.0 project, a five-year longitudinal project supporting the holistic development of children, families, schools, and communities in the underprivileged districts of Hong Kong.

Research Interests

• Teacher education
• Professional growth
• Leadership development
• Teaching effectiveness
• Teacher qualities
• Well-being

• Course Management: PT Undergraduate & PGDE

• Part-time Lecturers Appointment

• Student Evaluation of Teaching (SET)

• L&T Data Collection 

• Programme Managements: IELC, TLIS Minor and PDPs (CWP014 & CWP023 - will start from 2026-27 and onwards)
• Departmental Technical Support
• E-learning Support

• Timetabling & Workload Allocation
• Secretary of DLTC
• Course Management: Postgraduate level

• Secretary of DRHDC
• Knowledge Transfer
• Staff Development: Departmental Support Scheme
• RPg and EdD Coordination

• Assistant to HoD
• Overall Administrative Management
• QA and E Representative (Undergraduate and TPgs)
• New Initiative Coordination
• Department HRO matters

• Marketing and External Communications
  - Website
  - Social Media
  - Social and Community Communication
  - Poster/Promotion of Activities

• Departmental Technical Support

• Procurement Service for Documentary Videos

• Programme Management & Development: MSc(EPM), MA(GSE)

• Secretary of DRHDC
• Knowledge Transfer
• Staff Development: Departmental Support Scheme
• RPg and EdD Coordination
• Programme Managements: PDPs (CWP014 & CWP023)

• QA and E Representative (PDPs)

• International Engagement and Outreach Activities (GLEF study tours, COIL course, OCLES, ELAT)

• PDPs Planning and Management

• Department Financial Control

• Application for Conference, Duty Trips and Development Leave

• BSc (EM) Programme Management & Development and Student Learning

MSc(EPM) Programme Management & Development and Student Learning

• Programme Support: MA(GSE)

• Internship [BSc (EM)]
•  FYP Coordination
• Support of Course Teaching and Teaching Materials Development
• GBA Visit, GLEF and CLOC activities

• Support Research & Development
• Support to Outreach Activities

Chen You is a Research Assistant in the Department of Education Policy and Leadership at the Education University of Hong Kong (EdUHK). He completed his Master’s degree from EdUHK. His current research focuses on higher education leadership for equity, diversity, and inclusion (EDI). Additionally, he explores the impact of online racism on the identity and well-being of minoritised youth.

Research Interests

• Higher education leadership for EDI

• Online racism and youth well-being

• Identity development of minoritised groups

• Educational equity and social justice

• Education policy and leadership

Jacob Oppong Nkansah is a Research Assistant at the Department of Education Policy and Leadership (EPL) at The Education University of Hong Kong. He holds dual doctoral degrees: a Ph.D. in Social Studies Education from the University of Education, Ghana and a Doctor of Policy Studies from Lingnan University, Hong Kong, where he was awarded a prestigious full scholarship in recognition of his academic excellence.

Jacob’s research is situated at the nexus of global and international higher education, the global research ecosystem, social policy and health social work. His scholarly work critically examines the dynamics of educational mobility, international academic partnerships, and the strategic emergence of new academic hubs in shaping global knowledge production. A significant strand of his research focuses on the lived experiences of First-Generation College students and African doctoral students and offering nuanced insights into the implications of shifting global power structures for higher education policy, equity, and practice.

With a commitment to interdisciplinary inquiry and policy-relevant scholarship, Jacob contributes to advancing understanding of how global trends influence educational systems, research collaboration, and the socio-political dimensions of academic mobility. His work informs both academic discourse and practical policy development in the context of increasingly interconnected educational landscapes.

Xinzi is from Singapore and currently works as a Research Assistant in the Department of Education Policy and Leadership (EPL). She holds a Bachelor of Science from the National University of Singapore (NUS) and spent more than six years working in the private sector before pursuing her academic interest in education. She later earned her Master of Education (Higher Education) with Distinction from The University of Hong Kong (HKU).

Xinzi is passionate about continuous learning and welcomes opportunities for academic collaboration.

Research interest:

• Higher education policy

• International Collaboration

• Comparative and International Education