- Copyright Page
- Preface and Acknowledgements
- List of Figures
- List of Tables
- List of Contributors
- The Description and Comparison of Societal Systems of Higher Education and University Management
- Criticality, Academic Autonomy, and Societal Progress
- Socializing Human Capital for Twenty-First Century Educational Goals: Suggestive Empirical Findings from Multinational Research
- Changing the Nature and Role of Universities: The Effects of Funding and Governance Reforms on Universities as Accountable Organizational Actors
- Recent Trends in East and West University Governance: Two Kinds of Hollowness
- Cycles of Evolution of Ideal Types of Universities: Causes and Consequences for the University Mission—The Case of Poland
- The Implications of a Diversifying Workforce for Institutional Governance and Management in Higher Education
- The Collegial Tradition in English Higher Education: What Is It, What Sustains It, and How Viable Is Its Future?
- Managing a University in Turbulent Times
- Critical Factors and Forces Influencing Higher Education in the Twenty-First Century
- A New World of Communications in Higher Education and Its Implications
- Leading in Higher Education
- Policy and Practice in University–Business Relations
- Macro Changes and the Implications for Equality and Social and Gender Justice in Higher Education
- Macro Changes and the Implications for Higher Education Research: A Case Study in the Health Sector and Graduate Practice
- Canada in a Global System of Higher Education: The Role of Community Engagement
- Developing and Maintaining Transnational Research Collaborations: A Case Study of Australian Universities
- Scholarship in the University: An Ecological Perspective
- Higher Education Finance: Global Realities, Policy Options, and Common Misunderstandings
- Educating for the Cooperative Society: The Role of Government in Building Human and Social Capital
- Educating for the Cooperative Society: The Role of Industry in Building Human and Social Capital
- Educating for the Cooperative Society: The Role of Universities, Research, and the Academic Professions in Fostering Good Citizenship
- Governments Need To, and Do, Trust Universities
- Education and Technological Unemployment in the Fourth Industrial Revolution
- Educating for the Innovative Society: The Role of Indian Institutes of Technology in India
- Policy Implications for Equity, Gender, and Widening Participation in Higher Education
- Reactions, Reflections, and Renewal: The Significance of Higher Education for Intellectual, Societal, and Personal Advancement
- Maintaining the Contribution of Higher Education to Societal Progress
Abstract and Keywords
The universities in Hong Kong grew to have strong autonomy and academic freedom within the British tradition of the state-contracted university. China is now subtly pressuring them to conform to the Chinese HE ideal of the state-controlled hollow type. Tensions result as the incremental adjustments have been perceived by many scholars as subversive. In China a dual leadership system protects both the academic and the Party interests. In Hong Kong such a formula would appear to be in the making over time. There are different implications for the utilitarian sciences and potentially political humanities. The loss of societal openness in Hong Kong is matched by another form of hollowing in the West, where market-funded consumer-driven ‘skills factories’ now host a contest between traditional scholarship and managerialism.
Gabriel Donleavy was educated at Cambridge (MA), London (LLB), and Glasgow (PhD), and has specialized in academic quality assurance, corporate ethics, and accountability theory. For over forty years he has held senior academic posts at universities in the UK, Singapore, Hong Kong, Macau, and Australia. His academic roles have included: Dean of Business and Law and Deputy Vice-Chancellor at Victoria University; Dean of Business at University of Macau; President of the Anglo European Chiropractic College; Department Headships at University of Central Queensland;Adjunct Professor at the Shandong University of Business and Technology; Deputy Chair of the Academic Board at University of Western Sydney; and President of the National Teachers Education Union at the University of New England where he has been Acting Head of its Business School and continues as Professor of Accounting. His publications include forty-two internationally refereed articles, seven books, and several creative compositions.
Kuan-Cheng Chen received his PhD from Manchester Business School, University of Manchester, where he is currently an adjunct lecturer. He has eleven years’ teaching experience in Taiwanese universities and engaging in executive education in China, Hong Kong, and Singapore. His interaction with universities in Greater China has fuelled his interests in research and practice of university governance in the region. Before returning to the academic world, he worked for more than fifteen years in business as a successful senior executive, with professional footprints around the Asian region. His employers included global multinational companies and various types of large Chinese companies such as family businesses and state-owned enterprises. He has also acted as an adviser to large Chinese family-business organizations in Asia for more than ten years. He now collaborates in research on East–West issues in comparative management and higher education.
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