Research at the Faculty of Education informs theory, pedagogy/practice and policy. All academic staff are engaged in research; and this engagement is recognised in the Faculty’s stated aim to serve as an educational/research ‘nexus’ between China, Asia and the rest of the world. As a large, unitary Faculty, our research is described as interdisciplinary but with a strong basis in academic disciplines allied with education, pedagogy, professional development, and speech/hearing sciences. Research is organised via: Academic Units; within our 6 Research Centres and 2 Consortia; and as an individual focus. In addition, the Faculty hosts the Education Policy Unit. The Laboratory of Neuroscience for Education is an interdisciplinary unit that crosscuts the traditional boundaries among education, cognitive neuroscience, and other scientific disciplines. At any point in time there are a large number of on-going funded research projects, seminar series, international visitors and distinguished lectures. As researchers, we are actively engaged in local, regional and international collaborations. We maintain an active programme of funded/self-funded research studentships within our MPhil/PhD and EdD programmes.
- Jul 4 2019 >
Achievements in General Research Fund, Early Career Scheme, and Humanities and Social Sciences Prestigious Fellowship Scheme (2019/20 Exercise) MoreClose
The Research Grants Council (RGC) has announced the results for the General Research Fund (GRF), Early Career Scheme (ECS) and Humanities and Social Sciences Prestigious Fellowship Scheme (HSSPFS) exercises for 2019/20. In the latest GRF and ECS competition, the Faculty performed very well with an overall success rate of 42% (similar to the level achieved in 2018/19), with 12 out of 30 applications accepted for GRF and two out of three for ECS. In the Education sub-panel specifically, HKU achieved the highest success rate for GRF (39%) and ECS (67%), even in the face of increasingly keen competition.
The list of successful GRF, ECS, and HSSPFS projects are as follows:
Dr Jim Chan
Language attitudes in learning English and Chinese as a lingua franca: (Re)examining the choice of standards, norms and models in language education
Dr Mairin Hennebry
The Motivational Dynamics of Young English Language Learners as they Transition from Primary to Secondary
Dr Timothy Hew
Identifying factors to improve flipped classroom implementation in higher education STEM subject disciplines through meta-analysis and qualitative evidence synthesis
Dr Hugo Horta
Factors influencing current and expected career trajectories of PhD students and PhD holders in China, Hong Kong, Macau, and Taiwan
Dr Carrie Lau
Role of the home and school in children’s early English language and literacy development in Hong Kong
Dr Yongyan Li
Chinese conceptualizations of “plagiarism” and intertextual education in schools
Dr Margaret Lo
Teaching English for social justice and inclusion in high-poverty schools: Participatory research at the nexus of teacher education, schools and communities
Dr Elizabeth Loh
Examining the effects of executive function on Chinese word reading among Chinese as a second language (CSL) learners and Chinese students, from a developmental perspective
Dr Anatoly Oleksiyenko
Re-imagining Intellectual Leadership in Post-Soviet Higher Education
Professor Nirmala Rao
Are young children developmentally on track? Comparison between adult ratings and direct assessment in China and India
Dr Gary Wong
Infusing engineering design process into science education in primary schools: Design-based research on students’ constructionist learning approach
Dr Patcy Yeung
Writing motivation and Chinese written composition development among children in elementary grades in Hong Kong
Dr Yvonne Huang
Conceptualizing the effects of informal teacher learning on adaptive instruction
Dr Priya La Londe
Policy Enactments in Hong Kong and Shanghai: The Character and Consequences of School Autonomy With Accountability on Learning and Teaching (SAWAhks)
Professor Brendan Weekes
Intervention and Prevention of Neurodegenerative Disease in the Greater Bay Area (GBA)
Congratulations to all of our staff who have been successful in this year's exercises!
- Feb 27 2019 >
No. 6 in the world - QS World University Rankings by Subject 2019 MoreClose
We are glad to share with you that our Faculty is ranked the 6th globally in the latest QS World Rankings by Subject 2019 released on February 27, 2019.
The Faculty has consistently performed well in world rankings. In the QS University Subject Ranking, the Faculty was ranked the 7th globally for two consecutive years in 2017 and 2018. The Faculty maintains its position among the top Education faculties in the latest QS ranking and moves up to the 6th place, joining the league of 1) University College London, 2) Harvard University, 3) Stanford University, 4) University of Oxford, and 5) University of Cambridge. In addition, the Times Higher Education (THE) University Subject Ranking for Education placed the Faculty as world number 4 for two consecutive years in 2018 and 2019.
QS uses four criteria for its ranking system – Academic Reputation, Employer Reputation, Citations per paper, and H-index, which measures both the productivity and impact of a scholar’s publications. The relative weightings of these criteria vary slightly from discipline to discipline. For Education, the weightings are 50% Academic Reputation, 10% Employer Reputation, 20% Citations, and 20% H-index. The ratings reflect the academic peers’ and employers’ opinions of the Faculty, and also the achievements of academic staff in research (citations and impact). The Faculty has obtained a high indicative score of 88 and scored very strongly on all four criteria, which demonstrates the Faculty’s all-rounded accomplishments.
Professor A. Lin Goodwin, Dean of the Faculty, said: “My colleagues and I are very encouraged by the Faculty’s latest QS University Subject Ranking of 6, which reaffirms our position as a global leader in teaching and research. It is the result of the outstanding achievements by our Faculty members, students and alumni, and an outcome of our unremitting efforts in research, teaching and knowledge exchange. We will continue to strive for excellence and to maintain our high academic and research standards internationally.”
For the full set of rankings for Education, please refer to http://www.topuniversities.com/university-rankings/university-subject-rankings/2019/education-training.