Meaghan Morris's "Humanities for taxpayers: some problems," New Literary History, Vol. 36, No. 1, Winter 2005, pp. 111-29. "The pressures of civilizationalism are palpable in Hong Kong, where every local student comes into the classroom having been trained to divide the humanities into 'Chinese X' on the one hand, and 'World X' on the other." (p. 126)
Meaghan Morris's "From criticism to research: the 'textual' in the academy," Cultural Studies Review, Vol. 12, No. 2, Sep 2006, pp. 17-32. 'who needs whole persons in Hong Kong?', the University has an answer supported by findings in the USA: business does. Corporate managers seek that famous 'well-rounded personality' in potential employees, and by this they mean a mix of cognitive, presentational and social skills. (p. 23)
Meaghan Morris's "Teaching versus research? Cultural studies and the new class politics in knowledge," Inter-Asia Cultural Studies, Vol. 9, No. 3, 2008, pp. 433-50.
Eva Tsai, "Learning to labor: thesis supervision and academic work in the graduate school,"Inter-Asia Cultural Studies, Vol. 9, No. 3, 2008, pp. 451-68.
Kimburley Wing Yee Choi, "Consumption: Why does it matter in cultural research?" Cultural Studies Review, Vol. 12, No. 2, Sep 2006, pp. 50-73. Hong Kong family consumption of Disney products, movies and English-language educational kits. I love this! Just look at the conversation between Kim and one of the subjects. Interviewee: "we know so clearly the limitations of people living in Hong Kong. You must have professional skills to survive in this globalised world...For me, children need to leave Hong Kong because, you know [the job market of] Hong Kong will get saturated after twenty years. If they don't have the ability to go outside Hong Kong, their development will be more limited than ours." (p. 65)
Bronwyn Davies, Michael Gottsche & Peter Bansel, "The Rise and Fall of the Neo-liberal University," European Journal of Education, Vol. 41, No. 2, 2006, pp. 305-19. Quoted from an Australian scientist "Teaching assessment is a joke. It's a bit of window dressing and it happens I do very well at it, but that's just my good luck in a way and I don't mind it. But, I don't think anyone could seriously think that we assess teaching now. We just go through the motions." (p. 315)
Bronwyn Davies, "The (im)possibility of intellectual work in neoliberal regimes," Discourse: studies in the cultural politics of education, Vol. 26, No. 1, March 2005, pp. 1-14.
Yongbing Liu, "The construction of cultural values and beliefs in Chinese language textbooks: A critical discourse analysis," Discourse: studies in the cultural politics of education, Vol. 26, No. 1, March 2005, pp. 15-30. The discourse of cultural values and beliefs are constructed from five different perspectives, namely, concentration and diligence, respect for authority (government leaders and elders), modesty and tolerance, collective spirit, and honesty. (p. 19)
Richard James's "Students and student learning in mass systems of higher education: Six educational issues facing universities and academic leaders" a seminar paper presented for Mass Higher Education in UK and International Contexts, 29-30 May 2007, Surrey. 1. student diversity and changing expectations; 2. student engagement and patterns of paid work; 3. student preparedness and academic standards; 4. effective teaching and learning for large cohorts; 5. the renewal of teaching and learning spaces and the 'churning' of ICT; 6. multiple forces influencing curriculum renewal.
Mitchell G. Ash, "Bachelor of what, master of whom? The Humboldt myth and historical transformation of higher education in German-speaking Europe and the US," European Journal of Education, Vol. 41, No. 2, 2006, pp. 246-67.
Rosemary Deem, "Conceptions of contemporary European universities: to do research or not to do research," European Journal of Education, Vol. 41, No. 2, 2006, pp. 281-304.
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