演講摘要: 
The global drive for world-class universities is twinned with a radical movement to create research assessment indicators, and universities have never been pressured as much as today by global rankings. This presentation aims to focus on how research assessment exercises have reconfigured the institutional missions of the university in terms of knowledge production, teaching and service, by comparing four top research universities in Mainland China, Hong Kong, Japan and the U.S. It critically investigates how far and in what ways academics in the four systems have been pressured to respond to these exercises. Based on empirical data, it is found that Mainland China, Hong Kong and Japan have been affected severely and that Hong Kong universities are the most internationalized and productive in research outputs, as also evidenced in recent QS rankings. The presentation argues that the global ranking regime has created a Double Bind for East Asian universities, as well as universities in English contexts, and has brutally dominated their institutional reconfigurations. Furthermore, the presentation anticipates that the importance of teaching and service will be revitalized in the new stage of East Asian universities, e.g., the Chinese University 3.0.
 
主講人簡(jiǎn)歷:
Dr. Jun Li is Deputy Director of Education Policy Unit at the University of Hong Kong, Chairman of the Hong Kong Educational Research Association, and Past President of the Comparative Education Society of Hong Kong. He is directing two research projects respectively on “World-class Universities, Publication and Research Assessment: Rethinking the Mission of Higher Education in the Global Age” sponsored by the Research Development Fund of Worldwide Universities Networks (RDF/WUN, Ref.: 4930217) and “China-Africa University Partnerships in Education and Training: Students, Trainees, Teachers and Researchers” sponsored by the Research Grants Council of the Hong Kong Special Administrative Region General Research Fund (Project No.: CUHK842912). His new monographs include co-authored Portraits of 21st Century Chinese Universities (Springer/CERC, 2011) and single-authored Quest for World-Class Teacher Education? A Multiperspectival Study on the Chinese Model of Policy Implementation (Springer, 2016).