Professor Cheung currently serves as Professor and Chair in the Department of Educational Administration and Policy at the Chinese University of Hong Kong (CUHK), as well as the Director of the Centre for University and School Partnership. He is also a Professor (Courtesy) at Johns Hopkins University.
His research areas include evidence-based reform, bilingual education, and educational technology. He has been involved in many large-scale randomized experiments and studies on these topics and is the author or co-author of numerous journal articles, book chapters, and technical reports. His journal articles have appeared in top academic journals such as Review of Educational Research (RER), Educational Research Review (ERR), Journal of Educational Psychology (JEP), American Educational Research Journal (AERJ), and Reading Research Quarterly (RRQ).
In recognition of his research productivity and teaching performance, he has received several prestigious awards. These include the Palmer O. Johnson Award from the American Educational Research Association (AERA) in 2008, the Research Excellence Award from CUHK in 2013, the Outstanding Alumni Achievement Award from Brigham Young University in 2016, the International Discovery Award from the Australian Research Council in 2018, the Exemplary Teaching Award from the Faculty of Education (CUHK) in 2021, and the Inaugural Award for Outstanding Research from the Asia Pacific Federation on Giftedness in 2024.
Dr. Chu has served as a principal for twenty-one years. He also shouldered various roles in secondary schools, such as Vice-Principal, Prefect of Studies, Guidance Master, and teacher. He has served in secondary schools for thirty-seven years. Dr, Chu also served as the school director and school manager for many schools, including kindergarten, primary schools, and secondary schools. He was also appointed as one of the directors of the Hong Kong Academy for Gifted Education (HKAGE) by the Education Bureau. He is an Accredited Mediator of the Hong Kong Mediation Accreditation Association Limited. Dr. Chu is an expert in leading and implementing Knowledge Management (KM) in schools. He adopts a KM strategy to transform his school into a learning organization with a knowledge-driven culture. CCC Heep Woh College (HWC) is the first school to win the Hong Kong Most Admired Knowledge Enterprise (MAKE) award. HWC was the Top Winner of the Hong Kong MAKE award one of the winners of the Asian MAKE award in 2014, and one of the winners of the Hong Kong MAKE award in 2013 and 2015 as well. He has been also invited by universities, school sponsoring bodies, education bodies, and schools to share his experience in leading KM implementation and help many other local schools implement KM in their schools.
Dr. Kun Dai is an Assistant Professor in the Department of Educational Administration and Policy at the Faculty of Education, The Chinese University of Hong Kong. His research interests encompass international and comparative education, transnational higher education, education policy, and intercultural learning and adaptation. His work has been published in numerous leading journals, including Higher Education, Studies in Higher Education, Journal of Studies in International Education, Educational Technology Research & Development, Compare, Higher Education Research & Development, Assessment & Evaluation in Higher Education, Oxford Review of Education, Fudan Education Forum, and Peking University Education Review. He has also authored five academic books published by Routledge and Brill. Dr. Dai serves as associate editor, guest editor, and editorial board member for several international journals, such as Higher Education Research & Development, Journal of International Students, Compare, and Journal of Diversity in Higher Education. Additionally, he has peer-reviewed over 90 international journal articles. His research has been supported by the Hong Kong Research Grants Council’s Early Career Scheme, and he is honored with the Hong Kong RGC Outstanding Early Career Award.
Professor Kwok is interested in the critical studies of education policy, curriculum reform, teacher education, and social justice and equity. In terms of research style, he is a strong advocate for breaking down disciplinary boundaries, in order to scratch beneath the surface of complex social reality. His academic work has been informed by a wide range of theoretical resources: anthropology, continental philosophy, cultural studies, science and technology studies, postcolonial studies, psychoanalysis and even theology. He asks, how can we retrieve the lost insights from the seemingly impractical social theory and philosophy, to open up new questions and therefore, reimagine educational research, pedagogic practice, and school leadership?
Professor Kwok is also an adjunct research fellow at Griffith University in Brisbane, Australia, on a long-term funded project in which university academics work and co-produce research with teachers, parents, and community organisations in a high poverty area in Queensland. Before that, he lectured at the Open University of Hong Kong (now Hong Kong Metropolitan University) and taught in two local secondary schools.
Dr. Leung served as secondary school teacher and lecturer at CUHK. Prior to joining the Faculty of Education, he was a member of the teaching team of the General Education Foundation Programme at CUHK for many years and took up teaching assignments at the Department of Government and Public Administration, where he taught courses in values education, social and political theory, humanity classics and conducted pedagogical and curriculum research on areas related to humanities education and values education. He was presented the Exemplary Teaching Award in General Education in 2019. Dr. Leung’s teaching and research interests mainly focus on the intersections of education domains with politics and society, especially on topics including values education, civic education, teacher professional development, educational policy, and the cultural politics of education.
Dr. Lau has received training in sociology, social anthropology, and religious studies. She has promoted mindfulness education for undergraduates, pre-service teachers, and in-service teachers since 2007. Her research interests include contemplative practices, mindfulness, values education, and teachers’ ethics.
Before joining Faculty of Education at CUHK, Dr. Lau had worked as a registered teacher and subject panel of Ethics and Religion at a secondary school. She also held positions as a Lecturer, Senior Lecturer, and EDD co-supervisor at the Education University of Hong Kong. Currently, she is also an Assistant Professor (part-time) and MA thesis supervisor of Foguang University.
Dr. Lau has been actively involved in serving the education field (selected):
Member of Assessment Panel (Values Education) of Chief Executive’s Award for Teaching Excellence (2024-25)
School Manager of Incorporated Management Committee of an aided secondary school (2024- )
Committee member, International Association for Children’s Spirituality (IACS)(2017- )
Course instructor, Positive Pedagogy: An Applied Framework for Positive Education
(EDB commissioned) (2017-2021)
Course instructor, Advanced course on Catering for Diverse Learning Needs (EDB commissioned) (2018-2021)
Member, the CDC-HKEAA Committee on Ethics and Religious Studies (Senior Secondary), HKSAR (2004-08)
Member, Hong Kong Examinations and Assessment Authority (HKEAA) (2005-07)
Award:
Inaugural Caring Teaching Award, FEHD, Education University of Hong Kong (2020-21)
Excellent FE Supervision, Education University of Hong Kong (2021-22)
Certificate of Appreciation of School-based Curriculum Project Scheme of Education Department (2000)
Daphnee Lee is a sociologist by training and researcher in education who employs a sociological lens to study educational change in Chinese societies. She has a lifelong passion for understanding how change shapes professional identities and how professionals empower themselves in the face of change. Daphnee’s latest research initiative focuses on intercultural identities, values and educational change, exploring how people, based on their childhood experiences, think, talk, and act, via professional learning communities, their teaching practice, or when managing intercultural differences in online social networks. Daphnee investigates the identities and values underpinning professional practice and learning with a theory she developed on identity grafting. In her book on Managing Chineseness (Palgrave Macmillan, London, 2017), Daphnee examines the theoretical implications Chinese professional identities through the concept of identity grafting. As a service to the international scholarly community, she is Associate Editor of the Journal of Educational Change and The Asia-Pacific Education Researcher (TAPER). Prior to CUHK, Daphnee started the earlier phases of her academic scholarship at The Education University of Hong Kong; and Nanyang Technological University (National Institute of Education, Singapore). Her Ph.D. work at the Australian National University laid the foundations for the sociological explanation of empirical work on how individuals construct and exercise their identities, linking organizational, social, and policy experiences to global reforms and movements.
B.Econ. (Sun Yat-sen University), M.A., M.Phil., Ph.D.(Columbia University). Dr. Ou specializes in economics of education. Previously she has been visiting scholar at the University of Cambridge (2016/7) and is a Life Member of Clare Hall, University of Cambridge. She is Associate Director at the Hong Kong Institute of Educational Research and an Assembly Fellow at Chung Chi College. She is a trustee of the Yale-China Association and an advisor of Lingnan (University) College Board of Trustees. She also serves for Yale-China Education Committee, the Economics Steering Group of Worldwide Universities Network, the Global China Research Programme at CUHK, and is a Faculty Affiliate at the Centre for Population Research. Her two core areas of interest are the impact and consequences of educational reforms, and the interactions of human capital and immigrant integration. Her research has been supported by the British Academy, Hong Kong Research Grant Council, Tin Ka Ping Foundation and the Worldwide Universities Network. She has extensive research and consultancy experience on educational policy for major organizations including Centre for Economic Performance at the London School of Economics, UNICEF, the Ford Foundation, and New Visions for Public Schools. She teaches graduate and undergraduate courses on educational policy, education and development and educational finance.
Prior to joining the department, Dr. Qian has worked at Fudan University and the Education University of Hong Kong. She has been Director of The Asia Pacific Centre for Leadership and Change (APCLC) and Associate Head of the Department of Education Policy and Leadership at EdUHK. Her research areas include educational leadership, school improvement and reform, and teacher learning. Her scholarly productivity and quality output has been recognized by CUHK Postgraduate Research Output Award (2008/09), UGC Early Career Award (2014/15), EdUHK President’s Award for Outstanding Performance in Research (2015/16) and President’s Award for Outstanding Performance in Teaching (2016/17). She has published in journals such as Journal of Education Policy, Educational Management, Administration & Leadership, and Journal of Educational Administration. She serves as an editorial board member of Educational Management, Administration & Leadership, Journal of Educational Administration, and Educational Assessment, Evaluation and Accountability, and as an associate editor of ECNU Review of Education.
TSE Kwan-choi, Thomas has worked as secondary school teacher, research assistant and lecturer in the Department of Sociology at CUHK. Research interests include moral education, civic education, family and mass media as socialization agents, and youth studies.
