Professor Cheung currently serves as the Dean of Education and Professor in the Department of Educational Administration and Policy at the Chinese University of Hong Kong (CUHK), while also being a Professor (Courtesy) at Johns Hopkins University. He previously held positions as the Chair in the Department of Educational Administration and Policy and Director of the Centre for University and School Partnership.
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 within the Faculty of Education at The Chinese University of Hong Kong (CUHK). His research interests encompass international and comparative education, higher education, and education policy.
An active and highly cited contributor to the field, Dr. Dai has published extensively in premier international journals, including Higher Education, Studies in Higher Education, Journal of Studies in International Education, Higher Education Research & Development, and Assessment & Evaluation in Higher Education. His scholarly reach also extends to top-tier Chinese periodicals, such as Fudan Education Forum and Peking University Education Review. Furthermore, he has (co-)authored five academic books released by leading global publishers, including Routledge, Palgrave Macmillan, and Brill.
Dr. Dai is deeply engaged in the global academic community, serving as an Associate Editor, Guest Editor, and Editorial Board Member for several prominent journals, including Higher Education Research & Development, Compare, and Journal of Diversity in Higher Education. Additionally, he has contributed his expertise as a peer reviewer for over 100 international journals.
His research has garnered competitive funding from the Hong Kong Research Grants Council (RGC). In 2025, Dr. Dai was honored with the prestigious Hong Kong RGC Early Career Award, standing out as the sole recipient in the field of education and one of only eight awardees across all disciplines in Hong Kong. Reflecting this exceptional global academic standing, Dr. Dai was also recognized in the 2025 Stanford-Elsevier list of the World’s Top 2% Scientists in Education. Prior to joining CUHK, he was a Postdoctoral Research Fellow at the Graduate School of Education, Peking University, where he received the Outstanding Postdoctoral Scholar Award in 2021.
Professor Kwok’s research focuses on the critical study of education policy, curriculum reform, teacher education, and questions of social justice and equity. He is particularly committed to working across disciplinary boundaries in order to probe beneath the surface of complex social realities. His scholarship draws on a wide range of theoretical resources, including anthropology, continental philosophy, cultural studies, science and technology studies, postcolonial studies, psychoanalysis, and theology. Through this interdisciplinary engagement, he explores how insights from seemingly ‘impractical’ social theory and philosophy might be retrieved to open up new lines of inquiry and reimagine educational research, pedagogic practice, and school leadership.
Professor Kwok is also an Adjunct Senior Research Fellow at Griffith University in Brisbane, Australia, where he contributes to a long-term funded project involving collaboration between university academics, teachers, parents, and community organisations in a high-poverty area in Queensland. Prior to joining The Chinese University of Hong Kong, he lectured at the Open University of Hong Kong (now Hong Kong Metropolitan University) and taught in two local secondary schools.
He is Editor of Critical Studies in Education and serves on the editorial boards of the British Journal of Sociology of Education and International Studies in Sociology of Education. He has also acted as a peer reviewer for a number of leading international journals, including Cambridge Journal of Education, Journal of Education Policy, and Discourse: Studies in the Cultural Politics of Education. He is a member of the International Teacher Education Research Collective.
Dr. Lau has received training in sociology, social anthropology, and religious studies. Before joining Faculty of Education at CUHK as a Senior Lecturer, 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. She has promoted mindfulness and spiritual education for undergraduates, pre-service teachers, and in-service teachers since 2007. Her research interests include contemplative pedagogy and holistic education, life and values education, mindfulness and wellbeing, and teachers’ ethics.
Dr. Lau has been actively involved in serving local and overseas education field (selected):
Chair of The Project and Dissertation Committee, Doctoral of Ministry, St. Stephen’s College, University of Alberta (2025- )
Assistant Professor (part-time) and MA thesis supervisor, Fo Guang University (2021- )
Assessment Panel (Values Education) of Chief Executive’s Award for Teaching Excellence (2024-25)
School Manager of Incorporated Management Committee of an aided primary school (2025- )
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, Subject group, Hong Kong Examinations and Assessment Authority (HKEAA) (2005-07)
Award:
SCGE Exemplary Teaching Award in General Education 2025, The Chinese University of Hong Kong
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.
Prior to joining the Faculty of Education, Dr. Leung served as a secondary school teacher and brought years of dedicated experience to the General Education Foundation Programme at CUHK, alongside taking up guest teaching roles in the Department of Government and Public Administration. His teaching covered areas such as values education, social and political theory, and classic works in the humanities. He has also conducted teaching and curriculum research related to humanities education and values education. In recognition of his teaching excellence, he received the Exemplary Teaching Award in General Education in 2019.
His teaching and research examine the intersections of education, politics, and society, with particular interests in values education, civic education, education policy, teacher professional development, and the cultural politics of education.
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.
