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This paper focuses on governance in higher education in China. It sees that governance as distinctive on the world scale and the potential source of distinctiveness in other domains of higher education. By taking an historical approach, reviewing relevant literature and drawing on empirical research on governance at one leading research university, the paper discusses system organisation, government–university relations and the role of the Communist Party (CCP), centralisation and devolution, institutional leadership, interior governance, academic freedom and responsibility, and the relevance of collegial norms. It concludes that the party-state and Chinese higher education will need to find a Way in governance that leads into a fuller space for plural knowledges, ideas and approaches. This would advance both indigenous and global knowledge, so helping global society to also find its Way.

This chapter explores how neoliberal higher education reforms in the United Republic of Tanzania (URT) during the 1990s and 2000s were shaped by the history of governance, schooling, and foreign donor involvement in the country following its independence in 1961. Against this backdrop, I examine how concepts of private versus public leadership, individualism, competition, and education’s place in the overall development scheme shifted over time, and the influence these changing conceptualizations had on the role of universities in Tanzania by the end of the first decade of the 21st century. In an international environment in which powerful funding agencies see neoliberal higher education policies and “knowledge societies” as the key to increased national competitiveness and poverty eradication in sub-Saharan Africa, this chapter shows how changes embedded in recent market-centered university reforms – in which the state is said to “steer” rather than “row” – have influenced the quest for equitable development.

Tingting Qi's chapter titled, “Moving toward Decentralization? Changing Education Governance in China After 1985,” provides the historical and policy context for the volume. This chapter integrates the post-1978 Chinese educational reforms into the socioeconomic context of China. The special contribution of this chapter is that it explores the complexity of educational decentralization in China through an in-depth analysis of changes in education finance, administration, and curriculum. Qi reviews prior studies, government documents, laws, and regulations related to Chinese education reform since 1978 within the context of education decentralization in China. Qi also demonstrates that China's educational policy reforms are moving China toward “centralized decentralization” because decentralization is driven by a common, centralized national goal of economic modernization. The chapter presents evidence that “centralized decentralization” is a strategic maneuver that maintains centralized control while providing the reform legitimacy of decentralization. By focusing on decentralization as the core of Chinese educational policy reforms, this chapter situates the following chapters within the social, cultural, and political context of post-1978 China.

This study aims to unravel the tensions and convergences between market-oriented neoliberal education and state-serving transnational higher education (TNHE) practices through an infrastructural lens within the broad context of post-pandemic geopolitics.

The study utilizes a case study approach, with a diverse array of data collection methods, including observations, interviews and review of material/online documents issued by the TNHE-related institutions and the Chinese Ministry of Education.

The study identifies three findings: (1) Re-articulation of transnational infrastructures, valuing ‘glocal' education and casting immobility as advantageous yet quasi-mobile; (2) Infrastructural tensions arising from stakeholder contests over program control and (3) Infrastructural dialectics, illustrating how promised (im)mobility becomes a tightly regulated academic journey due to institutional constraints and conflicts.

The findings elucidate the dynamic interplay between international education and TNHE amidst neoliberal pedagogical trends and pandemic-driven geopolitical shifts in China. While the interplay showcased a notable effect on Chinese students' (im)mobility during the pandemic, more empirical research is needed to understand international student (im)mobility issues in the post-pandemic era.

This study explores the infrastructural intersections between international and transnational education during the unprecedented Covid-19. Findings may provide a reference for policymakers and practitioners to strategize the “glocal” approach to international/transnational education in China after the pandemic.

The function of early childhood education (ECE) has shifted from mothering to nurturing child development in Hong Kong. Teaching in kindergartens seems to be more attractive to men nowadays. The purpose of this paper is to explore the issues of male participation in ECE through a case study of a local kindergarten.

A case study methodology was used in the research design and the data were collected through semi-structured interviews. The interviewees all came from a single, case study school, and included the kindergarten principal, head teacher, teachers, both Chinese and foreign nationals, and parents.

The findings of the study indicated that most of the school staff support hiring male teachers in kindergartens and perceive that male teachers play an important role in educating young children. On the other hand, the views of parents who participated in the study were divided. This reflects gender bias on the part of parents.

Minimal research on male participation in kindergartens has been conducted in Hong Kong. The findings of the study shed some light on the issues of male participation in ECE in a Chinese context. It is argued that overcoming the low participation of male teachers in ECE will require changes in deeply rooted institutional and management practices. From a wider perspective, providing better career prospects and improving the professional status of kindergarten teachers will attract more men to teach in kindergartens.

In response to the world’s rising awareness on sustainability, industry players and policymakers are devoting great efforts to bolster green building developments. Every green building project (GBP) involves numerous stakeholders and potentially incompatible concerns. Despite the associated environmental, economic and social benefits, GBP developments have often confronted managerial barriers which are actually emerged from stakeholders – the actual key determinants of a project. Holistically analyzing the complexity of stakeholders in GBPs is, therefore, crucial to improving GBP management and achieving greater sustainability for all involved. The purpose of this paper is to analyze stakeholder complexity in large GBPs using a holistic framework which integrates both empirical and rationalistic analytical perspectives.

The complexity of stakeholders in GBPs can be considered from three aspects – identifying stakeholders, assessing stakeholder interactions and analyzing stakeholder concerns. The proposed stakeholder analysis framework uses both empirical methods (e.g. interviews and surveys) and rationalistic methods (e.g. chain referral sampling and social network analysis) to analyze GBP stakeholder complexity. Case study of a lab-enabled commercial GBP in Hong Kong was undertaken to illustrate the framework.

The framework enables a holistic, objective and effective stakeholder analysis; leading GBP leaders toward a complete understanding of project stakeholder complexity. The case study findings bring managerial insights to GBP leaders on the general SNA-related stakeholder dynamics and the important stakeholder concerns, of large Hong Kong GBPs. The findings diagnose general connectivity structures of GBP stakeholders, identify influential and peripheral actors in GBP information exchange, and suggest clues to improve their dynamics. In addition, ten key stakeholder concerns were identified, including comprehensive governmental standards and procedures, clear sustainability goals at the outset, effective stakeholder engagement, adequate design flexibility, and a “can-do” attitude of contractors and consultants – which are all vital for successful GBP development. The underlying reasons of these concerns and recommendations to addressing them were also discussed.

Many existing GBP stakeholder studies appear to use a single analytical perspective to assess project stakeholder complexity, but this may not gain a full understanding. The holistic stakeholder analysis framework used herein combines empiricism and rationalism. It helps to bring GBP leaders and implementers toward a more informed project decision making, a more thorough understanding of stakeholder complexity, as well as a more effective engagement of stakeholders.