Dr LU, Jiafang
陸佳芳 博士
Acting Head / Associate Professor
Department of Education Policy and Leadership
Associate Director
The Joseph Lau Luen Hung Charitable Trust Asia Pacific Centre for Leadership & Change
Contact
ORCiD
0000-0003-4371-2780
Phone
(852) 2948 6274
Email
lujf@eduhk.hk
Address
10 Lo Ping Road, Tai Po, New Territories, Hong Kong
Scopus ID
23100221500
Research Interests

School leadership management teams; teacher innovation, teacher collaboration, simulation-based training; work-life role interaction

External Appointments

Consulting editor, International Journal of Stress Management

Personal Profile

Dr. LU Jiafang received her doctoral degree in Applied Psychology from Institute of Psychology, Chinese Academy of Sciences. Her early research focused on the work-family conflict experienced by dual-career couples and its impact on work motivation. Later she expanded her research interests to study leadership development, school leadership teams, and innovation in educational settings. In both areas of research, cooperative goal interdependence theory and role enrichment perspective have provided overarching themes for her work. Her research findings have been published in respected journals such as School Effectiveness and School Improvement, Journal of Management Development, Journal of Vocational Behavior, and Journal of Occupational Health Psychology. In addition to her research contributions, she serves as a consulting editor for International Journal of Stress Management and Asia Pacific Journal of Management. Dr. LU Jiafang also produces documentary videos about schools and their members to showcase the good work that is happening in education. Dr. LU Jiafang is enthusiastic about translating her research into practical leadership development applications. Her expertise has provided constructive insights and guidance for fostering effective teamwork and cultivating innovative practices within educational institutions.

Research Interests

School leadership management teams; teacher innovation, teacher collaboration, simulation-based training; work-life role interaction

External Appointments

Consulting editor, International Journal of Stress Management

Research Outputs
Scholarly Books, Monographs and Chapters
Buchtel, E. E., & Lu, J. (2021). Enculturating perspective taking across cultures: Academic discussion as a cross-cultural competence skill. Wong, M.S., Weiner, L., Cerniak, J., & Yee, L.T.S. (Eds.), Incorporating diversity in classroom settings: Real and engaging examples for various psychology courses (76-82). http://teachpsych.org/ebooks/diverse1: Society for the Teaching of Psychology.
Lu, J. (2020). Experiences of Teacher Leaders in Hong Kong and Shanghai: Recovery, Work Enjoyment, and Workplace Creativity. J. Chen & K. Ronnel, Emotions in Learning, Teaching and Leadership: Asian Perspectives (pp.212-227). London: Routledge (Taylor & Francis Group).
Lu, J. (2019). Teacher innovation and school-level predictors: observations from Hong Kong. In M. A. Peters & R. Heraud (Eds.), Encyclopedia of Educational Innovation (e-Book). Singapore: Springer. DOI: https://doi.org/10.1007/978-981-13-2262-4_2-1.
Hallinger, P., Lu, J., & Showanasai, P. (2019). Seeing and hearing is believing, but eating is knowing: A case study of implementing PBL in a Master of Educational Management program. In M. Moallem, W. Hung, & N. Dabbagh (Eds.), Handbook of Problem-based Learning (483-506). Malden, Massachusetts: Wiley-Blackwell.
Lu, J. (2015). A closer look at work-family conflict: The early childrearing experience of dual-earner couples in urban China. In L. Lu, & C. L. Cooper (Eds.), Handbook of Research on Work-Life Balance in Asia (pp. 99-115). UK: Edward Elgar Publishing.

Journal Publications
Liu, S., Yin H., Wang Y., & Lu, J. (2024). Teacher innovation: Conceptualizations, methodologies, and theoretical framework. Teaching and Teacher Education, 145, xx-xx. https://doi.org/10.1016/j.tate.2024.104611
Ho, C.S.M., Bryant, D.A., & Lu, J. (2022). Nurturing teachers’ entrepreneurial behavior in schools: Roles and responsibilities for school principals. Leadership and Policy in Schools, in press
Liu, S., Lu, J., & Yin, H. (2021). Can professional learning communities promote teacher innovation? A multilevel moderated mediation analysis. Teaching and Teacher Education, 109 https://doi.org/10.1016/j.tate.2021.103571
Ho, C.S.M., Lu, J. & Bryant, D.A. (2021). (In press). Understanding teacher entrepreneurial behavior in schools: conceptualization and empirical investigation.. Journal of Educational Change, x(x), xx-xx.
Lu, J., & Campbell, P. (2021). Conceptualizing innovation and professional learning in the Hong Kong context. Practice: Contemporary Issues in Practitioner Education, 3(1), 67-72.
Ho, C. M., Lu, J., & Bryant, D. (2020). The impact of teacher entrepreneurial behaviour: A timely investigation of an emerging phenomenon. Journal of Educational Administration, 58(6), 697-712.
Wang, M., Ho, D., Lu, J., & Yang, D. (2020). Constructing early childhood leadership models in China: A mixed-methods study. Journal of Educational Administration, 58(6), 729-748.
Lu, J. (2019). Reciprocal gain spirals: The relationships among sleep quality, work enjoyment, cooperative interaction, and work passion of teacher leaders. The Asia-Pacific Education Researcher, 24(4), 353-361.
Ho, C.S.M., & Lu, J. (2019). School Competition in Hong Kong: A Battle of Lifting School Academic Performance?. International Journal of Educational Management, 33 (7), 1483-1500.
Guo, W. & Lu, J. (2018). Assessing instructional leadership from two mindsets in China: Power distance as a moderator. Educational Assessment, Evaluation and Accountability, 30(4), 433-455.
Guo, W., Lu, J., & Qian, H. (2018). Principal instructional leadership: Chinese PIMRS development and validation. Chinese Education & Society, 51(5), 337-358.
Lu, J., & Hallinger, P. (2018). A mirroring process: From school management team cooperation to teacher collaboration. Leadership and Policy in Schools, 17(2), 238-263.
Hallinger, P., Tang, S., & Lu, J. (2017). Learning to make change happen in Chinese schools: Adapting a problem-based computer simulation for developing school leaders. School Leadership & Management, 37(1-2), 162-187.
Siu, O. L., Bakker, A. B., Brough, P., Lu, C. Q., Wang, H. J., O'Driscoll, M., Kalliath, T., Lu, J., & Timms, C. (2015). A three-wave study of antecedents of work-family enrichment: The roles of social resources and affect. Stress and Health, 31(4), 306-314.
Lu, J., Jiang, X., Yu, H., & Li, D. (2015). Building collaborative structures for teachers' autonomy and self-efficacy: the mediating role of participative management and learning culture. School Effectiveness and School Improvement, 26(2), 240-257.
Hallinger, P. & Lu, J. (2014). Modelling the effects of principal leadership and school capacity on teacher professional learning in Hong Kong primary schools. School Leadership & Management, 34(5), 481-501.
Tang, S., Lu, J., & Hallinger, P. (2014). Leading school change in China: A review of related literature and preliminary investigation.. International Journal of Educational Management, 28(6), 655-675.
陸佳芳 (2014)。 撬動學生創意:教師可以做什麼?。 青年研究學報,17(2),62-68。
Lu, J., Hallinger, P., & Showanasai, P. (2014). Simulation-based learning in management education: A longitudinal quasi-experimental evaluation of instructional effectiveness.. Journal of Management Development, 33(3), 218-244.
Li, C., Lu, J., & Zhang, Y. (2013). Cross-domain effects of work-family conflict on organizational commitment and performance. Social Behavior and Personality, 41(10), 1641-1654.
Hallinger, P., & Lu, J. F. (2013). Learner centered higher education in East Asia: Assessing the effects on student engagement.. International Journal of Educational Management, 27(6), 594-612.
Hallinger, P.& Lu, J.F. (2013). Preparing principals: What can we learn from MBA and MPA programmes?. Educational Management Administration and Leadership, 41(4), 435-452.
Showanasai, P., Lu, J.F., & Hallinger, P. (2013). Developing tools for research on school leadership development: An illustrative case of a computer simulation.. Journal of Educational Administration, 51(1), 72-91.
Chen, H., & Lu, J. F. (2012). Effective leadership in implementing process-based curriculum change (“基于工作过程”课程改革管理中的有效领导行为).. Chinese Vocational and Technical Education (中国职业技术教育), 18, 74-77.
Lu, J. F., Tjosvold, D., Shi, K., & Wang, B. (2012). Developing work–family balance through conflict management. Asian Journal of Social Psychology, 15(2), 77-88.
Hallinger, P., & Lu, J.F. (2012). Overcoming the Walmart syndrome: Adapting problem-based management education in East Asia.. Interdisciplinary Journal of Problem-based Learning, 6(1), 16-42.
Zhao, J., Lu, J. F., Shi, K., & Yu, J. (2012). Influence followers for change: the moderating effect of leader-member exchange (管理行为策略对员工变革态度的影响: LMX的调节作用).. Science & Technology Progress and Policy 《科技进步与对策》, 4, 143-147.
Hallinger, P., & Lu, J. (2011). Assessing the instructional effectiveness of problem-based management education in Thailand: A longitudinal evaluation.. Management Learning, 42(3), 279-299.
Hallinger, P., & Lu, J. F. (2011). Implementing problem-based learning in higher education in East Asia: Challenges, strategies, and effects.. Journal of Higher Education Policy and Management, 33(3), 267-285.
Siu, O. L., Lu, J. F., Brough, P., Lu, C. Q., Bakker, A. B., Kalliath, T., O'Driscoll, M., Phillips, D. R., Chen, W. Q., Lo, D., Sit, C., & Shi, K. (2010). Role resources and work-family enrichment: the role of work engagement. Journal of Vocational Behavior, 77(3), 470-480.
Hallinger, P., Lu, J., & Showanasai, P. (2010). Learning to lead organizational change: Assessment of a problem-based simulation in Thailand. Educational Review, 62(4), 467-486.
Lu, J. F., Tjosvold, D., & Shi, K. (2010). Team training in china: testing and applying the theory of cooperation and competition. Journal of Applied Social Psychology, 40(1), 101-134.
Wong, A. S. H., Tjosvold, D., & Lu, J. F. (2010). Leadership values for psychological safety and learning in project teams in China. Asia Pacific Journal of Human Resources, 48(1), 86-107.
Chen, W. Q., Siu, O. L., Lu, J. F., Cooper, C. L., & Phillips, D. R. (2009). Work stress and depression: the direct and moderating effects of informal social support and coping. Stress and Health, 25, 431-443.
Lu, J. F., Siu, O. L., Spector, P., & Shi, K (2009). Antecedents and outcomes of a four-fold taxonomy of work-family balance in Chinese employed parents. Journal of Occupational Health Psychology, 14(2), 182-192.
Chen, Y. F., Lu, J. F., Tjosvold, D., & Lin, C. T. (2008). Effects of team goal interdependence on newcomer socialization: an experiment in China. Journal of Applied Social Psychology, 38(1), 198–214.
Lu, J. F., Shi, K., & Tjosvold, D. (2005). Toward healthy organization: a cooperative teamwork approach. Human Resource Development of China, 4, 42-44.
Shi, K., Lu, J. F., Fan, H. X., Jia, J. M., Song, Z. L., Gao, J., Chen, X. F., & Hu, W. P. (2004). Rationality of 17 cities' public perception of sars and predictive model of psychological behavior. Chinese Science Bulletin, 48(13), 1297-1303.
Lu, J. F., & Shi, K. (2004). Research advances in contextual factors affecting team learning. Chinese Journal of Management, 1(3), 316-320.
Lu, J. F., & Shi, K. (2004). A profile of social support during SARS in China. International Management Review, 1(2), 45-51.
Lu, J. F., Shi, K., & Lawler, J. (2002). A preliminary model of work-family conflict. Chinese Journal of Applied Psychology, 8(2), 45-52.

Conference Papers
Ho, C. S. M., & Lu, J. (2022, April). Measuring teacher entrepreneurial behavior: A scale development and validation study. Paper presented at American Educational Research Association Annual Meeting (AERA 2022), San Diego, California and Virtual.
Ho, C. S., Lu, J., & Bryant, D. A. (2021, April). Understanding Teacher Entrepreneurial Behavior in Schools: Conceptualization and Empirical Investigation. American Educational Research Association Annual Meeting, United States.
Ho, C. S., & Lu, J. (2020, June). The Impact of Teacher Entrepreneurial Behaviour: A Timely Investigation of an Emerging Phenomenon. The Future of Education, Florence, Italy.
Ho, C.S.M., & Lu, J. (2019, April). School Competition in Hong Kong: A Battle of Lifting School Academic Performance. American Educational Research Association Annual Meeting, Toronto, Canada.
Li, W., & Lu, J. (2018, June). Future Time Perspective and Creativity: The Role of Regulatory Focus. Paper presented at the 5th International Conference of Frontiers of Business Research in China, Beijing, China.
Guo, W., Lu, J., Qian, H., & Miao, Z. (2017, April). Perceptual Differences of Perceived Instructional Leadership between Principals and Teachers: Power Distance as a Moderator. The 2017 American Educational Research Association (AERA) Annual Meeting, San Antonio, Texas, USA.
Li, W., Chen, C, & Lu, J. (2017, April). School Leadership Team Subgrouping Behavior: The Effect of Faultline on Team Leadership and Personal Initiative. The 2017 American Educational Research Association (AERA) Annual Meeting, San Antonio, Texas, USA.
Hallinger, P., Lu J.F., &, Showanasai, P. (2013, June). Simulation-Based Learning in Management Education: A Longitudinal Quasi-Experimental Evaluation of Instructional Effectiveness.. The International Conference on the Future of Education, Florence, Italy.
Li, X. J., & Lu, J. F. (2013, March). Instructional Leadership in Today’s China. Asia Leadership Roundtable 2013, Shanghai.
Liu, X., Lu, J., Shi, K., Tjosvold, D., & Gao, L. (2012, June). Leading through cooperation: transformational leadership, cooperative goal interdependence, and follower outcomes. 2012 Biannual IACMR Conference, Hong Kong.
Hallinger, P., & Lu, J. F. (2012, April). Learner centered higher education in East Asia: assessing the effects on student engagement in management education. 2012 AERA Annual Meeting, Vancouver, British Columbia, Canada.
Hallinger, P., & Lu, J. F. (2012, April). Overcoming the Walmart syndrome: adapting problem-based management education in East Asia. 2012 AERA Annual Meeting, Vancouver, British Columbia, Canada.
Lu, J., Wang, H., Hallinger, P., & Walker, A. (2012, March). Invited paper presentation: Key areas of responsibilities of vice principals in Guangzhou and Hong Kong.. Asia Leadership Roundtable 2012, Ho Chi Minh City.
Lu, J. F., Shi, K., & Tjosvold, D. (2011, August). Understanding scientists’ productivity and commitment: goal interdependence, debate, and empowerment. 2011 Academy of Management Annual Meeting, San Antonio, Texas, USA.
Siu, O. L., Lu, J. F., Lu, C. Q., Wang, H. J., Brough, P., Bakker, A., Kalliath, T., O'Driscoll, M., & Timms, C. (2011, August). Testing a model of work-family enrichment: the effects of social resources and affect. 2011 Academy of Management Annual Meeting, San Antonio, Texas, USA.
Lu, J. F. (2011, May). Achieving work-family balance at dual-earner families in China. International Conference: Work-Life: Cross-national Conversations Context Theorizing in Work-life Research, Paris, France.
Hallinger, P., Lu, J. F., & Showanasai, P. (2011, April). Learning to lead organizational change: Assessment of a problem-based simulation in Thailand. International Conference of Educational Leadership, Technology Innovations, Knowledge Innovation and Cultural Diversity, Phuket, Thailand.
Zhao, J., Lu, J. F., & Shi, K. (2011, March). Influence followers for change: the moderating effect of leader-member exchange. the Asia Leadership Roundtable 2011: Educational Reform and Change in the Asia Pacific Region, Bangkok, Thailand.
Zhao, J., Lu, J. F., Liu, Y., & Shi, K. (2010, September). Organizational change strategies and mechanism. the 2010 Biennial Conference of Chinese Association of Social Psychology, Hohhot, Inner Mongolia, China.
Siu, O. L., Lu, J. F., Brough, P., Bakker, A. B., Lu, C. Q., Chen, W. Q., & Shi, K. (2010, August). Work-family enrichment: the role of work engagement. the 2010 Academy of Management Annual Meeting, Montreal, Canada.
Li, C. P. & Lu, J. F. (2010, June). Does work-family conflict hurt the organization? An examination of cross-field effect. the CRFR International Conference 2010: Changing Family in a Changing World, Edinburgh, UK..

Creative and Literary Works, Consulting Reports and Case Studies
Lu, J. (2021). Behind the Screen: Teacher’s Professional Development during Extraordinary Times. Hong Kong: Faculty of Education and Human Development, EdUHK.
Lu, J. (2021). Navigating the Pandemic: School Driven Transformation. Hong Kong: Faculty of Education and Human Development, EdUHK. https://eduhk.ap.panopto.com/Panopto/Pages/Sessions/List.aspx?folderID=ce76906a-6876-436f-94ca-aeb4005981ca
陸佳芳 (2020). 從停課期間電子教學安排看校長的創新領導力:常規功夫與非常規招式. 《教育專業》,第12期,14-17頁,香港
何振聲、陸佳芳 (2019)。 〈不做教育搞公關?〉。香港: 《明報》,教育,專家筆陣。
陸佳芳、何振聲 (2019)。 〈成也團隊 敗也團隊 由新增副校長崗位說起〉。香港: 《教育專業》,第三期, 10-11。
何振聲、陸佳芳 (2019)。 〈危機還是轉機 三問教師學位化〉。香港: 《教育專業》,第二期,10-11。
陸佳芳、何振聲 (2019)。 〈學校改革前 請先認清何謂學校創新〉。香港: 《教育專業》,管理新思維,第一期,Pg. 26-27。
Hallinger, P., Lu, J. F., & Liu, X. Q. (2011). NPQH Redesign: Analysis of MBA/MPA Management Education Programmes. UK: National College for Leadership of Schools and Children’s Services.
曹效业,时勘,高丽,陆佳芳,王澍,冯霞 (2010)。 中科院院士、科研院所研究人员有关我国科技体制和政策的思考与建议的调研报告。北京,中国: 中国科学院。

All Other Outputs
Lu, J., & Lee, D. H. L. (2020). EPL Impact: School leadership teams that work.. Hong Kong: EPL & APCLC, The Education University of Hong Kong..

Projects
Exchange and Collaboration Policy between Hong Kong and Shenzhen Schools: Obstacles, Enabling Conditions and Policy Recommendations
EdUHK aims to strengthen its GBA position and influence to promote a stronger two-way understanding of education developments in Hong Kong and Mainland China both for policy makers and schools themselves. It therefore seeks worthwhile partnerships which can inform policy and benefit school leaders and groups of schools across the GBA. As Hong Kong’s premier education provider, EdUHK has considerable potential to initiate and contribute to policy and school improvement projects in the area and nurture greater mutual understanding between systems. This study proposes to support these intentions.

The primary aim of this study is to investigate the status quo of exchange and collaboration structures across schools in GBA and collect insights and recommendations from key stakeholders about how to grow and enhance successful cross-school partnerships, particularly between Hong Kong and Shenzhen schools. It is designed essentially as a policy study that will provide evidence-informed policy recommendations and bottom-up improvement strategies worthy of scaling up. Evidence and data collected through the project will be analysed and used as a policy, theoretical and empirical foundation for a large-scale research project focusing on building a symbiotic school improvement and leadership model in GBA.

Objectives

The study has five objectives:
1. To build a foundational understanding of the status quo of exchange and collaborative activities across schools in GBA.
2. To solicit ideas and opinions from key stakeholders in Hong Kong and Shenzhen about the purpose, shape and structure the future school learning partnerships should take. With an emphasis on nurturing cross-school improvement and leadership structures the partnerships can increase cross-system understanding and professionally benefit all parties.
3. To form a network and working team comprised of a range of influential partners to involve in bids for large-scale research projects based on the findings of this project. Partners include international and Mainland researchers, HKEDB policymakers, Shenzhen Education Bureau officials, and outstanding, connected school principals from both sides of the border. This team will be utilised to intentionally (directly and indirectly) influence the policy making process in Hong Kong and Shenzhen.
4. To construct a platform that gathers scholars, policymakers, and school leaders to exchange their views on initiatives and models needed to promote and actualise real collaboration and networked learning communities between schools and school leaders in GBA.
5. To synthesise effective strategies based on feedback about how to facilitate integration and collaboration of schools across the border and investigate the structural, political, and school conditions and leadership capacity necessary for cross-border schools to form into a learning community. Based on these findings, a policy report, including recommendations, will be compiled and shared with policymakers. The policy report will include criteria for forming cross-school learning clusters across the GBA clusters, a process for groups to follow, the purpose and aims of the learning clusters, their possible learning foci, required resources, an evaluation framework, principals’ responsibilities, and educational (schools and school system) benefits.


Project Start Year: 2022, Principal Investigator(s): WALKER, Allan David 汪雅量, QIAN, Haiyan 錢海燕 (LU, Jiafang 陸佳芳 as Co-Investigator)
 

The next normal: Blending synchronistic and asynchronistic e-pedagogies to improve and sustain online teaching and learning
As a result of the COVID-19 pandemic, universities and schools internationally shifted from face-to-face to online learning. Despite these efforts, EdUHK data indicated that more could be done to enhance the quality of online learning. Teachers still grappled with how to design high-quality online learning experiences for their students.

Moving into a new academic year, these issues and challenges faced by students and teachers must be addressed at both the meta- and micro-level of the learning and teaching environment. EdUHK must lead the way in enhancing the quality of online learning and teaching by investigating, developing, implementing and disseminating high quality e-pedagogies that can be sustained into the “next normal” (Bryant, Chen, Dorn, and Hall, April 2020).

This project proposes to create “virtual classrooms” marked by features of quality learning: interaction among teachers and students, differentiation of instructional practices, creativity, mobility, and mastery. It conceptualizes blended learning (combining online and face-to-face learning) as a blend of synchronistic and asynchronistic online e-pedagogies. It accounts for diverse needs of colleagues and students with regard to disciplinary requirements, their readiness as users of online technologies and mastery of e-pedagogies, and location of delivery.


Project Start Year: 2020, Principal Investigator(s): TSUI, Kwok Tung 徐國棟 (LU, Jiafang 陸佳芳 as Co-Investigator)
 

Production of e-Learning Packages for the Professional Development and Training of Principals and Teachers under the “T-excel@hk” Project
This project aims to provide services for the production of e-learning packages for the professional development and training the in-service principals and teachers in Hong Kong. T-surf 24/7 which is one of the focus areas under the "T-excel@hk" Project, is a one-stop portal that enables the teaching profession to have easy access to information on various professional development programmes offered by the Education Bureau (EDB), tertiary institutions and other educational bodies, as well as various e-learning resources and repositories for self-paced learning. While the "Pilot Scheme on Self-paced e-Learning Course Fee Reimbursement for Teachers" under T-surf 24/7 has been implemented since March 2018 to encourage teachers to participate in various kinds of e-learning courses or web-based seminars (webinars), the production of local tailor-made e-learning packages for in-services principals and teachers to further facilitate the paradigm shift of principals and teachers from traditional face-to-face lessons to on-line e-learning programmes.

Project Start Year: 2020, Principal Investigator(s): CHAN, Tsan Ming Kenneth 陳湛明, HO, Chun Sing Maxwell 何振聲 (LU, Jiafang 陸佳芳 as Team Member)
 

Building Networks and Engagement for Social Impact
This project aims to establish, enhance and formalise EPL’s networks and partnerships, which are necessary to create social impact of research. Concurrently, it initiates two potential impact cases which build on and develop synergies across existing research, teaching, PD and KT projects. Hence, each individual item is part of an overarching strategic project to establish the departmental infrastructure and collaborative networks that are essential to long-term and sustained impact through KT.

Each of the below items links directly to EPL’s Action Plan and EPL Review Panel recommendations for creating impact. The focus is on shaping conditions that are conducive to having impact, and in seeding potential impact case studies in anticipation of the next RAE.

Impact strategy: 1. Establish the local and regional networks to develop partnerships that are needed for impact in schools and educational organizations, and policy planning, enactment and improvement. 2. Establish Research Impact Clusters in order to develop synergies across current research and teaching projects; and disseminate research-derived resources for application in these above networks, e.g. PD tenders, workshops, forums, briefs. 3. Develop and track actual impact.

Summary of KT activities and products:
1. Informing policy change through policy briefs and video briefs released generally, but also strategically targeted to relevant stakeholders;
2. Informing practice through partnership network e-newsletters, annual school forums, and instructional materials that embed EPL research in professional development and tendered leader development projects;
3. Changing practice through partnership projects;
4. Seeding potential impact cases.


Project Start Year: 2020, Principal Investigator(s): BRYANT, Darren Anthony (LU, Jiafang 陸佳芳 as Co-Principal Investigator)
 

Harnessing the Power of Assessment to Support Pre-service Teachers' Learning and Professional Development Through an Innovative Blended Learning Approach (A+BLe)
Educators in higher education encounter lots of difficulties in maintaining high academic standards and high quality attributes in today's classes with a large number of students with diverse needs. It remains a challenging task for teachers to, on one side, well organize the teaching/learning content so that all students are more likely to actively participate in the learning process, and on the other side, to well assess students’ use of their higher-order/self-directed learning processes (e.g., self-assessment, peer-assessment, use of formative feedback from teachers) to achieve academic success and high quality attributes upon graduation. There is a compelling need to provide a rigorous blended learning approach that can link teaching, both online and offline learning and assessment practices (self-assessment, peer-assessment, and teacher-assessment) in a visible, achievable and sustainable way. The A+BLe approach is expected to also encourage students to not only undertake the learning activities actively, but also tell students and teachers how well the objectives of teaching and learning have been achieved. Based on these concerns, this project aims to provide an innovative and creative blended learning approach (A+BLe) to link teaching, learning, and assessment practices in a visible and systematic way to promote EdUHK students’ multiple learning outcomes that are essential for their professional development.

Project Start Year: 2020, Principal Investigator(s): YANG, Lan 楊蘭 (LU, Jiafang 陸佳芳 as Co-Investigator)
 

Doctoral Students' Engagement in Teaching at Higher Education: A Case Study
This project aims to identify and address the difficulties post-graduate/Doctoral students and instructors face, while engaging in the initiative of the RPG and EdD Students for Engagement in Teaching Activities (RPG/EdD Teaching Initiative hereafer). Considering the fact that many of those students aspire to become an academic, developing their capacity in teaching as well as in research is imperative. With the Faculty of Education and Human Development (FEHD) having already developed the guidelines for the initiative, now it is high time to develop the content for teaching-related development of the students.

Project Start Year: 2020, Principal Investigator(s): CHOI, Tae Hee 崔太僖 (LU, Jiafang 陸佳芳 as Co-Investigator)
 

Antecedents, Mediator, and Moderators of Teacher Innovation in Schools: Evidence from Hong Kong
Using a two-phase research design, the project team attempts to address three questions: (1) what are the prevalent types of teacher innovation in Hong Kong? (2) how does teacher innovation emerge in schools, and (3) under which conditions are schools more conductive to teacher innovation?

This project is expected to generate at least two contributions. First, this project will enable a timely documentation of teacher innovative practices in Hong Kong, which facilitates a more nuanced understanding of the educational achievements as well as challenges in the society. Second, establishing a theoretical model that predicts teacher innovation will lay a useful foundation for future studies on teacher innovation in Hong Kong and elsewhere.


Project Start Year: 2020, Principal Investigator(s): LU, Jiafang 陸佳芳
 

Service Leadership 3Cs for Entrepreneurial Teacher Leaders
- Disseminate the service leadership model and teacher entrepreneurialism as a teaching professional training programme
- Illustrate how service leadership and teacher entrepreneurialism address prevailing concerns in schools


Project Start Year: 2019, Principal Investigator(s): HO, Chun Sing Maxwell 何振聲 (LU, Jiafang 陸佳芳 as Co-Investigator)
 

An Adaptive Blended Learning Platform for Business Teachers and Students to Work as a Learning Community
Enhancing business education through constructing and adaptive blended learning community for teachers and students. This project will construct an adaptive blended learning community for business teachers and students and investigate and inform educators about student’s learning patterns in pursuing a blended learning approach. The project will generate blended learning materials for teachers and students, build a business-subject teachers’ community and develop business-related teaching materials.

Project Start Year: 2019, Principal Investigator(s): HO, Chun Sing Maxwell 何振聲 (LU, Jiafang 陸佳芳 as Co-Investigator)
 

School-based Middle leadership Training (2019/20)
The project team aims at applying the research findings on edupreneur in particular into supporting middle leadership development in schools. The team employs a practice-oriented approach to guide teachers’ professional reflection that can be used to review and develop middle and teacher leaders as ‘Edupreneurs’ in schools.

Project Start Year: 2019, Principal Investigator(s): HO, Chun Sing Maxwell 何振聲 (LU, Jiafang 陸佳芳 as Co-Investigator)
 

Designing Dissonances, Fallacies and Contrasting Situations to Recraft Students' Pedagogical Reasoning in Professional Studies Courses
This project aims to enhance students’ pedagogical reasoning in the targeted courses. It aims to design dissonances, fallacies and contrasting situations in a variety of learning and teaching activities for the targeted courses to enable students to learn in an inquiry learning approach. The project is expected to enhance the overall learning effectiveness, and motivation of learning of students, share instructional materials across Faculties/Departments, and develop scholarship of teaching.

Project Start Year: 2019, Principal Investigator(s): LAM, Bick Har 林碧霞 (LU, Jiafang 陸佳芳 as Co-Investigator)
 

Developing Middle Leaders as Entrepreneurial Teachers
Disseminate the research result of teacher entrepreneurialism as a teaching professional training programme

Project Start Year: 2019, Principal Investigator(s): HO, Chun Sing Maxwell 何振聲 (LU, Jiafang 陸佳芳 as Co-Investigator)
 

Diversity and Academic Discussion in the Classroom: Using Perspective Taking to Improve Process and Educational Outcomes of Small-group Discussion in the Classroom
Invigorating, student-led academic discussion does not happen automatically in university classrooms, especially those characterized by cultural differences in preferred communication styles. This project aims at developing critical thinking and academic conversation skills of EdUHK students by developing pedagogical and student skill-building activities around academic discussion. https://eduhk-pt.wixsite.com/ptindiscussion

Project Start Year: 2019, Principal Investigator(s): BUCHTEL, Emma Ellen Kathrina 蒲安梅 (LU, Jiafang 陸佳芳 as Co-Investigator)
 

Antecedent, Mediator, and Moderators of Teacher Innovation in Schools: Evidence from Hong Kong and Shanghai
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Project Start Year: 2018, Principal Investigator(s): LU, Jiafang 陸佳芳
 

Geniuses are Always Lonely? An Actor-Focused Perspective on Moral Licensing and Psychological Entitlement Effect
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Project Start Year: 2018, Principal Investigator(s): CHEN, Chen (LU, Jiafang 陸佳芳 as Co-Investigator)
 

Proactivity in School: Developing a Video Case and Accompanying Training Materials
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Project Start Year: 2017, Principal Investigator(s): LU, Jiafang 陸佳芳
 

Developing and Refining an East Asian Conceptualization of Principal Instructional Leadership
Over the past decade, policymakers in East Asia have implemented new policies and programs aimed at increasing the capacity for leadership in schools (Cheng & Walker, 2008; Hallinger, 2011; Walker & Kwan, 2008). The rationale for overhauling school management systems (e.g., school based management, quality systems, accountability structures) and developing new approaches to the recruitment, selection, training, and evaluation of school leaders is based upon an increasingly substantial empirical knowledge base concerning the contributions that instructional leadership makes to school performance (Hallinger & Heck, 1996; Leithwood et al., 2006; Robinson et al., 2008).

At the same time, scholars have noted that this knowledge base consists largely of theory and empirical research from Western cultural contexts (Cheng, 1995; Hallinger, 1995, Walker & Dimmock, 2002). This limitation of the knowledge base on school leadership in East Asia represents the focus of this project. The proposed project seeks to contribute to the development of the knowledge base on principal instructional leadership in four East Asian societies: China, Hong Kong and Vietnam.


Project Start Year: 2013, Principal Investigator(s): WALKER, Allan David 汪雅量 (LU, Jiafang 陸佳芳 as Co-Investigator)
 

Understanding School Management Teams: Beyond Sharing Role Responsibilities
This project focuses on school management teams at three types of schools in the region: local schools in Hong Kong, local schools in Mainland China, and international schools at both places. It seeks to advance a dynamic and multilevel understanding of school management teams.

Project Start Year: 2013, Principal Investigator(s): LU, Jiafang 陸佳芳
 

Adaptation of Making Change Happen Simulation for Vietnam
The projects seeks to understand the context of educational change and use this information to adapt the 'Making Change Happen' computer simulation for use in training school leaders in Vietnam. The project undertakes to translate the simulation into Vietnamese as well as to contextualize the simulation 'problem' for Vietnam.

Project Start Year: 2011, Principal Investigator(s): HALLINGER, Philip 賀靈傑 (LU, Jiafang 陸佳芳 as Co-Investigator)
 

A Study on the Factors and Processes Enabling Work-Family Enrichment
This study adopts both qualitative and quantitative approach into work-family issues. It investigates the conditions in which individuals can resolve role incompatibilities. The study also tests the links of antecedents and outcomes of work-family enrichment.

Project Start Year: 2010, Principal Investigator(s): LU, Jiafang 陸佳芳
 

Simulation-centered Training for Leadership Development
The development of computer simulation as an effective learning tool is built on solid and comprehensive theories and must go through a rigorous validation procedure. The major purpose of this project is to revise and test a large computer simulation on organizational change for managerial and leadership training in Chinese society. A computer simulation titled Making Change Happen™ (NETWORK Inc., 1997) is the core training medium that will be adopted in the study. In Making Change Happen, learners work in teams and act as a "change committee" responsible for implementing a major technology innovation in an organization. This project will employ a research and development approach (Borg & Gall, 1989) by involving a cycle of research activities and computer programming that includes the following: 1) Research and information gathering, 2) Planning objectives, learning activities, small-scale testing, 3) Develop preliminary form of the product, 4) Preliminary field testing, 5) Main product revision, 6) Main field testing, 7) Operational product revision, 8) Operational field testing, 9) Final product revision, 10) Dissemination and implementation. The project will have implications for both leadership development and research on organizational change. In terms of leadership development, SCT demonstrates a broad range of strengths that can’t be achieved within conventional teaching and training; it will also contribute to on-line and distance learning in the long run. In terms of research, development of computer simulation will make experiment study of organizational change possible.

Project Start Year: 2010, Principal Investigator(s): LU, Jiafang 陸佳芳
 

Instructional effectiveness of simulation-centered teaching in MBA education programs
The development of computer simulation as an effective learning tool must be built on solid and comprehensive theories and go through rigorous validation procedure. The major purpose of this project is to revise and test a large computer simulation on organizational change for managerial and leadership training in Chinese society. A computer simulation titled Making Change Happen™ (NETWORK Inc., 1997) is the core training medium that will be adopted in the study. In Making Change Happen, learners work in teams and act as a "change committee" responsible for implementing a major technology innovation in an organization. This project will employ a research and development approach (Borg & Gall, 1989) by involving a cycle of research activities and computer programming that includes the following: 1) Research and information gathering, 2) Planning objectives, learning activities, small-scale testing, 3) Develop preliminary form of the product, 4) Preliminary field testing, 5) Main product revision, 6) Main field testing, 7) Operational product revision, 8) Operational field testing, 9) Final product revision, 10) Dissemination and implementation. The project will have implications for both leadership development and research on organizational change. In terms of leadership development, SCT demonstrates a broad range of strengths that can’t be achieved within conventional teaching and training; it will also contribute to on-line and distance learning in the long run. In terms of research, development of computer simulation will make experiment study of organizational change possible.

Project Start Year: 2009, Principal Investigator(s): LU, Jiafang 陸佳芳
 

Prizes and awards
The President’s Award for Outstanding Performance 2016/17 in Teaching

Date of receipt: 12/5/2017, Conferred by: The Education University of Hong Kong
 
Best Papers Awards
Around top 5% of all conference submissions were awarded with this honor, which allows the paper to be published in the proceedings of the 2015 Academy of Management Meeting
Date of receipt: /8/2015, Conferred by: Organizational Behavior Division, the 2015 Annual Meeting of the Academy of Management
 
Best Papers Award of Organizational Behavior Division
Not Available
Date of receipt: 1/8/2011, Conferred by: 2011 Academy of Management Meeting
 
Knowledge Transfer Activities
Continuing Professional Development (CPD) Courses
Provision of Services for the Re-run of e-Learning Programmes for the Professional Development and Training of Principals and Teachers
Date: 2022-09-01 - 2023-10-31
Provision of Training Programme on "School Administration and Management”(2022/23 s.y.)
Date: 2022-10-05 - 2023-08-31
Core Programme under Enhanced Training for Promotion - "Professional Vision and Growth of School Leaders" (2022/23 s.y.)
Date: 2022-11-23 - 2023-07-25

Public Dissemination and Speeches