Dr LU, Jiafang   陸佳芳
Associate Head (Research and Development) / Associate Professor
Department of Education Policy and Leadership
Associate Director
The Joseph Lau Luen Hung Charitable Trust Asia Pacific Centre for Leadership & Change
Phone No: (852) 2948 6274
Email: lujf@eduhk.hk
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 Interest

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

Personal Profile

LU Jiafang received her doctoral degree in Applied Psychology from Institute of Psychology, Chinese Academy of Sciences. She is fascinated with studying emerging phenomena in school leadership teams, leadership development, as well as factors enabling teacher collaboration and innovation. Her research projects have been funded by highly competitive grant schemes such as Early Career Scheme and General Research Fund of the Research Grant Council of Hong Kong. She shares her interest with similar enthusiasm for translating knowledge in these areas into leadership development and school improvement.

Research Interest

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

Selected Output

Scholarly Books, Monographs and Chapters
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
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., Lu, J., & Bryant, D. A. (2021, 4). Understanding Teacher Entrepreneurial Behavior in Schools: Conceptualization and Empirical Investigation. American Educational Research Association Annual Meeting, United States
Ho, C. S., & Lu, J. (2020, 6). 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, 4). 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, 6). 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, 4). 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, 4). 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, 6). 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, 3). Instructional Leadership in Today’s China. Asia Leadership Roundtable 2013, Shanghai
Liu, X., Lu, J., Shi, K., Tjosvold, D., & Gao, L. (2012, 6). Leading through cooperation: transformational leadership, cooperative goal interdependence, and follower outcomes. 2012 Biannual IACMR Conference, Hong Kong
Hallinger, P., & Lu, J. F. (2012, 4). 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, 4). 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, 3). 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, 8). 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, 8). 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, 5). 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, 4). 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, 3). 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, 9). 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, 8). Work-family enrichment: the role of work engagement. the 2010 Academy of Management Annual Meeting, Montreal, Canada
Li, C. P. & Lu, J. F. (2010, 6). 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
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.

Project

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: 2020, 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
..
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
..
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
..
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