Prof MACFARLANE, Bruce John    麥博思 教授
Chair Professor
Department of Education Policy and Leadership
Dean
Faculty of Education and Human Development
Contact
ORCiD
0000-0002-9399-6155
Phone
(852) 2948 8282
Email
bmac@eduhk.hk
Address
10 Lo Ping Road, Tai Po, New Territories, Hong Kong
Research Outputs

Scholarly Books, Monographs and Chapters
Macfarlane, B. (2022). Re-framing the freedom to teach. In Olssen, M., Watermeyer, R. and Raaper, R., Handbook on Academic Freedom (147-159). UK: Edward Elgar Publishing. https://www.e-elgar.com/shop/gbp/handbook-on-academic-freedom-9781788975902.html
Macfarlane, B. (2022). The distrust of students as learners: myths and realities. P. Gibbs and P. Maassen, Trusting in Higher Education (89-100). UK: Springer. https://www.amazon.com/Trusting-in-Higher-Education_-A-multifaceted-discussion-of-trust-in-and-for-higher-education-in-Norway-and-the-United-Kingdom-_Higher-Education-Dynamics_-57_/dp/3030870367
Macfarlane, B. (2022). The Distrust of Students as Learners: Myths and Realities. In P. Gibbs and P. Maassen (Eds.), Trusting in Higher Education (89-100). Dordrecht: Springer. https://link.springer.com/chapter/10.1007/978-3-030-87037-9_6

Journal Publications
Bruce John MACFARLANE, Jason YEUNG (2024). The (re)invention of tradition in higher education research: 1976–2021. Studies in Higher Education, 49(2), 382-393. https://doi.org/10.1080/03075079.2023.2237691
SDGs infomation: 4 - Quality Education
Bruce John MACFARLANE, Xiao Ivy HAN (2024). The duty to explain: A positive defence of academic freedom in the social sciences. Teaching in Higher Education. https://doi.org/10.1080/13562517.2024.2420935
SDGs infomation: 4 - Quality Education
MACFARLANE, B. J., BOLDEN, R. & WATERMEYER, R. (2024). Three perspectives on leadership in higher education: Traditionalist, reformist, pragmatist. Higher Education, 88, 1381-1402. https://doi.org/10.1007/s10734-023-01174-x
SDGs infomation: 4 - Quality Education
Prof Bruce Macfarlane (2023). The academic sabbatical as a symbol of change in higher education: From rest and recuperation to hyper-performativity. Journal of Higher Education Policy and Management. https://doi.org/10.1080/1360080X.2022.2140888
SDGs infomation: 4 - Quality Education
Macfarlane, B. (2023). Academic leadership is important – and it has many pleasures. Times Higher Education, 9th May. https://www.timeshighereducation.com/opinion/academic-leadership-important-and-it-has-many-pleasures
Macfarlane, B. (2022) The academic sabbatical as a symbol of change in higher education: from rest and recuperation to hyper-performativity, Journal of Higher Education Policy and Management
Macfarlane, B. (2022). Universities’ Sacred and Profane Terms are Blunting Critical Thinking. Times Higher Education, 9 June, p. 29. https://www.timeshighereducation.com/blog/universities-sacred-and-profane-terms-are-blunting-critical-thinking
Macfarlane, B. (2022). Methodology, Fake Learning, and Emotional Performativity. ECNY Review of Education, 5(1), 140-155. https://journals.sagepub.com/doi/full/10.1177/2096531120984786
Macfarlane, B. (2022). A Voyage around the Ideological Islands of Higher Education Research. Higher Education Research & Development, 41(1), 107-115. https://doi.org/10.1080/07294360.2021.2002275
Macfarlane, B. (2022) A voyage around the ideological islands of higher education research, Higher Education Research & Development, 41:1, 107-114 
Macfarlane, B. (2022). Debating Higher Education. Journal of Praxis in Higher Education, 4, 1-6. https://doi.org/10.47989/kpdc.vol4.1.2022
Macfarlane, B. (2022). The closed academy? Guild power and academic social class. Higher Education Quarterly, 76(1), 36-47. https://doi.org/10.1111/hequ.12305
Macfarlane, B. and Jefferson, A.E. (2022). The Closed Academy? Guild Power and Academic Social Class. Higher Education Quarterly, 76(1), 36-47. https://doi.org/10.1111/hequ.12305
Macfarlane, B (2021). In Praise of Quiet Leadership, Universities & Intellectuals. Universities and Intellectuals, (1), 36-42. https://cerc.edu.hku.hk/universities-and-intellectuals/1-1/in-praise-of-quiet-leadership/
Macfarlane, B. (2021). Why Choice of Teaching Method is Essential to Academic Freedom: A Dialogue with Finn. Teaching in Higher Education, Online publication, 1-14. https://doi.org/10.1080/13562517.2021.2007473
Macfarlane, B. (2021). Why choice of teaching method is essential to academic freedom: a dialogue with Finn. Higher Education, N/A, N/A. https://doi.org/10.1080/13562517.2021.2007473
Macfarlane, B. (2021). The Conceit of Activism in the Illiberal University. Policy Futures in Education, 19(5), 594-606. https://doi.org/10.1177%2F14782103211003422
Macfarlane, B. (2021). The Spirit of Research. Oxford Review of Education, 47(6), 737-751. https://doi.org/10.1080/03054985.2021.1884058
Macfarlane, B. and Eriksen, M. (2020). The Right to Teach at University: A Humboldtian Perspective. Educational Philosophy and Theory, 53(11), 1136-1147. https://doi.org/10.1080/00131857.2020.1783245
Macfarlane, B. (2019). The Neoliberal Academic: Illustrating Shifting Academic Norms in an Age of Hyper-Performativity. Educational Philosophy and Theory, 53(5), 459-468. https://doi.org/10.1080/00131857.2019.1684262

All Other Outputs
Macfarlane, B. (2022). Teaching awards are for losers, not winners. UK https://www.timeshighereducation.com/opinion/teaching-awards-are-losers
Macfarlane, B. (2022). Universities' scared and profane terms are blunting critical thinking. https://www.timeshighereducation.com/blog/universities-sacred-and-profane-terms-are-blunting-critical-thinking

Projects

Academic in-Breeding and Publication Patterns: An International Comparative Study
This research project will research the publication patterns of early career academics (ECAs) working in selected research-intensive universities in Hong Kong, Canada and the UK in a cross-national empirical study. It will investigate the role of academic patronage in the publication profile of assistant professors via network analysis. Conceptually the study will build on the literature concerning academic cronyism and academic inbreeding to which the principal investigator has contributed. It will further build on the work of the PI in respect to issues concerning academic ethics and integrity and the effects of academic social class (Macfarlane & Jefferson, 2021).
Project Start Year: 2022, Principal Investigator(s): MACFARLANE, Bruce John 麥博思

 
Responsibility for Knowledge – A Collaborative Project with Boras University, Sweden
This project will focus on student transition in higher education in terms of their development as learners, analyse student and staff expectations. It will make recommendations for strengthening learner autonomy and responsibility distinctive to the higher education context. The project represents a collaboration between the FEHD and the Faculty of Caring Science, Work Life & Social Science at the University of Borås, Sweden.
Project Start Year: 2021, Principal Investigator(s): MACFARLANE, Bruce John