Prof MACFARLANE, Bruce John   
Faculty of Education and Human Development
Chair Professor
Department of Education Policy and Leadership
Phone No: (852) 2948 8282
(852) 2948 8282
10 Lo Ping Road, Tai Po, New Territories, Hong Kong
Selected Output

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
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
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

Journal Publications
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
Macfarlane, B. (2022). Methodology, Fake Learning, and Emotional Performativity. ECNY Review of Education, 5(1), 140-155 Doi:
Macfarlane, B. (2022). A Voyage around the Ideological Islands of Higher Education Research. Higher Education Research & Development, 41(1), 107-115 Doi:
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 Doi:
Macfarlane, B. (2022). The closed academy? Guild power and academic social class. Higher Education Quarterly, 76(1), 36-47 Doi:
Macfarlane, B. and Jefferson, A.E. (2022). The Closed Academy? Guild Power and Academic Social Class. Higher Education Quarterly, 76(1), 36-47 Doi:
Macfarlane, B (2021). In Praise of Quiet Leadership, Universities & Intellectuals. Universities and Intellectuals, (1), 36-42
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 Doi:
Macfarlane, B. (2021). Why choice of teaching method is essential to academic freedom: a dialogue with Finn. Higher Education, N/A, N/A Doi:
Macfarlane, B. (2021). The Conceit of Activism in the Illiberal University. Policy Futures in Education, 19(5), 594-606 Doi:
Macfarlane, B. (2021). The Spirit of Research. Oxford Review of Education, 47(6), 737-751 Doi:
Macfarlane, B. and Eriksen, M. (2020). The Right to Teach at University: A Humboldtian Perspective. Educational Philosophy and Theory, 53(11), 1136-1147 Doi:
Macfarlane, B. (2019). The Neoliberal Academic: Illustrating Shifting Academic Norms in an Age of Hyper-Performativity. Educational Philosophy and Theory, 53(5), 459-468 Doi:

All Other Outputs
Macfarlane, B. (2022). Teaching awards are for losers, not winners. UK
Macfarlane, B. (2022). Universities' scared and profane terms are blunting critical thinking.


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 麥博思