Profile of Prof MACFARLANE, Bruce John 麥博思 - The Education University of Hong Kong


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

bmac@eduhk.hk

Address

10 Lo Ping Road, Tai Po, New Territories, Hong Kong

Website

https://pappl.eduhk.hk/rich/web/person.xhtml?pid=284776&name=MACFARLANE, Bruce John

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

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