Kwan Yu-kwong
Associate Professor
Department of Educational Administration & Policy
Hong Kong Centre for the Development of Educational Leadership
China
Biography
Trained in the field of Business Management and Marketing and having worked in the commercial sector, Paula is particularly interested in investigating the application of business theories and practices in educational contexts. Her most recent research projects include the work lives and job satisfaction of vice principals, principal recruitment and selection, and organizational culture. She has published in both educational and business journals. In addition to teaching, she has been involved in a number of management consultancy and training projects contracted by Hong Kong SAR Government, public bodies and commercial institutions. These include the Lands Department HKSAR, Land Registry HKSAR, Hong Kong Community Chest, City University of Hong Kong, Bank of China(Hong Kong), Shanghai Commercial Bank, HMV Hong Kong, and Sun Hung Kai Properties.
Research Interest
Educational Leadership, Leader Development, School Effectiveness and School Improvement, School Organization and Educational Administration
Publications
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Kwan P, Tam F (2015) A study of the relationship between governance and school effectiveness in Hong Kong. International Journal of Social Science & Human Behavior Study 2: 28-31.
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Kwan P, Li YB (2015) Empowerment or Impediment? School governance in the school-based management era in Hong Kong. Asia Pacific Journal of Education 35: 319-330.
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Kwan P (2016) The Effect of Trust on the Relationship between Instructional Leadership and Student Outcomes in Hong Kong Secondary Schools. The Asia-Pacific Education Researcher 25: 111-121.
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Kwan P, Li YB (2016) Striving for a way out from a rock and a hard place – Vice-principals’ development in Hong Kong. The International Journal of Mentoring and Coaching 5: 239-252.
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Kwan P, Wong YL (2016) Parental involvement in schools and class inequality in education: some recent findings from Hong Kong. International Journal of Pedagogies and Learning 11: 91-102.
