The role of university leaders in a political crisis: Students' perspectives from Hong Kong

University students actively participated in the 2019 Hong Kong protests. In this context, expected that their universities would support political stance. Drawing on data from interviews with student leaders, article documents and examines students' expectations for university heads, how they interacted negotiated management leaders variously responded to during social movement. Noting difficulties reconciling conflicts over positioning of amid strong polarisation divisions society, argues can only passively adapt unrest, such passive adaptation exemplifies university's vulnerability crises. 大學生積極參與 年的香港抗議活動。 在此情況下，學生們希望他們的大學能夠支持他們的政治立場。本文根據對學生領袖的訪談紀實，記錄並探討學生對大學校長的期望，他們如何與大學管理層互動和談判，以及大學領導者如何在社會運動中對學生的期望做出不同的回應。 本文指出，在強烈的政治兩極化和社會分化的背景下，大學領導者難以調和有關大學定位的衝突，他們只能被動地回應政治動盪，而這種被動回應則體現了大學在政治危機中的脆弱性。 protests against an extradition bill was criticised undermining city's rule law. While class boycotts took place at across territory, campuses a few became battlegrounds protestors police some most intense clashes seen During these chaotic times, as well other stakeholders had different presidents. Considering theoretical approaches taken analyses rise activism drawing 26 reveals presidents, negotiation process between ways which protest The suggests though attempted stay politically neutral course crisis them accommodate movement, are somewhat inevitable due disparate understandings role university. Furthermore, noting revised reactions attitudes after end society Kong's education has long been portrayed depoliticised, it detached goal nation building colonial period (Fairbrother, 2003; Jackson & O'Leary, 2019; Wong So, 2020). Such ideology depoliticisation encouraged by government cultivate apathy British authority China, therefore suppressing perceptions illegitimate 2003). Consequently, were defined conservatising institutions promoting efficiency, facilitating mobility producing ruling elite (Lin, 2009). Moreover, Confucian heritage, implicitly rejected idea challenging authority, played shaping people's mentality. As Morris Vickers (2015) explained, ‘the saw conservative brand Confucianism, invoking ancients stress virtues quiescence subservience benevolent rulers, best sedative restive populace’ (p. 313). Thus, observed territory 1960s 1970s (Leung, 2000), higher largely depoliticised throughout era. Neoliberal governance emerged late intensified handover. result, there managerialism, emphasised performance competition significantly shaped development post-colonial (Postiglione Jung, 2017). This emphasis neoliberal managerial values practices made reforms those heritage societies, Taiwan South Korea, where policies democratisation. contrast, underpinned developmental logic. They thus innovation engagement remain (Lo, 2010; words, reiterate perspective nature education. conservative, model substantially characterised logic For example, 2014 Occupy Central adopted strategy being neutral, ‘universities sought walk tightrope open actions appearing side authorities’ (Macfarlane, 2017, p. 150). Following same logic, heads public announced statement, providing solution unrest is beyond scope what do Anti-Extradition Bill Movement. We will return incident later. sum, dimension development, intertwined imperatives existed extension mode handover Kong. However, researchers began display growing interest student-led movements re-emerged prevalent 2010 s. literature significant movements, thereby illustrating politicisation Wang (2017) asserts importance groups networks mobilising sectors 2012 Anti-Moral National Education Movement, focusing Scholarism Federation Students, two led She further that, since crisis, have constituted emerging force indispensable various incidents Kong, including Movement 2016 Legislative Council election 142; see also Chan, 2013; Veg, analysis relevant terms demonstrating emergence post-handover not characterises politics city but operational recent years (Law, Lo, 2021). To illustrate universities, Macfarlane ‘university awash visible symbols protest: mainly banners placards Central’ many sympathisers undergraduate local Some research connection content (at both school levels) participation activities. Fung Lui (2017), report learning liberal studies secondary promotes socio-political awareness reinforces sense dichotomy national identities, despite disproving curriculum instigates (see Su, 2016). Li Finkenauer (2021) note environment (i.e. loose enforcement rules) reason acceptance use violence while critical thinking current encourages be issues, reinforce polarisation, tend follow pre-existing opinion, given lack knowledge overconfident beliefs (Lau, 2019). Meanwhile, tends associate wider society. A key line argument people dual, hybrid identity, refers combination ‘a “Chineseness” located ethno-cultural qualities “Hongkongeseness” rooted civic attributes’ (Morris Vickers, 2015, 305). dual identity results ambivalent citizenship ‘is historical legacy colonisation, its geopolitical cultural ties mainland transfer Chinese sovereignty’ (Pan, 2021, 948, citing Tu, 1991; within context dissatisfactions distrust government, particularly among young people, government's attempt nationalistic indoctrination conflict values. And, ‘citizenship culture embedded torn Hongkongers' preference localism officials' orientation’ 960). These findings highlight significance territorial social–political (Fong, 2022) forming solidarity (Lee, explain driven localists' philosophy demands (Chow et al., 2020; localist characteristics distinguish places (e.g. UK Chile), primarily (Brook, resonate So's (2020) politicised synchronising China. campus societal levels broadly Altbach's (1989) closely linked situations. parallel dimensions—depoliticisation politicisation—of outline dispute roles university, offers distinctive way characterise responses 20 degree-awarding institutions, eight funded through Grants Committee. size system resulted rounds expansion before After decades expansion, entered post-massification stage. Like systems, massification accompanied reforms, promoted marketisation managerialism system. brought about public–private mix endorsed entrepreneurial ethos (Lo Tang, international standing global ranking increasingly important sector, competition, associated inter-institutional resources system, used make publicly accountable (Mok Cheung, 2011). More importantly, reflects mentality relationships evolved transition (roughly 1984 1997). On one hand, Britain maintain post-1997 interests; China proactive developing reinforcing Later, external pressure grew exposed several Law, 2017; 2018; Morris, details). influenced internal exemplified Overall, circumstance redefined state–university relationship (Burn, There series large-scale protests, known immediate cause movement Special Administrative Region (HKSAR) plan changes legislation, allow criminal suspects extradited mainland, February 2019. March around 10,000 hundreds thousands June. early July, stormed into Building call withdrawal bill. Shortly afterwards, Chief Executive Carrie Lam invited representatives Science Technology closed-door meeting hear opinions, especially students, considered core did take place, major replied meet if gave all five protestors. continued city, protesters escalated August. Despite September, refused actions, broadened agenda demand greater democracy inquiry alleged brutality. September October, schools dialogues presidents hope stance actions. November, occupied vandalised degrees. Violent occurred Polytechnic University, purposes blocking nearby railway, highway tunnel. Universities closed campuses, heightened tensions gritty violence. Due spread COVID-19, relative calm January 2020. suppress central introduced security law June legislation ultimately suppressed Lo 2021 details developments Movement). leaderless no prominent figureheads. reinforced impression active Purbrick (2019) reports, sustained energy radicalised minority tacit majority’ 474). He highlights planning implementing vandalism anonymous communication media (pp. 474–475; Shek, 2020), although he acknowledges ‘have more organic than organised’ evidenced fact 40% arrested (International Police Association, constitute focus study interplay life crisis. draws interview collected part study, explore organisations narratives based understanding fosters engagement. Specifically, allows construct perform self, accumulate capital form (Amin, 2002; Crossley Ibrahim, 2012; Harris, Hensby, 2014; Loader 2015). elucidate expansive links level level. collection followed multiple case design, identified main included satellite cases. selected because site occurred. addition, last witnessed pro-independence campuses. typical advocating independence happened. typically show issues broader extended incorporating cases us conditions territory. purposive snowballing sampling approach invite whom nine 17 10 universities. targeted who held executive positions organisations, involved formal governance. our interviewee recruitment purposefully selecting sample existing network. Then, snowball technique employed extend network recruit individual interviewees Interviews lasted 45 120 minutes conducted August COVID-19 pandemic, online. interviewed varied involvement movements. Four directly president little comprehensive observations insider knowledge. preserve interviewees' anonymity, extracts presented discussion without attribution. All transcribed verbatim thematically coded chronology leaders' interactions preliminary coding identifies phrases, sentences paragraphs depict culture, attitude towards authorities Further categories then developed clustering codes themes or threads align timeline months, time points. aimed provide chronological account events generated thick description changing (re)actions complex qualitative approach, following interpretivist tradition. By aim achieve generalisability findings. focused tended unlikely offer perspectives. Nevertheless, we chose perspectives dominant representing communicate Their helpful illuminate inherent sides why effect ending section According interviewees, Extradition draw attention May situation heat up June, large month. Our indicated passionate point forms publicity meeting. stated meeting, thought propaganda show. believed represent I realise now willing participate activities intense. very past when were, less join. Now, activity was, immediately impose punishment required leave. assertive. But monitor behaved avoid unacceptable requested union mobilise clean campus. respected voice students. won't materials shown accordance rules wall. aware sensitivity. triggering emotions. ask unions handle (the unregulated materials). noted high degree tolerance lesson learnt previous appeared September–October. started intolerant November. theory mirrors Whereas advocated traditional strike, disaffection methods. radicalisation accounts tension employ extreme pursue objectives, management, tolerated dissatisfied radical expression paired increasing disapproval (Cheung setting perceived entering culture. boycotts, becoming strained. Many felt met. One claimed always requests reluctantly. tried soft (being polite) hard (surrounding president's office breaking glass), whereupon ran away. relied emails communicate, wanted humanised. An angry damages Another another graffiti (which ‘decorating campuses’ students) express views caused damage campus, unhappy seemed concerned facilities previously trust sensitive showed firm stances. Interviewees mutual trust. recalled objecting back down, bypassed agreement regarding retrieval CCTV, requesting footage contractor notifying union. give ground, result greatly damaged. assigned staff indifferent even antagonistic concerns. Frankly, union) didn't want president. know need help, shouldn't spend nothing. things happened behind scenes. speak done. gap. something, president, figure, responsibility up. realised expectation urged That's meetings. Although negotiate personally really them. anticipated share bureaucratic top-down manner. When began, kept quiet. joined statements wording like confrontation violence, uncomfortable. might think couldn't you president), said something provocative. So needed condemn you. reasons dialogue (in meeting). foul language matter said. Mainland photo left room. outraged, asking stop student. host lost control situation. yelling, waiting questions. situation, (a leader) microphone spoke Perhaps, wary professors senior management. side, convincing students… escalating cooled down. includes parts: real supporting students; stances indicating his opinions Five Demands. my keeping quiet fine… educator too. means help issues. falling apart, full injustice. should clear hide himself. him indicate Much students). injured, arrested. Should concerns (over happened)? At least, face unfair conditions, hand? recollected