Research Student Profiles
Mr CAI, Renjie
Social Contexts and Policies of Education
Programme of Study: EdD
Field of Study:
Email Address: rcai@connect.hku.hk
About Me:
I am currently pursuing the EdD in the Academic Unit of Social Contexts and Policies of Education at the University of Hong Kong, having extremely strong interest in higher education. Prior to my pursuit of doctoral studies, I earned a MEd in Higher Education from HKU with distinction, a MSc in China in Comparative Perspective from LSE with merit and a BSocScEd (Greater China Studies) from EdUHK with upper second honour. Simultaneously, I have various working and research experiences in prestigious educational institutions. Previously, I served as the Research Assistant I at HKU; as the Headmaster’s Personal Assistant in the Harrow Hong Kong Children School; as Research Assistant at Zhejiang University; and as the Assistant to the UK Director at Confucius Institute for Business London in LSE. My research interests in the field of educational studies are higher education, assessment and feedback, and international student mobility.
Primary Supervisor: Professor CARLESS, David
Co-supervisor(s): Professor HORTA, Hugo
Research Outputs:
Cai, R. (2025). Migration Intentions of Mainland Chinese Students Pursuing Higher Education in Hong Kong. Higher Education Evaluation and Development, 19(1), 38-53.
Lin, C., & Cai, R. (2025, 3). How Digital Technology Empowers Grassroots Governance: A Case Study from Eastern China. The American Society for Public Administration (ASPA) 2025 Annual Conference, Washington DC, USA.
Cai, R. (2025, 4). Policy-driven Identity Dilemma: The Impact of Sino-foreign Co-operative University Modes on Students' Academic Experiences and Post-graduation Destinations. Conference for Higher Education Research-Hong Kong 2025, Hong Kong.
Cai, R. (2024, 11). Dilemmas of Identity Building of Students in Sino-foreign Cooperative Universities. China and Higher Education Conference 2024, Hong Kong.
Awards and Prizes:
Dean's Honours List, awarded by the Faculty of Education, The University of Hong Kong, 2024.