All public-funded Hong Kong universities have explicit practices to promote integrity and prevent students’ academic dishonesty. Using the Behaviour Change Wheel as a conceptual framework, three common practices were analysed in the present study, namely, enforcement of policies to penalize dishonest acts, use of plagiarism detection software, and mandatory attendance at academic honesty workshops. Qualitative data were collected from 50 students (in 14 focus groups) and individual interviews with 18 faculty members from eight publicly-funded universities in Hong Kong. Content analyses reveal that, although the students and faculty staff endorsed punishment as an effective intervention to reduce motivation to cheat, they also believed it would not enhance motivation for honest behaviours. Plagiarism detection software might reduce opportunities to plagiarize, but students with dishonest motivations will only turn to harder-to-trace means to cheat. While demonstrating good concepts of academic honesty, a sign that academic honesty education was working, the students attributed dishonest motivation to insufficient capability to perform academic tasks, which they described as a common problem. Both students and staff opined that the solution lies in more responsive learning support and pedagogical enhancement, but that it is constrained by university policies. Copyright © 2022 National Institute of Education, Singapore.

Whereas a great deal of literature based upon the context of Western societies has concluded criminology is an ideal discipline for active learning approach, it remains uncertain if this learning approach is applicable to Chinese learners in the discipline of criminology. This article describes and provides evidence of the benefits of using active learning approach in a criminology class in a publicly funded university in a Chinese city - Hong Kong. Using quantitative and qualitative data collected from four cohorts of students enrolled in the course over four years (2008-2011) through structured questionnaire, focus group meetings and students' self-reflection, it was evident that active learning could not only enable Chinese learners to achieve the course-intended outcomes but also could advance their attitude, knowledge and skills of learning. The findings were further discussed with respect to the feasibility and constraints of launching active learning for Chinese learners.
[Copyright of Innovations in Education & Teaching International is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/14703297.2013.796720]

The 10-item Attitudes Towards Lesbian and Gay Men Scale was translated into traditional Chinese, with slight modification in item wordings (by replacing the words such as "lesbians" with "female homosexuals" and "gay men" with "male homosexuals"). Data were collected with a convenient sample of 462 Chinese undergraduate students in social work training programmes from three Hong Kong universities. Analysis of the data showed responses to the scale and its two subscales were internally consistent and a one-factor structure was found on the total scale and separately on each of its two subscales. Differences by religious belief and sex were observed using the total scale scores, as in previous studies using this scale. Researchers could consider using this scale with Hong Kong Chinese and in subsequent cross-cultural studies involving a wider range of Chinese respondents.
[Copyright of Psychological Reports is the property of Ammons Scientific Ltd. Full article may be available at the publisher's website:
http://dx.doi.org/10.2466/03.07.PR0.110.2.521-526]