As one of the essential skills for success in work and studies, English communication is often made a key component in the GE curriculum of tertiary study programmes. In addition to the provision of required English proficiency courses, many tertiary institutions have established English centres of some description to promote English learning on campus. Yet from students' perspective, what kinds of programmes and activities should be offered, and how they feel about these initiatives is not very widely discussed in the existing literature. This paper aims to address these questions with practical experiences gained from a project to establish an English language enhancement centre by one self-financing tertiary institution in Hong Kong. Funded by the Quality Enhancement Support Scheme (QESS), the centre, titled the Centre for Academic and Professional Language Enhancement (CAPLE), was set up in March 2016. Cognizant of the benefits of life-wide learning, independent learning and collaborative peer learning, CAPLE offers a series of workshops and various kinds of English and culture learning activities that adopt these pedagogical approaches. Centre usage figures and user feedback were continuously collected for evaluative purposes. Data collected through student diaries, online surveys, usage records of the online programmes and other resources and a focus group interview showed varying levels of popularity of different types of workshops/activities, suggesting there is a need for programme designers to have a more realistic view about students' actual English learning needs and learning motivation. Recommendations are made accordingly for more economical use of resources.
[Copyright of English Language Teaching is the property of Canadian Center of Science and Education]

This small-scale exploratory study identified strategies used by three intellectually very able university students with specific learning difficulties for maintaining motivation on their path to achievement. All three participants were located in Hong Kong. The research questions were: (a) What coping strategies are used by intellectually very able university students with specific learning difficulties? (b) What are the critical influences driving and supporting their motivation to achieve? A narrative inquiry method was used to obtain and analyze data. Two gifted university graduates and one undergraduate, all with specific learning difficulties, were interviewed using a semi-structured questionnaire and open discussion. Data indicated that they developed strategies to cope largely in response to adverse learning environments. The support of significant persons, such as parents and teachers, were also seen to be essential for sustaining their motivation to achieve. Implications for supporting university students with specific learning difficulties are briefly discussed.
[Copyright of Gifted Education International is the property of SAGE Publications]

Co-curricular activities in general are believed to be useful for students' development, such as improvement in academic performance, higher retention rate, enhancement of social and competency skills, and assistance of youth development and employment. With the expansion of the education sector and the implementation of a new 3-3-4 education system in Hong Kong, the background and training of students is different from the past, so it is worthwhile investigating students' interest, understanding and perceptions about co-curricular activities nowadays in an Asian context. Comparison between the perceptions of sub-degree and degree students is discussed. Similarities and differences are found in both groups of students. Based on the findings, suggestions are made to education institutions in planning their resources on co-curricular activities.
[Copyright of International Education Studies is the property of Canadian Center of Science and Education]

Hong Kong university students have shown various psychological health problems. Spiritual intelligence (SI) has been found to have a positive correlation with mental well-being. However, a reliable measure to assess SI in Hong Kong students is lacking. The present study, which comprised three phases, aimed to develop a scale of SI that could meet the characteristics of Hong Kong university students. Phase 1 aimed to explore the meaning of SI in Hong Kong and to develop the preliminary scale of SI. Twenty-eight participants, with or without religion, were interviewed about their understanding of SI. Adopting comparative and inductive techniques, eight categories of SI were revealed: Social Harmony and Influence, Morality, Personal Life Meaning, Emotional Competence, Connection to Higher Power, Existential Thinking, Reflection on Truth and Self, and Practice. A 62-item Chinese Spiritual Intelligence Scale (CSIS) was developed based on these categories. Phase 2 aimed to finalize the items of the CSIS and determine its factor structure. Two hundred and nineteen university students completed the CSIS. Several exploratory factor analyses led to a 29-item six-factor model for CSIS and the model was evaluated in Phase 3. Another sample of 283 Hong Kong university students completed the revised version of CSIS, together with other questionnaires on life meaning, metapersonal self-construal, life satisfaction, mental health, mood states, and emotional intelligence. Confirmatory factor analysis was performed to determine whether the 29-item six-factor model fit the current sample. As high correlations were shown among some of the six factors, a four-factor model was proposed. The EFA result supported a 23-item four-factor model and the CFA further validated the model. The full scale of CSIS and its four subscales had good internal reliability. The CSIS was also positively correlated with measures of life meaning, metapersonal self-construal, life satisfaction, mental health, positive

This chapter observes that branding is a stated strategic priority of four out of seven public universities in Hong Kong. However, the branding activities they propose miss the essence—the alignment of their various identities. By adapting the concept of corporate branding to the analysis of their self-representations in four distinctive types of communication materials (strategic plans, vision and mission statements, student recruitment materials, and press releases), we introduce a new approach to university branding study by examining the content alignment in addition to the content itself. Findings show that while all Hong Kong universities have balanced their self-representations between excellence and uniqueness, new technical universities that openly state branding as a priority show more signs of alignment in the communication materials.

Consequences of competition for global university rankings, such as changes in funding modes, have been extensively discussed in the field of higher education. However, few studies have reviewed its implications on knowledge production. This study provides a contextualised method for theorising the implications of this competition on the development of East Asian higher education, specifically teacher education. It identifies the new forms of knowledge being produced in two teacher education institutions in Hong Kong and Macau by reviewing the publications of new recruits in a five-year period. The study considers the following variables: author(s), date and form of publication, abstract, title, keywords, journal name, language, data source, research context and methods. The findings show that the dominant publication trends are towards quantitative research and multiple authors. Psychological research is the most popular area and studies of other long-term issues in teacher education are being marginalised.
[Copyright © 2017 British Association for International and Comparative Education.]

Purpose Political parties in Hong Kong are eager to recruit university students and internship programs are a major recruitment channel for them. However, studies on the influences of political internship programs on university students are few and have mainly been conducted in Western democracies. Therefore, the purpose of this paper is to explore the roles of political party internship programs in encouraging university and community college students to join political parties in Hong Kong, a semi-democratic autonomous region of China. Design/methodology/approach This study is based on the insights gained from semi-structured interviews with a small sample of former party interns. Findings This paper found that party internship programs can play three major roles in encouraging students at higher education institutions to join a political party. They are: exposing students to the recruitment efforts of the party, helping students who have no political aspirations to generate a desire to join, and providing an opportunity for those already considering joining to ascertain if the party is really suitable for them. Originality/value This paper shows that political internships in semi-democratic regimes like Hong Kong can play similar roles as those in Western democracies to stimulate some university students to pursue a career in politics and help those already considering a political career to ascertain their goals. This paper also shows that these stimulating and confirming effects could also apply to the application for party membership.
[© Emerald Publishing Limited 2017]

From the 2012/13 academic year, the undergraduate degree programme in Hong Kong higher education has been transferred from a three-year to a four-year structure, with introduction of a rigorous component of general education in the new four-year curriculum. The present study aims to evaluate the implementation and impact of a new general education program, the "General University Requirements" (GUR), in the new four-year undergraduate curriculum of The Hong Kong Polytechnic University (PolyU) based on the views of teachers. A total of 68 teachers who had taught different GUR subjects in 2013/14 academic year were recruited to fill in an evaluation sheet designed to understand their views towards the GUR subjects. A total of 75 qualitative evaluation sheets were collected. Both close-ended and open-ended questions were used to assess teachers' perceptions. Data analyses indicated that teachers generally had positive evaluation about the GUR. They perceived that the content, teaching methods, and assessment components of GUR subjects successfully engaged students in the learning process and helped students achieve the intended learning outcomes. Teachers also had positive impression and feelings towards the GUR subjects they taught, and perceived the GUR subjects as helpful in broadening students' knowledge, cultivating their characters and important generic competences. Meanwhile, challenges in the implementation process were also noted. Findings from this study indicated the basic effectiveness of the GUR at PolyU based on teachers' views. It also provided indications for further improvements of the GUR and general education programs in Hong Kong higher education.
[Copyright Nova Science Publishers, Inc. 2017]

Drawing on in-depth interview data from 31 mainland Chinese (MLC) students in a Hong Kong university, this article conceptualises MLC and Hong Kong higher education as two dissonant but interrelated subfields of the Chinese higher education field. The article argues that these MLC students' habitus, one that possesses rich economic, social and cultural capital, prompts a strong sense of entitlement to anticipated privileges. However, this sense of entitlement is disrupted by the differential capital valuations across these fields. There is thus notable habitus-field disjuncture, which, exacerbated by the hysteresis effect, gives rise to a sense of disappointment and ambivalence. This article demonstrates how the Hong Kong education credential, which these students initially set out to pursue as a form of capital, can become a disadvantage at multiple levels; the article illustrates that capital valuation and conversion in a transborder context is not a straightforward, but rather a complicated and sometimes contradictory, process.
[© 2016 Informa UK Limited, trading as Taylor & Francis Group]

This study explores the interrelationships between self-concept, motivation and academic and social experience among students from self-financing higher education institutions in Hong Kong. Although prior studies have investigated different aspects of self that drive various types of motivation in students' academic and social experience, most of them are related to publicly funded universities only. This study aims to extend our current understanding to the context of self-financing higher education, which is an alternative to students whose academic results are not good enough to secure tertiary placements at publicly funded universities. Using qualitative approach and the technique of friendship pair, 26 students from 12 self-financing higher education institutions in Hong Kong were recruited for semi-structured interviews. Data analysis revealed that participants constructed two dimensions of the self: the personal (i.e. the actual academic self, the possible academic self, the spiritual self and the extended self) and relational (i.e. the familial self and the social self) dimensions in the light of their university experience. The findings provide a better understanding of the contemporary university experience in relation to self and motivation among students studying at self-financing higher education institutions.
[Asia Pacific Education Review is a copyright of Springer, 2017]