Hong Kong’s self-financed taught postgraduate (TPg) programmes have experienced significant growth, primarily driven by mainland Chinese students. The marketisation orientation of these programmes may gradually change these students’ self-identification of seeing themselves as ‘customers’ or ‘students’. This study aims to explore how mainland Chinese students perceive their identities based on their learning experiences in these self-financed TPg programmes. Using a mixed-methods approach, this study collected 303 responses, and 17 of them joined the follow-up semi-structured interviews. The findings suggest that mainland Chinese students are generally satisfied with the self-financed TPg programmes in Hong Kong for their cost-effectiveness compared to similar degrees from Western universities and for receiving internationally competitive higher degrees. In their studies, most mainland students view themselves primarily as students pursuing qualifications for career development, but some have transitioned to seeing themselves as customers due to unsatisfactory experiences and influences from teachers and peers. The study aims to contribute to understanding mainland Chinese students’ learning experiences when studying abroad and provide practical insights for self-financed TPg programme providers in Hong Kong to enhance the programme quality. Copyright © 2025 The Author(s).

The aim of this study is to investigate the reasons for academic stress in Hong Kong and provide recommendations to the government on ways to alleviate this problem. Using photovoice, 15 undergraduate students from a private community college in Hong Kong were invited to take and discuss photographs regarding their lived experiences of learning. Thematic analysis is applied to generate themes from the photovoice data. The results suggest several possible reasons for academic stress, including examination demands, school administration and parents. However, the underlying social reason for academic stress may be the internal contradictions of the education system. That is, the education system purports to value all-round and whole-person education but subordinates this worthy goal to examination results. Thus, the results of the study suggest that the government should address this internal contradiction by considering educational, economic and cultural factors when planning educational policies and/or changes. Copyright © 2020 National Institute of Education, Singapore.

There is now a worldwide focus on the quality of university teaching and yet there is general dissatisfaction in universities with the student evaluation of teaching system. Peer observation of teaching seems to hold much promise in the assessment of teaching quality, but such observation pays little attention to the quality of teaching as perceived by students. One approach to overcome this deficiency is for faculty and students to also partner in the assessment of a faculty member's teaching, with a student trained in observation and feedback techniques acting as a peer in the observation process. This paper describes and evaluates an ongoing student consultant initiative at Lingnan University in Hong Kong. It presents faculty and student observations in terms of the benefits to faculty regarding potential enhancement of university teaching, and the benefits to students especially in terms of close collaboration with faculty and training in consultation techniques. The paper notes that the student consultant initiative has been more popular with students than faculty, and recommends further investigation of the potential of such programmes in Hong Kong higher education.

The rationale for this study is that students' views on their own learning play an integral part in their educational journeys. Students' voice has been gaining recognition as a vehicle for cultivating ownership of learning, restoring classroom dialogue, and developing strategies for school improvement. These benefits echo the pedagogical purposes of drama education. This study examines how a group of primary students in Hong Kong relate drama pedagogy to their learning in two curriculum subjects: Chinese Language and General Studies. Working with a group of primary students introduced to drama as a medium of learning for the first time, the researcher seeks to find out what aspects of the drama programme is seen by the students as pertinent to their learning in these subjects. The students generally found the Process Drama units more closely related to the learning in General Studies than Chinese Language. Factors influencing their views include the learning focus of the Process Drama work, students' beliefs about learning in these two school subjects, and the pedagogical approaches previously adopted in their school.
[Copyright of Research in Drama Education: The Journal of Applied Theatre and Performance is the property of Routledge. Full article may be available at the publisher's website: http://dx.doi.org/10.1080/13569780902868770]