The purpose of this study is to investigate the organizational changes in higher education institutions across different regional contexts, with a special focus on the trends towards marketization in South Korea and Hong Kong. The study employs a qualitative case study approach to understand the organizational responses to the marketization from the selected research sites. Using data collected through semi-structured interviews with participants from each case, the study applies cross-case synthesis to evaluate similarities and differences related to organizational changes and management practices at universities in these two contexts in Asia. The findings underscore two principal themes: market influences and trends towards marketization, and organizational and management changes on campuses. The findings suggest that both South Korea and Hong Kong represent excellent cases through which to explore organizational responses to the marketization of higher education institutions and to highlight the reshaping of higher education in Asia. Copyright © 2021 Taylor and Francis.

Background and aims: The COVID-19 pandemic poses a grim challenge to adolescents' daily life, including schooling and learning, which has great impacts on their mental and behavioral health. This study aimed to test the roles of stress related to schooling and online learning during COVID-19 (COVID-19 stress) in depression and Internet gaming disorder (IGD) among adolescents and the potential mediators of social support, academic stress, and maladaptive emotion regulation based on the framework of Conservation of Resources theory. Sex differences in these associations were further examined. Methods: A school-based survey was conducted among Chinese adolescents in 13 secondary schools in Hong Kong (n = 3,136) from September to November 2020 (48.1% males; mean age = 13.6 years old) using stratified random sampling. Results: The prevalence of probable depression and IGD was 60% and 15%, respectively. Results of structural equation modeling indicated that the proposed model fit the data well (Χ²/df = 7.77, CFI = 0.92, IFI = 0.92, RMSEA = 0.05). COVID-19 stress was positively and indirectly associated with both depression and IGD through social support, academic stress, and maladaptive emotion regulation. Multi-group analyses identified that the associations between COVID-19 stress and academic stress, between academic stress and depression, and between social support and depression were stronger among females compared to males. Discussion and conclusions: Findings highlight the roles of academic stress, poor social support, maladaptive emotion regulation, and sex to understand how disruption and stress caused by COVID-19 increases adolescent depression and IGD. Psychosocial interventions based on these factors are highly warranted. Copyright © 2021 Akademiai Kiado.

• Writing motives was assessed using Writing Motivation Questionnaire. • Writing self-efficacy was assessed using a revised Writing Self-efficacy Scale. • Measurement invariance was established across Shanghai and Hong Kong students. • Latent means comparison found differences between these two groups. • A direct-mediational model examined the relationship between these constructs. What motivates Chinese students to write? In the present investigation, we examined Chinese students' writing motives and writing self-efficacy. Grades 4 and 5 Chinese students in Shanghai (n = 332) and Hong Kong (n = 305) completed a survey questionnaire assessing motives for writing using the Writing Motivation Questionnaire and writing self-efficacy based on a revised Writing Self-efficacy Scale. Using multigroup confirmatory factor analyses, measurement invariance was established by examining configural, metric, scalar and residual invariance. Latent means comparison located significant differences between the Chinese groups in relation to writing self-efficacy and writing motives derived from a focus on curiosity, competition and grades. Multigroup structural equation analyses verified a hypothesized direct-mediational model depicting the relationship between writing motives and writing self-efficacy. Copyright © 2021 Elsevier.

• The review essay discusses Wing-Wah Law's Politics, Managerialism and University Governance: Lessons from Hong Kong under China's rule since 1997. • The book recounts the rise of managerialism and performativity in Hong Kong's high quality universities, and their enfolding in demands for democratic reforms. • The One Country Two Systems formula,cannot manage a cleavage over national identity and loyalty. • The differences between China and Hong Kong go to the distinction between neo-coloniality and decoloniality and the fundamentals of political culture. • A wholly Western-style university is no longer fully viable in Hong Kong and ways need to be found to develop a more hybrid approach. The review essay introduces and discusses Wing-Wah Law's 2019 book Politics, Managerialism and University Governance: Lessons from Hong Kong under China's rule since 1997, in the context of the position of Hong Kong as a formerly colonised Western enclave within a Sinic political culture, and expands on the associated issues. The book recounts on one hand the rise of managerialism and performativity in Hong Kong's high quality universities, and on the other their enfolding in demands within the Special Autonomous Region for democratic reforms, tending towards independence from mainland China. Issues of corporatism and issues of political stability and control have coincided in disputes over the role and character of the governing councils, over senior appointments, and in relation to the freedoms of faculty and student activists. The One Country Two Systems formula, while broadly implemented, is not infinitely elastic and cannot manage a cleavage over national identity and loyalty. The differences between China and Hong Kong are more deep-seated than a tally of democratic activism and party-state repression would suggest. They go to the distinction between neo-coloniality and decoloniality and the fundamentals of political culture. The review argues that a wholly Western-style university

In many societies, policy-makers have formulated different policies to strengthen moral development, character attributes and/or citizenship for young people. In this review, we examined the related education policies in the Asian (Hong Kong, Taiwan, and Singapore) and Western (the United Kingdom and the United States) contexts and compared them in terms of their aims, core values, strategy, lesson time, evaluation, curriculum materials, and teacher training. With particular reference to Hong Kong, the review shows that there are many challenges for the "moral and citizenship" education. These include a lack of theory and research based policy development, stagnant progress in the past two decades, blurred concepts in the related policies, weak emphasis on related education in schools, problems of the "penetrative" approach, lack of validated and standard curriculum materials, problems in implementation strategies and tactics, and unsystematic evaluation. Copyright © 2021 Nova Science Publishers, Inc.

Globalisation and massification are creating significant expansion in the higher education sector in Asia and forcing institutions to professionalise their teaching. Merely implementing academic development, however, does not ensure improvement in teaching quality. We report an action research project, which demonstrated that the combination of teaching development through Teaching Advantage Global, alongside professional recognition through fellowship of the Higher Education Academy, significantly improved the teaching self-efficacy of academics in China and Hong Kong SAR. The results of this research demonstrate that professional development and recognition can support and evidence sector-wide strategic change. Copyright © 2021 Routledge.

Today's teacher operates in a globalised space where people everywhere are inextricably connected, and whose lives no longer exist in an isolated vacuum, but intersect and collide as part of a dynamic vortex. Teachers must now think, and teach beyond local boundaries, such that definitions of teacher professionalism will be reshaped by forces of globalisation. But have they, and in what ways? This article examines the intersection of globalisation and teacher professionalism. It begins with working definitions of globalisation and professionalism. These definitions will conceptually frame an analysis of policy documents about teacher professionalism, specifically standards for teachers in Hong Kong, the United States, and Australia. As a benchmark for teacher professionalism, an analysis of teacher standards across this international sample affords a broad portrait of what teachers are expected to know and do, juxtaposed against a rapidly evolving and globalising world. Copyright © 2021 Routledge.

This paper compares conceptions of teacher quality in two education systems – Singapore and Hong Kong – that consistently perform well in international assessments of student achievement. Both systems constantly refresh their expectations of teacher competencies, with recent iterations, which offer a just-in-time opportunity to learn from how they now conceptualise quality teaching. This paper will provide the context surrounding each jurisdiction's education system, how each views teacher quality, and how each has rethought the concepts of teacher quality according to their unique contextual circumstance. The paper then compares these concepts articulated and enacted by each country, linking these to the wider international literature and scholarship in order to glean insights into what teacher quality is or how it might be reconceptualised to meet future needs. Copyright © 2021 Routledge.

This paper is a report of a cross-cultural online collaboration between two cohorts of pre-service teachers in Hong Kong, China and an American university in St. Paul, Minnesota. It explicates the pedagogical design and implementation of online tools for group collaboration and students' perceptions of the benefits and challenges. Multiple web-based tools (e.g. Slack, Zoom) were selected and recommended to the students to facilitate resource sharing, communication, and artefact construction. Overall, students valued the experience of collaborating in a global virtual team in spite of some challenges encountered. Findings from this study indicated that the merits and perils of cross-cultural online collaboration coexisted and centered on three aspects: cross-cultural communication, group collaboration, and technological tools. The students greatly appreciated the values of online tools and manifested the ability to appropriate the tools to fulfill the needs of group work. The implications for pedagogical design are also discussed and technological tools supporting cross-cultural online collaboration are recommended. Copyright © 2021 Springer.

In this paper, taking as our point of departure the importance of China's " boya " education (BYE) and the West's liberal arts education (LAE) in an era that will be increasingly dominated by information technology (IT) and Artificial Intelligence (AI), we examine the importance of BYE in Mainland China and LAE in the U.S. and Hong Kong. We argue that (a) the recent resurgence and growing significance of LAE in the world has been due to the right skill sets it provides in the information technology era in which many new jobs will be created and existing jobs destroyed ; (b) professional or technical training is not only compatible with the fundamental values of boya or liberal arts but also important in showcasing the strengths of BYE and LAE; (c) the combined benefits of BYE or LAE and professional or technical training may be achieved by adopting the main features of LAE such as its broad-based curriculum and whole-person development approach to undergraduate education or by combining a student's undergraduate and postgraduate studies over time; and (d) for BYE to achieve its goals in China it should occupy a central rather than tangential role in the undergraduate curriculum. Copyright © 2021 Elsevier.