To be successful, international students must adapt psychologically and socio-culturally to their host context. This research, funded by Hong Kong research grant committee, is grounded in cross-cultural psychology (Shiraev & Levy, 2010), and present insights into the psychological and behavioral variations of individual international students as they adapt to study in an Asian context — Hong Kong universities. The purposes are to find out those factors that affect the psychological and sociocultural adaptation of those international students. In addition it explores the level and effect of contact between non-local students and local students and international students’ views of social and institutional support with regard to their adaptation. In this presentation, preliminary findings based on both quantitative and qualitative data collected from six UGC-funded local universities in Hong Kong will be reported, with a special focus on international students’ psychological and sociocultural adaptation and their interactions with local students. Copyright © 2016 IACCP.

Students attending universities or colleges come from diverse groups, including racial, ethnic, ability status, sexual orientation, gender and intersex identities. Institutions of higher education may encounter challenges in acknowledging the needs of diverse groups of students. Particularly, these institutions could possibility have difficulties in understanding transgender students’ needs. In the education literature, transgender students often face intolerant/negative attitudes, prejudice and discrimination against them in society (Beemyn, 2016; Wernick et al., 2014). Transgender or, to use a more inclusive term, ‘trans’ students in this chapter are defined as those students who ‘do not identify with or normatively enact the gender assigned to them at birth’ (Wernick et al., 2014, p. 927). Scholars in the field of trans prejudice often adopt the concept of genderism to conceptualize prejudice, discriminatory and intolerant attitudes against trans people. For instance, Hill and Willoughby (2005) perceived genderism as ‘an ideology that reinforces the negative evaluation of gender non-conformity or an incongruence between sex and gender’ (p. 534). Copyright © 2021 selection and editorial matter, Neil Harrison and Graeme Atherton; individual chapters, the contributors.

The coronavirus disease 2019 (COVID-19) pandemic has affected educational institutions and instructors in an unprecedented way. The majority of educational establishments were forced to take their courses online within a very short period of time, and both instructors and students had to learn to navigate the digital array of courses without much training. Our study examined factors that affect students' attitude toward online teaching and learning during the COVID-19 pandemic. It is different from other online learning studies where online courses are mostly a method of choice, with suitable support from institutions and expectation from instructors and students, rather than a contingency. Under this specific environment, we utilized an online survey to collect students' feedback from eleven universities across Hong Kong. Using partial least squares for analysis on the 400 valid samples we received, we found that peer interactions and course design have the most salient impact on students' attitude, whereas interactions with instructors has no effect at all on students' attitude. Furthermore, we also provide suggestions on using the existing technologies purchased during COVID-19 for a more sustainable learning environment going forward. Copyright © 2021 by the authors.

Literature suggests that state–market relations in Asian transnational education appear as a hybrid of economic socialism and economic liberalism as well as of supra-territoriality and sovereignty. Such a notion of hybrid focuses on how Asian states manage the struggles over the meaning and value of higher education, thereby addressing various ways in which states participate in neoliberal globalisation. This paper argues that Asian states’ higher education policy choices are restricted by local politics and the resulting policy agendas. This argument explains the paradoxical situation that Malaysia continuously encounters when developing its regulatory regime to govern transnational education. The argument also illuminates the recalibrations that appeared in the transnational education policies of Singapore and Hong Kong. The paradox and recalibrations reveal how a political perspective on transnational education is important to understand Asian states’ responses to globalisation in higher education regardless of the nature of their regulatory regimes. Copyright © 2021 Society for Research into Higher Education.

Purpose - Knowledge sharing, the most important process in knowledge management, enables knowledge-intensive organizations to foster innovations and to gain competitiveness. Universities, the best contemporary embodiments of knowledge-intensive organizations, nowadays face fiercer competition in the changing world. Knowledge sharing is the key for academic departments to gain competitive advantages through innovation. However, limited studies examined the relationships between top management support, knowledge sharing and affiliation and trust. Based on the literature review, this study developed a research model which aims to examine the relationship between top management support and knowledge sharing, and the mediating role played by affiliation and trust.Design/methodology/approach - A questionnaire survey was conducted in eight universities in Hong Kong. Data gathered from 109 professoriate staff (including chairs, professors and [research] associate/assistant professors) were used to test the four hypotheses in the research model with partial least squares structural equation modeling.Findings - The results showed that top management support has a positive impact on affiliation and trust, and that affiliation and trust also have a positive impact on knowledge sharing. However, this study showed an insignificant linkage between top management support and knowledge sharing. Therefore, this study confirmed the mediating role played by affiliation and trust.Practical implications - Based on the results, this study provided recommendations on how academic management and knowledge management consultants increase the faculty members’ affiliation and trust, for instance, mentoring, performance appraisal system, social interactions and communication pathways.Originality/value - The findings of this study contribute to the literature in two ways. First, affiliation and trust are two interplayed elements of team climate that should be considered together. Second, this study

This article conveys the results of a reflexive investigation of the managerial practices and entrepreneurial discourses that shape the academic trajectories of early career scholars. Beginning with the experiences of early career scholars in research‐intensive universities in Canada and Hong Kong, the authors explore some of the social and political‐economic relations that are reshaping higher education systems across the world. Drawing on experiences navigating university governance, funding and performance management processes, the authors explore how participation in the marketised relations of higher education inserts people into competition with colleagues within and beyond a single university context, instrumentalises and constrains relationships with civil sector collaborators, and produces a shared sense that nothing one does is ever enough. In this way, the article illuminates some of the ways a new global knowledge economy conditions academic life.本文探討學術管理主義和企業論述如何塑造新晉學者的學術軌跡, 並匯報相關反思性研究的結果。本文以任職加拿大和香港研究型大學的早期新晉學者為例, 開始探討一些正在重塑全球高等教育體系的社會和政治經濟關係。作者利用新晉學者如何探索大學治理、資金和績效管理流程的經驗, 從而了解高等教育界的市場化關係如何將競爭意識植入在大學界的同事之間、令到與公民社會的協作關係工具化、並產生一種感到工作慣常不達標的意識。通過上述的方法, 本文闡明了新型全球知識經濟影響學術生活的一些方式。 Copyright © 2020 John Wiley & Sons Ltd.

This article examines the meaning and features of ‘internationalisation’ in higher education in the social and historical contexts of Hong Kong. From a perspective of shifting geopolitics of higher education aligned with a historical perspective of evolving academic traditions, this article discerns parallel developments featuring the transition of Hong Kong universities along two pathways—benchmarking Western universities’ internationalisation agenda, and converging with China’s projection for national integration and global outreach. The HK case provides a critique of liberal views of internationalisation of higher education based on the logics of neoliberalism, soft power, global citizenship, and internationalisation at home, suggesting a closer look at statist instrumentalism in conjunction with neoliberalism as competitive strategies in a realistic international higher education community.本文探究“高等教育國際化”在香港的社會和歷史背景下所呈現的含義與特徵。研究視角著眼於高等教育的地緣政治和學術傳統之間的聯繫，分析香港高等學府發展的兩條歷史脈絡：一則參照西方國家的大學國際化範式，二則趨於中國的國家融合和全球拓展計畫。這種發展軌跡反映以國家為中心的工具主義與新自由主義的戰略結合。 Copyright © 2020 John Wiley & Sons Ltd.

During 1980, many Western countries launched public administration reforms. These reform waves also blew over to many Asian countries. With the advent of globalization and the rise of knowledge-based society, education and innovation are regarded as the driving forces behind social and economic growth and development. To enhance the national capacity, education reforms have also become common agendas among nation states since the 1980s. This paper aims at critically reviewing and comparing major policies and strategies of the higher education reform adopted by the respective government in Greater China, including mainland China, Hong Kong, Macau, and Taiwan and Singapore. The key research questions are why these countries attempted to reform their higher education and if these countries achieve the desired results and comply with good governance. In this paper, four areas, "Rule of Law," "Transparency," "Effectiveness," and "Accountability" are evaluated to examine how these selected cases' governance in higher education have been implemented in the past 30 years. Copyright ©International Dialogues on Education.