After the pandemic, education will not go back to a 100% offline mode since the application of e-learning technologies (ELTs) cannot be avoided. Therefore, their impact should be studied for future education development. Most future entrepreneurs are attending school today. Therefore, universities need to supply necessary education to encourage students to cope with future conditions and development. At the same time, due to the increasing attention being paid to the harmony between ecology and prosperity, the sustainability aspect of entrepreneurship education needs to be emphasized as well. This study investigates the impact of ELTs on entrepreneurial education performance (including personal skills, product skills, and business skills), sustainability efficacy, and their impact on sustainability awareness. Data were collected from a master’s degree class on entrepreneurship at a Hong Kong university and SmartPLS was used to analyze the data. It was found that ELTs have a significant relationship with entrepreneurial performance and sustainability efficacy. Meanwhile, sustainability efficacy also has a significant relationship with sustainability awareness. However, no significant relationship between entrepreneurial skills and sustainability awareness was identified. The results indicate that ELTs can improve students’ entrepreneurial skills and sustainability awareness, which proves the effectiveness of ELTs and provides support for their application in future entrepreneurship education. © 2023 by the authors.

Students' adjustment to the university environment is an important factor in predicting university outcomes and is crucial to their future achievements. University support to students' transition to university life can be divided into three dimensions: academic adjustment, social adjustment and psychological adjustment. However, these relationships have not been studied simultaneously in previous studies. The purpose of this study is to examine the students' perception on the relationships between two of the three dimensions. The study is based on a survey of 265 students from five Hong Kong universities. The findings show that students perceive that: social adjustment has a positive impact on academic adjustment; psychological adjustment has a positive impact on academic adjustment; and social adjustment has a positive impact on psychological adjustment. The implications are explored and discussed.
[Copyright of Journal of Higher Education Policy and Management is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/1360080X.2012.642328 ]

University support to students' transition to university life can be divided into three dimensions, namely: academic adjustment, social adjustment and psychological adjustment. Previous researches show that there are relationships among those adjustments. However, less is known about gender differences in these relationships. The purpose of this study is to examine the gender differences in the perception of the relationships among these adjustments during the transition period. The study is based on a survey of 265 students from five Hong Kong universities. The findings show that: (i) social adjustment is perceived by female students to have more influence on academic adjustment than male students; (ii) psychological adjustment is perceived by female students to have more influence on academic adjustment than male students; and (iii) there is no significant difference in the relationship between social and psychological adjustments for both female and male students. Finally, implications of this study are explored and discussed.
[Copyright of Tertiary Education and Management is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/13583883.2011.629676]