Self-financing higher education institutions (SfHEIs) in Hong Kong help boost the local higher education participation rate, but they are labeled as second-tier opportunities for those with academic weaknesses. Students at SfHEIs may develop a negative self-concept that deteriorates their academic performance and psychological wellness. Therefore, it is critical to understand their self-concept and how it is built. From the narrative perspective, a self-concept is the storied experiences or stories that are lived; therefore, this study employs narrative inquiry using 15 SfHEI students to represent the general pattern of the participants’ experiences. This study proves that students at SfHEIs tend to view themselves as losers or inferiors based on their low self-evaluations of their Hong Kong Diploma of Secondary Education Examination (HKDSE) results, SfHEIs, and career futures. Additionally, this study sheds new light that the loser identity is historically developed from childhood during interactions with parents and teachers, as parents and teachers continuously reinforce the message that enrollment at a publicly funded university is the only way to achieve success in life. Copyright © 2022 by the authors.

Flipped-classroom learning has been shown to improve students' learning experience and performance in tertiary education. However, few studies have been done in Asia where the learning culture is vastly different from the West. Here, we studied the effect of flipped-classroom learning with the use of interactive videos on the academic performance of a group of first year undergraduate physics students in Hong Kong. By employing a conceptbased pre-test and post-test, normalized gains of 35% and 13% were obtained for the flipped and control class, respectively. A very strong correlation (r = 0.72, p <.001) was shown between the post-test score and the exam results of the flipped class, while the control class showed a moderate positive correlation (r = 0.37, p =.013). Our results showed that the conceptual knowledge of students taught in flipped-classroom improved significantly more than the students taught traditionally, and that their understanding in conceptual knowledge served as a stronger indicator of their exam performance. The interactive videos were well-received and were shown to be one of the most valued components by the students. Copyright © 2019 SPIE.

Self-regulated learning (SRL) relates to self-generated thoughts, feelings, and behaviours that continuously amend and improve performance, aiming to accomplish self-set goals and the ability of people’s willingness to concentrate, adjust, evaluate, and manage their own behaviour. Studies strongly suggest that students’ academic success can be better achieved when the design of e-learning environments involves the consideration of SRL development. In recent years, e-portfolios are used widely and globally in higher education and have become one of the major active learning processes in self-learning online platforms that support students’ self-reflection, learning motivation, self-efficacy, and so on. There is a significant need for more studies on the full range of factors of SRL for higher education students in e-portfolios projects, including but not limited to understanding the influences, all possible factors, technical support, and students’ learning process and/or learning outcomes related to SRL.This research study aims to collect information directly from higher education students with actual practice in and experience of e-portfolios for two consecutive semesters. The quantitative data have been collected within the Pintrich’s (2004) social–cognitive perspective of the SRL framework and used the developed self-regulation of learning self-report scale (SRL-SRS), covering the six core factors of SRL: planning, self-monitoring, evaluation, reflection, effort, and self-efficacy. The same self-report paper questionnaire was distributed to 262 undergraduate year-1 students in semester 1 and semester 2. After data filtering, pretest and posttest data obtained from 134 valid questionnaires were used for analysis. The measuring result from the Rasch model has been analysed using SPSS 21, findings included a paired sample t test and the one-within-one-between subject analysis of variance (ANOVA).On the other hand, the qualitative research positively helps collect further

Disadvantaged students increasingly confront ruthless competition for higher education degrees, while losing out on opportunities for social mobility. Some of Hong Kong’s low-income households defy the trend: families take on risk, including considerable debt, to send their offspring abroad, rather than test their chances at home by dealing with competitive learning silos, stratified schooling, social status anxiety, and failing employer support. Drawing on stakeholder theory, the “glonacal agency” heuristic and the existentialist perspective, this paper examines how some low-income families break the cycle of disadvantage by tapping into the powers, legitimacy and urgency of “important others,” allowing them to harness local and global resources to achieve social mobility. Copyright © 2015 James Nicholas Publishers.

The COVID-19 pandemic has brought various challenges to the education domain globally. This study examines how a group of non-local university students studying at EMI universities in Hong Kong adjusted to the dominant online mode of learning and communication based on their lived experiences in learning and intercultural social networking during the pandemic. Employing the theory of digital literacies and Bourdieu's concepts of habitus and capital, we show how students expanded, redeveloped and transferred existing awareness, knowledge, competences and practices to engage in a range of digitally mediated academic and social activities in this condition. We conclude by discussing how the findings may inform refinement or readjustment of digitalized/zing international higher education. Copyright © 2022 Elsevier Inc. All rights reserved.

This paper investigates the language ideologies held by a group of international students in an English medium instruction (EMI) university in multilingual Hong Kong. The findings indicate that the participants' beliefs about English extend beyond its role as an instructional medium and encompass its use as a lingua franca and as a means of social inclusion. It is also found that the participants hold complex yet sometimes contradictory ideologies about the kinds of English to be used and/or accepted and about the monolingual and multilingual uses of English in the EMI university context. Taken together, the study suggests that the participants' ideologies with respect to the roles of English and the norms of English use in the EMI university context are much more complex than what language policy from above suggests. The findings also reveal the ideological tensions over the norms of English use in the EMI university context and the closely intertwined relationship between the participants' language ideologies and the maintenance of their interests, especially in relation to access to learning opportunities in the classroom. The study calls for attention to broader issues pertaining to social inclusion/exclusion, linguistic advantage/disadvantage and educational equality/inequality in the multilingual EMI university context. Copyright ©2021 Routledge.

Universities around the world are encouraging teachers to provide more constructive feedback to support student learning, but do teachers know how to distinguish constructive feedback? What pedagogical practice is considered as feedback and what is not? For example, is a rubric a type of feedback? To date, very limited research has answered these questions from university teachers' perspectives and the current study aims to address this gap. In this study, ten teacher training workshops were conducted in a university in Hong Kong, with an intention to enhance teachers' competence in assessment and feedback. During the workshops, we first adopted Poll Everywhere to survey whether teachers (N = 248) recognise six types of common pedagogical practices as feedback, and subsequently used this as a base to discuss with teachers the reasons behind their responses. Findings reveal teachers' varied perceptions of these practices as feedback, which may be related to their varied understandings of feedback purposes. The paper calls for an explicit acknowledgement of the multiple purposes of feedback, and concludes with implications for teacher feedback literacy in higher education. Copyright ©2021 Routledge.

This qualitative case study examined a group of undergraduate students' motivations towards extracurricular research in a Hong Kong university. Drawing upon data from semi-structured interviews, this study analysed the students' motivation change from the cognitive, social, and affective perspective. The findings revealed that the students were externally and internally motivated to join informal research activities and that their motivation change was intertwined with their cognitive learning, social interactions, and emotional experiences in the research process. The paper concluded with practical implications on supporting and sustaining undergraduates' motivations in extracurricular research activities to benefit their academic studies and future work. Copyright ©2021 Routledge.

Background: Educators have divided and often strongly held views on whether service-learning should be required of all students. However, studies examining students' view on mandatory service-learning are limited in the literature. Purpose: This article contrasts and examines students' views toward a service-learning requirement at a Hong Kong university before and after attending a mandatory service-learning course, and any resulting changes. Methodology/Approach: This is a retrospective qualitative study using semistructured interviews. Participants were 49 students who completed a service-learning course in the 2013-2014 academic year. They were selected according to the nature of their performance in their completed course. Findings/Conclusions: Results show that students' perspectives toward service-learning are not static but rather change dramatically as a result of their experiences. Most students, even those who recalled being initially negative or resigned, reported positive views toward service-learning after completing the course. Implications: Students' initial resistance alone is not a reason for making service-learning optional. Some students have a negative view due to a lack of information or misinformation. Making it compulsory gives these students an opportunity to decide for themselves based on true experience, which, if implemented effectively, has the potential of nurturing initially hostile or inert students into more civic-minded citizens. Copyright ©2021 SAGE Publications.

This paper addresses Hong Kong Chinese undergraduate students' conceptions of teacher care informed by their experiences of teacher-student relationships within university context. Utilising the concept of teacher care from Nodding's (1984) ethics of care from a Confucian-Vygotskian perspective, this research considers emergent themes of teacher care from the narrative accounts of final-year students majoring in management and bilingual studies. Results indicate that teacher care is perceived as a deepening of trust, mutuality, responsiveness, and reciprocity between students and teachers, and an enrichment of caring scope, embodied in the conceptualisation of 'Pedagogical Care' to 'Holistic Care' and then onto 'Sustainable Care'. A dialectical framework of teacher care within Hong Kong higher education context is proposed, based on the psycho-social make-up of students and socio-cultural context of learning. This study exposes the importance of teacher care in students' learning as influenced by relational dynamics, and proposes the adoption of caring pedagogy in universities. Copyright © 2021 Routledge.