In this chapter, a case study of implementing blended learning in a linguistics course will be reported. Traditionally, this course was taught in the mode of a 1-hour face-to-face plenary lecture plus a 2-hour small group tutorial session each week for 13 weeks. To promote blended learning and give students an enhanced learning experience that allows more flexibility and more peer interaction, two of the plenary lectures were converted into online lessons, and Moodle was used as the online platform for hosting the online content. Three levels of online activities were designed and provided online: every online lesson consisted of 3–4 mass open online course (MOOC)-style high-quality lecture video clips (Level 1, resource-based activities) followed by online quizzes (Level 2, response-based activities) and discussion forums (Level 3, collaborative activities). Post-lesson analysis shows that over 320 threads were posted by students on the Moodle forums, suggesting that students were actively engaged in online discussions. A post-lesson survey was conducted after the first online lesson, and the feedback was very positive. The majority enjoyed the flexibility of the online lesson and felt more independent during the learning process. They found the video lectures attractive and effective and the online discussion engaging and beneficial. Other than the online lessons, other resources and activities such as stand-alone course-specific website, weekly online quizzes, and Wikibook projects have been adopted to further promote blended learning. To ensure a fulfilling learning experience, instructional design plays a crucial part, especially in arranging the online lessons and other blended learning experiences. Clear and detailed instructions and guidance were also vital for the success of blended learning. Copyright © 2021 Springer Nature Singapore Pte Ltd.

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

Moral education is not a new concept in universities; however, university students’ firsthand learning experience and valuation of moral education have not been fully explored. As part of a teaching and learning study conducted in two undergraduate classes in a Hong Kong university, this study explores the university students’ perceptions of learning moral education. Data were mainly collected through student interviews and their reflective journals. Most students supported the learning of moral education. They asserted that moral education has a lifelong nature; thus, they should learn it in universities. The study reveals that moral education can facilitate the university students’ personal and social betterments, showing the intrinsic and instrumental values of moral education. This small-scale case supplements the literature on the understanding of the development of moral education in higher education. This study also reflects the necessity to rethink the moral aim and the moral education curriculum of higher education. Copyright © 2020 Informa UK Limited, trading as Taylor & Francis Group.

Due to the challenges of all-round development, higher-education students are increasingly demanding more flexible learning that goes beyond the on-campus/online dichotomy. However, university students miss learning opportunities because of the conflict of time and space. Blended learning is an effective way to create more learning opportunities and support university students’ flexible learning, but its implementation varies across contexts. This study proposed an alternative blended teaching and learning approach to solve practical problems defined in the context of a traditional classroom in a university in Hong Kong when students pursue flexible learning and global learning. A three-round action research approach was used to improve the effects of blended synchronous teaching and learning. Data collection and analysis in each round showed that the students positively rated the implementation of blended learning according to their needs, the quality of the technologies adopted, and the benefits gained. This blended synchronous teaching and learning mode was structured based on the implementation of different actions in three rounds, bridging the gap between research and practice in blended synchronous learning.
[Copyright of Asia Pacific Journal of Education is the property of Routledge.]

Realizing the growing importance of universities in Knowledge Transfer and innovation-centric entrepreneurship, the Government of the Hong Kong Special Administrative Region (HKSAR) actively encourages government-funded universities in Hong Kong to work with the market and industry, as well as wider society to stimulate innovation and entrepreneurship. This article aims to examine the changing university governance in Hong Kong particularly when universities go beyond the academia to work with industries and businesses to promote innovation-centric entrepreneurialism. It begins with a conceptual framework for analyzing multiple sectoral collaborations for entrepreneurship with a focus on the role of universities. It will discuss how the HKSAR copes with the main challenges of university governance by adopting policies and measures to creating a hybridized ecosystem so as to embrace cross-sectoral collaborations. The article concludes by critical reflections on changing university governance in Hong Kong when responding to the quest for entrepreneurial universities.
[Copyright of Studies in Higher Education is the property of Routledge.]

Internationalisation in education facilitates student and teacher mobility. Though Hong Kong has embraced internationalisation in education, international university students can face challenges related to cultural difference. In teacher education, these challenges can be amplified, as student-teachers face expectations to teach schoolchildren within the local cultural context. Past studies in Hong Kong have illustrated how Mainland Chinese student-teachers face cultural and linguistic obstacles. Yet, little research considers the experiences of student-teachers from different nationalities in Hong Kong. This study investigates some consequences of internationalisation of teacher education in Hong Kong by examining the case of South Korean students learning to teach Liberal Studies, a “glocal” (outward-looking, but localised) subject, in a major tertiary institution. In this paper, we investigate South Korean students’ motivations, experiences, and challenges learning to be international teachers of a glocal curriculum, and examine the case as one instance of globalisation of education. Copyright © 2016 Korean Association for Multicultural Education.

This article describes a learning unit for seniors within a university in Hong Kong, as an example of offering lifelong learning opportunities for senior adults. This article reports and discusses findings from a small-scale research study conducted at the unit, which aimed to explore the effectiveness of the current mode of integrating elder learning into higher education, specifically how this related to the promotion of intergenerational learning between elders and university students. This article reports on the findings of a quantitative survey conducted with elders, university students and instructors, in order to compare their views on the impact of a mixed intergenerational classroom and to identify the benefits of elder learning. The most positive impact of the mixed-class arrangement was upon the elder learners, who reported very positive learning experiences and a number of positive benefits to learning. All three groups positively reported that the class arrangement did improve intergenerational learning. Whilst all three groups responded very positively to the mixed-class arrangement and presence of elders, there were less positive responses reported from both undergraduates and their instructors as to the impact of elders in the same class upon helping undergraduates learn better. Copyright © 2020 Informa UK Limited, trading as Taylor & Francis Group.

To increase the competitive position in the higher education sector, management teams of self-financing institutions have to investigate critical factors influencing satisfaction of students studying at sub-degree and undergraduate degree levels so as to implement appropriate strategies in recruiting students. We adopted a model of Strategic Enrolment Management (SEM) to investigate student satisfaction on tertiary studies. 626 questionnaires were collected to investigate the critical factors affecting student satisfaction in studying self-financed programs. The findings revealed that marketing, admission, academic advising, career services, institutional research and peer influence are the critical factors affecting students' perceived satisfaction. The results provide insightful information and suggestions on how self-financing higher education institutions could improve student satisfaction and further strengthen their institutional strategies and management in increasing the competiveness. Copyright © 2018 International Economic Society.

Purpose - The objective of this study is to investigate the factors of two sub-processes – knowledge donating and knowledge collecting – of knowledge sharing in Hong Kong higher education context. This study examines the individual factors, organizational factors and technology factor of knowledge sharing. Individual factors include enjoyment in helping others and knowledge self-efficacy while organizational factors refer to the top management support, organizational rewards and organizational culture. The use of technology system is proposed to be the technology factor.Design/methodology/approach - Based on the literature review, this study develops a structural model representing the impact of six latent variables on knowledge donating and knowledge collecting processes Data from a questionnaire survey of 166 respondents from academics from Hong Kong higher education sector was used to analyze the model. PLS-SEM was adopted in this study.Findings - The result of the data analysis suggests enjoyment in helping others has a positive impact on both knowledge donating and knowledge collecting. For organizational factors, a trust and collaborative culture enhance both the sub-processes. The technology factor only contributes to the knowledge donating process. Several practical implications are provided to high education leaders, for instance, by establishing a trust and collaborative environment, academics are more eager to donate and collect knowledge.Originality/value - This paper provides insights for researchers to further understand how individual, organizational and technology factors affect two sub-processes of knowledge sharing. On the practical side, this study validated several critical factors to successful knowledge donation and knowledge collection. Copyright © 2020 Emerald Publishing Limited.