This paper aims to provide comparative insights into the psychosocial well-being of Hong Kong and Kazakhstan undergraduate students, focusing specifically on the role of ethnicity and gender. The existing body of literature on students’ health-promoting lifestyle has shown how age, gender, income level, sociability, and knowledge of health can shape one’s perception of physical and mental well-being. Much lesser attention, however, has been paid to the ways in which students from diverse ethnic origins differ from each other in cultivating different dimensions of psychosocial well-being. To address this issue, this study delivered questionnaires to 284 undergraduate students from Hong Kong and 281 undergraduate students from Kazakhstan. Developed from the Health-Promoting Lifestyle Profile II, the questionnaire is designed to measure undergraduate’s psychosocial well-being threefold. Using independent sample t-test, this paper shows that Hong Kong undergraduate students have higher levels of psychosocial well-being in terms of “interpersonal relations” and “stress management” whereas Kazakhstan undergraduate students are stronger in another dimension of well-being – “spiritual growth”. Results show that the influence of gender on students’ psychosocial well-being varies in different contexts. One of the important implications of these findings suggests that school administrators and students from different countries may benefit from cross-cultural exchange, co-promoting all dimensions of psychosocial well-being. Copyright © 2022 The Author(s).

This paper provides a new gender-based analysis of survey data collected on Hong Kong academics in 2008. First, it illustrates the gender differences that exist in the Hong Kong academy. Second, it discusses possible explanations for these differences as informed by the data. And third, it offers a novel argument, again informed by the data, for the importance of addressing these differences, particularly with respect to the issue of women and academic leadership.
[Copyright of Higher Education Research & Development is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/07294360.2013.864618]

Drawing on data gathered from British Council seminars in Hong Kong, Tokyo and Dubai on Absent Talent: Women in Research and Academic Leadership (2012-2013), this paper discusses academic women's experiences and explanations for women's under-representation as knowledge leaders and producers in the global academy. Participants from South and East Asia, the Middle East, North Africa, Australasia and Europe shared experiences and identified desires for future action in the form of a Manifesto for Change. The paper combines empirical data on enablers, impediments and attractions with consideration of debates on women's exclusions and disqualifications from academic leadership and knowledge production. A key question is whether women are desiring, dismissing or being disqualified from senior leadership positions in the global academy.
[Copyright of Higher Education Research & Development is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/07294360.2013.864611]