Purpose - The purpose of this paper is to contribute to a better understanding of the international mobility of mainland students in special administrative regions of China and in places outside China.Design/methodology/approach - There have been studies using the framework of push–pull and reverse push–pull factors to explore the movement of mainland students to North America, Australia, Singapore and Hong Kong. This study follows up by exploring such research directions in Macau, which is another special administrative region of China. Different from previous studies, the sample of this study came specifically from 130 students enrolling in teacher education undergraduate programs in Macau.Findings - In this study, using data collected from questionnaires and interviews, the factors affecting mainland student teachers’ choice of Macau as a place for their undergraduate studies are examined. Other related issues such as the challenges these students face and their intentions after their graduation are also studied.Originality/value - The data collected for this study were primary and original, drawing specifically from students enrolling teacher education programs. Following the various studies on the global movement of mainland students, this study aimed at understanding mainland students’ mobility pattern in one of China’s special administration regions, Macau. In this regard, cultural identity and cultural factors were considered on top of other factors. Copyright © 2019 Emerald Publishing Limited.

Hong Kong and Macau are two cities which share many common features. For example, both are located in south coast in China, colonies of European countries for more than a century, Special Administrative Regions (SARs) in China, small in area, etc. The main differences are obvious: Hong Kong is considerably larger in terms of population and land area, a key role in financial field, whereas Macau is a gambling-based economic and known as the "Las Vegas" in the East. It has been about two decades since the reunification of both Hong Kong and Macau to China. The political, social and economic environments have been significantly changed. One main change is that China now becomes the world's second-largest economy and more influential in the policy making of two SARs. This paper attempts to explain the differences and similarities of educational policy changes of primary and secondary schooling in Hong Kong and Macau in recent years. Since the educational policies play an essential role in many social issues such as shaping national identity, social justice, etc, it is important to investigate how are they changed in recent year and understand the implications of such changes. Copyright © 2018 IEEE.

Consequences of competition for global university rankings, such as changes in funding modes, have been extensively discussed in the field of higher education. However, few studies have reviewed its implications on knowledge production. This study provides a contextualised method for theorising the implications of this competition on the development of East Asian higher education, specifically teacher education. It identifies the new forms of knowledge being produced in two teacher education institutions in Hong Kong and Macau by reviewing the publications of new recruits in a five-year period. The study considers the following variables: author(s), date and form of publication, abstract, title, keywords, journal name, language, data source, research context and methods. The findings show that the dominant publication trends are towards quantitative research and multiple authors. Psychological research is the most popular area and studies of other long-term issues in teacher education are being marginalised.
[Copyright © 2017 British Association for International and Comparative Education.]

This research investigated the attitudes of Chinese students toward inclusive education, by dividing the research into two studies with different subgroups included. Study 1 invited 340 secondary students and 129 secondary teachers from 9 mainstream secondary schools in Hong Kong to participate. The Chinese version of the 16-item Attitudes toward Inclusive Education Scale originally developed by Wilczenski⁶⁹ was applied. The results were analyzed at item and variable levels. Hong Kong students had significantly more positive attitudes toward inclusive education than their teachers. However, both groups did not show positive attitudes towards inclusive education. Based on the results of study 1, study 2 tried to cross validate these findings by inviting 135 teachers and 260 students in Macau to participate. As well, study 2 extended the horizon of comparison by inviting 260 parents to participate. They were either the mothers or fathers of the 260 students who participated in study 2. The same scale was applied in study 2 and the results showed that neither the Macau students nor the teachers were particularly positive toward inclusive education. The Macau parents had the more positive attitudes toward inclusive education than the Macau students and teachers. The results from the two studies in Hong Kong and Macau were compared and discussed.
[Copyright © 2015 World Research Journals.]