Employing an ethnographic study approach, the author examined the second-language lecture comprehension of 30 first-year Teaching-English-as a-Second-Language (TESL) Chinese students in Hong Kong.

This study identifies reasons why college students in Hong Kong want to study hospitality and tourism management (HTM) and why they want to pursue HTM degrees abroad. It also aims to identify students' preferred HTM study areas. An empirical study of a cohort of 384 HTM students was conducted to determine their motives for their choice of HTM. The results indicate that there were five motivational factors among HTM students: self-actualisation, job opportunity, field attractiveness, ease of study, and scholastic achievement. Detailed information on the motivational factors along with preferred overseas study destinations and HTM study areas are discussed.
[Copyright of Journal of Hospitality, Leisure, Sports and Tourism Education is the property of Higher Education Academy. Full article may be available at the publisher's website:
http://dx.doi.org/10.3794/johlste.72.178]

This study explores graduates' and students' perceptions of the importance of quality of different modules in a Diploma in Hospitality Management (DHM) program in relation to their future development. A structured questionnaire was developed to examine the relationship of the quality of taught modules (courses) and future development. Data collection was conducted at a local university in Hong Kong, through a survey from graduates of the first intake and students of the second intake. Empirical findings indicated that the respondents generally viewed the program positively, but significant differences on various modules were found between those i) who had and had not completed an internship, ii) who preferred to work in the industry and to pursue further studies, and iii) graduates and students.
[Copyright of Journal of Quality Assurance in Hospitality & Tourism is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/15280080802412735]

Structural equation models linking cognitive and affective factors, approach to learning, and perceptions of the actual and preferred mathematics classroom environments were tested in a longitudinal study involving 356 secondary school students in Hong Kong. Models of acceptable fit that clarified the effects of classroom environment on how students learn and the outcomes they achieve were obtained. Numerous significant paths from prior learning experience to environmental variables were identified; the most salient path from classroom environment to learning outcomes was that between an enjoyable classroom environment and cognitive achievement. An enjoyable classroom environment mediated the causal relationship between a deep approach and high-level achievement. However, classroom environment did not seem to influence changes in approach to learning.
[Copyright of Journal of Educational Research is the property of Routledge . Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/00220679809597550]