Although there are studies showing that higher education would benefit university students, empirical research that comprehensively assesses student general education learning outcomes and related demographic correlates based on longitudinal data is minimal, especially in the Chinese context. To address the research gaps, the present study was conducted to investigate learning outcomes amongst university students in one university in Hong Kong based on a four-year longitudinal design (N = 460). Four dimensions of student general education learning outcomes were measured, including effective reasoning and problem solving, leadership, moral character, and integration of learning. Results suggested a U-shaped pattern of student learning outcomes for most dimensions, with no improvement or even a decrement in the second year and a steady growth thereafter. While family background did not affect student development, gender showed a significant moderating effect on students’ development in two dimensions (i.e., effective reasoning and problem solving, and integration of learning). These findings suggest that students benefit from general education-embedded university study in multiple dimensions, especially after the first year of transition period. Practical implications of the findings and future research directions were also discussed.
[Copyright of Applied Research in Quality of Life is the property of Springer Netherlands. Full article may be available at the publisher's website:
http://dx.doi.org/10.1007/s11482-018-9645-9]

The landscape of tertiary education has significantly changed in recent years with increasing pressure on universities to "globalize" and expand their reach internationally. In this context, there are a range of pedagogical and cultural issues to consider when designing curriculum to address the needs of students taking courses in different geographical locations. In addition to ensuring equivalence and quality, developing context-specific learning resources is a critical part of international delivery. Providing flexibility and autonomy to meet specific geocultural teaching and learning needs is vital. Programs and courses benefit from collaboration and connectivity between students and staff in all locations to ensure meaningful global learning environments. This paper focuses on a case study from an Australian University and examines how curriculum and delivery modes can be adapted to address the changing needs of transnational education a global context. The case study involves the renewal of a core undergraduate art history and theory subject that is offered in art and design programs across three different locations (Melbourne, Hong Kong and Vietnam). A series of learning materials and assessment tasks were designed to maximize a blended learning environment comprising face-to-face workshops, lectures, and online components. The result is a technology-enabled, common curriculum framework designed to allow for content to be adapted for local delivery.
[Copyright of International Journal of Education & the Arts is the property of International Journal of Education & the Arts]

The relationship between thinking styles and personality types is investigated within the contexts of Sternberg's theory of mental self-government and Holland's theory of personality types. A total of 600 university students from Hong Kong responded to the Thinking Styles Inventory (TSI) and the Short-version Self-directed Search (SVSDS) that was specially designed for the present study. A major finding of this study is that thinking styles and personality types overlap to a degree. A secondary finding is that the SVSDS is sufficiently reliable and valid for assessing Holland's personality types. Implications of both findings are discussed.
[Copyright of Educational Psychology is the property of Routledge. Full article may be available at the publisher's website: http://dx.doi.org/10.1080/713663742]

This study examined the association between students' approaches to learning and stages of reflective thinking. The revised version of the Study Process Questionnaire was used to measure deep and surface approaches to learning and the Reflection Questionnaire was used to distinguish four stages of reflective and nonreflective thinking. Both questionnaires were completed by 402 undergraduates from all years of study from a health science faculty in a university in Hong Kong. Confirmatory factor analysis was used to test possible associations. The results showed that only the habitual action scale correlated significantly to surface approach to learning. Understanding, reflection and critical reflection correlated with deep approach but had no correlation to surface approach. Understanding, reflection and critical reflection correspond to the use of a deep approach with increasing levels of meaningful personal assimilation. These findings provide evidence of close association between approaches to learning and stages of reflection upon practice. The results also provide evidence for the convergent validity of both questionnaires.
[Copyright of Educational Psychology is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/014434022000022933]

It is now largely accepted that social and cultural factors have a significant impact on cognitive development in children. Piaget acknowledged the impact of social factors and peer interaction on cognitive development. However, there has been relatively little work on the impact of social and cultural factors on the development of metacognition in first-year university students. Using the Learning and study strategies inventory (LASSI) as a measure of metacognition, this study samples first-year undergraduates in Hong Kong (N = 1815) and identifies significant differences in metacognitive abilities between students living in their home environment and those who have moved away from their family and, in some cases, culture, to pursue undergraduate education.
[Copyright of Educational Studies is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/03055690600850347]