The beliefs, attitudes, experiences and responses that Hong Kong higher education students have about assessment are an important facet to developing our understanding of the "Chinese learner" using six focus groups, 26 Hong Kong university students drew pictures of assessment. The visual elements of the pictures were content analysed into eight major categories (i.e. negative emotions, being monitored, competition, lifelong, pride and pleasure, marks, inaccuracy, and burden). The most frequent categories were negative emotions and being monitored. Associations between image categories and pre-university academic performance were statistically non-significant. In addition to the portrayal of the Chinese student as an effective, persistent learner, this study shows that Chinese students are very aware of the negative, controlling impact of assessment on their lives. This study contributes to our understanding of Chinese learners in Hong Kong.
[Copyright of Studies in Higher Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/03075079.2011.616955]

Humanities includes a diverse range of disciplines in which little literature has explored in any depth the desired learning outcomes. This study was designed to articulate and illustrate learning outcomes in the humanities from students' voices and work. Undergraduate students in their final year, postgraduate students and recent alumni from the Faculty of Arts at a Hong Kong university were interviewed individually or in groups of three to four. They discussed their desired and actual learning outcomes in three areas: the overall university experience, studying in the humanities and their studies in their specific majors. The students' comments were grouped into 16 categories of description. Seventy-three pieces of student work were collected and matched to the 16 categories to illustrate students' perceptions. A common set of qualities was found in all the humanities programs. From the data, knowledge is the most valued by humanities students, followed by rational thinking. Accomplishment and self-direction are relatively less mentioned. Further discussion is presented on how and why humanities students value different qualities, based on students voices interfaced with some relevant literature. The findings have been helpful in bringing the student voice into internal discussions about outcomes-based approaches to teaching and learning and how these approaches relate to internal quality-assurance and curriculum-change processes.
[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/10.1080/07294360.2010.542558 ]

Students' adjustment to the university environment is an important factor in predicting university outcomes and is crucial to their future achievements. University support to students' transition to university life can be divided into three dimensions: academic adjustment, social adjustment and psychological adjustment. However, these relationships have not been studied simultaneously in previous studies. The purpose of this study is to examine the students' perception on the relationships between two of the three dimensions. The study is based on a survey of 265 students from five Hong Kong universities. The findings show that students perceive that: social adjustment has a positive impact on academic adjustment; psychological adjustment has a positive impact on academic adjustment; and social adjustment has a positive impact on psychological adjustment. The implications are explored and discussed.
[Copyright of Journal of Higher Education Policy and Management is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/1360080X.2012.642328 ]

University support to students' transition to university life can be divided into three dimensions, namely: academic adjustment, social adjustment and psychological adjustment. Previous researches show that there are relationships among those adjustments. However, less is known about gender differences in these relationships. The purpose of this study is to examine the gender differences in the perception of the relationships among these adjustments during the transition period. The study is based on a survey of 265 students from five Hong Kong universities. The findings show that: (i) social adjustment is perceived by female students to have more influence on academic adjustment than male students; (ii) psychological adjustment is perceived by female students to have more influence on academic adjustment than male students; and (iii) there is no significant difference in the relationship between social and psychological adjustments for both female and male students. Finally, implications of this study are explored and discussed.
[Copyright of Tertiary Education and Management is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/13583883.2011.629676]