In the knowledge economy, many companies are well aware of the vital need to maintain the professional expertise of their workers at a high level. Though there have been a lot of research studies in the areas of professional expertise and workplace learning, few examined the learning pathways novice workers went through to become experts in their professions. Most of the research studies on expertise focused on the nature of expertise and few on its development. As for workplace learning research, most studies focused on the learning resources and methods workers used and the affordances of the workplace in making learning possible. Based on the accounts of expertise development collected from individual information technology (IT) workers in Hong Kong, this paper proposes a four-phase model of professional expertise development in the workplace and discusses its similarities to and differences from extant theories of expertise and skill development.
Copyright of Studies in Continuing Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/0158037X.2014.967347

The purpose of this study was to develop and test a senior technology acceptance model (STAM) aimed at understanding the acceptance of gerontechnology by older Hong Kong Chinese people. The proposed STAM extended previous technology acceptance models and theories by adding age-related health and ability characteristics of older people. The proposed STAM was empirically tested using a cross-sectional questionnaire survey with a sample of 1012 seniors aged 55 and over in Hong Kong. The result showed that STAM was strongly supported and could explain 68% of the variance in the use of gerontechnology. For older Hong Kong Chinese, individual attributes, which include age, gender, education, gerontechnology self-efficacy and anxiety, and health and ability characteristics, as well as facilitating conditions explicitly and directly affected technology acceptance. These were better predictors of gerontechnology usage behaviour (UB) than the conventionally used attitudinal factors (usefulness and ease of use).Practitioner Summary: Previous studies have not given much consideration to age-related health and associated abilities when examining acceptance of technology by the ageing population. By encompassing conventional technology acceptance constructs together with age-related health and ability characteristics, the present study was able to identify more factors affecting gerontechnology acceptance by older Hong Kong Chinese.
[Copyright of Ergonomics is the property of Taylor & Francis. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/00140139.2014.895855]

The number of students pursuing graduate qualifications has increased, especially in Asian countries and cities, such as China, Macao and Hong Kong. This paper examines the intent to pursue further studies among Chinese students according to the theory of planned behaviour. Based on responses from 321 final-year students in higher education institutions in Macao, Hong Kong and mainland China, path analysis shows that subjective norm, perceived behavioural control and attitude toward graduate studies owing to intrinsic motivation significantly affects the intent to pursue further studies. The paper also identifies the important attributes that influence students' choice of a graduate programme. These findings can help higher education management improve the effectiveness of graduate recruitment and address the concerns of Chinese students.
[Copyright of Educational Studies is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/03055698.2014.889598]

This paper examines the under-explored relationship between young people's transitions to higher education (HE) and the opportunities afforded by transnational education (TNE) programmes, with a focus on understanding the contemporary situation in Hong Kong. A fascinating association has developed, over the past decade, between the expansion of TNE in the territory and the government's commitment to providing continuing education'. We explore what this relationship might mean for the young people directly affected by these new opportunities, by drawing on 70 in-depth interviews with students/graduates. Our sample is, what Brinton [2011. Lost in Transition: Youth, Work, and Instability in Postindustrial Japan. New York: Cambridge University Press] has termed (in another context), Hong Kong's educational non-elite'. We ask: how does this non-elite' negotiate the shifting terrains of educational provision in an era where credentials (particularly at degree-level) are seen as everything'? Our paper contributes directly to discussions around young people and (international) education, and considers frankly the specific role that transnational HE plays in the education/employment transition of thousands of (hitherto neglected) individuals in contemporary Hong Kong.
[Copyright of Childrens Geographies is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/14733285.2013.850851]