Introduction: Understanding the sources and the effects of collective teacher efficacy has been one of the central interests to many educational researchers and practitioners, because it is critical to understand how teachers can shape, and are shaped by, the educational processes in schools. Following the social cognitive perspective on the sources and consequences of efficacy beliefs, this study examined how school support influences collective teacher efficacy which in turn affects teachers’ organizational commitment. Method: The participants included 969 teachers sampled from 28 primary and secondary schools in Hong Kong. To appropriately address the nature of collective teacher efficacy and school support as school-level variables, the doubly latent multilevel structural equation modeling approach was used to analyze the data. Results: The results revealed the mediation mechanism played by collective teacher efficacy in explaining the effect of school support on teachers’ organizational commitment. Discussion: Schools are suggested to consider fostering a supportive school environment as a strategy to improve teachers’ collective efficacy beliefs if it is wished to enhance teachers’ commitment to schools. Copyright © 2023 Zhang, Lee, Yin and Yang.

基於國家主義分析視角，通過解密歷史檔案文獻，本研究對香港高等教育治理問題進行了探析。研究表明：香港高等教育大體經歷了初創、停滯、發展、擴張、改革、新發展等六個歷史時期；在高等教育治理上呈現出國家控制、政府積極不干預、自治與問責、國際化與法治化等特征。著眼未來，香港高等教育治理需要構建起與“一國兩制”相適應的治理體系，推動跨境師生與社會流動，促進大學服務國家戰略需求。 Copyright © 2022 全國港澳研究會.

大學治理是關於各利益群體參與學校決策的權力組成及其實施過程。香港教育大學董事會是學校的治理機構和決策系統，緊緊抓住了“錢”和“人”兩個核心要素，通過“監控者”和“把關人”兩種角色來實現其功能。董事會是聯結大學外部權力參與大學治理的途徑，它對以校長為首的行政權力起著制約和支持的雙重作用；而校長擔任著行政權力和學術權力的雙重領導。內地大學董事會可依據學校實際吸納教育專家彌補外行人士建言獻策的局限；吸收志願者服務並保護大學利益；根據發展需要設置董事會職能。 Copyright © 2022 西南科技大學.

Hong Kong went through a complete reform in its higher education curriculum, incorporating opportunities for interdisciplinary learning and holistic competency development. Almost eight years have passed since the reform, yet little is known about the current state of students' holistic competency development across different disciplines. Students' self-evaluation of their capacities in holistic competencies can provide us indirect evidence of student development of these competencies for quality assurance. This study does not only aim to explore how undergraduates in Hong Kong self-assessed their holistic competencies, but also to identify whether there were disciplinary differences. To do so, 2192 undergraduate students from six universities in Hong Kong were surveyed using the validated Students' Perception of Holistic Competencies Questionnaire. Analysis of the quantitative data revealed that students generally rated themselves strongest in Moral Values but weakest in Interpersonal and Leadership Competencies. However, no substantial mean difference across the different disciplines was evident in all six holistic competencies investigated. The overall results indicated that undergraduates in Hong Kong generally believe that they have a moderately high level of capability in holistic competencies. Copyright © 2022 Elsevier.

Developing and maintaining good family relationships is associated with higher levels of wellbeing in children. This may be particularly the case in Hong Kong, where the state of children's mental health is poor, community services are limited, and help-seeking is stigmatized. School counselors, however, are well placed to facilitate parenting programs. Five Hong Kong Chinese parents who had completed a parenting course based on humanistic counseling principles in a school setting were interviewed. The data were analyzed using an interpretive phenomenological approach. Participants developed a repertoire of new skills and experienced a change in perception of their parental role, which they associated with improved child-parent relationships. A small, cohesive, and culturally validating group enabled them to develop and sustain new behaviors consistent with this new conceptualization of parenting. Offering parenting programs in a school setting with Asian parents may be an effective way for school counselors to work with parents. Copyright © 2022 Korean Counseling Association.

Internationalisation has become a worldwide trend in Higher Education in the rapidly changing globalised competitive market. Universities are pressurised to develop internationalised strategy to build legitimacy and reputation within the knowledge-based economy. An isomorphic tendency has been identified of universities mimicking successful models. Among a wide range of strategic tools, the organisational legitimacy theory allows universities to focus on exploiting their resources and capability to position idiosyncratically against competitors. This study applies Stensaker et al.'s legitimacy framework on cognitive, moral and pragmatic perspectives, to investigate how a university adopts an internationalisation strategy as one of the approaches to achieve the overall institutional objectives. Drawing on a case study of the Hong Kong Polytechnic University (PolyU), the paper explores how the university internationalises in a differentiated position to acquire legitimacy in specific local, regional and global contexts. PolyU strategically emphasises its pragmatic value to connect with its stakeholders in a globalised dimension. The finding broadly supports the notion of comprehensive internationalisation; that internationalisation strategy should be incorporated into other functional strategies to enhance a 'global' experience. The analysis of the strength and weaknesses of PolyU's internationalisation strategies illustrates the challenges non-western universities are facing. This finding, while preliminary, raises the significance of local elements in internationalisation strategies, under the influence of soft power and constraints of organisational capabilities. Copyright © 2022 Springer.

Background: The current study investigates school contextual effects on students' academic self-concept and achievement, that is, peer socioeconomic effect and big-fish-little-pond effect (BFLPE), in four Nordic education systems (i.e., Denmark, Finland, Norway and Sweden) and selected Chinese education systems (Hong Kong and Beijing-Shanghai-Jiangsu-Zhejiang). The two school contextual effects are studied simultaneously to negate the confounding effects of student and school socioeconomic status (SES), academic self-concept and academic achievement. The study focuses on the following research questions: (1) Are there differences in the between-school variation in school SES composition, academic self-concept and reading literacy across the Nordic and selected Chinese education systems? (2) What are the sizes of peer SES and BFLPE in the Nordic and Chinese education systems? and (3) Are there any differences that can be observed between the 2000 and 2018 data for the Programme for International Student Assessment (PISA) in the first two questions for Denmark, Finland, Norway and Sweden and Hong Kong? Methods: Using PISA 2000 and 2018 data from Denmark, Finland, Norway, Sweden, Hong Kong and Beijing-Shanghai-Jiangsu-Zhejiang (in 2018 only), a multiple-group two-level structural equation modelling was applied to estimate the school contextual effect. Results: The current study indicated that school academic and socioeconomic segregation intensified over the two decades in most of the studied countries. This finding lays the groundwork for understanding the two schools' contextual effects. School SES compositions positively affected students' academic achievement, while average school achievement negatively affected students' academic self-concept. Given that students' academic and socioeconomic composition has become more homogeneous within schools, the contextual effects were more pronounced. However, variations across diverse education systems were also notable. Conclusions