The purposes of this study were to find out the differences in academic efficacy, academic adaptation and psychological adaptation between local, Mainland and international students in Hong Kong Universities and major predictors of the psychological and academic adaptation. In addition it explored the level and effect of contact between non-local students and local students. Questionnaires were used to collect data among six UGC-funded local universities in Hong Kong through SurveyMonkey. Findings revealed that Mainland students reported highest level of academic efficacy, academic adaptation and psychological adaptation, followed by international students and local students. In addition, students tended to interact most with those who were from the same cultural backgrounds. Implications for how university policy can better support their students are discussed.

This argument in this study is that the descriptive dimension of the concept of education hub, which focuses on the importance of connectivity in enhancing the competiveness of a place, is inadequate in addressing the educational values in globalising higher education. Therefore, it attempts to initiate a normative dimension of education hub through an empirical account of the experience of a group of Myanmar university students in Hong Kong and an engagement with the ideas of cosmopolitanisation and the notion of higher education as a ‘transnational’ human right. By considering these stories from Myanmar, this study reveals the adoption of the internationalisation of higher education in promoting transnational justice and development.
[Copyright © 2016 Association for Tertiary Education Management and the LH Martin Institute for Tertiary Education Leadership and Management.]

本行動研究旨在探討香港非華語學童學中文的成效。研究以校本課程的形式進行。研究方法包括：前後平行測驗、觀察記錄、教學反思、問卷調查、三角檢核和量化分析法等。 研究結果發現：非華語學童的識字量增加，達顯著差異，但與目標識字數量仍有距離。在語文能力方面，聽說進步最大；閱讀方面，非華語學童喜歡校本教材，曾閱讀中文的課外書；寫作方面，他們不抗拒寫中文字，並能寫句子。他們都喜歡中文課堂的活動。 參予的老師都接受校本課程的教材，適應本教學模式，並發展不同的教學策略。
[Copyright © 2008 華文世界雜誌社.]

Based on qualitative data obtained from 15 South Asian (SA) B.Ed. (EL) (Bachelor of Education in English Language) students, this study reports on SA students' difficulty in mastering Mandarin-based written Chinese and the vernacular Cantonese in Hong Kong. For convenience, SA here also refers to students whose homeland is the Philippines. Since Britain's return of sovereignty to China on 1 July 1997, the language policy of post-colonial Hong Kong is characterised by biliteracy and trilingualism (兩文三語): the ability to read and write Chinese and English and to speak Cantonese, English and Putonghua/Mandarin. Unlike during the colonial era, much greater significance is now accorded to Chinese literacy, but SA students' poor performance in written Chinese and Cantonese defies such social expectations. A lack of Chinese literacy is a major stumbling block towards gaining access to educational and career opportunities. This raises two ethical issues: social inequality resulting from a lack of a level-playing field and denial of opportunities for social mobility through education. Implications of our empirical findings will be briefly discussed in light of Cummins' interdependency hypothesis on the development of basic interpersonal communicative skills and cognitive academic language proficiency in Chinese.
[Copyright © 2015 Taylor & Francis.]