The internationalisation of higher education in countries such as Australia and the UK has resulted in increased numbers of South-East Asia students in higher education classrooms. While considerable attention has been given to exploring the implications of internationalisation on students in 'Western' university contexts, there is a paucity of research concerning the effect on teachers of higher education and, in particular, those employed in to teach in countries culturally foreign to their own. This paper aims to initiate such discussion through an exploration of the experiences of two teaching academics working in Hong Kong. Discussion will focus on issues of language and communication, and social and cultural distance, and the effect of hierarchy and related teaching strategies developed to meet the inter-cultural learning needs of themselves and their students. It is argued that, the development of inter-cultural understandings must permeate the curricula, and be a shared goal and responsibility of both teachers and students.
[Copyright of Teaching in Higher Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/135625100114975]

This article draws on a longitudinal study of a group of mainland Chinese students' English learning experiences in an English medium university in Hong Kong, and explores the dynamic nature of their language learning motivation prior to and after their arrival in Hong Kong. The study identified context-mediated and self-determined elements in the participants' learning motivational discourses. The context-mediated motivational discourses echoed the societal discourses of learning, and were shaped by the contextual conditions on the Chinese mainland and in Hong Kong, including the roles of English, academic competition and medium of instruction. Through an extended socialization process, mediated by various social agents, some of these context-mediated motivational discourses became internalized and transformed into self-determined ones among many participants in later stages of their learning. The article argues for an integrated perspective, viewing learner motivation as a dynamic construct emerging from learners' interaction with contextual conditions.
[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/10.1080/03075070802373107]

This cross-cultural study examines relations between parents' socialization goals and child-rearing practices, as well as their impact upon peer competence during early childhood. Participants were sixty-three Hong Kong-Chinese mothers, sixty-one English mothers and their preschool-aged children. Mothers completed questionnaires measuring socialization goals and practices. Their children took part in sociometric interviews. Results indicate both similarities and differences in child-rearing practices and in their impact on children's peer competence across the two cultures. Among both Hong Kong and English mothers, significant correlations were found between (i) socialization towards Filial Piety and Authoritarian practices, and (ii) valuing Socio-emotional Development and Authoritative Parenting. However, Chinese mothers reported stronger emphasis on socialization for Academic Achievement and Filial Piety, as well as greater use of Authoritarian Parenting practices, than English mothers. The use of Authoritarian practices among English mothers was, in accordance with past research, negatively correlated with peer competence among preschoolers. Findings highlight the influence of cultural values upon child socialization and upon the way that these values are translated into practice.
[Copyright of Early Child Development and Care is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/0300443022000022486]

A total of 378 Hong Kong adolescents estimated their own and their parents' IQ score on each of Gardner's 10 multiple intelligences: verbal (linguistic), logical (mathematical), spatial, musical, body‐kinesthetic, interpersonal, intrapersonal, existential, spiritual and naturalistic. They answered three simple questions concerning intelligence and intelligence tests. There were sex differences in eight of the 10 self‐estimates except for verbal and interpersonal. Male participants gave higher scores than female participants. Factor analyses of the 10 dimensions yielded a two‐interpretable‐factor solution: personal–social–spiritual intelligence and academic–arts–kinesthetic intelligence. There were consistent sex differences in the estimates of the academic–arts–kinesthetic intelligence factor for oneself, but not for parents, while there were sex differences in the estimates of the personal–social–spiritual intelligence factor for oneself and for mother, but not for father. The two factor scores were predicted by both gender and belief about intelligence.
[Copyright of High Ability Studies is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/13598130600618009]