The identification of the effects of university-based entrepreneurship education has attracted increasing interest in both academic and practical communities. On the basis of integrating passion- and competency-based perspectives, this study attempted to offer a sound understanding of how university-based entrepreneurship education influences the entrepreneurial intention of university students. Based on a dataset of 1050 university students from 50 universities in the Guangdong-Hong Kong-Macao Greater Bay Area in China, a hierarchical linear modeling analysis was performed, and the results support our hypotheses. Our research provides the first empirical evidence illustrating how, in the organizational context, university-based entrepreneurship education facilitates the shaping of future entrepreneurs from dual perspectives. The implications of our findings were discussed. For these parts, we sought to incorporate reviewers' suggestions, which have been highlighted in revision version. • The impact of EE on the EC not only concerning with creating businesses but also enhancing recognition of business opportunities. • In light of this TPB theory, intentions toward implementing behaviors could predict planned behaviors (e.g., entrepreneurial behavior). • This study focused on students majored in the business management, and science and technology, which have relatively high startup potential. • Along this reasoning, EI seems to play dominant part in the set of variables that are employed to evaluate the effectiveness of EE programs. • Although the benefits of EE have been established, studies on the implications of EE remain divided. Copyright © 2023 Elsevier.

In the current research, we developed and validated a questionnaire to measure Chinese working adults’ motivation to study accounting on a path of lifelong learning in Hong Kong, China. We conducted individual in-depth interviews with adult learners (n = 30) and professionals (n = 12) in study 1 and study 2. Qualitative analysis showed six specific common themes for Chinese working adults’ motivation to learn accounting. Based on these results and the research literature, we developed a list of 31 provisional items for the questionnaire. In Study 3, we administered the provisional questionnaire to students (N = 426) from sub-degree, undergraduate, and graduate programs. These data were analyzed using quantitative analysis. Exploratory factor analysis showed a six-dimensional structure. Removal of redundant items resulted in a 17-item questionnaire. Confirmatory factor analysis provided evidence of the reliability and validity of this measure, which assesses six domains of adult learners’ motivations for pursuing continuing education in accounting: development of knowledge and skills; family cohesion; reinforcement of social networking and communication; career development; enrichment of life; and self-development. This measure in the Chinese cultural context can be used for research purposes and for assessing students’ motivation in accounting programs in Hong Kong. Copyright © 2023 The Author(s).

We used social learning theory to examine whether a supportive school environment and formal entrepreneurship education (EE) are linked to secondary school students’ entrepreneurial attributes. We obtained responses to survey questions from 850 students from a total of 28 secondary schools in Hong Kong. We then employed structural equation modelling to test the associations of formal teaching and the school environment with students’ entrepreneurial attributes. Entrepreneurship consists of four distinct constructs: opportunity recognition, innovativeness, risk-taking, and proactiveness. Students in supportive school environment show greater entrepreneurial attributes, but those receiving formal teaching of entrepreneurship show fewer entrepreneurial attributes. These findings provide important insights that can be used for reassessing notions of entrepreneurship in school students, particularly in secondary school students. Copyright © 2023 AERA.

In the 21st century, financial literacy is an important survival skill. Empowering school children to make sensible financial decision-making has become essential. A financial competency framework (FCF) describes a set of essential financial competence (FC) elements that inform people with the financial knowledge, skills, attitudes, behaviors, and motivations to implement and assess their personal financial literacy, which is a solid means for coordinating financial education (FE) in schools. However, in Hong Kong, FE in schools is scattered across some subjects and insufficiently embeds the relevant FC elements listed in its FCF. Hence, this study first conducted a literature review on the importance of FE in schools and the use of FCF in school FE, and took Hong Kong as an illustrative example for reviewing the use of its FCF in the school curricula through curriculum mapping and suggested ways for advancing FE in schools. It was found that most FC elements are relevantly well mapped with various learning themes or subjects especially for the Self and Society learning theme in kindergarten, General Studies in primary subject, and four secondary subjects, including Life and Society, Technology Education, Life Planning Education and Career Guidance, and Business, Accounting and Financial Studies. These FC elements can be further coordinated with a school implementation guide, teacher training plan, and assessment tools to advance the FE in Hong Kong. Copyright © 2022 The Chinese University of Hong Kong.

This paper reports on the results of part of a questionnaire survey on the relative extent to which senior secondary geography teaching in Hong Kong and England contributes to environmental education. A substantial proportion of geography teachers indicated a strong preference for traditional and resource-based strategies in teaching selected topics of environmental emphasis. Furthermore, they often relied upon textbooks, notes and worksheets with occasional use of audio-visual materials as teaching resources. Whilst teachers from both places shared some common problems in implementing environmental education, there was a significant difference in their emphasis on environmental issues. The author suggests some possible measures for future improvement of geography teaching with respect to environmental education. Copyright © 1993 Taylor & Francis Group, LLC. All rights reserved.

This paper explores the development of academic sociology in Hong Kong since the expansion of higher education and increased student enrolment in the nineties. Colleges gained university titles and sociology departments matured as a result. I attempt to trace the current state of sociology in teaching programs and research directions. I conclude with a discussion of future developments with specific reference to the repositioning of Hong Kong within sociology as the former British colony continue to negotiate, navigate and grapple its relationship with Mainland China both as a productive site for sociological research and a reference point to be different in method. Copyright © 2021 Blackwell Publishing Ltd.

This study adopted a case-study approach to examine how associate degree sociology graduates evaluate their learning in a Hong Kong community college. Through focus group interviews, the learning experiences of sociology graduates were examined, specifically paying attention to their identification of enhancements in learning. The results of this examination indicate that the delivery of sociology education requires a strong emphasis on the integration of acquisition of sociology knowledge with social practice. It is important to consider how the curriculum engages the worldview of students beyond the personal and allows them to directly experience the social in a way that reflects what is going on around them. This study contributes to the discussion on the quality of associate degree education in Hong Kong and highlights the centrality of examining the issue from the point of view of students, particularly in the context of outcome-based education. Copyright © 2021 SAGE Publications.

近年兩岸三地開始課程改革，社會科課程也有一定的變化。本文就不同年代香港的社會科和常識科課程的發展，根據課程不同的取向和組成部分，對社會科和常識科的性質、目標的訂定、內容的選釋和組織、教學的策略以及評鑑的作用和方法各方面加以評析，最後試提若干提議，作為今後社會科課程發展的參考。In recent years, curriculum reforms have started in Taiwan, Hong Kong and Mainland China. There are also changes in the social studies curriculum. This article firstly examines the development of the subjects of social studies and general studies in different periods of Hong Kong. Then the orientations and components of the curriculum including the nature and objectives of social studies and general studies, selection and organization of content, teaching and learning strategies as well as the functions and methods of evaluation are analyzed. Lastly, some suggestions are tentatively proposed for future curriculum development of social studies. Copyright © 2005 中華民國課程與教學學會.

摘要多年來，各國對小學社會科課程設計常受各地的政治經濟背景、文化傳統和價值觀念等影響。即在香港，社會科也經歷了連番變革，自80年代的小學社會科發展到2002年的新常識科 ，課程內涵已然變動了不少而設計理念也有不同。然而這個革新課程在哪個方面進步了？當中的意識形態、立場、設計理念及經驗的選擇面向如何？教師的專業知能需作怎樣的轉變？最終能否為學生的學習帶來怎樣的學習成果？每有課程改革，持分者都會關注這些問題 (Leithwood, 1981; Marsh, 1997)。為答好此等問題，本研究人員開展了是項研究。本研究旨在探討香港小學常識科課程的理論基礎•以及其結構和內涵，並據台灣小學社會科課程結構和內涵作為比較的參考，再援引學者有關社會科的主張和理論作為參考架構。研究方法主要採用了理論分析法和比較法。願能向澳港四地同工發表此項研究，收立竿見影、互相砥礪的作用。