Search results

1 – 10 of 110
Article
Publication date: 1 October 2019

Alan Cheung, Xin Guo, Xiaorui Wang and Zhuang Miao

The purpose of this paper is to examine the key factors affecting Mainland Chinese students pursuing a Master of Education degree in Hong Kong on their study abroad decision and…

Abstract

Purpose

The purpose of this paper is to examine the key factors affecting Mainland Chinese students pursuing a Master of Education degree in Hong Kong on their study abroad decision and return intentions.

Design/methodology/approach

The current study employed a mixed-methods approach to investigate factors that affect Mainland Chinese students pursuing MEd degrees in Hong Kong. Participants were first invited to fill out a questionnaire. After collecting and analyzing the survey data, in-depth interviews with a selected group of students were carried out by the research team to obtain useful qualitative data to triangulate the survey findings. A purposeful and convenience sampling method, carried out through the personal network of the research team, was used to recruit MEd Mainland Chinese students in Hong Kong to participate in the current study.

Findings

The findings provided compelling evidence that Hong Kong was an attractive study destination to this particular group of MEd Chinese students. The findings also indicated that academic factors were more important than social, cultural and economic factors when it came to choosing their study destination. In contrast to previous studies, participants expressed a much stronger desire to return home upon graduation. The three most influential predictors of their decision to return were the lack of a Hong Kong teaching certificate (r=+0.36), the opportunity to contribute to their hometown (r=+0.31) and the inclination to be closer to family and friends (r=+0.20).

Originality/value

While a number of studies have been carried out to study why Mainland Chinese students chose Hong Kong as their study destination to pursue their teacher training degree, none of these studies focused exclusively on fee-paying MEd Chinese students. Hong Kong is facing keen competition from both traditional host countries and emerging host countries to recruit students from Mainland China. It is therefore crucial to understand the needs of these Mainland Chinese students in a competitive, globalized, tertiary education market, as the satisfaction of students, in the form of positive discussion among alumni, promotes a university’s reputation and sustains its advantage in attracting students.

Details

International Journal of Educational Management, vol. 33 no. 7
Type: Research Article
ISSN: 0951-354X

Keywords

Article
Publication date: 30 August 2019

Ping Man Wong, Alan Cheung and Wai Wa Yuen

The purpose of this paper is to contribute to a better understanding of the international mobility of mainland students in special administrative regions of China and in places…

Abstract

Purpose

The purpose of this paper is to contribute to a better understanding of the international mobility of mainland students in special administrative regions of China and in places outside China.

Design/methodology/approach

There have been studies using the framework of push–pull and reverse push–pull factors to explore the movement of mainland students to North America, Australia, Singapore and Hong Kong. This study follows up by exploring such research directions in Macau, which is another special administrative region of China. Different from previous studies, the sample of this study came specifically from 130 students enrolling in teacher education undergraduate programs in Macau.

Findings

In this study, using data collected from questionnaires and interviews, the factors affecting mainland student teachers’ choice of Macau as a place for their undergraduate studies are examined. Other related issues such as the challenges these students face and their intentions after their graduation are also studied.

Originality/value

The data collected for this study were primary and original, drawing specifically from students enrolling teacher education programs. Following the various studies on the global movement of mainland students, this study aimed at understanding mainland students’ mobility pattern in one of China’s special administration regions, Macau. In this regard, cultural identity and cultural factors were considered on top of other factors.

Details

International Journal of Educational Management, vol. 34 no. 2
Type: Research Article
ISSN: 0951-354X

Keywords

Article
Publication date: 10 July 2017

Timothy Wai Wa Yuen, Alan Chi Keung Cheung and Ping Man Wong

Mainland Chinese students (hereafter called Mainland students) are a major source of international student applications. Some countries have initiated policies to enable Mainland…

Abstract

Purpose

Mainland Chinese students (hereafter called Mainland students) are a major source of international student applications. Some countries have initiated policies to enable Mainland students to stay and work after graduation. Additions to the literature, particularly more country-specific studies, are much needed to cast light on the employment issues for such Mainland students overseas. The purpose of this paper is to fill this gap by focussing on Mainland students who have completed teacher education programmes in Hong Kong and then served as teachers in Hong Kong schools (Mainland teachers). The incentives that attracted them to stay and work in Hong Kong and the challenges they faced were examined. Their future plans were also probed.

Design/methodology/approach

The study adopted a mixed methodology. Data collection comprised both a questionnaire survey and interviews. The semi-structured interviews provided opportunities for respondents to explain their answers, to narrate and widen the scope of data to areas hitherto unanticipated by the researchers.

Findings

Mainland teachers were attracted to stay on in Hong Kong to work for both intrinsic and extrinsic reasons. They were in fact settlers. They found the programmes they had taken to be practical and believed that they had acquired a niche situation in the teaching profession. Working and living in Hong Kong was satisfying, but some experienced social distance from local colleagues.

Originality/value

The paper can be read with reference to countries that recruit Mainland students and there is a possibility that some of them may stay behind to work. It sheds light on the selection criteria of such students, on ways to enrich their programmes, as well as their employment, living and social integration issues.

Details

Asian Education and Development Studies, vol. 6 no. 3
Type: Research Article
ISSN: 2046-3162

Keywords

Article
Publication date: 31 January 2023

Alan Chi Keung Cheung, Koon Lin Wong, Hong Fang Wang and Jian Bing Dai

The purpose of the present study was to examine the impact of a student teaching internship program on the self-efficacy of pre-service teachers in China.

Abstract

Purpose

The purpose of the present study was to examine the impact of a student teaching internship program on the self-efficacy of pre-service teachers in China.

Design/methodology/approach

With 1,367 participants, structural equation modelling was used to evaluate the fit of the hypothetical model and a latent path analysis was conducted to identify the relationship among various variables.

Findings

The results suggested that the program had a significant impact on efficacy in terms of personal skills, general teaching skills and personal qualities of the student interns concerned. Although this study was set in rural China, the findings of this study offered insights for teacher education in other places.

Originality/value

To the best of our knowledge, no research studies have been conducted on this in-service teacher training program in a systematic and comprehensive way using a large sample size and involving all major stakeholders. The aim of the present study is to fill this gap, by exploring the experience of a large cohort of pre-service teachers participating in this student teaching internship program. Studying the experiences of these student teachers will illuminate some of the key challenges faced and how they impacted their teaching and learning during their teaching practices in rural areas. The findings may help teacher education institutions to review and enhance their existing approaches to teaching practices and professional development initiatives not only in rural China but in similar contexts in other countries.

Details

International Journal of Educational Management, vol. 37 no. 2
Type: Research Article
ISSN: 0951-354X

Keywords

Article
Publication date: 14 September 2012

Timothy W.W. Yuen, Alan C.K. Cheung and Ping Man Wong

To prepare Hong Kong students to face a rapidly changing twenty‐first century, the Hong Kong Government implemented a major curriculum reform entitled Learning to Learn – The Way…

1587

Abstract

Purpose

To prepare Hong Kong students to face a rapidly changing twenty‐first century, the Hong Kong Government implemented a major curriculum reform entitled Learning to Learn – The Way Forward in Curriculum Development. This reform has shaped the direction of Hong Kong's school education since 2001. The purpose of this paper is to examine the impact of the reform from the perspectives of the major stakeholders, namely principals, teachers, and students.

Design/methodology/approach

The paper was written based on the data obtained from a large‐scale study that covered over 250 primary and secondary schools, or about 20 per cent of the total population in Hong Kong. Both qualitative (focus group interviews) and quantitative methods (questionnaire survey) were employed in the study.

Findings

The findings indicated that moderate progress has been made in students’ overall performance in generic skills, positive values and attitudes, language proficiency, and over the key learning areas. On the other hand, the progress made in secondary schools was perceived to be less than that made in primary schools. The views of frontline teachers could also be different from senior teachers and principals as to the degree of achievement. There also existed a gap as the progress reported for critical thinking and self learning abilities might be less favourable when compared to those reported for IT, reading habits and healthy lifestyle.

Originality/value

The original findings and policy suggestions of the paper are of reference value to curriculum policy planners, researchers and educators.

Details

International Journal of Educational Management, vol. 26 no. 7
Type: Research Article
ISSN: 0951-354X

Keywords

Article
Publication date: 13 January 2012

Alan C.K. Cheung and Ping Man Wong

The objective of this paper was to examine key hindering and facilitating factors in schools during the first stage of the curriculum reform (2001‐2006) in Hong Kong and to…

5223

Abstract

Purpose

The objective of this paper was to examine key hindering and facilitating factors in schools during the first stage of the curriculum reform (2001‐2006) in Hong Kong and to identify key strategies to address these challenges.

Design/methodology/approach

A total of 150 primary and 120 secondary schools with 7,869 key stakeholders including principals, curriculum leaders, teachers, and students participated in the study. The data for this study was collected from the following two major methods: survey questionnaire and in‐depth interviews. The response rate was 95 percent.

Findings

In spite of the different roles played by each stakeholder in the curriculum reform, the perceptions of school principals, curriculum leaders, and teachers were very similar with regards to the factors that facilitated and hindered their successful implementation of the reform. Consistent with the current literature, the findings clearly indicated that the recent curriculum reform in Hong Kong was still facing several key obstacles and challenges that were common in many other countries, in the implementation stage, such as teachers' heavy workloads, learning diversity in class, and teachers' inadequate understanding of the reform.

Originality/value

The study is important in that this was the first large‐scale study ever conducted to examine the progress of the recent curriculum reform in Hong Kong. The findings of the results generate important policy recommendations that may improve the implementation of the curriculum reform in the next phase and contribute to the related literature in the areas of curriculum reform not only in Hong Kong but also other parts of the world.

Details

International Journal of Educational Management, vol. 26 no. 1
Type: Research Article
ISSN: 0951-354X

Keywords

Article
Publication date: 22 February 2011

Alan C.K. Cheung, Timothy W.W. Yuen, Celeste Y.M. Yuen and Yin Cheong Cheng

The main purpose of the present paper is twofold: to examine and compare the current strategies and policies that are employed by the UK, Australia and Singapore and to recommend…

4545

Abstract

Purpose

The main purpose of the present paper is twofold: to examine and compare the current strategies and policies that are employed by the UK, Australia and Singapore and to recommend appropriate strategies and policies to higher education institutions and the Hong Kong government and elsewhere that are interested in expanding their efforts in recruiting the growing number of students from other countries who are planning to study overseas.

Design/methodology/approach

The data for this project were obtained primarily from documents and in‐depth interviews. Documents include government reports, policy addresses, official statistics, etc. The in‐depth interviews were conducted in Hong Kong as well as in the four studied cities – Mumbai, New Delhi, Jakarta, and Kuala Lumpur. Interviewees included government officials, academics, higher education institutions’ representatives, consultant generals, and officials from policy bodies.

Findings

It is clear from the findings of this present study that a set of favorable policies and strategies at the national level was behind the success of these competitors. Such policies are not confined to educational policies but are extended to population and employment policies.

Research limitations/implications

Though the study examined policies and strategies employed by three countries, findings from the study may generate useful information to countries that may be interested in exporting their higher education to Asian markets.

Practical implications

The paper suggests that if Hong Kong is to attain success in becoming an international exporter of education services, it may need to adopt favorable policies at institute and system level, and in so doing it can definitely benefit by carefully studying the strategies and policies employed by these three competitors.

Originality/value

Few studies have examined and compared strategies and policies employed by these three key major players of higher education services. This study provides some useful strategies and policy recommendation to education decision makers in Hong Kong and elsewhere that may be interested in entering Asian markets.

Details

International Journal of Educational Management, vol. 25 no. 2
Type: Research Article
ISSN: 0951-354X

Keywords

Article
Publication date: 21 June 2011

Yin Cheong Cheng, Alan C.K. Cheung and Timothy W.W. Yeun

This paper aims to review and analyze the functions, strategies and related issues of developing a regional education hub in the trends of education development in China as well…

3589

Abstract

Purpose

This paper aims to review and analyze the functions, strategies and related issues of developing a regional education hub in the trends of education development in China as well as the Asian Pacific region.

Design/methodology/approach

Taking Hong Kong as an emerging case, it examines through literature and international comparison the relationship between education hub development and higher education development as well as the strategic functions of an education hub to the future development of Hong Kong.

Findings

The development of an education hub was found closely linked to the demand for higher education in the Asian Pacific region as well as the internal dynamic of higher education and society in Hong Kong. The mode of education hub development in Hong Kong should be driven by soft‐power building instead of industrialization. The requirements for successful implementation include the huge demands for higher education in the region, the strengths of the higher education sector, the supporting policies and measures for international students and education service providers, and the leadership and support of central agencies.

Originality/value

This paper provides a new typology of higher education developments and a new mode of education hub development to analyze the strategic functions and requirements of developing education hub in the context of Asia‐Pacific Region. The discussion and analysis in this paper will contribute to the related literature, policy development and initiative implementation in the areas of education hub and higher education not only in Hong Kong but also other parts of the world.

Details

International Journal of Educational Management, vol. 25 no. 5
Type: Research Article
ISSN: 0951-354X

Keywords

Article
Publication date: 21 June 2011

Alan C.K. Cheung and Ping Man Wong

The purpose of this paper is to examine the progress of the curriculum reform in Hong Kong in the implementation phase from 2001‐2006, with the agreement and support of heads and…

2262

Abstract

Purpose

The purpose of this paper is to examine the progress of the curriculum reform in Hong Kong in the implementation phase from 2001‐2006, with the agreement and support of heads and teachers on the reform.

Design/methodology/approach

Survey questionnaires and focus group interviews were used to collect data from various stakeholders. A stratified random sampling method was employed to select 150 primary schools and 120 secondary schools to participate in the study.

Findings

It is found that with the agreement and support of school heads and teachers, there is good progress in the reform items on teaching and learning. Findings of this paper also suggest that teachers who agreed with the reform items made changes with their practices in terms of learning and teaching strategies, catering to learner diversity, assessment for learning, developing students' language proficiency, cross‐curricula learning, playing multiple teachers' roles and preparation for the new senior secondary curriculum. This study thus supports most findings from the change literature with its empirical data that educational changes and innovations with the agreement and support of school heads and teachers tend to have a greater chance of succeeding.

Originality/value

The paper contributes by examining to what extent findings and views established in change literature elsewhere can be justified and enriched with the case of Hong Kong.

Details

International Journal of Educational Management, vol. 25 no. 5
Type: Research Article
ISSN: 0951-354X

Keywords

Article
Publication date: 22 March 2013

Alan C.K. Cheung

The purpose of this paper is to examine language, academic, social‐cultural and financial adjustments facing mainland Chinese students in Hong Kong.

3165

Abstract

Purpose

The purpose of this paper is to examine language, academic, social‐cultural and financial adjustments facing mainland Chinese students in Hong Kong.

Design/methodology/approach

The current study employed both quantitative and qualitative methods and included over 300 mainland Chinese students from seven major universities in Hong Kong. In addition to a survey questionnaire, in‐depth interviews were also conducted. Purposive and snowball sampling methods were used to recruit participants.

Findings

The findings indicate that though mainland Chinese students were satisfied with the quality of Hong Kong's higher education, many expressed that they were having language, academic, social and cultural, and financial challenges during their stay in Hong Kong. The results are consistent with the current literature to a large extent with some variations. Few differences were found by gender and between undergraduate and graduate students.

Research limitations/implications

Two thirds of the sample was undergraduate students and only one third graduate students. Future research may want to include an equal number of participants from both groups to get a more balanced view. In addition, since the sample of our sub‐degree students was very small, generalization to this group will be inappropriate. Future studies are needed to explore the unique challenges facing these mainland Chinese students who are pursuing their sub‐degree in Hong Kong.

Originality/value

Most of the current research is limited to mainland Chinese students studying in Western countries, such as the USA, the UK and Australia. Few studies to date examine adjustment problems of mainland Chinese students studying in Hong Kong. There is a need, therefore, to deepen our understanding of the major adjustment issues experienced by these mainland Chinese students in Hong Kong.

Details

International Journal of Educational Management, vol. 27 no. 3
Type: Research Article
ISSN: 0951-354X

Keywords

1 – 10 of 110