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In response to the emergence of a strong cross-border student flow of postgraduate students from mainland China to the Macau Special Administrative Region (Macau), this study examines the motivations and experience of a special group of doctoral students: college teachers working in Guangdong Province and simultaneously pursuing PhD degrees at private universities in Macau.

Using a qualitative research method, thirteen college teachers were interviewed.

The research findings reveal their motivations for pursuing doctoral studies in Macau, and the difficulties they faced and gains they obtained from this experience.

All the findings indicate a potential expansion of the role of Macau’s higher education system. Once merely a stepping-stone, it is now an acceleration site for brain circulation between Macau and Guangdong as part of a regionalization strategy for China’s Greater Bay Area.

The purpose of this study is to explore how three experiential factors – perceived social support from host-country nationals (HCNs), adaptation difficulties, and attitude towards assimilating into the host culture and society – influence the generation of worthwhile feelings and the intention to pursue expatriate career opportunities in the host country among short-term studying abroad (STSA) students.

This study used data from a survey of 297 Thai students who studied in Chinese universities between 2015 and 2019. A bivariate probit model was applied due to its ability to account for the potential correlation of errors between the two binary outcome variables: worthwhileness and aspiration for expatriate careers.

Adaptation difficulties reported by students negatively impacted their willingness to work in the host country, but did not diminish their perception of the sojourn as worthwhile. Satisfaction with social support from HCNs was found to not only enhance the worthwhileness of the sojourn but also inspire students' expatriate career intentions in the host country. The study also found that while willingness to assimilate into the host culture and society primarily enhanced the worthwhileness of the trip, its effect on students' willingness to consider working in the host country was relatively weak, compared with the effect of social support from HCNs.

The generalizability of the findings from this study may be limited to country pairs that are geographically and culturally similar.

Although it is commonly believed that STSA programs help inspire students to develop aspirations for international careers or lifestyles, the specific roles of various factors in their experiences abroad have not been sufficiently studied. This study aims to clarify the different effects between social support received, adaptation difficulties experienced, and inner acculturation attitudes on both the evaluation of the trip itself and the long-term life goals of students participating in STSA programs.

The purpose of this empirical study is to explore the factors that influence college students' intention to engage in online gamified learning in Guangdong and Macao.

This study analyzed 289 valid questionnaires to statistically explore the factors that affect college students' intention to engage in online gamified learning.

The study discovered that extroverted learning style, perceived usefulness and perceived enjoyment have a positive and significant impact on students' intent to participate. Moreover, perceived usefulness and perceived enjoyment partially mediate the effect of extroverted learning style on the intention to engage in online gamified learning. Additionally, the impact of perceived usefulness on intention is moderated by different cultural backgrounds, with the moderation effect being stronger for Macao students than for non-Macao students.

This empirical study, based on the technology acceptance model (TAM), explores the factors that influence college students' intention to engage in online gamified learning in Guangdong and Macao and constructs a gamification acceptance model.

This study aims to explore vocational teachers' perceptions regarding workplace learning that align with students' training models and collaborative teaching involving specialised professionals within the context of industry-university collaboration.

Using a qualitative approach, the study conducted nine semi-structured interviews from three subject areas to better understand how vocational teachers’ work-based learning enhances their pedagogical practice in guiding students’ professional training. Thematic analysis was adopted to identify patterns that emerged from concepts and theories related to coding categories.

The authors identified three key components: vocational teachers’ workplace learning in connection with students’ training models, collaborative teaching with specialised professionals and teachers’ regular interactions with enterprises. The findings demonstrate that vocational teachers’ engagement in workplace learning pertaining to specific subjects provides a valuable avenue for enhancing curriculum design with collaboration with industry experts. This is key for supporting vocational students’ transitions into the workplace and ensuring their knowledge and skills are tailored to the industry-standard practice.

The data are limited to the review of interviews from three vocational subject areas as the representative sector in the study. However, this research implies effective knowledge transfer between workplace settings and vocational institutions, and vocational teachers need to integrate work-based vocational knowledge and skills in a relevant and applicable way across diverse classroom settings.

Fostering collaborative partnerships with local industries and professionals can be a primary way to facilitate authentic learning experiences that are linked to a specific vocational field and bridge the gap between diverse classroom learning and real-world work scenarios.

This study combines contemporary workplace learning theories with the conceptual understanding of vocational teachers’ involvement with industry-specific practice. Connecting teachers’ knowledge to the industry extends the input and collaboration from professionals and field experts to the diverse vocational classrooms.

Outlines the experience of participating in the first mission organized by the British Council (South China Office) to mainland China. The area visited, Guangdong province, has enjoyed substantial economic growth in recent years. Opportunities for both UK and Chinese higher education are apparent, particularly given the observed changing political environment.

The purpose of this paper is to examine how the Chinese Central Government’s plan to alleviate brain drain, called the Thousand Talents Plan, has been glocalized by three major local governments: Shanghai, Tianjin, and Guangdong.

The lens of glocalization pays special attention to the impact of local reactions to global forces. Materials from the Recruitment Program of Global Experts for three major cases were examined for glocal characteristics. An analysis of each case was carried out to compare the strategies and implementations to explore the individual glocalizations and larger national similarities.

The findings show that each of the localities has distinct regional variations in their strategies: Shanghai utilized its economic prowess, Tianjin focused on clustering experts, and Guangdong maximized its geographic proximity to Hong Kong. At the same time, all three policies were still rooted in human capital development theory, with a keen emphasis to attracting migrants with greater propensity for staying long term in China.

The study of brain drain is important because it is a problem that plagues communities around the world, especially non-western societies. While China’s tactics to combat brain drain have been examined, the consideration of glocalization in the cases of Shanghai, Tianjin, and Guangdong have not been carried out.

The purpose of this paper is to develop a preliminary model of instructional leadership in the Chinese educational context and explore the ways in which Chinese school principals locate their instructional-leadership practices in response to traditional expectations and the requirements of recent reforms.

In-depth interviews were conducted with 22 selected primary school principals in Shenzhen and Guangzhou. A qualitative analysis was conducted to categorize the major leadership practices enacted by these principals.

An initial model of instructional leadership in China with six major dimensions is constructed. The paper also illustrates and elaborates on three dimensions with the greatest context-specific meanings for Chinese principals.

The paper explores the ways in which Chinese principals enact their instructional leadership in a context in which “the west wind meets the east wind”; that is, when they are required to accommodate both imported reform initiatives and traditional expectations. The paper contributes to the sparse existing research on principals’ instructional leadership in non-western cultural and social contexts.

With the continuous development and penetration of the Internet, there have been vast amounts of changes to the traditional method of classroom teaching. The massive open online course (MOOC) shows a significant combination of network information technology and educational resources. However, in order to make up for the disadvantages which occur when making transition from classroom to online learning such as ‘large-scale’ and ‘no feedback’, the Online-to-Offline (O2O) mode was created and developed. Using the course of ‘microeconomics’ taught by Chinese university professors as a reference, this chapter aims at explaining the course design and innovation which is a modification of the outcomes-based education (OBE) theory, the introduction of O2O teaching reform and application. The process is carried out by firstly setting the expected learning goal of this course on the basis of the OBE educational goal of the university, college and the major; secondly, designing this course with ‘online 311 class’ and ‘offline 271 course’; thirdly, implementing the O2O teaching model; and lastly, evaluating the teaching result in order to provide some enlightenment for the tryout of ‘MOOC+O2O’ and OBE theory under the Internet background.

This study aims to describe and analyze an innovative mechanism of teacher-led, system-wide professional learning that has been widely adopted since the beginning of the twenty-first century in China – the Master Teacher Studio (MTS).

This paper drew from policy documents, published Chinese literature relating to MTSs and personal fieldwork experience in Shanghai, Guangdong and Zhejiang province.

The article first outlines the context framing the system change, including its policy background and evolution, and then the MTS's purpose, formative process and structure. It finally examines major teacher learning activities and the leadership roles of the MTS hosts (leaders).

This study contributed to the knowledge base of system teacher leaders and how they lead cross-school leading.

The MTS initiative described in this article shows the power of central system leadership to spread and embed effective teacher learning practices at schools.

This article provides implications for understanding and practicing teacher system leadership to support teacher professional learning in different societies.