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Of the studies covering culinary tourism and traditional culture, Generation Z remains an underexplored group despite being the primary consumers of future tourism. Research into young consumers’ motivations is hoped to clarify, protect, and sustain Hong Kong Tong sui among this generation. As such, this study focuses on Generation Z to understand the types of novel experiences Tong sui can create for them, and it is worth exploring in depth the diet that young people are interested in from the perspective of traditional food.

Based on Creswell’s guidelines for quantitative research, we investigated the relationships among multiple elements of Hong Kong Tong sui and Generation Z tourists. A corresponding questionnaire was designed to gather information for statistical analysis and contains five sections. The first part solicited basic respondent information. Sections 2–5 presented several key terms (nostalgic emotion, food authenticity, FCV, and purchase intention) to frame the questionnaire in terms of our hypotheses. Items were scored on 7-point Likert-type scales for ease of processing in SPSS 26.0.

All hypotheses were supported, with nostalgia having the most significant influence on Generation Z’s purchase intentions. Besides, young generations are willing to buy traditional food when exposed to the restaurants or enterprises have nostalgic elements and inspire nostalgia in consumer. Generation Z’s thoughts about food authenticity notably played a more significant role than FCV in terms of the nostalgia of traditional food. In addition, food authenticity and FCV were found to indirectly mediate the relationship between nostalgic emotion and purchase intention.

Examining these types of campaigns geared toward Generation Z tourists to advertise traditional food has enriched this tactic’s applicability. The approach also constructs a foundation to scrutinize the appeal of traditional dishes among young consumer groups to potentially strengthen such food’s influence.

This study highlights the importance of leveraging nostalgia and understanding the emotional connection that Generation Z has with traditional cuisine. It suggests that enterprises can develop new products or revive traditional recipes that cater to the nostalgic preferences of Generation Z. Marketing innovations, such as using social media influencers, can also be employed to create awareness and generate interest in traditional food. Traditional food can contribute to tourist destinations' promotion and differentiate them from competitors, boosting the tourism and catering industries and creating employment opportunities.

The promotion and preservation of traditional food can contribute to the preservation of cultural identity and heritage. By engaging local communities in culinary initiatives and fostering community pride, traditional food tourism can strengthen the connection to cultural heritage and encourage the preservation of traditional culinary practices. This engagement can lead to sustainable development by promoting local traditions and ensuring the participation of the local community in tourism activities.

This study offers novel theoretical insights into traditional food consumption and food marketing, thus narrowing gaps in research on young consumers and traditional food. Results enrich the understanding of Generation Z’s intentions to purchase traditional food by highlighting tourists’ preferences. Guidelines are also provided for the operators on creating nostalgic campaigns that appeal to young generations.

This chapter aims to explore the novelty and utility of political economy discourse, termed “neo-statism,” as an analytical lens for comparative research in higher education. Analysis is framed within the context of Hong Kong’s transition from a British colony to a Special Administrative Region under China’s sovereignty, and its shifting academic paradigms from a more or less spontaneous philosophy rooted in liberal capitalist economy to embracing neo-statism, which involves market-conforming and state-sponsored approaches to economic and social restructuring whereby the state regulates higher education in support of national integration and global power projection. The statist regulation depends heavily on its deployment of discursive legitimacy, strategic distribution of resources, organizational synergy, and elite cohesion articulated through higher education policy, research projects, and cross-border academic exchange and cooperation. The Hong Kong case suggests that comparative research in higher education should advance from the methodological aspects of the comparative approach to exploring wider theoretical spectrum, for understanding emerging politico-economic factors shaping academic paradigm in comparative contexts. Moreover, scholars who engage in the trendy internationalization in higher education should move beyond the logics of neo-liberalism, and pay closer attention to the new geopolitical realities that are changing the normative and interactive dimensions of international higher education at large.

This study examines education for sustainability (EfS) within the Chinese context, to specifically enrich the understanding on how EfS is structured and implemented to nurture citizenship in the policy practices of universities in Mainland China and Hong Kong.

A cross-case analysis is recruited to examine the commonalities and differences between two universities and identify patterns in cultivating sustainability citizenship within higher education institutions (HEIs) in China. Data were collected through reviewing documents, including two universities’ strategic plans, action plans, department meeting memos, program introductions, course outlines and publicity coverage. Observation was also adopted to enrich the data for analysis, covering meetings, speeches by senior management, university events and informal conversations about university operations.

Citizenship and sustainability in university strategic planning, curriculum and instruction, carriers of EfS institutionalization, and resources and impacts of EfS beyond the institutes were analyzed in a comparative manner, offering valuable insights into how EfS can be institutionalized in different universities based on their unique appeals, existing curriculum and management systems.

By exploring these intra-national distinctions in EfS, the study sheds light on the variation within China's citizenship education, which is traditionally seen as highly unified with limited room for differences. The detailed exploration of university strategies and program/course content enriches the literature of sustainability as an educational phenomenon on an international scale and modernized citizenship education in China.

This chapter traces one student teacher's (Joan) experiences of learning to teach English as a second language in a cross-cultural context during a teaching practicum in Hong Kong. The school-based practicum is a core component of many initial teacher education programmes. During this induction period, usually an 8-week block, student teachers are placed in local schools to learn how to integrate theories into practice in real teaching situations. Specifically, I uncover how Joan grappled with the tensions and complexities of teaching young learners from a different cultural and linguistic background, in a small elementary school situated in the borderland between Hong Kong (an autonomous region of China) and Shenzhen (a province of Mainland China).

Critical incidents from Joan's practicum experiences were analysed to uncover how she dealt with the tensions and dilemmas in confronting difference and marginalising practices while learning to teach English as a second language (ESL) in the practicum school. Implications on how to develop initial teacher education programmes so that student teachers learning to teach across cultural contexts can be encouraged to explore, confront and ‘deal with the emotional terrain of understanding difference’ will be discussed (Boler & Zembylas, 2003, p. 123; Zembylas, 2010).

This study aims to examine whether skilled female migrants can overcome gender constraints and social stigma attached to women’s service work in host societies.

Based on interviews with 40 women who moved from mainland China and entered Hong Kong’s cross-border insurance business, the study examines how highly educated young women negotiate gender expectations and mobilize social networks in doing business.

This study finds different strategies women used in mobilizing social networks and constructing gender identities: some relied heavily on the warm market – networks of their family, relatives and friends – in doing business and developed careers by performing dutiful daughters, considerate “nieces” and caring “sisters”; some women also relied on the warm market but their jobs were regarded as nonconventional, and they had to deal with suspicions of inappropriate and instrumental womanhood and tried to prove themselves and gain support in the warm market; some women relied mainly on the cold market – connections with strangers – and performed feminine affinity to expand client networks away from judgments of families and friends; and some other women chose to expand the cold market by cultivating a professional image among strangers.

The findings speak to previous research about women’s subordinate roles in migrant networks and their devalued femininity in service work by illustrating women’s diverse forms of agency in negotiating gender identities in the stratified service sectors.

Teacher education for social justice aims to enable teachers to work toward equity and justice in society and humanizing the educational experience of their students. Conceptualizing teaching as a political and ethical endeavor, social justice teacher education must engage seriously with the local and lived experiences of both teacher educators and student teachers. How then does teacher education for social justice move across communities and identities, and through cultural, social, geographic and temporal spaces? This chapter presents an autobiographical narrative inquiry into social justice teacher education across sociocultural and sociopolitical contexts, across time, and within different educational communities. Bakhtin's dialogic theory (1981) helps to trace the narrative threads wherein “each word tastes of the context and contexts in which it has lived its socially charged life” (p. 293). The study examines my ideological becoming (Bakhtin, 1981) as a critical teacher educator in the context of a youth mentoring service-learning course for undergraduate teacher candidates. I examine the complexities and tensions in exploring experiences and co-constructing understandings of oppression, privilege and social justice with my student teachers on the youth mentoring course in dialogic struggles with my experiences of justice and education in the USA and Hong Kong as an English-speaking Chinese American. Providing an in-depth examination of the convergence of identity, social relations, place, and time in my knowledge formation, I critically reflect upon the notion of social justice to suggest that social justice teacher education is multi-voiced and lived both locally and globally.

Developing a sense of belonging among immigrant youth in multicultural contexts has attracted significant attention from scholars during the last few decades. Studies have already underscored how various educational factors hinder or facilitate students’ sense of belonging to the school or the larger society. Although most students in Hong Kong schools are ethnic Chinese, a significant number of non-Chinese children make students diversity an essential aspect of schooling. The study investigated how schools can develop a sense of belonging among ethnic minority youth in Hong Kong.

As the education system in Hong Kong lacks a multicultural education policy, how can schools help develop a sense of belonging to the school and the larger society among young ethnic minority people? To answer this question, this paper consolidates the two sets of data originally gathered for two research projects. The data was collected through semi-structured in-depth interviews with nine secondary school teachers (Chinese and non-Chinese) and 15 students (non-Chinese) and analysed thematically.

The thematic analysis of the qualitative data identified several challenges and opportunities for developing ethnic minority students’ sense of belonging in Hong Kong.

Researchers in comparative education can further explore how multicultural education and inclusive education approach together can help ensure inclusive and equitable quality education for all and cater to students' diverse learning needs across the education systems.

Given that the aims of multicultural education and inclusive education resonate with each other, schools can focus on the Whole School Approach to developing a sense of belonging among ethnic minority youth in Hong Kong. However, policymakers and practitioners may need to adopt a multifaceted perspective on inclusive education that strives to ensure equitable quality education for all.

The study contributes to the existing body of scholarship on multicultural education and inclusive education. The study findings underscore the importance of an interdisciplinary research framework in education and advocate an integrative approach to supporting students with diverse learning needs in multicultural contexts.

This study aims to examine the symbolic meanings of the local shopping malls inscribed by the shoppers from the sociocultural lens other than merely departing from the economic dimensions.

In this research, Kwai Chung Plaza was adopted as the case study. The author interviewed 12 local shoppers through an in-depth individual interview. All interviewees were selected through convenience and snowball sampling. All names of the participants in this paper are kept pseudonymous to protect their privacy.

An integrated model, which consists of three major levels, namely, the spatial, individual and community levels, has been formed to show that the shopping mall was not merely a place for buy-and-sell transactions but rather a place that could be understood as an extension of the street, a body of collective memories and a place for Hongkongers.

The most significant limitation of this study was the lack of a diversified demographic profile adding that the sample was restricted to the young generation. It is recommended that future research should consider including interviews with middle-aged and old-aged shoppers to ensure the generalizability of results. Future research may also consider examining other small/medium-sized shopping malls for comparison.

The findings demonstrated the diversified social roles and functions of the local shopping malls in a community. In addition, the present study, to the author’s knowledge, is one of the few scholarly discussions on small/medium-sized shopping malls from a sociocultural perspective.

This study aims to examine the process of tourism gentrification from China tourists, a major source market, in two neighbourhoods in Hong Kong: one that has been long exposed to tourism and one that is just being discovered by tourists. Through a series of in-depth interviews with local residents and community leaders, complemented by non-participant observation, the paper tracks the commercial, social and cultural changes that have occurred or are occurring in these two places.

This study evaluates the process of place change through tourism gentrification in two neighbourhoods in Hong Kong that are at different stages of the process. An ontological approach is adopted using an interpretivist paradigm involving in-depth interviews and on-site observations, supplemented by secondary data. These data were complemented by non-participant observation.

Both the places have been transformed due to the influx of mainland Chinese tourists. Some impacts felt by both communities have much in common, such as congestion and shop dislocation, while others are more location specific. Even though the degree of tourism gentrification is different, locals from both locations tend to hold negative perceptions towards tourists, although of different strengths. All have also noted the traditional social cohesion is not as strong as before.

The paper argues that tourism gentrification exists on a continuum as neighbourhoods move seemingly inextricably from local-centric nodes to tourist-centric nodes. Apart from enlightening the theory of tourism gentrification, it provides insights to the local leaders on proper tourism development by balancing the social and economic benefits.

This study aims to propose resident-based brand equity models on green, creative and smart development themes through a multi-sample telephone survey on Hong Kong residents (n = 751).

This research adopted a quantitative approach with a round of questionnaire-based survey carried out anonymously on adult citizens who have stayed in Hong Kong for more than one year. Telephone survey was performed by a professional survey research centre with trained interviewers between May and July 2022.

The study identifies the magnitude of these city brand equity attributes and reconfigured their composition under separate samples of Hong Kong residents. The results reveal the relatively stronger brand equity for developing Hong Kong as a smart city brand compared with green and creative branding.

The research findings might carry a major limitation of varied interpretations and stereotypes of each city theme (green, creative and smart) by local residents. To minimize the expected bias, two core questions were added to provide respondents with information on each theme before the main survey questions. The questions’ wording was also simplified to ensure the constraint and inconsistency of layman effect.

The common attributes across the themes, including distinctiveness, uniqueness, confidence, positive image, liveability, long-term residence, feature familiarity and top-of-mind, indicate the most prominent aspects of brand equity formation and enhancement. Since urban sustainability does not follow a single path of strategies and infrastructure development, city brand process should also follow a selective approach, which clearly identifies a multiplicity of local interests that could create the best outcomes and the strongest brand equity for the city.

The factor allocation and regression analysis elucidate different configurations of the determining factors with a three-factor model for green city brand equity and two-factor models for the other ones. The findings encore some previous studies supporting the differentiation between common attributes and distinctive attributes, and the overlapping approach to unleash the strongest integration of attributes of brand equity.