Search results

Online education has emerged as one of the major channels for dissemination of learning materials. As more and more organizations offer online distance learning courses, the security concerns of these online education systems become more and more critical, especially when the organizations rely on the registration fees of students to maintain the smooth running of the courses. Provides a mechanism, the Secure e‐Course eXchange (eCX), to protect the learning material from unauthorized dissemination, and shows how this mechanism can be integrated in the operation model of online learning course providers. The design of eCX is general enough to fit two operating models, namely the Institutional Server Model and the Corporate Server Model.

Using China’s key audit matters (KAMs) data, this study aims to examine whether negative press coverage alleviates boilerplate KAMs.

This study uses Levenshtein edit distance (LVD) to calculate the horizontal boilerplate of KAMs and investigates how boilerplate changes under different levels of the perceived legal risk.

The findings indicate that auditors of firms exposed to substantial negative press coverage will reduce the boilerplate of KAMs. This association is more significant for auditing firms with lower market share and client firms with higher financial distress. Additionally, the authors find that negative press coverage is more likely to alleviate the boilerplate disclosure of KAMs related to managers’ subjective estimation and material transactions and events. Furthermore, the association between negative press coverage and boilerplate KAMs varies with the source of negative news.

The findings suggest that upon exposure to negative press coverage, reducing the boilerplate of KAMs has a disclaimer effect for auditors.

The purpose of this paper is to analyze the complex, intricate relationships between the central (intended) curriculum, teachers’ perceived curriculums, and the enacted/assessed curriculum in classroom contexts. To do this, the authors have used Hong Kong’s new core senior-secondary liberal studies (LS) curriculum as a case study, with a special focus on its key pedagogical component – inquiry teaching/learning.

This study’s objects are two teachers (from two local schools), each with a LS teacher’s education. Documentary analysis, lesson observation, and focus interviews were used to triangulate data for interpretation and analysis.

The findings illuminate: how LS teachers’ perceptions of inquiry teaching/learning relate to and align with the advocacy embodied in the intended curriculum, the relationships between teachers’ perceptions and practices of inquiry learning and teaching, and how this aspect of the intended curriculum reform can be made more relevant to the classroom context.

This paper contributes to the under-researched area of curriculum gaps and (mis)alignments in Hong Kong’s LS curriculum reform.

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.

Coronavirus disease 2019 (COVID-19) is a fast-moving pandemic that has brought about calamities and challenges to the human world. In the field of international higher education (IHE), it problematizes and challenges the operation of neo-liberal mentalities and rationales, while generating disruptions and impediments to the flows of globalization. Drawing upon extant research on IHE across spatial and cultural contexts, this essay aims to: (1) unravel the deficiencies of neo-liberal mentalities and rationales in coping with the challenges of COVID-19 to IHE; (2) assess the impacts of COVID-19 on the developments of globalization and internationalization of higher education with particular focus on the complications therein; and (3) explore the possible spill-over effects on and implications for the re-positioning of IHE in the post-COVID-19 era. Albeit the negative impacts of COVID-19 may not last, its spill-over effects are bound to cast a long shadow over IHE’s future development. This essay explores how IHE can persist in spite of deficiencies in neo-liberalism and fluidity in globalization.

This chapter reflects on our recent research into China’s soft power in international education, using Confucius Institutes as a case study. It first reveals how we have framed our research in the related field and the methodological issues concerned. It will then analyze the theories and concepts that have been taken as the lenses through which China’s soft power ideas and strategies were compared and contrasted with the theories and/or practices prevalent in the West, while highlighting their implication for the fear of the “China threat.” Finally, we will conclude with the potential areas of further research in the related area of study in the years to come. It is hoped that this chapter will contribute to the development of research in international and comparative education that helps readers to explore in-depth the causality, implication and complication of the “China threat” in the global arena.

This chapter builds on the authors’ research into the internationalization of China’s higher education (HE) as soft power with “Chinese characteristics” (Lo & Pan, 2020). It rethinks the “Chinese characteristics” in contemporary China’s internationalization of HE as soft power, by contextualizing them in the historico-cultural rootedness that legitimizes the sense of Chinese exceptionalism in the Party-state’s global re-emergence. It also sheds light on the tension and paradox therein through analyzing the conflicts generated by the Party-state’s attempts at re-globalizing the Chinese world order alongside the Westphalian system. In addition to integrating the soft-power concepts coined by Joseph Nye (1990) with the dimensional perspectives on the internationalization of HE framed by Jane Knight (1997), this study also puts in China’s perspectives that stand in contrast to, and yet in confluence with, some of the current norms and values being espoused by the West. In so doing, it demonstrates the potentiality of employing comparative lenses that cut across times, spaces and cultures in the research into internationalization of HE as soft power with national characteristics.

Since the launch of the Mainland and Hong Kong Closer Economic Partnership Arrangement (CEPA) in 2003, Hong Kong cinema is believed to have confronted drastic changes. Hong Kong cinema is described to be dying, lacking creative space and losing local distinctiveness. A decade later, the rise of Hong Kong – China coproduction cinema under CEPA has been normalized and changed the once pessimism in the industry. The purpose of this paper is to demonstrate how Hong Kong cinema adjusted its production and creation in the first 10 years of CEPA.

Beginning with a review of the overall development, three paradigmatic cases are examined for reflecting upon what the major industrial and commercial concerns on the Hong Kong – China coproduction model are, and how such a coproduction model is not developed as smooth as what the Hong Kong filmmakers expected.

Collectively, this paper singles out the difficulties in operation and the limit of transnationality that occur in the Chinese context for the development of Hong Kong cinema under the Hong Kong – China coproduction model.

This is the author’s research in his five-year study of Hong Kong cinema and it contributes a lot to the field of cinema studies with relevant industrial and policy concern.

Conversations surrounding gender are sweeping the globe as the voices and lived experiences of people are being heard and shared at unprecedented rates. Discourses about gender in advertising are embedded in cultural narratives and legitimatized by a broad system of institutional structures and actors, at both macro and micro/consumer levels. This study aims to explore how consumers (one type of institutional actor) engage in legitimizing/delegitimizing messages of gender in the marketplace.

This research draws on a qualitative approach, specifically the use of in-depth interviews with men across three global contexts.

This research identifies the ways in which men engage in (de)legitimizing messages of masculinity in advertising such as reiteration, reframing, ascribing to alternate logics and prioritizing personal norms.

Across three contexts, this research theorizes the (de)legitimization of gender ideals in advertising and situates consumer narratives within broader institutional forces, providing a holistic understanding of the phenomenon.

Understanding the ways in which individuals either accept or reject gendered ideals in media aids advertising and marketing professionals in tailoring messages that resonate with audiences.

Understanding how individuals negotiate their gender and the messages they deem as legitimate are crucial to understanding gender issues related to consumer welfare and public policy.

While research has examined advertising practitioners’ views regarding gender from an institutional perspective, research on how consumers construct and maintain the legitimacy of gendered messages in the marketplace is scarce. This research theorizes and illustrates the (de)legitimization of gender ideals across three contexts.