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China represents around 20% of the world's population, and her economy is still performing well under economic crisis. Historical events have shaped different parts of China with different economic developments and cultural encounters. The most prominent difference is between Hong Kong and the Mainland. This chapter would like to examine the development and issues of fashion retailing in China. For better understanding, this chapter starts with a brief discussion on apparel industry development and fashion culture in Hong Kong and the Mainland, follows by historical development and then presents systems of fashion retailing in both Hong Kong and the Mainland. Desktop research and exploratory research techniques were employed. Stores of international fashion luxury brands in Hong Kong, Shanghai and Beijing were visited. Comparison of branding issues, particularly for luxury market in Hong Kong and the Mainland are discussed, so are future directions of fashion retailing in these places.

Women’s current high levels of education and participation in the labor force have focused attention on their changing lifestyles and consumption patterns, which create a challenge to marketers who are desperate to explore this new market opportunity. This study investigates the significance of the emerging roles of Chinese women in Hong Kong to marketers and also helps to identify some common roles held by Hong Kong females, who are influenced by Chinese and western cultures. Through personal interviews, data were collected in the form of a structured questionnaire from a sample which consisted of 1,000 Chinese females randomly selected in Hong Kong – one of the most important cities in Southern China. This study successfully segmented Hong Kong’s females into three different groups based on six female role orientation dimensions: individualists, traditionalists, and pro‐docietalists. These three groups were found to be statistically significant in demographic characteristics, such as age, educational level, martial status, and number of children, as well as in consumption values associated with purchase decisions. Implications were drawn for marketing practitioners and directions for future research were provided.

The purpose of this paper is to analyse the major development of global citizenship education (GCE) as part of Hong Kong’s secondary school curriculum guidelines, which reveals how it has developed from, first, asking students to understand their responsibilities as citizens to now challenging injustice and inequality in the world. Hong Kong’s curriculum guidelines started to teach GCE as a result of the last civic education guideline issued just before the return of sovereignty to China in 1997. Through documentary analysis, this paper examines how GCE has developed against the backdrop of globalization in Hong Kong’s various secondary school curriculum guidelines.

This study used documentary analysis to examine the developments in the teaching of GCE via Hong Kong’s official secondary school curriculum guidelines. It has studied the aims, knowledge and concepts that are related to GCE by coding the GCE literature and categorizing the findings from the curriculum guidelines.

From the coding and categorizing processes employed, it has been found that GCE in Hong Kong’s official curriculum guidelines has evolved from learning about rights and responsibilities in the 1990s to challenging injustice, discrimination, exclusion and inequality since the late 1990s. Indeed, understanding the world and especially globalization, in terms of comprehending the processes and phenomena through which people around the globe become more connected, has presented challenges for the teaching of civic education. For example, categories of GCE have developed from the simpler expression of concerns about the world to encompass moral obligations and taking action. Similarly, the concerns for the maintenance of peace that were studied initially have since grown and now include work about challenging inequalities and taking action on human rights violations.

This study would have implications for the understanding of GCE in Hong Kong as well as other fast-changing societies in this age of globalization, as civic education curricula need to respond to the impacts of globalization. GCE is an under-researched area, but topics concerning world/international/global affairs have been covered in Hong Kong secondary school curriculum guidelines for several decades.

The purpose of this paper is to analyze how professional cultures in schools and school systems could improve the well-being of students, with a particular emphasis on teacher-health partnerships, which would not naturally occur without a specific intentional intervention. Implemented with a whole-school approach, the Health Promoting School (HPS) is one of the most effective intentional interventions to achieve improvements in both the health and educational outcomes of students through the engagement of key stakeholders in education and health to create a healthy physical/psycho-social environment. This paper emphasizes collaboration and the building of professional cultures in schools that share collective responsibility for the whole student.

Student outcomes in schools should include both academic and health and well-being outcomes that promote positive pathways throughout adulthood. This paper connects HPS research with policy analysis drawing on Hong Kong’s unique context as being at the top of the PISA rankings and striving toward a positive health culture and well-being in its schools.

Evidence has been gathered extensively about what schools actually do in health promotion using the HPS framework. The HPS framework has served to assist schools and authorities to concentrate on the gaps and affirm best practices. This paper also reports how teachers have created a professional and collegial community with health partners to address outbreaks of infectious diseases in schools and obesity in students.

The concept of HPS can serve as an ecological model to promote the positive health and well-being of students, fostering their personal growth and development, and as an alternate model for school improvement.

This paper has highlighted that structured school health programs such as HPS could have positive effects on educational outcomes, while also changing professional cultures and communities in schools with an emphasis on students’ physical health, emotional health, social health, or spiritual health. The Assessment Program for Affective and Social Outcomes is used as a tool by schools in Hong Kong, reflecting the affective and social developments of the students in the school under review as a whole, and how they relate to the school. It resembles the core areas of action competencies, and school social environment; the two key areas of HPS.

Hong Kong is often analyzed from an educational rankings perspective. However, it offers broader lessons on educational change, as it has in recent years emphasized dual goals in student outcomes and professional communities – the importance of whole student health and well-being as a both a precursor and key component to the educational outcomes schools seek. Globally, very few schools are able to implement HPS in its entirety. Continuing development of HPS in Hong Kong would add value to international literature in terms of which types of data would influence adoption of HPS in which types of school and policy contexts.

Quality assurance (QA) has been adopted by the public construction sectors in Asia since the introduction of ISO 9000 quality standards in 1987. The Governments of Singapore and Hong Kong have designed a series of quality infrastructure to promote, develop and improve the quality management system in the construction industry. Highlights the rapid development of quality systems in Singapore and Hong Kong, and the implementation of the construction quality assessment system (CONQUAS) in Singapore. Examines the performance assessment scoring system (PASS) in Hong Kong to assess the quality of building works. Discusses and compares the incentives for the construction sectors to achieve the ISO 9000 certification in both cities.

Despite the importance of the first Chinese language movement in the early 1970s that elevated the status of Chinese as an official language in British Hong Kong, the movement and the colonial state’s response remained under-explored. Drawing insights primarily from Bourdieu and Phillipson, this study aims to revisit the rationale and process of the colonial state’s incorporation of the Chinese language amid the 1970s.

This is a historical case study based on published news and declassified governmental documents.

The central tenet is that the colonial state’s cultural incorporation was the tactics that aimed to undermine the nationalistic appeal in Hong Kong society meanwhile contain the Chinese language movement from turning into political unrest. Incorporating the Chinese language into the official language regime, however, did not alter the pro-English linguistic hierarchy. Symbolic domination still prevailed as English was still considered as the more economically rewarding language comparing with Chinese, yet official recognition of Chinese language created a common linguistic ground amongst the Hong Kong Chinese and fostered a sense of local identity that based upon the use of the mother tongue, Cantonese. From the case of Hong Kong, it suggests that Bourdieu’s conceptualisation of state formation paid insufficient attention to the international context and the non-symbolic process of state-making itself could also shape the degree of the state’s symbolic power.

Extant studies on the Chinese language movement are overwhelmingly movement centred, this paper instead brings the colonial state back in so to re-examine the role of the state in the incorporative process of the Chinese language in Hong Kong.

This paper aims to challenge the longstanding cosmopolitan interpretation of Hong Kong, particularly why this global city fails to absorb China equally through its great inclusiveness and flexibility as before. On the contrary, rising tensions, conflicts and resistance could be founded between Hong Kong and China these days.

By using Hong Kong cinema as an analytical lens, this paper seeks to throw light on the cinematic landscape of post-1997 Hong Kong and, by implications, the overall destiny of postcolonial Hong Kong under Chinese rule.

The postcolonial Hong Kong, although lacking a symmetric status and equal weight, remains an active player with Chinese hegemony that appeals to the newfound market power to consolidate their systemic control on the city. By acting upon itself with the subjectivity and reflexivity from itself, postcolonial Hong Kong takes many actions to do justice that criticizes the political and ideological correctness and challenges the contemporary national authority from one-party rule.

This paper demonstrates a new in-betweenness in the relation to the making of postcolonial Hong Kong. This paper advances insights into a postcolonial reinvention of the politics of disappearance that remains underexplored.

Variation Theory has been used as a source of guiding principles for pedagogical design, lesson analysis and improvement in Learning Study (LS). The purpose of this paper is to argue that the LS approach provides an important opportunity for teachers and researchers not only to improve the teaching strategies together but also refine the Variation Theory in action.

A case study of teaching writing in Chinese at Primary 4 level of a LS project is selected using analysis of covariance to identify lessons that had significant differences in student learning outcomes. Analysis focuses on examining one of the major claims in Variation Theory which is that “contrast should precede generalization” in order to explore if this argument is able to provide a possible answer to the difference in student performance in the two classes of students of similar ability learning the same topic. Teachers’ contribution to the discussion of the application of the theory is analysed to explain the different teaching strategies chosen.

The case study shows that in a LS platform, teachers’ teaching act and their interaction with theorists contributed to a dual process of developing the practice as well as the theory itself. The results of students’ learning serve as evidences for the claim that “contrast should precede generalization” as the theory suggested.

Most of the lesson study and LS projects emphasize teachers’ learning through the participation in the process. This paper illustrates that in conducting LS approach, when there is conscious effort to direct discussion toward how to handle the content in terms of Variation Theory explicitly, the result could contribute to the development of the theory itself. Hence, the LS provides an important opportunity for teachers and researchers to refine strategies as well as theories of teaching and learning together.

The paper aims to analyse the nature of business communication and its influence on relationships development between Hong Kong Chinese intermediaries sourcing from Mainland Chinese sellers involved in manufacturing for sale to Western buyer firms.

A case study‐driven methodology with purposeful sampling is applied to yield maximum variation in the sampling to elicit underlying tendencies and generative mechanisms that exist within and across the multiple cases of relationships.

The paper finds that Mainland Chinese sellers and Hong Kong Chinese intermediaries tend not to have the close ties that might be expected. Mainland Chinese sellers constrained their use of social information, requiring Hong Kong Chinese intermediaries to use commercial information transfers to evaluate the trustworthiness of their Mainland Chinese partners. An ingroup/outgroup bias exacerbates the modesty bias of the Mainland Chinese and also hinders learning through the transfer of technical information within these Chinese interactions. On the other hand, Western buyers tend not to prefer social information interactions with their Hong Kong Chinese intermediaries, requiring these intermediaries to emphasise commercial information interactions to evaluate the trustworthiness of their Western buyers.

This research uses a restricted sample of case study respondents. Representative sampling across multiple contexts will assist in testing the generality of the findings.

For the West to source increasingly attractive manufactures from Mainland China, Hong Kong intermediaries will remain fundamentally important even though this creates further interactions. The aggregate of these multiple exchange arrangements is less problematic than would be the case if Western business were to deal directly with the Mainland Chinese.

This article sheds light on the nature of business communication interactions in a group of relationships between Hong Kong Chinese intermediaries and Mainland sellers, and buyers from the West. Implications for relationships development among the Chinese and Western actors are identified with propositions framed to guide further investigation.

This study aims to explore how urban governance of Hong Kong is impacted by the formulation and implementation of the new constitutional order of “one country, two systems” that distinguishes between the British colonial government and the current government under Chinese sovereignty.

While the literature recognises the society of Hong Kong has been heavily relying on land and property activities, few attempts notice the uniqueness of Hong Kong’s sequential constitutional orders and its relations to those activities. This study presents a geographical enquiry and an archival study to illustrate the spatiality of the new constitutional order and its implications on land injustice. Drawing from the works of legal geography and urban studies, this study extends and clarifies Anne Haila’s conception of Hong Kong as “property state” to “property jurisdiction”.

Though common law and leasehold land system were perpetuated from the colonial period, the new constitutional order changed their practices and the underlying logic and ideology. The urban governance order of this property jurisdiction is intended for prosperity and stability of the society, and for the economic benefit and territorial integrity claim of the Chinese sovereignty.

This study enriches the literature of Hong Kong studies in three major areas, namely, the relationship with China, urban governance and land injustice. It offers a conceptual discussion, which contributes to comparative territorial autonomies studies. It also contributes to legal geography by providing insights beyond the western liberal democracy model.