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Multi-cycle Learning Study and multi-cycle Lesson Study are the main collaborative action research approaches for teacher professional development in Hong Kong. The sustaining of these Lesson Study innovations may be inhibited by many challenges. The purpose of this paper is to identify the strategies school leaders utilized to overcome challenges and sustain Lesson Study innovations successfully in a Hong Kong primary school.

In-depth case study was adopted as the methodological approach to explore how Lesson Study was implemented to improve teaching and learning in the school and what leadership practices were enacted to sustain Lesson Study in the case school.

It was found that the leadership team under study had adopted positive peer leadership to successfully implement Lesson Study activities. The strategies of positive peer leadership will be discussed in detail.

The paper concludes with implications for sustaining school development and professional development with Lesson Study and a checklist of positive peer leadership practices for school leaders, teacher leaders and teacher trainers.

This paper will enrich the understanding of successful leadership practices for sustaining Lesson Study innovations in schools, on which few empirical studies have been conducted.

This editorial review takes its agenda from issues about the meaning and use of variation theory in the context of Lesson Study, which have already been raised in previous issues of the journal. The purpose of this paper is to suggest a way of resolving such issues by locating variation theory in a broader framework of pedagogical theory. Runesson’s editorial commentary on papers in the special issue on the uses of pedagogical and learning theories in the context of Lesson Study suggest that they challenge the presumption that variation theory can be used as a basis for pre-specifying learning objectives in advance of teaching. This raises the issue of which approach to teaching the theory can be matched with; namely, teaching viewed as a technology or teaching viewed as an interactive process with students in which ends cannot be specified independently of the process. Also Hogan’s review of two recent books about Lesson and Learning Study in issue 4.2 raises the issue about the extent to which the examples supplied abstract the experience of learning from questions about students’ motivation and attitudes in classrooms. Hogan suggests that the widespread use of learning theories, such as variation theory tends to distort the concept of learning employed in Learning Study by emphasizing its cognitive rather than emotional/attitudinal aspects.

Elliott’s approach to the above issue is to pick up on Posch’s comments in the current issue, which suggest that variation theory has implications for student motivation that need to be made more conceptually explicit in the context of Lesson and Learning Study. He argues that this can be done by integrating it into Alexander’s dialogic model of teaching and Stenhouse’s process model of curriculum development, and linking it with two related pedagogical theories that underpin these models; namely, “democratic pedagogy” (Dewey) and “accelerated learning” (Vygotsky).

Such a conceptual integration of variation theory within a dialogic model of teaching throws light, Elliott argues, on Learning Study viewed as a form of educational action research.

This review paper goes on to examine how the Lesson Studies depicted in Issue 4.4 can be located in the light of the pedagogical framework and perspectives proposed.

Presents over sixty abstracts summarising the 1999 Employment Research Unit annual conference held at the University of Cardiff. Explores the multiple impacts of globalization on work and employment in contemporary organizations. Covers the human resource management implications of organizational responses to globalization. Examines the theoretical, methodological, empirical and comparative issues pertaining to competitiveness and the management of human resources, the impact of organisational strategies and international production on the workplace, the organization of labour markets, human resource development, cultural change in organisations, trade union responses, and trans‐national corporations. Cites many case studies showing how globalization has brought a lot of opportunities together with much change both to the employee and the employer. Considers the threats to existing cultures, structures and systems.

Looks at organizational relocation and the stages experienced by individuals when an enforced move becomes necessary. Considers, from the company’s viewpoint, links between individuals coping, managing change and the management of group moves. Lists practical consideration which should be considered.

Indicates the number of employees relocated in the UK each year and the amount of company money spent on making these moves as smooth as possible. Reports a five‐year research project which suggests that these moves remain very stressful for employees. Argues that this dislocation was caused by managers failing to understand the group move process. Explains the scope of the research, the types of UK company studied and the methods used. Underlines the finding that those organizations that approach group moves as holistic processes, requiring complex management responses, are likely to be more successful than those that approach it in a fragmented and poorly‐integrated way. Also stresses the need to see the group relocation as an opportunity for managed change. Analyses the perspectives of all those involved in managing and making the move (policymakers, those managing the personnel side and the move, those managing the physical side of the move (selection of new premises, etc.), line manager and the individual employees who are making the move) to show the issues that need to be considered.

Gives an in depth view of the strategies pursued by the world’s leading chief executive officers in an attempt to provide guidance to new chief executives of today. Considers the marketing strategies employed, together with the organizational structures used and looks at the universal concepts that can be applied to any product. Uses anecdotal evidence to formulate a number of theories which can be used to compare your company with the best in the world. Presents initial survival strategies and then looks at ways companies can broaden their boundaries through manipulation and choice. Covers a huge variety of case studies and examples together with a substantial question and answer section.

This paper, based on forty in‐depth interviews with teachers and principals in Hong Kong, utilizes the insights of feminist organization studies to explore the persistence of gender inequalities in primary school teaching. Two common practices, namely the assignment of women and men to teach lower and higher grades respectively and the monopoly of men in positions of disciplining and authority, are centered. The data suggest that schools and teachers actively construct and reproduce gender inequalities by trivializing teaching of young children as babysitting, naturalizing women as natural caregivers, and normalizing the use of threat in disciplinary control. My analysis also argues that these routine and pervasive gendering processes are not often acknowledged or challenged, which have the effects of marginalizing caring work, overlooking the emotional labor of women, valorizing a masculine view of authority, encouraging men and boys to compete for power via aggression, and hence producing a masculinist workplace.

Reports on two studies conducted in Hong Kong, one in 1989, the other in 1994, to see if children’s socialization as consumers has changed in the intervening years. Formulates hypotheses, based on the earlier research, that children will receive spending money by the time they are four, that the amount will increase as they get older, children will spend money by the age of four, they will also save money, older children will visit more shops than younger children, and children will go shopping without parents by the age of four. Outlines the research methodology used – 318 questionnaires used for analysis, composition of the sample of respondents, demographics – and records how analysis of variance was used to make comparisons with data from the earlier study. Considers income, spending and saving attitudes in children, as well as how they spend and what they buy. Finds that, in 1994 (compared to 1989) children aged 6, 9, 10, 11 and 12 receive more money; 4, 7 and 10 year olds spend a higher percent of their income, saving has decreased for 4, 7 and 10 year olds, children’s real income has doubled since 1989, independent shopping trips seem to have been postponed until the child is 6 but co‐shopping with parents has increased for all ages; most shopping trips without parents focused on food stores and street vendors that were easily accessible from home, but purchasing behaviour has not changed significantly. Indicates that Hong Kong children are pursuing a western (US) model of spending income, rather than the Chinese model of saving, and that children are undergoing consumer socialization and consumer education – as evidenced by the single fact that in 1994 $161.8 million was spent in Hong Kong by children aged 4‐12.

This study aims to fill this research gap by providing a comprehensive exploration of the transnationalization of higher education in China and Asia, with a particular focus on how institutions maintain quality assurance and how student learning experiences are reported.

The transnationalization of higher education involves educational programs and services provided by institutions or universities in a country other than their home country where students from diverse countries are trained. The goal of transnational education is to offer higher education to students who face obstacles in physically entering the host country of a transnational program, encourage globalization, enhance cross-cultural communication and improve the quality of education by expanding students' learning opportunities, providing diverse educational experiences and elevating academic standards. The transnationalization of higher education has become a crucial endeavor in Asia, especially in countries such as China, Malaysia and Singapore, where rapid economic development and globalization have prompted the need to evolve into knowledge-driven economies to meet the increasing demand for higher education. The factors driving the expansion of transnational higher education in China and Asia include the desire for top-quality education, the allure of international students, the establishment of worldwide collaborations and aspirations to be recognized as centers of academic distinction. The rapid expansion and increasing importance of transnational higher education has underscored the vital role of quality assurance. To guarantee educational quality, maintain institutional reputation and improve overall student outcomes, several agencies and frameworks have been established to uphold international standards.

Based upon extensive literature reveiw and case analysis, our findings indicated the quality assurance assessment varies and is primarily influenced by host countries and provider polices. However, students in transnational higher education programs report satisfaction with their experienes and the quality of their programs, which tends to meet their expecations.

This study presents the first comprehsensive literatrue rewiew and case analysis of how transnational higher education in China, Sinapore, Malaysia and Vietnam uphold quality assurance and report students learning experiences. Additionally, the findings highlight why future researceh on this topic is crucial and why forestering colloboration among countries in Asian regions is imporant in term of growing geo-politics.

This study aims to examine the research trends in fashion industry during the coronavirus disease 2019 (COVID-19) pandemic. Besides, it also provides an overview on the new marketing and operational strategies, and reveals the corresponding business challenges of a footwear enterprise in Hong Kong during the COVID-19 pandemic.

A comprehensive literature review is first conducted to identify the research trends in fashion industry during the COVID-19 pandemic. A qualitative exploratory case study is then used to illustrate how a footwear enterprise has coped with the COVID-19 pandemic.

The case study has showed that omni-channel retailing, collaboration with e-tailers, quick response system and mixed production strategy are adopted in the targeted case during the COVID-19 pandemic. Besides, the targeted case has also faced the challenges in the areas of sales, customer relationship management, and demand forecasting and inventory planning during the COVID-19 pandemic.

This study provides managerial insights on the real practices used to deal with the COVID-19 pandemic and proposes various academic future research directions in fashion industry based on the real-world observations.