Beyond competition: a comparative review of conceptual approaches to international student mobility     

William Yat Wai Lo 《Globalisation, Societies & Education》2019,17(3):261-273

The existing literature offers an instrumentalist approach that focuses on how economic rationality underlies international student mobility (ISM). In response to these instrumentalist accounts, a critical approach emerges and reemphasises the importance of humanity and human rights in ISM and the process of internationalisation of higher education. However, this paper argues that these critical perspectives are insufficient to address the non-instrumental values of ISM. To address this argument, the paper uses the capability approach to reframe the meanings of ISM, thereby broadening the conceptual approaches to this aspect of internationalisation of higher education. Specifically, the paper suggests that international mobility is a way to promote individual freedom. On the conceptual basis of the capability approach, the paper identifies three interrelated orientations for future research on the impact of mobility on international students.  相似文献   

Attitudes and aspirations regarding engineering among Chinese secondary school students: comparisons between industrialising and post-industrial geo-engineering regions of Mainland China and Hong Kong     

Peter Kutnick  Zhiyong Zhu  Cecilia Chan  Rosanna Yuen-Yan Chan  Betty Pok-Yee Lee  Veronica Ka Wai Lai 《Compare》2018,48(4):608-629

School-based pipelines/routes for university and technical engineering education are recognised as important for economic development and the high-school years are critical for shaping students’ career aspirations and attitudes. This study examined a range of attitudes/experiences on the aspirations of secondary students to pursue engineering education and vocation. Experiential/attitudinal aspects covered demographic characteristics, family/school support, practical learning experiences, curricular/extra-curricular experiences, attitudes, perceptions and engineering-efficacy that may affect aspirations. A validated questionnaire capturing these variables was administered to respective samples of secondary school students from four Chinese geo-engineering regions (Beijing, Guangzhou, Hong Kong and ShanXi; 5965 students) that represent differing degrees of industrialisation. Comparative analyses across regions show ‘doing’ engineering is key to motivating students’ aspirations; while regional variations suggest that schooling and family factors are generally more significant in industrialising Mainland cities, and extracurricular opportunities and personal factors are more significant for students in post-industrial Hong Kong.  相似文献   

Student ability in identifying reasons for different points of view: A learning activity conducted with a group of Japanese High School Students     

Nu Nu Wai  Yukiko Hirakawa  Kyoko Hirasawa  John H. Giles 《Asia Pacific Education Review》2005,6(2):153-157

Problem solving as a skill is emphasized within the revised Japanese Course of Study for schools. This experimental study, conducted among Japanese high school students, evaluates an effort to develop student ability to identify reasons fordifferent points of view, not just personally favored views. First, the ability of all students was tested using a reading literacy question from the 2000 PISA test, which measures the reading skills of evaluation and reflection. The experimental group then participated in a developmental learning activity. After the activity, all students were retested using the same PISA question. Nothing conclusive was found regarding the general effectiveness of the lesson activity, but two insights were gained. It was found that student self-awareness of the importance of the learning task and interactive learning are important to consider.  相似文献   

Assessment of early handwriting skill in kindergarten children using a Chinese name writing test     

Tse  Linda Fung Ling  Siu  Andrew Man Hong  Li-Tsang  Cecilia Wai Ping 《Reading and writing》2019,32(2):265-284

Reading and Writing - This study developed and validated a Chinese name writing scale (CNWS) for evaluating early handwriting skills of kindergarten children. We then used the validated CNWS to...  相似文献   

Portrayals of pro-Beijing Workers�� Night Schools in Hong Kong from 1946 to post-1997     

Chui Shan Lau 《Educational Research for Policy and Practice》2011,10(3):135-147

This study focuses on the transformation of pro-Beijing labour education in the socio-political context of Hong Kong. It explores the reasons that Hong Kong pro-Beijing educators initiated Workers’ Night Schools for adults; the organisation of schools in many locales and the transformation of labour education that workers received in these educational settings. The history of the development of this organization is deeply intertwined with the politics of education and the social transformation of that period. That development provides an understanding of how the pro-Beijing educators constructed an alternative culture that opposed the colonial government and was later transformed to serve as a pro-hegemonic force in the post-1997 era. In addition, rapid and widespread changes were taking place throughout Hongkongese life. Labour education was once viewed as a radical project to enhance working-class’s anti-hegemonic consciousness, socialist practices and political activism in the colonial Hong Kong. The introduction of international standards, global benchmarks for career and technical education and the transfer of sovereignty have created a new situation forcing these pro-Beijing educators to respond quickly. This article aims to see how the pro-Beijing educators related to international standard for vocational training and how the schools transforms itself to fit into the industrialized, market-oriented and globalized society of HKSAR (Hong Kong Special Administrative Region).  相似文献   

Is there creativity in design? From a perspective of school design and technology in Hong Kong     

Yi Lin Wong  Kin Wai Michael Siu 《Asia Pacific Education Review》2012,13(3):465-474

As creativity is likely to become a crucial aspect of living in the future, it is important for educators to teach students to think creatively when solving constantly evolving and increasingly complex problems. Supported by the idea that creativity can be taught and learnt, elements of creativity are now embedded in secondary school education. Among all school subjects, design and technology (D&T) is one of the best examples for fostering and cultivating students?? creativity, as the subject offers creative activities that enable students to realize their ideas in the context of the real world. This paper analyzes the creative elements in the D&T curriculum in Hong Kong as seen in the exemplar projects on the Education Bureau website. Some problems and difficulties encountered in fostering creativity in the context of Hong Kong are identified, based on the current teaching environment. The paper also draws attention to East Asian beliefs and implicit theories, which greatly influence teachers?? underlying assumptions about learning and teaching, and at the same time notes that these beliefs may be detrimental to the development of creativity among students. The paper then identifies the problems and inadequacies in fostering creativity in design at the secondary school level and expects to raise awareness of the importance of creativity in D&T.  相似文献   

A Phenomenological Study of Malaysian Counsellors’ Experiences in Managing Countertransference     

Lee  Wei Lu  Lau  Poh Li  Baranovich  Diana Lea  Chan  Siaw Leng 《International journal for the advancement of counseling》2022,44(3):490-511

International Journal for the Advancement of Counselling - Processing and managing countertransference are part of the responsibilities of counsellors to fulfil their ethical obligation. The...  相似文献   

Teachers’ perceptions of and responses to student evaluation of teaching: purposes and uses in clinical education     

Wai Yee Wong  Karen Moni 《Assessment & Evaluation in Higher Education》2014,39(4):397-411

Student evaluation of teaching (SET) only becomes an effective tool for improving teaching and learning when the relevant stakeholders seriously consider and plan appropriate actions according to student feedback. It is common practice in medical education to provide clinical teachers with student feedback. However, there is limited evidence about how teachers in higher education, and medical education in particular, systematically apply student feedback to improve the quality of their teaching practice. The focus of this case study was to examine clinical teachers’ perceptions of and responses to SET with respect to its purposes and uses for enhancing their teaching. An explanatory sequential mixed methods approach was employed to collect both quantitative and qualitative data from the clinical coaches. These clinical coaches perceived the main purpose of student evaluation as quality assurance, and were moderately receptive to student feedback. Four key factors enabling or inhibiting their responses were revealed: institutional requirements, operational practices, personal biases and provision of support. Future research should further explore the interrelationships among the above factors as the core mechanism in influencing clinical teachers’ perceptions of and responses to student evaluation.  相似文献   

Connectivity for whom and for what? A normative dimension of education hub     

William Yat Wai Lo  Felix Sai Kit Ng 《Journal of Higher Education Policy & Management》2016,38(3):354-368

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The moderating effect of experience on the intention to adopt mobile social network sites for pedagogical purposes: An extension of the technology acceptance model     

Lam Wai Leong  Othman Ibrahim  Mohammad Dalvi-Esfahani  Hamed Shahbazi  Mehrbakhsh Nilashi 《Education and Information Technologies》2018,23(6):2477-2498

With numerous benefits of utilising mobile social network sites (SNSs) for learning purposes, limited studies have been conducted to determine the factors that influence the adoption of mobile SNSs in facilitating learning. Accordingly, the main purpose of this study is to explore the determinants of students’ behavioural intention to use mobile SNSs for their pedagogical purposes by utilising an extended version of Technology Acceptance Model. Furthermore, the moderating effect of users’ experience on their behavioural intention was investigated. Using a structured questionnaire, data were collected from 600 students from top-five public universities of Malaysia. The results revealed perceived task-technology fit as the great predictor of users’ intention and perceived usefulness. Although the moderating impact of students’ experience on the model found to be positive, it was not supported in this study. The contributions of this study both to the literature and practice are discussed.  相似文献