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Drawing upon a project on British transnational education (TNE) programmes offered in Hong Kong, this paper interrogates the capacity development impact of TNE on the students, the Hong Kong Government and the programme providers. It addresses the questions: ‘What capacity is being developed in TNE operations?’ and ‘For whom?’ Our findings reveal multiple capacities at play. As TNE has been traded between British and Hong Kong universities and facilitated by the Hong Kong Government'slaissez-fairedoctrine, as a commodity in the neoliberal trade-in-education regime, students' interests are often sidelined. This paper calls for a critical reflection on this TNE model. [ABSTRACT FROM PUBLISHER]

This paper investigates the extent to which Chinese students are prepared for academic writing in higher education in the UK, by seeking evidence from a group of 40 Chinese students at a UK university. A mixed-methods approach combining both questionnaires and interviews was adopted to generate data. The main conclusion was that the training that Chinese students received in China may not have prepared them well for academic writing at an advanced level in the UK. This is based on the findings that there were significant differences between writing in the UK and writing in China, that writing was more emphasised in the UK than in China, that the students did not receive appropriate feedback on their work in China, and that they still had language barriers when they were writing in English in the UK. However, the results also showed that there were individual differences among the Chinese students, implying that they should not be treated as a homogenous group. This paper calls for further research on current popular teaching and learning practices at the undergraduate level in China and for information on the views of Chinese teachers. [ABSTRACT FROM AUTHOR]

Purpose |!|#8211; The purpose of this paper is to obtain a shared understanding of entrepreneurship education and to evaluate the effectiveness of employability and enterprise division in current fashion courses and amongst the students between a British and a Chinese university (UClan and SCAU). Design/methodology/approach |!|#8211; It is a three-stage action-oriented PMI2 project (Second Prime Minister|!|#39;s Initiative for International Education) in fashion entrepreneurship, which was funded by the British Council. This paper presents the findings of the first stage of the research project. A combination of literature reviews, participant observation, semi-structured interviews and focus groups were employed to deliver the results at this stage. Findings |!|#8211; The findings represent similarities and differences between UClan and SCAU related to enterprise entrepreneurship education: identify rationale of evaluating fashion entrepreneurship education; and clarify a shared understanding of entrepreneurship education and the purpose of evaluating the effectiveness. Research limitations/implications |!|#8211; Due to geographical restrictions and limited resources, smaller-scale samples were selected to gain a deeper insight into different approaches to fashion enterprise and entrepreneurship education between UClan and SCAU. Practical implications |!|#8211; This research will be valuable to academics who wish to develop or enhance fashion entrepreneurship education, in particular with regards to forging links between universities in the UK and China. Social implications |!|#8211; This paper will increase awareness of fashion entrepreneurship amongst students, graduates and academics. Originality/value |!|#8211; This research contributes to the current knowledge and best practice of fashion entrepreneurship education. [ABSTRACT FROM AUTHOR]

This article discusses students taking part-time work whilst studying higher education (HE). It suggests that cross-national trends can be observed in the purposes, types, benefits, negative aspects and outcomes of part-time work by HE students. The paper reviews literature on HE students working part-time in the UK and the US, and UNESCO studies of many nations, which raise questions of the benefits and negative aspects of students taking part-time work. The paper reports two sets of empirical data from Macau, an emerging economy in a territory that typifies global trends in HE in the provision of diversified public and private education and cross-border student populations. Many similarities found between practices in Macau and other countries suggest that cross-national trends might exist in the issues and practices of HE students working part-time. Data are provided from Macau to indicate how undergraduate student employment is an ironical interpretation of calls to integrate the worlds of HE and work, and is a widespread phenomenon. A research agenda is suggested for future study. [ABSTRACT FROM AUTHOR]

There has been much research and discussion relating to variations in plagiaristic activity observed in students from different demographic backgrounds. Differences in behaviour have been noted in many studies, although the underlying reasons are still a matter of debate. Existing work focuses mainly on textual plagiarism, and most often derives results by studying (small) groups of overseas students studying in a Western context. This study investigates understanding of source-code plagiarism (i.e. plagiarism of computer programmes) amongst university students in China. The survey instrument was a Chinese translation of a survey previously administered in English in the UK. This paper reports the results of the exploratory survey conducted in China, and compares these results to those from a parallel survey conducted in the UK. The results show that there is a significant difference in understanding between the respondents from the two surveys, and suggest topics which a future and more comprehensive study may focus on. [ABSTRACT FROM AUTHOR]

Key ‘generic’ assessment task words such as ‘discuss’ and ‘critically evaluate’ are integral to higher education assessment. Although sources such as study skills guides give generic decontextualised glossaries of these words, much research rightly argues for greater dialogue between students (particularly ‘non-traditional’ students) and lecturers to help students understand and use such words. This paper presents the results from ‘staged’ focus groups with lecturers and students from the UK and China that created a forum for such dialogue, where many of these words and their interpretations were talked about. Results show very different interpretations, informed by factors such as ‘language’, ‘culture’ and ‘subject’. We propose these factors be used in an ‘anti-glossary’ approach, which we describe here. This approach is not against glossariesper se, but counteracts the assumption that glossary definitions are explicit, and adopts a social constructivist contextualisation of the task words through teacher-led dialogue. [ABSTRACT FROM PUBLISHER]

As the impacts of climate change become increasingly visible across the globe, awareness of the need for cleaner energy and demand reduction is growing. Energy literacy offers a strong potential for explaining and predicting energy-related behaviours, yet research and policies focused on this topic remain limited. In this study, energy literacy was measured in a sample of 2806 university students in the United Kingdom and China, in addition to their wider environmental attitudes using the New Ecological Paradigm scale. Findings indicate that energy literacy was relatively high overall, but there were significant differences between the knowledge, attitudes and behavioural intentions of participants in the two countries. Whilst the UK respondents rated themselves significantly more highly on perceived knowledge of energy issues, Chinese respondents provided significantly more correct answers in a knowledge test. UK respondents demonstrated more positive attitudes towards energy conservation than those from China, and were more likely to report energy-saving behaviours. However, Chinese respondents exhibited higher levels of trust in government and businesses to take action on energy issues. This paper provides a novel insight into cultural differences which may be crucial to policy and practice, and evidences the potential benefits of utilising a combination of educational and structural change to support transition to a cleaner, low-energy society. Image 1 • Significant differences in energy literacy arose in 1806 students in UK and China. • Chinese respondents demonstrated more knowledge about energy than UK respondents. • UK respondents demonstrated more positive attitudes and energy saving behaviours. • Cultural context, including trust in government impacts on energy-saving behaviours. • Combining educational and structural change will aid transition to a cleaner world. [ABSTRACT FROM AUTHOR]

The article presents books, papers, and articles related to higher education. They include the "British Universities in China: The Reality beyond the Rhetoric" for British involvement in China, the "University Dynamics and European Integration," by P. Maassen and J. Olsen, and the "British Universities: Past and Present," by R. Anderson.