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Chinese is a highly complex language with internal variation unprecedented in most other languages. Yet, that does not mean Chinese is unique in the sense that it cannot be compared to other languages and new concepts need to be introduced for the description of it. This paper is dedicated to the question of how to apply the notion of pluricentricity to the Chinese language whilst at the same time keeping Chinese comparable to other pluricentric languages. Attempts have been made to see Chinese through a pluricentric lens, yet they have not incorporated the entirety of Chinese with its various Fangyán or have introduced concepts that distort the discussion on Chinese from its linguistic reality. To ensure comparability across pluricentric languages, this paper acknowledges that the term "Chinese" is an umbrella term that does not refer to any single Fangyán but that encompasses all of them. Hence, instead of Chinese, Fangyán are used as a point of departure for the application of pluricentricity. This paper proposes an inclusive framework of Chinese pluricentricity comprising 15 standard varieties: two Cantonese, three Hokkien and five Mandarin varieties as well as two varieties of the Chinese script and three varieties of Mandarin phonetisation systems.

By reviewing regulative documents and extant literature, this paper explores the realities and trends of international students in East and Southeast Asia (ESA). It also shows motivation and strategies of four new players in the international higher education sector in East and Southeast Asia i.e., China, Hong Kong, Taiwan and Malaysia. Apart from showing that intraregional students have not predominated the overall international student population in the region anymore, the paper highlights that ESA region has become an established hub of international students rather than a new emerging destination as it was in previous years. The overall net flow of international students in this region was still deficit prior to 2010s, but the deficit in 2017 is still less than that of 2010?s. This is probably the first study of its kind to examine the trends of international students as well as of higher education policies of countries in the ESA region. The findings of this study shall provide an insight into international higher education trends among the ESA countries for stakeholders, including policymakers, university managers, faculty, students, and parents.

The various possibilities that social media offers to language learners and teachers have long been recognized by researchers within the field of language instruction, and many studies have been carried out in an attempt to address and unpack its potential contributions. This paper aims to review such research on the use of mainstream social media in language teaching and learning published in "Computer Assisted Language Learning," a top tier (i.e., Q1) journal indexed in major citation index systems (e.g., Arts & Humanities Citation Index, the Social Sciences Citation Index and Scopus), between the years 2016-2020 inclusive. For the purposes of the study, a total of 23 articles that meet the selection criteria is reviewed and presented in five sections. The first section deals with the majority of the articles, which are found to be on the use of social networking in language teaching and learning. In the following sections, studies on the use of videoconferencing, wikis, blogging and forums are discussed. Collectively, the studies reviewed in this paper outline a critical role for the use of social media in language instruction and the study aims to provide valuable insights for researchers, teachers and learners.

During 1980, many Western countries launched public administration reforms. These reform waves also blew over to many Asian countries. With the advent of globalization and the rise of knowledge-based society, education and innovation are regarded as the driving forces behind social and economic growth and development. To enhance the national capacity, education reforms have also become common agendas among nation states since the 1980s. This paper aims at critically reviewing and comparing major policies and strategies of the higher education reform adopted by the respective government in Greater China, including mainland China, Hong Kong, Macau, and Taiwan and Singapore. The key research questions are why these countries attempted to reform their higher education and if these countries achieve the desired results and comply with good governance. In this paper, four areas, "Rule of Law," "Transparency," "Effectiveness," and "Accountability" are evaluated to examine how these selected cases' governance in higher education have been implemented in the past 30 years.

Seamless learning has a significance that has been increasing in recent years, and an increasing number of studies on the subject in the literature draws attention. This study aimed to examine the research on seamless learning between 1996 and 2020 with the bibliometric analysis method. The Scopus database was used in the collection of the data. After various screening processes, a total of 389 publications were included in the analysis. Descriptive analysis and bibliometric analysis were used in the analysis of the data. The distribution of publications by years, types of publications, sources, and languages were analyzed in the research. Additionally, visual maps were created with analyses of co-author, cocitation, and co-word. At the end of the study, it was seen that there has been an increase in the number of publications from the past to the present, articles and papers were predominant, and that most of the studies were carried out in English. As a result of bibliometric analysis, it was concluded that the most efficient countries in seamless learning were the United Kingdom, the United States, and Singapore. Also, it has been determined that the National Institute of Education, Center for International Education and Exchange, and Kyushu University institutions are dominant. The most frequently mentioned authors cited in studies in many different fields are M. Sharples, L.-H. Wong, and H. Ogata. According to the co-word analysis, the keywords seamless learning, mobile learning, ubiquitous learning, and mobile-assisted language learning stand out in the field of seamless learning.

This Forum article addresses some of the issues raised in the article by Ying-Syuan Huang and Anila Asghar's paper entitled: "Science education reform in Confucian learning cultures: teachers' perspectives on policy and practice in Taiwan." An attempt is made to highlight the need for a more nuanced approach in considering the Confucian education tradition and its compatibility with education reforms. In particular, the article discusses issues concerning the historical development of the Confucian education tradition, challenges in reform implementation that are in reality tradition-independent, as well as opportunities and points of convergence that the Confucian education tradition presents that can in fact be favorable to implementation of reform-based pedagogies. [For "Science Education Reform in Confucian Learning Cultures: Teachers' Perspectives on Policy and Practice in Taiwan," see EJ1173394.]

Recently there has been an increase in the number of students learning Mandarin Chinese (in mainland China and internationally). This increase has led to speculation that Mandarin Chinese is becoming a mainstream global language to the point of becoming a "lingua franca." This paper utilizes research findings from different regions and focal points and argues that Mandarin Chinese could be accepted as a "lingua franca" within some contexts, but is unlikely to do so in others. It argues that Mandarin Chinese is generally accepted as the "lingua franca" of China and a possible "lingua franca" within the East Asian region, while unlikely to become a "lingua franca" globally. The paper compares a number of different reasons for studying Mandarin Chinese by different stakeholders (i.e. governments, school boards, individual students) as well as comparative numbers of language learners. This paper also examines if Mandarin is the dominant and undisputed form of global Chinese. It concludes by demonstrating that there is a greater need for further research into Mandarin Chinese as a "lingua franca."

This paper aims to broaden the conceptual approaches to understanding the complexity of student mobility in higher education (HE) across the Taiwan Strait, thereby exemplifying a contradictory mix of collaboration and competition that involves interplay among the various forces associated with global, regional and national settings. To achieve this goal, the paper provides an abstraction of 'trichotomisation', which explains the significance of the concepts of globalism, regionalism and nationalism in understanding cross-Strait student mobility, and thus shows its threefold nature. Specifically, it considers the intensification of cross-Strait student mobility in HE and the counter-reaction as a manifestation of globalism, a form of regionalism, and an expression of nationalism.

Introduction: Open access to digital research output is increasing, but academic library policies can place restrictions on public access to libraries. This paper reports on a preliminary study to investigate the correlation between academic library access policies and institutional positions of openness to knowledge. Method: This primarily qualitative study used document and data analysis to examine the content of library access or use policies of twelve academic institutions in eight countries. The outcomes were statistically correlated with institutional open access publication policies and practices. Analysis: We used an automated search tool together with manual searching to retrieve Web-based library access policies, then categorised and counted the levels and conditions of public access. We compared scores for institutional library access feature with open access features and percentages of open access publications. Results: Academic library policies may suggest open public access but multi-layered user categories, privileges and fees charged can inhibit such access, with disparities in openness emerging between library policies and institutional open access policies. Conclusion: As open access publishing options and mandates expand, physical entry and access to print and electronic resources in academic libraries is contracting. This conflicts with global library and information commitments to open access to knowledge.

It has been argued that a transnational elite class is emerging, and that elite schools are 'choreographing' this process. This article nuances this developing theoretical framework with empirical data from an economically elite boarding school in Switzerland. It demonstrates that young men and women at this site linked to a global economy whilst refracting geopolitical tensions in their interactions with one another. This draws our attention to the multi-sited understandings that elite young people develop, despite the widespread assumption that in modern globalisation, wealth can break down cultural and juridical borders. This paper thus importantly contributes to an emerging discussion about the possibilities and constraints of transnational class formation at elite schools. In particular, it suggests that different kinds of elite schools may fill different kinds of roles when it comes to such processes.

Young people with English as an Additional Language/Dialect backgrounds are often identified in public health messages and popular media as "bodies at risk" because they do not conform to the health regimens of contemporary Western societies. With increasing numbers of Chinese students in Australian schools, it is necessary to advance teachers' understandings of the ways in which these young people negotiate notions of "health" and "(un)healthy bodies". This paper explores the ways in which young Chinese Australians' understand health and (un)healthy bodies. The data upon which this paper focuses were drawn from a larger scale study underpinned by critical, interpretive, ethnographic methods. The participants in this study were 12 young Chinese Australians, aged 10--15 years, from two schools. Photographs of a variety of bodies were sourced from popular magazines and used as a means of interview elicitation. The young people were invited to comment on the photographs and discuss what "health" and the notion of a "(un)healthy body" meant to them. Foucault's concepts of discursive practice and normalisation are used alongside Chinese concepts of holistic paradigms and Wen--Wu to unpack the young people's subjectivities on health and (un)healthy bodies. The findings invite us to move beyond Western subjectivities of health and (un)healthy bodies and highlight the multidimensional and diverse perspectives espoused by some of the young Chinese Australians in this study. The research findings can inform future policy and practice relevant to the exploration of health and (un)healthy bodies in health and physical education and health and physical education teacher education.

This paper explores the convergence and divergence in the discourses and practices of comparative education in Japan, North America, and Greater China. Research demands, institutional settings, and social and historical background determine the nature of the research discussed and practiced in each place. Some particular patterns were identified in Japanese traditional comparative education such as thick description, limited reference to theories, and a focus on systems and the structural level rather than on classroom practices and pedagogy. Further, an orientation to borrowing foreign policy ideas and to learning about the educational system in neighboring Asian countries has made some themes and geographic research sites popular. Examination of research trends reveals that similar demands to identify policy options also exist in Mainland China and Taiwan. Together with the research on policies and practices in other countries, in Japanese comparative education there is a strong tradition of area studies based on deep linguistic and cultural understanding of the research sites. Such a research approach is often found among members who conduct investigations in East Asia and Southeast Asia. In addition, there is another group of scholars who show strong interest in international agendas such as development or gender and who conduct research contributing to these fields. This type of scholar has increased since the 1990s and tends to focus on regions such as Africa and South Asia. This has brought Japanese research trends closer to that of North America where a large number of publications were on Africa, Latin America, and Asia throughout the post-World War II period. Because of the multi-disciplinary nature of this academic field and its openness to quality research from diverse academic traditions, I argue that comparative education can serve as a platform for academic collaboration for advancing the horizon of research.

Purpose: The purpose of this paper is to provide a systematic review of studies on antecedents of the corporate reputation of higher education institutions (HEIs) from the perspectives of employees. Design/methodology/approach: The approach is an examination of previous literature on antecedents of corporate reputation in HEIs, published between 2010 and 2020. Findings: The findings show that general and specific factors of corporate reputation in HEIs are being employed as strategic tools to survive the competitive nature of the higher education landscape. Originality/value: Factors of corporate reputation in HEIs from the perspectives of employees are an understudied area with little academic literature available.

Purpose: This paper aims to explore the holistic picture of sustainability curricula in Asian higher education. Design/methodology/approach: Content analysis was conducted based on Asian management education for sustainability in higher education. Online courses arrangement, teaching methods, instructors' educational background and cross-referencing data between triple bottom line and sustainability courses have been investigated. Findings: The paper provides empirical insights about the current state of sustainability education in Asia. The results show that there is an opportunity for interdisciplinary integration, as there are imbalanced sustainability courses offered by business, science and engineering schools. It also suggests that Asian universities should add an international connection and active promotion of sustainability education on their Web sites. Research limitations/implications: Findings are based on web-based sustainability-related courses. Future research could apply method of case study to do a deeper study. Practical implications: The paper provides an overview of Asian management education for sustainability and curricula analysis through our research, and that this will further assist in the development of interdisciplinary integration in Asian management education for sustainability. Originality/value: This paper is the first attempt to gain better understanding of sustainability-related courses offered in leading business/management colleges in Asia.

This paper proposes law drafting techniques, especially in Chinese, that aim to enhance the fluency and readability of Hong Kong bilingual legislation. The study is based on the plain language guide published by the Department of Justice of Hong Kong in 2012, with the goal of helping the current legislation to comply with the guidelines. Using data from seven recently-enacted ordinances, the analysis illustrates drafting techniques for their English and Chinese versions in accordance with the plain language guide published by the Department of Justice. This process is accomplished by suggesting revisions for relevant Chinese sections of legislation and their corresponding English sections according to contrasting aspects of English and Chinese grammars. The discussion will also evaluate the plain language drafting and the overall theoretical and philosophical trend of law drafting in Hong Kong, in light of the "Seven Standards of Textuality" proposed by de Beaugrande and Dressler. This is believed to be the first undertaking to study plain legal language against its official guidelines in the Hong Kong context.

This commentary looks at the contributions and future research implications of the four articles in this Special Issue of "Thinking Skills and Creativity" to the fields of creativity and creativity education, both in culture-specific and culture-general terms. The articles included in this Special Issue draw attention to issues of development, implementation, and assessment of creativity and creativity education programs in three distinct Chinese societies: China, Hong Kong, and Taiwan. They also point to broader academic trends regarding Chinese and Asian creativity.

Purpose: The purpose of this paper is to present an exploratory survey as part of a presentation for the Bridging Worlds 2008 conference. It seeks to understand how library institutions in the South East Asia (SEA) region have implemented Web 2.0 technologies--blogs, RSS feeds, wikis, or the use of services like Flickr, YouTube, de.lici.ous. Design/methodology/approach: Libraries surveyed were in: Hong Kong, India, Indonesia, Japan, Malaysia, People's Republic of China, Philippines, Singapore and Taiwan. The survey relied on references in published papers, internet searches and personal contacts. Findings: The survey found that more academic libraries than public libraries were using Web 2.0. technologies. Blogs and RSS feeds were the most common. Blogs were used mainly as web publishing tools rather than as a means to engage library users. Research limitations/implications: The survey is not comprehensive. The search relied mainly on English publications and keywords, while the native language of most countries surveyed was non-English. Future research could comprehensively cover each country, by the type of library or language. Practical implications: The paper contends that Web 2.0 does not rely on technology, but more on practice and participation. The emphasis should be on relationships rather than transactions. Suggestions are offered on how libraries can adopt a Library 2.0 mindset without focusing on technology. A call is made to establish an East Asian Librarians 2.0 directory. Originality/value: The paper offers a non-technological perspective to institutions and practising professionals who are reviewing their Web 2.0 implementation.

Research over several decades about subjective life satisfaction has led to the conclusion that the majority of people seem to be satisfied with their lives when their social and physical needs are met. In empirical studies which have used self-report instruments, this trend is reflected in respondents' consistent preference for the positive end of scales. This led to the suggestion that there is a normative range for life satisfaction, which should hold true for general population data and, therefore, serve as a reference point, or a gold standard, for comparison (Cummins "Social Indicators Research," 35, 179-200, 1995, "Social Indicators Research," 43, 307-334, 1998). Subsequent research has shown that Western and non-Western samples generally conform to the normative range, but more data are needed from Chinese societies. In an attempt to remedy this situation, this paper investigates normative life satisfaction there. This paper reanalyses published and unpublished data from various Chinese societies (People's Republic of China, Hong Kong, Macau, Singapore, and Taiwan) in order to confirm whether or not they lie within the normative range for non-Western countries. The results provide support for the relevance of Cummins's normative range in Chinese societies. That the normative range generalised to the present study is a very useful finding, as it supports its utility for Chinese samples, and adds support to a theoretical explanation--i.e. the Wellbeing Homeostasis theory--in Chinese groups.

International large-scale assessments such as the Programme for International Student Assessment (PISA) have emerged as important tools for understanding educational systems within Asia and around the world. Although the achievement scales tend to capture the majority of the world's attention the background scales have become important tools in their own right. To that end, testing organizations such as the Paris-based Organization for Economic Cooperation and Development (OECD) are developing background scales and providing them in their datasets. However, unlike the scales created to estimate achievement, considerably less work has been done to examine the quality and comparability of these background measures. In this paper, we purposely examine four culturally similar Chinese speaking economies and test the quality of OECD reported scales. Specifically, using both factor analysis and item response theory we evaluate the level of measurement invariance of science-related disposition scales in PISA 2015. Our analysis shows that model fit of the science self-efficacy scale is acceptable, while the scales of epistemological beliefs and science activities are not statistically valid and should not be used to compare within or between economies. We conclude by discussing the need for more involvement by non-OECD members in PISA questionnaire and scale development.

Background: Media education is the study of the media with the aim of cultivating people's media literacy. In the past four decades, media education has rapidly developed in school systems and communities all over the world. Each country has its own developmental trajectory. With the rise of the interactive new media, media education is going to have a paradigm shift, bringing media education study into a new era. Goals: This paper discusses the rationales, definitions and approaches of media education. It also provides an overview about the global development of media literacy training. Results: Although different countries define media education in different ways, they share the common goal of training media literate people to deal with the media in an intelligent and responsible way. Media education has been well developed in the West but in recent years Asia regions such as Hong Kong, Taiwan, Mainland China and Japan are gaining their momentum. With the emergence of various new media devices, media education is regarded as playing a more important role in cultivating wise prosumers in the 21st century.

The mathematical performance of Chinese students, from mainland China, Hong Kong and Taiwan, is widely acclaimed in international comparisons of mathematics achievement. However, in the eyes of the Western educators, the environments established in Chinese schools are deemed relatively unfavourable for mathematics learning. This paper reports on a study that investigates the characteristics of effective mathematics teaching in five Shanghai schools. Findings reveal that those characteristics include (a) teaching with variation; (b) emphasis of precise and elegant mathematical language; (c) emphasis of logical reasoning, mathematical thinking and proofing during teaching; (d) order and serious classroom discipline; (e) strong and coherent teacher-student rapport, and (f) strong collaborative culture amongst mathematics teachers. (Contains 1 table.)

Background: The Project Yi Jin (PYJ), an alternative pathway for secondary school leavers and adults to further their education, has been receiving full support from the government, the Federation for Continuing Education in Tertiary Institutions (FCE) in Hong Kong and the public. Graduates of PYJ have the equivalent academic status of their counterparts in the main stream education. It was first implemented in 2000/01 by the FCE and has been offered to more than 35,000 students by 2006/07. With the success of the programme as a safety-net for a mass education system, it should continue to function more vigorously as new reforms are being implemented in the Hong Kong education scene in the future. The Chief Executive in his 2004 Policy Address has set out the direction to develop a new secondary and university system, i.e., (3+3) for secondary + 4 (tertiary) [the old one is (3+2+2)+3], to be launched in 2010/11, that will effectively prepare the next generation to cope with the challenges of the 21st century and the demands of the rapidly developing knowledge-based society. The new system, together with substantial modified curricula including the newly developed applied learning courses (ApL), is supposed to be able to look after all secondary students. Aims and focus of discussion: This paper aims to argue the necessity of launching a new version of Project Yi Jin (nPYJ) concurrently together with the new 3+3+4 academic system. In light of the contemporary global educational systems as compared to that of Hong Kong, it is postulated that the launching of nPYJ as a continuation of the successful PYJ is both legitimate and indispensable with regard to the carefully observed current global fashion of lifelong learning and continuing education in which diversity, equity, and flexibility are highly valued. Method: A comprehensive comparative review was carried out on eleven selected oriental and occidental countries and regions, namely, Australia, Canada, Germany, Japan, South Korea, United Kingdom, United States, China, Taiwan, Singapore and Macao, focusing on the worldwide trend of constant high school drop-out rate as well as the mentioned countries' respective senior secondary schooling articulation policy leading to higher education, in particular shedding light on the establishment of alternative pathways towards tertiary education alongside the conventional educational track. Conclusion: With the literature backdrop and empirical support, it is shown that high school drop-outs are inevitable no matter how well-defined an education system may be. Thus this is where the "safety-net" contingency plan is found essential. A new version of Project Yi Jin (nPYJ), to be offered in parallel with the Hong Kong's new 3+3+4 secondary academic curricula, is indispensable to the new educational structure in the territory which fundamentally helps transform the conventionally somewhat segregated and elite educational system into a mass one. Regarding the curricular design, both PYJ and nPYJ will focus on generic skills and a wide range of electives will be offered as well to arouse students' interest of study. (Contains 1 figure, 1 table and 5 footnotes.)

Empirical evidence of Asian students' traditional citizenship values was provided in the Asian Regional Module (ARM) of the International Civic and Citizenship Study. This paper is based on a secondary analysis of the ARM data. Three issues are addressed. First, a theoretical analysis of the ARM constructs contributes to their construct validity. Second, the endorsement of these constructs by students from five Asian societies is compared indicating that some of the differences between societies were statistically significant, although effect sizes were generally weak or moderate. Third, the predictive validity of the constructs was examined. They had a small but differential effect on students' civic knowledge and a generally negligible effect on school participation. Variance at school and individual level accounted for by the ARM constructs differed across societies. The implications of these results for civic education and future research in the field are discussed. (Contains 5 tables.)

This study examines generalized trust and trust in institutions in Confucian Asia, covering six countries namely, China, Japan, Singapore, South Korea, Taiwan and Vietnam, and one dependent region, Hong Kong. Using data from the 2006 AsiaBarometer Survey, our study affirms the reliability and validity of using a two-item scale to measure generalized trust. Our analysis suggests that due to demographic differences, there are variations in the level of generalized trust of countries in Confucian Asia, despite the fact that these societies share a similar background in Confucian philosophy. The relationships between generalized trust and political trust, and between generalized trust and trust in public institutions, are weak but positive. The positive relationship between generalized trust and trust in economic institutions is only significant for some of the economies, while trust in international institutions has the weakest relationship with generalized trust for all societies. We conclude the paper with research implications.

Background: In the field of intellectual disabilities (ID), the quality of life concept has been developing rapidly in Chinese societies including Hong Kong, mainland China and Taiwan. However, there is a lack of locally validated instruments to measure the quality of life of people with ID. The study reported in this paper attempted to validate the Chinese Quality of Life Questionnaire-Intellectual Disabilities adapted from the Quality of Life Questionnaire developed by Schalock & Keith. Methods: People with mild/moderate ID aged 15 years or above were recruited from special schools, skills centres, community service units and residential units in different regions of Hong Kong. A number of procedures were followed including reliability tests, factor analysis, content validity and construct validity. Results: A total of 359 participants were recruited for the study. Factor analysis was conducted according to the rotated component matrix method, in which 23 items were extracted from the original 40-item version of the Quality of Life Questionnaire and three domains (renamed satisfaction, competence and daily choice making/interpersonal relations) were observed. The items in each domain were shown to have factor loadings ranging from 0.42 to 0.90. Construct validity tests indicated the positive nature of the relationship between earnings, and that self-determination and social interaction increase with more independent living environments and less segregated work environments achieving higher scores (P less than 0.000, P less than 0.01 and P less than 0.05 respectively). The scale also achieved a good degree of reliability (Cronbach's alpha = 0.79). Conclusions: Initial validity tests indicated that the Chinese Quality of Life Questionnaire-Intellectual Disabilities may be a useful instrument for measuring the quality of life of Chinese people with ID. Cultural issues are discussed and recommendations for future research and service development are made. (Contains 5 tables.

The paper reviews Asia-Pacific higher education and university research, focusing principally on the "Confucian" education nations Japan, Korea, China, Hong Kong China, Taiwan, Singapore and Vietnam. Except for Vietnam, these systems exhibit a special developmental dynamism--still playing out everywhere except Japan--and have created a distinctive model of higher education more effective in some respects than systems in North America, the English-speaking world and Europe where the modern university was incubated. The Confucian Model rests on four interdependent elements: (1) strong nation-state shaping of structures, funding and priorities; (2) a tendency to universal tertiary participation, partly financed by growing levels of household funding of tuition, sustained by a private duty, grounded in Confucian values, to invest in education; (3) "one chance" national examinations that mediate social competition and university hierarchy and focus family commitments to education; (4) accelerated public investment in research and "world-class" universities. The Model has downsides for social equity in participation, and in the potential for state interference in executive autonomy and academic creativity. But together with economic growth amid low tax regimes, the Confucian Model enables these systems to move forward rapidly and simultaneously in relation to each and all of mass tertiary participation, university quality, and research quantity and quality.

The present study sought to compare and contrast educational policies on creativity education in four Asian Chinese societies, namely mainland China, Hong Kong, Singapore, and Taiwan. It establishes five criteria on creativity education policy, including policies regarding legislation on creativity education, definitions of creativity, standard implementation, explicit identification of special populations of creative students, and creativity education in the community. Among the four societies, Taiwan has an official document--the "White Paper on Creative Education" published in 2003--whereas in Hong Kong and Singapore, creativity has been identified as an ability to be nurtured in students of all levels in their national curriculum reform. In mainland China, innovation is regarded as a synonym for creativity. Definitions of creativity have at times not been clearly defined, although multiple levels of creativity development (individual, school, societal, industrial, and cultural) have been discussed in Taiwan. In Hong Kong, creativity has been defined as a generic skill in various key learning areas (e.g., language education, mathematics education, science education, etc.) in the school curriculum. In Singapore, creativity is a learning outcome to be developed in students. None of these societies use standard creativity assessment tests as evidence of creative competence in students. When creativity has entered the central stage in the curriculum reform and creativity education is made available to every student, efforts have been made to identify highly creative students and provide them enrichment opportunities, mainly using performance assessments and performance in creativity competitions in these societies. But mainland China, Hong Kong, and Singapore do not sufficiently emphasize creativity education in the larger community. (Contains 5 tables.)

Reviews current Asian educational systems, pointing out that comparison with the United States system is not possible. The educational systems reflect the societies' needs, which differ from culture to culture. (MD)

There is a tendency in the study of modern Chinese history to seek uniqueness in the history of modern China while attempting to identify differences from some presumed universality. However, modern Chinese history research that emphasizes uniqueness is likely to be used to create a negative image of China in the minds of the Japanese general public, given that China has become a major power and Sino-Japan relations have become unstable in the 21st century. As China is becoming a major power and an increasing global presence, the Japanese view that China is becoming distanced from universals and is instead becoming something entirely different from the "norm" is likely to amplify misunderstanding and prejudice regarding China. Therefore, we have to consider how to study the history of modern China. I believe it is only natural to study it based on the political problem that was the constant theme throughout the history of modern China. It is the history of constitutional government and revolution. From these two keywords, this paper reconsiders the universality and uniqueness of modern Chinese history, and also presents a new perspective on the relationship between China, Hong Kong, and Taiwan. [ABSTRACT FROM AUTHOR]

Research involving international research communities has been advocated in the field of behavior analysis (Dymond et al., 2000; Martin et al., 2016). The purpose of the present study was to report the status of behavioral research in mainland China, Hong Kong, and Taiwan, in terms of number of publications, types of research, and frequency of collaboration with international researchers. Fifteen behavioral journals were selected from the list by Cooper et al. (2020). These were searched by hand to find publications conducted in or authored by researchers from mainland China, Hong Kong, and Taiwan dating from each journal's inception to December 2021. The earliest publication we found appeared in 1980 in The Psychological Record. Over the following four decades (1980–1989; 1990–1999; 2000–2009; 2010–2021), the number of publications per decade increased dramatically and continues in recent years to rise. Publications include research reports, review papers, and conceptual articles, with the majority being basic research reports published in Behavioral Processes. Approximately half the publications involve collaboration with international researchers, mostly in North America. Implications for behavioral research, practice, and policy in mainland China, Hong Kong, and Taiwan are discussed. [ABSTRACT FROM AUTHOR]

Using the data from the World Value Survey, this paper uses a comparative lens to assess environmental philanthropy by focusing on four predominantly Chinese societies – mainland China, Taiwan, Hong Kong, and Singapore, which contributes to the debate on whether culture can sufficiently explain cross-regional variation in civic engagement, particularly in the domain of environmental philanthropy. We find that residents in mainland China shared similar environmental concerns and beliefs with people from the other regions, but they are least likely to volunteer, donate, and demonstrate for these causes. After accounting for personal characteristics, the sizeable interregional gaps on pro-environmental behaviors remain. These findings are consistent with the argument that structural differences, particularly the developing nature of civil society in mainland China, hinders environmental civic engagement. [ABSTRACT FROM AUTHOR]

This paper discusses the findings of a survey conducted over three years in Hong Kong and Taiwan concerning the nature of business and human resource strategies in the two regions. The differences between the two regions in relation to business and human resource strategy are noted, with particular emphasis on the implications for the development of management education in the Asian region. The importance of incorporating and interpreting business and human resource strategy according to culturally relevant differences between the two regions is also noted. [ABSTRACT FROM PUBLISHER]

This paper developed a Chinese model of crisis communication by using a contextual perspective capable of identifying influences at the crisis-event level (crisis type, crisis stakeholder, crisis stage, and crisis system) and the societal level (polities, economic systems, and media systems) in Mainland China, Hong Kong, and Taiwan. An analysis of 93 academic works published in 15 journals demonstrated the effects of economic development, politics, and the media on crisis communication practices in Chinese societies. [ABSTRACT FROM AUTHOR]