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The Guangdong-Hong Kong-Macao Greater Bay Area is becoming a new world economic centre, but research on the law of academic talent mobility in the Greater Bay Area is still scarce at present. This study builds an overall analysis framework, introduces the curriculum vitae analysis method, and systematically collects resumes of academics from universities in Guangdong, Hong Kong, and Macao. Through this, we try to find the stock, distribution, study origin and inflow of academic talents in the Greater Bay Area, the internal mobility of academic talents in the Greater Bay Area, and the global mobility network of academic talents in the Greater Bay Area. Academic mobility is a significant topic in higher education research, closely related to higher education's competitiveness and attractiveness. This research is of positive significance for clarifying the basic situation of academic talents in the Greater Bay Area, scientifically carrying out talent planning during the new stage of China's national economic and social development, and scientifically attracting talents based on the law of talent mobility.

This study explored Chinese students' motivations for selecting a cross-border university in China's Guangdong-Hong Kong-Macau Greater Bay Area (GBA) and how they perceive their undergraduate experiences. The GBA was developed as an international economic cluster in China. Despite the vitality of the GBA's international education sector, few studies have focused on individual students' perspectives on cross-border higher education choices and experiences. We interviewed twenty students and two academics in charge of university admissions about their opinions and reflections concerning a GBA cross-border university. Students' university choices were linked to different admission profiles, parental influences, institutional features and interactions between students and the institutions. Our study has significant implications for leaders and policymakers in higher education seeking to attract talented university students, improve enrolment and promote students' learning experiences in cross-border higher education institutions.

Internationalization is known to enhance university capacities in cross-border learning and encourage institutional transformations for improved quality of scholarship and education. Studies on internationalization of research and teaching are, however, under-problematized with regard to asymmetries that pervade different collaborating systems and cultures. This paper addresses this gap by elucidating asymmetries in the Greater Bay Area of China (GBA), which is dealing with differences in legacies and experiences of internationalization in university research and teaching. At a time when the governments in the three constituent jurisdictions of GBA--Guangdong Province, Hong Kong Special Administrative Region (SAR), and Macao SAR--encourage universities to collaborate across jurisdictional borders, this study applies a bibliographic analysis to shed light on asymmetries and mitigation strategies in internationalization of research and teaching.

This paper employs the notion of a "career script" as a conceptual basis to examine how age-based academic career norms are internalized, strategized, and reproduced among PhD students aspiring to become academics. It draws on interviews with 70 PhD students at leading universities in mainland China, Hong Kong, and Macau that were organized and explored using narrative inquiry. The findings suggest that the tournament-like, age-based career scripts are primarily shaped by institutional policies on recruitment and funding applications and reinforced through social interactions. Doctoral students internalize the established criteria for success defined by the career scripts and stigmatize those who lag behind in the attainment of institutionally predetermined milestones, thus discouraging any attempt to rescript career norms. While enacting successful career scripts, students experience age and temporal anxiety at a fairly young age, exacerbating ageism in the academic labor market.

In this study, the Computer Science (CS) education in K-12 of the countries in the "Asia-Pacific region", which are among the top 10 in PISA, and CS education of Türkiye were investigated. PISA is conducted to assess science, mathematics, and reading skills. PISA, which is carried out every 3 years by the OECD, evaluates 15-yearold students. When the countries that have been successful in PISA are examined, it has been observed that the number of countries in the "Asia-Pacific region" in the top 10 has increased in recent years. In this study, data analysis was done with document analysis, which included PISA results and reports, OECD reports, computer science curriculum of countries, and academic studies on PISA and computer science education. As a result of the data obtained, the countries' CS education was compared to identify successful practices. Also, the countries' practices in computer science education were compared to Türkiye, and implications were made about the effects of such works on PISA results.

We report the validity of a test instrument that assesses the arithmetic ability of primary students by (a) describing the theoretical model of arithmetic ability assessment using Wilson's (2004) four building blocks of constructing measures and (b) providing empirical evidence for the validation study. The instrument consists of 21 multiple-choice questions that hierarchically evaluate arithmetic intended learning outcomes (ILOs) on arithmetic ability, hierarchically, based on Bloom's cognitive taxonomy for 138 primary three grade students. The theoretical model describes students' arithmetic ability on three distinct levels: solid, developing, and basic. At each level, the model describes the characteristics of the tasks that the students can answer correctly. The analysis shows that the difficulty of the items followed the expected order in the theoretical construct map, where the difficulty of each designed item aligned with the cognitive level of the student, the item difficulty distribution aligned with the structure of the person construct map, and word problems required higher cognitive abilities than the calculation problems did. The findings, however, pointed out that more difficult items can be added to better differentiate students with different ability levels, and an item should be revised to enhance the reliability and validity of the research. We conclude that the conceptualizations of such formative assessments provide meaningful information for teachers to support learning and tailoring instruction.

The purpose of civic education is to prepare students to become 'good citizens' aligned with the policies and political purposes of the regime to which they belong. This exploratory study employed a mixed methods design to construct a typology of 'good citizens' to understand university students' perceptions of citizenship in Taiwan, Hong Kong, Macau and Mainland China. It found that the university students' perceptions of 'good citizens' is constructed from two components: internal political efficacy and the connection between 'good citizens' and the regime. Students in these societies share a similar understanding of the first component but have significant divergences in the second component. These findings demonstrate a correlation between regime type and the perceptions of 'good citizens' and our typology could provide a conceptual framework to guide researchers in organising and conducting further comparative studies.

Given the lack of cultural consideration of studies on digital natives, this study reports on a large-scale validation of the Digital Native Assessment Scale (DNAS) among university students from three regions of Greater China: Chinese mainland, Macau, and Taiwan, to examine measurement invariance and latent mean differences in the four constructs of the DNAS, grew up with technology, comfortable with multitasking, reliant on graphics for communication, and thrive on instant gratifications and rewards. The results from 5198 participants revealed the DNAS has a stable factorial structure and is valid in measuring students' digital nativity. The DNAS achieved a strong/scalar measurement invariance among students from the three regions in each of the four factors. Latent mean difference tests suggested that Macau students had significantly higher levels on all four constructs than those from the mainland, with small to medium effects; and the latent means of Taiwanese students were significantly higher than those of mainland students in three constructs (i.e. Tech, Multi, and Graphics), with small to large effects. Discussions of the findings were provided by taking into account the historical, economic, and cultural backgrounds of the three regions.

Formative assessment has been long emphasised as a powerful means for enhancing science learning. However, there is still a lack of research to investigate the impacts of formative assessment on both students' motivational beliefs and behaviours in science learning. This study examined such impacts using data from six Western and six East Asian countries/economies in PISA 2015. 96,491 15-year-old students were included. The SEM analysis of overall data showed that (i) formative assessment had both direct effects on students' science learning behaviours and indirect impacts mediated by students' motivational beliefs and (ii) the total effect of teacher feedback on science learning behaviours was greater than adaptive instruction. The comparison between Western and East Asian datasets indicated that (i) the impact of teacher feedback on East Asian students' motivational beliefs was greater than that on their Western counterparts; (ii) the impact of adaptive instruction on Western students' motivational beliefs was greater than that on East Asian counterparts; and (iii) the direct impacts of teacher feedback and adaptive instruction on science learning behaviours were similar for both groups of students. Suggestions were made on how to effectively implement formative assessment to enhance science learning in different cultural contexts.

Well-being 2030 has become the latest rationale for the OECD's education work. This vision has given rise to new assessments of student well-being beginning with PISA 2015. The OECD, recognising the problems of PISA 2015, conceptualised a wider student well-being construct in PISA 2018, and attempted to measure 'students' feelings'. However, analyses of the OECD's affective turn reveal major problems remain. Our critique is empirically underpinned by an innovative analytical strategy: comparing PISA 2018 student questionnaire translations across different 'economies' that use the same written language (China, Hong Kong, Macao, and Taiwan). Our analyses confirm that the OECD imagines a cultural and context-free world, one in which translation and measurements are simply technical problems to be engineered, rather than deeper 'problems' of worldviews that require attunement. To encourage the OECD to recognise these differences in its future assessments, we offer starting points from recent research in cultural psychology.

This study investigates career trajectory and work locations of doctoral students trained in Macao and analyses how their career paths are shaped by perceived macro-level factors. Respondents from four applied disciplinary areas were selected for semi-structured in-depth interviews. Research results show that doctoral students who graduated from Macao higher education institutions enjoy good career prospects in Mainland China. Their competitiveness in the research-related job market benefits from having a multi-level support system and a training mode that promotes government-university-industry collaboration. Policies and demand from industrial sectors are involved in students' learning experience through channels such as financial support, project collaboration and networks. Doctoral students in Macao are strategic planners and actors in leveraging their human capital. As Macao becomes an emerging destination for cultivating high-level research labour, findings from this study capture a model of human capital formation in China's cross-system context.

Collaborative problem-solving competence (CPSC) is a core skill in the twenty-first century. As an innovative literacy, CPSC was assessed for the first time in the Program for International Student Assessment (PISA) 2015. Our study aims to identify the effects of student's perceptions toward interpersonal relationships on CPSC in PISA 2015. Multiple linear regression was used to examine these effects across Hong Kong, Macao, Taiwan, and the four affluent communities in China. After controlling student's gender and socio-economic status, the results indicated that: (a) Student's external perceptions such as teacher unfairness and disciplinary climate, and student's internal perceptions such as valuing relationships and valuing teamwork significantly predicted CPSC; (b) Disciplinary climate was the strongest predictor among all the external perceptions analyzed; (c) Regarding the internal perceptions, valuing relationships positively predicted CPSC, while valuing teamwork negatively predicted CPSC. These findings enlighten educational practitioners to help students develop their CPSC from the perspective of interpersonal relationships.

Researchers have shown that the pursuit of doctoral studies is often related to the desire to become an academic, despite the constrained academic labour markets and changing (or deteriorating, as some have argued) academic working conditions (AWC) worldwide. In this study, we assessed the extent to which Chinese PhD students were aware of the changes taking place in the academic profession and, if so, whether this awareness influenced their career choices. We conducted a narrative inquiry involving 29 mainland Chinese PhD students and graduates in mainland China, Hong Kong and Macau to elicit their perceptions of AWC in their main academic labour market in mainland China and how these perceptions may have informed their career intentions. We found that perceptions of unfavourable AWC tended to dissuade the PhD students from pursuing a career in academia, but not always in the same way. This finding led us to conceptually identify four decision-making types based on the PhD students' motivations for achievement and desire for autonomy: the materialist, academic striver, undecided and comfort seeker. We found that all of the PhD students were primarily concerned about the ruthless tenure-track system and excessive competition, especially the comfort seekers (i.e. with high and low motivations for autonomy and achievement, respectively). Most of the PhD students also perceived "guanxi," hierarchical academic communities, the segmented academic labour market and low remuneration as major drawbacks for seeking an academic career, particularly the materialists (i.e. with high and low motivations for achievement and autonomy, respectively).

To understand the evolution and current status of qualitative research in School Psychology, we reviewed 4,346 articles published across seven school psychology journals between 2006 and 2021. The bibliometric analysis indicates that publication of qualitative research has increased over the years, but remains small (3%) when seen against the total volume of journal publications. Less than 5% of articles in all but one journal were qualitative. The most commonly explored topic was diversity, equity, and social justice accounting for 23% of the qualitative articles. In total, 55% of the studies were conducted in the United States. Although many studies did not specify participants' race and gender, the most commonly reported research participants were K-12 students, female, White, and from the United States. We discuss these findings and provide recommendations.

The current landscape of English as a global language has generated disputes concerning the role of English in academic and social settings, particularly how it should be taught and learned in diverse contexts. On one hand, native speakerism has long been advocated in traditional English language teaching (ELT) settings where teachers and students follow a so-called native standard. On the other hand, classroom practice has generated opportunities for stakeholders to adopt "translanguaging" and "multimodality" to facilitate learning and maintain their identities. This study investigated teachers' usage of and attitudes toward translanguaging at two universities in Macau and the Chinese mainland. Data were collected through classroom observations of four ELT teachers and in semi-structured interviews. The results of the qualitative content analysis showed that various translanguaging strategies were used, including deepening understanding, explaining key terms, and creating classroom rapport in classroom discourse. However, although the findings were generally positive, some teachers experienced difficulty in accepting translanguaging and multimodal classroom practices. The implications of the findings are discussed, and recommendations are offered regarding the need to raise awareness among TESOL researchers and practitioners in recognizing multimodal resources for a multilingual and multimodal TESOL in the future.

A growing body of research has examined the relations of dispositions toward information and communication technology (ICT) to intercultural competence among university students. However, there is little research exploring the associations between ICT-related dispositions and intercultural competence among adolescent students. The mechanism of such relationships also remains unknown. Therefore, from a self-determination theory perspective, this study investigated the relationships of perceived autonomy, competence, and relatedness in ICT usage with global competence--intercultural knowledge, skills and attitudes--among 17,055 15-year-old students from Hong Kong, Macau and Taiwan in PISA 2018. Results of Multilevel Structural Equation Modelling (MSEM) analyses indicated that perceived autonomy in ICT use, perceived competence in ICT use and perceived relatedness in ICT use all positively affected intercultural knowledge, skills and attitudes. Further, the results of the study revealed that the use of social media was a partial mediator in the relationship between perceived autonomy/competence in ICT use and intercultural knowledge/skills; and between perceived relatedness/competence in ICT use and intercultural attitudes. Our findings emphasized the importance of satisfying students' ICT-related needs and acknowledged the role of the use of social media in cultivating their global competence. Implications for teachers, schools and parents were discussed.

The COVID-19 pandemic has precipitated an unprecedented and mandatory shift from face-to-face to online education. This has occurred in numerous contexts worldwide, including language education. Little research, however, has investigated language education under such conditions of emergency remote teaching (ERT). This article focuses on the transition experience of five English for Academic Purposes (EAP) teachers in geographically diverse contexts. Semi-structured interviews were used to collect verbal accounts of the teachers' experience transitioning to ERT. The accounts were analysed qualitatively to produce vignettes of each instructors' experience. Further analyses were made to identify similarities and differences across cases. Their experiences have implications for others facing similar challenges and for educators striving to readjust their teaching post-pandemic. Language teaching in ERT is inextricably intertwined with educational technology, and the pandemic and resulting ERT will shape language education for years to come.

Several studies have been published on disengaged test respondents, and others have analyzed disengaged survey respondents separately. For many large-scale assessments, students answer questionnaire and test items in succession. This study examines the percentage of students who continuously engage in disengaged responding behaviors across sections in a low-stakes assessment. The effects on calculated scores of filtering students, based on their responding behaviors, are also analyzed. Data of this study came from the 2015 administration of PISA. For data analysis, frequencies and percentages of engaged students in the sessions were initially calculated using students' response times. To investigate the impact of filtering disengaged respondents on parameter estimation, three groups were created, namely engaged in both measures, engaged only in the test, and engaged only in the questionnaire. Next, several validity checks were performed on each group to verify the accuracy of the classifications and the impact of filtering student groups based on their responding behavior. The results indicate that students who are disengaged in tests tend to continue this behavior when responding to the questionnaire items in PISA. Moreover, the rate of continuity of disengaged responding is non-negligible as can be seen from the effect sizes. On the other hand, removing disengaged students in both measures led to higher or nearly the same performance ratings compared to the other groups. Researchers analyzing the dataset including achievement tests and survey items are recommended to review disengaged responses and filter out students who are continuously showing disengaged responding before performing further statistical analysis.

Publication pressure is perceived to be filtering down into doctoral education worldwide. We explore the causes and effects of the perceived centrality of publishing among doctoral students, emphasising the impact of publication pressure on students' identity trajectories. We draw on a qualitative analysis of 90 mainland Chinese doctoral students at universities in mainland China, Hong Kong, and Macau. We find that the credentialisation of publications in the increasingly competitive and publication-dominant academic labour market results in publishing-centred doctoral journeys. Our key finding is that the centrality of publishing affects every aspect of identity trajectory development: it causes doctoral students to commodify knowledge production, devalues coursework, conference participation, and teaching assistantships, encourages students to regard their supervisors as publishing facilitators and their peers as rivals rather than collaborators, and marginalises engagement with external stakeholders. In discussing these dimensions, we emphasise the need for a more comprehensive evaluation of candidates' abilities and honours in academic recruitment and call for policies to curtail the overemphasis on research output in academic evaluations.

Sexual violence prevention initiatives often do not address the unique experiences of international students. This study examined the experiences of eight East Asian international students navigating sex, relationships, and sexual violence in the United States. Four themes emerged: navigating a more open society without preparation, feeling pressure and choosing silence, searching for meaning and learning through example, and developing knowledge through interactions. These themes describe the students' experiences and lead to implications for practice.

The objective of this case study is to analyze how two groups of parents, a group who have newly arrived in Macau from Mainland China and the other who have resided in Macau for more than three decades, interact with the class teachers at the levels of "two-way communication," "supervision of children at home," and "participating in decision making" in a secondary school. The findings will redound to the benefits of school leaders, teachers, and indirectly the parents in a sense that looking closely at the ethnic and cultural differences between parents can promote effective cooperation between parents and teachers.

This paper explores the governmentality in Macao's higher education (HE) by exemplifying how neoliberalism and Chinese nationalism simultaneously inform the governmental rationalities and technologies in the city. Like many other systems, neoliberalism has substantially shaped Macao's HE. However, owing to post-colonial identity, Chinese nationalism has become a significant driving force in the development of Macao's HE after the handover. On the basis of governmentality and a qualitative single case approach, this paper demonstrates how the neoliberal logic and nationalist discourses frame the governmentality in post-colonial Macao's HE. The paper further argues that the recent development of the Guangdong-Hong Kong-Macao Greater Bay Area signifies an intensification of national integration that is deliberately associated with a wave of marketisation in HE. These developments represent the economic and political imperatives of Macao's HE policy and provide insights into Chineseness in HE within the contemporary political context.

This comparative study investigated the associations between instructional practices and students' reading performance among 10 top performing regions that participated in the Program for International Student Assessment (PISA) 2018. A nationally representative sample consisting of 80,016 15-year-old students from 5 Asian regions (B-S-J-Z [China], Singapore, Macao, Hong Kong, and Korea) and 5 Western regions (Estonia, Canada, Finland, Ireland, and Poland) were included. A secondary analysis of PISA survey and assessment data was conducted. T test and ANOVA analyses revealed systematic differences in instructional practices of the 10 regions. B-S-J-Z (China) had significantly higher levels of teacher support, teacher-directed instruction, and teacher stimulation than the other sample regions. Asian regions tended to have higher levels of teacher support, teacher-directed instruction, teacher feedback, adaptive instruction, and teacher enthusiasm compared with Western regions, although variations were also found within Asian regions or within Western regions. Hierarchical linear regression (HLR) analyses indicated that reading performance was positively predicted by teacher support, adaptive instruction, teacher stimulation, and teacher enthusiasm, but negatively predicted by teacher-directed instruction and teacher feedback. This study sheds light on the effective instructional practices for optimizing students' reading performance across different cultural contexts.

Mobile-assisted language learning is a growing feature of contemporary language learning, and their distinct gamification design produces new and increasingly popular contexts for language learning. This paper explores the gamification features of the two most popular EFL vocabulary learning applications widely used by Asian learners -- "BaiCiZhan" and "Perfect Lingo." Their gamified designs are analysed based on the 'mechanics, dynamics and aesthetics' (MDA) model developed by Hunicke, LeBlanc, and Zubek [2004. MDA: A formal approach to game design and game research. Proceedings of the Game Developers Conference, San Jose, CA, USA, 23 November 2004. https://users.cs.northwestern.edu/~hunicke/MDA.pdf] and Ruhi's [2015. Level up your strategy: towards a descriptive framework for meaningful enterprise gamification. "Technology Innovation Management Review" 5, no. 8: 5-16. do:10.22215/timreview/918] descriptive framework for gamification applications. It further explores learners' attitudes towards features of the gamified designs via observations and interviews. The research concludes that such mobile vocabulary learning applications are found more helpful when they present words in a multimodal way, contain more meaningful practice, adopt social interaction and reward learners with in-kind incentives. It is hoped that the study will contribute to the improvement of educational gamified applications for EFL vocabulary learning and language learning in general.

Translator professionalism is seldom studied in an empirical way in Asia, not to mention the similarities and differences in the perception of the topic as exhibited by practitioners versus clients. The present study examines translator professionalism as a multidimensional term covering practitioners' language competency, translation skills, ethics, attitudes, and behaviour in and outside the workplace setting. It compares the viewpoints of 425 practitioners and 72 clients in Asia. Data suggest that both parties have a rather positive attitude towards the professional status of translators although significant divergent viewpoints were found on whether the occupation is vital to society; whether becoming a translator requires a high degree of expertise and knowledge; and whether translators can exercise their own judgment in their jobs. However, both practitioners and clients have similar opinions on translators' proactive behaviour at work. Moreover, they attach great importance to translators' adherence to the principles of ethical practice. The findings not only contribute to research on the client-translator relationship but also provide translation teachers and students with knowledge of the latest development of translator professionalism as well as current and upcoming challenges in the industry.

This study applies CDA and story grammar analysis to investigate how Chinese language textbooks for primary schools foster Chinese national identity through their depiction of Chinese people struggling against foreign invaders. The analysis was conducted on 12 textbooks and the findings were based on stories featuring a range of ages, from children to soldiers and artists, who all displayed patriotic spirit and were willing to risk their lives for China. The textbooks also highlight China's past humiliation, such as the Nanjing Massacre and the loss of territories such as Hong Kong, Macao, and Taiwan. The authors of those textbooks seek to encourage the students' national identity by promoting a sense of patriotism, sacrifice, vigilance against foreign threats, affirmation for the leadership of the Chinese Communist Party (CCP), and putting the interests of the People's Republic of China (PRC) ahead of personal interests. Additionally, students are expected to have a strong sense of territorial sovereignty, recognizing Hong Kong, Macao, and Taiwan as parts of China. However, the results also show that the portrayal of Chinese national identity is Han-centric, excluding ethnic minorities.

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.

The rational action models are techniques and processes of decision-making from data for effective decision-making. Business leaders are strategizing for their futures for their future employment needs in the Greater Bay Area region of Hong Kong, Macau, and the Guangdong province. Tertiary business curriculum revision and development efforts are focused on properly preparing graduates' productive decision-making skill sets that ultimately increases their employability. This qualitative study examines the perspectives of regional business leaders for the knowledge and use of rational action in their own companies, the need or not for the rational action model in future employment decisions, and their take on the rational model inclusion in business curriculum. The purpose is determining what entanglements rational action has in delivering on business leaders' expectancies in their employment decisions. The findings indicate a strong use by business leaders of rational action and a desire for new graduates to be proficient in rational decision-making, but without a cohesive expression between the three major areas of how to affect curriculum enhancement efforts. The conclusion is a positive demand for rational models to be included in curriculum revision and development efforts, but dependent on the tertiary institutions themselves for design. Recommendations focus on the rational action model in studies of a similar nature but focused on other regions where emerging economies are focusing on the business education enhancements.

Education research is increasingly paying attention to students' cross-cultural adaption in Mainland China. As a special administrative region of China, educational systems and language of instruction of Macao are different from those of Mainland China. This study analyzes the cross-cultural adaptation of Macao students in Mainland China by using qualitative semi-structured interviews. The results show that study motivation, medium of instruction, and social integration are important factors determining how Macao students adapt to university programs. Failure to adapt to the language of instruction is the most direct, prominent, and enduring problem that Macao students encounter when studying in the Mainland. The current study's findings have practical implications for faculties who provide support and training to Macao students in Mainland China. The study discovers that strengthening the Mandarin language skills of Macao students is currently a priority.

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.

While infusion of technology into schools has been one of the top priorities of the education reform agenda across the world, findings from many large-scale international assessments indicate that students' use of information and communication technology (ICT) has mixed effects on their academic achievements. In this paper, we argue that these ambivalent findings were due to the oversight of the indirect effects of ICT use mediated by other ICT-related variables. We employed multilevel structural equation modelling to unfold the relationship between students' ICT use and their academic achievements based on PISA 2015 data. The results indicated that students' autonomy in ICT use and students' interest in ICT use were found to have significant positive direct effects on students' academic achievements at both within-school and between-school levels. These two variables played a significant role in mediating the indirect effects of ICT use outside school for schoolwork and ICT resources on students' academic achievements. On the contrary, ICT resources and ICT use at school exerted either no direct effect or a negative direct effect on students' academic achievements and students' perceived autonomy related to ICT use, suggesting that mere provision and use of ICT resources in school did not necessarily guarantee success in student performance. At the school level, school's transformational leadership and collaborative climate helped promote students' autonomy in ICT use.

Background: Socioeconomic status (SES) and motivation are both important predictors of student achievement. However, most studies have investigated these factors separately, and very few have looked into the interplay between SES and motivation as determinants of student reading achievement. Aims: We intend to bridge this gap by examining a model of SES predicting reading achievement through motivation (i.e., expectancy and value) at both student and school levels. Sample: We used the data from the Programme for International Student Assessment (PISA) 2018 of 26,281 students from four regions in Greater China (Mainland China, Hong Kong, Macau, and Taipei). Methods: We used multi-group multilevel path analysis to test whether SES would predict reading achievement mediated by expectancy and value in student and school levels across four regions, with gender as a covariate. Results: Results showed that at the student level, SES significantly predicted reading achievement indirectly through both expectancy and value across four regions. At the school level, the relationship between school SES and school reading achievement was mostly direct. Conclusion: The study was able to demonstrate the motivational gap as a pathway in which economic inequality can contribute to students' reading achievement gap.

This paper described how university students from Macau took social responsibility in China through Service-Learning project. It was an introductory experience for the student participants and for the children in the mountain area as well. This study aimed at raising children's interest in learning and their desire of continuing study. Results were reported in four themes: (1) increasing personal competence of teamwork spirits, leadership and service skills; (2) students' perception towards poverty issue and education in China rural and mountain areas; (3) having commitment to the next service; (4) realizing that Service-Learning must be a mutual process. This paper also provides an overview of how a living-learning community dedicated itself to community service to educate residents holistically.

This study aims to examine to what extent the field of competence regarding curriculum knowledge is concordant with the other sub-competency fields of teaching. These fields are field knowledge, pedagogic competence in field teaching, use of information and communication technologies in teaching, student behaviours and class management, individualised learning approaches, teaching students with special needs, education in a multicultural and multilingual environment, teaching crosscurricular skills, vocational guidance, internal evaluation of schools and self-evaluation, teacher-parent collaboration and school management and administration. Survey is our research model. The participations of the study are 54.395 teachers from 17 different countries, which have been obtained from PISA 2015. The correspondence and multiple correspondence analyses were used. The results of simple correspondence analysis have revealed that the measure of accountable correspondence is more than 50% between the sources of curriculum knowledge and those of other sub-competency fields such as field insight and knowledge, pedagogic competence in field teaching and student assessment procedures. Likewise, multiple correspondence analysis has also produced similar results.

Ethical academicians are perfectly virtuous. They always strive for greater virtue and follow strictly the moral stands of their profession. The ethical living and self-efficacy are important to them because of being fair and honest in their academics. Determinants of ethics include knowledge, values, attitude and intention. The domain-specific framework developed by Verbeke et al. (2004) has been considered as fundamental for identifying the dimensionality of work Self-efficacy and ethical challenges of academicians. A comprehensive literature review is undertaken regarding the concept of work Self-efficacy to assess workers' confidence and their ethical living in the workplace. This article examines theoretically and analytically the antecedent processes and information cues involved in the formation of work self-efficacy. Theoretical and numerical analysis of the key determinants of work self-efficacy increases the understanding of moral values, truthful fair and honest. Factors which decisively affect ethical living were identified from literature collected from the academicians who are working in the Five Regions of Asia - Central Asia (Tajikistan, Uzbekistan, Kazakhstan, Turkmenistan, Kyrgyzstan) East Asia (China, Mongolia, North Korea, South Korea, Japan, Hong Kong, Taiwan, Macau) South Asia (Sri Lanka, Bangladesh, India, Afghanistan, Pakistan, Bhutan, Nepal, the Maldives) through Google classroom. Methods of Statistical Analysis of self-efficacy data are descriptive statistics, Pearson Correlation Coefficient and Kolmogorov-Smirvnos normality test and Kruskal-Wallis one-way analysis of variance and Principal Component Analysis. Positive, mastery experiences give academicians a sense of accomplishment when they have faced a challenge ethically. Positive Zeal during Academic interaction, vicarious experiences that occur when academician see others succeed and feel an increased sense of their own ability to succeed. Sincere & deeper self, mingling with students, Social persuasion increase a teacher's sense of confidence and ability to succeed. A proper plan of action has drawn special attention, and inferences pertaining to future research are discussed at the end of the critique.

Translation policy, although an essential topic in the domain of language policy, has been understudied in China. Macau, as the earliest encounter point between the western and oriental cultures in Modern China, has been undeservingly neglected in this aspect, although its translation activities have never been interrupted since the Ming Dynasty. As such, this article sets out to trace the development of the translation policy in Macau (from its establishment to its handover to China in 1999). In particular, we will focus on tracing the historical evolution and development of the translation policy in Macau in the time span of over 400 years since the Portuguese establishment in 1557. The purpose is to cast a critical eye on its experiences in translation policymaking, using examples from official regulations, existing studies, and bibliometric data. We reconceptualize translation policy to entail the aspects of translation management, translation practices, and beliefs. Overall, the translation policy of Macau contributes to remapping the translation policy of China as important footnotes to the fuller picture of several essential historical periods.

The sailboat game is popular in supply chain management teaching. In the game, students play different roles in a supply chain and try to achieve better performance in terms of minimizing costs, while gaining knowledge in production processes, quality management, and inventory management. Despite its popularity, how the sailboat game is beneficial to different student groups is unclear. The current paper documents two sailboat games held in two cities, Macau and Zhuhai, respectively. We distribute anonymous questionnaires after the two games and compare the responses. Through the comparison, we contribute to the knowledge base of management education in the following ways. First, we identify statistically significant differences between students in the two cities, which provide implications for implementing the game in various cultural contexts, as well as the distinctions between the two education systems. Second, we collect comments from students, which hint at possible improvements of the game in the future.

External accountability policies have spread fast across various educational systems over the past decades. This research examines the relations of internal and external accountability with students' math achievement drawing on PISA 2012. With a sample of 44 educational systems, of which external accountability policies were identified, the research conducted three-level hierarchical linear modelling (HLM) analyses. This research found that some internal accountability factors had tighter relations with math achievement, while the relations of external accountability policies with student performance were rather tenuous. However, equity of student math achievement was better ensured under strong accountability systems. The results suggest that policy makers of each country should consider strengths and weaknesses of external accountability in their own educational contexts.

A great number of overseas students have studied medicine at Jinan University Medical School over the past decade. Statistics from the past ten years show that these students' test scores on diagnosis and medicine I & II are lower than those of their classmates from mainland China. To address the underlying causes of this phenomenon, we implemented a series of questionnaires for overseas and mainland Chinese medical students. The results indicate that there are no significant differences between overseas students and mainland Chinese students with regard to their attitude towards the study of medicine, their approval of the teaching and learning environments or their ability to improve their independent study capabilities at Jinan University Medical School; however, overseas students prefer to study at night and sleep later than their mainland Chinese classmates. One outstanding difference between these groups is that overseas students like to arrange their studies based on their interests, regardless of available time and subject contents, and this might lead them to perform poorly on examinations during their academic term at Jinan University Medical School. Overseas students might not have achieved scores as high as their Chinese classmates is that they do not completely focus on the content taught by teachers in class, which would later be assessed by exams at the end of each academic term. This observation is actually part of our medical educational concepts, especially in Chinese medical schools. Attention should be paid by both overseas students and medical schools to this discrepancy.

Both formative assessment and growth mindset scholars aim to understand how to enhance achievement. While research on formative assessment focuses on external teaching practices, work on growth mindset emphasises internal psychological processes. This study examined the interplay between three formative assessment strategies (i.e. sharing learning progressions, providing feedback, and instructional adjustments) and growth mindset in predicting reading achievement using the PISA2018 data. We focused specifically on samples from the West (the United States, the United Kingdom, Ireland, Canada, Australia, and New Zealand) and the East (Mainland China, Hong Kong SAR, Macau SAR, Chinese Taipei, Japan and Korea) which comprised of 109,204 15-year old students. The results showed that formative assessment strategies were positively, albeit weakly, related to a growth mindset in the East, but not in the West. In contrast, growth mindset was positively related to reading achievement only in the West, but not in the East. The impacts of different formative assessment strategies on reading achievement demonstrated cross-cultural variability, but the strongest positive predictor was instructional adjustments. These findings highlight the potential synergy between formative assessment and growth mindset in enhancing academic achievement as well as the importance of cultural contexts in understanding their roles in student learning.

This study addresses the link between overeducation and intention to migrate to the Greater Bay Area (GBA) cities in mainland China in a sample of Hong Kong's young adults employed in lower occupational classes (elementary occupations, plant and machine operators and assemblers, craft and related workers, and service and sales workers). The results indicate that overeducation has a unique negative effect on attitudes towards migration to GBA. The findings suggest that social capital theory rather than human capital theory is better able to explain the motivation of Hong Kong's young people to invest in higher education. This research may help policy makers review the expansion of higher education in Hong Kong and provide valuable policy implications for regional integration between Hong Kong and mainland China.

While English as a medium of instruction (EMI) is becoming a widespread institutional practice across the world, how and by what strategies students whose first language is not English cope with EMI is under-represented. Drawing on data gathered through semi-structured interviews and reflective journals from 14 Mainland Chinese EMI learners in a Macau university, this study reports on the strategies used by students to cope with EMI learning. The findings yield empirical supports for the positive role of L1 in EMI learning. The findings call for a critical attention to the role of learner agency and contextual realities in shaping EMI learners' actual strategy use in contexts.

Classroom climate in seven Confucian Asian countries/systems was examined with respect to three dimensions: teachers' affective qualities, behavioural-classroom management style and cognitive-pedagogical approaches. The results based on PISA 2012 data showed that there were substantial variations in classroom climate across the seven Confucian countries/systems, with Shanghai and Singapore showing the most positive climate; Korea and Japan showing the least positive; and Hong Kong, Macao and Taipei being in-between. The latent profile analysis further revealed the existence of four classes: "Low Cognitive-Pedagogical Approaches" (Class 1), "The OECD Averages" (Class 2), "High Affective Qualities" (Class 3) and "High Cognitive-Pedagogical Approaches" (Class 4). While disciplinary climate was the strongest predictor of students' mathematics performance, consistently across all countries/system, Class 3 characterised by high affective qualities showed the highest mathematics performance. The findings suggest that both discipline and teacher support are the important and meaningful dimensions of classroom climate for Confucian Asian students.

It is important to identify suitable parameters to measure and assess the quality of physical education. This paper aims to understand such measuring tool by focusing on professional perceptions and areas of concern of quality physical education (QPE). The research survey includes data gathered from 799 professionals in 11 cities in Asia. These professionals had experience working at primary schools (n = 155), secondary schools (n = 249), and universities (n = 395). To examine professional perceptions of quality physical education, at the preliminary stage of this study, 65 potential items were identified; of these, 48 items on 8 dimensions were retained, following an exploratory factor analysis. The 8 dimensions covered "skill development and bodily awareness" ([alpha] =0.935), "facilities and norms in PE" ([alpha] =0.932), "quality teaching of PE" ([alpha] =0.923), "plans for feasibility and accessibility of PE" ([alpha] =0.824), "social norms and cultural practice" ([alpha] =0.825), "governmental input for PE" ([alpha] =0.859), "cognitive skills development" ([alpha] =0.920), and "habituated behaviour in physical activities" ([alpha] =0.933). These factors indicated excellent internal consistency and model fit, enabling the construction of highly relevant statements to measure professional perceptions of QPE.

Recent studies indicate that the academic and social integration of overseas students in the destination country often plays a major role in their academic performance, employability outcomes and integration into the wider community. This study investigates these issues in more depth from the perspective of overseas Chinese in the Southwest UK, aiming to improve understanding of their academic, well-being and sociocultural adaptation. The results indicate that academic and social integration continue to hold a strong positive correlation as previously indicated. Other factors and barriers against integration are addressed and policies are suggested to promote integration not only within the university but also the wider community.

Asian culture has been test-centric for over 1,400 years. U.S. education has been since the 1990s. Based on Kim's creative Climates, Attitudes, and Thinking skills (CATs), creativity indicators were developed using the 2015 PISA questionnaires. Study I examined: (1) relationships between students' PISA science scores and CATs; (2) differences between Asian and U.S. students in PISA scores and CATs; and (3) relationships between teachers' years of teaching and nurturing CATs. Study I found: (1) negative relationships between students' PISA scores and CATs; (2) Asian students demonstrating higher PISA scores but lower CATs than U.S. students; and (3) U.S. teachers decreasingly nurture CATs. Study II examined how U.S. CATs changed from 1990 through 2017 by analyzing TTCT norming data (N = 273,441) and found continued declines in CATs, especially in imagination and in young children.

The COVID-19 pandemic launched the use of online courses in Chinese medical schools during February 2020. To evaluate the state of gross anatomy education in China during the pandemic, a nationwide survey was conducted through convenience sampling by email or respondent invitations on social media. A total of 359 questionnaires were received from the respondents. The first response from a given school was included in the study to represent that school, thus, 77 questionnaires were used for analyses. Schools represented were from all provinces in mainland China as well as Hong Kong and Macao. The survey found that before the pandemic, 74.0% and 33.8% of the 77 schools conducted online theoretical and practical sessions, respectively, on gross anatomy, and 36 (46.8% of 77) had temporarily suspended practical sessions at the time the survey was conducted. Body donation programs were also affected with 26.0% and 27.3% of the 77 schools having suspended donation programs or saw a decreased number of donations. During the pandemic, 40.3% of the 77 schools kept or initiated the implementation of active learning, and online assessment was continued in 49.4% of the 77 medical schools. Another 26 (33.8%) schools initiated online assessment during the pandemic. A total of 359 answers were included for the analysis of the "teachers' perception of the online teaching experience." Over half (51.0%) of the 359 responded teachers were very satisfied or satisfied with the effectiveness of online teaching during the pandemic. A total of 36.2% of these respondents preferred to implement online teaching of theoretical sessions after the pandemic, and 89 (24.8%) teachers were keen to return to traditional face-to-face anatomy education.

With the globalization of higher education, the tertiary institutions in Macao have adopted English as the main medium of instruction in order to strengthen their competitiveness, having attracted a large number of Mainland Chinese students. However, little has been known about their experiences and perceptions of English use in Macao, especially in English-medium universities. In this regard, this paper takes an integrated approach of language survey and interviews, examining how Mainland Chinese students use English in different settings and perceive their English use in Macao by looking into the students studying at the University of Macau. It is found that Mainland Chinese students use English mainly in the academic-related settings inside campus, yet rarely use English in non-academic-related settings. Also, English is infrequently used due to the dominant use of Putonghua. Moreover, the paper discusses the implications for how English-medium programmes help improve Mainland Chinese students' English learning and use, along with the practical suggestions for the universities and Macao government.