As global higher education shifts toward a multipolar framework, Hong Kong's appeal to international scholars is growing. However, the evolving factors influencing the increasing presence of African doctoral students remain underexplored. This study investigates the drivers behind this trend, contributing theoretically to the literature on academic mobility by offering a nuanced understanding of migration dynamics within emerging education hubs. The findings provide insights for policymakers and institutions seeking to enhance internationalisation strategies and support diverse student populations. The implications of this research extend to shaping inclusive policies and fostering equitable participation in global academic networks. The study employed qualitative interviews with 24 African doctoral students from Belt and Road Initiative (BRI) countries enrolled in UGC-funded institutions in Hong Kong. Hong Kong’s strategic initiatives to build an international education hub have successfully integrated African doctoral students into cross-border education, research, and innovation. The findings highlight how Hong Kong’s academic offerings and African higher education challenges jointly influence doctoral student choices, aspirations, and academic agency. These dynamics contribute to students’ academic success and shape their global mobility decisions. This study offers fresh insights into educational diplomacy and soft power, illustrating how emerging Asian academic centres like Hong Kong are reshaping global doctoral student mobility. It challenges Western dominance in higher education and contributes to a more diverse and inclusive academic landscape.
PurposeThis paper provides a rigorous bibliometric analysis of academic citizenship scholarship development. Academic citizenship has seen a long-term decline, and despite a recent surge in research interest, the field still lacks comprehensive studies and data.Design/methodology/approachBibliometrics consists of a series of analytical procedures which are used to objectively assess a field of published outcomes by statistically analysing bibliographic datasets, normally focused on various citations and co-citations of publications. Using the Web of Science Core Collection database of academic citations, bibliometric methodologies were used to identify and analyse academic citizenship (behaviour) literature through the assimilation of a nascent dataset of research outputs and presenting the results in the data visualisation software, VOSviewer.FindingsThe study reveals the recent surge in interest in academic citizenship (behaviour) research. The prominent authors engaging with this method of research, their impact and the key topics arising from these studies are also revealed.Research limitations/implicationsThe analysis undertaken can be time sensitive, as the nature of bibliometric analysis is backward looking and so can be viewed as being retrospective, as literature only appears after a period of time has lapsed and is under constant flux.Originality/valueThe study identifies areas where assimilations have occurred. Prospective opportunities for the further empirical development and research of academic citizenship behaviour are considered to rest in the areas of academic identity and the potential importance of the constructs of psychological contract, psychological climate and psychological capital.
Purpose This paper considers the role that scholarly activity plays in the HE experience within an FE College environment and the impact that it has delivering Higher Education within the UK Further Education College environment (known as College Based Higher Education) has been a significant feature of the educational landscape within UK higher education over the last 30 years. Critics have pointed to the failure of staff within FE environments to undertake research and scholarly activity, which they determine is fundamental to Higher Education. Design/methodology/approach This research explores into the notion of scholarly activity and what that means within a CBHE environment, and how this can assist in the creation of a HE culture and thus a HE experience for both staff and students. The research adopts a qualitative approach using interviews with nine staff to gather thoughts on the HE-ness of the provision within the context of scholarship. Findings Responses from the interviewees demonstrated a high level of participation in scholarly activity, but which was not necessarily defined or described as such, and did not adopt as narrow a view as may occur within a University, where research prevails. It is evident that staff are keen to engage but significant barriers prevail, which inhibits, notably time, funds and teaching commitments. Crucially it is questioned whether CBHE should be looking to mirror a HE culture or whether a new CBHE culture is what is needed. Originality/value The paper addresses approaches to developing a HE experience within college-based higher education, also called HE in FE. While this article is UK focussed, it has relevance to a broader international dimension for institutions which are teaching focussed and open to a broader interpretation of scholarly activity.
Purpose – This study aims to investigate and identify key motivations behind Chinese students’ decisions to enroll in a bachelor’s degree program at a cross-border cooperative university (CBCU). Design/methodology/approach – Semi-structured interviews were conducted with 12 undergraduate students who are currently enrolled in a cross-border cooperative university (CBCU). The data were analyzed based on the intrinsic and extrinsic motivation framework of Self-Determination Theory (SDT). Findings – Two primary motivations were identified: intrinsic motivations, including the desire for new experiences, quality educational resources, broader horizons and institutional support; and extrinsic motivations, such as constraints from Gaokao scores, uncertainties from the National College Entrance Examination system and the institution’s reputation enhancing their academic credentials. Most students exhibit a combination of these motivations, which interact to influence their university choice, with variations based on individual profiles. Originality/value – By examining and understanding the motivations of Chinese students, this study provides insights for higher education institutions to enhance student-centered services and highlights the benefits of educational collaboration, offering guidance for policymakers and stakeholders involved in similar initiatives.
Purpose – This study is dedicated to investigate why Mainland Chinese students pursuing higher education in Hong Kong are more likely to return to first-tier cities in Mainland China rather than stay in Hong Kong after graduation, despite Hong Kong’s increasing efforts to retain them as talent. By identifying the rationale that leads them to make such a choice, a critical gap in talent retention strategies for emerging education hubs can thus be addressed. Design/methodology/approach – Through semi-structured interviews among 20 Mainland Chinese students have recently graduated from Hong Kong institutions, this study analyzes the two-way push and pull factors between Hong Kong and first-tier cities in China, elucidating how international students are influenced by various factors and make the common decisions to go to first-tier cities rather than Hong Kong after graduation. Findings – The study reveals that while Hong Kong’s favorable visa policies and sector-specific employment opportunities serve as significant pull factors, they are outweighed by the comparative advantages of first-tier cities in mainland China. The comparative advantages of first-tier cities in China, including stronger economic incentives, better social integration prospects and more attractive talent recruitment policies, ultimately determine students' destination choices. Research limitations/implications – One major limitation lies in the relatively small and specific sample size, which may not fully capture the diversity of experiences among the targeted population. Moreover, the potential destinations of graduates are not limited to Hong Kong or the first-tier cities in China. Originality/value – This research extends the traditional two-way push-pull theory by integrating comparative advantage analysis, offering a nuanced framework to evaluate international student mobility and talent retention dynamics. The research simultaneously provide insights for policymakers and higher education institutions to refine talent retention strategies, enhance the appeal of emerging education hubs and better align policies with global student mobility trends.
Purpose The purpose of this research is to explore the perceived concept of “going gradeless” among education master’s students and academics within a Hong Kong university. This study aims to explore differing perspectives on “going gradeless” and identify the key potential issues associated with its implementation in higher education. Design/methodology/approach The research employed a qualitative method using purposive sampling to select participants for semi-structured focus interviews, and the sample consisted of nine education master’s students and two academics. The data collected from these interviews were systematically analyzed using NVivo software, and the codes were developed into themes within the participants' perceptions of “going gradeless.” Findings The findings reveal that students and academics view going gradeless differently. Students have mixed feelings about a gradeless system. Most recognize the problems associated with an overemphasis on grades and the potential benefits of going gradeless, and they also express concerns about the personal advantages of recognized credentials, differentiation from peers and resistance to implementation. Conversely, academics call for a change in grading policy, citing the negative impact of grade-driven approaches on learning. However, they also raise concerns about institutional and cultural factors that could pose challenges to a gradeless system. Originality/value This paper contributes to the underexplored area of gradeless learning in higher education, particularly within Confucian societies. By revealing differing perspectives between students and academics, offering critical considerations for policymakers and educators seeking to reform grading practices and enhance learning outcomes.
Purpose – This study aims to investigate the impact of the professional development programs on individual career development. The objective of this study is to evaluate the alignment of professional programs with the changing business environment in China and their ability to address the market skills gap. Design/methodology/approach – This study will use the University of Hong Kong Institute for China Business (HKUICB) case for analysis. This study adopts a mixed research method combining quantitative data from an alumni survey and qualitative interviews. Quantitative data included employment status, salary progression, job title and satisfaction with the program’s impact on career development. Qualitative data collection included semi-structured interviews with alumni, faculty and industry partners. Findings – Quantitative research findings show that over 70% of respondents consider HKUICB professional education programs to be highly beneficial to their career development. Qualitative analysis found that alumni highly recognize the professionalism, forward-looking nature, problem-solving approach and practicality of HKUICB programs. Originality/value – This study provides a comprehensive insight into how a professional education program can impact alumni career development, especially in China’s ever-changing market economy. It also explores the importance of networking and business opportunities in career development, which provides a new perspective on existing literature.
Purpose – Although community colleges play a role in democratizing education and engaging in social integration, particularly in times of economic transition, there remains a lack of qualitative studies on academic achievement gaps between the various student populations attending community colleges. Therefore, this study examines the academic experiences of local and non-local students at Hong Kong’s community colleges within the framework of Bourdieu’s theory of cultural capital. The research delves into the challenges posed by language barriers, family support structures and the rigidity of policy environments. Design/methodology/approach – This paper applies qualitative research to explore the experiences of both local and non-local students concerning how their cultural capital and institutional policies influence their academic experience. The study relies on in-depth interviews to uncover subtle challenges faced by non-local students. Findings – The findings show that local students generally have better academic experiences and success, which is attributed to their native fluency in Cantonese and familiarity with the local education system. In contrast, non-local students face significant barriers to achieving good academic experiences and social integration. Research limitations/implications – Despite its contributions, this study has limitations. Although participants were selected from five community colleges in Hong Kong, the findings may not fully capture the diversity of experiences in other educational contexts, such as vocational education. Additionally, the qualitative nature of the study, while providing rich insights, may limit the applicability to larger populations. Lastly, the study focuses on current and retrospective experiences but does not track participants’ long-term academic and social trajectories. Originality/value – The study highlights how institutional policies may unintentionally favor local students and underscores the critical role that family support plays in student choices and outcomes. It offers new insights into the local and non-local academic experience disparities at the community colleges in Hong Kong, highlighting the significant impact of cultural capital and institutional policies on student success. The findings provide valuable guidance on how to support and empower diverse student populations in both current and similar educational contexts through the development of more inclusive education policies.
Purpose This study intended to bridge the gap by investigating Chinese master’s students’ perceptions of their supervisors’ use of evaluative language in feedback, from both cognitive and affective perspectives, at a Sino-foreign university in mainland China. Design/methodology/approach Employing a qualitative research design, 12 participants from the Faculty of Humanities and Social Sciences and the Faculty of Economics and Finance were included. Data were collected through individual semi-structured interviews and analyzed using thematic analysis. Findings The findings show that students perceive directive and actionable evaluative language, as well as evaluative language aligned with assessment criteria as effective, facilitating improvement and self-regulated learning. However, the use of evaluative language can evoke mixed emotions, with linguistic devices and inadequate follow-up explanations reinforcing negative feelings. Additionally, power imbalances between supervisors and students influence feedback perceptions, hindering students’ active participation in feedback processes. Originality/value This study addresses a gap in the literature on master’s students’ perceptions of evaluative language in supervisory feedback and provides practical recommendations for both thesis supervisors and master’s students to facilitate the acceptance and application of feedback.
Purpose – This article explores the vocational training in tertiary education in Hong Kong, referencing the Advocacy Coalition Framework (ACF) by Jenkins-Smith and Sabatier (1994). A case study on the training of dental care professionals (DenCPs) in Hong Kong, with considering the feedback necessary for technique-sensitive training to support Hong Kong’s healthcare system, is included to examine the coherence and conflicts between stakeholders in the education system and the relationship between vocational training, market needs and policymakers' roles in projecting and identifying future societal needs. Design/methodology/approach – The paper employs the ACF as the primary analytical tool. Data collection involves document analysis of vocational training policies, interviews with key stakeholders in the dental industry and review of relevant literature. ACF identifies and analyses the advocacy coalitions involved in shaping vocational training policies in Hong Kong. The alignment between vocational training, market demands and public health policy is examined to understand the impact on the development and efficacy of training programs for DenCPs. Findings – The study particularly emphasises the role of the ACF in shaping vocational training policies, highlighting the influence of various advocacy coalitions. The alignment between vocational training, market demands and public health policy is essential for developing effective training programs for DenCPs. This paper contributes to the discourse on vocational training efficacy and policy development, emphasising the need for collaborative efforts to meet the evolving needs of the dental industry. Originality/value – The originality and value of the paper lie in its comprehensive analysis of vocational training policies in the context of the dental industry in Hong Kong. By applying the ACF, the research offers a unique perspective on the interplay between stakeholders, policy development and workforce needs. The study’s focus on aligning vocational training with market demands and public health policy to address the shortage of dental professionals showcases its innovative approach. This contributes valuable insights into the efficacy of vocational training programs and their impact on the healthcare sector in Hong Kong.
PurposeThe primary objective of this study was to aggregate and synthesize existing research findings in the realm of educational financing considering the adoption of educational technology (EdTech).Design/methodology/approachThe study involves the application of the Preferred Reporting Items for Systematic Reviews and Meta-Analysis Model, considering the journal articles from the last 10 years (2013 through 2023) obtained from the EBSCO and Emerald Insight databases to perform a systematic literature review.FindingsEdTech has given institutions new sources of income. The demand for online courses, credentials and other digital learning tools is rising, opening up new revenue potential for schools. Take-now-pay-post-placement is a new business model for the upskilling sector that enables learners to enroll in pertinent upskilling courses and pay back once they are placed (at a higher salary).Originality/valueThe development of technology has significantly lowered the overall educational cost, democratized access to education and empowered people to take charge of their education regardless of their location or socioeconomic status. With technology acting as a potent instrument to facilitate learning and close access barriers to education, this trend is expected to continue.
Purpose – The study aims to consider the multiple affordances of micro-credentials as a means of creating agency and making a positive contribution to the human experience, through the voices of practitioners and stakeholders. Design/methodology/approach – Multiple case study, narrative inquiry, using Reflexive Thematic Analysis to identify themes was the approach used. Qualitative Descriptive Research is employed to present and analyse the re-told tales. Findings – Micro-credentials possess numerous characteristics which coalesce to create multiple affordances, which are identified as follows: Micro-credentials as: Urgent and Emergent, Critical and Transformative, Promoting Equity, Access and Participation, and Servicing Traditional Qualifications. These concomitant multiple affordances possess the core affordance of micro-credentials making a difference to the lives of learners. The more powerful affordances a micro-credential has, the more powerful it is and the greater the difference it can make to the human experience. Research limitations/implications – Practitioners will arguably do well to consider these multiple affordances in the future development of micro-credentials. Equally, those working in urgent or emergent spaces, in critical or transformative areas of practice, those engaged in a social justice environment or in the re-development of curricula, would do well to consider micro-credentials as a means of creating agency in the development and recognition of knowledge and skills. This study has focused on the voices of practitioners and their storied professional lives. However, the learner voice is limited to one and the employer voice is absent. Future research will benefit from a consideration of the employer voice in the development of micro-credentials as well as the voice of the end user, the learner. Practical implications – It is hoped the study will assist practitioners in the judicious development of micro-credentials that possess agency and make a positive contribution to the human experience. Social implications – It is hoped the study will shed light on how micro-credentials can afford equity, access and participation to priority learners, and to all learners, in the development of cognitively manageable, affordable, time-achievable micro-credentials, that enable learners to see success quickly, whereby encouraging them to further their life-long and life-wide learning journeys. Originality/value – This study unusually gives voice to practitioners and other stakeholders in the micro-credentials arena. Most studies to date have focused on the potential of micro-credentials. This study considers their actuality and new ways of ‘doing' micro-credentialing based on the voices of experience.
Purpose – This study intended to bridge this gap by investigating the perspectives of international students regarding Taiwan’s bilingual education policy and its impact on their willingness to enroll in graduate programs in Taiwan. Additionally, the comparisons among international students from diverse backgrounds were examined. Design/methodology/approach – Employing a qualitative research design, the study included nine participants from three countries, with each country contributing three students. Three sessions of semi-structured interviews were conducted, supplemented by the analysis of 15 documents from 8 organizations and universities. Findings – Results indicated predominantly negative views toward Taiwan’s bilingual education policy, with little impact reported by two participants and none by others. Furthermore, themes derived from document analysis deviated from participants' viewpoints. Originality/value – A focus on students from southern Asia, which was the major source of international students in Taiwan, becomes critical. In the same vein, little literature has been found concerning graduate students' perceptions toward bilingual education policy, which should be thoroughly explored as well.
Purpose The primary aim of this paper is to illuminate the critical issue of the degree awarding gap in the UK, which significantly impacts students from lower socio-economic backgrounds and minority groups. By conducting a systematic review of existing literature following the PRISMA protocol, this study seeks to uncover the complex web of explanatory factors that mediate the relationship between contextual indicators, institutional culture, and degree awarding disparities. Addressing this gap is vital for promoting social justice, enhancing the economy, safeguarding the reputation of UK universities, and adhering to legal responsibilities. This paper endeavours to provide a comprehensive understanding of the underlying causes of degree awarding gaps and offer evidence-based recommendations for the higher education sector to mitigate these disparities. Design/methodology/approach This study employs a systematic review design, adhering to the PRISMA protocol, to meticulously analyse the existing body of literature concerning the degree awarding gap in UK higher education. By systematically gathering, evaluating, and synthesizing relevant studies, the review aims to identify and understand the multifaceted factors mediating the link between contextual indicators, institutional culture, and the disparities observed in degree awarding. This methodological approach ensures a rigorous and transparent examination of the literature, enabling the identification of both the breadth and depth of research on the topic. Through this design, the paper aspires to uncover nuanced insights into the mechanisms driving degree awarding gaps. Findings The review’s findings reveal that degree awarding gaps in UK universities are influenced by a constellation of factors, highlighting the complexity of this issue. Key among these are unconscious bias, limited student engagement opportunities with academic staff, institutional racism, inadequate support systems, and a scarcity of social and cultural capital. These factors collectively contribute to significant disparities in degree outcomes, disproportionately disadvantaging students from lower socio-economic backgrounds and minority groups. The evidence suggests that institutional practices and culture play a pivotal role in either exacerbating or alleviating these disparities, indicating the need for targeted interventions to address the root causes of degree awarding gaps. Research limitations/implications One strength of conducting a systematic review is its rigorous and meticulous nature, which ensures that the process is carefully planned and executed. This comprehensive approach allows for the elimination of biases, as the review systematically gathers and analyses existing literature on the topic. By adhering to a structured methodology, the systematic review enhances the validity and reliability of the findings, providing a robust and unbiased synthesis of the available evidence. This strength lends credibility to the research and reinforces the confidence in the conclusions drawn from the review. Practical implications The practical implications arising from this information indicate that universities need to address the identified issues directly by implementing supportive strategies and interventions. By doing so, they can create a learning environment that is more inclusive and equitable, allowing all students to unlock their full potential. This may involve measures such as raising awareness about unconscious bias, promoting engagement between academic staff and students, implementing anti-racist policies, establishing comprehensive support systems, and actively fostering social and cultural capital. Such practical actions will contribute to reducing the degree awarding gaps and promoting equal opportunities for all students, ultimately leading to a more equitable and successful educational experience. Social implications The social implications derived from this information are significant. By implementing supportive strategies and interventions to address the identified issues, universities can contribute to creating a more inclusive and equitable learning environment. This has the potential to have a transformative impact on society by providing equal opportunities for all students to unlock their full potential. By raising awareness about unconscious bias and implementing anti-racist policies, universities can foster a more diverse and inclusive community. Promoting engagement between academic staff and students and establishing comprehensive support systems can enhance social cohesion and create a sense of belonging. Ultimately, these efforts can lead to reduced degree awarding gaps and contribute to a more equitable and successful educational experience, positively influencing broader social equality and cohesion. Originality/value This paper contributes significantly to the literature by offering a comprehensive, systematic review of the factors contributing to the degree awarding gap in UK higher education, highlighting its originality and value. By focusing on the interplay between contextual indicators, institutional culture, and degree awarding disparities, the study provides novel insights into how these dynamics contribute to educational inequities. Furthermore, the evidence-based recommendations for institutional interventions presented in this paper furnish the higher education sector with actionable strategies to foster a more inclusive and equitable learning environment. This work not only advances academic understanding of degree awarding gaps but also offers practical value to policymakers and educational institutions aiming to enhance social justice in higher education.
Purpose In the Netherlands, thesis assessment quality is a growing concern for the national accreditation organization due to increasing student numbers and supervisor workload. However, the accreditation framework lacks guidance on how to meet quality standards. This study aims to address these issues by sharing our experience, identifying problems and proposing guidelines for quality assurance for a thesis assessment system. Design/methodology/approach This study has two parts. The first part is a narrative literature review conducted to derive guidelines for thesis assessment based on observations made at four Dutch universities. The second part is a case study conducted in one bachelor’s psychology-related program, where the assessment practitioners and the vice program director analyzed the assessment documents based on the guidelines developed from the literature review. Findings The findings of this study include a list of guidelines based on the four standards. The case study results showed that the program meets most of the guidelines, as it has a comprehensive set of thesis learning outcomes, peer coaching for novice supervisors, clear and complete assessment information and procedures for both examiners and students, and a concise assessment form. Originality/value This study is original in that it demonstrates how to holistically ensure the quality of thesis assessments by considering the context of the program and paying more attention to validity (e.g. program curriculum and assessment design), transparency (e.g. integrating assessment into the supervision process) and the assessment expertise of teaching staff.
Purpose This study aims to examine the perceptions of male and female Emirati students regarding the competency of male and female faculty members in general introductory courses at a higher education institution in Dubai, which follows a policy of segregating undergraduates by sex. Design/methodology/approach Using a purposive research design, the study employs focus-group data to investigate the viewpoints of two groups of first-year undergraduates in Dubai ( n = 2,43) on the role of gender in shaping their perceptions of faculty competency. Additionally, the researchers utilized open and axial coding schemes to analyze gender perceptions, revealing distinct patterns and thematic outcomes. Findings The findings highlight the presence of hidden gender stereotypes that can potentially impact the development of pedagogical relationships in higher education. Based on these findings, the study recommends ways in which students, educators, and administrators may mitigate gender-related bias in faculty evaluations. Originality/value Furthermore, these insights were designed to contribute to fostering a more equitable educational environment in higher education institutions.
Purpose Micro-credentials, which have been widely used in re-skilling and skills development, provide advantages for improvement in the professional career. As a complementary approach to career and professional development in formal education, it can be said that micro-credentials are preferred for supporting professional development and/or to acquiring new skills to find a job in a new field (Fisher and Leder, 2022). This study aims to provide a detailed perspective on conceptual framework and the use of micro-credentials in higher education. Design/methodology/approach Many questions have arisen regarding micro-credentials, applicability, quality assurance, inclusion in formal educational settings and how to include them in traditional education systems, especially in higher education institutions. Oliver (2019) emphasizes that there is little research on micro-credentials or their derivatives in the literature. There is still uncertainty on micro-credential on behalf of students, employers or employees. In addition, although there are studies on micro-credentials in the USA, Europe and Australia, there is very little research around countries such as Turkey (Yilik, 2021). This study discusses the use of micro-credentials in the world and their reflections on higher education. Findings As it is shown in this article, micro-credentials have the potential to challenge or complement traditional ways of how learning is taking place, understood, recognized and certified. Research on micro-credentials is still in its infancy and could benefit a lot from more research. Especially research on employers' recognition and appreciation of digital credentials needs to be studied. Also, empirically confirming propositions of literature on micro-credentials could be beneficial. Originality/value This study is original in terms of discussing the use of micro-credential in the world and their reflections on higher education and presenting suggestions on this subject.
