Understanding Potential Social Engagement of Transfer Students with Native Students in Top-ranking Universities in Hong Kong: The Relevance of a Sense of Legitimacy

2020 ◽  
pp. 1-16
Author(s):  
Yi-Lee Wong
Keyword(s):  
Hong Kong ◽  
Transfer Students ◽  
Social Engagement ◽  
Native Students

scholarly journals A Qualitative Exploration on the Challenges of Transfer Students in an Asian Educational Context

2021 ◽  
Vol 18 (6) ◽  
pp. 3238
Author(s):  
Shirley Siu Yin Ching ◽  
Kin Yuen Tam ◽  
Lillian Weiwei Zhang ◽  
Jeremy Ng ◽  
Kin Cheung
Keyword(s):  
Community College ◽  
Hong Kong ◽  
Transfer Students ◽  
Educational Context ◽  
Individual Interviews ◽  
Self Perceptions ◽  
Induced Stress ◽  
Extra Curricular Activities ◽  
Research Gap ◽  
Qualitative Exploration

Limited research has been conducted on community college (CC) transfer students’ (TS) experiences in four-year universities, particularly in Asian contexts. To fill this research gap, in this qualitative study, 124 TS from various disciplines in a Hong Kong university participated in 39 focus groups and seven individual interviews. Unlike their Western counterparts, our TS were relatively better prepared and more academically adaptive. Nevertheless, their social integration was restricted by a lack of time for extra-curricular activities, a sense of inferiority and incompetence, and restricted social circles that did not enable interaction with non-TS. These challenges and their implications are discussed. In particular, this study has highlighted differences between the special education systems for CC transfer in Hong Kong and those in Western CC models. The study has also highlighted the study-induced stress, and poor self-perceptions that TS experience, despite their academic abilities.

Developing civic consciousness through social engagement among Hong Kong youths

2004 ◽  
Vol 41 (4) ◽  
pp. 651-660 ◽  
Author(s):  
Chau-kiu Cheung ◽  
Tak-yan Lee ◽  
Wing-tai Chan ◽  
Suk-ching Liu ◽  
Kwan-kwok Leung
Keyword(s):  
Hong Kong ◽  
Social Engagement ◽  
Civic Consciousness

Advisors' Attitudes Regarding Transfer Students

1998 ◽  
Vol 18 (2) ◽  
pp. 33-39
Author(s):  
Patricia G. Mahon ◽  
Michael Dannells
Keyword(s):  
Community Colleges ◽  
Transfer Students ◽  
Academic Environment ◽  
Native Students ◽  
Attitudes Toward Students

This study allowed us to determine differences in advisors' attitudes toward students who matriculate at their 4-year institutions (native students), students who transfer from community colleges, and those that come from other 4-year institutions. Results show that advisors view transfer students to be less prepared, less motivated, less knowledgeable about requirements and procedures, and less able to adjust to the upper-division academic environment. Potential consequences of advisors' attitudes are discussed along with suggested avenues for addressing them.

scholarly journals Perception and evaluation of 23 positive emotions in Hong Kong and the Netherlands

2021 ◽  
Author(s):  
Rui Sun ◽  
Wai Kai Hou ◽  
Pui Hung Hui ◽  
Nicolson Y. F. Siu ◽  
Tiarah Engels ◽  
...  
Keyword(s):  
Hong Kong ◽  
The Netherlands ◽  
Cultural Differences ◽  
Social Engagement ◽  
Positive Emotions ◽  
Emotional Experiences ◽  
Two Cultures ◽  
Individual Perceptions ◽  
Societal Level

Positive emotions are linked to numerous benefits, but not everyone appreciates the same kinds of positive emotional experiences. We examined how distinct positive emotions are perceived and whether individuals’ perceptions were linked to how societies evaluate those emotions. Participants from Hong Kong and the Netherlands rated 23 positive emotions on their individual perceptions (positivity, arousal, socially engaging) and societal evaluations (appropriate, valued, and approved of). We found that (1) there were cultural differences in judgements of all six aspects of positive emotions; (2) positivity, arousal, and social engagement predicted emotions being positively regarded at the societal level in both cultures; and (3) positivity mattered more for the Dutch, while arousal and social engagement mattered more in Hong Kong for societal evaluations. These findings provided a granular map of perception and evaluation of distinct positive emotions in two cultures, and highlight the role of cultures in the understanding of how positive emotions are perceived and evaluated.

scholarly journals Challenges of university nursing transfer students in an Asian context: a qualitative study

BMJ Open ◽  
2020 ◽  
Vol 10 (5) ◽  
pp. e034205
Author(s):  
Shirley S Y Ching ◽  
Lillian Weiwei Zhang ◽  
Gwendoline Yuanyuan Guan ◽  
Kin Cheung
Keyword(s):  
Hong Kong ◽  
Qualitative Study ◽  
Transfer Students ◽  
Qualitative Content Analysis ◽  
Small World ◽  
Well Being ◽  
Independent Learning ◽  
Learning Approaches ◽  
University Life ◽  
Asian Context

ObjectivesTo explore the social and academic experiences of nursing transfer students’ (NTSs) in an Asian context.DesignA descriptive qualitative study design using focus groups and individual interviews with Chinese NTSs. The data were transcribed verbatim and analysed by using qualitative content analysis.SettingA university offering preregistration nursing programmes in Hong Kong.ParticipantsChinese NTSs studying in a 3-year special pattern within a 5-year Bachelor of Nursing programme in a university in Hong Kong.ResultsFour main categories were identified: ‘expectations about study at the beginning of the programme’, ‘challenges during transition’, ‘coping by prioritising’ and ‘our world is small’. The NTSs had clear goals for becoming professional nurses and consequently aimed at higher academic achievements throughout the study. They anticipated enjoying university life at the beginning of their study; however, the challenges caused by heavy study workloads and transition from passive to independent learning approaches, compounded by the limited time of 3-year study, forced them to develop coping strategies to reconcile and prioritise their preconceived notions, academic pursuits, social engagements and personal well-being. Their high prioritisation of good academic performance confined their university lives to the small world of the academic arena.ConclusionsThe study identified challenges faced by NTSs in adjusting to university study. Suggestions are offered to different stakeholders to address the issues at individual, institutional and government levels so as to enhance NTSs’ learning experiences at university.

scholarly journals Charting the State of Social Cohesion in Hong Kong

2006 ◽  
Vol 187 ◽  
pp. 635-658 ◽  
Author(s):  
Joseph Chan ◽  
Elaine Chan
Keyword(s):  
Hong Kong ◽  
Social Cohesion ◽  
Social Engagement ◽  
Executive Branch ◽  
Advocacy Groups ◽  
Family Ties ◽  
Group Activities ◽  
The Government ◽  
Close Family ◽  
Small Group Activities

This paper reports findings from the first social cohesion survey in Hong Kong. Social cohesion is understood as a multi-dimensional concept, having a horizontal dimension which is concerned with both feelings and actions of members of society, and a vertical dimension that taps those between society and the government. It is found that horizontally, society feels cohesive but the feeling is not supported by corresponding behaviour such as participation in organizations and engagement in giving and helping. Vertically, society has much higher trust in bureaucracies of justice administration than the executive branch of the government. The level of civic engagement is respectable despite a general dissatisfaction with government performance. We conclude that however cohesively society feels, it is achieved with little institutional mediation and social engagement. We postulate that this is possible because lending support to advocacy groups, participation in small group activities and close family ties might have rendered institutional mediation less significant.

scholarly journals New Interpretation of Extracurricular Activities via Social Networking Sites: A Case Study of Artificial Intelligence Learning at a Secondary School in Hong Kong

2020 ◽  
Vol 9 (1) ◽  
pp. 49
Author(s):  
Tsz Kit Ng
Keyword(s):  
Artificial Intelligence ◽  
Hong Kong ◽  
Secondary School ◽  
Social Networking ◽  
Extracurricular Activities ◽  
Social Engagement ◽  
After School ◽  
School Activities ◽  
After School Activities ◽  
New Interpretation

During the COVID-19 pandemic, attending after-school activities now becomes a luxury to students, which used to establish interests, friendships and social networks in an informal setting. Students lost contact with peers and teachers and were forced to attend blended courses at home, which may constitute threats to their non-academic issues, especially social needs and mental health of the most vulnerable students. This article overviews a new interpretation of extracurricular activities (ECAs) to teach artificial intelligence (AI) via a social networking site (SNS) among junior secondary school students in Hong Kong. A three-stage action research with the use of semi-structured interviews, motivational surveys and lesson observation was conducted. Based on how students perceived such pedagogical changes, the teachers employed various strategies to transform the “after-school” activities online. The investigation presented the planning processes on how to transform the informal learning activities to an online mode via SNSs that can reach the roles of ECAs in schooling. Our study indicated that meaningful activities rely on teachers’ leading role to build a collaborative social media environment in order to facilitate social engagement among students.

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