Conducting Studies on Person-Centered Career Interest Profiles: An Illustrative Example in Hong Kong

2019 ◽  
pp. 089484531986802
Author(s):  
Yan Liu ◽  
Yina Mao ◽  
Junbang Lan ◽  
Chi-Sum Wong ◽  
Kelly Z. Peng
Keyword(s):  
Hong Kong ◽  
Cultural Context ◽  
First Year ◽  
Career Interests ◽  
Career Interest ◽  
Open Communication ◽  
1997 Handover ◽  
Undergraduate Programs ◽  
Senior Secondary ◽  
Profile Approach

Among the approaches to the study of career interests, the person-centered profile approach (i.e., studying the career interest profiles of individuals), rather than the traditional construct-centered approach, has gained more attention in recent years. In our research, we intend to advance our understanding of career interests with the person-centered profile approach and address some important conceptual and methodological issues raised by previous studies. Based on the cultural context of Hong Kong after the 1997 handover, we hypothesized four general career interest profiles for Hong Kong high school graduates. Using a sample of senior secondary school graduates who were not admitted into undergraduate programs and a cohort sample of first-year university students, we found support for this hypothesis. This classification was validated by its relationships with career decisiveness, parents’ open communication style, and life satisfaction. Our research provides guidelines to test the validity of the proposed forms of career interest profiles.

Reform at the Intersection of Loose Coupling and Pedagogic Modalities: The Case of Hong Kong

2021 ◽  
pp. 001312452110019
Author(s):  
Trevor Tsz-lok Lee
Keyword(s):  
Hong Kong ◽  
Education Reform ◽  
Global City ◽  
Coupling Agents ◽  
Loose Coupling ◽  
Secondary Curriculum ◽  
Reform Policy ◽  
Local Actors ◽  
Senior Secondary

This paper contributes to our understanding of the micro-policy experience of an implemented curriculum from the perspective of students, in addition to teachers, as the key coupling agents in the schools of a Chinese global city. Although the phenomenon of decoupling in educational policy is widely recognized, much less attention has been paid to the micro-dynamics involved in implementing education reform policy from the perspective of students and teachers. It is argued that these local actors’ experiences are best captured by the bi-dimensional framework of loose coupling and pedagogic modalities. This argument is illustrated through a case study of the implementation of the Liberal Studies reform under Senior Secondary Curriculum in Hong Kong since 2009. The study demonstrates how students and teachers interpret and make sense of policy, strategic, and practical needs manifested in the microprocesses of policy coupling and decoupling.

Foreign Media Exposure and Perceptions of Americans in Hong Kong, Shenzhen, and Singapore

1997 ◽  
Vol 74 (4) ◽  
pp. 738-756 ◽  
Author(s):  
Lars Willnat ◽  
Zhou He ◽  
Hao Xiaoming
Keyword(s):  
Hong Kong ◽  
Cultural Context ◽  
Media Exposure ◽  
Media Impact ◽  
Local Media ◽  
The Media ◽  
Foreign Media ◽  
Media Channels ◽  
The Impact ◽  
The Relationship

This study examines the relationship between foreign media exposure and stereotypical perceptions of and feelings toward Americans in Hong Kong, Shenzhen (China), and Singapore. In line with previous studies, it finds that foreign TV consumption is related to negative stereotypical perceptions of and feelings toward Americans among all tested subjects. However, it also finds that different types of foreign media, such as newspaper, radio, video, and movies, exhibit very distinct and different relationships with perceptions of Americans by subjects from China and Singapore. It suggests that in studies of foreign media impact, attention should be given to specific foreign media channels, the actual content of the media, the impact of local media, the stages at which other cultures encounter the Western culture, and the cultural context of each society.

“Do it this way, not that way”: An exploration of Chinese workplace conflicts

2017 ◽  
Vol 28 (2) ◽  
pp. 202-221 ◽  
Author(s):  
Yijia Guo ◽  
Ioana A. Cionea
Keyword(s):  
Cultural Context ◽  
Alternative Interpretation ◽  
Online Questionnaire ◽  
Open Communication ◽  
Content Type ◽  
Organizational Contexts ◽  
Working Adults ◽  
Workplace Conflicts ◽  
Workplace Experience ◽  
Emic Perspective

Purpose This paper aims to examine the occurrence and management of conflict in Chinese organizations, from an emic perspective. The authors provide an in-depth understanding of Chinese working adults’ lived experiences regarding workplace conflicts. Design/methodology/approach The study is a qualitative one, consisting of open-ended questionnaires administered to 55 Chinese nationals who worked in governmental, public or international organizations in China. A thematic analysis of the answers was conducted. Findings Chinese participants adopted a normative mental model that defined their preferred “way of doing” things. A skillful balance was expected in conflict management that incorporated integrated open communication and strategic silence. Chinese working adults emphasized maturity in the workplace and the recognition of shared goals. Research limitations/implications The online questionnaire format may have constrained participants’ responses. Also, the data were collected from various organizational contexts, but there were not enough participants from each type of organization so that comparisons between institutions could be made. Practical implications The results could help expatriate populations better prepare their lives abroad in China. Also, the findings could aid organizational or management consultants who work closely with Chinese partners. Social implications The findings enhance our understanding of how Chinese working adults deal with workplace conflicts and the circumstances in which conflicts arise in the workplace, which also reflected the social and cultural contexts of the Chinese workplace experience. Originality/value This study provides an alternative interpretation of workplace conflicts and their management in China that is anchored in the unique organizational and national cultural context. They constitute the base for future development of culture-based explanations of Chinese organizational conflict behaviors.

Evaluation of generic competencies among secondary school leavers from the new academic structure for senior secondary education in Hong Kong

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Karly O.W. Chan ◽  
Maggie K.W. Ng ◽  
Joseph C.H. So ◽  
Victor C.W. Chan
Keyword(s):  
Hong Kong ◽  
Healthy Lifestyle ◽  
Tertiary Institution ◽  
Self Assessment ◽  
Public Examination ◽  
Generic Skills ◽  
Content Type ◽  
National Responsibility ◽  
Generic Competencies ◽  
Senior Secondary

PurposeA new academic structure for senior secondary and higher education was introduced to Hong Kong in 2009/2010. This paper aims to: (1) compare the cohort from the old academic structure (Cohort 2010) and the cohort from the new academic structure (Cohort 2015) on the 14 categories of generic competencies; and (2) compare these attributes among students from different divisions in a tertiary institution in Hong Kong.Design/methodology/approachSelf-Assessment of All-Round Development (SAARD) questionnaires were distributed to students who took the two-year sub-degree programmes offered by the College of Professional and Continuing Education, The Hong Kong Polytechnic University in 2010 and 2015 on a self-administered basis. A total of 4,424 students have returned the questionnaires. Data were analyzed with t-test to compare between the two cohorts.FindingsWhen comparing Cohort 2015 with Cohort 2010, significantly higher scores were observed on five areas such as global outlook and healthy lifestyle (p<0.05). Significantly lower scores were observed on the other five areas such as problem solving, critical thinking and leadership (p<0.05). Students from all divisions unanimously showed higher perceived rating on social and national responsibility but lower perceived rating on leadership (p<0.05).Originality/ValueThe elimination of one public examination, the newly included components such as Other Learning Experiences (OLE) and the compulsory Liberal Studies were believed to contribute partially to the diverse responses of the two cohorts. The dramatic change of the curriculum has not changed the examination culture in Hong Kong which may hinder the development of generic skills among students.

scholarly journals Self-Recognition and Self-Regulation: The Relationship with Socialization Trajectories and Children's Sex

2012 ◽  
Vol 15 (2) ◽  
pp. 604-612 ◽  
Author(s):  
Maria Lucia Seidl-de-Moura ◽  
Tatiana Targino Alves Bandeira ◽  
Renata Gomes da Costa de Marca ◽  
Luciana Fontes Pessôa ◽  
Deise Maria Leal Fernandes Mendes ◽  
...  
Keyword(s):  
Cultural Context ◽  
Self Regulation ◽  
Superior Performance ◽  
First Year ◽  
Socialization Goals ◽  
Self Recognition ◽  
Self Development ◽  
Regulation Compliance ◽  
The Relationship ◽  
Initial Process

The initial process of self development involves interaction with others and the establishment of relationships taking different paths depending on the socio-cultural context. Self-recognition and self-regulation are considered manifestations of this development between 18 and 24 months of age. This study aimed at analyzing the relationship between these two aspects, maternal beliefs about autonomy and relatedness, as well as identifying differences between boys and girls in this developmental stage. Participants were 94 mothers of different educational levels and their children of 17-22 months of age in two Brazilian cities. Socialization Goals Inventory and Parental Practices in the First Year Inventory were used to collect data on mothers' beliefs. Children performed tasks related to self-recognition (the mirror test) and self-regulation (compliance to requests). The group of mothers studied valued both autonomy and interdependence. Children's responses are consistent with a perspective of relational autonomy, which value both independence and interdependence. Differences were found in relation to sex in both self-recognition and self-regulation, and baby girls showed superior performance than boys in both tasks.

Don’t Ask, Do(n’t) Tell: Homeschooling in Hong Kong

2018 ◽  
Vol 6 (2) ◽  
pp. 307-319
Author(s):  
Esther ERLINGS
Keyword(s):  
Hong Kong ◽  
Government Policy ◽  
Legal Framework ◽  
Home Education ◽  
Colonial Rule ◽  
Legal Certainty ◽  
Compulsory Schooling ◽  
History Of ◽  
1997 Handover ◽  
The Government

AbstractHong Kong’s history of compulsory schooling (as opposed to education) commenced under colonial rule and has been maintained by the local government following the 1997 Handover. Beyond the exception of “reasonable cause,” homeschooling, or elective home education, is in principle prohibited under the laws of Hong Kong. However, there is evidence of a growing homeschooling community in Hong Kong that relies on loopholes in the law and an apparent de facto government policy to operate. This article sets out the background, legal framework, and homeschooling practice in Hong Kong. It criticizes the current situation from the perspectives of legal certainty and children’s rights. The author suggests that the government should take action to devise clear laws and public policy in relation to elective home education.

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