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The purpose of this paper is to compare and analyse the role and implementation of nationalistic education in Hong Kong and Macau special administrative regions (SARs) since their respective handover of sovereignty to China in the late 1990s. Both SARs face the educational need to cultivate a Chinese national identification among the students after the sovereignty changes. While Macau SAR has enjoyed a relatively smooth implementation of nationalistic education towards which Macau’s schools and students are largely receptive to nationalistic programmes since its handover in 1999, Hong Kong SAR Government’s nationalistic education was met by reservation from some parents, students and civil society’s groups under allegations of “political indoctrination” and “brain-washing”. The Hong Kong civil society’s resistance to National Education culminated in the anti-Moral and National Education protest in Summer 2012 and then Hong Kong schools and society. This paper attempts to provide an overview and analysis on the development of nationalistic education in both Hong Kong and Macao SARs, and to give some possible explanations on the factors that lead to differences of perceiving and responding to the nationalistic education between both places.

After conducting a literature review, this study utilises different sources of data such as curriculum guidelines, previous studies and other scholarly findings in examining the development of civic education and national education policy in both SAR societies, as well as in discussing the possible developments of nationalistic education in both SARs by making references to previous studies of citizenship and nationalistic education.

This study found out that different relationships between the two SAR Governments and their respective civil society, the extent of established socio-political linkages with China, as well as the introduction of a core subject of Liberal Studies in Hong Kong secondary schools, which emphasises on multiple perspectives and critical thinking skills, are some plausible factors that explain different stories and developments of implementing nationalistic education in Hong Kong and Macao SARs.

For giving suggestions for a nationalistic education in both Chinese SARs, first, there should be an exploration of multiple citizenship identities. This will allow people to choose their identities and thus facilitate their belongingness in terms of local, national and global dimensions. In addition, there should be an exploration of a Chinese national identification with different emphases such as knowledge orientation and critical thinking so as to cater for youth values. Promoting the idea of an informed and reasonable-in-thinking patriot could also be a way to ease the concern that building a national identity negates a person’s freedom of thinking.

This paper attempts to compare and analyse the different responses to the same policy of enhancing nationalistic education development in both Hong Kong and Macao SARs of China. Some plausible explanations were given based on political, social and educational factors, as well as youth value oritentations. This paper would be an attempt to show that a top-down single-minded orientated nationalistic education may not work well a society such as Hong Kong, where civil society and youth values are quite different than that can be found in China.

This study investigated the effectiveness of a professional development project on digital citizenship education (DCE) conducted by a team at the Education University of Hong Kong. The project aimed to promote digital citizenship education in local junior secondary schools in Hong Kong and support the professional development of in-service teachers.

This study was based on a departmental knowledge transfer and curriculum development project that provided professional development training workshops to in-service teachers from seven partner schools. This paper analyses some findings from the quantitative research questionnaires, lesson observations and qualitative interviews.

Eleven of the 12 participants reported that they were satisfied with the training workshops in the end. We also conducted paired sample t-tests of inferential data. The results show that after the workshops, the teachers tended to teach their students more about aspects of digital law, digital commerce and digital safety and security when teaching digital citizenship. This selection helps us to better understand the priorities of teachers in teaching digital citizenship.

This paper is the product of an original knowledge transfer and curriculum development project supported by the Education University of Hong Kong in the Hong Kong Special Administrative Region (Hong Kong SAR) of China. The topic of digital citizenship education has also been under developed since citizenship education has always been about conventional citizenship in the physical world.

Virtual teams had become a fundamental way to conduct business for organizations to remain competitive and sustain in a global environment. Organizations which willing to understand what makes virtual teams more effective can likely accrue positive results from virtual teams. Hence, the purpose of this paper is to investigate what are the factors that impact the performance of virtual team. This study highlights factors that influence virtual team performance, which not been widely studied in developing countries (i.e. Malaysia). This study tests the impact of six factors (coordination, communication, relationship building, cohesion, trust and reward) on team performance.

A quantitative approach via self-administered questionnaire was adopted. A total of 205 questionnaires were successfully collected at the end of the data collection. Structural equation modelling using partial least squares approach (i.e. ADANCO 2.0 software) was then used to assess the relationships among variables in the virtual team.

After ensuring the data have acceptable reliability and validity, structural model assessment was performed to test the hypotheses. The results indicated that a significant and positive relationship exists between communication, relationship building, cohesion and trust towards team performance. On the other hand, no significant relationship was found between coordination and reward towards team performance.

First, the study may be slightly biased due to the differences in the size of the multinational companies. The result might tend to represent the bigger companies where more virtual teams are available for sampling of this study. Second, the duration of virtual team (long-term and short-term) and the number of sites in the team should be clearly identified. The respondents might have very different experiences and perceptions in different settings of virtual team environment. Therefore, taking care of these characteristics would have provided a more detailed and comprehensive understanding of factors influencing virtual team performance in Malaysia.

The findings from this study can serve as guideline for managers to manage the virtual teams effectively, as well as to optimizes the resources usage and implement the most efficient tools of communication, and subsequently improve the overall efficiency of the teams. This study is useful for researchers, managers and organizations to highlight the factors that contribute to virtual team performance.

The present study has not only extended the use of Media Richness Theory in the context Virtual Team Performance in a developing country but also broadened the previous study through inclusion of other crucial factor, namely, Reward. Given the significant role in the Global marketplace, the understanding of factors influencing virtual team performance in Malaysia using the extended theory of Media Richness would contribute knowledge not only to technology management but also to manufacturing service industry.

The purpose of this paper is to present an analytical framework to examine the impact of international factors on “One Country, Two Systems” in general and Hong Kong’s democratization in particular.

The paper has adopted a behavioral approach to identify the agents, mechanisms and observable facets of external–internal interactions.

The need for international recognition on the performance of the Hong Kong Special Administrative Region (HKSAR) under Chinese sovereignty has provided external actors with the necessary leverage. Though the impact of the international community has been indirect and limited, the authors have identified two mechanisms – lesson drawing and socialization – whereby the impact of international actors and their actions towards Hong Kong may be subtly felt. Moreover, there are at least three observable facets of external actions which are pertinent to the democracy issue. At the end of day, the external impacts will be determined not by the international actors per se but the balance of power between the domestic actors in Hong Kong.

There is a scholarly consensus that international factors matter to Hong Kong. But there has been a lack of serious investigation as to why and how they matter. The observable facets of external–internal interactions and the mechanisms identified in this work have not only enriched our understanding of the relevance of external factors in Hong Kong affairs, but also provided a sound foundation for future research.

The purpose of this paper is to analyse and evaluate the implementation of an empathy model of experiential learning in real-life sites, with the help of NGOs, for developing students’ active citizenship in two Hong Kong Chinese secondary schools.

This study employs a case study in which teachers and the researcher engage in planning, implementing and evaluating an experiential learning unit which combines together both classed-based learning activities and experiential learning activities provided by NGOs in real-life settings. Qualitative interview findings are collected from teachers and students.

Incorporating experiential learning activities in thematic learning units provided by NGOs for the active citizenship of students can facilitate teachers to develop student learning outcomes of empathy and perspective taking derived from authentic experience. In particular, teachers’ reflect on how to facilitate Chinese students’ reflect on disadvantaged people and ethnic minorities. This action research study recommends that students’ conceptual understanding of concepts such as poverty and ethnic minorities should be developed before they participate in NGO’s experiential learning activities, so that the experiential experiences can add something on what they have already learnt.

This study found some useful implications for exploring ways for teacher development by applying an experiential learning model in combination with classroom-based learning for active citizenship. This research study recommends implementing pre-experiential conceptual building activities and post-experiential classroom-based enquiry and reflection activities to help students consolidate their learning experiences through verbal and written reflection, as well as on what actions that they can take.

National identification among young people and the issues about how national education should be conducted have been the significant topics when the Hong Kong Special Administrative Region was entering its third decade of the establishment. This paper was written based on data the authors obtained upon participation in a project organized by the Centre for Catholic Studies of the Chinese University of Hong Kong. The project was carried out after the official curriculum, known as the Moral and National Education Curriculum Guide, was shelved due to popular resentment. The project aimed at capturing the timely opportunity for substantial resources available for school-based operation of moral and national education and developing an alternative curriculum about teaching national issues and identification for Catholic Diocese and Convent primary schools to adopt. This paper aims to investigate the nature of this Catholic Project and examines the extent to which it is a counterhegemonic project or one for teaching to belong to a nation (Mathews, Ma and Lui, 2007). It assesses the project’s possible contribution to citizenship and national education in Hong Kong, since the withdrawal of the Moral and National Education Curriculum Guide.

The authors of this paper worked in an education university of Hong Kong and were invited to be team members of this Catholic Project. The role comprised proposing topics for teacher training, conducting seminars, giving comments to teaching resources, observing and giving feedback to schools that tried out the teaching and designing/implementing an evaluative survey and conducting follow-up interviews with involved parties such as teachers and key officials of the Catholic Centre. Given this, the research involved can be perceived as action research. This paper was written up with both the qualitative and quantitative data the authors collected when working the project.

This paper reported a Catholic citizenship training project with the focus on a Catholic school project on preparing students to understand the nation by learning national issues analytically. The ultimate goal was to ensure teachers in Catholic primary schools could lead the students to examine national issues and other social issues from the perspective of Catholic social ethics. Though the project arose after the failure of the government to force through its controversial national education programme, this paper found that instead of being an alternative curriculum with resistance flavour, the project was basically a self-perfection programme for the Catholic. It was to fill a shortfall observed of Catholic schools, namely, not doing enough to let students examine social and national issues with Catholic social ethics, which, indeed, had a good interface with many cherished universal values. In the final analysis, the project is not a typical national education programme, which teaches students to belong to a nation but an innovative alternative curriculum transcending the hegemony-resistance ideological tensions as advanced by western literature (for example, Gramsci, 1971; Freire, 1970; and Apple, 1993).

The paper contributes to the literature of Hong Kong studies and citizenship education studies. The results of such an innovative endeavour, which captures and capitalizes the opportunity and resources for developing a national education curriculum in school-based manner. Attention was paid to the endeavour’s nature and its possible contribution to the knowledge, policies and practices of citizenship and national education in Hong Kong amidst deep social transformations. In particular, the paper can add to the specific literature about Hong Kong’s citizenship and national education development since the withdrawal of the Moral and National Education Curriculum Guide. Using an empirical example of Asian schooling and society, analysis of this paper illustrates the way in which development of an alternative curriculum is more innovative and interesting, transcending the hegemony-resistance ideological tensions.

The purpose of this paper is to explore the differences between Hong Kong Special Administrative Region (SAR) and Mainland in terms of education and also the influence of it on doing comparative educational research. Hong Kong SAR is ruled by the Chinese Government under the framework of “One country, two systems.” It makes Hong Kong SAR different from other Mainland cities based on different aspects including, education. The finding of this paper provides a systematic review about the differences between these two Chinese societies in terms of education and also implication for conducting comparative educational research in these two societies and also generating some implications for cross-national and cross-cultural study in education.

This paper made references from the framework proposed by Bray and Thomas (1995) in relation to comparative educational research to make comparison between Hong Kong SAR and Mainland China. Multi-level comparison is conducted between two societies in terms of education, especially aspects relating to conducting educational research sat social, school and individual levels.

This paper identified the influence of “One county, two systems” on education at different levels such as ideology, school management system and use of languages in teaching. Such differences affect the choice of topics, sampling strategy, research design, data analysis and interpretation and also ethical considerations when conducting comparative research between Hong Kong SAR and Mainland China.

This paper is an integrated analysis of conducting educational research in two Chinese societies and provides insights for further discussions and possible research about this topic.

The purpose of this paper is to compare the curriculum developments of civic education in three emerging Chinese societies: China and two Special Administrative Regions of Hong Kong and Macao, which are increasingly under the impacts of globalisation in this information world.

The analytical method is used and the following are identified: active and global civic education-related learning units and key themes and main contents in official curriculum guidelines and updated textbooks related to civic education.

A major finding is that elements of both active and global citizenship, such as participation in the community and understanding about the world and thus forming multiple identities, can be found alongside their emphasis on enhancing national citizenship. Thus, ideas of global citizenship and multiple levels of citizenship from local, national to global start to develop in these three Chinese societies.

The implications of such findings of both active and global citizenship, as well as multiple identities, found in these three Chinese societies could be huge for informing civic literature and sociological point of views, in particular, pointing to the next generations receiving a broadened and transcended notion of multiple levels of citizenship, apart from local and national citizenship.

The significance of this paper is that it argues that ideas of active citizenship in terms of community participation and global citizenship have been found in China, Hong Kong and Macao civic education curriculum and textbooks because of the expectations placed on students to compete in a globalized world, though national citizenship and patriotic concerns have been primary concerns. Globalisation makes the world society by impacting on these three Chinese societies for active and global citizenship, though they still retain their particular curricular focusses.

The purpose of this paper is to examine the interaction effect of organizational practices and values of employees on KM success in organizations.

An online survey was undertaken covering 207 employees from the IT, Telecommunication, Food and Beverages and Banking industries in Sri Lanka. The data were analyzed with Partial Least Squares (PLS).

Teamwork, incentives for KM and continuous learning influence employee propensity for KM positively. Furthermore, employee self-transcendence and employee openness to change, moderate the effect of both teamwork and incentives for KM on employee propensity for KM respectively. Yet, openness to change does not moderate the impact of continuous learning on employee propensity for KM.

A multi-level study which measures organizational practices at organizational level and individual values at individual level is a necessity in order to corroborate the present findings. The type of industry and gender should be further examined since they are found to influence values of employees.

Not only organizational practices such as compensation, job design and performance management but also employee values should be aligned to KM. Thus, recruitment and selection as well as training and development become imperative for the success of KM initiatives.

This is one of the first attempts to consider individual values in the context of KM and report an empirical study from Sri Lanka from where relatively few studies are reported.

Examines tourism policy implementation in Chinese tourism enterprises. In general, all tourism enterprises indicated that economic‐oriented tourism policies implemented promoted the development of tourism in China since the adoption of economic reform and open‐door policy in 1978. Chinese tourism policies have established a legal framework for the administration, management and operation of tourism enterprises. This framework has covered almost all aspects of tourism industry. However, Chinese tourism enterprises also found difficulties in implementing some policies and regulations. Some regulations are too strict and do not allow the tourism enterprises to implement in accordance with their real circumstance. The study also suggests that tourism policy implementation in China has two different patterns in two different kinds of tourism enterprises. Further argues that tourism policy implementation in China is a “top‐down” and “trial and error‐correcting” model. These findings provide the important implications in studying the political dimensions of tourism, including tourism politics and tourism policy‐making process, particularly in the context of socialist countries.