The Impact of Short-Term Study in China Programs: Voices of Hong Kong University Students

Abstract

Despite the mounting evidence supporting the effectiveness of short-term study abroad programs (such as Service-Learning programs) on university students’ development, few studies have been conducted to explore the impact of short-term study in China programs on young people from Hong Kong. This study employed a qualitative design method to examine the impact of three types of short-term study programs in China—summer school, cultural tour, and service-learning—on Hong Kong university students’ development and to explore both the facilitators of, and the barriers to, the impact of the programs. A total of 42 students from 17 short-term study in China programs were interviewed individually. Results showed that all three types of short-term study in China programs were perceived by participants as having a positive impact on their intercultural competence as well as their perceptions of, and attitudes toward, the Nation and Chinese people. Participants of service-learning programs also demonstrated enhanced global citizenship. However, these programs did not have any significant impact on their perceived identities as Hong Kong or Chinese citizens. Individual and program factors that facilitated or impeded the student’s gains from the programs were identified. These findings provide pioneer evidence for the positive impacts of short-term study in China programs on Hong Kong local university students and for the improvement of the current programs as well as the development of new programs in the future.

Stay strong, stay healthy: exploring a predictive model of psychological adaptation among Macau students studying in Mainland China within the postcolonial context

“…However, Lou’s empirical study located in the postcolonial context observed that a close identification with China led to better cultural adaptation and greater acceptance of other groups when Macau students interact in Mainland China (2021). This finding is consistent with a study of Hong Kong students studying in Mainland China, which showed that a local Hong Kong identity (vs. a Chinese national identity) was associated with worse adaptation experiences ( Yu et al, 2023 ). Based on the existing literature, the current study hypothesized that Macau students with a strong national identity (i.e., Chinese), instead of a local identity (i.e., Macanese), will have better psychological states.…”

“…In one exception, Dai and Liu (2021) used convenience methods that included 63 mainland college students studying in Hong Kong and Macau to investigate their adaptation levels. In another line of study that explores the adaptation of students of former colonial enclaves studying in Mainland China, a dominant literature also employed qualitative methods (e.g., Lee et al, 2020 ; Yu et al, 2023 ). In one exception, Lou (2021) adopted a quantitative approach to examine the importance of language and social identity of Macau students transitioning to universities in Mainland China.…”