This study samples first year undergraduates from two programmes at a Hong Kong University (N = 66). One programme uses an entirely problem-based approach to learning and teaching, whilst the other uses more traditional methods. Using the Learning and Study Strategies Inventory (LASSI) as a measure of student perceptions of their thinking, or metacognition it explores differences in metacognitive development between each group of students between the beginning and end of their first year in each programme. The paper argues that, in addition to the formal learning context, everyday challenges emerging from the additional new social contexts provided by problem-based curricula provide fertile environments for the development of metacognition because whilst the highest 'meta-level' of cognition is usually not implicated when we receive an outside task and when the task solution is known, the meta-level does tend to be consulted when things go wrong or when the situation is new. In other words, when we are faced with finding solutions to a problem whether posed by the teacher as part of a problem-based curriculum or a new social environment, we are more likely to develop generic, as well as subject specific skills.Keywords A-level results Á Comparison of PBL and non-PBL Á LASSI Á Metacognition Á Problem-based learning

This paper investigates whether instructors' adoption of constructive alignment has any impact on university students' learning approaches, which are highly correlated with students' achievement of learning outcomes. A multi-method model with a combination of qualitative and quantitative design was adopted, using document analysis, interviews and survey. The analysis of covariance results suggested that regardless of individual differences, students would adjust their learning approaches and study behaviours in response to the classroom teaching and learning environment. Students in more 'constructively aligned courses' were more likely to adopt deep learning approaches and less likely to use surface learning approaches in their study of a particular course.

The effects of culture conditions and competitive cultivation with bacteria on mycelial growth, metabolite profile, and antibacterial activity of the marine-derived fungus Arthrinium c.f. saccharicola were investigated. The fungus grew faster at 30 degrees C, at pH 6.5 and in freshwater medium, while exhibited higher antibacterial activity at 25 degrees C, at pH 4.5, 5.5, and 7.5, and in 34 ppt seawater medium. The fungus grew faster in a high-nitrogen medium that contained 0.5% peptone and/or 0.5% yeast extract, while exhibiting higher bioactivity in a high-carbon medium that contained 2% glucose. The fungal growth was inhibited when it was co-cultured with six bacterial species, particularly the bacterium Pseudoalteromonas piscida. The addition of a cell free culture broth of this bacterium significantly increased the bioactivity of the fungus. Metabolite profiles of the fungus revealed by gas chromatography (GC)-mass spectrometry showed clear difference among different treatments, and the change of relative area of three peaks in GC profile followed a similar trend with the bioactivity variation of fungal extracts. Our results showed clear differences in the optimal conditions for achieving maximal mycelial growth and bioactivity of the fungus, which is important for the further study on the mass cultivation and bioactive compounds isolation from this fungus.

PurposeThe purpose of this paper is to compare students' and faculty members' perceptions of academic integrity; their understanding of experiences pertaining to different aspects of academic misconduct (e.g. plagiarism); and to examine the underlying reasons behind academic integrity violations in a Hong Kong context.Design/methodology/approachA mixed methods approach comprising quantitative and qualitative methodologies was used. First, a quantitative survey was conducted with students and faculty. Results from the survey were used to generate interview questions for an interview‐based qualitative study, which consisted of individual interviews for faculty members and focus group interview for students.FindingsResults from both the survey and interviews showed that faculty members and students do not share a consensus on the definition of the seriousness of plagiarism and collusion. Students, in general, commit misconduct due to academic work, pressure for grades, and teachers' unclear instructions of academic integrity. Faculty members rarely report cases of misconduct to the university and handle the cases according to their own standard.Originality/valueThe topic of academic integrity has received increased attention in the past decade from college and university teachers and administrators around the world. Plagiarism is amongst the most widely studied acts of dishonesty in the area of academic behavior in universities world‐wide. Not many studies have investigated other acts of academic dishonesty and teachers' perception of academic integrity, especially in the Chinese context. The findings from this study provide useful insights for educators to implement academic honesty education programs, especially within the Chinese context, and especially in Hong Kong. The results also provide the foundations in developing an online academic integrity tutorial for the sampled institution.