Article published in:
FORUM
Vol. 12:1 (2014) ► pp. 2339
References

References

Babbie, E. R.
(2007) The Practice of Social Research, Belmont, CA: Thomson/Wadsworth.Google Scholar
Biggs, J., Kember, D. & Leung, D.
(2001) The Revised Two-Factor Study Process Questionnaire: R-SPQ-2F. British Journal of Educational Psychology, 71, 133–49. CrossrefGoogle Scholar
Biggs, J.
(1989) Approaches to the Enhancement of Tertiary Teaching. Higher Education Research and Development, 8(1), 7–25. CrossrefGoogle Scholar
(1992) Why and How do Hong Kong Students Learn? Using the Learning and Study Process Questionnaire. Education Paper No. 14, Hong Kong: Faculty of Education, University of Hong Kong.Google Scholar
Kember, D.
(2010) Opening Up the Road to Nowhere: Problems with the Path to Mass Higher Education in Hong Kong. Higher Education, 59, 167–179. CrossrefGoogle Scholar
Li, D.
(2000) Tailoring Translation Programs to Social Needs: A Survey of Professional Translators. Target, 12(1), 127–149. CrossrefGoogle Scholar
(2002) Translator Training: What Translation Students Have to Say. Meta, 47(4), 513–531. CrossrefGoogle Scholar
(2005) Teaching of Specialized Translation Courses in Hong Kong. Babel, 51(1), 62–77. CrossrefGoogle Scholar
(2007) Translation Curriculum and Pedagogy. Target, 19(1), 105–133. CrossrefGoogle Scholar
(2011) Knowledge Structure and Training of Translation Teachers: An Exploratory Study of Doctoral Programs of Translation Studies in Hong Kong, Meta, 56(3), 693–712.Google Scholar
Mak, W.-H.
(2001) A Higher Diploma Course of Translation and Interpretation at the crossroads — the HDTI at the City University of Hong Kong. In S.-W. Chan (Ed.), Translation in Hong Kong: Past, Present and Future. Hong Kong: Chinese University of Hong Kong Press, 97–118.Google Scholar
Marton, F. & Saljo, R.
(1976a) On Qualitative Differences in Learning – I: Outcome and Process. British Journal of Educational Psychology, 46(1), 4–11. CrossrefGoogle Scholar
(1976b) On Qualitative Differences in learning – II: Outcome as a Function of the Learner’s Conception of the Task. British Journal of Educational Psychology, 46(2), 115–127. CrossrefGoogle Scholar
Pym, A.
(2010) Aspects of Translation Education: An Interview with Professor Anthony Pym. http://​usuaris​.tinet​.cat​/apym​/on​-line​/training​/2010​_interview​_china​.pdfGoogle Scholar
Schjoldager, A.
(2004) Are L2 Learners More Prone to Err When They Translate? In M. Kirsten (Ed.), Translation in Undergraduate Degree Programs. Amsterdam & Philadelphia: John Benjamins, 127–150.Google Scholar
Tan, Z.
(2008) Towards a Whole-Person Translator Education Approach in Translation Teaching on University Degree Programmes. Meta, 53(3), 589–608. CrossrefGoogle Scholar
Trow, M. A.
(1974) Problems in the Transition from Elite to Mass Higher Education: General Report on the Conference on Future Structures of Post-Secondary Education. Paris: OECD.Google Scholar
Tung, C. W.
Wan, C.
(2011) Reforming Higher Education in Hong Kong towards Post-Massification: The First Decades and the Challenges Ahead. Journal of Higher Education Policy and Management, 33(2), 115–129. CrossrefGoogle Scholar
Wang, R.-J.
(2003) From Elitism to Mass Higher Education in Taiwan: The Problems Faced. Higher Education, 46, 261–287. CrossrefGoogle Scholar
Zabawa, M.
(2010) Teaching Translation at the University: Should Students be Taught Their Native Language? In B. Łukasz (Ed.) Teaching Translation and Interpreting: Challenges and Practices. Newcastle upon Tyne, UK: Cambridge Scholars Publishing, 69–80.Google Scholar
Zha, Q.
(2002) ‘Understanding China’s Moves to Mass Higher Education from a Policy Perspective’, In R. Hayhoe, J. Li, J. Lin, & Q. Zha (Eds.), Portraits of 21st Century Chinese Universities: In the Move to Mass Higher Education. Hong Kong: Comparative Education Research Centre, University of Hong Kong, 20–57.Google Scholar