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The COVID-19 pandemic has caused unprecedented disruption to teaching and research in universities. This has prompted the publication of a considerable number of studies, frameworks, and guidelines on teaching adaptations. Less has been written on adaptations to empirical research projects, partly because such projects have been put on hold or redesigned entirely. This paper reflects on adaptations made, challenges encountered, and lessons learned while persisting with a qualitative study involving parents, teachers, tutors, and university academics during the second and third waves of the pandemic in Hong Kong in 2020. Specifically, we reflect on the reconsideration of research design and instruments, negotiation of different kinds of access to research sites and participants, optimization of existing data sources, streamlining of data collection approaches, and consideration of the mental well-being of both researchers and respondents. The paper includes lessons learned from the use of Zoom, WhatsApp Messenger, and phone calls as technological tools, and hashtag search on social media platforms such as Facebook and Instagram. Special consideration is given to the unexpected benefits of doing research during the pandemic and the convenience of using technology and adaptability approach. [ABSTRACT FROM AUTHOR]

Summary: The social work profession emphasises the development of the personal qualities of social workers in addition to requiring them to possess the necessary professional values, knowledge, theories and practice skills. Until now, we have tended to rely on the perspective of social work professional bodies, educators and employers to assess the personal qualities of social workers. We have seldom inquired about the views of service users on the qualities of social workers, thus disregarding their perspective. This article focuses on identifying the important qualities of social workers from the perspective of service users. Findings: This paper reports on qualitative research on the personal qualities of social workers that service users value in Hong Kong. It draws on a diverse range of service users with direct experiences of the services provided by social workers. A total of 47 service users from 7 core social welfare service settings and 32 service units participated in an in-depth qualitative interview. Six significant personal qualities of social workers from the service users' perspective are identified and discussed. Applications: The findings have several implications for examining directions for development of the social work profession, the relationship between service users and social workers, effective ways to develop the personal qualities of students in social work education and ways to resolve the dilemma between service users' expectations and the existing mode of social work service delivery. Issues of particular relevance to Hong Kong are highlighted in discussing these implications. [ABSTRACT FROM AUTHOR]

Hong Kong has recently witnessed heightened public awareness of the issues of rights, civil society and citizenship. Contested relations with the Beijing government and slower economic growth in mainland China have seen more Hong Kong citizens become involved in civic engagement and identity politics. Youth service providers thus find themselves forced to respond to a rapidly changing society and changing youth needs while being situated in institutions with their own structural constraints and work culture. The result is that occupational stress is increasingly common amongst Hong Kong secondary school teachers and social workers. This paper presents the findings of a qualitative ethnographic study involving 16 in-depth interviews with community leaders, teachers and school-based social workers. How does a changing society affect youth work in general? How does greater discussion of democracy and human rights in the public sphere affect the way that youth service providers perform youth work? What are the changing roles and responsibilities of these providers in offering support to Hong Kong youth? The research themes that emerged include changing demographics and youth scene, a democratising public sphere in relation to Chinese youth and professionalism as a youth service provider. [ABSTRACT FROM AUTHOR]

This study was designed primarily to investigate the impact of school-based curriculum development teams on teacher development within the tradition of school-based curriculum development. The results are expected to provide valuable insights for teachers, school management and policy making. Teacher interviews in a primary school in Hong Kong were conducted to evaluate the extent to which teacher engagement in curriculum decision-making processes, which are within two school-based curriculum development teams, led to teacher professional development; these were triangulated with video-taped meetings and tryout lessons. Qualitative evidence showed that participating teachers have each undergone professional development through the processes involved in the planning, experimenting and reflecting (PER) model, which is also upon curriculum practice and innovation under certain conditions. However, the complex structures and processes that have been established to involve teachers in curriculum decision making need further empirical and theoretical work. While previous papers on the studies focused on teacher development and pupil learning, this paper, based on interview data, aims to focus on the functions of distributed leadership, and how the leadership styles of consultants and panel heads mediate the interactional patterns and therefore the discourses in the Mathematics and Chinese development teams in the second action cycle of the innovation project. [ABSTRACT FROM AUTHOR]