Professor ZENG, Lily M.

• Zeng, L. M. (2024). HK$ 58,262. The learning experience of international students in Mainland China. Faculty Research Fund. Faculty of Education, The University of Hong Kong. [2024.03.1-2024.6.30]
• Zeng, L. M., King, R. B., Zhao, Y., and Bridges, S (2023). HK$ 999,572. The Student Learning Experience in Hong Kong Universities: A Deep Dive into Institutional Data. Teaching Development and Language Enhancement Grant (TDLEG). The University of Hong Kong. [2022.11.01-2025.6.30]
• Zeng. M. (2022). HK$69,300. The impact of teaching-related professional development activity on university teachers’ development of teaching expertise. Seed Funding for Basic Research, University of Hong Kong. [2023.09.01-2023.11.30]
• Zeng. L. M., Fryer, L. K., Lei, C-U., Kwok, T., Lee, A., and Donn, D. (2021). HK$231,110. Enhancing learner engagement in asynchronous online learning through adaptive learning (AL). Teaching Development Grant (806), University of Hong Kong. [2020.12.01-2022.12.30]
• Fryer, L. K., Zeng, L. M, Aramatas, C. Luo, Y. Tang, G. Y., Zhao, M. Y. (2018). HK$ 561,460. Diversity of University Engagement across Greater China. General Research Fund (17615218). University Grant Committee, Hong Kong.
• Zeng, M. (2018). HK$24,812.The application of adaptive learning in supporting blended learning (II). Teaching Exchange Fellowship Scheme.
• Zeng, M. (2017). HK$483,565. Preparing students for experiential learning. Funding for Experiential Learning, The University of Hong Kong.
• Zeng, M. (2017). HK$48,000. The application of adaptive learning in supporting blended learning (I). Teaching Exchange Fellowship Scheme.
• Zeng, M., Fryer, L., Zhao, Y., Wong, A., Chiu, P., B. K. C., Tanner, J., Law, K. H. (2017). HK$ 250,000. Are We Doing Enough for Students in Lecture Halls? Enhancing Student Engagement in Large Lecture Halls at HKU. Teaching Development Grant (669), University of Hong Kong.
• Zeng. M. (2016). HK$150,000. Non-local early career academics’ conceptions and experience of teaching at Hong Kong universities. Seed Funding for Basic Research, University of Hong Kong.

Theme one: Student learning experience and graduate attribute development for quality assurance

1. Simon, P. D., & Zeng, L. M. (2024). Behind the scenes of adaptive learning: A scoping review of teachers’ perspectives on the use of adaptive learning technologies. Education Sciences, 14(12), 1413. https://www.mdpi.com/2227-7102/14/12/1413
2. Zeng, L. M.* (2024). ‘Who knows what will come next to interrupt our assessments’: the adaptability of assessments across face-to-face and online instructional environments. Assessment & Evaluation in Higher Education, 1-16. https://doi.org/10.1080/02602938.2024.2370425 (SSCI Q1, IF= 4.4)
3. Zeng, L. M.* (2024). An integrated quality assurance framework for assessing undergraduate students’ university experiences across the Asia Pacific. In L. K. Fryer, L. M. Zeng, & R. B. King (Eds.), Student Engagement in Pacific Asia. Springer.
4. Fryer, L. K., King, R. B., & Zeng, L. M. (Eds.). (2024). Student Engagement in Pacific Asia. Springer.
5. Zeng, L. M.*, & Bridges, S. M. (2023). The effect of conceptions of learning and prior online course experiences on students’ choice of learning spaces for synchronous online learning during COVID-19. Australasian Journal of Educational Technology, 39(3), 17-34. https://doi.org/10.14742/ajet.8345 
6. Wang, F., Zeng, L. M., Zhu, A. Y., & King, R. B.* (2023). Supervisors matter, but what about peers? The distinct contributions of quality supervision and peer support to doctoral students’ research experience. Studies in Higher Education, 1-17. https://doi.org/10.1080/03075079.2023.2212024 
7. Wang, F., King, R. B.*, Zeng, L. M., Zhu, Y., & Leung, S. O. (2023). The research experience of postgraduate students: a mixed-methods study. Studies in Higher Education, 48(4), 616-629. https://doi.org/10.1080/03075079.2022.2155344
8. Fryer, L. K.*, Zeng, L. M., Shum, A., Ho, C. C., & Wong, C.-W. (2023). “Was that interesting?” & “Does it matter?”: The implications of on-task learning experiences. Studies in Educational Evaluation, 76, 101230. https://doi.org/https://doi.org/10.1016/j.stueduc.2022.101230 
9. Zeng, L. M.*, Fryer, L. K., & Zhao, Y. (2021). A comparison of three major instruments used for the assessment of university student experience: Toward a comprehensive and distributed approach. Higher education Quarterly.https://doi.org/http://doi.org/10.1111/hequ.12363  
10. Fryer, L. K*., Zeng, L. M., & Zhao, Y. (2021). Assessing University and Programme Experiences: Towards an Integrated Asia Pacific Approach. Frontiers in Education, 6(439). https://doi.org/10.3389/feduc.2021.748590 
11. Zeng, L. M.*(2021).How much does it differ? How much does it matter? The research experience of Mainland Chinese and Hong Kong students in a Hong Kong University. Studies in Higher Education, 46(3), 606-623. doi: https://doi.org/10.1080/03075079.2019.1647412 
12. Zeng, L. M.* (2016). Mainland Chinese students' responses to the cognitive conflicts in their adaptation to a Hong Kong university: a developmental perspective. In R. B. King & A. B. I. Bernardo (Eds.), The psychology of Asian learners: A festschrift in honor of David Watkins (pp. 421-440). Singapore: Springer.
13. Chan, C. K. Y.*, Luk, L. Y. Y., & Zeng, M. (2014). Teachers’ perceptions of student evaluations of teaching. Educational Research & Evaluation, 20(4), 275-289. doi: https://doi.org/10.1080/13803611.2014.932698 
14. Zeng, M.*, Webster, J. B., & Ginns, P. (2013). Measuring the research experience of research postgraduate students in Hong Kong. Higher Education Research and Development, 32(4), 672-686. doi: https://doi.org/10.1080/07294360.2012.754410 
15. Zeng, M.* (2011). What makes high-quality research experience of research postgraduates? Implications from Mainland Chinese research students’ experiences at the University of Hong Kong. In L. M. Mokstad, and F. Bento, (Eds.) Perceptions of Quality in Higher Education, Rankings and Benchmarking, (pp. 113-126).
16. Zeng, M.* & Webster, J. B. (2010). Assessing the research experience of postgraduate students at a Hong Kong university. In M. Devlin, J. Nagy and A. Lichtenberg (Eds.) Research and Development in Higher Education: Reshaping Higher Education, 33 (pp.654-654).
17. Zeng, M.*, & Watkins, D. (2010). Adaptation of Mainland Postgraduate Students to Hong Kong’s universities. In D. W. Chapman, W. K. Cummings & G. A. Postiglione (Eds.), Crossing borders in East Asian higher education (pp. 343-373). Netherlands: Springer. [Awarded 1st place in the Annual Comparative and International Education Society's Higher Education SIG --Best in Book for 2009-2010 academic year]
18. Zeng, M.*, & Watkins, D. (2007). Adaptation to a sibling culture: The satisfaction and persistence intentions of Mainland Chinese postgraduate students at a Hong Kong university. Asian Journal of University Education, 1(3), 39-62.

Theme two: Social-emotional skills

19. Wang, F., Zeng, L. M., & King, R. B. (2025). Socioeconomic gaps in socio-emotional skills across cultures: The role of school-based interpersonal relationships. Social Psychology of Education, 28(1), 146. https://doi.org/10.1007/s11218-025-10100-1

20. Wang, F., Zeng, L. M., & King, R. B.* (2025). Teacher support for basic needs is associated with socio-emotional skills: a self-determination theory perspective. Social Psychology of Education, 28(1), 76. https://doi.org/10.1007/s11218-024-10009-1  

21. Wang, F., King, R. B.*, & Zeng, L. M. (2024). Supporting students' basic needs is associated with better socio-emotional skills across cultures: A self-determination theory perspective. Learning and Individual Differences, 116, 102535.  https://doi.org/https://doi.org/10.1016/j.lindif.2024.102535

22. Wang, F., Zeng, L. M., & King, R. B.* (2024). University students’ socio-emotional skills: the role of the teaching and learning environment. Studies in Higher Education, 1-18. https://doi.org/10.1080/03075079.2024.2389447

23. Wang, F., King, R. B.*, & Zeng, L. M. (2024). Cooperative school climates are positively linked with socio‐emotional skills: A Cross‐National Study. British Journal of Educational Psychology, 94(2), 622-641

Theme three: Professional development of university teachers

24. Zeng, L. M.* (2020). Peer review of teaching in higher education: A systematic review of its impact on the professional development of university teachers from the teaching expertise perspective. Educational Research Review, 31, 100333. doi:  https://doi.org/10.1016/j.edurev.2020.100333