Doubling diversity and intention–behavior gaps: A mixed-methods study of first‑year undergraduate transition in Hong Kong’s post‑expansion non‑local intake context

Abstract

This study explores the multifaceted transition of first-year undergraduate students at a Hong Kong university in the wake of a significant policy shift that doubled the intake of non-local students. Employing an explanatory sequential mixed-methods design, the research integrates quantitative survey data with qualitative interviews to identify and analyze the core challenges faced by a diverse student cohort. Four domains emerged as central to the transitional experience: academic adjustment, English language proficiency, self-management, and peer engagement. Notably, the findings reveal two “intention-behavior gaps” – students express strong aspirations to improve their English and collaborate with peers yet frequently revert to native languages and experience limited group interaction. The majority of respondents to the subsequent follow-up online questionnaire expressed agreement with the hypotheses regarding the existence of these gaps. The study highlights the importance of targeted institutional interventions, such as tailored orientation programs, ongoing language support, and structured networking opportunities, to bridge the gap between student intentions and actual behaviors. Recommendations are provided for educators and policymakers to foster inclusive and supportive environments that promote successful adaptation and well-being. By centering student voices and experiences, this research offers timely insights for shaping effective practices and policies in rapidly evolving, multicultural university settings.