The 1990s are an important era of the Hong Kong education system. The introduction of school‐based management arouses a number of school reforms to keep up with the…
The 1990s are an important era of the Hong Kong education system. The introduction of school‐based management arouses a number of school reforms to keep up with the changing demands of the community which synthesizes into a global and knowledge‐based economy emphasizing the development of attitudes towards life‐long learning and multiple intelligence. The school reforms arouse a number of critical impacts on the school governance and management targeting at providing students with learning opportunities in an authentic and meaningful context. This in turn raises the importance of leadership style for effective school‐based management covering the aspects of vision, mission and goals; change and strategic thinking; people as well as school culture.
Sustainable development is considered by many to be an essential direction for our world to move towards. To educate for sustainability is not an easy task and it is…
Sustainable development is considered by many to be an essential direction for our world to move towards. To educate for sustainability is not an easy task and it is essential for all the education practitioners to make their contribution. It is important to accept and adapt changes for sustainable development, and continuing education sector itself has undergone dramatic changes in development since the formulation of the concept by the United Nations Education Scientific and Cultural Organization in the 1960s. Coping with the metamorphosis of society and its increasing demand for multi‐disciplinary, continuing education in the tertiary institution is a continuous learning process on its own. Leadership empowerment becomes one of the sharpening tools for bringing about the change in the institutions. Looks at an integral and practice‐oriented approach of one of the subject areas to introducing sustainable development into continuing education in Hong Kong as well as to explore the significance of leadership empowerment in bringing change and learning to the continuing education in the tertiary education.
Hong Kong continuing education has encountered vigorous change in recent years. It is not limited to the mode of teaching and learning. Changing government policies, fund…
Hong Kong continuing education has encountered vigorous change in recent years. It is not limited to the mode of teaching and learning. Changing government policies, fund cutting to the higher education system and the entry of overseas university degrees increase the intensity of competition in the environment to an extraordinary extent. There is a large increase in demand upon internal capabilities of both the continuing education institutions and their leaders to confront the challenging conditions. Aims to examine this situation.
The alignment theory emphasizing strategic fit among the four elements – market competitiveness, business strategy, organizational culture, and leadership style – stresses the significance of matching the four elements within the same logic which are defined as “production”, “administration”, “development”, and “integration”. Strategic fit of four elements within the same logic enhances the organization's performance level. However, the phenomenon is limited in its way of operation. The researcher substitutes the phenomenon with an operationalization model of strategy fitting the four elements within the same logic by attempting an intensive case study of the strategic change process brought forward by the leader of the Built Environment Unit (BEU) of the School of Professional and Continuing Education of the University of Hong Kong.
The research concludes with a strategic change model of the BEU which emphasizes continuous learning, affection, participation and understanding. The model is built on a groundwork comprising academic identity building and culture management. Its concrete block structure is made up of contextualization in the aspects of program diversification, progression ladders and professional recognition. The whole work is reinforced by Built Environment Sustainability Symposia and a Qualifications Framework to confirm the loyalty of their students.
The model can be referred to as a framework by continuing education institution leaders who cope with similar market‐changing conditions.
The purpose of this paper is to explore citizens’ willingness to invest in photovoltaics.
To meet the aim of the research, a questionnaire survey was conducted in the island of Evia in Greece using the method of random stratified sampling. A total of 366 responses were analyzed using both descriptive and inductive statistics methods, such as principal components analysis, K-means cluster analysis, discriminant analysis and binary logistic regression.
The research results indicate that 73per cent of the respondents would invest in renewable energy sources, whereas 55per cent of them would specifically invest in photovoltaics. Regarding their views on photovoltaics, three components were extracted; photovoltaics positive effects, facilitations for investments in photovoltaics and photovoltaics’ performance. Area of residence, annual income and the above-mentioned three components of views on photovoltaics were found to be statistically significant for the dichotomous variable of willingness to invest in photovoltaics. Among the examined variables, photovoltaics performance found to contribute the most in increasing respondents’ willingness to invest in photovoltaics.
The study filled the literature gap concerning citizens’ willingness to invest in photovoltaics in Greece. Furthermore, the research results made feasible to understand the factors that can lead in an investment decision for photovoltaics.