Search results

A new academic structure for senior secondary and higher education was introduced to Hong Kong in 2009/2010. This paper aims to: (1) compare the cohort from the old academic structure (Cohort 2010) and the cohort from the new academic structure (Cohort 2015) on the 14 categories of generic competencies; and (2) compare these attributes among students from different divisions in a tertiary institution in Hong Kong.

Self-Assessment of All-Round Development (SAARD) questionnaires were distributed to students who took the two-year sub-degree programmes offered by the College of Professional and Continuing Education, The Hong Kong Polytechnic University in 2010 and 2015 on a self-administered basis. A total of 4,424 students have returned the questionnaires. Data were analyzed with t-test to compare between the two cohorts.

When comparing Cohort 2015 with Cohort 2010, significantly higher scores were observed on five areas such as global outlook and healthy lifestyle (p<0.05). Significantly lower scores were observed on the other five areas such as problem solving, critical thinking and leadership (p<0.05). Students from all divisions unanimously showed higher perceived rating on social and national responsibility but lower perceived rating on leadership (p<0.05).

The elimination of one public examination, the newly included components such as Other Learning Experiences (OLE) and the compulsory Liberal Studies were believed to contribute partially to the diverse responses of the two cohorts. The dramatic change of the curriculum has not changed the examination culture in Hong Kong which may hinder the development of generic skills among students.

Studying abroad is not new for Hong Kong students, especially those from the middle class. For a variety of reasons, traversing to Mainland universities has been an unconventional path confined mostly to students who pursued specific programs, or had family or social ties. Beginning in 2012, an admission scheme was launched for Hong Kong students applying to Mainland universities. The purpose of this paper is to review the admission scheme.

This paper draws on both quantitative and qualitative data sources. It includes statistics from official records of students’ application and enrollment figures, and documents obtained from multiple sources, as well as qualitative data through interviews of Hong Kong students who are studying in the Mainland universities.

The key findings are that since the implementation of the admission scheme, the number of applicants is rather stable irrespective of the changing socio-economic and political context. With the preferential treatment for Hong Kong students, low tuition fees, government financial assistance and scholarships, most students still consider studying in the Mainland a backup plan rather than a first choice. The academic performance of the students and academic/career aspirations have influenced their choice and decisions.

This paper contributes through providing both primary and secondary data to help understand the level of acceptance on the scheme since its implementation. It also reveals the perceptions of the students who have made their choice to study cross the border. In facing the emergent economic, socio-cultural and political challenges, some policies recommendations are proposed to boost the acceptance of the scheme. Moreover, it fills the research gap on student mobility from Hong Kong to Mainland China in the corpus of literature.

This paper aims to provide insight into mediation as an Alternative Dispute Resolution (ADR) to resolve interpersonal conflicts for undergraduate students in Hong Kong.

Mixed methods research approach was utilised to examine university students' understanding of dispute resolution at their respective universities in Hong Kong, and factors that may influence their decision to utilize ADR on campus.

The tendency for university students in Hong Kong to voice criticisms was low due to: (1) unawareness of proper grievance channels; and (2) fear of potential academic retribution from the institution. This may be the result of inadequate promotion and transparency in the existing higher education dispute resolution framework. Academic staff acknowledged the limitation of the existing closed-door dispute resolution system and the need for an alternative conflict management system which emphasises on restoration of harmony in the university community.

As there is a lack of study focusing on ADR practices in Hong Kong universities, this paper provides insight into the feasibility of integrating ADR into the existing dispute resolution processes in resolving interpersonal conflicts at universities in Hong Kong.

This paper aims to provide data on the self-perceived state of sustainability consciousness of first-year Hong Kong students.

Within a mixed-method research design framework, the authors conducted 787 questionnaires and collected 989 reflective narratives of first-year students of a university in Hong Kong, who were enrolled in the General Education course.

Attributed to students’ immersion in compulsory sustainability education modules within liberal studies programs in secondary through higher education (HE), the quantitative results revealed an increase in the self-perceived knowledge and behavioral aspects of sustainability consciousness of Hong Kong students and their low engagement in sustainability-related civic, campus or action groups. However, qualitative results revealed three aspects of the students’ sustainability consciousness: intentionality to make a difference; engagement with complex questions about identity, society and nature; and eschatological perspectives, which included imaginative, future-oriented and action-oriented approaches to critical reflection, supported by the rhetoric of hope, promises and commitment for better future.

The study provides insights into the challenge of implementation of the United Nations-based sustainable development model in the Hong Kong educational system through the formal liberal studies curriculum. It advances the field by constructing a momentum for conceptual changes in sustainability education research toward design of the non-linear and culturally sensitive frameworks for sustainability implementation in HE. This allows to utilize universities’ unique capacities for fostering students’ sustainability consciousness in a continuous and systemic way.

Territory-wide system assessment (TSA) was launched and administered by Hong Kong (HK) Education Bureau (EDB) since 2004. Since then, parents and teachers have been questioning its need, value, uselessness, effectiveness, harm for schools, teachers and students. In 2015, the issue blew up with Kau Yan School’s principal boycotting the tests. A series of discussions in the public and media and different surveys were then carried out widely in HK. After review, EDB announced in 2017 that the revised version of TSA be extended to Primary 3 students in HK. The purpose of this paper is to propose that TSAs for Primary 3, Primary 6 and Secondary 3 need a further review to judge their need and uselessness.

This paper reviews the educational policy governing the administration of the TSA. Primary and secondary data from focus group meetings, press interviews (Bogdan and Biklen, 1982; Miles and Huberman, 1994; Ouiment et al., 2001) and public reports would be analyzed. Besides, participant observation (Nosich, 1982; Sou, 2000; Sou and Zhou, 2007) and theoretical reasoning (Nosich, 1982; Sou, 2000; Sou and Zhou, 2007) have been applied for the critical review of this controversial test. The contrast study on the conflicting views of stakeholders in the education industry would bring up some insights of this controversial educational policy in Assessment for Learning.

Conflicting and contrasting perceptions from TSA to basic competency assessment (BCA) among stakeholders of education and government include governmental stakeholder – EDB’s awareness; EDB stressed that TSA is a low-stakes assessment which does not need extra practice for students; non-governmental stakeholders including legislative councilors’ perception, school principals’ perception, teachers’ perception, parents’ perception and students’ perception. Facing the opposition and grievances of different stakeholders, EDB announced in January 2017 that the revised version of TSA: BCA, be extended to HK in May 2017. Parents and legislative councilors were angry and they ask for a review or even cancellation for Primary 3 TSA.

This original study will initiate more thorough revisions and discussions for the TSAs for Primary 3, Primary 6 and Secondary 3 in HK, as a quality educational management step. While TSA for Primary 3 has been reviewed and substantially “revised,” the community at large still asks for further revision for its needs, uselessness and harm for parents, teachers and students. Since the underlying causes of students’ suicides are not fully identified, the problem of over-drilling practices for TSAs for Primary 3, Primary 6 and Secondary 3 needs to be satisfactorily resolved. Thus, TSAs for Primary 6 and Secondary 3, like that for Primary 3, should be reviewed for probable revision.

While most language departments of the university offer service-learning (SL) subjects based on language teaching, such as “Teaching Chinese as a Second Language in Local Schools” and “Serving the Community through Teaching English,” this paper aims to argue that teaching students to teach language(s) is yet to be the best strategy to serve the service recipients.

SL is widely understood as an experiential learning pedagogy that integrates academic focus, reflection and community service and is shown to be impactful. In Hong Kong, the first university that has made SL a graduation requirement is the Hong Kong Polytechnic University (the University). Considering this, new SL courses have proliferated over the past decade. Adopting a narrative inquiry approach, this paper examines personal narratives from a new SL subject aiming to raise awareness of refugees in Hong Kong. The data includes students’ reflective journals, co-created personal narratives and podcasts and semi-structured interviews.

This paper finds that crafting and recording narratives of shared experiences deepens cultural understanding, cultivates empathy and facilitates language learning in a genuine setting.

Ultimately, this paper advocates a well-designed SL that combines language, content and technology as a powerful, transformational experience for both college students and service recipients.

This paper focuses on a brand new SL course, “Storytelling for Understanding: Refugee Children in Hong Kong,” offered in Semester 1, 2022–2023. The subject was developed by the two authors from a language division affiliated to the University. The deliverables were podcast recordings, co-authored and co-edited by the students and the children.

This study examined the effectiveness of a 4.5-day service leadership program for students from Chinese universities using objective outcome evaluation. The participants were assessed before and after the program, with two post-test measurements (immediate assessment and assessment 12 days after the completion of class learning). At pretest and two posttest time points, the participants completed a questionnaire measuring positive youth development, service leadership qualities and beliefs, and life satisfaction. Results showed that students’ performance in both the immediate posttest and follow-up test was better than that in the pretest. Despite the limitations of the one-group pretest-posttest design, results suggest that the curricular-based service leadership program was effective to promote students’ positive youth development, service leadership qualities and beliefs, as well as life satisfaction, and the effectiveness maintained a short period after the class had ended. While the existing findings are promising, these findings should be replicated in the future.

The paper aims to address the gap in the literature related to students’ mindsets and learning activities through investigation of the differences in students’ expectations of, feelings towards, and perceptions of an overseas study tour based on their mindset. The study provides an in-depth analysis of students with different mindsets and proposes the use of overseas tours and intercultural learning to foster students’ growth mindset.

An overseas study tour hosted by a self-financing tertiary institution in Hong Kong was selected for investigation. 13 sub-degree students participated in the study tour during the summer term in 2018. Two types of primary data – quantitative (i.e., a questionnaire survey) and qualitative (i.e., in-depth interviews) – of fixed mindset and growth mindset students were collected for analysis.

The findings indicate differences in students’ expectations of, feelings towards, and perceptions of an overseas study tour depending on whether they demonstrate a fixed or growth mindset. The growth mindset students had more and higher expectations of the study tour, all of which were related to personal growth and development. The fixed mindset students did not have as much of a desire for personal development and their expectations were easily met. Both growth and fixed mindset students had positive feelings and perceptions of the tour.

Research on the application value of overseas study tours in helping students from self-financing tertiary institutions develop a growth mindset is scarce, and thus warrants further investigation.

This paper aims to illustrate the importance of the quality of Online Learning Physical Environment (OLPE) and Online Learning Self-efficacy (OLSE) in predicting academic performance in online learning, which was the primary mode of teaching during the outbreak of COVID-19 in Hong Kong. Policy recommendations were made based on the findings from a psychological perspective.

Responses from 104 Hong Kong undergraduate students were collected through a questionnaire survey. Data were analysed using multiple linear regression, simple linear regression, and Pearson correlation.

Despite the fact that OLSE showed no significant direct effect on academic performance in online learning, OLSE was positively correlated with and predictive of OLPE, while OLPE was positively correlated with and predictive of online learning performance. The findings indicated that undergraduate students from low-income families tended to have less superior academic performance, which was associated with poorer OLPE and OLSE.

The findings suggested that in order to alleviate learning inequality in online learning, policy makers may allocate funding to enhance OLPE and OLSE of undergraduate students from low-income families.

This paper aims to provide an overview of the development periods of home-based learning in Hong Kong during the COVID-19 pandemic, then discusses the differences in how the more affluent and well-educated middle-class parents and the economically and culturally disadvantaged working-class parents have dealt with the challenges of this new learning mode in their children’s education.

This research mainly adopted the qualitative research method, and used data from multiple sources, including online and offline participant observations, informal interviews and second-hand official reports.

The preliminary findings suggest that due to the closure of the formal schooling system, the impact of unequal family resources – such as tangible economic investment and intangible cultural and social support – on students’ academic performance has been exposed, thus reinforcing the pre-existing inequality between different social classes.

The findings of this paper are primarily based on preliminary observations and informal interviews, and it needs more systematic studies, both qualitative and quantitative, are needed to provide further empirical evidence to demonstrate the impacts of digital, housing and knowledge divide between the middle- and working-class families on students’ academic performance.

The paper presents new empirical data concerning the class mechanisms underlying home-based learning during the class suspension in Hong Kong. It shows that home-based learning in this challenging time has exposed the existing inequality in education.