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postgraduate thesis: Undergraduate curriculum reform of universities in Hong Kong, is it for local student development in future?

TitleUndergraduate curriculum reform of universities in Hong Kong, is it for local student development in future?
Authors
Issue Date2011
PublisherThe University of Hong Kong (Pokfulam, Hong Kong)
Citation
Chan, Y. [陳因兒]. (2011). Undergraduate curriculum reform of universities in Hong Kong, is it for local student development in future?. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4836539
AbstractThis research project examines whether the new 4-year curriculum is for local student development in the future and internationalization is the primary espouse of the reform. 8 in-depth interviews were conducted in five local universities. Student development is framed from a multi-functional mindset in which students get exposed to all kinds of possibilities, expand their intellectual thinking and capabilities as well as become self-reflective. There are changes in student demographics, workplace environment, social convergence and intercultural tolerance. The urge of graduates with global mindset, higher-order thinking and multiple skill sets is geographically indivisible. In elaborating on the findings, internationalization is one of the factors leading to student all-roundedness, the centrality of the curriculum reform. Realizing that there was learning experience re-conceptualization, participants evaluated the reform tended to be structural and administrative. There is little spared time for university teachers’ inspirations on students inside or even outside classrooms. But governmental and institutional foci are still put on more research than teaching in which participants were disheartened. A structural change could help little. In a long run, a revolution on the university teaching to wholly facilitate student development is vitally essential. To inspire students to be self-reflective and have sustainable growth, university teaching staff needs time for inspiring works and interdisciplinary co-operations. Too many research and administrative burdens hinders teaching practices, even though teachers are passionate. It is time for the government, UGC, universities and individual professors to put all small pieces together and make the current reform in a more holistic way.
DegreeMaster of Education
SubjectEducation, Higher - Curricula - China - Hong Kong.
Curriculum change - China - Hong Kong.
Dept/ProgramEducation

 

DC FieldValueLanguage
dc.contributor.authorChan, Yan-yi.-
dc.contributor.author陳因兒.-
dc.date.issued2011-
dc.identifier.citationChan, Y. [陳因兒]. (2011). Undergraduate curriculum reform of universities in Hong Kong, is it for local student development in future?. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4836539-
dc.description.abstractThis research project examines whether the new 4-year curriculum is for local student development in the future and internationalization is the primary espouse of the reform. 8 in-depth interviews were conducted in five local universities. Student development is framed from a multi-functional mindset in which students get exposed to all kinds of possibilities, expand their intellectual thinking and capabilities as well as become self-reflective. There are changes in student demographics, workplace environment, social convergence and intercultural tolerance. The urge of graduates with global mindset, higher-order thinking and multiple skill sets is geographically indivisible. In elaborating on the findings, internationalization is one of the factors leading to student all-roundedness, the centrality of the curriculum reform. Realizing that there was learning experience re-conceptualization, participants evaluated the reform tended to be structural and administrative. There is little spared time for university teachers’ inspirations on students inside or even outside classrooms. But governmental and institutional foci are still put on more research than teaching in which participants were disheartened. A structural change could help little. In a long run, a revolution on the university teaching to wholly facilitate student development is vitally essential. To inspire students to be self-reflective and have sustainable growth, university teaching staff needs time for inspiring works and interdisciplinary co-operations. Too many research and administrative burdens hinders teaching practices, even though teachers are passionate. It is time for the government, UGC, universities and individual professors to put all small pieces together and make the current reform in a more holistic way.-
dc.languageeng-
dc.publisherThe University of Hong Kong (Pokfulam, Hong Kong)-
dc.relation.ispartofHKU Theses Online (HKUTO)-
dc.rightsThe author retains all proprietary rights, (such as patent rights) and the right to use in future works.-
dc.rightsCreative Commons: Attribution 3.0 Hong Kong License-
dc.source.urihttp://hub.hku.hk/bib/B48365397-
dc.subject.lcshEducation, Higher - Curricula - China - Hong Kong.-
dc.subject.lcshCurriculum change - China - Hong Kong.-
dc.titleUndergraduate curriculum reform of universities in Hong Kong, is it for local student development in future?-
dc.typePG_Thesis-
dc.identifier.hkulb4836539-
dc.description.thesisnameMaster of Education-
dc.description.thesislevelMaster-
dc.description.thesisdisciplineEducation-
dc.description.naturepublished_or_final_version-
dc.identifier.doi10.5353/th_b4836539-
dc.date.hkucongregation2011-

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