File Download
  Links for fulltext
     (May Require Subscription)

Article: Faculty perspectives on the "3+ 3+ 4" curriculum reform in Hong Kong: A case study

TitleFaculty perspectives on the "3+ 3+ 4" curriculum reform in Hong Kong: A case study
Authors
Issue Date2013
PublisherCanadian Center of Science and Education. The Journal's web site is located at http://www.ccsenet.org/journal/index.php/ies/index
Citation
International Education Studies, 2013, v. 6 n. 4, p. 56-66 How to Cite?
AbstractCurriculum reform in higher education has been taking place in many countries, with much attention paid to many such as the national-level Bologna process in Europe, institutional-level Melbourne Model in Australia and discipline-level Engineering Criteria 2000 (EC2000). This paper gives a detailed account of the reform initiatives taking place in the recent Hong Kong educational system and in particular, focusing on a research-intensive university in Hong Kong through literature and consultations. Being aware that teachers often face challenges in dealing with curriculum changes, this small-scale study aims to identify areas which faculty members require assistance in their professional development by investigating university teachers' perception of the curriculum reform in the Science discipline. Through quantitative and qualitative methods, it was also found that academics expressed doubts towards the implementation of outcome-based and student-centered learning approaches in the new curriculum despite their understanding of these concepts.
Persistent Identifierhttp://hdl.handle.net/10722/197747

 

DC FieldValueLanguage
dc.contributor.authorChan, CKYen_US
dc.contributor.authorLuk, YYLen_US
dc.date.accessioned2014-05-29T08:48:13Z-
dc.date.available2014-05-29T08:48:13Z-
dc.date.issued2013en_US
dc.identifier.citationInternational Education Studies, 2013, v. 6 n. 4, p. 56-66en_US
dc.identifier.urihttp://hdl.handle.net/10722/197747-
dc.description.abstractCurriculum reform in higher education has been taking place in many countries, with much attention paid to many such as the national-level Bologna process in Europe, institutional-level Melbourne Model in Australia and discipline-level Engineering Criteria 2000 (EC2000). This paper gives a detailed account of the reform initiatives taking place in the recent Hong Kong educational system and in particular, focusing on a research-intensive university in Hong Kong through literature and consultations. Being aware that teachers often face challenges in dealing with curriculum changes, this small-scale study aims to identify areas which faculty members require assistance in their professional development by investigating university teachers' perception of the curriculum reform in the Science discipline. Through quantitative and qualitative methods, it was also found that academics expressed doubts towards the implementation of outcome-based and student-centered learning approaches in the new curriculum despite their understanding of these concepts.en_US
dc.languageengen_US
dc.publisherCanadian Center of Science and Education. The Journal's web site is located at http://www.ccsenet.org/journal/index.php/ies/indexen_US
dc.relation.ispartofInternational Education Studiesen_US
dc.rightsCreative Commons: Attribution 3.0 Hong Kong License-
dc.titleFaculty perspectives on the "3+ 3+ 4" curriculum reform in Hong Kong: A case studyen_US
dc.typeArticleen_US
dc.identifier.emailChan, CKY: cecilia.chan@caut.hku.hken_US
dc.identifier.emailLuk, YYL: lillianluk@cetl.hku.hken_US
dc.identifier.authorityChan, CKY=rp00892en_US
dc.description.naturepublished_or_final_version-
dc.identifier.doi10.5539/ies.v6n4p56en_US
dc.identifier.hkuros228892en_US
dc.identifier.volume6en_US
dc.identifier.issue4en_US
dc.identifier.spage56en_US
dc.identifier.epage66en_US
dc.publisher.placeCanadaen_US

Export via OAI-PMH Interface in XML Formats


OR


Export to Other Non-XML Formats