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Dissertations / Theses on the topic 'Higher-education sector in Hong Kong'

Author: Grafiati

Published: 11 December 2022

Last updated: 19 July 2025

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1

Ng, Kam-cheung Ken, and 伍錦祥. "Public sector reform: initiatives and goals :the case of education reform in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31966305.

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2

Lok, K. L. "A contingency model for facilities management outsourcing relationships (CORE) in the Hong Kong higher education sector : an exploratory model for linking FM outsourcing performance to higher education business performance." Thesis, University of Salford, 2013. http://usir.salford.ac.uk/29565/.

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The focus of study is to determine the relationships between clients and FM service providers by developing a yardstick for measuring and appraising the relationships in main FM outsourcing contracts in the higher education sector of Hong Kong. In this study, “outsourcing relationships” are defined as “the extent to which an FM outsourcing contract facilitates effective ownership or control of FM assets, and enhances the competitive positioning and long-term strategies of the outsourced FM portfolio whilst the client’s requirements are met”. The most practical and successful approach for improving FM outsourcing relationships reported in the literature is a model based on quantitative assessment. A review of the literature suggests that the Four Outsourcing Relationship Types (FORT) model, used in the information technology industry, can be adapted for use in FM outsourcing. The data from two Delphi surveys and two questionnaire surveys, administered to 38 clients and 34 FM service providers, were used to build the proposed Contingency Outsourcing Relationships (CORE) model. The data analyses included the Kruskal-Wallis test, the Mann-Whitney U test and a Multi-nominal logistic regression. The Analytical Hierarchy Process and two focus group meetings were also used to develop the model. The CORE model can be used to assess the four categories of outsourcing relationships by focusing on the four main FM outsourcing service contracts in Hong Kong’s higher education sector: (i) building maintenance; (ii) security; (iii) cleaning; and (iv) catering. Other FM outsourcing service contracts are not covered by the CORE model. In the model, the combination of two different outsourcing relationship components or dimensions contributes to an outsourcing relationship type. In conclusion, the empirical investigation reveals a significant relationship between FM outsourcing relationship types and services in the context of Hong Kong’s higher education sector. Clients and service providers have indicated that applying the FM outsourcing relationship types improves the quality of the services. The findings indicate a match in the preference for the extent of outsourcing relationship dimensions on the ownership and control of service provider involvement on current outsourcing contracts for building maintenance, cleaning and catering in Hong Kong’s higher education FM industry. This study also discusses that the importance of matching demand and supply of FM services plays a major role in the FM outsourcing success.

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3

Chen, Wen-ning Josephine, and 陳尹玲. "Public sector reform in education: in what way is it reform." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31964412.

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4

Ng, Kam-cheung Ken. "Public sector reform : initiatives and goals : the case of education reform in Hong Kong /." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B22054315.

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5

Cheung, Chiu-man Jordan. "The Implementation of Global Citizenship Education at Junior Secondary Sector in Hong Kong Secondary Schools – The Teachers’ Perceptions." Thesis, University of Leicester, 2010. http://hdl.handle.net/2381/8971.

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Civic education has regained momentum over the past one to two decades when more and more governments in various jurisdictions are awakened by a greater need for allegiance, responsible behaviours, and participation from their citizens. With the escalating impacts of globalization, the conventional notion of civic education founded on nation-states has been subject to rigorous challenges. Critics keep questioning whether contemporary citizens need to play a more active role in the global milieu. People in Hong Kong who live in an international cosmopolitan are for sure no exception. The global development trend in civic education is thereby unstoppable. It is a pity that global citizenship education has drawn the attention of local school educators and researchers not until the end of the last millennium. Hitherto, not so many relevant research reports have been published locally. Of the limited amount of research studies, none is related to the understanding and explanation of teachers’ global perception of civic education within a particular context. The study in this thesis is an attempt to bridge this gap. This thesis concludes the significance of global citizenship education in civic education of Hong Kong. It also examines the influential factors for the formation of the perception of teachers of global citizenship education, who teach the independent civic education curriculum at the junior secondary sector in Hong Kong. The factors are extracted from the socio-political, personal, educational, curricular and school contexts. Data are collected through a mixed method approach comprising a questionnaire survey and a follow-up interview. The data analysis is based on a conceptual model developed from the Cultural Historical Activity Theory. In brief, the key findings are that most of the abovementioned contextual factors, except collectivism and the Confucian value of education in the socio-cultural domain, are found influential in shaping the studied civic educators’ global perception of civic education. Positive correlations are also found between most of the contextual factors, except collectivism and the Confucian value of education, and the teachers’ global view towards civic education. The study results have implications for policy and practice of preparing competent school civic educators under the new global era of civic education. In practice, pre-service and in-service teacher education programmes in Hong Kong should be better designed to suit the contextual needs and global development as identified in the study. On the policy side, education policy makers are expected to work hand in hand with all the stakeholders such as teachers, school leaders and teacher educators to ensure a sufficient and adequate provision of teacher education opportunities for civic education teachers in Hong Kong.

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6

Lee, Pauline K. L. "The efficacy of 'student evaluation of faculty' as a method for assessing teacher performance in the tertiary education sector in Hong Kong." Thesis, University of Bristol, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.368640.

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Ying, Sin Yan. "The restructuring of higher education in Hong Kong." Thesis, University of Oxford, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.431453.

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8

Li, Pak Wan. "Leadership in higher education : the Hong Kong experience." Thesis, University of Leicester, 2010. http://hdl.handle.net/2381/8323.

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This study investigates the perceptions of a cohort of leaders of the higher education institutions in Hong Kong on the leadership styles and competencies that have enabled them to lead effectively, and also their perceptions of the influence of culture, authority/power and gender on their effectiveness as leaders of higher education in Hong Kong. The main source of research data is from a series of in-depth individual face-to-face interviews with the 14 respondents, eight males and six females, who consented to participate in the research. The research indicates that the respondents assessed the competencies of effective leadership from two perspectives: endorsing the traditional view of gender-stereotyping of leadership skills, attributes and characteristics on the one hand when considering the impact of gender, and on the other hand, displaying a mix of gender-stereotyped but perceivably effective competencies in themselves in their recollections of their experiences as higher education leaders in Hong Kong. The great majority felt that gender had no direct impact on their leadership. The findings identify a profile of perceived effective competencies of higher education leadership in Hong Kong, embracing a repertoire of male and female stereotyped skills, attributes, and characteristics, and confirm the concept of androgynous leader. The research finds that the preferred leadership of this cohort of higher education leaders was collegial, consultative and collaborative, featuring the transformational and distributed approaches to educational leadership. The associated competencies that had enabled most of them to lead effectively included the ability to inspire a shared vision, to lead and manage change, to motivate, stimulate and empower people; interpersonal skills; the focus on team-building and teamwork; and the capacity for staff and personal development. Given that these are mostly female stereotyped skills, abilities and characteristics, the potential of women becoming more efficient and effective leaders and the prospect of increased access by women to higher education leadership positions in Hong Kong are suggested. However, as leaders of higher education worldwide are increasingly compelled to cope with the rapid and unprecedented changes in the sector, the conventional collegial, consultative and collaborative styles of leadership and management are no longer felt to be appropriate to cope with these changes and challenges. It follows that there is an imperative need for higher education leaders to exhibit a wider range of competencies, such as business and entrepreneurial skills featuring a transactional approach to educational leadership. The concept of a contemporary effective higher education leader emerging from the analysis of the data collected for this study therefore demonstrates a mix of the transformational, distributed and transactional leadership approaches, the conventional collegial versus the new managerial styles, as well as male and female stereotyped competencies. The findings of the study also reveal the perceived influence/impact of culture, authority/power and gender on the effectiveness of the respondents as leaders of higher education in Hong Kong.

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9

Ng, Rainbow Wing Yan. "Geographies of higher education precarity in Hong Kong." HKBU Institutional Repository, 2019. https://repository.hkbu.edu.hk/etd_oa/690.

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In shaping Hong Kong into an international education hub and in offering hope to youth and the promise of social mobility, talent development is a major priority of the Hong Kong Government. Since the 2000s, associate degrees (ADs) have been mandated to fulfill this promise through increasing higher education access - that is, to raise the post-secondary education participation rate to 60% or above. Given the mandate and insufficient genuine governmental support, this thesis argues that AD students of the self-financed sector experience precarity beyond education, underpinned by higher education marketization and chronopolitics. Drawing upon geography of precarity and life course studies, and using a mixed method of data collection including interviews, group discussions, diary studies, social media and participant observation, and grounded theory, the research explores the AD youth cohort's multidimensional everyday life precarity. This thesis builds a 'precarity over the life course' conceptual framework that can contribute to the geographies of higher education and wider research fields such as eldercare.

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Tsui, Chung Bing Sum Cecilia. "Quality assurance in higher education : a Hong Kong perspective." Thesis, University College London (University of London), 2009. http://discovery.ucl.ac.uk/18026/.

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Evaluation, assessment and assurance of academic quality are intrinsic to higher education. Following pressures and forces caused by expansion of higher education, diversification as well fiscal constraints and changing societal contexts, formalized quality assessment began to evolve during 1980s to 1990s in different parts of the world. Nevertheless, the new managerialism, calling for accountability, efficiency and change, has aroused controversies in higher education. By using key informant interviews and literature reviews, this study attempted to evaluate ‘What constitute quality (ies) in higher education? and Why quality assurance has been controversial in higher education?'. Following the study, it was identified that there were three major categories of controversies: namely, (a) quality as a controversy of language, (b) quality as a controversy of power, and (c) quality as a controversy of change. These controversies were mainly caused by conflicts of the professional culture, against managerialism, which was imported from business in the 1980’s. This study recommends that in today’s knowledge economy, coupled with globalisation and internationalization of higher education, the society and the higher education sector should adopt a collaborative approach to raise education to the fore. As for meanings of quality, there are diverse views and a growing body of knowledge eliciting concepts of quality. The next step is to evaluate how different meanings of quality are conceptualized and operationalised. There have been several phases of quality assurance, with changing faces of accountability, in higher education. It is estimated that with various changing forces, and initiatives in the past two decades, higher education governance should have changed in some ways. This study calls for more organizational studies on the field so as to improve policies and practices in higher education.

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Lam, Ngar-kwan Anita, and 林雅坤. "Reform of higher education in Hong Kong: strategies, issues and concerns." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B31967541.

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Wong, Sharon Yin Yue. "Globalization and the transformation of higher education in Hong Kong /." View abstract or full-text, 2006. http://library.ust.hk/cgi/db/thesis.pl?SOSC%202006%20WONG.

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13

Wong, Yuet-yau Raymond. "Use of internet facilities for higher education in Hong Kong /." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B19872100.

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Wong, Yuet-yau Raymond, and 黃月有. "Use of internet facilities for higher education in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B3126945X.

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15

Yung, Man-sing. "Education and the labour market : the implications of higher education expansion in Hong Kong in the 1990s /." Hong Kong : University of Hong Kong, 1990. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18916107.

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16

Grossman, David L. "Higher Education and Teacher Preparation in Japan and Hong Kong." 名古屋大学高等研究教育センター, 2004. http://hdl.handle.net/2237/16608.

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17

Pong, Tak-Yun G. "Use of microcomputers in mathematics in Hong Kong higher education." Thesis, Loughborough University, 1988. https://dspace.lboro.ac.uk/2134/19483.

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Since the innovation of computers some 40 years ago and the introduction of microcomputers in 1975, computers are playing an active role in education processes and altering the pattern of interaction between teacher and student in the classroom. Computer assisted learning has been seen as a revolution in education. In this research, the author has studied the impact of using microcomputers on mathematical education, particularly at the Hong Kong tertiary level, in different perspectives. Two computer software packages have been developed on the microcomputer. The consideration of the topic to be used in the computer assisted learning was arrived at in earlier surveys with students who thought that computers could give very accurate solutions to calculations. The two software packages, demonstrating on the spot the error that would be incurred by the computer, have been used by the students. They are both interactive and make use of the advantages of the microcomputer's functions over other teaching media, such as graphics facility and random number generator, to draw to the students' attention awareness of errors that may be obtained using computers in numerical solutions. Much emphasis is put on the significance and effectiveness of using computer packages in learning and teaching. Measurements are based on questionnaires, conversations with students, and tests on content material after the packages have been used. Feedback and subjective opinion of using computers in mathematical education have also been obtained from both students and other teachers. The research then attempts to examine the suitability of applying computer assisted learning in Hong Kong education sectors. Some studies on the comments made by students who participated in the learning process are undertaken. The successes and failures in terms of student accomplishment and interest in the subject area as a result of using a software package is described. Suggestions and recommendations are given in the concluding chapter.

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18

Law, Kwok-Sang. "Quality in vocational education for higher technicians in Hong Kong." Thesis, Durham University, 2001. http://etheses.dur.ac.uk/1666/.

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19

Liu, Chau-wing, and 廖秋榮. "Investment returns to education in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1991. http://hub.hku.hk/bib/B31976621.

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20

Lanford, Michael Adam. "Academic staff perspectives on comprehensive higher education reform in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B48367539.

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In 2012, the vast majority of programmes within the eight tertiary institutions in Hong Kong will transform from three-year to four-year undergraduate curricula. As a result, general education requirements, extra-curricular modes of learning, methods of assessment, and numerous other issues are being considerably revised under the rhetoric of “reform.” Although several public policy documents produced by the governing body for tertiary education (the University Grants Committee) offer rationales for reform, there has not yet been a study which examines the individual interests, expectations and concerns of professors working in the Hong Kong public university system. Through interviews and questionnaires with professors working at tertiary institutions in Hong Kong, this project aimed to define and evaluate the reform issues which academic staff consider most meaningful. Responses from academic staff members were analyzed not only as a whole, but by demographic factors, such as individual universities, fields of study, cultural backgrounds, educational backgrounds, and work experiences. This study employed a sequential mixed-method exploratory design, combining qualitative and quantitative approaches. Hence, the study progressed through two stages: a single qualitative stage in which data was gathered from 23 semi-structured interviews, and a single quantitative stage in which a thirty-item questionnaire was completed by 261 full-time junior and senior level academic staff. For the qualitative stage, a phenomenological approach was adopted to explain and compare the perceptions of individuals deeply invested in Hong Kong’s curriculum reform. For the quantitative stage, a number of statistical tools were utilized to explicate results, draw comparisons, and support conclusions. As a result of interviews and the quantitative data propagated by the questionnaire, it was found that 1) there were more negative than positive responses concerning the articulation and implementation of reforms; 2) conspicuously negative scores were generated on all four defined aspects of the reform process; 3) there was a general sense that research expectations had increased and there was a greater emphasis on international benchmarking in the Hong Kong higher education sector; 4) a significant proportion of academic staff wanted to see greater collaboration between different universities, increased recruitment of international students, a greater emphasis on Putonghua and English language training, an upward adjustment in the retirement age for professors, and greater freedom for students to change degree programmes; and 5) statistically significant differences could be observed on several issues, depending on individual professors’ universities, fields of study, cultural and educational backgrounds, and work experiences in Hong Kong. Based on these results, implications for Hong Kong, reforms in other cultural contexts, and future research were advanced.<br>published_or_final_version<br>Education<br>Master<br>Master of Education

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Lam, Ngar-kwan Anita. "Reform of higher education in Hong Kong strategies, issues and concerns /." Click to view the E-thesis via HKUTO, 2004. http://sunzi.lib.hku.hk/hkuto/record/B31967541.

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22

Lee, Suk-yee Teresa, and 李淑儀. "An analysis of planning in higher education policy in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31965313.

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23

Ng, Yun-leung, and 伍潤良. "Comparing strategic management approaches at higher education institutions of Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hub.hku.hk/bib/B50178702.

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This research aims to explore how higher education institutions in Hong Kong increase their competitiveness via strategic management; provide comparative strategic management approaches of 4 kinds of higher education institutions and the relationship of strategic management and quality assurance. First of all, it will be divided into two parts, namely, external-prospective and internal-prospective. The first part is external-prospective. In this session, the foci will be outside the universities. It will start from the global trend of higher education, the purposes of higher education, and institutional mergers. Internal prospective mainly focuses on the institution itself. This part will be conducted by looking at the areas of institutional governance and quality assurance. It will provide some statistical analysis to compare the higher education institutions in Hong Kong. For example, achievement, mission statement, the scale of international students to local students, international faculties, international project as well as partnership with other institutions and organizations. In addition, this paper will also explore the correlation of strategic and quality assurance in higher education. Starting from 2000, the higher education in Hong Kong, especially in the sub-degree sector, developed very rapidly. Such dramatic expansion in post-secondary education has raised a serious questions on how to maintain the quality, performance as well as the overall standard in the entire sector under sustainable increase in number of students and the number of institutions which providing the sub-degree programmes. In this regard, quality assurance in higher education is the foundation stone to uphold the entire development of the higher education sector. In view of the abovementioned approaches to this research paper, the hypotheses to be tested are (1) it is believed that the relationship among the competitiveness of universities, international benchmarking of universities and implementing strategic management is highly interrelated. (2) Under increasing competition in higher education sector in Hong Kong, local universities are increasingly using strategic plans to help their divisions achieve realizable goals and get more or better financial and human resources from a variety of stakeholder groups, and (3) there is a positive correlation between strategic management and quality assurance in higher education sector.<br>published_or_final_version<br>Education<br>Master<br>Master of Education

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Lee, Suk-yee Teresa. "An analysis of planning in higher education policy in Hong Kong." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B1871609X.

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Chan, Hoi-lei Holly. "The privatization of tertiary education in Hong Kong : issues, concerns and prospects /." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk:8888/cgi-bin/hkuto%5Ftoc%5Fpdf?B23294759.

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26

Young, Yolanda Oi-chun. "Developmental problems and needs of college students in Hong Kong." Thesis, University of Bristol, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.245423.

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27

Yung, Man-sing, and 容萬城. "Education and the labour market: the implications of higher education expansion in Hong Kong in the1990s." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1990. http://hub.hku.hk/bib/B31955976.

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Lin, Hoi-yan Doris. "Virtual collaborative technologies the paradigm shift of learning programming in Hong Kong tertiary education /." Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B42554457.

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Lam, Tsz-him, and 林子謙. "Awareness of eco-labeling of students of higher education in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/207620.

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Eco-labels inform consumers about the environmental aspects of a product or a service. Consumers who are concerned with environmental issues can use the information on eco-labels to learn the environmental aspects of the products that they buy. The aim of this study is to determine how often the students of higher education pay attention to eco-labels when they are purchasing and the levels of the five internal factors that may motivate the consumers to pay attention to eco-labels. These factors are pro-environmental attitude (willingness to pay higher prices for products with eco-label), perceived consumer effectiveness (how much they believe that individual actions can improve the environment), belief in environment-friendly buying, trust in eco-label and knowledge in eco-labels. This study provided an opportunity to learn if the students consider the environmental aspects when they are buying and what teachers and education professionals can do to encourage the students to pay attention to eco-labels. Three textbooks used for General Studies for Primary students, three textbooks used in Integrated Science for Secondary 1-3 students and six teaching materials published by publishers (there is no textbook for Liberal Studies that is standardized by Education Bureau) used in Science, Technology and the Environment in Liberal Studies for Secondary 4-6 students were reviewed to find if the topic of eco-labeling was mentioned in them. It was found that none of the textbooks used for General Studies for Primary students mentioned eco-labeling, all textbooks used in Integrated Science used for Secondary 1-3 mentioned the Energy Efficiency Label and all teaching material used in liberal studies also mentioned Energy Efficiency Label, among them, one book mentioned the European Union’s Eco-label. A survey was carried out to assess how often students pay attention to eco-labels and how much they agree to statements relating to the five internal factors that may motivate them to pay attention to eco-labels. A test was given to assess their knowledge in the Energy Efficiency Label Scheme (EELS) issued by the Electrical and Mechanical Service Department and eco-labels issued to food and wood products respectively. The mean was 2.8(on a scale of 6, in which 1 means strongly disagree and 6 means strongly agree), when asked if they agreed that they often pay attention to eco- label when they were buying 3.5 for pro-environmental attitude, 4.2 for perceived consumer effectiveness, 3.4 for belief in environmental buying, 3.6 for trust in eco-labels and 3.6 in perceived knowledge in eco-labels. 63.2% of the students correctly answered that there are five grades in EELS, 40% of students correctly chose that the lower the grading, the more efficient is the electrical appliance. 8.4% of students correctly chose all five kind of electrical applicants that are mandated to show EEL. 2.1% attempted to name any eco-labels issued to wood products and 3.1% attempted to name any eco-labels issued to food products. It was concluded that students do not often pay attention to eco-labels when they are buying and that the limited knowledge in eco-labels was the potential cause.<br>published_or_final_version<br>Environmental Management<br>Master<br>Master of Science in Environmental Management

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Kam, Chak-fai Cephas. "A study of the perspectives on the educational structures in Hong Kong." Click to view the E-thesis via HKUTO, 1989. http://sunzi.lib.hku.hk/HKUTO/record/B38626573.

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Chan, Hoi-lei Holly, and 陳海妮. "The privatization of tertiary education in Hong Kong: issues, concerns and prospects." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31966433.

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Leung, Suet-ming, and 梁雪明. "Review of post-secondary education policy in Hong Kong (2000-2010)." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B46781468.

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Fung, Ngan Ho Heidi, and 馮顏好. "Investigating student adoption of web-based learning platform in higher education." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B30412663.

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Lam, Kam-shing. "The structure of higher education in Hong Kong during the transitional period determinants and implications /." Click to view the E-thesis via HKUTO, 1990. http://sunzi.lib.hku.hk/HKUTO/record/B38626068.

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35

Wong, Lai-ngor, and 黃禮娥. "An analysis of Hong Kong's tertiary education policy, 1989-1996." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31965684.

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36

Tang, Hei-hang, and 鄧希恆. "Scholarship reconsidered in an era of entrepreneurialism : academic professions in Hong Kong and South Korea." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hdl.handle.net/10722/193503.

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Since the rise of neoliberalism in late twentieth century, higher education around the globe has been undergoing substantial transformations. The literature of academic entrepreneurialism developed in breadth and profound proliferation. Yet, how the pattern and logic of academic entrepreneurialism manifests itself in the scholarship of application has not been sufficiently studied with a large international data set. Using the cases of Hong Kong and South Korea, this thesis examines the relationship between academics’ engagement in scholarship of application, namely (1) practically oriented teaching, (2) applied research and (3) service outside academy, and their academic and demographic backgrounds. Underneath the rationale of this thesis is that about a quarter of the professoriate in both Hong Kong and South Korea received doctoral education in the United States. This research draws data from the database of “A Changing Academic Profession: The Second International Survey of the Academic Profession”. Over the two-year survey period from 2007 to 2008, a total of 6291 scholars across different institutions, departments and academic ranks in Hong Kong were included in the sampling process – and 811 questionnaires were returned. As for South Korea, 13953 academic staff were randomly sampled (with afterward cross-checking the sample representativeness by academic disciplines, institutional types, academic ranks and gender) and a total of 900 academics were surveyed. Robust inferential statistics are conducted between the various measures of applied scholarship and the potential determinants, such as the academics’ origin of doctoral education, current citizenship, disciplinary affiliation, and institutional affiliation. Results of this thesis show that: (1) American doctorate holders engage significantly less than non-American doctorate holders in practically oriented teaching and applied research in Hong Kong, but not in South Korea. Doctoral education does not appear to be a determinant of engagement in service outside academy in both Hong Kong and South Korea (2) Hong Kong citizen scholars engage significantly more than non-Hong Kong citizen scholars in applied research and service outside academy. In South Korea, citizenship is not associated with engagement in the three key aspects of applied scholarship (3) In Hong Kong, disciplinary affiliation is not a factor that predicts engagement in applied scholarship. But in South Korea, academics from hard disciplines are more engaged than academics from soft disciplines in practically oriented teaching and applied research, although there is no association between service outside academy and disciplinary affiliation (4) In Hong Kong and South Korea, academics from research-intensive institutions engage significantly less than their colleagues from non-research-intensive institutions in practically oriented teaching. Institutional affiliation is a significant factor that affects involvement in applied research in Hong Kong but not in South Korea. Service outside academy is related to institutional affiliation in South Korea, but not in Hong Kong Based on these data analyses, this thesis implies that internationalism and knowledge entrepreneurialism are the two parallel but possibly conflicting directions of university development. The two trends may induce tensions between local concerns and global vision among academic communities - and may also stratify the academic profession.<br>published_or_final_version<br>Education<br>Doctoral<br>Doctor of Philosophy

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Chan, Oi-yee Sarah, and 陳藹怡. "Cross-border cooperation in tertiary education policy and action: a study of Hong Kong-Shenzhen relationships." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hub.hku.hk/bib/B50254492.

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Since Hong Kong's reunification with China, there has been more cooperation between Hong Kong and the Mainland in tertiary education, with Hong Kong-Shenzhen partnership being particularly active. This dissertation examines cooperation in tertiary education between Hong Kong and Shenzhen from the perspective of collaborative governance. It is found that the initiation of the collaboration is driven by leadership of the HKSAR Government, the Shenzhen Municipal Government and the Central People’s Government, interdependence between the cities in educational resources, productivity and information as well as consequential incentives for the Hong Kong institutions. To look into how the cooperation may advance to the next level, the plan for the University of Hong Kong (HKU) and the Chinese University of Hong Kong (CUHK) to establish campuses in Shenzhen are analyzed in details, taking into account their early stage of development. Recommendations on how similar setups can be done in the future have been come up, and they include putting formal memorandum of understanding and agreements in place, having long-term commitment to the project, identifying shared objectives with the counterparts, retaining a large share of discretion, adopting suitable approaches to managing the policy networks and managing risks. It is considered that such recommendations may be taken as reference for other means of cooperation in tertiary education between the two cities as well as that between Hong Kong and other mainland cities.<br>published_or_final_version<br>Politics and Public Administration<br>Master<br>Master of Public Administration

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Chan, Pik-ha. "The governance and control of public higher education models and operations in Hong Kong and Macau /." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk/hkuto/record.jsp?B23501625.

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Li, Chi-yan. "Corporatisation of university as future strategy of reinventing higher education in Hong Kong /." View the Table of Contents & Abstract, 2005. http://sunzi.lib.hku.hk/hkuto/record/B31362370.

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Fung, Pui Wing. "The development of higher education in a developing city : Hong Kong, 1900-1980." Thesis, University of Hull, 1988. http://hydra.hull.ac.uk/resources/hull:3107.

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Luo, Jiaxin, and 罗嘉欣. "The perceived value of cross-border self-funded postgraduate education in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/209653.

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This study examines the perceived value of higher education by mainland Chinese students enrolled in self-funded taught postgraduate courses (STPCs) at a prestigious university in Hong Kong. Using a quantitative research approach, this study adapts the questionnaire from Lai et al.’s (2012) research and analyses the resulting 269 responses. The findings indicate that career prospects, parental influences and social interaction on campus are strong drivers of value in a self-funded taught postgraduate education setting. In addition, when comparing value judgments on demographic and social variables, the results show that students across all disciplines believe that the image projected by the host university adds value to their STPC degrees. The results also indicate that students from the faculties of Business & Economics and Engineering exhibit high satisfaction regarding the functional value associated with the career prospects brought by their degree; however, students from the faculty of Education are most concerned with the value their degree may bring with regard to vocational opportunities and future earnings.<br>published_or_final_version<br>Education<br>Master<br>Master of Education

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Chen, Tien-yiu Theodore, and 陳天佑. "University accounting education in Hong Kong: an analysis of tri-partite perceptions." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B45881820.

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Yeung, Hiu-hung, and 楊曉紅. "From hospital based training to tertiary education: issues concerning an initial implementation of newnursing education policy." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31962075.

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Suen, Nga-ling. "The consultative process in educational policy-making at the tertiary level in Hong Kong." [Hong Kong : University of Hong Kong], 1992. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13236143.

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Poon, Scarlet, and 潘穎思. "Colonialism and English education at the University of Hong Kong,1913-1964." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B29521531.

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Lin, Hoi-yan Doris, and 練愷恩. "Virtual collaborative technologies: the paradigm shift of learning programming in Hong Kong tertiary education." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B42554457.

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溫家豪 and Kar-ho Calvin Wan. "Government policy on tertiary education." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B41006094.

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Lam, Kam-shing, and 林錦成. "The structure of higher education in Hong Kong during the transitionalperiod: determinants and implications." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1990. http://hub.hku.hk/bib/B38626068.

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Kumnuch, Em-Amorn. "A Comparison of the Higher Education Systems of Taiwan, Singapore, and Hong Kong as a Model for Developing Nations, 1945-1980." Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc278806/.

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The purposes of this study were to (a) examine higher education activities from 1945 to 1980 before Taiwan, Singapore, and Hong Kong became newly industrialized countries; (b) study the higher education reforms that each country made in its progress in order to meet the challenge; (c) compare and contrast the higher education systems that were adopted; and (d) identify a single Asian higher education system model (descriptive model) for any country that desires to become an industrialized country. Historical research was utilized in this study. This study was approached as follows: First, the economic growth of the countries under study was examined. Then, the countries' higher education systems were compared and contrasted. The result is at least one possible higher education system model that can be used by any country to improve the future performance of its higher education system. The study concluded that the models of higher education used by Taiwan, Singapore, and Hong Kong from 1945 to 1980 were not identical. However, they came to similar conclusions in terms of economic development. In this case, an emerging industrial country like the social and economic condition of Taiwan, Singapore, and Hong Kong would find that adoption of those higher education models might be appropriate. For instance, an emerging country with a social and economic system like Taiwan would find Taiwan's higher education model appropriate for adoption in that country. On the other hand, if an emerging industrial nation has social and economic criteria dissimilar to those of Taiwan, Singapore, and Hong Kong, a proposed single model of higher education would be appropriate, with an adjustment to suit the national resources, cultural background, and structure of trades and the labor force of that country.

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Ng, Yim-mo Alan, and 吳嚴武. "Technological approach: enhance parental involvement for higher students' achievement." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B40039778.

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