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Relevant bibliographies by topics / University of Hong Kong School of Professional and Continuing Education

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Academic literature on the topic 'University of Hong Kong School of Professional and Continuing Education'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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Journal articles on the topic "University of Hong Kong School of Professional and Continuing Education"

1

Ma, Leo F. H., and Ling Ling Yu. "Ubiquitous Learning for Distance Education Students: The Experience of Conducting Real-Time Online Library Instruction Programs through Mobile Technology." International Journal of Librarianship 4, no. 1 (July 30, 2019): 93. http://dx.doi.org/10.23974/ijol.2019.vol4.1.107.

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Library services for Hong Kong-based students enrolled in distance learning programs on information studies, offered by the Charles Sturt University (CSU), Australia in collaboration with the School of Professional and Continuing Education of the University of Hong Kong (HKUSPACE), were supported by the University of Hong Kong Libraries utilizing a face-to-face format for many years. With the advancement of internet technology, new e-learning software, mobile technology and ever-growing online resources, CSU and HKUSPACE course administrators considered that online library instruction programs could be supported and delivered by the librarians of CSU at Australia remotely to Hong Kong students. Several real-time, online instruction programs were initiated since late 2013. The successful launching of the programs provides evidence to support the provision of online library instruction through not only personal computers, but also mobile devices. Based on a qualitative analysis, it was concluded that delivering library instruction programs by internet and mobile technology to distance learning students in higher education is achievable. More library services can be planned by making use of this successful experience.

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2

Chan, Karly O. W., Maggie K. W. Ng, Joseph C. H. So, and Victor C. W. Chan. "Evaluation of generic competencies among secondary school leavers from the new academic structure for senior secondary education in Hong Kong." Public Administration and Policy 24, no. 2 (August 3, 2021): 182–94. http://dx.doi.org/10.1108/pap-07-2020-0033.

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PurposeA 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.Design/methodology/approachSelf-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.FindingsWhen 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).Originality/ValueThe 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.

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Tang, Hei-hang Hayes, and Chak-pong Gordon Tsui. "Democratizing higher education through internationalization: the case of HKU SPACE." Asian Education and Development Studies 7, no. 1 (January 2, 2018): 26–41. http://dx.doi.org/10.1108/aeds-12-2016-0095.

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Purpose The purpose of this paper is to examine the way in which higher education participation is democratized in the entrepreneurial city of Hong Kong by the policy innovation that encompasses internationalization. There is a dearth of empirical studies about transnational education in Hong Kong, except for a few which examine students’ perceptions of transnational education from a user perspective, situated in marketized conditions (Leung and Waters, 2013; Waters and Leung, 2013a, b). The minimal volume of existing research has ignored the innovative aspects of democratizing higher learning by internationalization, namely, the operation of international degrees by overseas universities on offshore campuses. This policy innovation by transnational institutions is significant in an era of the globalization of higher education, as access to higher education cannot be otherwise realized given the local education policies. Design/methodology/approach Employing documentary research, this paper presents and assesses the growth of community college international education at The University of Hong Kong and its unique facets, juxtaposing it with the marketized context of East Asian higher education. It engages in specific reviews surrounding the operational mode and academic collaborations of the international educational programs and practices at the Hong Kong University’s School of Professional and Continuing Education. Findings This documentary research finds that the internationalized academic profession of partner universities enables curriculum design, pedagogy, teaching ideas and assessment methods to be informed by a diversity of international academic cultures and indigenous knowledge. Through this policy innovation, international education is institutionalized in such a way that it takes Hong Kong students beyond the community college context, which is relatively localized. It also illuminates the way in which the “ideoscape” of American community colleges and international partnerships with Australian and British universities have been manifested in the Hong Kong education hub for transnational student flows and intellectual exchanges across the Asian region. Originality/value This paper contributes to the academic literature of higher education studies, particularly in the areas of massification and democratization, as well as their connection with internationalization and policy innovation. It also delineates various forces that are propelling the development of higher education’s internationalization and massification.

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Zhang, Weiyuan, and Yau Ling Cheng. "Quality assurance in e-learning: PDPP evaluation model and its application." International Review of Research in Open and Distributed Learning 13, no. 3 (April 26, 2012): 66. http://dx.doi.org/10.19173/irrodl.v13i3.1181.

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<p>E-learning has become an increasingly important teaching and learning mode in educational institutions and corporate training. The evaluation of e-learning, however, is essential for the quality assurance of e-learning courses. This paper constructs a four-phase evaluation model for e-learning courses, which includes planning, development, process, and product evaluation, called the PDPP evaluation model. Planning evaluation includes market demand, feasibility, target student group, course objectives, and finance. Development evaluation includes instructional design, course material design, course Web site design, flexibility, student-student interaction, teacher/tutor support, technical support, and assessment. Process evaluation includes technical support, Web site utilization, learning interaction, learning evaluation, learning support, and flexibility. Product evaluation includes student satisfaction, teaching effectiveness, learning effectiveness, and sustainability. Using the PDPP model as a research framework, a purely e-learning course on Research Methods in Distance Education, developed by the School of Professional and Continuing Education at the University of Hong Kong (HKU SPACE) and jointly offered with the School of Distance Learning for Medical Education of Peking University (SDLME, PKU) was used as a case study. Sixty students from mainland China, Hong Kong, Macau, and Malaysia were recruited for this course. According to summative evaluation through a student e-learning experience survey, the majority of students were very satisfied/satisfied on all e-learning dimensions of this course. The majority of students thought that the learning effectiveness of this course was equivalent, even better, than face-to-face learning because of cross-border collaborative learning, student-centred learning, sufficient learning support, and learning flexibility. This study shows that a high quality of teaching and learning might be assured by using the systematic PDPP evaluation procedure. It is hoped that the PDPP evaluation model and its application can provide a benchmark for establishing a wider e-learning quality assurance mechanism in educational institutions.</p><input id="gwProxy" type="hidden" /><input id="jsProxy" onclick="if(typeof(jsCall)=='function'){jsCall();}else{setTimeout('jsCall()',500);}" type="hidden" /><input id="gwProxy" type="hidden" /><input id="jsProxy" onclick="if(typeof(jsCall)=='function'){jsCall();}else{setTimeout('jsCall()',500);}" type="hidden" />

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Ng, Shun-wing, and Tsan-ming Kenneth Chan. "Continuing professional development for middle leaders in primary schools in Hong Kong." Journal of Educational Administration 52, no. 6 (August 26, 2014): 869–86. http://dx.doi.org/10.1108/jea-07-2013-0077.

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Purpose – The purpose of this paper is to report on an exploratory study regarding the present situation of middle managers in schools; their professional development needs; and requirements of middle leaders for quality school management so that contents of existing professional development programmes could be improved to meet the needs of middle leaders of primary school education. Design/methodology/approach – Employing both quantitative and qualitative methods, this paper reports on a study of the training needs of middle leaders in primary schools in which their present situation, their needs for professional development and requirements for quality school management and leadership are explored. The study adopted survey questionnaires as the main method of data collection. To supplement quantitative data with regard to the professional development needs, six middle managers were purposefully selected for semi-structured interviews. Findings – The findings suggest that there are insufficient training opportunities for middle leaders in primary schools and that there is a strong demand for including the notions of interpersonal skills, crisis management, resources management and understanding of education ordinances in the professional development curriculum for middle leaders. The study recommends that training programmes should exert focus on meeting the specific needs of middle leaders and the content and approach be multi-dimensional. Originality/value – In spite of the small scale of the survey study, the data collected from individual in-depth interviews can provide the investigators with supplementary information on their professional development needs which also serves the purpose of triangulation. The finding can also be a very constructive reference for course providers who wish to re-engineer and improve the quality of professional development programmes for middle leaders. This may help arouse their interests and enhance their learning motivation.

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Briggs, David. "Healthy Governance and Healthy Public Policy: Towards realistic health reform and empowered communities." Asia Pacific Journal of Health Management 14, no. 1 (April 14, 2019): 42. http://dx.doi.org/10.24083/apjhm.v14i1.217.

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The lead Editorial in this issue – a special issue, as it contains six articles presented at the College of Professional and Continuing Education (CPCE) of the Hong Kong Polytechnic University Health Conference of 2019 is provided by Professor Peter Yuen, Dean of that College and Professor, Department of Management and Marketing of the Hong Kong Polytechnic University......

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Briggs, David. "In This Issue." Asia Pacific Journal of Health Management 15, no. 2 (May 21, 2020): S1–2. http://dx.doi.org/10.24083/apjhm.v15i2.429.

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This special issue responds to publications arising from presentations at the 2020 CPCE Health Conference held in Hong Kong in January. The conference was conducted by the College of Professional and Continuing Education of the Hong Kong Polytechnic University in association with a number a number of organisations including the Centre for Ageing and Healthcare Management Research and our colleagues from the Hong Kong College of Health Service Executives.The theme of the conference was ‘Ageing with Health and Dignity – Implications for Public Policy, Service Delivery Workforce, Technology and Financing’.....

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Yuen, Peter P. "An Asian-Pacific Perspective on Solutions for a More Humanistic, Holistic and Integrated Model of Care." Asia Pacific Journal of Health Management 14, no. 1 (April 14, 2019): 2. http://dx.doi.org/10.24083/apjhm.v14i1.209.

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This Special Issue selects papers from the CPCE Health Conference 2019 held at the College of Professional & Continuing Education (CPCE) of The Hong Kong Polytechnic University on 14 January 2019. CPCE is delighted to contribute to this Special Issue of APJHM. CPCE, together with the Hong Kong College of Health Services Executives, have been working together on many fronts with the Australian College of Health Services Management, and this Special Issue is an example of another fruitful collaboration......

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Yuen, Peter P. "Ageing with Health and Dignity." Asia Pacific Journal of Health Management 15, no. 2 (May 22, 2020): S3–4. http://dx.doi.org/10.24083/apjhm.v15i2.427.

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I am grateful to be given the opportunity to write this Editorial. As mentioned by Dr. Briggs’s introduction (“In this Issue”), the articles in this Special Issue were selected from papers presented to the CPCE Health Conference 2020 in Hong Kong. The 2020 Conference is the fifth consecutive annual conference organized by the College of Professional and Continuing Education (CPCE) of The Hong Kong Polytechnic University, supported by many partner institutions, including the Australasian College of Health Services Management and the APJHM.....

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Cheng, Eric C. K. "Managing school-based professional development activities." International Journal of Educational Management 31, no. 4 (May 8, 2017): 445–54. http://dx.doi.org/10.1108/ijem-02-2016-0042.

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Purpose The purpose of this paper is to present a model to assist school leaders in managing the professional development activities of teachers. The model illustrates the important role of principals in promoting continuing professional development (CPD), chiefly by cultivating a collaborative learning culture and formulating policy. Design/methodology/approach This study tested a framework based on the input of 103 CPD coordinators in Hong Kong, who participated in a quasi-experimental design questionnaire survey. Factor analysis and reliability tests were applied to verify the constructed validity and reliability of a self-developed instrument. A Structural Equation Model (SEM) was then applied to confirm the model. Findings The result of the SEM shows that principal support has a predictive effect on CPD policy and a collaborative learning culture, while the effectiveness of a CPD plan is predicted by collaborative culture and management strategy. Originality/value This study contributes theoretically to existing literature and practically to school leaders, by supplying a model for managing teacher CPD.

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Dissertations / Theses on the topic "University of Hong Kong School of Professional and Continuing Education"

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Tsang, Pui-wa Rebecca. "Adult education in Hong Kong : a study of the School of Professional and Continuing Education, University of Hong Kong /." [Hong Kong : University of Hong Kong], 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13762138.

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Tsang, Pui-wa Rebecca, and 曾佩華. "Adult education in Hong Kong: a study of the School of Professional and Continuing Education, University of HongKong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31964631.

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Leung, Yau-chi Franklin. "The University of Hong Kong, School of Professional and Continuing Education (SPACE) : branch building : a life long learning center in Central /." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25953011.

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Thesis (M. Arch.)--University of Hong Kong, 2000.
Includes special report study entitled: The computer workstation as the determinant in learning space. Added title page title: HKU Space Branch Building-a Lifelong Learning Centre in Central. Includes bibliographical references.

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Leung, Yau-chi Franklin, and 梁友智. "The University of Hong Kong, School of Professional and Continuing Education (SPACE): branch building : a lifelong learning center in Central." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31985312.

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Lun, Bik-yee, and 倫碧儀. "Continuing professional education for special school principals: a qualitative study of perceptions andneeds." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B3196185X.

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Yeung, Po-shan, and 楊寶山. "Attitudes of teacher-librarians in secondary schools of Hong Kong towards professional development." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31960583.

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Yeung, Po-shan. "Attitudes of teacher-librarians in secondary schools of Hong Kong towards professional development." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20135919.

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Books on the topic "University of Hong Kong School of Professional and Continuing Education"

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Chiu, Lawrence M. W. HKU SPACE and its alumni: The first fifty years. Hong Kong: Hong Kong University Press, 2008.

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