scholarly journals Students’ understanding of generic skills development in a university in Hong Kong

2010 ◽  
Vol 2 (2) ◽  
pp. 4815-4819 ◽  
Author(s):  
Wincy S.C. Chan
Keyword(s):  
Hong Kong ◽  
Skills Development ◽  
Generic Skills

scholarly journals Developing generic skills for students via extra-curricular activities in Vietnamese universities: Practices and influential factors

2017 ◽  
Vol 8 (1) ◽  
pp. 22-39 ◽  
Author(s):  
Tran Le Huu Nghia
Keyword(s):  
Higher Education ◽  
Influential Factors ◽  
Skills Development ◽  
Development Programs ◽  
University Leadership ◽  
Generic Skills ◽  
Factors Influencing ◽  
Extra Curricular Activities ◽  
External Stakeholders ◽  
University Leaders

Developing generic skills (GS) for students has become central in many higher education curricula lately. However, there is still a lack of studies regarding how these skills are developed for students, especially those in developing countries. Drawing from a PhD study, this article reports the contribution of extra-curricular activities in developing GS for students in Vietnamese universities and analyses factors influencing the effectiveness of developing GS for students via these activities. A content analysis of relevant documents and 69 interviews with university leaders, academics and organisers of the Youth union and its associates (YUA) showed that extra-curricular activities were involved as an integral component of a university’s strategy for training students in GS. This was due to a lack of curriculum autonomy, which restricted most Vietnamese universities from adding skills subjects into the curriculum, and the YUA also had a long-standing tradition of developing non-discipline-specific skills for students. The YUA were found to successfully develop GS for students via extra-curricular activities; however, their operation was influenced by university leadership, student participation, external stakeholders’ support, and the leadership of the YUA. The article argues that extra-curricular activities were conducive to developing GS for students; therefore, they should be included in student skills development programs in higher education. 

Evaluation of generic competencies among secondary school leavers from the new academic structure for senior secondary education in Hong Kong

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Karly O.W. Chan ◽  
Maggie K.W. Ng ◽  
Joseph C.H. So ◽  
Victor C.W. Chan
Keyword(s):  
Hong Kong ◽  
Healthy Lifestyle ◽  
Tertiary Institution ◽  
Self Assessment ◽  
Public Examination ◽  
Generic Skills ◽  
Content Type ◽  
National Responsibility ◽  
Generic Competencies ◽  
Senior Secondary

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.

A Study on Incentive Factors and Disincentive Factors of Students to Participate in Community Education for Generic Skills Development

2018 ◽  
Vol 66 (3) ◽  
pp. 3_29-3_34
Author(s):  
Yuya SATO ◽  
Kensaku TANAKA ◽  
Yukiko OMORI ◽  
Sho MUROGA ◽  
Yuri ICHIKAWA ◽  
...  
Keyword(s):  
Community Education ◽  
Skills Development ◽  
Generic Skills

scholarly journals Camp AdventureTM Youth Services in Hong Kong: Toward an Integrated Model of Leisure, Health, Physical Activity, Sport and Generic Skills in Education

2007 ◽  
Vol 13 (2) ◽  
pp. 21-36
Author(s):  
Christopher R. EDGINTON ◽  
Winnie Wing Sze WONG ◽  
Ming Kai CHIN ◽  
Gary Chi Ching CHOW ◽  
Mei Sin TANG
Keyword(s):  
Physical Activity ◽  
United States ◽  
Hong Kong ◽  
Primary School ◽  
United States Of America ◽  
Full Range ◽  
The United States ◽  
Integrated Model ◽  
Youth Services ◽  
Generic Skills

LANGUAGE NOTE | Document text in English; abstract also in Chinese. The Camp Adventure™ Youth Services program is a national award-winning model which provides a full range of innovative and dynamic age-appropriate leisure activities. The purpose of this study is to examine basic understanding of how Camp Adventure™ Youth Services uses an integrative cultural model joining leisure, health, physical activities, sport and generic skills in education. This study focuses specifically on applying these areas in Hong Kong primary school settings. A total of 112 Chinese children aged 8-12 year-old from Baptist (Sha Tin Wai) Lui Ming Choi Primary School in Hong Kong, who completed the four and half days residential camp program, served as subjects for this study. The evaluation survey given to the participants used a Likert-type-5-points scale ranging from 1 (strong disagree) to 5 (strongly agree). The participants were asked their opinions on the linkage of a number of generic skills with various camp activities; as well as their understanding of the culture of the United States of America following their participation in the program. The generic skills domain mean score (±SD) and the mean (±SD) for the understanding of the culture of United States of America were 4.14 ±0.60 and 4.14 ± 0.80, respectively. Participants tend to agree that they improve their generic skills and have a better understanding of the culture of the United States of America after participating the program. Participants were also asked in an open question format to identify the variables in the various learning areas that participants perceived as the most important. Variable responses are categorized into four groups: 1) sports (e.g. America football, baseball), 2) physical activity (e.g. games), 3) English Language learning, and 4) generic skills (e.g. time management, collaboration skill, creativity, self management, and independence). Physical activity was the most cited learning areas among the four categories. The implications for Camp Adventure™ Youth Services and Baptist (Sha Tin Wai) Lui Ming Choi Primary School in the Hong Kong Education Reform and an integrated model of leisure, health, physical activity, sport and generic skills in education are then discussed. Camp Adventure™ 青年服務是一個榮獲美國國家優異模型獎的計劃，它是一個創新，富有活力而且適合各年齡組別的休閒活動。本文的目的是闡釋Camp Adventure™ 青年服務計劃如何透過綜合文化模式把休閒運動與健康、體育活動、競技運動及基本共通能力融入到教育之中，並針對以上幾點在香港小學校本設計中的實踐情況進行了研究。112位(年齡：8—12歲)來自香港浸信會沙田圍呂明才小學，完成了為期四日半宿營的香港學生參與了問卷調查，問卷採用5分制的李克特式量表由1(極度不同意)至5(為極度同意)作為評分標準。問卷問及參與者對營中不同活動與共通能力之間關係的意見，以及對美國文化的認識。調查結果顯示，共通能力改善情況的平均值(±SD)及了解美國文化的平均數(±SD)分別被評為4.14 ± 0.60及4.14 ± 0.80。參加者普遍認為本次宿營帶給他們多方面的學習效能，可歸納為四大類：(1)競技運動(例：美式足球，棒球)，(2)體育活動(例：遊戲)，(3)英語學習，及(4)共通能力(例：時間管理、合作技巧、自我管理能力及獨立能力)。由此可見，通過本次活動提高了他們的共通能力及對美國文化的認識，其中體育活動被認為是四個項目中學習效能最高的一類。本文綜合Camp Adventure™ 青年服務計劃和香港浸信會沙田圍呂明才小學的合作結果，作者就此次活動對香港教育改革的影響，以及如何將休閒運動與健康、體育活動、競技運動和基本共通能力融入到教育之中進行了分析和探討，並提出了一些可行的建議，以供香港教育工作者參考。

scholarly journals Exploring the use of self-assessment to facilitate health students’ generic skills development

2021 ◽  
Vol 12 (2) ◽  
pp. 65-81
Author(s):  
Mahbub Sarkar ◽  
Simone Gibson ◽  
Nazmul Karim ◽  
Dakota Rhys-Jones ◽  
Dragan Ilic
Keyword(s):  
Formal Education ◽  
The Self ◽  
Assessment Process ◽  
Skills Development ◽  
Second Phase ◽  
Self Assessment ◽  
Two Phase ◽  
Generic Skills ◽  
Phase Study ◽  
Group Interviews

Employability skills for health graduates, and many disciplines within higher education, are considered vital to maximising their capacity to cope with the rapidly changing, uncertain and highly competitive labour market. Despite the increasing importance of developing generic skills for employability, there is a dearth of knowledge about how to support health students to develop generic skills as part of their formal education. The main objective of this two-phase study was to engage health students in the process of self-assessment of their generic skills and explore the potential of this process to facilitate their generic skills development. The first phase of this study engaged students in completing a self- assessment questionnaire, incorporating a validated set of industry-demanded skills with associated behaviours. In the second phase a subsection of respondents participated in focus group interviews that explored their perception of the self-assessment process in generic skills development. Students viewed themselves as having some capabilities to perform the generic skills, as well as their university studies contributing to the development of these skills. The qualitative data found that the self-assessment process prompted students to reflect on their abilities and further engage with developing these skills. This study supports the evidence for contextualising and embedding a process of self-assessment of generic skills into the formal curricula to help better prepare health students for their future work.

Adopting a Strategy for Enhancing Generic Skills in Engineering Education

2014 ◽  
Vol 28 (3) ◽  
pp. 185-192 ◽  
Author(s):  
Evangelia Krassadaki ◽  
Kleanthi Lakiotaki ◽  
Nikolaos F. Matsatsinis
Keyword(s):  
Experiential Learning ◽  
Communication Skills ◽  
Engineering Students ◽  
Academic Staff ◽  
Skills Development ◽  
Generic Skills ◽  
Team Working ◽  
High Level ◽  
The University ◽  
Academic Year

It is remarkable how often academic staff discover students' weaknesses in expressing their thoughts in written and oral contexts, and in team working. To examine these weaknesses, a study was conducted in 2009–2010 and 2010–2011 of students taking an engineering course. Students self-reported an initial high level of weakness in both communication skills (writing and speaking), while expressing higher levels of confidence in their team working skills. This suggested that there was significant potential for improvement in both forms of communication skills and a lower potential for the improvement of team-working skills. On that basis the Technical University of Crete organized short training workshops based on experiential learning methods, during the academic year 2012–13. Other factors taken into account were the lack of awareness of such skills in traditionally-organized Greek universities; the inability to redesign all courses, currently dependent on a content-based curriculum, on a competency basis; and findings in the international literature, which highlight specific generic skills of engineering students as essential to their studies and future career prospects. The aim was to enhance the three skills of writing, speaking and team working. Participation was voluntary and open to students from all schools in the university. This paper assesses this initiative and analyses the contribution of the workshops to skills development.

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