How Does Globalization Shape the Interdisciplinary Curriculum Development in Hong Kong’s Education Reform?

2020 ◽  
Vol 35 (1) ◽  
pp. 23-51
Author(s):  
Eric KM Chong
Keyword(s):  
Hong Kong ◽  
Curriculum Development ◽  
Education Reform ◽  
Liberal Studies ◽  
Interdisciplinary Curriculum ◽  
Focus Group Interviews ◽  
Cross Sectional ◽  
Transferable Skills ◽  
Interdisciplinary Knowledge ◽  
Group Interviews

There has been a worldwide interdisciplinary curriculum development. By examining several official interdisciplinary curriculum in Hong Kong, this paper argues that curriculum integration which incorporates learning about globalization and global citizenship has gradually developed since the late 1990s. By using cross-sectional focus group interviews with experienced teachers and a sample of students, the author identified benefits such as enhancing students’ interdisciplinary knowledge and applying critical thinking. But limitations can be found in having a weak disciplinary knowledge and difficult to develop transferrable skills, which necessitates teacher training. This paper also discusses the recent Liberal Studies controversy and youth protests. KEYWORDSInterdisciplinary curriculum, competencies-based, knowledge transferable skills, Liberal Studies, globalization, Hong Kong

scholarly journals Pi-kaPika: A qualitative study for trainer-owned Pokémon

2021 ◽  
Author(s):  
Ka-Huen Yip
Keyword(s):  
Hong Kong ◽  
Young People ◽  
Focus Group ◽  
Self Regulation ◽  
Social Activity ◽  
Childhood Memories ◽  
Focus Group Interviews ◽  
Group Discussions ◽  
Motivation Factors ◽  
Group Interviews

Abstract Objective To explore insights of young people’s experiences and motivations in Pokémon GO in Hong Kong. The perspectives of young people through qualitative focus group interviews. Results Eight focus group discussions with young people (n=45; age from 18-25 years old) recruited in Hong Kong. We analysed the discussions using a thematic approach. Five theme categories emerged from data analysis: missing out or self-regulation, childhood memories of Pokémon, extending virtual-reality exploration, spending more time outdoors for walking and exercise, gathering together and socially interacting with others. This study sets the way for a deeper analysis of motivation factors to young people that indicate the increasing playing location-based game (LBG) via smartphones worldwide among all cohorts of society. This relatively new phenomenon of LBG may impact players’ movement, social activity, and behaviour to gain a common goal into the preferences and effects of playing LBG for young people.

scholarly journals Aspectos quantitativos e qualitativos sobre as barreiras para o uso de bicicleta em adultos de Curitiba, Brasil

2018 ◽  
Vol 20 (1) ◽  
pp. 29-42 ◽  
Author(s):  
Marilson Kienteka ◽  
Edina Maria de Camargo ◽  
Rogério César Fermino ◽  
Rodrigo Siqueira Reis
Keyword(s):  
Comparative Analysis ◽  
Focus Group ◽  
Focus Groups ◽  
Physical Environment ◽  
Heavy Traffic ◽  
Household Survey ◽  
Focus Group Interviews ◽  
Cross Sectional ◽  
Group Interviews ◽  
Bad Weather

The implementation of bicycling promotion programs should consider the barriers to this behavior. The aim of this study was to quantitative and qualitatively characterize barriers to leisure and commuting bicycle use for adults from Curitiba, Brazil. The first phase comprised a cross-sectional household survey involving 677 adults (53% women). Of these, 16.7% and 11.2% reported leisure and commuting bicycle use, respectively. Then, 24 bicycle users (50% women) were recruited and participated in focus group interviews. The content of answers was analyzed with a conceptual matrix. The most reported barriers to leisure bicycle use were “bad weather” (65.5%), “heavy traffic” (53.1%), “lack of bike lanes” (48.7%) and “lack of security “(44.2%). In commuting, the most reported were “bad weather” (69.7%), “heavy traffic”, “lack of safety” and “fear of accidents” (51.3% each). The comparative analysis between barriers reported in the survey and those reported in the focus groups showed a combination of seven of the 11 barriers reported in questionnaires. Some of the barriers identified in the survey were not mentioned in the focus groups (“poor street quality”, “pollution”, “not having a bicycle”, “lack of parking”, “distance to destinations”). The main barriers to bicycle use are related to physical environment and safety aspects, regardless of approach adopted and purpose of use.

scholarly journals Investigating dementia literacy among community-dwelling adults and older adults in Macau: A mixed methods study

2019 ◽  
Author(s):  
Angela YM Leung ◽  
Cindy S. U Leong ◽  
Pak Leng Cheong ◽  
Alice S. M. Tsang ◽  
Bernice O. C. Lam Nogueira ◽  
...  
Keyword(s):  
Mixed Methods ◽  
Focus Group ◽  
Quantitative Data ◽  
Attitude Scale ◽  
Community Dwelling ◽  
Mixed Methods Study ◽  
Focus Group Interviews ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Group Interviews

Abstract Background: As population ageing and dementia incidence continue to increase worldwide, health systems are urged to empower the public to address factors related to dementia. This study aims to assess Macau citizens’ knowledge of dementia, attitudes towards persons with dementia, and help-seeking behaviours and intention toward dementia.Methods: This is a mixed-methods study with both quantitative (cross-sectional survey) and qualitative components (focus group interviews). The Alzheimer’s Disease Knowledge Scale (ADKS) and Dementia Attitude Scale (DAS) were utilized in the quantitative data collection, whereas focus group interviews were employed to gather context-specific understanding of dementia in the local setting. Descriptive statistics and Chi-square tests were used to analyze quantitative data, while content analysis was used for qualitative data.Results: The overall level of knowledge on dementia was low (ADKS mean total score = 17.38, SD = 3.31), with the least amount of knowledge in the caregiving domain. Meanwhile, attitudes toward persons with dementia was generally positive (mean [SD] = 89.07 [11.99]). Many of the focus group participants were also uncertain regarding the availability of dementia services in the region. The general public was interested to obtain dementia information through social media.Conclusions: Efforts should be made to build up dementia literacy in Macau, especially in terms of caregiving. Information about dementia could be disseminated in social media and by healthcare professionals.

Service-learning from the views of university teachers: a qualitative study based on focus groups

2013 ◽  
Vol 25 (4) ◽  
pp. 385-393 ◽  
Author(s):  
Daniel T.L. Shek ◽  
Stephen C.F. Chan
Keyword(s):  
Hong Kong ◽  
Service Learning ◽  
Focus Group ◽  
Qualitative Study ◽  
Focus Groups ◽  
Undergraduate Curriculum ◽  
Focus Group Interviews ◽  
University Teachers ◽  
The Subject ◽  
Group Interviews

Abstract Under the New Undergraduate Curriculum at The Hong Kong Polytechnic University (PolyU), students are required to take a 3-credit subject to fulfill service-learning requirements. To understand the views of teachers regarding service-learning, five focus group interviews (n=33) are conducted to examine the perceived characteristics and myths of service-learning as well as colleagues’ views on the policy at PolyU. Results showed that most informants are aware of service-learning and have seen its benefits to both students and teachers. Most informants also possess positive views about service-learning. Nevertheless, in terms of service-learning at PolyU, three different groups of views on service-learning are observed, namely, positive, negative, and mixed views. This paper also discusses teachers’ views on the anticipated difficulties of service-learning implementation and the ways, by which to promote the subject in the PolyU context.

Teachers’ views of a new general education program in Hong Kong: a qualitative study

2017 ◽  
Vol 29 (1) ◽  
pp. 57-65 ◽  
Author(s):  
Daniel T.L. Shek ◽  
Lu Yu ◽  
Florence K.Y. Wu ◽  
Wen Y. Chai
Keyword(s):  
Hong Kong ◽  
Education Reform ◽  
General Education ◽  
Teaching And Learning ◽  
Undergraduate Curriculum ◽  
First Year ◽  
Implementation Quality ◽  
Group Interviews ◽  
New Education ◽  
Academic Year

Abstract Under the new education reform in Hong Kong, The Hong Kong Polytechnic University (PolyU) has expanded its undergraduate education from 3 to 4 years since the 2012–2013 academic year. Along with the transition, the General University Requirements (GUR) has been developed as an integral part on general education of the new 4-year undergraduate curriculum of PolyU. The present study examined the implementation quality and effectiveness of the GUR in the 2012–2013 academic year based on focus group interviews with teachers. Twenty teachers who taught GUR subjects were interviewed for their perceptions and experiences about the GUR. Results revealed that the teachers generally had positive perceptions of the GUR in terms of its rationales, teaching and learning modes, and implementation quality. GUR subjects were also considered effective in helping students to develop in a holistic manner. The findings suggest that the first-year implementation of the GUR at PolyU was basically successful.

scholarly journals The World Health Organisation’s Caregiver Skills Training Programme for Autism and Developmental Disorders: Adapting and Pretesting in Hong Kong

2021 ◽  
Author(s):  
Paul W.C. Wong ◽  
Yan Yin Lam ◽  
Janet Siu Lau ◽  
Hung Kit Fok
Keyword(s):  
Hong Kong ◽  
Focus Group ◽  
Skills Training ◽  
Training Programme ◽  
Autism Spectrum ◽  
World Health ◽  
Skills Development ◽  
Focus Group Interviews ◽  
The World ◽  
Group Interviews

Abstract Background The World Health Organisation Caregiver Skills Training programme (WHO-CST) was developed to strengthen a caregiver’s skills in supporting their child’s development and the caregiver’s well-being. The WHO-CST Hong Kong (HK) was adapted to support families with children suspected of having autism spectrum disorder (ASD) while the families were waiting for a confirmed diagnosis.Aim This sequential mixed methods study aimed to explore the adaptation process, using a formative qualitative method. It assessed the acceptability, feasibility, and perceived benefits of the WHO-CST, using caregivers’ qualitative and quantitative prepost feedback.Methods Data examined included (1) two consultation meetings with stakeholders; (2) a detailed review of translated and adapted WHO-CST HK materials by Master Trainees (MTs) (n = 10) trained by WHO representatives; (3) need assessment focus group interviews with caregivers (n = 15) of children with ASD; and (4) prepost CST programme qualitative focus group interviews and quantitative evaluation (n = 11).Results Consultation with stakeholders suggested that the programme is acceptable for the local community, but the home visit and fidelity components were initially considered to be challenges for the feasibility and sustainability of the programme. Thematic analyses of the focus group interview with caregivers generated six subthemes from preprogramme focus group interviews and five subthemes from postprogramme focus group interviews. The programme was reported to be helpful for caregivers’ skills development and for aiding children’s verbal and social skills development. There was also improvement in caregivers’ mental health after completing the programme.Conclusion The prepilot evaluation findings of WHO-CST HK indicate that it is feasible and acceptable to implement the programme in a metropolitan area where families have busy working schedules. The findings indicate potential programme developments for supporting families in communities in high income countries.

The Development of Interdisciplinary Liberal Studies Curriculum in Hong Kong: Perspectives and Problems

2009 ◽  
Vol 18 (3) ◽  
pp. 224-249 ◽  
Author(s):  
Joe Tin-Yau Lo ◽  
Sum-Cho Po
Keyword(s):  
Hong Kong ◽  
Curriculum Reform ◽  
Liberal Studies ◽  
Reform Initiative ◽  
Interdisciplinary Curriculum ◽  
Similar Nature ◽  
Documentary Analysis ◽  
Official Policy ◽  
Curriculum Guides ◽  
Critical Scrutiny

The introduction of liberal studies is a new curriculum reform initiative in Hong Kong starting in 2009. It is a kind of formal interdisciplinary curriculum built on decades of experiences garnered from the implementation of various integrated subjects with similar nature. Through the method of documentary analysis that brings all official policy papers, curriculum guides/documents, stakeholders’ feedback, and prior research into critical scrutiny, this article aims to analyze the phylogeny of formal interdisciplinary curriculum in Hong Kong from historical, sociological, ideological, and curricular perspectives, with a view to delineating the changes and continuities in the development of interdisciplinary curriculum and identifying the problems and possibilities for its implementation.

Hong Kong's Postcolonial Education Reform

2017 ◽  
Vol 26 (2) ◽  
pp. 154-173
Author(s):  
Robert Spires
Keyword(s):  
Hong Kong ◽  
Education Reform ◽  
Tertiary Education ◽  
Empirical Work ◽  
Liberal Studies ◽  
Departure Point ◽  
Social Tensions ◽  
Postcolonial Education ◽  
Hong Kong Students ◽  
1997 Handover

The Hong Kong education system is at a crucial point in its trajectory, and changes to public education also reflect broader social, economic and political changes within Hong Kong and globally. Since the 1997 handover of Hong Kong from British control to China, Hong Kong has struggled to develop its own identity under the One Country, Two Systems premise. One of the compulsory courses in the Hong Kong curriculum known as liberal studies, introduced in 2009, provided a useful departure point for exploring many social tensions occurring in Hong Kong. Exploring education reform through liberal studies explains how these social tensions manifest within education, and how these educational tensions manifest within the broader society. Contemporary trends in Hong Kong's education were examined, including the public exams, the proliferation of shadow education and the expansion of self-financed tertiary education options for Hong Kong students. Tensions in Hong Kong are further explained through the notions of post-colonialism. The liberal studies debate mirror aspects of the broader economic, political, and social tensions as they relate to Hong Kong youth, and Hong Kong society at-large, and this article endeavors to explore these tensions through the lens of liberal studies as it relates to education discourse in Hong Kong. Through a combination of literature review from academic and mainstream sources, the article establishes the groundwork for further empirical work in order to gain a more in-depth understanding of the issues and tensions in Hong Kong.

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