Thesis (M. Arch.)--University of Hong Kong, 2001. / Includes special report study entitled: Philosophical base for education in residential hall. Includes bibliographical references.

Thesis (M.Arch.)--University of Hong Kong, 2001. / Includes special report study entitled : Philosophical base for education in residential hall. Includes bibliographical references. Also available in print.

Thesis (M.L.A.)--University of Hong Kong, 1997. / Includes special study report entitled: Factors affecting communication effectiveness of sitting area in University. Includes bibliographical references.

Thesis (M.L.A.)--University of Hong Kong, 1997. / Includes special study report entitled : Factors affecting communication effectiveness of sitting area in University. Includes bibliographical references. Also available in print.

In this research, our participants were asked five questions: Do gay and lesbian people fit into Chinese society? Are Chinese university students open and tolerant on gay and lesbian issues? How do these students perceive their gay and lesbian peers? How do their beliefs affect their attitudes toward their gay and lesbian peers? Is their university a safe and welcoming place for gay and lesbian students? To answer these questions, a qualitative methodology was employed involving six one-on-one interviews and two focus group interviews. <p>The participants did not believe that gay and lesbian people fit into Chinese society; however, the students themselves are becoming more open and tolerant on gay and lesbian issues in recent years because of the influence of technological innovation, media, and Western culture. <p>The findings suggest a degree of acceptance of gays and lesbians though the participants simultaneously distanced themselves from their homosexual peers. They perceived the university to be a safe place for gay and lesbian students in the sense that nobody would hurt them, but they did not see the university as a welcoming place. <p>To better understand the students perspectives, the transcripts were analyzed within a Chinese cultural and social context. Offering a realistic picture of heterosexual students perspectives might encourage them to reduce discrimination against their gay and lesbian peers, and to create a better learning environment for both heterosexual and homosexual students.

In this research, our participants were asked five questions: Do gay and lesbian people fit into Chinese society? Are Chinese university students open and tolerant on gay and lesbian issues? How do these students perceive their gay and lesbian peers? How do their beliefs affect their attitudes toward their gay and lesbian peers? Is their university a safe and welcoming place for gay and lesbian students? To answer these questions, a qualitative methodology was employed involving six one-on-one interviews and two focus group interviews. <p>The participants did not believe that gay and lesbian people fit into Chinese society; however, the students themselves are becoming more open and tolerant on gay and lesbian issues in recent years because of the influence of technological innovation, media, and Western culture. <p>The findings suggest a degree of acceptance of gays and lesbians though the participants simultaneously distanced themselves from their homosexual peers. They perceived the university to be a safe place for gay and lesbian students in the sense that nobody would hurt them, but they did not see the university as a welcoming place. <p>To better understand the students perspectives, the transcripts were analyzed within a Chinese cultural and social context. Offering a realistic picture of heterosexual students perspectives might encourage them to reduce discrimination against their gay and lesbian peers, and to create a better learning environment for both heterosexual and homosexual students.

Thesis (M Distance Ed) -- University of South Australia

Thesis (M. Sc.)--University of Hong Kong, 1995. / Includes bibliographical references.

Thesis (M.Soc.Sc.)--University of Hong Kong, 1988. / Also available in print.

The purpose of this study was to create and examine the conceptual and psychometric properties of four components that comprise 'programme outcome' sought by distance educators, and to examine the extent to which student (socio-demographic) and programme (e.g. duration) variables related to them. This ex post facto study utilised the records of 773 correspondence students enrolled at The Chinese University of Hong Kong for the 1984 Summer session and who submitted one or more assignments. Four variables were derived from the data set - completion rate, deviation (lateness in submitting assignments), turnaround (time taken to return marked assignments) and grades. These variables were more conceptually defensible than the NUEA or other formulae typically used to measure 'outcomes'. It was hypothesized that when students had to wait longer for the return of their assignments in the first quarter of the course, completion rate would be lower, but this would not happen after the course was half over. When students were late submitting assignments, it was expected that their completion rate would be lower than those submitting on time. It was found that turnaround had a significant association with completion rate throughout the course. Deviation, that is, delays in submitting assignments, was also related to completion. Each of the four variables had significantly different associations with programme outcome. The measures employed here can be used elsewhere as the data that comprise them are found in the records of most distance education programmes. This should facilitate research in distance education and provide practitioners with a way to monitor programmes. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate