published_or_final_version / Education / Master / Master of Education

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. / published_or_final_version / Education / Master / Master of Education

Driven by higher education quality assurance and accountability in recent decades, higher education evaluations have attracted momentous publics' attention. Internal evaluation and external evaluation varied with different emphases as well as distinct functions. However, external evaluation brought pressures and burdens to universities by focusing on outcomes and excessively intervening internal one. The overall aim of this study is to give suggestions which help improve the higher education evaluation system in Hong Kong. This qualitative case-study explored evaluation purposes and evaluation impacts in The University of Hong Kong. Eleven interviews with academic staff were conducted to answer the research question "what are academic staff's opinions on how and why conducting internal and external evaluation?" Findings indicate the both internal and external are necessary because of the positive impacts on academic staff's development. This study also confirms the differences between internal and external evaluation in terms of the purpose and emphasis. To support the emergence of eminent evaluation, evaluator should provide clear purpose and mission statements as well as determine appropriate method and instrument. According to the data, evaluators need pay attention to data interpretation, fairness insurance, and stimulating motivation. Moreover, the value of improvement should be highlighted in evaluation practice and evaluation culture. This study also identifies areas for further research such as the comparison between Hong Kong and other higher education evaluation systems. / published_or_final_version / Education / Master / Master of Education

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. / published_or_final_version / Education / Doctoral / Doctor of Philosophy

published_or_final_version / Public Administration / Master / Master of Public Administration

"March 2002." / Thesis (Ed.D.)--Chinese University of Hong Kong, 2002. / Includes bibliographical references (p. 257-277). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. Ann Arbor, MI : ProQuest Information and Learning Company, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Mode of access: World Wide Web. / Abstracts in English and Chinese.

published_or_final_version / Business Administration / Master / Master of Business Administration

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

by Simon W.F. Tse. / Thesis (M.A.Ed.)--Chinese University of Hong Kong, 1987. / Bibliography: leaves 115-119.