published_or_final_version / Politics and Public Administration / Master / Master of Public Administration

This research aims to explore how higher education institutions in Hong Kong increase their competitiveness via strategic management; provide comparative strategic management approaches of 4 kinds of higher education institutions and the relationship of strategic management and quality assurance. First of all, it will be divided into two parts, namely, external-prospective and internal-prospective. The first part is external-prospective. In this session, the foci will be outside the universities. It will start from the global trend of higher education, the purposes of higher education, and institutional mergers. Internal prospective mainly focuses on the institution itself. This part will be conducted by looking at the areas of institutional governance and quality assurance. It will provide some statistical analysis to compare the higher education institutions in Hong Kong. For example, achievement, mission statement, the scale of international students to local students, international faculties, international project as well as partnership with other institutions and organizations. In addition, this paper will also explore the correlation of strategic and quality assurance in higher education. Starting from 2000, the higher education in Hong Kong, especially in the sub-degree sector, developed very rapidly. Such dramatic expansion in post-secondary education has raised a serious questions on how to maintain the quality, performance as well as the overall standard in the entire sector under sustainable increase in number of students and the number of institutions which providing the sub-degree programmes. In this regard, quality assurance in higher education is the foundation stone to uphold the entire development of the higher education sector. In view of the abovementioned approaches to this research paper, the hypotheses to be tested are (1) it is believed that the relationship among the competitiveness of universities, international benchmarking of universities and implementing strategic management is highly interrelated. (2) Under increasing competition in higher education sector in Hong Kong, local universities are increasingly using strategic plans to help their divisions achieve realizable goals and get more or better financial and human resources from a variety of stakeholder groups, and (3) there is a positive correlation between strategic management and quality assurance in higher education sector. / published_or_final_version / Education / Master / Master of Education

published_or_final_version / Public Administration / Master / Master of Public Administration

This study examines the differential patterns of access to higher education of students from rural areas in transition from a planned to a market economy. In respect to college access, the research argues that market reforms have reproduced the advantages for students from the cadre’s and the professional’s families while simultaneously creating new opportunities for the children of the new arising economic elite. Yet, it has performed less for traditional peasant families whose children still fail to gain access to college in proportions higher than the size of the population. Based on the literature, this research places a special emphasis on how economic and cultural resources become the main influence on rural students? college access. The process dimension -- how families from different social backgrounds within rural society involve themselves in the schooling of their children and how this contributes to inequality of college access within rural society, are investigated. This research unpacks this process by examining the school involvement experiences of parents in Zong, a county located in the province of Anhui. Parental involvement is conceptualized in terms of how economic and cultural resources are converted to social capital as part of family strategies within the increasingly stratified social context of rural China. The research identifies the consequences of activating different types of social networks within family and community, and also between family and school to facilitate this process by gaining advantages in access to college. Household interviews and field notes were used as the main methods of data collection with a range of parents and teachers involved in this ethnographic study. The data analysis suggests that state, schools and teachers provide few formal and routine channels for rural parents to become involved in schooling. This raises the importance of family strategic initiatives to employ interpersonal social networks (guanxi) within family, community and between school and family. Parents from cadres and professional backgrounds are capable of maintaining these social networks that are useful for their children’s chances of entering higher education. Their counterparts from the new economic elites? backgrounds have developed the means to capitalize upon their families economic and cultural resources by converting them into social capital that creates advantages in college access for their children. Peasants, however, rely heavily on teachers and relatives in education and are substantially marginalized from those important interpersonal social networks of capital conversion. Although this research found the structure constrains interpersonal social network of peasant families, it also highlights the agency of parents from different families. For example, in some cases it found, that peasants actively use their kinships to create chances for school involvement to potentially improve the chances of their children’s college access. This research is one of the first empirical studies to inquire about the mechanism of capital conversion in affecting higher education opportunities in the post-socialist era, which will help to re-evaluate the influence of market reforms over rural education system in China. / published_or_final_version / Education / Doctoral / Doctor of Philosophy

Not available / text

published_or_final_version / Real Estate and Construction / Master / Master of Science in Construction Project Management

published_or_final_version / abstract / Education / Doctoral / Doctor of Philosophy

published_or_final_version / Education / Doctoral / Doctor of Philosophy

譚潤明. / 論文(哲學碩士)--香港中文大學硏究院宗教及神學學部,1994. / 參考文獻: leaves [1-11] (2nd group) / Tan Runming. / Chapter 第一章 --- 導言 --- p.一至四 / Chapter 第二章 --- 燕京大學的創建 --- p.五至十六 / Chapter 一、 --- 校名的確立 / Chapter 二、 --- 創校的經過 / Chapter 三、 --- 創立的日期 / Chapter 第三章 --- 燕大成立前後辦學目的轉變 --- p.十七至三十七 / Chapter 一、 --- 草創期 / Chapter 二、 --- 發展期 / Chapter 三、 --- 確立期 / Chapter 第四章 --- 燕大成立前後辦學目的轉變的原因 --- p.三十八至六十八 / Chapter 一、 --- 外緣條件 / Chapter 1. --- 非基督教運動 / Chapter 2. --- 五卅慘案與燕大 / Chapter 3. --- 收回教育權運動 / Chapter 二、 --- 内在理路 / Chapter 1. --- 巴頓調˘¬團的影響 / Chapter 2. --- 傳教士思想的轉變 / Chapter 第五章 --- 總結 --- p.六十九至七十二 / 註釋 --- p.七十三至九十六 / 參考書目 / 附錄

黃潔珍. / 論文(哲學碩士) -- 香港中文大學硏究院宗敎及神學學部, 1996. / 參考文献 : leaves 234-268. / Huang Jiezhen. / Chapter 第一章 --- 導言 --- p.1 / Chapter 第二章 --- 基督教教育的涵義 --- p.4 / Chapter 甲、 --- 十九世紀末傳敎敎育的目標 --- p.4 / Chapter 乙、 --- 二十世紀初期對基督敎敎育理念的理解 --- p.6 / Chapter 丙、 --- 二十年代的非基運動對基督敎 敎育理念的界定的影響 --- p.9 / Chapter 丁、 --- 一九四〇年代的基督敎敎育要點 --- p.12 / Chapter 第三章 --- 金女大校史簡述 --- p.14 / Chapter 甲、 --- 創辦經過 --- p.14 / Chapter 乙、 --- 初創時間（一九一五至一九二三） --- p.14 / Chapter 丙、 --- 擴展時期（一九二三至一九三七） --- p.15 / Chapter 1. --- 永久校址 --- p.15 / Chapter 2. --- 改制時期 --- p.15 / Chapter 丁、 --- 抗日戰爭時期（一九三七至一九四五） --- p.16 / Chapter 戊、 --- 中華人民共和國成立後的局面 --- p.16 / Chapter 第四章 --- 吳貽芳傳略 --- p.18 / Chapter 甲、 --- 吳貽芳任金女大校長前之生平事蹟 --- p.18 / Chapter 乙、 --- 吳貽芳任金女大校長（一九二八至一九五一） --- p.21 / Chapter 丙、 --- "吳貽芳所信仰的基督敎""" --- p.22 / Chapter 丁、 --- 吳貽芳與中國基督敎全國協進會 --- p.26 / Chapter 第五章 --- 金女大創校人舆吳貽芳辦學目標的差異 --- p.29 / Chapter 甲、 --- 金女大創校人之辦學宗旨 --- p.29 / Chapter 乙、 --- 吳貽芳對基督敎敎育的理解 --- p.31 / Chapter 1. --- 培養人才、為國所用 --- p.31 / Chapter 2. --- 基督化人格的塑造 --- p.32 / Chapter 丙、 --- 創校人與吳貽芳對金女大校訓之詮釋 --- p.34 / Chapter 第六章 --- 註冊主案風波對吳貽芳實踐基督教敎育理念的影響 --- p.36 / Chapter 甲、 --- 一九二七年的風暴 --- p.36 / Chapter 乙、 --- 向政府立案註冊的問題 --- p.37 / Chapter 1. --- 敎育部頒佈的六項註冊條文 --- p.37 / Chapter 2. --- 吳貽芳竭力¨®Ơ服金女大校董會 向敎育部註冊立案 --- p.38 / Chapter 3. --- 處理宗敎系存廢問題 --- p.42 / Chapter 4. --- 敎育部修緊註冊條例 --- p.43 / Chapter 5. --- 向敎育部註冊立案 --- p.44 / Chapter 6. --- 向敎育部註冊立案的評價 --- p.44 / Chapter 丙、 --- 註冊立案風波奠定了吳貽芳 實踐基督敎敎育的路向 --- p.48 / Chapter 第七章 --- 吳貽芳實踐基督敎敎育理念的困難 --- p.50 / Chapter 甲、 --- 新舊交替時代中西方出現的磨擦 --- p.50 / Chapter 乙、 --- 符合國民政府的要求 --- p.52 / Chapter 第八章 --- 吳貽芳實踐在金女大的「愛國敎育」 --- p.58 / Chapter 甲、 --- 吳貽芳在國慶日的講話 --- p.58 / Chapter 乙、 --- 吳貽芳與新生活運動 --- p.59 / Chapter 丙、 --- 吳貽芳的校政革新 --- p.61 / Chapter 丁、 --- 學科的訓練 --- p.63 / Chapter 第九章 --- 從學校制度看吳貽芳實踐在金女大的「人格敎育」 --- p.66 / Chapter 甲、 --- 學校組織 --- p.66 / Chapter 乙、 --- 導師制之設立及個別輔導工作 --- p.67 / Chapter 丙、 --- 基督徒敎職員的建立及影響 --- p.68 / Chapter 1. --- 基督徒老師的比率及資格 --- p.68 / Chapter 2. --- 基督徒老師的服務年資 --- p.69 / Chapter 3. --- 敎職員的宗敎生活 --- p.69 / Chapter 4. --- 敎職員之影響 --- p.71 / Chapter 丁、 --- 與金大合併風波 --- p.73 / Chapter 第十章 --- 從學生生活看吳貽芳實踐在金女大的「人格敎育」 --- p.75 / Chapter 第十一章 --- 從金女大的宗敎教育發展看基督教敎育理念的實踐 --- p.92 / Chapter 甲、 --- 宗敎敎育課程 --- p.92 / Chapter 乙、 --- 基督敎敎育與其他學科的關係 --- p.95 / Chapter 丙、 --- 宗敎活動 --- p.97 / Chapter 第十二章 --- 一九四九年之政治變動對金女大 實踐基督教敎育理念之影響 --- p.103 / Chapter 甲、 --- 四九年之學校運作 --- p.105 / Chapter 1. --- 新的敎育方針 --- p.105 / Chapter 2. --- 行政組織 --- p.106 / Chapter 3. --- 課程改革 --- p.108 / Chapter 4. --- 學生活動 --- p.110 / Chapter 5. --- 宗敎活動 --- p.110 / Chapter 6. --- 社會服務 --- p.115 / Chapter 乙、 --- 差會及敎會大學的回應 --- p.116 / Chapter 丙、 --- 吳貽芳在新政策下採取的態度 --- p.118 / Chapter 1. --- 在新教育方針下基督敎敎育的前景 --- p.118 / Chapter 2. --- 在信仰中尋求答案 --- p.119 / Chapter 丁、 --- 金女大的最終結局 --- p.120 / Chapter 第十三章 --- 結語 --- p.123 / 附件一 資料分析 --- p.127 / 附件二 金女大戰時遷校及返京復課的路線 --- p.130 / 附件三 吳貽芳在學術上的成就 --- p.131 / 附件四 吳貽芳在國內外享譽盛名 --- p.132 / 附件五 吳貽芳由出生至任職金女大校長之生平事蹟年表 --- p.134 / 附件六 敎師人數 --- p.135 / 附件七 敎職員進修會 --- p.136 / 附件八 金女大學生人數總計（一九一五至一九二八） --- p.137 / 附件九 學生人數統計（一九二八至一九五二） --- p.138 / 附件十 學生來源 --- p.139 / 附件十一學生家長職業 --- p.139 / 附件十二 金女大畢業同學紀錄（一九一九至一九四九） --- p.140 / 附件十三金女大畢業生就業情況 --- p.141 / 附件十四金女大各系歷届畢業人數一覽表 --- p.142 / 附件十五資助金女大的組織 --- p.144 / 附件十六學制概覽 --- p.145 / 附件十七金女大學生人數統計分析 --- p.146 / 附件十八學生自治會 --- p.150 / 附件十九新生入學週 --- p.155 / 附件二十金女大的社會服務活動 --- p.157 / 附件二十一參舆校外活動 --- p.162 / 附件二十二宗敎教育課程 --- p.173 / 附件二十三舆基督敎教育相關的學科 --- p.178 / 附件二十四金女大之宗敎活動 --- p.183 / 附件二十五金女大女青年會 --- p.200 / 附件二十六金女大畢業生之去向 --- p.205 / 附件二十七經費來源 --- p.209 / 簡寫表 --- p.213 / 註釋 --- p.214 / 書目 --- p.234