About this paper

Appears in:
Pages: 2033-2041
Publication year: 2013
ISBN: 978-84-616-3822-2
ISSN: 2340-1117

Conference name: 5th International Conference on Education and New Learning Technologies
Dates: 1-3 July, 2013
Location: Barcelona, Spain

FACULTY PERCEPTION OF THE “3+3+4” CURRICULUM REFORM IN HONG KONG: A SMALL-SCALE STUDY

L.Y.Y. Luk, C.K.Y. Chan

The University of Hong Kong (HONG KONG)
Curriculum reform in higher education has been taking place in many countries, with much attention paid to many such as the national-level Bologna process in Europe, institutional-level Melbourne Model in Australia and discipline-level Engineering Criteria 2000 (EC2000). Reforms are not always accepted favorably by relevant stakeholders. Announcements, consultations, implementation and staff and student development all need to be in place to ensure smooth transition and the process can still produce negative result and criticism. Despite the vast amount of literature on curriculum reform, existing studies (e.g. Muller, Jain, Loeser, & Irby, 2008; Sunal, Hodges, & Sunal, 2001) focusing on faculty views of curriculum changes in higher education are scarce. This paper gives a detailed account of the reform initiatives taking place in the recent Hong Kong educational system and in particular, focusing at a research-intensive university in Hong Kong through literature and consultations. Being aware that teachers often face challenges in dealing with curriculum changes, this small-scale study aims to identify areas which faculty members require assistance in their professional development by investigating university teachers’ perception of the curriculum reform in the Science discipline. Through quantitative and qualitative methods, it was found that academics expressed doubts towards the implementation of outcome-based and student-centered learning approaches in the new curriculum despite their understanding of these concepts. Conclusion of the study points to the importance of bottom-up support in the implementation of curriculum reform.
@InProceedings{LUK2013FAC,
author = {Luk, L.Y.Y. and Chan, C.K.Y.},
title = {FACULTY PERCEPTION OF THE “3+3+4” CURRICULUM REFORM IN HONG KONG: A SMALL-SCALE STUDY},
series = {5th International Conference on Education and New Learning Technologies},
booktitle = {EDULEARN13 Proceedings},
isbn = {978-84-616-3822-2},
issn = {2340-1117},
publisher = {IATED},
location = {Barcelona, Spain},
month = {1-3 July, 2013},
year = {2013},
pages = {2033-2041}}
TY - CONF
AU - L.Y.Y. Luk AU - C.K.Y. Chan
TI - FACULTY PERCEPTION OF THE “3+3+4” CURRICULUM REFORM IN HONG KONG: A SMALL-SCALE STUDY
SN - 978-84-616-3822-2/2340-1117
PY - 2013
Y1 - 1-3 July, 2013
CI - Barcelona, Spain
JO - 5th International Conference on Education and New Learning Technologies
JA - EDULEARN13 Proceedings
SP - 2033
EP - 2041
ER -
L.Y.Y. Luk, C.K.Y. Chan (2013) FACULTY PERCEPTION OF THE “3+3+4” CURRICULUM REFORM IN HONG KONG: A SMALL-SCALE STUDY, EDULEARN13 Proceedings, pp. 2033-2041.
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