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Article: Eight years after the 3-3-4 curriculum reform: The current state of undergraduates’ holistic competency development in Hong Kong

TitleEight years after the 3-3-4 curriculum reform: The current state of undergraduates’ holistic competency development in Hong Kong
Authors
KeywordsCurriculum reform
Disciplinary differences
Higher education
Holistic competencies
Interdisciplinarity
Self-assessment
Issue Date2022
Citation
Studies in Educational Evaluation, 2022, v. 74, article no. 101168 How to Cite?
AbstractHong Kong went through a complete reform in its higher education curriculum, incorporating opportunities for interdisciplinary learning and holistic competency development. Almost eight years have passed since the reform, yet little is known about the current state of students’ holistic competency development across different disciplines. Students’ self-evaluation of their capacities in holistic competencies can provide us indirect evidence of student development of these competencies for quality assurance. This study does not only aim to explore how undergraduates in Hong Kong self-assessed their holistic competencies, but also to identify whether there were disciplinary differences. To do so, 2192 undergraduate students from six universities in Hong Kong were surveyed using the validated Students’ Perception of Holistic Competencies Questionnaire. Analysis of the quantitative data revealed that students generally rated themselves strongest in Moral Values but weakest in Interpersonal and Leadership Competencies. However, no substantial mean difference across the different disciplines was evident in all six holistic competencies investigated. The overall results indicated that undergraduates in Hong Kong generally believe that they have a moderately high level of capability in holistic competencies.
Persistent Identifierhttp://hdl.handle.net/10722/334836
ISSN
2023 Impact Factor: 2.6
2023 SCImago Journal Rankings: 1.084
ISI Accession Number ID

 

DC FieldValueLanguage
dc.contributor.authorChan, Cecilia K.Y.-
dc.contributor.authorLuk, Lillian Y.Y.-
dc.date.accessioned2023-10-20T06:51:05Z-
dc.date.available2023-10-20T06:51:05Z-
dc.date.issued2022-
dc.identifier.citationStudies in Educational Evaluation, 2022, v. 74, article no. 101168-
dc.identifier.issn0191-491X-
dc.identifier.urihttp://hdl.handle.net/10722/334836-
dc.description.abstractHong Kong went through a complete reform in its higher education curriculum, incorporating opportunities for interdisciplinary learning and holistic competency development. Almost eight years have passed since the reform, yet little is known about the current state of students’ holistic competency development across different disciplines. Students’ self-evaluation of their capacities in holistic competencies can provide us indirect evidence of student development of these competencies for quality assurance. This study does not only aim to explore how undergraduates in Hong Kong self-assessed their holistic competencies, but also to identify whether there were disciplinary differences. To do so, 2192 undergraduate students from six universities in Hong Kong were surveyed using the validated Students’ Perception of Holistic Competencies Questionnaire. Analysis of the quantitative data revealed that students generally rated themselves strongest in Moral Values but weakest in Interpersonal and Leadership Competencies. However, no substantial mean difference across the different disciplines was evident in all six holistic competencies investigated. The overall results indicated that undergraduates in Hong Kong generally believe that they have a moderately high level of capability in holistic competencies.-
dc.languageeng-
dc.relation.ispartofStudies in Educational Evaluation-
dc.subjectCurriculum reform-
dc.subjectDisciplinary differences-
dc.subjectHigher education-
dc.subjectHolistic competencies-
dc.subjectInterdisciplinarity-
dc.subjectSelf-assessment-
dc.titleEight years after the 3-3-4 curriculum reform: The current state of undergraduates’ holistic competency development in Hong Kong-
dc.typeArticle-
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1016/j.stueduc.2022.101168-
dc.identifier.scopuseid_2-s2.0-85130949858-
dc.identifier.volume74-
dc.identifier.spagearticle no. 101168-
dc.identifier.epagearticle no. 101168-
dc.identifier.isiWOS:000804641500005-

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