Evaluation of a general education program in Hong Kong: Results based on multiple evaluation strategies

Tan Lei Daniel SHEK, Lu YU, Sau Man Catalina NG

Research output: Contribution to journalArticle

Abstract

To respond to the growing concerns about the need for university students to learn generic skills to complement their disciplinary expertise, many universities have included General Education (GE) in their curriculum. A new general education framework entitled “General University Requirements” (GUR) has been implemented at The Hong Kong Polytechnic University (PolyU) since the 2012/13 academic year. A five-year longitudinal project using multiple evaluation strategies was conducted to evaluate the GUR, including objective outcome evaluation (online survey), Collegiate Learning Assessment Plus (CLA+), subjective outcome evaluation (Student Feedback Questionnaire), and qualitative evaluation (focus groups, longitudinal case studies and document analyses). With reference to the second year of program implementation, results from different evaluation strategies consistently demonstrated that the GUR subjects were effective in promoting the five desired graduate attributes as defined by PolyU (i.e., problem solving, critical thinking ability, effective communication, ethical leadership and lifelong learning) in students. Both students and teachers perceived the subject contents, teaching and learning methods, and teaching staff in GUR subjects favorably though several challenges were also noted. Copyright © 2016 Nova Science Publishers, Inc.
Original languageEnglish
Pages (from-to)263-273
JournalInternational Journal of Child and Adolescent Health
Volume9
Issue number2
Publication statusPublished - 2016

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Hong Kong
Education
Students
Learning
Teaching
Aptitude
Focus Groups
Curriculum
Longitudinal Studies
Communication
Surveys and Questionnaires

Citation

Shek, D. T. L., Yu, L., & Ng, C. S. M. (2016). Evaluation of a general education program in Hong Kong: Results based on multiple evaluation strategies. International Journal of Child and Adolescent Health, 9(2), 263-273.