Significance of narrative knowing in student-centered university education curricula: A Hong Kong perspective

This paper was inspired by three important concerns in higher education, namely, changes in higher education curricula (Bourner, 2004), concept of a fully functioning university (Bourner, 2008), and nature of education, such a university offers (Bourner, Heath, & Rospigliosi, 2013). To prepare university graduates for the unpredictable changes and diversified needs of a fast-growing world, the authors explore the use of narrative knowing in designing a student-centered curriculum. This paper reports the learning achieved by students when a Hong Kong university applies the under-developed narrative pedagogy in teaching and learning. Copyright © 2018 James Nicholas Publishers.