Education Quality Work: The Hong Kong Experience
A handbook on good practices in assuring and improving teaching and learning quality
Foreword
Preface

PART 1  THE HONG KONG CONTEXT

Chapter 1  Recent developments in higher education in Hong Kong

1.1

Introduction

1.2

The University Grants Committee of Hong Kong

1.3

Selected initiatives in support of quality in teaching and learning

1.4

Recent developments: Some possible directions for the future

Chapter 2

The Teaching and Learning Quality Process Reviews in Hong Kong and a conceptual framework for good practices

2.1

The Teaching and Learning Quality Process Reviews in Hong Kong

2.2

A conceptual framework for good practices

PART 2  GOOD PRACTICES IN TAUGHT PROGRAMMES

Preamble:Some brief remarks on methodology

Chapter 3

Teaching and learning as the primary functions of Hong Kong's tertiary institutions

3.1

Promulgation of the view that teaching and learning are primary functions

3.2

Issuance of rewards and resource allocations

3.3

Provision of teaching excellence awards

3.4

Internal allocation of teaching development grants

3.5

Strategic planning to continually monitor, assure and enhance the quality of teaching and learning

3.6

Conclusion

Chapter 4

Continued efforts to assure and enhance the quality of teaching and learning

4.1

Systematic collection and analysis of feedback from stakeholders and use of that analysis

4.2

Benchmarking of practices and results by systematic comparison with those in other contexts, and the implementation of changes

4.3

Sharing of good practices

4.4

Measurement and analysis of student learning outcomes and the use of that analysis

Chapter 5

Teaching as a professional activity for academic staff

5.1

Induction, training and support of staff with teaching responsibilities

5.2

Creation of an adequately resourced unit responsible for development and enhancement activities in teaching and learning

5.3

Establishment of institutional arrangements to ensure that research into teaching and learning is taken into account

5.4

Constructive alignment of intended learning outcomes, teaching and learning arrangements, and methods for assessing learning outcomes

Chapter 6

Emphasis on graduates' attainment of generic competences and desirable attitudes

6.1

Inclusion of mandatory components in curricula for developing students' generic competences

6.2

Establishment and encouragement of extracurricular or co-curricular student activities

Chapter 7

Some brief concluding comments

7.1

Have the TLQPRs been useful and worthwhile?

7.2

Have the TLQPRs impacted on the quality of graduates?

7.3

How does Hong Kong compare internationally?

7.4

What does the future hold?

Appendix

Exemplars of good practices in teaching and learning in research postgraduate education

Annex A

Review methodology for the second-round TLQPR

Annex B

Second-round TLQPR review template