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RESTRUCTURING HONG KONG HIGHER EDUCATION:
A CASE STUDY OF LINGNAN UNIVERSITY AND ITS PREPARATION FOR THE
NEW FOUR-YEAR TRACK IN 2012
by
Sabrina H. Chong
A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
May 2012
Copyright 2012 Sabrina H. Chong
Object Description
| Title | Restructuring Hong Kong higher education: a case study of Lingnan University and its preparation for the new four-year track in 2012 |
| Author | Chong, Sabrina H. |
| Author email | sabrina.chong@usc.edu;sabrinahchong@gmail.com |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education (Leadership) |
| School | Rossier School of Education |
| Date defended/completed | 2012-01-24 |
| Date submitted | 2012-04-11 |
| Date approved | 2012-04-12 |
| Restricted until | 2012-04-12 |
| Date published | 2012-04-12 |
| Advisor (committee chair) |
Robison, Mark Diamond, Michael |
| Advisor (committee member) | Postiglione, Gerard |
| Abstract | In its quest for boosting Hong Kong’s world-class standing in higher education, the Hong Kong Education and Manpower Bureau implemented the 3+3+4 reform, which represents a major overhaul of higher education curriculum; the addition of one year of studies to create a four-year undergraduate degree track is set to replace its three-year track in the 2012-2013 academic year. Also included in this mandatory reform is the “Core Curriculum,” which each publicly funded university in Hong Kong created in order to provide a more multi-disciplinary approach to preparing their graduates for the global workforce. Ten interviews with Lingnan University leaders were conducted for this qualitative study, and theoretical frameworks by Bolman and Deal (2003) and Skolnik (2009) provided the lenses through which the findings were analyzed. This study presents the changes to the Lingnan University curriculum, how Lingnan University planned for the new four-year system through the changes, the priorities and values to which the university adhered as it implemented change, and some of the challenges that its leaders will face once the 3+3+4 reform goes into effect. |
| Keyword | Hong Kong; higher education; curriculum reform; 3+3+4 reform; |
| Language | English |
| Part of collection | University of Southern California dissertations and theses |
| Publisher (of the original version) | University of Southern California |
| Place of publication (of the original version) | Los Angeles, California |
| Publisher (of the digital version) | University of Southern California. Libraries |
| Provenance | Electronically uploaded by the author |
| Type | texts |
| Legacy record ID | usctheses-m |
| Rights | Chong, Sabrina H. |
| Access conditions | The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the author, as the original true and official version of the work, but does not grant the reader permission to use the work if the desired use is covered by copyright. It is the author, as rights holder, who must provide use permission if such use is covered by copyright. The original signature page accompanying the original submission of the work to the USC Libraries is retained by the USC Libraries and a copy of it may be obtained by authorized requesters contacting the repository e-mail address given. |
| Repository name | University of Southern California Digital Library |
| Repository address | USC Digital Library, University of Southern California, University Park Campus MC 7002, 106 University Village, Los Angeles, California 90089-7002, USA |
| Repository email | cisadmin@usc.edu |
| Archival file | uscthesesreloadpub_Volume1/etd-ChongSabri-596.pdf |
Description
| Title | Page 1 |
| Full text | RESTRUCTURING HONG KONG HIGHER EDUCATION: A CASE STUDY OF LINGNAN UNIVERSITY AND ITS PREPARATION FOR THE NEW FOUR-YEAR TRACK IN 2012 by Sabrina H. Chong A Dissertation Presented to the FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION UNIVERSITY OF SOUTHERN CALIFORNIA In Partial Fulfillment of the Requirements for the Degree DOCTOR OF EDUCATION May 2012 Copyright 2012 Sabrina H. Chong |
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