Employability and mobility in the valorisation of higher education qualifications: the experiences and reflections of Chinese students and graduates     

Ka Ho Mok  Zhuoyi Wen  Roger Dale 《Journal of Higher Education Policy & Management》2016,38(3):264-281

ABSTRACT

In the last two decades, we have witnessed a rapid expansion of higher education in Mainland China and Taiwan, recording a significant increase in higher education enrolments in these two Chinese societies. The massification of higher education in China and Taiwan has inevitably resulted in an oversupply of university graduates, with growing social concerns for skills mismatches being found in the labour market, stagnant graduate employment and social mobility. This article critically examines how university students and graduates in these two Chinese societies reflect upon their employment experiences. Human capital theory predicts that other things being equal, raising participation in higher education will initially increase inequality as rates of return rise, and then it will reduce inequality as expansion reaches mass levels and rates of return decline. If the output of graduates outpaces the demand for their skills, which appears to be the current case in many countries, then supply and demand pressures reduce the pay premium for degrees and lower income inequalities. However, this study clearly demonstrates that the massification and the universalisation of higher education in Mainland China and Taiwan, respectively, have actually intensified inequality.  相似文献   

Faculty-student engagement in teaching observation and assessment: a Hong Kong initiative     

James S. Pounder  Elizabeth Ho Hung-lam  Julie May Groves 《Assessment & Evaluation in Higher Education》2016,41(8):1193-1205

There is now a worldwide focus on the quality of university teaching and yet there is general dissatisfaction in universities with the student evaluation of teaching system. Peer observation of teaching seems to hold much promise in the assessment of teaching quality, but such observation pays little attention to the quality of teaching as perceived by students. One approach to overcome this deficiency is for faculty and students to also partner in the assessment of a faculty member’s teaching, with a student trained in observation and feedback techniques acting as a peer in the observation process. This paper describes and evaluates an ongoing student consultant initiative at Lingnan University in Hong Kong. It presents faculty and student observations in terms of the benefits to faculty regarding potential enhancement of university teaching, and the benefits to students especially in terms of close collaboration with faculty and training in consultation techniques. The paper notes that the student consultant initiative has been more popular with students than faculty, and recommends further investigation of the potential of such programmes in Hong Kong higher education.  相似文献   

Reliability and validity of the Learning Styles Questionnaire   总被引：1，自引：0，他引：1  

Y H Fung  Angela S P Ho  K P Kwan 《British journal of educational technology : journal of the Council for Educational Technology》1993,24(1):12-21

The reliability and predictive validity of a short form of Honey and Mumford's Learning Styles Questionnaire were examined. Students' learning preferences were measured by self-report ratings on their degree of likings for 19 teaching and learning activities commonly used in higher and professional education. Subjects were 381 second-year undergraduates enrolled in accountancy, engineering and communication programmes at the Hong Kong Polytechnic. The alpha coefficients for the four learning styles scales were quite low, ranging from 0.311 for the Pragmatist scale to 0.421 for the Reflector scale. Factor analysis of the items did not reveal any coherent factor structure congruent with the underlying constructs. However, significant though weak correlations were found between the learning styles scores and the learning preferences of the students as hypothesised.  相似文献   

The evolution of a hybrid classroom: Introducing online learning to educators in American samoa     

Ho  Curtis P.  Burniske  R. W. 《TechTrends》2004,49(1):24-29

Conclusion This case study suggests that the process of designing and facilitating hybrid courses in the island community of American Samoa required continuous negotiation with respect to the pace of instruction and the acculturation to online learning. The need for gentle transitions, such as constructing the face-to-face community before rushing into the online community, was apparent for instructors and students. Without honoring the local community, and making time for its renewal on a regular basis, the online community would be difficult, if not impossible, to sustain. The feeling of isolation that characterizes many online experiences is often compounded when one is geographically isolated on an island. It was obvious that the presence of a local teaching assistant was essential in bridging the physical and psychological gap between students and online instructor. Before and after each online activity it was important to take time to discuss in face-to-face sessions the questions and concerns that had arisen while engaged in online activities. These sessions, facilitated by a local instructor, reinforced the sense of community that is so important in this island culture and helped students overcome the challenges inherent in online learning. The importance of honoring the traditions of an oral culture, particularly in an island community, underscores the need to purposefully employ information and communication technologies in a hybrid course. Asynchronous communication such as email and discussion forums allows the widest participation because of low bandwidth internet requirements. However, synchronous modes of communication seem to provide the most natural transition from the oral to digital cultures. Chat sessions and videoconferencing offer students with access to broad bandwidth connections the opportunity to interact directly. Videoconferencing seemed the most successful technology for accommodating American Samoan students’ need for oral expression and visual connections with their distant instructor. Ultimately, instructors must strive for a delicate balance while constructing a hybrid classroom that introduces online learning activities to relative novices. To achieve a healthy equilibrium, instructors must pay heed to the cultural context, social needs and technical constraints of their learning community, fostering a learning environment that simultaneously honors oral traditions and textual innovations, enables synchronous and asynchronous communication and accommodates low bandwidth access while experimenting with broadband technologies.  相似文献   

Good and bad practices in rubrics: the perspectives of students and educators     

Zenobia Chan  Simone Ho 《Assessment & Evaluation in Higher Education》2019,44(4):533-545

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Improved thermal performance of a hydronic radiant panel heating system by the optimization of tube shapes     

Young T. Chae  Kwang Ho Lee  Jae Sung Park 《浙江大学学报(A卷英文版)》2011,12(6):428-437

The thermal performance enhancement of the hydronic radiant floor heating system by tube shape refinements is investigated in this paper. Both analytical and detailed numerical modelings are carried out to predict the performance of the radiant system. While the simple analytical model briefly investigates the possibility of the effect of the tube shape improvement with the parametric analysis, the commercial computational fluid dynamics (CFD) code (Ansys/CFX) is used to perform the detailed 3D analysis under different tube shape conditions. The fin thickness, the number of fins, and the tube thermal conductivity turn out to have significant effects on the radiant system performance. The potential energy saving impacts of the tube shape refinements are also discussed. The tube shape improvement turns out to increase the floor surface temperature and to decrease the hot water temperature drop across the system, resulting in heating energy savings.  相似文献   

Predicting breastfeeding duration related to maternal attitudes in a taiwanese sample     

YJ Ho  JM McGrath 《The Journal of perinatal education》2011,20(4):188-199

The purpose of this study was to examine maternal attitudes and sociodemographic variables associated with Taiwanese mothers' continuation of breastfeeding at 6 weeks postpartum. A sample of 140 in-hospital breastfeeding mothers was recruited in Taiwan. Participants completed the Iowa Infant Feeding Attitude Scale (IIFAS) in the hospital prior to discharge. Postdischarge participants were contacted by telephone at 3 and 6 weeks postpartum to obtain information regarding their feeding method and duration. Findings revealed that in-hospital maternal breastfeeding attitudes are predictive of breastfeeding duration. Insufficient milk supply was the reason most often given for discontinuing breastfeeding. Women's husband/partner was found to be the main source of breastfeeding support. We recommend health-care professionals add the IIFAS to their assessment to identify mothers at high risk for discontinuing breastfeeding and to develop and better evaluate breastfeeding promotion programs.  相似文献   

Emerging education hubs: the case of Singapore     

Ravinder Sidhu  K.-C. Ho  Brenda Yeoh 《Higher Education》2011,61(1):23-40

In anticipation of a globalising post-Fordist political economy, countries and universities are increasingly pursuing strategic transnational education and research alliances. This article analyses the Global Schoolhouse, a key education policy platform that aims to transform Singapore into a knowledge and innovation hub by establishing networks and collaborations with foreign universities. Two Global Schoolhouse initiatives are examined—the alliance between Singapore and MIT (Massachusetts Institute of Technology), and the institutional restructuring aimed at re-modelling the National University of Singapore into a ‘leading global university centred in Asia’. We outline some of the complexities and unanticipated outcomes which emerge when nations and their education institutions seek to globalise.  相似文献   

Explaining Chinese students' academic motivation: filial piety and self‐determination     

Eadaoin K.P. Hui  Rachel C.F. Sun  Stephen Sau‐Yan Chow  Matthew Ho‐Tat Chu 《教育心理学》2011,31(3):377-392

This study investigated the relevance of filial piety and the three components of self‐determination, namely, competence, autonomy and relatedness, on academic motivation among Hong Kong Chinese secondary school students. A total of 461 students completed the questionnaire which consisted of five scales assessing attitudes towards filial piety, perceived scholastic competence, perceived autonomous support from parents, relatedness with parents and academic motivation. By using structural equation modelling, a predictive model of academic motivation, with filial piety, competence, autonomy, relatedness, age and gender as antecedents, was developed. All variables explained the prediction of academic motivation, with competence acted as the strongest effect, followed by relatedness and filial piety. The findings highlight the important contribution of the three self‐determination theory (SDT) components and the value of filial piety for Chinese adolescents' academic motivation. The implications of the findings for future research and educational practice were discussed.  相似文献   

Readability of Informed Consent Documents at University Counseling Centers     

Samuel D. Lustgarten  Daniel M. Elchert  Charles Cederberg  Yunkyoung L. Garrison  Y. C. S. Ho 《Journal of College Student Psychotherapy》2017,31(4):281-296

The extent to which clients understand the nature and anticipated course of therapy is referred to as informed consent. Counseling psychologists often provide informed consent documents to enhance the education of services and for liability purposes. Professionals in numerous health care settings have evaluated the readability of their informed consent documents, but no such peer-reviewed research exists for university counseling centers. This study evaluated the informed consent documents for psychotherapy from university counseling centers using three readability formulas (Flesch-Kincaid Grade Level, Flesch Reading Ease Score, and Simple Measure of Gobbledygook [SMOG] Grading). The findings support the authors’ exploratory hypotheses that informed consent documents in university counseling centers are rated as challenging to read for college students. Recommendations and implications for practice are discussed.  相似文献