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Disciplinary Differences and Implications for the Development of Generic Skills: A Study of Engineering and Business Students' Perceptions of Generic Skills
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Chan, Cecilia K. Y.; Fong, Emily T. Y. – European Journal of Engineering Education, 2018
Although previous research has examined how generic skills and disciplinary contexts are related, such investigation has not been conducted from students' perspectives. Implications of disciplinary differences for the design of a generic skills curriculum have also remained unexplored. In this study, a questionnaire was administered to 502…
Descriptors: Foreign Countries, College Freshmen, Majors (Students), Engineering Education
Business Curriculum and Assessment Reform in Hong Kong Schools: A Critical Review from a Competence-Based Perspective
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Yu, Christina Wai Mui – Journal of Vocational Education and Training, 2010
From September 2009 onwards, a new business curriculum which focuses on three key business disciplines, namely management, accounting and finance, has been implemented in Hong Kong senior secondary schools. A new assessment guide has been also proposed in light of the new curriculum. Such business curriculum and assessment reform move in the…
Descriptors: Business Education, Curriculum Design, Educational Change, Foreign Countries
Learning Approaches and Outcome-Based Teaching and Learning: A Case Study in Hong Kong, China
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Pang, Mary; Ho, To Ming; Man, Ryan – Journal of Teaching in International Business, 2009
Outcome-based education is a pedagogical process which focuses on the achievement of certain specified results. Outcome-based teaching and learning (OBTL), therefore, is concerned with curriculum design and ensuring that the contents, delivery, activities, and assessments are all aligned to help facilitate students to attain specific intended…
Descriptors: Curriculum Design, Outcome Based Education, Focus Groups, Learning Processes