Search results

Suggests that there is a strong emphasis on the pursuit of education quality in ongoing educational reforms in both local and international contexts. Policies issued to implement educational changes for education quality often fail because of lack of comprehensive understanding of the complex nature of education quality in schools or higher education institutions. Introduces seven models of quality in education: the goals and specifications model; the resources input model; the process model; the satisfaction model; the legitimacy model; the absence of problems model; and the organizational learning model. Concludes that these models can form a comprehensive framework for understanding and conceptualizing quality in education from different perspectives and facilitating development of management strategies for achieving it. The framework can contribute to ongoing policy discussion, school practice, and research development on issues of quality in education institutions.

Aims to develop a framework that can provide a total conception of home‐school partnership and can be used to re‐engineer the existing superficial and fragmentary practice of home‐school co‐operation in both Hong Kong and international contexts. Argues that, using this framework to re‐engineer the traditional home‐school relationship and achieve total home‐school partnership, the school, family, education authority, as well as the community should each take on new and differentiated roles and should fulfil the functions and expectations as described in the framework. Addresses how the total home‐school partnership can contribute to the effectiveness of school education according to the seven models of school effectiveness: the goal model, the system‐resource model, the process model, the strategic‐constituencies model, the legitimacy model, the organizational learning model and the ineffectiveness model.

Believes that an urgent need for in‐depth understanding of the relationship of staff development to education quality exists in current educational reforms, policy making, and teacher education. Based on the existing knowledge of education quality, quality management and effective schools, aims to propose a framework to show how staff development can be designed and managed to contribute to the assurance and enhancement of school education quality from the perspective of seven multimodels of school education quality. Different models emphasize different aspects of school education quality and propose different strategies to enhance it. For ensuring long‐term school education quality in a changing educational environment, staff development can be organized and managed according to the major concerns of multimodels. Proposes some practical considerations for designing and implementing school‐based staff development.

Previous research on pedagogical reforms has seldom looked at how reform may contribute to aggression in school organizations. The purpose of this paper is to hypothesize that teachers’ disengagement from school mediates the tendency for teachers to manifest aggression when they are implementing pedagogical reform in school. Behind this hypothesis is the assumption that people are bound to encounter obstacles when implementing changes, and the resultant frustration can easily grow into feelings of disengagement and aggression which block the changes.

In total, 845 teachers in 30 secondary schools in Hong Kong were surveyed and path analysis employed to look at how constraint in an organization and feeling of disengagement within the school hampers the successful implementation of reform towards constructivist pedagogy.

Results of the study suggest that feelings of disengagement amplify the negative impact of instructional change and cause aggressive impulses within the school to intensify, but support from school can significantly reduce the feelings of disengagement and constraint experienced by teachers. Findings of the study contribute to a deeper understanding of the dynamics of change and its impacts on school organizations.

Although some studies have looked at workplace aggression in a school setting, there is no work being done to look at how mandated school reform contributes to workplace aggression.

The purpose of this research is to look at the development of schools in their communities and the tension within it. Existing theories in social development and school administration suggest that community is a place where individuals construct identity, and that a school needs to form partnerships with its community, so that together, they work to improve educational effectiveness. However, current education policies have forced schools to compete among each other for survival in the community.

The case study method is employed, and the sample is two subsidized schools in Hong Kong, one primary and one secondary.

Findings in the present study suggest that there exists a tension between schools and their community. Pressure to survive has forced schools to try various means to promote their image in order to attract students. This pressure has also forced schools to change from their detached attitude towards the community, to a concern about how to develop productive relations with it.

This paper provides a conceptual framework for the sustainable development of schools.

School administration needs to give balanced attention to two needs – an internal need for program differentiation and an external need for integration into the larger community. These two needs can be mutually enhancing.

This paper provides empirical evidence to a framework of school development which involves the external community as a critical factor.

The purpose of this study is to examine the extent to which promoting sense of community moderates the relationship between servant leadership style and socially responsible leadership (SRL) of public universities in Uganda.

The study adopted cross-sectional survey design to collect data at one point in time using self-administered questionnaires from 214 respondents to examine the relationship between servant leadership and socially responsible leadership with promoting sense of community as a moderator. The study used statistical package for social scientists (SPSS) PROCESS MACRO to establish clusters among the surveyed public universities and later a model was derived.

The study found a significant moderating effect of promoting sense of community on servant leadership and socially responsible leadership. Implying that investment in promoting sense of community creates awareness about the socially responsible leadership in public universities.

Managers of public universities need to pay keen interest in promoting sense of community to boost socially responsible leadership by building a strong servant leadership style through promoting sense of community for senior managers and leaders especially heads of departments, faculty deans and principals in public universities.

This study contributes to socially responsible leadership literature by advancing the idea that SRL is an important resource that enhances through instituting servant leadership and promoting sense of community in a complex environment. Ideally, servant leadership and promoting sense of community is one of the drivers of customer value, efficiency and effectiveness of public universities.

The study investigates employees’ perceptions of green project management in Hong Kong's engineering and construction sectors.

Green project management attributes were identified and categorized in terms of organization and process aspects based on a literature review. A questionnaire was developed to collect responses from employees working in Hong Kong's engineering and construction sectors.

Respondents perceived “using Design for Environment approach,” “training employees about green project management” and “recycling the used or excessive materials/components” as the most important attributes. Generally, females gave higher importance ratings than males to most attributes. Respondents who had higher education qualifications or held senior positions perceived green project management attributes as more important than their counterparts with lower education qualifications or in lower positions. Green project management was found to have four distinct factors: “Management Commitment,” “Green Technologies and Processes,” “Green Partnerships” and “External Communication.”

The study is one of the first empirical works on green project management in Hong Kong's engineering and construction sectors. It demonstrates that green project management should be characterized as a multidimensional concept.

An internship is an essential part of vocational-oriented degree programs because it enhances the employability of graduates and prepares them for career development. Thus, it is important to understand how students view internships and whether they are satisfied with their internship experience. This paper explores the effects of organizational and individual factors on internship satisfaction.

Based on a literature review on internship, we propose a theoretical model in which organizational factors, including supervisor support and task clarity, and individual factors, including interns' perceived functional value and perceived social value, can lead to internship satisfaction while task clarity, perceived functional value and perceived social value can affect interns' self-initiative behavior. The proposed model was tested using responses from 161 Chinese students in Macao SAR.

The results of structural equation modeling indicated that supervisor support and perceived social value had direct and significant impacts on internship satisfaction while task clarity and perceived functional value had direct and significant impacts on interns' self-initiative behavior. Additionally, supervisor support significantly influenced task clarity, perceived functional value and perceived social value.

The paper identifies that supervisor support has a strong and significant impact on internship satisfaction. Additionally, the current study indicates that organizations should pay great attention to appoint the right work supervisors who are able to assign appropriate tasks to interns, provide clear guidance and facilitate social interaction between interns and other people.

This paper explores how the Government of the Hong Kong Special Administrative Region (HKSARG) securitizes internal security, cultural identity and welfare system through refugee policy instruments. It also aims to explore the roles of members of the Legislative Council (Legco) and Chinese newspapers in the securitization process.

The author analyzed 6 landmark verdicts, 342 related documents of the Legco, 2,386 news coverages and 408 editorials/ column articles from 6 selected Chinese newspapers from 2005 to mid-2019. While documents of the Legco were collected from the Legco archives, news reports, editorials and column articles were gathered on Wisenews with the keywords, namely, refugees, asylum seekers, torture claims and non-refoulement claims.

The author argues that the advanced comprehensive security approach helps to comprehend the securitization process in Hong Kong. The HKSARG, Legco members of the pro-government camp and pro-government Chinese newspapers perform as securitizing actors who regard refugees as an existential threat to the referent objects, i.e. internal security, cultural identity and welfare system.

There are two significant limitations, namely, the coverage of newspapers and the absence of poll data. This paper merely selected six Chinese newspapers, which do not cover English newspapers and some other Chinese newspapers in Hong Kong. It may neglect some important data. Additionally, owing to the absence of longitudinal poll data, the author chose not to examine the related materials.

This paper intends to be the first study to provide a longitudinal examination of the transformations of current refugee policies in Hong Kong.