Eight years after the 3-3-4 curriculum reform: The current state of undergraduates? holistic competency development in Hong Kong

Eight years after the 3-3-4 curriculum reform: The current state of undergraduates? holistic competency development in Hong Kong

• Chan, Cecilia K. Y. The University of Hong Kong
• Luk, Lillian Y. Y. The University of Hong Kong

Studies in Educational Evaluation, 74(0), -, 2022

Elsevier

2022

• D Curriculum
  • DB Development & Evaluation
• R Educational Policy & Administration
  • RG Education Reforms

Holistic Competencies Higher Education Disciplinary Differences Interdisciplinarity Self-assessment Curriculum Reform

• Hong Kong

• 1997.7 onwards

• Post-Secondary Education

Hong Kong went through a complete reform in its higher education curriculum, incorporating opportunities for interdisciplinary learning and holistic competency development. Almost eight years have passed since the reform, yet little is known about the current state of students' holistic competency development across different disciplines. Students' self-evaluation of their capacities in holistic competencies can provide us indirect evidence of student development of these competencies for quality assurance. This study does not only aim to explore how undergraduates in Hong Kong self-assessed their holistic competencies, but also to identify whether there were disciplinary differences. To do so, 2192 undergraduate students from six universities in Hong Kong were surveyed using the validated Students' Perception of Holistic Competencies Questionnaire. Analysis of the quantitative data revealed that students generally rated themselves strongest in Moral Values but weakest in Interpersonal and Leadership Competencies. However, no substantial mean difference across the different disciplines was evident in all six holistic competencies investigated. The overall results indicated that undergraduates in Hong Kong generally believe that they have a moderately high level of capability in holistic competencies. Copyright © 2022 Elsevier.

• English

Journal Articles

• 0191491X

• 10.1016/j.stueduc.2022.101168

https://bibliography.lib.eduhk.hk/en/bibs/7b9d4e83

2023-05-08