Through focus group interview, this study explored teachers' perceptions and experiences of the general university requirements (GUR) in the new four-year undergraduate degree program of The Hong Kong Polytechnic University in Hong Kong. A total of 52 colleagues involved in teaching and coordination work participated in focus group interviews. Eight focus group sessions were formed to understand the views of teachers on the eight GUR curriculum components. Results showed that teachers generally had positive views of subject content as well as student learning and engagement. Teachers also demonstrated deeper understanding of teaching with active involvement. Teachers also had gained multidisciplinary working experience through teaching GUR subjects. Teachers perceived their subjects and related teaching as beneficial to students' all-round development, particularly in communication, critical thinking, confidence and self-esteem.
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The purpose of this paper is to document the experiences of program implementers of the Project P.A.T.H.S. in Hong Kong. Thirteen program implementers from three schools were invited to participate in three focus groups to discuss their views on the Tier 1 Program (Secondary Three Level) of the project. All program implementers regarded the program as beneficial to the program participants in different psychosocial domains, particularly interpersonal and personal levels. The program implementers also perceived the program positively and positive metaphors were used to represent the program. Consistent with the previous research findings, the present study provides evidence that support the effectiveness of the Tier 1 Program of the Project P.A.T.H.S. in promoting holistic development in Chinese adolescents in Hong Kong. Copyright © 2010 by Walter de Gruyter Berlin New York.

Using teachers' focus group interviews (n = 40), this study examined the impact of the General University Requirements (GUR) implemented at The Hong Kong Polytechnic University (PolyU). Results showed that teachers were generally satisfied with the GUR subjects and its implementation in its second year. Teachers regarded the design of GUR subjects was good and the students generally welcomed the subjects. Interactive teaching and learning methods adopted in GUR subjects such as fieldwork, hands-on projects, and team debates were highly appreciated by the respondents. Teachers also reflected that the GUR had promoted the intrapersonal and interpersonal development of the students. However, several challenges were also reported by teachers, including the difficulty level of Freshman Seminar subjects and lack of interaction in some GUR subjects, which suggested directions for further improvements.