Purpose: This research is an interview-based study that captures the academics' perspectives toward the planning and design of an interdisciplinary General Education Curriculum for undergraduate students in the Chinese context, using the Common Core Curriculum at the University of Hong Kong as a case study. Design/Approach/Methods: A total of 28 academics with various levels of academic ranking, disciplinary context, proven teaching excellence, and research productivities were individually invited for and consented to a semi-structured and face-to-face interview. Findings: This article suggests four fundamental and interrelated dimensions for consideration when structuring an interdisciplinary General Education Curriculum, namely, how to design, what is worth learning, how to learn and teach, and how to know students have learned. It is suggested that the ideal curriculum should remain coherent and coordinated, broad and balanced, as well as open and flexible, ensuring the capture of knowledge, skills, and attitudes, with the facilitation of active, authentic, and contextualized pedagogies and assessments. Originality/Value: This article has the potential of providing insight for policymakers and educators around the world to better structure an interdisciplinary General Education Curriculum by creating an overall springboard for future discussion. They can also integrate these evidence-based elements and strategies into their everyday practices. Copyright © 2023 SAGE Publications.

Online peer assessment has been proposed as an effective strategy for cultivating critical thinkers in higher education, but there is a dearth of relevant studies in a Confucian heritage context. This study investigated the effects of online peer assessment in a General Education course on the development of critical thinking among Hong Kong undergraduates, with a design characterised by six elements (i.e. online peer assessment training, provision of guiding questions, peer feedback requirements, anonymity, student evaluation of the usefulness of peer feedback and summative use of online peer assessment). Analysis of the participants' e-journal entries revealed a significant improvement in critical thinking in the experimental groups. Individual follow-up interviews indicated that the participants acknowledged online peer assessment design with the consideration of cultural influence and at the same time made some suggestions for refinement. This study highlights the need to adopt a culturally embedded approach to design online peer assessment to cultivate students' critical thinking in non-western contexts. Copyright © 2021 Routledge.

本研究的目的是從洪堡特的教育哲學檢視香港的通識教育的理念與實踐，比較兩間傳統大學在課程設計和實踐的異同。本研究採用文獻分析的研究方法，將文獻與實證研究的結果進行批判性的分析和比較，由洪堡特的〈關於人之能力的發展法則〉、〈關於人之陶冶理論〉及〈關於人類的精神〉三篇文章探討其全人教育理念，並依此檢視香港兩間大學的通識教育。洪堡特全人教育有三個要點：第一、強調人的不同能力，如理性和感性之間的平衡、調和，甚至互相促進；第二、一方面強調經驗的多樣性，另一方面又強調人類心智的統一性，如此一來，如何透過前者的培育讓後者得到發展？第三、洪堡特的教育和陶冶哲學十分強調人的個體性，教育的目的不只是純粹技術性知識的灌輸，而是掌握科目一些重要的基本理念，以達致人格完整發展。本研究從這三方面探討香港兩所政府資助大學的通識教育的同時，尤其注意科目之間如何平衡上述不同的能力，以及如何做到又多元又掌握一些基本理念，並能培養學生跨科系的學習能力。最後，本研究亦從一些教師和學生對課程的意見，檢討香港的大學通識教育的成就和缺失。This paper aims to investigate W. von Humboldt’s educational philosophy and compare it with the idea and practices of general education in Hong Kong by applying documentary analysis and then compare them critically with the results of other empirical studies. Based on the three Humboldt’s articles, his idea of Allgemeinbildung can be summarized in three points: 1. the fullest development and harmonization of man’s different faculties such as rationality and sensibility; 2. the variety of experiences and unity of the human mind and character, how the latter can be achieved through the former? 3. emphasis of individualities. The aim of education is not only to transfer knowledge but also to master some basic and imperative ideas of the subjects to achieve the whole person development. It then investigates the general education in two government subsidized universities to see how different faculties can be balanced, and how various basic ideas can be mastered to build up students’ multidisciplinary competences. It compares the differences and similarities of curriculum design and practice between two universities in Hong Kong. Lastly, the achievements and deficiency of general education is discussed by looking at the opinions of lecturers and students on the curriculum. Copyright © 2020 中華民國比較教育學會.

The Hong Kong Secondary Education system moved from the traditional “5 + 2 + 3” system to a new “3 + 3 + 4” structure in 2012 with emphasis on whole-person development. Under the new reform, students are required to undertake a block of new general education (GE) subjects apart from their disciplinary-specific education in their university curriculum. While prior studies mainly investigated the reform of GE and curriculum design, empirical studies on the perceived benefits of GE are sparse. The current study primarily aims to investigate the impact of GE on the generic skills of university students. A survey of 424 undergraduate students enrolled in a self-financing programme in four higher educational institutions in Hong Kong was conducted. The perceived benefits of GE were measured by seven variables, including communication, critical thinking and problem solving, team-work, leadership, lifelong learning and information management skills, ethics, and professional moral knowledge. This study can contribute to the understanding of the interrelationship between GE and the development of generic skills. Results will provide a guideline for educators and management when planning, developing, designing, and reviewing the general education curriculum.
[Copyright of Asia Pacific Journal of Education is the property of Routledge.]

The general university requirements (GUR) at The Hong Kong Polytechnic University (PolyU) is an integral part of the new 4-year undergraduate curriculum. To evaluate GUR, a longitudinal case study involving 42 cases from different faculties/schools was conducted, with several interviews conducted with the informants over time. The present article is to report the findings of the second year evaluation. Three major observations on students' views about the effectiveness of GUR study were generated from the study, including 1) broadened horizons; 2) increased awareness of the connection between GUR study and all-round development and 3) urge of linking GUR components with one's profession. The longitudinal case study findings suggest that students generally had fruitful learning experiences in GUR study. This study helps to paint a more complete picture of students' views toward GUR and their personal development.
[Copyright of International Journal of Child and Adolescent Health is the property of Nova Science Publishers, Inc.]

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.
[Copyright of International Journal of Child and Adolescent Health is the property of Nova Science Publishers, Inc.]

Although there are studies showing that higher education would benefit university students, empirical research that comprehensively assesses student general education learning outcomes and related demographic correlates based on longitudinal data is minimal, especially in the Chinese context. To address the research gaps, the present study was conducted to investigate learning outcomes amongst university students in one university in Hong Kong based on a four-year longitudinal design (N = 460). Four dimensions of student general education learning outcomes were measured, including effective reasoning and problem solving, leadership, moral character, and integration of learning. Results suggested a U-shaped pattern of student learning outcomes for most dimensions, with no improvement or even a decrement in the second year and a steady growth thereafter. While family background did not affect student development, gender showed a significant moderating effect on students’ development in two dimensions (i.e., effective reasoning and problem solving, and integration of learning). These findings suggest that students benefit from general education-embedded university study in multiple dimensions, especially after the first year of transition period. Practical implications of the findings and future research directions were also discussed.
[Copyright of Applied Research in Quality of Life is the property of Springer Netherlands. Full article may be available at the publisher's website:
http://dx.doi.org/10.1007/s11482-018-9645-9]

This paper was inspired by three important concerns in higher education, namely, changes in higher education curricula (Bourner, 2004), concept of a fully functioning university (Bourner, 2008), and nature of education, such a university offers (Bourner, Heath, & Rospigliosi, 2013). To prepare university graduates for the unpredictable changes and diversified needs of a fast-growing world, the authors explore the use of narrative knowing in designing a student-centered curriculum. This paper reports the learning achieved by students when a Hong Kong university applies the under-developed narrative pedagogy in teaching and learning. Copyright © 2018 James Nicholas Publishers.