This thesis examines the history of English education at the University of Hong Kong (HKU) from 1913 to 1964. English literary studies, as a nationalistic academic discourse in England, was an iconic subject in particular for introducing English values and traditions at this colonial "British" university. A critical study of its disciplinary history at HKU raises questions about the impact of colonialism, imperialism and nationalism on the subject and the University at large.
This study employs a mixture of thematic exposition and historical narrative. Thematically, a macroscopic approach was adopted to contextualize the thesis within a broader framework of the history of English literary studies in Britain. University archival materials, staff and student publications and public records were consulted for an overview of the teaching and learning of English in this English-medium university.
Chapter 1 gives an overview of the national significance of the discipline in Britain and its expected roles in the Commonwealth, in relation to the objectives of the English Association founded in 1907. In Chapter 2, the distinctive nature of HKU as a British secular colonial institution is highlighted through a brief set of comparative studies with other western colleges and universities in China. Chapter 3 reconstructs aspects of the first fifty years of the English Department, particularly the period (1920-1951) when it was headed by R. K. M. Simpson. Simpson stressed the interdisciplinarity of English literary studies, and emphasized that English was a gateway to western civilization and culture or "general knowledge". This undercut the general belief that English literary studies merely expounded "Britishness" or "Englishness", and widened its appeal to students in Hong Kong by presenting it as an aid to the acquisition of western knowledge. Chapter 4 is concerned with the practicality and ideology of English Studies as a branch of Arts education. While humanities

The past decade has seen immense change within the radiography profession internationally, as technical advancements and education and training initiatives have evolved to keep pace with the demands of the clinical environment. In Hong Kong (HK), it is necessary to establish a Continuous Professional Development (CPD) model for radiographers, to objectively monitor and assess the performance of individual radiographers throughout their working lives. Consequently, the current thesis aims: To investigate the need to implement a CPD scheme for Diagnostic Radiographers in HK, which will guide clinical performance and act as a means of monitoring the career progression of individuals within the profession. Information gained in this study will be used to identify the potential for improvement in radiography services and education via the creation of a CPD driven performance model. Objectives The objectives of this study are to: i) investigate and evaluate the current means of assessing clinical performance of Diagnostic Radiographers within the public hospitals in HK; ii) ascertain the views and opinions of relevant stakeholders on specialisation, CPD and role extension of Diagnostic Radiographers in HK; iii) suggest a CPD model for monitoring clinical performance of diagnostic radiographers at all levels of progress within the profession, based on the competencies identified and the consensus views of relevant stakeholders; iv) consult and seek professional views on the CPD model within the clinical environment in HK; v) establish a CPD model, following consultation feedback, for assessing clinical performance of Diagnostic Radiographers in HK that supports professional development. Methods The study used both quantitative and qualitative methods to collect data, by means of questionnaires and semi-structured interviews. The target population included all radiographers and radiologists employed within the HA, all radiography academics, and an Executive Manager (Allied Health

This thesis is an attempt to analyze how higher education in Hong Kong has been affected by the sweeping force of globalization. I will focus mainly on higher education, as the implications of globalization for higher education are relatively more substantial, especially in terms of its relation to national development and to academic work within universities themselves. Also, my analysis of the unfolding dynamics of globalization involves chiefly two players/agents: one at the 'top' level, while another at the 'bottom' level. The agent at the top level is represented by the Hong Kong University Grants Committee (UGC), as it has been entrusted by the state to develop a quality assurance and assessment mechanism at all state-funded higher education institutions. The global trends and elements, such as accountability, marketization, commodification of higher education, etc., can well be illustrated by the education policies enforced by the UGC, especially the Research Assessment Exercise (RAE), the Teaching and Learning Quality Process Review (TLQPR) and the promotion of self-financed programmes. On the other hand, the agent at the bottom level refers to the higher education institutions and its academics. Through in-depth interviews, the responses and reactions of the academics, faculty members and administrators of universities towards the global practices and the policies of the UGC will be analyzed. I tries to argue that the faculty/institutional response is rather passive, individualistic, and covert, and there has lacked collective response to fight against the globalization forces that emphasize economic norms like productivity, efficiency, cost-effectiveness, etc. There has emerged a paradoxical phenomenon that the traditional values and beliefs seem to be, on the one hand, under threat from global forces, and on the other hand, increasingly pushed toward similarity and homogeneity. On the whole, I hope that this study can raise the issues for universities and