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Programme Development

24 June 2019

Good practice classified under: General Education Programme Development

Guidelines and checklists for the design and implementation of General Education
 

An institution develops a set of guidelines and checklists to guide the development of General Education (GE) courses during the course development process.

 

Purpose

The purpose of this practice is to provide clear guidance for teaching staff to develop GE courses that meet the institution’s educational goals and mission. The guidelines set out the requirements for the design and implementation of GE courses which include (i) the objectives, expectations and desired characteristics of an institution’s GE (examples of desired characteristics); (ii) the non-discipline-specific contents and GE-specific learning outcomes, teaching and learning activities and the associated assessments, course registration restrictions, reading requirement in written assignments; and (iii) the approaches and institution-wide policies to coordinate and monitor the quality delivery of a GE course.  Review checklists (sample checklist) are also provided which serve as a self-evaluation tool to help assess whether the curriculum of the proposed and/or revised course has met the institution’s GE requirements.  

 

Outcome

The outcome of employing this practice is a clearer educational rationale and a more rigorous approach to the design and review of the GE curriculum.  

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24 June 2019

Good practice classified under: General Education Programme Development

A standing committee for ensuring the proper conduct of General Education
 

General Education (GE) has become a significant part of the curriculum in higher education in Hong Kong. An institution sets up a standing committee to assist its senate committee and administration units to review and supervise its general education programme.

 

Purpose

The purpose of this practice is to maintain a high standard of the GE programme to help respond to the changes of academic structure and the full development of the institution’s General Education. The main roles of the standing committee include (i) to examine the proposals for GE courses according to the objectives of the institution’s GE and the specific curriculum areas concerned, and to make recommendations for the approval of new GE courses (ii) to carry out regular review to revalidate the status of a GE course and (iii) to ensure that all GE courses are meeting the institution’s GE objectives, matching with GE desired characteristics and fitting in with the area specification of the institution’s GE programme.  Members of the standing committee provide their independent and impartial views on the GE proposals and recommendations for the senate committee’s consideration.  

 

Outcome

The standing committee has contributed to the maintenance of the academic standard of the institution’s GE programme and ensures that the approved courses are aligned with the stipulated GE objectives.

 

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19 October 2018

Good practice classified under: Programme Development Student Engagement

Quality principles for service-learning programmes

A set of quality principles is established to guide the development and implementation of service-learning programmes. These principles can serve as guidance for similar programmes.

 

Purpose

The purpose of this practice is to ensure the quality delivery of service-learning programmes by providing a set of quality principles for the programme team to use during the programme development and implementation stages. The principles cover a wide range of aspects. These include identifying genuine community needs and obtaining a pledge of cooperation from prospective community partners. Some principles are about ensuring that students are adequately prepared for community engagement, for example, providing proper training for them; making efficient arrangements for site visits; and briefing students about the importance of sharing team leadership responsibilities. Other principles concern the learning process, such as, having appropriate reflective tools and templates, and relevant assessment methods; building constructive learning relationships with students, instructors, and partner organisation representatives; combining course related concepts with community services and reflection; and aligning programme objectives and intended learning outcomes. To ensure a high quality of service-learning programme delivery, the programme team should adhere to these quality principles, closely monitor their application to programme implementation, and take corrective actions in cases where departures from these principles are identified.   

 

Outcome

The outcome of employing this practice is to ensure that the programme is implemented in a coherent and reliable manner that successfully achieves the desired outcomes. The practice of establishing a set of guiding quality principles can be applied to both existing and new service-learning programmes, and when adapting existing departmental courses to include service learning.  

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Disclaimer: All contents and any opinions, findings, conclusions or recommendations available in this electronic knowledgebase are for reference only and DO NOT represent HKCAAVQ’s endorsement of these practices in meeting HKCAAVQ’s accreditation criteria and standards.