With the rapid development of self-financing sub-degree, degree, and top-up degree programmes in Hong Kong, the number of students in the self-financing post-secondary sector has surpassed those in the public-funded higher education sector. Currently, 20 self-financing post-secondary institutions offer over 26,500 first-year places at sub-degree and Bachelor degree levels, which amounted to over 54 per cent of the total number of higher education places available in 2006/07.
The self-financing post-secondary sector has also recruited 1,927 full-time teachers and 871 part-time teachers to teach students in sub-degree programmes. Their teaching quality is assured and maintained through quality assurance systems which mainly comprise learners’ feedback on teaching effectiveness through a standardized quantitative Learning Experience Survey, periodic class visits, and informal meetings with students.
Many teachers have been serving these programmes for quite some years and have accumulated valuable teaching experience after years of frontline teaching. However, very limited in-depth analysis using qualitative research methodology has been done in exploring teaching excellence of outstanding teachers in these programmes. It would be valuable to improve teaching quality and effectiveness if their teaching excellence could be analyzed through qualitative research methods and then shared by other teachers.
The purpose of this study is to identify, analyze, assess, and disseminate teaching excellence for teaching sub-degree, degree, and top-up degree students in the self-financing post-secondary sector in Hong Kong. The individual interview method will be employed for these case studies. The self-financing post-secondary sector in Hong Kong, which offers sub-degree, degree, and top-up degree programmes, will be invited to recommend outstanding teachers in different disciplines ― on the basis of various aspects of teaching excellence such as application of pedagogical theories,use of information and communication technology in enhancing teaching and learning, e-learning modes, flexible blending of teaching modes, and innovative methods in teaching (such as outcome-based teaching and learning, problem-based learning, and interactive learning) ― to be interviewed and to share their valuable teaching experience.
It is expected that the outcome of this study could strengthen and support effective teaching for self-financed sub-degree, degree, and top-up degree programmes and promote a culture of quality in the self-financing post-secondary sector in Hong Kong.