Academic literature on the topic 'Nursing Study and teaching (Continuing education) Hong Kong'

Economic crises in recent years have exposed the presence of a large number of poorly educated workers who can barely meet the needs of Hong Kong’s knowledge-based economy. In response, in April 2002 the HKSAR Government set up a HK$5 billion Continuing Education Fund to encourage and subsidize those who want to improve themselves through continuing education. This policy presents unprecedented opportunities for continuing professional development (CPD) course providers. To grasp these opportunities, they must act quickly to develop program mixes that match the education needs of potential students and demonstrate excellence in teaching quality by recruiting and retaining well-qualified faculty. As the majority of the courses are designed for those who seek to improve themselves after work, most of the courses are extramural courses conducted by part-time faculty (PTF). Recruitment of PTF raises an employee commitment problem which might affect their performance in teaching and also subsequently the effectiveness of those part-time courses. In addition, the various backgrounds of PTF also might affect the effectiveness of delivering of those CPD courses. So the objectives of this study are to examine the extent of employee commitment of those part-time staff and also the relations of their background towards the employee commitment. A quantitative study was used by applying Wang’s (2004) five-component commitment model to test employee commitment of PTF in Hong Kong. An online questionnaire was used to collect sample data from a population of PTF working at the 450 registered CPD course providers in Hong Kong. The data were analyzed and tested by means of factor analysis, correlation tests and structural equation modeling (SEM). Based on the data collected from 270 respondents, the study suggests that Wang’s five-component model is better than other models for explaining employee commitment in Hong Kong’s CPD industry. All five components of employee commitment of PTF and demographic variables were concluded to have no association with passive continuance commitment, but have varying levels of influences on different components of employee commitment.

Introduction. The formation and implementation of the national teacher growth system (NTGS) in the Russian Federation involves global practices, which are based on effective teacher professional development models. The present research analyses approaches and models used in the training and continuing professional development of teachers in Hong Kong and Finland.The aim of the current article is to identify the meaningful issues of the formation of a teacher growth national system in the context of the best foreign experiences, as well as to reveal the possibilities, which allow applying these effective experiences to Russian realities.Methodology and research methods. In the course of the study, the authors relied on a socio-cultural approach to the organisation of the additional professional pedagogical education, the concept of continuing and non-formal learning throughout life, as well as methodological approaches and methods developed and applied in comparative pedagogy. Understanding and summarising the content of the research materials was carried out on the basis of a comparative retrospective analysis with a search depth of 10-12 years.Results. The analysis of effective models of teacher professional growth and development in Hong Kong and Finland has revealed the following similar positions: strict selection rules and requirements for teaching major and specialties; expanding the component of teaching practice in the learning process; inclusion of the research-based component in training programmes at university and post-graduate levels of teacher professional development; actualisation of the problems concerning specific groups of teachers; creation of continuing (life-long) teacher professional development systems; awareness of the special relevance of “entry into the profession” programmes as a dynamically developing component in the teacher continuing professional growth; creation of specific motivation mechanisms for successful professional teaching activities, which are based on national historical and cultural characteristics and values.Scientific novelty. The main stages, modules, key characteristics of teacher professional development models in Hong Kong and Finland are analysed systematically. The peculiarities of teacher professional development practices, which are widespread in Anglosphere, are revealed in terms of Hong Kong realities. The motivation mechanisms for effective teacher professional activities, which are based on national cultural and historical values, have been described. The similarities and differences in the application of these mechanisms are demonstrated.Practical significance. The results and conclusions of the research undertaken by the authors can be put into the basis for further reforms aimed at the formation and implementation of the teacher growth national system in the Russian Federation. Also, these research findings have important implications to create the mechanisms for adapting teachers to changes and to increase their motivation for continuing professional growth.

<p>E-learning has become an increasingly important teaching and learning mode in educational institutions and corporate training. The evaluation of e-learning, however, is essential for the quality assurance of e-learning courses. This paper constructs a four-phase evaluation model for e-learning courses, which includes planning, development, process, and product evaluation, called the PDPP evaluation model. Planning evaluation includes market demand, feasibility, target student group, course objectives, and finance. Development evaluation includes instructional design, course material design, course Web site design, flexibility, student-student interaction, teacher/tutor support, technical support, and assessment. Process evaluation includes technical support, Web site utilization, learning interaction, learning evaluation, learning support, and flexibility. Product evaluation includes student satisfaction, teaching effectiveness, learning effectiveness, and sustainability. Using the PDPP model as a research framework, a purely e-learning course on Research Methods in Distance Education, developed by the School of Professional and Continuing Education at the University of Hong Kong (HKU SPACE) and jointly offered with the School of Distance Learning for Medical Education of Peking University (SDLME, PKU) was used as a case study. Sixty students from mainland China, Hong Kong, Macau, and Malaysia were recruited for this course. According to summative evaluation through a student e-learning experience survey, the majority of students were very satisfied/satisfied on all e-learning dimensions of this course. The majority of students thought that the learning effectiveness of this course was equivalent, even better, than face-to-face learning because of cross-border collaborative learning, student-centred learning, sufficient learning support, and learning flexibility. This study shows that a high quality of teaching and learning might be assured by using the systematic PDPP evaluation procedure. It is hoped that the PDPP evaluation model and its application can provide a benchmark for establishing a wider e-learning quality assurance mechanism in educational institutions.</p><input id="gwProxy" type="hidden" /><input id="jsProxy" onclick="if(typeof(jsCall)=='function'){jsCall();}else{setTimeout('jsCall()',500);}" type="hidden" /><input id="gwProxy" type="hidden" /><input id="jsProxy" onclick="if(typeof(jsCall)=='function'){jsCall();}else{setTimeout('jsCall()',500);}" type="hidden" />

Online teaching English as a foreign language to learners from East Asia has become very popular nowadays. It is a result of the intensive socio-economic development of this region's countries, such as Japan, China, South Korea, and Taiwan, which demands new roles of individuals for successful functioning in the current world. Due to following contemporary social changes, reaching the global market and adjusting the educational system to the modern concepts, English has become their obligatory school subject. The need for better language competence implies learning and improving this global language since the early age in East Asia, not only within formal education, but within the informal one as well. The lack of qualified teachers of English language and the use of inadequate teaching approaches and methods in the standard classroom resulted in the need for additional lessons, which numerous online language platforms from this region offer. For this reason, the interest in attending these lessons increased, as well as the interest in teaching English language online. The focus of this research is to introduce the main reasons for online teaching English as a foreign language to learners from East Asia and its advantages, in order to identify general causes of this job's current popularity. It is realized through the achievement of the following aims: 1) the most frequent reasons because of which the individuals decide to teach on platforms for learning English language, which are popular among East Asian learners nowadays, are provided, and 2) the advantages of such teaching environment are examined from the teachers' point of view. This is a cross-sectional study for the purpose of which a survey of 151 respondents worldwide was conducted by means of a self-perception questionnaire. Collected data were analysed by means of SPSS 22.0 program for statistical data analysis. The results indicate that: 1) some of the most frequent respondents' reasons for online teaching English language to learners from East Asia are: flexible work schedule, working at home, getting a job easily, meeting new people and cultures, while 2) from the teachers' point of view, the most common advantages of working in such environment are: feeling comfortable while teaching, flexible work schedule, satisfactory income, contact with foreign countries and cultures and less stressful environment for teaching English language. Taking into account these results, as well as the socio-economic requirements of the process of globalization in East Asia, it may be concluded that the educational concept of Hong Kong "Learning for Life, Learning Through Life" could be the policy of many Asian countries, whose aim is to enable learners to use the English language outside the classroom and learn it in a more flexible and comprehensible way. As long as the focus of teaching is not so much on form, as it is on the language functions (Pan, 2015), there will be the need for additional improvement of the English language in the countries of East Asia. Since the interest for teaching the English language within online platforms is continuing, and there are no considerable difficulties for being employed and adjusting to such work environment, it can be concluded that the future perspective of this job position is definitely guaranteed.

When children only see their friends in little squares via Google Meet or Zoom, can teachers really address concepts like the importance of teamwork or how to manage conflict? This is a learning phenomenon during the COVID-19 pandemic and the era after it. This study aims to see the role of parents as children's learning companions in terms of mentors and motivators when online education takes place. This research using photovoice within phenomenological methodology and have been doing with thematic analysis and collecting data through interviews and observations. The participants were eight parents and one female teacher as a homeroom teacher. The research findings show that although there are many obstacles in online learning for children, learning during the COVID-19 pandemic can still run by involving the role of parents and teachers as pillars of education for preschool-age children. For further research, it is hoped that the findings will be a way in solving learning problems for children. Keywords: early childhood education, parents’ role, online learning References: Adedoyin, O. B., & Soykan, E. (2020). Covid-19 pandemic and online learning: The challenges and opportunities. In Interactive Learning Environments. https://doi.org/10.1080/10494820.2020.1813180 Aras, S. (2016). Free play in early childhood education: A phenomenological study. Early Child Development and Care, 186(7). https://doi.org/10.1080/03004430.2015.1083558 Arkorful, V. (2021). The role of e-learning, advantages and disadvantages of its adoption in higher The role of e-learning, the advantages and disadvantages of its adoption in Higher Education . International Journal of Education and Research, 2(December 2014). Atiles, J. T., Almodóvar, M., Chavarría Vargas, A., Dias, M. J. A., & Zúñiga León, I. M. (2021). International responses to COVID-19: Challenges faced by early childhood professionals. European Early Childhood Education Research Journal, 29(1). https://doi.org/10.1080/1350293X.2021.1872674 Barnett, W. S., Grafwallner, R., & Weisenfeld, G. G. (2021). Corona pandemic in the United States shapes new normal for young children and their families. In European Early Childhood Education Research Journal (Vol. 29, Issue 1). https://doi.org/10.1080/1350293X.2021.1872670 Basham, J. D., Blackorby, J., & Marino, M. T. (2020). Opportunity in Crisis: The Role of Universal Design for Learning in Educational Redesign. In Learning Disabilities: A Contemporary Journal (Vol. 18, Issue 1). Beatriks Novianti Bunga, R. Pasifikus Christa Wijaya & Indra Yohanes Kiling (2021) Studying at Home: Experience of Parents and Their Young Children in an Underdeveloped Area of Indonesia, Journal of Research in Childhood Education, DOI: 10.1080/02568543.2021.1977436 Buheji, M., Hassani, A., Ebrahim, A., da Costa Cunha, K., Jahrami, H., Baloshi, M., & Hubail, S. (2020). Children and Coping During COVID-19: A Scoping Review of Bio-Psycho-Social Factors. International Journal of Applied Psychology, 10(1). https://doi.org/10.5923/j.ijap.20201001.02 Celik, M. Y. (2021). The dual role of nurses as mothers during the pandemic period: Qualitative study. Early Child Development and Care. https://doi.org/10.1080/03004430.2021.1917561 Coulter, M., Britton, Ú., MacNamara, Á., Manninen, M., McGrane, B., & Belton, S. (2021). PE at Home: Keeping the ‘E’ in PE while home-schooling during a pandemic. Physical Education and Sport Pedagogy. https://doi.org/10.1080/17408989.2021.1963425 Creswell, J. W. (2015). 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Children’s changing behaviours and routines, challenges and opportunities for parents during the COVID-19 pandemic. Education 3-13. https://doi.org/10.1080/03004279.2021.1921822 Giannini, S., Jenkins, R., & Saavedra, J. (2021). Mission: Recovering Education 2021. In UNICEF, UNESCO, and World Bank. Goodhart, F. W., Hsu, J., Baek, J. H., Coleman, A. L., Maresca, F. M., & Miller, M. B. (2006). A view through a different lens: Photovoice as a tool for student advocacy. Journal of American College Health, 55(1). https://doi.org/10.3200/JACH.55.1.53-56 Gong, S., Wang, X., Wang, Y., Qu, Y., Tang, C., Yu, Q., & Jiang, L. (2019). A descriptive qualitative study of home care experiences in parents of children with tracheostomies. Journal of Pediatric Nursing, 45. https://doi.org/10.1016/j.pedn.2018.12.005 Hamaidi, D. A., Arouri, Y. M., Noufa, R. K., & Aldrou, I. T. (2021). Parents’ Perceptions of Their Children’s Experiences with Distance Learning During the COVID-19 Pandemic. 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AbstractSchools have been switching to online learning to ensure students’ learning continuity during the COVID-19 pandemic. However, there is a paucity of studies examining language teachers’ motivations and decisions for continuing online teaching in the future. This study aims at investigating the significant factors influencing language teachers’ motivations and decisions on online teaching. Based on the aim of this study, three research questions guided this study: (1) What was language teachers’ experience of online teaching? (2) What motivates language teachers to teach online after the COVID-19 pandemic? (3) What demotivates language teachers to teach online after the COVID-19 pandemic? Eight language teachers coming from six countries and regions, namely, Australia, Canada, Hong Kong, New Zealand, Russia, and Taiwan, were selected to have two one-on-one semi-structured interviews. The researcher used Social Cognitive Career Theory as a theoretical framework and Interpretative Phenomenological Analysis as the methodology to examine language teachers’ experiences in-depth. This study found that better time management and a positive learning environment are the reasons for continuing online language teaching, while personal beliefs on education and negative teaching outcome expectations are the reasons for stopping online language teaching. The findings can provide insights for the education institutions, school management and policy-makers to devise appropriate strategies to boost language teachers’ motivations to incorporate online teaching in the post-pandemic era.

While technology use is becoming increasingly common in education, teachers remain reluctant to use it and hesitant on how best to incorporate it into their teaching and practice. There is a strong demand from institutions for English language teachers to cope with the changing landscape of teaching in the 21st century. This explorative study investigated Hong Kong tertiary teachers’ beliefs on continuing professional development activities to enhance their teaching. The study had a two-phase research design, with an initial questionnaire (N = 58) followed by semistructured interviews (N = 12) to unpack the participants’ hidden voices. The findings illustrated that most teachers are enthusiastic about professional development activities, though there is a misalignment between what universities value and reward and what teachers see as most beneficial for enhancing their teaching practices. The results suggested that professional development activities should focus on sharing good teaching practice (e.g., informal chats, mentoring) within universities rather than on rewarding attending conferences and on-off, nonintegrated workshops.

AbstractThe General University Requirements (GUR) at The Polytechnic University of Hong Kong (PolyU) has been developed and implemented since the 2012–13 academic year under the reform of education system in Hong Kong. To examine the effectiveness of GUR at PolyU, the present study investigated student’s subjective perception in the academic years of 2012–13 and 2013–14 using the Student Feedback Questionnaires. Results showed that the GUR subjects were generally well-received by the students. Besides, students held different perceptions of different GUR components, and there was improvement in students’ learning experience and staff teaching over time. While there was an increased satisfaction with Language and Communication Requirements subjects, there was a decline in satisfaction with Service Learning subjects.

AbstractThe General University Requirements (GUR) is a component of the new 4-year undergraduate program at The Hong Kong Polytechnic University (PolyU). This study examined students’ views and experiences of the GUR using a qualitative methodology. Written comments of 240 freshmen, sophomores, and senior-year students with reference to open-ended questions on their memorable experiences in the GUR study were collected. The qualitative findings suggested that students generally had positive views on the GUR in terms of its widely adopted active and experiential learning pedagogy, useful and attractive contents, caring teaching staff, and rich learning outcomes. Challenges were also identified for further improvement of the GUR.

Abstract Background Developing students’ generic capabilities is a major goal of university education as it can help to equip students with life-long learning skills and promote holistic personal development. However, traditional didactic teaching has not been very successful in achieving this aim. Kember and Leung’s Teaching and Learning Model suggests an interactive learning environment has a strong impact on developing students’ generic capabilities. Metacognitive awareness is also known to be related to generic capability development. This study aimed to assess changes on the development of generic capabilities and metacognitive awareness after the introduction of active learning strategy among nursing students. Methods This study adopted a quasi-experimental single group, matched pre- and posttest design. It was conducted in a school of nursing at a university in Hong Kong. Active learning approaches included the flipped classroom (an emphasis on pre-reading) and enhanced lectures (the breaking down of a long lecture into several mini-lectures and supplemented by interactive learning activities) were introduced in a foundational nursing course. The Capabilities Subscale of the Student Engagement Questionnaire and the Metacognitive Awareness Inventory were administered to two hundred students at the start (T0) and at the end of the course (T1). A paired t-test was performed to examine the changes in general capabilities and metacognitive awareness between T0 and T1. Results A total of 139 paired pre- and post-study responses (69.5 %) were received. Significant improvements were observed in the critical thinking (p < 0.001), creative thinking (p = 0.03), problem-solving (p < 0.001) and communication skills (p = 0.04) with the implementation of active learning. Significant changes were also observed in knowledge of cognition (p < 0.001) and regulation of cognition (p < 0.001) in the metacognitive awareness scales. Conclusions Active learning is a novel and effective teaching approach that can be applied in the nursing education field. It has great potential to enhance students’ development of generic capabilities and metacognitive awareness.

Education aims at the development of knowledge and skills for its own sake and pleasure. People aged over 65 years currently comprise 11% of the Hong Kong population. Such aging population in Hong Kong constitutes a challenge to our society. To be adaptive to changes in the environment, especially in aging, more emphasis is placed on “lifelong learning” than on “lifelong education” for self-fulfillment Active aging is evidently supported as a solution to the impact of aging population. Lifelong learning is an important strategy for enhancing active aging. The provision and process of lifelong learning for older people can take several forms. Of these, the best known is the University of the Third Age (U3A). However, in Hong Kong, the number of well-structured lifelong learning models is limited. Among various U3A models, the Australian model is more suitable in Hong Kong. In 2008, the Labour and Welfare Bureau and the Elderly Commission launched U3A, named as the Elder Academy (EA), with local characteristics that fit the Hong Kong context. Initially 32 EAs were established in Hong Kong. In consideration of the limited studies on the lifelong learning model for older people, the current study aims to evaluate the local EA model for lifelong learning for older people in Hong Kong. In the first phase of the macro level of evaluation, a documentary analysis was employed to examine various U3A models and 32 EA documents. Then, the in-depth interviews were conducted to obtain stakeholder perceptions on the local EAs. A total of 14 EA stakeholders, including 2 school principals, 2 teachers, 2 social workers, 4 younger tutors, and 4 older people, were invited to share their views about the characteristics for the local EA. Phase 1 results identified the characteristics of local EA, such as the cross-bureau, cross-sector, cross-profession, and cross-age collaborations, the seed money, and an independent management committee. Local EAs have the ability to enhance the value of a “giving culture” and the positive image of the older people. They also provided platforms to train volunteers and health promoters, as well as to develop the new other learning experiences curriculum. In addition, it was found that Confucianism has an important impact on running the local EA model. Together with older people’s feedback, the micro level of evaluation (Phase 2) was undertaken to evaluate the effect of the proposed teaching-learning style used in the EA model. In Phase 2, a multiple method, a quasi-experimental study and in-depth interviews were conducted with participants in the “lecture and practicum” group. The quasi-experimental study evaluated the proposed teaching-learning style employed in the Health Frontier Trainers’ Program on learning performance. A convenience sample was recruited over the course of a month. Up to 40 participants formed the “lecture and practicum” group, whereas 30 participants formed the “lecture-only” group. Pre- and post-tests on the learning performance were administrated before and after the programs were applied to both groups. Assessment scores after the programs were recorded, after which their mean scores were compared. In-depth interviews were also conducted. A total of 10 participants consisting of 6 older participants and 4 younger participants from the “lecture and practicum” group were invited for interviews. Data were collected to examine the perceptions of the participants regarding the program. A statistically significant difference between the two study groups was found only in the change in the learning performance of the older participants. The older participants in the “lecture and practicum” group experienced a greater enhancement in their learning performance than those in the “lecture-only” group, thus, the proposed teaching-learning style was confirmed to be more effective toward the learning of older people. The proposed teaching-learning style included experiential-based learning, which emphasized the experiential nature of learning and interaction in the context of reality. Moreover, several themes were identified from interview data, such as developing knowledge and skills, enhancing intergenerational learning, bridging theory and practice, and perceived difficulty in the learning topic. These themes indicated that older people preferred experiential learning to lifelong learning. In conclusion, the characteristics of the local EA model were identified. Experiential learning was found to be better than lecture-based learning. Based on these findings, the local EA could develop a preferred lifelong learning model for older people when the local EA model with local characteristics is combined with the element of experiential learning.

In order to have a better understanding or the Professional and Continuing Education in Hong Kong, the purpose of this research is to assess the job satisfaction or part-time English language teachers with respect to their work, pay, opportunities for promotion, supervision, and colleagues. The PCE departments in a total of six institutions with diversified characteristics, namely, Hong Kong University, Hong Kong Chinese University, Hong Kong Baptist University, Hong Kong Polytechnic University, City University of Hong Kong and Hong Kong Institute of Vocational Education were involved in the present study. The first part is a quantitative study adopting a cross-sectional survey. A modified version of the Job Descriptive Index questionnaire was employed to measure the variables. Of the 802 questionnaires sent to the above institutions, 264 questionnaires were returned, representing a response rate of 33%. The second part is the qualitative study in which 30 part-time teachers out of 264 returned questionnaires (11.4%) were selected by random sampling and interviewed to provide in-depth understanding of their experiences and development over the period. Internal consistency reliability (Cronbach's Alpha) was computed for each of five scales and all 74 in Part A of Section III to VJI as a whole on the sample. Convergent and discriminant validity were assessed by means of multitrait-multimethod analysis of the instruments. Among the five facets, part –time teachers were found to be most dissatisfied with their opportunities for transfer to full-time posts. However, they are rather satisfied with their supervision and colleagues. Consistent with most research findings, small to moderate correlations were observed between the facets of job satisfaction and 12 selected demographic variables. In general, older and more experienced teachers are more satisfied with their jobs. When group differences were tested using MANOVA, significant effects were obtained for age, teaching experience, and major teaching course. Results of the study supported the importance and need for increasing the supply of English language teachers. Institutions should provide more opportunity for transfer to full-time posts and promotions among teachers by refining the career ladder. This study has provided information useful tor guiding policies and practices in enhancing job satisfaction of part-time English language teachers. Based on the findings, some recommendations were made to promote job satisfaction and further studies on the issue were also discussed.

by Lee Kit Ming.
Thesis (M.Phil.)--Chinese University of Hong Kong, 1995.
Includes bibliographical references (leaves 196-207).
Abstract --- p.i-ii
Acknowledgment --- p.iii
Chapter Chapter One --- Introduction
Chapter 1.1. --- Background to the Study --- p.1-6
Chapter 1.2 --- Aims and Objectives of the Study --- p.7
Chapter 1.3 --- Research Questions --- p.8
Chapter 1.4 --- Significance of the Study --- p.9-10
Chapter 1.5 --- Definition of Terms --- p.11
Chapter Chapter Two --- Literature Review
Chapter 2.1 --- Nature of Change --- p.12-15
Chapter 2.2 --- Approaches to Implementation Studies --- p.16-18
Chapter 2.3 --- Factors Influencing Implementation --- p.19-42
Chapter 2.3.1 --- Factors Related to the Characteristics of the Innovation
Chapter 2.3.2 --- Factors Related to Teachers
Chapter 2.3.3 --- "Factors Related to the Principal, Local and External Facilitators"
Chapter 2.3.4 --- Factors Related to the Adopting School
Chapter Chapter Three --- The Background and Nature of the Innovation
Chapter 3.1 --- Existing Three-Year Hospital-Based Certificate Programme --- p.43-50
Chapter 3.1.1 --- The Characteristics of the Curriculum
Chapter 3.1.2 --- Inadequacies of the Three-Year Hospital-based Certificate Programme
Chapter 3.2 --- A Need for Change --- p.51 -63
Chapter 3.2.1 --- Traditional Approach to Care
Chapter 3.2.2 --- The Nursing Process : A New Approach of Patient Care
Chapter 3.2.3 --- Differences Between Traditional Approach of Care and the Nursing Process Approach of Care
Chapter 3.2.4 --- Abilities Required to Practising the Nursing Process
Chapter 3.2.5 --- A New Curriculum is Required for the Practice of the Nursing Process
Chapter 3.3 --- The Curriculum Innovation in a School of Nursing --- p.64-73
Chapter 3.3.1 --- Introduction
Chapter 3.3.2 --- The Promotion and Adoption of the New Curriculum
Chapter 3.3.3 --- Characteristics of the New Curriculum
Chapter Chapter Four --- Research Design
Chapter 4.1 --- Introduction --- p.74-75
Chapter 4.2 --- The Research Strategy - A Qualitative Case Study --- p.76-84
Chapter 4.2.1 --- A Qualitative Strategy
Chapter 4.2.2 --- A Case Study Approach
Chapter 4.2.3 --- Techniques for Data Collection
Chapter 4.2.4 --- Data Collection Procedures
Chapter 4.3 --- Data Collection --- p.85-112
Chapter 4.3.1 --- Training and Pilot Work on Interviewing and Observation Skills
Chapter 4.3.2 --- Data Collection
Chapter 4.3.3 --- Data Analysis and Interpretation
Chapter 4.3.4 --- Some Methodological Issues
Chapter Chapter Five --- Implemented Curriculum
Chapter 5.1 --- Teaching and Learning Activities --- p.113 -122
Chapter 5.1.1 --- Introduction
Chapter 5.1.2 --- Characteristics of Classroom Teaching
Chapter 5.2 --- The Teaching Content --- p.123-132
Chapter 5.2.1 --- Introduction
Chapter 5 .2.2 --- The Concept of Total Patient Care
Chapter 5.2.3 --- The Application of the Nursing Process Steps
Chapter 5.2.4 --- Involvement of the Patient
Chapter Chapter Six --- Factors Influencing the Implementation
Chapter 6.1 --- Introduction --- p.133-136
Chapter 6.2 --- Factors Related to the Characteristics of the New Curriculum --- p.137 -143
Chapter 6.2.1 --- Practicality
Chapter 6.2.2 --- Complexity
Chapter 6.3 --- Factors Related to the Hospital System --- p.144 -160
Chapter 6.3.1 --- Enormous Gap Between Theory and Practice
Chapter 6.3.2 --- Over Emphasis on Students' Worker Role
Chapter 6.4 --- Factor Related to the Hong Kong Nursing Board Examination System --- p.161-166
Chapter 6.5 --- Factors Related to the School --- p.167 -181
Chapter 6.5.1 --- Lack of Time
Chapter 6.5.2 --- Lack of Resources and Support
Chapter 6.5.3 --- Insufficient Collaboration Among Teachers
Chapter Chapter Seven --- Discussion and Recommendations
Chapter 7.1 --- Introduction --- p.182
Chapter 7.2 --- Major Problems and Recommendations --- p.183 -194
Chapter 7.3 --- Conclusion --- p.195-196
Bibliography --- p.196-207
Appendix 1 The Purposes and Questions of Interviews --- p.209 -212
Appendix 2 Classroom Observation Checklist --- p.213 -214
Appendix 3 Levels and Number of Students Interviewed --- p.215
Appendix 4 Characteristics of the Clinical Nurses Interviewed --- p.216-217
Appendix 5 Major Duties of Student in a Local Hospital --- p.218
Appendix 6 Analysis of the Hong Kong Nursing Board (Part I) Registration Examination Papers --- p.219 -226
Appendix 7 Staff Development and In-service Training Programmes in the Period of Study (1991-1993) --- p.227 -230
Appendix 8 Curriculum Document --- p.231 -248

This chapter defines the concept of innovation in the context of higher education by discussing the implementation of a dashboard in a university English program. A dashboard is a personalized feedback tool and a common “big data” application. The challenges arising in the process of developing and implementing such innovations have seldom been explored. However, in this study, the English Language Centre of a Hong Kong university developed a dashboard called course diagnostic reports (CDR) that was piloted with over 400 students from 39 classes. This chapter reports the findings of both a questionnaire evaluating the CDR and 14 interviews that were conducted with course leaders, subject teachers, and students. Discussions of the tool revealed the complex process of innovation. It was found that, for stakeholders, innovation is a continuous process that requires compromises and that an innovation must cross a minimum usability threshold before continuing through the innovation process.