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Bibliographies thématiques / Queen's College (Hong Kong, China) / Thèses

Thèses sur le sujet « Queen's College (Hong Kong, China) »

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Publié le 25 juillet 2024

Mis à jour le 26 juillet 2024

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1

Leung, Yee-wing Yvonne, et 梁綺穎. « The Queen's Pier saga : unveiling the inconvenient truth of heritage conservation legislation in HongKong ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B47092683.

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With the increasing recognition of the importance of heritage conservation, it would not be adequate merely to control archaeological discoveries or to preserve items of historical interest. In this society where resources are scarce, rules have to be made for enabling the selection of what to keep and what not to, and if to be kept, how the heritage resources could be sufficiently protected. Under the present system, for instance, graded buildings afforded no legal protection save for Grade 1 buildings which may be qualified and ready to be declared as “monuments”. Also, there is no system for appeal if the building is graded against the owner’s will. Through the years, the Ordinance had not been reviewed to meet with the social development and has become obsolete and out-of-date. It is no longer able to give sufficient legal protection to the heritage conservation in Hong Kong. Following the Queen’s Pier incident and the Court of First Instance decision which will be discussed in details, the need for a more proper and comprehensive heritage protection legislation becomes more intense and imminent. One may recall that the Chief Executive had announced a range of initiatives on heritage conservation in the 2007-2008 Policy Address which was delivered on 10th October 2007. Yet, it is submitted that a policy initiative no matter how ambitious cannot be achieved without the foundation of a concrete legal framework. Objective standard and guidelines have to be established for future precedent. It is only by then certainty and sustainability on conservation can be achieved. The issues that we are going to discuss in this article is, by examining the development of heritage protection law of Hong Kong, whether Hong Kong, being part of China and a State Parties which have adhered to the World Heritage Convention, has afforded and taken sufficient legal measures in securing our cultural heritage. The recent judgment of the Court of First Instance has thrown light to the fact that our heritage legislation, namely the Antiquities and Monuments Ordinance is inadequate to safeguard some of the historically significant heritage in Hong Kong. There are of course counter-argument that conservation is a hindrance to urban development and possible impingement of private property right. In this dissertation, we will examine, from a legal point of view, how the legal framework of our system, insofar as heritage conservation is concerned, can be improved and/or modified or even advanced.
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Conservation
Master
Master of Science in Conservation

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2

Chong, Kock-yuen Raphael, et 莊國源. « Redevelopment of Wah Yan College Hong Kong ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31982347.

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3

Cheung, Wing-shan, et 張穎珊. « Death orientations among Chinese undergraduates in Hong Kong and Beijing ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B3371101X.

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4

胡韻然 et Wan-yin Winnie Wu. « Transport planning in the information and telecommunication age : the transportation implications oftelecommuting of university students and teaching staff in HongKong ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B42576623.

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5

Ho, Suk-ping Angela, et 何淑冰. « Changing teachers' conceptions of teaching as an approach to enhancingteaching and learning in tertiary education ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31237009.

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6

Cheng, May-hung May, et 鄭美紅. « Teacher socialization : how beginning teachersmove from college to school ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956336.

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7

Fairbrother, Gregory P., et 方睿明. « Political socialization and critical thinking : their influence of Hong Kong and Mainland Chineseuniversity students' attitudes toward the nation ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B29697670.

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The Best PhD Thesis in the Faculties of Architecture, Arts, Business & Economics, Education, Law and Social Sciences (University of Hong Kong), Li Ka Shing Prize, 2001-2003.
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abstract
toc
Curriculum and Educational Studies
Doctoral
Doctor of Philosophy

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8

Chan, Yuen-chin Mandy, et 陳婉千. « Rethinking information literacy : a study of Hong Kong students ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B2684056X.

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9

Chan, Ching-hai Charles. « Examination anxiety and immunocompetence in Hong Kong tertiary students ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B29649973.

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10

Huang, Yuan-Yi Wanda, et 黃婉儀. « Perceptions, attitudes, and decisions of community college students inHong Kong : does socioeconomic backgroundmatter ? » Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B27668538.

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11

Yue, Lai, et 余麗. « An internet survey on gambling behaviors of the university students inHong Kong ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B45011989.

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12

Tai, Mui, et 戴玫. « University students' learning approaches and outcomes : impact of perceptions of course learning environment and achievement goals ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hdl.handle.net/10722/196087.

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Tertiary institutions across the world continue to seek ways to enhance not only the knowledge students gain during a degree course but also the generic skills that they develop. Employers today assume discipline knowledge in graduates and are looking for skills that enable graduates to be work ready. Deep learning, which focuses on understanding rather than memorizing, has been shown to enhance better understanding and conceptualization of academic materials as well as better development of generic skills (e.g. analytical and problem-solving skills). Most researchers in the past have examined student learning in relation to deep learning, separately in the Students’ Approaches to Learning (SAL) and Achievement Goals (AG) perspectives. The present study therefore investigated how constructs from the SAL perspective: perceptions of course learning environment and approaches to learning, and constructs from the AG perspective: achievement goals, work together to enhance student learning and lead to more positive learning outcomes. Single-point-in-time and longitudinal studies were conducted among undergraduate students of a university in Hong Kong using paper and online survey through class visits and email, respectively. There were 849 and 651 students included in the single-point-in-time analyses of Study 1 and 2 respectively. A total of 183 cases were included in the longitudinal study. Analyses of structural equation modeling were conducted, and the results showed that achievement goals mediated the relationship between students’ perceptions of course learning environment and approaches to learning. This mediating relationship as a result could influence students learning outcomes in terms of GPA and perception of the development of generic skills. In particular, students’ perceptions of good teaching helped to promote the adoption of mastery goals which facilitated use of a deep approach to learning, as a result, were related to the perception of better development of generic skills. Students’ perceptions of a heavy workload promoted the adoption of performance-avoidance goals which encouraged use of a surface approach to learning and related to a lower GPA. Analyses of variance were used to compare students with single goal and multiple goals adoptions (i.e. adopting both mastery and performance-approach goals) in relation to approaches to learning and learning outcomes. The results demonstrated that adopting single mastery goals is beneficial in promoting a deep approach to learning, GPA and perception of better development of generic skills. Overall, the present study has demonstrated that the inclusion of achievement goals in the SAL perspectives provides a more comprehensive picture of the learning process among university students. To promote better learning outcomes, instructors should emphasize on understanding rather than memorization, develop mastery of knowledge and skills as their purpose for learning, avoid heavy workload, and enhance their teaching by adopting strategies such as explaining things clearly, providing helpful feedback and understanding the difficulties that students have in their learning.
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Education
Doctoral
Doctor of Philosophy

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13

Lam, Hoi-yan Hester, et 林愷欣. « Student movement and social reform ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B29532887.

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14

Zhoc, Ching Hsiang, et 周慶香. « Study on the interrelationships between emotional intelligence, self-directed learning and the first year student engagement in the Hong Kong context ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2015. http://hdl.handle.net/10722/211125.

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The first year of undergraduate education is a significant transition period. During this time, students are confronted with a variety of new academic and social challenges, which require different emotional abilities so as to support the successful transition in the first year. As such, the study aims to investigate the values of emotional intelligence in facilitating the first year experience. Specifically, a conceptual model is proposed, which postulates that emotional intelligence would have an impact on self-directed learning and student engagement, which in turn, affect the first year learning outcomes. According to Salovey and Mayer (1990), emotional intelligence encompasses the abilities of the appraisal, expression and regulation of the emotions in the self and others as well as the utilization of emotions for problem solving. Its relationship with self-directed learning can be revealed from the analysis of McCombs and Whisler (1989), who suggested that three important elements drive the occurrence of self-directed learning: (i) motivation and positive affect; (ii) self-regulation and (iii) locus of control. They are, indeed, all closely associated with emotional intelligence. Building on abundant evidence showing its relationship with academic study and positive social relationships, emotional intelligence is also expected to influence student engagement. Fredrickson’s (1998, 2001) broaden-and-build theory also lays the ground for the relationship between the two, as it proposed that the experience of positive emotions promotes exploration and approach behaviour, which, in turn, creates more learning opportunities. Individuals who are more emotionally intelligent are better at harnessing positive emotions. A mixed-method approach with two stages of data collection was employed in this study. In stage one, a total of 1760 first year students at a university in Hong Kong responded to a survey measuring emotional intelligence and self-directed learning during the registration period. In stage two, a follow-up survey gauging students’ engagement and learning outcomes was administered to all participants from stage one at the end of the first year, with 560 responses collected in total. Four focus groups with 18 first year participants with high and low levels of emotional intelligence were also used to explore how they differed in terms of their attitudes and behaviours on self-directed learning and student engagement. Structural equation modelling was performed to test the interrelationships among emotional intelligence, self-directed learning and student engagement. The findings affirmed the values of emotional intelligence in influencing self-directed learning and student engagement, which were found to be significantly linked with student learning outcomes. As a whole, the model proposed was able to explain 14% of the variance of GPA and 34% to 40% of the variance of the cognitive, social and self-growth outcomes. The study not only unveils the interrelationships among emotional intelligence, self-directed learning and student engagement, but more importantly, it sheds light on how best to improve the quality of the first year undergraduate education as the findings suggest that the enhancement of emotional intelligence, self-directed learning and student engagement can have direct or indirect effects to desirable learning outcomes.
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Education
Doctoral
Doctor of Philosophy

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15

Cheung, Tung-yuen, et 張東源. « University students' knowledge and attitudes toward breastfeeding in Hong Kong ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B4501162X.

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16

Li, Mei, et 李梅. « Cross-border higher education of mainland Chinese students : Hong Kong and Macao in a globalizing market ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B35762561.

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17

Pun, Yin-kwan Loraine, et 潘彥筠. « External and internal factors predicting decisional and emotional forgiveness among Chinese adolescents and college students ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B45590394.

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18

Lee, Wing-sze Wincy, et 李穎思. « Characterizing and fostering epistemological beliefs among college students in Hong Kong ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B45141794.

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19

Chan, Yew-hung Roy, et 陳佑雄. « The effects of student involvement and college environment onstudents' learning and living experience at world-class university : a comparative case study of the Universityof Hong Kong (HKU) and Shanghai Jiao Tong University (SJTU) ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B48365270.

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This comparative research examined the effects of student involvement and college environment on students’ learning and living experience delivered by two aspiring world-class universities in Hong Kong and Shanghai. Few studies have shown how the levels of student involvement and college environment can benefit students at world-class institution. Earlier research done by Pascarella (1985) suggested that college environment impact students’ learning and living experience. Research in the field has also shown that through adequate campus facilities and campus resources, college student interaction and involvement can be promoted. Adapting a quantitative research approach, this comparative case-study utilizes the “Student Involvement Survey” from Ohio State University(OSU) and the “Student Satisfaction Study” from Birmingham City University(BCU) to examine students’ learning and living experience at aspiring world-class institutions. The study was conducted at two major research institutions from the Universitas 21 network: The University of Hong Kong (HKU) and Shanghai Jiao Tong University(SJTU). The finding indicated that: a) student involvement (academic and social) affect students’ learning and living experience, b) college environment (academic, campus, and interpersonal) affect students’ learning and living experience, and c) students’ learning and living experience impact the making of world-class universities in China. The study extends from earlier research on student involvement and college environment from the U.S. and the U.K. into China’s modern higher education. The results of this research suggest that student involvement and college environment plays a salient effect on Chinese students’ learning and living experience and its overall developmental plan for world-class universities in China. In the end, the researcher provides senior administrators, policy makers and student affairs practitioners a few recommendations to further create an educationally powerful environment and experience for all students at aspiring world-class institution in China.
published_or_final_version
Education
Master
Master of Education

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20

施偉賢 et Wai-yin Jeffrey Sy. « Territoriality as environment : St. Paul's Co-ed. College ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31985439.

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21

Li, Yuen-hung Angel, et 李婉紅. « Coping strategies and individual differences on adjustment and performance : a longitudinal analysis withHong Kong college students ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31238944.

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22

張偉傑 et Wai-kit Cheung. « Sport participation motives of Hong Kong students and exchange university students from the United States ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31257161.

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23

Lee, Hiu-hong, et 李曉康. « Managerialism and the changing academic profession in Hong Kong ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B48329812.

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Managerialism has been a main driver of change facing the academic profession in Hong Kong with the rationalization of university governance and managerial structures. There is a common view that managerialism is not welcomed by academics for the traditional academic ethos of collegiality has been undermined by the growing importance of managerial values and practices. However, whether the rise of managerialism leads to a demoralized academic profession in Hong Kong and a climate of resentment and resistance deserve more in-depth research and analysis. Drawing from the statistical data of the survey of “A Changing Academic Profession: The Second International Survey of the Academic Profession” conducted in 2007 in Hong Kong and other countries, this research aims to compare and analyze how academics respond to changes in university governance and management amidst the rise of managerialism in Hong Kong and other systems in Asia, Europe and North America. The data analysis reveals that the impact of managerialism on the academic profession in Hong Kong should not be seen purely from a negative perspective. While academic values would not be completely superseded by managerial values, some managerial values have been embraced by academics in line with the “marriage” between managerial and academic values. The data analysis also indicates that institutional mission and competent leadership are managerial values and practices with strong impact on Hong Kong academics’ perceptions of their work whereas academic freedom and collegiality are academic values and practices being strongly emphasized by academics in Hong Kong. This study refutes the assumption that the rise of managerialism has only negative impact on the academic profession and its work in Hong Kong, and also provides an objective assessment of the impacts of managerialism on academic work in Hong Kong.
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Education
Doctoral
Doctor of Philosophy

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24

Drew, Lai Po-yin Miranda, et 黎寶燕. « Towards a model of learning outcomes for Hong Kong Chinese tertiary students : a casual modeling investigation ofattributions, self-concept, learning approaches and achievement ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31236820.

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25

Wang, Hong, et 王紅. « Help seeking tendency in situation of threat to self-esteem and face-losing ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B3124371X.

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26

Tang, Man-wah Myra, et 鄧敏華. « Indoor air quality and HVAC systems in institutional buildings ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31255322.

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27

Ling, Xiaohong Michelle, et 凌曉紅. « A Students' Park, in the the University of Hong Kong ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31985348.

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28

Wong, Shui-wai, et 黃瑞威. « Assessing general and work values among university students in Hong Kong ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hub.hku.hk/bib/B50223306.

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This study had two aims. The first was to examine the reliability and validity of the Chinese version of Schwartz Values Survey(SVS-58) and Super’s Work Values Inventory (WVI-45) for measuring general and work values of Hong Kong Chinese university students. The second aim was to explore the relationship between ‘general’ and ‘work’ values. The validity and reliability of the two measures were checked using a sample of 211 university students from various subject majors in five universities in Hong Kong. Data collection was facilitated through the help of staff in the Student Affairs Office and in academic departments. Respondents’ participation was voluntary, and their anonymity was ensured. The composite questionnaire used to obtain information contained the Chinese versions of SVS-58 and WVI-45,plus the Rosenberg Self-Esteem Scale and the Marlowe-Crown Social Desirability Scale. Participants also provided basic demographic information. The same methodology and instruments (SVS with one item deleted and WVI with 3 items removed) were adopted later in the main study involving a larger sample—451 students from seven universities. Results of the pilot study showed that SVS-58was acceptable as a reliable and valid instrument with this population. The reliability of the Hedonism subscale was enhanced by deleting an item. Some of the WVI subscales were found to be unreliable, but the reliabilities increased when 3 problematic items were removed. The construct validity of WVI-42was confirmed by Confirmatory Factor Analysis in the main study sample. In terms of relationships between ‘general’ and ‘work’ values, Roe and Ester (1999) had proposed three possible scenarios: (1) work values and general values are discrete constructs, or (2) work values are a sub-set of general values (as represented in a model developed by Ros, Schwartz, and Surkiss, 1999), or (3) general values are a subset of work values. Due to the lack of well-established theory for studying possibility (3), this study focused on the first two. The main study with a sample of 451 students showed that both scenarios (1) and (2) were to some extent supported by findings from Multidimensional Scaling, Exploratory Factor Analysis, Pearson Correlation Analysis, and Canonical Correlation Analysis. This was in spite of the unexpected results from Hierarchical Cluster Analysis and Structural Equation Modelling. The findings here can therefore be used to suggest a combination of scenarios (1) and (2) as an explanation of the relationship between ‘general’ and ‘work’ values, with work values being both a distinct construct to some extent but closely integrated with general values. Clearly, these findings cannot rule out the possibility of scenario (3). The findings indicate that classifications of general and work values proposed by Roe and Ester (1999) seem not to be mutually exclusive. The findings also provide empirical support for the model proposed by Ros, Schwartz and Surkiss (1999) ―with a theoretical link between general and work values. The implications for career counseling point to a need to include assessments of both general and work values when planning individualized comprehensive career guidance for university clients.
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Education
Doctoral
Doctor of Education

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29

Fung, Suk-kam Wendy, et 馮淑琴. « A study of the relationships between school teachers and college student teachers in the practicum ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956397.

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30

Leung, Hon-wing, et 梁漢榮. « A study of computer science students' conceptions of information literacy and their experiences in information search process and use ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B29597730.

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31

Law, Lik-hang Darick, et 羅力恒. « Attitudes toward rape and sexual assault : a comparative analysis of professional groups in Hong Kong ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B29705113.

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32

Chan, Ching-yee, et 陳靜怡. « Thinking styles and experiential learning among first-generation university students from low income families ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B48364976.

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The purpose of this study was to investigate the effect of experiential learning on thinking styles among first-generation university students from low income families. 93 students were administered Thinking Style Inventory-Revised II (TSI-R2, Sternberg, Wagner & Zhang, 2007) (TSI) and Coopersmith Self-Esteem Inventory-Adult Form (SEI-A). To examine the effect of experiential learning experience on thinking styles, participants responded to the TSI and SEI-A twice and reported the number of extra-curricular activities they joined over a 5-month period. It was found that experiential learning experience was positively correlated with more complex and creativity-generating thinking styles and higher levels of self-esteem for female students and in fact the aforementioned thinking styles were desirable and preferred for students. Findings of this study indicated that different kinds of extra-curricular activities were statistically significant for contributing to the development of certain thinking styles. Such as Volunteering contributed to the Judicial style, Exchange programme facilitated the development of the Hierarchical style and Internship discouraged the Conservative style development. Implications of these findings for teachers were discussed.
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Education
Master
Master of Education

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33

Tong, Ka-man, et 唐嘉汶. « Ordinary hopes, extraordinary lives : an ethnographic study of community college students in Hong Kong ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/197092.

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Studies on education evolve closely along the debates of social reproduction and students’ actual responses in the process of schooling. Structural influences of class, gender, race or ethnicity are often highlighted and resulted in more or less coherent and consistent student subcultures and typologies. The aim of this study is to capture and explain the neglected complexities and dynamics of schooling by studying a group of ordinary students in a community college in Hong Kong. Ordinary students are under-studied because of their assumed normality and uninteresting experience. By stepping into their world of everyday schooling using an ethnographic approach, it is found that their hopes in life are ordinary but their lives extraordinary with selectivity, inconsistency and transiency as the defining features. Such features result from the everyday interplay of school routines, connections with people, ethics of conduct, as well as visions in life of these students. These interactions shape a certain narrative of life over time and are deployed as cultural tools in particular situations of schooling. The deployment of cultural tools by ordinary students allows an understanding of culture in action although it is fragmented and incoherent, and the lives of them as a whole are characterised by drifting across states of being, rather than formation of any coherent, linear or cumulative narrative. The study contributes to existing scholarship by offering new empirical observations on how thirty two community college students went through and reflected on their schooling experience over a two year span. The study adds to the ongoing theoretical attempt to grasp the complex interaction among structure, institution and agency in social life by capturing the fluid states of drift in ethics and visions among students amidst the highly structured routines of competitive education. Through these we are able to better understand the lives and cultures of ordinary students in a world where to be ordinary is almost like an impossible dream.
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Sociology
Doctoral
Doctor of Philosophy

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34

Mok, Yat-koon, et 莫一貫. « Perceptions of teaching and learning quality process review (TLQPR) : a qualitative study ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31963171.

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35

Kan, Mee-lin Hayley, et 簡美蓮. « Local talent and international standards : theemergence of global graduate employment in Hong Kong ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B42664676.

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36

Tso, Hoi-yan, et 曹海欣. « The stress and mental health of community college student ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B45014577.

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37

Sun, Hui, et 孫輝. « The built environment and children's academic performance ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B42841252.

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38

Lam, Pak-sai, et 林百茜. « Sleep quality versus sleep quantity : relationship between sleep and measures of health, well-being andsleepiness in University students ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B31971908.

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39

Yu, Wai-hing Kitty, et 余蕙卿. « A study of the motivation of teaching staff in the Hong Kong Polytechnic ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31964680.

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40

Pan, De-en Austin. « Epistemological beliefs and approaches to learning of university students in Hong Kong ». Thesis, Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B2232995X.

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41

Robinson, Catherine Gene. « A Foucauldian perspective on the construction of excellence in university teaching ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B31244701.

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Wang, Qian, et 汪茜. « A study of the phenomenon of higher ratio of female students in Education Faculty in HKU ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/209692.

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This research is aims to explore the phenomenon of the higher ratio of female students in Education Faculty in HKU. First of all, in the introduction part, the researcher will give some data supported by authoritative organization such as UGC to show that education disciplines always welcomed to female students when they are facing higher education major choice. Then, in order to study the higher ratio phenomenon in the Education Faculty in HKU, the research will use qualitative research method to do interviews. There is only one central research question: Why female students’ population proportion in education is so high? There are ten interviewees are invited to give their opinion in five related specific questions. In the finding parts, the interviewees’ idea to every question will analyzed in order to explore the deeper reasons behind this higher ratio phenomenon. By analyzing the records of the interviews, this research gives a description about why girls usually like to go to education disciplines. The researcher also puts forward some further thought about this phenomenon: though this fact might have both positive and negative effects, we should take an objective attitude towards it. To minimize its negative effect, it takes the effort of women themselves, the support from society and the cooperation of the educational circles.
published_or_final_version
Education
Master
Master of Education

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Florent, Nicholas. « Investigating Hong Kong tertiary students' perceptions of the cognitive requirements of writing tasks in three English languageproficiency tests ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31944796.

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44

Ku, Yee-lai, et 顧伊麗. « Critical thinking of Chinese students : conceptualization, assessment and instruction ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B40203475.

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45

Zhou, Lang, et 周浪. « Enriching visitors' experience : a cultural mapping of St. Stephen's College at Stanley, Hong Kong ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B47093110.

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Founded in 1903, St. Stephen’s College is a secondary school with a history of more than one century. The school was relocated to Stanley, Hong Kong Island in the 1920s, and since then, it has witnessed the development of Hong Kong in every aspect, from the social improvement to the architectural development. During the Japanese occupation in the Second World War, it was even turned into the internment camp for the Hong Kong citizens by the Japanese. Most of the oldest buildings, which were built in 1930s, are still in use today. Besides, the school also has a number of different types of plants, which are worth to appreciate for plant lovers. Recently, the school office has decided to open the school to the public for their better understanding of the history of the school as well as Hong Kong. This dissertation will focus on two of the most important features of St. Stephen’s College: the natural potential and the architectural potential, for designing several different routes for the visitors with different interests. By analyzing and evaluating the two features, visitors can have a better knowledge about the school as well as enrich their experience while visiting the school.
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Conservation
Master
Master of Science in Conservation

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Pan, Jiayan, et 潘佳雁. « Acculturation and resilience of mainland Chinese postgraduate studentsin Hong Kong ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B40988016.

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Ellis, John Alfred. « The factors that motivate teachers and administrative staff in an educational institution ». Thesis, Hong Kong : University of Hong Kong, 1987. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18036995.

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Thesis (M. Ed.)--University of Hong Kong, 1987.
Cover title: The factors that motivate teaching and administrative staff in an educational institution. Includes bibliographical references (leaf 74-79).

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Ng, Kwok-yan Franco, et 吳國恩. « Campus design : landscape redevelopment for the Shaw College of the Chinese University of Hong Kong ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31980685.

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Tang, Hoi-yee Cindy, et 鄧凱兒. « L1 effect on L2 acquisition : an investigationon Hong Kong bilinguals ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B36964335.

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Tam, Siu-ling Maureen, et 譚小玲. « Conditions limiting effective teaching in a sample of part-time teachers in continuing education : implications for college management ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B31955721.

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