Student engagement at the programme and university levels are both critical to students’ success in higher education. This book establishes a theoretical and empirical framework for assessing these student experiences together. To this end, the book brings together the two major fields of university quality assurance (US [university engagement] and UK [programme experiences]). This edited book then shows how this integrated approach applies to university experiences across Pacific Asia (Hong Kong, Mainland China, Philippines, Korea, Japan, and Taiwan). It demonstrates how the proposed quality assurance framework can be applied as an intra-institutional tool to enhance student experiences. For readers interested in future of Asia Pacific higher education, this book presents a path towards enhanced cross-national communication between Asia Pacific universities.
Table des matières
Chapter 1. An Integrated Quality Assurance Framework for Assessing Undergraduate Students’ University Experiences Across the Asia Pacific.- Chapter 2. Model Empirical Chapter – The University of Hong Kong.- Chapter 3. The Hong Kong Polytechnic University.- Chapter 4. Hong Kong Baptist University.- Chapter 5. Hubei University of Technology.- Chapter 6. Henan University of Science and Technology.- Chapter 7. Xiamen University.- Chapter 8. Hubei University of Medicine.- Chapter 9. Henan University.- Chapter 10. East China Normal University.- Chapter 11. National Tsing Hua University.- Chapter 12. Doshisha University.- Chapter 13. Hokkaido University.- Chapter 14. Nihon University.- Chapter 15. Kangwon National University.- CHapter 16. Far Eastern University.A propos de l’auteur
Luke K. Fryer is an associate professor, within Hong Kong University’s faculty of education. He is an assistant director of the university’s Centre for the Enhancement of Teaching and Learning. He gained his Ph.D. in educational psychology in 2013 from the University of Sydney. His research focuses on student’s motivations and beliefs for learning, their learning strategies, and how the affordances and constraints of technologies intersect with these twin-engines of learning.
Ronnel King is an associate professor at the Faculty of Education, Centre for the Enhancement of Teaching and Learning, The University of Hong Kong. His research interests focus on understanding the factors that underpin motivation and well-being and developing interventions to enhance these optimal states. He is recognized as one of the top 2% education researchers in the world in terms of lifetime and current year citations. He was also a recipient of the Association for Psychological Science Rising Star Award and the Michael Bond Award for Early Career Contributions to Social Psychology conferred by the Asian Association for Social Psychology.
Lily Min Zeng is a senior lecturer at the Centre for the Enhancement of Teaching and Learning in the University of Hong Kong (HKU). She gained her Ph.D. in educational psychology in 2006 from the Faculty of Education at HKU. She is currently the programme leader of Professional Certificate in Teaching and Learning in Higher Education and the coordinator of Senior Fellowship category of HKU Advance HE Fellowship Scheme at HKU. Her research has focused mainly on the conceptual change in student learning experience and teachers’ professional development.
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