{"id":498,"date":"2019-10-08T04:53:25","date_gmt":"2019-10-08T04:53:25","guid":{"rendered":"https:\/\/hktea.edu.hk\/?page_id=498"},"modified":"2019-10-09T03:12:42","modified_gmt":"2019-10-09T03:12:42","slug":"hktea-stakeholder-survey","status":"publish","type":"page","link":"https:\/\/hktea.edu.hk\/zh\/hktea-stakeholder-survey\/","title":{"rendered":"HKTEA Stakeholder Survey"},"content":{"rendered":"

September 2019<\/strong><\/h3>\n\n\n\n

Summary Report<\/strong><\/h3>\n\n\n\n

Background<\/strong><\/h4>\n\n\n\n

A formal community, the Hong Kong Teaching Excellence Alliance\n(HKTEA), will be launched in October 2019 with UGC Teaching Awardees and\nFinalists as its core members. The Alliance will engage Members and other\nstakeholders in working together to strongly promote teaching excellence in the\nUGC sector. With the support of the UGC, a Preparatory Committee was formed in\nFebruary 2019 to formulate a development plan for the HKTEA. To better address\nthe needs of the sector, a Stakeholder Survey with seven questions was designed\nto collect views from members of UGC-funded institutions in July 2019. This\nSummary Report provides a brief overview of the survey results.   <\/p>\n\n\n\n

Question\n1: (Respondents\u2019 Institutions)<\/strong><\/h4>\n\n\n\n

There were 136 responses to the HKTEA\nStakeholder Survey. The distribution was as follows.<\/p>\n\n\n\n

  • City University of Hong Kong\n(21 responses, 15.44%)<\/li>
  • Hong Kong Baptist University (9\nresponses, 6.62%)<\/li>
  • Lingnan University (13\nresponses, 9.56%)<\/li>
  • The Chinese University of Hong\nKong (21 responses,15.44%)<\/li>
  • The Education University of\nHong Kong (20 responses, 14.71%)<\/li>
  • The Hong Kong Polytechnic\nUniversity (18 responses, 13.24%)<\/li>
  • The Hong Kong University of\nScience and Technology (15 responses, 11.03%)<\/li>
  • The University of Hong Kong (19\nresponses, 3.97%)<\/li><\/ul>\n\n\n\n

    Question\n2: (Respondents\u2019 Positions)<\/strong><\/h4>\n\n\n\n

    Teaching awardees and individuals holding\ndifferent positions in their respective universities were invited to\nparticipate in the study. Respondents were permitted to hold more than one position.\nThe results were as follows.<\/p>\n\n\n\n

    • University top management (15 responses, 11.03%)<\/li>
    • University senior management (25 responses, 18.38%) <\/li>
    • Head\/Chair of department (34 responses, 25%)<\/li>
    • Head\/Director of teaching development centre (6 responses, 4.41%)<\/li>
    • Head\/Director of language centre (8 responses, 5.88%)<\/li>
    • UGC Teaching Awardee (13 responses, 9.56%) <\/li>
    • UGC Teaching Award Finalist (16 responses, 11.76%)<\/li>
    • UGC Teaching Award Nominee (32 responses, 23.53%)<\/li>
    • Recipient of teaching award of own university (38 responses, 27.94%)<\/li><\/ul>\n\n\n\n

      Question 3: (Vision Statement for the HKTEA)<\/strong><\/h4>\n\n\n\n

      The respondents were invited to comment on a tentative vision\nstatement formulated for the HKTEA. 119 respondents felt that the vision\nstatement was appropriate for the HKTEA, 16 disagreed and 1 skipped the\nquestion.<\/p>\n\n\n\n

      Fifteen respondents made suggestions for fine tuning the vision. In\nsummary, they believed that excellent student learning should be part of the\nvision and that the HKTEA should pursue inclusiveness; specifically, that\nmembership should not be confined to UGC Awardees and Finalists. For example,\none respondent suggested that although individual awardees might kick off the\njourney towards making an impact, concerted effort would be needed to sustain this\nimpact. <\/p>\n\n\n\n

      Question\n4 (Mission of the HKTEA)<\/strong><\/h4>\n\n\n\n

      To help the HKTEA set its priorities, the respondents were asked to\nchoose a maximum of 5 out of 10 possible mission items proposed by the\nPreparatory Committee. The top three choices made by the respondents were as\nfollows.  <\/p>\n\n\n\n

      • To promote good teaching\npractices in the UGC sector (104 responses, 76.47%)<\/li>
      • To nurture academic leaders with\nthe capability and commitment needed to enhance teaching (102 responses, 75%)<\/li>
      • To help deliver the message\nthat good teaching is highly valued in the UGC sector (73 responses, 53.68%)<\/li><\/ul>\n\n\n\n

        Some respondents commented that the HKTEA\nshould also promote efforts to reward good teaching, continuously emphasise the\nimportance of teaching and provide effective teaching support.<\/p>\n\n\n\n

        Question 5: (Activities)<\/strong><\/h4>\n\n\n\n

        The respondents were also asked to choose a maximum of 5 out of 14\nactivities that the HKTEA should organise. The respondents\u2019 top three choices were\nas follows. <\/p>\n\n\n\n

        • Forums on specific themes for\nidea sharing (94 responses, 69.12%)<\/li>
        • Masterclasses to disseminate\ngood teaching practices to academics (74 responses, 54.41%)<\/li>
        • Activities to promote teaching\nresearch in the UGC sector (70 responses, 51.47%)<\/li><\/ul>\n\n\n\n

          Question 6: (Development)<\/strong><\/h4>\n\n\n\n

          The respondents were asked to provide suggestions for the short-,\nmedium-, and long-term development of the HKTEA. Thirty-one responses were\ncollected. Whilst many suggestions were provided, there was no clear consensus on\nwhat the short-, medium- and long-term priorities should be. Some of the respondents\nopined that short- and medium-term development measures should focus on\nplanning, cultivating the network, sharing experiences and organising community\nof practice (CoP) activities. Other respondents believed that medium- and\nlong-term development should focus on scholarship on teaching and learning, the\nestablishment of standards and a fellowship scheme, and non-local\ncollaboration. <\/p>\n\n\n\n

          Question 7: (Other Comments)<\/strong><\/h4>\n\n\n\n

          The respondents were asked to offer any other comments on the HKTEA.\nSeventeen responses were collected. They suggested ways of shaping the vision\nand mission of the HKTEA, identified specific activities and areas for\nattention during implementation, and proposed measures for enhancing\ninclusiveness and impact. In general, the respondents emphasised the importance\nof promoting and recognising good teaching and the need to engage a larger pool\nof teachers to form a functioning CoP. They also expressed the view that any\nstrategies to achieve the mission of the HKTEA should be realistic and practicable\nand not too labour-intensive.   <\/p>\n\n\n\n

          Conclusion<\/strong><\/h4>\n\n\n\n

          The results of the Stakeholder Survey provide evidence that the establishment of the HKTEA has been enthusiastically welcomed by stakeholders holding various positions in UGC-funded institutions. The vision and mission of the HKTEA were well supported by the respondents, all of whom felt that excellent teaching in universities should be valued and good practices should be shared across disciplines and institutions. Based on the valuable opinions collected from the stakeholders, the Preparatory Committee of the HKTEA has formulated vision and mission statements as well as an Initial Strategic and Action Plan to guide the HKTEA\u2019s work in the first two years. Upon the formal establishment of the HKTEA on 10 October 2019, an Executive Committee will succeed the Preparatory Committee, working hand in hand with HKTEA Members and the UGC to realise the expectations of stakeholders. It will also strive to engage a large pool of teachers to work together to enhance teaching and students\u2019 learning in the UGC sector and beyond. <\/p>","protected":false},"excerpt":{"rendered":"

          September 2019 Summary Report Background A formal community, the Hong Kong Teaching Excellence Alliance (HKTEA), will be launched in October 2019 with UGC Teaching Awardees and [\u2026]<\/span><\/p>","protected":false},"author":188,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"om_disable_all_campaigns":false,"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"footnotes":""},"class_list":["post-498","page","type-page","status-publish","hentry"],"aioseo_notices":[],"_links":{"self":[{"href":"https:\/\/hktea.edu.hk\/zh\/wp-json\/wp\/v2\/pages\/498","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/hktea.edu.hk\/zh\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/hktea.edu.hk\/zh\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/hktea.edu.hk\/zh\/wp-json\/wp\/v2\/users\/188"}],"replies":[{"embeddable":true,"href":"https:\/\/hktea.edu.hk\/zh\/wp-json\/wp\/v2\/comments?post=498"}],"version-history":[{"count":2,"href":"https:\/\/hktea.edu.hk\/zh\/wp-json\/wp\/v2\/pages\/498\/revisions"}],"predecessor-version":[{"id":554,"href":"https:\/\/hktea.edu.hk\/zh\/wp-json\/wp\/v2\/pages\/498\/revisions\/554"}],"wp:attachment":[{"href":"https:\/\/hktea.edu.hk\/zh\/wp-json\/wp\/v2\/media?parent=498"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}