Problems with implementing goals in higher education: A Hong Kong case study

Abstract

A number of studies in Western countries have found evidence of a mismatch between the espoused goals of higher education and the reality of classroom practices. Qualitative research was used to see whether the same phenomenon occurred in a Hong Kong tertiary institution. Views on the subject of teaching and learning, of lecturers at a polytechnic in Hong Kong, were investigated by 39 semi-structured interviews. The lecturers were asked about the goals of higher education and those of the courses they taught. They were also asked to describe an ideal student and the attributes of good academics. Their perception of the relative importance of teaching, research and other duties was investigated. The responses to questions were analysed in terms of a limited number of categories which appeared from the data. For example, views on goals of courses and higher education were classified as either training for specific professions or developing problem-solving skills. When talking about the goals of higher education the development of problem-solving skills was paramount, but when questioned about the courses they actually taught most lecturers talked about training for a specific profession. There was, therefore, clear evidence of a mismatch between espoused goals and classroom practice. The resulting effect on student learning is described and discussed.