Early-career academics' perceptions of teaching and learning in Hong Kong: Implications for professional development

Keith Thomas, Carmel Mcnaught, Kin chi Wong, Yi ching Li

Research output: Contribution to journalArticlepeer-review

12 Citations (Scopus)

Abstract

This paper discusses early-career academics' development at a university in Hong Kong. Reflecting the impact of local context, the paper explores cultural and structural influences that can impinge on teaching and learning strategies for new academics. Barriers such as student learning behaviour and publication pressure may discourage new academics from taking an active interest in ongoing professional development beyond the mandatory component. However, the effect of Chinese culture, which places a strong emphasis on 'face' and harmonious human relationships, and the existence of hidden ('ghost') rules can collectively add pitfalls that inhibit new academics' full engagement in their teaching roles. Local contextual capabilities are identified and implications for the design of professional development programmes for early-career academics are discussed.

Original languageEnglish
Pages (from-to)257-268
Number of pages12
JournalInternational Journal for Academic Development
Volume16
Issue number3
DOIs
Publication statusPublished - Sept 2011
Externally publishedYes

Keywords

  • Chinese culture
  • Contextual capabilities
  • Early-career academics
  • Professional development

ASJC Scopus subject areas

  • Education

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