The evaluation of the 'Discourse and Management' module

Pao Yue-kong Library Electronic Theses Database

The evaluation of the 'Discourse and Management' module

 

Author: Chan, Pak-kit Mono
Title: The evaluation of the 'Discourse and Management' module
Degree: M.A.
Year: 2001
Subject: Hong Kong Polytechnic University -- Dissertations
Department: Dept. of English
Pages: 62 leaves ; 30 cm
Language: English
InnoPac Record: http://library.polyu.edu.hk/record=b1608284
URI: http://theses.lib.polyu.edu.hk/handle/200/4416
Abstract: This research project evaluates the 'Discourse and Management' module's contributions to the students' education, training, learning and development. The evaluation enables me to explore the students' expectations and motives through investigating their education, training, learning and development aspects of the module. The 'Discourse and Management' module was run for the first time commencing in September 2000 as a taught module in the Master of Art in 'English for the Professions' program in The Hong Kong Polytechnic University. The major data source, about the 'Discourse and Management' module, is the students' value judgements (opinions and experiences). This is essentially a qualitative evaluation research project that relates to students' education, training learning and development aspects. Focus groups methodology was dominant in the data collection, and the context-adaptive model was the tool for the evaluation-in-action. The students were enthusiastic about indepth learning and self-learning (learn how to learn) that would facilitate their personal development The students' value judgements (opinions and experiences) support that the 'Discourse and Management' module had certain contributions to students' training. Its contribution to students' learning was largely training and rarely educational learning. There was no evidence to support the module had contributed to students' education and personal development. It is suggested that indepth learning could equip individuals' action learning abilities to solve real life organisational problems. Continual action learning, in turn, provides opportunities for personal development. The 'education-training-learning-development' is a useful conceptual model/framework to examine the focuses/objectives of a pedagogic program/course by inquiring students' expectations and motives. The conceptual model/framework could also aid to enhance success of a program/course, by adding value and improving administration effectiveness and efficiency.

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