Perceived Importance of Portfolios in a Smart CV after an Education Reform: An Empirical Analysis

Recent developments in recruitment processes have demonstrated that job applicants are increasingly using online Smart CVs instead of traditional approaches like hardcopy or emailing CVs. This study aims at examining perceived importance university undergraduate students of Hong Kong place or put on portfolios of Smart CVs, such as internship experience, exchange experience, scholarships & awards, participation in competitions, academic performance, and extra-curricular activities when building a Smart CV, and on investigating potential effects of the 3+3+4 academic reform in Hong Kong and admission mode. Participants were 256 undergraduate students in BBA majoring either in Information Management or in Electronic Commerce. A survey consisting of 44 items, which measured perceptions on the importance of the 6 proposed portfolios of Smart CVs, was used to collect data. Principal component analysis was used to analyze the items and 34 items were included in the final factor structure out of which 27 items got retained after subsequent reliability analysis. The 6 portfolios were positively inter-correlated. Students who were admitted under the new 4-year undergraduate curriculum using examination results of the new Hong Kong Diploma of Secondary Education (HKDSE) perceived internship experience and participation in competitions as more important in their Smart CVs, which was not the case with those who were admitted under the 3-year undergraduate curriculum using the results of the Hong Kong Advanced Level Examination (HKALE), which is no longer in use since 2012. The admission routes of students did not affect perceived importance in a Smart CV of the 6 proposed portfolios

Landfill extension developments in Hong Kong : a study of agenda setting and policy dynamics

published_or_final_versionPolitics and Public AdministrationMasterMaster of Public Administratio

What Does Economics Assume About People’s Knowledge? Who knows?

The purpose of the paper is to explore, from an assessment viewpoint, the ideas below. Economics, as a social science, has always considered sets of individuals with assumed characteristics, namely the level of knowledge, although in an implicit way in most of the cases. In this sense, an influential approach in Economics assumed that society, as a global set of individuals, was characterised by a certain level of knowledge that, indeed, could be associated with the one of its representative agent. In fact, an attentive recall of the evolution of these matters in Economics will immediately recognise that, since the very first economic models of the government, it was assumed that the level of knowledge of society, represented by a set of voters, was not the same as the one of the agent being elected, i.e. the government. The irrelevance of the difference in the level of knowledge of economic agents was soon abandoned after some seminal works of Hayek and Friedman. More recently, the viewpoint of Economics has changed by focusing on the characteristics (e.g. knowledge) of individuals, who may interact in sub-sets of society. From this point of view is clearly relevant, given the close connection with the assumed level of knowledge, to distinguish the adaptive behaviour from the rational one, as well as the full rational from the bounded rationality behaviour by people. Quite recent developments in the Economics of Knowledge, i.e. the so-called learning models, have been considered as more realistic approaches to model the process by which individuals acquire knowledge, for instance from other individuals that are, themselves, acquiring knowledge

Tree management and the greening of the environment in Hong Kong : a study of collaborative governance

published_or_final_versionPolitics and Public AdministrationMasterMaster of Public Administratio