Page 40 - FSTE A5 Handbook

Chapter Two
Common Core Requirements at the
UGC-funded Universities

Common Objectives and Intended Learning Outcomes of GE Programmes
Instructional objectives and learning outcomes are different, although they are sometimes
used interchangeably. Instructional objectives refer to the learning opportunities provided to
the students while learning outcomes are what the students are expected to achieve upon the
completion of the course. Therefore, there are subtle differences between these two notions
in the areas of specification, levels of specification, classifications and interrelationships,
intent or observable results and ownership (Harden, 2002) (Table 3). In the following sections,
both the instructional objectives and learning outcomes of the eight UGC-funded universities
will be reviewed.

As mentioned above, the eight universities in Hong Kong not only share several similarities
among the composition of the core-distributional model, but also identify four common
objectives by their GE Programmes respectively.

(1) Whole person development;
(2) Broad based learning;
(3) Life-wide learning (student learning in real contexts and authentic settings); and
(4) Life-long learning capabilities in ever-changing society

In contrast to the specialism and professionalism developed in the students’ concentration,
the eight universities are quite aligned to develop students’ ability broadly (in terms of
general knowledge and skills) and sustainably (in terms of self-learning attitudes and various
situations).
After reviewing the common objectives set by the universities, nine common areas of intended
learning outcomes are identified by reviewing their GE intended learning outcomes (GEILOs):
(1) Critical thinking and independent problem solving skills;
(2) Information technology and quantitative skills;
(3) Language and communication skills;
(4) Interpersonal skills and teamwork;
(5) Appreciation of cultural diversities;
(6) Social responsibility and ethical value;
(7) Creative and innovative thinking;
(8) Knowledge generalization in local, regional and global contexts; and
(9) Physical fitness/health

A wide range of knowledge, skills and abilities have been set as the desired outcomes for
university graduates.

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