Abstract—Despite the wide adoption of outcomes-based
approach (OBA) in local tertiary institution as a policy mandate,
it remains questionable whether or not front-line teachers hold
consistent conception of OBA as compared to that of the policy
makers. By interviewing a group of teachers in the local
sub-degree sector, we find that although teachers try to comply
with OBA as an institutional policy, the special educational
needs of sub-degree students have led to diverse views on the
values of education, leading to differences in the interpretation
of learning outcomes, teaching effectiveness, and OBA
implementation. Implications of this diversity are discussed.
Index Terms—Outcomes-based approach, sub-degree sector, teaching effectiveness.
Jennifer Fung-Yee Lee is with the Community College, Lingnan University, Hong Kong (e-mail: firstname.lastname@example.org).
Cite: Jennifer Fung-Yee Lee and Ho-Yin Cheung, "Teaching Effectiveness and Outcomes-Based Approach: Perceptions among Sub-Degree Teachers in Hong Kong," International Journal of Information and Education Technology vol. 5, no. 5, pp. 331-335, 2015.