Teaching and Learning Policy Review in Hong Kong and the U.S.


  • Orlan Lee Hong Kong University of Science & Technology




College Faculty, Educational Research, Evaluation Methods, Higher Education, Peer Evaluation, Research Utilization, Student Evaluation of Teacher Performance, Teacher Effectiveness, Validity


The Research Assessment Exercises (RAEs) in hugely expanded universities in Britain and Hong Kong attempt mammoth scale ratings of "quality of research." If peer review on that scale is feasible for "quality of research," is it less so for "quality of teaching"? The lessons of the Hong Kong Teaching and Learning Quality Process Reviews (TLQPRs), of recent studies on the influence of grade expectation and workload on student ratings, of attempts to employ agency theory both to improve teaching quality and raise student ratings, and of institutional attempts to refine the peer review process, all suggest that we can "put teaching on the same footing as research" and include professional regard for teaching content and objectives, as well as student ratings of effectiveness and personality appeal, in the process.


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Author Biography

Orlan Lee, Hong Kong University of Science & Technology

A.B. (hons.), Harvard; M.A., Yale; Ph.D., Freiburg (Germany); JurisDr., Pennsylvania; LL.M., Virginia. Dr. Lee teaches business law and cyberlaw in the School of Business and Management of the Hong Kong University of Science & Technology, and is also Visiting Fellow at Clare Hall, the college of advanced studies at the University of Cambridge. He is trained in both the civil law and common law systems, and as a social scientist, and has had extensive practical field experience. He has published widely on emergence of law and issues of public policy.




How to Cite

Lee, O. (2000). Teaching and Learning Policy Review in Hong Kong and the U.S. Education Policy Analysis Archives, 8, 48. https://doi.org/10.14507/epaa.v8n48.2000