The programme aims at equipping pre-service teachers who will be able to teach Business, Accounting and Financial Studies [BAFS] and Business Fundamentals [BF] curricular in senior and junior secondary schools. Upon completion of the programme, students should be able to: (i) demonstrate a solid understanding and command of concepts and theories in the areas of Business Foundations, Accounting, Management and Financial Studies; and (ii) display competent teaching and professionalism in achieving quality business education in schools. Students will be provided with both formal and informal learning opportunities such as guest lectures, company visits, exhibitions, competitions, seminars and talks on a regular basis to facilitate keeping abreast of the most current trends and issues in the field.
|Study Mode||Normal Period of Study||JUPAS Code||EdUHK Programme Code|
|Enquiry (Admissions)||Enquiry (Programme)||Download Leaflet||Programme Webpage|
|(852) 2948 6886
Submit Your Enquiry
|Dr Amanda Chu
(852) 2948 8941
Upon completion of the programme, students are expected to be able to:
- demonstrate a solid understanding of business and business-related disciplinary concepts and theories from an entrepreneurial perspective.
- apply business and business-related knowledge and skills to solve business problems in a responsible, creative and innovative manner.
- integrate business and business-related concepts, theories and approaches to form ethical decision-making.
- critically examine the contemporary issues in business environment and technological advancement from global and multi-cultural perspectives.
- conduct systematic research to evaluate local, regional and global contemporary business and business education issues.
- display competent teaching and professionalism for quality business education provision in schools and beyond.
|Domain||Credit Points (cps)|
|Final Year Project (Honours Project / Capstone Project)||6|
|Electives (including Free Electives, Minor or Second Major)||30|
(1) Classes will be held in Tai Po Campus and Tseung Kwan O Study Centre / North Point Study Centre / Sports Centre / Kowloon Tong Satellite Study Centre as decided by the University.
(2) Students admitted into this programme starting from the 2023/24 cohort are required to visit the Greater Bay Area (GBA) and/or other parts of Mainland China. Programme may also require students to participate in other non-local learning experience for completion of the programme. While the visits are heavily subsidised, students are still required to contribute part of the estimated cost of the visits ("student contribution"), whereas personal entertainment, meals expenses, travel document fee and personal insurance costs will not be supported. The estimated cost of the visits for students admitted to the 2024/25 cohort is not available yet as it is subject to a variety of factors such as changes to the cost of the visits as a result of inflation, trip duration, traveling expenses, the exchange rate, etc. The exact amount of student contribution is thus not available.
The BAFS Major aims to produce well-qualified teachers who are equipped with the competence to teach business subjects in secondary schools. The curriculum is built upon a contemporary business curriculum structure, which was planned in line with the fast-changing local and global social-economic circumstances. It embraces a whole range of business related-disciplines, including (1) Business Foundations, (2) Accounting, (3) Management and (4) Financial Studies, and their complex interrelationships in the theoretical and practical aspects. Business Foundations incorporates legal and ethical issues in business, Hong Kong and global economy in order to provide a solid grounding in BAFS studies. Accounting essentially covers the financial and managerial accounting. Management comprises entrepreneurship, organizational management, human resources and marketing management studies. Financial Studies cover personal financial planning, business finance, financial management and financial statement analysis. In particular, professional excellence, ethical responsibility and innovation are strongly emphasised and integrated throughout the Major in view of their importance in both the business and education fields. Positive values and attitudes of students will be highly expected and fully cultivated throughout the Major courses.
To enhance students' integrative and creative thinking in the technological advancement of business, an interdisciplinary course, "Technology in Business and Creativity", will be provided in the Major. Moreover, students will be able to pursue an in-depth study on either “Investment” or “Strategic Management” according to their interests and inclinations. Both formal and informal learning opportunities will be provided to students so as to keep abreast with the latest trends in business and education fields. More importantly, students will be equipped with a multiplicity of teaching pedagogies and strategies for business-related studies that can deepen junior and senior secondary school pupils’ holistic understanding of the business and workplace environment.
The Cross-Faculty Core Course (CFCC) will comprise 3 individual components with 1 credit point each and separately assessed with the aim to widen students’ horizon and look beyond Hong Kong. In Component I, lectures with topics related to Basic Law / National Security will be arranged; in Component II, students will have the opportunities to undertake visits in Greater Bay Area; in Component III, a variety of themes which are linked to the University’s development niche areas will be offered by Faculties.
Education Studies gives students the chance to study teaching and learning from an interdisciplinary perspective. Students will study early childhood/school education from psychological, sociological, philosophical, pedagogical and other perspectives. Students will develop a range of skills necessary for professional practice, such as problem solving, critical thinking, creativity, communication, social interaction, ethical decision making and global perspectives. Education Studies helps students appreciate the importance of professional excellence, ethical responsibility and innovation to the role of a teacher. We aim for our graduates to become beginning teachers who are caring and competent, intellectually enthusiastic, socially committed, and globally aware.
The EdUHK’s General Education programme prepares students to be active agents of change, by broadening their intellectual horizons, helping them make connections among different areas of knowledge and between their formal studies and life outside the classroom, and strengthening their capacity for sound thinking and good judgement. It offers a varied but balanced mix of individual courses across a range of subject areas and disciplines, set within an integrated structure of (i) General Education Foundation Course, (ii) General Education Breadth Courses, (iii) Experiential Learning, and (iv) University ePortfolio with a total of 22 credit points (cps).
i. General Education Foundation Course (4 cps)
General Education Foundation Course is a 4-cp course that will run for the whole academic year, and be taken by all first-year students at EdUHK. This course will equip students with the diverse knowledge-bases and skills for their intellectual and professional development in local, national and global contexts. In Semester 1, there will be a series of lectures and/or workshops on selected themes and topics (e.g. University life planning, research and inquiry, financial economy, Basic Law and national security etc.,). In Semester 2, students will be introduced to a wide variety of themes and issues in general education (e.g. language, well-being, entrepreneurship, conservation, professionalism and professional ethics etc.,) by taking part in the lectures delivered by Chair Professors / Professors and external Guest Lecturers. These lectures are substantiated by small class tutorials for building communities of dialogue and inquiry that foster the intellectual growth of students as reflective thinkers deliberating issues of importance to their own lives, society and the world as a whole.
In addition to the face-to-face lectures, video lectures will be arranged as appropriate to allow students to learn flexibly at their own pace. As a unique feature of the course, e-Learning assessments and a reflective entry of their learning experiences will be submitted by students after lectures and become an important part of the e-Portfolio. The online learning activities and tasks will encourage students to reflect and think critically on various themes and issues based on learning artefacts and experiences, thereby, charting the paths for their personal, intellectual and professional developments.
ii. General Education Breadth Courses (9 cps)
The General Education Breadth Courses (GEBCs) (9 cps) are composed of General Education Learning Strand (New Six Arts (2+1 cps)) Course, Positive and Values Education (PAVE) Course (3 cps) and General Education Interdisciplinary Course (GEIC) (3 cps). Students have to take one from each of the components in order to fulfill the GEBCs requirement.
Students are allowed to take GELS (New Six Arts Course(s)) and/or PAVE Course(s) after the completion of GEFC or concurrently with GEFC in Year 1 Semester 2 if they are interested and their curriculum schedules allow. After the completion of any GELS (New Six Arts)/PAVE Course, students are allowed to take the GEIC (Level 4) from Year 2 Semester 2 to Year 3 Semester 1, in order to enable them to appreciate the complexity of issues and problems that transcend disciplinary boundaries and to make sense of them through dialogues across disciplines.
iii. Experiential Learning (6 cps)
Experiential Learning (EL) consists of Co-curricular and Service Learning Course (CSLC) and Experiential Learning Course (ELC). CSLC provides students with an opportunity to engage in learning in action and through action in real-life or work-place context while complementing, connecting with, and mirroring their learning experiences derived from formal curriculum. On the other hand, ELC encourages students to learn through experimentation, observation, reflection and (re-)conceptualization while undertaking a wide variety of activities, such as creative work, student-initiated enterprise/projects, thematic overseas trips, outward-bound training, etc.
Students are required to take at least one CSLC and one ELC starting from Year 1 (3 cps each). Courses in Experiential Learning domain can be taken in parallel with Block Practice (BP) I and II (i.e. Field Experience and Experiential Learning Semesters). If that is the case, students need to ensure the course schedule does not clash with BP (students should check the information listed under the course outline and explore the feasibility with course tutors at the beginning of the semester). Students are encouraged to complete courses in EL domain before semester 1 of final year as they will be engaged in BP II and data collection/field work of Final Year Project in this Semester. Careful academic planning on personal basis is needed.
iv. University ePortfolio (3 cps)
University ePortfolio is a 3-cp “capstone” course which requires students, when they are approaching the end of their undergraduate studies, to reflect critically on their learning experience within General Education in their disciplinary, professional and co-curricular studies, as well as in their lives beyond graduation, and, to develop an integrated view of how and where they position themselves with respect to their future goals, plans, and aspirations. Students will prepare and submit an annotated University ePortfolio based on their experiences, reflections and stored artefacts from their undergraduate studies. Students are encouraged to keep electronic (soft) copies of all their coursework material starting with the completion of the GEFC for potential inclusion in the University ePortfolio.
The course will enable students to synthesise their learning experiences, by reflecting critically on the value and significance of what they have learned, making connections to their lives, and imagining their own futures.
Students are allowed to take the University ePortfolio course after completion of all the GEBCs required (i.e. GELS (New Six Arts), PAVE, GEIC). Also, they have to take the course in the semester of study assigned by individual programmes.
For detailed information and the course synopsis about General Education courses, please visit the website at www.eduhk.hk/geo.
The Final Year Project comprises of two courses:
- Honours Project I / Capstone Project I: Research Methods and Proposal
- Honours Project II / Capstone Project II: A one-year project usually to be conducted in the final year.
Student can choose either one of the following options:
1. Free electives
2. 1 Minor plus electives
3. 2 Minors
4. Second Major
Students will be placed in schools which are important sites for learning to teach and where they will interpret, generate, interact and experiment with theory:
|1||Year 2 Semesters 1 & 2||Attend an introduction (FE Foundation Course with 3 cps) to the teaching profession. Students will be guided and supported by a Professional FE Tutor to understand the roles and expectations of a teacher and build their own professional identity and mission, whilst adapting to the changing role from a student to a professional teacher.|
|2||Year 3 Semester 2||Conduct Block Practice I in schools (5 cps) for 8 weeks, accompanied by the taught course of FE and Professional Learning Portfolio I (2 cps) in small-group tutorials that support students’ active engagement in the Field Experience and help them connect theory and practice. Through group and individual guidance, students will produce an e-portfolio which is a collection of evidence of their learning to support reflection and professional growth.|
|3||Year 5 Semester 1||Conduct Block Practice II in schools (7 cps) for 8 weeks, accompanied by the taught course of FE and Professional Learning Portfolio II (3 cps) in small-group tutorials and individual guidance that enhance students’ understanding of the role of teachers and maintaining a teaching profession of ethical standards in schools, as well as assuming the role of a caring cultivator, an inspirational co-constructor and a committed role model for students. They will further develop their e-portfolio for summative reflection with records of their professional development and to be examined in an exit panel interview. *|
Block Practice will be conducted in local schools where the medium of instruction may vary depending on the policy of the schools. Students should be able to demonstrate a proficient level of Cantonese / English / Putonghua (for Chinese Language teaching in some schools) to conduct Block Practice.
Students should observe the University’s General Code of Student Conduct and the professional conduct and behavior required of teachers. Placement schools and/or invited educators from local schools will observe students’ performance during block practices and exit panel interviews, and their feedback will be considered in determining the final result of the students’ field experience.*
* subject to approval
Note: The University will ask students of our full-time teacher education programmes (e.g. Bachelor of Education programmes) to declare whether they have been convicted of or are being prosecuted for any sex-related offence in Hong Kong or elsewhere, and to provide relevant details prior to undertaking teaching practice. Such information may be released to their placement schools. The University reserves the right not to allow these students to attend the block teaching practice. If so, they won't be able to meet the graduation requirements of the programmes.
From September 2012/13, FT BEd non-language-major students will be required to meet Language Exit Requirements (LERs) for English and Putonghua. The exit benchmarks are IELTS 6.0 (or equivalent), IELTS 6.5, or IELTS 7.0 for English depending on the requirements of the Programme, and PSC (Putonghua Shuiping Ceshi) 3B for Putonghua. Students are required to study a comprehensive package of English, Chinese and Putonghua enhancement courses.
English Enhancement Programme (EEP) consists of two credit-bearing and two non-credit-bearing courses from Year 1 to Year 3. The four mandatory courses aim to equip students with academic literacy essential to their study at tertiary level and help them develop general English language proficiency. They will also lay the foundation for students to learn English independently in subsequent years through participation in self-access learning activities, blended learning, and optional language enhancement courses appropriate to their level and developmental needs. Optional IELTS preparation workshops will also be offered to familiarize students with the EdUHK-sponsored IELTS after they have completed the EEP.
Chinese Enhancement Programme (CEP) consists of one mandatory credit-bearing course and two mandatory non-credit-bearing courses, which provide students with the input on Chinese language skills as well as elements of literature and culture.
Students may be exempted from selected Chinese courses in the package if they have fulfilled the exemption criteria of individual courses.
Putonghua Enhancement Programme (PEP)
Students need to take two mandatory non-credit-bearing courses if they have not fulfilled the exemption criteria via the Tertiary Putonghua Test (TPT) or PSC. They could opt for other non-credit-bearing courses in year two.
Cantonese Enhancement Courses (For non-Cantonese-speaking Chinese students)
Non-Cantonese-speaking Chinese students will be required to study two non-credit-bearing Cantonese courses. The successful completion of the Cantonese courses will be recorded in the student's transcript.
For Cantonese, Putonghua and English, language consultation services and other self-access materials are provided at ASLLC, the self-access language learning centre (these arrangements are subject to changes).
Career Prospects/Professional Qualifications
Their in-depth academic and professional knowledge confer graduates of the programme with excellent career prospects. They will possess a Qualified Teacher Status in Hong Kong and are ready to become fully qualified teachers in local secondary schools. In addition to the professional teaching career, graduates will possess the academic knowledge and intellectual skills to embark on a wide variety of other relevant jobs in the government sector, non-government organisations, commercial organisations, publishing sector, etc.