PANG Sun Keung Nicholas 彭新強

Research Projects


  • Developing Schools through Self-evaluation
  • PANG Sun Keung Nicholas
    1 October 2001
    A Group of Aided Primary & Secondary Schools in Hong Kong 2001 - 2002 A Group of Aided Primary & Secondary Schools in Hong Kong 2002 - 2004

    The project aims to help schools develop their own models of school-based management, institutionalize a self-evaluation framework in daily practices and cultivate a climate of educational change in the schools. A self-renewal strategy will be institutionalized in the schools through establishing a self-evaluation framework and using school-based performance indicators in self-evaluation. The self-renewal strategy will allow schools to inculcate a quality culture and to improve continuously. Both quantitative and qualitative data of the schools. performance will be collected and analyzed, the results of which will be reported to the schools concerned. In-services and consultancy will be provided to each school regarding to their further development in the process of continuous improvement. The primary, ultimate purpose of the self-renewal strategy is to improve the learning of students when the schools. effectiveness is improved and when there is a quality culture in the schools. Parents and the wider community will be benefited because the school self-evaluation process leads to annual reports containing fair, reliable and objective information about the schools. These reports ensure that schools are accountable to parents. (ED01672)


  • Initiating Organizational Change via School Self-evaluation
  • PANG Sun Keung Nicholas
    1 September 2003
    Schools of the Hong Kong Buddhist Association and Other Hong Kong Schools

    Evidence-based organizational change has become a very recent trend in the school reform and improvement movement, in which school self-evaluation (SSE) plays an important role. School self-evaluation allows school leaders to successful institutionalize a self-renewal framework in daily managerial practices as well as to lead and manage change effectively and efficiently. Due to various hindrances at both the system level and the school organizational level, most of Hong Kong schools have not established a self-evaluation framework and the culture of self-renewal is weak in many schools. The project aims to help schools initiate organizational change via self-evaluation of performance and research into the factors that facilitate and hinder the implementation of school self-evaluation. School self-evaluation together with the use of performance indicators would allow the schools to explore their strengths and weaknesses at the school, teacher and student levels and therefore allow them to initiate organizational change that leads to school improvement. The research into the factors that determine the success and failure of implementing school self-evaluation would shed light to other schools in initiating change for school development and improvement. Both quantitative and qualitative data of the schools’ performance will be collected and analyzed, the results of which will be the feedback to the schools concerned. In-service and consultancy will also be provided to these schools concerning the direction of change and development in the process of continuous improvement. Stakeholders of the schools, for example, students, parents and teachers, will all be benefited, since the quality of education is assured through the implementation of school self-evaluation. (ED03329)


  • Organizational Values and Cultures of Schools in Mainland China and Hong Kong
  • PANG Sun Keung Nicholas
    1 October 2005
    Research Grants Council (Earmarked Grants)

    Since the handover of Hong Kong to China in 1997, the Hong Kong Special Administrative Region (HKSAR) and Mainland China have been increasingly interrelated socially, culturally, economically and politically. A comparative investigation of organizational values and cultures of schools in Shanghai and Hong Kong is proposed in this study. Shanghai and Hong Kong, as large metropolitan areas in China, share many comparable features consequently they can learn much from each other in school administration and in the quest for quality school education. A theoretical framework assessing organizational values and cultures of schools and two self-created instruments have been successfully developed in the contexts of both Hong Kong and mainland China separately and at different times. This study will explore cross-cultural commonalities and differences in organizational culture of schools in Shanghai and those in Hong Kong and will examine the effects of organizational cultures on school processes and outcomes in different contexts. A comparative study of the two education systems would allow the revelation of their strengths and weaknesses and offer opportunities of learning from each others for continuous development and in the ways in which they tackle challenges and difficulties created from environmental change. The findings of this study will seek to provide policy advice and to improve school administration in both mainland China and Hong Kong. (CU05616)


  • Preparation for Principalship Course for Aspiring Principals of Primary Schools (2006-07)
  • PANG Sun Keung Nicholas, WALKER Allan David
    1 November 2006
    Education and Manpower Bureau, HKSAR Government

    The objective of this service is to conduct a designated course now known as “Preparation for Principalship Course for Aspiring Principals of Primary Schools (2006-2007)”, which is one of the three parts of the ”Certification for Principalship (CFP) process for aspiring principals, according to the design (the “Design” hereinafter specified by the Education and Manpower Bureau of the Hong Kong Special Administration Region. (ED06543)


  • Preparation for Principalship Course for Aspiring Principals of Secondary Schools (2006-07)
  • PANG Sun Keung Nicholas, WALKER Allan David
    1 November 2006
    Education and Manpower Bureau, HKSAR Government

    The objective of this service is to conduct a designated course now known as “Preparation for Principalship Course for Aspiring Principals of Secondary Schools (2006-2007)”, which is one of the three parts of the “Certification for Principalship (CFP) process for aspiring principals, according to the design (the “Design” hereinafter specified by the Education and Manpower Bureau of the Hong Kong Special Administration Region. (ED06995)


  • School Self-Evaluation, External Review and Sustainability
  • PANG Sun Keung Nicholas
    1 August 2005
    A Coalition of Hong Kong Schools

    Since 2003, the Education and Manpower Bureau (EMB) has initiated a School Development and Accountability (SDA) Framework to assure the quality of school education in Hong Kong and has adopted a two-pronged approach in the quality assurance mechanism, which includes internal school self-evaluation and external school review. This project is initiated and designed to help schools institutionalize a self-evaluation framework in daily practices and acquire the skills and techniques of school self-evaluation (SSE) as well as to learn about external school review, including its aims, processes and functions. The ultimate aims of the project are to allow school personnel to understand the importance of sustainable development in complex environments and to enhance schools. capacity of self-managing and organizational learning. Through the well organized training programs, in-services and consultancy offered in this project, schools will be more able to identify how to further the development of sustainable change and improvement in their own workplaces. (ED05777)


  • School Self-Evaluation: Optimization of School Management
  • PANG Sun Keung Nicholas
    3 September 2007
    A Group of 58 KIndergartens in Hong Kong

    The project aims to promote the practice of self-evaluation in early childhood institutions in Hong Kong and to enhance the effectiveness of institutional management and long-term development. After joining the project, the participants should be able:
    1. To learn about the theoretical framework of school self-evaluation (SSE) and to acquire the skills and techniques of SSE;
    2. To acquire the skills and techniques of developing school-based performance indicators for assessing specific areas of interest for continuous improvement;
    3. To promote teaching and learning through enhanced reflective practice by teachers and through peer observation in teaching; and
    4. To enhance the capability of self-renewal and to establish a quality culture in the institutions.
    In sum, through a series of training programs specifically designed for the participating institutions, the principals, middle managers and teachers will work collaboratively and effectively to build a total quality management in their daily running of these institutions. (ED07840)


  • Transforming Schools into Learning Organizations
  • PANG Sun Keung Nicholas
    1 September 2004
    Quality Education Fund, HKSAR Government

    In order to survive in an ever-changing environment, Hong Kong schools have no exception and required to transform themselves into learning organizations. This school development and research project aims to allow principals and teachers to acquire the skills and techniques in the five disciplines of organizational learning and to transform schools into learning organizations. When schools are learning organizations, they are more able to (i) shift their paradigms in daily managerial and teaching practice; (ii) initiate organizational change for continuous development; (iii) cope with the challenges created by recent educational reforms; and (iv) provide quality education for their students and quality services for stakeholders concerned. A sample of 10 primary schools and 10 secondary schools will be adopted in this project from September 2004 to August 2006. A “fan” approach of organizational change will be adopted in these schools, in which concepts of organizational learning will first be initiated at senior management. Afterwards, changes and transformation will spread through to middle management and gradually throughout the entire school organization when the project is implemented. Intensive training programs for the members of School Development and Evaluation Committees (SDECs) –the senior/middle management will be provided. Four half-day workshops will also be conducted for each school within the two years. Changes and transformations should occur not only at the managerial level, but also the teacher/classroom level. The workshops will invite the participation of all staff members of a school and to adopt a whole-school approach to initiate change. (ED04352)



Research Publications


  • "A Comparative Study of Continuing Professional Development of School Principals in New South Wales, Australia and Hong Kong" (co-authored with GAMAGE D. T.). Comparative Education Bulletin no.8, 2005.04. pp.29-35.



  • "A Comparative Study of Continuing Professional Development of School Principals in New South Wales, Australia and Hong Kong" (co-authored with GAMAGE David). Comparative Education Bulletin no.8, Hong Kong SAR: The Comparative Education Society of Hong Kong, 2005.07. pp.29-35.



  • "A Comparative Study of Organizational Cultures of Schools in Hong Kong and Shanghai". Paper presented in the XIII World Congress of Comparative Education Societies, Sarajevo, Bosnia & Herzegovina, 3-7 September 2007.



  • "The continuing professional development of principals in Hong Kong SAR, China". Frontiers of Education in China vol.2 no.4, Higher Education Press, co-published with Springer-Veriag GmbH, 2008.06.02. pp.605-619.



  • "The Continuing Professional Development of Principals in Hong Kong". International Forum on Teacher Education (2nd) 2006 Shanghai, China, 2006.10. 27. pp.103-112.



  • "The Development of School Self-Evaluation in Hong Kong". International Workshop on Development of School Management, 18-21 November, 2002. Hanoi, Vietnam, 2002.11.



  • "Educational Evaluation and Quality Assurance: The Case of Hong Kong". Paper presented in the Forum for Educational Evaluation in East Asia: Emerging Issues and Challenges, October 20-21, 2007 organized by The Center for Research on Educational Evaluation and Development, National Taiwan Normal University, 2007.10.21. pp. 114-125.



  • "Educational Evaluation for Sustainable School Development: Hong Kong Experience". Paper presented in the Conference on Assessment Knowledge, Celje, Slovenia, March 12-13, 2008.



  • "Facing the Challenges of the 21st Century: Prepartation of School Leaders in Australia and Hong Kong" (co-authored with GAMAGE D. T.). Paper presented in the 59th NCPEA Conference, 2005.07.



  • "The Future of School Self-Evaluation in Hong Kong: Bright or Dim?" (co-authored with LEUNG Lok-Fung). Paper presented in the International Conference of Rejuvenating Schools Through Partnership, organized by the Faculty of Education, The Chinese University of Hong Kong. p.26. Hong Kong, 2001.05.



  • Hong Kong : Faculty of Education, Hong Kong Institute of Education Research, Chinese University of Hong Kong, 2008.
    (CUHK Library Call No: UL HK Studies LB1060 .P36 2008; CC LB1060 .P36 2008 c.2)



  • "Hong Kong Students' Performance in International Studies". Paper presented in the Conference on Assessment Knowledge, Celje, Slovenia, March 12-13, 2008, organized by National Education Institute for the Republic of Slovenia. 2008.03.12.



  • "The Leadership Forces within Educational Organizations in Hong Kong". The 9th Global Leadership Forum: Leadership for Human Development organized by The Siberian Academy for Public Administration. Novosibirsk, Russia, 2007.05.02.



  • "The Learning Capacity of Primary Schools in Hong Kong" (co-authored with CHEUNG Mary). Partnership and Change: Toward school development ed. by John Chi-kin Lee, Leslie Nai-kwai Lo and Allan Walker. Hong Kong SAR: Hong Kong Institute of Educational Research and the Chinese University Press, 2004.11. pp.269-294.



  • "Learning Capacity of Primary Schools in Hong Kong". Paper presented in the International Conference of Rejuvenating Schools Through Partnership, organized by the Faculty of Education, The Chinese University of Hong Kong. Hong Kong, 2001.05.



  • The practice of assessment for learning and metacognitive teaching in Hong Kong classrooms. Hong Kong : Faculty of Education, Hong Kong Institute of Education Research, Chinese University of Hong Kong, 2008.
    (CUHK Library Call No: UL HK Studies LB1060 .P36 2008; CC LB1060 .P36 2008 c.2)



  • "The Relative Effects of Environmental, Internal and Contextual Factors on Organizational Learning: The Case of Hong Kong Schools under Reforms" (co-authored with LAM Yee Lay Jack). Paper presented in the Hong Kong Educational Research Association 2002 International Conference on “Globalization: New Horizons for Educational Change”, December 20-21, 2002. Hong Kong, 2002.12.



  • "The Relative Effects of Environmental, Internal and Contextual Factors on Organizational Learning: the Case of Hong Kong Schools under Reforms" (co-authored with LAM Yee Lay Jack). The Learning Organization vol.10 no.2. Bradford, United Kingdom: Emerald, 2003. pp.83-97.



  • Self-evaluation and school development. (co-authored with John MacBeath and Archie McGlynn) Hong Kong : Faculty of Education, Hong Kong Institution of Education Research, Chinese University of Hong Kong, 2004.
    (CUHK Library Call No: UL HK Studies LB2822.8 .P46 2004 c.2; CC LB2822.8 .P46 2004)



  • "The strategic thinking of school leaders in Hong Kong" (co-authored with PISAPIA John). Paper presented in the AERA 2007 Annual Convention, organized by American Educational Research Association. Chicago, United States of America, 2007.04.13.



  • "A Study of Profiles and Perspectives on Professional Development of Schools Principals in Australia and Hong Kong" (co-authored with GAMAGE David). Paper presented in the 12th World Congress of Comparative Education Society on Education and Social Justice, 25-29 October 2004. Havana, Cuba, 2004.10.



  • "Towards ‘School Management Reform’: Organizational Values of Government Schools in Hong Kong". Globalization and Education: The Guest for Quality Education in Hong Kong. ed. by MOK Ka-ho Joshua. Hong Kong: Hong Kong University Press, 2002. pp.171-194.



  • 《中國上海基礎教育改革的趨勢和挑戰》(與田愛麗合編),香港:香港中文大學教育學院:香港中文大學香港教育研究所,2007。
    (CUHK Library Call No: UL HK Studies LA1134.S45 P35 2007 c.3; CC LA1134.S45 P35 2007)



  • 《元認知 : 學會學習的核心》(與李傑江合編),香港:香港中文大學教育學院:香港中文大學香港教育研究所,2008。
    (CUHK Library Call No: UL HK Studies LB1060 .P37 2008; CC LB1060 .P37 2008 c.2)



  • 《建構學校為學習型組織》,香港:香港中文大學教育學院:香港中文大學香港教育硏究所,2006。
    (CUHK Library Call No: UL HK Studies LB2965.H6 P44 2006; CC LB2965.H6 P44 2006 c.2)



  • 《香港幼稚園的組織學習能力》(與潘淑儀合編),香港:香港中文大學教育學院:香港中文大學香港教育研究所,2008。
    (CUHK Library Call No: UL HK Studies LB1438.H6 P35 2008 c.2; CC LB1438.H6 P35 2008)



  • 《香港幼稚園的組織學習能力》(與潘淑儀合著),香港教育改革系列之45,香港特別行政區:香港中文大學教育學院與香港教育研究所,2008.03。



  • 《香港高中化學科課程改革 : 應試敎育轉向素質敎育》,香港:香港中文大學敎育學院:香港中文大學香港敎育硏究所,2000。
    (CUHK Library Call No: UL QD49.H6 P45 2000 c.2; UL HK Studies QD49.H6 P45 2000; CC QD49.H6 P45 2000 c.4)



  • <香港學校教育質素保證架構發展的評論>,《教育學報》,第33卷,第1-2期,香港特別行政區:中文大學教育學院,香港教育研究所,2005,頁89-108。



  • 《香港學校管理改革 : 回顧與展望》,香港:香港中文大學敎育學院:香港中文大學香港敎育硏究所,1999。
    (CUHK Library Call No: UL HK Studies LB2965.H6 P45 1999 c.2; CC LB2965.H6 P45 1999)



  • <香港學校管理體制改革新趨勢>,《澳門教育如何邁進新紀元教育研討會論文集》,中國澳門:澳門大學教育學院,澳門教育暨青年局,2001.04,頁171-186。



  • <香港學校管理改革:回顧與展望>,《廿一世紀教育藍圖?香港特區教育改革議論》,曾榮光編,香港特別行政區:香港中文大學教育學院及香港教育研究所,2006.01,頁259-284。



  • <香港學校質素保証機制的發展>,《教學與管理》,第191卷,第10期,中國太原:教學與管理雜誌社,2003.04,頁11-15。



  • <香港學校質素保證機制的發展>,論文發表於「第六屆教育管理學術年會--新世紀的教育管理」,主辦機構為中國教育學會教育管理學科專業委員會,(2002年9月19-22日舉行) ,中國上海,2002.09。



  • <香港辦學體制發展新趨向>,《第四屆粵港澳台教育論壇--"新世紀學校模式研究》,中國廣東順德:廣州華南師範大學國際與比較教育研究所,2000.12。



  • <香港優質學校教育的發展>,論文發表於「知識經濟與教育發展」國際學術研討會,主辦機構為中國教育學會、中華民國師範教育學會、中華民國比較教育學會、中國視聽教育學會、中國工業職業教育學會及台灣教育社會學會等六個學會聯合舉辦,台灣,2001.12。



  • <香港優質學校教育發展的長遠策略>,《「學校自我評估與校本表現指標」計劃通訊》,第1期,香港:香港中文大學教育學院,2002.01,頁1-2。



  • <「校本管理」在香港之發展>,《全國教育管理學科專業委員會第五屆學術年會——“世紀之交:我國教育管理學的回顧與展望”》,中國西安:中國全國教育管理學科專業委員會, 2000.09,頁30。



  • 《學校如何面對敎育制度改革方案的挑戰?》(與林怡禮合編),香港:香港中文大學敎育學院:香港中文大學香港敎育硏究所,2000。
    (CUHK Library Call No: UL HK Studies LA1134.H6 P4297 2000 c.5; CC LA1134.H6 P4297 2000 c.2; CC Reserve 2 hours LA1134.H6 P4297 2000)



  • 《學校自我評估與組織變革》,香港:香港中文大學教育學院:香港中文大學香港教育硏究所,2005。
    (CUHK Library Call No: UL HK Studies LB2822.75 .P46 2005; CC LB2822.75 .P46 2005 c.2)



  • 《學校發展的要素和策略分析》(與張兆芹合編),香港:香港中文大學教育學院:香港教育硏究所,2005。
    (CUHK Library Call No: UL HK Studies LB2805 .Z43 2005; CC LB2805 .Z43 2005 c.2)



  • 《「優質學校敎育」應是革新抑或是改進?》,香港:香港中文大學香港敎育硏究所,1997。
    (CUHK Library Call No: UL HK Studies LA1134.H6 P43 1997 c.2; CC LA1134.H6 P43 1997)



  • 《敎育質素、質素文化與躍進學校計劃》,香港:香港中文大學敎育學院:香港中文大學香港敎育硏究所,1999。
    (CUHK Library Call No: UL HK Studies LA1134.H6 P429 1999; CC LA1134.H6 P429 1999 c.2)


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