Needs Assessment of University Students Admitted from Sub-Degree Programs in Hong Kong

The tertiary education system in Hong Kong offers a pathway towards an undergraduate degree for students from sub-degree program, who may be accepted into the third year of their chosen 4-year programs [7]. Student places under this mechanism are referred to as senior year (SY) places.
In response to high demand for SY places, the Hong Kong government has been increasing the funding for more intake places per annum since 2013 (Legislative Council, 2013). This move was regarded as a means to foster “a flexible, diversified and multiple-entry, multiple-exit education framework with greater interflow between the self-financing and publicly funded sectors, and between the sub-degree and degree levels” (University Grants Committee, 2014). In 2017/2018, the total number of SY places in the eight UGC-funded universities in Hong Kong, has doubled since 2012/13 from 2,487 to 4,800 in 2017/2018 [4]. Despite this growing demand, SY admitted (SYA) students’ experiences have not been taken into consideration very much [6], [2]. SYA students are likely to be the highest achievers of sub-degree graduates, yet heavy study loads in unfamiliar learning environments have significant negative impacts on them.
Aiming at a comprehensive understanding of the SYA students’ learning and progress in universities, this study carried out a local needs assessment under the frameworks of the consequential transition theory [1], [3]and the blended models [5]. We designed questionnaire to elicit SYA students’ responses in a series of dimensions such as academic, social, and psychological, and interpersonal aspects. Focused group interviews were also conducted to elicit more in-depth and individualized input on students’ transition experiences. From the preliminary results, we examined SYA students’ expectation and perception of universities and learning. We identified and analyzed their needs, so as to propose feasible means to improving SYA students’ learning environment through curricular and co-curricular activities. Our findings also provide important empirical evidence for policy makers at university and government levels.