Does the international Baccalaureate ‘work’ as an alternative to mainstream schooling? Perceptions of university students in Hong Kong

Ewan Wright, Moosung Lee

Research output: Contribution to journalArticlepeer-review

5 Citations (Scopus)

Abstract

Across East and Southeast Asia, the International Baccalaureate (IB) is expanding and diversifying. More students from affluent families are ‘opting out’ of mainstream schooling to take the IB's Diploma Programme (DP), which is marketed as a distinctive skill-based education that prepares students for university. This research investigated how DP alumni reflect on their educational experiences in developing cognitive and non-cognitive skills and as preparation for elite universities in Hong Kong. An online undergraduate survey (n = 734) found that DP alumni self-perceived higher capacities than non-DP alumni in communication, creativity, critical thinking, cultural sensitivity, global-mindedness, leadership, and time management. In interviews (n = 42), DP alumni perceived the DP as a privileged educational experience that ‘worked’ in developing cognitive and non-cognitive skills. The DP alumni were overall positive about their DP experiences in developing skills for university preparation. However, there were complexities as the DP alumni also perceived that students from mainstream schools were often better prepared for pedagogy and assessments in the context of higher education in Hong Kong.

Original languageEnglish
Pages (from-to)1-16
Number of pages16
JournalStudies in Higher Education
DOIs
Publication statusPublished - 2020

Bibliographical note

Funding Information:
This work was supported by the Yonsei University Research Grant of 2020. It was also supported by the International Baccalaureate Organization and the Ministry of Education and the National Research Foundation of Korea: [Grant Number NRF-2017S1A3A2065967]. This work was supported by the Yonsei University Research Grant of 2020. This work was also supported by the Ministry of Education of the Republic of Korea and the National Research Foundation of Korea (NRF-2017S1A3A2065967) and the International Baccalaureate Organization.

Funding Information:
This work was supported by the Yonsei University Research Grant of 2020. This work was also supported by the Ministry of Education of the Republic of Korea and the National Research Foundation of Korea (NRF-2017S1A3A2065967) and the International Baccalaureate Organization.

Publisher Copyright:
© 2020, © 2020 Society for Research into Higher Education.

All Science Journal Classification (ASJC) codes

  • Education

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