The Potential Value of Team Working as a HRM Strategy in Supporting Technology-based Education

By Jason Kai-Yue Chan.

Published by The International Journal of Knowledge, Culture and Change Management

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Article: Print	$US10.00
Article: Electronic	$US5.00

E-learning is defined by the European Commission as “the use of new multimedia technologies and the Internet to improve the quality of learning by facilitating access to resources and services as well as remote exchanges and collaborations” (CEC, 2001:2), while Bates (2001) classifies e-learning on a continuum between classroom education and fully online learning. In this paper e-learning refers to enabling students to learn online with optional face-to-face tutoring support, as in the context of the Open University of Hong Kong (OUHK). Particularly on course development, e-learning presents a challenge to the roles and responsibilities of teaching staff and technical professionals. An effective human resource management (HRM) strategy is highly required. This paper examines the challenges facing the performance management system (PMS) at the OUHK after introducing the project management model in e-learning course development. By using the OUHK as the case study, the potential value of team working as a HRM strategy and the extent to which it is compatible with individual performance management systems is critically considered.

Keywords:	Performance Management System, Team Working, Technology-based Education

International Journal of Knowledge, Culture and Change Management, Volume 8, Issue 2, pp.187-194. Article: Print (Spiral Bound). Article: Electronic (PDF File; 595.668KB).

Jason Kai-Yue Chan

Lecturer, School of Professional Education and Executive Development, The Hong Kong Polytechnic University, Hong Kong

Jason Chan is a Lecturer of the School of Professional Education and Executive Development of the Hong Kong Polytechnic University. In 2006-07, he was a Manager (Research) of Bauhinia Foundation Research Centre, a policy think tank to the HKSAR Government. He participated in several educational research projects at some tertiary institutions such as the Open University of Hong Kong, the Hong Kong Institute of Education and City University of Hong Kong. During 2002-05, he was a Management Team Member in the Global Distance Education Network project funded by World Bank and administrated by the Commonwealth of Learning. He earned a credential of Stanford Certified Project Manager (SCPM) from Stanford University in 2007. He graduated from the University of British Columbia (UBC) with a Master of Educational Technology in 2005. In 2004 and 1998, he obtained his MSc in Computing and BA (1stHons) in Public & Social Administration from City University of Hong Kong, respectively. Currently, he is a doctoral candidate at the Graduate School of Education of the University of Bristol. His professional affiliations include membership of the Institution of Engineering and Technology (MIET) and the Institute of Electrical and Electronics Engineers (MIEEE). Jason is also a Mensa member.

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