1

Form 2B

City University of Hong Kong

Course Syllabus

offered by Department of Economics and Finance

with effect from Semester A 2017/18

Part I Course Overview

Course Title:

World Economic History: Europe and China

Course Code:

GE2224

Course Duration:

1 Semester

Credit Units:

3

Level:

B2

Proposed Area: (for GE courses only)

Arts and Humanities

√ Study of Societies, Social and Business Organisations

Science and Technology

Medium of Instruction:

English

Medium of Assessment:

English

Prerequisites: (Course Code and Title)

Nil

Precursors: (Course Code and Title)

Nil

Equivalent Courses: (Course Code and Title)

Nil

Exclusive Courses: (Course Code and Title)

Nil

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Form 2B

Part II Course Details

1. Abstract

The course looks primarily at history and comparisons of economic development in Europe (or the West)

and China in the period 960 – 1949. The focus of the course is on explaining economic development of

Europe and China during this period. Students will see that land and sea geography, availability and

shortages of natural resources, agricultural know-how, cultural, psychological and philosophical aspects of

mankind, languages, health issues, religions, government policies and strategies, scientific and technology

developments including military warfare and know-how, and economic practices (free market or planned

economies) play very important roles in shaping up where we are today economically. This course also

looks at certain past economic bubbles, the Great Depression and the financial turmoil in 2008 and 2009.

The instructor will be lecturing on these historical economic issues and events. Students are expected to

discuss these issues in class, articulate their views on various historical economic issues in written group

and individual assignments, visit selected museums, and watch certain assigned documentaries.

Course Aims

The course looks primarily at history and comparisons of economic development in Europe (or the West)

and China in the period 960 – 1949. The Song Dynasty came into power in China in 960. China under Song

Dynasty was known to be quite prosperous with very intensive industrial activities, steel making and coal

mining. The Communist Party of China took over the government of China in 1949 and China opened up in

1978. We will not look at economic issues in post-1949 China as these issues are covered in other courses

at the university.

Even though primary focus is on the period after 960, we will briefly look at important historical events in

China and Europe before the year 960 such as the unification of coin currency when China was unified

under the First Emperor of China, Qin Shi Huang (221-210 B.C.). Although the USA, Middle East, Africa,

South America, Japan and rest of Asia regions are also important and have notable developments in the

period 960-1949, the course focuses primarily on Europe and China with references to USA, Middle East,

Africa, South America, Japan and other Asian countries as trading partners of Europe and China and for

certain significant events. However, we will look at the Great Depression which originated in the USA in

1929.

The focus of the course is on explaining economic development of Europe and China during this period.

Students will see that geography, natural resources availability and shortages, farming know-how, man’s

way of life as shaped by philosophy, culture and languages, public health, religious beliefs, government

policies, scientific and technology developments, military prowess, and economic systems play very

important roles in shaping up where we are today economically.

Students will see the significance of these broad interacting factors. Participation in this course adds to a

better understanding of how people have evolved economically over time. At the end of the course, students

will have a better understanding on how people, firms and governments should chart their future based on

the economic lessons learned in the past. Students should also be able to appraise the economic mistakes

made in the past and make critical analyses on what to avoid for the future.

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Form 2B

The course also aims to develop students’ creativity and originality through various assessment tasks that

involve the discovery and innovative process. Seminars will encourage students to develop their discovery

attitude through class discussions and Q&A. Lectures will stress issues regarding economics and its history

to help students to discover economy evolution in different countries.

Students will be asked to write essays and museum visiting reports so that they will discover the underlying

economic theories of certain articles, old documents and museum exhibition through critical thinking and

come up with their own ideas.

The final examination which covers topics discussed in the lectures and in-class discussions will also reveal

students’ accomplishments of discovery and innovation.

Upon completion of this course, students should be able to:

i. generally compare economic developments of Europe and China during this period.

ii. explain how Europe and China develop differently over time due to several factors including

agricultural know-how, inherent geographical factors, cultural values and government policies.

iii. analyse the causes for financial bubbles, and financial crisis of 1929 – 1940s, and the financial turmoil

in 2008 and 2009.

2. Course Intended Learning Outcomes (CILOs) (CILOs state what the student is expected to be able to do at the end of the course according to a given standard of

performance.)

No. CILOs# Weighting*

(if applicable)

Discovery-enriched

curriculum related

learning outcomes

(please tick where

appropriate)

A1 A2 A3

1. Compare and explain how Europe and China develop

differently over time due to several factors including

inherent geographical factors, natural resources,

institutions (basically a set of formal rules and laws,

and informal norms and codes governing relationships

among individuals and firms), cultural values and

morality, technological progress, religions, health

issues, military know-how, government policies

including analyzing how certain government policies

and practices had led to countries not realizing their full

potential, and how certain policies produce good and

sustainable economic results.

50% √

2. Appraise the factors leading to changes in population

growth rates in Europe and China; e.g. examining the

increase in population in Europe particularly so during

the Industrial Revolution in the 18th and the 19th

centuries, and examining the factors leading to China’s

existing 1.3 billion population; discover the differences

between Europe and China in terms of market form and

institutional settings.

15% √

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Form 2B

No. CILOs# Weighting*

(if applicable)

Discovery-enriched

curriculum related

learning outcomes

(please tick where

appropriate)

A1 A2 A3

3. Evaluate economic performance in China during the

period 960-1949 and ascribe factors that lead to periods

of notably high economic growth and low economic

growth in China during the Sung, Yuan, Ming, Qing

dynasties, Republic of China-era and the Republic of

China-era; develop creative and divergent thinking

skills from the historical development perspective.

15% √

4. Describe certain notable market reforms including

monetary systems and market economy mechanisms in

the various Chinese dynasties. Students are encouraged

to innovatively form their own viewpoints regarding

market reforms and to exercise their critical thinking

skills.

10% √

5. Analyze certain notable financial bubbles such as the

Tulip mania, South Sea Bubble, and the Great

Depression, the financial turmoil of 2008-2009 and

describe their causes including human behavior and

psychology.

10% √

* If weighting is assigned to CILOs, they should add up to 100%. 100%

# Please specify the alignment of CILOs to the Gateway Education Programme Intended Learning outcomes (PILOs) in Section A of Annex. A1: Attitude

Develop an attitude of discovery/innovation/creativity, as demonstrated by students possessing a strong sense of curiosity, asking questions actively, challenging assumptions or engaging in inquiry together with teachers.

A2: Ability Develop the ability/skill needed to discover/innovate/create, as demonstrated by students possessing critical thinking skills to assess ideas, acquiring research skills, synthesizing knowledge across disciplines or applying academic knowledge to self-life problems.

A3: Accomplishments Demonstrate accomplishment of discovery/innovation/creativity through producing /constructing creative works/new artefacts, effective solutions to real-life problems or new processes.

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Form 2B

3. Teaching and Learning Activities (TLAs) (TLAs designed to facilitate students’ achievement of the CILOs.)

TLA Brief Description CILO No. Hours/week

(if applicable)

1 2 3 4 5

Seminars and

in-class discussion

based on teaching

notes, books,

articles, selected

documentaries on

economic history

To provide the facts of the historical

economic past, offer both (or several) sides, if

any, on historical issues and to motivate

discussions.

To familiarize students with significant

economic issues in China and Europe during

the period 1960-1949.

Students will be asked to watch selected

documentaries, e.g, Guns, Germs, and Steel,

to get a better understanding of the economic

history of the world.

The Lecturer will lead a critical discovery

discussion in the first 45 minutes of each

seminar. Students are encouraged to express

their opinions without revealing any of the

following PowerPoint notes. The lecturer will

follow up with questions to encourage the

students to think more critically.

The lecture notes of the seminars are

designed according to the structure of the

discussion at the beginning of each seminar.

Students are also encouraged to raise

questions during the lecture.

Students will develop their attitude to be

creative and innovative through the

discussion and critical thinking.

√ √ √ √ √ 3 hours per

week

Two individual

essays (one page

each, about 250

words)

To develop students’ ability to analyze and

critique past economic issues; describe past

mistakes and good practices and possibly

offer recommendations on good economic

practices for the future.

Students will choose two from the ten topics

provided or choose their own topics and

analyse and compare the economy, institute

arrangement and government systems, e.g.

the legal system in feudal society and

contemporary society, the capitalistic

economy evolution, and the landownership

and price of land in Song dynasty.

√ √ √ √

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Form 2B

TLA Brief Description CILO No. Hours/week

(if applicable)

1 2 3 4 5

Group project

a. Mid-length

essay (double

spacing, about

800words, 4

pages)

b. Presentation

Old documents like maps, accounting

records, property transaction deeds, paintings,

books, and other cultural artefacts are readily

available in public libraries and on-line.

Students are encouraged to find an article of

interest and use them as anchor to develop

their views about economics.

A main learning outcome is that students will

be able to use information from such

documents to form a view either to support or

revoke a commonly accepted view in

economic history and they will be assessed on

how well they can achieve this outcome.

Each group has different learning outcomes

based on the document they research on.

Students’ abilities and skills to discover and

innovate will be developed to a large extent.

Through meetings and discussion with the

lecturer on the document, students are

required to discover the economic

background of the document, analyse the

information from the document, explore the

behaviour of agents at that time, innovate a

possible alternative judgement to avoid

stereotyping, and compare early economies

with modern economy and business. The

group report with the artefact will be an

accomplishment of discovery and innovation.

√ √ √ √ √

Visits to museums

and exhibitions

(followed by one

individual

one-page essay,

about 250 words)

Organized tours to museums and exhibitions

for ancient Chinese coins and artefacts, for

example, provide insight on how economies

in Europe and China functioned.

The reports are required to focus on a

particular session or group of exhibits that

reveal some economic context or

implications. A simple overview of the

exhibition will not be accepted.

Discussion with lecturer is encouraged, and

lecturer will develop students’ discovery and

innovative learning skills by challenging

students’ views and developing students’

critical thinking.

√ √ √ √

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Form 2B

4. Assessment Tasks/Activities (ATs) (ATs are designed to assess how well the students achieve the CILOs.)

Assessment Tasks/Activities CILO No. Weighting* Remarks

1 2 3 4 5

Continuous Assessment: 70%

Short essay assignments

√ √ √ √ 45% a. Two short essays of

10% each (total 20%)

b. One mid-length

GROUP essay on

analysis of old

documents/ maps/

books/ artefacts, etc.

(25%)

Contributions to in-class

discussion and group

presentations

√ √ √ √ √ 15%

The group presentation

is on short essay

assignments b.

Museum visit report √ √ √ √ 10%

Examination: 30% (duration: 2 hours, if applicable)

Final exam √ √ √ √ √ 30% Open book

* The weightings should add up to 100%. 100%

Students are to compare and explain the economic develop of Europe and China through the scenario

questions, to answer the “what if” questions. Accomplishment of discovery and innovation would be

reflected in that students will discover the interrelationships between institutional settings and economy

development.

Students are required to pass both coursework and examination components in order to pass the course.

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Form 2B

5. Assessment Rubrics (Grading of student achievements is based on student performance in assessment tasks/activities with the following rubrics.)

Assessment Task Criterion Excellent

(A+, A, A-)

Good

(B+, B, B-)

Fair

(C+, C, C-)

Marginal

(D)

Failure

(F)

Final Examination

Show superior grasp

of all aspects of the

course and

demonstrate strong

evidence of original

thinking and

evidence of

extensive knowledge

base in the

comparisons

between economic

development in

Europe and China in

the period 960-1949.

Students have

demonstrated very

strong overall ability

to discover and

innovate, and

showed very strong

evidence of

accomplishments of

discovery.

Show reasonable

grasp of the key

aspects of the

course and

demonstrate good

evidence of

original thinking

and evidence of

reasonable

knowledge base in

the comparisons

between economic

development in

Europe and China

in the period

960-1949.

Students have

demonstrated

strong overall

ability to discover

and innovate, and

showed strong

evidence of

accomplishments

of discovery.

Show acceptable

coverage of most

aspects of the

course, and

demonstrate some

evidence of original

thinking and

evidence of

acceptable

knowledge base in

the comparisons

between economic

development in

Europe and China in

the period 960-1949.

Students have

demonstrated some

ability to discover

and innovate, and

showed satisfactory

evidence of

accomplishments of

discovery.

Show marginal

coverage of some

aspects of the

course, and

demonstrate

marginal

evidence of

original thinking

and evidence of

marginal

knowledge base

in the

comparisons

between

economic

development in

Europe and

China in the

period 960-1949.

Students have

demonstrated

marginal ability

to discover and

innovate, and

showed marginal

evidence of

accomplishments

of discovery

Show little

familiarity and

weakness in

original thinking

and evidence of

extensive

knowledge base

in the

comparisons

between

economic

development in

Europe and

China in the

period 960-1949.

Students have

demonstrated

little evidence of

ability to

discover and

innovate, and

showed little

evidence of

accomplishments

of discovery

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Form 2B

Assessment Task Criterion Excellent

(A+, A, A-)

Good

(B+, B, B-)

Fair

(C+, C, C-)

Marginal

(D)

Failure

(F)

Short essay assignments

Demonstrate

excellent ability to

apply the learnt

concepts and high

degree of originality

to form a

personalized

perspective on

issues related to the

comparisons

between economic

development in

Europe and China in

the period 960-1949.

Show strong

evidence of

reflection on own

position based on a

comprehensive

understanding of

theory and the facts.

Generalizes

principles, models or

practices to generate

new insights and

questions. A soundly

structured essay

with balanced and

compelling

conclusions

thoroughly grounded

in the arguments

presented.

Demonstrate good

appreciation of the

issues, theory and

the facts with

indications of

reflection on own

position.

Generalizes

principles, models

or practices to

generate new

insights and

questions. Some

new insights and

questions offered

with clear

evidence of

learning from the

course content and

of the ability to

apply it. A

well-structured

essay with

conclusions

properly grounded

in the arguments

and convincingly

justified.

Demonstrate some

ability to apply the

learnt concepts but

the arguments fall

short of a

comprehensive

understanding of the

issues, theory and

the facts. Some

evidence of learning

from the course

content. Fair

justification of

arguments and

conclusions but little

originality

demonstrated and

improvement on the

essay structure

needed.

Demonstrate little

evidence of

learning from the

course content

and of the ability

to apply it. The

arguments are

relevant and

accurate but

isolated,

addressing the

issues only in

part and lacking

both a strong

grounding in

theory and

understanding of

the facts. Very

little originality,

weak justification

of conclusions

and poorly

structured.

Demonstrate

weakness in

issues related to

the comparisons

between

economic

development in

Europe and

China in the

period 960-1949.

Demonstrate little

understanding of

theory and the

facts. Very weak

in discussing

issues at hand.

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Form 2B

Assessment Task Criterion Excellent

(A+, A, A-)

Good

(B+, B, B-)

Fair

(C+, C, C-)

Marginal

(D)

Failure

(F)

Contributions to in-class

discussion and group

presentations

1. Able to always

present and

communicate

answers to in-class

and on-line

exercises excellently

in oral and/or

written format.

2. Proactively

participate in class

and on-line

discussions by

offering innovative

ideas and asking

questions related to

economic

development in

Europe and China in

the period 960-1949.

1. Able to

frequently present

and communicate

answers to class

and on-line

exercises in oral

and/or written

format.

2. Proactively

participate in class

and on-line

discussions by

offering some

innovative ideas

and asking

questions related

to economic

development in

Europe and China

in the period

960-1949.

1. Occasionally

present and

communicate

answers to class and

on-line exercises in

oral and/or written

format.

2. Occasionally

active when urged to

participate in class

and on-line

discussions by

offering some

acceptable ideas and

asking limited

questions related to

economic

development in

Europe and China in

the period 960-1949.

1. Occasionally

present and

communicate

answers to class

and on-line

discussions fairly

in oral and/or

written format.

2. Reactively

participate in

class and on-line

discussions by

offering very

limited ideas and

asking very few

questions related

to the

development of

economic

development in

Europe and

China in the

period 960-1949.

1. Does not

present and

communicate

answers to class

and on-line

discussions fairly

in oral and/or

written format or

does it in a very

poor manner.

2. Does not

participate in

class and on-line

discussions and

offering no or

very limited ideas

and does not ask

questions related

to the

development of

economic

development in

Europe and

China in the

period 960-1949.

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Form 2B

Assessment Task Criterion Excellent

(A+, A, A-)

Good

(B+, B, B-)

Fair

(C+, C, C-)

Marginal

(D)

Failure

(F)

Museum visit report

Able to participate

in visits actively,

raise meaningful

questions frequently

during the visits, and

relate first-hand

experiences to the

theme of the course

very well, and also

write a very good

short paper that

summarizes the

visit.

Able to participate

in visits, raise

some meaningful

questions during

the visits, and

relate first-hand

experiences to the

theme of the

course and also

write a good short

paper that

summarizes the

visit.

Occasionally

participate in visits,

raise some questions

during the visits, and

show some ability to

relate first-hand

experiences to the

theme of the course

and also write a

satisfactory short

paper that

summarizes the

visit.

Reactively

participate in

visits, raise very

few questions

during the visits,

and poorly relate

first-hand

experiences to

the theme of the

course, and also

write a

marginally

satisfactory short

paper that

summarizes the

visit.

Does not raise

any questions

during the visits

and also write an

unsatisfactory

short paper about

the visit.

12

Form 2B

Part III Other Information (more details can be provided separately in the teaching plan)

1. Keyword Syllabus

1. A macro and long term view of the world from 1st to the 20th Century (the Angus Maddison data)

Population trend

GDP and GDP per capita

2. The basis of economic development:

Land, labor and technology

Institutional arrangements: culture, rules of laws, governance (soft power)

3. Medieval Europe (8-14th century) and China (Song and Yuan Dynasty)

Medieval Europe

Nature of the Medieval Europe economy-the agrarian economy and manorialism as an aftermath of

the fall of the Roman Empire

Manorialism as a basis for nurturing innovation, agricultural development and population growth.

Revival of commercial activities, urbanization and sea freights

Crises leading to the end of the Medieval era and stagnation

Song

Song (960-1127/1127-1279) as a continuation of the Tang Empire

Stability, population growth, agriculture and technology advancements

Currency and credit-unification and invention of paper money

Start of urbanization and commercialization

The rise of the south (Southern Song)-migration of population and changes in agriculture.

Yuan

Yuan (1271-1368) as a period of changing (a) from nomadic to farming,(b) from simple to complex

institutional arrangements.

Land ownership consolidation

Trade facilitating-intraregional and international

Develop large communication networks: the courier stations

From canals to sea freights

Money unification (into pure paper money)

4. Reviving of Europe (mid 15th to 17th century) and China (Ming Dynasty, 1368-1644)

Europe

Europe’s second logistics: escape from the Dark Age and prelude to the Enlightenment (the Age of

Reason-discovery of the independent self)

Conquest and rise of the “western” Europe-expansion of resources and population growth.

Rise of maritime exploration and discovery of trade with Asia.

Colonization began with Spain and Portugal dominating the Indian Ocean and then the America’s and

the Price Revolution

Role of the government: nationalism, political power, and imperialism

Ming (1368-1644)

Period of stability after driving out the Mongols

Rapid population growth

Commercial enterprise development

Overseas trade under disguise of the tributary system

Underdeveloped financial/monetary structure

Biased towards defence expenditure

13

Form 2B

5. Rise of Modern Industry in Europe-Industrial Revolution (18th-19th Century) and China’s Qing Dynasty

(1644-1911)

Europe (18th-19th Century)

Rise of manufacturing, the use of mechanically powered machine and the use inanimate energy

source.

Rise in agriculture productivity and industrial revolution

Why industrial revolution first occurred in UK before moving to other European countries

Rise of free trade

Qing (1644-1911)

Manchu well prepared to take over the Ming and rule the empire

More arable land and agriculture technology leading to rapidly rising population

Flourishing commercial activities and rising urbanization

Small government facilitating market development.

6. The World Economy in the 20th Century

Europe (Early 20th Century)

Great depression and government control

Coordination and the formation of international institutions

Rise of imperialism.

Nationalistic China-an emerging civil society (1911-1949)

Return to stability with rising agriculture productivity and population

Development of modern manufacturing sector

Rise of the Chinese bourgeoisie

Cultural change-the May Fourth Movement

Confusing monetary system

2. Reading List

2.1 Compulsory Readings (Compulsory readings can include books, book chapters, or journal/magazine articles. There are also collections of

e-books, e-journals available from the CityU Library.)

1. Rondo Cameron and Larry Neal, A Concise Economic History of the World: From Paleolithic

Times to the Present, Oxford University Press, USA, 2003.

Chapter 3 Economic Development in Medieval Europe, pp.44-76.

Chapter 6 Economic Nationalism and Imperialism, pp. 128-159.

Chapter 8 Economic Development in the 19th Century: Basic Determinants, pp. 187-218.

2. JK Fairbank and EO Reischauer, China, Tradition & Transformation, Revised Edition, Boston:

Houghton Mifflin Co., 1989,

Chapter 8 State and Society under the Ming, pp. 177-210.

3. JK Fairbank, China, a New History, Cambridge: Harvard University Press, 1992.

Chapter 8. The Paradox of Growth without Development, pp.167-186.

(optional) Chapter 13. The Quest for a Chinese Civil Society, pp. 257-278.

14

Form 2B

4. Joseph Chai, An Economic History of Modern China, Cheltenham: Edward Elgar Publishing

Ltd., 2011.

Chapter 6 Why China Failed to Industrialize, pp. 54-59.

5. Kenneth Pomeranz, The Great Divergence: China, Europe and the Making of the Modern

World Economy, Princeton: Princeton University Press, 2000.

Chapter 2 market Economies in Europe and Asia, pp. 69-107.

(optional) Chapter 6 Abolishing the Land Constraint: The Americas as a New Kind of

Periphery, pp.264-297.

6. S. Engerman and R. Gallman, eds., Cambridge Economic History of the United States, Vol. III,

Cambridge: Cambridge University Press, 2000.

Chapter 5. Peter Temin, The Great Depression pp. 301-28.

7. N. Crafts, Forging Ahead and Fall Behind: the Rise and Relative Decline of the First Industrial

Nation, Journal of Economic Perspectives, Vol. 12, No. 2, 1998, pp. 193-210.

2.2 Additional Readings (Additional references for students to learn to expand their knowledge about the subject.)

Online Resources:

Beijing Digital Palace Museum: http://www.dpm.org.cn/

CityU e-Book

Qing History Archives 清史：第一历史档案馆

http://lib.cityu.edu.hk/search~S8?/X{214f73}{213021}{27462a}{21353d}{27455f}{214442}{276

079}&searchscope=8&SORT=D/X{214f73}{213021}{27462a}{21353d}{27455f}{214442}{276

079}&searchscope=8&SORT=D&SUBKEY=%E7%AC%AC%E4%B8%80%E5%8E%86%E5%8

F%B2%E6%A1%A3%E6%A1%88%E9%A6%86/1%2C133%2C133%2CB/frameset&FF=X{214f

73}{213021}{27462a}{21353d}{27455f}{214442}{276079}&searchscope=8&SORT=D&2%2C

2%2C

Nationalist China History Archives 民国史：第二历史档案馆

http://lib.cityu.edu.hk/search~S8?/X{214f73}{213051}{27462a}{21353d}{27455f}{214442}{276

079}&searchscope=8&SORT=DZ/X{214f73}{213051}{27462a}{21353d}{27455f}{214442}{27

6079}&searchscope=8&SORT=DZ&extended=0&SUBKEY=%E7%AC%AC%E4%BA%8C%E5

%8E%86%E5%8F%B2%E6%A1%A3%E6%A1%88%E9%A6%86/1%2C126%2C126%2CB/fram

eset&FF=X{214f73}{213051}{27462a}{21353d}{27455f}{214442}{276079}&searchscope=8&

SORT=DZ&2%2C2%2C

History and Maps

http://www.artsmia.org/art-of-asia/history/ming-dynasty-map.cfm

Fordham University Internet Medieval /Modern Europe (open)Sourcebook

http://www.fordham.edu/Halsall/sbook1j.asp

15

Form 2B

Resource Planning and Consultation: Refer to the Explanatory Notes (Please indicate the requirements and planning for special resources to support the course offering, and consult expertise in other related

disciplines if the proposal covers content beyond your own discipline.)

Nil

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Form 2B

Please specify the Gateway Education Programme Intended Learning Outcomes (PILOs) that the course is

aligned to and relate them to the CILOs stated in Part II, Section 2 of this form:

GE PILO Please indicate which CILO(s) is/are related to this

PILO, if any

(can be more than one CILOs in each PILO)

PILO 1: Demonstrate the capacity for self-directed

learning √ CILOs 1 and 2

PILO 2: Explain the basic methodologies and

techniques of inquiry of the arts and

humanities, social sciences, business, and

science and technology

√ CILOs 2 and 3

PILO 3: Demonstrate critical thinking skills

√ CILOs 3, 4 and 5

PILO 4: Interpret information and numerical data

√CILOs 2 and 3

PILO 5: Produce structured, well-organised and

fluent text √ CILO 1

PILO 6: Demonstrate effective oral communication

skills

PILO 7: Demonstrate an ability to work effectively

in a team

PILO 8: Recognise important characteristics of

their own culture(s) and at least one other

culture, and their impact on global issues

PILO 9: Value ethical and socially responsible

actions

PILO 10: Demonstrate the attitude and/or ability to

accomplish discovery and/or innovation √ CILOs 3, 4 and 5

GE course leaders should cover the mandatory PILOs for the GE area (Area 1: Arts and Humanities; Area 2: Study of

Societies, Social and Business Organisations; Area 3: Science and Technology) for which they have classified their

course; for quality assurance purposes, they are advised to carefully consider if it is beneficial to claim any coverage

of additional PILOs. General advice would be to restrict PILOs to only the essential ones. (Please refer to the

curricular mapping of GE programme: http://www.cityu.edu.hk/edge/ge/faculty/curricular_mapping.htm.)

A. Please select an assessment task for collecting evidence of student achievement for quality assurance

purposes. Please retain at least one sample of student achievement across a period of three years.

Selected Assessment Task

Group Project

Essay on an old document with presentation

Annex