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Teaching and Support

Teaching and learning for the core courses will take place in the form of lectures and small group teaching with classes typically no larger than 20. Lingnan University provides a friendly and intellectually stimulating teaching and learning environment in which class discussions, group work and independent learning are encouraged for enhancing student learning. Audio-visual materials and virtual learning management systems are routinely used to facilitate students' seminar preparation and revision. Lingnan University attracts a diverse student body meaning that students will be able to meet and interact with international students, as well as leading scholars and practitioners in the field of comparative and international social policy.


A range of assignments will be used to monitor and evaluate students' achievement of learning outcomes. Continuous assessment may include written assignments, individual projects, group projects, portfolios, field notes and in-class presentations. Formal examinations take a variety of forms, such as long essay-type questions, problem-solving questions and case analysis. Assessment rubrics are used throughout to clearly communicate expectations and measure the achievement of learning outcomes. By the beginning of the Spring Term students on the IMCSP program will be asked


Towards the end of the Spring term students will be asked to finalize their ideas for a Comparative Social Policy Research Project of their own choice. This is an individually supervised and executed research project where students will demonstrate their knowledge, skills and analytical abilities in the area of comparative social policy. Once all coursework is completed, students work full-time on their Comparative Social Policy Research Project resulting in a final report of normally around 8,000 to 10,000 words. Due the individual nature of students' research interests the topics studied vary considerably, but projects may ask, for example:

  • How is people's experience of poverty and material deprivation affected by existing social policies across Asia-Pacific countries?
  • Is the public support for pensioners in Hong Kong adequate and are there any broader lessons for other Greater Chinese cases?
  • What is the international evidence on government attempts to increase health care coverage in low-income countries?
  • How do different higher education policies influence young people's transition into adulthood?
  • What are the factors impacting the work-life balance of families with children in different national and international contexts?
  • What is the international evidence on conditional cash transfers in Latin America, South Asian and African countries - Do they work?
  • What are the key similarities and differences in social policy related NGO's operating in different parts of the world?
  • How does policy transfer 'happen' at the supranational level?