Conference Proceedings
Hong Kong
December 29-31, 2014
HKICEPS
Hong Kong International Conference on Education, Psychology and Society
TISSS
HKICEPS
Hong Kong International Conference on Education, Psychology and Society ISBN: 978-986-87417-3-7
TISSS
1
Content
General Information for Conference Participants ... 5
International Committees ... 7
International Committee of HKICEPS ... 7
International Committee of TISSS ... 9
Conference Venue Information ... 10
Regal Airport Hotel Floor Plan (B1) ... 11
Conference Schedule ... 12
Special Thanks to Session Chairs ... 14
Social Sciences Keynote Speech ... 16
Oral Sessions- December 29 ... 18
Education I ... 18
HKICEPS-3961 ... 20
HKICEPS-3972 ... 31
HKICEPS-3973 ... 43
HKICEPS-3978 ... 45
HKICEPS-4428 ... 56
HKICEPS-4811 ... 77
HKICEPS-3957 ... 79
Society I/ Politics ... 80
HKICEPS-4448 ... 82
HKICEPS-4478 ... 83
HKICEPS-4665 ... 90
HKICEPS-4683 ... 106
HKICEPS-4740 ... 108
HKICEPS-4815 ... 116
TISSS-4620 ... 124
Education II ... 159
HKICEPS-3988 ... 161
HKICEPS-3991 ... 170
HKICEPS-4385 ... 179
HKICEPS-4389 ... 180
HKICEPS-4486 ... 194
HKICEPS-4452 ... 206
Education III ... 217
HKICEPS-3909 ... 219
2
HKICEPS-4402 ... 235
HKICEPS-3872 ... 243
HKICEPS-3944 ... 254
HKICEPS-3950 ... 310
HKICEPS-4771 ... 325
Psychology I ... 327
HKICEPS-3946 ... 329
HKICEPS-3977 ... 330
HKICEPS-3995 ... 342
HKICEPS-4403 ... 348
HKICEPS-4409 ... 357
HKICEPS-4803 ... 366
Education IV ... 373
HKICEPS-4401 ... 375
HKICEPS-4407 ... 383
HKICEPS-4412 ... 395
HKICEPS-4413 ... 413
HKICEPS-4423 ... 429
HKICEPS-4751 ... 444
HKICEPS-4772 ... 445
HKICEPS-4809 ... 446
Oral Sessions- December 30 ... 462
Education V ... 462
HKICEPS-4436 ... 464
HKICEPS-4439 ... 471
HKICEPS-4440 ... 481
HKICEPS-4471 ... 491
HKICEPS-4758 ... 496
Communication & Management ... 507
TISSS-4432 ... 509
TISSS-4578 ... 511
TISSS-4561 ... 518
TISSS-4456 ... 528
TISSS-4556 ... 532
HKICEPS-4408 ... 545
Education VI ... 557
HKICEPS-3985 ... 559
HKICEPS-4608 ... 560
3
HKICEPS-4664 ... 582
HKICEPS-4668 ... 592
HKICEPS-4698 ... 601
TISSS-4587 ... 602
Society II ... 603
HKICEPS-4487 ... 605
HKICEPS-4496 ... 616
HKICEPS-4812 ... 627
TISSS-4552 ... 628
TISSS-4584 ... 657
TISSS-4560 ... 659
TISSS-4585 ... 668
Education VII ... 681
HKICEPS-4690 ... 682
HKICEPS-4707 ... 685
HKICEPS-4718 ... 686
HKICEPS-4719 ... 688
HKICEPS-4732 ... 694
HKICEPS-4799 ... 703
Business & Economics ... 713
TISSS-4550 ... 714
TISSS-3959 ... 715
TISSS-4471 ... 724
TISSS-4457 ... 725
TISSS-4568 ... 727
Psychology II ... 740
HKICEPS-4387 ... 741
HKICEPS-4419 ... 748
HKICEPS-4420 ... 749
TISSS-4563 ... 756
TISSS-4558 ... 768
Poster Sessions December 29 ... 792
Education/ Psychology/ Society/ Finance/ Economic/ Economic ... 792
HKICEPS-3986 ... 796
HKICEPS-4481 ... 806
HKICEPS-4539 ... 809
HKICEPS-3959 ... 817
HKICEPS-4388 ... 818
4
HKICEPS-4410 ... 821
HKICEPS-4424 ... 823
HKICEPS-4426 ... 824
HKICEPS-4432 ... 826
HKICEPS-4464 ... 827
HKICEPS-4658 ... 842
HKICEPS-4749 ... 844
TISSS-4453 ... 846
HKICEPS-3881 ... 849
HKICEPS-4694 ... 850
HKICEPS-4695 ... 852
TISSS-4435 ... 862
TISSS-4588 ... 864
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General Information for Conference Participants
Information and Registration
The Registration and Information Desk will be situated in the Regal Airport Hotel on
the basement floor, and will be open at the following times:
Monday, December 29 (8:30-16:30) Tuesday, December 30 (8:30-16:00)
Organizer
Higher Education Forum (HEF)
Tel: + 886 2 2740 1498 www.prohef.org
Parallel Sessions
Parallel Sessions will run on December 29 and 30, Oral Sessions are usually 90 minutes in length; each presenter has 12-15 minutes.
Presentations and Equipment
All presentation rooms are equipped with a screen, an LCD projector, and a laptop computer installed with Microsoft PowerPoint. You will be able to insert your USB flash drive into the computer and double check your file in PowerPoint. We recommend that you bring two copies the file in case of one fails. You may also link your own laptop to the provided projector, however please ensure you have the requisite connector.
A Polite Request to All Participants
6 Poster Sessions & Poster Requirements
Materials Provided by the Conference Organizer:
1. X-frame display & Base Fabric Canvases (60cm×160cm) 2. Adhesive Tapes or Clamps
Materials Prepared by the Presenters:
1. Home-made Poster(s)
2. Material: not limited, can be posted on the canvases
3. Size: 60cm*160cm
A 60cm*160cm Poster Illustrates the research findings.
1.Wider than 60cm (left)
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International Committees
International Committee of HKICEPS
Abbas Gholtash, Faculty of Educational Sciences and Psychology, Marvdasht Branch, Islamic Azad University
Adrian North, Psychology and Speech Pathology, Curtin University
Armin Mahmoudi, Department of Education, Academic Member University
Asrul Akmal Shafie, Discipline of Social & Administrative Pharmacy, University of Malaya Awam Amkpa, Social and Cultural Analysis, New York University
Bishnu Mohan Dash, Department of Social Work, University of Delhi Cai Su, Department of Education, Beijing Normal University
Channaveer Rachayya Mathapati, Davangere University, Department of Social Work Debkumar Chakrabarti, Department of Design, Indian Institute of Technology Guwahati Geoffrey I. Nwaka, Department of History, Abia State University
I Wayan Suyadnya, Department of Sociology, Brawijaya University
Laura B. Liu, Ed.D., Beijing Normal University's Center for Teacher Education Development Leela Pradhan, Central Department of Education,Tribhuvan University Kathmandu
Lee Byung Hyuk, Department of Sociology, University of Seoul Li-Ling Yang, School of Education, Roger Williams University
Lee, Yang,Department of Psychology, Gyeongsang National University Haskins Laboratories, Yale University
Mahabbat Pernebaevna Ospanbaeva, Faculty of Education, Taraz State Pedagogical Institute Khalachuchi Flores, Department of Social Work, Southwestern University
Md Abdul Jalil, Department of Social Work, Shahjalal University of Science & Technology Mohamed Azmi Ahmad Hassali, Discipline of Social & Administrative Pharmacy,School of Pharmaceutical Sciences, Universiti Sains Malaysia
Napaporn Srichanyachon, Language Institute, Bangkok University Ö zlem AVCI, Departement of Sociology, Uşak University
Rajeshwari Nagaraj Kenchappanavar, Department of Psychology, Karnatak Arts College Reyhan Bilgiç, Department of Psychology, Middle East Technical University
Rizwana Yousaf, Lecturer Sociology, University of Gujrat Robert Evola, Department of Psychology, Université de Yaoundé Sakina Riaz, Department of Social Work, University of Karachi
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International Committee of TISSS
Tan Khay Boon, SIM Global Education Wei-Cyuan Chen,Feng Chia University Peter Firkola, Hokkaido University Sun G Kim, Daejeon University
Cathine Gilchrist Scott, G and H Educational and Research Foundation Joseph Lau, The University of Hong Kong
Geoffrey K F Tso, City University of Hong Kong Sun G Kim, Daejeon University
Sang-Hoon,Oh, College of Economics & Commerce
Wei-Tzer Huang, National Changhua University of Education Jamie Halsall, University of Huddersfield
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Conference Venue Information
Regal Airport Hotel
Address: 9 Cheong Tat Road, Hong Kong International Airport, Chek Lap Kok, Hong Kong Tel:(852)2286-6285
The hotel provides superb and comfortable accommodations with 1,171 guest rooms as well as state-of-the-art meeting and conference facilities, including Hong Kong's largest pillar-less hotel grand ballTokyond 30 function venues. Additionally, the hotel features a variety of authentic cuisines at its 6 restaurants and bars, and it has a complete range of recreational facilities, including a luxurious spa, an outdoor pool and an indoor heated swimming pool.
Transportation
Regal Airport Hotel is the only hotel connected directly to the passenger terminal of Hong Kong International Airport by an enclosed, air-conditioned link bridge. Guests can walk to the hotel from the airport in just 2 minutes.
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Conference Schedule
Monday, December 29, 2014
Oral Sessions
Time Schedule Venue
08:30-16:30 Registration
09:00-10:30 Education I Tokyo Suite
Society I/ Politics Wellington Suite
10:30-11:00 Tea Break
11:00-11:20 Welcome Speech by Dr. Ricky Ng Best Paper Award Presentation
Tokyo Suite 11:20-12:30
Social Sciences Keynote Speech:Jamie Halsall
Ethnic Segregation within Contemporary Britain's
Communities
11:00-12:30 Education II Wellington Suite
12:30-13:30 Lunch Time (1F, Grand Ballroom 1)
13:30-15:00 Education III Tokyo Suite
Psychology I Wellington Suite
15:00-15:30 Tea Break
15:30-17:00 Education IV Tokyo Suite
Monday, December 29, 2014
Poster Sessions
Time Information
13
Wednesday, December 31, 2014
Executive Committee Meeting
(Only executive committee)
Tuesday, December 30, 2014
Oral Sessions
Time Schedule Venue
08:30-16:00 Registration
09:00-10:30 Education V Tokyo Suite
Communication & Management Wellington Suite 10:30-11:00 Tea Break
11:00-12:30 Education VI Tokyo Suite
Society II Wellington Suite
12:30-13:30 Lunch Time (GF, Berlin Suite)
13:30-15:00 Education VII Tokyo Suite
Business & Economics Wellington Suite 15:00-15:30 Tea Break
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Special Thanks to Session Chairs
Afshin Gharib Dominican University of California
Kang Kwong Luke Nanyang Technological University
Tong Seop Kim Inha University
Maha Ellili-Cherif Qatar University
Arabi N. S. Alqadi Al Hussien Bin Talal University
PingPing Zhu Nagoya University of Commerce & Business
Jyh-Jeng Wu National United University
Huihui Li Shenzhen Institutes of Advanced Technology
Tan Khay Boon SIM Global Education
Triloksingh G Arora Shri Ramdeobaba College of Engineering and
Management
Daniel Lo Xian Jiaotong-Liverpool University
Seungkoo Kang Korea National Open University
Li Jiang Tuskegee University
Zachary Wong Sonoma State University
Bok-Rae Kim Andong National University
Tian-Bo Deng Toho University
Mingchu Luo Emporia State University
Wei-Bin Zhang Wei-Bin Zhang
Young Hak Lee Kyung Hee University
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K.N. Hui Pusan National University
Tapany Patcharawit Suranaree University of Technology
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Social Sciences
Keynote Speech
Tokyo Suite
2014/12/29
Monday
11:00-12:30
Ethnic Segregation within Contemporary Britain's Communities
Dr Jamie Halsall
Senior Lecturer in Social Sciences School of Human and Health Sciences The University of Huddersfield
Queensgate, Huddersfield, UK Email: j.p.halsall@hud.ac.uk
Abstract:
The population of ethnic minorities in Britain has rapidly increased over the last 60 years. The census count indicates that the ethnic population has grown from 3 million in 1991 to 4.6 million in 2001. Issues surrounding ethnic minorities have duly been concerned with education, employment and housing. In 2001 civil unrest erupted in England‘s northern mill towns. The inquiries concluded that white and British Asian communities were living parallel lives. This was seen to be a failure within the communities and of social policy. Segregation was cited as a contributory factor. Moreover, in 2005, Trevor Phillips, the chairman of the Commission for Racial Equality, warned that Britain was sleepwalking into racial segregation, with white, black and British Asian ghettos dividing cities. To tackle the segregation problem central government introduced the community cohesion policy with the aim of developing a better understanding of shared values between all origins of race, thereby celebrating diversity within Britain. The aims of this research were to consider whether British Asian communities are segregated and to examine the viability of current central government policy in promoting and securing greater community cohesion. Oldham in Greater Manchester was selected as the focus of the investigation.
Dr Jamie Halsall Bio:
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Oral Sessions-
–
December 29
Education I
Tokyo Suite
2014/12/29 Monday 09:00-10:30
Session Chair:
Afshin Gharib
HKICEPS-3961
Conflict and Compromise between Religion and Secular Education~ A Case Study on the Establishment of St. Johns University
Daniel Yu-hai Chen St. John's University
HKICEPS-3972
Impact of Deterrents on Effectiveness of Mandatory Continuing Professional Education for Company Secretaries in India
Rajesh Walawalkar Academy of Human Resource Development
HKICEPS-3973
Expert Guests in the Classroom: A Comparison of Academic and Experiential Expert Guest Lecturers in Introductory Psychology
Afshin Gharib Dominican University of California
William Phillips Dominican University of California
HKICEPS-3978
Development of Instructional Material Using Algebra as a Tool in Problem Solving
Myla Zenaida Cabrillas Torio Philippine Normal University
HKICEPS-4428
Unique Experience of Sub-degree Engineering Students under 3-3-4 Education Reform in Hong Kong
Fong Ming-lun Alan City University of Hong Kong
19 HKICEPS-4811
Recreating the Use of Think Tanks in Strategic Global Management Courses
Bob Barrett American Public University
HKICEPS-3957
An Exploratory Study on the Use of Blogs to Enhance Reflective Practice among Distance Student Teachers
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HKICEPS-3961
Conflict and Compromise between Religion and Secular Education~ A
Case Study on the Establishment of St. Johns University
Daniel Yu-hai Chen( )
St. John's University(Taiwan), 499,
Sec. 4, Tam King Road, Tamsui District, New Taipei City, 25135 Taiwan
E-mail address: daniel@mail.sju.edu.tw
Abstract
Sociologist Max Weber‘s ―Religious Rejections of the World and Their Directions", clearly analyzed the essence of the conflict between religion and secular world. After
Christian missionaries entered Chinese world and established schools to spread their
doctrine, by varying of strength of the rulers, the controlling power to the schools are
differences. The article explores through Weber's view, looks at St. John's University
which set up from 1879 in Shanghai and re-founded in 1967 in Taiwan. The politics,
economics, and intellectuality in the forces of affecting the church will be elaborated
of how it influences the development of the schools.
Keywords: Christianity school, Religious Education, Max Weber, Holistic Education
1. Introduction
In 1970, there are three universities which have a church background in nine of all. In the rest
of the independent institutes and the colleges, there are five schools which have a church
background. Those are close to 10% of the church school which only 4% Christians in
Taiwan was undoubtedly the result of deliberately putting effort into education. St. John's
University, founded in 1967 (the original name "Sin-pu College"), is also one of these
"church schools." The school was set up by Bishop Wang who was the first Chinese bishop of
Taiwan Episcopal church. Initially it was founded by alumni of Shanghai St. John University
and St. Mary's Hall in Taiwan, they contact with church and request recalibration. Alumni
donates the land, and Taiwan Episcopal church co-ordinates funding and equipment to
establish the school. The name of the school specifically refers to the local name "Sin-pu
college" (St. John‘s and St. Mary‘s Institution Technology), and its name "St. John's
University" has been upgraded and changed several times till now.
However, there are twelve universities which have Christian backgrounds in Taiwan,
except seven comprehensive universities. The remaining five technical and
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language teaching content. These content of medical and liberal arts are relatively
easy to attach Christian beliefs through their professional teaching. But St. John
University is the one and only technology professional school in Taiwan. Moreover,
the school is the only science and technology professional school in 124 Anglican
colleges and universities of the world.1 The unique phenomenon shows the particularity of time and space, the unusual religious background and historical
heritage of the school which prompt us to explore how these Taiwan's political and
economic environment interactively influence these schools.
German sociologist Max Weber in his theory ―Religious Rejections of the World and
Their Directions" analyzed clearly the essence of the conflict between religion and
secular world, 2 he said: ―Between Every prophet or savior religion and secular order, there is a sharp and sustained tensions, the more redemptive religious character has more intense tension…”.3
Weber classifies worldly affairs as the
political, economic, and intellectual and so on. These areas will produce a
relationship of confrontation and conflict with religion. When religious groups
undertake a school, they are involves a secular value areas, such as the state
machinery, government decrees, funding requirements, the school administrative
operation, etc. In other words, because of the established o f educational institutions,
religion will shape conflict with the "worldly affairs".
1 Colleges and Universities of the Anglican Communion website(CUAC): http://www.cuac.org/53810_53925_ENG_HTM.htm
2 Max Weber wrote Sociology of Religion to analysis the world economic ethics of various religions he wrote‖Intermediate inspection~ Religious Rejections of the World and Their Directions‖ put forward questions to be analyzed
3
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University established in the name of religion will make conflict and to seek
compromise in the field of both religion and secular educational institutions. Namely,
these phenomena presented in the course of three aspects: the religion and
intellectual, religion and political, as well as religion and economic. The following
table describes these three levels of conflict and compromise connotation.
2. Conflict and compromise between religious education and intellectual
First, in terms of the dimension of conflicts between religion and intellectual,
religious groups preach doctrines through educational institutions to contact with the
public, which is based on the similarity of the inner meaning of intellectual and
religious on the cognitive activity, especially in the characteristics of Anglican
theology. They stressed that the Bible, Reason and Tradition, known as the three
pillars, and therefore rational intellectual is not t he barriers of religious converted,
but rather the part of the religious revelation connotations. Knowledge is beneficial
for religion in transformation. Religious groups use value -neutral intellectual
education to reduce people's resistance, and to affir m positively the value of
religious educational through obtaining the earthly riches. The US Episcopal
Church's missionary put considerable resources in China in order to build and
maintain educational institutions. In 1837, the United States Anglican mis sionary
William Jones Boone4 came to China to participate in missionary work, till bishop Schereschewsky Samuel Isaac Joseph Schereschewsky, 1831~1906 founded the St.
John's University in 1879. They all hope to contact Chinese people through education
and to reduce the missionary resistance. If the religious groups can interpret and link
4
Mei-mei Lin 2006 p106
Intellectuality Politics Economic
Religion
mystical religious experience. the myth interpretation about the world.
divine admonition generated from witchcraft.
Charisma dominant that consistent with religion.
pursuit universal consciousness compatriot relationships (love your neighbor, humanity and enemies).
away from worldly wealth. consider with fellow ethics, pursuit compatriots love and build relationships.
Secular
exclude mystery, according with the logic of causal knowledge.
demonstrable experience and knowledge to pursue a coherent sense.
pursuit power and to use violence as a means of intimidation legal-dominated.
established dehumanization relationships without concern personal connecting.
non-object orientation, maximize the currency prices.
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to the knowledge sufficiently, and can grasp the development of educational
institutions, it mostly able to use knowledge as their own tools, but the educational
institution since its inception, it will develop its own rules of operation, pursuit
intellectual and organization of its conducive self -development. In 1881 Shanghai
businessman based on business considerations requests that the school provides
English education,5 the intellectual obtains the status of moral language to link with religion and students. It also brings prestige for church. In 1928, the S chool Board
independent from the Missionary. Gradually, the purpose of intellectual is no longer
connected to the religious inspiration. Education has also developed secular purposes
for themselves, education place of religion. Francis Lister Hawks Pott who served as
the President for 52 years said : "The education is purpose itself."6 The schools incline to the secular world, and continue to produce alumni to support its secular
values and secular interests acquired by alumni, followed through alumni in order to
serve as a director of the Board. 7As well as accepting alumni‘s donations to his alma mater, to feedback the educational institutions themselves, this cycle will strengthen
the school's secular character and increase the conflict factor between religion and
education.
Religion grasps the world through revelation knowledge, but the purpose of school is
not to cultivate believers who surrender to the divine religion instructions from
Charisma leader. But it has the knowledge and skills to acquire earthly materials
professionals, which would touch the religious and intellectual conflict and sensitive
nerves, making religion and education gradually isolated. Francis Lister Hawks Pott was trying to convince the church to accept the students' ―having the Christian spirit‖ instead of ―becoming a Christian‖, but in 1940 he admitted:" St. John's university is the most expensive tuition school in China, it‘s unfortunate to making this school
only the rich man can enter, is contrary to the ideals of our mission ... ",8 St. John's university face the problem of filing (?)because Chinese government's restrictions on
education, and the church is unwilling to abandon their original intention of preach
gospel which let the church threatened to close schools instead of to see a Christian
school‘s existence without exerting their faith influence. 9
Religion must be
sacrificed intellectual rationality to defend value of religion, and this conflict is also
working on the founding process of Sin-pu college. In1965 , Bishop Wang carried the
heavy loading of task based on his personal education experience and beliefs, but
5 Edward Yihua Xu 1999 p27 6 Edward Yihua Xu 1999 p17
7
Yuehchi Shone, Wo Chou 2007 p33 8 Feiya Tao, Peter Tze Ming Ng 1998 p89 9
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Sin-pu needed huge capital and attention. That is not the church which members are
fewer than 1,500 people. Bishop Wang invested his time and energy, and
misappropriation 13 million NTD church‘s funds,10
endangering the development of
the church, and resisting the proposed law which strengthen the importance of
education institutions,11 and tried to reduce the negative impact from educational institutions.
For the dimension of compromise between religion and intellectual , the inherent
laws formed after the birth of educational institutions, which will multiply itself and
prevent themselves from being eliminated. It makes the religions not only take
confrontation position to conflict, but also have to compromise with each other and
find the way for two parties to survive with total profit. For example, in 1931, St.
John's university could not accept the "Christian" deleted in its mission statement.
They are unwilling to compromise in order to obtain filing qualifications. The school
became the only one school which can‘t satisfy the qualification demand. Francis
Lister Hawks Pott hoped church to make a concession this time, even suggested that
"the pursuit and dissemination the light and truth"12 becoming their school purpose. Shanghai St. John & St. Mary schools abolished in 1 952 result of dramatic political
changes. Alumni came to Taiwan and assumed to continue the life of alma mater.
They urged the church to handle complex school construct matters, led by the church,
and the recall of two schools can be made through the uniqu e religious sentiment and
religious figures whose acting is without counting the cost.
Due to the alumni of two schools influenced personally by Christian in schools
during the student days, they built up the personal trust to the church. Because
alumni association is not permanent organization, they not only need the Anglican
organization to handle, but also emphasize the continuity of tradition and win the
legitimacy of the fundraising to the global alumni. For the position of Taiwan
Episcopal Church, they did not have enough resources to establish a school. Through
the political and economic strength, the alumni put in opening up a stable missionary
field, religion and education. In this presentation it can be seen as a result of mutual
compromise and mutual advantage.
3. Conflict and Compromise Between Religious Education and Politics
On the dimension of the conflicting relationship between religious education and
10 Data files of the St. John‘s University Board 1971,First semester School affairs meeting (Feb, 3th,1972.)
11 Taiwan Episcopal Church Annual Conference 8th Annual Conference Record p22 12
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politics, once religious group wants to achieve their religious goals through
educational institutions,13 they involve in the secular realm and strongly influence by politics rationality, which is most significant in its secular power because they are
threatened by violence. Anglican shaped his denominational features in her special
historical background, but also created his characteristic which is good to achieve
religious benefit through political power. St. John's University and St. Mary's Hall
was founded under the protection of national force of American government and
international treaties.14 The international political environment is conducive to western missionary, the church also publicize western science and religion through education. These created St. John's universities‘ success. But the political environment around St. John's University was constantly changing: the school which
filed in USA must remain friendly but not being a contained relationship with
Chinese government, and the school consumes a lot of energy in the history of
school‘s 73 years which include five different regime patterns. Because of the
gradually rising nationalism and national self-awareness in China, and as
nation-states have similar religious functions, the Charisma national leaders always
been given "national savior, the world's great men.", Religion became c ontender for
nation, the political pressured strengthening on the control of religious schools, and
launched the " Anti-Christian Movement."15 On the way, China government saw that the church schools are inconsistent with national loyalties, so it formulate schools
that they may not use ―spread religion‖ as the founding purpose, and also restrict the
religious activities on campus, therefore, the conflicts between religion and politics put on table
Although the effect of St. John's university missionary work is not idea l, but the
political rationality which threat by violence, challenges the bottom line of the
missionary goal of St. John's University, so that the school must declare his stand. At
this time, if school insists to against national country, they put their li fe on the
gambling table, otherwise, they have to compromise in their political environment.
13 Anglican Church is the Church of England, the sect's founding philosophy is not entirely based on theological differences, but maintain the unity of United Kingdom, Anglican Church and spread to the whole world, Anglicanism have the tradition of maintain a friendly relationship with the local government
14 Wang Hiya Treaty ( )signed in 1844, the United States also have the rights to have trade in 5 ports, but also adds another Treaty that Nanking Treaty did not allow, that construction the churches, hospitals and graveyard , but also repeal the ban foreigners to learn Chinese.
15
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On the dimension of compromises relationship between religious education and
politics, Shanghai St. John's university is the latest school which filing to the Chi nese
government (1947). This school has accumulated considerable influence in Chinese society after decades of development, and it also seen their religious beliefs‘ persistence. These strength are stronger than other Christian Universities that they
can compete with the Chinese political power. Because of the rising of Chinese
political power and nationalism, St. John's University ultimately surrenders to
political rationality under the influence of education policy, in order to filing and
subjecting various laws which restrict religious activities. But under the ages of
Chinese political upheaval, it eventually overwhelmed St. John's University (and all
Christianity Universities). Under the rule of the Communist Party of China in 1952,
the event "Colleges Merge" showed that the polices eradicated all (totally 13)
Christianity schools, and politically controlled manager for religious schools.
Whether in Shanghai or in Taipei are the same situations. The ROC government led
by Chinese Nationalist Party (KMT) continued their education policy in the period of
ruling Taiwan. It declared martial law and started to thirty-eight years of military
ruling.16 The fear and suspicion of Nation to religious groups do not disappear because of withdraw to Taiwan, religious groups are difficult to preach religion
through the established school. But alumni came to Taiwan, it highly-anticipated to
initiate recall, which makes Taiwan's Episcopal Church continually to play as a
negotiator role between religion and education.
Anglican Church in Taiwan before 1949 was founded by Japan Anglican Church,
Japan was defeated in World War II and the church member returned to Japan in 1945,
so the parishioners and alumni are together with the KMT back to Taiwan. The
members of Taiwan Anglican Church and alumni compare to Taiwanese people are
relative closer to KMT government. Lots of alumni worked for government agency
and stayed in the important positions. From 1949 to 1970, Vice President, Premier,
Minister of Finance, almost served by alumni (or their husband) are easy to gained
the trust from government. Religious groups must lay down their gesture, and
compromise with educational institutions, limitations policy and the needs for the
countries‘ economic development. Therefore it changed the original plan that
established elementary or middle school and industrial college. The politics deeply
influence Sin-pu college. In the first president Vivian Shun-wen Wu's efforts, she
restored the traditional of St. John‘s University in Shanghai, and implemented the
honor system, tutor system, and full member boarding system and so on. She tried to
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foster students' personality and seen these systems as character education which are
rooted in religious philosophy in Shanghai. But because of the limit ed resources, the
impact of political and economic rationality in Taiwan, the effect in Sin -pu College is
greatly reduced, these personality education policies are not effective than military
education. Of course, this consequence is resulted from compromi sing to the political
forces, at the background that Taiwan society is ruled by martial law and adhered to
political rationality as the prerequisite that religious schools are eager to survival.
4. Conflict and compromise between religious education and e conomic
On the dimension of conflict relationship between religion and the economy,
religious missionary activities, if it simply stays in the church or mission agencies (such as overseas missionary), they don‘t have to worry the legitimacy of using the funds. But if they apply to another institution - "school", it needs to have enough
reasons to convince religious groups and congregations to make their own money
into a non-missionary educational institution. This depending on how the school can
achieve the end of religious mission. In the beginning of St. John's University, the
sources of funds were provided by missionary home country through effective
persuasion, but education as a tool can accumulate worldly wealth. Through the
English education, this school can quickly accumulate school‘s prestige, attract more
talented and rich students into the campus, and expand the influence of religious
groups, but it also makes this school to become a tool to profit and strengthen the
secular values, violate to the principles of religion away from worldly wealth. Along
with the school's success, it attracted majority of students who are willing to study in
this school. The mission of St. John's University transferred to education itself ,
though the church felt scruples for donations from alumni, but the results of aristocratic, the church can‘t afford the financial needs. Increasingly spending dependent on sources of funding tuition and alumni donations, the proportion of
church funds is reduced, so that the school gradually achieved its independence and inherent laws, but also let the school‘s management in thinking and acting led by economic rationality. The principle of the religion which relationship established by
universality and compatriots is replaced by the e conomic rationality oriented which
operates supply and demands rules. Consequently, the development of its direction
and goals are different, church and school were becoming two opposites parties.
Moreover, religion and economic conflicts also appear in the process of funding
Sin-pu College, since huge funds demand for construction. In 1968, Bishop Wang
shifted the fund totally13 million NT dollars for constructing another middle School
28
relationship with church members. For that, Taiwan Episcopal Church must
established the regulatory boundaries to prevent excessive demand from educational
institutions snatch church resources, unto education the things which are education's,
and unto church the things that are church's in order to avoid collapse Church‘s
development.
On the dimension of compromises relationship between religious education and
economic, the start-up process of Sin-pu, not only as previously discussion, a
production of compromise within intellectual and politics, but also adhering
economics rational needs.17 Taiwan Episcopal Church did not have enough money to establish the school, but the alumni supported with political and economic power,
persuaded the Taiwan Episcopal church to bear the heavy responsibility. Although,
the funds are due to Bishop Wang, they used the title of Taiwan Episcopal Church to
collect money from alumni around the world. The purpose of funding sources is not
simply for missionary purposes, but for the alma mater which alumni‘s memory in Shanghai. However, if it didn‘t compromise to economic rationality, there will be no funds to assist from the alumni, and the school can‘t be founded. Bishop Wang paid his personal health cost and spent three ye ars after the school opened, he sudden
death due to heart disease in 1970. 18
Sin-pu College‘s subject to the constraints of economic rationality after opened, since
the third year after started, fundraising money is limited, heavy financial pressure
sacrificed Taiwanese first Chinese Bishop, unsustainable funding endanger school‘s
survival. At this time, successor Bishop Pong ( ) and President Vivian
Shun-wen Wu( ) borrow money from banks in order to survive.19 The
repayment method is increasing enrollment to complete, but it also affects the
character education effectiveness which based on teacher-student relationship. The
teaching content of Industry College is guiding by economic benefits, the
departments and internship place are required the business and enterprise of alumni.
The school-enterprise cooperation relationship also can earn a reputation to attract
17
April 16, 1966 ,Sin-pu college formal preparatory committee was established, Bishop Wang registered in personal name to set up school to the provincial education department , the Ministry of Education is not expected to consider the establishment have too much, hope that handle Industrial College, so the school was forced to change plans. "Fourth Republic of China Education Yearbook", Part II, Chapter VIII "The
establishment of private schools of management and counseling".
18 Bishop Wang participated in the Board meeting on March 24th,1970, he said because of poor financial condition, fundraising has been difficult, he resign the chairman, but others member invited he stay in the Board, he got heart attack in the Easter Service in the night March 28, he did not recover after hospital treatment and died on April 27.
19 Data files of the St. John‘s University Board
< the Board letter to the Taiwan Episcopal >
29
outstanding students, which shows that, if religion didn‘t compromise with economic rationality, it can‘t create this school.
5. CONCLUSION
Sin-pu college born in the aforementioned exclusively special environment, is the only
University which teaches science and technology professional in Taiwan Christian university
currently. Taiwan Episcopal church obtained a stable missionary territory after struggle in
compromise and conflict between religion and secular education, however, if there is no one
like Bishop Wang who bears the tension between religion and secular world, the school will
not be born, Max Weber faced the nineteenth century German politics situation, he signs:
I say publicly ..., They did not realize that the things they want to take, but just revel in the romantic moving, among the terms of humanity, I lack of interest in this kind of thing, nothing can touch my heart. 20
Max Weber was talking about politics, but the ethics conflict between religion and secular world was also found in previously discussion. Weber considered those who ―acting by moving" were worthless. They just burning by personal, selfish desire, but never take
responsibility for their actions (they always shirk their responsibility that God will take the
responsibility), and next, Weber proposes his personal preferences and choices:
Those really makes infinite moving, is a mature person (regardless of age), sincere and wholehearted felt responsibility for the consequences, in accordance with the ethical responsibility to act ,in a certain situation comes then said: " Here I stand. I can do no other ", This is the ultimate expression of humanity, as long as our hearts are not yet dead, each one of us will find in this situation at some point, in this sense, mind ethics and responsibility ethics are not antithetical poles, but complementary to each other, these two ethics together, constitute a genuine person, one can have "engaged in the political mission " person. 21
20 Weber, Max 1991 p237 21
30 References
[1] Data files of the St. John‘s University Board
< the Board letter to the Taiwan Episcopal > (January ,14th,1972 ) <First semester School affairs meeting> (Feb,3th ,1972.)
< Taiwan Episcopal Church Annual Conference >(8th Annual Conference Record)
[2] Mei-mei Lin, 2006 Search Missionary Trail Taipei Cosmic Light
[3] Max Weber
1989 Religion and the World Taipei Yuan-Liou Publishing
1991 Academic and Politics Taipei Yuan-Liou Publishing
[4] Edward Yihua Xu, 1999 Education and Religion: St. John's University as a
Media of Missionary Guangdong: Zhuhai
[5] Yuehchi Shone, Wo Chou, 2007 History of St. John‘s University Shanghai:
Shanghai Jenming
[6] Feiya Tao, Peter Tze Ming Ng , 1998 Christianity and Sinology Research
31
HKICEPS-3972
Impact of Deterrents on Effectiveness of Mandatory Continuing
Professional Education for Company Secretaries in India
Rajesh Walawalkar
Fellow Student of Academy of Human Resource Development, Ahmedabad,
C-102, Lotus, Valley of Flowers, Thakur Village, Kandivli East,
Mumbai – 400101.
rajesh@tgim.in
Abstract
This study is about the perceptions of Company Secretaries about effectiveness of their
formal and mandatory Continuing Professional Education (CPE) programme run by the
Institute of Company Secretaries of India. The objectives were: 1. to what extent do
Company Secretaries perceive their CPE as effective, 2. what are the various barriers
(deterrents) faced by Company Secretaries to participate effectively in CPE, 3. Whether there
exist any significant differences in perceptions of Company Secretaries in terms of gender,
regions of India, and groups formed by number of years of experience. A self-completion
two-part Survey Instrument was developed by the researcher by using focus group method.
Research design was dominated by quantitative statistical methods. Data was collected by
personally administered method by the researcher himself and analysis was done by
descriptive and parametric inferential statistics.
The study resulted in important findings about constituents of CPE effectiveness and
relevant deterrents impacting CPE effectiveness. It was for the first time in the Indian
scenario that such a study was carried out. Significant group differences were revealed by T
test (gender) and ANOVA (number of years of experience). There were no significant
differences amongst the participants in terms of region. Multiple regression analysis revealed
that deterrents explained variance in CPE effectiveness score to the tune of 68% and it turned
out to be substantially high compared to the previous studies of similar nature (Wessels,
2007). The study presented a model of `High Quality‘ or `Effective‘ CPE.
Recommendations to the Institute of Company Secretaries of India (ICSI) at the conclusion
of the study were to prioritize strategies to counter significant deterrents to enhance
effectiveness of CPE, evaluate CPE periodically, and improve the quality of CPE. The study
was empirical in character and subject to certain limitations. Recommendations for future
research include extending this study to other professions, conducting formal audit/evaluation,
32
score, and investigating which of the deterrents are related to each of these individual
attributes of effectiveness and to determine how the different aspects of effectiveness are
related to each other.
In developed economies professional boards started CPE programmes with ―The UPDATE MODEL‖ and moved on to ―THE COMPETENCE MODEL‖ and currently they are focusing
on ―THE PERFORMANCE MODEL‖. The objective of CPE at many places has been to
promote what is called ―Self-directed Learning‖ going beyond formal education. The ICSI
has to understand its limitations in catering to the learning needs of thousands of Company
Secretaries.
Key Words: Mandatory Continuing Professional Education, Deterrents to Participation in
CPE, Evaluation of Mandatory CPE, Effective CPE
Introduction
The Institute of Company Secretaries of India started Continuing Professional Education (CPE)
programmes in the year 2003 and made it mandatory in 2005 for its members to acquire certain
number of credit hours as a prerequisite for renewing certificate of practice (COP). Since the
inception of CPE programmes during the last ten years, no survey, study, or evaluation was
carried to understand the effectiveness of this programme.
Donald Kirkpatrick (1998) first published his series of four articles in T + D journal about
evaluation of training and since then a number of researchers, including Richard Griffin (2014),
have published research suggesting how organizers of the training programmes should focus
on the results of the training and return on investment. The current study has considered the
available literature and worked towards creating a scale and research design to measure the
effectiveness of the CPE for Indian Company Secretaries.
The purpose of this study is to understand the barriers that may prevent Company Secretaries
from participating in Continuing Professional Education (CPE). The project also identifies
certain factors that make CPE effective and the impact of barriers on effectiveness of
mandatory CPE. It is also intended to find out if there exist any differences in perceptions of
Company Secretaries about effectiveness of CPE in terms of gender, region and number of
years of experience.
Except for one (Wessels, 2007, p. 366) all previous studies about deterrents to participation
were carried out in other countries of the world during the era of voluntary CPE. It would be
interesting to see to what an extent same deterrents are applicable to mandatory CPE in the
33
This research contributes to the existing literature on this topic in a number of ways. Company
Secretary, which is a unique profession practiced in the United Kingdom and certain
Commonwealth countries was surveyed nationwide for the first time. Secondly, it is the first
evaluation of mandatory CPE in Indian context. Thirdly, the study provides a model for `High Quality‘ or `Effective CPE‘ and its components succinctly.
Literature Review
There is enough research available about the debate on mandatory versus voluntary CPE and
both the models (Mandatory and Voluntary) coexist at present. Irrespective of mandatory or
voluntary nature of the CPE, currently the worldwide focus is and has to be on making CPE
effective for its participants. It has been established beyond doubt that professionals do not
merely attend continuing professional education programmes simply because it is made
mandatory by their respective boards. There exists a need to find out what motivates them to
attend and what barriers exist that prohibit them from participating in such programmes
effectively.
Deterrents to Participation in Continuing Professional Education
Research literature on this topic has termed barriers to participation in continuing education as deterrents. Scanlan (1986) defined deterrents to participation as ―a reason or group of reasons contributing to an adult‘s decision not to engage in learning activities‖ (p. xi).
Pioneering work in this regard was done by Patricia Cross (1981) and later expanded by Darkenwald and Merriam (1982). Cross in her landmark book ―Adults as Learners‖ identifies three major categories of barriers to participation (deterrents): Situational deterrents,
Institutional deterrents and Dispositional deterrents. Darkenwald and Merriam (1982) added a
fourth category called Informational deterrents.
Situational deterrents: These are constraints, according to Cross (1981, p. 100), that deal with
factors in an individual‘s life circumstances at a given point in time. The most common of these
are not having adequate time and money and having work and family constraints.
Institutional deterrents: These deterrents are those practices, procedures, and policies that
place limits on opportunities for potential adult learners to participate. Some of the deterrents
identified in the literature till date include quality of CPE programmes, bureaucracy, location
of programme, scheduling, relevance and ease of registration (Cross, 1981, p. 106).
Dispositional deterrents: These are factors that hinder participation and represent internal
barriers based on personal attitudes towards CPE. These deterrents relate to attitudes and
self-perceptions about oneself as a learner (Cross, 1981, p. 104).
Informational deterrents: These deterrents are barriers to participation relating to a lack of
information about the available courses or a lack of information from which to judge the
34
The focus of this study is to understand the various elements that make CPE effective for the
Company Secretaries and which are the deterrents faced by Company Secretaries in the Indian
context that result in limiting the effectiveness of CPE. The vital research questions of the
present study, therefore, are:
To what an extent do Company Secretaries in India perceive Mandatory Continuing Professional Education (CPE) to be effective for them?
What are the different barriers as perceived by them that bring down the effectiveness of Mandatory CPE for Company Secretaries in India?
Are there any group differences in perceptions of Company Secretaries in terms of Gender, Number of years of Experience and regions (East, South, North and West) of India?
Research Methodology
Figure 1: Research Model
As depicted in the above model, ―deterrents‖ is an independent variable and ―CPE Effectiveness‖ is a dependent variable. The objective is to find out to what an extent deterrents affect the effectiveness of CPE, and also to test whether gender differences, regional
differences and number of years of experience have any impact on the effectiveness of CPE.
Development of Survey Instrument
While preparing the Survey Instrument, out of the four categories of deterrents as established in
the research literature and as mentioned above, the category of Informational Deterrents was
not considered. This was done because this category is currently not applicable in the Indian
context. This fact was also validated during the course of focus group discussions.
In order to develop the Survey instrument a three-step model was followed.
The website of the ICSI and other sources available providing information about CPE of ICSI were studied,
A detailed review of literature about various aspects of CPE and effectiveness of CPE as published in international publications including books and research papers was carried out,
Impact of
Deterrents
CPE Effectiveness
Gender Region
Experience
35
Focus group discussion (FGD) of Company Secretaries were carried out to understand their perceptions about effectiveness of CPE and different barriers faced which reduces their
effective engagement in CPE.
Views of participants were recorded during the process of FGDs (two FGDs were carried out)
and these views were used to construct the second part of the self-completion survey
instrument to gather the perceptions of Company Secretaries about CPE. The first part
consisted of demographic and other relevant aspects of CPE. A covering letter was drafted to
communicate the purpose of this survey and request the professionals to participate in the
same.
To establish content and face validity, the instrument was circulated amongst five senior
practicing and three more Company Secretaries in employment. They were requested to
complete the survey and provide suggestions for changes. They made certain suggestions about
the format and a few minor points about contents. After carrying those changes a meeting was
organized with the officials in ICSI Central office, New Delhi, who were responsible to
manage Professional Development Program (CPE) for members. The instrument was shared
with these officials and their support was sought to carry the survey in all four regions of the
country.
Research Data
The total number of qualified Company Secretaries was 32,088 (thirty two thousand eighty
eight) as per the Annual Report for the year 2012-2013 of the Institute (Institute of Company
Secretaries of India, 2013). Personally administered method was chosen for the data
collection, and the survey was carried between July 2013 and November 2013. The survey was
done at the beginning or at the end of seminar, lecture or meeting, which was held as a part of
ongoing CPE. Total 793 respondents consisted 176 from East Region, 201 from South Region,
208 from North Region and 208 from West Region of India. Total number of male respondents
was 510 (64.48%) and female 281 (25.52%). Two participants did not choose to reveal their
sex. In terms of number of years of experience, participants having less than 10 years of
experience were 505 (64.01%), participants with experience between 11 and 20 years were 187
(23.70%) and participants with experience of more than 20 years were 97 (12.29%). 4
participants did not mention the number of years of experience in their respective survey
forms.
Research Findings
Research findings of this study begin with the table of effectiveness of mandatory CPE which
is followed by an analysis of the impact of deterrents on CPE effectiveness.
The following table shows the percent agreement or disagreement and means and standard
deviations for each of the fourteen effectiveness items as well as for total CPE effectiveness
36
high mean value indicates an important item for effectiveness. Item means ranged from 2.34 to
4.09 on a one (strongly disagree) to five (strongly agree) point scale with a mean effectiveness
score of 3.25 and a standard deviation of 0.6449. Considering the fact that such a survey took
place for the first time since the beginning of CPE, the CPE effectiveness mean score of 3.25 is
displaying positive rating by the survey participants. The CPE effectiveness score showed very
good internal consistency, with a Cronbach Alpha coefficient of 0.871802.
The top rated item in the above table is ―Periodic evaluation would have added to the
effectiveness of the program‖ with a mean value of 4.09 (SD 0.9141). It is noteworthy that the CPE programme in the current format was launched in the year 2003 and has already
completed ten years. Till date, the Institute has not conducted any evaluation, nor has it made
any attempt to understand views of the members undergoing CPE in any manner. An
overwhelming number of 94.70 percentage participants are in favour of periodic evaluation
and this finding suggests that the ICSI should address this issue immediately. In addition to
evaluation, participants have highly rated items pertaining to benefits of networking, updates
37
participants find CPE course helping them in increasing the client/employer satisfaction,
revenue/earning and it does not provide them valuable business or employment opportunity.
Organisers of CPE programmes do need to take note of the bottom three items and work
towards further enhancing the effectiveness of CPE.
The Survey also asked their views about increasing stipulated number of CPE hours. Sixty seven percent respondents do not want CPE hours‘ requirement to go up at all. Only thirty three per cent survey participants are of the opinion that they would want CPE hours should
be increased in time to come. The ICSI would have to address this issue in case they have any
38
Impact of Deterrents to Participation on CPE Effectiveness
Table 2: Multiple regression analysis of deterrent items on CPE Effectiveness
Item Deterrents Beta t P
Institutional deterrents
15 There was a scope to reduce the required number of
CPE hours -0.047 -3.10 0.002
24 (Reverse
coded)
CPE courses were very relevant to my
practice/employment area -0.174 -10.01 <.0001
26 (Reverse
coded)
I found CPE courses of high quality -0.199 -11.81 <.0001
Dispositional deterrents
1 (Reverse
coded)
I did not get enough opportunities to update my
knowledge other than CPE courses -0.053 -4.27 <.0001
7 CPE courses were not meant for
networking/advocacy -0.029 -2.66 0.008
9 I was unable to apply learning from CPE courses to
solve my on the job problems -0.008 -0.52 0.6051
12 I did not like class room lectures -0.012 -0.92 0.3587
14 If the CPE courses were not mandatory I would
have taken fewer CPE courses -0.008 -0.53 0.5929
16 As I gained more experience I find less utility of
CPE courses -0.005 -0.34 0.7319
10 Mandatory CPE did not necessarily result in
learning -0.036 -2.49 0.0128
11 (Reverse
coded)
In the absence of mandatory CPE I might not have
made efforts towards updating my knowledge -0.024 -2.00 0.0463
13 Mandatory CPE was more useful only during the
early years of practice/employment 0.008 0.55 0.5794
27 I attended CPE courses only to fulfil my credit
hours' requirement -0.063 -4.05 <.0001
Situational deterrents
8 CPE courses left less time for my family and friends -0.006 -0.42 0.6779
28 The demands of my practice/job left little time for
39
Multiple regression analysis of deterrent items on CPE effectiveness as per Table-2 showed
impact of each of the deterrents on CPE effectiveness. Analysis was conducted using the
fifteen deterrents items on the survey as independent variables and CPE Effectiveness score as
the dependent variable. Each of the fifteen survey items was scored by the participants with a 5 for `strongly agree‘, 4 for `agree‘, 3 for `somewhat agree‘, 2 for `disagree‘ and 1 for `strongly disagree‘. Item number 1, 11, 24 and 26 were reverse scored (so that 5 became `strongly disagree‘ and 1 became `strongly agree‘).
The model showed that the interaction of the fifteen deterrents explained 68% of the variance
in the CPE effectiveness score (R2 = 06853; R2adj = 0.6793). Except for item number 13, all
other items are impacting negatively on CPE effectiveness. Items related to opportunities to
update knowledge other than CPE, scope to reduce stipulated number of CPE hours, relevance
to practice/employment, mandatory attendance, and not having high quality were significantly impacting CPE effectiveness. Cronbach Alpha for deterrents items‘ scale showed very high internal consistency with a coefficient of 0.863906.
Discussion
This study resulted in identifying what makes CPE effective for Company Secretaries and
which are the factors that bring down the effectiveness, called as deterrents. Deterrents
pertaining to item number 1 and 11 are linked to each other and the responses by survey
participants have two important implications.
1. Majority of Company Secretaries (over seventy percent) feel they are capable of taking
care of their own learning or they have what is called `Self-Directed Learning‘ orientation.
Also, they perceive that there are adequate opportunities for them to update their knowledge
and they were not dependent upon mandatory CPE for the same.
2. Mandatory CPE has scope to find out exactly what professionals are seeking that ICSI
could include in lectures, seminars, and various professional development programmes to
make professionals attitude more favourable towards mandatory CPE.
Sixty seven percent participants were of the opinion that CPE was not of high quality (Table
2, item 26). What are the elements of High Quality or Effective CPE? Based on the extensive
review of literature, personal discussion with some of the professionals, and reflections on
40
Figure 2: Effective CPE
1. Interactive and engaging content that covers topics that is timely and relevant.
2. Such topics should have basis in the ―need assessments‖ conducted from time to time.
3. Expert instructors, with years of deep experience in the profession, who can translate
concepts into insights that participants can apply wherever required.
4. Effective learning methods inclusive of, but not restricted to, class room lectures, and
appropriate usage of technology going beyond standard power point slides, have to be
employed.
5. Efficient as well as effective learning that gives participants the most educational value
for their time and other resources.
6. Excellent service and support, before, during and after the course to make sure that the
participants are completely satisfied and that they have the critical information they may need
to further their career.
7. Periodic evaluation of the CPE should lead to continuing improvement in features and
quality of the programmes.
This researcher is of the opinion that while following the above mentioned model, organisers
of CPE could enhance the effectiveness of CPE and reduce the impact of deterrents
41
Limitations and Scope for Future Research
The study was empirical in character and subject to certain limitations. The researcher
concentrated only on the profession of Company Secretaries. By replicating this study for
other similar professions, a greater understanding may be gained. This study resulted in an
evaluation of CPE for Company Secretaries in the tenth year from its inception, in a limited
sense. This resulted in assessment long after some of the events.
The chosen set of fifteen deterrents explained variance to the tune of 68% in the CPE
effectiveness score. Efforts are required on the part of future researchers to understand what
are the other constituents that could explain the further variance in CPE effectiveness score.
In the present study, effectiveness was measured using a scale consisting of fourteen different
attributes. Additional research is recommended to investigate which of the deterrents are
related to each of these individual attributes of effectiveness and to determine how the
different aspects of effectiveness are related to each other.
Conclusions and Recommendations for further action
The first part of the Survey Instrument carried a section for participants‘ suggestions for
enhancing/ improving CPE. Out of 793 participants, 115 participants made good use of this
space and offered a good number of suggestions to counter some of the deterrents and
enhance effectiveness of CPE. Many of the suggestions validated inferences of the study.
During the course of the study T test and ANNOVA were used to find whether statistically
significant group differences exist. There were no significant regional differences. However,
there were significant gender differences and group differences based on number of years of
experience. The ICSI needs to probe further on what account these differences are arising and
how they could be resolved.
The study shows the exact areas wherein the ICSI could focus to improve upon the
effectiveness of CPE and bring down the impact of the deterrents on effectiveness of CPE.
Based on the distinct findings ICSI could decide the priority for policy measures to be taken
in time to come. Periodic evaluation, enhancing the quality of CPE, reducing the stress on
classroom lectures, introduction of technology for conducting CPE
