Profile of Prof TAM, Siu Ling Maureen 譚小玲 - The Education University of Hong Kong


Adjunct Professor	Department of International Education

Contact

ORCiD

0000-0002-5856-3194

Phone

(852) 2948 7203

Fax

(852) 2948 8775

msltam@eduhk.hk

Address

10 Lo Ping Road, Tai Po, New Territories, Hong Kong

Website

https://pappl.eduhk.hk/rich/web/person.xhtml?pid=107283&name=TAM, Siu Ling Maureen

Scopus ID

55077837800

Research Interest

Elderly education, Adult and lifelong education, Professional and vocational education, Education management, Quality in higher education, Teaching and Learning development, Outcomes-based education.

External Appointment

Prof. Maureen Tam is also Head of the HKIEd Elder Academy within the Centre for Lifelong Learning Research and Development (CLLRD). Her role there is to develop and coordinate research and development work related to elderly education and learning by the Elder Academy. Besides, Prof. Tam is Deputy Director of the Centre for Lifelong Learning Research and Development.

Personal Profile

Prof. Maureen Tam has extensive experience in teaching, research and management in higher education institutions, both local and overseas. Currently, Prof. Tam is Professor in the Department of International Education and Lifelong Learning at the Education University of Hong Kong. Also, she is Deputy Director of Centre for Lifelong Learning Research and Development, and Head of the EdUHK Elder Academy. Before joining the University in February 2009, Prof. Tam was Dean of the Community College and Further Education of Lingnan University from January 2007 to March 2008. And between 1996 and 2007, she had worked as Director of the Teaching and Learning Centre of Lingnan University responsible for teaching and learning development, quality assurance, assessment of institutional effectiveness and student experience. Prof. Tam's research interests are wide-ranging which cover elderly education, lifelong learning, professional and vocational education, quality assurance, outcomes-based education, teaching, learning and assessment in higher education.

Research Interest

Elderly education, Adult and lifelong education, Professional and vocational education, Education management, Quality in higher education, Teaching and Learning development, Outcomes-based education.

External Appointment

Selected Output


Scholarly Books, Monographs and Chapters Chapter in an edited book (author) Tam, M. (2021). Lifelong Learning for Elders in Hong Kong: Policy and Development. In P. Narot & N. Kietrikunwona, Education for the Elderly in the Asia Pacific (101-111). Singapore: Springer Tam, M. (2019). Third age learning in Hong Kong: The Elder Academy experience. In M. Formosa (Ed.), The University of the Third Age and Active Ageing: European and Asian-Pacific Perspectives (169-179). Switzerland: Springer International Publishing Tam, M. (2019). Later life learning experiences: Listening to the voices of Chinese elders in Hong Kong.. In B. Findsen, Fresh Perspectives on Later Life Learning (97-114). London, United Kingdom: Taylor & Francis Tam, M. (2018). Lifelong Learning for Older Adults: Culture and Confucianism. In Milana, M., Webb, S., Holford, J., Waller, R., Jarvis, P. (Eds.), The Palgrave International Handbook on Adult and Lifelong Education and Learning (857-878). UK: Palgrave Macmillan Tam, M. (2016). The Confucian view of lifelong learning: relevancy to the teaching and learning of older adults.. In C.M. Lam & J. Park (Eds.), In C.M. Lam & J. Park (Eds.) Sociological and Philosophical Perspectives on Education in Asia-Pacific Region (193-204). Dordrecht, Netherlands: Springer 譚小玲 (2013)。高齡學習與樂活晚年的模式：香港長者學苑網絡。中華民國成人及終身教育學會編著，終身學習行動策略 (197-210)。台北市: 師大書苑 Tam, M. (2012). Active ageing, active learning: Elder learning in Hong Kong. G. Boulton-Lewis, & M. Tam (Eds.), Active Ageing, Active Learning: Issues and Challenges (163-173). Dordrecht, Netherlands: Springer Tam, M. (2011). The outcomes-based approach: Concepts and practice in curriculum and educational technology design. In A. D. Olofsson, & J.O. Lindberg, Informed Design of Educational Technologies in Higher Education: Enhanced Learning and Teaching (Chapter 2). Sweden: IGI Global Tam, M. (2009). Constructivism, Instructional Design, and Technology: Implications for Transforming Distance Learning. in J. W. Willis, Constructivist Instructional Design (C-ID): Foundations, Models, and Examples (61-80). USA: Information Age Publishing, Inc. Edited book (editor) G. Boutlon-Lewis, & M. Tam (Eds.) (2012). Active Ageing, Active Learning: Issues and Challenges. Dordrecht, Netherlands: Springer
Journal Publications Publication in refereed journal Tam, M., Wu, X. (2020). A model of integrating elder learning into higher education: A case from a Hong Kong university.. International Journal of Lifelong Education, 39(4), 356-373 Tam, M. (2018). Evaluation of third age learning in Hong Kong: Why and how?. Educational Gerontology, 44(11), 724-731 Boulton-Lewis, G., Tam, M. (2018). Issues on teaching and learning for older adults in Hong Kong and Australia.. Educational Gerontology, 44(10), 639-647 Tam, M. (2017). Retirement and learning: A longitudinal qualitative approach. Educational Gerontology, 44(1), 54-63 Tam, M. (2017). Towards a cross cultural understanding of ageing and learning by senior adults in Hong Kong and Australia. International Journal of Lifelong Education, 36(5), 565-577 Tam, M., Boulton-Lewis, G., Buys, L., & Chui, E. (2017). Similarities and differences in views of ageing and learning in Hong Kong and Australia. Educational Gerontology, 43 (8), 393-403 Boulton-Lewis, G., Pike, L., Tam, M., Buys, L. (2017). Ageing, loss and learning: Hong Kong and Australian Seniors. Educational Gerontology, 43(2), 89-100 Boulton-Lewis, G., Tam, M., Buys, L. & Chui, E. (2016). Hong Kong and Australian Seniors: Views of aging and learning. Educational Gerontology, 42 (11), 758-770 Tam, M. (2016). Editorial. Mini Thematic Issue: Learning and Well-being in Later Life. Current Aging Science, 9(3), 160-161 Tam, M. (2016). Later life learning experiences: Listening to the voices of Chinese elders in Hong Kong.. International Journal of Lifelong Education, 35 (5), 569-585 Tam, M., Aird, R., Boulton-Lewis, G., & Buys, L. (2016). Ageing and Learning as Conceptualized by Senior Adults in Two Cultures: Hong Kong and Australia. In M. Tam (Ed.) Thematic Issue on Learning and Well-being in Later Life. Current Aging Science, 9 (3), 162-177 Tam, M., & Chui, E. (2016). Ageing and learning: What do they mean to elders themselves?. Studies in Continuing Education, 38 (2), 195-212 Tam, M. (2014). A distinctive theory of teaching and learning for older learners: why and why not?. International Journal of Lifelong Education, 33(6), 811-820 Tam, M. (2014). Understanding and theorizing the role of culture in the conceptualizations of successful ageing and lifelong learning. Educational Gerontology, 40(12), 881-893 Tam, M. (2014). Outcomes-based Approach to Quality Assessment and Curriculum Improvement in Higher Education. Quality Assurance in Education, 22 (2), 158-168 Tam, M. (2013). Increasing professionalization and vocationalization of continuing education in Hong Kong: Trends and Issues. International Journal of Lifelong Education, 32 (6), 741-756 Tam, M. (2013). Intergenerational service learning between the old and young: What, why and how?. Educational Gerontology, 40 (6), 401-413 Tam, M. (2013). Perceptions of successful ageing and implications for late-life learning. Studies in Continuing Education, 35(3), 281-298 Tam, M. (2013). A model of active ageing through elder learning: The Elder Academy Network in Hong Kong. Educational Gerontology, Special Issue: Social Policy -- An Engine for Change in Research and Practice Modalities, 39(4), 250-258 Tam, M. (2012). East-West perspectives on elder learning.. Educational Gerontology, 38 (10), 661-665 Tam, M. (2012). Lifelong learning for senior adults in Hong Kong: Policy and practice. International Journal of Lifelong Education, 31 (2), 157-170 Tam, M. (2012). Active ageing, active learning: Policy and provision in Hong Kong. Studies in Continuing Education, 33(3), 289-299 Tam, M. (2012). Elder learning in Hong Kong: Policies, programmes, provisions and issues.. Educational Gerontology, 38(2), 107-113 Tam, M. (2007). Assessing quality experience and learning outcomes, Part II: Findings and discussion. Quality Assurance in Education, Vol. 15 (1), pp 61-76 Tam, M. (2006). Assessing quality experience and learning outcomes, Part 1: instrument and analysis. Quality Assurance in Education, Vol.14, No.1, pp75-87 Tam, M. (2004). Using students’ self-reported gains as a measure of value-added. Quality in Higher Education Journal, Vol. 10, pp.253-260 Tam, M. (2002). Measuring the effect of higher education on students. Quality Assurance in Education, Vol.10, No.4, pp 223-228 Tam, M. (2002). University impact on student growth: a quality measure?. Journal of Higher Education Policy and Management, Vol.24, No.2, pp 211-218 Tam, M. (2001). Measuring quality and performance in higher education. Quality in Higher Education Journal, Vol. 7.1, pp 47-54 Tam, M. (2000). Constructivism, instructional design, and technology: implications for transforming distance learning. Journal of Education Technology and Society, Vol. 3.2, pp.50-60 Morgan, C. K. and Tam, M. (1999). Unravelling the complexities of distance education student attrition. Distance Education Journal, Vol.20, No.1, pp.96-108 Tam, M. (1999). Managing change involves changing management : implications for transforming higher education. Quality in Higher Education Journal, Vol. 5.3, pp.227-232 Tam, M. (1999). Mentoring - a way to staff induction’, in J. James (Ed.) (1999). First QTL Conference Proceedings, pp.55-58 Tam, M. (1999). Quality assurance policies in higher education in Hong Kong. Journal of Higher Education Policy and Management, Vol. 21.2, pp.215-226 Chan, Y.H. and Tam, M. (1999). Promoting teaching skills and technology across higher education institutions in Hong Kong: the Lingnan experience. ACUCA Newsletter, pp.28-38 Morgan, C.K. and Tam, M. (1998). Tutoring via electronic mail. Open Praxis, Vol. 1, P.26-28 Tam, M., Wedd, S. and Mckerchar, M. (1997). Development and evaluation of a computer-based learning package for the teaching of holistic Accounting concepts. Australian Journal of Educational Technology Morgan, C.K. and Tam, M. (1997). Electronic mail in a distance education program. ODLAA Conference Proceedings Morgan, C.K. and Tam, M. (1997). ‘Electronic mail in a distance education program’, in J. Osborne, D. Roberts and J. Walker (eds.). Open, Flexible and Distance Learning: Education and Training in the 21st Century

Scholarly Books, Monographs and Chapters
Chapter in an edited book (author)
Tam, M. (2021). Lifelong Learning for Elders in Hong Kong: Policy and Development. In P. Narot & N. Kietrikunwona, Education for the Elderly in the Asia Pacific (101-111). Singapore: Springer
Tam, M. (2019). Third age learning in Hong Kong: The Elder Academy experience. In M. Formosa (Ed.), The University of the Third Age and Active Ageing: European and Asian-Pacific Perspectives (169-179). Switzerland: Springer International Publishing
Tam, M. (2019). Later life learning experiences: Listening to the voices of Chinese elders in Hong Kong.. In B. Findsen, Fresh Perspectives on Later Life Learning (97-114). London, United Kingdom: Taylor & Francis
Tam, M. (2018). Lifelong Learning for Older Adults: Culture and Confucianism. In Milana, M., Webb, S., Holford, J., Waller, R., Jarvis, P. (Eds.), The Palgrave International Handbook on Adult and Lifelong Education and Learning (857-878). UK: Palgrave Macmillan
Tam, M. (2016). The Confucian view of lifelong learning: relevancy to the teaching and learning of older adults.. In C.M. Lam & J. Park (Eds.), In C.M. Lam & J. Park (Eds.) Sociological and Philosophical Perspectives on Education in Asia-Pacific Region (193-204). Dordrecht, Netherlands: Springer
譚小玲 (2013)。 高齡學習與樂活晚年的模式：香港長者學苑網絡。中華民國成人及終身教育學會編著， 終身學習行動策略 (197-210)。台北市: 師大書苑
Tam, M. (2012). Active ageing, active learning: Elder learning in Hong Kong. G. Boulton-Lewis, & M. Tam (Eds.), Active Ageing, Active Learning: Issues and Challenges (163-173). Dordrecht, Netherlands: Springer
Tam, M. (2011). The outcomes-based approach: Concepts and practice in curriculum and educational technology design. In A. D. Olofsson, & J.O. Lindberg, Informed Design of Educational Technologies in Higher Education: Enhanced Learning and Teaching (Chapter 2). Sweden: IGI Global
Tam, M. (2009). Constructivism, Instructional Design, and Technology: Implications for Transforming Distance Learning. in J. W. Willis, Constructivist Instructional Design (C-ID): Foundations, Models, and Examples (61-80). USA: Information Age Publishing, Inc.
Edited book (editor)
G. Boutlon-Lewis, & M. Tam (Eds.) (2012). Active Ageing, Active Learning: Issues and Challenges. Dordrecht, Netherlands: Springer

Journal Publications
Publication in refereed journal
Tam, M., Wu, X. (2020). A model of integrating elder learning into higher education: A case from a Hong Kong university.. International Journal of Lifelong Education, 39(4), 356-373
Tam, M. (2018). Evaluation of third age learning in Hong Kong: Why and how?. Educational Gerontology, 44(11), 724-731
Boulton-Lewis, G., Tam, M. (2018). Issues on teaching and learning for older adults in Hong Kong and Australia.. Educational Gerontology, 44(10), 639-647
Tam, M. (2017). Retirement and learning: A longitudinal qualitative approach. Educational Gerontology, 44(1), 54-63
Tam, M. (2017). Towards a cross cultural understanding of ageing and learning by senior adults in Hong Kong and Australia. International Journal of Lifelong Education, 36(5), 565-577
Tam, M., Boulton-Lewis, G., Buys, L., & Chui, E. (2017). Similarities and differences in views of ageing and learning in Hong Kong and Australia. Educational Gerontology, 43 (8), 393-403
Boulton-Lewis, G., Pike, L., Tam, M., Buys, L. (2017). Ageing, loss and learning: Hong Kong and Australian Seniors. Educational Gerontology, 43(2), 89-100
Boulton-Lewis, G., Tam, M., Buys, L. & Chui, E. (2016). Hong Kong and Australian Seniors: Views of aging and learning. Educational Gerontology, 42 (11), 758-770
Tam, M. (2016). Editorial. Mini Thematic Issue: Learning and Well-being in Later Life. Current Aging Science, 9(3), 160-161
Tam, M. (2016). Later life learning experiences: Listening to the voices of Chinese elders in Hong Kong.. International Journal of Lifelong Education, 35 (5), 569-585
Tam, M., Aird, R., Boulton-Lewis, G., & Buys, L. (2016). Ageing and Learning as Conceptualized by Senior Adults in Two Cultures: Hong Kong and Australia. In M. Tam (Ed.) Thematic Issue on Learning and Well-being in Later Life. Current Aging Science, 9 (3), 162-177
Tam, M., & Chui, E. (2016). Ageing and learning: What do they mean to elders themselves?. Studies in Continuing Education, 38 (2), 195-212
Tam, M. (2014). A distinctive theory of teaching and learning for older learners: why and why not?. International Journal of Lifelong Education, 33(6), 811-820
Tam, M. (2014). Understanding and theorizing the role of culture in the conceptualizations of successful ageing and lifelong learning. Educational Gerontology, 40(12), 881-893
Tam, M. (2014). Outcomes-based Approach to Quality Assessment and Curriculum Improvement in Higher Education. Quality Assurance in Education, 22 (2), 158-168
Tam, M. (2013). Increasing professionalization and vocationalization of continuing education in Hong Kong: Trends and Issues. International Journal of Lifelong Education, 32 (6), 741-756
Tam, M. (2013). Intergenerational service learning between the old and young: What, why and how?. Educational Gerontology, 40 (6), 401-413
Tam, M. (2013). Perceptions of successful ageing and implications for late-life learning. Studies in Continuing Education, 35(3), 281-298
Tam, M. (2013). A model of active ageing through elder learning: The Elder Academy Network in Hong Kong. Educational Gerontology, Special Issue: Social Policy -- An Engine for Change in Research and Practice Modalities, 39(4), 250-258
Tam, M. (2012). East-West perspectives on elder learning.. Educational Gerontology, 38 (10), 661-665
Tam, M. (2012). Lifelong learning for senior adults in Hong Kong: Policy and practice. International Journal of Lifelong Education, 31 (2), 157-170
Tam, M. (2012). Active ageing, active learning: Policy and provision in Hong Kong. Studies in Continuing Education, 33(3), 289-299
Tam, M. (2012). Elder learning in Hong Kong: Policies, programmes, provisions and issues.. Educational Gerontology, 38(2), 107-113
Tam, M. (2007). Assessing quality experience and learning outcomes, Part II: Findings and discussion. Quality Assurance in Education, Vol. 15 (1), pp 61-76
Tam, M. (2006). Assessing quality experience and learning outcomes, Part 1: instrument and analysis. Quality Assurance in Education, Vol.14, No.1, pp75-87
Tam, M. (2004). Using students’ self-reported gains as a measure of value-added. Quality in Higher Education Journal, Vol. 10, pp.253-260
Tam, M. (2002). Measuring the effect of higher education on students. Quality Assurance in Education, Vol.10, No.4, pp 223-228
Tam, M. (2002). University impact on student growth: a quality measure?. Journal of Higher Education Policy and Management, Vol.24, No.2, pp 211-218
Tam, M. (2001). Measuring quality and performance in higher education. Quality in Higher Education Journal, Vol. 7.1, pp 47-54
Tam, M. (2000). Constructivism, instructional design, and technology: implications for transforming distance learning. Journal of Education Technology and Society, Vol. 3.2, pp.50-60
Morgan, C. K. and Tam, M. (1999). Unravelling the complexities of distance education student attrition. Distance Education Journal, Vol.20, No.1, pp.96-108
Tam, M. (1999). Managing change involves changing management : implications for transforming higher education. Quality in Higher Education Journal, Vol. 5.3, pp.227-232
Tam, M. (1999). Mentoring - a way to staff induction’, in J. James (Ed.) (1999). First QTL Conference Proceedings, pp.55-58
Tam, M. (1999). Quality assurance policies in higher education in Hong Kong. Journal of Higher Education Policy and Management, Vol. 21.2, pp.215-226
Chan, Y.H. and Tam, M. (1999). Promoting teaching skills and technology across higher education institutions in Hong Kong: the Lingnan experience. ACUCA Newsletter, pp.28-38
Morgan, C.K. and Tam, M. (1998). Tutoring via electronic mail. Open Praxis, Vol. 1, P.26-28
Tam, M., Wedd, S. and Mckerchar, M. (1997). Development and evaluation of a computer-based learning package for the teaching of holistic Accounting concepts. Australian Journal of Educational Technology
Morgan, C.K. and Tam, M. (1997). Electronic mail in a distance education program. ODLAA Conference Proceedings
Morgan, C.K. and Tam, M. (1997). ‘Electronic mail in a distance education program’, in J. Osborne, D. Roberts and J. Walker (eds.). Open, Flexible and Distance Learning: Education and Training in the 21st Century

Project


Evaluation of the Policy, Provision, and Practice of Lifelong Learning for Senior Adults in Hong Kong .. Project Start Year: 2017, Principal Investigator(s): TAM, Siu Ling Maureen 譚小玲
Studying Time Use and The Effects of Retirement Planning, Reasons, Experiences, and Lifelong Learning on Retirement Adjustment and Life Satisfaction among School Teachers in Hong Kong: A Longitudinal Analysis .. Project Start Year: 2015, Principal Investigator(s): TAM, Siu Ling Maureen 譚小玲
Towards a cross-cultural understanding of learning by senior adults: Hong Kong and Australia This cross-cultural comparative study will obtain knowledge and develop understanding about the conceptualizations of learning held by senior adults from two cultural backgrounds: Hong Kong and Australia. It will examine the differences, as well as commonalities, of their conceptualizations of learning, their involvement in elder learning, and important learning issues including interests, instructional preferences, as well as facilitators and barriers to participation in the two different cultural contexts. Project Start Year: 2012, Principal Investigator(s): TAM, Siu Ling Maureen 譚小玲
Towards a Cross-Cultural Understanding of Lifelong Learning by Senior Adults: Hong Kong and Australia This project is actually entitled “Perceptions of successful ageing by senior adults in Hong Kong: Implications for lifelong learning”. The funding was from RDO for GRF project scoring 3.5 or above. The project is a pilot study to be expanded leading to a future GRF submission. It aims to identify factors associated with ageing well, in particular, among the elderly in Hong Kong; and to draw implications from the findings for facilitating and supporting lifelong learning for older adults in Hong Kong. Project Start Year: 2011, Principal Investigator(s): TAM, Siu Ling Maureen 譚小玲
A Critical Review of Policies and Provisions for Later-life Learning in Hong Kong This project aims to examine policy development related to the provisions of elder learning in Hong Kong and to critically review the effectiveness and adequacy of the policies and provisions for implications to inform government policy and improve programmes for elders in Hong Kong. Project Start Year: 2010, Principal Investigator(s): TAM, Siu Ling Maureen 譚小玲
Renewal Proposal for Professional and Vocational Education Programs. This project explores the development of online programs and using new technologies of learning in HKIEd PVE programs. Project Start Year: 2010, Principal Investigator(s): KELL PETER MICHAEL 郭懷德 (TAM, Siu Ling Maureen 譚小玲 as Co-Investigator)
A Critical International Review of the State of the Theorization, Policy and Research in Elderly Learning and Education The project aims to conduct a comprehensive and critical review of a growing body of knowledge related to the state of theorization, policy and research in elderly learning and education. The critical review will examine issues pertinent to the theorizing and conceptualizing of elderly learning, the policy implications, as well as the emergent trends that promise to exert influences on future research and development in the field of elderly education. By critically examining the pertinent issues and trends, a systematic and comparative review will be resulted to lay the solid ground for future research in elderly learning and education. Project Start Year: 2009, Principal Investigator(s): TAM Siu Ling Maureen