Bachelor of Social Sciences (Honours) in Greater China Studies


Leading the Way Forward

The Bachelor of Social Sciences (Honours) in Greater China Studies encourages students to explore the Greater China region - Hong Kong, Macau, China, Taiwan and beyond. It arms students with solid but wide-range knowledge on politics, culture, economics and development about the region. Engaging in vibrant academic discussions and hands-on experience in research, students are able to analyze social issues critically and empirically upon graduation. Past graduates become analysts, government officials, and executives in business corporations and non-governmental organizations (NGOs). Given our strong academic training, some students also pursue further studies locally as well as abroad.

A Vibrant Academic Life: Learning by Doing; Learning by Reaching Out - Comparative Education Field Visit and Internship

We don’t just teach; we also do. As professors, we believe that some of the best learning occurs outside of the classroom through in-field experience and through a variety of teaching mediums. In addition to conventional classroom teaching, we also take our students out to see the world. Through our extensive summer internship, we provide students with experiential learning in China, Taiwan, Hong Kong, Macau and even in South Africa. Students can venture into a variety of industries including media and marketing, culture, NGOs and political parties.

Love is all Around - Impeccable Pastoral Care

Students who are admitted to our programme will be looked after by academic tutors. We organize orientation programme for the freshmen so that they can adapt to the University and the programme. Students also receive trainings before they are sent for internships or education visits. On a daily basis, our academic staff engages students into their research work and their projects. Through working with the students, academic staff develop close and personal relationship that hopes to transform students into confident and independent individuals, ready to take on the world with steely will.

Great and Bright Future - Impressive Statistics on Job Acquisition and Further Studies

The Programme prepares students for a wide range of careers in government and public service, education, journalism and business. Students may also proceed from this degree to postgraduate programmes in such areas as China Studies, Communication, Education (PGDE), Public Administration and Social Work. Our employment statistics have been consistently promising. Almost 90% of our students obtain employment or furthering their studies within three months to six months upon graduation. Our graduates work for both primary and secondary schools, as well as other major employers in the Greater China region such as Aeon Hong Kong (as Management Trainee), Cathay Pacific, Hong Kong Government (as Executive Officer), HSBC and Leo Burnett. Students who study abroad have been admitted to or received offers from top universities such as University of Bath, University College London and the University of Edinburgh. For more information, please see Alumni Sharing.

Entrance Scholarship

Full-time applicants with outstanding achievements are automatically considered for entrance scholarships. Most of the entrance scholarships are renewable subject to the students' continued outstanding academic performance. For more information, please see Scholarships.


  • Major Studies
  • Electives
  • General Education
  • Language Enhancement Programme


For Students Admitted in 2019/20 (Year 1 Entry):

Students will be graduated with the programme title "Bachelor of Social Sciences (Honours) in Greater China Studies"

Components Credit Point (cps)
Coursework 48
Comparative Field Visit 3
Internship 6
Honours Project (Phase I & II) 6
Electives (including an optional 15-cp Minor) 27
General Education

- 4 cps: Foundation Courses
- 3 cps: Experiential Learning: Co-curricular and Service Learning Course
- 3 cps: Experiential Learning: Experiential Learning Course
- 9 cps: Breadth Courses (including a 3-cp course from “GE Learning Strands”, 3-cp course from “Positive and Values Education” and 3-cp GE Interdisciplinary course)
- 3 cps: University ePortfolio


- 3 cps: Chinese Language Enhancement Course
- 6 cps: English Language Enhancement Courses

Total cps: 121


For Students Admitted in 2016/17 to 2018/19 (Year 1 Entry):

Students will be graduated with the programme title "Bachelor of Social Science Education (Honours) (Greater China Studies)"

Components Credit Point (cps)
Coursework 48
Comparative Education Field Visit 3
Internship 6
Honours Project (Phase I & II) 6
Electives (including an optional 15-cp Minor) 27
General Education

- 3 cps: Foundation Courses
- 12 cps: Breadth Courses
- 3 cps: Consolidation Course


- 3 cps: Chinese Language Enhancement Course
- 6 cps: English Language Enhancement Courses

Co-curricular and Service Learning (CSL) Course 3
Total cps: 120


For Students Admitted in 2012/13 to 2015/16 (Year 1 Entry):

Students graduated with the programme title "Bachelor of Social Science Education (Honours) (Greater China Studies)"

Components Credit Point (cps)
Coursework 48
Comparative Education Field Visit 3
Internship 6
Honours Project (Phase I & II) 6
Electives (including an optional 15-cp Minor) 27
General Education

- 6 cps: Foundation Courses
- 12 cps: Breadth Courses
- 3 cps: Consolidation Course

Language (English Language Enhancement Courses) 6
Co-curricular Learning (CL) Course

(for students admitted before 2014/15)


Co-curricular and Service Learning (CSL) Course

(for students admitted in 2014/15 and thereafter)

Total cps: 120


Programme Handbooks:

2019-2023 cohort

2018-2022 cohort

2017-2021 cohort

2016-2020 cohort


Student Handbook:


* Programme Curriculum: Any aspect of the course (including, without limitation, the content of the Course and the manner in which the Course is taught) may be subject to change at any time at the sole discretion of the University. Without limiting the right of the University to amend the course, it is envisaged that changes may be required due to factors such as staffing, enrolment levels, logistical arrangements and curriculum changes.


This course provides a basic introduction to the concepts of research in social sciences, in particular policy studies. They will be exposed to research concepts and proper citation methods; how to begin with a research topic; different research methods, ethical principles and challenges, and the elements of research process within quantitative, qualitative and mixed methods approaches. Participants will use these theoretical underpinnings to critically review literature relevant to their interests and how research findings are interpreted to support their objectives in exploring the research topic. This course also provides a brief introduction to social innovation as a form of action research. Skills for problem identification and problem analysis will be introduced as a start point of conducting a social innovation project.
This course aims to provide students a macro view of understanding human behaviour from collective models. This course will examine various theoretical perspectives, sociological concepts and methodologies related to the systematic study of individuals and societies in both macroscopic and microscopic levels of analysis. Students will be exposed to major theoretical traditions in social theory and as the course unfolds, how these theoretical perspectives can be utilized to evaluate our social world. Students will discover the relationship between individuals and society, and explore their roles with the family, school, religion, peer groups, and in other social systems with a critical thought. Students will also explore the emergence of social innovation as one of responses to issues of major social concern in contemporary times.
This course is designed to provide students with a comprehensive introduction to the study of Greater China. All aspects of Greater China will be examined, including the emergence of Greater China, the concept of Greater China, economic integration within Greater China, Hong Kong and Taiwan popular culture, Greater China and the Chinese overseas. Important recent developments like the economic rise of China and its impact on Hong Kong, Taiwan and Macau will also be addressed.
In better understanding Greater China, the course will also explore issues that all states in the Greater China region face, with a special attention to the process of democratization. The course will deal with the role of international actors in shaping Greater China’s development. The course will also give an introduction to the development of the sphere of social innovation and social entrepreneurship in Greater China over the last decade.
This course serves as a foundation course in the study of politics and governance. Various concepts of politics, governance, major political ideas and basic operations of a government will be introduced. It follows with empirical exploration of political and governance issues tackled by states. Case studies cover national and local levels. In particular, issues of China, Hong Kong, Taiwan and Macau of the Greater China region will be discussed to illustrate the concepts. Social innovation in governance in Greater China will also be explored. After taking this course, students will understand the multidimensional and multidisciplinary nature of the concept of politics and governance, identify the complex relationships between governance and policy and explore the challenges of governance faced by the states in Greater China region.
In this course, students will study the concepts of education development and its related issues from a multidisciplinary perspective. Various theories and perspectives of education development will be explored and supplemented to facilitate the understanding of the role of education in social, economic, cultural and political development.
Another important theme of this course is in reference to the complexity of education development issues that are tackled by the stakeholders in Greater China at national and local levels. Case studies specific to Mainland China, Taiwan, Hong Kong and Macau will be provided in the course and students are required to apply the research skills and/or use a social innovation perspective to solve the issues presented in the case studies.
The course seeks to provide students with an understanding of China’s changing role in the world affairs since the economic reforms and open door policy in 1978. This requires first of all some historical knowledge of the linkage between Chinese domestic and foreign relations, with an emphasis on the developmental trajectory of China and the associated concepts, ideologies and theories of self-reliance, modernization, democracy, Chinese style socialism and China’s peaceful rise through to the present day. The second part will cover the most recent politico-economic relationship of China with the world, including the impact of globalization on China, the dynamic of China’s domestic developments and international relations, China’s grand strategy and China’s relations with other major powers (US, Russia, Japan, India). This course will cover leadership training which is critical for addressing the power struggles among China and other global leaders in the world. This echoes an initiative by Department of Asian and Policy Studies to integrate social innovation into every core course on the BSocScEd(GCS) Programme. It is because leadership is also critical to success of a social venture.
The social sciences encompass diverse concerns of society and include a wide range of contents drawn from multiple disciplines; it also carries a normative responsibility to examine human values embedded in specific social contexts. This course is designed to help students acquire foundation knowledge and pedagogical skill essential for teaching social sciences curriculum in primary and secondary schools. The course focuses on four themes, the scope of social sciences curriculum, pedagogical issues arising from specific social and school contexts, teaching strategies to lead effective teaching and teaching-research relationship in social sciences curriculum. An additional theme is the principles of social innovation education in primary and secondary schools and case studies are used to facilitate the understanding of the principles. Students are expected to bring their school experience and social sciences knowledge acquired from earlier stage of the programme into the development of pedagogical skills and the design of a meaningful social sciences curriculum.
This course enables students to understand the pattern, process and dynamics of urbanization, and its implications for policy and governance in the greater China region where cities are growing at exceedingly rapid pace and unprecedented scale. Important topics to be discussed will include level and trend of urbanization, urban development strategy, rural-urban migration, household registration system, structural and spatial change of urban system, urban spatial restructuring, globalizing cities and so on. Emphasis will be place on the interaction among state, market and society and its implications for the (re)production of urban space in greater China. This course will equip students with the knowledge essential to understanding the main features and uniqueness of urbanization in the greater China region in the current era of globalization. In addition, students will examine some of the urban problems from a social innovation perspective.
This course aims to enable students to have opportunities to take an explicitly comparative perspective to understanding major issues related to economic and social development in the Greater Chinese region. The course will engage students in a critical analysis of key development issues and challenges in China, Taiwan, Hong Kong and Macau, with particular emphasis on examining policy responses to the challenges in these Chinese societies. With consideration of continuing development challenges, the course aims to introduce students to the question of whether economic growth can contribute to a more equitable distribution of income and wealth, whether and how government policies can expand and improve accessibility to public services (especially for vulnerable groups), and whether and how economic development can be sustainable. Students will also look at issues pertaining to development from a social innovation perspective.
The relationship between the environment and human development has become a major political and social issue, with global interest and attention focusing sharply on the critical challenges faced by developing countries. This course will consider the scientific knowledge required to understand the inter-relations between development and environment in the Greater China and international contexts and will prepare students with various transferable skills to facilitate environmental education. Covering a wide range of topics, from global climate change and energy use to biodiversity conservation, an emphasis will be made on understanding approaches in development planning, the environmental conflicts, the need for long-term environmental sustainability and social justice, and attempts to incorporate a deeper awareness of these issues into policy making, planning and management. Students will also explore how social innovation contributes to sustainability.
This course focuses on several key topics in education and society in Greater China, bringing together issues of education policy and reform, social inequality, diverse populations, higher education, globalization, social innovation, and economic, political, and social development. The course takes an explicitly comparative approach with each of the issues examined through case studies of different societies within Greater China. Largely student-centered, the course is structured around student-guided discussions of assigned readings, with the goal of encouraging the drawing of conclusions about important educational issues from the comparison of different cases. Through preparation for discussions and their final assignments, students will develop independent inquiry skills to explore the interrelationships between education and social phenomena. They will also explore the role that social innovation may play in addressing social issues related to education and society in Greater China.
This course is designed to introduce students to the concepts, theories, trends and issues essential for understanding curriculum and pedagogy in educational systems in Greater China. Some of the trends and issues will be investigated from a social innovation perspective. Designed primarily for social science rather than education students, the course encourages students to put a greater focus on understanding trends, analyzing issues and where possible developing insights on curriculum and pedagogy topics such as the influence of internet and computer technology.
This course is designed to introduce students to the role and function of the politics and law in shaping social transitions in four geographic regions of Greater China, i.e., Mainland China, Hong Kong, Taiwan, and Macau. The course will familiarize students with the concepts, issues and perspectives essential for understanding the politics and law in Greater China, with focus on the key issues of political authority, political decision making, the rule of the law, law-making machinery, and the relationships among the state, political party, and lawmaking institutions in shaping political and legal issues in the specific social contexts in the four Chinese societies. The course will engage participants in a critical and comparative analysis of these issues and their impact on social transitions in Greater China. The course will first examine concepts and theories on political culture and political decision making. The second part will review the historical development of politics and legislation in Mainland China, Hong Kong, Taiwan, and Macau. The third part will compare the similarities and differences in the political structures and legal systems in specific social contexts in Greater China. Based on the comparative analysis, the fourth part will engage students in exploring the role and function of politics and law in shaping social development in the four Chinese societies.
This course explores major social policy challenges and issues confronting the societies in Asia, with a particular focus on Greater China. Adopting a comparative approach in analyzing policy formation and implementation, this course will enable students to understand the most recent developments related to major social policies like education, health, social welfare, labour and housing policies in Mainland China, Hong Kong, Taiwan, Macau and other selected societies in Asia. This course also introduces students to new policy areas, such as social innovation policies and social enterprise policies. Students will be engaged in comparing and contrasting major social policy issues of selected Asian societies, and appreciating the complexity of policy formation implementation and evaluation from comparative perspectives.
This course will scrutinize the historical development, political and economic characteristics and importance of the regional cooperation in Greater China. The course begin by outlining the main theoretical approaches (realism, pluralism, idealism and globalism) that are used to examine the regional cooperation, the existence of different type of regional cooperation, and various strategies for its maintenance and for improving its quality. The second part of the course focuses on the institutional system of the regional cooperation in Greater China, with special attention of the interaction between different actors in the region. From a social innovation perspective, students will explore the possibility of fostering regional cooperation at the sub-state level. The final part is concerned with the challenges facing the regional cooperation in Greater China and how the governments in the region use organizations and policy coordination to respond to the challenges.
This course serves to provide students with a foundational knowledge about the development issues and challenges confronting major societies in Greater China, with particular reference to discuss how different economic development strategies adopted by Mainland China, Hong Kong, Macau and Taiwan have affected social development of these societies. Students will be engaged in studying how civil society has emerged and developed in these societies, especially examining how and what major approaches/measures that the governments have adopted to manage the growing complexity of social problems, the autonomization of society and the changing role of non-governmental organizations (NGOs).
Internship - The Student Internship aims to help students integrate and apply in a real-life setting the knowledge and skills they have gained in earlier stages of the programme. Students will be expected to engage in reflection throughout their Internship experience and make analyses with regard to the problems and prospects in Greater China. Placement in the public, private or third sectors will enhance students' sense of social responsibility as well as their regional and global literacy. Practical experience in various fields will also assist students in making decisions on their future career.
The Comparative Education Field Visit is a required component of the programme providing students a first opportunity to put into practice the research skills they have learned in the Foundation Stage to engage in a small-scale group project. Held during the summer semester, this course aims at enhancing students' awareness of the importance of policy and governance in global and regional affairs. Through collaboration with other university partners throughout Asia, students are expected to actively engage in the interactive learning environment where international and local students combine knowledge acquired from lectures and seminars with investigation of problems and prospects of Greater China in the Asian context. Students will participate in field trips and professional visits to government offices, international non-profit organizations, political parties, think tanks, social services and environmental protection organizations. Renowned businessmen, community leaders, prominent scholars will also be invited as guest speakers for lectures and professional visits.
This course focuses on preparing students to conduct an innovative social research project in GCS4901. It equips students with skills and knowledge in problem identification, design thinking, literature review, research methods, prototyping, ethical principles and the elements of research process within quantitative and qualitative approaches. Students will be required to form groups and prepare a research topic to be presented in the tutorials. They will then be required to write up a research proposal using the knowledge they learn and the comments gathered in the tutorials.
Students will be guided to study a self-chosen topic. The topic may be related to broad, relevant issues, or how these main themes relate to a particular societal / regional context. The skills of quantitative and qualitative research, formulation of proposals, data collection, analysis and presentation of finding, design thinking and prototyping will be further developed in this process. It leads to a reflective inquiry project that serves as a capstone for the honours degree programme. Students’ learning experiences accumulated through their undergraduate studies will be consolidated in this project. It helps students integrate and synthesize prior knowledge and learning across areas. It enables them to further develop their subject knowledge and may extend their scope of exposure in work-related settings. A report (4,000 to 6,000 words) is prepared under the supervision of an academic tutor, who advises the student on the work and provides feedback at different stages of its development.
China and India are two rising stars of the 21st century. Increasingly, China and India are playing important roles in the global economy and global governance. They are depicted as the drivers of the global economy especially after the financial crisis 2008-09. Nevertheless, our understanding of China and India has remained fragmented and patchy. This course aims to examine development policy in China and India. The following questions will be investigated: how China and India have launched developmental initiatives, what policy instruments have been used in these two countries, what administrative systems of governance have been adopted, and what the implications are for other developing countries.
Changes in the contemporary structural composition of the global political-economy increasingly impact all facets of state-market relations, not least the reach, power and authority of the state in terms of policy making processes and the means via which public policy is realized. Understanding the forces precipitating this change comprises the principal rationale of this course. The fundamental question the course deals with is the distribution of power in the international system and its consequences for governance and state capacity.
Beginning with the theoretical framework of governance and global governance, this course brings students to tackle three main topics: 1) pendulum effect of power relations/ governance mode between states and markets; 2) new forms of governance beyond states and markets in the globalization age; 3) back to the theme of governance, the implications for state capacity under the trend of global governance.
To address these questions, theoretical training and in-depth special issues will be provided throughout the lectures and tutorials.
This course serves to provide students with a foundational knowledge about the ways in which the development of new media have interwoven with the youth development in Greater China regions. Participatory cultures on the Internet offer an increasing range of opportunities for young people to express themselves. We examine these relations and practices with a view to the way they shape young people’s self development at an individual level and the development of civil society at a societal level. Students will understand government policies of the Internet and analyze controversial cases in Mainland China, Hong Kong, Macau and Taiwan. The class will critically discuss issues related to youth development and new media technologies in Greater China regions, such as cyber personas, mental health, Internet addiction, cyber-love, online activism as well as youth civic engagement.
The aim of this course is to provide students with the knowledge and skills that can be used to effectively manage human resources to achieve organizational goals. This course aims to consider the issues involved in the strategy and practice of human resource management in the context of the changing world of work. Specific HRM strategies focused around staffing, training and development, communication, management change, emotional labor and forecasting and planning will be explored both theoretically and in an applied sense in the context of business and government organizations. The course will enable students to examine and analyze the key concepts, core issues, principles and processes of human resource management in the public and private sectors, with special application to the public sector of Hong Kong and the Greater China Region. The students will be able to apply the concepts and theories to analyze human resource management issues and the challenges facing the public sector and private sector. The course will also help to develop research and presentation skills through a supervised group project.
Human Resources Professionals require the necessary understanding of the exchanges that take place between individuals in the workplace. This course aims to ensure that students are familiar with the nature of organisations, their structures, processes and working environments, and particularly the specific characteristics of public and private organisations. It enables students to understand some of the key concepts and theories in organisational behavior; and analyze the implications of organisational behavior for public and private sector management.
This course provides a general picture on the political, economic, and social developments among the Southeast Asian countries after the WWII. Their unique historical backgrounds, the paths of modernization, democratization if any, bring the impact to their transformative societies, such as role of change in women, and education. In addition, their interactions and cooperation within the region will be another focus in the course. All students are expected to perceive the opportunities and challenges through the dynamics between Greater China and the Southeast Asian countries.
Effective communication is the basis for success in all walks of life. This course explores history, theory and philosophy of communication, including interpersonal, group, public and mass communication – and how they can be applied effectively in our daily lives. It helps students to have a basic understanding of the theories behind various forms of communications. A solid grounding in communication theories will be gained and students will learn to apply these theoretical perspectives to different communication issues and contexts. Besides, this course examines how, why, where and when we communicate, on a personal, social and global level. Students will explore a number of important concepts in communication and to demonstrate how different practices shape this profoundly important idea. This course also gives students a wider view of what is happening behind all the information they receive in everyday life through different media and help them develop a critical thinking of the truth behind the different pieces of information. Students will study and test these concepts through in-class discussions, critical thinking exercises, and public engagement.
This course is designed to help students acquire basic background knowledge of communication studies by focusing specifically on aspects of integrated approach of public and education sectors. With respect to the public sector, the course introduces marketing communication, public relations, as well as intercultural communication. Considering the education sector, the course addresses the communicating messages to schools and communities. Through lecture, illustration, case study, discussion, and news analysis, students are expected to learn how to distinguish communication in different sectors and issues in our daily life.
This course explores how cross cultural communication is affecting our daily lives. Students will develop an understanding of the cultural origin of people’s values, habits and ideologies and how these elements affect communication with people from different cultures. This course intends to provide students with the knowledge and skills for effective interaction and communication across cultures, especially in schools and classroom settings. It helps students to understand the intricacies and challenges in communicating with people from diverse background and enables them to develop a cultural awareness of the importance in communicating successfully across cultures in different contexts.
This course is designed to help students acquire knowledge of communication instruction and apply the information to teaching. Students will be provided with diverse viewpoints and perspectives on a wide range of topics that impact their own communication with participants in a classroom setting. Using a multidisciplinary approach to include a combination of theory and practical advice, this course covers a wide range of classroom communication issues that include: interpersonal and small group communication, listening and verbal and nonverbal communication. This course also allows students to anticipate new coverage on out of the classroom communication, lesson plans based on state or national standards and crisis communication. This allows the students to implement various instructional strategies, enabling them to meet a wider range of student needs in the future.
The purpose of this course is to familiarize students with the main analytic debates on the field of gender and development from different perspectives and relate these debates especially on Asia. Four institutional domains (households, family and kinship, the market, the community and the state) through which gender relations are both defined and transformed receive separate attention. Students will be introduced to the patriarchal structures of society that have shaped and categorized gender roles and status, through a range of psychological and sociological discourses, including Politics, Literature, the Media, Religion, Race and Medicine. The focus on issues of rate will include the structures, processes and mechanisms whereby gender as a social division is produced and reproduced. An introductory survey of conceptual approaches to gender is followed by a treatment of central topics which include: the move from WID (women in development) to GAD (gender and development) as critical perspectives in development studies, conceptual approaches to households, men and masculinities in development, globalization and women’s employment, gender, state and governance, women’s movements and state-civil society relations, gender, conflict and post-conflict, and finally an appraisal of prospects for gender-aware planning and empowerment, through studying cases across Asia.
This course is designed to examine a broad range of issues and debates presently taking place in international communication. The course will look into the historical background, theoretical framework which can provide students with contextual as well as analytical foundations to approach topics related to international communication. It examines the role of media as an increasingly important aspect in political life of states and societies. It also enquires how political and economic infrastructure is affecting the development of media systems. The course also explores the current development the emerging trend of media systems in the world, in the Greater China region, its role in the global media system; and how the change in the global media system instigates changes within the Greater China region.

Click here for Course Outlines

* Course Synopsis: Any aspect of the course (including, without limitation, the content of the Course and the manner in which the Course is taught) may be subject to change at any time at the sole discretion of the University. Without limiting the right of the University to amend the course, it is envisaged that changes may be required due to factors such as staffing, enrolment levels, logistical arrangements and curriculum changes.


Students with HKDSE qualifications who meet the University's general entrance requirements will be eligible to apply:

Application on the strength of HKDSE Result:

Four core subjects and one elective subject with:

  • Level 3 or above in English Language and Chinese Language; and
  • Level 2 or above in Mathematics (Compulsory part), Liberal Studies and one elective subject*
* Remarks:
  1. Applied Learning Subjects: "Attained with Distinction" in an Applied Learning subject will be regarded as having met the requirement of an elective subject. "Attained" level would be regarded as a value-added factor to be considered in totality with the Student Learning Profile (SLP) for the purpose of admission.
  2. Other Language Subjects: Other language subjects will be accepted as unspecified elective subjects. The minimum requirement is Grade E.
  3. Alternative Chinese Language Qualifications: Alternative Chinese will be accepted as meeting the Chinese Language requirement for those students who fulfill the requirement for taking Alternative Chinese as announced by EDB.


Applicants applying on the strength of non-HKDSE results, please refer to the following links:


Hong Kong Residents HK$150*

Non-Hong Kong Residents HK$300*

Online Application System:


HK$392,000* (for the whole four-year full-time programme)

(*Fees are subject to change on an annual basis.)


Interested applicants please submit your application via EdUHK Online Application Systems. Prior to your submission, please visit for detailed application and admission information.

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