DSE Econ 時事 第5週（2026年）

Ask students to draw supply and demand diagrams for public rental and subsidised ownership flats, show effects of selling rental flats under TPS and of increasing supply via new subsidised flats, and evaluate impacts on equilibrium quantity, rents/prices, consumer surplus and waiting lists.

Pose an evaluative question requiring explanation of how clearer property rights (e.g., consolidating ownership, mandatory maintenance fund) change incentives for upkeep, and ask students to assess whether the proposed HK$50,000 maintenance contribution improves allocative efficiency and reduces free-riding.

Require identification and classification of the externalities present, illustrate the welfare loss with a diagram, and evaluate policy instruments (subsidies for renovation, relocation incentives, compulsory maintenance funds) in correcting these externalities, including efficiency and equity trade-offs.

Ask students to calculate and discuss opportunity costs given illustrative budget figures (cost per household vs. number of new flats possible), and write a short evaluation comparing the net benefits of relaunching TPS versus investing in new subsidised supply or maintenance.

Ask students to draw and explain a long-run average cost curve showing economies of scale from consolidation (e.g., freight consolidation, shared facilities) and evaluate the conditions under which diseconomies of scale might emerge (e.g., management complexity, overexpansion).

Set an applied question requiring classification of Crozier’s and Eythos’s moves (horizontal, geographic/international, diversification) and ask for an analysis of motives, benefits (market access, lower unit costs) and risks (higher fixed costs, regulatory barriers).

Ask students to identify which factors of production are emphasised in the article, explain how increased capital affects short-run and long-run supply (shifts and cost structure), and evaluate trade-offs between high fixed capital investment and marginal costs.

Pose a labour-market question: analyse how government-funded training or certification would affect the supply curve for skilled art-handling labour, wages and employment in the sector, using a supply–demand diagram and welfare implications.

Data‑based question: using given figures (for example average daily turnover rose ~90% to HK$272bn and the government recorded a HK$43.9bn operating surplus), explain how a stock‑market boom increases stamp duty revenue and show with a labelled diagram how bond issuance finances capital projects; evaluate fiscal risks of relying on market‑driven revenue versus bond finance.

Essay/structured question: define public goods and argue whether the Northern Metropolis projects should be treated as public goods or merit goods; assess why the government might use bonds rather than current spending to provide these goods, referencing externalities and equity considerations.

Short analysis question: using the government’s choice to limit growth of recurrent spending, ask students to identify the opportunity cost of increasing current transfers versus investing in infrastructure (use HK$ figures from the article for a quantitative comparison), and evaluate which option better promotes long‑term welfare.

Application question: ask students to draw a government budget constraint or PPF and show how scarce fiscal resources force prioritisation; require explanation of how improved revenues shift possibilities and whether that eliminates scarcity, with reference to the HK$67bn consolidated deficit estimate and bond issuance.

Ask students to draw a supply and demand diagram showing an increase in demand for rental housing and (a) show the new equilibrium rent and quantity; (b) explain using the diagram why rents rose and why quantity transacted may not rise much in the short run; (c) use given figures (e.g. HK$28,000 → HK$35,000 for Sung) to calculate the percentage change in rent and interpret it in the context of the diagram.

Pose a data-and-discussion question: calculate rent per sq ft for Sung before and after the move and for Fermin-Trin’s flats, infer whether demand for housing in central locations appears price-elastic or inelastic, and evaluate how elasticity affects who bears the burden of higher rents and the likely size of quantity adjustments.

Design a short essay question asking students to identify the scarce resource(s) in the article, explain opportunity costs faced by tenants (e.g. time cost of commuting vs larger living area), and evaluate how scarcity influences household choices using examples from the article.

Ask students to analyse the effects of imposing a binding rent ceiling: use diagrams to show shortages, discuss non-price rationing (bidding, lump-sum up-front payments, deterioration of quality), and evaluate alternative policies (subsidies, increasing supply, targeted housing for non-locals) for fairness and efficiency.

Ask students to explain how secure property rights affect firm investment and risk-taking, then evaluate the likely economic consequences (for investment, expected returns, and incentives) if long-term concessions can be voided; include a short data-response subquestion on possible compensation calculations or opportunity costs for investments made under the concession.

Set a case-based essay requiring students to analyse motives for divestment (risk reduction, liquidity, geopolitical risk), the effects of changing ownership on stakeholders (shareholders, host countries, employees), and to evaluate pros and cons of inviting a strategic investor from mainland China versus Western investors.

Require students to classify the transactions (e.g. divestment, asset sale, partial horizontal restructuring), explain short-run vs long-run effects on the firm’s cost structure and market reach, and analyse trade-offs of selling the whole portfolio versus splitting it by region (use cost/benefit reasoning and brief numerical illustration).

Ask students to identify and explain the sources of monopoly power in port operations (concession rights, location, sunk costs, network effects), use a diagram to show welfare effects if a monopolist charges higher fees, and evaluate the role of competition/antitrust authorities in regulating such natural/strategic monopolies.

Ask students to evaluate the opportunity cost of allocating the operating surplus to (a) immediate cash incentives versus (b) funding the Northern Metropolis infrastructure, and to recommend which option the government should choose, using clear criteria and supporting microeconomic reasoning.

Set a question where students explain how issuing government bonds affects the operating account, private sector borrowing costs and the stock market, and ask them to distinguish bond financing from raising revenue via land sales or taxes.

Pose a question requiring students to analyse how a small interest-rate cut would affect household saving decisions, firm investment (including housing demand), and the transmission to capital-market liquidity, using simple supply-and-demand diagrams for loanable funds or bonds.

Ask students to explain why the government might provide and fund the Northern Metropolis (public good/externality arguments), identify possible market failures it addresses, and evaluate financing options (buffer reserves, bonds, land sales) from a microeconomic perspective.

Ask students to identify and classify quotes from the article as positive or normative, then evaluate whether the policy recommendation (make seat belts compulsory) follows from the positive evidence; mark-band style: explain differences and assess whether the normative claim is supported by facts in the article.

Construct an exam question requiring a diagram showing private vs social costs/benefits of wearing seat belts, explain how the regulation internalises externalities, and critically evaluate why repeal might increase social costs — include discussion of enforcement/information failures.

Pose a short structured question asking students to list and quantify (qualitatively) opportunity costs of rushing the regulation versus holding a public consultation, and assess whether reallocating those resources could yield higher social welfare.

Ask students to explain, with examples from the article, which elements are private goods and which are public goods; then evaluate appropriate government roles (provision, regulation, subsidies) using efficiency and equity criteria.

Ask students to explain the concept of efficiency, use the article to identify inputs and outputs in policymaking, and evaluate with reasons and evidence whether the reduction in meetings likely increased allocative or productive efficiency; include consideration of hidden costs (e.g., reduced transparency) and benefits (faster decision implementation).

Pose a part (a)(b)(c) question: (a) define opportunity cost; (b) identify at least two opportunity costs and two opportunity benefits from reducing meeting frequency in the article; (c) assess whether these opportunity costs/benefits justify the change using trade-off analysis and real-world evidence from the article (e.g., number of endorsed bills, duty visits).

Ask students to explain how division of labour and delegation (subcommittees, informal briefings) can improve decision-making efficiency, then evaluate with reference to the article whether these changes likely raise productivity or risk coordination failures; include diagrammatic or flow-chart explanation of task allocation where appropriate.

Require students to define labour productivity, construct a simple measure using the article (e.g., bills endorsed per meeting or items discussed per meeting), calculate and compare with previous administrations, and critically evaluate whether this metric is sufficient to judge government productivity (discuss quality, hidden work in subcommittees, and non-meeting activities).

Give students data (price change from HK$180 to HK$400 and quantity change 20% and 30%) and ask them to calculate the price elasticity of demand (range), interpret elasticity (inelastic/elastic), explain reasons for the magnitude (urgency, substitutes like private clinics), and discuss how elasticity affects government revenue and policy effectiveness.

Set an exam question asking students to explain, with diagrams, how raising the A&E fee changes allocation of emergency services, reduces congestion, and affects consumer surplus and waiting times; ask them to evaluate advantages and equity concerns and suggest alternative non-price rationing tools.

Ask students to classify public A&E services using the public/private-good criteria, discuss why congestion occurs for such services, and evaluate the implications of charging users (HK$400) versus free provision for efficiency and social welfare, considering externalities and equity.

Pose a question asking students to analyse why supply of doctors for expert-report work may be limited (opportunity cost, alternative earnings), illustrate shifts of labour-supply curves, and evaluate policy options (monetary incentives, databases, compulsory duties) to increase expert supply and their likely economic effects.

Ask students to draw supply and demand for hotel rooms (or tourist arrivals) and analyse the effect of a demand shift to the right (longer golden week and Japan travel advisories) and a subsequent supply increase (4,400 new rooms). Include discussion of short-run shortages, price changes, and effects on consumer and producer surplus; calculate percentage change in room supply (4,400 on 94,000) and interpret results.

Frame an essay or data question asking students to identify the negative externalities from increased tourism, illustrate the welfare loss on a diagram, and evaluate policy responses (regulation/enforcement, fines, education/publicity, access restrictions) for effectiveness and trade-offs between tourism revenue and environmental protection.

Ask students to analyse how a seasonal surge in tourists affects the labour market for hospitality (shift in labour demand), possible short-run wage responses (overtime, bonuses), and the role of labour mobility and temporary contracts; include a diagram showing wage and employment changes and evaluate policy implications for labour supply flexibility.

Ask students to explain (with diagram) how insecure property rights reduce private investment in capital-intensive projects and shift long-run supply or increase firms’ required rate of return; evaluate policy measures a host or home government could take to protect investors and restore confidence.

Set a case-based question requiring students to analyse how the loss of a major asset alters profit-maximising decisions in the short run and long run, and to evaluate options such as retaining, divesting or seeking arbitration — include a quantitative scenario (e.g. lost revenue and compensation estimates) for calculation of impacts on profits or share value.

Ask learners to compare types of expansion (horizontal, vertical, divestment, merger) and assess how legal uncertainty changes the attractiveness of each option; require evaluation of trade-offs (risk mitigation vs. lost growth opportunities) and a recommended strategic response for the firm.

Ask students to draw supply and demand diagrams showing the short‑run effect of tighter regulations that reduce the number of operating private schools (supply shifts left): show effects on equilibrium fee (price), quantity of places, consumer and producer surplus; evaluate who gains or loses and whether the change improves overall welfare.

Set a data‑free evaluative question: discuss how the possibility of licence revocation and limits on fee changes affect incentives for private school owners to invest in quality and long‑run provision, using reasoning on security of property rights and potential trade‑offs with consumer protection.

Ask students to explain the market failure (positive externalities and information problems) demonstrated in the article, then evaluate whether the code (regulation, inspections, fee controls) is an appropriate corrective policy compared with alternatives (subsidies, accreditation, disclosure requirements).