DSE Econ 時事 第13週（2026年）

Ask students to draw a labour supply and demand diagram for dancers, show how a rise in on-the-job injury risk shifts the supply curve, and explain short-run effects on equilibrium wage and employment; extend to discuss policies (rehabilitation, training, safety standards) that could shift supply back and their likely effectiveness.

Require students to analyse how a drop in a worker’s marginal product affects a firm’s short-run production choice and marginal cost curve (diagram and/or simple numerical example), and evaluate whether firms should hire, retrain, or invest in technology from a profit‑maximisation perspective.

Have students illustrate private versus social costs with a diagram showing deadweight loss from under-provision of safety, then evaluate policy responses (regulation, fines, mandatory insurance, liability rules) in terms of efficiency and enforceability, using the concert incident as context.

Ask students to compare distributional impacts of different compensation mechanisms (civil litigation, industry-funded relief, government disability benefits), discuss equity versus efficiency trade-offs, and recommend a policy mix for Hong Kong with justification.

Ask students to evaluate how faster land-resumption payments and reduced planning reviews would affect the security of property rights, developer bidding behaviour and allocative efficiency; include a short paragraph on potential distributional effects and policy trade-offs.

Require an exam-style diagram showing the short-run and long-run effects of accelerated supply (shift of supply curve) on housing prices and quantities; ask students to discuss how price elasticity of supply and demand will change the magnitude of price effects and to comment on likely impacts on affordability.

Pose a quantitative or discursive question asking students to identify positive and negative externalities from the Northern Metropolis, explain why market outcomes may be inefficient, and evaluate government policy tools (regulation, taxes, compensation) to internalise these externalities.

Ask students to classify examples from the project as private or public goods, then analyse how the government can ensure adequate provision of public facilities when most land is sold to private developers; include one part requiring policy recommendations and justification.

Ask students to explain how scarcity of developable land and specialised senior housing creates trade-offs for policymakers, and evaluate possible allocations (e.g., dedicated senior developments vs mixed-use projects) using opportunity cost reasoning.

Provide data or a scenario where the elderly population share rises and ask students to draw and analyse supply and demand diagrams showing short-run and long-run effects on prices and quantities of senior housing; include discussion of factors shifting curves (policy change, subsidies, private developer entry).

Ask students to identify and illustrate positive externalities from integrated senior developments, explain why market failure may occur, and evaluate government interventions (subsidies, land-use changes, public provision) to correct the market failure.

Pose an evaluative question on how ageing and new senior-housing models could affect labour supply: for example, demand for care workers and part-time employment among seniors, and ask students to analyse incentives and possible policy responses to labour shortages in care sectors.

Ask students to draw a supply and demand diagram for the petrol market: show a leftward shift in world supply (or upward shift in costs), label the new equilibrium, and explain short-run effects on price, quantity and related sectors (e.g., airlines, logistics). Include a short written evaluation of why Hong Kong’s service-driven economy moderates the direct impact.

Give students percentage changes from the article (petrol +14.8%, airline surcharge +34%) and ask them to discuss what these imply about relative elasticities of demand; or set a calculation question asking for revenue change or expected quantity change given assumed elasticities and to evaluate policy incidence when elasticities differ.

Require students to show on a diagram how a per-unit subsidy to public transport would affect price paid by consumers, quantity demanded, government expenditure and welfare (consumer surplus, producer surplus, deadweight loss), and to evaluate whether subsidies are an efficient short-term response in Hong Kong’s context.

Ask students to illustrate the effects of removing a per-unit tax on the petrol market: show shifts, calculate changes in tax revenue and consumer/producer incidence given different elasticity assumptions, and write a short evaluative paragraph on trade-offs (fiscal cost vs relief to consumers and businesses).

Ask students to identify and classify the factors of production in the Sandy Ridge project, and evaluate the relative importance of capital vs skilled labour for productivity and long-run growth of Hong Kong’s AI industry (include short essay or data-response with policy measures to attract talent).

Require a diagram showing average cost curves and ask students to explain how scaling the data cluster could lower average costs, then evaluate potential diseconomies (e.g. infrastructure bottlenecks, rising input prices) and policy options to maximise net benefits (structured evaluation question).

Pose a two-part question: (a) distinguish short-run vs long-run production decisions for the data centre (consider fixed inputs, sunk costs); (b) analyse how irreversible capital outlays and long lead times affect firm and government policy choices (e.g. feasibility studies, contracts, regulatory planning).

Ask students to identify likely positive and negative externalities from the project and evaluate government interventions (subsidies, environmental regulations, infrastructure investment) using welfare arguments and simple diagrams (deadweight loss/benefit).

Exam question: 'Using a supply and demand diagram for the market for professional SD cards, show and explain the effect of manufacturers reallocating production to enterprise memory. Identify the movement of supply and demand curves, show the new equilibrium price and quantity, and explain short-run implications for consumers and retailers.'

Exam question: 'Define scarcity and explain how the current memory-chip production constraints constitute scarcity. Discuss two economic choices faced by manufacturers and retailers in Hong Kong and the likely consequences of each choice.'

Exam question: 'Using information from the article, explain the concept of opportunity cost and calculate (qualitatively) the opportunity cost to a manufacturer that redirects capacity from consumer SSDs to server memory. Evaluate whether the shift is socially desirable, considering consumers, firms and potential market failures.'

Exam question: 'Discuss how price elasticity of demand for professional storage devices would determine the effect of the recent price rises on total revenue for retailers. Explain what evidence from the article could suggest whether demand is elastic or inelastic, and outline policy or business responses for each case.'

Ask students to explain how economies of scale could give CRRC a cost advantage when supplying trains to MTR and overseas projects, then evaluate possible diseconomies (e.g. coordination, quality control, high debt) and policy implications for Hong Kong consumers and competitors.

Set an essay task comparing objectives and incentives of a semi‑privatised transport operator versus a state-owned manufacturer; require analysis of how these ownership types affect investment decisions, pricing, and service quality in Hong Kong’s rail sector.

Ask students to identify the types of expansion (vertical, horizontal, geographical, joint ventures) shown in the article and evaluate the potential benefits and risks for MTR and Hong Kong (e.g. access to GBA market, technology transfer, political/regulatory risk).

Design a data‑free explanation/evaluation question asking students to classify the likely market structure for rolling stock manufacturing, discuss sources of monopoly/oligopoly power, and assess implications for prices, innovation and entry for Hong Kong suppliers.

Ask students to draw supply and demand diagrams showing the effect of a global supply shock (e.g., closure of the Strait of Hormuz) on equilibrium price and quantity in Hong Kong; then extend the diagram to show how an illegal supply source might alter the observed market (parallel illegal supply) and discuss welfare implications.

Require candidates to explain how price changes transmit information and incentives, and evaluate how legal enforcement (seizures/arrests) interacts with price signals to reduce illegal supply; include a short written evaluation of effectiveness and possible unintended consequences.

Pose an evaluation question asking students to identify the market failure, illustrate socially optimal outcomes versus private outcomes, and recommend policy responses (e.g., regulation, fines, enforcement, licensing) while discussing trade-offs and enforcement costs.

Set a data-response or short essay question where students analyse how a hypothetical increase in a per-litre fuel tax would change legal market equilibrium, calculate effect on consumer/producer surplus, and discuss whether higher taxes would raise illicit supply — include evaluation of complementary policies (enforcement, subsidies, tax design).

Ask students to explain how well-defined and enforceable property rights over personal data affect incentives for firms/government to invest in cybersecurity, and to evaluate government policy options (regulation, penalties, compensation) to strengthen those rights.

Require students to define negative externalities, illustrate with a diagram showing private vs social cost of cybersecurity provision, and evaluate interventions (e.g., mandatory standards, subsidies for secure systems, fines) to internalise the externality.

Give students a short data set or scenario asking them to calculate opportunity costs of increasing cybersecurity spending by X% (e.g., fewer training programmes or delayed upgrades elsewhere) and to discuss whether the reallocation is justified using cost–benefit reasoning.

Ask students to classify personal data (private vs public vs club/common-pool), justify the classification, and discuss implications for provision and regulation of data security by public agencies.

Ask students to draw supply and demand diagrams showing the effects of a leftward shift in supply (fewer completions) and a rightward shift in demand (more buyers/renters), then explain the likely changes in equilibrium price and quantity and assess short- vs long-run outcomes using figures from the article (e.g. completions fall from 24,260 to 18,450).

Design a data-response question requiring students to explain how a fall in Hibor (over 100 basis points) affects mortgage payments and demand for housing, and to evaluate the likely impact if US rates rise—ask for numerical illustration of mortgage cost changes and discussion of distributional effects on buyers and renters.

Set a short essay or structured question asking students to evaluate the price elasticity of demand for housing and rentals in Hong Kong, using article evidence (record rental index, continued sales despite price rises) and to discuss how elasticity affects total revenue, consumer surplus, and the severity of any policy interventions (e.g. taxes or subsidies).

Request an explain-and-evaluate question: describe the functions of price in this housing market context (rationing, signalling, incentive), then evaluate whether relying on price signals alone will achieve socially desirable housing outcomes in Hong Kong and suggest microeconomic policy alternatives, citing the article’s supply and demand details.

Using the scheme’s data (e.g., 126,942 approvals, 94.5% mainland), ask students to draw supply and demand diagrams for skilled labour in a specific sector (e.g., finance), show a rightward shift in labour supply from mainland inflows, and explain effects on equilibrium wage, employment and producer/consumer surplus; include a short evaluation of whether increased supply harms or helps economic welfare (8–12 marks).

Compose an essay question asking pupils to evaluate factors affecting international labour mobility to Hong Kong and assess the effectiveness of two policy instruments mentioned (visa extensions, Belt and Road scholarships) in increasing mobility from ASEAN/Middle East; require discussion of non-wage barriers (cultural accommodation, halal services) and conclude with policy recommendations (15 marks).

Ask students to explain how skill mismatches between incoming workers and job vacancies affect marginal product of labour and firm output, and to evaluate policies (retraining programs, incentives for firms to create diversified jobs) that could raise productivity; include a short case-analysis using Hong Kong’s push for innovation/IPO vs. finance-sector job preferences (10 marks).

Provide a data-based question where students calculate or reason about the price elasticity of labour supply (conceptually) for foreign professionals: discuss implications if supply is elastic vs inelastic for using higher wages versus non-wage incentives (promotion, cultural accommodation) to attract ASEAN/Middle East talent; evaluate which policy mix is optimal given likely elasticities (8 marks).

Ask students to draw a supply and demand diagram for MTR services and show the effects of freezing fares below the market-adjusted price—explain short-term effects on quantity demanded, queues/crowding, and MTR’s revenue; include a data-based part using the article’s reported 4.9 million weekday commuters and calculated 1.4% increase (or 2.85% with deferred increase).

Set an exam question requiring calculation/evaluation: given hypothetical price elasticity values (e.g., -0.3 for commuters, -1.2 for discretionary travellers), ask students to calculate expected revenue change from a 2% fare increase and assess which groups drive revenue outcomes; include a short discussion on why elasticity differs by trip purpose and income (link to affordability cap).

Provide figures (current fare, hypothetical fare increase, passenger numbers) and ask students to compute changes in consumer and producer surplus from (a) a fare increase that was applied, and (b) the actual fare freeze plus concession value (HK$3.2 billion). Then evaluate welfare implications and distributional effects across income groups.

Write an essay-style question: evaluate the tension between efficiency (cost-reflective fares, long-run sustainability) and equity (affordability cap, concessions). Ask students to analyse externalities from public transport, consider the deferred-increase mechanism’s intertemporal equity implications, and recommend policy options (e.g., targeted subsidies, limits on deferred accumulation) with evaluation.

Ask students to evaluate the advantages and disadvantages of raising finance by issuing shares (IPO) versus alternatives (bonds, private placement). Include a data task: calculate the total proceeds if 108.15 million shares are sold at the top offer price (HK$8.30) and discuss why the firm might still withdraw the IPO despite the potential funds.

Give a 10-mark question requiring a demand–supply diagram for the IPO market: show the effects of weak institutional demand and market volatility on the offered price and equilibrium; explain how oversubscription in the public tranche can coexist with weak overall demand and why this may lead to postponement.

Ask students to explain how the listed offer price (and its range) functions to ration scarce shares and signal quality; set a question asking why setting too high an offer price increases the risk of poor post-listing returns and can prompt a withdrawal of the IPO.

Pose an evaluation question: compare an IPO with other types of expansion (e.g., mergers, issuing bonds, private equity) in terms of cost, control, speed and regulatory requirements, and ask students to recommend whether Tong Ren Tang Healthcare should relaunch after market conditions improve.

Ask students to explain how price elasticity of demand differs for long‑haul versus short‑haul routes and calculate revenue effects: given assumed elasticities and surcharge increases, determine whether total revenue for airlines rises or falls and why.

Require a diagram showing the supply shift from higher fuel costs, explain the impact on equilibrium price and quantity of flights, and discuss how fuel surcharges function as a price component passed to consumers versus carriers absorbing costs.

Pose a written question asking students to identify the market structure of the Hong Kong airline industry, explain why firms might raise similar surcharges (price leadership, tacit collusion, reaction to common cost shock), and evaluate the welfare implications for consumers.

Give numerical data (e.g., pre/post surcharge prices and quantities) and ask students to calculate changes in consumer surplus, producer surplus and deadweight loss, and to discuss distributional effects across different traveller groups.

Ask students to explain how scarcity of land at Huanggang leads to rationing problems; evaluate alternative allocation methods (market pricing, booking system, shuttle provision, regulation) and recommend the most efficient and equitable option with justification.

Pose a data-response or essay question requiring students to identify and quantify (qualitatively) the opportunity cost of allocating land to the checkpoint rather than to a car park, and assess the decision using cost–benefit reasoning (including non-monetary costs such as extra travel time).

Ask students to analyse the negative externalities associated with concentrating coach traffic at Heung Yuen Wai and with shuttle transfers at Huanggang; then evaluate policy remedies (e.g., congestion pricing, designated coach lanes, coordinating crossing usage) and discuss likely effects on social welfare.

Request a short-answer or structured question asking students to classify the parking facility, shuttle service and the border building as private/public/club goods, and to recommend how each should be provided and funded (private operator, government, pricing, booking system), justifying the choices with efficiency and equity arguments.

Ask students to identify and explain at least three sources of monopoly power that Google may have in the Hong Kong AI market (e.g. data, network effects, control of app distribution), and evaluate the likely impact on consumer welfare and potential regulatory responses; use diagrams where appropriate.

Require students to classify the generative-AI app market using the features of different market structures, explain pricing and product-differentiation incentives for incumbents, and discuss short-run and long-run implications for market entry and innovation.

Have students assess whether access to Gemini and its outputs are best treated as private, club or public goods, justify their classification with examples (free vs subscription access), and analyse how that classification affects pricing and access in Hong Kong.

Ask students to identify and illustrate one positive and one negative externality from widespread AI use in Hong Kong, measure their likely social costs/benefits qualitatively, and evaluate two policy instruments the government could use to address these externalities.

Ask students to explain causes and consequences of increased labour mobility between Hong Kong and mainland cities — include a diagram (labour supply shifts or wage effects) and evaluate short-run benefits (skills transfer, higher wages for migrants) versus long-run concerns (potential brain drain, pressure on local services).

Require students to identify which factors of production are involved and analyse how Hong Kong’s services change the marginal productivity of labour and capital for a Bay Area manufacturer; include an evaluative discussion on how reallocation of factors could alter comparative advantage in the region.

Ask students to compare types of expansion (using Hong Kong as a regional HQ, exporting, FDI, licensing) for a Guangdong hi‑tech firm, assessing costs, benefits and suitability; include an application part where students recommend the best mode given legal/financial support described in the article.

Set a question asking how stronger IP protection and streamlined legal/tax services affect firms’ incentives to innovate and the supply of differentiated goods; ask students to explain likely effects on investment and to evaluate policy trade-offs (enforcement costs vs. increased innovation).

Ask students to identify the specific factors of production involved in the Northern Metropolis project and explain, using examples from the article, how changes in availability or cost of each factor (land, labour, capital, entrepreneurship) would affect Hong Kong’s capacity to attract Singaporean firms.

Set a diagram question where students show the effect of increased labour mobility (inward shift/rightward shift in labour supply) on wages and employment in Hong Kong’s tech sector, and evaluate short‑ and long‑run impacts including potential brain‑gain or crowding effects.

Ask students to draw a long‑run average cost (LRAC) curve to explain how firms such as data‑centre operators or pharmaceutical manufacturers might experience economies of scale when locating in Northern Metropolis, and to evaluate possible diseconomies (e.g., congestion, coordination costs) as the cluster grows.

Require students to classify elements of the project as private or public goods, discuss associated market failures or externalities, and evaluate policy options (subsidies, public provision, PPPs) Hong Kong could use to encourage Singaporean investment while addressing public‑good needs.

Ask students to draw supply and demand diagrams showing how an increase in illicit (untaxed) supply shifts the market, and to analyse effects on equilibrium price, consumer/producer surplus, and legal sellers; include a short calculation using given prices/quantities (e.g., 8,000 litres, HK$250,000) to illustrate changes in market outcomes.

Require students to explain how inelastic demand for fuel alters the welfare gains for illicit suppliers and to evaluate whether a given percentage price difference between taxed and untaxed fuel could sustain a black market — include a numerical elasticity calculation showing changes in quantity demanded and total expenditure.

Pose a problem where students compute the effect of a per‑litre tax on legal fuel price, government tax revenue, and the potential size of the black market; ask them to evaluate policy options (e.g., better enforcement vs. tax reduction) and their trade‑offs using welfare analysis.

Ask students to identify and classify the externalities in the article, illustrate them on a diagram (private vs social costs), and evaluate government interventions (fines, confiscation, enforcement raids) in terms of efficiency and equity, asking for normative judgements supported by economic reasoning.

Ask students to explain why basic research is a public good, draw and label a supply/demand (private vs social benefit) diagram showing underprovision, and evaluate government interventions (direct funding, public labs, tax incentives) to raise provision and their trade-offs.

Require a diagram illustrating positive externalities from R&D and ask students to evaluate two policy options (e.g., R&D subsidies, public–private research centres) in terms of correcting the market failure and effects on innovation and regional inequality.

Set a data-response or case question: analyse causes of limited mobility (housing costs, amenities, career opportunities), predict labour market consequences for smaller cities, and evaluate policies (housing subsidies, relocation allowances, career pipelines) to improve mobility and regional distribution of skills.

Ask students to use a labour market diagram for a specific high-skilled occupation to show the effect of increased demand, explain wage and employment outcomes, and evaluate supply-side responses (training subsidies, immigration/talent schemes) in the short and long run.

Ask students to explain the economic implications of changing an institution from public to private ownership (efficiency, incentives, access), and evaluate whether privatization would improve resource allocation using microeconomic concepts and reasoned judgments.

Set a calculation/problem-based question where students explain how issuing bonds raises funds, outline the interest (cost) implications for the institution, and compare issuing bonds with alternative financing (e.g. raising tuition, seeking donations), evaluating trade-offs in terms of risk and long‑run sustainability.

Ask students to classify the spin-off (e.g. internal restructuring, demerger/spin‑off) and analyse expected effects on competition, product scope (applied vs fundamental research) and market outcomes; include prompts to discuss short-run vs long-run impacts.

Require students to use an average cost diagram to show how specialization and increased enrolment could lower average costs, then evaluate possible diseconomies (coordination costs, loss of public funding benefits), applying the diagram and real-world reasoning to judge whether scale effects support the spin-off.

Ask students to draw supply and demand diagrams for the electricity market (or for natural gas as an input) showing the supply shift, label the change in equilibrium price and quantity, and explain short-run effects on consumers and producers using article figures (e.g. CLP net tariff rise to 141 cents/kWh and the HK$1.65 monthly increase for a 275-unit household).

Set a quantitative task: given price increases (use CLP increase from 39.2 to 39.8 HK cents FCA and net tariff changes) and assumed demand elasticities (e.g. -0.2, -0.6), ask students to calculate and compare expected changes in quantity demanded and revenue, and explain implications for welfare and incidence of the surcharge.

Design an evaluative question: explain how the FCC/FCA performs the three functions of price (rationing, signalling and incentive) in this episode, and assess whether monthly adjustments are an efficient and equitable way to allocate higher fuel costs in Hong Kong; ask for policy alternatives (e.g. smoothing, subsidies) and their trade-offs.

Provide a numerical diagram question: using the supply shift and given price/quantity data (students may assume a market size or use 275-unit household as a micro example), calculate the loss in consumer surplus and change in producer surplus, then discuss distributional impacts on households and businesses in Hong Kong.

Ask students to draw and label a supply-and-demand diagram showing the effect of higher jet fuel costs on equilibrium price and quantity of flights; explain why Cathay might use a separate fuel surcharge rather than only increasing base fares and discuss short-run shortages or reduced flight frequencies.

Provide data (e.g., percentage surcharge increase for long-haul vs short-haul) and ask students to estimate or reason about demand elasticities and predict which routes will see larger reductions in quantity demanded; include a short calculation or a written evaluation of how elasticity affects pass-through and welfare.

Set a short-run profit-maximization question where marginal cost rises due to fuel price increases; ask students to show graphically and explain how the firm adjusts price/output and assess whether adding a surcharge is consistent with profit-maximising behaviour versus cutting capacity.

Ask students to identify the market structure of Hong Kong's airline market using evidence from the article; evaluate how market structure influences the ability of carriers to implement surcharges and the likely competitive responses (e.g., HK Express, Hong Kong Airlines).

Ask students to explain how collusion alters outcomes in an oligopoly: identify features of oligopoly in this case, draw a simple diagram showing how collusion can raise prices (or contract bids) above competitive levels, and evaluate short‑run and long‑run impacts on consumers and welfare.

Provide a numerical example where a competitive contract price is known and the bid‑rigged price is higher; ask students to calculate changes in consumer surplus, producer surplus, and deadweight loss, and to discuss non‑price efficiency losses (e.g., lower quality or safety).

Require students to distinguish private cost and social cost in this renovation case, draw MSC and MPC diagrams showing the welfare loss from uninternalised risk, and evaluate policy responses (regulation, penalties, competition enforcement, compensation) in terms of effectiveness and trade‑offs.

Pose a short essay question asking students to explain how secure property rights and transparent collective decision‑making affect incentives in provision and maintenance of housing, and propose institutional reforms to protect owners and reduce rent‑seeking by contractors or intermediaries.

Ask students to evaluate whether the government’s termination and compensation scheme respects private property rights and leads to an efficient outcome: include a short essay (10 marks) weighing compulsory acquisition vs negotiated relocation and calculate average compensation per eligible tenant given a total HK$20m ex gratia fund (use teacher-set eligible-tenant number).

Set a data-response question where students identify and compare opportunity costs and benefits (social and private) of the redevelopment; ask them to list at least three forgone uses and three gains and to rank them in terms of economic significance (6–8 marks).

Require students to draw supply-and-demand diagrams for the market for marina berths: show short-run shortage, illustrate the effect of adding 600 berths (shift of supply), and explain impact on price, quantity and producer/consumer surplus (diagram and explanation, 8–10 marks).

Pose a policy-evaluation question: identify positive and negative externalities from the marina project, propose two government interventions to internalise these externalities (e.g., subsidies, relocation support, environmental safeguards), and assess their likely effectiveness (10 marks).

Design a data-response or essay question asking students to compare and evaluate two types of expansion (establishing a manufacturing/processing facility in Hainan vs exporting professional services from Hong Kong) — require benefits/costs, short- and long-run effects on firm costs and revenue, and a recommendation with justification.

Ask students to identify which factors of production would be most mobile or scarce in a HK-to-Hainan relocation (labour, capital, land), explain impacts on marginal product and firm output, and analyse how changes in factor prices could alter firms' location decisions.

Pose a question requiring a labour supply-demand diagram to show effects of increased labour mobility to Hainan on wages and employment in Hong Kong and Hainan, plus short written evaluation of social and economic consequences for Hong Kong.

Ask students to explain how issuing bonds (e.g., blue bonds) differs from equity financing, outline advantages and risks for a Hong Kong firm or Hainan project financing, and evaluate whether bond finance is suitable for infrastructure or industrial expansion described in the article.

Ask students to explain, with examples from the article, how an increase in venture capital affects the productivity of other factors of production for a university spin-off; include a short discussion of which factor constraints are relaxed and why.

Set a data-response or short essay question comparing organic/internal expansion versus expansion via external VC funding, using the Gobi-HKU fund as a case; ask students to evaluate advantages and disadvantages (speed, control, risk) and to recommend which expansion path suits a deep-tech spin-off.

Compose a question asking students to analyse how different ownership arrangements (university equity, VC ownership, founder shares) influence managerial incentives and decisions in a spin-off; include a diagram or table to show possible trade-offs (control vs access to funds).

Create a calculation/problem question where students compare the cost and risks of equity (VC) versus debt for a start-up in early commercialisation, and explain why VCs prefer equity for projects like AI/biotech spin-offs.

Ask students to draw supply‑and‑demand diagrams for (i) the HK–Dubai route showing a leftward supply shift (route suspension) and (ii) the HK–London route showing a rightward supply shift (added seats); explain the resulting equilibrium price/quantity changes, substitution between routes and carriers, and evaluate short‑run industry impacts.

Provide data (e.g. surcharge doubles or +35.2%) and ask students to calculate revenue changes under different assumed price elasticities for leisure vs business travellers, and to discuss how elasticity influences Cathay’s pricing and route allocation decisions.

Require a welfare diagram showing changes in consumer and producer surplus from route suspension and higher fuel surcharges; ask students to quantify (using provided numbers or hypothetical values) welfare loss, assess who bears the cost, and evaluate Cathay’s refund/rebooking policies as partial compensation.

Ask a short essay: explain the opportunity cost of reallocating aircraft from Middle East to Europe, discuss constraints in the short run (fixed schedules, crew, slots), and evaluate whether the reallocation maximises profit given demand shifts and safety considerations.

Ask students to draw and explain a supply and demand diagram for ESF school places: show a leftward shift in supply (higher operating costs) or an upward shift in price, and analyse the effect on equilibrium price, quantity and potential excess demand; use given numbers (e.g. 4.1% increase, HK$600–HK$720 monthly) to compute new monthly/annual fees and comment on likely changes in enrolment.

Provide students with hypothetical elasticities (e.g. elastic = -1.5, inelastic = -0.6) and ask them to calculate and compare the expected change in ESF revenue after a 4.1% price rise; require explanation of why demand for different segments (kindergarten, primary, secondary, Discovery College) may differ in elasticity using income, substitutes and necessity arguments.

Set an evaluative question: assess the equity implications of the fee rise and recommend policy responses (e.g. means-tested subsidies, scholarships, caps on fee increases). Require students to balance efficiency (quality, teacher pay) against equity and to use Hong Kong-specific institutional details (70% local-resident requirement for private independent schools).

Ask students to illustrate consumer and producer surplus changes on a supply-demand diagram after the fee increase and calculate approximate changes using simple linear demand assumptions; include discussion of welfare impacts and possible deadweight loss from reduced enrolment.

Ask students to draw supply and demand diagrams for the market for plastic toys or toilet paper showing the effect of increased production and freight costs; explain changes in equilibrium price/quantity, and calculate changes in consumer and producer surplus from provided figures.

Provide elasticities (or ask for qualitative assessment) and ask students to compute the revenue effect of a price rise for toilet paper versus smartphones, and evaluate whether full pass-through of higher costs is feasible without losing revenue.

Require students to explain why freight cost increases disproportionately affect bulky low-value goods and to compare expected market outcomes (price change, demand response) for toilet paper versus iPhones using cost-per-unit and transport-space arguments.

Set an evaluation question: explain how price signals operate in this situation, assess the likely effectiveness of the government's weekly oil-price transparency measure, and evaluate policy options (eg temporary subsidies, targeted support, or tighter monitoring of price margins) from a microeconomic perspective.

Ask students to draw supply and demand diagrams for (a) retail rental market and (b) luxury goods sales showing the effect of a rise in tourist demand; explain short-run changes in equilibrium price and quantity and evaluate impacts on consumer and producer surplus.

Provide percentage changes (e.g., sales up 31.1% while average prices/rents rise X%) and ask students to calculate price elasticity of demand and interpret whether luxury items are elastic or inelastic; evaluate implications for firm pricing, revenue and rent-setting by malls.

Ask students to classify K11 Musea’s and individual brands’ actions into types of expansion (internal expansion, horizontal/brand extension) and assess benefits and costs, including effect on average costs and competitiveness.

Give a short passage describing the luxury retail market in Tsim Sha Tsui and ask students to identify the likely market structure, justify with features from the article, and analyse consequences for pricing, output and non-price competition (e.g., exclusivity, services).

Ask students to draw and explain a supply–demand diagram showing the impact of increased office supply (new towers) and potentially rising demand from finance/art synergies on equilibrium rent and quantity; include short-run vs long-run analysis and discussion of possible government or developer interventions.

Set a data-response question asking students to compare advantages and disadvantages of raising finance by bank loans, bond issuance and equity, and to evaluate which option best suits the cultural authority/developer given project longevity (e.g., 47-year BOT) and revenue uncertainty.

Require students to classify elements of the cultural district as public or private goods, explain reasons for public sector involvement, and evaluate policies (e.g., subsidies, build-operate-transfer) to address under-provision or positive externalities from cultural amenities.

Ask students to explain with an average cost diagram how expanding a property portfolio might generate economies then diseconomies of scale, and to evaluate whether Sun Hung Kai’s differentiation (different floor plate sizes, targeting niche tenants) can mitigate diseconomies.

Ask students to draw a supply-and-demand diagram showing the supply shift caused by higher transport costs, explain the impact on equilibrium price and quantity of posted mail, and evaluate whether the firm or consumers bear the cost increase (include short numerical calculation: e.g., initial price HK$2.20 → HK$2.40 and estimate quantity change using a given elasticity).

Require students to assess whether demand for different postal services (local letters vs. airmail vs. parcels) is likely price elastic or inelastic, justify with reasons, and calculate revenue effects of the stated price increase using hypothetical elasticities.

Prompt an evaluation question: classify Hongkong Post’s market structure, compare its pricing constraints with those of private courier firms (e.g., SF Express), and discuss how universal service obligations and competition influence pricing and efficiency.

Ask students to explain whether postal services are private or public goods, analyse the justification for government involvement or cross-subsidies, and debate policy options (e.g., targeted subsidies vs. regulated prices) to maintain universal service while covering costs.

Ask students to draw a supply and demand diagram for student accommodation showing the initial shortage (demand > supply), then show the effect of hotel-to-hostel conversions (supply shift right). Explain the impact on equilibrium price and quantity, and discuss who gains/loses (student tenants, hotel owners, investors).

Set a data‑response question: give the 88,000 bed shortfall and recent conversion projects (number of beds added). Ask students to explain how scarcity influences investment decisions and to evaluate short‑term vs long‑term solutions the government or private sector could pursue.

Require students to compare and contrast types of expansion (conversion vs new construction vs acquisition). Use the article’s examples (hotel purchase and conversion) and ask for advantages/disadvantages of each method in terms of cost, speed, and regulatory barriers.

Ask an evaluative question: explain how scaling up student accommodation could bring economies of scale (lower average cost per bed) and identify possible diseconomies (management complexity, quality control). Use the firm’s expansion target to support an argument whether scaling is likely to improve profitability.

Ask students to draw supply and demand diagrams for air freight to/from Hong Kong showing a leftward supply shift (due to flight cancellations and rerouting), then explain the effects on price, quantity and how galleries might respond (e.g., delaying shipments or switching to sea). Include a part where students identify factors that could shift supply back (e.g., reopening routes) or shift demand (e.g., fewer buyers attending).

Provide data (e.g., freight price increases of 30% and observed 10% fall in shipments) and ask students to calculate price elasticity of demand for air freight, interpret whether demand is elastic or inelastic, and discuss implications for galleries and logistics firms (pricing, mode choice, or holding artworks in Hong Kong).

Ask students to explain why larger galleries or those shipping in bulk benefit from economies of scale in shipping (lower average cost per artwork) and to evaluate a firm's choice between early sea shipping versus later air shipping using cost curves and a short decision paragraph considering reliability and time costs.

Have students use supply and demand diagrams to show changes in consumer and producer surplus after a supply shock (higher freight costs), calculate approximate welfare changes given simple numbers, and discuss who gains (logistics firms earning higher prices) and who loses (buyers facing higher total purchase + shipping costs).

Ask students to explain how a pause in US rate cuts transmits to Hong Kong mortgage rates via the HKD‑USD peg and Hibor; include a short calculation using the article’s Hibor figures (e.g. 2.02% vs target 1.95%) to show impact on monthly mortgage payments for a given loan size and interest change.

Design a two-part question: (a) draw supply and demand diagrams to show the effect of higher expected interest rates and increased geopolitical uncertainty on equilibrium price and quantity in the housing market; (b) ask students to predict short‑run vs long‑run effects on transaction volumes and prices and justify using shifts in demand/supply.

Ask students to evaluate how a prolonged rate pause or a rate hike would affect (i) developer profits and (ii) share prices, asking for both theoretical reasoning and an applied judgement using the firms named in the article; include an extension on why past rate hikes coincided with rising home prices/stock gains.

Pose a short essay or data question: compare the price elasticity of demand for owner‑occupier buyers versus investor buyers in Hong Kong housing; ask students to explain how elasticity affects the magnitude of quantity changes when mortgage rates rise and to discuss policy implications for cooling measures.

Ask students to illustrate the negative externality with a supply/demand (private vs social cost) diagram, calculate deadweight loss from repeated disruptions (provide numeric scenario), and evaluate policy responses (Pigouvian fines, monitoring/sensors, education) in terms of efficiency and enforcement costs.

Require students to explain why emergency safety features are provided by the railway (non-rival/non-excludable aspects in emergencies), analyse the trade-offs of making exits harder to access (safety vs prevention of misuse), and assess whether regulation or engineering design changes are appropriate solutions.

Give students a short excerpted set of claims from the article and ask them to classify each as positive or normative, then use positive analysis (costs, benefits, incentives) to evaluate the normative policy proposals and produce a justified recommendation considering equity and safety.

Ask students to draw supply and demand diagrams showing the effect of a sudden increase in supply (222 units) and developer discounts; explain movement to a new equilibrium and discuss short-run vs long-run effects on price, quantity and inventory. Include use of given data (122 foto+ units with 103 sold; 100 Connext units with 32 sold) to evaluate how supply release and timing affect transactions.

Require students to analyse how a rise or expected rise in interest rates changes mortgage affordability and shifts housing demand (show direction of demand shift), and to evaluate the likely effects on investor vs end-user demand and on developer incentives to discount or delay releases.

Give students the price ranges and discount rates from the article and ask them to estimate the price change percentages and infer whether demand is price-elastic or inelastic (using the observed sales velocities as qualitative evidence). An exam question could ask: calculate percentage price change for a sample unit, then discuss expected revenue and consumer responsiveness under alternative elasticity values.

Ask students to classify the Alzheimer’s screening and follow-up services (screening, imaging, long-term care) as public, private or merit goods, explain market failure reasons for public provision, and evaluate pros and cons of community-funded screening versus private provision.

Require students to draw and label a marginal private benefit (MPB) and marginal social benefit (MSB) diagram showing under-consumption without intervention, explain how the programme corrects the market failure, and evaluate efficiency gains and any potential unintended consequences.

Design a question asking students to use supply and demand diagrams to show the effect of a per-unit subsidy (or grant funding) on equilibrium quantity and price of screening, discuss who captures the subsidy (patients, providers), and assess whether a targeted subsidy to underprivileged elderly is equity-efficient compared with universal provision.

Ask students to draw and explain a supply-demand diagram for the market for non-local school places in Hong Kong showing the effect of the policy that increases supply; explain how equilibrium price (fees) and quantity change and discuss short-run constraints (hostel capacity) that limit supply shifts.

Require students to classify the market for school places (local public, DSS, premium international) using characteristics of market structures (number of sellers, product differentiation, pricing power), and evaluate whether DSS schools behave more like monopolistic competition or an oligopoly when attracting non-local students.

Pose a data-response question asking students to calculate and interpret (qualitatively or with given numbers) the price elasticity of demand for DSS places; ask how elasticity affects schools' revenue when they change fees and how cross-price elasticity with overseas international schools would determine student flows.