THE QUEST FOR EXCELLENCE
This publication has been made possible by generous donations from the following:
The S. R Ho Foundation Limited Dr Ho Tim The Lee Hysan Found.tion I;-imited Sir Yuet-keung Kan Dr Alice Kiu-yue Lam Sir Quo-weiLee Dr Kau-kui Leung Mr Sin Wai.kin
A History of The Chinese University of
Hong Kong from 1963 to 1993
Edited by Alice N. H. Lun NG
JL
The Chinese University Press
c The Chinese University of Hong Kong 1994
All Rights Reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, or any information storage and retrieval system, without permission in writing from The Chinese University of Hong Kong.
ISBN 962-20f-606-5
THE CHINESE'l:Jll!IVERSITY PRESS
The Chinese University of Hong Kong SHATIN, N.T., HONG KONG
Printed in Hong Kong by Nam Fung Printing Co., Ltd.
Contents
Foreword by the Chancellor . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . The Rt. Hon. Christopher PATTEN viii
Foreword by the Pro-Ch?Jlcellor Sir Yuet-keung KAN . . . . . . . . . . . . . . . . . . . . . . . . . . x
Foreword by Chairman of the University Council Sir Quo-wei LEE xii
Congratulatory Message from the Founding Chancellor Sir Robert BLACK xiv
Congratulatory Message from the Third Chancellor . . . . . . . . . . . Lord MACLEHOSE of Beoch xvi
Congratulatory Message from the Fifth Chancellor Lord WILSON of Tillyorn xvii
Pref ace . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Alice N. H. Lun NG xix
Acknowledgements ........... : . . . . . . . . . . . . . . . . . . . . . . . . xxv
1. The Founding . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Alice N. H. Lun NG 1
2. A New Society, New Knowledge, and a New University ................................... . Bernard Hungkay LUK 35
3. Institutional Changes ............................... . Tak Sing CHEUNG 81
4. Chinese Studies and Cultural Integration ............... . Sze-kwang LAO 125
5. Moving with the Times: the University and Hong Kong .... Chong Chor LAU 165
6. Overseas Academic Links and International Exchanges . . . . WONG Kin Yuen 199
7. The Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 229
KWOK Siu-tong
8. Service to Society . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 265
Hon-ming YIP
9. Friends of the University . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 301
Mayching KAO and Chung Kee YEUNG
10. The Alumni: A Composite Portrait 327
Sonia S. H. NG
Looking Ahead .......................... ; . . . . . . . . . . . . . 357
Charles K. KAO
Appendices: Records and Statistics . . . . . . . . . . . . . . . . . . . . . . . . 361
Leslie Nai-kwai LO List of Contributors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 395 Major References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 397 A Chronicle of Events . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 399 Index 405
GOVERNMENT HOUSE
囓
香港總督府 HONG KONG
Foreword
As the Chancellor of the Chinese University of Hong Kong, I was delighted to learn of the·decision to publish this book.in commemoration of the University's 30th Anniversary.
This book traces the development of the University's three founding post-secondary colleges between 1949 and, 1956, provides the background to'the inauguration of the Chinese University in 1963 and highlights its major academic and institutional developments since then. · I am sure that it will be of great interest to CUHK .taff, students, alumni and anyone who wants to know more about th. University.
Those who wish to have a deeper understanding.of.the unique educational philosophy'of the University will also'find
. this book useful. In keeping with its motto "To broaden one's intellectual horizon is to-keep within the bounds of propriety", the Chinese University has placed an equal emphasis on the intellectual and moral aspects of education. It has sought to preserve and enrich Chinese cultural traditions while, at the same time, achieve a balance between Chines. and Western cultures.
2
Being Hong Kong's second university, CUHK has been playing a.vital part in our education system in increasing the access of young people to tertiary education -. an important objective of Government's education policy. In 1963, the newly established University had only 87 academic staff, offering 17 degree cour,;es to about 1,300 students. By 1993, the number of academic staff surpassed. 700. And more than 100 undergraduate and postgraduate courses are now offered to a student population of over 10,000. Many of.its graduates are now in key positions in our community, making a substantial contribution to Hong Kong's prosperity and success.
On the occasion of its 30th Anniversary, I send my warmest congratulations to the Chinese University of Hong Kong. Long may it continue its uniqu,:, mission and retain its
. distinctive academic profile among the tertiary .academic institutions in Hong Kong.
二二五
Governor
Foreword
Time indeed flies! In the twinkling of an eye, as it would seem, The Chinese University of Hong Kong has reached the age of thirty. Thirty years is not a long time in the history of a university, but The.Chinese University that we see today is already a well-established institution with a solid foundation for instruction and research. It has demonstrated high calibre both in academic pursuits and community service. It is most gratifying to witness the growth of this youthful university with all its vigour and energy.
Due to the continuous efforts of staff, students, alumni, Council members, as well as friends of the University1 The Chinese University has developed rapidly and earned itself a place in the international academic community within such a short span of time. With a special mission to integrate traditional Chinese culture and Western learn-ing ever since its inception, the University has also been able to produce an. envirornnent conducive to research and free scholarly mqurry.
I frrst joined the University Council in 1964, assumed 9hairmanship in 1971, and was appointed by the Governor of Hong Kong to be the first Pro-Chancellor of the University in 1982. Over the years, I have been closely involved in planning-the development of the University, and I liken the task to tendering a young sprout. I have followed the various stages of its development, watching with amazement and pleasure as it grows from strength to strength with the addition of each new· department, faculty, research· institute, or member college. I am particularly pleased at the high academic status it now enjoys on the international scene, and the outstanding achievements of its graduates in various professions.
Fully equipped for more important tasks at its thirtieth birthday and under the capable leadership of Vice-Chancellor Kao, I am convinced that the University will advance with giant strides and achieve a new level of excellence in the 21st century. The publication of this history of the University does notonly bear testimony to its efforts and struggles
over the last thirty years, but also provides insight into its future as it quests continually for excellence.
SirY. K. Kan, GBE, BA, LLD, JP Pro-Chancellor of the University
Foreword
Established in 1963, The Chinese University of Hong Kong has now reached the age of thirty, or the age of standing on one's own feet. Like a person at thirty, it is full of vigour and vitality, and is ready to work hard to realize its ideals and to contribute to the community.
I well remember when the University was first founded, Sir Cho-yiu Kwan served as Chairman of the University Council, Dr R. C. Lee as Vice-Chairman, and I as Treasurer. We had to start everything from scratch. Sir Cho-yiu and Dr Lee faced all sorts of problems trying to persuade the Hong Kong government to grant a tract of land in Ma Liu Shui to the University as its permanent campus site. They were even-tually successful, and the site obtained, then a barren hill top, is now a flourishing university campus with rows and rows of buildings. As the University celebrates its 30th anniversary, although both Sir Cho-yiu and Dr Lee are no longer with us, their great contributions to the University will be always remembered and our fond memories of them will persist. The University's magnificent campus, on the other hand,
-was masterminded by Dr I. M. Pei, an internationally renowned ar-chitect, and Dr Szeto Wai, University Architect. Another important founder of the University is Sir Yuet-keung Kan, who took over the reins of the Council in 1971 and served as Chairman until 1982, when he was appointed by the Governor as Pro-Chancellor of the University. Under his leadership, the University made great headway in its overall development. Indeed, the University has been most fortunate is being able to benefit from the support and encouragement of 'various Council members as well as friends from Hong Kong and overseas. To them we feel deeply grateful.
At this particular point in time when we celebrate the 30th anniver-sary of the University and try to put on record its past endeavours, we cannot but call to mind our founding Vice-Chancellor, Dr Choh-ming Li. A man .of great learning and foresight, Dr Li was the first to emphasize the need to blend Chinese and Western cultures and to build a university that could combine the best of both the East and the West.
His idealism, energy and strong determination set a good example for the University community as a whole, and on the foundation he laid both Professor Ma Lin and Professor Charles Kao have successfully built a sophisticated institute of higher learning whose achievements have been outstanding. All members of the University Council wish to express their deep appreciation of the efforts of the University's Vice-Chancellors past and present.
I feel greatly honoured be able to write these few words as foreword to this book. It is my sincere wish that staff and students of the Univer-sity will keep high their spirits as they march into a new century and take up new challenges.
Sir Quo-wei Lee, CBE, LLD, DBA, JP Chairman of the University Council
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,Congratulatory Message from Sir Robert Black, the Founding Chancellor.
From: Lord MacLehose of Beach K.T.
Secretary -London 01-351 6918
Beach. Maybole, Ayrshire, KA19 8EN Telephone 0655 83114
Message from Lord MacLehose for the Anniversary Publication of C.U.H.K.
In its first thirty years of growth the C.U.H.K. has held
to its goal of offering the best of Chinese and Western
cultures. With this same goal it should surely have a great
future in the years ahead and I wish it all success.
Congratulatory Message from Lord MacLehose of Beoch K. T., Chancellor from 1971 to 1982.
LORD WILSON OF TILLYORN GCMG
TILL YORN FINZEAN ABERDEENSHIRE AB31 3PN TEL: FEUGHSIDE 667
This year The Chinese University of Hong Kong reaches one of the key milestones set by Confucius for the stages of maturity -its thirtieth bir_thday. · Within that relatively short period of time, The Chinese Ul).iversity has made an enormous contribution to higher education in Hong Kong. Its graduates have enhanced the life of the territory in every walk of. life and can now be found applying their skills in many other parts of the world as well. The University owes much to its· founders and benefactors. Above all though, its success in the future, as in the past, will depend on its students and its staff. To all those involved with the University I send my warmest congratulations on this important anniversary.
Congratulatory Message from Lord Wilson of Tillyorn GCMG, Chancellor from 1987 to 1992.
Preface
The founding of The Chinese University of Hong Kong in 1963 marked a new era in the development of higher education in Hong Kong. It marked the birth of a second university in the territory, using both Chinese and English as the medium of instruction, thus providing greater opportunities for brilliant young men and women in Hong Kong to receive a university education. The new university embodied the unique educational experiences and ideals of its three constituent Col-leges, namely, the Chinese Confucian humanism of New Asia College, the Western Christian spirit of Chung Chi College and the Hong Kong-oriented pragmatism of United College. The goals of the University, at the time of its founding, aimed at the preservation and enrichment of Chinese culture, the exploration of modern Western know ledge and the integration of the cultures of East and West. Meanwhile, the University was also committed to nurturing talents in the service of a rapidly changing Hong Kong which was on the threshold of developing into a modern metropolis.
The latter half of the twentieth century has been a period of dynamism; encompassing a knowledge explosion and technological breakthroughs. It is also a period in which Hong Kong, at the crossroads of East and West, is experiencing important changes in its political, social, economic and cultural life. From what was considered to be a transitional, rootless society, Hong Kong has gradually built up its identity as an independent entity. It has become a metropolis playing important roles in international commerce, industry, finance and com-munications.
The Chinese University,though very young still as it is today, has grown together with Hong Kong in these exciting and crucial periods of challenges and changes. It is befitting, at the University's thirtieth anniversary, to recall how the forerunners of the University fought their way for due recognition and how the University has pushed steadily forward with its vision, idealism and hard work.
To meet the needs of the times and societal changes in Hong Kong,
and to accomplish the missions of enhancing Chinese culture and in-
tegrating Chinese and Western knowledge and learning, The Chinese
University has met with many problems in its various stages of develop-
ment. To deal with these problems, the University has made correspond-
ing adjustments, implemented new plans and set itself ambitious
objectives.
The establishment of the University was achieved through the amal-
gamation of three Colleges, each with a history of over ten years, under · a federal system at the recommendation of the Fulton Report of 1963. In terms of manpower and teaching resources, it can be said that The Chinese University was in a more advantageous position compared with other newly-established universities. However, the creation of a central system in a university that had inherited the different ideals of its three Colleges did present a very difficult task for the first Vice-Chancellor,
Dr Choh-ming Li, during his tenure of office (1963-1978).
At the outset of the founding of the University, the three constituent
· Colleges continued to be responsible for instruction through the coor-
dination of the Boards of Studies of the Faculties of Arts, Science,
Social Science and Commerce under the aegis of the University Senate.
They set up new courses and, later, inter-collegiate courses to reduce
duplication. The School of Education and the Graduate School were
established in 1965 and 1966 respectively. Even from the earliest days
of the University, Vice-Chancellor Li made every effort.to earn interna-
tional recognition for it by inviting noted scholars from all over the
world to act as its advisers, external assessors and examiners. Staff and
student exchange programmes were set up with world-renowned
universities. Research institutes were established as early as 1965. Em-
phasis was put on scientific research to raise the academic quality of
the University. The construction of buildings and the layout of the
whole campus had begun to take shape at this time. United College
and New Asis College moved to Shatin in 1972 and 1973. Ten years
later, the federal system, adopted earlier by the University, was already
out of kilter with the operation of the University. It was for this reason
that after the Colleges were located on the Ma Liu Shui _campus, Vice-
Chancellor Li began to introduce reforms to the organization of the
University to achieve a more efficient use of resources. Although the
proposed modes of change led to controversial arguments, the second
Fulton Report of 1976 which recommended plans for reorganization of
the university structure clearly laid down a solid new foundation for the further development of the University.
In 1978, Professor Ma Lin succeeded Dr Li as the second Vice-Chancellor of the University. Professor Ma's main task was to imple-ment the reforms recommended by the second Fulton Report and to make plans for the development of the University under the new system. At the same time, Hong Kong had undergone important changes since the late seventies: the diversification of its economy, more openness in politics and society, and new developments pertaining to the future of Hong Kong and changing political conditions in China. How the University should meet the emerging needs became another major chal-lenge.
In 1981, after years of planning, the Faculty of Medicine formally enrolled its first batch of students. In the same year, part-time degree programmes were offered in Music, Chinese and English, Business Administration and Social Work. The University's course offerings became more varied; but meanwhile, there were more opportunities for specialized, professional education to meet the needs of society. The development of the Graduate School also reached a milestone: in 1980, the first two doctoral programmes were offered, in Electronics and in Chinese Literature, History and Philosophy. By 1987, the number of doctoral programmes had increased to fifteen and masters' programmes to thirty-eight. There were also significant accomplishments in promot-ing linkages with academic institutions overseas, and the University received support from various international or private funds. Meanwhile, with the opening and reform of China, the University estab-lished a number of exchange and cooperation programmes with many famous academic institutions in China, playing an important role in the bridging of Chinese and W estem learning. Groundwork for the estab-lishment of a fourth member College -Shaw College -was also started by Professor Ma in 1986, to add to the development potential of the University.
In 1987, Professor Charles Kao became the third Vice-Chancellor, bringing the University into yet another stage in its development. In tandem with the advance of high technology all over the world, the rapid growth of industry and commerce in Hong Kong, and the demands made by the transition period leading to the establishment of Hong Kong as a Special Administrative Region upon the assumption of
Chinese sovereignty in 1997, the society needed more graduates from various fields of higher education.
The University hence faced even greater challenges and developed with greater optimism and vitality under the leadership of Professor Kao. Reforms on different aspects of the University were introduced. On the academic structure, a flexible credit-unit system was adopted. This not only settled the controversy regarding the three-year or four-year programme, it also enabled the University to open more academic departments, offer more courses and allowed more joint offerings with selected universities around the world. In university administration, the restructuring of the central administrative units and the delegation of more responsibility, authority and accountability to the faculties and departments were among the major reforms in bringing about greater efficiency. Meanwhile, Vice-Chancellor Kao proceeded to strengthen the ties of the University with overseas academic institutions and com-mercial corporations through the creation of the Office of Academic Links and the Office of Industrial and Business Development. The Faculty of Engineering was established and new courses were offered in Architecture, Nursing and Pharmacy. The Graduate School was ex-panded and more research units were' created to enhance the University's academic standing and international reputation. At present, the University has seven research institutes, engaging in research in the humanities, business and industry, social science, technology, medicine, as well as interdisciplinary studies, to create and develop new frontiers in academic knowledge.
This book is the English version, but not exactly a translation, of the University's thirtieth commemorative volume on the history of the University, published in Chinese, in September 1993. With ten chapters written by academics and alumni from different disciplines, the book constitutes a multi-faceted review of the University's development from embryo to adulthood. The first two chapters focus on the background of the founding of the University and its growth over the past thirty years. The other chapters deal with specific aspects of the University covering topics pertaining to its institutional changes, academic endeavours, in-ternational linkages, service to the community, its ben_efactors, students and alumni. Our Vice-Chancellor, Professor Charles Kao, has also contributed an article on his vision of the objectives and directions of the future development of the University. As it is intended thateach chapter
can also be read independently, there is inevitably some overlapping in a few places in the book. Nevertheless, thanks to the able contribution of the indexer Dr Paul Kwong, these overlapping contents can now be cross referenced.
We have aimed at being faithful to the records of history and, to avoid premature judgement, have tried to maintain a detached attitude towards more recent issues. Yet no attempt has been made to achieve any consensus in the interpretation of events or form of writing style.
It is hoped that through this book, readers will come to a better understanding of the ideals and missions of the University, as well as its problems, difficulties and achievements, and see how the University, in its constant quest for excellence, has moved with the times and growth of Hong Kong.
Alice N. H. Lun NG May, 1994
Acknowledgements
The publication of this book and the Chinese edition which appeared earlier in September 1993 was made possible by the effort, assistance and generous support of many to whom the editor owes deep apprecia-tion and gratitude.
The genesis. of this book lies with Sir Quo-wei Lee, Chairman of the University Council, who first suggested the publication of a history of the University on its thirtieth anniversary. Without Sir Q. W.' s initiative and encouragement, this book might never have appeared. Professor Charles Kao, our Vice-Chancellor, helped make the book project a reality with his personal involvement, advice and unfailing support. Deep gratitude is due to both of them.
Special thanks are a,lso due to the Rt. Hon. Christopher Patten, the Chancellor; Sir Yuet-keung Kan, the Pro-Vice-Chancellor and again to Sir Quo-wei Lee for their kindness in writing the forewords to the book. We are also grateful to the former Chancellors, Sir Robert Black, Lord Maclehose and Lord Wilson for sending us congratulatory messages. The editor was fortunate too, in having the opportunity ,f visiting Sir Robert last summer and obtained valuable information from his reminiscences of the founding of the University.
The editor wishes to acknowledge, in addition, her sincere thanks for advice and help given her by Professor Ambrose King, Pro-Vice-Chancellor; Mr Jacob Leung, the University Secretary and Mr T. L. Tsim, the Director of the University Press,
Many others have helped in making available library materials and documentary data for the writing of this book. Indebtedness is due in particular to the staff of the Hong Kong Public Record Office and the Education and Manpower Bra_nch of the Hong Kong Government Secretariat. The University Secretariat, the Registry, Office of Student Affairs, other administrative units, research institutes;as well as various faculty and department offices of this University also responded rapidly to requests for assistance. Gratitude goes to all in equal measures.
Three former colleagues of the University gave their assistance,
each in a special way. Dr So Siu Hing, former Senior Assistant Registrar, helped with the translation; Dr Paul Kwong, formerly of the Sociology Department, provided the book with a very useful and com-prehensive index; Mr John Gannon, former Dean of the Faculty of Arts, took up the important task of reading through the entire manuscript and offered valuable comments. Their contributions are recorded with thanks.
Last but not least, sincere thanks must be acknowledged here again to all the contributors for their participation and effort in making this book a success.
Ground-breaking ceremony of New Asia College campus at Farm Road, 1955.
Early "Campus Work Scheme." Dr A. T. Roy working with Chung Chi students on campus
site, 1950s.
Press conference, announcing the establishment of a new Chinese University, June 1959. Dr F. I. Tseung (left), Mr J. S. Crozier (centre).
The Vice-Chancellor and Presidents of the Constituent Colleges, 1964. (From left) Ch'ien Mu, Choh-ming Li, C. Y. Yung and T. C. Cheng.
Foundation-stone laying ceremony day of United College, Shatin campus, March 1971.
Student rally for the Protection of Diaoyutai, 1971.
Royal visit: Prince Philip at the Art Gallery during a visit to the University on 6 May 1975.
The Second Fulton Commission, 1976. (From left) Mr I.C.M. Maxwell, Sir Michael Herries, Lord Fulton of Falmer and Professor C. K. Yang.
The outgoing Vice-Chancellor, Dr Choh-ming Li and the new Vice-Chancellor, Dr Ma Lin ( 1978).
Visit of Mr Ji Peng-fei, Director of the Hong Kong and Macau Affairs Office, to the University on 15 December 1985.
The newly installed Vice-Chancellor, Professor Charles Kao with his wife Mrs Gwen Kao, 15 October 1987.
Grand opening of Shaw College, 2 March 1990.
Student rally at Sir Run Run Shaw Hall on campus, October 1988.
Thirtieth Anniversary Exhibition at the City Hall, March 1993.
1
The Founding
Alice N. H. Lun NG
Sir Robert Black officiating at the inauguration ceremony of the University, 17 October 1963
Background: The main entrance, University campus
· The Chinese University of Hong Kong (CUHK) was officially in-augurated on 17 October 1963.Its origin, however, can be traced back to the late 1940swhen the three Colleges -New Asia, Chung Chi and United -first appeared as private collegesset up by refugee scholars from China. It took almost fifteen years for these.colleges to fight their way to university status and to become constituent Colleges of the second university in Hong Kong, using Chinese as the principal medium of instruction.This was an important breakthrough in the cultural and educational development of Hong Kong, as British traditionfor long was to maintain no more than one government-supported university in a governed-territory,and English was used as the official languageand medium of instruction.
This chapter, in accounting for the founding of the University, goes into the background of the emergence of private colleges in Hong Kong in the late 1940s, and the educational missions, and difficulties en-countered by the three Colleges in the early 1950s. Their joint efforts in striving for due recognition, and developments leading to 'the estab-lishment of the University, are seen in the light of the changing social, economic and political situation of Hong Kong, the role of the govern-ment, as well as support from the international organizations and the local community.
1. New Demands for Higher Education in Hong Kong
Provision of university education in Hong Kong began with the estab-lishment of the University of Hong Kong (HKU) in 1911. Its main objective, as defined by its founders, was to serve "as a centre for Sino-British contact in the sphere of learning and th.e maintenance of good understanding with the neighbouring country of China." ( quoted in the report by B. Mouat Jones and W. Adams, typescript, 1950, United Kingdom, p. 7) It was agreed that if it were merely for Hong Kong itself, there was no need for the establishment of a university. During the pre-war period, HKU, in fact, served mainly as an outpost of Western' culture, admitting students from Southeast Asia, China, as well as Hong Kong. When it was decided in 1946 that the greatly war-damaged university should be re-established, the matter was still considered from the point of view of imperial rather than local needs, as it was stated. "Because of the need to maintain British position and prestige in the Far
East." (Report of Cox Committee to the Secretary of State for the Colonies, 1946, p. 3) It was in the Jones-Adam Report of 1950 that mention was made, for the first time, that the University should reflect the needs of Hong Kong society.
The objective of meeting the needs .of Hong Kong society was put to immediate test in the early 1950s. Events of the civil war in China (1946-1949), the Korean War (1950-1953) and the United Nations embargo on China, brought about immediately important socio-economic changes and problems in Hong Kong. There was an influx of refugees, increasing the local population from 1.5 million in 1947 to more than 2.2 million in 1950. The embargo then brought a fatal blow to Hong Kong's entrepot trade, which had been the territory's economic life. For survival, Hong Kong turned to industrialization. Lacking natural resources, manpower skill and knowledge became its most valu. able resources. At the same time, there was a call in Hong Kong for more intellectual activities. Among the refugees who flocked to Hong Kong were some well-known scholars and experienced educators. Con-tinued turbulence in China had caused the withdrawal of foreign academic organizations and the interruption of international cultural activities in the mainland. Hong Kong, from now on, was to play a more active role in Chinese and Western cultural contacts.
A more direct challenge came from the need for further educational provision. Demand for more school places was caused not only by the increase of population but also by the fact that among the incoming refugees, there was a large number of students ranging from primary to university levels who wanted to continue their education in Hong Kong. The result was a great expansion of the student population, especially in the Chinese middle schools. This in tum brought a demand for more teachers who, according to an Education Ordinance passed in 1952, must possess certificates or degrees recognized by the Hong Kong government. Meanwhile, as the way for Chinese middle school graduates to return to China for further education was blocked, the supply of university places for those who wanted to continue their education in Hong Kong became a problem. A British university with English as the mediu!Il of instruction and a pretty high standard of English Language as a compulsory subject in the entrance examination, HKU offered very little chance for Chinese middle school graduates to gain admission.
All these factors contributed to an unprecedented need in Hong Kong for greater provision of higher education. A special committee composed, for the first time entirely of local residents; was appointed in 1951 by the Governor, Sir Alexander Grantham, to look into the prob-lem. The report of the committee, popularly kno.n as the Keswick Report, gave a detailed review of the supply of higher education in Hong Kong. The Report was the first document that publicly proposed that higher education in Hong Kong should be provided primarily for the needs of Hong Kong itself. Development to meet the increasing demand for the training of secondary school teachers to meet the needs of the expanded student population was undoubtedly an urgent com-munity need. The committee was also aware· of the unique situation of Hong Kong in serving as a meeting place for Chinese and Western cultures, and thus for a need to nurture talents who could be well versed in both. Its proposed solution was to introduce in HKU degree courses in arts and sciences, using Chinese as the medium of instruction. Fur-thermore, the University was to establish extramural study progra.es and evening diploma courses to meet the needs of the general public.
The Keswick Report did not accept the idea of a separate Chinese university, the reason given was based on administrative and financial grounds, believing that HKU, with its established position and facilities, would be able to adapt to meet the new demands. The basic attitude, however, was that HKU should remain the only institution to award degrees in Hong Kong.
The call for HKU to meet the challenge was accepted by the govern-ment. Government funding was immediately allocated to the University for the introduction of Chinese-medium courses beginning from the 1952-1953 academic year. However, within the campus response dif-fered. The proposal to establish Chinese language courses in arts and sciences received a majority support from the Senate, but it was turned down by the Council in a meeting just months before the 1952 term started. This was perhaps a very practical decision as the time left for preparation and the funding appropriation were both inadequate. There was also an underlying fear that introduction of Chinese medium cour-ses would eventually "transform the university." The explanation given by the Council was that, after a period of reconstruction and develop-ment since 1946, what the university needed most was time for con-" solidation rather than taking up any new direction in its development.
The proposal to establish in HKU Chinese-medium courses was
further turned down by Ivor Jennings and Douglas Logan, experts in
British university administration, invited in 1953 to advise on the
development ofHKU. Both of them were assertive in maintaining HKU
as an English-speaking university. As far as they were concerned, it was
the role of the government to fill the gap between the University and the
Chinese middle schools, so that students could compete for entry into
the more popular faculties of medicine and engineering, and not just arts
and sciences. The University could help, on the other hand, by oversee-
ing the establishment of a junior college as a possible bridge.
Recommendations of the Keswick Report and the Jennings-Logan
Report served as important guidelines adopted by the government in
dealing with the problems of education in Hong Kong. Funds were
allocated to HKU for consolidation as well as development; one par-
ticular objective was. the establishment of the Extramural Studies
Department and the Institute of Oriental Studies. To prepare the way for
Chinese middle school graduates to seek admission into HKU, a special
two year programme was designed to be set up at Clementi Middle
School. Yet such a scheme would take a few more years to mature and
also it could accommodate only a very limited number of students. The
task of meeting the new challenge had already been taken up by a
number of private colleges with only rather crude facilities, but run by
dedicated and experienced university teachers and scholars from China.
The emergence of these challenges began a new page in the history of
the development of higher education in post-war Hong Kong, and also
marked the first step in the eventual establishment of CUHK.
2. Founding and Early Difficult Days of the Colleges
With the changing political scene in China and an influx of refugees which brought about an unprecedented need for Chinese education in Hong Kong, a new force, rooted in China and embracing the mission of propagating Chinese culture and educating the young, had arrived in the territory. Driven by educational ideals, .s well as the need to earn a . living, these scholars or professionals in various fields made use of , crudef acilities and rented classrooms to establish the so-called "refugee colleges." According to a government survey conducted in 1952, there
were more than thirty colleges of this kind, but they were of varied standards. Most of them offered short-term courses ranging from six months to two years. Nine of these, however, were of a higher standard offering four-year programmes in arts and commerce. Amongst these were New Asia, Chung Chi and the forerunners of United College, which were to emerge as Foundation Colleges of The Chinese Univer-sity. Their beginnings and early years of struggle reveal not only the background of the founding of the University but also its roots, its characteristics, and educational ideals.
New Asia College had a very modest beginning as an evening school named Asia Evening College of Arts and Commerce. It was founded in October 1949 by Ch'ien Mu and Tsui Shu-chin, both well-known scholars fleeing China. They were shortly joined by Tang Chun-i and Tchang Pi-kai, also refugee scholars from national universities in China. Their main objective was to carry on their educational ideal of promoting traditional Chinese humanistic studies in Hong Kong. The school held classes only in the evening in a rented school premises in Kowloon, offering courses in Chinese literature and history, philosophy, economics and political science. Support in paying the rent came from a Mr Liu, who was the registered supervisor of the school. In less than a year, the school ran into financial difficulty as the supervisor withdrew. Rescue came from another individual, Mr Arthur E. Wang (Wang Yueh-feng) who was an architect from Shanghai engaged in the con-struction business in Hong Kong, and an ardent believer in Chinese tradition. It was with his support that the school was reorganized into a daytime institution, renamed New Asia College, and housed in larger premises at K weilin Street. This marked the beginning of what is known as the Kweilin Street period in the history of the College, during which a strong sense of commitment for the preservation and propagation of Chinese culture was affirmed, and identified with the College. This period is also well-remembered for its struggle, and growth "with no government support, no aid from organizations and no backing from foundations." The College was faced with great financial difficulties as Arthur E. Wang's business went into bankruptcy two months after the College's inauguration and Tsui Shu-chin also left Hong Kong for Taipei. Ch'ien, Tang and Tchang had no other way but to turn to their friends and acquaintance for aid. This was recalled and described in later days by the College's founders as the act of "a beggar." Teachers
were given no fixed salaries, and were paid on an hourly basis which
was so meagre that Ch'ien and the others had to depend on small
additional income from contributions to newspapers and journals.
The number of registered students at New Asia was small during
these early days. In 1949, the enrolment figure was 65. In 1950 it was
reduced to around 40, and students from poor families or those exiled
from the mainland accounted for the majority. Although the College
tried to provide free tuition as far as possible, many students had to drop
out to work for a livelihood, while some withdrew because of emigra-
tion to Taiwan or abroad. The high mobility of students only began to
stabilize gradually in 1953. The curriculum then consisted of Chinese,
English and general Chinese history as common required courses; while
other courses in Chinese literature and history, philosophy and educa-
tion, economics, and commerce were offered in four different depart-
ments. Obviously the strength of the College came mainly from the
expertise of Ch'iert Mu, Tang Chun-i, Tchang Pi-kai, Yang Yu-mei and
a few others. There were during these years a number of refugee
scholars who came to teach at the College for a short time before taking
up positions elsewhere, locally or abroad. Limited by a small budget, the
College was unable to keep many of the worthy scholars.
Prompted by enthusiasm for the promotion of scholarship, the Col-
lege set up in 1950 a series of lectures on cultural studies open to the
public free of charge. Among the audience were students and intellec-
tuals rom the Hong Kong community as well as refugees and visitors
f from different comers of the world. The lectures continued over four years and helped to a great extent to carry the name of New Asia far and wide. In these early difficult years, both the teachers and students of New Asia College, through their perseverance in the pursuit of knowledge and the promotion of Chinese culture, had gradually gained the attention and sympathy of the public. Like New Asia, Chung Chi was founded by scholars and educators from China who wanted to carry on their educational work in Hong Kong. The College had, too, a very modest beginning and suffered considerable strains in the early years. Yet, with support from the .. Christian churches and missionary bodies, the College fought its way with relatively less hardship. The prime move for the establishment of the College came from
Rev. R. 0. Hall, then Bishop of the Hong Kong Anglican Church. Two other founders were Lee Ying-lin, former President of Lingnan Univer-sity, and Au Wei-Kuo (David W. K. Au), former Council Chairman of St. John's University of Shanghai. Their aim was to restore the educa-tional ideals of the Christian universities in China which had been closed or reorganized, and some of the teaching staff and students exiled to Hong Kong. They saw also the need for higher education for Hong Kong secondary school graduates who could not be admitted into HKU. This concern was shared by other church leaders. A provisional council was set up for the establishmentin Hong Kong of a Christian institution of higher education to be named Chung Chi, literally meaning "reverence for Christ." Members of the council were various church leaders of different denominations and nationalities. They included representatives from the American Presbyterian and Methodist missions in Hong Kong, principals of six leading local Christian secondary schools and Professor Ma Kiam, Professor of Chinese at HKU. The Council Chairman was David W. K. Au.
As HKUwas then the only degree-granting higher institute recog-nized by the government, Bishop Hall at an early stage sought the cooperation and assistance of the University in order to secure recog-nized degree status for the graduates of the proposed College. A formal proposal was submitted, requesting consideration of the University to conduct examinations in Chinese for students of the proposed College for the award of external degrees. The proposal was rejected by the University Senate, on the ground that external examinations in Chinese would entail complicated responsibilities beyond the capacities of the University. The Hong Kong government was also cautious. It granted only permission for the College to open evening·classes at post-secon-dary level based on the first year curriculum of Christian universities in pre-1950 China.
Officially opened in October 1951, Chung Chi College was housed in the premises of St. Pauls Co-educational College and offered initially only evening classes. Yet, with the help provided by various local missionary bodies, it became a full-day post-secondary college with a four-year programme in September 1952. Student enrolment was in-creased from 63 in 1951 to 192 by 1952. The first batch of students were mostly the so-called "exiled students," and were more mature in terms of age. In 1952, 60% of the freshmen were from the Hong Kong Chinese
The Founding
middle schools and 15% from Anglo-Chinese schools. There were a small number from Southeast Asia. The majority of the teaching staff were from Christian universities in China and some held higher degrees from distinguished universities in the United States. They were, for instance, D. Jung, an EdD from Stanford University, Wang Shu-lin and Kent Chun Mark, both from Columbia University. By 1953, the College had four departments: Foreign Language, Economics and Business Ad-ministration, Sociology and Education, and Chinese Language. The curricula retained much of the features of Christian liberal colleges in China. Support for development in these early years came almost solely from church sources. The Anglican Church provided an initial fund on loan. Through the efforts of Bishop Hall and Lee Ying-lin, the first College President, the United Board of Chinese Christian Colleges in the United States (later known as United Board for Christian Higher Education in Asia) agreed to provide initial and regular periodic fund-ing. Subsidies then came later from the UK-based Association of Chinese Christian Universities and the Lingnan University Foundation in the United States. Yet much of the assistance was given on condition that the College secure Hong Kong government recognition as an in-stitute of higher education.
United College was officially established in 1956 by amalgamation of five colleges, Wah Kiu, Canton Overseas, Wen Hua, Kwang Hsia and' Ping Jing. They were mostly set up during 1946 to 1950, belonging to the group of the so-called "exiled colleges,." They were, in fact, formerly Canton-based private universities which had established branch cam-puses or affiliated middle schools in Hong Kong in the late 1930s when the Japanese invasion spread to South China. Two of the colleges, Ping Jing and Wah Kiu, actually had their origin in Hong Kong.
Ping Jing was set up in 1937 as a small evening accounting school in Hong Kong and moved to China in 1941 when Hong Kong fell to the Japanese. The school resumed operation in Hong Kong in 1946, with its headquarters still in Canton. It became, in 1950, a larger scale institute when the Ca.nton school merged with the Hong Kong branch, along with reinforcement of faculty members of other private universities from Canton. Named Ping Jing College of Accountancy, it operated evening classes, providing vocational training courses in accountancy and a day-time four-year curriculum with a Business Management Depart-ment and an Accountancy Department.
Wah Kiu had its origin in Hong Kong as a private academic institu-tion sponsored in 1937 by local Chinese who provided an endowment fund for a number of scholars from Canton to set up the College. The institution offered a four-year fully-fledged university curriculum in arts and commercial courses. Moved to China in 1941, Wah Kiu became a well.known private university in Canton, catering in particular for stu-dents from Hong Kong and overseas. When many scholars from the north retreated to the south in the midst of civil war in China around 1948-1949, some were offered positions in Wah Kiu. When the College moved to Hong Kong in 1949, with them were Ch' ien Mu, Tang Chun-i, Chiu Bing, Chien Ching-lien (C. L. Chien) and others. It is interesting to note that Ch'ien, Tang and Chiu became later the founders of New Asia College, and Chien became Inspector of the Private Post-secondary College Section of the Hong Kong Education Department. Moving to Hong Kong with the College were two hundred of its former students. Another two hundred were recruited locally afterwards. Most of the books and equipment were also successfully shipped out, thus from the start making Wah Kiu a better established private college in Hong Kong.
Canton Overseas was another college with a large enrolment which had close linkage with Hong Kong, in a slightly different way from the other two. Originally named Canton or Kwangchau University, it was a leading private university set up in Canton in 1927, In 1937 when the Japanese approached Canton, the university set up affiliated middle schools and temporary university lecture halls in various locations on Hong Kong Island, in Kowloon and in the New Territories. In early 1940, construction of a ge's5ij1BP\IS{15egan in the New Territorie., but
i
the whole institute had tii.ovf bic'k'to''fhe mainland when Hong Kong fell to the Japanese. When Canton University was evacuated from Canton again in 1949, it resumed operation in Kowloon under the name of Canton Overseas College. With it were more than three hundred students from Canton for whom a four-year cuniculum in arts, sciences and commerce was established.
Wen Hua and Kwang Hsia also had their origins in the vicinity of Canton and were relocated in Hong Kong in 1949. Both colleges were smaller in scale, but both offered four-year courses in arts and com-merce.
These five private colleges, some bringing with them students from -Canton, were of varied standards when they set up in rented premises in
The Founding
Hong Kong. Dependent on tuition fees from students who were mostly from refugee families, these colleges were often in financial straits. Salaries for staff were extremely low and facilities almost at a mini-mum. Limited and occasional support coming from their Hong Kong alumni was usually in the form of scholarships. Other assistance also came in 1950 through the Sun Scholarship from Taiwan, and in 1952 from the Mencius Foundation Scholarship. The financial assistance to students did enable the brighter students and those from very poor families to continue with their studies. Yet staff salaries and facilities remained tightly restrained. Moreover, as the certificates awarded were not recognized by government, students who wanted higher education would have to seek opportunities to study abroad or even choose to enter the teachers' training colleges. Also, all the private colleges were sub-ject to the control of the Education Ordinance and supervision by the government Education Department, which restrained development in college administration and academic affairs.
3. Arrival of International Assistance, 1953-1956
The years 1953-1956 marked a critical period in the development of Chung Chi, New Asia and the formation of United College. It was during these years that the Colleges, at their most difficult time, began to receive assistance from a number of international academic organiza-tions which helped them lay the foundation for further development. During this period, however, each college was still fighting its own way, receiving support from different sources.
Chung Chi College was faced in 1953 with the possible termination of funding from the church organization, for continued support was conditional on its success in winning government recognition as a higher institution of learning in the Hong Kong education system. The College'.,s repeated requests for formal recognition addressed to the Director of Education received no reply. Perhaps how the College could fit into the Hong Kong education system was beyond the purview of the Education Department. Bishop Hall was unwilling to allow the matter to rest here. He took the matter directly to the Governor, Sir Alexander Grantham. Two leading persons in Hong Kong' s education, Dr Lindsay Ride, then Vice-Chancellor of HKU, and D.J.S. Crozier, Director of
Education, were invited to Government House to meet with the Gover-nor and the Bishop. In two subsequent meetings held between March and May, Hall explained in detail the founding objectives and situation of the College. It was in June 1953 that a proposal drafted by Crozier was brought by the Governor to the Executive Council for adoption. Chung Chi College was formally accepted as an institution of higher learning, a recognized post-secondary college and a "permanent com-ponent of Hong Kong education."
By adoption of the Governor-in-Council, Chung Chi's status won the confidence of the church. Yet, both the government and Chung Chi wanted to have the role of the College "as a permanent component of Hong Kong education" better defined. Chung Chi again aimed at de-gree-granting status while requesting the grant of a campus site at Ma Liu Shui. A committee chaired by K. E. Priestley, Professor of Educa-tion of HKU, was appointed to look into the matter.
The Priestley Report completed in March of 1954 made it clear that HKU should remain the only degree-granting institution in Hong Kong. The basic attitude of the Report was in fact, quite similar to that of the Jennings and Logan Committee, which was making recommendations for the development of HKU. The suggested options for the develop-ment of Chung Chi were (1) two-year post-secondary curriculum preparing students from Chinese middle schools to enter HKU; (2) four-year courses in Chinese language and economics for grant of degrees through HKU or the University of London, and (3) non-degree post-secondary courses for the training of personnel required by the government and Hong Kong society. The Report in targeting Chung Chi as a bridge between the. Chinese middle schools and HKU or as a junior college, brought in fact no innovation for its immediate development except the approval of the grant of a site at Ma Liu Shui which proved to be animportant asset to the college as well as to the future Chinese University.
Although Chung Chi had failed again in attempting to establish degree courses, with its legal status as a post-secondary college and an extensive campus, the College obtained the continued and active sup-port of the United Board for Christian Higher Education in Asia, the Lingnan Foundation and other overseas organizations. Various Chris-tian churches and missionary bodies in Hong Kong also donated funds for the construction of dormitories, and for the provision of equipment
and scholarships. Local and overseas missions even sent out well-known scholars to teach courses in, for instance, philosophy of life and sociology of education. The College Board of Governors was reor-ganized in 1954. In addition to a number of church representatives, prominent local businessmen and academics from other higher institu. tions were invited to serve on the Board. When Chung Chi moved onto the Ma Liu Shui campus with the completion of the first' phase. of construction in 1956, the College began to embark on a new stage of development. It had then nine departments with over 300 students, twenty-six full-time and thirty-four part-time teachers.
Without church support and without even local connections, inter-national assistance was of the greatest significance in enabling New Asia College to begin a new stage of its development. The assistance ,was secured through the hard work and accomplishments of the College itself. Right from the early days, the educational goals of the College, the dedication of ·its founders, its association with visiting scholars passing through Hong Kong to or from institutions abroad, did help to spread the good name of New Asia, its achievements, as well as its difficult situation. It was at this time, in the early 1950s that the Yale-in-China Association, which had just retreated from China, intended to resume its former educational or medical work in cooperation with a
· Chinese institution in the East. Professor Harry Rudin, representing the Association in making. the selection of a suitable institution, came to Hong Kong in 1953. He had already heard of New Asia and Ch'ien Mu from his colleagues of the Yale History Faculty, but it was through several meetings with Ch'ien, his staff and students, that Rudin was indeed impressed. As he recalled thirty years later, "The reputation of Ch'ien Mu, his greater interest in education than in making money, the spirit of the students as it became apparent at the graduation ceremonies I attend.d, and the admiration and affection that the faculty had for their leader, a loyalty of which I was made aware at a luncheon which was to acquaint me with the men working for Ch'ien Mu." (H. Rudin, "A Meeting of East and West in 1953," New Asia, 30th Anniversary Com-memorative Issue, 1979, p. 36)
The discussion between Rudin and Ch'ien Mu showed Ch'ien's .. great concern for the College's academic autonomy. While agreeing to give up a small subsidy offered by the President's Office from Taiwan, t as an assurance of being clear of. any political association with the
Taiwan government, Ch'ien wanted no church education to be intro-duced into the College and no interference from the Yale-in-China Association in the internal administration of the College. But he agreed that the Association could appoint a representative to be stationed at the College.
Rudin was very cautious in making the final decision. He first sought the opinion of a number of his associates in Hong Kong, who all showed appreciation of the educational goals and work of the College. Among those expressing strong support were Preston Schayer, a Trus-tee and Executive Director of the New Haven Office of the Yale-in-China and, James Ivy, head of the newly established Hong Kong Office of the Asia Foundation. Rudin' s next step was to seek the opinion and approval of the Hong Kong government who had earlier showed con-cern over activities of the Asia Foundation in extending assistance to higher education in Hong Kong. Rudin met with D.J.S. Crozier, Direc-tor of Education, T. B. Morahan, Registrar, and another high-ranking officer of the government Education Department. Crozier was positive about New Asia's contribution to the study of Chinese culture and post-secondary education in Hong Kong. Yet he wanted assurance that no foreign government would be involved in the cooperation between Yale-in-China and New Asia, that the Association could not withdraw once commitment was made, and that a representative should be ap-pointed to New Asia to monitor the funding. These conditions indicated that the Hong Kong government was rather cautious about allowing educational assistance from the United States.
In his first meeting with Rudin, Ch'ien Mu had already indicated that his foremost concern was for a new college campus. When the formal agreement was signed between Yale-in-China and New Asia in allotting an annual subsidy of US$ 25,000 to the College, Rudin promised that he would seek other sources of assistance for the College's building fund. This was later secured from the Ford Founda-tion for the construction of a new building at Farm Road, a site granted to the College at the recommendation of Crozier. The College moved into the new campus in 1956. The Kweilin Street period came to an end. New Asia College, with further assistance from international organiza-tions such as the Asia Foundation, and the Harvard-Y enching Institute, was now in a firm position to carry out its educational ideal for the promotion of studies in Chinese culture.
When government approval was given for New Asia College to
receive aid from the Yale-in-China Association, the Asia Foundation
offered assistance to other private colleges. A limited s.bsidy was given
to individual teaching positions according to the academic qualifications
of the staff. This helped some of the colleges to retain or even to recruit
faculties with good academic qualifications. A few of the private col-
leges also emerged academically better organized.
The formation of United College through the amalgamation of the five colleges whose origins have been traced earlier in this chapter, was brought about by President of Columbia University, Grayson. in his visit to Hong Kong in 1956. Kirk was also an executive committee member of the Ford Foundation and a director of the Asia Foundation. He met with heads or representatives of many of the private colleges who approached him for assistance. Yet it was at the meeting with the Hong Kong alumni of Columbia University, among whom about fifteen were higher-degree holders from Columbia teaching in some of the private colleges, that Kirk came to have a better understanding of the situation of these colleges. Kirk suggested that they should merge to make better use of manpower and resources for more effective develop-ment. It was after a series of meetings and discussions that five of the private colleges -Wa. Kiu, Canton Overseas, Wen Hua, Kwang Hsia and Ping Jing, succeeded in merging to form the United College of Hong Kong, which was officially announced in June, 1956.
These five colleges shared a common background in being original-ly private universities in Canton and its vicinity, but having close links with Hong Kong. Yet, they had gone through a period of independent development and each had its own students, teachers, systems and curricula. In amalgamation, their foremost common objective was for the improvement of academic standards and curriculum development. Meanwhile, they also emphasized "democratic education," "academic freedom" and "commitment to meet the need of Hong Kong and over-seas students, and to shoulder the mission of the times and promote the exchange of Chinese and foreign cultures."
The organization of the Board of Trustees of the new college reflected its close relationship with the Hong Kong community. The Board had nineteen members, five of whom were former heads of ..the member colleges. Among the other fourteen, seven were repre-sentatives of other academic institutions in Hong Kong which included
for instance, the Asia Foundation, HKU and Chung Chi College. The remaining seven, however, were all prominent leaders of the Chinese community, most of whom were from established families in Hong Kong. Among them were the Hon. Sir Sik-nin Chau, member of the Executive Council and senior Chinese unofficial member of the Legis-lative Council, and a number of well-known businessmen and entrepreneurs. The Board agreed that the college president should be selected from among prominent Chinese scholars, but as a suitable candidate could not be found, the position was temporarily assumed by the Chairman of the Board, Dr F. I. Tseung, a prominent medical doctor and an earnest supporter of the development of higher education in Hong Kong.
Financial support for the College came mainly from the Asia Foun-dation, a rather meager sum of HK$ 30,000 per annum. Various existing scholarships and teachers' subsidies paid to the member colleges were transferred to the new College. With limited funding, the College was located in rented premises in Caine Road and classes were divided between daytime and evening sessions.
United College began its classes officially in October 1956. There were six hundred students, the majority of whom had transferred from the original member colleges, attending only the evening sessions. Only seventy students were enrolled as daytime students in the first recruit-ment held in summer 1956. There were twenty-seven full-time and fifty-nine part-time teachers. The curriculum included most of the sub-jects offered in the member colleges, with greater emphasis on applied studies in sociology, journalism, commerce, accounting, banking and business administration.
The formation of United College added a new element to the roots of the future federated Chinese University of Hong Kong. While Chung Chi had a strong Christian education background with a long history of international connections, and New Asia represented the fine qualities of Chinese national universities with emphasis on Chinese humanism, United College had a more open outlook, receptive to new ideas and with a strong commitment to local service. The next step on the road to the founding of The Chinese University sees the combined efforts of the three Colleges striving for due recognition and for the support of the government in their further development responding to the needs of Hong Kong society.
4. Striving for Due Recognition
After some years of struggle, both Chung Chi and New Asia had, by 1956, established a firm foundation, and even the newly established United College was able to stand on its own. Among the staff of the Colleges were renowned scholars and academics with higher degrees from well-known universities such as Stanford, Columbia and Yale. The curriculum embraced studies in Chinese tradition and humanism, as well as modem social sciences. The main educational goal was the promotion of Chinese culture along with a suitable response to the needs of Hong Kong society. The Colleges were providing alternative avenues for the increasing number of students, especially those from the Chinese secondary schools, who wished to further their studies in Hong Kong. The degrees already awarded had gained recognition from many univer-sities in America and Europe, some of which even granted scholarships to the more outstanding graduates. Yet in Hong Kong, the degrees were not recognized by the government, neither for employment nor for further training. Moreover, as private colleges, they received no support from the government but still had to be subject to the control of the Education Department and the Education Ordinance of 1952. Thus to improve the career paths of their students and to further develop them-selves, the three Colleges joined hands to strive for government recog-nition and support. This marked another important milestone in the founding of The Chinese University.
The struggle began with a memorandum dated 16 August 1956 addressed to Crozier by Charles Long, Yale-in-China repres'?ntative at New Asia and also a Trustee of the College. The paper was drafted after consultation with "representatives of three of the existing colleges." It discussed in detail problems concerning the status and standard of the colleges and validations of the degrees awarded. Issues brought up for government's consideration can be summed up under three major points. Firstly, the private colleges should not be governed by the Education Ordinance of 1952 which was intended to apply to primary and secondary education in Hong Kong. Special regulations, on the other hand, should be drawn up to determine the admission require-ments, teacher's academic qualifications and library facilities of col-leges that were aspiring to university standard. Secondly, as part of the Hong Kong education system, the colleges could not be dependent
entirely on the financial assistance of foreign missions, foundations or private donations. The government should take responsibility for providing support for basic facilities and recurrent expenses. Thirdly, under the existing government policy with HKU as the only degree-granting institute, "tho_usands of the more intelligent and ambitious young men have left Hong Kong in search of higher education, thus creating a great loss of leadership to the next generation." The memorandum concluded that it would be difficult for the existing private colleges to provide the best contribution to tertiary education, unless government __ support be provided for them to develop university status for the award of degrees.
This memorandum is the first document in the government file on the founding of CUHK. No record of any reply from the government is in the file. There is little doubt, however, that the memorandum did have an impact on the government policy of relying on HKU alone to meet the growing demand for an expansion of university education. In an earlier memorandum dated 26 January 1956, dealing with the issue,
L. G. Morgan, Deputy Director of Education, focused his discussion entirely on the Keswick, and the Jennings and Logan's reports, and on how HKU could adjust to meet the demands. (L. G. Morgan, A Memorandum on Entry to the University of Hong Kong by Students from Chinese Secondary Schools, typescript, January 1956) In another memorandum dated October 1956, two months after Charles Long's submission, Morgan provided a much broader view of the issue. Five possible measures were proposed to meet the overall needs of the Chinese secondary school students. The first three items still focused on HKU and discussed how the University could open its door to the Chinese secondary school students. The fourth proposed item, however, broke new ground in suggesting "the development of four-year post-secondary colleges to award recognized diplomas or even degrees through HKU or an independent degree-granting authority." A more significant proposal as an alternative to the fourth proposal was "the establishment of a Chinese university with its own charter and degree-granting powers." This was the first time that the idea of a second university appeared in a government proposal. (A Further Memoran-dum on Chinese Matriculation and on the Provision of Facilities for Higher Education for Students from Chinese Middle Schools, type-script, October 1956) But the proposed item was followed by lengthy
quotations from the Keswick, and the Jennings and Logan's reports
against such an idea. Morgan's own recommendation still centred on
HKU, suggesting that the university should broaden its function and
accept a greater responsibility in meeting the community's needs.
Meanwhile, the three Colleges continued with their pursuit of de-·
gree-awarding status. Bishop Hall took the lead in approaching the
government to arrange a meeting with representatives of the College to
discuss the issues brought up in Charles Long's memorandum. The
meeting was held on 18 January 1957. It brought, for the first time, an
opportunity for direct dialogue between the government, which was
represented by Crozier, Morgan and C. L. Chien, and heads of the three
Colleges, Ch'ien Mu (New Asia), Lin Dao-yang (Chung Chi) and F. I.
Tseung (United). Bishop Hall and Charles Long were also invited to
attend. Although the meeting ended without any decision, the govern-
ment came to learn directly of the work, if not the achievement of the
Colleges, their situations and difficulties. In the meeting, they also
exchanged ideas concerning the relationship of the Colleges with
government, the community and HKU. Ch'ien Mu even mentioned that
it would be preferable to establish a Chinese university on parallel lines
to HKU. But the point was not further discussed.
The meeting was followed by the establishment of the Chinese
Colleges Joint Council in February 1957 which marked another impor-
tant step on the road to the founding of The Chinese University. F. I.
Tseung, President of United College, was the chairman. His immediate
action was to send a proposal to the government in May for the estab-
lishment of two organizations crucial for the development of the
Colleges. The first would be an academic board composed of repre-
sentatives of the Colleges and the government to set standards and to
secure uniform examinations for admission as well as for graduation.
The other would be a general authority appointed by the government
and based on the pattern of the British University Grants Committee to
be responsible for the determination of the financial needs of the Col-
leges and the allocation of financial assistance from the government and
other sources. This proposal, though short, was decisive in having the
government directly involved in the development of the private colleges
which would lead to the establishment of a new institution with a status . equal to that of HKU. Crozier did not give any formal reply to the proposal but promised
to discuss the matter with Sir Christopher Cox, Education Adviser to the Secretary of State for the Colonies, who was the top decision-maker for major educational development in Hong Kong. This was an important step on the part of the Hong Kong government towards a move to a new direction for higher education in Hong Kong. The underlying factor for this move can perhaps be traced back to the Keswick Report which laid down the principle that university education in Hong Kong should cater for the needs of the society. By the mid-1950s, new needs which arose from the soc:;ial, educational, economic and political situations of the territory had become evident and were even pressing. Some response to the request and proposal for new developments seemed unavoidable.
In 1956, the population of Hong Kong had reached 2.6 million. Among the early immigrants, some had migrated to other places, while those who stayed had become' assimilated into Hong Kong society. They were, in the words of the government, "accepted residents of Hong Kong." The earlier view that the colleges set up by the refugee scholars were but transitional could no longer be maintained. In 1957, Crozier had this to say: "The colleges will remain in Hong Kong and will form a permanent part of its educational structure." (Crozier's report to Sir Christopher Cox, typescript, 26 May 1957) More and more students from the local Chinese middle schools were seeking admission into these colleges. In a government survey made in 1956,)ocal students accounted for about 88% of the total enrolment in these colleges, while the rest were students from Southeast Asian countries. In 1957, the secondary school population had increased to 58,000 and 4,800 sat for the School Leaving Certificate Examination in the same year. A total of 1,800 matriculated students applied for admission into HKU and only 316 were accepted, including only a very few from the Chinese secon-dary schools. Among the large number of aspirants for higher education, about a thousand had . to leave Hong Kong to seek admission into
' .
universities in Taiwan, China or abroad. There was good cause for concern over this brain drain.
Hong Kong in the 1950s was undergoing unprecedented changes in its economic development, moving from traditional entrepot trade into the new direction of industrial manufacturing and the export of local products. Newly established industries and the expansion of export markets all created the need for well-trained personnel in management,
marketing and commerce. At the same time, on account of the rapid
population increase and social transformation, there was great expan-
sion in education and other public services such as housing and welfare.
All these had to be dealt with by professionals, technical staff as well as
administrators. Therefore, the "brain drain" naturally exacerbated the
difficulties and raised obstacles to the development of Hong Kong. The
government could not just sit back and ignore the situation.
Schools in Hong Kong had always maintained a two-tier system of
Chinese and English. Since the establishment of HKU in 1911, English
education was able to have a complete education system from the
primaryto the tertiary levels. But the Chinese school system ended at
middle school. Before 1949 this did not bring discontent,. because the
school systems and curricula of mainland universities were connected
with the Hong Kong middle schools, thus providing places for Chinese
middle school graduates to further their education. But after the change
of government in China, Hong Kong students were unable to go back
there for their studies. Thus the Chinese education system lost its
university component, and resulted in an imbalance in the. two-tier
system. In addition, most of the financial support for the reconstruction
and development of HKU after the war came from the Hong Kong
Government Treasury. But the private colleges, playing important roles
in post-secondary education, received little or no help from the govern-
ment. In 1956, Morgan made this observation: "They [The Chinese
middle schools] cannot but feel a grievance at the present position
whereby governmentLprovides $8 million per annum as subvention to-
the University of Hong Kong which caters for the products of the
Anglo-Chinese schools, and makes little or no provision for university
courses which will cater for the products of the Chinese secondary
schools." (Morgan's Memorandum, January 1956)
The discontent brought about by this imbalanced system, whether culturally or politically, could bring conflict and instability to the com-munity. In October of 1956, unprecedented bloody riots caused by confrontations between pro-Taiwanese and pro-mainland political groups in Hong Kong shocked everybody. It reminded people of the presence of opposing elements in their society, and the possible turmoil . that could be triggered by quite accidental occurrences. The incident must have had a certain influence on the Hong Kong government ;:when it dealt with the existing problems in its education system. This
observation was recorded in a 1957 report: "The denial of fuller status to the post-secondary colleges might in time evoke strong national and political feelings that would create a serious issue." (Confidential report on the post-secondary colleges of Hong Kong presented to Christopher Cox from D. J. S. Crozier, typescript, 26 May 1957)
Indeed,the private colleges had by 1957 gone through almost ten years of struggle, and their achievements and contributions to society had won the appreciation of many, The fact that the three Colleges had received support from people in Hong Kong and foreign educational organizations was not accidental. In his 1957 investigation report on post-secondary colleges, C. L. Chien specifically pointed out, "They [the private post-secondary colleges] are making a valuable contribution to the cultural, social and economic life of the colony." (C. L. Chien, Report on Hong Kong Private Chinese Post-Secondary Institutes, typescript, 24 May 1957) The lack of university places for students meant that the talents needed by society were being drained away to other places, but the colleges were providing another venue for students to pursue higher education, and to remain living and working in Hong Kong. The three Colleges had in 1958 a total enrolment of more than 1,200 students with 517 in Chung Chi, 456 in New Asia and 248 in United College. The courses developed emphasized Chinese literature, history and business management. They also offered courses not avail-able in HKU, such as fine arts, sociology, accounting and_banldng. The colleges helped to produce school teachers, administrators and business management personnel who were generally needed in Hong Kong at that time. The contributions they made to the educational and economic developments could not be ignored.
At the same time, among the scholars who came from mainland China were experts in various fields of Chinese studies. Through the courses developed in the colleges, public lectures delivered and articles published, they were able to spread an unprecedentedly rich Chinese cultural atmosphere in this British-governed territory. In addition, be-cause of the turrμoil inside China, many foreign scholars interested in Chinese studies chose to come to Hong Kong to conduct their academic researches and studies. The private colleges were able to assist and assume an important role in this capacity.
. Christopher Cox, who had been the Education Adviser to the Secretary of State for the Colonies since 1945, was familiar with the
The Founding
development of higher education in Hong Kong. He was Chairman of the Committee appointed to consider the re-opening of HKU after the war, and had long served as adviser on the development of higher education in British territories in Asia. In his visit to Hong Kongin April of 1957, Cox first met with the representatives of the private colleges, to gain an understanding of their situation and requests. He then met separately with Bishop Hall and Dr Lindsay Ride, the Vice-Chancellor of HKU and with two representations from the most concerned faculties at the University, Professor F. S. Drake of the Department of Chinese and Professor K. E. Priestley of the Department of Education. Cox then left for Singapore to visit Nanyang University. All these contacts were helpful in his study of the Joint Council's proposals and requests to the Hong Kong government. With the diminishing influence of Britain in Asia following the post-war decolonization, and the great changes in China, interest in higher education became oriented towards Hong Kong. The changing orientation was reinforced by the social and economic changes in the territory. The task undertaken by the Chinese colleges since 1949, and the positions they had established, made Cox realize that Britain's traditional colonial university education policy could no longer be upheld. His visit to Nanyang University, established in Singapore by local Chinese, enabled him to see the turmoil caused by the university in Singapore. He therefore concluded that the proposals and requests raised by the Joint Council should be given serious con-sideration. Cox returned to Britain in late 1957, first discussing the proposals. with several academic advisers in Britain, and then bringing up the issue for discussion at a meeting of the Executive Committee of the British Inter-University Council for Higher Education Overseas (Inter-University Council for short). Those in the meeting included the new Chairman of the Committee, Sir Charles Morris and the former Chairman, Sir Alexander Carr-Saunders. Morris was then the Vice-Chancellor of the University of Leeds, while Carr-Saunders since 1943 had been a member of the British Parliamentary Special Committee on University Development, and had been the Chairman of the Inter-University Council for many years, dealing with problems on education in various British territories. Matter for the establishment of a new university in Hong Kong was thus brought up for discussion among the authorities concerned in Britain.
From the point of view· of the British government and British
university authorities, the question of whether to accept the proposal of the Joint Council to establish a second university in Hong Kong, com-posed of private colleges, that would use Chinese as the main medium of instruction, involved very important issues relating to education policy and academic standards. This would also be the first case dealt with by the Inter-University Council in the establishment of a university using a language other than English as the primary medium of instruc-tion.
After almost ten months, during which numerous meetings and discussions were held between Cox, Morris and Carr-Saunders repre-senting the British side, and Morgan and Crozier representing Hong Kong, it was finally decided in August 1958 that another university would be established in Hong Kong, and it would be the apex of Chinese education under the two-tier education systems in English and Chinese.
In their meetings, Cox, Morris and others were most concerned with student quality, teacher qualifications, curriculum, facilities and the administrative system of the Colleges, as this was the first time that the Inter-University Council would be dealing with the establishment of a non-English speaking university. After careful discussion and planning, they laid down some very cautious steps to guarantee that the Colleges would attain university standards in every way. The plan suggested that the government should first pass an ordinance confirming the status of the Colleges as institutes of higher education, thereby removing them from the control of the Hong Kong Education Ordinance. At the same time, the government would invite experts to draw up guidelines for development in basic conditions so that governmental financial assis-tance could be extended to the Colleges according to their needs, ena-bling them to attain the required standards. Secondly, the government would appoint an Advisory Committee to be composed of international scholars who would conduct a final review. The government would then pass the required ordinance for the establishment of the new university.
The plan was first approved by the Governor in conjunction with the Legislative Council, followed by the appropriation of necessary fund-ing. It then immediately received the official consent of the British government and the Inter-University Council. In May of 1959, the Chinese Colleges Joint Council on behalf of the three Colleges, ac-cepted the government's suggested plan. On 2 June 1959, the Hong Kong government officially announced that it was prepared to establish
The Founding
a new university with Chinese as the main medium of instruction. The plan was to start with the funding of the development of the three Colleges, United, Chung Chi and New Asia.
5. Establishment of the University, 1959-1963
The years between the government's announcement in June 1959 of the plan to set up a new university, and its inception in October 1963 were crucial in the formation of the structure, character and academic quality of the University. Development in these years also laid the foundation for the University's relationship with the government, the Hong Kong society and the international academic community.
The important role of John Fulton, as Chairman of the Fulton Commission of 1963, in the birth of the University is generally known. Less well-known· perhaps is the crucial part which he played in 1959 as adviser to the Governor, Sir Robert Black, making recommendations for the development and improvement of the Colleges in preparation for university status. The report, entitled The Development of Post-Secondary Colleges in Hong Kong was submitted to the Governor in March 1960 and was accepted as a blueprint for the future university. Among other details, its recommendation for a federal organization, its stress on "academic freedom," "university autonomy," research, and bi-cultural mission were especially important in shaping the basic character of the University.
The prime moving force for the development of the colleges during this period was, however, the government, particularly in terms oflegal enactments, financial allocations and administrative support. It began with the passage of the Post-Secondary College Ordinance (May 1960) which freed the colleges from the restrictions of the Education Ordinance. This was followed by a series of bills and regulations which culminated in the formal establishment of the University by The Chinese University Ordinance of 1963. Related matters were discussed in the Legislative Council and the policies formulated received enthusiastic support from the council members. Financial appropria-tions were adequate, if not generous. Under the Post-Secondary Colleges Grants Regulations (1960, 1961), salary scales and teacher-student ratios were gradually improved and, at the establishment of the
University, became parallel with those in the University of Hong Kong.
L. G. Morgan, who had been the Deputy Director of Education in charge of the private post-secondary colleges since 1952, was appointed ad-viser to the Chinese Colleges Joint Council and the government, serving as liaison between the Colonial Office, the Inter-University Council, the Hong Kong government and the Joint Council. It is worth noting that in the course of the formulating of policies and regulations, appointing of personnel and making appropriation for expenses, the government adopted a very liberal attitude. This may be attributable in part to the change of educational policy within the Commonwealth in the late 1950s for more independent regional development. More direct in its influence was Fulton's report of March 1960, which had been adopted as the blueprint for the establishment of the University. The report, with an emphasis that "autonomy is an essential attitude of a university in the pursuit of its proper aims," was well received by the Governor, Sir Robert Black, a firm believer in academic self-determination and "cooperation through understanding and mutual respect."
The international character of the Colleges was strengthened during this stage of development. With their roots in China and early associa-tion with the American educational foundations and universities, British experience and connections were relatively lacking. British influence was reinforced, however, by the very fact that the official support came at this stage from British sources -the British home goyernment, the Hong Kong government, the British Inter-University Council and locally, the British Council and HKU. John Fulton himself in fact brought with him the experience of three different British universities: Oxford, Wales and Sussex. Introduction and exchange of ideas concern-ing the system, curriculum, teaching methods, etc. in the British univer-sities were facilitated by the British Council and HKU in a series of open forums and conferences held in 1960 and 1961. Participants in-cluded faculties and administrators from a number of leading British universities. In October 1960, through the arrangement of the Inter-University Council, Presidents of the three Colleges were invited for a three-month visit to more than seventeen universities in Britain. Similar arrangements were made for a visit by the Colleges' Registrars the following year. In 1961, when experts were invited to visit Hong Kong to advise the three Colleges on the development of their courses in arts, science, economics and business administration, and also on library
facilities, three of them were from Britain and one from the United States.
Meanwhile, cooperation among the Colleges continued under the aegis of the Joint Council, particularly in matters concerning improve-ment and establishment of common standards in admission, teaching, graduation and faculty qualifications. A Joint Entrance Examination had been conducted since the establishment of the Joint Council in 1957. In 1959, with administrative support from the government Education Department, the Joint Council set up three boards responsible separately for the entrance examination, diploma examination and staff estab-lishment. The committees were composed of representatives from the three Colleges, administrative staff from the Education Department and academics from HKU. The work of the Joint Diploma Board could perhaps best illustrate progress achieved in raising the academic stand-ards of the students. The Board .as chaired by Professor Y. C. Wong of the Mathematics Department of HKU. Panels of examiners for each subject were composed of internal examiners from the Colleges and external examiners from HKU as well as overseas universities. The first Joint Diploma Examination was held in 1960, and by 1963, a total of four examinations had been held. Professor Wong's reports on the examinations indicated that as the number of examination papers in-creased and the .standards were raised year by year, the pass rate went up from 78% in 1961 to 95% in 1963. It was evident that the quality of both students and teaching was improving and meeting the higher standards required.
While the three Colleges collaborated to institute common academic standards and a uniform system of staff establishment, inter-nally the individual colleges developed under different conditions. Chung Chi and New Asia which had moved into their new campuses early in 1956, continued to receive support from their original sponsors, and were able to develop in more favourable conditions with the intro-duction of the government grant in 1959. Chung Chi had been the first among the three Colleges to establish a Science Faculty in 1957 and had the largest enrolment of science students. C. T. Yung, who in 1960 succeeded Lin Dao-yang as President, was a biologist who had taught at
_ Lingnan University and HKU, and was an experienced university ad-. ministrator. By 1963, the College had ten departments, a student enrol-
,\-ment of five hundred and around fifty teaching staff. New Asia under
the direction of its founding President, Ch'ien Mu, continued to strengthen its curriculum, setting up a Science Faculty in 1960 and expanding the Departments of Chinese Literature, History, English Literature, Fine Arts, Philosophy and Sociology. By 1963, the College had a total of twelve departments, with over four-hundred students and about forty full-time teachers.
With a shorter history and very limited support from international foundations, United College encountered greater difficulties at this stage of development. Its first President, F. I. Tseung who had led the Joint Council in 1956-1959 in striving for due recognition from the government, resigned shortly after succeeding in winning the government's acceptance in 1959. The position of United College was further weakened by the small student enrolment; the majority of its original students attended the evening sessions and had difficulty in gaining full-time student status. In 1960, United College students num-bered fewer than a hundred. The College did, however, enjoy close ties with the local community and was thus able to secure some supportfor its development from concerned Chinese community leaders. In 1960, Sir Sik-nin Chau, senior member of the Legislative Council and a member of the Executive Council, was invited to be Chairman of the Board of Trustees. The government also extended help by providing administrative support. Two senior officers of the Hong Kong Educa-tion Department were seconded to the College to assume the posts of Vice-President and Registrar, thus strengthening its administrative system.
More important change began in 1962, when the College succeeded in securing from the government the campus at Bonham Road. In the same year, Sir Ping-fan Fung assumed Chairmanship of the Board of Trustees and T. C. Cheng was appointed President of the College. Cheng was then one of the very few high-ranking Chinese officers who had held various important positions in the Hong Kong government. He had extensive knowledge of, as well as wide experience in dealing with education in Hong Kong.
T. C. Cheng's success in launching a fund-raising campaign with donations from the public not only helped put the College on a more favourable financial footing, it also strengthened the College's links with society at large. At the same time, closer relations with other local and overseas academic institutions were established through exchange
of academic visits and publications. The recruitment of young and
well-qualified staff and the introduction of a number of courses catering
for the needs of Hong Kong were also significant in the development
and strengthening of the College. By 1963, the College had nine depart-
ments distributed among the faculties of arts, science and commerce.
Student enrolment had increased to about 200 and the number of full-
time faculty staff had reached more than twenty. T. C. Cheng, as the
newly installed President of the College, had this comment on the
situation: "Because of our youth and physical smallness, we are in a
favourable position to develop and expand along new lines." (United
Bulletin, No. 8, December 1963, p. 18)
In preparing for the essential task of appointing a commission of
international scholars to make recommendations for the establishment
of the new university, a search for suitable candidates started in early
1961. The search work, led by Christopher Cox and the Inter-University
Council, took more than a year. Appointment of the commission was
announced in June 1962. It was important that the commission was
headed by John Fulton who had been invited to Hong Kong in 1959 and
was responsible for writing the report of 1960 which had served as the
blueprint for the future university. The other members of the commis-
sion were Choh-ming Li, Professor of Business Administration and
Director of the Centre for Chinese Studies at the University of Califor-
nia; J.V. Loach, Registrar of the University of Leeds; Thong Saw-pak,
Professor of Physics at the University of Malaya; and F. G. Young,
Professor of Biochemistry at the University of Cambridge. Professor Li,
who had served in various national universities in China before joining
the University of California in 1951, was familiar with the Chinese
university traditions as well as tertiary education in the United States.
Professor Thong, also of Chinese descent, had knowledge of the work-
ings of a British university system in an Asian society. Thus the com-
position of the commission itself was both strongly intern_ational and
Chinese, reflecting the aspirations of the planned university. During
their visit to Hong Kong in the -summer of 1962, members of the
commission had extensive contact, not only with people concerned with
higher education in Hong Kong, but with representatives from different _ sectors of the community as well. Before departing from Hong Kong on 15 August 1963, Fulton \publicly announced the recommendations of the commission for the
organization of the three Colleges into a new university. The recom-mendations met with a favourable response from society at large. In fact, since the government's announcement in June 1959 of its intent to set up a second university in Hong Kong, the general public had been enthusiastic in voicing their support in newspapers, journals, over the radio, and even in public forums, expressing their different views and suggestions about the future university. There was a consensus that the university should be established without delay.
The report of the commission was published in April 1963. It formally recommended the establishment in Hong Kong of a federal university, with Chung Chi, New Asia and United as the Foundation Colleges. The report, containing details on the organization, constitu-tion, staff establishment and other aspects of the proposed university, was accepted by the government in June of the same year.
Steps taken to prepare for the establishment of the university began as early as June 1961. While the government took the lead in the implementation of the scheme, particularly in budgeting, financial ap-propriation and legal enactment, a number of prominent leaders of the community also participated in the essential work of preparation. The work began with the formation of a Preparatory Committee, appointed to advise on a campus site and the formulation of a construction programme for the buildings required. The Committee was composed of fourteen members, the majority of whom were heads of the institu-tions (the three Colleges and HKU) and government departments (Education, Public Works, Chinese Affairs and the Colonial Secretariat) directly involved in the physical planning and building schemes of the future university. The two members from the local community were Mr Lee Iu-cheung, a prominent businessman, and the Hon. Cho-yiu Kwan, a solicitor and an unofficial member of both the Executive and the Legislative Councils. C. Y. Kwan was appointed Chairman of the Com-mittee.
Considering it desirable, even necessary, to have the University headquarters and the Colleges located in close proximity to each other, the Committee selected and secured from the government a promise to grant a plot of 250 acres of land in the upper Shatin Valley. The committee also set up accommodation schedules for the building of the University headquarters, New Asia College and. United College. Although a new site at Ma Liu Shui was chosen later, the fact that the
government agreed to allot an extensive site and accepted the proposal to keep the University headquarters and the Colleges on the same campus was undoubtedly a result of the foresight and the work of the Preparatory Committee.
Following the government's announcement of the acceptance of the Fulton Report, a Provisional Council was formed to proceed with the preparation. The Council was composed of twenty members, among whom were only two government officials: P. Donohue (Director of
Education) and J.E. McDouaU (Secretary for Chinese Affairs). Other members included Ch'ien Mu (President of New Asia), C. T. Yung (President of Chung Chi), T. C. Cheng (President of United College) and Lindsay Ride (Vice-Chancellor of HKU). The remaining fourteen members were all prominent leaders from the community, chosen from the academic, professional and business circles. Composition of the Council reflected not only the nature of the governing body of the University but also its close relationship with the Hong Kong com-munity. After the founding of the University, most of these members continued to be its supporters and benefactors, as University Council members or in other capacities.
C. Y. Kwan was again appointed Chairman, and the Hon. R. C. Lee, Vice-Chairman, of the Provisional Council. In spite of the fact that members of the Council in their own professions and positions were very busy people, much. of the important work of the Council was completed within a relatively short time. Naming the University was the first important responsibility. Given the enthusiastic support for the idea of a new university, many possible names were suggested by the public, and the question generated much discussion in the local press. There were suggestions based on geographical considerations such as "Kowloon," "Shatin," or "Hua Nan," meaning "South China." Another group felt the name should reflect the cultural heritage and connections of the University, e.g. "Chung Wah," meaning "of China" or "Wah Ying," meaning "of China and Britain." "Yat Sen," name of the founder of the Chinese Republic and a most respected Chinese historical figure, was also a popular suggestion. In spite of all these numerous sugges-tions and justifications, the Council was prompt in making the decision. The name of "The Chinese University of Hong Kong" was adopted. The
. rationale was that this name best conveyed the University's Hong Kong \·· connection and cultural heritage. True to its name, the University has
since its inception been dedicated to serving the needs of Hong Kong and to contributing to the enrichment of Chinese culture. The choice of a new campus site at Ma Liu Shui was another important accomplishment of the Council. Through the great efforts of
C.Y. Kwan, the Council was able to secure from the government the promise of a grant of land adjacent to Chung Chi College at Ma Liu Shui, an extensive and magnificent site for the University headquarters, United College, and New Asia. The choice had considerable impact on the future development of the University as the new site not only allowed the constituent parts of the University to be accommodated on the same campus, an extensive area of over 300 acres, but also provided ample space for future expansion.
Other essential work of the Council included the appointment of Szeto Wai as the architect for the university buildings, the completion of an establishment plan to meet initial staff needs, the review and accep-tance of the proposed constitution and the implementation of other recommendations of the Fulton Report. Nine of the members of the Council were at the same time appointed to the Selection Committee, chaired also by C.Y. Kwan, to advise the government on the selection of a Vice-Chancellor for the University. The amount of work, as described by Kwan, was "enormous." That the work of the Council could be completed so quickly and smoothly was attributed to the efforts of "hard-working colleagues," help from government departments, assis-
. tance from HKU, and above all, the unfailing support of the Governor, Sir Robert Black. This was publicly acknowledged in the address by
C.Y. Kwan at the inauguration of the University, "Despite the multi-tudinous problems weighing on his mind, His Excellency has given much time, thought and effort to forwarding the establishment of this University." (United Bulletin, No. 8, December 1963, p. 3)
The Chinese University of Hong Kong Ordinance, together with its Statutes, was passed in the Legislative Council and came into effect in September 1963. On 17 October 1963, the Governor, in his capacity as Chancellor, officiated at the inauguration ceremony of the University. The inauguration marked the beginning of a new era for higher educa-tion in Hong Kong as well as for the Foundation Colleges. It was, in the words of Sir Robert, "the consummation of hopes and dreams and plans." (Address by the Chancellor, "Inauguration of The Chinese University of Hong Kong," ibid., p. 1)
SLJmmary Remarks
Amidst difficulties and strains, The Chinese University was founded with the efforts of refugee scholars from different parts of China and the support of educationists, academics, government officials and eminent individuals from Hong Kong, Britain and the United States. The result was a new university built with diverse resources from both China and the West. The University drew basically on the strengths of the Colleges representing divergent streams of Chinese education -national univer-sities, with the fine qualities of Confucianism; Christian universities enjoying close contacts with Western cultures; and locally-oriented private universities with their pragmatic and eclectic outlooks. Yet it was also infused with a strong international character, not only because of the Hong Kong-British setting, but also because many scholars, educational missions, foundations, and institutions from abroad had helped in many ways in the development of the Colleges towards university status.
Committed to the development and enrichment of Chinese culture, and to the integration of Chinese and Western knowledge, CUHK was established with a firm foundation able to face the challenge of meeting the needs of the cross-cultural and dynamic society of Hong Kong. The very process of founding the University, of overcoming obstacles and solving problems along the way, contributed to the creation of a univer-sity with a reservoir of experience, with the strength and the ability to face the challenges of the future with confidence, and with a passionate commitment to continuing its quest for excellence and to making a contribution to the international academic community in a new age marked by a veritable explosion of knowledge.
2
A New Society, New Knowledge, and a New University
Bernard Hungkay LUK
University Campus looking towards the Tolo Channel, 1993
Background: Campus site in 1968
The Chinese University of Hong Kong (CUHK) is a university which belongs to Hong Kong, and which uses Chinese as the principal lan-guage of instruction. During the past three decades, Hong Kong society, the Chinese language, and universities all over the world have all experienced very significant changes. Many of these changes have been closely connected to the growth of CUHK.
Hong Kong is an immigrant society. In the 1950s, when the colleges which later became the Foundation Colleges of CUHK were first estab-lished, a majority of the population of Hong Kong was refugees from the turbulence of civil war and revolution in China. They brought with them the values, knowledge, and skills of Chinese scholars, peasants, artisans, and merchants, as well as the languages and folk traditions of north and south China, especially of the Guangdong rural hinterland. The postwar history of Hong Kong is the story of the efforts of these refugees and their offspring, together with those of the earlier settlers, to build a new industrial city. People from diverse backgrounds learnt from one another in their daily work and recreation. They assimilated many of the values, knowledge, skills, and practices of Western in-dustrial civilization. And they created an indigenous culture and a distinct society. The emergence of CUHK has been part and parcel of the evolution of Hong Kong from a collection of demoralized and hardpressed migrants to a free, vibrant, vigorous, and distinct society. The University has been one of the more dynamic manifestations of that evolution.
The Chinese language has a longer continuous history than any other language in the world, but it has been undergoing a radical trans-formation in this century. Early in the century, the "vernacular" lan-guage replaced the "classical" as the principal mode of written expression; and during the past four decades,· there have been multi-dimensional developments in vocabulary, sentence. patterns, rhetoric, and forms of discourse. The Chinese language nowadays is a much richer and more potent medium than what it was in mid-century. Spe-cialized as well as popular vocabularies and conventions in Chinese have come into existence for all kinds of activities of the modern world. Chinese and other traditional ideas and customs, as well as modem economic, social, political, cultural, religious, academic, scientific, and technological activities, can all be conveyed precisely and directly in contemporary Chinese. These new vocabularies and conventions enjoy
wide circulation in print or electronic media, as well as in person-to-person communication.
Hong Kong is located at the crossroads of Asian and Western cultures and languages, and has itself undergone rapid modernization, in language no less than in other aspects of life. CUHK, being one of the major Chinese-language institutions of Hong Kong, has been both con-tributor and beneficiary in the expansion of the ranges of discourse and functions of the language. In recent decades, the continued evolution of Chinese as a world language has taken place in the form of parallel developments in Hong Kong, China, and Taiwan, with a great deal of autonomy and mutual borrowing among the three centres. CUHK is a nodal point in this development.
The institution of the university originated in Europe in the Middle Ages. Nineteenth-century reforms introduced modern academic dis-ciplines and practices of instruction, evaluation, and administration. The reformed institution was transplanted to Chinese society in the early twentieth century. Before the Second World War, the main function of universities in most societies was to prepare the sons of small social elites for leadership. positions in government and culture. This elitist higher education became democratized in many societies, especially in the West, after the war, when much higher levels of technology and social equality were deemed desirable. Systems of higher educa-tion were expanded rapidly to produce large supplies of professionals, adminstrators, researchers, and intellectuals as well as to promote upward social mobility for capable young men and women from the lower socio-economic strata. Hong Kong higher education has not followed the Western trend; but it has completely re-defined elitist education, from an elitism of social reproduction, to one of meritocracy. This re-definition transformed the relationship between. university and society. CUHK has been a leading edge in this transfor-mation.
A Systems Approach
The evolutions of Hong Kong, the Chinese language, and universities
.
h,ave all been manifested in the growth of CUHK over the decades. That
growth itself could be described most conveniently by using a systems approach.
The functioning and development of an educational system or a school could be discussed in terms of its input, operations, output, and feedback. A school is a part of its society. It derives its resources from society to sustain its processes of teaching and learning. The input of resources which a school receives from society include the following: values, knowledge, and skills possessed by members of society; the workforce of teachers and students; financial and other forms of material wealth supplied from government and private coffers, and so on. With these resources, the school operates: to determine the structure and contents of its curriculum; to instruct and to evaluate the results of instruction; to research; to acquire and make use of various kinds of facilities for its purposes, and so forth. The operations of the school generate output which it renders to society. The most important output of course are the graduates. Equipped with new values, knowledge, and skills, the graduates can work more effectively for the economic, social, political, and cultural betterment of society. The school also propagates values, knowledge and skills through its publications, broadcasts, open forums, and extramural courses. The output accrues to the human and material resources of society as a whole. Some of that accrual will result in a greater feedback of input into the educational institution at a later time, enabling it to increase its operations and output.
Over the past four decades, the constituent Colleges and CUHK have derived very considerable inputs from Hong Kong society and from the international academic community. These include modern-izing values and progressively updated knowledge and skills; larger and larger numbers of teachers and students with ever-broadening social compositions; and ever-increasing financial and material goods. The operations of the University and its Colleges have also become more modem and complex. Graduates, publications, and other services produced by the University have matched the development needs of Hong Kong society, both in quality and in quantity. Together with its society, the University has progressed towards both indigenization and internationalization.
In this chapter, the four-decade story of the Colleges and of the University formed out of their federation, will be told in terms of input, operations, and output.
The Inputs
Values
Values are imbued in a school by people, and by books. The values
brought into CUHK from its social milieu have come from the beliefs,
ideals and aspirations of the teachers, administrators, and students, and
from what they have read.
The colleges which became the Foundation Colleges of CUHK
were established by "refugee scholars" who moved to Hong Kong from
China in the late 1940s. They chose to come to Hong Kong to continue
their academic and educational careers, because their ideas, beliefs, or
academic specialties were not deemed acceptable by either of the two
great dictatorship parties of China. Some of them were Confucian
scholars, followers of Confucius, Mencius, Lu Xiangshan, and Wang
Y angming. Some s_ubscribed to the ideas of the May Fourth Movement
and insisted on science and democracy. Some were Christians, believ-
ing in the teachings of Jesus and of the churches. Some were social
scientists, practised in the use of the perspectives and methods of their
Western-derived academic disciplines in the analysis of problems. The
refugee scholars were by no means unified in their beliefs, ideas, or
specialties; but they did have certain common experiences:
Our hands empty of worldly goods;
Our journeys long, with no end in sight;
Separated from kin and hearth, adrift;
Our bodies starved, our spirit wearied.
Through dangers and hardship, on we struggle.
Deprivation calls forth our deepest feelings ....
(From the New Asia College anthem)
Scholars of diverse persuasions and many different institutions,
from different parts of China, converged on Hong Kong, to breathe
the air of freedom. In time, they formed themselves into groups by
affinity of beliefs, and laboured to set up different colleges, in order to
carry on the academic and educational work which they had left behind
in China. New Asia College was founded in 1949, Chung Chi College , in 1951, and United College in 1956. Each college subscribed to a different set of values which they were committed to pass on to their When CUHK was first established as a federation of these three Colleges in 1963, thes. characteristic values remained to distinguish one college from another. However, after "the hills were opened up and the land cleared" at Shatin (in the words of the CUHK Students Union song), to build the new university campus, and all the colleges moved in and held classes together, the values of each college became less its own preserve and more its contribution to a common pool. This confluence of convictions was related to the re-organization of CUHK from a federal to a unitary structure in 1977. It was also related to the emer-gence of the new local-born or local-raised generation in Hong Kong society. From the point of view of the founding spirit of a college, this was no doubt a regrettable fading out of old values. But from another perspective, this was a significant instance of how Hong Kong people have made use of divergent Chinese traditions to create an indigenous culture.
The Chinese University of Hong Kong derived its values not only from the founding ethos of its Colleges, but also from the many intellec-tual and academic traditions brought to its campus by Chinese scholars from Taiwan and overseas. CUHK has been insistent from its beginning that it is not a Chinese university, not a British university, not an American university, but an international university. But it is an interna-tional university teaching in Chinese, constituted largely of Chinese persons, and rooted in Hong Kong society where one can.enjoy freedom of thought and expression. As such, it has received the support of many overseas Chinese scholars. Many of these scholars brought to the University not only the values derived from their Chinese heritage, but also the moral and professional values of social and natural sciences from around the world. These values merged with the founding philosophies of the Colleges, and became manifested in the modes of thinking and the instructional practices on campus.
During the 1970s and early 1980s, Hong Kong society experienced a series of transformations. The economy developed from relying on labour intensive manufacturing to one based on higher value-added production and on professional services. Society became more modern-ized and de-colonialized, with corresponding changes in thought and culture. Locally formulated ideas coexisted with new intellectual trends from China and the West, including a variety of Marxist doctrines. Old and new ideas competed for attention in the free market of Hong Kong
and of CUHK, and the divergent values encountered in the University
provided creative stimuli and tensions.
Although Hong Kong is a British dependent territory, the role of
British culture at CUHK has not been particularly conspicuous. British
scholars, or Hong Kong scholars who had studied in Britain, have never
been numerous on the faculty, being far fewer than scholars with, say,
North American connections. Probably the most important values intro-
duced from Britain have been constitutional principles and pragmatic
conventions -the rule of law, rationalization of administration, sys-
tematization of financial management, institutional autonomy, and
freedom from government interference in university affairs. As for
values derived directly or indirectly from North America and found at
CUHK, these include: Protestant Christianity, liberalism, democratic
ideals, basic premises of social and natural sciences, pacifism,
feminism, Western Marxism; and so on. Obviously there are a great
many contradictions and incompatibilities among these values, and it is
by no means a simple matter to assess the influence of North American
ideas in the university.
Over the decades, the students of CUHK also brought to campus many of the values cherished by their parents. The large majority of the students, like the bulk of the people of Hong Kong, were not scions of the educated elite of China. Rather, they came from families of peasants, artisans, and merchants. What they received in their upbringing was not so much the scholarly tradition of the Confucian literati or of the modern Chinese intelligentsia, but the "little tradition" of the common people. The peasants, artisans, and merchants, of course, were not entirely insulated from. the literati/intelligentsia, but the two groups did have very different emphases in their values: the former were more preoc-cupied with the mundane needs of their lives of poverty, while the latter were proud to show concern for the problems of the country and the people. The values of the common people were, to be sure, more narrow and short-sighted, but they were also more pragmatic and firmly grounded. Commoner families expected their children to keep their feet on the ground, to work hard, efficiently and effectively, in the hope of achieving a stable livelihood, and being able to improve the living
.tandards of the family. Such values have been part of the basis for the economic success of Hong Kong and other overseas Chinese corn-. f11Unities during the past decades. The students brought these values
from their homes to the University, to contribute to the confluence that isCUHK.
Schools of thought from Chinese and Western traditions, constitu-tional conventions and administrative practices, and values from family education were brought into CUHK over two generations. Since there is no official dogma in either Hong Kong society or in the University, with which everyone has to "unite one's thinking," the May Fourth spirit of intellectual contention has survived uniquely in this university founded by scholars exiled from China.
During the early years of CUHK, the distinguishing values of each College were clearly detectable in its teachers, students, and operational styles. Thirty years later, the features of each have been merged into the new consensual values of Hong Kong society, and of the University. These consensual values have not yet received systematic articulation. But in general terms one could point to a high regard for freedom, the rule of law, family-centredness, love, social justice, rationality, knowledge, science, competition, efficiency, and pragmatic results. This general consensus was developed over the decades in the Univer-sity and in Hong Kong society. It brings together many Chinese and Western values in a distinctive local mix.
Knowledge and Skills
The input of knowledge and skills into CUHK has also undergone very considerable change since the early years of the Foundation Colleges, in line with the socio-econol1:ric development of Hong, Kong and .the knowledge explosion in the international academic community.
In the 1950s Hong Kong had just begun to develop the circulation of knowledge in society, including the Chinese and English languages, some mathematics, some traditional Chinese and Western scholarship in literature, history, philosophy, and religion. This knowledge was possessed by a small number of local scholars and a somewhat larger number of "refugee scholars." Knowledge and skills in social science, natural science, and modern technology existed only in small and iso-lated quantities; moreover, most of this knowledge was based on Western theories or assumptions which had never been tested in local studies or applications. All this traditional and modern knowledge had only very tenuous links with the economic and social functioning of
Hong Kong. As a matter of fact, the economy, based on exploitation of cheap labour in low-skilled manufacturing, could have but little to do with expert knowledge or tertiary-level learning. There were also the unexamined and unsystematized practices and skills of the commercial and industrial sectors, to which the academic community paid scant attention.
In the early years of CUHK, the industrial economy of Hong Kong was already firmly established. Export-led labour intensive manufactur-ing was still the mainstay of the community. Such industries did not require up-to-date technology. But the products did need to be more and more diversified, in order to find and maintain niches in the world market. At the same time, business management and market develop-ment were advancing beyond the crude daring of the first decade, and becoming more systematized, more strategic, and more modern. In the community, the demand for education, social welfare, financial management, and other professional services increased rapidly. CUHK responded to these demands by recruiting from overseas a number of social scientists and business scholars, to bring their specialties to the university. It also set up research institutes as well as social, economic, and mass communications research centres, under the direction of these overseas experts, to collect data on the society, economy, and business environment of Hong Kong, to test and verify imported theories, to train local students, and to work towards local scholarship in these areas.
By the 1970s, Hong Kong began to develop its own electronics industry. Service industries, such as financial and other economic ser-vices, information, social research, polling, mass media, management, computer services, social welfare, health, and education, also increased by leaps and bounds. Hong Kong became an increasingly diversified industrial civilization. CUHK again responded to these developments by recruiting the most advanced experts in electronics and other fields to impart their knowledge and skills.
By the early 1980s, the economy of Hong Kong had attained af-fluent levels. Life in the community took on a new aspect. The con-tagious diseases characteristic of poorer societies had come under control. The life expectancy of Hong Kong people was already among the highest in the world; the incidence of diseases and the leading causes of death were becoming similar to those of advanced industrial societies. The Faculty of Medicine at CUHK was established at this
time, and it put its emphasis on preventive care and medical research, bringing into Hong Kong the most advanced knowledge and skills in these fields. Since the late 1980s, Hong Kong has been moving towards "high tech" development. The University established its Faculty of Engineering and the Hong Kong Institute of Biotechnology, in order strategically to introduce state-of-the-art technology from overseas, and from local laboratories, to serve local needs.
Present-day Hong Kong has entered the p,ost-industrial age. Ser-vices have replaced manufacturing as the mainstay of the economy. Various learned professions have accumulated considerable local and international information and experience, and have begun to establish local standards and conventions. The amount of information that exists and circulates in the community-especially the knowledge of the social and natural sciences, trade and industry, and of various service professions, is many times richer when compared to what there was four decades ago. It is also much more cosmopolitan, and at the same time indigenized.
Hong Kong is a global centre for information; it is also the world centre for the Chinese-language book trade, and the Southeast Asian regional emporium for English-language publications. Local and over-seas talents of all kinds congregate here. Hong Kong has produced a number of leading scientists. Local works of literature, art, music, philosophy, history, and social science are being produced in increas-ing numbers. Such works often adopt a distinctly Hong Kong perspec-tive in their inquiries into Hong Kong, Chinese, Southeast Asian, or Western problems. Not a few of them attain international standards. Many of these products of local culture are input or feedback into CUHK, and become a significant part of the knowledge base of the University.
Just as values from divergent Chinese and Western sources con-verge at CUHK, so do knowledge and skills pertaining to various disciplines, originating from Hong Kong or from other lands, find acceptance at CUHK, giving rise to knowledge that is more and more international as well as indigenous. It is not an exaggeration to say that the de-colonization of Hong Kong education began when CUHK com-mitted itself from the first to be an international university, with its knowledge base founded on the international academic community as well as on local research. The academic achievement so far attained
in the University and in Hong Kong society is the fruit of that de-colonization.
Teachers
Recruiting and developing its own academic staff is the most important
means for a university to acquire knowledge. CUHK has experienced a
great deal of change in its teaching staff over the decades.
Each of the Foundation Colleges was set up with only a handful of
teachers, many of whom had to assume numerous teaching and ad-
ministrative tasks. By the time the Colleges federated themselves to
form CUHK, the University had a combined total of no more than a
hundred teaching and administrative personnel, responsible for over a
thousand students. During the past three decades, CUHK has continued
to expand its workforce by recruiting teachers for various disciplines, as
well as personnel for student services, instructional support, administra-
tive, clerical, and other work. In the early 1990s, CUHK has a total
workforce of more than two thousand, including some seven hundred
full-time teachers.
The sustained increase in the number of teachers over the decades
has been due to the continued expansion of enrolment of the University,
as well as the economic miracle of Hong Kong which has provided the
means for such an increase. Where a particular talent is in short supply
locally, the University can recruit from overseas, offering competitive
salaries. In this way, the University has been able to maintain good
teach.r-student ratios and to offer an ever broader range of courses.
Apart from the multiple increases in teachers and courses, there have been very important changes· also in the qualifications of the teachers. When the three Colleges were first established, almost all their teachers had been educated in China, and had taught in universities in China. Some among them also had studied abroad, and possessed ad-vanced degrees from universities overseas. There were also a few non-Chinese teachers, most of whom had been missionaries in China. Around the time of federation, the Colleges had additional staff who were graduates of the University of Hong Kong or of universities in .. Taiwan, and overseas Chinese and non-Chinese scholars. Since the 1970s, with the passage of time and the public policy of localization in ;Hong Kong, most newly appointed teachers have been products of the
Hong Kong school system, who have gone overseas after completing secondary or tertiary education, and returned with advanced degrees. Some of them also have had teaching experience in universities in other countries.
Although CUHK has never ceased to appoint overseas Chinese or non-Chinese scholars, Hong Kong scholars nevertheless form a large majority of the present academic staff, some 53% of whom had their first degrees or diplomas from a local tertiary level institution, and three-quarters completed their secondary education locally. On the other hand, although the University never made any rules against appointing its own graduates to teaching positions, only one-third of the academic staff possess qualifications awarded by the University or its Foundation Colleges; and even these teachers usually have had considerable academic experience in other institutions.
It is evident that CUHK has successfully avoided the "academic inbreeding" endemic to universities in China, which arose out of the habit of appointing favoured graduates to teach in their Alma Mater, and be promoted through the ranks. One of the mechanisms by which CUHK has been able to avoid inbreeding is its requirement, in prin-ciple, to appoint only holders of a doctorate to the position of lecturer. In the early 1990s, some 68% of the teachers have doctorates. This repre-sents a far larger number of doctorates than the University, or even all the institutions in Hong Kong together, could possibly supply. The academic staff nowadays consists of 27% with advanced degrees from Hong Kong institutions, 14% from British institutions, 50% from American, 11 % from Canadian, and smaller numbers with Taiwanese, Japanese, European, or other advanced degrees. Some teachers also hold advanced degrees from more than one country. This is another indication of the localization and internationalization of the University.
The gender ratio of the academic staff also has undergone change over the decades. The Foundation Colleges came into existence at a time when sex discrimination was still very blatant in Chinese society, and the educational opportunities for girls and women were very much restricted. Hence few women qualified to teach at the tertiary level, and only a miniscule number were on the College staffs. As Hong Kong society developed over two generations, and careers became open to talent, sexual inequalities in education have been greatly reduced, and the number of female teachers at CUHK gradually increased. Since it
takes many years after completion of secondary school to attain an advanced degree and be appointable to a lecturership, and many more years before promotion to the senior academic ranks, women still remain a small though very significant minority on the staff. In the early 1990s, women constitute 10% of the higher ranks of senior lecturers, readers, and professors, 16% of the lecturers, and 38% of the assistant lecturers, instructors, and equivalent or lower ranks. Altogether they are 17% of the staff; 46% of them hold a doctorate. This is roughly in line with the considerable, though incomplete, progress made by women in Hong Kong society over four decades.
Students
Students as well as teachers are the human resources which society invests in a university. Society allocates to higher education some of its members who are not required immediately for production, in the hope that they would become better educated and make greater contributions to its welfare later on. The more affluent the society, the more members it could afford to educate at a tertiary level. The greater the demand for a higher level workforce, the more students would need to be enrolled.
The three Colleges began with very few students. The Colleges, as well as Hong Kong society at that time, were poverty-stricken, Not many students could be supported by public or private means in tertiary education. By the late 1950s and 1960s, the industrial economy was quite firmly established, and somewhat more families could support their children through college, but they were still a tiny minority. Most families outside the small middle class experienced great difficulty even in sending their children to secondary school, and only about one-quarter of the age group did complete that stage, with boys far outnum-bering girls. A small portion of that one-quarter proceeded to matriculation and university courses.
At the time of federation in 1963, the three Colleges had a total enrolment of about 1200. In 1992, with economic growth, free and universal secondary education, government provision of student grants and loans, expansion of tertiary education, and social trends towards greater equality between classes and genders, the enrolment at CUHK is now over ten thousand. (This includes some part-time students; the "full-time equivalent" is 9200.) The enrolment has increased eight
times. During the same period, the university-age population of Hong Kong increased only twofold. The characteristics of the students also changed a great deal.
Most of the first students of the three Colleges had migrated to Hong Kong from China; many came with their teachers. This followed more than a decade of political upheavals in China, which greatly disrupted the schooling of many students, who consequently were more varied in age and experience. At the time of federation, most of the students had been born during the Japanese invasion or civil war years, the majority of them in China. Since the 1970s, almost all full-time undergraduates matriculated immediately or soon after completing secondary education in Hong Kong, and a larger and larger proportion of them were local born, with broadly homogeneous life experiences.
In the mid-1980s, the evening part-time degree programmes were introduced, recruiting older students who remained employed during the day. At the same time, the Graduate School expanded its enrolment, attracting both fresh graduates and mid-career students. A measure of heterogeneity re-entered the student population, although an over-whelming majority were still local students.
In terms of their secondary schooling, most of the local students recruited by the three Colleges during the 1950s had attended the Chinese-language stream of Hong Kong schools, while students from the English-language stream generally aimed for places in the English-speaking University of Hong Kong. One of the reasons for establishing CUHK was to provide opportunities of higher education for students of the Chinese stream in a local public-funded institution. However, since the 1960s, the proportion of the Chinese stream within Hong Kong secondary education rapidly declined; at the same time the Chinese and English streams gradually merged. The result is the new de facto mainstream of Anglo-Chinese secondary schools which function with a unique pattern of bilingualism. Most matriculants of CUHK since the late 1970s have come from these schools.
As for admission selection, the University administered its own matriculation examination to select applicants from among Senior Mid-dle Three (Chinese stream) or Form Six (English stream) (i.e., 12th grade) students. After the Hong Kong Examinations Authority was set up by statute, this examination was handed over to the Authority in 1979, which made it a public examination. It became known as the
Hong Kong Higher Level Examination, available to all Form Six-(12th
grade) students regardless of language stream. In the early 1980s, the
University introduced the Provisional Acceptance Scheme, whereby a
student who had achieved very good results in the Hong Kong Certifi-
cate of Education Examination (Form Five level [11 th grade]) could be
provisionally accepted, and would be formally matriculated after a year
of satisfactory study in a Form Six class, bypassing the intense competi-
tion of the Higher Level Examination.
In recent years, sixth form education in Hong Kong is being
simplified and rationalized. The Higher Level Examination has been
abolished, and a Joint Admissions Scheme, at the Form Seven level
(13th grade), is being introduced for all the public-funded tertiary in-
stitutions. At the same time, following the crisis of political confidence
that resulted from the Beijing massacre in 1989, the Hong Kong govern-
ment decided to double tertiary enrolment over the first half of the
1990s. These policy changes will no doubt create an entirely new
situation for student recruitment at CUHK. Be that as it may, it is
important to bear in mind that in its thirty-year history, the University
has always followed meritocratic principles, based mainly on examina-
tion results, in its admission exercises. There has never been any politi-
cal criteria of eligibility, or government intervention in the matriculation
process. Selection has always been within the authority and respon-
sibility of the academic staff.
The socio-economic background of students admitted to the University manifested two distinct phases, divided by the introduction of the government grants and loans scheme. During the 1950s and 1960s, Hong Kong tertiary-level students almost all came from middle-class or wealthier families, and their parents had much higher educa-tional attainments and income than the general population. They also enjoyed rather better standards of housing than the overcrowded tene-ment blocks common at that time. Their tuition fees and living expenses were usually paid for by their families. If they took part-time jobs to help finance their education or to earn pocket money, it would be in genteel work such as giving private lessons or teaching evening school. By the late 1960s, secondary education had become more widespread, and there was already an increasing number of students from poor . families. They were in full-time employment on top of studying full-'time, in order to support their parents and siblings while working their
way through university. Certainly not enough support was provided by the universities or society for these students.
In 1969, the Hong Kong government introduced the Student Grants and Loans Scheme, whereby students from low income families were guaranteed that if they were offered places in the local universities, they would receive enough financial support, through government grants and interest-free loans, to finish the course. The scheme ensured that stu-dents of merit from poor families would have the opportunity to go to university. It transformed the universities from being, in part, finishing schools of the socio-economic elite, into training grounds for an achievement-oriented, highly competitive, meritocratic elite. With this scheme, pupils in secondary school, without regard of social origins, were greatly encouraged to aim for higher destinations in their work lives; and the universities were enabled to recruit the best possible students. A very significant degree of social mobility was promoted, with far reaching results in breaking down class barriers and making Hong Kong a society of much more equal opportunities.
The Chinese University of Hong Kong played a vanguard role in this transformation. Within a few years after the first grants and loans were made, the first year students in the University predominantly came from working-class families in the public housing estates, with parents who had low incomes and low educational attainments. In fact, during the 1970s, the proportions of CUHK students representing the different social classes was almost identical with the corresponding proportions in the general population. The University was undoubtedly a most important avenue towards a more equal society, probably more so than the other tertiary institutions. Since the early 1980s, the percentage of students from middle-class backgrounds has increased somewhat, but the University has remained an important ladder for social mobility.
As for gender, at the time of federation, there were two men en-rolled to every woman. Opportunities for secondary education were not yet equal for boys and girls, and far more boys completed the course than girls. Parents, too, were more prepared to support their sons than their daughters in higher education. Over the decades, however, atten-dance in secondary schools has been equalized, and the participation of women in tertiary education has continued to expand. During the 1970s to early 1980s, the proportion of women among under-graduates at CUHK increased gradually from one-third to 40%. Since
the mid-l 980s, the pace has accelerated; and by the early 1990s, just over half of the undergraduates are women. On the other hand, Hong Kong senior secondary schools divide their pupils into arts and science streams, and most of the girls find themselves in the arts stream. Conse-quently, there are fewer women students than men in the Science, Engineering, and Medical Faculties at the University. Nevertheless, during the past three decades, the University has served as one of the most important avenues for Hong Kong women in their search for freedom and advancement in learning and in their careers.
Finance
Financial resources are another important input from society into the university. Operating a modem university is very expensive. To operate a fully equipped comprehensive university at international standards is even more expensive. Over the decades, the funding needed by CUHK has continued to increase at a rapid rate. The University budget for 1964-1965 amounted to 14 million Hong Kong dollars; that for 1989-1990, 910 million dollars. (In 1989, the exchange rate was HK$7.80=US$1.00.) The nominal increase was sixty-five times. Taking account of inflation (about sixfold) and increase in student enrolment (about fourfold) over the quarter-century, the real increase per student enrolled was about two and a half times. This was made possible by the very rapid economic growth of Hong Kong, and made necessary by the many new programme offerings and improved quality of instruction and research in the University.
The budgetary amounts cited in the last paragraph were the recur-rent expenditures for those years. Capital expenditures such as construc-tion of new buildings and acquisition of large pieces of equipment were not included therein. As a matter of fact, CUHK has been very generously financed with both its recurrent and capital needs. This contrasts sharply with the contemporaneous economic difficulties of universities in the English-speaking world, and with the rather tortuous and tortured experience of the universities in China.
The three Foundation Colleges had been private institutions, whereas the University is a public one. More than 80% of the funding of CUHK comes from the Hong Kong government; the remainder from t\Jition fees and private donations. (See Chapter 9 on the University's
benefactors) During the first few years of the existence of the Univer-sity, government funding was given in the form of direct grants. Sub-sequently, the University Grants Committee (now known as the University and Polytechnic Grants Committee [UPGC]) was set up by the government to handle matters related to higher education finance in Hong Kong.
The Hong Kong UPGC serves a function similar to that once served by the University Grants Committee in Britain, namely, to act as an intermediary and buffer between the government and the universities. One the one hand, it helps to ensure the academic freedom of the university against government interference, in the vital areas of appoint-ment of teachers, formulation of curricula, selection of students, and conducting and publishing of academic research. On the other hand, it also helps to ensure that the macroeconomic goals of the government to have an adequate and suitable supply of highly educated workers would be respected by the universities, and that the universities would spend the public funds accountably. Members of the UPGC are not officials of the Hong Kong government, but are prominent academics from over-seas, and respected public figures of Hong Kong. The Secretariat of the Committee is also independent of any government department, and is staffed by seconded civil servants.
For more than twenty years, the UPGC has followed generally the practice of financing by triennium plans. The devel_opment plans are drawn up by each institution, working from the level of the academic department upwards. These institutional plans are considered by the UPGC in conjunction with the government's estimates of the workforce requirements of the community. The Committee then makes its recom-mendation to the government on the amount to be allocated to each institution. The government usually accepts without change the recom-mendations of the Committee, and transfers the total sum to the Com-mittee for disbursement to the institutions. The bulk of the allocation to each institution under this system is known as the "block grant," which is a large sum not divided into smaller items. The institution is free to set its own priorities and make its own budget within the limits of this grant. Smaller portions of the allocation are made up of "earmarked grants," which may be utilized only for purposes specified by the UPGC.
The triennium and the block grant give the institutions very consid-erable room for manoeuver. The intermediary role of the UPGC also
reduces to a minimum the contacts ( and hence the potential for friction
or interference) between the institutions and government departments.
For more than two decades, CUHK has enjoyed a good working
relationship with the government, although certainly not without a fair
share of disagreements. But the disagreements never developed into an
exercise of the government's political or financial power to overwhelm
the University in the vital areas of academic freedom. On the contrary,
CUHK has always enjoyed a far higher degree of academic freedom and
administrative autonomy than any other university in Chinese-speaking
societies, or in many other parts of the world. The UPGC is the key to
that freedom.
To assist the institutions in preparing the cost estimates of their triennium plans, the UPGC has issued carefully constructed guidelines aimed at maximizing the use of human, space, monetary, and other resources, so as to minimize the wasteful use of public funds. On the other hand, government estimates of the workforce requirements of Hong Kong could only be approximate, given the openness of the economy. In general, the government estimates the required number of university graduates and professionals of various kinds for a number of years in the future, and determines the optimal rate of growth for each institution or for certain specific programmes. This is the most impor-tant factor in government decisions about funding for higher education. From the 1960s to the 1980s, the overall inclination of the government was deemed to be conservative, and it permitted only rather slow expan-. sion of higher education. Its main consideration was to prevent the
emergence of the problem of graduate unemployment.
However, since the mid-l 980s, the crisis of political confidence
together with the economic boom, have created an acute shortage of
tertiary educated persons in the community. In recent years, the govern-
ment response h.s been to increase tertiary enrolment rapidly. In order
to educate more students, the universities, polytechnics, and colleges
have been given greater allocations, and also have been asked to raise
their teacher-student ratios. These are new factors in the funding situa-
tion for CUHK and its sister institutions.
During its first two decades; the UPGC provided very little funding
for research. Research was considered a corollary activity which
teachers undertook,after teaching, with whatever resources that might
bl available in the university. Since the mid-1980s, however, the
Committee has adopted much more pro-active policies on research. It has published guidelines and provided funding to encourage teachers from all the institutions to compete for grants. The total amount avail-able is becoming larger year by year, and CUHK scholars have been among the most active and most successful applicants.
Within four decades, Hong Kong has grown from a less developed region into an affluent society. This has made it possible for the govern-ment to supply CUHK and the other institutions with funding on a generous scale. When the three private Colleges federated themselves into a public university, the new institution did not thereby become a government department, nor did its teachers become civil servants at the beck and call of senior government officials. CUHK and its teachers have always maintained a very high degree of autonomy and academic freedom. This is the most important tradition established during the past thirty years.
Material Resources
With a population of nearly six million living on ten thousand square kilometres of hilly terrain, Hong Kong is one of the most crowded territories on earth. CUHK is privileged to have a campus of more than one hundred and thirty hectares, and is the most richly endowed in land resources among all the educational institutions in Hong_ Kong:
During the early years of the three Colleges in the 1950s, material conditions were extremely poor. Each College could afford to rent only a small tenement in the city, which functioned as classroom, office, and dormitory for staff and students. Eventually, the Colleges were able to obtain financial support from overseas organizations or from the Hong Kong government to acquire more suitable accommodation -Chung Chi in Shatin, New Asia in Kowloon, and United on Hong Kong Island. But the New Asia campus was still rather small, and that of United even more so. After federation, the University rented a few floors in two bank buildings in Kowloon as its central offices. Subsequently, the govern-ment granted a large site adjacent to the Chung Chi campus, for building the headquarters of the University and new campuses of the other two Colleges. Site formation and construction was completed in stages, and one after another the University (1968), United College (1972), and New Asia College ( 1973) gave up their old locations in town and moved
to Shatin. Although the buildings first planned in the 1960s were
completed by the mid-1970s, construction has never stopped at the
University, as more and more instructional, research, recreational,
administrative, and residential buildings are designed and built.
In the mid-1980s, the University decided to establish a fourth col-
lege, so that all the Colleges could remain relatively small and acces-
sible to students within the large University. Shaw College was built on
a previously undeveloped part of the campus.
Over the decades, some one hundred buildings large and small have
been erected to house this academic community of more . than ten
thousand people.
The Chinese University of Hong Kong campus occupies a most
scenic location, and provides a very good environment for study and
contemplation. But enjoying such an environment has not been without
cost. Academic communities around the world are of two minds about
whether universities should be located within or outside urban centres.
The advantages of a downtown location are that it would enable the
university to keep in touch more easily with society, and be more
sensitive and responsive to its problems and needs. It would be more
convenient for the university to make use of all kinds of information
available in the city, and to offer its own expertise to society. A location
away from the city, .on the other hand, is removed from mundane
distractions, and the peace and quiet is more conducive to reflection.
Also, land value would be cheaper, and the campus could be more
spacious. There are certainly pros and cons to each kind of location.
During the early years of the University, transportation between Shatin
and the urban areas was not very convenient. Travelling from the new
campus to the city required more than an hour. The location was
definitely a rural one. Since the 1980s, however, with the development
of Shatin New Town and the modernization of the entire transport
system of Hong Kong, travel between CUHK and the city is much faster
and more convenient, and the campus can be said to combine the
advantages of both an urban and a suburban location.
With the three Colleges brought together on the same campus, instruction within the University could be organized much more centrally. Under the federal system, the three Colleges were " autonomous in planning and carrying out their teaching functions, and graduation examinations. It soon became apparent that many students would benefit from attending certain classes in colleges other than their own, and some courses were designated as inter-collegiate courses. Before the Colleges moved together, these courses had been held either in the Colleges offering them, or in rented lecture rqoms in more accessible locations at Tsimshatsui or Central. When all the Colleges had moved on to the new campus, inter-collegiate courses naturally multiplied. Since each college remained very small in enrolment, many expensive resources, such as science laboratories, had to be shared. The sharing of classes and facilities created centripetal forces which even-tually led to the change from the federal to a unitary constitution, when the University was re-organized under new legislation in 1977.
If the three Colleges had each developed its own campus in Shatin, Kowloon, and Hong Kong Island, the history of the University might have been rather different.
Lands and buildings provide only an empty shell for a university. A university needs libraries, laboratories, computers, and other facilities for teaching and research to enable it to function.
The library is the centre of the intellectual life of a university. The richer its collection, the more open its resources, the more effective its services to teachers and students, the more vigourous would be the academic life. Before federation, each Foundation College had estab-lished its own library with mainly undergraduate teaching collections. During its first few years, the University rented one floor of a bank building in Kowloon to set up the University Library, a collection of more specialized books for teachers and postgraduate students. On the new campus, the University Library has its own large building. Initially, the university and college libraries remained separate entities. Under the new unitary constitution, the four libraries were merged into a unified system.
Over the decades, the library holdings have expanded rapidly. In 1963, the three college libraries together possessed fewer than two hundred thousand volumes, and only a limited number of academic journals. By 1991, the University Library System had a collection of one million one hundred thousand volumes, and subscription to some seven thousand periodicals. It is the largest academic library in Hong Kong, and one of the best stocked and most open libraries among all Chinese-speaking universities in the world. It is also the largest and
A New Society, New Knowledge, and a New University
most comprehensive bilingual library in the world that places equal emphasis on publications in both Chinese and English. With its sizeable annual budget, the library systematically acquires publications from all major Chinese-and English-speaking societies through purchase or exchange, and also selected items in other East Asian and West European languages. The great majority of the collection is in open stacks, and is professionally catalogued and circulated. With the instal-lation during the 1980s of electronic devices for circulation and for bibliographic searches and information retrieval, it has become an even more powerful centre for research.
Most of the books and periodicals acquired by the library were first recollllllended by the library committee of each faculty or department. The library collllllittee of each teaching unit is made up of teachers, and sets its own priority for spending its share of the library budget.
Teaching and research in the scientific disciplines require laboratories. Owing to geographical and financial constraints, it is not within the reach of Hong Kong to have the largest and most expensive equipment for, say, high energy physics. But all the hardware that is within the means of the territory can be said to be available. The most important turning point in the history of CUHK from this perspective was the establishment of the Science Centre on the Shatin campus, which pooled the resources of all the Colleges, and formed a firm foundation for subsequent development. As for the Faculty of Medicine, its teaching hospital is the central hospital for the six hundred thousand inhabitants of Shatin New Town, and is one of the most advanced hospitals in Southeast Asia.
The electronic computer has made itself indispensible for modern information and academic work. In 1967, CUHK imported from the United States an IBMl 130 computer, which was the first computer acquired by any tertiary education institution in Hong Kong. In the early 1970s, CUHK joined with the University of Hong Kong and the Hong Kong Polytechnic to purchase more powerful mainframe computers for use in an inter-institutional network. This was mainly for the use of science teachers and students, but was also available to those in the social science and business faculties, and to administrators.
Since the 1980s, the use of mainframe, mini-and micro-computers has become truly pervasive. Nowadays, CUHK has an IBM4381 and other mainframe computers, and also continues to operate in a network
with the other public-funded institutions. Since Hong Kong is a major world centre for the manufacture of chips and microcomputers, the most advanced personal computers, compatibles, and software make their appearance on campus very soon after they are launched elsewhere in the world. The development of Chinese-language software also brought immeasurable convenience to this bilingual university. Teachers and students from all faculties and departments have been using microcom-puters for wordprocessing or computation, and the machines number in the thousands on campus.
In recent years, the campus telephone system was updated after the completion of a network of optical fibre cables. This greatly facilitates the use of fax machines and e-mail within the University, across Hong Kong, and throughout the world. In all of CUHK in 1992, there were some one hundred fax machines for office use, and the number of staff and students who have used the e-mail system by now is about two thousand five hundred. The widespread use of these two advanced means of communication represents an important input of technology into the University, and symbolizes the close relationship between CUHK and Hong Kong society as well as with the global academic community.
The University in Operation
The Chinese University of Hong Kong receives· inputs of human, material, and mental resources from Hong Kong society and from the world of learning, in order to carry out its pedagogic and scholarly functions. The operations of the University could be discussed in terms of the structure and contents of its curriculum, teaching methods and teaching materials, evaluation of student learning, academic research, student counselling, administration, and so on. In each of these aspects, the University and its Colleges have made very considerable progress during the past four decades.
Curricular Structure and Evaluation of Student Learning
In each society, senior members divide the knowledge which they possess into what ought, and what ought not, to be taught in the schools
A New Society, New Knowledge, and a New University
of that society. Modem education compartmentalizes school know ledge into distinct disciplines and subjects, each graded by level and organized into courses of instruction, drawn up in syllabi and teaching plans.
The lines separating disciplines, subjects, levels, and courses are not natural and immutable ones, but are redrawn from time to time according to the developments in the fields of learning and the changing needs of society. During this century, the cumulative effects of research from many lands h,ave brought significant changes to disciplinary boundaries. For example, the new disciplines of electronics and computer studies have arisen; biochemistry emerges from the interstices of chemistry and biology; history has been forming close ties with statistics and anthropology, and has moved away from literature; and interdisciplinary studies such as women's studies, regional studies, and studies of educa-tion, have become widespread. The causes and effects of these changes are part and parcel of the vitality of the universities in which they take place. CUHK has been very much a participant in these changes.
How deep and how broad an undergraduate curriculum should be is another question that does not have universal and immutable answers. Some school systems, such as in the former Soviet Union, and China since the 1950s, prefer their undergraduates to focus on one discipline. In these systems, tertiary education often takes place in single-discipline institutes, with relatively few comprehensive universities. Some other systems, such as the American, put much greater emphasis on the broadly based general education component in the undergraduate cur-riculum, in order to broaden the intellectual horizons of the students. Here, comprehensive universities predominate; students are expected to take courses from many disciplines, and major subject requirements often do not exceed one-third of the total course load. In British univer-sities, on the other hand, honours undergraduate curricula demand specialization in a principal subject, while more broadly based curricula lead to ordinary degrees, without honours. General education takes place through tutorials, private readings, and college life, rather than in a formally planned programme.
The Foundation Colleges and the University inherited the curricular traditions of the pre-war Chinese as well as the British and American systems. Consistently through its history, the University has stressed three basic components in its curriculum: the major subject, general
:,:-: education, and bilingual training in Chinese and English.
The Colleges were founded on different educational principles, and so had dissimilar curricular structures and requirements. 'At the time of federation, the University demanded uniformity only in admission and graduation examinations. Once matriculated, the students followed col-lege requirements in their coursework, and university requirements with the examinations. Moreover, the Colleges were very small and were able to offer very little choice of courses. Consequently, the students experienced a very inflexible curriculum.
In 1966, the University made the first reform of its examinations. Instead of a single nine-paper graduation examination at the end of the fourth year, it instituted a three-stage university-wide examination, to take place at the end of a student's second, third, and fourth years. The first stage was the Intermediate Examination, covering Chinese, English, major subject, minor subject, and an elective subject, a total of five papers. The other stages were the Degree Examination Part I, with three papers, and the Degree Examination Part II, with four papers. The seven papers of the degree examination consisted of five in the major subject, and two in the minor subject. One of the papers in the major subject could be substituted with a thesis written during the fourth year. This examination system provided the basic structure for curriculum design in all the Colleges and faculties. A student had to decide on a major and a minor department when first admitted to the University. During the first two years of the course, more or less equal attention was paid to the two languages, the major and minor disciplines, and general education. And in the last two years, the major and minor subjects were studied almost exclusively, with only a small amount of time devoted to general education. In the four-year course as a whole, the major dis-cipline occupied some 60% of the course load. This was probably the most reasonable compromise among all the curricular traditions in-herited by the University and its Colleges, and was applied throughout the University. Since the early 1970s, this curriculum prepared students for the honours bachelor degree, and there has been no provision for an alternative curriculum leading to an ordinary degree.
This curriculum structure was a practical expression of the three-pronged emphasis of CUHK on the languages, general education, and the major subject, and remained in force for some twenty years. Never-theless, the realization of its goals was not without some difficulty.
The Chinese University of Hong Kong has always considered high
standards in both Chinese and English as a matter of priority, and it is one of the few universitie. in the world which is truly bilingual in these · languages in its teaching, research, publications, meetings, and ad-ministration. It demands strict lingusitic standards of its students in admission and coursework. Over the years, Chinese (in any of its spoken forms) has been the principal medium of instruction. Some two-thirds of the lectures are given in Chinese. Most of the other courses have been taught in English. But the two languages naturally serve different functions from department to department, depending on the state of the discipline in the world today. So different teaching units have different expectations of the bilingual abilities of their students, and it has been found unrealistic to insist on uniform standards or objectives of language teaching. Nevertheless, there is no disagreement about the general principle of bilingual competence, and some 10% of the course load of the four-year curriculum is devoted to the languages.
General education has been another consistent objective. During the
1960s and 1970s, there was no university-wide system of general educa-
tion, since this remained a college matter. The Colleges differed among
themselves in their arrangements, which ranged from specially designed
"integrated basic studies," to advising students to take elective courses
outside their departments or faculties, to asking each department to offer
a special course for students from other disciplines. In 1977, after the
constitutional change abolishing the federal structure, the University
became responsible for "subject-orientated teaching," while the Col-
leges were in charge of "student-orientated teaching." Since "student-
orientated teaching" was understood to have a general education
function, the arrangements for general education became even more
complex. Many students found it difficult to understand the aims of this
pot-pourri of offerings, and motivation was a problem. From a design
perspective, it was also unclear that a haphazard mix of courses could
reliably serve the purposes of broadening intellectual horizons and
providing the knowledge base needed by a university graduate of
present-day Hong Kong.
Hence, a complete overhaul of general education was undertaken by
5
the University in the mid-1980s. A Director of General Education was appointed to be in charge of all university-wide general education cour-.ses. New regulations now require each undergraduate to take six general education courses ( 15 % of the degree course load). More than a hundred
new courses have been designed and offered under the new regime. These belong to seven categories: logical thinking and quantitative techniques, Chinese civilization, other civili,zations, computer studies, art and humanities, natural science and medicine, and social science and management. In addition, there are a small number of courses offered by the Colleges. Students are required to select a course each from logical thinking and quantitative techniques and Chinese civilization, and · choose freely from the other categories. A systematic basis for general education has been established for all students in the University, with a
large enough choice of offerings to serve individual needs.
An honours programme with heavy emphasis on the major subject,
intended to produce graduates of high quality, has been another consis-
tent aim of the curriculum of CUHK. During the early years of the
University, students were admitted directly by the Colleges; after the
constitutional change, they were admitted by teaching departments of
the University. Once admitted, a student was subject to the regulations
of the major department, which greatly restricted the choice of major
and minor courses. It was very difficult for a student to change depart-
ments, however legitimate the reasons. For an eighteen-year-old, be-
wildered by the complexities of higher education, and in need of
exploration, this was a very rigid system. Furthermore, even if a student
did not want to change majors, there were important contradictions
between coursework and examinations. A student would have studied
some twenty courses during the third and fourth years, but the degree
examination consisted of only seven papers ( covering the contents of
perhaps seven to ten courses). The class of honours awarded with the
degree depended solely on performance in the examinations, without
regard to the coursework. Students often felt compelled to strain them-
selves working at both requirements, or to make strategic choices which
were sometimes not of the highest educational value.
In 1986, the University Senate resolved to reform the system of
undergraduate coursework and examinations. Under the new system,
first year students are admitted by the faculties of arts, science, social
science, or business administration, and so on, and not by the depart-
ments within these faculties. During the first year, a student has only a
provisional major, not a formal commitment to a single discipline, and
is given a year to explore the offerings of the University. While the
heavy emphasis on the major discipline is maintained for the later years
A New Society, New Knowledge, and a New University
of the degree programme, students are also given more freedom to choose courses outside the major discipline, and could decide for them-selves whether to register for a minor discipline, or to take more courses from a number of disciplines outside the major. The most important reform, however, was to abolish the degree examinations and to sub-stitute a credit system. Degree and honours would be awarded on the basis of coursework credit alone. This new system allows for more flexibility and adaptability to meet the needs and interests of students in different disciplines, and is more easily compatible with the curriculum design of each academic department.
The programme was planned for coursework lasting over four years, but allows a student to carry a heavier or lighter course load each year, so as to complete the requirements within three to five years. During the early 1990s, when. the UPGC-funded institutions worked
_
together to coordinate their student recruitment through the joint admis-sions scheme, based on the Hong Kong Advanced Level Examination (taken at the end of Form Seven [Grade 13]). CUHK would have to make appropriate adjustments, e.g. allowing a flexible credit units sys-tem in the undergraduate curriculum.
Over thirty years the curriculum structure and evaluation of student attainments have undergone two major changes. The credit system now in fore'? is in line with i.temational trends, and has the flexibility to meet the needs of present-day Hong Kong. In spite of the'changes, however, CUHK has remained committed to bilingualism, general education, and a substantial major subject as the defining characteristics of its under-graduate curriculum.
Undergraduate teaching was the main mission of all Chinese.speak-ing universities and most English-speaking ones, at the time when the Foundation Colleges, and even CUHK, came into existence. The educa-tion of postgraduate students was at most a very small part of the function of most universities. The Foundation Colleges began with only undergraduate teaching, but eventually added postgraduate studies in a few selec!ed areas, such as advanced Chinese studies at New Asia, and Christian theology at Chung Chi.
Shortly after federation, CUHK established its Graduate School and School of Education, to provide post-baccalaureate courses of study and research; but these remained units with very small enrolments.
_:Throughout the 1960s, students registered for master degrees and the
diploma-in-education represented less than 2% of the student popula-tion. During the 1970s, greater emphasis began to be placed on postgraduate education, and the idea of a Master of Philosophy (M. Phil.) degree programme, stressing both advanced coursework and training in research, was introduced from British universities. More and more departments in the University began to offer M. Phil. programmes, and student enrolment gradually increased. By the early 1980s, the first two Doctor of Philosophy programmes were offered in Chinese studies and electronics; other doctoral programmes were added later. Nowadays the Graduate School admits students to courses leadipg to master or doctoral degrees in more than sixty fields, and post-bac-calaureate students constitute one-sixth of the student population. Evi-dently, postgraduate education has become an important part of the overall curricular deployment of the University, complementing under-graduate teaching as well as the research work of the teachers.
Throughout its history, the Graduate School has maintained a policy
. of conservative development, permitting the offering of new program-mes or courses only when it could. be assured of adequate intellectual and other resources. This is one of the reasons why CUHK enjoys a much lower rate of attrition of postgraduate students than many other institutions. By now, CUHK is no longer a "four-year college" con-cerned only with undergraduate teaching, but a research university of international standing.
Another significant development in the overall curricular deploy-ment of the University is the long-term increase in the proportion of professional education. The Colleges were essentially liberal arts in-stitutions, the only professional programmes being those in social work and commerce. After federation, academic programmes continued to predominate. The establishment of the Lingnan Institute of Business Administration and the School of Education during the late 1960s were the first attempts by the University to strengthen professional education. By the early 1990s, professional studies have come to occupy a position in the University almost equal to that of academic studies, with programmes in business administration, computer studies, divinity, education, engineering, journalism, law, medicine, nursing, physical education, public administration, social work, translation, and so on. This trend towards professionalization is in response to the needs of Hong Kong, and is consonant with similar trends in many other
A New Society, New Knowledge, and a New University
societies. CUHK has evolved from a traditional university into a
modern multiversity.
It is not only the teaching units that have become more and more
diversified. So, too, have the students. Until recently, university students
were young men and women in their late teens to early twenties, who
moved directly from secondary school to university. But in the post-in-
dustrial society, mature men and women with long years of work ex-
perience often find it desirable or necessary to attend university. Some
may continue at their jobs and study part-time; others may leave
employment to concentrate on their studies. They want to acquire new
knowledge, skills, and qualifications, to help them with their lives and
their careers. They bring their life and work experience to enrich and to
challenge the university. Since 1982, CUHK has been offering part-time
bachelor degree programmes for adult students who remain in employ-
ment. There are now programmes in nine major subjects, and the enrol-
ment is one-seventh that of all undergraduates. This is another area of
significant change in curricular deployment, undertaken in response to
societal need, and congruent with international trends.
Since the early 1980s, with expansion of the Graduate School, diversification and professionalization of programme offerings, and the introduction of part-time degree courses in the evening, CUHK has taken on a new aspect. These changes have not threatened the traditional emphasis of the University on bilingualism, general education, and an honours major subject. Rather, the reforms and changes have strengthened these old characteristics, and prepared them for further development.
Curricular Contents
The Foundation Colleges were established with the higher education laws of the Nationalist Chinese government in mind, and each main-tained the minimum of three faculties to qualify as universities under those stipulations. In their faculties of arts, science, and commerce, the Colleges taught from the books and lecture notes that the refugee scholars had brought with them from universities in China. At federa-tion, CUHK had four faculties: arts, commerce, social science, and science, each consisting of four to five academic departments. Each
.department offered some twenty courses. By the early 1990s, the
University has seven faculties: arts, busine.ss administration, education, engineering, medicine, science, and social science. These are sub-divided into more than fifty academic departments, which offer a total of more than 1400 undergraduate courses. Course offerings have multi-plied over thirty years. What is more important, however, is the quality of courses and the manner in which new courses are adopted.
Some educational systems in the world are highly centralized. The contents of the curriculum in primary, secondary, and tertiary schools are determined by government ministries, and textbooks at all levels are published or prescribed by the ministries. In Hong Kong, on the con-trary, universities and colleges are all autonomous and have not been subordinate to any government department. Selection of curricular con-tent, adoption of books and materials, and recommendations for library acquisitions all have been decided by the teachers alone, without refer-
)
ence to any political agencies or officials. To introduce a new course, or to make fundamental changes to an existing course, a teacher only needs to prepare a proposal with course outline and bibliography, and submit it to the board of the academic department. With the endorsement of the department, then of the faculty board and finally of the University Senate, the proposed course becomes an official part of the curriculum of the University. All these academic boards are composed of Univer-sity teachers. Under the existing system in Hong Kong, of which The Chinese University of Hong Kong Ordinance is a .part, all these academic boards enjoy complete autonomy in academic matters within the University, and are protdcted from interference even from the governing Council of the University, or from the UPGC. It is also within the authority of Senate to establish new academic departments or programmes of study; there is no need to apply to the UPGC unless large amounts of extra funding are required.
The examination of proposals for new courses, programmes, or departments by the academic boards within the University is based first on academic criteria, and secondly on financial criteria. If a proposal is intellectually and pedagogically sound, does not overlap needlessly with existing offerings, and does not go beyond the ways and means of the University, it would be acceptable. Over the decades, the curricula of the Colleges and of CUHK have never been subject to political ex-amination, supervision, or censorship from any government or party; nor have there been any forbidden zones for thought or expression. The
freedom to determine its own curricular contents hitherto. enjoyed by
CUHK has been much greater than that enjoyed by universities in other
Chinese-speaking societies or many other parts of the world. This is the
most precious tradition of the University and its Colleges. Teachers'
autonomy in curricular matters, and scrupulous vigilance over intellec-
tual and academic honesty, are a sine qua non for maintaining the
standards and vitality of a university.
Given the freedom to teach according to their own lights, the
teachers of the University can make the best use of their learning and
expertise, and the resources provided by the University, to introduce
from around the world the most advanced knowledge and skills. They
can test these against Hong Kong conditions and experiences, reformu-
late them for broader applicability, and continuously improve their
teaching and research. This dual trend of internationalization and in-
digenization has been the refrain in the development of curricular con-
tent at CUHK over the decades.
The Foundation Colleges began with teaching materials brought
from China, which consisted of certain traditional knowledge from
China, and selected traditional and modem knowledge from Britain and
America. The choice was rather narrow, and the contents were often not
rel.vant to local conditions. The curricular contents nowadays are still
derived mostly from sources in Chinese or English (with smaller
amounts in Japanese, French, German, and Italian), but they come from
much broader and more ecumenical origins. The illustrations and ap-
plications cited in instruction are more and more based on Hong Kong
experiences. In the arts, social sciences, education, business studies, and
medicine, local observations, case histories, and research have become
important components of the teaching at the University. In science and
engineering, local specimens, environments, cases, practices, and re-
search are also very much taken into account. The teachers apply what
they have learnt from studying and working overseas, and test this
against Hong Kong conditions. They either conduct specially designed
studies, or more simply just observe and reflect. What they discover
would be worked into their lectures and tutorials. In this way, progress
is made towards the internationalization and localization of the contents · of their teaching. More formally, a number of professional organizations based ,.·in Hong Kong have called upon scholars from CUHK and other
institutions to collaborate with eminent practitioners, to formulate local professional standards, and to set local qualifying examinations to replace overseas ones. These are major steps towards the indigenization of professional education, both on campus and in the community.
Over four decades, the teachers and students of the three Colleges and of CUHK have continued to grow and mature in an atmosphere of freedom of thought and expression, and of academic autonomy. They have made good use of the many Chinese and Western values, and knowledge, input into the University, to develop diversified, localized, and internationalized curricula. This is part of the cause, as well as the effect, of the continuing de-colonization, and evolution towards a dis-tinct society, experienced by Hongkongans since the 1970s.
Teaching Materials and Methods
Hong Kong is a major centre for the international trade in print and audio-visual publications in Chinese and English. It is not difficult for teachers at CUHK to find and select teaching materials representing all kinds of academic viewpoints or ideological positions. The University is also well funded to purchase every year large quantities of books and other materials for the library and the media centre. These factors have greatly facilitated the internationalization and localization of teaching at the University.
One of the basic considerations in teaching methods is the teacher-student ratio. Over the decades, CUHK has been able to maintain average ratios of between 1:12 and 1:16. These were policy decisions which have been realizable because resources have been adequate. In practice, of course, class sizes vary depending on course and level. To avoid wasteful use of resources, the University requires a minimum of eight enrolled students for each undergraduate course. The largest clas-ses are limited by classroom design and safety regulations to a maxi-mum enrolment of about three hundred. With the larger introductory classes, the lecturers are assisted by teaching assistants employed by the academic department, who are usually postgraduate students.
The most c.mmon mode of teaching at CUHK is by lecture and tutorial. This is also a merging together of the Chinese, British, and American traditions that the University and its Colleges inherited. Nor-mally, an undergraduate course meets for two hours of lectures and one
A New Society, New Knowledge, and a New University
hour of tutorial every week. During lectures, the teac;her expounds on the subject matter to the entire class. In tutorials, the students are divided into groups ranging in size from a few to twenty students. The students raise questions, discuss, debate, or present their own essays, under the moderation of the lecturer or a teaching assistant. The topic of a tutorial session may be some chapters of assigned readings, or a progress report of student research, and so on.
Most Chinese-speaking universities rely on lecturing combined with private study by students of textbooks and lecture notes; seldom do they resort to tutorials in which the students are encouraged to do most of the talking. It has often been claimed that Chinese students do not like to speak up in class. CUHK has been using the tutorial for nearly three decades. Whil. it certainly has not been clear sailing all the time, the objectives of training_,students to express their ideas and to accustom themselves to free discussion have been achieved to a considerable degree. Dialogue is a basis for learning, for the advancement of scholar-ship, and for an open society. Dialogue demands not just the ability to speak, but also to interact with others in listening and speaking. This is the basic idea of the tutorial at CUHK, an ideal which cannot possibly be achieved through teaching by chalk and talk.
Where lecturing itself is concerned, during the early decades, the only teaching aid available was the blackboard. A few overhead projec-tors and other electrical devices were added during the late 1960s. In the late 1970s, the Senate established a Committee on Instructional Development, with the responsibility of acquiring and encouraging teachers to use various kinds of audio-visual aids. Later on, instructional development officers were appointed to produce on order from teachers various kinds of software for electrical and electronic machines. The use of educational technology gradually became more widespread, especial-ly with joint production projects between teachers and instructional development officers. Some of these products have attained levels of quality which make them suitable for use beyond the courses for which they were first· made, and there are plans to market them beyond the University.
Student learning cannot be confined to the classroom and the study room. Teaching at CUHK also emphasizes student-active methods such as experiments, practicums, field studies, and library searches. These
.'' methods are integral parts of the planned curriculum of various
programmes in the University. Over the decades, with richer and more diversified human and material resources input into the University, these practical methods have become more widely used and effective. The University hopes that tutorials and practical methods would help to develop students into independent thinkers, capable of playing leading roles as intellectuals or professionals in a free society. While CUHK certainly has not lived up to this promise as fully as it might wish, nonetheless it has achieved its fair share of success.
Student Counselling and Student Life
Student counselling is an important function of education. Each of the Foundation Colleges had its own Dean of Students who was respon-sible, according to the values and rules of the College, for moral educa-tion, assisting students in difficulty, and disciplining those students who had broken the rules. Under the federal constitution, student guidance remained a college matter, and the University did not have any respon-sibility there. After the constitutional change, the University began to handle more and more student affairs, and eventually set up an Office of Student Affairs to work in coordination with the College Deans. The
College Deans also modified their roles to reduce the image of tutelage and discipline, and instead to stress service and counselling. In recent years, the office of a University Dean of Students '?>'as created, to coordinate all university and college student services, such as scholar-ships and financial aid, psychological counselling, career counselling and placement, student facilities management, and technical support for student activities.
The Colleges and the University all have autonomous, democrati-cally constituted studentunions, each with its own representative coun-cil, executive committee, as well as editorial board of its newspaper, all elected by universal student suffrage. The unions organize their own recreational and cultural activities and social-political movements, which will be detailed in a separate chapter. The staff of the College and University Student Offices have always been responsible only for liaison and exchange of opinions with the student unions, and never have had any authority to supervise, manage, or direct the unions. This is another precious.trndition of the freedom, auotonomy, and tolerance ofCUHK.
Student hostels are another important facet of university life. With a large campus, CUHK has rather more hostels than the other tertiary institutions, and hence a higher proportion of residential students. The director of each hostel also shares in the responsibility of student coun-selling and informal education. Over the decades, each College has operated its own hostels for undergraduates, while the University has a postgraduate hostel. The Colleges have adopted policies such as "mini-mum one year of residence," to ensure that students who expressed the need or the desire to live in hostel would enjoy the right of at least one year in residence.
The hostels have also served as an avenue by which academic traditions from other cultures could be introduced into the University. For instance, the Adam Schall Residence at United College has been entrusted to the Society of Jesus and the Mary knoll Sisters for its design, building, and management, thereby bringing the university traditions of Ireland, the United States, and France onto the campus of the University.
Research
Universities are engaged in the mutually complementary tasks of trans-mitting and creating knowledge. Among the tertiary institutions in Hong Kong, CUHK was the first to give structural expression to the emphasis on research. Shortly after federation, three research institutes were established, namely, Social Studies and Humanities (1965), Science and Technology (1965), and Chinese Studies (1967). Under each institute were a number of research centres or groups. From the 1960s to 1980s, the institutes and centres have undergone some reorganization, but have remained nonetheless the mainstays for promoting and coordinating research at the University. The institutes encourage teachers of the University to propose and conduct research, and to engage in scholarly exchanges with corresponding organizations in other parts of the world. They also raise funds from local and international donors to support these scholarly efforts.
The Institute of Social Studies and the Humanities (and especially its Social Research Centre) was instrumental in bringing to Hong Kong the methods and climate of social scientific research. Prior to the mid-1960s, Hong Kong had seen only isolated instances of social survey or
research. The activities of the Institute marked the beginning of sys-tematic, well-planned studies in social science in Hong Kong. It has made considerable contributions in collecting and analyzing data on the economics, mass communications, geography, and society of Hong Kong, and also of South China and Southeast Asia. The Institute of Science and Technology also has made significant contributions in computer studies, marine science, traditional Chinese materia medica, and other areas. The Institute of Chinese Studies has supported research utilizing traditional sinological as well as social scientific methods, in exploring diverse aspects of Chinese tradition, in comparative studies, and in linguistic and translation studies. The three institutes have also devoted much attention to promoting scholarly communication with researchers in Hong Kong, other Chinese-speaking and English-speaking societies, and in East Asia and the West.
As a small territory, even though quite affluent, Hong Kong cannot afford to support research which necessitates large investments of land and money. Hence, high energy physics and such other expensive areas of pure theoretical investigation have to remain beyond the reach of Hong Kong researchers. On the other hand, with its strategic location, convenient transportation network, and free flow of information, ideas, and publications, Hong Kong is well situated for many other kinds of research and scholarly exchange. CUHK scholars can be found working on many topics in the humanities and social and natural_ sciences which do not call for heavy investment in hardware, or which have some ap-plied value. The past three decades have witnessed a continuous increase in interest and commitment to research, from the 1960s when only a few teachers in the University did research in their after-teaching hours, to the present day when a far higher proportion of teachers consider re-search to be just as important as teaching in their work as academics. This development is a consequence of the longterm change in the academic qualifications of teachers of the University. The structure of the Ph.D. degree around the world stresses training for research, and propagates the attitudes, methods, and styles of the academic profession. Their training places a high value on research and publication. As a larger and ever larger proportion of the academic staff at CUHK hold the Ph.D. degree, so does this value find ever broader acceptance.
Hong Kong in general, and CUHK in particular, never had any need for a central academic authority to plan or direct all research efforts. All
research projects undertaken by CUHK teachers have been selected and
designed by themselves, not assigned from on high. The right to choose
one's own topic is a cornerstone in the edifice of academic freedom, and
has been well respected. On the other hand, academic researchers in
their choice of topics are likely to be attracted to·theoretical issues or to
certain fashionable areas of interest, which may not be always relevant
to the current needs of society. In the past, the Hong Kong government
did not pay much attention to, or grant funding for, academic research.
Since the mid-1980s, however, it has begun to show some interest in this
area. The UPGC has increased greatly the amount of funding to support
research in its institutions. Some of the grant money has been earmarked
for certain strategic areas or topics, in order to encourage university
teachers to work on them. This way of providing some direction by
inducement rather than coercion has received positive response from
many scholars at CUHK and other schools.
In order to -strengthen its research capacity, the University
reorganized its research structure during 1988-1991. It also expanded
its efforts to raise funds from public and private sources (see appendix 8
for details of research institutes and centres).
Over nearly thirty years, the long-term trends of research at CUHK
have been an increase in activities, internationalization of methods and
standards, and localization of human and material resources. Reorganiz-
ing the research establishment and increases in government funding
could be considered as reinforcements for these trends.
Administration
Teaching, research, and student services require planning, coordination,
management, and other forms of administrative support. These ac-
tivities take place within the framework established by Hong Kong
government legislation, namely, The Chinese University of Hong Kong
Ordinance of 1963, later repealed and replaced by The Chinese Univer-
sity of Hong Kong Ordinance of 1976.
During the early years of the University, under the federal constitu-
tion, most administrative tasks still belonged to the Colleges, and the . University required only a relatively simple administrative structure . .. Under the Vice-Chancellor, there were the Registrar, the Librarian, and ·the Bursar. The Presidents of the Foundation Colleges also rotated as
Pro-Vice-Chancellor of the University. The university administration was responsible only for the admission and graduation examinations, the appointment of teachers at senior lecturer or higher ranks, matters relating to the Graduate School and the research institutes, and transfer of government funding to the Colleges. As the University became larger, and the workload multiplied, a University Secretary was added to share the work with the Registrar. After the constitutional change in 1977, most of the administrative chores of the Colleges now known as the constituent CoUeges, as well as the staff previously in charge of them, were transferred to the much enlarged university administrative structure.
In the early 1990s, the Vice-Chancellor is assisted by two to three senior professors appointed as Pro-Vice-Chancellors, to help provide overall leadership to the University. They work with the officers of the University with statutorily defined responsibilities, namely, the Registrar, the Secretary, the Bursar, the Librarian, and the University Dean of Students. The Registrar is accountable to the Senate, and is in charge of the administrative matters related to teaching. Assistant Registrars are assigned to each faculty, to assist its Dean. The Secretary is in charge of personnel matters, official publications of the University, and liaison with the public -and the alumni. The Secretary also serves as the Secretary to the governing Council of the University, composed of eminent members of the Hong Kong community. The Bursar is respon-sible for the finances of the University, and is accountable to the Finance Committee of Council. The Librarian is responsible for the University Library System, and the, Dean, of Students, the Office of Student Affairs. In addition, there is the Director of the Buildings Office, in charge of planning and maintaining the physical plant.
Over the decades, the highest decision-making body in the day-to-day functioning of CUHK has been the Administrative and Planning Committee (AAPC) of the University Council. AAPC is chaired by the Vice-Chancellor, and its secretary is the University Secretary. Under the federal constitution, the other members of AAPC were the Presidents of the Foundation Colleges and the Bursar. Under the new constitution, members of the committee include the Pro-Vice-Chancellors, the Deans of the Faculties, the Heads of the Colleges, and so on. It meets once a week, and functions as the cabinet of the Vice-Chancellor.
As the University continues to grow in size and complexity, its
A New Society, New Knowledge, and a New University
adminstrative structure needs to be overhauled from time to time to ensure optimal effectiveness. In recent years, the committee system and administrative units have been undergoing extensive reorganization, so as to rationalize the existing structure and make it more accountable. Also, in response to developmental needs arid a changing environment, two new offices were established: the Office of Industrial and Business Development to liaise with the Hong Kong business community, espe-cially with regard to "high tech" research and development; and the Office of Academic Links, to promote exchanges with the academic communities in China and overseas. This complements the reorganiza-tion of the research establishment.
A basic principle in the administration of CUHK is that it is governed by its teachers. Most of the boards and committees are com-posed of teachers, and most of the major administrative posts have been filled by teachers in rotation. This arrangement may not always ensure the very highest degree of efficiency in management, but it does prevent confrontation between administrators and teacher-researchers, which could greatly hinder the functioning of a university.
The nominal head of CUHK is the Chancellor, who is the Governor of Hong Kong. Observing the principle of university autonomy, the Governor does not supervise or direct the operation of the University; but, rather, remains at a discrete distance, to avoid any suspicion of interference. The relations between the University and the government are conducted through the UPGC.
The Output from CUHK
The University receives inputs of values, knowledge, teachers, students, funds, and material resources from Hong Kong society and from the international academic community, to enable it to carry out its functions in teaching, research, student services, and so on. The outputs of the University include graduates, knowledge, values, and services.
Graduates
The first graduating class of CUHK consisted of only a few hundred students. In recent years, each class has more than two thousand. Over
three decades, the University has awarded more than thirty thousand bachelor degrees to its students. Benefiting from their studies and cam-pus life, these graduates have enhanced their abilities to participate and to play creative parts in the economic, social, political,-and cultural life of Hong Kong society. Their Chinese University of Hong Kong ex-perience will enable most of them to make greater contributions throughout their lives.
Most students, upon graduating, seek employment in Hong Kong. A minority pursue advanced studies. During the 1960s, industrialization in Hong Kong was enjoying an initial success, but the economic demand for university graduates was still rather limited, and CUHK graduates did not have very many career choices. Recognition of qualifications in itself was not an issue. Before federation, the Foundation Colleges had held joint diploma examinations, and the diploma so awarded had been recognized by the Hong Kong government and evaluated as a qualifica-tion just one year below the level of the bachelor degree of University of Hong Kong. Many overseas universities had actually recognized that diploma as equivalent to their own bachelor degrees. Shortly after federation, the Hong Kong government and the Commonwealth univer-sities gave recognition to CUHK degree as being on a par with that awarded by the University of Hong Kong. But the general public needed a few more years before it was ready to accept fully the new institution. Through the efforts and creditable performance of the _early graduates, CUHK degree eventually won the acceptance of the overwhelming majority of local employers.
However, even by the early 1970s, employment opportunities for most university graduates were still confined to a few fields of work. Most graduates, especially those from the arts and science faculties, became secondary school teachers, and soon make themselves success-ful careers in the rapidly expanding school system. Graduates from the business administration, social work, and journalism departments, on the other hand, usually could find work which closely matched their training in these emergent occupations. And since there were relatively few graduates in these fields from other institutions, CUHK alumnae and alumni formed the majority in some of them.
By the late 1970s, the economy and society of Hong Kong had become much more diversified. So had the employment opportunities of CUHK graduates. In recent years, only a dwindling minority of
graduates become secondary school teachers. Supply and demand in the
teaching profession has been near equilibrium; and in any case,
graduates now enjoy a much broader range of choices of careers in
which to make their contributions.
The proportion of graduates who decide to cont.nue their studies
also has increased over the decades, as Hong Kong became more af-
fluent, and could better afford to have some young people remain in
school for a. longer period of time. Through further studies, many of
them have become originators of knowledge, and contribute what they
discover to the world of learning. Many hundreds of CUHK graduates
are serving as teachers and researchers in universities in Hong Kong or
abroad. This may be considered as a feedback from CUHK to the
international academic community.
See Chapter 10 for more details on the alumnae and alumni.
As for the output of knowledge and values by the University, this
has been mainly in the form of publications, extramural courses, and
consultation services.
Teachers of the University publish their research findings in articles
carried by local and international journals. Several units of the Univer-
sity also publish their own periodicals and monographs. Many of these
articles and periodicals enjoy very high reputations in Hong Kong or
internationally.
In 1968, the University set up its Publications Office to publish
academic books and journals. During the first decade, some twenty
items were produced every year. In 1977, the office was reorganized as
The Chinese University Press. In recent years, the Press publishes
annually forty to fifty books in Chinese or English, which are marketed
both locally and overseas. It is one of the largest academic publishers in
the world which regularly works in both Chinese and English, and is the
largest academic press in Hong Kong. It adheres strictly to the standard
peer review procedures. Most of its publications are in the fields of
Hong Kong studies or Chinese studies, although there is also a sig-
nificant list not in these areas. Manuscripts are submitted from within
CUHK, from elsewhere in Hong Kong, and from around the world.
The Department of Extramural Studies was established in 1965, as the first major effort to serve the community through adult education . .. In that year, one hundred and forty courses were offered. These were attended by a total of more than four thousand members of the public. In
recent years, some two thousand courses are offered annually, with an
enrolment of more than fifty thousand. The current courses are in
academic, professional, recreational, and practical areas. Over the
decades, the department has been one of the most important providers of
continuing education in Hong Kong.
Many CUHK teachers and graduates of the University have taken part in consultation committees of the Hong Kong government or of other public, professional, or private bodies, rendering service to the community by contributing their expert knowledge, skills, opinions and experience. A number of teachers have been interviewed from time to time by the mass media, or have contributed articles to newspapers and news magazines, offering their expertise or reflections on current issues of public concern, or alerting the public to serious though less visible problems. CUHK students also have made use of various public ac-tivities or demonstrations, to present their views and the results of their surveys to the public. In recent years, many members of the University . have taken active parts in Hong Kong politics. Some members also have provided professional consultation services to the business sector. All these are ways by which the University outputs its values and
knowledge. More details will be provided in Chapter 8.
Conclusion
For more than four decades since the refugee scholars and their students
first came to Hong Kong in search of freedom, and eventually estab-
lished first the Foundation Colleges, and then CUHK, they and the
second and third generations of teachers and students have made good
use of the Hong Kong milieu of freedom and university autonomy, to
merge together several academic traditions.
CUHK scholars dedicated themselves "to manifest virtue and to
renew the people." (United College motto) They reminded themselves:
... We set our minds on Heaven and Earth, recognizing no division between East and West, intent on interflow of scholarship.
... We live within this scenery of hills and sea, cherishing people and nature, devoted to education. (From the couplet on the pillars at the gate of Chung Chi College)
Through thick and thin they struggled on, building the new society of Hong Kong, introducing, merging, and creating new knowledge, enriching the Chinese language for a new age, and setting this unqiue University on a noble foundation.
Institutional Changes
Tak Sing CHEUNG
Meeting of the restructured AAPC, 1977
Background: University Administration Building
Sociologically defined, the word "institution" refers to established ways of doing things in a community or social group. On the one hand, it is a yardstick for behaviour that cannot be altered easily. Especially untouchable are those inaugural events and charters, which carry with them sacred qualities, becoming a symbol of identity and the basis of legitimacy of a social group. On the other hand, an institution is just a means for human beings to adapt to their environment. As time and circumstances change, it has to change accordingly. In the past thirty years, the institutional arrangements of The Chinese University of Hong Kong (CUHK) have developed in successive stages under the contending forces of change and resistance to change; of ideals and realistic considerations, and are therefore full of dynamism and complexity.
Generally speaking, the principal concern of a university is its academic activities, to which administration is supplementary. But the planning and management of academic activities fall within the scope of "administration," and hence cannot be considered of secondary impor-tance. The following account traces the institutional development of CUHK over the past thirty years along two lines, namely, the ad-ministrative system and the academic system.
A. The Administrative System
(1) Administrative Structure during the Initial Period .
The Chinese University was established on the basis of the Fulton Report 1963, by the passage of the University Ordinance by the govern-ment of Hong Kong. The report stated clearly that CUHK was to be a federal university, incorporating the three Foundation Colleges of Chung Chi, New Asia and United. Long before the founding of CUHK, these three Colleges existed independently with their respective scales of operation, traditions and social foundations. Chung Chi College carried on the spirit of the Christian universities in mainland China, advocating freedom and democracy. New Asia College was founded by a group of exiled scholars who deeply loved and were committed to promoting Chinese culture. They had taught before in national universities, keeping up a long tradition of Chinese scholarship. United
Institutional Changes
College was established through the merging of several smaller academies. Most of its teachers were Cantonese scholars, and the school was supported by the people of Hong Kong. As Dr Choh-ming Li said: "Here (CUHK) we can see the three components that shaped higher education in China over the last half-century: church universities, na-tional universities, and provincial universities."
The three Colleges existed before CUHK as independently operat-ing administrative entities in the 1960s. During this initial period, each college had its own College Board of Governors/Trustees in charge of all the properties and college affairs. Although small in scale, they were complete in all facets of operation. Each had its own administration building, teaching building, library, cafeteria, activity centre, and dor-mitory. Chung Chi even had a dormitory for the staff. The curricula developed by the Colleges were not identical, but shared the basics of arts, science and business programmes, sometimes lacking one of the three. The College Boards seldom held meetings, and actual decision. making power generally lay in the hands of the college presidents. Under the Office of the President, there was the Registry, in charge of academic affairs; the Students Office, responsible for matters concern-ing students; and the Bursar's Office, which managed finances, school buildings and lower-ranking staff. Some of the Colleges established the position of Vice-President to assist the President in the administrative work. All teachers belonged to the Colleges, and those from the rank of lecturer and below, were recruited by the Colleges, subject to the University's approval. Those in the rank of senior lecturer and above, were selected by the University, and assigned to the respective colleges. In this arrangement, the Colleges still had extensive powers of "checks and balances" in hiring teachers to senior positions. According to the University Ordinance, the hiring of these teachers could only be con-firmed with the agreement of two parties; the College to which the teacher belonged, including its President and representatives from the College Board and Academic Committees, and the recommendation of two external assessors. If unanimous agreement could not be reached, the final decision lay with the Academic and Administrative Planning Committee of the University. The members of this committee included the University Vice-Chancellor ( chairperson), and the Presidents of the three Colleges. The University Registrar acted as the Committee Secretary. In other words, even in the last stage before approval, the
Colleges had an influential role in stating their positions. The students of
various faculties were admitted to respective colleges. Admission pro-
cedures included an entrance examination and final selection process.
The entrance examination was conducted by the University authorities.
Further than that, the University only set down the basic admission
requirements (for instance, five passing subjects, including Chinese and
English), and let the Colleges make their own decisions during the final
selection process. After being admitted, the students would attend clas-
ses, conduct activities, and some even board at their respective Colleges
until graduation.
During the early period following the establishment of CUHK,
the Colleges enjoyed augmented independent powers under this
system. This was not only a situation created by fait accompli, but it
also had the support of legal principles. The Chinese University Or-
dinance dearly indicated that the University was a federal university .
(based on the Fulton Report 1963). Not only were the Colleges given
great powers in terms of organization, it also clearly stipulated that the
University Headquarters were directly only responsible for the follow-
ing: (i) The Administrative Central Office of the University, (ii) the
University Library and Laboratory, (iii) research programmes at high
level, and (iv) other buildings, organizations, for activities designated
by the University Council. Aside from these four areas, the University
was to coordinate as a whole the operations of the CoHeges. The most
important coordinating unit was the Academic and Administrative
Planning Committee mentioned above, which held weekly committee
meetings.
Noting the federal university background of most of the key
members in the Fulton Commission, it seemed that the Hong 'Kong
government never had the intention of establishing a single integrated
university. However, instead of concluding that the federal model
was ideal in the opinion of the government, one can rather infer that
it was a model chosen after considering the realities of trying to
establish CUHK. Before the establishment of CUHK, Chung Chi,
New Asia and United College had already achieved significant scales
of development, and each had established its own independent sources
of financing. If the government were not to arrange the new University
in such a manner, the Colleges might not have been willing to
participate.
Institutional Changes
(2) The Centralization and Unification of Administration in the Seventies
Under the leadership of the first Vice-Chancellor Choh-ming Li, the University Central Office continued to develop with the passage of time. At the start of the 1970s, there were several central facilities and programmes directly under the jurisdiction of the University. (1) The research institutes: the Institute of Social Studies and the Humanities, the Institute of Science and Technology, and the Institute of Chinese Studies. Within these institutes, there were research centres, including the Economic Research Centre, Mass Communications Centre, Geographical Research Centre, Chinese Linguistics Research Centre and Social Research Centre. (2) Advanced programmes, including the Graduate School, the School of Education, and the Lingnan Institute of Business Administration. (3) Extramural studies. (4) Library. (5) Health Centre. (6) Student Appointments Service. (7) Science Centre. and
(8) Computer Centre. For administrative efficiency, matters related to the admission of students have been centralized under the University Central Office since 1971. In the previous system, students had to apply separately to the three Colleges after receiving examination report cards. The University then had to check the application forms for each College, which led to verifying the same information three times over, duplicating administrative procedures. The students also ran into problems of repetition. If all three Colleges were interested in a certain student, he or she would have to attend three interviews; and if all three interviews were scheduled to be held at the same time or close together, the student, not being able to be at different places at the same time, would have to give up two of his or her choices.
It was the inter-collegiate teaching that shattered the foundation of the constituent Colleges. The Colleges did not have a large number of students, and the departments were small. Each department would generally have only three to five teachers, and therefore to develop a relatively balanced and comprehensive curriculum was no easy task. Inter-collegiate teaching was the natural and rational solution.
Inter-collegiate teaching was, in essence, centralized teaching. It centralizes not only teachers, but students as well. As a result, many organizational structures like Boards of Studies and Factdty Boards were strengthened in order to implement inter-collegiate teaching. The
gain of one was the loss of the other, and the departments, College Faculty Boards and even Academic Boards of the Colleges gradually lost their functions, becoming organizations in name only. With the advent of inter-collegiate teaching, the teaching activities of the Univer-sity were gradually enlarged at the expense of the Colleges. Power followed responsibility, and the power of determining teaching policies was quietly centralized in the headquarters of the University. This was a pivotal change in reforming the systems of CUHK.
The expansion of power and responsibilities of the University Headquarters could be generally observed in its administrative or-ganization. In the early days after the establishment of the University, under the Office of the Vice-Chancellor there was only the Registry in charge of all administrative matters. In 1969, the Bursar's Office and the Office of Physical Development were set up out of the Registry. The former office took charge of the University finances and the latter supervised construction and management and maintenance of the University campus. Then in 1973, a new Registry was reorganized to be solely responsible for University academic matters, examinations, and admission of new students and related matters. This functional specialization and structural differentiation of the organization indicated that, after entering the seventies, CUHK had become a vigorous and mature institution. However, this also marked the beginning of conten-tion between the centralized administration and the Colleges striving to preserve their autonomy.
In March of 1969, when the University Grants Committee ex-amined the allotment of funds for the 1970-1974 four-year plan of CUHK, it directed the University to strengthen the central functions, and further recommended that the government should allot only 77% of the funds budgeted for by CUHK. As everyone knew, the University Grants Committee would not normally base their allotment on the budgeted amount submitted by the University, but discounting almost a quarter of it was indeed too drastic. Because of this reduction, the University administration proposed plans on the "pooling of resources" in 1970 and 1972 respectively. The intention was to raise the efficiency of personnel in all departments and reduce the administrative expenses, through the integration of administrative and teaching functions. Based on the figures of the early 1970s, administrative expenses of CUHK accounted for 14.1 % of its annual total expenses; similar expenditures in
Institutional Changes
the University of Hong Kong were only 6.9% of its total budget. The higher administrative expenses of CUHK were undoubtedly related to its federal system. Under this system the administrative structures were often duplicated and administrative processes conducted through con-sultations, discussions and meetings. The result was a need for more personnel to deal with matters of daily administration, records, documentation, and files. In order to implement the "pooling of resour-ces" plan, CUHK Vice-Chancellor, Choh-ming Li, delivered a speech, to all the teachers and staff of New Asia College on 15 April 1970 in the College auditorium. He stated that in order to deal with the reduction in funds, CUHK would henceforth collectively plan and implement the human, material, and financial resources as well as space allotment of the three Foundation Colleges. Strong reactions came immediately from the Colleges. Some people, using pseudonyms, expressed their views in newspapers by pointing out that the fundamental spirit of The Chinese University Ordinance emphasized the word "federal," and not the word "unitary." These letters asserted that CUHK was a federal university, the components of which were three participating units retaining their individual plans for human, material, and financial resources and space. (Wah Kiu Yat Po, 5 July 1970) Subsequent discussion of this issue was continuously published in the newspapers, and the topic was enthusias-tically debated on campus.
(3) Working Party on Education Policy and University Structure
In February 1974, University Vice-Chancellor Choh-ming Li appointed a Working Party on Education Policy and University Structure, chaired by the then New Asia College President and University Pro-Vice-Chancellor Professor Yti Ying-shih. The terms of reference of the Working Party were to consider and bring forward suggestions on the following issues: basic policies related to the guiding education principle of the University; problems of organization between the University and the constituent Colleges and any issues related to future developments of the University. The Working Party held sixty full meetings, and a large number of group meetings. A summary report was finally released in July 1975. The basic stand of the Working Party was
that CUHK should maintain its federal structure. While agreeing with the overall development of the University, it intended to strengthen the powers and roles of the Colleges. The way to attain this objective was a proposed "integration of departments of study." This meant combining similar departments scattered among the three Colleges, and reassigning them to a single college. There were three possible patterns for this kind of integration. The first was "faculty-based" which was to convert the Colleges into faculties. For example, New Asia would be in charge of the Faculty of Arts, Chung Chi would handle the Faculty of Science, and United would develop a Faculty of Social Sciences (or professional courses). The second was "department-based." After integrating the academic departments and placing each department under one of the Colleges, all three Colleges would still retain all their traditions of offering general courses. The third was "area-based studies" which was a compromise of the above two options. Academic departments similar in nature would be reassigned to one of the Colleges according to its tradition, but they would not be forced to be under a faculty of the same nature. For example, if Chung Chi were to specialize in Science courses, it could still maintain Music and Religion Departments at the same time. The Working Party could not reach a unanimous decision in selecting the most appropriate of the three patterns, but a majority favoured the "area-based" approach.
Aside from the "integration of departments of study," the Working Party also mentioned in its report the basic principle of "academic participation in the government of the University." The principal missions of the University were teaching and research, and these types of activities were mainly conducted by teachers. Therefore, all develop-ment plans of the University and important university administrative decisions must be made with the participation of teachers. The Working Party particularly queried the composition of the Academic and Administrative Planning Committee. All the members of this Committee were administrative heads within the University, and no faculty representatives were included. Due to this oversight, the views of the . teaching staff were not easily conveyed, making it difficult for administration and faculty to attain a maximum degree of coordination. Furthermore, due to administrative reasons, the needs of teaching and research did not receive the proper emphasis and attention.
Institutional Changes
(4) The Second Fulton Report
The reforms recommended by the Working Party implied far-reaching consequences, and if they were to be implemented, The Chinese Univer-sity Constitution would have to be amended. The Hong Kong Governor, Sir Murray MacLehose, was concurrently the Chancellor of CUHK. On 11 November 1975, he appointed the Commission on The Chinese University of Hong Kong, chaired by Lord Fulton of Palmer. Other members included Sir Michael Herries, Chairman of the University and Polytechnic Grants Committee, 1965-1973; and Professor Ching-kun Yang, Distinguished Service Professor, Department of Sociology, University of Pittsburgh. Mr I.C.M. Maxwell, Deputy Director of the Inter-University Council for Higher Education Overseas served as Secretary. Based on the initial ten-year development experience of the CUHK and the final report of the Working Party on Educational Policy and University_ Structure, the Commission was empowered to produce recommendations on possible reform of the management, financial and adminintrative systems, ordinances, and scale of the University and its member Colleges.
On 5 December 1975, the Commission started its investigative studies in Hong Kong, listening to the opinions of concerned people and discussing the various issues raised. On 9 February 1976, all the Com-mission members held a conference in London, and prepared a report which was released in March of 1976. The basic thrust of the report was that, while maintaining the federal system of CUHK, the integration of the university administration should be continued and strengthened. The Fulton Commission further agreed with the principle of "academic participation in the government of the University." When the Working Party brought up this principle, it referred to the internal affairs of the University, but the Commission used this principle to target the govern-ing bodies of the Colleges. The report pointed out that:
In this context we must consider the position of the governing bodies of the Colleges.... It appears that the constitution of Chung Chi College makes specific provision for only 2 members of the academic staff to be on the 40-strong Board of Governors -the President and the Vice-President ex-officio. New Asia College's constitution makes specific provision for 3 academic staff -the President, Vice-President and Director of the Institute of Chinese Studies to be mem-bers of its Board of Governors, the strength of which is 33..The United
The Quest for Excellence
College Board of Trustees includes 5 members of the academic staff (the President and 4 Deans) in a total complement of 39 .... The situation we have described in respect of the three College Boards seems to us an anomaly in the light of our endorsement of the impor-tance of academic participation in the governance ofuniversity institu-tions, since it appears that the Boards of Governors/Trustees of the Colleges are given by their constitutions supreme responsibility for the general direction of their colleges, and in particular are empowered to revoke decisions of their Academic Boards and Councils." (Para-graphs 21 and 22)
The report also pointed out that governing bodies of the Colleges were self-perpetuating:
The Chung Chi College Board of Governors, for example, can co-opt up to 15 members. This power of co-opting is capable of being exer-cised by a majority, simply representative of Christian churches and missions. The New Asia Board of Governors has a possible member-ship of 33 and there is provision for 13 of them to be nominated by "such members who were Trustees of the New Asia College incor-porated prior to 1 August 1959 or their successors" and for up to 5 others to be nominated by Board members. Furthermore, however, all members of the Board who are not ex-officio members have to be elected by a majority vote of the Board. In the United College the Board of Trustees consists of 19 members elected by the Board in comparison with 15 nominated and 5 ex-officio. (Paragraph 22)
The Commission considered the composition of the three College Governing Boards to be very unsatisfactory. Although the traditions of the Colleges should be maintained, the Commission recommended that this responsibility be shouldered by the academic staff of the respective Colleges. The Commission further recommended that the power of the College Boards of Governors/Trustees in the University should be limited to the management of the assets, which the member Colleges brought with them when CUHK was established.
The Fulton Commission supported the "integration of departments of study" proposed by Professor Yti's Working Party in principle, but did not support the three patterns of applying this principle in practice, outlined above. Aside from the technical obstacles, such as the inability of the Colleges to reach an agreement on the distribution of depart-ments, the more important reason was that the Commission did not want
to assign real or implied academic power to the Colleges. This would
allow them to independently execute matters without restraints from the
University. (Paragraph 37)
The Commission maintained that:
It would be to take an unjustifiable risk with the future of the Univer-sity to allow separate power-centres to co-exist within one and the same area of responsibility. Potential stalemates have no place in a satisfactory constitution of a university. (Paragraph 39)
Therefore the Commission recommended that CUHK should adopt
a single administration to replace the original federal system. (Para-
graphs 40 and 81) The report also recommended that all powers and
functions except those explicitly given to the Colleges' Boards of Trus-
tees (i.e. their responsibility as trustees for the assets they brought into
the University at its foundation and still retained) should be vested in the
University. In particular the University should be responsible for
academic and development policy, financial management, the
matriculation of students, the appointment of staff, the determination of
curriculum, the conduct of examinations, and the award of degrees.
(Paragraph 70)
Lord Fulton had an exceptional knowledge of and admiration for, the individual College traditions, and did not allow the member Col-leges that constituted CUHK to be swept away by this great tide in history. The Commission under his presidency strengthened the ad-ministrative integration of the University, while also determining the roles to be assumed by the Colleges in the University. The report mentioned two types of teaching process in university education. The first was labelled "subject-orientated" teaching, which was an organized process of teaching conducted through lectures, discussions, demonstra-tions and other formal class sessions. The purpose of this method was to impart knowledge to a body of students. The second process was known as the "student-orientated" educational process. It involved small groups conducted in order to enable the abilities, talents, powers of judgment and independent thinking of students to develop to the ex-treme. The Commission determined that "subject-orientated" education lay within the jurisdiction of the University Headquarters, while the Colleges should be responsible for the "student-orientated" education. · Other than this change, the mission of each college was to be limited to
overseeing the welfare of their students, in areas such as boarding, counselling services, and maintaining discipline in the College.
Since the powers and functions of the College Boards would be limited to the management of assets each college had brought into the University, the Fulton Commission recommended that each college establish a College Assembly of Fellows to manage college affairs. The first Assemblies were organized through the appointment of six Prin-cipal Fellows from each college by the University Council. The can-didates were designated by the College Boards and recommended by the Committee chaired by the University Vice-Chancellor. Three of the members of the committees were nominated by the professors, readers and senior lecturers. Three others were nominated by lecturers and assistant lecturers. After the appointment of the six Principal Fellows, other Fellows could be selected. The Fellows were chosen from amongst the teachers of each college for five-year terms, and could be re-elected for successive terms. Each Assembly of Fellows was chaired by the College Head. Candidates for this position were chosen by the selection committee composed of six Fellows of the College concerned, and appointments were then made by the University Council. The six Fellows in the Selection Committee were nominated from Fellows of different ranks by the Assemblies, but the position of Selection Com-mittee Chairperson was assumed by the University Vice-Chancellor. Under this arrangement, the Colleges fell within the direct jurisdiction of the University, and the administrative linkages between the Colleges and their Boards were basically severed.
(5) The Responses from the Colleges and the Re-draft of The Chinese University Ordinance
The three Colleges had different responses to the proposals for chang-ing the system of CUHK. Broadly speaking, New Asia voiced the strongest opposition, Chung Chi opposed less vociferously, and United did not raise any objections. Although the Working Party of Professor Yti mentioned the "integration of departments," the inteption was to preserve the federal system of CUHK. However, before the release of the final report, the Board of Governors of New Asia College public-ly declared their opposition detailing reasons point by point. (Wah Kiu Yat Po, 13 January 1975) Chung Chi did not make any public
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announcements. However one of the members of the Board of Gover-
nors, Dr M. R Huang made highly critical remarks in his individual
capacity to the daily newspapers. (Wah Kiu Yat Po, 31 March 1975)
After the release of the second Fulton Report, with its proposed changes
that delegated the actual administrative powers in the University to its
Central Headquarters, the Colleges found it even more unacceptable.
Main points in opposing the recommendations of the report are sum-
marized here as follows.
The first was a matter of principle. The federal system adopted by
CUHK was originally proposed by the government and agreed upon by
the three Colleges after consultations. On this basis, the Fulton Commis-
sion (1963) made detailed recommendations which were formally ac-
cepted by the Legislative Council. The 1963 Fulton Commission was
obviously in favour of the federal system, as it mentioned in its report:
We have attempted to ... make a constitution of a "federal type" of university. In our view no other plan could do justice to the rights of the existing Colleges, to their varied and interesting origins, or to their distinguished contribution to education in Hong Kong .... ff such a university were a unitary one, like the University of Hong Kong, the Colleges would enjoy a status little higher than that of halls of residence. (Paragraph 95)
Therefore the recommendation of the 1976 Fulton Report to change
the administrative system of CUHK to a unitary system was not only in
contradiction to its previous report, but also a violation of the agreement
between the government and the three Colleges.
The second was a matter of procedure. The opinion of New Asia
Board was that both the Working Party of Professor Yi.i and the Fulton
Commission (1976) had submitted their reports without involving any
College Board representatives, or consultation with the Colleges. These
reports were submitted directly to the University Chancellor and the
Hong Kong government respectively, and later incorporated into or-
dinances. These procedures were not consistent with the British tradi-
tion of respecting the autonomy of a university.
The third was a matter of contents in arguments. New Asia College was of the opinion that there was no sufficientjustification for convert-ing CUHK from a federal to a unitary system. New Asia held that a · unitary system was not more economical to operate· than a federal
system. The biggest item of a unitary university's expenditures was teacher's salaries which were determined by a ratio of teachers to students. The federal university should follow the same ratio in salary appropriation, and thus the total amount in salary expenditure was not excessive. The federal system did incur more administrative expenses. However, based on the operating scale at that time, the total additional number of administrative personnel for the three Colleges was no more than twenty. This was a small percentage of the total of almost five hundred administrative personnel in CUHK, and most of the additional staff belonged to the low and middle salary levels. New Asia recognized the duplication and confusion that existed in the internal academic and administrative affairs of CUHK. They maintained, however, that this situation arose from the desire of the University to replace the powers and functions of the Colleges, and not because of the federal system itself. Moreover, the Fulton Report criticized the lack of academic participation in the respective College Boards of Governors/Trustees, and stated that the Boards were too powerful to the extent that they were not consistent with the principle of governance of the University by teachers. As a result, the Boards were stripped of all authority to govern the Colleges, and became organizations holding in trust the original college assets. The opinion of the New Asia College authorities was that the principle of strengthening teacher participation in college gover-nance was not related to the issue of a university system, and could be applied in a federal university just as well. Therefore, this principle should not be used as a reason for changing the university system.
Lastly, the New Asia authorities criticized the separation of "sub-ject-orientated" and "student-orientated" educational processes by the Fulton Commission. In their view the processes were inseparable parts of the same course, and therefore this division did not meet the basic principles of education. The teaching of a subject to a student must be carried out in the same organization and by the same teacher in order to be effective. The smaller scale of the Colleges allowed more intimate relationships between the teachers and the students, which effectively combined the "teaching of a subject" with the "teaching of a student." In a sense, this was the biggest advantage of the federal system.
The government evaluated opinions from all sides, and in spite of the strong opposition from New Asia College, finally accepted the Fulton Report (1976). A Chinese University Ordinance was drafted and
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brought to the Legislative Council in October 1976. The Chung Chi Board raised objections to certain clauses in the ordinance, but was no longer in opposition after the government promised to amend them. The New Asia College Board of Governors objected to the very end, and refused to support the drafting of the ordinance with or without the amendments. Nine of the Board members, including the Chairman and Vice-Chairman, even resigned en masse after the official passage of the ordinance, and released a joint-declaration to demonstrate their protest. Dr M. H. Huang, a Board member of Chung Chi College also offered to resign, but his resignation was not accepted. The changing of the system of CUHK, an issue that had gone through seven years of arguments and had turned from an internal problem of a university to being the focus of public opinion, finally came to a conclusion. From that point on, CUHK was able to concentrate all its energies for further development with a new face.
(6) From Administrative lntegra_tion to Decentralization
After completing the task of unifying CUHK, Vice-Chancellor Choh-ming Li retired in 1978, and returned to the United States. He was succeeded by Professor Ma Lin. Later in this chapter, it will be men-tioned that during the tenure of Vice-Chancellor Ma Lin, some reforms were carried out in the academic system, but essentially the administra-tive structure remained unchanged. After the re-defining of the roles of the Colleges by the second Fulton Report, the administrative powers of the University were highly centralized. This situation continued until 1987, when Vice-Chancellor Charles K. Kao took office.
In view of an imminent rapid expansion of CUHK in the nineties, during which the number of students will increase by 40% from 1991 to 1995, Vice-Chancellor Charles Kao proposed the concept of "decentralization" on his own initiative. After several months of broad .consultations, he released his fourth Open Letter to all teachers and students on 6 February 1991, setting forth the objectives, contents, and procedures for implementation of his proposal. Generally speaking, there were three objectives for decentralization. The first was to reduce bottlenecks in the organization, and increase administrative efficiency. The second was to encourage academic creativity, avoiding unneces-sary administrative hindrance. The third was to delegate suitable powers
to various academic units, so that each unit would bear its appropriate responsibilities in its pursuit of excellence. The basic idea of the proposal was to retain the policy-making authorities in the central units, like the Administrative and Planning Committee, the University Senate and the Council, but delegate the powers to implement such policies to the faculties and departments. Between the winter of 1989 to April of 1990, the University reviewed and re-defined the responsibilities, duties and accountability of the faculty deans, departip.ent heads, and the boards of studies. After the delegation of powers, the deans and depart-ment heads would be responsible for the work and decisions made within their jurisdiction. The administrative units of the University Central Office headed by the Bursar, Registrar and Secretary, in addition to providing designated support services, had to assist the faculties and departments in helping them to fully understand the University policies so as to ensure a smooth implementation of such policies.
Delegating powers to the faculties and departments was to be car-ried out in stages. Before the release of the Open Letter, the University Senate had passed simplified academic decision-making procedures on 17 October 1990. This was the first step in the delegation of powers. It was later decided that each faculty could amend its own curricula, adjust the number of courses, introduce additional admission criteria, deter-mine academic course classifications, and deal with matters concerning students taking more than one course in one of the Colleges, as long as there was no violation of university policies and regulations. The academic decision-making procedures that were simplified in this plan included the appointment of external examiners, external assessors, the directors of studies, and members of boards of studies. It also dealt with matters like exchange programmes and summer courses. Between 1991 and 1994, the administrative decision-making powers on personnel and finance would also be delegated step by step to the faculties and depart-ments. The first reform was in the recruitment of teaching and research staff at the rank of senior lecturer or below. In this area, the faculties would be able to make the final recommendation. During the recruit-ment process, a Selection Committee from the Department and the Staff Appointment Committee (to be established) would act as checks and balances for each other. An appointment could be referred to the Ad-ministrative and Planning Committee for arbitration only if a request
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were specifically brought up by a member of the Staff Appointment Committee. The Second reform was in the organization of teaching staff in the faculties. Staff members on the same "employment terms" could be transferred from department to department. Personnel hired under different "employment terms" could also be cross-transferred, follow-ing the same principle. The third reform was that the faculties could also transfer: funds among departments or even among the faculties, besides continuing to take care of the appropriations from the University. In summary, the purpose of decentralization was to make the university administration more flexible, and enable the University to be better equipped to face the challenges of the 1990s, and on into the twenty-first century.
To adapt to new circumstances the University started to reorganize the administrative departments by redefining duties and responsibilities so as to avoid duplication and confusion. The first office to be reor-ganized was the Secretariat. Effective 1 January 1990 the Secretariat was consolidated into three distinct sections: Personnel, Council and General Affairs, and University Development. The third section was entirely new. Its main responsibility was to assist the University in the expansion of research and development activities through communica-tion and cooperation with organizations outside the University. At the present date, other aspects of the university administrative structure are undergoing continuous reforms.
B. The Academic System
It may be tactless to compare schools with factories, but in reality there are similarities between the two. To put it simply, both schools and factories are refining organizations that require the input of raw materials. After processing, and through quality control, the products become output. For a university, these are the processes of student admission, teaching, examination, and the conferring of degrees --,--all important segments of the university's academic system. Universities around the world all have quality controls, but methods are not entirely similar. For instance, British university students must take part in degree
examinations, while in the United States and Canada, students are required to earn a determined number of credit units. Since Hong Kong is a British overseas territory, the British degree examination system had to be adopted, if CUHK was to be recognized by the government. Besides, since its founding, CUHK has been determined to achieve excellence. Partly because the United States is deemed to be the world leader in higher education, and partly because the first Vice-Chancellor of CUHK, Dr Choh-ming Li, had taught in American universities for many years, the American credit unit system was also adopted by the University. Furthermore, the three Foundation Colleges followed the tradition in mainland China in which the required time period of study was four years. As a result, all three systems of degree examination, credit unit, and academic years were adopted when the University was established. In order to be awarded a degree, a student must pass the degree examination, accumulate the required 124 credit units, and com-plete four academic years of studies. An interesting example was the case of an internationally known mathematician, Professor Yau Shing-tung. He completed a four-year degree programme in just three years, and was allowed to graduate by Chung Chi College, but was not able to get a degree because of his failure to comply with the academic year requirements adopted by the University at that time. He simply entered the graduate school of the University of California in Berkeley, and was able to get a doctorate in mathematics after two years.
In the past thirty years the academic system of CUHK has undergone a renovated and simplified process either through self-improvement or external pressures. The system that was based on a combination of credit unit, academic years, and degree examination gradually evolved into a flexible credit unit system. This development is summarized below.
(1) Student Recruitment and Disputes over the Four or Three Year Degree Programmes
The institutional reforms of CUHK in the last thirty years involved two major disputes. The first was in the area of administration, a dispute between college autonomy and university integration. The second was
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the academic system, which involved a dispute between proponents of three-year and proponents of four-year degree programmes. The issues of administrative integration were generally settled following the recommendations of the second Fu[ton Report, but, soon afterwards, CUHK had to face the issue of academic year programmes. This issue came up in 1976, and remained in continuous dispute until 1990.
To help us understand the origin and development of the dispute, it is best to first examine the student recruitment system of CUHK. Stu-dent recruitment is an important element in a university's system, and at the same time, this process should be quite straightforward, e.g., just select and admit the best applicants. Since the early 1970s, the Univer-sity has been tormented by the issue of student recruitment,. so much so that finally, the whole academic system had to be reformed. The in-fluence of the recruitment issue was indeed far-reaching, and its roots can be traced back to the education system of Hong Kong. In Hong Kong, English -and Chinese secondary schools have always coexisted side by side. The English schools followed the British tradition of education, which was five years of secondary school, two years of matriculation courses, and three years of university. The Chinese schools continued to adopt the mainland China model of education, which was three years of junior secondary, followed by three years of senior secondary, then upon graduation, a four-year university programme. As mentioned earlier in this article, one of the founding objectives of CUHK was to provide a channel for the Chinese secondary school students to further their education. In 1965, the government changed the Chinese secondary school programme to five years, making it the same number of years as English secondary schools. From then on, a Chinese secondary school graduate would have to attend Form 6, which was one year of matriculation study, before he or she could a.pply to CUHK. Thus while the government succeeded in unifying the academic year systems of the secondary schools, it retained the two-tier system at the matriculation and university levels. Originally, Chinese secondary school graduates would proceed to CUHK, while English secondary school graduates would apply to the University of Hong Kong. Each group would travel their separate ways. But following the development of Hong Kong society, Chinese secondary school educa-tion gradually declined. As shown in Figure 1, the proportion of Chinese secondary school students within the total number of Hong Kong
Percentage
40 -r------------------------------------------------------------------------------------· -·
30 -i-·--···--··-·-····-"<.c_--··--------------------------------.-----------------------------·
25 -,.----· · ‧--‧ ‧---· ···-· ---_,.-------· ---·---· --‧· --‧---· --,_ · ---· --· --------------‧---
15 ;--------‧ --· · ‧ ‧ ‧ · · · · -------------------· ‧ ---· ---‧ ‧ --,
5 +· .. ---.. ---.·. ---.. ---.. --.. ---. --.. --.. --.. --.. --..... --. ------. ----------. ------. --. -·
0 1--+-+-t-+--+-+-t-+--+-+-t-+--+--i-t-+--+--i--t--t--!--,l--+--+--+-l-+--+--l
-N <"> v V1 \,O t"--00 0'\ 0 -N M . V"l 1.0 ..... 00
"' "' "' "' "' \,0 \,0 \,0 \0 .......... ..00.
.. .. . . . . . e: e:: . ·. . . . § . § . . . . . .. .. .. .. .. .:::
Year
Fig. 1. The Percentage of Students Studying in Chinese Secondary Schools
secondary school students consistently decreased from 36% in 1959 to less than 10% in 1988. As a result of this decline, CUHK could no longer rely on the Chinese secondary schools as a source of student recruitment. After 1978 the proportion of Chinese secondary school graduates among the new university students was only approximately 20 to 30%_
Looked at from another angle, English secondary school graduates had two choices in pursuing university education. The first was to apply to CUHK in their Form 6 academic year, and the second was to apply to the University of Hong Kong while they were in Form 7. The entrance examinations for CUHKand the University of Hong Kong have been conducted by the Hong Kong Examinations Authority since 1979 and 1980 respectively. The first is called the Higher Level Examination and the second the Advanced Level Examination. Since there were then no regulations in Hong Kong restricting the English matriculation course
_ students from attending more than one of the two examinations, the majority of the students wrote both. They naturally would not miss any opportunity to enter a university_ The resulting situation was that within
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the transition period from secondary school to post-secondary school, there were three examinations in three years. Those were the Hong Kong Certificate of Education Examination in Form 5, Higher Level Examination in Form 6, and Advanced Level Examination in Form 7. This unreasonably demanding situation was openly loathed by most people in Hong Kong. Furthermore, the coverage of subjects in the Higher Level Examination and Advanced Level Examination was not exactly identical. The result was that English secondary school students attending two-year matriculation courses who wished to apply for ad-mission to CUHK would have to devote their attention to CUHK matriculation syllabuses in Form 6. Those who were accepted by CUHK after passing the Higher Level Examination, often quit Form 7 midway. These two situations annoyed English secondary schools con-ducting two-year matriculation programmes, and they constituted a major force in pushing for the reform of the academic year system in CUHK.
On 2 September 1976, a report in the Wah Kiu Yat Po stated that due to the serious shortage of university places in Hong Kong, CUHK was about to match the University of Hong Kong by changing from its four-year programme to a three-year academic system. Soon after, CUHK authorities released a declaration stating that the report was inconsistent with the facts. On 8 December of the same year, while discussing the 1976 The Chinese University of Hong Kong Ordinance in the Legislative Council, Sir S. Y. Chung, the chief unofficial council member, raised a proposal to change the degree programmes in CUHK from four to ·three years, in order to unify the systems of the two universities, and so adopt common admission examinations. By November of 1977, the government officially released the The Green Paper on Senior Secondary and Tertiary Education. Paragraph 10.5 of the Paper pointed out that, "If The Chinese University were to decide to reduce its undergraduate course (except in the Medical Faculty) from four to three years, the same course length as obtains at the University of Hong Kong, following the proposed development of a common two-year sixth form course, then the number of university students in Hong Kong could increase further."
After the declaration by the government of its intention to change the four-year programmes to three-year programmes in CUHK, there were extremely strong negative reactions from both the teachers and
students of the University. They held common views on the issue and showed unprecedented unity. From December of 1977 to February of 1978, the student unions of CUHK and the three member Colleges all strove to make clear their reasons for objection through discussions, seminars, publication of special issue journals, and even press conferen-ces. The senior administrators and teachers of CUHK did not miss any opportunities in their public or university speeches to point out the irrationalities of the proposal for changes. On 15 February 1978, CUHK Students Union held a mass rally in opposition to "the change from four to three" in the Science Centre of the university campus. According to the reports appearing in Ta Kung Pao the following day, CUHK teachers and students had been discussing the issue of "the change from four to three" enthusiastically for days befo.e the rally. Banners, slogans and posters in opposition to the change were posted all over the campus. On the afternoon of that day, most teachers dismissed their classes early in order to allow the students to attend the rally. Although the tempera-ture was below ten degrees celsius, nearly three thousand teachers and students came to the site braving cold winds and a light drizzle. The one thousand or so chairs were taken very early, and people just jammed the spiral staircases on both sides of the Science Centre and the perimeters of the assembly hall. Students crammed into the classroom windows of the Science Centre, and many people stood for more than an hour in the light rain. Senior staff of the University all attended the .ally, including CUHK Vice-Chancellor Choh-ming Li, Vice-Chancellor Designate Ma Lin, Pro-Vice-Chancellors T. C. Cheng and T. K. Cheng, Head of Chung Chi College S. W. Tam, Head of New Asia College Ambrose King, Head of United College S. S. Hsueh, Dean of Faculty of Arts J. Gannon, Dean of Faculty of Social Science T. B. Lin, Dean of Faculty of Business Administration Y. T. Chung, Dean of the Graduate School
M. H. Hsing, Secretary Nelson Young, and Registrar John Chen. Repre-sentatives from the Hong Kong Chinese Middle School Assodation and student unions of post-secondary institutes like the University of Hong Kong and Baptist College, and officers of CUHK Alumni Association all attended the rally and expressed their opinions. On 17 February, CUHK Council held a meeting and studied the change "from four to three" in detail. The presidents of CUHK Alumni Association and the student unions of the three member Colleges all attended the meeting. It was decided at the meeting that CUHK should maintain the four-year
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system. But arguments regarding the change did not end there. On 10 March a professor who had been with CUHK for a long time confirmed that a letter was received from Lord Fulton expressing the view thatthe University should maintain the four-year system. (Wah Kiu Yat Po, 10 March 1978) On 16 March, CUHK administration officially released its opinion paper on the The Green Paper on Senior Secondary and Ter-tiary Education, and cited the issues of concern in the Green Paper one by one for discussion. The reasons put forth against the change from four to three are given below.
Firstly, CUHK' s statement of opinions pointed out that recommen-dations to conduct common university admission examinations and unify the degree programmes were based on two principles attractive to society at large, namely, to alleviate the pain of having three examina-tions in three years, and to expand university enrolment without cor-responding increases in funding. The statement made it clear that although CUHK was in agreement with these principles, it did not support the methods recommended in the Green Paper. The statement then reiterated the necessity of maintaining the four-year academic system in CUHK from educational and financial points of view. The statement pointed out that CUHK had always shouldered dual educa-tional missions. These were the provision of opportunities for Chinese middle school graduates to further their education, and the integration of Chinese and Western cultures. Should CUHK academic system be changed to three years, not only would Chinese secondary school stu-dents encounter more difficulties. in enrolment opportunities, but also there would not be sufficient time to attain the educational goal of integrating the Chinese and Western cultures. Moreover, CUHK had always put emphasis on general education. As specialization of knowledge is unavoidable in contemporary society, a well conceived and properly implemented system of general education has certain practical benefits in overcoming the tendency towards narrow-minded-ness in knowledge brought about by specialization. But to conduct general education under a three-year system would be extremely dif-ficult, if indeed it were at all possible. The statement reminded the government that the four-year system was the international standard, and that the British three-year system was "practically an exception in the world." (Report of the Robbins Committee on Secondary Education, Section 121). The statement asserted that the government was forcing
CUHK to adopt a system that was not based on international standards, and furthermore did not match the educational goals of the University. Such a policy was contrary to any rational assessment of the situation. Lastly, Hong Kong society would need well-trained personnel in differ-ing areas, and therefore it would require the coexistence of universities with two different systems to enhance diversity and development. In fact, there were no actual recommendations to shorten the under-graduate course in the 1976Fulton Report. The commission members must have realized that any drastic changes such· as shortening the undergraduate programmes to three years would obstruct the implemen-tation of "student-orientated" teaching, a method of teaching strongly recommended by the Commission.
From the financial point of view, the statement queried the money-saving method suggested in the Green Paper. Paragraph 10.5 of the Green Paper argued that if CUHK would agree to shorten its course by one year, more students could be admitted without incurring additional expenses. But it did not point out that after changing the system, the number of students attending Form 7 would surely increase, and the government would have to increase its subsidies to Form 7 education correspondingly. The University listed figures in detail showing that, based on the market prices of 1977-1978, the savings incurred by shortening the university programmes would be 25 .9 million dollars, but under the two-year matriculation system, the government would have to increase its subsidies in Form 7 by 41.6 million dollars. Even from the financial point of view, changing the system from four to three years would not be a prudent move.
The statement then listed defects of the two-year matriculation system and brought forward alternate methods that might be imple-mented. It stressed that Form 7 was definitely not an equivalent for the first year in a university, because the ultimate purpose of matriculation was still to achieve excellent results in an open examination. The study environment in Form 7 was correspondingly filled with examination pressures, and was very different from the first year of university. The freshman year was a time when new students could adapt to and probe their way through a new environment. They oriented themselves in order to experience the excitement of academic discovery and the happiness of associating with teachers and friends. CUHK would also object to anything that could jeopardise the chance for students from
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poor families to enter university. The two-year matriculation education would deter many students coming from families with financial difficul-ties. Moreover, under the two-year matriculation programme and an integrated admission examination system, the Chinese secondary schools and th.ir students would be placed in a disadvantaged position. The University agreed that three examinations in three years was too much, but that involved the overall problem of the education system of Hong Kong. As middle school education took a period of five years, students would have to take an examination at the end of Form 3 and two years later, they would have to take the Hong Kong Certificate of Education Examination. Aside from preparing for the examinations, the students had no time to deal with other things. To remedy this situation, it was suggested to extend the period of senior secondary school educa-tion to three years. This meant conducting the Certificate of Education Examination at the end of the third year in senior middle school. The examination results could then be used as standards of the academic achievements of the students, as well as the basis for selecting can-didates for enrolment in post-secondary institutions. Although CUHK felt that this design was ideal, it nevertheless was realistic enough to be aware of the financial consequences, and proposed a more practical and flexible scheme. A complete step-by-step, progressive programme was proposed for the four-year period between Form 4 and Form 7. The purpose was to ensure that the majority of the students would take part in only one, or at the most two, of the three open examinations in the Form 5, 6, and 7 years, thereby attaining the goal of reducing the number of open examinations.
On 5 July 1978, an ad-hoe committee, composed of members of both the Legislative and Executive Councils, with Sir Q. W. Lee as the convener, was formed to study the Green Paper on education. The committee concluded that the system of CUHK should not be changed from four to three years at that time. The main reason for this recom-· mendation was that the University had just been reorganized. But it also stated that the issue should be brought up again in a few years time. In February 1981, The Chinese University obtained a government guarantee not to request a change of system from four to three years within the following six years. The issue was temporarily put aside until it was again dragged in with the establishment of the Faculty of
· Medicine.
(2) The Faculty of Medicine Episode
Earlier in 1968, an Urban Councillor Dr M. H. Huang had already strongly advocated the idea of establishing a Faculty of Medicine in CUHK, to help solve the problem of a lack of medical doctors. Those opposing the idea contended that it would be more cost-effective to expand the Medical Faculty of the University of Hong Kong. In May of the following year, a spokesperson for CUHK declared that since it had only a five year history, it would strive to strengthen its existing programmes, and therefore did not plan to establish a Faculty of Medicine. (Wah Kiu Yat Po, 25 May 1969) In December of 1974, the University and Polytechnic Grants Committee (UPGC) recommended to the government that CUHK should establish a Faculty of !'-'1edicine to meet the urgent needs of society.
In 1980, the Faculty of Medicine was officially established, and Dr Gerald Choa was appointed the Dean. The first batch of students was scheduled to be admitted in 1981. In its deliberations with CUHK, the UPGC suggested that if the Faculty of Medicine in CUHK wanted to be recognized by the British Commonwealth countries, the teaching methods and systems stipulated by the General Medical Council of United Kingdom must be followed. These standards were already adopted by the University of Hong Kong. Generally the requirements covered several areas. The first was the use of English as the medium of instruction. The second was the recruitment of Form 7 students who had passed the Advanced Level Examination to the first year of the five-year medical programme. The UPGC did not object to the acceptance of Higher Level Examination students by the Faculty of Medicine in CUHK, but these students would then be required to complete the first year curriculum in the Faculty of Science before they could apply for admission to the Faculty of Medicine. These requirements were con-sidered by CUHK authorities to be no more than incidental to the establishment of the Medical Faculty. The UPGC, however, stressed that these were the conditions it would like to see. Although under-standings and interpretations may differ, the real situation was the same. If CUHK were to establish the Faculty of Medicine, it would be hard for it not to proceed according to the wishes of the UPG.C. Consequently, a change was created in the student recruitment process in CUHK through the establishment of the Medical Faculty, such that the University could
Institutional Changes
no longer admit students on the results of the Higher Level Examination only, as in the past. It was also going to be difficult to maintain the tradition of CUHK in using Chinese as the main medium of instruction. Furthermore, as the Medical Faculty had an extremely tight programme it would not be an easy task for one to complete this programme within five years, while trying to squeeze out extra time for general education which had always been highly regarded by CUHK. The last but also the most sensitive issue was the number of years of study in the Medical Faculty. The medical programme required five years of study, two more than their other programmes. The five-year requirement undoubtedly made people think about the issue of changing from four years to three.
After the news broke, some students and teachers of CUHK were overwhelmed with indignation. They set up the Faculty of Medicine Review Committee, urging the university authorities to begin new negotiations with the UPGC on the academic system of the Medical Faculty. On 3 December 1980, CUHK Administrative Planning Com-mittee held a meeting to discuss issues concerning the Medical Faculty. During the meeting, nearly a thousand students sat outside the meeting venue for six hours waiting for the results. It was decided at the meeting to set up an Ad Hoe Committee on the Academic Structure of the Medical Faculty, to be responsible for gathering data and opinions on the academic system and related issues of the Medical Faculty, for the reference of the university authorities. The Sub-Committee was com-posed of ten members, with teachers and students accounting for half the total, and chaired by Dr Gerald Choa, the Dean of the Faculty of Medicine. After several consultation meetings, the Sub-Committee completed its report at the end of February 1981, and submitted it to the Vice-Chancellor for consideration and approval. The contents of the report consisted mainly of the following points. First, the Medical Faculty should have a six-year programme, with the first year to be a conditional major. Second, the admission standards of CUHK Faculty of Medicine should be the same as other faculties, which were based on the results of the Higher Level Examination. Thus the dual method of admitting students from inside and outside the University would be abolished. However, these recommendations were not accepted by CUHK Senate. In June of 1981, the University Senate decided that the Faculty of Medicine should maintain the two channels of admitting students. The only difference being that Form 6 students·with Higher
Level Examination results would be directly admitted by the Faculty of Medicine and placed in the pre-clinical class. Aside from this, CUHK authorities were willing to compromise on other issues related to the Medical Faculty such as teaching conducted in two languages, and the requirements for medical students to take general education courses.
(3) Controversy over the Provisional Acceptance Scheme
The "pre-clinical class" set up in compliance with the academic system of the Medical Faculty actually implied "provisional acceptance." In other words, a candidate would be provisionally accepted on the basis of academic achievement, although he or she might not yet be qualified for being officially admitted. Such a student would have to achieve certain basic academic requirements within a specified period of time. By fulfilling these requirements, the student would then be officially ad-mitted into thefaculty. The advantage of this arrangement was to reduce examination pressure to a minimum, and allow students to divert all their energy and attention to their studies.
All along, it had been the pressure generated by students taking three examinations within three years under the secondary school education system in Hong Kong that worked upon CUHK to change its curriculum from four years to three. To alleviate this pressure, CUHK put forward a Provisional Acceptance Scheme for student admission in October 1982; The University also broadened the student admission policy, that was originally only applicable to the Medical Faculty, to cover the whole university. In explaining this new method of admitting students, the University made it clear that it had always been its wish to have a six-year secondary school and four-year university system of education implemented in Hong Kong. Not only was this an internation-ally recognized system, but it could also reduce the number of public examinations from three to just one, namely the Hong Kong Certificate of Education Examination. At that time, however, the possibility of implementing such a system was remote. Thus CUHK came out with the Provisional Acceptance Scheme, hoping to reduce the number of competitive examinations the students had to take. Under this scheme a Form 5 student could apply to the University for "provisional" admis-sion by virtue of results obtained in the Hong Kong Certificate of Education Examination and a letter of recommendation from his or her
Institutional Changes
school. After being admitted, . the '!provisional student" still had to complete the Form 6 curriculum and participate in the Higher Level Examination. If the academic results of the student did meet with the basic requirements,· the student. could then be officially accepted by CUHK. The Chinese University felt that this new scheme of admitting students could achieve the objectives of (1) reducing the number of competitive examinations required of students to enter a university; (2) providing equal opportunity for all students to apply for admission to a university; (3) separating the curriculum between the one-year and two-year Form 6 systems; and (4) enabling students to receive a more meaningful education in Form 6.
The publication of the new admission scheme brought with it both supporters and opposers. The supporters held that with a few amend-ments, together with the coordination of the Colleges and faculties, the scheme could provide a good remedy for the problem of too many examinations at the senior secondary school level in Hong Kong. Those in opposition were vociferous and numerous. They included the Council of Grant-in-aid Secondary Schools representing all grant-in-aid secon-dary schools in Hong Kong, and the Association of Subsidized Schools representing all subsidized schools. They indicated that such a scheme could not be accepted. Many wrote as individuals to. the newspapers raising their objections to the scheme. Their reasons are summarized and listed as follows: (1) The proposed scheme would not alleviate the pressures of examinations as CUHK would only accept a thousand or so students every year among a number of almost 20,000 participants in the Higher Level Examination. Aside from a small number of those ac-cepted under the scheme, the other students would have to compete for the remaining few places. The fact that tremendous pressure would be generated in such fierce competition did not need further elaboration. According to CUHK, the list of provisional students would be released in March, which was only a month away from the Higher Level Ex-amination in April. In other words, if from the beginning of the school term in September to March of the next calendar year, students would have to worry about their admission results, how then could they under-take their Form 6 education with the. peace of mind suggested in the CUHK proposal? CUHK could of course release the results of "provisional acceptance" earlier, but by doing so, two types of students would have been created in the same classroom -those who were
selected and . those who were not. This situation would create psychological pressures as well. (2) Using the results of the Hong Kong Certificate of Education Examination· as the only basis for admission would unintentionally exert all the pressures upon one examination.
(3) As far as the Chinese secondary school students were concerned, the number of open examinations was not reduced. Whether "provisionally" accepted or not, they still had to participate in the Higher Level Examination. The only difference lay in lowering the requirements for academic results of the "provisional students." On the contrary, English secondary school students could on the one hand enter CUHK with their Hong Kong Certificate of Education Examination results in Form 5, and on the other hand they could also take the Higher Level Examination in Form 6. More than that, these students could kill two birds with one stone by making use of their Advanced Level Examination results in Form 7 to seek admission into both the Univer-sity of Hong Kong and CUHK at the same time. With such an additional advantage enjoyed by English secondary school students, the attractive-ness of the Chinese middle schools would diminish, to the point that they might be totally eliminated. Should this scenario occur, it would be contrary to the educational ideals of CUHK. ( 4) Aside from Chinese secondary school students, self-study students would also become vic-tims under the new scheme. The previous practice allowed students who had passed the Hong Kong Certificate of Education Examination to participate in the Higher Level Examination of CUHK as self-study students. Those who had passed the Higher Level Examination but were not accepted by CUHK would be given a chance to retake the examina-tion in the following year as independent students. Under the new scheme these students could never be accepted as "provisional" because they did not have a school as a base. Previously, self-study students only competed with graduates of that particular year. The new scheme threw an extra obstacle, namely, the Provisional Acceptance Scheme, in their way, and made their chances of entering the university even more remote. (5) The Provisional Acceptance Scheme used the results of the Hong Kong Certificate of Education Examination as the basis for entry, which implicitly shut out "late developers" from entering the gates of a university.
On 2 February 1983, local newspapers in Hong Kong reported that according to a poll conducted by the City and New Territories
Administration Department of the Hong Kong government regarding the Provisional Acceptance Scheme of CUHK, the majority of the respondents were against the scheme. The Hong Kong Education Research Group sent a letter to local Chinese and English newspapers, expressing its surprise and concern about this government action that was contrary to common practice. The letter pointed out that there were many other issues of great concern to the public, including telephone and electricity rate increases, governance of public undertakings, the Form 3 evaluation examination, and the assignment of Form 1 places. These issues profoundly affected every family in Hong Kong. The letter asked why was it that the Administration Department never conducted any surveys on these issues, while focusing on the admission scheme of CUHK, which was beyond its jurisdiction. The letter also concluded that the action of the Administration Department was a challenge to and sabotage against Hong Kong's higher education. The respect for the independence and autonomy of a university, and the recognition of a university's authority over its student admissions, course design, academic year system, examination and the recruitment of teachers were foundation policies in all democratic societies. Such was the case in the United Kingdom, and Hong Kong should be no exception. Finally, the letter disagreed with the methods used by the government in gauging public sentiment. Although the government had conducted a survey, it should also make public the number of people interviewed, and the actual number of people that accounted for the "majority." This simple expedient would allow the figures to be com-pared with those obtained by CUHK. (Ming Pao, 7 February 1983; South China Morning Post, 17 February 1983) On 20 February 1983, a spokesperson for the Education and Manpower Branch under the Government Secretariat declared that the Provisional Acceptance Scheme of CUHK would have a deep and profound influence on Hong Kong secondary school education, and therefore the government should have the legal authority to broadly solicit public opinion and reactions to the scheme.
Actually, after proposing the Provisional Acceptance Scheme, CUHK authorities had sent letters to more than 400 Hong Kong secondary schools to broadly solicit their opinions. The University held meetings with more than 90 secondary school principals, and Conducted a survey among 500 secondary school students through
questionnaires. After gathering opinions from these various sources, CUHK decided to moderately amend the original scheme. On 14 April 1983, the University officially declared that the new admission scheme would be implemented in the academic year 1984-1985. Students attending Form 6 of the one-year matriculation course in September of 1984 could use the results of the Hong Kong Certificate of Education Examination of the same year to apply for "initial evaluation" at CUHK. After going through procedures such as interviews, the suc-cessful applicants would receive in March of the following year a notice confirming their status as "provisional students." These students would take the Higher Level Examination in the same year. Upon getting passing grades in at least five subjects (including Chinese and English Languages) in the examination, the students ,could then be officially admitted. Similarly, Form 6 students attending two-year matriculation programmes could use their Hong Kong Certificate of Education Examination results to apply for admission as "provisional students." Atthe end of the Form 6 school year, the University would evaluate their academic progress and language standards. Those who were qualified could then be officially enrolled. While implementing the new scheme, CUHK also reserved a certain number of places for non-provisional students. Students from the one-year matriculation programmes that failed in their first try for provisional admission could re-apply upon completion of their Form 6, using their results in the Higher Level Examination as the basis for application. If two-year matriculation students were not successful in their first application they could remain in their school to complete Form 7. After participating in the Advanced Level Examination, they could use the results to apply to CUHK. When announcing the new admission scheme, CUHK Registrar, Dr P. W. Liu, pointed out that it was the belief of the University all along that the best way to simplify the complicated examination system in Hong Kong was to implement a unitary educa-tional system of six years of secondary school, followed by a four-year university programme. Students would participate in the Hong Kong Certificate of Education Examination after completing Form 6, and then decide whether to continue studying or to seek employment. As CUHK could not change the whole system of education, it could only reduce the pressure of examinations on students through its own admission system.
After its implementation, arguments over the Provisional Accep-tance Scheme of CUHK increased unabatedly. On 12 November 1985 the Education Department issued an announcement stating that the provisional admission scheme had drained the schools of their Form 7 students to a large extent. Out of 189 schools that offered Form 7 courses, students of 112 schools entered CUHK after completing one year of the course. The drop-out rate of these students was between 5 to 20% in 103 schools, and more than 20% in 9 schools, which the Education Department considered a waste of public resources. A spokesperson for the Department added that the whole problem of Form 6 education and examin'ations could hopefully be resolved in the next report of the Education Commission. CUHK rebutted the accusations of the Education Department the following day, arguing that the figures listed by the Education Department were misleading. CUHK pointed out that the size of a Form 6 matriculation class was limited to ap-proximately 30 students so the loss of several students would account for a substantial ratio. Moreover, there were many reasons for the drop-out of matriculation students. Some students might go abroad to further their education, others might transfer to other institutions of tertiary education in Hong Kong, and still more might leave school for work. CUHK' s Provisional Acceptance Scheme was but one of many reasons for the drop outs. Later, Dr P. W. Liu, who had just vacated the post of University Registrar, indicated that vacancies occurring in Form 7 was the price to be paid for the maintaining of two matricula-tion systems and for freer choice on the part of students, therefore it should not be considered a waste of resources. On 6 January 1986 at a regular meeting of the Tsuen Wan Rotary Club, Legislative Councillor Mr Y. T. Lee pointed out that the Provisional Acceptance Scheme enabled students who failed to be accepted under the scheme to make earlier plans for alternatives. If both universities in Hong Kong would adopt this scheme, the number of matriculation students would surely decrease, and resources could be re-directed towards developing tertiary education. What was worth noting in this entire debate was that the government made no secret of its opposition. At the same time, the ··Education Commission was reviewing the system of education in Hong Kong, particularly issues concerning the structure of tertiary education
'as well as the problems of private schools.
(4) The No. 3 Report of the Education Commission
For quite a long period, the chaotic condition of matriculation education in Hong Kong was caused by the different academic systems in the University of Hong Kong and CUHK. While this problem could not be solved easily, the University of Hong Kong came up with a proposal. The proposal, announced through a press release on 14 November 1986, revealed that the University Senate had, in principle, approved extend-ing undergraduate degree programmes from three to four years of study. A working panel chaired by the University of Hong Kong Vice-Chancellor, Dr Wang Gungwu, was set up to design the specific details of the conversion. At first, it seemed that this proposal by the University of Hong Kong would easily solve the long-drawn out e?ucational problems. However, the government had other ideas. Mr Fung Kwok Keung, Principal Assistant Secretary for Education, openly stated that the main policy of the Education and Manpower Branch was to increase the number of university places, as well as the funding for research, in the university. If the change of system in the University of Hong Kong should result in the reduction of the number of students, it would violate the main educational policy of the government at that time. (Ming Pao, 18 November 1986)
In May 1988, the government announced that, in principle, it had no objection to the unification of matriculation curricula, and had agreed to set the term for matriculation at two years. In June of the same year, the Education Commission released its No. 3 Report proposing that all subsidized tertiary education institutions should recruit students upon completion of a two-year matriculation course at Form 7. The number of years of study for undergraduate programmes would also have to be made uniform. The recommendations of the No. 3 Report on Higher Education were controversial, as commented on in an editorial of a local newspaper. The leakage of information prior to the release of the Report in no way minimized the explosive effect of its publication. On 16 June 1988, the CUHK Senate issued a declaration, stating that the Senate, after serious consideration, had . unanimously rejected the two main recommendations set forth by the Education Commission, namely, the common requirement for · all tertiary education institutions to accept students upon their completion of Form 7, and the standardization of the number of years of undergraduate studies in all tertiary education
Institutional Changes
institutes. The requirement designating Form 7 as the point of admission for all institutions of tertiary education was considered by CUHK as extremely unfair to Form 6 students who might decide to attend local institutions with a four-year undergraduate programme, or go abroad to further their education in North America. The declaration also stated that standardizing the duration of studies for the various programmes would completely neglect the educational purpose in establishing these programmes. Lastly, the declaration pointed out that if the government were to adopt the two recommendations as policy without a detailed study of their feasibility, CUHK would view them as disrupting the autonomy of the University (through administrative measures). Not only would CUHK not cooperate with the implementation of the recom-mendations, but it would steadfastly maintain its predeterminate stand. The following day, the University Senate issued a further declaration, elaborating its educational ideals and reiterating its determination to keep the existing academic system, which was to adopt a four-year undergraduate studies programme and admit both Form 6 and Form 7 students. These two declarations were confirmed and supported by the University Council at its meeting on 4 October. On 26 June, a peaceful rally against the No.3 Report of the Education Commission was or-ganized by the Joint-Conference concerning the Academic System of Tertiary Education composed of teachers, students and alumni of CUHK. There were between three and four thousand participants in the Run Run Shaw Hall which was packed. Speakers included: Professor
S. W. Tam, Acting Dean of the Faculty of Education, CUHK; Professor
S. H. Liu, Department of Philosophy, CUHK; Dr C. Y. Chung, Presi-dent of Shue Yan College; Dr Y. K. Luk, Senior Lecturer, Department of History, University of Hong Kong; Mr K. C. Lee, Principal of Kung Sheng Tang Middle School; Mr K. 0. Ho, President of the Educational Workers' Alliance, and Mr Szeto Wah, an elected Legislative Council-lor from the education sector. Everyone basically reiterated their stand objecting to the use of administrative measures by the government in undermining the autonomy of a university, in matters of student admis-sion and academic programme development. It was proposed from the perspective of educational ideals, long-term benefits to society and the
· quality of education, that Hong Kong universities should adopt a six-year secondary school and four-year university system that went with ' the current of the times.
Intense public arguments on the recommendations of the Education Commission continued. Those in support of the Commission's recom-mendations were of the opinion that since the government had already made it a policy of accepting a two-year matriculation programme, CUHK should base its considerations on the collective welfare of society, and change its academic system from four years to three. The unification of entrance examinations and the reduction of public ex-aminations were the main issues that had long pressed CUHK to re-con-struct its academic programmes. Now that these issues had been largely invalidated by the proposal of the University of Hong Kong seeking to change its undergraduate programmes from three to four years to match the academic system of CUHK, only two other reasons for change still remained. One was the opinion that two-year matriculation programmes were better, while the other was that three-year university programmes were more money-saving. According to a member of the Education Commission, who requested anonymity, the explanations given to adopt the policies of the report were largely based on these two arguments. Firstly, the nine-year compulsory education system had undoubtedly caused a decline in the quality of education and it was very difficult to find a good solution that would completely solve this problem. One remedy might be to strengthen the two-year matriculation programme, as a one-year matriculation system would actually cover a period of only six months. However, while it would be a preparation period for examinations, it could hardly compensate for the inadequacies of the nine-year compulsory education system. Secondly, society needed matriculation graduates of better quality. If general education and fun-damental education were to be offered only at university level, fewer students would benefit, and society at large would have to wait for three more years before students of calibre became available. There were economic reasons why the Education Commission did not approve the retention of a four-year system in CUHK, and there were political considerations too. Politically, if CUHK were to keep the four-year system, other government subsidized post-secondary institutions would follow suit. The four-year system, whether working in conjunction with one-year or two-year matriculation programmes, would still be costly. According to the calculations of the Education Commission, if other subsidized post-secondary institutions were to follow CUHK and adopt the four-year system, the government would have to spend 700 million
Institutional Changes
dollars more every year. Funding for education in Hong Kong was already rather limited, accounting for only 19% of total government expenditure. Compared with other countries this was a relatively low figure. However, the number of Hong Kong students who could avail themselves of post-secondary education accounted for only 5% of the population of that age group. This figure was low when compared with the averages of between 10 to 15% in other developed countries. The target of the government was to increase the ratio to 10% by 1995. If the post-secondary education system was to be standardized to four years, this plan would probably have to be delayed.
Those who opposed the recommendations of the Education Com-mission argued that matriculation education was provided to prepare students for entering a university, and university education should there-fore be the primary object, with matriculation education just secondary. The Education Commission's requiring the universities to accom-modate themselves to, and coordinate with, the matriculation courses was simply a case of allowing the secondary to supersede the primary. Simply, it was a case of putting the cart before the horse. In an article entitled "The Hong Kong System of Education Should Be Reviewed in Its Entirety," Dr S. C. Cheng, Assistant Dean of the CUHK Faculty of Education, refuted an argument that a two-year system was better than a one-year system in matriculation education. He wrote that although this argument had certain points in its favour, the whole issue was being tackled in a piecemeal manner and no overall consideration had been given. While a total period of five years required for matriculation and university education was never in dispute, the main focus of the argu-ment was whether it should be a one-plus-four or two-plus-three com-bination. That more people could benefit from a two-year matriculation was the main reason for those who supported it. But Dr Cheng pointed out that matriculation education was just the continuation of grammar school, and that grammar schools were elitist education in nature. This was because they operated with the sole purpose of preparing students for higher education. Ignoring the nature of matriculation education, while arbitrarily "broadening" the Form 6 curriculum to introduce prac-tical subjects designed for a larger cross-section of students would result in failure to meet objectives at either end and would thus be wasting taxpayers' money. (Ming Pao, 23 June 1988) In an article entitled "It Is Better to Abolish Matriculation Courses Than to Reform Them," the
author Siao Na pointed out that at the end of 1977, the government published the Green Paper on Senior and Tertiary Education, in which it was mentioned that: "The government held that, only students suitable for studying rigorous academic curricula should be allowed to enrol in Form 6." (Paragraph 6.6) This statement was in conflict with the recom-mendation of the Commission to broaden the matriculation curriculum, indicating that the government was contradicting its own position. (Ta Kung Pao, 8 August 1988) Other people considered that the arbitrary requirement specifying that students should take a two-year matricula-tion programme before entering the university was not only an infringe-ment of the students parents' right to choice, but, it would also contribute to speeding up the "brain drain." Those unwilling to spend two years in a matriculation course could have no choice but to go abroad for their education.
There were four arguments put forth by those who opposed the statement that a three-year degree programme was more cost effective than a four-year programme. Firstly, it was pointed out that if the foursyear system was adopted for tertiary education, the increase in annual expenditure would be 200 million dollars, and not 700 million as alleged by the Education Commission. The calculation in the No. 3 Report was obtained by adding an extra one-third over the regular 1986-1987 funding for post-secondary education and this method of calculation was questionable. There were certain programmes like Medicine, Dentistry, and Engineering that had a five-year period of study. To add one basic year would mean an increase of one-fifth, and not one-third of the expenditure. In addition, the purpose of adopting a four-year system in a university was to increase courses in language and general education. The facilities and expenses required for these courses were far less than for courses in science, engineering, medicine and the social sciences. Therefore, the introduction of one more year did not necessarily represent a one-third increase in expenses. If the four-year system were adopted by a university Form 7 would become unneces-sary. Secondary schools could then employ 5-plus-1, 4-plus-2, or 3-plus-3 systems and savings from such programmes could amount to between 100 and 300 million dollars each year. In other words, post-secondary institutions in Hong Kong could adopt the four-year system without incurring any additional expenses. (Wah Kiu Yat Po, 12 July 1988) Secondly, it was pointed out that the No. 3 Report only focused on
Institutional Changes
the financial aspects of the issues, and not on "economics." The system could indeed save money. But if the decision-makers were not clear about their objectives and sought for short-term coordination at the expense of long term benefits, defects could arise in their design that would cause a failure to meet the needs of the parents and students, and this would bring about misallocation of resources. The long-term effects of such a waste in economy could well exceed savings in administrative expenses. (Pai Shing Bi-monthly, l July 1988, pp. 11-12) Conversely, if the one-year matriculation system was implemented, students who failed to be admitted by the university could join the work force without wasting their time. This arrangement would be better aligned with social economic principles. (Wah Kiu Yat Po, 17 July 1988) Thirdly, even if extra funding were needed for the implementation of a four-year univer-sity system, this still should not be a decisive factor, because Hong Kong was an affluent society. (Ta Kung Pao, 14 July 1988) Fourthly, No. 3 Report used only administrative and economic reasons to demonstrate the advantages of the three-year system and ignored the educational ideals of the university reflecting the Committee's shortsightedness. (Ming Pao, 23 July 1988) However, Andrew R. Wells, Secretary or the Education Commission, later averred that finance was not the Commission's main consideration. (Wah Kiu Yat Po, 11 July 1988)
On 2 December 1988, the student unions of the three Colleges of CUHK called for a half-day sit-down strike demanding that the govern-ment drop the No. 3 Report. The strike started at 12:30 p.m. Many students gathered in the University Square. Under the direction of monitors, they sat down along the University Mall. All kinds of slogans and posters were plastered around the Mall. By 1 :00 p.m., an estimated 4000 students had arrived, and several hundred teachers from. the various faculties also attended. On that day, The CUHK Teachers' Association also issued a statement, supporting the students in their strike.
On 27 January 1989, the government announced that the Executive Council had already accepted the recommendations of the No.· 3 Report of the Education Commission. The recommendations required all sub-sidized post-secondary institutions to standardize their admissions at Form 7, and to adopt uniform academic years of studies in similar undergraduate programmes. But for those post-secondary institutions
using a four-year system at the time, a transition period of six to nine years would be allowed, to enable them to gradually standardize their admission systems at Form 7 with other institutions.
On 31 January, the CUHK Senate issued an announcement express-ing its profound disappointment at the acceptance of the No. 3 Report of the Education Commission by the Executive Council. It also stated that the proposals in the report did not have specific grounds of support to show their applicability. Further, the report brought about unresolved debates in society, and were severly criticized by people in the field of education. The announcement reiterated that the most suitable academic system for Hong Kong would be the six years of secondary school and four years of university. This system, when compared with the "5.2.3" system, would not necessarily be more costly in terms of funding. Further, when secondary school students had reached a level at which they were ready to receive university education, they should not be deprived of the freedom to pursue such education at an earlier date. For these reasons, the Senate held that it did not have to change its consistent standing; and refused to accept the two Executive Council policies conveyed to CUHK by the Secretary for Education and Manpower on 27 January 1989. The announcement also stated that the University would exert all its efforts to admit students and establish new degree programmes in conformity with legal ordinances and regulations and its own educational objectives.
(5) Abolition of the Degree Examination and Adoption of a Flexible Credit Unit System
On 1 February 1989, Andrew R. Wells, Secretary of the Education Commission and Principal Assistant Secretary for Education and Man-power, announced in an open forum that, in spite of CUHK insistence on taking Form 6 as a point of admission before 1994, he believed that this would not affect the progress of the reform of the academic system, and the standardization of university admissions. Funding procedures dictated that CUHK had to discuss with the UPGC by 1991, at the latest, on funding for degree programmes after 1994. He also declared thatthe government would not use legislative procedures to press CUHK to change its system, but would impose economic sanctions through the directions of the UPGC. However, as an editorial in Ming Pao on 28
Institutional Changes
January 1989 pointed out, Hong Kong universities relied heavily on government grants, and so there was little difference between legislative enforcement and economic sanctions. In these circumstances, CUHK had only two alternatives. One was to halt developments and allow other post-secondary institutions to overtake the University. The other alter-native was to follow the directive of the UPGC, which stipulated that additional degree programmes introduced through extra funding must use Form. 7 as the point of admission. In order to extricate itself from this plight, CUHK proposed the adoption of a Flexible Credit Unit System. On 8 February 1989, Vice-Chancellor Charles K. Kao in a speech at a degree conferring ceremony, revealed that the University was studying a proposal for adopting an Improved Credit Unit System. This proposal hoped to devise a new set of programmes that would allow students of differing levels and abilities to complete the required
. creclit units for a degree progran:une within three or four years, or even a shorter period of time. In this way, the issue of the number of academic years would become meaningless, and arguments over it would be unnecessary.
Rather than saying that circumstances pressured CUHK into proposing the flexible credit unit system, it would be better to view it as a reasonable outcome of natural developments. To understand this point, it is necessary to review the changes in the examination systems throughout the history of CUHK. As mentioned earlier in this chapter, a combination of a degree examination system, an academic year system, and a credit unit system was adopted soon after its founding. The first degree examination was held in 1964. There were nine examination papers, six on major and three on minor subjects. From 1968 this was changed to seven papers, five on major and two on minor subjects. In their third year, the candidates could take Part I of the degree examina-tion, consisting of three papers (usually including two major papers). In the fourth year, students had to take Part II, consisting of four degree examination papers. Beginning in 1967, CUHK students were required to take an intermediate examination after completing two years of study. The examination was conducted by the University Central Office and consisted of two parts. The first part included a paper on Chinese Language and another on English. The second part of the examination included a paper on the major subject, one on the minor and another on an elective subject. Students must pass all five papers before proceeding
The Quest for Excellence
to their third year, and there was no arrangement for make-up examina-tions.
The examination system of CUHK was rather complicated in the sixties. Students had to take part in joint examinations conducted by the University Central Office every year, in addition to examinations in other subjects. Finding such pressures too excessive, the student unions of the three Foundation Colleges initiated in May 1968 a request to reform the intermediate examination. The request was accepted by the University, and it was decided that those who failed the intermediate examination would be allowed to take a make-up examination in Sep-tember of the same year. In 1969, the University appointed an Examina-tion System Review Ad-hoe Committee, chaired by the University Vice-Chancellor. After discussions at various levels, recommendations were drafted and submitted to the Senate for-approval. Finally, it was decided by the University Senate that the Chinese and English (the language tests) of the intermediate examination would be handled by the individual colleges. The paper on elective subject would be cancelled, but the major and minor subject papers would be retained. Furthermore, following the recommendations of the Degree Classification Ad-Hoe Committee, bachelor's degrees awarded by the University were hence-forth classified as Honours and General. Honour degrees in tum were classified into the categories of First, Second Upper, Second Lower and Third. In 1973, the University Senate moved to abolish the i.ntermediate examination, effective 1974.
At the end of 1983, University Vice-Chancellor Ma Lin appointed an ad-hoe committee responsible for reviewing the curriculum structure of undergraduate programmes, chaired by Professor Ambrose Y. C. King. Committee members included Professor D. C. Lau, Dr Kenneth Young, Dr K. H. Lee, and Dr P. W. Liu (who also acted as Committee Secretary). After working for more than six months, a report was sub-mitted to the Vice-Chancellor in November 1984. Recommended reforms in the report covered three areas. The first was the adoption of the credit unit system, to be used as the basis for evaluation of student academic achievements and degree classification. At the same time, the legal status and jurisdiction of the External Examination Committee were retained. The second recommendation was a complete overhaul of curricula. Minor subjects originally made compulsory were changed to voluntary elective subjects. General education was strengthened, and
Institutional Changes
flexibility of subject selection by students was enhanced. The objective of all this was tnmake the curriculum more balanced. The third was to raise the demands'i1{the general education curriculum and language training. After mirt9r amendments, these reforms were adopted by the University Senate and implemented in the academic year 1986-1987. For CUHK, this was a major reform as the degree examination which had been in force ever since the founding of the University was now abolished. (Note: Certain faculties and departments still retained one comprehensive examination paper until 1993 to 1994.)
Even before the release of the No. 3 Report of the Education Commission, CUHK had shown a tendency towards developing the credit unit system. But as yet the reform had not touched the issue of the academic year system. By February of 1989, three years after the implementation of the credit unit system, Vice-Chancellor Charles K. Kao appointed a panel to be responsible for a complete review. The panel was chaired by Professor Ambrose Y. C. King, and members included Dr P. W. Liu and Ms Linda Hu. After six months, the Panel came up with a new set of recommendations, making the credit. unit system even more flexible, so that it was called the Flexible Credit Unit System. The recommended amendments covered many areas, but the most important was the absence of yearly promotion demarcations. Instead, credit units obtained would be the only basis of evaluation. Furthermore, the Panel also recommended that the University admit both Form 6 and Form 7 students at the same time. Form 7 students would be given exemption from certain credits, so that it would be possible for them to complete their undergraduate programme in three years.
As this stage, the academic system of CUHK, originally a combina-tion of degree examination, academic year and credit unit system, has developed into a simpler and more flexible credit unit system after years of metamorphic changes. This is the result of adapting to the realities of the day, and may also be seen as an expression of maturity and con-fidence.
4
Chinese Studies and Cultural Integration
Sze-kwang LAO
An international conference hosted by the Chinese Medicinal Material Research Centre, June 1984
Background: The Institute of Chinese Studies
History in Retrospect
(1) Environment in Which the University Was Founded
Before the immense political and social changes of mainland China in
1949, Hong Kong did not embrace a strong academic tradition, or hold
learning and culture in high regard. The only institute of higher educa-
tion in Hong Kong then was the University of Hong Kong, and its main
function was to cultivate well-trained professionals to serve local
society. The Department of Chinese in the University of Hong Kong
was more like an organization for Sinological Studies. Its curriculum,
and teaching staff, were divided among various courses in literature,
history, philosophy and fine arts.
Political changes in mainland China brought about sudden shocks and changes to the system of education and academic studies in Hong Kong. After 1949, a large number of scholars and educational workers left the mainland, some of these people settling in Hong Kong. Among . the political refugees were also youths who, upon arriving in Hong
Kong, needed further secondary and post-secondary education.
In response to these new demands for higher education, the exiled
educational workers were able only to establish post-secondary colleges
with crude and simple facilities. However, as these scholars were en-
thusiastic in carrying on the traditions of Chinese liberal education, they
fought to maintain their colleges in spite of economic and political
hardship, and thus sowed the seeds for a new system of higher education
in Hong Kong.
Among these colleges, New Asia College, Chung Chi College and
United College were to become the Foundation Colleges of The Chinese
University. New Asia College was jointly established by renowned
historian Ch'ien Mu, philosopher Tang Chun-i, and economist Tchang
Pi-kai along with many other exiled scholars. Funds for the College
were obtained through soliciting donations, and the College endured
tremendous hardship in the early years. Professors Ch'ien, Tang and
their colleagues hoped to revitalize Chinese traditional culture,. and to
provide a new resource for the Chinese people. The spiritual unity
among the teachers and the students reflected a strong idealism, which
eventually brought about an unprecedented change of the old customs of
Hong Kong society.
Chung Chi College was jointly sponsored by Christian Churches
that were originally conducting tertiary education in China. The College
was established to continue the traditions of these now defunct Christian
universities. In the study of Chinese and Western cultures, the College
emphasized the introduction of Western traditions into China and the
East, showing a striking contrast to the traditional fundamentalism of
New Asia College.
United College was established in 1956 by the merging of five
smaller post-secondary colleges, which had moved from Canton to
Hong Kong. These colleges were Canton Overseas, Wen Hua, Kwang
Hsia, Wah Kiu and Ping Jing. They were provided with financial assis-
tance by the Asia Foundation and the Mencius Foundation. The five
colleges jointly concentrated on addressing the needs of the unique
situation of Hong Kong, by promoting the integration of Chinese and
Western cultures, and, at the same time, adapting to the changing trends
of the world.
At that time, there were many other so-called "refugee schools," with differing standards. The lack of a set of common stan.dards was reflected in areas like teachers' qualifications and programmes of studies. According to B. Mellor, in the 34 private post-secondary schools at that time, one-quarter of the teachers were part-time, and 2 out of every 5 teachers did not have a university degree. The program-mes offered varied in length from only three to eighteen months. Longer
·.
programmes were also available, but these were mostly determined by individual teachers. (Bernard Mellor, The University of Hong Kong, Vol. 1, 1980, p. 117) All these presented an extreme and abnormal situation for higher education in Hong Kong. As a solution, the estab-lishment of a Chinese university was proposed.
The Chinese University uses Chinese as the principal medium of instruction, this being its fundamental difference from the University of Hong Kong, which uses English as its official language. This difference naturally affected the attitudes of the two universities towards Chinese and Western traditions. In addition, since The Chinese University is composed of three colleges, the individual traits of the Colleges natural-ly have had great influence on the characteristics of the University as a
· whole. The following section is a brief description of the attitudes and
research work of the Colleges on the issues of Chinese and Western
cultures.
(2) Cultural Background of the Foundation Colleges and Their Cultural Work
As mentioned above, the founders of New Asia originally embraced the ideal of promoting Chinese culture which they infused into their teach-ing and research. The philosophies of Ch'ien Mu and Tang Chun-i carried the most significant influence upon this basic orientation of the College.
In his early years, Ch'ien Mu wrote the Outline of Chinese History, in which he made the point that Chinese history and culture contained in themselves unique characteristics which were part of a tradition that must be preserved. When discussing the integration of Chinese and Western cultures, Ch'ien insisted that such activities should be based on Chinese culture. Through teaching and writing, this position of Ch'ien Mu formed an important part of the New Asia Spirit. But Ch'ien was basically an historian, and his arguments were based on his under-standing of Chinese history. In the elucidation of the principles of traditional philosophy and the study of issues in universal theories and thinking, the predominant figure representative of New Asia was Tang Chun-i.
Tang was a great master of neo-Confucianism, who had published numerous books. After participating in the founding of New Asia, he put further energy into his work. Not only was Tang uniquely well versed in Confucianism, Taoism, and doctrines of other masters in traditional Chinese philosophy, he also had a profound knowledge of traditional European philosophic theories, especially the Hegelian sys-tem in German traditional idealism, which Tang admired. During the period of Tang's lecturing in Hong Kong, a constant stream of new ideas arose out of his deliberations in culture and philosophy, forming new ideological trends.
The influence of the work of Tang was not confined to Hong Kong or to New Asia, in particular, though before the establishment of The Chinese University, New Asia had indeed been the base of Tang's work and thought. On the issue of the synthesis of Western and Chinese cultures, the main points of New Asia Philosophy, under the influence of Ch'ien and Tang, are briefly discussed in the following paragraphs.
First: Ch'ien was a scholar solely devoted to his national heritage, to the extent that he did not pay much attention to modern culture, yet his
Chinese Studies and Cultural Integration
opinions about upholding cultural traditions kindled the admiration of a
great many people. This is a basic characteristic of the traditions of New
Asia.
Second: Tang's learning was as profound as it was broad. His
methodology was derived from both the Hua Yen Sect of the Buddhist
religion, and the thorough-going idealism of Hegelian philosophy. As a
result, he had an appropriate understanding of the characteristics of
Chinese and Western cultural traditions, and had no intention of
obliterating the achievements of the West. But when comparing
Chinese, Western and Indian cultural traditions, Tang still ranked the
achievements of Chinese Confucianism as the highest of the three. Tang
was aware of the problems of limitation inherent in Chinese culture, but
promotion of the merits of Chinese culture was ultimately the main
theme of his writings. In this sense, Tang should be viewed as a
traditionalist, and in this way did his thinking contribute to the style of
study in New Asia College.
Third: Since traditionalism was the basic style of study in New
Asia, not much attention was directed to the study of modern culture.
Although the New Asia students and faculty had no objections to the
modernization of China, their true concern still lay in the preservation of
traditions. This emphasis was even more obvious in New Asia College
before amalgamation, and was evident again when the New Asia Re-
search Institute later remained independent from The Chinese Univer-
sity.
The characteristics of the New Asia spirit and style of study are so
distinct that their substantial influence on The Chinese University in
subsequent years is evident.
Chung Chi College inherited the traditions of Christian universities,
and in orientation and style, it was not traditionalist. Before the estab-
lishment of The Chinese University, the style of study in Chung Chi was
largely influenced by Church authorities. The most obvious example of
this influence can be seen in its general education programme.
Chung Chi was modelled after American universities from the outset. It placed emphasis on the idea of liberal arts education as against excessive specialization. In fact, however, the courses on Philosophy of Life offered in Chung Chi in early days were largely based on Christian doctrines. (see Chung Chi Academic Calendars before 1964) Its intro-" duction of Western philosophical ideologies also laid more stress on
those of ancient times. Furthermore, in search of the characteristics of scientific and historical knowledge, only the writings of Church scholars were used as references, resulting in an estrangement from modern and contemporary Western culture. Almost no programmes were specifically established in the area of Chinese culture and philosophy (with the exception of the Chinese Language Depart-ment).
After the release of the Fulton Report, the three Colleges all proceeded to restructure according to its recommendations. Chung Chi set up the Department of Philosophy and Religious Studies and overhauled the design of its general education programme, resulting in the introduction of a four-year general education programme, later renamed Integrated Basic Studies. This new programme included the following courses. First Year, Idea of a University and Methodology; Second Year, Essentials of Chinese Culture; Third Year, Introduction to Selected Famous Modern Western Writings; Fourth Year, Special Topics. With the introduction of the above courses, this programme then became a General Education Programme in the normal sense.
As a matter of fact, the General Education Programme is closely related with the issue of the synthesis of Western and Chinese cultures. The problem related to cultural trends was basically an ideological one, and there were no programmes addressing such issues in the various academic departments except for the General Education Programme in which the elucidation and study of these problems and.questions come into the picture. The reform of the General Education Programme thus had a great influence on the attitude of the students towards cultural issues. Chung Chi College did not change its original practice of attach-ing more importance to the introduction of Western culture, and em-phasizing demands for the modernization of China. What was really changed was the strengthening of liberalist inclinations. By reforming the General Education Programme, the Department of Religious Studies was changed to the Department of Philosophy and Religion, and courses in pure philosophy were gradually added into the curriculum. The lecturers encouraged objective understanding and independent thinking, and the students began to engage themselves in various theoretical investigative studies. The re-recognition of Chinese culture, and the study of issues on Chinese and Western cultural communication were all conducted under the principle of free and liberal thinking. Ideas and
Chinese Studies and Cultural Integration
systems of Chinese Confucianism and Christian doctrine no longer created any limitations on research and thinking.
The change of the style of study in Chung Chi occurred during the initial establishment period of The Chinese University. It is obvious that its changed direction exerted influence on the attitude of the University towards cultural issues.
United College was not a continuation of Christian universities, nor did it inherit the idealism of the traditionalists. It was able to break new ground, and assumed the mission of promoting the interchange of Chinese and Western cultures. Among the seven major goals summed up in the conference of College founders in 1956, the sixth goal of the College was "the promotion and interflow of Chinese and foreign cul-tures;" (United College Board of Governors: Organizational Regula-tions, paragraph 2)
As one of the founders of the College, Dr P. K. Chen recalled that the aims of establishing the College were to "cultivate talented people of combined general and specialized skills, to promote the interflow of Chinese and Western cultures, to elevate the standard of higher educa-tion, and to develop studies of advanced learning." (P. K. Chen, 50 Years in University Education, Volume II, p. 124) Although United College indicated that the interflow of Chinese and Western cultures was one of its goals, it is clear that more emphasis was placed on the introduction of foreign cultures and academic subjects. In its early ( 1963-1964) General Education Programme, nothing related to Chinese culture and learning was included in its six academic courses. (United College Calendar 1963-1964) This situation was similar to that of Chung Chi.
(3) The Aims and Ideals of The Chinese University
Since its founding, The Chinese University has had a clear stand on university education. It firmly believes in a balanced development of liberal and professional education. The first Vice-Chancellor, Choh-ming Li, clearly stated that:
There can be no doubt that more highly trained professional people are needed to run Hong Kong's sophisticated economy which has reached formidable dimensions. But the community needs leaders as well as highly competent technicians. While professional education
provides technical competence, liberal education develops leadership qualities .... In fact, The Chinese University believes that the liberal arts should be part of everyone's education and should therefore be included in the educational programmes of all students at all levels. (The First Six Years 1963-1969, p. 6)
Based upon this guiding principle, The Chinese University decided to attach importance to the study of macroscopic cultural issues. Dr Li further pointed out that liberal education did belong to Chinese cultural traditions, leading to the University's concern and responsibilities for Chinese culture. Li said:
The concept of liberal education is not necessarily a foreign one. It has grown from the native soil of Chinese culture and has always been a part of the Chinese philosophy of education. The name of The Chinese University, in Chinese, may mean the use of Chinese as the principal language of instruction. It may also mean a university with a firm background in Chinese culture. (Ibid.)
Dr Li then pointed out that in this context, The Chinese University assumed a unique mission:
In addition to the twin aims of achieving excellence in teaching and research in the sciences ahd liberal arts and enriching the Chinese cultural tradition in a modern academic setting, the University strives to become a major centre of research and teaching for regional studies, particularly studies of China. (Ibid.)
Furthermore, Li indicated that The Chinese University should as-
sume the mission of bridging the past and the present as well as Eastern
and Western cultures:
The goal will be the application of modern methods of investigation and analysis, particularly in the social sciences, to the study of the development of China and East Asia. More specifically, the University encourages its students and scholars to cultivate a new "sensitivity" and "methodology" in order to secure a fresh vision of the fundamen-tal values of traditional cultural heritage as well as the problems that are uniquely regional in nature. Those values, furthermore, are to be explored and assessed in relation to the modern world and expressed clearly and forcefully as part of the entire scene of cultural interaction. Thus, The Chinese University should be a two-arched bridge between the past and the present, the East and the West. (Ibid.)
Chinese Studies and Cultural Integration
From ·this it can be seen that one of the aims of The Chines. University is to adopt actively a progressive and mediatory attitude towards the relationship of Chinese and Western culture. This aim has become the most important basis of liberal education in The Chinese University. As mentioned earlier, member Colleges like New Asia and Chung Chi originally held different positions on Chinese cultural development. But since its founding, The Chinese University has em-phasized cultural synthesis in order to bring all the research achieve-ments of the Colleges together to achieve further advancement.
Since both mediation and synthesis are held in high regard, the main guiding principle of The Chinese University has always been attaching equal importance to Chinese and Western cultures. Even in teaching, the principle of attaching equal importance to both Chinese and English languages is emphasized. But the preservation and development of Chinese culture is still regarded as the basic mission of the University itself. In 1978, Dr Li received an honorary q.egree from The Chinese University upon his retirement. In the ceremony, Li mentioned this special mission. He said:
This special mission is of tremendous importance ·to us, for it will enable our teaching staff to render teaching materials more relevant to our social needs, to advance the existing frontiers of knowledge, and to make original contributions to the theories and principles of various sciences. In a nutshell, The Chinese University of Hong Kong is the university that seeks to include a Chinese dimension in all academic disciplines. (Address of Choh-ming Li at the 19th Congregation of The Chinese University of Hong Kong on 2 October 1978)
The connotations of the terms "introduction," "development," and "inclusion" that were used here are not precise from a theoretical point of view. But the message is obvious. It expresses the intention of integrating the achievements of Chinese culture· with other modem learning in order to bring about a synthesis of Chinese and Western culture. This idea remained unchanged after Professor Ma Lin assumed the Office of Vice-Chancellor.
One may find it difficult to make comments from a theoretical point of view on the success of this aim of the University as the above is only a general guideline. But by observing the actual work ac-complished, it is apparent that the efforts of The Chinese University have achieved success in some fields. In the following sections, we will
give a description of the research and academic activities of The Chinese University in the synthesis of Chinese and Western culture.
Research and Academic Activities
In carrying out research relating to the synthesis of Chinese and Western culture, the regular work is shared among the various relevant depart-ments and faculties and in addition, special institutes have been created for some programmes. Two of these are the Institute of Chinese Studies, in charge of overall promotion, and the Chinese Medicinal Materials Research Centre, conducting special· topic studies by using scientific methods to analyze the chemical composition of Chinese medicinal materials. This section will summarize the work and achievements of these two institutes as examples of research carried out by The Chinese University in the study of Chinese and Western culture. A broad outline will be given as supplement to the curricula and research of the relevant departments and faculties involving the synthesis of Chinese and Western culture.
(1) The Institute of Chinese Studies
The Institute of Chinese Studies was established in November 1967 by Vice-Chancellor Choh-ming Li who also became the first Director of the Institute. In 1970 the building of the Institute was completed, with · the Art Gallery as part of it. Under the federal system, the constituent Colleges maintained their departments and original education policies, so that the aims proclaimed by The Chinese University could only be put into practice by the University Central Office. In this context, the importance of the Institute of Chinese Studies was even more
pronounced.
As the name implies, the main mission of the Institute of Chinese
Studies is to promote Chinese culture and to reformulate traditional
ideas. But in its conceptud basis there is a big difference from the
attitude of traditionalism. In his 1975-1978 Report, Vice-Chancellor
Choh-ming Li had the following explanation of this difference:
The Institute, therefore, has accepted the following basic principles to promote Chinese Studies. (1) to adopt a broad and interdisciplinary
Chinese Studies and Cultural Integration
approach; (2) to create a new synthesis between the East and the West and; (3) to search for continuity from early to contemporary periods in the development of Chinese culture. (A New Era Begins 1975-1978, p. 63)
In conducting Chinese studies, the general direction is guided by emphasis on modernity, internationality, and objectivity. The three prin-ciples quoted in the report above correspond with these three concepts. The first concept implies the adoption of the methods of modem social sciences and humanities. The second calls for the establishment of a new position for Chinese culture in facing the various cultural traditions of the world, in other words, the search for a certain kind of synthesis. The third concept refers to objective research in cultural history. Ob-viously, issues concerning the concepts of Chinese traditional values were avoided on purpose. There was a marked difference between the attitudes of the University and New Asia towards traditional Chinese culture. In accordance with New Asia traditions, the promotion and expansion of the concepts of Chinese traditional values had always been their main objective.
In line with these basic concepts, Vice-Chancellor Choh-rning Li further enumerated concrete work plans in the course of n;ientioning the "aims" of the Institute of Chinese Studies. Dr Li said:
The Institute has, therefore, the following objectives:
(1)
to promote the Chinese Data Programme so that every Re-search Institute/Centre in the University will start its own storage and collection of relevant data in its own field to support research projects and enrich its teaching programmes;
(2)
to encourage the exchange of knowledge and expertise in Chinese studies through its well.planned exhibits, seminars, lectures, conferences, exchange scholar programme and publi-cations;
(3)
to promote scholarship in Chinese studies in Hong Kong and overseas by serving as an international centre for Chinese studies capable of effectively rendering research facilities to other research institutes and maintaining mutually beneficial cooperation with them and;
(4)
to assist the University in developing Chinese studies programmes at both the undergraduate and the graduate level
by means of a well-integrated interdisciplinary approach, so that a Chinese dimension can be added to all disciplines. (Ibid.)
Among the kinds of work cited here, the most worthy of attention is item 3, for it puts forth plans in support of other organizations in their research work. The Institute of Chinese Studies is not just an internal research organization, it has also the intention of becoming a "promoter." The term "Hong Kong and overseas" obviously included mainland China and this point has much to do with the situation in later days when the Institute has stressed its contacts and communication with mainland Chinese scholars.
The work conducted by the Institute of Chinese Studies over the years can be classified into five categories:
Research Plans and Publications Visiting Scholar Programmes Seminars International Conferences The Art Gallery
Research Plans and Publications
The Institute of Chinese Studies employs research fellows and assistant associates to engage in special topic studies. The Institute also supports other departments in their research projects, achieving abundant results every year, for example, the Research Centre for Translation, the Art Gallery, the Centre for Chinese Archaeology and Art, and the Chinese Language Research Centre. The Art Gallery and the other centres all carry on research projects and produce publications. Detailed records of data on research results can be found in the annual records of the various centres. Here a brief description of the research results of the Institute in the academic year 1976-1977 is taken as an example.
Chou Fa-kao and Chang Teh-chang assumed the post of Senior Research Fellows in 1976, and other Emeritus Professors have since been taking such positions to conduct special topic researches on their own. Research projects completed within this year included: Professor Chuan Han-sheng's "Economic History of Modem China," Professor Ambrose King's "A Study of the New Sociology of Communist China,"
Chinese Studies and Cultural Integration
Professor Jao Tsung-i's "An Anthology of Tzu Poetry of the Ming Period," and Dr Lee Yun-kuang's "A Study of K'ang Yuwei's Life and Thought of His Late Years with Special Reference to His Unpublished Manuscripts Dated between 1813-1927."
There were several publications including Appendixes to an Etymological Dictionary of Ancient Chinese Bronze Inscriptions and A Concordance to Kuang Ya, edited by Chou Fa-kao and others, all important works of philological interest. In December of the sameyear, the Journal of the Institute of Chinese Studies was published. It con-tained a number of important articles, including those by Yen Keng-wang and Wang Teh-chao.
In the areas of research and publication, special attention should be directed to the activities of the Research Centre for Translation and the Art Gallery, two of the centres with a longer period of develop-ment.
The Research Centre for Translation was established in 1971. In 1973, it started the publication of a semi-annual translation magazine called Renditions in which Chinese literary writings are translated into English. On the one hand, it upgrades translation techniques and puts forward translation theories; on the other hand, it introduces Chinese literary writings to the Western academic world. Of the 38 issues pub-lished, 21 were on special topics. The selected translation materials cover a wide range of topics including philosophy, history, biographies, novels, poetry, and fine arts. Both the China Quarterly and the Times Literary Supplement in London have a high opinion of the English translation works of Renditions.
Aside from conducting translation from Chinese to English, the Centre also publishes Renditions Books, in hard cover editions and Renditions Paperbacks. These books have often been selected by European and American universities as teaching materials. The various Renditions publications are being distributed in the United States, Canada, Great Britain, Hong Kong, Taiwan, and South Africa through professional agents, and have been well received.
Other than running its operation in publications, the Research Centre for Translation has also set up a Computer Data Base for long-term studies on literary translation topics. The objectives of the base are: (1) to help translators in discovering blank areas in translation; (2) to provide them with complete translation data information to avoid
unnecessary repetitions and; (3) if possible, to include annotations to the collected data for the reference of scholars in translation studies.
The research topics of the individual members of the Centre usually concentrate on Chinese literature and the integration of Chinese and Western cultures.
Also established in 1971, the Art Gallery has published more than 40 books and catalogues, falling broadly into three areas. In the first, are printed descriptive catalogues, the products of each special exhibition, as well as relevant research results, numbering about thirty. The exhibits of the Art Gallery cover a broad range, details of which will be elaborated in the Art Gallery section of this chapter. The second area is that of special journals on items collected by the Gallery, including publications on Calligraphy and Paintings by Guangdong Artists in Ming and Qing Dynasties, Bronze Seals of the Warring States, Qin and Han Dynasties, and the Hua Shan Stone Tablet Rubbings of the Song Dynasty. All these reflect the characteristics of collections in the Gal-lery. The third area is the study of cultural objects, such as records of seminars on research into the seals of the various dynasties, or the calligraphy and paintings of the Ming dynasty remnant scholars. Details of the work of the Art Gallery will be given in the Art Gallery section of this chapter.
In 1978, Professor Cheng Te-k'un returned to Hong Kong from Cambridge University and establishedthe Centre for Chinese Archaeol-ogy and Art, to promote this study in the University and in other places of the world. Since its inception, the Centre has been striving to develop a library, data bank and an indexing system for its collection of books, magazines and documents from both China and abroad in the fields of Chinese archaeology and art. In its early years, the Centre concentrated on the arrangement and study of archaeological documents. Many jour-nals on special topics have been published, including the works of Professor Cheng Te-k'un like Studies in Chinese Archaeology, Studies in Chinese Art, Studies in Chinese Ceramics, and the works of other scholars such as Professor Jao Tsung-i, Dr Chang Kwang-chih and Mr Shou-chin Lin.
Since Professor D. C. Lau took charge of the research work in Chinese Language in 1980, more emphasis has been placed on the semantics and grammar of the texts of classics and the social applica-tions of language. Recently, with donations from UPGC and the Chiang
Chinese Studies and Cultural Integration
Ching-kuo Foundation, documents from the Qin to the Six Dynasties have been stored in the computer data base. From these data, twelve volumes of The /CS Ancient Chinese Texts Concordance Series have been published. As Dr F. C. Chen, the current Director of the Institute of Chinese Studies pointed out:
The building of a systematic and comprehensive database of ancient texts is a basic and essential task for classical Chinese studies, as it would then have made the powerful method of electronic processing available for such research, and its potential for development is practi-cally unlimited. (From Tradition to the Present: The Institute of Chinese Studies 1967-1992, p. 17)
The Institute bought in the collections of letters and telegrams of Sheng Hsiian-huai, a famous industrialist in the late Qing dynasty, in 1983, and since then a long-term research and publication plan based on these materials has been devised. The first series of nine volumes entitled Letters of Prominent Figures in Modern China were published in 1986. More will be published during the 1990s, including telegrams and correspondence concerning industries and business agreements in the Qing dynasty.
These activities and publications of the Institute of Chinese Studies are just a few examples of its achievements since its establishment. It is sufficient to show the general standard and .orientation of the research and publication work of the Institute. By 1992, twenty-two issues of /CS Journal had been published. In spite of occasional delays caused by the collection of articles and printing problems, the publication of the /CS Journal has never been interrupted.
In addition to the academic journal, other periodicals of the Institute include the Chinese Language Newsletter and Twenty-first Century Bi-monthly. The publication of Chinese Language Newsletter, also a bi-monthly, began in March 1989 and by March 1992, nineteen issues had been published.
The Chinese Language Studies appeared in its first volume in 1979. Both the Chinese Language Newsletter and Chinese Language Studies are sponsored by the Ng Tor-tai Chinese Language Research Centre of the Institute of Chinese Studies, and their contents are mainly concerned with the promotion of a meticulous study of the Chinese language.
The Twenty-first Century Bi-monthly is a publication covering ideological issues and had its first volume out in October 1990. Academics from Hong Kong, Taiwan and overseas areas have been invited by the Institute to form an editorial board, and the editing and compiling are taken on by the Institute staff. Contributions are often submitted by Chinese scholars from the mainland. This journal is cur-rently one of the few Hong Kong periodicals allowed to enter China, where it is highly regarded.
Visiting Scholar Programmes
Over the years, the Institute of Chinese Studies has invited academics from all over the world to come and deliver lectures and carry out short-term research projects in Hong Kong. The Institute provides of-fices and accommodation for the visiting scholars, and extends research subsidies to some of the projects.
The number of visiting academics delivering lectures is quite large, more than ten each year. These academics come from the United States, Great Britain, Western Europe, Japan and other regions. The Institute also receives visiting scholars from mainland China and Taiwan. During the 1970s and 1980s the number of visiting scholars from China steadily increased. To take an example, for the academic year 1979-1980, among twelve visiting scholars, only three were from China and one from Taiwan; the rest were from the United States, Europe or Japan. But in 1985-1986, among the thirteen visitors to the Institute for one or two-week periods, only one was from Japan, and the other twelve were all from mainland China. This has followed the general trend of the Institute of Chinese Studies which from the 1980s placed special em-phasis on academic exchange activities with mainland China. This policy was not in conflict with the original principle of The Chinese University, which emphasized giving equal importance to both Chinese and Western culture. It also indicated the direction the work of the Institute of Chinese Studies was taking.
The Research Centre for Translation provides funds for the Rendi-tions Visiting Scholar and the Renditions Honorary Visiting Scholar. Every year, internationally-renowned translation experts are invited to the Centre for long-term visits, conducting literary translation projects and giving lectures. Scholars that have been invited include Professor
Chinese Studies and Cultural Integration
Burton Watson, Professor Goran Malmqvist, Professor Cyril Birch, Mr Frederick C. Tsai and Professor Lucy Zhau.
The visiting scholars often conduct special topic seminars. This activity is different from individual research, and will be discussed later. Usually each visiting scholar will deliver at le.ast one public lecture, an exhaustive list of these, however, cannot be given here.
Generally speaking, the functions of the visiting scholar programme are not just a superficial social activity; the programme brings about positive results in strengthening the understanding of Chinese culture, and in promoting academic research.
Seminars
The emphasis of a seminar lies in the discussion amongst the par-ticipants. It is different in nature from a public lecture, although the moderator may first deliver a special topic report. Participants can put forward comments from different angles and at different levels on the propositions and arguments of the speaker. The end result is helpful in advancing mutual understanding. Seminars conducted by the Institute of Chinese Studies in its early days were mostly moderated by scholars in the University, or those related with the University, and only on a few occasions did visiting scholars deliver reports on special topics. Later on, seminars gradually came to be dominated by visiting scholars. In the academic year 1976-1977, a total of eleven seminars were conducted. The speakers were Wang Teh-chao, Chang Teh-chang, Hideo Nishioka (Japan), Liu Ts'un-yan (Australia), Liu Chun-jo (United States), Li Fang-kuei (member of The Chinese University Humanist Advisory Committee), Chou Fa-kao, Chen Ching-ho, Jao Tsung-i, James Watt and Cheng Te-k'un. In addition to the three visitors from Japan, the United States and Australia, the remaining eight speakers were Chinese University professors, and the other two were connected with the University. It is obvious that emphasis has been placed on the Univer-sity staff.
During the 1988-1989 year, a total number of thirteen seminars were conducted. The speakers were Fang Li-zhi, Stephen H. West (United States), William H. Nienhauser (United States), Zhu Zhong-bin, Chang Zhong-pei, Hu Chao-xi, Ji Xian-lin, Wang Yao, Chao Chung-fu (Taiwan), Su Bai, He Yao-hua, Huang Jia-jiao, Liu Xin-wu, Wang
Chung-fu (Taiwan), Wu Zhao and others. Except for the four speakers from the United States and Taiwan, all were from mainland China, and none from the University staff. This evolution reflects a strengthening of ties with the research and academic developments of the People's Republic of China. Although the seminars covered a very wide range of topics, the focus was generally on Chinese society and culture.
International Conferences
The Institute of Chinese Studies has on many occasions organized and sponsored various academic conferences either by itself or with other organizations. The most important of these were the Hong Kong Con-ferences on East-West Comparative Literature sponsored by the Com-parative Literature and Translation Centre.
The Comparative Literature Panel conducted a total of four interna-tional conferences. Participants included academics from Hong Kong, Taiwan, mainland China and overseas. Topics of the conferences in-cluded: "Eastern and Western Cultures and Comparative Literature"; "The Orientations of Eastern and Western Cultures and Comparative Literature"; "Looking at Descriptive Literature through Eastern and Western Lines of Thought" and "Issues of Comparative Drama."
The topics of the first two seminars involved the characteristics and integrations. of Eastern and Western cultures. The last two dealt with more specialized topics, but the emphases were comparing Chinese and Western literary work. The papers read by the academics were compiled and published afterwards and these volumes have become important reference materials for the study of comparative literature in the con-temporary period.
The Institute of Chinese Studies has also conducted a great number of other international conferences and seminars. In December 1979, the International Conference on Sino-Japanese Cultural Interchange was held. Forty overseas scholars from the United States, Canada, Europe, Malaysia, Taiwan, Japan and Korea attended the conference, together with sixteen local academics. Forty papers were presented and compiled for publication by the Institute.
In September 1983, the "International Conference on Ancient Chinese Scripts" was co-sponsored by the Ng Tor-Tai Chinese Lan-guage Research Centre of the Institute and the Department of Chinese
Chinese Studies and Cultural Integration
Language and Literature of the University. Thirty-eight scholars at-tended in all, coming from China, Taiwan, Japan, the United States and Hong Kong producing a total of thirty-eight papers.
In November 1988, in the Symposium on Painting of the Ming Dynasty sponsored by the Art Gallery, about forty local scholars and academics from China, Taiwan, the United States, Japan, and Australia attended and presented twenty-one papers.
The Research Centre for Translation conducted an international seminar on classical Chinese literature entitled "Paradox of Virtue in Traditional Chinese Literature" from 10 April to 12 April 1989. Par-ticipants included renowned scholars from Hong Kong, Great Britain, the United States, Canada, and Taiwan.
In July 1989, the "International Conference on the Challenge of Modernity and the Prospects of Chinese Culture" was jointly sponsored by the Institute and the Hong Kong Oriental Humanist Studies Society. Participants included American, Taiwanese and Singaporean academics and mainland Chinese scholars who were residing in Hong Kong at the time. This was the first international conference in Hong Kong attended by mainland Chinese scholars after the June 4th Incident. The papers and speeches were arranged and compiled for publication.
In October 1991, the Institute organized an international seminar entitled "Hu Shih and Modern Chinese Culture," to commemorate the 100th birthday of Dr Hu Shih. Between thirty and forty academics from China, Hong Kong, Taiwan and overseas attended and presented almost thirty papers. The contribution of Dr Hu Shih to modern Chinese culture was enthusiastically discussed in the seminar.
31 October 1992 was the 25th anniversary of the founding of the Institute of Chinese Studies. A silver jubilee banquet was held and a brief history entitled From Tradition to the Present: The Institute of Chinese Studies 1967....c./992 was published to commemorate the oc-casion. The principle of the Institute "to combine tradition with the present and to synthesize China and the West" as proposed by Vice-Chancellor Choh-ming Li at its founding, has been met.
The Art Gallery
The Art Gallery was established under the Institute of Chinese Studies in 1971. The Gallery serves both as the centre of research on Chinese art
and archaeology and as a teaching museum for the fine arts programme of the University. Research and promotion of education are deemed to be of equal importance.
As a museum, the Gallery has been actively collecting a.ll kinds of ·art objects over the years. Items which form the nucleus of the Gallery's permanent collection include paintings and calligraphy of Guang-dong artists of the Ming and Qing periods, paintings and calligraphy of the Y angzhou artists of the Qing dynasty, Chinese ceramics and porcelain through the ages, bronze seals, carved jades, stone rubbings, stone sculptures and other art objects. A considerable collection has been established. Except for a few items of the collection which were directly purchased with university funds, the collection came from donations given by local supporters of the Gallery, the greatest of which were the Bei Shan Tang Foundation and the B. Y. Lam Founda-tion Ltd.
The routine work of the Gallery has been the mounting of exhibi-tions, and working closely with overseas museums and collectors. Many large-scale special exhibitions have been held. The contents of these exhibitions included Chinese calligraphy and paintings, handicrafts and the latest archaeological achievements. In terms of regional contents, the exhibits of calligraphy, paintings and art objects of native Guangdong artists are one of the major features of the Gallery.
In the past twenty years, more than a hundred exhibit_ions have been mounted, too many to cite them all. However, descriptive catalogues with accompanying research papers were published for all special ex-hibitions. Within the five years from 1988 to 1992, thirteen special exhibitions were organized by the Gallery, and fell into the following three types:
1. Exhibitions mounted in collaboration with mainland China museums: Paintings of the Ming Dynasty from the Palace Museum (1988) Archaeological Finds from the Five Dynasties to the Qing Periods in Guangdong (1989) The Art of Su Liupeng and Su Renshan (1990) Lacquerware from the Warring States to the Han Periods Ex-cavated in Hubei Province (1990)
Chinese Studies and Cultural Integration
The Quintessential Purple Stone -Duan Inkstones through the Ages (1991) Jades from the Tomb of the King ofNanyue (1992)
2.
Exhibitions on loan from local collectors: Chinese Ceramic Pillows from the Collection of Mr and Mrs Yeung Wing Tak (1989) Chinese Ivories from the Kwan Collection (1990) Dr S. Y. Yip Collection of Classic Chinese Furniture ( 1991)
3.
Exhibitions from the Gallery collections: The Art of Gao Jianfu (1988) Paintings of Ju Chao and Ju Lian (1990) The Art of the Gao Brothers of the Lingnan School ( 1991) Selections from the Art Gallery's Permanent Collection (1992)
In addition to the involvement in the research projects of the Gallery by its own staff, experts from Hong Kong and abroad have often been invited to participate. Special topics studied included: Art and Culture of Guangdong in the Late-Ming and Qing Periods, Su Liupeng and Su Renshan, Ceramics with Studio Marks, Yi-Xing Zisha Wares, and An-cient Bronze Seals. Artifacts in the gallery collections have been used as materials of reference in these studies, and special journals have been published in connection with them.
The Gallery often conducts academic forums and international seminars in its efforts to promote the study of Chinese art and artifacts, and the interchange of Chinese and Western learning. The Yeung Shui Sang Laboratory for Thermoluminescence of Ancient Ceramics was established to provide ceramic dating services. The Friends of the Art Gallery Association was established in 1981 to recruit art lovers as members, and to strengthen the contact between the Gallery and society.
The discussions mentioned above represent the work of the Institute of Chinese Studies, in summary, over the years. Neither The Chinese University nor the Institute has as yet proposed a clear theory on the integration of Chinese and Western culture. But in practical work such as the exchange of talents, communication of opinions, studies of spe-cial topics, and the collection of data, the Institute has carried out many long-term efforts in accordance with its plans.
(2) Chinese Medicinal Material Research Centre
When it comes to combining scientific methods and traditional ex-perience and knowledge, the Chinese Medicinal Material Research Centre provides a splendid example of success. Herbal medicine has been used through the ages in China to treat all types of illnesses, but the composition of the medicinal materials often lacks scientific analysis, and the effectiveness of treatments lacks modem scientific rationales and proofs. For many years critics equated. the efficacy of herbal medicine with plac..bos, and this created misconceptions about Chinese medicine. In order to conduct scientific research on Chinese medicine, The Chinese University established a research unit under the Institute of Science and Technology in coordination with many other departments. This unit was named the Chinese Medicinal Material Research Centre.
The basic aim of the Chinese Medicinal Material Research Centre is to establish scientific knowledge about the composition and the therapeutic effects of Chinese medicinal materials. The Centre aims at objectively sorting out Chinese clinical experiences accumulated over more than two millennia, with the purpose of strictly verifying factual clinical effects of Chinese medicine, in the hope of dispelling any prevailing misconceptions, or misinformation, about herbal medicine. The research started with specially selected topics, hoping to help make Chinese medicine more scientific an:d up to date.
In 1975, originally called the Chinese Medicinal Material Research Unit, it was elevated to the status of a Centre in 1979. In the university organization, it falls within the jurisdiction of the Institute of Science and Technology, but research fellows who participate in the work of the Centre are invited from the Faculties of Science and Medicine and other disciplines. The Centre is headed by a director, and staffed by several research technicians. The research fellows have formed collaboration committees to promote interdisciplinary research projects. In 1984, building for the Centre was completed and opened for operation. It houses research and supporting facilities including laboratories of Chemistry, Biochemistry, and Pharmacology, and Tissue Culture and Animal Observation Rooms.
Financial Support and Facilities
The baseline support for the Centre is provided by The Chinese
Chinese Studies and Cultural Integration
University, but funding for research facilities and programmes general-ly comes from donations from international and local organizations and philanthropists. Donations from international organizations can be ear-marked for the research activities of the Centre, or to support certain contract projects. For instance, the World Health Organization has provided financial support for research projects on female and male contraceptives. Funds have also been provided by other international organizations like the International Foundation for Science, the Ford Foundation and IBM in support of specific research projects.
Aside from international organizations and local organizations, local philanthropists over the years have also contributed a huge amount in donations. For example, from 1979 to 1982, the Centre received a total of 4.2 million Hong Kong dollars in donations for Construction Funds. From 1978 to 1983, donations for the Research Funds reached
5.3 million dollars. Furthermore, donations for research collected through direct solicitation also reached 4.8 million dollars by the end of 1983. These were donations made during the initial stage of the Centre. The amount of later donations has continued to increase. (see Report of The Chinese Medicinal Material Research Centre, June 1984)
The Chinese Medicinal Material Research Centre has been able to improve its research facilities every year through donations and the support of the University. The major facilities are:
1.
The building for the Centre was constructed entirely through private donations by local philanthropists, and completed in 1984. In addition to the laboratories in the building, there is a Museum of Chinese Medicine, an Information Room contain-ing books and journals, and a Computer Database Room.
2.
Major research instruments and facilities in the Science Centre of the University that can be used in research into Chinese medicine include the high resolution mass spectrometer, high performance liquid chromatograph, X-ray single crystal diffractometer, electron microscopes, nuclear magnetic resonance spectrometer and others.
The laboratory building of the Centre, the various departments of the Science Faculty, and the pre-clinical departments of the Medical Faculty are all located close to one another. The Centre and the various departments can thus make use of one another's instruments
conveniently. This kind of coordinated environment is instrumental in allowing the Centre to carry out its research activities smoothly. The Panacea Lodge constructed by the Centre through private donations provides accommodation mainly for its own staff, and visiting research scientists from mainland China coming to the Centre.
Research and Achievements
The basic aim of the research efforts of the Chinese Medicinal Material Research Centre is to establish scientific knowledge about Chinese medicine. The needs .f society are taken into consideration in selecting priority research subjects. Broadly speaking, the research activities of the Centre fall into two groups, basic study and special study. Concrete achievements have been attained in both areas since the establishment of the Centre. In the area of basic study, the following three topics are perhaps most important:
(1) The Establishment of the Chinese Medicines Database
With the support of IBM, the Centre has established a computer database on Chinese medicine. Relevant information on pharmagnosti-cal, chemical, pharmaceutical and clinical reports is summarized and translated into English and stored in the computer using IBM ST AIRS software. Electronic communication link-ups have been established with existing Western databases. Because of this arrangement, vast amounts of information related to Chinese medicine have been made available to the world for scientific studies. This is an epoch-making project in the interchange of Chinese and Western medicines. IBM Corporation has been very satisfied with this collaboration, and has published special advertisements about it in Time and Newsweek magazines.
(2) Authentication of Medicinal Herbs
Chinese herbs include many varieties, which often causes confusion. This problem has been handled by the Centre through the establishment of the Museum of Chinese Medicine. The method of authenticating specimens of Chinese herbs is a combination of traditional experience, plant taxonomy and anatomy, as well as the analysis of chemical
Chinese Studies and Cultural Integration
components. So far more than two thousand samples of Chinese herbs have been authengcated. This work of standardizing Chinese medicine provides an objective basis for the quality control of the medicine, and exerts great impact on the cultivation and trading of the materials, as well as on clinical applications and scientific research. The standard samples of the Museum have been of great help in determining the medicinal materials in poisoning episodes, which occurred in Hong Kong and overseas in recent years, due to the abuse or misuse of Chinese medicine.
(3) "Fingerprinting" Herbal Compositions
A_ further study in the standardization of Chinese herbs involves the authentication of chemical compositions of the materials. By making use of instruments like the high performance liquid chromatograph, nuclear magnet.c resonance spectrometer, multi-scan infrared chromatograph, and mass spectrometer, the Centre has been able to authenticate the complex analytical data of the various medicinal materials, and directly feed the information into the computer. By com-paring the fingerprinting patterns of standard Chinese herbs and the pure chemical substances extracted from them versus that of unknown herbs, a reliable scientific identification at molecular level can be established. Another more recent breakthrough in drug authentication by the Centre is the success in the application of Arbitrarily Primed Polymerase Chain Reaction (AP-PCR) techniques in the genomic-fingerprinting of Chinese medicines. This work makes the identification and quality control of these medicines more accurate.
The three topics mentioned above all belong to the basic study area, and they have a long-term and universal impact on the task of making the knowledge of Chinese herbs more scientific. In addition, there are also areas of special research sponsored by the Centre, includ-ing:
(I) Contraceptives
Since 1976, the Centre has been conducting research on contraceptives as one of its international collaborative projects. For this project, the · Centre received the financial support of the World Health Organization.
The aim of the research is to extract from Chinese herbs non-steroidal components active against implantation, and contraceptives to be used by males.
(2) Abortif acient Proteins
For over two thousand years, Radix Trichosanthis has been used in Chinese medicine for the purposes of "heat-clearing, sputum-eliminat-ing, thirst-arresting, and secretion-promoting." In recent years, it is used in China as an abortifacient agent, and an abortifacient protein (trichosanthin) has been isolated from this herb. In the process of study on Cucurbitaceae, a research team of the Centre has also discovered four new abortifacient proteins. An in-depth study of these proteins has demonstrated their effectiveness in controlling the proliferation of many kinds of cancer cells and also the proof that trichosanthin can effectively and selectively kill HIV-infected lymphocytes and macrophages. Trichosanthin has now been approved by the FDA of the United States for clinical evaluation.
(3) Liver Diseases
In China and Southeast Asia, hepatitis is still a prevalent disease. In order to meet the needs of society, the Centre is looking_for an effective medicine from Chinese herbs for hepatitis. The Centre is studying Chinese herbs used in the treatment of hepatitis, guided by the two main principles in Chinese medicine for "increasing bile secretion to enhance detoxification," and "promoting blood circulation to remove blood stasis." The research team is exploring the effectiveness of Chinese herbs in treating hepatitis, and conducting scientific analysis of the traditional medical prescriptions.
(4) Toxicity of Chinese Medicines
The Centre is conducting in-depth research into the toxicity of Chinese medicines. Coverage of the research include authentication, quality control of processing techniques, and identification and toxicological study of toxic components. The Centre has compiled a book entitled An Atlas of the Potent Herbs Common in Hong Kong in collaboration with
Chinese Studies and Cultural Integration
the China Pharmaceutical University in Nanjing. Recently, with the support of the Croucher Foundation, the Centre has proceeded to estab-lish "The Computer Database on Toxicity and Adverse Effects· of Chinese Foods and Chinese Medicines." This work will be helpful in providing more protection to average citizens.
(5) Ginseng
There has always been a marked lack of scientific research on the efficacy and pharmaceutical components of ginseng. Some medical professionals in the West even hold that ginseng is just a placebo, without any medical efficacy. In order to clarify such misconceptions, the Centre has conducted several studies on the components and func-tions of ginseng, including a comparative study on the saponin contents in different types of ginseng. Research projects sponsored by the Korean Ginseng Centre, Hong Kong Consumer Council, and Ginseng Board of Wisconsin involved analyzing commercial ginseng and gin-seng teas to determine their ginsenoside contents and authenticity. Sponsored by Pharmaton, a pharmaceutical company in Switzerland, a systematic research has been conducted on the effects of ginseng on immunity, on neurotransmitter metabolism, and on cellular respiration. All these studies have already yielded results.
(6) Tissue Culture of Medicinal Plants
In order to develop new sources of medicinal materials, the Centre has conducted studies on plant tissue cultures of ginseng, Salvia miltior-rhiza, Gynura divaricata, Momordica cochinchinensis, Trichosanthes cucumeroides and Gardenia jasminoides, and succeeded in inducing callus formation and subsequent differentiation of such tissues.
Other than these basic and special studies, there are also studies in progress on Chinese medical works and medical sociology. Special mention should also be made of the "Vasoactive Agents and Sedative Agents" research project, conducted from 1985 to 1992. This large-scale project was funded by the Royal Hong Kong Jockey Club. It was launched in 1985 and completed in March 1992. Below is a brief description of the results:
(I) Sedative Agents
The sedative agent studied in this project was the compound "miltirone" isolated from the Chinese herb Salvia miltiorrhiza. The function of this drug is similar to the popular "valium" in W estem medicine, as both are oral sedatives. However, the chemical compositions of the two are totally different, and "miltirone" was found to be non-addictive. Twenty-two related compounds have been synthesized by the research team and a comparison between their chemical structures and therapeutic activities has been made.
The Chinese University signed an agreement of cooperation with Abbott Laboratory of the United States in 1989 for promoting research and development of this non-addictive sedative. Although it is still uncertain if this drug will reach the market, the Centre has successfully completed the necessary activities funded in this programme.
(2) Vasoactive Agents
The research team has isolated various compounds showing therapeutic effects for coronary heart disease from Chinese medicinal materials like Leonurus artemisia, Angelica sinensis, Salvia miltiorrhiza and Crataegus pinnatifida. It has also confirmed the therapeutic functions of hawthorn for lowering blood cholesterol. (Report of the Chinese Medicinal Material Research Centre, March 1992) Should studies in this respect continue to progress, the treatment of coronary heart dis-eases will benefit enormously.
(3) Scientific Methods in the Study of Chinese Medicines
The Centre designs and organizes its research based on clinical ex -periences accumulated over a very long time by Chinese herbal prac-titioners and aims to verify the actual therapeutic values of traditional herbal medicine through scientific evaluation. Since 1980, with the establishment of a database in collaboration with IBM, comprehensive information became readily available. As a result, specific herbs have been selected on the basis of a large number of clinical reports and the sources of herbs have been strictly controlled to ensure repeatable experimental results. Research personnel use high-sensitivity radio-receptors to screen the compositions of the herb being studied. The
presence of bioactivity is tested at the cell level or the molecule level, in
addition to the organismic level, in order to prove that the herb is not
just exerting a placebo effect. When the effective components have been
obtained, modern instruments are used to determine their chemical
structure. Attempts would be made to synthesize the active compounds,
in order to obtain large quantities of purified components for experi-
ments with animals. After achieving the initial results, further studies
are conducted by pharmacologists, aiming at the possibility of develop-
ing new drugs. The expenses required for this research in its later stages
were, and are, enormous, and so cooperation with foreign pharmaceuti-
cal companies is necessary.
The multi-disciplinary research methods mentioned above are suffi-
cient to separate myth from fact in Chinese medicine. This not only
establishes scientific knowledge about Chinese medicine, but also con-
tributes to the advancement of the entire field of medicine.
In summation; the utilization of scientific instruments and methods
by the Centre in establishing a body of scientific knowledge about
Chinese traditional medicine does not only have practical value, but also
objectively determines the status of Chinese medicine. The work of the
Centre is one of the highest achievements in fulfilling one of the guiding
principles of The Chinese University -the synthesis of Chinese and
Western cultures.
International Collaborations and International Conferences
The Centre has always been in collaboration in its research activities
with scientific and medical experts from mainland China, Taiwan,
Japan, South Korea and other countries, and has kept close contact with
European and American pharmaceutical companies. It maintains good
collaborative relationships with China and other countries in the ex-
change of information, sharing instruments and organizing clinical and
laboratory studies.
The Centre sponsored an "International Symposium on Chinese Medicinal Material Research" at the Hong Kong Regal Meridien Hotel in June of 1984, an event which more than three hundred Chinese and foreign Chinese medicine research experts attended. In September 1992, the Centre co-sponsored the "Symposium on Research in Chinese , Medicine" with the National Research Institute of Chinese Medicine in
Taipei, at The Chinese University. About a hundred experts participated in the symposium. It marked the first grand gathering held specifically for Chinese medicine researchers from mainland China, Taiwan and Hong Kong. These conferences were of high significance in accelerat-ing the modernization of Chinese medicine, promoting the study of Chinese medicine worldwide, and encouraging collaborations among scholars in mainland China, Taiwan and Hong Kong. Furthermore, two open forums on Chinese medicine were held at the Hong Kong Cultural Centre in June 1991. In the forums on "Present Status and Prospects of Chinese Medicine in Hong Kong," reports were delivered by profes-sionals including Hong Kong government officials, members of the Legislative and Executive Councils,, representatives from academic circles, and Chinese medicine experts.
External Services
In 1990, the Centre began to establish the Service Development Unit, responsible for improving the technologies and instruments of the Centre, and providing external consultations and services. Within the following three years, clients served by the Unit included government departments, industrial and business units, medical and nursing profes-sionals and individual citizens. Services have also been extended to overseas clients in the medical field.
Research and Teaching in Faculties and Departments in Relation to Cultural Synthesis
Aside from concrete achievements obtained by the Centre of Chinese Studies and the Chinese Medicinal Material Research Centre in the area of the integration of Chinese and Western cultures, there have been a number of research projects of other departments and faculties through their own long-term efforts involving this field.
To facilitate synthesizing Chinese and Western cultures, the University logically demonstrates its efforts in the teaching and cur-riculum development of the various departments and faculties other than the activities of special organizations mentioned above. But the history of The Chinese University is unique, because each of the
Chinese Studies and Cultural Integration
Foundation Colleges has its own predetermined direction and cur-riculum design. Although The Chinese University has adopted a certain position on the issue of Chinese and Western cultures, this position has not always been directly reflected in curricula. After converting from a federal to an integrated system, the curricula started to become stand-ardized. But in the study of Chinese and Western cultures, there is still a lack of "common principle" to be adhered to by the faculties and departments. Sorting out the data in detail over the years, we could probably discover all the changes, developments and recommendations concerning this issue, but that is beyond the scope of this chapter. This section will only give a brief description of the research activities of the faculties and departments that are obviously related to issues embracing Chinese and Western cultures.
(1) Ph.D. Programme in Chinese Studies
The Chinese University established the Graduate School in 1966 to undertake research training leading to master's degrees, in its initial period, and later advancing to doctoral degree programmes in 1980. The first two programmes established were doctoral degrees in Chinese Studies and Electronics. The Ph.D. programme in Chinese Studies had three divisions: Chinese Language, Chinese History and Chinese Philosophy. Representatives were nominated by the Departments of Chinese, History and Philosophy to form the Academic Board of Chinese Studies. The Philosophy division put more emphasis on the comparative study of Chinese and Western philosophy. Thus although the name "Chinese philosophy" was used, in reality issues in both Chinese and Western philosophy were being studied. Theses submitted by the students generally exhibited a broad knowledge of philosophies of the world, and the ability to handle ideological issues in Chinese philosophy from wide perspectives. This can be regarded as a concrete example of the work in synthesizing Chinese and Western cultures.
The Ph.D. programme in Chinese Studies was later replaced by the establishment of three Ph.D. programmes separately run by the divisions of Chinese Language and Literature, History and Philosophy. Despite the restructuring, the general direction of research remained the same for all these Ph.D. programmes.
(2) General Education Programme
In the previous section describing the historical backgrounds of the Colleges, the reform of general education in Chung Chi College was mentioned. In fact, this reform in Chung Chi aimed at the passive correction of the tendency to excessive emphasis on formal instruction and literacy; but actively, it enhanced the understanding of Chinese culture and modem Western thought. In the integrating and blending of Chinese and Western cultures, the influence of this programme cannot be ignored.
"The Essentials of Chinese Culture," was made a required course for all the students of Chung Chi, and so had widespread influence. This course was retained even after the University gradually took over the coordination of all general education courses. Since The Chinese University assumed certain obligations in the study and development of Chinese culture, retaining this kind of general education programme was one way of maintaining the educational objectives it had set out. Changes in the programme occurred frequently after the University took over planning general education. Under the current system, first-year students must select one subject within the scope of Chinese culture, an indication that the emphasis on Chinese culture has been retained in principle.
Chung Chi also originally offered a third-year course of readings in selected important Western writings. Under the new· system of the Chinese University, courses like Methodology, Contemporary Western Thought and Philosophy of Social Studies are offered to provide basic knowledge of Western culture. These courses are intended to go side by side with Chinese culture courses so as to tally with the University's aim of placing equal importance on the promotion of both Chinese and Western culture.
(3) Related Programmes in Other Departments and Faculties
To meet its aim of synthesizing Chinese and Western cultures, The Chinese University has also caused various levels of coordination to be made in the programmes of the Faculty of Arts, the Faculty of Social Science and other departments and faculties. Details can be obtained
Chinese Studies and Cultural Integration
from the annual calendars of the University, and only some of the main points are mentioned here.
In the Arts Programme, the three Colleges did not have courses on the comparative study of Chinese and Western culture before the estab-lishment of The Chinese University. After establishing the Institute of Chinese Studies, the University also set up the Comparative Literature and Translation Centre to promote this kind of study, a brief introduc-tion of which has been made. Following the efforts of the Institute of Chinese Studies in promoting comparative studies in Chinese and Western literature, the English Department set up a course on "Special Topics in the Comparison of Eastern and Western Literature," to pro-vide basic training for its students. In the Graduate School, the course "Comparative Literature" has become a part of the scope of study in the English Language Division for promoting communication between Chinese and Western literary concepts. Many papers have been publish-ed by teachers and students over the years.
The balance in study of Chinese and Western art is among the basic considerations in the design of curricula for the Department of Fine Arts .. The introduction of courses like History of Chinese Art and History of Western Art among the basic courses aims at bringing about such a balance. Students may then be able to absorb the traits of Western art and make cross reference while they acquire a knowledge of Chinese art. A comprehensive and solid foundation can then be built, and a broad overview can be developed.
By considering the balance between Chinese and World history, the History Department is training students to study national and foreign history from a comparative research perspective, so that a balanced and comprehensive understanding of the history of the human race can be obtained. Curricula of the department include General Dynastic History, Regional History, National History, and other in-depth special topic history courses. Dynastic History courses number more than a dozen ranging from ancient to modern times; while regional and other national histories include the history of Japan, the United States, Germany and Hong Kong. The department has been encouraging students to conduct their study from different perspectives in various topics such as Chinese History, World History, and History of Chinese and Foreign Relations. Many brilliant papers have been produced and a number of the papers have received sponsorship for publication.
Equal emphasis on academic theories and practical applications have been built into the curricula of the Music Department. Students must take courses on Chinese and Western music such as History of Western Music, Chinese Instrumental Playing and Introduction to Chinese Music. Students also have to play two musical instruments in addition to these courses.
In the Department of Philosophy, equal emphasis had already been placed on both the Chinese and Western philosophies in its original curricula in the Colleges. Basic training has been particularly stressed in the curriculum of the Philosophy Department after implementation of the integrated system by the University. In addition to the offering of History of Western Philosophy and History of Chinese Philosophy as required courses in the second year, there are Special Topics: Chinese Philosophy and Special Topics: Western Philosophy in the third year, and Seminar on Chinese Philosophers and Seminar on Western Philosophers in the fourth year. In the Graduate School, Study of Com-parative Philosophy is also included in the scope of studies in the Philosophy Division. Generally speaking, the Philosophy Department attaches more importance to the study of traditional Chinese culture than the other departments, and it also maintains high standards in the teaching and study of Western philosophy in recent and modern times. Since the 1980s, although students theses have shown a tendency to emphasize Western philosophy, most have managed to cover the in-tegration and comparison of concepts of Chinese and Western prin-ciples. Techniques in modern Western philosophy are often employed in writings on Chinese philosophy. It is only natural that greater em-phases have been placed on the issue of synthesizing Chinese and Western culture, as this has always been the common concern of people in the field of philosophy.
Furthermore, in tutorials set up in the Philosophy Department under the "student-orientated" plan of education, philosophical issues in life constitute the general scope, guiding the students to apply philosophical principles in actual life. Such discussions adopt both Chinese and Western concepts of value and modes of thinking. This can be viewed as practical work in synthesizing Chinese and Western cultures.
In the curricula of the various departments under the Faculty of Social Science, courses related to Chinese cultural systems have also been offered. Examples include Chinese Culture and Society in the
Chinese Studies and Cultural Integration
Anthropology Department; Government and Politics of China, and In-
troduction to Chinese Law in the Dep.ment of Government and Public
Administration; Communication Patterns in Chinese Society in the
Department of Journalism and Communication, (which also emphasizes
the training of Chinese and English news editing and report writing);
and Chinese Society, and Development of Chinese Social Thought in
the Department of Sociology. Generally speaking, all these courses are
in conformity with the aim of emphasizing both Chinese and Western
cultures.
The above accounts illustrate some important facts regarding the
synthesis of Chinese and Western culture in the curricula of the various
faculties of The Chinese University. Aside from these, other depart-
ments also have similar curricula and research plans, an exhaustive list
of which is quite impossible to give here.
The Chinese University has been persistent in its efforts to integrate . Chinese and Western culture in both research and instruction since its
inception. Amongst its efforts, the achievements in the work of the
Chinese Medicinal Material Research Centre and the Institute of
Chinese Studies are prominent. Yet the long-term teaching plans
adopted for general education by the various departments also have
profound influence on the students. A brief analysis will be given in the
conclusion section on the weaknesses of, and desirable improvements
for, the work in this area.
Reviews and Looking Ahead
Thirty years have passed since The Chinese University was officially established in 1963. During this period, the society of Hong Kong has experienced dramatic changes. As Hong Kong is now facing the prob-lem of the turnover of sovereignty in 1997, the lifestyles and attitudes of its people are all undergoing great adjustments. The issue of cultural synthesis naturally involves long-term effort, but concrete steps are inevitably restrained in length and breath by historical and social fac-tors. While reviewing the work of The Chinese University over the past thirty years, its record should be understood in terms of these cir-cumstantial factors, and the possible direction of its future development should also be considered from this angle.
The Chinese University laid its foundation with the amalgamation of three Colleges, and had to overcome the traditional differences of the Colleges to form a common ideal representing the University. These twin demands exerted great influence on the various operations of the University, and the efforts in the area of cultural synthesis were no exception.
As mentioned at the beginning of this section, the three Colleges that initially constituted The Chinese University all had their inherent characteristics, and each had its own particular bias in cultural con-sciousness. The University stressed the equal importance of both Chinese and Western culture, while at the same time having to reconcile conflicts in order to promote positive development. Taking an extensive assessment of the efforts of The Chinese University over the last thirty years, it is not difficult to judge the success and failure of the University in its implementation of this guiding principle and method.
Let us first look at the positive results. In the areas of instruction and research, The Chinese University has actually been able to eliminate some of the traditional deviations of the Colleges, and has at the same time achieved concrete results in the work of integration. For instance, New Asia used to place emphasis on Chinese in its language training, and had comparatively lower demands in English and other languages for the students, while Chung Chi attached more importance to the English language. After implementing the integrat!:!d system, the University struck a balance between Chinese and English in its language training programmes. Such programmes today are becoming more balanced. The scope of the teachers' publications and students' readings and discussions have obviously expanded, and they are in close coor-dination with modern trends of thought and academic developments all over the world. Even in the study of Chinese traditional culture, modern academic achievements have more or less been utilized without clinging to established practices of the past. It should be concluded that the guiding principle of the University in placing equal emphasis on both Chinese and Western culture while striving for synthesis, has been at least partially realized.
However, the biggest weakness lies in the lessening of idealism in the trends created by The Chinese University in the area of cultural synthesis. Hong Kong society has an inherent tendency towards utilitarianism and The Chinese University has failed to reiterate the
Chinese Studies and Cultural Integration
cultural ideals in its aims, and its teaching and research have therefore never been able to fulfil the function ofleading society. The relationship between the cultural synthesis and the currents of thought in society is intimate and as discussed before, the University has achieved a certain success in academic studies and exploration of new knowledge. Yet nothing has been achieved in terms of direct impact or guidance of Hong Kong society.
If The Chinese University is indeed committed to the cultural mis-sions as proclaimed by its founders, playing a more stimulating and guiding role in society must be viewed as an area that needs attention and renewed effort.
Finally, while looking ahead to the future, the basic position and aims of The Chinese University on the issue of the synthesis of Chinese and W estem cultures need not be changed, even after the turnover of sovereignty in Hong Kong. But new targets and focal points will have to be set with the change of circumstances. For instance, in understanding Chinese traditional culture, many views distorting history have been prevalent since the Cultural Revolution period in mainland China. This situation calls for certain efforts of clarification on an objective basis. Chinese intellectuals certainly should assume some responsibility for this issue. Since The Chinese University has inaugurated certain under-takings in promoting Chinese culture, it should be prepared for more active participation in such efforts.
Moreover, The Chinese University is an institution stressing the equal importance of both Chinese and Western cultures, and has consis-tently attached importance to assimilating the strengths of modem W estem culture. While the modernization movement is at its initial stage in China, and the return of Hong Kong to China is imminent within a few years, The Chinese University has the responsibility of providing impetus to this movement. In fact, The Chinese University has already attained some initial successes in its synthesis of Chinese and Western cultures. It follows that the University has to share this responsibility as a matter of course. At this new historical juncture, the University must devise new working plans to fulfil its historical mis-sion.
In conclusion, The Chinese University is a university of the Chinese people, and should therefore become a leading institution in the development of Chinese culture. This fundamental point should be
prevalent in all future activities of the University, and it should also 'be the main direction of the work of synthesizing Chinese and Western culture.
5
Moving with the Times: the University and Hong Kong
Chong Chor LAU
A symposium on technological cooperation among Hong Kong, Shenzhen and the mainland, 1990
Background: Hong Kong Island
I. Framework
On account of the closely interlacing relations between The Chinese University and Hong Kong society, it would require a book to provide a full and analytical study of their relationship. For a short description in a chapter, there is, perhaps, a need for a theoretical framework, serving as a guide for the selection of facts.
The Chinese University was already very complex at its inception. This was due mostly to its federal system comprising three Foundation Colleges. Today, after having developed for over thirty years, the University has become larger and more complex. There are, generally speaking, three ways in which to analyze such a complex system. The first is to study the University's "analytical properties," such as its socio-economic composition (an aristocratic academy or a university for the masses); ideology (conservative or liberal); values (religious, liberal arts or professional-oriented) and so on. The second is to study the University's "global properties," its curriculum, educational mis-sion, deployment of resources and public image. The third is to study the University's "structural properties" such as authority relationship (democratic or autocratic), teacher-student relationship (intimate or remote) and "campus climate" (whether there is a campus culture con-ducive to learning). Within this analytical framework, the second part, the global factor, is the main theme of this chapter. The changes in the structure and constitution of the University have been discussed by other authors in this book. This chapter aims at discussing the analytical attributes affecting the relationship between The Chinese University and Hong Kong, focusing on a study of the impact of the University on society, with its ambitions, values, programmes and research projects, as well as its adaptation to, and contribution to, Hong Kong society following a series ofrnpid changes over a period of thirty years.
The global properties of an organization are not based on the char-acteristics of its members, nor do they have anything to do with relation-ships among the members. For instance, the educational aims and ambitions of the University would not necessarily be accepted by some individual teachers and might differ from the objectives of certain students. For this reason, the choice of framework has inevitably ruled out a number of facts which are not included in this discussion. Moreover, despite the myriad changes in Hong Kong over these thirty
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years, the research strategy of this chapter is to take The Chinese University as the main theme. Its main adaptive functions will be djscussed while those changes that do not concern these functions will not be included. Lastly, although the University is not different from other organizations in depending on the resources of society, it is at the same time constrained by society. A university has to adapt to environ-mental pressures and to comply with changing times while maintaining its inherent mission. In this sense a university is not simply an organiza-tion, but rather a unique institution. This special feature has been high-lighted by Edward Shils, an American sociologist. On the relationship between the University of Chicago and the City of Chicago, he writes:
It is imperative that they attend to local affairs, but they would not amount to much as universities if they attended largely to them. Universities are intellectual institutions, and intellectual activities have their objects everywhere in the world and beyond the world of time and space. A university which taught only about local· phenomena, which did research only on local phenomena, and which did not transcend the vague but real boundaries of locality would not be a respectable university. ("The University, the City, and the World: Chicago and the University of Chicago," in The University and the City: From Medieval Origins to the Present, edited by Thomas Blender, 1988, p. 211)
In other words, the major contribution The Chinese University could possibly make to Hong Kong is to fulfil its own educational missions and become one of the noted universities in the world. That this chapter tends to devote itself to the description to local affairs does not mean that the author is not clear about the characteristics of a university system as mentioned above. Rather, other writers have men-tioned these basic responsibilities of the University in other chapters, and so only the roles played by The Chinese University in society need to be discussed in the chapter as a special topic.
To have a clear understanding of the University's contributions to society, one should know the societal needs. While societal needs are continually changing, a university should keep abreast with the times, and continuously integrate, innovate, and develop to satisfy the needs of society and even to anticipate what these needs are.
Integration is to readjust the structure to better fulfil the collective goals of an organization. Innovation is to establish a system to bring the
power of a university to its fullest. Development is to enable the Univer-sity to play its role in the development of society on the foundation of an intact structure and a perfect system with the utmost effectiveness and efficiency in regard to both quality and quantity.
The following paragraphs comprise the central themes of this chap-ter on the history of The Chinese University over thirty years, with the purpose of indicating the main trends and characteristics of develop-ment at different stages. A period of ten years has been assigned to each, for convenience of description and with the aim of highlighting the different stages of Hong Kong society in the past three decades, i.e. the social integration era from 1963 to 1973; the social innovation era from 1973 to 1983 and the social development era from 1983 to 1993. Such a division is of course theoretical since history does not have such distinct divisions. The above three models serving as the characteristics of mutual development between The Chinese University and Hong Kong (in terms of structure and society) will, it is hoped, be of help to us in clarifying the nature of the relationship between the two.
Located in Hong Kong, CUHK has developed as a societal laboratory at the crossroad of Chinese and Western cultures. To make full use of this advantage, the University has from its very beginning made the following special objectives, the mission of the University: "A deepened understanding of Chinese learning and culture as well as a mastery of western empirical methods and scientific knowledge"; "Bilingualism is therefore a fundamental functional requirement"; "to produce young men and women who can function effectively in the interface of these great cultures." (A New Era Begins 1975-1978, 1978,
p. 12) As a writer on organization history, one should not only assess objectively the roles played by The Chinese University in Hong Kong society, but also be able to examine how far it has gone towards this self-prescribed objective, in regard to other aspects, such as curriculum and research. Certain studies have been selected in this chapter as a yardstick of assessment because they are more suitable to this purpose. It does not mean that other studies are not of an academic nature or are of no importance at all.
II. Background
The Chinese University of Hong Kong was formally established with
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legal standing on 17 October 1963. The idea of setting up a new university using Chinese as the principal medium of instruction ap-peared earlier than this when the Hong Kong government announced, in June 1959, its intention of putting such a plan into effect. An under-standing of Hong Kong society prior to the establishment of the Univer-sity will help us to understand the role played by the University in society.
Dramatic changes had taken place in the society of Hong ·Kong from the end of World War II up to the establishment of The Chinese University in 1963. The figures in Table 1 are indicative of their direct bearing on university education. These changes over a span of eighteen years will be described briefly in the following paragraphs:
Table 1. Hong Kong Society Prior to the Establishment of The Chinese University of Hong Kong
Social Indicators 1945 1950 1953 1958 1963
1. Population at mid-600 2,237 2,242 2,854 3,504 year (in thousands)
2. Secondary school 26,298 41,977 61,325 131,055 student population University student 715 938 1,126 1,751(1) population
Per capita GDP (in $) 1,216 1,496(2) 1,939(3) 2,337 5. Total exports 3,716 2,734 3,278 4,991 (in million $) 6. Government revenue 292 397 665 1,394 (in million $)
Notes: 1. from 1962 to 1963; 2. in 1955; 3. in 1960.
Sources: Items 1 to 3: Census and Statistics Department, Hong Kong Statistics, 1969, pp. 40, 84 and 186. Items 4 to 6: Tzong-biau Lin, Rance P.L. Lee, and Udo-Ernst Simons (eds.}, Hong Kong: Economic, Social and Political Studies in Oevelop-ment(New York: M. E. Sharpe, 1979), pp. 389-90.
A. Rapid Increase in Population
The population increased from 600,000 in 1945 to 3.5 million in 1963. Using 1946 with a population of 1.5 million, as the base for calculation, there was an increase of two million people, representing a growth rate of 126%, composed mainly of immigrants.
B. Industrialization
The mass influx of population brought with it capital and human re-sources. Hong Kong headed towards industrialization in the fifties. In 1950, factory workers numbered only 82,000, representing 3.7% of 'the total population. In 1960, the number had increased to 216,000, raising the percentage to 7%. The total value of exports amounted to $2.87 billion. The industrial system of exporting manufactured goods had begun to take shape in Hong Kong.
C. Living Standards
The average income per capita rose rapidly during the fifties. In 1963. the average national income was almost double that of 1949.
D. Government Role
The government's role had become more and more important with the increase in population and changes in economic structure. The national income grew 2.3 times to $10 billion during the fifteen years from 1950. Government revenue (as well as its expenditure) increased 4.6 fold to $1.63 billion.
E. Education Structure
Since the fifties, the Hong Kong education structure became more and more unbalanced. Between 1950 and 1963, the number of secondary school students increased the fastest, with a growth rate of 400%. University education could not keep pace with the changes of the time, since during the period from 1950 to 1962, university student population only increased by 145%. It was not until the academic year 1963-1964 when The Chinese University was established that the number of university students increased to 3,324, representing an increase of 465% over the number in 1950. A balance was then achieved on the education structure.
There may be quite a number of reasons for the setting up of a new university. The above mentioned changes in population, economic, social and political structure are only viewed in a relatively macroscopic
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sense. Even from this broad overview, we can see that The Chinese University has taken on a heavy responsibility and has a long way to go.
Ill. Integration
In the academic year 1963, The Chinese University was formed with three Foundation Colleges, 16 Boards of Studies, one Interdisciplinary Committee on Foreign Languages (French, German, Japanese and Italian) and a total student enrolment of 1,395.
The major challenge the University faced at that time was the development of structure. Notwithstanding that the University was formed through the amalgamation of three colleges, it lost no time in coordinating the three areas of teaching staff, instruction, and research activities in order to achieve the pledged aims of the University to integrate Chinese and Western cultures and to reach international academic standards. A brief description is given in the following para-graphs on the direction of efforts exerted by the University in the sixties.
A. Staff Development Programme
To achieve the mission of the University in serving as a cultural bridge between East and West, the University launched a policy to improve the quality of its staff, which proved to have a profound positive effect. Funds had already been granted to staff for further study abroad prior to the establishment of the programme in 1965. From 1963 to 1969, there were a total of 89 staff members receiving grants for further study; a quarter of whom took higher degrees. The importance of the programme was obvious, since at that time the full-time staff of the University was just between 100 and 200.
B. Integrated Teaching Method
As soon as the first Vice-Chancellor assumed duty in February 1964, he appointed a committee on teaching methods. The general trend of the entire teaching reform was to bring it in line with that of internation-al universities, and to gradually bring the methods of imparting knowledge up to the standard of other first-class academic institutions.
The integration of teaching methods consisted of the following special features: to overhaul the curriculum in the Foundation Colleges; to increase the number of inter-collegiate courses, and to reduce the teach-ing hours for teachers, so that more time could be used for research. These three measures were complementary and the success of the reform hinged on the second measure, i.e. the offering of inter-collegiate courses. Throughout the sixties, the University's student population each year was a little under 2,100 and the student enrolment in each of the three Colleges did not exceed 700. Each college had its own independent departments and the average number of students ad-mitted to each college department over the four years was 50. Therefore, in each academic year, there were about 12 to 13 students admitted to each college department. It was thus difficult to make use of resources efficiently even if all the courses were common courses. In the case where all courses became inter-collegiate (for students of all three Colleges), though the student number might still not exceed 40, efficien-cy would be greatly increased and teachers might then be able to reduce their teaching time and increase their research time. In the academic year 1964, there were only seven inter-collegiate courses. In 1969, the number had increased to 91, with the number of students taking these courses reaching 3,845.
C. Setting up Research Institutes
A period of 800 years has passed since the emergence of universities in the West. However, drastic changes in the idea of a university only took place less than a century ago. In the middle of the nineteenth century, a brand new idea of a university took shape in Germany. It was thought that "the function of a university is not just to provide liberal arts educa-tion, but also to promote knowledge. An ideal university should be a 'research centre' and the promotion of knowledge should adopt an ex-perimental method. This scientific method of doing research should not be confined only to the exploration of natural science but also to the understanding of the humanities." (See Ambrose Y. C. King, The Idea of a University, Taipei, 1983, p. 29). This idea had a great impact on univer-sities in Britain and the United States, particularly on the latter where only a research university would qualify as a first class university.
The educational mission of The Chinese University made the
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function of research a necessity. Without in-depth research, nothing could be achieved in "deepening the understanding of Chinese learning and culture as well as a mastery of Western empirical methods and scientific knowledge." To fulfil this educational ideal, the University set up, in 1964, the Institute of Social Studies, and the Institute of Science and Technology. At first, the chief functions of the institutes were to encourage and support the research activities of the staff. With the establishment of research centres, the institutes have become coordinat-ing organizations.
Before going into detail on the concrete work of research centres, we shall study Hong .ong society in the mid-and late sixties and the early seventies. An understanding of the societal changes and the needs thus produced may lead to an understanding of the work of the various research programmes. The intimate relationship between The Chinese University and Hong Kong society may thus be seen more clearly.
Table 2 shows a picture of the society of Hong Kong during the ten
Table 2. Hong Kong and The Chinese University 1963-1973
I. Hong Kong Social Indicators 1963 1968 1973
1. Population (in thousands) 3,504 3,803 4,160
2. Factory workers (in thousands) 277 472 626
Total exports (in million$) 4,991 10,570 25,999
4. GDP per capita (in $) 2,337 3,514 7,388 5. Government revenue 1,394 2,081 5,241 (in million $)
6. Industrial conflict 73,400 13,900 47,100 (work days lost)
Crime rate (per 100,000) 397 446 944
II. Chinese University Indicators
8.
Number of students 1,395(1) 2, 139(4) 3,13y(5)
9.
Number of full-time staff 135(2) 202 · 255
10.
Number of EMSD students 4,717(3) 9,771 18,778
Notes: 1. Undergraduate students in 1963-64; 2. November 1964; 3. The academic year 1965-66; 4. The academic year 1968-69 (including undergraduate, research and part-time students); 5. The academic year 1973-74 (including undergraduate, research and part-time students).
Sources: 1. Census and Statistics Department, Hong Kong Statistics, 1947-1967,
p. 48; Hong Kong Annual Digest of Statistics, 1978, p. 39; Hong Kong Social and Economic Trends, 1975, p. 30 and 1981, p. 105.
2.
Hong Kong Report, 1963, 1964 and 1969.
3.
Labour Department, Annual Reports.
years after 1963. The societal changes fall into the following main categories:
1.
The changes now were different from those of the previous ten or so years which had been brought about by a large influx of population. From 1963, the increases in population had be-come more steady. Societal changes stemmed from drastic changes in economic and occupational structures. These ten years could be described as an era of industrialization, propelled by exports. During these ten years, the population increased only 18%, while the number of factory workers more than doubled, exceeding 600,000, representing 40% of the Hong Kong work force. The total value of exports increased more than four times during this period. Social problems resulting from rapid industrialization had surfaced one by one, so that an objective scientific research project targeting these problems was very urgent.
2.
The structures of society, in many respects, underwent radical changes. Factories were set up in large numbers, many of them quite extensive. Labour relations had also experienced basic changes. The riots in 1967 were but an indicator of these problems, showing that society had not been able to redress the problems. The government administrative system was in very poor shape and the tensions between the government and the people heightened day by day in this city of three to four million. The five big problems haunting the government, namely labour, medical care, housing, education and hawkers were all the result of urbanization and industrialization.
3.
The Hong Kong economy grew by leaps and bounds in the sixties. The years 1963-1973, were eight years in which the annual growth rate well exceeded 9%. The consistent and long term growth in the economy resulted in a 316% increase in the average national product. Other consequences were more difficult to judge. For example, what changes had the structure of the manufacturing industry, considered the locomotive for economic expansion, undergone? Since trade has been closely connected with the welfare of Hong Kong, the structure of Hong Kong trade, the relationship between export and
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employment, as well as the characteristics of the export market, should all be put under scrutiny.
4. Factors altering the direction of politics, culture and policies in Hong Kong include the constant strengthened roles played by the government in society, industrialization and urbanization, drastic changes in social and economic structure, the rise of status of foreign trade, the presence of protectionism, and, in particular, the large scale social movements in 1966 and 1967. The government revenue increased by 378% over a span of ten years, higher than the growth rate of the average national products. An author has rightly pointed out that Hong Kong had entered an era of rising social investment. (Catherine Jones, Promoting Prosperity: The Hong Kong Way of Social Policy, Hong Kong, 1990, p. 209). However, the implementa-tion of a social investment policy should be taken more cautiously than business investment behaviour since the former could influence the pattern of distribution of benefits among all the strata in society.
The various drastic social changes mentioned above brought about turmoil in Hong Kong in the late sixties. Even though The Chinese University had been founded just a few years ago, it could not take its time to wait for the integration of its internal structure. Several research centres and other academic departments were established to carry out Hong Kong studies in various directions. These were the Economic Research Centre and the Mass Communications Centre in 1965; the Geographical Research Centre and the Social Research Centre in 1966; and the Centre for East Asian Studies and the Centre for Translation Projects in 1971. A brief comment will be made in the following paragraphs on the three areas of study in economic development, social structure and social policy to show part of the efforts scholars of this University had made during this period in understanding Hong Kong society.
a. Economic research
Before the establishment of the Economic Research Centre in April, 1965, the United States Department of Agriculture had already ap-pointed economists in the University to study and assess the agricultural
self-sufficiency of Hong Kong. This was a long term project. Research workers needed to understand the growth of population in Hong Kong, its national income, and long-term trends in local development. During the same period, other research projects had been carried out. These included:
i. Export and Employment -A Case Study of Hong Kong.
ii. A Study of the Chinese Strategy for Technological Transfor-mation in Agriculture, 1970-75.
iii. China's Model of Development: A Sectorial Linkage Analysis.
In the seventies, among the projects which could be compared in scale with that of the United States Department of Agriculture was the "Econometric Model for the Hong Kong Economy." This was a part of an international effort to study the world's economy using models for developed countries, developing countries or regions, as well as socialist nations. Thereafter, important data was provided to Hong Kong society through the use of the forecasting models.
Other projects closely related to the development of Hong Kong were the following:
iv. Hong Kong Management Styles-Chinese and Western Ways in Conflict Management.
This was a demonstration project for applying Western theories to Hong Kong society undertaken by the University in conjunction with the Hong Kong Management Association.
v.' A Study of Small-Scale Factories.
This was a part of Kwun Tong Studies, involving a study of all small factories in Hong Kong. It was of great help to understand the major role of industrialization in Hong Kong. It also started the University's studies on Hong Kong's enterpri_ses in later periods.
The University economists have since, from the sixties, completed a large number of research projects on Hong Kong' s economy. Many of the findings have been published by the Centre in monographs, books and journals.
b. Social research
Once the Social Research Centre was established in 1966 in the
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University, it received grants from the Hong Kong Government Lot-teries Fund, the Department of Social Welfare and the Hong Kong Council of Social Service to carry out a rriajor study on Hong Kong urban family life. The findings of the research became references for analyzing the welfare needs of the city which was undergoing in-dustrialization and urbanization. Under a grant from the Ford Founda-tion, the research was later extended to cover Hong Kong, Taipei, Bangkok, Singapore and Malaysia in the Urban Family Life Study. It was the forerunner of international cooperation in a research project among the developing countries.
The largest study the Centre had so far carried out was the K wun Tong Studies. This project involved almost all scholars in the Faculty of Social Science who made an interdisciplinary study of this industrial community. In-depth studies were taken and special topics reports were released on the community's industrial organization, politics and cul-ture, family structure, birth behaviour, urban and rural relationship, life quality, public housing facilities, medicine and health, religious customs and cultural patterns. Almost one hundred research monographs have since been published. No wonder Professor C. K. Yang, a noted sociologist, pointed out in the preface to the book reporting the findings of Kwun Tong Studies that "The major goal of establishing the Social Research Centre is to transplant social science into the soil of the East. Kwun Tong Studies is undoubtedly moving a huge step towards this goal." (See C. K. Yang, "Introduction," in Social Life and Development in Hong Kong, edited by A. King and R. Lee, Hong Kong, 1981, p. xxv)
In its early stages, the Social Research Centre undertook a study on a rural research programme. In the mid-seventies, the Centre conducted a long-term research programme regarding the "Communes and the Economic Development in Chinese Society." A lot of the findings of this project have become teaching materials in the Chinese Society course of the University.
In the late seventies, another project undertaken was the "Study of Bureaucratic Behaviour in Hong Kong." It was also an interdisciplinary project financed by the Canadian International Development Centre. The project was extended to cover eight regions in Southeast Asia. It helped make The Chinese University the centre of academic coopera-tion within these regions, in addition to strengthening the relationship between the University and Hong Kong. Special reports of this study
were published by The Chinese University Press in 1981. (See Corrup-tion and Its Control in Hong Kong, edited by Rance Lee, Hong Kong, 1981)
c. Policy research
Data relating to policy research has been provided by scholars at the University to Hong Kong policy-makers. Examples include:
i. A study on hawkers The rapid increase in population, with hawkers peddling everywhere, had brought about problems in urban management as well as conflicts between government officials and the public. The study was coordinated by the Social Research Centre and included the following topics: the hawkers' families, their consumption behaviour, education, temporal variation of the hawking population, moving patterns, medical behaviour, their life history, organizational pattern and com-munication and information network among the hawkers, as well as an analysis of their culture. Such a comprehensive and in-depth study had provided a foundation of sufficient knowledge for the Hong Kong government to determine its policy on hawkers.
ii. An in-depth investigation study on the "Social Factors of Violent Offences among Adolescents in Hong Kong," with the assistance of various government departments, had helped decision-makers further understand the social factors leading to problems of juvenile delinquency.
iii. A research project on "Socio-Economic Maps of Hong Kong" under the sponsorship of the Geographic Research Centre, was of great help to people responsible for making important decisions in Hong Kong.
There are still many other studies related to Hong Kong conducted by the Mass Communications Centre and the Public Affairs Research Centre. Even the small number of examples indicated above, should be sufficient to prove the abundant repayment made to Hong Kong society by the University staff. In a sense, Hong Kong society is really the "laboratory" of the University.
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IV. Innovation
The year 1973 was the year The Chinese University celebrated its tenth anniversary. The University enjoys a federal system composed of three constituent colleges, the Foundation Colleges. Each of these Colleges has its own historic past and each has its strengths. Against this background, the main objectives of the University have been to create an excellent educational environment through integration and coordination, to blend Chinese and Western cultures, and to make contributions to the international academic world, as well as to Hong Kong society. Undoubtedly this was a very difficult task to attempt. After ten years' effort, The Chinese University had at least achieved the following in facing the challenges of integration.
The first move was the integration of the University campus. The three Colleges were originally situated on the Hong Kong Island, at Kowloon and Shatin, respectively, being five to fifteen miles apart from one another. Other units such as the administration offices, research centres and classrooms were scattered throughout different districts. Within ten years, the University succeeded in bringing all the units together, one by one, to the new site at Shatin, and the University became an entity in terms of space, allowing better coordination and efficiency.
The second step was the change of educational objectives from college education to University education. The main purpose of a liberal arts college is undergraduate teaching. Once The Chinese University had been established, it put equal emphasis on instruction, research and social services. Furthermore, the blending of Chinese and Western cultures and the raising of academic standards up to international levels had also been made the aims of the University. Instruction has not been confined to undergraduate levels but extended to postgraduate educa-tion on an equal footing with noted international institutions. The job of changing educational objectives is a tedious one. What the University achieved in its first ten years was to set up new objectives for both teachers and students so that they could fully realize their ideals.
The third move was the integration of organizational functions. Since the University is an organic organization, it must aim at develop-ment in its entirety, to ensure the full use of manpower and resources. Education can then be reinforced and research carried out. The inter-collegiate courses described above are a very good example in this
respect. The method of sharing instruction among the three Colleges had doubled the effectiveness of resources, while enlarging the scope for discussion, and increasing research activities, had further im-measurably improved the quality of teaching.
Inducing wider ranging changes is enormously difficult, so it is indeed a great achievement of the University.to have accomplished all these three tasks within the short span of ten years. It is no coincidence to find that The Chinese University had performed its teaching and research work so enthusiastically and impressively. By their nature, the above reforms belonged to adjustments of organizational functions, the same as adjusting one's pace to meet new responsibilities. At the begin-ning of the second ten years of the Uni_versity, the numbers of teaching staff and students had more than doubled, while instructional and re-search conditions were fulfilling specific educational goals. After the bitter experience of the unprecedent riots in the late sixties, Hong Kong was undergoing intensive social reforms to meet new situations. As a member of society that was becoming more and more important every day, how could The Chinese University fail to take this opportunity of rebuilding a new structure for further developments?
In retrospect, the mid-seventies was the most important period in the history of the structure of the University. The institutional innova-tion was most observable in the basic changes in organizational struc-ture, affecting almost everything from authority relationship, emotional identity, role systems even to life style. Institutional reforms often influence human affairs. On the other hand, whether reforms are to be successful or not usually depends on the persons in charge. History has revealed that many reforms have hinged for their success on the persons concerned, and that the difference between success and failure is very slim indeed. The following pages sketch something of the charac-teristics of the institutional reforms in The Chinese University.
A. From Functional Integration to Structural Integration
The reforms in The Chinese University from the time of their concep-tion to their implementation covered a period of five years in the mid-seventies. The Working Party on Educational Policy and Univer-sity Structure, set up in early 1974, was responsible for making proposals for a new system concypt. At the end of 1975, the University
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Chancellor appointed the Commission on The Chinese University of Hong Kong which approved the proposals and proceeded to legalize them. The result of its work was the drafting of The Chinese University of Hong Kong Ordinance, 1976. After the dissolution of the above two Committees, the University implemented the proposed new system fully. During the eighties, the University's new structural system took root and laid the foundation for further developments.
To discover the main distinction between the 1963 and 1976 Chinese University Ordinances (both were based on the reports of a committee chaired by Lord Fulton, and were therefore called the first and second Fulton Report) one must look for the key point -the entire structure of the University has been changed from functional integration to structural integration. The second Fulton Report pointed out that:
The situation we have described in respect of the three College Boards seems to us an anomaly in the light of our endorsement of the impor-tance of academic participation in the governance of university institu-tions, since it appears that the Board of Governors/Trustees of the Colleges are given by their constitutions supreme responsibility for the general directio.n of their colleges and in particular are empowered to revoke decisions of their Academic Boards and Councils. It is all the more serious, if, as has been represented to us, the governing bodies of the Colleges are self-perpetuating. Our examination of their constitu-tions suggests to us that there is substance in this criticism. (Report of the Commission on The Chinese University of Hong Kong, Supple-ment of Chinese University Bulletin, March 1976, pp. 7-8)
On 23 December 1976, The Chinese University Ordinance came into effect and the structure of the University was reformed. As a1esult, the Boards of Governors/ Trustees of the three Foundation Colleges were dissolved. In the newly established Boards, the number of trustees from among the teaching staff of the University increased. Thereafter, the Boards and the teaching and administration of the Colleges were completely separated. The administration of the University was there-fore fully integrated.
B. The Implementation of the Principle of "Academic Participation in the Government of the University"
Under the new system, teachers were involved intensively in the
administration of various levels of the University. This adjustment in the role system was very important for the further development of the University. If the University was to be developed into an institute bridging Chinese and Western cultures, and having its academic stand-ards raised to match international levels, both the standard of its instruc-tion and of its research must be heightened. As cited above from the Fulton Report, the original College Boards of Trustees had possessed veto power over the College Councils and the College Boards of Studies, but choices involved in decision-making could never be under-stood by people outside the University. Should this veto power have been allowed to continue, one could not rule out the possibility that further development of the University would have been hampered.
C. From Integration of Courses to Integration of Departments
The inter-collegiate teaching programme was but an integration of courses. Since it was up to the Colleges to continue such a programme, it was only a measure or policy and was far from being a permanent institution. The new ordinance made integration of the organizational structure of the departments possible by investing in the Boards of Studies the recruiting of teachers, the designing of the curriculum and even the taking· on of some administration. Hence, the status of the Boards of Studies had been heightened and the principle of academic participation in the governance of the University was basically imple-mented.
These three major measures taken by the University are charac-teristic of the innovation of its systems. In the meantime, Hong Kong society was undergoing reforms on all fronts.
In the early seventies, many scholars working on Hong Kong Studies had noticed that Hong Kong society was on the point of entering into a "structural reform" or "institutional innovation" stage. After more than ten years of sustained economic development, the demand for a
, social policy was insistent. Many critics blamed the Hong Kong govern-ment for doing very little for education, medical health, public assis-tance and social welfare. More scholars pointed out, optimistically, that Hong Kong society had reached adulthood and that a way of Hong Kong life had surfaced, so it was now time to increase social investment.
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Of course, the catalyst was the two riots in 1966 and 1967 which were still haunting the people of Hong Kong.
Hong Kong society did possess the clout to change and to innovate in the seventies and eighties. As shown in Table 3, the national per capita income in Hong Kong had increased 5.2 times after 1973 and government revenue also increased 6.9 times. It is almost unknown in history that a society should have been so affluent despite high inflation; The conditions were just ripe to increase social investment if the government had the determination to do so. The following paragraphs describe the new measures taken by the Hong Kong government in its social policy:
1.
Social welfare The public assistance scheme was introduced in 1971. In 1973, the White Paper on Social W,elfare was published. In the same year, a five-year plan of social welfare development was proposed. Three green papers and one white paper were issued in 1977: These were the Green Paper on Assistance for the Most Difficult Self-Help Persons, the Green Paper on Adoles-cent Personal Social Work Development, the Green Paper on Old Age Services and the White Paper on Integration of the Disabled into the Community. In 1977, the Traffic Accident Victim Assistance Plan was introduced. This year also saw.the introduction of a White Paper on Social Welfare in the Eighties and the government began to consider funding social welfare volunteer agencies. All these social welfare policies were im-plemented around the main theme of "community construc-tion."
2.
Labour services As the 1967 riot stemmed from industrial conflicts (labour disputes), the Hong Kong government learned a lesson and passed the Employment Ordinance in 1968, as well as setting up employment services organizations. In 1973, a labour tribunal was established and the Legislation for Sick Leave with Pay was implemented. The government passed the Or-dinances of Wages in Lieu of Notice in 1974 and Labour Relations in 1975. The Weekly Paid Leave was adopted in 1976. In 1977, Sick Leave Allowance was raised to 36 days per
Table 3. Hong Kong and The Chinese University 1973-1983
I. Hong Kong Social Indicators 1973 1978 1983
1. Population (in thousands) 4,160 4,597 5,345
2. Factory workers (in thousands) 626 817 855
3. Total exports value 25,999 53,908 160,699 (in million $)
GDP per capita (in $) 7,388 16,838 39,138
5. Government revenue 5,241 13,914 36,512 (in million $) 6. Industrial conflict 47,100 30,000 2,500 (work days lost)
Crime rate (per 100,000) 944 1,241 1,613
II. Chinese University Indicators
8 Student population 3,13i 1 ) 5,215(2) 6, 105(5) 9 Staff population 255 395(3) 495(5) 10 EMSD students 18,788 24, 144(4) 39,385(?)
Notes: 1. The academic year 1973-7 4 (including undergraduate students, postgraduate students and part-time students); 2. The academic year 1978-79; 3. ditto; 4. ditto; 5. The academic year 1983-84 (including undergraduate students, postgraduate students and part-time stu-dents); 6. ditto; 7. ditto.
Sources: 1. Census and Statistics Department, Hong Kong Social and Economic Trends, 1964-197 4, pp. 70-80, 1978-1988 and 1980-1990.
2. Labour Department, Annual Reports.
year, with each day earning two-thirds of the regular payment. In 1978, the government ruled that there should be seven holidays with pay in a year. The seventies can therefore be said to be an era of labour legislation.
3.
Medical and health In 1974, the White Paper on Further Development of Medical and Health Services in Hong Kong was published. The Prin-cess Margaret Hospital was established in Kowloon in 1975. In 1976, it was resolved that a Faculty of Medicine should be set up in The Chinese University, which eventuated in 1980. In 1984, the Prince of Wales Hospital was established.
4.
Public housing In 1972, the Ten-Year Building Plan was proposed, aiming at building public housing in the new towns to accommodate 1.8 million people. The Housing Authority was established in 1973 to coordinate all public housing services. In 1976, the Home
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Ownership Scheme was implemented. The period was one in which great development had been achieved in both the quality and quantity of housing.
5. Universal school education The Education Ordinance was passed in 1971 to enforce com-pulsory primary education. In 1972, the Hong Kong Polytech-nic was founded. In 1973, the Green paper on Expanding Secondary Education was published. In 1974, the Green Paper on Ten-year Secondary Education appeared. In 1979 compul-sory education was decreed and implemented with government funds. In 1978, the White Paper on Senior Secondary and Tertiary Education was published, in which it was decided that by stages over eight years 70% of all 15-year-olds could be provided school places. This decade can be said to be an era of expansion of secondary schools, which laid the foundation for later development of tertiary education.
The annual expenditure of the Hong Kong government in 1973 was approaching 5.4 billion dollars, less than 39% (about 2.1 billion, repre-senting 5% of the total national product) of which was used for the above social services. In 1983, the annual expenditure was 38.6 billion, of which almost 43% (about 16.5 billion, i.e. 7.2% of the total national product) was used in social services. Judging from this, Hong Kong was no _longer to be ridiculed as a "Forest of Social Darwinism"; it was not very much behind Britain, the so-called welfare state.
In this period, The Chinese University carried out reforms to its systems as well as its curriculum. Changes that had been introduced in accordance with the development of social services were the estab-lishment of the Department of Anthropology in 1979 and the Depart-ment of Psychology in 1982. The education offered in the social sciences was thus extended and made more complete. The most impor-tant development in this period was of course the establishment of the Faculty of Medicine. In 1981, the part-time degree programme was offered in the evenings for those in full-time employment. Furthermore, the establishment of the Department of Statistics and the expansion of the Graduate School were developments in accord with the needs of Hong Kong society.
The most important result of the institutional innovation of The
Chinese University was that teachers could use more time and effort in research and publications. This resulted, in the late seventies in many books being published. In the Appendix to the Vice-Chancellor's Report, 1978-1982, there are 87 pages (pp. 63-149) of the publications of the staff, with more than 4,000 articles. From this time on, The Chinese University entered into an era with more than a hundred projects and a thousand publications annually. The reforms of the
,
University in the mid-seventies had played an important role in bringing about more research publications, albeit with only a small increase in the number of its teaching staff.
It has to be pointed out that the above effect was more long-term than short-term. The proof is in the length of the Appendixes on staff publications. The four years from 1978 to 1982 saw the number of pages on publications reach 87. The three years from 1982 to 1985 increased the number of pages to 97. From 1985 to 1987, it required 83 pages for these two years alone. As the number of publications grew with the years, it soon came to the stage where the publication list was too long to be included in the Appendices. A separate report was called for. The number of pages of the separate report on publications of staff, in the Vice-Chancellor's Report, 1987-1990 reached 268.
The number of research items and the volume of publications only reflects one side of academic performance. The academic level of a university should be assessed on the quality of the publications of its staff. An analysis in this connection shows that many of these published articles appeared in top-class international academic journals in related professional fields. These journals are known to be very strict in the selection of papers. Once an article is published in one of these journals, its standard is guaranteed. Judging from this, not only has the quantity of the publications of the staff of The Chinese University increased over the years but also the quality has reached international standards, recog-nized by insiders in the various fields.
In its first ten years, The Chinese University set up the Institute of Social Sciences and the Humanities, the Institute of Science and Tech-nology and the Institute of Chinese Studies. In 1978, the Lingnan Institute of Business Administration was established to make contribu-tions to the development of Hong Kong' s economy. The research results of the various research centres, under the four Institutes, which enjoyed close relations with Hong Kong society were mostly published by the
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University Press, set up in 1977. The earliest institute entering into the closest relationship with Hong Kong' s social development and man-power resources was the School of Education, which was set up in 1965. It has since then played an important part in the rapid development of education in Hong Kong.
In summary, the characteristics of the development in both The Chinese University and Hong Kong society over the years 1973-1983 had been their efforts in bringing about innovations. The huge power released through the reforms of the system had laid a solid foundation for rapid development at later stages.
V. Development
In 1983, Hong Kong was facing considerable uncertainty following the Sino-British talks on the future of the region. On 12 July of that year, the two countries held their first talks, and the communique issued after the talks used such descriptive words as "beneficial and constructive." The word "constructive" disappeared in the second communique, and both the adjectives "beneficial" and "constructive" had vanished by the third communique, published on Friday, 23 September 1983. The next day, the Hong Kong dollar hit a record low, with an exchange rate of HK$9.50 to the US dollar. This represented a fall of almost 50% as compared with its highest exchange rate before the talks. Hong Kong residents began to panic, rushing to supermarkets for rice and canned food, apparently worried by the crisis.
But history is ironic. In retrospect, it was the beginning of great developments in Hong Kong society. A glimpse of the development can be seen from the figures of Table 4. The value of exports increased six fold over the next ten year., from 160 billion dollars to 1,000 billion, and the average national product grew by 375%. This achievement was arrived at through a stagnation in the growth of population, a shrinkage in the manufacturing industry, a movement of industry northwards to China, and a satisfactory state of law and order (the strike indicator remained at a low level, while the crime rate fell instead of rising) in Hong Kong society.
Matching the social development of Hong Kong, The Chinese University also made great headway during the third decade after its
Table 4. Hong Kong and The Chinese University 1983-1993
I. Hong Kong Social Indicators 1983 1988 1993
1. Population (in thousands) 2. Factory workers (in thousands) 3. Total exports (in million$) 4. GDP per capita (in $) 5. Government revenue 5,345 855 160,699 39,138 36,512 5,628 837 493,069 77,059 72,600 5,779(1 ) 500(2) 1,057,633(3) 146,700(3) 153,990(3)
(in million $)
6. Industrial conflict 2,500 2,300
(work days lost) 7. Crime rate (per 100,000) 1,613 1,410 1,523(4)
II. Chinese University Indicators 8. Number of students 9. Number of full-time staff 10. EMSD students 5,997 .. 495(5) 39,385(5) 7,910(6) 524<7) 53,303<7) 10,758(8) 801(9)
Notes: 1.Hong Kong Population Projection s, 1991-2011, p. 7; 2. By estimation;
3. Estimation of the 1993 Financial Estimates; 4. The year 1992; 5. The academic year 1983-1984; 6. The academic year 1988-1989 (including undergraduate students, postgraduate students and part-time degree students); 7. The academic year 1988-1989; 8. The academic year 1992-1993 (including undergraduate students, postgraduate students and part-time degree students); 9. The academic year 1992-1993.
Sources: 1. Census and Statistics Department, Hong Kong Social and Economic Trends, 1974-84, pp.11 and 32; 1978-88, p. 73; 1980-90, pp.1, 16, 25 and 68.
2.
David Roberts (ed.), Hong Kong 1992, p. 445.
3.
Labour Department, Annual Reports.
4.
HongKongAnnualDige stofStatistic s, 1991, p. rz.
establishment. The first development was in the scale of structure. While there was a four-fold increase in student population during the first twen-ty years, the third ten years doubled that figure, so that the total student intake has passed 10,000 at present. The total staff number well exceeds three thousand with 800 full-time teachers. The number ofEMSD cour-ses have gone beyond two thousand, with an annual intake of more than 50,000 students. Undoubtedly, The Chinese University has become an important educational organization in the development of society.
The courses provided by The Chinese University have followed closely the needs of a rapidly progressing society. At present, the University has a total of seven faculties, sixty academic departments, seven research institutes and more than ten affiliated academic units. The more important developments during this period include:
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A. The Faculty of Medicine admitted its first batch of students in 1981. Its teaching hospital, the Prince of Wales Hospital in Shatin was founded and put into operation in 1984. Today, the Faculty has 18 departments and a Clinical_ Immunology Unit. Full-time teaching and research staff exceed 180. In a short span of 12 years, the Faculty of Medicine has grown strong enough to provide adequate medical ser-vices for the new town of Shatin, to provide medical professional people for Hong Kong society, and earn a reputation in the medical world for its teaching and.research. The following pages cover just a part of the research and achievement of the Faulty of Medicine in recent years.
1.
The first case of child bone marrow transplant was successfully conducted by paediatricians of the University on 6 February 1991. A team of the University's surgeons took charge of the operation which took one and a half hours. The operation was a great success. The patient, having recuperated for 90 days in the hospital was released on 7 May after the functions of his marrow had returned to normal. Follow-ing the success of the first operation, several others were carried out on two children with cancer, in March and May respectively. This new group of paediatricians is providing a very real medical service to the public.
2.
The Surgery Department of the Faculty achieved a breakthrough in 1991 in the area of burns and scalds. Doctors in this department made use of a new medical technology to culture human epidermal cells as a skin substitute. In applying this technique, cultures of epidermal cells were propagated from small pieces of partial-thickness' skin harvested from the patient's body. Within about four weeks, these sheets of human epidermal cells expanded more than 200 times in size. They were then transplanted back to the patient together with autogenous skin grafts to cover the wounds permanently. The application of this technique prompted the Faculty of Medicine to set up a skin bank in Hong Kong, in 1992 in order to provide a perfect medical service for patients suffer-ing from severe burns. It is believed that this skin bank is the first comprehensive and multi-purpose skin bank in the world.
3.
A team of doctors from the University's Joint Hepatoma Clinic successfully developed in 1991, a new technique of selective internal irradiation to target radio active isotopes around liver tumours. This is a major breakthrough which will result in many lives being prolonged.
4.
In June 1990, surgeons of the faculty successfully performed the
first case of laparoscopic cholecystectomy in Hong Kong. Laparoscopic cholecystectomy is one of the revolutionary breakthrough operations in modem surgery. With successful introduction of this technique by the Surgery Department of the University, hundreds of patients have benefited from this new operation. To promote this new technique, the department organized a practical course in laparoscopic cholecystec-tomy in September 1991. More than 150 experienced surgeons from Hong Kong and abroad attended this course. At the end of the year, the department organized an international seminar on surgery in which more than 200 doctors from all over the world took part
5. Research projects completed and in progress in the Faculty of Medicine are many. The larger ones include: the role of nutritional supplementation after recovery from acute illness; the roles of phos-pholipase as activation and arachidonic acid metabolites in the activa-tion of human lung mast cells; the adult cerebella cells; construction of growth standards for Hong Kong Chinese children; the effect of anti-neutrophil cytoplasmic autoantibodies on interaction between neutrophils and endothelial cells; the thyroid changes among Chinese psychiatric patients on long-term lithium therapy in Hong Kong; a study of nasopharyngeal cancer; the biology of the regeneration of osseous tissue under tension stress; a prospective study in sports medicine; a study of duodenal ulceration; the making and evaluation of a human skin substitute; the cytogenetics and clonality of hepatocellular car-cinoma; the morbidity and mortality from anaesthesia and intensive care in Hong Kong; the control of testicular blood flow; cancer incidence in Hong Kong, 1981-1988: mapping and epidemiological analysis. It is quite impossible to give an exhaustive list of all the research projects and medical achievements of the faculty. The projects listed above are those considered representative.
B. The part-time degree programme was established to meet the needs of societal development. The first students were admitted to take Social Work in 1981. Degree programmes in Chinese and English Languages, Music, and Business Administration were set up in the following year. A total of nine part-time degree programmes have been offered to students who have working experience and are more mature. Innovation has been introduced in both curricula planning and teaching methods in these programmes which can adjust rapidly in accordance
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with the changes in society. In terms of the idea of the University, this is considered a breakthrough measure. The spirit of the University to advance with society and the times and to enter new realms is demonstrated by innovations such as this programme.
C. The rapid development of the Graduate School is a charac-teristic feature.of this period. The only way for The Chinese University to keep abreast with noted international universities is to do what a modem university should do, i.e. put emphasis on research and strengthen both instruction and research. From its very first day, the University has always laid stress on graduate education. The year 1966 saw graduate students admitted into the graduate programmes. In 1980, the enrolment of Ph.D. students indicated that a higher level of graduate education had been reached. In 1982, the University offered 33 graduate programmes, with 16 Ph.D. students, 233 full-time master's students, 163 part-time .aster's students and about 500 diploma students. These figures have been more than doubled over ten years. In the academic year 1992, there were 99 Ph.D. students about half of whom were studying full-time. The number of master's students was 909, of this number 505 were full-time. The University has expanded its graduate education just when Hong Kong saw a growing demand for advanced technology administrators to meet her requirements in financial services during a period of economic changes.
D. The Faculty of Business Administration, once attached to the Faculty of Commerce and Social Sciences, became independent in 1974. Ever since then, it has made great headway in satisfying the needs of developing industry and business in Hong Kong. For more effective teaching and research, the existing Lingnan Institute of Business Administration (LIBA) was combined with the new Faculty of Business Administration. In 1977, the University first offered a three-year MBA programme. Entering into this decade (1983-1993), the most important development of the Faculty has been overhauling its curricular structure. At the beginning of its establishment, the faculty adopted a departmental system without separate disciplines. In the eighties, this structure was found inadequate to meet the ever-growing division of labour in Hong Kong society. It also failed to fit in with the modem structure of business schools in international univer-sities. With the increase in student intake and in the number of courses,
the effectiveness and efficiency of the faculty could not be raised without the introduction of a new system. In 1986, the Faculty of Business Administration was set up, consisting of six professional departments: Accounting, Finance, Marketing, International Business, Organization and Management, and Operations and Systems Manage-ment.
In the academic year 1992-1993, the faculty offered 42 courses and provided a number of research programmes. The addition of the Asia-Pacific Institute of Business in 1990 to the faculty has further enhanced its management education and made its research system complete so that the faculty is strong enough to face any challenge from society.
The Asia-Pacific Institute of Business is unique among the many research institutes in the University. It provides a large variety of train-ing programmes to meet pressing societal needs. For example, in 1991, short-term training programmes were provided for Philips, Coca Cola, the Swire Group, the Jardine Group, Hong Kong Telecommunications, the Advisory Committee to the Securities and Futures Commission and the Omni Hotels Group. The Institute also conducted a study on con-sumer images for the Consulate of the Netherlands in Hong Kong and offered, in coordination with Concordia University in Canada, an ad-vanced course "International Environment in Business" to students taking MBA programmes. In the same year, the Institute organized an international seminar on "The Development of Management Educa-tion" in cooperation with the Faculty of Business Administration of the University.
At present, a number of research and training programmes have been completed or are in progress. These include a marketing study for the US Meat Export Federation. An advanced management course titled "Challenges in the Asia-Pacific: Hong Kong and China" was offered in conjunction with Pittsburgh University, USA to administrators taking MBA courses. It also conducted a cross-cultural seminar for the human resources managers of Hong Kong.
With the establishment of the Asia-Pacific Institute of Business, the business education in the University has been much improved in both teaching and research. It can now provide better services to Hong Kong society and adapt to its changing needs.
E. The Faculty of Engineering was the only faculty established
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during the University's third decade. An Engineering Academic Ad-visory Committee was appointed in 1986 to establish the faculty. After carefully assessing the University manpower requirements, teaching standards, funding appropriations and other factors, the Committee made proposals to the University to offer a comprehensive Engineering programme, comprising four professional areas: electronics, computer science, information technology and computer supplementary system engineering. Starting from 1988, the above courses were offered. At present. the faculty provides four areas of studies and 77 courses. The establishment of the faculty has made the University a comprehensive university, not only in name but also in fact, gathering sufficient strength to provide comprehensive services to society and to make contributions to the international academic community.
F. The Institute of Social Studies carried on an abundance of inter-disciplinary research programmes in the eighties, involving an inves-tigation into the TV watching habits and leisure activities of teenagers in Hong Kong, a long term study on crime problems, a study on sex roles, and on social indicators in the development of Hong Kong, a study on China's open policy and on special economic zones as well as China's economic structure.
The Centre for Contemporary Asian Studies under the Institute of Social Studies carried out a number of research projects in the late eighties. These included: studies on Chinese law, overseas Chinese archives, a study on the economy of China and special economic zones, a population research programme and Japanese studies. The Centre has published more than 30 papers in the form of reports of research find-ings.
The Centre for Hong Kong Studies was set up in September 1982 to develop and coordinate interdisciplinary researches on Hong Kong's social, political and economic development.
G. The Hong Kong Institute of Asia-Pacific Studies was formally established in September 1990, replacing the Institute of Social Studies and its tworesearch centres: the Centre for Contemporary Asian Studies and the Centre for Hong Kong Studies.
The large-scale research programmes of the Institute included:
1. China's economic reform and development Studies on the regional· development of mainland China, the trends in
productivity and economic reform and the open policy of Guangdong province. More than ten monographs and books have been published in connection with the above studies.
2.
A policy study on China The study focuses on the formation process of public policy in mainland China, on corporate structure and management, as well as on urban administration and welfare. An international seminar entitled "Interna-tional Symposium on Informal Politics in East Asia" was held on 17-18 August 1992 at the University and quite a number of papers were published. A seminar called "Changes in Urban Administration" was held in May 1993, with about thirty academic papers presented. Books on special topics relating to housing reforms in China will be published by an American publisher.
3.
Gender research An investigative study, in cooperation with UCLA, is in progress. An international conference on "Gender and Society: the Pacific Rim Ex-perience" was held from 21-22 March 1991. A number of academic publications on gender study in Hong Kong and China are in press.
4.
Hong Kong and Asia-Pacific economy The focus of the study centres on immigrant phenomena in Hong Kong, and a study on the economic impact of immigration since the 1980s. Other studies include the industrial policy in Hong Kong which is an interdisciplinary study; analysis and recommendation on a pension scheme for Hong Kong; the immigration of international labour; a case study of inflation in Hong Kong, and the study of small and middle-sized enterprises in Hong Kong.
5.
Japan and Asia-Pacific development The focus of the study centres on the limitation and future of coopera-tion in the Asia-Pacific regions; its changing foreign policies and its influence on Chin,a and Hong Kong; Japanese investment in Asia; and Japan and the new international order. An international conference on the "Relationships among Countries of the Taiwan Straits: China, Taiwan, Hong Kong" sponsored by this project was held on 15-16 July 1992 at the University. More than sixty scholars from the two sides of the Taiwan Strait participated, more than ten academic papers on Japan and Asia-Pacific development have been published by this programme.
6.
Urban and regional development in Pacific Asia There are a lot of focus points in this study, the main ones being: "The
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Formation of a Middle Class in East Asia and Its Socio-Political Roles," and "Infectious Diseases and Alzheimer' s Disease among the Old People of Hong Kong." A conference entitled "China's Urban and Regional Development" was held on 2-6 December 1991. A total number of 21 papers have been compiled into a book. Another interna-tional conference entitled "Asia-Pacific City System: Towards the 21st Century" was held on 11-13 February 1992.
7. Political development of Hong Kong The nucleus of the study was the "1991 Elections," "Political Culture and Political Participation of Hong Kong Chinese," "A Study on the Non-Voting Behaviours of Hong Kong Residents," and "A Compara-tive Study of Political Culture and Political Participation in China, Hong
Kong and Taiwan." A number of seminars were held with several papers published.
8. Social indicators and social development of Hong Kong
This project is devoted to the measurement of social development in Hong Kong and has published sets of social indicators for Hong Kong.
9. South China study Coordination has been made with the East Asian Studies Committee of Yale University for promoting studies on China. The following topics have been targeted: "Linkages between Hong Kong and South China,"
"Lingnan Culture and History" and "The Restructuring of Chinese Society and Comparative Regional Studies." A number of studies are under way. These include "Cultural Formation and Social Changes in South China"; "The Reform and Open Policy of Shanghai and Its Influence on Hong Kong and Guangdong Province," "Municipal Management during . a Period of Reforms and Opening," "The Entrepreneurial Spirit in Guangdong," and "A Study of Communication Behaviour in Canton." The programme also undertook to subsidize Ph.D. and master's students from the University to study China. Such studies would have the effect of making teaching and research sup-plementary to each other, thus gives a boost to the University's graduate education.
H. The Universities Service Centre, formerly under the American Council of Learned Societies, stored newspapers since 1949 from inside China and academic journals on China studies. In 1988, the Centre entrusted The Chinese University to take care of its collections for three
years, on the expiration of which, the collections were then transferred to the University on 1 July 1991. From then on, this service unit, once called "the world's first-rated base for China study" became a part of the University. Hundreds of scholars from all around the world have for years made use of the information and services of the Centre to make contributions to their own academic fields. The running and manage-ment of the Centre have been made since its absorption into the existing resources of The Chinese University on China studies.
Located on the campus of The Chinese University, the Hong Kong-America Center was opened in April 1993, the thirtieth anniversary of the University. The Centre set up an American Studies Re.ources Library and a Student Advisory Unit of the Institute of International Education. The purposes are to establish an academic environment for cultural exchange. The unit holds international conferences and con-ducts exchange programmes between the teachers and students of universities in Hong Kong and the States to strengthen the connection between the two regions. It also aims at enhancing the understanding of Hong Kong people in regard to American society, culture and ru;t. To celebrate its establishment, the Centre held an international seminar "Hong Kong -the Cultural Bridge" for two days from 28 April 1993, to kick off an academic and cultural interflow between Hong Kong and the United States.
Inheriting its own educational mission, The Chinese University has not for a moment during its thirty years of establishment forgotten its objectives of bridging Chinese and Western cultures and serving Hong Kong. Due to its history, the University had to integrate its internal structure and establish new systems during the very early stages. Even during its reconstruction period, the University did not ignore the needs of society since the past three decades were a period in which Hong Kong society went through _great changes, great innovation and great development. It was during these thirty years that scholars in the University made full use of their knowledge of Chinese learning and culture, as well as their knowledge of Western scientific theories and . methods, to do in-depth investigative studies and research on local society with resulting contributions to the community of considerable worth. After the completion of the structural reforms and institutional innovation, the University continued its efforts to offer courses suited
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to local needs. Old curricula were renewed, graduate education strengthened, student enrolment increased and teaching methods renovated to meet the requirements of young people, both school leavers and those already in employment, as well as to keep pace with the development of Hong Kong.
Thirty years is not a very long time in the history of a university. However, The Chinese University faced great changes in Hong Kong society during these three decades with unprecedented problems and challenges. Looking in retrospect on the development of the University, two very distinct characteristics appear. The first is that the University has understood very well its main objective by its insistence on the blending of Chinese and Western cultures, the blending of general education and professional education, and the blending of teaching and research. This makes it clear that the University has not forgotten its own unique educational mission. The other special characteristic to be noted is the way. in which the University developed international stand-ard in teaching and research to satisfy the ever-changing needs of Hong Kong. These are the elements which the University has experienced in its development. Based on this experience, The Chinese University will continue to enkindle the spirit of blending Chinese and Western cul-tures, as well as keeping abreast with the times in order to continue serving Hong Kong, and encouraging the pursuit of learning so that greater developments can be hoped for in the future.
6
Overseas Academic Links and International Exchanges
WONG Kin Yuen
A lion dance performance by students of the International Studies Programme
Background: An international conference on Chinese traditional literature, 1990
The Quest for Excellence
1. Introduction
Over the last thirty years, The Chinese University of Hong Kong (CUHK) has been working earnestly, and successfully too, to establish
_, links with academic institutions overseas and to enhance the academic standing of the University with the international academic community. Apparently, then, this internationalism is a central focus of the University's development plan. Its roots can be traced way back to the time when the University was founded. To better appreciate this mission of the University, we must start with what our first Vice-Chancellor, Dr Choh-ming Li, mentioned on more than one occasion:
The Chinese University of Hong Kong is not going to be a British university (though Hong Kong is a British Crown Colony), or a Chinese university (though Hong Kong is about 98% Chinese), or an American university (though I come from the United States). It is going to be an international university. (Chinese University Bulletin, No. 4, 1983, p. 6)
This ideal was reiterated in the Chinese University Bulletin celebrating the twentieth anniversary of the founding of The Chinese University. In the same article, Dr Li explained his basic philosophy, and defined what he saw as the standards for an international univer-sity:
We all know of the world community of universities, the world com-munity of scholarship, and the worldwide academic standard. We have to be part of all of them if we want to be a university of some standing. The world standard can only be defined in reference to the internation-al recognition accorded by the world academic community. It is all a matter of recognition. The world academic community know you only through the quality of your faculty, your research results, and the performance of your graduates. All these cannot be measured quantita-tively. (Chinese University Bulletin, No. 4, 1983, p. 6)
How The Chinese University has managed to achieve this lofty ideal of Dr Li's will be briefly summarized in the following pages. First of all, though, let us return to the two quotations above and to the unique nature of the University and the problems faced while establishing the close ties now enjoyed with international institutions.
Actually, Dr Li's reference to the internationally recognized
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academic standards in relation to the ultimate goal of the University has scant relationship with the first quotation above. Any British, American, or in fact any university in the world should take the achievement of this international standard as its academic goal. The Chinese University is no exception. Rather, Dr Li's expectations of The Chinese University should be gleaned from his insistence on what The Chinese University should NOT be, when he not once but thrice emphasized what road The Chinese University should not take. The historical background to these e2(pectations is obvious. Let us now look at how this unique background and the opportunities offered have allowed the University to develop ties with overseas institutions and enabled us to understand the sig-nificance and value of Dr Li' s groundwork.
Why did Dr Li have the idea of developing The Chinese University as an international university in the first place? The whole history of the establishment of The Chinese University, from its conception to its opening, showed that its charter was encumbered by restrictions and difficulties encountered by no other university in the world. It was governed by a set of principles that are as difficult to follow as walking a highwire, the extent of which is hinted in "Zhongwen daxue de benzhi" (The Nature of The Chinese University of Hong Kong) (from Zhongda shi nian, edited by The Chinese University of Hong Kong Students Union, 1974). The author, Wang Yu, wrote in "Zhongwen daxue de neizai maodun" (The Intrinsic Conflicts at The Chinese University), "It has been said that The Chinese University is nourishing little Americans and little Britons. This is not wholly true. Looking at the influences on the constituent Colleges before the founding of the University, it could be said that Chung Chi College nourishes little Americans and United College nourishes little Britons. But New Asia College hopes to nourish Chinese, judging from the spirit of its charter." This explains the urgency of Dr Li's plea.
Vice-Chancellor Choh-ming Li did not wish to see The Chinese University develop into a British university, working for the benefit of, and extending the cultural influence of, Britain. At the same time, Vice-Chancellor Li realized that neither would it have been beneficial to turn The Chinese University into an American university. After all, the University was supported by Hong Kong and it was evident that since the 1960s, the political, economic, social and cultural changes in Hong Kong should be closely reflected in its development. In brief, the
conception and development of The Chinese University was to meet the needs of Hong Kong as a whole.
For the same reason, The Chinese University should not be developed into a purely "Chinese" university. This issue is considerably more complex than the earlier two, as it seemingly goes against a key assumption for the development of The Chinese University. Here lies the true boldness of Vice-Chancellor Li. The educational philosophy reflected in Vice-Chancellor Li' s insistence has been significant from the sixties tothe nineties, and is still important, now, with the imminent return of Hong Kong to Chinese sovereignty in 1997. As can be ex-pected, this direction was strongly criticized in 1963, as well as during the student movements of the 1970s, since it directly affected the naming of the University and its motto. All these issues in turn are involved in the internationalism of The Chinese University. Let us re-evaluate them in the light of their historical antecedents and their development, so as to more clearly appraise the contribution of Vice-Chancellor Choh-ming Li.
Vice-Chancellor Li once explained the naming of the University, in an effort to clear up misunderstandings. At his reception speech of an Honorary Doctorate of Law in 1978, he pointed out that although the University Statutes stated that Chinese was the principal language of instruction, (and indeed three quarters of all classes have always been taught in Chinese) he hoped that students could "develop an adequate capacity to be at least bilingual." In other words, The Chinese Univer-sity was a bilingual university. He then went on to explain the chosen name:
Another common interpretation given to the name of our university is that the word Chinese means Chinese culture, thus implying that the University is a university of Chinese culture .... Then what is so uni-que about The Chinese University of Hong Kong? First of all it goes without saying that we are a modern university with all its necessary attributes. But what is unique is that we have dedicated ourselves to a special mission, namely, the introduction and development of Chinese data into each and everyone of the academic disciplines .... In a nut-shell, The Chinese University of Hong Kong is the university that seeks to include a Chinese dimension in all academic disciplines. The University motto reads "to broaden one's intellectual horizon and to keep within bounds of propriety" (Bo wen yue li ), a quotation from
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Confucius. In the modem sense, the second character "wen," the same as the second character of the name of the University, denotes all academic disciplines. Thus the motto reinforces the proper meaning of the name of our university. (Chinese University Bulletin, Winter 1978, p. 7)
This broad-based interpretation of the name of the University provided more flexibility, with "wen" incorporated into the traditional Chinese educational ideal of "transformation of the pattern of humanity" and "by contemplating the pattern of humanity, we can successfully transform the world." In this speech, Vice-Chancellor Li did not explain how Chinese culture could be assimilated into each academic discipline. He did so, though, in another speech, when he explicitly summarized the spirit and goals of The Chinese University:
At the very beginning, The Chinese University-established as its spe-cial objective the promotion of the interflow and integration of Chinese and W estem intellectual and cultural traditions. This obvious-ly requires of each student a deepened understanding of his own Chinese intellectual heritage as well as a mastery of W estem empirical methods and scientific knowledge. Bilingualism is an indispensable tool of understanding and communication. The Chinese University expects each of you, its graduates, to move between these two great cultures and to interact effectively with each. (Chinese University Bulletin, Winter 1977, p. 15)
2. From "The Meeting of East-West Cultures" to "A World Spirit"
Vice-Chancellor Choh-ming Li's vision and effort was supported and continued by his successor, Vice-Chancellor Ma Lin, who also publicized and promoted the "Chinese University spirit" on various occasions. For example, in an article published on December 1980 in the Chinese University Students' Newspaper, he said:
We have always emphasized the importance of the spreading of our excellent cultural heritage and the integration of the Chinese and Western cultures. The "Chinese University man" educated under our principles of "general education" and "student-centred curricula" should possess a strong cultural sense to "inherit the past and step into the future" and to "integrate the Chinese and Western cultures."
In another speech entitled "International Recognition Comes to CUHK" given at a Rotary Club luncheon on 9 December 1977, Profes-sor Ma again emphasized the mission of The Chinese University to encourage the meeting of cultures. He went on to remind those present of the vision of Vice-Chancellor Li:
The character of The Chinese University, as has been pointed out by Vice-Chancellor Dr C. M. Li, ever since its inception, is to be interna-tional. To be an international university, The Chinese University must have a profound concern for Chinese learning and culture. This con-cern enables the inflow and integration of Chinese and Western intel-lectual and cultural traditions. The University expects its staff and students to move between these two great cultures and interact effec-tively with each .... CUHK has, within the short span of 14 years, advanced to such a stage that it no longer serves as a bridge between East and West, but is "blending" Eastern and Western cultures to create a new synthesis, thus benefiting and enriching the two great cultural traditions. (Chinese University Bulletin, Winter 1977, p. 19)
It is obvious that Professor Ma fully accepted th.e aspirations of the University. He was also constantly reminding faculty and students alike of the need to work towards this goal. Looking back, itis now clear why. The time of his inauguration in 1978 saw the University in the midst of the turbulent Legalization of Chinese Campaign and the Protect Diaoyutai Movement, when Chinese nationalistic sentir_nents were very high. It was reported that during the latter part of the 1970s some at The Chinese University were engrossed also in discussing the possible role to be played by the University in the betterment of the Chinese race and country. Vice-Chancellor Ma's statement i. relation to the University's determination to create a meeting ground for the Chinese and Western cultures has thus a great historical significance. Of course, to promote Chinese culture and to establish links with overseas academic institu-tions ("internationalism") are not mutually exclusive. Rather, in the overall development of the University, especially during this time in history, these two aims can become interdependent. (The exact defini-tion of "internationalism" and its significance will be dealt with in the following parts of this chapter.) Nevertheless, the feeling of nationalism amongst Chinese University students and staff lead to a certain tension against the development of foreign links. This happened in spite of the fact that Dr Li had made clear earlier that the promotion of Chinese
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culture should not prevent the two cultures from meeting; rather, the two sides should coexist. Furthermore, the Head of New Asia College, Professor Ambrose King, also directly pointed at the interdependence of China and the rest of the world. When asked whether The Chinese University was established only for the Chinese and what its world view was, Professor King explained:
It is true in spirit to say that The Chinese University is "a university for the Chinese" and that it is "built for China." The founding of The Chinese University is for the Chinese people, Chinese studies and Chinese culture. Besides, our undergraduates are one hundred percent Chinese. However,.it is also true that this University should uphold the "world spirit." In fact any academic institution that deserves to be called a "University" must uphold this "world spirit." ... To improve, to earn a place in the international academic circle, The Chinese University cannot isolate herself but must participate in academic exchanges, al).d must embrace this open "world spirit."
The relationship that exists between "China" and "the world" is a symbiotic one. Any achievement, especially academic, made by The Chinese University is an achievement for the world. At the same time, this "university for China" takes its stand in the world. In practice, a "university for China" is necessarily one for the world as well. (Zhongda ershi nian, 1984, p. 80)
Actually, Professor King, who has long been contemplating the issue and is indeed a prime figure in fostering foreign links, said in an article entitled, "The Emergence of a World Culture" that international communication was the obvious and logical step forward for contem-porary education in China. Only when a modern university has reached international and world status can it turn back and assess its country of origin -a government or particular society -and contribute to its progress. Although Professor King did not refer specifically to The Chinese University, the thesis and the message is intimately linked to the University's spirit of encouraging the meeting of Chinese and Western cultures. Professor King also tried to prompt these ideals to an even higher level, one that was more worldwide. He suggested:
I believe that the situation from now on will not be the total disap-pearance of the characteristics of Chinese culture, or the destruction of the Chinese way of life. Rather, we should see losses of characteristics
in both Chinese and Western cultures, and also additions. There will also be wearing down and building up in the Chinese. and Western ways of life. In other words, I believe that in the years to come, there will be a varied, complicated cultural characteristic (Eastern as well as Western) building a brand new world way of life. Here, or in the "universal cultural structure" suggested by Clark Wissler, a new world culture will gradually emerge. (Ambrose King, Cong chuantong dao xiandai [From the Traditional to the Contemporary], Taipei, 1991, p. 210)
3. lnterflow of New Knowledge
According to Professor Clark Kerr, a Council member of The Chinese University and ex-Vice.Chancellor and Honorary Professor of the University of California, the "internationalization of learning" at the tertiary level should include:
(a)
the flow of new knowledge;
(b)
the flow of scholars;
(
c) the flow of students; and
(
d) the international content of the curriculum. ("International Learning and National Purposes in Higher Education" in American Behavioural Scientist, Vol. 35, September/October 1991, p. 25)
Its success depends on the approval of the University on the policy-making, planning, administrative and structural levels. Hence, the flow of new knowledge should be made through participating with university associations in different parts of the world.
The Chinese University has been active in such endeavours right from the start. Shortly after its inauguration, the University joined the Association of Commonwealth Universities, and Vice-Chancellor Choh-ming Li was thrice elected to the Executive Committee of the Association. In 1964, the University became a member of the Inter-University Council for Higher Education Overseas. In 1969, Vice-Chancellor Li was invited to be a member of the Planning Committee for the Association of Commonwealth Universities Conference of Ex-ecutive Heads to prepare for the conferences in Ottawa, Canada (1970), Kenya (1971) and Hong Kong (1972). Through the sponsorship of
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international trust funds, The Chinese University was able to improve its curriculum as well as offer grants to its staff for overseas studies.
One major activity for the flow of new knowledge internationally is conferencing, and The Chinese University has been active in participat-ing in, and organizing local and international conferences. Statistics show that on the average, The Chinese University organized 3.3 con-. ferences a year in the period 1975-1978; 6 in 1978-1982; 8.7 in 1982-1985; and from 1985-1987, ·an average of 9 international conferences and seminars were held every year at The Chinese University. Although activities· of this kind cannot continue to grow indefinitely, a steady, though gradual, increase in number can be readily observed. The subject matters, methodologies, and content of such conferences all reached international standards, and were too varied to be dealt with in detail here. The following is a sample of the conferences held/organized here that were related to tertiary education and internationalism:
(1)
1964: Vice-Chancellor Choh-ming Li attended the Fifth General Conference of the Association of Southeast Asia In-stitutions of Higher Education in Bangkok in December. He was the first representative from The Chinese University since its inauguration.
(2)
1966: "University Cooperation and Asian Development" was held.in Hong Kong under the auspices of the Asia Founda-tion. At the conference, Vice-Chancellor Choh-ming Li presented a paper entitled "Inter-University Cooperation in Area Programmes and the Social Sciences: Asian Problems. and Prospects."
(3)
1968: The Sixth General Conference of the Association of Southeast Asian Institutions of Higher Education was held at The Chinese University. The student exchange programmes in the fifty Southeast Asian countries represented were the focus of discussion. This was· the first time a conference on this theme was held in Asia.
(4)
1969: The Asian Workshop on Higher Education was held here at The Chinese University of Hong Kong, and Vice-Chancellor Dr Choh-ming Li was elected Director of this workshop which had the theme "A New Man for a New Society: Universities and Colleges as Agents of Change." Educators from twenty countries in Southeast Asia attended.
(5)
1970: The Chinese University and the University of Hong Kong were the venues for a series of seminars organized by the Comparative and International Education Society. A hundred and ten scholars attended, including heads and facul-ty from major universities in the USA and Canada. In the same year, Vice-Chancellor Choh-ming Li attended the Asian-US Educators' Conference, held in Hong Kong under the sponsorship of the Institute of International Education where possibilities for cooperation were sought and dis: cussed. Efforts were also made to open channels of com-munication for heads of universities all over the USA and Asia for student and faculty exchange. This cooperation was further discussed in the following three conferences that Vice-Chancellor Li attended in August and September of the same year, with results that proved critical to the international links established in the following years. Also, the Fourth Asian-US Educators Conference in 1974 was again organized by the two universities in Hong Kong, one of the major themes being the cooperation between tertiary institutions. These conferences provided important insights for The Chinese University decision-making bodies on the sig-nificance of internationalism.
(6)
1979: The Institute of Chinese Studies organized a Sym-posium on Sino-Japanese Cultural Interchange.
(7)
1981: The Association of Commonwealth Universities Con-ference of Executive Heads was held at The Chinese Univer-sity.
(8)
1986: The School of Education held an international educa-tion conference featuring the theme of "Future Perspectives for Education in Chinese Societies in Asia." The Eighth Com-monwealth Conference of Registrars of Universities of Southeast Asia and the Pacific Area was also held at The Chinese University.
(9)
1988: The School of Education of the University and the Goethe-Institut co-sponsored an international conference on "Cultural Tradition and Contemporary Education: P.dagogy, Curriculum and Policy." This conference explored the problems in education worldwide from different angles,
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Such international activities were not restricted to university staff and faculty. Indeed, Chinese University students, through their student unions, have always been active in international student activities. Notable examples include the Asian Youth Conference in 1966, interna-tional youth conferences and students' seminars where Chinese Univer-sity students participated as delegates representing the Hong Kong Federation of Students. In addition to participating in international con-ferences, The Chinese University also started academic cooperation and exchange with other universities. For example, an agreement was reached with the University of Pittsburgh for exchange programmes in Sociology, Economics and Geography. In the same year, under the sponsorship of the Leverhulme Trust Fellowships, an exchange programme was set up with various universities in Britain whereby their lecturers came to teach at The Chinese University and our junior faculty were sent to do research in British universities. Another faculty ex-change programme was set up under the sponsorship of the Inter-University Council for Higher Education Overseas between the Chemistry Departments of The Chinese University and Cambridge University. All these outstanding achievements prompted Vice-Chan-cellor Choh-ming Li to note in his Vice.Chancellor's Report, 1975-1978:
In bridging East and West, The Chinese University has endeavoured to be an international university in the fullest sense. Like Hong Kong itself, the University is at the crossroads of the academic world. The intellectual climate of the campus is free and cosmopolitan; many different cultural perspectives and approaches to education are repre-sented in the faculty. The University maintains fruitful relations with government agencies and associations in various countries, and con-ducts a wide range of cooperative projects with universities in many parts of the world. The University has been significantly assisted in its aspirations by private foundations committed to the advancement of international higher education. Within this network of relationships, The Chinese University has given particular attention to its regional identity and role among Southeast Asian institutions of higher educa-tion. (A New Era Begins, 1975-1978, p. 14)
4. Faculty Links and Academic Visits
The academic exchange programmes outlined above also helped to implement Professor Kerr's second principle (the flow of scholars). Indeed, the University and its constituent Colleges all agree on the value of these exchange programmes. Since the inauguration of the Univer-sity, numerous renowned scholars from all over the world, especially expatriate Chinese scholars, have been invited to visit Hong Kong, and have helped to stimulate and promote the University's academic stand-ing.
The first formal exchange programme was set up way back in 1961 by Chung Chi College (The Wellesley-Yenching Programme). Through its thirty years' history, fellows have worked in Computer Studies, as well as in the Philosophy, Religion and Sociology Departments. More recently, it has been arranged that overseas fellows will teach in the English Language Teaching Unit, each for a period of two years, a project which has produced very valuable contributions. To promote staff quality, study grants for faculty and staff have been established, with funding provided by organizations like the Ford Foundation, the Leverhulme Trust Fellowships, the Sino-British Fellowships, the Asia Foundation, the Japan Foundation, the Yale-in-China Association, the Harvard-Y enching Institute, the Henry Luce Foundation, the Board of Trustees of Lingnan University, the Andrew W. Mellon Foundation, and the John D. Rockefeller III Fund. In 1974, The Chinese University joined the Luce Scholars Programme. This programme is managed by the Asia Foundation and mandatory visits to The Chinese University by all Luce scholars are arranged. Another major exchange programme was set up in 1978 with the active support of the French government. After the visit to France by Vice-Chancellor Choh-ming Li and Vice-Chancellor Elect Ma Lin, a long term agreement was reached, stipulating exchanges of teachers and researchers in Chinese Cultural Studies, History, Anthropology, Applied Mathematics, and Business Administration. At the same time, scholarships were given by the French government to French students to study in the Asian Studies Programme at The Chinese University, and Chinese University students got grants for postgraduate studies in France. There is, in addition, a programme for the teaching staff of The Chinese University and of Robinson College, Cambridge University, to visit and teach in each
Overseas Academic Links and International Exchanges
other's countries. In sum, the fruits of such exchanges are rich and abundant.
Since 1976, there have also been close links with educational in-stitutions in China. Contact was made with Zhongshan University in Guangzhou in 1978, and this was formalized into an exchange programme in 1982. Similar programmes were established with other major universities (including Beijing University, Qinghua University, Fudan University and Chinese Academy of Sciences) over the follow-ing three years, resulting in numerous visits, joint projects and research. In connection with such exchanges, Professor Ma pointed out:
As China will no doubt continue to develop at an accelerating pace, not only in economic structure but also in its political and intellectual atmosphere, this is just a beginning, and the opportunity for contribut-ing to this development is only limited by the means the University has at its disposal. (Vice-Chancellor's Report, 1982-1985, p. 10)
The links with Chinese tertiary institutions continued to flourish in the following years, resulting in joint research projects in anthropology, geography, economics, law, marketing strategies, and economic and population development. A delegation led by Pro-Vice-Chancellor Baysung Hsu went to the Chinese Academy of Sciences in 1986, and various long-,-term projects were initiated. In recent years, there have been more and more such associations, and scholars from all disciplines visiting The Chinese University every year number over a hundred.
Another notable landmark is the move of the Universities Service Centre to The Chinese University. This centre was established in 1963, and has been a major resource for the study and research of Chinese history outside of China. It houses a huge collection of provincial newspapers, books, articles and magazines on Chinese studies, written in both English and Chinese. After its incorporation into The Chinese University, the collection has been systematized and expanded, notably with information on Hong Kong, and can now provide more direct and accessible support to all scholars of China and Hong Kong.
Following our tradition of multi-institutional and cross disciplinary links, a large scale project was launched by our Anthropology Depart-ment and Yale University on "Traditional Chinese Socio-Cultural Formation in South China" in 1991. The members of the research team came from The Chinese University, Zhongshan University
(Guangzhou, China), Guangdong Province Academy of Sciences, Xiamen University, Anhui Province Academy of Sciences and Jiangxi Teachers' Training University, and was later to include researchers from Yale University, Hong Kong University of Science and Technol-ogy, Oxford University, as well as researchers from Taiwan.
Links were established between research units as well. Visiting fellows are regularly invited to work at the Institute of Chinese Studies. The Centre for East Asian Studies has visiting research fellows from Soka University, Japan and the Asiatic Research Centre of the Korea University. Every year, the University also hosts a series of lectures by distinguished scholars -the Wei Lun Lecture (The Chinese Univer-sity), the Siu Lien Ling Wong Visiting Fellows (Chung Chi College), the Ming Yu Foundation Professorship Programme, the S. Y. Chung Visiting Fellows Programme, the Ch'ien Mu Lecture in History and Culture Programme (New Asia College), the _Distinguished Visiting Scholars (United College), and the Sir Run Run Shaw Distinguished Visiting Scholars (Shaw College). Such visits and academic links have since become an integral part of life on campus. Indeed, such links and exchanges are important for the elevation of the quality and standard of any university in the world. Professor Ambrose King agrees:
The University is an important key in the academic culture in society. An academic institution deserving ofthe name "university" must place itself among the constellation of the other universities in the world; its doors must be open to welcome scholars from these other universities. Scholars are everywhere in the world, and if they can visit each other, a society of real international scholars can grndually emerge. This not only can make the university constellation shine more brightly, but can also sow the seed for a worldwide sentiment to regard the people and myriad things as a holistic entity. To be a real university, one must embrace the world spirit that knows no boundaries in academic pur-suits. And every scholar believes, as J. Donne did, that "No man is an island, entire of itself." (New Asia Life, 1980)
5. Student Exchange Programmes
In 1965, the first agreement on student exchange was reached with the University of California, United States. To celebrate this pioneering
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effort, The Chinese University appointed Dr C. T. Yung, Mr Preston Schayer and Mr H. T. Wu to form a Committee. on Inter-University Relations to oversee development. Meanwhile, the University of California sent Professor Vernon I. Cheadle, Chancellor of the Univer-sity of California, Santa Barbara, to Hong Kong to participate in the inaugural ceremony held in August. This programme was to be incor-porated into the University of California's Education Abroad Programme. Established in 1961, this programme plays a pioneering role in bridging tertiary institutions worldwide by establishing learning centres and promoting student exchange activities on campuses in different countries. At the time of the agreement with The Chinese University, the programme had already established nine centres and placed 220 students. The initial exchange with The Chinese University consisted of nine students and two teachers, with one teacher serving as field-staff director in Hong Kong overseeing the exchange students' academic and everyday affairs. The Chinese University, in return, sent a corresponding number of graduates to all campuses of the University of California for graduate studies. In his speech at the in-auguration of this programme, Vice-Chancellor Choh-ming Li was encouraging:
... the programme enables our students and faculty members to have first-hand contact with overseas scholars at The Chinese University and thus to become directly involved in the world current of intellec-tual development. Hopefully this programme will make The Chinese University a truly international centre standing in the forefront in search of new knowledge in certain fields. (Chinese University Bul-letin, October 1965, p. 5)
In fact, quite a few of the current faculty benefited from this programme and completed their doctoral studies at the University of California before returning to teach at The Chinese University.
Besides, this effort on the part of the University itself, the con-stituent Colleges had also been working hard to establish student ex-change programmes. In 1966, United College, for the first time in its history, reached an agreement with Williams College, USA, involving a US$ 2500 scholarship for a United College student to study at Williams. In 1967, United College and Indiana University agreed to sponsor one graduate student each to the. other institution. Indiana University also
offered a full scholarship to one United College graduate student for doctoral studies. Chung Chi College established exchange agreements with two American universities -Redlands University (1973), and Washington and Lee University (1973) -and two Japanese univer-sities -Keio University (1976), and International Christian University (1978). New Asia College has an even longer tradition of exchange programmes with Japanese universities, starting in 1958 (before New Asia College became a constituent college of The Chinese University of Hong Kong) with Asia University, Japan. All these programmes, each unique, play an integral part in the international ideal of the University, and have thrived, and continue to thrive.
The USA is The Chinese University's biggest partner in student exchange programmes. For instance, from 1978-1982, the University of California sent thirty-four students to The Chinese University, and we sent twenty-three in return. Thirty students/scholars and twenty-two teaching assistants from various American universities came as part of the programme and twenty-eight students and teachers from The Chinese University went to the USA. Japan is the second biggest partner. In 1975, a programme was launched with Soka University, involving an exchange of research, graduate programmes, journals and other teaching materials. In 1977, Soka University granted a yearly donation of US$ 10,000 for a scholarship at the Asian Studies Depart-ment. In 1983, there was an agreement with Tsukuba University for the exchange of two undergraduate students a year. In that five-year period, a total of fourteen Japanese lecturers and students came to The Chinese University, and a corresponding number went to Japan.
With the whole tertiary education community placing increasing importance on student exchange, the University has continued to ex-pand its programme. In recent years, work has proceeded at the departmental level as well. The two-year M.B.A. programme has set up exchange programmes with various universities: New York University (1978), University of Western Ontario (1988), University of British Columbia, Canada (1989), University of California, Los Angeles (1989), University of Chicago (1990), London Business School (1990), York University, Canada (1991), and the University of California, Berkeley (1992). The Department of Japanese Studies has a programme since 1991 of student exchange with various Japanese universities. There are also plans to send Anthropology students on exchange to the
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University of London, and English Department students to various universities in the USA and Canada.
6. Yale-China Association and the Asian Studies Programme
Since exchanges have become such a necessary and integral part of modern tertiary education, sporadic efforts in this direction could not meet all the demands. A more coherent, comprehensive structure needed to be established and to this end, the University, togetherwith the Yale-China Association established the AsianStudies Programme in 1977, representing a milestone in the efforts of The Chinese University towards international education. But let us first of all trace the history of the University's relation with the Yale-China Association.
The Yale-China Association began its work in China as early as 1903 in Changsha in Hunan province. This work had to be discontinued as a result of political changes in China and the Association sought to move to Hong Kong or Taiwan. In 1953, Professor Harry Rudin was sent by the Board of Trustees . to Hong Kong to meet with Professor Ch'ien Mu, the then Head of New Asia College in Kowloon. He was deeply impressed by the effort and enthusiasm of Professor Ch'ien, undiminished even under the extremely difficult circumstances prevail-ing at that time. Professor Rudin recommended to the Board that support should be given to enable New Asia College to develop, making pos-sible the move to much better premises in Farm Road. This association, once started, has remained steadfast and strong.
The Yale-China Association is particularly supportive of Chinese studies, especially when directed towards the study of Chinese culture. Also, every year, Yale graduates come to help in the teaching of English. Donations were also given for the building of the University Health Centre and the Y ali Guest House. The Chinese Language Centre was established with the help of the Yale-China Association, and was later, in 1974, managed by the University as an independent New Asia -Yale-in-China Chinese Language Centre. This was relocated to the newly completed Fong Shu Chuen Building (also sponsored by the Yale-China Association) in 1979.
The Asia Studies Programme, on the other hand, was started in
1976, again a joint effort of The Chinese University and Yale-China Association. Under this programme, overseas students could come to study at the University for a year. Student applications were collected and processed by Yale-China in the United States, and the programme was taught and managed by The Chinese University. Overseas students stayed in the same hostels as local students. (Yale-China Association put up a HK$ 1,000,000 endowment, resulting in 76 places being reserved for exchange students.) The agreement stipulated that the programme would enjoy financial independence, but the funding for courses and staff, policy decisions and administration would be the responsibility of the Senate Committee on International Programmes. Conceptually, the establishment of the programme is a product of the University's ideal of Chinese-Western multi-culturalism, modern-ization and internationalism. This is summarized by Professor S. S. Hsueh, the first Director of Studies of the programme:
The Chinese University of Hong Kong has always emphasized its international character in line with the cosmopolitan nature of Hong Kong and with the modem concept of a university which needs to be constantly exposed to major cultural traditions and trends in the world. One distinctive educational goal of the University is to seek a mean-ingful integration of Chinese and Western cultural and intellectual traditions. In that spirit, the University has been promoting Chinese culture through instruction, research and public service .....
Therefore, an International Asian Studies Programme has been estab-lished, in cooperation with the Yale-China Association, to provide opportunities for selected numbers of scholars from Asia and other parts of the world to pursue studies or research in a Chinese cultural environment and at the same time to stimulate intellectual contacts of our local students with foreign students. (Chinese University Bulletin, Autumn 1976, pp. 2-3)
The programme has always enjoyed tremendous support. The first year (1978) attracted 44 students from overseas. Up to 1982, a total of 320 students/researchers/scholars from 21. countries have participated in this programme. Most of the participants came from the USA and Japan. Since 1977, Soka University, Japan, sent two to four students to the programme each year and provided scholarships. Vice-Chancellor Ma Lin said of the programme:
Overseas Academic Links and International Exchanges
The development of international programmes in these four years had induced the office of IASP to change its role from the original function of serving only the IASP to one of serving all exchange programmes of the University. Such a development and the stimulation this provided had gradually transformed the office of IASP into an office for foreign students and formed a good base for centralization of efforts and better coordination. (Vice-Chancellor' Report, 1978-1982, p. 46)
In terms of the course content, this programme lays emphasis on the study of Asian cultures, and helps overseas universities and scholars with their study of Asian cultures. Cooperating with other units and research centres at the University (Japanese Department in 1976, the Centre for East Asian studies in 1971, Institute of Chinese Studies in 1967), the programme has been the driving force behind the estab-lishment of The Chinese University as a major research centre for Chinese and Asian Studies. Secondly, through the interdisciplinary ap-proach adopted in teaching methodology and course design, the programme offers a curriculum that is unique and congruent with con-temporary education theories. In the beginning, except for a few taught by the programme staff, most courses were offered jointly with other departments of the University. Gradually, more and more courses have been taught by its own staff and now the programme has matured into a coherent and comprehensive one for the study of Chinese and Asian culture, economy, politics and society.
The success of the Asian Studies Programme is not solely based on its curriculum design or teaching methodology. There are also the extracurricular activities, like the monthly dinner talks, festival dinners, recreational activities, voluntary work (teaching English) at the Viet-namese refugee camps, and weekend trips to Guangdong province, China, to teach English. These activities foster communication between the participants of the programme and the local staff and students of the University, as well as with people from all strata of society in general, thus allowing understanding and acceptance.
Although the Asian Studies Programme is designed for non-Hong Kong students, the teaching and administration is fully incorporated into the university's structure. From 1989, the eight or nine courses offered which are taught in English are also listed as general education courses open to local students. The purpose of this is to promote communication
and understanding inside and outside the classroom. In addition, in the teaching and studying of any particular subject, there is the opportunity of comparison across cultures. This latter advantage is very much in tune with the University's ideal of general education. The programme also operates a Host Family Scheme to help overseas students adapt to living in a different cultural environment. This scheme has enjoyed tremendous success since its launching, and every year at least 30 to 40 families offer their help as hosts, and many long-standing friendships are established.
The Office of International Studies Programmes (OISP) was estab-lished in 1984, taking over the adminstration of the Asian Studies Programme. The Yale-China Association continues to process applica-tions from students from North America, and to act as consultant. On campus, OISP has expanded its service network to include all non-Hong Kong students, including those from the University of California ex-change programme, International Students Exchange Programme, programmes operated by the constituent Colleges, exchange program-mes with the two Japanese universities -Tsukuba University and Saka University -the M.B.A. programme, as well as the exchange prog-ramme for the Japanese Department. There has been a considerable growth in the work of OISP, with a corresponding increase in the number of students.
The Asian Studies Programme has so far accepted 900 students from 266 universities from 24 countries. Chinese University students sent to study in other countries number more than 100. The exchange students to Hong Kong in recent years are no longer just interested in studying the Chinese language but wish also to learn about Chinese and Asian cultures; economics, society and politics. They are more academi-cally oriented, have very specific goals in mind and demand more from the courses they enrol in. Fuelled by this development, improvements have been made in the design of the Asian Studies Programme in terms ofscope, content, quantity and quality, and it is anticipated that soon, the programme will grow into a university curriculum recognized and respected worldwide.
To strengthen the ties with major international academic institutions and to provide more coordination within the administrative units in the planning and running of the exchange programmes, the University created the Committee on Academic Links in 1991. This Committee
Overseas Academic Links and International Exchanges
takes over from the Senate Committee on International Programmes in the planning of the University's exchange and networking activities. At the administrative level, there is the Office of Academic Links, with staff transferred from the University Secretariat and OISP. It provides a smoother and more efficient support service for the development of academic exchanges. In his fifth Open Letter to the University, the Vice-Chancellor, Professor Charles Kao, started by emphasizing the importance of setting up worldwide academic links in the development of the University:
Over the summer months I made an extensive trip through Canada, USA, France and England. The primary purpose of the journey was to strength the linkage of this university with those universities and in-stitutions that had current or probable future relationships with us. (Chinese University Bulletin, Autumn/Winter 1991, p. 17)
He then explained the four ways in which such links can be estab-lished, with special mention of the newly set up Office of Academic Links:
In September this year, we established a new administrative office called Office of Academic Links. This administrative office along with all other administrative units is to provide support services to our academic community ... this new office,... will serve as a clearing-house for all linkage matters. It will be guided on policy matters by a committee under the chairmanship of Professor Ambrose King, our Pro-Vice-Chancellor.
The Office of Academic Links will also have direct responsibility for the management and allocation of our guest houses and hostel facilities for visitors, both short and long term. In line with our policy of decentralization, all initiatives for developing new linkages are expected to come from the faculties, either through the suggestion of the academic departments or the stimulation from outside institutions. (Chinese University Bulletin, Autumn/Winter 1991, p. 17)
The creation of the Office of Academic Links marks the beginning of a new era at The Chinese University in terms of academic exchanges. With better central planning, it is anticipated that the University can further and more concretely establish plans to promote better exchange activities with other parts of the world. Currently the Office is working .on a programme for staff exchange. For the students, there has been an
increase in the number of exchange students going to Japan, a direct result of the establishment of the Japanese Department. Other depart-ments are also working to send their students abroad. Coupled with the increase in activity with tertiary institutions in China, The Chinese University's position in the international academic circle is becoming more and more solidly established.
7. International Curriculum Design
Vice-Chancellor Kao mentioned very clearly in his Open Letters that all academic links and exchanges must be initiated at the departmental and faculty -in other words, academic -levels. There is a further task for the academic units, and indeed the University as well. This is the design and promotion of an international curriculum (the fourth activity stipu-lated by Professor Clark Kerr). On this subject, Professor Kerr himself pointed out that it was necessary for universities to break out of the traditional subject domains and offer students more courses of an inter-disciplinary nature, or subjects in "world orbit fields." He made special reference to the University and pointed out that it was especially impor-tant for us to establish a direction that rises above the restrictions posed by a single country, race or culture. He acknowledged the immense contributions made by individual departments, e.g., History, Philosophy, Literature, in their own respective domains, but regretted that not enough cross fertilization has taken place, especially in cur-riculum design, multi-cultural studies, comparative studies and evalua-tions of the significance of different cultures. The crux of the problem, he suggested, was that the comparative analysis method was not ac-cepted and applied as much as it should be, and internationalism was therefore slowed down.
We could, of course, respond to Professor Kerr's criticisms by pointing out the interdisciplinary efforts in curriculum design and re-search made by the staff of the departments mentioned. But it is far more significant to acknowledge the problem and investigate whether there is any room for modification and improvement. The goal should be a balance between academic philosophies and practical needs, as well as the promotion of the ideal of internationalism and worldwide university education. Pro-Vice-Chancellor Ambrose King has always
Overseas Academic Links and International Exchanges
been a staunch supporter of this educational ideal, both in his academic philosophy and his administrative practice. In Daxue zhi lilian (The Idea of a University), he reiterated the importance of interdisciplinary and integrated curriculum design in university education. He also agreed that students should not only study their own specialized (major) sub-jects, but should also gain knowledge or become familiar with other knowledge or expertise, as well as taking some non-academic courses.
In his book, Cong chuantong dao xiandai, Professor King again pointed out his aspirations for this "world culture." He said:
A world-view ideology and global way of life is emerging, and a new human civilization is gradually crystallized in this process of "globalization." A world culture is not only about to arrive, it is already here, and surfacing! In the process, the efforts of the Chinese intelligentsia should not remain within the boundaries of debating issues related to Eastern Asian cultures, but rather should entertain the concept of culture as having no borders. (p. 31)
Indeed, the University's promotion of the international curriculum should not aim just for an acknowledgement from academia. This effort can in fact admit The Chinese University to taking part in world culture. The interdisciplinary curriculum design or the "pan-disciplinary cur-riculum" proposed by Professor King can yield results at a pedagogical level, and promote a real "world spirit for academia."
It is this "pan-disciplinary" method (which combines methods from Political Science, Law, Economics, History, Government and Public Administration, Anthropology, Psychology and Sociology) that Profes-sor Ambrose King suggested would be useful for the study and research of Chinese social traditions and culture. It can also provide a theoretical basis for international developments. One advantage seems to be the possibility of breaking down the artificial barriers between Chinese and Western cultural studies, paving the way for a new conceptual framework. Students at The Chinese University can hope to strike a balance between traditional Chinese versus Western or modem cultures, and between benefits for the individual versus benefits for the whole society. If The Chinese University can free itself from the struggle for domination between the· Chinese and Western cultures and gradually move towards a modern international and global conceptual curriculum model based on the "disciplinary" design, the University can escape the
age-old confinement imposed by the antagonism between the Chinese and the West resulting from over-zealous nationalistic feelings. This idea was already raised very early on by Professor King. He suggested . that to forge an outlet for China in the twentieth century through the challenge of Chinese traditional academic values by Western civiliza-tion, the Chinese must escape from an excessively ethnocentric frame of reference. The modernization of Chinese traditional values must follow a solution that goes beyond the confrontation of the East/West elements. From the points of view of education and culture, what the Chinese people today face in terms of modem and post-modem problems has been summarized by Professor Liu Shu Hsien, when he said, "And now a balance must be sought between the ancient and the contemporary, the old and the new, the inherited and the innovative, the scientific and the humane, the authoritarian and the democratic, the realistic and the idealistic." (Zhungguo jiexue yu xiandaihua, Taipei, 1980, p. 61) The internationalism of higher education just might be the solution.
It would also appear that general education could be a favourable starting point for the true internationalization of The Chinese Univer-sity. The University's long term emphasis on this educational ideal reflects just such intentions. The present Director of General Education, Professor Ho Hsiu Hwang, also agreed that the general education prin-ciple is capable of propelling Hong Kong into the world culture orbit, in an interview:
Question: Located as we are in Hong Kong, are there any charac-teristics or special meanings in the implementation of general education here at The Chinese University?
Answer: What I see as the most important characteristic is the union of Chinese and W estem cultures, because Hong Kong is influenced by both cultures. But this union should not be simply based on the fact that geographically, Hong Kong is located where these two cultures meet. We should under-stand that in the world today, a "world culture" is forming slowly. This world culture, of course, cannot completely replace individual cultures, but a person today is a "world man" besides being a "Chinese man." General education must teach one to look farther afield and be accommodat-ing to other cultures. (Zhongda ershi nian, 1984, p. 98)
Overseas Academic Links and International Exchanges
Thus the "Chinese University man" should also be a "world man," and this is exactly what Professor Ambrose King meant when he said, "The Chinese University has been established for China, but, of course, is established too, as part of the world." It has already been noted above how the Asian Studies Programme, which was originally designed for overseas students, was incorporated into the general education programme of the University, providing an opportunity for overseas and local students to study Chinese and Asian cultures, literature, economics and political systems together. Besides fostering communication, under-standing and friendship, this arrangement also holds significance for internationalization. On the surface, these studies may seem to be restricted to China or Asia, but they are not. All courses offered by the Asian Studies Programme, in design and teaching methodologies, even in the choice of topics for discussion in the classroom, all attempt to relate Chinese and Asian issues to a more Western or even global perspective, involving a comparative analysis of different cultures and values. This fits in nicely with the requirements of the international curriculum design suggested by Professor Clark Kerr. Overseas stu-dents do not just come to learn the Chinese language or study something about Chinese and Asian cultures, society, economics, and politics. They are also led to evaluate what they learn according to a conceptual framework they have already acquired, to integrate the new knowledge into this framework, and to be actively critical of it. This is also the reason why a local student whose mother tongue is Chinese should also study subjects like Chinese literature, Chinese culture and thoughts from Chinese texts translated into English. This Chinese University student will also benefit from the "general education effect" in this learning process. They may be more familiar than their overseas classmates with the subject content, but they will probably be surprised by how the materials are presented, and will benefit from the learning habits and attitudes of their classmates. Through a situation like this, a local student can enjoy a learning experience designed in terms of an international pedagogy.
General education and the international curriculum offered by the Asian Studies Programme work hand in hand with the University's ideal of international education. This should be acknowledged and continued. Currently, a few departments are setting up interdisciplinary program-mes on a trial basis. For example, several departments in the Science
Faculty have joined forces to produce programmes on Food Science and Environment Studies. In this respect, The Chinese University has moved beyond offering general education courses for students to study after they have fulfilled requirements set out for specialization. We must continue to bear in mind Professor Kerr's suggestion that any cur-riculum review on a university level must proceed with more active, more systematic internationalization in mind, and extend the specialized domain of departments to a world orbit. This concept can also expand and realize Professor Liu Shu Hsien's aspirations as stated in "Jiang tongshi yu yu zhuanke de jiaoshou zhi nei" (The Place of General Education in Specialization Classes) (from Zhexue, wenhua yu jiaoyu, edited by To Cho-yee and Liu Shu-hsien, Hong Kong, 1988, p. 89).
8. Conclusion
During the past twenty to thirty years, The Chinese University has been actively developing links with academic institutions overseas, as well as developing for itself an international curriculum. The results have been rich and positive, and, in this area, have made the University foremost among other tertiary institutions in Hong Kong. Thl.s directionis a result of the historical, cultural, social and political factors that have made the University what it is. Also, the University has. indeed !1ourished and nurtured its long term ideal in terms of spirit, educational philosophy and practical needs. The impetus for this development comes undoub-tedly from the initial goal set at the founding of the University, coupled with the fact that our first Vice-C:l)ailcellor was a keen supporter of internationalism.
We must not be satisfied with what we have already achieved. Although The Chinese University in its international links is indeed foremost among tertiary institutions in Southeast Asia, we still lag behind Japan. According to statistics, Japanese students between the ages of 15 to 19 who have studied abroad or participated in overseas exchange programmes increased from 1882 in 1965 to 84,708 in 1988. We can see from tμese figures the extent of acceptance of inter-nationalism in that country. There is an ever bigger gap when we consider American universities. The Education Abroad Programme started by Professor Kerr at the University of California has placed over
Overseas Academic Links and International Exchanges
1500 students to more than 90 universities in 30 or more countries, and in return has accepted 600 students. (The ratio of exchange students to the whole student population for the University of California was 0.9% in 1990-1991, while the same ratio for The Chinese University was 0.3%.) This shows that in terms of scope and administrative structure, student exchange activities at The Chinese University have still a long way to go, and we can learn a lot from others. Obviously, The Chinese University does not have the manpower or resources enjoyed by Japanese or American universities, but their success is really encourag-ing to us, in that it will be well worth our while to work towards further internationalization.
In his first Open Letter to staff and students shortly after assuming office, Vice-Chancellor Charles Kao mentioned his hope for the "development of joint research projects with outside universities recog-nized as centres of excellence in mainline research areas" and the "creation of re·search student fellowships with a view to increasing the number of Ph.D. candidates." (April, 1989) In the spring of 1993, the Hong Kong-America Center was established. Participating members included the Institute of International Education and the Council for American Overseas Research Centres. The aim set for this centre is to promote cultural and academic exchanges between the USA and Hong Kong, and to develop academic links with academic institutions world-wide. In another Open Letter written in March 1990, Professor Kao pointed out that two goals of The Chinese University were to make her "an effective linkage to the universities around the world" and "a truly bilingual, multi-cultural, multi-disciplined university." It is noteworthy that by referring to the "multi-cultural" and "multi-disciplinary" charac-teristics, Professor Kao is breaking out of the deadlock imposed by the traditional antagonism between Chinese and Western cultures. In the fifth Open Letter, Professor Kao continued:
Linkage to a worldwide community of universities and institutions will bring many unique opportunities of great value. Colleagues engaged in a variety of academic pursuits may find projects that could be reinforced with input from overseas collaborators. we are already engaged in a number of promising research projects that fall in this category. I see this as a vehicle to strengthen considerably our research effort. We should aim at establishing effective contacts with a network of experts around the world ....
Academic linkage a.tivities are of critical importance to this university especially at this juncture of our development, and to the development of Hong Kong as a whole. I am convinced that they will create better options for staff and students alike. Moreover, they will constitute one of the surest ways to maintain and raise our academic standard and improve our educational quality. We shall be able to clearly demonstrate the importance of academic freedom in the worldwide context. ( Chinese University Bulletin, Autumn/Winter 1991, p. 17)
Under this set of guidelines, it is clear that internationalization is an integral part of the development plans for the University. It is most encouraging to note that the realiza.ion of the aspirations of our late Vice-Chancellor Choh-ming Li is within sight.
The Students
KWOK Siu-tong
A victorious CUHK student rowing team
Background: Students at the New Asia College concourse
I. Introduction
Confucius believed that a person is ready to stand on his own feet by the age of thirty. Thirty years may be seen as no more than a flash of light in the current of historical development. But, history does not always develop at the same pace. The thirty years history of The Chinese University has been full of dynamism and vitality, a striving to progress in a period of rapid and drastic change.
University students are, in some sense, the measure of a university. Even though individual students' experiences may be unique, as a group they reflect the pulsing life of the university, responding closely to its progress. A university serves as the conscience of society, transcending the diversified and conflicting interests within society, and pointing the way for its advancement. The Chinese University has held· to this educational ideal, developing and overcoming difficulties as it sought its own values and standards as a young educational institution. The students of the University have been happy to find inspiration from the strivings of the University. Though they may be limited in experience and knowledge, yet their enthusiasm as young intellectuals, has sup-ported the efforts of the University. Although they may, at times, make mistakes and be diverted from the right track, yet the intensity of their self-education, symbolizes in some way their feelings for the Univer-sity, their commitment to society and their identification of themselves with the mission of Chinese intellectuals. In the past thirty years, the University has cultivated a group of young students concerned with the welfare of their society and of their country. This is a solid proof that the efforts of the University have been worthwhile.
This chapter will first analyze the background of the Chinese University students over the past thirty years, then describe briefly their campus life, followed by an outline of their responses to issues related to the University, to society and to China. Their experience over these thirty years may roughly be divided into four different phases:
1.
From 1963 to 1972: the three constituent Colleges were still geographically separated; campus life was primarily college-based. This was also a period when the student movement was beginning.
2.
From 1973 to 1976: the three Colleges had moved to Shatin
and were centralized administratively. The student movement entered a phase of romantic idealism and radicalism.
3.
From 1977 to 1988: these were the years when staff and stu-dents struggled to protect the four-year curriculum structure of the University. The collegiate tradition of campus life began to diminish, creating an interflow of university and college life. During this period, the student movement began to seek new directions, assuming a new responsibility towards China and Hong Kong, as the question of the future of Hong Kong con-fronted the students.
4.
From 1989 to 1993: the University gradually began to evolve towards a new curriculum structure. The government was rapidly expanding places in tertiary institutions. Staff and stu-dents worked at reshaping the future direction of the Univer-sity. The direction of the student movement was tied in with the experience of the 1989 democratic movement in China.
II. Individual Background of the Students
Before the University was set up, the three Colleges enrolled not only local students, but also those so-called "refugee students" who ‧ had come down from China, as well as a small number of overseas Chinese students from Southeast Asia. (Chung Chi College Bulletin, January 1956) When the three Colleges joined to form the University, these three streams still persisted. According to the statistics of 1963 to 1964, the geographical distribution of Chung Chi College students was as follows: of a total of 595 students, those born in Hong Kong amounted to 253 ( 42.52% ), those who had arrived in Hong Kong as teenagers, 117 (19.66% ), "refugee students," 157 (26.38% ), Overseas Chinese, 63 (10.58%) and foreign students, 5 (0.8%). (Chung Chi College Bulletin, April 1964) The background of the students reflected the "guest" men-tality of students in the 1950s and early 1960s. However, by the end of the 1960s, the "refugee student" phenomenon had disappeared. In the 1970s, local born students were a large majority. Towards the middle of the 1980s, due to the new open door policy in China, more and more immigrants from the mainland settled down in Hong Kong and their children had reached the age of entering university. Because of the language factor, most of them enrolled in The Chinese University.
In addition to the geographical background, the educational back-ground of the Chinese University students also changed with time. According to the statistics on new students of the three Colleges, in the 1950s and early 1960s, over half of the students came from Chinese middle schools. For the new students of Chung Chi College in the academic year 1963-1964, the ratio of Chinese middle schools graduates versus Anglo-Chinese schools was 85.02% to 14.98%. By 1971-1972, the ratio had changed to become 56.30% to 43.70%. At New Asia College, in 1967-1968, the ratio was 81.50% (Chinese mid-dle schools) versus 16.90% (Anglo-Chinese schools). For the new stu-dents of the whole of The Chinese University, in 1979-1980, Chinese middle school graduates made up 24.00%. In 1983-1984, this figure had increased to 28.50%.
The change in educational background of the students reflected the evolution of the educational system in Hong Kong. Under the influence of local social values, and policies of the government, Anglo-Chinese schools had gradually grown stronger with a corresponding decline of Chinese middle schools. There existed a close relationship between the Chinese middle schools and the founding of The Chinese University. In the essay competition organized by Chung Chi College students in 1960, the topic of the competition was the founding of a Chinese university. All the prize-winning essays shared a similar point. Because there were about 3,000 students graduating annually_ from Chinese middle schools, they certainly needed to have a university which used the Chinese language as the medium of instruction. This corresponded to the needs of the society of the time. However, because of varied reasons, the number of Chinese middle schools decreased. The Chinese University had to adjust to the changing needs of society by absorbing more and more students from the Anglo-Chinese schools. The Univer-sity had insufficient power by itself to counter the trends of society and the policy of the government.
The family background of students over these thirty years has also shown certain changes. In the 1950s, more students came from relative-ly poorer families. Up to 1960, quite a few students were unable to continue their university education due to the high fees of the University of Hong Kong. When The Chinese University was first founded, stu-dents were quite concerned about scholarships and bursaries from the government. The percentage of students receiving scholarships was
more than fifty. (The statistics of 1966-1967) In 1969, the government increased the amount of scholarships and bursaries fourfold, helping a large number of poorer students. According to the new student statistics of New Asia College of 1967-1968, the percentage of students whose monthly family income ranged from $250 to $1,000 was 69.40%. The average family income per month was $1,069. Students from the Arts Faculty had to spend least and their annual expenditure averaged $2,670. Hence, the families of about 69% of the students would have to use two months of family income to finance their children at university if they did not receive government support.
To further analyze the changes of family income of students since the 1960s, figures for new students of New Asia College may be used (Table 1), (New Asia Life Bi-weekly and New Asia Life Monthly):
Table 1.
Academic Average family Close to Below
year monthly income average average
1966-67 $1,081.82 "19.80% 72.80%
1970-71 $1,118.16 20.29%' 70.05%
1974-75 $1,610.56 45.22% 29.17%
1978-79 $2,116.21 34.77% 6.47%
We may further illustrate the change by using statistics for new stu-dents of the University as a whole (Table 2), (Survey of New Students Conducted by the Office of Students Affairs of the Chinese University):
Table 2.
Academic year average Average family monthly income Close to average Below aver Above age
1982-83 1984-85 1986-87 1988-89 1990-91 $4,597.90 $5,949.00 $7,604.00 $8,061.00 $10,477.00 36.80% 20.40% 15.66% "18.70% 16.70% 26.60% 48.60% 55.80% 38.00% 36.50% 35.10% 28.80% 36.60% 40.50% 43.40%
Looking at new students' living environment, in the academic year of 1980-1981, new students living in public housing estates, wooden huts and temporary housing came to 52.40%, with private housing
34.10%; in 1986-1987, the figures became 47.50% versus 39.70%; in 1990-1991, the ratio reached 40.10% versus 45.80%. The educational background of new students' parents can be seen as follows (Table 3):
Table 3.
Primary or Below Secondary School Tertiary Father Mother Father Mother Father Mother
1980 62.20% 65.40% 22.60% 11.40% 6.30% 1.80%
1982 63.50% 80.20% 20.80% 13.50% 6.90% 3.20%
1984 65.00% 78.20% 24.90% 16.00% 8.50% 4.50%
1986 49.40% 65.10% 29.90% 21.70% 18.90% 11.70%
1988 43.20% 56.50% 32.10% 26.50% 21.30% 14.10%
1990 43.20% 53.50% 33.10% 30.30% 22.50% 12.80%
As a whole, the Chinese University students of the 1960s and 1970s came mainly from the lower and middle classes. In the 1980s, their family background, in terms of their family average income, living environment and educational level, had escalated to the middle class level. This trend reflects the development of Hong Kong towards a more affluent society, with an ever-expanding middle class and rising educa-tional standards.
Ill. The Social Context in which the Chinese University Students Have Grown Up
University students grow up in a certain society, enter universities, and respond to the affairs and changes of that society. It is therefore neces-sary to trace very briefly the changes in Hong Kong over the past thirty years in order to better understand the experience of the Chinese University students.
In the early 1990s, Hong Kong had evolved into a highly developed international city, ranking as one of the twenty top trading nations of the world. During the past thirty years, changes had been quite dramatic. In the early 1960s, post-war Hong Kong had reached an important moment of change. In the 1950s, due to the Korean War and its trade embargo, Hong Kong' s economy was forced to change, transforming it from a
entrepot into an industrial city. Hong Kong started with labour intensive industries including textiles, rubber, and clothes manufacturing. With the coming of the 1970s, Hong Kong began to move towards tech-nologically intensive and pluralist industries. In 1980, the government announced a report on economic diversification, stimulating an overall attempt to develop a wide range of professional and service industries including technological crafts, transportation, trade, communication, travel, finance and administration. Towards the end of the 1980s, Hong Kong was firmly established in its international position in finance, transportation and communication.
In the context of a rapidly developing economy, Hong Kong society had been changing correspondingly, and in a drastic manner. First of all, there was a sharp population increase. The population grew from 3.13 million in 1961, to 5.20 million in 1981, and to over 6 million in 1991. The increase in population and the transformation in economic structure forced the government to develop the urban areas and establish more active policies in social welfare, including the setting up of new towns, the establishment of mass communication systems, the development of public housing and district communities, and the increase in basic social welfare. With the 1970s, Hong Kong had become an "affluent society." Its class structure had gradually become more and more open and rationalized. Free enterprise offered individuals more opportunities for social mobility. The size of .he middle class had grown continuously. The failure of radical labour politics in the 1950s and 1960s, and the internal divisions of the working class contributed to dilute the intensity of class conflicts in Hong Kong.
The socio-economic dynamism accelerated the liberalization of Hong Kong politics. In the 1950s and 1960s, the government main-tained its relatively traditional and conservative colonial system of rule. After the 1966 Star Ferry fare increase incident and the leftists' riots of 1967, the government started to set up a network of district affairs offices and advisory committees in order to strengthen its communica-tions with the common people. The 1970s saw the emergence of interest groups which began to exert pressure on the government. These pres-sure groups later evolved into the political groups of the 1980s. The 1980s were also the time when the government initiated the policy of district administration and representative government, as a response to the Sino-British negotiations on Hong Kong' s future, the signing of the
Joint Declaration and the drafting of the Basic Law. The civic con-sciousness of the Hong Kong citizens had made significant progress when compared to the situation in the 1960s. Their feeHngs and attitudes towards the political future of Hong Kong have become more sophisti-cated after the impact of the 1989 democratic movement of China and the direct elections to the legislature in 1991.
The drastic changes of the past thirty years have also helped to broaden the cultural horizons of Hong Kong. In the 1950s and 1960s, the cultural influences of Britain, the USA and Taiwan dominated. In the 1970s, local cultural elements emerged. In,tjle late 1970s, with the beginning of reform in China, Chinese arts and crafts and other forms of Chinese traditional culture filtered into Hong Kong. Tl.f same period also witnessed the take-off of the development of communications and the mass media which, in tum, facilitated an even faster growth of local culture. Under the influence of rapid progress in electronic communica-tion techniques in the tourist industry and in advertising, the horizons and sensitivity of Hong Kong citizens have become more and more internationalized.
Vis-a-vis the progress of society as a whole, the educational development of Hong Kong has been relatively tortuous without suffi-cient or careful planning.'In 1954, the government started to expand the seven-year primary education system and rapidly increased primary school places. However, places in government and subsidized secon-dary schools were far from sufficient. This situation can be seen from the statistics of September 1974: there were 696,987 primary school places, 389,298 secondary school places and 11,771 university places. Between 1978 to 1980, the Government extended free education to Junior Secondary 3. In 1983, school certificate examination candidates reached the number of 130,000. However, expansion in university education was still rather slow. When The Chinese University celebrated its twentieth anniversary, tertiary education was still fairly elitist. In 1988, the government announced a rapid increase in tertiary education places. However, as the quality of basic education was still far from satisfactory, overly rapid expansion in tertiary education has created a dubious impact on it. The situation was further complicated by the government's policy of pushing for a unified educational system in Hong Kong. From 1977 to 1988, the government continued to exert pressure for change on The Chinese University. This finally ended with
the decision of the Executive Council to unify sixth form and tertiary educational systems.
The students of The Chinese University grew up in the midst of these drastic changes of the past thirty years. Challenges from within and without the University were many. Young students with enthusiasm and idealism bravely faced and accepted these different challenges. The ideal of The Chinese University is to pursue a holistic education and to promote the exchange of Chinese and Western cultures. During their days in the University, students have tried very hard to respond to the challenges of the time hoping to realize their ideal in practice. In the short span of four years, to achieve this educational ideal was not easy. Moreover, the drastic and continuous changes in the University have definitely made the load shouldered by the students even heavier.
IV. Change in the Environment of Studies
The Chinese University is an institution charged with change and dynamism. Among the first of the changes there · was that of the geographical environment. When the University was first founded, the three Colleges were scattered in different parts of Hong Kong. In 1972 and 1973, United College and New Asia College moved on to the campus at Ma Liu Shuithus centralizing the University geographically. From 1963 to 1972, when the three Colleges were separated geographi-cally and the community was quite small in each location, there evolved inside each community a much stronger network of human relation-ships, preserving basically the characteristics of small colleges.
When the three Colleges came together, the University began to contemplate changing its federal structure. After several years' prepara-tion, the University finally decided in 1976 to make the change. All the subject-orientated teaching, research and administration were central-ized at the University. The Colleges were responsible for general educa-tion and student-orientated teaching. In the meantime, the departmental offices formerly distributed in the three Colleges were moved together. The separation of departmental offices from the Colleges obviously affected the communal life of the Colleges.
With the centralization of the University, the former inter-collegiate courses disappeared. The curriculum structure became simpler. In 1987,
the University decided to further simplify the dual system of degree examination and credit units. The degree examination was abolished leaving only the credit unit system intact. Furthermore, general educa-tion was mostly absorbed by the University. In 1989 when the Univer-sity reviewed its curriculum, it decided to implement a flexible credit unit system in 1990, giving the students more flexibility in their choice of courses.
Both the degree examination and the credit unit system influenced student life and there are pros and cons to these two systems. When the University undertook two systems at the same time, examination pres-sure on students was heavier. To use either one or the other was reasonable. The degree examination system places the pressure of ex-amination over the last two years. Yet students may enjoy a lighter study load in the first two years of their studies. The credit unit system seems to be fairer since there is no examination pressure at any specific period. However, if students' attitude towards their studies is very much con-cerned with good grades, students will struggle to attain high marks in every subject they take. When Hong Kong secondary school education is so much affected by examinations and scores in examinations, it would be a pity if the credit unit system created a relatively tense study environment either in reality or in the imagination of the students.
Looking back at the development of the University over the past thirty years, the pressure and challenges it faced were definitely im-mense. Internally, it sought reform and expansion, and externally it had to protect its curriculum structure. For a young university, this was by no means easy. When students entered the University every year, they directly experienced the campus environment and educational system of that particular time and place. They also indirectly felt the influence of the spirit and idealism of the founders of the University. Their experien-ces were diversified corresponding to the difference in time and space, but their overall experiences may be woven into a beautiful and touch-ing epic.
V. Campus Life and Student Activities
Campus life may be divided into two categories. Firstly, there are the traditional activities organized by the University or the Colleges, e.g.,
founders' day, sports day and cultural activities. Most of these activities are jointly organized by the staff and students among them are founders' day, sports day and the swimming gala. There are also academic lec-tures, and activities organized by college committees or by Sir Run Run Shaw Hall. Secondly, there are activities organized and promoted by the student bodies which include student unions (of the University and the Colleges), departmental, affiliated, hostel, independent and othertypes of societies.
When the University was first founded, the three Colleges were geographically separated. Student organizations were mainly college-based. As early as 1951, Chung Chi College Students Union (then named Chung Chi Students Autonomous Society) was founded. United College and New Asia College had their students' unions founded respectively in 1963 and 1964. They published their own students' newspapers. The Chinese University Students Union was founded in 1971. It published its own The Chinese University Students Newspaper. Its predecessor was jointly published by the three College students unions in 1969 under the title of The Chinese University Students Newspaper Joint Publication: In 1974, due to internal controversies among the students, it was decided by referendum to have the students' newspaper break away from the Executive Committee of the Students Union, turning the students' publication into a separate publishing com-mittee to be headed by an independent cabinet.
Departmental and affiliated societies were the foundation for stu-dent unions. Chung Chi students have their own unique organization -the class society. A class society is founded in the first year of the students' studies, forming an important horizontal and cross-departmen-tal organization. United College and New Asia College students did try to set up class societies, but it failed to become a tradition. Since the three Colleges have built hostels, residents of hostels organize themsel-ves into residents' societies. In 1981, United College even set up two non-resident students halls in the staff-student centre of the College which were designated as affiliated societies under the college students union. Affiliated societies include different kinds of interest groups, for instance, collegiate and university drama societies, the Chinese Music Society of New Asia College, the Guitar Society of United College, the Qigong Society of Shaw College, the Photography Society of Chung Chi College, the Chinese Affairs Society of the University, and the
Modem Dance Club. Moreover, there are religious bodies, such as, the Christian Students Fellowship of Chung Chi College, and the Catholic Students Society of New Asia. Other types of student bodies are the branches of external organizations, such as, the Rotary Club of United College and Chung Chi College, and the Sonta Club of Chung Chi College. After the three Colleges were moved together in Shatin, some of the interest groups with separate collegiate bodies merged together to form a single unit. As a whole, the collegiate student organizations were relatively stronger in the 1960s and 1970s. In the 1980s, under the influence of various factors, the pace of growth was faster in university student organizations.
According to the statistics of the Office of Student Affairs, student activities may be divided into the following: cultural and recreational, sports, religion, meetings, lectures, academic, forums, service, new students' orientation, external exchange and participation in university administration. Taking the statistics of 1979 to 1982, the more frequent activities include cultural and recreational, as well as religious and academic. The statistics of 1984 to 1989 show that recreational, social, academic and sports activities were held more frequently. That cultural and recreational activities have always been popular reflects a relatively relaxed atmosphere on campus. The large number of academic activities is a happy sign indicating that the Chinese University students have considerable respect for academic functions. The sports facilities of the 1980s were greatly improved, a trend reflected in the numerical increase in sport activities. However, the statistics of 1984 to 1989, indicate that there was a decrease in several types of activities including religious, recreational and social, academic, current affairs, cultural and artistic. Lastly, there has been a continuous increase in activities related to services.
Again according to research carried out by students in 1987, 1990 and 1991 which analyzed the extracurricular activities of the Chinese University students, the results of their findings were very close. Some of the major points include:
(1) The frequency of students' participation in extracurricular ac-tivities varied with levels of years they were attending, and the types of activities they participated in showed also different emphasis.
(2)
Factors affecting the frequency of participation included inter-est, department, hostel, course assignments and part-time job. Pressure of studies and insufficiency of time are ranked as the most serious factors. Frequency of participation of residential students was higher. Because participation in social and politi-cal affairs requires more time and is more demanding, the participation rate was relatively lower in these areas.
(3)
Students taking up positions on executive committees or working groups aim to train themselves in organizational abilities as well as promoting these activities in order to serve others. (The research papers of the four groups of the Senior Seminar Course in the Chung Chi College General Education Programme)
When the three Colleges were still under the federal system, espe-cially before they were moved together in Shatin, the number of staff and students was relatively smaller. The college atmosphere as a result was much stronger. Student activities of different colleges had their own characteristics. For example, Chung Chi inherited the Christian college tradition of the past and laid more emphasis on religious activities. In the 1950s and 1960s, the strongest student affiliated society was the Chris-tian Fellowship. The society not only organized different kinds of religious activities, but also set up a free "Common People Evening School," from 1953 to 1960, which provided children without other opportunities to attend school, a chance to receive education and medi-cal care. In the 1970s, students from the three Colleges joined together to form The Chinese University Christian Fellowship, thus absorbing the earlier Chung Chi organization. Even though Chung Chi students tried to revive its traditional organization, its progress was still rather slow.
The rise and fall of different types of student activities and organiza-tions have less to do with the centralization of the three Colleges. Their fate has been more related to changes in the social atmosphere. One example is drama. From the time when The Chinese University was first founded until the 1970s, interest in drama activities was very intense. Each college held its annual drama performance and took part in the drama competitions organized by the Federation of Post-Secondary Students. Because of intensive competition, quite a number of students
were concerned with and supported this activity. Students took up script-writing, direction and acting. A group of young talents in drama was, as a result, cultivated. Of the three Colleges, the atmosphere in Chung Chi College tended to be stronger. In 1962, Chung Chi Students Union organized the first class drama competition in order to com-memorate the founding of the Students Union. The tradition of this annual competition was continued until the late 1970s. In 1973, the "Class Brightness" initiated a project, supported by staff and students, building a small open-air theatre behind the Chung Chi Tang Students Centre. The theatre was named "Stage of Class Brightness." However, interest in drama activities gradually faded in the 1980s. Hong Kong society offered more and more fashionable activities and popular cul-ture became more influential. Meanwhile, student activities on campus became more pluralistic and students' interests more diversified. Reflecting this trend of diversification of students' interests, a number of new interest groups began to emerge, including the Canoe Club, the Astronomy Society, the Yacht Club, the Squash Club, the China Invest-ment Association and the Qigong Club.
The New Asia Chinese Music Society received very strong support from staff, students and alumni in the 1960s and 1970s. Activities organized were very impressive. Courses in teaching Chinese musical instruments and concerts were very popular. However, interest in these activities gradually faded.
After the three Colleges came together in Shatin, along with the rise of the student movement, other types of organizations and activities emerged. The most representative were the Literary Society, the China Affairs Association, and The Chinese University Social Work Team. These organizations had significant influence on the Chinese University students and their activities.
The Chinese University Social Work Team was founded in 1972, one year before New Asia College moved on to the Shatin campus. In June that year, Hong Kong was attacked by a serious thunderstorm, and a large number of poor people lost their homes. About two hundred Chinese University students enthusiastically threw themselves into helping these poor people. In the meantime, they felt that they needed to have a permanent and on-going organization to be responsible for leading their fellow students in serving society so they decided to organize The Chinese University Social Work Team. Its goal was
to "unite the students, understand society, serve the labouring masses."
The Literary Society was founded in 197 4 with a close relationship to the organization, the Awards for Literary of the Youths. These two organizations cooperated closely and maintained active interflow. The development of the Literary Society extended from within the campus to the literary circles of the other post-secondary institutions, and Hong Kong society in general. Some of the activities were attended by secon-dary school students. It has made a considerable contribution towards promoting literature in Hong Kong.
-The China Affairs Association was founded in 1975. Its appearance was closely related with the "Understand the Motherland" student movement of the time. The history of its first five years was described as "having gone through strong winds, and thunderstorms, accompany-ing the understand the motherland movement from brilliance to tran-quility." (The Chinese University Students Newspaper, No. 92, March 1980, p. 103) Following this initial stormy experience, the Association wished to maintain a kind of "rational, serious and open attitude" in investigating problems concerning China. In assisting The Chinese University Students Union in promoting the movement to understand the motherland, the Association has played a very significant role.
The departmental societies which organize many activities also play an important role in campus life. They are formed by students who share a similar major programme of studies. Before the three Colleges were moved to Shatin, the significance of the departmental societies was even greater. A lot of the activities of the students unions were based on their support. They were counted as the organizations with the strongest grassroot relationships, as well as. the most broadly-based. When the three Colleges were geographically centralized, especially after the departments of the three Colleges were integrated, the relationship between college departmental societies and college student unions grew progressively less close. Moreover, because of a continuous increase in the number of student activities, of widely diversified nature, and with the electrification of the train system, students could move more easily to Shatin, Taipo and Kowloon for external functions, so that the grassroot activities organized by the departmental societies were seriously affected.
Hostels have very close relationships with their residents, hostel life
forming a very important part of campus life. When hostel life is fulfilling and active, it has a crucial effect on the informal education of students. When the University was first founded, Chung Chi College had three hostels (which were renamed, in 1970, as "Ying Lin Tang," "Ming Hua Tang" and "Hua Lian Tang") and New Asia College, located at Farm Road, had its male and female hostels. After the three Colleges came together, United College built its Adam Schall Residence, while the University built its Postgraduate Hall Complex. In 1973, because of insufficient hostel places, the decision of the Univer-sity Grants Committee (UGC) controlling the undergraduate hostel places at under 40%, provoked strong reaction from the students. The Chinese University Students Union led about a thousand students to demonstrate on campus. They staged an overnight protest in the open air, and went to the Vice-Chancellor's residence to present a protest letter, in order to push for further hostel buildings. Finally, the Univer-sity accepted the views of the Students Union, turning two army quonset huts into a temporary hostel. In the 1980s, when new hostels were built one after another, this temporary hostel with its rather special hostel environment, was replaced.
The nature of the hostels of the Chinese University is somewhat different from those of the University of Hong Kong, which has fol-lowed the British experience. The. hostels there have a heavy respon-si.ility in organizing activities and providing informal _education. The administration of the hostels and their overall design is also different. The Chinese University hostels' primary concern is to fulfil the residen-tial needs of students. Space for public activities and social functions are relatively limited. No dining facilities are provided. Still the hostels, through their wardens and student bodies, shoulder the responsibility of providing informal education. Yet, the traditional values also are dif-ferent from those of the hostels of the University of Hong Kong. The new hostels which were built are larger in size than the old and have more residents and simpler recreational facilities, resulting in hostel activities being rather affected. According to a survey carried out by the author in 1991 on learning and life of the first and third year students of Chung Chi College and United College, of the 1,150 students who returned the questionnaires, 320 were residents with 334 more having either "illegally resided" or "informally resided" (commonly known as "twisted snakes") in the hostels. Of the 654 students, 37.10% had
participated in hostel activities. Of these activities, the most popular was the "sugar water meetings" (76.70%), other activities included new students orientation (55.90% ), film nights (53.90% ), and interest groups (8.90%). In general, recreational and sports activities. were more popular. Lectures or cultural activities were fewer and participation depended greatly on the topics and speakers. Of course, other than organized activities, hostels provide an important opportunity to promote collective education. Students learn how to live independently and together with others, cultivating a spirit of tolerance, mutual support and understanding. This remains one of the most basic goals of hostel life and education.
Because of the insufficiency of hostel places, some of the non-residential students look for rooms to rent in the Chek Lai Ping Village in the neighbourhood of the University.
The "Chek Kei" (Chek Lai Ping) has fresh air and a relatively pleasant environment. It is not far from campus and fairly convenient. Groups of students join together to rent a house or apartment forming "mini halls" which sometimes may have a better atmosphere than that of regular hostels. However, because rents are quite high, not all students can afford the expense.
Looking back at the changes in the university life of the Chinese University students, progress both in terms of quality and quantity can found. Student life and activities have become more diversified. Student organizations and activities have continuously expanded, allowing more opportunities for students to participate in organizational work, and offering, at least, some experience in management and organization. This experience will significantly assist the students when they enter society.
Changes in society have also created a considerable impact on campus life. First of all, there are the effects of mass communication and modernization in transportation. In 1973 when the three Colleges were operating on the Shatin campus, the trains were still running on a single-rail and were driven by coal. With the beginning of the under-ground mass transit system and the electrification of the trains, a fun-damental change was brought into campus life. Before this, the trains were more crowded. The new towns of Shatin and Taipo had not yet been developed. The University campus formed a relatively isolated community, so that once students and staff came on campus, they had to
make the best of the facilities, participating in the activities of the university community. However, when Shatin and Taipo became fully developed and transportation had become convenient, their choice of activities multiplied. Contact between the campus and the outside be-came frequent. Thus the originally "self-sufficient" and relatively iso-lated community life was gradually diluted and became to some extent disintegrated. This is how the 1983 electrification of the railway has affected campus life.
Secondly, the present rapid development of electronic media and popular culture started in the 1980s. With the growing prosperity of Hong Kong, relaxation and recreational styles greatly developed. In the 1950s and 1960s, popular culture was still embryonic. Higher academic culture had a greater influence on the students. Popular music and films had a strong impact at that time, but when compared to the influence of television in the 1970s and of videos in the 1980s, the influences of the earlier years were greatly diluted. Students of the 1980s did carry out some analysis of campus culture, seeing very clearly how popular culture had infiltrated into campus culture. An example can be seen in the popularity of comics in the hostels of the mid-1980s. This is a sign of the trend towards diversification of the campus culture.
VI. Student Participation in University Administration
A university aims to educate talented young people for society. In order to achieve this goal, a university must cultivate concern for and, a sense of responsibility towards improving their surroundings. This is a fun-damental aim of university education, In order to provide more oppor-tunities for students to learn about democratic education, the university encourages students to make recommendations on its different develop-ments, and to some extent permits students to participate in the manage-ment and planning of the institution.
Since its founding, the University has clearly followed this educa-tional principle, gradually putting its educational ideal into practice. The Chinese University students have clearly understood the significance of this educational ideal, as they have sought opportunities to participate in the University administration.
When the Chung Chi Students Union set up its student autonomous
society, an independent and autonomous idea had taken root atan early stage. In 1956, the quality of food at the cafeteria was very poor. Staff and students were quite upset. The College appointed a committee which was composed of three representatives from the administration, the staff and the student union to negotiate with the owner of the cafeteria. This was a breakthrough, the first occasion on which the College permitted students to participate in its adminstration. After one year of negotiation which finally failed, students formed their own cooperative and set up a cafeteria in a temporary iron hut. This finally forced the owner to close the cafeteria.
In 1960, New Asia College set up a Hygiene Committee the mem-bership of which was composed of representatives from the Dean of Students Office, the Business Office and the student union. Its duty was to supervise the hygiene condition of the cafeteria. This also served as a foundation for students' participation in university administration in the future. In fact,-even before 1963, besides partially administering the cafeteria, students from the three Colleges independently or jointly organized a number of activities including placement counselling and the new students' Orientation Week.
In 1964, the University established a Student Welfare Committee, directly responsible to the Vice-Chancellor, and advising him on affairs related to student welfare. Its membership was composed of staff and students from the three Colleges.
Between 1963 to 1966, the Chung Chi College Students Union reviewed the general education programme of the College, i.e., Philosophy of Life. Finally, in 1966, the College with student participa-tion, appointed a special committee to formally review the programme. In 1967, it was decided to revise the programme which was renamed the Integrated Basic Studies programme. This was an important precedent in students' participation in reforming teaching programmes of the University.
In 1966, New Asia students initiated a storm of criticisms against the quality of food in their cafeteria. In the following years, their counterparts in Chung Chi College organized a series of boycott actions in protest against the quality of food at their canteen and demanded that the manager of the canteen be fired.
In the meantime, students from all three Colleges became more and more critical of the examination system of the University. In 1968, the
United College Students Union initiated the discussion by setting up The Chinese University Examination System Review Committee, stimulating students of other Colleges to consider the situation. In January 1969, the University of Hong Kong Students Union started their campaign to reform the school administration. In the same year, the students union of the three Colleges, one after another, set up their own study committees on students' participation in university ad-minstration. In November, the United College Students Union or-ganized a "Conference on Student Participation in University Administration in the Chinese University" in which they discussed with other students concrete strategies for participation in university ad-ministration.
In 1970, the administrators of the three Colleges affirmed the mean-ingfulness of student participation in university administration. They actively invited students to send representatives to participate in, or be observers, in most committees of the Colleges, including the Academic Boards: This marked the beginning of formal participation of students in university administration. The New Asia College Students Union, there-after, set up a Universit)'. Administration Consultative and Executive Committee of the Students Union to coordinate work in this aspect. Chung Chi College, however, did not believe that it was yet the proper time to let students participate in the Academic Board. Instead, it estab-lished a Staff-Student Joint Consultation Committee with an equal num-ber of representatives from staff and students to consult and make recommendations to the Board.
From 1963 to early 1970, the students from the three Colleges had already taken a clear direction, and laid a firm foundation for their participation in university administration. In April 1970, they took another step forward. This was at the time when the University Grants Committee had decided to cut back on expenditure on university development. The students were very angry at. this decision. After careful consideration and thorough discussion, they resolved to boycott class as a sign of protest. This was the first time the Chinese University students boycotted class in order to show their concern not only for their own welfare but also for the benefit of the University as a whole. They were taking action to support the development of the University. This was also a very important predecessor to participation in university administration by the Chinese University students, laying a significant
foundation for the students of the 1980s to protect the curriculum
structure of the University.
In 1971, Chung Chi College set up an Education Committee to be
responsible for reviewing the educational· policy and practice of the
College. The Committee was composed of ten staff members and three
student representatives. This was another breakthrough in student par-
ticipation in the review of teaching in the University.
In the meantime, the Chinese University students took part in
demonstrations over "the Protection of the Diaoyutai Islands" move-
ment. Some of the students were arrested by the police. In January 1972,
during one of the College monthly assemblies, at New Asia College, the
students demanded a continuation of the discussion on the Movement
after the assembly was over. They got into an argument with the College
administration. After the incident, the students union called an emergen-
cy meeting and appointed a five-member committee to investigate stu-
dent opinion ori the reform of the college administration.
During 1971 and 1972, the University and the three Colleges active-ly opened up channels to allow students to participate in university administration. The most significant mechanism was the University Staff-Student Consultative Committee. In less than ten years since its · founding, student participation in university administration had made obvious progress, fully reflecting the fact that both the University and the three Colleges identifed with, and respected, this particular educa-
tional ideal.
On the basis established in the late 1960s and early 1970s, The
Chinese University students followed the experience of the Chung Chi
College students in participating in the Education Committee. They
went ahead, identifying another important task in their participation in
university administration, i.e., drafting a proposal on the development of
academic affairs, and of the University as a whole. In February 1973,
The Chinese University Students Union submitted, through the Univer-
sity, a proposal to the University Grants Committee. It contained their
views on the development of the University between 1975 and 1978,
and their expectations of the University's contribution to tertiary educa-
tion in Hong Kong. In June of the same year, when the government
announced a large-scale increase in tuition fees for the two universities,
the students from the two institutions joined hands in opposing the
decision.
By the mid-1970s, the new direction of the student movement in Hong Kong was geared towards "to care for society and know the motherland." The emphasis was on knowing and identifying with the motherland. Students of The Chinese University, in the main, followed this trend of development. Moreover, the student population was also troubled by internal conflicts over ideologies. Consequently, their par-ticipation in university administration was relatively less enthusiastic. It was during this period that the University and the three Colleges were studying ways to change the administrative and academic structure of the University from a federal a unified system. The· three Colleges students union did not participate too actively in this process. Compared to their teachers, their emotional involvement was far less intensive. Except for a stronger reaction from the New Asia College and the Chung Chi College Students Union, the reaction from The Chinese University and the United College Students Union was rather muted.
In 197 6, with the 4th of April Tiananmen Incident and the fall of the Gang of Four, the direction of the student movement began to change. In 1977, the University on the one hand formally launched a new system with the three Colleges unified, and the government on the other hand announced the Green Paper on Senior Secondary and Tertiary Educa-tion which contained a suggestion to change the University curriculum from a four-year into a three-year structure. Staff and students of the University rose in opposition to the suggestion. In February 1978, over 2,000 staff and students took part in an outdoor rally, joined by senior administrators of the University, to oppose the "change from 4 (year) to 3 (year)."
Soon after the controversy over the Green Paper subsided, the newly established Examination Authority considered cancelling the Chinese Language requirement for the Higher Level Examination (sub-stituting for the Chinese University Entrance Examination). Since this would have had an adverse effect on the academic level of entrants to the University, and reflected a disregard for the traditional emphasis on Chinese Language, staff and students once again gathered to criticize the Examination Authority. This further stimulated the students to reflect on the educational ideals and practice of the University. To start with, they reviewed problems related to general academic affairs includ-ing teaching, examinations, the credit unit system, the degree examina-tion, and general education. Towards the end of 1980, the focal point of
the review was· shifted to the five-year curriculum structure of the Medical Faculty soon to be established. The students set up a Medical Faculty Curriculum Structure Review Working Group which initiated a one-man one-letter campaign. The letters, requesting that the Medical Faculty be changed to a 6 year curriculum, were collected and sent to the UPGC and the University administration. On 3 December, over 4,000 students took part in a sit-in demonstration. Soon after the demonstra-tion, the University administration took a liberal stance by setting up a temporary working group to review the curriculum structure of the Medical Faculty. Staff and student representatives were invited to join. The group came to a three-point conclusion which was presented in a special report. The contents of the negotiation were kept confidential. However, the Medical Faculty Incident had already turned into a major event of the popular student movement. Different students held different views on the understanding of, and on the ways to handle, the move-ment. The university administration requested· that the student repre. sentatives keep the contents of the report confidential. But the representatives had to beresponsible to the students' Medical Faculty Curriculum Committee. Parts of the report were leaked which led to an increase in tension in the relationship between the students and the University. Consequently, the report was not submitted to the Univer-sity Senate for discussion. In October 1983, the students made a last effort to save the day by requesting the Senate to resolve to simplify the Medical Faculty entrance requirements by dropping Form 7 entrance. They staged a mass rally at the forum in front of the University. Ad-ministration Building from 2 p.m. to 2 a.m. of the following day. However, even this last effort did not bring about any changes to the curriculum structure of the Medical Faculty. This marked the failure of another attempt by the staff and students in reforming the university administration, and trying to shape it to correspond more closely to the ideal of the University.
Five years afterthe Medical Faculty Incident, in one of the interflow meetings attended by eight former university students union presidents, the efforts made by the students in the incident were reviewed: The former union presidents agreed that the incident was a significant event in the history of the students' participation in university administration. They regretted both that it had failed, and the negative effects it had brought about, including the rejection of student representation in the
Senate in 1982. (The Chinese University Students, No. 128, August
1987)
At the end of 1982, another controversy occurred on campus. The
focal point centred around the "provisional acceptance" scheme which
the University was contemplating. In April 1983, while the Senate
approved the scheme, the students union expressed their concern about
it. However, because of the shadow of the Medical Faculty Incident, the
students did not want to take any actions which would further worsen
the already uncomfortable relationship with the University. They
decided to be· more understanding and showed silent support for the
University.
In 1983, the attention of the students on campus was also diverted to
the Sino-British debate, and negotiations, over the future of Hong Kong.
In March 1984, The Chinese University Students once again reflected on
the current situation and the difficulties in the students' participation in
university administration. At the beginning of 1985, when the Univer-
sity was already administered the "provisional acceptance" scheme, it
had to further review its curriculum in order to cope with the increasing · pressure from the government to change its structure.
The students union led the students in participating in the review.
The students also made use of th. opportunity to reflect on the history of
their participation in university administration. On 18 February 1985,
The Chinese University Students carried out an opinion poll on students'
views on .the issue. The survey was composed of two parts with a total
of sixteen questions. The conclusions were as followed:
(1)
a majority of the students knew of their right to participate in university administration;
(2)
most of them felt that they should be fully cognisant concern-ing participation in university administration;
(3)
a majority of the students wished that the University would periodically announce such information;
(4)
a majority of the students felt that the Chinese University students did not participate sufficiently;
(5)
students tended to choose to criticize the University through channels outside the establishment;
(6)
students in general felt that the weight of their study loads should. not be used as an excuse to prevent students from
participation in university administration, but this, in fact, was the prime reason for the students' non-participation.
The major event in 1986 was the selection of the new Vice-Chan-cellor. However, because of insufficient preparation and the fact that the selection process went faster than expected, the students' participation was insignificant. In 1987, a more significant event was the approval by the Senate of five seats for student representatives. This marked the successful ending of a series of efforts from the beginning of the 1980s and marked an il_llportant page in the history of student participation in university administration.
In 1986, the government published the No. 3 Report of the Educa-tion Commission formally requesting the University to unify its under-graduate admission at Form 7. This once again aroused a very strong reaction from staff and students. Since the· controversy of the Green Paper on Senior. Secondary and Tertiary Education in 1977, the staff and students of the University had spent almost ten years protecting the four-year curriculum structure of the University, and so they saw the No. 3 Report of the Education Commission as an attempt to undermine their efforts. They demonstrated with an unprecedented spirit of unity. Hand in hand they systematically worked together to explain to the general public the intention of the University and managed to win broad sympathy and support from society at large. However the government finally decided against the wishes of the University and accepted the No. 3 Report in the Executive Council. In 1988, the Government announced a large scale increase in the number of places in tertiary education. The University had to consider its long range interests as a whole in main-taining its developmental dynamism. It was forced to accept the decision of the No. 3 Report. As a result, the University, in 1989, once again reviewed the curriculum and decided to implement a flexible credit unit system in order to cope with the impending changes in the future. Under the influence of the democratic movement in China in 1989, the average student reaction to the curriculum review and the flexible credit unit system was understandable.
In the early 1990s, the students felt rather depressed as a result of the victory of the No. 3 Report of the Education Commission, and the failure of the 1989 democratic movement in China. They reformulated the direction of their participation in university administration and in the
student movement. The directions in their relationship to China, to Hong Kong and to the democratization of university affairs were reaf-firmed. The new focal point in participation in university administration was better student welfare, e.g., the quality of the medical service, channels for student complaints, etc. However, under the increasing pressure of study and examinations, it was difficult for them to make any breakthrough in their participation in university administration.
VII. Student Movements
University students identify with the high ideals of the university. They wish to assume the responsibility of intellectuals in reforming society, and the nation, in order to fulfil the expectations of college educators and the public. In the past thirty years, the Chinese University students have performed impressively in this aspect, fully demonstrating the achievements of the education offered.
In the 1950s, Hong Kong society was quite traditional. Moreover, because of the Cold War and the 1957 Riot, political sensitivity was high. Consequently, students' participation in social affairs was rare. In the early 1960s, college students showed greater interest in public affairs. The year 1963 saw the emergence of the Post-Secondary Stu-dents Social Welfare Team, its membership containing students from the three Colleges. They repaired roads and improved the living en-vironment for some of the poorer people in remote areas of the New Territories.
In 1966, the Star Ferry Company fare rise aroused serious con-troversies in society. Students from Chung Chi College went to inves-tigate and published a report criticizing the decision of the company. The report was highly regarded by society at large. It was seen as a landmark of the Chinese University students' participation in public affairs in the 1960s.
In 1967, the Cultural Revolution broke out in China. The Chung Chi College Students Union and the Philosophy of Life Committee of the College jointly organized · a series of three seminars on the Cultural Revolution. Participation was very enthusiastic. This was the first time the Chinese University students explored mainland Chinese political problems openly and on a large scale.
In November of the same year, the University of Hong Kong students' newspaper, the Undergrad, initiated the proposal to have Chinese legalized as another official language. In December, the Chung Chi Students Newspaper published a special issue on Chinese as an official language. In 1968, the Chung Chi Students Union continued the effort by organizing another related seminar and advocating the use of Chinese as an official language. All this attracted a lot of attention from the public.
In 1970, the Chinese as an official language campaign was in full swing. In the summer, two Chinese University students participated in the six-member delegation of the Hong Kong Federation of Students (HKFS) to the International Students Conference held in Japan. The delegation successfully solicited the support of the Conference in send-ing a telegram to the Hong Kong Governor requesting that the Chinese langauge be given an official status. In the meantime, seventeen student and cultural organizations jointly formed a Joint Committee for the Struggle to Make Chinese an Official Language. The Chairman of the Committee was a student of Chung Chi College. In mid-September, the students union of the three Colleges came together to organize a joint-action committee and fully participated in the campaign. The Chinese Language Campaign symbolized the beginning of full participation by the Chinese University students in the student movement.
Soon after the emergence of social awareness among the students, their patriotic feelings were aroused. February 1971, saw the beginning of the movement to protect the territorial integrity of the Diaoyutai Islands. During the historic demonstration on 7 July at Victoria Park, several student leaders were arrested. In the November monthly as-sembly, students of New Asia College discussed heatedly the issue of the patriotic movement. This touched off a wave of demands by the students to participate in the reform of the university administration. Because of the Chinese Language Campaign and the Diaoyutai Move-ment, the social consciousness of the students was, to a major degree, heightened. On 18 June 1972, after a disaster caused by heavy rain, the students voluntarily joined together to help the victims of the disaster. Resulting from this, The Chinese University Social Work Team was organized.
The Chinese Language Campaign and the Diaoyutai Movement also provided an outlet for the long-smothered romantically patriotic
feelings of the students. This gave rise to the first union-organized mainland tour in July 1972.
From the rnid-1960s to 1972, the Chinese University students reacted to social and national issues in the name of the three college unions. This form of participation was relatively simplistic and its organization, loose. The students were also as yet quite untutored in political ideas.
The year 1973, however, marked a turning point when the three college unions, now at Ma Liu Shui, began to have more frequent exchanges of ideas and more cooperation.
In June 1973, former Chief Superintendent Godber, a suspect in a corruption case, escaped from police investigation. The Hong Kong
. Federation of Students protested against the government's improper management of the case and its less than scrupulous attitude towards corruption. Chinese University students gave their full support to the "Capture Godber, Curb Corruption" movement. However, student sup-port was short-lived due to the inconsistency of thinking and strategies amongst anti-corruption groups. Some students were now turning to national identification activities. In October, a large number of student movement activists were attracted to the first China Week organized by the HKFS. This new era of the student movement was strongly in-fluenced by radical thinking in the mainland, which served as another outlet for strong national feelings.
Student thinking in this period can be divided into three main factions: the China Faction, the Hong Kong Faction and the Pure Stream Faction. The China Faction shared strong national feelings and iden-tified with a socialist China. They believed in allying themselves with the second world, including Britain, and the third world, as in Mao Zedong's "Theory of the Three Worlds." They believed on the other hand in confronting the hegemony of the United States and the USSR, or the first world.
The policy implications when the principle was applied in Hong Kong was that the status quo would be upheld, while national awareness among Hong Kong people would be raised, awaiting the return to China.
The Hong Kong Faction advocated reforming Hong Kong society while identifying with China. To them, anti-colonial feelings were part of patriotic feelings.
The Pure Stream Faction inherited from previous student move-ments involved a more open method of thinking. They took a critical and independent attitude towards social and national affairs, questioning both the China Faction and the Hong Kong Faction, and confronting radical thinking with their speeches and writings.
Chinese University students formed a major pillar of the student movement during this period. They led the anti-price increase move-ment in April 1974 and participated actively in the inflation exhibition in July. The most controversial of the students' involvement, however, was their response to the Anti-Lin, Anti-Confucius Campaign on the
· mainland. In November, the university emblem in The Chinese Univer-sity Students Newspaper was replaced by the union emblem because the former bore the saying "bo-wen yue-li" ( to broaden one's intellectual horizon and to keep within the bounds of propriety). Some students felt that this was the union's unilateral action as a result of the campaign on the mainland. This particular controversy turned into calls for inde-pendence for The Chinese University Students Newspaper, a stance later supported by the results of a referendum. The incident revealed that the majority of students had reservations about the union's political direc-tion. While the majority of students chose a more independent role for the union, the ideological differences among student leaders began to widen.
Another ideological confrontation among the students was sparked off in 1976 by the April 5th Incident and the Anti.Rightist Campaign. But their attention was quickly diverted to three other incidents, the first being the failure of the students in the recruitment exercise for govern-ment administrative officers. The second incident was a court case resulting from the New Asia College Students Union confiscating pamphlets distributed by the Post-Secondary Students Group on The Chinese University campus. The third incident involved criticisms against the union for not selling the Ming Pao newspaper because of its "anti-Communist anti-Chinese" tendency. The students resentment led to a change of heart on the union's part accepting the criticism.
The patriotic feelings which dominated the mid-1970s began to diminish against the backdrop of the fall of the Gang of Four in October 1976. There was much confrontation during the 20th Annual General Meeting of the HKFS in April 1977. Students began to realize how simplistic their political tendencies had been during the past four years.
The beginning of the year 1977 marked a rapid decline of en-thusiasm in student movements and a new era for the student national identification activities. Students and staff of the University gave their support to the Jubilee Incident, which lasted from July until the same month the following year: Students from the University and the Univer-sity of Hong Kong provided summer tuition for the Jubilee School students and helped them to reorganize their school.
The Jubilee Incident had a decisive impact on the Chinese University students, in allowing them room to reflect and gather their thoughts.
During the years between 1977 and 1981, The Chinese University Student Newspaper published several articles on their attitudes towards China, and ways of knowing China. Chairman Mao's words were quoted in the articles published during the first year. Mao criticized some people for not analyzing anything, sticking only to the mainstream of igeas. He called for critical approaches and independent thinking. By 1981, the. students' thinking advocated going beyond the limits of na-tional identification. The new slogan became "to transcend national identification and continue to participate in national affairs." It was an appropriate and concrete approach to studying the democratization of China, and a breakthrough in national identification.
The national identification movement maintained this same direc-tion throughout the 1980s. The Sino-British talks on th. future of Hong Kong greatly shook the community in 1983. In a statement issued in June, the union vowed support for the principle of Hong Kong people ruling Hong Kong. They criticized Allen Li for objecting to this idea. The union maintained its position on two grounds: firstly, that the Chinese government must guarantee the greatest autonomy for Hong Kong under Chinese sovereignty; and secondly, that the Hong Kong people ruling Hong Kong principle must involve a process of democratization, with people from all walks of life participating in the process.
In October 1983, the union criticized, in a letter to the then British Prime Minister, Mrs Margaret Thatcher, the lack of representativeness of members of Exco and Legco. It also appealed to Britain to help Hong Kong establish democratic political institutions. Later, the executive committee of the union initiated discussion of an open letter to the then Chinese Premier, Zhao Ziyang, collecting student opinion in a number
of ways. The letter which affirmed Chinese sovereign power over Hong Kong, and called for an ope_n and democratic, as well as autonomous, government under the principle of Hong Kong people ruling Hong Kong, was endorsed in a referendum in January 1984.
University students and staff members made a last-ditch effort to save the University from having to change its curricula in 1988, when the government announced the No. 3 Report of the Education Commis-sion. They showed extreme determination and diligence.
The democratic movement in China in 1989 led to an unprece-dented direct participation of the Hong Kong people in Chinese politics. University students participated actively in the process. They had grown beyond a mere emotional identification with China, as in 1972, and had turned openly to a formal participation in the making of Chinese history. Some students made it to Beijing while others stayed in Hong Kong to provide support for the movement. These few months marked the most unforgettable experience for Chinese University students throughout the 20-year-long national identification campaigns. Their courage, wisdom and sense of mission deserved respect.
Democratization in China and Hong Kong became intertwined after the student movements in 1989. It was a surprising realization of predic-tions made in 1981. Like the rest of Hong Kong, the Chinese University students gradually lost the fervour of the movement in less than a year. But the union remained critical and independent, scrutinizing sternly various forces in society, and protested, in word and deed, against acts which violated human rights, or the rule of law.
In February 1990, more than 800 students marched in support of the HKFS-organized strike to fight for democracy against autocracy, despite a sense of anti-climax on the campus. The union and the Chung Chi College Students Union tried to stimulate discussions and reflec-tions on the arguments about the issue of elections in 1991, only to receive a lukewarm response.
It was on the eve of the thirtieth anniversary of the University that the four college unions felt the anti-climax of .he slowing down of the student movement. But they were aware, at the same time, that a new direction had emerged for student movements in the future. What remained uncertain were merely public awareness, and the strategy and style of future student unions.
Conclusion
Chinese University students have had a colourful thirty years history due to the various changes in China, in Hong Kong and in the Univer-sity itself. Growth over these thirty years can be divided into four stages:
(1) 1963-1972
The seeds of a student movement were sown even before the
three Colleges had moved into Shatin, and university life was
dominated by college activities and college life.
(2) 1973-1976
Administrative unification of the three Colleges, against the
backdrop of romantic national feelings in the student move-
ment.
(3) 1977-1988
In search of a new direction in student movements when stu-
dents were fully preoccupied with protecting the university
curriculum structure. Traditional college life faded.
(4) 1989-1993
Changes resulting from the university curricula change, and
the student movement in 1989.
During the period from 1963 to 1972, each of the thr.e Colleges had an independent administration, working separately from each other. The Colleges dominated campus life and activities. This was still true despite the emergence of some independent university organizations in the early 1970s. There were also students, however, who started to analyze the meaning of a college and its spirit. Student life in the small colleges at that time was close-knit. Their background was predominantly middle to lower middle class, but they had become products of an elite education. The community as a whole remained relatively simple, going through the transition from a traditional politi-cal, social and economic culture to an economically advanced and politically open society. Student life was also relatively simple. Cul-turally, the period was marked by the benevolence of traditional Chinese culture, but interest was growing in new thinking and social movements in the West. Chinese University students showed vision in the very early stage of the university's history. They also showed
willingness to participate in the reform and development of the univer-sity, in social justice, and in the fate of their country.
The period between 1973 and 1976 marked efforts to unify college administration. The three Colleges were now gathered at Ma Liu Shui, meaning more students, more opportunities to have classes together and hence a closer exchange of ideas and cooperation. Traditional college life was put to the test when the idea of curriculum change emerged. Student organizations turned idealistic and radical in terms of ideology and showed stronger political tendencies. They were also critical of the developments in Hong Kong. These turbulent years were marked by the arguments about curriculum change which began right after the three Colleges had barely settled into their unification. The University ex-perienced added pressure to change when the Green Paper on Senior Secondary School and Tertiary Education was released in 1977. Cur-ricula reviews in 1985, abolition of degree examinations, and the intro-duction of the provisional acceptance scheme came up before the No. 3 Report of the Education Commission was released in 1987. These very difficulties had drawn various forces in the University together. Staff and students called together for a curriculum closer to their ideals, which won the sympathy and support of society at large. Although the Medical School Incident caused some hiccups in the staff-student relationship, they demonstrated their unity again in 1985, when the government announced the No. 2 Report of the Education Commission. Although the University failed in the battle to save the existing cur-riculum structure, it had done all it possibly could.
It was in the same period that students carried out reviews of the existing curricula, including the suitability of the examination system and general education, and also the quality of student life. Student organizations maintained their growth. College organizations be-came stronger during this period. Student movements also grew beyond pure reflection to reach a new direction -a responsibility in the democratization of Hong Kong and China beyond national iden-tification. Pressure from the Sino-British talks, drafting of the Basic Law and uncertainties of Hong Kong' s political future failed to dampen the spirits of the students, who went through this period of turbulence with great courage.
Student democratic movements in China swept through Hong Kong in 1989 affecting as well the development of the University. It was also
the year the government announced the decision to change the University's curriculum structure.
The direction of student movements adopted in 1981 had been realized. The anti-climax of the student movements did not weaken the determination of the students to advocate the democratization of China. Yet new challenges have appeared due to the government's intention of expanding tertiary education. The University recently successfully es-tablished an Engineering Faculty and Nursing courses. With an expand-ing campus, .an increasing number of students, the upgrading of educational standards and the curriculum changes, the next nine years will be a new challenge for the University to maintain its ideals.
8
Service to Society
Hon-ming YIP
Medical faculty and students at work
Background: A walkaton to raise funds for the Hong Kong Cancer Institute, January 1993
The Concept of "Social Service"
A modern university has three missions: research, teaching, and social service. These three missions reflect the three aspects of knowledge: the acquisition of knowledge being the mission of research; the transmis-sion of. knowledge the mission of teaching; and the application of knowledge the mission of public service. (J. A. Perkins, The University in Transition, Princeton, 1966, pp. 9-10) As the centre of knowledge, a university tends naturally to link its all-round activities to the ac-quisition, transmission, and application of knowledge. The concept of "multiversity" has virtually incorporated German universities' research-oriented tradition, English universities' teaching-oriented tradition, and the American model of the modern university which has been developed on the basis of the German and English traditions and out of the needs for social service in the United States.
In China, the tradition of combining learning with a sensitivity to the needs of society can be traced back to as early as the tenth century. Officials and educators in the early Song dynasty considered it the Imperial Academy's responsibility to include practical studies for the new age. The Academy divided its curriculum into two major categories: basic studies of the Confucian classics and practical studies of current affairs. This emphasis on practical relevancy of knowledge, as pointed out by contemporary scholars and educators_ such as Profes-sor Yti Ying-shih, anteceded in spirit the much later Western develop-ment. ( Chinese University Bulletin, Winter, 1977, p. 11)
Under the pressure of democratization of education in the con-temporary world, the university can by no means be a secluded self-sufficient system. It is rather an organic part of the social construct. James Perkins, an American educator, has vividly stated that the univer-sity is the pumping heart that keeps the social system fresh, invigorated, and in motion. (Perkins, ibid., p. 19) A university will lose its vitality and function should it not be responsive to the community. As asserted by the Carnegie Foundation for the Advancement of Teaching (CF AT) in itsAnnual Report of 1966-1967, public services can bring vitality to the campus. In maintaining its social contacts, the university, playing the role of social educator and leader, can explain to the public the significance of its activities on the one hand. On the other, the univer-sity, in revising the content of its teaching and research programmes to
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meet stimulation and challenge from society, will acquire a greater social relevancy. The function of public service in modem post-secondary education was further affirmed at a series of international conferences on higher education held in the 1970s. There was a consen-sus among participant countries that universities should make a con-tribution to the solution of major problems faced by local communities and by society at large, and take part directly in the process of social change.
While the university's social service function has been highly valued, the nature of the service is difficult to elucidate precisely. Usually, the service is defined in two different ways. Under the first definition, public services cover all the university's activities and mere-ly reflect the fact that all research or teaching is ultimately of service to the community. As Perkins puts it, the university has always provided a service to society by its production of scholars, teachers, and presumab-ly a more educated citizenry. According to the second definition, never-theless, the university's social service is a function distinct from that taking the form of teaching or research. It responds to the specific problems of a clientele outside of the university community. Services of this sort imply that the interactive relations between society and the university cannot be manifested simply by the conventional form of teaching and research. According to a certain suggested classification, there are four major categories of university services (Centre for Educa-tional Research and Innovation, The University and the Community: The Problems of Changing Relationships, Paris, 1982, pp. 39-40):
1.
Technical assistance, advice and information provided directly to government, public and community groups in areas where the university has appropriate expertise.
2.
Research towards the solution of public policy problems conducted by members of the faculty and staff alone or in groups.
3.
Conferences, seminars, workshops, short courses and other non-degree-oriented upgrading and training for government officials, social service personnel, professional people, busi-ness executives, and citizens.
4.
Administrative as well as substantive support when some ele-ments of the public look to the university for financial support
or an organizational structure within which a programme or service may operate.
Furthermore, the public service activity of the university should go beyond problem identification and problem solving. In addition to the response to specific requests, the raising of questions and alternatives not foreseen in the original request are to be included in the social service responsibility of a university. The institution should take the initiative in seeking out new ways in which resources can be applied to the needs of the people of the community. In short, there are numerous forms of university service, ranging from the playing of the university's traditional role in professional training and knowledge transmission to the response to special social demands or the participation in the analysis of the community's needs as well as the implementation of given solutions based on professional advice.
However, the university-society relationship is interactive, as stressed above. In providing society with services, the university itself is in turn benefited by these services. It does not serve the public simply out of outside pressures; to a considerably great extent, it takes the initiative in serving society. While speaking of social service, we are actually commenting upon universities' influence on society at the same time. This interactive relationship is too dynamic in meaning to be called "social service" -a term with strorig connotation of one-way action. The following text will keep to the word "service" simply because it is the one most commonly used.
Links between The Chinese University and the Hong Kong Community
Under the tendency of combining knowledge and practice in the contemporary world, the close relation between the university and society has been increasingly emphasized. Large-scale research projects must be supported by social resources; but as the application of knowledge has become an increasingly complicated job, society has to rely on professional guidance and assistance. To maintain and develop this interdependent and symbiotic interrelationship, the univer-sity and society have to cooperate and build up coordination. Indeed, the
Service to Society
university ought to be an organic part of society. For some historical factors, however, educational systems in some societies/countries were imported from outside. For example, in a number of colonies in Asia, universities are out of line with the academic tradition of the indigenous cultures, as critically pointed out by an educator in his comment on Asian universities' weaknesses, at a workshop on Asian higher educa-tion held in Singapore in the early 1970s. These universities, he main-tained, have not been rooted in native societies and thus cannot absorb nutrient from the communities they are situated in. Students graduated from these universities often found themselves isolated from society, because what they had learned might not be relevant to reality (G. D. Parikh, "Consensus between the University and the Community," in
The University and The Community: Proceedings, Second Asian Workshop on Higher Education, edited by R. L. Huang, Singapore, 1972, p. 65).
In Hong Kong, it was a departure from the traditional colonial educational policy to establish an academic institution which highly values Chinese culture and the Chinese language, takes root in a native Chinese community, advocates Sino-Western cultural exchange, and works for the promotion of modernization and cosmopolitanization of Hong Kong's higher education. These ideals were embodied in the founding of The Chinese University in the early 1960s, concomitant with the expansion of the educational sector as a result of increased social needs for professional talents in an era of Hong Kong' s economic transformation from the model of an entrepot economy to that of an industrial and commercial economy. For the past thirty years, The Chinese University has upheld the principles laid down by its founders on the one hand, and formulated a long-term plan for its own develop-ment to keep pace with the times, on the other. In this process, the University has gradually built up its unique style. Now under the trend of diversification in present-day society, the University has to pay attention to the demands of both the localization and the universaliza-tion of higher education, and also forge ahead to meet the standards of an age of high technology. This dual mission fully reflects the situation in which the University responds to the demand of Hong Kong society on the one hand, and brings its initiative and innovative energy into full play on the other, so as to pioneer a path for Hong Kong's future development.
Looking back on The Chinese University's development since its founding, it is beyond doubt that a close connection and cooperative relations have been maintained between the University and Hong Kong' s social circles in the fields of education, industry and commerce, culture, and so on. This strong social relevancy can easily be detected not only in the University's curricula and research projects, but also in the cultural activities which the University has sponsored or participated in, the programme of adult education developed by the University, and the consultative or professional services offered to the local community by university colleagues. As a characteristic orientation of The Chinese University, social relevancy was emphasized as early as its estab-lishment. Professor Choh-ming Li, the first Vice-Chancellor, stressed,
A university used to be regarded as an ivory tower quite detached from the community. I am afraid that sort of conception of the university has long been given up because of the modem developments of university services to the community. A university of course, has one of its basic functions in training and .educating the youths on the one hand and in developing new knowledge on the other. But, remember, that is only one basic function. There are other basic functions of the university. Another very important one is service to the community ... (Chinese University Bulletin, July 1966, p. 2)
One of the most important tasks in serving the public and leading society is to strengthen communication and contact. with the com-munity. When The Chinese University was founded in the early 1960s, it already made good use of the information systems then available to set up a strong social network to inform society of what the University had achieved, and at the same tiine to relay to its staff the community's expectation of the institution. The purpose of such a network was to invigorate cooperation between the University and society, and to enlist support for the institution. In order to communicate with different sec-tors in society, the University utilized various channels to publicize its orientations and policies. One significant medium was Chinese Univer-sity Bulletin, a monthly magazine published in both English and Chinese versions. In view of the fact that its distribution was technically limited by the postal list available, The Chinese University joined the Univer-sity of Hong Kong in July 1966 in a Radio Hong Kong English programme called "University Report." This thirty minutes' programme was broadcast bi-weekly. Staff members from the two universities were
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invited to report on the institutions' latest endeavours arid future ac-tivities. Publicity projects of this sort effectively help the public keep abreast of the University's development.
Apart from establishing a distinct public image, the University itself and its member Colleges have taken the initiative in building up links with relevant social organizations. One such move was the substantial expansion of the Board of Trustees of United College in August .1966 to increase channels for advice from different social sectors, thus enabling the College to better carry out its policy of serving Hong Kong society.
One significant aspect of its liaison with society was to maintain a close relationship with secondary schools which are the source of most of the University's recruits. Early in the history of The Chinese University, its senior administrators already set out to organize regular seminars to meet representatives from local secondary schools. The major areas of concern included the improvement of English proficiency among · 1ocal Chinese middle schools, the curricula for university entrance examinations, the content of Chinese textbooks and the cooperation among members of various public examination committees.
The three Colleges of the University, i.e., Chung Chi College, New Asia College, and United College, are also actively involved in their respective social activities and services. Chung Chi College, for in-stance, cooperated with the Hong Kong Science Teachers' Association in organizing a seminar on teaching of science subjects in secondary schools. The purpose of this seminar held in August 1971 was to promote the use of demonstrations and experiments in class to improve pedagogical standards in the field of the natural sciences. There were also summer classes offered by the Colleges for teachers in primary and secondary schools to enhance their language ability. From the mid-1960s, for example, United College and Williams College in the United States jointly organized summer English proficiency classes for English teachers from government and private secondary and primary schools. Social workers from the Hong Kong Social Service Association were also entitled to register in these courses. The Fi11e Arts Department of New Asia College also organized summer classes for primary school teachers. The large enrolment of art teachers from primary schools proved the need for such a service.
In brief, The Chinese University performs its public services by
way of participating in adult education, contributing to the promotion of educational and cultural activities, and industrial and . commercial development, providing the community with professional advice, and demonstrating the applicability of its curriculum and research projects. Some major examples are delineated as follows.
Reaching out to Society: The Department of Extramural Studies
Offering extention courses is one important way in which the University establishes contacts with society. The Department of Extramural Studies has been playing a crucial role in this aspect. Since its estab-lishment in April 1965, the Department has utilized the facilities and manpower of the University, and other institutions, to provide mostly evening and some day-time extension courses for the public. The report of the organizing committee then clearly indicated this intention:
We are unanimous that universities as teaching institutions have a special responsibility for making available to all who can benefit from it such teaching as falls within their province. The Chinese University of Hong Kong must therefore bear such a responsibility and should make its own distinct contribution. Unless a university undertakes an academic responsibility towards those outside the regular student body ... the University would soon lose its public support. (Chinese University Bulletin, January 1965, p. 1).
The Department of Extramural Studies was created in response to the above-mentioned social needs to promote adult education and to establish closer links with different sectors of Hong Kong society. In the preparatory stage of the establish of the Department, the University Vice.Chancellor then, Dr Choh-ming Li, reiterated, that The Chinese University should serve society not merely through its graduates, but also by incorporating public service as an important item in its develop-ment plan in view of society's ardent expectations of the University. The University's prompt decision to est;iblish the Department of Ex-tramural Studies reflected the institution's firm commitment to society.
As in other universities, the Department of Extramural Studies has not only opened up educational opportunities for the public, it also extends the realm of the University to include the whole of society. It
Service to Society
can therefore be regarded metaphorically as the antenna of the Univer-sity, or, from a different perspective, a sphygmometer for measuring the pulse of society. Through the Department, the University maintains contacts with society and can thus have a better understanding of its needs and changes. The following targets of community service were clearly laid down when the Department was established (The First Six Years, 1963-69, p. 67):
(1)
to interpret to the people the society in which they live;
(2)
to train people for higher competence;
(3)
to effect beneficent changes in attitude, outlook and be-haviour; and
(4)
to enrich aesthetic experiences and to broaden sympathies.
The Advisory Board which is responsible for reporting general policies and development plans regarding extramural studies to the Vice-Chancellor, was comprised of important representatives from the community. It is not an exaggeration to say that the Department of Extramural Studies is an indispensable channel through which the University has built up some of its widest social networks.
As a matter of fact, the Department of Extramural Studies has always been a major force in the University's social service. The prin-ciple behind its establishment reflects the developmental trend of modern education, and the role of the University in terms of its social service. Changes in Hong Kong society can also be generally attested to by the development of this Department. When it was first set up in April 1965, there was only one course, i.e., Modern Mathematics offered to mathematics teachers in the secondary schools. Within one year, the number of courses increased dramatically to 139 covering a large spectrum of fields. Apart from general education, professional training curricula in different specific areas were also gradually developed.
The Department's general trend of development in the 1960s was to maintain a balance between humanities studies and vocational training. With Hong Kong' s speedy development of industrialization and com-mercialization, general knowledge could no longer satisfy the needs and demands for professional knowledge. To be in line with society's progress .in the 1970s, the Department offered such certificate courses as Banking Administration, Advanced Translation, Librarianship, Person-nel Administration, Basic Systems Analysis, etc. These courses were
not only practical in nature, they also had academic value. In terms of content, course material, and teaching methods, these courses opened up new ground. Admission requirements for some courses were quite high. Some were even comparable to graduate standard. Keen competition for admission reflected the great demand for such training. Statistics show that students taking extramural courses came from various social strata, indicating that the programme was widely welcome.
Some extramural courses require cooperation and support from related professional groups. In July 1973, the Department of Extramural Studies and Commercial Radio, Hong Kong jointly organized a two-year diploma course in Basic Business Administration. This was the first time a broadcasting channel was used as a teaching medium. Since then the radio as a means for distance learning has become increasingly popular. The two broadcasting courses offered in cooperation with RTHK from 1979 to 1980 met with ethusiastic support from the public. In 197 5, the Department of Extramural Studies, together with the then newly established Commercial Television, offered instructional television programmes in such diploma courses as Basic Accounting, Interior Design and several language courses. These were the first attempt in Hong Kong to use television as a medium of adult education.
The 1970s and 1980s witnessed a new phase of developmentin courses offered through the newspaper. Six local newspapers sponsored the programme. Local or overseas scholars contributed to these newspapers on topics ranging from morals and society, technology and social change, general psychology, family and society, management and accountability, etc. The Department of Extramural Studies also offered some training programmes for government departments and private companies by contract. Such cooperation further stimulated the interaction between the University and other social institutions. While allowing the University to comprehend more accurately the needs of society, these extension courses also help to improve the calibre of our citizens.
Hong Kong's urbanization process has definitely affected the development of the Department of Extramural Studies. In view of the flow of population to suburbs and satellite towns, the Tsuen Wan Programme was established in 1966 to serve the industrial community in that district. ·The Mei Foo Programme was established in autumn 1973 as part of the development project in Kowloon. In 1977 the K wun
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Tong Programme and the Quarry Bay Programme were also estab-lished. These study centres have helped to easy for students in different districts the problems of commuting over a long distance.
Rapid development of extramural courses, substantial growth in student numbers and the remarkable increase in new localities for in-
.truction, all testify to the fact that the Department of Extramural Studies has been growing simultaneously with Hong Kong society and that it is the University's forefront in social service. It utilizes society's resources to .provide educational opportunities for the public, and in doing so, it enlists support from the community. Through these social contacts, the University has come to have a profound grasp of the movement of social change and can make appropriate responses there-by.
Serving the Sector of Education
Along with the economic take-off in the 1970s, universal education advanced by leaps and bounds in Hong Kong. Consequently, the demand for teacher training became urgent. Since its establishment in 1965, the School of Education at The Chinese University has offered a one-year full-time day diploma course and a two-year part-time evening diploma course for university graduates and secondary school teachers. In the mid-1970s, the government devised a large-scale project' to promote secondary sch9ol education, resulting in tremendous need for the in-service training of teachers. To facilitate class training for these teachers, the School of Education organized a two-year day-time programme from 1976 to 1977. Public response was overwhelming. The number of applicants for the one-year day-time course, the two-year part-time evening course and the two-year part-time day course greatly exceeded the quota.
To promote and improve the quality of local secondary and primary education, the School of Education conducted numerous surveys to pilot future developmental trends. Some of the completed research projects include case studies of secondary school students, relative effectiveness of teaching media in secondary schools, evaluation of the current ac-tivity approach in primary school teaching, and mathematics education in secondary schools. The School also published a Chinese-English
bilingual journal entitled Studium which later became the Education Journal. It contains monographic articles, source materials, and con-ference papers.
To build up closer ties with educational circles and with teachers at their posts, so as to make joint efforts to improve the quality of Hong Kong's secondary education, the School of Education has frequently organized conferences or seminars on pertinent issues. Examples of large-scale conferences include the 1970 Symposium on the Teaching of Chinese Language, the 1974 Seminar on the White Paper on Secon-dary Education in Hong Kong over the Next Decade, and the 1977 Conference on Recent Developments in Education. Both of these oc-casions drew a very large number of participants. These were mostly people from the education sector, with the majority being secondary school teachers.
Lecturers of the School of Education have always been involved in organizing short term in-service training programmes for teachers. In 1976, the School and the Department of Extramural Studies jointly sponsored two courses, Management of Classroom Discipline and Preparing Classroom Tests, at the request of the Hong Kong Private Anglo-Chinese Schools Association. Other organizations also indicated interest in inviting lecturers from the School to hold seminars on dif-ferent pedagogical issues. For instance, at the invitation of the Hong Kong Nurses' Association, the School organized two workshops, name-ly "Preparation of Modem Types of Examination Questions" and "Teaching Methodology."
With respect to the revision and improvement of secondary school curricula, lecturers from the School of Education have made their con-tribution by serving as board members of the Education Department's Curricular Development Committee, or participating enthusiastically in relevant seminars. They play a significant role in the development of Hong Kong' s education system by providing substantial professional advice on secondary curricula and teaching methods.
During Hong Kong's political "transitional period" in the 1980s, the School of Education devoted itself to the work of localizing Hong Kong' s education. Promoting civil education and .nurturing political consciousness were also some of the crucial tasks it undertook during this period. Apart from revising the content of the existing curriculum, it also encouraged the publication of academic research reports and
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dissertations in Chinese, the translation of relevant works from foreign languages to Chinese, and the standardization of terminologies in the field of pedagogics.
As the earliest-established professional training department in The Chinese University, the School of Education has experienced rapid growth to cope with the pace of expansion of Hong Kong' s education. Its achievement in training teachers, conducting educational research, revising education policies and providing consultation services are self-evident. At the beginning of the 1990s, the School reorganized itself and became a faculty in the structure of the University. It now enjoys equal status and autonomy with the Faculties of Arts, Science, Social Science; Engineering, Business Administration and Medicine. Under its new structure, the School has three separate departments known as the Department of Educational Psychology, the Department of Curriculum and Instruction, and the Department of Educational Administration and Policy. By now, it has a fourth department of Sports Science and Physical Education. This structural renovation reflects the direction of development in the field of education in both Hong Kong and the world. It also demonstrates the role that The Chinese University plays in keeping the development of Hong Kong's education system abreast with changes in our times.
Serving Business Circles
In a society with developed industry and commerce such as Hong Kong, the development of university education has to cater to the needs of the industrial and commercial sectors. Besides, the university also has the obligation to lead future economic development with the help of its research work. In 1966, the Lingnan Institute of Business Administra-tion was established with funds supplied primarily by the Lingnan University Board of Trustees in New York, and has since then taken up The Chinese University's chief public service responsibility in the field of industry and commerce. Some major tasks include training management personnel, offering courses, organizing seminars and relaying latest theories and experiences to people in the field. At the government's request, the Institute also offered a part-time programme in management and behavioural science for in-service executive
officers and administrative officers. In 1977, the Institute and training officers in government worked together to arrange a two-year postgraduate course for the staff from over thirty government depart-ments. The course was co-sponsored by the Department of Extramural Studies. Those · who successfully completed all course requirements could obtain ceritificates in management issued by the Department.
The Institute's closest connections were naturally those with in. dustrial and business circles. Students in the Institute frequently joined study tours to visit companies and factories during the summer vacation. The Institute also sponsors or organizes training programmes for managers on the job. Teaching staff members of the Institute are en-couraged to help such organizations as the Hong Kong Management Association, the Hong Kong Productivity Council, and the Chinese Manufacturers' Association of Hong Kong to develop courses as part of their staff development schemes. They also serve as consultants for banks and advertising agencies. Other activities include the organization of seminars and on-job training programmes.
In view of the substantial and practical contribution of the Institute to society, several business firms and foundation trustees sponsored the Institute by endowing professorships and lecturerships. As the number of students registered in the two-year postgraduate programme in-creased dramatically, the University began to offer a three-year MBA programme in 1977. Programme sponsors included Mr .ung King Hey, Dr Cheng Yu Tung and other distinguished figures from the business sector. In 1981 the Lingnan Institute of Business Administration was renamed the Division of Business Administration taking charge of both two-year and three-year MBA programmes.
Since the establishment of the Faculty of Business Administration in 1974, the BBA programme has worked actively to cultivate capable personnel for industrial and commercial circles. Owing to relatively high wages and rent, Hong Kong must increase its productivity to compete successfully in the overseas market. The founding of the Faculty of Business Administration answered the needs for more ef-fective management skills and higher productivity. In view of Hong Kong' s growing importance as an international financial and trad-ing centre, the Department of Marketing and International Business was established to join the Department of Accounting and Finance, the Department of Production and Personnel Management, and the
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Department of Industrial Relations as the basic units of the Faculty of Business Administration. Apart from training professional executives for commercial firms, government departments and other social or-ganizations, and teachers in the fields of accountancy, marketing management and international business, it also provides in-service ex-ecutives in Hong Kong and mainland China with training courses so as to foster their technical competence, and knowledge in management. Teaching staff of the faculty play a part in social service by way of offering management training courses and serving as committee mem-bers of public or private organizations, and so forth. In collaboration with the Department of Extramural Studies, the Departments of Market-ing and International Business, Production and Personnel Management, and Industrial Relations offered diploma courses in personnel manage-ment and training management.
With the growth of Hong Kong's economy, the business circles' demands for university services in staff training and professional con-sultation have increased tremendously. In 1988, the Office oflndustrial and Business Development was set up in The Chinese University to strengthen the public relations of University faculties and departments. It also works to further facilitate new cooperative relationships between the University and local or international industrial or commercial or-ganizations, foundations, and public figures. It explores projects with potential to gain local or overseas sponsorship and work out plans for development with the support of relevant University faculty or departmental units. The Research and Development Contract Ad-ministration Unit in this Office assits various faculties or departments in holding talks and arranging collaborative agreements with outside in-stitutions. Items of collaboration range from scientific research, products exploration, human resources development, topical studies, to professional consultation services, etc. At present, the Unit is working actively with other tertiary institutions and local organizations in projects regarding technology transfer between China/Hong Kong and the advanced industrial countries and the exploitation of new industries with potential for development.
Starting from the 1990s, the Asia-Pacific Institute of Business es-tablished with the support of the Faculty of Business Administration has joined the Office of Industrial and Business Development in providing consultation services for local industrial and commercial enterprises. As
pointed out by Professor Charles Kao, the incumbent Vice-Chancellor of the University, one of the University's missions is to create favourable conditions for the growth of human resources and the development of industry and commerce in Hong Kong. The Lingnan Institute of Business Administration, the Faculty of Business Ad-ministration, the Division of Business Administration and the Asia-Pacific Institute of Business have been all developed to reach this goal and to contribute to the promotion of human training, curricular con-solidation and research. The Office oflndustrial and Business Develop-ment has indeed further facilitated the work of coordination, planning, liaison, and development with clear orientation, attainable targets, and feasible policies.
The Applicability of Research Projects
While some of the community services are performed in response to society's demands, others have been initiated by the university, since a university does not develop only passively in response to social needs. More importantly, it also plays an active role in leading society into the future. Apart from its pedagogical function, a university is also a re-search institution. With access to the frontiers of knowledge, the univer-sity can make contribution to the world's academic community on the one hand, and. serve society by way of indicating the applicability of research projects on the other.
Apart from urging various departments to undertake research work, The Chinese University has also established many research institutes and centres. Some examples are the Ng Tor-tai Chinese Language Research Centre and the Research Centre for Translation in the Institute of Chinese Studies, and the Chinese Medicinal Material Research Centre. During the 1970s, the Institute of Social Science established the Centre for East Asian Studies, the Mass Communications Research Centre and the Economic Research Centre. Other research units .in-cluded the Marine Science Laboratory and the Geographical Research Centre. The 1980s saw the emergence of the Centre for Hong Kong Studies. In the 1990s, newly founded research organizations such as the Hong Kong Institute of Asia-Pacific Studies, the Centre for Environ-mental Studies, and the Hong Kong Institute of Biotechn.logy have started a series of research projects in the University.
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Some of these research projects possess pragmatic values. In the late 1960s, the Chinese Linguistics Research Centre (now the Ng Tor-tai Chinese Language Research Centre), developed in-depth research on the Chinese language, and conducted a study of dialects in different districts of Guangdong, enabling better understanding of the origins of Hong Kong's local dialect. In the 1970s, the Institute of Science and Technology carried out projects on Chinese medicine and food protein. These studies, together with numerous researches conducted by the Faculty of Science, had great potential for practical use. Sponsored by the International Atomic Energy Agency, the University invited experts to participate in work on neutron generators. Besides the academic accomplishment, contribution to social service has also been made by applying research to oxygen in' steel activation analysis and activation analysis of nitrogen in food products as requested by the steel and the food manufacturing industries.
Items that have immediate impact on society are obviously those related to community development and social-economic issues. These projects are proceeded either at the request of the government and other social organizations, or on the initiative of some research units in the University. In the late 1960s, for instance, the Institute of Social Studies and the Humanities, and the Institute of Science and Technology diag-nosed the needs of Hong Kong society and then carried out different research projects to cope with its growth and changes. One of these studies was the demand for high-level human resources to support the growth of local industry. Other areas of investigation included various aspects of urban family life, the income of Hong Kong citizens and the population growth rate of the city. In the 1970s, the Social Science Centre completed several projects which had significant bearing on Hong Kong society. Among them, one on the Kwun Tong industrial community studied the social welfare system, industrial development, population growth, public health, religious groups, and social leaders in the district. Another research project was an extensive study on street hawkers covering details of their life, spatial economics and the timing of the change of their activities, the related government policies and their implementation, street hawkers' settlement problems, and public attitudes towards street hawkers.
Projects completed in the early 1970s covered such areas as the pro-fessional training of secondary school teachers, higher non-expatriate
civil servants and the information transmission systems of the Social Welfare Department. The Centre also worked with social organizations such as the Family Planning Association to conduct several studies. A major project carried out since th. mid-1970s was the study of the Shatin satellite town. Moreover, outside organizations were benefited by the Centre's advice on research planning, data collecting and analysis, etc. Likewise, other University research centres have under-taken studies closely related to Hong Kong society. Examples are projects on the prospect of local economic development carried out by the Economic Research Centre and a survey on the viewing habits of the local television audience administered by the· Centre for Communica-tion Studies.
In the 1980s, a seven-year research project was co-sponsored by The Chinese University and the University of Michigan in the United States to study human physical activities and the quality of life. Hong Kong was chosen to be the object of study because it was one of the most densely populated cities which had experienced drastic social change along with rapid growth in its industrial and commercial sectors. Being a cosmopolitan city where Chinese culture meets its Western counterpart, Hong Kong' s experience of adjustment, and ways of con-fronting and resolving various problems, could be used for reference by other cities in similar situations. Shatin was again chosen as the sample for the research. Health conditions of students there w.re recorded to test the impact of rapid urbanization on students' physiological and mental coordination.
In the second phase of the research, the locale was shifted from schools to business firms in order to trace the process of growth from adolescence to adulthood. The third phase was a period of synthetic analyses leading to remedial design of after-school/work fitness and recreational activities for students and adults. Plans for sports activities and standard procedures of exercise testing were also recommended to adults and reviews were conducted for effect evaluation. This project provided the community medical scheme with an effective prescription for physical activities to offset professional diseases caused by everyday tension. Hong Kong's experience can be used to not only enhance the health and life quality of the local community, but also help other metropolitan centres facing similar problems to arrive at better solu-tions.
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The Department of Paediatrics in the Faculty of Medicine has also chosen the Shatin community as the locale for its study of Chinese children's conditions of growth. One hundred and seventy-four infants from the Lek Yuen district are being surveyed during the first fifteen years of their life to trace the development in their growing process with regard to, for example, the density of their bone marrow vitamin level, and growth rate of their body length. These children's physical ability, and protein and iron levels are carefully scrutinized to review the condi-tion of their growth. Based on the data gathered, the research team can assess the standard growth condition of the Chinese population with sufficient nutrition and lay down an international criterion of nutritional intake for Chinese children. Fund-raising activities were launched in the 1990s for this large-scale project with the aim of enhancing the role of the Department of Paediatrics in serving the community and heighten-ing the general public's awareness of supporting this kind of research.
The Hong· Kong Institute of Asia-Pacific Studies, which was founded in the early 1990s, has been working towards two goals -enhancing its position in the international academic community; and exerting its influence on the development of Hong Kong society. Through various channels such as the mass media or the presentation of research reports, members of the Institute put forward their analyses and criticisms of the present situation and prospects of society. An example of the Institute's researches which has drawn public attention is the study of the outcome of Hong Kong' s 1991 election. The Institute also plays the role of a "think tank" to provide the government and other private organizations with consultative services on such issues as Hong Kong's new airport project, elections, and the political future. With respect to research materials, the Institute possesses a large bank of classified newspaper clippings from over thirty years. In terms of its scope, continuance and retrievability, facilitated by a computerized cataloguing system, it is probably one of the most outstanding inform:a-tion libraries in Hong Kong. Source materials there are not reserved only for the use of University staff and students but are also open to the public.
In addition to large-scale projects conducted by various research units, individual staff members have been carrying out independent or cooperative research projects with social relevancy, directly or indirect-ly playing their parts in social service. In the mid-1970s, for instance,
Professor Hsin Sutu, the Director of the Lingnan Institute of Business Administration, while urging the cultivation of qualified personnel in management to support the growth of industry in Hong Kong, offered his suggestions on possible solutions to various related difficulties, on the basis of his investigation into the local industrial structure. His research resulted in the publication of a report substantiated by data gathered from 1,950 factories in the area of textiles and plastics, together with references from publications by the government and private business firms. According to his findings, Hong Kong' s industry was at that time facing internal as well as external difficulties. Internal-ly, undesirable .factors included the shortage of suitable land for in-dustrial development, the instability of material supply, the relatively limited size of the domestic market, the small scale of the industry, insufficient management skills, labour shortage and high wages. Some of the external threats were the negative impact of the incorporation of the United States into the Common Market, the fiscal condition of the world, international trade barriers, and strong overseas competition. To offset these obstacles, however, Hong Kong could rely on some assets, including an efficient work force, a powerful information network, good supplementary facilities, and the positive effect of the constant influx of foreign capital and free-trade policies.
Referring to the information gathered from the research, Professor Sutu proposed the following strategies to surmount . or alleviate the difficulties faced by local industries. Light industrial products and capi-tal-intensive industries with minimal demand for labour should be developed. Rectilinear management was recommended. The govern-ment should soften the terms for loans to small firms, strengthen the network of industrial information to facilitate efficient communication, protect and nurture newly established local industries, and diversify industrial investment and markets to cope with overseas competition. This kind of research, targeting specific economic issues, is repre-sentative of our teaching staff's contribution to society. The publication of pertinent research results definitely carried significant weight in influencing Hong Kong' s economic policies.
Students of The Chinese University have also contributed to social research either of their own accord or as required by the courses they had taken. Some of their work has been consulted by the local com-munities as reference material. One example is a public opinion poll
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conducted at the Lam Tin Estate on medical services there in the summer of 1975 by students from the Sociology and Social Work Departments of Chung Chi College. Twenty students and a volunteer from the estate paid door to door visits to residents for questionnaire interviews. As revealed by this survey of 277 specimen families selected by group sampling, medical services there were far from being sufficient and residents wished that there could be more health centres and clinics in the district. They also demanded other services including community sanitation, social health care and education in hygiene. Publication of results of this kind of social research can exert influence on society and on the government.
Certain scientific projects have been developed on the basis of contracts made between the University and outside institutions. The sponsoring organizations make available research funds or other aids and, in return, enjoy priority in the use of the research results. The University retains the property rights of knowledge while the outside sponsors may utilize the research results for commercial purposes.
A great deal of The Chinese University's staff research products have great potential for commercial development. In recent years the University and a number of commercial firms have reached franchise agreements which entitle the latter to package and promote the University's scientific and technological research products for commer-cial purposes. Some computer software and biotechnical products fall into this area of cooperation. Payment for the franchise can then be used by the University to sponsor other research programmes, thus reinforc-ing teaching and research staff's academic work.
Recently the University has amended the ordinance concerning outside practice. to encourage staff members to involve themselves in advisory service aimed at lubricating communication between the University and industrial and commercial sectors. University staff members can on the one hand make full use of their professional knowledge and contribute to the work of social service, and on the other hand keep in touch with the latest developments in science and technol-ogy and updated market conditions. They can thus revise their· teaching materials and improve the quality of their teaching. The University, through research contracts, franchise arrangements, professional and advisory services, can further increase its sources of outside income to support various activities and development schemes which are not
funded by the government. It is hence clear that teaching, research, and public social service are indeed closely related.
In sum, products of the University's research projects carried out by research institutes, centres, teachers or students, whether on their own initiative or at the request of social organizations, or of the government, have had direct or indirect influence on the Hong Kong community. On the other hand, the results of these research projects have also revealed the needs of local society which is constantly in the process of moving ahead. More especially in areas of the industrial and commercial economy, in urbanization, community development and in the commer-cialization of advanced information technology, these efforts reflect the changes in local society over the last thirty years and the subsequent needs of this society.
Advisory and Professional Services
The Chinese University has constantly encouraged its faculty members to utilize their professional knowledge to provide advisory services for the government and other social organizations. In fact, individual staff members have in their private capacity, joined organizations outside the University, becoming committee members of official, serni-official, or private organizations, acting as advisors providing consult-ation services. These organizations, in the hundreds, include the Hong Kong General Chamber of Commerce, the Hong Kong Examina-tions Authority, the Hong Kong Productivity Council, the Hong Kong Management Association, the Committee for Scientific Coordination, the Hong Kong Vocational Training Council, etc. In recent years, a number of faculty members from The Chinese University have been appointed or elected to the posts of Unofficial Legislative Council members or District Board members. There are also many students who have participated in extramural organizations or worked in voluntary groups.
The following are some of the significant public services in which the University faculty members have been involved in the past thirty years (Vice-Chancellor's Report, 1978-82, 1982-85, 1985-87, 1987-90):
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1. Education:
Member of the Review Committee on Post-Secondary and Techni-
cal Education Member of the Hong Kong Examinations Authority Member of the School Examinations Board of the Hong Kong
Examination Authority Member of the Court of the University of Hong Kong Member of the Board of Governors, Hong Kong Baptist College Member of the Council of the Hong Kong Polytechnic Member of the Council of the City Polytechnic of Hong Kong Member of the Council of the Hong Kong Academy for Performing
Arts Chairman of the Hong Kong Jockey Club Music Fund Deputy Chairman of the Joint Universities' Committee on Student
Finance Member of the Board of Education Member of the Planning Committee for the Third University Member of the University and Polytechnic Grants Committee Member of the Chinese Textbooks Committee Member of the Planning Committee for the Establishment of the
Hong Kong Council for Academic A wards
2.
Economy
Member of the Hong Kong Productivity Council Member of the Industrial Development Board Member of the Economic Review Committee
3.
Culture
Member of the Antiquities Advisory Board Member of the Council for the Performing Arts Member of the Stamp Advisory Committee Member of the Jubilee Sports Centre Board Member of the Broadcasting Review Board Member of the Television Advisory Board
4. Science and Technolo!fY.
Member of the Committee for Scientific Coordination Member of Radiation Board Member of the Agricultural Products Scholarship Fund Advisory
Committee Member of the Advisory Committee on Science and Industrial Research Member of the Marine Fish Scholarship Fund Advisory Committee
5. Medical and Health Work
Council Member of the Society of Homes for the Handicapped Member of the Medical Development Advisory Committee Member of the Supplementary Medical Professions Council Member of the Pharmacy and Poisons Appeal Tribunal Member of the Rehabilitation Development Coordinating Commit-
tee Member of the Medical Council of Hong Kong Member of the Pneumoconiosis Compensation Fund Board Member of the Provisional Council on Smoking and Health, the
Health and Welfare Branch, Government Secretariat Member of the Working Party on Postgraduate Medical Education and Training Chairman of the Optometrists Board
6.
Social Welfare
Council Member of the Hong Kong Family Planning Association Member of the Advisory Committee on Social Work Training Member of the Social Work Training Fund Committee Member of the Social Welfare Advisory Committee Director of Widows' and Children's Pensions Scheme Member of the Vocational Training Council Member of the Po Leung Kuk Advisory Board
7.
Government and Public Administration
Member of the Citizens Advisory Committee on Community Rela-tions of the Independent Commission Against Corruption
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Unofficial Member of the Legislative Council
Member of the Fight Crime Committee
Member of Operations Review Committee of the Independent
Commission Against Corruption
Member of the Law Reform Commission of Hong Kong
Member of the Sha Tin District Advisory Board
Member of the Public Services Commission
Member of the Special Committee on Land and Water Pollution of
the Environmental Protection Advisory Committee
Member of the Environmental Protection Advisory Committee
Member of Statistics Advisory Board Committee
Member of the Tai Po District Board
Chairman of the Sai Kung District Board
Member of the Wan Chai District Board
Member of_the Provisional Regional Council
Member of the Sha Tin District Board
Member of the Country Parks Board
Member of the Advisory Committee established under the Animals
and Plants (Protection of Endangered Species) Ordinance
Member of the Appeal Board Panel under Section 32 of the Air
Pollution Control Ordinance
Member of the Clean Hong Kong (New Territories) Advisory Com-
mittee
Member of the Marketing Advisory Board
Vice-Chairman of the Police Complaints Committee
Member of the Regional Council
Member of the Hong Kong Basic Law Consultative Committee
Member of the Hong Kong Special Administrative Region Basic
Law Drafting Committee
Member of the Air Transport Licensing Authority
Member of the Central Committee on Youth
Member of the Transport Advisory Committee
Member of the Committee on Review of Domestic Rent Policy of
the Hong Kong Housing Authority
These advisory services cover a wide scope and reflect Hong Kong's social development and change. The foci of attention, be it anti-corruption activities in the 1970s, or recent issues concerning the
Basic Law or the establishment of the third university, were all crucial socio-political matters. Besides, as scholars and experts, faculty mem-bers of The Chinese University have expressed their views on local issues through the channel of the mass media. Public relations units of the University have also readily arranged consultation meetings be-tween relevant faculty and the press, or public inquirers, in need of advice or information.
Cultural Activities
The Chinese University staff have been enthusiastic in sponsoring and promoting cultural activities in the territory. Teachers and students of the Music Department, for instance, frequently perform in public or on the radio. They have also assisted outside organizations to arrange music programmes, and played as accompanists of visiting musicians. Teachers from the Fine Arts Department have taken up important posts in the Hong Kong branch office of the International Association of Fine Arts Education. They have also taken an active part in individual or group exhibitions. In the early 1980s, a number of University staff members helped in the founding of the Hong Kong Arts Centre. The Vice-Chancellor of the day was the Centre's sponsor and its first honorary chairman. In 1978, a group of teachers in the field of compara-tive language and literature came together to found the Hong Kong Comparative Literature Association. Students of the University have also actively participated in various cultural activities organized for young people in the areas of literature, the arts, and so on.
The University Art Gallery is open to the public all the year round, even on weekends and Sunday afternoons for holiday visitors. The Gallery has frequently held topical exhibitions on Chinese arts, music, and books in hopes of improving the level of cultural or artistic ap-preciation in our society. In early years, exhibits were mostly private collections on loan to the Gallery. Catalogues were printed with funds from private sponsors. When its Acquisition Fund Committee was es-tablished in 1972, the Gallery began to acquire permanent items for its own collection and build up its status. Responses to the committee's appeal for support have been remarkably encouraging. Generous dona-tions have now enriched the Gallery's collections. In addition to the acquisition of the Jen Yu-wen collection of paintings and calligraphy by
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Kwangtung artists, the Gallery also received donations of some bronze seals of the Han and Pre-Han periods, the rubbing of the Hua-shan Temple stele made in the Song period, and paintings of the Yangzhou Masters in the Qing dynasty, constituting the core of its permanent collection. In addition, books donated by a number of collectors have turned the place into a small fine arts library.
The University Library is also open to the public. Applications for the use of the Library have increased. A great number of reader's cards have been issued to visiting scholars and citizens who can prove their need to use the books and facilities of the University Library. The Churig Chi Library is particularly popular among people from the church, with which the College has had a close relationship.
Among all the cultural activities which The Chinese University has been promoting, translation projects best reflect the emphasis of bilin-gualism as a feature of the University. In line with the bilingualist tradition in Hong Kong society, the University has, since its estab-lishment, attached great importance to the field of translation. The Department of Translation was thus created to bring into full play the dual function of translation in facilitating communication between the East and the West, and promoting Hong Kong's modernization. Since the 1960s, the Department of Extramural Studies, in response to social needs, offered a certificate course in Advanced Translation, in addition to its general-level courses on the same subject. In 1967, the University invited Lin Yutang to compile Lin Yutang '.s Chinese-English Dictionary of Modern Usage which was seen as a milestone in academia when it came out in 1972. The dictionary, with its public-user-friendly sup-plementary indexes published in 1978, was, in its own way, a practical contribution to society.
In 1972, the University was commissioned by the government to compile a Glossary of Applied Legal Terms (English-Chinese). This was a useful reference for the Hong Kong community, of which 98% are native Chinese. This Glossary was also a useful contribution to the "Chinese as Legal Official Language" campaign at that time. Later the University compiled the English-Chinese Glossary of Terms of Biology as well. At the same time, the School of Education also worked on An English-Chinese Glossary of Social Science and Education. Reference books of this kind have been very popular among translators and inter-preters.
In 1971, the University received funding for the establishment of the Translation Centre (now the Research Centre for Translation) which was to be in charge of research on translation, and engage in the publication of a Chinese and English translation series. The Centre has joined the Department of Translation, playing the role of an organizer in building up links among the teaching staff, the academic and ad-ministrative departments, the University Press, the Depart;ment of Ex-tramural Studies and the Institute of Chinese Studies with a view to improving the work of translation. It has also offered advice ontransla-tion and held workshops on problems concerning the translation of special terms in various disciplines. The Centre published its first issue of Renditions in 1973 and since that date the periodical has been well received and widely supported by the public.
In line with the socio-economic and political changes seen today, Hong Kong will further develop as an international research centre for ‧ Chinese language and culture. The study of Chinese culture has all along been one of The Chinese University's core projects. The Univer-sity has not only designed a Chinese language learning programme for visiting scholars, but has also taken up the task of promoting Putonghua in Hong Kong where Cantonese is the main dialect. In 1973, services of this kind expanded after the New Asia-Yali Language Centre was incorporated into the University. The Centre (now New Asia-Yale-in-China Chinese Language Centre) since then has become an integral part of the University, offering classes in Cantonese and Mandarin on the Shatin campus, as well as in the city.
Promoting Chinese education in Hong Kong has been part of the
. mission of The Chinese University. In order to improve the quality of local Chinese teaching materials, the University set up a scheme to develop these materials in 1981. Teaching staff from various depart-ments, along with secondary school teachers, and administrators in the field of education worked together to compile Chinese teaching materials. With the assistance of The Chinese University Press, a series of secondary school teaching materials in Chinese were published in-cluding textbooks on Buddhism for Form 4 and 5 level, books for the School Certificate Examination, textbooks, teachers' books, and refer-ences on Chinese Language and Literature, Physics, Chemistry, and Integrated Science. These teaching materials have helped to encourage the use of the mother tongue as the local medium of instruction, and
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have improved proficiency in the Chinese language in Hong Kong. In recent years, the University Press has plans forpublishing textbooks and popular readings, playing a role in raising local cultural and educational standards.
To provide grounds for Sino-Western cultural exchanges and to preserve and develop our Chinese cultural heritage are clearly defined aims embraced by the University. This commitment is evident in the various cultural activities the University has been engaged in. In view of the growth of local culture in recent years, The Chinese University, as a major cultural centre in the territory, must give its full support to the study of Hong Kong culture and local identity.
The University Curriculum and Society
Naturally, The Chinese University should not limit itself to being only a local university, rather it has striven towards its main goal of maintain-ing its position as an academic institution of international standards. However, the University, too, is fully convinced that a university must take root in its community and work out a long-term plan to improve itself and thereby help advance society towards a better future. After all, the University has grown by imbibing social resources, and in return, it should repay society through its public services. The most direct way of serving society is obviously to cultivate professionals of whom the community is in need. Teachers, accountants, administrators, jour-nalists, social workers, and scientists aside, prospective social leaders are also important university products ready to deal with problems which we may encounter in Hong Kong' s future process of develop-ment.
An appropriate curriculum and a strong teaching team are essential for producing qualified and competent graduates. The effect of public services provided by the previously mentioned departments, namely, the School of Education (now Faculty of Education), the Faculty of Business Administration, the Department of Translation, etc. depends largely on the applicability and social relevancy of their curricula. In the field of applied sciences and social sciences which stress the combination of theory and practice, departments such as Computer Science, Journalism and Communication, Government and Public
Administration, and Social Work have designed or revised their cur-ricula in accordance with the actual and professional needs of jour-nalists, executives, social workers, scientists and technicians.
Many qualified young people who could not enter the university as a result of an insufficient provision of tertiary education places may wish to further their studies after work. Such people are particularly interested in subjects which have pragmatic bearings. In view of this social need, The Chinese University mulled over the idea of an "ex-tramural degree" as early as the mid-1970s. As there were not sufficient funds available to establish a new university in Hong Kong at that time, The Chinese University advocated the opening of a relatively economi-cal "part-time degree programme," using the existing teaching resour-ces and facilities. This suggestion received positive feedback from students and the public. They considered that the University, by strengthening the extramural diploma programme, and by introducing university courses conducted in the evening, could contribute positively to future social development by producing more qualified personnel in various fields.
After years of preparation and planning, the University introduced its part-time degree programme in Social Work in 1981-1982. Part-time programmes in Chinese and English, Music, and Business Administra-tion were launched in 1982-1983. These programmes mark the University's effort to alleviate the problem of insufficient resources of tertiary education to accommodate qualified candidates in Hong Kong. The day-release part-time degree programme in Social Work provides advanced education opportunites for experienced social workers without previous formal university training, or holders of diplomas in social work from other recognized tertiary institutes. One of the aims of the _part-time degree progrmme in Chinese and English is to offer practical language training that meets social needs. The part-time degree programme in Music has the clear objective of providing Hong Kong' s music teachers. with opportunities of substantial training and building up their expertise in Chinese music. The part-time BBA programme enables experienced executives to fully actualize their management potentials, making them competent administrative staff in government and business organizations. The Department of Journalism and Com-munication is also interested in establishing a part-time degree programme. A survey conducted by the Department revealed the
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increasing demand by practising journalists for professional training to cope with increasingly higher requirements · in the field, in line with rising standards of education in Hong Kong. It is the University's responsibility to provide journalists, at their posts, with opportunities of further training;
Working people also find advanced education opportunities at the Graduate School of The Chinese University. The diploma course in Education, the two-year or three-year MBA programmes, and the diploma course or the master programme in Social Work, for instance, have offered advanced courses for experienced educators, executives, staff at business firms, and social workers. It is the University's view that the Graduate School should nurture future distinguished scholars so as to uphold the University's high ideals of academic development; on the other hand, it must also respond to the social demand for higher-degree applied courses offered to train enterprising professionals. With this understanding, the University has since its founding striven to accommodate both its quest for academic excellence and its commit-ment to public service. In fact, these two goals are mutually com-plementary. While academic research opens new frontiers for social development, responses to social needs can add a more realistic dimen-sion to research work. The development of graduate programmes in recent years signifies The Chinese University's efforts in serving the community and leading the way in social development.
Such development can be exemplified by several programmes of the Graduate School. The three-year MBA programme was established in anticipation of its important contribution to Hong Kong's develop-ment. With this in view, the University solicited sponsorship of the programme from local business circles. Another example is the diploma programme in Education which was rapidly developed in the Graduate School with the expectation of considerable social demand for profes-sional training of teachers when the government planned to expand secondary, tertiary and technical education. Realizing that the government's social welfare policies and its localization scheme would result in stronger demands for high-level professionals in social work, public administration, and journalism, the Graduate School responded by developing higher-degree programmes in these areas and has received enthusiastic local support. To keep up with the trend of higher technological development, postgraduate courses in electronics,
computer science and applied mathematics naturally became part of the range of strategic development of the Graduate School.
As evidenced in the curricular development of The Chinese Univer-sity, undergraduate courses, part-time programmes, and the post-graduate degree or diploma programmes all carry both academic value and social relevancy, testifying to the close and subtle relationship between teaching, research, and social service.
Dynamic Balance and Breakthrough
Should the university be a purely academic institution, or a service unit for society? Since the dialectic relationship between the university and society can resolve the contradication between the "ivory tower" image and the role of "service station" of the university, there would seem to be an obvious answer to the question today. The same dialectic works in other binary oppositions such as that between the criticism of tradition and the preservation of cultural heritage, and that between the autonomy of academic institutions and their integration into so.iety. After all, the relationship between the university and society is constantly an interac-tive one. The university influences society and is in tum affected by society. The university takes roots in the community and, at the same time, stands aloof to guide the community.
Today we have moved beyond the German and British traditions of the nineteenth century. The university is no longer merely an institution for transmitting knowledge and cultivating talents. Neither is it only a place where teaching and research can combine. The overwhelming emphasis on social services advocated by American universities after the Second World War has also been reviewed and criticized. How to adjust the relations between teaching, research, and public service has therefore become a focal issue of heated discussion. Professor Ambrose King, the incumbent Pro-Vice-Chancellor, puts forward the idea of "dynamic balance" when he maintains that the university should be a multi-functional unit where various contradictions and different needs coexist. Among them the university should strike a "dynamic balance."
(A. Y. C. King, "Graduate Education and Social Needs: The Chinese University of Hong Kong," in Proceedings ASAIHL Seminar on Postgraduate Education in Southeast Asia, Hong Kong, 1979, p. 150)
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As a modem tertiary academic institution, The Chinese University should thus strive for a balanced development in the interactive relation-ship between social relevancy and academic autonomy.
It is no easy job to maintain a reasonable, balanced development. Can a .university maintain scientific objectivity while being involved in social debates or even conflicts? In other words, how should a university achieve equal emphasis on social relevancy and academic inde-pendence, and give full play to their positive functions. These are quandaries that a contemporary university has to face in redefining its social role. With the current trend of continuous expansion of higher education, the university will be increasingly dependent on outside resources and will thus face pressure from society, and from the govern-ment. However, the university must enjoy certain autonomy and freedom for, as the conscience of society, the university must be al-lowed some latitude to exercise its free will and independent judgment.
This was weU put by an educator at the Second Asian Workshop on Higher Education:
As an institution, the university may stand aloof without getting alienated from society; it may get involved without being submerged in the life, the struggles and the strivings of the society around. It may be neutral but not unconcerned or indifferent. It may even take sides but without being fanatical. Above all, whether aloof or involved, it must be true to its "soul." The search for truth demands that it shall always keep its head above the troubled water of change, tensions and controversies; but as an institution engaged in the education of the rising generations, it has to take note of the process of social change and meet its requirements. As a centre of learning, the university may sometimes serve national or even regional interests; but the quality of the service it renders will indeed remain poor, if its outlook and understanding remain confined to its surroundings. (Parikh, ibid., p. 75)
In order to improve the quality of its public service, the university must have the ability, freedom, and courage to judge and criticize the communities it is committed to serve. As was pointed out by Abraham Flexner, the renowned American educator active in the 1930s, the university must give society not what society wants, but what it needs, provided that those needs are based on reasonable analysis. (A. Flexner, Universities: American, English, German, New York, 1930, p. 5)
Still stimulating today, Flexner's view was echoed in a discussion on the relationship between the university and society by Western educators who reiterated the active, initiative, and positive role of the university in fulfilling its public responsibility. They asserted that a true university must become a powerful force for social change and im-provement. Indeed, the institute should produce men and women with a passion to remake the world and emanate ideas and knowledge that will be revolutionary in their impact. This is public service in its truest form. (CFAT, The University at the Service of Society: Summary of a Discus-sion by the Trustees of the Carnegie Foundation for the Advancement of Teaching, New York, 1967, p. 6)
Therefore, the university's social service is by no means passive. In concrete terms, it covers not only public services provided by the university authority, or its staff, for the government or social organiza-tions, but also related teaching and research work conducted inde-pendently on the university's initiative, as well as the efforts made to sensitize the public to latent social problems that may tum up in the future. The university also displays its initiative in applying professional criteria to the assessment of measures taken by the government or social organizations. Thus, the university must make sober and rational analyses and judgments of serious problems concerning the targets, means, and principles of social service, and prevent itself from be-coming a commercial tool. As long as the university can give full play
_ to its strong points as an academic institution, the quality of its public service will be steadily improved, and its function of social leadership strengthened. Hence, social services are not performed at the expense of academic achievement. On the contrary, the striving for higher academic levels can only fortify the university's role in leading the community. While maintaining a balance among many and varied needs, the university should also seek out ways for making break-throughs, have a wide vision, and give clear directions. With these efforts will its innovative leadership be genuine. In retrospect, the past thirty years' experience of public service by The Chinese University reflects society's tremendous impact on the institution. In the field of education, in the business world, in cultural as well as other circles, the University's community service mirrors Hong Kong' s social needs in the areas of industrial and commercial development, economic take-off, urbanization, industrialization and
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modernization, education universalization, the hi-tech revolution, and the coming of a post-modern world on the one hand, and the University's responses on the other. In reviewing our history and setting future goals atthe present crucial historical juncture, it is of significance to be reminded of the original ideal of the University to promote Chinese culture, bilingual education, and cultural communication be-tween East and West, and its responsibility for providing innovative leadership in the future diversified world and post-colonial local society.
With the gradual development of a local identity in Hong Kong . since the 1970s and 1980s, The Chinese University has also built up its own specific character. Now that the community is facing the challenge of the century, especially in terms of the strong impact of the China factor, and the drastic transformation of the world, can the University inspire Hong Kong society with the spirit of a new era? Does it possess the fighting courage to hold firmly to its ideals? Is it able to break new ground for difficult issues with imagination, creativity, leadership, and a sense of mission? To these questions the local community is now in urgent need of answers. In maintaining a "dynamic balance" between academic achievement and commitment to Hong Kong society and China, achieving . a breakthrough on the thorny path ahead, as Hong Kong enters a new era, is certainly part of the University's mission of social service today.
Friends of the University
Mayching KAO and Chung Kee YEUNG
Shaw College Foundation Stone Laying Ceremony, 1987
Background: Tin Ka Ping Building
To nurture men of talents is a -great pursuit requiring the support and encouragement of the community. The Chinese University of Hong Kong, from the day of its founding to its thirtieth anniversary, has been privileged to enjoy the collective wisdom and support of all quarters of society. Prominent local people, industrial and business groups, academic and cultural institutions as well as international personages have fostered the growth of the University. From buildings on campus to guidance in development, from curriculum planning to cultural ex-change, the friends and patrons of The Chinese University have made important contributions which could only be acknowledged with a most profound sense of gratitude.
A review of the contributions of the benefactors to the University at its different stages of evolution give simple proof to their trust, expecta-tions and love for the University. An analysis of the areas of supP,ort may also help to shed light on the direction of the development of the University. This chapter first traces the struggles and hardships en-countered in the early stages leading to the founding of the University. It then highlights the "international" and "local character" of the University through the various local and overseas contributions. This is followed by a summary of donations which include campus construc-tion, curriculum development, research projects, scholarships and bur-saries as well as donations in kind. Finally, a brief interpretation of the obligations of the University for reciprocation concludes the whole chapter. Through all these years, donations from hundreds and thousands of people made to the University have already been recorded in the University bulletins and the Vice-Chancellor's reports. As it is quite impossible to give an exhaustive account here, only notable ex-amples will be mentioned. Even so, omissions may inevitably occur.
One
The University is now thirty years old, but the history of its Foundation Colleges can be traced back for more than forty years. It is not the intention of this chapter to go into details of the founding of the Col-leges, although some important incidents and individuals involved may be of interest here.
Among the three Colleges, New Asia was the first to be founded.
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Following changes in the political scene of mainland China in 1949, a number of scholars who taught in renowned universities in China emigrated to Hong Kong. Under extremely stringent economic condi-tions but dedicated to the preservation of Chinese culture, Ch'ien Mu, Tang Chun-i, Tchang Pi-kai and some other scholars founded in 1949 the New Asia Arts and Commerce Evening School, the forerunner of New Asia College.
The following paragraph taken from the speech of Tchang Pi-kai delivered on the first anniversary of the College may reflect in some way the situation and the mood of the people concerned at the time of the founding of the College. It was the story of Wu Xun (1838-1896) who went begging to raise funds for education in the late Qing dynasty.
We who are seated here are all refugees, having a country in which we cannot enter, having a home to which we cannot return. We have nothing valuable in our possessions and we want to establish an ideal school of our own. What else can we do except that our teachers and students go begging together.
To go begging from door to door is a base act indeed. However, going begging for the sake of fulfilling one's own dream of promoting education lies beyond one's selfishness and is therefore a venerable act. Today, the University is earnestly seeking support from all quarters of society. The "spirit of Wu Xun" is still very much alive.
The educational ideals of New Asia met with the approval of Mr Wang Yueh-feng, a Hong Kong construction entrepreneur who came from Shanghai. With Wang's financial assistance, New Asia was founded in 1950. Assistance from Wang came to an abrupt stop as his business foundered, yet his timely assistance will be forever remem-bered.
Dr Vermier Chiu is one worthy to be held in grateful remembrance in the early history of New Asia. He was a noted barrister-at-law in Hong Kong, serving as the honorary legal adviser to New Asia. When the Hong Kong government required all private post-secondary colleges to be registered as commercial enterprises, Dr Chiu, despite his ill health, drafted the College's constitution and filed a plea on behalf of the College to overturn the government's decision. This case dragged on for years and exemption from registration as a commercial enterprise was eventually granted. The incident testifies to the firm belief of the
founders of New Asia that education is a holy calling and should not be confused with any sort of money-making business. With the support of community leaders this principle finally prevailed and won fairness and justice under the law.
Financial assistance from the Yale-China Association (formerly Yale-in-China Association)was a milestone in the history of New Asia. The Association was an organization founded by graduates of Yale University in the United States for the propagation of Christianity abroad. Since the year 1903, the Association had been setting up schools and hospitals in Changsha, Hunan province in China. With the change in the political scene in China, the Association closed its doors and left Changsha in 1951. Professor Harry Rudin was instructed to look for replacements in Southeast Asia. He met Ch'ien Mu in 1952, recalling afterwards that his meeting with Ch'ien Mu was "unforgettable." For the forty years that followed, New Asia became Yale-China's working partner. In retrospect three things are worthy of note. Firstly, New Asia insisted that despite receiving assistance from Yale-China, "the College would never become a church school" and Yale-China "would not be allowed to interfere in the internal adminstration of the College," albeit with the presence of a Yale-China representative in New Asia. These conditions were accepted by Rudin without much ado. Secondly, the proposals for financial assistance made by Ch'ien Mu were all directed to the construction of school buildings. Not a: single word was men-tioned regarding the improvement of the terms of the teaching staff. Rudin could not help showing admiration for Ch'ien Mu for his unsel-fish considerations. Thirdly, the Director of Education of the Hong Kong government, while raising no objection to the financial assistance offered to New Asia by Yale-China, had categorically emphasized that "the Hong Kong government did not wish to see any foreign country play a role in the education of Hong Kong."
At the founding of the Univeristy in 1963, the Yale-China Associa-tion strengthened its ties with the University and supported the construc-tion of the University Health Centre and the Yali Guest House, as well as sponsoring a great number of scholarships, research and exchange programmes. Such unconditional assistance from the Association bears witness to the great respect for the educational ideals of the College and the University, at the same time showing international friendship to the fullest.
Friends of the University
Chung Chi College was established in 1951, one of its founders being Dr Li Ying-lin, a former president of Lingnan College in Guangzhou. As an experienced educator, Dr Li was entrusted with the responsibility of founding the College by the leaders of Christian chur-ches in Hong Kong who realized that, as the result of political changes in China, the youths of Hong Kong would be unable to continue their studies in Christian universities on the mainland. With the support of Christian churches in Hong Kong and abroad, Chung Chi College survived with only simple and crude facilities in its first few years. Then in 1954 a tract of land in Ma Liu Shui was granted by the government for the construction of its campus. The College moved to the new campus two years later. It continued to expand until it obtained a government subsidy and was later incorporated into The Chinese University.
Even in its pre-government grant days, Chung Chi did not suffer the hardships that New Asia and United College did. It was largely due to the Christian churches which brought in international educational assis-tance from organizations such as the New York United Board of Chinese Christian Colleges (later known as United Board for Christian Higher Education in Asia), the Lingnan College Trustees, the Associa-tion of Chinese Christian Universities in London, and the Presbyterian, Methodist, Baptist, and Anglican churches. It has to be pointed out that while these church grnups belong to different sects, their support was non-sectarian. Chung Chi alumni of these early years took special pride in the openness of thought of their College and the spirit of fellowship which transcended religious beliefs.
United College was founded with the amalgamation of a number of Hong Kong post-secondary colleges -Canton Overseas College, Kwang Hsia College, Wen Hua College, Wah Kiu College and Ping Jing College of Accountancy. At the initial stage, the presidents of these five colleges, headed by Dr Ping-kuen Chen, became directors of the college council, with Dr F. I. Tseung, a medical doctor, as the council chairman. Prior to receiving a government subsidy, "the col-leges could only survive on tuition fees and grants from the Asia Foundation, the British Council and the Mencius Foundation," as recalled by President T. C. Cheng in later days. In comparison with New Asia and Chung Chi, the benefactors of United mostly came from prominent local families. Dr F. I. Tseung, Sir Sik-nin Chau and Sir
Ping-fan Fung were all leaders of the Chinese community at the time, and all contributed to the College.
There are a number of similarities among the Foundation Colleges of the University in their early years of development. Their founders were all experienced educators who shared the common mission of carrying on education despite political changes in China. They all suf-fered the same predicament of insufficient material resources. That the three Colleges were able to survive and prosper amidst adverse economic conditions owed much to enthusiastic local and international support. It goes without saying that such timely assistance serves to demonstrate that a just cause enjoys the support of many people.
Two
The Joint Council of the Chinese Post-Secondary Colleges was formed in 1957 by Chung Chi, New Asia and United before they were incor-porated into The Chinese University of Hong Kong. The proposal to form the Council came from Mr Charle. Long, representative of the Yale-China Association, Bishop Hall of the Hong Kong Anglican Church, and Dr F. I. Tseung, Chairman of the Council of United Col-lege. With Dr Tseung as the first chairman, the Joint Council set about raising the standard of post-secondary education and el.vating the status of the Chinese post-secondary colleges, at the same time actively seek-ing funds from the government with the support of community leaders. After more than two years' consultations, the government finally drew up a plan to establish a university using Chinese as the principal medium of instruction and to award university status to the three Colleges once their academic standard reached an appropriate level. In 1959 the government began to provide grants to the Colleges.
With due consideration for the untiring efforts of the three Colleges and the cooperation of government officials, the birth of this University under favourable conditions was largely made possible by two commit-tees which were mainly composed of persons outside the Colleges. The first was the University Preparatory Committee which was formed in June 1961. Chaired by Sir Cho-yiu Kwan who was a member of the Legislative and Executive Councils, committee members consisted of Ch'ien Mu (President of New Asia College), the Hon P. Donohue
Friends of the University
(Director of Education), Mr Y. C. Li, Dr T. Y. Ling (President of United College), the Hon. J.C. McDouall (Director of Chinese Affairs), Mr B. Mellor (Registrar, University of Hong Kong), Mr J. Morgan (Adviser, Post-Secondary Colleges), Mr G. P. Norton (Acting Deputy Director of Public Works),· Sir Lindsay Ride (Vice-Chancellor, University of Hong Kong), Mr G. T. Rowe (Chief Assistant Colonial Secretary), Mr Wan Yiu-sing, Dr C. T. Yung (President, Chung Chi College), and Mr T. L. Bedford (Colonial Secretariat). The terms of reference of the Commit-tee were to make recommendations to the government as to the selection of a site for the University and as to the scale of the University campus. The government had progressively formulated policies to assist Chinese secondary schools and to provide graduates of these schools with oppor-tunities to receive tertiary education in Hong Kong by subsidizing post-secondary colleges with the required academic standards. How-ever, whether the scale of the new university should be comparable to that of the University of Hong Kong and whether a huge amount of land and money should be provided for the new university were controversial issues among government administrators. As a witness to history, Sir
Q.W. Lee, Chairman of the University Council, had repeatedly men-tioned to his colleagues in the Council that had it not been for the efforts of Sir Cho-yiu Kwan and Dr R. C. Lee spent in numerous negotiations and consultations with the government, the University would never have got such a spacious campus on a scale comparable to that of the University of Hong Kong. The Chinese University campus of 331 acres ranks first in size among all tertiary institutions in Hong Kong. It is situated on a plateau of different levels, overlooking magnificent Ma On Shan and the beautiful Tolo Harbour. The picturesque surroundings are constant reminders of the dedication and vision of the individuals who contributed to the founding of this University.
The Chinese University was born from the recommendations of the Fulton Commission which the government accepted in its entirety. The composition of the Commission included John Fulton (later the Rt. Hon. Lord Fulton of Palmer), formerly a professor at Oxford University
· and the first Vice-Chancellor of the University of Sussex, England, Dr Choh-ming Li, Professor of Business Administration and concur-rently Director of the Institute of Chinese Studies at the University of California, Berkeley, Dr Saw-pak Thong, Professor of Physics, Univer-sity of Malaya, Dr F. G. Young, Professor of Biochemistry, Cambridge
University, England, and Mr I.C.M. Maxwell, secretary of the Inter-University Committee for Higher Education Overseas, England. They were all leading academics and administrators in the fields of arts, sciences and business from Europe, America and Asia. Since their report was received with high approval, the university established on their recommendation enjoyed recognition by the international academic community. The relationship between Fulton and the Chinese higher educational circle in which The Chinese University was involved could be traced to 1959. In that year, he was invited to visit Hong Kong to help map out the development of the three Colleges. He was quite impressed with the performance of the Colleges which in tum benefited from his advice for further development. After the establishment of the University, Fulton was appointed an overseas member of the Council. He came back to Hong Kong in 1975 and was put in charge of another commission to study the reform of the composition and structure of the University. The second Fulton Report was released in 1976, laying the foundation for the University to adopt an integrated system. It has to be admitted that not all staff members of the University agreed with the recommendations in his report. Some argued that the recommendations put forward by the Commission were intended to outmanoeuvre the opponents of the reforms, others that the recommendations were merely based on a certainfait accompli. As for the unilateral changes made by the Hong Kong Legislative Council to its agreement with the Colleges of the University, without consent of the Boards of Directors/Trustees of the Colleges concerned, this had nothing to do with Fulton. In 1981, The Chinese University made Fulton, then the Rt. Hon. Lord Fulton of Palmer, a life member of the University Council in appreciation of his contribution.
The Chinese University was officially founded on 17 October 1963. In his inaugural address, delivered in September 1964, Dr Choh-ming Li, the first Vice-Chancellor of the University, opened his speech by expressing his gratitude for the encouragement and support from the government of Hong Kong, the local community, the University Coun-cil, the faculties and students of The Chinese University and from the sister University of Hong Kong, as well as universities, Chinese scholars and communities overseas. Dr Li then emphasized the interna-tional character of the University, considering it the University's basic quality. He said:
Friends of the University
· The basic quality (of The Chinese University) is manifested in many ways. Many outstanding Chinese scholars abroad, men of internation-al reputation, together with many equally outstanding Western scholars have given us full support by serving on the three Advisory Boards of the University. The three chairmen of these Boards are one Briton, one American and one Chinese. On the University Council we have four prominent educators from the West, namely the Vice-Chancellor of the University of Sussex, the Director of the School of Oriental and African Studies of the University of London, the Presi-dent of Harvard University and the President of the University of California. We are closely associated with the Inter-University Coun-cil of Higher Education Overseas in London, a council composed of all the major universities in the United Kingdom and with the aim of giving advice and assistance to universities overseas. A programme of close affiliation with the University of California has begun which we expect will develop into one of comprehensive cooperation that will include general research efforts and exchange of scholars, faculties and students .... In academic matters international assistance has also been forthcoming. The British Inter-University Council and American foundations have generously provided the services of experts from abroad to help in planning various programmes for the University. Cultural exchange of one form or another has been extended to us by the United Kingdom, the United States and Japan. (Chinese University Bulletin, Vol. 1, No. 3, September 1964, p. 2)
Before the conclusion of his speech, Dr Li reiterated the importance of support from the local community:
In conclusion, I would like to repeat that what with all the generous external assistance, the success of the University depends and must depend on the whole-hearted support qf the government and the com-munity of Hong Kong. I am happy to say;that during the first year of operation, the government has demoristrih.d the best of good faith and the community, represented by the University Council, has given un-stinting support. (Ibid., p. 3)
The above passages, though quoted at length, may still be inade-quate to delineate the full extent of the contributions of the friends of the University. The following paragraphs may give a more complete picture of their participation in the implementation of the grandiose plans drawn up by the University in the course of its development.
Three
The international character of The Chinese University as defined by Dr Li on various occasions concerns "reaching an international level" and "soliciting support from various quarters." Also it should include what Tang Chun-i used to say: "to make contributions to the world by offering new creations to the future of Chinese learning and culture." The interflow of Chinese and Western cultures is the subject of another chapter in this book, but it may be necessary to point out here the indispensable support from international sources.
First and foremost, appreciation should be directed to the contribu-tions of the various foreign governments. Donations came from the British government for the construction of the Science Centre, from the government of the United States for the construction of the Benjamin Franklin Centre and from the governments of France, West Germany, Italy and Japan for assistance in offering language and cultural program-mes relevant to the respective nations. Visiting lectureships in the respective languages have also been provided for. At present, Japanese has been developed into a major programme and French, German and Italian have become minor subjects on the way to establishing a depart-ment of modem European languages. Fellowships have also been offered to our graduates for advanced study in these countries. Further-more, the University Library often receives gifts of books from various governments, making its collections richer and more international in character. Contributions have come from Australia, Austria, Belgium, Canada, Egypt, France, Germany, Italy, Japan, Korea, the Netherlands, New Zealand, Norway, Pakistan, Singapore, Switzerland, the United Kingdom and the United States.
Next, our gratitude should go to international associations and foun-dations for their support. The Chinese University is a member of some international university associations, through which exchanges with noted universities around the world are conducted. An example is the Association of Commonwealth Universities which meets annually. The Vice-Chancellor of this University has represented regional institu-tions to serve as an executive member of the Association. The Associa-tion provides scholarships, bursaries, professional training grants, travel grants and consultation services to its members. Faculty and students of this University have taken advantage of these opportunities for
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advanced study. The University is also a member of thelnter-University Council for Higher Education Overseas. The council sponsored a meet-ing of the Conference of Overseas Vice-Chancellors and Principals at which Dr Choh-ming Li was elected to the Steering Committee.
With the aim of improving the quality of the teaching staff, the University established a Staff Development Programme to enable young teaching and administrative staff to go abroad for further training and advancement. A generous grant from the Ford Foundation made it possible for the University to implement this programme in 1965. Grants awarded by the Ford Foundation placed emphasis on selecting staff who, after receiving further education or training abroad, could take up teaching and research posts in the Graduate School. With such a substantial contribution, the Graduate School of this University was established.
In addition to the Ford Foundation, the Staff Development Programme also received contributions from the Leverhulme Trust Fellowships, the Sino-British Fellowship Trust, the British Council Scholarships, the Fulbright Scholarships and the Asia Foundation Grants. Such generous support allows a number of senior academic staff to conduct in-depth research and to acquire new methods in teaching. Senior administrative staff can also avail themselves of this opportunity to go abroad and visit other universities. The contributions have not only helped to improve the quality of the academic and administrative staff, but also promoted the interflow of Chinese and Western cultures.
With the continuing financial support of the Asia Foundation, the University was able to carry out a number of research and teaching programmes, among which may be mentioned the translation pro-gramme, the undergraduate journalism programme and the graduate professional degree programme. In addition, the Asia Foundation also took into consideration the various needs of the University by providing grants for the recataloguing project in the University Library, in addition to supporting research on population surveys on methodology for the teaching of Chinese and machine translation.
Harvard-Y enching Institute has all along been a great supporter of the Institute of Chinese Studies. In recent years, it has extended its priority items to studies in connection with the social sciences in Chinese culture. Financial assistance has been given to the Hong Kong Studies Programme in the Social Research Centre.
The New York based Board of Trustees of Lingnan University has given its unstinting support to the Lingnan Institute of Business Ad-ministration(LIBA). The expenses for staff emoluments and research assistants and other expenditures in the two-year postgraduate programme of LIBA have mainly been absorbed by the Trustees.
Of all the contributions the University has so far received, those made by the Yale-China Association have occupied a very important place. Its timely and crucial assistance has been mentioned earlier. Donations in one form or another have been given to the University from international foundations. These include the Henry Luce Founda-tion, the Andrew W. Mellon Foundation, the John D. Rockefeller III Foundation, the Carnegie Foundation, the Mary Wood Foundation, the Volkswagenwerk Foundation, the Lee Foundation in Singapore, the Janssen Pharmaceutics Foundation, the Japan Foundation, the Josiah Macy Jr. Foundation, the International Scientific Research Foundat1on, the Chiang Ching-kuo Foundation in Taiwan, the Huang Hsing Founda-tion (USA), the World Health Organization Special Trustees of the Royal Free Hospital and the Croucher Foundation.
The international character of The Chinese University is also reflected in its affiliation with eminent scholars in the international academic world. Advisory boards on academic matters were set up at the very beginning and their members were all authorities in their relevant academic fields. On the Board on Natural Sciences, there were Professors F. G. Young, Shiing-shen Chern, Choh-hao Li, Tsung-dao Lee, Saw-pak Thong, Chien-Shiung Wu and Chen-ning Yang. Mem-bers of the Board on Humanities included Professors Yuen-ren Chao, Fang-kuei Li, C. H. Phillips and Lien-sheng Yang. On the Board on Social Science and Business Administration were Professor Simon Kuznets, Sir Sydney Caine, Professors Carlo M. Cipolla, Franklin L. Ho, Kung-chuan Hsiao, Seymour M. Lipset, Ta-chung Liu and Erik Lundberg. In addition, internationally renowned scholars were invited to serve as external examiners or assessors in matters relating to the degree examination, curriculum planning, as well as substantiation and promotion of university teachers. The Chinese University has from the very beginning aspired to be an institute of higher learning at the international level through the recognition and guidance of the interna-tional academic community.
Apart from those mentioned above, The Chinese University
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developed a diverse range of exchange programmes with world-renowned institutions for research and faculty and student exchanges. These include, notably, the University of California, Harvard Univer-sity, Yale University, Williams College, Dartmouth College and New York University in the United States; Keio University, International Christian University, Asia University, Tsukuba University and Soka University in Japan; Beijing University, Qinghua University, Nanjing University, Renmin University, Xiamen University, Zhongshan Univer-sity, Fudan University and Shanghai Jiaotong University in China.
Four
The international character of the University is complemented by its local character. For a university with an "international character," it should; on the one hand, demonstrate that its academic standard reaches a level recognized by the international academic world and, on the other hand, it should aim at the promotion of its native culture in order to make creative contributions to the culture of the world as a whole. The ideal of setting up a university for the Chinese has appeared time and again in important documents relating to the founding of the University and its early history. The government of Hong Kong chose not to set up a branch campus of the University of Hong Kong already in existence. Instead, it established a second university through the amalgamation of a number of Chinese post-secondary colleges with strong ties with mainland Chinese universities, thereby endorsing the mission of the three Colleges to teach in Chinese and to provide a channel for Chinese secondary school graduates to further their education. It is natural that a university for the Chinese would enjoy the full support of the local Chinese people. It should be the common goal for all the people of Hong Kong to work together in making this university of the Chinese people an institution well known in the world.
The contributions of the local community leaders began from their affiliation with the Joint Council of Hong Kong Chinese Post-secondary Colleges and through the different stages leading to the establishment of the University. They assisted in such vital matters as the choice of the campus site, the scale of the University, the drafting of ordinances and statutes, the selection of the Vice-Chancellor and the loan of temporary
office space. In its history of thirty years, the University has been
privileged to be the recipient of goodwill and generosity from close to
two hundred foundations and organizations in Hong Kong, not to men-
tion the contributions from countless private individuals. The names of
donors have been acknowledged in the various issues of the University
bulletin and the reports of the Vice-Chancellors. Those given below are
only a few examples, which are chosen primarily to demonstrate the
very broad base of the University's support.
Some of the foundations established in the University are in the
name of individuals or families, for example, the Lee Hysan Founda-
tion, the Wei Lun Foundation, the Shaw Foundation, the S. H. Ho
Charitable Foundation, the Ho Tim Charitable Foundation, the Sui-
loong Pao Educational Foundation, the Fong Shu Fook Foundation, the
B. Y. Lam Foundation, the D. H. Chen Foundation, the Ming Yu Cultural Foundation, the Cheng Yu Tung Foundation, the Hui Yeung Shing Memorial Fund, the Lee Shau Kee Foundation, the Li Ka Shing Foundation, the Chiang Chen Foundation, the Tin Ka Ping Foundation, the Cheung Huen Cheong Foundation, and the Cheng Suen Shuk Man Foundation. Funds were also donated by Messrs. Wong Fook Yuan, Wong Ting Fong, Sin Wai Kin and Chan Chun Tao.Those established in the name of a business enterprise include the Hong Kong and Shan-ghai Bank Charitable Foundation, the Shun Hing Educational and Charitable Foundation and the Wing Lung Bank Chtnese Culture Development Foundation. Foundations established by the mass media include the Incorporated Trustees of the Wah Kiu Y at Pao Fund for the Relief of Underprivileged Children and the Eastern Daily Charitable Foundation. There have also been contributions from government wel-fare bodies such as the Hong Kong Government Lottery Foundation.
Contributions by community organizations come from far and wide. There are professional organizations such as the Hong Kong Engineers Society and the Hong Kong Society of Digestive Endoscopy; social
-"service groups such as the Lion's Club, the Rotary Club, the Hong Kong Red Cross; religious groups such as Sik Sik Yuen and the Church of Christian China Hong Kong Council; business groups such as the Hong Kong Chamber of Commerce and the Chinese Chamber of Commerce; government departments such as.the Department of Industry and Com-merce and the Department of Social Welfare; kinship groups such as the Shanghai Fraternity Association, Ning Po Residents' Association,
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Kiangsu and Chekiang Residents' Association; social groups such as the Yaumati Licensed Hawkers' Association Ltd. and the Kowloontong Club Winter-Swimming Group; cultural bodies such as the Hong Kong Chinese Culture Promotion Centre and the Hok Hoi Library; Chinese art collectors' groups such as the Min Chiu Society and the Kau Chi Society; public organizations such as the Hong Kong Tourist Associa-tion and the Consumer Council; alumni societies such as the University of Shanghai's Hong Kong Alumni Association and the Federation of Alumni Association of the Hong Kong Chinese University, and many others.
Five
While the above two sections give an account of the sources of contribu-tions to the University, this section attempts to enumerate briefly the different categories of support received by the University over the years.
Of all the donations, those for the buildings on the University campus are the most visible. The campus site was carved out of a mountain and the bulk of the cost of excavating the land and building a campus was borne by the government, augmented by contributions from both local and overseas sources. That the University is an institution full of vigour is vividly demonstrated by its continuous expansion. Ever since its founding, construction work on the campus has not stopped, neither has the source of funding for these buildings. The University acknowledges its indebtedness by naming the buildings after donors who have made substantial contributions to the cost of construction. As the campus gradually takes shape, the various buildings serve as a register of merits. Table 1 lists the donors of each building according to the time of its completion.
The development of the campus buildings programme signifies the staunch support of friends and patrons for the educational ideals of the University. The Vice-Chancellor commented on the significance of their generous contributions in 1974:
In reviewing progress satisfaction is derived not so much from the spectacular development of the physical plant but from the effective achievement of important educational ideals and goals. Thus the com-pletion of the Benjamin Franklin Centre, the University Health Centre
Table 1. University Buildings and Their Donors
Year of completion Name of building Donors/Organizations
1966 Lingnan Stadium Mr Chan Tak Tai
1968 Benjamin Franklin Centre The People of the United States
of America and the Asia
Foundation
1969 Theology Building Various local and overseas
Christian institutions and
individuals
1971 Institute of Chinese Studies Lee Hysan Estate Co., Ltd.
Cho Yiu Conference Hall Dr the Hon. Sir Cho-yiu Kwan
University Health Centre Yale-China Association
Elizabeth Luce Moore Library Henry Luce Foundation
1972 University Library Dr the Hon. P. Y. Tang
Adam Schall Residence Society of Jesus and the
Maryknoll Sisters
Wen Lin Tang Family of the late Mr Tsang Shiu
Tim
Wu Chung Library Mr Wu Chung
Cheung Chuk Shan Amenities Mr Cheung Yok Luen
Building
1973, University Science Centre The Government of the United
Kingdom
Yali Guest House Yale-China Association
1974 University Entrance Pylon "Chuwansau," an anonymous
donor
1975 Postgraduate Hall Complex Friends of Sir Cho-yiu Kwan and
General Shai-lai Ho
Friendship Lodge Yale-China Association and
members of the local business
community
Staff Quarters Block S Tsung Tsin Mission
1976 Siu-loong Pao Building Sir Yue-kong Pao
Art Gallery Annex Lee Hysan Foundation Ltd.
1978 Tennis Courts The Shell Company of Hong
Kong Ltd.
Madam S. H. Ho Hall, Xuesi Hall The Bethlehem Company Ltd.
and Bethlehem Hall and Yale-China Association
1979 Y. C. Liang Hall Mr Y. C. Liang
Pi-Ch'iu Building The Ho Tim Charitable Foundation
Fong Shu-chuen Building The Fong Shu Fook Tong and
Group of Companies
1980 Lion Pavilion Lion's Club of Kowloon Central
1981 ‧ Sir Run Run Shaw Hall The Shaw Foundation Hong Kong
Ltd.
Li Oak Sum Building Dr Li Oak Sum
Ching Kai Hall Dr Ho Tim and Mr Ho Yin
Madam S. H. Ho Hostel for The S. H. Ho Foundation
Medical Students at the Prince
of Wales Hospital
Friends of the University
Table 1. Continued
Year of completion Name of building Donors/Organizations
1982 University Sports Centre
Grace Tien Hall
, 983 "Three-year MBA Programme"
Town Centre
Swire Hall
2nd Extension to Science
Centre
1984 Panacea Lodge
1985 Fung King Hey Building
1986 Chen Ning Yang Reading
Room
The Sir Philip Haddon-Cave
Sports Field
Hang Seng Hall
1987 "Gate" and "Forum"
Ho Tim Building
R. C. Lee Lecture Hall
1988 Extension to Institute of
Chinese Studies
1989 Shaw College
Lady Shaw Building
1990 Fong Yun Wah Hall
1991 Leung Kau Kui Building
Chan Kwun-tung Inter-
University Hall
Hui Yeung Shing Building
1992 Hong Kong Institute of
Biotechnology
Chiang's Building
Tin Ka Ping Building
Redevelopment of Hostel
Buildings of Chung Chi
College, Phase I
1993 and Kwok Sport Building
after Wong Foo Yuan Building
Chung Chi College
Redevelopment, Phase IV
Ho Sin-hang Engineering
Building
Shanghai Fraternity
Association Research
Services Centre
The Hong Kong Jockey Club (Charities) Ltd. Dr the Hon. Francis Y. H. Tien
Dr Cheng Yu Tung and Mr Fung King Hey and members of the local business community
Swire Group
Friends of Dr C. Y. Chen
Friends of Dr C. Y. Chen Sun Hey Foundation Mr Cha Chi-ming and Mr Liu
Ying-ling
‧. Friends of Sir Philip Haddon-Cave
Hang Seng Bank Ltd.
Dr the Hon. Szeto Wai
Dr Ho Tim
Dr Lee Wing Tat
The'B. Y. Lam Foundation and
Bei Shan Tang Foundation
The Shaw Foundation Hong Kong Ltd.
Sir Run Run Shaw
Fong Shu Fook Tong Foundation Dr Leung Kau Kui Chan Kwan-lung Charitable.Fund Ltd.
Mr Hui Kwok-hau, Mr Hui Siu-wing and Mr Hui Kin-wah The Hong Kong Jockey Club (Charities) Ltd.
Dr Chiang Chen
K. P. Tin Foundation Limited Wei Lun Foundation Ltd.
Kai Yue Cheong Limited
MrWong Foo Yuan
Sino Land Company Limited
The S. H. Ho Foundation Limited
Shanghai Fraternity Association
and the Y ali Guest House, over and above rendering vital service to the University community. affords a physical means to enhance inter-national goodwill and cooperation. The completion of the Institute of Chinese Studies is more than a monument in memory of the late Mr Lee Hysan: it is a powerful force to advance a crucial educational ideal
. -to reclassify, refine and enrich Chinese culture through the applica-tion of modem methodology. The Science Centre, too, is not a mere tower of "bricks and mortar" but a vehicle by which the total maxi-mization of the resources of the entire natural science faculty can be achieved. The same applies to the University Library Building which not only serves to commemorate the late Dr P. Y. Tang and his father, but. more important. integrates the University Library System to serve the University community. the larger community of Hong Kong and. indeed, the wider scholarly world. The opening of the magnificent Conference Hall donated by the late Sir Cho-yiu Kwan does more than present the University with a showpiece for meetings of the Council and the Senate. It enables the University to conduct major internation-al and regional academic conferences essential to the achievement of the University's mission of advancing higher education in Southeast Asia. (The Emerging University: 1970-1974, pp. 84-85)
Besides the · campus buildings programme, areas in which the educational ideals of the University are best realized are the academic programmes and research projects. This is where most of the don.tions have gone over the years. While an exhaustive list is quite impossible, the Three-Year MBA Programme and the Institute of Chinese Studies may be selected as examples.
With ·generous donations from the Lingnan University Board of Trustees in New York, the University set up the Llngnan Institute of Business Administration in 1966. However. it was found to be quite impracticable for executives in business and industry to take a full-timeecourse. In view of the urgent demand for an evening programme forepeople on the job, the University launched the Three-Year MBAeProgramme with the financial assistance of two prominent businesseleaders in Hong Kong -Mr Fung King Hey and Mr Cheng Yu Tung.eThey first set up a Three-Year MBA Endowment Fund with an initialedonation of HK$2,500,000, but the Fund soon passed the five millionedollar mark through contributions from local business and industryesectors. Mr Fung and Mr Cheng helped the University again in 1982 toeraise a fund of more than seven million dollars for the purchase of ae
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downtown Three-Year MBA Centre in Tsimshatsui, which made pos-sible rapid expansion of the programme.
Since its founding, the University had in mind to establish an institute of Chinese studies. Realizing that the promotion of Chinese culture should be the major responsibility of the University, Dr J. S. Lee, one of the University Council members, brought up with Vice-Chancellor Choh-ming Li the idea of setting up an institute and offered his assistance for the funding of the project. The Institute of Chinese Studies was officially established in 1967, with a substantial donation from the Lee Hysan Foundation towards the construction cost of the building, which includes the Art Gallery, a lecture theatre and a techni-cal annex. The scale of the Institute increased over time and research centres of Chinese language, translation and archaeology were set up one by one: A large variety of exhibitions and research programmes have been carried out with financial assistance from Messrs Rogerio Lam, Ng Toi Tai, Yeung Wing Tak, Ng Kit Yee and his brother, and Mok Hing Cheung.
As The Chinese University is composed of three Foundation Col-leges, college life and informal education are among the special features of the University. With the implementation of "student-orientated education," function of a college with regard to teaching was more defined. There was by the mid-eighties, an apparent need for the estab-lishment of a fourth college. This demand met with the approval and support of Sir Run Run Shaw, a magnate in local mass media circles. Sir Run Run has all along maintained a close relationship with the Univer-sity. He has been a trustee of United College since 1967 and a Univer-sity Council member since 1977. In addition to his extraordinary pledge for the building of Shaw College, he has made possible the construction of Run Run Shaw Hall and Lady Shaw Building. To show the University's deepest appreciation for his generous support, United Col-lege has offered to Sir Run Run an honorary chair and made him a life trustee on its Board of Trustees, while the University also made him a life member in the University Council. Donations from outside the University that benefit our students directly are in the form of scholar-ships and bursaries. To take the academic year 1991-1992 as an ex-ample, a total amount of more than 11 million dollars was received for this purpose. Full-time and part-time students at both postgraduate and undergraduate levels are eligible for aid. There are also scholarships to
enable our graduates to study overseas. These scholarships and bur-saries, indicate the direction and expectations of our donors towards university education.
.Generally scholarships are awarded on the basis of academic per-formance as well as good conduct and financial need. Donors may have a preference for a designated faculty, department, year and even sex (for instance, e.g., The Hong Kong Association of University Women Scholarships are for female students only); or religious belief e.g., The Canadian Lakeview Women's Federation Scholarship is for Christian students only, or family conditions (for instance, e.g., The Choi Ying Choy Alumnus Part-time Prize for the Nursing Degree Programme for students who are married with children), or family relations (e.g., The Jinling and Reeves Scholarships giving preference to the children of Jinling Women's University graduates). There are some which specify outstanding performance in certain subjects, for instance, the Mr Kit-yee Ng Language Prize for the best student in the first-year joint test on Cantonese phonology and Cheung Koon Fung Confucianism Scholar-ship for students with a special interest in the study of the teachings of Confucius and Mencius. There are also scholarships for general educa-tion courses which reflect the University's emphasis on general educa-tion. Examples are the Woo Sau Wing Prizes for students with high academic achievement in general education subjects over four years of study. The Lin Yi Po Balanced Education Memorial Scholarship is for graduating students with a balanced development in academic achieve-ment, extracurricular activities, sports and college life during the entire study period at the University. The Ho Man Sum General Education Topics Research Thesis Prize is awarded to an excellent thesis in general education. In addition, there are scholarships which encourage creative activities, including the Yu Luan Shih Creative Award, the Li Sheung Shun Academic Activity Prizes, the Kao Hsiung Memorial Award for Literature and the Chen Kai Wen A ward for Composition. Many· scholarships have been set up by foreign governments and local community leaders to sponsor our students for study abroad and to promote international academic interflow. Those worthy of mention in particular are the China Scholarship Scheme of the Hong Kong and Shanghai Banking Corporation Ltd. which sponsors students from mainland China to study in the Two-year MBA Programme. Preference will be given to those who are willing to go back to China to engage in
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banking business after their study. There are also scholarships to en-courage extracurricular activities, such as the Federation of Hong Kong Chinese University Alumni Associations Student Activities Fund Con-ference Awards for subsidizing students to take part in international student conferences.
Bursaries are awarded mainly to alleviate students' financial dif-ficulties. Some are awarded in the form of donations, such as the Croucher Foundation. Some operate as an interest-free loan; the Nam Luen Education Foundation Travel Loan is an example. There are donations like the Hsin Cheong-K. N. Godfey Yeh Campus Work Scheme which supports the University's work-study projects, while others indicate special uses, such as the Sir Edward Y oude Memorial A wards which allow disabled students to acquire personal aids and equipment. Some bursaries designate their use in a certain period, an example is the Chiap Hua Cheng Foundation Summer Assistance Scheme; students' emergencies are taken care of by such bursaries as Vitasoy International Holdings Ltd. Education Bursaries.
Donations in kind fall into three main categories: books, art works and equipment.
Though funds are provided for the purchase of books in the Univer-sity Library System, a high percentage of the library collections comes from organizations and individuals outside the University. Table 2
Table 2.
Academic year From University funds From donations* Percentage from donations
1980-1981 1981-1982 1982-1983 1983-1984 1984-1985 1985-1986 1986-1987 1987-1988 1988-1989 1989-1990 1990-1991 1991-1992 20,085 19,280 19,589 18,655 11,858 18,633 22,536 17,414 17,366 19,605 21,702 27,647 14,496 11,036 13,655 11,627 10,230 7,636 9,369 8,141 8,396 10,474 6,344 10,479 41.9 36.4 41.1 38.4 46.3 29.1 29.4 31.9 32.6 34.8 22.6 27.5
Total 234,370 121,883 34.2
* number showing actual collection in the Library.
shows the number of volumes acquired through purchase and gifts over the past twelve years.
The above table gives strong evidence that external donations ac-count for as much as one third of the University Library holdings. Major donations include a gift of more than six thousand Chinese and English titles formerly in the collection of the late writer Yeh Ling-fung. Donated in 1979 by Mrs Yeh Chiu Ke-jun, this collection contains many valuable books.·of modern Chinese literature. In 1981, Mr Harold Wong donated his late father's (Mr Wong Pao Hie) collection of over fifteen thousand volumes of bound Chinese books and more than ten thousand other Chinese and English books to the reference library of the Institute
Table 3.
Year Research Scholarship/ Other special Construction grant bursary grant cost Total income
1992 35,548,614 15,116,775 15,201,513 60,000 1,398,529,322t
1991 43,905;035 11,288,502 9,665,151 24,200,000 1, 105,246,926t
1990 21,586,634 10,000,365 11,299,860 17,800,000 913,079,900
1989 14,967,990 8,981,749 4,989,385 12,820,000 649,937,306
1988 11,351,204 8,938,054 4,190,700 22,578,439 532,491,711
1987 11,115,621 9,613,086 9,516,703 18,950,000 484,414,478
1986 10,397,548 8,995,687 4,663,550 20,700,000 432,504,703
1985 2,887,695 8,089,095 3,536,930 6,120,000 385,319,151
1984 5,171,794 5,880,655 7,190,704 1,000,000 310,567,441
1983 2,199,810 4,812,509 2,277,549 5,750,000 263,805,515
1982 1,567,641 6,679,061 3,469,379 12,058,000 215,508,866
1981 2,966,502 5,071,990 1,719,091 3,982,820 158,501,041
1980 1,018,138 4,771,524 980,680 3,750,000 128,055,016
1979 669,794 4,262,980 3,205,324 3,289,675 104,202,292
1978 1,433,041 3,917,563 921,374 4,376,850 95,391,090
1977 761,477 3,360,297 833,053 3,885,797 83,035,604
1976 678,,670 2,622,707 1,055,523 3,528,670 68,475,552
1975 4197197$ 825,110 498,393 686,275 1,994,877 1,436,758 1,293,310 1,387,687 1,611,823 1,823,304 145,000 3,546,581 2,439,855 58,360,132 51,842,102 41,885,805
1972 770,726 1,309,330 848,407 2,045,521 38,222,391
1971 451,870 1,146,233 1,759,813 3,389,204 30,442,912t
1970 612,297 1,094,424 1,132,870 247,416 26,881,846t
1969 416,600 164,279 783,230 1,542,158 26,206,526
1968 1967 1966 1965 1964 . 932,718 --- 191,738 --- 336,463 2,528,639* 1,724,281* -- 665,609 ---- 24,104,262 18,221,590,16,753,477,12,976,712,7,248,293
. including research grants and other donations.
t including special grants. :(The above figures do not include donations to endowed funds and to Colleges).
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of Chinese Studies. In 1983, the University's Chinese Medicinal Material Research Centre received a total of 13,500 volumes of Chinese medical books and documents from Mr Cheng Sau-nan and Dr C. Y. Chen.
Since the founding of the Art Gallery in 1971, its permanent collec-tions have gradually taken shape to include the various branches of Chinese art. There are notable examples of calligraphy, painting, ceramics, jades, bronzes, rubbings, scholar's articles and other decora-tive arts. The development of ceramics and seals is well represented, while painting and calligraphy by Guangdong artists give the Art Gal-lery its local context. The formation of these sizable collections could only between achieved through the generous and continuous support of collectors and patrons, including the Bei Shan Tang Foundation, The B.
Y.oLam Foundation, the Min Chiu Society, the Kau Chi Society, theoFriends of the Art Gallery, Mr Jenmou Hu, Mr Tsui Tsin Tong, DroSimon Kwan .md many others.o
Donations of equipment and facilities from local enthusiastic sup-porters to the faculties of the University would be valued at millions of dollars. They vary from such major items as a whole computer system to small gifts like the fodder for laboratory animals. Worthy of a special mention was a sum of $4,500,000 from Mr Chan Chun Ha in 1981 for the computerization of pathological services and the purchase of electronic microscopes for the Prince of Wales Hospital. A further donation of a sum of $1,270,000 was made by Mr Chan in 1985 for the Department of Pathology to purchase a computer system.
Six
The number of donations and their use by the University give us a clear idea of the public's appreciation of the educational ideals of the Univer-sity and the path that it has taken. It is also evident that the growth of the University has direct bearing on the increase in donations. Table 3 provides the best proof in this connection.
All of the above resources come from the generous contributions of public-spiritoed individuals and organizations, just as the allocations from the government may also be taken as public funds coming indirect-ly from the taxpayers. As the recipients of such generosity and trust,
how should we as members of the Unviersity repay the community? Since it is the mission of the University to foster talents for our society, the least we can do is to discharge our duties conscientiously.
While the University should be sincerely grateful for the benefits bestowed upon it from all quarters of society, the University must not forsake its independence and autonomy by doing so. The founders of the Colleges in their early days set a very good example in which righteous people could "go begging" for maintenance funds, but could on the other hand, "abandon the College" in refusing to register as a business enterprise. The donors of the early years did not lay down any condi-tions, on the basis of religious beliefs, for the acceptance of their gifts. Likewise, the Hong Kong government also took great precautions to
. prevent any politics from interfering with education. All this has under-lined a principle that despite funds being supplied by society and its government, an enlightened and progressive society and its government should aim high, and should maintain the University as a stronghold of freedom in learning, so that it can function as a part of checks and balances needed in any society. To meet the actual needs of the society, the University has always been happy to offer its services to the com-munity. However, the University should not abandon its higher ideals and independence which would serve as the conscience of society.
Last but not least, the contributions received by the University, in addition to material and financial support, should also include the guidance received from the international academic world. This aspect is vividly illustrated by the words of Professor Tang Chun-i, a founder of New Asia College, in his "Letter to the Sixth Class Graduates of New Asia College." He said:
We should create our own academic future and cultural future. We have nothing at present to enjoy and do not want to share other peoples' achievements. A man is valued for his independence, and the same goes for an individual as well as for a nation. An independent person still needs help from others and can also ask for loans from others. We can ask for loans materially and spiritually, but we should be determined at the time of accepting loans to repay them in the future.
Only when we have made independent contributions towards cul-ture and scholarship can we recompense in full the material and spiritual loans made to us by society. It is the aim of this chapter to pay tribute to
Friends of the University
those individuals and organizations who, have shared the distinctive vision of The Chinese University. As the old saying goes: "Support usually flocks to where there is a just cause." The University and its staff should bear in mind the educational ideals and the struggles of early years in order to fulfill the trust aild expectations that have been placed upon us all.
10
The Alumni: A Composite Portrait
Sonia S. H. NG
Alumni Day-12 December 1990
Background: Fun on the alumni day
I. Introduction -A New University Evolves
If you were a student in 1963, beginning your studies at Harvard, Oxford, or in the University of Hong Kong, all you were expected to do, or could do, was to accept, adjust to, or accommodate yourself to the traditions and practices of these elite institutions.
The exciting thing about being a student at The Chinese University of Hong Kong (CUHK) in 1963, was that you could grow, develop and evolve along with the University. The fact that it was a new institution in which the students were, and are, deeply involved in the building up of the University's traditions and evolution explains the remarkably strong loyalty, affection and identification of its alumni for their Alma Mater throughout the past thirty years. Indeed, many alumni have returned to the University as administrators and teachers.
The Chinese University gives a substantial portion of its student body the first opportunity in their families' history to go to college and to enter the professions and the middle social class. Upward social mobility is perhaps one of the most stdking and meaningful features of
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The Chinese University's alumni. The portrait of a typical Chinese University alumnus, to the extent such an individual exists, is a composite of two pictures. The first picture is that of a solid Hong Kong citizen who works hard, quietly and steadily at his or her profession, using the skills, training and experience acquired at the University·. The alumnus, whether local or overseas, remains deeply attached to the Alma Mater and is most appreciative of the campus life, warm friendship, team work, and the general education programme of his student days. The second picture is generational. Graduates of the 1960s are noted for their studies and settlement abroad. Graduates of the 1970s have a high proportion who have gone into education. They stand out for their social, political and cultural activism. The alumni after the 1970s have more varied careers because of the emergence of new academic dis-ciplines and professional schools. Despite some generational variations, the CUHK alumnus overall has been active in social, nationalistic and cultural causes. The activism stems in part from the pioneer-like experience and modest origins of many students. _ They have consistently displayed sympathy for the grassroots and the disadvantaged, and have shown generally a
The Alumni: A Composite Portrait
democratic and populist inclination. With 1997 just around the corner, more than ever the alumni are expected to play active parts in the transformation and development of Hong Kong. Their counsel and resources will help to re-define the University's mission and chart its future course.
II. A Historical Overview -From Refugee to Citizen
In 1986, the famous Chinese scholar, Qian Weichang visited The Chinese University. He was most impressed that the local university graduates, provided they reached the necessary academic level, would have the opportunity of joining the University faculty while still quite young.
Indeed, f.r some years the trend in public and private institutions in Hong Kong generally has demonstrated increasingly youthfulness and professionalism. The Chinese University reflects, as well as contributes to, this trend. Today, the decision-making and management strata in Hong Kong are mostly people in their thirties and forties. Many alumni of The Chinese University occupy various important positions. The emphasis on professional knowledge and talent in Hong Kong society complements the University's continuing effort to provide locally developed personnel over the past thirty years.
Since its founding in 1963, CUHK has produced approximately twenty-five thousand graduates. The great majority of them stay in Hong Kong and carry on their responsibilities of developing Hong Kong from within their respective positions. Further, because so many alumni go into education at both the secondary school and college levels, their cumulative impact over the years on Hong Kong through teaching, is perhaps much greater than the number of its graduates would suggest.
Historically, many Chinese in Hong Kong have looked upon their stay in the territory as transitory. This mentality did not begin to change until the second half of this century. In the 1950s a new situation emerged as a result of political changes. China's talents and resources were moving south from China. A refugee atmosphere permeated Hong Kong. Many people had plans to stay in this territory for only a short period. Looking towards China, they hoped one day to return north to their homeland. Many students of the three Colleges, also had such an attitude.
By the 1960s, however, hopes seemed diin for the graduates to return to China. At the same time, Hong Kong did not offer them many of an opportunities to develop. On the other hand, there were chances for students with outstanding records to win overseas scholarships. It became a trend for these graduates to go abroad for postgraduate educa-tion. Excepting those who moved abroad with the recent emigration tide, most alumni living overseas today are still those who went abroad in the 1960s.
Towards the end of the 1960s, in part because of fewer oppor-tunities to go abroad for study, in part because of great internal changes in Hong Kong, higher education expanded quite rapidly. The govern-ment started to subsidize students directly with loans and assistance. A large number of grassroots-level children had the opportunity to receive higher education locally.
After the mid-1970s, the economy in Hong Kong took off. The social and political structure was opening up gradually. University graduates had much better opportunities for jobs that met their expecta-tions. Graduates of this generation had neither the refugee psychology of the 1950s nor the tendency of the 1960s to go abroad. They constitute the first generation of The Chinese University to build deep roots and achieve identification with the community. They have played a positive role in the development of Hong Kong.
Ill. Social Background of the Alumni
The Chinese University was established on the foundation -of three Colleges, Chung Chi, United, and New Asia. Each of these Colleges had its own cultural and historical background. Therefore, from its begin-ning, the cultural content of the University was multifaceted, as was the composition of the student bodies and their career choices.
Chung Chi College was founded by Protestant Christian Churches that had moved south from China. The College inherited the resources and talent of thirteen Christian universities which had been based originally in China. The College's relation with the Lingnan University in Canton was particularly close. The students of the early years of Chung Chi included Hong Kong natives, students sponsored by the churches, children of overseas Chinese in Southeast Asia, as well as
IV. The Alumni's Careers
On account of the rapid industrial and commercial development in Hong Kong, there has been a continuing and increasing need for professionals and human resources with higher education. Even in the 1990s, the demand for university graduates in Hong Kong still exceeds the supply. Thus the search for employment has not been a problem for The Chinese University graduates; According to the statistics of the 1980s, over half of the fresh graduates were happy with their first jobs, and a third of them had no complaints about their first jobs.
In early 1992, a survey of our alumni was conducted. Over 1,450 alumni responded. Except for 6.6% of the respondents who had attended only the graduate school, the remaining respondents represent 5% of the total alumni and were spread evenly among men and women as well as among the Colleges and departments gender. (see Table 1)
Table 1. Alumni Survey (April 1992)
Questionnaires sent out: 5,000
Questionnaires returned: 1,450
Representation:
A: Chung Chi College Graduates 30.8% C: Graduates of the 1960s 4.3%
New Asia College Graduates 30.2% Graduates of the 1970s 21.5%
United College Graduates 30.8% Graduates.of the 1980s 55%
Shaw College Graduates 1.6% Graduates of the 1990s 14.3%
School of Education 1.9% D: Male 64.9%
Graduates Female 35.1%
Graduate School Graduates 2.8%
Part-time Degree Graduates 1.9%
B: Arts Faculty 22.7%
Science Faculty 26.6%
Social Science Faculty 26.7%
Business Faculty 19%
Medical Faculty 2%
The distribution of occupations is approximately 33.2% in educa-tion; 29.4% in business; 8% in civil services; 6.4% in social work; 5.7% in computer related jobs; and 4.3% in the media and advertising. (see Table 2)
The survey indicates that 54.7% of the respondents did not change their job at all; 21.2% changed their jobs once, 11.2% twice, and 7.4% three times. Even among graduates in the 1970s, 51.9% never changed
The Alumni: A Composite Portrait
Table 2. Major Occupations and Average Income of CUHK Graduates (1960s-1993)
Average Graduates Graduates Graduates Graduates
Job Overall annual of the of the of the of the
areas percentage income 1960s 1970s 1980s 1990s
Education 33.2% 297.6K 41.3% 46.8% 30.6% 16.3%
Business 29.4% 441.4K 28.6% 22.4% 30.6% 36.5%
Civil 8.0% 301.6K 4.8% 6.7% 9.0% 7.7%
services
Social work 6.4% 277.2K 7.9% 5.4% 6.8% 7.2%
Computer 5.7% 295.9K 1.6% 4.2% 6.6% 7.2%
Media 4.3% 226.8K 1.6% 2.2% 4.9% 6.3%
Engineer- 2.6% 357.SK 1.6% 2.2% 2.1% 4.3%
ing
Medical 2.3% 414.6K 1.6% 0.3% 2.5% 4.8%
Industry 1.9% 506.?K 7.9% 3.5% 1.3% 0.5%
Transportation 1.2% 376.2K 1.3% 1.0% 2.4%
Law 0.8% 544.?K 1.9% 0.8%
Banking 0.6% 330.0K 0.6% 0.6% 1.0%
Religion 0.8% 156.5K 1.6% 0.6%
Public 0.5% 617.1K 1.6% 0.3% 1.0%
utilities
Others 0.4% 149.3K 1.6% 0.9% 2.3% 4.8%
Total 100% 100% 100% 100% 100%
Average income 342.16K
Average income of 1960s 493.36K
graduates
Average income of 1970s graduates 482.72K
Average income of 1980s graduates 290.94K
Average income of 1990s graduates 134.38K
jobs, showing that the graduates tended to be quite stable at their jobs. One of the reasons for this stability is the relatively high proportion of the alumni going into education; for example, an average of 46.8% in the 1970s took up teaching. (see Table 3)
The average annual income of the 1,450 plus alumni is $342,160. The more senior the graduates, the higher is their current income. The average annual incomes today are: for graduates of the 1960s, ap-proximately $493,360; for those of the 1970s, approximately $482,720 and for the 1990s, $134,380. (see Table 2)
Table 3. Changing of Jobs
Job changing number of times Overall percentage Graduates of the 1960s Graduates of the 1970s Graduates of the 1980s Graduates of the 1990s
0 54.7% 49.2% 51.9% 50.9% 70.7%
1 21.2% 14.3% 18.6% 23.1% 20.2%
2 11.2% 15.9% 12.2% 12.0% 6.7%
3 7.4% 6.3% 9.0% 8.5% 2.4%
4 3.3% 6.3% 3.5% 4.0%
5 1.2% 3.2% 1.9% 1.1%
6 0.6% 3.2% 1.9%
-
7 0.1% 0.3%
8 0.1% 0.3%
9 0.3% 1.6% 0.3% 0.3%
The following are the fields in which relatively more graduates participate and to which they have made obvious contributions.
A. Higher Education and Academic Research
During the 1960s and mid-1970s, scholarships and opportunities to work or study at graduate schools in the United States and Canada were still plentiful. Therefore, a high ratio of CUHK graduates went to graduate schools abroad. Towards the end of the 1970s, 27.1 % of the graduates were studying abroad (1979 figures). Many of the graduates of the 1960s and 1970s returned to Hong Kong from their advanced studies overseas in the 1970s and 1980s to take positions at various institutions of higher education. However, there has also been in the past twenty years a very significant development at the Graduate School of CUHK, as many of the Ph.D. graduates have similarly taken up posi-tions in the higher institutions. They may be called the first generation of locally trained scholars from CUHK, and they are laying a firm foundation for the localization of the teaching faculties of Hong Kong' s academic institutions.
According to the survey of 1992, there are over 500 CUHK graduates on the teaching and administrative staff at institutions of higher education in Hong Kong. In the three universities alone, The Chinese University of Hong Kong, the University of Hong Kong and the
The Alumni: A Composite Portrait
Hong Kong University of Science and Technology, there are about 260 or 13% CUHK alumni among the total faculty of about 1700. InCUHK itself, in 1978, before the establishment of the Medical Faculty, there were 533 teaching and administrative positions, of which 68 or 12.75% were held by alumni. All the teaching staff must hold higher degrees with research experience and publications before they obtain teaching positions at their own Alma Mater. Those who teach at the higher institutions are fewer than those teaching in middle schools, but they form a significant contribution to Hong Kong's higher education.
There are also many CUHK alumni who pursued graduate studies abroad and then stayed and taught or did research at various universities, especially in the sciences. Although there are no precise numbers avail-able, it is almost certain that there are CUHK alumni engaged in teach-ing or research in many of the famous universities in the United States, Canada and Australia. Many have received international recognition or awards because ·of their academic achievements, research, creativity, and inventions.
B. Education
Among the many. professions chosen by them, CUHK alumni have undoubtedly made their greatest contribution to education in Hong Kong. Every year, almost one third of the graduates, particularly those in the humanities, go into the field of education. For example, before the mid-1980s, over 70% of the graduates of the Arts Faculty were involved in education. This figure was higher than those from the other institu-tions. In 1981, an average of 9.7% of all the graduates of the two universities and the Hong Kong Polytechnic entered the field of educa-tion. University of Hong Kong graduates who took up teaching as their profession were 20.9% of all college graduates that year, while CUHK graduates made up 29.7% (Graduate Employment Survey Report, CUHK; HKU, HK Polytechnic and five Technical Institutes in HK, 1981). In 1991, an average of 8.38% of all college graduates entered education. Among the HKU graduates, the average was 14.47% with CUHK graduates, 18.9%.
In the 1970s, there was a large expansion of secondary school education. As a result, the number of CUHK graduates engaged in education was highest in those years. By the 1980s, the expansion of
secondary school education had slowed down. At the same time, the demand for human resources had become more multi-dimensional. Consequently, the proportion of CUHK graduates going into education, began to diminish, 32% in the class of 1986 was reduced to 26% by 1990.
Nevertheless, the relative proportional decline does not inean a corresponding diminishing influence on Hong Kong' s education. On the contrary, the influence increased as a result of the improvement in quality. Th. School of Education of the CUHK was founded in 1965 and by the 1990s, it has become a strong educational institution. Instead of taking jobs in education immediately upon graduation, many graduates take a diploma in education before they become teachers. For example, there were 131 graduates from the School of Education in 1990, among whom 95% went into teaching. There is a significant increase in the number of master degree holders in education too. The expansion of education in Hong Kong began in the 1960s and greatly accelerated in the 1970s when the nine year free education programme was established. The CUHK alumni have contributed a solid and stable source of high quality teaching to the entire development.
C. Journalism and Mass Media
The Department of Journalism and Communication :was first set up at New Asia College in 1965, and The Chinese University remained the only institution granting degrees in journalism until 1990, when Baptist College also began to award undergraduate degrees in that field. In the 1970s and 1980s, there was a rapid development in the areas of mass communication and advertising, which created a great demand for man-power. Today, in almost all the major media in Hong Kong, in television, radio, newspapers, and magazines, graduates of CUHK oc-cupy many of the senior positions. The current director of broadcasting, the chief editors and senior administrative staff of many major newspapers are CUHK graduates.
D. Music and Fine Arts
The Music and Fine Arts Departments were established in the early days of the three Colleges. With an early and solid foundation, these
The Alumni: A Composite Portrait
departments have provided music and art teachers to the schools in Hong Kong. Some graduates have become well-known artists, com-posers and musicians. At the concerts for the thirtieth anniversary of the opening of the Hong Kong City Hall, the opening and closing pieces were composed by famous composers from Hong Kong and CUHK graduates made up a very high proportion of those composers, conduc-tors and soloists selected for the concert. Many of their works have won international awards.
Though still relatively small in number, our alumni who are engaged in music and fine arts have made a marked contribution to Hong Kong society through their dedication. Without them, a society like Hong Kong that is so heavily involved in commerce and industry would be a lot more culturally deprived.
E. Business and Industry
The Chinese University from its inception has had programmes in commerce and business studies. By 197 4, the curriculum had developed into the Faculty of Business Administration. At present, the Faculty has six academic departments. Such development has paralleled the rapid changes in Hong Kortg's economy since the 1970s.
Over the last twenty years, the Hong Kong economy has changed from handicraft industries and family ownership to large scale corpora-tions and financial services. International competition has created the need for modem management and professional skills in all sectors. The number of CUHK graduates who have gone !nto administration and commerce has increased annually since the early 1970s. In 1980, ap-proximately half of them took up jobs in administration, banking, finance, trade, investment, market research and promotion. In 1990, that proportion had increased to 57%. In addition to the graduates of the Faculty of Business Administration, many Economics Department graduates also go into industrial management and commerce. Many alumni are now well established in their business careers, but more recent graduates have also won recognition in the annual nomination of Hong Kong's most successful young industrialists.
Some alumni work as senior researchers or analysts for major industrial and financial corporations. They are often invited by the electronic and print media to express their views in public.
F. Government and Public Service
Before the mid-l 970s, very few CUHK graduates served as government employees or administrators. There were two reasons. First, before the 1970s, English was the only official language in Hong Kong. The Chinese University students who came from Chinese middle schools were at a disadvantage in relation to the language. However, the major reason was .that the University was influenced by the student move-ments towards greater freedom and independence on college campuses throughout the world during the 1960s and mid-1970s. Anti-colonialism was a strong sentiment in Hong Kong's post-secondary colleges, par-ticularly at CUHK, which had always had a nationalistic outlook. The students in those years had a rather negative attitude towards service in a colonial government. Thus there were few graduates who applied for positions as administrative officers or executive officers. (see Chinese Student Press issues in the early 1970s)
By the end of the 1970, along with the gradual increase of openness in the government, negative attitudes towards working in the govern-ment began to change. In the class of 1970, just a very few graduates took up positions in government. By -the class of 1990, 10% of the graduates took up their first jobs in government in mid-rank administra-tive or managerial positions.
G. Religious Education and Service
Chung Chi College has had a long and close relation with Protestant churches. The College stresses religious activities and provides training in divinity education. Many students came from Christian families, so the Chung Chi graduates have been particularly active in missionary and church work. In 1968, Chung Chi established the Department of Religion and Philosophy. In 1977, the Department was divided into the Department of Religion and the Department of Philosophy and came under the University itself, but Chung Chi continued to maintain a School of Divinity outside the University system. Many secondary school teachers who teach the subject of religion, and the administrators of various Christian churches in Hong Kong, are graduates of the Department of Religion or of Chung Chi's Divinity School. Some have leading positions in the churches, for example, the present bishop of the
The Alumni: A Composite Portrait
Anglican Church in Hong Kong is a Chung Chi alumnus. As education in CUHK encourages students' concern for society, the graduates who are active in the areas of religion are not only engaged in church work, they participate in various social affairs and movements as Hong Kong' s churches increasingly become open and more involved in society.
The discussions above cover only the fields in which CUHK graduates are more numerous, or have made special contributions to Hong Kong. There are other disciplines, such as social work, computer science, and medicine which have produced graduates who go on to meaningful careers in their fields of specialization.
Although many CUHK alumni have become prominent in diverse walks of life, the most important contributions are probably made by the majority of the graduates who work quietly with dedication, firm prin-ciples, and commitment to their careers and professions.
V. The Overseas Alumni
Undoubtedly the largest number of overseas alumni are found in the United States and Canada. The three Colleges that constituted eventual-ly The Chinese University adopted from the beginning a four-year curriculum, which made it compatible with the graduate schools in American universities. Furthermore, in those years the United States gave quite large numbers of scholarships for graduate studies. It was not surprising, then, that a high proportion of the early graduates, especially those in the sciences, went for graduate studies in the United States. Among these early graduates, some have returned to Hong Kong and many have joined the teaching faculties of the higher institutions here. Others have settled abroad, either teaching or doing research in American universities.
As the number of scholarships given by American and Canadian universities grew fewer, and the career opportunities for university graduates improved in Hong Kong, there was a significant reduction of Chinese University graduates going abroad to study. Indeed, fewer of those who studied in graduate schools abroad were able to obtain jobs abroad in the 1970s and 1980s. The majority of them returned to Hong Kong to work after their graduate studies.
Judging from the information provided by American and Canadian alumni associations, the majority of those settling in the United States were graduates of the 1960s. On the other hand, most of the graduates who settled in Canada arrived in the 1970s when Canada became more open to immigrants and provided more opportunities for study. In the emigration tide of the 1980s, most emigrants were professionals, or persons with some means, between 35 to 45 years of age. A large number of CUHK graduates of the 1970 classes migrated to Canada during these periods. Most engage in trade or business, but there are also professionals working in accounting, social work and education.
In the past, there were relatively few CUHK graduates who went to study in Australia, England, and European countries, and those who did tended to return to Hong Kong to work. However, Australia became open to immigrants in the 1980s, thus CUHK alumni residing in Australia are now becoming numerous.
The number of CUHK graduates living in Southeast Asia is far smaller than that in the United States and Canada. Still, it is not insig-nificant, with an alumni association being formed even in Borneo. Because the mission of the Colleges and the University had been from the beginning to propagate Chinese culture, there were many Southeast Asian Chinese families who sent their children to study in Hong Kong. Most of them returned to their homelands upon graduation. These graduates often came from well-off overseas Chinese families who maintained in their local communities solid economic and social posi-tions. In recent years some CUHK graduates have migrated to Southeast Asian countries. Most of them engage, in business or teach at univer-sities.
Except for those who migrated overseas during the emigration tide of the 1980s, a majority of the graduates now settled abroad started their graduate studies with some hardship. They experienced in the early years economic, language, cultural and life style problems. Only after hard work and struggle have they achieved the degree of stability and accomplishment they enjoy today. They tend to maintain a strong link and sense of identity with their Alma Mater. They value the relationship established in their college years. Alumni associations are found in many cities throughout the United States. In the most active urban centres such as the San Francisco Bay Area, Washington D. C., New York, Toronto and Vancouver, the alumni are very well organized and
The Alumni: A Composite Portrait
often put on large scale functions and publish regularly membership directories and newsletters, as well as keeping up connection with the University.
The overseas alumni tend to keep alive the social consciousness of their student days. They continue to pay close attention to their own communities as well as to affairs in Hong Kong and China. The exist-ence of alumni associations in many cities with close communications allow CUHK alumni to respond rapidly in an organized fashion to events in local communities; or in Hong Kong and China. They make contributions to the culture and education of their communities. For example, they form a nucleus of many Chinese Christian churches and drama groups in San Francisco. In the Chinese school in Toronto, with over a thousand students, CUHK graduates constitute a substantial number of the chief admin1strators, planners, teachers and volunteers. These are not coincidences. The volunteer spirit, the organizational ability, and the activism developed at CUHK continue to manifest themselves and blossom in overseas communities.
A recent brief survey of CUHK graduates overseas finds that they believe the most important influences of the University are the close interpersonal relations, rich student life and general education. They also believe that living overseas tends to draw the alumni closer and make them identify more significantly with the Alma Mater.
VI. The Chinese University -A Channel of Upward Social Mobility
From 1912 to the early 1950s, higher education in Hong Kong was dominated by the University of Hong Kong. The internal development of Hong Kong during this half century was relatively static. However, by the 1950s, important social and economic changes stimulated a surge in all phases of activities in Hong Kong, including higher education.
Before 1950, Hong Kong was a fairly typical traditional Chinese society, with a wide gulf separating the poor from the newly rich people. Constrained by limited resources and traditional concepts, the children of poor families had neither the means, the ambition, nor reasonable opportunities to seek higher education. Socially, those who belonged to the lower strata and who were without social connections had few
opportunities to advance in business, industry or other fields. As higher education proliferated over the past thirty years, the limitations on social mobility have gradually changed.
, In 1969, the Hong Kong government first funded direct subsidies to help poor students go to universities. The founding of The Chinese University accelerated the popularization of higher education. Both developments have complemented the changes of Hong Kong in the 1970s and 1980s: the emerging trend stressing professional and special-ized knowledge and skills over family background and connections. The availability and accessibility of higher education allows many children from poor or modest families to receive education and professional train-ing, to take up high administrative positions, and to move up in society.
In addition to supplying the high quality work force needed by society in the movement towards modernization, the families of The Chinese University alumni themselves reflect the social mobility in Hong Kong over the last three decades.
Students of CUHK in the 1960s were mostly from families of modest means. In fact, over 70% of their families had a below-average household income. As late as 1990, 40% of CUHK students lived in public housing. The parents of students attending CUHK in the mid-1980s mostly grew up during wars and civil disorders and few had opportunities for education. Fewer still received higher education. Thus the majority of CUHK students were the . first generation in their families to go to college.
Upon graduation, they have the opportunity to become the backbone of Hong Kong' s middle strata. They hav. better jobs and higherincomes than their parents. Thus they have improved not only their living condi-tions and social standing, but also the livelihood of their families. In 1991, the per capita income of Hong Kong, based on the gross domestic product, was $109,999. The graduating class of that year had an income of 30% above the average. As another example, over 50% of CUHK students lived in public housing, as squatters, or in temporary sheds (see Chapter 7 above), but 85% of the graduates of the 1960s and 1970s now own their homes. Even an average of 40% of graduates of the 1980s already own their homes (based on the statistics of the alumni survey).
The emphasis on knowledge, human resources and professionalism, has been an important factor in the progress of Hong Kong in many
The Alumni: A Composite Portrait
facets over the past several decades. As far as CUHK alumni are concerned, this has meant that they have been able to use their potential fully in society after ·graduation. Secondly, higher education has made it possible for them to improve their personal and family life.
VII. The Special Qualities of the Alumni
In addition to their dedication to their own work and professions, CUHK graduates are distinguished by their enthusiasm and activism in a variety of social activities and movements. Their interest constitutes a valuable driving force in Hong Kong society. Their active participation in, and concern for, society are outstanding features of CUHK graduates.
A. Concern for China and Hong Kong
During the decade after the founding of CUHK in 1963, historical changes were taking place in Hong Kong, China, and the world. The dominant events were the Vietnam War and the Cultural Revolution. The Vietnam War triggered a world-wide anti-war movement on col-lege campuses, complemented by protests, and calls for freedom of speech and cultural liberation. China herself went through the trauma of the Cultural Revolution, her admission into the United Nations, the fall of the Gang of Four, and periodic upheavals. In Hong Kong, the riots of 1967 and the impact of the Cultural Revolution shook both society and the political establishment. University students became activists and agents for change. There was a surge of nationalism and a demand for cultural and political reforms. For example, there were student move-ments to make Chinese an official language in Hong Kong, the protec-tion of Diaoyutai, the protest against the closure of Kam Hei Middle School, the support for the workers movement, and so on. In every instance, CUHK students and alumni were at the forefront.
The concern of CUHK students for their society stemmed in part from their generally modest family origins which made them naturally more aware and concerned for the grassroots and the downtrodden. Their sentiment was reinforced by the world-wide student protest move-ments on college campuses in the late 1960s and early 1970s. This social concern became a tradition in CUHK. To this day, many Chinese
University alumni retain the courage to speak out against social and economic inequality. They have continued to be involved in social movements and issues long after their graduation.
By the 1970s, politics in Hong Kong had become more open, while the approach of intellectuals to reform had also changed from student protests to public pressure, popular demand and negotiation. In the 1980s, the focus moved on to a demand for democratic elections and participation in the political establishment. As Hong Kong society developed and reformed, the role of students and protest movements diminished (see Chapter 7 above). However, CUHK graduates have continued to be active and interested in social reforms and democratic movements. Today, one can find many CUHK graduates among the members of the various District Boards and advisory committees of the government.
The Chinese University alumni have played a considerable role in Hong Kong as social critics. Their courage and willingness to speak out and participate in public hearings and in the mass media, where they comment on controversial issues, have roots in their student days at CUHK. Some are often invited by the media to comment on current affairs and social policies because of their professional expertise and social standing. Among the columnists in the major newspapers and magazines there is a high proportion of CUHK alumni. Their writ-ings generally reflect a concern for the affairs of the people of Hong Kong.
The majority of CUHK alumni work h.rd and quietly at their work and professions, while participating actively in community affairs. Still, many are recognized by society for their special contributions. For example, many alumni have been chosen among "the ten most outstand-ing young people of Hong Kong," every year.
B. Loyalty and Affection for the Alma Mater
The Chinese University is distinguished by a balanced emphasis on the major discipline as well as on general education. This approach allows the student to achieve a balance of general and specialized education, and an opportunity to meet and interact with students from other col-leges and departments in Glasses and discussions. The self-contained campus and the availability of campus housing, where about half the
The Alumni: A Composite Portrait
students live, also help to cultivate student unity and an active campus. The enthusiastic participation of students in all kinds of social and academic activities, including voicing their opinion on all major decisions affecting the University, is carried on beyond the campus into society, as described earlier. It is also carried back to the University in terms of the alumni's identification with the Alma Mater, and their willingness to contribute to the University after graduation.
In every instance over the past three decades, whenever there was an important issue affecting the University, its alumni have actively participated in discussions and offered to help. For example, they have expressed forcefully their opinions on the · integration of academic departments and curriculum issues of the medical school. They also showed great concern towards the issue of changing the University to a three-year system. Whep the proposal was first published in 1977, the alumni immediately expressed their strong opposition through the Almn11i Assodation and their representatives on the College Boards of Trustees. At the same time, they voiced their support for the original four-year programme. In 1988, when the Hong Kong Education Com-mission recommended that the University convert to three-year programmes, within a week almost a thousand alumni jointly published a signed position paper opposing the proposal. Over 1,500 Chinese University graduates showed up at a rally protesting againrt the conver-sion. Such an expression of concern and support for the Alma Mater, and higher education, is rare in Hong Kong.
Extracurricular activities have always been regarded by the University as an important element of informal education. These activities also provide a continuing link between the University, its students and its graduates. The alumni are always invited to attend major functions and anniversary festivities, and they do participate in significant numbers. Prominent alumni return often to the University at the invitation of the school or student groups to give talks or discuss their experiences.
The closest link is between the individual academic department and its graduates. On major occasions such as the Founders Days of the University and the Colleges, a large number of alumni come back to join the festivities. On Alumni Day, there are the popular "thousand people" banquet and a singing competition. The number of alumni attending these events is unusually large.
All the alumni associations, including those abroad, have estab-lished scholarships. The Extra-mural_ Studies Alumni make frequent donations of equipment to the University. Alumni also make substantial contributions to maintaining the chapel, the tennis courts, and for ex-ample, the alumni chamber at Chung Chi College. The computer centres at New Asia College and United College, as well as the general educa-tion equipment, are supported generously by the alumni.
Each of the Colleges of the University has an alumni association, with a representative sitting on the College Board of Trustees. The Convocation, consisting of all graduates of CUHK, has recently been established. Convocation will have representatives on the University's Council, the highest policy maker in the University. Thus the alumni, through their association's representative, will participate directly in the development of their Alma Mater.
C. Close Links among Alumni
The University has always valued its alumni; the alumni office on campus maintains continuous contact with the graduates. The office publishes and sends to each alumnus regular newsletters and informa-tion on the University's developments. Overseas alumni are included in the mailing list. The newsletters create a steady stream of communica-tion between the University and its graduates.
The Alumni Association of CUHK includes all the alumni associa-tions of Chung Chi, New Asia, United, the 'School of Education, the Graduate School, as well as the Shaw College Alumni Association which was formed after 1990. The University's Alumni Association coordinates the activities of each of the member associations.
Each of the member associations is also well organized and self-sufficient, each with its own communication network, traditional ac-tivities, and regular newsletters.
In addition to the University and College alumni associations, there are some smaller but significant alumni organizations that have been formed for specific reasons. For example, The Chinese University Graduates Association established in 1975 was one of the most active. At its peak, the Association rented a club house with dues collected from its members. Their activities included social gatherings and cul-tural classes. To serve the interests of the many members who taught at
The Alumni: A Composite Portrait
secondary schools, there were regular sessions where information about teaching different subjects was exchanged. The Association at one time included an alumni drama group and a choir consisting of over a hundred participants. They performed not only at the University, but also put on a public performance at the City Hall. After several years, however, the increasing rent of the club house became a heavy burden, as did the work load and family responsibilities of some of the Association's most active members. Gradually, the Association cut back on its activities until it was eventually dissolved.
Among the many interest groups and activities carried on by the alumni was an educational magazine entitled Teaching and Learning. The magazine was published in the rnid-1970s by a group of alumni who had gone into teaching careers. In order to raise the quality of teaching and learning, and meet their educational ideals, they put a great
,deal of effort into the magazine and also organized a variety of activities for teachers. Writing, editing and proofreading were completely under-taken by volunteers, as was the funding of the publication. Not-withstanding the relative brevity of the magazine's existence (it stopped publication after a little over two years), Teaching and Learning remains the first and only professional publication in Hong Kong pub-lished by teachers themselves and dedicated to the ideals of teaching. To this day, the University's alumni continue to form and maintain many smaller organizations. For example, members of the Debating Team Alumni Association, formed by former debating team members, continue to meet among themselves and even return to the University to support and give advice to the student debating teams. All former field and track members of the University and its Colleges invariably return to help with the athletic meets. Former soccer and basketball team members frequently play matches with the undergraduate teams. Other active alumni organizations include The CUHK Medical Alumni As-sociation Ltd. and the Chung Chi Executive Club Ltd. The latter is organized by alumni mostly in the business field. It is a matter of great pride for CUHK to have such strong alumni organizations and close ties between the University and its graduates. The close relation between the school and the students, and among the students themselves, enduring year after year, decade after decade, is treasured within the University.
D. Continuous Quest for Improvement
One of the ideals of college education is to provide the student with a key to the vault of know ledge, and w.ith the key, the student can explore within the vault up to the limit of his potential. According to the survey of 1992, an average of 63% of the 1,450 alumni surveyed continue to study after graduation, showing that most of the alumni do not feel that graduation from college means the end of learning.
Among the graduates of the 1960s, 76.2% continued to study beyond college; in the 1970s, 79.2% did the same, as did 63.23% of the 1980s graduates. The number of alumni taking up advanced studies increased significantly in the 1960s and 1970s. There may have been two reasons for this. First, there was a relative shortage of graduate and professional schools in the 1960s in Hong Kong. Many college graduates had to pursue further studies abroad, where they often ul-timately settled. Secondly, there was a rapid development in Hong Kong's graduate studies programme during the 1970s and 1980s, making opportunities for graduate school available to more students.
The Chinese University first set up a master's degree programme in many departments in 1966. By 1992, there were 3,154 recipients of master degrees from The Chinese University. In 1982, The Chinese University conferred its first Ph.D. degree. A total of 75 doctorates were awarded by 1992. Most of these graduates remain in Hong Kong and teach at institutions of higher education.
Only 25% of the 1990s graduates continue with graduate education. It is possible that, instead of going on to the Graduate School, many of these graduates choose to work immediately, and to wait for future opportunities for further education. This choice seems· to be most prevalent among the graduates majoring in business administration and other more specialized programmes.
The male students going on to the Graduate School far outnumbered the female students during the 1960s, 1970s and 1980s. However, among the graduates of the 1990s, almost equal proportions of male and female students continue their education. The longer the time gap be-tween graduation and advanced studies, the fewer will be the number of female students attending the Graduate School, most likely a result of family responsibilities for the women. (see Table 4)
Among the graduates who have continued or are continuing their
The Alumni: A Composite Portrait
education, 19.6% receive a diploma in education; 11 % receive other professional diplomas; 3% have been awarded doctoral degrees; 13.4% receive master degrees; 2.2% receive qualifications as lawyers or be-come certified accountants. (see Table 5)
The 1992 Survey shows that many CUHK alumni do not regard graduation as the conclusion of their education. The significant percent-age of the alumni who go on to more advanced studies reveals, on the one hand, Hong Kong's need for persons with increasingly higher qualifications, and on the other, the self-motivation of our alumni to better themselves and to fulfil their potential.
Table 4. Further Education or Training
Questionnaires returned M: 64.9% F: 35.1%
Graduates of Graduates of Graduates of Graduates of the 1960s the 1970s the 1980s the 1990s
Male 57.1% 62.2% 40.9% 13.5%
Female 19.0% 17.0% 22.33% 11.5%
Percentage of 76.2% 79.2% 63.23% 25.0%
graduates
pursuing further
studies
Table 5. Advanced Degrees and Professional Qualifications
Graduates Graduates Graduates Graduates
Overall of the of the of the of the
average 1960s 1970s 1980s 1990s
Diploma in education 19.6% 15.9% 25.6% 21.5% 1.0%
Master degree 13.4% 17.5% 24.7% 10.8% 0.5%
Diploma in other areas 11.0% 12.7% 9.3% 13.7% 6.3%
M.B.A. 6.3% 9.5% 7.4% 4.4%
Doctorate degree 3.0% 12.7% 7.1% 1.8%
Chartered accountant 1.5% 1.9% 2.0%
Lawyer 0.7% 1.9% 0.5%
Other advanced 3% 0.5%
degrees
Further studying 7.0% 1.6% 1.0% 7.8% 17.3%
No advanced degree 37.1% 30.2% 21.2% 37.1% 75.0%
or qualification
obtained
VIII. The Alumni's Evaluation of Their Education
During the process of learning may not be the right moment for the current students to evaluate their programmes of studies, but more objective evaluation should be able to be made after graduation.
In the 1992 alumni survey, most graduates confirm that the programmes of studies at college relate to their career and jobs. How-ever, 23% of the graduates state that the academic programmes have had no direct relation with their jobs. (see Table 6)
The majority of our graduates feel that their major and minor fields of study at the University have an impact not only on their work and career, but also on their entire life. (see Table 7)
The Chinese University has always emphasized general education. A majority of the graduates believe that general education has in-fluenced their personal development. (see Table 8)
Table 6. Looking Back: Connection between Present Job and Field of Studies at College (Major and Minor)
Connection between Graduates Graduates Graduates Graduates
jobs and fields of Overall of the of the of the of the
studies percentage 1960s 1970s 1980s 1990s
Related to major field 53.1% 39.7% 51.6% 50.2% 60.6%
studies
Related to both major 14.5% 33.3% 14.7% .5.7% 6.7%
and minor fields of
studies
Related to minor field 9.4% 6.3% 7.4% 11.0% 9.6%
of studies
No connection at all 23.0% 20.6% 26.3% 23.1% 23.1%
Table 7. Looking Back: Connection between Personal Development and Fields of Studies at College (Major and Minor)
Connection between Graduates Graduates Graduates Graduates personal development Overall of the of the of the · of the and fields of studies percentage 1960s 1970s 1980s 1990s
Greatly related 49.4% 66.7% 50.3% 48.6% 48.1% Much related 37.4% 22.2% 36.9% 37.9% 39.4% Not much related 11.2% 9.5% 10.9% 11.4% 11.5% Not related at all 1.5% 1.6% 1.3% 1.9% 1.0%
-
Other opinions 0.5% 0.6% 0.3%
The Alumni: A Composite Portrait
Table 8. Looking Back: Connection between Personal Development and General Education at College
General education Graduates Graduates Graduates Graduates
and personal Overall of the of the of the of the
development percentage 1960s 1970s 1980s 1990s
Greatly related 12.4% 25.4% 15.1% 11.5% 10.6%
Much related 46.1% 54.0% 49.4% 47.2% 42.8%
Not much related 30.7% 9.5% 26.0% 33.5% 41.3%
Not related at all 5.9% 3.2% 4.8% 6.8% 5.3%
Other opinions 4.9% 7.9% 4.8% 1.0%
Table 9. Looking Back: Connection between Personal Development and Extracurricular Activities at College
Extracurricular Graduates Graduates Graduates Graduates
activities and personal Overall of the of the of the of the
development percentage 1960s 1970s 1980s 1990s
Greatly related 27.0% 25.4% 30.1% 27.7% 26.9%
Much related 45.4% 50.8% 46.2% 46.7% 43.8%
Not much related 21.2% 14.3% 19.2% 20.8% 26.0%
Not related at all 4.0% 3.2% 3.2% 4.1% 2.9%
Other opinions 2.3% 6.3% 1.3% 0.6% 0.5%
Another emphasis is on student life and extracurricular activities. Again, the alumni believe that these activities have affected their sub-sequent growth. (See Table 9)
The Chinese University graduates affirm without reservation the importance of college education. Based on their own experience, 39.7% of the graduates list the following qualities as the most valuable fruits of college education: self-confidence, capacity for independent thinking, ability to think, analyze objectively, and make decisions independently. They value the cultivation of personal qualities and growth even more than a college degree, professional knowledge, or skills. (see Table 10)
Similarly, the graduates list campus life, student activities, group activities and friendship with fellow students as what they treasure most. They feel that four years of college education helped them develop a personal value system, a weltanschauung or world view, a capacity for self reflection and searching for directions, and the ability to work with people and to begin a journey of continuous personal growth. They believe that general education has widened their horizons. The openness
Table 10. Looking Back: Gains from College Education
Graduates Graduates Graduates Graduates of the of the of the of the 1960s 1970s 1980s 1990s
Self-confidence, independent thinking, analytic power, methodology in thinking
Academic degree, professional knowledge and qualification
College life, nice memories, student activities, group life and friendship
Campus resources, library facilities, tree and open environment
General education, broad base of knowledge, widened vision towards the world
Interest in learning, academic research, self-learning ability, methodology in learning
Formation of value system arid views on life, self revision and self-training ability, personal development
39.7% 44.4%
22.2%
1.6% 17.5% 6.3% 19.0%
48.4%
27.2% 24.4%
8.0%
11.9%
19.2%
22.4%
47.7% 44.2%
31.2% 24.5%
25.7% 30.3%
12.4% 8.2%
15.8% 11.1%
11.0% 7.2%
23.0% 26.0%
of campus life, the availability of resources such as_ the libraries and public lectures, allow them to cultivate broad academic interests. It is of great value to them that they have developed the ability and methodol-ogy to study on their own.
Generally speaking, there is no major difference between the evaluations of college education made by graduates from different decades. However, there are occasional variations. For example, the value of developing self-confidence, independent thinking and analyti-cal method, declines with the new generations. The graduates of the 1970s have a particularly high regard for the cultivation of interest in studies, academic subjects and self-study. This high value given to academic pursuits is perhaps explained by the fact that the three Col-leges were moved to one single campus in the 1970s. The resources became unified. Academic interest on campus was particularly strong, as reflected in the student newspapers and college bulletins of the early and mid-1970s. The campus life then exhibited a deep concern for
The Alumni: A Composite Portrait
China's affairs and cultural activities. This rich experience was obvious-ly treasured by the alumni of the 1970s.
There is also little difference among the graduates' expectations of the University. They are concerned first and foremost for the main-tenance of a general education programme, which they feel should be strengthened. The student's moral education and ability to think inde-pendently are also high priorities. (see Table 11)
The views of the alumni show certain trends and changes. Some relate to the position of the University and the quality of students. Others relate to the students' social consciousness.
The alumni believe generally that the University should continue to raise the standard of teaching and research, and improve the University's national and international standing. The more recent the graduates, the higher seem to be their expectations and demands.
Until the 1970s there were only two-degree granting universities in Hong Kong and relatively few returned overseas graduates. Conse-quently there was less competition among college graduates. By the 1980s and the 1990s, several more institutions of higher education had gained official degree-granting status. Competition among the univer-sities and their graduates intensified. Perhaps this increased competition explains the higher expectations and demands of the University ex-pressed by more recent CUHK graduates.
Concurrent with the recent rapid expansion of higher education in Hong Kong is a relative decline in the admission standards of incoming students. For example, only 6.1 % of the graduates of the 1960s and 1970s believe that the University should pay more attention to its admission policy, while 21.6% of the graduates of the 1990s feel that the University should avoid lowering the standards of admission and the quality of new students. They feel that the lowering of the quality of students during a period of rapid expansion, is a serious problem, faced by all colleges in Hong Kong today.
In this period of continuous change, the alumni believe that the University should strengthen its bond with all sectors of society. The students should be encouraged to develop a strong social consciousness and a sense of mission. They need to participate in, and make greater contributions to society. However, the priorities given to these social concerns seem to have declined drastically among the graduates of the 1990s, reflecting changes in the social environment and the values of the
Table 11. Suggestions on University Education
Graduates Graduates Graduates Graduates
Suggestions on of the of the of the of the
University Education 1960s 1970s 1980s 1990s
To maintain a four-year curriculum 9.5% 2.9% 5.6% 4.8%
To raise the quality of teaching 14.3% 11.5% 17.9% 14.9%
and research; to improve the
status of the University
To strengthen general education, 28.6% 26.3% 28.2% 25.0%
moral education, and training in
the methodology of thinking
To strengthen language ·training -3.5% 3.1% 3.8%
To strengthen the development 6.3% 5.1% 5.4% 2.9%
of science and technology; to
strengthen professional
subjects
To strengthen subjects in the -1.0% 2.0% 1.0%
Humanities
To strengthen ties with the 28.6% 21.8% 20.2% 8.7%
community; social conscious-
ness and sense of commitment
of the students
To maintain quality of admission, 1.6% 6.1% 10.9% 21.6%
not to admit students of lesser
quality
To encourage the students to 1.6% 1.0% 3.6% 3.4%
participate in more extra-
curricular activities
To promote Chinese culture; to 12.7% 9.3% 4".6% 1.0%
contribute to the modernization
of China
To establish more academic 7.9% 5.1% 5.1% 2.9%
departments, and evening
courses; to have more gaduate
students
To strengthen exchanges with 3.2% 3.8% 1.8% 1.0%
overseas universities
To enhance teaching methods, 4.8% 1.3% 3.9% 6.3%
to encourage students'
participation; to reduce
pressure from examinations
Universal college education 1.6% 2.9% 1.8% 3.4%
To strengthen ties with the alumni 1.6% 1.6% 1.1% 1.0%
To improve the university's -1.3% 1.1% 4.8%
resources
To maintain academic 6.3% 3.5% 1.8% 1.4%
independence
The Alumni: A Composite Portrait
young people (as described in Chapter 7). Clearly, these are areas to which the University must pay special attention.
As has been noted, the graduates of the 1970s are distinguished by their concern for Chinese culture, strong nationalistic consciousness and participation in social and cultural movements. Those characteristics have clearly declined in the 1980s and early 1990s.
IX. An Anchor in a Changing World
In just a few years, Hong Kong will enter a dramatic, new era. All existing institutions, including CUHK, will have to meet unprecedented challenges.
At the peak of the student movement in the 1970s, the clarion call was "Be Concerned for Society, Know the Mother Country, Have a Vision for the -World." What was then a political slogan· is now a potential reality in terms of Hong Kong' s return to China and its in-creased cosmopolitanism in culture and trade. Will CUHK rise to a new height and be a leading institution in a new Hong Kong and a new China, or will it be undermined or even overwhelmed by forces yet unknown?
With the uncertainties that lie ahead, CUHK is fortunate to have a loyal group of alumni who not only have proven to be a bedrock of stability in society, but have also experienced rapid social changes themselves. Conversely, the alumni must not be content just to support generously their Alma Mater with social functions and donations. With their enduring affection for the University, th.re can be no doubt that the graduates will come forward to help preserve the values and ac-complishments of the last thirty years, and to anchor the University in the face of whatever transformations may lie ahead.
Looking Ahead
With little fanfare, .The Chinese University of Hong Kong was born thirty years ago into a tumultuous time and place of change. Its rapid, spectacular development and its success matched that of Hong Kong. Looking back on the thirty short years of its history, we can clearly discern the joy and pathos, the achievements and setbacks, the aspira-tions and failures, the harmonies and conflicts. Looking forward, we at once sense the unique opportunity that is open to this University.
By the confluence of events and a congruence of circumstances, this University is destined to be catapulted into eminence, and to assume important roles far greater than might be expected of one of such years. With the full support of the community, and the combined efforts of staff, students and alumni, The Chinese University of Hong Kong will rank among the great universities of the world. It will contribute strong-ly to the furtherance of knowledge in its inimitable bicultural way. It will serve as a pillar of academic freedom; a reservoir of talents, an integral part of a dynamic society whose growth is intimately inter-woven with that of the University. It will be part of that great world of learning which is strongly linked in all directions: east, west, north, and south. It will be the conduit to globalization. Of course, this euphoric future could come to an abrupt halt if people who associate with this University, staff and students, fail to respond to the challenge and the-hard work that await each and everyone of us.
By the 1994.95 academic year, this University will have a total student body of 11,000 compared with a total of 8,300 in 1990-91. This rapid growth of over 30% in four years was instituted by the government as part of the preparation of Hong Kong for the post 1997 era. With the additional resources that the government will be making avaiiable to us, this University has the opportunity of making improvements in all directions. New and improved programmes of studies and effective administration are being introduced. Linkages to the academic com-munity, both local and international, are being created rapidly. A thoroughly modern university is in the making.
By way of an example, the new Faculty of Engineering is now or-ganized quite differently to the traditional model. We believe that Electronics and Computer Science should form the core of the future Engineering programme. Specializations in Electronics, Computer Science, Information Systems, Materials, etc. can be developed from this core, with significant advantages for matching future developments in this area. The Faculty is able to share teaching and research resources more efficiently without having to deal with traditional departmental boundaries. The curriculum design and emphasis can be flexible and this makes it easier to adjust to and cope with fast technological advances.
What is this confluence of events and congruence of circumstances that is driving this University forward? First and foremost is the com-bined spirit of the founding colleges. They are the cultural legacy that makes The Chinese University of Hong Kong unique. A strong belief in the importance of teaching excellence, the encouragement of research, and the insistence on a bicultural approach in Chinese and English, are the legacies that attracted a group of top quality scholars. They joined the University with a sense of strong commitment with zeal and expec-tation. Together they have created a cohesive, loyal and expanding group. This spirit forms the soul of this University and gives the Univer-sity an indisputable identity and sense of perpetuity.
This bicultural heritage is the most important asset. Our staff are able to look at knowledge both in the Chinese and Western cultural contexts. This facility enables them to develop knowledge in a substan-tively new and powerful direction. It is not a mere comparative study between two cultures. It is the creative process of generating broad-based knowledge of bicultural origin. Our staff will be able to offer clear and definitive new interpretations in all fields of studies. They will spearhead bi-culturalism, and will improve global understanding and harmony. The reader can find in the history of this University much evidence to support this contention.
Equally significant is the confluence of time and place. Over the past forty years, Hong Kong under the British rule, has grown from a modest entrepot to a metropolis of over six million people. Its GDP ranks it as a developed territory. While China was closed to the rest of the world, Hong Kong, situated in close proximity to China, developed its unique export-oriented entrepreneurship, as well as its adaptability to produce, survive, serve and grow. By the time China started its open-
Looking Ahead
door policy in the late 1970s, Hong Kong was poised to assume the new entrepot position to promote international trade with China. Over the next dozen years Hong Kong demonstrated its ability to prosper.
In the 1980s the signing of the Joint Declaration between Britain and China and the enactment of the Basic Law for Hong Kong were to test further the resilience of this small island. Emerging into the 1990s, the people of Hong Kong accepted the inevitability of the change in status, from being a British-governed territory to becoming a Special Administrative Region of China. They witnessed, and are witnessing with cautious optimism, the events that are thrusting China into the modern age. They are confident that Hong Kong has, and will have, roles to play for China and the international community.
In addition to these impending momentous changes, the modern knowledge explosion, and the accompanying progress in technology, present a new challenge to the entire education process. This is happen-ing at a time with our University is reaching adulthood and just as it is ready to take on the challenges brought about by these changes. Its youthful zest for progress, cultivated and nurtured in this dynamic Hong Kong, is ready for release.
Much has already been started. The 1992-95 triennium will see a broad-based expansion in all aspects and the addition of a few new areas of study. A massive effort is being directed towards increasing our linkage with the outside world. Much work is channelled towards decentralizing administrative functions. These efforts should strengthen this University and should enable it to contribute more to society. It will offer more options to the staff and students -for them to develop and contribute in all directions. This University will operate with efficiency, quality, and academic freedom within the global academic community.
In the humanities, this University will continue to strive for the preservation and for the development of the Chinese culture. Increasing-ly, the interpretation will be more critical and bicultural. The breadth and depth of the academic pursuits will generate streams of activities covering the preservation of traditional thought, to the generation of new interpretations and extension of literature, philosophy, and many other intellectual subjects.
In the sciences and technology, the excellent teaching tradition and quality · research will produce an increasing number of outstanding graduates. Our att.ntion to quality will lead us to be more selective. Due
to resource priorities, we will choose to support our stronger program-mes first, thereby creating strong areas of excellence. We shall be able to add our unique contributions to this along with the other tertiary institutions.
In the social sciences, including education and business administra-tion, the opportunities are unrivalled. We are in a society that is under-going changes never experienced anywhere else. We are already a unique society and we are adapting to a social experiment called "one country, two systems," a new social political concept of unparalleled richness. We are history in the making. Every way we turn we find ourselves in a unique and strange social environment. We do everything globally, but after 1997 we will be tied to a mother country which is still struggling to join the hi-tech world. Our social science areas will create new frontiers.
In medicine, we have, through determination and collective effort, developed programmes of studies which enjoy high international stand-ing. The teaching and research staff of the Medical Faculty, who have come to us from diverse backgrounds and who bring with them wide-ranging experiences, have contributed in a truly creative way to the improvement of Hong Kong' s medical education and medical services. The abundance of unique cases in Hong Kong and our own role in pioneering research in many of these cases have put us in the forefront of medical research.
Given the will and the plans for making the most of our oppor-tunities, The Chinese University of Hong Kong can be seen to have a broad and promising future. "There is a tide in the affairs of men which taken at the flood leads on to fortune, omitted and all the voyages of their lives shall be bound in shallows and miseries" wrote Shakespeare. The great Bard from Britain should be heeded, as we should also heed the great sage Zeng Zi who said, "Every day I examine myself on three counts. In what I have undertaken on another's behalf, I ask have I failed to do my best? In my dealings with my friends, I ask have I failed to be trustworthy in what I say? Have I passed on to others anything that I have not tried out myself?" With determination and humility we shall go forward and attain our goals.
Professor Charles K. Kao The Vice-Chancellor
Appendices
Leslie Nai-kwai LO
I. Graduates Honoris Causa
II. University Leaders
I . Chancellors
2.
Pro-Chancellor
3.
Council Chairmen
4.
Life Members of the University Council
5.
Vice-Chancellors
6.
Pro-Vice-Chancellors
7.
Chairmen of College Boards of Governors/frustees
8.
College Presidents/Heads
III. Student Enrolment
IV.
Number of Degrees and Diplomas Awarded
I . Number of First Degrees Awarded
2. Number of Postgraduate Degrees and Diplomas Awarded
V.
Number of Students of Extramural Courses
VI. Number and Distribution of Full-time Staff
VII. Establishment of Faculties, Departments and Degree Programmes
VIII. Establishment of Research Institutes
Graduates Honoris Causa
Doctor of Laws (LLD) Sir Robert Brown BLACK, GCMG, OBE, MA 1964 Sir John Scott FULTON, Kt, MA 1964 Clark KERR, AB, MA, PhD 1964 The Hon. Cho-yiu KW AN關祖堯，OBE,LLD,JP 1964 The Hon. Richard Charles LEE利銘澤，CBE,MA,JP 1964
Sir Christopher William Machell COX, KCMG, MA 1968 The Hon. Kenneth Ping-fan FUNG馮秉芬，CBE,KStJ, JP 1968 The Hon. Yuet-keung KAN簡悅強，CBE,BA,JP 1968 The Hon. Ping-yuan TANG唐炳源，OBE,BS,JP 1968 Sir David Clive Crosbie TRENCH, KCMG, MC, MA, LLD 1968
Shiing-shen CHERN陳省身，DSc 1969 Douglas James Smyth CROZIER, CMG 1969 Kenneth Ernest ROBINSON, MA, FRHistS, JP 1969 Ms Chien-shiung WU吳健雄，PhD,DSc 1969
Sidney Sa.mel GORDON, CBE, CA, JP 1970 Tsung-dao LEE李政道，PhD 1970 Choh-haoLI李卓皓，PhD 1970 Ieoh-ming PEI貝聿銘，MArch 1970
Cyril Henry PHILIPS, PhD, DLitt 1971
·
1·
The Hon. Quo-wei LEE利國偉，OBE,JP 1972 Tung-yen LIN林同棪，BS, MS 1972
Chia-chiao LIN林家翹，BSc,MA,PhD 1973 Michael Alexander Robert YOUNG-HERRIES, OBE, MC, MA; JP 1973
Jung Sen LEE利榮森，OBE,BA 1974 The Hon. Pak Chuen WOO胡百全，CBE,LLB, PhD, JP 1974 Ching-kun YANG楊慶.，BA,MA,PhD 1974 Chi Tung YUNG容.東，OBE,BSc, PhD, LLD, JP 1974
Ms Sian AW胡仙，OBE,JP, SSStJ (A) 1975 Ping-ti HO何炳棣，BA,PhD 1975 D.C.LAU劉殿爵，BA,MA 1975
Tse-kai ANN安子介，CBE,JP 1976
Fang-kuei LI李方桂， BA,MA, PhD, DLitt 1976 Lien-sheng YANG楊聯陞， BA,MA, PhD, DLitt 1976
Yue-kong PAO包玉剛， CBE,LLD,JP 1977 Ying-shih YU余英時，PhD 1977
Bin CHENG鄭斌， Lie-en-Dr,PhD, LLD, FRAeS 1978 Choh-ming LI李卓敏， KBE,BA, MA, PhD,LLD, DSSc, JP 1978 Charles Frankland MOORE, CEng, FIMechE 1978 The Hon. Wai SZETO司徒惠， CBE,CEng, FICE, FIStructE, FASCE, 1978 MIMechE, FIPHE, MConsE, FHKIE, DSc
The Rt. Hon. Lord TODD of Trumpington, OM, FRS 1982
The Hon. Sir Sze-yuen CHUNG鍾士元，CBE,DSc, JP 1983 The Hon. Sir Philip HADDON-CA VE, KBE, CMG, JP 1983
The Hon. Lydia DUNN鄧蓮如， CBE,BS, JP 1984 The Hon. Justice T. L. YANG楊鐵樑， LLB 1984
The Hon. Justice Simon Fook-sean LI李福善， LLB 1986
G.H.CHOA蔡永業， CBE,MD, FRCP, FRCPE, FFCM, DTM&H, 1987 JP MA Lin馬臨，CBE,BSc, PhD, DSc, DLitt, FRSA, JP 1987
Sir David AKERS-JONES, KBE, CMG, MA, JP 1988 The Hon. Peter Wing-cheung POON潘永祥， OBE,LLB, LLM, 1988 FHKSA, FASA, CPA, FCIS, ATII, RAS, JP
The Rt. Hon. Lord BUTTERFIELD of Stechford, KBE, DM, MD, 1989 FRCP, LLD, DMedSci, DSc Harry Sin-yang FANG方心讓， CBE,MB BS, MCh, LLD, FRCSE, 1989 FACS, FRACS, JP The Hon. Maria Wai-chu TAM譚惠珠， CBE,LLB,JP 1989
James Z. M. KUNG孔祥勉， MBE,LLB, FAIA 1990 Allen Peng-fei LEE李鵬飛， CBE,BS, FHKIE, DEng(Hon), JP 1990
Kwoh-ting LI李國鼎， BS,DSc, DEcon 1991 Edwin H. C. TAO陶學祁， BSc,MSc, DEng, CEng, FHKIE, 1991 FIMechE, FASME, FASHRAE, FCIArb, FCIBSE, FIEAust
Mrs. Alice Kiu-yue LAM林李翹如， BA,JP 1992 Wilson T. S. WANG王澤森， OBE,BSc,JP 1992
Thomas H. C. CHEUNG張.昌，National Honour (Sri Lanka), 1993 Honorary Consul (Sri Lanka)
Doctor of Literature (DLit) Tung-choy CHENG鄭棟材，OBE,BA, MA, DipEd, JP 1979 Yung-chow WONG黃用諏，QBE,BSc, PhD, DSc, JP 1979 Te-k'un CHENG鄭德坤，BA,MA,PhD 1981 Fei-kan LI (Ba Jin)李芾甘（巴金） 1984 William WATSON, CBE, MA, FBA, FSA 1984 Qingyuan WU吳清源 1986 ShuxiangLU呂淑湘 1987 Zhen-fei YU俞振飛 1988 Yo-yo MA馬友友，Hon PhD (Music) 1993 Wou-kiZAO趙無極 1993
Doctor of Science (DSc) William Henry TRETHOWAN, CBE, MA, MB, MChir, FRCP, 1979 FRACP, FRCPsych, FRANZCP, DPM
Shing-tung YAU丘成桐，PhD 1980
Alexander Lamb CULLEN, OBE, DSc, FRS, FEng, FIEE, FIEEE, 1981 FlnstP, FCGI Yuet-wai KAN簡悅威，MB,BS, DSc, FRS 1981
LuogengHUA華羅庚 1982
Sir William Melville ARNOTT, TD, DSc, LLD 1983 Joseph NEEDHAM, DSc, LLD, DLitt, PhD 1983
The Hon. S. L. CHEN陳壽霖，CBE,MSc, FIC, FIEE, SMIEE, 1985 FHKIE, JP Charles Kuen KAO高錕，BSc,PhD, FIEE, FIEEE 1985
L. B. THROWER, OBE, MSc, DAgriSc, PhD, FLS, JP 1985 Sir Andrew Patrick McEwen FORREST, MD, ChM, FRCS, FRS, 1986 FACS, DSc, FRACS Samuel Chao Chung TING丁肇中，BSE,MS,PhD 1987
Paul Ching-wu CHU朱經武，BS, MS, PhD, FAPS 1988 Zhong-xian ZHAO趙忠賢 1988 Yuan-tseh LEE李遠哲，BS,MS, PhD, DSc 1989 David TODD達安輝，CBE,MD,JP 1990 Guangzhao ZHOU周光召 1991 Lap-chee TSUI徐立之， OC,BSc, MPhil, PhD, DCL, DSc, FRSC, FRS 1992
Doctor of Social Science (DSSc) Sin-hang HO何善衡，MBE 1971 John Henry BREMRIDGE, OME, MA, JP 1980 The Hon. Fook-wo LI李福和，CBE,BS, MCS, FIB, JP 1980 Sir Run Run SHAW邵逸夫， CBE,LLD 1981 TimHO何添，OBE,JP 1982 Mo0huan HSING邢慕寰，BA 1982 The Hon. Francis Y. H. TIEN田元灝，OBE,LLD,JP 1983 Dak-sumLI李達三，BA,JP 1984 Yin-ho LAM林英豪，BA,MEd 1985 The Hon. Daniel Chi Wai TSE謝志偉，OBE,BS, MS, PhD, LLD, JP 1986
W. C. L. BROWN, OBE 1987 Kau Kui LEUNG梁銶琚 1987 Mrs. Esther Y ewpick LEE利黃瑤璧 1988 Kwang-chih CHANG張光直，BA,PhD 1990 Chen CHIANG蔣震，DEng 1991 Ezra F. VOGEL, BA, MA, PhD, LittD 1992 Yu Tung CHENG鄭裕彤，OBA,LLD, DPMS 1993 Shau-kee LEE李兆基，DBA 1993 The Rev. Cheng-yen SHIH釋證嚴 1993
II. University Leaders
1. Chancellors Term Sir Robert B. BLACK, GCMG, OBE, October 1963 to March 1964
Sir David C. C. TRENCH, GCMG, MC, April 1964 to November 1971 MA,LLD Lord MACLEHOSE of Beoch, GBE, November 1971 to April 1982 KCMG, KCVO, MA Sir Edward YOUDE, GCMG, GCVO, May 1982 to 4 December 1986 MBE Lord WILSON ofTillyom, CGMG, PhD, April 1987 to July 1992 LLD, DLitt The Rt. Hon. Christopher PATTEN July 1992 to date
2. Pro-Chancellor Term
Sir Yuet-keung KAN簡悅強，GBE,BA, February 1982 to date LLD,JP
3. Council Chairmen Term Sir Cho-yiu KW AN關祖堯，CBE,LLB, 1963 to October 1971 LLD,JP Sir Yuet-keung KAN簡悅強，GBE,BA, October 1971 to October 1982 LLD,JP
Sir Quo-wei LEE利國偉，CBE,LLD, October 1982 to date DBA, JP
4. Life Members of the University Appointed Date Council The Rt. Hon Lord FULTON of Palmer, February 1981 to March 1986 MA,LLD Sir Yuet-keung KAN簡悅強，GBE,BA, From December 1982 LLD,JP
Dr the Hon. P. C. WOO胡百全，CBE, From October 1988 LLB, PhD, LLD, JP
The Rt. Hon. Lord TODD of Trumpington, OM, MA, DPhil, DSc, LLD, DLitt, FRIC, FRS
Sir Run Run SHAW邵逸夫，CBE,LLD,
DSSc, DLitt, DSc, DHumL, DBA DrJ. S. LEE利榮森， OBE,BA,LLD Dr Clark KERR, AB, MA, PhD, LLD
5. Vice-Chancellors Dr Choh-ming LI李卓敏，KBE (Hon.), BA, MA, PhD, LLD, DSSc, JP Professor MA Lin馬臨， CBE,BSc, PhD, DSc, DLitt, LLD, DHumL, FRSA, JP Professor Charles K. KAO高錕，CBE,
BSc, PhD, DSc, DEng, FEng, NAE, FIEE, FIEEE, FHKIE
6. Pro-Vice-Chancellors Dr Chi-tung YUNG容.東，OBE,BSc, PhD, LLD, JP DrT. C. CHENG鄭棟材，OBE,BA,MA, DipEd, DLitt, JP DrT. C. OU吳俊升， Docteur de l'Universite de Paris DrY. T. SHEN沈亦珍， BA,MA,DEdDr Chi-tung YUNG容.東，OBE,BSc, PhD, LLD, JP Dr T. C. CHENG鄭棟材，OBE,BA,MA, DipEd, DLitt, JP Professor Ying-shih YU余英時， Dip, MA,PhD,LLD Dr T. C. CHENG鄭棟材，OBE,BA,MA, DipEd, DLitt, JP Professor CHENG Te-kun鄭德坤，BA, MA, PhD, DLit Professor G. H. CHOA蔡永業， CBE,
MD, LLD, FRCP, FRCPE, FFCM, DTM&H,JP
From June 1990
From March 1992
From May 1992 From June I 993 Term
I 964 to September 1978 October 1978 to September 1987 October 1987 to date
Term 1963-65 1965-67 1967-69 1969 1969-71 1971-73 1973-75 1975-79 1977-79 1979-87
Professor Baysung HSU徐培深， OBE, 1979-93
BSc, PhD, FlnstP, FIOP, FRSA, JP
Professor Ambrose Y. C. KING金耀基， 1989 to date
BA,MA,PhD
Professor S. W. TAM譚尚渭， QBE,BSc, · 1990 to date
MSc, PhD, CChem, FRSC, JP
7. Chairmen of College Board of Term Governors*ffrustees
a. Chung Chi CollegeDr PANG Shao-hsien彭紹賢，MBE,BSc, 1961-64 MA,LLD SirY. K. KAN簡悅強，GBE,BA, LLD, JP 1964-68 Mr. LAM Chik-ho林植豪，MBE,BS, JP 1968-70 Dr Fook-wo LI李福和，CBE,BS, MCS, 1970-76 FIB, DSSc, JP Mr Wilfred Sien Bing WONG黃宣乎， 1976-81 CBE, BSc,JP Mr LI Fook-hing李福慶，OBE,MS, 1981-87 MRINA Dr James Z. M. KUNG孔祥勉，MBE, 1987 to September 1993 LLB, LLD, DBA, FAIA
Mr George H. C. HUNG熊翰章，Dip, From October 1993 MASHRAE, MAEE, MAMA
b. New Asia CollegeDr CHIU Bing趙冰，QC 1949-64 Mr. John TUNG董之英，CBE 1965-67 Dr the Hon. P. Y. TANG唐炳源，OBE, 1967-71 BS,JP MrTsufa F. LEE李祖法，PhB 1971-76 Dr Edwin TAO陶學祁，BSc,MSc, DEng, 1976-91
LLD, CEng, FHKIE, FIMechE, FASME, FASHRAE, FCIArb, FCIBSE, FIEAust
*
Before 1977, the College Board of Trustees of New Asia College and Chung Chi College was known as the College Board of Governors.
Mr Hsiang-chien TANG唐翔千，OBE, BA,MSc,JP
United CollegeSir Kenneth Ping-fan FUNG馮秉芬，CBE, KStJ, LLD, Sc, JP Dr the Hon. P. C. WOO胡百全，CBE, LLB, PhD, LLD, JP Sir Run Run SHAW邵逸夫，CBE;LLD, DSSc, DLitt, DSc, DHumL, DBA Dr HO Tim何添，OBE,ChevLegd'Hon, DSSc,JP
d. Shaw College
Professor MA Lin馬臨，CBE,BSc, PhD, DSc, DLitt, LLD, DHumL, FRSA, JP
8. College Presidents/Heads
a. Chung Chi College
i. PresidentsDr Chi-tung YUNG容.東，OBE,BSc, PhD,LLD,JP Mr Robert N. RAYNE，雷恩，MA
Professor S. W. TAM譚尚渭，OBE, BSc, MSc, PhD, CChem, FRSC, JP
ii. College HeadsProfessor S. W. TAM譚尚渭，OBE, BSc, MSc, PhD, CChem, FR.SC, JP Dr Philip FU傅元國，Dip,MS,PhD Professors. W. TAM譚尚渭，OBE,BSc, MSc, PhD, CChem, FRSC, JP
Dr Philip SHEN沈宣仁，BA,MA,BD, PhD
b. New Asia College
i. PresidentsDr CH'IENMU錢穆，LLD,HLD1991 to date
1961-72 1972-83 1983-91 1991 to date
1987 to date
Term
1960-75
1975-76 1976-77
1977-81
1981-88 1988-90 1990 to date
1949-65
DrT. C. OU吳俊升， Docteur de 1965-69
l'Universite de Paris
DrY. T. SHEN沈亦珍，BA,MA, DEd 1969-70
Professor MEI Yi-pao梅貽寶， BA,PhD, 1970-73
LLD,LHD
Professor Ying-shih YU余英時， Dip, 1973-75
MA,PhD,LLD
Mr CHUAN Han-sheng全漢昇， BA 1975-77
ii. College Heads
Professor Ambrose Y. C. KING金耀基， 1977-85
BA,MA,PhD
Professor LIN Tzong-biau林聰標，BA, 1985-92
Dip, Volkswirt, PhD
Professor P. C. LEUNG梁秉中，MB BS, 1992 to date
MS, FRACS, FRCS
c. United College
i. Presidents
DrT. C. CHENG鄭棟材， OBE,BA,MA, 1963-77
DipEd, DLitt, JP
ii. College Heads
Professor Shou-sheng HSUEH薛壽生， 1977-80
BA, MA, Doc es Sc Pol, chevalier de
l'Ordre National du Merite
Professor Tien-chi CHEN陳天機， ScB, 1980-88
MA, PhD, FIEEE, FHKCS
Professor Cheuk-yu LEE李卓予， BSc, 1988 to date
MSc,PhD
d. Shaw College
College Heads
Professor Char-nie CHEN陳佳鼐， MB, 1987 to date
MSc, FRCPsych, FRANZCP, DPM
Ill. Student Enrolments 1963-1993
Year Undergraduates Postgraduates Total
Doctoral Programme Master's Programme Diploma Programme Certificate Programme
Full-time Part-time Full-time Part-time Full-time Part-time Full-time Part-time
1963-64 1395 ------1395 1964-65 1676 -----1676 1965-66 1848 ----21 --1869
1966-67 1907
-
24 --1964
1967-68 1987 ---49 -16 11 -2063 1968-69 2038 ---54 -19 28 -2139 1969-70 2091 ---51 -8 48 -2198 1970-71 2258 ---76 -17 89 -2440 1971-72 2401 ---95 -21 88 -2605 1972-73 2564 --129 -42 91 -2826 1973-74 2784 --170 54 129 -3137 1974-75 3140 --192 -50 201 -3583 1975-76 3507 --193 -35 244 -3979
1976-77 3867 ---201 -71 258 -4397 1977-78 4197 ---208 44 101 367 -4917 1978-79 4365 ---229 87 98 436 -5215
Year Undergraduate Postgraduates Total
Doctoral Programme Master's Programme Diploma Programme Certificate Programme
Full-time Part-time Full-time Part-time Full-time Part-time Full-time Part-time
1979-80 4414 ---194 128 89 471 -5296 1980-81 4417 -10 -198 131 95 479 -5330 1981-82 4431 24 15 -245 135 119 426 -5395 1982-83 4512 139 16 -233 163 120 416 18 5617 1983-84 4708 276 17 5 242 186 92 471 18 6015 1984-85 5002 368 16 10 295 231 116 539 17 6594
1985-86 5235
20
15 282 244 117 616 17 6979
1986-87 5386 509 15 21 266 274 118 592 18 7199
1987-88 5597
21
30 302 293 105 614 9 7565
1988-89 5818 666 20 25 329 312 112 628 -7910
1989-90 6189 736 25
326
319 135 597 -8360
1990-91 6623 883 39 47 316 387 124 719 -9138 1991-92 7286 ll05 51 63 398 413 76 747 -10139
1992-93 7694 1262
56 505 404 70 724 -10758
TOTAL
119337 6995 308 305 5811 3751 2065 10029 148698
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IV. Number of Degrees and Diplomas Awarded
1. Number of First Degrees Awarded (1964-1993)
Faculty Arts Business Educa-Medicine Engineer-Science Social Science Total Administration tion ing
Year Diploma Degree Diploma· Degree Degree Degree Degree Degree Degree Diploma Degree Diploma Degree Diploma Degree BA BBA BEd MBChB BMedSc BNurs BEng BSc BSSc
1964 6 68 6 9 ----31 31 2 27
135
1965 8 104 3 20 ----31 47 4 80 46 251
1966 5
115
-
--18
67
3
83 26
300
1967
-
164 1
20
102
1
129 22
1968
-156
-
-
117
-
129
-
481
1969
-148
-
-
119
124
-
446
1970 -111 -60 -----108 -117 -396 1971 -146 -68 ------122 -127 -463 1972 -163 -87 -----141 -166 -557 1973 -152 -81 -----143 -181 -557 1974 165 -90 -----154 -172 -581
-1975 -159 -84 -----159 -191 -593 1976 -199 -111 -----184 -234 -728 1977 -183 -141 ------194 -238 -756 1978 -225 -195 ------229 -271 -920
1979 -243 -174 ------230 -302 -
949 1980 -256 -235 ------267 -318 -1076
Faculty Arts Business Educa-Medicine Engineer-Science Social Science Total Administration tion ing
--,-
Year Diploma Degree Diploma Degree Degree Degree Degree Degree Degree Diploma Degree Diploma Degree Diploma Degree BA BBA BEd MBChB BMedSc BNurs BEng BSc BSSc
1981 259 250 268 295 1072 1982 -259 -241 ------293 -313 -1106
1983 -245 -200 ------271 -307 -1023 1984 -248 -212 ------254 -325 -1039 1985 251 207 267 309 1034 1986 -242 -220 -46 ----330 -328 -1166 1987 -272 -224 -67 ----329 -321 -1213 1988 303 255 66 349 381 1354 1989 -309 -271 -101 ----315 -349 -1345 1990 277 271 -86 3 ---341 -375 -1353 1991 318 327 103 4 351 381 1484
1992
297
327
128
4
-
-
91 336
-
396
-
1618
1993 -325 -357 67 114 8 46 128 -321 -404 -1770
Total 19 6362 10 4965 106 711 19 46 219 100 6439 10 7373 139 26240
Remarks: In 1996, Cum Laude Degree, a mark of distinction, was first introduced. In 1967 and 1968, both Magna Cum Laude and Cum Laude Degrees were awarded. From 1969, Degrees with Honours (1st, 2nd U., 2nd L. and 3rd Class) were awarded. From 1971, the Degrees ofBComm and MComm are replaced by BBA and MBA respectively. The Faculty of Medicine had its first batch of graduates in 1986. The Part-time Degree Programmes had its first batch of graduates in 1984.
2. Number of Postgraduate Degrees and Diplomas Awarded (1966-1993)
Year MA* MAt MDiv MPhil PhD MComm MBA DipEd MA (Ed) MD MSc* MSct DipSW MSW MSSc* MSSc Total (before (1973 and (before (1971 and (before (before 1973) after) 1971) after) 1973) 1973)
1966 ------19 --------19
1967 13 -----21 --------
1968 13 ----4 -
17 --------34
1969 22 ----9 -25 ------2 -58 1970 18 ----3 -24 -------45
-
1971 16 -----8
--1
68
1972 13 -----16 68 --9 ---3 -109 1973 ---21 --17 73 --------111 1974 ---36 --25 104 5 --4 ----174 1975 -44 46 --24 119 5 -------202 1976 -22 38 --24 142 2 -------210 1977 -4 -52 --20 138 1 -------215
1978 -22 50 --28 253 2 -
1979 -12
32 288 5 ----5 --380
1980
323 4 ----2 --443
Year MA* MAt MDiv MPhil PhD MComm MBA DipEd MA (Ed) MD MSc* MSct DipSW MSW MSSc* MSSc Total
(before (1973 and (before (1971 and (before (before
1973) after) 1971) after) 1973)
1981 -1 -43 --70 320 8
-
-
2 --444
1982 -2 391 -77 358 16 ----2 --
1983 ---68 --71 295 25 ---4 463
1984 -1 1 694
-
317 13 ----7 --485
1985 -1 1 66 6 -85344 7 ----4 --514 1986 16 3 78 1 -89385 19 1 --17 3 --612 1987 -15 4 10 -83 428 17 ---2 6 642
-
1988 -202 85 3
-
104
25 1 -33 -612
1989 -14 -87 9 -100 426 26 --2 16 ---680 1990 -22 2 101 10 -106393 8 3 1 15 1 -4 666
1991 29 1 88 -84 386 14 2 2 --652
1992 -28 2 108 12 -93434 21 1 -20 32 1 -2 754 1993 29 2 140 23 -87380 25 1 -6 16 ---709
Total 95 189 30 1396 90 16 1373 6478 248 9 10 36 144 42 5 6 10167
Note: * Two-year Full-time Programme, changed to MPhil degree in 1973. t One-year Full-time Programme/Two-year Part-time Programme.
+Two-year Full-time Programme, changed to MPhil degree in 1973 except Electronics which was also changed to MPhil in 1975.
°' °'
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0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
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1964
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1966 1967 1968
1969
1971 1972 1973 1974
1976 1977
1978
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1981 1982 1983 1984
1986 1987 -1988 1989
1991 1992 1993
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V. Number of Students of Extramural Courses (1965-1993)
Year Number of Courses Number of Students
1965-66 139 1966-67 262 1967-68 278
1968-69 387 1969-70 422 1970-71 477 1971-72 474 1972-73 517 1973-74 554 1974-75 583 1975-76 608 1976-77 530 1977-78 676 1978-79 783
4717 7764 7710 9760 9955 12478 13422 15609 18778 19659 29426 22240 29934 24144
Year
1979-80 1980-81 1981-82 1982-83
1983-84
1984-85
1985-86
1986-87 1987-88 1988-89 1989-90 1990-91 1991-92 1992-93
Number of Courses
1073
1001 1007 1076 1167 1376 1587 1632
1697
1713 2007
2366 2540 2621
Number of Students
31112
31852
32326 34379 39385 46422 51132 55661 56210 53303
53758
51844
43118
41741
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I Z:6-1661I
I 16-0661I
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I I L8-9861
I I 98-S861
I I S8-t861
I I t8-￡861
I I ￡8-Z861
I I Z:8-1861
I I 18-0861
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VI. Number and Distribution of Full-time Staff (1978-1993)
1978-85
Staff/Year 1978-79 1979-80 1980-81 1981-82 1982-83 1983-84 1984-85
· Academic 396 26.9% 417 26.3% 431 26.4% 426 24.9% 444 24.8% 495 23.9% 528 22.9% Professor 16 4.0% 16 3.8% 21 4.9% 29 6.8% 34 7.7% 38 7.7% 41 7.8% Reader 10 2.5% 19 4.6% 19 4.4% 21 4.9% 16 3.6% 15 3.0% 13 2.5%
Senior Lecturer 50 12.6% 12.7% 62 14.4% 71 16.7% 75 16.9% 91 18.4% 101 19.1%
Lecturer 215 54.3% 209 50.1% 213 49.4% 228 53.5% 252 56.8% 281 56.8% 301 57.0% Assistant Lecture 49 12.4% 48 11.5% 42 9.7% 35 8.2% 33 7.4% 30 6.1% 27 5.1%
Senior Instructor anp Instructor 56 14.1%
72
17.3% 17.2% 42 9.9% 34 7.7% 40 8.1% 45 8.5%
Research 0 0.0% 0 0.0% 0 0.0% 0 0.0% 46 2.6% 60 2.9% 82 3.6%
Administrative 137 9.3% 154 9.7% 160 9.8% 160 9.4% 113 6.3% 124 6.0% 143 6.2%
Professional 0 0.0% 0 0.0% 0 0.0% 0 0.0% 4.4% 87 4.2% 91 3.9% Technical 9.5% 154 9.7% 165 10.1% 193 11.3% 207 11.5% 234 11.3% 251 10.9%
Office Supporting/ 298 20.3% . 304 19.2% 322 19.7% 349 20.4% Clerical and Secreterial
19.4% 437 21.1% 526 22.8% Minor and Others 500 34.0% 555 35.0% 554 33.9% 580 34.0% 31.1% 631 30.5% 683 29.6%
Total 1470 100% . 1584 100% 1632 100% 1708 100% 1793 100% 2068 100% 2304 100%
1985-93
Staff/Year 1985-86 1986-87 1987-88 1988-89 1989-90 1990-91 1991-92 1992-93
Academic 556 23.8% 569 23.3% 610 24.3% 624 24.2% 663 24.4% 721 24.7% 745 24.6% 801 24.3%
Professor 40 7.2% 39 6.9% 38 6.2% 41 6.6% 42 6.3% 46 6.4% 50 6.7% 6.7%
Reader 16 2.9% 16 2.8% 22 3.6% 23 3.7% 28 4.2% 33 4.6% 44 5.9% 49 6.1% Senior Lecturer 109 19.6% 118 20.7% 135 22.1% 132 21.2% 139 21.0% 146 20.2% 143 19.2% 154 19.2%
Lecturer 330 59.4% 58.5% 339 55.6% 342 54.8% 366 55.2% 390 54.1% 410 55.0% 434 54.2%
Assistant Lecture 23 4.1% 25 4.4% 21 3.4% 20 3.2% 21 3.2% 19 2.6% 10 1.3% 13 1.6% Senior Instructor and 38 6.8% 38 6.7% 55 9.0% 66 10.6% 67 10.1% 87 12.1% 88 11.8% 97 12.1% Instructor
Research 70 3.0% 71 2.9% 69 2.8% 66 2.6% 71 2.6% 63 2.2% 62 2.1% 76 2.3%
Administrative 122 5.2% 137 5.6% 139 5.5% 148 5.7% 152 5.6% 146 5.0% 155 5.1% 164 5.0% Professional 101 4.3% 90 3.7% 92 3.7% 98 3.8% 100 3.7% 149 5.1% 155 5.1% 189 5.7%
Technical 290 12.4% 311 12.7% 325 13.0% 12.9% 352 12.9% 383 13.1% 404 13.4% 444 13.5%
Office Supporting/ 504 21.6% 525 21.5% 532 21.2% 567 22.0% 587 21.6% 632 21.7% 661 21.9% 706 21.4% Clerical and Secreterial
Minor and Others 694 29.7% 737 30.2% 739 29.5% 740 28.7% 794 29.2% 820 28.1% 842-27.8% 912 27.7%
Total 2337 100% 2440 100% 2506
100% 2576 100% 2719 100% 2914 100% 100% 3292 100%
Notes: Category "Research" is grouped under "Others" in the period 1978-82. Category "Professional" is grouped under "Administrative" in the period 1978-82. All figures before 1990 are as at December 31 of the year; all figures from 1990 are as at 1 st January of the year.
Number NUMBER AND DISTRIBUTION OF FULL-TIME STAFF 1978-1993
1000 900
800 ____.-----::-
700 ‧ ‧
600
500._.-A 400 300 200
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----------...... ...... ......
Year
I I Academic Research Administrative Professional
Technical Clerical& Minor&Others Secretarial
VII. Establishment of Faculties, Departments and Degree Programmes
/ Facultyillepartment Year of Year to Start Offering Year to Start Offering Diploma and Establishment Degree Programmes Postgraduate Degree Programmes
BA PhD MA MDiv MPhil
Faculty of Arts 1963 1963
Department of Chinese Language and Literature 1963 1963 1980 1989 1966 English 1963 1963 1989 1978 1978 Fine Arts 1963 1963 1992 1981 History 1963 1963 1980 1966 1970 Japanese Studies 1991 1991 Music 1965 1965 1992 1989 1983 Philosophy 197i 1 ) 1963 1980 1966 Religion 1963 1963 1972 1990 Translation 1984 1994 1984 1992
BBA PhD MBA
Faculty of Business Administration 1974 1963(2) 1985 1966(2) Department of Accountancy 1989 1974 Finance 1989 1974 International Business 1989 1974 Marketing 1989 1974 Operations and Systems Management 1989 1989 Organization and Management 1989 1989
Faculty/Department Year of Year to Start Offering Year to Start Offering Diploma and Establishment Degree Programmes Postgraduate Degree Programmes
BEd DipEd PhD MA(Ed) MEd MPhil
Faculty of Education 1965(3) 1994 1965 1990 1973 1992 1990
Department of Educational Administration and Policy 1991 Curriculum and Instruction 1991 Educational Psychology 1991 Sports Science and Physical Education 1992
BEng BSc PhD MPhil MSc
Faculty of Engineering 1991(4) 1991
Department of Computer Science 1973 1991 1978 1990 1982 Electronic Engineering 1988 1991 1980 1973 1972 Information Engineering 1989 1991 1990 1990 1990 Systems Engineering 1991 1991 1992 1992
Faculty/Department Year of Year to Start Offering Year to Start Offering Diploma and Establishment Degree Programmes Postgraduate Degree Programmes
BMedSc MBChB BNurs BPharm MD PhD MPhil MSc
Faculty of Medicine
Department of Anaesthesia and Intensive Care Anatomical and Cellular Pathology Anatomy Biochemistry Chemical Pathology Clinical Oncology Clinical Pharmacology Community and Family Medicine Diagnostic Radiology and Organ Imaging Medicine Microbiology Nursing Obstetrics and Gynaecology Orthopaedics and Traumatology Paediatrics Pharmacology Pharmacy Physiology
Psychiatry
Surgery
1981 1989 1981 1986 1982 1982 1986
1982 1982 1981 1971 1983
1983
1986
1981
1984
1983 1983 1991 1991 1992 1982 1983 1982 1981 1992 1992 1981
1981
1982
Faculty/Department Year of Year to Start Offering Year to Start Offering Diploma and Establishment Degree Programmes Postgraduate Degree Programmes
BSc PhD MPhil
Faculty of Science 1963 1963 Department of Biochemistry 1971 1973 1981 1972 Biology 1963 1963 1981 1969 Chemistry 1963 1963 1985 1970 Mathematics 1963 1963 1985 1973 Physics 1963 1963 1981 1972 Statistics 1981 1982 1991 1981
BSSc DipSW PhD MPhil MSSc MSW
Faculty of Social Science 1963(S) 1963 Department of Anthropology 1980 1980 1992 1987 Architecture 1991 1991 1992 Economics 1963 1963 1984 1974 Geography 1963 1963 1990 1966 Government and Public Administration 1971 1971 1993 1982 Journalism and Communication 1965 1965 1993 1977 Psychology 1982 1982 1990 1986 1988 Social Work 1965 1964 1984 1992 1977 Sociology 1965 1964 1984 1970
Notes: L .When the University was establishedin 1963, each of the three constituent Colleges ran its own programme in Philosophy. Such programmes were integrated into the Department of Philosophy in 1977.
2. In 1963, different Faculties of Commerce and Social Science in the three Colleges provided their own programmes in Accounting, Finance and Business Administration, and awarded BComm and MComm Degrees. These programmes were taken over by the new Faculty of Business Administration in 1974. The new faculty consisted of three departments, namely Accounting and Finance, Marketing and International Business, and Production and Personnel Management and Industrial Relations. In 1989, the faculty was reorganized into six departments. They are the departments of Accounting, Finance, International Business, Marketing, Operations and Systems Management, and Organization and Management.
3. The School of Education, established in 1965, was a professional school for training graduate teachers. Initially, it offered a one-year Diploma-in-Education course to train university graduates to become professional teachers at the senior secondary level. The School was reconstituted as i:he Faculty of Education in 1991. The new faculty offers degree courses of various levels (PhD, MPhil, MEd, and BEd) as well as the Diploma-in-Education course.
4. The Faculty of Engineering established in 1991 consists of four departments: Computer Science, Electronic Engineering, Information Engineering and Systems Engineering. The Department of Computer Science was first set up in 1973, the Department of Electronic Engineering in 1988 and the Department oflnformation Engineering in 1989. These three departments were under the administration of the .Faculty of Science before 1991 and awarded BSc Degrees. They were transferred to the Faculty of Engineering together with the new Department of Systems Engineering.
5. Many departments in the Faculty of Social Science were established in different colleges before 1963. The departments of Economics, and Sociology and Education in Chung Chi were established in 1951, the departments of History and Geography in 1954, and Religious Education and Social Work in 1957. In New Asia, the Department of Economics was formed in 1949, and Philosophy and Sociology in 1959. In United College, the departments of Economics and Sociology were developed in 1956, and Geography was founded in 1961.
VIII. Establishment of Research Institutes
Institutes Year Remark
Institute of Chinese Studies Art Gallery Centre for Chinese Archaeology and Art The Ng Tor-tai Chinese Language Research Centre
Research Centre for Contemporary Chinese Culture
Research Centre for Translation
Research Institute for the Humanities Asia-Pacific Institute of Business Institute of Science and Technology Centre for Environmental Studies Chinese Medicinal Material Research Centre
Hong Kong Centre of Sports Medicine and Sports Science Materials Technology Research Centre Hong Kong Institute of Asia-Pacific Studies
The Hong Kong Institute of Educational Research of The Chinese University of Hong Kong Hong Kong Institute of Biotechnology
1967 1971 1978 1980 The Centre originated from the Chinese Linguistics Research Centre, which was first established in 1966. It was enlarged in early 1979 under the name of Chinese Language Research Centre, and in 1980 it was renamed The Ng Tor-tai Chinese Language Research Centre. 1993 1983 In 1971, a Centre for Translation Projects was established with a grant from the Asia Foundation. It was renamed Research Centre for Translation in 1983 as a result of reorganization. 1991 1990 1965 1990 1979 The Centre originated from a research unit on Chinese Medicinal Material, which was first established in 197 5. 1988 1992 1990 It replaces the former Institute of Social Studies and its two research centres -the Centre for Hong Kong Studies and the Centre for Contemporary Asian Studies.
1993
1988
List of Contributors
Alice N. H. Lun NG Reader, Department of History
BA, DipEd, MA (HK);
PhD (Minn.)
Bernard Hungkay LUK Formerly Senior Lecturer, Faculty of
BA (CUHK); Education;
PhD (Indiana) Associate Professor, York University,
Toronto
Tak Sing CHEUNG Senior Lecturer, Department of Sociology
BSSc ( CUHK);
MA, PhD (N. Y. State)
Sze-kwang LAO Senior College Tutor, Shaw College
BA (Taiwan)
Chong Chor LAU Senior Lecturer, Department of Sociology
BSSc (CUHK);
MA, PhD (Pitt.)
WONG Kin Yuen Senior Lecturer, Department of English
Dip (H.K. Baptist);
MA (Redlands);
PhD (Cal if.)
KWOK Siu-tong Senior Lecturer, Department of History
BA(CUHK);
MA, PhD ( Calif.)
Hon-ming YIP Lecturer, Department of History
BA(CUHK);
MA, PhD ( Cal if.)
Mayching KAO Senior Lecturer, Department of Fine Arts;
BA(CUHK); Curator, Art Gallery
MA(New Mexico);
PhD (Stan.)
396 The Quest for Excellence
Chung Kee YEUNG Senior Lecturer, Department of Chinese
BA (CUHK); Language and Literature
MA (Kyoto)
Sonia S. H. NG Contract Simultaneous Interpreter,
BA, MA, PhD ( CUHK); US Department of State
MEd (Tor.)
Charles K. KAO Vice-Chancellor
CBE; BSc, PhD (Lond);
DSc (CUHK and Sus.);
DEng (Glas.);FEng;
NAB (USA);FIEE;
FIEEE;FHKlE
Leslie Nai-kwai LO Dean, Faculty of Education
BA (Oregon);
Cert (East Asian Inst., Col.); MIA, EdD (Col.)
Major References
Vice-Chancellor's Reports of The Chinese University of Hong Kong (CUHK)
The First Six Years, 1963-1969. Hong Kong: CUHK, 1969. The Emerging University, 1970-1974. Hong Kong: CUHK, 1974. A New Era Begins, 1975-1978. Hong Kong: CUHK, 1978. Vice-Chancellor's Report, 1978-1982. Hong Kong: CUHK, 1982. Vice-Chancellor's Report, 1982-1985. Hong Kong: CUHK, 1985. Vice-Chancellor's Report, 1985-87. Hong Kong: CUHK, 1987. Vice-Chancellor's Report, 1987-90. Hong Kong: CUHK, 1990. Vice-Chancellor's Report, 1990-93. Hong Kong: CUHK, 1993.
Other Reports
The Development of Post-Secondary Colleges in Hong Kong. A Report submitted to His Excellency the Governor by Mr J. S. Fulton. Hong Kong: Government Printer, March, 1960.
Report of the Fulton Commission. Hong Kong: Government Printer, 1963.
Final Report of the Working Party on Educational Policy and Univer-sity Structure. Hong Kong: CUHK, 1975.
Report of the Commission on The Chinese University of Hong Kong (also known as the second Fulton Report). Hong Kong: Government Printer, 1976.
Senior Secondary and Tertiary Education: A Development Programme for Hong Kong over the Next Decade. Hong Kong: Government Printer, 1977.
Education Commission Report No. 3: the Structure of Tertiary Educa-tion and the Future of Private Schools. Hong Kong: Government Printer, 1988.
Report of the Working Group on Sixth Form Education. Hong Kong: Government Printer, 1989.
College/University Bulletins of CUHK
Chung Chi Bulletin. No. 1 (1948) to No. 68 (1989). Report on New Asia College. No. 1 (1952) to No. 9 (1957). New Asia Life Fortnightly. No. 1 (1958) to No. 15 (1973). New Asia Life Monthly. No. 1 (1973) to No. 20 (1992). New Asia College, The Chinese University of Hong Kong, 1949-1969. New Asia, 1979. United Bulletin. No. 1 (1960) to No. 47 (1991). Lien Ho Yin Hsi, 1958-1981 (Special Issue on the 25th Anniversary of United College). Chinese University Bulletin. No. 1 (April 1964) to Summer/Autumn Issue of 1993. The Chinese University of Hong Kong Newsletter. No. 1 (March 1973) to No. 333 (November 1989). CUHK Newsletter. No. 1 (December 1989) to No. 45 (August 1993).
Others
Zhongda shi nian (The Chinese University in the Last Ten Years). Hong Kong: CUHK Students Union, 1973. Zhongda ershi nian (The Chinese Univrsity in the Last Twenty Years). Hong Kong: CUHK Students Union, 1984.
Extracts of Public Opinions on the Education Commission Report No. 3.
Hong Kong: CUHK Students Union, 1988. Source materials on higher education and The Chinese University of Hong Kong. (Deposited at JBS Resource Centre, Chung Chi College) Newspaper clippings on higher education in Hong Kong, 1950 to 1993. (Deposited at Information and Documentation Unit, Hong Kong Institute of Asia-Pacific Studies, CUHK)
A Chronicle of Events
1949 New Asia College established.
1951 Chung Chi College established.
1956 New Asia College moved to Farm Road. Chung Chi College moved to Ma Liu Shui. United College inaugurated.
1957 Chinese Colleges Joint Council established. Chung Chi College, New Asia College and United College petitioned the Hong Kong Government for authority to award degree. Sir Christopher Cox, Education Adviser to the Secretary of State for Colonies, visited Hong Kong.
1959 Hong Kong Government announced the intention to set up a new university. John Fulton visited Hong Kong to advise on development of Post-Secondary Colleges in Hong Kong.
1960 John Fulton's report accepted as general guide for the proposed new university. Post-Secondary Colleges Ordinance and Grant Regulations stipulating conditions of government grants.
1961 Preparatory Committee appointed by the Hong Kong Govern-ment to suggest steps for the provision of sites and buildings for a federal type Chinese University.
1962 Fulton Commission established.
1963 Hong Kong Government accepted recommendations of Fulton Commission and Provisional Council established.
University to be named The Chinese University of Hong Kong. 110 hectares of land in Ma Liu Shui granted for the University's development. Dr C. T. Yung appointed first Pro-Vice-Chancellor.
400 The Quest for Excellence
University inaugurated; The Chinese University of Hong Kong Ordinance, 1963 came into effect; University Council estab-lished with the Hon. C. Y. Kwan as Chairman.
Dr Choh-ming Li appointed first Vice-Chancellor.
1964 University Motto: bo wen yue li adopted. Formation of three Advisory Boards on Academic Matters: Natural Sciences, Humanities, and Social Science and Busi-ness Administration.
Installation of first Vice-Chancellor and the first Conferment of Honorary Degrees. Boards of Studies and Senate formed.
Scheme of inter-collegiate teaching implemented. Conferment of Bachelor's Degrees for the first time.
1965 Department of Extramural Studies established. Boards of Faculty established. University Grants Committee established. Institute of Social Studies and the Humanities and Institute of Science and Technology established. University Library established. School of Education established.
Mr T. C. Cheng succeeded Dr C. T. Chancellor. Yung as Pro-Vice-
1966 Lingnan Institute of Business Administration established. Graduate School established.
Decision by the Hong Kong Government to equate degrees conferred with cum laude and magna cum Laude, introduced in 1965-1966, with second and first class honours conferred by other Commonwealth universities.
1967 Conferment of Master's Degrees for the first time. Institute of Chinese Studies established.
Dr T. C. Ou Chancellor. succeeded Mr T. C. Cheng as Pro-Vice-
1968 Publications Office established.
Appointments Service established. Benjamin Franklin Centre completed.
A Chronicle of Events
1969 Classification of Bachelor's degree after the Honours system
adopted by Commonwealth universities. Central Office moved to University campus. Dr Y. T. Shen succeeded Dr T. C. Ou as Pro-Vice-Chancellor.
1971 Inauguration of University Students Union. Art Gallery established. Sir Yuet-keung Kan appointed the Council Chairman. Mr T. C. Cheng succeeded Dr Y. T. Shen as Pro-Vice-
Chancellor.
1972 United College moved to Shatin campus. Senate Committee on Staff/Student Relations established. Science departments moved to Science Centre at Shatin
campus. University Sports Field completed.
1973 Journal-of The Chinese University of Hong Kong published. New Asia College moved to Shatin campus. Dr Ying-shih Yii succeeded Mr T. C. Cheng as Pro-Vice-
Chancellor.
1974 Working Party on Educational Policy and University Structure established. New Faculty of Business Administration established.
1975 Mr T. C. Cheng succeeded Professor Ying-shih Yii as Pro-Vice-Chancellor. Second Fulton Commission appointed.
1976 The Chinese University of Hong Kong Ordinance 1976, drafted in accordance with the recommendations of the second Fulton Report, came .. into effect -reorganization of the University.
1977 Faculty of Medicine established. Mr T. C. Cheng and Professor Te-K'un Cheng appointed Pro-
Vice.Chancellors. Publication Office renamed Chinese University Press. Three-year MBA Programme launched. The International Asian Studies Programme established.
1978 Institute of Business Management Studies established.
402 The Quest for Excellence
The Federation of Alumni Associations, CUHK established. The first Vice-Chancellor, Dr Choh-ming Li, retired. Installation of new Vice-Chancellor, Dr Ma Lin. Office of Student Affairs established. '
1979 Professor Gerald H. Choa and Professor Bay-sung Hsu ap-pointed Pro-Vice-Chancellors in succession to Mr T. C. Cheng and Professor Te-K'un Cheng
1980 First PhD programmes launched.
1981 Sir Run Run Shaw Hall opened. Faculty of Medicine admitted first batch of undergraduates. Part-time Degree Programmes launched.
1982 Sir Yuet-keung Kan appointed first Pro-Chancellor. The Medical Registration (Amendment) Bill gazetted, stipulat-ing that a certificate of experience for the purpose of obtain-ing full registration may be obtained from this.University as well as the University of Hong Kong. Research Institute and research centres reorganized. Dr Q. W. Lee appointed the Council Chairman. Conferment of PhD Degree· for the first time.
1983 Town Centre of the Three-year MBA Programme opened. University Twentieth Anniversary.
1984 Provisional Acceptance Scheme implemented. Office of International Studies Programme established.
1985 Office of Director of General Education established.
1986 Preparation for establishment of a fourth College -Shaw Col-·lege began. New curriculum based on credit unit system introduced and the degree examination system abolished.
1987 Senate approved a proposal on the admission of student repre-sentatives as full members of the Senate. Professor Ma Lin retired as Vice-Chancellor.
Installation of new Vice-Chancellor, Professor Charles K. Kao.
1988 University Twenty-fifth Anniversary. Hong Kong Institute of Biotechnology established.
A Chronicle of Events
Hong Kong Education Commission No. 3 Report published. Research Committee established.
Shaw College admitted its first batch of students.
1989 Professor Ambrose King appointed Pro-Vice-Chancellor.
1990 Asia-Pacific Institute of Business, CUHK established. Professor S. W. Tam appointed Pro-Vice-Chancellor. The Chinese University of Hong Kong Foundation Limited incorporated. Hong Kong Institute of Asia-Pacific Studies, CUHK estab-lished.
Provisional Acceptance Scheme replaced by Joint University and Polytechnic Admission Scheme (JUPAS).
1991 Faculty of Engineering established. School of Education upgraded to Faculty of Education. An improved flexible credit unit system introduced. Research Institute for the Humanities established.
Office of Academic Links established.
1992 Decentralization of academic and administrative functions
introduced.
1993 University Thirtieth Anniversary. Hong Kong-America Center opened on campus. Council approved the establishment of the Institute of Mathe-matical Sciences.
The Hong Kong Institute of Educational Research, CUHK established.
University Convocation established.
Index
(Name Index and Subject Index)
Prepared by Paul Chun-kuen KWONG
Users' Guide to the Name Index
This comprehensive Name Index consists of five Sub-Indexes entitled, respec-
tively,
Nl: Names of Persons and Places (p. 407)
N2: Organizations and Funds (p. 413)
N3: Publications and Documents (p. 430)
N4: Conferences, Symposiums and Workshops (p. 433)
N5: Unusual Events (p. 434)
Nl includes personal names and place names that are mentioned in the text. Organizational names are listed in N2. Place names include country and city names; they are preceded with a dagger (t) sign.
N2 covers five categories of organizations that have been mentioned in the book:
(I)
Associations, Clubs and Societies;
(2)
Boards and Committees in organizations;
(3)
CUHK place names and organizations such as Centres, Colleges, Depart-ments, Faculties, Institutes, Offices, and Residences;
(4)
Non-CUHK organizations that are in business, educational, or industrial fields, including foreign organizations;
(5)
Foundations, Funds and Scholarships which also include awards and prizes.
N3 includes government documents, journals, newspapers and official reports that have been mentioned in the book. N3 does not include project names or seminars titles.
N4 selects the major international conferences, symposiums or workshops that have been held. N5 is a list of unusual events such as student protests, social movements and campaigns.
Users' Guide to the Subject Index
The following major subject headings are used in the Subject Index (p. 435). Some major subject headings have sub-headings which are indented. Cross references are given under the major headings.
Entries with all capitalized letters (upper case) represent the titles of chapters. Entries with only the first alphabet capitalized are titles of Sections in a chapter. Tables and figures are in brackets.
ACADEMIC ADMINISTRATION ALUMNI ASIAN STUDIES AND CHJNESE STUDIES BUSINESS CHUNG CHI COLLEGE COLLEGES COMMUNITY CULTURE CURRICULAR DESIGN AND REFORMS DEPARTMENTS OF CUHK DONORS AND FINANCIAL SUPPORT EDUCATION EXTRAMURAL STUDIES FOUNDING COLLEGES GENERAL EDUCATION HISTORY INDUSTRY AND INDUSTRIALIZATION INSTITUTIONAL INTEGRATION INTERNATIONAL EXCHANGE INSTITUTES KNOWLEDGE MEDICINE AND MEDICAL SCHOOL NEW ASIA COLLEGE OVERSEAS PUBLICATION
RESEARCH
SERVICE SHAW COLLEGE SOCIAL CHANGE SOCIAL SERVICES STUDENT ACTIVITIES AND MOVEMENTS STUDENTS UNIONS TEACHING AND TEACHERS UNITED COLLEGE
Nl Names of Persons and Places
Adams, W. 2 t America (see also United States) 17, 41,67, 115,196,218,225,308 Asia xiii, 2, 6, 7, 9-17, 19, 22, 23, 25,27,30-32,39,54,57,63, 72,82,84,87-90,92-95, 102, 126, 127, 128, 129, 132, 133, 135,150,160,177,192, 193-95, 201,205,207,208,210,212, 214,215,216,223,224,231-33,238,240,241,243,245,248-51,257,258,269,271,279,280, 283,292,296,302-6,308,311, 313,318,324,330,331,336,340, 346 Au, David W. K. (Wei-kuo) 8, 141, 143,310,335,340 t Austria 310
t Bangkok 177, 207 Bedford, T. L. 307 Bei Shan Tang 144, 323 tBeijing 49,211, 260, 313 t Belgium 310 tBerkeley 98,214, 307 Birch, Cyril 141 Bishop Hall 8, 9, 11, 19, 23, 306 Black, Robert 25, 26, 32 Blender, Thomas 167 t Bonham Road 28 tBritain (see also United Kingdom) 23, 26, 27, 31, 33, 41, 52, 67, 137, 140,143,172,185,201,209,237, 257,259,359,360
tCaine Road 16 Caine, Sir Sydney 312 tCanada 97,137,142,143,192,206, 208,214,215,219,310,334,335, 339,340
tCanton 9, 10, 15, 127, 195, 305, 330,331 Carr-Saunders, Alexander 23 Ch'ien Mu 6, 7, 10, 13, 14, 19, 28, 31,126,128,212,215,303,304, 306,331 Cha Chi-ming 317 Chan Chun Ha 323 Chan Chun Tao 314 Chan Tak Tai 316 Chang Kwang-chih 138 Chang Teh-chang 136, 141 tChangsha 215,304 Chao Chung-fu 141 Chao, Yuen-ren 312 Chau, Sik-nin 16, 28, 305 Cheadle, Vernon I. 213 tChek Lai Ping Village (Chek Kei)
246
Chen, C. Y. 323,317 Chen Ching-ho 141 Chen, D. H. 314 Chen, F. C. 139 Chen, John 102 Chen Kai Wen 312,320 Chen, Ping-kuen (P. K.) 131, 305 Cheng, S. C. 117 Cheng Sau-nan 323 Cheng Suen Shuk Man 314 Cheng, T.C. 28,29,31, 102,305 Cheng, T. K. 102 Cheng Te-k'un 138, 141 Cheng Yu Tung 278,314,318 Cheong,Kai Yue 317 Chem, Shiing-shen 312 Cheung Huen Cheong 314 Cheung Koon Fung 320 CheungYokLuen 316 Chiang Chen 314 Chiang Ching-kuo 312
Chiap Hua Cheng 321 tChicago, City of 167 Chien Ching-lien (C. L.) 10, 19, 22 tChina xv, 2, 3, 5-10, 13-15, 17, 20-23, 26, 29, 31, 33, 36, 37, 39-42, 45,46,48,51,59,65,67, 72, 75, 82,83,98,99, 111,126,127,129, 130,132, 136-40, 142-44, 146, 148,150,151,153,154,159,161, 176,187, 192-96,205,210-12, 215-218,220,222,223,230,231, 237,243,244,254,255,257-63, 266,279,292,299,303-6,312-14,320,329-31,341,343,353, 355,358,359 Chiu Bing 10 Chiu, Vermier 303 Choa, Gerald 67, 106, 107, 128, 171,266,296,297,310 Choi Ying Choy 320 Chou Fa-kao 136, 137, 141 Chuan Han-sheng 136 Chung, C. Y. 115 Chung, S. Y. 101,212 Chung, Y. T. 102 Chuwansau (anonymous) 316 Cipolla, Carlo M. 312 Confucius 39, 203, 230, 258, 320 Cox, Christopher 20, 22, 29 Crozier, D. J. S. 11, 14
tDiaoyutai Islands 204,250,257, 343 Donne, J. 212 Donohue, Hon P. 306 Drake, F. S. 23, 141
tEast Asia 72, 132, 194, 195 tEgypt 310 tEngland (see also Britain, United Kingdom) 219,307,308, 340 tEurope 17,37,57, 140,142,308
tFarm Road 14, 215, 245 Flexner, Abraham 297
Fong Shu Fook 314 tFrance 71,210,219,310 Fulton, John (Lord Fulton of Palmer) 25,26,29,89,91, 103,181,307, 308 Fung King Hey 278,318 Fung Kwok Keung 114 Fung, Ping-fan 28, 306
Gannon, J. 102 tGermany, West 310 Godber 257 Grantham, Alexander 4, 11 tGuangdong (see also Kwangtung) 36,138,144,145,194,195,211, 212,217,281,305,323
Haddon-Cave, Philip 317
Hall, Bishop (see Bishop Hall)
Hall, R. 0. 8
Harold, Wong 322
He Yao-hua 141
Herries, Michael 89
Hideo Nishioka 141
Ho, Franklin L. 312
Ho Hsiu Hwang 222
Ho, K. 0. 115
Ho Man Sum 320
Ho, S. H. 314
Ho Shai-lai 316
HoTim 314 tHong Kong Island 10, 54, 56, 179
Hsiao, Kung-chuan 312
Hsing, M. H. 102
Hsu, Baysung 211
Hsueh, S. S. 102, 216
Hu Chao-xi 141
Hu, Jenmou 323
Hu, Linda 123
Hu Shih 143
Huang Hsing 312
Huang Jia-jiao 141
Huang, M. H. 93, 95, 106
Huang, R. L. 269
Hui Kin-wah 317 Hui Kwokchau 317 Hui Siu-wing 317 Hui Yeung Shing 314 tHunan 215, 304
tindian 129 titaly 310 Ivy, James 14
Jao Tsung-i 137, 138, 141 tJapan 140-43, 153,157,194,195, 210,212,214,216,220,224,256, 309, 310, 312, 313 Jen Yu-wen 290 Jennings, lvor 5 Ji Xian-lin 141 Jinling and Reeves 320 Jones, B. Mouat 2 Jones, Catherine 175 Jung, D. 9
Kao, Charles K. xv, xvi, 95, 96, 121, 123,219,220,225,280,360 Kao Hsiung 320 tKenya 206 Kerr, Clark 206, 220, 223 King, Ambrose Y. C. 102, 122, 123, 136,172, 177,205,206,212,219-21,223,296 Kirk, Grayson 15 tKorea 142,153,212,310 tKowloon 6, 10, 31, 54, 56, 179, 184, 215,244,274 Kuznets, Simon 312 Kwan, C. Y. 32 Kwan, Cho-yiu 30, 306, 307, 316, 318 Kwan, Simon 323 Kwang Hsia 9, 10, 15, 127, 305, 331 tKwangtung (see also Guangdong) 291 tKweilin Street 6, 14 tKwun Tong 176,177,281
Lam, B. Y. 144,314, 323 Lam, Rogerio 319 t Lam Tin Estate 285 Lau, D. C. 122, 138 Lee Hysan 314,318,319 Lee lu-cheung 30 Lee, J. S. 319 Lee, K. C. 115 Lee, K. H. 122 Lee, Q. W. 105, 307 Lee, R. C. 31,307 Lee, Rance (P. L.) 169, 177, 178 Lee Shau Kee 314 Lee, Tsung-dao 312 Lee Wing Tat 317 Lee, Y. T. 113 Lee Ying-lin 8, 9 Lee Yun-kuang 137 tLek Yuen district 283 Leung Kau Kui 317 Li, Allen 259 Li, Choh-hao 312 Li, Choh-Ming xiv, 29, 83, 85, 87, 95,98, 102,131,133,134,135, 143,200-3,204,206-10,213, 226,270,272,307,308,311,319 Li Dak Sum 316 Li Fang-kuei 141,312 Li Ka Shing 314 Li Sheung Shun 320 Li, Y. C. 307 Li Ying-lin 305 Liang Y. C. 316 Lin Dao-yang 19, 27 Lin, Shou-chin 138 Lin, Tzong-biau (T. B.) 102, 169 Lin Yi Po 320 Lin Yutang 291 Ling, T. Y. 307 Lipset, Seymour M. 312 Liu Chun-jo 141 Liu, P. W. 112, 113, 122, 123 Liu, S. H. 115 Liu Shu-hsien 222, 224
Liu, Ta-chung 312 Liu Ts'un-yan 141 Liu Xin-wu 141 Liu Ying-ling 317 Loach, J. V. 29 Logan, Douglas 5 tLondon 12, 89, 137,214,215, 305, 309 Long, Charles 17-19, 306 tLos Angeles 214 Lu Xiangshan 39 Luce, Henry 210, 312 Luk, Y. K. 115 Lundberg, Erik 312
MaKiarn 8 Ma Lin xv, 95, 102, 122; 133, 203, 210,216 tMa Liu Shui xiv, 12, 13, 30, 32, 238,257,262,305 t Ma On Shan 307 MacLehose, Murray 89 Macy, Josiah, Jr. 312 tMalaysia 142, 177 Malmqvist, Goran 141 Mao Zedong 257 Mark, Kent Chun 9 Maxwell, I. C. M. 89,308 McDouall, J. C. 307 Mellon, Andrew W. 210,312 Mellor, B. 127,307 Mencius 11, 39, 127,305,320 Mok Hing Cheung 319 Morahan, T. B. 14 Morgan, J. 307 Morgan, L. G. 18, 26 Morris, Charles 23
t Netherlands 192, 310 tNew York 214,277,297,298,305, 312,313,318,340 tNew Territories 10, 110, 255, 289 tNew Zealan NgTorTai 319 Nienhauser, William H. 141 Norton, G. P. 307 tNorway 310
tOttawa 206 tOxford 26, 212,307,328
tPakistan 310 Pao, Sui-loong 314 Pao Yue-kong 316 tPeople's Republic of China (see also China) 142 Perkins, James A. 266 Phillips, C. H. 312 Ping Jing 9, 15, 127, 305, 331 Priestley, K. E. 12, 23
Qian Weichang 329
Ride,Lindsay 11,23,31,307 Rockefeller ill, John D. 210, 312 Roberts, David 188 Rowe, G. T. 307 Rudin, Harry 13, 215, 304
tSan Francisco Bay Area 340 Santa Barbara 213 Schayer, Preston 14, 213 tShanghai 6,8,195,303,313-15, 320 tShatin xiv, 30, 31, 40, 54-57, 179, 189,230,241-44,246,247,261, 282,283,292 tShatin New Town 55, 57 Shaw, Run Run 115,212, 240, 319 Sheng Hsilan-huai 139 Shils, Edward 167 Siao Na 118 Sik Sik Yuen 314 Simons, Udo-Ernst 169 Sin Wai Kin 314 tSingapore 23,177,269,310,312 tSouth Africa 137
tSouth China 9, 31, 36, 72, 111, 195, 211 tSoutheast Asia 2, 9, 57, 72, 150, 177,207,208,224,231,296,304, 318,330,340 tSoviet Union 59 Su Bai 141 Su Liupeng and Su Renshan 144, 145 tSussex 26, 307, 309 Sutu, Hsin 284 tSwitzerland 151,310 Szeto Wah 115
tTaipei 6, 154, 172,177,206,222 tTaipo 244,246,247 tTaiwan 7, 11, 13, 14, 20, 37, 40, 45, 137, 140-43, 153,154,194,195, 212,215,237,312,331 tTaiwan Strait 195 Tam, S. W. 102, 115 Tang Chun-i 6, 7, 10, 126, 128, 303, 310,324 Tang, P. Y. 316,318 Tchang Pi-kai 6, 7, 126, 303 Thatcher, Margaret 258 Thong,Saw-pak 29,307,312 Tien, Francis Y. H. 317 Tin Ka Ping 314 To Cho-yee 224 tTolo Harbour 307 tToronto 340, 341 Tsai, Frederick C. 141 Tseung,F.I. 16, 19,28,305,306 tTsimshatsui 56, 319 Tsui Shu-chin 6 Tsui Tsin Tong 323 Tsung Tsin Mission 316
tUnited States (USA, see also America) 9, 14, 27, 29, 33, 57, 71, 95,97,98, 137, 140-43, 150,152, 157,172,175,176,192,196,200, 208,212,213-16,219,225,237,
257,266,271,282,284,304,309, 310,312-313,334,335,339,340 tUnited Kingdom (see also Britain) 2,106,111,309,310 tUSSR 256
tVancouver 340 tVictoria Park 257
Wah Kiu 9, 10, 15, 87, 93, 101, 103, 106,118,119,127,305,314,331 tWales 26, 184, 189, 323 Wan Yiu-sing 307 Wang, Arthur E. 6 Wang Gungwu 114 Wang Shu-lin 9 Wang Teh-chao 137, 141 Wang Y angming 39 WangYao 141 Wang Yu 201 Wang Yueh-feng 6,303 tWashington D. C. 340 Watson, Burton 141 Watt, James 141 Wells, Andrew R. 119, 120 Wen Hua 9, 10, 15,127,305,331 West, Stephen H. 141 Wissler, Clark 206 Wong Fook Yuan 314,317 Wong Ling Siu Lien 212 Wong Pao Hie 322 Wong Ting Fong 314 Wong, Y. C. 27 Woo Sau Wing 320 Wood, Mary 312 Wu, Chien-Shiung 312 Wu Chung 316 Wu,H. T. 213 WuZhao 142
Yang, Ching-kun (C.K.) 89, 177
Yang, Lien-sheng 312 tYangzhou 144, 291
Yau Shing-tung 98
Yeh Chiu Ke-jun 322 Yeh, K. N. Godfey 321 Yeh Ling-fung 322 Yen Keng-wang 137 · Yeung Wing Tak 145,319 Yip, S. Y. 145 Youde, Edward 321 Young, F. G. 29,307,312 Young, Kenneth 122
Index
Young, Nelson 102 Yu Luan Shih 320 Yti Ying-shih 87, 266 Yung, C. T. 27, 31,213,307
Zhao Ziyang 258 Zhau, Lucy 141 Zhu Zhong-bin 141
N2 Organizations and Funds
Categories
1.
Associations, Clubs and Societies
2.
Boards and Committees
3.
Chinese University Organizations and Places
4.
Educational and Business Organizations
5.
Foundations, Funds and Scholarships
1. ASSOCIATIONS, CLUBS AND SOCIETIES
Associations Alumni 102,315,340,345-47 China Affairs 242,243 China Investment 242 Chinese Christian Universities in London 305 Chinese Manuf.cturers' of Hong Kong 278 Commonwealth Universities 206,208,310 CUHK Alumni 102 CUHK Medical Alumni Ltd 347 Debating Team Alumni 347 Family Planning 282, 288 Federation of Alumni of the Hong Kong Chinese University 315 Federation of Hong Kong Chinese University Alumni 321 Friends of the Art Gallery 145 Hong Kong
Chinese Middle School 102 Comparative Literature 290 Management 176, 278, 286 Nurses' 276 Private Anglo-Chinese Schools 276 Science Teachers' 271 Social Service 271 Tourist 315
International of Fine Arts Education 290 Kiangsu and Chekiang Residents' 315 Ning Po Residents' 314 Shanghai Fraternity 314 Shaw College Alumrii 346 Southeast Asia Institutions of Higher Education in Bangkok 207 Subsidized Schools 109 UK-based of Chinese Christian Universities 9 University of Shanghai's Hong Kong Alumni 315
Yale-China 215,216,218,304, 306, 312
Yale-in-China 13-15, 210, 304
Yaumati Licensed Hawkers' Ltd 315
Clubs (abbrev. C.)
Canoe C. 242
Chung Chi Executive C. Ltd 347
Hong Kong Jockey C. Music Fund 287
Kowloontong C. Winter-Swimming Group 315
Lion's C. 314
Modem Dance C. 240
Rotary C. 113,204,240,314
Royal Hong Kong Jockey C. 151
Santa C. ·240
Squash C. 242
Tsuen Wan Rotary C. 113
Yacht C. 242
Societies and Fellowships (abbrev. S.)
Astronomy S. 242
Catholic Students S. 240
Chinese Affairs S. 239
Chinese Music S. 239, 242
Christian Fellowship 240, 241
Chung Chi Students Autonomous S. 239
Comparative and International Education S. 208
Engineers S. 314
Guitar S. 239
Kau Chi S. 315, 323
Literary S. 242, 243
Min Chiu S. 315, 323
New Asia Chinese Music S. 242
Oriental Humanist Studies S. 143
Photography S. 239
Qigong S. 239
S. of Digestive Endoscopy 314
S. of Jesus 71 University Curriculum and S. 293
2. BOARDS AND COMMITTEES
(Including Boards, Commissions, Committees, Councils, and Working Parties) Academic Boards (see also Boards) 66, 86, 90, 181, 248
Chinese Studies 155
Education 287
Humanities 312
Natural Sciences 312
Social Science and Business Administration 312
Boards (abbrev. B.; including Advisory Boards, see also Committee)
Advisory Boards 273, 287-89, 309
Antiquities Advisory B. 287
Board of Studies 85, 96, 170, 182 (see also Academic Boards)
Broadcasting Review B. 287
Chung Chi College B. of Governors 90
College B. and Academic Committee 83, 181,345
Statistics Advisory B. Committee 289
Country Parks B. 289
District B. 286, 289
Ginseng B. of Wisconsin 151
Governing B. 90
Industrial Development B. 287
Joint Diploma B. 27
Marketing Advisory B. 289
New Asia B. uf Governors 90
New York United B. of Chinese Christian Colleges 305
Optometrists B. 288
Pneumoconiosis Compensation Fund B. 288
Po Leung Kuk Advisory B. 288
Radiation B. 288
Sai Kung District B. 289
School Examinations B. of the Hong Kong Examination Authority 287
Sha Tin District B. 289
Statistics Advisory B. Committee 289
Tai Po District B. 289
Television Advisory B. 287
United B.f or Christian Higher Education in Asia 9, 12, 305
United B. of Chinese Christian Colleges 9, 305
Wan Chai District B. 289
British Council 26, 305, 311
Inter-University Council 23, 26, 309
Parliamentary Special Committee 23
University Grants Committee 19
Commissions (abbrev. Cmn.) Cmn. on The Chinese University of Hong Kong 181 Education Cmn. 113-20, 123,253,259,261, 345 Fulton Cmn. 25, 84, 89, 90, 92-94, 307 Independent Cmn. Against Corruption (ICAC) 288, 289 Law Reform Cmn. of Hong Kong 289 Public Services Cmn. 289
Securities and Futures Cmn. 192
Committee (on, for): (abbrev. C.)
Academic and Administrative Planning C. 83, 88
Academic Structure of the Medical Faculty 107
Acquisition Fund C. 290
Administrative and Planning C. (AAPC) 74
Agricultural Products Scholarship Fund 288
Animals and Plants (Protection of Endangered Species) Ordinance 289
Basic Law Consultative C., Hong Kong 289
Central C. on Youth 289
Chinese Textbooks C. 287
Chinese University Examination System Review C. 248
Citizens Advisory C. on Community Relations of the Independent Commission
Against Corruption 288
Clean Hong Kong (New Territories) 289
College Board and Academic C. 83, 181, 345
Community Relations of the Independent Commission Against Corruption 288
Cox C. to the Secretary of State for the Colonies 3
Curricular Development C. 276
East Asian Studies C. of Yale University 195
Economic Review C. 287
Education C. 249
Engineering Academic Advisory C. 192
Environmental Protection Advisory C. 289
Faculty of Medicine Review C. 107
Fight Crime C. 289
Finance C. of Council 74
Humanist Advisory C. 141
Hygiene C. 247
Jennings and Logan C. 12
Joint C. for the Struggle to Make Chinese an Official Language 255
Joint Universities' C. on Student Finance 287
Land and Water Pollution 289
Marine Fish Scholarship Fund Advisory C. 288
Medical Development Advisory C. 288
Medical Faculty Curriculum C. 251
Operations Review C. of the Independent Commission Against Corruption 289
Parliamentary Special C. 23
Philosophy of Life C. (Chung Chi College) 254
Planning C. for the Association of Commonwealth 206
Planning C. for the Establishment of the Hong Kong C. for Academic Awards
287
Planning C. for the Third University 287
Police Complaints C. 289
Rehabilitation Development Coordinating C. 288
Review C. on Post-Secondary and Technical Education 287
Robbins C. on Secondary Education 103
Science and Industrial Research 288
Scientific Coordination 286, 288
Securities and Futures Commission 192
Senate C. on International Programmes 216,219
Social Welfare Advisory C. 288
Social Work Training Fund C. 288
Special Administrative Region Basic Law Drafting C., Hong Kong 289
Special C. on Land and Water Pollution of the Environmental Protection
Advisory C. 289
Staff Appointment C. 96, 97
Staff-Student Joint Consultation C. 248
Stamp Advisory C. 287
Statistics Advisory Board C. 289
Student Welfare C. 247
Transport A.visory C. 289
University Administration Consultative and Executive C. of the Students
Union 248
University and Polytechnic Grants C. (see also UPGC) 52, 89, 106,244,249,
287
University Grants C. 19, 52, 86,248
University Preparatory C. 306
University Staff-Student Consultative C. 249
UPGC (see also University and Polytechnic Grants C.) 52, 53, 63, 66, 73, 75,
106,107,120,121,138,244,251
Council (for, of): (abbrev. C.)
American C. of Learned Societies 195
American Overseas Research Centres 225
British C. 26, 305, 311
British C. Scholarships 311
Chinese Colleges Joint C. 19, 24, 26
Church of Christian China Hong Kong C. 314
City Polytechnic of Hong Kong 287
Consumer C. 151, 315
Finance Committee of C. 74
General Medical C. of United Kingdom 106
Governor-in-Council 12
Grant-in-aid Secondary Schools 109
Hong Kong
Academy for Performing Arts 287
Consumer C. 151
C. of Social Service 176
Inter-University C. 23, 26, 309 Polytechnic 287 Productivity C. 278, 286, 287 Vocational Training C. .286 Inter-University C. for Higher Education Overseas 23, 24, 26, 29, 89,206, 209,311 Joint C. of Hong Kong Chinese Post-secondary Colleges 306, 313 Legislative and Executive Councils 105, 154, 306 Legislative C. 16, 24, 25, 28, 32, 93, 95, 101, 286, 289, 308 Medical C. of Hong Kong 288 Performing Arts 287 Planning Committee for the Establishment of the Hong Kong C. for Academic Awards 287 Productivity C. 278, 286, 287 Provisional C. 8, 31, 288 Regional C. 289 Social Service 176 Supplementary Medical Professions C. 288 United College 306 University C. 23, 24, 26, 29, 31, 74, 84, 89, 92, 115,206, 209, 307-309, 311, 319 Unofficial Legislative C. 286 Vocational Training C. 286,288
District Boards (abbrev. DB.) 286, 289 Sai Kung DB. 289 Sha Tin DB. 289 Tai Po DB. 289 Wan Chai DB. 289
Working Party Working Party on Educational Policy and University Structure 87, 89, 180
3. CHINESE UNIVERSITY ORGANIZATIONS AND PLACES (Including Centres, Colleges, Faculties, Institutes, Offices, and Residences) Adam Schall Residence 71, 244 Administrative Central Office of the University 84 American Studies Resources Library 196 Art Gallery 134, 136-38, 143, 145, 290, 319, 323 Arts Faculty 233, 335 Asia-Pacific Institute of Business 191, 192,279,280 Asian Studies Programme 210, 215-18, 223 Asiatic Research Centre 212 Assembly of Fellows 92 Benjamin Franklin Centre 310,315.
Buildings Office 74 Bursar's Office 83, 86 Business Office 247 Central Office 84, 85, 96, 121, 122, 134
Centres of The Chinese University:
Asiatic Research 212
Benjamin Franklin 310, 315
Chinese Archaeology and Art 136, 138
Chinese Language 215,292
Chinese Language Research 136, 139, 142,280,281
Chinese Linguistics Research 85, 281
Chinese Medicinal Material Research 146-48, 152, 154, 159,280,323
Chinese Studies 29, 135, 154
Chung Chi Tang Students 242
Communication Studies 282
Comparative Literature and Translation 142, 157
Contemporary Asian Studies 193
East Asian Studies 175, 212, 217, 280
Economic Research 85, 175, 280, 282
Environmental Studies 280
Geographic Research 178
Geographical Research 85, 175,280
Health 85,215,304, 315
Hong Kong Studies 193,280
Korean Ginseng 151
Mass Communications 85, 175,178,280
New Asia-Yali Language 215, 292
Ng Tor-tai Chinese Language Research 139, 142, 280, 281
Public Affairs Research 178
Research for Translation 136, 137, 140, 143,280, 292
Science 57,85, 102,147,281,310,318
Social Research 71, 85, 175-78, 311
Social Science 281
Three-YearMBA 319
Translation 142, 157, 175,292
Universities Service 211
University Health 215, 304, 315
University Services 195
University's Chinese Medicinal Material Research 323 Ch'ien Mu Lecture in History and Culture Programme 212 Chinese Language Centre 215, 292 Chinese Language Research Centre 136, 139,i:Jl2, 280, 281 Chinese Linguistics Research Centre 85, 281 "' Chinese Medicinal Material Research Centre 146-48, 152, 154, 159, 280, 323
Chinese Student Press 338 Chinese University of Hong Kong Students Union 201 Chinese University Press 77,177,292 Choi Ying Choy Alumnus Part-time Prize for the Nursing Degree Programme
320
Colleges of the Chinese University (see also Foundation Colleges)
Chung Chi College 8, 11, 12, 16, 32, 39, 78, 82, 90, 95, 98, 102, 126, 129, 130, 156,201,210,212,214,231,232,239-42,244,247-50,254,255,259, ·271,285,305,307,330,338,346
New Asia College 6, 7, 10, 13-15, 30, 39, 54, 82, 87, 89, 90, 92-95, 102, 126, 127, 129,201,205,212,214,215,232,233,237,239,242,244,247-50, 256,257,271,303,306,324,331,336,346
Shaw College 55,212,239,319,346
United College 6, 9, 11, 15-17, 19, 22, 28, 30-32, 39, 54, 71, 78, 84, 90, 102, 126,127, 131,201,212-14,237,239,240,244,248,250,271,305,306, 307,319,331,346
Chung Chi College Students Union 239,247,250, 254, 259 Chung Chi College Library 291 Chung Chi Tang Students Centre 242 Clinical Immunology Unit 188 College Boards 83, 90, 92, 94, 181, 182,345 Comparative Literature and Translation Centre 142, 157 Economic Research Centre 85, 175,280,282 Education Abroad Programme 213, 224 Education Programme 129-31, 156,223,241, 247,328,336, 353 Engineering Faculty 262 English Language Teaching Unit 210 Faculties 29,62,65,277
Faculty of Arts 88, 102, 156 Business Administration 102, 191, 192, 278-80, 293, 337 Commerce and Social Sciences 191 Education 115,117,293 Engineering 44, 192 Medicine 43, 57, 105-108, 184, 185, 188-90, 283 Science 88, 106, 281 Social Science 88, 102, 156, 158, 177
Fong Shu Chuen Building 215 Foundation Colleges 51, 82, 87, 98,122,166,170,181,319 General Education Programme 129-31, 156,223,241,247,328,353 Geographical Research Centre 85, 175, 178, 280 Graduate School 48, 63-65, 74, 85, 98, 102, 155, 157, 158, 185, 190,295,296,
311,332,334,346,348
Health Centre 85,215,304,315 Hok Hoi Library 315 Hong Kong America Center 196,225 Hong Kong Institute of Asia-Pacific Studies 193, 280, 283 Hong Kong Institute of Biotechnology 44, 280 Hong Kong Studies Programme 311 Hua Lian Tang 244 IASP (International Asian Studies Programme) 217
Institute of Chinese Studies 72, 85, 89, 134-37, 139-43, 145, 157, 159, 186,208,212,
217,280,292,307,311,318,319 Science and Technology 72, 85, 146, 172, 186,281 Social Science 280 Social Sciences and the Humanities 186 Social Studies 71, 85, 172, 193, 281 Social Studies and the Humanities 71, 85, 281
Inter-University Cooperation in Area Programmes and the Social Sciences: Asian
International Students Exchange Programme 218 Korean Ginseng Centre 151 Lady Shaw Building 319 Lingnan Institute of Business Administration 64, 85, 186,191,277,278,280,
284,312,318 Luce Scholars Programme 210 Mass Communications Centre 85, 175, 178 Mass Communications Research Centre 280 MBA Centre 319 MBA Programme 320 Medical Faculty 101, 106-108, 147,251,252,335 Mei Foo Programme 274 Ming Hua Tang 244 Ming Yu Foundation Professorship Programme 212 National Research Institute of Chinese Medicine 153 New Asia Research Institute 129 New Asia-Yali Language Centre 215,292 New Haven Office 14 Ng Tor-tai Chinese Language Research Centre 139, 142,280,281
Office of Academic Links 75, 219 Buildings 74 Bursar's 83, 86 Business 247 Central Office 84, 8., 96, 121, 122, 134 Industrial and Business Development 75,279,280
International Studies Programmes (OISP) 218 Physical Development 86 Publications 77 Student Affairs 70, 74,240,247
· Students 83, 247
Vice-Chancellor 13, 83, 86 Part-time Degree Programme 185, 190, 294 Ph.D. Programme in Chinese Studies 155 Postgraduate Hall Complex 244 President's Office 13 Public Affairs Research Centre 178 Publications Office 77 Quarry Bay Programme 275 Radio Hong Kong English Programme 270 Research and Development Contract Administration Unit 279
Residences Adam Schall 71, 244 Hua Lian Tang 244 Ming Hua Tang 244 Ying Lin Tang (residence) 244
Run Run Shaw Hall 115, 239, 319
S. Y. Chung Visiting Fellows Programme 212 School of Divinity 338 School ofEducation 63,64,85, 186,208,275-77,291,293,336,346 Science Centre 57, 85,102,147,281,310,318 Science Faculty 27, 28, 147, 318 Sir Run Run Shaw Hall 239 Social Research Centre 71, 85, 175-78, 311 Social Science Centre 281 Staff Development Programme 171, 311 Students Union 248, 250 Three-Year MBA Centre 319 Translation Centre 142, 157,292 Translation Research Centre 136, 137, 140, 143,280, 292 Tsuen Wan Programme 274 Two-year MBA Programme 320 United CoHege 6, 9, 11, 15-17, 19, 22, 28, 30-32, 39, 54, 71, 78, 84, 90, 102,
126,127, 131,201,212-14,237,239,240,244,248,250,271,305,306,307, 319,331,346 Universities Service Centre 195, 211
University Central Office 85, 96, 121, 122, 134 Headquarters 30-32, 84, 86, 91
Health Centre 215, 304, 315
Joint Hepatoma Clinic 189
Library and Laboratory 84
Library System 56, 74,318, 321
Mall 119
Press 77, 177,186,292,293
Registrar 83, 113
Senate 8,62,66,96, 107,114,115,122,123,251
Square 119 Visiting Scholar Programmes 136, 140 Yale-in-China 13-15, 17,210,215,292, 304 Yali Guest House 215, 304, 318
4. EDUCATIONAL AND BUSINESS ORGANIZATIONS (Including Hong Kong and overseas colleges, schools, firms)
Colleges and universities Accounting and Finance 278 Anthropology 159, 185, 211 Applied Mathematics 210, 296 Asia Evening College of Arts and Commerce 6 Asia University 214, 313 Baptist College 102,287, 336 Beijing University 211, 313 Biochemistry 29, 59, 146,-307 British Columbia, University of 214 California, University of 29, 98, 206,.212-14, 218,224,225,307,309,313 Cambridge University 29, 138,209, 210 Canton Overseas College 10, 305 Chemistry 209 Chicago, University of 167, 214 Chinese 23, 126, 142 Columbia University 9, 15 Commerce 314 Computer Studies 59, 62, 64, 72, 210 Computer Science 193, 293, 296, 339, 358 Concordia University 192 Curriculum and Instruction 277 Economics 337 Educational Administration and Policy 277 Educational Psychology 277 English 157,215 Extramural 77,272,276,278,279,291,292 Finance 278 Fine Arts 157,271,290,336
Fudan University 211, 313 Government 159 Harvard University 309,313 History 115 Hong Kong, University of 2, 16, 18, 21, 26, 31, 32, 36, 40, 45, 50, 55, 57, 58,
60,66, 73, 76,87,89,93,99, 100-102, 106,110, 114-16, 126,127,133, 168, 181,200-202,207,208,214,216,232,244,248,255,258,270,272, 287,296,302,306-308,313,328,334,335,341
Industrial Relations 279 Industry and Commerce 314 International Business 278 International Christian University 214, 313 Japanese Studies 214 Jiangxi Teachers' Training University 212 Jinling Women's University 320 Journalism and Communication 159, 294, 336 Keio University 214, 313 Korea University 212 Kwang Hsia College 305 Kwangchau University 10 Leeds, University of 23, 29 Lingnan College 305 Lingnan University 8, 9, 27,210,277, 312, 318, 330 London, University of 12,215,309 Malaya, University of 29, 307 Marketing and International Business 278 Michigan, University of 282 Music 88, 158, 290, 336 Nanjing University 313 Nanyang University 23 New York United Board of Chinese Christian Colleges 305
,.New York University 214,313 Oxford Univ.rsity 212, 307 Paediatrics 283 Pathology 323 Personnel Management 278 Pharmaceutical University in Nanjing 151 Ping Jing College of Accountancy 9,305 Pittsburgh University 89, 192, 209 Psychology .185, 277 Qinghua University 211,313 Redlands University 214 Religion 88, 338 Religion and Philosophy 338
Religious studies 130 Renmin University 313 Robinson College 210 Science and Technology, University of 212, 335 Shanghai Jiaotong University in China 313 Social Work (Welfare) 177, 282, 285, 314 Sociology 89, 159 Soka University 212, 214, 216, 218, 313 St. John's University of Shanghai 8 St. Pauls Co-educational College 8 Stanford University 9 Statistics 185 Surgery 189, 190 Sussex, University of 307 Translation 291,293 Tsukuba University 214, 218, 313 UCLA (University of California at Los Angeles) 194 United Board of Chinese Christian Colleges 9, 305 Wah Kiu College 305 Washington and Lee University, University of 214 Wen Hua College 305 Western Ontario, University of 214 Williams College 213,271, 313 Xiamen University, University of 212, 313 Yale University, University of 195,211,212,304,313 York University, University of 214, 313 Zhongshan University, University of 211, 313
Other Non-CUHK organizations Abbott Laboratory 152 Air Transport Licensing Authority 289 American Studies Resources Library 196 Anhueisheng Academy of Sciences 212 Canadian International Development Centre 177 Chinese Academy of Sciences 211 Chinese Chamber of Commerce 314 Clementi Middle School 5 Coca Cola 192 Colonial Office 26 Commercial Radio 274 Common Market 284 Common People Evening School 241 Education and Manpower Branch 111, 114 Educational Workers' Alliance 115 Federation of Post-Secondary Students 241
French Government 210 Goethe-Institut 208 Guangdongsheng Academy of Sciences 212 Hang Seng Bank Ltd 317 Hong Kong
Anglican Church 8, 306 Arts Centre 290 Chamber of Commerce 314 Chinese Culture Promotion Centre 315 City Hall 337 Cultural Centre 154 Examinations Authority 48, 100, 286, 287 Federation of Students 209,256 General Chamber of Commerce 286 Government Treasury 21 Oriental Humanist Studies Society 143 Polytechnic 57, 185,287,335 Red Cross 314 Regal Meridien Hotel 153
ICAC Independent Commission Against Corruption (ICAC) 288 Imperial Academy 266 Institute of International Education 196, 208, 225 Institute of Oriental Studies 5 International Atomic Energy Agency 281
Jardine Group 192 Jubilee School 258 Jubilee Sports Centre 287 KaiYue CheongLimited 317 Kam Hei Middle School 343
London Business School 214 Maryknoll Sisters 316 New Asia Arts and Commerce Evening School 303 New York United Board of Chinese Christian Colleges 305 Omni Hotels Group 192 Philips 192 Prince of Wales Hospital 184, 189, 323 Secretary for Education and Manpower 120 Society of Jesus 71, 316 Star Ferry Company 254 Swire Group 192, 3t7 United Nations 3, 343 Universities Service Centre 211 US Meat Export Federation 192 Wellesley-Yenching Programme 210
Yale-in-China 13-15, 17,210,215,292,304
5. FOUNDATIONS, FUNDS AND SCHOLARSHIPS (Including Awards, Bursaries, Fellows, Grants, Loans, Prizes, Schemes, Scholars and Scholarships) Asia Foundation Grants 311 A wards for Literary of the Youths 243 British Council Scholarships 311 Canadian Lakeview Women's Federation Scholarship 320 Chen Kai Wen Award for Composition 320 Cheung Koon Fung Confucianism Scholarship 320 Chiap Hua Cheng Foundation Summer Assistance Scheme 321 China Scholarship Scheme of the Hong Kong and Shanghai Banking Corporation Ltd. 320 Choi Ying Choy Alumnus Part-time Prize for .the Nursing Degree Programme
320
Construction Funds 147 Distinguished Vjsiting Scholars 212 Foundations (including donors) Asia F. 14-16, 127,207,210,305, 311
B. Y. Lam F. 144,314,323 Bei Shan Tang F. 144, 323 Carnegie F. 266, 298, 312 Chen (D. H.) F. 314 Cheng Suen Shuk Man F. 314 Cheng Yu Tung F. 314 Cheung Huen Cheong F. 314 Chiang Chen F. 314 Chiang Ching-kuo F. 312 Croucher F. 151,312,321 Croucher F. 312, 321
D. H. Chen F. 314 Eastern Daily Charitable F. 314 Fong Shu Fook F. 314 Ford F. 14, 15,147,176,210,311 Henry Luce F. 210, 312 Ho Tim Charitable F. 314 Hong Kong and Shanghai Bank Charitable F. 314 Hong Kong Government Lottery F. 314 Huang Hsing F. (USA) 312 International F. for Science 147 International Scientific Research F. 312 Janssen Pharmaceutics F. 312 Japan F. 210, 312
John D. Rockefeller III F. 312 Josiah Macy Jr. F. 312 Lee F. in Singapore 312 LeeHysanF. 314,319 Lee Shau Kee F. 314 Li Ka Shing F. 314 Lingnan F. 9, 12 MaryWoodF. 312 Mencius F. 11,127,305 Ming Yu Cultural F. 314 Nam Luen Education F. 321
S. H. Ho Charitable F. 314 Shaw F. 314 Shun Hing Educational and Charitable F. 314 Sui-loong Pao Educational F. 314 Tin Ka Ping F. 314
VolkswagenwerkF. 312
WeiLunF. 314 Wing Lung Bank Chinese Culture Development F. 314 Fulbright Scholarships 311 Ho Man Sum General Education Topics Research Thesis Prize 320 Hong Kong Association of University Women Scholarships 320 Government Lotteries Fund 177 Jockey Club Music Fund 287 Host Family Scheme 218 Hsin Cheong-K. N. Godfey Yeh Campus Work Scheme 321 · Jinling and Reeves Scholarships 320 John D. Rockefeller III Fund 210 Joint Admissions Scheme 49, 63 Kao Hsiung Memorial Award forLiteratur_e .. 320 .· Leverhulme Trust Fellowships 209, 210, 311 Li Sheung Shun Academic Activity Prizes 320 Lin Yi Po Balanced Education Memorial Scholarship 320 Medical Scheme 282 Mencius Foundation Scholarship 11 Principal Fellows 92 Senior Research Fellows 136 Sino-British Fellowships 210, 311 Sir Edward Youde Memorial Awards 321 Sir Run Run Shaw Distinguished Visiting Scholars 212 Siu Lien Ling Wong Visiting Fellows 212 Student Activities Fund Conference Awards 321 Student Grants and Loans Scheme 50
Sun Scholarship 11
Three-Year MBA Endowment Fund 318
Travel Loan 321
Vitasoy International Holdings Ltd. Education Bursaries 321
Widows' and Children's Pensions Scheme 288
Woo Sau Wing Prizes 320
Yu Luan Shih Creative Award 320
N3 Publications and Documents
This list consists only of documents, journals, and published works. It does not consist of project names or seminar-symposium-conference.
30th Anniversary Commemorative Issue 13 50 Years in University Education 131
Air Pollution Control Ordinance 289 American Behavioural Scientist 206 Animals and Plants (Protection of
Endangered Species) Ordinance
289 Annual Report 266 Atlas of the Potent Herbs Common
in Hong Kong 150
Calligraphy and Paintings by Guangdong Artists in Ming and Qing Dynasties 138
China Quarterly 137 China Week 257 Chinese Language Newsletter 139 Chinese University Bulletin 181,
200,203,204,213,216,219,226, 266,270,272,309
Chinese University of Hong Kong Ordinance 25, 32, 66, 73, 82-84, 87,92,94, 101,181
Chinese University Students'
Newspaper 203, 240, 244 Chung Chi College Bulletin 231 Chung Chi Students Newspaper
256
Computer Database on Toxicity and Adverse Effects of Chinese Foods and Chinese Medicines 151
Concordance to Kuang Ya 137 Corruption and Its Control in Hong Kong 178
Education Journal 276 Education Ordinance 3, 11, 17, 24, 185 Emerging University: 1970-1974 318
Employment Ordinance 183
English-Chinese Glossary of Social Science and Education 291 English-Chinese Glossary of Terms ofBiology 291
Etymological Dictionary of Ancient Chinese Bronze Inscriptions (Appendixes) 137
Final Report of the Working Party on Educational Policy and University Structure 89
From Tradition to the Present: The Institute of Chinese Studies 139, 143
Fulton Report xiv, xv, 31, 32, 82, 84,89,93-95,98, 104,130,181, 182,308
Further Memorandum on Chinese Matriculation and on the Provision of Facilities for Higher Education for Students from Chinese Middle Schools 18
Glossary of Applied Legal Terms (English-Chinese) 291
Graduate Employment Survey Report, CUHK, HKU, HK Polytechnic and five Technical Institutes in HK 335
Green Paper on Adolescent Personal Social Work Development 183
Green Paper on Assistance for the Most Difficult Self-Help Persons 183
Green paper on Expanding Secondary Education 185 Green Paper on Old Age Services 183 Green Paper on Senior and Tertiary Education 118
Green Paper on Senior Secondary and Tertiary Education 101, 103, 251,254
Green Paper on Senior Secondary School and Tertiary Education 262
Green Paper on Ten-year Secondary Education 185
Hong Kong Annual Digest of Statistics, 1978 173,188
Hong Kong: Economic, Social and Political Studies in Development 169
Hong Kong Population Projections 188
Hong Kong Report 173, 188
Hong Kong Social and Economic Trends 173,184,188
Hong Kong Statistics, 1947-1967 173 Hong Kong Statistics, 1969 169, 173 Hong Kong System of Education
Should Be Reviewed in Its Entirety Ming Pao 117 Hua Shan Stone Tablet Rubbings of the Song Dynasty 138
It Is Better to Abolish Matriculation Courses Than to Reform Them 117
Jennings-Logan Report 5 Joint Declaration 237, 359 Jones-Adam Report 3
Journal of the Institute of Chinese Studies 137
Keswick Report 4, 5, 20
Memorandum on Entry to the University of Hong Kong by Students from Chinese Secondary Schools 18
New Asia Life Monthly 233 New Asia Life Bi-weekly 233 Newsweek 148
Open Letter ( of Vice Chancellor Kao) 95, 96, 219-20, 225 Ordinances of Wages in Lieu of
Notice 183
Pai Shing Bi-monthly 119 Priestley Report 12 Proceedings ASAIHL Seminar
on Postgraduate Education in Southeast Asia, Hong Kong, 1979 296
Promoting Prosperity: The Hong Kong Way of Social Policy 17 5
Renditions 137, 140 Report of the Chinese Medicinal Material Research Centre 147, 152
Report on Hong Kong Private Chinese Post-Secondary Institutes 22
Social Factors of Violent Offences among Adolescents in Hong Kong 178
Social Life and Development in Hong Kong 177 South China Morning Post 111, 114,
117, 119,120,258 Studies in Chinese Archaeology 138 Studies in Chinese Art 138
Studies in Chinese Ceramics 138 Studium 276
Ta Kung Pao 102, 118, 119 Teaching and Learning (magazine by alumni) 347
The University and the Community: The Problems of Changing Relationships 267
Time 148 Times Literary Supplement 137 Twenty-first Century Bi-monthly
139, 140
United Bulletin 29, 32 United College Board of Governors: Organizational Regulations 131 Universities: American, English, German 297
University and the City: From Medieval Origins to the Present 167
University and The Community: Proceedings, Second Asian Workshop on Higher Education 269
University at the Service of Society
298 University Constitution 89 University in Transition 266 University Report 270 University Statutes 202
Vice-Chancellor's Report 186,209, 211
White Paper on Further Develop-ment of Medical and Health Services in Hong Kong 184
White Paper on Integration of the Disabled into the Community 183 White Paper on Senior Secondary and Tertiary Education 185 White Paper on Social Welfare in the Eighties 183
Zhexue, wenhua yu jiaoyu
(Philosophy, Culture and
Education) 224
Zhongda ershi nian (20th Anniver-sary Commemorative Issue) 13, 205,222
Zhongda shi nian (10th Anniversary Commemorative Issue) 201
Zhongwen daxue de benzhi (The Nature of The Chinese University of Hong Kong) 201
Zhongwen daxui de neizai maodun
(The Intrinsic Conflicts at The
Chinese University) 201
Annual General Meeting of the HKFS 257 Asian Workshop on Higher
Education 207,269, 297 Asian Youth Conference 209 Asian-US Educators' Conference
208
Conferences on East-West Comparative Literature 142 Conference on Recent Developments in Education 276 Conference on Student Participation in University Administration 248
Eighth Commonwealth Conference of Registrars of Universities of Southeast Asia and the Pacific Area 208
Federation of Hong Kong Post-Secondary Students to the International Students Conference 256
Fourth Asian-US Educators Conference 208
International Collaborations and International Conferences 153
International Conference on Ancient Chinese Scripts 142 International Conference on Sino-Japanese Cultural Interchange 142
International Conference on the Challenge of Modernity and the Prospects of Chinese Culture 143
International Conferences 136, 142, 153,196,207,209,267 International Symposium on Informal Politics in East Asia 194
Joint-Conference concerning the Academic System of Tertiary 115
Second Asian Workshop on Higher Education 297 Symposium on Painting of the Ming Dynasty 143 Symposium on Sino-Japanese Cultural Interchange 208 Symposium on the Teaching of Chinese Language 276
Universities Conference of Executive Heads 206, 208 University Cooperation and Asian Development 207
NS Unusual Events
1957 Riot 254 1991 Elections 195 4th of April Tiananman Incident 250
Anti-Communist Anti-Chinese 257 Anti-Lin, Anti-Confucius Campaign
257 Anti-Rightist Campaign 257 April 5th Incident 257
Capture Godber, Curb Corruption 256 Chinese Language Campaign 255 · Conference on Recent Developments in Education 276 Controversy over the Provisional Acceptance Scheme 108 Cultural Revolution 161, 254, 343
Diaoyutai Movement 204, 257
Faculty of Medicine Episode 106 Gang of Four 250, 257, 343
Jubilee Incident 258 June 4th Incident 143
Legalization of Chinese Campaign 204
May Fourth Movement 39 Medical Faculty Incident 251,252 Medical School Incident 261
Protect Diaoyutai Movement 204 Protection of the Diaoyutai Islands 249
Student Movements 202, 254, 257-63, 338,343
Student Recruitment and Disputes over the Four or Three Year Degree Programmes 98
Subject Index
ACADEMIC (see also INSTITUTIONAL INTEGRATION) Academic System (changes and controversies) 82, 95, 97-123 Faculty Links and Academic Visits 210-12 Higher Education and Academic Research (alumni in) 334-35 independence and donations 323-25 Links and International Exchanges 199-226 Participation in the Government of the University 181-82 Research and Academic Activities 134-54
ADMINISTRATION(see also INSTITUTIONAL INTEGRATION)
Administration xv, xvi Founding of University 5, 9, 11, 14, 16, 26, 29, Friends of University 307,312,318,337,348,357,360 Institutional change 82, 83, 85-89, 91, 97, 98, 102, 103, 111 Links and exchanges 210,216,217,221 Relations with Hong Kong society 179, 181, 182, 186, 190-92, 194 Service to society 273, 274, 277-80, 284, 288, 293-95 Students 235,237,240,244,246-54,256,260,261 System of the University 37, 41, 58, 61, 62, 64, 66, 73-76
Administration (as systems input) 73-75 Centralization and Unification of Administration in the Seventies 85 Student Participation in University Administration 247,249,253
ALUMNI (see also OVERSEAS) ALUMNI: A COMPOSITE PORTRAIT Chapter 10 Alurnni's Careers 332-39 (survey tables) career characteristics by:
faculty 332 generation 332-39 income 333 job changes 334 occupation 333
careers in: business and industry 336-37 education and academic research 334-36 government and public service 338 media 336 music and arts 336 religious education and service 338-39
Close Links among Alumni (alumni associations) 346-47 Evaluation of Their Education 350-55 (survey tables)
Overseas Almnni 339-41, 346 Social Background of the Alumni 330-31 Special Qualities of the Alumni 343-49
'Close links 346-47 Con(em for China and Hong Kong 343-44 Loyalty and Affection 344-46 Quest of Improvements (further studies) 348-49
ASIAN STUDIES AND CHINESE STUDIES (see also CULTURE) Asia-Pacific Institute of Business 191, 192,279,280 Asian Studies Programme (Yale) 210, 215-18, 223 Centre for Contemporary Asian Studies (CUHK) 193 Centre for East Asian Studies (Yale) 175,212,217,280 CHINESE STUDIES AND CULTURAL INTEGRATION Chapter 4 East Asian Studies Committee (Yale) 195 Hong Kong Institute of Asia-Pacific Studies 193, 280, 283 Institute of Chinese Studies 134-45; also 72, 85, 89, 157, 159, 186, 208, 212,
217,280,292,307,311,318,319 Ph.D. Programme in Chinese Studies 155 Yale-China Association and the Asian Studies Programme 215
BUSINESS (see also INDUSTRY) Business and Industry (alumni in) 337; also xvi, 318 Serving Business Circles 277-80
CHUNG CHI COLLEGE
Chung Chi College Alumni 330, 338, 346 Chinese studies and cultural integration 126, 129, 130, 156 Founding colleges 8, 11, 12, 16, 32 Friends of University 305, 307 Institutional change 82, 90, 95, 98, 102 Links and exchanges 201, 210, 212, 214 Service to society 271, 285, Students 231,232,239-42,244,247-50,254,255,259 System of the University 39, 78
Board of Governors 90 Bulletin 231 Students Union 239,247,250, 254, 259 Heads and Presidents Appendix 2
COLLEGES (see also t:nder the names of the colleges) Chinese University Ordinance 92-95 Cultural Backgmmct of the Foundation Colleges 128-31 Cultural Work of :he Foundation Colleges 128-31 donors and suppo:i, :rs of the Foundation Colleges 302-306
Founding and Early Difficult Days of the Colleges 5
COMMUNITY (see also SOCIAL SERVICES)
Community xvi
Alumni 330, 344, 357, 359
Chinese studies and cultural integration 131
Founding of University 2, 4, 7, 15, 16, 19, 21, 25, 28-31, 33
Friends of University 302,304,306,308,309,312,313,314,318,320,324
Institutional change 82
Links and exchanges 200, 214,219,225
Relationswith HongKong society 177,183,193,197
Service to society 265-99
Students 238,246,247,259,261
System of the university 38, 42-44, 52, 53, 55, 58, 68, 74, 75, 77, 78
Links to the Hong Kong Community 268-72
Seminars
art gallery 145
business circles 276-78
Chinese Language Campaign 255
Institute of Chinese Studies 135-38
on CUHK degree programme (4 to 3 years) 102
political development 195
teaching of science 271
CULTURE (see also ASIAN STUDIES)
Chinese Studies Chapter 4
Cultural
Activities (social service) 290-93; also 3, 70, 240,246,270, 272
Background of the Foundation Colleges 128-31
Integration Chapter 4
Synthesis (teaching) 154-59
Work (of founding colleges) 128-31
Culture xiii, xiv
Alumni 331,340,341,355
Chinese studies and cultural integration 126, 128-35, 140-43, 145, 146,
151, 156-62
Founding of University 2, 5-7, 14, 17, 32, 33
Friends of University 303,310,311, 313-15, 318,319,324
Institutional change 82
Links and exchanges 202-206, 212, 215-17, 220-23
Looking Ahead 359
RelationswithHongKong society 166,168,173,175,177,178,189,
195-97
Service to society 269,270,282, 287,292,293,299
Students 237,243,247, 261
System of the University 36, 37, 40, 41, 44
East-West Cultures, Meeting of 203-206
Music and Fine Arts 336-337
Research and Teaching 154-59
Values (of founders and society) 39-42; also 36, 44, 68, 70, 75, 77, 78
Chinese studies and cultural integration 132, 135, 152
Links and exchanges 222, 223
Looking Ahead 353, 355
Relations with Hong Kong society 166
Service to society 269, 281
Students 230, 232, 245
CURRICULAR DESIGN AND REFORMS (see also EDUCATION)
Abolition of the Degree Examination 120-23
Curricular Contents 65-68
Curricular Structure and Evaluation of Student Learning 58-65
Disputes over the Four or Three Year Degree Programmes 98-105
Flexible Credit Unit System 120-23
International Curriculum Design 220-24
University Curriculum and Society 293-96
DEPARTMENTS OF CUHK (see also Name Index) Accounting and Finance 278 Anthropology 159, 185, 211 Applied Mathematics 210, 296 Biochemistry 29, 59, 146,307 Chemistry 209 Chinese 23, 126, 142 Commerce 314 Computer Studies 59, 62, 64, 72, 210 Computer Science 193,293,296,339,358 Curriculum and Instruction 277 Economics 337 Educational Administration and Policy 277 Educational Psychology 277 English 157,215 Extramural 77, 272-76, 278,279, 291, 292 Finance 278 Fine Arts 157,271,290,336 Government 159 History 115 Industrial Relations 279 Industry and Commerce 314 International Business 278 Japanese Studies 214
Journalism and Communication 159, 294, 336 Marketing and International Business 278 Music 88, 158, 290, 336 Paediatrics 283 Pathology 323 Personnel Management 278 Philosophy 115, 130, 158, 338 Physics 29, 57, 72, 292, 307 Production and Personnel Management 278 Psychology 185; 277 Religion 88, 338 Religion and Philosophy 338 Religious Studies 130 Social Work (Welfare) 177,282,285,314 Sociology 89, 159 Statistics 185 Surgery 189, 190 Translation 291-93
DONORS AND FINANCIAL SUPPORT (see Name Index for names of donors) buildings, facilities, scholarships 315-23 Chinese medicine research 146-48 Finance and budget 51-54; also xiii, 49, 74, 96, 119, 192, 233,236,278,287, 337 FRIENDS OF THE UNIVERSITY 301, Chapter 9 International Assistance (founding colleges) 11-16 international donors and connections 310-13 local donars 313-15, (Table on 316-17)
EDUCATION (see also CURRICULUAR DESIGN) Alumni's Evaluation of Their Education 350-55 Extracurricular Activities 351 (Table 9) Gains from College Education 352 (Table 10) General Education 351 (Table 8) Job and Majors 350 (Table 6) Personal Development and Majors 350 (Table 7) Suggestions 355 (Table 11) Chung Chi College's General Education Programme 156 Demands for Higher Education in Hong Kong 2-5 Education (contribution of alumni to) 335-36 Education Commission, No. 3 Report of the 114-20 Education Policy and University Structure (1970s) 87-92 Education Structure (Hong Kong 1950-1962.) 170 Extramural Studies Related Programmes 272-75
general education and internationalism 222-24 General Education Programme 129-31 alumni and general education programme 328 concern and support by alumhi 353 Higher Education and Academic Research (by alumni) 334-35 Religious Education and Service (by alumni) 338-39 Serving the Sector of Education 275-77 student activities and general education 238-46 Student Participation in University Administration 245-53
EXTRAMURAL STUDIES (see EDUCATION)
FOUNDING COLLEGES (see also HISTORY and under the names of Colleges) Chung Chi College 7-9 \ Cultural Background of the Foundation Colleges 128-31 Environment in Which the University Was Founded 126-27 Founding and Early Difficult Days of the Colleges 5-16 friends and supporters 302-306 New Asia College 5-7 THE FOUNDING Chapter 1 United College comprising of Canton Overseas 9, 10 Kwang Hsia 9, 10 Ping Jing 9 Wah Kiu 9, 10 Wen Hua 9, 10
GENERAL EDUCATION (see EDUCATION)
HISTORY (see also DONORS and ALUMNI) Academic System 97-123 1976 Recruitment and Degree Programmes (disputes) 98-105 1980 Faculty of Medicine Episode 106-108 1982 Provisional Acceptance Scheme 108-13 1988 The No. 3 Report 114-20 1989 Degree Examination and Credit Unit System 120-23 Adminstrative System 73-75, 82-97 1960s Initial Period 82-84 1970s Centralization and Fulton Report 84-92 1987 Redraft of the CUHK Ordinance 92-95 1990s Integration to Decentralization 74-75, 95-97 Alunmni: Historical Overview -From Refugee to Citizen 329-30 Curricular Structure and Contents (1950-1990s) 58-68 donations by source (1964-1992) 322 (Table 3); see also library Environment of Studies (changes) 237-38
Finance (1964-1990s) 51-54
Founding Colleges: History in Retrospect 126-34 aims and ideals of the founders 131-34 cultural background of founding colleges 128-31 social environment at founding 126-27
Government and Public Service (alumni in) 338 Government and Public Administration (CUHK members in) 288-89 Government of the University 181-82; also 88, 89 Government Role in Hong Kong 170 Graduates (No. from 1960s) 75-78; see also Students (18 Tables) Knowledge and Skills (from 1950s) 42-45 library donations (1980-1992} 321 (Table 2) LOOKING AHEAD 357, (Epilogue) Material Resources (1950-1992) 54-58 relationship with Hong Kong society Chapters 2 and 6
Background (founding colleges) 168-70 Indicators (education and social statistics) 169 (Table 1) Innovation (organizational reforms) 178-87; 184 (Table 3) Integration (establishment) 170-78; 173 (Table 2) New Developments 187-97; 188 (Table 4)
Research (1965-1991) 71-73 social change and university 298-99 Staff Development Programme (1963-1969) 171
international support 311-12
Students (1950-1990s) 47-51; Alumni Survey 1992 (generational data) (Tables 1-11, 332ff.) Chinese secondary school (percentage 1959-88) Fig. 1 on 101 Hong Kong and CUHK indicators (Tables 1-4, 166 ff.) Individual Background (1966-91) (Tables 1-3, 233-34)
Teachers (1950-1990s) 45-47 Teaching and Counselling 68-71 University (founding of):
before 1953 2-5
early days (1950s) 5-11 Chung Chi College 7-9 "exiled colleges" 9 New Asia College 6-7 United College 9-11
Establishment of the University (1959-1963) 25-32
International Assistance (1953-1956) 11-16 Chung Chi College 11-13 New Asia College 13-15 United College 15-16
Strive for Due Recognition (1956-1959) 17-25
Values (from 1940s) 39-42
INDUSTRY AND INDUSTRIALIZATION (see also BUSINESS, SOCIAL CHANGE) Business and Industry xvi, 318, 337 Industrialization 3, 76, 170, 174-77, 273,298
INSTITUTIONAL INTEGRATION (see also ACADEMIC) Innovation (education) 178-87; also 12, 267 INSTITUTIONAL CHANGES 81, Chapter 3
INTERNATIONAL EXCHANGE (see also OVERSEAS)
International Collaborations and Conferences Asia-Pacific studies 193-95 Chinese medicine 153-54 Chinese studies 141-43 education and internationalism 207-209 higher education and social service 267-68 International Curriculum Design 220-24
OVERSEAS ACADEMIC LINKS AND INTERNATIONAL EXCHANGES
Chapter 6 Seminars (Chinese Studies) 141 Staff Development Programme (1963-1969) 171
international support 311-12 Student Exchange Programmes 212-15; also xiv, 207 Visiting Scholar Programme (Chinese Studies) 140-41
INSTITUTES (see also RESEARCH and Name Index) Asia-Pacific Institute of Business 191, 192, 279, 280. donors to institutes 315-23; 316-17 (Table) Harvard-Yenching Institute 14, 210, 311 Hong Kong Institute of Asia-Pacific Studies 193, 280, 283 Hong Kong Institute of Biotechnology 44, 280 Institute of Chinese Studies 72, 85, 89, 134-37, 139-43, 145, 157, 159, 186,
208,212,217,280,292,307,311,318,319 Institute oflnternational Education 196, 208, 225 Institute of Oriental Studies 5 Institute of Science and Technology 72, 85, 146, 172,186,281 Institute of Social Science 280 Institute of Social Sciences and the Humanities 186 Institute of Social Studies 71, 85, 172,193,280,281 Institute of Social Studies and the Humanities 71, 85, 281 Lingnan Institute of Business Administration 64, 85, 186 National Research Institute of Chinese Medicine 153 New Asia Research Institute 129 Setting up Research Institutes 172 78
KNOWLEDGE (see also RESEARCH) Interflow of New Knowledge 206-209 Knowledge and Skills 42-45; also 38, 67, 342 New Knowledge Chapter 2
MEDICINE AND MEDICAL SCHOOL (see also RESEARCH)
Chinese Medicinal Material Research Centre 146-54; also 159,280,323 Abortifacient Proteins 150 Authentication of Medicinal Herbs 148-49 Chinese Medicines Database 148 Contraceptives 149 External Services (Chinese medicine) 154 Ginseng 151 Liver Diseases 150 Scientific Methods in the Study of Chinese Medicines 152-53 Sedative Agents 152 Study of Chinese Medicines 152-53 Tissue Culture of Medicinal Plants 151 Toxicity ·of Chinese Medicines 150-51 Vasoactive Agents 152
Faculty of Medicine Episode 106-108 Medical and Health Work (CUHK members in) 288 Research projects (Faculty of Medicine) 189-90
NEW ASIA COLLEGE Heads and Trustees Appendix 2 New Asia College
Alumni 331, 336, 346 Chinese studies and cultural integration 126, 127, 129 Founding of University 6, 7, 10, 13-15 Friends of University 303, 306, 324 Institutional change 82, 87, 89, 90, 92-95, 102 Links and exchanges 201, 205, 212, 214, 215 Service to society 271 Students 232,233,237,239,242,244,247-50,256,257 System of the University 30, 39, 54
OVERSEAS (see also INTERNATIONAL EXCHANGE) OVERSEAS ACADEMIC LINKS AND INTERNATIONAL EXCHANGES Chapter 6 Overseas Alumni 339, 341, 346
PUBLICATION (see also INSTITUTE; KNOWLEDGE; RESEARCH) Chinese Studies (Research Plans and Publications) 136-40 Output as publication 77-78
RESEARCH (see also ACADEMIC; INSTITUTES; KNOWLEDGE) Academic Research (by alumni) 334-45 Achievements (Chinese medicine research) 148-53 Applicability of Research Projects 280-86 Chinese Medicinal Material Research 146-54; also 159, 280, 323 Chinese Studies (Research Plans and Publications) 136-40 CHINESE STUDIES AND CULTURAL INTEGRATION Chapter 4 Economic research 175-76; also 85, 280, 282 Institutes (Setting up) 172-78 Policy research 178-79; see also social research publications 77-78 Research xiv, xvi
Alumni 334,335,337,339,353 Chinese studies and cultural integration 127-129, 131-155, 157, 159-61 Founding of University 25 Friends of University 302,304, 309, 311-13, 318-20, 323 Institutional change 84, 85, 88, 96, 97, 111, 114 Links and exchanges 200, 209, 211, 212, 214, 216, 217, 220, 221, 225 Looking Ahead 358-60 Relations with Hong Kong society 166-68, 171-80, 182, 186, 188-94, 196,
197 Service to society 266-68, 270, 272, 275-77, 279-86, 288,292, 295, 296,
298 Students 238,241, 242 System of the University 38, 43, 44, 51-59, 61, 63, 64, 67, 69, 71-75, 77
Research and Academic Activities 134-54 Research input 71-73 Setting up Research Institutes 172-78 Social research 175-78; also 43, 71, 73, 85,284,285, 311; Policy research Teaching and Cultural Synthesis (role of research) 154-59
SERVICE (see SOCIAL SERVICE)
SHAW COLLEGE Lady Shaw Building 319 Run Run Shaw Hall 115,239,319 Shaw College 55,212,239, 319 Shaw College Alumni Association 346 Shaw Foundation 314 Sir Run Run Shaw Distinguished Visiting Scholars 212
SOCIAL CHANGE (see also HISTORY) Education Structure 170 Government Role 170 Increase in Population 169 Industrialization 169
Industrialization 3, 76, 170, 174-77, 273,298 Living Standards 170 MOVING WITH THE TIMES: THE UNIVERSITY AND HONG KONG 165, Chapter 5 social research on 175-78; also 43, 71, 85,284,285
SOCIAL SERVICES Advisory and Professional Services 286_:90 Education, Economy, Culture 287 Government and Public Administration 288-89 Medical and Health Work 288 Science and Technology 288 Social Welfare 288 Balance (academic and service roles) 296-99 Business service 277-80 Chinese medicine (External Services) 154 Concept of Social Service 266-68 Cultural Activities 290-93 Curriculum and Society 293-96 Education 275-76 Government and Public Service (by alumni) 338 Hong Kong community links 268-72 Reaching out via Extramural Studies 272-75 Religious Education and Service (by alumni) 338-39 Research Projects 280-86 Sector of Education 275-77 SERVICE TO SOCIETY Chapter 8 Serving Business Circles 277-80 Social welfare 281,282,288, 295
STUDENT ACTIVITIES AND MOVEMENTS Campus Life and Student Activities 238-46 major student movements China's Cultural Revolution 254 Chinese Language Campaign 255 democracy movement (1989-1991) 259 Diaoyutai Islands 255 Factions in (China, Hong Kong, Pure Stream) 256-57 Godber (Capture Godber, Curb Corruption) 256 Jubilee Incident 258 national identification pro China radicalism and reactions 257 Star Ferry controversy 254 Student Counselling and Student Life 70-71 student involvements in CUHK controversies
Dispute over the Four or Three Year Degree Programmes 98-105 Faculty of Medicine Episode 106-108 Provisional Acceptance Scheme 108-13 No. 3 Report of the Education Commission 114-20
Student Movements 254-59; (see also 202, 338, 343)
stages of 260-62 Student Participation in University Administration 246-54 Student Recruitment 98-105 THE STUDENTS Chapter 7
STUDENTS UNIONS Chinese University Students Union 102,201,239,244,248 Chung Chi College Students Union 239, 247,_250, 254, 259 .tudents Union songs 40, 78-79 United College Students Union 248, 250 University Administration Consultative and Executive Committee of the
Students Union 248 University of Hong Kong Students Union 248
TEACHING AND TEACHERS alumni in education sector 334-36 Cultural Synthesis (through teaching) 154-59 Integrated Teaching Method 171-72 Teachers (as inputs) 45-47 Teaching Materials and Methods (as inputs) 68-70
UNITED COLLEGE Heads and Trustees Appendix 2 United College
Alumni 331, 346 Chinese studies and cultural integration 126, 127, 131 Founding of University 6, 9, 11, 15-17, 19, 22, 28, 30-32 Friends of University 305,306,307,319 Institutional change 84, 90, 102 Links and exchanges 201, 212-14 Service to society 271 Students 237,239,240,244,248,250 System of the University 39, 54, 71, 78
Students Union 248, 250