| 1. | Introduction |
| 1.1 | The University firmly believes that quality teaching and learning should always be the primary function of the University, which has been positively reinforced by the recent focus of the University Grants Committee (UGC) on the existence and efficacy of teaching quality improvement and assurance processes of institutions. To ensure that an education of high quality is offered to students, the University has since its inception put in place various policies and procedures for the assurance of teaching and learning quality. These mechanisms are constantly kept under review for the further improvement of teaching and learning quality of the University under changing circumstances. | ||||
| 1.2 | The University has also made conscious efforts to further enhance its teaching and learning quality processes by giving special attention to the recommendations given in the Review Report Teaching and Learning Quality Process Review of The Chinese University of Hong Kong by the Teaching and Learning Quality Process Review (TLQPR) Panel after its visit to the University in January 1996. In particular, various means have been explored to make the teaching and learning quality assurance processes more explicit. |
| 2. | Response to the recommendations in the Review Report |
| Task Force on Teaching and Learning Quality |
| 2.1 | In view of the recommendations given by the TLQPR Panel in the Review Report, the Task Force on Teaching and Learning Quality, which was established in 1995 specifically for the improvement of teaching and learning quality in the University, has been made to function on a permanent basis soon after the review visit. The terms of reference of the Task Force have also been revised in accordance with its increasingly significant role in the coordination of the University's continuous efforts in teaching and learning quality process review as follows: |
| (i) | To review and promote teaching and learning quality at the University. | ||||||
| (ii) | To undertake an internal teaching and learning quality process review. | ||||||
| (iii) | To prepare, liaise and coordinate within the University and with the UGC in matters relating to the Teaching and Learning Quality Process Review. | ||||||
| (iv) | To assess the effectiveness of the projects funded under the Teaching Development Grant and to develop an overall strategy and programme for developing teaching and learning quality to assist the University in bidding for the Teaching Development Grant for 1995-98, and to allocate the University-held Teaching Development Grant. | ||||||
| (v) | To perform any other tasks relating to teaching and learning quality as required from time to time. |
| 2.2 | The membership of the Task Force has also been expanded to include a wider spectrum of representatives from all faculties. Under the Chairmanship of the University's Vice-Chancellor, the Task Force will continue to look after all matters pertaining to teaching and learning quality in the University. |
| Other Committees |
| 2.3 | Committees on teaching and learning quality have also been set up at the faculty level after the review visit for further enhancement of teaching and learning quality across the University. For instance, a Committee on Teaching and Learning Quality was established in the Faculty of Business Administration in 1996, combining the Faculty's Undergraduate and Graduate Committees on Teaching Quality. The Committee examined issues such as course assessment exercise, guidelines for Teaching Awards, and coordination of core courses for the Faculty. In the Faculty of Social Science, a Task Force was recently appointed by the Dean to study the means to develop good teaching culture in the Faculty. Initially the Task force recommended, inter-alia, to conduct teaching seminars for Faculty members to discuss broad-based pedagogical issues, and to identify different ways to further improve teaching effectiveness. The Task Force also recommended to strengthen the cooperation between the Faculty and the University's Teaching Development Unit (TDU) during the course of exploration of methods to enhance teaching quality. |
| 2.4 | As mentioned in the University's statement in response to the Review Report, the TLQPR exercise has helped focus attention on the importance of the teaching function in the University. As a result of the exercise, members of the University are called upon to reflect on their teaching, and to identify ways and means to further improve their teaching quality. Apart from the efforts on faculty level, departmental experience in the cultivation of quality teaching is also widely shared in the Boards of Departments or their Executive Committees. |
| Visiting/External Examiner Systems |
| 2.5 | The University is glad to note that the inclusion of curriculum and pedagogical design and teaching in the remit of the University's Visiting/External Examiner Systems have been endorsed by the TLQPR Panel in the Review Report. In order to make further improvements on the function of the systems which is one of the core mechanisms for quality assurance at the University, and in light of the recommendations given by the TLQPR Panel in the Review Report with regard to the operation of the systems, the University is in the process of reviewing the systems with a view to further expanding the remit of the visiting/external examiners to include matters related to teaching and learning quality process. As a matter of fact, an increasing number of departments have already put this into practice after the review visit and reflected that the comments given by the visiting/external examiners regarding teaching and learning quality process have brought about significant improvements to various aspects of their programme design and curriculum development. |
| 2.6 | The experience of the Department of Mechanical and Automation Engineering, among others, can serve as an illustration. A distinguished professor from the University of California at Los Angles visited the Department in the capacity of a visiting examiner in June 1997 and apart from examining the curriculum design and assessment system of the Department's academic programmes, gave constructive suggestions to the Department for the improvement of teaching and learning quality. Based on his valuable suggestions, the Department is in the process of re-examining the curriculum of its programmes, with particular emphasis on the development of students' ability in independent and creative thinking. The Department is also in the process of consulting students and faculty members regarding the curriculum review on a wide basis. |
| 2.7 | In light of the significant role of visiting/external examiners for programme development and teaching quality assurance, selection of visiting/external examiners for the University is under very strict scrutiny. Appointments have to be approved by the University Senate and Council, and are only extended to senior academics, mostly from overseas, with significant achievements in the relevant subject area. For instance, the University's Department of Music is considering appointing external examiners who are current or past members of one of the national accrediting bodies of the U.S.A., the U.S. national Associated Schools of Music, which conducts major reviews of its country's schools of music. |
| Language Enhancement |
| 2.8 | As stated in the University's response statement to the Review Report, the University firmly believes that good quality language education is of utmost importance for the training of students and hence continues to uphold its bilingual policy by giving full support to different units and centres of the University in the provision of language enhancement activities. On top of the earmarked grant from the UGC for language enhancement, which amounted to HK$17.1m (of which HK$12.2m was for 1996-97, HK$3.5m was the unspent amount of the 1995-96 grant brought forward, and the remaining was associated supplementary grant), the University has allocated substantial amounts of funds from the block grant and other sources to support language enhancement activities. These funds amounted to HK$51.535m in the year 1996-97, which reflects the commitment of the University in language enhancement for students. |
| 2.9 | Taking into consideration the recommendations on language enhancement given in the Review Report, the University took a further step to enhance the language proficiency of students by the establishment of the Working Group on Language Enhancement in January 1997. Under the leadership of an experienced professor of education and with representatives from various language teaching units of the University, the Group is responsible for overseeing the University's language enhancement activities and utilization of resources for the activities, with a view to coordinating the efforts made by various language teaching units, the faculties and the Colleges, as well as introducing new language enhancement programmes that suit the needs of students. |
| 2.10 | In order to extend the provision of language proficiency courses to all students of the University, an Intensive Programme in Putonghua, Cantonese and English for all new undergraduate students as proposed by the Working Group was implemented with effect from the 1997-98 intake. The Intensive Programme aims at improving students' ability to consult dictionaries for the proper pronunciation of words, heightening their awareness of grammar, and hence promoting an awareness of the importance of language ability. The Programme is finely focused and highly achievement-based, and with its tangible objectives and large class sizes, promises to be very-cost-effective. |
| 2.11 | Apart from the new endeavour of the Working Group on Language Enhancement, the University continues to offer a variety of elective courses in English, Chinese and Putonghua. Support is also given to a great variety of language initiatives of the four Colleges by providing funds of about HK$4m annually. Through the provision of college-based language enhancement activities in an outside-classroom and less formal environment, the interest of students in improving their language proficiency can be aroused. In the year 1996-97, a total of 73 language proficiency programmes were organized by the University's four Colleges, attracting 5,229 participants altogether. |
| 2.12 | The University also sees the need to provide language courses that are specifically designed to suit the needs of students in different academic disciplines. Funds are therefore made available for the provision of a number of English for Specific Purposes courses and practical Chinese language proficiency courses as faculty required courses for all first-year students. Three faculties, namely the Faculties of Business Administration, Engineering and Social Science, introduced such courses in 1996-97. Other faculties are planning to offer similar language proficiency courses in the years to come. |
| 2.13 | To encourage students to adopt a self-initiated and self-paced learning approach in improving their language ability, and in view of the limited time of students for language enhancement under the normative three-year curriculum, the University established the Independent Learning Centre (ILC) in 1993, which developed into a bilingual language centre in 1994, encompassing a Chinese Section and an English Section, providing non-credit-bearing multi-facet language proficiency programmes and activities for all students of the University. |
| 3. | Highlights of other efforts of the University on teaching and learning quality assurance |
| 3.1 | Given the paramount importance of teaching and learning quality, continuous efforts are spent by the University on the review and improvement of its various mechanisms in place for the assurance of teaching and learning quality. These mechanisms include, on top of the special features in response to the recommendations of the Review Report as described above, constant review of programmes of study and courses offered by the University, curriculum design, pedagogical design, course evaluation, as well as recruitment, substantiation, promotion, and training and development of academic staff. Details of these mechanisms have already been related to the TLQPR Panel during the review visit and described in the documentation submitted by the University prior to the visit. Other efforts of the University on teaching and learning quality assurance after the review visit are described in the ensuing paragraphs. |
| Teaching Development Unit (TDU) |
| 3.2 | While the review visit in January 1996 has aroused the awareness in the minds of all University members of the importance of achieving and improving teaching and learning quality, the provision of the Teaching Development Grant (TDG) by the UGC starting from 1994-95 has provided a timely booster for the assurance of teaching and learning quality. In order to fully utilize the TDG for the achievement of greater effectiveness in the improvement of teaching and learning quality, over half of the TDG for 1994-95 and two-thirds of the TDG for 1995-96 and 1996-97 have been used for the establishment and development of a TDU under the purview of the University's Faculty of Education. The strategy of the university is to establish a formal structure for the creation of a supportive environment of excellence for teaching and learning, for teachers to reflect and exchange views on their teaching, and also for the organization of a series of teaching development programmes on a university-wide basis. |
| 3.3 | Since the review visit, the operation of the TDU has been fine-tuned for efficiency and effectiveness. A strong team spirit has also been cultivated to support the mission of the Unit. Faculty members gradually realize that the Unit is playing a strategic role within the University in addressing issues regarding the improvement of teaching and learning. The growing number of participants in the programmes organized by the Unit reveals that more departments are receptive to its work. |
| 3.4 | The TDU has also been focusing on fostering collegiality and the development for supporting staff within departments. An Executive Committee composed of known outstanding teachers from the seven faculties of the University was established in September 1996. The Committee played an important role in giving advice and guidance for the development of the TDU. |
| 3.5 | Colleagues of the Faculty of Education have given their continual support to the Unit, and teaching staff from other faculties have served as the "think tank" for the Unit. They have also participated actively in the functions of the Unit as organizers, speakers, facilitators and tutors. Their valuable contribution and participation have served well to demonstrate the success of the Unit in establishing a positive image within the University community at large. |
| 3.6 | The TDU homepage was established in September 1996 to facilitate the communication between the Unit and students and staff of the University and other institutions. The site also serves as a forum for teachers to interact with one another concerning university teaching. The Unit will continue to work on the development of a computer data base consisting of findings and experiences in research and development in higher education. |
| Balance between Teaching and Research |
| 3.7 | In view of the importance of teaching and learning quality, and in order to strike a balance between teaching and research for all teaching staff of the University, increasing weight has been attached to teaching performance as an independent assessment criterion for staff appraisal purposes during substantiation, promotion, and crossing of efficiency bar exercises. |
| 3.8 | Starting from 1997, information on the activities undertaken by departments to enhance teaching and learning quality, and problems encountered in teaching is made a compulsory item in the Annual Departmental Records submitted to the University's Vice-Chancellor. The Records should also include a listing of individual teachers' activities in the Department, including teaching and research. Such institutionalized policy on teaching quality has played a significant role to arouse the awareness of all teaching staff of the importance of teaching quality, and to strike a balance between teaching and research. |
| Course Evaluation |
| 3.9 | As mentioned in the University's documentation submitted to the UGC on TLQPR, course evaluation is a compulsory exercise in the University and is also one of the elements in teaching staff appraisal. In light of its significant role in the University's continuous quest for further improvement in teaching and learning quality, the course evaluation system is constantly kept under review |
| 3.10 | A TDG-funded project entitled "Assessing Curricula, Courses, Examinations, and Students System (ACCESS)" is being undertaken by the University's Faculty of Medicine with the objective of facilitating and improving the quality of student feedback on teaching and courses, and assessments of student performance. The project has been successful in acquiring and implementing a computerized information storage, retrieval, analysis and reporting system. The project is also widely accepted and utilized in the Faculty of Medicine in terms of obtaining and using student feedback as formative information for course instructors. Its impact and use in terms of assessing student performance is also rapidly expanding as a valued tool for improved assessments. Given time and available resources, it is hoped that the application of such computer-aided evaluation system can be extended to other faculties of the University. |
| Student Membership on Boards of Departments |
| 3.11 | Prior to the review visit, opinions and suggestions of students regarding teaching and learning were mainly communicated to teachers informally or through staff-student consultative committees. In order to widen the channel of communication between the University and the student community at large, which is essential for the improvement of teaching and learning quality, the University Senate endorsed the introduction of student membership on the Boards of Departments with effect from June 1996. Flexibility is allowed in the format of the provision of such student membership so as to cater for different needs and circumstantial changes of departments. |
| Resource Provision |
| 3.12 | On top of the Teaching Development Grants allocated to the University by the UGC, the University has directed other resources to support various endeavours relating to the enhancement of university-wide teaching and learning quality, to name a few, the establishment of a Multi-media Centre at the United College Library, academic staff induction, facilities for disabled students, as well as upgrading of computer, library, and teaching services. These resources amounted to about HK$35m from the block grant and HK$22m from private fund in 1996-97. |
| 4. | Conclusion |
| The improvement of teaching and learning quality should be a continuous and never-ending process for all educational institutions. With its culture of teaching quality that has been acknowledged by the TLQPR Panel in the Review Report, and its firm belief that the best possible quality is the successful embedment of a culture where teachers and students motivate themselves to bring about improvements, the University has fully committed to continually working out ways and means for the achievement of greater effectiveness in teaching and learning quality. Institutionalized mechanisms such as the inclusion of teaching performance as an important criterion for staff assessment as described above have been seriously implemented. Awareness of members of staff on the balance between teaching and research has also been heightened by all means. |