The magazine you are holding in your hands is not just a reincarnation of itspredecessor, City University Bulletin, but definitely more.

For one thing, CityU Today is scheduled to come out eight times a year (compared to fourtimes for Bulletin magazine). It’s more regular appearance and sharper content, we hope,will help meet its aspiration to be the “primary communication vehicle” of the University’s“latest (developments) and greatest (achievements)”. We would like to become the singlemost valuable means of telling the University story to a number of stakeholders andreaders—students, faculty, staff, alumni, parents, government, media people, local andoverseas partners, and corporations. This, we believe, is a long and rewarding journey,beginning now, as the University celebrates its 20th anniversary.

The University recently was given a new role statement (page 6), which declares that thequality of our learning and teaching standards is expected to meet, or even exceed,international standards. Recent reviews by external members attest to our remarkableattainment in this area (page 8), not least in the way we clearly define the outcomes ofthe educational process as embodied by our ideal graduates. We also explain how wecontinuously nurture a stimulating intellectual ambiance on campus for students to grow(page 16), and practise a whole person development philosophy for our students. Qualityteaching and learning is, in fact, the theme on which we build this inaugural issue ofCityU Today the very foundations upon which CityU firmly stands today.

If you are interested in more University news, please log on to our CityU NewsCentre(www.cityu.edu.hk/newscentre). We welcome your comments and feedback(pupeter@cityu.edu.hk).

Until next time, pleasant reading.

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ed i t o r ’s n o t e � �

Peter Ho �� Editor ��

1March �� 2004

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T he year 2004 is special forCityU—a time to look back andrejoice in our achievements, and

to look forward to the future with a newrole statement. Founded in 1984, CityUturns 20 this year.

“If a centenary marks the first cycle of auniversity’s development, CityU is still onits way. We have fared well thus far, withtremendous achievements in our first 20years,” said Professor H K Chang,President, at the Staff New Year Party on28 January, kicking off the 20th anniversaryyear.

A series of celebrations ranging fromacademic conferences, and exhibitions, tosports events, through the year will buildon the slogan, “Celebrating 20 Years:University of a World City” (�� !"�� !"#$%&'()*, whichprojects the image of CityU as a young,energetic institution well-poised to befitHong Kong as a world city.

The 20th anniversary logo, based on theChinese character “�” reveals the Englishword “city” under close scrutiny, illustratingan integration of eastern and westerncultures. The circle in the middle represents“University of a World City” while theChinese character “ � ” (meaning “20”)inside the circle symbolizes 20 years and theofficial logo of CityU.

The past two decades witnessed the growthof CityU from a polytechnic on a temporarycampus in Mongkok to a fledglinguniversity on a permanent campus thatcovers about 15.6 hectares. The studentpopulation swelled to over 17,000, and

CityU now has an alumni population of60,000. The number of academicprogrammes expanded from seven in 1984to over 140 today, ranging from associatedegrees to research degrees.

CityU ’s first 20 years also saw theUniversity firmly establish its reputationin basic and applied research over a widespectrum of disciplines. “The 20thanniversary provides the University withan opportunity to trumpet

its achievements and also to express itsaspirations,” said Professor Chang. “In adignified manner, all staff, students, alumniand friends of CityU will join and celebratethis memorable year with joy and pride.”

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T he value-added education that CityU gives its students, trainingthem for the real world, left a particularly strong impression on Sir Gordon.He believes the University is on the right track in preparing students to serve

the community. Upon hearing that CityU graduates ranked high in several categories ofwork attributes in a 2002 Education and Manpower Bureau survey of employers, he saidthat although CityU may not get stellar students like David Beckham, “you are turningthem into good players.”

Among the challenges the University will face in the next decade, he reckons, will bethe switch to a four-year curriculum, an increase in student population, cuts in publicfunding, shortage of space, and the offering of self-financing associate degrees. “Butchallenges also pose opportunities,” he told the gathering of Management Board members.He pledged to help the University meet its funding challenges and the need for additionalspace in the coming years.

His first job as the Council Chairman is to understand the University—the purpose ofthe campus familiarization tour. Accompanied by Professor H K Chang, President, andProfessor David Tong, Deputy President, Sir Gordon spent the first part of the morningwith members of the Management Board, and faculty and school deans. He listened topresentations on the achievements of the University in teaching and research, futurechallenges and plans, and how an increase in student numbers will affect the campus.

Sir Gordon also visited the School of Creative Media and the Wireless CommunicationsLaboratory, and met with representatives of the Law School and the College in the secondpart of the day’s programme. “I hope you continue the good work you have been doing,”he told senior managers, “and give the biggest bang for the buck” in public funding.

Sir Gordon was appointed by the Governmentto replace Mr Norman Leung, with effect on1 January. A successful entrepreneur known forhis ingenious ideas in local and regionalinfrastructural projects, he is a civil engineer byvocation. Sir Gordon received his education inPrinceton and was the Hong Kong PolytechnicUniversity’s Chairman of Council from 1997until he came over to CityU.

CityU wows

Sir Gordon Wu, CityU’s new Council Chairman, was impressed with theachievements of CityU, he told a gathering of senior staff on his firstofficial visit to the University, 11 February.

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City University was given a new role statement by the University Grants Committee(UGC) on 10 January, when Professor H K Chang, President, met with the

Working Group on Role Differentiation, chaired by Sir Colin Lucas. The new rolestatement is believed to drive the Academic Development Proposals 2005–08, now underdraft, that the University will submit to UGC later this year. The statement says thatCityU:• offers a range of professionally oriented programmes leading to the award of first

degrees, and a small number of sub-degree programmes;• pursues the delivery of teaching at an internationally competitive level in all the taught

programmes that it offers;• offers a number of taught postgraduate programmes and research postgraduate

programmes in selected subject areas particularly in professional and applied fields;• emphasizes application-oriented teaching, professional education and applied research;• aims at being internationally competitive in its areas of research strength;• emphasizes high value-added educational programmes for whole person development

and professional competencies and skills;• maintains strong links with business, industry, professional sectors, employers as well

as the community;• pursues actively deep collaboration in its areas of strength with other higher education

institutions in Hong Kong or the region or more widely so as to enhance the HongKong higher education system;

• encourages academic staff to be engaged in public service, consultancy and collaborativework with the private sector in areas where they have special expertise, as part of theinstitution’s general collaboration with government, business and industry; and

• manages in the most effective and efficient way the public and private resources bestowedupon the institution, employing collaboration whenever it is of value.

Professor Chang welcomes the new statement. He said CityU now has a better and morefocused statement which allows us to grow academically into “a university of significance.”

New role statement

7March �� 2004

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Grand Award �� Winning Projects ����

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A research project proposed by CityU’sRudolf Wu, Chair Professor in the

Department of Biology and Chemistry (BCH),has been awarded HK$45 million under theUniversity Grants Committee’s (UGC) thirdround Area of Excellence (AOE) scheme inlate January. The funds will be used to establish“the Centre for Marine EnvironmentalResearch & Innovative Technology”(MERIT). The Centre will address marine pollution issues, a pressing worldwide problemand one that poses a major threat to Hong Kong and South China.

“One-third of the GDP of Hong Kong and China comes from the utilization of coastalresources,” said Professor Wu, Principal Investigator of the MERIT project. “However,over-population and large-scale development continue to pollute Hong Kong’s marineenvironment, causing huge economic losses and increasing concern over public health.”MERIT will focus on creating innovative technologies for the early detection, assessment,prediction and control of damage to the marine environment. Described by UGC asdemonstrating a strong prospect for attaining international excellence, MERIT was onlyone of two projects selected from an initial 41 funding applications.

Marine environmental research�� !"#$%&'()*+— an AOE first for CityU

�� !"#$Applied research accoladesOn 5 February, the University announced the winners of the Fourth Applied ResearchExcellence Awards Competition, organized every two years by the Technology TransferOffice, to foster applied research and to recognize staff that excel in this area. Four awardswere granted to six CityU researchers in recognition of their significant contributions tothe social, industrial, and economic development of Hong Kong.

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8 March �� 2004

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“Compassion and Fascination”

I n an effort to expand CityU’s academic exchanges and cooperation with institutionsin Europe, Professor H K Chang and Dr Zhu Guobin, Director of the External

Liaison and Cooperation Office (ELCO), visited three prestigious universities in France,Belgium and the UK, between 14 and 20 January. The threeuniversities —University of Paris I–Pantheon Sorbonne,the Catholic University of Leuven, and the ImperialCollege of London, are international institutions with along history and tradition.

The delegation was greeted by Professor Yves Daudet,Premier Vice-President, at the University of Paris I–Pantheon Sorbonne. Professor Chang and Professor Daudetsigned a three-year student exchange agreement, aimingto broaden the international horizons of undergraduatestudents by allowing them to study in each other’sinstitution.

The newly named ELCO (formerly the Academic Exchange Office) is responsible forexploring opportunities for student and staff exchange, joint teaching programmes,short-term training programmes and joint applied research and development work bothon the Chinese mainland and overseas. Dr Zhu, Associate Professor in the School ofLaw, was appointed ELCO Director effective January 2004.

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CityU has 275 collaborative agreements with 177 institutionsworldwide, and the number is growing steadily.

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Students of CityU’s School of CreativeMedia (SCM) Hamlet Lin Yiu-bong

and Chan Tze-him showcased their mediaproduction and creative narration skills inthe recent Radio Hong Kong Television(RTHK) Putonghua Festival Short MovieContest. They won the Championship andthe First Runner-up prizes out of 49 entries.

Hamlet’s entry was a movie about youngpeople meeting a female ghost whohappened to be a hard-working Putonghualearner! Chan’s movie introduced the

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Creative minds on display

On the invitation of the WTO Lawand Dispute Resolution Centre,

Professor Avv Giorgio Sacerdoti gave apublic lecture on the “Function ofAppellate Review within the WTODispute Settlement System” at CityU on8 January. Professor of International Lawand European Law at Bocconi University,Milan, since 1986, Professor Sacerdotibecame a Member of the World TradeOrganization Appellate Body in September2001 for a term of four years. The disputesettlement system enforced by theAppellate Body is a major feature of theWTO.

Righting the applecartwith the WTO �� !"��#$%&'(

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10 March �� 2004

ualified and competentprofessionals, proficientcommunicators, creative

and critical thinkers, and lifelonglearners—these are the ideal graduates thatstudents are expected to become when theyleave CityU. The University is committedto grooming students into well-roundedpeople with the analytical, problem-solvingand communication skills required to meetthe needs and challenges of the workplaceand of society.

“In line with modern developments ineducation, CityU offers a learning-centerededucation that supports whole persondevelopment,” said Professor Edmond Ko,Vi c e - P r e s i d e n t ( U n d e r g r a d u a t eEducation). “We place high emphasis ondefining intended outcomes, identifyingthe ways to promote the learning linkedwith those outcomes, and providingevidence that the outcomes were achieved.”The attributes of CityU’s ideal graduateswere mapped out in the University’sStrategic Plan 1997–2002: Towards a NewEra of Excellence and reiterated in theStrategic Plan 2003–2008: Meeting theChallenge of Change. While it is theUniversity’s mission to provide professionaleducation and practice, it also recognizesthat professionals need more thanspecialized expertise. The new breed ofuniversity graduate needs breadth ofknowledge (analytical and problem-solvingcapacity; knowledge of the world) as wellas depth (grasp of subject area, immediatelyrelevant skills). Specialized, content-basedknowledge must be complemented by theacquisition of learning skills, the ability todeal with problems creatively, to work wellwith people, and to operate acrossdisciplines and professional boundaries.

Beyond formal curriculumThe development of a wider range oflearning outcomes, in return, requires newdevelopments in teaching and learningarrangements. In addition to the formalcurriculum, the academic departments join

The second Teaching and Learning

Quality Process Review (TLQPR)

organized by the University Grants

Committee released its report in

December 2003, praising CityU

for its comprehensive quality

assurance structure that draws

on a culture of evidence to

support student-centered

education.By Shirley Lam ��

Nurturing idealgraduates

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chance to put my learning into practice,helping me realize the difference betweenclassroom learning and real work. Now, Iunderstand much better the lecturematerials taught by our professors and findit easier to relate the knowledge to the worksetting,” said Fok King-chi, an IASparticipant from the Department ofBuilding and Construction. In 2003, theScheme expanded to include students fromother faculties, such as the Faculty ofBusiness and the Faculty of Humanities andSocial Sciences. Following on the successof IAS, in 2002, the Faculty of Science andEngineering introduced the Co-operativeEducation Scheme—a nine-month to one-year industrial placement programme forfinal year students. “By working closely withour academic colleagues and industrialpartners, we endeavor to deliver qualityprogrammes to our students and meetthe needs of industry,” said Professor

R o d e r i c kWong, Dean,F a c u l t y o f

Sc ience andEngineering.To da te , 18c o m p a n i e s

have participatedin the Scheme, with

58 p l acement s f o rstudents.

forces with student support services suchas the Computing Services Centre, theEducation Development Office (EDO),Student Development Services, and theLibrary, to offer activities like orientationprogrammes, mentoring schemes, studytours, interaction with professionals, andstudent exchanges. “They are not meantto be extra-curricular activities, but rathera complement and supplement to theregular curriculum,” Professor Ko noted.

The Industrial Attachment Scheme (IAS)and Co-operative Education Schemeinitiated by the Faculty of Science andEngineering are successful examples of suchcooperation. The schemes, capitalizing onCityU’s close relationships with industry,provide students opportunities to gain workexperience in local and mainlandcorporations during their university years.The IAS, launched in 2000, is a summerprogramme designed toexpose second years tudents to theo p e r a t i o n o fcorporations andd i f f e r e n t w o r kcultures, and toinstill in them anappropriate attitudet o w o r k , a n dprofessionalism. “I amglad to have had the

13March �� 2004

c o ve r s t o r y � � !

To enrich students’ academic and culturalexperience and to turn university life intoan international experience, CityU hassigned student exchange agreements withover 70 universities from 19 countriesacross the globe, including Singapore, theUK, Australia, the USA, Austria, Belgium,France, and Germany. Students on campusalso enjoy opportunities to meet andinteract with the numerous exchangestudents from abroad. To date, more than700 students from CityU and abroad havebenefited from the student exchangeprogramme.

In addition to broadening students’horizons, student-centered education alsoaims to help students become effectivelearners. Through services, courses andworkshops, the Education DevelopmentOffice provides training and assistance thatsuit their needs as individual learners. Forexample, the Academic Learning SupportServices provides learning assistance, theLearning to Learn course helps studentsbecome better learners, and the LifelongLearning Skills Workshop assists studentswith understanding themselves as learnersand plan their university studies and long-term development. “The Learning to Learncourse is very useful in helping me adjustto university life. I learned about timemanagement and resources planning, andI became more independent,” said Chen

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Culture of evidence“We must ensure that the assessmentmethods enable students to learn what theyare intended to learn,” Professor Ko stated.“The three elements—intended learningoutcomes, teaching and learning methodsand assessment of students—must bealigned. Traditionally, we rely onexaminations to provide the evidence ofwhat students have learned. But is this thebe s t metho d? ” To P r o f e s so r Ko ,examinations may not reveal whether ornot students have learned what wasintended by the courses. “If proficientcommunication skills is the intendedlearning outcome, the University can assessthe students by, for example, requiringthem to do a presentation instead of sittingfor an examination.” CityU has alreadystar ted to move away f rom f ina lexaminations in favor of a more continuousassessment that draws on specific assessmentmethods such as peer evaluation of studentgroup projects, and portfolio assessment.“In a move to further consolidate our effortsin this area, we will launch an Assessmentfor Learning campaign in 2004 tostimulate discussion among staff andstudents on the importance of assessmentin promoting learning,” he said.

14 March �� 2004

c o ve r s t o r y � � !

While assessment provides the evidence ofwhether the intended outcomes arereached, the University also makes use offeedback from stakeholders: the professions,employers, alumni, graduates and students,external expert review and benchmarks, tocollect data and information to optimizelearning and teaching arrangements. “Theculture of evidence, which is apparent atCityU, plays an important role in fosteringa quality culture at the University,” saidProfessor Ko.

Quality assurance culturepermeates the institutionAs early as 1993, before CityU assumed thetitle of University, it established theQuality Assurance Committee (QAC) tofoster a culture of quality assurance. Inresponse to the shift in focus from teaching-centered to learning-centered education,the University has also made a substantialshift in emphasis from teaching to learningas a guiding principle for educationalquality. The internal quality auditexpanded its focus from formal teachingand learning in academic units toco-curricular activit ies of fered bynon-academic units, for instance, theComputing Services Centre, StudentDevelopment Services and the EDO. “Thisreflects our forward-looking qualityassurance system. Not many universities inthe world conduct internal quality auditof non-academic units, especially their rolein student development. But at CityU, thisexists,” Professor Ko added. “This is oneaspect that will enable CityU to continueits leading role in quality assurance.”

While it is the responsibility of theQAC to formulate the principles andpolicies of education quality work, “wedo not prescribe what faculties shoulddo,” Profes sor Ko expla ined. TheU n i v e r s i t y e n c o u r a g e s s t a f f a n ds t u d e n t i n v o l v e m e n t i n q u a l i t ymanagement. “We respect the differentfoci and characteristics of faculties andd e p a r t m e n t s . T h e d e v o l u t i o n o f

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responsibility for building a culture ofq u a l i t y a l l o w s e a c h f a c u l t y a n dd e p a r t m e n t m o r e f l e x i b i l i t y i ndevelopment and decision making,”Professor Ko said. “We set up thep r i n c i p l e s , a n d m a i n t a i n t h ecommunication among faculties andschools, but we respect them as thequality assurance owners.” Students,t o o , p l a y a n i m p o r t a n t r o l e , b yparticipating in exercises to evaluateteachers, as well as giving feedback oncourse content.

CityU makes effective use of incentivesand rewards to promote quality inteaching and learning at individual andun i t l eve l s . In add i t ion to s t a f fdevelopment activities supported by theEDO, the University also sets up fundssuch as the Teaching Development Fundto support and encourage innovation inteaching and learning. Furthermore,through the Teaching Excellence AwardsScheme (TEA) and Reward Scheme forAcademic Departments, CityU rewardsstaff contributions to the provision ofhigh quality education. The TEA,launched in 1993 to recognize andreward distinguished teaching, is the firstreward scheme of its kind among HongKong universities. It has received 300nominations and recognized 50 winnersto date. In 2000 CityU became the firstlocal university to launch a RewardScheme for Academic Departments, tor ecogn i z e the depa r tment s mos tded icated to enhancing s tudentlearning. The establishment of theseawards reflects the University’sencouragement of good work.

Quality assurance isa process“The University has shownr e a l c o m m i t m e n t t oenhancing teaching andlearning and a willingness tobe self-critical and adaptablein i t s ques t to improve

March �� 2004

15March �� 2004

c o ve r s t o r y � � !

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continuously,” said the second TLQPRpanel. The acknowledgement andrecognition CityU received from the reportconfirms that the University is moving inthe right direction. “We have proved thatwe are doing very well and we have a robustquality assurance in place,” Professor Kosaid.

Although there will be an increasing numberof self-financing programmes, Professor Koasserts that quality will be maintained.“Quality assurance is a process,” he said.“Be the programme government-funded orself-financed, the same quality assuranceprocess will still apply to our programmes.”The mode of funding affects only the targetgroups of the programmes which call fordifferent learning outcomes. The same ruleapplies to the challenge of funding cuts.

Second (TLQPR) CommendationsThe Teaching and Learning Quality Process Review (TLQPR) is a programme

of quality process reviews launched by UGC. It aims to focus attention on

teaching and learning, to assist institutions in their efforts to improve teaching

and learning quality, and to enable the UGC and the institutions to maintain

accountability for quality. In the first round of TLQPR in 1997, the UGC

confirmed that CityU had an “established quality assurance system” and an

“effective culture of quality”.

The second round of TLQPR, which took place in 2003, reaffirmed the

existence of a quality culture. The panel recognized CityU’s genuine

commitment to enhancing teaching and learning and its willingness to be

self-critical and adaptive in striving for continuous improvement. The panel

noted that the University has systematically and conscientiously addressed

the recommendations of the first round and made substantial progress.

Highlights of the commendations of the second TLQPR:• An underlying and comprehensive quality assurance structure in place;

• A culture of evidence;

• A substantial shift in emphasis from teaching to learning as a guidingprinciple for education quality work;

• Effective use of incentives and rewards for the promotion of quality inteaching and learning;

• Broad discussion and subsequent action in support of whole persondevelopment;

• Well-developed internship system;

• Well-rounded education for research students;

• High quality continuing education;

• Successful staff development activities, well supported by the EducationDevelopment Office.

Despite the imminent cuts, quality will notbe compromised. The quality assuranceframework of the University provides themechanism to ensure this. According toProfessor Ko, the evidence-based decision-making process will help the University todecide on any changes to be made. As setout in the Strategic Plan 2003–2008:Meeting the Challenge of Change, a prioritygoal is “to work with undergraduates toprepare them for the fast-changing worldof work, with special attention to the mixof professional knowledge, technical skills,and creativity necessary for their success.”Now the direction is clear and theframework is established, it is of utmostimportance that CityU maintain themomentum.

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16 March �� 2004

Our small but beautiful CityU campus, where thousands crosspaths each day, has transformed into a people-friendly andstimulating environment with the right ambiance that

enriches intellectual and personal growth, promotes scholarships andinspires creativity.

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The pedestrian entrance of the University — the first receiving space to all visitors, is attractive and welcoming. The University Circle and pedes-trian subway have been beautified with an improved sense of arrival. The pedestrian entrance has also been enlarged to make it more spacious toaccommodate influx of students and improve passage at peak times.

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pho to e s say � � !

The University Concourse, the expansive indoor space on the fourth floor, has been renovated, now with new sofas, tables and chairs, and otherfurniture and decor — all carefully chosen, taking into account aesthetic and practical values. Staff and students can have a more engaging andcomfortable space to interact socially. Happy memories and enjoyable experiences endure which help cultivate a better sense of belongingamong staff and students towards the University.

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18 March �� 2004

Passageways have been brightened up with the installation of glazed windows tomaximize natural light. Widened corridor space facilitates interaction, casualdiscussion and gathering. Students may learn or chat here.

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A place to learn, the space to grow

Intellectual ambiance can best be described as an atmosphere conduciveto learning and creativity, achieved by a synthesis of building design,spatial quality and the interaction of people and activities that take

place within it. To enhance innovative teaching and learning, all ourclassrooms have been upgraded with advanced audio-visual equipment,improved lighting and acoustic panels, and sophisticated IT and computingfacilities.

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19March �� 2004

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CityU became a residential university with the completionof the first phase of its Student Hostels Project in thesummer of 2002. Phase II of student hostels, which willadd 1,400 more beds to the existing 800, is completed.Residential life enhances the quality of CityU’s whole-personeducation, and students’ learning and communal livingexperience.

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As the hub of information resources of the University, the Run Run ShawLibrary undertook a major redesign to improve its physical layout andservices: the main entrance was relocated; bookshelves rearranged; moreself-study areas installed; more electronic resources subscribed — all tosupport better teaching, learning and research.

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20 March �� 2004

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21March �� 2004

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CityU stands with universitiessuch as Cornell, St Mary’sUniversity of Minnesota, the

University of Southern Queensland,(Australia), Mount Allison University(Canada), and the University of Surrey( U K ) t h a t v a l u e “ w h o l e p e r s o ndevelopment”, and is proud to be one ofthe very first in Hong Kong to do so.

Why is “whole persondevelopment” (WPD) amongCityU’s values today?Technically, the idea was incorporated intothe CityU strategic plan in 1997 and, insupport of this, the Student Affairs Officewas re-christened “Student DevelopmentServices”. Conceptually, this is a traditionof Chinese educational philosophy. Wemaintain that a person is a “person” first,before he is an “intellectual” or even a“professional”. To quote the famousphilosopher J S Mills, “People are peoplebefore they are merchants, captains ofindustry, or members of learned professions.So let education, therefore, make studentscapable and sensible people, and theirsubsequent roles in society will take care ofthemse lves . ” I ’d say inte l lec tua ldevelopment and profession are importantparts of the whole, but do not overshadowthe other aspects of a person. The missionof the SDS states, “We are committed tonurturing the mind, body and spirit of

students so that they can attain personaland professional excellence, cherish life-long learning, lead a fulfilling life andcontribute to society.”

Practically speaking, in high school,students do spend a great deal of timememorizing facts and studying for exams,often at the expense of personaldevelopment. In a way, our whole persondevelopment notion is a measure thatnurtures aspects of a student that may nothave received sufficient attention yet, aswell as an orientation to the demands ofsociety. Whole person developmentprogrammes give some students a secondchance at succeeding in higher educationand in life; many of CityU’s academicssupport this.

How does the SDS promote WPD,and who is involved?We started with a committee thatformulated three operating principles, andtailored different programmes for specificgroups of students. First, we run campus-wide award schemes, encouraging studentsto take part in activities and programmesrelated to the concept of whole persondevelopment, either inside or outside theinstitution. The students are put in charge.After fulfilling certain requirements, theywill have earned a medal, and can shakehands with the President. It does resemble,

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Mr Joseph K N Chan is Acting Director, Student Development Services (SDS). Mr Chan is responsible for personalcounselling, student associations, residential halls, physical education, career services, and leadership and life skillsdevelopment for students in CityU of Hong Kong. Mr Chan holds a non-executive directorship in a listed companyand conducts the Certificate in Career Counselling for Secondary School Teachers sponsored by the Education andManpower Bureau of the Hong Kong SAR government. He holds an MBA and qualifications in History, Social Work,Personnel Management, and Counselling and Guidance.

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in a way, the Duke of Edinburgh Awards inthe UK.

“Project Star” is a campus-wide leadershipprogramme with a simple concept. First,100 students go to a training camp, eitheron campus, or at another site; next, theydesign their leadership courses from amenu; finally, they perform communityservice, which must be related toleadership. For example, they canorganize a leadership workshop here, orat their own secondary school. Thatmeans they can put into practice whatthey’ve learned. At the end of the year,we select 20 of these students toorganize a leadership conference for about200 young people from Hong Kong, Macau,and Southern China.

Second, through other programmes, wepromote the concept of WPD to targetgroups. In the guide, On Your Way toExcellence, the concept is made clear to newstudents. The booklet introduces them tomanaging their learning, communicationskills, direction in life, time, interpersonalrelationships, career, health and fitness—it’s quite comprehensive. Annually, we getabout 500 first year students joining ourWPD Award Scheme; altogether we havearound 1,500 students enrolled andactively engaged in our self-developmentprogrammes in any given year. Still moreparticipate without aiming for an award.For our university athletes, we offer a specialprogramme to help them with their studies,develop leadership skills, learn how tohandle stress and motivate themselves. So,they can expand their horizons.

Third, on another level, we cooperate a lotwith academics that run their ownprogrammes. The Industrial AttachmentScheme, for instance, has proved extremelysuccessful and is highly regarded bystudents. There’s nothing like practicalexperience to help a person grow. Plus,campus-wide, the University has institutedthe Chinese Civilisation Centre, which

helps students discover their roots, andestablish their identity. Also out-of-discipline courses contribute to theirbalanced development, (for instance,science students are exposed to thehumanities, and vice versa).

What does WPD mean for disabledand non-local students on campus?All the existing programmes are availableto them in English, Putonghua andCantonese. We also have a “buddyscheme” which comprises students who getcross-cultural communication training,and then they run orientation programmesand befriend the non-local students.Disabled students can take advantage of“peer counselors” who run workshops forthem. We like to involve their parents aswell, because they often need continuingsupport at home. Our campus is, nowadays,quite well-equipped now to meet the needsof people with special needs. We even offerhelpful programmes for students about toembark on exchange programmes.Counselling is available; most SDS staffmembers hold humanit ies and/orpsychology qualif ications, and weencourage staff development, too. Weconscientiously support them updatingtheir skills.

How is WPD part of your life,personally?I try to practise what I preach! While I havea liberal education in university, I also play

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As Acting Director, how do you seeWPD in action from 2004 onwards?First, our academic colleagues have takenthe lead in providing developmentopportunities for students, and we willcontinue to support that whole-heartedly.Secondly, we want to revitalize our studentbody—we want them to understand theirrole and do things related to their charter.Of course, socializing is good, but we don’t

want their responsibi l i t ies to getoverlooked. Thirdly, for our part, we aregoing to focus more on student ‘learning’,not simply to pass tests, but to use in theireveryday lives.

guitar, enjoy classical music, sing in a choir,and read humanities and social sciencesbooks. I am also the manager of our studentsoccer team. Ultimately, WPD is ahumanitarian concern, both personal anduniversal, isn’t it? I believe WPD meansputting “people” in their rightful place inlife—technology was meant to servepeople; not the other way round. Face-to-face interaction is still the ultimateinfluence on a person in higher educationand student development.

What difference does WPDmake to the community, orto Hong Kong?SDS serves the community by sharingstudent development and WPDexperiences with colleagues in Chinamainland, in particular. We go thereregularly for talks and some of thosecolleagues come here for internships.Locally, for the last nine years, we’ve run acareer certificate programme for secondaryschool teachers with the Hong Konggovernment. At CityU, we have also setup a social service fund—we give funds ona one-time basis to students whosecommunity service project proposal isaccepted. We’re trying to line up the Lion’sClub, and the Rotaract Club, for example,hoping they would take the lead, as‘service’ is an important learningopportunity.

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24

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March �� 2004

“…the programme is not limited to enabling students to dealwith Common Law. In addition, international exposure comeswith Hong Kong’s unique position in Asia and China, inparticular, which is one of the most interesting regions in theworld.”

— Alexander Theusner, Germany

“…the programme is not limited to enabling students to dealwith Common Law. In addition, international exposure comeswith Hong Kong’s unique position in Asia and China, inparticular, which is one of the most interesting regions in theworld.”

— Alexander Theusner, Germany

I n 2002, City University’s Schoolof Law (SLW) inaugurated theGlobal Gateway Master of Laws

(LLM), providing students with thenecessary knowledge and skills to succeedin the international legal world. Theprogramme offers five different areas ofspecialization: Chinese and ComparativeLaw, International Business Law, WTOLaw, Common Law, and General Studies.“We decided to build on the strength ofthe original programme and to diversify byexpanding the number of specializationsand skills a student can acquire. LLMProgramme Leader and SLW AssociateProfessor Dr Bryan Bachner explained.Student Christoph Duewel from Germanyattests, “Studying at City University hasplenty of advantages compared toprogrammes offered by other universities.The variety of courses dealing with thetheoretical background of internationallaw and trans-border investment to thepractical legal situation in Asianjurisdictions, especially China, helps youto get at least a grasp of what legal practiceand systems are like in Asia.”

City University’s School of Law is apioneer in legal education in HongKong. In 1996, the CityU’s SLW becamethe first law school in Asia to offer a

By Theresa Fox==��

24

Global Gateway links

the world�� !"#��� !�� !"#�

25March �� 2004

f ea t u r e s � � !

Maste r o f Laws in Chine se andComparative Law taught in English. Theexpansion in SLW postgraduate legaleducation is largely in response to ademand from practicing lawyers andCityU alumni. “Our programme isgeared towards lawyers and executiveswho deal with law,” said Dr Bachner.“And in our consultations with them ithas become clear that, with Chinajoining the WTO and with commercialglobalization requiring all participatingcountries to be involved in complex international business and legal transactions,there’s a need for more lawyers with a global focus.”

Unique among law schools, all students in the LLM programme take two compulsorycourses at the beginning of the semester: applied legal skills and transnational legalproblems. The former course provides students insights into mediation, legal research,litigation, arbitration, dispute resolution, memo writing—the basic requirements. “It’sparticularly useful for an international LLM programme like ours, where we’re bringingtogether a variety of students who have been educated in a variety of jurisdictions,” DrBachner said. “It gives them the basics of best international legal practice with regard tolegal skills.”

The transnational legal problems course aims to show students with prior education intheir local jurisdictions how problems are resolved through international legalorganizations. “It’s another layer of law,” Dr Bachner explained. “The course basicallyshows them that beyond the municipal or national law they’ve studied, there is also a setof international legal institutions that normally deal with state to state problems but inwhich individuals are increasingly participating. We know that legal practice as it iscurrently known is changing and we seek to respond to that.”

By offering knowledge, professional skills and cross-cultural expertise, the two requiredcourses help to distinguish the School’s LLM programme from other postgraduate legaleducation programmes. “I think this really sets us apart and meets CityU’s mission to berecognized as a major regional player, as a trainer of professionals who are able to contributeto commercial development in Hong Kong, in particular, and in the Asia-Pacific regiongenerally.” Dr Bachner also maintains that the programme “serves as a magnet” to attract

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“Studying at City University has plenty of advantages comparedto programmes offered by other universities. The variety ofcourses dealing with the theoretical background ofinternational law and trans-border investment to the practicallegal situation in Asian jurisdictions, especially China, helps youto get at least a grasp of what legal practice and systems arelike in Asia.”

— Christoph Duewel, Germany

Dr Bryan Bachner�� !"

26

f ea t u r e s � � !

March �� 2004

highly qualified international students who have local and regional interests. AlexanderTheusner, a student from Germany, concurs, “…the programme is not limited to enablingstudents to deal with Common Law. In addition, international exposure comes withHong Kong’s unique position in Asia and China, in particular, which is one of the mostinteresting regions in the world.”

In the past, lawyers in both Hong Kong and China have had a locally-focused legaleducation. In Hong Kong, for instance, the bread and butter of the legal profession hastraditionally been conveyancing. And in China, legal education is still focused ontraditional areas of law that, although important, encompass, to a considerable extent,domestic concerns. “Basically, legal education in China is a relatively new enterprise andas a result legal instructors don’t yet have the global experience in legal practice andeducation to train the lawyers who are now looking for jobs in multinational firms orChinese firms with a multinational horizon,” Dr Bachner said. He added that the GlobalGateway LLM is fortunate to have as instructors individuals who have been recognized asleading academics and professional skills trainers in the world today.

Finding its niche“Increasingly,” Dr Bachner noted, “in order to do business in this world you have to beable to work with people who are not necessarily of your ilk.” The LLM programmeresponds to that need in two ways. Internally, the SLW has actively developed a studentcommunity that is international in scope. In 2003–04, the School is hosting studentsfrom Sweden, France, Germany, the US, Belgium and mainland China. A student fromBeijing’s Tsinghua University School of Law, Edith Deng Yiting remarked, “The lawschool at City University of Hong Kong has good communication between teachers andstudents, supportive and knowledgeable instructors, and a positive learning atmosphere.The education we receive in the LLM programme is valuable for our future educationand careers in the field of law.” Another student, Joshua Dull, reported, “My time hereprovided a truly valuable educational experience, both in and out of the classroom!”Previous students have come from as far afield as Italy, Singapore and Poland. “What weaim to do is create for our local students an international community which will requirethem to interact, to learn about other people.” The School has, in effect, identified itsniche — to provide not only knowledge on how to deal with global legal issues anddevelop professional skills, but also to improve cross-cultural skills.

At an informal level,Hong Kong students havethe chance to socializew i t h s t u d e n t s f r o moverseas, so that in futurethey will have a widerchoice of business partners.As a further effort toimprove cross-culturalexchange, SLW offersfour Global Gatewayscholarships to studentsfrom Hong Kong andthe mainland. The Schoolis also contemplating

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27March �� 2004

f ea t u r e s � � !

cooperation with otherpostgraduate programmeswithin CityU to enhance itsinterdisciplinary strengthsand deve lop potent ia lacademic synergies withother departments. Further,the Global Gateway has anactive alumni networkt h a t h a s c o n t r i b u t e dsubstantial scholarships tothe programme as well asopportunities for our presentstudents to develop theirown professional networks.

At the external level, the School has focused on developing international legal studyopportunities, with dual LLM programmes and an exchange programme with theAmerican University’s Washington College of Law (WCL), which ranks eighth outof around 250 international law schools in the US. CityU and WCL exchangestudents on a semester basis. Both programmes are mutually recognized, so creditsfrom the WCL programme count towards the School’s LLM and credits received byUS students taking the course at CityU count at WCL. The American BarAssociation has evaluated and accredited the CityU exchange programme. “Theyvisited us twice,” Dr Bachner said, “sat in on classes, examined how the programmeis structured—it was quite a stringent test.”

In response to student interest in international legal study and postgraduate legalcredentials from internationally recognized law schools, the SLW currently has fourdual LLM programmes: with the WCL in Washington, DC; Bond University LawSchool, in Queensland, Australia; the University of Law, Economics and Science ofAix-Marseilles, France; and Chicago-Kent College of Law, in Chicago, US. “Wenormally enter into agreements with leading postgraduate legal educationprogrammes in which, if their students finish the LLM at the partner school, theycan come to CityU, transfer their credits and complete the LLM here in a shortertime—and vice versa,” explained Dr Bachner. “Through the exchange and the dualprogrammes we provide our students with a wide variety of postgraduate legalopportunities so they can develop cross-cultural skills, broaden their networks andfurther their careers.

Mindful of the current economic climate and budgetary restrictions, Dr Bachnerpointed out that LLM was one of the first self-financing programmes at CityU. TheSLW has sought to respond to the market, at the same time recognizing that theUniversity Grants Committee will not subsidize such postgraduate programmes. “Ourtask is to continue to improve and maintain high academic standards while providinga practically-oriented system of education. Our goal is to become the professionalgateway for lawyers and law-related business people.” The future of postgraduatelegal education depends upon the creation of financially viable academic programmesthat respond to professional needs and ambitions.

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28 March �� 2004

f ea t u r e s � � !

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I ts five-year agreement with publisherKluwer Law International havingcome to an end, City University’s

Asia Pacific Law Review (APLR) has movedon to a new publisher: LexisNexis, theglobal legal and information division of theReed Elsevier plc Group, which includesButterworths, one of the largest legalpublishers with over 180 years of history.Renowned publications include Halsbury’sLaws, Laws of Malaysia, Hong Kong Casesand CaseBase. The LexisNexis onlineservice provides access via the Web to overthree billion documents, including a largeAsia-Pacific Rim library. In Asia,LexisNexis has its headquarters inSingapore and offices in Hong Kong,China, Australia, Japan, Korea, Malaysiaand Taiwan. “As a major media global firm,it provides another fruitful outlet for theinternational community to becomeacquainted with the talent and drive of ourdynamic law school,” said ProfessorMichael McConville, Chair Professor ofLaw and Dean of CityU’s School of Law(SLW).

Ms E Dee Conrad, Publishing Manager ofLexisNexis, said “Given our experience inproducing highly respected lega l

p u b l i c a t i o n ssuch as The HongKong Lawyer and TheInter-Pacific Bar Association Journal,our partnership with CityUniversity on the Asia Pacific LawReview is a complementary fit. Itwill allow us to broaden our reachand impact in the regional legalarena.”

Although LexisNexis publishes all lawreviews in a digital format, Butterworths hasnot previously published law journals whichfocus on the Asia-Pacific region: the APLRis their first. “Other journals have anAsia-Pacific focus,” explained Dr BryanBachner, a founding co-editor of thejournal, its current Managing Editor andAssociate Professor in the SLW, “but theAPLR is the first, based in the region,established with idea of encouraging localexperts to write on legal issues in the regionand to showcase local perspectives.”

By Theresa Fox ��

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APLR findsa new publisher

29March �� 2004

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The Editorial Board, led by ProfessorAnton Cooray as Editor-in-Chief,comprises staff members from the SLW.The Advisory Board, which is chaired byProfessor Edward Tyler, comprises,amongst others, leading figures in local andinternational legal circles, includingProfessor Wu Huanning of the ChineseUniversity of Politics and Law, ProfessorWilliam Alford of Harvard Law School,Professor Jerome Cohen of New YorkUniversity School of Law, and ProfessorWilliam Twining of University CollegeLondon. “One of the aspirations of the newpublisher will be to bring in not onlyacademic pieces but also to involvep r a c t i t i o n e r s m o r e a n d p r o v i d einformation, guidance and analysis ofcurrent practical concerns for the professionin the Asia-Pacific region,” Dr Bachnersaid.

A well-kept secretReferring to the APLR as one of CityU’s“best kept secrets”, he said that academicjournals traditionally have difficulty infinding commercial publishers. The SLWregards the agreement with LexisNexis asan acknowledgement of the internationalmaturity of the APLR. “The journal hasbeen around since 1991and, in my opinion, if atop global publisherdecides to take it on,that’s the real test thatdetermines that it isinstitutionally sustainablea n d r e c o g n i z e dprofessionally.”

Since its inception 12years ago, the journal haspublished authors whose

articles have focused on the region—forexample, Australia, Sri Lanka, Japan,Malaysia and Papua New Guinea, as wellas Hong Kong and the Chinese mainland—and has provided a prominent forum forleading scholars and practitioners tocirculate learned views on topics importantto the region. Professor McConvilleremarked, “It is the mission of theUniversity as well as of the School of Lawto establish a prominent reputation in Asiaand the Pacific. This new publishing dealwith LexisNexis will contribute to thatobjective and, no doubt, enhance theexcellence of the APLR.”

With the dynamics o f economicdevelopment and the effects of the WTO,particularly in China but all over Asia,pressure is being put on all jurisdictions toenhance their legal systems, Dr Bachnersaid. “Globalization is the engine which isd r i v i n g m o r e s u b s t a n t i v e l e g a ldevelopments.” He believes this is why itis important to create forums whereconcerns about legal development can beaired and considered in a rational, academicmanner. “Practitioners, policy makers, lawmakers, executives, scholars and students

who read the APLRw i l l h a v e t h eo p p o r t u n i t y t oc o n s i d e r f o r w a r dthinking commentaryand analysis issues,which, we hope, willcontribute to greaterunder s tand ing o fs i g n i f i c a n t l e g a ldevelopments in Asiaand the Pacific.”

30 March �� 2004

f ea t u r e s � � !

By Regina Lau =��

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MANGROVES— a smart source of

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30 March �� 2004

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31March �� 2004

f ea t u r e s � � !

North East NewTerritories �� !

Lai Chi Wo �� Luk Keng =��

Nam Chung ��

I n recent decades, an upsurge ofresearch interest in the importanceof omega-3 fatty acids to the human

body has spurred a new generation of healthfood products incorporated with theseessential lipids. DHA, docosahexaenoicacid, one of the essential members of theomega-3 fatty acids family, has becomesynonymous with “intelligence” in people’smind, thanks to widespread media coverageon the benefits of DHA on promoting thegrowth of brain tissues in babies andsafeguarding cardiovascular health inadults. A wide array of DHA supplementcapsules, “smart bread”, “smart milk” and

Research Discovery:

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“omega eggs”, which promise to raise smartkids and to prevent coronary diseases, havefound their way to the market. Sincescientists have confirmed that omega-3fatty acids are vital to the normalfunctioning of our hearts and brains, andthat deficiency in these essential lipidscould lead to memory loss, learningdifficulties, depression, high blood pressure,heart disease and even cancer, the prospectsof DHA products look extremelypromising.

Professor Lilian Vrijmoed, an academic inCityU ’s Department of Biology andChemistry, has tapped the highly promisingDHA product market through a differentroute: enhancing the DHA content ofanimal feeds, which can then benefit thehuman body via the food chain. “Fish oilis, at present, our main supply of omega-3fatty acids. However, even fish such assalmon and tuna derive their essential lipidsfrom marine microbes and algae. Likehuman beings, they cannot manufactureomega-3 fatty acids themselves; fish must

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A microbe “Schizochytrium mangrovei” on the decadent leaves of the mangrove bush.

Distribution of 44 Mangrove Stands in Hong Kong

Research interests:Fungal Biology, Mangrove &Marine Fungi, Microbial Ecologyof Mangrove Ecosystems,Physiology of Indoor Air Fungi

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Deep Bay ��

Ha Pak Nai �� Lut Chau ��

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Sheung Pak Nai �� Tsim Bei Tsui �� Yuen Long Industrial Estate�� !"

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32 March �� 2004

f ea t u r e s � � !

obtain them through their food,” ProfessorVrijmoed explained.

The idea of producing a DHA productdawned on Professor Vrijmoed when she wasinvestigating mangrove fungi at Mai Po,Hong Kong, six to seven years ago. Anexpert on fungi of the marine environment,Professor Vrijmoed discovered a DHA-producing microbe, Schizochytriummangrovei, on fallen senescent leaves ofsome mangrove plants. The high nutritivevalue of DHA prompted her to put the ideainto action, which triggered a researchproject exploring the mangrove microbe in1997.

Supported by a HK$ 300,000 Industrial andBusiness Development Grant offered byCityU in 2001, Professor Vrijmoedproceeded to extract the microbe from themangrove leaves, identify the highest DHAproducing strain among the pure isolates

obtained from the mangrove, and enhanceits DHA yield. To date, the highest yieldingstrain identified by Professor Vrijmoedproduces approximately 200 mg of DHA pergram (freeze-dried weight) of microbial cells,after 72 hours of fermentation.

With increasing population and alreadyexperiencing an exhaustion of fisheryresources in the ocean, it is expected thatthe supply of omega-3 fatty acids from fattyfish such as trout, mackerel, sardine, tunaand salmon will be inadequate to meetfuture demand due to worsening marinepollution. Marine microbes, such as the

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Schizochytrium mangrovei, with itscapacity to produce high levels of DHAunder controlled conditions, would thusprovide an alternative and unlimitedsource of DHA supply. “Undoubtedlyresearchers are working on its industrialdevelopment,” said Professor Vrijmoed.“We have to act fast to capture theemerging market of this alternative sourceof DHA.”

DHA-added animal feed“A DHA product in the form of an animalfeed offers much faster entry into themarket than making a product for humanconsumption,” according to ProfessorVrijmoed. Numerous safety tests and aprocess as long as five or 10 years can beavoided. This ascertained, she created aDHA–added animal feed. She has nowteamed up with a biochemist, Dr CornelVerduyn of Mahidol University inThailand, to monitor the growth effect ofthe DHA–added animal feed on fish andshrimp. In Hong Kong, she has invited alocal farmer to use the DHA-added animal

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33March �� 2004

f ea t u r e s � � !

feed to raise chickens, and to monitor theDHA content in their flesh and in theireggs.

The mangrove factor may prove pivotal.Professor Vrijmoed would like to see theproject proceed to the next stage oftechnology transfer and large-scalemarketing through an industrial partner.An ideal partner would be an animal feedproducer interested in large-scaleproduction of the DHA product. Positivedata from the feeding trials currentlyunderway will help convince farmers thatthe product can add value to their farmproduce.

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34 March �� 2004

Quality Teaching and Learning

City University of Hong Kong aspires “to be internationally recognized as a leading university in the Asia-Pacific region”. To accomplishthis lofty goal, CityU must focus its efforts on the various, specific components of quality—the quality of our students, staff, graduates,academic programmes, research, infrastructure and management, as well as the quality of our interactions with, and contributions to,society. The new Role Statement for CityU given by the University Grants Committee, coupled with the government’s decision todramatically reduce funding for sub-degree and taught postgraduate programmes, and the anticipated performance androle-related funding of higher education in Hong Kong in the near future, make it all the more vital to concentrate on the quality of oureducational work.

The two Teaching and Learning Quality Process Review (TLQPR) exercises in the last 10 years concluded that CityU has a crediblesystem of quality assurance and a vibrant quality culture.

Quality teaching and learning are certainly not the work of an individual but the collective efforts of the University. All academicunits continuously strive for improvement in quality teaching and learning. The University has also taken steps to enhance teachingand learning—most notably, the Merit-based Reward Scheme for departments/divisions to maximize student learning, the establishmentof the Teaching Excellence Awards (TEA) in 1993 to recognize and reward distinguished teachers, and the ongoing development of asupportive learning environment that places great emphasis on the students’ whole person development.

CityU’s TEA exercises provide excellent examples of topquality teaching, and of how our colleagues enhance theirstudents’ learning by using innovative and improvedmethods such as problem-based learning and combinedonline and face-to-face learning approaches. Inaddition to work inside the classroom, some ofour students are involved in exchangeprogrammes, industrial attachments, internships,study tours and other co-curricular programmesoffered by both academic and non-academicdepartments that relate real-life experience totheir University learning. Students, as learners,must however take responsibility for their ownlearning and make use of opportunities available to them.

Many teachers highlight the relationship between teaching and research. Harry Greene, a 1993 recipient of the Distinguished TeachingAward at UC Berkeley, suggests that students’ engagement with a subject is augmented by knowing about their teacher’s research. Hecontends that “presenting recent research in classes adds a sense that we are all still learning, not just reviewing knowledge.” (BerkeleyMagazine, Summer 1996)

CityU’s second strategic plan and the UGC’s feedback from the recent TLQPR exercise emphasize learning and the assessment oflearning. In the context of the commercialization of higher education around the globe, this emphasis is timely. The key figures toaddress these matters will continue to be the University’s academics. Their research forms the underpinning of teaching, and must besustained. It is essential for CityU to be a strong research institution to continue achieving excellence in teaching.

These advances have set us on the path of quality teaching and learning, but to stay on course, we must persist in setting our sights highand forge ahead.

Research forms theunderpinning ofteaching, and must besustained.

35March �� 2004

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