Vice-Chancellor's Report 1990-93

since 1990. Secondary 7 entrants are able to graduate in three years, and the University is able to retain the principal features of its bicultural tradition with special emphasis on general education. We have, during the same period, established new academic departments, launched new programmes, introduced mechanisms to ensure internationally recognized standards and quality, and strengthened linkages with top rate universities all over the world. I n v i ew o f the many curricular adjustments that need to be made and the various academic issues that should be addressed in response to new and fast changes occurring within and outside the University, a Committee on Academic Policy and Development was established in May 1992 to give advice on academic policies and developments of the University. Chaired by a pro-vice-chancellor, the committee is made up of deans o f faculties, dean of the Graduate School and the University Registrar. The committee serves as a forum for discussions on academic issues that may have a significant impact on the University's course o f development, and helps to ensure that consultation at approporiate levels has been carried out before an issue is resolved into a formal academic policy. More specific details about the various developments mentioned are outlined below. A Flexible Credit Unit System An improved credit unit system which is flexibly structured was put in place in 1991-92 for undergraduate studies. Departments on the one hand can easily design and re-design their programmes of studies in response to new developments and community demand; students on the other hand can select courses according to their own interest and need. Following new developments in local sixth-form education, wh i ch involve the introduction of both Chinese Language & Culture and Use of English as required subjects, the University has decided to discontinue the General Chinese and General English requirements from 1994-95 so as to introduce greater freedom in the curriculum for students to take courses of their own choosing. Notwithstanding this development, the University w i ll continue to devote more resources to the provision of elective language proficiency courses. In line with initiatives o f the departments in re-designing their programmes for the intake o f Secondary 7 entrants, who start their university studies at a higher baseline, the University has reduced the minimum number o f units required in the major and minor programmes. Major-related student-orientated teaching (STOT) courses have also been made optional. A university-wide policy has been implemented to grant course and unit exemption to students with recognized post-secondary qualifications prior to entry. Parallel to this development, the University's admission policy for local applicants other than immediate school leavers and for non-local applicants has also been rationalized and liberalized. Successful applicants w i th different background in education preparation can be accommodated within the flexible credit unit system after admission to the University. 5