Annual Report 2004–05

made for the admission of the first batch of students for the LLB, JD and L L M programmes i n the 2006-07 academic year. Looking ahead To prepare the University for the opportunities and challenges of the 21st century, so that it can continue to scale new heights of excellence i n the decade ahead, University management made special efforts to formulate plans for strategic development. In October 2005, a draft outline for institutional development was w i d e ly distributed to faculty, staff, students and alumni to solicit feedback and suggestions. It p r omp t ed vigorous discussion among members of the University c ommu n i ty and 20 consultation and b r i e f i ng sessions were subsequently held. A total of 35 w r i t t e n s u bm i s s i o ns we re received. Co n s t r u c t i ve v i e ws a nd u s e f ul o p i n i o ns we re t h en s y n t h e s i z ed a nd i n c o r p o r a t ed i n t o a d r a ft Strategic Plan, w h i c h was s u bm i t t ed to the Adm i n i s t r a t i ve and P l ann i ng Comm i t t ee ( AAPC ), the Un i v e r s i ty Senate a nd the Un i v e r s i ty Co u n c il for further discussion and revision. The p l an was f i na l ly adopted by the council i n January 2006 and became the blueprint of institutional development, setting out the University's major thrusts of development i n the coming decade. One such thrust is i n the direction of establishing one or more new colleges. The University is keenly aware of the v i t al value of its un i que college system and the existing four constituent colleges i n offering general education, non-formal education and pastoral care to its students. The next t wo triennia are also seen as an opportune time for setting u p new colleges so that a more intimate environment for inter-personal interaction can continue to coexist w i t h a mu ch larger student population wh en the University reverts to a four-year undergraduate c u r r i c u l um i n 2012. I n December 2005, a Task Force on N ew Colleges was set u p w i t h the mission to conduct an on-site study of the experience of successful colleges i n leading universities i n the UK and the USA, and to propose options i n the formation, organization, mission, and features of new colleges at the University. Another major feature of the Strategic Plan is the focused development of five key areas of existing strength: Chinese studies, biomedical sciences, information sciences, economics and finance, and geoinformation and earth sciences. They are selected on the basis of achievement and quality already demonstrated so that there are good prospects of attaining the highest level of excellence and world-class impact wh en extra resources are injected. A l l these areas share the characteristic of c u t t i ng across departments a nd disciplines, a nd the injection of resources w i l l have the additional benefit of p r omo t i ng interdisciplinary research, for wh i ch the g r o u nd is most fertile i n a comprehensive higher-learning i n s t i t u t i on such as The Chinese University. We are n ow w o r k i ng on marshalling necessary additional resources, selecting sub-areas and setting goals before we forge ahead. Proper management structure i n the f o rm of steering committees have been set up, w i t h external advice where necessary, to guide the implementation. Ap a rt f r om designated areas of strength, the University has, across the board, the aspiration and the capability to achieve higher levels of excellence i n scholarship, wh i ch ultimately underpins the quality of education it offers. A considerable part of the Strategic Plan is i n fact about measures that relate directly to education, teaching and learning. I n d i v i d u al teachers and departments are the d r i v i ng force b e h i nd the i mp r o v eme nt of education quality. The Un i v e r s i ty w i l l focus on introducing measures that support, encourage and i n certain respects lead unit-level initiatives. I n this regard, an integrated f r amewo rk has been i mp l emen t ed to review each undergraduate p r o g r amme i n a constructive and holistic way. Moreover the University w i l l revamp internal and external mechanisms to ensure standards; statutory amendments w i l l be made to standardize and strengthen the internal system, while a system of visiting committees w i l l be i n place to give 引言 Introduction 7