Bulletin Report of The Commission on The Chinese University of Hong Kong March 1976

experienced teachers primarily concerned to see their students develop sound judgment and independence of mind. The appropriate title in Chinese tradition for such teachers is perhaps “Tao shih". They would be the “Fellows” of the Colleges (see paragraph 86). The current arrangements on the other hand, if we understand them correctly, are part of the formal "subject-orientated" teaching of the University which for convenience is conducted, often by relatively junior staff, in small groups and takes the form of supplementary exposition or exercises. We do not discount the value of such work and we see no reason why, if our scheme is adopted, it should not continue as part of the normal "subject-orientated" instruction of the University. (1) The University (IV) The Future Structure and Organisation of the University 68. We must now translate our comments on the principles of academic governance and our concept of the respective roles of the University and the Colleges into practical terms of structure and organisation. Before doing so, however, we wish to emphasize the importance of two things. First, success in catering for the needs of individual students will depend in large measure on ensuring that there is sufficient flexibility in the teaching and in the curriculum. We doubt whether the conventional departmental organisation is the most conducive to this end, and we would therefore suggest that the University might with advantage consider the introduction of Schools of Studies. Such a step would permit an element of flexibility in the context of other disciplines on which the individual subject greatly depends. Such a modification of the present organisation might well, on further examination, prove to have the incidental advantage of reducing the load of formal committee work and of expediting decision making. Secondly, the successful implementation of our concept of the complementary roles of the “subject-orientated” University and the "student-orientated" Colleges will require sympathetic understanding not only between those who are concerned with individual students in the Colleges and those others who instruct them on their University courses ； but also between both of those groups and those who administer the University and apply its regulations, etc. We greatly hope, therefore, that there will be adequate facilities to enable all who are engaged in helping the individual student, whether as teacher, librarian or administrator, to have a ready opportunity of meeting one another informally, of conversing together and of appreciating one another's point of view. We hope, for example, that members of the University administrative and library staff of appropriate seniority will be accorded common room rights in the Colleges and that any common room facilities designed for the staff of the University as a whole will be regularly and widely used. 69. In our recommendations we deal first with the University and then with the Colleges. We include a number of miscellaneous points to which we have not hitherto specifically drawn attention, but which we think are sufficiently self-explanatory not to need further comment. (a) General 70. All powers and functions except that explicitly given to the Boards of Trustees of the Colleges (i.e. their responsibility as Trustees for the assets they brought into the University at its foundation and still retain) should be vested in the University. In particular the University should be responsible