| Chapter 2 | Curriculum Structure and an Overview of the Quality Assurance Structure |
2.1 The “Outcomes-Based Approach”
The outcomes-based approach (OBA) to T&L fosters student attainment of identified learning outcomes. Paramount emphasis is placed on aligning content, pedagogical strategies, learning activities, and forms of assessment with learning objectives, not only for programmes, but also for each individual course. Under the OBA, every student will be guided to acquire expected graduate attributes, which are expressed in terms of knowledge, professional and generic skills, as well as values and attitudes, at their level of study:
- Appendix 2-1: Expected graduate attributes for Ug programmes
- Appendix 2-2: Expected graduate attributes for TPg programmes
- Appendix 2-3: Expected graduate attributes for RPg programmes
2.2 Curriculum Structure
2.2.1 Undergraduate Programmes
The University’s Ug curriculum adopts a credit unit system, which affords flexibility in course selection and study planning.
In the four-year curriculum, students have to complete (i) University Core Requirements, which provide them with generic skills and a foundational intellectual apparatus for their studies, (ii) faculty package courses, which provide students with a broad intellectual perspective on their majors and cognate disciplines, and (iii) major programme requirements, which allow students to acquire in-depth knowledge in their chosen discipline. Major programmes also include a “research component”, which may comprise internship, research work, or other learning activities that help students put their learning in practice. Some programmes offer the research component as the capstone component of the Ug curriculum.
Students may also pursue a minor, or an extra major, in addition to their major studies. Students who pursue dual degree programmes or double degree options will be awarded two degrees upon successful completion of the graduation requirements.
Appendix 2-4 provides an overview of the four-year curriculum introduced in 2012. See Appendix 2-5 for the Undergraduate Student Handbook.
2.2.2 Taught Postgraduate Programmes
Full-time and part-time TPg programmes at different levels (doctoral, master’s, postgraduate diploma, or certificate) are offered by Faculties and Departments. The normative study period ranges from one to five years. The General Framework of Taught Postgraduate Programmes (Appendix 2-6) stipulates that TPg programmes employ a modular structure, with coursework as a significant programme component. Individual TPg programmes may also require students to complete dissertations, participate in practicum or internship, as deemed appropriate for the subject matter concerned. Appendix 2-7 shows common requirements for TPg programmes. Other helpful documents that stipulate guidelines and references on TPg programmes include:
- Postgraduate Student Handbook (Appendix 2-8)
- Code of Practice for Taught Postgraduate Studies (Appendix 2-9)
2.2.3 Research Postgraduate Programmes
RPg programmes are offered in both full-time and part-time modes; they lead to the award of the degrees of Master of Philosophy (MPhil) and/or Doctor of Philosophy (PhD). Over half of the programmes are offered in an MPhil-PhD mode, which offers the option for students to enter a PhD programme with a Bachelor’s degree. Students taking this mode fall into one of the three categories: (i) MPhil, (ii) PhD (pre-candidacy), and (iii) PhD (post-candidacy). The normative duration for a RPg programme usually falls between 24 and 64 months.
Although the thrust of RPg programmes is research, all programmes include coursework components, some of which are designed to aid students in their research work and thesis writing. RPg theses must display originality, as well as mastery of sound research methods.
Appendix 2-10 shows requirements for the conferment of degrees. Other helpful materials on RPg programmes include:
- Postgraduate Student Handbook (Appendix 2-8)
- Code of Practice for Research Postgraduate Studies (Appendix 2-11)
- Main Features of the MPhil-PhD Programme (Appendix 2-12)
2.3 Quality Assurance Structures
2.3.1 University-level Quality Assurance Structures
The University has clear QA mechanisms for T&L. The SCTL, chaired by the Pro-Vice- Chancellor (Education), oversees all matters related to T&L. The GC and the GCExCo, chaired by the Dean of the Graduate School, oversees Pg programmes.
Non-formal (or so-called co- and non-curricular) learning activities are likewise overseen by dedicated bodies. The activities of each College are overseen by the College’s Assembly of Fellows, chaired by the respective College Head/ Master. Centrally-organized student activities are overseen by the Committee on Student Affairs, chaired by the University Dean of Students, and centrally-organized exchange programmes are overseen by the Committee on Academic Links, chaired by the Provost.
Appendix 2-13 shows a schematic view of all major QA systems in place. Table 2-1 shows overseeing bodies and host units for Ug University Core Requirements. For example, the Senate Committee on Language Enhancement (SCLE) and the Senate Committee on General Education (SCGE) are responsible for Ug core language requirements and University General Education (UGE) requirements respectively. All these Committees report to the Senate and work closely with Faculties and Departments to ensure the delivery of quality education at the University.
Table 2-1: Responsible Bodies for Ug University Core requirements
| University Core Requirements | Host Department/ Units | Overseeing bodies | |||
|---|---|---|---|---|---|
| First tier | Second tier | ||||
| Chinese Language | Department of Chinese Language and Literature |
Faculty of Arts | SCLE | ||
| English Language | English Language Teaching Unit |
Faculty of Arts | SCLE | ||
| General Education (GE) |
|
Office of University General Education (OUGE) |
SCGE | ||
| Foundation courses | |||||
| CGE | Respective Assembly of Fellows at Colleges |
||||
| Understanding China | OUGE | Committee on GE China Programme | |||
| Hong Kong in the Wider Constitutional Order | OUGE | Committee on GE China Programme | |||
| Digital Literacy and Computational Thinking | Office of Digital Literacy Education | Faculty of Engineering | Sub-Committee on Education Technologies (SET) of the University’s IT Governance Committee |
||
| Physical Education | Physical Education Unit | Faculty of Education | Senate Committee on Physical Education | ||
RPg and TPg programmes are managed by Graduate Divisions of the respective Departments and Faculties, and are overseen by the Graduate School, which, in turn, is governed by the GC and the GCExCo.
2.3.2 Role of Faculties and Departments
Appendix 2-14 shows the T&L management structure for all programmes. Individual Faculties serve the key roles of overseeing and monitoring academic programmes and courses offered by their Departments/ Units. Individual Departments/ teaching units administer the planning, development, delivery and assessment of courses and programmes through curriculum committees and assessment panels, which report to Faculty Boards. Integrated programmes offered by more than one Department are managed by their respective Faculties and Programme Committees, whereas interdisciplinary programmes report to the Departments concerned.
2.4 Virtual Teaching and Learning, and Artificial Intelligence
Virtual Teaching and Learning (VTL) is an integral part of T&L, and its governance and QA is embedded in the normal T&L structure. A set of Guidelines on Approval for Virtual Teaching and Learning Courses in Taught Programmes (Appendix 2-15) is developed. The SCTL oversees the overall development of T&L in the University including the strategies and implementation on VTL. SET under the IT Governance Committee oversees the University’s IT developments relating to education enhancement, proposes means, monitors and reports to the IT Governance Committee on the progress of the use of technologies for effective T&L purposes, formulates implementation plans for the IT policies relating to education, and works in consultation and integrates deliberations on T&L technology related initiatives with the SCTL.
Faculties and Departments enhance and develop new education technologies for adoption in curriculum design, teaching delivery as well as assessment to enrich the overall learning experience of students. Support is provided to teachers (See Section 13.3 on pedagogical and eLearning support), and grants schemes are set up to encourage teachers to practice innovative ideas in VTL and develop electronic courseware (See Section 13.4 for grants in support of T&L).
In response to the rapid development of generative artificial intelligence, a set of Guidelines on the Use of Artificial Intelligence Tools in Teaching, Learning and Assessments (Appendix 2-16) is issued. A handy guide is also prepared for students’ reference (Appendix 2-17).
2.5 Major Documents on Quality Assurance
The Integrated Framework for Curriculum Development and Review (IF) (Ug programmes: Appendix 2-18; TPg programmes: Appendix 2-19) illustrates the University’s commitment to assure and enhance the quality of taught programmes. It contains clear principles of curriculum development and review, and serves as important reference material for teaching staff in the development, design and review of academic curricula.
Code of Practice for Taught Postgraduate Studies (Appendix 2-9) and Code of Practice for Research Postgraduate Studies (Appendix 2-11) offer practical advice and describe good practices to students, supervisors and personnel supporting TPg/ RPg programmes alike.
These documents are updated on a regular basis by SCTL and GC, the procedures described therein are applicable to all teaching programmes and units.
The Policy on External Referencing to Hong Kong Qualifications Framework (Appendix 2-20) sets out an overall framework for external referencing to the Hong Kong Qualifications Framework (HKQF) at the University and constitutes the mapping of the University-wide graduate attributes with reference to the Generic Level Descriptors of the HKQF Levels 5-7.