The Chinese University of Hong Kong

QUALITY MANUAL

Chapter 8 Grievances, Appeals, Ethics, and Diversity and Inclusion

8.1 Student Grievances and Complaints

The University is committed to addressing grievances and complaints promptly, and to help resolve them in as reasonable a manner as possible. A provision has therefore been established for students to report any irregularities in their course of study through lodging a formal complaint with the University, after which an independent investigation into the matter concerned will take place. Students lodging complaints should identify themselves properly (i.e. no anonymous complaints) and follow the steps stipulated in the Procedures for Dealing with Student Complaints (Appendix 8-1). The Procedures serve as a guide for students in pursuit of complaints and a framework for the University to handle student complaints.



8.2 Appeals against Academic Results

Whilst ultimately there may be no appeal against an academic judgement, under certain circumstances students may still wish to appeal against their results, which are handled in the following manners.

8.2.1 Undergraduate Students

Students who wish to appeal against their results in a particular course should first discuss the matter with the course teacher. Students still wishing to lodge an appeal afterwards should do so in writing to the Assessment Panel via the Chairman of the Department concerned within two weeks of the grade release date. No grade appeal will be entertained thereafter.

8.2.2 Postgraduate Students

Students who wish to appeal against their results in a particular course should first discuss the matter with the course teacher. Students still wishing to lodge an appeal afterwards should do so in writing to the Assessment Panel of the Graduate Division concerned within two weeks of the grade release date. No grade appeal will be entertained thereafter.



8.3 Ethics, and Diversity and Inclusion

The University is committed to creating and promoting a working and learning environment which provides equal opportunities and is free of discrimination. The University embraces diversity as an essential element of excellence in all aspects of the University community and cultivates inclusiveness throughout the campus in which staff and students are able to realize their full potential. Ensuring equal opportunities, valuing diversity and promoting a culture of inclusion are vital to the realization of the University’s core values. All members of CUHK have a responsibility to observe and abide by the Diversity and Inclusion Policy (Appendix 8-2), which articulates fully the value of diversity and the Principles of Community the University upholds, in acts or in speech within the University community and in the course of participating in university activities.

The University has zero tolerance against sexual harassment and observes the anti-discrimination legislations (Cap. 480, Cap. 487, Cap. 527 and Cap. 602 of the Laws of Hong Kong) to promote equality of opportunities among races, between men and women, between persons with and without a disability, and irrespective of family status, respectively. The Policy Against Sexual Harassment (Appendix 8-3) and Procedures for Handling Discrimination Complaints (Appendix 8-4) have been devised to set out the mechanism for dealing with allegations or complaints of discrimination on the grounds of sex, marital status, pregnancy, breastfeeding, disability, family status and race, and for providing proper redress if and when discrimination, harassment and vilification occur.

In addition to the above, the following useful documents on ethics for members of the University are also detailed in Staff and Student Handbooks and alike:In addition to the above, the following useful documents on ethics for members of the University are also detailed in Staff and Student Handbooks and alike.

The University is committed to building a fair, diverse and inclusive university community where all students are provided with equal opportunities in their academic pursuit. Every effort should be made to mitigate any chance that a single student (e.g. student with special educational needs) is lagging behind. A set of Guidelines for Inclusive Virtual Teaching and Learning Environment (Appendix 8-9) has been devised to provide teachers who are at the forefront of change with directions on how inclusive VTL can be co-constructed at the University.