the-quest-for-excellence-a-history-of-the-chinese

Average income 342.16K
Average income of 1960s 493.36K
graduates

Average income of 1970s graduates 482.72K
Average income of 1980s graduates 290.94K
Average income of 1990s graduates 134.38K
jobs, showing that the graduates tended to be quite stable at their jobs. One of the reasons for this stability is the relatively high proportion of the alumni going into education; for example, an average of 46.8% in the 1970s took up teaching. (see Table 3)
The average annual income of the 1,450 plus alumni is $342,160. The more senior the graduates, the higher is their current income. The average annual incomes today are: for graduates of the 1960s, ap-proximately $493,360; for those of the 1970s, approximately $482,720 and for the 1990s, $134,380. (see Table 2)
Table 3. Changing of Jobs
Job changing number of times Overall percentage Graduates of the 1960s Graduates of the 1970s Graduates of the 1980s Graduates of the 1990s

0 54.7% 49.2% 51.9% 50.9% 70.7%
1 21.2% 14.3% 18.6% 23.1% 20.2%
2 11.2% 15.9% 12.2% 12.0% 6.7%
3 7.4% 6.3% 9.0% 8.5% 2.4%
4 3.3% 6.3% 3.5% 4.0%
5 1.2% 3.2% 1.9% 1.1%
6 0.6% 3.2% 1.9%
-
7 0.1% 0.3%
8 0.1% 0.3%
9 0.3% 1.6% 0.3% 0.3%

The following are the fields in which relatively more graduates participate and to which they have made obvious contributions.
A. Higher Education and Academic Research
During the 1960s and mid-1970s, scholarships and opportunities to work or study at graduate schools in the United States and Canada were still plentiful. Therefore, a high ratio of CUHK graduates went to graduate schools abroad. Towards the end of the 1970s, 27.1 % of the graduates were studying abroad (1979 figures). Many of the graduates of the 1960s and 1970s returned to Hong Kong from their advanced studies overseas in the 1970s and 1980s to take positions at various institutions of higher education. However, there has also been in the past twenty years a very significant development at the Graduate School of CUHK, as many of the Ph.D. graduates have similarly taken up posi-tions in the higher institutions. They may be called the first generation of locally trained scholars from CUHK, and they are laying a firm foundation for the localization of the teaching faculties of Hong Kong' s academic institutions.
According to the survey of 1992, there are over 500 CUHK graduates on the teaching and administrative staff at institutions of higher education in Hong Kong. In the three universities alone, The Chinese University of Hong Kong, the University of Hong Kong and the
The Alumni: A Composite Portrait
Hong Kong University of Science and Technology, there are about 260 or 13% CUHK alumni among the total faculty of about 1700. InCUHK itself, in 1978, before the establishment of the Medical Faculty, there were 533 teaching and administrative positions, of which 68 or 12.75% were held by alumni. All the teaching staff must hold higher degrees with research experience and publications before they obtain teaching positions at their own Alma Mater. Those who teach at the higher institutions are fewer than those teaching in middle schools, but they form a significant contribution to Hong Kong's higher education.
There are also many CUHK alumni who pursued graduate studies abroad and then stayed and taught or did research at various universities, especially in the sciences. Although there are no precise numbers avail-able, it is almost certain that there are CUHK alumni engaged in teach-ing or research in many of the famous universities in the United States, Canada and Australia. Many have received international recognition or awards because �Pof their academic achievements, research, creativity, and inventions.
B. Education
Among the many. professions chosen by them, CUHK alumni have undoubtedly made their greatest contribution to education in Hong Kong. Every year, almost one third of the graduates, particularly those in the humanities, go into the field of education. For example, before the mid-1980s, over 70% of the graduates of the Arts Faculty were involved in education. This figure was higher than those from the other institu-tions. In 1981, an average of 9.7% of all the graduates of the two universities and the Hong Kong Polytechnic entered the field of educa-tion. University of Hong Kong graduates who took up teaching as their profession were 20.9% of all college graduates that year, while CUHK graduates made up 29.7% (Graduate Employment Survey Report, CUHK; HKU, HK Polytechnic and five Technical Institutes in HK, 1981). In 1991, an average of 8.38% of all college graduates entered education. Among the HKU graduates, the average was 14.47% with CUHK graduates, 18.9%.
In the 1970s, there was a large expansion of secondary school education. As a result, the number of CUHK graduates engaged in education was highest in those years. By the 1980s, the expansion of
secondary school education had slowed down. At the same time, the demand for human resources had become more multi-dimensional. Consequently, the proportion of CUHK graduates going into education, began to diminish, 32% in the class of 1986 was reduced to 26% by 1990.
Nevertheless, the relative proportional decline does not inean a corresponding diminishing influence on Hong Kong' s education. On the contrary, the influence increased as a result of the improvement in quality. Th. School of Education of the CUHK was founded in 1965 and by the 1990s, it has become a strong educational institution. Instead of taking jobs in education immediately upon graduation, many graduates take a diploma in education before they become teachers. For example, there were 131 graduates from the School of Education in 1990, among whom 95% went into teaching. There is a significant increase in the number of master degree holders in education too. The expansion of education in Hong Kong began in the 1960s and greatly accelerated in the 1970s when the nine year free education programme was established. The CUHK alumni have contributed a solid and stable source of high quality teaching to the entire development.
C. Journalism and Mass Media
The Department of Journalism and Communication :was first set up at New Asia College in 1965, and The Chinese University remained the only institution granting degrees in journalism until 1990, when Baptist College also began to award undergraduate degrees in that field. In the 1970s and 1980s, there was a rapid development in the areas of mass communication and advertising, which created a great demand for man-power. Today, in almost all the major media in Hong Kong, in television, radio, newspapers, and magazines, graduates of CUHK oc-cupy many of the senior positions. The current director of broadcasting, the chief editors and senior administrative staff of many major newspapers are CUHK graduates.
D. Music and Fine Arts
The Music and Fine Arts Departments were established in the early days of the three Colleges. With an early and solid foundation, these
The Alumni: A Composite Portrait
departments have provided music and art teachers to the schools in Hong Kong. Some graduates have become well-known artists, com-posers and musicians. At the concerts for the thirtieth anniversary of the opening of the Hong Kong City Hall, the opening and closing pieces were composed by famous composers from Hong Kong and CUHK graduates made up a very high proportion of those composers, conduc-tors and soloists selected for the concert. Many of their works have won international awards.
Though still relatively small in number, our alumni who are engaged in music and fine arts have made a marked contribution to Hong Kong society through their dedication. Without them, a society like Hong Kong that is so heavily involved in commerce and industry would be a lot more culturally deprived.
E. Business and Industry
The Chinese University from its inception has had programmes in commerce and business studies. By 197 4, the curriculum had developed into the Faculty of Business Administration. At present, the Faculty has six academic departments. Such development has paralleled the rapid changes in Hong Kortg's economy since the 1970s.
Over the last twenty years, the Hong Kong economy has changed from handicraft industries and family ownership to large scale corpora-tions and financial services. International competition has created the need for modem management and professional skills in all sectors. The number of CUHK graduates who have gone !nto administration and commerce has increased annually since the early 1970s. In 1980, ap-proximately half of them took up jobs in administration, banking, finance, trade, investment, market research and promotion. In 1990, that proportion had increased to 57%. In addition to the graduates of the Faculty of Business Administration, many Economics Department graduates also go into industrial management and commerce. Many alumni are now well established in their business careers, but more recent graduates have also won recognition in the annual nomination of Hong Kong's most successful young industrialists.
Some alumni work as senior researchers or analysts for major industrial and financial corporations. They are often invited by the electronic and print media to express their views in public.
F. Government and Public Service
Before the mid-l 970s, very few CUHK graduates served as government employees or administrators. There were two reasons. First, before the 1970s, English was the only official language in Hong Kong. The Chinese University students who came from Chinese middle schools were at a disadvantage in relation to the language. However, the major reason was .that the University was influenced by the student move-ments towards greater freedom and independence on college campuses throughout the world during the 1960s and mid-1970s. Anti-colonialism was a strong sentiment in Hong Kong's post-secondary colleges, par-ticularly at CUHK, which had always had a nationalistic outlook. The students in those years had a rather negative attitude towards service in a colonial government. Thus there were few graduates who applied for positions as administrative officers or executive officers. (see Chinese Student Press issues in the early 1970s)
By the end of the 1970, along with the gradual increase of openness in the government, negative attitudes towards working in the govern-ment began to change. In the class of 1970, just a very few graduates took up positions in government. By -the class of 1990, 10% of the graduates took up their first jobs in government in mid-rank administra-tive or managerial positions.
G. Religious Education and Service
Chung Chi College has had a long and close relation with Protestant churches. The College stresses religious activities and provides training in divinity education. Many students came from Christian families, so the Chung Chi graduates have been particularly active in missionary and church work. In 1968, Chung Chi established the Department of Religion and Philosophy. In 1977, the Department was divided into the Department of Religion and the Department of Philosophy and came under the University itself, but Chung Chi continued to maintain a School of Divinity outside the University system. Many secondary school teachers who teach the subject of religion, and the administrators of various Christian churches in Hong Kong, are graduates of the Department of Religion or of Chung Chi's Divinity School. Some have leading positions in the churches, for example, the present bishop of the
The Alumni: A Composite Portrait
Anglican Church in Hong Kong is a Chung Chi alumnus. As education in CUHK encourages students' concern for society, the graduates who are active in the areas of religion are not only engaged in church work, they participate in various social affairs and movements as Hong Kong' s churches increasingly become open and more involved in society.
The discussions above cover only the fields in which CUHK graduates are more numerous, or have made special contributions to Hong Kong. There are other disciplines, such as social work, computer science, and medicine which have produced graduates who go on to meaningful careers in their fields of specialization.
Although many CUHK alumni have become prominent in diverse walks of life, the most important contributions are probably made by the majority of the graduates who work quietly with dedication, firm prin-ciples, and commitment to their careers and professions.
V. The Overseas Alumni
Undoubtedly the largest number of overseas alumni are found in the United States and Canada. The three Colleges that constituted eventual-ly The Chinese University adopted from the beginning a four-year curriculum, which made it compatible with the graduate schools in American universities. Furthermore, in those years the United States gave quite large numbers of scholarships for graduate studies. It was not surprising, then, that a high proportion of the early graduates, especially those in the sciences, went for graduate studies in the United States. Among these early graduates, some have returned to Hong Kong and many have joined the teaching faculties of the higher institutions here. Others have settled abroad, either teaching or doing research in American universities.
As the number of scholarships given by American and Canadian universities grew fewer, and the career opportunities for university graduates improved in Hong Kong, there was a significant reduction of Chinese University graduates going abroad to study. Indeed, fewer of those who studied in graduate schools abroad were able to obtain jobs abroad in the 1970s and 1980s. The majority of them returned to Hong Kong to work after their graduate studies.
Judging from the information provided by American and Canadian alumni associations, the majority of those settling in the United States were graduates of the 1960s. On the other hand, most of the graduates who settled in Canada arrived in the 1970s when Canada became more open to immigrants and provided more opportunities for study. In the emigration tide of the 1980s, most emigrants were professionals, or persons with some means, between 35 to 45 years of age. A large number of CUHK graduates of the 1970 classes migrated to Canada during these periods. Most engage in trade or business, but there are also professionals working in accounting, social work and education.
In the past, there were relatively few CUHK graduates who went to study in Australia, England, and European countries, and those who did tended to return to Hong Kong to work. However, Australia became open to immigrants in the 1980s, thus CUHK alumni residing in Australia are now becoming numerous.
The number of CUHK graduates living in Southeast Asia is far smaller than that in the United States and Canada. Still, it is not insig-nificant, with an alumni association being formed even in Borneo. Because the mission of the Colleges and the University had been from the beginning to propagate Chinese culture, there were many Southeast Asian Chinese families who sent their children to study in Hong Kong. Most of them returned to their homelands upon graduation. These graduates often came from well-off overseas Chinese families who maintained in their local communities solid economic and social posi-tions. In recent years some CUHK graduates have migrated to Southeast Asian countries. Most of them engage, in business or teach at univer-sities.
Except for those who migrated overseas during the emigration tide of the 1980s, a majority of the graduates now settled abroad started their graduate studies with some hardship. They experienced in the early years economic, language, cultural and life style problems. Only after hard work and struggle have they achieved the degree of stability and accomplishment they enjoy today. They tend to maintain a strong link and sense of identity with their Alma Mater. They value the relationship established in their college years. Alumni associations are found in many cities throughout the United States. In the most active urban centres such as the San Francisco Bay Area, Washington D. C., New York, Toronto and Vancouver, the alumni are very well organized and
The Alumni: A Composite Portrait
often put on large scale functions and publish regularly membership directories and newsletters, as well as keeping up connection with the University.
The overseas alumni tend to keep alive the social consciousness of their student days. They continue to pay close attention to their own communities as well as to affairs in Hong Kong and China. The exist-ence of alumni associations in many cities with close communications allow CUHK alumni to respond rapidly in an organized fashion to events in local communities; or in Hong Kong and China. They make contributions to the culture and education of their communities. For example, they form a nucleus of many Chinese Christian churches and drama groups in San Francisco. In the Chinese school in Toronto, with over a thousand students, CUHK graduates constitute a substantial number of the chief admin1strators, planners, teachers and volunteers. These are not coincidences. The volunteer spirit, the organizational ability, and the activism developed at CUHK continue to manifest themselves and blossom in overseas communities.
A recent brief survey of CUHK graduates overseas finds that they believe the most important influences of the University are the close interpersonal relations, rich student life and general education. They also believe that living overseas tends to draw the alumni closer and make them identify more significantly with the Alma Mater.
VI. The Chinese University -A Channel of Upward Social Mobility
From 1912 to the early 1950s, higher education in Hong Kong was dominated by the University of Hong Kong. The internal development of Hong Kong during this half century was relatively static. However, by the 1950s, important social and economic changes stimulated a surge in all phases of activities in Hong Kong, including higher education.
Before 1950, Hong Kong was a fairly typical traditional Chinese society, with a wide gulf separating the poor from the newly rich people. Constrained by limited resources and traditional concepts, the children of poor families had neither the means, the ambition, nor reasonable opportunities to seek higher education. Socially, those who belonged to the lower strata and who were without social connections had few
opportunities to advance in business, industry or other fields. As higher education proliferated over the past thirty years, the limitations on social mobility have gradually changed.
, In 1969, the Hong Kong government first funded direct subsidies to help poor students go to universities. The founding of The Chinese University accelerated the popularization of higher education. Both developments have complemented the changes of Hong Kong in the 1970s and 1980s: the emerging trend stressing professional and special-ized knowledge and skills over family background and connections. The availability and accessibility of higher education allows many children from poor or modest families to receive education and professional train-ing, to take up high administrative positions, and to move up in society.
In addition to supplying the high quality work force needed by society in the movement towards modernization, the families of The Chinese University alumni themselves reflect the social mobility in Hong Kong over the last three decades.
Students of CUHK in the 1960s were mostly from families of modest means. In fact, over 70% of their families had a below-average household income. As late as 1990, 40% of CUHK students lived in public housing. The parents of students attending CUHK in the mid-1980s mostly grew up during wars and civil disorders and few had opportunities for education. Fewer still received higher education. Thus the majority of CUHK students were the . first generation in their families to go to college.
Upon graduation, they have the opportunity to become the backbone of Hong Kong' s middle strata. They hav. better jobs and higherincomes than their parents. Thus they have improved not only their living condi-tions and social standing, but also the livelihood of their families. In 1991, the per capita income of Hong Kong, based on the gross domestic product, was $109,999. The graduating class of that year had an income of 30% above the average. As another example, over 50% of CUHK students lived in public housing, as squatters, or in temporary sheds (see Chapter 7 above), but 85% of the graduates of the 1960s and 1970s now own their homes. Even an average of 40% of graduates of the 1980s already own their homes (based on the statistics of the alumni survey).
The emphasis on knowledge, human resources and professionalism, has been an important factor in the progress of Hong Kong in many
The Alumni: A Composite Portrait
facets over the past several decades. As far as CUHK alumni are concerned, this has meant that they have been able to use their potential fully in society after �Pgraduation. Secondly, higher education has made it possible for them to improve their personal and family life.
VII. The Special Qualities of the Alumni
In addition to their dedication to their own work and professions, CUHK graduates are distinguished by their enthusiasm and activism in a variety of social activities and movements. Their interest constitutes a valuable driving force in Hong Kong society. Their active participation in, and concern for, society are outstanding features of CUHK graduates.
A. Concern for China and Hong Kong
During the decade after the founding of CUHK in 1963, historical changes were taking place in Hong Kong, China, and the world. The dominant events were the Vietnam War and the Cultural Revolution. The Vietnam War triggered a world-wide anti-war movement on col-lege campuses, complemented by protests, and calls for freedom of speech and cultural liberation. China herself went through the trauma of the Cultural Revolution, her admission into the United Nations, the fall of the Gang of Four, and periodic upheavals. In Hong Kong, the riots of 1967 and the impact of the Cultural Revolution shook both society and the political establishment. University students became activists and agents for change. There was a surge of nationalism and a demand for cultural and political reforms. For example, there were student move-ments to make Chinese an official language in Hong Kong, the protec-tion of Diaoyutai, the protest against the closure of Kam Hei Middle School, the support for the workers movement, and so on. In every instance, CUHK students and alumni were at the forefront.
The concern of CUHK students for their society stemmed in part from their generally modest family origins which made them naturally more aware and concerned for the grassroots and the downtrodden. Their sentiment was reinforced by the world-wide student protest move-ments on college campuses in the late 1960s and early 1970s. This social concern became a tradition in CUHK. To this day, many Chinese
University alumni retain the courage to speak out against social and economic inequality. They have continued to be involved in social movements and issues long after their graduation.
By the 1970s, politics in Hong Kong had become more open, while the approach of intellectuals to reform had also changed from student protests to public pressure, popular demand and negotiation. In the 1980s, the focus moved on to a demand for democratic elections and participation in the political establishment. As Hong Kong society developed and reformed, the role of students and protest movements diminished (see Chapter 7 above). However, CUHK graduates have continued to be active and interested in social reforms and democratic movements. Today, one can find many CUHK graduates among the members of the various District Boards and advisory committees of the government.
The Chinese University alumni have played a considerable role in Hong Kong as social critics. Their courage and willingness to speak out and participate in public hearings and in the mass media, where they comment on controversial issues, have roots in their student days at CUHK. Some are often invited by the media to comment on current affairs and social policies because of their professional expertise and social standing. Among the columnists in the major newspapers and magazines there is a high proportion of CUHK alumni. Their writ-ings generally reflect a concern for the affairs of the people of Hong Kong.
The majority of CUHK alumni work h.rd and quietly at their work and professions, while participating actively in community affairs. Still, many are recognized by society for their special contributions. For example, many alumni have been chosen among "the ten most outstand-ing young people of Hong Kong," every year.
B. Loyalty and Affection for the Alma Mater
The Chinese University is distinguished by a balanced emphasis on the major discipline as well as on general education. This approach allows the student to achieve a balance of general and specialized education, and an opportunity to meet and interact with students from other col-leges and departments in Glasses and discussions. The self-contained campus and the availability of campus housing, where about half the
The Alumni: A Composite Portrait
students live, also help to cultivate student unity and an active campus. The enthusiastic participation of students in all kinds of social and academic activities, including voicing their opinion on all major decisions affecting the University, is carried on beyond the campus into society, as described earlier. It is also carried back to the University in terms of the alumni's identification with the Alma Mater, and their willingness to contribute to the University after graduation.
In every instance over the past three decades, whenever there was an important issue affecting the University, its alumni have actively participated in discussions and offered to help. For example, they have expressed forcefully their opinions on the �P integration of academic departments and curriculum issues of the medical school. They also showed great concern towards the issue of changing the University to a three-year system. Whep the proposal was first published in 1977, the alumni immediately expressed their strong opposition through the Almn11i Assodation and their representatives on the College Boards of Trustees. At the same time, they voiced their support for the original four-year programme. In 1988, when the Hong Kong Education Com-mission recommended that the University convert to three-year programmes, within a week almost a thousand alumni jointly published a signed position paper opposing the proposal. Over 1,500 Chinese University graduates showed up at a rally protesting againrt the conver-sion. Such an expression of concern and support for the Alma Mater, and higher education, is rare in Hong Kong.
Extracurricular activities have always been regarded by the University as an important element of informal education. These activities also provide a continuing link between the University, its students and its graduates. The alumni are always invited to attend major functions and anniversary festivities, and they do participate in significant numbers. Prominent alumni return often to the University at the invitation of the school or student groups to give talks or discuss their experiences.
The closest link is between the individual academic department and its graduates. On major occasions such as the Founders Days of the University and the Colleges, a large number of alumni come back to join the festivities. On Alumni Day, there are the popular "thousand people" banquet and a singing competition. The number of alumni attending these events is unusually large.
All the alumni associations, including those abroad, have estab-lished scholarships. The Extra-mural_ Studies Alumni make frequent donations of equipment to the University. Alumni also make substantial contributions to maintaining the chapel, the tennis courts, and for ex-ample, the alumni chamber at Chung Chi College. The computer centres at New Asia College and United College, as well as the general educa-tion equipment, are supported generously by the alumni.
Each of the Colleges of the University has an alumni association, with a representative sitting on the College Board of Trustees. The Convocation, consisting of all graduates of CUHK, has recently been established. Convocation will have representatives on the University's Council, the highest policy maker in the University. Thus the alumni, through their association's representative, will participate directly in the development of their Alma Mater.
C. Close Links among Alumni
The University has always valued its alumni; the alumni office on campus maintains continuous contact with the graduates. The office publishes and sends to each alumnus regular newsletters and informa-tion on the University's developments. Overseas alumni are included in the mailing list. The newsletters create a steady stream of communica-tion between the University and its graduates.
The Alumni Association of CUHK includes all the alumni associa-tions of Chung Chi, New Asia, United, the 'School of Education, the Graduate School, as well as the Shaw College Alumni Association which was formed after 1990. The University's Alumni Association coordinates the activities of each of the member associations.
Each of the member associations is also well organized and self-sufficient, each with its own communication network, traditional ac-tivities, and regular newsletters.
In addition to the University and College alumni associations, there are some smaller but significant alumni organizations that have been formed for specific reasons. For example, The Chinese University Graduates Association established in 1975 was one of the most active. At its peak, the Association rented a club house with dues collected from its members. Their activities included social gatherings and cul-tural classes. To serve the interests of the many members who taught at
The Alumni: A Composite Portrait
secondary schools, there were regular sessions where information about teaching different subjects was exchanged. The Association at one time included an alumni drama group and a choir consisting of over a hundred participants. They performed not only at the University, but also put on a public performance at the City Hall. After several years, however, the increasing rent of the club house became a heavy burden, as did the work load and family responsibilities of some of the Association's most active members. Gradually, the Association cut back on its activities until it was eventually dissolved.
Among the many interest groups and activities carried on by the alumni was an educational magazine entitled Teaching and Learning. The magazine was published in the rnid-1970s by a group of alumni who had gone into teaching careers. In order to raise the quality of teaching and learning, and meet their educational ideals, they put a great
,deal of effort into the magazine and also organized a variety of activities for teachers. Writing, editing and proofreading were completely under-taken by volunteers, as was the funding of the publication. Not-withstanding the relative brevity of the magazine's existence (it stopped publication after a little over two years), Teaching and Learning remains the first and only professional publication in Hong Kong pub-lished by teachers themselves and dedicated to the ideals of teaching. To this day, the University's alumni continue to form and maintain many smaller organizations. For example, members of the Debating Team Alumni Association, formed by former debating team members, continue to meet among themselves and even return to the University to support and give advice to the student debating teams. All former field and track members of the University and its Colleges invariably return to help with the athletic meets. Former soccer and basketball team members frequently play matches with the undergraduate teams. Other active alumni organizations include The CUHK Medical Alumni As-sociation Ltd. and the Chung Chi Executive Club Ltd. The latter is organized by alumni mostly in the business field. It is a matter of great pride for CUHK to have such strong alumni organizations and close ties between the University and its graduates. The close relation between the school and the students, and among the students themselves, enduring year after year, decade after decade, is treasured within the University.
D. Continuous Quest for Improvement
One of the ideals of college education is to provide the student with a key to the vault of know ledge, and w.ith the key, the student can explore within the vault up to the limit of his potential. According to the survey of 1992, an average of 63% of the 1,450 alumni surveyed continue to study after graduation, showing that most of the alumni do not feel that graduation from college means the end of learning.
Among the graduates of the 1960s, 76.2% continued to study beyond college; in the 1970s, 79.2% did the same, as did 63.23% of the 1980s graduates. The number of alumni taking up advanced studies increased significantly in the 1960s and 1970s. There may have been two reasons for this. First, there was a relative shortage of graduate and professional schools in the 1960s in Hong Kong. Many college graduates had to pursue further studies abroad, where they often ul-timately settled. Secondly, there was a rapid development in Hong Kong's graduate studies programme during the 1970s and 1980s, making opportunities for graduate school available to more students.
The Chinese University first set up a master's degree programme in many departments in 1966. By 1992, there were 3,154 recipients of master degrees from The Chinese University. In 1982, The Chinese University conferred its first Ph.D. degree. A total of 75 doctorates were awarded by 1992. Most of these graduates remain in Hong Kong and teach at institutions of higher education.
Only 25% of the 1990s graduates continue with graduate education. It is possible that, instead of going on to the Graduate School, many of these graduates choose to work immediately, and to wait for future opportunities for further education. This choice seems�P to be most prevalent among the graduates majoring in business administration and other more specialized programmes.
The male students going on to the Graduate School far outnumbered the female students during the 1960s, 1970s and 1980s. However, among the graduates of the 1990s, almost equal proportions of male and female students continue their education. The longer the time gap be-tween graduation and advanced studies, the fewer will be the number of female students attending the Graduate School, most likely a result of family responsibilities for the women. (see Table 4)
Among the graduates who have continued or are continuing their
The Alumni: A Composite Portrait
education, 19.6% receive a diploma in education; 11 % receive other professional diplomas; 3% have been awarded doctoral degrees; 13.4% receive master degrees; 2.2% receive qualifications as lawyers or be-come certified accountants. (see Table 5)
The 1992 Survey shows that many CUHK alumni do not regard graduation as the conclusion of their education. The significant percent-age of the alumni who go on to more advanced studies reveals, on the one hand, Hong Kong's need for persons with increasingly higher qualifications, and on the other, the self-motivation of our alumni to better themselves and to fulfil their potential.
Table 4. Further Education or Training
Questionnaires returned M: 64.9% F: 35.1%
Graduates of Graduates of Graduates of Graduates of the 1960s the 1970s the 1980s the 1990s
Male 57.1% 62.2% 40.9% 13.5%
Female 19.0% 17.0% 22.33% 11.5%
Percentage of 76.2% 79.2% 63.23% 25.0%
graduates
pursuing further
studies

Table 5. Advanced Degrees and Professional Qualifications
Graduates Graduates Graduates Graduates
Overall of the of the of the of the
average 1960s 1970s 1980s 1990s

Diploma in education 19.6% 15.9% 25.6% 21.5% 1.0%
Master degree 13.4% 17.5% 24.7% 10.8% 0.5%
Diploma in other areas 11.0% 12.7% 9.3% 13.7% 6.3%
M.B.A. 6.3% 9.5% 7.4% 4.4%
Doctorate degree 3.0% 12.7% 7.1% 1.8%
Chartered accountant 1.5% 1.9% 2.0%
Lawyer 0.7% 1.9% 0.5%
Other advanced 3% 0.5%
degrees
Further studying 7.0% 1.6% 1.0% 7.8% 17.3%
No advanced degree 37.1% 30.2% 21.2% 37.1% 75.0%
or qualification
obtained


VIII. The Alumni's Evaluation of Their Education
During the process of learning may not be the right moment for the current students to evaluate their programmes of studies, but more objective evaluation should be able to be made after graduation.
In the 1992 alumni survey, most graduates confirm that the programmes of studies at college relate to their career and jobs. How-ever, 23% of the graduates state that the academic programmes have had no direct relation with their jobs. (see Table 6)
The majority of our graduates feel that their major and minor fields of study at the University have an impact not only on their work and career, but also on their entire life. (see Table 7)
The Chinese University has always emphasized general education. A majority of the graduates believe that general education has in-fluenced their personal development. (see Table 8)
Table 6. Looking Back: Connection between Present Job and Field of Studies at College (Major and Minor)
Connection between Graduates Graduates Graduates Graduates
jobs and fields of Overall of the of the of the of the
studies percentage 1960s 1970s 1980s 1990s

Related to major field 53.1% 39.7% 51.6% 50.2% 60.6%
studies
Related to both major 14.5% 33.3% 14.7% .5.7% 6.7%
and minor fields of
studies
Related to minor field 9.4% 6.3% 7.4% 11.0% 9.6%
of studies
No connection at all 23.0% 20.6% 26.3% 23.1% 23.1%

Table 7. Looking Back: Connection between Personal Development and Fields of Studies at College (Major and Minor)
Connection between Graduates Graduates Graduates Graduates personal development Overall of the of the of the �P of the and fields of studies percentage 1960s 1970s 1980s 1990s
Greatly related 49.4% 66.7% 50.3% 48.6% 48.1% Much related 37.4% 22.2% 36.9% 37.9% 39.4% Not much related 11.2% 9.5% 10.9% 11.4% 11.5% Not related at all 1.5% 1.6% 1.3% 1.9% 1.0%
-
Other opinions 0.5% 0.6% 0.3%
The Alumni: A Composite Portrait
Table 8. Looking Back: Connection between Personal Development and General Education at College
General education Graduates Graduates Graduates Graduates
and personal Overall of the of the of the of the
development percentage 1960s 1970s 1980s 1990s
Greatly related 12.4% 25.4% 15.1% 11.5% 10.6%
Much related 46.1% 54.0% 49.4% 47.2% 42.8%
Not much related 30.7% 9.5% 26.0% 33.5% 41.3%
Not related at all 5.9% 3.2% 4.8% 6.8% 5.3%
Other opinions 4.9% 7.9% 4.8% 1.0%

Table 9. Looking Back: Connection between Personal Development and Extracurricular Activities at College
Extracurricular Graduates Graduates Graduates Graduates
activities and personal Overall of the of the of the of the
development percentage 1960s 1970s 1980s 1990s

Greatly related 27.0% 25.4% 30.1% 27.7% 26.9%
Much related 45.4% 50.8% 46.2% 46.7% 43.8%
Not much related 21.2% 14.3% 19.2% 20.8% 26.0%
Not related at all 4.0% 3.2% 3.2% 4.1% 2.9%
Other opinions 2.3% 6.3% 1.3% 0.6% 0.5%

Another emphasis is on student life and extracurricular activities. Again, the alumni believe that these activities have affected their sub-sequent growth. (See Table 9)
The Chinese University graduates affirm without reservation the importance of college education. Based on their own experience, 39.7% of the graduates list the following qualities as the most valuable fruits of college education: self-confidence, capacity for independent thinking, ability to think, analyze objectively, and make decisions independently. They value the cultivation of personal qualities and growth even more than a college degree, professional knowledge, or skills. (see Table 10)
Similarly, the graduates list campus life, student activities, group activities and friendship with fellow students as what they treasure most. They feel that four years of college education helped them develop a personal value system, a weltanschauung or world view, a capacity for self reflection and searching for directions, and the ability to work with people and to begin a journey of continuous personal growth. They believe that general education has widened their horizons. The openness
Table 10. Looking Back: Gains from College Education
Graduates Graduates Graduates Graduates of the of the of the of the 1960s 1970s 1980s 1990s
Self-confidence, independent thinking, analytic power, methodology in thinking
Academic degree, professional knowledge and qualification
College life, nice memories, student activities, group life and friendship
Campus resources, library facilities, tree and open environment
General education, broad base of knowledge, widened vision towards the world
Interest in learning, academic research, self-learning ability, methodology in learning
Formation of value system arid views on life, self revision and self-training ability, personal development
39.7% 44.4%
22.2%
1.6% 17.5% 6.3% 19.0%
48.4%
27.2% 24.4%
8.0%
11.9%
19.2%
22.4%
47.7% 44.2%
31.2% 24.5%
25.7% 30.3%
12.4% 8.2%
15.8% 11.1%
11.0% 7.2%
23.0% 26.0%

of campus life, the availability of resources such as_ the libraries and public lectures, allow them to cultivate broad academic interests. It is of great value to them that they have developed the ability and methodol-ogy to study on their own.
Generally speaking, there is no major difference between the evaluations of college education made by graduates from different decades. However, there are occasional variations. For example, the value of developing self-confidence, independent thinking and analyti-cal method, declines with the new generations. The graduates of the 1970s have a particularly high regard for the cultivation of interest in studies, academic subjects and self-study. This high value given to academic pursuits is perhaps explained by the fact that the three Col-leges were moved to one single campus in the 1970s. The resources became unified. Academic interest on campus was particularly strong, as reflected in the student newspapers and college bulletins of the early and mid-1970s. The campus life then exhibited a deep concern for
The Alumni: A Composite Portrait
China's affairs and cultural activities. This rich experience was obvious-ly treasured by the alumni of the 1970s.
There is also little difference among the graduates' expectations of the University. They are concerned first and foremost for the main-tenance of a general education programme, which they feel should be strengthened. The student's moral education and ability to think inde-pendently are also high priorities. (see Table 11)
The views of the alumni show certain trends and changes. Some relate to the position of the University and the quality of students. Others relate to the students' social consciousness.
The alumni believe generally that the University should continue to raise the standard of teaching and research, and improve the University's national and international standing. The more recent the graduates, the higher seem to be their expectations and demands.
Until the 1970s there were only two-degree granting universities in Hong Kong and relatively few returned overseas graduates. Conse-quently there was less competition among college graduates. By the 1980s and the 1990s, several more institutions of higher education had gained official degree-granting status. Competition among the univer-sities and their graduates intensified. Perhaps this increased competition explains the higher expectations and demands of the University ex-pressed by more recent CUHK graduates.
Concurrent with the recent rapid expansion of higher education in Hong Kong is a relative decline in the admission standards of incoming students. For example, only 6.1 % of the graduates of the 1960s and 1970s believe that the University should pay more attention to its admission policy, while 21.6% of the graduates of the 1990s feel that the University should avoid lowering the standards of admission and the quality of new students. They feel that the lowering of the quality of students during a period of rapid expansion, is a serious problem, faced by all colleges in Hong Kong today.
In this period of continuous change, the alumni believe that the University should strengthen its bond with all sectors of society. The students should be encouraged to develop a strong social consciousness and a sense of mission. They need to participate in, and make greater contributions to society. However, the priorities given to these social concerns seem to have declined drastically among the graduates of the 1990s, reflecting changes in the social environment and the values of the
Table 11. Suggestions on University Education
Graduates Graduates Graduates Graduates
Suggestions on of the of the of the of the
University Education 1960s 1970s 1980s 1990s
To maintain a four-year curriculum 9.5% 2.9% 5.6% 4.8%
To raise the quality of teaching 14.3% 11.5% 17.9% 14.9%
and research; to improve the
status of the University
To strengthen general education, 28.6% 26.3% 28.2% 25.0%
moral education, and training in
the methodology of thinking
To strengthen language �Ptraining -3.5% 3.1% 3.8%
To strengthen the development 6.3% 5.1% 5.4% 2.9%
of science and technology; to
strengthen professional
subjects
To strengthen subjects in the -1.0% 2.0% 1.0%
Humanities
To strengthen ties with the 28.6% 21.8% 20.2% 8.7%
community; social conscious-
ness and sense of commitment
of the students
To maintain quality of admission, 1.6% 6.1% 10.9% 21.6%
not to admit students of lesser
quality
To encourage the students to 1.6% 1.0% 3.6% 3.4%
participate in more extra-
curricular activities
To promote Chinese culture; to 12.7% 9.3% 4".6% 1.0%
contribute to the modernization
of China
To establish more academic 7.9% 5.1% 5.1% 2.9%
departments, and evening
courses; to have more gaduate
students
To strengthen exchanges with 3.2% 3.8% 1.8% 1.0%
overseas universities
To enhance teaching methods, 4.8% 1.3% 3.9% 6.3%
to encourage students'
participation; to reduce
pressure from examinations
Universal college education 1.6% 2.9% 1.8% 3.4%
To strengthen ties with the alumni 1.6% 1.6% 1.1% 1.0%
To improve the university's -1.3% 1.1% 4.8%
resources
To maintain academic 6.3% 3.5% 1.8% 1.4%
independence

The Alumni: A Composite Portrait
young people (as described in Chapter 7). Clearly, these are areas to which the University must pay special attention.
As has been noted, the graduates of the 1970s are distinguished by their concern for Chinese culture, strong nationalistic consciousness and participation in social and cultural movements. Those characteristics have clearly declined in the 1980s and early 1990s.
IX. An Anchor in a Changing World
In just a few years, Hong Kong will enter a dramatic, new era. All existing institutions, including CUHK, will have to meet unprecedented challenges.
At the peak of the student movement in the 1970s, the clarion call was "Be Concerned for Society, Know the Mother Country, Have a Vision for the -World." What was then a political slogan�P is now a potential reality in terms of Hong Kong' s return to China and its in-creased cosmopolitanism in culture and trade. Will CUHK rise to a new height and be a leading institution in a new Hong Kong and a new China, or will it be undermined or even overwhelmed by forces yet unknown?
With the uncertainties that lie ahead, CUHK is fortunate to have a loyal group of alumni who not only have proven to be a bedrock of stability in society, but have also experienced rapid social changes themselves. Conversely, the alumni must not be content just to support generously their Alma Mater with social functions and donations. With their enduring affection for the University, th.re can be no doubt that the graduates will come forward to help preserve the values and ac-complishments of the last thirty years, and to anchor the University in the face of whatever transformations may lie ahead.

Looking Ahead
With little fanfare, .The Chinese University of Hong Kong was born thirty years ago into a tumultuous time and place of change. Its rapid, spectacular development and its success matched that of Hong Kong. Looking back on the thirty short years of its history, we can clearly discern the joy and pathos, the achievements and setbacks, the aspira-tions and failures, the harmonies and conflicts. Looking forward, we at once sense the unique opportunity that is open to this University.
By the confluence of events and a congruence of circumstances, this University is destined to be catapulted into eminence, and to assume important roles far greater than might be expected of one of such years. With the full support of the community, and the combined efforts of staff, students and alumni, The Chinese University of Hong Kong will rank among the great universities of the world. It will contribute strong-ly to the furtherance of knowledge in its inimitable bicultural way. It will serve as a pillar of academic freedom; a reservoir of talents, an integral part of a dynamic society whose growth is intimately inter-woven with that of the University. It will be part of that great world of learning which is strongly linked in all directions: east, west, north, and south. It will be the conduit to globalization. Of course, this euphoric future could come to an abrupt halt if people who associate with this University, staff and students, fail to respond to the challenge and the-hard work that await each and everyone of us.
By the 1994.95 academic year, this University will have a total student body of 11,000 compared with a total of 8,300 in 1990-91. This rapid growth of over 30% in four years was instituted by the government as part of the preparation of Hong Kong for the post 1997 era. With the additional resources that the government will be making avaiiable to us, this University has the opportunity of making improvements in all directions. New and improved programmes of studies and effective administration are being introduced. Linkages to the academic com-munity, both local and international, are being created rapidly. A thoroughly modern university is in the making.
By way of an example, the new Faculty of Engineering is now or-ganized quite differently to the traditional model. We believe that Electronics and Computer Science should form the core of the future Engineering programme. Specializations in Electronics, Computer Science, Information Systems, Materials, etc. can be developed from this core, with significant advantages for matching future developments in this area. The Faculty is able to share teaching and research resources more efficiently without having to deal with traditional departmental boundaries. The curriculum design and emphasis can be flexible and this makes it easier to adjust to and cope with fast technological advances.
What is this confluence of events and congruence of circumstances that is driving this University forward? First and foremost is the com-bined spirit of the founding colleges. They are the cultural legacy that makes The Chinese University of Hong Kong unique. A strong belief in the importance of teaching excellence, the encouragement of research, and the insistence on a bicultural approach in Chinese and English, are the legacies that attracted a group of top quality scholars. They joined the University with a sense of strong commitment with zeal and expec-tation. Together they have created a cohesive, loyal and expanding group. This spirit forms the soul of this University and gives the Univer-sity an indisputable identity and sense of perpetuity.
This bicultural heritage is the most important asset. Our staff are able to look at knowledge both in the Chinese and Western cultural contexts. This facility enables them to develop knowledge in a substan-tively new and powerful direction. It is not a mere comparative study between two cultures. It is the creative process of generating broad-based knowledge of bicultural origin. Our staff will be able to offer clear and definitive new interpretations in all fields of studies. They will spearhead bi-culturalism, and will improve global understanding and harmony. The reader can find in the history of this University much evidence to support this contention.
Equally significant is the confluence of time and place. Over the past forty years, Hong Kong under the British rule, has grown from a modest entrepot to a metropolis of over six million people. Its GDP ranks it as a developed territory. While China was closed to the rest of the world, Hong Kong, situated in close proximity to China, developed its unique export-oriented entrepreneurship, as well as its adaptability to produce, survive, serve and grow. By the time China started its open-
Looking Ahead
door policy in the late 1970s, Hong Kong was poised to assume the new entrepot position to promote international trade with China. Over the next dozen years Hong Kong demonstrated its ability to prosper.
In the 1980s the signing of the Joint Declaration between Britain and China and the enactment of the Basic Law for Hong Kong were to test further the resilience of this small island. Emerging into the 1990s, the people of Hong Kong accepted the inevitability of the change in status, from being a British-governed territory to becoming a Special Administrative Region of China. They witnessed, and are witnessing with cautious optimism, the events that are thrusting China into the modern age. They are confident that Hong Kong has, and will have, roles to play for China and the international community.
In addition to these impending momentous changes, the modern knowledge explosion, and the accompanying progress in technology, present a new challenge to the entire education process. This is happen-ing at a time with our University is reaching adulthood and just as it is ready to take on the challenges brought about by these changes. Its youthful zest for progress, cultivated and nurtured in this dynamic Hong Kong, is ready for release.
Much has already been started. The 1992-95 triennium will see a broad-based expansion in all aspects and the addition of a few new areas of study. A massive effort is being directed towards increasing our linkage with the outside world. Much work is channelled towards decentralizing administrative functions. These efforts should strengthen this University and should enable it to contribute more to society. It will offer more options to the staff and students -for them to develop and contribute in all directions. This University will operate with efficiency, quality, and academic freedom within the global academic community.
In the humanities, this University will continue to strive for the preservation and for the development of the Chinese culture. Increasing-ly, the interpretation will be more critical and bicultural. The breadth and depth of the academic pursuits will generate streams of activities covering the preservation of traditional thought, to the generation of new interpretations and extension of literature, philosophy, and many other intellectual subjects.
In the sciences and technology, the excellent teaching tradition and quality �P research will produce an increasing number of outstanding graduates. Our att.ntion to quality will lead us to be more selective. Due
to resource priorities, we will choose to support our stronger program-mes first, thereby creating strong areas of excellence. We shall be able to add our unique contributions to this along with the other tertiary institutions.
In the social sciences, including education and business administra-tion, the opportunities are unrivalled. We are in a society that is under-going changes never experienced anywhere else. We are already a unique society and we are adapting to a social experiment called "one country, two systems," a new social political concept of unparalleled richness. We are history in the making. Every way we turn we find ourselves in a unique and strange social environment. We do everything globally, but after 1997 we will be tied to a mother country which is still struggling to join the hi-tech world. Our social science areas will create new frontiers.
In medicine, we have, through determination and collective effort, developed programmes of studies which enjoy high international stand-ing. The teaching and research staff of the Medical Faculty, who have come to us from diverse backgrounds and who bring with them wide-ranging experiences, have contributed in a truly creative way to the improvement of Hong Kong' s medical education and medical services. The abundance of unique cases in Hong Kong and our own role in pioneering research in many of these cases have put us in the forefront of medical research.
Given the will and the plans for making the most of our oppor-tunities, The Chinese University of Hong Kong can be seen to have a broad and promising future. "There is a tide in the affairs of men which taken at the flood leads on to fortune, omitted and all the voyages of their lives shall be bound in shallows and miseries" wrote Shakespeare. The great Bard from Britain should be heeded, as we should also heed the great sage Zeng Zi who said, "Every day I examine myself on three counts. In what I have undertaken on another's behalf, I ask have I failed to do my best? In my dealings with my friends, I ask have I failed to be trustworthy in what I say? Have I passed on to others anything that I have not tried out myself?" With determination and humility we shall go forward and attain our goals.
Professor Charles K. Kao The Vice-Chancellor
Appendices
Leslie Nai-kwai LO
I. Graduates Honoris Causa
II. University Leaders
I . Chancellors
2.
Pro-Chancellor

3.
Council Chairmen

4.
Life Members of the University Council

5.
Vice-Chancellors

6.
Pro-Vice-Chancellors

7.
Chairmen of College Boards of Governors/frustees

8.
College Presidents/Heads


III. Student Enrolment
IV.
Number of Degrees and Diplomas Awarded

I . Number of First Degrees Awarded
2. Number of Postgraduate Degrees and Diplomas Awarded

V.
Number of Students of Extramural Courses


VI. Number and Distribution of Full-time Staff
VII. Establishment of Faculties, Departments and Degree Programmes
VIII. Establishment of Research Institutes
Graduates Honoris Causa
Doctor of Laws (LLD) Sir Robert Brown BLACK, GCMG, OBE, MA 1964 Sir John Scott FULTON, Kt, MA 1964 Clark KERR, AB, MA, PhD 1964 The Hon. Cho-yiu KW AN������AOBE,LLD,JP 1964 The Hon. Richard Charles LEE�Q�ʿA�ACBE,MA,JP 1964
Sir Christopher William Machell COX, KCMG, MA 1968 The Hon. Kenneth Ping-fan FUNG���ê�ACBE,KStJ, JP 1968 The Hon. Yuet-keung KAN²���j�ACBE,BA,JP 1968 The Hon. Ping-yuan TANG�𬱷��AOBE,BS,JP 1968 Sir David Clive Crosbie TRENCH, KCMG, MC, MA, LLD 1968
Shiing-shen CHERN���٨��ADSc 1969 Douglas James Smyth CROZIER, CMG 1969 Kenneth Ernest ROBINSON, MA, FRHistS, JP 1969 Ms Chien-shiung WU�d�����APhD,DSc 1969
Sidney Sa.mel GORDON, CBE, CA, JP 1970 Tsung-dao LEE���F�D�APhD 1970 Choh-haoLI�����q�APhD 1970 Ieoh-ming PEI���ֻʡAMArch 1970
Cyril Henry PHILIPS, PhD, DLitt 1971
�P
1�P
The Hon. Quo-wei LEE�Q�갶�AOBE,JP 1972 Tung-yen LIN�L�Pٰ�ABS, MS 1972
Chia-chiao LIN�L�a¼�ABSc,MA,PhD 1973 Michael Alexander Robert YOUNG-HERRIES, OBE, MC, MA; JP 1973
Jung Sen LEE�Q�a�ˡAOBE,BA 1974 The Hon. Pak Chuen WOO�J�ʥ��ACBE,LLB, PhD, JP 1974 Ching-kun YANG���y.�ABA,MA,PhD 1974 Chi Tung YUNG�e.�F�AOBE,BSc, PhD, LLD, JP 1974
Ms Sian AW�J�P�AOBE,JP, SSStJ (A) 1975 Ping-ti HO�󬱴СABA,PhD 1975 D.C.LAU�B����ABA,MA 1975
Tse-kai ANN�w�l���ACBE,JP 1976
Fang-kuei LI����ۡA BA,MA, PhD, DLitt 1976 Lien-sheng YANG���p���A BA,MA, PhD, DLitt 1976
Yue-kong PAO�]�ɭ�A CBE,LLD,JP 1977 Ying-shih YU�E�^�ɡAPhD 1977
Bin CHENG�G�y�A Lie-en-Dr,PhD, LLD, FRAeS 1978 Choh-ming LI�����ӡA KBE,BA, MA, PhD,LLD, DSSc, JP 1978 Charles Frankland MOORE, CEng, FIMechE 1978 The Hon. Wai SZETO�q�{�f�A CBE,CEng, FICE, FIStructE, FASCE, 1978 MIMechE, FIPHE, MConsE, FHKIE, DSc
The Rt. Hon. Lord TODD of Trumpington, OM, FRS 1982
The Hon. Sir Sze-yuen CHUNG��h���ACBE,DSc, JP 1983 The Hon. Sir Philip HADDON-CA VE, KBE, CMG, JP 1983
The Hon. Lydia DUNN�H���p�A CBE,BS, JP 1984 The Hon. Justice T. L. YANG���K�١A LLB 1984
The Hon. Justice Simon Fook-sean LI���ֵ��A LLB 1986
G.H.CHOA���÷~�A CBE,MD, FRCP, FRCPE, FFCM, DTM&H, 1987 JP MA Lin���{�ACBE,BSc, PhD, DSc, DLitt, FRSA, JP 1987
Sir David AKERS-JONES, KBE, CMG, MA, JP 1988 The Hon. Peter Wing-cheung POON��ò��A OBE,LLB, LLM, 1988 FHKSA, FASA, CPA, FCIS, ATII, RAS, JP
The Rt. Hon. Lord BUTTERFIELD of Stechford, KBE, DM, MD, 1989 FRCP, LLD, DMedSci, DSc Harry Sin-yang FANG������A CBE,MB BS, MCh, LLD, FRCSE, 1989 FACS, FRACS, JP The Hon. Maria Wai-chu TAM�Ӵf�]�A CBE,LLB,JP 1989
James Z. M. KUNG�ղ��j�A MBE,LLB, FAIA 1990 Allen Peng-fei LEE���P���A CBE,BS, FHKIE, DEng(Hon), JP 1990
Kwoh-ting LI���깩�A BS,DSc, DEcon 1991 Edwin H. C. TAO���Ǫ¡A BSc,MSc, DEng, CEng, FHKIE, 1991 FIMechE, FASME, FASHRAE, FCIArb, FCIBSE, FIEAust
Mrs. Alice Kiu-yue LAM�L��¼�p�A BA,JP 1992 Wilson T. S. WANG���A�ˡA OBE,BSc,JP 1992
Thomas H. C. CHEUNG�i.���ANational Honour (Sri Lanka), 1993 Honorary Consul (Sri Lanka)
Doctor of Literature (DLit) Tung-choy CHENG�G�ɧ��AOBE,BA, MA, DipEd, JP 1979 Yung-chow WONG�����ԡAQBE,BSc, PhD, DSc, JP 1979 Te-k'un CHENG�G�w�[�ABA,MA,PhD 1981 Fei-kan LI (Ba Jin)����̡]�ڪ��^ 1984 William WATSON, CBE, MA, FBA, FSA 1984 Qingyuan WU�d�M�� 1986 ShuxiangLU�f�Q�� 1987 Zhen-fei YU�\���� 1988 Yo-yo MA���ͤ͡AHon PhD (Music) 1993 Wou-kiZAO���L�� 1993
Doctor of Science (DSc) William Henry TRETHOWAN, CBE, MA, MB, MChir, FRCP, 1979 FRACP, FRCPsych, FRANZCP, DPM
Shing-tung YAU�C����APhD 1980
Alexander Lamb CULLEN, OBE, DSc, FRS, FEng, FIEE, FIEEE, 1981 FlnstP, FCGI Yuet-wai KAN²���¡AMB,BS, DSc, FRS 1981
LuogengHUA��ù�� 1982
Sir William Melville ARNOTT, TD, DSc, LLD 1983 Joseph NEEDHAM, DSc, LLD, DLitt, PhD 1983
The Hon. S. L. CHEN�����M�ACBE,MSc, FIC, FIEE, SMIEE, 1985 FHKIE, JP Charles Kuen KAO���C�ABSc,PhD, FIEE, FIEEE 1985
L. B. THROWER, OBE, MSc, DAgriSc, PhD, FLS, JP 1985 Sir Andrew Patrick McEwen FORREST, MD, ChM, FRCS, FRS, 1986 FACS, DSc, FRACS Samuel Chao Chung TING�B�F���ABSE,MS,PhD 1987
Paul Ching-wu CHU���g�Z�ABS, MS, PhD, FAPS 1988 Zhong-xian ZHAO������ 1988 Yuan-tseh LEE�������ABS,MS, PhD, DSc 1989 David TODD�F�w���ACBE,MD,JP 1990 Guangzhao ZHOU�P���l 1991 Lap-chee TSUI�}�ߤ��A OC,BSc, MPhil, PhD, DCL, DSc, FRSC, FRS 1992
Doctor of Social Science (DSSc) Sin-hang HO�󵽿šAMBE 1971 John Henry BREMRIDGE, OME, MA, JP 1980 The Hon. Fook-wo LI���֩M�ACBE,BS, MCS, FIB, JP 1980 Sir Run Run SHAW��h�ҡA CBE,LLD 1981 TimHO��K�AOBE,JP 1982 Mo0huan HSING���}�ȡABA 1982 The Hon. Francis Y. H. TIEN�Ф����AOBE,LLD,JP 1983 Dak-sumLI���F�T�ABA,JP 1984 Yin-ho LAM�L�^���ABA,MEd 1985 The Hon. Daniel Chi Wai TSE�§Ӱ��AOBE,BS, MS, PhD, LLD, JP 1986
W. C. L. BROWN, OBE 1987 Kau Kui LEUNG���gڡ 1987 Mrs. Esther Y ewpick LEE�Q�����z 1988 Kwang-chih CHANG�i�����ABA,PhD 1990 Chen CHIANG���_�ADEng 1991 Ezra F. VOGEL, BA, MA, PhD, LittD 1992 Yu Tung CHENG�G�Χ͡AOBA,LLD, DPMS 1993 Shau-kee LEE������ADBA 1993 The Rev. Cheng-yen SHIH�����Y 1993
II. University Leaders
1. Chancellors Term Sir Robert B. BLACK, GCMG, OBE, October 1963 to March 1964
Sir David C. C. TRENCH, GCMG, MC, April 1964 to November 1971 MA,LLD Lord MACLEHOSE of Beoch, GBE, November 1971 to April 1982 KCMG, KCVO, MA Sir Edward YOUDE, GCMG, GCVO, May 1982 to 4 December 1986 MBE Lord WILSON ofTillyom, CGMG, PhD, April 1987 to July 1992 LLD, DLitt The Rt. Hon. Christopher PATTEN July 1992 to date
2. Pro-Chancellor Term
Sir Yuet-keung KAN²���j�AGBE,BA, February 1982 to date LLD,JP

3. Council Chairmen Term Sir Cho-yiu KW AN������ACBE,LLB, 1963 to October 1971 LLD,JP Sir Yuet-keung KAN²���j�AGBE,BA, October 1971 to October 1982 LLD,JP

Sir Quo-wei LEE�Q�갶�ACBE,LLD, October 1982 to date DBA, JP
4. Life Members of the University Appointed Date Council The Rt. Hon Lord FULTON of Palmer, February 1981 to March 1986 MA,LLD Sir Yuet-keung KAN²���j�AGBE,BA, From December 1982 LLD,JP
Dr the Hon. P. C. WOO�J�ʥ��ACBE, From October 1988 LLB, PhD, LLD, JP
The Rt. Hon. Lord TODD of Trumpington, OM, MA, DPhil, DSc, LLD, DLitt, FRIC, FRS
Sir Run Run SHAW��h�ҡACBE,LLD,
DSSc, DLitt, DSc, DHumL, DBA DrJ. S. LEE�Q�a�ˡA OBE,BA,LLD Dr Clark KERR, AB, MA, PhD, LLD
5. Vice-Chancellors Dr Choh-ming LI�����ӡAKBE (Hon.), BA, MA, PhD, LLD, DSSc, JP Professor MA Lin���{�A CBE,BSc, PhD, DSc, DLitt, LLD, DHumL, FRSA, JP Professor Charles K. KAO���C�ACBE,
BSc, PhD, DSc, DEng, FEng, NAE, FIEE, FIEEE, FHKIE

6. Pro-Vice-Chancellors Dr Chi-tung YUNG�e.�F�AOBE,BSc, PhD, LLD, JP DrT. C. CHENG�G�ɧ��AOBE,BA,MA, DipEd, DLitt, JP DrT. C. OU�d�T�ɡA Docteur de l'Universite de Paris DrY. T. SHEN�H��áA BA,MA,DEdDr Chi-tung YUNG�e.�F�AOBE,BSc, PhD, LLD, JP Dr T. C. CHENG�G�ɧ��AOBE,BA,MA, DipEd, DLitt, JP Professor Ying-shih YU�E�^�ɡA Dip, MA,PhD,LLD Dr T. C. CHENG�G�ɧ��AOBE,BA,MA, DipEd, DLitt, JP Professor CHENG Te-kun�G�w�[�ABA, MA, PhD, DLit Professor G. H. CHOA���÷~�A CBE,

MD, LLD, FRCP, FRCPE, FFCM, DTM&H,JP
From June 1990
From March 1992
From May 1992 From June I 993 Term
I 964 to September 1978 October 1978 to September 1987 October 1987 to date
Term 1963-65 1965-67 1967-69 1969 1969-71 1971-73 1973-75 1975-79 1977-79 1979-87
Professor Baysung HSU�}���`�A OBE, 1979-93
BSc, PhD, FlnstP, FIOP, FRSA, JP
Professor Ambrose Y. C. KING��ģ��A 1989 to date
BA,MA,PhD
Professor S. W. TAM�ө|���A QBE,BSc, �P 1990 to date
MSc, PhD, CChem, FRSC, JP

7. Chairmen of College Board of Term Governors*ffrustees
a. Chung Chi CollegeDr PANG Shao-hsien�^�н�AMBE,BSc, 1961-64 MA,LLD SirY. K. KAN²���j�AGBE,BA, LLD, JP 1964-68 Mr. LAM Chik-ho�L�ӻ��AMBE,BS, JP 1968-70 Dr Fook-wo LI���֩M�ACBE,BS, MCS, 1970-76 FIB, DSSc, JP Mr Wilfred Sien Bing WONG���ťG�A 1976-81 CBE, BSc,JP Mr LI Fook-hing���ּy�AOBE,MS, 1981-87 MRINA Dr James Z. M. KUNG�ղ��j�AMBE, 1987 to September 1993 LLB, LLD, DBA, FAIA
Mr George H. C. HUNG�������ADip, From October 1993 MASHRAE, MAEE, MAMA
b. New Asia CollegeDr CHIU Bing���B�AQC 1949-64 Mr. John TUNG�����^�ACBE 1965-67 Dr the Hon. P. Y. TANG�𬱷��AOBE, 1967-71 BS,JP MrTsufa F. LEE�����k�APhB 1971-76 Dr Edwin TAO���Ǫ¡ABSc,MSc, DEng, 1976-91
LLD, CEng, FHKIE, FIMechE, FASME, FASHRAE, FCIArb, FCIBSE, FIEAust

*
Before 1977, the College Board of Trustees of New Asia College and Chung Chi College was known as the College Board of Governors.


Mr Hsiang-chien TANG�𵾤d�AOBE, BA,MSc,JP
United CollegeSir Kenneth Ping-fan FUNG���ê�ACBE, KStJ, LLD, Sc, JP Dr the Hon. P. C. WOO�J�ʥ��ACBE, LLB, PhD, LLD, JP Sir Run Run SHAW��h�ҡACBE;LLD, DSSc, DLitt, DSc, DHumL, DBA Dr HO Tim��K�AOBE,ChevLegd'Hon, DSSc,JP
d. Shaw College
Professor MA Lin���{�ACBE,BSc, PhD, DSc, DLitt, LLD, DHumL, FRSA, JP
8. College Presidents/Heads
a. Chung Chi College
i. PresidentsDr Chi-tung YUNG�e.�F�AOBE,BSc, PhD,LLD,JP Mr Robert N. RAYNE�A�p���AMA
Professor S. W. TAM�ө|���AOBE, BSc, MSc, PhD, CChem, FRSC, JP
ii. College HeadsProfessor S. W. TAM�ө|���AOBE, BSc, MSc, PhD, CChem, FR.SC, JP Dr Philip FU�Ť���ADip,MS,PhD Professors. W. TAM�ө|���AOBE,BSc, MSc, PhD, CChem, FRSC, JP
Dr Philip SHEN�H�Ť��ABA,MA,BD, PhD
b. New Asia College
i. PresidentsDr CH'IENMU���p�ALLD,HLD1991 to date
1961-72 1972-83 1983-91 1991 to date
1987 to date
Term
1960-75
1975-76 1976-77
1977-81
1981-88 1988-90 1990 to date
1949-65
DrT. C. OU�d�T�ɡA Docteur de 1965-69
l'Universite de Paris
DrY. T. SHEN�H��áABA,MA, DEd 1969-70
Professor MEI Yi-pao���M�_�A BA,PhD, 1970-73
LLD,LHD
Professor Ying-shih YU�E�^�ɡA Dip, 1973-75
MA,PhD,LLD
Mr CHUAN Han-sheng���~�@�A BA 1975-77
ii. College Heads
Professor Ambrose Y. C. KING��ģ��A 1977-85
BA,MA,PhD
Professor LIN Tzong-biau�L�o�СABA, 1985-92
Dip, Volkswirt, PhD
Professor P. C. LEUNG���AMB BS, 1992 to date
MS, FRACS, FRCS
c. United College
i. Presidents
DrT. C. CHENG�G�ɧ��A OBE,BA,MA, 1963-77
DipEd, DLitt, JP
ii. College Heads
Professor Shou-sheng HSUEH���إ͡A 1977-80
BA, MA, Doc es Sc Pol, chevalier de
l'Ordre National du Merite
Professor Tien-chi CHEN���Ѿ��A ScB, 1980-88
MA, PhD, FIEEE, FHKCS
Professor Cheuk-yu LEE�������A BSc, 1988 to date
MSc,PhD
d. Shaw College
College Heads
Professor Char-nie CHEN������A MB, 1987 to date
MSc, FRCPsych, FRANZCP, DPM

Ill. Student Enrolments 1963-1993
Year Undergraduates Postgraduates Total
Doctoral Programme Master's Programme Diploma Programme Certificate Programme
Full-time Part-time Full-time Part-time Full-time Part-time Full-time Part-time
1963-64 1395 ------1395 1964-65 1676 -----1676 1965-66 1848 ----21 --1869
1966-67 1907
-
24 --1964
1967-68 1987 ---49 -16 11 -2063 1968-69 2038 ---54 -19 28 -2139 1969-70 2091 ---51 -8 48 -2198 1970-71 2258 ---76 -17 89 -2440 1971-72 2401 ---95 -21 88 -2605 1972-73 2564 --129 -42 91 -2826 1973-74 2784 --170 54 129 -3137 1974-75 3140 --192 -50 201 -3583 1975-76 3507 --193 -35 244 -3979
1976-77 3867 ---201 -71 258 -4397 1977-78 4197 ---208 44 101 367 -4917 1978-79 4365 ---229 87 98 436 -5215
Year Undergraduate Postgraduates Total
Doctoral Programme Master's Programme Diploma Programme Certificate Programme
Full-time Part-time Full-time Part-time Full-time Part-time Full-time Part-time
1979-80 4414 ---194 128 89 471 -5296 1980-81 4417 -10 -198 131 95 479 -5330 1981-82 4431 24 15 -245 135 119 426 -5395 1982-83 4512 139 16 -233 163 120 416 18 5617 1983-84 4708 276 17 5 242 186 92 471 18 6015 1984-85 5002 368 16 10 295 231 116 539 17 6594
1985-86 5235
20
15 282 244 117 616 17 6979
1986-87 5386 509 15 21 266 274 118 592 18 7199
1987-88 5597
21
30 302 293 105 614 9 7565
1988-89 5818 666 20 25 329 312 112 628 -7910
1989-90 6189 736 25
326
319 135 597 -8360
1990-91 6623 883 39 47 316 387 124 719 -9138 1991-92 7286 ll05 51 63 398 413 76 747 -10139
1992-93 7694 1262
56 505 404 70 724 -10758
TOTAL
119337 6995 308 305 5811 3751 2065 10029 148698
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IV. Number of Degrees and Diplomas Awarded
1. Number of First Degrees Awarded (1964-1993)
Faculty Arts Business Educa-Medicine Engineer-Science Social Science Total Administration tion ing
Year Diploma Degree Diploma�P Degree Degree Degree Degree Degree Degree Diploma Degree Diploma Degree Diploma Degree BA BBA BEd MBChB BMedSc BNurs BEng BSc BSSc
1964 6 68 6 9 ----31 31 2 27
135
1965 8 104 3 20 ----31 47 4 80 46 251
1966 5
115
-
--18
67
3
83 26
300
1967
-
164 1
20
102
1
129 22
1968
-156
-
-
117
-
129
-
481
1969
-148
-
-
119
124
-
446
1970 -111 -60 -----108 -117 -396 1971 -146 -68 ------122 -127 -463 1972 -163 -87 -----141 -166 -557 1973 -152 -81 -----143 -181 -557 1974 165 -90 -----154 -172 -581
-1975 -159 -84 -----159 -191 -593 1976 -199 -111 -----184 -234 -728 1977 -183 -141 ------194 -238 -756 1978 -225 -195 ------229 -271 -920
1979 -243 -174 ------230 -302 -
949 1980 -256 -235 ------267 -318 -1076
Faculty Arts Business Educa-Medicine Engineer-Science Social Science Total Administration tion ing
--,-
Year Diploma Degree Diploma Degree Degree Degree Degree Degree Degree Diploma Degree Diploma Degree Diploma Degree BA BBA BEd MBChB BMedSc BNurs BEng BSc BSSc
1981 259 250 268 295 1072 1982 -259 -241 ------293 -313 -1106
1983 -245 -200 ------271 -307 -1023 1984 -248 -212 ------254 -325 -1039 1985 251 207 267 309 1034 1986 -242 -220 -46 ----330 -328 -1166 1987 -272 -224 -67 ----329 -321 -1213 1988 303 255 66 349 381 1354 1989 -309 -271 -101 ----315 -349 -1345 1990 277 271 -86 3 ---341 -375 -1353 1991 318 327 103 4 351 381 1484
1992
297
327
128
4
-
-
91 336
-
396
-
1618
1993 -325 -357 67 114 8 46 128 -321 -404 -1770
Total 19 6362 10 4965 106 711 19 46 219 100 6439 10 7373 139 26240
Remarks: In 1996, Cum Laude Degree, a mark of distinction, was first introduced. In 1967 and 1968, both Magna Cum Laude and Cum Laude Degrees were awarded. From 1969, Degrees with Honours (1st, 2nd U., 2nd L. and 3rd Class) were awarded. From 1971, the Degrees ofBComm and MComm are replaced by BBA and MBA respectively. The Faculty of Medicine had its first batch of graduates in 1986. The Part-time Degree Programmes had its first batch of graduates in 1984.
2. Number of Postgraduate Degrees and Diplomas Awarded (1966-1993)
Year MA* MAt MDiv MPhil PhD MComm MBA DipEd MA (Ed) MD MSc* MSct DipSW MSW MSSc* MSSc Total (before (1973 and (before (1971 and (before (before 1973) after) 1971) after) 1973) 1973)
1966 ------19 --------19
1967 13 -----21 --------
1968 13 ----4 -
17 --------34
1969 22 ----9 -25 ------2 -58 1970 18 ----3 -24 -------45
-
1971 16 -----8
--1
68
1972 13 -----16 68 --9 ---3 -109 1973 ---21 --17 73 --------111 1974 ---36 --25 104 5 --4 ----174 1975 -44 46 --24 119 5 -------202 1976 -22 38 --24 142 2 -------210 1977 -4 -52 --20 138 1 -------215
1978 -22 50 --28 253 2 -
1979 -12
32 288 5 ----5 --380
1980
323 4 ----2 --443
Year MA* MAt MDiv MPhil PhD MComm MBA DipEd MA (Ed) MD MSc* MSct DipSW MSW MSSc* MSSc Total
(before (1973 and (before (1971 and (before (before
1973) after) 1971) after) 1973)
1981 -1 -43 --70 320 8
-
-
2 --444
1982 -2 391 -77 358 16 ----2 --
1983 ---68 --71 295 25 ---4 463
1984 -1 1 694
-
317 13 ----7 --485
1985 -1 1 66 6 -85344 7 ----4 --514 1986 16 3 78 1 -89385 19 1 --17 3 --612 1987 -15 4 10 -83 428 17 ---2 6 642
-
1988 -202 85 3
-
104
25 1 -33 -612
1989 -14 -87 9 -100 426 26 --2 16 ---680 1990 -22 2 101 10 -106393 8 3 1 15 1 -4 666
1991 29 1 88 -84 386 14 2 2 --652
1992 -28 2 108 12 -93434 21 1 -20 32 1 -2 754 1993 29 2 140 23 -87380 25 1 -6 16 ---709
Total 95 189 30 1396 90 16 1373 6478 248 9 10 36 144 42 5 6 10167
Note: * Two-year Full-time Programme, changed to MPhil degree in 1973. t One-year Full-time Programme/Two-year Part-time Programme.
+Two-year Full-time Programme, changed to MPhil degree in 1973 except Electronics which was also changed to MPhil in 1975.
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1971 1972 1973 1974
1976 1977
1978
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1981 1982 1983 1984
1986 1987 -1988 1989
1991 1992 1993

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V. Number of Students of Extramural Courses (1965-1993)
Year Number of Courses Number of Students
1965-66 139 1966-67 262 1967-68 278
1968-69 387 1969-70 422 1970-71 477 1971-72 474 1972-73 517 1973-74 554 1974-75 583 1975-76 608 1976-77 530 1977-78 676 1978-79 783
4717 7764 7710 9760 9955 12478 13422 15609 18778 19659 29426 22240 29934 24144
Year
1979-80 1980-81 1981-82 1982-83
1983-84
1984-85
1985-86
1986-87 1987-88 1988-89 1989-90 1990-91 1991-92 1992-93
Number of Courses
1073
1001 1007 1076 1167 1376 1587 1632
1697
1713 2007
2366 2540 2621
Number of Students
31112
31852
32326 34379 39385 46422 51132 55661 56210 53303
53758
51844
43118
41741


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VI. Number and Distribution of Full-time Staff (1978-1993)
1978-85
Staff/Year 1978-79 1979-80 1980-81 1981-82 1982-83 1983-84 1984-85
�P Academic 396 26.9% 417 26.3% 431 26.4% 426 24.9% 444 24.8% 495 23.9% 528 22.9% Professor 16 4.0% 16 3.8% 21 4.9% 29 6.8% 34 7.7% 38 7.7% 41 7.8% Reader 10 2.5% 19 4.6% 19 4.4% 21 4.9% 16 3.6% 15 3.0% 13 2.5%
Senior Lecturer 50 12.6% 12.7% 62 14.4% 71 16.7% 75 16.9% 91 18.4% 101 19.1%
Lecturer 215 54.3% 209 50.1% 213 49.4% 228 53.5% 252 56.8% 281 56.8% 301 57.0% Assistant Lecture 49 12.4% 48 11.5% 42 9.7% 35 8.2% 33 7.4% 30 6.1% 27 5.1%
Senior Instructor anp Instructor 56 14.1%
72
17.3% 17.2% 42 9.9% 34 7.7% 40 8.1% 45 8.5%

Research 0 0.0% 0 0.0% 0 0.0% 0 0.0% 46 2.6% 60 2.9% 82 3.6%
Administrative 137 9.3% 154 9.7% 160 9.8% 160 9.4% 113 6.3% 124 6.0% 143 6.2%
Professional 0 0.0% 0 0.0% 0 0.0% 0 0.0% 4.4% 87 4.2% 91 3.9% Technical 9.5% 154 9.7% 165 10.1% 193 11.3% 207 11.5% 234 11.3% 251 10.9%
Office Supporting/ 298 20.3% . 304 19.2% 322 19.7% 349 20.4% Clerical and Secreterial
19.4% 437 21.1% 526 22.8% Minor and Others 500 34.0% 555 35.0% 554 33.9% 580 34.0% 31.1% 631 30.5% 683 29.6%
Total 1470 100% . 1584 100% 1632 100% 1708 100% 1793 100% 2068 100% 2304 100%
1985-93
Staff/Year 1985-86 1986-87 1987-88 1988-89 1989-90 1990-91 1991-92 1992-93
Academic 556 23.8% 569 23.3% 610 24.3% 624 24.2% 663 24.4% 721 24.7% 745 24.6% 801 24.3%
Professor 40 7.2% 39 6.9% 38 6.2% 41 6.6% 42 6.3% 46 6.4% 50 6.7% 6.7%
Reader 16 2.9% 16 2.8% 22 3.6% 23 3.7% 28 4.2% 33 4.6% 44 5.9% 49 6.1% Senior Lecturer 109 19.6% 118 20.7% 135 22.1% 132 21.2% 139 21.0% 146 20.2% 143 19.2% 154 19.2%
Lecturer 330 59.4% 58.5% 339 55.6% 342 54.8% 366 55.2% 390 54.1% 410 55.0% 434 54.2%
Assistant Lecture 23 4.1% 25 4.4% 21 3.4% 20 3.2% 21 3.2% 19 2.6% 10 1.3% 13 1.6% Senior Instructor and 38 6.8% 38 6.7% 55 9.0% 66 10.6% 67 10.1% 87 12.1% 88 11.8% 97 12.1% Instructor
Research 70 3.0% 71 2.9% 69 2.8% 66 2.6% 71 2.6% 63 2.2% 62 2.1% 76 2.3%
Administrative 122 5.2% 137 5.6% 139 5.5% 148 5.7% 152 5.6% 146 5.0% 155 5.1% 164 5.0% Professional 101 4.3% 90 3.7% 92 3.7% 98 3.8% 100 3.7% 149 5.1% 155 5.1% 189 5.7%
Technical 290 12.4% 311 12.7% 325 13.0% 12.9% 352 12.9% 383 13.1% 404 13.4% 444 13.5%
Office Supporting/ 504 21.6% 525 21.5% 532 21.2% 567 22.0% 587 21.6% 632 21.7% 661 21.9% 706 21.4% Clerical and Secreterial
Minor and Others 694 29.7% 737 30.2% 739 29.5% 740 28.7% 794 29.2% 820 28.1% 842-27.8% 912 27.7%
Total 2337 100% 2440 100% 2506
100% 2576 100% 2719 100% 2914 100% 100% 3292 100%
Notes: Category "Research" is grouped under "Others" in the period 1978-82. Category "Professional" is grouped under "Administrative" in the period 1978-82. All figures before 1990 are as at December 31 of the year; all figures from 1990 are as at 1 st January of the year.

Number NUMBER AND DISTRIBUTION OF FULL-TIME STAFF 1978-1993
1000 900
800 ____.-----::-
700 �E �E
600
500._.-A 400 300 200
1; 111 -11.1.1 1J1 1I r'ag 11 ��"&.i1W ��11 �� .1-��1
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----------...... ...... ......
Year
I I Academic Research Administrative Professional
Technical Clerical& Minor&Others Secretarial
VII. Establishment of Faculties, Departments and Degree Programmes
/ Facultyillepartment Year of Year to Start Offering Year to Start Offering Diploma and Establishment Degree Programmes Postgraduate Degree Programmes
BA PhD MA MDiv MPhil
Faculty of Arts 1963 1963
Department of Chinese Language and Literature 1963 1963 1980 1989 1966 English 1963 1963 1989 1978 1978 Fine Arts 1963 1963 1992 1981 History 1963 1963 1980 1966 1970 Japanese Studies 1991 1991 Music 1965 1965 1992 1989 1983 Philosophy 197i 1 ) 1963 1980 1966 Religion 1963 1963 1972 1990 Translation 1984 1994 1984 1992
BBA PhD MBA
Faculty of Business Administration 1974 1963(2) 1985 1966(2) Department of Accountancy 1989 1974 Finance 1989 1974 International Business 1989 1974 Marketing 1989 1974 Operations and Systems Management 1989 1989 Organization and Management 1989 1989
Faculty/Department Year of Year to Start Offering Year to Start Offering Diploma and Establishment Degree Programmes Postgraduate Degree Programmes
BEd DipEd PhD MA(Ed) MEd MPhil
Faculty of Education 1965(3) 1994 1965 1990 1973 1992 1990
Department of Educational Administration and Policy 1991 Curriculum and Instruction 1991 Educational Psychology 1991 Sports Science and Physical Education 1992
BEng BSc PhD MPhil MSc
Faculty of Engineering 1991(4) 1991
Department of Computer Science 1973 1991 1978 1990 1982 Electronic Engineering 1988 1991 1980 1973 1972 Information Engineering 1989 1991 1990 1990 1990 Systems Engineering 1991 1991 1992 1992
Faculty/Department Year of Year to Start Offering Year to Start Offering Diploma and Establishment Degree Programmes Postgraduate Degree Programmes
BMedSc MBChB BNurs BPharm MD PhD MPhil MSc
Faculty of Medicine
Department of Anaesthesia and Intensive Care Anatomical and Cellular Pathology Anatomy Biochemistry Chemical Pathology Clinical Oncology Clinical Pharmacology Community and Family Medicine Diagnostic Radiology and Organ Imaging Medicine Microbiology Nursing Obstetrics and Gynaecology Orthopaedics and Traumatology Paediatrics Pharmacology Pharmacy Physiology
Psychiatry
Surgery
1981 1989 1981 1986 1982 1982 1986
1982 1982 1981 1971 1983
1983
1986
1981
1984
1983 1983 1991 1991 1992 1982 1983 1982 1981 1992 1992 1981
1981
1982
Faculty/Department Year of Year to Start Offering Year to Start Offering Diploma and Establishment Degree Programmes Postgraduate Degree Programmes
BSc PhD MPhil
Faculty of Science 1963 1963 Department of Biochemistry 1971 1973 1981 1972 Biology 1963 1963 1981 1969 Chemistry 1963 1963 1985 1970 Mathematics 1963 1963 1985 1973 Physics 1963 1963 1981 1972 Statistics 1981 1982 1991 1981
BSSc DipSW PhD MPhil MSSc MSW
Faculty of Social Science 1963(S) 1963 Department of Anthropology 1980 1980 1992 1987 Architecture 1991 1991 1992 Economics 1963 1963 1984 1974 Geography 1963 1963 1990 1966 Government and Public Administration 1971 1971 1993 1982 Journalism and Communication 1965 1965 1993 1977 Psychology 1982 1982 1990 1986 1988 Social Work 1965 1964 1984 1992 1977 Sociology 1965 1964 1984 1970
Notes: L .When the University was establishedin 1963, each of the three constituent Colleges ran its own programme in Philosophy. Such programmes were integrated into the Department of Philosophy in 1977.
2. In 1963, different Faculties of Commerce and Social Science in the three Colleges provided their own programmes in Accounting, Finance and Business Administration, and awarded BComm and MComm Degrees. These programmes were taken over by the new Faculty of Business Administration in 1974. The new faculty consisted of three departments, namely Accounting and Finance, Marketing and International Business, and Production and Personnel Management and Industrial Relations. In 1989, the faculty was reorganized into six departments. They are the departments of Accounting, Finance, International Business, Marketing, Operations and Systems Management, and Organization and Management.
3. The School of Education, established in 1965, was a professional school for training graduate teachers. Initially, it offered a one-year Diploma-in-Education course to train university graduates to become professional teachers at the senior secondary level. The School was reconstituted as i:he Faculty of Education in 1991. The new faculty offers degree courses of various levels (PhD, MPhil, MEd, and BEd) as well as the Diploma-in-Education course.
4. The Faculty of Engineering established in 1991 consists of four departments: Computer Science, Electronic Engineering, Information Engineering and Systems Engineering. The Department of Computer Science was first set up in 1973, the Department of Electronic Engineering in 1988 and the Department oflnformation Engineering in 1989. These three departments were under the administration of the .Faculty of Science before 1991 and awarded BSc Degrees. They were transferred to the Faculty of Engineering together with the new Department of Systems Engineering.
5. Many departments in the Faculty of Social Science were established in different colleges before 1963. The departments of Economics, and Sociology and Education in Chung Chi were established in 1951, the departments of History and Geography in 1954, and Religious Education and Social Work in 1957. In New Asia, the Department of Economics was formed in 1949, and Philosophy and Sociology in 1959. In United College, the departments of Economics and Sociology were developed in 1956, and Geography was founded in 1961.
VIII. Establishment of Research Institutes
Institutes Year Remark
Institute of Chinese Studies Art Gallery Centre for Chinese Archaeology and Art The Ng Tor-tai Chinese Language Research Centre
Research Centre for Contemporary Chinese Culture
Research Centre for Translation
Research Institute for the Humanities Asia-Pacific Institute of Business Institute of Science and Technology Centre for Environmental Studies Chinese Medicinal Material Research Centre
Hong Kong Centre of Sports Medicine and Sports Science Materials Technology Research Centre Hong Kong Institute of Asia-Pacific Studies
The Hong Kong Institute of Educational Research of The Chinese University of Hong Kong Hong Kong Institute of Biotechnology
1967 1971 1978 1980 The Centre originated from the Chinese Linguistics Research Centre, which was first established in 1966. It was enlarged in early 1979 under the name of Chinese Language Research Centre, and in 1980 it was renamed The Ng Tor-tai Chinese Language Research Centre. 1993 1983 In 1971, a Centre for Translation Projects was established with a grant from the Asia Foundation. It was renamed Research Centre for Translation in 1983 as a result of reorganization. 1991 1990 1965 1990 1979 The Centre originated from a research unit on Chinese Medicinal Material, which was first established in 197 5. 1988 1992 1990 It replaces the former Institute of Social Studies and its two research centres -the Centre for Hong Kong Studies and the Centre for Contemporary Asian Studies.
1993
1988
List of Contributors
Alice N. H. Lun NG Reader, Department of History
BA, DipEd, MA (HK);
PhD (Minn.)
Bernard Hungkay LUK Formerly Senior Lecturer, Faculty of
BA (CUHK); Education;
PhD (Indiana) Associate Professor, York University,
Toronto
Tak Sing CHEUNG Senior Lecturer, Department of Sociology
BSSc ( CUHK);
MA, PhD (N. Y. State)
Sze-kwang LAO Senior College Tutor, Shaw College
BA (Taiwan)
Chong Chor LAU Senior Lecturer, Department of Sociology
BSSc (CUHK);
MA, PhD (Pitt.)
WONG Kin Yuen Senior Lecturer, Department of English
Dip (H.K. Baptist);
MA (Redlands);
PhD (Cal if.)
KWOK Siu-tong Senior Lecturer, Department of History
BA(CUHK);
MA, PhD ( Calif.)
Hon-ming YIP Lecturer, Department of History
BA(CUHK);
MA, PhD ( Cal if.)
Mayching KAO Senior Lecturer, Department of Fine Arts;
BA(CUHK); Curator, Art Gallery
MA(New Mexico);
PhD (Stan.)

396 The Quest for Excellence
Chung Kee YEUNG Senior Lecturer, Department of Chinese
BA (CUHK); Language and Literature
MA (Kyoto)
Sonia S. H. NG Contract Simultaneous Interpreter,
BA, MA, PhD ( CUHK); US Department of State
MEd (Tor.)
Charles K. KAO Vice-Chancellor
CBE; BSc, PhD (Lond);
DSc (CUHK and Sus.);
DEng (Glas.);FEng;
NAB (USA);FIEE;
FIEEE;FHKlE
Leslie Nai-kwai LO Dean, Faculty of Education
BA (Oregon);

Cert (East Asian Inst., Col.); MIA, EdD (Col.)
Major References
Vice-Chancellor's Reports of The Chinese University of Hong Kong (CUHK)
The First Six Years, 1963-1969. Hong Kong: CUHK, 1969. The Emerging University, 1970-1974. Hong Kong: CUHK, 1974. A New Era Begins, 1975-1978. Hong Kong: CUHK, 1978. Vice-Chancellor's Report, 1978-1982. Hong Kong: CUHK, 1982. Vice-Chancellor's Report, 1982-1985. Hong Kong: CUHK, 1985. Vice-Chancellor's Report, 1985-87. Hong Kong: CUHK, 1987. Vice-Chancellor's Report, 1987-90. Hong Kong: CUHK, 1990. Vice-Chancellor's Report, 1990-93. Hong Kong: CUHK, 1993.
Other Reports
<Higher Education in Hong Kong (also known as Keswick Report). Hong Kong: Government Printer, 1952.
The Development of Post-Secondary Colleges in Hong Kong. A Report submitted to His Excellency the Governor by Mr J. S. Fulton. Hong Kong: Government Printer, March, 1960.
Report of the Fulton Commission. Hong Kong: Government Printer, 1963.
Final Report of the Working Party on Educational Policy and Univer-sity Structure. Hong Kong: CUHK, 1975.
Report of the Commission on The Chinese University of Hong Kong (also known as the second Fulton Report). Hong Kong: Government Printer, 1976.
Senior Secondary and Tertiary Education: A Development Programme for Hong Kong over the Next Decade. Hong Kong: Government Printer, 1977.
Education Commission Report No. 3: the Structure of Tertiary Educa-tion and the Future of Private Schools. Hong Kong: Government Printer, 1988.
Report of the Working Group on Sixth Form Education. Hong Kong: Government Printer, 1989.
College/University Bulletins of CUHK
Chung Chi Bulletin. No. 1 (1948) to No. 68 (1989). Report on New Asia College. No. 1 (1952) to No. 9 (1957). New Asia Life Fortnightly. No. 1 (1958) to No. 15 (1973). New Asia Life Monthly. No. 1 (1973) to No. 20 (1992). New Asia College, The Chinese University of Hong Kong, 1949-1969. New Asia, 1979. United Bulletin. No. 1 (1960) to No. 47 (1991). Lien Ho Yin Hsi, 1958-1981 (Special Issue on the 25th Anniversary of United College). Chinese University Bulletin. No. 1 (April 1964) to Summer/Autumn Issue of 1993. The Chinese University of Hong Kong Newsletter. No. 1 (March 1973) to No. 333 (November 1989). CUHK Newsletter. No. 1 (December 1989) to No. 45 (August 1993).
Others
Zhongda shi nian (The Chinese University in the Last Ten Years). Hong Kong: CUHK Students Union, 1973. Zhongda ershi nian (The Chinese Univrsity in the Last Twenty Years). Hong Kong: CUHK Students Union, 1984.
Extracts of Public Opinions on the Education Commission Report No. 3.
Hong Kong: CUHK Students Union, 1988. Source materials on higher education and The Chinese University of Hong Kong. (Deposited at JBS Resource Centre, Chung Chi College) Newspaper clippings on higher education in Hong Kong, 1950 to 1993. (Deposited at Information and Documentation Unit, Hong Kong Institute of Asia-Pacific Studies, CUHK)
A Chronicle of Events
1949 New Asia College established.
1951 Chung Chi College established.
1956 New Asia College moved to Farm Road. Chung Chi College moved to Ma Liu Shui. United College inaugurated.
1957 Chinese Colleges Joint Council established. Chung Chi College, New Asia College and United College petitioned the Hong Kong Government for authority to award degree. Sir Christopher Cox, Education Adviser to the Secretary of State for Colonies, visited Hong Kong.
1959 Hong Kong Government announced the intention to set up a new university. John Fulton visited Hong Kong to advise on development of Post-Secondary Colleges in Hong Kong.
1960 John Fulton's report accepted as general guide for the proposed new university. Post-Secondary Colleges Ordinance and Grant Regulations stipulating conditions of government grants.
1961 Preparatory Committee appointed by the Hong Kong Govern-ment to suggest steps for the provision of sites and buildings for a federal type Chinese University.
1962 Fulton Commission established.
1963 Hong Kong Government accepted recommendations of Fulton Commission and Provisional Council established.
University to be named The Chinese University of Hong Kong. 110 hectares of land in Ma Liu Shui granted for the University's development. Dr C. T. Yung appointed first Pro-Vice-Chancellor.

400 The Quest for Excellence
University inaugurated; The Chinese University of Hong Kong Ordinance, 1963 came into effect; University Council estab-lished with the Hon. C. Y. Kwan as Chairman.
Dr Choh-ming Li appointed first Vice-Chancellor.
1964 University Motto: bo wen yue li adopted. Formation of three Advisory Boards on Academic Matters: Natural Sciences, Humanities, and Social Science and Busi-ness Administration.
Installation of first Vice-Chancellor and the first Conferment of Honorary Degrees. Boards of Studies and Senate formed.
Scheme of inter-collegiate teaching implemented. Conferment of Bachelor's Degrees for the first time.
1965 Department of Extramural Studies established. Boards of Faculty established. University Grants Committee established. Institute of Social Studies and the Humanities and Institute of Science and Technology established. University Library established. School of Education established.
Mr T. C. Cheng succeeded Dr C. T. Chancellor. Yung as Pro-Vice-
1966 Lingnan Institute of Business Administration established. Graduate School established.
Decision by the Hong Kong Government to equate degrees conferred with cum laude and magna cum Laude, introduced in 1965-1966, with second and first class honours conferred by other Commonwealth universities.
1967 Conferment of Master's Degrees for the first time. Institute of Chinese Studies established.
Dr T. C. Ou Chancellor. succeeded Mr T. C. Cheng as Pro-Vice-
1968 Publications Office established.
Appointments Service established. Benjamin Franklin Centre completed.

A Chronicle of Events
1969 Classification of Bachelor's degree after the Honours system
adopted by Commonwealth universities. Central Office moved to University campus. Dr Y. T. Shen succeeded Dr T. C. Ou as Pro-Vice-Chancellor.
1971 Inauguration of University Students Union. Art Gallery established. Sir Yuet-keung Kan appointed the Council Chairman. Mr T. C. Cheng succeeded Dr Y. T. Shen as Pro-Vice-
Chancellor.
1972 United College moved to Shatin campus. Senate Committee on Staff/Student Relations established. Science departments moved to Science Centre at Shatin