Wings × HKUST 25th Anniversary: Innovating Miracles = 銀禧晷跡 - 振翅．科大廿五週年特刊 [2016-2017]

Abstract

銀禧晷跡 振翅．科大廿五週年特刊25 Wings × HKUST 25th Anniversary Innovating Miracles 香港科技大學學生會官方刊物 Official Publication of HKUSTSU

振翅 Wings 一路走來，科大經歷不少變遷。宿舍增建，圖書館擴建，鄭裕彤樓、李兆基商學大樓的落成……廿五來，科大的面貌不斷改變，各樣的人和事都不斷更變。 1991年10月2日，是香港科技大學落成後首個開學日；兩個月後，編輯委員會《振翅一．一》於12月2日出版。如此看來，《振翅》只比科大年輕兩個月。由首本《振翅》破空而出，至《振翅二十四．三》於二零一七年四月十一日出版，期間歷經了約廿五年。 本書由科大學生會編輯委員會出版，著?重由學生的角度出發，審視科大的過去、現在和未來。 在「過去」，我們有幸邀請到朱經武教授和吳家瑋教授，主要回顧科大成立首二十年間的經歷；另外亦邀請了曾經的科大學生領袖，探討大學生活、上莊、學生抗爭手法等的歷史及其轉變，正視所謂「科大傳統」的問題。 在「現在」，校長、諸位副校長、學院院長、教授及前學生領袖都分享了對學位商業化、開辦副學士、學生政治參與、抗爭手法、人文氣息薄弱、大學生的學習態度等話題的看法。 在「未來」，我們嘗試了解科大整體、各學院，乃至科大學生會的未來發展方向；各學生領袖亦分析了科大學生與香港政治前途的關係。 For the past 25 years, HKUST has gone through a lot of changes. New halls were built; library was expanded; Cheng Yu Tung Building and Lee Shau Kee Business Building were constructed... HKUST campus has been continually renewing for the last quarter of century. Two months after the very first School Commencement on 2nd of October, 1991, the first Wings 1.1 by Editorial Board was publicated on 2nd December. Thus, HKUST is merely two months elder than Wings 25 years had passed from that Wings Issue 1 to Wings 24.3 on 11th April 2017. This edition is published by the Editorial Board, HKUSTSU, aiming at reviewing the past, present and future of HKUST from the perspectives of students. In the 'past', we are honored to interview Prof. Ching-Wu Chu and Prof. Chia-Wei Woo and review the history of the first two decades of HKUST. Former student leaders are also invited to explain the history and changes of university life, experience in joining students organizations and students' means of protest, in search of 'HKUST tradition'. In 'present', the president, vice-presidents, deans, professors and student leaders have shared their insights in issues like Commercialization of Education, associate degree, political and social participation, means of protest, atmosphere of humanities and students' learning attitude. In 'future', we attempt to look at the prospect of HKUST: as a whole, by schools, and in the perspective of HKUSTSU respectively. Student leaders share their analysis on the relationship between our students and the political future of Hong Kong. p3

序Preface 「日子必須往前過，但是必須往後了解。」存在主義者齊克果如是說。 邁向第二十五個年頭，科大於國際上取得了相當的名譽和成就。依《QS世界大學排名》於2016年的數字，科大的亞洲大學排名為第四，世界排名為第三十六。說是奇蹟，以於二十五年內取得如此排名，實非易事；說是正常，以此實有賴每一位科大人的貢獻，包括教職員、學生，以致社會各界人士。 科大第二十五周年校慶以「敢．創．未來」為口號，憑?勇氣和創新開拓未來。直到今天，科大仍然沒「歷史包袱」的問題。說是優勢，因為可以靈活創新，不受梏於所謂「傳統」。說是弱點，因為尚缺乏舊生的強力支持。 整本書主要欲記錄和探討科大的過去、現在和未來，更希望能為諸君帶來多少對大學的反思。我們有幸聯絡到兩位前科大校長吳家瑋教授與朱經武教授，亦訪問了各個學院的院長以及部份校友，嘗試拾回和拼湊科大的歷史碎片。除了科大的過去，我們亦探討了未來發展，更希望再次反思︰大學是甚麼？大學生應該做甚麼？ 書有很多種。有的風行一時，流行幾個月至幾十年不等；有些具有時代性，維持一至幾個世紀不等；更有些屬於跨時代，為每一代人所體認。如果這本書可以風行一時，是因為記錄了科大未來新建成的設施。如果這本書具時代性，是因為有人希望整理科大的歷史或了解教授們的一生。如果這本書可以跨時代，是因為對大學以及大學生的反思。 面對政治上的波濤洶湧、大學學位貶值等問題，大學生不得不擔心未來的就業問題，幾乎視每一學分為生命存在的唯一根據。假若失去了學分，失去「高成績」這輝煌成就，我們還剩下甚麼呢？當然，這可以是學業成績不理想者的自我安慰。於「精英」而言︰既然我成績優異，就業前景明朗，為何需要思考大學的意義呢？ 在追求好成績的時候，教授們卻對大學生活有另類的看法。望諸君特意留意每一篇訪問稿的尾段，均為教授予科大同學的寄語。倘若可從中取得多少得著，相信每一於此書有貢獻者皆可無憾矣。 陳繁昌校長言道，科大不是港大中大的代替品，而是給予學生另一個選擇。在科大尋找自己獨特定位的同時，每一位大學生，以致每一個人都應該尋找自己的個性和價值，拒絕隨波逐流、盲目追求時代所需。吾人謹再以齊克果之言說作結。是為序。 「你要找尋自己，必先立志，特立獨行，不跟世俗流走，有自己的選擇。」 第二十四屆香港科技大學編輯委員會副總編輯 張文聰 p4

'Life can only be understood backwards, but it must be lived forwards.' said Soren Kierkegaard, a Danish philosopher. Approaching the 25th anniversary, HKUST has built an international reputation and honor. According to figures provided by QS University Rankings 2016, HKUST ranked 4th among Asian University and 36 among the world. Such accomplishment could be seen as a miracle, since achieving this high ranking is not easy while the ranking may be reasonable due to a great contribution made by all faculty members, staff, students and all sectors of the society. The theme of HKUST's 25th anniversary celebrations, 'Innovating Today, Imagining Tomorrow', captures the essence of HKUST's goal—to build the future with courage and innovation. The lack of historical burden could be an advantage in achieving that goal, as it gives HKUST higher flexibility in operation, without being fettered by the so-called traditions. However, this could also be a disadvantage since we lack support from the past. By publishing this commemorative book, we would like to record and discuss the past, present and future of HKUST. We were fortunate enough to be able to contact two former presidents of HKUST, Prof. Chia-Wei Woo and Prof. Paul Chu. Deans of different schools, along with some alumni, had accepted our invitation and recalled the part of HKUST's development that they had experienced first-hand. We would also explore how our university would look like in the future. Most important of all, we would like to invite readers to ponder on two questions. What is a university? What should a university student do? There are many sorts of books. Some can prevail for few months or few decades; some could be epochal, lasting for one or few centuries; some would become classics that are recognized by every generations. Maybe this book would prevail for a time due to the mentioning of new campus facilities that are expected to spring up in the near future. If this edition can be epochal, it would be due to someone's attempt of recording the history of HKUST or biography of professors. If it becomes time-transgressive, it would be due to the reflection upon the values of university and university students. University students in Hong Kong cannot but worry about their future career, in face of issues like political turbulence and degree devaluation. They thus pay great attention to every single grade they get in their university life. Without score and excellent academic performance, what do we have left? Of course, such statement could be a consolation for those without high score. Elites may believe it is unnecessary to reflect on the purpose of universities when one achieves excellent academic performance and bright career future. While we students pursue score so hard, our dear professors have different and unique opinion on university life. May readers pay special attention to the last paragraph of each interview, where we have recorded the professors' messages to students. All of us who contributed to this publication would have no regret should anyone become inspired by these messages. As President Chan mentioned, HKUST should not position itself as a substitute of the University of Hong Kong or the Chinese University of Hong Kong, but to become another choice. While HKUST is seeking its own unique position, every university student, or say everyone, should explore their uniqueness and individuality, instead of following the herd. Allow me to quote one more saying of Kierkegaard and end this preface: 'If you are to find yourself, you must be independent, have your own choice and do not follow the crowd.' Terry Cheung The Assistant Editor-in-Chief, The Editorial Board, HKUSTSU, Session 2016-2017 p5

序Preface 當學位貶值，或許我們可以開始思考讀大學可以給予我們多少利益。當然，「利益」二字不單指金錢上，還可指精神上的得益。 在大學的幾年中，我們得到了甚麼，除了學識，我們有甚麼增長？在追求學業成績的同時，或許我們要追求得更多，要看得更遠。 在現今這個時代，光有學識是不夠的，還要有一定待人處事的智慧和一定的視野。我期盼各學院代表講述的未來發展方向和寄語，可以有助開拓我們的視野，掙開困著我們的枷鎖，從而看得更遠，並找到自己的發展方向。 而智慧，我認為就要從多接觸人事物入手，而當中最好的方法之一或許就是成為學會成員。經過一年的相處，若干個原本陌生的同學走在一起，為自己、為學會奮鬥了十來個月，在當中學到對內對外的待人手法，在各事件中學到迅速思考的解難能力，在日常工作中學到互相配合的團隊精神。 我會說上莊是一個燒金錢、燒時間的事，但一年過後，整個人的成長是在多少個學科得到A都比不上的。 可是上莊一年中犯過的錯，遇到過的迷思或難題有多少是可以避免或輕易解決呢？學會的幹事們是否在不斷犯同一個錯？到底學會有沒有進步？我覺得這是一個即將落莊以及剛上莊的人要思考的事。如果一直犯同一個錯而最後未能借前車之鑑來避免再次犯錯，那麼我們學到的只會是「多極有限」。 甚麼是傳統？前人做過的就一定是對的？我們還有甚麼可以做呢？ 不說學會，社會中也不乏屢次犯錯的事例，或許當我們把視線從莊內矛盾和學會間的爭鬥（如有）挪開，我們會發現我們很在意的事相比起社會上的矛盾和爭鬥可能只是相當小，相當的可笑。 社會上有太多的的不公，即將正式踏入社會的我們其實早已受社會上、政治上的事宜影響，我們真的可以一直不管社會和世界發生的事嗎？如果要理，要為之發聲，我們又應以甚麼形式和心態出發呢？ 太多的不確定性或會阻礙我們尋覓前路，而前人的經驗和寄語或許會是我們的指路明燈。 希望閣下翻閱此書時可以有所得著，然後找到屬於自己的前路，無悔前行。 第二十四屆香港科技大學編輯委員會副總編輯 梁柏軒 P 6

With degrees being devalued nowadays, perhaps we shall think of what benefits a university can bring us. Without doubt, benefits can be classified into financial or spiritual ones. Apart from knowledge, what have we gained during our university life? There is a lot more that we should seek in our pursuit of academic excellence. Nowadays, knowledge, attitude and vision are equally important for all-rounded development of an individual. We hope the words from our deans could widen our horizons, breaking the chains that constrain our flow of thought, allowing us to look further and find our goal. To gain wisdom, I believe one of the best ways is running for student society leadership. The term of office would hone your skills in dealing with people issues, problem-solving and teamwork, when you engage yourself in society affairs.It is undeniable that being a society executive, you would have to sacrifice much of your time, a sizable amount of money, and your CGA. But when it comes to the gains you would get from society leadership, you would understand that it worths it. But it is fundamental for student leaders who are about to complete their term, and also those who have just assumed office, to think of the following questions. How many mistakes made in their tenure could have been avoided and solved easily? Are executives repeating the same mistakes for multiple times? Has the student society in question making any progress? If we keep making the same mistakes and never learn a lesson from the previous failure, what we can learn is limited. What is tradition? Must what predecessors have done be right? What else can we do? Compared to controversies in society, the failure or disagreement we encounter in academia and student organizations are, indeed, trivial. Having been affected by society and politics, can we still ignore the effect? If we are to pay attention and voice our opinion, in what way should we present it? With so much uncertainty ahead, experiences and words from our precursors may guide us to the right way. It is our wish that in the course of reading this book, you would be able to gain something that can facilitate your discovery of your own path. Walk on and never regret. Phil Leung The Assistant Editor-in-Chief, The Editorial Board, HKUSTSU, Session 2016-2017 P 7

目錄 歷史回顧 Reviewing Our History 創新傳奇 HKUST's Establishment 012 歷史銀河 Miracles Revisited 036 同創科大 Developing HKUST 開闢科大：吳家瑋教授 Establishing HKUST: Prof. Chia-Wei Woo 054 回望過去：朱經武教授 Traceback: Prof. Paul C.W. Chu 062 繼往開來：陳繁昌教授 Forge Future with Past: Prof. Tony F Chan 078 學術領導：史維教授 Leading Excellence: Prof. Wei Shyy 086 開拓前路：翁以登博士 The Way Ahead: Dr. Eden Y Woon 093 教學相長：周敬流教授 Transcending Teaching: Prof. King L Chow 103 教研並重：鄭光廷教授 Balance Teaching and Research: Prof. Tim Cheng 118 小即是美：汪揚教授 Small is Beautiful: Prof. Yang Wang 128 商談未來：譚嘉因教授 Managing the Future: Prof. Kar Yan Tam 137 人文薈萃：李中清教授 Gathering of Talents: Prof. James Z Lee 143 往昔點滴 Looking Back 知恩報恩：蕭錦榮教授 Coming Full Circle: Prof. Kam Wing Siu 152 為道由己：藍世樂博士 Seize Your Destiny: Dr. Lewis Nam 161 P 8

紙媒沒落：高立基先生 Decline of Print Media: Mr. Mike Ko 169 今非昔比：崔耀文先生 Time Has Changed: Mr. Yiu Man Chui 174 承前啟後：高振源先生 A New Milestone: Mr. Jimmy Ko 183 學生論政 Student Activism 秀才造反︰王焯熙先生 Elegant Revolution: Mr. William Wong 190 怪獸大學︰陳棟材先生 Helicopter University: Mr. Kenneth Chan 197 深耕細作︰劉昕雋同學 Continuous Hard Work: Mr. Chris Lau 207 再次起行︰林子幹同學 Re-start: Mr. Andy Lam 218 重新定航︰何詠衡同學 Re-set: Ms Jasmine Ho 220 編委版 The Editorial Board 前言 Foreword 228 振翅廿五 Wings' 25 Years 229 致金禧編委的信 A letter to Golden Jubilee EB 236 歷屆編委名單 List of Past Session Editorial Board 241 舊貌新顏 Past and Present 嗚謝 Acknowledgements Contents P 9

歷史回顧 P 10

Reviewing our History P 11

創新傳奇 科大創校往事回眸 Land of Hope and Glory HKUST's Establishment P 12

香港科技大學的創立別具歷史意義。此前創立的兩所大學，即香港大學和香港中文大學，分別是由香港西醫學院改組而成，以及由崇基、新亞、聯合三間私立專上學院合組，皆有一定根基可循，科大則是本港第一所完全從無到有地建立起來的大學，不僅前無古人，至今仍尚無來者。 再者科大是在香港主權移交前的過渡期中逐步成形，那是一段人心不穩、市民競相逃離這城的大時代，然而科大不僅沒有延期開校，甚至還比原訂目標提早數年完成，更於數年內迅即躋身世界前列，成為又一香港奇蹟。 在慶祝科大銀禧的今天，科大的創校歷程特別值得吾人回顧。 生得逢時 「香港科技大學的開校慶典是一個值得香港驕傲的時刻。香港再次證明它有能人所不能的地方。從籌劃、設計、興建、組織至開課，我們僅用了五年時間，便為廿一世紀創立了一所嶄新的大學。」1 ──科大校董會主席鍾士元爵士於創校紀念晚宴上之獻辭（1991年10月10日） 上世紀六七十年代的香港經歷工業起飛，漸以製造業著稱於世，然而中國大陸在1978年實施改革開放政策，因當地生產成本較低，加上中共政府以優厚條件吸引廠家投資，本港不少廠商於八十年代初大舉將廠房北移神州。本港經濟因而必須轉型，由過往擅長之勞工密集產業變成現在以商業為重的社會。 其時科技發展日益為世界各國所注重，有識之士紛紛指出本港必須開拓高科技產業，方能保持競爭力。時任香港總督尤德爵士（Sir Edward Youde）深諳此道，認為香港若要發展高科技，創建一所培育科技與商貿專才的高等學府實是刻不容緩。而其時香港政壇中最具影響力的華人、行政局首席非官守議員2鍾士元爵士亦認同尤督之主張──鍾氏本科修讀工程，後成本港著名實業家，自是深明工程和科技教育之重要，早在六十年代已提倡將當時的香港工業專門學院（工專）轉制為理工學院（今香港理工大學）。尤、鍾二人出於同樣遠見，在八十年代初推動香港城市理工學院（即後來的香港城市大學）之創辦，於其籌備過程中擔當重要角色，城市理工得以在1984年開課，兩人居功至偉。 同樣是在 1984 年，英國政府與中共就香港問題簽署《中英聯合聲明》，香港主權鐵定於 1997 年由中國接管。其時香港社會普遍對中共政權仍深感不滿甚至恐懼，大批港人擔憂此地前途，紛紛於隨後數年移民海外，使不少行業出現人才荒，尤以科技人員、專業人士和管理階層為甚。此現象令興辦新大學更形必要。 港府當時亦明瞭與其他成熟經濟體相比，本港年輕人接受大學教育仍未算普及。根據1980年的調查，當時本港十七至二十歲的年輕人當中，能入讀本地學位課程者僅百分之二3。高等教育學位奇缺，有志升學卻未獲本地學府取錄者，往往因而被逼出國留學，學成後卻多選擇留居當地，未必會返港就業，造成人才外流。4有見及此，大學及理工教育資助委員會（簡稱教資會）5於1985年6月向教育統籌委員會建議設立一所全新大學，使本港可以攻讀本科學位的年輕人增至有關年齡層人口總數的一成。 6 [1]: 香港立法局會議過程正式紀錄（一九八六年十二月十日星期三）第 359 頁。 [2]: 此職等同於現今香港政府的行政會議召集人。 [3]: Wong, 2007, p.131. [4]: Flahavin, 1991, p.9. [5]: 因香港理工學院和香港城市理工學院皆已成為大學，該委員會在1994年復名為「大學教育資助委員會」。 [6]: Walker, 1994a. P 13

行政局亦於1985年9月達成共識，認同於本港增辦專上學府乃係當務之急。當局決定建立一所?重科學、技術、管理及商業方面之大學；7港督會同行政局於1986年3月18日正式批准第三間大學之創辦，並要求其在不遲於1994至1997年的三年間逐步開課。政府因而於同年成立「第三間大學籌備委員會」，並在當年九月召開首次會議。8所謂「第三間大學」，是由於當時香港僅有兩間大學，即香港大學和香港中文大學；現時所稱的浸大、理大等當時尚未升格，仍是以「學院」名義辦學。 次年籌委會舉辦公眾徵名比賽，從四百個提議中選定「香港科技大學」作為第三間大學的正式名稱。港府在1987年1月17日批准第三間大學以「香港科技大學」命名，並確立此新學府的修讀年期（三年制課程）和入學所須資歷（經香港高級程度會考入學9）。立法局（今立法會）復在1987年7月1日三讀通過《香港科技大學條例》，為科大的創辦訂立法律基礎。10 委員會也聘得時任三藩市州立大學校長吳家瑋教授出任創校校長一職。吳氏原籍中國上海，少時來港就學，於香港培正中學畢業後負笈美國，成為世界著名物理學家，更是華人擔任美國知名大學校長的第一人。港督於1987年10月10日接納籌委會建議，准予委聘吳氏為科大首任校長。11吳本為科大籌委會成員，在決定聘任其為校長前，委員會曾展開環球招聘，並接獲四十四份自薦書及四十七份提名，吳氏並不在其中；然而，籌委會其他成員有感吳具備領導具規模大學的實戰經驗，而且處事作風早已為籌委會中人所熟知，故在吳不知情的情況下提名其擔當創校校長。12 籌委會亦從政府提供的四個選址中選定西貢大埔仔地區的高希瑪軍營（Kohima Barracks）地段作為建設科大校園之地。此地背枕鷓鴣山，前臨牛尾海，環抱西貢山水日月之景，風光如畫；更重要的是，該地段原本用作興建英軍軍營，擬置?喀兵一營，早已動工平整土地，後來因中英聯合聲明簽訂，英軍再無需要擴充駐港軍力方才停工。籌委會預見建築師若按照已成定局的平台地勢規劃校園設施，將可省卻不少施工程序，使工程更快完竣，大學得以早日開課。 後來籌委會決定舉行校園設計比賽，廣邀本港建築師籌劃科大校園整體規劃，本地建築「大行」王歐陽（香港）有限公司牽頭的團隊自54份參賽隊伍中脫穎而出，獲評審團以3:2的票數選為冠軍。然而，籌委會詳加討論後，卻認為冠軍設計不適合研究型的科技大學，13由關善明建築師事務所偕同唐謀士建築設計事務所合作遞交的亞軍作品較合心意，最終一致通過捨冠軍而將之定為科大校園發展藍圖。此決定與當時的建築界曾引起一番爭議，認為科大籌委會欠缺尊重云云。 1989年11月8日，威爾斯親王查理斯王子以科大校園選址作其香港之行的第一站，主持科大校園第一期奠基儀式。校方特意邀請來自全港各間中學的500名學生代表蒞臨見證，用意在於闡明科大乃為當代香港之年輕人而建。校方又在奠基石下埋下時間囊，內含一封由鍾士元爵士署名的信函，指 ．查理斯王子主持科大奠基儀式。 （科大圖書館提供） P 14

明在2039年11月8日時間囊出土之時，校方應盡量尋回當日奠基禮的500名中學生到場見證。14時任科大公共事務處主任秦家德指出，當時大眾對科大有所誤解，往往以為香港科技大學是中國大陸同名學府（如合肥「中國科學技術大學」或「北京科技大學」）的分校，故此校董會特意邀請英國皇室人員主持科大奠基儀式，充份表現出殖民地色彩，使流言不攻自破。 敢創未來 鍾士元、尤德兩爵士擘劃科大建校藍圖之初，嘗以英國昆芙爾德科技學院（Cranfield Institute of Technology，今名「Cranfield University」）為楷模。該學院專長於工程、管理學、國防等範疇，於國內享負盛名，與日後的科大相當類似；然其專注於研究生教育，本科生多年來僅佔學生總數一小部份，近年更完全停辦本科課程，成英國唯一僅頒授碩士、博士學位的大學。鍾、尤二人亦曾有將科大建設成僅設研究生課程之學府的念頭，但後來本科生與研究生的比例定為7:3，15往後再改為8:2。 及後吳家瑋教授獲選為科大創校校長，使建校形式遭逢重大轉變。吳氏於美國從事教研多年，透過其人脈招攬美國學者投身科大，有意無意間將其熟悉的美式大學體制移植至此一英國海外屬土。此批來港履任的教授不少乃美籍華人，目睹六四屠城而萌生民族情懷，有見香港即將收歸中國，遂決定加入科大，矢志推動科教興國。而當中不少是早年受教於臺灣，隨後才赴美深造，故此早年科大除了以成為另一麻省理工學院（Massachusetts Institute of Technology）為目標，自詡為「Future MIT」外，其教研陣容也被謔稱「MIT」，乃「Made in Taiwan」（臺灣製造）之縮寫。 現在科大雙學位課程備受青睞（如科技及管理學雙學位課程），商學院學生攻讀雙主修亦非常普遍，其實早在第三間大學策劃初期已經埋下伏?。籌委會分析香港的高等教育需求時，已明瞭本港之專長乃在於「以直覺準確判斷國際間之貿易趨勢，並迅速作出反應以滿足有關需求」，是故預測未來十五年香港之經濟發展及教育需求並非易事。同時，創校先驅亦察覺到理科和工科畢業生投身與其學科毫無關聯的行業之情形漸趨普遍。故此科大的學科編排從一開始已講求彈性，課程架構設計不僅能適時配合本地需求而轉變，而且容許學生結合不同範疇知識而獲取雙學位、雙主修等特殊學位。16 尤督遺鐸 「我今日要特別一提的，是尤德爵士對教育問題的特別關注和貢獻……由於他堅信教育最為重要，因此，他全力支持建立以發展管理學和科技為主的第三間大學的想法，並認為應盡快實現。各位同寅，尤德爵士這項遺志，是我們必須實現的。」17 ──署理港督鍾逸傑爵士於立法局會議上對尤德爵士之悼詞（1986年12月10日） 尤德爵士上任港督時，適值中英兩國就香港前途問題開始談判，是故尤督甫上任便需為反映港人意願而奔走，心力交瘁，然其仍然非常?緊科大之籌劃，多次指出科大至1994年才能開課實屬過遲。18 1986年12月5日，尤督出訪中國北京期間，於睡夢中與世長辭，享年62歲，成唯一於任期內離世的港督。誠如籌委會眾人所言，「香港痛失一偉大港督，第三間大學亦將在失去其父親的情形下誕生。」19然而，尤督的遽然離逝並未延宕建校歷程，各人反能化悲憤為力量，最終使科大提早三年開課。五日後的立法局會議上，署任港督的布 [7]: First Report of the Planning Committee for HKUST, p.3. [8]: Flahavin, 1991, p.9. [9]: 在現行的「3-3-4」學制於2012年實施前，本港大部份學生若要取得入讀大學資格，在七年中學修業期間皆須應考兩個公開考試。學生於中五應考香港中學會考，決定能否升讀預科，並在修畢預科課程後在中七應考香港高級程度會考。 [10]: Second and Final Report of the Planning Committee for HKUST, p.10. [11]: HKUST, 1989, p.2. [12]: Flahavin, 1991, p.13. [13]:吳家瑋，2006，第287頁。 [14]: HKUST, 1990. [15]: Wong, 2007, pp.181-182. [16]: First Report of the Planning Committee for HKUST, pp.16-17. [17]: 香港立法局會議過程正式紀錄（一九八六年十二月十日星期三）第 359 頁。 [18]: Chung, 2001, p.151. [19]: First Report of the Planning Committee for HKUST, p.5. P 15

政司鍾逸傑爵士（Sir David Akers-Jones）向尤督致悼詞時，亦特意提及尤督在籌辦科大的貢獻，提醒各議員繼承其遺志，加快籌建科大的步伐。 籌委會有見及此，亦?手思量提前科大開課日期的方法，20然而在當時政府對建築工程的繁複審批程序下，要令科大校園於 1992 年或之前啟用基本上是不可能的任務──建築署初時預計設計校園需時三年，然後再花四年建造，正式開學日期不能早於1994年。21但籌委會並無放棄尋求辦法提早科大之創立，更曾考慮接管原為香港城市理工學院臨時校舍的旺角中心第二期，使科大得以於1989年10月先行開辦首批工商管理課程。22 就在籌委會躊躇之際，英皇御准香港賽馬會（主權移交後除去「英皇御准」字樣，全稱成「香港賽馬會」）答允捐出的19.26億元建校費用成為及時雨。此筆捐贈足以使科大之開校日期提早至1991年，並使之能比原先預計提前四年，至1996年便能達成取錄7,000名學生的目標。23馬會多年來一直以其博彩收益支援社區建設項目，具備統籌不少建築工程的經驗，時任馬會行政總裁韋敬誠將軍（Major General Guy Watkins）憶述，當時該會十二名會董急欲捐資支持一大型項目，恰巧第三間大學籌委會正為如何提前開校日期而惆悵，而同時馬會各會董亦認同第三間大學有急切需要提早開校，遂允諾承擔該筆款項。24同時馬會獲政府委任為項目經理，此舉令建校工程得以繞過先前提及的政府審批程序。馬會先與港府定出總值35.48億元的建校總預算，然後捐贈其中19.26億元予政府，政府再將該筆款項撥還予充當建築項目經理的馬會。25籌委會既獲馬會承諾捐款，則毋需再探討於旺角中心設臨時校舍的想法，可專心一意籌備科大於其永久校舍開課。 26 尤德爵士為確保香港前途穩定鞠躬盡瘁，死而後已，其高山景行使港人肅然起敬。尤督生前倡辦第三間大學之角色廣為市民所知，當時輿論認為紀念尤督對香港貢獻之最貼切方法，莫過於以尤督命名當時尚未取名的第三間大學。前文述及當局曾為第三間大學舉行公眾徵名比賽，當時主辦方接獲之140個參賽名稱當中，與尤德相關之命名共計26個。27然籌委會認為大學之命名應力求扼要（an abstract name for a tertiary institute of learning），故並未採納以尤督命名第三間大學之建議。28而其對本港教育之建樹，則轉而以設立「尤德爵士紀念基金」（Sir Edward Youde Memorial Fund）的形式永留青史。 躍躍欲試 「Everyone knows UST is the best, everyone wants to be a student here. UST as you can see, We will become the future M-I-T!」 ─科大首屆學生迎新營中創作之「校歌」，調寄俄羅斯方塊主題曲。此曲早年於歷屆迎新營中傳誦。 ．1993年科大舉行首屆畢業典禮，尤德爵士遺孀尤彭雯麗替 紀念其夫君的碑記揭幕。 （科大圖書館提供） P 16

1988年4月10日，《香港科技大學條例》正式生效，香港科技大學隨之正式成立。科大校董會次日召開首次會議。 1991年10月2日，科大嶄新而先進的清水灣校園迎來其首批共595名本科生和236名研究生。該595名本科生乃自10,229名申請者當中挑選而出，29科大1991-1992年度之年報對此批「開荒牛」有詳盡分析：該批新生中有八成半屬「第一代大學生」，即家族中此前無人曾接受專上教育；父親和母親教育僅達小學程度者分別佔五成及七成。話雖如此，該批學生當時認為自己具備分析能力、自信與適應力，足能應付大學程度教育；但在語言能力方面，則自認表現稍遜。30 而科大的開校典禮則在1991年10月10日舉行。當日到場嘉賓逾600人，由接替尤德爵士擔任香港總督暨大學監督的衛奕信爵士偕澳洲新南威爾斯大學校長暨科大校董會年資最高的成員白爾德教授致辭。 即使在公關宣傳方面下了不少工夫，開校初期科大亦尚未能贏得社會大眾的信任。在科大創校首數年間，家長、教師們雖知悉科大設施如何新穎、先進，教研陣容如何鼎盛，談到將子女或學生送入科大就讀，卻仍是憂心忡忡，擔心科大學位日後不獲廣泛承認；其後發生的超支醜聞，更加深社會對科大的壞印象，認為「勞斯萊斯大學」實為金玉其外，敗絮其中，憂慮其教學質素。 現在科大被指學業壓力極大，課業評分過於嚴謹，其實此問題在當年開校不足一個月經已浮現。有別於當時香港大學等院校僅用期終考試（final exam）評核學生全科成績，科大創校伊始已採用持續性評核（continuous assessment），以學生在整個學期中不同課業之表現釐訂其成績等第，雖然校方一直強調此舉能避免「一試定生死」的問題，使學生不至於承受過大壓力，然而首屆學生早在入學首月已認為課業程度並不恰當。當時理、工、商三院學生均須修讀MATH 001基礎微積分課程，惟不少工商管理學院學生認為該課程對商科學生而言過於艱深，最終校方順應民意，決定另設程度較淺的微積分課程MATH 005，供商院學生自由選讀。1993年有機構調查預科生對本港各大專院校之意見，科大因學業壓力過重而獲最低評分，可見「香港壓力與張力大學」（The Hong Kong University of Stress and Tension）的形象在當時已經深入民心。但無可否認的是，科大的極速冒升或多或少也是嚴謹的課業評分所致。 尚幸科大首批學生明瞭平衡學業與生活之重要性。當時由於全校本科生數目僅五百餘名，故基本上所有同學均獲配宿位，同窗情誼從日間課堂延伸至晚上。據科大校方出版的校訊《同創》一篇學生投稿所載，入學初期同學有以下課餘消遣，於繁重的學業中平添樂趣： 「先說食方面： 一、除用微波爐煮食外，宿生大多數已自備飯煲，用來煲糖水，潤肺養顏。聞說有同學還懂得杞子燉雞呢，補腦提神，值得參考。 二、燒烤，（即『巴別橋』）亦是同學們經常組織的『大食行動』，往往使百佳超級市場的燒烤包不敷供應。地點：大澳門（按：即清水灣的大坳門）和科大沿岸石灘是同學們必爭之地。 三、外出宵夜，常到地點包括大埔仔、將軍澳寶林?及白沙灣。」 「除『食』以外，同學們的消遣亦算各 [20]: First Report of the Planning Committee for HKUST, p.5. [21]: 吳家瑋，2006，第284頁。 [22]: Walker, 1994, p.24. 旺角中心第二期樓高 23 層，本屬商廈，後為香港政府租用，作香港城市理工學院臨時校舍。城市理工在九龍塘附近的永久校園建成後大樓空置。 [23]: Flahavin, 1991, p.12. [24]: Flahavin, 1991, p.13. [25]: 吳家瑋，2006，第150頁。 [26]: Walker, 1994, p.24. 第三間大學籌委會放棄使用後，旺角中心第二期曾一度用作香港公開進修學院（今香港公開大學）臨時校舍，嗣後改作工業貿易署之辦事處，改稱「工業貿易署大樓」，直至 2015 年為止。現該廈已由領展購入，將改裝為商廈及購物中心。 [27]: First Report of the Planning Committee for HKUST, Appendix C. [28]: Ibid., p.8. [29]: HKUST Annual Report July 1991 - June 1992, p.V. [30]: HKUST Annual Report July 1991 - June 1992, pp.23-24. P 17

適其式（適），不同人有不同需要。獨行俠形（型，下同）──此人往往流連於電腦庫內，用軟件玩萍果棋。情侶形──宿舍九樓花園及圖書館『雙人自閉位』內盡顯生活情趣。運動家形──乒乓球室及停車場內玩球類運動，促進身體健康。」31 在正式開課後不久，該屆學生亦開始籌辦學生會和學生報。經兩個月籌備，科大學生報《振翅》創刊號在1991年12月2日出版；而學生會籌委會則在營運管理學生林景昇帶領下草擬憲章，歷經兩度全民投票和修訂後，於1992年11月24、25日終獲通過，香港科技大學學生會亦在同月27日正式成立。32同學亦相繼組成不同學院、學系及興趣之學會，其中商學院學生會（BSU）的憲章早在1991年12月19日已告通過，翌年1月10日選出首屆幹事後，在3月10日開始運作，是科大首個創立的學會。33至該學年完結之時，已有12個學生組織向校方學生事務處立案註冊，包括物理系學生會、會計系學生會、學生社會服務團、基督徒團契、學生攝影會等。34該等學會在學生會正式成立後，皆脫離校方管理，成為學生會屬下團體。 另外，校方亦認為舍堂生活是大學全人教育之重要一環，曾多番向政府要求撥款增建宿舍，並改善宿舍設備（如加裝冷氣）。隨原先規劃的四座本科生宿舍落成，本科生社一學生會、社二翱峰學生會（1993年2月）、冰川社三學生會（1994年）及嶄越社四學生會（1994年）亦相繼成立，連同後來因研究生宿舍第二座撥出宿位供本科生入住而於1997年創設的香港科技大學學生會社五卓毅學生會組成五社爭霸的局面。早年全體本科生均有其所屬社學生會，新生入學時會由校方隨機編配至其中一社。 而科大的科研成就於往後數年逐漸為人所知，實在是拜科大自開辦起堅持之技術轉移所賜。科大對「取諸社會，用諸社會」在茲念茲，故早在創校之時已有技術轉移中心之設，充當大學科研社群與商界間之橋樑，審研科研成果的商業價值，以便將科研成就應用於社會之中。至1992年12月，校方又成立香港科大研究開發有限公司，向外推廣大學之科研產品、技術及知識產權。1993年可說是科大初試啼聲的一年，當年6月9日，科大透過香港科大研究開發有限公司遞交其創校以來首項美國發明專利申 ．1992年商學院學生迎新營宣傳。 （科大圖書館提供） [31]: 科大生活指南，1992. [32]: 香港科科大學學生會會刊編委會, 1995, p.48. [33]: 香港科科大學學生會會刊編委會, 1995, p.46. [34]: 科大憲章快通過, 1992. [35]: HKUST Annual Report 1992-1993, p.21. [36]: HKUST, 1993a. [37]: Woo, 2006, p.227-228 ．1993年9月22日，學生會幹事會創會會長林景昇致函理學院學生會，確認該會已歸附學生會。 （科大學生會評議會提供） P 18

請，保障由化學系平岡弘之教授發明、用以將普通塑膠轉化為鑽石薄膜的新技術。35該專利於次年4月獲批。同樣是在1993年，科大聯同美國國家大氣研究中心和懷俄明大學參與一國際投標，獲香港政府批出作價港幣一億一千八百七十萬元的合約，在皇家香港天文台的指導下研發「風切預警操作系統」，應用於將在五年後啟用的赤?角新機場。36此合約當時被視為港府歷年批予本地專上學府的最大額合同。 全港首個商營互聯網服務供應商亦是在該年由一科大教授創辦，當時市民大眾對大專院校參與商業活動之舉尚有戒心，故時任計算機科學系系主任沈運申教授問准校方後，以個人名義創立「Hong Kong SuperNet Limited」，為一般市民與公司用戶提供當時已屬科技前沿的撥號上網服務。該公司業績極為理想，短短兩年間已獲逾萬名用戶垂青，更在1994/95年度獲新加坡國家電腦局評為全亞洲最佳互聯網服務商。正當眾人皆認為Hong Kong SuperNet前途無限之際，校方卻選擇將該公司售予一跨國財團，賺取三億五千萬元支援科大之創新科研事業，反映科研也可以是會生金蛋的雞。37吳家瑋校長當時認為，沽售Hong Kong SuperNet之舉有助打破本港不少人對高等教育和高科技發展的偏見，推翻彼等所指本港高等院校沒有對本地高新科技之研究作任何貢獻之論點。 香港科技大學雖以科技及商學掛帥，但創校之時已非常重視博雅教育。在吳家瑋校長眼中，要求所有學生修讀人文和社會科學課程有助「馴化」彼等之獸性（tame the beasts），使學生變得更「人性化」；首任理學院院長，後來成為學術副校長的錢致榕 ．皇家香港警察對科大學生會社團註冊申請之確認書。 （科大學生會評議會提供） ．學生攝影會是科大首批學會之一。 （科大圖書館提供） ．早期學生宿舍生活。 （科大圖書館提供） P 19

教授則認為人文社科課程作用在於挑戰理、工、商科專業學生之固有思維，或曰「拉長他們的腦筋」（stretch their minds）。38籌委會最初僅計劃於科大設置專注授課而不重研究的「通識教育中心」，但慮及此舉或會令師資低落，故此初創時期之大學領導層堅持將之改為教研並重的人文社會科學學院，在本科通識課程外亦開設研究生學位，並以吸納人文社科「大家」來港任教為目標。校方最初希望每名學生可運用四分一課時修讀人文社科課程，惟鑑於部份業界團體（特別是工程界）對考取專業資格所需課時有其規定，故此最終只能騰出約12.5%課時作為通識修課要求。39 成功之道 曾先後出任科大理學院院長和學術副校長的孔憲鐸教授認為，科大之所以能在短短十年間創出一番成就，與創校適逢其時不無關係。科大之創辦年期正好使之得以湊合諸多有利條件， 孔教授認為，科大剛好能羅致一大群志同道合、願意對中國和對高等教育獻身的學者。是批學者當中不少乃在國共內戰前不久生於中國大陸，隨國民黨播遷臺灣並在當地接受教育，其後再赴美國深造。科大籌辦時此批學者約50歲左右，未屆退休年齡，還有多年可發展事業；而彼等因生於大陸而存有民族情懷，惟中國學術、政治環境俱不成熟，來港加盟科大「能盡報國之實，確又無報國之累」。彼時珠三角地區經濟逐步起飛，香港不僅地處此區邊陲，更具備中西交融的特點，非如中國、臺灣般屬百分百東方社會，對該批留美華人學者而言，即使家眷於美國土生土長，來港生活亦不難適應。 此外，早年香港教授薪資不及美國，使科大從美國挖角一度極為困難，但1988年至1993年間，本港公務員（包括教授）加薪幾乎一倍，令形勢大為逆轉。如此驚人增幅與九七問題不無關係，當局為了挽留人才，在移民潮中不斷調高公務員薪金，本來也是因為人才外流而生的科大在招攬人才方面正好受惠。而在太平洋的彼岸，美國經濟在相若時期陷入不景，當地博士畢業生就業越趨困難，而科大才剛創校，需要大量教授，正正能夠吸納願意來港展開教研生涯的青年才俊。40 勞斯萊斯 「如果有人說科技大學是勞斯萊斯大學，我們是以一輛福特車的價錢，買到了一輛勞斯萊斯。」 ──科大校董會主席鍾士元 第三間大學籌辦之初，政府建築署按照香港城市理工學院建設永久校園的經驗，得出港幣十五億元的造價預算，輔以四億通貨膨脹開支，於1987年6月獲行政局通過。隨校園設計方案日益完善，建校預算及後增至十六億二千萬港元，於1988年獲政府接納。41惟在同年9-10月馬會重做成本核算，發現原估計中有多個項目之價目出錯，也有多處不符各學系的實際需求，而且科大校董會常務委員會突然就校園設計提出多項要求。加上香港建築工程通脹問題於八十年代末達到高峰，單是機電工程之價格便錄得150%的升幅，導致科大學術大樓第一期工程的招標結果比預算高出近一億；科大的偏遠位置更令問題雪上加霜，連同勞工短缺、合約風險、建築進度等因素，令成本增添1.5億元的額外負擔。馬會因而申請將工程費用預算總額上調84%至港幣34.58億元（包括 [38]: Woo, 2006, p.200. [39]: Woo, 2006, p.199. [40]: 孔憲鐸，第7-9頁。 [41]: Walker, 1994, p.104. [42]: 吳家瑋，第288-299頁。 [43]: Walker, 1994, p.196-199. P 20

23.40億建校費用及12.08億通脹預留款項，政府負擔其中之16.22億元）。追加撥款之申請於1990年6月1日獲立法局一致通過。42 1991 年 10 月科大上下歡慶開校之際，政府核數署（今審計署）卻突然發表《核數署署長第十七號報告書》，抨擊政府於科大建校項目管理上之失誤。報告認為，科大項目之「超支」情形肇因有三：項目策劃和財務控制方面之不足、提前開校年期之舉未經適當評估，以及校園設計偏離標準。立法局（立法會）政府帳目委員會因而需召開聽證會，驗證核數署提出之指控。 43 調查期間帳委會尤其關注校園設計比賽中棄冠軍而取亞軍一事，認為此舉或是導致建築成本飛漲的元兇。在帳委會最終呈交之報告書中，校園設計比賽佔近三成篇幅，可見議員對之深信不疑。不過，委員會仔細比較冠亞軍設計的實際建築成本，發現最終獲採納的亞軍作品每平方米花費$4,564，僅比冠軍設計（$4,500）高出不足2%。44 帳委會於調查完結後發表報告，就政府於項目管理與財務控制方面的不足之處提出改善建議，尤其?重政府與其他機構合作時之協調，以及「邊設計邊施工」之利弊（報告並不建議政府在日後之大型工程採此模式）。45至於有否超支，該報告基於1988年5月呈交立法局財務委員會之預算金額，指出科大建校工程確有超支情況；惟報告註明此並非帳委會全體議員之一致意見。46科大校方則認為由於港幣34.58億元為獲立法局通過的預算，而校園最終實際造價低於此數，故根本未有構成超支，反倒是有盈餘。 其實核數署與帳委會的指責皆是針對政府決策程序，後者在舉行聽證會以先，亦指明該次調查本意在於確保政府在日後之工程中得以將公帑用得其所，不應對科大之誠信和聲譽有任何損害。 47不過，鑒於大學管理層於決定現代科技大學應有設施方面扮演重要角色，故此當時輿論亦將矛頭指向吳家瑋校長與鍾士元爵士，「勞斯萊斯大學」一名亦不脛而走（此名稱據說是時任教育統籌委員會主席，九七後成為首屆立法會主席的范徐麗泰所創）。 [44]: Walker, 1994, p.206. [45]: Public Accounts Committee, 1993, p.41-43. [46]: Walker, 1994, p.221-223. [47]: Public Accounts Committee, 1993, p.5. P 21

It is not uncommon to see a HKUST student being completely ignorant on the university's history - after all, most students in science, engineering and business majors would prefer reading numbers to reading history facts that are seemingly dull. But, without understanding the university's past, how could we be able to innovate today and imagine tomorrow? As we celebrate our university's silver jubilee, why don't we take a look at how she came into being? The establishment of HKUST is of tremendous historical significance. It is the first university in Hong Kong truly built from scratch—The University of Hong Kong evolved from the pre-existing Hong Kong College of Medicine, which is famous for being Dr Sun Yat-sen's alma mater; the Chinese University of Hong Kong, on the other hand, was formed through the merger of three private post-secondary colleges. The short timeframe of HKUST's planning—only five years elapsed from the establishment of a planning committee to the university's formal establishment—and its quick rise to international prominence have rendered the university a Hong Kong miracle, or as the university has billed itself, 'A Miracle University by the Sea.' 'The opening of the University of science and Technology is a proud moment not only for all those involved with this great project but, I believe, also for the people of Hong Kong. This is because Hong Kong has, once again, done what many had said was impossible or at least very difficult to do. We have planned, designed, constructed, organized and opened a technological university for the twenty-first century in exactly five years.' —Sir Sze-Yuen Chung at HKUST's Inaugural Gala Banquet1(HKUST, 1992a, P.6) Planning for the Future During the 1960s and 1970s, Hong Kong prided itself on its flourishing manufacturing industry. However, with Communist China's implementation of 'reform and opening-up' policies since 1978, many entrepreneurs took advantage of the various incentives given by the Chinese government, as well as the lower cost of production, and relocated their plants northwards across the Sham Chun River2. Hong Kong had no choice but to switch its focus from labour-intensive industries to commercial development. It was around the same time that the whole world was putting the limelight on technological development. Many in Hong Kong at that time believed that the development of high-tech industries would be essential in maintaining the city's competitiveness. Sir Edward Youde, the Governor of Hong Kong at that time, foresaw that the establishment of an institute specializing in incubating technology and commerce professionals was indispensable in achieving that purpose. Youde's view was shared by Sir Sze-yuen Chung, the most influential person of Chinese ethnicity in the British Hong Kong colonial scene, himself being an industrialist and engineer by [1]: HKUST, 1994a, p.6. [2]: This is the border between Hong Kong (on the south) and China. To date the Cantonese transliteration of 'Sham Chun River' is still the official name printed on maps produced by Hong Kong Government, but in most circumstances people call it the 'Shenzhen River' after the city. [3]: Chung, 2001, p.2. P 22

training.3 As early as 1960s Chung was already fighting for a polytechnic-type institution in Hong Kong, resulting in the reform of the Hong Kong Technical College into the Hong Kong Polytechnic (now Polytechnic University). It was of the same view that the City Polytechnic of Hong Kong (now the City University of Hong Kong) was established in 1984, with Youde and Chung playing a key role in fostering and speeding up its foundation. In addition, the 1984 signing of the Sino-British Joint Declaration, which determined the transfer of Hong Kong's sovereignty from the United Kingdom to PRC in 1997, had resulted in a general uncertainty among local residents on the city's future, since many Hong Kongers expressed distrust over Communist China—a large proportion of Hong Kong residents were immigrants who fled from Mainland China in the wake of its possession by Mao. The next few years saw many Hong Kong residents emigrating to other countries, and a 'brain drain' of technologists, professionals and managers was inevitably created. The creation of a new university would undoubtedly help to alleviate the brain drain. The government was also aware at that time that the proportion of young people at university was not even close to those of mature economies. In 1980, among all Hong Kong citizens aged 17-20, only 2% had access to local degree courses.4 The shortage of tertiary education meant that many secondary school leavers who intended to pursue further studies, but failed to get into local tertiary institutions, were forced to go abroad, and most would never return to Hong Kong after graduation.5 As a result, the University and Polytechnic Grants Committee6 advised to the Education Commission the establishment of a new university, with the view of enhancing the proportion of young people pursuing undergraduate degrees to 10%.7 That there was a pressing need for the provision of tertiary education facilities in Hong Kong was agreed by the government's Executive Council in September 1985. It was determined that this new institution would be a university, being 'a grouping of professional schools emphasizing science, technology, management and business studies'8. The Governor-in-Council formally approved the establishment of such a university on 18th March, 1986, making an order that the university shall have its first intake of students no later than the 1994-1997 triennium. For that purpose a 'Planning Committee for the Third University' was established in 1986, and met for the first time in September that year.9 [4]: Wong, 2007, p.131. [5]: Flahavin, 1991, p.9. [6]: The committee reverted to its original name of 'University Grants Committee' (UGC) in 1994, after the Hong Kong Polytechnic and the City Polytechnic of Hong Kong became universities. [7]: Walker, 1994a. [8]: First Report of the Planning Committee for HKUST, p.3. [9]: Flahavin, 1991, p.9. P 23

In the next year, 'The Hong Kong University of Science and Technology' was chosen, from an array of 400 suggestions from the public, to be the formal name of the Third University. On 17th January, 1987, the government notified the Planning Committee on its approval on the name, location, duration of study (3-year courses) and entry level requirements (through the A-Level Exam10) suggested by the committee; The Hong Kong University of Science and Technology Ordinance, which establishes the legal basis for the university's foundation, was enacted by the Legislative Council on 1st July, 1987.11 Around the same time the Planning Committee appointed Prof Chia-Wei Woo, then president of the San Francisco State University in the US, as the founding president-cum-vice-chancellor12 of HKUST. A native of Shanghai, Woo received his secondary education at Pui Ching Middle School in Hong Kong, before becoming a leading theoretical physicist in the States. The decision to appoint Woo was recommended to the Governor, who approved the appointment on 10th October, 1987, exactly four years before the university's official opening ceremony.13 Woo was neither among the 44 applications nor the 47 nominations for the position; he was one of the members in the Planning Committee. He was officially nominated by his fellow committee members on account of his experience in running a large university, as well as his style of working as observed by them during the Planning Committee meetings.14 He eventually took up his post officially in September 1988. Among four potential sites provided by the government, the Planning Committee selected Kohima Barracks site, an unbuilt British Army garrison in the Tai Po Tsai area of Sai Kung, to house the new institution.15 16Apart from the stunning scenery of Port Shelter and the seas of Sai Kung, an additional factor behind choosing Kohima was that its site formation works have been completed, and architects were able to make full use of the formed platforms and roads to accelerate the construction progress.17 The Planning Committee decided to hold an architectural competition to select the best design possible, attracting a total of 54 entries. Despite the fact that the assessment panel had chosen the design submitted in conjunction by Design Consultants, Lotus and Wong and Ouyang (HK) Ltd to be the winner, the Planning Committee instead preferred and selected the design presented by Simon Kwan & Associates in association with Percy Thomas Partnership (HK). The decision to reject the winning design in favour of a runner-up one sparked some controversy within the architectural industry. On the morning of 8th November, 1989, the Prince of Wales laid the foundation stone at the HKUST Clear Water Bay campus, as the first official event during his visit to Hong Kong.18 500 student representatives from secondary schools all over Hong Kong were invited to attend the ceremony to symbolize that the ．Promotion booths of different student societies of the School of Business and Management in 1993. (HKUST Library) P 24

university was built for the young people of Hong Kong. A time capsule to be opened on 8th November, 2039 was buried beneath the foundation stone, containing a letter by Sir S.Y. Chung asking the university administrators after 50 years to unearth the capsule in the presence of as many of 500 students witnessing the laying ceremony as possible.19 According to Priscilla Chung, the university's Director of Public Affairs at that time, the Prince of Wales was deliberately chosen to highlight the 'colonial' connection of the university, so as to dispel the misconception that HKUST is a subsidiary of the University of Science and Technology of China.20 Dare to Dream Sir Sze-yuen, in retrospect after 15 years, mentioned that when he and Sir Edward discussed on how the Third University should be built, they were thinking of modelling it after Cranfield Institute of Technology in the UK. Now known as the Cranfield University, the Institute was a reputable research-oriented university specialising in science, technology, engineering and management, just like what we have here at HKUST. But unlike HKUST, Cranfield was, and is still committed to the training of postgraduate students (it discontinued all undergraduate programmes and became fully dedicated to graduate studies in 2007). While Chung and Youde have thought of making the Third University a postgraduate-only institution, it was eventually decided that postgraduate students would only take up 30% (later 20%) of the entire student body, and the remaining portion would be dedicated to undergraduate studies.21 However, in a British Overseas Territory where previous universities were founded based on the British system, President Woo quickly replicated various features of American colleges. Given his pre-existing connections with many renowned American scientists and academics, Woo succeeded in attracting the best talents to join HKUST. Overseas Chinese took up a significant proportion of the university's first recruits—the Tian'anmen Massacre in 1989 awoke their emotional attachment to Greater China, and given the fact that Hong Kong's sovereignty would be transferred to China in a few year's time, they joined HKUST with the aspiration of transforming China with academic development. As many of them received their education from Taiwan before pursuing further studies in the States, 'MIT' had another meaning at HKUST at that time, apart from its role model, the Massachusetts Institute of Technology—the 'Made in Taiwan' faculty. As the Third University was built from scratch, the Planning Committee was eager to adopt groundbreaking features in the new university. The Committee was aware that one of Hong Kong's unique strengths was its talent in 'instinctively identifying worldwide trade demand and reacting quickly to satisfy that demand,' leading to the difficulty in forecasting the city's economic and educational demand in the next fifteen years. It also noted that there was a trend for science and engineering graduates to pursue a career unrelated to their fields of study. As such, the planning of HKUST had always emphasized flexibility, a modular course structure that [10]: Prior to the adoption of the current 3-3-4 academic structure in 2012, most students would have to pass through two public examinations during their secondary school studies in order to be admitted to university: The Hong Kong Certificate of Education Examination (HKCEE) in Form 5, which determines whether they can enter matriculation; and the Hong Kong Advanced Level Examination (HKALE) in Form 7. [11]: Second and Final Report of the Planning Committee for HKUST, p.10. [12]: The term Vice-Chancellor was later dropped to align with American traditions. [13]: HKUST, 1989, p.2 [14]: Flahavin, 1991, p.13. [15]: Other potential sites considered but not selected include Fanling South (the current site of Ching Ho Estate), Whitehead Peninsula in Ma On Shan (near MTR Wu Kai Sha Station) and Bowring Camp in Tuen Mun (currently Fu Tai Estate and the campus of Lingnan University). [16]: First Report of the Planning Committee for HKUST, pp.8-9. [17]: Flahavin, 1991, p.10. [18]: Wah Kiu Yat Po, 9th November 1989. [19]: HKUST, 1990. [20]: 香港科科大學學生會會刊編委會, 1995, p.25. [21]: Wong, 2007, pp.181-182. P 25

can be easily adapted to the latest local situations, and the possibility of an 'enhanced study programme' that enables students to combine studies in different disciplines so as to earn double degrees, joint degrees or other distinctive awards.22 The proliferation of dual degree programmes (e.g. Technology and Management Dual Degree Program), double major study tracks (nowadays most business students would opt to graduate with an additional major) and the first-of-its-kind Individualized Interdisciplinary Major (IIM) programme are all attributable to these resolutions. Youde's Legacy Just as the Planning Committee for the Third University started to take shape, Sir Edward Youde passed away in his sleep on 5th December, 1986, during an official visit to Peking23. As the members of the Planning Committee had put it, 'Hong Kong has lost a great Governor and the Third University will be born without its father.'24 Sir Edward's death, however, had not become a setback for the Planning Committee, but instead accelerated the whole preparation process, as the members of the Committee were quick in translating their sorrow into motivation. In the Legislative Council's obituary tributes to Sir Edward on 10th December, 1986, Sir David Akers-Jones, then Chief Secretary and Acting Governor of Hong Kong, remarked, 'In particular, today, I should like to single out Sir Edward's special contribution and concern for education... he gave wholehearted support to the concept of building a third university and said that it should specialise in management, science and technology and that it should be built as quickly as possible. Hon. Members, we have that legacy to carry out.'25 In fact, Youde often remarked that it would be too long to wait until the original deadline of 1994 to see the university open its doors.26 In this regard, the Planning Committee decided that the university should have its first student intake as soon as possible.27 However, the Committee was aware that there was little hope of having the university's permanent campus completed before 1992 under normal Government approval procedures. To accelerate the opening of the university, the Planning Committee at one time explored the possibility of using the former City Polytechnic facilities at Argyle Centre Tower II in Mong Kok as temporary housing for the university, so that it can start admitting students to business and management courses in October 1989.28 The decision of 'fast track' completion would later be facilitated by the Royal Hong Kong Jockey Club's donation of HK$1.926 billion, which enabled moving the university's opening forward to 1991, and reach the target of enrolling 7,000 students in 1996 (as opposed to the original planned date of 2000).29 As Major General Guy Watkins, the then Chief Executive of RHKJC, recalled, the twelve stewards of the Club were interested in a large-scale project that it could 'really get its teeth into,' and shared the view that a new university was needed sooner than it was originally planned.30 Given its track record of managing projects funded by its racing revenues, the Jockey Club agreed to assume the role of project manager, and thus many of the governmental approval procedures could be bypassed. Jockey Club would first set up a baseline of $3.548 billion with the government, and pledged to donate the larger [22]: First Report of the Planning Committee for HKUST, pp.16-17. [23]: Peking (instead of Beijing) is deliberately used here as it was how the general public referred to the capital of PRC at that time. For instance, the memorial plaque of Sir Edward, located within the grounds of St. John's Cathedral in Central, was inscribed with 'Died on 5 December 1986 while on an official visit to Peking.' [24]: First Report of the Planning Committee for HKUST, p.5. [25]: The Legislative Council (10 December 1986). 'Official Report of the Proceedings', p.606. P 26

part ($1.92 billion) to the government. The government would subsequently allocate the sum back to Jockey Club, who was appointed the Project Manager of the HKUST project.31 With the involvement of RHKJC, the Planning Committee decided not to pursue the idea of establishing a temporary campus at Mong Kok, and opted to concentrate its efforts on opening the main campus in October 1991.32 The active part played by Youde in representing Hong Kong's interest during the Sino-British negotiation on Hong Kong's future, as well as the fact that he literally died for Hong Kong, have earned him genuine respect from the public. Given Youde's role in initiating the establishment of the Third University, it was the public's belief that the most fitting memorial would be naming the Third University after him. When the Planning Committee sought suggestions from the public regarding the Third University's naming, 26 among the 140 submissions were associated with Sir Edward Youde.33 However, the Planning Committee eventually preferred 'an abstract name for a tertiary institute of learning', and thus the idea of naming the university after Youde was rejected.34 His contributions on the education development of Hong Kong was commemorated through the setting-up of the 'Sir Edward Youde Memorial Fund' instead, as well as a memorial plaque at the Atrium, unveiled by Lady Pamela Youde at the end of the university's First Congregation on 21st October, 1993.35 Ready to Achieve 'The first intake of students will blaze an exciting new trail for others to follow. As HKUST graduates, you will become cultured individuals endowed with specific knowledge relevant to the Territory's economic well-being. With your hands on the present and your eyes on the future, you will build a better tomorrow for yourselves and for all of us—the people of Hong Kong.' —Founding President Prof Chia-Wei Woo's message to the prospective student of 1991 intake The formal incorporation of the University took place on 10th April 1988, when the HKUST Ordinance was brought into effect. On the next day the University Council held its inaugural meeting. On 2nd October, 1991, HKUST's first cohort of 595 undergraduates, selected out of a pool of 10,229 applicants, commenced classes at the state-of-the-art Tai Po Tsai campus.36 Regarding the inaugural student body, the ．The opening ceremony of HKUST, 10th October, 1991. (HKUST Library) [26]: Chung, 2001, p.151. [27]: First Report of the Planning Committee for HKUST, p.5. [28]: Walker, 1994, p.24. The 23-storey Argyle Centre Tower II was built as a private office block, and was rented by the Government to be the temporarily premises for the City Polytechnic of Hong Kong. The tower was vacated when the Polytechnic's permanent campus at Tat Chee Avenue was completed. [29]: Flahavin, 1991, p.12. [30]: Flahavin, 1991, p.13. [31]: Woo, 2006, p.151. [32]: Walker, 1994, p.24. After HKUST's refusal to use Argyle Centre Tower II (later known as Trade and Industry Department Tower), it became the temporary campus of the Open Learning Institute of Hong Kong (the current Open University), and housed offices of the Trade and Industry Department until 2015. [33]: First Report of the Planning Committee for HKUST, Appendix C. [34]: Ibid., p.8. [35]: AR9394, p.3. [36]: HKUST Annual Report July 1991 - June 1992, p.V. P 27

HKUST Annual Report of July 1991 to June 1992 gave us some interesting figures: 85% of the students represent the first generation of tertiary students in their families; 50% of their fathers and 70% of their mothers received education just up to the primary school level. But the initial students have shown themselves to be fit for university studies by demonstrating their high analytical ability, self-confidence and adaptability, though having lower ratings in terms of language ability.37 The official opening ceremony of HKUST was held on 10th October, 1991. The audience of over 600 dignitaries was addressed by Sir David Wilson, Governor of Hong Kong cum University Chancellor, as well as Prof L.M. Birt, Vice-Chancellor and Principal of the University of New South Wales cum most senior Council member of HKUST. At that time this newborn university has yet to gain recognition from the public. Some parents and secondary school teachers would discourage students from accepting an offer from HKUST, as the university was still too new and its prospect was still unknown. Entering HKU or CUHK seemed a much more secure choice.38 And it could not be denied that HKUST's reputation was built upon a rigorous standard for coursework and assessment. From the outset the university administration had stressed that the continuous assessment methodology would make students less stressed compared to their counterparts in, say HKU, who only had to take one examination at the end of the semester. However, in less than a month into the inaugural semester, students from the School of Business and Management were already complaining about the required course MATH 001, which they found tedious and difficult. In a 1993 survey of matriculation students' attitudes towards local tertiary institutions, HKUST scored the lowest, as the harsh grading scheme had already become well-known among pupils. Luckily the inaugural students understood that they had to maintain study-life balance through the creation of HKUST's own student culture. As soon as school started preparation committees for the students' union and a student publication were immediately convened; the latter culminated in the student journal Wings, with the first issue published just two months afterwards. Also in just two months the inaugural cohort of business students had [37]: HKUST Annual Report July 1991 - June 1992, pp.23-24. [38]: Interview with Siu Kam Wing. [39]: 香港科科大學學生會會刊編委會, 1995, p.45-46. [40]: 科大憲章快通過, 1992. [41]: AR9293, p.43. [42]: 香港科科大學學生會會刊編委會, 1995, p.47. P 28

completed drawing up a constitution for their own student society; the Business Students' Union was officially established in their first inauguration ceremony on 10th March, 1992, being the first student society formed in HKUST.39 At the conclusion of the inaugural academic year, a total of 12 student societies, including the Accounting Students' Society, the Christian Fellowship, the Physics Students' Society, the Student Social Service Society, and the Photographic Society, were already registered with the university authorities;40 the number of student societies further increased to 45 by the end of the 1992-93 school year.41 The HKUST Students' Union also came into existence on 27th November, 1992, after going through two attempts of adopting its constitution through general polling.42 Since the Planning Committee days the university has believed in the importance of residential life in providing all-rounded education. It tried to foster students' social life among students through the implementation of a house system. The House One, Vertex House II (Feb 1993), Glacier House III (1994) and Vista House IV (1994) students' associations were formed as the undergraduate residential halls were opened; they were joined by Endeavour, House V Students' Association, HKUSTSU in April 1997, after the conversion of rooms in Postgraduate Hall II to undergraduate use. Initially the university would randomly assign all undergraduates, whether residential or not, to one of the four houses upon admission. ．Promotion booths of different student societies of the School of Business and Management in 1993. (HKUST Library) ．The confirmation letter of the Science Students' Association's affiliation to HKUSTSU on 22nd September, 1993. (Collection of the Council, HKUSTSU) ． The inauguration ceremony of the Business Students' Union on 10th March, 1992 marks the beginning of the student society culture at HKUST. (HKUST Library) P 29

And the sense of self-confidence and adaptability, together with the hard work of the ambitious faculty members, finally paid off, winning respect for HKUST both home and abroad. One distinguishing feature of HKUST was its determination in town and gown integration through technology transfer. From the outset the university has always stressed the importance of applying its technological achievements in the society, and under this principle the Technology Transfer Center was established as part of the inaugural university structure; the university went on to establish the HKUST R and D Corporation Limited (RDC) in December 1992, as the marketing agent of the university's products, technologies and intellectual properties. As a milestone on HKUST's road of innovation, the RDC filed the university's first ever patent application, for a new technique of synthetic diamond films from common plastic developed by Chemistry professor Hiroyuki Hiraoka, on 9th June, 1993,43 and was subsequently approved in April 1994.44 In October 1993 HKUST, together with the National Center for Atmospheric Research (NCAR) and the University of Wyoming in the USA, won in an international tendering exercise and signed a HK$118.7 million contract with the Hong Kong Government to develop an Operational Windshear Warning System. The system, commissioned by the Royal Hong Kong Observatory, serves to forewarn pilots of the adverse windshear conditions around the new Hong Kong International Airport at Chek Lap Kok.45 This was believed to be the largest contract ever awarded to a local tertiary institution by the Hong Kong Government. Hong Kong's first licensed commercial internet service provider (ISP) was also the brainchild of a professor of HKUST. Prof Vincent Y.S. Shen, then Head of the Department of Computer Science, established Hong Kong SuperNet Limited in 1993 in his own capacity—university participation in commercial activities had yet to be widely accepted by the general public at that time. The spinoff went on to be the largest ISP in Hong Kong, being rated by the prestigious Singapore National Computer Board as the best internet service provider in Asia in 1994/95, and as it became profitable Prof Shen sold the company to the university at the nominal cost of $1. When it was sold to commercial investors three years later, a total of HK$350 million was raised for the benefit of the university's innovation and research endeavours.46 [43]: HKUST Annual Report 1992-1993, p.21. [44]: HKUST, 1994. [45]: HKUST, 1993a. [46]: Woo, 2006, p.227-228 [47]: Woo, 2006, p.200. [48]: Woo, 2006, p.199. ．Notification letter of HKUSTSU's registration with the Royal Hong Kong Police Force as an approved society. (Collection of the Council, HKUSTSU) P 30

Another feature that HKUST has stressed from its early days is the importance of liberal education. Despite the fact that HKUST was not allowed to operate first degree courses in humanities and social science, President Woo insisted in reforming the General Education Center into the School of Humanities and Social Science, in order to ensure the ability of hiring quality instructors. The early university administrators also believed that the inclusion of a General Education Requirement in humanities and social science is essential—President Woo believed that it could help develop business, engineering and science students into responsible individuals, or 'tame the beasts'; Prof Chih-Yung Chien, the inaugural Dean of Science and later Pro-Vice-Chancellor for Academic Affairs, aspired that such courses would challenge these students intellectually and 'stretch their mind'.47 In the tight 3-year curriculum that was subject to the tight constraints of industry organisations, the university at last managed to devote 12.5% (instead of 25% preferred by the administrators) of the teaching hours for each student to humanities and social science courses48. According to Prof Shain-Dow Kung, former Dean of Science and Vice-President (Academic Affairs), the reasons accounting for HKUST's quick emergence was that it was established at the correct timing. At this specific juncture was HKUST able to recruit a large number of high-calibre academics who were willing to contribute to China. Many of the inaugural professors of HKUST were born in Mainland China before the 1950s, and their childhood coincided with the Civil War there. They moved to Taiwan together with the Kuomintang regime and received university education there, before ending up pursuing graduate studies in the States. As such they maintained emotional attachment to China, and were willing to play a part in advancing the education of the Chinese people. As the academic and political environment in China is far from favourable, joining HKUST enabled them to fulfil this goal while avoiding the issues of living in Mainland China. Hong Kong's westernised way of living also acted as an incentive in attracting talents here. Many of the ethnic Chinese academics in the U.S. had spouses and children born and raised there. They might find it hard to adapt to the lifestyle in China or Taiwan, which are purely Chinese societies, but would find migrating to Hong Kong much easier. It was also around the same time that the salary of professors and lecturers in Hong Kong increased sharply. When HKUST started its hiring exercise, the early administrators P 31

found it difficult to recruit the best talents, as the compensation for professors are substantially lower than that in the U.S. As the brain drain caused by the 1997 uncertainty became severe, however, the government decided to retain its talents by raising the pay of civil servants. This decision helped HKUST a lot in its recruitment as the salary of teaching staff is linked to that of civil servants. Coincidentally the U.S. was entering a period of economic downturn, and it became increasingly difficult for PhD graduates to find a teaching position there. Thus HKUST was able to absorb young talents who are willing to take up professorship in this newborn university in the Orient. Prof Kung thus argued that HKUST's rapid rise to prominence was the result of a number of favourable factors that coexisted only at the period around 1991. In other words, the university would not be such an immense success if it was founded 5 years earlier, or 5 years later, or if it was founded not in Hong Kong but in another city.49 The Rolls-Royce University 'The University certainly does not agree with the allegation that a 'Rolls-Royce' campus is being built Nonetheless, if it is still believed that it is, then we would say that we are acquiring a Rolls-Royce for the price of a Ford.' -Sir Sze Yuen Chung's keynote speech in a Peninsula Rotary Club meeting on 21st January 1992 The initial estimates for the cost of constructing the university campus, passed by the Executive Council in June 1987, was HK$1,500 million (plus an allowance for inflation of $400 million), based on that of the then recently completed campus of the City Polytechnic of Hong Kong. The estimate was revised to be $1,620 million as the campus design was chosen, and was accepted by the government's Finance Branch in 1988.50 By 25th October, 1988, however, the Campus Project Management Sub-committee of the Planning Committee became aware that a budget overrun was likely, for the original cost estimate was plagued with flaws like incorrect pricing of items, and many of the elements included did not meet the actual needs of end users. The problem was aggravated by the fact that Hong Kong entered an unprecedented period of rapid inflation—the building service cost rose more than 150%. It was under such a situation that the lowest tender for constructing Phase I of the campus was $99 billion higher than estimated.51 The remoteness of the campus, along with labour shortage and contractual risk, further complicated the issue. All these resulted in an extra burden of $0.15 billion, leading to the revision of the budget to $3,548 million (which includes $2,340 million capital cost and $1,208 million inflation allowance; the government was to bear $1,622 million), being an increase of 84%. This was regarded as the final estimate of HKUST's campus construction cost. This renewed estimate was approved unanimously in the Legislative Council on 1st June, 1990.52 The joyous occasion of HKUST's launch was marred by the controversy on the Audit Department's Director of Audit's Report No.17 in October 1991, which raised a number of criticisms over the way in which the Government administered the HKUST project. The report identified inadequate planning and financial control by the government, the advancement of HKUST's opening date without proper evaluation and approval, and deviations from design standards and norms as the root causes behind the P 32

alleged cost overrun.53 The construction of HKUST was therefore revisited by the Public Accounts Committee (PAC) of the Legislative Council, which was charged with the responsibility of validating the Director of Audit's claims. A total of 28 meetings, including five public hearings, were held to discuss the issue. 54An issue that the PAC put much emphasis on was the architectural competition, in which the champion design was discarded in favour of the runner-up one. Alleging that such decision caused the construction cost to rise heavily, this single event occupied 30% of the report released after the end of the investigations.55 However, it was argued that the cost per square metre of constructing the winning design and the adopted design were estimated at $4,500 and $4,564 respectively, a unit-cost difference of less than 2%. The outcomes of the PAC investigation focused mainly on the government's shortcomings in project management and financial control matters, providing recommendations on the liaison between government and third-party organizations when engaging in joint projects, the importance of formal agreements between those parties, and the effectiveness of 'design-as-you-build' projects (which were discouraged by the report).56 As regards whether there was a cost overrun or a cost underestimate, the PAC report indicated that there had been an overrun as compared to the set of estimates presented to the LegCo's Finance Committee in May 1988. However, that there has been an overrun was not an unanimous view of the committee. 57The university administration maintained that there wasn't any cost overrun. Both the Director of Audit's Report and the PAC investigations were mainly directed at the government's decision-making process, and the committee made it clear that the investigations were purely aimed at ensuring more efficient use of public funds in future projects from the outset.58 Nevertheless, the reputation of the university suffered, for the university administration played a part in specifying what was needed in a university of science and technology, with Sir Sze Yuen and President Woo, along with other members of the Planning Committee, finding themselves in the centre of the whirlwind. Through extensive media coverage on the cost overrun controversy, HKUST became in the public eye a 'Rolls-Royce University' filled with lavish facilities, a term believed to be coined by Rita Fan, then chairperson of the Education Commission and later President of the Legislative Council. It was said that through the course of the investigation, local taxi drivers who were unaware of the university's location gradually became acquainted to the roads leading to it, as many would like to visit the 'Rolls-Royce' campus in person after hearing about it in the news almost every day. [49]: 孔憲鐸，p.7-9。 [50]: Walker, 1994, p.104. [51]: Walker, 1994, p.128. [52]: 吳家瑋，第288-299頁。 [53]: Walker, 1994, p.196-199. [54]: Walker, 1994, p.200. [55]: Walker, 1994, p.206. [56]: Public Accounts Committee, 1993, p.41-43. [57]: Walker, 1994, p.221-223. P 33

學院 School 本科生 Undergraduate 研究生 Postgraduate 申請人數 Applied 取錄人數 Enrolled 比例 Ratio 申請人數 Applied 取錄人數 Enrolled 比例 Ratio 理學院 SSCI 1893 189 10:1 212 47 4.5:1 工學院 SENG 2379 238 10:1 560 80 7:1 工商管理 SBM 5957 163 36.5:1 897 97 9.2:1 人文社科 SHSS - - - 65 12 5:4:1 總數 Total 10229 590 17.3:1 1734 236 7.3:1 學系 Department 開辦首批科目年份 備註 Remarks Year of First Course Offering UG PG 理學院 School of Science 生物化學系 Department of Biochemistry 1991 1991 於 2010 年合併，設生命科學部 Merged to become Division of Life Science c.2010 生物學系 Department of Biology 1991 1991 化學系 Department of Chemistry 1991 1991 數學系 Department of Mathematics 1991 1991 物理學系 Department of Physics 1991 1991 工學院 School of Engineering 化學工程學系 Department of Chemical Engineering 1993 1993 2008 年改稱化學工程及生物分子工程學系 Renamed Dept of Chemical and Biomolecular Engineering c.2008 土木及結構工程學系 Department of Civil and Structural Engineering 1992 1991 1998 年易名土木工程學系， 復於 2008 年改稱土木及環境工程學系 Renamed Dept of Civil Engineering 1998; Dept of Civil and Environmental Engineering 200859 計算機科學系 Department of Computer Science 1991 1991 2006 年 5 月 2 日起易名計算機科學及工程學系 Renamed Dept of Computer Science and Engineering 2/5/200660 電機及電子工程學系 Department of Electrical and Electronic Engineering 1991 1991 2006 年 5 月 2 日起易名電子及計算機工程學系 Renamed Dept of Electronic and Computer Engineering 2/5/2006 工業工程學系 Department of Industrial Engineering 1993 1993 原計劃開設「工業及製造工程學系」 1995-96 年間改稱工業工程及工程管理學系 Originally planned as Dept of Industrial and Manufacturing Engineering (INMA); Renamed Dept of Industrial Engineering and Engineering Management (IEEM) 1995-96 機械工程學系 Department of Mechanical Engineering 1991 1991 2013 年易名機械及航空航天工程學系 Renamed Dept of Mechanical and Aerospace Engineering 2013 工商管理學院 School of Business and Management 會計學系 Department of Accounting 1991 1991 1991 年科大首屆申請入學及取錄人數統計 Application and Enrollment for the Inaugural Entry (1991) of HKUST Source: HKUST Annual Report July 1991 - June 1992 [58]: Public Accounts Committee, 1993, p.5. [59]: Department of Civil and Environmental Engineering, HKUST (2015), p.14. [60]: http://www.cse.ust.hk/News/DeptName2006/ [61]: Department of Information Systems, Business Statistics and Operations Management, 2014, p.2. 科大創校時期各學術部門之演變 Evolution of Academic Departments and First Year of Programme Offerings P 34

商業資訊系統學系 Department of Business Information Systems 1992 1992 1994-95 學年改稱資訊及系統管理學系，復於 2008 年再改稱資訊、商業統計及營運學系 Renamed to Dept of Information and Systems Management (ISMT) 1994-95; Dept of Information Systems, Business Statistics and Operations Management (ISOM) 200861 經濟學系 Department of Economics 1991 1991 財務學系 Department of Finance 1991 1991 管理學系 Department of Management 1992 1991 1994-95 學年改稱組織管理學系，至 2009 年 8 月1 日復用原名 Renamed to Dept of Management of Organisations (MGTO) 1994-95; Reverted to original name 1/8/2009 市場學系 Department of Marketing 1992 1991 人文社會科學學院 School of Humanities and Social Science 人文學部 Division of Humanities 1991 1991 社會科學部 Division of Social Science 1991 1991 Source: Modified from a table in HKUST Academic Calendars (1991-92) References: Chung, S. (2001). Hong Kong's Journey to Reunification: Memoirs of Sze-yuen Chung. Hong Kong: The Chinese University Press. Department of Civil and Environmental Engineering, HKUST (2015). 25th Year Anniversary - Department of Civil and Environmental Engineering, HKUST 土木二十五載. Department of Information Systems, Business Statistics and Operations Management (2014). BBA-OM 20th Anniversary Program Booklet. Retrieved from http://ihome.ust.hk/~bbaom/events/pdf/OM%20Program%20Booklet%205-2014.pdf. Flahavin, P. (1991). Building a University: the Story of the Hong Kong University of Science and Technology. Hong Kong: Office of Public Affairs, HKUST. Grieg, W.J. (1992). The Role of the Royal Hong Kong Jockey Club in the Construction of the HKUST Campus. In HKUST Today (Third Edition January 1992). Hong Kong: Office of Public Affairs, HKUST. HKUST (1989). Report April 1988 to March 1989. Hong Kong: HKUST. HKUST (1990). Newsletter January 1990. Hong Kong: HKUST. (https://archives.ust.hk/dspace/bitstream/9999/16954/1/pao-01b-a008.pdf) HKUST (1992a). HKUST Today (Third Edition January 1992). Hong Kong: Office of Public Affairs, HKUST. HKUST (1992b). Annual Report July 1991 to June 1992. Hong Kong: HKUST. HKUST (1993a). Annual Report 1992-1993. Hong Kong: HKUST. HKUST (25 October 1993). HKUST a Partner in $118M PADS Wind Shear Project（香港科大參與新機場風切預警計劃） [Press release]. HKUST (24 May 1994). HKUST’s First Patent Granted [Press release]. HKUST (18 July 1996). 科大出售國際電腦網絡服務公司 打破「高科技在香港沒有市場」的偏見 [Press release]. The Planning Committee for HKUST (1987). First Report of the Planning Committee for the Hong Kong University of Science and Technology. Hong Kong: Government Printer. The Planning Committee for HKUST (1988). Second and Final Report of the Planning Committee for the Hong Kong University of Science and Technology. Hong Kong: Government Printer. Walker, A. (1994a). Building the Future: The Controversial Construction of the Campus of the Hong Kong University of Science and Technology. Hong Kong: Longman. Walker, A. (1994b). The Lessons of HKUST. In CIB W92 Symposium East meets West. Symposium conducted at the meeting of Conseil International du Batiment pour la Recherche, I'Etude et la Documentation, Hong Kong. Retrieved from http://www.irbnet.de/daten/iconda/CIB12613.pdf. Wong, M. (2007). For the Future: Sir Edward Youde and Educational Changes in Hong Kong. Hong Kong: Ming Pao Publications. 〈皇儲主持科技大學奠基 致辭強調培育後代重要〉，《華僑日報》，1989年11月9日。 〈校長吳家瑋談發展大計 科大推動工技走廊 清水灣將軍澳變矽谷〉，《大公報》，1991年10月11日。 科大生活指南. (1991, November/December). Genesis, 2, 4. https://archives.ust.hk/dspace/bitstream/9999/16873/2/pao-01a-a024n.pdf 科大憲章快通過 攝影比賽又開鑼 國是六四燭光會 論譠晚會陸續來. (1992, August). Genesis, 3, 6. https://archives.ust.hk/dspace/bitstream/9999/16894/2/pao-01a-a036n.pdf 香港科科大學學生會 (sic) 會刊編委會，《薪火：香港科技大學學生會會刊（創刊號）》（香港：香港科技大學學生會，1995年11月）。 孔憲鐸，《我的科大十年》（香港：三聯書店（香港）有限公司，2002年4月）。 P 35

歷史銀河 銀禧晷跡大事回顧 Miracles Revisited A Timeline of HKUST's Growth P 36

March 1986 港府決定籌辦本港第三間大 學。其設計為一公立研究型 大學，座落於清水灣半島北 部大埔仔的高希瑪軍營選址。 The government announced its intention in creating the third university in Hong Kong. It was designed to be a public research university located at the proposed site of Kohima Barracks at Tai Po Tsai, Clear Water Bay Peninsula. September 1986 「第三間大學籌備委員會」正式成立，由 行政、立法兩局首席非官守議員鍾士元擔 任主席。該委員會隨後決定將第三間大學 命名為「香港科技大學」。 'Planning Committee for the Third University' is formed, chaired by Sir Sze-yuen Chung, the Senior Unofficial Member of the Legislative Council and Executive Council. The Third University was later decided to be named as the Hong Kong University of Science and Technology. June 1987 英皇御准香港賽馬會捐資港幣十五億元作科大校園之建 設費用。 The Hong Kong Jockey Club donated HK$1500 million to fund the construction of the HKUST campus. September 1988 著名物理學家、時任三藩市 州立大學校長吳家瑋教授獲 委任為科大創校校長。 Prof. Chia-Wei Woo, a famous Chinese physicist who had served as president at San Francisco State University, was appointed as the founding University President. November 1988 科大校董會主席鍾士元爵士 主持大學校園動土儀式。 Dr. the Hon Sir Sze-yuen Chung, the Council Chairman of HKUST, triggered the first rock-blast at the campus ground-breaking ceremony. October 1991 科大於十月二日開課， 同月十日舉行開校典禮。 Classes at HKUST commenced on 2nd October, with the official opening ceremony held on 10th October. February 1992 由於成本控制不善，加上通脹問題嚴 重，科大校園建設費用由原先估計的港 幣十九億元增至三十五億元，因而備受 輿論抨擊。 Strong criticism on the overbudget of the construction of HKUST by media, as a result of poor cost control and serious inflation, with cost rising to 3.5 billion in 1990 from the original estimation of 1.9 billion in 1988. P 37

January 1993 科大與香港政府簽訂價值 一億一千八百七十萬港元的 合約，為赤?角新機場研發 風切變預警系統。 A $118.7 million contract was signed with the HK Government to develop an Operational Windshear Warning System for the new Hong Kong International Airport at Chek Lap Kok. October 1993 科大首屆研究生畢業，舉辦 第一屆學位頒授典禮。 HK U S T h e l d i t s F i r s t Congregation as the first batch of postgraduate students graduated. February 1994 科大研發的激光沉積生產鑽 石薄膜聚合物技術成為創校 以來首項獲授美國專利的發 明。 HKUST was granted its first patent in U.S. for a technique of producing diamond film from polymer sources through laser deposition. April 1995 化學系研究生梁偉卓於氣體 洩漏意外中捨己救人，最終 因吸入過量有毒物質而英勇 犧牲。 Fatal accident of Postgraduate student happened in Chemistry Laboratory, resulting in one death. January 1996 科大校長吳家瑋教授倡導的東亞研究 型大學協會創立。 Prof. Chia-Wei Woo, President of HKUST, initiated the Association of East Asian Research Universities. February 1996 科大學生會舉辦全民公投， 表決是否引入必然會員制（即 所有科大學生自動成為學生 會會員）。學生會當時有 五千多名會員，只有四十餘 人參與投票，但結果仍被視 作有效，因而備受爭議。 Compulsory Membership was introduced in Students' Union by a controversial simple majority vote for some 40 participants among more than 5000 members. September 1996 《振翅四．一》報道有關科 大校園診所之種種批評，「獸 醫」一名不脛而走，流傳至 今。 Overwhelming complaint on the University Clinic was reported at Wings 4.1, which was known up till today with a nickname 'Vet Clinic' among students. P 38

September 1996 工學院學生會倡議於牛尾海 濱興建燒烤場，在校方提供 財政資助下於該月建成。 Seafront BBQ site was built as a student-initiated project of Engineering Students' Union with financial aid from school authority. September 1997 學術大樓 LG5 樓的美食廣場 開幕，內設雲狄斯快餐店和 一間粥店。原本位於科大廣 場進口拱廊的百佳超級市場 亦遷入 LG5。 Food Court was built at LG5 with Wendy's and Congee Shop, while PARKnSHOP was also moved to LG5. September 1997 大學中心（後來命名為盧家驄大學中 心）啟用，向大學成員提供不同種類 的康樂休閒設施。 University Center (later named Lo Ka Chung University Center) was built with multitudinous facilities provided for university members. April 1999 鍾士元爵士退任科大校董會主席一 職，由羅康瑞接任。 Dr. the Hon Sze-Yuen Chung, Chairman of the Council, retired from his post and was later appointed as the University's first Pro-Chancellor. Dr. Vincent Lo became the second Chairman of the Council. September 1999 科大引入網上選課系統，取替以往人手辦理 選課的做法，學生和教職員皆大為稱便。 Online Course Registration System was first introduced to HKUST, replacing the original manual registration with much greater convenience in course registration. September 1999 校方將學生宿舍第二、三、四座之部份雙人房改 裝為三人房，以便實施半年必宿（每名新生保證 獲派至少一個學期的宿位），使更多學生得以體 驗舍堂生活。 Rooms in UG Halls II, III & IV were converted from 2-man to 3-man so as to enable Freshmen to have a taste of residential life for at least 1 semester, of which was continued till now. P 39

September 1999 大學教育資助委員會將「資 訊科技」列為科大首個「卓 越學科領域」。 'Information Technology' was awarded as HKUST's first Area of Excellence by the University Grants Committee. September 1999 首批中國大陸僑生入讀科大。 First batch of Mainland s t u d e n t s s t a r t e d t h e i r university life here at HKUST. October 1999 科大創業中心成立。 HKUST Entrepreneurship Center was established. June 2000 科大獲中華電力有限公司捐贈一千萬元，建立全 港首個風洞實驗設施。 HKUST launched the very first wind/wave tunnel facility in Hong Kong, with the generous donation of HK$10 million from CLP Power Hong Kong Ltd. June 2001 科大學術大樓之學術廊冠名 為「吳家瑋學術廊」，以表 彰吳家瑋創校校長的貢獻。 The Academic Concourse of HKUST was named after the founding president, Prof. Chia- Wei Woo, in memorial of his outstanding contribution. September 2001 科大開設工商管理學士 （環球商業管理）課程。 HKUST BBA in G lobal Business (GBUS) program became the most popular program around Hong Kong in its first year of establishment. September 2001 教資會將「分子神經科學： 基礎研究與新藥開發」列 為科大第二個卓越學科領 域。 'Molecular Neuroscience: Basic Research and Drug Discovery' was awarded as HKUST's second Area of Excellence by the University Grants Committee. November 2001 來自美國侯斯頓大學的物理學家朱經武教授獲委 任為科大第二任校長。 Prof. Paul Ching-Wu Chu, award-winning Chinese physicist from University of Houston, was appointed as th second University President. P 40

May 2002 陳祖澤博士成為第三任科大 校董會主席。陳氏為英治時 期高官，當時是九巴董事長， 並身兼多間機構的非執行董 事。 Dr. John Cho-Chak CHAN, GBS, JP, one of the most senior civil servants under British rule and non-executive directors of multiple corporations, was appointed as the third Council Chairman. August 2002 時任教育統籌局局長李國章 以香港需要一所「超級大學」 為由，提出科大與香港中文 大學合併。此構思遭受兩校 員生激烈反對，後來不了了 之。 Proposal on merging CUHK and HKUST into a 'super university' was introduced by Arthur Li, then Secretary for Education and Manpower, but was later cancelled due to fierce opposition from students and faculties at both institutions. March 2003 非典型肺炎襲港，科大因疫 情擴散而一度停課。教職員 發起籌款援助患者。 Suspension of Classes was announced due to the pandemic of SARS in Hong Kong. More than $500,000 Donation was raised from HKUST Staff and Faculty for SARS Relief. October 2003 「Kellogg-HKUST」課程獲 英國《金融時報》評為全球 七十五個行政人員工商管理 碩士課程中之第九位。 The Kellogg-HKUST Executive MBA (EMBA) Program, which was launched back in 1997, was ranked world's No. 9 out of 75 by the Financial Times. November 2003 科大學生會幹事會原計劃舉 行罷課反對港府削減大學教 育開支，卻突然宣佈取消， 惹來學生不滿，認為學生會 有黑箱作業之嫌。 HKUST Students' Union Executive Committee was heavily criticized on their s u d d e n a n d b l a c k - b o x decision in sudden claim and cancellation of students' strike on the issue of reduction in government funding without consultation. February 2003 校方與中國銀行（香港）和 Sun Microsystems 合作發行「科大卡」，取替原本以紙卡印製的學生證 和職員證，相信是全球首張採用 Java 技術的開放式平台智能卡。 Revolution in Student ID card was initiated with HKUST card introduced. It is believed to be the world's first Java-based, open-platform Smart Card which is viable because of the generous sponsorship from and partnership with the Bank of China and Sun Microsystems. P 41

March 2004 四名科大環球商業管理學生 於加拿大麥基爾大學舉辦的 國際管理案例分析大賽中奪 冠，是歷來首支獲此殊榮的 香港隊伍。 HKUST studen t s g a i n ed the top prize at the McGill Management International Case Competition, and that was the first time for teams from Hong Kong to won this prestigious award. November 2004 科大籌建創新科技中心，於 是月破土動工。該中心於學 術大樓南面的二十九至三十 號升降機興建，旨在推動教 研產業之實踐。 Enterprise Centre construction project was launched for groundbreaking, which was at the UST annex at Lift 29, 30, which was build to expand the applied R&D activities of the university. February 2005 科大工商管理學院在美國德 州大學達拉斯分校之全球商 學院研究排行榜中位列第 二十五位。 Scho o l o f Bus ine s s and Management, HKUST, was ranked 25 worldwide in business school research as conducted by the University of Texas at Dallas. May 2006 大學圖書館冠名為「李兆基 圖書館」，以銘謝李兆基基 金會對校方之三千三百萬元 捐助。 The University Library was named after Dr Lee Shau Kee in 2006 in recognition of his contribution to the University, a total of HK$33 million to the university from his foundation. January 2007 科大於南沙籌建的霍英東研究院正式開幕。該研究院旨在促進珠三角地區的高科技產業發展，培育 具國際視野的專才。 Opening ceremony of the HKUST Fok Ying Tung Graduate School with its research centers in Nansha. The Graduate School primarily aims at boost the development of high-tech industry in the region, while develop talents with international horizon for society and economic development. February 2008 校方正式容許各學生組織於 宣傳期之指定時間「嗌莊」。 The beginning of 'Chanting Culture' as school authority allowed 'Chanting Period' for the first time. February 2008 科大獲委為英國政府「國際 數學測試」的亞洲區考試中 心。 HKUST became the Asian Center for a British Government initiative to conduct World Class Tests in mathematics and problem-solving for youngsters. P 42

April 2008 行政會議非官守成員張建東 接替陳祖澤出任科大校董會 第四任主席。 Dr. Marvin K. T. CHEUNG, GBS, JP, non-official member of Executive Council of Hong Kong, was appointed the fourth Council Chairman. July 2008 由科大研究生研發的無人航 拍直升機拍攝中國四川地震 後之災區情況，以協助當地 政府籌劃災後重建工作。 Unmanned model helicopter developed by postgraduate s t u dent a t HKUST h e l p conduct aerial scanning to help the authorities to assess the situation in the aftermath of the Sichuan Earthquake. October 2008 科大學生會仲裁會之運作因人手 不足而幾近癱瘓，使會內不同組 織的紛爭未能得到妥善解決。 HKUST Students' Union Court was nearly malfunctioned due to the lack of sufficient judges, causing certain degree of turmoil within Students' Union as dispute among different parties cannot be resolved. November 2008 科大學生會評議會決定懲處 憲章出現錯漏的屬會，逾八 成學會因而被剝奪財政資助 及場地借用權一個月，會務 大受影響。 Four fifths of HKUST Students' Union Affiliated Societies had been punished for their incompleteness in their own constitution, with the maximum penalty as the suspension of sponsorship and lending of venues and facilities for one month among all punished. December 2008 校方將校園海旁運動場命名 為「霍英東體育中心」，並 於體育中心門外豎立霍英東 銅像。霍氏為科大最主要的 捐款者之一。 Seafront Sports Center was named after Mr Henry Fok Ying Tung with his statue at the entrance for the great support provided as the major benefactor of HKUST. January 2009 由科大生物化學教授開辦的 初創企業「尊衛理有限公司」 將創新科技用於護膚品之生 產，獲香港科技園公司頒發 二零零八年香港工商業獎科 技成就優異證書。 HKUST's Biotech Start-up, Gene-vinate Limited(GVN), won a Certificate of Merit Award at the Hong Kong Awards of Industries, for the technological advancement in skin care products. March 2009 數學家陳繁昌教授獲聘為科 大第三任校長。陳於本港出 生，回港履任前為美國國家 科學基金會助理會長，掌管 該會的數學與自然科學範疇。 Prof. Tony F Chan, Hong Kong-born mathematician as Assistant Director, Directorate for Math & Physical Sciences, U S N a t i o n a l S c i e n c e Foundation, was appointed as the third University President. P 43

June 2009 科大研製的航拍直升機於珠 穆朗瑪峰試飛，成為首架於 全球最高峰飛行的無人機。 H K U S T U n m a n n e d Helicopter made World's First Autonomous Flight to Mount Everest, as a part of test flights. August 2009 科大於人體細胞內機動蛋白 運動模式的研究上有突破性 發現。 Breakthrough discovery was made on the behavior of motor proteins in human cells in HKUST. November 2009 科大舉行李兆基校園動土禮，該校園是為應付大學轉為四 年制帶來的學生數目增長而建，因獲李兆基基金會承擔部 份建造經費而以之命名。 Ground-breaking ceremony cum campus development of the Lee Shau Kee Campus took place to meet rising number of students from the launch of the 4-year undergraduate curriculum in 2012, with major donation made by the Lee Shau Kee Foundation. January 2010 科大納米及先進材料研發院 於香港科學園開設辦事處和 實驗室。 Office and Laboratories were opened at Hong Kong Science Par k , Pak Shek Ko k , by HKUST's Nano and Advanced Materials Institute for the expansion in operations of the institute. March 2010 校園入口拱廊的展覽廳正式冠名 為「曾肇添展藝廳」，以答謝曾 肇添慈善基金有限公司的二千萬 元捐款。 HKUST's Exposition Hall was named as 'Tsang Shui Tim Art Hall', in recognition of the generous donation of HK$20 million by the Tsang Shiu Tim Charitable Foundation for the development of the university. June 2010 位於中國廣東南沙的香港科 技大學霍英東研究院建築工 程展開。 Construction commencement of HKUST Fok Ying Tung Graduate School Building in Nansha. It focused on mainly 4 high-impact fields, namely Internet of Things, Advanced Manufacturing and Automation, Engineering M a t e r i a l s a n d T e s t i ng, and Green Bui lding and Environment. P 44

June 2010 世界最大鋁生產商俄羅斯鋁 業聯合公司與科大開展為期 五年的教研合作計劃，以圖 增進港俄兩地間之學術交流。 UC RUSAL, the world's largest aluminum producer, launched a 5-year educat ion and research joint project with HKUST aim at strengthening educational ties between Russia and Hong Kong. July 2010 周大福鄭裕彤基金向校方捐 資港幣九千萬元，作興建科 研與教學大樓（即後來的鄭 裕彤樓）之用。 Chow Tai Fook Cheng Yu Tung Fund donated $90 million to support the construction of HKUST's new research and academic building. September 2010 科大賽馬會高等研究院主辦首次俄鋁校長 論壇。 H K U S T h o s t e d T h e f i r s t U C R U S A L President's Forum, as organized by HKUST Jockey Club Institute for Advanced Study. September 2010 科大化學工程及生物分子工 程學系成功研製一種智能殺 菌塗層，為公共衛生領域作 出革命性貢獻。 HKUST announced her success in developing the world's first Smart Anti-microbial Coating to Control Infectious Diseases, which is believed to be a revolutionary invention in maintaining public health. October 2010 科大推行 HLTH 001「活力生活」課 程，強制一年級新生參與有關體育 和身心健康的活動累積時數。 Healthy Lifestyle (HLTH 001) was introduced as a compulsory course for first-year students. Freshmen have to devote a specified number of hours for participating in sports and wellness activities. October 2010 科大更改成績等第換算制度， 由沿用多年的十二分制改為 與其他大學一致的四分制。舉 例說，屬於最高分數的「A+」 等在舊制下算作 12 分，轉用 新制後變成 4.3 分。 The CGA grading system was changed from 12-point to 4-point. As an illustration, the best letter grade, A+, which was 12 in the past, is now 4.3. P 45

November 2010 是屆科大學位頒授典禮為亞 洲歷來首個符合「碳中和」 原則的大學畢業禮。 H K U S T h e l d t h e f i r s t Carbon-neutral university congregation in Asia, based on British Standards Institution's PAS 2060 protocol. December 2010 科大獲 國 家 教 育 部 頒 發 2010 年 度 高 等 學 校 科 學 研 究 優 秀 成 果 獎 （ 科 學 技 術 ） ，是 本 港 高 等 院 校 中 獲 頒 最 多 獎 項 的 大 學 。 HKUST reaped the largest amount of Awards for Research Excellence in Natural Sciences presented by the PRC Ministry of Education, among Hong Kong's Tertiary Institutions. December 2010 科大在合成生物學國際比賽中憑科研奪金，該比 賽為全球最大規模的合成生物學比賽。 Students from HKUST won Gold in the International Genetically Engineered Machine Competition (iGem), which is the world's largest-scale international student competition in Synthetic Biology, with scientific breakthrough made. May 2011 科大創校以來首次獲 QS 大學排行 榜評定為全亞洲第一。 HKUST was first ranked Asia No. 1, by the reputable Quacquarelli S y m o n d s ( Q S ) U n i v e r s i t y Rankings, for the first time since its establishment. June 2011 科大就 動 物 偵 測 光 的 視 覺 系 統 研 究 取 得 重 大 突 破 ， 研 究 亦 刊 登 為 生 命 科 學 界 頂 級 權 威 雜 誌《 細 胞 》封 面 文 章 。 B r e a k t h r o u gh d i s c o v e r y o n Mechanism behind Visual Systems concerning detection of light was achieved in HKUST, which was the cover story in Cell at that time. September 2011 由科大擁有的全港首個多功能環保園於將軍澳日 出康城附近建成，旨在將永續發展之教學和研究 發揚光大。 Hong Kong's First Multi-purpose Eco-Park was opened in HKUST, located at Tseung Kwan O, promoting teaching and academic research on sustainability from a larger scope. September 2011 學生會辦公室等學生組織 設施由學術大樓四樓遷至 LG5。 Student amenities like the offices of SU and its affiliated societies were relocated from 4/F of Academic Building to LG5. P 46

October 2011 《泰晤士報高等教育》公佈 於全球大學在工程及科技類 別中，科大工學院獲評為大 中華地區的首位。 HKUST Engineering was ranked No.1 i n G r e a t e r China, according to Times Higher Educat ion (THE) World University Rankings in Engineering and Technology. February 2012 電子及計算機工程學系創設 「香港科技大學 NIE 社群媒體 研究中心」，成亞洲首個專 研社交媒體的研究所。 HKUST's NIE Social Media Laboratory was officially opened, as Asia's first Social Media Research Laboratory. March 2012 科大與佛山市南海區政府成 立了LED-FED 工程技術研究 開發中心，發展發光二極管 （LED）與平板顯示（FPD） 的創新研究與技術轉移。 HKUST opened the HKUST LED-FPD Technology R&D Cen t r e , f o cused o n t h e intellectual property and technology transfer of LED and RPD, as a result of joint effort of Nanhai District Government of Foshan City. May 2012 科大及HP 宣佈其合作開拓之 網絡及資訊分析科技取得突 破，創新技術包括頻寬覆蓋 範圍更廣泛的無線「多跳」 網絡。 Breakthrough in Advanced Networking and Information A n a l y t i c s R e s e a r c h w a s achieved by collaboration of HKUST and HP, in wireless multi-hop network analytics solutions. July 2012 「神經系統疾病幹細胞研究策略」和「低本高效、綠色環保的LED 晶片系統研究」獲研究資助局撥款 開展主題研究。 'Stem Cell Strategy for Nervous System Disorders' and 'Cost-effective and eco-friendly LED system-on-achip' were funded by the Theme-based Research Scheme under the Research Grants Council. September 2012 科大與Coursera 簽署合作協 議，成為亞洲首批及大中華 地區唯一參與的大學，將科 大課程在互聯網上發佈至世 界各地。 HKUST signed an agreement to be the Global Online Education Partner of Coursera, which was among the first in Asia, and the only one from Greater China, to make its courses available to students across the globe. September 2012 科大、美國南加州大學與意 大利的博科尼大學開展合作， 通過「全球工商管理學士課 程」創設了跨設三地的學位。 P i o n e e r i ng P r o g r a m o f World Bachelor in Business (WBB) was initiated with students living and study in three universities on three continents, which are HKUST, U n i v e r s i t y o f S o u t h e r n California (USC) from U.S., and Bocconi University from Italy. P 47

October 2012 科大本科及研究院學生，在 第一屆《亞洲創新論壇青年 創業大賽》，憑著水底機械 人出色的設計及靈活多變的 功能，奪得創新嘉許獎。 HKUST Student Team won the Lenovo Innovation Award for the underwater robots featuring ingenious designs and remarkable versatility, in the 1st Asia Innovation Forum (AIF) Young Entrepreneur Award. October 2012 科大研究團隊成功研發新一 代雲端多媒體傳播技術「協 流傳媒」，可縮短透過流動 數據直播高質素片段的時間。 技術獲美亞數碼科技有限公 司採用。 Next-generation Streaming Cloud For Hi g h - q u a l i t y Multimedia Broadcasting was developed by research team from HKUST, and was adopted by the major telecommunication company, Mei Ah Digital Technology Limited. May 2013 科大加入非牟利網上學習組 織edX 設立的X University Consortium (xConsortium)， 該組織由哈佛大學與麻省理 工學院共同創辦，致力推動 全球網上學習。 HKUST Joint World's Leading Institutions under edX's X University Consortium, which was a non-profit online learning initiative comprised of leading global institutions founded by Harvard University and MIT, to fostaer online learning. July 2013 大學教育資助委員會撥款逾 一億，將「新型的光波及聲 波功能物料」和「神經突觸 的發育、訊號轉導及精神疾 病的分子機理」列為科大之 卓越學科領域。 'Photonic and Phononic Advanced Materials Research' and 'Signaling Mechanisms Research in Neuro-disorders' were awarded as HKUST's Area of Excellence by the University Grants Committee. March 2014 科大學生會響應本港其餘 七大院校，就行政長官提 名辦法舉辦全民公投。 Referendum had been proposed by HKUSTSU, together with other 7 local universities, on nomination method of Chief Executive. July 2014 理學院院長葉玉如帶領之團 隊成功從中藥材鉤藤中提煉 出一種化合物，有望可製成 治療腦退化症的新藥。 Researcher team in HKUST discovered a novel molecular target for Alzheimer's disease (AD) , w h i ch might be a potential new therapy for the disease. P 48

September 2014 校方發行新一代「科大卡」。 新版「科大卡」兼容原有之 插卡讀取晶片和新增之輕觸 式讀卡功能，並且在卡面印 有有效日期。 New generation of HKUST card had been introduced. September 2014 科大學生踴躍參與反對中共 「八三一決議」的學界罷課 行動。遮打革命爆發後，校 方迅速採取措施，保障學生 免於因缺課參與社運而影響 成績。 HKUST students participate in the week-long students' strike organized by HKFS, with measures by school to prevent the effect on grades due to social participation. September 2014 香港科技大學研發聚集誘導 發光物料，提升法醫搜證效 率及細菌顯影技術。 HKUST D i s c o v e r s N e w Aggregation-Induced Emission ( A I E ) M a t e r i a l s , w h i c h could be used on visualizing fingerprints and revealing b a c t e r i a w i t h g r e a t e r effectiveness. November 2014 科大的研究團隊研發出新材 料，讓高分子太陽能電池效 率創新紀錄，能夠實現高達 10.8% 的光電轉化效率。 HKUST's research team developed a family of polymer and fullerene materials that enabled multiple cases of highefficiency polymer solar cells, which set a new record for single-junction polymer solar cells with yielding efficiencies of up to 10.8%. November 2014 校方更新其校園發展藍圖，提出興建一座綜藝館，以提供 場地舉辦表演和社區活動。同時校方亦擬在學術大樓與大 埔仔間之「風水嶺」興建提供一千二百個宿位的本科生宿 舍，以及在李兆基商學大樓對下建設四百個研究生宿位。 Campus Development Plan for HKUST was updated, with the construction of an Auditorium as a venue for student a n d c o m m u n i t y per f ormances , a n d official events. New Student Residences are also included for both UG and PG students, providing places of 1200 and 400 respectively, located at Fung Shui Ridge of Tai Po Tsai and near LSK Business Building respectively. January 2015 在教資會二零一四年研究評 審工作中，科大獲評為達世 界領先水平之研究項目為全 港之冠。 HKUST attained the highest proportion of internationally excellent research work in the University Grants Committee (UGC) Research Assessment Exercise 2014. P 49

March 2015 校董會主席張建東離世後， 梁振英委任另一行政會議非 官守成員、資深大律師廖長 城繼任之。 The Hon Andrew C S LIAO, GBS, SC, JP, another nono f f i c i al membe r o f t h e Executive Council of Hong Kong and a Senior Counsel, was appointed as the fifth Council Chairman. April 2015 校方擬抹除二零一四年遮打革命期間於「青蛙路」（北 閘至科大廣場行人路）漆上的「希望在於人民，改變 始於抗爭」大字，惟因學生激烈反對而作罷。 The Slogan on t he 'Frog Road' - ' 希望在 於人民， 改變始於抗 爭' (Hope shall remain among the peopl e , change shall start with resilience), which was painted in the student strike back in 2014, had been attempted to clean up by the school authority, with strong resistance from the students. April 2015 科大就大規模線上學習開發 首個視像分析系統，獲頒香 港資訊及通訊科技獎旗下最 佳創新( 科技創新) 銀獎。 HKUST developed the first visual analytic system on E-learning Behavior of Massive Open Online Courses (MOOC) which is named as VisMOOC, and won HKICT Innovation Award. September 2015 行之有年的「學習管理與評 量系統」（LMES） 逐步為 「Canvas」所取代。 O l d L M E S ( L e a r n i n g Management and Evaluation S y s t e m ) w a s g r adu al l y replaced by the new Canvas system in online learning for HKUST students. September 2015 科大為推動創業風氣而設立 「創業大本營」。 The Base was established for the sake of promoting entrepreneurship. ▼廖長城上任時出刊之報導 P 50

November 2015 科大於全球大學畢業生就業 能力排行榜中位列第14 位， 連續三年成為大中華地區就 業能力排名最高的學府。 HKUST was ranked 14th worldwide in Global Survey on Employability of Graduates, a n d a g a i n , t h e m o s t employable in Greater China for the past 3 years. May 2016 科大成立大數據生物智能實 驗室，專注於研究大數據分 析技術於生物學和醫療保健 方面的應用。 Laboratory on Big Data for Bio Intelligence was opened to design data analytic solutions for big data in biology and health care aspects. May 2016 圖書館在一片爭議聲中實行 新政策，只許科大卡持有人 入內；此前科大圖書館是全 港唯一容許校外人士進入的 大學圖書館。 Card Access system was implemented at Library. Prior to this change HKUST Library was the only university library in Hong Kong that allowed public access. May 2016 科大主辦第十七屆亞洲物理 奧林匹克賽，是本港首次舉 辦此項物理學界盛事。 HKUST hosted first Asian Physics Olympiad in Hong Kong. June 2016 李兆基之子、�痚禰�業副主席 李家誠向科大捐獻一億五千 萬港元，以興建一座創科大 樓。 HKUST received a HK$150 million donation from Mr. Martin Ka Shing Lee for a new Innovation Building to take the initiatives of innovation and entrepreneurship to the next level. July 2016 第五十七屆國際數學奧林匹 克競賽於科大舉行，一北韓 選手於比賽後投奔南韓領事 館，成為全城熱話。 HKUST jointly hosted with International Mathematical O l y m p i a d H o n g K o n g Committee Limited the 57th International Mathematical Olympiad. The defection of a North Korean participant to the South Korean consulate became widely discussed in society. To be continued... P 51

同創科大 P 52

Developing HKUST P 53

開闢科大 專訪吳家瑋教授 Establishing HKUST An interview with Prof. Chia-Wei Woo 校長 President (1991 - 2001) 「大學校長肩負校內校外的多種職責。首要的任務當然是：在創造知識、傳播知識、運用知識這三方面為校內大眾建立最優良的環境……無疑任何一位校長都會視承襲和發揚這個傳統為優先責任。 A university president has many responsibilities, both inside and outside the campus. The FIRST thing is, of course, to try to create on campus an excellent environment for all - to create, disseminate, and apply knowledge... Any president, I am sure, would place highest priority on building on this tradition.」 P 54

吳家瑋教授為科大創校校長，於1991至2001年期間領導科大走向世界一流。我們有幸聯絡到吳校長，為科大創校首十年的歷史留下多少記錄。 你為何有成為科大首任校長的想法？當時你訂下了甚麼要達至的目標？ 這條問題大可以向一?同來創校的同事們提出，不僅是我個人。 有些創校同事生長於香港，包括我自己。其他多數創校時期的資深教授生長於台灣。我們這?人在國外學術界都有了點成就，亦都有共同的理想，就是願意給養育我們的祖國提供一點回報。香港即將回歸祖國；我們認為香港能夠為華南的發展擔當龍頭角色，有如華東的上海。 正當此時，香港準備實施經濟轉型，發展成為知識型社會。我們自認能夠通過高等教育和研究，借助人文和社會科學所滋養的文化環境，在理、工、商的領域�堿隻鳩@出貢獻。 你覺得你退休前有否達至你訂下的目標？ 目標達到了沒有？很不幸：沒有。差得很遠。 科大的教職員們既有學識，又極為勤奮，這些年來獲得了大量成就，為香港作出多方面的貢獻。還有人說我們亦為大中華地區作出了貢獻。 不過我們並沒能達到幫助香港發展成知識型社會的目標，更不用說幫助香港變成華南的龍頭。香港的歷屆政府、企業界和社會大眾聲稱有此目標，事實上卻欠缺承諾，亦無準備。 此外還有甚麼目標還未達至的目標？ 科大在較短期間內培養了大量卓有成就的畢業生，並在研究和創作上獲得不少成果。科技領域如是，企業管理和人文社科亦如是。同事們、校友們都能引以為傲。可是現實沒讓我們做得更多更好。 香港沒有做到說了好久的經濟轉型。企業界和社會大眾並不器重科技。我在1988年回到香港，一直等待政府成立具有真實權責與資源的科技部門。一等等了二十八年。研發經費至今還極短缺。這方面，香港遠遠落後於別的國內大城市，例如北京、上海，以及鄰近的深圳。 你任內有甚麼事令你最印象深刻的？ 說不出單一事件。念念不忘的是教職員們的全力投入和不懈努力。舉個例吧。記憶猶新：同事們笑我，說：「怎麼半夜�媮棫鳩畯怜e來電郵，甚至搞到凌晨兩點半？」我笑回他們：「怎?五分鐘�奡N來了回郵？」 最深的印象——怎麼說呢？該是同事們的共同理想和一致目標。同袍情誼。 P 55

科大建築工程未完工時，被質疑工程超支，超支的原因是甚麼？ 根本沒有「超支」這回事。 香港政府以往沒有創建過像科大這樣的大學，也沒有在經濟和政治方面經歷過那?巨大的變動。當時的港英政府不得不憑一知半解的猜想，斷斷續續為科大項目的開支作出估計。之後，統管建校項目的（皇家）賽馬會向政府呈交了符合實際的財務預算，獲得立法局的通過。 真正的建築費用竟比這財務預算低了一成。所謂「超支」是用詞上的錯誤，不幸誤導了媒體。香港大學�堣@位受人高度敬重的英國教授為這事寫了一本書，詳盡地列明事實和數字，做了全面分析，值得一讀註。 你在任時，科大的學生有甚麼特質？ 那時期我所認識的科大學生都很勤奮、理性、文明。科大在學術上的要求出名嚴謹，學生們卻引以為傲。 科大學生會的創會領袖非但學習優秀，思考上更能獨立創新。他們考察他人經驗，深入了解學生會如何運作，鑒別優劣，拒絕盲從，擬訂了自己的憲章。 香港回歸祖國之際，科大學生有甚麼特別的想法嗎？ 與我討論過的同學們認為香港不再是西方勢力下的殖民地、不再令他們在自己的土地上淪為二等公民感到慶幸。 這些同學多半讀過中國歷史，或是深知父母親或祖父母輩在外國勢力侵略和主宰下所受的苦難。 在你的印象中，科大學生政治冷惑嗎？ 我深信那時的科大學生們的社會意識 不差於今天，因為很多學生願意暢談社會問題，願意選修人文和社會科學課程，願意參與有關的研討會。 其中有些學生十分認真地學習社會的實際運作方式，把所學到的知識運用於組織學生會及處理學生會事務。 你認為現今科大學生參與社運變得更激進嗎？ 我看到報告說科大學生會選舉時，只有極小部分學生選擇參與投票。為什麼變得這樣了？有志領導學生會者，對此真需好好想想。 憑我在科大校園�堜珙搢鴘滿A甚至在別的大學校園�堜珙搢鴘滿A能被稱為「激進」者，極為少數。他們的「激進」行動或能獲取部分媒體的偏愛，對我們這些年輕時參加過社會運動的人來說，激進行動與真正的社會運動之間實在具有很大差別。 你認為大學生應有的學習態度是甚麼？ 對年輕人來說，在校四年（研究生更多年數）佔了結構性學習生涯的極大部分。需要學習的知識實在太多了——不僅是個人的專業，還有社會的運作方式。 註：Anthony Walker之《Building the Future: The Controversial Construction of the Campus of the Hong Kong University of Science and Technology》。 P 56

我們這個城市�堙A能享受公立大學教育的人不到五分之一。為自己也好，為家人也好，為整體社會也好，同學們都須盡量求取知識，撇開時髦地獨立思考，實習怎麼建設性地與不同觀點的人積極合作。 你認為大學校長首項要達至的是甚麼？ 大學校長肩負校內校外的多種職責。首要的任務當然是：在創造知識、傳播知識、運用知識這三方面為校內大眾建立最優良的環境。 科大十分有幸，找來一群真正世界級的教授們，組成全心全意的團隊，同創這所優秀的大學。無疑任何一位校長都會視承襲和發揚這個傳統為優先責任。 你有甚麼想對現今科大學生說的話？ 請讓我再說一次：需要學習的東西實在太多了——不僅是個人的專業，還有社會的運作方式。 專業上的學習當然重要，因為人人應該活得有聲有色，善以養家；並面對為高等教育付出極多的社會大眾，有所回報。學習社會的運作方式同樣重要，因為沒人能夠脫離社會，獨善其身。 對想參與社會運動的人來說，學習社會如何運作特別重要。因為社會運動若要取得成果，必須以實質為基礎，而實質的來源是知識。需要學習的知識太多，能夠致力學習的時間太少。時間實在寶貴，我們必須把它用得明智，用得高效。這話大家同意嗎？ P 57

Prof. Chia-Wei Woo, was the founding president of HKUST and led HKUST towards a world-class university. It is fortunate to be able to contact Prof. Woo and recall the steps HKUST has taken during its first decade. Why did you become the first president of HKUST? What did you expect to achieve? It would be valuable to raise this question not only to me, but to the group of us that came together to found HKUST. Some of us, including myself, grew up in Hong Kong. Most of the other senior founding professors grew up in Taiwan. All of us, having achieved certain level of academic success abroad, shared a common ideal that we would like to give something back to the mother country that raised us. Hong Kong was about to return to China. We thought Hong Kong could become the 'Dragon Head' for the development of South China, much like Shanghai for East China. Hong Kong was then planning to undergo a major economic transition and develop itself into a Knowledge Society. We thought we could make our contribution through higher education and research, especially in various fields of Science, Engineering, and Business, all in a cultural environment nurtured by the Humanities and Social Sciences. Did you accomplish the goal before your retirement? Was our goal fully accomplished? Unfortunately no. Far from it. Through the knowledge and hard work of our faculty and staff, HKUST has accomplished much over the years, and made a number of contributions to Hong Kong. Some say we have contributed to Greater China as well. However, our goal has not been achieved in terms of how HKUST can help Hong Kong to become a Knowledge Society, let alone the 'Dragon Head' of South China. Hong Kong's governments, businesses, and community as a whole were not sufficiently committed, nor well prepared, to support the city's proclaimed goal. Is there any other goal you want to achieve but have not accomplished yet? In a relatively short time, HKUST has produced a large number of successful graduates, and has accomplished much in terms of research and creative work - not P 58

only in Science and Technology, but also in Management and the Humanities and Social Sciences. Our colleagues and alumni have every reason to feel proud. However, reality has prevented us to accomplish even more. Hong Kong has not made the long-promised economic transition. The business community and, indeed, society as a whole have not placed high value on Science and Technology. Since returning to Hong Kong in 1988, I waited for government to establish a department with real responsibility and resource to support Science and Technology. It took 28 years for this to begin. Support for R&D has remained meager. In this respect Hong Kong has fallen far behind other major Chinese cities like Beijing, Shanghai, and our next-door neighbor Shenzhen. During your time in HKUST, what left you the deepest impression? It's not just a single event, but the full dedication and relentless effort of our faculty and staff. As an example, I recall vividly that some colleagues laughed at me and asked: 'How come you send us emails in the middle of the night, sometimes as late at 2:30 in the morning?' I laughed back at them: 'How come I receive your replies within 5 minutes?' Deepest impression? Hmm, our shared idealism and purpose. Camaraderie. At the time when HKUST was still under construction, it was criticized for overbudget. Why did overbudget happen? There was never any 'overbudget'. Hong Kong government had never built a university like HKUST, and Hong Kong had never seen conditions brought about by radical changes on the economic and political scenes. The then-British government had to make financial estimates for HKUST along the way, based on semi-educated guesses. Eventually the (Royal) Hong Kong Jockey Club that managed the construction project submitted a realistic budget, which was approved by LegCo. The final construction cost fell 10% BELOW that budget. P 59

The so-called 'overbudget' was a mistake in terminology, which unfortunately misled the media. Details that presented facts and figures with a full analysis can be found in a book authored by a highly respected British professor at the Univeristy of Hong Kong. What traits did HKUST students possess at your time? The HKUST students I knew during my time in office were diligent, rational, and civil. HKUST was known to be most demanding academically, and the students took pride in that. The leaders that founded HKUST's Students' Union were not only good students academically, but also independent and innovative thinkers. They learned in depth from others' experience how students' unions work, distinguished good and bad practices, did not wish to follow the crowd, and came up with a constitution of their own. 1997 was the time when Hong Kong returned to China. Did any students voice out their opinion to HKUST? The students who spoke with me were happy that Hong Kong would no longer be a colony of a Western power that made them second-class citizens in their own land. These were often students who had studied Chinese history, or whose parents or grandparents had suffered under foreign invasions and domination. From your impression, do you think HKUST students are political apathy? I am sure that HKUST students from those days were every bit as socially conscious as some are today, because many showed interest in talking about social issues, chose to take courses in the humanities and social sciences, and attended relevant seminars and discussions. Some of them were conscientious in learning how society really worked, and in putting the knowledge into practice as they formed and conducted Students' Union businesses. Are today's Hong Kong university students who participate in social movements more radical than before? I read that the number of students who chose to vote in HKUST's Students' Union election has become a very small fraction of the total student population. Why? This is something for those who aspire to become Students' Union leaders to think about. Judging from what I see on HKUST campus, or even other university campuses, only a very small percentage of students can be called 'radical'. They may dominate media attention with 'radical' action, but those of us who have taken part in social movements in our younger days understand that there is a big difference between radical action and real social movement. P 60

What learning attitude should a university student have? For a young adult, four years (or longer for a graduate student) on a university campus represents a major portion of one's life of structured learning. There is SO MUCH to learn, not only in one's specialty, but also in how society works. Public university education is a rare privilege in a city where less than 1 in 5 gets to enjoy. One owes it to oneself, one's family, and society as a whole to try to acquire as much knowledge as possible, to learn to think on one's own rather than following the crowd, and to practice to work constructively with others who may or may not share one's own views. What is the first thing the president of HKUST should achieve? A university president has many responsibilities, both inside and outside the campus. The FIRST thing is, of course, to try to create on campus an excellent environment for all - to create, disseminate, and apply KNOWLEDGE. HKUST is fortunate to have had a truly world-class faculty who came together as a dedicated team to found this excellent university. Any president, I am sure, would place highest priority on building on this tradition. Any words you would like to say to HKUST students? Please allow me to repeat myself. There is SO MUCH to learn, not only in one's specialty, but also in how society works. Learning in one's specialty is of course important, because one needs to live a meaningful life as well as build a career that support one's family, and to contribute to the society that has provided so much to support one's education. Learning how society works is also important, because no one lives in isolation. The last point is particularly important for those who wish to take part in social movements. For if a social movement is to achieve positive results, it must be founded on SUBSTANCE, and substance comes from KNOWLEDGE. There is SO MUCH to learn, and there is SO LITTLE time to learn. Time is precious for us all, and need be used wisely and efficiently. Do you agree? P 61

回望過去 專訪朱經武教授 Traceback An interview with Prof. Paul C.W. Chu President (2001 - 2009) 「現在的年青人，往往會覺得苦悶，是因為現在的年青人覺得明天不會比今日好，覺得前路茫茫，但我那一代的年青人卻相反，覺得明天一定比今天好，我們希望會好更多。 Why youngsters feel incompetent today? In general? It's because they don't think tomorrow will be better than today. The future is dark to them. But young people of my generation had the opposite view—they all believed tomorrow would be better, far much better.」 P 62

在科大的第二個十年中，與科大有關的、最有爭議的事就是「中科合併」。在「中科合併」事件中，當年校方的立場是甚麼呢？為何合併最終告吹？而科大作為唯一未曾開辦副學士的大學，箇中又有何玄機呢？未來科大會否與港大齊名呢？朱經武教授於2001至2009年期間，擔任科大第二任校長。要清楚了解科大第二個十年期間發生的事情，最好的途徑莫過於親身訪問朱教授。 走上物理之路 朱教授從小受當飛行員的爸爸影響，對科學產生興趣，加上他那一代的人都希望國家好，認為科技可以令國家強大。他就讀中學時，楊振寧先生及李政道先生取得了諾貝爾物理學獎。「這是對當時中國人的鼓舞，令中國人覺得我們也可以做大事，有所成就。」他亦因此發現，物理是饒富趣味的學科，可以滿足每個人的好奇心，而且有應用價值。種種因素交織下，他懷?「為國家未來的發展作出貢獻」的志願，毅然選讀物理。 從學術研究轉戰管理 學術研究與管理一所大學，看似風馬牛不相及，但在朱教授眼中，兩者出奇地相似，都有?「發現真理」的共同點。「物理是從自然界中發現真理，管理是發現將事情做好的方法。 兩者實有相似的地方。」 他覺得自己很幸運，從學術研究轉戰管理沒有造成很大問題。「雖然不一定做得好，但這不算是一個很大的挑戰。」加入科大之前，他於1988年在美國侯休斯大學建立德州超導中心，並擔任創始主任，進行學術和應用科學的研究。那時他曾多次與政府交涉，也曾接待過不少到訪美國的各國領袖到超導中心參觀，從中累積了不少管理經驗。「超導中心的職員僅有二百多人，規模上當然無法與有超過二千名教職員的科大相提並論。但由於需要處理的事項都相似，例如籌募經費、與政府交涉等等，令我在管理科大時也應付自如。」 成為科大校長的因由與抱負 朱教授笑言︰「當初從未想過擔任校長。擔任校長完全是一個意外！」當年校董會副主席潘國濂先生一直有與他會面，時任副校長張立綱教授也曾熱情地邀請他出任科大校長一職。當時他提出一個問題︰為甚麼要加入科大？「我於是寫了信給不少朋友，希望他們能舉出十個我加入科大的理由和十個不加入的理由。很多朋友回信都說，我是應該加入的。」另外，他也與特首董建華先生詳談科大在社會上的角色定位。由於香港經濟開始轉型，董先生期望由科大帶動科技發展，來適應這轉變。「我覺得這是一生中難得的機會，於是加入了科大。」 朱教授認為，擔任校長最重要一點，是把學校的質素和名聲提高。當時香港也有其他大學，但科大相對較年輕，沒有沉重的傳統包袱。「（而且）老師和學生都很優秀， P 63

具有共同目標，更重要是得到政府大力支持。」朱教授因此相信，提升科大的質素是他能力所及，而且更容易實現。 作為一個大學校長，應該擁有甚麼特質？ 他覺得要「有所為有所不為」。應該做的事情要做，不應該做的事情便不做。至於條件，他認為要有宏觀的視野。 「系主任未做過，院長也沒做過，副校長更未做過，竟然做校長，真是荒唐。」朱教授自嘲，又隨即說道︰「不過我當超導中心主任時，募款、與政府撥款機構交涉都做過。如果你看看大部分招聘校長的單張，往往都需要你擔任過副校長等職務，但有些則沒有這類要求。根據我自己的經驗，要具備甚麼條件，其實很難講。」 他又強調︰「不過有一點很重要，就是不要微觀管理（Micromanagement）。」一個校長要懂得知人善任，找到適合的人，擔任適合的職位。而且不能純粹安排工作予同事。要事先與同事商量好，才下決定、才安排工作。要向同事解釋為何這樣做，但不告訴他們如何做，因為同學往往更了解實際操作。他又回憶道︰「正如我這個情況。我最初加入科大，對科大未有深入了解。一些同事已在科大工作多年，很多事情都比我更熟悉。所以，告訴同事怎樣做是不太適宜的。」另外他亦指出，校長不應推諉責任。一旦有錯誤發生，應該由校長負責。由校長想辦法，與不同單位商量如何解決問題。 大學生今昔之別 朱教授回憶他領導科大期間，當時的學生都力爭上游，皆希望可以幫助大學提高其名譽。「對於他們有一個共同目標、一起努力實現，我覺得很開心。」年青人讀大學的原因也都是為未來綢繆，大學的知名度與排名提高，對就業發展不無好處。 每一年、每一代，大學裡都不乏熱衷於社運的大學生，但每一代大學生表達訴求的手法都不盡相同。「用一個例子說明。當時Atrium掛?六四等等的旗幟。副校長黃玉山教授覺得學生旗幟掛得很凌亂，希望事前讓校方審閱。剛好特首來訪科大，學生都很激烈，都衝?要把意見反映給特首。學生說這是學術自由，但嚴格而言這與學術自由無關。當時我便與學生說了，特首是特首，還是需要尊重、禮貌。特首蒞臨科大，其實也表示他尊重我們， 我們也應該以禮相待。當時的學生很聽話，禮貌地將投訴書交給並感謝特首。雙方的目的都達到了。所以很多事情（年青人參與社運）都很相似，儘管做法（表達意見的手法）不一樣。」他覺得年青人應該退一步，多點考慮對方。「最近我看了數篇文章，例如龍應台就說我們應該多聽聽對方說甚麼。」 除了表達訴求的手法，初衷可能不一。 「我們要爭取的，不是為了自己。」 朱教授指，他那一代的年青人，比較關心一些弱勢的、不幸的人。在美國，出來示威的人，其家庭背景往往較好，自覺有需要幫助不幸的人。反觀現在的年青人，往往會覺得苦悶，是「因為現在的年青人覺得明天不會比今日好，覺得前路茫茫，但我那一代的年青人卻相反，覺得明天一定比今天好，我們希望會好更多。」 他又以美國持槍為例，說明現代年青人悲觀的心態。「其實現在不少政客，他們都不能代表大部分人。」朱教授指，現在美國平均每一人有七把槍。箇中原因，其中一個說法是對政府無信心，老百姓要起來革命。然而但每個人都知道，這不一定是件好事。 P 64

從民調來看，大部分人都是反對持槍。譬如在德州，每個人都獲准帶槍， 學生可帶槍上課。有些老師因此辭職，有些倒是覺得無所謂，每個學生都給A便可以。有學生可能覺得自己應該有A的成績，便與老師會面，二話不說便把槍放在桌面上，所以老百姓覺得絕望。「明明民調顯示，大部分人反對持槍，但政客卻不能代表他們的意見。正如現今年青人，覺得未來不在自己控制範圍之內。」 科大的學業壓力問題 朱教授認為，壓力是一個心理狀態。正如某些人說從困難中學習。「我朋友的子女讀MIT（麻省理工學院），也承受不少壓力。但他們畢業後出來工作，便覺得這世界沒有甚麼可怕，也成為了成功人仕。所以我覺得科大的學生，也可以做到這樣。但我也跟老師們說過，不要給學生不必要的壓力。」 「中科合併」風波 於2002年，時任香港教育統籌局局長李國章主張將中大與科大合併，合成一間世界級大學，事件引起不少爭議，然最終告吹。 「『中科合併』一事，我當時只聽過教統局的李國章提及過。」朱教授回憶道︰「他的想法是香港地方很小，多間大學共存的話競爭會很大，資源分配上亦更分散。如果我沒有理解錯，他是想把資源集中在一間公立大學及一間私立大學。」在當年的構想中，香港大學有悠久的歷史和校友，即使沒有政府幫助，仍有能力和資源成為一間私立大學。而科大有出色的理科及商科，加上中大的文科、理科也不俗，如果實行「中科合併」，可以集中資源並成就一間世界級的公立大學，因此有「中科合併」的主張。 「開始時只是說說概念」，朱教授指當時已說明需要與科大的同事先商量一下。但他當時因公務去了美國，不料李局長跟傳媒提及「中科合併」，引起很大迴響，朱教授便趕回來科大。「當時有些同事，以為我已經決定了要『中科合併』，但其實我根本未決定。」他無奈地說。「後來整件事也漸漸過去了。」 他記得，當時科大學生和部分老師也不開心。「有些老師私下跟我說，我們該靜下來好好聽政府怎麼說；也有些覺得可以實行。但我覺得應先再等一下，看看政府提供多少資源和支持，才下決定。」 假若今天「中科合併」，對科大的發展孰好孰壞呢？朱教授認同如果政府能提供更充足的資源和自由去發展，合併對科大也有好處，但也要視乎有多少預算。整體而言，集中資源於某一、兩間大學，有助增強香港高等研究教育的競爭力。「集中資源培養 P 65

一、兩間世界級的大學已經足夠。要全部大學（香港八間大學）都成為世界級，看似很理想；但即使實現到，未必每間都達到真正的世界級。」 「副學士會分薄資源及精力，甚至可能有學位商業化的情況」 問及何以科大從未開辦副學士課程，朱教授指科大當年資源有限，故未能開辦。他曾從朋友口中聽說，副學士為一些院校賺了不少錢，但科大當年地方不夠，資源不足，又要籌錢來興建校舍、聘請老師等等，沒有足夠精神和財力開辦副學士。「假如把資源再分去副學士，同時又發展成研究型大學，變相兩邊都做不好。」 朱教授又認為，不論是學士或副學士，都是培養人材，差別在於培養不同層次的人材。例如美國加州的學制中有社區學院（community college，副學士）、州立大學（state university，教學型大學）及加州大學（University of California，研究型大學）。 雖然科大並無開辦副學士，但有人質疑科大學位商業化的問題在於碩士學位。朱教授則認為如果課程對社會有好處，絕對可以繼續開辦。「每一間大學，都希望對社會有貢獻。一旦決定了做甚麼，便要做最好的一個。商學院開辦EMBA，你可以說是商業化，但如果可以做得好，便應該做；如果同時可以賺錢而不影響科大的目標並提升大學的聲譽，便更應該做。」 科大的研究生 科大大部份研究生均來自中國大陸，而非本地生。這是否意味?科大未能吸納本地人才？朱教授笑言：「如果當時沒有內地的學生來科大，很多的研究生課程及研究項目便難以維持。」他認為，外國人願意來香港工作讀書，是表示香港的課程不錯。但他們畢業後會否為香港帶來貢獻，卻是值得思考的問題。「以科技發達的美國為例，他們的人才來自世界各地，畢業後多留在當地工作，為美國製造財富。」 他又認為，每一個社會都需要不同的人才來發展，發揮自己的長處，便能收到最大效益。如果香港與中國在科技方面有更多融合，對雙方、對世界也有好處。 香港年青人愈加激進？ 「一直以來我覺得，人生中不同的階段應該做不同的事情。」朱教授覺得，學生是一個階段，要充實自己、學習；學完了，便分析問題，並實踐出來、解決問題。在讀書階段，應該要充實自己，同時要關懷社會。指出社會的問題，應該通過商討來解決。他又回憶道︰「我那一代人，也許很多年代的人，都覺得太溫和不一定能夠解決問題。激烈是可以的，但過份激烈，便會將事情弄壞。如果兩個人太激烈，大打出手，只會兩敗俱傷。所以聆聽對方的意見，互相商量，是必然可行的方法。」 「學生應以學習為主，搞社會運動當係課外活動就好」 朱教授回憶道︰「我那個時代，有些人也是很激烈的。但後來他們都後悔。」因為社會一直在向前走。一些人去參與社會運動，例如釣魚台等等，因而荒廢了學業。時光漸漸流逝，釣魚台變得不再重要了，自己的前途才成為主要問題。其他同期的年青人，已經在社會上擔當重要的職位，具有更大的影響力去改善問題。「結果不少朋友跟我說，如果可以重新開始，會選擇走我的路（先專注讀書），日後能為社會帶來更大影 P 66

響，比起當時（學生時期參加社運）做到的東西更多。否則政府政策改變不到，自己又與時代脫節。」他話語間帶?一點點唏噓。 他又指︰「你可以說這是自私，但這也令你日後有更大的影響力。」如果經常去參與社運，以致荒廢了學業，日常便成了雞蛋碰石頭。雞蛋碎了，但石頭依然是石頭。 「每個人都要有夢想，沒有夢想的社會很黯然。」 如果就科技發展而言，可以談談失業的問題。大家都知道科技創造了愈來愈多高薪的工作，但就業人數愈來愈少。高科技固然增進效率，但最終目標應該是創造更多職位。他指︰「你看看Apple整間公司，真正賺大錢的人只是少部份。財富只掌握在少部分人。我覺得年輕人可以想想如何解決這個問題。」這只是其中一個例子。 「我常常半開玩笑的說，希望未來不只是做好事的人有收入，不做壞事的人也該有收入。」 整個社會風氣是很重要的。回想以前，他那一代人在第二次世界大戰之後出生，那時是黃金時代。當時美國非常富強，因為她賣軍火予世界各國。當時有年輕人覺得，如果世界這樣發展下去是不好的，覺得自己對社會有責任，於是有言論自由運動（Free Speech Movement）。「當時的學生領袖家庭背景往往很富裕，不是生活逼他們參與社運，而是他們覺得自己對社會有責任，要為國家、世界作出貢獻。」 「我自己還未想出方法來鼓勵年青人追求夢想。」朱教授笑言。但人很實際的，先要吃飽，才可以有更高的目標。要讓每個年輕人都有安穩的生活，才能激勵他們有更高的目標。不然就會像毛澤東時代，每個人去打去搶，無辦法成就一個好的社會。「所以我覺得，教育是最重要的。教育最重要的，是讓年輕人思考一些問題，或發現一些重要的問題。」他語重心長地說。但辦這種事情（立志貢獻社會、國家、世界）的人可以是小部分人，由政府支持或互相合作。大部分人都是找一份工作，安安穩穩地過生活，成為社會的中堅份子。 「當年我在台灣讀書，畢業後沒有人會以賺錢為目標。我們當時覺得賺錢是骯髒的工作。但現在你說畢業後不去賺錢，會被人說愚蠢。時代不一樣了。但人就是應該有種抱負，讓世界因你而改變。」 P 67

理想的大學 問及朱教授心目中的理想大學，他指沒有一條標準公式可以實現最好的大學。每一間大學都有其優點和特點。「如果你提起一件重要的發現，其他人第一時間想到科大，這便代表科大的成就了。你問一間大學是否成功，也要看校友們在社會上成功的例子，影響力有多大。如果例子愈多，便表示這間大學成功了。」單純討論一間大學是否成功是很抽象的，應該視乎該大學的校友是否做得到。多些成功校友的例子，便是成功了。 朱教授覺得，美國的教育制度是很成功的。她成功的主因在於接收世界各地的人才。特別內地有不少人才，都到美國發展。香港地小，固然比不上美國；但從香港的人口比例來說，香港相對也是成功的，培養了不少人才，例如高錕、崔琦等人。他指，香港因為地方少，要篩選人才；美國則可以容納世界各地的人才。另外，教育制度成功與否與自由的氣氛也有很大關係。他認為台灣管得太多，所以香港比不上美國，但比台灣好。 對科大的期望 「我當時也有一個願望，是將科大打造成亞洲的MIT。這是我最大的願望。」朱教授淡淡的話語中隱含?熱情。但要實現這目標並不容易，還要突破各種客觀條件的限制。在香港人眼中，科大在本地大學排名中穩佔第三名，但談及研究型大學，科大已在理工商各科系攀上榜首，無出其右 。這是朱教授樂見的。但科大尚未成為亞洲MIT，亦令朱教授心中留有遺憾。「這都需要時間。」 「希望科大將來可以成為亞洲的MIT，可以與美國的MIT競爭。這是我最大的願望，希望可以在我有生之年見到。」朱教授微笑地說，投射出堅定的眼神。 「為科大的光明前途乾杯！」 P 68

In the second decade of HKUST, the most controversial thing could be the merger between HKUST and CUHK. What was the university's opinion on the merger? Besides, why has HKUST never launched any associate degree programs? Will HKUST someday be as prestigious as HKU today? Prof. Paul Ching-Wu Chu was the President of HKUST between 2001 and 2009. What could be a better way for understanding what has happened during the second decade of HKUST than talking with Prof. Chu himself? Paths towards Physics Prof. Chu's father was a pilot and his aspiration to enter the field of science somewhat stems from this. People of Prof. Chu's generation all hoped for the prosperity of China and believed science could serve the goal. When he was in high school, Mr. Chen-Ning Yang and Mr. Tsung-Dao Lee won the Nobel Prize in Physics. 'This acted as an encouragement to fellow Chinese that we are capable of achieving something.' He thus realized physics is an interesting subject and possesses both the ability to fulfill everyone's curiosity and the value of the application. Because of all these reasons, he developed the aspiration of contributing to the future development of his nation, and chose physics as his major. Switching from academic to management Academic and management seem to have no common ground at first glance, but are in fact quite similar in a sense that both of them aim at discovering the truth. 'Physics is about finding the truth in nature, while management is basically about finding ways to do something effectively. The difference is not as huge as we imagine.' He found himself lucky as the change was not a big problem to him. 'I might not do (the job) well, but it was hardly a big challenge.' Before joining HKUST, he was the director of the Texas Center for Superconductivity at the University of Houston (TCSUH) established by Prof. Chu in 1988. He was engaged in both academic matters and applied science research there, and at that time he already had a lot of liaisons with the government, as many international leaders would go to Houston when they visit the US. He, therefore, has acquired some knowledge of management during the period from 1988 to 2001. 'It's true that HKUST is very different from TCSUH when we talk about their sizes, but there's still something similar. What I learned at TCSUH, like funding, dealing with the state government, how the federal government works, etc., helped me a lot during my term of office at HKUST.' P 69

Reason of taking the position of president 'I have never thought of being the president of a university. It was a total accident!' Prof. Chu smiles. At that time he received a kind invitation by Mr. Steven Poon Kwok-lim, the university council chairperson at that time, as well as vice-president Prof. Leroy Chang, to become the president of HKUST. He had one question - why would I join HKUST? He then wrote to many friends, 'I asked them to list ten reasons of joining HKUST and another ten for not joining, and many replied that I should join.' Mr. Tung Chee-hwa (the Chief Executive of HKSAR at the time) also told him that Hong Kong's economy was entering a period of transition, and hoped that HKUST could spearhead the technological development here. 'Joining HKUST seemed to be a once-in-a-lifetime opportunity for me, so I decided to accept the invitation.' Talking about Prof. Chu's aspirations at that time, he thought his key responsibility as the president would be to enhance the quality and reputation of HKUST. When compared to other universities in Hong Kong, HKUST is relatively new, without much burden of tradition. 'Professors and students here are of high quality, and they have the same goal in mind. More importantly, we have great support from the government.' That's why he thought it would be the easiest for him to boost the quality of HKUST. Quality that a university president should have The fundamental principle would be 'A man of honor has things must be done and things must not be done. ' As for quality, Prof. Chu believes a president should have a macroscopic vision. 'I have never been a department head, a dean or a vice-president. Nevertheless, I became a president. How ridiculous it is!' Prof. Chu says with self-deprecating humor. 'But I used to be the director of the Texas Center for Superconductivity, and hence had experience in fundraising and negotiating with government funding agencies. If you look at most recruitment ads for university presidents, very often it requires the candidates to possess experience of being a vice-president, but some do not. According to my experience, it is hard to say what kinds of quality a president should possess.' He emphasizes 'However, it is important not to practice micromanagement. A university president has to find the right person and place him in the right position. He cannot just assign work to colleagues without prior discussion. Discuss in advance with colleagues before making the decision and arranging work and explain the rationale behind the decision, but do not tell them how to do, because most of the time colleagues know better on the actual operation.' Prof. Chu takes himself as an example 'When I initially joined HKUST, I did not have a thorough understanding of the university. Some of my colleagues have been working P 70

in the HKUST for many years, and they are much more familiar with how to finish the task. So, telling colleagues how to do a task is not appropriate.' He also points out that once an error appears, the president should bear the responsibility for that and discuss with different units to find solutions together. 'It is important not to shift responsibilities.' College Students: Now and Then At that time, students all worked very hard, in hopes of enhancing the reputation of HKUST. 'I was delighted that they shared the same goal and strived to achieve it.' Every teenager expects that going to universities can help their growth. The enhancing reputation of the university they attended would certainly have a positive impact on their own career development. 'Let me illustrate it with an example. Once Prof. Yuk-Shan Wong, the then Vice-President (Administration), viewed the display of banners at the Atrium as messy and disorganized, and took the position the banners should be reviewed by the university administration before students hang them. It happened that the Chief Executive [of HKSAR] paid a visit to HKUST at roughly the same time, and students wanted to grab that opportunity to express their views to him, saying that it was an expression of academic freedom - in fact, academic freedom was not applicable to their case. I told the students that the Chief Executive is after all the Chief Executive, and basic respect and manners were needed. They listened to my advice at last, handed their letter of complaint to the CE courteously, and even thanked him at the end. Both sides achieved what they wanted. In many aspects (teenagers joining social movements) are the same, means (of expressing views) may be different though.' In his opinion, young people should take a step back and be more considerate of others. 'I have read few articles recently, as what Lung Ying-Tai (a Taiwanese writer) has said, we should listen more to what others say.' Youngsters of Prof. Chu's generation were more concerned over the disadvantaged and the unfortunate than those nowadays. 'What we fought for in our campaigns was not our own interest.' Prof. Chu recalls, back in the US, protesters are mostly with better family backgrounds, fighting for the underprivileged. P 71

Why youngsters feel incompetent today? In general, he believes it's because they do not think tomorrow will be better than today, the future is dark to them. 'But young people of my generation had the opposite view—they all believed tomorrow would be better, far much better. ' Prof. Chu uses gun carrying in the US as an example and explained youngsters' pessimism nowadays. 'Most politicians cannot represent the majority of people.' He says, on average each American has seven guns. Why? Some say it's because they do not have faith in the government, so people have to be prepared for launching revolutions. This is one saying of many. But deep down, everyone knows it may not be good to allow ordinary citizens to carry guns. According to some survey, most people are opposed to carrying guns. For example, in Texas, everyone is allowed to take guns. Students can bring guns with them to class. Some teachers resigned because of this, while some believe this is not a problem as long as they give A grade to all students. When students' grades do not match their own expectation, some will talk to their teachers with a gun put on the table first, threatening their teachers. 'Even though the survey result shows the majority is in opposition to carrying guns, many politicians have the opposite view, thus cannot represent the voice of people. This is similar to today's situation, in which young people feel the future is not within their control.' The University of Stress and Tension Prof. Chu believes stress is a psychological state. Just as some people say, we would learn more when we are in harsh situations. 'My friend's children also faced a lot of pressure when they studied in MIT (Massachusetts Institute of Technolgy). But when they enter the society after graduation, they feel that the pressure they faced at school was insignificant. They have become successful people. So I think students of HKUST can do the same. But I also told the teachers that they should not exert unnecessary pressure on students.' The merger between HKUST and the Chinese University of Hong Kong (CUHK) to form a 'mega-university' 'I only heard this suggestion once from Arthur Li, the then Secretary for Education and Manpower,' says Prof. Chu, 'He (Arthur Li) believed that as Hong Kong is a tiny place, the coexistence of too many universities would result in intense competition and inefficient allocation of resources. If I haven't taken his words wrong, he wanted to centralize all the resources on one public university and one private university.' Given that business and science in HKUST was competitive while liberal arts and science in CUHK are also impressive, the power of the merged university would be tremendous, and Hong Kong's education resources can thus be centralized to support a world-class public university. On the other hand, as the University of Hong Kong has a long history and many prominent alumni, they would P 72

still be able to have sufficient resources if they become a private university and cease to receive any support from the government. Therefore, they advocated the merger between CUHK and HKUST. 'Initially the idea was at the discussion stage,' says Prof. Chu. He believes that it is necessary to consult with colleagues of HKUST. But he was on a business trip to the United States and was surprised to hear that Secretary Li mentioned 'merger between CU and HKUST' to the media, and it caused significant repercussions. Prof. Chu had to rush back to Hong Kong to settle the rumor. 'At that time, some colleagues thought that I had decided to merge, but in fact, I had not. Later on, the whole issue fades away gradually.' At that time, many HKUST students were unhappy, so were some teachers. 'Some teachers told me in private that we should calm down and listen to what the government would propose, and feel that some measures are achievable. But I thought we should wait a little longer to see how much resources and support the government would provide before making the decision.' If the merger is implemented today, would the merger be beneficial or harmful to the future development of HKUST? Prof. Chu believes the merger would be beneficial if the government would endow HKUST with sufficient resources and freedom. However, it still depends on the budget. 'If Hong Kong had one world-class public university and a private one, the competitiveness of our higher research education would be extremely high.' He also points out that it would be optimal to centralize all resources and focus on cultivating one or two universities here to become world-class institutions, as it requires a lot of money, equipment, and human capital for each of them to compete in the global arena. As a result, it might not be feasible to develop all of the eight local universities into world-class universities, as there may not be enough students despite the plentiful supply of excellent teachers. 'It would be ideal to do so (all eight universities become world-class), but perhaps not all of them would become truly world-class when you try.' 'Running associate degree programs at HKUST may strain resources and effort, and may even lead to commercialization of education. ' When asks why HKUST did not operate any associate degree programs, Prof. Chu points out there were inadequate resources P 73

and thus could not do so. He used to hear from his friends that the offering of associate degree programs has become a lucrative source of income for some institutions. But at his time, HKUST had inadequate resources and facilities, and even needed to raise money to expand our campus, hire professors and so on. There were no sufficient funds to run associate degree programs. 'If we put resources on the associate degree program at the same time we develop ourselves into a research university, we may fail in both.' Prof. Chu believes degrees, no matter bachelor or associate, all aim at cultivating talents, but different levels of talent. For example, in California, there are community colleges (associate degree), state universities (a four-year teaching-based university), as well as the research-based University of California. Its purpose is to develop talents of different tiers. If graduates from community colleges and those from state universities have the same competitiveness, and have equal opportunity to enter the University of California, the problem would be much less serious. Though HKUST does not operate associate degree programs, some doubts the problem of commercialization of education lies on the master's degrees in HKUST. Prof. Chu thinks if the program is advantageous to the society, it should be definitely carried on. 'Every university would want to contribute to the society. Once one has decided what to do, one has to be the leader in that field. You may regard the EMBA (Executive Master of Business Administration) ran by the Business School as commercialization of education. But if you can generate revenue without slowing down the process of achieving the university's objectives, and even enhance the reputation of the university, in my opinion, they should do more of it.' Postgraduates of HKUST Most postgraduates in HKUST nowadays hail from Mainland China. Does it mean that HKUST is unable to absorb home-grown talents? 'If no Mainland students were coming to HKUST, it would be hard for the university to maintain quite a number of graduate courses and research projects.' Prof. Chu believes if foreigners are willing to study and work in Hong Kong, it indicates the excellence of our education. But whether they would stay in Hong Kong and make the contribution after graduation is a problem worth pondering. 'Taking United States, where technology is advanced, as an illustration. Talents there come from all around the world. Many of them would stay there and work after graduating from American institutions, making wealth for the United States.' He thinks that both Hong Kong and China would be benefitted if they have more integration in the field of science and technology. This would bring benefit to the rest of the world as well. Young people in Hong Kong have become more radical? 'I always believe we should do different things at different stages of life.' Prof. Chu believes at the student stage, young people should enrich themselves and learn; when the study has finished, start analyzing the problem and implement their solution. At the P 74

stage of being students, they should enrich themselves and at the same time care for the community. They should identify social issues and solve them through discussions and negotiations. He recalls, 'The young people of my generation, perhaps a lot of them, felt that being too gentle may not be able to solve the problem. Radicalness was all right, but being over-intense tends to make things worse. If two people are too intense and fight, both of them will gain no benefits. So negotiation and listening to others' views would be a universally feasible method in dealing with problems.' 'Students should put learning as the first priority and engage in social activities as extracurricular activities.' Prof. Chu recalls, 'In my time, some people were very radical. But now they all regretted. Because the society has been moving forward, some people participated in social movements, such as defending the Diaoyu Islands, etc. and thus abandoned their study. When time gradually passed, the Diaoyu Island issue became no longer important, but they started to face a problematic career. Just as they started worrying about their future, other young people in the same period had already begun taking up important roles in the society and had much greater influence in tackling social issues. As a result, those of my friends told me that if they could go back to the past, they would choose to study, so that they would have a greater impact in the society and be able to do more things. Otherwise, you not only fail in influencing government policy, but also struggle to keep pace with the society.' 'You could say that this is selfishness, but this would enable you to gain greater influence in the future.' In Prof. Chu's opinion, If one abandons his study due to active participation in social movements, he will become an egg that hits a stone. The egg breaks, but the stone remains intact. 'Everyone should have a dream; a society without dreams is very dark .' If one is concerned the development of technological advancement, he can think about unemployment. Everyone knows that technology creates more and more high-paying jobs, but fewer and fewer people are employed. High-tech can increase efficiency, but its ultimate goal should be creating more jobs. 'If you look at Apple, people who truly make a great fortune are the minority. Wealth is only in the hands of few people. I think teenagers can reflect on how to solve this problem. This is just one of many examples.' P 75

'I often joke that in the future not only people doing good things should receive income, but so do those not doing bad things.' The general mood of society is crucial. In his time, after the Second World War, it was a golden age. At that time the United States was very wealthy and powerful because she sold arms to countries around the world. Some young people felt that the world would go wrong if they kept developing like this. They felt they were responsible to the society, and it was this belief which led to the Free Speech Movement. 'Most student leaders at that time had comfortable upbringings. They participated in the social movement, not because of poor living conditions, but the feeling that they had the social responsibility to contribute to their own country and the world.' 'I have yet to figure out ways to encourage young people to pursue dreams.' Prof. Chu smiles. 'But people are very practical. One needs to be able to feed themselves before aiming higher. One has to let every young people have a stable life before inspiring them to have a greater goal. Otherwise, it will become like the era of Mao Zedong, when everyone had to fight and rob to survive, and would be no way to create a good society.' 'Education is the most important. The most important thing about education is to make young people ponder on some problems or find some fundamental problems,' he says seriously. But people doing such things (aspiring to contribute to society, to the nation, to the world) can be the minority, and cooperate with each other and are supported by the government. The majority would look for a job, have a stable life, and become the backbone of society. 'When I was studying in Taiwan, no one would take making a great fortune as his goal after graduation. We felt that making money was a dirty job. But if you say you do not aim to make money after your graduation today, people will probably think you are stupid. Times have changed. But people should have an ambition, making the world different because of you.' The ideal university What is the ideal university in Prof. Chu's mind? He points out that there is no textbooks or formulas in building a renowned university. Each university has its own strengths and weaknesses. 'If there is a significant discovery in which HKUST comes first in people's mind, it undoubtedly represents the achievements of HKUST. Whether a university is successful also depends on the accomplishments of its alumni in the society, how much impact they bring about. The number of examples one can think of implies the success of the university.' The question of whether a university is successful is very abstract and should depend on the achievement of the university's alumni. The more examples of successful alumni, the more successful the university is. Prof. Chu finds the American education system very successful. 'The main reason for her success is that it absorbs talents from all around the world. In particular, many P 76

Chinese talents went to study in the States. Hong Kong, a small city, is not as great as the United States; but relatively speaking, Hong Kong is successful—There are many local talents, like Charles Kao, Daniel C. Tsui, and others.' He thinks when taking into account Hong Kong's population, we can see that this city is very successful given a large number of talents. Since Hong Kong is a small city, it has to select only the best talents from those who wish to come here, while the United States can accommodate talents from all around the world. Another primary cause is the freedom one can enjoy. The Taiwanese government controls too much. Therefore, Hong Kong is not better than the United States, but is surely better than Taiwan. Expectation for HKUST 'My first and foremost aspiration was to lead HKUST to become Asia's MIT.' Prof. Chu says with enthusiasm. But that's difficult to achieve, as many obstacles exist. To most Hong Kongers HKUST ranks third among all local universities ; but when it comes to research universities, they would view HKUST as the top one, especially in the disciplines of science, engineering and business. He is glad to know that, but what he regrets is the fact that we have yet to become Asia's MIT. 'This takes more time.' 'I hope that HKUST will become Asia's MIT and will be able to compete with the MIT in the US. This is my greatest wish, and I hope to see it achieved in my lifetime.' Prof. Chu says with a smile and a determined stare. 'Cheers for the bright future of HKUST!' P 77

繼往開來 專訪陳繁昌教授 Forge Future with the Past An interview with Prof. Tony F Chan 「學習不只是上幾堂課，而是整個大學生活。假如讀書變成專業訓練，學生往往會失去理想，並只顧?自己的事業。 Learning is not just about lectures, but the whole college life. When studying becomes professional training, students often lose their ideals and only care about their own careers.」 校長 President ( 2009- ) P 78

「如果你對自己做?事無熱情，無興趣，你可以靠佢搵食，但唔會出色！」講這句話的人是誰呢？就是我們現在的科大領航員——陳繁昌校長！ 陳繁昌教授於2009年就任為科大第三任校長。科大踏入成立第二十五年，其於國際上的聲譽日隆，成績有目共睹。作為科大的校長，他將如何領導科大更上一層樓？ 科大未來發展的方向 科大未來會興建大禮堂、水上活動中心、創科大樓及更多宿舍。在網球場對開的停車場興建一個多用途大禮堂，預計約有一千個座位，可以用作課堂（Lecture），學術會議，畢業禮，音樂會，音樂劇等各種大型活動。還有大學水上活動中心，由科大一名校友捐贈的一億元中撥出五千萬元興建。 創科大樓或可視作科大的「科學園」，期望可以幫助學生創業，並締造合作平臺，讓學生與教授們將科大的研究力量與業界的需要結合起來。「現在學術廊（concourse）後面有個創業大本營（The Base），由學生經營，效果令人喜出望外，不過目前位置始終有不少局限。」陳校長期望創科大樓建成後，至少有一個樓層讓學生學習創新甚至創業、營運；另外也可用作舉辦講座，又或讓企業與科大的教授及學生交流。 陳校長指，興建宿舍方面，需要政府支付四分之三建築成本，校方則需要籌募餘下的費用。宿舍建成後，科大便要自負盈虧；只能靠收取住宿費，部分用作維修、購置新設施等，儲蓄餘下的款項用作興建更多宿舍。 科大較難找到有心人捐助興建宿舍。「因為從捐款者的角度考慮，他們或許覺得宿舍的學術氣息未必及得上演講廳（Lecture Theatre）或其他教學科研設施，而且一般遊人不常走到校園海邊的宿舍位置。」 還有行政支援系統（Support system）也可以更為完善。管理一間學校時，規矩及系統都是必需的，但若制度過於僵化，會窒礙效率及創意。適當的彈性能紓解當中的矛盾。而如何能從中取得平衡，並為更多人帶來好處，則是管理上的藝術。 「科大的創立是想給予學生另一個選擇，不是成為中大港大的代替品。」 科大的優勢 陳校長認為可從人才、國際化和思想多元化三方面討論。人才方面，包括老師及學生。「好的老師，教學質素不一定要是最高，但要負責任，並必須熱愛學生，不會覺得學生找他是浪費時間。」但如何吸引更多教授呢？陳校長指香港的薪酬水平在世界保持競爭力，是吸引教授來港的一個誘因。另一方面，學校也要營造一個良好的環境，有足夠配套支持教授的學術研究，例如剛才提及的創科大樓。「學校的角色是支援（support），負責創造及維持這環境，使老師學生可以發揮潛能。科大的國際化程度也是一個優勢。科大可以英語教授課程，某些國家未必能做得到。」 P 79

還有思想多元化（Diversity of ideas）。「我們幾乎每年都收足兩成的非本地生。收非本地生，是希望擴闊本地生的眼光，不要一直活在自己的世界中。」他認為本地生要把眼光放遠一點，接觸的人事多一點。 談及科大未來要努力的方向，陳校長認為儘管科大在國際上享有良好聲譽，但要更努力爭取本地的認同。科大並沒有許多香港學生嚮往的科目，如法律、醫科。「在香港，假若你考獲三十多分，但不選讀法律醫科，不少人都覺得很可惜。但假如每個人都讀醫科，豈不是沒有人從事科研及商業？」他認為科學與科技實在是推動世界經濟發展及人類進步最重要的一環。科大正是兼容並蓄的國際研究型大學，為孕育科學文化提供優良的環境，讓年青人趁早接觸科學，啟發其想像力與熱誠。科大需要更積極把這點訊息向香港人宣揚，期望大家更加珍惜及善用科大提供的科研學術氛圍。 另外，有人認為科大等同「Stress and Tension」，學業壓力大。「但我也曾經說過，有競爭才有進步。但只要你能夠脫穎而出，自然有回報（Reward）。」他指科大不希望降低標準，而是透過多元化的課外活動、講座及專業心理輔導等不同方法幫助學生克服及戰勝壓力，務求令學生更能適應日後現實社會上的競爭。 長遠目標 陳校長期望「畢業生可以為自己感到驕傲。」陳校長笑言︰「例如你畢業五十年後，科大的成就能夠令你感到光榮。畢業生可以取得受國際認可的成就，還有教授於學術研究上取得成就，學校自然有名氣。」學校是否出色，往往取決於畢業生的事業成就。 陳校長坦言，現在過了二十五年，科大漸備聲譽，但未達到領導地位。「Facebook由哈佛出來，Apple由美國出來，科大尚未有此類人才。這些都需要時間。」不過，他隨即指出科大已有不少成功創業及在不同範疇有所成就的畢業生。「我們的目標不應該只是跟隨者（Follower），而是成為領導者（Trendsetter）。」 學位商品化 問及對「學位商品化」的看法，陳校長相信同樣的問題存在於世界上每一個地方，但香港特別嚴重。他以2016年文憑試的四個狀元為例，「四個都想讀法律或醫科，為甚麼呢？報紙上列出『職業穩定』、『收入高低』等原因。只有一個男生因為他曾住院的經歷，所以希望讀醫，將來可以幫到更多人。That's good! 大學生應該有大志。但現在年青人似乎缺乏自信心。」他又認為，雖然醫生能幫助不少人，但一般醫生只是個中介人，按照藥廠給予的清單，知道有哪些藥可以治療甚麼病。能夠研發出這「藥」的人，才是真正治療癌症的人。 「當然，我並非認為醫生一職不重要。我想帶出的是︰大學生要有大志，要有解決宏觀問題的志向。」他指出，美國的尖子在中學時，眼光已經很廣闊。當地教育能夠培養學生的世界觀，甚至有學生因而不讀大學，帶?一股衝勁去實現自己的理想。要發展他們的事業時，便到職業學校（professional school）學習。陳校長認識一個美國醫生，他當年主修歷史，後來才讀醫科。但學過的歷史並沒有白費，反而令他成為一個更好的醫生。「因為你讀的東西愈多，認識的事情愈多，便會改變你對世界的看法。你看的東西自然更高、更闊、更遠。」 P 80

現在美國不少年青人都不願讀商科，一來經濟自2008年往後一直平平，二來他們有理想，例如希望治療癌症，或解決一些全球環境的問題。「當然這要視乎你有甚麼興趣，你可以選擇你有興趣的科目，對這個大題目（全球性問題）作出貢獻。我覺得現在年青人需要有大志。我非常鼓勵學生有這種想法。」他又指出，讀醫科不是治療癌症的唯一途徑。修讀化學、計算機科學、物理、數學以至統計學，都可以為醫治癌症的研究帶來貢獻。「現在有不少方法治療癌症，有些把所有細胞不論好壞都殺死，所以有脫髮的情況；又或是激光療法，但有不少副作用；現在有人研究免疫學（Immunology），將人體內的T細胞抽出來，利用某些儀器大量培植，再放回至身體中，換句話說，就是加強人自身的免疫力來打敗癌症，副作用大大減少。科大為對醫藥救病有熱情的同學也提供不少選擇。」 「大學生要有大志。」 「我覺得教育最重要的，是發展你的人格、個性（character）。」陳校長認為，讀大學，需要在基礎與專業知識、人格、興趣發展等各方面作出平衡，同時認識更多人，對世界的了解更通透。「假若你對某些演講或活動感到興趣，便去參加吧。但當然，你的成績總不能太差。假如你把所有時間都投放於上課及做作業，便失去讀大學的意義。」他認為學習不只是上幾堂課，而是整個大學生活。假如讀書變成專業訓練，學生往往會失去理想，並只顧?自己的事業。 陳校長回憶道︰「我念大學的時候，可以讀MATH 101、102、103，把Math讀深入去，但我不應該選擇301，我應該選擇其他科的101，如Fina101等。不然便會失去讀其他科目的機會。當然不必讀得十分專業，但最少掌握了基本知識。」歷史上不少名人，都對各方面的知識有興趣，而且很快掌握到。 「你事業的成功，並不完全取決於你上堂學到的知識。」陳校長覺得，一個人的遠見，待人接物的態度等等都十分重要。學生修讀的主修不一定與其未來事業有關，但平日讀的課外書籍卻未必無關。但要深入認識某些科目，總不能太皮毛。學了一些深入的知識後，觸類旁通，自然認識其他東西。陳校長建議︰「接觸不同領域的基本知識，往後再深入發展你有興趣的事業，對你整個人的成長有很大幫助。」 P 81

'If one is not passionate and interested in what he is doing, he can make a living but never excel!' Where does the saying come from? The current leader of HKUST- President Chan! Prof. Tony F Chan was appointed as the third President of HKUST until now. At the year when HKUST is 25 years old, what expectation the President has for the future of HKUST? Future development of HKUST HKUST would like to build the brand new multi-purpose auditorium, Water Sports Centre, Innovation Building and more residency for fellow students. We plan to build a grand hall at the parking lot next to the tennis court, which is designed for lectures, congregation, concerts, etc., fitting approximately 1000 visitors. As for the Water Sports Centre, it is initiated by the generous donation of one of our alumni of half of 1 Billion. The Innovation Building, meanwhile, could be regarded as the 'Science Park' of HKUST. Hopefully it can help our students to develop their own start-ups and to create a platform, which can make connection between the research of professors and students and the need of companies. 'Currently we do have student-runned 'The Base' at the back of the Academic Concourse, the result is out of expectation but the location is just not so ideal.' President Chan expects the new building could at least provide a whole floor for our students to learn innovation, and even start-up and operation, while also as a venue for seminars or exchange activities with professors, entrepreneurs and students. He also points out the construction of residential hall still requires the Hong Kong Government to pay 75% of the construction cost, whilst HKUST will be responsible for the rest. After the construction, HKUST needs to run automatically with the residential fee used for the maintenance and enhancement of existing facilities. The remaining would then be used to build even more residential halls. It is harder for HKUST to find someone to donate money to build a dormitory. 'Because from their perspectives, the academic atmosphere of residential halls may not be more than that of the Lecture Theater or other educational and research facilities. What's more, fewer people will pass by the seafront.' The administrative support systems also could be better. Managing a university needs rules and system. But a system being too rigid could lower efficiency and creativity. An appropriate degree of flexibility can reduce conflicts. How to strike balance and bring about the greatest benefits is the art of management. 'The establishment of HKUST is an alternative for students, not a substitute for the University of Hong Kong or the Chinese University of Hong Kong.' P 82

Advantages of HKUST President Chan believes there are three main fields ; talent, internationalization and diversity of ideas. With regard to talent, it is about both teachers and students. 'As a good teacher, one's teaching quality is not necessarily the highest, but should be responsible and likes to get along with their students. They should not find meeting students as a waste of time.' But how to attract more professors? President Chan points out salary in Hong Kong remains competitive in the world and it acts as an incentive luring professors from overseas. On the other hand, the university should also create a favorable environment in which infrastructure is sufficient to support academic research, such as the new Innovation Building mentioned. 'The role of university is to support, and be responsible for creating and sustaining the environment so that teachers and students can exert their potentials. HKUST has a internationalized campus which is our advantage as well. Courses here are delivered in English, which may not be available in some countries.' Another advantage is diversity of ideas. 'Almost every year, the percentage of non-local students admitted into HKUST reaches the cap set by the Government. Admitting non-local students is a way to widen the horizon of local students who are no longer expected to live in their own world.' He holds that local students have to look at a bigger picture, and communicate with people from all around the world. Rooms for improvement in HKUST President Chan points that despite an international reputation, HKUST still has to strive harder to gain recognition from the local. HKUST does not have law and medicine school that most Hong Kong students aspire for. 'In Hong Kong, if you score 30 points or above in the public examination (approximately straight A in British A-Levels), but choose not to study law or medicine, many people would find it a great pity. But if everyone is studying law and medicine, who would be engaged in science and business?' He holds that science and technology are an important step to drive the development of the world economies and culture. Being an international research university, HKUST provides a brilliant environment to nurture the culture of science. It helps inspire youngsters' imagination and enthusiasm and exposes them to science earlier. HKUST has to be promote this message proactively to HongKongers and hopefully everyone would treasure and make better use of the scientific and academic atmosphere provided by HKUST. P 83

Also, someone made a nickname for HKUST as 'The University of Stress and Tension' due to the great academic pressure imposed. 'But as I used to say, competition leads to progress. As long as you can come to the fore, you shall gain your reward.' He points out HKUST does not want to lower the standard. But through various extra-curriculum activities, talk and professional psychological assistance, HKUST would like students to overcome and beat stress, so that they can be more adapted to competition in the society. Long run vision of HKUST President Chan expects to 'make the graduates proud of themselves.' 'For instance, 50 years after your graduation, you would be proud of what HKUST has achieved. Global recognition of graduates and academic awards of faculty members are two matrix to indicate the fame of a university.' Whether a university is excellent is always determined by the success of its alumni. Honestly speaking, 25 years had passed by now. HKUST had yet to own a leading statues in certain matrices of fame. 'Facebook came out from Harvard, Apple came out from US, but HKUST yet to have such sort of talents. It takes time.' He instantly points out that HKUST has many graduates who are successful entrepreneurs or have achievement and contribution in some aspects. 'Our goal should not just be a Follower, but instead, a Trendsetter.' Commercialization of Education President Chan believes that such problem exists all over the world, but somehow in its peak in Hong Kong. He takes the top scorers of DSE in 2016 as an example, 'All four of them decide to choose either Medicine or Law. Why? 'Stability of Career', 'High Salaries', recapping from the paper. Only one young man chose to study medicine because of his experience of staying in hospital. He hopes to help more people—That's Good! University students should be ambitious but young people nowadays seem to lack such confidence.' He also thinks although doctors can undoubtedly help a lot of people, but they are somehow just a middle-man, acting according to the list of medicine provided by the pharmacy firms, to treat the related deceases with the medicine. People who truly cure the patient are actually those, who invented the drugs. 'I am not saying that doctor is not important. However, as broken cars need to be fixed, but those who fix it might not be those who design it. What I truly hope to bring up is: Be ambitious as a university student, with the vision to solve big problems.' He points out the top students in the US is equipped with a broad horizon as the local education system cultivate them. Some students skip university to chase after their dream with the ambition. When they start to build their own career, they enroll in professional schools. President Chan had an acquittance who was a History-student-turned Doctor. History the doctor learnt was not wasted, instead, it makes him a better doctor. 'The more your read, the more your know, the more the way you see the world would be changed. And then, you could see broader, higher, further.' Now in US, many young people do not want to study business. For one thing, the economy since 2008 has been flat, and second they have ideals, such as the desire to treat cancer and so on. They hope to solve some global problems. 'Of course, it depends on your interest. You P 84

can choose the subjects you are interested in and contribute to resolve this global problem. I think young people need to have ambitions. I strongly encourage students to have such mind set.' He also points out studying medicine is not the only way to fight cancer. Chemistry, science calculation, physics, maths and even statistics can contribute to research on treating cancer. There exist many ways to treat cancers. One is to kill all cells, no matter good or bad, which causes hair loss. Another is Laser therapies, also having many side effects. 'Now some people study immunology. They take T cells out of your body, use some equipment to cultivate a large number so, and then put it back to your body. In other words, it is to strengthen one's immune system to fight against cancer, and thus the side effects are greatly reduced.' HKUST has offered many options for students who are eager in medicine and treating cancer. 'University students should have ambitions.' 'I think the most important education is the development of personality and character.' President Chan believes by studying in university, students shall learn to allocate time into basic or professional knowledge, personality and interests. At the same time, make more friends and have deeper understanding about the world. 'If you are interested in some lectures or activities, just join it. But your academic performance cannot be too poor. If you put all of your time in studying and lecture, you miss the meaning of university.' In his opinion, learning is not just about lectures, but the whole college life. 'When studying becomes professional training, students often lose their ideals and only care about their own careers. ' President Chan recalls, 'When I went to college, I could have studied Math 101, 202,303, and had a deeper understanding of Maths, but I shall not choose 301. Instead, I should choose other 101 courses, such as Fina 101 and so on. Otherwise I would lose the opportunity to learn from other fields. I do not have to be professional in that field, but at least could master some basic knowledge.' Many celebrities in history are interested in all aspects of knowledge, and soon master them all. 'The success of your career does not entirely depend on what you learn.' President Chan believes students cannot learn everything simply by going to class. One's vision, manner of dealing with others, etc, are very important as well. The major students study may not be related to their future career, while the books they read, could be. Students shall, nonetheless, have in-depth understanding of certain subjects, not just superficially. Being equipped with in-depth knowledge, one might infer one thing from another. President Chan suggests, 'Expose yourself to basic knowledge of different fields, and then further develop your interest. This would be very helpful to your personal development.' P 85

學術領導 專訪史維教授 Leading Excellence An interview with Prof. Wei Shyy 「不要用成績來判斷你整個人的能力。成績只是眾多指標中的其中一個，不是唯一重要的。 Do not just use grades to evaluate your whole person. Grade is just simply one of many indicators and not the only important one.」 首席副校長 Executive Vice-President and Provost (2010- ) P 86

作為科大學生，我們日夜擔憂的都是學業問題。然而單單一個學科成績等級，能真正反映每一個學生的整體能力嗎？校方曾否考慮改善現時的評分制度呢？另外，校方與各學會之間偶存衝突，校方又如何看待呢？今日，我們邀請了史教授進行訪問，一探校方未來的學術策略。 加入科大的因由 史教授在台灣長大，他從小受學校啟迪，立志日後要貢獻社會。大學畢業後，他到美國讀書。當時他已經在想，完成PhD以後要回台灣當教授。但後來他有新的想法︰「我一直在美國工作，如果有機會到亞洲，利用我三十年的經驗實踐出有意義的事情，加入科大絕對是個良機。」碰巧當時科大正尋找首席副校長，他便順理成章地加入科大了。於史教授而言，可以到一個新的環境發揮所長，是一件有意義的事情。加上科大較類似美國的大學，他在美國工作的三十年經驗，有助他在科大發揮所長。 大學有的責任或使命 史教授指出兩點︰一、將現有的知識歸納和消化，然後傳授給學生。二、發現新的知識。老師和學生合作，一起發現新的知識，再將之轉化並轉授給學生。要做到這兩點，老師與學生需要有更多互動。史教授指出老師其實很樂意與學生對話，然而華人社會中學生非常尊重老師，同時怕麻煩了老師，因此多不敢主動要求與老師對話。這導致老師與學生的互動減少了。 「大學跟公司不一樣，大學專注於教育和研究，最後成就的是學生。」史教授指，學生有多成功，學校便多成功。他希望可以給學生多些啟發，而不單是知識，甚至期望學生可以創業。「大學之所以重要，因為可以轉變（transform）你自己，擴展你的人際網路，達到全人發展（develop your whole person）。大學不是職業學校，不應該單純教授專業技能或為學生找工作。」他亦認為學生要對自己有信心，對社會有抱負和期望。 科大的學術策略 比起其他大學，史教授認為科大的學院與部門不多，結構不太複雜。此有利科大注重每一個學系，務求他們都達至國際級水平，從而發展每一個學生的潛能。他提出自己的責任是構造一個環境，達至國際領先的教育水準（internationally leading teaching）。 史教授指出現在教育上的改變其實頗快。傳統的教學方式，是由老師講課，學生抄筆記。這種方式的教學已進行多年，但其效果相信有改進的空間。「如何提高呢？關鍵在於提高學生上課時的互動和參與度。」史教授以網上學習平台（online learning platform）為例，指平台是極好的工具，因為學生可以與不同的人進行即時討論，有更多機會參與課堂，令整個教學過程有更多互動和活力。而且網上教學容許獲取更多數據，從而分析學生對學科的興趣、回應或學生遇到的困難等。他指這些都有助老師檢視其教學方式，從而提高其教學成效。 考慮過改進現時的評分制度？ 史教授回應︰「我覺得應取決於不同程度（level）的課程。」他解釋道，過去二十年的平均成績一直上升。因此採用了常態模 P 87

組（curve）的制度，減輕成績膨脹（grade inflation）的問題。「校方明白，現行的計算方法導致學生較難取得高分，亦影響部份學生選擇主修科目。但我們亦給予學生幾個學分（credit），讓他們決定某些課程只是合格與否（pass or fail），而不計入成績之內，從而鼓勵學生修讀他們有興趣但較難取得好成績的課堂。」 科大會否考慮開辦副學士？ 史教授回應指校方未有考慮。社會上有聲音指，學校開辦副學士，會分薄學士和研究生課程的資源。另外，每年科大也會透過非聯招方式招收一些副學士生，不一定需要另行開辦。「只要把現在的做得更好，相信已經可以了。」 粵教中和普教中 早前有聲音要求開設以廣東話作授課語言的中文傳意課程（Chinese Communication course），史教授也認同用廣東話教中文。他指廣東話與普通話均為中文語言，用作教授中文課帶來的成效也理應相同。因此，用廣東話教授中文課並沒有問題，相信亦更有效提高學生學習中文的成效。「我們向語文教育中心（Center for Language Education）反映了我們的看法，看看有多少個老師可以用廣東話教學。」 「為何科大大部份的課程都以英文為授課語言？因為語言與人的思想和行動有莫大關係。」史教授以用英文教化學課為例，指此舉是希望學生可以用英文來理解和思考化學。因為這類科目都主要由西方發展出來，用中文教授可能導致誤解。所以英文不單單是一個工具，而是一個框架（framework），令學生更有效掌握科目的本質。 科大發展的方向 問及科大有甚麼需要改善的地方，史教授指雖然科大非常國際化，但認為科大的學生不夠國際化。他曾與數個到科大交流（exchange）的外國學生閒聊，得知他們都與其他交流生來往。「為甚麼要交流？就是為了提高科大學生的信心，了解世界各地的人材有多優秀，而且擴闊學生的圈子。」 史教授亦希望學生與學校之間有更多互動。「學校的政策都是為了學生著想。學生不應只是接受或反對學校政策，而是了解背後的原因。如果花了大量精力去推行一個措施，最後卻發現學生並不接受，這絕對是個悲劇。」他相信如果學生對學校有更多了解，便更容易接受校方的政策。他亦指出，有時候學生與FMO（校園設施管理處）、SAO（學生事務處）等部門出現衝突，但不代表任何一方做錯。職員未必想為難學生，他們只是跟從規矩做事，雖然可能過度嚴謹。他希望校園可以更公平、公開，學生與學校有更多互信和溝通。 予科大學生的寄語 「相比起世界各地，香港的高中教育其實很優秀。」史教授指，每一個進入大學的本地學生，都是有質素的人才。學生要相信自己，有足夠的自信心。在這自信心的基礎上，科大為學生帶來知識、信心和熱情，將學生從年青人轉變為成年人。他亦強調︰「不要用成績（grade）來判斷你整個人的能力。成績只是眾多指標中的其中一個，不是唯一重要的。」 P 88

As HKUST students, academic performance is what we are worried about day and night. However, are the grades students receive an all-rounded evaluation of his or her performance? Has the university ever considered improving the current grading system? Besides, there are conflicts between the university and student societies occasionally. What is the university's opinion on it? Prof. Shyy has been playing an overarching role in the university's decision-making and governance. What expectations Prof. Shyy has for the future development of HKUST? Reasons of joining HKUST Prof. Shyy grew up in Taiwan, where students were imbued with the sense of contributing to the society as they grew up, and continued his study in the United States after receiving his bachelor's degree. Initially he thought that he would return to Taiwan and become a professor after getting his PhD. But later on he began to develop a new thought. 'I have been working in the United States throughout my career. If I have the opportunity of coming back to Asia, I would be able to do something meaningful with my 30-year working experience. And joining HKUST is definitely an opportunity for that.' Incidentally, HKUST was looking for an Executive Vice-President, so he joined HKUST. Prof. Shyy thinks it is exciting to be able to utilize his expertise in a new environment. Also, HKUST is similar to universities in the United States. His 30 years of working experience in the United States have helped him exert strengths of HKUST. Responsibilities of a university Prof. Shyy believes that the university has a twofold responsibility. It plays the fundamental part of digesting existing knowledge and teaching them to students, and should also lead the discovery of new knowledge. Teachers and students shall work together to seek new knowledge and transform it. Prof. Shyy believes that there should be more interactions between instructors and students in pursuit of these two goals. He points out that teachers are actually more than willing to chat with students, but in a Chinese society, students have great respect for teachers and very often would not dare to meet their teachers outside of class time, as they do not want to bother teachers. This leads to fewer teacher-student interactions. 'Universities are not the same as companies. Universities focus on education and research, and their final 'products' are students.' Prof. Shyy believes that the more successful students are, the more successful a university is. What he wants to bring to students would not just be knowledge, but more of inspirations. P 89

It is even better if they could set up their own businesses. 'Universities are important because this is where you can transform yourself, expand your network and develop your whole person. University is not a vocational school, and it should never focus on honing students with professional skills or helping them find jobs.' He also expects students to be confident in themselves and have aspirations and expectations on the society. Organizational structure of HKUST Prof. Shyy points out the organizational structure here in HKUST is not very complex when compared to other universities. The small number of schools and departments allows HKUST to put equal focus on each and every department, helping all of them to reach international academic standards and develop the potentials of all students. He proposes that his responsibility is to create an environment conducive to an internationally-leading teaching standard. He is aware of the rapid evolution of teaching methodologies. The traditional one-way teaching pedagogy, where teachers do the lecture and students take notes, has been the norm for many years, but its effect has room for improvement. 'How to improve it? The key is to improve teacher-student interaction and participation in class.' Prof. Shyy takes the online learning platform as an illustration, believing that it is an excellent tool for students to engage in instant discussions with different people. More opportunities are offered to participate in the classroom and the whole teaching process becomes more interactive and dynamic. Also, online teaching provides instructors with real-time feedback, which enables them to analyze students' passion in the subject and figure out whether students have encountered difficulties in their studies. All these can help teachers examine their teaching methods, so as to enhance their teaching effectiveness. Grading system When asks if the university has ever considered improving the current grading system, Prof. Shyy replies, 'I think it depends on the level of the course in question.' He explains that the curved grading system was adopted with the view to tackle the issue of grade inflation—the average score has been rising over past two decades. 'We understand that the current method of calculation has made it more difficult for students to achieve a higher grade, which in turn affects their chance of entering their preferred majors. But we also allow students to spare a few credits to be recorded as pass or fail instead of counting letter grades, so as to encourage students to take classes that they are interested in but may not achieve good grades.' Self-financed associate degrees It has been the trend for local universities to offer self-financed associate degrees, leading to allegations that Hong Kong's tertiary education has been commercialized. In fact, HKUST is the only UGC-funded local university that does not operate any sub-degree programs. Prof. Shyy clearly states that the university would not consider running associate degree programs in the foreseeable future. He agrees with the widely-accepted proposition that the operation of such programs would impose a strain on the resources enjoyed by undergraduate and postgraduate programs. Also, each year HKUST will admit some associate degree students as P 90

undergraduates, so running another kind of programs is unnecessary. 'As long as we can do better in our current programs, I believe that is already enough.' Chinese Course of HKUST Previously, someone advocated teaching the Chinese Communication courses in Cantonese, Prof. Shyy sides with the use of Cantonese in teaching Chinese. He points out Cantonese and Mandarin are both Chinese, so both of them shall bring about the same efficiency in teaching Chinese. Therefore, Prof. Shyy believes that there isn't any problem in teaching Chinese in Cantonese, and he believes it will improve the effectiveness of learning Chinese. 'We have reflected our views to the Center for Language Education to see how many instructors there can teach in Cantonese.' 'Why are most of the courses at HKUST taught in English? That's because there is a strong relationship between language and people's thinking and action.' Prof. Shyy illustrates this with teaching chemistry in English as example. Students are expected to understand and think about chemistry theories in English, as the academic discipline of chemistry is largely developed in the West. Thus teaching chemical theories in Chinese may lead to misunderstanding. So English as a medium of instruction is not just a tool but a framework, enabling students to grasp the nature of subjects more effectively. Room for improvement in HKUST When asks if there is any room for improvement in HKUST, Prof. Shyy thinks while HKUST is deeply internationalized, HKUST students are not. He chatted with several foreign students who come to HKUST for exchange, who told him that they always hanged out with other exchange students. 'What is the purpose of exchange? For enhancing the confidence of HKUST students, giving them a chance to understand how excellent talents from around the world are, and enabling them to expand their interpersonal networks.' In addition, he expects more interactions between students and university administration. 'University policies are created for the sake of students. Students should, instead of merely accepting or opposing university policies, understand the justifications behind them. It would definitely be a tragedy if a lot of effort was spent in implementing a measure but the student body does not accept it.' To Prof. Shyy's understanding, students would be more likely to accept policies proposed by the P 91

university authorities if they have an in-depth understanding of the university. He also points out sometimes conflicts might arise between students and FMO (Facilities Management Office), SAO (Student Affairs Office) or other departments, but this does not mean that any of the parties concerned is wrong. Staff would not intend to embarrass students—he is just following the rules, sometimes too strictly though. He hopes that the campus can be fairer, more open and mutual trust. Communication between students and the university could be enhanced as well. Words for HKUST students 'Hong Kong's senior secondary school education, when compared to the rest of the world, is actually outstanding.' Prof. Shyy points out all local students who enter the university are qualified talents for sure. Students have to believe in themselves and have enough self-confidence. With self-confidence as foundation, HKUST would equip students with knowledge, confidence and enthusiasm so as to transform them from a teenager to an adult. He also emphasizes 'Do not just use grades to evaluate your whole person. Grade is just simply one of many indicators and not the only important one.' P 92

書香世代 專訪翁以登博士 Family of Scholars An interview with Dr. Eden Y Woon 「科大要追上港大，不能將自己定位為「第二個港大」，正如麻省不能將自己定位為第二個哈佛，否則一直抄襲哈佛，是不可能追上哈佛的。 HKUST should not position itself as the second HKU. just like MIT would not position itself as another Harvard. Otherwise, it would be simply following Harvard's path, making it impossible to catch up with Harvard.」 副校長（大學拓展） Vice-President for Institutional Advancement (2010- ) P 93

科大作為公立大學，很多計劃都依賴政府資助和支持，運作上受到一定掣肘。科大要自主發展，很多時候更需要校內外人仕的捐款。然而，要校友或慈善家慷慨解囊，並非易事。 翁以登博士，對籌款工作有一定了解。其從商的經驗，如何幫助他的工作呢？ 加入科大的目標 翁博士指他曾經從商，因此人脈上較廣闊，希望通過其人脈關係為科大找到新的人才和捐款，支持科大的發展。第二，他對中國內地很熟悉。「如果科大日後在內地發展，或者與內地企業合作，我也可以出一分力。」第三，提升科大的國際化，令科大的名字揚名國際；不單是名聲，亦包括學生到外國交流的機會或教授做研究的合作機會。最後是加強校友與科大的關係，令他們更欣賞科大。「如果這幾方面做得好，公關、形象自然有進步，令科大與世界及本地之間的關係更緊密。」 科大在國際上已有相當的知名度。他指出於今次二十五週年校慶，有近五十位來自世界各地的校長到科大參加，反映了他們對科大的認同。「因為每年都有不少校慶舉行，但一個大學校長不會全都出席，他們會進行篩選。」儘管如此，因為歷史等因素，科大在香港本地依然予人排第三的印象，跟隨在港大中大之後。 提升科大的形象 既然科大已揚名海外，又如何提升在香港的形象呢？翁博士以哈佛大學和麻省理工學院為例，指前者有近三百多年歷史，後者只有一百五十多年，「因此在麻省最初建立時，波士頓的人都以哈佛為老大哥。但今天你到波士頓，未必會覺得兩者的排名有差距。」他又希望科大可以與港大齊名，但科大尚未有足夠歷史，或許希望在五十週年時可以做到。「當然可以再進取點，三十五週年便做到。但無論如何，這都需要時間。」 科大的角色 科大要追上港大，不能將自己定位為「第二個港大」，正如麻省不能將自己定位為第二個哈佛，否則一直抄襲哈佛，是不可能追上哈佛的。「科大不是港大、中大，我們有自己的特色。醫學院、法律學院不一定要興建，只要將現有的優點發揮得更好，便足以超越其他大學。」 他續指，哈佛與麻省是私立大學，可以輕易決定自己定位。但科大是公立大學，決定定位上受到一定限制，且要在政府的框架下進行。「譬如，若然科大要興建醫學院，但我們沒有足夠資源，因此要依賴政府。如果政府不批准、不投放資源，醫學院就興建不成。」 科大的定位 作為科大副校長（大學拓展），翁博士負責提升科大的定位及形象。他指出現在科大主要有三個定位。第一是國際化，吸引 P 94

更多外國學生到來。提供更多機會予學生交流，多些實習機會，教授之間的學術交流，讓學生有國際性的視野。第二在科研上，科大需繼續維持「一哥」的地位。在2014年研究評審工作中，科大獲得出色的評價，排名比其他學校高出不少。第三，將創業做得更好。他指過往科大在創業方面都是領先，但社會一直在變。不少學校談「創新創業」。「創新創業」是指學生開公司，目標是成為下一個Apple或Facebook。「我們需要鼓勵學生做這類東西。因此，國際化、傳統研究及創新創業，是科大現時的三個定位。」 問及實際上的操作，翁博士指於科研上，科大在二十五週年宣佈了五個重點方向，分別是機械人與自主系統、大數據、環保與可持續發展、公共政策及創業和設計。創新創業方面，副校長及校董會將成立知識轉移（knowledge transfer）的小組，讓學生有機會去學習如何創業。國際化方面，增加多些外國及本地的研究生。另外希望可以鼓勵更多學生到外國交流。現在只有五成的學生做交流，但希望可以提升至六成，甚或七成。 「例如現在工學院沒有法律學系，我們希望可以與有法律學院的大學合作，讓學生可以在工學院讀三年，同時可以到另一間大學讀法律，取得法律學位。我們還正在探討其他類似的項目。」 要實現該三個定位，需要相當大量的資金。有甚麼誘因令校外機構願意捐款予科大？翁教授以美國的大學為例，指百分之七十以上捐款予大學的人都是校友，找到一個與大學毫無關係的人捐款有一定困難。而科大校友還年青，很多在事業上才剛剛起步。科大作為公立大學，籌款便更困難，因為一般人覺得科大已經有政府支援，為何還需要捐款呢？「因此我們需要解釋清楚，很多我們想做的事情，都未必得到政府支持。不少的項目，是政府不會支持的。例如現在的大禮堂，政府不會給錢我們興建。我們因此需要向捐款人解釋，政府的支持是不足夠的，沒有他們的捐款便不會成事。另外興建中的創新大樓，我們向捐款人解釋，我們需要創新創業、與企業拉近關係等等。如果他認同我們的理念，便會願意捐款。你要令捐款人覺得，你的目標是值得支持的；如果沒有他的捐助，目標便不可能達成。」 現在科大的校友尚算年輕。「最近有一個校友捐了一億。能捐出五百萬以上的校友尚不多。一些讀EMBA的內地校友很感激科大，非常願意捐款予我們。現在科大大部份的捐款人，都是校外人。」科大需要時間，等待校友成為社會上的重要人物，屆時便有更多校友的捐款。 外交 翁博士曾出任美國國防部長的中國事務顧問，對外交事務有一定認識。問及他對早前黃之鋒和羅冠聰分別到美國和英國，爭取當地議員的支持，以期改善香港的人權狀況一事的看法，他指很多外交的動作往往只是對外表態，未必有實質作用。「政治的問 P 95

題不是對錯的問題。以前董建華年代，不少他做的事情都值得支持的，但政治上有不少人持相反意見，最後便下台了。這兩位年青人到外國開會，對香港本地不會有影響，甚至有反效果，激起中央政府及特區政府的反感。如果是為了宣傳，這樣做當然是他們的選擇；但如果認為到外國開會後，便可以對香港有實質的幫助，這便是太天真了。所以視乎他們的出發點是甚麼。」 他續指一國兩制是非常複雜的。「甚麼是一國，甚麼是兩制，兩者之間存在不少灰色地帶。這需要雙方努力，辨清哪些地方屬於一國、哪些屬於兩制。雙方應該繼續了解、溝通和信任。一國兩制四字聽下去不錯，但實際操作上尚有不少問題。單純喊口號不是解決問題的方法。香港是中國的一部分，這是無可否認的；所以中國關心香港的特首選舉，這想法是正常的。現在有人提出民主選舉，由香港人自己選出特首，這想法也是正常的。兩個想法如何磨合，才是解決問題的關鍵。」因此他認為行政長官有兩個責任；一、令香港人安心，相信他會保障香港人的利益。例如房屋政策、交通、醫療等方面的民生議題。二、特首需要有能力向香港人解釋一國兩制；同時也要向中央解釋，為何香港人對一國兩制有不同的理解。「他需要得到中央和香港人的支持。他亦要向香港人解釋中央的想法，也要向中央解釋香港人的想法。」 大學與學生 翁博士曾言，大學的主要目的不是培養領導才能或就業人才。然則大學的主要目的是甚麼？他認為假如學生有一份專業，便較容易找到第一份工作。「但讀大學不是為了第一個五年，而是為了日後的五十年。你如何於未來五十年有成就，不僅僅依賴你在大學時讀書成績好。要有國際視野、能隨機應變、面對挑戰、持續學習等等的特質，才是令你未來五十年有成就的主要因素。社會不斷在變，你要有能力隨?社會而變。」 翁博士亦曾提及，香港學生的思維較窄、較內向。為甚麼有這樣的想法呢？他認為香港是個非常國際化的城市，但整個社會都很內向，只關心自己的事務。這是件矛盾的事情。「香港作為世界公民，非常依賴與外國的關係，不論是貿易（日常用品、食水、食物）或旅遊等方面，但很奇怪，香港人往往只關心自己的事務，對國際的事情不太關心。」 他指如果將這件事放在過往殖民地時期解釋，這也是合情理的。當時中港關係由英國處理，對香港人沒有切身的影響。香港人不關心政治和國際關係也是正常的。但九七年之後，香港不再是殖民地。為何社會依然是那麼內向呢？「我也解釋不了，但這的確是個問題，而且影響?中港關係。現在不少香港年青人，很少到內地看看中國的發展，只是透過本地報紙看到關於中國的負面消息，角度比較片面。中國的確有不少問題，但依然有不少外國人到內地工作。為何香港人那麼抗拒（中國）呢？」 於2016年10月尾的校董論壇上，學生會拉起標語，要求廢除校監必然制。當時翁博士亦在場。問及校方有沒有曾經就此進行討論，他指有關校監必然制是香港政府處理的範疇，大學本身並沒有權力改變相關的制度及條例。「首先、就科大而言，我們沒有出現過任何（被政治勢力影響的）跡象。更何況校董也在會上提出，如果真的有問題，大可以告訴他。顯示我們亦積極回應同學的訴求。第二、這是法律的問題。你應該向教育局、立法會提出，要求修改這制度上的問題，而不是向科大提出。第三、這是很尷尬的事情。你怎樣要求校董討論委任自己的 P 96

制度是否合理？第四、全世界都有類似的制度。我日前看了到新聞，有人怕特朗普（Donald Trump）會影響聯邦儲備局的政策，但聯儲局表明，是否加息乃由內部決定，不受總統影響。但聯儲局主席是由誰任命的？不就是總統嗎！所以，我覺得這些批評是針對某個人，而不是制度。」 當時喊口號、離場抗議等行為在可接受的範圍內嗎？「如果你要在不影響別人之前提下表態，我覺得無問題。如果你期望有實質影響，則有問題。你不可能喊了口號後，我們在沒有深入研究及討論你的訴求前，便覺得你想法正確並立刻實行。這視乎你的目的是甚麼。如果你的目的是讓所有人知道你的訴求，你當然成功了。如果目的是要求有真正的改變，則肯定是失敗了。」 他又認為，校董會當日以「大學管治」為題，學生可以利用當日談論的內容，分析和研究如何達到目的，而不是單純喊口號。「如果你真的關心管治問題，應該確切地指出問題所在。單純喊口號不是最有效的方法。而且也應該尊重那天在場有很多專心聽那個論壇的人。」 對科大學生的寄語 「你可以堅持己見、可以有理念，但應該尊重不同的意見。另外要清楚自己的目的。如果你真的關心學術自由，你可以看看有哪些實質上的問題出現了，並在這些方面下功夫。你要幫科大、幫社會，則需要提出具體問題所在，甚或提出解決方案。但不要盲從、單純只擺政治動作，因為這往往帶來反效果。大學生要有獨立思考和分析能力，不能單單因為別人有甚麼主張，你便要跟隨。另外， 世界很大， 有很多問題需要解決。科大學生要繼續放開視野， 面對世界！」 P 97

Being a public research university, HKUST relies heavily on the support from the government when implementing any plans. HKUST, however, often face difficulties in seeking donations, owing to the fact that it is still relatively young and its alumni have yet to take up prominent positions in the society. Prior to joining HKUST Dr. Woon had accumulated extensive experience in the business sector. So how does his business background help him contribute to HKUST? Goal of joining HKUST Dr. Woon said he had been in the business sector for a long time, making quite a lot of acquaintance over the years. Through his interpersonal network, he can seek new talents and donors to support the development of HKUST. Secondly, he is very familiar with China affairs. 'I am able to lend a hand to HKUST if it plans for further future development in China or cooperation with Chinese enterprises.' Thirdly, he would enhance the internationalization of HKUST and make HKUST known worldwide. Not only does it concern reputation, but also include exchange opportunities for students or for professors' collaboration with others in research projects. Lastly, strengthen the ties between HKUST and its alumni, making them appreciate their alma mater more. 'If I do well in these aspects, the university's public relations and image will improve. The relationship between HKUST, the world and the local will be closer.' Status of HKUST HKUST is already quite well known internationally. He points out in the 25th Anniversary celebrations this year, nearly 50 university presidents from all around the world attended, reflecting their recognition of HKUST. 'As there are many anniversary celebrations held around each year, university presidents could hardly attend all of them, so they would only select the most important and significant one.' Despite so, due to historical issues, HKUST is still ranked third in local people's mind, just after the University of Hong Kong (HKU) and the Chinese University of Hong Kong (CUHK). HKUST should not position itself as 'the second HKU', just like MIT would not position itself as another Harvard. Otherwise, it would be simply following Harvard's path, making it impossible to catch up with Harvard. 'HKUST is not just another HKU or CU. We have our own strengths and characteristics. We do not have to build a medical school and a law school to catch up with them. As long as our existing strengths are fully exerted, it will be good enough to surpass other universities.' P 98

He points out both Harvard and MIT are private universities, so they can easily position themselves. However, when it comes to public universities like HKUST, there are some restrictions on deciding our own position, and it has to be carried out within the framework set by the government. 'For example, if HKUST wants to build a medical school, we have to rely on the government as we do not have enough resources to do so. If the government does not approve and does not put in resources, we will be unable to build it.' Position of HKUST Dr. Woon points out in terms of science and technology, HKUST has announced that there are five major directions for research: Robotics and Automation System, Big Data, Environmental and Sustainable Development, Public Policy and Entrepreneurship and Design. Regarding Innovative Entrepreneurship, the Vice-Presidents and the Council are in the course to set up a knowledge transfer team, so that students would be given the opportunity of learning how to start a business. For Internationalization, there should be more international and local postgraduates. Also, we hope to encourage more students to go on exchange. Now only 50% of the students here can participate in exchanges, and hopefully it can be raised to 60-70%. 'For example, we do not have a Department of Law here. We hope that we can enter into agreement with a university that has a law school, so that students can study at, say, our School of Engineering for three years, and then go to that university and study law for two years, in order to obtain an additional law degree. We are exploring other similar projects.' It would entail a large sum of fund to achieve the three positionings. What are the incentives for outsiders to make donations to HKUST? Dr. Woon takes universities in the United States as an example, saying that more than 70% of the people who donate to universities are alumni, and finding outsiders who are willing to make a donation is difficult. However, the alumni of HKUST are still young, and many of them are still in early stage of career. As a public university, it is even more difficult to raise funds because many people believe HKUST has support from the government, why would HKUST need more donations? 'Therefore, we need to explain clearly that many goals we want to achieve are not necessarily supported by the government. Many projects would never be sponsored by the government. For example, the auditorium currently under construction is not supported by the government. We need to explain to donors that the government's support is not sufficient. The project could not be carried out without the help of non-governmental donors. In addition, the Innovation Building under construction also requires donors' help. We had to explain to donors that we need innovative entrepreneurship so as to foster a closer relationship with commercial circles and so on. If one agrees with our idea, one will be willing to donate. You have to make donors feel that your goal deserves support; without their support, the goal cannot be achieved.' Our graduates are still relatively young. 'One alumnus has donated a hundred million recently, but such generosity is still rare. We don't have many alumni who have the capability of donating more than $5 million. Luckily, several mainland alumni of the P 99

Executive Master of Business Administration (EMBA) program are very grateful to HKUST, and they are willing to donate money to us. Most of the donors we have now are outsiders.' The university needs to wait for alumni to become prominent figures in society before HKUST can receive more support from alumni. Foreign affairs Dr. Woon acted as China advisor to the US Secretary of Defense and shall have understanding of foreign affairs. When asks his views towards Joshua Wong and Nathan Law going to the United States and the United Kingdom respectively and expecting the support of local politicians to improve the human rights situation in Hong Kong, he believes many diplomatic moves may not have a real effect apart from expressing a stance. 'Political problems are not merely issues of right or wrong. During the tenure of Mr. Tung Chee-Hwa (inaugural chief executive of HKSAR), many things he did deserve support. However, many people held the opposite view and he had to step down. Meeting political figures in foreign countries may not cause real effect to Hong Kong, instead, it may even backfire and arouse resentment from the Chinese and HKSAR government. If the meetings aim at promoting their thoughts, of course that is their own decision. But if some believe that it can help Hong Kong, they are too naive. Thus, it clearly depends on their original intention.' He pointed out the idea of 'one country, two systems' is very complicated. 'There exists a large gray area between the definition of 'one country' and 'two system'. This requires the efforts of both sides to identify which parts belong to 'one country' and which belongs to 'two systems'. The two sides should understand, communicate and trust each other. The four words 'one country, two systems' may sound flawless, but many operational issues are underlying. Simply shouting slogans is not a solution. It is no mistake that Hong Kong is a part of China. Therefore, it is normal for the Beijing government to care about the Chief Executive election in Hong Kong. It is also normal for Hong Kong people to propose democratic elections and let them elect their own chief executive. The key to solving the existing conflict is to maintain a balance between these two ideas.' He therefore believes the role of the Chief Executive has a twofold responsibility. One is to reassure the people of Hong Kong that he can safeguard the interests of Hong Kong people, such as housing, transport, health care and other aspects of livelihood issues. Second, the Chief Executive should be able to explain the principle of 'one country, two systems' to the people of Hong Kong. 'The Chief Executive should also be able to explain to the Beijing government why Hong Kong people have different understandings of the principle. He needs the support of both the Beijing government and Hong Kong people. He has to explain HongKongers' thought of the principle to the Beijing government and the thoughts of Beijing government to Hong Kong people.' Dr. Woon once said the main purpose of the university is not to create leadership or employment. But what is the main purpose of the university? He believes if students have a professional skill, it would be easier to find their first job. 'Sudying in university is not for first 5 years, but the next 50 years. Your capability of achieving something in the next 50 years does not only depend on the good grades you received in these four years. The key to success in the next P 100

five decades is the international perspective, the ability to respond to challenges, continued learning etc. The society is constantly changing, so you should be able to change along with it.' Dr. Woon once mentioned mindset of Hong Kong students is narrower and more introverted. Why? He believes Hong Kong as a city is very internationalized, but the whole community is very introverted. Some people only concern about their own affairs. 'How contradictory! As a global hub, Hong Kong relies heavily on foreign relations, no matter trade (daily necessities, water, food) or tourism. But it is strange that Hong Kong people tend to care only about their own business but show no interest in the international.' He points out it would be sensible to explain this matter if it happens in the colonial period. At that time, China-Hong Kong relations were handled by the United Kingdom and it had no great impact on Hong Kong people. It was normal for Hong Kong people not to care about politics and international relations. But since 1997, Hong Kong is no longer a colony. Why is the society still so introverted? 'I am unable to give an explanation, but it is indeed a problem and this is affecting China-Hong Kong relations. Now a few young people in Hong Kong are willing to go north to see China's development, and they only read negative news about China in the newspapers. The angle is more one-sided. China does have a lot of problems, but there are still many foreigners working in the Mainland. Why Hong Kong people are so resistant (to China) ?' During the University Council forum at the end of October in 2016, executives of the Students' Union pulled up slogans requesting for abolition of practice of Chief Executive as ex-officio university chancellor. Dr. Woon was present as well. When asks if the university has ever discussed the issue, he points out the System should be handled by the Hong Kong Government. HKUST has no power to alter any system and regulation related. 'First, there isn't any signs (of political influence) in HKUST. Moreover, the Council chairman did invite students to have conversation if there is an evidence. Second, it is a matter of law. Instead of asking HKUST to change the practice, you should ask the Education Bureau and the Legislative Council to do so. Third, this could be very embarrassing for the Council chairman to discuss whether the practice is reasonable. Fourth, there are many similar practices around the world. I read news a few days ago that some people were afraid that Donald Trump may affect the Federal Reserve policy, but the Federal Reserve clarified that the adjustment of interest rate is determined P 101

by themselves, not by the President. But who the fed chairman is appointed by? It's the President! Therefore, I think these criticisms are picking on a person, not a system.' The theme of the Council forum was 'university governance'. In fact, students can analyze what was discussed in the forum, and use the analysis to think of how to achieve their goal, rather than simply shouting slogans. 'If you really care about campus governance, you should point out where the problem lies exactly. Simply shouting slogans is not the most effective way. Also, students should respect the audience present and listening to the forum.' Words for HKUST students 'You can insist to have your own ideas, but should respect different views as well. In addition, you should clearly understand your own intention. If you really care about academic freedom, you should take note what the real problems are and try to solve them. To help HKUST or the community, one should point out the concrete problems and even propose solutions. But please do not blindly follow others or simply make political moves, because this often leads to backfire. Students must have independent thinking and analytical skills. Do not follow blindly just because others say so. What's more, the world is very big. Many problems are waiting to be tackled. HKUST students have to widen their horizon and face the world!' P 102

教學相長 專訪周敬流教授 Transcending Teaching An interview with Prof. King L Chow 「如果老師教得很差，走堂比上堂更好，走堂也無所謂吧？如果學生上堂沒有得?，老師也只因為薪水而在課堂出現，這又何必呢？當然，你可以說上堂是學生的責任，但上堂是否一定有學習效率和效益，這則不能百分百肯定了。 If you think the instructor's teaching is so bad, why not just skip the class? If the instructor just teaches the class for salary, what is the point of attending it? You might say attendance is the responsibility of students, but without efficiency and benefits from lecture, I am not one hundred percent sure about that.」 跨學科課程事務處處長 Director of Interdisciplinary Programs Office (2014- ) P 103

大學應訓練專才還是通才，一直未有定論。在香港學制下，大學生都需要選擇主修，習得一技之長。雖然為大學生裝備專業技能，有助其日後的事業發展，但亦有聲音指大學並非職業訓練所，不應過於著重專業技能的訓練。他對學習亦有一番獨到的見解，認為興趣比專業更重要。 近年大專學術界對通識教育和跨學科教研越趨重視，而科大在這方面可說是洞悉先機。科大早在創校之時已要求學生修讀其所屬學院之外的通識課程，以求達致全人教育；2002至2003學年開辦首個雙學位課程——四年制科技及管理雙學位本科課程，務求培養兼備不同範疇專業的學生；至2008年11月更進而創設跨學科課程事務處（IPO），統籌各雙學位課程，應對社會對跨學科通才的需求。隨「334」新學制的實施，科大更將原有之本科生通識教育要求改組成更完備的「大學核心課程」（Common Core）。 曾參與籌劃大學核心課程架構，後於 2014 年起出任跨學科課程事務處處長的周敬流教授頗重視「創新」的價值。他曾參與科大首批MOOCs（大規模開放在?課程），講授「烹飪的科學」課程。 二十二年的覺悟 周教授加入科大已有二十二年，目睹這間大學的不少轉變。香港對研究的重視不比外國低，尤其在研究型大學如科大，論文發表數量、研究經費申請次數、獲批經費多寡都被校方用作評估教授成功與否的指標。所以他加入科大的首十年，都?重於建立自己的研究團隊，做好研究。「固然，在那段時期，我從教學中找到很大的樂趣。」他笑言。 第二個階段是由升上副教授開始。他開始有些想法︰「教書有一段日子，應該多嘗試一些新的東西。教書的過程年年如是，若然不是課程大綱有大改變， 教書的過程變化不多，教書方式可以變得沉悶。」他喜歡隔數年改教一門新科，或者把內容大規模修改，這有時給他帶來新的看法和體會。在這個階段中，他也嘗試開放自己，參加不同的工作坊、與不同領域的人合作舉辦活動，更跳出其專長的基因研究，慢慢探究、學習生物工程、物理、數學等方面的知識。 第三個階段隨?他升上教授而開始。周教授開始反思︰「作為一個大學教授，我可以做到甚麼？大學的目的是甚麼？我現在的看法是︰大學是一間教育機構，其根本目的是在於教育。」他相信研究不比教育重要，而研究本身應用來扶助教育，也是教育的一部分。研究固然有助發掘新知識，提出最嶄新的見解，但有時候我們是否過於重視研究論文產出呢？其實教育是否可以做更多？「我拉很多本科生到我的實驗室裡，但沒有刻意只收主修生物的學生；不論是讀化學、物理、工程、商科的學生，只要你願意加入我的研究團隊，我都會收。因為不同的學生會有自己不同的抱負和期望，這整個教學過程擴闊了我的眼界。」 P 104

其實科大打從創校開始便已提倡通才教育，要求所有本科生除完成其所屬院系之修課要求外，亦須在其餘三間學院各修至少一科方能畢業，是為「通識教育要求」（General Education Requirements）。通識教育要求實行多年，課程雖然繁多，但卻欠缺負責居中統籌的架構。碰巧港府推出「三三四」新學制，大學由三年學制轉成四年，科大於是藉此契機，將「通識教育」轉型為「大學核心課程」（Common Core），用多出的一年要求學生修讀更多主修以外之課程，又評定部份屬於各範疇基本知識的課程為「學院精品科目」（School-sponsored Courses）。周教授在大學核心課程計劃的籌備過程中出了一點力，令他有機會接觸不同學院的教職員，認識更多人。而其中也有發展藝術的想法，促成一些實踐藝術課程（HART）之開辦。他希望跳出框框，發展更多方面的學習機會。他認為藝術是一種異於一般聽說的溝通，講求如何引起他人內心的共鳴、感情。這令他開始反思︰「其實大學評核學生的時候，採取的方法是否過於單一，有礙學生的發揮？後來有機會加入 IPO，我便想進一步去推廣『多元化』。」他也察覺到目前教育制度下的單一和專業導向的思維，未必可以讓學生有全面的發揮機會。 「多元化」的含義 「大學是用來教育人的，而不是一個職業訓練的地方。我們不在乎學生畢業後會做甚麼工作，但我關心那份工作是否學生自己喜歡的， 而且適合他的志趣，在其能力範圍之內。」他認為只有當學生熱愛自己的工作時，他們才做會得好，而且受人讚賞。如果訓練一個人成為專業人士，但他本身不喜歡這份專業，他可能做了一兩年後便會離去。「所以我教育的出發點，是幫助學生了解自己、找到自己的興趣，並且令他能撇去其他人的目光，繼續堅持自己的興趣， 尋找夢想。」只有如此，學生的決心才能彰顯，學生才會做得好。他又舉了不少例子，指有些學生可能成績並不突出，但在他自己感興趣的範疇上，他可能比一個一級榮譽畢業學生的表現更優越，而且他會做得開心。「其實到最後，最重要都是你能夠發揮，做得開心。這漸漸成為我的理念。我在 IPO 做的，正正是擴闊多元化，讓學生見識不同的東西，幫助他們找到自己的興趣、將來、抱負。 在做好這前提下，其他都不成問題。」 「我頗欣賞美國某些文化或制度。例如美國的學生學習態度比較開放，而且不會常常標籤他人。他們不會因為你成績好，而標籤你是成功；也不會因為你常常曠課，而標籤你是失敗。」周教授又指，即使大家來自不同的階級，但關係都比較對等，比較包容。他喜歡到曼哈頓的街頭散步，逛逛舊書店。隨街可能見到一些檔攤主人，不修邊幅，像乞丐一樣，卻可以悠然自得地擺攤賣舊書；走近檔攤，他可以跟你談論文學名著。他不會在乎你有沒有學位；也不在乎你的穿著比他更富麗。他只把你看成「有興趣談論 P 105

某話題」的人，並很願意與你談天說地。無論是衣著光鮮的人或是遊客，都願意蹲下來與他談論。 周教授認為香港文化雖說是中西交萃，但相比起紐約，其實仍頗單一化。「美國的非洲餐館，不會因為你是顧客而遷就你；客人要跟從非洲本身的飲食文化而用手吃飯，不會因為你怕骯髒而隨時準備塑膠手套給你， 客人也不會介意隨手拿?食物便吃。這種對文化的包容，是他很欣賞的地方。」 周教授笑言︰「現在的職位（跨學科課程事務處處長）容許我不教書，但我仍然堅持參與兩到三門課程， 也常到不同院校講課。我也喜歡在每堂的最後段講一點人生哲學，我問的問題是︰人生為何？（What is life? What is it for?）你是否了解自己？（Do you know who you are? ）你從哪裡來？（Where do you come from?） 你想做甚麼？（What do you want to be?）」他指出，學生若能找到自己喜歡做的事情，一定會做得開心，而且有很大的成就感。 人生路前或許有不少障礙，這些障礙是用來篩去決心不足的人。周教授談起幫助學生了解自我的經歷︰「每當有學生來查詢跨學科自選主修課程（Individualized Interdisciplinary Major，容許學生在教授指導下自訂需要修讀的課程），我都會不斷問問題，協助他們尋找自己的方向，而不是給他們一個方向。」他希望未來在科大可以創造一個這樣的氛圍，就是不用經常遵循某些標準， 以致墨守成規，而是充滿活力，不變成學界中的大笨象。 但是科大向以研究型大學自許，這點與多元化的理念有衝突嗎？「衝突可能存在。」周教授頓了頓續道︰「專而精往往可以有很快的效果，但也會令思維被框架局限，看不到很多盲點。」他再一次以藝術為例，指校外團體一般都很願意與科大合作，因為科大尚算年輕，沒有既定的限制，較容易接收新事物，願意創新。要實現多元化這理念，便要視乎科大有沒有決心。 教育的真諦 周教授認為，作為一個老師要問自己一個問題︰「教育的目的是甚麼？如果有人這樣問我，我不會答我單是一個研究型學者（research scholar），因為研究只是教育的一部份。我會希望成為一個能啟發學生的老師。」他指出，教育要包括知識轉移和人的培養；沒有人，沒有知識轉移，便沒有教育。經歷了多年大學教育，學生的素質應有所提升。素質的提升不單單在知識、技能的增加，還有世界觀、價值觀的改變，並且要清楚知道自己的方向和定位。 周教授認為，老師不應該只照顧學生的學業成績、做研究的經驗或他修讀了多少學分，更要考慮有沒有機會與學生接觸，知道學生正在提高自己的質素，令學生反思自己的人生目標和出路。 「我不在乎最後結果，但在乎學生讀大學期間，質素必然要有所提升。」周教授解釋，質素提升，可以是對自己有更深入的了解、知道自己的方向，或找到一個更好的方法去實現自己的目標。「能否使學生有這種體會，就是我如何定義能否作一個好老師。」 不論學生未來的方向是甚麼，大學應該是令學生感覺到，自己向目標走近了一步，更重要是提高他的信心。 P 106

能否引起學生學習的興趣，也是老師應該做的工作。「只有當你對某學科有感觸的時候，才能把你所學的轉化成你自己的東西。」周教授誠懇地道。「假設你讀工程科，即使筆記是多麼清晰，如果你沒有興趣，也不會讀得好，做得好。但如果內心有感觸、有興趣，你會自動自覺去讀相關的東西。問題是，老師能否令你有足夠能力自己摸索下去。如果我教書令你有興趣自己繼續摸索，我已經成功了。」這便是老師應該要做的東西，整個過程是有啟發性的。令學生找到自己的出路。我們經常說「learning to learn」（學會學習）， 便是這個道理。 「如果老師教書很差，走堂（翹課）比上堂更好，走堂也無所謂吧？」周教授笑言︰「如果學生上堂沒有得?，老師也只因為薪水而在課堂出現，這又何必呢？當然，你可以說上堂是學生的責任，但上堂是否一定有學習效率和效益，這則不能百分百肯定了。」 鼓勵學生追夢 周教授指，啟迪不是上一課便有，它類似一種靈感。「靈感不是強行讀書背書便有，而是靠你平日四處去接觸不同的東西，才更容易啟發你自己。」 他希望借各種五花八門的活動，令同學得以接觸另類的東西，並且要同學發覺，一些以為天馬行空的東西，原來並非遙不可及。周教授認為如果能在科大建構平台，使學生可以定期見到這些例子，他口中的「多元化」便告達成。 也許你想成為畫家，四周的人很快打沉你自信心說「畫家收入很低啊！」，但周教授反而會說︰「做吧。正面的回饋，是支持一個人追求自己夢想的重要因素。」他又指，一些學生到畢業後才開始發展他的興趣，更以該興趣為終身事業。「科大有商科的畢業生成為了漫畫家，有些工程的畢業生成為攝影師，還有些在藝術界工作。一些藝人也是四十歲才開始學攝影、繪畫，甚至後來開展覽。換句話說，只要你願意做，你總會做得到。但香港的學生很容易被四周的人影響，說你的興趣沒用或你沒有能力做到，於是某些天賦往往被埋沒。」 單一的評價標準 「創意又代表成功嗎？考試本身便不是鼓勵創意。真正鼓勵創意，應該是你做甚麼也可以。」他認為，教育制度應該容許學生通過不同方法，展示自己掌握了某套知識。他又舉例，學生願不願答一條開放式問題（open-ended question）？例如︰「香港的教育制度有甚麼問題？請論述」學生寧願答這條問題，還是多項選擇題︰「香港的教育制度有沒有問題？是或否」？如果開放式題目要求你寫五千字，學生往往覺得太困難。「但如果你個人有真知灼見，五千字會足夠嗎？」周教授反問。 P 107

周教授認為，現在的教育制度，是用單一化的方法，將成績差的學生不斷篩走，視他們為失敗者。在不斷隔篩的過程中，成就的不是學生的真本性，而是考試遊戲的專家。這樣下去，社會會變好嗎？「一個社會制度，應該是將每個人都放置於其能力可以最大發揮的位置，並讓每一個人做他喜歡的東西吧？當然，相信中間有一個折衷點。但我們現在與這個理想的距離還是很遠。」他帶點慨嘆地說。 周教授指出，我們不能用單一的方法去量度學生。「所以我覺得現在的評分制度有些不妥當。當然，現在的grade的計算範圍，可能包括專題研習（project）、上課出席率（participation）、口頭?報（presentation）、書面報告（report）、中期考試（mid-term）、期末考試（final），似乎不那麼單一化。但又是否真正全面地反映一個學生的能力呢？」他續指，一個人的能力有很多方面，包括分析力、創意力、判斷力、溝通技巧等等。單單一個grade難以綜合一個學生所有能力。」 有些人可能判斷力較好，有些人直覺較好。直覺高，應該有更高grade嗎？這個不能作準。答問題尚有對錯可辨，但直覺沒有。直覺好，適合做某種東西；分析力好，又適合做另一樣東西。「他們在不同的領域，可以有相同的價值。為甚麼要評一個有A的成績，另一個只有B？」周教授反問。 我們總習慣於非黑即白的思考方式，只思及好和不好。但多元化是「每個人都有自己的價值，問題在於他是否置於適合的地方（context）。」他指，大學是協助每個人尋找自己的定位，然後置於適合的位置（move in the right place）。 相比起學科成績等級（grade），周教授提出，面試（oral examination）可以更準確評估一個學生的能力。「一個人來面試，其實五到十分鐘內已經知道我請不請這個人。」他解釋道，例如學生坐的姿勢、即時的回應，都某程度上地反映學生準備是否充足。「如果與一個學生進行五分鐘的面試，便決定他的grade，當然有些東西會看不到。但如果在面試過程中，隨意討論某篇文章課題，看看學生有甚麼看法，其實也可行。當然。這方法需時甚長，但我可以透過你的回應，看看你到底有沒有信心回答，自然知道你是否認真，知道你對某學科有多少掌握。」 以面試評核的阻礙 問及曾否考慮以面試評核代替考試，周教授回應：「以面試評核尚有掣肘。」他又舉例指，例如在一些大班的課堂，學生有上百人；若以面試來評價學生會頗耗時。「這個方法固然不能全面地評價一個學生，但可以成為其中一個元素。這方法有相當的準確性。」他又以四個學生作口頭報告為例，若制度容許老師隨機抽出一人開始?報，而不是根據學生自行編排的順序，那每個人都要十分熟悉報告的內容。他認為這方法的準確性頗高，因為可以發現每個人在組中正扮演甚麼角色。每個組中總有一兩個是領袖，清楚知道整個報告內容；有些人則是free-rider，只是背熟某一部份的內容。「當A組員拿一張紙出來時，我會叫B先報告，然後才輪到A。A答不出，自然知道他是free-rider。」 四個人做小組功課，大家有同等的機會去學習。周教授覺得，學生願意做多點，便學多點東西。「如果有人free-ride，但你一個人完成整個功課，你便學到更多東西，這固然理想；假如你甚至可以分配工作，令其他人也願意做，你甚至掌握了管理的技巧，這便更理想了。」 P 108

對科大學生的寄語 「我絕對相信每一個人，在一間學校、一個社會甚至整個世界中，有他自己的價值。」周教授續道︰「學生要學會證明、展示自己的價值，而不是等其他人承認你。」一般人覺得千里馬要有伯樂才會被賞識。但他則認為︰「如果你是千里馬，你不需要自己找伯樂。你只要四處跑便可以，其實伯樂四處都有，在適當的場合，你終會被人賞識。如果你說自己是千里馬，但可惜沒有伯樂賞識，你如何能證明自己是千里馬呢？如果你不到處跑，整天待在家中，不嘗試展示自己的價值，伯樂如何有機會賞識你呢？既然你有才能、天賦，便要找機會表現出來。在表現出來的過程，你便知道自己的潛能有多少。」 例如某些學生說自己攝影有多優秀，當你叫他做某些拍攝時，他們可能找藉口，覺得太簡單而不做。「但既然簡單，又為何不做呢？」周教授反問，續道︰「最後可能發現，原來他並不是他口中那麼優秀。他可能有很多大理論，但到一些簡單細節的實際操作時，他反而做不來。這不就表示，他有強項的同時，也有某方面的弱點了嗎？」他又覺得，如果學生一開始承認自己的弱點、自己做不來，並主動提出自己的強項在某一方面，如果將他放置在那個位置，可能有更多貢獻，這反而更值得欣賞。因為這表示該學生很清楚自己，並能接受自己的弱點。「每個人都有弱點，並非完美的。明白自己弱點是很重要的。但現在的學生往往只展示自己的強處，不會告訴其他人自己的弱點。」周教授以唱歌為例︰「你叫我唱歌但我的確做不到，那又如何呢？如果我先承認自己唱歌不好聽，但會盡量嘗試，這不是更佳嗎？」人家會給你機會，因為你不怕出醜，並且更重要的是︰「了解自己的弱點，這反而成為你的優點。」 最後的問題是︰「你願不願意坦白地面對自己的不足。」他指，一些人到了中年時，會出現中年危機，就是不懂如何面對自己。「你可以嘗試回家問你父母親︰他們現在做的工作，是不是他們的夢想職業（dream job）？可能大多數都不是。你可以進一步問︰那你為甚麼不轉工？可能因為無機會，因為薪水低。他們可能都知道自己的弱點，但如何去面對呢？這才是困難的地方，很多人面對不了。」周教授指，我們應能坦然接受自己的弱點，並擺放更多時間在自己的強項；在你強化自己的強項時，看到自己的貢獻（output）愈來愈多，滿足感亦會增加。如果從社會學的角度看，一個社會能令每個人能發揮各自的長處，同時是做自己喜歡的事情，這就是整個社會價值的真正提升。 未來理想的科大 「我希望科大未來會更多元化。我們會懂得欣賞每一個個體。」他認為，科大的成功不是取決於拿到多少研究經費，不建基於發表多少學術文章；大學是否成功，在於畢業生能否在社會上擔當重要的角色，改變世界並使之更美更好。 P 109

The role of universities, whether they should provide generalist or specialist education, has been the subject of a continuous debate in society. Those advocating specialist education would find the Hong Kong education system, where university students have to declare a major and concentrate studying in it, appropriate, as it is supposed to benefit students' future career through some honing of specific skills. In contrast, some would argue that universities should not be vocational training centers, and thus should not put too much emphasis on professional training. Armed with the belief that interest is more important than profession, he shares with us his insights on teaching and learning. Since its foundation, HKUST has been a trendsetter for multidisciplinary teaching and research. From the onset, it had required all undergraduates to take at least one course from each of the four schools. It was also a pioneer in the offering of dual degree programs, with the Technology and Management dual program (DDP) offered since 2002-2003; and to coordinate the operation of these programs the Interdisciplinary Programs Office (IPO) was established in November 2008. The university further made use of the '334' education reform to roll out the University Common Core Program. Prof. Chow, current director of the Interdisciplinary Programs Office (IPO) cum Professor of Life Science and Biomedical Engineering, is known for his out-of-the-box teaching approach. For years he has been promoting the awareness of diversity, and is also a pioneer in blended learning in HKUST, teaching the science of gastronomy in one of Hong Kong's first MOOCs (Massive Open Online Courses). Evolving Expectations Having been teaching in HKUST for 22 years, Prof. Chow witnessed lots of evolution in HKUST's way of doing things. Despite all the changes, scientific research remains what the university attaches the greatest importance to. In assessing the success of a professor, the university administration would use the number of papers authored, quality of research funding applications and size of research grants as parameters. It was under such a rigorous quality assessment scheme that Prof. Chow put much emphasis on building up his own research squad during his first decade here. 'But of course, teaching had given me great joy as well,' he smiles. P 110

His way of thinking started to evolve as he was promoted to associate professor. 'After years of teaching, I guess it's the time to try something new. If the syllabus was not modified, I could probably continue using the very same lecture notes until the end of time, which is quite dull.' As such, he tried switching from course to course every few years, or at least revise the contents of his existing courses thoroughly, and through this new ideas kept springing up in his mind. From time to time he would engage himself in workshops, or co-organize activities with people from different fields. He also moved beyond his expertise in genetics and explored other disciplines like bio-engineering, physics, and maths. Another phase of paradigm shift began after his promotion to full professor. He started asking himself, 'What else could I have done as a professor? What is the real purpose of a University? I think for an educational institution, the fundamental function is to educate.' He believes that research would not be more important than education, and instead, the role of scientific research should be to facilitate education. Research does help us explore new, high-end knowledge, but are forgetting the purpose of education while we try hard in researching? 'I have quite a number of UG students at my lab. They are not just from the Division of Life Science, but also majors in chemistry, physics, engineering, business, etc. As long as one is willing to join, I am willing to take you in. I do this because different students have different expectations and ambitions. This whole process of teaching broadened my horizons.' That is why Prof. Chow believes in the importance of interdisciplinary education, and it later culminated in his participation in the Common Core Program. To train students' skills in interdisciplinary thinking, a set of General Education (GE) Requirements was already in place at HKUST since its first intake of students. It specified that students from all schools, in addition to their own school-based and major requirements, must take at least one course from each of the three other schools. Despite a large number of courses provided, however, there was no central authority to coordinate the provision of these courses. And then there come the triggering point—the transformation of curriculum from 3-year to a 4-year one gave students extra credits beyond their major requirements. The university thus decided to revamp the GE Requirement into the University Common Core Program. Prof. Chow is indeed the initiator of this Common Core program, and in the preparation process he met and solicited views from multitudinous faculty members, leaving him quite a number of thoughts. Among the suggestions a significant number called for the addition of art-related common core courses, and P 111

being in line with his philosophy of providing multidimensional learning opportunities to students, some HART (Studio Arts) courses were launched afterwards. He would also like to jump out of the box to develop multi-dimensionally. Art is a kind of communication without explicit words, but more about the emotional connection and echoing. This made him think 'Is the university relying too much on a single model of assessment? Are our assessment model and profession-oriented way of teaching hampering students' expression of their potential?' Not long after he was invited to join the Interdisciplinary Programs Office (IPO), and once inside he started to promote the awareness of diversity. So what actually is diversity? What is diversity? 'University is the place for education, not vocational training. We don't really need to care what you would do for your living. What we truly need to care about is whether one is pursuing something he or she likes and within his or her ability.' He believes this is the only way for students to excel and gain praises. If one is only trained for a single profession, he might leave the field after a few years if he has no passion in it. 'My ultimate aim of education is to help students to understand themselves, discover their life-long interest, and encourage them to ignore the cold eyes of others and keep pursuing.' Only with an iron mind could one be continually improving. There are many cases where students having below-average academic performance outperform those graduating with first class honors in what they are passionate about, happily. 'The most important thing is to find your own formula of joy. What I am trying to do at IPO is to promote this, by providing students the opportunity to explore their interest, future, and ambition. If we can fulfill the prerequisite, the rest will take care of itself.' 'I do appreciate some particular cultures in the American society—students are more open regarding their learning attitude and people are less likely to label one another. One would never be labeled as winner or loser just by one's grade. Neither will they be labeled as the loser for always playing truant.' In explaining his definition of 'diversity', Prof. Chow draws on his experience of studying in the U.S., where people with different backgrounds would treat one another quite fairly. For instance, he liked to walk along the streets of Manhattan, wandering in the bookstores there. One might easily meet some beggar-alike selling used books on the sidewalk, who are willing to discuss with anyone interested in Shakespeare and literary classics. Both parties in the conversation would regard each other as an enthusiast who would like to explore an interesting topic, talking about Shakespeare and other kinds of stuff, regardless of his or her class or educational attainment. Another aspect of American culture that Prof. Chow appreciates is the diversity of culture. 'Hong Kong culture seems to be a cross of Western and Chinese culture, but when we compare it to metropolises like New York, you can hardly say Hong Kong is truly diversified.' He uses African-style restaurants in the US, where customers are required to respect their culture, as an example. These eateries would never prepare gloves for patrons who want to keep their hands clean, as eating with bare hands is part of their tradition. This kind of mutual respect and understanding is one of the things he likes about the American culture. P 112

Prof. Chow smiles, 'At this position (Director of IPO) the school allows me to refrain from teaching any courses at all, but I still keep on participating in two or three courses and having lectures in different schools. I also like to deliver some philosophical life lessons at the last of each lecture. My question is: Do you know who you are? Where do you come from? What do you want to be?' When ene could find something he loves, he would surely enjoy that and make progress. There might be obstacles along the way, but these are just part of a process to filter out those not so determined. Prof. Chow recalls, 'When students come to me and inquire about the new IIM (Individualized Interdisciplinary Major) program, I would always ask each of them a series of questions to help them define their own direction, rather than leading them.' He hopes that an 'out-of-the-box' atmosphere, in which we no longer follow standards but work beyond standards, could be created here at UST. But HKUST is a research-oriented university. Is this positioning in conflict with the idea of diversity? 'Conflicts may exist.' He continues after a pause, 'Focus and specialization can produce results efficiently, but may, in turn, restrict our ideas, skipping many blind spots.' Once again he uses on-campus art initiatives as an example. 'External organizations are willing to cooperate with HKUST, since HKUST is a young university without the burden of traditions, which means we are more likely to accept new things. To achieve diversity, it depends on whether we have strong determination.' Who can be a Good Teacher? In his opinion, teachers should ask themselves, 'What is the purpose of education?' Prof. Chow continues by offering his answer, 'If someone asks me this question, I won't say I'm just a research scholar. I expect myself to be a teacher who can inspire students.' As mentioned above, research is just part of education; education is more about the transfer of knowledge and development of human beings. There is no education without people. 'The quality of university students, as human beings, should have been enhanced through education, not just of one's ability and knowledge, but also one's values and worldview, as well as one's own direction.' Prof. Chow holds that teachers should never just take care of one's grade, research experience, or credits taken, but should consider whether they are actually helping students in improving oneself and thinking about their very own future and goal. P 113

'I don't care the final result of your tertiary education, but there should be some enhancement in your quality throughout the four years you spent,' he further explains. By this he means that one should either understand more about yourself, knowing your direction of life, or finding a better way to realize your target. 'The ability to stimulate students' feelings would be what I define as the work of an outstanding educator.' No matter which path students choose, the University should help boost their confidence, acting as another big step towards the final goal. Triggering students' interest to learn is what a teacher should do as well. 'Only when you feel can you translate what you learn into something that belongs to you,' says Prof. Chow sincerely. 'Even when you have the set of immaculate notes for engineering, you just cannot do well without passion and interest. These are the elements that enable you to learn by yourself. The question, is then whether the teacher equips you with enough skills before you embark on your odyssey through the ocean of knowledge. If I can achieve just that to develop your interest, I would consider myself successful.' Enlightenment is the magic word for what a teacher shall do, to help students 'learning to learn'. 'If you think the instructor's teaching is so bad, why not just skip the class?' Prof. Chow continues, 'If the instructor just teaches the class for salary, what is the point of attending it? You might say attendance is the responsibility of students, but without efficiency and benefits from lecture, I am not one hundred percent sure about that.' How can the university help students chase their dream? Prof. Chow points that inspiration would not come from one single lecture. 'Neither would it come from memorizing what's in your textbook. Only when you wander around to learn different things could you be inspired.' He hopes to organize various activities that let students have a taste of something unique or extraordinary. This is the way making students realize the infinite possibility of ideas which sound beyond imagination in reality. What he mentioned as diversity could have been realized if there is a certain platform for students to do so on a regular basis. Maybe you would like to be a painter but struck by comments from others that you might be poorly paid. Prof. Chow would say from the other perspective, 'Just do it. A positive response like this is what supports one chasing their dream.' He says some students would develop their interests after graduation, and at last turned it into their career. 'Some would only start to learn photography or painting when they turn 40 something, but become equally successful that they end up getting their own exhibitions. In other words, if you are willing to do something, you will achieve something. Students in Hong Kong, however, are easily affected by noises saying that something is useless or you cannot do something, and thus their talents would be undermined and gone with the wind.' P 114

Homogeneous method of evaluating students 'Does creativity imply success? The system of examinations is inherently not encouraging creativity.' Prof. Chow holds that to truly encourage creativity, one should be allowed to display his potential by doing anything of his will. The education system should be that one is only required to show that he masters a set of knowledge. So, would a student like to answer an open-ended question? For example, 'What is the problem with the education system in Hong Kong? Please elaborate.' Would one prefer answering this question, or a multiple choice question: 'Does the Hong Kong education system have any problems? Yes or no.' Should the answer be 'yes' or 'no'? If the question requires students to write five thousand words, they often find it too difficult. 'But if you do have your insights, will five thousand words suffice?' he asks. As Prof. Chow observes, the existing education system employs a homogeneous method of filtering out students with less appealing academic performances, who are being regarded as losers. During the screening process, schools, instead of cultivating a genuine self of each, are developing students into experts in the game of examinations. Will the society become better in this way? 'I suppose the optimal social system would put each in the position where they can use their potential to the fullest, and let everyone do what they'd love to. But now we are still very far away from that.' he says with a sigh. He argues that students should never be measured with a single ruler. 'That's why I think the current grading system is not that appropriate. Of course, the current grading may be based on the performance in projects, class participation, presentations, reports, mid-term and final exams, so it seems not simple. But can it truly reflect students' ability comprehensively? One's ability could be in various aspects, such as analysis, creativity, judgment, communication skills, etc. A single letter grade can hardly reflect the overall performance of students.' Some people may have better judgment, while some have sharper intuition. With a sharper intuition, should one get a higher grade? This cannot be easily judged. An answer could be right or wrong, but intuition could not. With sharper intuition, you may do something better; with better analytical skills, you may suit for something else. 'They can be equally valuable when used in different fields. Why should these two unique abilities be judged as A and B respectively?' Prof. Chow asks. We are accustomed to contrasting things with the binary opposition (black-or-white). But with diversity, the unique set of values and strengths that each possess would be placed in the P 115

right context, so that it could be best utilized. And the function of universities, he believes, would then be to help everyone in finding their positions, and thus move to the right place. And this necessitates a radical change in the assessment methods. Prof. Chow finds out that oral examinations would be a more accurate assessment of one's ability. 'When a person comes for an interview, five to ten minutes are already sufficient for me to know whether he should be hired or not.' Some subtle cues like sitting posture, and immediate response to questions, reflect the adequacy of interviewees' preparation to some extent. 'If we use a five-minute interview to decide one's grade, of course, some aspects cannot be seen. However, if we randomly pick up an article and have some discussion, to see what you have in mind, in fact, this is also feasible. This method would consume much more time than conventional methods, but through your response I can see if you have the confidence to answer, knowing if you are serious enough and how much you master the knowledge.' Has Prof. Chow ever considered using oral examination to evaluate students' performance? 'Yes, but there are still issues to be fixed.' Administering oral exams to classes with hundreds of students, for instance, would be extremely time-consuming. 'Though it could not act as a comprehensive evaluation of a student on its own, it can still yield considerable accuracy if we incorporate it as an element of a robust assessment scheme.' His idea could be applied to group presentations, where the instructor could cold-call one group member to begin the pitch, instead of letting the presenters to follow the presentation order they decided on beforehand. Through this, the instructor can see the roles played by each member in the group. 'There are always one or two leaders in each group who understand the whole presentation; some others are free-riders, just memorizing one part of the presentation. When A takes out his cue cards, I will ask B to begin the presentation instead. If A cannot answer my questions, you would know that he is a free-rider.' 'If someone else free-ride, and you complete the whole project alone, you will learn even more things, which is somewhat ideal. But if you can assign work to each group member and motivate others to work, you have even mastered the skills of management, and that would be an even better situation. A man can do his homework in a single-handed manner, but when we compare him to a man who can inspire others to work together, the latter is obviously more successful in the group.' Words for HKUST students 'I believe that everyone has his own values, within the school, the society, and even the whole world. Students like you must learn to take the initiative in showing and proving your value, rather than waiting for others to recognize you.' Many probably once heard the Chinese saying about horses that can run a thousand miles a day (千里馬)—their talent would be wasted unless it is appreciated by the tamer. Prof. Chow provides an alternative analysis to this saying: 'If you are a thousand-mile horse, you don't need to find the tamer by yourself. As long as you keep running around, sooner or later your talent would be discovered. If you claim yourself a great horse, but unfortunately is not appreciated by any tamer, then how do you prove that you are a great horse? If you don't run around and do something, not P 116

trying to show your value, how would the others has the opportunity to appreciate you? Since you have the talent, you should look for opportunities to display it. In the process of showing, you will know how much potential you possess.' Some students claim they are good at photography. But when you ask him to do some photo taking, they may find an excuse, claiming that the task is too simple. 'If that is simple, why don't you do that? Later you may realize that he is not as good as he claimed to be. He may have a lot of great theories in mind, but when it comes to some simple details, he cannot accomplish these tasks.' Prof. Chow carries on ' I would appreciate the student more if he admits his weaknesses at the beginning and takes the initiative to put forward his strengths, as it means that he knows very well about himself, and can accept his or her weaknesses.' 'Everyone is not perfect, and everyone has his or her shortcomings. It is important to understand your weaknesses. But students often only show their strengths, and avoid telling others their weaknesses.' He takes singing as an example, 'You ask me to sing, but I cannot. So what? If I admit that I do not sing well but am willing to try my best, it gives others a better impression.' They will give you a chance because you are not afraid of making an exhibition of yourself, and more importantly, 'You have a clear knowledge of your weaknesses. This awareness can indeed become one of your strengths.' The final question is, 'Are you willing to face your weaknesses honestly?' He points that some middle-aged men would encounter what we call mid-life crisis—they didn't know how to face themselves. 'You might go home and ask your parents: Is your current job your dream job? Probably not. You can ask further: Why don't you change the job? Probably because there is no chance. They may all know their weaknesses, but how to deal with it? This is a complicated issue. Many people cannot face their weaknesses.' Prof. Chow stresses that all of us should learn to accept our weaknesses frankly and spare more time in making our strengths even stronger. 'When we enhance your strengths, you will be able to see the output, or contribution, become more stronger; through this, your satisfaction will be reinforced as well.' From a sociological perspective, the value of society as a whole would increase when each person can display their strengths and do their favorite things. The ideal HKUST 'I hope that HKUST could be more diversified, with each and every individual well respected and appreciated. The success of our university should not be determined by how much research funding it obtains or how many academic papers are published, but the role taken on society by its alumni, whether they can change and build a better world.' P 117

教研並重 專訪鄭光廷教授 Balance Teaching and Research An interview with Prof. Tim Cheng 「我常常跟學生說，對自己負責任。學生要有自律，有夢想。我常常問學生有甚麼夢想，但大部份都說不知道。我說沒有問題，但尋找一個夢想吧。我相信有了夢想以後，你才有方向。所以我的寄語就是擁有夢想。人生如果沒有目標，甚麼事都會出錯。 I have always asked my students to be responsible to themselves. While students should be disciplined, they must also have a dream. Many students of myself did not have an answer when I asked them for their dreams. I would tell them 'that's fine, but go and develop one.' I believe that you will have a purpose for life only if you have a dream. So my message to you all is 'find a dream'. You would make everything wrong if you do not have a dream.」 工學院院長 Dean of Engineering (2016- ) P 118

「時間的大鐘上只有一個字︰現在」莎士比亞如是說。現在，是連接過去與未來的橋樑，稍縱即逝、一去不返。有人嘗試捉緊現在，卻阻止不了時光流逝；也有人放開雙手，任由秒鐘奔逃。這都是當下的抉擇。每一當下、每一現在，前面都有無數條道路，但我們只能選擇唯一的路，走向未來、成為自己。正如鄭光廷教授所說︰人生就是不斷作出抉擇。 服務科大二十多年的李德富教授去年離任工學院院長一職，來自加州大學聖塔芭芭拉分校的計算機工程學者鄭光廷教授走馬上任。來港履任僅五個月，鄭院長對科大有甚麼體會和期盼？ 鄭教授自 1993 年起任教於美國加州大學聖塔芭芭拉分校，先後擔任不同領導工作逾十六年。他之所以重返亞洲，加入科大，首要因素是亞洲在工程領域方面的影響力已是不容忽視，許多工程領域的重心已經轉移到亞洲。而且工程教育在香港、中國、台灣、韓國等地皆受到相當重視。「我在美國教書二十多年，發現很多一流的學生都來自世界各地，包括亞洲。」他亦觀察到亞洲在工程領域上有很大的發展空間。而一間大學最重要的是人才，包括學生和老師，還要有工作機會，要有未來性，而亞洲的大學正正能滿足這些要求。 鄭教授又以半導體為例，指中國投資了三千億發展。「手機裡的IC（集成電路）大部份都是TSMC造的，那是一家臺灣公司，是世界最大的半導體廠之一；同時韓國有三星，中國也有華為，很多一流公司都在亞洲。不單只軟件硬件，還有涉及半導體、機械人。」他指出，亞洲發展迅速，美國以前一直領先，但現在離亞洲的差距不斷縮小。現在亞洲一流的大學跟美國的在排名上相差不遠。「我們最好的老師絕對比他們普通的老師好。但就學生來講，就還有很多的路走。」 「現在亞洲的大學崛起很快，而我餘下還有十多年的教學生涯，希望可以帶來一些改變。同時這邊學生優秀，市場亦大，政府有決心投資高等教育，這是很難得的機會，所以我就來了。」科大與美國的大學很類似，因為二十五年前科大就是參考外國，特別是美國來建立的制度，所以鄭教授很容易便能適應。加上他在亞洲長大，後來在美國度過三十年，一直想回到華人的地方。「難得有這個機會（加入科大），所以這對我來說很幸運。」 教學研究，相得益彰 鄭教授離開美國前官至協理副校長（研究），問及大學應側重於教學抑或研究，鄭教授的答案卻是兩者同樣重要。「我常說，大學是因為學生而存在，而不是因為研究。大學不能沒有學生，教學也就是最重要的工作。但大學還有一個功能就是研究，好讓教職員（老師）通過研究而持續地更新教學課程及維持在前瞻性的水平。」他認為，未來教學範疇在科大會愈來愈重要，因為大學之所以能成為一流大學，是源於其培育出一流的學生，而不是因其擁有一流的講師。老師只是吸引學生進來，學生也因為大學有一流的老師和科研成果而去讀。所以，鄭教授的工作是確保這兩者都表現優秀。 P 119

新的想法 鄭教授認為科大在不少領域中都表現卓越，但是有些地方可以更上一層樓，譬如教學創新：對於工科而言，工程技術變化一日千里，因此教學創新對工學院而言便顯得更形重要。鄭教授舉智能手機為例，指現在智能手機已成為我們日常生活不可或缺的一環，但其只有短短九年歷史。「我讀大學的時候未學過這樣的東西，讀博士的時候也沒有。這代表甚麼？知識增加得太快了。學生二十二歲畢業，他們卻不能知道未來三十多年工程變化是怎樣。」他主張學生應有「持續學習」的心態，不斷學新的東西。還有其他很多方面的能力，例如溝通能力、解決問題的能力等等，然後讓學生具備在未來事業上能作出適時改變的本領。 「科大在這方面已下了不少工夫，例如體驗式教學、網上學習，很多東西都可以回家在網上學。在家裡可以自己看教學的材料，自己做功課，這是單方向的學習。課堂上便是雙方向的，用討論的方式進行，培養學生獨立思考的能力。如何把教學變成雙向性，是實行教學創新的一個方法。讓學生自己去學習，有獨立思考的能力。我們可以幫助他們。但中間怎樣拿捏？這都是教學創新的一部份。」 另外很重要的是國際視野。鄭教授認為，科大在亞洲的一個優勢就是英文教學，國際化很容易。他回想在台灣讀書的時候，英文課程是用國語講課的。「第一次去美國，從小學到大學畢業，讀了那麼多年英文，日常的溝通仍然應付不來。去了美國，沒有人幫你，只能靠自己。後來語言通了，但也還要一段時間才能完全適應文化的差異。不管怎麼說，現在世界是平的，一定要有國際觀。」另外，鄭教授亦認為教學一定要讓學生緊貼時事，了解身邊發生的事情，要有國際觀、溝通技巧、解難能力、自主學習等等，要成為全能的人。「有人開玩笑講，一個工程師的知識，每年有五分之一至七分之一變為過時。所以七年不學習的話，就成了『文盲』。你在大學讀四年，除了最基礎的知識，其他很多應用方面的知識多年後不見得有用。」 鄭教授又認為跨領域研究日趨重要，而此等研究往往牽涉工程技術。「科研上要做多領域的研究，像人口老化、健康護理等等，都與工程有關。又如現在很熱門的金融科技、大數據（Big Data），都與工程有關。又如環境、氣候、能源、經濟等等，這些都是跨學科的課題，但無一不與工程有關。很多人類面臨的挑戰，都需要工程去解決，這就需要多領域的合作。」 大學是社會的縮影，大學需要對社會有影響，不應只著重發表論文。自創校起科大一直提倡將研究應用於日常生活之中，鄭教授對此深表認同，認為大學有責任把這個作用發揮出來，成就知識轉移（knowledge transfer）。他亦贊同校方鼓勵學生創業的大方向，因此舉能夠鼓勵研究生把研究應到現實上。「這不是為了賺錢，而是一個社會責任（social responsibility）。教學與研究固然是大學最重要的價值，但更應該訓練出對社會有貢獻的人。」 「以我為例，在九零年代的時候，九成台大電機系的人都到美國讀書。後來台灣的科技發展起來了，九成的人都留下來。當初沒有去外國讀書的同學，結果因為整個社會在科技與工程上起飛，留下來的很多都是今天在企業界最成功的人。社會剛好有這個需求，需要這批人才。當時九零年代滿地都是機會。」 鄭教授指，現在香港就在這個機會上，政府推動創新。人們只要肯拚搏、不怕失敗，就會成功。「香港正在轉型，深圳現在是中國的矽谷。蘋果、華為、騰訊、大疆等等的公司，都有設立在深圳。所以，這兩個 P 120

地方在工程上的機會無限。香港不僅有商業上的機會，未來在工程上亦然。因為中國大陸的火速發展，如果香港能訓練出工程上的人才，配以香港更出色的制度，包括自由貿易等等，她將會有更多的機會。」 多項學術成就背後的原動力 鄭教授來自土木世家，其父是土木工程師。教授自小受到父親影響，加上自覺數學成績不俗，故從小就以工程師為志業。他認為，學習最重要是投入：「投入然後才有信心，有信心才有興趣，有興趣自然想做研究。」 「我覺得當了老師後，最大的資產是學生。我最大的學習來源是學生。他們可以幫我開發出新的科研領域。當你對某事物感到興趣，你就不會停。當我做一個題目，做到盡頭了，可以解決的都解決了，不能解決的還是不能，那只好停下來，換一個題目做。我就是順從自己的個性，不斷尋找新的東西。 我覺得自己很幸運，可以一直做自己想做的東西。我最想做的事情就是研究，跟學生在一起。」 「經驗不見得一定重複。這是作為老師或父母一定要了解的。」鄭教授認為，老師要訓練年青人的判斷力，讓他們自己做判斷，而不是幫他們做判斷。將來的機會是自己找出來，老師可以做的僅限於訓練年青人的判斷力而已，將來的機會還得靠年輕人自己發掘。至於如何提高判斷力，鄭教授則認為看人物傳記、讀歷史就是提高判斷力的不二法門。 今天熱門的東西，有一天會變冷門；今天冷門的東西，有一天會變非常熱門。「這個我看過太多次了。我唸書的時候，電力工程方面的知識都不受重視。後來經過能源危機，便變成很熱門的科目。」 優秀的人在任何領域都機會無限。「追求你想要的東西。因為你有興趣，才會學得好，學得優秀。如果只追求熱門的東西，則你只是個很普通的人。在那東西熱門的時候，你可以沾些少好處。但幾年以後變冷門，便會被淘汰了。即使一個領域變得冷門，如果你是優秀的，你還是可以找到機會，學習新的東西。」 予科大學生的寄語 大學是人生最珍貴的一段日子，鄭教授寄語科大同學好好享受大學生活。「如果可以回到過去，我最想回去大學的時候。這不是說大學生活是去享受，我常覺得人要高遠、開心、積極、正面。你為甚麼來大學？就是想去學習。學得好就開心。你學得不好，怎會開心？」不過，鄭教授認為大學不只是學習，還有朋友，也可以參加不同的活動。「大學的好處就是可以犯很多錯。嘗試一下，不喜歡就算了。大學是探索自己的階段。」 人生就是不斷作出抉擇。「高中以前，都是老師父母教你怎樣做，沒有去探索自己。今天，沒人叫你起床，但你起了；晚上，沒人叫你去睡覺，但你睡了。沒有人叫你每 P 121

天要做甚麼，每天都是你自己做決定。」他亦認為，同學要探索自己，還要自律。自律和快樂是有關連的。「當你能自律自己的生活，便對自己的決定有信心。當你每天去睡覺的時候，你覺得過了美好的一天，那麼你便有美好的人生。我希望學生四年後會說︰我有一個美好的大學生活。」 他回憶其二十三年的教學經歷中，有些學生想讀碩士、博士，但成績太差，讀不了，就是因為當年做錯決定，入學時沒有好的規劃。「所以我常常跟學生說，對自己負責任。學生要有自律，有夢想。我常常問學生有甚麼夢想，但大部份都說不知道。我說沒有問題，但尋找一個夢想吧。我相信有了夢想以後，你才有方向。所以我的寄語就是擁有夢想。人生如果沒有目標，甚麼事都會出錯。」前路無限，條條大路通羅馬。但不代表，無論走那一條路，將來都會走出一條路。「你不努力，走不出一條路來。這麼多路走，但沒一條路是容易走的。」鄭教授亦強調，要學習基礎知識。很多基礎的東西，是出了社會以後很難去學的。新的東西大家都可以學，起步點一樣。但基礎的東西不可以，例如溝通能力、解難能力、個人品格、情緒調節、常識等等。「當你的專門知識變得冷門，但只要你有穩健的基礎，也可以捲土重來。」 P 122

'On the great clock of time there is but one word: now,' said Shakespeare. The present is a bridge between past and future. Time keeps running and never comes back. Some try to catch it but fail while some simply let it go. All these are the decision made right now and here. Every single moment, hundreds and thousands of roads are expanding in front of us, but we can pass one only towards the future becoming ourselves. As Prof. Cheng says, 'Life is a sequence of decision.' With the step-down of Prof. Khaled Ben Letaief, the University appointed Prof. Tim Kwang-Ting Cheng, a computer engineering expert from the University of California, Santa Barbara, as the new Dean of Engineering. In an exclusive interview for Wings with Prof. Cheng, he shares his experience and aspirations in the five months in HKUST. Before joining HKUST, Prof. Cheng taught at the University of California at Santa Barbara for 16 years, assuming various leadership positions there. The fundamental factor behind Prof. Cheng's return to Asia, among other things, is Asia's growing global influence in the field of engineering nowadays. He is well aware that the focus of several engineering sectors has been migrating to Asia. He also notices that engineering education is considered to be of great importance in Asia, be it in Hong Kong, Mainland China, Taiwan or Korea. 'Topnotch students came from all over the world, throughout more than two decades of teaching in the States, not to mention, Asia.' Last but not least, the engineering industry in Asia has great potential. Universities, talents, students and Professors, and the related job opportunities are indeed the key factors. These can all be satisfied by Asia nowadays. Prof. Cheng illustrates Asia's importance in the engineering field with the example of semiconductors. China invested over 300 billion in developing semiconductor technologies, and so do other countries in the region. 'Most of the integrated circuits (IC) embedded in our cell phones are provided by TSMC, one of the largest semiconductor manufacturers in the world, and TSMC is actually a Taiwanese company. And we have Samsung in Korea and Huawei from China. Many of the topnotch companies hail from Asia, not only in the fields of software and hardware, but also those specializing in semiconductors and robotics.' Prof. Cheng points out the technological gap between Asia and the US keeps narrowing, and the best Asian universities share roughly the same position with their American counterparts on the ranking tables nowadays. 'Our top professors are better than their mediocre ones. However, we still have a long way to go when it comes to students.' P 123

'Asian universities are coming up rapidly, and given that I can still spend around ten years in teaching, I wish to make a difference. Returning to Asia would be a precious opportunity for me. Here we have high-quality students and a sizable market, not to mention the government's determination to invest in tertiary education.' HKUST is quite similar to American universities given that it is modeled after them, so it was not hard for Prof. Cheng to adjust to life at HKUST. Furthermore, as he was born and raised in Asia, he has been longing for his return to the Chinese community, after over 30 years in the US. 'I consider myself extremely lucky to be given this chance (of joining HKUST).' Balancing Teaching and Research Despite being the Associate Vice-Chancellor of Research at UCSB before he joined HKUST, Prof. Cheng believes both education and research should be of the same importance. 'I have always held that the reason for universities' existence is not research, but students. It would be impossible for a university to have no student so that teaching would be the most important function of the university. Research nevertheless remains an important role of universities, as it allows staff (faculty member) to continue updating and maintaining the high-quality performance of courses.' He holds that the teaching function would become more and more important here at HKUST in the future—top universities are considered to be top due to the attendance of top students, and when choosing universities, students would choose those where top professors and top research achievements come from. So he describes his work to be that of ensuring the excellence of both teaching and research at HKUST. New ideas According to Prof. Cheng, HKUST is now performing well in many aspects, but there are still some aspects that can be better. Innovation in engineering education would be one. He points out changes in engineering technologies occur so fast. 'In just nine years smartphones have become such a crucial part of our life! But we didn't have such thing before, not even when I was pursuing my PhD. The creation of new knowledge is so fast—when our students graduate, they would be clueless on how technology would evolve in the coming 30 years.' He believes students must possess the attitude to learn continually and keep learning new things, and skills like effective communication and problem solving are also crucial to their success. These enable them to make immediate adjustments in their future career. 'At HKUST we have been making significant efforts in fields like experiential learning and e-learning, which I should classify as one-way learning. Lectures conducted in the form of discussions would be two-way learning that serves to cultivate students' skills in critical thinking. This would be a way to implement innovation in engineering education.' Another important thing would be global outlook. Prof. Cheng points out that one of HKUST's key advantages over other Asian universities would be the use of English as the medium of instruction, and this has made internationalization simple and straightforward. He recalls his own experience of receiving education in Taiwan, where classes were conducted in Mandarin despite the use of English course materials. 'Having been learning English all the way through primary P 124 school until my undergraduate years, I still could not deal with daily interactions fluently and smoothly when I first arrived in the States. After all those years living abroad, I gradually came to master the language, but it stills takes time to get used to the cultural differences. The world is now 'flat', so the international outlook is essential to us.' Also, he insists that it would be a must for the teaching function to let students know what is happening around them, leading them to follow closely on current affairs, and also cultivate their international outlook, communication techniques, problem-solving skills and self-directed learning ability. The goal is to develop each of them not only into a knowledgeable individual, but also an all-rounded person. The objective of university education is primarily the cultivation of students' self-directed learning ability. 'Some would joke that one-fifth to one-seventh of what an engineer learn each year would ultimately become useless, so he would become 'illiterate' if they don't learn anything for seven years. Apart from the fundamental things, what you learn during the four years of university would become worthless at last.' Prof. Cheng points out a multidisciplinary approach has to be adopted in research endeavors, and most of the impending issues in society, for example, ageing population, healthcare, and even FinTech and big data in business, are all related to engineering. 'Topics in environment, climate, energy, and economics are all interdisciplinary in nature, but none of these technologies could be separated from engineering. Most of the challenges that the humankind has to overcome can only be dealt with using engineering solutions, and this would be where interdisciplinary cooperation is required.' Universities are a microcosm of society and should not focus just on scholarly papers. They must be able to influence and bring about changes to society. At HKUST, the importance of applying research achievements to society, or 'knowledge transfer', has been very much emphasized since the early years of its establishment. Prof. Cheng argues that entrepreneurship and technological application are not always about generating profit, but a kind of social responsibility. He reminds us that, though teaching and research are the most important functions of the university, the underlying mission behind all these would be to train and cultivate individuals who have the sense of contributing to society. 'In the 1990s nine out of ten graduates from National Taiwan University's Department of Electrical Engineering would continue their studies in the US. But in just a few years, as the technological advancements in Taiwan start to take shape, the department would see 90% of the students opting to stay in Taiwan. Those who did not go abroad went on to become the most P 125 successful ones in society, as it happened that the fledgling Taiwanese economy was in demand for their talents. There were opportunities everywhere in the 90s.' Prof. Cheng sees that Hong Kong is experiencing a similar opportunity—the government is actively fostering innovation, and the city's industrial structure is undergoing radical transformation. Shenzhen, our neighbor, is now China's Silicon Valley, and technological leaders like Apple, Huawei, Tencent, and DJI have all set up offices there. Taking into account Mainland China's rapid development, Prof. Cheng envisages that Hong Kong will be full of opportunities not only in the business sector, but also in the engineering field. Driving force behind a number of significant academic achievements Prof. Cheng comes from a family of civil engineers. Under the influence of his father, and also due to the fact that he was good at mathematics, he has always aspired to become an engineer from a young age. He believes the key to success in learning would be commitment, and only with commitment could one gain confidence, bring about an interest in learning. When one got an interest in learning, it would be natural for him to engage in research. 'Since I became a teacher, I have always felt that students are my most valuable asset, and they have become my largest source of knowledge. Thanks to their help, I can break new grounds for scientific research. I have always followed my heart in finding new things for research. I think I have been so fortunate that I have always been doing what I like to do. I have managed to engage in research, and that's what I like to do.' 'What teachers and parents must understand is that, rather than making every decision for the young people, we should train their judgment and decision-making skills.' Prof. Cheng suggests that the reading of biographies and history can serve this purpose. What is hot and trendy now would eventually become obscure one day, vice versa. 'I have witnessed such changes for too many times. When I was a student, the study of electrical engineering was never prominent, but it became a highly sought-after field after the energy crisis.' Versatile individuals will be given numerous opportunities in every field. 'One can only become versatile in a certain field if he is really interested in it. If you just follow the trend and opt for popular things, you would only become an ordinary person. You will be able to enjoy part of the benefits when the field is still popular, but once it falls out of prominence, you will fall behind the times. If you are engaged in a not-so-popular field of study, however, you will still be able to get opportunities of learning some new things if you excel in it.' Words for HKUST students Prof. Cheng asks HKUST students to enjoy their university life, as these four or so years would be the most precious ones in their lifetime. 'If I can go back to the past, my ideal destination would be my college years. By this, I am not saying that university is where you can relax. I have always been thinking that human beings must be ambitious, happy, constructive and positive. P 126

Why would you get into a university? Because you want to learn.' However, Prof. Cheng holds that university should not just be about learning; it should be about making friends and trying out different activities as well. 'What is good about a university is that one can make mistakes here without worrying too much. It's a stage to explore yourself.' Life is a sequence of decisions. 'Before high school, your teachers and parents would dictate what you should do, without much chance to explore yourself. Now no one would instruct you what to do today and what should be done tomorrow.' He holds that students, on the one hand, should explore themselves, but on the other hand, they need to be disciplined. To be disciplined is happiness. 'When you become disciplined in your daily life, you would be confident in what you do. When you go to bed each day thinking that you had a good day, you can say you have a good life. I hope students would be able to say 'I have a good college life' after their four years of study.' He recalls during his 23 years of teaching, he has had quite some students who wanted to pursue a master's degree or PhD, but failed to do so because of their lousy grades. The reason behind their unsatisfactory results is that they made a wrong decision and did not plan well when entering university. 'So I have always asked my students to be responsible to themselves. While students should be disciplined, they must also have a dream. Many students of mine did not have an answer when I asked them for their dreams. I would tell them 'that's fine, but go and develop one.' I believe that you will have a purpose for life only if you have a dream. So my message to you all is 'find a dream'. You would make everything wrong if you do not have a dream.' It is true that all roads lead to Rome, but none of the ways is easy. 'If you don't work hard, you will never reach Rome.' He also emphasizes the importance of acquiring the fundamental knowledge during your college years, for one can hardly learn them after entering society. Everyone starts at the same point when learning new knowledge, but not fundamental knowledge like effective communication, problem-solving skills, character, emotional intelligence and common sense and so on. 'As long as you have a solid foundation, you can always bounce back when your profession becomes unpopular.' P 127

小即是美 專訪汪揚教授 Small is Beautiful An interview with Prof. Yang Wang 「人生是一場馬拉松，不用把所有精力都集中於短期目標。 Life is a marathon. Let's not put all our effort on short-term games.」 理學院院長 Dean of Science (2016- ) P 128

談起馬拉松，我們都知道是場耐力戰。假若留力過多，可能落後於對手；假若把整個馬拉賽分成無數個短跑路程，並在每一段路程中用盡全力，便可能會後勁不繼。馬拉松考驗跑手的耐力和目光，跑手需以長跑路程為目標，而且能夠堅持，才有勝出的機會。 汪揚教授於2014年加入科大擔任數學系系主任，2016年擔任理學院院長。他認為人生是場馬拉松，不宜過於重視成績等短期目標。他的說法有何含義呢？另外，理學院正朝?那個方向發展呢？ 為什麼您會選擇修讀數學？ 在我還小的時候，根本沒有想過讀數學。當時我熱衷於航天科技和物理。於我而言，物理比數學更吸引。然而我當時進行了體檢測試，發現原來自己有色盲。在中國，有色盲的人是不可以修讀航天科技和物理的。所以我只能選擇數學、馬克思主義哲學或政治，於是我選擇了數學。（微笑）不過我沒有後悔。因為後來我到哈佛做研究生學習，我大多數在大學修讀物理的中學同學，沒有一個能於畢業後就找到相關的工作。反之，許多數學科的畢業生能夠立刻找到學術工作。所以，我對自己意外地成為了數學家感到高興。這個狀況其實至今仍然存在。一般來說，數學科的博士生比起其他人更容易找到學院職位。 當初為何加入科大？ 我在哈佛讀完博士學位後，在佐治亞理工學院（Georgia Tech）找到教職員的崗位，並留守了十八年。我在Georgia Tech有美好的回憶，當時從未想過會離開。後來密歇根州立大學（MSU）邀請我出任學系主任，我亦把握了這個機會，在那裡工作整整七年。兩年前，科大邀請我擔任數學系主任。當時我從未去過科大，因此有不少疑慮，更從未想過離開美國。後來探訪科大後，留下了深刻印象︰一間充滿活力的院校，高層領袖十分投入於世界級的研究。我亦漸漸意識到，科技的重心正由美國和歐洲轉移至亞洲。例如，如果你嘗試比較美國與中國在研究上的經費開支，兩者之間存在極大的鴻溝。正當中國投資上億的資金於科研之際，美國在這方面的投入停滯不前。不久的將來，中國將超越美國，成為投放最多科研支出於科學與工程領域的國家。所以加入科大是非常難得的機會。加上於科大任職，可以更靠近我住在中國的家人，於是我便把握了這個機會，沒有後悔。 你期望在科大實現甚麼目標？你個人的期望是甚麼？ 出任科大數學系主任初時，我知道可以利用我在MSU的經驗。我發現這裡的部門架構比美國的更好。我列出了數個目標予系內的教職員，包括提升透明度、卓越和活力。首要目標是參與度的提升，包括與大學內外的交流。自我就任系主任起，數學系每 P 129

個星期五都舉行聚會。所有教職員和研究生都獲邀出席。此舉大大改善工作環境，令人感到舒適和享受。學系也鼓勵教員與學生多加溝通。例如在入學資訊日，本系派出超過三十名講師與有意報讀科大的學生對談，我相信這個數字比任何學系都高。我們亦鼓勵教職員邀請校外講者來訪科大，特別是更長時間的探訪。此舉令科大和部門的透明度提高，讓校外的人更了解我們。 第二個目標是招募新的教職員。在我上任系主任以前，數學系整整十年未有聘請新人。自我就任以來，本系便在兩年間聘請了七個新教職員，全部都是一流的研究學人。他們都十分投入於教學和服務我系。 第三個目標是透過開創全新課程，來迎接在瞬息萬變的社會中的新挑戰。我們與計算機科學及工程學系合作，建立了全港首個大數據科技理學碩士課程，首年開辦便吸引了超過五百人申請入讀。我們亦剛剛向校方提議開設全港第一個以大數據為主題的理學士課程，希望在來年秋季錄取首屆學生。作為數學系主任，我以躋身本地和全球的一流部門行列為本系的終極目標。 現在作為理學院院長，我期望投入相同的能量和精力，令理學院邁向卓越，亦希望於學院層面能夠同樣成功。 現時理學院未來的計劃或目標是甚麼？ 理學院正面對和應付不少挑戰。例如理學院絕不年輕，不少教職員自科大創校以來一直在此工作。我相信一間機構的活力，與年輕教職員的數目有密切關係。看看世上最創新的地方，大部份都由年輕人推動。若科大要維持創新，必須積極招募優秀的年輕人。這是未來計劃的重大部份。 另個重要目標是提高透明度和名聲。相比任何事情，這都更需要科大整體的努力。擁有世界級的研究和教育是第一步，但並不足夠。我們需要尋求機會，與世界各地聯繫起來。未來計劃另一部份，是嘗試與校內外建立聯繫。 你曾提及，「小即是美」的信念可感染和啟發他人。背後是甚麼意思？ 「小即是美」源於經濟學家E.F. Schumacher其中一本著作的書名。這句話可以有無數種解釋，但在他的書中則主要集中在全球化的後果。其中一個訊息是，小事物經常感染和啟發他人。這與我產生共鳴，而我在科大和密歇根州立大學的領導方式亦受此信念推動。人們常常覺得只要投放大量資源與資金，問題便能得到解決。但事實上，投放資金只是掩蓋問題，甚至會令問題惡化。其實只需要些少額外的資源，問題即可迎刃而解。以學生對本院的滿意度為例，根據現在的調查，有高達30%的畢業生不推薦我們的課程。於我而言，這數字是不能接受的。這意味?我們做的事情不符合大部分學生的期望。到頭來，要解決問題便涉及一些細節上的調整，例如教職員與學生之間的溝通、提供更多機會予學生成功、一個充滿活力的校園環境等等。我無法提供絕對的答案，但肯定的是，專注於細節可以扭轉情況，而無需花費大量金錢。 即是要走每一小步，注意事實本質的細節，才能夠實現目標？ 無錯。容許我將一間運作良好的組織比喻為螞蟻群。一隻螞蟻不足以改變世界。然而，將每一隻螞蟻的力量集中一起，便能實現奇蹟。人類社會比螞蟻群更具活力，但感染和啟發是同樣的重要和有力。 P 130

大學生應該抱持甚麼的學習態度？ 今天不少學生為了爭取各樣獎學金，都投放大量精力於CGA。於我而言，這是不理想的情況，可惜我並沒有解決方法。亞洲的學生，包括處於香港、中國內地或其他城市、地區，都有類似的情況。很多學生於考試上，都努力爭取每一分。但區區一個三學分的普通化學課堂，對你實踐長遠目標有那麼深遠的影響嗎？沒有，亦不應該有。如果我們試將人生看作一場馬拉松，我們的文化正是將馬拉松轉成無數次一百米短跑，使人忽略更長遠的目標和理想。實現短期目標，就如贏得每一場一百米短跑比賽。短跑的勝局不會轉化成毅力，不能支持你完成往後的馬拉松。 這種對短期目標的執著，未必是學生的錯。事實上，背後有更深遠的文化成因。美國的學生一樣希望取得額外分數，但未至於對成績非常執?。這亦是為何於過往數年間大量中國學生入讀美國的大學，會使當地學生感到巨大衝擊。短短數年間，考試的規則變得異常嚴厲。我常常受邀到密歇根州立大學中國留學生的聚會，演講時定必歇告訴學生眼光要放遠一點，和要專注於長遠的目標。 如何鼓勵同學尋找長遠的目標？ 作為院長，我甚少錯失與學生會面和溝通的機會。理科應該具備啟發性，我們必需找到鼓勵學生的方法。這意味?我們的教職員必須願意投入與學生的溝通。例如透過UROP（本科生研究計劃），導師更容易啟發學生。任何有助建立團隊精神的計劃，都能令學生具更廣闊的視野。看到同儕的成功，對自己亦是種鼓勵。很多東西都可以令科大成為更具啟發性的地方，但一如「小即是美」的哲學所言，所有人都要走一小步、走出各自的領域，才能實現這目標。 予科大同學的寄語 我有兩個訊息想帶給科大同學。 第一是「無事不可成」的精神。這是科大第四大的核心價值，亦為其創校之根基。不要因為眼前的阻礙或失敗而心灰意冷，因為成功也可以克服困難的次數來量度。 另外一點我亦提及過︰人生是一場馬拉松，不用把所有精力都集中於短期目標。 P 131

Marathon, as we may know, is a challenge of endurance. If you conserve too much energy, you may fall behind other runners; or if you divide the whole marathon into numerous short runs and spare effort in finishing each of them, you may have inadequate strength to finish the race. Only runners with persistence and a long-term goal shall stand to the test of marathon and win. As the chair of the Department of Mathematics at HKUST in 2014, Pro. Yang Wang soon becomes the Dean of Science since 2016. He believes life is a marathon and one shall not put all his attention to academic performance. Having just become the Dean, what expectation and goal does he have for the School of Science? Why did you choose to study math? When I was young, math was not my aim. My passion was aerospace and physics. I was more fascinated by physics than math. Soon I did a physical test, which showed I had color blindness. In China, you could not study aerospace or physics if you are color blind. I could only choose between math, Marxist philosophy and politics, so I simply chose math. (Smile) But I did not regret. When I went to Harvard for my graduate study, most of my high school friends went to college and studied physics, but none of them immediately found a job related to their studies. But many PhD graduates of Mathematics found an academic job upon graduation. So I was happy that by accident I became a mathematician. Today the situation is still around in the science field. In general, it is easier for math PhDs to find a faculty position. Why did you join UST at the first place? After getting my PHD from Harvard in 1989 I landed a faculty position at Georgia Tech, where I spent 18 years. I had very fond memories of Georgia Tech, and couldn't picture myself leaving the institution. Then an opportunity came along from Michigan State University (MSU), for the department head position in mathematics. I got the position and was department head in MSU for 7 years. Two years ago, HKUST approached me, inviting me to become the head of its Department of Mathematics. At the time I had never been to HKUST. There was a lot of initial hesitation to even considering it. Just like before I couldn't picture myself leaving US. But after my visit to HKUST I was deeply impressed by what I saw: a highly dynamic and vibrant institution with strong commitment from senior leaders to faculty on doing world class research. I also became aware that the core of scientific research is gradually shifting from the US and Europe to Asia. For example, if you compare research expenditures P 132

in the US and in China, you will see a significant gap. While China is investing billions in scientific research, the funding level in the US has stagnated for many years. China will soon surpass the States as having the largest R&D expenditures in science and engineering in the world. So to me moving to HKUST represented a great opportunity. Together with the additional attraction of being closer to my family in China, I took this opportunity and had not looked back. What did you expect to achieve in UST? What was your personal goal? When I came on board as Head of the Department of Mathematics I knew I could put some of the experiences I had gained at MSU into good use. The department was in much better shape than MSU when I first took over headship there. I listed several priorities for the department in the first place, aiming to improve our visibility, excellence and vibrancy. The first priority was engagement, both within and outside the university. Within HKUST we established a weekly gathering every Friday. All faculty, staff and postgraduate students are invited. This really made a big difference in terms of making the workplace a friendlier and more enjoyable place. We encouraged all faculties to engage with the students. On Information Day, for example, we have over 30 faculty members showing up to talk to prospective students. I believe this number is far higher than any other departments. We also put in a program that encourages faculty members to invite collaborators and speakers to visit HKUST, especially for longer visits. This has definitely made the department and HKUST more visible to the world. Another priority was the recruitment of new faculty. The department had not recruited many new blood in the past ten years before I came. Within two years after my arrival we recruited 7 new faculty members, all of whom are first-rate researchers who are deeply committed to both teaching and serving the department. Yet another priority was to initiate new programs that will meet new challenges in our fast changing society. So we have launched, together with the Department of Computer Science and Engineering, the Master of Science in Big Data Technology program, the first of its kind in Hong Kong. It has attracted over 500 applicants in its first year. We have just proposed the first Bachelor of Science in Data Science degree in HK, and hope to have the first cohort next fall. As head of Math, my ultimate goal was to make the department an elite department which our global and regional peers would envy. Now that I am the new Dean of Science, I hope to bring the School of Science the same energy and commitment to excellence. Of course I hope to replicate my success at the School level. P 133

Any Future Development Plan for the School of Science? There are many challenges that the School has to address For example, our school is definitely not a young one. Many faculty members were recruited close to the time when the university was founded. I always believe that the vitality of an institution is closely linked to the number of young people there. If you look at the most innovative places in the world, they are mostly driven by young people. For HKUST to maintain its innovative edge, we must proactively recruit top-notch young people. This will have to be a big part of our future plan. Building our visibility and brand name is another important goal. This, more than anything, requires the total effort in the university. Having world class research and education is the first step, but it is not enough. We will need to find ways to engage the rest of the world. Our future plan should integrate a strong component of engagement, both internally and externally. You once talked about the importance of the 'Small is Beautiful' philosophy in empowering people. Can you elaborate a bit more? It's the title of a very famous book written by E.F. Schumacher. You can interpret it in many different ways. But in the book he mainly talked about the consequences of globalization. One of his messages is that often it is the small things that empower people. This resonates with me, and my leadership style as department head both here and in MSU was often driven by this philosophy. People tend to have the mindset that many problems can be solved by dumping resources and money into it. But in reality, this would only only mask the problem, and more often than not, it would only make the problem worse down the road. Many problems can easily be solved by being a bit more resourceful and by empowering people. Take an example of student satisfaction. You may be surprised to learn that in the exit survey, 30% of our graduates responded that they would not recommend our programs. To me it is unacceptably high, and it implies that we have failed to give a significantly large group of students what they expect or want. Here dumping a lot of resources on many superficial remedies will most likely fail. In the end, it may actually come down to the little things such as faculty-student engagement, offering more opportunities for the students to succeed, a vibrant campus culture, etc. I don't know the exact answer here, but I'm certain that we can find some small things that we can do to change the situation, without spending a lot of money. In many ways we can draw experience from the raising of children. Many parents, who do not have the time to play and interact with their children, tend to shower them with gifts and toys. But dumping these 'resources' on children without spending the time to talk to them and finding out what they truly want don't address their fundamental needs. P 134

Do you mean to achieve big goals, we have to do the little things, pay attention to the nitty-gritty details, before reaching the goal? Exactly. I often compare a well-ran institution to a colony of ants. Each ant doesn't do a lot. In fact, a single ant would never be able to 'change the world'. However, their combined efforts lead to amazing things. Human society is far more dynamic than ant colonies. Nevertheless, empowerment is equally important and powerful in human society. What learning attitude a university student should have? Many students today place a lot of effort on CGA, due to the fact that the awarding criteria ofvarious rewards or scholarship are based on CGA. Tome is not optimal, but I have no solution for it. Such a situation exists all around Asia, whether it is Hong Kong, Mainland China or other countries/regions. Many will try to fight for every point on their midterm. But do you really think the difference in your 3-credit general chemistry course would make a significant difference in achieving your long-term goals? It doesn't or shouldn't. If we view life as a marathon, our culture has turned it into a number of 100-meter races. Often overlooked is the pursuit of long-term goals and ideals. The ability to meetshort-term targets, much like winning in 100 meter sprints, does not translate into the perseverance and grit that are fundamental to long-term successes or winning marathons. This relentless focus on short-term goals and winning short-term races isn't necessarily the fault of students. In fact it is far more of a systematic and cultural issue. American students also want to get extra points whenever they can, but are far less likely to be so focused on it. This is why there was a huge shock in many American universities when a large number of Chinese students began to enroll n the past few years. All of a sudden, much tougher rules have to be enforced during exams. I was frequently asked to give speeches at Chinese student assemblies and other events in MSU, and I would always tell the students to think about the big picture and focus on long-term goals. How do you inspire students to find a long term goal? As department head I rarely miss an opportunity to meet the students and talk to them. I think the learning of science should be about inspiring, and we must find ways to inspire our students. This means our faculty members must be willing to engage with the students. Mentoring students on UROP (Undergraduate Research Opportunities P 135

Program) projects, for example, is a great way to inspire a student. Any kind of program that encourages team building will have an impact on the students, enabling them to see the big picture. The success oft heir peers will always be inspiring. There are many things we can do to make HKUST a more inspiring place for students. But this goes back to the 'Small is Beautiful' philosophy. All of us will need to step up, to go beyond just one's own sphere, to make this a reality. Any words you would like to say to UST students? I'll tell our UST students two things. One is 'Can-Do Spirit,' which is number 4 of HKUST's Core Values. This is also the cornerstone of our university. Don't be frustrated by short-term obstacles and failures. The number of short-term obstacles and failures that one has to overcome can also be regarded as one of the measurements for success. The other is what I mentioned before: Life is a marathon. Let's not put all our effort on short-term games. P 136

商談未來 專訪譚嘉因教授 Managing the future An interview with Prof. Kar Yan Tam

「我鼓勵學生把握科大和學院提供的機會，燃點和釋放對種種事物的熱情，這有助指導他們走向未來。 We encourage our students to take advantage of opportunities provided by the University and the School. Try to develop a passion, which will guide them through the year ahead and beyond.」 我鼓勵學生把握科大和學院提供的機會，燃點和釋放對種種事物的熱情，這有助指導他們走向未來。 工商管理學院院長 Dean of Business and Management (2016- ) 協理副校長（學術） Associate Vice-President for Academic Affairs (2005 - 2007) P 137

香港作為國際金融中心，是發達蓬勃的城市，其四大產業貿易及物流業、旅遊業、金融業及工商業支援服務都與商科有密切關係。為培育更多相關人才，科大商學院可謂不遺餘力。 譚嘉因教授與商學院關係密切，他是商學院創院教授之一，並於2016年出任科大商學院院長。商學院成立至今，成就卓越非凡，相信譚教授感受甚深。讓我們回顧一下商學院的過去，並探討其未來發展。 為何當初加入科大？ 最初，我是以商學院的創始成員的身份加入科大。早年，我在美國完成了博士學位並獲得教席，但於1992年決定從美國回來並加入科大。因為當時科大的目標是成為亞洲一流學府，於我而言也是個絕佳的發展機會，既可以參與建立一所新興大學，亦可以為香港社會作出回饋。 你在科大的這些年來，甚麼事情最令人印象深刻？ 在我擔任商學院副院長（1999年至2006年）期間，備受讚譽的環球商業管理（Global Business）課程創立；而擔任學務長和協理副校長（2007至2016年）期間，於三年制的UG課程過渡至四年制一事上擔當重要角色，也增加了外國交流的機會。 另外，我亦帶動了科大本科生課程的國際化。科大學生的多元化，位列所有教資會院校之首（即本科生中非本地生所佔的百分比，不包括內地學生人數）。此外，我提高了外國交流機會的百分比以及增加本科生到外國交流的資助。 科大與商學院取得上述多項成就，有助擴闊學生的全球性視野及豐富其學習經驗。 現在你對商學院有甚麼目標？有甚麼實際計劃？現在距離目標有多遠？ 作為商學院院長，我們希望能充份發揮科大的優勢，譬如科技方面。我們將與科大其他學院為學生提供更多跨學科教育，藉此培養同時具備科技知識和商業頭腦的學生。其中，學院透過提供更多資源和機會於學生，相信創新和創業教育的質素將更上一層樓。我亦認為創新精神和創業態度，能有助學生在新興市場中尋找新的發展機會。 商學院的發展方向是？ 未來我們不僅將繼續與當地商業團體密切合作，而且擴大至其他地區，為科大學生找到更多新發展機會。例如，我們最近與莫斯科管理學院Skolkovo簽署了一份合作備忘錄，該學院與一個新興市場——中亞有密切聯繫。我們還正與特拉維夫大學管理學院討論創新教育方面的合作。透過特拉維夫，我們可以接觸以色列的創新科技圈。 1999年，科大成為北美洲以外的第一個會計課程，獲得AACSB（商學院的首要認證機構）的認證。然而，隨著科技進步，一些人認為會計將被電腦取代。會計的重要性正在減少嗎？ 會計是種商業語言，是商業世界的核心。會計有很多小分支。我同意不少日常操作，例如條目發布，處理交易和重複性的操 P 138

作等都可由電腦執行。然而，會計的範圍也擴大到利用IT的發展，例如保安和檢測欺詐。我認為會計的重要性不會降低，但其範圍和技術將繼續擴大發展。 由凱洛格管理學院與香港科技大學聯合推出的行政人員工商管理碩士（EMBA），是享譽國際的課程；在過去10年間有7次成為EMBA排行榜的第一位。是什麼主要原由，導致如斯巨大的成功呢？ 為了保持其領導地位，我們持續地檢視課程內容。例如，引入新的選修課，如大數據和數位行銷，以滿足現今商業世界不斷發展和變化的需求。 科大商學院與凱洛格管理學院的合作，擴闊研究生的人際網絡，為他們提供了獨特的國際視野。 同時，該計劃的學生都是高級行政人員。課堂上的高質素討論成為學習的重要元素，令課程得以保持卓越。 你認為香港的「教育商業化」問題是否嚴重？ 我認為這個問題應指向︰如何有效地運用資源，實現教育的目標。 這是一個非常複雜的問題。地方政府可以運用公共資金去支持教育，但有人認為這做法缺乏效率。亦有意見認為，比起由政府建立公立學校、控制課程內容和分配學位，將投放於教育的公共資源直接分派予公民，讓他們自行選擇子女就讀的學校，難道不是更好嗎？然而，由誰監督教育質量和成果仍然有待討論。 有人批評商學院不能使學生成為專業人士。商學院的畢業生不能從事工程的工作，但工程畢業生卻可以從事與商業有關的工作，部份人甚至有專業技能（如編程，計算）的優勢。商學院學生相對於其他學院的學生又有什麼優勢？ 商學院學生對與商業、金融、經濟和營銷相關的範疇都有全面的了解。大學豐富的學習活動使學生獲益良多，例如商業案例比賽、企業項目、工作實習機會等等，學生可以近距離接觸現實商業世界。這些培訓為他們未來的事業發展建立基礎，而專業會計學或計量金融學等學位課程，亦有助學生發展其專業。 透過提供密集式的培訓機會，商學院學生的分析和解難能力，以及演講和交際能力均得以提高。不同的商業領域皆渴求商學院的人才，尤其是以商業為主導的香港。 有甚麼話想對科大學生說？ 我鼓勵學生把握科大和學院提供的機會，燃點和釋放對種種事物的熱情，這有助指導他們走向未來。學生亦應習慣於跨文化的環境工作，並踏出校園，走向世界。 P 139

Being an international financial centre, commerce in Hong Kong is flourishing. The four pillar economic sectors of trading and logistics, tourism, financial services, and professional services and other producer services, are all closely related to business. To cultivate more talent of business, HKUST has spared no effort. Being the Dean of Business and Management now in HKUST, Prof. Kar Yan Tam was one of the founding faculty members of the Business School. Until now, accomplishment of the Business School is significant. Prof. Tam is believed to have much feelings to share. Let's review the past of the Business School and explore it future development. Why did you join HKUST at the very beginning? I joined HKUST as one of the founding faculty members of the Business School. At a time when HKUST was a new university aspired to become a leading university in Asia, it provided a great chance for me to help develop an up-and-coming university for the region and contribute back to the Hong Kong's society. Therefore, I decided to return from the US, where I completed my PhD and started a career in academia, and joined HKUST in 1992. Throughout your time in HKUST, what event or affair has left you the deepest impression? Why? They include progress made on several fronts: the launch of the highly acclaimed Global Business (GBUS) Program - when I was Associate Dean of the Business School from 1999 to 2006. The smooth transition from the three-year UG programs to the new four-year curriculum, the enhanced internationalization of the UG student body and the increase in the number of international exchange opportunities – when I was Dean of Students and Associate Provost at the University from 2007 to 2016. I led the internationalization of the UG programs at HKUST. HKUST is ranked the top among all UGC institutions in terms of student diversity (percentage of international students, not counting mainland students, in the UG population). Also, I significantly increased the % of exchange opportunities and funding support to UG students go on international exchange. They represent some of the many steps the University and the School have taken to broaden the global perspective of our students and enrich their learning experience. What is your goal and any practical plan for the business school? How far are we from it? Now as Dean of the Business School, I will capitalize on the strengths of HKUST, noticeably in science and technology developments. For example, we will work closely with other Schools P 140

to provide more cross-disciplinary education to students and nurture more students with both science and technology knowledge and business acumen. We will also enhance our education in innovation and entrepreneurship by providing students with access to resources and opportunities. We believe an innovative spirit and entrepreneurial attitude will help our students find new opportunities in the up-and-coming markets. In 1999, HKUST became the first accounting program outside North America to win accreditation from AACSB, the premier accrediting agency for business schools. However, along with the advancement in technology, some people argue Accounting is going to be replaced by computers. Is the value of Accounting decreasing now? Accounting is the language of business and sits at the core of the business world. Accounting has many facets. I agree that routine operations such as posting of entries, transaction processing, and repetitive operations have been computerized. However, the scope of accounting has also expanded to take advantage of the advancement of IT such as security and fraud detection. I don't think the value of accounting will diminish but its scope and techniques will continue to evolve. What will be the development policy of business school in the near future? Looking ahead, we will not only continue to collaborate closely with local business communities, but expand across the region to identify more new opportunities for our students. For example, we have recently signed an MOU (Memorandum of Understanding) with the Moscow School of Management Skolkovo, which has strong connections with Central Asia – another up-and-coming market. We are also in discussion with the Tel Aviv University's School of Management about collaboration on innovation education. Tel Aviv is well-known gateway to Israeli high-tech ecosystem. The Kellogg-HKUST Executive MBA Program has been the No. 1 EMBA in the world, which has been achieved 7 times in the past 10 years. What is the main rationale behind leading to such great success? To maintain its leading position, this program has revised its curriculum continuously. For example, the program has introduced new electives such as big data and digital marketing to meet the evolving and changing needs of the business world today. The partnership with Kellogg also provides a unique international perspective and opens up a global network for graduates. Meanwhile, P 141

students of the program are all senior executives, and the high-level discussions in the classroom become an important part of the learning process that contributes to the continued success of the program. Do you think the problem of 'commercialization of education' is serious in Hong Kong? It seems that a more appropriate framing of the question is how to deploy resources effectively to achieve educational goals. This is a very complex issue. Education can be delivered through the state government using public money. But some argue that it could be inefficient. At the other extreme is issuing education coupons to citizens. Instead of building public schools and to have the government controlling the curriculum and, allocation of seats, is it better to simply distribute the public money earmarked for education directly to citizens and let them decide which schools to send their children? However, who will provide the oversight on quality and education outcomes remains an issue. Some people criticize that business school cannot make students be a professional. Graduates of business school cannot do engineering, but that of engineering school can do jobs related to business, some even have advantage with their special skills (like programming, calculating). What advantages business school students have over students of other schools? Graduates of business schools are equipped with a comprehensive understanding of all topics relating to business, finance, economics, and marketing. They also benefit from our enriching learning activities, for example case competitions and corporate projects, internship and placement opportunities, with practical and real-life business exposure. This training lays the foundation for a broad range of future career paths, while a specialized business degree like our Professional Accounting or Quantitative Finance programs, on the other hand help students start a career in their chosen disciplines. With intensive training opportunities to enhance their analytical and problem-solving capabilities as well as presentation and interpersonal skills, business students have always been regarded as a sought-after pool of graduates in many business sectors, especially in a commercially-driven market like Hong Kong. Any words you would like to say to HKUST students? We encourage our students to take advantage of opportunities provided by the University and the School. Try to develop a passion, which will guide them through the year ahead and beyond. They should also enhance their ability to work well in a cross-cultural environment and reach out to a broader community beyond campus to other parts of the world. P 142

人文薈萃 專訪李中清教授 Gathering of Talents An interview with Prof. James Z Lee 「我希望科大提供的教育能轉化學生的心態。香港是一個很優秀的城市，但卻未能為本地學生提供足夠的機遇。正正因為香港社會貧富懸殊，令部份本地學生不會放眼世界，反而只會追求穩定收入。其實本地學生有能力於國際領域上擔當領導地位，我們要做的是賦予他們使命，和改變他們的想法。 I want UST to be more transformative. He thought Hong Kong is great in many aspects, but it doesn't offer all the opportunities that local students deserve. Hong Kong is an unequal but very open society. Because of the inequality, local students don't fully understand the world and don't always aspire for global leadership. They aim just at stable income. We need to give local students a mission. They should be capable of becoming global leaders. It is their mindset that we need to change.」 人文社會科學學院院長 Dean of Humanities and Social Science (2009- ) 本會於訪問後曾遞交初稿予院長審閱，惟至截稿時仍未獲其回覆，若文章內容對其立場有任何誤解，本會謹此致歉。 The draft was sent to the Dean but the deadline passed with no reply. The Editorial Board shall apologize should there is any misinterpretation of his stance. P 143

香港科技大學一向予人社會關懷和人文氣息薄弱之感，雖自創校起便有人文社會科學學院之設，但其定位頗為尷尬——不開辦學士學位課程，卻在碩士、博士課程方面名享負盛名。在研究生教育不受重視的香港社會，科大人文社科學院的知名度自然不及其餘三個學院。 李中清教授於2009年就任科大人文社會科學學院院長。其上任後兩年，學院推出首個學士課程「環球中國研究：人文及社會科學」，一償該院上下多年來的夙願；來年更會再下一城，創辦另一學士課程「定量社會數據分析」。 李教授的成長背景恰恰也與人文社科學院在科大的處境呼應：生於科學世家，父親是諾貝爾物理學獎得主李政道，自己卻走上截然不同之路，專研歷史學、社會學，成為人口學權威。在?重工商理科的科大裡，李教授如何帶領人文學院呢？ 李教授於美國出生、成長，自耶魯大學和芝加哥大學畢業後，先後在加州理工學院（CalTech）及密歇根大學（University of Michigan）任教近三十年之久，直至2009年獲科大聘為院長為止。問及李教授為何願意遠赴香江投身科大，他指出其加入科大的念頭很大程度上是緣於其在CalTech的經驗。「CalTech是一所致力追求卓越的學院，很少會給予方向和指導，有很大的探索空間。」在美國任教期間，李教授曾擔任「密歇根大學 —— 北 京 大 學 聯 合 學 院」（University of Michigan-Peking University Joint Institute）的院長，因此有機會接觸科大。他知悉科大在追求卓越外，亦專注於發展跨領域研究，使不同學科之間的聯繫更形密切，而對一所大學來說，這並不容易。「在這裡我們有充足的資源，能夠專注和彈性去處理事情，這些都是吸引我加入的因素。雖然CalTech和密歇根大學都是世界上頂尖的學府，然而在科大工作卻帶給我前所未有的滿足感，因為我們一直都在進步。我從來沒有後悔過加入科大。」 你在科大有沒有想要達成的目標？ 李教授期望人文社會科學學院於未來爭得更多國際上的認同。「我最初來到科大時，人文社會科學學院的世界排名是第82名，而現在則提升至第26名（編者按：此為2014年數據）。」現在李教授以在退休前能帶領學院打入全球前二十名為目標，他形容這個目標頗有挑戰性，但仍然希望能在其退休之前實現。 未來有甚麼計劃去實現這個目標？ 李教授指，有兩項特點是不能從排名中看到。「單單聘請具名聲的教授到這裡並不能令排名上升，我們更需要培養追求卓越的副教授和助理教授。另外是良好的本科生教育。科技大學是一所研究型大學，而非一所優良的教育型大學。而在陳繁昌教授的領導下，教授和導師們開始更加著重教學。大學存在是為了教育，不是做研究。然而缺少研究的大學並不健康，因為研究能夠給教育賦予靈感。我們提供了更多新型的教育，致力去改變現有的教學方式。」他又提及科大的 P 144

人文社會科學學院和日本早稻田大學的政治經濟學院合辦了一個雙學位課程。在2016年，有兩位來自早稻田大學的交流生到科大，同時亦有一位科大的本地和非本地生到早稻田大學。全部費用，包括學費，均由科大負責。 李教授希望科大提供的教育能轉化學生的心態。他認為香港是一個很優秀的城市，但卻未能為本地學生提供足夠的機遇。「正正因為香港社會貧富懸殊，令部份本地學生不會放眼世界，反而只會追求穩定收入。其實本地學生有能力於國際領域上擔當領導地位，我們要做的是賦予他們使命，和改變他們的想法。」 文藝氛圍 對於外界有聲音指科大欠缺文藝氣息，李教授認為這種看法已經過時。「我們以前在文化藝術傳承的層面的確做得不足夠，但我們現在已經進步了。」李教授援引藝術文化課程報讀情況，指出如今在科大八千多個學生當中，每年也有約八百人修讀諸如「Composition of Contemporary Music」等與藝術相關的學科（2014年數據），人數和修讀數理或語文學科的學生相差無幾。但李教授並未滿足於此。他認為香港不尋常的地方，在於大學之間缺乏聯繫，而藝術文化正好能填補此一空缺。「在美國的大學，師生之間都靠?體育聯繫在一起；在香港卻不見有這種想法。我覺得藝術正好可以成為這個媒介。我希望能夠整合藝術教育，令它變得更加有系統，而並非只是一個單獨的部門。藝術和其他學科一樣，可以成為師生們的終身興趣，因此我們需要加強文化藝術教育，提升同學的人文修養。」 政治 有說科大學生普遍政治冷感，但李教授不表認同。「我覺得科大同學不參與政治活動並非因為政治冷感，而是因為他們比較嚴肅和踏實，很少會被煽動參與政治活動。和其他學生一樣，科大同學都充滿同理心，然而他們並不會抱?貪玩的心態或為了表態而去示威，反而會?眼於實際層面上作出改變。」 「我認為科大學生社運參與程度之所以低，是因為他們都要求實質的效果。我們可以單幾個簡單問題，例如你的目標是甚麼？如何實現這目標？」 「我想在這裡分享一個故事：有一個農夫買了一頭驢，他很費力地嘗試拉動驢子，可是驢子動也不動。於是農夫找來木棒狠狠地打驢子，驢子終於願意理會農夫。一個路人像農夫詢問他想要讓驢子做甚麼，可是農夫自己也不清楚。我們的同學會問自己一些問題，例如是自己想取得甚麼成果，或者是如何可以取得自己想要的結果。我們不能愚弄學生。他們追求實際改變，不相信天方夜譚。」 「然則香港大部分示威都源於民生議 P 145

題，例如增建公共房屋就是一個常見的訴求。我明白示威者希望透過遊行來向政府施壓，但其實效果有限。中國並非共和或民主國家，而香港作為中國的一份子，很多事情都並非我們可以輕易改變的。更何況大部分示威者根本沒有實質的訴求，他們純粹通過上街表達自己對現狀的不滿。在我看來，遊行的主要目的不過是想為難中央政府。」 人文社科的出路 香港社會普遍認為人文學科的畢業生無法找到高薪厚職，就業前景不如商科、工程等專業，因此學生並不願意修讀。李教授則認為人文社科畢業生的優勢在於思維等軟技能。「根據一些人力資源的研究，軟技能遠比硬技能重要。合作能力、領導才能等等的軟能力不會在一般課堂上學到。通常，工科和商科學生的天賦都不及人文科的。每個畢業生都想找高薪的工作，但是科大的學生更專注。我不覺得他們的同理心比別人弱。不過若要他們展示同理心，我們必須給他們一些實在的東西。要在科大培養社會意識，要有一個具體的方法。」他估計，若社會上有更多社會企業，會做得好一些。 「人文學科能給予學生的是軟技能的培訓。這非常重要。思考也很重要，因為與自己的溝通是最重要的。做數學題的思考，不是真正的思考。思考有直覺的，有歸納的，有從海量的知識中歸納出規律。很多時候你不會完成一個思考，但這是每個人都需要的。這對你跟自我的溝通有很大的幫助。思考不僅是過程，也著重達到一個結論，有一個完整的思考。很多人在想東西，但不是在思考，而是在浪費時間，因為他們未有完成思考。」 寄語予科大學生 「不要害怕人文學科，要學會欣賞和投入這個科目，因為這個學科對你的人生將有最長遠的影響。我在CalTech的時候常常告訴我的學生，一開始工作的時候你只是負責編寫程式；幾年後你只是負責管理下屬；十年後你根本不再是一個工程師。工學讓能讓你起步，但最終你所需要的是領導能力和溝通技巧。」 P 146

'Research powerhouse in humanities and social science' and HKUST may seem, to many, conflicting ideas. The positioning of the School of Humanities and Social Science (SHSS) was also quite awkward in its first two decades of existence - it did not offer any undergraduate programs, but highly acclaimed master and doctoral programs. The appointment of Prof. James Z Lee as Dean of Humanities and Social Science (DHSS) in 2009 coincided with the beginning of a series of monumental changes for the School. Two years into his deanery the School launched 'Global China Studies: Humanities and Social Science', its first ever undergraduate degree program; this would be followed by 'Quantitative Social Analysis', the second undergraduate degree to be launched this September. Prof. Lee was born and raised in the United States and had studied in the Yale University and University of Chicago. Prior to joining HKUST as DHSS in 2009, he had almost three decades of teaching experience in CalTech and the University of Michigan. Asking on his reason in joining us, he drew upon his tenure in CalTech. 'CalTech is an institution with a desire of excellence, and people were given a lot of freedom to explore in their pursuit.' When he was the Director of University of Michigan-Peking University Joint Institute, he had his first encounter with HKUST. He noticed that apart from being an exemplary institution, UST also put great focus on interdisciplinary research, and for a university, connecting different fields of study together is no easy task. 'I am grateful that we have abundant resources to work with focus and flexibility. These qualities have been very attractive to me. Despite CalTech and University of Michigan are top-notch universities in the world, none could provide me the satisfaction of working in an ever growing university, and I have never ever regretted in joining.' What to achieve in HKUST Prof. Lee expects UST to receive higher recognition from the world. 'Back when I joined UST, the ranking of SHSS was 82 globally. Now (2014 QS World University Ranking) we are the 26th in the world.' His current target is to help the school gain a foothold within the top 20 before his retirement. However, Prof. Lee points out two features which cannot be reflected by the ranking. 'You don't achieve this (higher ranking) just by employing famous people to come here, but you do so by nurturing associate professors and assistant professors who produce excellence. Another one is excellent undergraduate education. We work very hard on changing the way of teaching with transformative learning.' Prof. Lee points out that the school established a dual degree program with the School of Political Science and Economics at Waseda University in Japan. In 2016, two exchange students from Waseda came to UST, while UST sent one local and one non-local students there. All expenses incurred by these students, including tuition, were paid by UST. P 147

Prof. Lee wants UST to be more transformative. He believes that Hong Kong is great in many aspects, but it doesn't offer all the opportunities that local students deserve. 'Hong Kong is an unequal but very open society. Because of the inequality, local students don't fully understand the world and don't always aspire for global leadership. They aim just at stable income. We need to give local students a mission. They should be capable of becoming global leaders. It is their mindset that we need to change.' Atmosphere of art and humanilities Since its establishment HKUST has been viewed as an institution without an atmosphere of arts and humanities. Prof. Lee believes the statement is true in the past, but no longer the case nowadays. 'We have created art education. 1600 of our 8000 students took music courses in 2015. I think it was about the same level as math and language courses.' He believes art can bring all staff and students in UST together. 'What is unusual about Hong Kong now is, it is not integrated among universities. Sports in most US universities ties all staff and students together. I think art can serve the purpose in UST. In most universities, art is just a department. But we hope to make it a more integrated and systematic program. Art is an enjoyment all staff and students can have for a lifetime. Like English or quantitative reasoning, it can be a life-time interest. Through art, students can become more civilized as well.' Politics Apart from the absence of art and culture awareness, the HKUST student body is also described as politically apathetic. Prof. Lee disagrees. 'Unlike some students who do the protest just for playing or recreation, I believe UST students are more focused and serious. They have the same empathy as others but will not be manipulated or instigated. To trigger their empathy, you have to give them something real. To build up social consciousness in UST, there has to be a concrete way. My guess is, if we have more social enterprise, maybe we can do well. ' 'I think the reason why UST students do not engage much is that they want to achieve tangible outcomes. We can simply ask few questions, like what you want to achieve? What can you do to achieve it?' 'Let me tell you a story. A man from a farming family bought a donkey. He dragged the donkey but it did not move. Then he took two pieces of wood and hit the donkey really hard. The donkey did pay attention eventually. Another man asked, then what do you want the donkey to do? The answer is no answer because even the man has no idea where to go. Likewise, you cannot fool students. They want realistic outcome.' Prof. Lee thinks that most protests in Hong Kong are about issues regarding people's livelihood, such as the shortage in public housing supply. In his opinion, demonstrations do not serve the intended purpose of pressurizing the government well, as they are bound by a number of constraints. 'China is neither a federation nor a democracy. Since we are part of China, we are really constrained in what we can do. Many demonstrators also do not have something P 148

realistic to fight for. They are just unhappy with the societal situation. I think the main purpose (of demonstrations) is just to put embarrassment on the Chinese leadership.' A Bright Prospect In the minds of many Hong Kong students, a degree in humanities is not something that can guarantee them a stable job and high salary. The career prospects of humanities graduates are widely perceived to be inferior to engineering or business majors. Yet Prof. Lee considers that SHSS graduates are characterized by their outstanding performance in soft skills like critical thinking, and such skills are fundamental to one's success. 'Some HR surveys indicates that 'software' is more important than 'hardware' (in terms of skills). There are soft skills like the ability of working in teams and leadership. These are soft skills that one is unable to learn in some other classes. The School of Humanities and Social Science offers students training in soft skills, which is something very important. Thinking ability is important as well because the most important form of communication is with yourself. Humanities school helps you to communicate with yourself. It is about finalizing and completing your thought, instead of stopping in the middle. A lot of people are thinking, but they are not. They are just wasting time if they don't finish (the thought). ' Words to UST students At last, Prof. Lee has a few words to share with UST students. 'You shouldn't be afraid of humanities and social science; you should try embrace it. In the long run, humanities would have the most long-lasting effect on your life.' He illustrates with an example in which engineering students may start off their career by focusing in coding. But few years later, they no longer write programs but manage people. If they are even more successful they become a VP (Vice-President). All the work is on the one screen. When writing email, everything will just be written in bullet points. 'After ten years, you no longer be an engineer. Engineering knowledge gives you a great start, but then you would need communication skills and leadership.' P 149

往昔 點滴 P 150

Looking Back P 151

知恩報恩 專訪蕭錦榮教授 Coming Full Circle An interview with Prof. Kam Wing Siu 1992年入讀香港科技大學經濟學系 Studied economics in HKUST (1992) 商學教育助理教授（經濟學系） Assistant Professor of Business Education, Department of Economics (2015- )

「這個世界變得愈來愈快，比以前更加複雜。我明白你們遇到的挑戰會更大。所以我希望同學首先要找到你自己，找到自己生命的路向和價值，立下目標後就要努力不懈去實現，而且目標愈高愈好，然後盡能力回饋社會。 The world changes rapidly and is more complex than ever before. I understand that the challenges you face will be even greater. So, I hope that students will first find yourselves, find the value of your life, and contribute to society as much as possible.」 P 152

二十五年前第一次踏足科大，近年再次步入科大，他的身份不同，感受良多。好比燕子長大經歷世間風雨後歸巢，孕育下一代，承傳知識。當初大學為了解決雙班年（double-cohort）的問題而增開教席，令在北京工作的蕭錦榮回校擔任教授，但校方卻只肯提供半年合約。但過了四年，他現在仍是科大經濟科的教授——因為超卓的表現，學校留住了他。 蕭錦榮教授1992年入讀香港科技大學經濟學系，期間曾擔任第二屆經濟學系學生會幹事；1995年畢業後留在科大攻讀經濟學碩士；1997年碩士畢業後加入證券行就任股票分析員，三年後再回到科大經濟系任職助教2002年到美國波士頓大學修讀經濟學博士。他2008年獲得博士學位後加入美國德勤會計師事務所；2009至2012年期間長居北京，先後供職於德勤和普華永道會計師事務所工作；現於科大經濟學系任教。 選讀經濟的原因 八十年代中國經濟改革，香港報章新聞每日討論經濟問題。當時的蕭教授尚只是中學生，不太明白那些討論。「但是每堂經濟課所吸收的知識都能夠對應現實社會，增加我對當時時局的認識，令我覺得自己所學的東西得以應用，這是件很令人鼓舞的事。」蕭教授回想，當時有很多人包括自己，都覺得當時國家發展出現問題，但「我們沒有辦法為國家盡一分力，但起碼能理解多一點。」 蕭教授在會考和高考的經濟科皆獲甲等佳績。「與其說我勤奮，不如說比較用心，正如我當初所講，我每天都會想想如何把學到的知識運用到生活中，有不明白的事我會不停地去想。也許因為這樣，我不太需要背書，我比較喜歡和?重理解。」 結緣 問及選讀科大的原因，蕭教授回想自己會考成績一般，但高考的經濟有甲等，「那我當然人望高處。當時修讀經濟的話，當然是跟隨港大的張五常教授，所以我到港大『敲門』，但可惜沒有回應。」當時科大舉辦大學聯招講座，蕭教授也有出席。「練乙錚教授在傾談後得知我的成績，叫我第二天後補成績副本，居然當晚已經有教授來電通知取錄我！當時我正在家中吃飯，還在苦惱我的出路，可想而知那喜悅來得有多突然。」 然而，蕭教授的中學老師得知他被科大取錄感到擔心，因為當時科大只成立了兩年。後來蕭教授獲中大經濟系通知面試，他猶記得面試官問了一個問題，其他面試者均無言以對，獨蕭教授嘗試回答。「我應該答對了吧，因為後來他們錄取了我，但是我拒絕了。因為在我最失落、煩惱時，是科大施予援手，是科大給我機會，我要報答知遇之恩。」 二十五年來的變化 當時大學的上課方式 在蕭教授讀書的年代，科大同學上課尚未有電子產品輔助，只能手抄筆記。但當時校園設施已十分先進，1991創校當年已經選用白板而非黑板，而且有投影機。 P 153

「我一年級時與很多人一樣都會『走堂』。當時所有學生都要讀齊四個學院的Common Core，當時我對此感到不滿，認為作為一個大學生應該更加專注自己有興趣的科目，更加要有自己選課的自由。」現在作為一個教授，蕭教授卻明白到在大學應選讀不同範疇的科目，去擴闊自己的眼界，對日後的個人發展有更大的幫助。 當時大學的生活方式 「當時基本上每人都有宿舍，我們跟現在的你們一樣，都是過?日夜顛倒的生活。」雖然當時科大的上網速度相對較快，但並不是每人都能負擔一部電腦。因此不少宿生都會在宿舍『吹水』，三五知己聚首一堂。 談及購物，蕭教授指百佳當初的位置並不在LG7，而是在現時的東亞銀行。夜晚要買東西的話要到白沙灣的7-11。他猶記得當時那7-11的鄰近是「八?金酒吧」，「你現在問一些『老西貢』的話，相信他們還會記得。」以前交通不便，玩樂的地方大概到西貢居多。當時那裡有一間卡拉OK，一到週末，裡面大部分都是科大生。「那裡與現在的卡拉OK不同，不是分開房間，而是在卡拉OK的大廳唱，場面很熱鬧，大家都玩得很開心。尤其是去完迎新日或在迎新營晚上，總有一晚會去那�堸蛜q。」 學會的今昔之別 蕭教授回想當時自己虛耗了一個學期，覺得應該要做點甚麼，可惜他的迎新營同學們已經有自己的圈子，後來他得知經濟系學生會的「Nom莊」（候選內閣）剛好缺一個福利秘書，邀其出任此職，最後他便應邀上莊了。 「與現在不同，我們雖然都有PIC（person-in-charge，活動負責人），但是我們還是會一同工作，一同行動，十分齊心、團結。我們現在還有聯繫，是一輩子的朋友。」當時上莊不需要西裝，一件牛津紡襯衫、一條扯褲就可以了；甚至沒有Pro-P（學會選舉前的宣傳期），宣傳學會的方法就只有擺攤位（Counter）。當時部份學生不喜歡擺攤位，但是每逢設置攤位就必定有目的，例如活動報名等。而且擺攤位有嚴格規定，例如看守攤位期間不能做任何與莊務無關的工作，絕不能做功課、進食，從而保持專業的形象。當時學校沒有任何補助，所以資金十分有限，攤位的裝飾往往只有一塊水松板和幾張紙。 蕭教授認為學會活動和讀書之間不應有任何衝突。他指出，以前籌備學會的人大多具有領袖生的形象，他們能夠兼顧學業，用課餘的時間搞學會。現在人人都說上莊的代價是CGA，他對此並不認同。「如果要用CGA換取上莊，我會建議他們把書讀好。難道你不認為搞學會是代表?一個學科或學會中的領袖嗎？作為對外的代表，莊員的形象十分重要。所以我們講求效率，一次常務會議不會超過兩個小時。在我記憶中時間最短一次是與『六大dept soc』的會議，BSU（商學院學生會）想和『六大dept soc』（即經濟、市場、管理、會計、財務、資訊六個學系的學會）合併。當時我問了一個問題：『係咪我地可以搵人上去坐你地?位？』大家無言以對，最後會議僅十五分鐘便結束了。」 恩與報恩．科大給了我…… 在大學的生活中，同學間互相提攜，互相學習變得很重要。大學由五湖四海的人組成，只要同學願意開放自己，接受新的人和事，便能找到很多新的方向。「無論你是否認同，包容並蓄種種意見，自己才能到達另一種境界。」蕭教授認為同學要學會與陌生人交朋友，打交道。姑勿論對工作是否有用，但都能令自己的人生更加豐富。 P 154

「我打從本科生時已經想從事教育，可惜沒有機會，直至因為DSE將大學從三年制改至四年，需要大量額外教員，所以我就回來。但當初校方只提供一年甚至一個學期的合約。」 放棄一份衣食無憂的「筍工」，來換取一份朝不保夕的合約？「沒錯。因為這是我喜歡做的工作。」他回應道。「最起碼我有一個機會去嘗試，更要付出努力，讓人知道你的價值，能夠幫助學生，然後便試試看可否留下來。」他笑?說。 以蕭教授的資歷，大可另覓更高薪的工作，為何留在科大呢？「這不是很有趣嗎？」他笑?反問。「這�堿O我的母校，我回來教是理所當然的。當然要盡量服務我的母校啊！我比較老派，我喜歡飲水思源。哪怕我的中學有一天要求我回去任教，我也會考慮。」 與眾不同的相處方式 「可能因為還是單身，才有時間與學生打交道吧。」蕭教授開玩笑地說。「容許我自嘲一句，我的成績不算最好，反而因此更容易明白大部分學生的學習需要。」他時常在上課時提醒自己，要從學生的角度出發，因此他會比較耐心。「自問從小就是一個成績不好的學生，但能夠走到今時今日，我感到十分幸運，有很多人和很多老師幫過我。我希望回饋社會，有人幫過你，你有能力的話便要幫別人。這亦是我當初想做老師的原因。」 「科大給我一個我舒適的工作環境。能夠與學生一起學習，令我覺得年輕了不少，尤其是心境上。」蕭教授又指自己有地方需向學生學習。「科技日新月異，很多電子產品都要問你們。難道要請教我那群『老朋友』嗎？」他開玩笑道。「我的朋友圈子由十七八歲到四十多歲，為我的生命增添不少精彩。」 予科大學生的寄語 「這個世界變得愈來愈快，比以前更加複雜。我明白你們遇到的挑戰會更大。所以我希望同學首先要找到你自己，找到自己生命的路向和價值，立下目標後就要努力不懈去實現，而且目標愈高愈好，然後盡能力回饋社會。」蕭教授深信電影《蜘蛛俠》中Uncle Ben說的那句：能力愈大，責任愈大。科大的排名在短短二十五年提升不少，學校的排名愈來愈高，但如果科大人不能回饋社會和幫助社會進步，排名是沒有意義的，亦不會長久。「所以希望科大同學在成就自己之餘，亦想辦法幫助身邊需要的人。」蕭教授覺得自己是一個資質平庸的人，可以走到今時今日，有很多人幫過他，可以繼續進修，可以回母校教書。他覺得自己很幸運，所以亦希望同學懂得回饋的重要。 「可能你會覺得面對?大世界的誘惑，堅持自己的信念很難。但你有想像過有人經過時間的沖洗、花花世界的引誘，拋開『錢途』，選擇堅持自己從小的理想嗎？」「當初並不想做股票，而是希望當教師。」「由始至終都想教書，這是我的志願。」他說，他就是蕭錦榮。 P 155

The return of Professor Siu Kam Wing to HKUST is an exciting story of coming full circle. After receiving his bachelor and master's degrees here at HKUST, he ventured into the stock and securities industry, taking up jobs with high salary and bright prospect. All of a sudden, however, he decided to give up his steady career just because his beloved alma mater was in need of extra instructors. Now he is an Assistant Professor of Business Education at the Department of Economics. Part of HKUST's second cohort of undergraduate students (Class of 1995), Prof. Siu was active in campus life. He was the Welfare Secretary of the Economics Students' Society, HKUSTSU in his freshman year. In this exclusive interview with Wings, he shares with us the motivation behind his return to HKUST, and also how uni life was like in those days. The story started in the late 1980s, when Prof. Siu was still a secondary school student. At that time China was undergoing a stage of unprecedented economic reform, and as Hong Kong would become Chinese territory in a few years, local newspapers would cover Chinese economic issues on a daily basis. Although Prof. Siu was taking Economics for public examinations, he did not understand the issues much. 'But the fact that I could apply at least something I learnt from economic classes in understanding the societal situation was really an encouragement for me.' Just like many people in those days, Prof. Siu believed that there were serious problems surrounding the nation's development. 'We could at least understand what was going on even if we were unable to make contribution to the country.' Prof. Siu got A grades in Economics in both HKCEE and HKALE, but rather than hardworkingness, he prefers to attribute his excellent results to motivation. 'As what I just said, I would think of how to apply daily-learnt knowledge to the real life, and I would ponder over things I didn't understand. Perhaps because of this, I didn't need to memorize class materials: I preferred and focused on comprehension.' Attachment Why did Prof. Siu choose HKUST instead of other universities? He recalls that his HKCEE results were average, but he got an A in Economics in HKALE. 'So I aimed higher. At that time Prof. Steven N.S. Cheung at HKU would pop up in one's mind if one wants to study Economics. I therefore tried to apply but to no avail.' Then he attended an admission talk organized by HKUST. 'During a conversation Prof. Joseph LianNote asked me to deliver a copy of transcript on the next day, upon knowing my exam results. At dinnertime that night, however, I already received a phone call from a professor, notifying me that I had been given an offer from HKUST. You can imagine Note: Prof. Joseph Lian is widely known nowadays as one of Hong Kong's leading political commentators. He was a professor of economics at HKUST and an early Associate Dean of SBM, being the first ever recipient of the Michael G. Gale Medal for Distinguished Teaching. After leaving HKUST he went on to become the editor-in-chief of Hong Kong Economics Journal, the city's top financial newspaper. P 156

how thrilled I was when I suddenly received such unexpected good news, when I was still worrying about my future.' Nevertheless, Prof. Siu's secondary school teacher was worried after knowing that he was given an offer by HKUST, since HKUST was only in the 2nd year of its establishment. After a while, he got an interview from CUHK. He remembers a question asked by the interviewer which none of his fellow interviewees knew the answer, but he tried to answer. 'I think my answer was correct because I got an offer from CUHK after that. But I rejected it because it was HKUST that gave me an opportunity when I was upset and worried. I knew I had to reciprocate to their recognition of my capability.' Changes over the 25 Years When Prof. Siu first entered HKUST in 1992 as part of its second undergraduate cohort, there were no personal electronic products to aid studies. In those days students had to rely on handwritten notes. But technology on campus was already very advanced, in a way that whiteboards and projectors were already employed. 'Just like others, I skipped many classes in year 1. I was disappointed by the requirement that all students were required to take general education courses (the precursor of the current Common Core system) across all 4 schools. I thought university students should focus on the subjects they were interested in, and choose courses of their own free will.' But as a professor, Prof. Siu now understands that it is beneficial for university students to study courses across different disciplines. Interdisciplinary learning expand their horizons and would be helpful to one's personal development. 'Basically every student would be able to get a hall place, and we messed up with our sleeping schedule, just like you guys.' Internet speed at HKUST was relatively fast by the standard of the day, but not everyone would be able to afford the cost of installing a computer at their dorm. So students would spend their spare time chit-chatting on various topics. With regard to shopping, Prof. Siu points out that the PARKnSHOP supermarket on campus was not located at LG7, but at where Bank of East Asia now situates. Given the short business hours of the supermarket, students would have to visit the 7-Eleven at Hebe Haven (Pak Sha Wan) if they need to make purchases late at night. He remembers that there was a bar near the 7-11, which 'longtime residents of Sai Kung would recall if you ask them about it.' As transportation to the university was inconvenient, they mostly hanged out around Sai Kung. In Sai Kung there was a karaoke where many HKUST students would patronize at weekends. 'It was not like the partitioned karaoke rooms we have nowadays. There was a big lobby where customers took turn to sing songs, resulting in a lively and joyous atmosphere. We would go there especially during O'nights or after O'camps.' P 157

Student societies now and then After spending time aimlessly for a semester, Prof. Siu realized that he should do something meaningful. However, he discovered that the friends he met in the O'camp had already formed their own social circles. Later on he found out that the nominated cabinet of the Economics Students' Society was in dire need of a welfare secretary, and they asked if he was interested. He decided to be part of them. 'Nominally we had different persons-in-charge for different events, but still we would work as one during the whole term-of-office. I still keep in touch with my fellow cabinet members nowadays, having became lifelong friends.' The student societies excos' practice of wearing suits had yet to emerge at that time, and for organizing promotional campaigns, an Oxford shirt and casual trousers were all they need. In the absence of a centrally-organized Promotion Period, the only way for the societies to promote themselves was to set up booths, or 'counters'. Some disliked using booths to promote, but if they chose to do so, there must be a purpose for it, such as activity registration. Plus, there were strict norms that govern society executives' behaviour—to maintain a professional image, they could not do anything irrelevant to the duties of the student societies, including doing assignments and taking meals, when being on duty at booths. Resources were minimal as the university did not provide any subsidies to student societies, so booths were decorated using only cork boards and a few pieces of paper. Prof. Siu believes that there should not be any conflict between studying and student society leadership. From his own observation, most student society executives at that time gave the impression of being an all-rounded leader, who can take care of both academics and society duties well. Thus Prof. Siu disagrees with the common belief that there is a tradeoff between being student leaders and having good academic standing. 'I would recommend students to focus on their studies if they think that organizing student society events would be at the expense of their CGA. Don't you agree that one would be regarded as a leader in his/her subject matter once he or she becomes a society executive? Being the society's representative facing outsiders, their personal images are very important. That's why we strived for efficiency when we were in office—durations of internal meetings would never exceed two hours. I remember that the shortest meeting I attended as an exco was a meeting with BSU (The Business Students' Union, HKUSTSU) and the other five business departmental societies. In the meeting BSU proposed the merger between themselves and the departmental societies. 'So we can find someone to take your positions, right?' I asked. Everyone became speechless after this critical question, and the meeting was concluded in just 15 minute's time.' Favours and Reciprocations: What HKUST has given me... Mutual help and peer learning are cornerstones of college education. University students hail from a wide range of intellectual and cultural backgrounds, and one would surely discover new avenues of thinking by opening themselves up and stepping out of their comfort zones. 'Only by tolerating and accepting different P 158

views could one reach new heights.' In Prof. Siu's opinion, it is imperative for students to learn to make friends out of strangers. Regardless of whether it helps your career, this would definitely enrich your life. After earning his doctorate, he found his way into two of the Big Four accounting firms, working as a transfer pricing consultant. In 2012, however, he decided to give up his well-paid job at PwC, so as to take up a teaching position at his beloved alma mater. 'Because I like it,' he says with a determined stare. 'I have always wanted to pursue a career in education ever since I was an undergraduate, but was unable to do so for a long time. The opportunity finally came when the 3-3-4 education reform was implemented, under which the duration of university education has changed from 3-year to 4-year. A lot of extra professors were needed for that purpose, so I came back. But at first the university only offered me one-year or even one-semester contracts.' Readers may doubt: give up a carefree and well-off job for a short-term and risky contract? 'Yes, because I like this job.' he responds. 'At least I tried. I tried hard in letting others know my worth, that I am able to can help my students, and see if I can stay.' he smiles. With your academic qualifications and social experience, shouldn't you be able to teach in many schools? 'Isn't that interesting?' he raises a question in reply. 'This is my alma mater. It is reasonable to come back and teach. Of course, I ought to try to serve my alma mater! I am that kind of old-fashioned guys who prefer reciprocating. Even if someday my secondary school invited me to teach, I would consider.' Unique way of getting along with students Prof. Siu is well loved and respected by his students in the business core courses ECON 2103 (Principles of Microeconomics) and ECON 2123 (Macroeconomics). Every year since his return to HKUST his name would appear as one of the winners in the 'Best Ten Lecturers Election' organized by VERTEX, House II SA., HKUSTSU. 'My timetable allows me to develop friendships with students, maybe because I'm still single,' he jokes. 'Allow me to self deprecate, my academic results were not among the best, but that precisely makes me understand students' needs more.' He often reminds himself that he needs to put himself into students' shoes. That's why he is more patient when dealing with his students. 'Frankly speaking, I was never an outstanding student. I was fortunate to have come to this far now with the help from my teachers and other people. So I hope to give back to society. When someone had lent a helping hand to you, you should do the same once you become capable to do so. This is also why I decided to be a teacher.' P 159

Gain from HKUST 'The university has given me a comfortable working environment. I enjoy learning with students, which has made me feel a lot younger, especially for my state of mind.' But he recognizes that he must also learn from his students. 'As technology nowadays is ever-evolving, I definitely have to consult you guys when it comes to electronic products. Surely you won't expect me to ask my 'old friends' about them, right?' he continues, 'My social circles range from seventeen- or eighteen-year-old ones to forty-year-old ones, making my life much more wonderful.' Words for HKUST students 'The world changes rapidly and is more complex than ever before. I understand that the challenges you face will be even greater. So, I hope that students will first find yourselves, find the value of your life, and contribute to society as much as possible. I know that the university's ranking is getting higher and higher, but it means nothing if you make no contribution to society. So I hope while the students are finding their true self, they should try to help those in need around them.' Prof. Siu deeply believes in the famous quote from Spider-Man: 'With great power comes great responsibility.' Prof. Siu hopes that HKUST students could understand the importance of reciprocating to those who have do them a favour. He was fortunate enough to have received much help from many people, so that he was able to pursue further studies and teach at his alma mater. 'Perhaps you may think that staying true to your aspirations is difficult, in face of various temptations of the world. But have you ever imagined that someone has stood the test of time, the lure of the colorful world, put aside the wealthy prospect, and choose to adhere to his childhood dream?' Prof. Siu continues, 'I did not want to be a stock trader in the first place. Teaching has always been my dream job.' P 160

為道由己 專訪藍世樂博士 Seize Your Destiny An interview with Dr. Lewis Nam 第九屆科大學生會編輯委員會執行編輯 Feature Editor of the Editorial Board, HKUSTSU (2002-03) 人文社會科學學院人文學部講師 Lecturer, Division of Humanities, SHSS (2015- ) 「與外國人打交道，你會發現不少外國人都有很強公民意識。但時下的香港，卻有一班缺乏公民意識、漠視公民責任的人，會一下子跳上去講獨立、講個人。 When you engage in conversations with foreigners, you will easily find their strong sense of citizenship. But we lack such mentality of civic awareness and responsibility in today's Hong Kong, while many of us speak highly of independence or individualism.」 P 161

2015年的9月7日，藍世樂博士踏進了LTA——雖然這十二年來他進入LTA不下百次，但這次卻意義非凡︰這是他第一次以大學講師的身份進場。這一堂課是大學的必修科，而必修科亦意味?對課堂不感興趣的學生為數不少。課堂甫開始，他便對學生講述自己的經歷︰他當年亦於科大修讀本科課程。他甚至在投影片秀出自己不理想的成績表，還有自己曾經上過莊的本科生活，告訴學生自己與他們並無兩樣。 本科是物理的他，現在成為了科大人文學部首位由本科起在此「土生土長」的講師，並用了很「理科」的方法推論分析給學生聽︰你們上這們課不是被逼的，請你可以選擇自己喜歡的HUMA 1000課題，不要逼自己來聽自己感到乏味的話題。從理科到文科，學生到老師，這樣的轉變無疑是很大的。見證了科大超過十年，藍世樂博士對他的學生及師弟妹，有甚麼話想說呢？ 十二歲的科大 藍世樂博士於2003年開始於科大修讀物理。當時科大只有十二年歷史，尚未名列「三大」，所以不像現在那樣熱門。他指當時不少港人對科大的印象就只是一所花了很多錢創建的大學。那時科大的商科、會計、土木工程、機械工程和生物化學是相對較吸引的學科。 問及由理科轉攻人文社科的原因，「因緣際會吧。」藍博士笑言當時他的英語程度不太好，而且覺得大學程度的理科較難把握。為免自己的CGA太差，所以修讀了不少人文學部（HUMA）的課程。「當時有不少的HUMA課程都是以中文為授課語言；而現在只有約30%。」最後藍博士在本科生的時候副修了人文學。後來亦於科大繼續攻讀人文學哲學碩士與博士學位。 藍博士曾上過的莊，亦正是此次編寫出這本二十五周年特刊的科大編輯委員會。問及上莊的原因，藍博士指「這是一個難得的機遇。」他當時收到一個點頭之交的電話，問他有沒有興趣加入編委會。由於他於中學時期參與過校報的製作，於是便應允了。 藍博士指，當時編委會認為由於學生會會員人數有所增長，因此有必要增加印量，而且印量應等同於會員人數。當時學生會大概有四千多名會員，因此《振翅》的印刷量達四千二百本，但實際上只有小部份人會取閱。「我們常常被評議會質疑印書的數量是否過多。」他回憶道。 他亦記得，以前的《振翅》主要分成六個部分︰社會、校園、專題、生活、文藝及科技，每一期的《振翅》通常都有一個專訪，而且全部是中文文章，而英文文章均載於《振翅．高飛報》。 上莊文化 「其實與現在的情況差不多，但decoration（大Dec）沒有現在的那麼大。」藍博士續指嗌莊文化（chanting）當時經已出現，但並不如現在般十多支莊同步進行，而是每兩三支莊輪流chant，每次大約五分鐘，聲浪也不算大；後來自某一年開始，便 P 162

漸漸形成「chant不夠響亮便不夠存在感」的氛圍。其時Pro-P（Promotion Period，學會宣傳期）期間賽馬會大堂尚有空間讓人通過，現在卻幾乎沒有。 藍博士回憶一件趣事︰「我讀研究院時也曾經做過Hall III的tutor（宿舍導師）。有一次，聽見宿社莊的上莊罵下莊，說他們chanting時聲音不夠大、不夠出位。下莊不知如何回應時，我答了一句︰為何不讓他們去裸跑呢？即使是寂靜無聲，也可以引起眾人目光。他們聽後，便沉默不語了。」他認為，下莊對上莊的提點要虛心受教，但卻不可盲從；過來人也不應因上莊期間受過苦，就要下莊同樣承受。 當時科大成績採用十二分制，直至2010-2011學年才跟隨其他大學的做法，轉用4.3為滿分的制度。他回想當時上莊後，CGA由8.6 (B與B+之間) 下跌至5.5（C與C+之間）。「當時一年三本《Wings》、兩份《高飛報》。還有三日二夜的O-Camp、O-Day、O-Night、文學創作比賽及書展。當時商務印書館未開始舉辦書展，編委若要舉辦書展，得由當時function的PIC（負責人）聯絡書商，然後自己收書和擺攤。」他亦記得，當時的大字報牆是長期空白的，沒有多少人公開發表意見，不像現在貼滿標語。 問及當時的宿位問題，藍博士回想於2003至2004學年學生宿舍第六座剛告落成。當時除了保證「三年一宿」外，只要住址不在地鐵沿?，都有很大機會獲安排一年或以上的宿位。居住於香港境內而能獲派三年宿位的同學大有人在。 政治冷感 藍博士指出2003年大概是他科大生涯首次經歷的學生社會參與高潮。當年香港爆發沙士，而反對基本法第二十三條立法的七一遊行亦接踵而來，但後來又回復風平浪靜。科大當時尚未加入學聯，因此社會運動多由學生自發參與，但普遍都頗為「政治冷感」，直至今天也如是。「雨傘運動於2014年9月發生，我於翌年開始教書，每當我談及與人權、民主有關的概念時，學生都變得較專心。但到了今年，談及同樣的概念時，學生似乎都已不太在意，對政治新聞也沒有太大感覺。」藍博士話語中帶點慨嘆，他認為大多數關心政治的學生，可能都選擇在其他大學修讀相關學科，致使科大未能形成政治參與的氣氛。 藍博士覺得，現在的「政治冷感」愈來愈像2003、2004年前後的那種風平浪靜。「這情況是不健康的，是一種『麻木不仁』 十二分制下的對應 GPA 成績等級 四分制下的對應 GPA Course Grade Point Letter Grade Course Grade Point 12-point System 4-point System (1992-92 Fall to 2010-11 Fall) (effective from 2010-11 Spring) 12 A+ 4.3 11 A 4.0 10 A- 3.7 9 B+ 3.3 8 B 3.0 7 B- 2.7 6 C+ 2.3 5 C 2.0 4 C- 1.7 - D+ - 2 D 1.0 - D- - 0 F 0 P 163

的感覺。」因此，他認同推行德育及國民教育的需要。「與外國人打交道，你會發現不少外國人都有很強公民意識。但時下的香港，卻有一班缺乏公民意識、漠視公民責任的人，會一下子跳上去講獨立、講個人。」他續指，很多所謂香港的核心價值，在文化層面上都難說植根於香港，也沒有那種絕對的話語權。多元價值觀或許更貼近香港融匯華洋中西的歷史文化背景。 人文社科的課程有助解決「政治冷感」嗎？「也許不能。」藍博士指，部份人文社科的本科課堂的確涉及政治議題，但牽涉的內容實在太簡易。一些對政治無興趣的學生，甚至不會接觸這類的課堂。同輩壓力才是解決「政治冷感」的關鍵。藍博士認為假如「政治冷感」真的是個問題，學生會幹事會與編委會均有責任提升科大學生的公民意識。 予科大學生的寄語 藍博士直截了當地說︰「一句老話 ——路是人走出來的（魯迅）。這條路不一定是前人走過的，可以是自己走出來。好好把握自己的命運吧。」 P 164

On September 7, 2015, Dr. Lewis Nam Sai-lok stepped into Citi Lecture Theater (LTA), his first time as a lecturer. He is no stranger to the aura of LTA, for he had been to the theatre for numerous times in the past 12 years. This day marked the beginning of his teaching career, being one of the lecturers of the school-sponsored humanities course HUMA 1000. The compulsory status of this course meant that some students enrolled into it merely for the purpose of fulfilling graduation requirements, instead of having genuine interest in the subject matter. Dr. Nam was not unaware of that. He started the lecture by telling the class that he received his undergraduate education here at HKUST. In his PowerPoint slides he included a copy of his academic transcript, showing his far-from-satisfactory grades. He went on telling students that he was no different to them, himself an active participant in student groups in his UG years. Having established a common ground with the audience, he called upon the students to opt for the HUMA 1000 topic they like, instead of forcing themselves to hear what they were not interested in at all. Dr. Nam is the first home-grown lecturer in the Division of Humanities, having earned his first degree here at HKUST. However, his undergraduate degree was not in humanities but physics. It was after his graduation that he decided to pursue further studies in the field of humanities. When HKUST was Twelve Years Old Dr. Nam was admitted to the Bachelor of Science in Physics programme of HKUST in 2003. The university was only 12 years old then and had yet to become one of the 'Big Three' universities in Hong Kong; it was not as attractive to students as it is nowadays. As Dr. Nam recalls, most Hongkongers' impression towards HKUST was that a lot of money was spent in building the campus. Among the majors offered by HKUST, business, accounting, civil engineering, mechanical engineering and biochemistry were comparatively attractive subjects. When asks his reasons of turning from Science to Humanities, he replies, 'It was just by chance.' Dr. Nam was not proficient in English, so he found university-level science subjects hard to master. At that time many HUMA (humanities) courses were taught in Chinese, so he took quite a number of them to achieve a better GPA. He went on to declare Humanities as his minor, and pursued master's and doctoral degrees in Humanities at HKUST afterwards. As an additional note, nowadays only around 30% of HUMA courses have Chinese as the medium of instruction. P 165

The Editorial Board Days During his undergraduate years he was a Feature Editor at the Editorial Board, HKUSTSU, the 12th Session. 'It was a rare opportunity,' Dr. Nam received a call from an acquaintance, who asked him if he was interested in joining the Editorial Board. Since Dr. Nam used to be an school newspaper editor back in high school, he accepted the invitation without hesitation. The incumbent Editorial Board at that time believed that the circulation of Wings should increase together with the number of Students' Union members. When Dr. Nam was an EB office-bearer, the Union had around 4,000 members, and as such the number of copies was set at 4,200. However, in reality only a fraction of members would read them. 'We were often criticized by the Council for printing too much.' he remembers. In those days Wings included six sections: Society, Campus, Features, Life, Art and Literature, and Technology. For every issue there would be an interview. Articles of Wings were all in Chinese; English articles were contained in Kao Fay Pao (now known as Wings High Fly Post). At that time, HKUST had a twelve-point system for the academic performance but changed to four-point (since 2010-2011) as other universities did. After joining the Editorial Board, his CGA dropped from 8.6 (between B and B+) to 5.5 (between C and C+ ). (Refer to table on page 117)' We published three issues of Wings and two issues of Kao Fay Pao within a year, not to mention a three-day orientation camp, an orientation day, an orientation night, a writing competition and a book fair. At that time, the Commercial Press bookstore chain had not started organizing on-campus book exhibitions. The person-in-charge of the book fair function had to invite the publishers for cooperation all by himself, and he even had to be the cashier at the stall.' Dr. Nam also remembers that the Big Character Poster Wall at LG1 was always blank at that time, with no slogans and placards affixed there. Not many people liked to voice their opinion publicly, unlike all sorts of slogans and articles we have today. Student Organizations Now and Then 'In fact, the situation was quite similar to what we have now. The decorations were not as big though.' During the undergraduate years of Dr. Nam there used to be chanting too, but not with ten plus societies chanting together. At that time two or three societies would take turns to chant, each lasting about five minutes. The noise was not that loud too. There was still room for people to pass through the Atrium during the Promotion Period, but now room barely exists. Starting from a certain year, an atmosphere of 'chanting that is not loud enough cannot validate their existence' was developed. Dr. Nam recalls a moment during his postgraduate study. 'At that time I was a hall tutor at UG Hall III. Once I heard the current House executives scolding at the nominated cabinet members of the next session, saying that they were unable to catch enough attention with their chanting. The successors did not know how to respond. Then I interrupted 'Why don't you let them run naked? You can catch a lot of attention without making any noise.' They then became wordless.' He agrees that newbies in student society leadership could accept reminders from their predecessors, but should not follow their P 166

instructions blindly. Also, no one should inflict on his successors the pain they used to bear in the previous year. Talking about hall life, Dr. Nam recalls that it was in his freshman year when the UG Hall VI was completed. The current policy ensuring that each student can get at least one semester of hall residency during his three years of study was already in place. Apart from that, as long as students lived in areas not served by MTR, they would probably be assigned a full year hall place. Quite a lot of local students had been assigned three years of residential hall. Political Apathy 2003 was probably the first peak of social participation in HKUST according to Dr. Nam. In that year Hong Kong experienced the outbreak of SARS, as well as the protests against Article 23 of the Basic Law. HKUSTSU had yet to join the Hong Kong Federation of Students then, and most social movements at HKUST were initiated by individual students. Still, the majority of the student body were politically apathetic, just like today. 'The Umbrella Revolution took place in September 2014, and I started teaching in the following year. Whenever I talked about concepts related to human rights and democracy, students would show at least some response. But when I talked about the same topics last year, students seemed not to care. They simply don't care much about news on politics,' says Dr. Nam with a sigh. 'Perhaps students who are concerned about politics are studying relevant subjects in other universities instead. This might well be the reason why the sense of political participation is absent here at HKUST.' Dr. Nam feels that the society's current orientation towards political apathy is quite similar to the period around 2003, and he regards this numbness an unhealthy phenomenon. Therefore, he agrees that there is a need to roll out a compulsory curriculum in Moral and National Education. 'When you engage in conversations with foreigners, you will easily find their strong sense of citizenship. But we lack such mentality of civic awareness and responsibility in today's Hong Kong. Many of us speak highly of independence or individualism.' He considers that many of the so-called core values of Hong Kong were not truly rooted in our city. With her unique east-meet-west historical and cultural background, multiculturalism may be a more accurate description of Hong Kong's cultural status. P 167

Can courses in Humanities And Social Science alleviate political indifference? 'Probably not,' says Dr. Nam. There are some HUMA and SOSC undergraduate courses covering political topics, but they are more of an introductory nature, teaching only the basics of such topics. As they are merely electives, most undergraduates who are not interested in politics would not ever consider taking them. He believes peer influence to be the real key in dispelling the phenomenon of political indifference. He argues that the Students' Union, both the Executive Committee and the Editorial Board, are responsible in promoting social awareness if political apathy is truly a problem here at HKUST. Words for HKUST Students Dr. Nam says on the spot 'As the saying goes: 'Paths are paved by men.' (Lu Xun) The path might never be taken before, but could be paved by ourselves. Go and seize your own destiny.' P 168

紙媒沒落 專訪高立基先生 Decline of Print Media An interview with Mr. Mike Ko 第九屆科大學生會編輯委員會 市場主任 Marketing Officer, the Editorial Board, HKUSTSU (2002 - 2003) 「科大學生的政治參與向來不高。科大學生會具有先天缺陷，沒有政治學、法律、文學院，因而缺乏關心時政的人；加上地理位置僻遠，頗為「遠離世俗」，種種因素都減低科大學生參與社運的意欲。 The Students' Union of HKUST has 'structural defects.' Without school of politics, law or liberal arts, fewer people who care about the society and politics. Plus HKUST is remote and away from the urban. All these factors can explain HKUST students' low motivation to join social movements.」 P 169

於屏幕上輕輕一劃，一篇篇新聞隨即浮現。最新的、昨天的、上星期的……所有新聞都輕易搜得，不費半點功夫。然而，紙媒因而漸被忽略，失去其吸引力。一直以紙媒為重的編委會，似乎需要思索未來的方向。 作為編委會的前輩，高立基先生（Mike）與我們分享了他對紙媒的看法，亦回想科大多年來LG1、宿舍的變更。 科大以前的「食」 大概在2001年左右，LG1進行大翻新後，然後一直維持現狀。當時，LG1的快餐是科大校園內最便宜之選，十三元一碟西炒飯。當年LG5有上海食品、薄餅、麥當勞等四間餐廳，但後來因為要將學生會的辦公室搬到LG5，所以LG5就只留下麥當勞一間。LG7因為當時LG5餐廳大減而擴建，加多了座位。在此以前，那�堛瑰\廳就只有Asia Pacific（泛亞）一間。而學術廊的Cafe當時就已經存在了。 大學的生活 「我讀書的時候，Hall I、II、III、IV都留予本科生住，另有一間PG Hall II（Hall V）。」Mike回想，因為當時較少研究生，所以部份PG Hall II的宿位派予本科生，房中設碌架床。床的另一邊是長桌，供兩個人共用，不像其他宿舍般一人一桌，彼此造成的騷擾較大。 「當時能否獲得宿位，視乎你是否住在地鐵沿?。」Mike想起，如果住在地鐵沿?，往往只有半年必宿，但也有一些特殊情況。「我一個朋友住在地鐵沿?，沒有三年必宿，但住在他對面的同學竟然有三年必宿，可見宿分制度的問題一直存在。」 當年科大人的溝通，主要通過ENB (Electronic Notice Board)，「那是一個類似高登的網上討論區，上面有各樣的罵戰、買賣教科書等。但現在消失了，科大人似乎就沒有了一個討論區。」隨?時代進步，ENB的消失或者無可厚非，但這同時減弱了科大人的聯繫。 Mike當年是編委會的成員。「我們曾經嘗試增加《Wings》的吸引力，於是邀請名人做訪問，並將他們放在封面，例如李柱銘、李克勤、楊千嬅。」此外，當時《振翅》曾經分成六個版，定位被限死。社會上沒有很多議題，因此沒有很多論政的文章。所以當時的《振翅》沒有甚麼方向。高飛報則專注於學生內政，評議會和幹事會的工作內容多載於高飛報。 科大政治參與程度 科大學生的政治參與向來不高。Mike指出，科大學生會具有先天缺陷，沒有政治學、法律、文學院，因而缺乏關心時政的人；加上地理位置僻遠，頗為「遠離世俗」，種種因素都減低科大學生參與社運的意欲。2003年前後，社會上比較太平，沒有甚麼民怨，又缺乏政治議題，因此科大學生會都比較專注於內政，沒有太多社運可做。 P 170

中科合併 我們或許以為，當年「中科合併」觸發學生激烈抗議，但事實並非如此。「因為當時資訊流通較慢，（中科合併）未有引起很大討論。」Mike回想，當年的學生持不同意見。有人反對，指中大歷史悠長，科大只有十年，科大有被中大吞併的可能。也有人支持，認為去中大上堂是件新鮮事，而且中大的文科出眾，科大勝於工商科，兩間大學可以互補長短，未嘗不是一件好事。 予編委會的寄語 「紙媒已經開始沒落，編委會應轉向電子書。」據Mike的觀察，科大的《振翅》的吸引力不再，難以引起學生興趣。加上科大缺乏法學、政治學等，編委於時政上難以提出獨到見解，文章質素自然不及港大《學苑》。如此看來，編委會是時候思考如何改變了。 P 171

Swipe the screen once, and all the latest news pops up within a second. You can get access to news of any point in time without much hassle. Print media is thus losing its attractiveness and being neglected. The Editorial Board, which has positioned itself as a print media shall take this trend into account when planning its future direction. As a former executive of the Board, Mike would like to share with us his view towards print media, and recall changes of LG1 and hall for these years. Food Around 2001, LG1 was undergoing refurbishment. Since then its appearance has remained the same. The cheapest fast food throughout the campus was provided there, with fried rice only costing $13. At that time there were four catering outlets at LG5, including Shanghai food, pizza and McDonald's, but due to the relocation of Students' Union offices to LG5, only McDonald remains. As the number of restaurants at LG5 had to be reduced, the canteen at LG7 was expanded. Before that, there was only Asia Pacific Catering at LG7. However, the Cafe in concourse had been there for a long time, with little change. University life 'When I was studying here, Halls I, II, III and IV were reserved for undergraduates. There was a PG Hall II (UG Hall V).' Mike recalled since there were fewer postgraduates, some hall rooms of PG Hall II were provided to undergraduates instead, with bunk beds installed in place of the original single beds. The other side of the bed was a long table shared by two students, unlike other halls where each resident gets his or her own table. 'Whether one can obtain a hall place depends on if you live near the railway.' If the area students reside in was served by MTR, most likely they would only get half-year residence. However, there were some special cases. 'One of my friends lived near the railway and did not have the three-year residence, but another one who lived across the street from him had. The system of calculating the score for hall residence was plagued with problems.' Discussions concerning the school among HKUST students was mostly conducted through Electronic Notice Board (ENB). 'It was an online forum similar to HKGolden Forum we have nowadays. Everything, ranging from arguments of P 172

school affairs to textbook selling, would appear on the board. However, now it is gone, and since then there isn't any similar forum in HKUST.' The disappearance of ENB seems unavoidable, along with weakening of bondings among students become weaker. He was one of the executive members of the Editorial Board. 'We tried to enhance the attractiveness of Wings, thus invited some celebrities for an interview, like Martin Lee, Hacken Lee and Miriam Yeung.' Also, Wings used to have separated into six parts, and it was fixed. There were not many issues in the society and therefore not many articles discussing politics. Social participation in HKUST Mike points out the Students' Union of HKUST has 'structural defects'. Without a school of politics, law or liberal arts, fewer people who care about the society and politics enter HKUST. Plus HKUST is remote and away from the urban. All these factors can explain HKUST students' low motivation to join social movements. Around 2003, the society was quite peaceful without much popular discontent and seems political issues seldom appeared. Thus, the SU focused more on internal affairs without joining many social movements. The merger between CU and HKUST 'The speed of information flow was slow back then; thus the discussion (of the merger) was not eager.' Mike's comment is different from today's HKUST students' impressions of a heated argument. Students back then although held different stands, they did not debate eagerly. Some opposed to the merger, saying that CU had a long history while HKUST had only ten years, HKUST could be swallowed up by CU. Some supported the merger, thinking that having lessons in CU would be exciting. Also, art stream in CU was excellent while science and business were outstanding in HKUST. The two universities could complement each other, so it might not be a bad thing. Words to the Editorial Board 'Print media is declining, so the Editorial Board should focus on electronic books.' According to Mike's observation, Wings is no longer attractive and cannot trigger students' interest. Plus HKUST lack departments of Law and Political Science and thus members of the Board cannot propose any unique viewpoint. The quality of articles in Wings is not as excellent as Undergrad published by the Editorial Board of HKU. The Board has to think of changing, at least based on these facts. P 173

今非昔比 專訪崔耀文先生 Time has changed An interview with Mr. Yiu Man Chui 第十屆科大學生會幹事會成員 Member of the Executive Committee, HKUSTSU (2003 to 2004) 科大校友會A1的大學事務副會長 Vice-President (University Affairs), HKUST Alumni Association-A1 「更多人討論政治，但往往會兩極化。一些人非常投入，渴望參與更多的社運；同時部份人完全不接觸政治。 More people are willing to discuss politics, but it had also resulted in social polarization. Some are very eager to participate in more social movements while some avoid politics at all.」 P 174

二十五年的科大，二十五年的改變。改變的不單是科大的校園，學生活動亦在不斷演變。不論是Pro-P、叫莊、上莊文化，崔耀文先生（Man）一直見證?歷年的變遷。當前輩總是恃老賣老，說甚麼甚麼是傳統，要抱緊歷史包袱……也許是時候問︰何謂科大傳統？ Man 哥自畢業後仍然熱衷於參與每年的迎新營，「組爸」資歷無出其右。他認為科大迎新活動於此十多年間的最大轉變，莫過於組爸媽（即參與迎新營小組的非新生，擔當類似組長的角色）的投入程度。 據他憶述，當年的組爸媽多會全程參與迎新營之活動，與組仔女（即參與迎新營的新生）共同進退，除非遇上考試、實習等事務，否則不會貿然離營。但到今時今日，某些組爸媽會因為補習等事宜隨時離營，責任感較以前薄弱。現在部份較大型的屬會迎新營每組動輒有十多名組爸媽，甚至會以組爸媽對組仔女「一對一」作招徠，與早年每組通常只會設一至兩個組爸媽大相逕庭。至於外校組爸媽的問題，Man 哥直言當年並有非科大學生擔任科大迎新營的組爸媽，但獲邀的都是能帶動組內氣氛的「玩得」之人；現在部份外校組爸媽帶組有欠投入，予人充撐場面之感。不過，他亦理解科大先天陽盛陰衰，不少學會難以在不假外求情況下的覓得足夠女生擔當組媽，故邀請外校同學加入亦屬無可厚非。 他亦觀察到新生參與迎新營之心態的轉變。他仍就讀於科大時，大部份新生都會參與至少兩個營新營；現在卻有為數不少的新生僅參與一個迎新營。不過，科技進步使以往「不玩O'Camp難以結識朋友」的說法變得過時。 加入學生會幹事會的因由 升上大學，進入一個新的環境。Man想嘗試新的東西。當時參加了學生會舉辦的迎新營，組爸媽都給他留下深刻印象。後來開學後，某次他經過賽馬會大堂，被他的組爸叫停。「當年發生了影印機事件，虧蝕了一筆學生會儲備。因此學生會的人都到賽馬會大堂交代，向會眾致歉。他們需要更多人手處理事務，所以請我這個組仔幫忙。」 事緣幹事會議決更換影印機承辦商，方案獲評議會撥款通過。當時舊的承辦商要求付費七十多萬元，遠比原先估計的五十多萬高。幹事會便開始與新的承辦商商討，卻在對方提供之法律意見所誤導下簽訂合約。新承辦商亦按新約所示的日期行事，幹事會交出了舊機作抵押並且安置新機。不久，舊的承辦商便提出，若多續五年約便可提供豁免額，即由七十四萬多元降至五十多萬。但此時此刻，幹事會已不能與舊的承辦商續約，並隨即被揭發違反了「在移動舊承辦商的影印機前，必須在十四日內通知舊承辦商」的條文。在事件發展至極度嚴重下，幹事會才向會員透露事件概況，並向教職員聯會之義務律師求助。義務律師認為幹事會違反了合約細則，證供對幹事會不利，故建議賠償差額以解決事件。最終，幹事會獲評議會撥款，並向舊承辦商賠償了約十六萬。 P 175

後來Man便加入了幹事會。首半年，他擔任文娛康樂秘書（Social Secretary / Social Affairs Officer），後來內務副會長（Internal Vice-President, IVP）辭職，便由他擔任其職位，因為他一直協助內務副會長辦事。 上莊時印象最深刻的事 於Man而言，學生會任期中令其最深刻的事件，莫過於「中科合併」。2002年10月4日，時任教育統籌局局長李國章提出香港中文大學與香港科技大學最快三年內合併，成為一間世界級大學。他指當時科大學生普遍反對中科合併。因為「科大只有十多年歷史，尚未有很大的名氣和成就。學生覺得此舉是吞併，而非合併。」據科大編委當時進行的調查，高達八成的受訪科大同學對中科合併不表贊同。 Man解釋指，中大本身乃由三所專上學院合併而成，其書院制行之有年。假如中大與科大合併，科大有機會成為其中一個書院，固有的傳統和治學特色只能以書院的有限權力存續；加上李國章出掌教統局前為中大校長，兩校合併之舉早被視為李國章欲使其舊校壯大的舉措，故時人認為中科合併實際上是中大吞併科大，而非平等的兩校合併。另外，科大當時在學術、研究兩方面皆已小有成就，有能力自主，毋須以與其他院校合併的方式成就世界級大學。而且兩間大學之校園位置和設備懸殊，不論在配套上、交通上或設備上，都難以配合中科合併的計劃。 Man憶述當時中科合併一事雖備受科大學生激烈反對，但有為數不少的同學認為合併之構思仍只流於大方向，並未開始討論細節問題，故相信合併之舉在他們畢業前不會成事。其時之學生會得悉此構思後，即?手舉辦簽名運動，向校方表達學生的整體訴求。 中科合併爭議賡續逾年，至 2003 年 11 月李國章仍稱有關計劃尚在考慮當中。當時幹事會決定舉行罷課，以表達反對聲音。於是發送電郵，邀請科大學生嚮應行動。但最後參與罷課的人不多，集會只持續了一天。 然而，一名編委會的老鬼指罷課一事未經廣泛諮詢，認為幹事會失職，因此要向幹事會提出不信任動議。後來不信任動議於AGM（學生會周年全民大會）席上討論，當時的評議員都認為幹事會做法不妥，但未至於需要辭去職務。眾人唇槍舌劍之際，當時的幹事會會長認為繼續爭論下去都於事無補，便決定與莊員集體離場。而當時的內閣最終被不信任動議，遭到罷免。 至2004年教資會院校整合工作小組完成研究，認為兩校暫不應再對合併作任何探討，中科合併的爭議方告平息。 除了中科合併，翌年的沙士爆發與七一遊行也為Man留下深刻印象。沙士期間，人心惶惶，每個人出街都必定戴上口罩。當時科大也實施停課，學生通過下載課堂筆記、教授授課影片等方式上學習，部份課程甚至被縮減。然而，學生活動未受太大影響。雖然較少人參加收費的學生活動，但不同學會的就職典禮仍如常舉行。有趣的是，當時學生會的Co-op Shop售賣口罩，但科大校園裡很少人會戴口罩。「經過學術廊的時候，人與人的距離不會太近，因此普遍也不怕受到傳染。」 於七一遊行那段時間，幹事會發送電郵，呼籲全校同學參加，並由校巴接送同學 P 176

至維園參與遊行。當時參與的人數也不少，令Man對「政治冷感」有另類看法。「所謂政治冷感，是指對較小型的政治事件不太關心。有較大型的風波發生時，科大人都會主動表態。」這令人想起於雨傘革命期間，科大有不少學會都決定暫緩活動，令人動容。 曾經的學生，今天的校友，Man見證了叫莊、Pro-P，以致上莊風氣的轉變。對相同的事情，今天他有不一樣的看法。 科大學生社運參與程度今昔之別 昔︰即使大家不認識對方，都會願意而且放心地討論政治，雖然不會太熱衷和深入。2003年七一遊行，成功引起大眾上街示威，已經令人非常滿意。但在今天，同樣的事情可能會被說是「左膠」。另外，當時不會將事情泛政治化，例如不會將中科合併界定為政治事件。 今︰更多人討論政治，但往往會兩極化。一些人非常投入，渴望參與更多的社運；同時部份人完全不接觸政治。舉個例子，當年的畢業生找工作時，面試官都願意談論政治，可以很放心地討論民主，但現在卻不然，會盡量避免政治議題。 令Man印象很深刻的一件事，是他替某第二十幾屆的學生會幹事會候選內閣籌備論壇作準備時，有部份成員完全不討論政治。「我向其中一個成員探問其內閣對六四的立場，他回應只負責普通事務，然後將問題交給外務副會長回答。可見現在部份人對政治議題避而不談。」 Pro-P（學會選舉宣傳期）的變化 昔︰當時的候選內閣不會裝飾攤位或砌大Dec（decoration），但宣傳上仍不乏創意和特色。曾經有男生於情人節期間穿著白色裙子裝成愛神，在賽馬會大堂拉小提琴，成功吸引不少會眾。 今︰太浪費資源。因為不少屬會在Pro-P、O-week都砌起巨型模型，還要裝飾攤位，一連串的活動浪費了不少資源，不太環保。 Pro-P的重點在於爭取會眾投票。能達到這目的的方法很多，不一定是大Dec或裝飾攤位。現在的Pro-P或叫莊變成擊敗其他屬會的競技時間，有失原意。 叫莊的變化 昔︰當時每一個候選內閣都只在自己攤位範圍內進行宣傳，而且沒有帆布等裝飾，互相看見對方。每天下午一點至兩點和六點以後，都可以在自己的攤位內叫莊。 今︰叫莊的日數受限，而且在賽馬會大堂的中央，在鐵馬內叫莊。 P 177

SAO（科大學生事務處）曾經為有秩序的Pro-P和叫莊感到驕傲，甚至以此為科大文化。「我個人認為，如果每年叫莊都發生打架，終有一日學校可能會禁止叫莊。即使有混亂的情況，都不應該出現打架或流血衝突。大家應該自律，還是重蹈覆轍以致禁止叫莊，這值得大家反思。」 最近十多年，參與叫莊的人數愈來愈多，不時出現各種混亂情況，以致有今天各種限制。現在叫莊都被鐵馬圍?，就如動物園中被禁錮的野獸。這又何必呢？「我認同叫所有會眾來一起叫莊，可以團結屬會，但這也是導致混亂發生的原因。」他記得當年發生House III與IV發生打架事件，最終需報警處理。「現在卻每年叫莊都會報警，又何必呢？」 老鬼干政 談起老鬼，往往聯想到對現莊盲目批評或不斷干預。Man則認為，老鬼固然不應為發洩情緒而批評，但既然願意於畢業後回到科大與現莊接觸，反映他們有歸屬感、有意協助現莊。然而，老鬼畢竟缺乏影響力。現莊應酌量是否採取老鬼的意見。一般屬會所做的事情差不多，但學生會每年遇到的事情都不可預計。老鬼不一定要干預每一屆的事情，但可以給予建議。老鬼的意見不一定要跟從，但畢竟他們有經驗，其意見依然值得聆聽。 上莊心態的轉變 談及上莊心態，Man指出以前娛樂或課外活動的種類較少，屬會幹事比較專注於莊務。但隨?科技日新月異，娛樂愈來愈多，屬會幹事的專注力亦被分散。 他回憶道︰「當時上莊時要簽生死狀，承諾上莊期間不參與任何實習或兼職，如果真的要做兼職或實習，便需要辭職。」以迎新營為例，以前每組中只有一至兩個組爸媽，他們都比較盡責，願意陪伴新生渡過整個迎新營。除非遇上考試、實習等事務，否則不會貿然離營。但在今時今日，某些組中數個組爸媽，而且會因為補習等事宜隨時離營，責任感較以前薄弱。 科大校友會A1大學事務副會長 科大校友會A1主要有三個目標。第一是校友聯繫（Alumni Engagement），透過各種的活動團結校友。第二是社會服務（Community Service），集合一班科大人去做義工。第三是創業圈子（Entrepreneur Circle），集合一班有志於創業的科大人。因為科大畢竟是年青的大學，力量有限。希望透過集結一班校友，令大家可以互相幫助。 P 178

HKUST aged 25 has accumulated many years of changes. What has changed not just the campus but student activities as well. However Promotion Period, chanting or culture of joining societies, Man has witnessed the changes throughout these years. While many seniors are imposing their so-called 'tradition' on juniors, it is time to ask: What exactly is the tradition of HKUST? Reason of joining the Students' Union Executive Committee After entering HKUST, Man wanted to try something new in this entirely new environment. He participated in the orientation camp held by the SU Executive Committee, and the group mentors left him a deep impression. Few days after the semester began, he was stopped by one of the O'camp mentors at Atrium. 'An issue concerning photocopiers of the Students' Union had occurred. That incident had led to tremendous loss of Union funds, and thus the SU executives had to apologize to members at the Atrium.' At that time, the Executive Committee decided to look for new printer contractor, and the Council approved and appropriated funds to support the plan. The old contractor requested payment of around 700 thousand dollars which was far higher than 500 thousand dollars estimated. The Executive Committee thus started negotiating with the new contractor and signed the contract under misguide of legal advice offered by the contractor. Then the Committee handed over the old printer as collateral to the new contractor, who performed the deal and installed a new one on the date stated in the new contract. Soon after, the old contractor proposed that the payment could be lower to 500 thousand dollars if they would sign another 5-years contract. However, the committee had already signed the new contract and could not sign another one. The Committee was immediately revealed of violating the rule of 'Before moving away printers of the old contractor, notification shall be made 14 days ahead'. Not until the situation had gone severely did the Committee disclose the issue and seek help from volunteer lawyers of HKUST Staff Association. The lawyers thought the Committee had violated rules of the contract and there was strong prima facie evidence against them. Compensating the difference (200 thousand dollars) was recommended to solve the issue. Eventually, the Council approved and financially supported the Committee and compensated 160 thousand dollars to the old contactor. Man joined the Executive Committee later on and became the Social Secretary during the first half of his tenure. As the Vice-President (Internal) resigned half year later, he took over the position as he had been assisting the Vice-President. The most impressive affair The merger between the Chinese University of Hong Kong (CUHK) and HKUST has left Man the deepest impression. In late 2002 Arthur Li, the Secretary for Education and Manpower of HKSAR, P 179

announced the merger of the two universities within three years, intending to cultivate a 'world-class university'. At that time the HKUST student body was generally opposed to the arbitrary decision, believing that the so-called 'merger,' instead of a merger of equals, would be the absorption of HKUST into CUHK. Man said the worries were justified as CUHK was also the result of a merger between three post-secondary colleges. The pre-existing traditions of each college could only be preserved in a limited scale, subject to the demands of the centralized university administration. Students at that time were worried that HKUST would become merely a constituent college of CUHK, resulting in the loss of its own traditions and culture. The allegations of 'HKUST absorbed by CUHK' was further justified by the fact that Li was the vice-chancellor of CUHK before he joined the government. Man further points out that HKUST was already establishing a foothold in the global academic and research arena, despite its relatively young age of around ten years. It had the potential of becoming a world-class university organically, and mergers with other universities were not necessary. The geographical locations and facilities of the two universities' campuses also acted as hindrances to the merger. At that time, the SU Executive Committee decided to hold a student strike against the merger, and immediately sent emails to all students to seek their support and only over twenty students went on the strike. However, one former executive of the Editorial Board thought that the strike was not widely consulted, and thus proposed a motion of no-confidence over the Executive Committee, claiming that the Executive Committee neglected their duty. Later on, the motion of no-confidence was proposed during AGM (Annual General Meeting). Many incumbent Union councilors held the view that though what the Executive Committee had done was inappropriate, they did not deserve the impeachment. During the debate in the meeting, the President (of the Executive Committee) thought the arguing would bring no results after all, and thus left the meeting venue with his fellow cabinet members. Unfortunately, the motion was finally passed, and the cabinet was removed. At the time, HKUST had been founded for more than ten years, and it started enjoying some reputation. Students believed HKUST should be able to determine its own future. Also, the proposed merger was infeasible as facilities, transport and equipment were unable to coordinate. Most importantly, students were afraid that HKUST would be swallowed up by CUHK. Being a student once as well as alumni today and having witnessed the change in chanting, Promotion Period and atmosphere of participating in societies, Man now has different views towards the same thing. Difference between HKUST students' participation in social movement now and then Past: People were willing to discuss political issues even with people whom they did not know, albeit not too eagerly and intensely. The July 1 Demonstration in 2003 had caused many citizens to take it to the streets, and that was already very satisfying at that time. However, if the same thing happens today, it may be regarded as a 'Leftard' P 180

action. 'Also, we would not politicize everything at that time. For example, we did not regard the CUHK-HKUST merger proposal as a political event.' Now: More people are willing to discuss politics, but it had also resulted in social polarization. Some are keen to participate in more social movements while some avoid politics at all. 'Let me illustrate with one example. At the time when graduates looked for jobs, interviewers were willing to discuss politics, and you could advocate democracy in the interviews without much concern. However, now it is the opposite. They would avoid involving political issues in the interviews.' When Man helped a newly nominated cabinet of the Executive Committee to prepare for their election forum, he was shocked that some of the members tried to avoid politics entirely. 'I asked one of them for their position on the June Fourth Massacre, but was given a reply that he was only responsible for general affairs, shifting the problem to the proposed Vice-President (External). As I have mentioned, some try to avoid politics now.' Changes in the Promotion Period Past: Executives would not decorate their counter and make large decorations, but the way cabinets promoted themselves was still full of creativity and eye-catching features. One time, a man wearing a white skirt like Cupid played the violin at Atrium and caught a lot of attention from members. Now: It is not environmentally friendly. Many societies build giant decorations and decorate counters, leading to a waste of resources. The primary purpose of Promotion Period is to seek members' votes. There are many ways to serve this purpose, not necessarily the large decorations and decorating counter. Now the Promotion Period and chanting has become the time to defeat other societies, and thus lost its original purpose. How about chanting? Past: Each society promoted themselves within the area assigned, without any decoration and counter. All societies could see each other. They can do chanting between one to two o'clock or after six o'clock. Now: The number of days for chanting is limited. Chanting is held at the center of Atrium, surrounded by steel barricades. Students Affairs Office used to be proud of the orderly Promotion Period and chanting, even regarded this as the culture of HKUST. 'I believe P 181

if fighting happens every year during chanting, chanting could be forbidden any time. Even if there are chaos, no fighting or bloodshed should arise. To behave yourself or to make the same mistake making 'chanting' banned? This is worth our thinking.' For the last ten plus years, more and more people join the chanting. This leads to chaos sometimes and restrictions. Now people do chanting while being surrounded by steel barricades, just like animals jailed within the zoo. What is the point? 'I agree that gathering members to chant together can strengthen the bonding, but this is one of the reasons leading to chaos.' He recalls that House III and IV once had fighting and police came to settle the problem. Now, the police officers come every year during chanting. Intervenes with operation from former executives What most societies do is similar every year, but not for the Students' Union. What the Student's Union encounters every year could be unpredictable. Former executives do not have to intervene with the operation of each session, but could give suggestions. It is not necessary to completely follow their suggestions. But owing to richer experience, their opinion is worth listening. Culture of joining societies Past: There were fewer kinds of entertainment and extra-curricular activities. Students joining societies were more focused and serious. Now: Apart from joining societies, students have many more choices of extra-curricular activities. Executives' attention was distracted. He recalls at the time when executive committee members from societies would sign an agreement with one another, promising that they would not take up any internship or part-time job during their term of office. 'If you really want to do so, you have to resign.' Taking O'camp as another example, there were fewer mentors, and they must accompany the freshmen of his group throughout the whole duration of the camp. However, now there could be many mentors within a group, and they may leave the camp anytime they want.' What is HKUST Alumni Association-A1? HKUST Alumni Association-A1 has three main goals. One is Alumni Engagement, hoping to unify the alumni body through organizing various activities. Another one is Community Service, which aims to gather a bunch of HKUST people to do voluntary work. Last but not least, the Entrepreneur Circle expects to converge HKUST people who are interested in setting up businesses. Since HKUST is still young, its power is still limited, so it is hoped to gather a bunch of alumni so that everyone can help each other. P 182

承前啟後 專訪高振源先生 A New Milestone An interview with Mr. Jimmy Ko 第十五屆科大學生會 臨時幹事會成員 Member of the Provisional Executive Committee, HKUSTSU, the 15th Session 「當時我覺得系學生會太著重吃喝玩樂，缺乏對社會及學校的回饋，故與該內閣不和，繼而希望成為學生會幹事，在某程度上改變這種風氣。 I think the departmental societies are focusing too much on having fun by themselves. Thus, the executive part of the society doesn't well fulfill its duty to contribute to the society and university. This always triggered conflicts in opinions between me and the nominated cabinet. I thus wanted to become an executive member of the Executive Committee, to change such atmosphere.」 圖為高先生舉辦Photoshop應用教學。 Photo from a Photoshop Workshop held by Mr. Ko. P 183

香港科技大學學生會編輯委員會和幹事會曾經有一段時間沒有內閣，只有臨時委員會，甚至沒有任何人為之擔任任何職務。高振源先生入讀科大時正值那段時期，當時他加入了幹事會臨時委員會，成為編輯委員會召集人，成功為編輯委員會組了一支內閣，讓當時可謂形同虛設的編輯委員會重新運作。而當時到底發生了甚麼，他的心路歷程又是如何呢？ 成為臨委前的經歷 高振源（下稱Jimmy）當初未想過擔任科大學生會架構內的職位，因為覺得科大學生會對他太遙遠。當時他聽聞學生會的工作相當繁重，自問未有這種能力，也相信會有不少人去參選。他後來才知道，學生會是份吃力不討好的工作，所以一直甚少人參與。 當初他參與學生會的原因，與他參與計算機科學系學生會傾莊的經歷不無關係。「當時我覺得系學生會太著重吃喝玩樂，缺乏對社會及學校的回饋，故與該內閣不和，繼而希望成為學生會幹事，在某程度上改變這種風氣。」 成為編委召集人的經歷 Jimmy即將落莊之際，當時沒有大一學生知道編委會曾經存在，亦缺乏大二大三有興趣加入編委會的學生，整個學生會由原本四大架構變成一至兩個架構運作，容易造成權力傾斜，以致缺乏對評議會及幹事會的監察。因此，Jimmy產生召集編委會的念頭。他提出於將落莊時出版的《乂報》背頁印刷招莊廣告，建議獲得評議會通過。 經過一番努力，Jimmy成功召集了一群人組成編委會，但全部人都未曾擔任過四大架構的職務。「最初我考慮過擔任總編，因為自己有出版經驗，而且作為老鬼（臨時幹事會委員）及第十六屆的評議員，較容易於評議會為編委會爭取資源。」然而，Jimmy當時獲聘到大公司進行實習，遂於編委會開會期間提出。當時有另一人自薦擔任總編，Jimmy總算功成身退，但他繼續以顧問形式援助編委會的運作，例如教授出版書本的程序、學生會架構及權力分工等知識。在文章內容及出版方向方面，Jimmy則交給成員自己決定。「雖然過去的《振翅》值得參考，有一定重要性，但我會強調︰不要有歷史包袱，編委會重新出現就應該重新出發。」當時亦只有半年莊期，因此第十六屆編委會只出版了兩本書。 可是Jimmy坦言，退出編委會是自私的決定。「不少學生會的成員向我投訴，指總編的表現強差人意，常常推諉責任，我因此對他們（編委會成員）感到些少抱歉……」 印象深刻的事件 Jimmy回想於2007年時，超收中國大陸學生及學生宿舍計分制的引入導致不少爭議。當時五個宿生社針對超收大陸學生所引致的宿位分配問題，成立了關注委員會，通過聲明、靜坐等一系列的行動去引起媒體關注，最後達成了公開透明的宿分計算機制。當時臨時幹事會不是發起人，但Jimmy一直跟進，分別跟校方及關注委員會雙方面溝通。 P 184

另外一個比較深刻的，是跟學校商討學生會辦公室由四樓搬去LG5的計劃。今時今日LG5的室內規劃就是那個時候定出來的。Jimmy個人反對搬到LG5，因為當時LG5是食堂，與他希望增加食堂空間的主張不符。另外，四樓比較近SAO及其他校方的辦公室，有事找校方商討亦比較方便。 Pro-P愈來愈chur？ Pro-P 應該是後來出現的名字，之前一直稱為Promotion Period，至於是否比以往更chur，Jimmy覺得差不多。唯一不同的是今時今日多了好多巨型模型（大Dec），Promotion Period 舉辦得像裝置藝術展。當時應該只有宿生社才有這種閒情逸致去做這種事。 巨型模型普及化好像是早四五年前開始出現，在他那個年代，巨型模型有見過但真的不多，並只在House Festival 才出現，但近年變成在選舉期間大量出現，有些模型造型精巧，並體型巨大，今時今日學生的創造力真的令人驚嘆。「在我眼中，做大Dec真的好無聊。哈！ 」 叫莊 過去叫莊沒有那麼多限制，鬥大聲及打架十年前都已經存在，每年都有聲音要求暫停或保留這種宣傳方式。「我個人認為，校方應該取消時間及地方限制，但學生都要自我管束。」他認同叫莊是激勵團體士氣的一種方法，但不應人做你做、隨波逐流，而且長期叫莊對喉嚨造成損害，很多人因此變成老牛聲，又何必呢? 老鬼文化 老鬼文化嚴重與否，要看當事人的做法。「因為有老鬼出現給意見甚至給壓力是無可避免的，但現莊可否做到只聆聽具建設性的意見，並且反抗老鬼給予的壓力，要視乎現莊的個人修養。」他以自己為例，當年選舉期間他離開系會，就是因為老鬼給予會長壓力，要求Jimmy主動辭職。「現在想起來覺得很可笑。今時今日我做老鬼，我都只會給予意見，現莊聆聽與否我都不介意，因為大學生應該有批判能力。尊重前輩已經足夠，不必動輒言聽計從。 」 政治冷感 政治冷感在科大裡一直都存在，也是科大先天上的缺陷。但Jimmy認為這不是科大學生獨有的問題，而是香港社會普通存在的問題。即使在中大港大這種傳統意義上的香港學生運動先驅，熱衷政治的學生都只是少數，並集中在某幾個文學院及社會科學院的學系內。 P 185

There was a period when both the Editorial Board and the Executive Committee were in chaos. They did not have any office-bearers, but some provisional executive bodies or even no one to run them. Jimmy Ko joined the Provisional Executive Committee and was the one behind the reconstitution of the Editorial Board. What happened at that time and what was his feeling then? Before being part of SU's provisional executive body Jimmy had never thought of taking any positions within the Students' Union initially as he felt so distant from it. He somehow heard that workload of the Students' Union was quite heavy, and he was not confident to handle. Besides, he also believed the competition would be intense, as many students would run for the election. At that time, he had not yet realized that jobs of the Students' Union could be dreary and hardly be appreciated. In fact, not many students were willing to assume the positions. The decision of becoming an executive member of the Students' Union was partially related to his experienceat the Computer Science Students' Society. 'I think the departmental societies are focusing too much on having fun among themselves. Thus, the executive part of the society didn't well fulfill its duty of contributing to society and university. This always triggered conflicts between me and the nominated cabinet. I thus wanted to become an executive member of the SU, so as to change such atmosphere.' Reason of being a coordinator of the Editorial Board Jimmy became the 'recruiter' of the Editorial Board for a number of reasons. First, he was responsible for publication affairs during his time at both the Provisional Executive Committee and Yo-hoo Club. Built upon his experience in publishing, he understood the operation of the Editorial Board better. Second, he was aware of the past discord between the Executive Committee and the Editorial Board, which led to a suspension of both organizations in the 15th session. Third, no one was willing to run for the position of Editorial Board, 16th session. 'For these reasons, I felt I was responsible for reconstituting the Editorial Board.' Memorable moments Jimmy recalls in 2007, the university admitted more mainland students than it planned and the introduction of Composite Score System (the criteria which associate with hall allocations) led to controversies. The five House Students' Associations established a standing committee to tackle hall allocation problems caused by the excessive admission of mainland students. Through a series of declarations and sit-in, the attention of media was attracted. Eventually, a better Composite Score System was achieved by both sides of efforts. Although the action was not led by the Executive Committee, Jimmy kept following up on the issue and facilitating a more efficient communication between the university and the standing committee. Another memorable moment occurred when he negotiated with the university on the plan of moving the Students' Union office from 4/F to LG5. Today's floor plan of LG5 was determined at that time. Jimmy personally opposed to the idea because at that time LG5 was a canteen. The plan crashed with his original goal of expanding space P 186

of the canteen. Besides, 4/F was nearer to Student Affairs Office and other offices of the university. It would be more convenient for executives to have meetings with the university when necessary. Pro-P is getting more demanding? In the past the abbreviation 'Pro-P', which stands for ' Promotion Period' was uncommon, it had been called Promotion Period. Jimmy did not think Pro-P is getting bustling but indeed there are more giant decorations than before, just like an installation art exhibition. 'Only executives of House Students' Associations had the mood to make such things before.' he laughs. Those giant decorations have just become popular since four or five years ago. Before that, there would just be a few giant decorations. They only appeared during House Festivals. But in recent years, there are many more giant decorations standing around. Some of them are so sophisticated and large. 'Students are so creative today to present such astounding shows. But in my opinion, construction of these giant decorations is very boring.' Chanting There were fewer restrictions on chanting. Competing to chant louder and fighting has existed a decade ago. Every year, voices requesting for suspension or preservation of chanting persisted respectively. 'Of course the university should not impose restrictions on time and venue of holding student activities, but students should also behave themselves.' He agrees that chanting is one of the ways to boost the morale of members, but it is not good to simply follow the herd as well. Not to mention that chanting for a long while had a bad impact on one's throat. 'Many people suffer from a scratchy throat after chanting. What's the point?' Culture of former executives To what extent drawbacks of the culture of former executives is serious depends on people at the time. 'It is inevitable to encounter some former executives giving harsh opinions or putting too much pressure. But whether the incumbent executives can form valuable opinions from it depends on personality.' He illustrates with his experience: He left the Computer Science Students' Society during the election because pre-executives imposed pressure on the president and demanded Jimmy to resign spontaneously. 'Now I find the whole thing ridiculous. Though today I have become a former executive, I only offer advice and don't mind if the incumbent executives do not accept it. University students should be able to make judgments on their own. Respecting the senior does not mean you have to listen to them all the time.' Political indifference The political indifference of students has existed for a long time and has always been considered as an 'innate' problem of HKUST. But Jimmy believes this issue does not solely rooted in HKUST but, in fact, in the Hong Kong society as a whole. Even in the University of Hong Kong and the Chinese University of Hong Kong which are regarded as pioneers of student movements, only a minority of students are concerned about politics, mostly from the faculties of arts and social science. P 187

學生 論政 P 188

Student Activism P 189

秀才造反 專訪王焯熙先生 Elegant Revolution An interview with Mr. William Wong 第二十一屆科大學生會編輯委員會 副總編輯 Assistant Editor-in-Chief, the Editorial Board, HKUSTSU (2013 to 2014) 「我的看法與其他學生會成員有些少差異。普遍學生會的人覺得這是「為件事好」，可以接受不太理想的做法（派福利品來提高投票率）。然而，我從來沒有「大家為件事好」的想法，因為很多學聯做的事情我並不認同。我亦較執?於程序公義。 I thought quite differently from others in the union. The majority believed that as long as it serves for the good, the not-so-appealing methodology (increasing the voting rate by distributing welfare goods) is acceptable. Yet I never think that this is really done for the good, since I disagree with much of what HKFS had done. I am more dedicated to procedural justice.」 P 190

王焯熙先生（Will）就讀科大期間，正值學生會「入聯」前後。當時，港大剛發生學生會換屆風波註一，泛民主派蘊釀「佔中」，幹事會相繼籌辦學界商討日、政改方案公投等，直到佔領爆發、政改方案被否決。是次訪問，Will會跟我們分享對學生會定位、學聯與學運的看法。 加入學聯：始於不義，終於恥辱？ 科大學生會於1993年成立，但直至2012年才加入學聯，當中相隔近廿年。Will坦言不知道久久不入學聯的確切原因，只說大致有數個傳聞。一、以前科大學生會並非一面倒親民主派，有屆別乃親中或者無立場。二、幹事會有積弱問題，執行力不足時自然難以推動入聯。三、有屆別介意要繳交學聯會費，又擔心學生會立場會受學聯掣肘，故無興趣入聯。 考證所及，科大加入學聯的公投至少舉行過兩次，第一次因為支持票不足而流選，第二次則夠票通過。惟第二次的公投是以「蛇齋餅?」形式通過的——學生會幹事會在票站不遠處設置派發福利品的攤位。「第二次公投成功，是因為該屆幹事會有心有力，但手法的確可恥。」 相同的手法，在日後的「學界政改方案公投」重現，更引發司法覆核。雖然蛇齋餅?的做法有賄選之嫌，但若單純想藉公投來宣揚理念，以爭取科大會眾的關注，成效又如何呢？「我的看法與其他學生會成員有些少差異。普遍學生會的人覺得這是『為件事好』，可以接受不太理想的做法（派福利品來提高投票率）。然而，我從來沒有『大家為件事好』的想法，因為很多學聯做的事情我並不認同。我亦較執?於程序公義。」也是出於這原因，Will後來在評議會內推動修憲，創建「公投委員會」以取代幹事會的公投主辦權，並禁止所有學生會屬下組織於公投票站附近舉行任何活動，以防止同樣情況再次發生。 「其實我根本上質疑公投的方式，甚至懷疑幹事會應否參與學運。」Will指出，如果學生有意抗爭，並成功推動學運，公投便只是一種施壓方式，用作表達抗爭學生的意願。但如果學生本身無心抗爭，幹事會舉行公投，自然得不到很大迴響。最後用上為人不齒的方法，即使令公投獲得足夠票數，亦只會適得其反。既令運動蒙羞，又收不到抗爭效果。 「大學舉辦公投，其實與五區公投面對?同樣問題。」Will指出，一般抗爭，諸如聯署或是遊行，只是簡單的「數人頭、壯聲勢」。即使只有一百人，都有一定作用。可是，如果換成投票，一旦投票率不高，例如只有百份之十，整場行動就失去認受性。「學生會和激進政團往往對直接民主有股迷思，最後反被拖累。」 註一：2013年4月，港大學生會換屆，原任幹事拒絕移交權力，事件驚動校方、銀行及警方，最後以新任幹事順利接掌學生會告終。 P 191

大學生領導社運？ ——王侯將相 寧有種乎 「『歷史上的政治思潮多由大學生發起，所以應由大學生激起公民運動。』這句話本身充滿問題。例如，香港問題應該由香港市民解決，大學生只是市民的一部份。大學生有多神聖呢？很多歷史變革皆由大學生發起，但更多的是權貴，或者農民。」 Will認為，政治抗爭要顧慮很多因素，組織者除了要有熱情，更需要審度和具備政治觸覺——判斷形勢，掌握民意，周全的處事手法。然而大學生往往只空餘滿腔熱血，缺乏經驗以及閱歷，本身難以領導社運。「如果佢?（學聯）有足夠?政治觸覺，就唔會有退聯潮。」他舉例，退聯潮時，候選秘書長羅冠聰發表政綱，違反了秘書長的定位，親自強化了學聯控制學生會的指控；科大學生會幹事會舉行學界商討日（D-Day）時，一時解說與戴耀廷的D-Day是兩回事，但當日又有佔中辦事處人員在場協助，處事能力令人側目。「道理上，每個香港人都可以發動抗爭。能力上，學聯與幹事會問題多多，不可旨意。諸多手法例如公投，實在可笑。」 無疑，小部份熱衷社運的大學生確實可以利用時間、學識、輿論地位，擔當倡議者與領導者的角色。從這幾方面而言，一般市民的確做不到。「學苑出版前途問題同革命，可以上報紙甚至施政報告，但一般大學畢業生最多只能投稿到輔仁（一個網上媒體）。」 然而Will認為，始終不應該對絕大多數的大學生抱有任何期望。「一般大學生其實與一般市民一樣，隨你在Atrium喊破喉嚨都不會注意你。他們往往只專注於GPA和莊務。即使在評議會上， （評議員）都不太關心幹事會的對外事務，只想討論校內的規則和資助。」 他亦指出，部份大學生抱有一種「Loser」觀，崇拜叢林資本主義，覺得「你們沒有能力才會製造事端（發動學運），我事業有成、有能力賺錢，為甚麼要參與學運？」教育制度的既得利益者大有條件抱持這類思維，而以前大學生就職壓力相對低，才較容易有「救社會」的責任感。「現在的條件與以前不同，不可能捧（現在的）大學生上『社運神?』。」 學生會的角色問題 Will 認為，就學生會這個組織而言，其能否代表全體學生介入社運，也值得懷疑。 「其實學生會之中關心政治又有幾個？關心政治的，亦不見得能力有幾好，足以發表甚麼有用的倡議。」Will主張不應高估大學生對社運的影響，投身社運亦非學生會的職責所在。 「香港事香港人都有份、大學生不應該自視過高之外，學生會的本質是要代表大學生。只有在學生權益一致情況下，學生會才有需要、有能力去代表所有學生，（與校方商討）例如食堂、宿位等議題。然而，學生會在很多時候根本不能夠、甚至不應該代表大學生某方面的立場。」他指出，學生會代表整體學生於社經的立場，既非必要，更不可能。例如全民免審查退休保障，很多本土派不贊成，經濟右派學生不贊成，但學聯與 P 192

學生會卻贊成。 Will認為，大學生參與社運，其實可以繞過學生會。「科大行動?出現解決?科大學生同社運之間?空白。學生會有公權力、有職權問題，科大行動就唔係，咩人入去改變立場，都唔會騎劫科大整體學生，冇認受性危機。」 結語 主流意見一直寄望大學生可以發起學運，繼而領導社運。但Will對此不抱期望，認為即使有大學生嘗試影響社運輿論，亦只屬少部份人而已。他認為科大學生會就職權、職責所限，應該?重完善校政，而非隨便代表科大學生在社會議題上表態。需知學聯也是由各院校幹事會組成，數個不應代表大學生立場的學生會，聚在一起討論大專學界的整體立場，這樣的討論有甚麼意義，學聯的存在又有何意義？ 「我一直支持解散學聯。學聯?存在就等同亞視續牌——執?去啦！」 P 193

William Wong was admitted to HKUST around the time HKUSTSU joined the Hong Kong Federation of Students. At that time, the HKU Students' Union was recovering from a period of chaos due to issues relating to the succession of terms, while the pan-democrats were preparing for the 'Occupy Central' movement. The Executive Committee of HKUSTSU was working on the 'University Student Deliberation Day', 'Civil Referendum on Political Reform', etc., until the outbreak of the movement and the veto on the Political Reform Package. In this interview, Will shall share with us his views on the position of HKUSTSU, as well as HKFS and Student Movements. Entry in HKFS: An Unrighteous Start, A Shameful Ending? HKUSTSU was established back in 1993, yet it did not join HKFS until 2012. Will is also quite clueless on the exact reason behind this huge gap of around two decades, but had heard of quite a few rumors. Firstly, HKUSTSU was not always on friendly terms with the pro-democracy camp—some of the Executive Committee's former executives were pro-Beijing. Secondly, over the years the Executive Committee had a weak position within the Union without much execution power, so it was hard for them to put the affiliation matter on the agenda. Thirdly, some cabinets of the Executive Committee were worried that their stances would be constrained by those of HKFS, and some were unwilling to devote a large chunk of the union's financial resources to HKFS as membership fees. Over the years the Executive Committee requisitioned at least two referendums on the issue of joining HKFS. The first was aborted as the voting turnout rate fell short of the quorum, and the second one happened to went through. However, it should be noted that the latter's success was the result of the provision of benefits: during the referendum the Executive Committee set up a counter for distribution of welfare goods near the polling station. 'The success of the second referendum was a result of the Executive Committee's devotion and hard work, but the way (distributing welfare) to reach their goal was really shameful.' The same dirty tricks were used in the referendum on 'Students' Proposal for Political Reform,' and a judicial review in the Union Court was triggered. Despite the fact that providing benefits might arouse conspiracy of bribery, how is the effectiveness if these strategies were used just to help enhance the union members' awareness? 'I thought quite differently from others in the union. The majority believed that as long as it serves for the good, the not-so-appealing methodology (increasing the voting rate by distributing welfare goods) is acceptable. Yet, I never think that this is really done for the good, since I disagree with much of what HKFS had done. I am more dedicated to procedural justice.' Out of such a reason, Will pushed forward amendments to the Union Constitution, which replaced the Executive Committee with a Commission for Referendum as the organiser of referendum, and forbade all sub-organisations of the union to hold events near the polling station, after he became a union councillor, so as to prevent the dirty antics from happening again. 'I have my doubts on the appropriateness of referendums. In fact, I am doubtful on whether the Executive Committee should engage itself in P 194

social movements,' says Will. In Will's observation, referendums, as a means of pressurizing the relevant parties, would be useful when the student body generally supports the movement. On the other hand, if just a small part of the student body is willing to take action, the referendum would only run into a lukewarm response, resulting in a low voting turnout. The use of dirty tricks in boosting the turnout would only backfire and aggravate the situation. Apart from the failure in achieving the intended outcome, the referendum's credibility would also be tarnished. 'The referendum within the university faced the very same problem with the 'Five District Referendum,'' Will points out that for more common modes of protest such petitions and marches, there would still be some impact even if there are just hundred or so participating in it, for they are simply about numbers and gaining momentum. However, things are entirely different if such struggles are done in the form of polling. If the voting rate falls short of people's expectation, let say 10%, the actions that follow would lose their legitimacy. 'Students' unions and radical political groups are often mystified by the idea of direct democracy. Such ideas eventually pull their legs.' Student-led Social Movement? Power vs Identity 'The saying 'Ideological trends in history were mostly initiated by college students, and that's why we shall spark civic movements among university students' is overwhelmed with problems. Problems in Hong Kong should be solved by HongKongers, and university students are just a part of them. How sacred could university students be? Many major reforms in our history were indeed initiated by university students, but there were much more caused by noblemen or peasants.' Will believes that organizers of political struggles must be able to understand the whole picture. Apart from passion, political acumen is also essential—the ability to assess the situation correctly, control public opinion, and handle matters prudently. However, many university students who attempt to lead social movements, including HKFS and HKUSTSU, perform unsatisfactorily regarding political acumen. 'The disaffiliation movement [of HKFS] would not happen if the HKFS leaders were well equipped with political acumen,' Will continues. 'It's true that political movements can be initiated by anyone of us. But when we take ability into account, the HKFS and the Executive Committee of HKUSTSU is someone we cannot depend on. Their track record can only be described by the word 'ridiculous'.' There is no doubt that some enthusiastic college students are able to draw upon their knowledge, spare time and position as key opinion leaders (KOL), and assume leading roles in social movements. These are not something an average citizen can do. 'By publishing treatises on Hong Kong's future and revolution, Undergrad (the students' journal at HKU) is able to occupy newspaper headlines and even a part in the Policy Address. But for the rest of us, the best thing we can do would only be submitting articles to VJMedia (an online commentary website).' P 195

That being said, Will holds that we should not expect too much from most university students. 'Just like average citizens, they would not care about what you are fighting for even when you screamed at the peak of your voice at Atrium. They would just care about their own GPA and student society affairs. Even when it comes to the HKUSTSU Council, councilors would only care about internal regulations and financial subsidies that is given to their respective societies. They are not interested in the external affairs of the Executive Committee.' Will points out that some university students embrace the jungle law of capitalism, viewing those who participate in social movements as losers who fail to pursue a stable and lucrative career. Thinking themselves to be capable and successful, they would never engage in any form of social activism. In the past university students had much lower pressure in finding graduate jobs, so they could afford to put their attention on helping the society. But it is no longer the case nowadays. 'The situation has changed. We can no longer rely on university students in initiating social movements.' The Role of HKUSTSU Will considers the legitimacy of HKUSTSU's participation in social movements disputable. He holds that it is not part of the Union's responsibility. 'How many of us within HKUSTSU care about politics? For those who care about political issues, I don't think they are capable of giving useful opinions.' After all, the influence of college students in social movements has been grossly overestimated. 'The Students' Union should draw upon their position of representing all its members only on issues where the interest of all students are aligned. These include negotiations with the university authorities on issues such as campus catering or hall policy. In other cases, it would be impossible for the Union to represent the opinion of all its members effectively.' Will argues that the Students' Union would never be able to represent the whole student population when it comes to issues related to students' socioeconomic status. For instance, while the Students' Union and HKFS support the universal, non-means-tested retirement protection scheme, many localist and right-winged students are opposed to it. He points out that the Students' Union's involvement in students' socio-political participation is not essential, and the Union's role can be taken up by other parties. 'The formation of Progressust has filled the gap between UST students and social movements. Unlike the Students' Union, the actions that Progressust takes are not subject to concerns on public power and constitutional authority.' Summary That university students should take an active role in initiating and leading social movements has been the mainstream opinion for many years. However, in Will's view, university students who are able and willing to exert influence on social issues are still the minority. He believes that HKUSTSU should focus its efforts in campus affairs, instead of expressing its own views in the name of all HKUST students. The existence of HKFS is therefore worthless—while it serves to represent the overall stance of all local uni students, it is actually a federation of students' unions who are not supposed to speak on behalf of their respective members. 'I have always advocated the dissolution of HKFS. The existence of HKFS is just like renewing the broadcasting licence of aTV. Shut it down!' P 196

怪獸大學 專訪陳棟材先生 Helicopter University An interview with Mr. Kenneth Chan 第二十一屆科大學生會編輯委員會 署理總編輯 Acting Editor-in-Chief, the Editorial Board, HKUSTSU (2012 to 2013) 「校政不是興趣，而是一份責任。每一個學生，特別是學生會成員，應該承擔這份責任。 School Policy is not just a interest, it is a responsibility. This responsibility shall be shared by every student, especially the members of the HKUSTSU.」 P 197

每日經過前人開闢的道路，可曾想過當初開荒的艱鉅？既然有現成的道路，也就不需思考「如何開闢」，免去了難題。然而缺乏了困難、阻礙、歷練、對抗的時候，這也代表抗爭意識的頹靡。以往科大傾向家長式管治：由家長（校方）制定所有政策，子女（學生）唯命是從。然而，曾經有學生力求扭轉局面，成功爭取與校方平起平坐，甚至一度處於主導的地位。這告訴我們︰學生在校政上有不可忽視的影響力。 我們邀請了曾參與各抗爭行動的前編輯委員會成員陳棟材，細細勾勒當年的畫面，討論學生於抗議態度和手法上的改變。 第一回︰「黃衫姐姐」外判事件 在2012年5月至7月期間，校方將學生事務處（Student Affairs Office, SAO）的康體設施場務服務外判，以校外人手取代科大的前線員工（下稱「黃衫姐姐」），但最終因學生的行動而永久擱置了計劃。 「黃衫姐姐」負責租借場地予學生，其工作對學生有直接影響，學校理應就外判一事收集學生的意見。然於是次外判決策中，校方事前並無諮詢學生。「黃衫姐姐」們將被辭退或的事實，竟是在學生會成員與姐姐閒聊時才得以揭發。同學揭發事件後，學生隨即展開調查，發現此舉對「黃衫姐姐」有欠公允，更擔心會降低服務質素，故激烈抗議。當時校方認為外判可以節省學校資源，然而科大並非牟利機構，不應以省錢為營運目標，而是以服務學生和服務質素為重。再者，「黃衫姐姐」負責租借場地予學生，長期駐守科大、熟悉科大場地是勝任此職的必要條件。將「設施服務」及「體育設施服務」外判，意味?外判公司每天可調配不同的人手到科大工作，有機會由不熟悉科大的員工管理場地，以致影響服務效率。因此，外判會降低「黃衫姐姐」一職的服務質素。 事件傳開後，引起學生譁然。科大各關注勞工權益的學生隨即自發組成「科大外判關注小組」，發起聯署並獲得逾七百名師生支持，又聯同科大學生會與校方會面，要求暫停外判計劃並諮詢全校師生。惟校方一一拒絕，不願作出任何具體承諾或透露外判進度。 既然前無進路，只好兵行險著。學生發起「佔領校長室」行動，圍堵校長室，要求與校長對話。在學生的堅持下，學生終與陳繁昌校長會面。一談之下，才知道校長對計劃毫不知情，故只能暫延會議，日後再作商討。後來校方宣佈擱置外判招標，隨後更決定永久終止計劃。 此事反映校方採取家長式管治，甚少聆聽學生的聲音。外判一事從未諮詢和公告，學生一直蒙在鼓裡。直至有學生無意中揭發事件，並主動採取各樣實質行動，才成功令校方改變態度。 除了「黃衫姐姐」事件之外，宿分制度曾引起學生靜坐，直接帶來宿分制度的改革。 P 198

第二回︰抗議宿位分配不當 2012年，適逢末屆香港高級程度會考（A-level）及首屆香港中學文憑考試（DSE）學生雙雙升讀大學，以致該年入讀科大的學生雙倍增加，於是校方預留了雙倍宿位予新生。根據SHO（現時的學生住宿及舍堂生活事務處）官方資料，當年共有3546個本科生宿位，其中的2146個被預留予新生。當時亦預計Hall VIII及IX會同時落成，提供七百多個宿位，有助舒緩宿位不足的問題；惟當年因工程原因，落成時間延遲，該年的宿位變得嚴重不足。該年宿分的cut-off，由43上升至50分，以致大部份大二以上的學生「無宿可歸」，部份居住天水圍、元朗、南丫島、長洲的學生，亦未能獲派宿位。事件引起極大迴響，引發學生靜坐抗議。 成功引發靜坐，尚有不少原因。當時一班學生自發組成非正式的委員會，尋找各個受影響的學生、調查背後原因，發現尚有不少問題。例如當時不少學生被分配到位於清水灣的宿舍——香港三育書院（HKAC），該宿舍距離科大有十五分鐘車程，但該宿舍於晚上十一點後，學生（包括宿生）一概不得進入。加上當時由科大到三育書院的尾班車於十時半開出，迫使學生早回宿舍，因而失去參與學生活動的機會。故三育書院並非理想的宿舍，於大部份學生而言並不吸引，甚至反感。另外，當時宿分制度並不透明。學生無從得知所獲的宿分，只會收到是否獲派宿位的通知。還有當年的「優先取錄計劃」（俗稱「拔尖」），確保會考成績優秀的學生獲得三年宿位，進一步減少可分配的宿位數量。諸種原因的交織下，觸發學生對宿分制度的極度不滿，更於賽馬會大堂發起靜坐，透過聯署、電郵……用盡一切方法向校方反映意見。 校方曾主動與學生溝通，並作出實質行動。靜坐期間，校方主動承諾將學生宿舍第八、九座一半的單人房改為雙人房，從而增加宿位；後來校方造了示範模型，展示由單人房變成雙人房後的格局，並進行問卷調查；惟結果未如理想，令計劃不獲採納。 雖然靜坐未有帶來即時改變，該年的宿位問題亦未得解決，但成功引發宿位制度改革。靜坐的翌年，校方建立了專責小組（Task Force），並委任十多人於其中，旨在檢視宿分制度。惟當時學生參與度極低，宿分政策依舊。同年學生宿舍第八、九座落成，稍稍舒緩宿位不足的問題。 再翌年，專責小組再次組成，由學生代表指出宿分制度的流弊，並?手研究解決方法。現時的宿分制度（Composite Score System），正由當時的學生制定出來，帶來不少改變︰一、由按住址所屬區域決定距離分，改成按個人地址決定。二、採用運輸署「香港乘車易」系統提供的預計車程時間來 P 199

換算宿分。三、非本地生由四年必宿，變成只有首兩年，藉以鼓勵同學參與課外活動。另外還有諸項微調，如學業成績於宿分的比例降低等等。 最初校方諮詢欠奉、態度封閉、溝通單向，其實與學生冷待校政議題不無關係。專責小組起初之所以未能改變宿分政策，是因為部份學生缺席會議，或於會上不斷責難校方，未有積極提出建議，以致校方不願與學生溝通。但隨?學生展示了關注校政的決心，甚至提出解決方案，校方才漸漸與學生有更多溝通。經過一大輪事件後，學生開始奪回校政的話語權。由此可見，政策的改變，需要學生強烈和積極的反應，方能迫使校方聆聽學生意見。 第三回︰畸型的學會宣傳期 學校一貫普遍的家長式管治思維，亦引發當年不合理的Pro-P安排︰設立禁止宣傳區，令大半個賽馬會大堂的空間不能用作推廣；限制叫莊（Chanting）於鐵馬裡進行，如動物園裡的野獸；限制擺放大Dec的空間；派遣大量保安監控Pro-P進行，甚至使用響鞍方式中止叫莊活動。 經過是次畸型的Pro-P後，科大學生事務關注小組成立並發起聯署，向校方表達不滿。於一星期內，收集了逾1500個簽名，間接引起兩個月後的「4·29靜坐」。當時，小組找到多項與校方家長式管治有關的議題。各種議題和不滿匯成洪流，對校方造成極大衝擊。當中包括各類訴求，例如取消Pro-P各種不合理的限制、要求日後的學生事務需對學生作最少兩星期的諮詢、學生事務的改變需經學生代表同意、要求校方各部門每月會見各學生組織代表、校長及副校長等管理層每學期最少一次於賽馬會大堂出席公開論壇等。 靜坐以後，學務長開始定期邀約學生代表會面，令學生得以直接與校方高層溝通，校方亦透過會議了解學生對校政的看法。 做乜X?要管住曬？ 「黃衫姐姐」的外判計劃、不透明的宿分制度、Pro-P諸多的限制……校方家長式的管治，貫穿上述種種學生事務。這類管治的存在，主要源於學生的沉默。校方基於家長式的管治思維，覺得自己的出發點都是為了學生。由校方制定所有政策，學生默默接受便可以。然而，學生活動的中心依然是學生，校方不應單方面決定所有政策。 校方家長式的管治，亦會引起各樣奇怪措施的出現。曾經Pro-P的攤位位置分配，乃透過君子協議來決定，例如根據屬會的會員數目來分配等等。2017年攤位位置透過拍賣的方式分配，手法異常庸俗。此舉按照金錢來衡量學生屬會的等級，明顯忽視屬會之間平等的地位。再者，拍賣加重學生屬會的財政壓力，以致屬會提供的服務質素受影響。Pro-P原意是服務會眾，現在淪落至以拍賣分配攤位位置、以金錢衡量屬會地位，Pro-P成為屬會「逞威風」的競爭時段。到底現在的Pro-P有何意義？ 學生都要有骨氣！ 向校方抗爭時，學生需要軟硬兼施。硬是指武力威迫，軟是指理性說服。要令學校聆聽學生訴求，除了要以理服人，更要瞄準他們的弱點。學校的部門害怕上報、被高層或各方責難、工作受阻、形象受損、被報社報導等等。學生爭取權益時，需要打 上述校方的弱點，引起校方關心。當校方願意與學生對話，便要向校方展示參與校政的決心，用理據逐一反駁及說服他們，甚至向校方提出實質解決方案。威懾和道理兼備，方能令校方願意聆聽，並帶來實質改變。 P 200

然而，此種爭取權益的意識不再。主要因為學校比學生「長命」。學生會每年換屆，但學校職員不會。新一屆學生會都可能不清楚以往處理學生事務的做法，不知道他們的職責、如何履行這些職責，更不知道履行職責時會有甚麼制肘。校方多以「傳統」為名，誘使新一屆學生會認同其做法，令學生事務間接被校方控制，回復家長式管治。 另一主因是歷史傳承斷層，令學生會處於被動。部份學生會成員缺乏對科大歷史的認識和對校政的興趣，甚或擔心斷莊等問題，而且學生屬會事務繁重，令學生會未能分身處理爭取權益的問題。內憂外患之下，學生會漸漸缺乏與校方周旋的經驗，在爭取權益時顯得無從入手。而且自2014年之後，學校開始傾向聆聽學生意見，以致學生會無需採取各種抗議手段，加上每一屆的繼任人未必對校政有興趣，所以對待校方的態度上都較和氣。種種原因，令爭取權益的意識不再。 校政不是興趣，而是一份責任。每一個學生，特別是學生會成員，應該承擔這份責任。說是責任，彷彿很沉重，但為自己捍衛應有的權益實理所當然，有何不可？問題在於︰如何保持這份信心和決心，以應付未知的挑戰。 P 201

Not many of us could speak well of the bridge that carried us over. Why bother thinking of the hassle faced by our forerunners in crossing the river, when we can cross it so conveniently? However, without the obstacles, it also means the loss of the mindset of fight. In the past, the university administration adopted a paternalistic approach in dealing with student affairs. Nearly all policies were dictated by the administrators, without any input from the student body. Nevertheless, some students did succeed in levelling the playing field between the HKUST authorities and the students. This tells us a simple fact: student could make an impact in the policy-making process. Kenneth Chan Tung-choi, a former member of the Editorial Board who committed himself to student activism, shares with us how all these happened. First Round: Outsourcing of 'Yellow Shirt Lady' Between May and July of 2012, the university administration attempted to outsource the management of on-campus leisure and sports facilities to third-party firms. Prior to this decision, this was the responsibility of in-house attendants, which were affectionately known as the 'Yellow Shirt Ladies' due to their uniforms, directly employed by the university's Student Affairs Office (SAO). The proposal was later shelved due to widespread opposition by the students. While students were the major clientele of the 'Yellow Shirt Ladies', they were not formally consulted before SAO made this decision. The student body only came to know the university's proposal of dismissing the 'Yellow Shirt Ladies' when several SU executives were having a casual chat with the Ladies. The SU launched an investigation immediately after the disclosure, discovering that the proposal was in fact unjust for these 'Yellow Shirt Ladies', along with the fear of deteriorating the quality of the services. At that time, the university authority believed that outsourcing could help cut resources, but as a non-profit organization HKUST is supposed to focus on the quality of service provided to students instead. Nonetheless, the 'Yellow Shirt Ladies' had accumulated in-depth and specific knowledge of the relevant facilities management procedures, which is the fundamental requirement of the duty. With the leisure and sports facilities service outsourced, the contractor can indeed rotate human resources between HKUST and other venues managed by it on a daily basis, resulting in a situation that workers unfamiliar with HKUST manage the facilities, and eventually affecting the efficiency. As a result, the outsourcing would worsen the quality of the service. The news sparked widespread concerns among the students as it spread. Those who care about labor rights then formed P 202

'HKUST Outsourcing Concern Group' and initiated a signature campaign, getting the support of over 700 members of HKUST. They accompanied HKUSTSU to meet with the university authority, requesting for suspension of the plan and comprehensive consultation. Yet, the university rejected all these demands, without making any realistic pledge or revealing the progress of outsourcing. In face of no progress, a more risky tactic had to be taken. Students launched 'Occupy Office of the President', besieged the office and demanded for conversation. With their persistence, students eventually met with President Tony F. Chan. As he was found during the conversation to have no knowledge of the plan, the meeting was postponed. Afterwards, the university announced the suspension of the outsourcing bid, and later terminated it permanently. This incident reflects the university's paternalism and inactivity of listening to students' opinions. Without any announcement or consultation, students had been blindfolded until some took actions after accidentally discovering it, eventually giving rise to a change in the attitude of the university authorities. Apart from the 'Yellow Shirt Ladies' incident, the residential hall scoring system has also resulting in a sit-in leading to its reform. Second Round: Demonstration on the injustice in distribution of hall places In 2012, the number of freshmen doubled due to two batches of eligible candidates of the last HKALE and the first HKDSEE. The university thus doubled the number hall places reserved for them. According to statistics from the Student Housing Office (SHO; SHRLO at present), 3546 places in total were provided for undergraduates that year, 2146 of which were reserved for freshmen. Over 700 places in Halls VIII and IX, expected to be completed then, could alleviate insufficiency of hall places. However, due to engineering difficulties, the completion of construction was delayed, resulting in a severe lack in hall places. The cut-off score of residence that year rose from 43 to 50, resulting in a situation that a majority of non-freshmen students were not granted hall places, in particular those living in Tin Shui Wai, Yuen Long, Lamma Island and Cheung Chau. This again aroused wide controversy, leading to a sit-in. There are other multiple reasons for the successful kickoff of the campaign. A group of voluntary students formed an unofficial committee and approached students affected by the incident one by one, asking them to elaborate on their respective situations. In anticipation of the situation SHO did tried to alleviate the shortage of hall places by renting hostel rooms at the Hong Kong Adventist College (HKAC) in Clear Water Bay, to house those whose admission scores were not high enough to receive on-campus P 203

accommodation. However, residents at HKAC not only had to face the fact that the hostel is 15 minutes away from HKUST, but also the house rule that prohibitied entry after 11p.m. The last public vehicle for HKAC would leave from HKUST at around 10.30p.m., which thus forced students to return to the hostel even earlier, wasting the opportunity to participate in student activities. Thus HKAC had never been an appealing option to most students. Also, the hall scoring system was not transparent—students could only check if they have been allocated hall places or not, and there was no way for them to know their exact hall scores. There was also the Early Admissions Scheme in place, ensuring students with flying colors in the then HKCEE 3 years of residence, further reducing the allocable places for others. With the mix of all these reasons, extreme dissatisfaction was triggered, with the sit-in at the Atrium, and other actions like emails and a signing campaign—by all means did students aim to voice out to the university authority. The university authorities had tried to have a conversation with the students. During the sit-in, the university proactively pledged to explore the conversion of half of the single rooms in Undergraduate Halls VIII and IX into double rooms, so that the total number of bed spaces could be increased. SHO went as far as building mockups to demonstrate how the converted rooms would look like. Despite all these efforts, the proposal was later dropped due to unsatisfactory response from students in a survey. Despite the absence of any instant change and the continuity of the hall place problem, the sit-in triggered a reform in scoring system. The next year, a task force of more than 10 appointees was set up to review the system. Yet, students participated poorly, so the flawed scoring system remained. Meanwhile the lack of hall places was slightly alleviated with the completion of Halls VIII and IX. In the following year, student representatives in the reformed task force pointed out the flaws of the score system and took an active step in researching for solutions. The existing Composite Score System, formulated by them, led to many changes: Firstly, the distance score is counted based on the exact address instead of the neighbourhoods; secondly, the government's 'Hong Kong eTransport' journey planner is adopted as an authoritative source of commuting time estimates; lastly, non-local students are only guaranteed two years of residency, instead of four in the previous system, so as to promote their participation in extra-curricular activities. Multiple minor changes are also implemented, including a reduction of the proportion of scores related to academic performance. The university authorities' unilateral communication without consulting students at the initial stage was somehow related to students' unwillingness to involve in university affairs. The task force failed in the beginning, since some student representatives neither attended the meetings nor gave any advice, only criticizing the university along. This led to the absence P 204

of the university's intention to communicate. Nevertheless, as students showed their determination of paying attention to university affairs and even suggested the solution, the university authorities gradually took steps to enhance communication with students more. After all these, students started regaining their say in university affairs. This shows that changes in policies require students' intense and active response to drive the university authorities to listen to students' opinions. Third Round: Unreasonable Promotion Period The consistent paternalism induced the unreasonable arrangements in the Promotion Period that year: A no-promotion area comprising over a half of the Atrium was designated; chanting was restricted within barriers, as if nominated cabinets of affiliated societies involved were beasts in the zoo; the space for displaying big decorations were restricted; a large group of security guards were sent to supervise the event and even used horns to control the chanting activity. Established after the absurd promotion period, HKUST Students Concern Group collected more than 1500 signatures for their petition to express their discontent, which indirectly caused the '4.29 sit-in' two months later. The group discovered several issues related to the university's paternalistic management of student affairs. The paramount of discontent brought by such issues stroke the university authorities in a great extent. They demanded the repeal of the unreasonable constraints on Pro-P, a consultation period on student affairs lasting for at least two weeks, the requirement of student representatives' approval when implementing changes in student affairs, monthly meetings between various departments and representatives of student groups, the participation of the management chiefs such as President and Vice-Presidents in at least one public forum every academic term, etc. After the sit-in, the Dean of Students started inviting student representatives for regular meetings, so that students' insights on school affairs could be understood. Why full of constraints? With instances ranging from the outsourcing plan regarding 'Yellow Shirt Ladies', intransparency in residential hall scoring system and the multitudinous constraints in Pro-P, such paternalism, existing in each and every part of student affairs, is a product of the silence of majority. The university authorities thought students should just accept the policies they formulate without thinking, as their intention was for the good of students. The focus of student activities should be students, though. The university authorities shall not decide everything single-handedly. P 205

Their paternalistic management results in all sorts of weird policies. The allocation of Promotion Period booth locations among societies had depended on tacit agreement, with accord to the size of societies, for instance. In 2017, it was sorted by auction. Allocation based on monetary value definitely neglects the equal status among societies. Moreover, the auction highly increases the financial burden of the societies, affecting the quality of their services. The Promotion Period is supposed to serve the SU members, but what is its meaning now when it has degraded as a game of money to determine the allocation of stalls and display the status of societies? Students should have strength! When fighting against the administration, students need to play both soft and hard. To make the university authority listen to the demand of students, students should find out its weak points—departments of the university are afraid of negative media coverage, reprimand by others, suspension of work, destruction of image... When fighting for their rights, students should target these weaknesses, so as to force the university administration to liaise with the concerned students. When the university authorities are willing to talk, students should display their will of participating in school affairs, reasoning with them or even suggesting possible solution. Students must display both power and reason if they want the university administration to listen to them and bring about actual changes. However, such awareness of fighting for rights no longer sustained. This might be due to the fact that the administrative staff usually remain despite the SU's succession between sessions. New SU office-bearers might not know much about how to deal with university affairs, what their responsibility is, how they take the responsibility and the obstacles ahead. On the other hand, the university administration often induces student leaders to agree with their practices in name of tradition. By this student affairs would return to the university administration's indirect control, under their paternalism again. Another reason is the failure of inheriting the union's past, putting HKUSTSU in a passive position. Some executives of the SU lacked both knowledge on the history of HKUST and interest in school policy, and as the affairs of the societies are quite a load, the SU would often find itself unable to manage the issue of students' rights. Under such a circumstance, with HKUSTSU lacking experienced individuals on negotiating with the authorities, it is often difficult to fight for students' rights. At the same time, as the university administration tends to listen to the opinion of the students since around 2014, there is no longer a need to strike. These results in a calm manner when dealing with the school authority, and thus a loss in the mindset of fighting. University affairs are not merely a matter of concern but a responsibility, which shall be taken by every student, especially the members of the HKUSTSU. This seems demanding, but it makes sense to fight for one's own rights and benefits, doesn't it? The problem is how to keep the confidence and determination to tackle unknown challenges. P 206

深耕細作 專訪劉昕雋同學 Continuous Hard Work An interview with Mr. Chris Lau 科大學生會評議會普選評議員 Popularly Elected Councilor of HKUSTSU (2016-2017) 科大校董會學生代表 Elected Student Member of the University Council (2015 - 2017) 「香港的學生組織、包括科大學生會，多少會因缺乏學生響應而煩惱。冰封三尺，非一日之寒。Chris指出，一般而言，普通學生難以了解學生會的工作，導致這些學生組織缺乏與學生的聯繫，自然難以動員人們參加行動。 Student organizations in Hong Kong, including the HKUST Students' Union, are often worried about the low responsiveness of students. No meat is rotten in one day. It is hard for ordinary students to understand how the Students' Union works. With the weak connection between Students' Union and its members, mobilizing students in taking actions became difficult.」 P 207

大學生者，年少氣盛，躊躇滿志，渴望自由、公義與各種完美的事物，因而對校園乃至社會裡的各種問題耿耿於懷，進而試圖使之有所改變。這種行為，我們稱之為學運，其中與社會議題相關的，也叫作社運。 在學校與社會的各種浪潮中，我們總能看到大學生的身影。香港亦如是，從七八十年代的中文運動、學制改革、保釣、前途談判、八九民運，到近來的七一、反國教、政改等，大學生往往充當社運的先鋒，致力為自己的時代帶來改變。 然而，身為學生，終究是手無實權的平民。面對擁有實權的政府或申訴對象，學生的抗爭往往顯得力不從心，令人唏噓之餘，也以不免使到有志改變社會的莘莘學子思考：他們的行動究竟有沒有價值？ 在這個並不太平的時代，有投身社運、學運的科大人，他們自然也不可避免地陷入了上述的思考，並開始有一些新的嘗試，試圖有更大的作為。而劉昕雋（Chris Lau，下稱 Chris），正正是其中的一份子，這次我們找來了他，一起談談在不遠的未來，大學生參與香港社運的各種可能性。 找上門的政治 Chris在雨傘運動時期正式參與社運，大部分的時間都留守在銅鑼灣佔領區，曾被反佔領人士拳腳相向，又曾親眼目睹警察執法不公；在佔領期間，學聯和其他組織指揮混亂，執行力（也就是實現計劃的能力）不足的情況使佔領者一方的形勢開始走下坡；身邊大部分的同輩，除了在網上聲援，便很少有實質的援助，這些經歷都間接地告訴Chris和其他雨傘運動參與者：他們需要做得更多。 之後的兩年，Chris繼續嘗試從其他方面對社會和學校作出貢獻。在雨傘運動期間，Chris與來自科大的留守學生開始籌備參選學生會幹事會，開始嘗試涉足大學事務。雖然最終不幸敗選，他仍在學生會的臨時行政委員會幫忙，繼而出選並獲選為學生校董，參與學校的一些日常決策。隨著接觸校政與學生會日深，Chris發現校董會的透明度低。而且學生會的制度和架構、成員處事的手法等等，都有改進的空間。是此，Chris決定參選學生會普選評議員，進入議會，主動推動學生會改革。 而於校外，他和銅鑼灣佔領區時期的戰友組成「八十後浪」的組織，為其他有意競選區議會和立法會的傘後組織，提供後勤支援，包括協助舉辦活動、開設街站宣傳、安排友好團體之間的交流，向任何缺乏人手的傘後團體施以人力物力上的支援。在2016年末，他亦聯同其他大學的學生校董及教務會代表，參選選舉委員會教育界別。競選的同時，他也希望與其他參選人交流理念，務求加強互相之間的溝通與理解。 深耕細作 這幾年，Chris嘗試以不同形式參與社會上以及校內的事務，見識過不同人和團體的處事風格，自己也遇過一些成功和挫折，也有一些感悟。他認為，無論是廣義的社運還是學運，抑或是學生組織事務，都應該有一個「求變」、一個「深耕細作」的觀念。 等待改變的學生組織 香港的學生組織、包括科大學生會，多少會因缺乏學生響應而煩惱。冰封三尺，非一日之寒。Chris指出，一般而言，普通學 P 208

生難以了解學生會的工作，導致這些學生組織缺乏與學生的聯繫，自然難以動員人們參加行動。 科大學生會亦如是，以Chris的觀察，除了上莊的同學外，同學們對學生會的認識實在不多。「若學生會不主動宣傳，一個普通科大學生不會知道學生會正在做甚麼，要處理甚麼議題，自然也不會關心學生會的事情。」他在學生會評議員的任期內，致力提高學生會的透明度。他認為要令學生會變得有力，歸根究底就要加深學生對學生會的了解、明白學生會的事務以及學校政策與他們的關係，這是「文宣教化」；加強學生會與會員之間的聯繫，乃至令更多會員可以參與學生會的運作中，就是「深耕細作」。在學生會本身缺乏人手，而且難以招募新人的情況下，他認為這是可能而且有必要的。 還有一種深耕細作，便是逐步改善學生會現存的問題：一、加強學生會各架構之間的溝通。現在架構都「各家自掃門前雪」，只在意自己組織內的事務，在某些大議題上缺乏合作意識；二、少一點形式化而多一點建設性的行為。上莊文化存在不少陋習：有很多所謂傳統，實質意義不明的行為浪費了參與者的精力，甚至傷了大家的和氣。部份「老鬼」漫無目的的批評，無助解決問題；三、加強組織上的傳承，不僅是價值觀上的，還有經驗上的傳承。他指出其實很多以自稱「老鬼」的人亦不一定知道以前的事，故最好建立系統化的、更可靠的傳承機制。 聯合不起來的學聯？ 當檢討雨傘運動時，總會有聲音指學生組織的動員、組織與領導能力不足。如今有份發起傘運的兩大學生組織，學民思潮已經解散，而學聯現在只剩下四家大學學生會參與。 對於當時聯合各大學生會的學聯，身為運動領袖卻頻頻判斷失誤、行事優柔寡斷，使運動進入僵持階段。運動最終失敗，學聯被追究責任也是無可厚非，再加上學聯領袖不時失言，群眾自然對學聯失望。除此之外，Chris認為，學聯本身也存在與一般大學生疏離的問題。 他說，學聯內部為了防止臥底滲透，訊息交流上設有保密機制，一般學生很難了解其運作。學聯主要依靠各大學生會的外務負責人與該大學的大學生進行互動，這種做法無疑是消極的，導致學聯和一般學生聯繫不足。內部行政方面，學聯更是偏向封閉和不透明，為了學聯的路線和建制牢不可破，早期的領袖為學聯設計了臃腫的架構，以及繁瑣的規條和程序，以防止成員（以及可能的臥底）改變學聯這個組織。但這樣一來，學生就很難了解得知、甚至以及參與進學聯內部的運作，學聯嚴重依賴「少數被選上的人」運轉。這種精英主義，強調了領導與被領導者的角色，卻忽略了組織與民眾之間的關係，當學聯（尤指決策者）與一般學生離得越遠，那它還能不能代表大多數人，就成了疑問。 P 209

基於上述種種問題，雨傘運動之後不久，各大學生會便湧現退聯的聲音，最終剩下包括科大學生會在內的四家大學學生會留在學聯。對於科大學生會應否退聯，Chris認為留在學聯更好。他指，無論是退聯還是留守，所有大專學生組織都需要一個合作的平台，從而走在一起。「現時學聯最大的問題就在於，它的成員究竟還有沒有把它當合作平台用。「據我所知，退聯風波之後學聯的成員士氣變得低落，並沒有如以前般積極地運用這個平台去組織行動。與此同時，學聯依然存在不透明和陳規充斥的問題。如果學聯成員的各大學生會能夠正視此問題，改善學聯透明度和行政問題以及與各大院校學生的聯繫，它依然可以發揮其應有的價值。」他重申，學聯是一個恆常制度，行使共識制的同時也尊重各大院校的不同立場，有其可取之處。各大學生組織多一個互相交流溝通和合作的渠道，亦未嘗不可。 至於各大學生會對退聯的態度，Chris表示很難說，因為學生會是每年均不斷換人的組織，每屆學生會內閣的人事作風都不同，甚至一家大學內的兩個候選內閣（如有），都有不少的立場分歧。將各大學學生會，乃至各大院校學生對退聯的看法定一個既定立場，是典型的刻板印象。再者，就算是主張「留聯」的學生會內閣，在學聯內部的處事態度也不盡相同，有些會比較消極，使學聯長期處於低度運作，一心只求延續學聯這個招牌。他認為，所謂退聯與否，重點在於大家對學聯的未來還有抱多少的希望，對改革學聯能下多大決心。 仰望星空 腳踏實地 於社會運動中，同樣道理，「要發動一場有力的行動，必須要有民眾的支持。」。他認為社運組織及其支持者通常有個誤區，就是受制於行動能力不足的同時，卻少重視提高民眾對組織理念的理解和認同。 Chris表示，部分社運組織或許會認為「眾人皆醉我獨醒」，以致將某些行動的失敗歸咎於「港豬論」等原因。然而，世上沒有一個人天生會對社會、時政議題有所關心。因此，社運應該不斷對外宣傳、遊說，聚集人心，嘗試用不同方式去喚起更多人對社會政治議題的關注，再而建立民意基礎，也就是所謂的文宣教化。 然而文宣只是開始的第一步。文宣教化之外，他認為要有實質的行動。「任何行動，如果沒有帶來實際上的改變，其意義都是有限的」，聽上去似乎是老生常談，然而 Chris 認為，這正正是很多社運組織忽略的一點。他指出，很多學生或社運組織，覺得於各大社交平台出聲明、發表政治論述，乃至上街喊喊口號，便算是盡了所有責任，但這些行動並不能改變現況、實現訴求。 「舉一個簡單的例子，自從Facebook可以送出表情後，很多人每天都去梁振英的賬戶上點憤怒表情，然而，梁振英在Facebook收到再多的憤怒表情，那又如何？他會因此下台嗎？不會。還不如做些更有用的事。」 他指出，現時香港的社運風氣較看重所謂的「階段性勝利」，例如雨傘運動，不少人都認為雨傘運動能啟發民智，可謂有所收穫，但說到底，這場運動沒有達到它本來的目的，本質上仍是失敗的。他擔心，如果長期以各種活動的「得著」自勉，香港的社運人會固步自封，最終丟失本身投身社運的原意－表達並實現訴求。 要有實際作為，最直接的方法自然是進入各大議會，掌握一定的權力。這需要依靠長期的深耕細作，而對於以後在野的抗爭行為，Chris 也有自己的看法。 P 210

就著公民抗命的模式，Chris認為應當趨向大型、能增加政府管治成本的運動。在這個層面上，他認為難度在於運動的中期：當行動很難再動員更多人的時候，場外的民意支持也可能開始減退，這種僵持的狀態對於抗爭者最為不利。因此一個成功的抗命，需要有更完善的戰略規劃和組織。另外，他並不反對在不會造成永久性傷害的情況下，進行具道義性的勇武抗爭，然而在這種的勇武抗爭下，抗爭者必須有犧牲的覺悟，而不是期待抗爭對象的手下留情。 對於有志參與社會議題或大學事務的科大同學，Chris認為，現時科大乃至其他大學的大學生，可以透過很多不同的形式參與社會、政治與大學相關的議題，除了學生會之外，不少政黨與民間組織也是求才若渴，裡面總有與自己志同道合的團體，學生大可考慮與之合作甚至加入之。無論如何，參與者必須清楚意識到：自己的行動究竟是止於參與運動本身，還是帶有明確目標。Chris也重申，大學生參與社運或學校事務，始終是出於對群體的抱負與歸屬感，而不是義務。但一旦決定參與的時候，也不要流於社交平台上的紙上談兵，而應是坐言起行，嘗試作出實質上的支援。 結語 談及對未來的看法，無論是學生抑或香港社會，Chris都表示如果現在的情況持續下去，他擔憂以後會每況愈下。在校內，上莊文化中某些陋習一直根深蒂固，自然難以進步；就整個香港社會而言，現在的社運模式未見有效，而中央和香港政府的管治令人絕望。不得不說，兩邊的氣氛都頗壓抑。因此更需要有求變的意識，當然不可能一開始便能改變所有人、組織和作風，但潛移默化是可行的。歸根究底，便是「深耕細作」。至於最終要怎樣去改變，Chris表示很難下一個精確的定論，比如說港獨的主張，他認為不論主張香港城邦還是獨立，也是追求目標的一種手法，說到底只是想塑造一個更自由、重視人權、廉潔的社會。至於該如何實現，手法多元而價值同一，並沒有一個標準答案，仍有待公眾討論。 參與社運、參與學生組織、參與學校乃至社會的大小事務，說到底，就是渴望求變。在求變的過程中，人們往往忽略了一個事實︰變化是一個日積月累的過程，推動變化的力量需要累積，而「求變的方法」亦須嘗試求變。現代工程師發揚愚公移山精神的同時，也用隧道挖掘機開路。大家向高牆丟了這麼多年雞蛋，而高牆依然屹立不倒，在接下來的時間，除了繼續丟雞蛋，也是時候開始研發核彈了。 P 211

University students are a particular type of human beings that are young and aspirational, and have a zeal for all things that represents freedom, justice, and perfection. This is why this species of human beings would dwell on societal and campus issues and try to make some changes. People call this kind of actions 'student movements'; for those related to social issues, we would also call them 'social movements.' University students are always at the forefront of social movements. In the 70s and 80s, we could see undergraduates spearheading demonstrations related to the Chinese Language Movement, curriculum reforms, Diaoyu Islands, Hong Kong's future or Tiananmen Square movement. In recent years their participation is evident on July 1 Marches, demonstrations against the introduction of Moral and National Education school subject and protests in opposition to the political reform. Uni students would always be committed to making a difference. But students are, after all, ordinary citizens with no real authority. With such a powerful government, efforts made by students in social movements would very often become futile. Student activists aspiring to change the society would often be left with this question: Are all that we do worthless? While the student body of HKUST is generally described as politically apathetic, there are still some individuals who engage themselves in social or student movements in this era of turbulence. Among them is Chris Lau Yan-Chun, a year 4 Physics undergraduate. In an interview with us, Chris would discuss with us the role and possibilities of university students' participation in social movements in Hong Kong. Politics knocking the door What changed the mode of Chris' political participation was the Umbrella Movement. He stayed in the Causeway Bay protest site throughout the movement. As time passed by, the poor coordination and leadership of Scholarism and the Hong Kong Federation of Students became evident. Many participants in the movement were aware that the public support for the protestors gradually waned. Chris and his counterparts felt helpless as most of the remaining support are merely messages on the internet, without much actual impact in the society. During the process, Chris got to know several fellow HKUST students who were also participating in the movement, and they discovered that the effectiveness of current student organizations at HKUST needed serious improvement. They eventually decided to stand in the subsequent Students' Union Executive Committee election. At last, they failed to garner enough votes to get elected—the timeframe between the end of the Umbrella Movement and the SU election was too short for them to make adequate preparation. Despite their failure in the SU election, Chris has continued striving for making a difference to the society and the university through various means. With some friends made in the Causeway Bay occupation area, he formed an organization '80s momentum' that aims at providing backup support to post-umbrella groups planning to stand in local elections. Chris' participation in campus affairs also increased through time. He started by joining the Provisional Executive Committee of Students' P 212

Union, and was then elected to be the student representative in the University Council, the supreme governing body of the HKUST university administration. 'My original intention of being a University Council member was to promote the idea that the Chief Executive of HKSAR being the ex-officio university chancellor should be abolished. As I got involved in Council affairs, I found out that its transparency was so low. As a result, my point of concern gradually shifted. Take SU affairs as another example. I had never thought that the impact of the current culture of student leadership, as well as the existing union structure and practices of its executives, have such a large impact. Initially, I want to change the effectiveness of the Union, but only after my involvement did I discover that the underlying issue was the SU itself.' Continuous hard work For the past few years, Chris tried to participate in affairs of the society or the university through different ways. It became evident to him that no matter social movements or student movements in a broad sense, or affairs of student organizations, they should have ideas of 'change' and 'continuous hard work'. Waiting to change Student organizations in Hong Kong, including the HKUST Students' Union (HKUSTSU), are often worried about the low responsiveness of students. No meat is rotten in one day. Chris points out that it is hard for ordinary students to understand how the Students' Union works. With the weak connection between Students' Union and its members, mobilizing students in taking actions became difficult. Being a former member of the SU Provisional Executive Committee, Chris observes that most students do not know much about SU, apart from those who engage themselves in student society leadership. 'If SU does not promote itself proactively, one will know nothing of what the union is doing, as well as what issues it has solved. Hence students would not care about SU affairs.' During Chris' tenure of popularly-elected union councilor, he tried to enhance the transparency of SU. He believed in order to strengthen the union, the deepening of students' understanding of SU, its affairs and the correlation between university policies and students would be essential. This is what he termed 'cultivation of civism.' By strengthening bondings between SU and its members, more members can participate in the operation of SU, which is what we call 'deep plow and intense cultivation.' This strengthening of bondings between P 213

the union and its members is both feasible and essential, given that SU currently suffers from a lack of human resources and difficulties in recruiting new blood. Another way of 'continuous hard work' is improving problems existing in SU gradually. The first step would be to enhance communication between each organ of the union. Currently, each organization within the union would only care about their own affairs, and the sense of cooperation is lacking even when they are under threat. Then, the student organizations should place their emphasis on constructive actions. Some bad customs exist in the culture of student societies—in many societies, former executives would criticize the incumbents aimlessly, without any intention of facilitating improvement. The third step would be to improve the transfer of knowledge between successive cabinets, not only in terms of values but also experience. He points out many past executives claim to know a lot about the society's past, but what they know is in fact very shallow. Therefore, it is necessary to build a more precise and trustable mechanism of knowledge transfer. Failed to get united When reviewing the Umbrella Movement, there is always a voice pointing at the incompetence of student organizations' abilities to mobilize, organize and lead. Two major student organizations, Scholarism and Hong Kong Federation of Students, were partly involved in launching the Movement, but now the former has dissolved and so does the latter with four members left. The HKFS was a league of students' unions from different universities. As leaders of the Movement, they kept making wrong judgments and were indecisive, and hence the Movement became stalemated. Eventually, the Movement failed. It is inevitable for the Federation to take the responsibilities. Plus student leaders kept putting their foot in their mouth. It was reasonable for people to feel disappointed of HKFS. Apart from this, Chris thinks the Federation also has the problem of isolating herself from most university students. He says in order to prevent infiltration, there is a security mechanism for communication in the Federation. It becomes hard for general students to understand its operation. The Federation relies on the External Vice-President of each member union to interact with students of their respective universities. Such ways of communication are passive and lead to weak bondings with most students. Regarding the internal administration, the Federation tends to be closed and opaque. To have a solid structure and a closed path, student leaders at the earlier time designed an overstuffed structure and cumbersome regulations and procedures, to prevent members (or possible moles) from changing the organization of the Federation. The reliance on a few 'chosen ones' makes it hard for students to understand, not to mention participate, in its operation. This elitism emphasizes the roles of leaders and followers, but neglects its relationship with the general public. When the Federation is so further and further away from most students, it becomes a question of whether the Federation can represent the majority of students. P 214

Due on the above problems, a wave of disaffiliation soon occurred in each of the member universities of HKFS, soon after the end of the Umbrella Movement. Eventually, only four university SUs stays in the Federation. When asked whether HKUSTSU should stay or leave, Chris believes it is better to stay. Be it staying or leaving, a platform for cooperation among SUs in institutes are required. The most significant problem the Federation has is whether its members treat it as a platform. 'From my understanding, after the disaffiliation crisis, the morale of its members plummeted. They no longer use it as a platform to organize actions as actively as before. At the same time, the problem of cumbersome regulations and opacity still exists. If members of the Federation can treat the problem properly, improving its transparency, handling administrative problems and rebuilding connections with university students, it can still exert the power it was supposed to possess.' He re-emphasizes that while HKFS is ran based on the system of consensus, it should still respect different stances of each of the participating unions. It While the creation of an additional channel of communication is not a bad thing, Chris believes that HKFS still has its value of existence. With regard to each university SU's stand towards withdrawal from the Federation, Chris finds it hard to judge because SU is an organization which changes its cabinet every year. Each cabinet consists of different people and styles of leadership. There could be two or more nominated cabinets in one university, but they often have different stands. It is a typical stereotype to assume that all university SUs had the same stance over the disaffiliation movement. Chris believes whether to stay or withdraw depends on how much hope we have for its future, as well as how much determination we have to make reforms. Aim high, down-to-earth Chris thinks organizers and followers of social movements seldom pay attention to enhancing the public's understanding and support of their ideas. He observes that some organizations attribute their movements' failure to the fact that most Hong Kongers are 'Hong Kong pigs' (term used by political activists to describe people who do not care about politics and focus only on enjoying their life). However, no one is born to care about social and political issues. Thus, those engaging themselves in social movements should keep promoting, persuading and gathering support from the public. 'Cultivation of civism' is exactly the effort in arousing more people to care about social P 215

or political issues in different ways and then establish the foundations of public support. However, 'cultivation of civism' is just the first step. Apart from that, he thinks there have to be real actions. 'Any actions, if they bring no real changes, it's not much meaningful.' While this sounds like a cliche, Chris thinks this is the point which is neglected by many in social movements. He says many students and organizations believe they have fulfilled their responsibilities by posting declarations or articles on politics online, or shouting slogans during demonstrations. But these actions cannot change the reality and fulfill our appeal. 'Let me illustrate with one simple example. Since Facebook's addition of the 'reactions' function, many people would click 'Angry' on CY Leung's profile whenever he publishes new posts. He accumulated a huge amount of 'Angry', but so what? Will he step down? No. Why don't we do something more meaningful?' He points out that the atmosphere of social movements in Hong Kong nowadays attaches great importance on 'initial victory.' Like the Umbrella Movement, many people believe it was a victory as long as it can instil political awareness among the public. But at the end, the Movement did not achieve its initial purpose. In essence, it still failed. He is worried that if we continue to encourage ourselves with the so-called 'results' from different events, participants in local social movements will take no further steps at all. Eventually, we will lose the initial purpose of participating in social movements-express and fight for our appeal. To achieve something tangible, the most direct way is to enter councils of different level, holding at least part of the authoritative powers. This relies on a long term of 'deep plow and intense cultivation.' As for future protests in the society, Chris has his own view. Regarding the mode of civil disobedience, Chris believes it should be on a larger scale that could increase the cost of government's administration. On this level, he thinks the tricky part is in the middle of the movement—a deadlock would occur when it is harder to mobilize more people and support from the public starts fading. As such, more advanced strategies are fundamental to the success of a disobedience movement. Besides, he does not oppose carrying out radical protests, if there is significant moral meaning and no permanent damage will be caused. During these radical protests, participants must have the sense of sacrificing themselves for the greater good of society, and must not expect mercy from whom they are fighting against. Chris thinks HKUST, as well as other university students, can participate in social affairs or university governance in different ways. Apart from SU, many political parties and public organizations are eagerly looking for talents. There shall always be an organization which share the same ideal with these aspiring university activists, and they can consider cooperating with or even joining them. No matter what, participants should be mindful if their actions have P 216

a clear goal. Chris also emphasizes that university students' participation in social movements or university affairs are due to their sense of belonging and attachment, and this is never an obligation. However, they must facilitate the movement actively once they have decided to join, instead of merely being 'keyboard fighters'. Epilogue In Chris' opinion, both Hong Kong politics and student activism have a gloomy prospect. Inside the university, bad habits are deeply rooted in the culture of joining societies, making it hard to make progress. As for the whole Hong Kong society, the current mode of social movements does not seem effective. Therefore, a sense of 'change' is much needed. Of course, it is impossible to change everyone once and for all, but the effect of imperceptible changes should not be belittled. As for how to change eventually, Chris believes it is difficult to get a definitive solution. Taking Hong Kong Independence as an example, he believes the 'Hong Kong city-state' and 'Hong Kong independence' movements are just different methods of attaining same goal. In the end, we just want to shape a society with more freedom, human rights, and honesty. No matter social movements, student organizations, or all sorts of university of social affairs, our common goal behind joining them is to strive for changes. During the process of achieving 'change', people always neglect the fact that change is a process of accumulation day by day. Strengths that drive the change need to be accumulated. The 'road to change' also needs to be changed. P 217

再次起行 專訪林子幹同學 Re-start An interview with Mr. Andy Lam 第二十四屆幹事會 外務副會長 the Vice-President (External) of the Executive Committee (2016 to 2017) 「學聯有必要進行改革，但應由各大院校的學生會和學界共同討論「學聯應是甚麼」，而非由學聯指望他們重新加入。 HKFS has to reform. While HKFS should not wait for those member organizations to rejoin, SUs of all universities and the academia should discuss 'what HKFS should become' proactively.」 P 218

退聯潮後，學聯究竟發生了甚麼？學聯究竟要作出怎樣的調整？學聯現在存在的價值是甚麼呢？本屆幹事會外務副會長林子幹同學（Andy）想藉此跟大家談一談。 After the disaffiliation referenda of the Hong Kong Federation of Students, what happened in the federation? What is the value of it to HKUST students? The Vice President (External), Andy Lam, would like to share his views. 學聯採用共識制，若各大學生會立場一致，便可以一齊行動。但即使立場上出現分歧時，亦可以各自行事。而雨傘後出現的退聯潮正為一例。 退聯潮發生後，如今學聯只剩下四間院校的成員。Andy指出，學聯有必要進行改革，但應由各大院校的學生會和學界共同討論「學聯應是甚麼」，而非由學聯指望他們重新加入。 問及為何現在科大學生會留守學聯，「我覺得科大學生會較著重處理內務，學聯正可以成為科大接觸外務的渠道。在處理時事議題時，可以發揮更大作用。」但Andy認為，學聯可以作為各大院校的溝通平台，促進學界的交流和團結。 如果就?平台的功能而言，只有四間院校固然不足。要平台發揮最大效用，愈多院校加入當然愈好。然而Andy認為，未必需要採取「入聯」的步驟。學聯正在思考︰如何充分發揮其平台的作用。 另外，Andy絕對支持更多關心時政的組織成立（如科大行動、科大粵語等）。愈多此類屬會成立，愈能夠團結社會上的力量，令更多的民意得到反映。 The Hong Kong Federation of Students (HKFS) adopts consensus system, SUs of all universities will make movement together if consensus is reached. But even though they have disagreement, they still can take action on their own. The disaffiliation referenda held after the Umbrella Movement is an illustration. Now only four member organizations stay in HKFS. Andy points out HKFS has to reform. While HKFS should not wait for those member organizations to rejoin, SUs of all universities and the academia should discuss 'what HKFS should become' proactively. When asks why SU of HKUST stays in HKFS, 'SU of HKUST pays more attention to internal affairs. HKFS can become our channel gaining access to external affairs, especially social issues. It could play a greater role.' However, Andy believes HKFS could be a platform for SUs of all universities facilitating communication and strengthening bondings between them. With only four member organizations, the platform can not perform its functions to the maximum. Thus, more member organizations using the platform is welcome. However, it may be unnecessary to join HKFA officially. What HKFA is ponding is how to exert the platform fully. Besides, Andy absolutely supports other organizations like PROGRESSUST which show concern about social issues. With more similar organizations being set up, power of the society can be centralized and more opinion be reflected. P 219

重新定航 專訪何詠衡同學 Re-set An interview with Ms. Jasmine Ho 第二十四屆科大學生會幹事會內務秘書 the Internal Secretary of the Executive Committee, HKUSTSU (2016-2017) 「當屬會不服從規則，校方亦會變得不信任學生屬會，令學生會行事上受到校方的掣肘，學校會要求學生會建立一個相當完善的懲罰制度、確保屬會沒有違反有關規例。當情況沒有改善，有關限制會愈來愈多，長遠而言不利學生會和屬會的運作。 School Authority, with violations of the associated societies, lose faith and thus make SU further restricted by the authority. A comprehensive punishment system was requested by the School Authority, ensuring that no one would violate the regulations, and if there was no improvement, the rules became stricter and stricter, hindering the operations of SU and the associated societies in the long run.」 P 220

除了對外事務，學生會幹事會也負責為同學爭取福利，管理和協助屬會組織活動等內部工作。自然，同學也會對學生會的運作有所關注。針對同學對學生會一些較關注、感興趣、又或者偶爾會有誤會的地方，本屆幹事會內務秘書何詠衡（Jasmine）也想藉此跟大家談一談。 有聲音指科大學生會與一般學生的連繫薄弱，Jasmine認為這與傳統有關。「我個人認為，科大學生會偏向注重內務、屬會事務，相信是傳統遺留下來的文化，導致對一般學生的關注較少。我同意學生會應擺放更多專注力於校政、福利上，這才能真正惠及同學。」她相信只要幹事會多放注意在會員最關心的校政如餐飲，就會吸引到會員多留意幹事會關心學生會。她指在任內，學生會處理事務時亦有多些諮詢會員的意見，比如曾就宣傳期一事，發電郵向會眾詢問其看法。 學生會純是派發福利品嗎？Jasmine指出，派發福利品只是幹事會其中一項「業績」，學生會還做了不少事情，但未必很多同學知道。「其實校政上我們會諮詢同學意見。我們會跟進投訴，例如飲食、住宿、交通等。最初上莊時，莊內共同的目標是希望腳踏實地，做更多實事，提供更多服務。」 過去，校方總予人打壓學生的印象。Jasmine則坦言打壓並不多，但掣肘有不少。她指出，造成掣肘有不少原因，例如校方改變了管治政策，他們不希望部分屬會的規模太大，以致影響其他屬會的權益。而且各屬會自創立而來，其表現對校方而言確實一直不大理想，如叫莊（chanting）超時、旗幟過高、大dec過大等，種種犯規統統不利學生會與校方商討。當屬會不服從規則，校方亦會變得不信任學生屬會，令學生會行事上受到校方的掣肘，學校會要求學生會建立一個相當完善的懲罰制度、確保屬會沒有違反有關規例。當情況沒有改善，有關限制會愈來愈多，長遠而言不利學生會和屬會的運作。「某些屬會不跟隨學校規矩，破壞了校方與學生會的信任。這造成了學生會辦事的阻礙，以致加深校方與同學的矛盾。但近年屬會都比較自律，信任亦得到改善。」 有見及此，學生會透過一連串方法防止屬會違規。「教育無疑是十分重要的。」Jasmine指，學生會嘗試透過不同的相片、影片，告訴屬會們如何為之犯規和違反規則的後果，如暫停租借場地的權利。這類懲罰有一定阻嚇性，令屬會不敢過份違規。當屬會違規的情況愈來愈嚴重，校方的懲罰亦愈加嚴厲－校方認為只有嚴厲的懲罰，才可以減少屬會明知故犯。 她指出，曾經有屬會想於賽馬會大堂舉行活動，並且早已租借了場地。但因為某些原因，校園設施管理處（FMO）於活動當天臨時撤回批出場地之決定，以致活動告吹。「個人認為，這件事情頗過份。校方一早批 P 221

出場地，但臨時又不予批准，明顯校方理虧。類似的事情每年都發生。」校方似乎年復年地企圖阻礙學生會的活動，背後動機不得而知。 現時學生會會費由校方代為收取，校方因此擁有最完整的學生會會員名單，學生會需透過校方編寫的會員管理系統查核會員資料。惟該系統中一向只有會員的姓名和學生編號，沒有會員的電郵。一直以來，校方學生事務處（SAO）都會額外向幹事會提供電郵名單（mail list），以助學生會透過電郵主動傳送資訊予學生，包括推廣活動、發出通告等。 但自去年開始，「SAO認為名單是同學的私隱，所以拒絕把名單交給我們。我們嘗試爭取向SAO要回名單，因為此舉等同剝削了同學知道學生會資訊的權利。現在折衷的辦法，是於每年Pro-P期間派發福利品予新生，同時徵求他們給予我們電郵地址的同意，從而獲取與學生接觸的渠道。」而諷刺的是，學校在官方網頁卻大方地讓所有人可以通過搜尋學生姓名便可獲得其電郵，校方是雙重標準還是為了打壓學生會？ 「我們曾參加一個學生會交流團，訪問澳洲的大學。當地的大學，值得我們借鑒。」當地學生會的學生幹事每年換屆，但其學生會中有具十多年為學生會辦事經驗的職員。他們每一屆的新莊員，都由富經驗的職員指導，令每一屆換莊都得以順利進行，特別是知識轉移上。Jasmine指，他們曾考慮聘請更多職員，專責學生會批出場地、指導新莊員等工作。澳洲的大學學生會裡，因為有具備十多年經驗的職員指導，令每一屆學生會的工作上都少些犯錯。她指，除知識轉移外，學生會職員也可幫忙處理學會申請使用場地等的工作，長遠地主導場地的使用權，學生或學會要使用場地時可直接向學生會申請。但她直言在其任內要增聘學生會職員的成功機會不大，此事還需從長計議。 問及Jasmine對現時評議會的看法，她直言評議會有責任讓同學一起監察兩個民選機關（幹事會與編輯委員會），現在卻成為了「分餅仔」的地方。屬會派代表到評議會，為各自屬會爭取福利，某程度是濫用學生會資源。然評議會不應是被屬會瓜分的地方，而是監察各屬會，確保學生會資源不被濫用。 P 222

Apart from managing external affairs, the Executive Committee of HKUSTSU is also responsible to strive for students' welfare, managing and assisting activities internally. It is thus natural for students to concern how HKUSTSU is running. Regarding some topics that might be particularly interesting or confusing, the Internal Secretary, Jasmine, would like to share her views. While some people criticizes the weak link between students and HKUSTSU, Jasmine believes that is because of tradition. 'I personally believe that HKUSTSU has been more focused on internal affairs of the university, as well as affairs of affiliated societies. The legacy of SU's traditional way of operation has resulted in the union executives' neglect of ordinary students. I do agree that SU shall put more attention on university affairs and student welfare, as these are the things that would directly benefit our students.' She believes that as long as SU is focusing on issues concerned by members, like catering, members would pay more attention to SU. During her term of office, SU had tried to step up their efort in seeking opinions from members. For instance, email had been sent to seek opinions about the Promotion Period. Does SU simply equal welfare? Jasmine suggests that delivering welfare products is just one of the 'achievements' of the Executive Committee. Apart from that, quite a lot had been done but only a few may know. 'We consult students for issues related to school affairs. With regard to the complaints lodged, for instance, on catering, residence and transportation, follow-up work had been done. At the beginning of our term, we, the cabinet as a whole, decided on the approach of having less empty talk, making more solid works and providing more services.' There used to be a stereotype that students are always suppressed by the university administration. Jasmine, however, believes that there is not much suppression; yet, there are indeed quite a lot of restrictions. Jasmine points out that the restrictions are imposed due to numerous reasons. For example, the university administration may want to prevent a particular society for becoming too large, in order to avoid jeopardizing the interest of other societies. And in the perspective of the university authority, the performance of the affiliated societies was not good at all, with incidents such chanting overrun, flags and decorations that exceed height restrictions and so on. All these rulebreakings makes it difficult for SU to bargain with the university. The authorities had lost faith in the student organizations, and impose further restrictions on them. A comprehensive punishment system was requested by them, ensuring that no one would violate the regulations, and if there was no improvement, the rules became stricter and stricter, hindering the operations of SU and the affiliated societies in the long run. 'Some societies broke the rules and destroyed the trust between SU and the authorities. It then became obstacles when we are trying to get things done, eventually giving rise to the conflicts between students and the university. Luckily, the affiliated societies had been better behaved in recent years, leading to stronger trust between the two parties.' P 223

To prevent societies from breaking rules, SU adopts a series of measures. 'Education is of paramount importance.' Jasmine points out that SU had tried to inform the affiliated societies the definitions and results of different violations of regulations, such as suspension of facilities renting right, using creative ways such as videos and photos. These punishments are deterrent, making the societies less likely to repeat the mistake. If the rulebreaking worsens, the punishment would become stricter and stricter—the university administration believes that only with stricter punishment would the associated societies be deterred from violations. She points out a recent case where an affiliated society would like to host an activity and the venue had been booked by them well in advance. But on the day of the event, FMO rescinded the decision of granting the venue, resulting in the last-minute cancellation of the activity. 'Personally, I feel that this kind of incidents are unacceptable. The university administration had promised the usage of the venue, but they retracted it with no reason. These acts are clearly unreasonable, but similar suppressions occur every year.' Currently, the SU membership fee was collected by the university on behalf of the union. Thus, the most updated list of HKUSTSU members rest with the university administration, and SU could only retrieve the list from the member information management system. However, information contained in the system only includes student ID and name. For many years the Student Affairs Office (SAO) had been providing the Executive Committee mailing lists of the members, so as to help the SU in notifying its members of the latest, promotions and notices. However since last year, 'SAO refused to continue this practice, saying that it is a violation of the students' privacy. We tried to argue with them that this has students of their right to know more about the union. As a compromise, we decided to distribute welfare products during the Orientation Period in September and ask students to provide their email address before they leave, so as to maintain a channel of communication.' Ironically, the official website of the university allows all members of the public to search for the email addresses by inputting the students' name. Isn't this and act of double standard? 'We have been to a exchange tour organized by HKUSTSU. Universities in Australia do have things that we might learn from.' Just like HKUSTSU, students' unions in Australia would undergo cabinet transitions on an annual basis, but the transitions would be facilitated by staff members equipped with tens of years of experience. These experienced staffs would guide the incoming cabinets such that the process of transition could be smoother, and would focus in particular the transfer of knowedge. 'At HKUSTSU, we had considered hiring more staff responsible for renting of facilities and guiding new cabinet. Less fault would then be committed by the Executive Committee.' She points that staff could also facilitate the affiliated societies' process of applying for booking of facilities. However, she indicates the low possibility for the idea to realize as more discussion is required. P 224

When asked on her views towards the Union Council, she emphasizes her view that it shall be responsible for giving students a chance to oversee the elected authorities (SU Executive Committee and Editorial Board). However, it has now become a place for the distribution of benefits. Representatives from affiliated societies are sent to the Council with the sole intention of safeguarding their respective societies' interests, which in a large extent abuse the resources of SU. The Council shall not be a battlefield of interest, but a regulatory authority on the affiliated societies to prevent misuse and abuse of resources. P 225

科大 編委 P 226

The Editorial Board, HKUSTSU P 227

前言Foreword 在《銀禧晷跡》末尾的這�堙A我們為您獻上本會的銀禧軌跡。沒錯，科大編委和科大很早已結縭，記錄校方關注還有不關注的事。您或許會問，我們憑甚麼耗費會員的錢印刷只有我們自己才有興趣知的事？取書中一角來作編委記念其實不全為私心——正正因為早在科大創校的1991年編委已開始運作，有此篇幅才使科大的「銀禧晷跡」齊全。 籌備編委版時，編者不斷掀翻歷屆《振翅》︰由第一本黑白印刷騎馬釘裝馬筆封面，至如今外交印刷商編輯設計專職彩色排版，編委真的走了不短的路。眼看書刊的硬件進步不少，讓我們欣慰之餘亦都反思︰軟件——文章有沒有進步？縱使因製作人員任期短而令文筆水準難以隨年月攀升，至少盡我們所能使文章在深、廣度進步。 還有一個寫編委廿五的原因︰記錄學生運動。自幹事會於1994年出版一份學生會刊後，學生會的事件便再無文章整合。若有朝一日要查找資料，只能按年查找網絡上不齊全的評議會文件（即使是現在的文件也沒有定時定候更新），看這些文件亦不會對當年話題熱議的前因後果十分了解。藉廿五周年這科大和編委的雙喜臨門，我們訪問了多屆編委委員，舊遊前塵，讓各位知道現今的《振翅》是如何塑形。 當然，這個短短的篇幅同時是為了表示感謝。若沒有一眾有心為科大學生服務的前輩（《振翅》比學生會還要早成立喔），今天也沒有手上的這本《振翅》。大家看學生報時，沒有編輯會告訴你他們到底這一本書熬了多少天夜、開了多少個會。但他們就是默默付出的一群，而每年都有這麼熱心的一班人，要為報道、監察負上責任。我們很感謝他們對編委一路的維持和改進。除了前輩，另一群要感謝的是拿?這本書的您們。沒有學生的學生報，不是一本活生生的學生報。感謝閣下支持香港科技大學學生會編輯委員會，讓我們繼續振翅啟航，振翅高飛！ At the end of Innovating Miracles, we present you with the miracles of the Editorial Board, HKUSTSU. Members of the Students' Union may ask, 'Hey, what's the point for you to use our money to publish things that only EB people would be interested?' The Editorial Board has been growing together with HKUST since 1991, recording affairs both within and outside the campus from the beginning. We are concerned about everything related to HKUST, whether the university administration cares about it or not. Only when the development of the Editorial Board is included would Innovating Miracles be complete. When we were preparing for this part of the book, we have flipped over each and every issue of Wings. Wings has really transformed a lot since 1991—from the first issue in the form of saddle-stitched black-and-white booklet, to the latest perfect-bound colored book. While we are satisfied that the hardware part of our publication had advanced over the years, not only is that pleasing but also trigger thoughts on our software: are the quality of essays improved? Although each committee would only serve one year, leading to the discontinuous improvement on our quality, we try our best to make improvement in other controllable factors, like the breadth and depth of articles. Another reason for us to include the history of EB is to record the evolution of student movements. There were no formal record concerning incidents within HKUSTSU since the publication of a journal by the Executive Committee back in 1994. The Council online database is incomplete, but unfortunately it is the sole source of records. Searching through these documents would not help much in understanding the situation at the time. At this co-celebration of 25th anniversary for both HKUST and EB, we interviewed a number past of EB office-bearers, to tell you how EB was like in the past, and how Wings today was shaped. We also want this section to a medium for us to express our gratitude, to both former office-bearers of EB and also all of you. Wings was launched even earlier than the establishment of HKUSTSU, and thanks to all the ardent and enthusiastic committee members all over years, Wings has maintained its existence up till today. Without students, student publications would be worthless. A big thanks to all of you who are reading until this line! 編委版版主 尹樂�� Joyce Wan Chief Editor, EB Section P 228

Wings' 25 Years 振翅廿五 主題分版制是以往《振翅》主要骨幹（詳看後文），在此向各前輩致敬。 P 229

第一期振翅出版：除序言為中英雙語和投稿使用中文外，整本都是英文寫作。旨 在連結學生和教職員。 The first ever issue of Wings was published. Contents are written in English except for the Preface and some contributed articles. The book had fostering communication between students and faculty as its main goal. 2/12/1991 第二期振翅出版，中文文章比例提高，略比英文文章多。此書有學 生會起莊選舉論壇廣告，內容除學校相關話題外亦開始有少量消閒 題材，相較第一本，第一期較似現今的迎新特刊，第二期則比較像 振翅正刊。 Second issue of Wings published. Contents in Chinese were now the majority, slightly more than English contents. As distinct from the inaugural issue's focus on campus matters, coverage of the second issue included leisurely topics. 1/1992 回顧科大編委的廿五年，雖然不是平路 坦途，託賴歷代學生極力維持，也算安然無 恙。1991 年12 月2 日，僅僅距離科大第一 天上課日（10 月2 日）兩個月，第一本《振翅》 就面世了。當年一眾有心辦學生報的大一新 生在教育科技中心幫助下印刷了一千份騎馬 釘裝、黑白的《Wings Volume, Issue 1》。做一 本書刊很不容易，那群學生卻依然排除萬難， 製作出《振翅》，旨在連結學生和教職員， 希望大家對科大更有歸屬感。 1993 年3 月10 日，香港科技大學學生 會首屆委員順利選出，《振翅》加入學生會 成為正式學生會的刊物。不過頗為尷尬的是 《振翅》於1991 年已成立，學生會卻遲了一 年半才組成第一屆。1993 至1994 年的《振 翅》仍自稱「第五期」、「第六期」和「十一 月號」，暫避了學生會編委會屆數與學生會 幹事會不同的問題。1994 年，《振翅》跟隨 幹事會在週年全民大會（AGM）第一次組成 編委的內閣（此前每期書刊的製作人並非固 定），會後當上第二屆學生會編輯委員會成 員，正式開展《振翅》的第二卷（Volume 2）， 並將以往七本《振翅》追封為第一卷。就結 局而言，《振翅》的第一屆長達兩年半。 1996 年，第四屆編委會最先有內閣名 稱：高飛。「高飛」於莊期內設立《高飛報》 （後正名《振翅之高飛報》），旨在讓科大 人更多認識科大和香港——歷屆跟隨遂延續 至今。編委會兩大書刊至此成形：書名《振 翅》，取振勇啟航，展翅高飛之意，報曰《高 飛》，有古人文字以字補名的意義補完書名： 振翅高飛。 在設立初期《高飛報》與《振翅》最大 分別是刊物的形式。《振翅》比較像雜誌， 除校園新聞外，亦涵蓋一些學生會感興趣的 話題，例如社會時政評論、生活趣味、文藝 版等。當中更特設專題版，希望以專題探討 的形式深入探討科大生可能忽略的部分。《高 飛報》則比較像報紙，雖然都有消閒的文章， 但更側重於校園新聞和社會評論。如今由於 編委在常刊中都有校園新聞，使得《振翅》 與《高飛報》的分別越來越少。可是《振翅》 一年只出刊三本（現增至四本），書和書間 隔太長會錯失報道中間重要的事件，設立《高 飛報》可解決此問題，而《高飛報》版數亦 比《振翅》少，也不會過分增添委員會的負 擔，故雙刊並行的方案保留至今。 P 230

第一屆學生會幹事當選。 The first session of HKUSTSU office bearers were elected. 10/3/1993 科大編委正式成立，振翅加入學生會架構；以前振翅僅 以年份和期號為刊物，新編委稱為「第二屆編委」。 The Editorial Board, HKUSTSU was formally established as part of the Students' Union. The incumbent cabinet defined themselves as the 2nd Session, and their publications Volume 2, in line with the union's overall practice. 5/1994 學生會會刊《薪火》創刊號面世，由幹事會出版。惜 後繼無人，95 年後學生會歷史無正式年表紀錄 The Executive Committee of HKUSTSU published their own journal to track the infancy of the Union. However, the journal was discontinued after its first issue, resulting to a lack of formal historical record charting the Union's development. 11/1995 Wings has literally been growing with the university. The idea of having a student journal for HKUST was already conceived when the inaugural batch of students started school, with the view to strengthening the communication between students and faculty members, and instilling a sense of belonging. In just two months' time they were already spreading their Wings—1,000 copies of Wings Volume 1, Issue 1 were published on 2nd December, 1991, with the help of the university's Educational Technology Centre. At that time computer-aided publishing was still in its infancy, and the first few issues were produced by stapling together printed A4 paper. The establishment of Wings predates the HKUST Students' Union. Nevertheless it was already envisaged at the outset that Wings should become the official publication of HKUSTSU once the union became full-fledged. This happened on 10th March, 1993, when the first Executive Committee of HKUSTSU was elected to office, a year and a half after the first issue of Wings was published. 1996 was a landmark year for Wings—the incumbent Editorial Board, which was the first to gave themselves a cabinet name, founded Kao Fay Pao (the predecessor of Wings High Fly Post) as the subsidiary publication to Wings, with the intention of enhancing HKUST students' awareness on campus and Hong Kong affairs. While the Chinese title of Wings means 'spreading wings', 'Kao Fay' could be translated as 'flying high', forming an idiom that symbolizes HKUST's soaring spirit when the two titles are combined. Published in newspaper format, the early issues of Kao Fay Pao specialized in highlighting campus happenings and social issues, while Wings adopted a more leisurely approach, emphasizing literature and lifestyle articles. Apart from the two regular publications, the Editorial Board has, from time to time, published special issues on specific matters. In 2000 a special issue on the latest scientific and engineering breakthroughs of HKUST was launched. More recently special issues commemorating the June Fourth Tian'anmen Massacre in 1989, mostly as collaborations with other university student journals through the Hong Kong Joint University Press Board. Commemorative books were also produced on the occasions of the HKUST's anniversary celebrations— the 10th Anniversary Special Issue in 2001 by the 9th Session of EB, and Innovating Miracles in 2017 (the one that you are now reading). P 231

高飛報創刊，此刊旨在讓大家多認識 自己的校園和社會。 The inaugural issue of Kao Fay Pao, the predecessor of Wings High Fly Post, was released, with a view to encourage readers to know more about their campus and the society. 26/3/1996 高飛報第二期設「輔導員信箱」請學校輔導 員為學生解煩。 Second issue of Kao Fay Pao: in cooperation with the university's Student Affairs Office (SAO), an agony aunt column answered by counsellors from SAO's counselling service was launched. 30/4/1996 《九七特刊》出版 A special issue on the handover of HK was published. 12/1997 《科技特刊》出版 A special issue on technology was published. 8/2000 《科大十週年特刊》 出版 A commemorative book was published to mark HKUST's 10th Anniversary. 12/2001 在《高飛報》的設立後，歷屆編委亦有多番 創新出版特刊和號外。2000 年第七屆的編委便以 創新形式出版科技特刊，介紹科大在不同科學和 工程技術範疇上的新突破；歷屆亦多次出版號外 直擊社會、校園和學生會大事。另外，編委更數 次出版六四紀念特刊（包括與聯編合作出版之特 刊）。編委共出版兩次週年紀念特刊：2001 年第 九屆的《科大十週年特刊》和2017 年的《銀禧晷 跡》（即你現在正在閱讀的這本），以紀錄科大 的每一步。 編委除出版書刊外亦有舉辦不少活動， 早期的時候比現在還要重視得多。當中值得 一提的是「文學創作比賽」。徵文比賽早在 第一屆編委時已有紀錄，至第二屆時正名為 「文學創作比賽」（下稱文創）。因當時科 大未有人文學部學位課程，文創鼓勵了科大 學生創作平時較少接觸的文學、提升自身的 人文素養，有推動校園內人文氣息的作用。 當年的文創不但會分多種文學組別的比賽， 更會邀請人文學部教授甚至校外著名作家當 評委，最後還會出版文創得獎作品集和在賽 馬會大堂舉行頒獎禮，由評委頒贈書?。 說起出版書刊外的編委活動，除了文創 的規模縮小，其他的活動亦如是。雖然很遺 憾，但這些變動的原因很簡單：人手不足。 以往編委分工分明，各版編輯（校園、社會、 專題、科技、趣味）先擬定該版文章題目， 再召集附屬幹事（Sub-commitee）開始收集 資料和撰寫內容。所以相比如今度稿寫文排 版「一腳踢」的編委，當年的編輯比現在的 編輯更編輯。亦因如此現今的編委在人手短 缺下唯有在書刊和活動有所取捨；書刊是編 委的核心，辦少一點活動也是在所難免的。 P 232

當屆學生會週年大選中，編委唯一參選 名單因提名表格出現問題而未能參選，使編委 自創立以來首度出缺；至9 月「集智」閣於補選 中當選，結束編委「空莊」局面。 EB became vacant for the first time in its history, due to incomplete nomination forms submitted by the only contesting cabinet. A by-election was held in September through which a cabinet was elected. 3/2005 臨時編委會於出第一本刊物前臨時告吹，開始兩年無莊時期。 The provisional EB was dissolved just before the release of its first publication. The operation of the Editorial Board was brought to a halt. 3/2006 編委斷莊兩年後由幹事會臨委 招莊，成功於秋季學期起莊。 The incumbent Provisional Executive Committee took initiative to recruit a team of office-bearers for the Editorial Board. The publication of Wings was resumed in the Fall semester, after two years of suspension. 10/10/2008 六四二十週年刊出版 A special issue commemorating the 20th Anniversary of the 1989 Tian'anmen Massacre was published. 6/2009 It must be noted that the constitutional responsibility of the Editorial Board is not just about publications. The promotion of 'literary development among students by means of the Official Publication and other activities' is also part of our duties, as stipulated in the HKUSTSU Constitution. A longrunning event held by the Board would be the Wings Writing Competition, which has been organized on an annual basis since the first session. In early editions different literary genres would constitute its own division, and entries would be judged by professors from the Division of Humanities as well as prominent local authors. As an honour to the winners a prize presentation ceremony would be held at the Atrium, and their entries would be published in a separate volume. Orientation camps and talks given by writers or political figures are also traditional events held by the Editorial Board. However in recent years less importance is attached by the Editorial Board on nonpublishing activities due to shortage of personnel. The way the Editorial Board functions had experienced a major shift. In the past feature editors elected to the Board would be responsible for drawing up potential topics for a particular section (Campus, Society, Feature, Technology, Lifestyle). These topics would then be passed to the sub-committee members, who would conduct research and do the writing. This way of functioning is vastly different from the current practice, in which elected office-bearers are responsible for everything from research to writing and typesetting. In the past, they were able to organize more non-publishing activities as they had lighter workload. The current practice deems it hard for office-bearers to organize nonpublishing activities that might divert their attention from the Board's core function of compiling publications. There is no surprise that many of the Editors-in-Chief and Assistant Editors-in-Chief in recent union sessions resigned as a result of the surmounting pressure imposed in them by their extra responsibility of participating in university governance. P 233

學生會憲章修例，編委成莊的 最少人數由十一人改為七人。 The Constitution of HKUSTSU was amended, changing the minimum number of EB office-bearers from 11 to 7. 1/4/2009 編委辦事處由學術 大樓四樓遷往LG5學生設施。 The office of the Editorial Board was moved from Room 4029 to LG5315. 1/2012 「香港科技大學 學生會編輯委員 會」面書專頁成 立。 The Facebook page of EB was established. 4/2012 在此雖然一直比較現今和過往編委的分 別，但到底何為之現今的編委呢？事實上大轉 變往往由小轉變累積而成，很難總括出關鍵一 刻。不過某些重要事件或許可讓我們一窺根底： 第十四和十五兩屆連續斷莊，當十六屆重新起 莊時大學裡已經接近無本科生看過《振翅》 （當年仍是三年制時期），令編委對外儼如「新 Soc」，缺乏身為學生會中央架構應有的知名 度。此外，在第十九屆時編委亦有所振興：第 十九屆莊見《振翅》的影響力和知名度皆不是 學生會刊物應有的水平，決定改革編委，重辦 迎新日和大幅增加刊物數量：由（十六至十八 屆）一年兩本增至四本振翅和三本高飛報。之 後，編委進入二十世代亦沿用相同體系，並在 為數不多的活動作多番嘗試，如作家講座、漂 書會、元宵燈謎等，第二十屆更舉辦兩場迎新 日，分別為高考和文憑試而來的新生而設。 說起十四屆時的斷莊，編委命途的確一向 多舛，不時出現總編輯請辭。截至完稿時的廿 四屆編委，上一次總編輯能完成整個莊期的屆 數是廿一屆，對上是十九，然後是十八屆，再 對上的已經是第十三屆了。除了總編一職，副 編亦首當其衝承受壓力：很多屆都有副編辭任。 結合上述編委選莊和運作模式改變的描述，不 難發現兩者有關。現在編委以編委莊員本身作 為幾乎七成文章的來源（餘者為讀者自發投稿、 特約邀稿和廣告），更要領導附屬幹事另製一 份刊物，然後還要兼顧活動、校園新聞等，而 總編更是不少校務籌委會的代表和學生會事務 的當然成員（以確保學生報有可靠資料來源）， 不難想像現今的劣況是如何形成。固然，只要 編委成員每個都有能力有決心「chur 得起」， 這樣的架構是可以運作下去，而好處也是有 的（如整本書內容較一致，能更穩定操控文 章質素），但若有一年缺少可以量產文章的 莊員，先不論文章質素，編委已不能確保幾 乎每個上課月一本刊物的進度。筆者亦不是 說以前的作法是最好，畢竟編委專注製作刊 物、不舉辦這麼多活動亦有一定道理；筆者 亦明白若是兩方皆可兼顧才是最理想的情 況，但提升制度的穩定性亦是對整個架構的 長遠發展來說是一件好事。在注重傳承之餘， 稍微求變，更可免除一些所謂「傳統做法」 所帶來的問題。 面對未來，編委尚有很多可能性和進步 空間。踏入二十一世紀，互聯網革命大大改 變了人們溝通交流的模式，不同的網絡平台 漸漸蓋過了傳統媒體的身影。第十九屆莊成 立了面書專頁和部落格，讓編委接軌互聯網 世代。至第廿二屆，面書專頁除報導學生會 會議（評議會會議、AGM 和EGM）和宣傳編 委活動外，亦開始報導其他校園新聞，如校 巴服務和校內事故（鉛水檢查呈陽性、校園 混凝土坍塌等），面書讚好數急升。隨?學 生對校園網媒要求越來越高，編委面書涉獵 的內容亦越來越廣。相信編委若要振翅高飛， 不得不把握資訊科技帶來的機遇和挑戰。 P 234

編委為高考與文憑試學生分別舉辦迎新日。 During the double-cohort orientation period (due to the transition of curriculum from 3-year to 4-year), the Editorial Board organized two separate orientation camps, catering to students admitting through HKALE and HKDSE respectively. 7-8/2012 編委總編輯開始聯同其他學生組織 領袖定期與學務長會晤，共議校政。 Together with a number of fellow student leaders, the then Editor-in-Chief started participating in regular meetings on campus affairs with the Dean of Students. 2013 編委與圖書館合作，把《振翅》電子化並公 開為網絡資源（舊有書刊逐頁掃描整合成PDF，此後 則由編委出刊同時提供排版PDF 予圖書館） The 22nd Session of EB cooperated with the University Library in electronizing the archive of Wings. All issues of Wings ever published are now available as scanned .pdf files on the University Archives website. 9/2014 《振翅． 銀禧晷跡． 二十五週年特刊》出版 Innovating Miracles was published to mark HKUST's 25th Anniversary. 5/2017 The fundamental changes to the Editorial Board's operations might be due to the consecutive vacancy of the Board during the 14th and 15th union sessions. When Wings was revived in the 16th session, virtually none of the undergraduates at that time has heard of it, despite the fact that EB is one of the four statutory bodies of the Students' Union. Most, if not all of the previous EB office-bearers had graduated at that juncture, and the 16th session had nothing much to inherit from their predecessors. They, and their successors, understood that they had to innovate in order to make the Editorial Board great again, and the 19th session is probably the best illustration of this. Instead of following their predecessors' footsteps of publishing only two issues of Wings each year, they decided to produce four (together with three issues of High Fly Post) within their term of office. They also decided to hold orientation days for freshmen in order to enhance EB's exposure. In order to survive in the Information Age, it is imperative for Wings to step up its online presence. The Facebook page of the Editorial Board was first set up in the 19th session to notify members of their latest activities. The 22nd session further transformed the Board's Facebook page into one that offer instant news, updating members not only on Students' Union issues such as Council meetings and elections, but also campus happenings like shuttle bus, lead-tainted water and construction defects. P 235

A letter from Silver Jubilee EB to Golden Jubilee EB 致金禧編委的信 銀禧編委 P 236

致金禧編委︰ 當你們用第五十屆編委現莊的身份閱讀這封信時，我也差不多 踏入我的五十周年了。現在是2017 年，數屆編委都在共同努力籌備 這本科大廿五年刊。如果編委真的有第五十屆，又不是被人工智能取 代了的話，我懇請身為第五十屆的您姑且浪費一點時間，駐足停下看 看這封來自前人的信，看看我們對未來的想像︰或笑我們異想天開不 設實際，或笑我們固步自封想像有限——這些都是您們的歷史前人的 夢。 如果廿五年後還有編委的話，大概也和我手中的這一本振翅特刊 很不一樣了。紙媒於我們這一代已是黃昏時期，很多原本紙版印刷的 物品都電子化，躍上電子屏幕。報紙、潮流雜誌、工具書、小說都已 一一不敵歷史洪流改為電子版本。尤其是傳媒，現在報紙的銷情已下 跌至不能應付的地步，多間報社結業。廿年後，平版電腦都很老土很 out 了，不難想像科技（如OLED 註一）已成功研發出便直的可屈摺軟屏 幕並普及於日常生活，可能在電腦普及一個世紀後電腦已和紙本筆記 無異。不過未來電腦真的會停留於與人體分離的方式嗎？比如說，會 否把影像直接投射入眼中呢？又或者，可能那時電腦已和人類更進一 步融合——我們這個年代電腦也與人類分不開了，只不過大部分人尚 未在身體上和電腦結合（只有義肢），但你們的年代或許會把電子產 品裝在手上？我們現階段能想到的只有晶片的型式，但未來或許出現 一些把細胞和電子零件合併的技術註二，使生物和電腦難以分界線?? 不過重點是紙媒或許在廿五年後消失了，那麼振翅會是怎麼樣的形式 呢？會是和現在能見到的一樣，只是枯燥乏味的電子書模式嗎？ P 237

除了媒體形式上的轉變，或許連大學生的定位亦有轉變。六七十年代，香港只有兩間大學，能順利升讀大學的都是精英中的精英，所以大學生都本?投身社會經世濟民的救國之心。隨?時代的推進，大學升學率由2%逐漸提升至現時的18%，大學不再是對大眾如此遙不可及，同時學歷亦貶值了：現今的大學生失卻如此「宏大」的理想，讓讀大學的原因普遍留於「?張砂紙?好工」。在2012年，教育制度有更大的改革，教育局大筆一揮把中高等教育的架構由「3223」改為「334」，公開試由兩次改為一次。雖然不可全歸究考試制度，但社會確是多了許多心態尚未成熟的「Post-Adults」，連自己為何要讀大學也不清楚，遑論大學生的使命和職責。如此推算，在2041年的科大，或許大學已和中學無疑（雖然有人認為現今科大也很「中學」，不過那是另一個話題），不單上課模式，連學生活動都總有教職員作指導。可能振翅會變得交由校方想方向，而「上莊」的學生也不能隨心所欲寫些「離經叛道」的文章了。不過，又或許，在那個時代，學生已不想再說政治了。 2041年距離香港於九七承諾的五十年不變只剩六年，不知道你們還會像如今的人般尚存救港的心嗎？或許你們的時代媒體慣於自我審查為免出了「不和諧」的報道了。在那個年代，如果新聞不嘩眾取寵，傳閱率還會高嗎？沒有讀者，媒體還能生存嗎？慶幸編委不用考慮製作資金的來源，相對上有更大的自由去選擇報道真相。結合未來大學生身份的改變，學生報或許不會再以評論時政和改變社會為己任?? 我想，你可以做的只是確保編委的刊物有一定水平，保著編委的聲譽。讓你若干年後，見到該時的編委，仍然可以問心無愧地講一句，這是一個我曾經盡心盡力去守護過的組織。 祝 振翅高飛 銀禧編委 啟 註一：全名Organic Light-Emitting Diode，即是有機分子做的LED燈，特點是可製作非硬版的發光屏幕。 註二：去年（2016）化學諾貝爾獎頒給三位對分子機械作出貢獻的科學家，他們各自研究出三種不同的方式控制分子如機械般運動。雖然現階段並無任何實質應用，但分子機械開拓了新的範疇，或許會大大影響未來科技的發展。 P 238

Dear Golden Jubilee EB, When you are reading this as member of the 50th Editorial Board, we are also about to enter our 50s. With the joint effort of EBers from several sessions, we have been able to produce this special edition in 2017. If our legacy lasts until then, I sincerely hope that you could spare a little bit of your time to read this letter from your predecessors, and take a look at our thoughts on the future. Or you can laugh at our unrealistic imaginations—these are the dreams from the men before you. If the Editorial Board is still around after 25 years, the anniversary edition that you produce might be quite different from what we have on our hand. The print media industry was already at its sunset when we were the incumbents. Many newspaper, magazines, dictionaries and novels were already migrating themselves to the realm of electronic media. Even tablet computers, which were still considered to be an innovative product, might become outdated several years later, with bendable soft screen probably being the new black instead. There might be a trend of making tablets more paper-like, to the extent that a notebook computer would have no difference with a paper notebook. Or perhaps computers are further integrated in humans—perhaps this installation of computer parts inside human body would have became commonplace? The only thing in our mind that suits this description would be in the form of chips. But would the electronic components be combined with our cells, blurring the distinction between biological creatures and computers? The main point is, would print media might have be disappeared 25 years later from now, and how would Wings exist? The same fashion or the boring electronic version? Apart from the change in medium, the position of university students might have been changed by then. Back in the 1960s and 1970s, there were only two universities in Hong Kong, and those who managed to get in were the cream of the crop. As a result, they had the heart to devote themselves to improving society, making it better for the people. As time flies, with the territory-wide college admission rate rising from 2% to 18%, university degrees are now much devalued. For many university students, the only reason for P 239

studying in the university is to get a certificate and pave the way for their future career. In 2012, the local education system transformed from '3-2-2-3' to '3-3-4' (year of study in Junior Secondary School, High School and University), combining the two public exams into one. It is true that the exam system is not the only culprit to be blamed, but there are more and more unmatured minds as 'Post-Adults', who do not have much idea of why they enroll in university. Needless to say, they do not understand the responsibility and mission of college students. Our estimation would be that in 2041, HKUST might be just another high school (although people in our time already had that thought, but that's another story to tell), not only in terms of the way lectures are given, but also, probably, with student activities largely dictated by university staff. Wings might be under close control by the university administration, and Editorial Board executives would face many constraints when writing articles. Or, perhaps, politics would no longer be discussed by students at your time. 2041 is just 6 years away from the end of the '50 years of remaining unchanged', as promised by the Chinese government when the British agreed to transfer Hong Kong's sovereignty to her. Is the will of saving your homeland still present in the hearts of university students of your time? Perhaps the news agencies of your time are under self-censorship. At that moment of time, would the circulation of news reports be satisfactory if they are not sensationalized? As an Editorial Board executive, the only thing you should focus on, in our opinion, is to ensure the quality of the its publications to a certain degree, so as to sustain its reputation. So that years later, you could still be proud of the fact that you have paid effort in upholding the reputation of the Editorial Board. Best Regards, Silver Jubilee EB P 240

歷屆編委名單 名單以各屆最後一本常刊之版權頁為準。 第一屆 第一卷（無資料） 第二卷 總編輯 李小梅 副編輯 林美儀 林佩敏 李凱茵 何兆基 記者 林美寶 李紅嬌 李文偉 李文龍 周鎮裕 黎慧兒 王智基 陳綺勤 李良保 美術 楊寶珍 廖慧清 李君學 黃燕萍 打字 李均熊 沈毅君 陳君源 楊明哲 總務 夏興之 文書 李佳 李志明 聯絡 譚偉通 第三卷 總編輯 李小梅 副編輯 林佩敏 李凱茵 何兆基 記者 林美寶 李紅嬌 李文偉 李文龍 周鎮裕 黎慧兒 胡敏芝 陳綺勤 李良保 美術 楊寶珍 廖慧清 李君學 黃燕萍 打字 李均熊 沈毅豪 陳君源 楊明哲 總務 夏興之 文書 李佳 李志明 聯絡 譚偉通 第四卷 總編輯 何兆基 副編輯 林佩敏 李凱茵 記者 林美寶 李文龍 周鎮裕 黎慧兒 陳綺勤 美術設計 楊寶珍 鄧雅倫 廖惠清 李君學 黃燕萍 打字 楊明哲 李均熊 陳君源 總務 夏興之 文書 李佳 聯絡 譚偉通 第五卷 總編輯 何兆基 副編輯 何兆康 羅英強 鄺永康 Gerta Itemrajani 編務秘書 高其彪 倫淑嫻 財務秘書 曾玲玲 執行編輯 陳慧敏 陳啟綿 陳德湄 李偉紅 陳懿雯 袁廣成 黃嘉賢 謝翠恩 符敬華 戴卓基 廖汝強 陳瑋熙 麥淑儀 鄺惠浣 候婉詩 麥國安 劉輝 梁中天 呂秀芳 林樂夫 張慧芬 江超帆 黃志強 巫瑛 姚素貞 陳潔儀 胡潔琪 葉燕梨 吳潔儀 梁麗明 戴漢松 黃靜嫻 陳惠如 巫美娜 美術設計 李白鳳 李君學 何佩盈 周昭武 王逸新 陳江偉 邱奕煜 黃慕勤 第六卷（散佚） 第七卷 鄭思敏 曾玲玲 何佩盈 吳小翠 陳家祺 陳嘉琪 鄧思傑 張健昌 鄭淑芳 洪潔華 蔡偉民 李秀英 楊志良 羅凱欣 陳樂欣 林天賀 林澍 蘇玉梅 周瑩 李德怡 謝虹 何家強 劉家明 高其彪 戴漢松 黃淑安 夏學文 鍾玉燕 陳詠詩 李玉華 陳懿雯 黃慕勤 陳啟綿 鄺惠沅 高賢偉 鄭健雄 林航 譚文慧 謝穎敏 呂秀芳 樂文 張慧芳 關凱政 李若梅 馬錦玲 陳碧華 李慧敏 陳樂欣 陸麗兒 譚瑞玲 林樂夫 李偉光 蔡虹 吳?聰 丘學軍 吳保榮 邱潔玲 吳穎妮 第二屆 第一卷 總編輯 周瑩 副總編輯 洪潔華 丘學軍 財務秘書 何家強 行政秘書 李德怡 廣告秘書 詹俊興 執行編輯 楊嘉寶 周詠珊 謝虹 馬錦玲 蔡虹 李偉光 高賢偉 美術編輯 林航 羅凱欣 第二卷 總編輯 周瑩 副總編輯 洪潔華 丘學軍 美術統籌 林航 羅凱欣 行政秘書 李德怡 財務秘書 何家強 第三卷 總編輯 周瑩 副總編輯 洪潔華 丘學軍 美術統籌 林航 羅凱欣 執行編輯 蔡虹 馬錦鈴 高賢偉 周詠珊 楊家寶 李偉光 謝虹 行政秘書 李德怡 財務秘書 何家強 第四卷 總編輯 徐凱敏 副總編輯 唐偉城 陳依玲 行政秘書 邱協群 財務秘書 談茵茵 市場推廣秘書 詹俊興 執行編輯 蔡璟瓏 鄒文國 黃穎恩 劉學屏 湯寶珊 范麗群 陳永佳 美術統籌 賴漢堅 謝基遠 第三屆 總編輯 徐凱敏 副總編輯 唐偉城 陳依玲 財務秘書 談茵茵 行政秘書 邱協群 廣告秘書 詹俊興 校園 陳永佳 劉學屏 專題 黃穎恩 翁勤偉 趣味 范麗群 社會 蔡璟瓏 科技 陳鎮熙 鄒文國 電腦排版 謝基遠 封面設計 賴漢堅 龐得鴻 第四屆 高飛 總編輯 陳嘉莉 副總編輯 鄭美美 黃曉文 財政秘書 李嘉慧 行政秘書 鍾佩怡 市場秘書 陳家賢 美術總監 張珮怡 王維俊 李家輝 吳龍川 排版 李蕾 執行編輯 張佩嘉 王瓊葉 施承宗 凌文迪 陳建中 李美怡 陳韻妮

第五屆 匠心 總編輯 林溥智 副總編輯 鄭浩龍 財政秘書 謝豐孝 行政秘書 梁偉豪 市場秘書 黃曦蕾 排版 許國豪 社會 黃思耀 校園 何樂恩 陳雅芝 專題 楊智安 吳振瑋 科技 許建勤 梁景煌 趣味 李詠詩 文藝 張燕 P 241

第六屆 筆耕 總編輯 周春紅 副總編輯 陳淑慧 財政秘書 呂淑瑩 行政秘書 葉永新 市場秘書 曾穎琪 美術總監 陳心慧 溫敏琦 排版 蔡家銘 姜澤銘 葉永新 社會 王玉婷 校園 香瑞好 郭虹均 專題 黃俊傑 梁耀章 科技 羅智偉 趣味 顏珮珊 黃詠詩 文藝 蔡崢瑜 第七屆 墨澗 總編輯 鄧錦漢 副總編輯 曾達揚 孫諾恆 財政秘書 張婉如 行政秘書 李玲玲 市場秘書 施志偉 排版 劉家威 駱陽 美術總監 羅俊傑 張艾琪 社會 盧穎琦 廖智康 校園 陳梁 盧穎珊 專題 蕭錕財 黃建成 科技 林仲恆 趣味 李倩儀 林湛德 文藝 陳映紅 第八屆 筆跡 總編輯 溫仲元 副總編輯 梁宇�琚@黃純遠 美術統籌 吳穎明 陳恆垣 財政秘書 黃錫榮 行政秘書 郭秀瑩 市場秘書 伍美琪 排版 林沛樟 鄧禮賢 社會 梁燕玲 校園 陳新強 李翠玲 專題 唐瀾 毛潔瓊 科技 黎翔天 趣味 關�盚F 文藝 朱順廣 周臻 第九屆 匯思 總編輯 區凱威 副總編輯 伍惠芬 黃田翰 財政秘書 許?文 行政秘書 鄧凱珊 市場秘書 高立基 設計總監 徐浩基 陳小慧 劉綺麗 陳家賢 社會 梅玲玲 趙文浩 校園 蔣凱華 李翠婷 專題 許智鴻 蔡仲斌 科技 楊永康 楊俊彥 趣味 蔡學雄 謝文欣 文藝 郭嘉樂 朱穎怡 第十屆 覓衡 總編輯 林猷麟 副總編輯 湯穎妍 何建榮 設計總監 羅樂濤 鄭倩婷 黎安琪 陳沛珊 行政秘書 劉凱琳 市場秘書 韓林 財務總監 李文傑 社會 余雪媚 校園 陳智柔 伍靜賢 專題 黃琬勵 盧志虹 科技 譚子維 趣味 葉逸廉 羅瑞琳 文藝 郭蒨荇 陳純薇 第十一屆 載思 總編輯 陳昌滿 副總編輯 周佩波 陳嘉健 財務總監 陳慧真 行政秘書 潘錦璇 市場秘書 陳清怡 設計總監 黃啟聰 林祖輝 林翠嘩 郭麗賢 社會 謝文傑 朱狄峰 校園 陸連開 蔡婉雯 專題 吳綺華 蔡慶婷 科技 張亭鋒 劉蓓兒 趣味 梁嘉詠 文藝 楊穎琪 何穎欣 第十二屆 薈情 總編輯 陳偉文 副總編輯 施夢妍 黃艷艷 財務總監 鄺煒錠 行政秘書 陳希琳 市場秘書 黃詠詩 設計總監 林玉華 鄧英樂 梁偉斌 吳浩鏘 社會 陳頌恩 藍世樂 校園 陳文靖 徐蔚家 專題 蕭慧雯 葉玉鳴 科技 蔡慧珊 呂肇康 生活 廖頌韻 黃嘉恩 文藝 何倚琦 蕭錦華 第十三屆 集智 總編輯 陳蔚源 副總編輯 陳敏祥 黎琳 財務總監 P 242

楊凱琪 行政秘書 葉曉恩 市場秘書 陳可游 設計總監 陳俊威 何穎賜 鄭文俊 社會 林澤恩 汪磊 校園 李希萌 劉珀深 專題 張曼婷 科技 梁藍田 生活 劉家豪 文藝 馮時 第十六屆 雛飛 副總編輯 麥寶云 伍曉萍 財務總監 司徒經略 行政主任 曾世傑 市場主任 鄭海廣 設計總監 黃康莉 梁興財 執行編輯 鄧麗瑩 歐啟文 Samtani Suraj 周理然 第十七屆 文鳴 Roaring Words 副總編輯 梁洋洋 李璟垣 行政秘書 尹遠舟 財務總監 何以 市場秘書 趙曄 設計總監 黃家俊 余德修 許激揚 陳俊霖 執行編輯 崔淳峰 Ragavan M. Sundaram 第十八屆 科言 Amo-Verbis 總編輯 李珮萍 副總編輯 梁健�� 財務總監 劉曉芬 行政秘書 劉璐 市場秘書 李成峰 設計總監 關詠詩 梁桂幸 執行編輯 Agrim Prasad 盧可欣 第十九屆 墨博 Pulse 總編輯 招學宜 副總編輯 楊澤霖 財務總監 吳婕恩 行政主任 宣大容 市場主任 關麗媚 設計總監 劉嘉敏 羅鈞泉 執行編輯 馬君明 盧智聰 Marvella Syiva Luhur 姚松年 第二十屆 翰粹 Essence 總編輯 陳棟材（署理） 副總編輯 李少達 財務總監 符庭潔 行政主任 劉冠平 市場主任 張宗忻 設計總監 羅霆樂 周芷盈 黃煒彤 執行編輯 文顥宗 莫家言 吳松然 鄧漢軍 黃穎妍 黃于玲 敖日紅 于曉瀅 第廿一屆 墨風 E-Bees 總編輯 吳卓嘉 副總編輯 王焯熙 財務總監 梁祺欣 行政主任 羅巧維 市場主任 張瀚文 設計師 馮杰能 龔卓瑤 劉曉君 黃寶漢 執行編輯 謝家尉 朱大偉 何其聰 龔明 李詩婷 盧煒殷 譚銘淇 吳彤霜 王明彬 第廿二屆 筆鳴 Penna 副總編輯 譚仲匡 尹樂恆（署理） 財務總監 黃鎮釗 行政主任 黎婉儀 設計總監 廖可然 黎祥嘉 執行編輯 許嘉軒 畢敏文 第廿三屆 文鏡 Vitrum 副總編輯 林�琣w 張家聲 行政主任 楊曉晴 市場主任 吳子軒 財務總監 蔡綺雯 設計師 章嘉豪 梁天昊 黃穎彤 第廿四屆 筆弦 Expressivo 副總編輯 梁柏軒 張文聰 財務總監 李柏賢 行政主任 吳宇恆 市場主任 朱穎彥 執行編輯 張城捷 曹子僖 何家禮 李宗昊 Anshul Aggarwal 設計師 林恩諾 李思嘉 李思奇 羅焯然 P 243

舊貌新顏Past and Present P 244

P 245

鳴謝Acknowledgements 排名不分先後listed in no particular order 吳家瑋教授 Prof. Chia-Wei Woo 朱經武教授 Prof. Paul C. W. Chu 陳繁昌教授 Prof. Tony F Chan 史 維教授 Prof. Wei Shyy 翁以登博士 Dr. Eden Y Woon 周敬流教授 Prof. King L Chow 鄭光廷教授 Prof. Tim Cheng 汪 揚教授 Prof. Yang Wang 李中清教授 Prof. James Z Lee 譚嘉因教授 Prof. Kar Yan Tam 蕭錦榮教授 Prof. Kam Wing Siu 崔耀文先生 Mr. Yiu Man Chui 劉昕雋同學 Mr. Chris Lau 林子幹同學 Mr. Andy Lam 何詠衡同學 Ms. Jasmine Ho 鄒冠東同學 Mr. Barry Chow 陳新強先生 Mr. Kirk Chan [08] 高立基先生 Mr. Mike Ko [09] 藍世樂博士 Dr. Lewis Nam [12] 陳蔚源先生 Mr. Sam Chan [13] 高振源先生 Mr. Jimmy Ko 伍曉萍小姐 Ms. Candy Ng [16] 招學宜小姐 Ms. Rainie Chiu [19] 陳棟材先生 Mr. Kenneth Chan [20] 吳卓嘉小姐 Ms. Jessica Ng [21] 王焯熙先生 Mr. William Wong [21] 謝家尉先生 Mr. Raymond Tse [21] 香萃俍同學 Mr. Benny Heung 香港科技大學圖書館 HKUST Library 香港科技大學學生會幹事會 The Executive Committee, HKUSTSU 香港科技大學學生會評議會 The Council, HKUSTSU 香港科技大學學生會攝影學會 The Photographic Society, HKUSTSU P 246

出版資訊Publication Information 括號內為編委會屆別 Numbers in brackets denote the EB session that he/she belongs to 振翅．銀禧晷跡．科大廿五周年特刊 Wings × HKUST 25th Anniversary Innovating Miracles 籌備小組 Preparatory Committee 尹樂�� Wan Lok Hang, Joyce [22] 譚仲匡 Tam Chung Hong, Samson [22] 林�琣w Lam Hang On, Steven [23] 張文聰 Cheung Man Chung, Terry [24] 梁柏軒 Leung Pak Hin, Phil [24] 李柏賢 Lee Pak Yin, Patrick [24] 吳宇恆 Ng Yu Hang, Henry [24] 林恩諾 Lam Yan Nok, Grace [24] 羅焯然 Lo Cheuk Yin, Jack [24] 曹子僖 Cho Tze Hei, Felix [24] 何家禮 Ho Ka Lai, Jacky [24] 出版 Publisher 第二十四屆香港科技大學學生會編輯委員會 The Editorial Board, HKUSTSU, Session 2016-2017 香港新界西貢大埔仔香港科技大學學術大樓LG5 學生設施2 號郵箱 Mail Box #2, LG5 Student Amenities, The Hong Kong University of Science and Technology,Tai Po Tsai, Sai Kung, N.T., Hong Kong su_eb@ust.hk / facebook.com/hkusteb 承印 Printing 嘉昱有限公司 Cheer Shine Enterprise Co., Ltd. 香港九龍新蒲崗大有街26-28 號天虹大廈7 樓 7/F, Rainbow Industrial Building, 26-28 Tai Yau St, San Po Kong, Kln., HK 出版日期Date of publication：05/2017 香港科技大學學生會編輯委員會The Editorial Board, HKUSTSU P 247

The Editorial Board HKUST Students' Union Session 2016-2017 第二十四屆 香港科技大學 學生會編輯委員會